OURNAL of the NATIONAL | EDUCATION . ASSOCIATION § Message to the 1934 Graduate . The War Makers William E. Borah Secondary Educa- tion for the New Day » This Age of Plenty Stuart Chase * Hygienic Hand- washing in Schools Thomas D. Wood « The Washington Convention « See page A-53 for complete Table of Contents . MAY . 1934 VOLUME 23 NUMBER 5 A New Course All Students Like They like it because they learn so many things about business that broaden their outlook on life, that equip them to fit successfully into the economic community, that help in the selection of the right vocation. . . . And this course in General Business Science by Jones-Bertschi-Holtsclaw is as interesting to teach as it is interesting to study. Results are apparent from day to day =———_—_ —doubly useful is this GAYLORD SCREEN BULLETIN BOARD This attractive and serviceable Screen is designed for use as a Bulletin Board, a Screen, or both. It stands firmly, for it is strongly built, yet it is light enough to be moved about easily. While designed for use in Libraries particularly, it is often used for special displays in school room, corridor, office, or wherever publicity material is displayed. and these te encouranement to work toward o | The posting surfaces are made of a brown cork-like material. Lan) definite goal. There need be no dull moments | The frames are quarter-sawed white oak in light or dark finish. for the teacher who realizes the possibilities of | The Screen is 5514 in. high. The display panels are all 19 in. General Business Science. | wide. The large panels being 3914 in. high—the small panels cv Poa Write for free monograph 7 in. high. “Penetrating the Fog Surrounding Moderately priced at $19.50 freight paid. ‘Junior Business Training.’ ” The Greg¢ Publishing Company eee know not only the value ' ™ ut what cereals are, which con- “ay to growth, and which each t himself when occasion arises. Vol " ume 23, Number 5; May 1934 They should also have learned that many vegetables are worth eating and can be palatable if one knows how to make them so. They are then ready to begin to learn, one at a time, the essentials of an ade- quate diet. They find vitamin A, for in- stance, to be a real substance; learn where it is stored in the plants which pro- duce it; how it is transferred by the cow that eats it, to her milk and not to her muscles; and how it affects health and growth. Thus they are enabled to select with intelligence born of interesting ex- perience “vitamin A breakfasts” [or lunches or dinners] which shall fit their tastes and pocketbooks as well as their nutritional needs. “Diet” becomes an ad- venture in wise selection, and not a re- striction. Whatever the children learn must be based on accurate scientific knowledge, seasoned with resourcefulness in making the necessary foods desirable, but above all it must grow out of the children’s own experience and be con- vincing to them. Some sources of helpful suggestions— [1] Roberts. Nutrition Work with Children. Chicago: University of Chicago Press, 1927. [2] White House Conference on Child Health and Protection. Nutrition Service in the Field. Section I, Medical Service, Committee on Medical Care for Children. Century, 1932. [3] Report of the Joint Committee on Health Problems in Education. Health Education—A Program for Public Schools and Teacher Training Institutions. Washington, D. C.: Na- tional Education Association, Revised ed., 1930. Grams 180 :: ae 1/8 ne [ , ye AND ANDY [right] were fed oatmeal, milk, and lettuce. Johnny [next] was fed meat and bread at first, then meat, bread, and potatoes. Dick [extreme left] was fed meat and potatoes at first, then meat, bread, and potatoes. Their weight record is shown in the chart below. [4] Reeves, G. G., Trilling, M. B.; and Wil- liams, Florence. Girls’ Problems in Home £co- nomics. Philadelphia; 1931. 666p. [5] Strang, R. M. Subject Matter in Health Education. New York: Teachers College. [6] Wood, Thomas and Lerrigo, M. O. Health Behavior. Bloomingdale, Illinois: Public School Publishing Co., 1927. 150p. [7] Rose, Mary Swartz. Teaching Nutrition to Boys and Girls. New York: Macmillan, 1932. [8] Winchell, F. E. Food Facts for Every Day. Philadelphia: J. P. Lippincott Co., 1924. [9] Lummis, Jessie I. and Schawe, William. Guide for a Health Program. Yonkers-on-Hud- son: World Book Co., 1929. 196p. [10] Pfaffmann, Mary and Stern, Frances. Food and Your Body. Boston: Barrows, 1932. BERLE x 0) Q ATE EST i > | | A) \ 9 6 i) RS. ROOSEVELT’s PAGE—School- M teaching is the theme of Mrs. Franklin D. Roosevelt’s monthly article in the Woman’s Home Companion both in March and in April. Education is “the one subject that we cannot afford to neglect no matter what happens to public and private finances.” Mrs. Roosevelt, in her March article, in- sists on this viewpoint. She tells of the increase in school enrolments, the reduc- tion in number of teachers, the scarcity of schoolbooks, the inadequate salaries paid to teachers, and the teachers who are working while forty million dollars is due them in back pay. She comments: “It speaks volumes for the ideals of this profession and the devotion to their work and to the welfare of the children that our public schools are functioning during this period as well as they are.” In her page for April, on “Learning to Teach,” Mrs. Roosevelt says “It has long been a pet theory of mine that the basis of all real education is the contact of youth with a personality which will stimulate not only work but thought.” Mrs. Roosevelt makes two concrete suggestions for the better education of prospective teachers. First, she urges that teachers in training should be re- quired to spend their summers in super- vised travel, including travel abroad. “This would cost more money and an exceptional person would have to be put in charge of this part of a teacher’s edu- cation, but I think we would reap such great benefits from this type of educa- tion, that it would be well worth it.” Her second suggestion has to do with the teaching of English. “‘I think we some- times forget . . . that the most impor- tant thing for any people is that they should speak and write their own lan- guage well and have an appreciation of their own literature and the sources from which it grew. I am frequently shocked by the type of letter written by highschool graduates. It is fair to sup- pose that if they cannot do a better job of writing themselves, their appreciation of literature is very slight. “T should like to see in every state a traveling Charles Townsend Copeland— a dean of English who would go to nor- mal schools and state colleges to teach an appreciation of English and American literature to the teachers who are going out to educate our children.” 132 An Evening with the Magazines A Fair Deal for Education— “Education, which deals with the future of American citizens, has reached its present grave crisis with no national program of recovery. As some one has tersely put it, children are not getting a new deal, they are getting a raw deal.” Dr. John Dewey thus summarizes what has happened to the schools during the last four years. Good Housekeeping for April 1934 publishes an interview with Dr. Dewey, under the heading “Tomor- row May Be Too Late,” in which this philosopher points out the fallacy in “saving” on the very parts of school work which have been added to meet the needs of modern life. A national program of recovery for the schools can not go forward until we face the question of their plan of sup- port, says Dr. Dewey. “Equal opportu- nity for an education for the children of this nation rests upon the fortuitous cir- cumstance of the kind of taxation that state or community may have... . “The time seems ripe to urge again a federal Department of Education with a Secretary of Education in the Presi- dent’s cabinet. . . . J A federal Depart- ment of Education would not mean, as many seem to fear, a standardized sys- tem of education any more than the Department of Agriculture means stand- ardized farming, unsuited to local condi- tions. ... . By setting up a federal De- partment of Education we would not be weakening the local educational struc- ture, but rather strengthening it by hav- ing for the first time a machinery which could wipe out undemocratic inequali- ties.” Professional Approach to Politics —‘Politics begins to stir our campuses,” says Eunice Fuller Barnard in the New York Times Magazine, January 28, 1934. A conservative faction of college liberals “combines with its ardor for reform a slower, more studious approach and what might be called the career motive. ThéSe are those new young Americans eo would like to begin while in college the practise of a high type of political activity, which they would hope to con- tinue as a life work... . / Along with their study of the theory of government in college they would become appren- tices in local politics. . . . “Down at Emory University in Geor- gia, for instance, a group of eight Campy leaders, on their own initiative, haye Or. ganized to take a working part in coun politics. Their program includes a gamy of reforms, from the short ballot and th, consolidation of two counties to a mod: ern sewage system for a certain section’ Which Horn of the Dilemma?_ “Current discussion of education hy become in amazing measure a discussio, of needed changes in economic assump. tions and teachings within the school Nothing is more prophetic of a shift ip our civilization than this newly-dawniny educational consciousness.” But teach. ers may not be aware, continues an efi. torial in World Tomorrow, March 20 1934, that the decision of what to teach involves a problem of acute person concern. “A dilemma confronts us. Shall teach. ers be induced by their present desperi- tion to back up still further the economic system that has failed them, or shal they, by revealing to pupils the unvar- nished truth, turn the rising generation against this system and towards a better one? This dilemma is a painful one, but it is inescapable. “Tt is an instance of what William James called a forced option. It is pain- ful because the choice of either horn in- volves great risks. To choose the second alternative is to make the bold assump- tion that money shall not control cul- ture, but culture, money; and this a sumption has to be made in the face oi a money-power that can stop such teach- ing. But to choose the other alternative is to commit oneself to an illusory cul- ture, and to an economically insecutt school system at that.” Stories of Schoolmasters —Jut Plain Larnin’ by James M. Shields [New York: Coward-McCann, Inc. 344 p. $2) describes an American school system where educational ideals are frustrated by reactionary and selfish interests. By way of contrast read “Good-Bye, Mr. Chips!” a short novel by James Hil ton in the April 1934 Atlantic Monthly. It tells a tranquil and sunny story of 8 long life spent in satisfying service toa boys’ school in England. —Prepared for THe Journat by the Edu- cational Research Service. The Journal of the National Education Association k the Ni structe its WO praisa appral outlin cation Mu pates or sho ingly durin; Th which quest ance econd trial, lesser tial 2 for e¢ A gre insist prop cons deme gives be n A theo Fos eCOr avo feat tior sun pro ties ] bu unt amut d the mod. Jon.” ap | has ISsion ump. hools, ift in wning ‘each- n edi. h 29, teach rsonal teach- spera- nomic shall invar- ration better e, but ‘illiam ; pain- mn in- second sump- 1 cul- iS as- ‘ace of teach- native y cul secure — Just [New p. $2] system strated d-Bye, es Hil- mnthly. y of a se to a re Edu ociation Chairman, governing boards of the Depart- ment of Superintendence and the National Education Association in- gructed the Joint Commission to broaden is work to include a fundamental ap- nraisal of the educational situation. This appraisal is to include the drafting of the outlines of a comprehensive plan for edu- ational recovery and reconstruction. Must this plan be one which antici- pates continued financial retrenchment, or should it assume growing and increas- ingly adequate support for education during the decades which lie ahead? There is one feature of the depression which is of particular pertinence to this question. This is the increasing accept- ance of the theory that, under present economic organization, business, indus- trial, and agricultural prosperity are not kssened, but are increased by a substan- tial and properly regulated expenditure or education and other cultural services. \ growing school of economic thought is insisting that thru such regulation a proper balance between production and consumption can be achieved, and the demand for consumers’ goods, which gives value to all economic goods, can ve maintained. A host of writers who support this theory might be cited. William Trufant Foster recently argued that a national economic plan is essential if we are to woid future major depressions. As one ltature of this plan, he suggests the adop- tion of various means of sustaining con- sumer purchasing power, such as the ptovision of adequate educational facili- lies for all future citizens of the nation. David Cushman Coyle concludes that business stability depends upon proper Movision for various public enterprises. He argues that expanded expenditures ‘ot public services, such as education, “in reality necessities and offer a valu- ible vehicle for the proper distribution ind stabilization of the buying power on "hich industrial prosperity depends. a Kittredge Norton, in a recent a. Prescription, states that busi- iia co and stability require a bli enlargement of expenditures for tn purposes and specifies that educa- should be greatly extended. Ne years ago this was a relatively K THE recent Cleveland meeting the Fj Vo . hme 23, Number 5; May 1934 School Costs and Economic Stability Joun K. Norton Joint Commission on the Emergency in Education novel doctrine. Today it is widely ac- cepted. Let us consider it more fully. There is ample evidence that the eco- nomic resources of America are already sufficient to produce a degree of material prosperity considerably higher than any yet achieved. The principal problem is not one of creating more factories, farms, and other instruments of production, but of making more effective use of those already in our possession. The depression is a functional, rather than an organic, economic disorder. Current business stagnation is the re- sult of the fact that modern means for the production of goods have outrun modern ability—at least under existing methods of distribution—to use the goods produced. The current economic chaos is not due to putting too little money into machin- ery and too few people in factories and on farms. The opposite is the case. It is the production side which has been over expanded. The over-capacity of modern industry is of tremendous significance to educa- tional planning and reconstruction. It constitutes a warning against repeating again the blind policy of pouring un- needed billions into the production side of our economic system. Rather, we must create means for the distribution and in- telligent consumption of the goods pro- duced. The allocation of increased sums of money and the assignment of larger numbers of people to the development and perfection of educational institutions will be a step in this direction. It will be a step away from the mad policy of pour- ing more money and human energy into an economic system already topheavy on the production side, and a step toward securing better distribution of what we can produce and intelligent consumption of what we do produce. The public school and college and the provision of suitable educational facilities for adults are society’s means par excel- lence for the education of intelligent con- sumers. Only the literate person can read advertisements. The girl who completes a properly developed course in household arts is not satisfied with the broom when vacuum cleaners are available, or with an ice-chest when mechanical refrigera- tion is obtainable. The boy who acquires a taste for good reading will buy good books. Every consideration aimed at eco- nomic stability and individual and social wellbeing argues for increased emphasis in the coming decades upon agencies such as public education. Prediction is a hazardous pastime. I do not hesitate to predict, however, that when the formula is developed which lessens the swings of the economic cycle, and which resolves the paradox of pov- erty amid plenty, that one of its elements will be greatly increased, properly regu- lated public expenditure for education. The factor which might invalidate this prediction is not the basic inability of our economic system to produce the goods and services which are requisite to the support of education, but rather a failure on the part of educational leader- ship to present attractively the advan- tages of selecting education as one of the services whereby sufficient consumer de- mand may be maintained. Can we afford education? Is it prac- tical to outline a program of educational reconstruction which involves larger ex- penditures and the employment of an increased personnel? The answers which an increasingly articulate school of eco- nomic thought is giving to these ques- tions should encourage those working in the field of education. Yes, we can afford education. We must afford educa- tion, not only because we fear to face the consequences of ignorance in a com- plex democratic society, but also because increased expenditures for such consumer goods as education are requisite to eco- nomic stability and prosperity. The War Makers P [ CELEBRATION on May 18 of World Goodwill Day should bring a recognition to all teachers, stu- dents, and citizens that world amity and accord will never be achieved as long as the power and influence of munition manufacturers in fomenting discord and in building up armaments is not curbed. In an address before the Senate on March 5, 1934, Senator William A. Borah of Idaho pointed out that “no treaty, no law made by man or God controls muni- tion manufacturers.” The following is quoted from Senator Borah’s address: S LONG as the munition manufacturers exercise the influence which they now wield with governments we shall make little progress in reducing armaments. ... I have reached the conclusion that it would be about as absurd to turn the War Department or the Navy Depart- ment over to private interests as it is to leave the manufacture and sale of the instrumentalities of warfare in the hands of private interests. The influence of these interests is so very great that they can directly shape and dominate the policy of a nation toward war and away from peace. Let us survey some of the facts with reference to the armament manufactur- ers and the influence they exert upon the expenditures which the people are called upon to make for navies and armies, and the influence which they exert in break- ing down disarmament conferences, in blocking all efforts to bring about peace and a better understanding among the nations of the world... . During the period of depression, while millions of men and women walk the streets ill-clad and half-starved, while governments have been unable to pay their debts, while educational institutions have been starved of funds, it is a fact that the munition manufacturers have been realizing profits of 12 and 20 and 30 percent during the entire period of the depression. While the world was strug- gling to get from under the catastrophe of the great World War and to relieve | ¢ THOUGHT of making | profits out of war, of build- | ing fortunes out of the misery and the sorrows of the maimed, the broken in health, and the insane is revolting enough to anyone who has left in him a spark of human sympathy or a sense of decency. But to foment discord and to spread false and sordid statements, to engender bitterness and suspi- cion and hate and fear among nations, all that such profits may be made and enlarged, reaches the dead level of human depravity. There is nothing lower in the scale of human avarice.—Senator Wil- liam A. Borah. itself of the untold and immeasurable burdens which it imposed, these manu- facturers have been engaged in dissemi- nating the news which brings another world war. J know of no way to restrain or control them except for the govern- ment to take from them the power to manufacture, to take it over by the gov- ernment, or to take it under license so that they can put out only the amount which the government itself determines they shall put out. In an article which appears in the March Fortune, I read: According to the best accountancy figures, it cost about $25,000 to kill a soldier during the World War. There is one class of big business men in Europe that never rose up to denounce the extravagance of the government in this re- gard, to point out that when death is left un- hampered as an enterprise for the individual initiative of gangsters, the cost of a single kill- ing seldom exceeds $100. The reason for the silence of these big business men is quite simple: The killing is their business; armaments are their stock and trade; governments are their customers; the ultimate consumers of thei products are, historically, almost as Often thei compatriots as their enemies. That does not matter. The important point is that every tim: a burst-shell fragment finds its way into th brain, the heart, or the intestines of a man in the front line, a great part of the $25,000, much of it profits, find its way into the pocket of the armament makers. . . The munition makers break dow laws; they break down governments: they kill human beings; they trample upon everything which gets in their way, human or divine; and they do it for gain —nothing but sordid gain. .. . Capone, Dillinger on the highway, are not more heartless and bloodthirsty than the man who builds up armaments jp another nation for the purpose of sending his own people to the front that they may furnish the means by which to murder them. This magazine [Fortune] . . . give a list of the different munitions manufac- turers—the Krupp people in Germany, the Bethlehem Steel Company in this country—and on that subject says: We have .... our Colt’s Patent Firearm Manufacturing Company, which supplies m- chine guns as well as squirrel rifles, which de- clared an extra dividend in 1933; our Reming- ton Arms Co. . . . whose output of firearm and ammunition together is one third of United States production. And we have our Bethlehem Steel Co. . . . In the official listing of Bethle- hem’s products. . . . you will find armor plate, projectiles, gun and shell forgings, battleships, battle cruisers, scout cruisers, destroyers, sub- marines, and airplane carriers. . . . Great opportunity to disarm! No wonder the disarmament conference ani disarmament have come to be a kind oi an organized piece of hypocrisy. There is lying back of it, constantly in oper tion, the influences which work against anything in the nature of disarmament It is not to their interest to see disarm ment. . . . There is the influence which in some way or other men must contra before we will secure any success in dis armament; and secondly, before we wil have any real assurance of amity among the nations of the world. | O ENCYCLOPAEDIA [of armaments] might give figures of so perfect a piece of mechanism as a modern | submarine, and over against it photographs of the equipment of a one-roomed slum “home” in which | heirs to our civilization have been born and are being reared. That home is what it is because neither | labor nor material can be obtained to make it better. The home is subject to all the restrictions of private production for private property; the submarine is evoked by the collective buying of the community. schools wait; this ugly tribute starves our schools. The modern state “economizes” on schools; on sub- marines it dare not economize.—H. G. Wells in The Work, Wealth and Happiness of Mankind, p70. The Journal of the National Education Associali™ st . discus ing th Wh secon Scie its ap world living area d advan It is t manki machi One vast ¢ least ; in sch decaul Sec requir with bibed teach Thi the p quent devel into | Wher the a of 10 of th Tende Le toil, Perse CONDARY DUCATION (OR THE NEW DAY F: outstanding characteristics of modern life are [1] sc * ience, [2] leisure, [3] change, [4] collective action, and [5] declining birthrates. The first four cf these are discussed with reference to education in general in Evaluat- ing the Public Schools. [See p140.]} What are the implications of these characteristics for gcondary education? Sience—lhe growth of tested thought, or science, and its application to human affairs distinguishes the modern yorld from previous periods. The transformation of human lving thru science creates new problems in education. The area of secondary education is most affected. It is the most aivanced school unit which reaches a majority of the people. It is the key point at which to work, if education is to help nankind “reap the rewards of an abundant living which the nachine has placed within our grasp.” One implication of science for secondary education is the vst army of unemployed youth. It is estimated that at kast 3,000,000 young people under the age of 18 are neither school nor gainfully employed. They have no employment tecause of the inroads of the machine upon the world’s labor. Second is the constant curriculum growth and revision required because of the extension of knowledge. Coupled with this is the decline of authoritarianism. Youth has im- tied the scientific spirit and no longer accepts textbook or tacher without question. Third, secondary education is an opportunity to help solve he problems of technological unemployment. As has fre- quently been pointed out, society must, because of the ievelopment of machine power, place more and more energy ito human services rather than in the production of goods. Where is there a greater opportunity to expand services than ite area of secondary education with a potential enrolment 10,000,000 youth? This would provide places for hundreds if thousands of teachers, for millions of idle youth, and tender a service of tremendous social worth. Leisue—Power has released men from much laborious til. Ithas made leisure possible for all. Each year finds men vorking at occupations fewer hours per day, fewer days per Week, and fewer years in a lifetime. The first implication of leisure for secondary education is ureasing enrolment. Industry no longer has a place for Youth of secondary-school age. The present enrolment of ‘100,000 is only slightly more than half the population of *cndary-school age. The time is near at hand when society Must Provide every youth with satisfactory and continuous thcatioal opportunities to the age of 18 or higher. ond, the curriculum must increasingly direct itself to- bes education for living. Leisure time is either an oppor- 'Y or a threat, depending on how it is used. It provides potentialities for such a flowering of human life as has _@ before been witnessed. To prepare citizens for the a of such a period is one of the secondary school’s “atest responsibilities, y “ume 23, Number 5; May 1934 Secondary Education for the New Day Third, as the proportion of youth enroled in secondary schools rises, the curriculum will be dominated less by the colleges. An increasing proportion of pupils will find in some phase of secondary education the termination of their formal educational careers. Fourth, since adults of all ages will have increasing leisure, the secondary school must adapt its plant and its staff for use in a vastly extended adult education program, which will make the secondary school a greater force in community life. Change—Rapid social changes chronicled in Recent Social Trends mean that secondary schools must develop the quali- ties of initiative and selfreliance which will enable the youth in his later life to adapt himself to a changing world. This is the great task of secondary education. According to James Truslow Adams, teachers “should open the pupil’s mind to a realization of society as it is, with all its inequalities and maladjustments; in a word, state the problem.” The life problems of the children in school today cannot be solved for them. In a social scene changing with kaleidoscopic rapidity and complexity, the specific problems they will be called upon to solve in later life are not known today, much less teachable. Collective action—Principally because of rapid scientific advance, industry has grown apace. Specialization has fol- lowed. Interdependence of one group upon another increases. “Rugged individualism” has been found wanting. Coopera- tive action is imperative—and, if democracy is to endure, it ‘ must be enlightened cooperation. The highschool age is the level at which the significance of this characteristic of our modern civilization can best be pre- sented to any large proportion of our population. Declining birthrate—For the first time in the history of the United States, the 1930 Federal Census showed a decline in the number of persons below five years of age. There were fewer children in this age group than in 1920. In spite of a much larger population there were fewer births in 1930 than in 1910. For several years the elementary-school population has been essentially stationary. Now this trend is reaching the secondary school. No longer will secondary-school enrolments increase because there are more young people at the secondary age level. The increase will come, rather, because a larger pro- portion of youth will be enroled. Larger enrolments appear certain since society has no other alternative for profitable employment of the time of this vast group of young people who have not yet found their way into the secondary school. With the birth rate reducing enrolments on the lower levels and economic pressure increasing it on the higher levels, significant changes in the organization of both elementary and secondary education must be made. * * * * * HERE COULD be no more fitting observation of the Ter- centenary of the American high school in 1935 than the determination of every school to adapt itself to the pressing needs of the community around it. To serve those who wish to undertake this great task is the purpose of this feature on the high school, which has been prepared by Lyle W. Ashby of THE JOURNAL staff with the aid of several score persons thruout the country who have generously made suggestions. American Education Week will be observed November 5-11, 1934. See p143 for preliminary announcement. Sec- ondary schools will find these pages useful in planning for their observance of this occasion. THE WIDENING PATH OF EDUCATION * ERE ONE to set down the five or six major contri- butions of America to human progress, one would include at the head of the list the development of universal free education. Within that major advance one would include the extension of free highschool opportunity to all the people as one of the most unique and significant achievements in the world’s history. The story of free public secondary education in America is one of struggle. The battles on some of the critical is- sues have had to be fought over and over. Even today the battle against tuition charges in public high schools has to be waged again in some communities. The secondary schools of America are a fitting monu- ment to the faith of the people in education as society’s best school of citizenship. This great movement, which the people themselves developed, is not without its imperfections. Altho torn by many powerful forces in a new and rapidly changing social scene, it ranks well in effectiveness with other important social-economic agencies. No human insti- tution is perfect. The problem in education, as in other fields, is to build, not destroy. Those who destructively criticize secondary education do a disservice to the people by shaking their confidence in an institution which, clearly indispensable in the past, must be given even greater em- phasis in the new social order. To those who have studied thoughtfully the development of American secondary education thru the Latin grammar school, the academy, the four-year free public high school, and more recently the upward and downward extension of the high school into an eight-year period—one fact stands out above all others. That fact is the ever-widening path of educational opportunity. There is no parallel in the world’s history. Koos has aptly phrased this unique development in an address before the Convocation of the University of the State of New York, October 1933. The first secondary school with us was not more than a short and narrow isthmus between the elementary school of the day and the college above. Thru the academy and the four-year public high school this isthmus has been gradually broadened and recently ver- tical extensions of the high school have added territory to lengthen it. In the secondary school now emerging we shall have an educa- tional mainland broad enough and long enough to accommodate all the population of appropriate ages. Decade by decade since 1890 the enrolment in the sec- ondary schools has approximately doubled until today it comprises a vast army of 5,000,000 youths. Since 1920 ap- proximately 3,000,000 of this number have been added. The powerful forces which generated this tremendous influx during the past 14 years may be expected to operate even more strongly in the decade that lies ahead. In the past, secondary education has been a privilege— free and open to all—but nevertheless reaching only a frac- tion of its potential numbers. For the remainder there were places in industry. Even today the enrolment is only slightly over 50 percent of the total population of secondary-school age. But the old order is dying. We have entered upon a new and vastly different social-economic order. Each year sees 136 Secondary Educatic, the number of places for youth under 20 in industry creasing. The time cannot be far distant when society i provide continuous educational opportunity for all yout! at least to the age of eighteen. This will doubtless add » least 3,000,000 more pupils to the secondary schools in th next decade. And so the path of secondary educational opportunity jy America widens to accept an ever-increasing Proportion ¢) youth. But it has widened not alone to accept greater nup. bers. Within the gates of secondary education there are ever. widening opportunities so that each individual Pupil finds something of value regardless of his interests or his Capacity Superintendent Harold G. Campbell of New York City, in a recent address, challenged the highschool teachers of th city as follows: Never let it be said that when called upon to solve the educa. tional problem of any boy or girl that we threw up our hands ani cried “It can’t be done. This child doesn’t want to learn. He can’ learn. He doesn’t belong in school!” There is no such child. Even child belongs in school and there is something we can do fof omy one of them if we have but the determination and the will to pei the chord to which he responds. The 50 percent of the students now enroled in the s«- ondary schools consists largely of those who are acaden- ically most able. The coming influx of the other 50 percent will broaden still further the type of population in the se- ondary school. For this latter group there must be provided a new kind of secondary schools which will offer a com- bination program of work and play which will grip thei imagination, arouse their interest, meet their needs, and prepare them to participate intelligently in the new and changing social-economic order. Such a greatly diversified program will mean the develop ment of secondary schools unlike any we have had. This program will cost heavily. It may even require the mair- tenance of those who cannot be supported otherwise. But the cost will be far less than that of idleness or of caring for these young people in such projects as the Civilian Cor servation Corps. The problem of unemployed youth, so fa as industry is concerned, is not temporary. America mus come to grips with it as a permanent continuing issue. Ai enriched and expanded secondary-school program appeals to offer the easiest and most effective adjustment which ca be made. If America is to be true to the whole trend of her gredt history she will continue to widen the path of education! opportunity. The path will be widened to accept all yout and for each youth there will be opportunities in keep with his talents. * * * * * WE ARE at the beginning of an era. New invention, new discoveries, new thoughts, new experiences, new hopes have already been woven into the warp and 00 of society. Education must come to terms with industrial civ lization and discover its tasks in the new age. . . - Our ondary school has already responded in many ways to those profound changes which have'transformed the socia During the past generation the public high'school has mos its program—if not fundamentally, at least with great rapia” . . . Thru it the impulses of a new civilization are surging; it the aspirations of a new society are seeking exprenit George S. Counts, in Secondary Education and Industrialist. , jation The Journal of the National Education Associa! ofter Each Is me of se iat cont such Life, Er vill stud Fact dliec A cil f of th in t} the polit the for the New Day ion HILE no one knows definitely what the future holds for secondary education, there are certain trends v7 which appear inevitable. us, out Curriculum dy Trend toward integration—The isolated subjectmatter com- partment type of curriculum is rapidly losing ground. In its _ BE place is being substituted an integrated |correlated, fused, yi articulated] curriculum in which the plan of work for the mM oj pupil cuts across subjectmatter lines. The primary objective a 's the substitution of “pupil goals” for “subjectmatter goals.” ef: In achieving the former all subjectmatter fields which have fin a contribution to make are called upon. This is a momentous - shift of emphasis. No more significant change has ever been . attempted in the secondary schools. t Integration solves one set of problems but raises others which are vitally important. It completely changes the pat- educ- # tern of secondary-school instruction. A major problem be- ds ani comes the determination of the goals of instruction and ¢ cat # earning. Teaching in the. various subjectmatter fields in the Every | past, with all its weaknesses, was at least a fairly safe pro- f every # cedure; the results sought were definitely known. Under the liscov: § integration plan, subjectmatter as such becomes a means to an end, the goal being an understanding, an appreciation, or he se. | 2 Skill. The question of objectives of learning becomes a caden- § Paramount issue. percent | A second difficulty in making this adjustment grows out he sec of the fact that the faculty is composed largely of special- rovided @ sts. The principal is a specialist in administration, and too a com-§ diten his time is largely absorbed with administrative detail. ip ther§ Each teacher is a specialist in one or two subjects. There ds, ani is need for more people who will make themselves masters ew ani@ °{ secondary education as a whole, not only from the organ- ation standpoint, but from the point of view of the total Jevelop- § content of its teaching. H. G. Wells has made an attempt at d. This§ such an integration in his Outline of History, The Science of e mait- § Life, and The Work, Wealth and Happiness of Mankind. ise. But} Emphasis upon social studies—More and more emphasis ring fot § vill be placed upon the social studies. And within the social an Cot: § studies there will be greater application, less memorization. 1, $0 fat B Facts will be desired, but they must be significant when ap- ca mus § plied by the student to his own situation. ssue, AD According to the Fourth Yearbook of the National Coun- appeals cl for the Social Studies [the Department of Social Studies hich cat fof the National Education Association], three definite trends nthe social studies are current: [1] the wide extension of ner grea ihe field drawing upon materials from economics, practical —— bilitics, sociology, human geography, and literature; [2] ge © organization of curriculum materials in instructional * * * * * Ee ONLY possible ultimate way out is thru (1) sending j the children to school until they are fully educated; (2) ventions eletsing old age, not as a matter of superannuation but of ces, a8 vary and dignified retirement; (3) maintaining a larger and Proportion of leisure during the working years. Thus can trial civ ea in on the products of our machine slaves.qAnd 7 think the facts all point one way, and that way the ion of much of the excess labor hours in school of al nce, so that not 80 percent but nearly 100 percent Ml children between 5 and 18 will be in school and ¢ upwards to age 19, age 20, perhaps age 21.—Henry Smison in The Evolving Common School. , dlume 23, Number 5; May 1934 SECONDARY SCHOOLS * OF TOMORROW units; [3] integration as discussed above. “The most signifi- cant controversy,” says the editor, Howard E. Wilson, “is the question of indoctrination. . . . The problem of to what extent and in what directions we shall indoctrinate pupils has not been solved, and perhaps cannot be.” [McKinley Publishing Co., Philadelphia, 1933. Price $2.] Emphasis upon pupil needs—With all the progress that has been made in the adaptation of instruction to individual needs, this remains the outstanding problem of the secondary schools. Pupil needs—not college entrance requirements, marks, credits, units—must increasingly be made the prime motive in secondary instruction. The type of population now entering the secondary schools demands instruction vastly different from the college prepara- tory type. From the standpoint of the safety of the state it- self it is imperative that this great segment of youth which formerly found places in industry be provided thru the secondary schools with activities which are challenging and satisfying. These young people cannot be left idle. An aca- demic curriculum will not meet their needs. The problem of meeting the individual needs of this vast body of youth is one of the major challenges to secondary education in the next decade. Expansion of curriculum—The secondary-school curricu- lum must inevitably expand in two directions [1] to take care of the new type population now entering and [2] to include new types of content material which changing con- ditions demand. Examples of the latter type are courses or projects in radio and photoplay appreciation. In many cases the new content material will replace the old. Development of adult education is imperative, not only for the benefit of the adult population, an ever-growing prob- lem, but for the welfare of the entire public-school system. H. G. Wells writes: One may easily become unjustly impatient with the school teacher. The school teacher cannot outrun public opinion. If he does so, he loses his job, and there is an end to the matter. The first battles for the New Education of our new world must be fought in the adult mind. Comprehensive programs of adult education will make pos- sible a more complete use of plant facilities at little extra cost. The further development of the secondary-school faculty to serve the needs of adult education will greatly strengthen the teaching of the entire school. And as such programs are developed thru the secondary schools it will be possible to teach at the proper time those learnings in which the factor of timeliness runs high. Examples are the study of child care and home management. Instruction in these fields would be far more profitable and effective if undertaken as young women actually come into these responsibilities rather than during their regular highschool careers. Organization School organization must change to meet new needs. Present social-economic trends appear to be such as to soon require at least 14 years of formal schooling. This may mean that the 6-3-3 type of organization will be generally sup- planted by a 6-4-4 plan, as it has been in some communities. 137 FUNDAMENTAL ISSUES ARDINAL PRINCIPLES OF SECONDARY EDUCATION | the work of an NE.\ Committee, 1918] has had more positive in- fluence in the reorganization of secondary education than any bulletin ever published. Much has happened since 1918. With the completion of the National Survey of Second- ary Education, the problems can be approached in a more scientific manner than before. I believe this is a logical time to begin a reconsideration of these objectives in the light of recent progress.” Thus was worded the resolution, presented in February 1932 by Jesse B. Davis of Boston University, which led to the organization of the Committee on the Orientation of Secondary Education of the Department of Secondary School Principals of the National Education Association. Thomas H. Briggs in his preliminary report as chairman of this committee at Minneapolis in February 1933 said: Secondary education has not yet found itself, has not yet adapted itself to the new frontiers of civilization. Being a lusty and expensive youth, it has received and is receiving more criticism than any other part of our educational system. But, it should be added, this criticism tho to a large extent justified is caused not from an unwillingness of administrators and teachers to make desirable adjustments. It is caused by an ignorance, shared with economists, industrialists, and leaders in other fields, of what the new phenomena of civilization de- mand. . . . Secondary education cannot be made adequate until the characteristics and needs of society are understood. But there are ad- justments that can and should be made to conditions and demands that are obvious, and provision can be made for longterm planning as researches and reflection reveal the plans that are necessary for the whole of our civilization. In view of current criticism and of changed conditions, and because of the abundance of factual material made available by the National Survey of Secondary Education, the work of this committee was undertaken. Among the duties the committee set for itself were the following: To formulate the issues that are inherent in secondary education at the present time. To define the special functions of secondary education in the United States. To consider all the facts assembled by the National Survey of Secondary Education and utilize them, along with results of study of the two items above, in formulating a practical program for ad- vancing secondary education. To discover what additional facts are necessary and to stimulate their collection. To propose means of popularizing the program with the profession and the public. In the opposite column is the tentative list of issues in sec- ondary education presented by the committee at the Cleve- land meeting of the Department in February 1934. * * * * * CCORDING to figures, covering 36 states and the District of Columbia, issued by Dr. J. C. Wright, assistant com- missioner for vocational education, U. S$. Office of Educa- tion, 105,979 new destitute transients were registered in these states during January’ 1934. For the state of Georgia where complete figures are available, more than 10 percent were under 16 years of age. The percentage would be much greater if the age limit of 18 or 20 were used. Society must maintain these people wherever they are but in the long run would it not be far more economical to bring them into the schools where they could be adapted to new con- ditions rather than to continue to maintain them as destitutes? 138 Secondary Educatio, Wy a day or a@ year, and education is a vital factouzs : is A part of the cover design of Evaluating the Public Schools. See pido, [1] Shall secondary education be provided at public ex. pense for all normal adolescents or only for a limited number? [2] Shall secondary education continue at public expense for all adolescents as long as they elect to attend school o be limited at the discretion of school authorities? [3] Shall secondary education be concerned only with the welfare and progress of the individual or with these as they promise a profitable contribution to the supporting social and political organization—i.e., school district, county, o state? [4] Shall secondary education provide a common cur. riculum for all or differentiated offerings? [5] Shall secondary education provide vocational train- ing or only general education. [6] Shall secondary education primarily have in mind preparation for advanced studies or be primarily concerned with the value of its own courses regardless of a student's future academic aspirations? [7] Shall secondary education consist of unit course, usually of one year or of one semester in length, each with its terminal examination, or of interwoven courses, with periodic comprehensive examinations covering cumulative interrelated knowledge and the ability to apply it? [8] Shall secondary education seek merely adjustments of students to common life practises or the improvement 0! these practises? [9] Shall secondary education present merely organized knowledge or also assume responsibility for attitudes and ideals? [10] Shall secondary education be merely a part of “gradual, continuous, unitary process” or a distinct and closely articulating part of the entire educational progral with peculiarly emphasized functions of its own? Let each faculty apply these issues to the local community. Let the issues be restated in terms of specific community problems. Such questions as these will occur: What proportion of young people of secondary-school age # enroled ? How many of the young people not enroled are idle? Does the school provide adequate means of human accounting? Do the people understand the need for expanding secondary eft cation to meet a changing social-economic order? The application of these general issues to a specific situ tion provides an opportunity for an excellent project In edt cational interpretation. Opposing arguments on on may be developed by committees and used as a apy newspaper articles. Or they may be used as the basis of cussion in parent-teacher and civic club magazines. The Journal of the National Education Associates ic ex- wO GREAT FORCES have played upon the rural life of mel [ise One, the folk, or common school, was an ex- _ pression of the pioneer desire to improve the quality and i character of life. The other force has been the movement for scientific agriculture which has centered largely in the United th th States Department and the institutions associated with it. ‘ Thru county extension work and boys’ and girls’ clubs this -" Department has pushed into rural communities from without. ty, a No one can estimate the increased power and effectiveness which would have come to both these institutions could they “= have been coordinated from the beginning so that the whole train force of the Department of Agriculture would have been di- rected toward building up an effective selfgoverning educa- a tional system for both children and adults within each of the anata counties. The effort to build a narrow adult education pro- gam upon a weak and disjointed system of rural schools has proved expensive and largely ineffective as compared with the results which might have been obtained by bringing ourses, F Sie : h with § 2 about the needed reforms within the elementary and high . schools of the community. udent’s “4 There are within the rural schools and within the Depart- ment of Agriculture many admirably trained workers of teal proved loyalty, devotion, and efficiency who might easily a become the nucleus for a unified system of rural education of tremendous effectiveness. ganine During the last decade the movement from country to city hes and tas ceased. Indeed, in recent years the trend has been re- versed. The youth who lives in rural areas can no longer rt of lok forward to leaving his home and finding better oppor- at unites in the city. With city conveniences now available i the country the rural community can be made the rograll ty" . , ‘ . P most wholesome, satisfying place in which to live. With the m ‘evelopment of communication and transportation facilities, ymuntty. rural ate ° nmunity § .. ™munities are no longer isolated. The truth of Russell Conway’s Acres of Diamonds may be applied in that the best we ‘portunity for rural people in the future lies in the develop- ment of the natural, and particularly the human, resources of aa community. The trend toward the decentralization ating? industry, bringing to the country the advantages of indus- dary et ral occupation, is giving to rural life in increasing measure ie advantages of such employment. fic situa t in edt Toward Better Rural Schools jssut ‘ 4 . ; ; goth. r etbretation—The primary need in rural education is to bg of dé Re to the people the potential contributions of the 1S ie ty school to a richer, more abundant country the people a vision of what can be done and they ai Ork unceasi Associ asingly for better schools. Vol ‘ume 23, Number tS May 1934 THE RURAL PROBLEM A higher quality of teaching is urgent. There is need for more comprehensive training of teachers, including provision for interne training and a continuous, dynamic program of in- service training. Because of the need for coordination of the rural secondary school with the problems of agriculture and of community life there should be a larger proportion of men teachers. And among all rural teachers ways must be found to give permanency to their positions rather than to allow the element of ¢transiency to dominate. Better salaries, tenure, and retirement advantages will help to lift the rural second- ary school from mediocrity to higher levels of effectiveness. Reorganization of administrative units is essential. Proper interpretation of need will help to bring about the enlarge- ment of local units which is making headway, but very slowly. Larger units make possible more nearly adequate finance, better teachers, and greater educational opportunities for rural boys and girls. The development of statewide school finance programs is providing needed financial assistance to rural schools in many states. Enrichment of the small secondary-school curriculum — Since the movement toward consolidation is slow, often in- adequate to provide a greatly enriched program after being accomplished, and in many places not possible, great signifi- cance is attached to experimentation having as its objective the enrichment of the small secondary-school curriculum. Much can be done to make the average small high school more effective. Many small schools are doing outstanding work. By the application of similar methods every school can do as well. There is need, therefore, for [1] the dissemi- nation of the best technics now available for the enrichment of the small secondary-school curriculum and |{2] continu- ous experimentation in the development of further technics for this purpose. The development of curriculum materials out of the prob- lems of community life is important. After all else is done, the test of the worthwhileness of the rural school lies in the total effect it has upon the student and the community. While the rural secondary school must make use of text- books and of the work of specialists in the universities, in teachers colleges, and in state departments of education, the effective school will do so by first giving attention to local community needs and then drawing upon outside sources for the help they offer toward the meeting of local problems. * * * * * “yo WORKER in the field of rural secondary education should own these five recent, low-priced publications: Economical Enrichment of the Small Secondary School Curriculum. February 1934, Yearbook of the N. E. A. Department of Rural Educa- tion, 94p. 25c. Washington, D. C.: National Education Association. The Smaller Secondary Schools. United States Office of Education Bulletin, 1933, No, 17. Monograph No. 6, National Survey of Secondary Education. 236p. 15c. Washington, D. C.: Govern- ment Printing Office. High School Instruction by Mail. United States Office of Educa- tion Bulletin, 1933, No. 13. 69p. 10c. Washington, D. C.: Government Printing Office. The Outlook for Rural Education. N. E. A. Research Bulletin, September 1931. 72p. 25c. Washington, D. C.: National Educa- tion Association. Essentials of Taxation. A 16-page reprint of articles appearing in THE JOURNAL of the National Education Association for 1933-34. 15c. Washington, D. C.: National Education Association. THE TEACHER'S PROFESSIONAL * GROWTH EACHERS have courageously maintained their morale in Te past few years despite the many discouragements and handicaps under which they have worked. While the past few years have undoubtedly had some adverse effects upon the profession, it is not unlikely that the personal and professional growth of teachers during this period has shown greater gains than ever. Under the stimulus of necessity and encouraged by farreaching changes in society and industry, the profession is attacking its problems with a new vigor. In the years ahead the teacher who does not live and study broadly and deeply will be untrue, not only to himself, but to society which is expecting a new leadership from him. On the other hand, society must be brought to understand the imperative need for such teachers. Wide reading, professional study in summer sessions and during sabbatical leaves, broader social contacts, and travel must all become a part of the consciously planned life pro- grams of teachers. Are These in Your Library? One of the great collections is the list of titles under the classification Secondary Education which have appeared in the lists of “Sixty Educational Books” published in THE JOURNAL annually since 1925. The Inglis Lectures published by the Harvard University Press since 1925 provide a broad background in secondary education by the foremost authorities in the field. The 28 monographs of the National Survey of Secondary Education furnish the greatest body of factual material ever made available on the high school. No worker in the field of secondary education can afford to be unfamiliar with them. Running from 50 to 425 pages each, the price ranges from 10¢ to 40¢ each. A complete set costs only $3.80. A list of titles and authors may be secured by writing to the United States Office of Education, Washington, D. C. The Enriched Teaching Series for highschool subjects pub- lished by Teachers College, Columbia University, lists free and low cost material useful in illustrating and enriching the various highschool subjects. During the past few years the Editorial Division of the United States Office of Education has rendered a significant service by finding and listing in School Life the productions of United States government agencies of interest and value to teachers such as publications, posters, films, and maps. The subscription is only 50¢ per year. A Directory of National Deliberative Committees in Edu- cation, to be published by the National Education Asso- ciation, will be available June 1 at 25 cents per copy. Many of the studies listed deal specifically with problems of second- ary education. A number of agencies have recently begun the publication of much needed units-of-study material. These include the American Library Association series “Exploring the Times’’; the Teachers College, Columbia University “National Crisis Series’’; the “Achievements of Civilization” series of the Com- mittee on Materials of Instruction of the American Council on Education at 5835 Kimbark Avenue, Chicago; and the 140 Secondary Educatio ‘Modern Problems Series” of the American Education Pres Columbus, Ohio. : Some school systems are experimenting with the dey ment of their own unit materials. The Pittsburgh, Penngy) vania schools have just issued a fourth pamphlet in a serie of this type entitled The Menace of Crime. R. O. Hughes director, Department of Curriculum Studies, writes: 3 All pupils from the ninth grade up take part in a series of Conference: for the consideration of this topic. . . . By this means [Current Prob. lems Series Leaflets] we are hoping to help our pupils to understand the problems of community and national life and to have an intelligen; basis for their thinking about them. It is our intention to continue thi series. . . . We feel that much good has been accomplished by this means. Aside from the unit learning materials every school shoul receive one of the better periodical publications for young people dealing with current American and world affairs, such as the American Observer, 744 Jackson Place, N. W., Wash- ington, D. C. There are a number of excellent periodicals in the field of secondary education, some dealing with the general field and others with particular subjectmatter fields. With reference to the two preceding paragraphs, a class- fied list of all educational periodicals published in the United States may be secured by writing the Educational Press Asso- ciation of America, 1201 16th St., N. W., Washington, D.¢. The National Education Association serves as the greates clearinghouse of educational literature and information in America. The Department of Secondary Education and the Department of Secondary School Principals both issue regular publications in the general field of secondary education. Other departments such as those of Business Education, Rural Education, Social Studies, and Visual Instruction publish materials in their respective fields. The series of Yearbooks on the curriculum published by the Department of Superin- tendence, especially those for 1926, 1927, and 1928 under the respective titles The Nation at Work on the Public School Curriculum, The Junior High School Curriculum, and The Development of the High School Curriculum, have been of profound significance in the movement to keep the curriculum abreast of changing social-economic conditions. National Education Association committees likewise issut outstanding reports of interest to highschool teachers. Cur- rent illustrations are the Report of the Committee on Social: Economic Goals for America [published in full in the Janv ary JourNat] and Evaluating the Public Schools publishti by Phi Delta Kappa, professional fraternity, for the Joi! Commission on the Emergency in Education of the National Education Association and the Department of Superinten¢- ence. ; Aside from professional literature, teachers find it i creasingly essential to keep well oriented in broad social and economic trends. A suggestive list of books for this purp* is presented on p128. * * * * * GROWTH IN ACTION—Teachers grow in ability to sem youth not only thru reading and study but thru their owt daily experience. It has been suggested that every see ary school devote at least 10 per cent of its time a ie sources to experimentation. [See JOURNAL edi c March 1932, “The High School of Tomorrow.’] very teacher as well as principal will strengthen, or coniim, professional activity by a rigid application to his own of the criteria proposed by Dr. Judd on the following page The Journal of the National Education Associaii™ BESS B FEEESS ould oung ald of d and classi- Jnited D.C. ‘eatest ion in ad the egular Rural ublish rbooks uperin- der the School nd The een of riculum se issue 5, Cur- je jan: ublished re Joint National rintend: 1 it ir cial and purpost for the New Day Secondary Schools was organized in 1895, one of the first questions which the Association attempted to answer Was the same as that which we are assembled to jicuss at this meeting. After due consideration the Associa- tion formulated a definition of a well-organized high school. The items which entered into this definition came later to be called standards. The list of standards has in the course of time been greatly enlarged. Agencies such as the Carnegie Foundation and numerous regional associations have con- ributed new standards and many socalled interpretations have been agreed upon until now a formidable array of requirements confronts any secondary school which asks to be recognized as worthy of approval. The dean of a school of education who is called on to state his views as to the direction in which any movement toward anew plan of standardization should trend will, of course, ie largely influenced by his desire to see the secondary shools of the country organize their activities in accord- ance with the results of scientific study of education. One broad, general statement which can be made as clearly indicating the point of view of a dean of a school of education is that nothing can be justified in a secondary school merely on the ground that it is now there. Tradition isa natural guide but very frequently a wholly unsafe guide. That secondary school which complacently continues year after year to follow the same curriculum, to proceed in its dassrooms by the same methods, to regulate the conduct of its pupils by the same rules of discipline is not a good school. In order to make the import of the foregoing statements dear by means of a definite, concrete recommendation I may ay that if I were compeled to judge secondary schools on the tasis of a single standard I should set up that standard in wmewhat the following form: \V/ HEN the North Central Association of Colleges and From the principal of each secondary school applying for approval is required a report indicating some particular in vhich experimental modification has been undertaken during he past year in the curriculum, class organization, methods of dealing with the public or the pupils, or in some other phase of school work. This report shall include a clear description of the plan of the experiment undertaken and an waluation of the results obtained by the experiment. In case a principal reported that no experiment had been undertaken in his school during the past year, I should not lave the slightest hesitation in putting the school on pro- uation. If a similar condition of stagnation were reported a ‘cond time, I should have no hesitation in removing the school from the approved list. It has been one of the most disastrous consequences of the standardizing practises of the * * * * * ‘THs TWO PAGES constitute the major portion of an Mearieg by Charles H. Judd, dean, School of Education, ‘versity of Chicago, during the recent Cleveland conven- ton of e Department of Superintendence before a joint meting of the National Association of High School and Supervisors, the National Education Associa- epartment of Secondary Education, the National mation Association Department of Secondary School Ha and the Association of Teachers in Technical a cols and Institutes. How does your high school on the standards proposed by Dr. Judd? V ‘ tame 23, Number 5; May 1934 NEW STANDARDS FOR SECONDARY SCHOOLS *CHARLES H. JUDD University of Chicago * past that they have tolerated stagnation. They have allowed schools to regard themselves as good in comparison with a series of minimum requirements derived from the average of a group. They have not compeled schools to compare them- selves with themselves and to show progress as an essential evidence of approvable vitality. The second standard which I should stress would be a standard relating to personnel work with pupils. Concretely, the standard would be as follows: Report six cases in which pupils showing signs of mal- adjustment in their courses or in their general social relations were fully readjusted thru special attention given them by the school staff. Describe the way in which these cases were discovered, the way in which they were treated, and present the evidence that the treatment was successful. The reason why the foregoing standard calls for six cases only is that this number is sufficient to provide a sample of what the school is doing. If each efficient principal of a secondary school described six cases of effective readjust- ment of pupils each year, educational literature would be enriched to the point where it would become really stim- ulating. The third standard pertaining to independent work by pupils may be stated as follows: The principal of the school shall cause to be transmitted to the inspector one or more statements from committees of the faculty with regard to plans which they have matured during the year for the cultivation in the pupils of the school habits of reading or independent effort wholly outside the assignments of any course. Lists of books read or of con- structive activities undertaken or of excursions organized and carried to successful completion should be submitted as a part of each statement. This third standard emphasizes the view that no school is a good school which is limited in its influence on its pupils to classroom exercises. It is a curious fact about the con- ventional standards used in times past that they call for descriptions of static qualities and deal very little with evi- dences of effective influence. It can be readily shown that a static quality is no virtue. The threé standards suggested up to this point may be classified as standards relating to symptoms of vitality. I should require each school on the approved list to report on these three standards each year. Reports on these standards will show whether the operations of the school are vigorous and aggressive. I draw a sharp distinction between these standards and those which refer to characteristics of the school which have to do with certain less variable traits. Lest I should be misunderstood, let me pause to say with all emphasis that the distinction which I am trying to draw 141 is not a distinction which deals with comparative importances, but is a distinction which deals with aspects or characteristics that differ in nature. A comparatively permanent aspect of a secondary school is its curriculum or the training of its staff. A more permanent aspect is its building equipment. The building probably does not need to be made a matter of ex- amination more than once in every six or eight years. When the building has been inspected and made a subject of re- port, it can be assumed from that time on for a number of years. The only question which needs to be raised is the ques- tion of the way in which the building is cared for and used. Similarly the staff and the curriculum will change slowly. The gradual changes in the curriculum will be reported when they occur as a part of the program of experimentation called for under the first standard recommended in an earlier sec- tion of this paper. Reports on new members of the staff might be required every two years. I judge that there ought to be a report on the curriculum as a whole at least every three years. I should like to suggest the form of the curriculum stand- ard which may be thought of as standard number four in my proposed list: The principal shall give an account of the kinds of popu- lation which surrounds the school, the kinds of positions to which graduates of the school go, the available resources of the community for the support of schools. Against the back- ground of the foregoing statements, the principal shall give a description of the curriculum administered by the school, describing the reasons for each course included. The suggested standard four seems to me to represent a view regarding standards which is worthy of careful con- sideration. Each school is here thought of as an agency functioning in a community To be sure, the community must not be narrowly conceived. The reason why attention is called to the positions to which graduates go is that the larger community must be constantly kept in mind. The curriculum is, however, a community service, not a relic of historical pasts brought down from communities which lived totally different lives from those lived by the present genera- tion. The curriculum is an evolving service. Its units do not fluctuate from day to day, but they should change in a tempo which comports with the tempo of social change in the community around the school. If civilization brings to the surface new obligations which arise from new complex forms of industrial or economic organization, the school must change its curriculum service. * * * Secondary Education for the New Day The order in which standards have been Presented not an indication of their comparative importance, Pp». haps the curriculum standard should be thought of as the most important standard in the whole list. It js go im. portant that it should certainly not be allowed to Continye to be formulated in the terms in which it has commonly been expressed by the conventional standardizing agencig, The curriculum of secondary schools has not only tended remain static in the past; it has been compeled to remain static by the standards enforced by colleges and regional associations. Particular subjects have been specifically me. tioned and artificially maintained in the curriculum by highly detailed standards. Suppose that a school should arrive x the advanced stage of intelligence where it decided to |g pupils do some of their English as independent reading, Should not the curriculum standard permit the school ty adopt a new quantification of its English? Suppose that , way can be found of teaching the useful concepts of mathema. tics without encumbering the pupils’ programs with the trash which scholastic tradition has embedded in the conventional courses in algebra and demonstrative geometry. Should; school be outlawed for improving its treatment of this im. portant subject? There should certainly be a curriculum standard, but not a subject-program which is fixed and wi- versally enforced. Perhaps enough has been said to make clear the way in which a dean of a school of education would operate in setting up new standards for secondary schools. The sample stand- ards do not fully cover the ground, but they indicate the direction in which reform should move. I would that standards and modes of accrediting schools might be devised which make the inspector a consultant rather than a jailer. I would that the major attention of our regional associations might be devoted to the collection and distribution of fine statements of best practises rather than to the exposure of the lame, the halt, and the blind. I may be misled by my desires but I think not. I fed confident that the old standards have had their day. They did their service nobly at a time when secondary schools were emerging out of the darkness. The new standards will have to be different, because the whole social situation i different. We are today in possession of scientific instruments of evaluation and we can find on every hand stimulating e amples of progress. We have a new concept of public educ- tion. We are outliving formalism and petty regard for triv: alities. We have learned to think in terms of function rather than in terms of structure. * * HE NATIONAL EpucaTion AssociATION is a pioneering organization. Generations of the ablest school men and women 5 poured their best into the development of its activities and policies. It is the most progressive organization of its kind in the world. It has pioneered the improvement of instruction, the education of teachers, the development of school administration, better relations between high schools and colleges, curriculum revision, the objectives of educt tion, educational research, the interpretation of education, and American Education Week. It now has many great de- partments and committees working on the basic problems of our time. Included among these are the Joint Commission on the Emergency in Education which is now turning its attention to the program of educational recovery; the Legislative Commission which has been the heart of the movement for federal aid; and the Committee on Social-Economic Goals of America, whose first report was published in the January JourNAL as one of the outstanding documents of the yeat. The National Education Association which brings together local, state, and national educational forces into one com sive, participating, cooperative organization is the greatest clearinghouse of education in the world.—Joy Elmer Morse". 142 The Journal of the National Education Associali Voly te the schools sultant of our on and ar than | feel z They schools rds will ation is “uments ting eX educa: or trivi- n rather omen on of >ment duce- at de- jon on slative r, The organ. es MT gssocisie Hh" 23, Number 5; May 1934 American Education Week Novem- ber 5-11, 1934, is Educating for To- morrow. The observance will be a step in the adaptation of education to the fyture conditions of this country. It is ime for the American people to state more clearly the goals toward which they are moving, and to teach these goals to their children, upon whom rests the future of selfgovernment. Education is a powerful social force. The kind of education we offer children today will largely determine the char- acter of our national life tomorrow. Altho teachers will naturally take the lead in the revision of American education, the duty is so momentous as to call for the help of every citizen. American Education Week brings par- ents and other citizens together with teachers to formulate the objectives and appraise the results of education. Citi- wns are invited to visit and inspect the wrk of the schools so that they may watticipate intelligently in important decisions related to educational and wcial progress. More than half a million adults in one large city were in attend- ance at school meetings during American Education Week 1933. Recent critical developments in na- imal life make participation in the iservance of American Education Week 1934 a paramount duty of good citizen- hip. It is expected that no less than 1§000,000 people will take part next November in this celebration, devoted to jlanning the future of education. The coming American Education Week wograms will be sponsored as usual by ite National Education Association, the (hited States Office of Education, and ie American Legion. Other national ganizations whose memberships total nilions will cooperate. The Joint Com- mission on the Emergency in Education, Which has recently been made a great “earinghouse for proposals to revitalize ‘nerican education, will take an active mtt in shaping the programs recom- ended for the occasion, and thru its d of 800 consultants, representing il pats of the nation, will give great Re to the celebration in states and unities, Each community will adapt — to its own needs. Topics ile. for the day-by-day programs Ti THEME Of the fourteenth annual American Education Week 1934 Monday, November 5—Planning for Tomorrow Let every community, every school, and every organization ask itself these questions: What kind of a life do we desire for ourselves in our homes, our schools, our churches, our neighborhoods, and our industries? What steps have been taken nationally and locally to bring about this kind of life, and how can they be furthered? Emphasize the importance of co- operation and farsighted planning. Let the social and economic goals for the nation as a whole be considered carefully in their application to the state and the community. Let us dedi- cate ourselves anew to the ideals of democracy. Tuesday, November 6—Developing New Types of Schooling Discuss the adaptation of the regular school curriculum to the needs of changing social con- ditions. Show how restrictions on child labor and the decreased length of the wage-earning period of life make expansions in highschool education and the development of the junior college necessary. Show how these recent move- ments affect the senior college and the univer- sity. Consider the new responsibility educational institutions must assume in vocational educa- tion when children are no longer permitted to learn, occupations in business and industry. Point out the increasing emphasis now being placed upon the nursery school and the tendency to provide for the handicapped child and adult. Wednesday, November 7—Continuing Education thruout Life Show how the decreasing hours adults spend in earning a living make necessary greater opportunities for enrichment of adult life. Show how a planned existence depends more largely upon intelligent participation of indi- viduals than does a policy of economic and social drift over which man tries to exercise little control. Point out the part which evening and continuation schools, libraries, study clubs, extension courses, and other forms of adult education must play in orderly social advance. Thursday, November 8—Financing Our Schools Emphasize equality of educational oppor- tunity as the basis of democratic government. Point out the widespread inequalities in the ability to support education among the school districts within your state. Show how the same variation in ability to provide education exists between states. Show how the growing revenue program of the federal government deprives states of sources of tax money for support of schools and other local enterprises. Show how the emergency has greatly increased the claim of the states upon the federal government for aid to education similar to that given to industry, banking, road building, and agriculture: Make the point that the recovery program is nation- wide and that education, an indispensable part of that program, must have nationwide support. Friday, November 9—Quickening the Sense of Civic Responsibility [School observance of Armistice Day] Stress the fact that a good citizen does more than respect the law and honor the flag; he keeps himself informed about current happen- ings and their significance. On this day let the schools place primary emphasis on good citizen- ship and Americanism as a part of the Armis- tice Day program in cooperation with the American Legion. Clear the way for more active participation of teachers in public af- fairs. Tie school and community in a study of such local activities as better care of the poor, clean streets and alleys, wholesome recreation, more adequate libraries, and pure water supply. Saturday, November 10—Preparing for New Kinds of Service Recall the continuing effect of the machine in driving people from employment in many presentday occupations. Point out needed serv- ices in which there are now few people en- gaged because these services do not minister to our time-worn ideal of money profit. Show how the performance of such services as reforesta- tion, beautification of cities, eradication of insect pests, prevention of disease thru sanitation, will give employment to thousands who cannot be absorbed in industry and business, and who will still be doing work essential to the advance of civilization. Discuss the responsibilities of the schools in preparing youth for these services. Sunday, November 11—Enriching Character thru Education On this day churches will place primary emphasis upon character as the foundation of citizenship, in keeping with the patriotic spirit of Armistice Day. The American Legion, the church, school, and home will cooperate in planning programs for the enrichment of char- acter. Point out the increased importance of strengthening character in times of rapid change in the social structure, in order that the good things achieved in the past may not be swept away merely because they are old, or new ideals refused a trial merely because they have no precedent. Helps for American Education Week— Write to the Division of Publications of the NEA for the following, available Sept. 1, 1934: For every teacher— American Education Week Handbook 1934— a manual of suggestions and facts. Outlines a practical plan of procedure based on thirteen years of experience in observing the Week. Makes the work of the busy teacher in inter- preting education easier and more effective. For every classroom— A set of messages for the bulletin board each day of the Week. Graphic and attractive. Im- portant for interpreting education to students. For every home— An American Education Week Message em- phasizing the significance of education for to- morrow. Write for free sample of this leaflet. For every editor— A package of suggestions for news stories, feature articles, editorials, and cartoons. For every pupil— A lapel button to be worn during the Week. For every letter— Gummed stickers in beautiful colors. A half million were used last year. For special uses— Combination packets of materials for all needs at small cost. Special packets for kindergarten and primary schools, for upper grades and high schools, for churches, for citizens, and for rural schools. A Rural High School’s Service J. STANLEY CASTELL Principal, Scott High School, Howe, Indiana HE PRESENT EMERGENCY has brought trying times to schools of every type; but it has brought the most serious problems to schools in rural districts. This article describes what was done by the teachers of a typical small rural consolidated school—Scott High School in LaGrange County, Indiana— to improve the educational opportunity of rural children in a district of 36 square miles. The enrolment from grades 1 to 12 is 224. There was practically no cost to the taxpayers in the addition of these improvements to school services. Medical examinations—There was no money available to employ a school physician. The principal with the help of the county nurse arranged with the local physicians to come to the school and examine every child from grades 1 to 12. The results of the examination were re- corded on the permanent, cumulative record sheet for each child. In every case where the physicians found that a child had a physical defect which needed medi- cal attention, a report was sent to the parents of the child, recommending that the parents take the child to the family physician for an examination. For two years this plan has been in operation. The percent of corrections has been high. Several corrections were made with funds from the local Red Cross. Home visiting—There were no funds to employ a visiting teacher. Yet the teachers and principal realized the need for knowledge of the home conditions of each child, so that instruction in school could be adapted to his needs. Home survey blanks were prepared on the school hectograph. Each of the six teachers and the principal visited the homes represented in school along one bus route. Then a conference was hej between the teacher concerned and the principal to consider the effect of hom conditions on the work in school of each pupil. Hot lunches—The results of the medical examination, the observation of the teachers in the various rooms, anq the knowledge gained from the home visiting program, showed that several of the children were undernourished. Due to the depression there was no money to provide food. The local parent-teacher association, under the leadership of ap energetic president, undertook to solye the problem. To gain funds the organi- zation produced an amateur play. With the money secured in that way, milk was bought and given to the undernourished children. The association also put in operation a plan to provide hot lunches at school. Supplies were donated by the Every student’s home is visited by his teacher The home economics class serves hot lunches—supplies donated by patrons citizens of the community. Some of the parents with the help of the home eco- nomics class prepared the food. Lengthened period—The old 4 minute recitation period was abolished in grades 7 to 12 in favor of the length ened period, one hour long. This made possible supervised study and led to better study habits. It allowed a mote flexible type of class exercise, dram, discussion, laboratory method of study, and it simplified, almost eliminated, di ciplinary problems. It made easier pupil diagnosis by the teacher and made possible individual instruction by the teacher. While this plan required ext work on the part of principal and teach: ers, it cost the taxpayers nothing extra, and improved the educational oppor tunity of the children. The Journal of the National Education Association s-a eo = Ive Ani- vith was hed t in ches the Improved reports to parents—The sid system of numerical or letter grades yas discarded in favor of the individual note from teacher to parents, expressed in plain English, which the parents could understand. These reports attempted to indicate the quality of the pupil’s work in the classroom, his social and individual character, and his personality. Indica- tions were made as to how the parents could help the child to do better work in ghool. This new plan of reports to par- ents required the teachers to make a areful study of each child. It resulted in work better adapted to each child. Testing program —An intimate inowledge of the ability and achieve- nent of each pupil is necessary to effec- ‘ive instruction but at Scott High School here was nO money to employ a special sting and research force. The principal and teachers worked out a plan to supply case. Most important is the cumulative record card. On this card is recorded personal information, record of attend- ance and grades by semesters, record of physical examination by years with note of corrections made, record of the results of intelligence tests, of achievement tests, and general notes on personality, char- acter, and activities. Also in the folder are filed profiles of achievement test re- sults, notes to and from parents, and any other documents which apply to the case. These records make it easier for the teacher to understand each pupil and adjust instruction to him. Pupil participation in school gov- ernment—It is commonly agreed that schools should teach not only the inte- grating subjects but also the many social contacts which make an active, partici- pating citizen. A plan was begun at Scott School to teach these social factors. It Time for individual instruction and supervised study - of the ne eco ld 45- §°S information without extra expense. volished ttlligence tests are given to each child Jength- "tool in alternate years. The teachers is made Minister and score these tests. An led to Mtevement test is given at the end of a more ‘th year. Promotions are based on the drama, “W's of the two types of tests. The only f study, wed expense to the taxpayers in this ted, dis 9H Was the actual cost of the test er pupil ‘oklets, d made Cumulative records—A complete, by the itive history of the progress of ed extra “pupil thru school is essential to best id teach ton, But there was no money at g extra, Z School to employ clerical help to oppor bain the records. The principal and in 'S took on this added duty. A folder mn Pupil is kept on file in the ssociation Of the principal. In this folder are kent Q P Ot all documents which reiate to his o™ 3, Number 5; May 1934 The Student Health Board continues the health program was a slow process, for the pupils had to be interested in the idea first. In three years much progress has been made. The student council, composed of elected representatives of each class, regulates hall traffic, assembly programs, athletic activities, clubs, health program, safety patrol, bulletin board, lost and found. As the pupils acquire more experience and ability, more duties and opportuni- ties are turned over to them. All these enterprises—medical exami- nations, home visiting, hot lunches, the lengthened period, improved reports to parents, testing program, cumulative rec- ords, pupil participation in school gov- ernment—have greatly improved the educational opportunities of the children. Every day can be field day for the agriculture class HERE ARE several hundred thou- sand different tax-collecting juris- dictions in the United States. In addition to the federal government and the forty-eight state governments, there are more than 16,500 incorporated vil- lages, towns, and cities, 127,000 school districts, 3500 counties, and thousands of township, town, and special districts. New York State alone contains almost 14,000 separate taxing units; Ohio has more than 4000; and Indiana more than 2500. With so complicated a series of overlapping, and often competing or con- flicting units, it is not surprising that taxes are expensive to collect, that gov- ernmental functions are handled by too many different officials resulting in dupli- cations in costs, and that much waste and inefficiency therefore occur. When it is further remembered that many of the local tax-levying officers give only incidental attention to their work as pub- lic officials, that few of them have any technical knowledge of the problems of taxation, and that most of the positions are held under conditions of strict politi- cal election, appointment, and control, the wonder grows, not that the system works badly, but that it works at all. Consolidation —The first step in ad- ministrative reform is clearly the aboli- tion and consolidation of many of the smaller taxing districts and the erection of tax administration districts capable of operating efficiently. We may illustrate this process by reference to what has already been accomplished in the con- solidation of school districts. Maryland, with a land area of about ten thousand square miles, has only twenty-four school districts. Connecticut, with half of Mary- land’s area, has seven times as many school units. Utah, with 82,000 square miles of territory, operates only forty school tax units. Its neighbor, Wyoming, with but little more area, has ten times as many school districts. Louisiana has only sixty-six school districts; Arkansas and Oklahoma, less than 50 percent larger in area, have, respectively, forty- nine and seventy-five times as many school districts as Louisiana. Of course, conditions are not identical in the states that have just been compared, but tradi- tion and custom explain the existence of hundreds of small school districts in most of the states of the union. As with schools, so also with other functions. The 146 Efficient Tax Administration creation of larger local units of tax ad- ministration will promote greater uni- formity of taxation, increase the effi- ciency of administrators, and lessen the costs. The county is frequently recom- mended as the smallest unit that is con- sistent with efficient tax administration. Professionalization — A_ -s¢cond needed reform in the handling of taxes is to free the tax officials, local and state, from partisan alliances and controls. The formation of broad policies with respect to taxation will probably remain for some time a political decision. But while this must be true, the great proportion of the actual work of assessing and col- lecting taxes is not political; on the con- trary, considerable technical knowledge is required for its efficient performance. Those who do this work should be skilled workers, with high professional stand- ards. Larger administration units will permit the introduction of higher stand- ards. Some assessors today are not capable of doing even the clerical work which their office involves. The principal state tax officials should be especially qualified for their work, which includes the supervision of local tax assessments, central assessment of certain special types of property such as that of public utilities, and central administration of taxes other than those on property. State tax commissions of three members appointed by the Gov- ernor are generally favored. Such is also the common practise in the states, altho fourteen states have only one commis- sioner; two states have four; three states have five: and one state has six. A commission of more than three mem- bers is apt to be unwieldy. Members should hold office for an indefinite period or for relatively long, overlapping terms. They should be protected against re- moval for partisan political reasons. State tax commissioners should have the ability and the opportunity to exer- cise leadership in tax matters within the state. They should collect statistics and conduct research to determine the effec- tiveness and needed development of their tax systems. They should be the first persons called upon by state legislatures to act in an advisory capacity with re- gard to projected tax legislation. Coordination—A third essential to efficient tax administration is the elimi- nation of overlapping and conflicting tax The Journal of the National Education Associa jurisdictions. The conflicting interests of gi. ferent states and of different sections oft, Si impose double burdens upon the taxpayer, A For instance, one state may tax the incom from all sources, of its residents. Another may tax non-residents also, on that part of the tion? | income that is derived from within the staj } it ca The situation is even more complicated with # Perha} respect to business income taxation. The deter. if mination of what part of the income of a gy. ee poration, doing an interstate business, is ta. omy d able in each state forms one of the knottiey [1] problems of state tax administration. Thon the National Tax Association has recommended [2] an equitable formula for making this appor- § tionment. consul A few years ago the interstate rivalries ,)!™ inheritance taxation produced a vast amount off W0Ik | duplicate or multiple taxation of estates, buf Distri the leadership and influence of the National Tz This | Association have resulted in a general accep-§... ance of the principle of reciprocity, with whok. -, : some results. ig th In a federal state the tax problem is furthe| [3] complicated by the necessity of providiy tion, | revenues for both the federal and the stat of ma governments. In the United States certain co stitutional restrictions must be observed. Thu, [4] the states cannot tax imports; all taxes on e-§ SUC ports are prohibited; federal direct taxes mut} vith be apportioned according to population; state] maint taxes must not burden interstate comment, Tals and so on. Aside from such restrictions the ta field is open. The pressure to increase revenue if thi has induced both federal and state governments prod to tax the same object in numerous cases. The o/ on taxes on incomes, gasoline, and tobacco art (5 illustrative. tut This practise is often inaccurately calki§ . double taxation. A condition of double tan‘. tion exists when two states or two nations tag [6 the same object, or when a government levis§ new two similar taxes on the same object. It 8B jx. Nor pora’ [7 og men’ dem; sect dist impossible to avoid the levy of taxes on certail objects by more than one authority. This bas always been true of the property tax, which’ collected for school, municipal, county, and states purposes. The collection of federal a state taxes on incomes is no different, in pm ciple, from the collection of two taxes on prop erty by state and local authorities. Double tas tion is objectionable only if it is discriminatoy, or if the total resulting tax burden is excessi¥ There is no discrimination merely becaus ! state taxes an object already taxed by th federal government. P However, both federal and state taxing # thorities may properly be criticized because the) have proceeded as if their respective needs wer paramount and as if no other agencies wet concerned with the collection of taxes fro certain classes of taxpayers. Both sides bart icnored the essential nature of our gove™ mental structure, which includes a group ° states and a federal government over all. basic remedy for such difficulties lies in 4? regard, on the part of each taxing authort ‘of the revenue needs and the limitations 0” taxing power of the other. —Harley L. Lutz, Princeton Univer sity, and William G. Carr, R Division, NEA. of dif. S Ofte ayer, tern will prevail, what are the terms upon which it will func- tion? Obviously in the mélée of transition can function only by fits and starts. Pethaps it is possible concretely to gecify the terms. An abundance econ- omy demands: 1] Capacity operation of its plant, m the balanced load principle. (2] An unhampered flow of goods to onsumers, involving the right to a mini- gum standard of living, regardless of work performed—#f no work is available. Distribution must replace exchange. This imperative is practical, not ideal- itic, arising from the necessity of keep- ig the plant in operation. [3] The elimination of waste, restric- tion, and private monopoly, as methods if maintaining prices. [4] The conservation of natural re- surces to the degree which, consistent vith existing technical knowledge, will maintain adequate supplies of raw mate- fials for the calculable future. Neglect ifthis imperative may cripple the whole woductive mechanism thru the failure ifone resource—say copper or oil. [5] The employment of a decreasing sy clk umber of man hours in direct produc- sble tan-§ itt. ations tg [6] The encouragement of research, ent levis ew invention, and a fairly high obso- ect. ItSfbscence rate for plant and processes. cs No more suppressed inventions; no cor- : which sg Mate patent monopolies. unty, af |7] The production of capital goods sderal a8 0 grow only as technological improve- a ment, mass purchasing power, or mass vuble tat d requires it. No reliance on this iminaton,§ “lor, as heretofore, as an automatic excess dstributor of purchasing power. —, [8] A one-to-one relationship be- dt PY TN ‘Wen the growth of physical production aud the growth of debt. In the long run, wdebt can be serviced which compounds faster than physical production. This rule "erates to disallow the bulk of capital ‘aims now outstanding in the United lates and in many other nations. [9] A sharp distinction between use Moperty and industrial fixed assets. The tet must be socially controled in that units are no longer independent en- “prises, but interlock one with another. 0] Economic decentralization. . . . on dation of the distinction be- tity man and country man. Aven that the abundance pat- her may of their he state ed with le deter. fa Cor. » iS tar. knotties: on. Th S appor- ralries in mount ¢j ates, but ional Tax 1 accept: h whok. is further providing the state tain con- ed. Thus, eS On el- axes must ion; state ommerct, ns the tat > revenues vernments bacco art taxing al cause the) needs wert ncies wet axes {rot sides bar ir gover , group or all. Te s in a fat authority, jons on the 1 Univer Vo im 23, Number 5; May 1934 This Age of Plenty STUART CHASE [11] The industrialization of most agricultural staples, on a quantity pro- duction basis, and a declining number of man hours in farming. [12] Shorter working hours for all. - [13] A wide extension of social serv- ices and public works to absorb those inevitably to be displaced from industry, agriculture, and the parasitic trades. [14] The continuation of industrial specialization—tho decentralization may be expected to simplify it somewhat. The final form in the calculable future seems to be one flexible, far-flung electrical machine. [15] No narrow economiz national- ism. The plant demands essential raw materials on a reasonable exchange basis from all over the world. [16] Revised and simplified political forms. The scrapping of outworn polit- ical boundaries and of constitutional checks and balances where the issues involved are technical. [17] Centralization of government; the overhead planning and control of economic activity. In North America such planning to satisfy technology should be continental rather than na- tional. In Europe technology will not tolerate national boundaries indefinitely. A working dictatorship over industry is indicated if the plant is to be efficiently operated. Technical performance cannot be subject to popular vote, but the ad- ministrative group from time to time might well be. Remember that pecuniary graft has no point with more than enough to go round; but the very human lust for power remains unimpaired. [18] Finally, and exceedingly impor- tant, abundance demands no compro- mise. It will not operate at half speed. It will not allow retreat to an earlier level and stabilization there. Pharaoh did not tell the Nile what to do; the Nile told Pharaoh what to do. The in- dustrial discipline must be accepted— all of it—or it must be renounced. The only retreat is back one hundred years to the economy of scarcity. Such, substantially, are the terms upon which the economy of abundance will function; such the mold to which new social habits, new institutions must conform. This is the way, and I think the only way, that a high-energy culture will function in the long run. Some of the imperatives may be subject to modi- fication in detail; other imperatives may arise; but the basic mold is set. This is the direction in which Mr. Roosevelt is now being forced. Underneath political smokescreens, and the alarms of stage- coach champions, those of us who have eyes to see can detect the glacier advanc- ing into Sweden, England, Italy, South America, Canada, Australasia. In Russia the march is luminous. Do these terms violate human nature; are they inconsistent with normal be- havior? Already many have been incor- porated into our daily lives. . . . What they do violate is a set of institutions largely developed in eighteenth century, which in turn displaced an earlier cul- ture complex based on feudalism, which in turn displaced its predecessor, and so on back to Mesopotamia. Men talk as tho the gold standard had been laid down by God, side by side with the law of gravitation. The universal gold stand- ard is not so old as Mr. Roosevelt. It is not to be gainsaid that these terms carry implications of substantial moral shock to many persons, especially to large owners of property hitherto vendible. The terms are now being bitterly fought, and will continue to be for years to come. Habit complexes do not change overnight. If it requires at least a decade to modify the psychology of stolid Russian peasants, it may re- quire twice as long to modify the psy- chology of Wall Street. Technological imperative is imper- sonal, amoral, and non-ethical. Like the Nile, it sets the boundaries within which a given culture must operate. The terms imposed by the machine age were onerous to the point of often violating human nature; the terms of the electric motor and the photoelectric cell are more generous. Fortunate and perhaps for- tuitous is the fact that the modern im- perative is straight in the direction of an economic system based on serviceability and security. ... Any conscious plan for the new so- ciety, any revision of the structure of government, any program for social con- trol, any valid political movement, must square with these imperatives. This is the bed we have made—it matters not how—and we must lie on it.—From The Economy of Abundance {Mac- millan]. Copyright by the author and used with his courteous permission. EACHERS, like other groups with moderate incomes, need access to credit facilities at a reasonable cost. No matter how carefully the teacher may budget his income, there is likely to come a time when borrowing will be necessary to tide him over a tem- porary financial crisis. This has been es- pecially true during the last two or three years. Money may be needed for the payment of a doctor’s bill, hospital fees, taxes, or for summer school expenses. The amount may not be large and the period of time for which it is required may not be long, but while the need exists it is often pressing. Such emergen- cies should be met, if possible, without jeopardizing the borrower’s future finan- cial welfare by requiring him to pay the excessive rates of interest charged by most private financing agencies. To as- sist in meeting situations of this kind a number of teachers associations have established loan and relief funds and more and more these groups are becom- ing interested in credit unions. Purposes—What is a credit union? It is a cooperative savings and loan so- ciety organized usually in accordance with provisions of a state law and under the supervision of the state department of banking. In some states which have no permissive legislation a credit union may be organized under provisions worked out locally. Such a society has three primary purposes: {al to promote thrift among the members thru a system of savings which specializes in small units of saving and which encourages regular deposits each week; [b] to educate the members in matters pertaining to the in- vestment and care of their savings; [c] to use the funds thus accrued for the benefit of mem- bers by creating credit for provident purposes at legitimate rates of interest. [For further information on this sub- ject see the Sixth Yearbook of the De- partment of Classroom Teachers, The Economic Welfare of Teachers, National Education Association]. History—The earliest development of credit unions occurred in Germany in response to a need for relief from usuri- ous money lending. The movement grad- ually spread to other nations. The first one to be established in this country was in New Hampshire in 1908, and shortly after that the Massachusetts Credit Union League was organized. In 1921 the Credit Union National Extension Bureau was established and continues to be financed by Edward A. Filene, Boston merchant and philanthropist. 148 The Credit Union Movement Growth—The growth of the move- ment has been remarkable. Fifteen years ago about 50 credit unions were in exist- ence with assets amounting to only $500,000. Today there are more than 2000 unions with a membership of 425,- 000 and with assets totaling nearly $50,- 000,000. Credit union laws are on the statute books of 38 states and the Dis- trict of Columbia. At present 40 percent of the unions are in industrial groups, 30 percent in government agencies, and the remaining 30 percent in other groups including teachers. Size—Most state laws require that a credit union be organized within a group, the members of which have some com- mon bond. Size is not a major factor in determining its success but there should be a possibility of at least fifty members. Both large and small organiza- tions have their advantages. One tele- phone company union has a member- ship of 5000 while a number of success- ful ones have only fifty members. Establishment—In organizing a credit union under the state laws a peti- tion for a charter is filed with the state department in control and an investiga- tion is made. Upon receipt of a favorable report, bylaws are adopted and officers are elected. The state department of banks usually has the authority to grant a charter and to supervise the business. The union is administered thru a board of directors, a credit committee, and a supervisory committee, all chosen by and from the membership of the group. The directors elect a president, vice- president, treasurer, and clerk. Membership — Membership is granted only upon subscription to at least one share of stock, and requires the payment of the first instalment on this share, plus a small entrance fee. Each member has one vote in the meet- ings of the group, irrespective of the number of shares he holds. Issuance of shares—The par value of shares should be small in order that the greatest possible number of eligible persons may enjoy the advantages of membership in the union. A par value of $5 is recommended. Members should be encouraged to purchase as many shares as they can afford from time to time and should be permitted to pay for them in weekly or monthly instalments, as such a provision encourages regular savings and furnishes a steady increase in the amount of money available for loans. It is preferable that shares shall pot be transferable but the bylaws may Prto- vide for their transfer from one member to another upon payment of a fee. Th should also be withdrawable upon proper notice. Savings deposits—In addition to selling shares a credit union may accept savings deposits for two reasons: [1] to permit members to save on a preferred or slightly safer basis than when shares are purchased, and at a slightly higher rate of jn. terest than that paid by banks; and [2] to accumulate additional funds for making loans to members. Amount of loans—Usually loans under $50 require no security but larger loans must be secured by collateral sat. isfactory to the credit committee, or by endorsements. All applications should be made in writing and state specifically , the purpose for which the loan is desired, In most states no limit is placed on the size of the loan, provided there is suffi- cient money on hand but no member should be allowed to borrow a larger sum than his income will allow him to repay in the time allowed. A loan may be renewed and may be repaid in in- stalments. One percent a month is con- sidered a fair interest rate. Profits—Profits from the business are used to pay interest on deposits, divi- dends on shares, and usually about 25 percent is set aside as a reserve fund for the protection of investors. Movement among teachers— Within the last seven or eight years the credit union idea has begun to find favor among teachers organizations. The num- ber of credit unions among teachers is still small in comparison to other groups, but most of those now in operation are flourishing and give promise of continued success. According to recent reports there are 45 such unions established among teachers, and others are being planned. Conclusion—Credit unions are not an experiment. The past few years have demonstrated their safety and worth. They have come thru the depression with a splendid record in the face of the un- certainty of the banking situation. In 37 of the 38 states not one credit union was closed and only six unions asked for 4 loan. This is the finest record ever estab- lished by any form of banking under similar conditions—Agnes Winn, di rector, Division of Classroom Servic National Education Association. The Journal of the National Education Association Profe. E is nec decen handv the m can le found washi thruo Cle and p but si clean] itual custo teach No nitely preve than neede thori tion | whicl in th rious eases time it is Or ev ber « deat! dise; by 1 tisti mor Unit nica perc . It oro 1] to loans oans ger Sat- rt by id be cally , sired, 1 the suffi- mber arger m to may n in- con- $$ are divi- ut 25 id for ers— rs the favor num- ers is roups, yn are tinued there mong anned. re not 5 have worth. n with he un- Tn 37 yn was | for 4 estab- under in, di- ervice, ociation Hygienic Handwashing in Schools Tuomas D. Woop, M. D. Professor Emeritus of Health Education, Teachers College, Columbia University; Chairman, Joint Committee on Health Problems in Education of the National Education Association and the American Medical Association his or her hands at least twice during each day in school. This is necessary for health, for safety, for decency, and for good manners. This handwashing is also essential to one of the most important things that any child an learn in school, to establish the sure foundation for the permanent habit of washing the hands at the right time thruout his life. Cleanliness not only is an evidence and proof of decency and good manners, but since early periods in human history deanliness has been associated with spir- itual wellbeing and identified in many customs and ceremonies with religious teaching and rituals. No single act or habit is more defi- nitely linked by scientific proof to the prevention of avoidable disease and death than handwashing, when handwashing is needed. Eminent medical and health au- thorities agree in the belief and convic- tion that the practise of human beings, which would be relatively most effective in the control and prevention of the se- ious, often deadly, transmissible dis- eases, is washing the hands at least each time before food is taken. Unfortunately it is not possible to make any accurate oreven approximate estimate of the num- vet of cases of preventable disease and death that result from the conveying of tisease germs to the mouths of people by unclean hands. However, vital sta- tistics show definitely that in one year more than 20 percent of all deaths in the United States were caused by commu- nicable diseases, and that more than 90 percent of these deaths were due to dis- fse germs that gain entrance to the body thru the nose or mouth. These remms May be conveyed by contaminated food of water, by unclean utensils, by ‘Pray from nose or mouth of another Person, or by unclean hands. Cleanliness S the keynote in the solution of this Problem of disease prevention. a ‘ essential that before food goes € mouth it should not have been contaminated by anything harmful to health from un sO Bis SCHOOL CHILD should wash Py clean containers or uten- — the factories, dairy farms, mar- » Stores, or kitchens. However, it is ‘ignificant that methods for safeguard- V lume 23, Number 5; May 1934 ing cleanliness of foods by the use of hygienically clean containers, by cover- ing foods from dirt and insects, and by improved ways of handling foods in fac- tories, stores, and markets are being de- veloped more generally and rapidly than are the facilities and practises of hand- washing in schools. While consistent cleanliness of the hands is one of the fun- damental conditions for the prevention and control of communicable disease, it is apparently one of the latest achieve- ments in a civilized refined society. Three types or standards of clean hands should be clearly recognized and understood: Socially clean hands—First, are the socially clean hands of good manners, of nice social deportment; the hands that look clean whether they have just previously been washed or not. Surgically clean hands—The second type of clean hands are those that are surgically clean, so clean that they will not infect, or convey harmful germs to, open tissue in surgical oper- ations, to open wounds, or to anything that may come in contact with such wounds when they must be dressed. To get the hands sur- gically clean it is necessary for the surgeon or physician to wash the hands several times thoroly with hot water and strong soap, with the vigorous use of the nail brush. For surgi- cal operations or for the dressing of serious wounds the hands are then washed in strong chemical solutions; and finally as a last precau- tion sterilized rubber gloves are drawn on over the hands and fingers. Hygienically clean hands—The third type or standard of clean hands is the one which has special and practical interest for us in relation to schools. Hygienic cleanliness of the hands requires that just before food is handled and eaten the hands should be washed thoroly with hot, or warm, water and soap. It is well, also, frequently to scrub them with a nail brush. Then the hands should be rinsed in clean water and dried on an individual, hygienically clean towel. The finger nails also should be thoroly clean. This hygienic handwashing does not re- move all possible germs from the hands but it does make them safe and satisfactory for the handling of food and all other usual activities. For the handwashing in schools te-be sanitary and effective, soap and towels must be continuously supplied. Let it be said seriously, even in a time of great economic difficulty, that, measured against the immediate and ultimate bene- fits of the handwashing program in schools, the combined cost of good soap and paper towels, added to the cost of installation and upkeep of satisfactory equipment for handwashing, is really negligible. It is as economic an invest- ment for health essentials as any com- munity can make. Carefully conducted experiments in various schools show definitely that good soap and paper towels can be supplied for at least two handwashings a day, for an average school year of 170 days, at a cost of not more than 45 to 50 cents per pupil. This makes the cost of the needed material consumed by a child for hygienic handwashing about one- tenth of a cent. This is hardly more than one-tenth of the cost of a decent piece of candy and only slightly more than one-tenth of the cost of a stick of gum. Can any sensible person, from compari- son of values related to child health, draw a conclusion unfavorable to ex- penditure of community funds for hy- gienically clean hands in school? What is involved in the handwash- ing program in schools? Every child in school should wash the hands always after going to the toilet and just before eating. If the child eats lunch at school, this means that every child should wash his hands with soap at least two or three times each day during school hours. Adequate provisions for securing 100 percent accomplishment in the hand- washing program in schools—and noth- ing less than this is acceptable, respect- able, or decent—involve the following as minimum essentials: First in logical order are the facilities and equipment in the actual physical conditions in the school to furnish the opportunity for hand- washing for every pupil at the proper time. This act should be performed with reasonable convenience in time and effort in the schedule of the school and with corresponding satisfac- tion to the pupil. The child’s intrinsic satisfac- tion is absolutely essential to the complete suc- cess of this simple yet most significant per- formance. The fundamental requisites in schools for handwashing are running water [with provi- sion for hot or warm water], soap and towels of sanitary type, with of course the fixed equipment in washrooms, plumbing fixtures, wash bowls, or other facilities; all of which should be made not only thoroly sanitary but as convenient, pleasing, and attractive as skil- ful planning and reasonable cost can provide. Experimental use and study of hand- washing facilities have demonstrated the distinct advantages of such features as 149, =< [1] location of such facilities so as to be easily accessible to toilet rooms, classrooms, and lunchrooms; [2] placing of water, soap, and drying equipment in such relation to each other as to permit quick and convenient use without congestion or confusion; [3] provision for handwashing under running water; [4] adjustment of facilities according to ages and heights of children; [5] stagger use of equipment by small groups according to available facilities; [6] regular time in the schedule for each group; [7] supervision of handwashing period for younger pupils by a teacher or janitor sympatheti- cally interested in the program, and supervision for older children by a pupil monitor representing a self-governing stu- dent organization; [8] in some schools water pipes and basins are arranged so that five to ten pupils may wash at one time. Prerequisite to the installation of facilities and the carrying out of a successful handwashing program, is the intelligent appreciation by school authorities of the importance of such a program and the definite conviction regarding its practical value. It has been well said that “a school organization which makes handwashing effective depends first of all upon the interest of teachers and adminis- trators in making handwashing a universal and consistent prac- tise after going to the toilet and before eating. “So true is this, that even in schools which lack facilities, handwashing takes place when teachers and principals are convinced of its value and are eager to have it practised. If equipment is lacking, special ingenuity and special ways of raising funds may be required. Under such circumstances hundreds of schools all over the country are promoting hand- washing and are finding it worthwhile despite handicaps that must be overcome. “For example, in a rural district so poor that continuing the teacher’s salary is a constant problem, that enthusiastic young woman has instituted a fine handwashing system with makeshift equipment. She had the local hardware dealer weld a funnel to the lip of an ordinary gallon measure. A water supply for the unique faucet is heated on top of the ancient stove. Here also a solution is made out of scraps of soap the children bring from home. This school-made liquid soap one child dispenses from a milk bottle. Another pours the warm water from the gallon measure over the soap-lathered hands of the children who are washing. A galvanized pail on the floor 150 York, Pennsylvania, Schools Thru home-life projects, children learn that good manners as well as hygienic standards demand that the hands be washed before meals Samantha Hanna Nursery School, Western Re. . " . a ; . m Habits of cleanliness are instilled in nursery-school children, to w2° bathtime is a delight serves as sink. The children dn their hands on individual towels. often no more than clean which they bring from home.” Has handwashing aay par. ticular educational _ signig. cance or value? Handwashing at school provides an admir. able practical experience, ; perfect pedagogical situation for the learning of a skill ang the establishment of a habit of great fundamental impor. tance in the health education of the child. In fact, the first manual habit in the health education of the child in time and importance, for which the individual child is respon- sible, is handwashing, The claim may be made quite logically that every child should have acquired the habit of hygienic hand- The Journal of the National Education Association serve Universit washi schoo rema child: fundé the p as to to th the s oppo ity fe as tl the v ness. of he of th a Col man born the stan unce ordi en dry Wels me ” Y par. ignif. ishing dmir. 1Ce, a ation ll and habit mpor- Cation e first health n time which °spon- every Juired hand- I niversit) hom ciation washing at home before school life begins. The fact remains that the number of children who acquire this jyndamental health habit in the preschool age is so small as to give greater emphasis to the practical necessity that the school should accept the opportunity and responsibil- ity for teaching handwashing as the practical keynote of the whole program of cleanli- ness, The successful teaching of handwashing with the rest of the cleanliness program is a complex problem beset with many difficulties. There is no inherited or in- born impulse to cleanliness in the child. Only in rare in- stances does the child become uncomfortable enough thru ordinary lack of cleanliness, Every Student should realize th Vo , lume 23, N umber 5 : Technical High School Library, Oakland, California e importance of having the hands clean when handling books May 1934 Beier ain OOM Even in as crude a school building as this, a resourceful teacher can provide handwashing facilities thru makeshift equipment mild or extreme, to try spontaneously to correct this condition. The habit of handwashing, if acquired, must be learned, must be established in the face of many difficulties and by overcoming many obstacles in the nature and interests of the child in varied conditions of environment. Prominent among the factors which prove effective in the establishment of habits of cleanliness are [1] the esthetic satisfaction in the feeling of being clean at the right time, and [2] social approval of asso- ciates when one is clean. It is extremely important that fictitious motives and rewards should not be used as inducements to secure handwashing and cleanliness, in place of rational and sound incentives which are essential to real success, as in other phases of instruc- tion. If unsound motives and inducements for hand- washing are used, a boy may wash his hands, under supervision and discipline, every day in school and eat with dirty hands at home, on holidays, or all thru vacation. Summary—A completely successful handwashing program in schools will furnish affirmative answers to the following questions: [1] Are the members of the school staff—teachers, principal, and janitor—so interested in handwashing and convinced of its practical value that they are effectively helpful in the program ? [2] Are the responsible school officials intelligently appre- ciative of the beneficial results of handwashing so that the school buildings have satisfactory equipment and supplies? [3] Does every child in school wash his hands in a hygienic manner, always just before eating and after going to the toilet ? [4] Do the school facilities for this hygienic and social rite enable the child to realize satisfaction from handwashing and dissatisfaction from failure to perform it? [5] Do the children, in the health education experiences in- volved in handwashing in school, with the associated learn- ings, acquire the skill, the habit, the attitudes, and the knowl- edge of scientific reasons for hygienic handwashing and general cleanliness, so that they will be apt to wash their hands at proper times outside of school, at home and elsewhere, on holidays and during vacations, and will possess an enduring habit of handwashing for later life? 151 Other People’s Mone e sa a ‘ = ‘ = a se How Big Compensation to Chief Executive | of 50 Large American Companies Salary 1929 | Bonus 1929 || Salary 1932 | Bonus 1% American Smelting and Refining Co $60 ,000 e Business American Sugar Refining Co 100 ,000 American Tobacco Co 144 | eads Pay Anaconda Copper Mining Co 345 ,000 — Baldwin Locomotive Works 102 ,250 Baltimore and Ohio Railroad 125 ,000 Themselves inser occ: 250,000 Chesapeake and Ohio Railway Co. ...... . 90 , 000ft Chemical Bank and Trust Co. of N. Y. City 125 ,000t r YHE CENTRAL economic prob- Coca-Cola Co , , 120,000 lem in the United States in- Colgate-Palmolive-Peet Co............. 60 ,000** volves the distribution of Columbia Gas and Electric Corp | 99 ,999** comet, ‘Wiate tes eeceme a0 Consolidated Cigar BN ee oss. dare als ; | 81,249 highly seine “des te te Consolidated Oil Corp....... : 7 107 , 387 3 : 7 Corn Products Refining Co. .. ; | z, 1} 112,500 breaking down the entire economic — Curtis Publishing Co 23 | 142.500 machinery, spreading poverty, de- _£. I. Du Pont De Nemours & Co....... | ' | 84,750 stroying the small community, and Eastman Kodak Co. of New Jersey... | 14,42: 94,615 denying youth an opportunity to Electric Bond and Share Co. of New York) , 102,500 make a start in life. Only in pro- Equitable Life Assurance Co P 96 ,875** portion as we put people before General] Foods GCorp.... Peete ee ee eens] a, | ta, 69 , 375 profits and bring about the better International Harvester Co 50, ; 66,053 ae ‘ International Telephone & Telegraph Corp. 5, 51,258 distribution of wealth, are we on Lj a a a “ Aggett & Myers Tobacco Co 50, ; 50 ,000 the road to recovery and advance. Manufacturers Trust Co. of N. Y. City. .| 125 ,000t The tide is all set the other Metropolitan Life Insurance Co ¥ || 200 ,000** way. The rich are richer today and Mutual Life Insurance Co ; | 125 ,000** the poor are poorer than they National Cash Register Co . | 104,000 were a year ago, and the funda- National City Bank of N. Y. City 125 ,000f mental practises which bring this New York Life Insurance Co , || 117, 000°" about have not been substantially Waele Gas and Electric Co 72,777 changed. Paramount Publix Corp 3 | ; || 96,031 The table on this page, quoted Pennsylvania Railroad , || 121, 500ff ; hy Procter & Gamble Co ; (| 50,000* from recent salary investigations Prudential Life Insurance Co : 125 ,000** made by the Federal Trade Public Service Corp. of New Jersey . 100, 295 | 97,000 Commission, the Federal Reserve Radio Corporation of America 103 , 693 92,625 Board, and the Interstate Com- Sears, Roebuck and Co 83 , 688 merce Commission, in response to Southern Pacific Transportation System. 135 ,000ft a Senate resolution, shows the huge emer Oil = e ren a ae : A Standard Oil Co. of New Jersey ; 105, is RE ey RNIN CU = oo fie of Mew Volk || 126,667 panies to the chief cave Union Trust Co. of Pittsburgh | 165 , 000 whether acting as president, direc- United Aircraft and Transportation Corp.| '| 192,500 tor, chairman of the board, or com- _ United States Steel Corp || 56,667 binations of these offices. Salaries Westinghouse Elec. & Manufacturing Co.. | of life insurance presidents are F. W. Woolworth Co it quoted from the 1932 report of the William Wrigley Jr. Co 16 , 666 New York Superintendent of In- Youngstown Sheet and Tube Co 91, 666** surance, : In an article entitled “Our Hid- den Tax Bills,” in Ohio Schools for April 1934 the editor asks: How does the service we get. for the hidden _ Let the public understand that someone has’ outlays as they are for the public schools. tax bill which business imposes upon us, com- to provide for corporation and department While we grope feverishly for adequate ta pare with the service our public-school system store executives—someone has to build their revenues to keep schools open, We gives us? The newspapers report that the three houses, furnish them their limousines, feed and _ tolerate the opposition of those inte Warner brothers of motion picture production clothe them luxuriously, pay their club dues, lay their own excessive imposts upon US . fame drew $10,000 a week for six years. For foot their recreation bills, and so on. These The hidden tax bills are the ones we ™ the same annual expenditure we are educating are not manna from Heaven, but are created begin to reduce. The taxes for schools are between 15,000 and 20,000 children. Which by society. The executive gets them, and ones we must begin to increase. The outlay offers the most service to society? ... the people are just as surely taxed for these keep civilization alive. * Figures for 1930 ** Figures for 1931 tf July 1, 1932 to June 30, 1933 tt As of March 1, 1982 po me ee er ——— -” The Journal of the National Education Association = ~ ¥ P Lh. at at aha Ka rihe ya oF noe ~ es we e “% Beet rf LEP N Bd +s Bp ed ” ees r hs ah in 2 re *” ¥, ¥ © 4 3 a. ee © National Cathedral Association ASHINGTON CATHEDRAL AS SEEN FROM THE BisHop’s GARDEN—The vesper service of the 72nd annual con- adi vention of the National Education Association will be held in the Washington Cathedral on Mt. St. Alban. 5 * Picture indicates the great beauty of this magnificent piece of architecture and its surroundings. The ‘shop's Garden is terraced on the warm southern slope below the towering structures. Old English boxwood, ye thorn, holly, ivy, cedars of Lebanon, ancient stone, and rare Norman and Gothic carvings suggest an atmos- ra of antiquity in connection with a building still unfinished. The Cathedral grounds contain nearly 68 acres, st of it now landscaped with the same care which characterizes the construction of the Cathedral itself. Volume 23, Number 5; May 1934 153 © Harris & Ewing 4 | ‘ie Fotcer Linrary—This newcomer among Washington’s institutions is the greatest memorial which has ever been erected anywhere to the world’s best-known poet. HE HALO of romance and great- ness which hung over European capitals for centuries has shifted to Washington. When the members of the National Education Association pack their bags to attend the 72nd an- nual convention of their organization, which will be held in Washington June 30- July 6, they will begin a journey to one of the major capitals of the world. The eyes of all peoples are turned toward the federal city. Every minute of the day wires and cables carry the story of the government’s ac- tivities to every country of the world where newspapers are printed. While the swiftly mov- ing scene in Washington is of interest to every nation, it is of particular concern to our own citizens. It is not unusual for a hundred representatives of the press to attend a single hearing of a Congressional Committee. The New York Times alone has twenty-seven men_ gathering news in Washington. At no time has a visit to the capital meant so much. On the principal streets of the city, among buildings revered for their historic significance, are rising new homes for the depart- ments of government, so beauti- ful in line and material that they have been called poems in stone. The most frequent visitor to Washington sees something new each time he comes. T 154 © Buckingham Studio, Inc. HE PAN AMERICAN UNION—This reminder of the fraternity of New World nations is one of the most beautiful buildings in the capital. The central motif of this planned city is the group of buildings in the Mall which will, when completed, house countless ac- tivities of the government for the welfare of the people. This federal triangle will include the Department of Commerce, National Archives, Department of Jus- tice, Internal Revenue Bureau, Post- office Department, Interstate Commerce Commission, Department of Labor, and others. From the time the convention delegates step upon the $10,000,000 plaza which lies between the Union Washington Station and the United States Capitol until they take their departure, they may see the approaching realization of Pierre L’Enfant’s dream of a city which would typify the wealth, power, dignity, and artistic taste of a great people. Educators will be interested in the treasures of learning which have for many years been gathered into such depositories as the Smithsonian Insti- tution, the Congressional Library, and the new Folger Library which has just taken its place among the institutions of Washington. The Folger Library is called by architects one of the most beautiful buildings in the world. Its marble walls protect priceless first edi- tions of the great bard’s works. The Lincoln Memorial and Washing- ton Monument are shrines for patriotic pilgrimages. Across the Potomac is the Memorial Bridge which connects the Lincoln Memorial with Arlington, the home of Robert E. Lee, symbolizing in granite the firmly established union of north and south. Beyond this new bridge stretches the gray ribbon of the Mount Vernon Highway, extending for fifteen and a half miles along a route skirting the Potomac River to the his- toric estate of our first president. Mid- way, visitors pass thru the city of Alex- andria, Washington’s own home town, his market place, his postoffice, and his The Journal of the National Education Association Pe OO TF ey of ch y; he or ch ti- ite iS- the Convention voting place. The church of which he was a vestryman is still standing there. There are a hundred libraries in Washington, but the Library of Con- gress is best known to teachers. No other library in the world exceeds it in size of the building or in the number of books, prints, manuscripts, or docu- ments available. Its interior is one of the most spectacular achievements in the history of architecture. In the ornate central pavilion are preserved the original copies of the Declaration of In- dependence, the Constitution of the United States, and the Gutenberg Bible —all three priceless treasures under eternal guard. The Gutenberg Bible was obtained in 1930 from the Abbey of St. Paul in Carinthia, Austria. The three vellum-bound volumes were printed about 1450 on the world’s first printing presses using movable type. The annual vesper service of the con- vention will be held in the Episcopal Cathedral of Saints Peter and Paul. [See p153.] This is one of the finest cathedrals in the world. Following the tradition of the abbeys and cathedrals of the Old World, in its crypts will rest some of the nation’s greatest heroes. Admiral George Dewey and Woodrow Wilson are among those buried there. On the afternoon of July 4, the con- vention will adjourn in honor of the national holiday. Visitors may wish to enjoy the magnificent expanses of Washington’s parks, of which there are 666 with a total area of 4880 acres. The National Zoological Park will at- tract some delegates. Golf, polo, and other outdoor games will be available for entertainment for others. In the evening a display of fireworks will attract thou- sands of visitors to the Mall. ‘ The convention general sessions, the meetings of the Representative Assem- bly, exhibits of school equipment and supplies, and registration of delegates will be held in the Washington Audito- rium, close to the heart of the new ar- ’ chitectural developments in the federal city. Departmental sessions will be held in the auditoriums of government build- ings, meeting places of George Washing- ton University, and the ballrooms of the capital’s magnificent hotels. State headquarters will be in the Mayflower Hotel. Important meetings of commit- tees and NEA officials will be held in the headquarters building of the Asso- Volume 23, Number 5; May 1934 © Harris & Ewing HE LINCOLN MemoriaL—From the top of the Washington Monument the visitor looks down upon a long sweep of the Potomac flanked with parks and woodlands as a setting for magnificent memorials and historic buildings. THE WASHINGTON MONUMENT—You may walk up or ride up. These visitors are waiting for the elevator. ciation. This seven-story building is the pride of the profession. Every delegate will wish to inspect it, and is invited to make the building his personal head- quarters during the convention. A rich and varied convention ptogram lowed by sound motion pictures of his previous expedition, giving a touch of realism to one of the most novel features ever prepared for an NEA convention. Among convention speakers are New- ton D. Baker, Robert M. Hutchins, and is now being completed by President% Daniel A. Poling. The Sunday afternoon Jessie Gray. General sessions will be- gin Saturday evening, when delegates will hear a special message wirelessed to the convention auditorium from Ad- miral Richard Evelyn Byrd, the famous explorer, from his isolated hut in the frozen wastes of the Antarctic. The mes- sage from Admiral Byrd will be fol- vesper service includes singing by the Cathedral Great Choir. Music for other sessions will be provided by the Army, the Marine, and the Navy bands. The Washington convention is an opportu- nity for intellectual enrichment, vaca- tion recreation, and professional growth. —Belmont Farley. The Nationwide School Printing Project HE STATEMENT “Helping Your School” | proved to be popular with the schools participating in the project for 1933-34. As THe JOURNAL went to press entries had been received from more than 60 cities. Many of the schools printed sufficient copies for distribution thruout the classrooms. Two copies of each poster from each school are being taken from the files and gathered into two large identical volumes, beautifully bound in library buckram. These volumes will be kept on display at the headquarters office of the National Education Association. An exhibit of these posters was held in connec- tion with Printing Education Week in Febru- ary. The American Printer ran an article on this project in one of its spring numbers. The posters submitted in this project are examples of splendid craftsmanship. The schools whose posters are listed below de- serve special mention. CALIFORNIA—Alhambra, High School, George E. Settinger, principal, William A. Schwindt, teacher of printing. Dinuba, Union High School, Walter Hellbaum, principal, C. H. Freeman, teacher of printing. Los Angeles, Frank Wiggins Trade School, Howard A. Campion, principal, John M. Murray, teacher of printing; Riis High School, Homer K. Watson, prin- cipal. Pasadena, John Marshall George Hetzel, principal, teacher of printing. San Francisco, Presidio Junior High School, Carl Junior High School, Vernon Elmer Sayre, A. Anderson, principal, Walter Edward Brock, teacher of printing; San Francisco Continuation School, H. G. Hansell, principal, M. D. Coats, teacher of printing. Santa Barbara, High School, Harvey J. Holt, prin- cipal, L. L. Ingraham, teacher of printing. Ventura, Junior High School, M. E. Mushlitz, principal, H. G. Thompson, teacher of printing. Connecticut—Litchfield, Connecticut Junior Re- public, James T. Laidlaw, principal, Frank A. Chromec, teacher of printing. District or CotumMBpia—Washington, Central High School, Harvey A. Smith, principal, Harold G. Crank- shaw, teacher of printing. ILtinois—Chicago, Crane Technical School, H. H. Hagen, principal, W. M. Kreamer, teacher of print- ing; Manley High School, Thomas J. Crofts, prin- cipal, Julian F. McCabe, teacher of printing. Evanston, Haven School, Helen Sanford, principal, F. L. Richardson, teacher of prirting. Rockford, Rockford Senior High School, James E. Blue, principal, George A. Berg, teacher of printing. INDIANA—New Albany, Senior High School, C. C. Katterjohn, principal, Albert Gehlbach, teacher of printing. Iowa—Sioux City, Central High School, A. G. Heitman, principal, E. W. Fischer, teacher of print- ing. Kansas—Chanute, Chanute Trade School, J. V. Hamilton, principal, E. K. Whitesitt, teacher of printing. Winfield, Winfield High School, Herbert C. Hawk, principal, R. H. Roberts, teacher of printing. KENTUCKY—C ovington, Holmes High School, H. H. Mills, principal, Henry A. Breucker, teacher of printing. Helping Your School ouR school is your larger self. You and your associates influence each other. You develop an atmosphere; you set standards for each other; you arouse interests and stimulate ideals. In your school you form the associations of a lifetime. From among your schoolmates you are likely to select your wife or your husband and in later years your business or political associates. If your school has a good name you share in that name. If you and your fellow students take pride in reflecting honor upon your school, the stand- ing of your school will be a source of strength in your life. Your school is what you make it. If during your school days you stand for the best things in your own life and among your associates—talk about them, dream about them, think about them, plan for them— that school will be a power in the making of your mind. MICHIGAN—Detroit, Cass Technical High School, Benjamin F. Comfort, principal, Ralph W. Polk, teacher of printing. Lansing, Central High School, Charles E. LeFurge, principal, J. H. Cigard, teacher of printing. River Rouge, River Rouge High School, H. M. Rosa, principal, R. H. Carrington, teacher of priating. NEBRASKA—Omaha, Technical High School, D. E. Porter, principal, W. S. Crichton, teacher of printing. New Hampsnuire—Berlin, Berlin High School, D. W. MacLean, principal, J. D. O'Connor, teacher of printing. New Jersey—Atlantic City, Atlantic City Trade School, Frank R. Flower, principal, Samuel W. Whitner, teacher of printing. Bayonne, Junior High-Vocational School, Edward Berman, principal, Edward J. Porr, teacher of print- ing. . Camden, Hatch Junior High School, C. Arthur Dennis, principal, Stanley E. Griffith, teacher of printing. East Orange, East Orange High School, Ralph E. Files, principal, Frederick R. Price, teacher of print- ing. Montclair, Montclair High School, Harold A. Fer- guson, principal, Frank A. Baker, teacher of printing. Newark, Hawthorne Avenue School, R. A. Mac- Donald, principal, David Daniels, teacher of printing. Paterson, Central High School; School No. 4, H. R. Cornish, principal, Walter Smith, teacher of printing; School No. 10, Earl W. Barnes, principal, Henry Bissett, teacher of printing. Perth Amboy, Perth Amboy High School, Will W. Ramsey, principal, Niels Hanson, teacher of printing. Trenton, Central Senior High School, William A. Wetzel, principal, Joseph W. Hills, teacher of print- ing. New York—Brooklyn, Brooklyn Industrial High School for Boys, James H. Allen, principal, Louis W. Werner, teacher of printing. Elmira, Southside High School, C. F. McNaught, principal, R. D. Palmer, teacher of printing. Floral Park, Sewanhaka High School, A. T. Stan. forth, principal, Hugh Flaherty, teacher of Printing, Ithaca, Ithaca High School, F. R. Bliss, principal, Walter J. Sykes, teacher of printing. Maspeth, Junior High School No. 73, Selma Ober, acting principal, P. Langsam, teacher of printing. Mount Vernon, Nichols Junior High School, A, §. Townsend, principal, W. T. Tweedell, teacher of printing. Solvay, Solvay Junior-Senior High School, Clinton H. Atwood, principal, Grove C. Hutchings, teacher of printing. Syracuse, Eastwood High School, C. F. Todd, prin. cipal, B. J. Hess, teacher of printing; Nottingham High School, Fred J. Bierce, principal, C. F. Eichel. berg, teacher of printing. Utica, Utica Free Academy, E. S. Babcock, prin. cipal, C. M. Vaeth, teacher of printing. On1o—A kron, Central High School, J. Ray Stine, principal, Rupert Jones, teacher of printing; East High School, O. C. Hatton, principal, L. V. Kelley, teacher of printing; Garfield High School, A. D. Ladd, principal, M. A. Clark, teacher of printing; Hower Trade School, H. M. Jellison, principal, Rupert Jones, teacher of printing; North High School, Hugh R. Smith, principal, Thomas E. Cutler, teacher of printing; South High School, Charles E. Bryant, principal, Lytle W. Cole, teacher of printing; West High School, J. W. Flood, principal, H. A. Sargent, teacher of printing. Ashland, Ashland High School, J. E. Bohn, prin. cipal, J. E. Gates, teacher of printing. Barberton, Central High School, H. A. Pieffer, principal, W. G. Clippinger, jr., teacher of printing. Canton, McKinley High School, J. L. G. Pattorf, principal, Chester A. Lyle, teacher of printing. Steubenville, Harding Junior High School, O. W. Schaefer, principal, Everett Reiter, teacher of print- ing. Youngstown, Chaney High School, C. W. Rick- secker, principal, S. W. Rawson, teacher of printing. OKLAHOMA—Okmulgee, Okmulgee High School, Guy B. Blakey, principal, Ted Shearer, teacher of printing. PENNSYLVANIA—Frie, Erie Technical High School, J. F. Jeffery, principal, William Byrd, teacher of printing. Lebanon, Senior High School, Harold M. Downes, principal, Arthur F. Warfel, teacher of printing. Philadelphia, McCall Vocational School, Margaret T. Maguire, principal, R. A. L. Granzow, teacher of printing. Pittsburgh, Arsenal Junior High School, R. H. Henderson, principal, R. Randolph Karch, teacher of printing. Williamsport, Thaddeus Stevens Junior High School, H. E. Stabler, principal, C. A. Weaver, teacher of printing. Texas—El Paso, Vocational High School, J. T. Reynolds, principal, W. Van Gasbeek, teacher of printing. VirGcinia—Roanoke, Jefferson Senior High School, W. E. Parsons, principal, William H. Wright, teacher of printing. WASHINGTON—Spokane, North Central High School, F. G. Kennedy, principal, Ernest E. Green, teacher of printing. _ West_ VirGIN1iA—W heeling, McKinley School, L. E. Kay, principal, H. E. Otto, teacher of printing. WisconsiIn—Beaver Dam, Vocational School, H. C. Abrnsbrak, principal, O. A. Paciotti, teacher of printing. Kenosha, Central High School, G. N. Tremper, principal, Harvard C. Smith, teacher of printing. Sheboygan, Sheboygan High School, William Urban, principal, Adolph Toftey, teacher of printing. Superior, Central High School, C. G. Wade, prin- cipal, H. L. Mahnke, teacher of printing. West Allis, Horace Mann Junior High School, E. C. Ossman, principal, Thomas Jungck, teacher of print- ing; West Allis High School, R. O. West, principal, R. Sturm, teacher of printing. . The Gutenberg Bible, seen in the Library of Congress, is the most famous and most valuable book in the world. 156 The Journal of the National Education Association it h the emé€ tril pec tut Mi at Fo the int the It en tic ex Stan. nting, cipal, wes, rgaret ner of t. Bi. ner of High eaver, 5. 'T. er of chool, eacher chool, -acher L. E. x: &. er of mper, ig. Jrban, prin- E, C. print- cipal, ation Federal Emergency Aid for Education James H. RICHMOND Chairman, National Committee for Federal Emergency Aid for Education S$ THE school situation in the various A states has grown more and more serious with each passing month, it has become increasingly apparent that the only hope of rescue lies in federal emergency aid for education. Never has the federal government con- tributed so much for the relief of our people and the maintenance of our insti- tutions as during the past twelve months. Millions of men and women have worked at jobs made possible by federal funds. Food and clothing have been furnished the needy. Billions of dollars have gone into public works and billions more in the form of loans to banks and railroads. It appears that there has been money enough to meet the basic needs of prac- tically every social and industrial agency except the schools. The schools were not among the first to ask for federal aid nor did they do so until it became apparent that there was no other way out. After careful study, they presented the six-point program. [See THE JourNAt for April 1934, pl05.] Various officials and Congres- sional committees have considered the conditions and needs of the schools, and the case is now before the President. Thus far, no definite aid has been granted except upon a relief basis thru the Federal Emergency Relief Adminis- tration which has allocated some $15,- 000,000 for extension of school terms and other educational activities. This money has kept open thousands of schools which would have been com- peled to reduce their normal terms by one or more months. It is to be regretted, however, that most of the teachers who were able to continue their work, as a result of this aid, were paid starvation wages, and the manner of distribution adopted did not permit, in every case, } . allotment of funds according to need. A careful observation of the school situation in Washington inevitably leads to the conclusion that many people who are genuinely interested in the schools have erroneous and misguided views re- garding the character of their adminis- tration. One person, high in authority at Washington, is reported to have said that only in a church camp meeting can one find more politics than in the adminis- tration of a local school district. Volume 23, Number 5; May 1934 You will find no school leader worthy of the name who will not admit that some schools are inefficiently managed. AMES W. CAMMACK, JR., first assistant to James H. Richmond, chairman of the Na- tional Committee for Federal Emergency Aid for Education. Mr. Cammack has labored con- tinuously in Washington since the creation of the National Committee. Much credit is due Mr. Cammack for his effective work. Those responsible for the operation of our public schools have openly and candidly admitted the short-comings of the school system and have sought to correct them. They have welcomed in- vestigation because they know that no agency of government has rendered a better account of its stewardship than the public schools. In this connection, it is well to recall the moral of the “mote in thy brother’s eye.” It is an old politi- cal trick for Harry to talk about Tom’s short-comings in order that there mdYbe no time to discuss his own. One hears a great deal about “plan- ning” and “surveys’’ in official Wash- ington. In some quarters, these terms seem to have been invested with magical properties and are treated with as much reverence as was accorded them by schoolmasters and university professors more than a decade ago. These same schoolmasters, thru long experience, have learned that surveys are helpful in find- ing and solving difficult problems but that they are not, of themselves, safe administrative devices. An honest effort has been made to present the case for the schools to the proper officials. Measures have now been introduced in Congress covering all phases of the six- point program of federal emergency aid for schools, On April 4, Congressman Gregory, of Ken- tucky, introduced H.R. 8955 designed to make available for school sites and buildings at least 10 percent. of any funds appropriated by this Congress to the PWA. Under this measure which, in all probability, will be considered as an amendment to the PWA Act, grants up to 100 percent may be made. On the same date, Congressman Gregory also introduced H.R. 8956 which provides for a sum of $30,000,000 to be made available by the RFC to aid worthy needy college students for 1934-35. Students may be paid up to $30 a month for work under an approved plan or may secure loans up to that amount. The enactment of these measures and of others which have already been considered by Congressional committees would be of great assistance to the schools. If these measures are not acted upon favorably, school conditions will be much worse in some areas next year than they are now. Without some measure of federal emergency aid, thousands of schools cannot open their doors next fall. Those who have been charged with the responsibility of presenting this program to Congress have enjoyed the whole- hearted cooperation and support of the National Education Association thru its committees, departments, and staff agen- cies and have been ably assisted by other national organizations. The program has likewise been supported by professional associations and lay groups in the vari- ous states which have dove-tailed the national program with their own state programs. The teachers of America should be proud of their efficient na- tional and state organizations. They should continue to support these pro- fessional agencies in every possible way. They must continue to work to bring about a closer relationship between the people and their schools. The officials of our state and national governments must be made to realize that, without an educated citizenry, a better social and economic order cannot be built. Education, not legislation, will bring success to the New Deal. Builders AN THERE BE any final reason why the profession, in groups either large or small, should not bring its organized weight to bear on crucial issues in modern social, economic, and political life? Perhaps things may not then be so quiet or run so smoothly as now, but it is possible that things will in that day be constructively alive. The great deterrent is lack of vision. Nothing can long stop a group of wise people with an uplifting and impelling vision —R. B. Raup, in The Illinois Teacher. New Life Enlistments v / ‘HE FOLLOWING life members have been reported since the list was published in the April JoURNAL. CALIFORNIA Taggart. Georcia—F,. E. Hankinson. ILtinois—Kenneth Andrew Schaaf. New Mexico—Mrs. Bertha E. Ewing. On1o—Elizabeth Aufderheide, Cara send. PENNSYLVANIA—Ada Johnson, Francis Shoemaker. TENNESSEE—Edward Hargraves. Texas—Charles O. Rogers. WASHINGTON—W. C. Ryan. Elwyn Gilmore Gallagher, Lelia Ann Curtis Town- Completed Enrolments _— FOLLOWING SCHOOLS have completed their 100 percent enrolment in the Na- tional Education Association since the list was published in the April JourNaAL. Many of these schools are also working on the problems of the profession thru regular faculty meetings for vitalized group study. Fifteen Years CoLoraDo—Greeley, Washington. Thirteen Years CALirorNiA—Berkeley, Hillside. Connecticut—East Hartford, Burnside. ILLInois—Chicago, Pullman; Waukegan, High. Onto—Scienceville, High. Township Twelve Years Ca.irorNiA—Berkeley, Washington. lowa-—Burlington, Senior High and Junior College. WIscoNSIN—W ausau, Irving. Eleven Years Ca.trornNiA—Berkeley, University Elementary. PENNSYLVANIA—Erie, Garfield. Ten Years Ca.irornia—Berkeley, Columbus. CoLorapo—Pueblo, District Number 1, Bradford, Hinsdale, Irving, Park View, Riverside, Somerlid, Thatcher. Hawat—Hilo, Hilo Intermediate. INDIANA—South Bend, Oliver. “4 ; B y ‘ ld es. in , Nye Wn Aaa oH) ii) AS he Ltd, —Herblock in Miami Daily News When we again can afford to build statues MASSACHUSETTS—Revere, Theodore Roosevelt. New HAMPSHIRE—Claremont, West Terrace. On10—Findlay, Adams, Bigelow, Detwiler, Firmin, Huber, McKee; Logan County, Logan County Public Schools, Harrison Rural, Lake Rural, Stokes Rural, West Liberty Village. PENNSYLVANIA—Steelton, Steelton Public Schools, Major Bent, East End, Felton, Fothergill, Hy- gienic, Steelton High, West Side. West VirGIniA—Sisterville, Main Street. WIscoNsIN—Wausau, Central, G. D. Jones, Junior High, Lincoln. Nine Years ALABAMA—Birmingham, Henley. CALIFORNIA—Los Angeles, Rowan Avenue; San Fran- cisco, Franklin. Co_torapo—Pueblo, District Number 1, District Num- ber 1 Public Schools, Bradford, Centennial High, Fountain, Hinsdale, Irving, Park Hill Junior High, Park View, Riverside, Somerlid, Thatcher. Hawan—Kailua, Kailua; Kihei, Kihei; Wailuku, Wailuku Elementary. Maine—Dover-Foxcroft, Pleasant Street. MICHIGAN—Grand Rapids, Auxiliary. MINNESOTA—Minneapolis, Whitney. New Jersey—Middlesex County, Raritan Township, Sand Hills. OGuio—Columbus, Avondale; Wood County, Bloom- dale, Henry Township, Lake Township, Millbury. PENNSYLVANIA—Berks County, Cumru Township; Bradford County, Rome Township Consolidated, South Waverly Borough; Chester, Harvey, Thur- low. WASHINGTON—Spokane, John R. Rogers High. Wisconsin—Madison, Draper. Eight Years FLoriwA—Dade County, Kinlock Park. Hawait—Hookena, Alae; Lahaina, Honokowai; Kauai, Mana. of Our Profession ILLiNois—Cicero, Woodrow Wilson. Missourt—Kansas City, George B. Longan. New JerseEy—West Deptford Township, Red Bank New YorK—New Rochelle, Mayflower. : Ouxu10—A shtabula, Columbus Grade; Lakewood, Gar. field. PENNSYLVANIA—Chester, Booker T. Washington; Clairton, Clairton Public Schools, Fifth Stree Junior High, Fifth Street Elementary, High, Miller Avenue, Shaw Avenue, Short Street, Walnut Ave. nue Elementary, Walnut Avenue Junior High; Pittsburgh, Sunnyside. UtaH—Alpine District, Alpine District Public Schools, Alpine, American Fork Grammar, Ameri. can Fork High, American Fork Junior High, Cedar Valley, Lakeview, Lehi Grammar, Lehi High, Lehj Junior High, Lehi Primary, Lincoln Grammar, Lincoln High, Lincoln Junior High, Lindon, Page, Pleasant Grove Grammar, Pleasant Grove High, Pleasant Grove Junior High, Sharon, Spencer, Vineyard. Seven Years Ca.irorNiA—Alameda, Everett, Mastick, Washington, FLoripa—Daytona Beach, North Seabreeze. Hawau—Lanai City, Intermediate; Puukolii, Puuko- lii. KansAs—Lawrence, Lincoln, Quincy. KENTUCKY—A shland, Crabbe. MassacHusetts—Melrose, Ripley. MICHIGAN—Detroit, Guest. NEBRASKA—Omahka, Mason. New Jersey—Absecon, Absecon Public Schools, VIRGINIA—Richmond, Powhattan. Six Years CoLorapo—Hayden, Union High. INDIANA—I ndianapolis, Public Number 47. Kansas—Wichita, Lowell. MICHIGAN—Detroit, McKerrow. Oun10—Akron, Teachers College, University of Ak- ron; East Cleveland, Rozelle; Galion, South; Marion County, La Rue. PENNSYLVANIA—W illiamsport, Daniel Webster. TENNESSEE—Hamilton County, Tyner Junior-Senior High. ¥ Utan—Nebo District, Nebo District Rublic Schools, Benjamin, Clinton, Dividend, Genola, Goshen, Grant, Jefferson, Lake Shore, Leland, Lincoln, Mapleton, Payson Central, Payson Junior High, Payson Senior High, Peteetneet, Rees, Salem, Santaquin, Spanish Fork Central, Snoanish Fork Junior High, Spanish Fork Senior High, Spring Lake, Springville Junior-Senior High, Taylor, Thistle, Thurber, Washington. Five Years CALIFORNIA—Alameda, Versailles. CoLtorapo—Canon City, McKinley. Connecticut—East Hartford, South Burnside. DELAWARE—Elsmere, Oak Grove. Hawat—Kealia, Anahola; Eleele, Eleele; Hilo, Hilo Union; Honomu, Honomu; Honokaa, Kaapaha; Hilo, Kaiwiki; Pahoa, Kalapana; Hilo, Kapiolani; Kapoho, Kapoho; Lihue, Kauai High; Kaumana, Kaumana; Kilauea, Koolau; Kurtistown, Kurtis- town; Lihue, Lihue; Kapaa, Olohena; Paauilo, Paauilo; Pahoa, Pahoa; Pepeekeo, Pepeekeo; Waiakeakai, Waiakeakai; Hilo, Waiakeawaena; Waimea, Intermediate. I_Linois—Bellwood, Bellwood Public Schools, Grant, Lincoln, McKinley, Roosevelt; Lombard, Lombard Public Schools, Green Valley, William Hammer- schmidt, Lincoln. On10o—East Cleveland, Superior. PENNSYLVANIA—Pittsburgh, Gladstone Junior High; Williamsport, Benjamin Franklin, George Wash- ington. [Continued in Notes and Announcements] Fulltime Secretaries of State Education Associations B. A. Fowler W. P. King Utah Kentucky M. P. Moe Montana F. E. Harrington Connecticut O. H. Plenzke Wisconsin Vernon O. Tolle New Mexico The photos of all the state secretaries were used in a special one-page feature, November 1929. The pictures above are of secretaries appointed since that date. Photos of three of the secretaries appointed since that time have already appeared in THE JOURNAL. The photographs of J. W. Kuykendall, Arkansas, and G. O. Houston, Louisiana, were not received in time to be included with this feature. 158 The Journal of the National Education Association | Ak. outh; enior ion The Astounding Success of The Iroquois Geography Series in its first year since publication would not have been possible in these trying times if this series did not possess unusual merit. ALREADY 2897 SCHOOL SYSTEMS HAVE ADOPTED THIS SERIES IN WHOLE OR IN PART. Geography has finally taken its proper place in the curric- ulum, and recent scientific résearch has resulted in important changes, both in methods and in textbooks. We are at the threshold of a new era in the teaching of geography. The [roquois Geography Series is leading the way in this new era. It abounds in distinctive features. It rides no particular hobby, but it embodies the sound principles of modern research. You will want to know these modern, scientific, attractive, and thoroughly teachable books. Send for Circular #216X which shows how completely the Iroquois Geography Series is linked with the recommendations of the Thirty-Second Yearbook, which is devoted exclusively to the teaching of geography. This Yearbook sets up the best standards we have today, as it represents, as nearly as possible, the convictions of the leading teachers of geography throughout the country. THE TROQUOIS PUBLISHING COMPANY, Inc. Home Office: Syracuse, New York Chicago Atlanta Dallas Mention THe JouRNAL - when writing our advertisers A-55 Volume 23, Number 5; May 1934 ALASKA -the wonder cruise ROUND TRIP "80 FROM VANCOUVER VICTORIA OR SEATTLE LOW *“rait’ FARES MEALS AND BERTH ON BOAT INCLUDED (except at SKAGWAY) INE days of smooth sailing — and scenery all the way! Sky- piercing mountains. Wooded islands. The thrilling glaciers that line the northern waters of the Inside Pas- sage of the Pacific. The entire trip from Vancouver to Skagway is a never-ending procession of scenic wonders and fascinating ports of call. You stop at villages rich in In- dian folklore. See the most famous 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. 9 —<“i4 And Offices and Agencies throughout the United States A-56 of Alaska’s fantastic totem poles. Sail on to Juneau, the capital of Alaska, where you can visit mines and curio shops and take the unfor- gettable drive to the Mendenhall Gla- cier. Then on to Skagway, historic town of Gold Rush days. Here you can board the train and follow the “Trail of ’98” yourself over the mountains and on to Lake Bennett and the Yukon. Find out now about this wonder cruise. Two sailings weekly from Vancouver. Write for illustrated booklets ... and for an added treat include in your itinerary the majes- tic Canadian Rockies. 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. Mention THE JourNAL when writing our advertisers | NOTES and ANNOUNCEM ia ENTS | ——.| THE WONDERFUL WORLD Great, wide, beautiful, wonderful World, With the wonderful water around you curled, And the wonderful grass upon your breast, World, you are beautifully dressed. The wonderful air is over me, And the wonderful wind is shaking the tree— It walks on the water, and whirls the mills, And talks to itself on the top of the hills. You friendly Earth, how far do you go, With the wheat-fields that nod and the rivers that flow, With cities and gardens and cliffs and isles, And the people upon you for thousands of miles? Ah! you are so great, and I am so small, I hardly can think of you, World, at all; And yet, when I said my prayers today, My mother kissed me, and said, quite gay, “Tf the wonderful World is great to you, And great to father and mother, too, You are more than the Earth, tho you are ; such a dot! Ins| You can love and think, and the Earth can- to not!” —William Brighty Rands. ; ter ’ lay Proposed changes in bylaws—The pre following amendments to the Associa- | ;, tion bylaws have been proposed and} 4, will be acted upon at the Washington convention. Amend Article I by amending Section } 4, 2 as follows: th The Representative Assembly shall be com- fil posed of the president, the twelve vicepresi- T dents, the secretary and treasurer of the Na- e tional Education Association, of the United States, the United States Commissioner of tt Education, and delegates elected from the A various affiliated state and local associations, b as provided by the bylaws. Amend Article II, Section 9, to read: The president, the twelve vicepresidents, ( the secretary and treasurer of the National Education Association, and the United States Commissioner of Education shall be ex-officio delegates of the Representative Assembly. President Gray honored—Jessie Gray, president of the National Educa- tion Association, is the recipient of a, gold key awarded by the School Press Review, official publication of the Co- lumbia Scholastic Press Association for her service as adviser to school publi- cations. Miss Gray was one of the fif- teen advisers of school papers, mag- azines, annuals, and other school publi- cations who received the honor this year. National Association of Student Government Officers—This organ- ization, which was sponsored by Super- intendent Willis A. Sutton during his The Journal of the National Education Association -urled, ‘St, tree— ills, rivers es, ds of ay, ul are can- ds. -The ocia- and gton ‘tion com- resi- Na- nited r of the ions, oad: ents, ional tates fficio ssie 1Ca- fas ress Co- for bli- fif- \ag- bli- par. ent er- presidency of the National Education Association, is attempting to encourage the movement described by its name. Its officers believe that young people now in school will learn to be leaders by taking part and assuming some respon- sibility for themselves during their school years. There will be a meeting of the Association in connection with the Washington convention of the NEA. Membership in the organization is by schools, the annual dues being $2.50. Interested schools should send these dues with the name of the student president, the faculty sponsor, and information about the plan of student government used in the school to Mr. Warren E. Schuell, executive secretary, National Association of Student Government Of- ficers, Sapulpa, Oklahoma. There is no place in the schools for periodicals which carry advertising of liquor, tobacco, or other narcotics. Our Public Schools—There is no more stirring chapter in American his- tory than that which deals with the rise and development of the public school. Yet we have, until the past few years, neglected to interpret this great social institution to students in the schools or to parents and citizens generally. One reason for this has been the lack of in- terpretative material written from the layman’s point of view, which would present the needs and aims of the school ina simple, authoritative way. To meet this need, the National Congress of Parents and Teachers is publishing a book entitled Our Public Schools, edited by Charl Williams, field secretary of the National Education Association and fifth vicepresident of the Congress. This volume written by recognized lead- ers gives an invaluable description of the educational plans and policies of America in the light of their historic background. Teachers will wish to bring the book to the attention of local ed- itors, ministers, and other civic leaders of their communities. Order this ‘book after May 15 from the National Con- gress of Parents and Teachers, 1201 l6th St., N. W., Washington, D. C. Quantity prices for groups; single copy, 50¢. The decade on which we are now entering is, in my judgment, critical for the state universities. Under the in- fluence of the new social philosophy of America toward higher education, they are confronted by a definite choice. Either they must accept the challenge which the public interest in higher edu- cation has thrown to them, and do their utmost to deal with [| Cont. on page A-58 | Volume 23, Number 5; May 1934 EASTERN CANADA Wa your own vacation want ad. Then find out how little it costs to make it come true in East- ern Canada. Here is a great unspoiled vacation- land with every form of summer sport: Golf, fishing, swimming, canoeing, riding, tennis. Every type of accommodation, too from forest cabin to the gay luxury of Ottawa’s Chateau Laurier. Sunbathed beaches in the Mari- times. Scenic Cape Breton. The peaceful countryside of Prince Ed- ward Island. Montreal and Quebec with their Old World atmosphere. The popular resorts of the Lauren- tians and the Lower St. Lawrence. Lakes and camps in the fragrant forests of Ontario. Stop in and find out which place best fits your wants and your bud- get. Ask, too, about Minaki, the Canadian Rockies and Alaska. Or write for illustrated booklets. ‘ANADIAN NaTIONAL Jo Everywhete in Canada BOSTON DETROIT MINNEAPOLIS 186 Tremont St. 1523 Washington Blvd. 634 Marquette Ave. BUFFALO DULUTH NEW YORK 420 Main St. 428 W. Superior St. 673 Fifth Avenue CHICAGO KANSAS CITY PHILADELPHIA 4So. Michigan Blvd. 705 Walnut Sr. 1422 Chestnut St. CINCINNATI LOS ANGELES PITTSBURGH 49 E. Fourth Str. 607 So. Grand Ave. Mention THe JourRNAL when writing our advertisers 355 Fifth Ave. PORTLAND, ME. Grand Trunk Ry. Sta. ST. LOUIS 314 No. Broadway ST. PAUL 83 East Fifth St. SAN FRANCISCO 648 Market Sc. SEATTLE 1329 Fourth Ave. WASHINGTON, D.C. 922 15th St. N.w. LONDON, ENG. 17-19 Cockspur St. PARIS, FRANCE 1 rue Scribe un LHILAGG ! MILWAUKEE Ss T PAUL a] 7/4 Northwest POPULAR PRICES HE all-star vacation show— America’s Northwest Wonderland —at lowest prices. See it! Mountains with their heads in the sky, the forest primeval. Hear it! The roar of the Pacific, the song of the cowboy. Feel it! The exhilaration of mountain ozone, the tang of the sea. And it’s only the beginning, folks, only the beginning. Yellowstone, thru new thrilling Galla- tin Gateway—Dude Ranches—Spokane, the lead Empire—Glacier cloaked Mt. Rainier—The Olympic Peninsula— Mt. Baker—Puget Sound—Alaska. Go via America’s Longest Electrified Railroad. The famous roller bearing OLYMPIAN makes the trip a memor- able part of your vacation. New! This summer, air conditioned club-observa- tion and dining cars. Return via California—Colorado or the Canadian Rockies. Travel independent- ly; or with all-expense tours. Vacation trips planned to suit you. For illustrated folders write Geo. B. Haynes, Passenger Traffic Manager The Milwaukee Road Room 410, Union Station, Chicago, Ill. 2101-4 OLympIAN 1934—National Parks Year |Cont. from page A-57| the vast and complex problem of popular higher edu- cation, or they will retreat from reality into an academic world that sighs for simpler problems and less varied tasks, that manifests impatience with all but superior students and traditional ideas, only to waken to the hard fact, when it is too late, that the public demand for higher education is strong enough to build up other types of institutions to meet its needs. . . . Our mission is to our own civilization, with its own needs and demands, not to the civilization served by the medieval university or even by those of Europe today.—Harry Woodburn Chase. Many teachers will wish to pass on “A Message to the 1934 Graduate” [see page 127] to the young people in their classes or to youthful friends. H. M. Corning, superintendent of the Colorado Springs, Colorado, schools, and a member of the National Educa- tion Association for twenty-three years, is now a life member of the Association. This distinction was conferred upon him recently by the teaching staff of the Colorado Springs public schools as an expression of goodwill and appreciation. Among the hundreds of schools which are now interpreting education by radio are the schools of the Parker Dis- trict, Greenville, South Carolina, which have for five months over a local sta- tion broadcast a series entitled “What the Schools of Today Are Attempting.” No direct teaching is being done on the Parker School District program. The purpose is to inform the public of the needs of the schools. The broadcasts are being carried out under the direction of Superintendent L. P. Hollis and Mendel S. Fletcher. World Goodwill Day—“Applying the Good Neighbor Policy” has been selected as the theme for World Good- will Day, May 18. This celebration commemorates the opening of the first Peace Conference at The Hague, May 18, 1899. To assist the schools with the celebration, the National Education As- sociation, in collaboration with the World Federation of Education Asso- ciations, has prepared a special packet of materials, available at the cost price of 50¢. Orders for this packet may be forwarded to the Division of Publica- tions, NEA, 1201 16th St., N. W., Washington, D. C. A World Goodwill Day project— Read “The War Makers” [page 134] to your classes or have it read in assembly. Have pupils write letters to their rep- resentatives in Congress urging that the Mention THe JourNaAL when writing our advertisers profit maki B Ro jects Schoo schoo tempdq physi ganizé tics, 1 engine courst terest care, ment engin ied 1 finish select tectu ture, Ar birth by a com} ploy syst Discover them at little cost on these round trips to CALIFORNIA ST picture a deck game out under the sky . @ quaint winding street in a gay, tropic town...a rugged peak of the real Wild West —they’re yours, all yours! And so inexpensively this year on these remarkable round trips to California via a huge Panama Pacific liner. How you'll enjoy these giant liners of the | are “Big Three’... 5,500 miles of cruising while } the you rest...and play...and dance...and swim thirt on the largest ships in coast-to-coast service, Step ashore in gay, famous Havana; sail be- N tween mighty mountains on the Panama Canal; § The wander through Balboa and Panama; get off J jay at San Diego and visit Tia Juana and Agua Caliente before your ship goes on to Los Angeles | ¥° and San Francisco. con Air-Conditioned Dining Salons - The huge size of these Panama Pacific liners gives you every ocean luxury—broad decks; ed two open-air pools on deck; large and beau- f 1s [ tiful public rooms; roomy cabins; delicious f yj] cuisine served in air-conditioned dining salons. If you love a smooth sea voyage, make the h round trip by sea on the California, Virginia, | was or Pennsylvania. There’s a 25% reduction for F uca round trip by steamer. It i pre Amazingly Low Fares tim You'll be surprised at the fares for the one one way water, one way rail round trips for both Asi First and Tourist Class on the steamer. Fares include meals, all necessary expenses aboard ship and rail fares overland. Liberal stop- over privileges to see Grand Canyon, Yel- T lowstone and all National Parks. See your local agent. His services are free. PANAMA PACIFIC LINE} ‘ INTERNATIONAL MERCANTILE MARINE CO. §° Main Office: No. 1 Broadway, New York City . Tam interested in coast-to-coast round tri ‘ Sones send me details One way ninaiiee one way rail bo Round trip bysea . . . . The Journal of the National Education Association ver ittle S to A ne sky tropic West sively ips to er. of the while swim rvice, il be- Canal; et off Agua igeles liners lecks; beau- icious alons. ce the ginia, n for NE z CO. | ation profits be taken out of munitions making. Rockford, Illinois—Nine new sub- jects will be added to the Senior High School curriculum when the 1934-35 school year opens next semester. Con- temporary literature, world literature, physiography, retail selling, business or- ganization and management, aeronau- tics, machine trade drawing, and home engineering for girls will be the new courses added. Eleventh-grade girls in- terested in understanding the selection, care, and maintenance of home equip- ment and appliances may enrol in home engineering. Subjects which will be stud- ied will include electrical equipment, fnishing and care of finished surfaces, selection and care of automobiles, archi- tecture, and selection and care of furni- ture, and refrigeration. An apparent decline in Rockford’s birth rate since 1921 has been realized by an analysis of the 1934 school census completed by the CWA workers em- ployed by the Rockford public-school system. The census reveals that there are only 855 children one year old in | the city, compared with 1450 who are thirteen years old. Memoirs of Mary D. Bradford— There is need in the literature of Amer- ican life for more books by or about the work of teachers. A recent book which comes within this field is written by Mary D. Bradford, a teacher in Wiscon- sin and one of the first women school superintendents in America. The book is published by The Antes Press, Evans- ville, Wis. Mrs. Bradford says: My first act of a really professional sort was to attend the meeting of the National Ed- ucation Association, held in 1884 in Madison. It was a new experience and left a deep im- pression. Altho I did not realize it at the time, that Madison meeting was a notable one; for the first time in the history of the Association, women received signal recognition. Conferences on Finance and on Teacher Education—Two conferences for delegates planning to attend the Washington convention will be held at the George Washington University, Four years, probably. And right now you feel like *‘cutting loose’’. You’ve got confidence in the future... you’re in a mood to go places. Everything but money. You don’t need the whole sum in cash! The Cunard Deferred Payment Plan is offered this year just because a lot of people feel the way you do. Now, through this arrangement by Cunard and affiliated Lines in co- operation with certain Morris Plan Banks and Com- panies, a small down payment will send you off to Europe or south or north on the cruise of your choice. A special payment plan for teachers sailing after June 15th defers the first payment until October Ist. Get the facts on this ... from your local agent or any Cunard office. It means a real vacation now, when you need it... but on next year’s budget! CUNARD 4 ge CUNARD LINE, 25 Broadway, N.Y. Dyfed len Mention THe JourRNAL when writing our advertisers Please send full information onyour Deferred Payment Plan. I am plan- . cruise ning @ ‘trip *° Name—__ gx g Address ’ Nene + NE-S A-61 Make youre AT HOME in thin cabin . .to Europe 113 * ONE WAY $ $204 ROUND TRIP Tourist Class AMERICAN STYLE Here. on the greatest ships ever built in America, is the greatest advance in Tourist Class luxury ever made by Americans! On these great, new, fast liners, the Manhattan and Washington, you enjoy in Tourist Class broad decks, high up in the ship: large, beauti- ful public rooms; large tiled indoor swimming pool; air-conditioned dining salon, where you are served truly delicious meals; talking pic- tures, orchestra; cabins for one, two or more passengers, with real beds, hot and cold run- ning water, modern ventilation throughout The Manhattan and Washington are the world’s fastest Cabin liners. With their run ning mates, the President Harding and Presi- dent Roosevelt, they offer a weekly service to Cobh, Plymouth, Havre and Hamburg. Low fares in Cabin, Tourist and Third Class. For full information and reservations apply to your local agent. *To England or Ireland—Fares on June 20 and July 4 sailings $119 New S.S. MANHATTAN April 25, May 23, June 20 8.8. PRESIDENT ROOSEVELT May 2, May 30, June 27 one way; $215 round trip. Slightly higher to Continental Ports New S.S. WASHINGTON May 9, June 6, July 4 S.S. PRESIDENT HARDING May 16, June 13, July 11 UNITED STATES LINES ROOSEVELT STEAMSHIP COMPANY, INC., GENERAL AGENTS No. | Broadway, New York 216 No. Michigan Ave., Chicago 687 Market St., San Francisco if g be A-62 EXPERT GUIDANCE IN THE SOVIET UNION LOUIS FISCHER teads a SEMINAR TOUR of 41 days in U.S.S.R. Round trip from New York $761. ANNA LOUISE STRONG teads a tour of 32 days in U.S. S. R. studying MINORITY NATIONALITIES. Round trip from New York $653. JULIEN BRYAN leads a tour of 31 days in U.S.S.R. emphasizing PEASANT LIFE. Round trip from New York $654. Shorter tours from $288 Services to those traveling on their own 56 West 45th Street, New York Russian Division Cooperating with Intourist Mention THE JouRNAL when writing our advertisers THE OPEN ROAD Chicago Representative: S. Jesmer, 203 So. Dearborn St. The Journal of the National Education Association EUROPES: INCLUDING berl« OBERAMMERGAU _ $387 8 = RUSSIAN SEMINAR 345 § 1 b OLD MEXICO 295 ee ORIENT java; ambos” 765 Bn Send For Booklets M Of tl BUREAU OF UNIVERSITY TRAVEL ff yy:iy 56 Boyd St. Newton, Mass, Nati OVER THE HORIZON|| "” THRILLS, fun, interest, education, are just a * few of the many each things you'll enjoy | recre when you travel over = ae R the rim. The Sunny South, majestic West, or favorite camping spots wait for | SayS you... See them the New Way. conc GILKIE Camp Trailers are Your ‘Vacation R Home,” safe, comfortable, economical — roomy, relie convenient in camp—very compact on the road. for GILKIE TRAILERS } wll 1834 Wabash, Terre Haute, Ind, | ?,7( AN ERE See ae RN IE ee 2,0 ) 100 STAPLES RANCH g Ranch Resort in the scenic Big Horns. Reasonable rates include meals, cabin, saddle horse and guide. Special enter- CaLt tainment offered. Write for booklet. Con | H. G. STAPLES “— STORY WYOMING be Haw 1 | K ta THE WASHINGTON CONVENTION | " of the Ths NATIONAL EDUCATION ASSOCIATION « June 30—July 6, 1934 a See Page A-52 for information regarding ‘ A’ travel and hotel rates. , Int _ A 5 . Mr Bausch & Lomb Balopticons mw E Simple, Effective Projectors for all On Still Picture Instruction with Lan- Pe tern Slides, Strip Films and Opaque = Objects. Write for Catalog Today. Ur BAUSCH & LOMB OPTICAL CO. - 684 St. Paul St., Rochester, N. Y. . H lh THE ART INSTITUTE OF CHICAGO ; SUMMER COURSES FOR) a € TEACHERS * M include Drawing, Painting, Illustration, Sculpture, Lanéy ™ scape Painting, Teaching Methods, Crafts, Weaving, !* N terior Decoration, Advertising and Industrial Design. N SIX WEEKS, JUNE 25—AUGUST 3} , Again in 1934 The Art Institute of Chicago is designate! P as the Fine Arts Department of A wo! of Progress Et position and will present a superb exhibition of master: pieces selected from famous European and American lections. An intensive History of Art course based @) 7 this wealth of material will be offered. v For catalog, address Associate Dean V THE ART INSTITUTE OF CHICAGO School of Fine and Industrial Art 117 So. Michigan Avenue Chicago 387 3.45 295 765 Chicago ciation ral [Cont. from page A-61] The Ellwood and Helen Cub- berley Trust Fund of nearly $400,000 —a unique gift to Stanford University— has been established by Ellwood P. Cub- berley. This represents Dean Cubberley’s lifetime earnings largely in the field of authorship in education. Milwaukee’s excellent record— Of the 2446 regularly appointed teach- ers, principals, and superintendents in Milwaukee, 2078 are members of the National Education Association. The schools of Pontiac, Michigan, have achieved a unique position as com- munity centers. Nearly 27,000 persons— 14,650 more than the school enrol- ment—are making use of the schools each week for all types of educational, recreational, and vocational projects. Relief Administrator Hopkins says that, while improved employment conditions are taking many families off relief, other families that have held out for five years are being forced onto the rolls. He estimates that an April 1 some 2,700,000 families were on direct relief, 2,000,000 on FERA pay rolls. This is 100,000 more than a year ago. [Cont. from page 158] Four Years CaALIFORNIA—Alameda, Sadler. Connecticut—East Hartford, Columbus Street. DeLawARE—Eastern New Castle County, Eastern New Castle County Public Schools, Arden Num- ber 3, Delaware City Number 52. Hawau—Haena, Haena; Hana, Hana; Hanalei, Hana- lei; Homaunau, Honaunau; Pahala, Kapapala; Kealakekua, Konawaena High and Grammar; Moun- tain View, Mountain View; Naalehu, Naalehu; Napoopoo, Napoopoo; Ookala, Ookala; Paauhkau, Paauhau; Pahala, Pahala. ILuNois—Lake Forest, Lake Forest Public Schools, Everett, Gorton, Halsey. New Jersey—Bergenfield, Harding, Jefferson, Wash- ington; Millville, R. M. Bacon. North Daxota—Fargo, Agassiz Junior High, Roose- velt Junior High. Three Years Hawau—Holualoa, Honokohau; Kailua, Keauhou; Makawao, Makawao; Opihikao, Opihikao; Puu- nene, Puunene. INDIANA—I ndianapolis, Public Number 72. Kansas—Lawrence, New York. Massacnusetts—Brookfield, Junior-Senior High. Missourt—-Kansas City, J. S. Chick, Garfield, Mount Washington. New HaMPsHiRE—Portsmouth, Haven. On1o—W ood County, Portage Village. PENNSYI VANIA—Benton, Joint; Cranesville, High; Rankin, Rankin Public Schools, Hawkins, High, McCrady, Putlic Number 1, Public Number 2, Special Teachers and Supervisors. Utran—Salt Lake City, McKinley. Wyominc—Superior, Superior Public Schools. Two Years Hawau—Hilo, Piihonua. lLunois—Bellwood, Wilson; Cicero, Cicero Public Schools, Morton Park, Woodbine; Lake Bluff, Lake Bluff; Riverside, Riverside-Brookfield High; Springfield, Sunshine. ARYLAND—Hughesville, High. MassacHuseTts—Parton, Center. Missourt—Kansas City, Clay. New Jersey—Westfield, Franklin, Grant. New Yorx—Rochester, Samuel A. Lattimer Num- ber 11; Watervliet, Public Number 3 On1o—Youngstown, East High. PENNSYLVANIA—Pittsburgh, Gladstone Elementary; _nmagert, Andrew Curtin Junior High, William enn. TExas—Texarkana, Highland Park. West Vircinia—Pageton, Pageton. Wisconsin—Milwaukee, Walter Allen, North Bartlett Avenue, West Brown Street, Luther Burbank, Clarke Street, Elm, Benjamin Franklin, Garfield [Cont. on page A-65] Volume 23, Number 5; May 1934 H.. much brighter the story hour or the geography lesson will be when you can draw on your own memories of a summer abroad! You owe it to yourself, for your professional advance- ment, to go this year. And it need not be expensive, as any travel agent will be glad to prove. For instance ... you take a French Line ship from New York, and land in Plymouth, in the very harbor from which the Pilgrim Fathers set sail three hundred years ago. See Devonshire, Salisbury and the Shakespeare country by bus, on your way to historic London . . . and then - « « France! Rouen and Normandy, Amiens and Picardy, Chartres, Blois and the chateaux of the Loire. Paris, a living pageant of history, art and culture. Before you sail back to New York, you can attend courses in one of the summer schools conducted by French universities. Many of them are located at seaside or mountain resorts. Every grade from elementary to graduate. Tuition and living expenses at these summer sessions are as low as $75 a ae Grille and Cathedral at Nancy month, at current exchange, and if your time is limited, you can stay as little as two weeks. French Line there and back, of course, because it means two weeks more of France. English-speaking ser- vice, but you’ll be glad of the chance to brush up your French. Famous food and wines ... and the security of Breton seamanship. All the luxury of France-Afloat ... and it costs no more! Let your travel agent plan for you an inexpensive trip to France. His ser- vices cost you nothing. And let us mail you the new French Line booklet *‘Summer Courses in France.” .. . French Line, Educational Dept., Maison Francaise, Rockefeller Centre, New York; or 19 State St., New York. French Line PARIS (Enlarged, Redecorated Tourist Accommodations), May 19, June 9 and 30, July 21, August 11 * ILE DE FRANCE, May 26, June 16, July 7 and 28, August 18 © LAFAYETTE, May 16, June 13, July 3 * Mention THe JourNAL when writing our advertisers CHAMPLAIN, May 12, June 2 and 23, July 15, August 4 A-63 The Summer Sessions of The George Washington University announce three Special Educational (Gonferences: On School Finance, dune 26-29 On the National Survey of Teacher Education, June 26-29 On Educational and Vocational Guidance, duly 9-13 The University offers to all membevs of the National Education Association the privilege of attending these conferences without payment of tuition fee, if no course credits are received. The Uni- versity vegistration fee is $4.00. Courses in the Nine Weeks’ Term begin June 11; in the Six Weeks’ ‘Term, duly 2. Inquivies are invited and may be addressed to the Dean of Summer Sessions, George W ashington L nivevsity, Washington, D. ©. ENROL as a life member. Such membership indicates your permanent interest in the profession and places you | om solidly back of the program of the National Education Association. Onn Distri | WE cannot recall the past year, but we can make amends for some of the thoughtless mistakes and see that the child} } Pim is not deprived of its rightful heritage. a, WA WE are dealing with citizens of to-morrow. If capable leaders are to be created, let us look now to our schools. ~ | . —_ ° . . = LIFE membership dividends never fail, but increase in value every year. = ENROL NOW and attend the sixth life membership dinner to be held at the time of the Washington convention. — July 2 is the date. Mayflower Hotel is the place. You will meet many of your friends there. Pw M Mir ENROL AS A LIFE MEMBER Ms Se a SS GS GS SD GEE cee GS cD GS GED EES ED ES GS ee es ee cS ee es es es ee ee ee ee ee ee es ee ee ee ee ee De a Mr. J. W. Crastret, Secretary, National Education Association, nN 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 June 1, 1934. I under- stand 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. I Name is er ee , a ee pesscdepsita ieee a ee sce a ink Ada nindisetnscin aigcastsscsignemsacopaahnconaiimainaaiadtioden aceovecssqneesnsseneenssosstinesss th Ni pS EE Bite CRED ce ME CEM eee ced eo Wet RE AE Be ca ncn Sen Ee ee Lees eet b Bi | City amd Starten.........ccccosssssssssccscsessssseceesunssssessssneresstsannseseeqnseennsssecensnascecsesnuaseessesnarsssencennssanaeanesnnannanesesasaresescenunssscsvnunnssegaeuansnteecnunneessesnanecesnuunneesegununnesececeneanntneestsntnneeeeutsntsseeecesnsanneateeesnaanecceeseeuunssceenut Fj V Mention THE JoURNAL ° . 248 A-64 when writing Bg soe ll The Journal of the National Education Association iation Economies— 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— Make Yours a Care-Free Vacation Under the Protection of the T. C. U. You never can tell when sickness or accident is coming your way—especially during vacation months. Play time is danger time. Then, too, with nothing coming in, the expense of sickness or an accident comes as an extra heavy burden if you have to bear it alone. that is economy in actual outlay for the job. GET ALL your printing where facili- ties make economies. Protect Against Sickness and Accident You cannot be sure of avoiding an accident or sickness while on your vacation, but under the T. C. U. “Umbrella” you can be sure you will not find yourself without financial aid. Under the protection of the T. C. U. you can have a care- free vacation—go where you wish, at home or abroad, and know that when sickness, accident or quarantine overtakes you, the T. C. U. will be on hand with the check that cheers. Send for T. C. U. Plan Write for full details of the T. C. U. Plan. You are obligated in no way. Learn how this organization of teachers for teachers provides, in your time of need, ready cash to help pay the doctor, the nurse and the board bill. Write today. Consult us—any size job interests the “Master Printer” JupDD & DETWEILER INCORPORATED ECKINGTON PLACE AND FLORIDA AVENUE WASHINGTON, D. C. FREE—An Identification Tag for your traveling bag. Write for it today. TEACHERS CASUALTY UNDERWRITERS 642 T. C. U. Bldg. Lincoln, Nebr. [Cont. from page A-63] Avenue, North Girls’ Junior Technical High, Girls’ Trades and Technical High, U. S. Grant, Solomon Juneau High, Lloyd Street, Mitchell, North Ninth ALBERT 48th Year—In favored communities financial resources TEACHERS AGENCY for schools are much improved. From these schools we 25 E Jac c : : $ : S3o Sen aeetton Blvd, Cricasvork receive many vacancies. Salaries higher. Street, West Oklahoma Avenue, Riverside High, 415 Hyde Bidg. Spokane Write today for Bulletin William T. Sherman, Sixty-eighth Street, State : ; : : Street, North Thirty-fifth Street, Townsend, North ‘ mae Le rae Twentieth St., Vieau, Windlake Avenue, Wright St. rg TEACHER AND PUBLIC CaLirorNiA—A lameda, Longfellow; Fort Bragg, Ele- mentary, Junior High; Marin County, Red Hill; Oakdale, Union; Oakland, Durant. Connecticut—Milford, West Main Street. Dstrict oF CotumMBiA—Washington, Logan. Fiorina—Dade County, Coconut Grove Elementary, A Handbook of Interpretation for Teachers Eighth Yearbook of the Department of Classroom Teachers February 1934 eee Heights; Miami, Shadowlawn; Tampa, 240 pages - Price $1 each all a tiene Iie. Mitedies Me This timely volume is a practical guide in School Publicity for classroom teachers, Malino, Hookena; Kailua, Kalaoa; Hilo, Keakea- organization leaders and publicity directors. It explains: What to tell the public, lani; Waiakoa, Kealahou; Kukuihaele, Kukuiheele; How to tell the public and Where to find additional publicity helps. Ninole, John M. Ross; Hilo, Waiakeauka. pone —Aurora, East High; Springfield, Iles. ORDER NOW NDIANA—I ndi lis, Public Numb q . ~~ ; : . al pe mag Galen Tepehe, iaian, Discount on Quantities. Orders for single copies must be accompanied by funds. lovisiana—Covington, Elmer E. Lyon High; Frank- National Education Association 1201 Sixteenth Street N. W. Washington, D. C. linton, High; Monterey, High. Maine—Bath, Weeks Street. Massach usETTS—North Adams, Freeman. Michican—Berkley, Berkley Public Schools. MiNNEsoTa—Minneapolis, Page. Missouri—Kansas City, H. C. Kumpf; St. Louis, O n y our B i d F orms S P E C I F Y ier. Ree gue can One voegont Mer. | No. 5 COSTELLO DOUBLE SEWED Blackboard Erasers Onl0o—Cleveland, Mound. NNSYLVANIA—WNorristown, Chain-Hartranft, Cherry }Street, Joseph K. Gotwals, Winfield S. Hancock, Lincoln, Roosevelt, Stewart Junior High, James oe : HIS ERASER will give maximum classroom ser- vice. Each of the high-grade wool felts is doubly sewed to the rigid back—which is reinforced to pre- vent curling. Made in standard lengths and depths. A. Welsh; Pottsville, Elementary Junior, Miners- ville, Mt. Hope, Orchard, Race Street. Tennessee—Hamilton Co., Chattanooga Central High. Vermont—St. Albans, Barlow Street. Wisconsin—Milwaukee, Auer Avenue, Robert M. LaFollette, Henry W. Longfellow, James Whit- comb Riley, Silver Spring, Walnut Street. ~-_—..__. ee The following schools were received after copy was sent to the printer: Nine Years—Cauirornia—Los Angeles, Reseda. =~" Sellen Center Pri- WwW 7 | qT i z | YF | g | | | ) er Jas ‘ MINNESOTA—Minneapolis, Webster. Bight Years—Fioriwa—Dade Co., Buena Vista Ele. MANUFACTIULELRS eee ee Chic ace HEICHES, HE. Five Years—Texas—Dallas, Arcadia Park. Samples and quotations delivered to your station gladly supplied upon request. Address Dept. E515. Volume 23, Number 5; May 1934 Mention THe JouRNAL A-65 when writing our advertisers Summer Session July 5 to August 15 UNIVERSITY OF VERMONT Burlington-on-Lake-Champlain Courses affording superior opportunities for self-improvement, for 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. Douc.ass, Director Burlington, Vermont ‘UNIVERSITY | op MARYLAND SUMMER SESSION, 1934 June 27 to August 7 Eight miles from Washington. Suburban district. Graduate courses. Undergraduate courses. Courses for Teachers of all grades. Expenses for tuition and living are low. For Bulletin, Address the Director of the Summer Session University of Maryland, College Park, Maryland. 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-E, Evanston, Hil. Perry Kindergarten Normal School Founded 1898 by Annie Moseley Perry 8-year course for high school graduates desiring to be- come nursery school, kindergarten, primary and play- ground teachers. Limited enrollment insures personal attention. Supervised practice teaching. University 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. 4 Avenue, SCHOOL Catalog. 14) Takoma Ayens A-66 WHY JOIN? Group action and cooperative effort are notable characteristics of these days, Professional organizations of teachers—local, state, and national—have during the past year proved their worth more fully than ever. Yet the teaching profes- sion is by no means fully organized. Approximately 80 percent of the teachers of the nation belong to local professional organizations, 73 percent to state organizations, and 20 percent to the National Education Association. If we teachers are to meet effectively the opportunities and responsibilities of the present period of reconstruction we must present a more completely united front. Will you help in two ways? I. Check five statements on the following list which seem to answer most fully the question “Why do I belong to the National Education Association?” Add on the blank lines other statements which express your reasons more fully. Mail your reply at once. Check V 1. Because I believe that every teacher should belong to the na- tional organization of his profession. 2. Because I wish to receive THe N. E. A. Journat which I have found fully worth the membership fee. 3. Because I wish to support the program of service which the N. E. A. sponsors in behalf of the children and the teachers of the nation. 4%. Because I believe that “in union there is strength.” - Because my superintendent and principal expect us all to join. - Because I realize that the N. E. A. is rendering a vital service to teachers by advocating better salaries for better teachers, effec- tive tenure regulations and adequate retirement allgwances. - Because I want our school to have the distinction of being on the N. E. A. Hundred Percent Honor Roll. - Because our teacher rating system includes credits for member- ship in professional organizations. - Because I like to feel that I am part of a large national organiza- tion working for the upbuilding of the profession. 10. Because organization succeeds where individualism fails. II. Enlist your associates. New members who enrol now will receive this issue of THE JOURNAL free and all issues next year, October 1934 through June 1935. Write the names and addresses on this blank and mail it promptly. Name Address I enclose $ covering dues (or will send $ Name Position DO YOUR PART FILL OUT THIS BLANK AND SEND IT TO J. W. Crastree, Secretary, National Education Assn. 1201 Sixteenth St. N. W., Washington, D. C. Mention THe JourNAL when waliten our siverthion The Journal of the Nations. ~ "cation Associations