ame 34 OURNAL | of the NATIONAL CDUCATION Our Program of ASSOC IAT ION Henry Lester Smith * Th e World for Which We Must Ed- ucate Glenn Frank 2 Youth Challenges the Nation Newton D. Baker e a foacher, School, | and National Life ifr Robert M. Hutchins | « ) | Visions and Voy- ages = Jessie Gray | » | Ca. Association at | Work National Education Association Headquarters Building 4 * Sec Page A-69 for —— OCTOBER =: 1934 . VOLUME 23 NUMBER 6 ciation ANOTHER NEW J. RUSSELL SMITH GEOGRAPHY SERIES A sound, up-to-date, well-balanced geography course on the single-cycle J. RUSSELL SMITH, Ph.D., Sc.D.—a geographer, plan; available in two books or in four teacher, and writer of international fame. Histextbooks are used wherever the English language is spoken; in books, at a price which will effect a this country alone they are state-adopted in 15 states, and used in thousands of places in other states. material saving in your textbook bill. HUMAN USE GEOGRAPHY | All the countries of the world are covered as countries, with a continuous human-use treatment which makes geography and geo- graphic relationships vital and meaningful. True unit organization; new-type teaching material, careful grading, vivid style, correlation with related subjects, complete map equipment, abundant illustrations. Books | and Il—each complete in one volume or bound in two parts. The Smith SINGLE-CYCLE—PLUS Series —A RICHER COURSE— HOME FOLKS ° WORLD FOLKS AMERICAN LANDS AND PEOPLES FOREIGN LANDS AND PEOPLES OUR INDUSTRIAL WORLD Write for full information THE JOHN C. 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Not a single sentence is taken from Encyclopaedia Britannica. Britannica Jr. contains over 4000 pages, 140 maps, 3000 illustrations, most of them in color. Printed in large, easy-to-read type on durable paper of a size convenient for children to handle. 5 Handsome Bindings. Novel Con- tainer—Even the bindings are a com- pelling invitation to sit right down and read Britannica Jr. They are washable and durable and come in red or blue, a distinctive addi- tion to your class- room. The colorful packing case serves as both a bookcase and writing desk. Mention THe JourNAL when writing our advertisers 5 Surprisingly Low Price—Monthly Payments. Paper and bindings were contracted for at 1933 figures, making present prices of Bri- BY tannica Jr. surprisingly a low. Small initial pay- ment and reasonable monthly terms place it in everybody’s reach. ««- \J A few of the many Contributors Mr. Freperick L. Reperer, Executive Sec- retary Progressive Education Association. Dr. CARLETON W. 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Send coupon for 24-page book describing Britannica Jr., with specimen pages. we eee eee eee ewww emp een ewww eens oe cee ween encoccoeees ENCYCLOPAEDIA BrITANNICA, INC. 3301 Arthington St., Chicago. Box 4b-10 Gentlemen: I’ve just read about Britannica Jr. I’m interested. Without obligation, tell me more. Name Address City. State Do you own Encyclopaedia Britannica? The Journal of the National Education Association October, 1934 The JOURNAL of the NATIONAL Vol. 23, No. 6 EDUCATION ASSOCIATION In This Issue Qur Program of Action for 1934-35 Henry Lester Smith Fundamental Ideas for Tomorrow............... American Education Week Editorial The World for Which We Must Educate.......... Glenn Frank Youth Challenges the Nation................... Newton D. Baker Teacher, School, and National Life.............. Robert M. Hutchins Visions and Voyages Jessie Gray The Washington Convention................... Belmont Farley \ Going Forward Secretary Crabtree's Annual Report Ideas from the Washington Convention Platform of the National Education Association Resolutions for 1934. Organizing in the State for Better Schools Henry Filer School Programs—American Education Week Louise Paulus Testing Candidates for Congress John K. Norton Mass Meetings—American Education Week Our Association at Work... . National Leadership in Education. . Emergency Federal Aid for Education N.E.A. Contributions to the Teachers’ Economic Welfare Teachers’ Professional Interests. ---.-.-------. Increasing Public Appreciation.---------..-.--. Working Together. .... - The Atlantic City Convention Group Study and Faculty Meetings , Are High Schools Worthwhile? Ray Ballou Builders of Our Profession..................... Notes and Announcements... . 168 169 171 173 175 177 178 179 180 181 JOy ELMER MORGAN H. A. ALLAN Editor Business Manager Published by the National Education Association HENRY LESTER SMITH J. W. CRABTREE President Secretary Between Editor and Reader Encovuracement, hope, and faith are written large in the letters that pass across the editor’s desk. One letter is from a veteran who is rounding out her fiftieth year of teaching service, still eager and happy altho she lives in one of the states hardest hit by the drought. An- other is from a young teacher just entering the service, quite conscious of the difficulties, but brimming over with joy and eagerness. We wish that we could clasp the hand of every reader of THE JouURNAL and share the inspiration which fills these letters from every part of the nation and every branch of the profession. Preswent Henry LESTER SMITH has come into his leadership of the Association at a time of unusual re- sponsibility and opportunity. In his planning, guiding, speaking, and writing, he is performing a mighty work for the teaching profession and the nation. Over ASSOCIATION AT WorK” [see pages 179- 186] was prepared by Lyle W. Ashby of the staff of the Division of Publications, working with a committee of the headquarters staff. American EpUCATION WEEK has grown into one of the major activities and services of the Nationa! Education Association. The materials this year are so ex- ceptionally timely and attractive that no teacher can afford to miss them. Read page A-72. Plan to give every student some part in this observance. Postic LIFE is a situation of power and energy. He trespasses against his duty who sleeps on his watch, as well as he that goes over to the enemy.—Edmund Burke. The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Repre- of address, giving old as well as new address. THE JO) authorized January 26, 1921. sentative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Research Bulletins and the Annual Volume of active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Please report at once any change Addresses and Proceedings. The payment of $100 gives the privileges of the $5 URNAL is a member of the Educational Press Association of America. Published monthly, except July, August, and September, by the National Education Association of the United States, 1201 Sixteenth Street, N.W., Washington, D.C. Entered as second-class matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24,1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, Volume 23, Number 6; October 1934 Timesaver Desk Its many features increase efficiency! ' ” Pe hee ha (yare + PRR A as on e The “Timesaver Desk” for school libraries saves much time for librarians. It is properly equipped for use as a Charging Desk for the small library, with everything needed for charging or dis- charging books, kept in the two drawers. Books may be piled on the Sliding Shelf and put away at a later time. It is much more practical and convenient for the small library than the ordinary commercial type desk. Where a regulation Charging Desk is used, the Gaylord “Timesaver Desk” serves splen- didly as a librarian’s office desk. GAYLORD BROS., INC. Library Furniture and Supplies Made of quarter- sawed white oak, hand-rubbed light or dark finish. Length, 45 in.; width, 27 in.; height, 30% in. or 32% in. Slid- ing Shelf, 14% . wide, 22% in. dec>. ittractively priced. isk for complete details. STOCKTON, CALIF. SYRACUSE, N. Y. Just Published GREENAN’S AMERICAN CIVILIZATION TODAY A Summary of “Recent Social Trends.” 150 pages, 6 x 9, $0.80. This helpful summary presents in eleven units the findings of the President’s Research Committee on Social Trends, as given in the first 75 pages of that monumental survey—‘Recent Social Trends in the United States.” It offers a true panorama of the changes which have taken place in American civilization during the past generation. At the end of the textual material of each unit are sets of both elementary and advanced questions, exercises, and reading references. Significant new material has been added, based on the recent findings of the National Bureau of Economic Research, and new statistics on material such as distribution of national income, purchasing power of the dollar, etc., have been included in the appendices. For teachers’ reference use RECENT SOCIAL TRENDS One Volume, Textbook Edition—$5.00 Write for further information McGraw-Hill Book Co., Ine. 330 West 42nd Street New York, N. Y. ENR AAS Migs Hepatic ee . - - BiG Event No. 1—Sissy rode in a goat cart and had her picture taken. Just another happy episode of childhood. Bic Event No. 2—She was allowed to chew gum, all she wanted. This was the beginning of a dental health benefit which it is hoped her parents and teachers will not discour- age when vacation days are over. If children like gum, let them enjoy it. It’s good for them. There is a reason, a time and a place for chewing gum. FOUR FACTORS WHICH BENEFIT TEETH ARE PROPER FOOD, PERSONAL CARE, DENTAL CARE AND PLENTY OF CHEWING EXERCISE. Forward Looking ... business groups shun ex- travagant statements. They call upon great Universities to make impartial investigations of their products. Results of such research form the basis of our advertising. What you read over our signature about chewing gum, you can believe. The National Association of Chewing Gum Manufacturers, Pier 23, Rosebank, Staten Island, New York. 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MGIO15 WEBER COSTELLO CO. PUBLISHERS - - - = CHICAGO HEIGHTS, ILL. Mention THe JouRNAL when writing our advertisers A PUPIL WHO THINKS! . doing things the pupil + assures worth- by natural to relationship to - and low price... school Poi aa Week VSIT YOUR SCHOOLS November 5 Il, 1934 | Good Schools | in Bad Times j | HANDBOOK s: FS | American Education Week = = P .s | = Pd Amercon Lege £ American | : Eiueation: Wavs To Observe AMERICAN EDUCATION WEEK Ne or m- Our Program of Action for 1934-35 Henry Lester SMITH President, National Education Association member readers, performs a service that no other journal could perform. It describes the work of an Association which is unique; an Association that unites into one fellow- ship every element in a great profession; an Association which brings together into one working body the state and local organizations of teachers and school officers. It means a great deal to have this unity in our profession—to have all the school levels; to have both administrative and teaching forces; and to have local, state, and national members all drawn together, receiving the same JOURNAL, interested in the same things, committed to the same policies, doing the best they can on behalf of the schools and the nation. Because of the condition of today’s life both in America and thruout the world, there comes to each of us at this open- ing of the school year a direct challenge, implied in the ques- tion, What am I doing and what more can I do— [2 JOURNAL, as it goes out to its two hundred thousand To make myself better? To make my school better? To make my community better? To improve my profession? To give leadership toward a better world? These are days of the greatest responsibility and oppor- tunity. The teaching profession is our greatest hope. The Na- tional Education Association is imperatively needed at this time. It is the only organization that brings together or can bring together a sufficient body of the teachers of America to constitute a positive working force equal to the day’s needs. Let us make it stronger and more aggressive. The fol- lowing is the program around which I shall build my work for the year: Security of positions for teachers Minimum wage law Uniform school term Adequate retirement allowance State and local financial support for schools Federal aid but not control Recognition of classroom teachers The amendment which was adopted at Washington Democracy in the NEA United organization with a single purpose —furthering the educational facilities of our land and encouraging full participation in these facilities by our children, youth, and adult citizenship. How can we make this program effective? It cannot be made effective with a reduced membership in the National Education Association. It cannot be made effective with an indifferent membership. It can be made effective only by a renewed dedication thruout the entire ranks of the Associa- tion and a willingness on the part of each member to give his best. It can be done only by thinking and working for concrete objectives. May I suggest the following: Volume 23, Number 6; October 1934 [1] That every school, city, or state determine to main- tain or increase its membership in the NEA, including life membership. [2] That provision be made in every school faculty for a study of the Association and its work, with the particular aim of selecting some phase of that work to which the school will especially devote itself. [3] That untiring effort be given to the improvement of the conditions under which the children of the nation study and learn and live. That a special effort be made toward the ratification of the proposed Child Labor Amendment to the national constitution in those states where it has not already been ratified. [4] That particular attention be given to the matters which affect teachers directly—their security, tenure, salaries, conditions of work. [5] That student memberships in the NEA be encouraged in all teachers colleges so that seniors may read THE JOURNAL and feel themselves a part of the profession. [6] That emphasis be placed on the interpretation of edu- cation to the people, with particular attention to high schools and teachers colleges, to American Education Week, and to the development of parent-teacher associations. [7] That special study be given to the problem of educa- tional finance, including the imperative necessity for federal aid without control. [8] That particular attention be given to the needs of higher institutions of learning and that these institutions be encouraged to assume a much larger responsibility for ade- quate professional organization. [9] That there be increasing emphasis upon adult educa- tion designed to prepare the entire population for the respon- sibilities of citizenship in a democratic society. [10] That the schools give the maximum support to local, state, and national governments in their efforts to bring order and security to the people. These are not vague generalities to be read and forgotten. They are the foundation for a concrete program of action which each teacher and school officer can work at and work out. To a degree that is perhaps greater than for any other group, teachers are responsible for the preservation and im- provement of civilization. It is now so plain that anyone can see that civilization is crumbling in one country after another. We believe that democracy is the best form of government. It is for us to prove that belief, to so conduct our institutions and our organizations and ourselves as to give an example of dedicated service. The many fine letters which we have re- ceived from directors, committee chairmen, and other leader: indicate that the upturn has already begun and express a renewed determination to take hold of the work of the Asso- ciation with a will. We believe that all the teachers of the nation are ready to do this and that the year 1934-35 will be a year of sustained advance. 159 VERY great achievement of the hu- k man race has first been an idea in someone’s mind. Frequently this idea has been held against impossible odds thru generations or even centuries. Ideas are more abiding than the material things of life. Houses decay, nations rise and fall, even the land washes away and a once prosperous country becomes des- ert, but the great ideas abide, passed on from one generation to the next by men and women who are blessed with the gift of teaching. Let us turn therefore to ideas as great realities of life. With revolution or without it, a new civilization is always built out of those things in the old order which are right. We may cry out at the wrongs, the stupid- ities, and the injustices, but when the hour of building comes we shall begin with the best we have. Modern demo- cratic civilization—and the hope of a better civilization tomorrow—rest on great ideas. It is a good exercise in think- ing to try to select the central ideas that have meant most to humanity. Try it for yourself. Try it as a classroom enterprise. Select one or two or ten. There are four ideas so fundamental as to deserve pri- mary consideration. The first of these great ideas is the brotherhood of man. This idea roots down into the fundamentals of biology and religion. Go back a thousand years, allowing twenty-five years to a genera- tion, and you personally have more an- cestors than the present population of the earth. The teachings of Jesus Christ inculcate the idea of brotherhood. The growth of the idea gave us the concept of democracy in government. It ennobled home life. It emphasized the sacredness of human personality and gave rise to the idea of personal rights which all mankind should respect. It led to the doctrine of equality of opportunity. The second of these great ideas is the idea of freedom, including particularly freedom of thought and of speech. The growth of this idea gave us science. Given the belief that personality is sacred, it follows that the individual should attach importance to his own observation and to the conclusions which spring from meditation upon his own experience. The next step is freedom to pass on those con- clusions to others. This fellowship of truthseeking is the basis of all education and growth. With- 160 Editorial for American Education Week 1934 Fundamental Ideas for Tomorrow out freedom of thought the modern sci- entific world could not have been. Before the bright light of this freedom one stronghold of darkness and ignorance after another has gone down. The im- portance of the idea of freedom is given new emphasis now when nine-tenths of the two billion inhabitants of the earth live under governments which deny this right to their peoples. The third of our great ideas is the con- cept of growth or progress. For untold centuries the human race lived in a static world where people assumed as a matter of course that what was, was good. Not until the nineteenth century did any con- siderable number of men come to ac- knowledge the possibility of improve- ment. The old saying that you can’t change human nature is heard even today, in spite of the fact that human nature has been steadily changing since the Master of Galilee began teaching hu- manity to put children first and to live by the Golden Rule. This idea of growth gave us the com- mon school, which now includes the high school. Horace Mann based his campaign for free public education on faith in the improvability of man. He visualized a day when individual life would be better, when family life would be richer, when industry would be more efficient, and government more intelligent as a result of deliberate and sustained teaching. The fourth of these basic concepts is the newest of them all. It is the idea of planning. This may be the chief contri- bution of the twentieth century, as the idea of progress was the major contri- bution of the nineteenth. As brother- hood gave democracy; freedom, science; growth, the common school; so shall the idea of planning give security. To plan beyond the year or the decade into the life as a whole; to plan beyond the indi- vidual to the family, the neighborhood, the state and the nation, and even the world is to gain a new perspective and a new faith—a perspective which knows that many of the uncertainties of life can be provided for and a faith to undertake the task. Until now planning has been applied only to the smaller affairs of life. It has been a matter of fits and starts under- taken under pressure of necessity or crisis. It remains for this- generation to think of planning as a deliberate and comprehensive method of progress; to look upon organized foresight as a major element in both individual and social ex- cellence; and to dedicate itself to the achievement of planning as other genera- tions have labored for brotherhood, for freedom, and for growth. Each of these ideas has had to make its way against those who would not see, against persons in authority who insisted on violating human personality; who sought to destroy freedom; who looked upon progress as a vain illusion and plan- ning as an academic myth; but the great movement of history is on the side of rea- son. Men have grown nobler as they have learned to respect themselves and to de- serve the respect of others. The human mind has reached new heights under free- dom. With every expansion of opportu- nity—as thru the common school—the race has moved on to higher ground; and planning, wherever it has been tried, has opened doors into a future so full of promise as to arouse the highest enthu- siasms. , The psychologists write of the moral equivalent of war. A great enterprise in planning such as the Tennessee Valley project is more than the moral equivalent of war. It is an entirely new level of moti- vation, capable of carrying men to un- dreamed heights of sacrifice, personal exertion, and artistic and intellectual skill. These four basic ideas are not mere abstractions. They are ever present re- alities. They can be visualized in terms of everyday experience. They have their application in the individual’s ordering of his own life, in the management of the family, in the design of industry, and in the administration of the state. They can be taught to children in the form of atti- tudes and skills and to older people as ideals and technics. They should be so taught that great numbers of people would understand their importance and apply them in their daily lives. They should be so taught that people will understand their importance in the wider sweep of history, that they will use their votes, their civic leadership, their personal influence and teaching power to establish these ideas as a part of the sacred heritage of mankind, a her- itage to be defended if need be as one would defend his home or his friend.— Joy Elmer Morgan. The Journal of the National Education Association alte sigl pri str dic ent tat thi an the go the ve fr¢ th be vi The World for Which We Must Educate natives which, to me, are alterna- tives between reality and illusion, alternatives in which the survival and the significance of American life and enter- prise are alike involved. [1] Are we to strengthen democracy or surrender to dictatorship? |2| Are we to pursue our enterprise in freedom or under regimen- tation? [3| Are we to establish control of this age of plenty or execute a return to an age of scarcity? |4| Are we to walk the ways of a realistic internationalism or go in for the economic monasticism of the nationalists? I turn, first, to the issue of democracy versus dictatorship. Dramatic secessions from democracy have everywhere marked the postwar politics of the world. Even before the war there was a growing con- viction in the minds of many that democ- racy was not up to the job of administer- ing an age of science, technology, and power production. The destiny of democracy on this con- tinent will depend entirely upon our suc- cess or failure in solving the economic problem. If we can now move with rea- sonable rapidity toward a soundly based and widely distributed economic well- being, essential democracy is not likely to be seriously challenged during the gen- eration. The cardinal strength of democracy is that it broadens the base of judgment upon which policy is built. All of us, with varying degrees of effect, can chip in on the discussion that deter- mines policy. The cardinal weakness of dictatorship is that it marrows the base of judgment upon which policy is built. Policy is determined solely by the dicta- tor and by his particular brand of expert adviser. The greater the complexities of an age, the broader we should make the base of judgment upon which its policies are built. First, we should recognize the neces- sity and establish a fixed procedure for “crisis government” for emergencies. When this sweeping collapse came to the enterprise of the world, weak govern- ments saw in the situation a choice be- tween disintegration and dictatorship. Nation after nation chose dictatorship. Disintegration faced us as it faced these | WANT to put to you four major alter- Volume 23, Number 6; October 1934 lesser nations of Europe. Our govern- ment was not weak, but its ways were ill-adapted to the task of dealing with a crisis so grave. A less stable people might have gone the way of dictatorship. We made no revolutionary change in the basic structure of our government. We chose instead temporarily to adjourn some of the more deliberate proced- ures of legislation and to lodge extraordinary pow- ers in the national leader- ship for the period of the emergency. Second, for even the normal business of gov- ernment in this compli- cated age we should effect a reallocation of functions between the legislature and the executive. We must restrict legisla- tive bodies to the charting of broad paths of policy, the setting up of the goals the needs of the inarticulate millions require that we reach, and a critical checking up on the results of administration. And we must lodge greater de- tailed power and wider discretion in the executive. The executive power is always in the spotlight. When it runs amuck we can get at it, as we cannot get at the hydraheaded power of the legislature when it falls victim to caprice or corruption. I turn, second, to the issue of freedom versus regimentation. Thruout the west- ern world, individualism is on the run, as governments of varied sorts announce their determination to plan the life and enterprise of their peoples. The one thing common to all the ex- perimental governments of the time, our own included, is a shifting of the balance of power between politics and economics. In each instance, so far, it has been a case of political leadership’s stepping in to save a situation that economic leader- ship had failed to master in any socially satisfactory way. But this is the way the face of history is changed. Emergencies arise. They are met. The situation dic- tates the action. And then later, a new philosophy is matured around the action thru which the emergency was met. We may set it down as inescapable that, in the generation ahead, govern- ment will play a larger and larger role in the realm of economics whether the White House is occupied by a Roosevelt or a Hoover. It does not follow, however, that the only choice open to us is between anarchic individualism and an all-em- bracing state. The problem upon which the genius and judgment of your generation should come to focus is the prob- lem of determining wisely the direction and the de- gree of governmental ac- tivity in economic affairs which an age of science, technology, and power production make neces- sary. I turn, third, to the issue of an eco- nomics of plenty versus an economics of scarcity. For the better part of a gener- ation, we have been working in terms of an age of plenty, but thinking in terms of an age of scarcity. In an age of scarcity the poor will endure their lot without undue whimpering, but want will not for- ever stay docile in the presence of poten- tial plenty kept just beyond its reach by failures in social management. The social stability of the American future is at stake in the choice we make. I turn, fourth, to the issue of inter- nationalism versus nationalism. At the moment the economic relations of the world are paralyzed by a baffling para- dox. While the processes of the world’s life grow daily more international, the policies of the world’s governments grow daily more national. The modern world is bound together by the lithe arms of rapid transportation, instantaneous communication, and the frontier-crossing agencies of credit, con- tract, capital, and corporate organiza- tion. We cannot reverse this basic fact by transient ventures in swashbuckling nationalism. Ultimately some sort of world policy must dominate world trade. Here, then, are four major alternatives in which, if I read the times aright, the destiny of our nation and of ourselves is involved. It is the supreme obligation of the nation’s schools to help the nation’s citizens bring disciplined minds and a living sense of social responsibility to their consideration Abridged from an address by Glenn Frank, president, Univ. of Wisconsin, before the National Education Association, July 2, 1934. 161 i Youth Challenges the Nation NewrTon D. BAKER URING these days of bewildering IT) depression every institution which depends upon public support has necessarily had diminished revenues. The large amount spent for education made that one of the places where the pinch was sharpest, and I want to pay my trib- ute and praise to the heroic fidelity and loyalty with which the teachers of the United States have stood by their task, no matter what the deficiencies in their pay envelope have been. And I want to pray that in this bewildered world, you teachers will be given strength and determination and courage to bear that part of the task which is inescapably yours. Adequate support of the schools is essential to the future safety of our gov- ernment. If the state forgets its responsi- bility to education in America, the con- sequences will be disastrous to the state itself, for no man can be a student of the birth, growth, and development of our free institutions without realizing that from the beginning the cornerstone of American liberty and development has been education. The founders of this nation regarded education as a sacred duty. It was started in this country as a part of the sacred ministry of religion, and it has been forti- fied and handed over to you no less sacred a task than it was in those ministerial hands. The first institutions of higher learning founded in America are all testi- monials to the belief of the founders of this republic that the only safety for a democracy was an educated electorate. The task of the educator has become increasingly great. Never has the onrush of knowledge been as great as in the past few decades. Education for life must be the kind of education which will make us aware of and make us understand the problems of the civilization of which we are part. And in order to understand these problems we must be in touch with all the developments of the social sci- ences; we must understand the psychol- ogy of human relationships; we must get a broader and more liberal and more tol- erant view of the surrender of individual rigats in the interest of the common good, and a sounder, more wholesome distribution of economic values of life, and must also get a deeper appreciation of the higher features which expand the 162 personality and ennoble and enrich the individual life, that come from the con- stant pursuit of culture, the thinking of high thoughts, and believing high things. Education today is more than just book learning. It is book learning plus. The plus is more important than the book. The plus is the making of a boy or girl entrusted to a teacher not merely a sound and inquiring mind, but a dis- ciplined and brave spirit, for in the last analysis the processes of a democratic government, like every other government, are going to be entrusted to educated men. The great decisions, the funda- mental determinations will be made by popular vote but the infinite details of government operation cannot be sub- mitted to popular determination. These details must be determined by experts. The common education which we must have is an education that will enable us to respond correctly to emotional things; to analyze patiently and understand clearly the main outline and tendencies of government policies. The children entrusted to you must come from you with humility enough to realize that they don’t know everything, and that when an expert task is to be done, their job is to help select an honest and capable expert and then leave his expert task to him. The importance of all this is that the democratic form of government is im- HAVE spoken once before before the Na- tional Education Association, and when I did my mind went back to one of the great- est teachers I had known in the course of my life. She is a woman now retired from active service, lives here in Washington, and I sus- pect is listening to the sound of my voice as it is carried to her over the radio. I said of her that in my highschool days she set an example of intelligent and disciplined educa- tional value which had been an inspiration to me thruout my entire life, and that every boy and girl who came in contact with her radiant personality had been enriched by that contact. After that meeting was over, and because the entirely spontaneous remarks of mine were printed, they were brought to the attention of this fine woman, whom I delighted then and now to honor. She wrote me a letter in which she said, “My dear Newton: It of course gives me great pleasure to have you remark me as a good teacher, but I want to confess in all honesty that I had taught some years before I really learned the secret of teaching, and that secret is that the boy is much more important than the book.” measurably the best that man has yet devised, but it is at the same time im- measurably the most difficult to operate, The more I see of dictatorships, wherever they are, the less I like them. I am some- times sad but I am always patient and I] am always hopeful at the blunders of democracy; but I am always terrified at the blunders of autocracy. Democracy is now, so far as this world is concerned, the sole possession of the English speak- ing people and certain Scandinavian peo- ples of like institutional and legal herit- age. One or the other of two things is going to happen: either the despair which has scrapped democracy into the discard in Europe is going to grow and that form of government will collapse and disap- pear, or if we are but stout hearted enough and loyal enough to our own be- liefs in it, our example will again fire the world as it once did. We will save what we have established and the future race will bless us for having beer’ unafraid in an hour of peril and an hour of doubt. The answer to that thing lies in the hands of the teachers of the United States. And the place where the seed has to be planted that is to grow into this great tree that is to shelter and preserve our liberties is in the kindergarten. The task of lower animals in training their young is comparatively simple. The mother wren can teach her young all they need to know to survive and make a living in a short time. The instinct of saving the youth of the race begins with the very lowest form of animal life. Dis- turb an ant hill, and instantly there comes out of it an army of ants, scatter- ing away, and every one of them is carry- ing to safety a young ant. So far as human beings are concerned, the protec- tion of the next generation is largely a question of the extent and character of. the education we can give them to make them safe in this dangerous world. We : can’t do less by our young than the ants do. We should not do less by our young than the wrens do. You and I, whether parent or teacher, must combine to see that youth is en- dowed with the spirit to make of this world a finer place for our spirits to dwell in than our generation found it at the hands of our forefathers.—Abridged from an address before the National Education Association, July 3, 1934. The Journal of the National Education Association ow; a. & Fw an. ewes a th all ake t of vith Dis- vere ter- rry- tec- ya r of. ake We : ints ung her, en- this ; to t at ged ynal tion Teacher, School, and National Life O MAN was ever more insistent on N the value of public education than Thomas Jefferson. No president ever did as much for it. No statesman ever set forth more clearly the indispens- able connection between education and democracy. Yet he expressly limited free education for all to three years of school- ing. Why did Jefferson send those des- tined to labor into it after three years in school? I suppose it was because there was labor to be done. Since Jefferson’s time we have entered upon an economy of plenty in which the diminishing amount of labor in proportion to the pop- ulation has not only permitted but re- quired us to raise the legal age for going into industry. Insofar as industry still requires train- ing of its employees, it has thrown the obligation to train them upon the schools. Pupils will have to remain in public schools until eighteen or even twenty. When they go out they must be able to earn a living. They will have to be taught to do so in school. The removal of the adolescent popula- tion from the labor market will also force us to abandon the last traces of the prin- ciple of selection and to substitute the principle of differentiation. We shall have to have alternative institutions and alter- native programs to which different stu- dents may resort in accordance with their different abilities. I do not expect to see the principle of selection entirely disappear from the edu- cational scene. It will, I believe, be ap- plied in all its Jeffersonian rigor at the beginning of the university, which I should place at the opening of the junior year. No student is entitled to proceed at public expense beyond this point unless he can demonstrate that he has the inter- est and ability which scholarly and pro- fessional work requires. The removal of the adolescent popula- tion from the labor market should lead us to the organization of a system of edu- > cation made up of a six-year primary school, a three- or four-year secondary school, and a three- or four-year college _and technical institute. The college and technical institute may in some places be combined. In other places it may be con- venient to operate them separately. In any event most of the youth of the coun- try will go thru one or the other of them. And I hope that they may receive the bachelor’s degree for doing so.”A three- Volume 23, Number 6; October 1934 year curriculum to the master’s degree might then be offered by the universities and the institutions which we now call colleges to those who wish to engage in nonprofessional specialization in arts, literature, and science. Changes just as significant will follow from the inability of industry to absorb anything like the full time of adults. Peo- ple may for a time spend their new and perhaps unwelcome leisure in sleep, at the movies, or in driving back and forth on the crowded highways, catching glimpses of the countryside between the billboards. It is inconceivable, however, that these forms of entertainment will long satisfy our population. They will demand and are demanding some kind of occupation which will assist them to a more varied, stimulating, and important brand of activity. They will demand edu- cation. And they will demand it of us. If current experience gives us any ink- ling of the future, we can be reasonably confident that what they will insist on is not vocational instruction—how to be a ebetter bookkeeper, for example—but what we call general cultural education, education which fills in the gaps left by formal schooling, or develops artistic and literary leanings which were submerged by formal schooling and the necessity of earning a living. Adult education is in an experimental stage. It offers us many new devices, like the radio and the motion picture, with which we are relatively un- familiar. It is an area, too, in which in- formal, spontaneous activities, activities which we may think of as extracurric- ulum and may frown upon as such, may be more rewarding than highly organized, school-ized instruction. In dealing with adult education we must regard the school not as a place where classes are taught but as the center of community life, reflecting the community’s interests in music, art, the drama, and current affairs as well as in what we have been accustomed to think of as education. Any program which attempts to deal adequately with the educational prob- lems of the adult and adolescent pop- ulation will be enormously expensive because of the absolute necessity of ex- panding and diversifying educational opportunity to meet the needs of the present day. The condition of our most important municipalities gives us little hope that they will be able to advance any such program. In this situation we can only follow the example of banks, railroads, insurance companies, farmers, the oil business, and industry generally and look to the federal government for aid. How- ever, it is not by the route of distributing federal funds on a per capita basis with- out regard to need and without regard to merit that we must defend ourselves against bureaucracy. The only protection against government, visible or invisible, is in the professional tradition. The his- tory of educational institutions from the monasteries to the German universities shows that it is not the issue of private or public funds, private or public control that determines their independence. It is the strength of the professional tradition. When that tradition is strongest, namely in England, the parliamentary grants that the private universities have re- ceived do not lead any one to expect that because of them the government will attempt to regulate the policies of Ox- ford and Cambridge. The professional tradition must be strong. That depends on us. It must be effective. That depends on our success in convincing the community of its exist- ence and its importance. That in turn depends on our understanding and ex- plaining what we are trying to do. I take it that as far as the public schools thru the junior college are concerned they are trying to help their pupils to be self-sus- taining and to be good citizens. The pupil must be taught to earn a living in the society that exists, not in one that ought to exist sometime. He must be made a good citizen of this commonwealth, not of another, no matter how much better that other may be. In this sense and at these levels the political and economic situation determines the content of edu- cation; education does not determine the political and economic situation. In this sense the society we get will not depend on the schools we have; the schools we get will depend on the society we have. Does this mean that the teacher and the school can do nothing to improve the national life? The answer is unequivo- cally no. The good citizen is not neces- sarily the one who always votes for the party in power. The good citizen has some understanding of the society in which he lives, and as Jefferson put it, carries his knowledge with him to the polls. The first duty of the school, there- fore, is to see to it that the pupil under- 163 stands the society in which he lives. We all know that we are doing a miserable job in this connection at the present time. We have not even the materials thru which a comprehension of the devel- opment and current state of our society may be communicated to the young. In the second place, the object of adult edu- cation will not be primarily to enable the student to earn a living or to adjust him to the political environment. Free from these obligations, the teacher and the school may devote themselves at the adult level to developing the intellectual powers of the student. We must remem- ber that it is thru the intellectual virtues that the statesman orders means to ends and achieves the common good. The free and independent exercise of the intelli- gence is the means by which society may be improved. Training in that exercise is the peculiar province of the senior college, the university, and of adult education. This free and independent exercise of the intelligence is of the essence of the professional tradition, and it is now in dreadful danger thruout the world. In our country we are committed to the principle that the gains of civilization shall be mass gains, diffused thruout the population. It is inconceivable that the United States will ever depart from this ideal. The methods of achieving it must be determined by trained intelligence and submitted to an informed and under. standing people. Without propaganda, without adherence to one ism or another, the teacher may develop thru the school that universal comprehension and that individual leadership which the national life requires —Abridged from an address by Robert M. Hutchins, president, University of Chicago, before the Na- tional Education Association, June 30, 1934, Visions and Voyages tion as a treasure chest. The amount of the treasure is not to be measured by what we can take out for ourselves, but how much we can put into the chest, as riches to spend for others. The teach- ers of this nation have put into it their loyalty, cooperation, zeal, and industry. They have worked that children shall not be deprived of their rightful heritage. The Association pays tribute to the dauntless courage of the teachers of America and I dedicated myself to a year of service in assisting them with their problems. Everything that has happened this year, in the cycle of happy service, has emphasized the truth of the foregoing statement. In the greater knowledge of that experience, let us review our plans, our accomplishments thru organization, realizing how pitifully weak the indi- vidual is and how magnificiently strong the service and the devotion of two hun- dred thousand members, guided by a mar- vellously trained, dedicated staff, under the leadership of an executive secretary whose courage and rectitude have won laurels and distinction. Our unfinished work, our plans in the making, will be our vision and challenge for the next year’s voyage. Our treasure chest has bulged with in- creased understanding, loyalty, coopera- tive endeavor, and all that adds to the fullness of life. The teachers have woven into the fabric of the nation, devotion, dedication, sacrifice, and the ineradica- ble pattern that children must be well taught in order to dream dreams, and catch the vision without which the peo- ple perish. It has been their extravagant gladness to put thirty million children in their midst, to help make each life and I HAVE THOUGHT of this great Associa- 164 to keep all happy and content in the mak- ing—unmindful of the howling wolves of selfishness that would have destroyed our schools. The National Education Association again pays tribute to the spiritual moth- erhood and dauntless courage of those teachers who collectively have done more than their share in carrying on despite every discouragement. They know full well that it is only “in the fertile soil of education and preparation, that demo- cratic principles can grow into coopera- tion, understanding, and the fulfillment of our best hopes.” Their professional contribution not only has held education true to its mission of interpreting life thru sympathy, benevolence, and inter- dependence, but it has expressed con- cretely, in every way, the ardent hope for the success of this Association—our cooperative endeavor—thru our collec- tive wisdom, voice, and influence. .. . | Miss Gray then gave a fine account of the work of the headquarters staff and of Association officers and committees. This has been omitted here because in- formation of the same type is included in the special feature, ‘““Our Association at Work,” pages 179-186.] : The privilege of membership is the privilege of service and constructive sug- gestion. It is a matter of pride to partic- ipate in group action that states social and economic goals for a nation, cares for legislation, secures retirement for teachers, guides and develops interna- tional relations, takes care of rural and adult education, promotes library serv- ice and kindergartens. It is a matter for condemnation to accept gains from or- ganization and not support it by mem- bership. It seems hardly honest in the last analysis, does it? How can teachers say to their government, “I do my part,” if they refrain from doing their part thru organization toward the general welfare and common defense of their own group? Our vision for next year must include greater cooperation with our wonderful lay organizations, more scientific infor- mation, definite work for tax reforms and restoration of school budgets, social con- tacts with homes and clubs, articles for magazines, larger administrative units. [In some, places there are more than 4000 teachers to one member of a Board of Education. On an average, there is one Board member for two teachers in the U.S. and in thirteen states there are more board members than teachers! From this statement, we can see visions of interesting work in the voyage ahead. | And teachers, we must put America first, not merely in the assertion of rights, but in the glad assumption of duties, not in splendid icy isolation, but in warm- hearted cooperation. In Flanders Fields, John McCrae says the soldiers had “felt dawn.” We, too, must feel dawn—the stir of vitality that wakes us to a new endeavor, the thankfulness for work to do. “Listen to the exhortation of the dawn. Look to this day, for it is life. In its brief course lie all the verities and realities of your existence; the bliss of growth, the glory of action, the splendor | of beauty. For yesterday is but a dream, and tomorrow is only a vision, but today, well lived, makes every yesterday a dream of happiness, and every tomorrow a Vi- sion of hope. Look well, therefore, to this day, such is the salutation of the dawn,” as you begin your voyage into a happy new year of service—From the presi- dential address of Jessie Gray before the National Education Association, July 3, 1934. The Journal of the National Education Association the this ust nce ler- da, ner, 100! hat nal 4ress ent, Na- 30, hru fare up? lude rful for- and con- for nits. han yard e is s in - are ers! ions ad. | rica thts, not irm- elds, “felt —the new k to the >. In and ss of” ndor ’ eam, day, ream a Vi- this wn, ApPY resi- fore July ation The Washington Convention BANNER in the great center hall of the colonial entrance at 1201 Six- teenth Street, greeted visitors with, ‘“Wel- come to your Profes- sional Home.” The thousands of teachers attending the 72nd an- nual convention of the National Education Association held in Washington June 30- July 5, passed this sign of greeting to explore, many of them for the first time, the seven- story building that is the center of profes- sional organization in America. This tunity is the principal reason for holding the annual gathering of teachers once every so often at the nation’s capital. > The convention delegates found the President and his official family gone, members of Congress at home, and the ranks of every branch of government somewhat depleted by the combined in- fluence of the holiday call and the steam- ing heat in which convention sessions carried on their work. The delegates thus missed the official welcome which was so important a feature of the 1924 Conven- tion when President Coolidge addressed the teachers. President Robert M. Hutchins of the University of Chicago opened the con- vention Saturday night with a keynote address. The general theme of the meet- ing, selected by President Jessie Gray, was Educating for Tomorrow. President Hutchins pointed out some of the signi- ficant adaptations which must be made in tomorrow’s schools. High spots in his address: “Pupils will have to remain in ‘public schools until eighteen or even twenty. . . . The removal of the adoles- cent population from the labor market will also force us to abandon the last traces of the principle of selection. In the past if pupils did not do so well they could be dispensed with. . . . Now they cannot be dispensed with. . . . The ex- clusive preoccupation of the American educational system with the juvenile population is a little ridiculous, and has Volume 23, Number 6; October 1934 —- pm Henry Lester Smith with Mrs. Smith and their children, Ruth, Henry, and Martha, on the lawn of their home facing the Indiana University campus been beneficial neither to the system nor the country. .. .” - > A beautiful vesper service was held Sunday afternoon at the Washington Cathedral on Mt. St. Alban. The Mon- day morning session featured the work of the Association in cooperation with other organizations to secure federal aid to schools. The Monday evening pro- gram was a feature worthy of mention in any selection of highspots in a long line of NEA conventions. The principal ad- dresses were delivered by Glenn Frank, liberal president of the University of Wisconsin, and Daniel A. Poling, fiery leader of allied youth and president of the World’s Christian Endeavor Union, who spoke to a capacity audience. “Anything less than a complete thaw- ing out of the fountains of enterprise, more or less frozen for the past five years, will put the American tradition of demo- cratic selfgovernment in definite jeop- ardy,” said President Frank in a mas- terful analysis of presentday problems under the title of “The World for Which We Must Educate.” __ “Tf when the roaring mountain stream of federal spending and federal subsidy begins to dry up at its source, the basic enterprise of the nation remains sluggish or stalled, the American millions will lend a ready ear to drastic alternatives. If recovery comes too slowly a growing im- patience with the traditional forms and functions of govern- ment will manifest it- self. If we achieve a fair measure of recovery, but, in the achieving, perpetuate the old ini- quities and _inefficien- cies of the predepres- sion order, recovery will be transient and inse- cure, popular satisfac- tion will be short lived and democracy’s judg- ment day will be but postponed.” “More power to this brain trust,” said Dr. Poling, as he paid trib- ute to the teachers of the United States as the real brain trust of our country. “And I am for brain trusts. In govern- ment? Yes. I have no enthusiasm for a certain hue and cry against the trained mind in Washington. We acknowledge our debt to the educa- tor everywhere else. Then why not the scientist at the seat of the science of government?” On Tuesday evening President Jessie Gray delivered her presidential address, “Visions and Voyages.” In this address Miss Gray paid tribute to “the dauntless courage of those teachers who collectively have done more than their share in carry- ing on despite every discouragement, and to the organization itself—memberships have increased, thru sacrifice in many cases. The Division of Membership re- ports $9407 extra revenue. Seventeen state associations reported increased members, and eight states report an in- crease in their National Education Asso- ciation memberships. We find ourselves on the upward march!” Miss Gray paid tribute to “our ever- vigilant Executive Secretary, Mr. Crab- tree, who took up the cudgels to defend the sacred trust of education from chis- elers who would have cut our tree of life down to its roots.” Independence Day brought the con- vention its major disappointment, when it was announced that General Hugh S. Johnson, NRA Administrator, was spending the holiday out of the city. William E. Sweet, former governor of Colorado, now educational director of 165 ie NRA, as pinch hitter for General Johnson, came to a spirited defense of the recovery administra- tion and the New Deal. The Washington vention was not only char- acterized by frankness of viewpoint within the or- ganization itself; it may be considered an expres- con- sion of the spirit of open- mindedness which is the ideal of all thoughtful The viewpoints of many other groups were sought from persons. national their principal representa- The National Con- Parents and the American Legion, the National Soci- ety of the Daughters of the American Revolution, the General Federation of Womens Clubs, state educational organ- izations, and the Motion Picture Re- search Council, were among the various groups having a voice from convention platforms. tives. gress of Ceachers, Academic freedom was discussed from he standpoint of the superintendent of schools, by Thomas W. Gosling, director of the American Junior Red Cross and former superintendent of schools, Akron, Ohio; from the standpoint of the class- room teacher, by Mrs. F. Blanche Preble, Chicago, past president of the Depart- ment of Classroom Teachers of the NEA; and from the standpoint of the college president, by Charles E. Beury, president of Temple University, Philadelphia. Academic freedom was more than a principal topic of the convention pro- gram. It was on exhibit at several ses- And the educators are the better for it. Frankness and spirit are charac- teristics of geniune interest and concern. To thousands at Chicago in 1933 Willard E. Givens, superintendent of schools in Oakland, asked this question in the title sions. hae ots en Secretary Crabtree are present. Gray, Charles Carroll, W. B. Mooney, A. L. Whittenberg, J. W. Crabtree, Helen T. Collins. MEETING of the budget committee, 1933-34, in which President Gray and Left to right: of a principal address, “Are Teachers Citizens?”’ The teachers of the 72nd an- 1ual convention answered this question in the affirmative. As citizens of a great republic and as members of a great organ- ization, they are playing their part. The aggressive attitude of the Repre- sentative Assembly was an indication that teachers do not expect to take the blows of the present emergency sitting down. A motion by Mrs. Helen Rueben of Chicago, carried unanimously, called upon “teachers and children to organize mass meetings or other demonstrations on Thursday of American Education Week . the purpose of which shall be to impress upon the entrenched inter- ests now attacking the schools the de- termination of the public to secure suffi- cient financial support to insure for the public schools at least educational! effi- ciency of the predepression level.” The Assembly revised the platform of the Association and adopted a set of resolutions characterized by a spirit of determination. The platform and reso- lutions in full are reproduced elsewhere in this issue. [See page 169.] L. W. Rogers, Jessie Amendments to the by. laws were adopted which reduced the number oj exofficio delegates in the Representative Assembly The life membershi dinner was an outstand ing good fellowship gather, ing. Past-president Joseph. Rosier paid tribute to th sie torm long, tireless, and effectivg service of Secretary J. Wi Crabtree and by risin vote, the life members ex pressed their appreciation t the of his generous spirit and dei dynamic work during the atio period of the great growth le of the organization. ions Seven hundred teachers é th attended the classroom din- ner where the new presi-| dent, Daisy Lord, Waterbury, Connecti-| ye cut, was accorded the position of honor aso op successor to Faye Read, Pueblo, Colorado, {The Excursions to national shrines fea-(hou: tured the recreation of convention dele-f!™ gates. The Army, Navy, and Marine 7 Bands in their colorful uniforms CON-|5 th tributed to the enjoyment of convention)ate programs. A complete and beautifully) s arranged exhibit of textbook materials) and other school supplies was a valuable|*° adjunct to convention deliberations. ren The Board of Directors and the Ex-|pup ecutive Committee selected Denver as}:x the next meeting place. ing The seventy-second annual conven-}, tion will be long remembered for its frank discussions, its change in policies,| ‘ its new viewpoints that came as part of] $2 the adaptation which the schools are|"™ making to a new deal and a new day. Meeting as it did at its own headquar-| te, ters, field and staff were tied together if in a new bond of cooperative effort which | ™ places the profession on a united front against the foes of democracy and|x equality of opportunity in America.—}a Belmont Farley. T General session, seventy-second annual convention, National Education Association The Journal of the National Education Association the by. | which ber 0 in th a HE sTORY of American education ershi during the last three years may be tstand) summarized by the titles of Secre- gather y Crabtree’s annual reports for those ~— ears: American Education Faces the torm, Weathering the Storm, and Going ffectiv orward. The seventeenth annual re- , J. \ rt, Going Forward, presented at the rising, \: =: ad ‘iMfvashington convention, “covers the rs : : ha all riod when economic conditions were ciatio t their worst. It also marks the date of definite upturn—the time when edu- ational recovery actually began.” Srowtll In discussing the deplorable condi- : tions existing during the early months a f the year 1933-34, Secretary Crabtree omdin-| . = ints out: ~presi- nnecti- rit an ing th Nearly 2000 rural schools in 24 states failed ONO aS$}o open in September, because of lack of funds. lorado,!The closing of these schools left one hundred 25 feg-thousand children without educational oppor- n dele-taity. Four hundred rural schools in Arkansas Marine alone, enroling 30,000 pupils, failed to open their doors at all. One-fourth of the teachers IS Com, in the United States began the year at a salary VENtION ate of less than $750 per year. The prospect itifully|of shortened school terms meant still further aterialsieductions of income. In Louisiana there were aluable|*° schools where a term of less than three months was expected; in the country as a whole nS. there were 18,000 schools, enroling 900,000 he Ex- |pupils, which could not hope for as much as ver as|ix months of school. Unpaid salaries amount- ing to $30,000,000 were due to teachers in city onven-|quip- | . New Amer- f itriot- d rea- > pro- 1ufac- ident, be works 1ately eneral f. ~Mrs. eneral g any ynom- agree- - both hould ter in m E. ciation Platform of the National Education Association TION believes that education is of major concern to the American people. The influences exerted upon the passing procession of youth, which makes its way from infancy to responsible citi- zenship by the pathway of the schools, should effectively promote the ideals of democracy. Looking to the future of our country the Association calls upon lay- men and teachers to examine and to support the following statements of edu- cational policy: Part I. THE CHILD—The National Education Association believes that American fathers and mothers desire to lift their children to higher opportunities than they have themselves enjoyed. This zeal for the happiness of the next genera- tion, kindled in our country by its first pioneers, has been passed on undimmed from one generation to the next. As a people we are convinced that human progress marches only when children excel their parents. Opportunity—Every child, regard- less of race, belief, economic status, resi- dence, or physical condition, should have the opportunity for the fullest develop- ment of its individual powers thru edu- cation. Character—Character is the major outcome of education. All activities of the school should contribute to the habits and attitudes which manifest themselves thru integrity in private life, law ob- servance, and intelligent participation in civic affairs. Health—Since it is impossible for children to learn while suffering from malnutrition, while illclad, or while suf- fering from physical ailments, the Na- tional Education Association advocates that the schools fight these evils by pro- viding adequate food, clothing, and medi- cal care, thru the coordinated efforts of city, state, and federal governments, for T« NATIONAL EDUCATION ASSOCIA- the children who are in need. @ @ Initiative—Children should be taught how to think more than what to think. The House of the People fe American common school is the expression of a mighty faith. It has grown up out of need and aspiration. It is the bulwark of those demo- cratic ideals and rights for which mankind has sacrificed and suffered thruout the ages. It is the home of light and of reason. It is the hope of a better tomorrow. The common school is the house of the people. Let all the people gather as of old in the neighborhood school. Let them renew their faith in themselves and in their chil- dren. Let them discuss their problems and determine how their schools may be made better. Let them return to the house of the people and know that thru this, their own house, they may again bring order and promise and hope to the re- public.—Jessie Gray. Education should prepare the rising gen- eration to meet the social and economic problems of an ever-changing world. Labor—lIn order that every child, no matter what his economic status, shall fully enjoy the right of a free education from nursery school thru university, the educational profession should actively work for the passage of the Child Labor Amendment by states. Part II. THE TEACHER—The Na- tional Education Association believes that progress in education depends largely upon the preparation and char- acter of the individual teacher. No nation can afford to intrust its children to in- competent teachers. Democracy in the profession— Teachers, regardless of position or title, are workers in a common cause. Efforts to capitalize the talents of all teachers thru curriculum committees and other shared responsibilities should be encour- aged and extended. Teachers of equiva- lent training and experience doing the same kind of work should receive equal pay regardless of sex. Teachers should not be discriminated against because of race, color, belief, residence, or economic or marital status. Academic freedom or the Amer- ican child’s right to unfettered teaching—Teachers should have the privilege of presenting all points of view, including their own, on controversial is- sues without danger of reprisal by the school administration or by pressure groups in the community. Teachers should also be guaranteed the constitu- tional rights of freedom of speech, press, and assembly, and the right to support actively organized movements which they consider to be in their own and the public interest. The teacher’s conduct outside the school should be subject only to such controls as those to which other respon- sible citizens are subjected. The sudden singling out of teachers to take an oath of allegiance is a means of intimidation which can be used to destroy the right of academic freedom. Improvement in service—Every teacher should be a student of profes- sional problems seeking in every way to know and to advance better educational practises. Ethics—As individuals and as groups, teachers should observe the principles of conduct set forth in the code of ethics ee NoTE—This platform represents seventy-seven years of experience and study on the part of the teaching profession of the United States. Since 1857 the National Education Association has been the clearinghouse for educational ideas and ideals. The teachers in the various states have counseled together in the Association to set up standards to guide their thinking and action. Each year a new com- mittee has studied the resolutions of former years, has taken account of new needs and new problems, and has brought to the Association for consideration, amendment, and addition, the fruits of its labors. This platform is based upon a special study of all past resolutions. It was adopted at the 1932 convention and further revised and adopted July 1934 at the convention in Washington. It may well be the subject of study and discussion by every school faculty. Classes in every teachers college should study it care- fully. It should be a part of the personal library of every candidate for teaching. [Order reprints of this four-page feature from THE JOURNAL of the National Education Association; $30 per 1000; $4 per 100; 20 for $1; Volume 23, Number 6; October 1934 1 copy, 10c. No. 23169.) 169 SE yl ee Ee eT A gE Rl Te a be _ ~ RRs es DR tp Gee aK De a Fe adopted by the Association. |This code will be found in the May 1932 issue of THE JOURNAL. For a more complete dis- cussion see Research Bulletin of the Na- tional Education Association, Volume IX, Number 1, January 1931, entitled “Ethics in the Teaching Profession.”’ | Associations—Teachers in every de- partment of education shall have the right to organize within their own groups in order to give them a voice in school policies and management. Part III. Loca. scHooL systEMs— The National Education Association be- lieves that the continuous maintenance of efficient local school systems is of fundamental importance. Conditions in every school must be such that children and teachers may work together with the maximum of effectiveness. Financial support—A modern pro- gram of education requires generous sup- port from public revenues. Local districts should add to state and national sources of income the funds necessary to provide a complete program of education. Unit of administration—To the end that classroom instruction may be most effective, the local unit of school control should be large enough to justify the em- ployment of men and women with special training in educational leadership, ad- ministration, and supervision of instruc- tion. Outside the urban areas this unit should be large enough to provide an educational program commensurate with rural needs. Distinction of functions — There should be general recognition of the dis- tinction between the lay control of public education and the professional adminis- tration of schools. Lay boards should not nullify expert services by unnecessary in- terference with the professional activities of their employees. School budgets — School budgets should be prepared by the school superin- tendent and his staff and presented to the board of education for consideration. There should be no retrenchment in school budgets without due consideration both of the immediate and the ultimate consequences. Where genuine economies seem advisable they should be made with the advice of the professional staff. Edu- cation should be one of the last govern- mental functions to be restricted or cur- tailed. Basis of selection and promotion —All teachers should be selected and promoted on the basis of their profes- sional qualifications and attainments. Schoolboards—Local and state boards of education should be chosen on 170 a nonpartisan basis, selected at large from the area which the board is to serve, and granted terms of office of such length For Faculty Meetings big POINTS developed in this plat- form concern every educational worker in the nation. These statements influence legislation. They influence the decisions of city and state superintend- ents of education. They are studied in thousands of faculty meetings and teachers colleges. ‘Here are a few sug- gested topics for discussion: [1] Which points in this platform appeal to you as most important? [2] Into what main divisions is the platform divided? [3] Do you agree with the order in which these divisions are arranged? [4] Who should prepare the school budget? [5] Why is educational interpreta- tion emphasized? [6] What minimum preparation for mended P [7] What is the attitude of the As- sociation toward federal aid, radio, and parent-teacher associations ? standard of teaching is recom- and arrangement as to make it impossible to choose a majority of the board at any one time. Curriculums—tThe educational pro- gram should take into account the inter- ests, needs, and abilities of individuals. It should prepare pupils for cultural, vocational, recreational, and civic re- sponsibilities. Educational interpretation — The educational program today needs the ac- tive support of all citizens and organized community agencies. Educators should make a practise of keeping the aims, practises, and achievements of the schools constantly before the public. Part IV. THE STATE AND EDUCA- TION—The National Education Associa- tion believes that the control and the organization of education are state func- tions. Upon the state fall the major re- sponsibilities of organizing a system of schools, preparing the teachers, providing adequate financial support, and main- taining the necessary educational stand- ards. The quality of future citizenship depends largely upon the effectiveness of the state in discharging these functions. State school systems—Each state should provide and support from public funds a system of free schools, beginning with the nursery school and extending thru the university, with a full school day, a full school year, and class enrol- ments not to exceed thirty, with provi- sion for special attention to groups of exceptional children. Adult education—Opportunities should be provided for adults in every state to enrich the cultural aspects of life, to prepare for parenthood, to develop personal talents, to improve or to re- educate vocational abilities, to remedy deficiencies in education, and to learn the responsibilities of social life. Rural education—Children in rural communities should be provided with an education as generously supported as that given to urban children. State and national school authorities are urged to study curriculum needs and possible ad- ministrative reorganizations, particularly of rural education. Special education—Gifted, excep- tional, and handicapped children should receive instruction, guidance, and special care in accordance with their respective needs. Surveys by local, state, and _na- tional authorities are needed to provide the basis for an adequate educational program for these children. Guidance—Provision should be made for systematic programs of guidance and counseling in state school systems. The programs should be balanced so as to in- clude the educational, the social, and the vocational problems of the individual student. Such programs should be in charge of competent persons, especially equipped for the work. Vocational education—Every state | should provide a complete program of vocational education for youths and adults. Classes should be organized and maintained as integral parts of local school systems. Parttime and evening classes should be provided wherever necessary. Teacher preparation — Upon the character, preparation, selection, place- ment, and freedom of the teacher de- pends in large measure the ultimate suc- cess of education. It is important that the preparation of teachers should be ade- quate, rich in professional and subject- matter centent, and adapted to the de- mands of actual service. Certification standards — Profes- sional and academic requirements for be- ginning teachers should be increased and enriched in many states. The minimum standard recommended by the Associa- tion is four years of preparation beyond the high school. Tenure of service—There should be legislation to protect teachers from en F nmeaetn noida SR Rr discharge for political, religious, personal, ( or other unjust reason, but the laws should not prevent the dismissal of The Journal of the National Education Association tea DS of nities every f life, velop O re. medy N the rural th an > and ed to e ad- arly xcep- ould ve cial ctive 1 na- ovide ional made e and _ The to in- d the idual ye in cially State | m of and 1 and local ening rever 1 the ylace- r de- > suCc- at the ade- bject- e de- rofes- or be- d and imum socia- ~yond hould from sonal, laws al of ciation | teachers for incompetence, immorality, or unprofessional conduct. Retirement systems—To promote efficiency in public education every state should adopt a sound plan for the re- tirement of aged and disabled teachers. School finance—Adequate support of a modern system of schools requires a system of taxation which conforms to the best theory and practise. Continued research should be made to find and to disseminate facts about the best sources for local and state governmental rev- enues. Such unbiased studies of public finance should be followed immediately by legislation which will provide ade- quate support for education. The units of taxation and the distribution of public funds should insure a reasonable mini- mum education for every child. State departments of education— It is an obligation of each state to pro- vide a state department of education equipped to certify as to the adequacy of local programs of education in meeting state standards. This state department should, thru experimentation and thru personal leadership, stimulate local com- munities to provide increasingly more adequate programs of education, to the end that the state minimum program may from time to time be advanced. State education associations—The splendid growth and development of state associations for teachers is hailed as evidence of an alert profession. Under wise leadership these groups can be sources of strength to the educational programs of the states. Part V. NATIONAL RELATIONS IN EDUCATION—The National Education Association believes that there are func- tions in the education of children which only the national government can dis- charge. General recognition should be given to the federal government’s obli-, gations to unite, to guide, to stimulate, and to support education in the interest of a high type of national citizenship. Federal aid—Funds should be pro- vided by the federal government to assist the states in making an adequate educa- tion available to every child and adult. Special funds should be available to pre- vent the interruption of education in areas devastated by floods or other wide- spread disasters. The several states should use these funds for the foregoing purposes without federal dictation. Education by radio—Legislation should be enacted which will safeguard, for the uses of education, a reasonable share of the radio broadcasting channels of the United States. State and national school officials should develop the tech- nics for using the radio effectively in edu- cation. Qualifications for naturalization —The minimum requirement for natural- ization should include the ability to read and to write the English language un- derstandingly; a general knowledge of American local, state, and national gov- ernment; the desire to exercise the right of suffrage; and evidence of mental and economic competency. Provision should be made to receive all persons into citi- zenship with suitable ceremony. Department of Education — The federal government should promote edu- cation in the states by the dissemination of authentic information on problems of general educational concern. The Asso- ciation believes that this service can be rendered best by a Department of Educa- tion with a Secretary in the President’s Cabinet. Office of Education—The research activities and informational services of the Office of Education deserve the sym- pathetic interest of all teachers. Until Congress establishes a Department, the funds of the Office of Education should be augmented to the end that its efforts may be increasingly effective. @ <> Parent movements—National movements among parents to safeguard the welfare of children and to bring the school and the home in closer coopera- tion should enlist the enthusiastic sup- port of teachers. Illiteracy—The number of persons who are illiterate, or who use the funda- mental skills with great uncertainty, presents an insistent challenge to laymen and teachers alike. Illiteracy defeats the purposes and practises of democracy, and hinders the development of world understanding. The Association com- mends local, state, and national efforts to eradicate this menace to national progress. Part VI. INTERNATIONAL RELA- TIONS IN EDUCATION—The National Education Association believes that im- provement in communication, interna- tional business relations, and social inter- course have established many common international interests. In view of these actualities, education should prepare children and adults for cooperative living in a community of nations. International exchange—Provision should be made for the exchange of stu- dents, professors, and educational pub- lications. State school legislation should make such international exchanges pos- sible and effective. Curriculums—A modern program of education should include the study of the history, the interests, and the prob- lems of other nations. This study should include such instruments of world under- standing as the organization for interna- tional cooperation, the courts for arbi- tration, and the treaties of peace. World education associations— Local, state, and national associations of teachers should be linked internationally for the systematic exchange of profes- sional knowledge, visits, and conferences. Resolutions for 1934 ELFARE OF CHILDHOOD AND YOUTH—The National Educa- tion Association indorses the rapidly growing practise of stressing in the classroom thru units of subjectmatter and thru projects the cultural heritages of the various national, ethnic, and racial groups. [2] In order to protect children and their educational opportunities, the Na- tional Education Association indorses the Child Labor Amendment to the Volume 23, Number 6; October 1934 national Constitution. ?7 @= > [3] The moving picture is one of the most important means of education to- day. The National Education Association joins other organizations, educational, patriotic, and religious, in demanding a high type of moving picture for the boys and girls of America. The Association hereby records itself as wholly in sym- pathy with the current movement to bring about reform in the moving picture industry and to encourage clean, moral films. Particularly does the Association condemn the showing of stories or scenes which threaten the integrity of the Amer- ican home, ridicule sacred institutions, glorify lawlessness, and make juvenile de- linquency a subject of jest or an incite- ment to imitation. The practise of block booking of pictures to exhibitors whereby worthy pictures and objectionable ones must be taken in lots is recognized as largely responsible for the unsavory char- acter of contemporary moving picture 171 I ee eee a — TO , — eee id eee eee programs and is condemned without reserve. |4| The National Education Associa- tion urges complete and scientific instruc- tion in the schools regarding the effects of alcohol and narcotics on the human body and the social organization, and expresses its disapproval of any false ad- vertising or propaganda on this subject. |5| The National Education Associa- tion indorses the plan of the United States Office of Education for the crea- tion of a Continuing Commission on Youth Problems. The Association recommends the ex- pansion of the educational program of the Civilian Conservation Corps, with the purpose of equipping the boys for regular occupation after discharge. Teacher welfare — The financial difficulties of the schools have been ac- companied by increasing discrimination igainst and unjust discharge of teachers. The need for tenure has never been more imperative. The Division of Research of the National Education Association is strongly urged to assist the tenure com- mittee in its investigations and it is rec- ommended that sufficient space in THE JouRNAL be allotted from time to time adequately to present the cause of tenure. It is further urged that the Committee on Tenure make a report to each annual session of the Representative Assembly. The Board of Directors of the Associa- tion is instructed to provide from current funds the sum of ten thousand dollars to be used when and as needed for the pur- pose of the tenure committee. [2] The National Education Asso- ciation unalterably opposes further re- trenchment in services and activities in the schools and the reduction of salaries. It is convinced that the time has come for vigorous effort to restore both services and salaries to normal levels. Social legislation—Recognizing that ‘proper housing conditions are essential in leading children thru education into the fruition of ethical character and good citizenship, the National Education As- sociation indorses the social policies of slum clearance and of providing sanitary, attractive, and comfortable homes within their means for the underprivileged classes. |2| The National Education Associa- tion indorses the principle of unemploy- ment insurance for all workers, including teachers. It also indorses the payment by the state of pensions to widowed mothers who need such aid. School support and administra- 172 tion—Since the annual income of the nation’s schools has been reduced more than five hundred million dollars, the i es RESOLUTIONS CoMMITTEE is one of the most important policy-de- termining bodies within the National Education Association. Each state dele- gation selects one representative for this committee, which elects its own officers. It is selected one year in ad- vance of the convention at which its report is to be made. This allows time for study and deliberation. Open meet- ings of the committee are held at times announced in the official program. The proposed resolutions are brought to the Representative Assembly in printed form, where they are further discussed and amended before being adopted. The chairman of the Resolutions Com- mittee for 1933-34 was Mrs. Myrtle Hooper Dahl, teacher, Hiawatha School, Minneapolis. National Education Association pledges itself to make every effort to have intro- duced in the next session of Congress and to secure passage of a bill providing a direct grant of not less than five hundred million dollars to be distributed to all public-school districts, according to aver- age daily attendance and lack of ade- quate tax resources. It is understood that this grant shall not entail any federal control of schools. [2] The National Education Associa- tion reaffirms its stand that the major part of local education costs should be borne by the state. [3] The National Education Associa- tion strongly advocates the enactment of scientific tax laws in all the states, to the end that all forms of wealth shall bear their just shares of the costs of edu- cation and government. Pending the re- lease of real estate from the dispropor- tionate tax burden which it now bears, the National Education Association urges educators and lay friends of the schools to engage in the important task of securing equitable assessing. [4] The National Education Associa- tion unqualifiedly indorses the principle that all school affairs, including budgets and the appointment of teachers and offi- cials, should be under the management of school authorities without interference from political or other special groups. [5] The National Education Associa- tion urges its members to be active in informing the public of the purpose and work of the schools, of the facts in regard to school costs, and of the effects of pro- posed changes. The following avenues of disseminating information are suggested: addressing meetings of organizations, utilizing the opportunities afforded by the press and the radio, and inducing parents and other citizens to visit school classes and exhibits. Prevention of war—War is the greatest menace to civilization. As an important step toward the elimination of war, legislation should be passed by the United States Congress prohibiting profits on the manufacture and sale’ of munitions and other war equipment, Children should be taught the truth about war and its costs in human life and ideals and in material wealth. Tue JOURNAL of the National Education As- sociation should carry frequent articles concerning war, its costs and its con- sequences. National Education Association administration—The National Educa- tion Association has been carried on for years under a cumbersome plan of or- ganization. It is generally believed that there are too many boards, committees, trustees, and directors, whose duties overlap. A committee of seven, at least three of whom shall be classroom teach- ers, shall be appointed to recommend to the meeting of the Representative As- sembly in 1935 a plan of reorganization under the present charter and to con- sider the need of changes in the charter. The Representative Assembly recom- mends that an adequate appropriation be made for this committee. [2] Beginning with the 1935 conven- tion, provision shall be made for registra- tion of members and delegates each day of the convention. [3] The National Education Associa- tion indorses the plan of having one day of special emphasis on rural education in é\merican Education Week, beginning with 1934. Appreciation—The National Educa- tion Association acknowledges the many courtesies and the hospitality of the Dis- trict of Columbia. It extends special. thanks to Superintendent Ballou, the educational staff of the District, the teachers and pupils, the Boy Scouts of America, the Highschool Cadets, the Army, the Marine, and the Navy Bands, the press, the National Broadcasting Company and the Columbia Broadcast- ing System, the headquarters staff of the National Education Association, and others who have cooperated in making successful the seventy-second annual convention of the National Education Association. The Journal of the National Education Association . ur sc fe tc o> jp a_— om wa ae a 6k sted: ions, 1 by cing ‘hool the Cia- n in ling 1Ca- any Jis- cial. the the , of the ids, ‘ing ast- the and ing ual ion tion ee Organizing in the State for Better Schools AM GOING to tell you what we have done in Florida, but before do- ing so I want to tell you something about the school laws in the state of Florida. We operate under a county unit system. We have a county superintendent and a county schoolboard composed of three members. They have supervision over all the city and county schools. Therefore, in re- ferring to a county I| have reference also to our city schools. Our legislature met in April and May 1933. 1 spent some four weeks of my time at that session of the legislature and discussed the school situation with the various members. I told them that it would be necessary for the state to pro- vide at least six hundred dollars a year for teachers if it was going to pay the teachers of Florida a living wage, and operate the schools for eight months. In almost every instance this would be the reply, ““‘We are in favor of schools but where are we going to get the money? Besides, you know that the people of Florida expect to have their taxes re- duced.” I heard that story so many times until I almost believed it myself. But after that legislature adjourned, I checked up on them and found that this is what they did—they did not reduce one single tax except the automobile license tag, the receipts of which go directly to the public free school system. That tax they cut 40 percent. Then I went back to Miami, and prepared a budget for the schools of Dade County. I was told by the chair- man of the budget commission that it would be necessary to reduce the op- erating expenses of the schools this year because the people were unable to pay to operate them as they should be. At their request I reduced the school budget 10 percent. About two weeks after that, the chairman of the budget commission invited me to the court house. He was in session with the board of county commis- sioners. I walked into the office and this is what he said to me: “We find that it is going to Be necessary this year to in- crease the County Commissioners’ bud- get $250,000 to repair roads and we want to know if you will not reduce the Volume 23, Number 6; October 1934 HENRY FILER President, Florida Education Association school budget so that there will be no general increase in taxes.” I, of course, refused but the taxpayers paid $250,000 more last year for roads. After that happened we decided it was time for the school people to fight. In September I called a meeting of all the teachers in Dade County and told them at the meeting what had happened and told them that I was ready to lead the fight not only in Dade County but in the state of Florida if they would support it. They voted unanimously to do so. We then elected a committee of fifteen to draw a constitution. Ten members were teachers and five principals. We named it the Florida League for Better Schools, each county being a unit. In Miami it was the Dade County Union of the Florida League for Better Schools, the object of that organization being to elect senators and representatives and other state officials who would support a radical program for the public free school system in the state of Florida. We stated in the constitution that we could not enter into local politics concerning schoolboard members, county superintendents, and county officers. Our fight was with the legislature and state officials. To become a member of that organiza- tion all you had to do was to sign a pledge card agreeing to register, pay your poll tax, and to vote for the candidates who would support the public-school system. To this meeting we invited a represent- ative from both of our newspapers, and the next morning out over the Associated Press there went an article stating that the teachers in Miami had gone into politics, and that Mr. Filer was going to carry the fight to every county in this state. And day after day from that time until June of this year, or almost every day, there appeared articles in the local press or in.the press somewhere over the state about the school teachers entering into politics. It was not more than three or four days after our first meeting until I re- ceived telegrams inviting me to speak in the various counties of the state. So upon those invitations I did visit cer- tain counties. In only one county in the state did we have a school teacher as a head of the organization and that was in Dade county. In every other county in the state the presidents were American Legion members, Rotary Club members, Kiwanis Club members, PTA members, citizens who were not school teachers. Shortly after we started the fight we were fighting the governor, the press, the state road department, and all of the politicians of the state. They first ac- cused me of running for the legislature of Florida. I denied that. Then they ac- cused me of running for state superin- tendent, and I denied that. Then they came out and said I was running for the governorship of the state of Florida; | denied that. At about that time Miss Gray wrote me a letter inviting me to speak here this morning. So I carried that letter with me and would have it read by some teacher. When they were thru reading it, I would say, ““Now they are all wrong about this. I am running for President of the United States.” And so I would answer them and fight backwards and forwards. The governor would come out and say he was going to remove me from office, and I would reply that that was his privilege. Then he would wonder why I was traveling over the state, and I would answer him that that was my privilege. One day some other state official would say something about me and I would answer that; the next day it would be the governor; the next day it would be some member of the senate, and away we went, and away they talked about a school teacher enter- ing into politics. I had cooperation; the publicity I de- sired. When the school teachers went to pay their poll tax, we would go in a body, five hundred teachers. We would go down at one time to the court house and take their pictures and put it on the front page of the newspapers, and there would be a heading—‘School Teachers enter into politics—a political organiza- tion.”” My reply to that was always that I was willing to admit that in the breed sense of the word, that the Florida League for Better Schools was a political organization, but as the word was com monly used it was not true, because we were fighting for the greatest of all American institutions—the free public- school system; we were not interested in 173 wibers ~ : : nS ee ae es tS a ee pte yx en any individual. It made no differ- ence to us who was elected to serve us as senator or representative or governor; all we wanted to know was that they were 100 percent in favor of the free public-school system, and that they were as honest as you could expect politi- cians to be. After fighting for three months, one morning I woke up and found myself president of the Florida Education Then— and really I think possibly this is the reason we won our battle—after my election as president I called a meeting of the directors of the Florida Education Association, the Ways and Means Com- mittee, the state schoolboard members of the association, the state officers of the parent-teachers association, representa- tives from the American Legion, and sev- eral other citizens, and I said, “We must have a program. We cannot go back to Tallahassee, our capital, next time the legislature meets without having some- thing definite, some source of revenue where we can get this money.’ So we worked on that idea steadily, almost daily, and we asked for a fourth of the gasoline tax, enough to raise our revenue to seven and one-half million dollars, which would guarantee every teacher in Florida six hundred dollars a year from the state, and of course the counties can add to that any amount they wish. Then we prepared a letter to send to the candidates running for office and this is about what the letter stated: Association. [1] Are you in favor of a seven and one- half million dollar appropriation ? [2] If after you have been in the legisla- ture for thirty days and if you are unable to work out some program, and if no one else in the legislature is able to work out some pro- gram that will produce our seven and one-half million dollars, will you agree to take the program of the school people? Well, the candidate was on “the spot,” as you might say. If he was for the schools he had to admit that our propo- sition was fair because we did not tell him he had to take our program except in case he failed. The results were that every man run- ning for the legislature in Florida agreed to that program except two. Only two that I know refused and both of them were most gloriously defeated in their county! We elected some five school teachers to go to the legislature, and three days before the election, on June 2, the governor of the state of Florida 174 Teachers are citizens. Do you vote? came out over the Associated Press, after we had all candidates pledged for the senate and house, and said he was in favor of the school program also. So we won our battle. We were very particular not to select any candidates. We tried to get every man who ran for office not to tell us he was in favor of the program but to write us a letter. We wanted it in black and white. “We are going to file it in the office of the State Education Association in Tallahassee, so that in case you forget at the next session, we will just remind you of what you signed.” And we had it written down. Now there is lots of work to this. I traveled some fifteen thousand miles. I would drive perhaps five hundred miles to make a speech one night, get up the next morning at five o’clock and start again. Our school teachers in Tampa and Miami published a newspaper and you should have seen the advertising those candidates paid for in those news- papers. The teachers in both those cities made a good profit publishing a news- paper. If you put on a fight like that in your state, you will be criticized, but never object to criticism. The only way in the world that you can defeat a lady in argument is to stop talking. As long as you talk she will win. The very minute the politicians stop criticizing, you are in trouble. So if I could not get publicity any other way I would do something radical, say something and start them up again. I want to tell county superintendents of schools and schoolboard members my experience, in a very few words. I served as a member of the Dade County School Board from 1920 to 1930. As a matter of fact I have been in the office continu- ously since 1920, but for ten years I worked as hard as any man could work. In spite of all I would do, almost every week I would hear a story of some school teacher criticizing the situation in the schools and I could not under- stand as hard as I was working why the teachers would criticize, One day, deciding possibly | was wrong, I called all the teach- ers to a meeting. I said to them, “T have worked hard for ten years to improve the schools, but for some reason or another you do not appreciate it, and I have de- cided that I am the reason for that because I have not told you all of the story about all of Flor- ida and our school situation. I want you to appoint a committee and come down to the schoolboard office and let us go into details. I want to educate you as to the conditions of our schools.”’ And from that day until this I have had the sup- port of all the teachers in our county. They know the school situation. So if there are any county superintendents, or city superintendents here, or school- board members, the first thing you will have to do is to go home and get right with your teachers. I do hope that we will carry this fight on. I am ready for Florida to lead a fight to elect United States senators and representatives to come to Wash- ington who will support the schools, and I know from experience that after you elect your senators and representatives and governors, that there is no use send- ing telegrams to them after they are in office. There is no use signing petitions and sending to them. There is no use passing resolutions. It does no good. I have tried it. What you have got to do is to elect the right man before he leaves home. When you do that you will win the battle. Do not get a man who is in favor of a beer bill, and a road bill, or something like that, and expect him to put over some school program, because he just will not do it and you cannot make him do it. It is not a disgrace for a school teacher to vote. It is wrong for any school teacher to criticize any public official unless the teacher votes. He has no right to criti- cize otherwise. I will go further than that and say that in my opinion it is a mighty poor school teacher that will teach citizenship all day and then fail to vote himself. We have started in Florida. Let us make it a national fight. Let us send the proper men to Congress, to the House and to the Senate.—Address before the National Education Association, July 3, 1934. The Journal of the National Education Association os ee aaa SCOT Ram ener aR ERR 5 een ref. Mn in der- king Cize, ly I ach- rem, ten but u do - de- for you *lor- you own S go is to rom sup- nty. 0 if ents, 1001- will ‘ight this lead itors ash- and you ‘ives end- e in ions use d. I 9 do aves win Ss in |, or n to ause inot cher cher the riti- han is a will fail us the yuse the y 3, tion SRT TT EE a ti ee el all aur School Programs—American Education Week Louise PAuLus Auditorium teacher, Oran M. Roberts School, Dallas, Texas Teachers and fellow-pupils: You all know this is American Educa- tion Week. We have Fire Prevention Week, Thrift Week, Good English Week, and many others, but none of them is as important as American Education Week. We are glad that we now have in our schools more than reading, writing, and arithmetic. We so much enjoy the art, music, physical training, supervised play, and lessons on thrift, health, and safety. [2] Music—Use what is available in the school—violin, orchestra, piano, har- monica band. About five minutes. [3] Talk by pupil—Madam chair- man, teachers, and pupils: This is Amer- ican Education Week. How different is education now from what it used to be when our grandfathers and grandmothers went to school in the little log school- houses! And they probably had to walk miles to get there! [4] Pledges, song, and message —|Pupil enters and says:] Of course everybody should know how to read and write, but that won’t make good citizens out of people all by itself, and our country needs many good citizens— people who love their flag, obey the laws, wish to make their cities beautiful, and desire to make everybody happy and safe. So now we want the entire assembly to give the pledge of allegiance to the flag, to sing one verse of “America,” and then to say the safety pledge. After that, we shall have a message from Uncle Sam. [Enter pledge leaders, song leader, and flag bearer. | [a] Pledge of allegiance to the flag—All together: 1 pledge allegiance to the flag of the United States of America and to the republic for which it stands— one nation, indivisible, with liberty and justice for all. [b] Song: “America.” [c] Safety pledge—All together: I will work for the safety of others as I would want them to work for my safety. I will try to be careful all the time, every- where. I will not take unnecessary chances of getting hurt and will warn others against doing so. I will do my part to help reduce the number of acci- dents this year. All this I will do for the sake of humanity and for the honor of my school. [This safety pledge is the one used by the Dallas schools.| (3 apes 2-4—Talk by chairman— Volume 23, Number 6; October 1934 [d] Message from Uncle Sam— Enter Uncle Sam, and four other boys. Uncle Sam: You boys all stood up and gave the pledge of allegiance to the flag today, did you not? Boys: Yes, sir. Uncle Sam: Then you [to first boy] by the careless driving of an automobile caused a wreck this afternoon. And you [to second boy] threw a rock and broke a window in your school building. While you [to third boy] went out to the park and picked flowers and trampled the grass under foot. And [to fourth boy| didn’t you beg your dad for fifty cents, which he had worked hard to earn, and which you squandered in five minutes for candy, chewing gum, and a poor movie? Now, didn’t you? [To all.] Boys: [Hanging their heads] Yes, sir. Uncle Sam: Boys, patriotism means more than just to salute the flag. It means more than the singing of patriotic songs. It means respect for the rights of other people. It means respect for property and obedience to law and order, To de- stroy property is disloyal to the flag, and to disobey the laws is disloyal to that citizenship for which the flag stands. [Exit all] [5] Health Parade—|Enter one pupil who says:] We all know that no matter how smart people are, or what good citizens they may be, unless they are strong and healthy, they cannot be very happy. I shall bring in for you my Health Fairies. [Enter eight pupils dressed in fairy costumes. They sing to tune of “Old Black Joe.”] Gone are our pains; our aches have disap- peared ; Gone all the maladies, the things that you have feared. We’re all so healthy, and we’re learning more each day; And all the health rules that are helpful, we obey. Chorus: We’re healthy, we’re healthy, we’re a happy part of school, We wish that you would closely follow every rule. ; First Fairy: I sleep with windows wide open, And let the fresh air thru; I feel just fine in the mornings. Just try it and see if you do. Second Fairy: There’s a thing I love to do. I do it, I tell you, each day. Why, I'd like to be, right this minute, Out of doors in the fresh air for play. Third Fairy: That I drink four glasses of water, Is what I have come to say; I find that it adds much to health, And makes me feel better all day. Fourth Fairy: I drink sweet milk every day; You all like sweet milk, I am sure, When it comes right out of the ice box, So rich, so yellow, so pure. Fifth Fairy: Will you listen to me a wee bit? I have something important to say: To add very much to my health, I brush my teeth twice every day. Sixth Fairy: To keep the bright look in my eye, To keep the red glow in my cheek, I get soap and also my towel And take more than one bath a week. Seventh Fairy: Now, of course, we all eat potatoes; They help make us healthy, we feel, But lettuce and spinach and carrots Should also be part of our meal. Eighth Fairy: Every day I eat some fruit; That’s really a pleasure, you know. The orange, the apple, the grapefruit, All help me more healthy to grow. [All sing chorus again. Exit.] [6] Acrostic—American Education: While any good march is being played, eight pupils dressed in white enter very slowly, one at a time, carrying large let- ters in black and line up across the stage to spell the word “American.” Then nine more pupils enter, one at a time, and kneel in front of the line and with their letters spell “Education.” Throw on a red or other colored light. [Curtain | Grapes 5-7—Talk by chairman— Teachers and fellow-students: This is American Education Week. Our nation celebrates Christmas. Why? Because it gave us our religion. Our country cele- brates July 4. Why? Because it gave us a free nation. Now we are observing American Education Week. This is the only time in all the year when our whole country is called upon to dedicate itself anew to the great task of education for citizenship and for democratic living. It has been well said that “Education has come to be nearer to the hearts of the American people than any other single public interest.” But how different is our education of today compared to that of our grand- fathers and grandmothers, who used to go miles to learn reading and writing and arithmetic, in the little old log schoolhouses! We have added much of interest, of worth, and of pleasure. We are realizing more and more that educa- tion is indeed the “bulwark of our na- tion.” MET Bn ee pe Byes: at ee ee [2] Cycle of education — |An- nouncer dressed in cap and gown, hold- ing a scroll, comes in front of the cur- tain, over to right side of stage, and says: | The adequate education of youth is one of the few paramount duties of an government. Education is an equipment for worthwhile living. It places upon the possessor the obliga- tions to make use of it for the best in- terests of his fellows. It is the mainstay of our national security. You will now behold the Cycle of Education. |Curtains are drawn, disclosing “‘Edu- cation” sitting on a throne. Enter the Three R’s—three girls dressed in white and holding in front of them pasteboard R’s covered with red crepe paper. They sing to the tune of ‘School Days.’ | enlightened Readin’ and ’ritin’ and ’rithmetic Taught to the tune of a hickory stick, Grandfather says, and he should know That when a boy it was just so; Schools were not filled with knowledge and joy When grandfather was a small boy. |They bow before “Education” and move to one side of the stage. | Announcer: “Music hath charms to soothe the savage breast.” | Enter pupil who plays a short violin selection, bows before ‘Education,’ and moves to side of stage. | Announcer: “Not by its conquests doth a nation live, but by its art.” |Enter girl in smock with palette and paint brushes, bows to “‘Education,”’ and takes place at side of stage. | Announcer: The education of foreign- ers is one of the duties of America. |Enter figure clad in white with letters spelling “English” across chest. Brings in several children dressed as different foreigners, who in turn bow to ‘‘Educa- tion” and take places at side of stage. | vvvw Announcer: Waste is more than loss; the scope of thrift is limitless. [Enter several pupils with saving banks. They sing: | We all try hard to practise thrift, We think it helps our lives to uplift; Thrift at home and thrift at school, Thrift everywhere, it is our rule. WIS PIII IOI SGI Announcer: The king of good health scatters his wealth, and if you care to get your share, just get out and play like these =! [1] Hand stand stunt. Four boys. A and B stand together, facing front. C and D make hand stand, A catching C’s feet, B catching D’s feet. C and D approach from sides. [2] Tower pyramid. Ten boys. Four large boys get on hands and knees. Then three slightly smaller boys mount on backs of these boys, pyramid fashion. Row Three then mounts on Row Two in like manner. Last boy, very small, then mounts on backs of boys in third row, standing erect, waving a flag. [These boys then bow to “Education” and take places at side of stage. | Announcer: Another form of educa- tional work is proper eating for children and adults. [Enter pupil, who bows. | I am very healthy, O Education, be- cause I have learned what to eat. Behold my health friends. |As he claps hands three times, a march is played and there enter in succession small children repre- senting a beet, potato, lettuce, apple, milk bottle, and carrot. Each pupil car- ries in front of himself a large vegetable made of pasteboard and colored with crayolas. They bow to “Education” and take places at side of stage. | Announcer: Dancing is poetry put into motion. | Enter girl in costume who does ‘Military Taps” or any short in- terpretative dance. She then bows and moves to side of stage. | Announcer: There is no good reason why there should be any illiteracy in these fair United States of ours. | Enter pupil draped in black with “Illiteracy” in white letters held across her chest. She stands in center of stage while girls in white dresses, red caps, and with blue streamers on arms, come in one at a time, and hand to her placards marked “Night Schools,” “Opportunity Schools,” and the like. They then remove the placard “Illiteracy,” and each in turn bows before “Education” and_ takes place at side of stage. | EEE EEE EE EEE EEEEEEY LR YUE UUUEUeErD eee eEeWYU ie [= VLARNAANANDW eI~IIWMIISZIAIIAIIS ¢ NAAARANALN Announcer: The success of democratic government depends upon the faithful performance by each citizen of his public duty. |Enter boy, who says:| I am a citizen of America. As such, I am an heir to all her greatness. But do I want only those things which come to me by in- heritance? What can I do to make my- self a worthy citizen? I'll keep my body healthy; my muscles I'll make strong, I'll not cheat or gamble; I know they both are wrong. I'll do what I can to serve, not live upon my neighbor. I'll do some useful work and will not mind the labor. I'll not degrade America’s chil- dren; I'll always do my share to help to make her beautiful; I'll help to keep her fair. I'll try to do my very best to be a manly man. I'll try to make my coun- try feel I’m a true American. | Bows to “Education.” Exit all, or curtain.| [3] Acrostic: American Education— |Seventeen pupils enter, one at a time, and after saying their lines use the for- mation described in item 6, grades 2-4.| A standsforachievement. What have youdone? Were you winner or loser, when the race had been run? M stands for manhaod. Be manly and brave, Help the unfortunate people to save. E stands for effort; try with might and main The love and respect of good people to gain. R is reliability, both at home and at school. Can they count on you to follow the rule? I is for ignorance, against which we fight; To get it crushed, we try with our might. C is for civic improvement we need. Improvement of streets and parks we heed. A is appreciation of all things that are true; Watch for these and you'll find quite a few. N is for national pride and goodwill; With love for our country our hearts we fill. E is education, equal for all, In the city for John, in the country for Paul. D is dependability; without it, you see, No part of a man could you e’er hope to be. U stands for union, in which there is strength; To accomplish this thing, you must go your full length. C is for citizenship noble and strong; Love your country; do it no wrong. A is for altruism, regard for your brother. Each of us must help one another. Can you be trusted, is your mind pure ? I is for illiteracy we’re going to stamp out; Ignorance you must help to rout. O is for obedience to law and rule. Be mindful of small things, at home or at school. N is never to lie, to cheat, or to steal. To do any of these things brings folks here today. [Ten boys CHRISTMAS FOURTH OF woe and weal. dressed in white trousers, white DAY JULY [Miss Frances Beard, former chair- shirts, and black ties do stunts, like the following, while any good march is being played. | 176 BPIYIIVIU III III SY AMERICAN EDUCATION WEEK man of the auditorium section of the Dallas Public Schools, is responsible for THE JourRNAL’s obtaining this helpful material. ] The Journal of the National Education Association T is for trustworthiness, I feel sure. ° mer es Tatic thful ublic im a heir only y in- my- body rong, they n to ll do 1 the chil- Ip to ) her o be oun- VS to main gain. ol. rule ? it ; ht. heed. true; few. e fill. Paul. o be. igth ; you ong, no your ther. sure. nind rout. rule. » at teal. ings \air- the sible this ion Testing Candidates for Congress JoHN K. Norton Chairman, Joint Commission on the Emergency in Education URING the past year the federal D government executed an about face on the issue of federal emer- gency aid for education. A shift was made from a policy of doing nothing to aid edu- cation in the financial crisis to one which involves a sincere and increasingly intel- ligent effort to mitigate the current diffi- culties of the schools. It is worthwhile reviewing some of the high points of this shift in policy. In November 1933 the United States Commissioner of Education summoned a National Advisory Committee on Federal Emergency Aid for Education, consist- ing of representatives of the National Education Association and more than thirty other national lay and professional organizations. This committee empha- sized the need for federal aid and drafted a six-point program, which outlined the types of assistance most needed. In February 1934 the Federal Relief Administrator announced that it was his purpose to use relief funds to employ teachers in communities up to 5000 in population which were unable to main- tain normal school terms. This decision resulted in the distribution of $17,000,- 000 in thirty-three states, in amounts ranging from more than $2,000,000 to less than $10,000. The total sum was small, but in many communities it meant the difference between closed and open schools; and for thousands of teachers it meant the difference between unemploy- ment and employment. Nearly a half- million children attended schools financed a part or all of the year by federal funds. The Relief Adminstration has also financed a number of new departures in education. This pioneering gave employ- ment to 46,000 needy and jobless teach- ers, and demonstrated types of educa- tional activities which are destined vitally to influence future educational history. Under this program $8,000,000 was expended for adult education and nur- sery schools. More than 600,000 adults were enroled in courses concerned with general education; 109,000 illiterate men and women attended classes designed to remove their disability; 203,000 adults enroled in classes in vocational educa- tion; and 20,000 fathers and mothers enlisted in courses in parent education. The nursery school movement was greatly Volume 23, Number 6; October 1934 advanced by the establishment of suffi- cient preschool classes for 61,000 young children. In the colleges of the nation, 75,000 needy students were provided with part- time subsistence jobs, financed with $7,000,000 of federal funds. The sum of $2,500,000 was allotted for the educa- tional program of the 1500 Civilian Con- servation Corps camps. This permitted the initiation of one of the most inter- esting educational experiments ever at- tempted on a nationwide scale. Approximately $75,000,000 of federal money was lent and granted to states and localities for the erection of school and college buildings. This prevented school building programs from coming to a com- plete standstill in some communities. The foregoing sums do not include the regular appropriations, totaling more than $10,000,000 expended for colleges of agricultural and mechanical arts, vo- cational education, and rehabilitation; nor do they include sums expended for regular extension courses of the federal government and the large but undeter- mined sums of federal money made avail- able thru CWA for school building re- pairs and replacements. The allotments for emergency aid to the schools during 1933-34 were inade- quate in amount. Areas of severe educa- tional need were neglected. In some in- stances the funds were administered in a manner which seriously interfered with the continuous and effective operation of the projects receiving assistance. The shining fact exists, however, that the schools are not nearly as forgotten as they were a year ago. The emergency allotments represent but a small fraction of the total educational budget. Their effect was crucial, nevertheless, in main- taining educational facilities and morale in many communities and even in some whole states. It is of large significance that an ex- pansion of these educational relief activ- ities is now being planned in Washington with the assistance of educational advis- ers. This represents a great advance over the situation of only a year ago. Educa- tional leaders were then vigorously urg- ing and hoping that the federal govern- ment would come to the aid of the schools. The rebuffs these leaders were receiving, however, did not justify expectation that such action would soon be taken. The plans now being drafted fore- shadow some of the areas of emphasis for 1934-35. Better means are being de- veloped whereby the federal govern- ment may determine the sums needed to keep schools open in hard-pressed states and localities. The Acting Administrator of the Relief Act has announced that 40,000 needy teachers will be employed to teach adult education classes. A five-point program will reach 2,000,000 unemployed adults in literacy classes, vocational training and rehabilitation, and general education. Money is to be made available to the states to employ supervisors to assist local superintendents of schools in devel- oping various phases of this emergency program. Summer school classes were conducted to prepare these supervisors for their work. The emergency nursery schools will also continue. By the end of September it is expected that forty states will have organized preschool classes with trained teachers from the ranks of the unem- ployed. Funds to pay both teachers and supervisors will be allotted from the fed- eral relief appropriation. The decision has been made to increase from 75,000 to 100,000 the number of needy college students, receiving work relief wages. During the coming year, emphasis will be placed upon the em- ployment of these students at work edu- cationally advantageous to them and socially valuable to the institution and community. On July 15, the President issued an executive order for the development of an emergency apprenticeship program for graduates from high schools, aged sixteen to twenty-five. This opens the way for a nationwide plan for the training of ap- prentices in skilled trades. In this action, we have an emergency approach to a vocational problem of long standing. Along with the CCC camps, which are to be continued and expanded, this ap- prenticeship program promises to lay the foundation of an educational plan adapted to the needs of large groups of youths who at present fail to receive ade- quate preparation for life in an industrial civilization. The foregoing briefly sketches the rela- tion of the federal government to educa- tion as we approach a national election, involving a majority of our representa- tives in Congress. In this situation, it is more important than ever that the friends of education should know the attitude of candidates for Congress on questions affecting the welfare of schools and col- leges. State and local educational organi- zations should provide facilities whereby all friends of the schools may know the viewpoint of each congressional candi- date. The methods whereby this may be accomplished will vary in different states and localities. It is clearly an important duty of educational organizations every- where, however, to see that each candi- date for Congress is made keenly aware of the needs of the schools, that his atti- tude on this issue has been unequivocally stated, and that every supporter of free public education knows what this attitude is before election day. What are some of the measures that may be used in appraising the educa- tional platform of a candidate for Con- gress? First, he should at least approve the principle of granting federal emer- gency aid in adequate amounts to keep educational institutions open and operat- ing at a reasonable level of efficiency thruout the depression. This involves ap- proval of the emergency aid already granted, altho it need not, and probably should not, require approval of the form in which this aid has been given, nor the procedures followed in distributing it. Candidates who merely fulminate about the unconstitutionality of federal aid for education and the dangers of fed- eral control are probably poor educa- tional bets. If at this stage they are unable to recognize that the depression created a situation which justified emergency aid for education on the part of the federal government, it is probable that they are uninformed, or have been instructed by selfish interests as to how to think on this matter, or are socially obtuse. In any case, they deserve to flunk so far as their attitude on education is concerned. Second, it is desirable that a congress- man recognize the need of increasing the amounts available for emergency educa- tional aid, and particularly that he stand for granting this aid in a manner which involves a minimum of interference with the efficient operation of the schools. Specific appropriations of emergency aid for education, rather than allotments in- cidentally made from general relief funds, are desirable. The administration of these funds should be in the hands of those familiar with educational practises and procedures. A congressman who recog- nizes these facts should receive a passing mark and rank above one who merely qualifies on the first test. Third, there will be candidates for Con- gress with sufficient courage and social understanding to recognize that federal aid for education, not merely as an emer- gency but as a permanent policy, is in- evitable. They will understand that our economic and social life has reached a stage of development when federal aid for education is as logical as was local taxation for free schools a century ago. They will be anxious that the federal government assist the states in providing a national minimum or foundation pro- gram of financial support in every school system, under safeguards which require proper financial effort on the part of each state and involve a minimum of federal interference in the control and management of the schools. Congressmen who can meet this third and highest test are abreast of the educational times. So far as their attitude concerning the rela- tion of the federal government to educa- tion is concerned, they deserve to pass with high honors. Mass Meetings—American Education Week EMBERS of the NEA at the Wash- M ington convention showed their determination to interpret the schools to the people in a more emphatic manner. They did this by a »pting a motion in the Representative | ssembly calling upon parents and teachers to organize mass meetings and other dem- onstrations on Thursday [November 8] of American Education Week, “the pur- pose of which shall be to impress upon the entrenched interests now attacking the public schools the determination of the public to secure sufficient financial support to insure for the public schools at least the educational efficiency of the pre-depression level.” The following suggestions regarding the organization of mass meetings are taken from the American Education Week Handbook for 1934: [1] Write to the Division of Publica- tions of the NEA for the Mass Meeting Packet containing materials which may be used in the preparation of that part of the program devoted to education 178 from a national and general standpoint. Price 50¢. [2] Appoint an American Education Week mass meeting committee to secure the cooperation of local organizations. [3] Ask each organization invited to devote one program of the group itself to a discussion of the principal problems faced by the schools. School officers and teachers may speak at these special meetings. [4] Let the mass meeting be the cli- max of a series of radio programs, news- paper articles, and other publicity de- voted to the emergency in education. Citizens should be invited to the meet- ing with some knowledge of the critical nature of the situation and with deter- mination to take action helpful to the schools. [5] Extend a special invitation to every parent by mail, personally, or thru the children enroled in school. [6] Arrange to have city officials, schoolboard members, and other local leaders take places on the speakers’ platform. [7] In many instances laymen will make the principal addresses of the occasion. [8] Help in the preparation of the ad- dresses may be obtained from the follow- ing articles published in THE JOURNAL: of the National Education Association: Secondary Education for the New Day, Lyle W. Ashby. May 1934, p135-142; The Inter- pretation of Education. October 1933, p178- 192; Education, the Foundation of Enduring Recovery. February 1934, p45-52. [9] Information regarding the emer- gency in state and local schools may be furnished to speakers by the state de- partment of education, the state educa- tion association, and the local school re- search staff. [10] Submit the resolutions and other action taken at the mass meeting to newspapers; ask ministers to read them in the churches; arrange for their dis- cussion at student assemblies; include them in the programs of parent-teacher associations and in other ways familiar- ize the people of the community with the results of the conference. The Journal of the National Education Association ill 1e d- Pr to m le Pr Our Association at Work A MESSAGE FROM PRESIDENT SMITH—We are upon the threshold of a new school year. What we do with the 30,000,000 children in our charge in the coming year is more important than anything else that will happen. They are the future America! § We do not accept this charge lightly. Because we realize its importance we wish to go at our task with united strength. We wish to be united also to protect our welfare, not selfishly, but insistently. Such a policy will win and hold respect for our profession. § We must continue to strengthen our local and state associa- tions. But analysis of the problems of the teaching profes- sion also leads inescapably to the imperative need for stronger national professional organization. The National Education Association is the organization upon which to build. It is the only agency equipped to deal with the problems at hand. § Dare we meet our responsibilities without united strength? | have pledged myself to a program of action worthy of the support of the entire profession. Will you not cooperate in its realization? HY should I belong to the National Education Association? What does the National Education Association do for me? What is the Association’s pro- cram for 1934-35? What could I do for the profession if I were a member? Isn't it enough to belong to my local and state associations ? These are a few of the questions that teachers ask, questions that every think- ing teacher ought to ask. The purpose of this special feature of THE JOURNAL is to answer them. For three quarters of a century the Na- tional Education Association has been at work upon the problems of the profes- sion. In 1857 the first meeting of the As- sociation was held in response to a call addressed “to the teachers of the United States” by the presidents of ten state teachers associations. William Russell of Georgia, who spoke at this meeting, said: In our individual capacity as teachers, and in our relations as—many, perhaps most of us— members of state associations of teachers, we feel that the time is fully come when our own professional interests, and the educational progress of our country, demand the institu- tion of a strictly professional association of teachers, embracing in its scope and design all who are engaged in our occupation thruout the United States, and having for its aim a faithful and persevering endeavor to enlarge the views, unite the hearts, strengthen the hands, and promote the interests of all its members. Even today it is difficult to formulate a better statement of the purposes of na- tional professional organization. Turn- ing the pages of history since 1857, how- ever, one can evaluate the accomplish- ments of the organized profession. Since then the National Education Association has been one of the most significant in- Volume 23, Number 6; October 1934 fluences in American education. It has been rooted in the state and local pro- fessional organizations. Thru the years it has gained momentum, prestige, and effectiveness which can be created only thru decades of persistent work. Perhaps it was this thought that caused Payson Smith, state commissioner of education in Massachusetts, to exclaim recently: “The National Education Association is the only oganization that binds to- gether and has the possibility of welding together the hundreds of thousands of teachers in this country.” Read this special feature of THE Jour- NAL. Note what has been done. Study the program of action for the year. Let your reading be followed by action. [See p186.] Let us work together to make this the greatest year in the history of the National Education Association—great- est in numerical strength and greatest in achievements. Eacu year hundreds of teachers visit the headquarters of the National Education Association. Here is a group of visitors looking at the page- proof for this issue of THE Journat. For those who cannot come in person, the accompanying photos will provide some glimpses of their pro- fessional home in the nation’s capital. A Program of Action During the year 1934-35 the National Education Association in cooperation with local and state associations will carry out a program including: 1. A vigorous campaign to insure the educational opportunity of every child. This calls for continued federal emer- gency aid in states and communities un- able to maintain schools either because of general economic conditions or the drought. 2.A fearless insistence, backed by action, that teachers are entitled to ade- quate salaries, secure tenure, retirement allowances, and academic freedom. 3. Comprehensive studies of educa- tional conditions thruout the country to determine the needs of the public schools. 4. Increased participation of the teaching profession in the solution of the social-economic problems of our day. 5.An aggressive campaign of pub- licity in newspapers, magazines, and over the air, designed to increase public appreciation of the schools. 6. A legislative service to provide state and local groups with up-to-the- minute information regarding school legislation in the various states. 7. A professional JouRNAL for every teacher, second to none in inspiring con- tent and progressive spirit. This special feature of THE JouRNAL tells what the Association has done and is doing to solve these vital problems. On p159 is President Smith’s own state- ment of his program of action. See also the Association Platform, p169. eg ee SA Pers 8 he ee a eS IR ASSOCIATION AT WORK National Leadership in Education HE National Education Association has furnished national leadership in education for three quarters of a century. There is scarcely an outstanding achieve- ment in education during that time in which the National Education Associa- tion has not played a commanding part. Consider, for example, the work of the Committee of Ten; the Committee on College Requirements; the Commission on the Reorganization of Secondary Education; and the Curricu- lum Commissions of the Department of Superintendence. While this entire fea- ture, Our Association at Work, is a story Entrance of its leadership during recent years, this article singles out a few of the areas in which the Association has recently pro- vided sound national leadership. The Joint Commission Meeting the emergency—the decisive, vigorous program of the Joint Commis- sion on the Emergency in Education has been a potent factor in stemming the tide of educational retrenchment. This Commission of outstanding leaders served as a national board of strategy. It organized 800 representative citizens over the country as a board of consult- ants, held nine regional consultants’ con- ferences, collected facts about the crisis in education, issued bimonthly news-let- ters, sponsored radio programs, and made a survey of agencies friendly and hostile to education. Looking to the future—Immediate ac- tion to meet the crisis in education was the first task of the Commission. But about six months ago it was also in- structed to appraise the present situation and to develop a long-term program de- signed not only to facilitate educational recovery, but to remedy fundamental weaknesses in the educational structure which were inherent, if not so obvious, before the depression. Some of the prob- lems to which the Commission, therefore, turned its attention are: First, the determination, in coopera- tion with the public, of the kind of edu- cational program needed and desired. A pamphlet entitled Evaluating the Public Schools [publication financed by Phi Delta Kappa] for use in community dis- cussion groups has been prepared. It 180 discusses such questions as these: Is the basic princi- ple of universal edu- cation at public ex- pense valid? At what should * point education at public expense begin? At what point should education at public ex- pense end? What are the points of strength and weak- ness in the American public-school system? What principles should govern the financing of the public schools? Second, the compilation of a directory of all national deliberative committees in education, which, for the first time, furnishes information concerning the 250 educational studies now in progress or recently completed. Knowledge of what was already being done was essen- tial before a comprehensive program of educational recovery could be planned. This study is published as the September Research Bulletin of the Association. Third, the continued study of school finance. A first step was taken in August 1933 when the Commission sponsored the National Conference on the Financ- ing of Education. The School Finance Charter prepared by this Conference is the best short statement on school finance ever written. The complete report repre- sents the combined judgment of many of the nation’s leading authorities in school finance. It has been widely distributed and used in revising school finance pro- grams in many states. The Commission continues its work during the coming year with an enlarged membership. Federal Emergency Aid The problem of securing emergency federal aid for education in 1933-34 was one which required national leadership of a high order. See p181 for the Asso- ciation’s part in that campaign. The As- sociation’s leadership in the area of fed- eral relations to education will be needed even more during the coming school year. Social-Economic Goals American civilization and education have been rocked to the foundations by the social-economic crisis of the past few years. Because of the imperative need for a guiding chart, the Committee on Social- Economic Goals of America was ap- pointed two years ago. Its first report, one of the most significant ever issued by the Association, was published in the January 1934 JourNAL. It is forward- looking. It was prepared by men of na- tional reputation. It deals with the most vital problems confronting the nation and the schools. It recommends these ten objectives for American life: [1] Hereditary strength [2] Physical security [3] Participation in an evolving culture [4] An active, flexible personality [5] Suitable occupation [6] Economic security [7] Mental security [8] Equality of opportunity [9] Freedom [10] Fair play This report constituted the first phase of the Committee’s work. The next task. in which it is now engaged, is to develop plans for bringing the impact of these ten objectives to bear upon the curric- ulum and the whole educative process. * * * * * * The Association is also exerting na- tional leadership in education thru its committees and departments, thru THE JOURNAL, thru its research program, and thru field work. Tue spacious first floor corridor where visitors are greeted on their arrival at the headquarters build- ing, 1201 Sixteenth Street, N. W., Wash- a oe aa The weekly staff con- ference of Directors and Assistant Direc- tors is being held in Secretary Crabtree’s office. The Journal of the National Education Association —— is 2] | in al — Eee OR ~ Last Year RGANIZED effort wins! Last year federal emergency aid for education kept schools open for hun- dreds of thousands of children in rural communities; made possible emergency educational programs for illiterates, un- employed adults, and preschool chil- dren; and provided or continued em- ployment for thousands of teachers. The National Education Association was one of thirty-two national organiza- tions which joined forces late in 1933 to form the Federal Advisory Committee on Emergency Aid to Education. James N. Rule, Pennsylvania state superintend- ent of public instruction, was made chair- man. After careful study of emergency needs of the schools, the six-point pro- gram, reported in THE JOURNAL last Feb- ruary, was adopted. James H. Richmond, Kentucky state superintendent of schools, was made chairman of an executive com- mittee called the National Committee for Federal Emergency Aid to Education whose responsibility was to carry on the campaign for the six-point program. The National Education Association thru its Legislative Commission—Sidney B. Hall, Virginia State Superintendent of Public Instruction, chairman — as- sisted in formulating this program. The Association also carried the major share of the financial burden which the cam- paign in its behalf involved. In his Annual Report for 1934, Secre- tary Crabtree called attention to the serv- .ces of the National Education Associa- tion to the committee, to $4000 contrib- uted by members of the Association and by local and state associations, to $500 by Phi Delta Kappa, to $1500 thru the American Council on Education, and then made this statement: In the Business Office on first floor work is going forward on October JOURNAL advertising and on preliminary plans for the next convention exhibit. . . . Down the hall is the office of the Secretary’s chief assistant; the postman has _ just brought in the morn- ing mail. Volume 23, Number 6; October 1934 While all these or- ganizations aided di- rectly and indirectly, the big financial load properly fell to our own Association. . . I hope the Association will show its grateful appreciation for the generous support of our state and local affiliated associations. They are hard pressed themselves. They had to make sacrifices in order to help at all. Their contributions made it possible for the Rich- mond committee to remain on guard and to do some of the finest work ever carried on by any committee in the city of Washington. It actu- ally saved the day for federal aid to keep the schools open last year. In addition to the financial contribu- tion of the National Education Associa- tion to the national committee, the head- quarters staff of the Association fur- nished indispensable expert service in the form of fast survey studies, mobiliza- tion of the friends of education, contacts with congressional committees, and cler- ical help. Superintendent Rule said in his Wash- ington convention report: “The National Education Association cooperated with the committee in every possible way. In fact, without the financial and _projes- sional support of the National Education Association the work of the committee would have been well-nigh impossible.” Federal aid for education was not se- cured easily. Superintendent Richmond recounts his experience: The Education Committee of the House of Representatives is very conservative. ... The President was noncommittal, to say the least. ...+ There is no doubt that Congress has changed its views decidedly on the emergency aid for education. A school relief bill would have passed both Houses overwhelmingly last May if it had been permitted to come to a vote. . . . It takes work, patience, time, and a sense of humor, to make an impression upon official Washington. OUR ASSOCIATION AT WORK Emergency Federal * Aid for Education Emergency Aid to Education From Federal Funds in 1933-34 A. To keep school doors open in com- munities where local funds were ex- hausted . $16,500,000 B. For relief of unemployed teachers thru adult education and nursery school $8,000,000 C. The RFC was authorized to make loans to school districts for payment of teachers’ salaries due prior to June 1. 1934, not to exceed $75,000,000 D. Loans and grants from PWA for the erection of school buildings $75,000,000 E. Expenditures from CWA for re- pairs and improvements on school build- activities ings . . $60,000,000 F. Scholarships for needy college students $6,000,000 This Year The imperative need for united action for federal emergency aid is not passed. The coming year promises an even more critical situation. At the Washington con- vention, Chairman Richmond said: We are not yet out of the woods so far as the school crisis is concerned. There will be an emergency in education in 1934-35 and in all probability it will continue thru the next year and probably longer. . . . Our estimates show that some $200,000,000 less money [from local and state sources] will be spent on public education in the nation this year than was spent for the year just closed. At that time it was not known that a calamity in the form of a drought was to create another problem for which fed- eral emergency aid for education is the only answer! Already the plans of the Association are going forward to help meet this crit- ical situation and to enlarge the partici- pation of the federal government in edu- cational recovery during the year ahead. The National Education Association will, to the full extent of its resources, support an emergency federal aid pro- gram this year. It will be a difficult assignment. The Association needs the support of every member of the profes- sion. 181 re eel 6 ae HE National Education Association has been an absolute failure in ad- vancing the economic welfare of teach- ers, says an anonymous letter addressed to the Association August 4, 1934. Apparently the writer did not know what the National Education Associa- tion has done and is doing. Since many other teachers are doubtless unaware of the influence of the National Education Association, it seems proper to explain briefly the Association’s work af- fects the teachers’ economic welfare. how Teachers’ Salaries Every teacher is vitally interested in his salary, which is determined by the local board of education. Most boards do not act wholly on their own judg- ment. They want to know what teachers are paid in other places. Where do they secure this information? Usually from the National Education Association, be- cause it is recognized as the best source of the most recent, accurate, and com- prehensive salary data. The Association conducts a nationwide biennial survey of the salaries of teach- ers. These studies had much to do with the steady rise in the level of salaries paid teachers prior to the depression. They aroused the public to action by vividly portraying the utterly inadequate sal- aries for teachers. On the basis of As- sociation studies, many cities developed salary schedules which are a credit to the profession. In spite of all that could be done to maintain them during the depression, salaries were reduced. Last year one teacher in every four received less than $750 and thou- sands worked for less than $300. There is urgent need for restoring * salaries and rais- ing them to a rea- level in places where they have never been ade- quate. Teachers, as a whole, have never been paid what they merit in view of preparation required and service ren- dered. sonable The Association is now conducting the biennial salary survey for 1934-35 which will provide information vitally needed. Teacher Tenure The Committee of One Hundred on Tenure Problems has been an important factor in the development of tenure laws in the various states. An annual report cives essential facts concerning develop- ments in the tenure field. The Associa- tion is the clearinghouse on this funda- mentally important problem — one to which special attention must be paid at the present time. A strong tenure resolution was adopted at Washington. [See p172.| This was not a mere pious paper platitude. Ten thousand dollars was voted for a special tenure study to be made during the year 1934-35! Retirement Systems The National Education Association champions adequate retirement allow- ances for teachers. Again the program is more than a declaration of faith. The Committee on Retirement Allowances actively promotes this cause. The 1934 annual report, for example, deals with the effect of the depres- sion on retirement systems, sum- marizes their organization and op- eration, cites the trend of opinion among teachers and public, and presents material showing the rel- Ow the second floor JourNAL labels are being addressed on a machine in the Division of Records and Mem- bership. . . . [2] In the Field Divi- sion is a comprehensive file of mate- rial on federal relations to education. . . « [3] Two workers in the office of the Department of Superintendence study the meeting hall chart for the Atlantic City convention. ... [4] An officer of the Department of Ele- mentary School Principals discussing the activities for the year. N.E. A. Contributions Economic ative development of retirement systems for teachers and other occupational groups. Two recent Research Bulletins have been devoted to “The Advance of the Teacher Retirement Movement” and “Current Issues in Teacher Retirement.” Members can at any time secure infor- mation on retirement problems from the Association. This service is frequently used by those developing retirement sys- tems thru state legislatures and boards of education. Where the Teachers’ Money Goes How do teachers spend their incomes? How much do they need to spend for the socalled necessities of life, and how much is available for cultural and pro- fessional improvement, such as books, magazines, advanced study? How much do they spend on civic and charitable causes? How much for taxes? How much to support dependents? The Committee on the Economic Status of Teachers determined to try to answer these and related questions in order that the relative economic status of teachers might be more accurately determined. If the data were to have value they must show a detailed record of incomes and expenditures of many teachers for at least a year. Even tho the task seemed almost insurmountable it was attempted. After much planning, conference, and correspondence 4000 teachers agreed to supply, on record blanks furnished, a detailed account of their financial trans- actions for a year. Over 2500 completed the assignment in 1933! These data are now being assembled for publication. The teachers who actually participated in this study deserve a special vote of thanks. Such studies are possible only thru organized action. State School Legislation Despite depression setbacks, notable progress is being made in many states toward sound school finance programs. The teacher’s economic welfare is de- pendent upon such advances. The depres- sion has intensified the inadequacy of the property tax for school support. New finance plans must be developed. The Journal of the National Education Association we va is 1 ew OD le Rn ~~. = eo FP ~~ SS jm 6 _— ae Pl! = ‘Pe to the Teachers’ Bree Welfare The Association is helping bring about these fundamental reforms. It is con- stantly studying the problem and mak- ing information available to the profes- sion. The 1930 Research Bulletins, “A Self- Survey Plan for State School Systems” |Parts I and II], are examples. They presented a checklist for every important phase of a state school system and dis- cussed each factor involved. The effect on state school legislation has been sig- nificant. The January 1934 Research Bulletin, entitled “Five Years of State School Rev- enue Legislation,” is another example. Still another notable illustration is the National Conference on the Financ- ing of Education sponsored in August 1933 by the Joint Commission on the Emergency in Education. [See p180. | Thus the Association gathers informa- tion on school legislation, publishes it promptly, and furnishes it immediately on request. Within the past year a new, more comprehensive state legislative ref- erence service has been established to be carried out by the Research Division under the auspices of the Legislative Commission. Rapid changes in state school legislation make imperative a clearinghouse service for such informa- tion. This the National Education Asso- ciation furnishes. Legislation in the states is thus affected. And legislation affects teachers! Federal Emergency Aid See p181 for the story of how the As- sociation’s activities in securing emer- gency federal aid for education had a direct effect upon the economic welfare of thousands of teachers. Special Publications Illustrations— The 1931 Yearbook of the Department of Classroom Teachers entitled The Eco- nomic Welfare of Teachers. Among the chapter headings are: The fundamentals of economic independence Salary and salary schedules Employment during efficiency Commercial insurance Mutual benefit plans Retirement and pension systems Volume 23, Number 6; October 1934 Yearbook practises thruout the coun- try. It has been * widely used by classes in profes- sional schools for teachers, by indi- vidual teachers, by superintendents and other school officers desiring to promote the economic welfare of their teachers, and by organizations of teachers in plan- ning their programs of activity. It should be read by every person in the profes- sion. The Research Bulletins for January and March 1932 were entitled “Adminis- trative Practises Affecting Classroom Teachers.” Part I dealt with the selection and appointment of teachers and Part II with the retention, promotion, and im- provement of teachers. Section headings in these bulletins covered: Training Requirements for Newly Appointed Teachers Experience Requirements for Newly Appointed Teachers Employment of Married Women as Teachers Appointment of Local Residents as Teachers Routine Procedures in the Selection of Teachers The Term of Employment for Teachers Teachers’ Salaries and Salary Scheduling Sick Leave and Related Problems Extended Leaves of Absence for Professional or Cultural Improvement Teacher Rating as a Means of Improvement Selected and Classified Bibliography. % * * * * * The Association cannot sign the teach- er’s pay check. Neither can it dictate what boards of education should pay teachers. That is for each state and com- munity to decide. No national organiza- tion of teachers can determine these matters directly. But the National Education As- sociation can and does provide na- tionwide channels for the dissemi- nation of facts about education which increase public appreciation of the schools, thus encouraging Now to the third floor... . [1] Working on the News BULLETIN of the Department of Classroom Teach- ers... . [2] The secretary of the Department of Deans of Women checking the membership records. ...[3] This young lady in the Divi- . sion of Publications shows us the 1934 American Education Week poster. OUR ASSOCIATION AT WORK better financial support and adequate salaries for teachers. [See p185. | It provides the latest data upon all problems which affect the teachers’ eco- nomic welfare. Nowhere else is there so comprehensive a storehouse of such in- formation ready for instant dispatch to points of need. It provides legislative service which furnishes state and local groups with uptodate information regarding school legislation which sooner or later affects the economic welfare of every teacher in the nation. . Only a strong national professional organization can carry forward these projects which have a vital effect upon the economic welfare of all teachers— both those who support the Association and those who do not. In attacking this problem, teachers can adopt no other plan as effective as a strong national professional organiza- tion. The National Education Associa- tion is such an agency. Every member protects or advances his own interest, when he helps to carry forward the fundamental projects discussed here. The Association is doing much for im- provement of the teacher’s economic wel- fare. The expansion of its program of service waits only upon the awakening of increased numbers of the nation’s teachers to its present and potential value for their economic welfare. If the members of the teaching profes- sion do not bring to bear upon their own economic problems the united strength of their own group, there is little room to complain about the indifference of the layman or legislator. 183 OUR ASSOCIATION AT WORK Teachers’ Professional Interests ye TEACHER 'S remuneration does not all come in the salary check. Much of it comes in the joy of working with youth, in satisfaction at the success of pupils in later life, in the sense of power that comes to those who are molders of a generation of youth that will be called upon tomorrow to solve the world’s problems. Therefore, the National Education As- sociation contributes to the professional crowth of teachers as well as to their economic welfare. And, after all, their economic welfare is dependent upon the value society places upon their work. If teachers perform well an indispensable community function, their effective serv- ice is the most telling argument they can command when they need to work di- rectly on problems of salaries, tenure, and retirement. General Professional Interest Every alert teacher is interested in pro- fessional affairs outside his classroom and his special field. In many ways the Association meets his need for informa- tion and inspiration concerning the af- fairs of the profession as a whole. THE JouRNAL of the National Educa- tion Association keeps every member in- formed on major affairs in education and the activities of the profession regarding them. As examples, it carried last year a continuing story of the Joint Commis- sion on the-Emergency in Education and of the campaign for federal aid. Research projects deal with problems of vital interest to teachers, and findings are issued in Research Bulletins, depart- mental publications, special bulletins, or JOURNAL articles. Numerous projects in educational in- terpretation such as American Educa- tion Week and vitalized commencements help the teacher to develop her work in such a manner as to increase public ap- preciation. [See p185. | The annual convention, held each summer, and the annual convention of the Department of Superintendence and allied groups in February, provide a meeting ground for workers in every branch of the profession. Personal con- tacts made at these meetings often are as valuable as the regular program. 184 Association studies and activi- ties have marked effect upon educa- tional — legislation in the various states. This legis- affects the general professional interests of teachers. * lation Classroom Skills A few exam ples— The Research Bulletins for March and May 1934 on the important problem of “Education for Character.” The study on the teaching of reading in the elementary schools which is soon to come from the press as a Research Bulletin. THE JOURNAL, which carries articles on classroom methods and _ practises, such as the recent series of articles on mental hygiene, reading, geography, and arithmetic. Departments [There are twenty-four of them in all.| such as Adult Education, Business Education, and Social Studies help special subjectmatter groups thru their publications and meetings. Others such as the Department of Superintend- ence and the Department of Secondary School Principals serve administrative groups. Aids to Teaching in the Elemen- tary School is the title of the 1934 Year- book of the Department of Elementary School Principals. Classroom teachers are served thru their own department. The Yearbook of the Department of Classroom Teachers, Preys, Beige 4 \ POPP PSP tie es cos rae ee) wat mi Teaching as a Creative Art, covering all levels of instruction, is an example. The Department of Secondary Educa- tion gives special service to teachers in the secondary field. It holds a meeting at each summer convention where nearly every highschool teacher will find a round-table conference for his special field of interest in which he is invited to participate. It publishes Secondary Edu- cation, a bi-monthly bulletin. Civic Interests Fundamental social and economic problems confront the nation. With ade- quate social intelligence and _ vision, teachers may and should share in the leadership of social reconstruction. An outstanding example of the Asso- ciation’s contribution in this field is the work of the Committee on Social-Eco- nomic Goals for America. [See p180.| THE JOURNAL each month carries to its members significant reports and ar- ticles by nationally-known writers and members of the profession. Conventions of the Association help develop the civic interests of teachers. Resolutions of these meetings show an increasing realization of the role of teachers in non-school affairs. Departments of the Association also stress the civic interests of the profession. The Department of Superintendence is at work upon two yearbooks, Education for New Social and Economic Relation- ships |1935| and The Social Studies Curriculum |1936]. It is planning to devote the 1937 yearbook to the prob- lems of youth in the modern world. Fourrn floor next. [1] Two research workers in the library of the Research Division. [2] Electric calculating machines add, subtract, multiply, divide, take square roots—nho wonder the young ladies look unruffled. Every statistical operation is performed twice, each time by a different operator. ...[3| On the fifth floor is located the general typing section. The Journal of the National Education Association rR. James Robinson of Oklahoma M was comfortably seated in his favorite easy chair reading The Okla- homa News. As he turned to page eight he noticed a headline on schools. He was startled at some of the facts presented. He knew it was difficult to keep Jimmy Jr.’s school open, but not that the school crisis had become a seri- ous national problem. What was the source of the startling facts in this article? Mr. Robinson didn’t know it but the author of the article, representing a nationwide news service, had visited National Education Associa- tion headquarters to secure the infor- mation. This case is not unique. A steady stream of writers for nationally known magazines; religious, agricultural, busi- ness, labor, civic club, and women’s club publications; press associations; and newspapers comes to the National Edu- cation Association for just such facts be- cause the Association has come to be recognized as the spokesman for the teaching profession and as a reliable source of accurate, uptodate, and com- plete infurmation. These contacts with the lay press are but one of many activities of the Associa- tion for increasing public appreciation of the schools. The Journal — Every issue carries facts and ideas useful in interpreting the schools, articles that should be handed on to editors and lay citizens, and discus- sions of the technics of interpretation. An example of the latter is the series of articles on home visiting published in Iv the typing section an electric letter sealing machine, essential in handling the thousands of letters that go out. Imagine licking 60,000 envelopes in a day... . [2] In the basement mimeographing, multi- graphing, and folding machines—handled by skilled operators. ... [3] A glimpse of the mailing room adjacent to the main stockroom. Volume 23, Number 6; October 1934 the past year. The October 1933 issue carried a_ sixteen- page feature on educational inter- * pretation. A few outstanding _fea- tures of the year, which presented content material for in- terpretation, were the series of eight ar- ticles on The Essentials of Taxation and the special features on Social-Economic Goals for America, Emergency Federal Aid for Education Imperative, and Sec- ondary Education for the New Day. Several home-school leaflets were pub- lished in THE JOURNAL. Over a million were distributed for use with report cards or in other ways. More important is the fact that the idea for using such leaflets, which may be developed by every school, has been given nationwide attention. American Education Week— Sponsored by the Association in co- operation with the United States Office of Education and the American Legion, more people were reached in 1933 than ever before. Three thousand communi- ties wrote the Association for suggestions and materials. The demand required a distribution of over a million pieces of literature at cost. Thirty-four governors issued special proclamations. About 8,000,000 adult citizens visited the schools. Plans for 1934 are presented elsewhere in this JOURNAL. Radio—The weekly Sunday evening radio series, “Our American Schools,” has been resumed. Copies of the ad- OUR ASSOCIATION AT WORK Increasing Public Appreciation dresses are furnished on request. As many as 80,000 of a single address have been distributed. An extended series of programs was sponsored last year by the Joint Commission on the Emergency in Education. Still others are broadcast from the conventions. Outstanding publications—Sig- nificant among interpretation projects of the year was the publication of the De- partment of Classroom Teachers year- book entitled Teacher and Public. Better than any other source, it provides con- tent material and technics for an inter- pretation program. Equally noteworthy was Fvaluating the Public Schools, prepared for the Joint Commission on the Emergency in Education. |See p180. | A leading chapter of the 1934 Depart- ment of Superintendence yearbook was entitled “Helping Citizens to Know Their Schools.” Field work and contacts with lay organizations—Cooperation with lay organizations was a notable feature of the year’s work. Hundreds of Ameri- can Legion posts received an Educational Citation from the Association in recog- nition of their services to education. The National Congress of Parents and Teachers continued its work in behalf of the schools. A member of the National Education Association staff edited the book published in 1934 by this organ- ization entitled Our Public Schools and designed to give laymen a readable dis- cussion of major issues in education. Civic and women’s clubs and numer- ous other national organizations have likewise made valuable contributions. Officers and members of the headquarters staff are frequently called into the field for consultation and addresses. Interpreting the school to the pupil—Had the presentday adult citi- zen and parent been adequately in- structed while a youth about the school as a fundamental social institution there would be less misunderstanding of schools today. As a step toward correct- ing this deficiency, the Association spon- sors a number of student projects around the theme of public education These include editorial, cartoon, printing, com- mencement, and journalism projects. 185 ij ir RS Soi cet oe om bs ambetd i United Action Essential F yer A is today confronted with the task of recon- structing the entire social- economic order on a sound basis. Education is a major phase of this program. Baffling problems in educa- tion lie ahead. ‘Teachers are underpaid. Many schools do not have funds for the coming year. The great drought will seriously curtail the tional opportunities of mil- educa- lions of children unless quick and unprecedented action is taken. Teachers must be organized as never before to meet these problems. We must continue to strengthen our We must strengthen our organization in the na- tional area. While the National Educa- tion Association has long been a power- ful force in education and American life, it can be made far more effective. local and state associations. American It is on the national front that more and more educational, social, and eco- nomic problems must be attacked. The flood of events in the past few years in- dicates in unmistakable terms the fact that the nation is, in effect, one com- munity, that the welfare of the whole is dependent upon the welfare of each part, and that our lives and affairs are ever closer knit into a national fabric. Only national organization can cope with this trend! More Members Needed The National Education Association has made remarkable growth during the past decade, but it has achieved only a fraction of its potential numerical strength. Sixty-three percent of the doctors and seventy-five percent of the bankers belong to their national or- ganizations. But only twenty percent of the teach- ers belong to the National Education Association! What has been accomplished by the Association indicates what might be done if all teachers—from the kinder- garten thru the university—could vision the possibilities of or- eanized effort. The profession will never live up to its responsi- bilities to itself or so- | NE) |S 186 BS Ot A 7m Apine machine tape from the Division of Accounts, listing $192,000 of notes on life membership which are being paid in $10 annual installments. Inset is a section of the tape. This money will complete pay- ing for the headquarters building. Partly inset is President Smith’s membership plate; there is a similar plate for each member. Use This Feature Members, enrolment committees, prin- cipals, city and county superintendents will find this feature valuable. At faculty meetings—Early in the school year study and discuss these articles. At other meetings—Discuss at citywide teachers meetings, county institutes, dis- trict and state teachers association meet- ings, and other gatherings. For addresses—Use in the preparation of addresses on the value of professional organization. In publications—Reprint in local and state teachers association publications. On bulletin boards—Use these pages on the school bulletin board during the local enrolment campaign. Betow is an artistic panel in the vestibule of the entrance, with the words: “Learning adds a precious seeing to the eye.” Gi vo, LO1@Q)1@L / oy) Y | he WE Cake SAE OE EME Ws Hed i, es i OUR ASSOCIATION AT WORK Working Together ciety as long as only one mem- ber of the profession in five participates in their national professional organization. As shown in this feature, the Association has been a mighty force in the struggle to pre- serve educational opportuni- ties in recent years. But re- duced income in the past two years has made certain re- trenchments imperative just when an extended program was most needed. Emergency services have been greatly un- derfinanced and only at the ex- pense of other services. Econo- mies have been made at every possible point. New services can now be added or former services expanded only thru an increase in membership. Continued de- velopment of the Association’s program waits upon the enrolment of larger num- bers of teachers. The membership fee in the National Education Association is reasonable. Many teachers feel that it should be more than $2. Teachers’ Best Investment Teachers can make no better invest- ment. This is true from the standpoint of services rendered them. It is true from the standpoint of their economic wel- fare. It is true from the standpoint of their professional growth. It is true if the teacher wishes to extend his influ- ence beyond the bounds of his own classroom, town, county, or state in the interests of the profession and of the educational welfare of America’s children. Growth of the National Education As- sociation can be made only thru the ac- tivity and enthusiasm of its members. Theodore Roosevelt once said: “Every man owes some of his time to the up- building of the profession to which he belongs.” ACT NOW! Renew your membership Enlist your associates Secure one hundred percent enrolment in your school Le ee ee ee ee Bo: MIS Additional separate cop- ies of this special feature, Our Association at Work, may be secured on request. The Journal of the National Education Association | —— nee eS (8 TT The Atlantic City Convention HE sixty-fifth annual convention of "| te Department of Superintendence will be held at Atlantic City, New Jersey, February 23-28, 1935. Hotels—Before the selection of the meeting place, the facilities of various cities extending an invitation were care- fully examined. Early in May President E. E. Oberholtzer, superintendent of the Houston schools, and Secretary Shank- land visited Atlantic City. The coopera- tion of the hotels was cordial. These hotels,among the most beautiful and well- appointed inthecountry, areoffering rates for the convention equal to and in many cases lower than those of any city which the Department has visited. The Housing Bureau reports heavy advance bookings for the convention. At Boardwalk hotels, single rooms with bath ranging from $3 to $5 and rooms for two persons with bath at $5 to $8 are still available. Rooms at lower rates can be secured at the Ave- nue hotels within a block of the ocean. Requests for reservations should be ad- dressed to A. S. Chenoweth, chairman, Housing Bureau, 16 Central Pier, Atlan- tic City, New Jersey. Headquarters—Headquarters, gen- UPERINTENDENT Chenoweth of Atlantic City, President Oberholtzer, and Secre- tary Shankland enjoying a stroll on the Board- walk after completing arrangements for the convention. eral sessions, registration, and exhibits will be in the beautiful Atlantic City Auditorium located on the Boardwalk within easy walking distance of the hotels. This building is noted not only for its beauty but for the fact that it has the largest arena in the world. A few figures are interesting: The main arena seats 41,000 persons; the ballroom, 5000. In addition there are fifteen halls with seating capacities of from one hun- dred to five hundred each. For a conven- tion such as that of the Department of Superintendence, where many meetings are held simultaneously, this structure is especially well-adapted. Program—President Oberholtzer has plans under way for a speaking program which will include new leaders in na- tional affairs, as well as prominent edu- cational, business, and professional peo- ple. One of the general sessions will be held jointly with the Department of Sec- ondary School Principals in celebration of the three hundredth anniversary of the founding of secondary schools in America. Another will be given over to a jury-panel discussion of the new year- book on social and economic relation- ships. It is anticipated that this meeting, because of the timeliness of the subject and the method of presentation, will be of exceptional interest. It is being organ- ized by the yearbook commission chair- man, J. W. Studebaker, U. S. Commis- sioner of Education. Group Study and Faculty Meetings admirable article on page 159, in- cludes in his ten-point program of action for 1934-35 this item: That provision be made in every school faculty for a study of the Association and its work, with the particular aim of selecting some phase of that work to which the school will especially devote itself. By emphasizing group study and faculty meetings and a study of the work of the great National Education Asso- ciation in his program of action for 1934- 35, President Smith is laying the founda- tion for a better informed, more effective professional organization. No organiza- tion can be stronger than the individuals who compose it. No one can exert his maximum strength who is not fortified thru sustained study and group dis- cussion which equips him to deal with vital current problems. By emphasizing growth in their own lives, teachers en- rich their service and come to under- stand better the problems which their students are facing. Pirsmirad Henry Lester Smith in his In dynamic faculty meetings, principals and superintendents encourage teacher participa- tion; vital, current material is used for study Volume 23, Number 6; October 1934 and discussion; questions that pertain to one’s own school and community and to economic, social, and political problems are considered. Careful planning as to the time, place, leaders, topics, and frequency of meetings is necessary. Teachers professional meetings give as little time as possible to administrative details which can be cared for by bulletin board announce- ments or mimeographed statements for each teacher. Preceding issues of THE JourNat for the past six years have contained articles on faculty meetings. Have you tried the plan of using THE JoURNAL of the National Education As- sociation, the journal of your state edu- cation association, and other current literature for study and discussion in professional meetings? Many faculties, especially those which have 100-percent membership in the NEA, enjoy using the articles in these journals. This care- fully prepared current material, received regularly by every teacher, gives variety and new ideas to meetings. Some reader comments: Our teachers enjoy our monthly meetings on the topics in current professional magazines. Most of us read THe JournaL from cover to cover.—M. R. Stephan, Stockton, III. We find Tue Journat very useful and stimu- lating in our faculty meeting—R. G. Von Tobel, principal, Macon, Ga. This issue of THE JOURNAL contains excellent material, which will help you in informing the public about the work of the schools. This is as important as teaching. It is a form of adult education for teachers and other citizens. Note how many educators, quoted in “Ideas from the Washington Convention,” page 168, refer to the interpretation of the schools tothe public. Other helpful articles onthis subject are “School Programs—Amer- ican Education Week,” page 175; “Or- ganizing in the State for Better Schools,”’ page 173; “Testing Candidates for Con- gress,” page 177; and “‘Are High Schools Worthwhile?” page 188. ~ Another important topic in this Jour- NAL appropriate for faculty discussions is the value and significance of profes- sional organizations for teachers. Note the fine “Program of Action for 1934-35” by President Henry Lester Smith, page 159; also “Going Forward” by Secretary Crabtree, page 167; “Resolutions and Platform,” pages 169-72; and “Our As- sociation at Work,” pages 179-86. ee ee atid Beem nee Agent oe Ratt Stem MSA Menionty 28 F 4 st ete OY SOAR 0 RRO a ON One-half of the graduates have established their own homes DITORIAL NOTE—The following in- k Spiring account of what the high schools have meant to Ashland County, Ohio, can be duplicated for al- most any county in the United States. It can be duplicated for your school or your county or your city. Why not have such a study made and the report given as a part of the observance of American Education Week or as a vitalized com- mencement program? N evaluating presentday secondary I schools, many people are predisposed to lament their cost. Others, with but mea- ger investigation and immature thought, conclude that such institutions cost more than they are worth. Relatively few have critically examined the products of these schools to determine their worth to com- munity, state, and nation. If the worth of secondary schools is to be fairly judged, it is essential that the value of their prod- ucts be rather accurately determined. Good business principles substantiate the truth of this statement. Prior to establishing value judgments of secondary-school education, it is man- datory that careful investigation of acti- vities of graduates be made. Questions such as the following must be answered: Where do the graduates live? Do they continue their education? What are their religious and social activities? What is 188 their economic and occu- pational status? Are they gracefully and efficiently assuming the varied re- sponsibilities of life? Has their value to society been enhanced because of grad- uation? In brief, what is their citizenship account- ability? In determining answers to questions such as these, the value of sec- ondary education may be ascertained. If secondary schools aid in elevating standards of citizenship, they are socially justified. If secondary schools may be socially justified, their cost is vindicated. During the decade 1920- 1930, 921 students graduated from the Ashland County, Ohio, secondary schools. The purpose of this investigation was to evaluate these schools’ products so as to determine the worth of secondary- school education to the graduates indi- vidually and collectively, and to the com- munity, state, and nation. Where the graduates live—Per- haps a suitable point of departure in investigating the activities of graduates is to determine the number in various kinds of established homes. Approximately one-half are engaged in the serious enterprise of establishing and maintaining their own homes. Nearly one-third are in the homes of their par- ents, while the remaining number are rooming in close proximity to their places of employment. Thus nearly 83 percent are in established homes, either of their own or of parents. If living in established homes and amidst honorable surroundings is an in- dication of good citizenship, the graduates in this respect are almost. unanimously good citizens. It may be of interest to note in pass- ing that 97 percent of the graduates reside within the state of Ohio; 67 per- cent of them live in Ashland County. None of them lives in a foreign country. Religious activities—W ithout ques- The Are High Schools Worthwhile? Ray BALLOU Principal, Nankin Rural Schools, Ashland County, Ohio tion, devout religious principles and ideals are essential to good citizenship. Hence an evaluation of at least the evi- dent manifestations of religious activities is desirable. It was ascertained that 712, or 78 per- cent, of the graduates are church mem- bers. Four hundred seventeen of these members diligently participate in church activities, whereas the activities of the remaining members fluctuate. Approximately the same conditions prevail in Sunday school activities. How- ever more than fifty graduates have be- come successful Sunday school teachers and they are capably filling other posi- tions of leadership and responsibility. Who supports the graduates—Are graduates selfsupporting? Do their par- ents or relatives provide subsistence for them? Are they sustained by dispensation of public charity? These are quest‘ons that were used as a basis in determining the economic status of the graduates. In seeking answers to these questions it was determined that 85 percent are selfsupporting; approximately 15 percent are being provided for by their parents; whereas public charity is dispensed to but 2 percent. Judging from the percentages just pre- sented, highschool graduates of Ashland county are highly selfreliant, and are creditably assuming one of the great responsibilities of life—self-maintenance. Occupational status — Graduates have entered forty different occupations. Homemaking, which has been considered as an occupation, predominates with a total of 285 girls so classified. As may be expected in a county largely rural in nature, farming has attracted 140 gradu- ates. Slightly more than one-ninth of the graduates have entered various profes- sions, the entrance to which highschool graduation is mandatory. This group includes fifty-two elementary-school teachers, eighteen secondary-school teachers, and two college teachers, seven- teen registered nurses, two musicians, one lawyer, one pharmacist, and two veterinarians. In addition there are seventy-four office workers, thirty-one salesmen, and twenty-eight store clerks. Journal of the Nationa! Education Association | we =_ *s \y Wwe ws Unquestionably highschool education was of value in aiding graduates to secure positions of this kind. Thirty-eight of the graduates are classed as common laborers and fifteen as houseworkers. Thus only approximately 5 percent of the graduates are classified as common and menial laborers. The remainder are in widely scattered occupations such as baseball, civil service, and tr2e surgery. The majority of the graduates have expressed the opinion that graduation from high school has been a distinct aid to them in securing and succeeding in the occupation which they have chosen. Advanced educational activities— Approximately 40 percent of the gradu- ates enroled in courses in higher educa- tion. Almost without exception those con- tinuing their education did so at institu- tions in Ohio. The graduates did not choose a large assortment of courses. The curriculums chosen may be placed in the following categories: [1] business, [2] four-year education, [3] two-year normal, [4] nursing, and [5] arts and sciences. By means of training received in these courses, numbers of graduates were en- abled to secure various positions as here- tofore indicated. Needless to say, high- school graduation was prerequisite to entrance in these courses. Volume 23, Number 6; October 1934 Social activities—Two requisites of a democracy are the establishment and stability of homes. More than 54 percent of the graduates have assumed these re- sponsibilities. How successfully this has been accomplished may be partially in- dicated by the fact that only one mar- riage in thirty-six has resulted in divorce, whereas thruout the country as a whole, one marriage in six results in divorce. It is possible that education does not prevent crime. However, education and training are powerful deterrent factors. Only three of the 921 graduates were tried and convicted for law-breaking ac- tivities. The charge in each of these three instances was petty thievery. Studies of criminals in penal institu- tions indicate that a large proportion of prisoners have not had a common-school education. A greatly reduced proportion have had a highschool education. Hence, may it not be stated as a truism that as education progresses crime regresses? In investigating the extent of poverty and pauperism, it was found that none of the graduates are living in poverty and that none have become paupers. This is an excellent record—particu- larly when one considers how prevalent poverty and pauperism are today. Values of secondary education— Entrance into the learned professions is Seventy-two of the graduates are teachers nearly impossible without a secondary- school education. Without such training opportunities of securing employment in various vocations and occupations are minimized. It is becoming increasingly difficult to secure employment of any kind unless one is a highschool graduate. Graduates of the Ashland County sec- ondary schools have had in high school, opportunities to procure an understand- ing of the problems and principles of social control. Thru this understanding these graduates have been brought to a more complete realization of their re- sponsibilities as citizens and are better prepared to meet such responsibilities. Highschool education has afforded graduates opportunities to aid in the perpetuation and protection of the cul- ture and civilization in Ashland County, the state of Ohio, and the United States. Because of the opportunities created by highschool education, graduates have learned to love liberty and seek social justice. They have been enabled to es- tablish happier homes, build better character, create greater prosperity, and elevate standards of citizenship. Without doubt secondary schools are one of the most vital and important in- stitutions in Ashland County. Unques- tionably they are socially justified. Hence their cost is vindicated. he a Yurk, Pennsylvania 189 nd LF PE hil Builders of Our Profession — National Education Association, rep- resenting, largely as it does, the teaching profession of America, has played a conspicu- ous part in the national crisis thru which we are passing. It has undertaken to prevent un- due salary reductions, not for the purpose of saving the salaries for the teachers, but to save an adequate system of public education for the children. The Association has stood stead- fastly against the elimination of the socalled special subjects from our educational program, not to save positions for special teachers, but to preserve that instruction for the pupils now in our schools. The Association has called at- tention to those greedy citizens of today who will not pay their taxes so that schools can be kept open, not primarily for the purpose of expressing righteous indignation over such un- worthy citizenship, but rather for the purpose of seeing to it that the program of citizenship training now in our schools will produce a citizenship for tomorrow which shall be more socially minded and be guided by higher ideals of social justice.—Frank W. Ballou, superin- tendent of schools, Washington, D. C. New Life Enlistments gee NUMBER of life members enroled in the National Education Association on September 1 was 5220. The teachers of Crawford County, Ohio, presented their re- tiring superintendent, P. J. Foltz, with a life membership in the NEA in recognition of past services in behalf of the teaching profession. The following life members have been re- ported since the list was published in the May JouRNAL. ALASKA—Frank J. Daugherty. CaLirorNiA—Will C. Crawford, Mrs. Howardine G. Hoffman, Gertrude Mallory. Co_orapo—Robert M. Tirey. lowa—William L. Hunter. Kansas—August Albert Lind. MicHiGAN—Ralph §. Christen. New Jersey—Harold Antrim, Sarah Ellen Hancy. New YorKk—Helen Mar Bostwick, Joseph R. Gard- ner, Evan E. Jones, Frederick Houk Law. ie ANTICIPATION of the Washington convention a committee on attend- ance and membership, of which Paul E. Lutz was chairman, arranged an agégres- sive enrolment campaign. Under the effective leadership of this group the District of Columbia’s NEA member- ship was increased from 1290 to 2214. Forty-five schools reported 100 percent enrolments. Onto—J. Robert Crouse, Herrick. PENNSYLVANIA—-Andrew J. Chamberlin, Elizabeth M. Greger, Mabel E. Kirk, Harry B. Speicher. PuiLipPINe IsLanps——Mrs. Carmen Aguinaldo Mel- encio. Texas—R. C. T. Jacobs, Wesley M. Slack, Robert Hill Williams. West VIRGINIA Scharf. P. J. Foltz, John H. Laura Louise Caldwell, Estella M. Completed Enrolments 8 en following list of 1933-34 one hundred percent schools came in too late to ap- pear in the May 1934 issue of the JouRNAL. Immediately following this list is the one for the 1934-35 schools received up to date. Twelve Years OKLAHOMA—Muskogee, Muskogee Public Schools, Central High, Edison, Franklin, Houston, Irving, Jefferson, Longfellow, Pershing, Sequoah, Wash- ington, West High, Whittier. Ten Years Oun10—Findlay, Findlay Public Schools, J. C. Don- nell Junior High, Glenwood Junior High, Howard, Senior High, Special Teachers and Supervisors, Strother, Vocational. Seven Years New Jersey—New Brunswick, Weber Number 8. Five Years PENNSYLVANIA—Chester, John A. Watts. Four Years INDIANA—I ndianapolis, Public Number 64, Public Number 79. Three Years MAssAcHusetTts—A thol, Four Corners. Silver Lake; Franklin, Two Years Massacuusetts—Rutland, High. New YorK—Rome, Columbus, East Rome. Oun10— Youngstown, Sheridan. WISCONSIN— Milwaukee, Manitoba Street. Current Year ALABAMA—Birmingham, Baker. ILLiINois—Canton, Canton Public Schools, Ander- son, Canton High, John Dean, Central, Hulit, Junior High, Kellogg, McCall, Wright. New Jersty—Atlantic City, Brighton Avenue. Oun10—Greenford, High. Ss b-- following schools have completed their 100 percent enrolment in the National Education Association since the list was pub- lished in the May JourNaL. “Altho I need this two dollars for spring clothing my better self says join the NEA.”—Ella McLaughlin, East Wilton, Maine. Fifteen Years Missouri—St. Louis, Simmons. Ten Years Districr or CoLuMBIA—W ashington, Langdon. s Nine Years Missouri—St. Louis, Roe, Wyman. Six Years District or Co_tuMBiA—Washington, Blake. Five Years Missouri—St. Louis, Mallinckrodt. Four Years Missourr—St. Louis, Benton, Des Peres, Dumas, Eliot, Gundlach, Hamilton, Madison, Meramec, Pea- body, Pestalozzi, Shenandoah, Washington, Wilkinson. [Continued in Notes and Announcements] [1] Agnes Samuelson, state superintendent of public instruction, Des Moines, lowa—member of executive committee, by election; [2] R. E. Offenhauer, superintendent of schools, Lima, Ohio—treasurer ; [3] A. C. Flora, superintendent of schools, Columbia, S. C.—member of budget committee; [4] Thomas J. Walker, editor “School and Community,” Columbia, Mo.—member of budget committee; [5] A. L. | Whittenberg, secretary, Illinois State Examining Board for Teachers’ Certificates, Springfield, Ill— | member of board of trustees. 190 The Journal of the National Education Association i slic er- ior pir al ib- ed fer on Jane is slow, Margaret is quick ... Miss L’s class is 30% larger than nor- mal... Class G lags And the answer is bubbooles Ginn and Company publish some 60 workbooks in the important elementary- ww school subjects as well as an impressive list for junior and senior high school. Made at the Athenaeum Press, their paper is of uniformly good quality, their binding sturdy and suitable. LYMAN-JOHNSON DIRECTED LANGUAGE PRACTICE New. A systematic program in individual prac- grammar including sentence study, and spelling— tice exercises in the form of challenging problems are included. By the authors of the new Daily- for Grades I1-VIII, a book for a grade. All im- Life Language Series, these practice books may be portant aspects of the study of English—composi- used with any textbooks in English or without a tion, word study, dictionary study, good usage, textbook. Each, $0.24 ATWOOD-THOMAS GEOGRAPHY WORKBOOKS New. A workbook for optional use with each cises and tests of the same superior quality as book of the successful Atwood-Thomas Geogra- those in the textbooks. Devised to make the pupil phies, the choice of 11,000 places. Here are exer- think, with a minimum of writing. Each, $0.24 SMITH-REEVE-MORSS EXERCISES IN ARITHMETIC A popular series of exercises for practice and test- Easy to check and administer. For Grades II-VI, ing, usable with any modern arithmetic textbooks. each $0.24; for Grades VII and VIII, each $0.28 Also workbooks for the Rugg Social Science Course . .. workbooks in reading ...in history ... in science. For a full list of workbooks for all school years, send for circulars 353 and 311. PRICES SUBJECT TO DISCOUNT. WRITE US YOUR REQUIREMENTS. Seti: anna Company BOSTON NEW YORK CHICAGO LONDON ATLANTA DALLAS COLUMBUS SAN FRANCISCO ‘ m : Mention Tue JourNnaL A772 Volume 23, Number 6; October 1934 when writing our advertisers A-73 , of old members will welcome hundreds of new ACH year thousands of old T.P.U. mem- bers welcome hundreds of new teachers into T.P.U. For T.P.U. has a loyal following of teachers who know that a T.P.U. certificate means complete financial protection from sick- ness, accident and quarantine. Regardless of your age, financial circumstances or responsi- bilities, there is a T.P.U. certificate designed to fit your own particular requirements. Veteran teachers have made T.P.U. the larg- est organization of its kind in the world—each year hundreds of new teachers add to its size and strength. Write for complete information. Teachers Protective Union Breneman Building, Lancaster, Pa. Vitalized School Journalism— Readers of THE JOURNAL are requested to call attention of faculty advisers and student officers of publications to the project in school journalism planned by the Division of Publications of the Na- tional Education Association in accord- ance with the recommendations of the National Association of Journalism Ad- visers. It is the purpose of this project to help make school publications more effective mediums for school interpreta- tion and to help editors and advisers keep in touch with events, movements, and plans related to school life. This project will include the founding and develop- ment of the National Association of Stu- dent Editors, whose official organ will be known as Vitalized School Journalism. This organization is to be a medium for the dissemination of educational ideals among the students of the nation and a clearinghouse of information and ideas relating to school life and journalism. It will keep editors and advisers in touch with current movements and events which should be interpreted to students A-74 Kconomies— TO HAVE your printing handled in- telligently—that is economy in time. TO HAVE your printing handled ex- pertly—that is economy in cost of get- ting results. TO HAVE your presswork handled on a properly planned production basis— that is economy in actual outlay for the job. GET ALL your printing where facili ties make economies. Consult us—any size job interests the “Master Printer” | Jupp & DETWEILER INCORPORATED ECKINGTON PLACE AND FLORIDA AVENUE WASHINGION, D. C. and ANNOUNCEMENTS and parents and encourage the study and publication of local school history. With the help and direction of the Division of Publications, it will carry out various activities in creative school journalism and research for the benefit of members. Some of the plans for school interpre- tation during 1934-35 deal with the 300th Anniversary Celebration of the Beginning of Secondary Education, the Horace Mann Centennial Celebration, Federal Aid for Schools [the national debate topic], Studies in School History, American Education Week, Vitalized Commencements, News and Editorial Writing, Cartoon Drawing, and Printing. Before the end of the school term, mem- bers of the organization will submit their publications to be scored for the NEA Student Publication Honor Roll. Complete information regarding the National Association of Student Editors and its affiliated projects may be secured by writing the Division of Publications of the National Education Association. The 1934 Volume of Addresses and Proceedings will be ready for dis- Mention THE JouRNAL when writing our advertisers tribution early in November. It will carry the addresses delivered at the Cleveland Convention of the Department of Su- perintendence and at the Washington Convention. This volume is sent to all who carry $5 or life memberships in the National Education Association. It may also be purchased at $3 per copy. Important—Postal rules make it es- sential that your address on our records be complete and correct. Members are requested to report promptly change of address, giving old address as well as new address -to the National Education Association, 1201 Sixteenth St., N. W., Washington, D. C. The Portage County Ohio His- torical Society is setting up a two-year program for the production of a County History and Civics for use in the public schools. As a part of this program they are fostering a movement to have each township write a township history. The Historical Society hopes in this way to ac- quaint students with rich historical back- ground of their home region and to de- velop the historical sense of students by The Journal of the National Education Association he Te | ge ni ,. a © aie oe having them write the history themselves. A special collection of local histories, geographies, or comprehensive commu- nity studies is to be made to give stu- dents an idea as to how to proceed with the work. Anyone having information about such materials should communi- cate with Principal R. S. Hadsell, Hiram, Ohio, who is president of the association. [Why not organize a historical club in your school and begin work on a project similar to this? | Ride the Book Trail to Knowledge and Adventure is the slogan which will be used on the 1934 Book Week poster and will serve as the theme of book dis- plays and school projects from Novem- ber 11 to 17. This will be the sixteenth national observance of the Week. A strik- ing new poster in color will be ready for distribution in September, with a leaflet of suggestions for school observance. A fee of twenty-five cents should accom- pany teachers’ requests for the 1934 poster and booklet. Address National Association of Book Publishers, 347 Fifth Avenue, New York. American Education Week—Use the plan given on page 175 as a basis for planning AEW programs in your school. Let the pupils have a share. Send copies of your program to the National Commit- tee on American Education Week, 1201 16th Street, N. W., Washington, D. C. Let’s help—There are two million volunteer teachers in the Sunday schools of America. October 6 has been set aside as recognition day for these teachers. Teachers in the public school will wish to join in making this recognition day an outstanding event. Sunday school, which began as a school to teach people to read and write, preceded the common school and is one of its strongest allies today. A Message to the 1934 Graduate— The editorial in THE JouRNAt for May was reprinted and given to members of graduating classes by a number of city school systems including Baltimore and Dallas. It was also syndicated as a fea- ture article. An invaluable book—The National Congress of Parents and Teachers has issued a handy little volume entitled “Our Public Schools.” This book is pre- pared for the laymen. It is written in simple language by leaders in American education. It is the kind of book that school people who believe in educational interpretation will wish to buy for pres- [Cont. on page A-76] Volume 23, Number 6; October 1934 Ve BY SUBSCRIBING NOW io: THe INSTRUCTOR The Leading Classroom Magazine for GRADE TEACHERS The vag apse nee mane sub- magazine. Its great popularity is PRICE WILL ADVANCE NOV. IOTH Until Nov. 10: due to the fact that teachers have found it the most helpful maga- zine of its kind. For 1934-35 The INSTRUCTOR will be better and more helpful than ever before. New features will be added and a greater amount and variety of ma- terial will be supplied. Subscribe NOW for one or two years at pres- ent prices. Include the new In- $ structor Yearbook. Pay later if more convenient. Use order blank below—mail today. You willlike The INSTRUCTOR [BS cause: @ IT is delivered early—each is- sue in your hands by the middle of the preceding month. @iIT presents the newest and best teaching helps and materials originated by successful classroom teachers and leaders in elementary education. @ IT has fully 50% more space devoted to teaching material than any other teachers’ magazine. @IT supplies only material of the most practical, usable character—lesson plans, projects, units of work, tests of all kinds, stories, pictures, seatwork, songs, games, things to do and make, etc. @ IT provides a large amount of art and handwork material, including designs for posters, calendars, blackboard and window decorations, sand table suggestions, etc., and many reproductions of pupils’ work. @ IT furnishes ten large FULL-COLOR reproductions of famous paintings during the year with miniatures and complete study material for class use. @ IT has an eight-page Picture Section in each issue, presenting visual aids in ge- ography, history, art, nature study, etc., for all grades. Several Full-Page Posters in Colors are included during the year. @ IT has several pages each month of program material, consisting of plays, reci- tations, songs, exercises, dances, rhythm band numbers, etc. @IT has helpful, informative depart- ments: The Teachers’ Help-One-Another Club (with Club Exchange): Teacher Aids from the U.S. Government; Teacher’s Own Page; Answers to Queries; New Books; Travel (with $1,000 Prize Contest). @ IT is endorsed and recommended by superintendents, principals, heads of teachers colleges and normal schools, training class teachers, and educators generally. Low-Priced Club Offers Good Cnly Until November 10th The INSTRUCTOR ($2.00 3 re £ with The Pathfinder ($1.00)... $2.75 with Nature Magazine ($3. 00) ..... 25 % with Etude, Music Magazine ($2. 00) 350 with Reader’s Digest ($3.00). 25 ¥ with Junior Home meegees ($1.00) 252 with Correct English ($2.50) ............. 3.65 a with Child Life ($3.00) ........................ 4.25 with American Childhood ($2.00) ...... 3.70 x LL. OO 4.00 with Good Housekeeping (eto) caaee 4.35 4 with McCall’s Magazine ( 0 with Woman’s Home Comp. ($1.00)... 2.85 § NOTE: tt The INSTRUCTOR to desired for 2 years, add $1.00 to prices quoted. Mention Tue JourNnaL when writing our advertisers SAVE BY SUBSCRIBING NOW 50 cts. on a 1 yr. Subscription $1.00 on a 2 yr. Subscription Pay November 5th If More Convenient J.N.E.A.—Oct. Date F. A. Owen Publishing Co., Dansville, N. Ly Send me The INSTRUCTOR, beginning with the September issue, for ()1 year, $2.00; () 2 years, $3.00. (After Nov. 10, 1934: 1 year $2.50; 2 years $4.00.) Send me The 1934-35 Instructor Yearbook with the above for 25 cents additional. Also send me other magazines beginning with September I am enclosing $ I agree to pay $_ '2@) @)y 2 YEAR 10) SAT) YEARS THE : INSTRUCTOR POTTY ning, After Nov. 10: $2.50 for ONE YEAR $4.00 for TWO YEARS Get The New 1934-35 INSTRUCTOR YEARBOOK for only 2! 25c additional The 1934-1925 In- i; structor Yearbook (96 INSTRUCTOR pages and cover, 7 x 10 YEARBOOK inches in size) is filled 1934 > 1935 with new, ready-to-use classroom material re- lating to the social studies—geography and history. The material is in the form of in- formational stories, tests, lesson plans, etc., and is carefully ar- ranged by grades. Seven double-page il- lustrations by Bess Bruce Cleaveland and Ralph Avery. Attractive and durable green bristol board covers with design in colors. Price of Yearbook alone, 50 cents. Add to any order (@)°48) 4°. which includes The IN- NOW y STRUCTOR for only 25 cents. = as follows :__________. r hesitebSaenaiaione — herewith, not later than November 5, 1934. Stato—___. dl =. aa 35) an tut we er [Cont. from page A-75] entation to influential laymen. Editors, ministers, and others who take an inter- est in community improvement will en- joy reading this account of the schools. The book may be had for 50¢ a copy from the National Congress of Parents and Teachers, 1201 Sixteenth St., N. W., Washington, D. C. The following amendments to the bylaws of the National Education Asso- ciation were adopted by the Representa- tive Assembly at the seventy-second annual convention of the Association: AMEND ARTICLE I by adding SECTION 11—The Representative Assembly shall be com- posed of the President, the twelve Vicepresi- dents, the Secretary, and the Treasurer of the National Education Association, the United States Commissioner of Education, and the delegates elected from the various affiliated state and local associations, as provided in the bylaws. AMEND ARTICLE II, SECTION 9, to read —The President, the twelve Vicepresidents, the Secretary, and the Treasurer of the National Education Association, and the United States Commissioner of Education shall be exofficio delegates to the Representative Assembly. The President of the Association shall preside at the annual meeting of the Representative As- sembly, and the Secretary of the Association shall keep the records thereof. In case of a tie, the President shall cast the deciding vote. Three outstanding illustrations of the importance of an organized pro- fession—The New York State Teachers Association has been victorious in its effort to secure full aid for the schools of New York State. During the regular session of the legislature last winter the governor submitted a budget which did not provide for full state aid. The state teachers association immediately launched a vigorous campaign and thru the cooperation of educators, lay organi- zations, and other friends of education secured legislation at a special session of the legislature held during the summer restoring the $13,346,455 which had been cut out by the executive budget. The Louisiana Teachers Association has succeeded in securing the passage by the legislature of four bills that definitely affect education from a financial stand- point. Two of these are constitutional amendments and set up a new financial basis for the public schools of the state. They provide for a minimum of ten mil- lion dollars from the state public-school fund for distribution to the schools of Louisiana. A third victory is that in New Jersey. See Secretary Crabtree’s report, p167, for an account of this. Aids to Teaching in the Elemen. tary School is the title of the Thirteenth Yearbook of the Department of Elemen. tary School Principals. This volume shows the importance of effective devices in teaching and also tells of the time saving and effective aids which should be used and where they may be secured. Articles have been prepared by well- known educators on such subjects as; The value of aids as a means of en- riching the learning experiences of chil- dren; aids in simplifying the learning process and thereby reducing the amount of effort to understand abstractions; a wider use of visual aids; standards to be observed in selecting maps, globes, and charts; various types of school exhibits; use of blocks in teaching young children; types of field trips and excursions; the school and the museum; possibility of concert music; producing instruction materials in the school; available radio programs for our schools; teaching aids which may be obtained from various business and philanthropic organiza- tions; brief summary of results of experi- ments with aids to teaching. Teachers, principals, supervisors, and superintendents have all had a part in its makeup. The yearbook may be pur- Bat TEES “a, ™ applied on the first payment. City and State \ i ei Proissstonal adv ia: % \ By Akading- apes — (1y-dees away ‘with annual o. ont ‘great ational _associa- so ~~—..___ payment of-dues; (2) shows “ _~ tion; the interésts of educa-—— a permanent interest-in_the~ ~~ a ‘fion-ean best_be-served. It __._ work of the ‘Association ; (3)~ Bite, ee Temembered that---——— _ Stands~as~a—high_mark of —_-— ~ today's children j are to- a spirit; (4) is-——_—_— ~_Morrow’s citizens. The ex- Se ighest type of credential; __— . —_tent and character of the (5) it gives the satisfaction nee — —~ training” of-youth.deter- | _____—— of promoting the great-prin- ™ ~—mines” ~the—citizenship of ao ee - for which h the -Asso- - civilization and the-genera-_ _ciation stands-—— Pa f ~tiomahead. ae ie — - it ne \ a “= Sel pane ee ME MT a ae i Ps lies jes 17 106 ra bird’s- view 2 oy nla at _ ps ED oh teens ie, ri on _-NATIONAL DUCATIO ASS SOCIATION ~ | MR. J. W. CRABTREE, Secretary, | 1201 Sixteenth Street, Washington, D. C. Dear Mr. Crabtree: I wish to become a life member, making my first payment November 1, 1934. I understand the entire amount of $100 can be paid in equal annual installments of $10 each, and that membership dues already paid for the current year may be PO gk cd a seca gnc eck xo riety Seu mnie ra rac ae ect hk ae en eee ta A nha bine nie inane Mention Tue JourRNAL when writing our advertisers The Journal of the National Education Association ae ee eee en. 1en- “An entirely new sort of book in physicaleducation.... Will be wel- ume comed by the teacher who wishes to ‘ices do creative work in connection with | the regular course of study.”’ me- —Florence Hale, Editor, Grade Teacher. Former President of the N. E. A. “Even better than I had hoped. Parts will fit right in with the course of study if we continue as we planned.”’ —Wilma M. Burgess, Gorham, N. H. COME AND CAPER By Virginia Bennett Whitlock A book of creative rhythms, panto- mimes and plays, with music chosen from the great composers. Recom- mended by Jesse Feiring Williams, Dr. Otis W. Caldwell, Rebecca J. Coffin, Satis N. Coleman, Corinne A. Seeds, etc. Price, $2.00 (10% Discount to Teachers) Newly Illustrated and Revised Editions: FOLK-DANCES & SINGING GAMES Price, $1.25 (Boards) and DANCES OF THE PEOPLE Price, $1.50 (Boards) By Elizabeth Burchenal President American Folk-Dance Society New delightful photographs of folk- groups themselves! Music simply ar- ranged for piano. Complete instruc- tions and diagrams. Folk-dances of many different countries. Why not look these books over at your leisure? To order them on approval, Check the books you wish to see; [] Come and Caper C- Folk-Dances and Singing Games CL) Dances of the People write your oo eee ADDRESS... x3. SCHIRMER, Inc. 3 East 43rd Street New York ation : Volume 23, Number 6; October 1934 chased from the Department of Elemen- tary School Principals, National Educa- tion Association, 1201-16th St., N. W., Washington, D. C. Single copy $2; 2 to 9 copies, 10 percent off; 10 to 99 copies, 25 percent off. Beaver Dam, Wisconsin, has elected as its mayor Miss Mary Spell- man, an ex-school-teacher of fifty-one years’ experience. Miss Spellman’s can- didacy was sponsored by the young people of the city. Superintendent Lawton B. Evans of Augusta, Georgia, died of pneumonia on April 6, 1934, after fifty-two years of service as superintendent of schools of that city and county. Mr. Evans ac- tively participated in the affairs of the National Education Association and of the Department of Superintendence for over half a century. The Women’s International League for Peace and Freedom has prepared a collection of material suitable for use in teaching international good- will, available in fifty-cent packets [1] for kindergarten and elementary-school grades and [2] for grades from the sixth to junior high school. Inquiries should be addressed to Mrs. Todd Daniel, 1924 Chestnut Street, Philadelphia and should specify clearly which of the packets is desired. Many schools will wish to begin now to make plans for the celebration of World Goodwill Day on May 18 or may wish to give special emphasis to this theme during the Christmas season. A closed matter—An Antioch Col- lege faculty member addressed a Kiwanis Club on a municipal power plant. The general manager of the utility system controling that region criticized the presi- dent of Antioch for permitting a talk on that subject. The president remarked the speech was so conservative that the speaker was accused of being a utility employee. The utility manager replied substantially as follows: “We object to any discussion. The subject of public ownership in our territory is a closed matter, and any least suggestion of en- couragement to discuss it is an offense to us. We have fought for that territory and have won it, and are going to hold it by every means in our power. That is how business is done.” Miss Rowna Hansen, who has been acting as editor of Childhood Education for some time, has resigned her position in order to continue the study for her Doctorate at the University of Michigan. Miss Dorothy E. Willy, chairman of the Board of Editors, will continue in that [Cont. on page A-78] Mention THe JourNnat when writing our advertisers | | Every Month HYGEIA Offers New Ideas for Health Teaching Of course you are always on the lookout for new ideas, for practical helps in teach- ing health. You will find a world of usable material in every issue of HYGEIA, the Health Magazine of the American Medical Association. It gives authentic informa- tion on practically every phase of health of interest to the individual, the home, the school, and the community—written in sim- HYGEIA can be used for reference work, for outside reading, for motivating health and for correlating it with practically every other subject in the course of study ple, nontechnical language. teaching SCHOOL AND HEALTH This special department in HYGEIA is conducted by Dr. J. Mace Andress. Every month it will bring you numerous ideas and suggestions for enlivening and varying your health teaching. In the October HYGEIA this department gives teachers specific suggestions as to where they may look for help in health teaching, especially in the child's own ac- tivities and surroundings. Here is practical help for every teacher who wishes to vitalize her health teaching and make it more interesting, both for her self and her pupils. Special Offer to Teachers 6 months of HYGEIA *] and 2 booklets on SEX EDUCATION Dr. Thurman B. Rice’s recent HYGEIA series, “‘Sex Edu cation for Parents,’’ proved so widely popular that HYGEIA now offers to teachers a choice of any two of the five booklets on Sex Education written by Dr. Rice for children and young people. They include: THE STORY OF LIFE—for boys and girls 10 years old. IN TRAINING—for boys of high school age HOW LIFE GOES ON AND ON—for girls of high schoo age. THE AGE OF ROMANCE—for those of college age or older THE VENEREAL DISEASES—for both sexes of college age and older NEA-10-34 AMERICAN MEDICAL ASSOCIATION, 535 North Dearborn Street, Chicago. Enclosed is $1.00 for your special offer of a 6 months’ subscription to HYGEIA, the Health Magazine, with the two booklets checked. J The Story of Life. ©) In Training. © How Life Goes On and On The Age of Romance The Venereal Diseases Name. Address [Cont. from page A-77 | capacity for the coming year. The Ex- ecutive Board has secured as her Asso- ciate, in editing the magazine, Miss Frances McClelland, who will become a regular member of the headquarters staff of the office of the Association for Child- hood Education in the National Educa- tion Association building in Washington, ae, &:. In the coming elections, teachers should join ministers and other civic leaders to make sure that people of the highest integrity and ability are elected to public office regardless of party. The situation of the country is too critical for us to put affairs into the hands of anyone except the best qualified. Iowa School Music Day was ob- served Sunday, August 26, 1934 at the lowa state fair; the entire afternoon’s program was given over to musical fea- tures. Included was a large parade of highschool bands, a demonstration of selected marching bands, a massed band concert, a chorus of three to four hundred members of highschool glee clubs, and the rural-school chorus numbering ap- proximately 10,000 children. A goal of one hundred children’s voices from each county in the state was set by the rural- school chorus committee. The Kentucky Education Asso- ciation has a membership of more than 16,000 teachers—3000 more than at any other time in its history. There are more than 17,000 teachers in the state. Teach- ers’ salaries, in many instances, have been hardly enough to give teachers a bare subsistence. So the gain in membership in the state association has been made in spite of great obstacles—From Ken tucky School Journal, May 1934. Tribute to Frederick Douglass— Negro children of the Washington, D. C. public schools, by voluntary contribu- tions of one cent each, are raising funds to beautify the grounds of Frederick Douglass’ home, Cedar Hill. Douglass will be remembered as the statesman who, born a slave, attained nationwide recognition for the contributions he made to the welfare of his race during the Civil War reconstruction period. There is a growing tendency in children’s periodicals and over the radio to encourage children to do and want things which would be contrary to the best judgment of their parents. Would it not be a good plan to systematically boycott products and firms which seek to come between children and their parents? Dates to be remembered— November 5-11—American Education Week. November 11-17—Book Week. November 29-30—National Council of Teach- ers of English will meet in Washington, D.C, Federal Aid Packet—In response to the many inquiries which the National Education Association has been receiving from highschool students and teachers asking help in connection with the debate topic, “federal aid for education,” the Division of Publications has prepared a special Federal Aid Debate Packet. It contains the best material the Associa- tion has produced in the past year or two on this subject which is of para- mount interest at the present time. It also contains addresses and committee reports from the United States Congress and other materials. This packet may be secured for $1 from the Division of Publications of the National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. A followup on school visiting— Elwood V. Hess, counselor of McCly- monds High School, Oakland, California, and author of four articles on school counseling and heme visiting in the 1933- 34 JOURNAL, sent the following letter and questionnaire to graduate students of his school: Health Second Edition Cloth bound, $1.75 each Discounts as follows: 2 to 9 copies, 10 percent; 10 to 99 copies, 25 percent; 100 or more copies, 33 1/3 percent Orders not accompanied by funds are subject to transpor- tation charges A-78 Education First published in 1924, reprinted several times since, and now revised and en- | larged by the Joint Committee on Health Problems in Education of the National Education Association and the American Medical Association. This report has been expanded from 164 pages to 251 pages. The supjects covered, as shown by the chapter heads, are the same as the original report but added space has been given to new developments. The references for teachers printed at Paper bound, $1.25 each i ati the end of each chapter, together with the general bibliography at the end of the volume, have been thoroughly revised and will prove useful to teachers seeking up-to-date and authoritative information about the topics presented. NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET WASHINGTON, D. C. A program for Public Schools and Teacher- Training Institutions | AMERICAN MEDICAL 535 NO. DEARBORN STREET (A Better Textbook) 251 Pages ASSOCIATION CHICAGO, ILLINOIS Mention THE JouRNAL when writing our advertisers The Journal of the National Education Association we wm ewe en mt et lume eh Ow ation Just a few lines to assure you that McCly- monds is still vitally interested in your welfare. As this is the beginning of the second year since you graduated from our school, I am wonder- ing how you are getting along. Won’t you just sit down and write me a few lines and while you are so doing will you answer these few questions for me? We are striving to give our students the best education possible and your frank, earnest answers will assist us in improv- ing our work and will be of great benefit to me as a counselor. Don’t hesitate to be frank. Best personal wishes for your future success and happiness. Elwood V. Hess, counselor. [The questions: What two subjects have been of most value to you? Are you working? What vocation? Did your course in school aid you in your vocation? Do you feel that proper thought was given by your counselor to the type of work you followed? Did the visit to your home have any favorable attitude on your attitude toward the school? Did it have any actual influence upon you in any way? If so, what? Did the visit create a more favor- able attitude in your parents toward McCly- monds? Do you believe visits to the homes of my new group would be worthwhile?] Testing candidates for Congress —The folowing letter is typical of the continuinl] watchfulness of the National Education Association. It was sent to the eight hundred regional consultants of the Joint Commission on the Emergency in Education on September 1, along with the preprint of page 177 of this number of THE JOURNAL: As this letter is written, the morning paper reports that only six Senators are in Washing- ton. Practically all members of Congress, as well as many government officials, are back at home. In view of this situation, the Joint Commission on the Emergency in Education suggests that consultants and their friends just now have an unusually favorable opportunity to present the needs of the schools, as they concern the federal emergency aid for educa- tion, to Senators, Congressmen, and govern- ment officials. Every candidate for Congress should be interviewed to the end that he will understand the emergency needs of education in your state, and that he is committed to sup- port necessary additional legislation in order that the needs of education may be adequately met.—John K. Norton, chairman, Joint Com- mission on the Emergency in Education. Toward a personal philosophy of life—Readers who have followed THE JourNAL of the National Education As- sociation for several years frequently ask the editor for lists of books. The following titles from the editor’s own library have been selected for those who seeek a philosophy of life and who wish to buy a few books to which they can turn again and again for guidance and inspiration. This list is also suitable for a short course in college. Most of the books make excellent presents for birth- days, commencements, or Christmas. [Cont. on page A-80] Volume 23, Number 6; October 1934 Mou may say DUCH 2 Wait Until You Get The Doctor and Hospital Bills . . . It’s bad enough to have the physical discomfort of sickness, but when to that is added the torture of financial worry, the burden is indeed a heavy one. Usual bills, plus those of the Doctor, Nurse and Hospital, pile up like “a mountain of debt.” But if you are enrolled in the T. C. U., financial help comes quickly. Every Year Bad Luck Hits 1 out of 5 Teachers That’s a frightful risk for any teacher to face alone. You really can’t afford to do it. Even when you are well, it is worth so much to know that you are protected. But it is when sickness, accident or quarantine brings “rainy days” that your membership in T. C. U. is priceless. Read what this nation- wide organization of Teachers for Teachers has meant to others in times of need. Nora E. Hackley, Warrensburg, Mo., writes: “Since this was the first time I had ever been where I could not go on with my work I began to worry how I would get my bills paid. The doctor reminded me if I did not quit worrying my wound would never heal. Then I remembered that I had a policy with the T. C. U. I wrote them and within a few days there came a letter with my check.” All these Benefits are Yours $50 a Month when you are totally disabled by confining sickness. $50 a Month when you are totally disabled by accidental injuries (including automobile acci- dents). $11.67 a Week when you are quarantined and your salary has stopped. $25 a Month for illness that does not con- fine you to the house, but keeps you from your work. 20 Per Cent increase in sick benefits for two months when you are confined to an established hospital. $333 to $1000 for major accidents, or for accidental loss of life. These indemnities are increased 10 per cent for each con secutive annual renewal of the policy for not to exceed five years. Double these benefits for travel accidents sustained in railroad, street car or steam boat wreck. Operation benefits in addition to other benefits after your policy has been main- BE SAFE ma in or ol ae olicies paying larger benefits are also Get under the T. C. U. Umbrella issued. Don’t let thoughtlessness or delay de- 7 ~ CHOC SERPS SCHR SOS OSHESHSHHSHSEHSSHSSHOSH SHEESH OOS SCSSESCESOEESHSSSEKESOSPREKRESORKASCCH SOC CERO HECSEHCH EAH HRHCOEDHRE Mention THe JouRNAL when writing our advertisers Make checks or money orders payable to and mail to NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET WASHINGTON, D. C. esceeereeeeseeseeeeeee The Journal of the National Education Association