Reet for a New Society Arthur E. Morgan “ Bisdtnns Schools Began Charles A. Beard & William G. Carr 7 A Bill of Rights for the New Age @ Shall We Enter Politics? John K. Norton ° Science in the Ele- mentary Schools James F. Conway * W hat Does aDean Do? Dorothy C. Stratton e Sos page A-85 for Complete Table of Contents e ~ JOURNAL of the NATIONAL F DUCATION ASSOCIATION erican Hducation Week VISIT YOUR SCHOOLS November 5-Il, 1934 American Education Week Poster, 1934 NOVEMBER - 1934 VOLUME 23 NUMBER 7 SHARP’S SERIES oF: ENGLISH EXERCISES | 11 Books... A Book for Each Grade In Use in 4700 Cities Designed for supplemen- tary use in English work in Grades Il through XIil. Each book provides ex- ercises in language work suitable for the grade. The books may be used in conjunction with any textbook. This fact, in part, accounts for the de- sirability and popularity of the series. Webster Workbooks and Seatwork Books 100 Titles... 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Gum | 15 ° ! | ase fo Loci The Thirteenth Yearbook—1934 Department of Elementary School Principals “Aids to Teaching in the Elementary School’’ 416 Pages $2.00 each You need it because: 1. It places direct emphasis upon the improvement of instruction. 2. It contains excellent descriptions of practices in the provision and use of aids in teaching. 3. It shows that aids may be integral parts of learning process. ORDER NOW Department of Elementary School Principals National Education Association 1201 Sixteenth Street, N. W., Washington, D. C. is good for children. There is a Reason, a Time and a Place for chewing gum. Forward Looking business groups shun extravagant 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 Y ork Four Factors that Help Teeth Last a Lifetime Are: Proper Nutrition, Dentist’s Care, Personal Care and Plenty of Chewing Exercise 0-207 A-84 Mention THE JOURNAL ae: ; Be when writing our advertisers The Journal of the National Education Association h I a1 +B Pach of he The JOURNAL of the NATIONAL EDUCATION November, 1934 Vol. 23 No.7. ASSOCIATION In This Issue Joy ELMER MORGAN H. A. ALLAN Interpreting Education within the School 191 Editor Business Manager oe: .... Account of Progress........ 193 Published by the National Education Association Teacher Tenure... eo) for d by irvey xten- eek,” lans ored dent the cen- eral tion and tion Printing project—Since 1928 the Division of Publications has sponsored the Nationwide School Printing Project in order to encourage the art of fine printing and to disseminate each year one great educational ideal. Some of the topics selected for their richness of con- tent and beauty of form include: The Unknown Teacher; the Home and the Virtues; Dedicating the School; the Pact of Paris; Your Afterself; and Helping Your School. American Education Week stu- dent writers project—American Edu- cation Week, first observed in 1920, has come to be one of the major activities of the National Education Association. In this observance it is highly desirable to impress pupils as well as parents and taxpayers with the aims and needs of the schools. To motivate serious study of the local school by students, the Na- tional Association of Student Editors, under the guidance of the Division of Publications, conducts an annual stu- dent writers project as part of the Amer- ican Education Week program of in- terpretation. The 1934 topic is “What Is Best in My School.” Editorial project—For the past three years the Division of Publications has sponsored a nationwide editorial project in which all high schools publishing school papers may participate. Students who write about education in such edi- torials learn to appreciate the value of their schools and to make their influence count in behalf of further improvement. Making the graduating season count—The plan of vitalized com- mencements sponsored by THE JOURNAL of the National Education Association for some years, has spread steadily thru- out the country. A twofold aim has been stressed: first that the program should center about the graduates, that it should be planned, developed, and staged by them; and second, that it should be used as a means of interpreting school service to both students and citizens. To help schools in planning commencement pro- grams, the Division of Publications has prepared a special packet. On the college level there is need for a much more comprehensive con- sideration of the history of education, its philosophy and purposes—not as a preparation for teaching [this has been fairly well done in teachers colleges] but as a preparation for citizenship. From the point of view of a stable world civilization, the history of culture is vastly more significant than political or military history because the cultural forces in the end condition the other forces. They determine the quality and character of political life and ultimately the form of government itself. If, for example, the music and writ- ings of a nation degenerate and empha- size the cheap and the trivial and the tawdry, if the press and the movie and the radio fill people’s minds and lives with wrong feelings, wrong tastes, and wrong ideas, sooner or later the quality of statesmanship itself will decline. There should be in every college at least one year devoted to the history of culture including the history of educa- tion—particularly the history of educa- tion within the nation and within the state where the school is located. The school is not something apart. It is democracy in action. It is the method of meeting thru cooperation our own need for enlightenment, for knowledge, for skill, for practise, for expert direction. It is increasingly plain that political democracy cannot be maintained or in- dustrial democracy achieved without an enriched and vitalized education. Mod- ern society faces a choice between edu- cation and dictatorship and so far dicta- torship has set the swifter pace. Literally, the future of civilization hinges on what America, as the world’s foremost de- mocracy, is able ‘to do thru the schools to preserve, extend, and vitalize the remnants of democratic tradition which still survive upon this continent.— Joy Elmer Morgan. President Roosevelt’s Account of Progress Le following points from President Roosevelt’s radio address of Sep- tember 30 are well worth discus- sion in civics and history classes. Let children clip such speeches from their newspapers and keep them in scrapbooks for historical information. Let particular emphasis be placed on those points in national policy which concern the local- ity in which the school is located. FTER years of uncertainty, culminat- A ing in the collapse of the spring of 1933, we are bringing order out of the old chaos with a greater certainty of the employment of labor at a reasonable wage and of more business at a fair profit. The great majority of banks, either thru their own resources or with govern- ment aid, have been restored to complete public confidence. We have, thru various federal agen- cies, saved debtors and creditors alike in many other fields of enterprise, such as loans on farm mortgages and home mort- gages. The second step we have taken in the Volume 23, Number 7; November 1934 restoration of normal business enter- prises has been to clean up thoroly un- wholesome conditions in the field of in- vestment. I sincerely hope that people will be discouraged in unhappy efforts to get rich quick by speculating in securities. In the industries covered by codes adopted thru the NRA, child labor has been eliminated. The work day and the work week have been shortened. Mini- mum wages have been established and other wages adjusted toward a rising standard of living. The emergency pur- pose of the NRA was to put men to work and since its creation more than 4,000,000 persons have been re-em- ployed. I propose to confer within the coming month with small groups of those truly representative of large employers of labor and of large groups of organized labor, in order to seek their cooperation in establishing what I may describe as a specific trial period of industrial peace. To those who say that our expendi- tures for public works and other means for recovery are a waste that we cannot afford, I answer that no country, how- ever rich, can afford the waste of its hu- man resources. We must make it a na- tional principle that we will arrange our national economy to end our present un- employment as soon as we can and then to take wise measures against its return. Nearly all Americans are sensible and calm people. We do not get greatly ex- cited by awesome pronouncements con- cerning the unconstitutionality of some of our measures of recovery and relief and reform. All of these cries have been heard before. More than twenty years ago when Theodore Roosevelt and Woodrow Wilson were attempting to correct abuses in our national life, the great Chief Justice White said: There is great danger, it seems to me, to arise from the constant habit which prevails where anything is opposed or objected to of referring without rhyme or reason to the Constitution as a means of preventing its accomplishment, thus creating the general impression that the Constitution is but a barrier to progress in- stead of being the broad highway thru which alone true progress may be enjoyed. 193 —— EACHER TENURE in this country has T developed since 1900. In its devel- opment it has in a general way followed the plan of civil service, but the protection. afforded teachers against unjust removal from office has been much certain; the probationary period has been much longer; there has generally been no protection against im- proper discharge during probation; and generally the hearing accorded a teacher is before the very board which desires to discharge her. The interests of the children and the schools have had first consideration in the teacher tenure movement. For ex- ample, a long probationary period has generally been permitted to prevent the permanent appointment of an _ unfit teacher. In practise, long probation makes it possible for a board to defeat the purposes of tenure by discharging teachers at the end of the period. During the past three years the se- riousness of the financial problems of our public schools has tended to hide the invasion of politics into the schools of certain communities, the increase in the discharge of competent experienced teachers to make room for cheaper, in- experienced teachers, or for personal friends or relatives of board members, the elimination of important school sub- jects and activities, the overloading of classes, the injection of fear of unjust discharge into the consciousness of teachers. In many communities teaching morale is being destroyed, the building of a teaching profession has been halted. Correspondents from twenty states re- port a noticeable increase in the dis- charge of teachers for political reasons. It is the purpose of tenure to protect the schools from such injuries. Tenure and the administrator— There are many in the teaching profes- sion who are opposed to tenure because of a belief that it will make teachers more independent, freer from adminis- trative control, more critical of school and public issues. For exactly the same reasons tenure is most valued by those who advocate it. It is their belief that the teacher must be protected from the less Teacher Tenure fear of unjust discharge, from unreason- able requirements, if the classroom is to become that vital force in our children’s ENURE has as its objectives the fol- lowing: [1] To prevent political control of the schools. Under tenure, with the exception of the comparative small probationary group, all tenure teachers are reasonably free from politi- cal, personal, or commercial domina- tion. [2] To permit and encourage teachers to devote themselves to their profession. Under tenure, teachers are freed from the urge to curry favor, to develop contacts and influence with appointing agencies. They are freer from a restless seeking for more stable employment. They are able to plan their preparation and work over a period of years. [3] To provide a reasonable personal and academic free- dom for teachers. [4] To encourage competent, public-spirited teachers to stay in the schools. [5] To discourage school management based on fear and to encourage leadership based on con- fidence and understanding. [6] To pre- vent the discharge of teachers for political, religious, personal, or other unjust reasons, and to permit the dis- missal of those who are incompetent, unworthy, and negligent of their duties and responsibilities. lives which is demanded by the condi- tions of today. Education needs leadership today as it always has in the past, but to be effec- tive, that leadership must be based on the faith, understanding, and cooperative spirit of the classroom teachers. It is the belief of those who favor tenure that such leadership exists and is encouraged under tenure, and that tenure, instead of causing a rift between administration and classroom tends to unite the two in a common cause. To throw light on this question it was thought advisable to ascertain if pos- sible the attitudes toward tenure of su- perintendents who had had a number of years of experience with it. A confiden- tial inquiry was made of every city superintendent of Indiana. There are one hundred and two cities in this state and replies were received from eighty-three of them. The inquiry covered 8378 teach- ers, 6958 of them permanent. Indiana has had a tenure law since 1927. This statute provides permanent tenure for teachers who have satisfac- torily served a probationary period of five years. A permanent teacher cannot be removed for political, religious, or personal reasons, but may be re- moved for incompetency, insubordina- tion, neglect of duty, immorality, justifi- able decrease in the number of teaching positions, or other good and just cause. Before removal from office a teacher has a right to a written statement of reasons and to a hearing with counsel. 14 superintendents reported that tenure had served as a deterrent of salary reduction dur- ing the depression; 69 reported that it had not. 35 expressed the opinion that tenure had pre- vented the discharge of teachers for political reasons. 30 said that tenure had prevented the discharge of teachers in order to replace them with less expensive, inexperienced teachers. 27 indicated that tenure had prevented the dis- charge of teachers in order to appoint rela- tives or personal friends of board members. 35 expressed the opinion that tenure had tended to prevent the discharge of nonresident teachers in favor of resident candidates. 12 stated that tenure had a bad effect upon teacher improvement in service. 65 disclosed that ten- ure had either not affected the preparation of teachers in service or had had a good--effect [42—no change, 23—good effect]. 60 reported that tenure had resulted in a marked decrease in teacher turnover. 13 reported no appreciable effect. 9 pointed out that tenure had increased teacher turnover because of refusal of boards to continue teachers beyond the probationary period. 73 reported that tenure had had no bad effects on teacher-superintendent relation- ships. 5 reported that tenure had had a bad effect. Conclusion — This inquiry would seem to indicate that in Indiana the benefits of tenure have outweighed the detriments. It would also seem to show that on the whole superintendents are not handicapped in their work by tenure. It would also appear that most teachers respond professionally to increased free- dom and fo protection from lay and: schoolboard interference and domination. —From the Report of the Committee on Civil Service for Teachers of the Na- tional Education Association {Donald DuShane, chairman| presented at the Washington Convention, July 1934. ie | ‘ENURE OF SERVICE—There should be legislation to protect teachers from discharge for political, religious, personal, or other unjust reason, but the laws should not prevent the dismissal of teachers for incompetence, immorality, or unprofessional conduct.— Platform of the National Education Association, adopted July 1934 at the Washington Convention. — 194 The Journal of the National Education Association ch- nce ent had dur- not. pre- tical the hem ; ae dis- -ela- pers. had dent :. ie cher ten- n of ffect rted ease able ased ards nary | no ion- bad uld the the 10W are ure. 1ers ree- and: ion. ttee Na- ald the ARADOXICAL as it may sound, the Prescter of the “bad boy” must him- self be a “bad boy” at heart. He must be one who has never grown up, who still keeps fresh his boyish pecca- dillos, who keeps alive within himself a spark of the wildness of youth. He must remember, vividly, as if it were yestet- day, his first cigar, his first pair of “long- ies,” his first “date.” He must never for- get the first window he broke, the first policeman whose prehensile claws he eluded, the first “scrap” he had. The high adventure, the reckless aimlessness, the mystery of woman, the spacious yearnings to experience the universe: all these must be a living, breathing part of him. For it is this core of eternal youth in him that subtly and surely attracts and holds the boy. He is repelled by any- thing else. This fact should occasion little sur- prise, for the “bad boy” has little in common with the inhumanly perfect guide. By a perverse but easily under- standable process, morality becomes confused with its preacher and both are damned. The “bad boy” conceives life in human symbols: If the symbol of rec- titude is unpleasing, he automatically shies away from rectitude itself. The attraction he feels toward the “bad boy teacher” inclines him favorably towards anything the teacher says. He senses, un- erringly, a kindred spirit, one who like himself is not utterly tamed, one who has great, unsatisfied longings, one who has shared hismiseriesand joys. I say “‘senses,” because he never really “knows.” But the teacher who has been a “bad boy” and who has not forgotten his bad-boyish- ness radiates a something that inevitably draws the boy to him. Volume 23, Number 7; November 1934 The “Bad Boy” and His Teacher A. H. Lass Manual Training High School Brooklyn, New York Curriculum makers have expended vast ingenuity in constructing courses of study that will meet the needs of the “bad boy,” little realizing that the “bad boy” is not interested in curriculums, however excellently conceived and exe- cuted. He wants a hero, someone to wor- ship, a rallying point for his affections. No curriculum yet devised can give him this. For the “bad boy” cannot be fitted into society thru symbols he does not want to understand. He must have his learning personalized in someone like himself, yet greater, someone who pre- figures him. In the “bad boy teacher,” he is made to feel that his own destiny can be satisfactorily worked out. For he sees himself in his teacher. And what his hero has achieved seems not only reasonable, but compelingly desirable. The curriculum which will reclaim the “bad boy” must, in addition to provid- ing significant pupil activity, search out the “bad boy teacher’”—for it is he alone who can guide the “bad boy” to a hap- pier, freer, and fuller realization of him- self. Gently, unobtrusively he can lead him where he wants, because actually the boy is eager to follow. It is this im- pulse to worship and to follow that must be exploited to the full thru teacher and curriculum. The academic interests of the “bad boy” are not keen enough to induce a pursuit of knowledge per se. He must have his learning galvanized thru the per- sonality of the teacher. The following list of traits, by no means complete, may serve as a guide to those who cast their lot with the “bad boy.” No one “bad boy” possesses all of these qualities, but they are, in varying degrees, part of every “bad boy” per- sonality. The “good boy,” too, it may be noted, partakes of some of these charac- teristics, but to a lesser extent. “Bad boys” have these traits in com- mon: [1] They worship physical strength. |2| They want material success, above all. This is natural since most of them have been surrounded by squalor and poverty. |3] They worship power. The man who does, regardless of how he does it, is their idol. [4] They have a contempt for law and order because they see its futility. The era of the racketeer has contributed very largely to this. [5] They feed on the tabloids, the sexy movie, the burlesque show. [6] They gamble, annoy policemen, and frequent billiard rooms. 195 be |7| A large percentage smoke and some drink. |8] They are unliterate as distin- guished from illiterate, altho illiteracy is not unknown among them. |9| They hate effeminacy. |10| They are victims of inferiority complexes. Constant nagging at home and contemptuous indifference in school make them sullen and resentful. [11] They have keen perceptions and size up the teacher quickly and accu- rately. They sometimes test him by being deliberately nasty to see if he can take it. |12| They appreciate sincerity, good sportsmanship, the square-shooter, the teacher who gives them a break. |13] They have immense, almost blind loyalty to anyone who has won their affections. |14|] They are hard to interest. They are restive because school does not satisfy their stronger desires. A teacher must be resourceful if he would hold their atten- tion. This does not mean that the class must degenerate into a three-ring circus. But the teacher who is something of a showman and can present the subject dramatically and humorously need not fear that their attention will wander. |15] They like stories of adventure and daring. They also like to listen to stories welltold. |16|] They enjoy socialized recita- tions, which give them a feeling of power. |17] They like selfgovernment. They have not had much of it because they have been considered unfit. They respond rapidly and favorably to any opportunity to run things for themselves. It gives them the feeling of personal and social re- sponsibility which they want to develop. [18] They cannot be approached on too lofty an ethical plane. Much that they react to must be translated into terms of good-sportsmanship and consid- eration for others. They are left cold by anything abstract or too theoretical. They like to discuss ethical problems touching their own lives very intimately. [19] They are excessively endowed with animal spirits. Very little of it is sublimated in concentrated study. Hence, occasional outbursts must not be too severely punished. They need not be ignored. But they must be seen in proper perspective not as the expression of viciousness but merely the result of a pent-up, healthy animalism. |20| They do not like to be snooped at or watched too meticulously. The closer the teacher approximates the policeman, the more they are driven to find means of outwitting him. The best possible procedure is to make it impos- sible or inadvisable for them to cheat or bluff. The course can be so organized that a premium is put upon daily appli- cation of effort. The end can be made unattainable without this rigorous appli- cation. To cheat is to unfit oneself for the test. This they must learn thru the daily recitation, not thru precept. They learn quickly when it is to their interest. Nearly all of these undesirable traits can be made to serve useful social and individual purposes if the teacher is one who represents to these boys an ideal towards which they can strive. They are enormously pliable when once they have a rallying point for their affections. They can be made to talk, act, and think like gentlemen if they like the teacher. The formula for progress with these boys is Lecky’s aphorism, “Let not the sour- faced teach morality.” Reversing this, I should say, “Let only the sweet-faced teach morality.” For only those whom these boys like can ever begin to approach them on any really significant-plane. Youth Has a Chance OMPLAINT is often expressed that ( the present generation has made a mess of things and that it has left a shabby heritage to the generation which is just now coming upon the stage. What have the boys and girls done, it is asked, to deserve the lot which is theirs? No jobs, fading opportunities, a world of jangling quarrels and threatened war, a national economy that is unstable. Why have the older men and women, who have controled the destinies of na- tions, allowed things to get into such a shape? The answer is that the older men and women have not controled destiny. They have not shaped the course of things. They have not known how. They have not understood social, economic, and political movements. They have watched the changes which come in society and have been bewildered. These changes have come chiefly as a result of inven- tions. Our forms of business, our ways of life, have changed more in a century than they had changed before in a thou- sand years. These changes have created new social and economic and political problems and we have not known how to deal with these swiftly developing issues. 196 The new situation has called for thought and study and we have not been prepared to make such studies. Hence, we have drifted, and while the civilization which has emerged has been in many respects a wonderful development, it has had its seamy side. Conditions of life are now insecure everywhere. But should youth lay too great blame upon their elders? Is there not an ex- planation for the partial failure to con- trol social change so as to insure a truly beautiful result? Let this be remem- bered: Most of the men and women now in middle age or older had not much opportunity for formal education. The high school, whose benefits are enjoyed now by nearly half the boys and girls of the appropriate age, is a new thing in American life. It was just coming in when men of fifty years were young. And fifty years ago highschool students were rare specimens. They were five times as scarce as college students now are; only one-fifth as many young people in pro- portion to the population went to high school then as go to college today. The United States Office of Education has just published a study which shows that in 1880 only 3 percent of the boys and girls from fourteen to seventeen years of age were enroled in high schools, whereas in 1930, 46 percent were in attendance. Whether the young people in the high schools actually prepare themselves to control social developments or not, they have a chance to do so—a chance which those who are now older never had. A boy or girl slaving in a mill or on a farm has little opportunity to acquire the in- formation and inspiration necessary for leadership. A boy or girl in high school does have the chance. If the opportunity is wasted; if youth complains, then frit- ters time away, doing only what is re- quired in the daily rounds of the schools, it will have something to explain if the next generation complains of a ruined civilization. But keep this in mind: Youth has a chance. It may rebuild a threatened social order. It may create a new security, new foundations of hap- piness—a great opportunity and a profound responsibility!—Editorial by Walter E. Myer of The American Ob- server, 744 Jackson Place, N. W., Wash- ington, D.C. [Give this editorial to high- school students for discussion in classes. Let it be reprinted in school and com- munity newspapers. | The Journal of the National Education Association oon & S&S BW The the -n to best 1POs- heat lized ppli- nade ppli- . for | the They rest, raits and one deal ’ are have “hey like The ys is our- is, I aced hom ach 's of reas nce. igh s to hey hich arm in- for 1001 nity frit- re- ols, the ned’ tion | rr RE er em er TT Education for a New Society ARTHUR E. MorcGANn American Education Week 1934 is “Educating for Tomorrow.” That theme is born of hope and courage and determination. It implies a clear purpose to teach the youth of America that the American dream is not dead, that a new and greater civilization is possible upon this continent, and that thru the intelli- gence and social purpose which schools exist to create, we shall win our way to a new and larger freedom. The following essay on social plan- ning, prepared prior to recent significant developments under the national re- covery program, shows a remarkable de- gree of foresight and anticipation. Let this article be studied by college faculties. Let it be presented personally by teachers to leading citizens. Let it be reprinted in local papers and used for discussion by civic groups. Let each citizen be led to ask himself two ques- tions: First, what kind of a society do I want? Second, what can I do to help build such a society? Pi america NOTE.— The theme of nego y improvements have in- creased greatly during the past decade. The depression stimulates the process, for each industry must promote economies in order to survive. For in- stance, a wellknown national industry, by a thoro organization and standard- ization of processes and products in one of its large plants, is now able to main- tain 1929 production with half as many engineers and workmen. No important inventions have contributed to the result in this case. In some industries the re- duction of required labor is much greater and in others much less. It seems pos- sible that, with another year or two of preparation, 1929 production could be maintained in many industries with re- employment of a small part of our un- employed labor. Yet technological elimination of labor is only well under way, and may go very Chairman, Tennessee Valley Authority much further. It will be several years before we feel the full force of some de- velopments. Part of this displaced per- sonnel will be absorbed by new indus- tries, but no developments are in sight that will absorb more than a small pro- portion. Even tho the ultimate result should be a total increase of employ- ment and a higher standard of living, yet under the present system of dis- tributing the products of industry, the intermediate period of unemployment may be prolonged and acute. It is to be hoped that we may avoid the tragic and long-continued disorganization and pov- erty which accompanied the first indus- trial revolution in England. The major aim of vocational guidance has been to help young people decide upon and prepare for appropriate call- ings. This phase may continue to be most important, but there is a new prob- lem of finding suitable occupation for the vast total of time and effort released by labor-saving developments. The way in which we handle both these problems will be greatly influenced by our ideas of a desirable social and economic order. Whether we recognize the fact or not, our educational program will be in view of some type of social and economic organization. The type we prepare for will have much to do with the type that is achieved. Educators and those being educated are not inert masses being acted upon solely by external economic forces. Their own hopes, desires, and expecta- tions are causes of events as surely as are natural harbors or coal deposits. What we hope for and plan for and expect will have much to do with the type of social and economic organization which will emerge. [II] There is an historic method of solving the problem of vocations in a time of overproduction and unemploy- Anent. It has been the standard method of the past, and its use has maintained stable cultures thru centuries of time. Volume 23, Number 7; November 1934 This method has been for those who have power to control resources and events to use that power for the accumulation and control of vast resources, and for the employment of the mass of men on a bare subsistence level to serve the wants of those in power. America has partially evaded this issue in the past, because our pioneer country enabled the mass of men to escape individually from extreme pov- erty, while rapid expansion maintained a high level of living. We can no longer escape this issue so successfully. Our program of vocational education will be a preparation for that historic economic order, or for some other. This historic method has been in op- eration among nearly all civilized peoples up to the present. Perhaps the simplest and most dramatic case is that of Egypt during the time of pyramid building. There was a vast surplus of men and food beyond that necessary for maintaining life. It might have been used for edu- cating the whole Egyptian people, for developing the sciences and the arts, for providing good homes for everyone, pub- lic sanitation, permanent roads, and other improvements, and in general for creating a civilized society. Such a course might have advanced the modern age by two thousand years. The historic method has dealt with recurrent surplus of men and goods in various manners. Alexander, Cesar, and Napoleon had one method. The Church with its cathedral building had another. Feudalism and royalty, with wars, pal- aces, ostentatious expenditures, and elaboration of conspicuous waste, had still another. In any of these cases, had the surplus of men and goods been turned to the education, discipline, and improve- ment of the mass of men, a new era might have been inaugurated. Thruout its history America has wa- vered between two courses. [As an illus- tration of this conflict in early America, see the description of Shay’s Rebellion MERICA must re-evaluate its educational program in terms of economic change and social purpose. Voca- AX tional education [1] must be preceded by intelligent counseling, [2] should not be too specific, [3] is an inseparable part of the development of the whole personality, [4] should be determined by needs of society, [5] must give consideration to intelligent consumption, and [6] belongs in the school and not in industry.— Antioch College Bulletin, Vol. 30, No. 2. 197 in John Marshall’s Life of Washington. \t the close of the American Revolution, according to Marshall, the common peo- ple of Massachusetts held that since rich and poor had fought the war together, they should start out in life on an equal footing, and that the Revolutionary bonds, floated at low rates, should not be redeemed at par to create a heavy burden of debt. The merchants of Bos- ton believed that this contention would be sustained at the coming election. These merchants, therefore, privately financed an expedition to crush the movement before an election could take place. This action was fully approved by Marshall. It generally is minimized or omitted from American histories.| We are an offspring of Europe, and the his- toric method of using surplus crossed the ocean with our fathers. On the other hand, America, as one of the few such cases in history, has had a picture of a very general distribution of surplus goods and man power for raising the standard of living of the entire people. The American system of public educa- tion has been the chief visualization of this ideal. In a pioneer country the issue between these two ideals could be postponed. It can be postponed no longer. Whether our enormous capacity for producing wealth shall be the occasion for reducing educational opportunity, and for reduc- ing a large portion of our people to a provincial outlook and to primitive standards of living, as is constantly being suggested today, or whether it shall be the occasion for release from privation and for bringing to each person oppor- tunity for the fullest development of his personality of which he is reasonably capable, presses for answer. American education now faces that issue. The picture it presents of the fu- ture of opportunity and of education in America will be one of the causes to bring into being the program that is pictured. There is a strong movement in financial and economic circles in America today to treat the Amercian ideal of full edu- cational opportunity in the way the Bos- ton merchants treated Shay’s Rebellion, and to fall back on the historic method of managing the economic surplus. It is pointed out that we have come upon new conditions, that there are no longer jobs to go around, that there is an oversupply of educated men, that perhaps highschool education should be at the expense of the parents, that per- haps industry and not the schools should train its workers, and that the American 198 doctrine of equality of educational op- portunity must be abandoned. We are told indirectly that where the gon FOLLOWING material which has appeared in THE JOURNAL is of | interest to laymen. Call these articles | to the attention of influential citizens in your community: Interpreting the Kindergarten by Edna Dean Baker, | 22:121-2; The Legion and the Schools | by Russell Cook, 23:89-90; Lizzie | Moore Forgotten by J. W. Crabtree, | 22 :243-4; The Tenth Generation by | Harry Stillwell Edwards, 22:139-42; The Sword over Education by Glenn Frank, 22:107-10; Do We Want to Prevent Crime? by F. W. Hubbard, 22 :204-5; The Most Important Ques- | tion of All by Harold L. Ickes, 23 :67-8; Education, the Nation’s Safeguard by Charles H. Judd, 21:117-9; The New Leisure Challenges the Schools by Eugene T. Lies, 23 :13-5; A Schoolboard Member Speaks by E. J. Overing, 22:254; Character Building, a Com- munity Enterprise by F. C. Rose- crance, 21:51-3; Educating Children for | the New Deal by Rabbi Abba Hillel | Silver, 23 :97-9. SS American doctrine of equal educational opportunity comes into conflict with the present economic organization of our democracy, there is no question as to which must be sacrificed. In an economy of perpetual deficit and with pioneer conditions, this issue could remain un- decided. With an economy of surplus and with the end of the pioneer era, it will not down. A program of vocational edu- cation will openly or tacitly assume one course or the other. [III] The following suggests some elements for a program of vocational education on the assumption that the results of technological advance shall be used for promoting the fullest develop- ment of our people, and shall not destroy hope of continued enlargement of op- portunity. [1] We should not evade the main issue by centering attention too exclu- sively on discovering the specific detailed activities of specific jobs. [2] We should recognize three phases of the problem. [a] Create a picture of an economic and social order that will use our enor- mous actual and potential wealth for the full development of the whole people, within the limits of the natural capacities and the social-mindedness of each. Plan an educational program and develop hope and expectation in young people according to this picture. [b] Continue and improve vocational counsel and education for the going eco- nomic organization. It is a case of build- ing a new bridge in place of the old while the old is still in use. [c] Devise emergency programs for the occupation of those who are dislodged from employment by technological de- velopments or by depressions. [3] Recognize vocational education, not as an isolated problem, but as an inseparable part of the unified and inte- grated development of the entire person- ality. Whatever the intellectual, social, or economic status of a young person, his education should aim at the well- proportioned development of his entire personality. [4] Educational opportunity should not be determined by the caprice of eco- nomic fortune or of other events, but should be in relation to intelligence, character, and other factors which affect capacity for education and value to so- ciety. This is what educators mean by equality of educational opportunity. [5] Vocational education, that is, education for production, should be as- sociated with development of discrimi- nation and appreciation, that is, educa- tion for consumption. Increased wisdom in spending is equal to increased capacity for earning. This is commonly over- looked in vocational education. American industry is based on intelli- gence in consumers. Farm and household appliances and a vast number of other products could have a larger market if more people were well enough educated to use them. To restrict general educa- tion would be to kill the goose that lays the golden eggs of American industry. There are definite limitations to our ability to consume profitably basic eco- nomic goods and services, such as food, clothing, housing, transportation, and recreation. Overconsumption may lead to debasement or to crude ostentation of competition. Only a small part of American productive resources is re- quired to meet elemental needs. When demand is disciplined by edu- _ cated discrimination and good taste, so - that excellence of products is demanded, then a new world of demand is opened, and there can be no overproduction of things of excellence. For instance, dis- criminating taste would demand that most American homes should be rebuilt. Since good taste is progressive, in a gen- eration many of them would be rebuilt again. Production and consumption with disciplined good taste is a refining and ennobling process, but one of slow growth and one that absolutely requires educa- The Journal of the National Education Association f \ | eco- uild- while > for dged de- tion, Ss an inte- 'son- Cial, ‘son, vell- ntire ould eco- but nce, ffect so- | by is, as- imi- 1Ca- Jom city ver- elli- 10ld ther t if ited Ica- ays try. our CO- od, und pad ion ion —_—_— oor —"— Vw ee - —CUk — _ _-l_ LLL ee ee tion. Sound liberal education for every- one is the only path to a wholesome and stable culture in an economy of great surplus. [6] Up to the present, demand has been chiefly for relatively simple and standardized services. Mass production has centered on few products. Vocational education has directed attention to a relatively few well-standardized callings. There are actually hundreds of new call- ings in their infancy or waiting to be developed, each capable of supporting few or many persons, and adding to the variety and interest in life. As standard vocational opportunities grow less, we should explore for these new fields. In the meantime, as almost the most im- portant element in vocational education, we should promote the imagination, per- sistence, and initiative which are impera- tive for developing new opportunities. This is more important than details of technic. |7| It has been proposed that, in- stead of educating young people voca- tionally in public-school programs, many of them be turned over to private in- dustry for vocational training. Except for learning specific technics, vocational education should be controled by the public-school system and not by private industries, tho cooperation is necessary and desirable. The total life interests of the child and those of society as a whole, on the one hand, and the immediate eco- nomic interests of industry on the other, are strikingly in conflict. Vocational edu- cation is not an isolated instance of such conflict. For example, during the indus- trial depression recovery would proceed faster if every person and every industry should begin carefully but normally to purchase to meet genuine needs. Each individual and firm, however, is driven to an extreme economy which for society as a whole is bad. A course which would be good for society as a whole becomes impossible as a course for private indus- tries acting individually. Similarly, if industries should be relied on chiefly for vocational training, they would tend to be compeled to sacrifice the total life needs of young people for the special needs of immediate production. The economy of having a steady worker on one process is often in conflict with the need of the young worker for range and variety of experience. The industry may profit by a worker’s skill on a particular job, whereas the life interest of the young person and the interest of society as a whole might be promoted by his leaving the firm for another field. Most individ- Volume 23, Number 7; November 1934 ual managers would regret this conflict of interest and would prefer to train young people for their life work as a HE FOLLOWING special features, eight to sixteen pages in length, which have appeared in THE JOURNAL during the past year are particularly valuable for use in highschool and teachers college classes. Are you using them?: The Interpretation of Educa- tion, October 1933, p177-92; Working Together—the National Education Association, November 1933, p217-26; Social Economic Goals for America, January 1934, p6-13; Emergency Fed- eral Aid for Education, February 1934, p34-52; Secondary Education for the New Day, May 1934, 135-42; Essentials of Taxation by Harley L. Lutz and William G. Carr, series October 1933 thru June 1934. ——_ whole. They could not do this, however, for each industry would be in the grip of economic competition, and could not afford the expense. On this point, I speak from experience in trying to make part- time student work fully educational to the student, while fully profitable to industry. Recently I discussed this subject with one of the most public-spirited manufac- turers of England, whose firm does have the responsibility for the entire voca- tional training in the community. I was told that there is a constant conflict be- tween the need of the industry for nar- rowly specialized technic and the need of the young worker for the full develop- ment of his life, and that as a rule the program is determined by the need for the narrowly specialized skill. Even where broader training is available for those workers who should choose it, they do not dare do so, for while they would be getting a more general education, the jobs would be taken by others who, in the meantime, had become equipped with narrowly specialized skill. Only by social control can this vicious circle be broken. Historical development has largely saved us in America from this conflict by giving the public-school con- trol of education. Let us not surrender this very great advantage by turning boys and girls over to industry for their general vocational education. [8] Vocational opportunities in Amer- ica shift so rapidly that the vocational element in education should have a broad general base as well as a sharp focus on a specific job. Much vocational educa- tion fails in both respects. It is not general and fundamental enough in its foundations and is not specific enough in its applications. If we fail in this respect, we may produce narrowly-trained, in- flexible workers who become obsolete and public charges when their particu- lar skills are eliminated by technical changes. [9] In the long run new types of pro- duction may absorb our total labor re- sources. Yet, for years to come, we may have a great problem of absorbing into industry those eliminated by technologi- cal improvements. That is an issue of very great emergency. Hundreds of thou- sands of young people who should have had their first jobs three years ago are still idle, and every month are more dis- couraged and less promising as em- ployees. That process of the elimination of young workers was under way before the depression. To solve it is an emer- gency job and a wholesale job. No shift- ing from overmanned to undermanned industry will do it. We must create self- supporting industry on a wholesale scale. One way to do this is to develop rela- tively independent economic units all over the country, teaching the unem- ployed to produce what they can and to exchange with each other. Surplus can be sold for cash for inevitable cash ex- penses. Hundreds of such economic units are springing up spontaneously in many parts of America. Most of them are with- out guidance or competent administra- tion, and must fail unless intelligent guidance appears. Vocational guidance here might carry a large number of peo- ple thru a difficult period on a self-sus- taining basis. They could produce food, clothing, shelter, furniture, personal service, entertainment, and miscellaneous goods. The resulting level of subsistence might be lower than the standards of the recent past, but it would be tolerable. Unless such a move is made, we may have a large crop of permanent depend- ents and criminals. If we could have a welldirected national movement for the creation of production units whereby our unemployed surplus population could support itself, the organization, educa- tion, and management of those units and their interrelation with each other would absorb our excess supply of technical, professional, and managerial ability for years to come. The process would be gradual, for the necessary leadership has not been trained. It may seem ridiculous to consider a nationwide system of production units to absorb surplus labor and production ca- pacity, when we already have highly de- veloped industrial organization. They are necessary because of a general lack of 199 en ee ee social and economic imagination and insight. Only a change of social and economic viewpoints, from profit-mind- edness to production- and distribution- mindedness, would be necessary to save all that effort and waste motion, and to bring general economic wellbeing by a more intelligent and social-minded use of existing resources and organization. However, the changing of social view- points is a slow and difficult process, and may be so long delayed that reliance upon it might bring disaster. For that reason, and for that reason only, the widespread development of production units among the unemployed may be the only immediate alternative to social de- terioration, and vocational training for their development and operation may be important. It would absorb unemployed educational and professional skill/in a program which would relieve the public burden, maintain selfrespect, and reduce industrial unrest. [10] A short, perhaps hectic, period of replenishment of goods may put all surplus labor to work for a time, but the present American program of inadequate distribution of the products of industry will soon bring evil results again. Such unequal distribution in Europe and Asia has resulted in mass poverty for cen- turies at a time, while all the time there was surplus available for war and for conspicuous waste. Without conscious A Teacher’s HAVE READ with interest the recent ] articles appearing in THE JOURNAL on home visiting. [See Vol. 22, p231-2, 260-1; Vol. 23, p37-8, 83-4.] During this time of added stress, the schools’ are having all they can do to keep from being submerged in the flood of criticism which is pouring over them from all sides. The closer contact and better understanding between the home and the school, which result from the visits of the teacher to the homes, is one of the most effective means of combating this antagonism. For the past two years, under the direction of Superintendent Harold R. Maurer, the Garfield Heights, Cleveland, Ohio, schools have carried on a system- atic program of home visiting. Each fall every teacher in the elementary and high schools is requested to visit the homes of her homeroom pupils. A brief mim- eographed form is filled out for each pupil giving the following information: 200 b frow ARE millions of young people today who are uprooted. They are not in a position to continue in school and they cannot find their places in the occupational life of the nation. It would be a tremendous influence for good if each teacher would give special help and guidance to one of these young | people. This could be done by personal conversations, interest in his growth, visits to his home. There are a million teachers in the United States and if each would do this, it would mean a million young people with a new sense of direction. It would also mean a mil- lion teachers with a better firsthand insight into the conditions of daily life. design, we may repeat that process. One step away from it would be a program of shortened days and weeks of work, with distribution of work among the whole people. Another step would be in extending rather than in shortening the school period, so that young men and women would be kept out of competition longer and be better prepared when they do begin work. That would require a revolution in education, so that educa- tion would teach skill and ability to work as well as academic subjects. Cooperation between school and industry in develop- ing stamina and workmanship in young people is highly desirable. Under gen- uinely educational control, we should get over our fear of child labor. Labor and leisure are both necessary experiences for youth. [IV] Great and continued changes in our public educational program are nec- essary to fit the public school and college for the real needs of life. Those changes can best be made by competently trained men in reasonably financed educational systems, and not by a restriction of edu- cational opportunity. Every real econ- omy and every elimination of waste is, of course, desirable. Quite generally those educators who are most critical of our public education are the ones who are most anxious to see adequate resources available for its improvement. To repeat the remark at the beginning of this paper, vocational education must be an integral part of education as a whole. Great lives and great ages never grow from dead hopes. In our vocational education let us not teach despair, sur- render, and social retreat. Let us arouse expectation that life shall be a great adventure, that opportunity is not ex- hausted, that every person should have opportunity in proportion to his char- acter and ability. Let us teach our boys and girls that the American dream is not dead, but that in*them it should find ful- fillment. Education will surely reflect a philosophy of life and of society. There can be no full unity as to methods where there is great disunity as to aims.—From Occupations, Vol. 12, No. 2. Appraisal of Home Visiting Date of visit; members of family interviewed; attitude of parents and any remarks the teacher feels pertinent to a better understanding of the child or his environment. These comments are filed so that class teachers may have access to this information at any time. In connection with their theme writ- ing, the pupils in my 10B English classes were asked to write their opinion of teacher visiting. They were told they would not be graded on the nature of their replies. Out of 127 comments, 121 were favorable and many students ex- pressed the wish that their class teachers could also visit their homes. Since the great majority of students have definitely foreign background, the success of this program, is all the more significant. It has always been easier to establish a Close relationship betwen the home and the elementary school than the home and the high school. It has been the aim of the present administration of Garfield Heights schools to foster the same close relationship in the high school. It was surprising to note that many parents were quite unaware of the grave financial predicament of their schools. School administrators are too prone to sit back and hope. It seems to me that the launching of an effective program to’ bring the home and the school to a better understanding will do more than any- thing else to keep the schools at the present level of achievement so gradually and painfully acquired——Elizabeth C. MacLearie, teacher, Garfield Heights High School, Cleveland, Ohio. |Why not work out a program of home visiting for your school during the early fall weeks as an excellent foundation for the Amer- ican Education Week observance? | The Journal of the National Education Association i ilia————e-_ ences res in nec- lege inges 21ined ional edu- -con- te is, those our ) are irces ning must as a lever ional sur- ouse reat ex- have har- boys » not ful- ct a here here rom lon TR TREES ARNT eS oa iddemuewiniiows af By permission of the Smithsonian Institution, Washington, D.C. Learning to shoot with bow and arrow. The little Indian boy's food, and perhaps his life, depend on how well he learns this lesson. Before Schools Began HAT Boy has not wished for the wild, free life of the forest or the open plains? As he struggles with arithmetic and history, how he en- vies the Indian boy his hunting, fishing, swimming, riding on a pony, wrestling with his comrades, or engaging in other delightful activities! And in the evening to sit beside a friendly campfire and listen breathlessly to the fascinating legends of his tribe! Suppose that by some magic our schoolboy should suddenly find his wish granted and wake up some morning in a tepee. He would soon discover that many of the Indian boy’s activities which, at a distance, seem like play are actually part of a stern course of training, intended to fit him for the life he will follow when he becomes a man, just as surely as our more formal schools are a means of pre- paring our boys and girls for adult life. For a child does not always remain young. Be he a member of the Sioux tribe Volume 23, Number 7; November 1934 or a resident of Sioux City, he spends part of his childhood in preparation for the duties which will face him when he is grown. Actually, the child in a primi- tive tribe spends less time in “play” than civilized children do. The “play” of In- dian children so closely resembles the work of their parents that it is hard to distinguish them. The food, protec- tion, clothing, and shelter of the Indian depends largely upon how well the boys and girls learned to hunt, fish, sew, cook, and till the soil. Neglect of these lessons might cost them their lives. Wouldn’t our children be horrified by such a penalty for failure on examinations? Once a real Sioux Indian boy suddenly found himself removed from his tepee to the white man’s house and attending the white man’s school. When he grew up he wrote the story of his childhood among the Indians for his own little son to read. Other boys, however, may enjoy it with him. Listen, then, to Hakadah, as he re- counts his uncle’s attempts to teach him to be observant, alert, and brave: My uncle, who educated me up to the ag of fifteen years, was a strict disciplinarian and a good teacher. When I left the tepee in the morning, he would say: “Hakadah, look closely to everything you see”: and at evening on my return he used to catechise me for an hour or so. “On which side of the tree is the lighter- colored bark? On which side do they have the most regular branches? How do you know there are fish in yonder lake?” “Because they jump out of the water for flies at mid-day.” He would smile at my prompt but superficial reply. “What do you think of the little pebbles grouped together under the shallow water? and what made the pretty curved marks in the sandy bottom and the little sand banks? Where do you find the fish-eating birds? Have the inlet and the outlet of a lake anything to do with the question?” After this “examination” would follow instruction in the arts of hunting: 1 the “In hunting . . . you will be guided by habits of the animal you seek. Remember that a moose stays in swampy or low land or be tween high mountains near a spring or lake ES ati | ca” se ti Men re a Reproduced from the National Geographic by special permission Ameo lesson in pottery. Before schools began, older members of the tribe taught the young. for thirty or sixty days at a time. Most large game moves about continually, except the doe in the spring; it is then a very easy matter to find her with the fawn. Conceal yourself in a convenient place as soon as you observe any signs of the presence of either, and then call with your birchen doe-caller. .. .” But this was the easiest part of an Indian boy’s education. Hakada tells us that: All boys were expected to endure hardship without complaint. In savage warfare, a young man must, of course, be an athlete and used to 4 IS one of the most amazing paradoxes that in America where schools have had of such-a vast and rapid development, there should have been almost nothing in the school curriculum which would help young people to understand and appreciate the institution that means more to them than any other, excepting only their homes and in some cases the church. This article is the first of a series deating with the history of the school, by Charles A. Beard and William G. Carr, which will be published in THE JOURNAL. This excellent body of material for study and learning will be re-: printed separately, so that it may be available at small cost. It may well be introduced immediately into the study program of every highschool student, can be made a part of the course in civics, American History, or English. It can be correlated with any subject if the teacher is sufficiently interested in leading the pupils to an understanding of the school itself. —Joy Elmer Morgan. undergoing all sorts of privations. He must be able to go without food and water for two or three days without displaying any weakness, or to run for a day and a night without rest. He must be able to traverse a pathless and wild country without losing his way either in the day or night time. He cannot refuse to do any of these things if he aspires to be a “warrior.” Hakadah’s story shows very well how the training of boys in primitive society develops keen senses and great endur- ance. While the boy thus learns how to fight and hunt, his sis- ter is taught the even more important skills and infor- mation which the women the tribe have devel- oped. The little Dakota girl helps her mother with the cooking. It is an easy step for her to move from making dolls’ clothes for practise to making real clothing for the family. The arts of pottery, cooking, medicine, and sewing are thus handed down from the older women to the girls. When primitive tribes first begin to cultivate the soil, the girls and women are chiefly responsible for plant- ing and harvesting the crops. Often, too, the women play an important part in the building of their houses. Each of these civilizing ac- tivities is accompanied by its appropriate music, literature, and deco- rative art. The strongest emphasis in primitive training is placed on the needs of the prospective adult. Vocational and physi- cal education are the chief interests. Even religious training is regarded as chiefly useful; for savage ceremonies at- tempt to get help from the gods in agri- culture or the hunt. Primitive education, then, is intensely practical. The savage child can study directly the life of his elders. He hardly needs the formal edu- cational introduction which modern or- ganized society requires. Imitation and memory are the chief ways of primitive learning. The primitive child has few things to learn, it is true, but these few must be learned thoroly. Thus, primitive children learn to dance by standing behind a dancer and copying every move. However, remarkable as are many of its results, primitive learning has its disadvantages. Children and adults tend to become “set in their ways.” Their training makes new learn- ing difficult. Obviously, their education is blocked when they refuse to change old ways for better new ones. While we find much to criticize in an education which ends so quickly, leaving the child with only a small body of knowledge and an antagonism toward further learning, the elders of the tribe are pleased with these results. For primi- tive peoples are conservative. They trust the beaten path. Beset by dangers, the savage tries to keep things as they are so that they will not get worse. He be- lieves that tribal unity is essential to this stability and he will often make great sacrifices to preserve the group. His ad- vice to the young is, “Follow the customs of your father.” The heart of primitive man is de- lighted by a tribe whose members are as nearly alike as it is possible for selec- tion and training to make them, for he sees in this similarity a unified group and a more secure existence. In fact, the sav- age is usually violently opposed to per- . mitting one member of the tribe to differ even slightly from the others. He does not consider whether a given child is adapted, mentally, physically, or emo- tionally, to the rigorous training which everyone must undergo. A terrible pen- alty is often inflicted upon those who fail. They bring down upon their heads all the wrath and scorn, to say nothing of physical punishment, which the sav- age heart can express. In some tribes those who fail are made slaves. We have been speaking of primitive The Journal of the National Education Association leco- itive the 1ySi- ests. 1 as ; at- igri- ‘ion, vage his edu- or- hief tive rue, oly. ince ying are ling and heir imn- tion nge an ing of ard ‘ibe mi- ust the are be- his eat ad- ms de- ire bC- pr- fer YES 1\O- an SS l— education in general; actually, however, the aims, content, and methods of edu- cation differ widely among the various tribes. At its best, primitive education is an effective tool for accomplishing cer- tain results. It establishes habits which help the growing child to survive amid the conditions of his life. This is no small accomplishment. Civilized man tries to do the same thing only in a different way. Apart from method, there is another important difference: The savage child establishes habits which will help him to meet existing conditions; modern schools try to help children to cope with new and changing conditions. We have by far the more difficult task. At the lowest levels of human culture, no effort whatever is made to teach the children. The children merely ‘‘absorb” the few habits of life which the tribe follow in daily living. Some of the wild- est and fiercest tribes show great ten- derness toward babies and very young children. The love of the parents for their children is so unreasoning they may not punish a child even lightly, however serious to himself and others may have been the results of his miscon- duct. Among many groups of savages no trace of parental discipline exists. These unwise parents may strike a child a blow with a heavy club in a fit of rage, but they have no idea of punishment as a means of teaching the child to avoid fu- ture misconduct. Primitive people apparently do not think of education as a gradual change and growth. They realize that by some means the child must change greatly before he becomes an adult; but how such a change takes place or what laws govern it they do not know. They think of this change as transformation rather than growth and many savage tribes fol- low a process which they firmly believe causes a genuine rebirth within a few days or weeks. This process usually be- gins when the elders decide that a num- ber of boys have reached the proper age to be initiated into adult tribal mem- bership. A day is appointed for the cere- mony. All the men turn out in full tribal dress, for to them this is a matter of grave importance. These ceremonies vary from tribe to tribe, but generally they attempt physical transformation from a child to a man by bathing, sweat- ing, and scrubbing the body with sand. Cuts may be made with a knife to let the “child” blood out. This is followed by endurance tests such as extreme fa- tigue from running; tattooing, heating, and cooling; knocking out teeth; forc- Volume 23, Number 7; November 1934 ing the boy to remain mo- tionless for a long time; and whipping. All of these the boy must endure without a cry of pain. When the cere- monies are concluded the boy is disguised by paint and dress and is given a new name. The tribe believes that he has suddenly become a new and mature individual. He is welcomed back into the tribe as an adult. The boy, himself, may believe that he is an entirely changed person; even to the extent of thinking that he has for- gotten his own name. The initiation of girls differs from that of boys in many re- spects, but still we would consider it very severe. Such ceremonies are ordinarily conducted with impressive secrecy. Instruction is also given concerning the relig- \s IT not an anomaly that the school teaches its pupils, formally, almost nothing about itself? We teach the history of the Roman Senate, the French-Indian war, and the Republican tariff; but almost nothing about the history of the American public school. We tell them how the Revolutionary War debt was funded and explain the incidence of tariff and revenue taxes but we tell them noth- ing about the problems of financing their own schools. We explain the motives that led to the expansion of slavery and expound the reasons for the bicameral system of legislation but we leave young citizens in the dark as to the objectives of education in a democracy. No wonder that later, as adults, they confound us with strange, ignorant, and obstructive attitudes toward current problems of educa- tional policy. We have not made the school as an institution an objective of education.— Ross L. Finney in A Sociological Philosophy of Education, The Macmillan Company, New York, 1928. ious superstitions, taboos, and customs of the tribe. It is a far cry from the training of the savage child to a good modern school, with its skilled care and consideration for childhood. Yet long ago our ways of educating children were doubtless similar to those of the primitive peo- ples who inhabit the earth today. Our present system of education still has far to go before it reaches our ideals, but it is encouraging to know that it has been possible to develop as good a plan as we have from such crude beginnings. Future articles in this series will trace some of the steps in this long process of develop- ment. —Charles A. Beard, formerly Pro- fessor of Politics, Columbia University, and William G. Carr, director, Divi- sion of Research, National Education Association. [Schools using this mate- rial are invited to write the editor their experience with it. | By permission of Miss Kathleen Becher, Surrey, England goats people believe that these strange ceremonies suddenly transform the young people into mature citizens of the tribe. 203 O FAR AS I’m concerned, Miss Mor- S ton, there won’t be any Thanksgiv- ing this year,” little Helen Wray had said. Plans for the sixth-grade Thanksgiv- ing program had not been going along smoothly; the student committee missed Helen’s suggestions and help. As a rule, Helen’s only fault was that she wanted to contribute too much. Her teacher was thus the more astonished at her flat re- fusal to cooperate with preparations for the Thanksgiving program. Hoping to locate the trouble, she had asked Helen to stay for a moment after school. “Helen, I’m afraid the Thanksgiving play won’t be as good as our American Education Week program, since one of the most valuable members of the com- mittee has gone back on us.” It was then that Helen had said, “I’m sorry, but let’s not talk about it. So far as I’m concerned, Miss Morton, there won’t be any Thanksgiving this year.” Jean Morton, grading papers that evening, found her thoughts straying away from arithmetic. She could not for- get the suppressed bitterness in the un- child-like comment. She wondered again at the “touch-me-not” wall of reserve with which the child had suddenly sur- rounded herself. “T wish I were an experienced teach- er;” Jean thought, “then I would know how to deal with this situation.” With sudden determination she laid the arith- metic papers aside. “They can wait. I’m going over to see Miss Kramer. Maybe she can tell me what to do.” In this, her first year of teaching, Jean had more than once found in her principal’s counsel the solution to a perplexing prob- lem. Miss Kramer was a good listener. “It isn’t that it makes any difference about the program,” insisted Jean earnestly. “The thing that troubles me is that there was real tragedy in that child’s voice. I want to help her and I don’t know how.” “Are you sure that nothing has gone wrong at school?” asked Miss Kramer. “Almost positive. As you know, her schoolwork is easy for her, and she is one of the most popular children in the class.” “Do you know anything about her home life?” “Not much,” the younger teacher ad- 204 Thanksgiving mitted. “I haven’t visited the homes of my children yet, altho I know you strongly advise it.” The other smiled and said nothing. “Honestly, Miss Kramer, I don’t have time. What with the regular class routine, plays and programs to work on, reports to make out, papers to grade, and the thousand and one other things I have to do, I simply can’t squeeze home visiting in. I realize it’s important but ” she paused and still Miss Kramer made no comment. Jean laughed. “Your silent argument convinces me. When shall I go and what shall I say?” “Why not go tomorrow afternoon? Can you?” “We-ll, I guess so. I was planning to play tennis. It is so seldom I can find time for that, either.”’ She sighed, mo- mentarily wishing for the carefree col- lege days which had ended in June. This teaching business certainly demanded more than she had realized! Miss Morton visited the Wray home the next afternoon. In the principal’s office the morning after the visit, Miss Morton, distressed, recounted her experience. “T could hardly sleep all night for worrying over the Wray family. They’re such nice people. Mr. Wray has lost his job recently and his wife has been ill. Doctor bills have taken their savings; they’re too proud to ask for charity, and are going further and further in debt.” She stopped to get her breath and then continued : “He was a librarian. When Mayor Blank came into office two years ago, he made political plums of the city librarian- ships. Did you know that?” The principal nodded. ‘‘We school peo- ple were very much opposed to‘his elec- tion because his record showed that he was against schools, libraries, recreation centers, and other public services. We supported his opponent—and were se- verely criticized for ‘trying to feather our own nests.’ People sometimes forget that teachers are citizens, too, you know.” “Well, Mr. Wray voted against Mayor Blank, and do you know they somehow found out about it, and ever since have threatened to dismiss him on one pretext or another! Several months ago he was let out. “Maybe you wonder how I learned all this. My interest in Helen seemed to be a bond between me and her parents. I think the Wrays welcomed the relief of telling someone about their troubles; they've tried to hide them for so long. They have talked the whole matter over with Helen, treating it as cheerfully as possible—but she realizes that things are darker than her parents admit to her. No wonder the child has scratched Thanks- giving Day off her calendar. “Mr. Wray is already beginning to think he’s a failure. And I feel so sorry for Mrs. Wray. She thinks her illness has made her a burden ” It was all such an old story to Miss Kramer. She came into contact with sim- ilar cases every day. The Parent-Teacher Association was already doing all it could to assist. But to Jean Morton the plight of the Wray family was a new experience, a challenge. “I’m going to help them be- fore Thanksgiving,’ she declared. The principal was sympathetic but skepti- ea iaie ’ The day of the Thanksgiving play came. Miss Morton had with some diffi- culty persuaded Mr. and Mrs. Wray to come. She greeted them with a low, “I think I have some good news for you.” She hurriedly explained, “I called on Jimmy Lake’s parents last week—Jimmy is one of my pupils. Mr. Lake happened to remark that he needs a new parttime clerk in his grocery store. I recommended you for the job and I think if you apply, you'll get it. Of course, it isn’t much of a job, but maybe it will tide you over un- til you can get back into your own field.” She felt rewarded when she saw the in- credulous hope and gratitude that lighted both faces—and which was then reflected in Helen’s, who from the other side of the room, was watching them. “We are planning to re-classify some of the books in our school library this winter,’ continued Jean, “and as we haven’t a regular librarian, we’re rather at sea about it. You’re an expert, Mr. Wray. Won’t you drop in sometimes and give us suggestions?’’ She could almost see his selfrespect returning! The play was a huge success. For Jean the climax was reached when Helen squeezed her arm and said, “Gee, Miss Morton, wasn’t the pro- gram swell? And isn’t Thanksgiving fun?”—Mildred Sandison. The Journal of the National Education Association 0 be ‘s. J f of les; ong, ver y as are No iks- to rry has [iss m- her uld _a e- he ay fi- to a | ”? . f ae a ee _——_—_—_—_— ~—__ ——__ HERE WILL BE no New Deal in America unless we genuinely desire it, plan for it, sacrifice and labor for it. Fortunately most people today are dissatisfied with conditions. They are eager to cooperate with plans which will pattern our world into a more livable place. They know that none of us has security unless all of us have security; they are beginning to realize the mean- ing of the old phrase that “No man liveth unto himself.” This desire for security accepts the old doctrines of liberty and equality on which our nation was built, but also recognizes the need to restore those ideals in terms of today’s life—in terms of a new and bewildering age of unemploy- ment, uncertainty, rapid change, and de- pendence on each other. It is not easy to restate our historic goals in terms of today’s needs. Try it for yourself. Let every student and teacher ask himself: What kind of a country do I want? What are the principles and pur- poses around which I would build were it within my power to lead America for- ward? If I had an opportunity such as the colonists or the pioneers had, to build a society, what kind of a civilization would I pattern?” It was this question which a committee of the National Education Association was seeking to answer when it formulated ten social economic goals for America. [See THE JourNAL for January 1934, p5-12.] These goals restate America’s historic ideals in terms of ten simple human rights to which every individual is entitled in the New Age. These goals may well form the basis of civic and economic study in every school in America. Encourage young people to study these goals in relation to their own homes, their neighborhoods, and the industries and enterprises of their communities. Is there security or lack of it? Order or disorder? Fair play or control by a few? The next question follows logically from the first: What can we do about it? Under each goal let the student ask him- self what he can do to bring about its realization in his community, state, na- tion, and world. During American Educa- tion Week let parent-teacher associations and other civic groups study the goals in relation to community needs and ideals. Volume 23, Number 7; November 1934 Learning Units on the Social-Economic Goals A Bill of Rights for the New Age {1] Hereditary strength—every- one has a right to be wellborn and under conditions which will con- serve his innate strengths and ca- pacities. In considering this goal, think of such ques- tions as these: What instruction does your school give in homemaking, choosing a mate, rearing a family? How many young people in your community find it economically impos- sible to marry and rear a family? What effects will the diminishing birthrate among well- educated people have on American society? Consider this goal in relation to point four of the Children’s Charter advocating maternal and infant care. [2] Physical security—everyone has a right to protection from acci- dent and disease. What proportion of the people in your com- munity live in unsanitary or crowded quarters ? Do you think that better housing for the poor should be provided at public expense just as education is? How can your community pro- vide medical care for people with low incomes? What is the chief cause of fatal automobile acci- dents in your community ? [3] Participation in an evolving culture—everyone has a right to share the skills, standards, values, and knowledge of the race. Has your community’s education budget been reduced in the last four years? If so, how has the reduction affected teachers and the school system in general? Do a large percent- age of the boys and girls of your community remain in school until they graduate from high school? What educational activities are pro- vided for unemployed young people? for adults? Are public education and the fine arts considered a regular responsibility of the board of education? [4] An active, flexible personal- ity—everyone has a right to condi- tions which foster the development of initiative, ability to weigh facts, resist prejudice, and act coopera- tively. Do the employers of your community invite their employees to share in the solution of mutual problems? Does your community sup- port parks, playfields, and other recreation cen- ters to offset the strain of sedentary and ma- chine work? Is there a citizens’ council in your community ? Does your school sponsor public forums for the discussion of social-economic problems ? [5] Suitable occupation—every- one has a right to whatever joy the most fitting work can bring. What are the opportunities for employment of young people in your community? How can your school enlist the support of citizens in a better distribution of work now available? in expanding established types of work? in creat- ing new types of work? What percent of the last five graduating classes of your high school are now unemployed? [6] Economic security—everyone has a right to a minimum income that will provide a reasonable stand- ard of living. How many people in your community are de- pendent on public relief? Is the amount of un- employment greater or less than in neighboring communities of similar size? Investigate work- ing conditions in your community. Have hours of labor been shortened? Has child labor been abolished? Account for the fact that there is greater interest now than formerly in old-age pensions and other forms of social insurance [7] Mental security — everyone has a right to trustworthy informa- tion from unprejudiced, unbiased sources. What advertisements of foods, medicines, or cosmetics over your radio or in newspapers, impress you as probably false? Where can the citizens of your community get information about the merchandise they buy? Does the public taste in your community demand that good films be shown in the local theaters? Are the citizens willing to vote necessary funds to maintain a good library? Is the circulation of low-grade books and magazines contrary to public sentiment ? [8] Equality of opportunity — everyone has a right to the fullest possible development. How is the wealth in your community dis- tributed? Is there extreme poverty on the one hand and extreme riches on the other? Are political offices in your community awarded for merit rather than thru influence or bribery ? Does your state provide equal educational op- portunities for every child or are some schools poorly equipped and housed ? [9] Freedom — everyone has a right to the widest sphere of free- dom compatible with the equal free- dom of others. How should training for citizenship be different in a democracy from what it is under a dic- tatorship? Are you taking any studies which help you to understand what your local govern- ment is doing? What are you and your school doing to promote better informed citizenship ? Has there been an increase or decrease in crime in your community during the last twenty years? « [10] Fair play—everyone has a right to expect others tu act in con- formity with the highest good of all. How do rates for utilities, such as water, gas, and electricity in your community compare with rates in other cities of similar size? Are local manufacturers allowed to sell adulterated foods? Are employers in your community will- ing to arbitrate with their employees? eS Tae ebay; 333 AER et. P< api tile aga ne Vitalized Commencement Programs Toward a Better America HE 1934 commencement program of the Muncy-Muncy Creek Pub- lic Schools, Muncy, Pennsylvania, was based on the Ten Social-Economic Goals of America as formulated by a committee of the National Education Association. The program is arranged as a court trial in which American Society challenges the graduating class to prove its ability to take an active part in the civic and social life of America. The action of the court involves: A judge who sits on the case A clerk who records the proceedings A district attorney who argues the case for the plaintiff—Modern American Society A class attorney who argues the case for the defendant—Class of 1934 Ten witnesses who give evidence and testimony in behalf of the Class of 1934 Twelve jurors who decide whether or not the class is eligible for full participation in Amer- ican life, and render a verdict Plaintiff—Modern American Society Defendant—The Class of 1934 of the Muncy- Muncy Creek Junior-Senior High School. The following which is abridged from the trial as worked out by the Muncy- Muncy schools will be helpful to other schools undertaking similar projects. It would also make an excellent American Education Week program. Judge—The clerk will please call the next case. Clerk—The next case is a writ of restraint in which Modern American Society, the plain- tiff, proposes to restrain the Class of 1934 of the Muncy-Muncy Creek High School, the defendant, from entering into active civic re- sponsibility until its members have proved their qualifications. Tudge—Are there both ? District Attorney—Yes, your Honor, I have been retained to represent Public Society. Class Attorney—I have been retained by the Class of 1934 and have been given 10 of their members as duly qualified witnesses. [A jury of 12 members is then selected] Judge—The Court is now ready to hear the case of American Society vs. the Class of 1934 wherein the class will be called upon to prove its competency to enter upon a career of in- telligent and serviceable citizenship in modern American society. The prosecution will present its argument first. District Attorney—If America is to prosper and progress in more than a merely material sense, she must look to such vital and signi- ficant qualities in her present and prospective citizens as the following: {1} A sound physical heredity at birth ° {2] Adequate knowledge and training in the preservation of health from birth thru life [3] Ability and inclination to take an active part in the social life and culture of the land [4] A flexible, dynamic, acceptable personality [5] A suitable and productive occupation [6] A rational confidence in an adequate means of livelihood attorneys to represent 206 [7] Security from deception and delusion and fortification against any distortion of truth [8] Equality of opportunity, of life, liberty, and the pursuit of happiness [9] Freedom of action, of speech, and of other forms of self-expression {10] Fair play for self and for others as ex- pressed in the familiar Golden Rule. These desirable elements are far from uni- versal among the present citizenry of America. [The Prosecution describes how each of the ten goals have failed to be realized by many citizens. ] Such citizens, whether they be the perpetra- tors of these deplorable conditions or the vic- tims of them are surely stumbling blocks in the way of the better America of tomorrow. Let me inquire whether the members of this graduating class are of the kind that will add to this negative side of our social America. . . . If there is one institution in America to which we should be able to look for proper and ade- quate training of youth for intelligent, effective, and happy life in American society, it is the public school. Judge—Will the attorney for the Class of 1934 proceed with his evidence and witnesses. Class Attorney—I accept the charges set forth and in so doing, I desire to place a con- siderable amount of the responsibility upon the public schools of the past which have educated the present citizenry. It is quite evident that since a very high percentage of the adult popu- lation of America has had a highschool educa- tion, the schools have hardly done all that we should expect them to do in training youth. My first constructive argument is that Amer- ican Society is going to find it necessary to demand more of the schools than ever before in citizenship training, and since this is so, American Society will find it necessary to ex- pand the school system beyond its present scope, to enlarge its service in the public in- terest, and to enrich its program of studies... . My second argument is that the schools have already begun to meet face to face the problems of training for better and more effective citizen- ship in America. In fact, the school which we represent here today, has gone a great way toward this very end as I will attempt to demonstrate to you thru our several witnesses. Judge—Call your witnesses. Class Attorney—Witness No. 1, you have heard the plaintiff state the first indictment, namely, that all too prevalent in America are citizens who have been handicapped from birth with defective physical bodies, citizens who lack accurate information, who are ignorant of correct physical standards, and fail to realize the full importance of biological endowment. Will you explain what you know about the Class of 1934 with relation to this goal in the life of a good citizen in modern America? Witness No. 1—Presents his testimony in behalf of his class in accordance with the fol- lowing outline: [1] He explains and defines the qualification and requisition named; [2] He points out its meaning and application to American life; [3] He discloses its importance; [4] He tells what the school has contributed toward edu- cating the class up to this standard and qualifi- cation of good citizenship. Judge—Call the next witness. Class Attorney—Witness No. 2, you have heard the plaintiff state a second indictment, namely that all too prevalent among American citizens are physical suffering and loss due to poor medical attention and the like. Will you explain what you know about the Class of 1934 with relation to this requisition to the life of a good citizen in modern America? Witness No. 2—Presents his testimony in ac- cordance with the outline suggested above. Each witness is called upon to answer one of the ten indictments set forth in the plain- tiff’s arguments as follows: Witness No. 3 answers the third indictment— all too prevalent in America are citizens who lack the background and the abilities necessary to participate actively in the civic, social, and cultural affairs of American society, who lack the necessary knowledges and abilities even in the spoken and written languages, in music, and in art to become a part of America’s cul- tural living, who are too deficient in appreciat- ing good values to reap their just share of the world’s beauties and enjoyments. Witness No. 4 answers the fourth indictment —all too prevalent in America are people with colorless, static personalities that resist new things, that lack initiative, keen judgment, and a cooperative attitude. Witness No. 5 answers the indictment—all too prevalent are discontented citizens who are employed in work poorly suited to their natural temperaments, capabilities, and interests, or who are not employed at all. Witness No. 6—all too prevalent are citizens who exist in a state of constant anxiety and distress, who hardly draw a free breath thru lack of confidence in the source of their income, whose minds are hampered for effective effort because of worry over economy instability. Witness No. 7—all too prevalent are citizens whose innocent eyes as children have been blinded by the dust of superstition, fraudulent advertising, and prejudiced information so that they are confused as to what to believe. Witness No. 8—all too prevalent in America today are people who have been crowded out of their just opportunities to work, their right to enjoy a reasonable share of the luxuries and comforts of life, crowded out even of their equal opportunity for adequate education. Witness No. 9—all too prevalent are citizens who have been denied personal freedom to vote as they choose, to speak their honest opinions and convictions without fear of penalty. Witness No. 10—all too prevalent are citizens of our land who are not guided by a spirit of fair play, who are prone to disregard the Golden Rule whenever it works to their own inconvenience. [The Judge then charges the Jury to return a verdict.] Jury Foreman—The Class of 1934 we find, while far from perfect in the achievement of these high goals, is embued with a genuinely sincere attitude toward their achievement, and we are therefore ready to declare them entirely worthy to launch themselves fully and freely upon American society where they will have, we hope, ample opportunity to strive toward the complete realization of these aims. The jury desires to add that we expect the schools to do more and more toward the fulfillment of these ten excellent goals of American life. . The Journal of the National Education Association ee —C—“:tCisCCiCOti(‘i‘i‘(LWw#W#(#4siéididit#, eee eee | have tment, lerican lue to ll you ass of : the in ac- r one Dlain- ent— who sSary , and lack en in 1usic, cul- Ciat- f the ment with new and —all are ma Zens and hru me, fort ens een ent hat ut tht | nd eir ns ite ns '[ —_—_ ~ —_— Shall We Enter Politics? JoHN K. Norton Chairman, Joint Commission on the Emergency in Education RADITIONALLY educators as a group mk exercised little political in- fluence. The experiences of the last five years are causing a change in policy in this matter, at least so far as school issues are concerned. From Wisconsin to Florida and from New Jersey to Cali- fornia, teachers organizations are criti- cally and exactly appraising the view- points on education of candidates for national and state offices. This course is justified by what has happened to schools and colleges during the emergency. It is also defensible as a permanent practise. Let us examine some of the considera- tions which justify teachers in using the power of professional organization in dealing with political issues affecting education. First, the welfare of schools and chil- dren can best be advanced if teachers are articulate on issues which have large educational significance. Their superior technical knowledge of education and their practical experience should be made available to the public and to govern- mental representatives and should play a major role in promoting sound educa- tional advance. Second, it is the right and duty of teachers as citizens of a democratic na- tion to make themselves heard. The rights of free speech, petition, and suf- frage are fundamental guarantees under our form of government. They should be used by all citizens to protect and to improve institutions vital to the public welfare. No institution is more vital to the general welfare today than the public school. Third, the trend of governmental de- velopment and procedure makes it im- perative that teachers should use organ- ized methods in the realm of politics. Governments are increasingly recogniz- ing that minority groups may play a constructive role in the affairs of state. Representatives of business, professional, and other social groups are coming to constitute a third “house” in their prac- tical influence. Representatives of or- ganizations centering in the national and state capitals frequently constitute the best available source of information as to the demand for and the results of legis- lation. Legislators would be seriously embarrassed if they were denied access Volume 23, Number 7; November 1934 to this information and counsel. Sound public policy justifies the practical use of every legitimate source of information in determining and administering public law. Furthermore, the individual finds that his voice is hardly heard amid the dis- cordant babble of the diverse groups liv- ing in the political district where he votes. These considerations often make it necessary for teachers and other groups to deal with public officials on an or- ganized basis. Fourth, the whole trend of social de- velopment is emphasizing the fact that effective action depends upon willingness and ability to work thru cooperative en- terprises. In theory we might prefer to have it otherwise. The facts of an in- creasingly complex and interdependent civilization, however, demand more or- ganization and cooperation. Teachers cannot escape this trend. They, too, must develop and employ the instruments of cooperative action. Fifth, the fact of social change requires a continual revision of educational pro- cedures. In a static society curriculum revision, for example, is no problem. But in a changing civilization, continual re- appraisal of the purposes and practises of the school are required if it is to adapt itself to new demands. Failing in this adaptation, it ceases to be socially effec- tive. Recent events demonstrate that powerful forces oppose changes in our system of education demanded by twen- tieth century conditions. Educational advance, whether it be concerned with curriculum revision or methods of financ- ing the schools, must be fought for. The fight will be lost before it is begun unless teachers understand and realistically em- ploy the power of professional organiza- tion. This policy involves dangers which should be of peculiar concern to the N ORDER that the teacher may make his voice heard in a world in which power depends increasingly on organization, the entire profes- sion of teaching from kindergarten to college and university, should be brought into a single association organized into appropriate divisions along functional and territorial lines—Com- mission on the Social Studies, American His- torical Association. members of a profession. These dangers should be frankly recognized and reso- lutely guarded against. There is the danger that once teachers taste fruits of collective action they will use their power for selfish and unsocial purposes. This danger is always involved when a group creates an organization. It may be used for good or for evil pur- poses. Minority groups sometimes abuse their power, but it is none the less a fact that socially-minded, intelligent, and fearless minorities have been responsible for much of our progress. There is also the danger that the gen- eral public will misunderstand teachers’ motives and resent their vigorous es- pousal of measures aimed at educational progress, particularly if they involve in- creased taxation. There is the immediate and practical danger that representatives of teachers organizations, because of inexperience and over-enthusiasm, will be inept, if not indiscreet, in the tactics they employ. They may be maneuvered into partisan positions by less wellmeaning but more experienced campaigners. But these dangers are not inherent in professional organization. We can avoid selfish or ill-advised proposals by em- ploying technics which guarantee the de- velopment of socially defensible pro- grams. Representatives of schoolboards, parents, and other intelligent and in- fluential laymen should be invited into our councils. The approval of a program by representative citizens, who have no direct vested interest in education, is an excellent indication that it is in the public interest. Research is fundamental to the devel- opment of intelligent proposals for im- proving the schools. We can also secure the advice of experts in such fields as taxation and educational administration. We can insist on such qualifications and rewards for those appointed to executive positions in our organizations as will at- tract to these positions the best. minds and finest personalities of the profession. These are some of the considerations which justify the tendency of educators to play a more dynamic role in the polit- ical arena, and which need to be kept in mind during the heat of battle. Science in the Elementary Schools for an understanding of this world, a held of knowledge as pervasive as science cannot be neglected even in the elementary schools. Too much has been expected in the past of the teaching of the sciences in our junior and senior high schools. As a mat- ter of fact, except for a little nature study, sometimes in connection with geography or reading, pupils can gradu- ate from the senior high school today with little acquaintance with the scien- tific world in which they live. To find highschool seniors, who do not know the names of the common alkalies or com- mon solvents in the home, who define soil as sand, who think that the oil put into an automobile serves as fuel, who are totally unfamiliar with what Muscle Shoals stands for, is an indication that our schools are not preparing the pupils for intelligent living. It is, however, not alone for adult life that science should be considered as a part of the curriculum in the elementary schools. The very home surroundings and the great outofdoors where little children are expected to spend their lei- I OUR young people are to be prepared JAMEs F. CONWAY Lowell High School, Lowell, Massachusetts sure time should likewise be interpreted and understood. Boys and girls are inter- ested in flowers, birds, trees, stars, and the skies. They enjoy a kinship with the outer world. It is an opportunity of teachers to foster this love of nature and to develop a wholesome interest in the beautiful things which are provided for man’s enjoyment. Furthermore, children are curious about many aspects of phys- ical science which can be explained in simple ways without expense for equip- ment or books in the elementary grades. The teacher is rare indeed, who does not find her pupils occupied with burning matches, magnets, rocks, mirrors, elec- trical and mechanical devices, magnify- ing glasses, and the like. With science so well-recognized and so generally affecting our lives and with so many opportunities in the environment for engaging attention of young people, it seems that the time has come for every school system to devote in the elemen- tary grades a definite period each week to nature study and physical science. Their importance in giving practical, usable information, in developing atti- tudes of observation, inquiry, recogni- St. Louis Public Schools tion, discrimination, in forming good habits of thinking, in satisfying native curiosity are such that they are worthy of being taught not as a “‘filler-in,” but on their own merits. The minimum amount of time per week suggested by the course of study in science for ele- mentary-school grades, published in 1932 by the Massachusetts State Department of Education, runs from one-half hour in the first grade to an hour and a half in the fourth grade. To the teachers who will say at once that there is no time, it may be added that many book publishers are today offering to the schools graded readers for grades 1-6 which tell the lessons of na- ture study and physical science in a pleas- ant style and with attractive illustra- tions. These readers as an aid to the teachers and a stimulation to the pupil offer an excellent method of introducing elementary science‘in the grades. To those who will say that on account of expense no books can be provided, it may be stated that the course of study as outlined by the state department does not necessarily call for individual books. A few standard reference books or even a few wellchosen textbooks on nature study and physical science and a will to teach the children something about their environment will be sufficient to make the course in elementary science one of the most enjoyable and profitable in the curriculum. In the classroom in elementary science, methods somewhat different from those in reading, geography, and arithmetic should characterize the work. The prin- ciple, we learn by doing, should be dominant at all times. Just as no senior highschool pupil can learn chemistry without laboratory experience and par- ticipation in actual chemical activity, so no success in the early years in science can be expected without making full use of all the vital and instinctive tendencies of childhood. Children vie with one an- other in supplying samples of flowers and minerals, in telling about the trees and birds, in describing Christmas toys. The program in science is an activity program where collections, exhibits, and demonstrations play a significant part. The entire school life of a child in the elementary years can be stirred by a The Journal of the National Education Association 7v——— a 6 7 a ad a ice led ay for iS- "q he dil ng TS challenge to his understanding of the interesting things about him. In addition to an activity program, other methods are also characteristic of the science instruction. Objective mate- rial should be supplied in abundance. Real live objects, taken from field and home, should be constantly sought. Less verbalism, fewer word pictures, and more actual contact with the subject will en- able pupils to grasp more accurately the ideas presented. Moreover, in the selec- tion of the units of work—that is, the subjects studied—a seasonal sequence is more effective. The objects of nature with which children are in daily contact offer the best chance for motivation. For ex- ample, in the autumn the wild flowers are easily collected; in the winter the habits of the birds and animals excite interest; in the spring the budding trees, the singing birds, and the piping frogs supply the urges for youthful hobbies and eager study. Finally, no subject in the elementary- school curriculum offers as much mate- rial to vitalize other subjects as elemen- tary science. English, geography, draw- ing can readily be correlated so as to make the daily work more purposeful. Recently, I visited the Lexington Avenue School in Lowell, a practise school con- nected with Lowell Teachers College where the children were learning to read thru a study of animals. As I entered the room I saw a crayon drawing on the blackboard of two lions standing by their cubs. The animals, drawn life size, were looking at me, it seemed, with such na- turalness that I halted a moment to determine the basis of the illusion. On the blackboard other intriguing sketches of animals challenged the attention in the same stirring manner. The children had pasted in their scrapbooks pictures of animals from almost every land in the world. They were learning to read thru a study of animals. The spontaneity and love of school work were evident in every expression of these first- and second- grade pupils. Too much is taken for granted if all science instruction is deferred to the junior and senior high schools. An effec- tive program of science in the secondary schools will have its beginning in the ele- mentary schools. If the view is accepted that the present is an age of science—and this seems undeniable—and further that one of the aims of education—elementary and sec- ondary—is to prepare our boys and girls to live intelligently in the modern world, then it is incumbent on every superin- Volume 23, Number 7; November 1934 tendent of schools to give the subject of science a definite place in the curriculum of the elementary schol. Such a program will provide many direct benefits; it will also have concomitant values which in the future may modify and improve the quality of the thinking of our people. It is entirely possible that science in- struction will develop a more profound feeling of wonder, awe, and reverence for the magnitude and complexity of the universe. In nature we see an order and sequence which if at all conceived, foster a consciousness of the abiding presence of a masterly control by the great God above. At every turn we see the glory and consummate coordination of His handiwork. In the second place, a study of the lives of a few of the great men and women of science will bring an admira- tion for their devotion and self-sacrifice. The mere mention of Louis Pasteur and Michael Faraday reminds one of the great characters of history, not generals and statesmen, but scientists who have contributed without the domination of the profit-motive fo the welfare of their fellowmen. In an age when greed and exploitation have been so rampant, there is occasion for greater exaltation of the spirit of such noble men. Again, a program of science will begin the development of skill in problem solv- ing or scientific thinking. Young people . ANCIENT Pa St. Louis Public Schools need to know the importance of searching for truth, to know how a conclusion is reached on a basis of experimental evi- dence. Scientific laws and theories do not spring in complete form from the brains of genius as a result of some occult power. They are not obtained by illogical think- ing it¥ which whim, fancy, and precon- ceived belief dominate. They are obtained by patient study, by weighing evidence without bias or prejudice, by an intense desire to seek the truth. Our children are not all expected to be scientists, but the cultivation of the scientific approach to questions, the desire to experiment, to weigh and deeply to consider perplexing problems are means of refining the pro- cesses of thought. Finally, if science, begun in the ele- mentary schools and continued thruout succeeding years, shall function as it is hoped, our people will be more open- minded, freer from dogmatic views, more ready to suspend their judgment. May they tend, too, to be more tolerant and entertain a lurking suspicion of the pos- sibility of being mistaken. A suitable humility concerning the things we are sure about and a sympathy for the ob- vious errors of others are marks of an educated and enlightened people. In the world today, science is pervasive and should for its direct and indirect values have a definite place in the elementary- school curriculum. 209 The Strength of a National Organization OMEONE has well said that the gen- S ius of America has been its power for organization. Strangely enough, those groups who would be expected to be the most perfectly organized because of the intelligence of their members, are probably the poorest organized altho much organized. I have reference to teachers organizations. The strength of a national organiza- tion of teachers must depend upon three main factors—its staff officers, its objec- tives, its membership. The National Edu- cation Association with its splendid rec- ord of professional services has a body of fine objectives, as enunciated in its platform. [See the October 1934 Jour- NAL, p169.] Its headquarters are officered by a group of men and women well- trained for Association duties and re- sponsibilities. Its membership, however, does not provide the strength, the finan- cial sinews, the missionaries out in the field, that should be ours: There are in America about one million teachers. Of this number barely one-fifth are members of the national association. The state associations—with about 73 percent of teachers, members—fare better. Jf the professional in- terests of teachers can be measured by the degree of their membership in our national organiza- tion, then we suffer badly by comparison with other professional groups. Approximately 20 percent of our lawyers; 35 percent of our trained nurses; 63 percent of our physicians; 66 percent of the musicians and teachers of music; and about 75 percent of our bankers—are members of their national organizations. And the dues of all these organi- zations are higher than our own and the need fer organization is probably less imperative. The advantages of a strong national organization of teachers are selfevident: A strong national association develops pro- fessional ideals; makes a professional code of ethics possible; compels its members to be pro- fessionally minded; creates strong public senti- ment for education; becomes the spokesman for teachers and their welfare; is a powerful and effective means of interpreting education to the public thru its organ and its members; can and does combat insidious propaganda against the interest of public education and the childhood it serves; promotes an understanding of the problems facing schools not only among its own members but in the public; and, it is a symbol of the power of our one million teachers. _ These advantages have not been en- tirely effected. The teachers of America are not an integrated group and do not present a united front against the attacks leveled at education. Education needs a spokesman, which because of our system of government, education does not have. We have as many leaders as there are 210 factions and philosophies. We have seen this much to our regret and undoing; for instance, rival armed groups, as it were, appearing before our legislatures and be- fore Congress whenever any important educational issue is to the front. We need one and not several national associations of teachers. The National Education Association is that one or- ganization. We may not all agree on its policies, its platform, or its management. But the organization is here. It has its magnificent headquarters; it has its pres- tige of a past record of real achievement; it is known and respected. In spite of its small membership from its very birth, it has had giants as leaders who have signi- ficantly affected the history of education. The main opposition to the Associa- tion is represented by two wellknown groups—those who have not been able to control it, and those who think they represent and practise the only modern philosophy of education. The latter group may or may not be the exponents of the only correct philosophy of modern education, but if they are they should first attempt to work an educational re- form within the NEA and not apart and against it. The history of minor political parties in America is eloquent testimony of the futility of creating new parties. A third party has never put itself into power; it has, however, always defeated its parent organization. A very important function of a na- tional organization should be its service as a clearinghouse for all cooperating and affiliated organizations. There should be a council representing such organiza- tions, apart from the present council of state directors. I am thinking specifically of affiliated nonprofessional groups. Such a plan would at once broaden and strengthen our contacts and create thru systematic planning a solidarity of inter- est in education. Such a form of organi- zation should also be developed within every state education association. Again, we need a closer tie-up with the forty-eight state associations: The NEA must do the same thing for the state associations that our own Pennsylvania State Education Association is developing for our 280 local branches, a specific program of activities for the self-education of its 60,000 members. We hope in this way to make a student of professional problems out of every one of our teachers. We need to do this on a larger national scale. The best publicity agent the school can possibly have is the teacher him- self when he is wellinformed. We are trying to make every classroom teacher an interpreter of the schools to the great critical public she is serving. Our National Education Association needs to do this on a national scale by giving impetus and direction to this type of selfstudy thruout the nation’s schools. Our movement and incentives for pro- fessional-mindedness must start with the institutions where our teachers are being trained. It will be a new day for a strong national organization when teachers from these institutions will ally them- selves with the NEA. We need effective state and national organizations thoroly knit together with cooperative interlocking action so that the very warp and woof of the entire teaching profession may be strengthened. The depression has played havoc with the morale of all professional groups, but teaching in particular. Never too strong in militant attitude, we are threatened to have our spirit completely crushed un- less there is an inspiriting of fight and stamina which can come only thru lead- ership and organization. This reawaken- ing and determination to see things thru is a pipe dream unless our leaders unite. We must present a united front against such destructive forces as the U. S. Chamber of Com- merce ; against sinister tax-economy groups, for the most part smoke screens for special inter- ests; against wellknown foundations, which, in spite of their many worthwhile educational enterprises, thru their leadership have recently proposed all sorts of ruinous emasculating pro- posals; against certain wellknown individuals who have no interest whatever in an enlight- ened public opinion that must come from good schools; against widely known periodicals which have debased their pages with prejudiced and one-sided attacks on our schools; against any commercially subsidized press whose pages are hardly open to educational publicity either because it is not sensational enough, or because teachers have no cigarets to advertise, no bot- tled goods to sell, no quack and germicide con- coctions to exploit, or fake securities to unload on the public; and finally, be on guard against many weak-kneed representatives in state legislative halls and in Congress. I am conyinced in the light of what — our national and state organizations have done in the past few years that the hope of preserving what is best in education and of building our profession must come thru an effective national integrating or- ganization working with and guiding the state associations. In the interest of pro- fessional solidarity we must sink our petty differences for the welfare not only of teachers but of the childhood of America! —From an address by Carmon Ross, president, Pa. State Education Ass’n, before the NEA, July 5, 1934. The Journal of the National Education Association A A A r of e is tion ving udy ro- the ing ong ers *m- nal ‘ith hat tire ed. rith but yng 1ed un- ind ad- en- aru ite. uch for ler- , in nal tly ro- lals ‘ht- 90d cals ced inst ges her use rot - on- ad nst ate iat ve pe on me What Does a Dean Do? Dorotuy C. STRATTON Dean of Women, Purdue University, Lafayette, Indiana HE BEAUTY of a picture is affected "| the frame which surrounds it. The intensity of a color varies with its background. Should we need more than our own experience to verify \ these statements, we have only to turn for support to the teachings of the Gestalt psycholo- gists with their emphasis upon the interrelation- ship of figure and back- ground. Similarly, evalu- ation of the work of one school official can be made only in the light of the setting in which she works. Therefore, in at- tempting to interpret the work of the dean of girls, we must consider first the goals toward which secondary education is directed, the background against which her work is cast. Dean Russell made the statement re- cently, ““We have mastered our environ- ment; what we cannot control is our- selves.” The force of this statement comes home to us as we view the contem- porary scene. We are a clever enough people mechanically. We can invent elec- tric washing machines, vacuum cleaners, and refrigerators which run for the price of one light bulb and which are so in- genious that Einstein goes down on his knees to examine the machinery and ex- claims, “Marvelous.” We seem not to have learned, however, to make human beings happier, to lower our divorce rate, to reduce our percentage of suicides, to give men a feeling of the worthwhileness of work, or, in fact, to be able to provide work of any kind for many of our citi- zens. We who are working with the human element cannot take much pride in the progress which has been made toward the solution of social problems. Whether we will or not, we are respon- sible to a certain extent for the kind of education which is being offered in high schools today, and it seems, therefore, that it behooves us to be rather certain that the goals we have in mind are worth accomplishing. What are worthwhile objectives for a secondary school? We hear a great deal Volume 23, Number 7; November 1934 currently about a return to the Three R’s. The schools, say some critics, should eliminate everything but the core of the At the dean’s desk—the individual reigns supreme curriculum, the Three R’s. Certainly no one would question the necessity of teaching the Three R’s, but to empha- size these as the core of the curriculum seems a rather barren equipment to offer students who are to live in our present complicated environment. Chemistry, plane geometry, Latin, and English com- position are rewarding fields of study for many adolescents, but a study of any or all of these subjects may easily prove a poor preparation for contemporary life. May it not be that the emphasis of the secondary schools must shift from the Three R’s to the Three C’s—character, citizenship, and culture? If we consider for the time being that the development of character, citizen- ship, and culture may be worthwhile objectives for the secondary school, we may proceed to consider the contribution which a dean of girls may make to the guidance program of a school of this type. By the use of the term guidance I mean to include educational and voca- tional guidance, social guidance, and per- sonal counseling. Upon first viewing the work of a high- school dean as revealed in time schedules, one is tempted to ask not “What does a highschool dean do?” but “What doesn’t a highschool dean do?” One sees a long series of disconnected items running, perhaps, somewhat as follows: 8:00 . . . Conference with Mary Jones re- garding repeated absences. @ <> 8:15 . . . Adjustment of academic program for girl who must go to work at 1:30 each after- noon. 8:30 . . . Conference with highschool principal and dean of boys on plan of enroling students from jun- ior high schools. 9:00- 9:40 Teach — World History Class. 9:50 . . . Conference with sophomore class sponsor re- garding plans for sopho- more party. 10:20 . . . Conference with senior girl regarding college entrance. 10:40 . . Conference with president of parent-teacher association fathers’ night. regarding 11:30 . . . Conference with Ruth Smith re- garding poor work notice in United States history. 11:45 . . . Conference with head of physical education department regarding plans for underweight girls. 12:00-12:45 Lunch 12:45- 1:15 Series of brief conferences students regarding cuses, and so forth. with cutting, ex- — _ am ' —_ :45 Conference with Girls’ League offi- cers to plan for reception to new girls. 1:45- 2:30 Meeting of committee to plan the home room program. 2:30- 3:00 Check up on seniors with delin quency notices. wn ' 7. 3:30 Miscellaneous period; mostly stu- dents stopping in at the close of school on minor matters. 3:30- 4:00 Conference with parents of girl who has been absent because of illness. 4:00- 4:30 Work on talk to local YWCA group. 4:30- 5:15 Home for breathing spell. 5:30 . . . Dinner and speech. 9:00 . . . Home. At first glance, this schedule may ap- pear to be a series of items without con- tinuity and having little significance. It has, however, much in Gommon with the familiar illustrations testing perception, which are found in all beginning psychol- ogy books. One’s first impression of such an illustration is of a series of unrelated lines which convey no meaning, but as 211 Cheer leaders True culture implies good manners MT pc ape ct A. te i] if a { oe ‘ail feaare A pleasant environment molds character bo hm one examines it more closely the lines suddenly seem to become a unit, to take on meaning and one recognizes a familiar object. So it is with the time schedule of a dean. If one brings to the study of this schedule a background of educational theory and an understanding of the major objectives of the dean’s work, the apparently unrelated items take on a different meaning. Because the real significance of the dean’s work is often obscured by the mass of detail with which she deals, I should like to use one more illustration to project the main outlines of her job against the background of the goals of secondary education as we have con- ceived them. From Seattle, Washington, on a clear day, one may see the majesty and beauty of Mt. Rainier. Many days during the year its outlines are not dis- cernible. Often fog obscures it. Even on a clear day some comparatively small object, such as a skyscraper, may hide the mountain from one’s view. However, those whose homes are in Seattle learn to have a feeling of the nearness of the ed ee mountain and of its greatness and strength even when it is obscured by clouds, fog, or skyscrapers. So with the person seeking the meaning of the work of the dean; he must have a penetrating eye which will enable him to see thru the fog of detail to the stark outlines of the real job. What then are the major functions of the dean of girls? She has her best oppor- tunity to be of service in a school which recognizes the importance of the develop- ment of character, citizenship, and cul- ture in its student body. The dean con- tributes to the achievement of these objectives in two ways: First, she studies constantly the school environment to see whether it is making as constructive a contribution as possible to the life of the students. Second, she works with the in- dividual student to help her attain the best adjustment and development of which she is capable. Let us consider the first of these two major divisions of the dean’s work; that of studying, in cooperation with other school officials, the school environment with the purpose of discovering whether it is conducive to the kinds of responses the school wishes to develop; in short, whether it cqntributes to the development of character, citizenship, and culture. It should not be the major function of a principal or a dean to deal with infractions of rules after they occur but rather to prevent insofar as possible their occurrence. That is to say, our chief aim should be a positive one, that of building an environment which encourages desirable responses. This, of course, is not a dramatic plan of adminis- tration or one which often receives full appreciation from faculty members or community but it is, never- theless, a most effective method. Dewey says: “We cannot change habit directly: that notion is magic. But we can change it indirectly by modifying condi- tions, by an intelligent selection and weighing of the objects which engage attention and which in- fluence the fulfilment of desires.” With this in mind, the dean may study those elements in the school situation which encourage a person to take the prop- erty of others, to falsify an excuse, to boo a per- former in assembly, or to crib in examinations, and may then make a definite effort to modify them. May I give several illustrations of the type of preventive action I have in mind. Suppose, for ex- ample, that a particular school is having considerable difficulty with paper being torn in small pieces and strewn thru the halls. This, of course, is a minor annoyance, but one which makes the appearance of the hallways unsightly and arouses the ire of care- takers. There are at least two ways of attempting to correct the situation; one is to spend one’s time pick- | ing up the pieces of paper, piecing them together, ascertaining who the offender is, and endeavoring to correct the habits of the particular individual or individuals so discovered. Another method of ap- The Journal of the National Education Association -— ap oe 2 Ooo in- nd, ool op- er- ind of ex- ble ind nor Fe- proach is to see whether waste baskets are conveniently located and whether they are at frequent enough intervals so that the student is encouraged to throw his paper in the waste basket rather than on the floors of the halls and classrooms. Sometimes a small expenditure of money on waste baskets will save considerable time for school employees. Again the attendance office may be having repeated and increased difficulty with students who are tardy between classes. What are the possible ways of solving this problem? One might, of course, if there were money in the school budget, add an additional attendance clerk, or one might admit students to classes without tardy slips, or scold the offenders, or study the external situation. Possibly the stu- dents who are repeatedly late have unusually long distances to come; perhaps they are mem- bers of the orchestra and have to put away instruments after the close of the period; pos- sibly some teacher is holding a class beyond the time of passing. Should any of these condi- tions be found, they can be corrected much more easily and with less expenditure of time and effort than can individual students be harangued about their continual tardiness. Moreover, the dean is not put in the position of continually fussing about trivial matters. Jean is an example of the last mentioned type of difficulty. In her junior year, she be- came a chronic cutter. Whenever she could se- cure a car she was off for several periods or perhaps a day. When questioned about these repeated absences she was always courteous and pleasant but her attendance did not improve. Finally, when the situation was growing acute, one of Jean’s chums came to the dean and asked very simply, “Did you know that Jean’s father and mother are getting a divorce and that Jean is very fond of both of her parents?” The dean, in her inexperience, had failed to see that the cutting was only a danger signal and not the real difficulty. The principal who recognizes in the school a laboratory in which the students may grow in character, citizenship, and culture will find in his dean of girls a person trained in the knowledge and skills necessary to the development of his program. Fortunate will be the dean of girls whose principal sees thru the morass of detail which adheres to her office and who recognizes in her a guid- ance worker with the two main functions of improving the school environment thru work with community, faculty, and students groups, and of assisting in the adjustments of individual students. In her study of the school environment, the dean will include a careful consideration of the extra- curriculum program of the school to see whether it is contributing to the general objectives of the school. She will be interested particularly to learn whether large numbers of individuals are having an oppor- tunity to participate in it or whether participation is reserved for the chosen few. Intramural games, school elections, musical programs after school hours spon- sored by some school organization, special displays from the art classes, active work by students in the home room periods, discussion of current social prob- lems in the home room periods, all offer opportunity for the development of the Three C’s. None of these goals is, of course, achieved by the dean alone. She works in close cooperation with the principal and with parents, faculty members, townspeople, physicians, dentists, social workers, committees of students, student organizations, and faculty committees. The second major division of the dean’s job is that of working with the individual student. The office of the dean is one place in the bustle of the secondary school where the individual reigns supreme over text- books, courses of study, and routine regulations, and where she is considered not in the light of how much social science she knows or how good an athlete she is but in the light of all that is known regarding her entire personality. In order to be of help to the individual student, the dean must have easy access to the cumulative records of the school. She must have some back- ground of information concerning the ability of the student and her home environment. She must be aware of the fact that the problem which appears to be uppermost may be merely an indication of some more serious maladjustment. Volume 23, Number 7; November 1934 [a] Riding club [b] swimming club Individual prowess Teamwork and games develop citizenship — ) .. Te eS 4s The Schools Go on the Air President E. E. Oberholtzer calls for the same kind of careful planning and skilful practise as is devoted to educational administration, supervision, or classroom teaching. Re- sponsibility has to be definitely placed. A program of specific and well-under- stood objectives needs to be formulated. All the agencies of interpretation must be coordinated toward the achievement of the aims selected. The program of educational interpre- tation sponsored by the Department of Superintendence this year features the radio. President E. E. Oberholtzer has outlined a comprehensive plan, now in operation, for the fullest possible use of this agency in all communities of the United States. He has appointed for each state a radio chairman whose re- sponsibility it is to discover what uses are being made of all available local radio facilities, to recommend the prepa- ration of programs where the radio is not now employed, to assist the communities of their states in securing additional time on the air when it is needed, and to give the widest possible publicity to coast-to- coast programs that interpret education. In each city where a radio station is located a representative of the Depart- ment of Superintendence has received specific suggestions for the encourage- ment of programs already under way, and for the presentation of new pro- grams. It is proposed by President Oberholt- zer that the Department’s members espe- cially stress radio interpretation in two series of programs. The first series began the week of October 8-14, and will be especially featured American Education Week, November 5-11. The next series will start during the second week in Jan- Fan educational interpretation 214 uary, and will close in connection with the convention of the Department of Superintendence at Atlantic City, Feb- ruary 23-28. The final programs will be broadcast from the great convention hall on the boardwalk where the superin- tendents will hold their 65th annual meeting. The closing numbers of this series will literally put the convention on the air, as selected speakers from the platform programs adapt their addresses to studio presentation. A special section meeting at Atlantic City will be devoted to school and pub- lic. Those who have been in charge of the broadcasts conducted thruout the year will have an opportunity to discuss their problems and to plan more effec- tive projects in interpretation for the year ahead. President Oberholtzer has appointed the following Radio Committee to pre- pare suggestions which can be adapted to local use in the presentation of ad- dresses and dramatic sketches on the air: William Dow Boutwell, editor-in- chief, United States Office of Education, Washington, D. C.; Ben H. Darrow, director of the Ohio School of the Air, Columbus, Ohio; and Belmont Farley, assistant director of the Division of Publications of the National Education Association, Washington, D. C. The following topics have been devel- oped for the use of local radio represent- atives in the first series of programs under the general title of Your Schools and You. The School Situation in Our Own State, Oct. 8-14. Schools For All Ages, Oct, 15-21. The Price of Groceries and Teachers, 22-28. Are the Schools Educating For Living? Oct. 29-Nov. 4. They Like to Go to School, Nov. 5-11. America Speaks for Education, Nov. 5-11. What Is the Future of Our School System? Nov. 12-18. Oct. Teachers are urged to learn from local broadcasting stations when these and other local programs will be on the air and to give these presentations publicity thru school assemblies, parent-teacher as- sociations and other community groups, school publications, and in other ways. Classes in the social sciences will find these broadcasts helpful in discussions of current problems. The success of the radio as a means of interpretation depends upon the ex- tent of the audience. Teachers may also help increase the audience of network programs such as Our American Schools, Education in the News. Our American Schools, sponsored by the National Education Association and * directed by Florence Hale, wellknown teacher and editor, began its fourth year, Saturday, October 6, 5:30-6:00 P.M., EST, over the networks of the National Broadcasting Company. The programs may be heard each Saturday afternoon thruout the coming year. Joseph Littau’s wellknown orchestra is furnishing the instrumental music. Popular radio solo- ists take part from time to time. At- tention is called to the fact that Our American Schools this year immediately follows the broadcast of the Metropolitan Opera Company, which for six years has attracted an audience of millions. Education in the News, directed by William Dow Boutwell, is sponsored by the United States Office of Education. Each week this program features cur- rent happenings in the world of educa- tion. It may be heard each Wednesday evening at 6:00-6:15 P.M., EST, over the networks of the National Broadcasting Company. Parent Education, sponsored by the National Congress of Parents and Teach- ers in cooperation with the University of Chicago, will bring to the American public, addresses by prominent lay lead- ers interested in schools and by well- known college professors, superintend- ents of schools, and officers of educa- tional organizations. In giving these pro- grams publicity, teachers may cooperate with the chairman of the Parent Educa- tion Committee of the local parent teach- ers association. These chairmen have been placed in charge of organized listen- ing groups. Parent Education will be broadcast each Thursday evening 5:00-. 5:30 P.M., EST, over the networks of the National Broadcasting Company. I HAVE always felt that in this country, where so much depends upon univer- sal education, not only for the happi- ness of the people, but for the safety of our form of government, that it was a pity some way had not been devised by which the interest of everyone could be focused on public education.—Mrs. Franklin D. Roosevelt. The Journal of the National Education Association also rork ols, by and ~ OWn ear, .M., onal ams oon au’s the olo- At- Our tely itan has by | by ion. cur- ca- day the ting the ach- sity ican sad- vell- *nd- 1ca- pro- rate 1Ca- ich- lave ten- be tion HEN the centenary of Louisa \X/ May Alcott’s birth occurred in 1932, a story of her life was being written, which was published the next year when Little Women was filmed. This biography, Jnvincible Louisa, was awarded the John Newbery medal for “the most distinguished contribution to American literature for children,” pub- lished in 1933. The author, Cornelia Meigs, was al- ready wellknown as a writer of children’s books, having published twenty, an aver- age of one a year, since she began to write. Her many books “dramatize with fine plot and true emotion the pageant of the building of America.’’ Miss Meigs was born in Rock Island, Illinois, but lived for many years at Keokuk, lowa. Five years after her graduation from Bryn Mawr College and while a teacher at Davenport, Iowa, she wrote her first book, a collection of stories for children. She tried out her stories on the children of her school. Now she is a teacher of English at Bryn Mawr College. Her many nieces and nephews take the place of school children of other years. Three young members of her family live with her at Bryn Mawr, Pennsylvania. The American subjectmatter in Miss Meigs’ books—pioneers, Indians, clipper ships, Revolutionary war scenes, swift western rivers—comes, in part, from stories told by parents and grandparents, who had a share in the development of America. Her father was a United States civil engineer who gave fifty-seven years of his life to the work of controling the Mississippi river. A great-great-grand- father was Commander John Rodgers of the U S S “Constitution.” “But,” writes her friend, Louise Seaman Bechtel, ‘more essential is Miss Meigs’ gift of poetic imagination which can dram- atize and make vivid places, people, things, for others. She has an accumulated, exact knowledge of American history, and an idealism in shaping young people’s feeling for their country underlies all her writ- ing.” The writing of Invincible Louisa was a labor of love for Miss Meigs, who says that she owes her inspiration as an author to the dauntless courage of Louisa M. Alcott, “battling against overwhelming odds for Volume 23, Number 7; November 1934 : : Or re House, Concord, Massachusetts, “Little Women” lived; now a museum. The John Newbery Medal Book Invincible Louisa half her life, bound never to be con- quered, even tho every circumstance seemed to be against them all.” Since Louisa’s ambition, while still in her Little, Brown Cornelia Meigs early teens, was to care for her family, this prize book contains much about the family group: Bronson Alcott, ‘“‘a stu- dent, a scholar, and most of all a teacher, to the last depths of his nature”; Abba May Alcott, the hard working, devoted mother; and the three loved sisters. Louisa ‘“‘vowed to herself that she would give these beloved ones what each one needed,” writes Miss Meigs. ‘There was to be security for her father, peace and comfort and a sunny room for her mother, opportunity for Anna |‘Meg’], care for Beth, education for May [‘Amy’]. One of the most interesting tales in the world is the record of how resolutely Louisa kept that promise and how, no matter what things went against her, she always refused to be beaten.” where the real The many circumstances in Miss Al- cott’s life which called for high courage, great faith, and perseverance are told by Miss Meigs in such a way that the reader of Invincible Louisa does not get an im- pression of unhappiness. Instead, one’s admiration is constantly aroused by the lovable, gay, high-spirited Louisa, her sense of humor, her capacity for making friends. In addition to being a most readable and interesting story of Miss Alcott’s life, Invincible Louisa will give young people a better appreciation of the build- ing of America. Persons, events, and movements, familiar to boys and girls from their school work, become very real when read in connection with the Alcott family history. Emerson, Thoreau, Haw- thorne—friends of the Alcotts; the Civil war as seen thru Louisa’s experiences as an army nurse; transcendentalism and abolition—all these are dealt with by Miss Meigs so as to interest young people. Teachers who read this latest Newbery medal book will appreciate anew the im- provement which has taken place in the teaching of young children, since the time of Miss Alcott’s childhood. Her father’s share in this progress is suggested in this paragraph from /nvincible Louisa: There are some tremendous ideas embodied in those journals [Bronson Alcott’s],. chiefly about education, for Bronson had theories so far in advance of his time that, even in our day, we have not caught up with all of them, altho we have accepted many. It used to be thought, and not so long ago, that the windows of a schoolroom must have white paint on all the lower panes, to keep the children from looking out, and incidentally to keep light and sunshine from coming in. It was Bronson Al- cott who first opened the windows of school- rooms to more than one kind of sunshine and who has made learning brighter for all time The Newbery medal is named in memory of John Newbery, a London publisher and bookseller of the 18th century, who was the first person to publish books for children. The award is made each year by a committee of children’s librarians of the American Library Association. For a list of all the Newbery books see Notes and Announce- ments. These prize books make ex- cellent Christmas gifts for a child’s own library.—E. B. Child Labor Must Go! HE STRUGGLE to secure and main- tain the rights of children to an education and to immunity from la- bor as a necessary corollary thereof, has been long and at times bitter. It is al- most amazing how tenaciously the hu- man mind has clung to the fiction of par- ent ownership of children which has come down from the hoary past, and to another fancied right, namely, the privi- lege of parents to profit by the labor of children. Wealth, even, was once meas- ured in terms of the sons and daughters who could serve the father. In our own country the battle to eman- cipate childhood has been sternly con- tested by the theory that interference with the rights of parents to control the destinies of their children was un-Ameri- can. In 1906 the first proposal for federal law to prevent the industrial exploita- tion of children was made. Almost ten years later, the first federal law was really enacted to become operative on September 1, 1917. This statute was based on the theory that Congress had the power to regulate child labor by clos- ing the channels of interstate and foreign commerce to the products of child labor. It was a keen disappointment to all friends of childhood the country over when the Supreme Court of the United States on June 3, 1918, in a five to four vote, decided that the law was not a legitimate exercise of Congress’ power to regulate interstate commerce, and was, therefore, unconstitutional. Congress again enacted, on February 24, 1919, a provision for a tax of 10 percent on the net profits of certain enumerated estab- lishments which employed children in violation of the age and hour standards laid down in the Act. This was held an unconstitutional exercise of Congress’ authority by the Supreme Court in 1922. In 1924 the following amendment was passed by Congress and submitted to the states: Section I. The Congress shall have power to limit, regulate, and prohibit the labor of per- sons under eighteen years of age. Section II. The power of the several states is unimpaired by this article except that the operation of state laws shall be suspended to the extent necessary to give effect to legislation enacted by Congress. The passage of this Amendment rep- resented the triumph of long years of struggle to remove American children 216 from mines, mills, and sweatshops and give them a civilized deal. Rejoicing over the proposed Amendment proved short- lived because of delay in ratification. Arkansas ratified the Amendment in 1924. The legislatures of Arizona, Cali- fornia, and Wisconsin followed in 1925, with Montana in 1927 and Colorado in 1931. In 1933 under the NRA, child labor was banished for two years in occupations covered by the codes. The movement to make this condition perma- nent took on new life, and fourteen state legislatures, including eleven which had previously rejected the amendment, ratified it: Oregon, Washington, North Dakota, Ohio, Michigan, New Hamp- shire, New Jersey, Illinois, Oklahoma, Iowa, West Virginia, Minnesota, Maine, and Pennsylvania. This Amendment is needed because the Supreme Court of the United States has twice declared federal laws for the regulation of child labor unconstitutional. Why is a federal child labor law needed? Because so many states do not protect children from exploitation in em- ployment. With all the state child labor laws now in force, not one of them af- fords the slightest protection to the thou- sands of children transported from state to state to be exploited in industrialized agriculture. No protection from swelter- ing under the summer sun and freezing in the raw November days in the beet fields of the several states. These children suffer the loss of school privileges for the sake of our Thanksgiving cranberries and our lucious summer fruits, victims of the inability of state laws to reach over state boundaries. Such children are aliens in the state of their employment and can claim no protection either from the state of their residence or the state of their em- ployment. These children at early ages are employedlong hours at unsuitable em- ployment, under unfit conditions, grow- ing up without education and with im- paired physical and mental development. Why should the country at large be pros Lasor Day will be observed the last weekend in January 1935. The keynote this year will be the ratifi- cation of the federal Child Labor Amendment. The National Child Labor Committee, 419 Fourth Avenue, New York City, will send a poster, leaflets, and other material on the Amendment on receipt of 25¢ for postage. concerned with what any state does to its children? Because children are citizens. A citizen of any state is a citizen of the United States. Ignorance, physical unfit- ness, weakness of body and character, wherever present, affect the nation at large. People move from state to state. Neglect by one state increases the bur- den of other states. In our decade a new argument de- mands the nationwide removal of chil- dren from American mines, factories, and sweatshops. Technological unemploy- ment is a fact, not a fancy. Let us begin at the bottom of the age scale and re- move forever the millions of our youth from competition in industry, releasing jobs for adults and giving to children ad- ditional years of education and prepara- tion for a richer and fuller life. The educational leadership of the twenty ratifying states is indicative of consecrated devotion of the teachers of those states to the cause of childhood. Teachers who live in those twenty-eight states not yet ratifying this Amendment must assert their citizenship privileges and rights to work for the passage of this Amendment! The urgent need is im- mediate action to register in statutory form the standards now approved by an enlightened public sentiment. Get information from the Research Division of the National Education As- sociation. Write your governor, assem- blymen, and congressmen in favor of the federal Child Labor Amendment. Work thru your state education association. Ally yourselves with such organizations as the National League of Women Vot- ers, whose business is legislative. Act in- dividually only on the advice of experts. This unity of purpose is the principle upon which the National Education As- sociation is built—the individual teacher cannot accomplish much, but when she joins forces with others of her group and joins with other organizations, the effec- tiveness soon becomes apparent. Child labor must go. It should be ruthlessly rooted out of our country’s economic and social system. Let us put and keep America in the front ranks of the nations of the world in its protection and education of her junior citizens—the boys and girls of America! —From an ad- dress by Georgia B. Parsons, teacher, Vine Street School, Hollywood, Califor- nia, before the National Education Asso- ciation, July 5, 1934. The Journal of the National Education Association ——— ES = ae —— =< ) its ens, the ifit- ‘ter 1 at ate. ur- de- ‘hil- and loy- egin re- uth sing ara- the e of Ss of ood. ight nent eges this tory y an arch As- sem- | the J ork tion. ‘ions Vot- t in- erts. ciple As- cher | she and ffec- 1 be try’s put cs of ‘tion —the 1 ad- cher, ifor- \sso- lation —_—_—_—— Turn High Schools into Peoples Colleges and southern states has now col- lapsed. In many others it is on the verge of collapse. The state universities have received terrible blows from legis- latures who have seen their states laid waste by the depression. The endowed colleges and universities are many of them barely able to maintain themselves. And yet we must now reconstruct our whole program to meet the new condi- tions which the economic situation has thrust upon us. We must reorganize the educational system and redefine the pur- poses of its units. We must create new units to accommodate students whom in- dustry can no longer absorb, but whom we have never regarded as our responsi- bility before. We need ideas, courage, imagination now as at no earlier period. Where shall we hope to find them if not in New England? There are situated the strongest institutions in the country. They can enlighten us if they will. For forty years they have turned their backs to us and devoted themselves to their own affairs. The great developments of those years have occurred at levels which New England has ignored; they have occurred in the public schools, the elementary schools, the high schools, the junior col- leges. We have been without the leader- ship which only New England can give us. We can do without it no longer. Compeled by circumstances, the coun- try outside New England is proceeding nevertheless to frame a new educational system. New England can help in its construction if it will. The educational system that is developing is this. The pri- mary school will complete its work in six years. After it will come a new kind of preparatory school, which we may as well call the high school. This the pupil will enter at twelve and leave at about six- teen. At about sixteen he will enter upon one of two courses of study, the one cul- tural and the other technical. Each of them will be designed as tho the student were to terminate his education in them. Actually most students will regard the completion of one of these courses of study as the completion of formal edu- cation. These curriculums will take the student from his sixteenth to his twen- tieth year. At the latter age he should go to work unless he is interested and quali- P= EDUCATION in some western Volume 23, Number 7; November 1934 ROBERT M. HUTCHINS President, University of Chicago fied in some scholarly or professional field. The cultural course of study will be given in an institution called the college, even tho it begins and ends two years earlier than our present colleges. If con- venient, the college may also administer the technical course of study. If it is not, it may be given by technical institutes specially created to take charge of it. In any event the end of these two courses of study would be intended as the end of education for the great majority of the young people of the country. The colleges and technical institutes that I predict will be numerous. They will be local. Attend- ance on them will be as customary as at- tendance at high school is today. The ordinary youth will thus complete his education at home. And he will complete it in an institution adapted to his indi- vidual needs and capacities. If he wishes he will do so at public expense. The ex- pense to the public will be more than justified. Many of the present four-year colleges of liberal arts outside New England will become technical institutes or colleges of the new variety that I have described. They will admit their students at about sixteen and graduate them about twenty. They cannot afford and should not at- tempt the expensive and difficult work of which the present junior and senior year in New England colleges are composed. They should abandon those years. The strongest of the present colleges may, however, develop in another direction. They may devote themselves to what may be called non-professional speciali- zation in arts, literature, and science. They would admit their students at the beginning of the junior year to a three- year curriculum leading to the M. A. de- gree. This degree will, I believe, supplant the B. A. at this point. The B. A. at pres- ent means little. The curriculum which leads to it is a strange mixture of general education, specialized study, and voca- tional training. The one common denomi- nator of the B. A. degree in the colleges and universities of America is that it takes four years to get it. Eventually, I think, the bachelor’s degree will be granted at the end of the present sopho- more year, on graduation from the new colleges that I foresee. Then it may mean something. It may mean that its holder has a general education. University work outside New England will begin with the beginning of the jun- ior year. Altho universities may operate some of the new colleges and technical institutes that will arise, they will not do so under the delusion that collegiate work is university work. They will operate them to assist the new colleges and tech- nical institutes in formulating their pro- grams. Universities which do not wish to conduct such experimental work should abandon their freshman and sophomore years. As long as they continue them, they serve to confuse the students, the faculty, and the general public about the aims and activities of the university. The university will consist of the profes- sional schools, which the student will en- ter if he chooses at the opening of the junior year, and customary divisions of arts, literature, and science. University students will be carefully selected. As we have seen, the selective principle cannot operate below this point because by defi- nition the institutions below the univer- sity are designed to accommodate all or almost all the population that is of an age to attend them. No one will be per- mitted to enter the university who cannot demonstrate his interest and ability in some field of knowledge. The hordes who are now allowed to proceed to the B. A. or even the Ph.D. merely because they are the offspring of voters will be ex- cluded. The university will devote itself to scholarly and professional work and the cultivation of the minds of those who have minds to cultivate. Now you will observe that this pro- gram from the elementary schools thru the university means a thorogoing reor- ganization of the educational system. It provides for a tremendous expansion and diversification of educational opportu- nity. Hence it meets the most pressing so- cial need of America today. At the same time by disentangling the purposes of the high school, the college, and the univer- sity it clarifies the responsibilities of each educational unit. With depleted resources and increased burdens the West and South are struggling toward some such plan. New England can help us in our struggles if it will—From the Stearns Lecture before Phillips Academy, 1934. 217 ional Education Association : o P| 9 c o — em gs 3s 8 - _ © 3 3 oO ™! = @2«téCS a =—- ££ = 3 -_ * 3 » -. be M Rare val prorie Mp JONES UG RY oe we me ion Week by James Zootis, Educat ican s ah og aT teen Bh iP SIM eae no, This cartoon was drawn for Amer fae a eo > As 04 PRAM (ee, 3) edt ty ty Ae eS WAC ihtind keae os Be ys a) Cont, ¢ Rees tines Re ie An Evening with the Magazines SocieTY—‘Freedom in teaching is important not because it is a right of the teacher but because it is essential to an intelligent solution of the problems of modern society.” This is the thesis of Howard K. Beale’s discussion of “Forces That Control the Schools” in the October Harper’s. “The very es- sence of freedom is belief in the power of truth if left free to overcome error. . . . Only children subjected from early child- hood to the conflicts and buffetings of the perpetual conflict of truth and error will ever live free lives. The dangers in- herent in lack of freedom for the teacher are infinitely worse for the child than the most ‘dangerous’ ideas a free teacher may express to him.”. . . Mr. Beale calls attention to some of the forces which limit the freedom of teachers. Most potent among outside forces is the pervasive influence exercised by business men to prevent teachers and pupils from raising questions about in- dustrial practises. Conservatism within the schools themselves denies profes- sional advancement to the radical and thus leads the young teacher to devote his attention exclusively to safe topics. “These various pressures upon the schools usually operate upon the teacher indirectly. They are most effective when he is unconscious of them. . . . Teacher after teacher has assured the author that he is entirely free and has then replied, ‘Oh, of course, we could not do that’ to a series of specific applications of free- dom. ... “The really important problem in obtaining freedom is not that of securing the rarely courageous or socalled ‘indis- creet’ teacher against loss of job, but the much more difficult problem of protect- ing the average teacher against the countless small, sometimes imperceptible forces that gradually destroy his indi- viduality, his enthusiasm, his idealism, and his independence, and make him completely subservient to those within and without the schools who seek to con- trol teachers.” A CADEMIC FREEDOM AS A SERVICE TO Henry Ford, Schoolmaster—“We should all have an education,” wrote the twelve-year-old editor of the school paper Volume 23, Number 7; November 1934 Coresernen was wrong! Not his “whin- ing schoolboy, creeping like snail, unwill- ingly to school” but lighthearted children return- ing happily to their classes is the truer picture for today. Such a group of youngsters, in sunny color, is shown on the cover of the September Ladies’ Home Journal. in one of Henry Ford’s schools, “‘so that we may make a living and learn to enjoy life and how to be healthy and happy.” This definition of education suits Mr. Ford exactly; it is the ideal he is trying to carry out for the two thousand pupils in the schools he maintains at Dearborn and elsewhere. Mr. Ford, in an interview in the October Good Housekeeping, pre- sents enthusiastically his theories of edu- cation. In his schools for little children as well as in the trade school the first emphasis is on manual skill, but familiar school subjects | McGuffey Readers are used], recreation, and training in right conduct are not neglected. “Learn to do by doing—that’s my favorite principle in education,” says Mr. Ford. “Functional education, some peo- ple call it. Call it what you like. Just so long as it turns out boys and girls com- petent to live happily and to earn a living and be smart enough not to be victimized by any swindler or any stock-market get- rich-quick scheme, I’m for it. . . . “An educated person, I think, is one who not only knows a lot, but knows how to do a lot of things. . . . : An educated person is one who can use his hands with skill, who has a trade at which he can work, if that is best, or at which he can play. An educated person enjoys life and is able to create his own recreations; he can change swiftly from one line of effort to another if conditions require a change; he has poise and some kind of religion that he deeply respects.” Ladies’ Home Journal. Taking up the Cudgels Against Home Work—The student should have ‘normal business hours for school, and the rest of his day for recreation,” says A. E. Bassett, schoolboard president in Swarthmore, Pa., writing in the Literary Digest for September 29. “Often have I heard teachers complain of their weariness after the day is done— and I know that they are tired; but the pupil is just as sore a victim of fatigue. . . . There seems to be an absence of willingness—or, perhaps, ability—to comprehend the fact that school work, study, is labor, and that the fatigue of the young student is just as real as that of the man or woman who devotes his days to the earning of a living. . . . But the youngsters . . . are compeled, often, to sit up far into the night trying with strained eyes, overwrought nerves, and tired brains, to complete the prescribed ‘home work’... . “T believe that ‘home work’ should be abolished, and that the recitation hours should be so lengthened that a part of each period may be devoted to directed study of the next day’s work. Not the least important word in that declaration is ‘directed,’ for, with proper direction, a child’s efforts will yield a vastly greater measure of success in a given time than he possibly can achieve in a lonely strug- gle with a tired brain in a much longer time.” —Hazel Davis, search Service, NEA. Educational Re- Art Interprets Education itt. NA ad ou —T mm yy wy @ a] af ett (ey ae ha Rt 4/48 a a AE As “4 aad Re — bar +18 Window of Skills [reading left to right | Row 1 Mechanical Drawing, Glee Club, Pen- manship Row 2 Machine Stitching, Physical Training, Hand Sewing Chiseling, Planing, Sawing Cooking, Folk Dancing, Dressmaking Football, Baseball, Basketball Freehand Drawing, Marching, Orchestra Row Row Row Row nau Ww HE assembly halls of many schools built a quarter of a century or more ago offer various problems in con- nection with the activities of the schools of today. Our hall is no exception. For many exercises and programs the audi- ence faces a long twenty-foot platform with the eastern glare of six large win- dows. We had long needed a screen to temper the light so that speakers on the platform might be seen to advantage. For the past year our art and manual training departments have been at work on such a series of screens. We developed the idea quite naturally and rather un- expectedly thru our lessons, in the sev- enth grade, on the appreciation of archi- tecture. The classes were making trans- 220 parencies based on the geometric arrange- ment of some of the lancet-shaped aisle windows in the new Riverside Church in New York City. The ninth-grade indus- trial arts group enlarged three of the transparencies to be used as a background for the Christmas exercises. Tributes paid to the result of our efforts spurred us on to greater endeavor. We felt that we should now design and construct a decoration of some permanence for the six east windows. A group of students made a small-scale drawing of the wall behind the assembly hall platform. Their report called to our attention two points: Each window was found to be divided into eighteen small panes, the six windows making a total of one hundred and eight panes. Secondly, the inch-wide molding between the panes would checker off any open areas in a design planned larger than the individual panes. Since we would be prevented by the construction of the windows, and by the vibration of the jigsaw from working in a large way, we planned to make a wooden frame exactly like the casing and moldings of each window, and to cut individual perforated designs of three-ply wood, equal in size to the small panes. Here was our opportunity to make an impression thru the eye upon classes of pupils between entrance and graduation, year after year. We could try to interpret education to our children, as the great artists and craftsmen of the Middle Ages interpreted religion to their worshippers thru the jeweled glories of cathedrals. For guidance, we turned to a defini- tion of Edward H. Cameron: “Educa- tion is the sum total of the conscious changes effected in the child by his en- vironment, and the evidence of his edu- cation is the way in which he acts in the various situations in which he finds him- self.’ We knew that the knowledges, skills, ideals, attitudes, and habits con- stitute the changes, and we began to vis- ualize these “changes” in line and form. Our discussion led us to the conclusion that we could plan and design the first window to depict the Knowledges, and the second window to illustrate the Skills. In the middle of the hall the third and fourth windows would both show the Ideals, while the fifth and sixth windows would represent Attitudes and Habits. Of the fifty-four panels already in- stalled in three windows, designs were qr ari paste = anne. He 1% Te EN | a , ig. = Window of Ideals Row 1 Craftsmanship [Monk], Womanhood, Patience [King Bruce] Row 2 Aspiration [Pegasus], Physical Per- fection [Discus Thrower], Perse- verance [Columbus’ Fleet] Row 3 Charity [Salvation Army], Benevo- lence [Good Samaritan], Generosity Row 4 Friendliness [Massasoit], Obstacle Mounting [Booker T. Washington], Mental Courage [Lincoln] Row 5 Public Health, Democracy [Ameri- can Public School], Moral Courage [Socrates | Row 6 Physical Prowess, Industry [Edison], Faith [Joan of Arc] executed by forty-seven different pupils. Most of the perforated sawing, the con- struction, and painting was accomplished by the ninth-grade industrial arts class in the manual training period. One proof of the students’ interest in this activity is that the gift committee of the graduating class voted to contrib- ute its funds to defray the expenses of the cost of the wooden screen and the transparent material which is used to soften the light Helene Rose Abels, Bartlett Training and Junior High School, Lowell, Massachusetts. The Journal of the National Education Association od, er- rse- vo- sity icle yn], Pri- age in], Is. n- ed ASS HE TEMPTATION is strong to say ik the trouble with many con- vention speeches is that they are too conventional. It would perhaps be a little fairer to describe them as not being sufficiently memorable. Everyone of us, if we have been habitual attendants at conventions, is likely to have concluded regretfully that only once in a while does a speaker at a convention make an ad- dress of which we really want a copy, so that we may reread it at leisure and study its points and conclusions. What constitutes a good convention speech? May I suggest a tentative reply to this question? [i] Naturally, the very first injunc- tion must be Avoid the obvious. We all constantly suffer under the socalled elo- quence of speakers who labor for the thousandth time educational platitudes that begin to impress us as probably not true, because we have grown so tired of them. Inevitably the stock in trade of educators is a series of commonplace maxims that are as old as mankind. But supposedly nobody in the business of teaching really needs to have these re- peated endlessly. An even greater mis- demeanor, however, is committed by some would-be clever speakers who take these obvious facts and principles and seek to disguise the obviousness of what they are saying by clothing them in a complicated and bewildering terminol- ogy. Disagreeing completely with Shake- speare as to what’s in a name, they seem to believe sincerely that a new name for an idea makes it a new idea. Frequently, too, their gift of style is so scanty that the terms they invent constitute a form of barbarism. If it is an old speech that you are giving again, even if the audience is different, insert some new material. [2] In our own energetic day there are so many really new activities going on and so many points of conflict are involved in these, that it ought to be easy to carry out the second suggestion: Seek and develop a controversial point. We are much more likely to interest our hearers if we do so. It is desirable to avoid personalities, to keep the battle on a high plane of principles, but it might be even better sometimes to mention someone by name whose ideas we are attacking and to make the conflict some- what of a personal one than to omit the Volume 23, Number 7; November 1934 Wasn’t That a Good Speech? A Code for Convention Speakers element of the controversial. It is possible that the reason we do not fight hard enough is because we don’t care hard enough. American Education Week NOVEMBER 5-11, 1934 We are now entering upon what may easily be the most crucial year in the history of the American school. Never before has there been such need for united action, vigorous leadership, and sustained public support. American Education Week offers an unusual opportunity to interpret education to the people and to enlist their cooperation in the improve- ment of the schools. Let every teacher and school officer plan early for an effec- tive American Education Week pro- gram.—HENRY LESTER SMITH, presi- dent, National Education Association. [3] On the other hand, we are pro- fessional men and women, and out of a spirit of fairness it is necessary to Present both sides. Show the two pictures, and you will not only be displaying the spirit of fair play, but also be making use of the device of contrast, in itself a useful rhetorical method for securing interest. [4] We have in the past been so sen- sitive in the matter of dignity that it is more than difficult for some teachers to observe the fourth injunction: Be lively. One way of being lively is to use the lan- guage of today, not that of Milton’s or Johnson’s or Ruskin’s, or even that of Bernard Shaw’s day. Moreover, all the great masters I have mentioned are Brit- ish and we are Americans, using a some- what distinctive form of speech. A little slang now and then will do no harm and there is no question that colloquialisms ought to be pretty freely employed. Talk American—1934 American. [5] It is very important that the next commandment should be _ observed: Reach some definite conclusion, and avoid detours in reaching it. Many a speech goes wobbling along without pur- pose for dreary minute after minute and when the orator [save the mark!] is thru, no one knows what he has been driving at. The closing passages of the talk should make clear, in vigorous phrasing, what it was all about. [6] This conclusion will be an espe- cially effective one if the speaker ob- serves the next principle: Say something practical. By practicality I do not imply that the teachers in the audience must carry away some concrete device that they can apply the next school session in the actual classroom with a particular group of boys and girls. It may be that, but it may also be the solving of some more general problem, the clearing up of a doubt—something that does the teacher some definite good. [7] In these days of confusion of the public mind on the subject of the schools and education, it is well to keep in mind this point: Prepare your talk so that one particular paragraph of it |say 150 or 200 words| can be used for publicity purposes. Of course, the publicity must be good publicity and educators would do well to educate themselves on this subject, inasmuch as anyone acquainted with the principles and the psychology of sound public interpretation is likely to be all the better educator. This para- graph should not only contain the nub of your remarks but it should be phrased in a way that will entertain as well as instruct—two ideals by no means mu- tually exclusive. Pay prompt attention to requests of newspapermen, editors, and publicity representatives for advance copies of what you intend to say. [8] The next commandment is very brief: Stop when you're thru. [9] The next is also brief and also important: Revise your talk |I am as- suming you prepare your “remarks’’ be- forehand|. and cut it down one-third. You will not hurt anyone’s feelings by talking more briefly than you are sup- posed to talk. [10] Perhaps the last commandment, in accordance with the Biblical saying, ought really to be first: Learn how to talk. One need be no orator, but cer- tainly any address by a teacher ought at least to be clear in enunciation, care- ful in pronunciation, and pleasing as to voice. Many a good address is made intolerable by wretched delivery —Max J. Herzberg, principal, Weequahic High School, Newark, New Jersey. | American Education Week speakers will find these suggestions helpful.| A Service for Employers r. P. L. “Red Demon” Bergoff is in the news once more. And who is Mr. Bergoff? In his own words, he is “dean of the strikebreakers.”’ Others, according to him, “may break a buttonhole makers’ strike, but when it’s steel or utilities or railroads they come to me. I’m dean—been at it thirty years and made millions breaking strikes in this country.” The big job now, of course, is textiles. The “Red Demon,’ as he became known in a score of bloody strikes during the last quarter of a century, maintains headquarters in New York City, where the ‘‘Bergoff Service Bureau, Industrial Specialists,” stands ready, day and night, to dispatch armed “guards” to employ- ers harassed by strike or labor difficul- ties. The agency, outstanding in its field, has figured in nearly all the major con- flicts of the year. During the longshore- men’s strike, Mr. Bergoff sent nearly 1000 “guards” to San Francisco; how- ever, the men were specially selected so that they could “fit in as strikebreakers,”’ if that became necessary. And when the steel workers threat- ened to walk out last June, Mr. Bergoff, in an interview published by The New York World-Telegram, reported that he was working for several of the big steel companies, preparing for the strike. The preparations, as reported by The World- Telegram, included the selection of 10,000 armed guards, purchase of arms and ammunition, erection of barriers— ‘all the preparations for regular war- fare, at a cost of hundreds of thousands of dollars.”” Most of the 10,000 armed guards, said Mr. Bergoff, would be sworn in by local sheriffs—‘‘we have a tenta- tive understanding with local sheriffs, as has any large agency like ours that knows its business.” But the “Red Demon” is somewhat distressed at the course the textile strike has taken. Specifically, he doesn’t like Governor Talmadge’s “partial martial’ law edict in Georgia. For as a result of the Governor’s action, the services of some 800 of the ““Red Demon’s”’ picked “guards” were dispensed with, and the men were ordered to return to New York. “The Governor practically gypped us out of $100,000,” complains Mr. Bergoff. Not the least interesting part of Mr. Bergoff’s complaint is the revelation that these “guards” were imported on the order of W. D. Anderson, head of the Southern Textile Manufacturers’ Asso- ciation, and were to have received from $6 to $20 per day for fighting in the cause of the open shop. Mr. Anderson is one of the textile executives who have been crying to high heaven over the “‘il- legal” intimidation caused by picketing —especially the invasion of mill towns by the socalled flying squadrons of pick- ets. Apparently, he sees nothing intimi- dating or incorrect in the importation of a private army from New York. Likewise, it is always a source of won- der that impoverished manufacturers, insisting that they cannot possibly afford to raise wages, can nevertheless see their way clear to spending exorbitant sums on strikebreakers. In the present strike, it is estimated that at least 10,000 special deputies—strikebreakers, that is—have been hired. If the rates paid Mr. Berg- off’s “guards” are any index, the total cost of fighting the strike can easily reach staggering proportions. Appar- ently, the textile manufacturers would have the public believe that they are willing to sacrifice this money in order to protect the liberty of their workers and not because it bears any relation to the profits they are able to extract from an unorganized, open-shop labor market. Meanwhile, the Bergoff Service Bureau remains open for further business. A special folder, describing its varied serv- ices, lists the following departments: Strike prevention department.—This depart- ment is composed of men possessing natural leadership qualifications. Men of intelligence, courage, and great persuasive powers, to coun- teract the evil influence of strike agitators and the radical element. Undercover department—Our undercover department is composed of carefully selected male and female mechanics and workpeople. They furnish accurate information of the movements and contemplated actions of their fellow employees. “Forewarned is forearmed.” Open-shop labor department —This depart- ment is composed of an organization equipped to supply all classes of competent mechanics and workpeople to keep the wheels of industry moving during a strike. As testimonials to his good work in the past, Mr. Bergoff has nice letters of praise from Frank Hedley, president of the Interborough Rapid Transit Com- pany, Charles Kreuger of the Philadel- phia Rapid Transit System, and from many other nationally known companies which have been ihvolved in labor trou- bles. As references, Mr. Bergoff lists over one hundred organizations, including most of the big railroads, a number of steamship companies, the Aluminum Company of America, the Standard Oil Company of New York. The “Red Demon” places his work on a high plane. “We're going to be lucky,” he confides, “if we save this country from a revolution. The boys down in Wall Street have come to me a lot of times for advice, and I’ve never steered them wrong.” A good number of the “boys,” it appears, believe Bergoff has the right dope. At any rate, they are willing to pay fancy fees for his service. Only re- cently, the United Dry Docks paid him $2000 a week plus $12 a day for armed guards to forestall a minor revolution among shipworkers—New Republic, October 3, 1934. N COUNTLESS HOMES in America today there must be going on a serious questioning of what it is that makes life worthwhile and what is really worth striving for. My own opinion is that there are plenty of us who are getting fed up with the philosophy of life of the past decade and with the position which our country occupies, with its crime, its lawlessness, its disgraceful politics, its abandonment of ideals, its loss of prestige and honor abroad and at home. There are plenty who feel like the man who said he could lose his money if he could be proud of his country. There is a priceless possession in feeling that one is a citizen of a great country—not merely a big country, or a powerful country, or a rich country, but a great country.— From James Truslow Adams’ America’s Opportunity: How We Lost It And How We May Regain It. The Journal of the National Education Association —— -rv- art- ural nce, jun- and ver ‘ted ple. the heir ed hy art- ped nics stry in of m- el- om ies ou- ver ing 1m Dil on ym all 1es m ” ht to im ed on mn Home and School Working Together ie AT MERICAN IGNORANCE A eeses WEEK of- fers teachers and school adminis- trators the best opportunity of the year to inter- pret the schools to the public. The most care- fully planned Week, however, falls far short of its pur- pose if it is not followed by a systematic program of interpretation thruout the entire year. In other words, school people cannot wrap an understanding of the needs, purposes, and achievements of the schools into a neat little bundle, present it to school patrons during this Week, and then wash their hands of responsi- bility until the next American Education Week. Two effective ways of maintaining a continuous year-round interest in the schools on the part of parents are home visiting by teachers and the sending of Volume 23, Number 7; November, 1934 ‘Fie ARE greater unde- Y veloped markets in the underprivileged half of the American population than there are overseas. promote recovery by improving i ! Bi: t ei} t | a ' ! = 1 ' | | SF 2 oe “= 1 ! | > 1 ! | = ! | = i i gl | =e F°9ay | ~ : i = | | BS «325 | s it ié = i § @% | s | is ° ' Ae r+ ig gt = ' ig | | § ; t As] | ; - ee i = : 6 ; 2a 2 $ i SZ ies =o | @ | & e ' 1 eo Se i | tbg the schools. cS; 7 ore - Oe . i —_— a2 f°) TY FSR OoSQ S : + 140 - Mes ¢& 1 gee | —-s xn * i je ee- | '| Boe 1se#3i:s:#stl -— = 1 rc BS | Beer e nN on | 22 = iol ~ ec ! ta ide, i i tet Se ¢g ; ; _ Ss ff See lee. boat i 21 (mee i tft ee ! aoe § ao" mo 8 ; i ' |= eo et tg e= af 1 i seis gy ! a <= | ‘a= ss e $ | | = a a a oa 1; 8 am 2. | L ' simple informative messages into the home. Home visiting is discussed on pages 200 and 204 of this JouRNAL. Hundreds of school systems thruout the country are following the practise of sending home-school leaflets to parents regularly. Parents welcome these leaflets when they are timely and wellchosen. Over a million leaflets have been supplied by the National Education Association in the past two years; orders have been re- ceived from every state in the Union. These leaflets are produced by the Asso- ciation in large quantities at a cost so low as to be within the reach of any school or teacher. It is not necessary to obtain permis- sion to duplicate the leaflets. In many systems these messages are printed in school shops. In other cities the messages are mimeographed by students. Still other schools have worked out their own series of leaflets, which are sent into the homes at regular intervals. Parents take a special interest in leaflets which have covers made by the children themselves. The cover repro- Cut on this line Let us Fold away from this line The AMERICAN ee duced at the left was designed by a child in Superior, Wisconsin. Last year during American Education Week nearly eight hundred kindergartens sent out the leaflet, “In the Garden of Growing Chil- dren,” with an attractive colored cover prepared by children. Many schools send leaflets into the homes with the report cards. A unique plan—printing a message on the envelope in which the report card is inclosed— is used by Berkeley, California, schools. These messages may be distributed at commencement programs, at parent- teacher meetings, to members of the board of education. They are reprinted in numerous magazines. Some superin- tendents and boards of education send out the message as Christmas and New Years’ greetings. What plan does your school follow in distributing home-school leaflets? The schools need the understanding and active support of every citizen. The schools receive this understanding and support when they keep in constant touch with citizens. ee ee ee ee ee ae eae ae a MESSAGE w PARENTS and > ITIZENS THIS LEAFLET comes to you as a part of a nationwide observance of American Education Week. During this Week parents and citizens thruout the nation study their schools and seek to make them better . . . . Group Study and Faculty Meetings by the Connecticut State Teachers Association, there appeared recently an article which is suggestive for prin- cipals, superintendents, committees of teachers, or anyone who has charge of planning for group study and faculty meetings. This article, written by Everett E. Robie of Stamford, Connecticut, deals with teachers’ reading, professional and otherwise. Mr. Robie says: “Modern education demands that a teacher devote much time to reading and study. To produce positive results, one must keep up with modern teaching methods and devices; and yet many teachers fall back, thru desire or neces- sity, into the harness of the Three R’s. One reason is that many of the textbooks used have never been really revised. How, then, is a teacher going to meet the re- quirements of new subjectmatter? The many educational texts and magazines which are now at her disposal afford the answer. Does she devote much time to such material? There would seem to be justification for awakening in the teach- er’s mind a realization of how much or how little reading she is doing. if THE Connecticut Teacher, published “With this goal in mind, a reading test was given to twenty-eight teachers in the Cloonan School at one of the teachers’ meetings. Those attending had no pre- vious knowledge that they were to take such a test. Mimeographed copies of the following test were used:” A Teacher’s Reading Test [please be frank] Part I—Have you read any educational jour- nal or journals since school opened in Sep- tember ? [2] How many? [3] What are they? [4] Has your reading helped you in your teaching ? [5] If so, what new ideas, derived from your teaching, have you sought to introduce in your classroom ? Outline briefly. [6] Do you feel that you have succeeded or are succeeding, in putting these ideas across? {7] Indicate below any definite results which you are sure are a direct product of your read- ing, transferred to your pupils. [8] Make a brief statement as to your estimate of the value of educational journals; for the teacher; for the school. Part 11—Are you reading or have you read any textbooks in education research since school reopened in September? [2] If so, name them, including authors, if possible. [3] Make a brief statement as to your estimate of the value of such texts; for your profession ; for your daily life. The American School THE NEXT TIME you pass a school pause a moment to think what that school means to humanity. Reca!! the long dark centuries when the masses were kept in ignorance—when greed and oppression ruled the world with an iron hand. From the very beginning of man’s struggle for knowledge, self-respect, and the recognition of his inalienable rights, the school has been his greatest ally. We refer to the school as “common” because it belongs to us all; it is ourselves working together in the education of our children. But it is a most uncommon institution. It is relatively new. It is democracy’s greatest gift to civilization. Thruout the world, among upward struggling peoples, wherever parents share in the aspirations of their children, the American common school is being copied. Let us cherish and improve our schools. The race climbs upward thru its children Part I1]—Are you reading or have you read novels since school reopened in September ? {2] If so, name them, including authors, if possible. [3] Has such reading broadened your outlook on life in general? How? Part IV—Do you read a daily paper? [2] Please name it if you do. [3] Do you read magazines, not including those in the educational field? [4] Please name it or them if you do. [5] Does such reading help in your daily life? How? Only part of the interesting results of the above test can be given here. Mr. Robie writes: Only two out of twenty-eight had read no educational journals; three had read only one; six had read but two; and the remaining seven- teen had read at least three, one having read seven. The test proved of great value as a checkup on reading. Another indirect benefit occurred when the teacher realized that she was reading very much or very little that had a direct bear- ing on her profession. Judging from attitudes and conversations among the teachers after the test, it seemed safe to asssume that a few planned to do more reading. Now, two years later, this indication has proved correct and a united interest in the several educational maga- zines taken at the school is plainly manifest and many worthwhile projects have been or- ganized by some who previously had shown no marked interest. LET EVERY teacher assume his share of the responsibility for interpreting school service to parents and other citizens. INCREASED appreciation of the schools waits upon increased understanding of their services. The Journal of the National Education Association read 3, if look ling ife? ; of Mr. no ne; en- ead a oe eee Rates ee ae 120 2.00 to 3.00* 2.50 to 4.00* 4.00 to 5.00* 1.00 to 1.50 PE FNS Re | ree *Rooms without bath also are available at lower rates than those quoted. 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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. ECKINGTON PLACE AND FLORIDA AVENUE WASHINGTON, D.C. that is economy in cost of get- Consult us—any size job interests the “Master Printers” & DETWEILER INCORPORATED NOTES and ANNOUNCEMENTS THE UNCHERISHED SEED-CORN I sing of America’s seed-corn; I sing of America’s children; [ sing of the pioneer children Traveling onward and westward Riding in rough prairie schooners Like cumulus clouds on the skyline Over the Illinois cornfields, Over the flat lands of Kansas. By pioneer mothers who bore them They were watched with a holy devotion. These knew that a western dominion Was futile if there were no seed-corn. I sing of the uncherished seed-corn; I sing of the pioneer children Who travel on toward tomorrow Into tomorrow’s dominion. What tho America’s rivers Are spanned by the arches of bridges? What tho vast jewel-like cities Embellish each curve of horizon? What tho the century’s secrets Are held in America’s test-tubes? Who will inherit the glory If America’s seed-corn be sterile? —PAULINE SAGER, Newark, Ohio. A “Christmas or birthday gift” was recently received by every teacher in the Lawrence, Kansas, schools. The board of education of that city, to show its appreciation of the teachers’ services, presented each teacher with a member- ship card in the National Education As- sociation and the Kansas State Teachers Association. Agnes Samuelson, a member of the executive committee of the National Education Association, and state super- intendent of public instruction for Iowa, recently received unique recognition when the Democratic state committee voted not to nominate a candidate in opposition to Miss Samuelson, who is a Republican. This, in effect, takes the state superin- tendency for this year out of politics and leaves Miss Samuelson unopposed for the election. Special tercentenary packet — Three hundred years of secondary edu- cation are being celebrated in the schools of the United States during 1934-35. To meet the widespread demand for material to carry out effective observances of this Mention THE JouRNAL when writing our advertisers event, the Division of Publications of the National Education Association is developing a special celebration packet which will be ready December 15. It will contain material for classes, clubs, as- semblies, commencements, and plans for making the celebration an integral part of the work of the school thruout the year. It will emphasize school interpre- tation and will furnish schools with material for campaigns for bringing about more understanding, appreciation, and friendship for education. Send 50¢ to the Division of Publications, National Edu- cation Association, 1201 16th Street N. W., Washington, D. C. for one of these packets. The following questionnaire was sent out by the Newark, N. J., Teachers Association to all candidates for gover- nor and for the legislature: For the information of the 2300 members of this association, teachers in the Newark Public Schools, and their friends, you are requested to answer definitely the following questions. Your replies or the fact that you do not reply will be given to the newspapers and announced over The Journal of the National Education Association a the radio, besides being communicated to all members of this association. Question 1—Are you in favor of further crip- pling of the public school system and lessening of the opportunities of New Jersey youth for education, or will you use your vote and in- fluence, if elected, to maintain and improve | educational standards and facilities? Question 2—If elected, will you give your influence and vote for or against the educa- tional equalization plan, with a minimum con- tribution by the state to school districts, on the basis of school attendance, for the joint pur- pose of maintaining statewide equality of edu- cational standards and relieving the burden of local taxation on general property, as recom- mended by Governor Moore’s School Survey What 43 Port Commission and embodied in Assembly bill 169 [1934 session ] ? for Tea ch rey we Question 3—If you favor larger state ey - . for schools, for what method or methods o | securing state revenues for this purpose will in Ti its of STO RM e you, if elected, use your influence and vote? New state taxes which have been proposed for this purpose include The Biggest Umbrella in the World [a] Income tax. —Covers Thousands of Teachers T.C.U. Benefits $50 a Month when you are totally dis abled by confining sickness, $50 a Month when you are totally di abled by accidental injuries (including [b] Sales tax. T.C.U. is the time-tried and tested organization of vaiyr anne! aos ana {c] Corporation tax. teachers for teachers, founded in 1899, to help unfor- 5 as yond ee edi — quarantined Land value tax. tunate members over the rough places when sickness, tig is [d] Increased inheritance taxes. accident or quarantine causes a loss of time. For more pth —- _ — on ee [e] Intangible property tax. than 30 years this friendly umbrella has been the sym- from your work. | bol of trustworthy protection to thousands of teachers. | It extends a welcome to teachers in every state in the | union. For just afew cents a day it brings you protec- Question 4—Do you favor and will you, if | tion that is real and benefits that are most liberal. elected, vote for the continued application of | T-C.U. invites you to join—today. the principle of home rule in local expendi- tures or state control of municipal and school budgets ? 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. Diversion of gasoline tax. Diversion of liquor taxes. Sickness, Accident or Quarantine Hits 1 out of S Teachers Every Year! Few teachers can afford to carry alone the unusual risks Question 5—Will you, if elected, use your that their profession requires them to take. You are not bli Swann sgh tte be ail . “ h only subject to all the ordinary dangers of accidents, but influence and vote to maintain and eniorce the | you are constantly exposed to the dangers of disease and principle of the teachers’ tenure law and to | quarantine, for “‘all diseases come to school.” Actual i iolat and = a “ records prove that one out of every five teachers each year prevent violation and evasion of its purpose: loses some part of his or her pay, due to one of these three Question 6—Will you, if elected, use your causes. No teacher would willingly face such hazards alone. influence and vote to compel payment by the | BE Safe... Get Under the T.C.U. Umbrella state of its statutory contributions to the teach- Double these benefits for travel accident sustained in railroad, street car or steam boat wreck. | Il Operation benefits in addition to other benefits after your policy has been main tained in force for one year. Policies paying larger benefits are als issued Checks Sent by The low cost of T.C.U. membership will please you of ers’ pension and retirement fund? be you Join, bat your great satisfaction will come Fastest Air Mail ‘ A -_ —" |; when in Ime 0 need you experience, as thousands TCU believes that 2] . 1S Question 7—In the face of increased and | have, the friendly, fair and prompt settlement of your given shinee te teas —_ ” increasing cost of living ill vou, if elected, claims. Florence K. Adams of Berkeley, Cal., writes able That’s why air mail ket increasing co t of living, will you, = ex “My first claim has been paid with a promptness and ervice is used in delivering “ill use your influence and vote for or against con- | good will which has astonished me.” T.C.U. claim checks wi tinued pay cuts and suspensions of statutory ; Pee ee , as- salary increases for teachers and civil service Send Coupon Today! | othe ten mie | for emplovees ? | You owe it to yourself to find out at once how little it costs to enjoy | Lincoln Nebraska a ee | F ? ab all the protective benefits of T.C.U Use the convenient coupor r om inter ted “i knowing about y P 1 | » m It will bring you by return mail complete information about thi tenefi “ye + hs mite Blagg call pec oe _ art Is there an Allied Youth Post 1M | great organization of teachers for teachers—the time-tried and | menses ene me the whole story and booklet of tested T.C.U. a the school? Wri ‘ed Y | your school? Write to Allied Youth, 1201 | , Name | re : h St. N. W.. Washi D Cf | TEACHERS CASUALTY UNDERWRITERS fiz | 4 . Ss g ( | je \ddress- z ith ot t. N. * ashington, . \. IOT | 644 T.c.U. Bidg. Lincoin, Nebr. = | This coupon places the sender under no obligation full information and for sample copies of the monthly periodical, Allied Youth. — :, ne sein ae ind NEA visitors—Many _ educators | the from foreign lands visit the headquarters | lu- of the National Education Association | NEW DEVELOPMENTS IN PUPIL REPORT CARDS | put eet * : pon Amo : of Ya W peroinpe — Tok tr Educational Research Service Circular No. 4, 1934. 36 pages. Price, 50 cents. Second Printing rom abroa were JVLISS A. MM. unn, deputy head mistress of Crovdon. Sur- | Do your report cards express to the homes the spirit of your school? Suggestions for im- . , pre aed . | proving your cards can be found in this timely bulletin. vas rey, High School for Girls, and Miss | ers E. V. M. Knight, head mistress, Marl- | A Aire. oo ee | er- borough Girls Schools, Chelsea, London. | Part cei nae angen — 1201 1éch c., N.W., Wechinwea, D.C —= e Z mittee procedures, guiding prin- F ’ ‘ties i Both of these English teachers were re- ciples, bibliography. | Send me. . . .copies of New Developments in Pupil Report ( of cipients of the Walter Hines Page travel- | Accompany orders of $1 or less with cash lic ing scholarship. They came to America | Part Il—Reproductions of 33 in- Discounts: 2-9 copies, 10%; 10 or more, 25% to representing the Association of Head | ®©vating report cards now in use j Name yur Mistresses and Assistant Head Mis- | ere ae elementaty and mali ; e ° ; | secondary. vill tresses of English girls’ schools. — Bg a 4 AtY . ee state ves [Cont. on page A-90] ‘on Mention Tur JourRNAL Volume 23, Number 7; November 1934 when writing our advertisers A-89 [Cont. from page A-89| The thirteen John Newbery books are: The Story of Mankind |Liveright | by Hendrik Van Loon; The Voyages of Dr. Doolittle |Stokes| by Hugh Lofting; The Dark Frigate |Little, Brown] by Charles Boardman Hawes; Tales from Silver Lands |Doubleday, Doran] by Charles J. Finger; Shen of the Sea | Dut- ton| by Arthur B. Chrisman; Smoky |Scribners] by Will James; Gay-Neck | Duttor | by Dhan Gopal Mukerji; The Trumpeter of Krakow |Macmillan] by Eric P. Kelly; Hitty, Her First Hundred Years |Macmillan] by Rachel Field; The Cat Who Went to Heaven |Mac- millan} by Elizabeth Coatsworth; Waterless Mountain | Longmans, Green| by Laura Adams Armer; Young Fu of the Upper Yangtze |Winston| by Elizabeth Foreman Lewis; and Invincible Louisa [Little, Brown] by Cornelia Meigs. Teachers will wish to use the story of Louisa May Alcott in their classes. See page 215. Dates to be remembered— November 1-2—Twenty-first annual meeting of the Association of Urban Universities will be held at the Brown Hotel. Louisville, Ken- tucky. November 5-11—American Education Week. November 11-17—Book Week. November 29-30—National Council of Teachers of English will meet in Washington. > Pes bs. é > ‘ \ b \ ‘ ‘\ 2 | f : \ . \ Professional advantages: Book Week poster, 1934 December 5-8—American Vocational Asso- ciation convention will be held in Pittsburgh. The problem of the unemployed highschool graduate and of other un- employed adults will be one of the topics discussed at the convention of the Amer- ican Council of Guidance and Personnel Associations. The central theme of the meeting, which will be held February 20-23 just before the Department of Superintendence convention is “‘Focus- ing the resources of school and society on the developing individual.” 1935 commencement packet now available—Last year 1700 secondary schools used the special commencement packet, prepared by the Division of Pub- lications of the National Education As- sociation, in their vitalized commence- ment programs. This year the Division of Publications has developed another special packet from the best material available on commencement programs of the student participation type. A spe- cial feature of this packet will be a sec- tion for use by high schools which wish to make the Tercentenary Celebration of Secondary Education a part of their commencement program. A number of states have their own celebrations this year and the packet is adaptable for use by these states. A summary of the fifty best programs, as well as pageants and other valuable materials, will provide schools an abundance of material from which to select. Send 50¢ [actual cost] to the Division of Publications, NEA, 1201 16th St., N. W., Washington, D. C. for your packet. ‘ a og ; , , \ \ | | j j Py / 4 A e \ & Vi / rs \ ‘ oe yf Vy, y, — , \ ie amt y P ‘ By banding together in (1)-dees away with annual —~__ payment of dues; (2) shows a permanent interest-in_the work of the Association ; (3) ~ Stands-as~a—high_mark of ——. spirit; (4) is ighest type of credential; (5) it gives the satisfaction of promoting the great-prin- ciples for which the -ksso-— ciation stands pelle " on€é ‘great’ fhational-associa- “tion; the interésts of educa- ; ”“Csa:tea aad: Rineaidad. It ~must-be remembered that today’s children are to- morrow’s citizens. The ex- tent and character of the training of youth—deter- ~mines~the— citizenship of v G ict ~~scivilization and thegenera-_ a er ep jj / a \A\S AN ret e ~tion- ahead. ; ells - gptag / S/ 4d i i i \\\ WAN . mae “Ss i, j ~~ s % ~ “a. = a ™ OUR GOAL—FIFTY NEW LIFE MEMBERS BY CHRISTMAS. Tins he AGTIONMC BSG EATION WSSOCINTION ~ MR. J. W. CRABTREE, Secretary, 1201 Sixteenth Street, Washington, D. C. Dear Mr. Crastree: I wish to become a life member, making my first payment December 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 applied on the first payment. ~ Mention THe JourRNAL when writing our advertisers The Journal of the National Education Association New Tryon Illustrated American History Maps A distinctly different series of American History Maps—a new approach that correlates with | | present day methods. | Send for your free copy of History Teaching Aids TODAY!!! Address Dept. HM 1115 Weber Costello Co. Publishers Chicago Heights, Ill. LINGUAPHONE Assures Quick Mastery of FOREIGN LANGUAGES Progressive teachers have found in Linguaphone Language Records an ideal way to achieve command of na- tive speech and to vitalize teaching . . . Complete sets in 23 languages, in- cluding French, German, Spanish, Italian, Russian, Chinese, etc. Send for FREE Book Tells how Linguaphone was made by a faculty of 150 language teachers, why 12,000 schools use it, and why it is the shortest and soundest method of mastering a language. All courses are subject to 10% Teachers’ discount LINGUAPHONE INSTITUTE 68 Rockefeller Center New York, N. Y. See Yellowstone is After theN.E. A. Convention in Denver Next Summer a @ The most amazing of all the National Parks— Yellowstone—may be con- veniently and inexpensively included in your Denver itinerary. Begin plan- ning now. Send for free literature. E. E. NELSON, 671 Northern Pacific Ry. ST. PAUL, MINN, Northern Pacific Ry. Volume 23, Number 7; November 1934 The New York State Federation of Labor at its recent meeting voted the following educational program: [1] Constructive education, cooperative ideals, must be substituted for mass education dominated by competition and emulation. [2] All teachers must be trained in social science. [3] All teachers must hold social good to be above property. [4] Preservation of democracy demands a more democratic school system. [5] This requires pupil selfgovernment and the right of teachers to participate in forming educational policies. [6] Teachers must be given full academic freedom and secure tenure. [7] Medical service and mental hygiene for children must be guaranteed. [8] Equality of educational opportunity must be secured without discrimination against districts too poor to raise adequate school taxes. [9] Vocational training must be directed by those in sympathy with the organized labor movement. [10] Adult education must be broadened in scope and made a regular part of the public- school system. [11] Adult education must not be used to undermine labor standards. [12] Boards of education, instead of being dominated by enemies of organized labor, should be composed of representatives of dif- ferent interests, including organized labor, in order to safeguard the rights of labor and of children. B. E. McCormick, executive secre- tary of the Wisconsin Teachers Associa- tion from January 1928 until September 1933, passed away on September 27. Under his leadership the state association grew in membership, and many of its present activities are the products of his creative and organizing ability. The Joint Commission on the Emergency in Education is con- stantly in touch with the educational situation in the drought-stricken areas. A research worker has been sent into the area most affected to get firsthand data. The major educational problems now in evidence in the drought states center around the following needs: A complete school term—To maintain schools even on an emergency basis will require full use of all revenue and credit resources available, and school officials anticipate that schools will close with far less than a normal term unless federal assistance is extended. Payment of teachers’ salaries—Teachers’ sal- aries have been for several years at or below the subsistence level. Many schools will be able to operate only if teachers wait indefinitely for salary payments or accept warrants of doubt- ful value. Maintenance of school district credit—Some districts already have borrowed so heavily dur- ing the depression that they cannot secure addi- tional loans to meet the new crisis. Others face virtual bankruptcy if they do borrow further. Revenues from sources other than prop- erty—The impact of drought influences on lo- [Cont. on page A-92] Mention THE JouRNAL when writing our advertisers PRICE REDUCED! Handard ROTARY DUPLICATOR WITH LIBERAL TRADE-IN ALLOWANCE ON OLD EQUIPMENT This is the original Standard Rotary Dupli- cator that rst combined the proved economy of the gelatin method with the speed of rotary operation. It is ideal for school needs, for all classroom and office duplicating. USED BY SCHOOLS EVERYWHERE The Standard Rotary Duplicator has been adopted by hundreds of school systems in 44 States during the few years since it was first announced. It is fast, simple and efficient. You can write, type, or draw the original and turn out over 100 copies in three minutes, every one clear, bright and flat (not curled). SAVE $30 LIMITED TIME OFFER This duplicator is being sold nationally for $125. Our special offer is for schools only — and for a Limited Time Only. Here is your opportunity to have a genuine $125 Standard Rotary Duplicator at a clear saving of $30— with a liberal allowance on your old equip- ment. T Please send me samples of school work done on the Standard Rotary Duplicator and more complete description. Also the Standard Portable Duplicator @ Regularly $42.50 Special to Schools—$37.50 @ A-91 Increased demand necessitates another reprint HEALTH EDUCATION A program for public schools and teacher-training institutions Second Edition 251 pages A BETTER TEXTBOOK Order Now Paperbound, $1.25 each Clothbound, $1.75 each Discount on quantities National Education Assn. 1201 Sixteenth Street Washington, D. C. American Medical Assn. 535 N. Dearborn Street Chicago, IIL. ee & $e a bx va P rotect = (atzeme are the joy of parents, the hope of the z nation, and the concern of all. One of the perils that beset them on the road of life is tuberculosis. Nine million children under fifteen years of age in the United States today are infected with the germs of the disease. These children may be protected, however, by safeguards such as are provided by Christmas Seal funds — tuberculin tests, X-rays, clinics, preventoria and nursing service. Your purchase of Christmas Seals to decorate your holiday letters and packages will help protect children from tuberculosis. The National, State and Local Tuberculosis Associations of the United States Buy CHRISTMAS SEALS ; Mention THE JourRNAL A-92 when writing our advertisers [Cont. from page A-91] cal property tax collections shows the need fo; greater participation by the state in schoo] finance. Equalization of educational opportunity— Inequalities in educational opportunities are emphasized by the unusual distress in districts with low assessed valuations. Reorganization of administrative units— Many people in the drought region are realiz- ing for the first time the importance of com. bining small districts into larger administrative units and the need for larger attendance units, that is, for consolidated schools. Trans portation—The cost of the transporta- tion program will be unduly burdensome this year. District tuition payments—Many districts send part of their pupils to the schools of other districts, for example, to town high schools, They must pay tuition to the receiving district and also maintain their own local schools. Funds are not sufficient for both purposes. Adequate teaching staffs—Unable to employ enough teachers, in many schools classes of sixty or seventy pupils are assigned to one teacher, Housing, equipment, and supplies—Suitable facilities are lacking for a considerable number of children. It is difficult to provide fuel and teaching supplies. Training for library work—In- formation on this subject can be obtained from the American Library Association, 520 North Michjgan Avenue, Chicago. Lewis B. Avery retired in. June after fifty-five years in educational work, the past twenty-one years at Oakland, Cali- fornia. He was given a farewell party by 700 fellow teachers of that city, where he has been director of adult education. John Piersol McCaskey, who for fifty-five years was editor of The Penn- sylvania School Journal, celebrated his ninety-seventh birthday on October 9. The cartoon on page 218 illustrates the contributions students make each year toward the observance of American Education Week. Mats of the cartoon in two column—24-pica—width may be obtained for 15¢ each from the Division of Publications of the National Educa- tion Association, 1201 16th St., N. W., Washington, D.C. Encouraging reports—An _ increas- ing pride in professional organization is evinced in membership reports received at NEA headquarters. Following are ex- cerpts from a few of the letters: I am enclosing a list of our faculty members, together with checks for their memberships in the National Education Association for the school year 1934-35. Four are life members. We are pleased to report a 100 percent enrolment in our institution. All of our staff are enthusiastic about the NEA—H. L. Donovan, president, State Teachers College, Richmond, Kentucky. I am glad to report that my teachers on the opening day of school agreed to join the state and national association 100 percent —B. Frank Brown, superintendent of schools, Gulfport, Mississippi. The Journal of the National Education Association Thi the N this {lowe I w Octob my t meetil year ship organ when my 7 tinue Mathi Ey men enrol sign nece work aid \ it? | thes end est | pro! of I ma} in | a le I you anc ref ing tio Sti th to or Ww N - tc 1 ed for schoo] nit y— Ss are Stricts nits— ‘ealiz- com- rative units, orta- 2 this tricts other hools, strict 100s, 1ploy sixty cher, table mber and -In- ined ion, ago, fter the ‘ali- r by 1ere ion. for nn- his . 9. ites ach can 1 in be ion ca- W.., as- . is ved on This makes our entire faculty 100 percent in the NEA this year. I think this is the first time this has ever occurred for Council Bluffs (lowal.—J. A. True, superintendent. I was born the same year as NEA—1857, October 4. William Russell of Georgia voiced my thought about the organization at its first meeting. At our first teachers meeting every year we arrange for continuing our member- ship 100 percent in both national and state organizations. We meet next Monday evening when dues will be paid and I shall celebrate my 77th birthday by a remittance for our con- tinued membership in both associations —J. E. Mathis, supt. of schools, Americus, Georgia. Everything depends on _ enrol- ment—enrolment in membership and enrolment for doing things. First, let us sign up as members—paying later as necessary—and organize right now for work on our problems. How much federal aid will we get if we do nothing to secure it? What will happen to salaries? Lay these matters before your teachers to the end that we shall have, within the short- est possible time, a completely organized profession, ready to follow the leadership of President Smith in this which we hope may be the greatest educational drive in history—Secretary J. W. Crabtree in a letter to principals. Postal rules make it essential that your address on our records be complete and correct. Members are requested to report promptly change of address, giv- ing old address as well as new to Na- tional Education Association, 1201 16th Street, N. W., Washington, D.C. American Educational Finance is the name of an article by John K. Nor- ton, chairman of the Joint Commission on the Emergency in Education, which will appear in a coming issue of The Nation. The article is one of a series on “Public Finance in the World Crisis,” to appear in The Nation, beginning Oct. 17. Other articles in the series are: “Public Finance Today” by Paul Studenski “Public Budgeting” by A. E. Buck “American Federal Finance’ by William Withers “American State Finance’ by M. Slade Kendrick “American Local Finance” by Philip H. Cornick “Coordination of Federal, State, and Local’ Finance” by Clarence Heer “European Public Finance Crisis” by Gerhard Colm “Public Finance in Time of War” by Hugh Dalton “A Program for the Studenski in the World Future” by Paul a: BOOKS] Great Books—new books—famous (fTqy books. Over 200,000,000 have been sold. List includes modern fiction, mystery, love, adventure, humor, science, psychology. poetry, history, drama, law, biography, philosophy, and other subjects at only 5c per book. Send postcard for free catalogue of thousands of bargains. Address: LITTLE BLUE BOOK CoO. Catalogue Dept., Desk 439, Girard, Kansas Volume 23, Number 7; November 1934 ONE OBJECTIVE ONLY The Automobile Manufacturer not only to build the best car for the price but to build better year by year. The A\rtist to make each succeeding painting better than the ormer. The Sprinter to beat his best previous record. The College or University to have the best team in the Con- ference. The Race Horse Owner to improve the breea so as to produce an offspring more fleet of foot. Scientists to penetrate the farthest into the stratosphere. The Novelist to produce the best book. The Board Member to serve the interests entrusted to him with the greatest efficiency. The Board of Education to make provisions for the best school system. The Superintendent to organize and conduct the best school system. Aggressive leaders in business, industry and the professions are not interested in negative comparisons. There are those who are satisfied with the positive, or the comparative, but the superlative is the “One Objective Only.” It was not lost sight of by the aggressive ones during the great decline and recent climb. Their spirit furnished the will to climb. It refused the negative—it wanted and strove for the superlative. There are school officials and superintendents who held to the One Objective Only.’ Their schools are running at normal. There are those who lost sight of the “One Objective Only” and are now striving to get their school systems back. They now discover the error in not holding to the “One Objective Only.” The lesson came too late. Conditions are again hitting their stride. There is daily evidence of school officials again turning to the “One Objective Only.” Fortunate the community and the children whose school officials never lost the objective. There is new encouragement in the reawakening attitude toward education. One. Objective Only—to be the best school official of the community. One Objective Only—to have the best school system educe- tional leadership can organize. One Objective Only—the Best. NATIONAL SCHOOL SUPPLIES AND EQUIPMENT ASSOCIATION 176 West Adams Street Chicago Mention THE JouRNAL when writing our advertisers A-93 N.E. A. Publications of Research Bulletins Price Per Copy NATIONAL DELIBERATIVE COMMITTEES IN EDUCATION. Vol. X1I, No. 4, September, 1934. 92pp............... $.25 EDUCATION FOR CHARACTER, PART II, IMPROVING THE SCHOOL PROGRAM. Vol. XII, No. 3, May, 1934. 64pp EpUCATION FOR CHARACTER, Part I. THE SOCIAL AND PSYCHOLOGICAL BACKGROUND. Vol. XII, No. 2, March, 1934. 40pp 95 Five YEARS OF STATE SCHOOL REVENUE LEGISLATION, 1929- 1933. Veh, SIL, No. 2, SOmMURry, BOBS, Giiaks cic cc cccdecsss 25 CURRENT CONDITIONS IN THE NATION’S SCHOOLS. Vor, Fs, PO. S PePOer, eee Bie boinc ccc ces cds 20 CONSTRUCTIVE ECONOMY IN EDUCATION. Vel. AL, No, 3, September, 7958. S6pp..... occ cccccscces 25 SALARIES IN CITY SCHOOL SYSTEMS. ff eee ee ee 20 Tue ScHOoOoL BOARD MEMBER. Wal, 21. We. 3, Bema. BOGS. 4... 2... caciccscccccas 25 FACTS ON SCHOOL COSTS. Vol. X, No. 5, Mowemmber, 1982. Zapp. .....ccccsccccce 20 CRIME PREVENTION THROUGH EDUCATION. Vol. X, No. 4, September, 1932. 68pp................ 25 ESTIMATING STATE SCHOOL EFFICIENCY. Vol. X, No. 3, May, 1932, 5S8pp Health Education HEALTH EpucaTion—Second Edition. A program for public schools and teacher-training institutions, 1930. 251pp. RSS Se Pet ere tao eee ere cae a 1.25 0 Ee eee Se ee ee eee a eee 1.75 HEALTH INSPECTION OF SCHOOL CHILDREN, 1933. 22pp...... 10 HEALTH SERVICE IN CITY SCHOOLS. 40pp. Per Hundred, $15.00*........cccsccees ie aiuibuhiareis> Usanee HEALTH ESSENTIALS FOR RURAL SCHOOL CHILDREN. 24pm. Per HmGred, SEBO? «..... 6. ccccwccctcc athe tae 15 HEALTH IMPROVEMENT IN RURAL SCHOOLS, Rs, N,N og on cc cc.c bw ecics.s 606 eae 25 ATHLETICS FOR GIRLS—A digest of principles and policies for administrators and teachers in Junior and Senior High Schools. 14pp * No further discount. Departmental Yearbooks Classroom Teachers TEACHER AND PusLic: A HANDBOOK OF INTERPRETATION FOR TEACHERS. Piigmth WeatOooks, BOGS. Ba. oc cs cccccedsccecccecs 1.00 THE EcONOMIC WELFARE OF TEACHERS. Sixth Yearbook, 1931. 244pp Interest and Value Superintendence Per Copy CRITICAL PROBLEMS IN SCHOOL ADMINISTRATION. "Terbiltt: VOREPOG, Bees BOOK o6 6c ccd escctnesed ew euu $2, EDUCATIONAL LEADERSHIP: PROGRESS AND TOSSIBILITIES. Eleventh Yearbook, 1933. 544pp......cecssrcvesecsees 2M CHARACTER EDUCATION. emits Tearoe Tote BIBI si cc sc occ cciss ccc cccccecs 2.00 Five UNIFYING Factors IN AMERICAN EDUCATION. Deh. Te, Be. GRID s 6 c:6e vsinwsesievedceesawe 2: THE SUPERINTENDENT SURVEYS SUPERVISION. TIPE TWOREDOOK, TOO. STAs cc cc ccsccsseccccescdns 2. Elementary School Principals Arps TO TEACHING IN THE ELEMENTARY SCHOOL. Thirteenth Yearbook, 1984. 412pp.......cccccceccecs 2.00 THE ELEMENTARY SCHOOL LIBRARIES. welt TORTROOK, FOGG. SOEOD. . occ cccseccccccceces 2. THE PRINCIPAL AND His COMMUNITY. Blevemth Yearbook, 1952. 4460p... cccccccccccvcovees 2.00 THE PRINCIPAL AND SUPERVISION. MORTEM. MNEs onic ckecccisccsedsesean 2.00 Supervisors and Directors of Instruction SCIENTIFIC METHOD IN SUPERVISORY PROGRAMS. Beret TOGTOOOR, TOE. TRIO ocak cs ewccsvecceccscvc 2.00 EFFECTIVE INSTRUCTIONAL LEADERSHIP. SOE "ORR UG, Dies Bt a 6.o cos. ice ccc cec es cces 2.00 SUPERVISION AND THE CREATIVE TEACHER. ere OR TN oo oc ccc cine d cs recsesice 2.00 EVALUATION OF SUPERVISION. ps ee eee 2.00 CURRENT PROBLEMS OF SUPERVISORS. MOAT UOG SS BO SUE okies cea a cv cckcdccecen 2.00 Review of Educational Research TEACHER PERSONNEL. 2, Sees ey NN, SE, EDs Mba we cde ecia cc cccews 1.00 THE CURRICULUM. Wk, EY, eek te Pee, Bs BO. os sie cca ccecdccccics 1.00 METHODS AND TECHNIQUES OF EDUCATIONAL RESEARCH. Vol. EV, No. 1, PepPGary, WS4., GED.