en eee, ; i Mid as i oe wt bid FAIR Br PRE als Si. Lala en a re - — Sees ~ = ——— = rn SPERIODICAL ENERAL | UNIV. or meant JAN . 1935 OURNAL The of the NATIONA EDUCATIO ee A S SO * | Al IC) In Appreciation of Outstanding Service ° Secretory Willard E. Givens * M y Pedagogic Creed John Dewey ° Schools of Cloister and Castle Charles A. Beard and William G. Carr 8 An Experiment in TeachingOralRead- ing O.N. Darby Our Professional Home in the Nation's Capital Among Association Departments a See Page A-3 for Complete Table of SANUARY - ‘ HT by 7) Contents * VOLUME 24 NUMBER 1 THE WINSTON SIMPLIFIED DICTIONARY The Modern School Authority THE WINSTON SIMPLIFIED DICTION- ARY was built for school use. It is so inviting, so usable, and so satisfying that pupils turn to it of their own volition, because they like to use it. It is the only dictionary which actually — encourages reference and quickly established the invaluable “dictionary habit.” Editions are available for all school needs, from the third grade through the university. * * * 3144 MILLION COPIES SOLD School-minded editors, assisted by a corps of trained lexi- cographers, built this dictionary according to recognized principles of modern pedagogy. Definitions, while meticu- lously accurate, are so simplified that pupils can understand them readily. Type faces are exceptionally large and clear —an important point in a school dictionary. There is a wealth of original illustrative material—an illustration is used wherever a picture can tell a clearer story than words alone. THE WINSTON SIMPLIFIED DICTIONARY is kept constantly up to date—every printing is a new edition. WRITE FOR FULL INFORMATION THE JOHN C. WINSTON COMPANY WINSTON BUILDING, PHILADELPHIA CHICAGO ATLANTA DALLAS SAN FRANCISCO a a eee The JOURNAL of the NATIONAL EDUCATION January, 1925 .. Vek Ot A ASSOCIATION In This Issue Joy ELMER MORGAN H. A. ALLAN Editor Business Manager Service of t . W. Serer es 1 . . , _ a of Secathasy Jt. Cenntres Published by the National Education Association A _—— icentinals ‘ HENRY LESTER SMITH WILLARD E. GIVENS In Appreciation of Outstanding Service........... President Sesto Secretary Willard E. Givens..................... 5 J. W. CRABTREE, Secretary-Emeritus An Evening with the Magazines.................. 6 ° Hazel Deve . Between Editor and Reader Schools of Cloister and Castle................... 7 ) # IS FITTING that this issue of THE JOURNAL Charles A. Beard and William G. Carr should be dedicated to the man who more than any other An Experiment in Teaching Oral Reading......... 11 has made the National Education Association what it is O. N. Darby today. The Editor has known Mr. Crabtree for nearly ’ ; thirty years and has worked with him intimately for more My Pedagogic Creed..............-.-.+.++.+45. 13 than fourteen. He has also followed the career of Mr. John Dewey Givens, particularly during his wonderful service at Oak- BD TE ss oii BVI GAN TPN Ae 17 land. Members of the Association may take satisfaction Eugenie J. Brown that the significant work which Mr. Crabtree has achieved The High School and Unemployed Youth.......... 19¥ is to be continued under such an able and farsighted EI Cc successor. eanor raven The Journal’s Annual Roll Call................ 21 As THE JOURNAL goes to press, the National Home Visiting: The Why of It.................-. 24 Conference on State School Legislation and Longtime Edu- F.A.B cational Planning, sponsored by the Joint Commission on . A. Boggess . , * : . the Emergency in Education, is in session at National. Among Association Departments............... . 2 Education Association headquarters. The conference is The Imperative Mood for Teachers... ...... >). oe well-planned, well-attended, and ably managed, thoroly H. Claude Hardy worthy the standard which the Joint Commission has set ; ; j for itself and the profession. In addition to general discus- The Teacher’s Part in Social Reform............. 27 sions and reports, the work of the conference is being Samuel Engle Burr carried on by committees. coe SP 2 ee ee ere eee 29 I ra’ A. Hony Meere N JaNuARY 1935 the Association, under the a> hes leadership of President Smith, begins a policy which may The Atlantic City Program. .................. 30 well become as significant as the development of life mem- Belmont Farley berships now is—the policy of enroling seniors in teacher- The Superintendents in Convention. .... ans 31 educating institutions as members of the Association, thus , sae . giving them the use of THE JOURNAL during the last half The Joint Commission Crosses the Continent 32 of their senior year and the personal satisfaction of having Herbert S. Weet : a share in the work of the profession. Master Builders of Our Profession................ 33 tele ‘ y You MUST HAVE either intelligence or spiritual Builders of Our Profession... .... . . PtP re rt 34 faith to stand up against life. When you have both you Notes and Announcements. ... . owe ee... 36 + | ° can be a conqueror—Hugh Walpole. CODE The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the nepre- sentative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Research Bulletins and the Annual Volume of Addresses and Proceedings. The payment of $100 gives the privileges of the $5 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Please report at once any change of ete JOURNAL t aaa the Educational Press Association of America. Published monthly, except July, August, and September, by the National a mem ional Press Association ica. m ,e@ . a " lucation Association of the, United States, 1201 Sixteenth Street, N.W., Washington, D.C. Entered as second-class matter October 23, 1920, at the postoffice at Washington, D. C., under the act of August 24,1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921. Volume 24, Number 1; January 1935 A-3 SERVICE FOR TEACHERS Here announced is a new department of education, at Mimeograph headquarters. A department of education! Directed by practical workers of long experience in the classroom and administrative field. Counseled by educa- tors of national reputation. It is a sincere and sympa- thetic advancement, at the service of all school workers to whom the Mimeograph is available. The modern teaching aids created by this department are now ready for distribu- tion to teachers and school executives. Complete information free. Write today. And learn about alluring seat-work proj- eS i me ects, new outline maps and other up-to-the-minute classroom needs. These may be produced with surprising ease and = oa" economy in your own Mimeograph workroom, from the new prepared stencils, stencils skilfully done by experts and ready for instant service. A revolutionary advance, to make your work easier, nicer and more effective. An important and welcome addition to the Mimeograph process. Let us show you how the prepared stencil is lightening the burden of school work. For full particulars, write today to A. B. Dick Company, Chicago. MIMEOGRAPHYS Mention THE JouRNAL . . _ A-4 when writing our advertisers The Journal of the National Education Association Editorial for January 1935 The Service of Secretary J. W. Crabtree HE LIFE of J. W. Crabtree may be divided into several distinct phases. First, his boyhood and youth | 1864-84] be- ginning in Scioto County, Ohio, and extending to western Nebraska as his parents moved on to new frontiers following the westward march of the railroads across the continent. Second, his student days at Peru [1884-87]. At Peru he came under the influence of President McKen- zie, a man of great vision and high ideals; and of President Farnum who brought to the young normal school at Peru the inspiration of Oswego—a pioneer institution in the special preparation of teachers. Service to Nebraska schools —Third, the period when Mr. Crabtree served as teacher, prin- cipal, and superintendent of Neb- raska schools [1887-97]. This pe- riod reached its climax at Beatrice where Mr. Crabtree left an out- standing record as principal of the highschool that is remembered to this day by older citizens of the community. Fourth, his service as state high- school inspector for the University of Nebraska [1897-1904]. Those were years of great expansion in the highschools of the state, both in the number of schools and in en- rolment. Mr. Crabtree was able to do much to lift the standards of the highschools on the one hand, and on the other to guide the university in taking a helpful attitude toward their development. He was also appointed to look after University measures before the state legislature during this period of ex- pansion. Pioneer work at Peru—The fifth period of Mr. Crabtree’s life includes the presidency of the state normal school at Peru [1904-10]. Peru was the first of the normal schools in Nebraska. At the time Mr. Crabtree took charge of it, the school was small. The graduating class of 1904 numbered 45. Under his administration and leadership the school grew rapidly. The class of 1910 graduated 181. Here was a record of building that compared with the great work which Homer H. Seerley was doing at Cedar Falls, Iowa. It included recruiting stu- Volume 24, Number 1; January 1935 fy teachers, champion of the free public schools, and pioneer builder of professional organization, this issue of THE JOURNAL of the National Education Association is dedicated in recog- nition of his outstanding service to the Association and to American education. o J. W. CRABTREE, secretary of the National Education Association 1917-1934, friend of children, leader among dents and faculty, developing the curric- ulum, getting support from the legisla- ture, improving the library, developing a school plant, creating a demand among schoolboards for a new type of teacher, and working out new relations with col- leges and universities. The state superintendency—This service at Peru was cut short by a politi- cal overturn. The legislature had created a new board of education to take charge of the normal schools hoping thereby to remove them from politics. After a pe- riod of months the supreme court de- clared the law unconstitutional because of a technicality, thus turning the schools back into the hands of the old board which expressed its resentment by mak- ing changes in the institutions. Mr. Crab- tree was immediately vindicated at the hands of the people and elected state superintendent of schools by an overwhelming vote. This sixth period [1910-11] was a brief service which set in motion many important reforms before Mr. Crabtree resigned to accept an opportunity which appealed to him more. Service to Wisconsin educa- tion—Mr. Crabtree was drawn to Wisconsin to become president of the state teachers college at River Falls. During this seventh phase of his life [1911-17] he repeated the record of building which he had made at Peru, concentrating espe- cially on the preparation of teach- ers for rural schools. He took charge of the smallest of the Wis- consin teachers colleges and built up its service and prestige to a point where, excepting only the school at Milwaukee, it was the largest of Wisconsin’s ten teachers colleges. Beginning the secretaryship —In 1917 Mr. Crabtree began the eighth and most significant phase of his remarkable career—the sec- retaryship of the National Educa- tion Association. The opportunity at that time would not have seemed attractive to most schoolmen, but Mr. Crabtree’s keen foresight must have sensed the possibilities. Be- tween 1917 and 1934 the secretary- ship of the National Education Association has become the fore- most educational opportunity in the United States. The earlier years of Mr, Crabtree’s life which have here been briefly out- lined were an admirable preparation for his work as secretary. There had been a solid foundation of experience in almost every phase of educational activity. He had been president of the Nebraska State Teachers Association, and secretary of the Department of Normal Schools of the National Education Association. He had served as treasurer of the NEA. It is not possible to give here the full record of the years [1917-34] auring which the Association has grown from fewer than 8000 to more than 200,000 active members. It would take several volumes to cover those critical years. Mr. Crabtree’s annual reports as they appear BBE ae ta BS in the Proceedings are a record of Asso- ciation problems year by year. Mr. Crabtree would be the last to claim credit for the achievements of the National Education Association. It has - been his habit of life to keep in the back- ground and to let the credit go to others. It is my purpose here to note briefly the expansion in the Association which has taken place during the nearly 18 years of Mr. Crabtree’s service, an expansion to which many thousands of America’s best men and women have contributed, glad to give themselves to a cause so in- spiringly led. Establishing national headquar- ters—The year 1917 when its head- quarters were moved to Washington and permanently established there, marks the great turning point in the life of the Na- tional Education Association. With that event it became in a new sense national— in outlook, influence, and in its contacts with the national life. This was in keeping with the aspira- tion which led originally to the founding of the Association. It had been estab- lished in 1857 in Philadelphia in the hope that by using the schools to build up a national outlook, the war clouds of disunion could be driven away. The early program of service— Between 1857 and 1917 the Association had grown slowly at first, more rapidly in the 90s and the early 1900s. During those years it had performed four major functions: Thru its annual conventions it had served as a training school for educational leadership, promoting per- sonal acquaintance and friendship on a nationwide scale. Its growing shelf of Proceedings served as a record and clear- inghouse of educational thought. Its com- mittees were working on fundamental . problems of teacher welfare, the relations between highschools and colleges, and the content of the curriculum. Its major departments were performing similar services for the various special groups. But the Association had hardly kept pace with the growth of the country, nor was it sufficiently related to the state and local organizations of teachers. The move to Washington laid the foundation for a new epoch of growth. The first Representative Assem- bly—Until 1920 the business of the Asso- ciation had been conducted by its annual conventions, Since the attendance at these conventions was concentrated largely in the area around the convention city, they were not representative of the country as a whole. In 1920 a change in the bylaws created the Representative 2 Assembly composed of delegates from lo- cal and state associations. The first Rep- resentative Assembly was to meet at Des Moines in 1921. All the plans for its or- ganization and conduct of its business had to be worked out. The year 1920 was a critical year in the life of the Association. There had been some friction in getting the new plans adopted and there was some ques- tion as to whether the state and local associations would respond to the new order. It was here that the diplomatic genius of Mr. Crabtree helped to keep the Association on an even keel. Mr. Crabtree has been characterized as the educational Abraham Lincoln. The parallel can be carried even further to suggest that perhaps his greatest serv- ice is the preservation of the educational union during the period when divisive forces might easily have weakened the effectiveness of the educational group. Establishing the permanent home —1920 marked another important step in the Association’s growth. During its first years in Washington, the headquar- ters had been in a rented property at 1400 Massachusetts Avenue, a small building which at the time housed both the offices and the secretary’s family. In 1920 the Association bought a fine colonial residence at 1201 Sixteenth Street as its headquarters. The staff was still so small that there was then room in this building for the Swedish legation and for a small apartment which became the editor’s home for several years. The officers considered the purchase of this permanent home with the utmost serious- ness. Could the Association afford it? Was it in the right location? Expanding the headquarters staff —It took faith and courage to commit the smaller Association of that day to an enterprise so farreaching. The rapid growth of the following years, the build- ing up of the Association’s divisions of publications, research, business, field service, administration, and classroom service soon filled and overflowed the original headquarters property and cre- ated the necessity for the addition on M street which was erected in 1931. The enlistment of the profession —But the house however fine, is merely the symbol of the Association itself. The Association is not a building, a head- quarters staff, or any group of officers or departments. It is a body of teachers, of members with ideals and purposes and a habit of participation in a common task. It is at these points that Mr. Crab- tree’s service has been most sustained. His dream for the teaching profession has been wellexpressed in one of his own slogans: 100 percent enlistment in lo- cal, state, and national associations with every teacher at work on the problems of the profession. The spirit of professional leader- ship—Mr. Crabtree has a deep convic- tion that if every teacher would resolve to take an active part, there would be a tremendous advance in the profession and in the life of the nation. He has been more concerned with the purpose and the spirit than with the details of the plan. Year after year he has labored to build up the membership and the sense of per- sonal responsibility and opportunity. Launching the Life Membership —I well remember the year when Mr. Crabtree made the first effort. to estab- lish the Life Membership. There were objections and delays. For a time it looked as tho the plan might have to be given up. But Mr. Crabtree held on and in 1921 the Life Membership got under way. Today it is one of the outstanding features of the Association’s life. It made possible the new Association headquar- ters and is helping to build up a much needed permanent fund; it has drawn to- gether into this new fellowship more than 5280 of the more permanent mem- bers of the profession. Uniting the departments—This period of service has also been marked by the growth of activities among the Association’s departments. During the years preceding 1920 there had devel- oped some tension between the large De- partment of Superintendence and the parent Association. There was some threat of a development in the United States which would arraign the teachers and the administrators in antagonistic groups as in some European countries. The adjustment of these differences re- quired patience and diplomacy on both sides, and marks one of the great achieve- ments of professional organization in America, During the years since 1921 the Association under Mr. Crabtree and the Department of Superintendence under Secretary S. D. Shankland have worked in close harmony, cooperating in conven- tion activities, research, and publications. The year 1921 also marked the begin- ning of the Department of Elementary School Principals, now one of the major departments of the Association with its own staff and an outstanding service. The rapid building of membership and of the committee work of the Association which took place during 1917, 1918, and 1919 laid the foundation for the impor- The Journal of the National Education Association tant work which the Association was to do in the early twenties. The Association and the war period—The war had seriously affected the schools. The vast taxing program of the federal government had reached into the sources from which local and state school funds were drawn. The stoppage of school building during the war had left a growing school system badly housed. Young men had been drained out of the schools into the armies. Young women had been drained out of the schools into the clerical activities of the government. Salaries of teachers remain- ing in the schools had not advanced to keep pace with the postwar inflation. The entire educational structure was threatened with arrested development. The Association began gathering data, arousing public sentiment, and taking the lead in interpreting the situation and in formulating programs to correct it. Its efforts in this direction were tre- mendously effective. The campaign was taken up by leading national periodicals. A wave of school building such as the world had not seen swept over the coun- try. Literally thousands of schools adopted progressive salary schedules lifting the position of the teacher to new levels and providing standards which in many cases have survived even the col- lapse of the last few years. Growth of state and local associa- tions—The growth of the National Edu- cation Association was paralleled by rapid growth of the state and local edu- cation associations, encouraged by the activities of the national group and in their turn helping to build up the na- tional movement. One state association after another followed the national in adopting the plan of a fulltime secretary. They followed the plan of establishing their own journals so that this period marks the rise of associational journalism. The NEA as a formative foree— Along with the work of building up the Association and the state and local groups, and the gathering of data on teacher status, went a national program of legislation including federal aid and the movement to establish a federal de- partment of education with a secretary in the President’s cabinet. While the cabinet position has not yet been estab- lished nor has the goal of adequate fed- eral aid been realized, the nationwide campaigns had a wholesome influence on the thinking of our country. All who are familiar with these critical years know that had the program as worked out by the Commission on the Emergency in Volume 24, Number 1; January 1935 Education under the able chairmanship of Dr. George D. Strayer been put into effect in 1918 and carried on into the 1920’s the educational situation would not be what it is today. During the years of socalled pros- perity the Association was improving its work and extending it, perfecting THE JouRNAL, developing the departments, carrying on research, and particularly widening its contacts with the lay pub- lic. Had it not been for these widened contacts with the public and the close as- sociation formed with great civic and lay groups when times seemed fairly good, the collapse of the schools would have been even greater than it has been during the past few years. In 1929 it was assumed that the crisis would be of short duration. But as the months and years rolled by, the pro- foundness of the change taking place in American life became more apparent. Here was a new crisis graver even than the period of the World War. What should the Association do about it? Again the best leaders were called in for counsel and study. Again the Association and its great Department of Superin- tendence combined their forces in the Joint Commission on the Emergency in Education which, under the chairman- ship of Dr. John K. Norton, has rallied the professional and lay groups of the nation and has guided their strategy in safeguarding and making plans for the future of the schools. Policies of democratic leadership —In his administration of the Associa- tion, Secretary Crabtree has had some fundamental elements of policy to which he has consistently held: First, democracy in education; the idea that educational policy should de- pend upon the rightness of ideas and upon established facts rather than upon sheer authority, and that in determining policies, every member of the profession should contribute. Second, teacher participation ; the idea that by working on their problems and having a share in determining policies teachers would enjoy a larger satisfaction in their service. Third, complete enrolment of the pro- fession; the belief that if the more far- sighted teachers, principals, and super- intendents would attach importance to the matter of professional organization, all teachers would be so aroused and awakened that they would gladly give support to professicnal organization. Fourth, faith in interpretation; the belief that in bringing about changes it is better to depend upon goodwill, inter- pretation, and cooperation than to resort to force or unreasonable pressure. Fifth, the autonomy of the Associa- tion’s departments; the belief that each department should be in charge of its own affairs and should move forward as far as its own experience and leader- ship are able to carry it. Sixth, the autonomy of the states; the belief that the state education associa- tion, like the state itself, has a sover- eignty of its own and should be looked to for leadership in matters concerning education within the state. Seventh, the development of commit- tees to work on the Association’s prob- lems and represent the entire country. Eighth, the development of the head- quarters staff as a service agency respon- sible to the Representative Assembly and the profession as a whole. A lifetime of prophetic leadership —Mr. Crabtree has always had a deep interest in the classroom teacher. He is by nature a great commoner with a deep love of people and a clear understanding of their interests and needs. He has always been concerned with the efforts to improve the salaries and status of teachers and in his leadership of Asso- ciation policy he has placed great em- phasis on efforts in this direction. In the development of the headquarters staff, he has sought to exemplify those profes- sional practises which the Association advocates for teachers everywhere, so that the headquarters stands today as one of the best examples in the country of good practise in the matter of salaries, retirement, and freedom of expression. The personal qualities which have ac- counted for Mr. Crabtree’s success are the typical virtues of the American pio- neer. His daily habits are marked by sim- plicity, modesty, and patience. His flexi- bility of mind is greater even today than that of most young men. He has an immense capacity for friendship and a loyalty to the purposes and plans of the Association which he has always put above any personal wish of his own. The Association as Mr. Crabtree leaves is in fine financial condition. He passes on to his successor an organization ready to take up the new and even larger responsibilities of the years ahead. Mr. Crabtree leaves his work as secretary strong, hearty, and happy, with confi- dence in the Association, with faith in the ability of the man who is to succeed him, with readiness to be of service in any way that he can in his new relation to the Association Joy Elmer Morgan. 3 ae és Sritiodlasiheiaise Ot as y, + byl Soh RE - — well the teachers of America. To the office of secretary of the National Education Association he brought a rich experience gained as teacher in rural schools and state university, as principal and superintendent, as highschool in- spector, and president of normal schools. His experience as pupil and teacher gave him intimate acquaintance with Ohio, Nebraska, and Wisconsin. He knew the heart of America. Under his leadership the Association has grown in power and prestige. Thru the recent difficult years he has guided it wisely. He retires with the gratitude of the teaching profession. —Frank Pierrepont Graves, com- missioner of education, New York. Jira WILLIAM CRABTREE has served BECAME acquainted with Mr. Crabtree I sixteen years ago while serving the Red Cross here in Washington. The As- sociation was then so small in number that its national offices were housed in two or three rooms. Now the dignified and spacious headquarters building which Mr. Crabtree conceived and exe- cuted together with his efficient staff of assistants is a living example of his vision of the possibilities of professional organi- zation —John W. Studebaker, U. S. Commissioner of Education. R. JAMES W. CRABTREE is a gentle- M man. Anyone who seeks to discover the source of his success as secretary of the National Education Association covering its great period of development, must begin with that element of his na- ture. In all his manifold relations to offi- cers and members of the Association, this kindness, this oldfashioned courtesy, this “Sweet reasonableness” constitutes the source of his remarkable efficiency. There was no straight-armed dictatorship, no exaltation of personal pride, no beating of a bass drum—Francis G. Blair, state superintendent of instruction, IIli- nois; NEA past president, 1927. HE PROFESSION owes to Mr. Crabtree more than to anyone else the building of our great National Education Asso- ciation. Teachers thruout the land recog- nize him as their friend. All who know him and his work for the profession rec- ognize his devotion to the realization of our greatest American ideal—equality of HEREAS—After many years of faithful and fruitful service, Sec- retary J. W. Crabtree has passed the retirement age, be it therefore RESOLVED—tThat the Board of Trustees of the National Education As- sociation with great regret accept the resignation of Secretary J. W. Crabtree effective January 1, 1935, and that they individually and collectively express their appreciation of his splendid serv- ices and courageous leadership which have resulted in carrying the cause of education in the United States to un- dreamed-of heights. That the National Education Association is now the larg- est professional organization in the world is due in large part to the leader- ship of Secretary Crabtree. BE IT FURTHER RESOLVED— That the Board of Trustees of the Na- tional Education Association extend to Secretary Crabtree our best wishes for the future and the hope that his invalu- able advice and counsel will be avail- able to the Association for many years to come.—Washington, D. C., Novem- ber 10, 1934. JosepH H. SAUNDERS, chairman J. M. GwInn Epcar G. DouDNA A. L. WHITTENBERG Henry Lester SMITH opportunity thru education. He has con- sistently and fearlessly fought for the de- velopment and improvement of public education thruout the United States — George D. Strayer, Teachers College, Columbia University; NEA past presi- dent, 1919. HERE ARE very few names of our time that will stand out more brilliantly in education than that of Dr. J. W. Crab- tree. With a background of distinguished service in the schools of Nebraska, he came to the secretaryship of the National Education Association, and in that office has rendered a service of national sig- nificance. His efforts in behalf of public education have borne fruit in every state of the Union. Indeed, it would be no ex- aggeration to say that there is no public school anywhere in America that has not in some measure had the benefit of his devoted service. Kind, sympathetic, with deep human understanding, he has been incapable of conceiving or harboring per- sonal ill will toward any who might op- pose his point of view, yet he has been militant and aggressive whenever the fundamental principles of democratic education have been assailed. The teach- ers of America, whether members or not of the National Education Association, are in his debt—Payson Smith, com- missioner of education, Massachusetts. N THE RETIREMENT of Dr. J. W. Crab- tree as secretary of the National Edu- cation Association, the nation loses from active participation in educational work one of its most outstanding educators and school executives. During a long and active life as instructor, college presi- dent, and for many years as secretary of the Association, Dr. Crabtree achieved enviable position in his chosen field and rendered service of inestimable value to the cause of education—Arthur Cap- per, United States Senator from Kansas. ANIEL WEBSTER said of Alexander Hamilton, “He touched the dead corpse of the public credit and it sprang into newness of life; he smote the rock of the national resources and abundant streams of revenue gusked forth.” So Secretary Crabtree for the National Edu- cation Association. Further, thru his labors a staff in the beautiful head- quarters building serves most effectively both the professional needs of education and the human needs of the members. As he steps from its leadership the Asso- ciation stands secure in cooperative friendship with other great altruistic na- tional organizations and high in the esteem of the public—Carroll G. Pearse, NEA past president, 1912. N THE OCCASION of Mr. Crabtree’s i hein as secretary of the Na- tional Education Association it is only simple justice to say that his splendid achievements in the advancement of a great profession place- him among the outstanding leaders of his generation.— William C. Bagley, Teachers College, Columbia University. [So many fine tributes in appreciation of Mr. Crabtree and his outstanding service to American education have come to THE JourRNAL that they would fill many pages. They come from every state in the Union and from every branch of the profession. Other tributes will be published in a later issue. | The Journal of the National Education Association Secretary Willard E. Givens N ELECTING the secretary—a if duty with which it is charged in the charter—the Board of Trustees of the National Educa- tion Association has fulfilled the highest responsibilities of trustee- ship and has met the best tradi- tions of the educational service by selecting a man of outstanding ability on the sole basis of personal fitness to do a particular piece of work. Willard E. Givens comes into the new work at the prime of life. He has the good wishes of the entire profession. His election has been received with enthusiasm thruout the country. The class- room teachers feel that here is a man who can be counted on to work for democracy in the profession and for improved teacher status. The superintendents rejoice that they are to have the leadership of a man in whom they have con- fidence. The following extract from a letter from Superintendent A. J. Stoddard of Providence, R. I. is typical: “We are all delighted with the choice of Mr. Givens as Mr. Crabtree’s successor. Superintend- ent Givens was a member of the 1933 Yearbook Commission of which I was chairman and I came to appreciate his ability. I like him personally and respect him very highly from a professional standpoint. He is to assume a most important, if not the most important, position in our whole profession.” Dr. John K. Norton, chairman of the Joint Commission on the Emergency in Education, writes: “Willard E. Givens has served with outstanding distinction as classroom teacher and executive at every public-school level. His innate competence, broad experience, fine per- sonality, and solid integrity will permit him to render a great service as leader of the National Education Association. He will lift professional organization to a new level of service and dignity. His appointment is the most important edu- cational event of a decade.” The broad experience to which Dr. Norton refers covers an unusually im- portant period in the history of educa- tion and of the nation. After graduation from Indiana University in 1913, Mr. Givens received a master’s degree from Volume 24, Number 1; January 1935 W ciation, ILLARD E. Givens, who on January 1 succeeded J. W. Crabtree as secretary of the National Education Asso- Columbia University in political science in 1915 and a diploma from the Union Theological Seminary the following year. He had completed two years of work on his doctor’s degree when the United States entered the World War. During the war Mr. Givens was in- structor in the officers training school at Mare Island, California. Transferred to Hawaii as director of educational work for the army and navy post, Mr. Givens remained in Honolulu at the close of the war as principal of a high school. In 1921 he returned to Oakland as a junior highschool principal, but was re- called to Honolulu again in a year as principal of a private school and later became superintendent of public instruc- tion of the Hawaiian Islands. In 1925 he returned to Oakland to the assistant superintendency of schools and in 1927 became superintendent of San Diego schools. One year there, and he re- turned again to Oakland as superin- tendent of schools. During his six and a half years as superintendent of Oakland schools, Mr. Givens has been ac- tive in the civic life of the com- munity—as chairman of the com- munity chest; vicepresident of the YMCA; and a member of the board of directors of the Boy Scouts, Salvation Army, and Pa- cific Coast Protective Society. Mr. Givens as president of the California State Teachers Associa- tion for three years and as chair- man of the association’s legislative committee, has led the teachers and laymen of the state in a success- ful campaign to maintain adequate support for the schools. For two years Mr. Givens served as NEA state director from Ha- waii—a significant fact when one recalls the unfailing loyalty of Hawaii’s teachers, who have main- tained a percentage of NEA mem- bership much higher than any other state or territory—at times greater than the number of teach- ers in the schools. Mr. Givens has also served as NEA state director from California, as a member of the Association’s Committee on Social-Economic Goals for Amer- ica, and on other important com- mittees. Mr. Givens is coming to the secre- taryship at a critical time in educational history. There are many problems ahead of professional organization. Great num- bers of teachers have yet to be aroused to work on their problems and to make sacrifices on behalf of the common cause. The task of school finance is extremely difficult and is certain to continue so. Secondary education is in process of rapid reorganization. Seven million young people between sixteen and twenty-five years of age are without schools or jobs. Adult education is a pressing need. Edu- cation for leisure and a new emphasis on character and personal development are to be worked out. Over and beyond these problems lies the positive task of building up in America a new culture worthy of the na- tional traditions and of the new re- sources which are now available. The new secretary is well qualified by training, experience, and social outlook to give a leadership to the best forces in American life—J. E. M. kd le a at An Evening with the Magazines BooK—Mrs. Jeanie M. Frank, after thirty years of teaching, is wishing that she might have had “a little larger understanding” of her pupils. But her reminiscences in the December American Magazine reveal no lack of sympathetic insight into the human needs of both pupils and teachers. Here are two leaves from her notebook: Pi A ScCHOOLTEACHER’S NOoTE- I had been going strong on moral values of good literature. To my class I cited a youth in California who had written me that my guidance in reading had meant much to him. There was dead silence. Then one impulsive youngster spoke up: “Tf you mean Jack Adams, I wouldn’t say much about it, if I were you.” “Why not?” I asked. “Why, he’s in the penitentiary at San Quentin for embezzlement.” I said nothing more to the class. But in my heart I was glad. True, teachers and parents and friends had failed to save Jack Adams. But, at least, I had given him good companions to share his solitude—books! There was some con- solation forme... . Another note . . . a returned pupil, a man now, successful, high in human affairs. He had forgotten most of Peri- cles, parsing, Euclid. From my classes he remembered only one thing, a chance remark, which had nothing to do with the lesson. He told me that I had said, “Take stock of yourself as soon as you think you can with profit. Decide what you can do, then plan for it and go ahead.” I do not remember having said it. He said it was the first important advice he had heard. . .. Everything a teacher says or does in the classroom is remem- bered—for good or ill—by some child. It is so important for a teacher to be conscious and deliberate. . . . Mrs. Frank has come to believe that the schools emphasize school marks too much. On this theme she comments: “Grades! How ridiculous to measure human beings by numbers. School grades do not necessarily indicate a child’s in- telligence, originality, or adaptability. Thomas Edison’s marks almost put him in the dunce class. “Tf I can teach my pupils that a grade is secondary to the satisfaction of curi- osity, I shall feel that I have helped de- feat a stupid tradition. ... / A child may fail in Latin. But if the Latin teacher understands human beings, the child may succeed in the Latin class while failing in Latin. .. .” Integration in the Liberal Col- lege—The liberal-arts college, overrun with students, dazzled by university spe- cialization, badgered by standardizing agencies, needs a new centralizing pur- pose, says Harry Woodburn Chase, chan- cellor of New York University. Writing in the November American Mercury, he proposes a new theme for the liberal- arts college curriculum: “Economics, modern history, sociol- ogy, philosophy, basic ideas about the natural sciences, some knowledge of the fine arts, are today a far more necessary part of the equipment of the cultured layman than is the merely formal study of languages ahd mathematics. . . . The idea that liberal education should be a unity, based on some coherent philosophy of life, has become obscured. Once it was a unity, centered about the classics. It gave to a few a type of culture that marked them off as a class apart. Now it must unify itself again, not about the classical cultures, but about the prob- lems of contemporary life.” Blundering Toward Citizenship —‘‘Why does the level of our citizenship rise so slowly?” asks Charles H. Seaver, in the December Forum. Mr. Seaver, once a teacher and now a writer of text- books, says that education for citizen- ship should include “[1] information as to the background of citizenship—how our community life and social institu- tions have developed; [2] understanding of present realities in human relation- ships in which we function as citizens; and [3] cultivation of habits, attitudes, and ideals that will be socially useful in the world of tomorrow where the pupils’ citizenship will lie.” The schools are required by the public to be very cautious in dealing with both the first and the second of these objec- tives. Historical backgrounds and pres- ent civic relationships must be subjected, in many communities, to traditional rather than realistic treatment. “We shrink from the exposure of real- ity to our children. . . . We are dis- turbed if they are brought into too close touch with defects in our institutions or conflicts in our society.” In dealing with the third aim, the “cultivation of habits, attitudes, and ideals that will be socially useful,” one school of thought ‘‘would mold the com- ing generation in the thought pattern of the classes that have long exercised po- litical and social control... . Another group .. . would not be content with rooting out of the schools the type of indoctrination just described, but would substitute another type by teaching ‘the principles of a new social order.’ .. . “A third school of thought .. . be- lieves that we can—within the limits of the means and circumstances of instruc- tion—give the coming generation knowl- edge of the elements, realities, forces, and ideas of the modern world; and that we can even lead it to the frontiers of current social thinking to examine the horizon. At the same time we can de- velop skill in acquiring, analyzing, and interpreting information, and in building up habits, attitudes, and general ideals suitable to a changing civilization, what- ever may be the outcome of present trends.” Every Tenth Pupil—Negro illiter- acy has been lowered from 95 percent in 1865 to less than 20 in 1930, in spite of great difficulties which face the Negro schools. Edwin R. Embree, president of the Rosenwald Fund, reviews in the November Survey Graphic certain prob- lems in Negro education. “America as a whole spends an aver- age of $99 a year on every pupil enroled in school; the South [| which is poor com- pared to the rest of the nation] spends $44.31 per white pupil and $12.57 per Negro pupil. The Negro pupil receives in public support of ris education about one-fourth that of the southern white child and less than one-eighth that of the average pupil in the nation as a whole. . . . As Booker T. Washington used to say, ‘It is too great a compliment to the Negro to suppose he can learn seven times as easily as his white neigh- bor.’ ” —Hazel Davis, Educational Re- search Service, NEA. The Journal of the National Education Association so 8 we we eS Schools of Cloister and Castle CHOOL boys and girls usually study about the decline of the Roman Empire, the invasions of the barbarians, and the dark days and years 6% which followed these events. Have you ever JX wondered what hap- pened to children and An initial from schools during those the Charlemagne A Bible troubled times when “fighting was the chief industry”? Did the Roman schools re- main unaltered during these centuries of conflict? Hardly, for education in any period tends to reflect surrounding con- ditions. In order to trace the develop- ment of schools thru the Middle Ages and the Renaissance, we must know what was happening all around them. As we saw in an earlier article, Rome had be- come a powerful protector of culture and education. But after many years the Roman Empire began to show signs of weakness and decay. Many factors have been mentioned as contributing to the decline of this great civilization—floods, famines, disease, the concentration of wealth, decline in agriculture, the inroads of the barbarians, and the dissatisfaction of many people with the Roman govern- ment. A wealthy aristocracy, cruel, ig- norant, and superstitious, controled the Empire; slaves were brought into Rome to do the hard work; mobs rioted and idled in the city streets. Often the com- mon people were subjected to cruel and unjust treatment. Among those who protested most vig- orously against the injustices of the Roman government were the Christians. These people, believing all men equal in the sight of God, held that even a slave had rights which an emperor must re- spect. Such radical ideas astounded the rulers of Rome and brought about fearful persecutions of the Christians. But the justice of their demands drew to the Christians loyal supporters in great num- bers. Finally the resistance of these humble people became a mighty force even for Roman Emperors to reckon with. While these internal troubles were agi- tating Rome, the Germanic peoples on the border pressed their way south and west. As the process of decay advanced in the crumbling empire, they met with less and less resistance. Finally they cap- tured Rome and became its rulers. This Volume 24, Number 1; January 1935 we generally call the “fall” of the Roman Empire, but it is more nearly correct to say that it was a change in which “insti- tutions and customs already existing were brought under the influence of a new ideal, not broken up to be made over again or replaced by new ones.” While exact dates cannot be given for the beginning or end of any historical epoch, it is convenient to speak of the Middle Ages as a period extending roughly a thousand years beyond the fall of the Roman Empire—say from the be- ginning of the fifth to the end of the fif- teenth centuries A. D. But human de- velopment did not stand still for ten centuries, and so historians frequently divide the Middle Ages into several broad phases. The first half of the period is often spoken of as the Dark Ages be- cause of the distinct slowing up of in- tellectual progress while conflicts and struggles for power resulted from lack of organized government. Then followed the Middle Ages proper, a period which marks the time when the Christian Church, at last victorious over her bar- baric enemies, succeeded to the power which had once been the boast of old Rome, and established an empire of her own. Under the rule of the Church great universities and schools were founded. The later years of the Middle Ages were characterized by the growth of trading By permission of the publishers, L.C. Page & Co., Boston ’ I Mis little Saxon boy is learning to copy and illuminate manuscripts in an abbey school. centers, the extension of travel, and the first questionings of the supreme author- ity of the Church. In the field of learning there was a restlessness among students and a growing dissatisfaction with the dictates of the Church. Students sought for more learning among the ancient writings. All these activities paved the way for the Renaissance, the period of history when the pursuit of knowledge became the Great Adventure. It will help us to understand the con- tributions to education of this thousand- year period as a whole if we think of it in terms of what was happening, not only to Rome, but to other nations at the same time. For the Middle Ages brought together many widely differing groups of people—unfortunately, usually in con- flict. East fought with West and North with South; Christians fought with Saracens; Romans, with barbarians; and the barbarians waged eternal petty com- bat among their own tribes. Of course, each conflicting group was entirely con- vinced that its own way of life was the only right one and regarded all opposi- tion as cause for battle. In this fierce contention the culture slowly accumu- lated by long ages of human experience was in grave danger of being lost en- tirely. Indeed, the learning which re- mained for future generations consisted of fragments salvaged from many terrific combats. But as years lengthened into centuries. some of the old antagonisms died out and each group found that it had been learning from its neighbors. Thus, knowledge which had developed in isolated groups slowly became the com- mon possession of all. So while we think, generally, of the Middle Ages as a time of intolerance, ignorance, superstition, and suffering, we may remember that it was a time of assimilation and learning as well—a time when the knowledge, tra- ditions, beliefs, and customs of Greek, Roman, Goth, and Saracen became inter- woven into a great, colorful tapestry of human ways and human wisdom. However, the time which elapsed be- tween the collapse of Roman power and the established rule of the Church was a period of great confusion. It was long called the “Dark Ages” but this term does not mean that no progress or ad- vancement in learning was made at this time. These unsettled, tempestuous years laid the foundation for future progress; but, as compared with the ages which preceded it and followed it, this period sate advanced more slowly than either. While a few brilliant thinkers extended the horizons of thought in new directions, the losses from the older established culture were immense. After these many years of conflict and intolerance, there came a time when learning beyond the mere rudiments pos- sessed by a few people seemed to have vanished from the continent of Europe. Trade and travel were neglected. Con- structive exchanges of ideas decreased. Ignorance and credulity were common. One historian says, ““The medieval mind was ready to believe anything and every- thing—especially if there were any kind of written evidence for it.’ The occa- sional daring traveler brought back with him tall tales, with which to regale his stay-at-home neighbors. Cosmos, a great traveler of about 550 A. D., wrote the Christian Topography in which he de- scribes the Indian ox: This wild ox is a large animal, and from it is got what is called toupha [i. e., a chowry or fly- flapper} with which commanders of armies dec- orate their horses and banners when taking the field. If his tail, it is said, catches in a tree, he does not seek to move it off, having a strong iversion from losing even a single hair of his tail. So the people of the place come out and cut off his tail, and then the beast, having lost it all makes his escape. Such is the nature of this animal. This sounds foolish or funny to us; it was not so intended. Stories even more fanciful than this were soberly accepted by most people. About the time civilization seemed to reach its lowest ebb, there came a brief revival of learning under the reign of Charlemagne, King of the Franks. Altho this king was himself untutored, he saw that more knowledge was needed if his kingdom were to endure. He determined to find a scholar to restore learning to his people. There was a great scholar named Alcuin at York in the British Isles whom he hoped to persuade to come to his court at Aachen and take charge of the work of educating his people. Alcuin had charge of the library at York—an important post, for this library was considered a prodigious collection. It probably con- tained only a few hundred books, but it “embraced substantially the whole of whatever learning there was.” Alcuin re- sponded to the king’s request. He came to the court of Charlemagne in 782 and stayed there fourteen years devoting him- self faithfully to the advancement of learning. First, he established a school in the palace itself. Charlemagne and the queen were among the first to attend. It is said that Charlemagne never learned to write, but he earnestly set about giv- ing his people a chance to become edu- cated. He made Alcuin his supervisor of education and sent him to reorganize the schools of the monasteries and cathe- drals. He also issued in 786 a proclama- tion to the abbots in charge of church schools, urging them to improve the edu- cation of themselves and their people. Alcuin revived the copying of manu- scripts. In the scriptorium of a monas- tery, Alcuin would sit reading aloud while the unskilled monks copied his words. Their famous teacher patiently corrected their inaccurate and awkward work. So dren, illustrate perfectly the fusion of knowledge and viewpoints. A number of the great leaders of the Church, such as St. Augustine and St. Jerome attended Roman schools in their youth. However, when the Church became stronger it es- tablished its own schools and soon came to control education over the greater part of Europe. The cathedrals and monas- teries which dotted the land usually pro- vided schools for the children of the neighborhood and the great universities such as those of Paris and Bologna were established. Teaching and the administra- tion of education became an important Courtesy of the Fine Arts Division, Library of Congress _ the printing press was invented, books were slowly copied by hand. The monks in this picture are helping to keep learning alive during a great intellectual “depression.” This is one of a series of murals on the development of the book which are painted on the walls of the Library of Congress. Alcuin strove for many years to preserve what remained of a culture that was all but lost. The good effect of his own and of Charlemagne’s efforts remained for several generations, but finally Charle- magne’s great kingdom was split into fragments and much of their work for the advancement of learning was swept away by the terrible wars of the tenth century. The Medieval period [or Middle Ages proper] encompasses the time when the Christian Church finally won control of government in the West, and conse- quently of education. As with all groups which have had to fight for their beliefs, the Church clung to its own doctrines and set about spreading them abroad. Yet conditions in the Roman schools to which the early Christians sent their chil- part of the duties of churchmen. @ These schools were widely separated from life outside the monastery and chil- dren were educated primarily for service to the Church. Many of the early Chris- tions saw little use for life here on earth. Their chief purpose was to prepare for the life beyond. Since they regarded man as evil by nature this preparation in- volved suffering in order to “purify” him. Naturally, this idea was the source of many painful ordeals for both children and grown people. The rod was an im- portant educational instrument. At one school all the boys were given a sound whipping just before the Christmas holi- days. This little rhyme expresses the way one boy felt about his school: I would my master were a hare And all his bookes houndes were, The Journal of the.National Education Association be te fir of hi ul Ww di L is Ww And I myself a jolly hunter, To blow my horn I would not spare. It is doubtful if even the most studious boy of that time found school very in- teresting. His lessons were largely con- fined to religious writings, practically all of which were in Latin. Science and art had a small, if any, place in this curric- ulum. Latin remained the language of Church and school. The native language was considered inferior and crude. Chil- dren did practically all their studying in Latin and older students were often pun- ished if they spoke any other language while in school. Sometimes children writings as they called the classics, and would burn manuscripts in heaps. So as time went on and books were de- stroyed faster than they were replaced, much of the learning of the past seemed to be disappearing from the earth, never again to be recovered. Since the spirit of the times was opposed to experimentation and inquiry as a means of learning, the schools and education remained at a low level as compared with modern ideals. A Latin grammar written in the fourth century by a teacher of St. Jerome was still in use in the schools, practically un- changed, one thousand years later. | Courtesy of the Fine Arts Division, Library of Congress ’ | ‘HE INVENTION of the printing press made it possible for many people to own books. This mural from the walls of the Library of Congress shows an early printer reading a proof which has just come from his simple press. learned to read or sing in Latin without understanding a word. Materials of learning were scarce. There were no printing presses and books were rare and costly. No child could think of having his own books, for books could be reproduced only by tedious hand copying. Monks copied many books and thus helped to preserve what knowl- edge there was. The copying was often beautifully done, with intricate designs and bright colors for the capital letters. The letter at the beginning of this article is taken from one of these old manu- scripts. The monasteries were compara- tively safe places for books in those days but sometimes invading armies would destroy the precious manuscripts, even within the sacred walls. Then, again, Christians themselves would sometimes decide to rid the world of the “heathen” Volume 24, Number 1; January 1935 Girls had little schooling. If a girl could read well enough to perform her part in religious ceremonies, could spin and weave and was skilful at housework she was thought to know enough. Never- theless many girls were educated as nuns in convents and became equal to the monks in learning. However, somehow or other, many people, both men and women, learned to read and write their native language. Altho this type of education was ap- parently not formally recognized by the Church schools, we know that a knowl- edge of reading and writing, even in the Dark Ages, was widespread. King Alfred caused some important books to be trans- lated into Anglo-Saxon, because, he said, it was “the language we all can under- stand.” This shows that many people could read; furthermore, when the first books were printed in England they were in the English language and were of a kind that would appeal to the average person. We have few records of the non- Church, vernacular schools; probably these common schools of the common tongue were so humble and so poorly supported that no records were kept of them. During the turbulent times of the Medieval period people took refuge in castles and banded themselves together for protection under the feudal system. In many of these castles informal schools were provided for the children of the nobles. For the serfs and other common- ers, no such training was provided. The boy who happened to be the son of a landowner, a gentleman, began his edu- cation as a page, then became a squire, and finally a knight. No doubt the train- ing which led toward knighthood usually appealed to boy nature much more than that which led toward a monastic life. The young page often learned to read, write, and compose songs. He learned to ride a horse and to handle a sword. Re- ligious instruction was not neglected and many of the knights later became devout crusaders. A quaint extract from “The Babees’ Book” prepared by an old knight for the instruction of his young charges gives us some idea of what was con- sidered important in such training: Take no seat, but be ready to stand until you are bidden to sit down. Keep your hands and feet at rest . . . . Make obeisance to your lord always when you answer, otherwise stand as still as a stone until he speaks to you. Be ready without feigning to do your lord service and so you shall get a good name. Also fetch him to drink, to hold the light when it is time, and if you should ask a boon of God you can desire no better thing than to be well-mannered... . When ye have done [dinner], look then that ye rise up without laughter, or joking, or boisterous word and go to your lord’s table and there stand and pass not from him until grace be said. In the developments of the Later Middle Ages the knight and the crusade played an important part. The knight arose to protect the weak and drive out the evil-doer. He was important and glorious as an individual and he thus helped to restore respect for the indi- vidual as such. He represented a reaction from the system in which each man was only a passive unit of some larger organi- zation of state. Furthermore, the knights who became Crusaders and traveled to distant lands helped to spread and unify knowledge. The stories brought back by Crusaders and other travelers inspired students to voyage to the east to recover the lost knowledge of the ancient scholars. Monks be ere in their cells began to employ their time in the pursuit of learning. These “scholastics”’ developed great and important philosophic conceptions. One of these, Roger Bacon, stated some of the funda- mental principles of scientific study. Another monk, Thomas Aquinas, wrote the Summa Theo- logia, a great summary of the knowledge of his own and previous ages. In his writings St. Thomas lays down the accepted viewpoint of the Church on social and eco- nomic questions. He taught that the rich and the powerful should have consideration for the poor and the unprotected, and that wealth was to be used wisely for the glory of God and the happiness of mankind. Every gain in knowledge inspired men to learn more. The movement culminated in that great dawn of human enlightenment, the Renaissance. The effect of commercial inter- ests on this movement toward modern civilization should not be neglected. Traders and merchants Pp traveled to the East and thereby established a line of constant communi- cation and intercourse. Not only did they bring back new accounts of the ways of life beyond the western world, but their trades made schools of a practical nature essential. Towns and cities grew up around industries and became centers of learning. It was necessary to learn some- thing of reading, writing, accounting, and geography in order to have a part in the business life of the time. The voyages of the Polos, of Columbus, and of many other bold seamen were brought about by the desire to trade with other lands. One of the most noted characteristics of the Later Middle Ages and the Ren- aissance was the revolt against the au- thority and teachings of the Church, A German monk, Martin Luther, is often considered the leader of this revolt, altho he was only one among many men who challenged Church authorities. After the invention of the printing press it became impossible for the Church to control the way in which people obtained knowledge or to dictate the particular kind of knowledge which they would be per- mitted to acquire. Previously the Church had been practically the sole teacher of the people and most of the teaching was by word of mouth. As time passed, peo- ple became discontented with the strict supervision over their thinking as well as their behavior and this discontent 10 Many Cities and Villages | make a Region and a Aingdom. The Xing or. Prince re- sideth in the chief City, 1. the WVoblemen, Lords, and Zar/s dwell in the Castles, 2. CXXXVII. The Kingdom and the Region. en ae i ra Oe, an all Regnum & Regio. | , , |faciunt Regionem '& Regnum. Rex aut Princeps Nobiles, Barones, & Comites habitant in Arcibus, 2. that lie about it; circumjacentibus ; the Country People Rustici dwell in Villages, 3. in Pagis, 3. Courtesy of Bardeen School Supplies, Inc. ArT of the first illustrated textbook for children, the Orbis Pictus by Comenius. grew into what is known as the Protest- ant Reformation—called Protestant be- cause it represented a protest of the people against the absolute authority of the Church. Among other things, the Protestants demanded the right to read and interpret the Scriptures for them- selves. The Church had heretofore been the sole interpreter of the Bible to the people. The Protestants, now that every- one could have his own Bible in printed form, wished to teach children to read, that they might have the privilege of interpreting the Bible according to their own judgment and conscience. The Prot- estants were deeply religious and they intensely desired that their children might at least be able to read so as to keep alive the various churches which they had founded. This was a long step toward popular education. One Protestant viewpoint on educa- tion was set forth by a Moravian pastor named Comenius. His name ranks among the other great personalities of the period —Columbus, Petrarch, Shakespeare, Francis Bacon, Erasmus, and countless others who made this period comparable with the Golden Age of Greece. Comenius tried to bring into the schools the pro- gressive spirit of the Renaissance. Most of his life he was forced to wander from place to place because of the religious wars. His home was destroyed, his wife Multze Urbes & Pagi sedet in Metropolt. 1. and children killed, and his books all burned. Yet in spite of grief and suffering he was able to write one of the most wonderful books on education of all time, The Great Didactic. The ideas in it are ac- cepted as commonplace today, but then they were new and radical. The progressive doctrines of Comenius seem even more remark- able when contrasted with the severe, formal, abstract schooling which has been described above. Comenius thought that the child should be educated for his own sake as well as for that of society. He taught that one should not always rely upon statements made by others but should observe for himself and draw his own conclu- sions. This was a real declaration of independence for students—an idea which was novel and shocking to most people at that time to a degree that we can hardly under- stand today. Comenius also be- lieved that girls as well as boys should have the opportunity to go to school. He insisted that children should be allowed to study in their own language, and that better methods of teaching Latin should be used. He thought that the schools should give a place to science and art and other useful and interesting subjects. He used pic- tures in his textbooks to show how learn- ing could be made easier and more cer- tain. And he proved himself a real friend to children by declaring that learning must be based on child nature and that children should be treated with kindness. In short, he wanted schools which would develop children into happy adults with strong bodies and well-educated minds. Out of this great Renaissance period, from which so many splendid gifts have come to us, there can be found nothing finer than the ideals of this wise and gentle teacher: May the guiding star and rudder of our Great Didactic be this, to search out and dis- cover a rule in accordance with which the teachers teach less and the learners learn more; the schools contain less noise and confusion, less aversion and vapid employment; but more of enjoyment and of solid progress; the Christian state suffer less from an all-pervading gloom, from discord and derangement, but find more order, light, peace, and tranquillity. It has been three hundred years since Comenius set this standard. We have been trying to reach it ever since.—This is the third in a series of articles by Charles A. Beard and William G. Carr, deal- ing with the history of the school. The Journal of the National Education Association as anh ewe *> a ne oe aoe Uf ks ind ne on eat ac- but of rk- the ing ve. 1ild wn ty. not ade for clu- tion —an ing oa der- be- OVS » go lren heir 10ds He yea eful pic- arn- cer- iend ning that 1€Ss. ould with ds. riod, have hing and our | dis- 1 the nore; 1, less re of istian loom, more since been s the irles deal- iation An Experiment in Teaching Oral Reading QO. N. DARBY Assistant Superintendent of Schools, Natchez, Mississippi URING the years between IL) 1910 and 1925 the empha- sis in the teaching of read- ing shifted from the oral to the silent type. This trend was so defi- nite and so widespread that, as usual, the pendulum swung too far and we went to the extreme. More recently we have come to the reali- zation that we have been neglect- ing oral reading. In many cases this neglect has taken the form of an insufficient percent of time in the weekly schedule; in other cases, and more frequently, it has taken the form of poor methods. It is a relatively simple matter to readjust a schedule and give oral reading a fair amount of time in each grade; but the improve- ment of methods presents a more serious problem. This article will set forth in some detail a method of teaching oral reading which is not new but which, the writer be- lieves after some experimentation, to be superior in many ways. to the conventional procedure. In order to understand the ad- vantages which this method offers, it will be necessary to understand certain weak- nesses in the teaching of oral reading as it is commonly done. First and foremost of these weaknesses is the lack of an audience situation. The creation of the audience situation is the most important task in the teach- ing of oral reading and it is the most dif- ficult. If the material being used in a given oral reading exercise comes from the textbook which is common to the class, the children are usually already familiar with the selection being read and they are not fundamentally inter- ested in hearing it read again. Theoreti- cally, the teacher should, by some facile stroke of the magic wand, create so much interest in how the selection is read rather than in the content of the selection that interest will be held and the audience situation created. If this could be done, the audience situation would at best be artificial and it is in- deed a rare teacher who can create such an attitude, particularly with elemen- tary-school children. We are told occa- sionally that children should bring to class for oral reading purposes selections Volume 24, Number 1; January 1935 A iaue PERFECT audience situation—kindergarten children listening to a story read by a first grader. which they have chosen from newspa- pers, magazines, or library books. Here again the theory is sounder than it is practical. Most magazines are designed for grownups and the material contained in them is hardly suitable for oral read- ing practise with elementary-school chil- dren. The use of selections from library books is more practical but library facil- ities are frequently insufficient. In either case, the child is faced with the difficulty of finding appropriate and suf- ficiently short selections. Another prevalent weakness when se- lections from a common textbook are being used, lies in the fact that teachers are prone to permit or demand that all children open their books and follow the reader word for word. Usually a teacher attempts to justify this practise on the ground that it holds attention and en- courages criticism. As a matter of fact, it does hold a mechanical and therefore worthless sort of attention and it en- courages petty criticism which is not helpful to the reader or to the class. There is, however, a more pernicious element to this practise than may be apparent at first sight. The teacher’s desideratum in teaching silent read- ing is speed accompanied by com- prehension; so long as comprehen- sion does not decrease, the more speed the better. In order to in- crease speed it is necessary to in- crease the eye-span of the reader; he must learn to see a bigger “eye- full” at one time. As he learns this he increases his speed, for fewer eye-fixations are necessary. An ex- cellent explanation of the psychol- ogy and physiology involved may be found in any one of several ex cellent books in this field. On the other hand, the objective of oral reading is excellent expres- sion. Obviously, oral reading must be done with less speed than that with which silent reading ought to be done. Thus, when the teacher permits or demands that children follow silently the oral reader in order to “keep the place,” she is deliberately but unconsciously giv- ing drill in the very thing she has striven to overcome during her si- lent reading period; that is, a short eye-span and a slow rate. A third weakness more or less prevalent is the use of material not well suited to oral reading purposes. This point has already been touched upon in connection with the suggestion that magazine and newspaper articles be selected by the children and brought to class. It is a rather difficult thing to find an adequate quantity of appropriate ma- terial in available form. If selections are taken from library books, the child may select a passage unsuited to oral reading unless a great deal of guidance is given; and if the texts are used, the field of choice is limited because of the small amount of appropriate oral reading ma- terial in the average school reader. Bearing these weaknesses in mind, the writer, with the cooperation of an in- terested teacher, set about the problem of developing a better method. The ma- terial used consisted of pieces of card- board about five by eight inches on each of which was pasted a portion of a cut- up story. The selections were chosen at will from various books and they were cut into appropriate sections. Care was of course exercised as to the adap- tability of the material to oral reading 11 purposes. A key to the pronunciation of any difficult word on the card was placed at the bottom of the card and cards were numbered according to the selec- tion and the order of the card in the se- lection. The number of cards necessary for any selection varied according to the length of the selection. Short poems were put on single cards, while some stories required eight or ten cards. Below is a skeleton outline of the pro- cedure followed in conducting an oral reading lesson with this material: '1| The cards were distributed, one to each child. If there were extra cards, two were given to several of the abler children. If the number of cards in any selection was too small to go round, an additional short selection was used. |2| Explanation was made to chil- dren that after a study period they would be called on to read, in order, according to the numbers on their cards, and the pronounciation keys at the bot- toms were explained. This step was necessary Only with the first lesson. |3] The motive up. The teacher explained that any set of cards made a complete unit and that all must read well so that the class could follow the thought in each card. Some discus- sion took place as to what constituted good oral reading. |4| Difficulties, such as the location of places, pronunciation of hard words, and the like, were cleared up. was set [5] Time was allowed for a prepara- tion period, the teacher rendering indi- vidual assistance wherever necessary. [6] Oral reading was done. |7| Discussion of the selection and the degree to which the class succeeded in practising the rules of good oral read- ing concluded the lesson. Using the material described and the procedure outlined, the cooperating teacher conducted an oral reading les- son with a fourth-grade group. She re- ported excellent results. I observed the second lesson of this type and found more real effort being put forth in oral reading than I had ever seen before in a classroom. The children were intensely interested in the selection and they seemed gravely concerned about the quality of their reading. They did not read so very well but they tried hard. The effort they put forth in that one lesson seemed worth more than a dozen periods of prosaic oral reading. This type of lesson was continued with the same group thruout the year as frequently as material could be pre- 12 pared and interest did not flag. Whether or not interest would have decreased if the method had been used exclusively is open to question. The advantages claimed method of oral reading are: {1] It automatically creates the ideal audience situation. Every child has something new to contribute to the class, something he has to read well so that the rest of the class may understand, and something which the class will lit- erally force him into reading well. |2| It makes it impossible for the listening pupil to open his book and follow the oral reader at a rate which is detrimental to his progress in speed in silent reading. 3| It enables the teacher to suit the material to the individual child. For instance, the child who is unable to read poetry well may be given a card which has poetry on it. [4] If the material placed on the card is selected with care, it insures the use of material well suited to oral reading purposes. The amount of suitable oral reading material contained in the aver- age textbook is small. [5] It fits in admirably with the modern work-type reader, which con- tains no appropriate silent reading ma- terial whatever. This type of reading text is becoming more and more popular. [6] To a greater extent than is true of most methods, it fits in with the theory that oral and silent reading are two separate and distinct arts and must be taught as such. It provides material and technic peculiar to oral reading. As is the case with any device or scheme, there are certain arguments to be made against this method. One is for this that the preparation of the material is a slow and _ time-consuming process. This is a valid argument and it accounts for the fact that the writer has not utilized the method more than he has. Once prepared, however, the material lasts indefinitely; it may be used from year to year with but little depreciation. Another argument against the method is based on the theory that a child, hav- ing an isolated card out of a group which makes up a story, would not be greatly interested in preparing it for oral reading; the material on the card itself would mean nothing to him. No such tendency was observed in actual practise. However, the experiment was limited in its scope and further trial may prove the validity of this argument. It is my plan to broaden the field of the experiment another year. Material will be prepared for an entire fourth grade in one building and will be used consistently thruout the year. The fourth grade in another building will be used as a control group. A standard oral reading test will be given to the children involved in both groups at the beginning of the year and at the close of the year. Thus the value of the method will be more scientifically testéd. References and related material—[1] An- derson, C. J., Barr, A. S., and Bush, Maybell G.: Visiting the Teacher at Work. New York: D. Appleton & Co., 1925. pp. XVII + 382. [pp. 111-136] [2] Brooks, Fowler D.: Applied Psychology of Reading. New York: D. Appleton & Co., 1926. pp. XVII + 278. [Chapters III and IV] [3] Buswell, Guy T.: Fundamental Reading Habits: Their Nature and Development. (Sup- plementary Educational Monographs, No. 21] Chicago: University of Chicago Press, 1922. pp. XIV + 150. [Chapter IT] [4] Germane, Charles E., and Edith G.: Silent Reading: A Handbook for Teachers. Evanston, Ill.: Row, Peterson & Co., 1922. pp. 383. [Chapter IT] [5] Gray, William S.: Summary of Investi- gations Relating to Reading. [Supplementary Educational Monographs, No. 28] Chicago: University of Chicago Press, 1925. pp. VITI + 276. [Chapters VIII and IX] [6] Harris, Julia M., Donovan, H. L., and Alexander, Thomas: Supervision and Teaching of Reading. Richmond, Va.: Johnson Publish- ing Co., 1927. pp. XXI-+ 465. [Chapter V] [7] O’Brien, J. A.: Reading; Its Psychology and Pedagogy. New York: The Century Co.. 1926. pp. XXIII + 308. [Chapters II and IIT] [8] Pennell, M. E., and Cusack, A. M.: How to Teach Reading. Boston: Houghton Mifflin Co., 1923. pp. VIII + 298. [Chapters VIII and IX] [9] Stone, Clarence R.: Silent and Oral Reading. Boston: Houghton Mifflin Co., 1926. pp. XV-+ 306. [Chapter II, pp. 6-16, and Chapter VI] [10] Wheat, H. G.: Teaching of Reading. Boston: Ginn & Co., 1923. pp. IX -+ 346. [Chapters IV and IX] The Journal of the National Education Association RELL lees.» om wee em fee me an lmseslUC KhCU ADGA, an oan ttt On ] is ess. ints not 1as. rial ion, hod av- pup for ual My Pedagogic Creed NASMUCH AS this issue of THE JouR- ] NAL marks the beginning of the movement to welcome seniors of teachers colleges and normal schools into the fellowship of the Association, it has seemed fitting to publish here this concise | philosophy of American education in the hope that those who now come into the profession will cherish and study it. It is printed here as it appeared in THE JourR- NAL for December 1929. RTICLE ONE—What Education Is— 3 Believe that—all education pro- ceeds by the participation of the indi- vidual in the social consciousness of the race. This process begins unconsciously almost at birth, and is continually shap- ing the individual’s powers, saturating his consciousness, forming his habits, training his ideas, and arousing his feel- ings and emotions. Thru this uncon- scious education the individual grad- ually comes to share in the intellectual and moral resources which humanity has succeeded in getting together. He becomes an inheritor of the funded cap- ital of civilization. The most formal and technical education in the world cannot safely depart from this general process. It can only organize it or differentiate it in some particular direction. = -—the only true education comes thru t ‘ ¢ E | : the stimulation of the child’s powers by the demands of the social situations in which he finds himself. Thru these de- mands he is stimulated to act as a mem- ber of a unity, to emerge from his origi- nal narrowness of action and feeling, and to conceive of himself from the standpoint of the welfare of the group to which he belongs. Thru the responses which others make to his own activities he comes to know what these mean in social terms. The value which they have is reflected back into them. For instance, thru the response which is made to the these mean in social terms. Volume 24, Number 1; January 1935 child’s instinctive babblings the child comes to know what those babblings mean; they are transformed into articu- late language, and thus the child is in- troduced into the consolidated wealth of ideas and emotions which are now summed up in language. —this educational process has two sides, one psychological and one sociological, and that neither can be subordinated to the other, or neglected, without evil re- sults following. Of these two sides, the psychological is the basis. The child’s own instincts and powers furnish the material and give the starting-point for all education. Save as the efforts of the educator connect with some activity which the child is carrying on of his own initiative independent of the educator, education becomes reduced to a pressure from without. It may, indeed, give cer- tain external results, but cannot truly be called educative. Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbi- trary. If it chances to coincide with the child’s activity it will get a leverage; if it does not, it will result in friction, or disintegration, or arrest of the child-na- ture. —knowledge of social conditions, of the present state of civilization, is necessary in order properly to interpret the child’s powers. The child has his own instincts and tendencies, but we do not know what these mean until we can translate them into their social equivalents. We must be able to carry them back into a social past and see them as the inheri- tance of previous race activities. We must also be able to project them into the future to see what their outcome and end will be. In the illustration just used, it is the ability to see in the child’s bab- blings the promise and potency of a fu- G. CiarK of Sioux City was one of the finest men who ever gave his life to American education. In e 1929 in connection with the 70th birthday of John Dewey he wrote about “My Pedagogic Creed”: Somewhere back in 1898 I read “The Pedagogical Creed” of John Dewey then of the University of Chicago. I think I have reread that Creed two or three times a year every year since. It is to me the genesis of public- school education. The paragraph that first attracted my study runs as follows: I believe that the only true education comes thru the stimulation of the child’s powers by the demands of the social situations in which he finds himself. Thru these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling, and to conceive of himself from the standpoint of the welfare of the group to which he belongs. Thru the responses which others make to his own activities he comes to know what ture social intercourse and conversation which enables one to deal in the proper way with that instinct. —the psychological and social sides are organically related, and that education cannot be regarded as a compromise be- tween the two, or a superimposition of one upon the other. We are told that the psychological definition of education is barren and formal—that it gives us only the idea of a development of all the mental powers without giving us any idea of the use to which these powers are put. On the other hand, it is urged that the social definition of education, as getting adjusted to civilization, makes of it a forced and external process, and re- sults in subordinating the freedom of the individual to a preconceived social and political status. —each of these objections is true when urged against one side isolated from the other. In order to know what a power really is we must know what its end, use, or function is, and this we cannot know save as we conceive of the individ- ual as active in social relationships. But, on the other hand, the only possible ad- justment which we can give to the child under existing conditions is that which arises thru putting him in complete pos- session of all his powers. With the ad- vent of democracy and modern indus- trial conditions, it is impossible to fore- tell definitely just what civilization will be twenty years from now. Hence it is impossible to prepare the child for any precise set of conditions. To prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities that his eye and ear and hand may be tools ready to command, that his judgment may be capable of grasping the conditions un- der which it has to work, and the exec- 13 Vat tyes. See utive forces be trained to act economic- ally and efficiently. It is impossible to reach this sort of adjustment save as constant regard is had to the individ- ual’s own powers, tastes, and interests— that is, as education is continually con- verted into psychological terms. In sum, I believe that the individual who is to be educated is a social individ- ual, and that society is an organic union of individuals. If we eliminate the social factor from the child we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education, therefore, must begin with a psychological insight into the child’s ca- pacities, interests, and habits. It must be controled at every point by reference to these same considerations. These pow- ers, interests, and habits must be contin- ually interpreted—we must know what they mean. They must be translated into terms of their social equivalents — into terms of what they are capable of in the way of social service. RTICLE Two—What the School Js— 3 Believe that—the school is prima- rily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for so- cial ends. education, therefore, is a process of living and not a preparation for future living. the school must represent present life, life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground. that education which does not occur thru forms of life, forms that are worth living for their own sake, is always a poor substitute for the genuine reality, and tends to cramp and to deaden. —the school, as an institution, should simplify existing social life; should re- duce it, as it were, to an embryonic form. Existing life is so complex that the child cannot be brought into contact with it without either confusion or dis- traction; he is either overwhelmed by the multiplicity of activities which are going on, so that he loses his own power of orderly reaction, or he is so stimu- lated by these various activities that his powers are prematurely called into play and he becomes either unduly special- ized or else disintegrated. —as such simplified social life, the school life should grow gradually out of the home life; that it should take up and continue the activities with which the child is already familiar in the home. —it should exhibit these activities to the child, and reproduce them in such ways that the child will gradually learn the meaning of them, and be capable of playing his own part in relation to them. —this is a psychological necessity, be- cause it is the only way of securing con- tinuity in the child’s growth, the only way of giving a background of past ex- perience to the new ideas given in school. — it is also a social necessity because the home is the form of social life in which the child has been nurtured and in con- nection with which he has had his moral training. It is the business of the school to deepen and extend his sense of the values bound up in his home life. —much of present education fails be- cause it neglects this fundamental prin- ciple of the school as a form of commun- ity life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed. The value of these is conceived as lying largely in the remote future; the child must do these things for the sake of something else he is to do; they are mere preparations. As a result they do not become a part of the life experience of the child and so are not truly educa- tive. —the moral education centers upon this conception of the school as a mode of social life, that the best and deepest moral training is precisely that which one gets thru having to enter into proper relation with others in a unity of work and thought. The present educational systems, so far as they destroy or neg- lect this unity, render it difficult or im- possible to get any genuine, regular moral training. —the child should be stimulated and controled in his work thru the life of the community. 2 —under existing conditions far too much of the stimulus and control proceeds from the teacher, because of neglect of the idea of the school as a form of so- cial life. —the teacher’s place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly re- sponding to these influences. —the discipline of the school should proceed from the life of the school as a whole and not directly from the teacher. —the teacher’s business is simply to de- termine, on the basis of larger experience and riper wisdom, how the discipline of life shall come to the child. all questions of the grading of the child and his promotion should be de- termined by reference to the same stand- ard. Examinations are of use only so far as they test the child’s fitness for social life and reveal the place in which he can be of the most service and where he can receive the most help. Fs Turee—Che Subjertmatter of Eduration—I Believe that— the social life of the child is the basis of concentration, or correlation, in all his training or growth. The social life gives the unconscious unity and the back- ground of all his efforts and of all his at- tainments. —the subjectmatter of the school cur- riculum should mark a gradual differen- tiation out of the primitive unconscious unity of social life. —we violate the child’s nature and ren- der difficult the best ethical results by ee isolation of the teacher is a thing of the past. The processes of education have come to be recognized as fundamental and vital in any attempt to improve human conditions and elevate society. The missionary and social reformer have long been looking to education for counsel and aid in their most difficult undertakings. They have viewed with interest and pleasure the broadening of pedagogy so as to make it include not only experimental physiology and child-study, but the problems of motor training, physical culture, hygiene, and the treatment of defectives and delinquents of every class. The schoolmaster, always conservative, has not found it easy to enter this large field; for he has often failed to realize how rich and fruitful the result of such researches are; but remarkable progress has been made, and a changed attitude on the part of educators is the result. Another phase of the educational movement is the conviction that the school is a social institution, that its aims are social, and that its management, discipline, and method of instruction should be dominated by this idea—Samuel T. Dutton, then superintendent of schools, Brookline, Massachusetts, in the preface of a pamphlet containing “My Pedagogic Creed,” 1897. 14 The Journal of the National Education Association Be. ATS’ ild sa er. le- ice ur- n- US >n- by ion eine. ES? introducing the child too abruptly to a number of special studies, of reading, writing, geography, etc., out of relation to this social life. —the true center of correlation on the school subjects is not science, nor litera- ture, nor history, nor geography, but the child’s own social activities. —education cannot be unified in the study of science, or socalled nature study, because apart from human ac- tivity, nature itself is not a unity; nature in itself is a number of diverse objects in space and time, and to attempt to make it the center of work by itself is to intro- duce a principle of radiation rather than one of concentration. —literature is the reflex expression and interpretation of social experience; that hence it must follow upon and not pre- cede such experience. It, therefore, can- not be made the basis, altho it may be made the summary of unification. —once more that history is of educative value in so far as it presents phases of social life and growth. It must be con- troled by reference to social life. When taken simply as history it is thrown into the distant past and becomes dead and inert. Taken as the record of man’s social life and progress it becomes full of mean- ing. I believe, however, that it cannot be so taken excepting as the child is also introduced directly into social life. —the primary basis of education is in the child’s powers at work along the same general constructive lines as those which have brought civilization into being. —the only way to make the child con- scious of his social heritage is to enable him to perform those fundamental types of activity which make civilization what it is. —in the socalled expressive or construc- tive activities as the center of correla- tion. —this gives the standard for the place of cooking, sewing, manual training, etc., in the school. —they are not special studies which are to be introduced over and above a lot of others in the way of relaxation or re- lief, or as additional accomplishments. I believe rather that they represent, as types, fundamental forms of social ac- tivity; and that it is possible and de- sirable that the child’s introduction into the more formal subjects of the cur- riculum be thru the medium of these con- structive activities. —the study of science is educational in so far as it brings out the materials and processes which make social life what it is. —one of the greatest difficulties in the present teaching of science is that the material is presented in purely objective form, or is treated as a new peculiar kind of experience which the child can add to that which he has already had. In reality, science is of value because it gives the ability to interpret and control the experience already had. It should be introduced, not as so much new subject- matter, but as showing the factors al- ready involved in previous experience and as furnishing tools by which that experience can be more easily and ef- fectively regulated. at present we lose much of the value of literature and language studies be- cause of our elimination of the social ele- ment. Language is almost always treated in the books of pedagogy simply as the expression of thought. It is true that language is a logical instrument, but it is fundamentally and primarily a social instrument. Language is the device for communication; it is the tool thru which one individual comes to share the ideas and feelings of others. When treated simply as a way of getting individual information, or as a means of showing off what one has learned, it loses its social motive and end. —there is, therefore, no succession of studies in the ideal school curriculum. If education is life, all life has, from the outset, a scientific aspect, an aspect of art and culture, and an aspect of com- munication. It cannot, therefore, be true that the proper studies for one grade are mere reading and writing, and that at a later grade, reading, or literature, or science, may be introduced. The progress is not in the succession of studies, but in the development of new attitudes to- wards, and new interests in, experience. —education must be conceived as a con- tinuing reconstruction of experience; that the process and the goal of educa- tion are one and the same thing. —to set up any end outside of education, as furnishing its goal and standard, is to deprive the educational process of much of its meaning, and tends to make us rely upon false and external stimuli in deal- ing with the child. y. yen Four—Cthe Nature of Meth_ odb—J Believe that—the question of method is ultimately reducible to the question of the order of development of the child’s powers and interests. The law for presenting and treating material is the law implicit within the child’s own nature. Because this is so I believe the following statements are of supreme im- portance as determining the spirit in which education is carried on. —the active side precedes the passive in the development of the child-nature; that expression comes before conscious impression; that the muscular develop- ment precedes the sensory; that move- ments come before conscious sensations; I believe that consciousness is essentially motor or impulsive; that conscious states tend to project themselves in action. —the neglect of this principle is the cause of a large part of the waste of time and strength in school work. The child is thrown into a passive, receptive, or ab- sorbing attitude. The conditions are such that he is not permitted to follow the law of his nature; the result is friction and waste. —ideas [intellectual and rational proc- cesses] also result from action and de- volve for the sake of the better control of action. What we term reason is primarily the law of order or effective action. To attempt to develop the reasoning pow- ers, the powers of judgment, without reference to the selection and arrange- ment of means in action, is the funda- mental fallacy in our present methods of dealing with this matter. As a result we present the child with arbitrary sym- bols. Symbols are a necessity in mental development, but they have their place as tools for economizing effort; presented by themselves they are a mass of mean- ingless and arbitrary ideas imposed from without. i SING the praise of the unknown teacher. Great generals win campaigns, but it is the unknown soldier who wins the war. Famous educators plan new systems of pedagogy, but it is the unknown teacher who delivers and guides the young. He lives in obscurity and contends with hardship. For him no trumpets blare, no chariots wait, no golden decorations are decreed. He keeps the watch along the borders of darkness and makes the attack on the trenches of ignorance and folly. Patient in his daily duty, he strives to conquer the evil powers which are the enemies of youth. He awakens sleeping spirits. He quickens the indolent, encourages the eager, and steadies the unstable. He communicates his own joy in learning and shares with boys and girls the best treasures of his mind. He lights many candles which, in later years, will shine back to cheer him. This is his reward.—Henry van Dyke. Volume 24, Number 1; January 1935 15 fee te the image is the great instrument of instruction. What a child gets out of any subject presented to him is simply the images which he himself forms with re- gard to it. if nine-tenths of the energy at present directed towards making the child learn certain things were spent in seeing to it that the child was forming proper im- ages, the work of instruction would be indefinitely facilitated. much of the time and attention now given to the preparation and presenta- tion of lessons might be more wisely and profitably expended in training the child’s power of imagery and in seeing to it that he was continually forming definite vivid and growing images of the various subjects with which he comes in contact in his experience. interests are the signs and symptoms of growing power. I believe that they represent dawning capacities. Accord- ingly the constant and careful observa- tien of interests is of the utmost impor- tance for the educator. these interests are to be observed as showing the state of development which the child has reached. they prophesy the stage upon which he is about to enter. only thru the continual and sympa- thetic observation of childhood’s inter- ests can the adult enter into the child’s life and see what it is ready for, and upon what material it could work most readily and fruitfully. these interests are neither to be hu- mored nor repressed. To repress interest is to substitute the adult for the child, and so to weaken intellectual curiosity and alertness, to suppress initiative, and to deaden interest. To humor the inter- ests is to substitute the transient for the permanent. The interest is always the sign of some power below; the impor- tant thing is to discover this power. To humor the interest is to fail to penetrate below the surface, and its sure result is to substitute caprice and whim for genu- ine interest. —the emotions are the reflex of actions. —to endeavor to stimulate or arouse the emotions apart from their corresponding activities is to introduce an unhealthy and morbid state of mind. —if we can only secure right habits of action and thought, with reference to the good, the true, and the beautiful, the emotions will for the most part take care of themselves. —next to deadness and dullness, formal- ism and routine, our education is threat- 16 ened with no greater evil than senti- mentalism. this sentimentalism is the necessary i ipew TEACHER is a prophet. He lays the foundations of tomorrow. The teacher is an artist. He works with the precious clay of unfolding personality. The teacher is a friend. His heart re- sponds to the faith and devotion of bs students. The teacher is a citizen. He is selected and licensed for the im- provement of society. The teacher is an interpreter. Out of his maturer and wider life he seeks to guide the young. The teacher is a builder. He works with the higher and finer values of civilization. The teacher is a culture- bearer. He leads the way toward worthier tastes, saner attitudes, more gracious manners, higher intelligence. The teacher is a planner. He sees the young lives before him as a part of a great system which shall grow stronger in the light of truth. The teacher is a pioneer. He is always attempting the impossible and winning out. The teacher is a reformer. He seeks to remove the handicaps that weaken and destroy life. The teacher is a believer. He has abiding faith in the improvability of the race—Joy Elmer Morgan. result of the attempt to divorce feeling from action. “ss ru Five—The School and So-- rial Progress—J Believe that— education is the fundamental method of social progress and reform. all reforms which rest simply upon the enactment of law, or the threatening of certain penalties, or upon changes in me- chanical or outward arrangements, are transitory and futile. —education is a regulation of the proc- ess of coming to share in the social con- sciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction. —this conception has due regard for both the individualistic and socialistic ideals. It is duly individual because it recognizes the formation of a certain character as the only genuine basis of right living. It is socialistic because it recognizes that this right character is not to be formed by merely individual precept, example, or exhortation, but rather by the influence of a certain form of institutional or community life upon the individual, and that the social or- ganism thru the school, as its organ, may determine ethical results. —in the ideal school we have the recon- ciliation of the individualistic and the institutional ideals. —the community’s duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But thru education society can formulate its own purposes, can organize its own means and re- sources, and thus shape itself with defi- niteness and economy in the direction in which it wishes to move. —when society once recognizes the pos- sibilities in this direction, and the obli- gations which these possibilities impose, it is impossible to conceive of the re- sources of time, attention, and money which will be put at the disposal of the educator. —it is the business of everyone inter- ested in education to insist upon the school as the primary and most effective interest of social progress and reform in order that society may be awakened to realize what the school stands for, and arouse to the necessity of endow- ing the educator with sufficient equip- ment properly to perform his task. —education thus conceived marks the most perfect and intimate union of science and art conceivable in human ex- perience. —the art of thus giving shape to human powers and adapting them to social serv- ice is the supreme art; one calling into its service the best of artists; that no in- sight, sympathy, tact, executive power, is too great for such service. —with the growth of psychological serv- ice, giving added insight into individual structure and laws of growth; and with growth of social science, adding to our knowledge of the right organization of individuals, all scientific resources can be utilized for the purposes of educa- tion. —when science and art thus join hands the most commanding motive for human action will be reached, the most genuine springs of human conduct aroused, and the best service that human nature is capable of guaranteed. —the teacher is engaged, not simply in the training of individuals, but in the formation of the proper social life. —every teacher should realize the dig- nity of his calling; that he is a social servant set apart for the maintenance of proper social order and the securing of the right social growth. —in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God. —John Dewey, honorary president of the National Education Association. The Journal of the National Education Association ei eiianraesits on )S- li- se, re- ey he Er- ve an rv- ito er ’ rv- ual ith yur an Ca- ids lan ind is in the’ lig- ial of of the rer ent ion. sociations were springing up every- where, conservatives in education “viewed with alarm” all such activities. The years have shown that the teacher groups have accomplished much for the good of the whole profession. The varied activities of the teacher groups thruout the country have con- verted practically every superintendent to the idea that the finest support he can have is that of well-informed, strongly organized teachers. At the Detroit con- vention of the National Education As- sociation, several years ago, a superin- tendent was heard to say that whereas he used to think that teacher organiza- tions had horns he had now decided that they have wings. It was really the administrators who woke up the teachers years ago when they kept saying | with too much un- comfortable truth] that teachers were uninformed outside of the classroom. Semicompulsory summer courses aroused dormant brain power and started it to work in various fields of activity. The Cleveland Teachers Federation was only typical of a hundred others thruout the country when its standards committee brought in the best public lecturers in various fields and its welfare committee made organized collections among the teachers to feed the undernourished children. Other groups thruout the coun- try were organizing inexpensive sum- mer travel, giving small communities valuable chautauquas, and doing myriad things. The crash of 1929 came, and lucky the school system which had a well-or- ganized teachers association ready to study salary schedules of teachers in comparison with other professions; ready to put fact-finding committees to work to ferret out the enemies of public schools; and contact committees, which with the help of the National Education Association, could discover and develop relationships with friendly groups. Right now it seems that public educa- tion is facing one of two extremes— either the best days it has ever had be- cause the people will realize the dan- gers of losing it or the worst days be- cause the educators one and all cannot pull together in working with the public. peace years ago when teacher as- Volume 24, Number 1; January 1935 All Together EUGENIE J. BRowN Classroom Teacher, Cleveland, Ohio As teacher organizations and their leaders have gained prestige in the na- tion’s communities, administrators have in some instances disliked sharing their own place of supreme leadership. To- gether teachers and administrators can mount the heights of community lead- ership which the pioneer educators ob- tained in early America. Superintend- ents will gain greater prestige than ever before for heading up a democratic sys- tem of education. The wise administra- tor will rejoice that he has chosen teach- ers whose talents and training have made them leaders. Fear or mistrust on the part of either teachers or adminis- trators will cripple any cooperative ac- tivity. Recently the statement was made that executives are in their positions be- cause of demonstrated leadership. A group of teachers took issue on that, saying that in a large, efficiently oper- ating city system, this might easily be true but in many systems being an executive merely meant being a success- ful politician and not necessarily an ed- ucational leader at all. One may expect that as attacks continue to be made on schools the artificial educators will not stand the test while the real ones will prove themselves more and more. Cer- tainly unless all educators, administra- tors and teachers alike, help one another in attaining higher goals our public schools will not be able to combat the attacks upon them and will make good targets for the forces which seek to de- stroy them. It seems apt to give some examples of accomplishments secured when the leaders were working together. Last summer the president of an elementary teacher organization from a state on the western coast told with much feeling how her superintendent suggested that she instead of himself be made state direc- tor of the National Education Associa- tion, because he felt she would get more teacher memberships with his support than he as director could get. One could easily prophesy gains in membership for the Association in that state in spite of the depression. At the Minneapolis meeting in 1933, the president of the Department of Ele- mentary Principals put one of the teach- ers of her own building, who was presi- dent of the local teacher organization on the departmental program to tell what the teachers expect of a principal. The executive is wise who calls the leaders elected by the teachers and asks their advice before he initiates a new policy. His appreciation of their counsel often guarantees that a new battle is half won. Last summer favish praise was heard of a certain Chicago teacher who had made real gains in the unequal battle of the educators in that city. Many sought her out and asked how she could give the time and effort her accomplishments must have required in addition to a full teaching schedule. Her answer left no doubt that half the credit belonged to her principal. For many years whenever occasion arose to require extra time from this teacher, her principal told her that, if a substitute did not arrive at once, he and the other teachers would be proud to take her classes while she used her special talents on behalf of them all. To the principal’s thoughtfulness a very large share of that teacher’s unusual ac- complishments was due. On the train going to our state asso- ciation meeting, an elementary teacher proudly confided how her principal had announced at a teachers meeting, “One of our number has not only made good on an active committee of the local asso- ciation but she has also been elected with your help to represent us on the state ticket. Aren’t we proud of her?” This kind of tact on the part of the prin- cipal would determine the attitude of the entire faculty toward that teacher and what a spur it was to that young teacher as she faced a hard convention and gave up part of her Christmas vaca- tion. Her story was not tinged with braggadocio but only with human appre- ciation. At the Cleveland meeting of the Na- tional Education Association, a teacher was asked how her candidacy for elec- tion as president of the state association had resulted. She said, “I decided not to run because I felt that during this crisis the president must be an executive who can leave his work more easily than a teacher. My superintendent assured me that I could get off whenever I wished 17 @, I honestly thought I should wait aintil later.’ How unselfish of that No one could accuse her of grabbing at honors. Her superintendent teacher. who visited classroom headquarters with her last summer had told that her elec- tion was sure but she decided that the greatest the greatest number required her to step aside. If her execu- tive had opposed her, her group might have fought for her election. As it was, she voluntarily stepped aside. good to Last winter a southern superintendent decided that the president of their local teachers had done such a fine job of holding the teachers together over four trying years that he managed a campaign which resulted in her elec- ‘tion to the presidency of the state asso- ciation. Then he got permission of his board to hire a substitute for her when- ever she felt it necessary to be absent. “How can you get a board to furnish substitutes in these hard times?” he was asked. association “Our board is convinced that when- ever teachers can attend meetings which will furnish inspiration it is economy to encourage their going. Over sixty of the teachers are, at my request, excused two days this week to attend a regional meeting on special education.’ Surely this is an example of cooperation be- tween superintendents and teachers. Two years ago a field trip was made 18 by an officer of the classroom teachers department of the National Education Association. She had understood from the teachers organization which called her to the city, that the school adminis- tration was hostile to teachers associa- tions. To her surprise both superintend- ent and board were present at the ad- dress and were very friendly to her mes- sage on the value of cooperation. The superintendent told her that one of her superiors, unknown to her, had written to him that her local organization had never been anything but very helpful and he hoped the administrators would be present to hear a friendly greeting. Thus, an administrator had not only helped one of his teachers but opened the way for friendly understanding among a whole staff in another city. A teacher’s gratitude for that kind of an administrator would assure him of fu- ture cooperation. One is always grate- ful to work in a system where a teacher is encouraged both to think and to do. Most teachers so carefully avoid be- ing sycophants that often they do not thank executives when they stand up for salary schedules, work day and night in order that school levies may pass, or use their superior personal training to help all in trying tangles with the public. More and more we must deal with the public. Together, educators may and can keep the public informed about the All together! schools. Divided, there is no hope. & Certainly in this day of forums, which the depression has brought in its wake, in a forum of educators each teacher could seek discussion of any new idea hatched by the thinking all have been doing. Valuable solutions of our di- lemma might be worked out in such fo- rums while erratic notions would tend to be hushed up among ourselves. We hear so often now about the necessity for an informed public. How better could edu- cators encourage it than by group shar- ing among themselves? Certainly we do not wish to lose the value of all the study to which we have been awakened. Anyone who sat in the Progressive Education convention in February 1934 and heard so much about the new order depending on the initiative of the class- room teachers could not help but won- der if everyone there was willing to truly encourage such initiative. At the classroom teachers luncheon during a recent meeting of the Depart- ment of Superintendence, a superintend- ent seemed to voice an attitude which all must soon achieve when he said, “I like teachers not only to do things but to know that they can do them. And above all I like all educators to give credit where it is due and not be afraid to appreciate one another’s good works.” With that kind of appreciation cannot all educators forge ahead? The Journal of the National Education Association Rs EES TTT ee TNT RAE ON PREPS PO ES. ’ 3 The Tercentenary of Secondary Education The High School and Unemployed Youth HE SENIOR CLASS of Central high "| schoo met early in the school year to plan for the 1935 celebration of the Tercentenary of Secondary Educa- tion. “Tt seems to me the best way to cele- brate the founding of the high school three hundred years ago would be to help the graduates of those high schools who can’t find jobs right now,” said one member of the class. “Not only that,” added another, “but there are lots of young people in this community who should be attending Central right now, who haven't gradu- ated and who haven’t jobs either.” At the adviser’s suggestion, the senior class decided to make, as its contribu- tion to the Tercentenary, a special study of the problems of the unemployed youth. In approaching the problem the class decided to deal with two separate phases of it; and to set down questions as a beginning for study: First, the young people of highschool age who are not enroled in high school: What proportion of the young people of highschool age are not enroled in Central high school ? How many of the young people not enroled are unemployed? How many of the young people not enroled are following no systematic plan for study and selfimprovement ? What could the school do to extend its serv- ices to these young people? Second, the graduates of the high school who have not found employment: How many graduates of the last five years are not attending college and are not em- ployed? What new employment opportunities could the community provide? What is Central high school doing to serve the postgraduate ? Youth without work—The class found that roughly half the young people CALL TO COMMUNITY LEADERS —The National Education Association has indorsed the plan of the Office of Education to cre- ate a Continuing Commission on Youth Problems. But in the mean- time millions of young people are trying in vain to make a place for themselves. This is a problem for each community. Young people who leave home today run the risk of being unable even to find relief. What is your community doing to make a place for youth? The Asso- ciation would appreciate hearing from progressive communities thru- out the nation. The failure to give youth its chance is the most serious problem facing the school people and the citizens of America today.— Henry Lester Smith. of highschool age were enroled. Very few of those not attending school had jobs. After surveying the Central high- school graduates of the last five years, the class found that over half of them had nothing to do. Thus there was a large group of young people for whom the community had provided neither schools nor jobs. A composite picture of unemployed youth was drawn up: A small number have temporary work in CCC camps or on public-works projects. A much larger number of young people are listed by local employment bureaus as “looking for work.” Others have become part of America’s band of youthful vagrants wandering aimlessly back and forth across the continent in an endless circle of starvation and despair. At the bottom of the scale a few are listed as delin- quents in prisons or reformatories. HE TERCENTENARY of Secondary Education finds millions of young people out of school and out of work. Youth stands waiting at the gates—ready, willing, eager. Shall it be denied its opportunity? Dare it be denied its opportunity? Just as the acorn lodged in a rock crevasse rends the mountain in twain with the force of its growth, so the growth power of oncoming millions of young men and women cannot be resisted. | Youth will have its day. From millions of young people a bitter question rises: “No schools. No jobs. What shall we do?” America must find an answer to this question. During the Tercentenary year let each | high school devote a major share of its attention to a study of the unemployed youth of its community and to | the discovery of ways by which the high school may extend its services to them.—Joy Elmer Morgan. Volume 24, Number 1; January 1935 The unemployed youth who remains in the community, whether he be boy or girl, brings little thought or plan into the spending of his day. If a boy, he con- fesses to much hanging around the corner with his friends; if a girl, she turns to housework or to aimless staying at home to fill her time. After talking with many of these un- employed young people, the senior class members reported that nearly all of them longed to return to school or to go on with some kind of work. What can the school do?—The large group of young people who wanted to return to school was the first problem discussed at the senior class meeting. The class felt that financial aid should be provided for those who wished to re- turn to high school to graduate. The plans of the federal government to aid college students thru the FERA were discussed. It was recommended that the state and community adopt a similar plan to help young people attend high school, either by loan funds, scholar- ships, or by paying the students a small sum to help the teachers in clerical work or in other ways. The class felt that it was far less ex- pensive in the long run for the community to encourage highschool graduates to re- turn to school for extra courses than to permit them to run the streets. “The college that I plan to attend,” said a member of the class, “offers ex- tension courses in each community for those who can’t afford to attend. They are called Study Centers. For example there is a freshman class of girls fifty miles away from the campus who by liv- ing at home are able to get a year of college at small cost. The teachers come down from the college. Why can’t our high school plan some kind of extension service?” “Perhaps the unemployed graduates could coach those who aren't able to at- tend school,’ suggested another senior. What can the community do?P— “T think this is a problem for the whole community,” remarked the principal of Central high school, who had been listen- ing in with interest at several meetings. “While the high school can do much to help these young people, its work needs to be supplemented by community edu- cation.” “Do you mean in the schools?” in- quired the class president. “Yes, in school and in every other available space. May I give an illustra- tion of what I have in mind? I know of a community of a thousand people near here that has been hard hit. The farmers have had no crops for two or three years. Distress and hardship are visible on every hand. “And yet that community has done something which I would like to see our town imitate. Knowing that there would be many highschool students out of work, the board of education employed a teacher especially for these unemployed youngsters. “The room set aside for classes soon overflowed and spread out into the com- munity. The teacher began to draw in volunteer workers to teach these young people and the class became a place for the exchange of services and skills. A special exhibit was held one month to which everyone in the community brought flowers, rugs, bed quilts, hand- work, and art for display. “The community is planning to have township sings, a dramatic club, and a reading club. The preacher is conducting a forum on current problems. A business- man who understands nature has offered to take several groups out on nature study trips. “Thus everybody in the community has a new feeling of purpose and of re- sponsibility for the young people who are no longer completely ‘out in the cold.’ ” “If Central high school started some- thing like that, who would do the work?” asked the practical-minded class treas- urer. “Community education should draw upon the community leaders—the local minister, doctors, lawyers—in fact eve- ryone who has a genuine interest in his community should be as much concerned in these matters, as the teacher. We can rely upon the volunteer service of every group in our community if we can get the program underway.” 20 Can the community provide jobs? The class committee on New Jobs for Unemployed Youth reported that in sev- eral communities the young people them- selves were taking the initiative in de- veloping recreational programs, handi- crafts centers, Leisure Time Schools, and other cooperative enterprises. “One man with whom I talked,” re- ported the chairman of the New Jobs committee, “said that in 1975 only one- quarter or one-eighth of all the men and women who have jobs will be making things. “He said that we will have to use the surplus workers in expanding community services, such as teaching, health and welfare work, directing playgrounds, in recreation centers, libraries, and other ac- tivities for which there is certainly need around this high school alone.” “Now we're getting somewhere,” re- joined the principal emphatically. ‘““The provision of new jobs for young people has got to be a community project. We will have to work out projects similar to those conducted by the CCC camps— jobs which will pay low wages and thus will not compete with the adult workers of the community.” Another member of the committee on New Jobs interviewed the director of federal emergency relief in the com- munity who emphasized the many new opportunities for young people in gov- ernmental services, launched as a result of President Roosevelt’s desire to in- crease the security of the people. For example, the government is now conducting the following activities which involve millions of people and require a large staff of workers: [1] in relief work which gives daily aid to over 16,000,000 persons; [2] in working out old-age, health, and unemployment insurance; [3] in the insurance of bank deposits covering over 5,000,000 accounts; [4] in negotiating per- sonally with millions of farmers in crop con- trol; [5] in housing plans which include loans on 500,000 pieces of property involving over 1,000,000 individuals. “One thing we found out for sure,” the chairman of the New Jobs committee said decisively, “and that is that all these new activities require special train- ing. The director told us that out of the three million employees of local, state, and federal governments, 2,500,000 are highschool graduates. “He said that the U. S. Civil Service Commissioner recently told highschool teachers to encourage the best 10 per- cent of their students to prepare for work in the civil service.” What can the nation doP—The class committee on National Action re- ported that thinking people all over the nation were discussing the problem of unemployed youth. The chairman men- tioned the plan of the United States Office of Education to create a Continu- ing Commission on Youth Problems— a plan indorsed by the National Educa- tion Association. He also reported that the National Student Federation and other young people’s groups are urging the U. S. De- partment of the Interior to establish a Federal Youth Service. The Federation recommended that the work of the gov- ernment in the interests of young people thru the CCC and transient camps, and the FERA projects for students, be de- voted to a constructive program over a long period of time. There are seven mil- lion persons in the United States be- tween sixteen and twenty-five who are neither in school nor gainfully employed, the Federation estimated. The committee on World Action re- ported that Italy, Russia, Germany, Ja- pan—all have intensive policies and programs for their young people. Taking community action—After the senior class had considered the re- ports of its committees, it was proposed that a community-wide meeting on youth problems be sponsored by the high school as a part of the Tercentenary celebration. Parents and citizens of the community were invited to attend. The members of the senior class presented their findings. Leaders of the community were called upon for suggestions. An outgrowth of this meeting was the appointment of a Community Council on Unemployed Youth composed of rep- resentatives of every agency of the com- munity—labor, recreation, religion, busi- ness and professional clubs, parent- teacher groups, and members from the highschool faculty and student body. The Council will in turn be subdivided into committees on the various aspects of the youth problem. It is working on > the following three assumptions: First, that every young person in the com- munity shall stay in school until he can find and keep a job; second, that the community must provide for all young people under twenty-one years of age who are not in school in noncompetitive employment of the CCC type; and third, that the school itself shall be the center for directing the guidance of young people-—Eleanor Craven. The Journal of the National Education Association Silay wb: ry ty of 1S, ed ed cts P) 3 His is the thir- teenth year THE JouRNAL has gath- ered reports from states, territories, and the Dis- trict of Columbia, sum- marizing the educational situation. Letters were sent to three persons in each state—the state su- perintendent of educa- tion, the NEA state director, and the secre- tary of the state educa- tion association. From the statements contained in the answering letters, the following facts have been compiled. Some statements are more rep- resentative than others, as only one reply was re- ceived from a number of states. No report was re- ceived from Colorado, Florida, New Hampshire, New Jersey, New Mex- ico, and Virginia. Con- ditions in the country are so diverse and are changing so rapidly that The Journal’s Annual Roll Call .-Payson Smith. .-Charles W. Taylor... .- James N. Pringle... . SUPT. OR COM. NEA DIRECTOR A. B. Giaeeee.. ... ..... Fe J. A. Keller Anthony E. Karnes.. .C. Bi. BE. Heeweris.........3- Inez J. Lewis Ernest W. Butterfield . H. V. Holloway Frank W. Ballou..... a ’ Vierling Kersey....... Je ‘Russell road .Ben M. Williams m. Y. ctioune .Edith L. Grosvenor. . James S. Rickards M. D. Collins Oren E. Long Oren E. Long W. D. Vincent John W. Condie Francis G. Blair..... J. A. Wieland George C. Cole Floyd I. McMurray Agnes Samuelson T. Markham ag H. Richmond. . ; Bertram E. Sotees.. Albert S. Cook.. Paul F. Voelker... E. M. Phillips. . John G. Rockwell — Lloyd W. King Elizabeth Ireland Walter W. Anderson. Chauncey W. Smith Charles H. Elliott Mrs. Georgia L. Lusk. Frank P. Clyde A. Erwin Raymond H. Snyder.. .J. W. Thalman Charles O. Williams. . Fred D. Cram......... FP. L. Sctiemee.......... P. H. Griffith .W. B. Jack. gieone "William Burdick. .. Annie C. Woodward... ...E. T. Cameron.. : . Harry L. Wahistrand. . H. V. Coope Thomas J. P Walker Martin P. Moe.... .Lyle Wilson Ewing.... Raymond B. Gurley. . .Vernon O. Tolle...... H. Claude Hardy.. T. W. Andrews L. A. White.... William A. Evans. STATE SECRETARY Frank L. Grove ie Kuykendall Roy W. Cloud Francis E. Harrington Margaret Slaughter . Joseph L. Kochka James S. Rickards Kyle T. Alfriend John W. Garrett -John I. Hillman Robert C. Moore -Charles O. Williams -Charles F. Pye F. L. Pinet W. P. King G. O. Houston .- Adelbert W. Gordon Walter H. Davis -Hugh Nixon . -E. T. Cameron -C. G. Schulz Walter N. Taylor E. M. Carter ..-Martin P. Moe .George F. Knipprath. . .Maude Frazier........ Charles A. Bowers Bernice Griffith .John W. Condon .Solomon C. Strong - Vernon O. Tolle .- Arvie Eldred Jule B. Warren M. E. McCurdy _. Frank E. Reynolds schools is being worked out. Education in Arizona is suf- fering thru larger classes, in- creased teacher load, and reduced salaries. No schools, however, have been compeled to close. Arkansas—F our super- visors and approximately seven hundred teachers are giving instruction to about 25,000 unemployed adults in vocational, academic, and other subjects. For unem- ployed highschool students, extension courses are being conducted thru the Univer- sity of Arkansas; students may complete a considerable amount of their college work without the expense of resi- dent attendance. The State Board is planning to present a three-point program to the legislature. The program, worked out in cooperation with all the state’s educa- tional groups, includes: greater state support for public schools; a fair and workable program for refi- nancing school indebtedness; and adequate supervision of schools. lL@alifornia—All public schools have remained open. Effects of financial retrench- this report should be studied in connection with other material on the crisis in education. Much material has been issued by the National Education Association and the U. S. Office of Education. Members of . — ish. N. D. Showalter. . E. Flemin Arthur L. Marsh the Joint Commission, —.... Ay —- ebebiee J. H. Hickman particularly, are helping Ba —¥ Callahan... S44 ene > = Plenzke, to keep JoURNAL readers familiar with conditions in various parts of the country. [Where new state superintend- ents have been elected, both the old and the new names are listed in the box to the right. The new names are listed be- neath the 1934 occupants. | VAlabama—Alabama has in operation an ef- fective plan of adult education, financed prin- cipally by the FERA. For the current year the majority of schools anticipate only half-year terms unless federal relief funds are provided. The Alabama Education Association and the state PTA are urging forward-looking legisla- tion; a five-point program of educational re- covery will be presented to the 1935 legislature. The governor-elect is definitely committed to restoring a seven-month minimum school term and the rural-school building and library funds. Volume 24, Number 1: January 1935 Jose Padi F. Rodri: Walter E. Ranger James H. Hope A. C. * 4 Sa S. B. Nissen N. E. Steele . .Francis L. Bailey... . George H. Ivins...... oy B. Hall M. E. Hurst Cc. M. Howell Birdine Merrill. . E. F. Carleton .J. Herbert Kelley J. Herbert Kelley..... Camilo Osias uez-Lopez... Charles rroll | Se J. P. ; ay 4 D. Cocking....S. L. Ragsdale . A. Bass . A. Woods Rush M. Caldwell Charles H. Skidmore. . James T. Worlton . Caroline S. Woodruff... .George H. Ivins Jack R. Gage Public sentiment is favorable to public educa- tion. VAlaska—The Territory has never had a pro- gram of adult education; it has, however, for a number of years conducted classes in citizen- ship for adult aliens. The Territory’s financial condition is good, and schools will be able to continue without additional federal funds. Arizona—All educational forces are com- bined in an effort to secure an increase in state financial support of schools and the substitution of other sources of revenue to relieve the general property tax. Educational service for unem- ployed adults and highschool graduates is being cared for thru federal emergency programs in both day and night classes. Of 204 teachers registered as unemployed, 180 are now at work. A new course of study for elementary and high eo Edith B. Joynes. ..C. J. Heatwole ments made during the past few years are now being re- lieved—restocration of salary -petente Spesiece. cuts, reduction in class size, Coates and reestablishment of dis- continued services. Transfer of county school taxes to state has stabilized school support. The junior college program provides courses for unemployed highschool graduates. Regular night school classes and the special classes which have been set up for unemployed teachers have taken care of unem- ployed students. At the last session of the legislature attempts were made to curtail the adult educational program but were defeated by the California Teachers Asso- ciation and other interested groups. {Gonnecticut—The adult education move- ment has received a great stimulus from the emergency educational program thru surveys of adult education and recreation needs, the establishment of five colleges for highschool graduates denied college opportunities largely by the depression, and the development of community education and youth councils. The number of adults participating in public educa- tion programs more than doubled in 1933-34. The governor and a majority of the mem- bers-elect of the state legislature are pledged to: The maintenance of schools and colleges on a plane of the highest efficiency; equal oppor- 21 pee tunities for all the children of Connecticut; as- sumption by the state of a larger share in the total cost of public education; return of the teachers’ retirement system to its former re- serve basis. For the past year and a half there have been no further reductions in school budgets or in teachers’ salaries. Approximately half the towns have started restoring salary cuts; thirty-five towns report having restored some of the school services which were curtailed during the de- pression. Approximately 95 percent of the teachers voted at the November 6 election. |Delaware—Out of a total population of 238,- 000, the adult education program of Delaware enroled Jast year 6218 persons. Many highschool graduates returned to high school to continue their education. Plans for extending junior highschool facilities to Negro children were ap- proved. All schools were kept open at least 180 days; all teachers were paid on time; teachers’ salaries were reduced. District of Columbia—Attendance at eve- ning classes has increased 18 percent. Wide in- terest in community center activities indicates that about 50 percent more persons are taking advantage of these opportunities for wise use of leisure time. Emergency adult education, supported by FERA funds, has been meeting a variety of academic and vocational needs. »Georgia—The general assembly will meet in January, and indications point to the enact- ment of constructive school measures. More support for schools from the state is needed. Practically the only opportunity for the em- ployment of highschool graduates is with the FERA program. An illiteracy crusade is being conducted. One of the most significant educa- tional events is the laymen’s educational move- ment. Nine district conventions have been held, at which from 500 to 1000 citizens attended. Idaho—Summer schools for unemployed women were provided last summer. The last legislature passed an equalization law which provides for a minimum program of $1080 per elementary classroom unit and $1440 per high- school classroom unit. The money is provided by a three-mill district levy, to which the state and county add an amount sufficient to provide the minimum program. This provides exact equalization within counties, but another $2,- 000,000 is required for equalization between counties. Illinois—Adult education is sponsored thru classes in English, Americanization, sewing, and cooking. Destructive educational legislation has been successfully combatted and constructive legislation is being pushed for the coming legis- lative session. Indiana—Indiana has a broad program of educational services to unemployed adults. There is practically statewide supervision in the following special fields: nursery schools, liter- acy, general adult education, parent education, recreation, college aid, vocational rehabilita- tion, and vocational education. It is expected that from 50,000 to 60,000 people will be en- roled in all types of educational activities from literacy to the college level. An effort is being made to make available to the rural people of the state a definite program of adult education. Iowa—No child has been denied school fa- cilities because of closed schools. Thru the en- actment of a new certificate law the qualifica- tions of teachers are being guided so that train- to NS ing will be better related to service. Interest is being mobilized in the methods of supporting education. Colleges are cooperating with the department of public instruction in establishing an emergency program for the education of unemployed youth. A system of uniform finan- cial accounting forms is being introduced in school districts. Even in the face of the drought, there is a fairly general increase of wages for teachers. The most significant thing in adult education continues to be the public forum which is being conducted in Des Moines. The Iowa State Teachers Association is in the first year of its reformed type of management; it is in good condition. Kansas—The drought has retarded recovery, but conditions are somewhat improved over a year ago. However, at present schools are sup- ported wholly by the taxes levied locally in each school district. There is much need for equali- zation of school opportunities provided for by a state school equalization fund. A bill correct- ing this problem is to be presented to the state legislature this winter by the state teachers association. An aggressive campaign for better school support, backed by 18,000 teachers, is being carried on. Kentucky—More progress has been made in educational planning the last two years than ever before in the same length of time. The 1932 general assembly created an educational com- mission to study needs and to plan future edu- cational development. The report, presented to the 1934 general assembly, was accepted in full and a forward-looking school code was passed. Kentucky, with a body of modern school laws and an increased state school fund, has new hope and enthusiasm for the future. The state is carrying on several types of adult education in connection with FERA. Approxi- mately 800 teachers, otherwise unemployed, are engaged in this service. Louisiana—The passage of constitutional amendments transferring the major burden of school support from the parish to the state, creating a state public-school fund of ten million dollars, and making the parish unit complete as to finance, administration, and supervision constitutes the most significant school legisla- tion passed in Louisiana in recent years. In cooperation with the federal government, most of the parishes have been organized to give employment to unemployed teachers and in- struction to thousands of adults. Maine—All schools are being maintained for the statutory length of school year, altho low salaries prevail in many communities. A survey of public education by a commission appointed by the governor has just been completed. Its recommendations will be embodied in bills to be presented to the legislature. The adult educa- tion program is progressing. Five thousand were enroled in emergency education classes last year. Maryland—Because of excellent distribution of state school funds, a progressive program has been maintained. Four-year course has been inaugurated for all county students training for elementary-school teaching positions. College courses for unemployed highschool graduates in Baltimore and postgraduate highschool courses in several counties have been made possible by federal funds. Massachusetts—Gradual recovery is evi- denced by larger school budgets, restoration of salaries, and lessened attacks. A tenure law was passed, giving teachers much stronger protec- tion in their positions. All hostile legislation failed to pass the legislature. Nearly 4000 un- employed highschool graduates have returned to school. Approximately 31,000 adults have taken advantage of the courses offered thru the division of university extension. Michigan—In a number of districts salaries of teachers have been slightly increased. All schools opened this fall. The Michigan Educa- tion! Planning Commission—made up largely of laymen whose attitudes are representative of public sentiment—is united in the determina- tion that the children and people of Michigan shall have the maximum educational oppor- tunities. The Commission is concerning. itself with the emergency situation and is planning for a permanent progressive program of educa- tion for the future. The FERA program for adult education is providing freshmen colleges, adult education classes, and nursery schools. The legislative program of the educational groups is threefold: to secure $25,000,000 state aid for the public schools in addition to the primary school interest fund and local taxes; to secure a reorganization of the state school system or greater economy and efficiency ; and to promote greater efficiency of instruction. Minnesota—A study conducted by a recog- nized authority to find new sources of school and other public revenues, thereby relieving overburdened property, has been a chief aim of the past year. The program will be offered to the legislature, in support of better taxing systems and methods and more equitable and permanent support of schools. There are be- tween 500 and 600 teachers in adult education working under the FERA. Stress is laid upon cultural, recreational, and civic information courses, with the hope that adult education may be a potent force in social reconstruction and planning. There are about 2500 students taking advantage of the FERA college student relief. Mississippi—Last year 2600 adults were taught to read and write; this was one-fourth of the total number of adult illiterates taught last year in the nation. Thousands of adults are enroled in the new program of adult education being provided by the government. Last year the public-school system was prevented from breaking by timely aid from the federal gov- ernment. The tax rate for schools has been lowered in only one county. Missouri—The educational situation is im- proving. The downward trend in salaries has given place to an upward trend. In a few in- stances, salaries have been restored to the pre- depression level. There were fewer short school terms the last two years than ever before. The normal length of school term was maintained in practically all the school districts in the face of many difficulties. This was accomplished only by the hearty cooperation of teachers, superintendents, parent-teacher associations, and other agencies interested in the welfare of the schools. Montana—Plans are being made for the reor- ganization of the 2300 administrative district units into approximately 235 units. Whether this can be done depends on the action that the legislature will take in the coming session in January. An adult education program is being carried on by the FERA. The long-time pro- gram sponsored by the Montana Education The Journal of the National Education Association Ke F f e RSE TRS Pee PRRs Medex BeBe 4 Aah ay om» ao (ee ~~ o PT ee PRET U PI or- self ing ca- for ges, et a pe RE eT aco teh saa iaz ols. ynal tate the ~ XeS} hool and le cog- hool ving aim fered 1xing and > be- ation upon ation . may 1 and aking relief. were ‘ourth | aught Its are cation t year from 1 gov- ; been ca pea Roatan is im- ies has ew in- 1e pre- school re. The ntained he face plished -achers, | jations, © lfare of he reor- district Whether that the ssion in © is being © me pro- ducation — sociation — Association is progressing satisfactorily. The educational situation is slowly improving. Nebraska—All children of school age have public educational privileges offered them; but federal aid will be necessary to keep the schools open. During the past year forty-four new school buildings have been erected. Fourteen emergency nursery schools are in operation. The work for adults is progressing with the organi- zation of classes in English, literacy, citizenship, and worker’s education. The Study Center for young adults is worthy of special attention. Unconstitutionality of legislation harmful to education has helped the schools. Enrolments in junior and senior high schools and in higher institutions have increased about 10 percent. The state association has organized an educa- tional planning commission to coordinate all educational activity. Nevada—Many high schools are enroling unemployed or partially employed adults in regular highschool classes. Since Nevada is essentially a mining state, the state vocational department conducts a six-weeks class for pros- pectors in each of the larger high schools once each year. A trained instructor travels about the state, carrying necessary equipment and supplies for these classes. New York—Extensive educational programs for unemployed aduits are being sponsored, in- cluding several emergency colleges. At a special session of the legislature last summer the full amount of state aid in accordance with the Friedsam Act was voted. Local communities will receive help from the state, varying ac- cording to the wealth of each community. The greatest need at the present time is to develop a program of scientific taxation which will relieve real estate. However, the educational situation in New York is encouraging. North Carolina—During the past year the foundation of a sound school system—so far as administrative setup and recognition of the state’s obligation for a minimum opportunity is concerned—was laid. All schools were run eight months, but teachers were paid on a meagre salary basis. North Dakota—The drought has created spe- cial difficulties for schools because loss of in- come caused inability to pay taxes. Schools last year depended on federal aid to keep open for a normal term. Several thousand adults were given training thru the FERA, thus giving work to 190 unemployed teachers. Parent-teacher associations flourish; professional spirit runs high; school enrolments are large. Ohio—The schools are in financial distress due to a tax limitation amendment and will probably close unless provision is made by the legislature for the levying of new taxes. In October 1709 unemployed teachers were employed in. teaching 61,524 adults. The work offered to unemployed highschool graduates in- cludes emergency work on the junior college level, general adult education, and recreational activities. Oklahoma—An aroused public opinion—evi- denced by the press, by public speeches, and by the declaration of the incoming administra- tion—is demanding of the legislature proper support of education. Classroom teachers have awakened to their responsibility in promoting school legislation. By aid of the federal govern- ment, schools had full terms last year. Oregon—Since the inauguration of the emer- fency adult education program, Oregon is aroused to the value of a permanent program Volume 24, Number 1 ; January 1935 in adult education. The state teachers asso- ciation has appointed a committee to survey the possibilities of enlarging the scope of a permanent adult education program. A twenty- mill limitation amendment, which would have “sounded the death knell to education,” was defeated in the November election. The total amount paid for teachers’ salaries during 1934- 35 will slightly exceed that paid in 1933-34. Pennsylvania—A ten-year educational plan- ning program includes every phase of education. Groups of laymen as well as educational work- ers are perfecting plans for the complete resto- ration of the state program of education and for the prevention of reenactment of emergency legislation by the 1935 legislature. The program of adult education includes emphasis on new types of vocational courses and the establish- ment of a cooperative program with the state emergency relief administration, ¢overing all phases of emergency education and reaching every county in the commonwealth. Puerto Rico—A program of adult education is being carried out, but it is the child of school age who constitutes the educational problem. Out of a school population of approximately 600,000 children, less than 250,000 are enroled in school, half of them on half time. Rhode Island—With no schools closed and no term shortened, the schools are on their way forward, with new school buildings, bigger en- rolment, more teachers, and better salaries. Many unemployed teachers have been em- ployed to conduct Americanization classes and adult classes. South Carolina—This state was one of the first to organize adult training under the federal emergency act because the department of adult education in the state department of education was working well before that time and was ready to take up the larger field of activities. All schools were operated last year. The legis- lature granted an increase of 10 percent in sal- ary for the current session. In many cases the school term will be longer. South Dakota—In the midst of the severest drought and the most complete crop failure which South Dakota has ever known, her citi- zens are determined to provide for their children the best possible educational opportunities and will attempt to secure the enactment of educa- tional measures in 1935 to insure this oppor- tunity. Thru the federal government’s program for unemployed teachers, there has been a great increase in adult education. Federal aid is needed for the schools. Tennessee—Tennessee is promoting an adult education program and a nursery-school pro- gram. Special attention is being given to illit- eracy. A farreaching program for public educa- tion in the state has been formulated by the Tennessee Educational Commission, and the legislature this coming session will be asked to make it effective. Two significant proposals for the improvement of the schools are: to raise the minimum requirements for beginning teach- ers; and for the state to play a larger part in financing the public schools. Texas—-In the November elections, a pro- posed amendment to the, constitution was de- feated. If the amendment had passed, the schools, highways, and other functions of gov- ernment would have suffered greatly. The adult education program provides employment for unemployed teachers, and instruction for un- employed highschool graduates and adults. Ap- proximately seventy-five schools did not open at the beginning of the fall term because of lack of funds. Almost a thousand other schools will have to close with a short term unless federal aid is provided. Utah—An adult education program is being carried forward. Parent-teacher associations, civic, social, and business organizations are supporting the program enthusiastically. At highschool centers, college credit courses are offered free to financially embarrassed high- school graduates. Nineteen of the forty school districts re- ceived federal aid last year. Approximately double the amount of federal funds received last year will be required this year if the schools are to maintain a normal term. Vermont—The state educational commission appointed by the governor is to report its find- ings to the legislature in January; this should result in a decidedly forward movement in edu- cation in Vermont. A council on adult education has been formed; many adult education and nursery school classes are being held thruout the state. There are almost no teachers unemployed who are properly qualified and certificated. Virgin Islands—Unemployed adults are en- roled in classes of the evening school. A diversi- fied program, including courses in canning and preserving, basketry, needlework, woodwork- ing, rope plaiting, cooking, music, commercial law, history, arithmetic, Spanish, painting, and citizenship, is offered. Washington—No schools have yet closed [Nov. 27, 1934] but new tax limit initiative legislation makes situation critical. Educational forces, professional and lay, are closely allied. This state has a rather extensive adult program, with an enrolment of about 40,000. Under the “students’ work program” approximately 1500 highschool graduates have been sent to college. West Virginia—Every elementary and high school in the state was kept open for a nine- months term. The legislature restored elemen- tary teachers’ salaries to their high-point level; highschool salaries have made a comeback in many counties. The reorganization of schools effected in 1933 under the county unit and new basis of distribution of state aid established itself and assumed the form of permanency. The primary objective of emergency education is the removal of illiteracy from the state. Wisconsin—The general sentiment toward schools and teachers is much improved. Fi- nances, however, continue to be a baffling prob- lem. Schools which were at the point of closing kept open by grants from state emergency board. High schools, especially, need financial assistance. The limitation of the debt service has been practically reached and the delinquent tax situation is not improving rapidly. The usual agencies for unemployed highschool graduates —return to high school, vocational schools, and Wisconsin College of the Air—are functioning with renewed vigor. Wyoming—The Wyoming Education Asso- ciation has a program to present to the state legislature in January. This program—to in- crease the size of districts to a county unit plan outside of large towns—would help equalize educational opportunities. Plans are also being made for new sources of revenue for the state to levy and distribute. Adults and unemployea highschool graduates are receiving training, the latter thru the extension correspondence courses from the University of Wyoming and the Emergency Adult Relief Administration. English, bh w Home Visiting: The Why of It HE STATEMENT below is from a § fe to all teachers in the Uni- versity Hill School, Boulder, Colo- rado, from the principal, F. A. Boggess. HE MATTER of home visiting is one T which is occupying quite a little of our thought just now. And very properly so for when our educational system is in the jeopardy which it is today, it be- hooves every teacher to be eager to seize every opportunity to help the situation. This year I wish to give the plan of home visiting a schoolwide trial—one in which every teacher has some part. Wherever possible these visits should touch on some of the larger aspects of the school work and education and not deal merely with failing grades or un- satisfactory effort of an individual. Two items from the University of Nebraska score card express this idea. “In my visits to the homes of parents I tactfully explain why certain things are being done or are planned at the school.” ‘When a patron or parent visits my room | courteously and intelligently acquaint him or her with one or more of the aspects of our educational program.” If this were always done, or done whenever an opportunity presented itself or could be made without visibly forcing it, the parents would understand what we are trying to do better than they now do. It seems quite certain that we assume that the parents know many things clearly and definitely about our school for the very simple, and seemingly en- tirely adequate, reason that they have children in the school. As a matter of fact in many instances, they know noth- ing of-these things or have a hazy and imperfect knowledge of them. We find in many cases children are uncommuni- cative at home about the important things which are done at school and this condition increases as the children grow older. Hence in the junior high school parents are especially likely to be igno- rant of many of the efforts we make in behalf of their children and the purpose back of them. Take so simple an illustration as the school creed. It would probably be a per- fectly safe guess that 25 percent of our patrons do not know there is such a thing in existence and another 50 percent do not have any sort of conception of the broad fundamental principles which we try to have it teach. If they know we 24 have a photography and dramatic club they probably think of them as means of entertaining our youth and do not grasp at all the broad principle of train- ing for a profitable use of leisure time which lies back of these organizations. So too they may fail to grasp the real educational foundation on which our as- sembly schedules are built, or the pur- pose of the all-school programs, or of our reading for honors. Instances might be multiplied to show that there is a vast fund of information known bythe teacher which is not clearly known by the parents. How shall this information be trans- mitted to the parents? One answers, “Thru PTA meetings.” A good answer if it would work but some parents do not come. At the last meeting less than sixty parents were present from 350 homes. What is to be done about those who do not attend? Another says, “Send bulletins into the homes and tell our story to the parents in that way.” A good suggestion, for the bulletins can and do help. But even the ones who make the suggestion know the limitations of this method. They know that people do not read accurately, that they will not read carefully articles of sufficient length to really convey a complete picture of the purpose back of a school project, and that a half knowl- edge is often worse than no knowledge. Still another answer is, “Inform the children and let them be the messen- gers to the home.” Applaud this answer and hope it will be used to the limit. There are great possibilities in its help- fulness. Yet I feel sure when all these methods have been used as skilfully and intensively as possible, there will still be big vacant spaces which can only be filled by word of mouth from the teachers. I have worked out a series of eight topics in connection with our school work which it would be well for the public to more clearly understand. Under each topic I have placed a number of sub- headings which seem suggestive of some of the things which might enter the dis- cussion of the main topics. This is pre- pared with the hope that it may make a little more concrete and definite the idea back of home visiting. [1] What we try to do in solving 9 leisure-time problems for pupils—Hobby | days and hobbies, homework projects, 7 outside reading, clubs, organized sports. | [2] Efforts to teach appreciation of © the good and the beautiful—Art, music 7 [glee club, orchestra], poetry memoriz- 7 ing and programs, good reading, photog- © raphy club, and dramatic club. |3| Efforts to keep children safe and © well—Phone at once if child is absent, e school nurse, no-accident campaign, © safety teaching, pupil and teacher super- © vision on playgrounds, lower-grade chil- # dren directed and escorted safely across 7 street, and milk drinking. [4] Efforts to train children in good ¥ citizenship and leadership—Aealale programs, homeroom periods on Thurs- § day in junior high school, morning home- | room periods in elementary school, school 7 creed, memorial tree rededication, Christ- mas program, and other programs, “No privileges without responsibilities,” “School is a place for business,” advisory 7 council, and fire team. e [5] Effort to do thoro school work—© Supervised study where special help is of- 7 fered, coaching period after school, con- ferences with parents when children re- | ceive low marks, special devices to make | work interesting, drills and reviews, and adapting work to the individual pupil. [6] Efforts to keep corps progres- sive and uptodate—Reading substantial books, reading educational and other 7 magazines, attending teachers conven- tions, lectures, and the like, weekly teachers meetings which are meant to be 7 inspirational and lead to better = PS FES OR he Se participating in civic affairs, pursuing educational experiments, doing creative work in writing and construction. [7] Maintaining a unified purpose and professional spirit—All-school proj- ects like Christmas program, faculty meetings, and discussions where genera! policies are announced; common cours of study; common objectives in citizen | ship training; reading and discussing challenging books. # [8] Cooperating with the home—} Home calls, inviting parents to confer! at school, telephone calls, letters, school bulletins, and PTA meetings. BS The Journal of the National Education Association ENP ATER ga ‘ Seat be Among Association Departments HERE ARE two phases of the Asso- "| ciation’ work equally significant and important to the best develop- ment of the schools. One concerns the work of the Association as a whole, its purpose, unity, philosophy, program of action, activities, and the work of its committees and conventions. This be- longs to the whole profession. No matter what his special work, every member of the profession should have a share in it and an interest in it. The other phase of the Association’s work concerns the special groups which work on some particular phase of Amer- ican education and which in the Associa- tion are represented by the departmental organizations. The development of departments may well be one of the important phases of the Association’s growth in the years ahead. THE JOURNAL is eager to do what it can to encourage this development and to help members of the Association to keep in touch with the departments in which they are most interested. A letter was recently sent to the presi- dent of each department, asking for in- formation about plans and activities. Much of the following material is taken from the replies received. As other let- ters come in, they will be given attention in THE JOURNAL, Department of Elementary School Principals—One of the most prophetic activities of any of the Asso- ciation departments is the appointment this year, by the Department of Ele- mentary School Principals and the De- partment of Teachers Colleges, of a cooperative committee on professional ethics. This committee of eighteen—nine from each Department—is studying the whole problem of professional ethics with a view to preparing a syllabus for a course on this subject which could be offered in teacher-educating institutions. This significant cooperation points the Way to a time when principals and teach- ers colleges will work together constantly to bridge the gap that has so long sepa- rated the institutions which train teach- ers and the institutions which use their services, _ One day of the Atlantic City conven- tion—Wednesday, February 27, 1935— has been designated by President Ober- holtzer of the Department of Superin- tendence as “Principals’ and Supervisors’ Volume 24, Number 1; January 1935 Day.” The Department of Elementary School Principals has prepared a particu- larly interesting program for that day. The yearly publications of the De- partment consist of five bulletins, four of which are called The National Elemen- tary Principal, and the fifth is a year- book. The 1934 yearbook is entitled Aids to Teaching in the Elementary School. Department of Kindergarten Pri- mary Education—This department is being reorganized. Better understanding of the Department, greater achieve- ments, and larger membership are the goals of the new membership and pro- fessional committee. In each state this committee is headed by an outstanding teacher, who acts as chairman for the state. Department of Business Educa- tion—The Department is cooperating with President Smith in carrying out his “Program of Action for 1934-35.” [See October 1934 JoURNAL, p 159.| Coopera- tion is also urged with other professional groups and with the specialist in Com- mercial Education in the Office of Edu- cation. The greatest problem of this depart- ment is the adjustment of the curriculum in business education to the current eco- nomic and social conditions. A well di- rected guidance program for business education is to be promoted. One of the objectives for this year is to provide a classroom service whereby teachers may exchange ideas and offer methods of improvement. The Department publishes The Na- tional Business Education Quarterly. Department of Lip Reading—Late in September the Department inaugu- rated a membership drive; by the middle of November, thirty-one new members had been secured for this de- partment, eight of whom are new NEA members. This department’s ever-pressing prob- lem is to keep before educators the hear- ing difficulties of our great mass of school children. The publicity committee has recently started issuing a bimonthly publication to help members and to keep them in- formed of the Department’s activities. Department of Secondary Educa- tion—By and large, the aim of the De- partment is to interest highschool teach- ers to make a careful study of their aims and methods with a view to vitalizing the work of secondary schools. Four committees are actively at work on: citizenship training in the secondary schools; promoting international under- standing at the secondary-school level; integration of highschool studies; the motion picture problem as it concerns secondary schools. The official bulletin of this department is Secondary Education, published five times a year. Department of Rural Education —The committee on philosophy and aims of rural education will give its report at the Atlantic City convention. The con- vention program will be devoted to prob- lems involved in redirecting rural educa- tion in terms of child needs. The 1934 yearbook of the Depart- ment was entitled Economical Enrich- ment of the Small Secondary School Curriculum, and the following one will be devoted to rural teacher-training. Department of Secondary School Principals—In commemoration of the founding of the first American high school, this department is sponsoring the Tercentenary of Secondary Education. The observance began during Ameri- can Education Week 1934 and will run thru June 1935. |See December 1934 JOURNAL, pages 249-50; this JouRNAL, p 19-20, 30.] At the February meeting, in addition to a general session of its own, the Department will hold joint sessions with these departments: Supervisors and Directors of Instructors, Superintend- ence, Secondary Education. A bulletin and a yearbook are issued by this department. Department of Superintendence —This department has appointed a com- mittee to work on its reorganization. The Department of Superintendence has taken an active interest in the work of the Joint Commission on the Emer- gency in Education, has helped to en- large its program, and has encouraged it to carry on its effective work. The Department has initiated a na- tional radio program, adapting this pro- gram for use in every locality with a broadcasting center. Chairmen for each state and territory have been appointed. Each member receives the Official Re- 25 port of the winter meeting, Research Bulletins, and the yearbook. The 1934 yearbook was entitled Critical Problems in School Administration. The indications are that the Atlantic City program will draw an unusually large group. National leaders dealing with the varied aspects of social and economic life have been invited to ap- pear. In addition, the Department has organized itself into a series of institutes and study groups for the purpose of pre- paring definite studies to be presented at the convention. The questions dealt with are of national importance in public edu- cation. |For further information about the program see p 30.| Department of Teachers Colleges [the American Association of Teachers Colleges |—One of the most outstanding activities of the Department this year is the work of the cooperative committee on professional ethics, mentioned under the Department of Elementary School Principals. In line with the Department’s con- tinued emphasis on better teaching is the work of the committee on accredit- ing, which is carefully checking the qual- ity of instruction in all teachers colleges. Among the themes to be discussed at the Atlantic City meeting are: The cur- rent economic status of the teachers col- lege; what the library and the labora- tory are to the student in his academic work, the training school should be in his professional work; the teachers col- lege faces the future; the measure of a college is the character of teaching it has to offer; the teacher of the new age must be an educated individual. This department issues a yearbook. Department of Science Instruc- tion—A survey is being made of schools in all the western states that offer a twelve-year program in science. Teachers from many of these schools will appear on the programs of the Denver conven- tion. The general theme will be “A con- tinuous program in science for the ele- mentary school, the junior and senior high schools.” Department of Visual Instruction —The program for the winter meeting will deal with administrative problems and research studies in visual education. The summer meeting is planned for the classroom teachers; methodology and technics will be stressed and demon- strated. This department has recommended that each state require a visual-sensory course before a certificate to teach in the public schools is granted; Pennsylvania is the first state to make such a require- ment. The Educational Screen, a commercial publication, is supplied to members of this department each year. The Imperative Mood for Teachers that they are in a sense the sole guardians of American ideals, tradi- tions, and aspirations. We have an in- heritance to foster,maintain,and protect: namely the inheritance of the American principle of self-government, as opposed to dictatorship or communism. In short, it is the inheritance of democracy itself. Teachers of our public schools should understand that it is not only their privi- lege, but their great responsibility, to pass on undimmed the torch of American liberty and of intelligent democracy. It is imperative for teachers to realize that they are really American citizens first and teachers afterwards. After all, the purpose of our schools is to train for good citizenship. That is the basic responsibility of the profession. Teach- ers are not teachers at all if they them- selves are not good citizens in every sense of the word. Every teacher should vote at every election in order that it may be said of him that he practises what he preaches. Teachers should be so conspicuous on election day that the parents of the school children may under- stand that teachers as a class not only know the significance of citizenship, but appreciate it as well. If teachers will set a worthy example of good citizenship, the public will eventually honor them for it. [ Is imperative for teachers to realize 26 It is imperative for teachers to be at all times friends of youth. No teacher can expect the goodwill cf our future citizens if he is in the least unfriendly to the young people who are now in our schools. In a few years time a number of our present highschool students will be serving on boards of education and holding other prominent public service positions. Their attitude toward the na- ture, the need, the purpose, and the importance of public education in this country will be determined very largely by the impressions which are now being made upon them as students. It is imperative for teachers to be well-informed concerning public educa- tion. The science teacher of the senior high school, for instance, should be thoroly familiar with the kindergarten. What is the function of a kindergarten? Does it have a place in our program of citizenship training in this country? Let the science teacher answer that intelli- gently. He should understand all of the phases of elementary education so well that he is, in a sense, an authority. The teacher of English in the secondary field should be fully acquainted with the procedures followed in the educational program on a lower level. That is more [ Query: How much do I get out of atl Answer: How much do you put into it? important than to criticize everlastingly the poor preparation of the pupils com- ing to him for further instruction! It is imperative for teachers to be good interpreters of our public schools, especially in these times. Who is there who is in a position to do this job better than teachers themselves? Who is sup- posed to know more about our schools? Do we as teachers honestly believe in public education? If so, we will not hesitate to give a reason for “the faith that is within us.” It is imperative for teachers to be proud of the profession and to stand by it. The time has come for teachers to realize that there is no other profession that can approach the teaching profes- sion in importance. The future of the country is in their hands. The magnifi- cent record of self-control during the trying days of the depression is a silent tribute to the consecrated service of countless teachers of America. Teachers, let us add dignity to our work by unit- ing in a devoted fashion’ to common ideals. Let us stand as a unit in our local communities, in our state, and in our nation. Membership in our professional organizations is a small price to pay for a badge of honor!—H. Claude Hardy, New York State NEA director, and superintendent of schools, White Plains, New York. The Journal of the National Education Association Pa, Dare ae CEEOL: 3 “= awh enw © =F oO a. a — 4 ew Oe re a ee ee ee ee on x ¥ u ; The Teacher’s Part in Social Reform SAMUEL ENGLE BuRR Superintendent of Schools, New Castle, Delaware ECENTLY a young highschool teacher R asked me a perplexing question. No doubt the same question is bothering many other teachers in all parts of our country today. A discussion of it may be of value not only to my young friend, but to other teachers as well. “What am I as a teacher to do about the present economic and social situa- tion?”’ was the question in general. The young man presented many minor parts or sub-questions, as, for example:— “Ts it true that we could live in an economy of plenty in the United States today, if we were to use our present po- tential productive powers to their full ex- tent? Could everyone have the equivalent of at least a $5000 income if we were to operate on an economy of plenty [Pres- tonia Mann Martin—Prohibiting Pov- erty. The Rollins Press, Winter Park, Florida, 1932.]? Would there be jobs for all our ablebodied men if we were to pro- duce to the limit, and could this be brought about with only a four-hour day and a five-day week? Is it true that the present national administration is pushing an economic program which is not unified but which has in it certain mutually antagonistic elements? Is this program doomed to unalterable failure which will leave us soon no different than it found us on March 4, 1933, except for billions of dollars of new public debts? “Is it true that Mr. Gerard’s sixty-four American oligarchs do control our desti- nies? Is it useless to strive against them? Are they determined that poverty and ignorance shall be the lot of most people while only a few may have riches and power? Are they continuing to add to their own resources now while the masses are made to suffer from the ‘depression’? “Is it true that the oligarchs distrust the teachers? Do they fear that the teachers will try to follow the advice of George S. Counts [George S$. Counts,— Dare the School Build a New Social Order? John Day Co., New York, 1932], and that they will attempt to lead the people to a new and better social order? “Is it true that the failure to provide adequate federal and state moneys to pay teachers and to keep schools open is a part of a cleverly concocted and cleverly Volume 24, Number 1; January 1935 concealed scheme of the rulers to ‘put the teachers in their place,’ and to insure the continuation of the old capitalistic system with its insane rivalries, tariff walls, profit motive, economic scarcity, and growing armaments? “Ts it true that teachers must continue to support the political, social, economic, and moral status quo or else lose their jobs? How far can they go in exposing to school children the sordid and seamy side of today’s living conditions and in contrasting these facts with the rather patent possibilities and potentialities af- forded by our present power age?” Such sub-questions might be continued on for many more paragraphs, but enough has been written to indicate the nature of the young teacher’s dilemma. It is exceedingly difficult to prove ob- jectively that statements about the pre- ceding questions are true or false or more nearly one than the other. Perhaps if all the facts were obtainable, it would be easy to assume a definite position. The truth is, however, that we as teachers and also the public in general lack a defi- nite knowledge of many pertinent facts. Because of this, the truth or falsity of the preceding statements is debatable to a greater degree than should be the case. Radicals such as Harold Rugg | Harold Rugg,—The Great Technology. The John Day Co., New York, 1933], tell us that we are on the threshold of a new era of great promise. All we need to do is open the door by building a new social and economic framework in place of the old. Conservatives, such as many “rugged individualists” who supported Hoover in the 1932 election, believe that we are probing uncharted and perilous seas al- ready, under the leadership of the “brain trust” and the others who make up the Roosevelt administration. To many teachers within the writer’s acquaintance it has seemed that the weight of fact, of logic, and of reason rests with the radicals, or at least with the progressives, certainly not with the conservatives. These teachers have hardly dared to express themselves, for they have not been sure of their ground; they have hesitated to speak of the social situ- ation at all; and they have feared for their jobs. True, they are creatures of the present capitalistic social state; and the present economic system [based upon scarcity, competition, and the profit mo- tive] does pay them for their work. As professional workers and as good Ameri- can citizens, however, they are entitled to the right of free speech and of free political belief without fear of reprisal from those in power who do not happen to agree with their opinions. Even tho some teachers may be politi- cal radicals, most of them are likely to be quite conservative in many respects. Practically all of them make a sincere attempt to be good citizens, as they understand citizenship and its duties in the United States today. As citizens, they are entitled to hold either radical or conservative views, without being per- secuted for either. Faced with a puzzling problem, a dearth of positive information, and a wide variety of opinions, there seems to be only one sensible solution for the teacher who would be a good citizen of the present social order while desiring certain fundamental economic and social changes. Such a teacher must present to his pupils as fair a picture as he can of the present social, economic, and moral framework which exists today. This will include all the facts that are available, and the teacher must learn how to get more facts: Facts about industry—its methods, its Objectives, its management, its mo- tives, its profits, its social effects, the industrial revolutions of the past, the possibility of a new industrial revolution today. Facts about government—the NRA, the AAA, the PWA, and so on, democ- racy, fascism, communism, visible gov- ernment and invisible government, na- tionalism, war. Facts about wealth—its distribution, its sources, its values, its uses, its abuses, its media. Facts about society—its stratification ; its mores; its conventions; its relation- ships to religion, industry, government, wealth, and power; its increasing popu- lations; race hatreds; national misunder- standings. Facts about morals—the origin and development of moral codes, changing ht “i moral standards, proper bases for evalu- ating conduct as moral or immoral. Facts about education—tits history, its objectives, its methods, its difficulties, its financing, its perversions by those who are in control and wish to remain there. These and other facts, concerning both the present and the past, should be found and presented as a part of the social science program of any Ameri- can public secondary — school—or the pu- pils may be encour- aged to search them out for themselves. While the facts are being secured, they can be dis- cussed freely, and the highschool pu- pils can enter into this discussion. It would be desirable and helpful to organ- ize similar discussion groups on a volun- tary basis among the adults in the com- munity also. In fact, the program pro- posed for the schools may cause serious difficulties unless a corresponding pro- gram is provided for adults. My advice would be that these discus- sion groups in school and out of school should not expect to arrive at group con- clusions—that each individual in them should be given full freedom to draw his . The average monthly gas bill for homes [4] To understand how the various radicals would like to change the status quo. [5] To understand how the various conservatives would like to change the Status quo. |6| To understand and to evaluate the methods proposed for securing changes in the social, economic, moral, and political framework. Whether you buy a pair of shoes, or a car, whether you pay your tele- phone or electric bill, or buy an admission ticket to a game, show, or concert, you do not regret the expense provided you receive what you consider your money’s worth, Many people seem to have a different attitude toward taxes. Have you ever stopped to find out what you really receive for your taxes? During the present fiscal year the owner of a typical home assessed at $4,000—and he represents by far the largest number in this city—pays for all city services $96.36. Of this total $21.10 goes for the public schools. Reduced to a monthly figure the owner of the average Detroit home pays $1.76 per month for the education of his children, whether they attend the kindergarten or the high schools. While in times like the present $1.76 per month may be considered quite a goodly amount, how does it compare with other services for which Mr. Average Home Owner pays? The average lowest-priced in Detroit costs . .. . $3.25 af monthly telephone service eee | COB 2 a 0 or her own conclu- sions. The groups would attempt to do The average monthly eight things: — |1] To define the Status quo by prac- tical methods. [2] To under- stand how the pres- ent conditions have come about. [3] To distin- average monthly educational bill for alll your children . . electric bill for homes amounts to. ... . $2.82 Compare these figures with your |7| To evaluate the proposed changes. [8] To allow each individual to form an independent personal opinion con- cerning the controversial matters under consideration. In other words, the school should be a place where facts are presented as fully as possible in the light of the established order, but where all sorts of projected changes in that order may be discussed —— rationally and im- AreYou Getting Your Money’s Worth? personally. The pu- pils should not be taught what to think about the present situation or about proposed changes in it. They should be furnished all the tools for thinking |facts, opinions, ex- isting plans, and proposed panaceas | and then be granted freedom to come to conclusions for themselves. . . . The schools must be maintained at public expense as our front line in defense of freedom and liberty for the masses of the American people. Working under such an ideal, the teacher cannot serve as an agent of propaganda for any specific re- vision or retention of the general econom- ic, social, political, or moral framework of our people. ... I feel that this revolutionary. In the past our public schools have not been operated as fact-finding and thought - provoking agencies. They have been operated for the purpose of in- doctrinating the new idea that good citi- zenship is synony- st op maken, Are You Getting Your Money’s Worth? 7s": the present economic and social order. Detroit Public Schools to the status quo.— Journal of Educa- Prepare for distribution a similar page based upon the cost of these services in your community. tion, Sept. 17, 1934. The Journal of the National Education Association proposal of mine is | generation with the © } ae ” a C A ] t : a e a g 6 Cd . 6] B ¢ # por \ id V V I I I ( Bie ake we a oe eee Oe = Oo ee ee £ ee, rs § ce 8, -a- 4. 3 aa} “7 Be aa cas HE NEW JersEY State Teachers "| Association inaugurated this year the custom of presenting an annual award for distinguished service to edu- cation. The medal was presented to Alexander J. Glennie, principal of the Miller School, Newark, by Governor A. Harry Moore, at the annual conven- tion banquet of the state association. In his address, Governor |now Sen- ator-elect| Moore said: IKE every thinking citizen I have al- L ways had an active interest in public education. Such educational equipment as I had at the beginning of my work I got from the schools of my native city. I was obliged to leave school as a boy. I worked by day to make my necessary contribution to the family budget and went to school at night. Thruout my whole public service I have had contacts with our public schools and teachers. I have always loved children and have been interested in their welfare. While nothing that I have done would warrant it, 1 am sure, in Jersey City they have named a school for crippled children in my honor and when I am tired and a little discouraged, I like to go quietly into that school and talk with the chil- dren whose frail bodies prevent them from taking their full part in the play and activities of normal children but whose faces are bright, and I gather from them new inspiration. . . That this is one of the testing times of democracy and our free institutions is a commonly accepted fact. . . . Democ- racy does not stand still. It will grow in strength and power or it will collapse and disappear. And the bulwarks of our free institutions of government and of society must be found in the knowledge and intelligence of the people. . . . Your meetings this year, at this time, are of great significance. If you counsel wisely, plan courageously, and renew your energy and devotion by coming together in this way you will continue to hold the line for education. . . . We must renew and enrich and pre- serve the things of the spirit, as well as the things of our material existence, if we are to come thru the trying expe- riences of these years of need with the traditions and institutions of freedom Preserved in their integrity as we re- ceived them from the founding fathers. The measure in which we shall succeed Volume 24, Number 1; January 1935 The New Jersey Award is going to be the measure in which we meet our common problems of common education. The present generation must Alexander J. Glennie not forget its responsibility to the next, and the state cannot afford to forget its responsibility for educational leadership in this state of ours. It is your task, in spite of all the discouragements and added burdens that have come to you, to formulate the needs of our educational system to meet the changing conditions of a changing world. It is your task to find the best solutions to these problems that are troubling fathers and mothers, taxpayers and all of us. . . . Yours is the inspiring task and the heavy burden. The legions of youth must look to the teachers for knowledge, for the forma- tion of character, for the shaping of their ideals, for preparation for life. There is no nobler task. It is a fine thing for this association to have established this practise of present- ing a distinguished service award to one of your number. I hope that this custom you are initiating today will grow and that as the years pass, this award of dis- tinguished service in education will be- come the first badge of honor in the whole body of our citizenship. Your committee of award has selected for this high honor a man whose life has been given to the education of youth. Teaching has not been with him a pro- fession; it has been a passion. He is rounding out forty-five years of educa- tional service in this state and New York. For twenty-eight years he has served in the public-school system of Newark as a principal and teacher. For the past five years he has been supervisor of evening schools and adult edu- cation. He has served in practically every official capacity in the teacher organizations in his own city and he has served the interests of teachers in state and nation. He had a determining part in the establishing of the Teachers’ Pension and Annuity Fund of this state. He has served on the legislative committees of your organizations for years, and as chairman of the welfare com- mittee of this association he was largely respon- sible for the school survey by the commission which I appointed something like a year ago. His is a shining record of service to the thousands of youth who have come under his care. He is Alexander John Glennie. In presenting this award for dis- tinguished service, Dr. Glennie, I con- gratulate you with all my heart... . When Horace Mann gave up his law practise to devote himself to education, he said he had taken posterity as his client. You, Dr. Glennie, have taken, in- deed, posterity for your client. And the fact that you have been selected from the thirty thousand teachers of the state for this award is eloquent testimony of the quality of your professional service. You have influenced for good the lives and thought and conduct of thousands. Your regard has not come in wealth or in public acclaim but in that satisfying knowledge that you have rendered help- ful service in shaping the lives and thoughts of children. When I think of the experiences which you must have had, of the discourage- ment, the seeming failures of your pu- pils, your patience and devotion, there comes into my mind a story which I read many years ago: The school had been dismissed. The tired teacher sat at her desk to rest a while, and looked out upon the empty seats. She bent her head over her desk. The noise and bustle of the day had gone; quiet reigned; and she fell in thought. Suddenly the room was no longer empty. The chairs and desks were filled with her pupils. But they were not the boys and girls who had just left in the joy of school let out. They were pupils of other years—grand- mothers, doctors, lawyers, teachers, farmers, clerks, and failures, gray-haired and with the marks of years upon their faces. As a distant bell sounded, they vanished, leaving behind them the admonition, “Remember, ’tis us you teach !” Aye, Dr. Glennie, you have remem- bered in all these years that have gone that it is the future citizens you teach. You have labored well. For your part in shaping the character of the citizens of your community and state, we honor our- selves in honoring you. The Atlantic City Program HE MARCH OF TIME! April 13, [isss The freemen of Boston, Massachusetts, pass an order that ‘Philemon Pormont shall February 23-28, 1935 that the high school tercentenary cele- bration will be an important feature of the 65th annual convention of the De- in which members of the yearbook com- mission will participate in what promises to be an exciting high-spot of the conven- be entreated to become schoolmaster for the teach- ing and nurturing of the children with us,” and thus is organized in the Boston Latin school the first sec- ondary school in America. Time marches on! 1751. Benjamin Franklin founds the Philadelphia Acad- emy ; includes the English school and the mathemati- cal school along with the Latin school in the new in- stitution. Time marches on! 1821. The first American high school in the United States is established in Boston, Massachusetts. Is called the “English High School,” a Scotch name suggested from a description of the high school at Edinburgh, Scotland. Time marches on! 1872. In the case of Stuart vs. Kalamazoo, Chief Justice Cooley of the Michigan Supreme Court rules that public high schools may be THE WHITE HOUSE WASHINGTON AMERICAN HIGH SCHOOL ANNIVERSARY The year 1935 ushers in an important anniversary in the life of the American people. Three hundred years ago the first American high school -- the Boston Latin School -- was founded. It was established in 1635 only fifteen short years after the landing of the Pilgrims. From a small beginning with one instructor and a handful of stucents has grown the splendid service now pro- vided for more than 6,000,000 young Americens by 26,000 public and private high schools. These schools are developing the most precious resource of our nation, the latent intelligence of our young people. It is worth noting that social progress in the United States is following swiftly on the heels of the remarkable expansion of educational opportunity at the high school level. I hope that the young people of every high school in the United States will celebrate this three hundredth anniversary. I hope they will celebrate it in a manner which will bring vividly before parents and fellow townsmen the significance, the contribution and the goals of their schools. tion. Members will have an opportunity to appre- ciate, from firsthand ob- servation, the conflict of ideas which accompanies the preparation of a single volume by a group of ten authors. Such demonstra- tion will be of particular interest this year because of the controversial nature of the yearbook topics, such as: “Changing Ethi- cal Standards,” “‘Techno- logical Changes Ahead,” “Individualistic versus Collective Social Plan- ning,’ “What Lies Ahead in Government,” and ‘‘The Relationship of the Teach- ing Profession to Social Policy.” Convention delegates will have an opportunity to take active part in con- vention deliberations, Monday and Wednesday afternoons which will be devoted to forum-discus- sion groups. Study-discussion groups will be held on Tuesday supported by taxation. Secondary education from this precedent becomes recognized as a function of the state. Time marches on! 1932. United States Office of Education surveys the na- tion’s high schools. The most comprehensive study ever made of what is being done educationally for America’s young people. Basis of facts laid for rapid progress at the highschool level. Time marches on! Nov. 20, 1934. There are now 26,000 high schools en- roling 6,000,000 pupils. President Franklin D. Roosevelt releases thru the NEA a proclamation calling upon the young people of the nation to celebrate the 300th birthday of the American high school. Time marches on! Nov. 25, 1934. President E. E. Oberholtzer announces 30 ini, November 20, 1934. partment of Superintendence which will be held in Atlantic City, Feb. 23-28, SPP * ats The highschool Tercentenary feature at the Atlantic City convention will be presented jointly by the Department of Superintendence and the Department of Secondary School Principals. Charles H. Judd, Thomas H. Briggs, Sidney B. Hall, and George F. Zook will be the prin- cipal speakers on the program devoted to this celebration. The 1935 yearbook—Education for New Social and Economic Relationships will be the subject of a panel-discussion fonevely afternoon when the con- vention will divide into twenty-five or thirty sec- tions organized on the basis of questions raised in the general forum-dis- cussion groups on Mon- day. The convention will open with a vesper service Sunday after- noon, held in the beautiful ballroom of the Atlantic City auditorium so close to the sea-side that the music of the ocean may mingle with the tones of one of the most perfect pipe organs in the world. President G. Bromley Oxnam of De- Pauw University will make the vesper service address. Wednesday, February 27, will be Prin- cipals’ and Supervisors’ Day. Convention visitors will be greatly pleased with the convenient arrangement and artistic display of the exhibits in the Atlantic City auditorium. The Journal of the National Education Association | w= So The Superintendents in Convention 0 YOU REMEMBER the National High School Orchestra assembled by Joseph E. Maddy, professor of music, University of Michigan, and directed by Walter Damrosch, world-famous conductor, at the last Atlantic City Convention of the Department of Superintendence, February 22-27, 1930? Dr. Damrosch was presented with the American Education Award of the Associated Exhibitors of the National Education Association at the Cleveland Convention in 1934. . l ‘HE OPPORTUNITY which delegates have to select school equipment, books, and supplies at a great educational fair where the choice prod- ucts in all lines are available for close inspection and comparison, is one of the most valuable features of the annual convention. Com- mercial exhibit space at Atlantic City leads the world in size and excellence of appointment. ee me 0 ASSEMBLY HALL in the world equals in its convention facilities the Atlantic City auditorium where the Department of Super- intendence will hold its 65th annual meeting, February 23-28, 1935. , 7 , Volume 24, Number 1; January 1935 " The Joint Commission Crosses the Continent HERBERT S. WEET Member of the Joint Commission on the Emergency in Education RECENT series of Western confer- A ences under the auspices of the Joint Commission on the Emer- gency in Education started with a com- bined conference and meeting of the Commission in Chicago on October 27 and 28. The conferences were then ex- tended to Minneapolis, Cheyenne, Ogden, Portland, Oakland, Los Angeles,and Aus- tin. In all, twenty-six states were repre- sented at these conference centers. To get a picture of what the Commis- sion tried to get, and to give, thru this series, suppose we start with one of the early conferences. A consultant repre- senting the parent-teacher associations reported that the school in her particular district was closed. Why? Because the teacher was too ill to go on with the work for the present. But why not engage an- other? Then came the story. There were no funds. During the whole of last year this teacher had taught with no salary and with no promise of a salary. The families of the district had boarded her and supplied the bare necessities of liv- ing. Worn-out and ill because of the strain, she was now recuperating to take up the work again as soon as possible. What was the cause of this condition? Certainly it was not extravagant expendi- tures by school authorities. Neither was it primarily faulty methods of state taxation and state aid distribution for schools. The condition was due funda- mentally to a lack of wealth. One can read statistical facts of the effects of de- pression and drought upon schools and all other life interests, but to feel these effects, even as a bystander, one needs to get the facts face to face as we did get them thru these conferences. It is out of facts gathered in this way in states ranging from poverty to compara- tive plenty that the Commission has in part gathered its information concerning the extent to which this depression has hit the schools, In this way, furthermore, has been secured knowledge of the best that experience has to offer for sound methods of financing education which make the best use of such wealth as the state and the community might possess. One result has been the School Finance Charter |See THe JourNAt for October 1933, p194] published over a year ago 32 by the Commission. It lays the founda- tion for reconstruction in school finance. But such statements are of scant help just now to communities and states where the sources of adequate school support are lacking. And the wealth was lacking in so many Of these areas. Is it surprising that such areas find little comfort in see- ing federal aid for schools as an incident to federal relief, much as they appreciate the help that even this meagre support for schools has been? Is it surprising that, seeing the vast material construction program of the federal government, they wonder when that government will give some attention to the kind of spiritual relief and recovery that is linked with the education of boys and girls? What the Commission could give and did give was the assurance that their pleas for consideration by the federal government, as expressed in the spontaneous resolu- tions which they prepared and adopted, would be used by the Commission to secure that consideration, Now let us turn our attention to another conference center. Consultants from one state reported that a third of the financial support for schools comes from the state itself, which has available forms of taxation not open to the local community. The same state reports that for many years now the small and in- efficient school districts have been done away with, and that in their place stand forty school districts covering the entire state. Hit by the depression? Yes, but not unduly out of proportion to other interests of the state. Faulty state aid methods of distribution existed—but plans for remedy, based upon facts and judgments reached after careful delibera- tion, were all prepared to receive the at- tention of the legislature at its coming session. Side by side in this same confer- ence, consultants from an adjoining state reported that the schools of their state were still depending upon the local prop- erty tax for 97% percent of school sup- port. Theweaknesses anddefects ofsucha plan of supporting schools and other gov- ernmental services had been brought out by these depression years as never before. Plans for remedy were intelligently for- mulated and courageously pressed. To ascertain the faulty practises in regard to all phases of financing educa- tion and to formulate a charter of sound principles for the future, have been the tasks of the Commission as _ regards finance. Somewhat less than a year ago the Commission was asked by the two bodies under whose authority it is work- ing to apply the same procedures to the educational program. What faulty prac- tises and unsound theories in the light of changed conditions has this inven- tory-taking period brought to light in the educational program itself? School services have been curtailed, and in many cases parts of the school program have been eliminated entirely. If funds were available tomorrow, would these services be restored exactly as they for- merly stood, or has our experience pointed the way to other and better ways of doing things? What longterm plan- ning for educational reconstruction is under way? In every conference the Commission found these subjects under considera- tion. Comparatively little has been done, however, up to the present time. This is not surprising, for emergency days are not over, and the struggle to balance the budget and keep the schools open, even for a part of the school year and on a minimum program, has largely absorbed the time and energy of these states. Even here, however, noteworthy les- sons were learned by the Commission. Everywhere the importance of planning was uppermost in the minds of the school people. In some states the State Plan- ning Board fostered and financed by the federal government had included educa- tional planning within its work, had set apart a fair share of all available funds for this educational planning, had placed the planning in the hands of a special committee composed of both school and lay interests, and were consequently moving toward very significant ends. In some respects the most inspiring lesson of all was that an occasional state was found where school administrators and the entire teaching body itself were al- ready moving ahead for improving school service thru revisions of the curric- ulum and improved teacher training. School improvement is under way in 4 manner that must mean encouragement. The Journal of the “National Education Association ER as do taught sity be at leas tions 4 Califo: fornia Educa these per ye your s purpos Los A nation ' Angele ing thi other | MHI th Decer Hawai bershiy public The ported Decem Distr FLori Hawa IDAHO INDIA’ Hargrav Kans: Mary Mass: MICH: Nort! Oux10 James ( Junkin Sout Texas UtaH Vircn Wasn West y tne the the N:; years ¢ since t Journ New Public | side, Sc CoLor lowa- Misso Caur mont, | Frank ( Hun ard; R Mass, New Onio- Volum, | | ERHAPS no group of teachers stands out as an example of what organization may do as the teachers of Los Angeles. If you taught school in that city, you would of neces- sity be an active member of and pay dues to at least three local city educational organiza- tions and would be a member of the Southern California Teachers Association and the Cali- fornia Teachers Association and the National Education Association. Your annual dues to \ these six organizations would cost you $15 per year. In addition, you would contribute your share to an organization that has for its purpose advertising California, particularly Los Angeles County. You, who attend our national conventions, well know that Los | Angeles teachers probably fared better dur- ing this depression than the teachers of any other large city—IJndiana Teacher. New Life Enlistments — NUMBER of life members enroled in the National Education Association on December 1 was 5280. All the teachers of Hawaii joined in giving an NEA life mem- bership to their former superintendent of public instruction, Will C. Crawford. The following life members have been re- ported since the list was published in the December JOURNAL. District oF CoLtumMBia—Walter E. Myer. Froriwa—-Mrs. Vera Pearson. Hawau—Florence Avison. IpnaHo—Emmons N. Williams. INDIANA—Merle J. Abbett, Harry Davidson, E. B. Hargrave. Kansas—-M. F. Stark. MarYLANpD—Henry Lease. MAssACHUSETTS—Leo Francis Hennessey. MicHiGAN—H. Earle Correvont. North Dakota—Olin E. Combellick. On1o—Russell O. Demster, O. E. Hill, J. E. Way, ' James C. Wilson. | PENNSYLVANIA—Raymond W. Coldren, Mrs. Mary Junkin Cowley, Anna G. Seaman. SoutH CaroLiIna—William H. Grayson. Texas—W. P. Fulton, Marion Murray. Utan—Mark C. Lloyd. Vircinta—James Morris Skeen. * WAsHINGTON—Robert Carl Becken. 7 West VinciNia—Walter A. Wood, Melissa Zeilcr. yn. \r Completed Enrolments 90 in- ew FOLLOWING SCHOOLS have maintained h their one hundred percent enrolment in ine F the National Education Association for ten Ca- | years or more. These schools have reported set Ff since the list was published in the December JOURNAL. Seventeen Years New Jersey—Morris Township, Morris Township Public Schools, Collinsville, Hanover Avenue, Hill- side, South Street. Sixteen Years son a oraADO—Denver, Perry. was lowa—Sioux City, Hopkins. d Missourt—Sedalia, Horace Mann, an -al- Fifteen Years hool a Cattrornra—Long Beach, John C. Fremont; Pied- 1c oe Piedmont Public Schools, Egbert W. Beach, sing tank C. Havens, High, Wildwood. P ,,itINo1s—Decatur, Roach; Moline, Lincoln, Wil- in a td; Rock Island, Washington Junior High. Massachusetrs—Brookline, Cabot, Pierce. hent. New JerseEy—Bridgeton, Vine Street. On1o—Marietta, Marion, Norwood. ation Volume 24, Number 1; January 1935 Fourteen Years Ariz7oNA—Tucson, Drachman, Dunbar Junior High and Elementary, Miles, Ochoa, Roosevelt. CaALiroRNIA—South Pasadena, Marengo Avenue. Cotorapo—La Junta, La Junta Public Schools, Boys Club, Columbian, Junior High, La Junta Gardens, Lincoln, North La Junta, Park, Senior High. EMMA Brookes, president of the De- @ partment of Elementary School Prin- cipals of the NEA, and principal, Miles-Cran- wood Schools, Cleveland. ILtinois—Elgin, Columbia; Washington; Moline, Logan; Township High. lowa—Sioux City, Floyd. LovuIsiaNA—Grand Cane, High. Matne—Portland, Butler, Chapman, Nathan Clif- ford, Emerson, Heseltine, Peaks Island, Saunders Street, Shailer, Rosa E. True. MASSACHUSETTS—Brookline, Edward Devotion, John D. Runkle. On10o—Scienceville, Scienceville Public Schools, Buckeye, Coitsville Center, Geography Hall, Warren Richey, Scienceville Grade, Scienceville High, Scienceville Junior High, Thorn Hill, Thorn Hill Avenue, John White. VirnGiniAa—Lynchburg, Floyd, White Rock. Lincoln, Waukegan Maywood, Waukegan, Thirteen Years ARIZONA—T ucson, Mansfield Junior High, Mission View, Pascua, Roskruge Elementary, Roskruge Junior High, Senior High, University Heights. CaLirorNiA—Bekersfield, McKinley. Connecticut—East Hartford, Meadow, Union. ILLiNois—Decatur, Oglesby; Elgin, Franklin, Gar- field, Lowrie; Moline, Central Junior High, John Deere Junior High, Garfield, Grennell. INDIANA—T erre Haute, McLean Junior High. lowa—Sioux City, Bryant, Cooper, Crescent Park, Emerson, Franklin, Hunt, Lowell, McKinley, Wash- ington. MassacHuset1s—Beverly, Farms. MICcHIGAN—Mount Clemens, Mount Clemens Public Schools, Andrew T. Donaldson, Clemens, Dickinson, Grant, High, Lincoln, Alexander Macomb, Woodrow Wilson. New Jersey—New Brunswick, Lord Stirling. Ou10—Bellefontaine, Bellefontaine Public Schools, Central, Mary Fulton, High, Hubbard, Lincoln, Mc- Beth, North, Special Teachers and Supervisors; Ober- lin, Oberlin Public Schools, Centennial, High, Pleas- ant Street, Prospect Street; Wooster, Bowman Street, OKLAHOMA—Muskogee, Muskogee Public Schools, Central High, Edison, Franklin, Houston, Irving, Jefferson, Longfellow, Pershing, Sequoyah, Washing- ton, West High, Whittier. VirGiniAa—L ynchburg, Frank Roane. Wisconson—Kenosha, Lincoln Junior High. Wyominc—Casper, Lincoln. Master Builders of Our Profession Twelve Years ARIZONA—Jerome, Jerome Public Schools, Admin- istration Building, Clark Street, High, Building ‘‘C.” CaALirorNia—San Jose, Gardner, Hawthorne. DELAWARE—-Wilmington, Public Number 13. ILLINoIs—Decatur, Roosevelt Junior High; Dun- dee, Dundee; Elgin, Grant; Maywood, Irving; Mo- a Ericsson, Irving, McKinley, Roosevelt, Senior Ligh. INDIANA—Fort Wayne, Jefferson, Washington. lowa—Sioux City, Riverview, Whittier. Maine—-Caribou, High; Portland, Morrill, dale, Vaughan Street. MASSACHUSETTS—Beverly, Brown. MICHIGAN—Grand Rapids, Madison. Missour!—Kansas City, Milton Moore. New Jersey—Hammonton, Magnolia. New Mexico—Roswell, Washington Avenue. New YorkK—Binghamton, Thomas Jefferson Num- ber 8, Laurel Avenue Number 10, Florence Night- ingale Number 4, Woodrow Wilson Number 16. _Onto—W ooster, Beall Avenue; Zanesville, Zanes- ville Public Schools, Grover Cleveland Junior High, Garfield, Grant, Hancock Junior High, Jackson, Lash Senior High, Lincoln, Madison, MclIntire, Monroe, Munson, Norval Park, Pioneer, Roosevelt Junior High, Sheridan, Westview, Wilson. PENNSYLVANIA—Pittsburgh, Friendship. Oak- SoutH Dakotra—Mitchell, Eugene Field, Long- fellow. ViRGINIA—L ynchburg, Biggers. Eleven Years Ar1Iz70NA—Flagstaff, High. CALIFORNIA—San Jose, Grant. CoL_orapo—Denver, Barnum, Bromwell, Ebert, Fairmont, Globeville, Montclair, Steele, Thatcher, Twenty-fourth Street, Wyatt, Wyman; Englewood, Hawthorne. DELAWARE—Wéilmington, Public Number 5, Public Number 22. IpaHo—Idaho Falls, Eagle Rock, Eastside, River- side; Pocatello, Jefferson. ILLINOIS—Dundee, Dundee-Carpentersville Public Schools, Community High, Dundee; Elgin, Elgin Pub- lic Schools, Columbia, Franklin, Garfield, Grant, High, Lincoln, Lord, Lowrie, McKinley, Sheridan, Washington, Wing; Elmhurst, Lincoln, Roosevelt: Jacksonville, Franklin, Jefferson, Lafayette, David Prince Junior High, Washington; Moline, Moline Public Schools, William Carr, Central Junior High, John Deere Junior High, Ericsson, Garfield, Grant, Grennell, Irving, Lincoln, Logan, Manual Arts, Mc- Kinley, Roosevelt, Senior High, Willard; Naper- ville, Naperville Public Schools, Ellsworth, High, Naper, Special Teachers and Supervisors; Rock Island, Edison, Grant, Hawthorne, Irving. INDIANA—Fort Wayne, Forest Park, Hamilton, Lakeside; Michigan City, Benjamin Harrison. Matne—Porfland, Libby, Lincoln Junior High, McLellan, North, Presumpscot, Riverton, Roosevelt, Sherman Street Kindergarten, Walker Manual Train- ing, West, Willard. MAaAssacHusetTts—Belmont, W. L. Chenery; Bev- erly, Prospect; Melrose, Roosevelt, Whittier. MICHIGAN—Adrian, Jefferson, Lincoln, Old Mce- Kinley Primary; Grand Haven, Grand Haven Public Schools, Central, Ferry, Junior High, Senior High. NEBRASKA—Omaha, Jackson. New Hampsuire—Claremont, Terrace. New Jersey—Hackensack, First Street Number 5; Rutherford, Sylvan; Summit, Roosevelt; Trenton, Girard. New York—Binghamton, Columbus Number 5, Thomas Edison Number 3, Lincoln Number 6, Long- fellow Number 13, Washington Number 1; Yonkers, Public Number 14. On1to—Columbus, Medary Avenue; Findlay, Glen- wood Junior High; Logan County, Logan County Public Schools, Belle Center Village, Bokescreek Rural, De Graff Village, Harrison Rural, Huntsville Village, Iron City Rural, Lake Rural, Monroe Rural, Perry Rural, Quincy Village, Rushcreek Village, Stokes Rural, Washington Rural, West Liberty Vil- lage, Zane Rural, Zanesfield Rural; Youngstown, Jefferson. PENNSYLVANIA — Lehighton, Lehighton Public Schools, First Ward, High, Third Ward; Mahanoy City, Mahanoy City Public Schools, Junior High, Mahanoy Street, Pine Street, Senior High, Spruce Street, Twelfth Street; Mahanoy Township, Mahanoy Township Public Schools, Buck Mountain, Coles, Ellengowan, Lincoln, Mahanoy City Junior High, Mahanoy City Senior High, Maple Hill, Park Place, Robinsons, Suffolk, Washington, Wiggans, Yates- ville; Munhall, Munhall Public Schools, Andrew Street, Ravine Street, Senior High, Twelfth Avenue. Ruope IsLanp — Jamestown, Jamestown Public Schools, Carr, Thomas H. Clarke. VeRMONT—Brattleboro, Canal Street. VirnGcinia—L ynchburg, Miller Park, Ruffner, John W. Wyatt. Wyominc—Casper, McKinley; Sheridan, Central. 33 ———— ee s—‘“SC~™~™~—~—S salary, monthly service payments Consult us—any size job interests the col the “Master Printers” § faithful No Interest 4 refrain pg fe | - and im Nocarryine Charees | 1 JUDD & DETWEILER ff na One Year INCORPORATED Editor f Guarantee ECKINGTON PLACE AND FLORIDA AVENUE | 1 WASHINGTON, D. C. IB studen CHICAGO IB appeal } eviden states, which have legislatures meetin) membe this winter, will wish*to work actively ) gan, V for the passage of this Amendment: bers a Alabama, Connecticut, Delaware, Flor® fy) ma ida, Georgia, Idaho, Indiana, Kansas) print Maryland, Massachusetts, Missouri, Ne® the T. braska, Nevada, New Mexico, New) wit py York, North Carolina, Rhode Island,” for South Carolina, South Dakota, Tennes- eh see, Texas, Utah, Vermont, and Wyo® wacy ming. Child Labor Day will be observed Write the last weekend in January. The key-) the N note this year will be the ratification oi nia this Amendment. The National Chili ny Labor Committee, 419 Fourth Avenue, the ] New York City, will send a poster and other material on receipt of 25¢. re The Department of Superintend-) °° °° ence is doing a wonderful work to safe: mere guard and strengthen the schools. Ii te ought to have the support of every super find intendent in the land. No head of 4 rng school system however small can afford deli not to be a member—the smaller the Fb school the more he needs the help od maki others. Invest in your own future. Sendp $5 for membership in the Department — of Superintendence, including its forth} 5. coming yearbook and other publications) ,...; to Secretary S. D. Shankland, 1201 16th my St., N. W., Washington, D. C. well. The Journal of the National Education Association Voly Teaching positions in American Samoa—Earl L. McTaggart, superin- endent of education, American Samoa, Mrequests that the following announce- Sment be made, to save the time and ex- j pense of the many individuals applying for positions there: Of the fifty teachers on the force, only two are obtained from outside the territory. Since the system is modelled closely after that of Hawaii, it is believed that these two positions 3 Scan best be filled from Hawaii rather than the Mainland, United States. An old school contract, dated 1875, has been discovered in Iowa County, Iowa. The teacher who signed the con- tract is still a resident of the county. © The contract stipulates $16 a month for f salary, with a monthly bonus of $2 if the service is satisfactory. A provision of P the contract is that the teacher will § faithfully govern the school and will |> refrain from every species of profanity ) and improper conduct. | National Association of Student Editors—That this Association’s pro- IT COSTS SO LITTLE Y Ge and Costs 40 MUCH ¢o be SORRY / The Safest Place for Teachers is Under the T. C. U. Umbrella Perhaps some people can afford to belong to the “happy-go-lucky” crowd who refuse to worry about “rainy days.” But most teachers are not that fortunate. They have to be sure of an income when disabled by sickness, accident or quarantine. gram for personal growth of the individ- ual editor and service to education thru jf student periodicals is making a strong appeal to schools thruout the country is | evidenced by the steady stream of new » members. In addition to the official or- Ay) gan, Vitalized School Journalism, mem- bers are being supplied with other help- ‘® ful material, such as the sixteen-page re- } print from the December JoURNAL on the Tennessee Valley Authority, which ' will be sent out with the next issue. Plans for cartoon, editorial, and printing proj- Bad Luck Hits 1 out of 5 Teachers Every Year Records show that each year one out of every five teachers loses time, due to illness, accident or quarantine. You can’t afford to take the risk. The bettcr way is to share, at small yearly cost, your risk with thousands of other teachers and then you will automatically share in all the financial protec- tion and benefits this great organization of teachers for teachers brings to you. Be Safe—Get Under the T. C. U. Umbrella It’s such a comfortable place to be, even when you are well, because you have no worries. But when trouble comes, it’s like being in a cyclone cellar while the tornado rages out- side. T. C. U. protection is then priceless. Alberta Schwalbe of Los Angeles, Calif., writes: ““With hospital bills, doctor bills and loss of salary staring me in the face, what should come along but the welcome red, white and blue air mail letter? The substantial check therein relieved the situation tremendously. I’m so glad I took out this health and accident policy. The T. C. U umbrella is a real umbrella and I, for one, am glad I am privileged to crawl under it.’’ All These Benefits Are Yours $50 a Month when you are totally disabled by con- fining sickness. $50 a Month when you are totally disabled by acci dental injuries (including automobile accidents $11.67 a Week when you are quarantined and your Salary has stopped. $25 a Month for illness that does not confine you to the house but keeps you from work 20 Per Cent increase in sick benefits for two month 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 consecutive annual renewal of the policy for not to exceed five years. Double these benefits for travel accidents sustained in railroad, street car or steamboat wreck. Operation benefits in addition to other benefits after your policy has been maintained in force for one year. Policies paying larger benefits are issued if you desire. r ects, and complete details about the Send the Coupon | a a TT OI ed NASE will be sent to schools on request. Today To the T. C. U., 646 T. C. U. Building, Tos a ° ° 7 will ac ow ‘ e Lincoln, Nebraska. y. W rite to the Division of Publications of tn Pag J tel you how you — | I am interested in knowing about your Protective Benefits. Send ! the NEA, 1201 16th St., N. W., Wash- he A A, a. pnd | me the whole story and booklet of testimonials. 0! ington D Cc time of need. Send the coupon today. | ild . ‘ . ae ot The Tennessee Valley Looks to oo — . ° ° rwrit Address_..... ‘ ™ m nd 4 the Future—This sixteen-page reprint 646 T.C.U. Building, Lincoin, Nebr. | (This coupon places the sender un nder no obligation) from the December 1934 JouURNAL may — —— : ee ———— d- be ordered from the National Education fe Association at the following prices: 2 ECONOMICAL ENRICHMENT OF THE coDi ° ‘ ° oe eet 2a: 288; 98.50; tee, SMALL SECONDARY SCHOOL CURRICULUM er- - $3; 300, $8; 500, $13.25. Teachers will A | Bulletin of th 4) ‘ind this material valuable for classroom ae ee ae ee nde Use. A Connecticut teacher, writes: “I am Department of Rural Education nef “lighted with the wealth of information 96 Pages Price 50 cents of about the TVA. My classes have been The facts which this Bulletin contains are needed by every worker in this field. It 4] making the TVA their major current will be especially helpful for State Departments of Education, County Superintendents ni events topic, and are geestiy lateiantad and rural secondary school principals. ent uf ™ the activities there and are bringing ORDER NOW BEFORE SUPPLY IS EXHAUSTED ns, in every day pictures, maps, and infor- Cash must accompany single orders—Discounts on quantities mati , : — oe. —~ from many sources. I am sure National Education Association y December JourNAL bids fair to be 1201 Sixteenth Street Washington, D. C. Well-thumbed.”” [Continued on page A-8] _— ion Volume 24, Number 1; January 1935 Mention THE JOURNAL when writing our advertisers Forward Looking manufacturers 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. LIKE MOST LITTLE HE°S INTERESTED IN ments ¢ shortcor heighter elevate ' round t BOYS EVERYTHING —and that is why the scientific story of Teeth and their importance to health can be made a very enthralling subject, as also the fact that the daily chewing of gum exercises the gums, mak- ing teeth healthy. Ask your dentist. There is a reason, a time and place for Chewing Gum. Four Factors that Help Teeth Last a Lifetime Are: Proper Nutrition, Dentist’s Care, Personal Care and Plenty of Chewing Exercise. | Continued from page A-7] The World Federation of Educa- tion Associations will hold its 1935 meeting in Oxford, England, August 10- 17. The meeting will be held in conjunc- tion with the International Federation of Teachers Associations and the Bu- reau International de L’Enseignement Secondaire, looking to a more complete coordination of these three great inter- national societies working to the same end. For further information communi- cate with the WFEA, 1201 16th St., N. W., Washington, D. C. Early announcements of summer schools are desired by a teacher in Oklahoma, who says that many summer school bulletins are sent out too late for teachers to benefit by them. Colored bird pictures and leaflets for bird study can be secured by teachers from the National Association of Audu- bon Societies, 1775 Broadway, New York, N. Y. A sample of the literature and the circular, “An Announcement to Teachers,” which explains the formation of Junior Audubon Clubs, will be sent upon request. One of the worst absurdities of presentday thinking is the idea advanced in some quarters that it is not sound economy to make school buildings beau- A-8 tiful. A civilization which employs its crude laborers and starves its artists is not going ahead. It is destroying its own soul, An upward trend—In nearly all counties in West Virginia there has been a marked increase in the employment of teachers of standard normal rating, or better, over last year. Due to the larger enrolment in the schools this year, there is an increase in the total number of teachers employed in the state of ap- proximately 200 teachers over last year. —West Virginia School Journal. We have almost killed education trying to make it a science. It essen- tially is an art and we must come to recognize it as such—Sidney B. Hall, state superintendent of public instruc- tion, Virginia. Special packet service—To en- courage debating and to give help on the subject of federal aid for education, which is being discussed in thousands of high schools this year, the National Edu- cation Association is offering a collection of invaluable material on this subject. This federal aid debate packet may be secured for $1. The tercentenary packet, which sells for the cost price of 50¢, con- tains suggestions and projects for schools and communities desiring an effective Mention THE JouRNAL when writing our advertisers tercentenary celebration. Schools which® are endeavoring to teach world goodwill or planning programs on the observance of World Goodwill Day, May 18, wil find help in the special World Goodwill Day packet. This packet may be ob tained for the cost price of 50¢. The new vitalized commencement packet is now available. This 50¢ packet contains summaries of fifty graduation programs, complete pageants, samples of student speeches, and other valuable materials. The practise of vitalizing the commence- ment program is spreading rapidly. W. L. Howard, principal, Darlington, Indiana, writes: The commencement was by far the mos successful ever held in this town. The atten- dance was far beyond our expectations and everyone was delighted with the program. This type of program honors outstanding members of the class, interprets the school, provides a more interesting program, and is most economical. Schools desiring any of these packets should write to the National Education Association, 1201 16th St., N. W., Wash ington, D. C. Group study and faculty meet ings—The faculty meeting is too fre quently of little constructive help to the teacher. Instead of a meeting in which the principal makes routine announce The Journal of the National Education Association cently magazin taine, | Marylai series of teachers past se\ planned based 0 organize nonped as Jame in the 1 the Go tin’s Ti tion. M gain m of this which Georgic Sche know t tion in alcohol structic Tobacc Educat the U. Washi In Nov _ We tz We beli Thro We're a Art, 1 We've 1 Wec Ser Kearne: [This Secretar tion As An to enr ers fo with ¢ NEA, of sch ‘larges percer years, Ne one ¢ Natio away Diege Wi ber o Secret Volun | heighten the interest of the teachers or | elevate their professional spirit like a } round table discussion based on a re- ) cently published book or significant ments or scores the teachers for their shortcomings, nothing would serve to magazine article. ... Dr. E. Clarke Fon- taine, supervisor of high schools in Maryland, has been carrying on such a series of round table discussions with the teachers under his jurisdiction for the past seven or eight years. He not only planned for and presided over discussions based on educational topics but he also organized discussion groups at which nonpedagogical books were studied, such as James Harvey Robinson’s The Mind in the Making, Russell’s Education and the Good Life and Everett Dean Mar- tins The Meaning of a Liberal Educa- tion. Might we not assume that we could gain much from a study and discussion of this type book as well as from those which are strictly pedagogical?— Georgia Education Journal, Dec. 1934. School people will be interested to know the legal requirements for instruc- tion in the public schools of effects of alcohol and narcotics, as revealed in Jn- struction in the Effects of Alcohol and Tobacco, Leaflet No. 38 of the Office of Education. The price is 5¢. Order from the U. S. Government Printing Office, Washington, D. C. In November nineteen hundred thirty-four, _ We talk about education all the more, We believe in it for both rich and poor; Throw open wide the schoolhouse door. We're accused of learning fads and frills, Art, music, gym, and fire drills, We've tried to choose the useless frill, We can’t succeed and never will. Seventh Grade, A. O. Thomas High School, Kearney, Nebraska. Miss Elda Stubbs, teacher. [This school is named for A. O. Thomas, secretary general, World Federation of Educa- tion Associations.] A national record—“It is a pleasure toenrol our Kansas City, Kansas, teach- ers for the eleventh consecutive year with a 100 percent membership in the NEA.”—F, L. Schlagle, superintendent of schools. Kansas City, Kansas, is the largest city in the country to have 100 percent enrolment for eleven consecutive years, Necrology—Harriet Newell Morris, one of the oldest life members of the National Education Association, passed away May 14, 1934 at her home in San Diego, at the age of ninety-three years. William Henry Shephard, a life mem- ber of the NEA, for many years state Secretary of the Minnesota Education [Continued on page A-11] Volume 24, Number 1; January 1935 “ALASKA...MyY TENTH TOUR —FAR SURPASSES THEM ALL” That is the enthusiastic statement of Miss Mary MacFarlane of Hazelton, Pa., who was a member of the Florence Hale Alaska Adventure party in 1934. And Note the Tours She Has Taken: “Having been to Europe twice, to the Pacific Coast three times, to Mexico Canada, Nova Scotia and Florida, | feel justified to pass judgment and draw com- parisons. As far as natural scenery is concerned, Alaska far surpasses them a We Quote From Letters of other Members of the 1934 Party: Miss Alice Tucker, East Weymouth, Mass. “My Alaska Adventure is one of the pleasantest memo- ries| have... 1 wish | could do it all over again.” H. B. Stiles, Pitman, N. J. “My Alaska Adven- ture was indeed a happy and pleasant one. It was a trip | shall long remember because of the very beautiful and unusual things we saw and also the associations formed.” Ida A. Schempp, Pittsburgh, Pa. “My Adven- ture to Alaska was the most profitable, bene- ficial and delightful vacation | have ever had and | am anxiously awaiting announcement of the next one.” Alaska Steamship Company Burlington Route 560 Fifth Avenue, New York Name (Mr., Mrs. or Miss) _......--_-- ' Home Address School Mention THe JouRNAL when writing our advertisers Soo Line Florence Hale, Northern Pacific Ry., Please send me the details of Alaska Adventure No.2. | under- stand this request places me under no obligations. Sara C. Murphy, Philadelphia, Pa. “My ad- venture to Alaska will always be an outstanding experience. Even the far-famed Alps cannot sur- pass this land of romance, snow-capped moun- tains and scenic grandeur.” Cleta Thorpe, Huron, S.D. “Home again, with our Alaskan tour passing into history .. . The assertion made in your literature about the tour is correct—'its golden memories will linger while life lasts’ . . ertainly we got everything we were promised on the tour and much more.” Alaska Adventure No. 2 is being planned for the summer of 1935 and will be under the direction and co- operation of the Alaska Steamship Co., the Alaska Railroad, Northern Pacific Railway, Burlington Route, Soo Line and Canadian Pacific Railway, assisted by the Department of Education, Territory of Alaska. If you are interested in receiving details of this “Adventure” (when ar- rangements are completed) pleasefillinthe coupon and mail. There is no obligation. Northern Pacific Railway Canadian Pacific THROUGH UNTIRING EFFORTS— THIS MONUMENT TO THE The Administration Building of the National Education Association in Washington stands as a monument to the man who conceived the life membership plan—J. W. Crabtree. : Committee of the Association to designate all life memberships received between January 1, 1935 and the ‘life mem.) bership dinner in Denver on July 2 as CRABFREE LIFE MEMBERSHIPS in honor of Mr. Crabtree. The life membership fees are placed in the permanent fund of the Association and had it not been for this fund our headquarters building would not have been possible. J. W. CRABTREE SECRETARY 1917-1934 LIFE MEMBERSHIP We are confident that hundreds will be proud to have one of the spe- ctal life membership cer- tificates which will be issued during this period. Let this be a way of ex- pressing genuine appre- ciation of Mr. Crabtree’s devoted service in the building of a great pro- fessional organization which is devoted to the interests of the children of the Nation. Let us perpetuate the ideals for which he stands. al It was, therefore, most fitting for the Executive! ADMINISTRATION BUILDING WASHINGTON, D. C. It is the means of registering life interest in your chosen profession. It is the highest type of credential. It stands as a high mark of professional spirit. HONOR YOUR RETIRING SECRETARY BY ENROLING NOW MR. WILLARD E. GIVENS, Secretary, 1201 Sixteenth Street, Washington, D. C. Dear Mr. Givens: I wish to become a life member in honor of Mr. J. W. Crabtree, Secretary Emeritus of the National Education Association, I understand the entire amount of $100 can be paid in equal annual installments of $10 and to make my first payment February 1, 1935. each, and that membership dues already paid for the current year may be applied on the first payment. Name. Address SO SSHSHSSHSSHSCSHSHHSHR SSH H SSE SHSHSHEHSH HSH HHHHSEHSRSSEHHS HSE SHREHHSEHSSSHSSSSEHSSCHHSHSHSCHOHDESOCHSSHHESCHSSOEESEHHFASCOKSCOSESES SCA OR ETS SS OF City and State A-10 Mention THE JouRNAL when writing our advertisers ce C eC SSE HSE TESTES HE EES SEES EEE EEE OEE H OHO HEHE SHES OHHESSHESSSSSHESHEHSHSHSHSESHSSHHEHSHHSHSHSHOSHESSHOECESSESSEEESESEHRESESEEESEF® The Journal of the National Education Association | Associa educatit Nina » pioneer » away N TEACHING PROFESSION) “Mo Trend Bulleti 5 ciation, at all le band bri » Both st ) helpful ; will pé illustra Te: teacher ® lower § schools ) other s » lic Ins motorc B day. S ) every school. Anc ment. cation letter » lass of The { the Ce Februa! in June the old S sissippi » Iam vy } your J your sa claims School gradua The to ning u Th ance confer 19-22 at H: imity well-e recorc Susan -guida dent | n, 10 \- [Continued from page A-9] Association, and an authority on adult education, died November 5, 1934. Nina C. Vandewalker, specialist and pioneer in kindergarten education, passed ) away November 22, 1934 in Detroit. “Modern Social and Educational Trends,” the November 1934 Research Bulletin of the National Education Asso- ciation, will be found helpful to teachers at all levels. It is an accurate, pertinent, and brief guide to major social problems. Both students and teachers will find it a helpful supplement to the textbook and will particularly enjoy its charts and illustrations. Teacher visitation—Delaware teachers of one-teacher schools and the lower grade teachers of two-teacher schools have one day for group-visiting other schools. The Department of Pub- lic Instruction has arranged this year a motorcade to visit five schools in this one day. Something different is observed at every stop; there is discussion at each school. Another milestone in the develop- ment of American secondary edu- cation—The following is taken from a letter from Principal Stephen A. Doug- lass of Central High School in St. Louis: The first public high school of St. Louis, now the Central High School, was established on February 11, 1853, and graduated its first class in June 1858. Central High School claims to be the oldest public high school west of the Mis- sissippi River. We feel that this is a distinction. I am writing to ask if it will be possible for your Journal to investigate my statement to your satisfaction and then give publicity to the claims which we make for the Central High School of St. Louis. This old school is about to graduate its one hundred and thirty-third class. The total number of alumni from the begin- ning until now is 10,887. The National Vocational Guid- ance Association will hold its annual conference in Atlantic City, February 19-22. Headquarters will be established at Haddon Hall. Because of the prox- imity of the convention city to centers of well-established guidance activities, a record-breaking attendance is expected. Susan J. Ginn, director of vocational guidance, Boston public schools, is presi- dent of this Association. My Pedagogic Creed—Teachers colleges and normal schools not enrol- ing in the student-membership plan may wish to present Dewey’s creed [see p 13-16] as commencement gifts to seniors. Reprints may be secured from the Na- tional Education Association, at the fol- lowing prices: 2 copies, 10¢; 5, 20¢; 25, 15¢; 50, $1.50; 100, $3; 300, $8; 500, $13.25, Volume 24, Number 1; January 1935 We need in this country the type of education that frees the human mind from ignorance and superstition, and loosens the bonds of oppressing circum- stance. We need thruout our schools and colleges the type of educational training that not only gives each student the chance of development according to his capacity, but ferrets out native ability and encourages and stimulates intellec- tual aptitude, wherever it may be found, to the highest degree—Chancellor Harry Woodburn Chase of New York Univ. The Journal is interested in making a collection of short prayers that are used by schools in their opening exer- cises and would appreciate hearing from teachers who are interested in this phase of school work. [Continued from page 35] NeBRASKA—Kearney, Junior High; Omaha, Haw- thorne, Robbins. New HAmpsHireE—Portsmouth, New Franklin. New JersEyY—Camden, Beideman, Garfield, Mt. Vernon; Chatham, Chatham Borough Number 2; Highland Park, Irving; Irvington, Clinton Avenue; Lincoln Park, Lincoln Park; Montclair, Senior High; Morris County, Mendham Township; Red Bank, Junior High. New Mexico—Roswell, Junior High. New York—Batavia, Brooklyn, Robert Morris, Pringle, Washington; Corning, Corning Free Acad- emy; Hudson Falls, Hudson Falls Public Schools, Junior High, Public Number 2, Senior High; Johns- town, Perry Street; Loudonville, Loudonville; Olean, Public Number 3; Oneonta, East End; Rochester, Indian Landing; Saratoga Springs, Public Number 3; Schenectady, Euclid, Riverside. On10—Akron, Administrative Building, Fraun- felter, Rankin; Canton, Cedar; Cincinnati, Guil- ford; Cleveland, Lawn, Sackett; Clyde, Clyde Pub- lic Schools; Columbus, Livingston Avenue; Delphos, Lincoln; Fairfield County, Bloom Rural Elementary; Galion, West Junior High; Glouster, Mountville {Homer Township]; Lockland, Arlington; Randolph, Randolph Rural Schools; Ringgold, High; Shelby County, Jackson Center Village; Sylvania, Central Avenue, Hillview, Maplewood Avenue; Van Wert County, Hoaglin - Jackson; Warren, McKinley; Youngstown, Myrtle. OrecoN—Oregon City, Oregan City Public Schools, Barclay, Eastham Elementary, Junior High, Mount Pleasant, Senior High; Salem, Grant, Richmond. PENNSYLVANIA—Beader Falls, Beaver Falls Public Schools, Beaver Falls Junior High, College Hill Junior High, Eighth Avenue, Eleventh Street, Fifth Avenue, Fifth Street, Senior High, Seventeenth Street, Thirty-eighth Street, Thirty-third Street; Berks County, Albany Township, Amity Township, Bally Borough, Birdsboro Borough, Colebrookdale Township, Exeter Township, Fleetwood Borough, Greenwich Township, Hereford Township, Long- swamp Township, Lower Alsace Township, Marion Township, Ontelaunee Township, Pike Township, Rockland Township, Ruscombmanor Township, Shil- lington Borough, South Heidelberg Township, Mt. Aetna [Tulpehocken Township], Rehrersburg [Tul- pehocken Township], Union Township, Upper Tul- pehocken Township, Washington Township, West Leesport Borough, West Reading Borough; Pitts- burgh, Penn, Regent Square; Van Meter, Van Meter; Westmoreland County, North Belle Vernon Borough, Washington Township. SoutH CaRoLInA—Tucapau, Tucapau. TENNESSEE—K noxville, McCallie, Mead. Texas—Dallas, William Lipscomb. Uran—Davis District, Clinton, Layton, South Bountiful, Stoker; Granite District, Woodrow Wil- son; Juab District, Mills; Salt Lake City, High- land Park; South Sanpete District, Ephraim Ele- mentary, Manti High. VERMONT — Burlington, Poultney, Rural. Vircinia—Bath County, Bacova, Burnsville, Mill- boro High, Mt. Grove, Thomastown; Lynchburg, Fort Hill; Newport News, Eighteenth Street; Nor- folk County, Cradock High and Elementary, West- haven. WASHINGTON—Chehalis, West Side. West Vircinta—Arista, Arista-Modoc Backus, Glendale; Berkeley County, Berkeley County Teachers Association; Hinton, Greenbrier, Riverview; Kanawha County, Chesapeake, Parsons; Mill Creek, Adolph High; Oceana, Grade. Wisconsin—Beloit, Lincoln Junior High; Eau Claire, Day School for Deaf, Eighth Ward, Fourth Ward, Junior High, Second Ward, Seventh Ward, Third Ward, Tenth Ward, Vocational; Madison, Longfellow; Marshfield, Washington. Champlain, Converse; Graded; Mention THe JouRNAL when writing our advertisers See Yellowstone After the N.E. A. Convention in Denver Next Summer 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. CLASSROOM TEACHER and CHARACTER EDUCATION Seventh Yearbook of the Department of Classroom Teachers (1932) (Second printing) 244 pages Price $1.50 Because of the wide demand for this yearbook a reprint has been found necessary and is now teady for distribution. It emphasizes fundamen- tal principles of character and personality devel- opment and contains a wealth of illustrations from actual classroom situations. A copy of this book should be in every school and in every library. Discount on quantities NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth St., N. W. Washington, D. C, ATIONAL COLLEGE of 49th year EDUCATION Young women while training professionally as teach ers in nursery school, kindergarten and elementary grades also learn child psychclogy and home man- agement among christian-cultural influences. B.E. degree conferred (4 yrs.), also 3-year Diploma and 2-year certificate. Observation and Demonstration. Socialized activities. Nation-wide reputation for scholarship. All athletics, Graduates assisted in securing positions. Second Semester begins February 3. Write Edna Dean Baker, Pres., Dept. 16-A, Evanston, Illinois. Bausch & Lomb Balopticons Simple, Effective Projectors for all Still Picture Instruction with Lan- tern Slides, Strip Films and Opaque Objects. Write for Catalog Today. BAUSCH & LOMB OPTICAL CO. 684 St. Paul St., Rochester, N. Y,. N.E.A. Publications of Interest and Value Research Bulletins MopERN SocraAL AND EDUCATIONAL TRENDS. Vol. XII, No. 5, November, 1934. 48pp........ NATIONAL DELIBERATIVE COMMITTEES IN EDUCATION. Vol. XII, No. 4, September, 1934. 92pp 25 EDUCATION FOR CHARACTER, PART II. IMPROVING THE SCHOOL PROGRAM. Vol. XII, Ne. 3, May, 19384. 64pp a EpUCATION FOR CHARACTER, Part I. THE SocrIAL AND PSYCHOLOGICAL BACKGROUND. Vol. XII, No. 2, March, 1984. 40pp 25 Five YEARS OF STATE SCHOOL REVENUE LEGISLATION, 1929- 1933. Price Per Copy Vol. Xi. No. 1, Jamutty, 19646. 40pp..... ccc cccecece 25 CURRENT CONDITIONS IN THE NATION’S SCHOOLS. VOL AL, MG. ©, MOVOMIET, Bees SOD icc ccccccccccecs 25 CONSTRUCTIVE ECONOMY IN EDUCATION. Vol. XI, No. 3, September, 1933. 36pp................ 20) SALARIES IN CiTy SCHOOL SYSTEMS. VOR, 2k, PO. 2, SORMCite BOIB eon ck cic ccc ccc ccinwes 25 THE ScHOOL BOARD MEMBER. Vol. XI, No. 1, WanudmalOss. 48pp......ccccccccses 25 FAcTs ON SCHOOL COSTs. VOL, 2a, PRO, Oy SOOO Bree, CODD 4 i 5 Sb c cece sews 25 CRIME PREVENTION THROUGH EDUCATION. Vol. X, No. 4, September, 1932. 68pp................ 25 ESTIMATING STATE SCHOOL EFFICIENCY. Os ey Es ey, BN EE ID oo iis ence sidiw ossawendeds 25 Health Education HeALTH Epucation—Second Edition. A program for public schools and teacher-training institutions, 1930. 251pp. Paper Bound Serre ce tht On sc opis Ahad ok ema 25 i eee ees (ree oe eee 1.75 HEALTH INSPECTION OF SCHOOL CHILDREN, 1933. 22pp...... 10 HEALTH SERVICE IN City SCHOOLS. Sn: Fee MOMMCO, BO GO. oo oo cdc wc cctevescdcéass 25 HEALTH ESSENTIALS FOR RURAL SCHOOL CHILDREN. SED. Ee TO, Be 6 ko c.6c0 vcs we cacsavase ccna 15 HEALTH IMPROVEMENT IN RURAL SCHOOLS. Cp. FOr Teemred, Bab O* oon kc ccc nts ccssvccvewses 25 ATHLETICS FOR GIRLS—A digest of principles and policies for administrators and teachers in Junior and Senior BER COCO RUINS oo cisss ewe athina cae eens ke eed ced >< 10 * No further discount. Departmental Yearbooks Classroom Teachers TEACHER AND Pusiic: A HANDBOOK OF INTERPRETATION FOR TEACHERS, Eighth Yearbook, 1933. 240pp........ ito aaeeea ce 2a THE CLASSROOM TEACHER AND CHARACTER EDUCATION Seventh Yearbook, 1932. 272 pp......cccccccccce eer THE ECONOMIC WELFARE OF TEACHERS. Sixth Yearbook, 1931. 244pp..... ¢eeee Special Price.. 1.00 , Pri Superintendence Per Copy CRITICAL PROBLEMS IN SCHOOL ADMINISTRATION, Twelfth Yearbook, 1934. 384pp Peats dwant bedawcs en wiek wat 2, EDUCATIONAL LEADERSHIP: PROGRESS AND POSSIBILITIES. . Eleventh Yearbook, 1933. S44 pp... ....ccccccccccccecs 2.0 CHARACTER EDUCATION. : ye ie Ce a ee ee: Five UNIFYING FACTORS IN AMERICAN EDUCATION. DER TRE, RI, SPINS oo ono cc ciccicccccccccsccd 2.0 THE SUPERINTENDENT SURVEYS SUPERVISION. Highth YWeartook, 1080. Zi2pp... .....ccccccccccccswn 2.0) Elementary School Principals AIps TO TEACHING IN THE ELEMENTARY SCHOOL. Thirteenth Yearbook, 1934. 412pp..........ccccssece 2.0) THE ELEMENTARY SCHOOL LIBRARIES. ier We a OR ee 2.00 THE PRINCIPAL AND His COMMUNITY. BROPORED TERT OOGR, Bee. BEGD oc cnc ccc cw cccccccccczn 1.50 THE PRINCIPAL AND SUPERVISION. Dame Ve ees GBI. 6.0 vec esiecae ceeds ctweess 1.50 Supervisors and Directors of Instruction SCIENTIFIC METHOD IN SUPERVISORY PROGRAMS. Moventh Waeeweon, 2004. TO4 np... .cccccccccscccccces 2.00 EFFECTIVE INSTRUCTIONAL LEADERSHIP. Bixth Vemmeets eee SOM, 6n cs ccwetecsscccccccscc em SUPERVISION AND THE CREATIVE TEACHER. boop oe RS ES EVALUATION OF SUPERVISION. : Hiowrth YOR. Beek; BSLIDs 2 ccc cccciescecscececews 2.00 CURRENT PROBLEMS OF SUPERVISORS. TRIE. VOR Sy PEIN 6.00.05 octet cigescvensnes 2.00 Review of Educational Research SCHOOL ORGANIZATION. Vol. TV, No. 4, October, 1084. G20p. . 0.0 60 cc cc cscccscccs 1.00 TEACHER PERSONNEL. Vol. DV, Dio. B, Bee, 2064. 10000. on ccckcccccvesseaves 1,0 THE CURRICULUM. Vol EV, WeOs mE, BOS. BOD soc sc chine 0dsc0c ea vaee 1.00 METHODS AND TECHNIQUES OF EDUCATIONAL RESEARCH. Vel, FV, Dees ZS, TGS, Bees SOD es ccc ccswsces 1.0 THE LEGAL BASIS OF EDUCATION. Vel. 145, Ne. 5, December, 1085. 1iSop. . 2... ss. 508k 1.0 PSYCHOLOGY OF LEARNING, GENERAL METHODS OF TEACHING, AND SUPERVISION. Vol. Ill, No. 4, Ootober, 2088: Sbnb. 6... veicesiccicoss 1.0 PUPIL PERSONNEL GUIDANCE AND COUNSELING. VOL; Lie, PO. Bem, TOES. GG oii c ons nc scccccs cureni 1.00 MENTAL AND PHYSICAL DEVELOPMENT. Vol. TES, NO. Z, Apwil, TOSS. BORD. oc. eileen 1.0 The titles listed above are only a few of the many available and include only the more recent issues of Research Bulletins and Departmental Yearbooks. Other issues are available covering a wide range of subjects. Write for complete list. Discounts on quantities of same book: 2 to 9 copies, 10 percent; 10 to 99 copies, 25 percent; 100 or more; 33 1/3 percent. Orders for one dollar or less must be accompanied by funds. a aa orca pecia aaacnaaacte Ss 2S pane onand ——— | R Please send the following: 1-35 Make checks or money orders gg I sinc arerictariaiainimaslib RG aaa ¥, 5% oe ele be wares hed nce a er payable to and mail to E Ser SPUN iyi tbsp olca nak’ bX: p'4,005! d06 Sle ce alee ae oie hel em edka Fee ee, Baik eed R i NATIONAL EDUCATION PED 0d KS De esls:s dig aaa aeee mad 0s ROTI SEES OL ee Res ke eee N ASSOCIATION AGGress—Street ics cescdiciccccccvace O | AGGress—Strreet ...eseeeee ces eee eee ee cee cee ec eneecce ces serencesceeeecees 1201 SIXTEENTH STREET WwW SME NID 6g avu cline; % n.h tar 6 nace er cc he eae eM ee ek dae ee WASHINGTON, D. C. A-12 Mention THe JourRNAL when writing our advertisers The Journal of the National Education Association T D Pri Je Pi ar