AN °° 1O%H PERIODICA' Room aie URNAL of the ATIONAL EDUCATION pusaaste!’ ASSOCIATION . Jeins Commission Conference on Planning * National Planning and Public Works « Highschool Pio- neering in Adult Education S. Alexander Shear s When Teachers Enter Politics John K. Norton e Dideaiel School- days Charles A. Beard and William G. Carr ® Bee Page A-15. for Complete Table of | FE BR U ARY ” | t ) 3 SD Contents + VOLUME 24 NUMBER 2 Are you coming to Atlantic City? See page 56 NOW-—a school dictionary! THORNDIKE-CENTURY SUNIOR DICTIONARY By E. L. Thorndike Teachers College, Columbia University From the ground up, conceived and written for children! Publication of the THORNDIKE-CENTURY climaxes twenty-seven years of work, including compilation of the Teacher’s Word Book. The originality and scholarship which have contributed to Dr. Thorndike’s emi- nence have gone into making of this book. The THORNDIKE-CENTURY JUNIOR DICTIONARY marks a distinct epoch in elementary education. 23,281 words y 1610 pictures »~% 970 pages »% $1.32 list For a free oF ys em Name spectus, send this adver- ae tisement, with your Address name and address, to Position SCOTT FORESMAN AND COMPANY CHICAGO ATLANTA DALLAS NEW YORK 623 So. Wabash Ave. 29 Pryor St., N. E. 308 Santa Fe Bldg. 114 E, 23rd St.. ———" eS JUST PUBLISHED: the third book in this up-to-date new series—USEFUL SCIENCE FOR HIGH SCHOOL, by Weed, Rexford, and Carroll. Already pub- lished: Books I and II, for grades 7 and 8 or 8 and 9, by Weed and Rexford. | SEFUL SCIENCE explains, in interesting yet orderly fashion, all the basic facts of science which are useful and important to all pupils. Further, this series consistently develops correct scientific attitudes and habits —habits which in the past have too often been left to chance. The pupil is constantly reminded that in order to meet the lightning changes of a changing world he must habitually rely on an open-minded study of established facts. As a matter of course, he learns to grow mentally, to adapt himself to new ideas as new facts become known, and, above all, to scorn all “‘wishful think- a gag aoe Abundant questions and exercises, great flexibility as to experi- ments, and lavish use of illustrative material make USEFUL SCIENCE an unusually practical and enjoyable series. EXAMINATION COPIES SENT ON REQUEST, WITH A VIEW TO ADOPTION Visit the Winston Exhibit—Booths D-12 and D-14 (directly opposite the Registration Booth) at the meeting of the Department of Superintendence of the N.E.A. in Atlantic City THE JOHN C. WINSTON COMPANY PHILADELPHIA CHICAGO ATLANTA DALLAS SAN FRANCISCO USEFUL SCIENCE } Feb NS The J Natio Colon Cl The . E The | Whi Det Ade Me Cor The JOURNAL of the NATIONAL EDUCATION February, 1935 Vol. 24, No. 2 ASSOCIATION : JOy ELMER MORGAN H. A. ALLAN In This Issue Editor Business Manager The Joint Commission Conference on Planning.... 37 Published by the National Education Association HENRY LESTER SMITH WILLARD E. GIVENS National Planning and Public Works............. 39 President Secretary J. W. CRABTREE, Secretary-Emeritus Colonial Schooldays....... : sees. nen) ae Charles A. Beard and William G. Con Between Editor and Reader Bt SI ts ct stnduale ted coe ENON 45 Ernest W. Butterfield LIFE The Highschool and the American Family......... 47 Haeee. vas DrKe Eleanor Craven Let me but live my life from year to year ; : eo ; With forward face and unreluctant soul; Highschool Pioneering in Adult Education......... 49 Not hurrying to, nor turning from, the goal; S. Alexander Shear Not mourning for the things that disappear In the dim past, nor holding back in fear The New Attack on Freedom of Teaching...... 51 Scene what the tutta wits: bak with o whale William H. Kilpatrick, Jesse H. Newlon, and George S. Counts And happy heart, that pays its toll ke nn ee ee oe. | To Youth and Age, and travels on with cheer. Educational Program of CCC Camps............ 54 So let the way wind up the hill ari down, ; Charles H. Judd O’er rough or smooth, the journey will be joy; ee om Still seeking what I sought when but a boy, When Teachers Enter Politics................... 55 New friendships, high adventure, and a crown, hehe 00, eden My heart will keep the courage of the quest, And hope the road’s last turn will be the best. Department of Superintendence Program a. {From “Music and Other Poems,” Scribner, copyright 1919. ] Adapting Our Schools to a Changing World........ 58 I ; T IS ONE of the greatest honors of my life to Membership in Departments of the NEA: 1934 . 60 have Mr. Givens as my successor,” says J. W. Crabtree Statistics as he turns over the responsibilities at headquarters. Concerning Subscription eee bai Oe oe ee 61 ,* OFFICERS of the Department of Superin- Gilbert O. Ward tendence and of the various allied groups have developed ‘al a 7 Mik andl Dibtiteeneits Wildman 63 iy ly strong program for the Atlantic City con O. W. Mosher, Jr. and C. R. Gilbert Notes and Announcements 66 Turse Is increasing appreciation of the far- . (nee reaching character of the problem presented by millions Master Builders of Our Profession............... 67 of unemployed youth between ages 16 and 25. What has your community done to survey the extent of the problem Builders of Our Profession...................... 68 -and to find ways of meeting it? CODE The payment of $2 active membership dues entitles a member to attend all on of 8 in of the Association and its departments, to vote for delegates to the Repre- sentative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 —- | of $2 entitles an active member, in addition to the giicons 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 ive membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Please report at once any change ving old as well as new yy meee URNAL is a cog ey e Educational Press Association of America. Published monthly, except July, August, and bg a by the National Education Association of the United eaten 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 a of August 24, 1912. Acceptance for ‘mailing at special rate of postage provided for in section 1103, act of po a 3, 1917, authorized January. 26, 1921. eee ere Eee Volume 24, Number 2; February 1935 A-15 STEEL FOR EVERY Send for our sample assortmentof school style steel pens. Try them yourself. Note how easily and smoothly they glide from word to word. Esterbrook Pens help im- prove student writing. 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PUBLISHING CO. 1808 Washington Ave., St. Louis, Mo. 2 on rt nsp° c Tra def oday gaziD ati n The Journal of the National Education Association SIT? TS 4 Fs \c O a conf Legisl: Educa confer Joint Emer furthe respol by th Assoc ment namel presel and such | may our $ tively lenge the | trial, TI semb men catio Alas! Thos scho and assor worl Ir ence that spac com invo plar isol; issu nity wit stru the 7 eral dre cat lea Wo un cor lov ( gra Vol February 1935 Joint Commission Conference on Planning N DECEMBER1I1-13, () 1934, there assembled in Washington, D.C., 4 conference on “State School Legislation and Longtime Educational Planning.” This conference was called by the Joint Commission on the Emergency in Education in a further attempt to meet the responsibilities assigned to it by the National Education Association and the Depart- ment of Superintendence: namely, “an appraisal of the present educational program and longterm planning for such changes in programs as may be required to enable our schools to meet as effec- tively as possible the chal- lenge presented to them by the changing social, indus- trial, and economic order.” The conference thus as- Saga FROM THE NEW SECRETARY—No one can take | a position like the secretaryship of the National Education Association without a deep sense of responsi- bility. | follow in the footsteps of one of America’s great pioneers—a man whose love of humanity and whose vision of service have left a deep and lasting impression on the national life. | am fortunate in having his friendship and even more fortunate in having his advice and help in taking | up this new work. May his spirit ever abide with us all. | {| Teaching has had a marvelous advance in the past 25 | years. It now faces a challenge to meet an even larger re- | sponsibility to the nation. The need of the hour is a new | sense of cooperation for the common welfare. As an in- dividual | can do little. As the servant of a great awakening | profession | can help to mobilize the purpose and the power that reside in the consecrated teachers of America and in the citizens who believe that an intelligent democracy is the best government for mankind. | appreciate the many ex- pressions of goodwill and confidence that have come to me _ since the announcement of my call to this new service. | I shall do my best to carry on the great work to which the | Association is dedicated.—Willard E. Givens sembled included ninety-one men and women representing the edu- cational leadership of forty-one states, Alaska, and the District of Columbia. Those in attendance included chief state school officers, presidents, secretaries, and other officers of state education associations; state educational research workers; and others. In planning and calling the confer- ence, the Joint Commission recognized that it would be impossible in so brief a space of time to prepare a finished and comprehensive survey of all the problems involved in educational legislation and planning. The Commission did hope to isolate and define some of the basic issues in the field, to offer an opportu- nity to exchange experience in dealing with these issues, and to stimulate a con- Structive attack in each of the states on the problems of educational planning. The conference opened with two gen- eral sessions at which there were ad- dresses by U. S. Commissioner of Edu- cation John W. Studebaker and other leaders in American education. The main work of the conference was carried on under four committees. Reports of these committees are summarized in the fol- lowing columns. Committee A, Machinery for a pro- gram of state educational planning and Volume 24, Number 2; February 1935 the relation of the educational program to planning in other areas, was under the chairmanship of State Commissioner Bertram E. Packard, Augusta, Maine. This committee pointed out that the chief factors which have created the genuine demand for educational plan- ning are: the recent development of widespread interest in community, state, and national planning; the numerous perplexing problems that the schools have faced because of the economic up- set; and the deplorable lack of pub- lic understanding concerning the aims, scope, and problems of public edu- cation. Committee A set forth the objectives of educational planning, as follows: [1] To guarantee that educational agencies keep pace with social and economic trends. [2] To insure that the present program of public education is appraised by representative groups of citizens and that modifications are proposed. [3] To define significant educational problems faced by the school system and to secure the facts needed for their solution. [4] To initiate studies relating to the pur- poses, extent, and support of public education. [5] To coordinate all efforts to give the pub- lic facts concerning the educational program. [6] To establish contacts between educational planning and planning in other areas of state service. This committee outlined the general plans, suggested guiding principles, and called attention to the sources of information relating to long- time educational planning. In emphasizing the rela- tionship of educational plan- ning to planning in other areas, the committee stated: The welfare of schools is so intimately involved with the so- cial and economic development of the state that educational plan- ning should be carried on in sym- pathetic cooperation with agen- cies engaged in planning in these areas. It is unfortunately true that commissions working in other areas sometimes ignore the im- portance of the educational as- pects of their inquiries. Special consideration should be given to educational aspects in planning involving such problems as the reorganization of local gov- ernment, conservation of natural resources, the utilization of land, and taxation. Educational plan ning groups should invite members of planning commissions in other areas to take part in oc- casional meetings on educational planning in order to avoid undesirable duplication of effort, to insure that no important phase of the life of the state be omitted, and to promote gen- eral cooperation and understanding among all groups concerned. An effort should be made to establish in each state some clearinghouse of information relative to completed studies and studies in progress rela- tive to planning in social, economic, educational, and governmental fields. This clearinghouse might be established thru the state university, the planning commission, or other state agency. Superintendent A. L. Threlkeld of Denver was chairman of Committee B, Improving the school program thru educational planning. The following important observation was made by this committee: The need today is for a program of con- tinuous planning rather than for a finished plan drafted in the light of our limited knowledge. The development of the automobile illustrates this point. The automobile of 1934 is the pro- duct of two decades of continuous planning and experimentation, and yet the most advanced thinkers of 1900 could not have conceived the machine of 1934. There should be set up in every state a planning body for improving the educational program. It is not expected that these planning groups will be able to develop final plans immediately. They will, however, focus the best thought of the state upon the educational aspects of social and economic problems. What does the present social situation imply for education? In answering this question, Committee B pointed out that any plan for the improvement of educa- tion must proceed from a consideration of present social facts and trends: The nature and needs of society—The area of public education needs to be redefined in terms of present social needs. In planning edu- cation for this area the following are suggested as the kind of issues which must be dealt with: {1] Are considerations of the ideals of democ- racy to be limited to the political phase of our lives or are such considerations to be extended to the economic precesses of society as well? [2] Should the schools be so organized and ad- ministered as to afford in themselves a situation in which democracy is practised by pupils, teach- ers, principals, superintendents, all together in one cooperative enterprise? [3] What measures should be taken to keep the schools in touch with the realities of their immediate communi- ties, states, and the nation, the understanding of which must necessarily constitute a major objective of civic education? [4] To what extent should the school assume leadership in The purposes of education—The purpose of education in a democracy is to provide oppor- tunity for the fullest development of every indi- vidual in terms of his capacities, interests, and abilities. Education must also provide the ap- propriate education for our various social groups defined in terms of age, interests, and needs. It should provide not only for the most complete development of the individual but should edu- cate him to live and function as an intelligent, responsible, and cooperative member of the community. The scope of the educational program—There is a growing feeling that the increasing com- plexity of our social order is demanding certain definite changes in the existing educational pro- gram. The life of today calls upon the schools to serve new and wider purposes. The curriculum—The curriculum is the means whereby a sympathetic, intelligent, and edu- cated teaching body may develop the necessary knowledges, skills, habits, and attitudes required in our American democracy. It must seek thru constant revision to develop happy and nor- mally adjusted citizens in a society that is sub- jected to rapid and constant change. The selection and preparation of teachers— The quality of the teaching determines to a large extent the success of an educational pro- gram. It is necessary to select the right kind of student for teacher education and to offer prepa- ration of a kind which will be in keeping with the increasing importance of education in pres- entday society. Since teaching includes person- ality and character development, understanding of civic relationships, the development of proper attitudes, as well as guidance in the mastery of fields of learning of special interest to pupils, particular attention must be paid to securing teachers who have acceptable ethical standards. To insure uniform recognition of these require- ments, each state should have a central agency granting all certificates. Because social changes are coming rapidly, a permanent certification is inadvisable. The organization and administration of the program—Many social and economic factors are involved in the organization and adminis- 38 tration of the educational program. In deter- mining the size of the school unit, some atten- tion should be given to the number of pupils necessary to provide an adequate socialized edu- T is for the teacher not only to see that the educational enterprise is well planned, that the schools operate honestly and efficiently in their mighty service, and that they give attention to such pressing matters as unemployed youth, recreation, vitalized civic in- struction, adult learning. It is for the school to go farther, to teach the art of planning itself as applied to both indi- vidual and community life. Let the stu- dent gather such materials as there are, project current trends forward, and in- quire as to the kind of life and com- munity he desires. Let him set down the goals toward which his country might well work for the next ten years and suggest ways of reaching them. His efforts may be ever so crude, but if they are earnest they will mark the beginning of a new power in his life. —J. E. M. cational experience. The size of the school unit should also be large enough to make possible adequate financial support, trained educational leadership, and other services needed in the social growth and development of those to be educated. The different units of the school sys- tem must be properly coordinated and inte- grated. Every effort should be made also to adjust the school system to various govern- mental agencies and to numerous community agencies. Committee C, Essentials of state school finance legislation, was under the chairmanship of Frank L. Grove, sec- retary, Alabama Education Association, Montgomery. This committee, like the National Conference on the Financing of Education which met during 1933 and framed the “School Finance Charter” [see October 1933 JouRNAL, page 194], was obliged to deal with problems which are immediately pressing in all the states. Following are excerpts from its report: A system of state aid for public schools is more desirable than complete state support for the entire school program. This state aid should function so as to equalize both the educational opportunity of children in every part of the state and the burden of the support of a reason- able minimum program of education. Equaliza- tion as used in the foregoing sentence does not mean uniformity. It refers to a minimum rather than to a maximum. In general, cooperation by the state and local governments in the financing of education is preferable to the financing of public education by either one of these agencies alone. Tax limitations—After a careful discussion, it was the conclusion of the committee that constitutional and statutory tax limitations are undesirable. One of the particular conditions that has led to the development of tax limita- tion proposals has been the desire to bring about 7 a reduction in taxation upon real property. With the purpose of reducing the excessive bur- 7 dens upon real property the committee is highly 7 in accord. This, however, may be accomplished by means other than constitutional and statu. 7 tory tax limitations which in the long run have not accomplished the purposes for which they were enacted and which can only result in an intelligent undermining of desirable govern- mental services which the people themselves wish to have maintained at a high standard, The history of tax limitations is replete with evidences of dodging and indefensible manipv- lation of debt services. Local control of public expenditures is preferable to state legislative dictation. The general fact of varying cycles of economic activity of itself indicates the necessity of providing flexibility of tax rates, State Superintendent James N. Rule, Harrisburg, Pennsylvania, was chairman | of Committee D, Essentials of state school nonfinancial legislation. In dis- cussing school problems rightly controled by legislative action, the committee stated: Matters of policy, statewide in scope, which protect and guarantee to children the right of ample educational opportunities, which protect and conserve the rights and privileges of school employees and employers and which provide the general means for executing all such policies are legitimate fields of legislaticn. Matters of administrative procedures and technics, the prescription of specific subjectmatter and defi- nite method, are not legitimate fields of legis- lation. The committee specifically declared itself in favor of a legislative policy which will permit the education at pub- lic expense of these groups not now gen- erally included in the school program. “This should be done without impairing the continuance and further development of existing school facilities.” In pointing out the necessity for such a legislative policy, the committee referred to the fol- lowing elements of our social life: Modern life is eliminating many of the edu- cative influences of the home and community which were effective in the development of chil- dren below the now prevailing school-entrance age. The increasing efficiency of the public school, together with the decreasing opportuni- ties for employment, are resulting in enforced idleness in the case of an alarming number of youths between the ages of 16 and 21. Changing technics in the production’ of the world’s goods, new social and economic strains and controls, and an unprecedented amount of enforced leisure time are creating unhappy, confused, and dangerous states of mind among a growing number of adults. ° The entire conference was marked by an atmosphere of intensive work and it is doubtful if any national conference has ever involved the active participation of a larger proportion of its total mem- bership. The Journal of the National Education Association F I or ci set uf Th this ¢ city, | a whe isa p Th The their ingto’ name borh¢ natio tions scien comr By boar Secr Chat greal office natic plan T app inve the Dec and the rans T Boa sche tion regi res¢ poli stat dat nat I use you Ho lan mu Se\ National Planning and Public Works F YOU HAD a chance, as the colonists or the pioneers had, to build a new civilization, what kind would you set up? The highschool or college which asks this question about its own school, its city, the region or state, or the nation as a whole, will find that the first essential is a plan. The idea of planning is an old one. The builders of the pyramids planned their town 5000 years ago. George Wash- ington planned the city that bears his name. Planning has its place in the neigh- borhood life, in the family, the state, the nation, and in the relations between na- tions. It is simply the application of scientific method to the problems of our common life. By setting up a national planning board under the able chairmanship of Secretary Harold L. Ickes, and with Charles W. Eliot 2d, grandson of the great Harvard president, as executive officer, President Roosevelt has given a nationwide impetus to the practise of planning. The National Resources Board was appointed by the president “to make an inventory of our national assets and of the problems related thereto.” In its December report on “National Planning and Public Works” the nation now has - the broad outlines of a program of long- range planning of natural resources. The report of the National Resources Board should be studied in every high- school and college. Study the major sec- tions of the plan as it relates to your region: [1] land use planning; [2] water resources planning; [3] planning mineral policy; [4] public works planning; [5] state and regional planning; {6] basic data for planning; and [7] continuous national planning. How can the method of planning be used in your own city or region? Does your state have a planning commission? How will the Board’s proposals affect the land and water resources of your com- munity? Is your region included in the seventeen drainage basins recommended for study and development by the Board? The program as set up by the Board Provides for systematic development of American water resources for sanitation, power, industrial, and recreational uses; for extensive flood control works; ero- Sion and reclamation work; for retiring Volume 24, Number 2; February 1935 75,000,000 acres of submarginal lands over a fifteen-year period; the develop- ment of more national parks and forests be IDEA of planning may be the chief contribution of the twentieth century to human progress. To plan beyond the year or the decade into the life as a whole; to plan beyond the in- dividual to the family, the neighbor- hood, the state and the nation, and even the world is to gain a new per- spective and a new faith—a perspective which knows that many of the uncer- tainties of life can be provided for and a faith to undertake the task. Every successful father or mother knows that planning is the way of freedom. It has long been a compliment to an indi- vidual to refer to him as farsighted. It remains for this generation to real- ize that whole peoples as well as indi- viduals may be farsighted. Let us teach the young people in the schools to look upon organized foresight as a major element in both indivdual and social excellence.—J.E.M. and playgrounds; for consolidating small farm holdings; for housing, subsistence homestead, highway, rural electrification, grade crossing elimination, and many other forms of public works. In the foreword to the report it is pointed out that The natural resources of America are the heritage of the whole nation and should be conserved and utilized for the benefit of all of our people. Our national democracy is built upon the principle that the gains of our civili- zation are essentially mass gains and should be administered for the benefit of the many rather than the few; our priceless resources of soil, water, minerals are for the service of the Amer- ican people, for the promotion of the welfare and wellbeing of all citizens. The present study of our natural resources is carried thru in this spirit and with a desire to make this principle a living fact in America. The National Resources Board brings together in one body, three groups form- erly represented by separate federal agencies, including land planning, water planning, and mineral policy. The inter- relation between these three areas of planning is brought out in the findings and recommendations of the Board which may be expected, if carried thru, to [1] Provide for the systematic development of our water resources for purposes of sanita- tion, power, industrial uses, transportation, recreation, domestic consumption, and other collateral uses on a far higher level than ever before. [2] Remove the recurring menace of great floods and vast losses to persons and property. [3] Reduce the heavy losses of soil caused by uncontroled erosion. [4] Eliminate the use of land incapable of affording a minimum standard of living, de- velop agricultural production on the most suit- able soils only, and aid in raising the standards of living in many agricultural regions. [5] End the wasteful use of our mineral resources and substitute a national policy of mineral conservation. [6] Make available large areas of land for purposes of popular recreation. [7] Assemble basic data in regard to map- ping, public finance, and population, necessary for national planning. [8] Avoid the extravagance caused by fail- ure to coordinate public works—federal, state, and local; bring about better programming of socially useful public works; prepare public works projects suitable, if desired, for use in emergency situations. [9] Provide for continuous long-range plan- ning of land, water, and mineral resources in relation to each other and to the larger back- ground of the social and economic life in which they are set. Land planning recommendations —The map on the next page gives a bird’s-eye view of the extent and char- acter of the serious maladjustments of land use in the United States. “The tra- ditional American attitude toward land,” states the report, “has been to develop and exploit it as rapidly as possible, with little regard for the consequences. . . This attitude contributed to rapid ex- pansion and development, but at the same time produced a planless, crazy- quilt pattern of land use, destroyed or impaired a large proportion of the nation’s irreplaceable resources, and wrecked the hopes, aspirations, and the very lives of untold thousands of people.” To unify the nation’s land program, the Board recommends that state and federal governments cooperate in a land purchase program, to secure more effec- tive use of areas than is probable under private ownership, involving: [1] Continued retirement of submarginal lands at the rate of about five million acres a year for a period now estimated at fifteen years. [2] Additions to national and state forests. [3] Additional wildlife refuges. [4] Additional national’ and state parks and purchase of areas within existing national park boundaries. {5] Enlargement of Indian reservations. [6] Squaring out or blocking up delinquent tax areas in cooperation with states enacting suitable legislation concerning state and county titles to tax delinquent lands. 39 Planning water resources—One of the units of planning is the watershed. THE JOURNAL of the NEA for Decem- ber, pages 233-48, gave a type study in watershed planning in connection with the Tennessee Valley project. The pic- ture of the Tennessee River drainage area is in many respects typical of many rural areas in America. Insofar as the efforts of the TVA are successful, they may serve as precedents for other re- gions. Schools will find this feature use- ful in studying the recommendations of the National Resources Board on water resources. The Board recommends that detailed studies of water projects be made in the following drainage basins: [1] The Connecticut River project in Ver- mont, New Hampshire, Massachusetts, and Connecticut. [2] The Delaware River Basin in New York, Pennsylvania, and New Jersey. 13] The St. Lawrence, and the development of coal-generated, mine-mouth power in Penn- svivania. [4] The Potomac River in Pennsylvania, Maryland, Virginia, West Virginia, and the District of Columbia. [5] The Red River water-supply and flood- control project in Minnesota, and North and South Dakota. [6] The Missouri Basin, involving the Kan- sas City flood-control projects in Kansas and Missouri. [7] Ohio Basin, in relation to the Pittsburgh flood control project in Pennsylvania, New York, and West Virginia. [8] The Kanawha-Greenbrier-New River flood control, power, and navigation project in West Virginia, Virginia, and North Carolina. [9] The Caddoa Dam and Reservoir on the Arkansas River in Colorado. [10] The Conchas Dam and Reservoir on the South Canadian River in New Mexico. {11] The Fort Reno Dam and Reservoir on the North Canadian River in Oklahoma. [12] The Brazos Basin conservation and reclamation project in Texas. [13] The Coldwater-Yazoo River flood-con- trol project in Mississippi. [14] The St. Francis flood-control project in Missouri and Arkansas. [15] The Colorado Basin. [16] Central Valley irrigation and power project in California. [17] The Grand Coulee High Dam irrigation and power project in Washington. Planning mineral resources—The facts quoted by the Board to warrant a unified policy for the mineral industry include: [1] That minerals are exhaust- ible and nonreproduceable; [2] that some minerals do not exist in the United States in quantities adequate for national welfare; [3] that others exist in present surplus; [4] that geographic distribu- tion is fixed by nature and cannot be changed by enactment, thereby deter- 40 mining trade routes and trade areas, both domestic and foreign; [5] that there are special hazards, both physical and eco- nomic, in mining; |6] that closing down a mine may result in losses far more serious than closing down a factory. Hydroelectric power—The report states that from the longtime viewpoint, “the desirability of conserving natural resources makes the full utilization of all available water power seem highly de- sirable. Every unit of coal, gas, or oil burned is so much deducted from irre- placeable supplies. Water-power, on the other hand, is a self-replenishing re- source. Our rivers will continue to run so long as rains continue to fall and land surfaces are not worn down to a plain.” High charges for electricity now cause a low consumption on the part of the American people. Only 13 percent of our 6,200,000 farms have electricity, whereas 64 percent of the farms have automo- biles. Recent studies show that the de- mand for electricity expands as cost de- clines. To quote: The national average consumption of the United States was 604 kilowatt-hours in 1933. The average charge to consumers on October 1, 1934, for the whole country is reported as 5.49 cents per kilowatt hour. In Seattle where the average cost is 2.58 cents the average con- sumption is 1098 kilowatt-hours per capita. In Tacoma, the charge is 1.726 cents and the consumption 1550. In 26 cities of Ontario, the average charge is 1.45 cents and the consump- tion 1780. Finally, in Winnepeg, where the average net charge is only 8 mills per kilowatt- hour the average per capita consumption ex- ceeds 4000 kilowatt-hours. “It thus seems fairly certain,” the re- port continues, “that if the average costs to consumers were substantially reduced in this country, a great increase in con- sumption would follow. “The government has an interest in extending the use of electricity as an increasingly significant item in_ the American standard of living. Hence it has an interest in the reduction of rates to stimulate consumption. It has a special interest in the development of hydro- electric plants as a means of conserving the country’s resources in coal, gas, and oil.” Public works planning—The huge sum of 105 billion dollars over a period of 20 to 30 years, or about 3% to 5 bil- lion dollars a year, is estimated by the Board to be necessary for a public works program which would provide needful public service. To quote from the report: Such an expanded program of public works would amazingly improve the public services and living standards of this country. ... Whether five billions a year for roads, parks, sewers, public libraries, forests, waterways, good housing, and countless such other facilities is more than we should spend is a problem which we shall have to solve in the light of future developments touching the aggregate national income, public finances, modes of com- bating unemployment, popular demands for pleasures and protections afforded by public works, etc. 7 [The report of the National Resources Board may be secured for 25¢ in coin from the Superintendent of Documents, ‘Washington, D. C.] AREAS IN WHICH IT APPEARS DESIRABLE TO ENCOURAGE PERMANENT RETIREMENT OF A SUBSTANTIAL PART OF THE ARABLE FARMING AND DEVELOP CONSTRUCTIVE USE OF THE LANO NOT TO BE IN FARMS® / [in FORESTED \ nections IN NON-FORESTED \recions id 2 * aS PRELIMINARILY REPORTED BY %, STATE LAND PLANNING CONSULTANTS wus these areas are farms from which arable farming should ultimately be encouraged to withdraw, mainly because experience has demonstrated the land to be too poor to provide adequate family living and support public institutions and services. Agricultural occupation of many of these areas continues only by grace of continual public subsidy or relief. Many of them are very sparsely settled and require public aid to help bear the high per capita expenditure for roads and schools. Most of them also have some land which should continue in agriculture. Further investigation will make possible a refinement of this map. The Journal of the National Education Association By pe 4| NHE chi winter: cold a break the s¢ or se\ morni a goo either “bre hastil mun snow: schoc way t dren gan schoc ships able were ular prog) Purit have bitte with phys com} troul U tor it whic as a pres¢ chur Puri tans rege Johr pres ther a st arisi Volt By permission of Longmans, Green and Co., publishers 4 ee log schoolhouse of the frontier. School children of the early days spent many cold winters shivering in such schoolhouses. HAT would boys and girls of to- day think if they had to walk four or five miles to school thru cold and snow, starting long before day- break in order to reach the schoolhouse by six or seven o’clock in the morning? No time for a good, warm breakfast either, but only a bit of “breakfast bread” hastily picked up and munched along the snow-covered road to school. Yet that is the way the first school chil- dren in this country be- gan many a wintry school day. Such hard- ships, often unavoid- able in the wilderness, were accepted as a reg- ular part of the day’s program. No doubt the Puritan child would have endured his frost- bitten fingers and toes with little complaint if physical hardships had comprised all of his troubles. Unfortunately, there was another fac- tor in the lives of New England children which rivaled the sharpest winter winds aS a source of distress, a force always present—at home, at school, and at church. This was the attitude of the Puritans toward child nature. The Puri- tans believed that all children were “un- regenerate”; that is, evil by nature. John Robinson, the Pilgrim preacher, ex- Pressed this attitude clearly: “Surely there is in all children [tho not alike] a stubbernes and stoutness of minde arising from natural pride which must Volume 24, Number 2; February 1935 Colonial Schooldays be broken and beaten down so that the foundation of their education being layd in humilitie, other virtues may in their time be built thereon.”’ For more than a hundred years the “breaking and beat- ing” process filled the lives of the chil- dren with unhappiness and often with pain. How could parents, teachers, and preachers deliberately oppose the inter- ests and inclinations of childhood and attempt to increase the already numer- ous hardships in the lives of the children? By permission of Longmans, Green and Co., publishers r | ‘HE SCHOOLS of the Dutch colonies were like this one. Notice the queer old school furniture. They did it for the good of the child, as they saw it. Puritans came to New England in the early part of the seventeenth century to find a place where they could worship God in their own way without interfer- ence. While they at first believed firmly in the teachings of the Church of Eng- land they insisted that some of its forms and ceremonies should be changed or “purified.” The Church of England was not favorably disposed toward the changes advocated by the Puritans, and many of their fellow-members regarded By permission of The Macmillan Co., publishers A SCHOOLBOY of long ago, diligently study- ing. Perhaps he is learning a lesson from Noah Webster’s old “blue-back speller.” them as unduly radical and stubborn. A letter written in 1628 says of them: “With these people it is a maxim to oppose everything, never to be satisfied with the present nor to agree with what is pro- posed for the future.” Another complaint against the Puritan was: “In the services of public worship he would not kneel but stood up for prayer; would not stand up but sat down for singing: would not have Christmas Day nor Easter morning in the Calendar.” Such was the character of the Puritans as their neigh- bors saw them, and a modern writer says of the Puritan: “He repre- sented the willfulness of the English race.” If these people believed in a doctrine they would act upon its teachings however painful the re- sults might be to them- selves or their children. The pronounced changes which they advocated in the Church of England met with vigorous opposition. Naturally, their first thought upon landing in the New World was to establish a church which included the changes they favored and to set up conditions which would make that church permanent. There were two institutions which they relied upon to secure a permanent status for their church?¢ the state and the school. The church leaders were given full control of political as well as church 41 government. Only church members were allowed to vote, and only those in favor of the established order were admitted to membership. Quakers, Baptists, and all other denominations differing from the Puritans were either rigidly excluded from the colony or treated as enemies. Nothing was more intolerable to the Puritan mind than the idea of religious freedom for everybody. “ Tis Satan’s policy,” said they “to plead for an in- definite and boundless toleration” and Uriah Oakes gave it as his opinion that religious liberty was the “‘first-born of all abominations.” The Puritans firmly believed that God had chosen them to establish the only right way to worship. Hence, they looked upon all who op- posed them as agents of Satan. They re- garded even the Indians more leniently than they did these “heretics.”” For their own countrymen who differed with them on religious questions they invented cruel persecutions. As soon as they had firmly established their “Bible Commonwealth” the Puri- tans turned their attention to schools, thru which their religion was to be trans- mitted to future generations. Like all Protestant reformers, the Puritans be- lieved that each person should be able to read the Bible for himself. They felt that “unless school and college flourish church and state cannot live.” They founded Harvard College in 1636 to pre- pare ministers for the church, and in 1647 they enacted a law providing for the education of children. Its preamble indicates the purpose of such educa- tion: “It being one chief project of y* ould deluder, Satan, to keep men from the knowledge of the scriptures” schools must be provided expressly to thwart the designs of this ‘ould deluder y* learn- ing may not be buried in the grave of our fathers in ye church and com- monwealth.” Therefore, every township of fifty householders was required to appoint some person “to teach all such children as shall resort to him to write and reade,”’ and townships having as many as one hundred families were re- quired to set up a grammar school to prepare students for Harvard. The schools thus established were not “free” public schools as we use that term today. The Puritans modeled their schools after those they had known in England and the only “free” school they knew was the charity school for homeless waifs. While the early colonial schools received aid from the town it was nec- essary to supplement the small amount received in that way by subscriptions, 42 rentals of land set aside for the purpose, and tuition fees. Not until about the time of the Revolution were schools in Boston entirely supported by taxation. 21 Pitt panes Thaw 16 Once seen meee wishect tar ree auhase a soeght to gs ‘ prt iaa FREQUENT occurrence in colonial schools. Punishment was regarded as a means of changing the “sinful” nature of the child. Further influence of the English sys- tem of education is apparent in the kinds of schools the Puritans founded and in the subjects taught. In England the ability to read, speak, and write Latin was considered a necessary part of a minister’s education, so here in the midst of a howling wilderness, the Puritans set up a Latin grammar school “‘for the better trayning vpp of youth . . . and that thru God’s blessing they may be fitted for publique service hereafter either in church or commonweale.” They even founded a school for the purpose of teaching Latin to the Indians. The teach- ing of English was not considered the province of the Latin grammar school. Knowledge of the mother tongue was received in the dame school, another kind of school borrowed from England. Here little children were taught the al- phabet, the Lord’s Prayer, the elements of reading, writing, and counting to- gether with some domestic skill, such as sewing, for the little girls. Teaching was merely incidental to the “regular” work of the dame. There is an account of one woman who sewed shirts for the Indians at eight pence each while teach- ing the children. The formal schooling of many children ended with the dame school. Girls were not sent to Latin schools. A boy who wished to learn a trade or vocation became apprenticed to some person skilled in the trade of his § choice. Only boys who were to become leaders in church and state were sent on to the Latin grammar school and thence 7 to Harvard. Motivated by the Puritan beliefs or | religious views equally vigorous, disci- 9 pline in Colonial America was unreason- ably severe. Cruel punishments were in- flicted upon children in the belief that they were “for the good” of the small victims. The ferrule and the rattan were favorite instruments of reform, while the terrible whips known as the cowhide and cat-o’-nine-tails occupied a threat- § ening position in all too many school- rooms. The “whispering-stick’”’—a small green branch with a split in it—pain- fully confined the tongue of the small whisperer who might be compeled to wear it in front of the room in sight of all the school. Labels were pinned on the pupils, such as “Tell-Tale” and “Idle Boy,” and the offender might be com- peled to wear one of these while seated on the dunce’s stool. Children generally had no recourse from the penalties in- flicted upon them at school. Many par- ents made it a rule to punish the child at home because he had been punished at school. The home and the church lent hearty cooperation in the “beating and breaking”’ process. Children could not look forward to evenings at home or Sundays at church as periods of relief from strict surveil- lance. On Sundays they had to listen to sermons two or three hours in length and to prayers which lasted an hour or two. However, it should not be too read- ily taken for granted that the lively- spirited boys meekly endured all this without resistance. The tithingman with his long rod was kept busy. An old writ- ing states: “The more duller the sermon, the more likely it was that some accident or mischief would be done to help pass the time.” The boys were suspected, and in one town it was ordered that sticks should be placed in convenient parts of the meeting house, and ‘“‘fit per- sons by them and to use them.” Many pious Puritans believed that King Phil- ip’s War was brought on as a result of the restlessness of the boys in the meet- ing house on the Sabbath day. There was a tendency to magnify the slightest act not in accordance with the strictest Sabbath observance into 4 major offense. For example the mis- chievous antics of a small boy on the Sabbath were considered serious enough to be made a matter of record by a Con- necticut justice as late as 1750. This “in- The Journal of the National Education Association dictme! behavic A rud Such a: others t Such ing hou Such heir of public 1 Such on the tween t We w fate of so to. his Ww playec tionar grown so Cor establ fashio of six manif none : young day; behin God! this r a full of yo by ot forts early consi wigs, studi Bi ever Ever tory pred Zion were Puri clare terec Fine for tide mor men relig hare effec bor’ into wha far life. sche Pro: $0 j Vol; dictment”” names behaviors: the following mis- A rude and Idel behavior in the meeting hows Such as Smiling and Larfing and Intiseing others to the Same Evil Such as whispering and Larfing in the meet- ing house between meetings Such as Larfing or Smiling and puling the heir of nayber benoni Simkins in the time of public worship Such as throwing Sister penticost perkins on the ice it being Sabbath or Lord’s day be- tween the meeting house and his plaes of Abode. We wonder what can have been the fate of this courageous child who dared so to offend the powerful and great of his world! Such a spirit must have played a leading part in the Revolu- tionary War which came when he was grown. However, not all children were so constituted as to be able to defy the established order in this high-handed fashion. Nathaniel Mather, at the age of sixteen wrote in his diary: “Of the manifold sins which then I was guilty of, none so sticks upon me as that being very young, J was whittling on the Sabbath- day; and for fear of being seen, I did it behind the door. A great reproach of God!” The sixteen-year-old writer of this record evidently regards himself as a full-grown man recalling the vagaries of youth, and indeed he was so regarded by others. So effective had been the ef- forts to destroy childhood and force an early maturity that boys of sixteen were considered men, boys of seven wore wigs, and children of three or four studied Latin. But the times were changing, tho ever so slightly, in favor of the children. Even a little knowledge of the early his- tory of the colonies would enable us to predict the downfall of this “wilderness Zion.” New settlers came, many of whom were not interested in supporting the Puritan church. Governor Bradford de- clared that “the countrie became pes- tered with many unworthy persons.” Fines and other penalties were exacted for non-attendance at church but the tide could not be stemmed. Further- more, dwellers in the frontier settle- ments were inclined toward tolerance in religious matters. Braving together the hardships of the lonely frontier had the effect of creating respect for a neigh- bor’s opinions. The Latin schools fell Into disrepute among the frontiersmen, who had little respect for learning so far removed from the vital concerns of life. They noted that graduates of these schools were able to write verses and Prose compositions in Latin, but were $0 ignorant of numbers that they could Volume 24, Number 2; February 1935 not locate a chapter or verse in the Bible. The new settlers demanded a more prac- tical kind of education. They found that they could gain the kind of learning = ill a a lt By permission of The Macmillan Co., publishers Fe Sparie yen! This folded cardboard with printing on it was often used as a reader just after the Hornbook and just before the Primer. better suited to their needs in the house- hold, the field, and the forest than in the schools; so that formal education de- clined rapidly. A New Englander of 1719 expressed the attitude of the inland col- onists in this regard: “The Plowman that raiseth Grain is more serviceable to Mankind, than the Painter who draws only to please the Eye. . . . The Car- penter who builds a good House to de- fend us from the Wind and Weather, is more serviceable than the curious Carver, who employs his Art to please the fancy.”’ Such was the attitude toward any but the most practical education. The records which have come down to us from this time—the second and third generations from the first settlers—indi- cate only too clearly the lack of educa- tion even in clerks whose duty it was to keep records. Many local officials were obliged to make their “mark” because they could not write their own names. Teachers’ contracts required that the “childeringe” be taught to “rite” or “wright” and to do “refmetic.” The early school laws were neglected. Towns failed to organize the required schools. Some children had to walk as many as eight miles to school. People living several miles outside of town at length were permitted to withdraw their portion of the taxes allotted to schools and build schools nearer home. Thus district schools began. In these schools even the most rudimentary education was obtained only by the greatest effort. People had little money to pay teach- ers and build schoolhouses. In North- ampton, 1664, the first teacher was a farmer who was paid by the town “six pounds towards the scoole & to tacke the benifet of the scollers provided that he teach Six months in the yeare together.” Samuel Appleton, who later became a great merchant and philanthropist of Boston recalls the year 1786 when he taught for his board, lodging, and wash- ing, and sixty-seven cents a week. This was considered liberal pay. Sometimes teachers were paid in vegetables, corn, and other farm products. In one school a pupil was placed by a window where he could glance up from his book upon the appearance of a passer-by and hail him for the purpose of selling the sur- plus “truck” which had accumulated. Teachers were also the product of frontier training and in many cases were almost as unlearned as their pupils and patrons. The complaint was made that “it is a general plague and complaint of the whole land that for one discreet and able teacher you shall find twenty ig- norant and careless.” Teachers had never heard of the writings of the great Comenius, altho at one time Harvard College had invited him to become its president. American education might have had a different history if he had accepted. But he did not come to America. The schoolhouse on the frontier was cold, uncomfortable, and ugly. In New England, New York, and Pennsylvania and many of the other colonies which had cold winters, the schoolhouses were generally made of logs. They had either a puncheon or a dirt floor. The latter was easily pulverized into dust which the lively pupils delighted to stir up in clouds to annoy the master. The roof was of bark. Pegs were fastened in the log walls three or four feet from the ground. Boards laid on these pegs pro- vided desks for the older pupils. Younger children sat on log benches or blocks. White paper or newspapers greased with lard served for window-panes. At one end of the room there was a big fireplace. The wood for the fire was often furnished by the parents, and some unfeeling 43 would banish from the fireside the child whose parents had not supplied a share of the wood. One Con- necticut town voted “that the Commit- tee be empowered to exclude any scholar that shall not carry his share of the wood for the use of the said school.” Neglect of repairs added to the gen- eral discomfort. A schoolmaster of 1681 describes his schoolhouse thus: “The glass broke, and thereupon very raw and cold; the floor very much broken and torn up to kindle fires, the hearth spoiled, the seats some burned and others out of kilter.” Only a few subjects were taught and these by the poorest methods. Textbooks were meagre and we would consider them very unattractive as compared with our beautifully illustrated and well- bound books for children. The “horn- book” was the child’s first “book” if it can be called such. It was nothing more than a piece of board with a handle, on which was nailed a sheet of paper con- taining the alphabet; the vowels listed separately; short, meaningless syllables such as ab, ac, ad; and the Lord’s Prayer. The hornbook could be fastened around the child’s neck by means of a string tied to the handle. Next the child read the New England Primer, the most widely used textbook ever studied in this country. It was in use for two hun- dred years, and more than three million copies were printed. Many more than that number of children studied it. This “Little Bible of New England,’ was filled with moral lessons. Each letter of the alphabet was followed by a little rhyme intended to teach morality and sobriety. That, indeed, was the primary requirement of all textbooks. Some of these moral aids to the memory were: G O X Each rhyme was illustrated by crude pictures. Cheever’s famous Latin gram- mar, the Accidence, was studied as soon as the child had finished with hornbook and primer. It was used for over a hun- dred years. Sometimes a child was re- quired to study thru this book as many as twenty times. Spelling was extremely varied and informal at first but, with the publication of Noah Webster’s spell- ing-book and dictionary, this subject schoolmasters As runs the Glass Our Life doth pass. Young Obadias, David, Josias, All were pious. Xerxes did die And so must I. 44 came to be very popular both with chil- dren and grown people. To be a good speller was considered a remarkable achievement. One Danbury school ad- vertised that “those who speil go thru the whole of Webster’s spelling-book twice a fortnight.” There were no printed arithmetic books for a long time. Children made their own sum books and wrote all prob- lems in them with pen and ink. They had no pencils with which to write. All writing was done with pen and ink and writing was beautifully done, altho the “flourishing” style was preferred. It is hard to understand how these schools could have been attractive to a child, yet a little girl who lived in Hat- field, Massachusetts, used to slip away from her household tasks and sit on the steps of the schoolhouse listening with envy to the boys as they recited their lessons. Meagre as were the oppor- tunities offered the boys by the schools, they were far better than any she had ever known. Girls were not admitted to schools. As late as 1785 the town of Northampton voted “not to be at any expense for schooling girls.”’ There were times in the colonies when not more than VS Ee 7 ZS . Sy ES MMS cen SNES G sarees from a schoolday in Colonial times. one woman in a dozen could sign her name. While the early schools of New Eng- land left much to be desired, they were as a rule much better than those in the colonies farther inland or those of the South. The colonists who lived back from the coast were almost completely cut off from contact with Europe and frontier conditions required more phys- ical labor than “book learning.” As the Pennsylvania Farmer expressed it, Book learning gets the upper hand and work is slow and slack, And they that come long after us will find things gone to wrack. In the South there were few towns. The colonists lived on great plantations far from their neighbors or on widely scattered upland farms and it was dif- ficult to get enough children together to organize schools. Many planters brought teachers from Europe into their own homes as tutors for the children. The homes of the wealthier classes often con- tained excellent private libraries. Unfor- tunately, the benefits of such collections were not widely extended. The fact that the more privileged classes could thus provide an education for their own children at home,in large measure, served to delay the advent of public education. Sometimes a few neighkors would get together and hire a teacher who would organize a school in a poor building lo- cated in some worn-out tobacco field. These came to be known as “old field” schools. George Washington attended such schools when he was a boy. One of his early schools was kept by a queer old man named Hobby. Besides teaching, Hobby also served as sexton, swept out the church, and occasionally dug a grave. These were the accustomed duties of schoolmasters in many of the colonies. Teaching was often incidental to the regular work of the teacher. Such were the beginnings of schools in America. Crude and inefficient as they were, these schools held the germ of strong and enduring principles of edu- cation. Such ideals as equality of op- portunity to go to school, tolerance of the opinions of others, and independence of thought seem to have been encour- aged by pioneer conditions of life. To put these ideals into practise thru the maintenance of universal schooling at public expense became the major task of educational leaders during the first cen- tury of the new Republic—This is the fourth in a series of articles, dealing with the history of the school, by Charles A. Beard and William G. Carr. The Journal of the National Education Association A cons! units of th TI some tuall plica instr with life t Fror we | then W leart still has perie subj ject desi equa mas! A with shou so il high the upo} scho sciel Vols The Automobile civic highschool curriculum, de- signed for noncollege preparatory and nonvocational pupils should consist of a large number of instructional units selected from the immediate needs of the pupil. These pupils are not preparing for some possible eventuality; they are ac- tually living as members of a most com- plicated society and education requires instruction that will enable them to live with greater happiness and success the life that they and their parents now live. From common problems and daily life we may suggest material that has for them educational possibilities. We may assume that every pupil will learn to drive an automobile while he is still in highschool and for several years has looked forward eagerly to this ex- perience. We have then an unrivalled subject for the teaching process. The sub- ject is vital to the immediate needs and desires of both boys and girls and they equally are able to acquire the skill and master the necessary technic. As auto driving in most states begins with the sixteenth birthday, this unit should be chronologically correlated and so introduced in the junior year of the highschool with reviewed attention in the senior year. The course impinges upon at least two of the traditional high- school fields—physical science and social science. Volume 24, Number 2; February 1935 ERNEST W. BUTTERFIELD Commissioner of Education, Connecticut A suggestive outline follows: Physiognomy of the automobile— The pupils should know at sight about ten of the most common automobiles. They should be able to call them by name and give price rates, the general use, and the popularity as shown by the volume of sales. They should also divide the genus automobile into its subsidiary spe- cies, as coupe, sedan, coach, and others. Anatomy of the automobile—The pupil should know the location, the ap- pearance, and the general use of twenty to fifty vital parts of the automobile. Carburetor, transmission, differential, tonneau, wheelbase, clutch—these are descriptive terms new to our dictionaries and new to our own daily use. The terms “gadget” and “‘whosit” show ignorance and indicate mental laziness. Food, clothing, and shelter—The care of the automobile as a machine should be taught the pupils. This includes A systematic analysis of locally reported accidents will tend to instil the idea of greater care in driving. the amount and quality of gas and oil needed and the seasonal changes, the proper inflation of the tires, the preserva- tion of the battery, radiator adaption to winter weather, and car preservation from salt air, summer sunshine, winter storms, and other climatic enemies. Every pupil should acquire the habit of the daily inspection of the car to ascer- tain its vital needs. Good housekeeping—Every auto- mobile is now designed to move in good society. Each pupil should learn to care for the automobile with the same atten- tion given to the family kitchen or living room. The car should be washed, spots and dust removed, the floor swept, and the entire interior kept clean and attrac- tive. The wheels should be repainted, the top redressed, and the hood and fenders simonized. These are duties equally for boys or girls. Admission to the family circle— The first automobile was clearly a ma- chine and was kept in the barn or stable. The automobile of today has become a cultured servant or member of the fam- ily. The attached garage is but one step from the kitchen and the social rooms of the house, To meet this change, the foul odors of the early car have been elimi- nated, and most of its uncouth noises together with its persistent balky and stubborn habits. It is now a quiet and willing member of the family. If it is kept well-groomed, the age or the model is of no greater importance than those of mem- bers of the family circle. Pride in the family car may be developed. The automobile as a machine— Our highschool boys are in two classes. Many will be automobile garage pro- prietors, drivers of trucks or buses, gas station attendants, battery men, or sales- men for cars and accessories. For these, technical courses in trade or vocational schools are necessary. For most boys and for all girls, how- ever, no great amount of mechanical skill is required. The early automobilist had to be a mechanic, able, between blacksmiths’ shops, to repair and adjust his own car. Today most repairs and adjustments are made quickly and eco- nomically at nearby garages, but there is left a minimum of mechanical work which should be mastered by girls as well as boys. Every girl should acquire the skill of tire removal, of manipulation of clutch, brake, and choke, of determination of in- sufficient gas and oil supplies, of changing headlights. She should have the habit of repeated determination that the car car- ries in its proper place articles which common emergencies require, as spare tire, jack, wrench, screw driver, oil can, and car license. She should also train her senses to detect the signs of distress due to common car defects. A periodic in- spection of cars in the school parking space for equipment and good house- keeping is as valuable as is the homeroom desk inspection for the same purposes. The conventions of driving—The first study is of the automobile laws and regulations of the state and its culmi- nation is the acquisition by the official examination of a driver’s license. The course, however, should not rest here but should go extensively into safe driving and common dangers. Locally reported accidents should be analyzed to deter- mine probable causes. Dangerous habits, as too close following of the car ahead, should be listed. Habits. and confidence should be established. The town and vicinity should be mapped with the loca- tion and identification of particular dan- gers. In a particular way the pride of the schools should be aroused and a school morale established with a satisfy- ing boast—‘One hundred fifty pupils with driving licenses. No one reported for speeding, tagged for incorrect park- ing, or as driver or pedestrian engaged in an automobile accident this year.” Insurance companies, the state depart- 46 ment of motor vehicles, and the National Safety Council abound in material which may be made of classroom use. The amenities of driving—Our traffic officers in the face of great physical danger meet hourly perplexing situations and perform their duties with notable ability. Many of them abound in good humor and treat us with courteous dis- tinction, Others in moments of trial coun- sel us in a language which we understand but do not speak. The remedy is in our hands. The traffic officers of 1945 are now in our highschools and a careful study of effective and courteous relations between drivers and our highway guards and guardians will make possible later courtesy on the part of the harassed offi- cers and greater respect on the part of perplexed drivers. It should become axio- matic that no reference to the mentality of any pedestrian or automobilist should be allowed any driver or officer except as the result of a standard intelligence test. Of even more importance in this course is the establishment of kindly courte- sies between those who share the road. Shouted taunts, the impatient use of the horn, “dirty looks,’ and selfishness in the use of the road and of parking spaces should be discouraged. Each class should build up its own code and require the members to follow the accepted conventions. The dangers of the ditch, of the curb, and the road shoul- ders; too rapid speed; thumbing rides; number of persons in the car; a reputa- tion for patience, good fellowship, help- fulness for those in need of direction or other aid; and shared payments of gas used for school parties are among those subjects that may well be studied and made part of the class’s perfect code. The school faculty—It is evident that a course that will establish and up- build school morale must look beyond the specific course and its teacher or teachers. Teachers as a group are not notably safe drivers, nor are they entirely familiar with their cars. They are highly educated but this does not give them pre- eminence in a new social and mechanical field. Our lack of skill in driving is because we learned the art too late and not during a period when it was of vital interest. The result is that most boys and girls of eighteen who drive cars are more skilled than we and have greater confidence. They make quicker decisions, they locate and read more readily the road directions than do we. A highschool senior who with two companions drives the family car for forty miles thru a city to the shore and returns, makes use of more skills, reaches more quick decisions, and adapts her wishes to the caprices of more people than did her mother in any week of her happy girlhood. Our young people have found a field of vital education and have profited by it. Our teachers should do likewise. A teacher who does not drive a car cannot serve as an understanding mentor to pupils who do. A wise superintendent will allow any rooted teacher to replace the next two units of professional credits at some university by the summer’s mas- tery of a car and two thousand miles of accredited road to her credit. Moreover, teachers should drive so safely that they win for their profession public recogni- tion and a preferred classification in auto- mobile accident insurance rates. Pushing back the border—Until the automobile age one’s habitat was limited. The automobile has pushed the border from five miles back to fifty miles or more. The result is that our young people live in an extensive environment. Our school course should be one of maps, located places, and calendars of dates. The road map should be studied, inter- preted, and made the basis of a geography of life. Where to swim, where to golf, where to dance, lists of impressive views and scenes, dates for rose festivals, for public gatherings, aid in pushing back the border. Seeing as we go—Some as they travel see only the black road, feel only the bumps, smell only the exhaust of the bus that blocks the highway, and hear only the screaming of the brakes. Others as they travel distinguish the varieties of oaks by the roadside, hear the evening whippoorwill, breathe the aroma of the newly mown swamp grass. Those who make every trip a cultured recreation drive as safely as those who make hard work of it. In this course we can aid pupils to travel as tourists do, to experience that which is stupendous, historic, or sceni- cally famous, and we may train them to travel as would stockholders, eager to inspect, see repeatedly, and participate in the cultural inheritance of our state and nation. With our pupils as part own- ers we may enjoy the parks and roadside developments, libraries and museums, the stately streets and the restful hillsides of one thousand square miles of diversified development. The automobile has made this possible. A course in the automobile as a part of a civic curriculum has many educa- tional possibilities. The Journal of the National Education Association ernm three state ices, schor socié Pres crea ple- hav ders telli who hig] Pre cen wid cel Ed res fol of at ma lel tri th te awe ee «es oS “Ss —_ nn —— SS YS OD IS ed Ss SF? ww wy ee HE RESULTS of three hundred years Te American highschools can be seen in every area of life. In gov- ernment, for example, of the three million employees of state, local, and federal serv- ices, 2,500,000 are high- school graduates. The many-sided projects of social reform launched by the President’s program to in- crease the security of the peo- ple—projects which would have been without public un- derstanding a few years ago —are now receiving the in- telligent support of a people who have benefited from highschool instruction. “It is worth noting,” said President Roosevelt in a re- cent message urging nation- wide observance of the Ter- centenary of Secondary Education, “that social prog- = ress in the United States is following swiftly on the heels of the remarkable expansion at the highschool level.” What America has achieved on the material side—a development unparal- leled in the history of the world—is a tribute to the skills and craftsmanship which the highschool has developed in the American workman. There is no busi- ness, industry, profession, or public en- terprise which has not benefited from the higher intellectual level of the American people for which the highschool is re- sponsible. The increase of inventions and scien- tific discoveries which contribute to the comfort and security of life was com- paratively small until the new-world ideal of education for the common man became established early in the 1700’s. From 1800 to the present date, the rapid extension of free and universal educa- tion, including highschool, is marked by a decisive upturn in those material achievements which contribute to the safety and happiness of living. Inventive genius has been especially stimulated by the labor2t»ry method of teaching science in the hschools and by the special vocation _ourses given in the shops of the technical highschools. But it is in the lives of countless Volume 24, Number 2; February 1935 The Tercentenary of Secondary Education The Highschool and the American Family EARNING higher standards of home furnishing and decoration in the highschool manual training shop. American families that the influence of the highschool can be traced most clearly —in earning power increased, in tastes cultivated, in skills trained. Everywhere about you are unwritten stories of high- school service—stories which if they were told in all their dramatic significance would reveal an amazing record of achievement in the enrichment of indi- vidual and family life. As part of the Tercentenary celebra- tion in your highschool, why not make a study of the families in your community who have profited from the highschool? Publish these stories in your local paper. What has the highschool meant in your own life and in your own family? Con- trast the education which the older men and women in your community received with that enjoyed by young people today. This contrast is apparent in the John- son family, for example. When Grand- father Johnson, now eighty-six years old, was a young man in the 1870's, only one person in 2410 graduated from high- school as contrasted with one in every 133 in 1934. Even during the father’s boyhood, fifty years ago, a highschool graduate was a rare specimen. Only one- fifth as many young people in proportion to the population went to highschool as go to college today. Half a century ago only 3 percent of the boys and girls from fourteen to seventeen years of age were enroled in highschool, where- as in 1935 more than 50 per- cent are in attendance. Grandmother Johnson had even less opportunity to at- tend highschool than her hus- band. Highschool education for young women was slow to develop. During the early colonial period the education of girls . was almost entirely neg- lected. A New Haven Gram- mar School in 1684 ruled that “‘all girls be excluded as improper and _ inconsistent with such a grammar school as the law enjoins and as is the design of this settle- ment.” In 1766 a New Eng- land town voted that the schoolmaster should teach the girls two hours each day, but only before or after school hours or on after- noons when the boys had a half holiday. It was not until 1826 that a girls’ high- school was established and it was soon closed for the curious reason that it was so popular that there was not room for all! Today there are as many women as men enroled in the highschools. Two of Grandmother Johnson’s grand- children are now highschool graduates, one a teacher, the other in government service. Their younger brothers and sis- ters look forward to a highschool educa- tion as a matter of course. Thus the highschool is a relatively new development in American life. Dur- ing the past thirty years the number of pupils has increased more than six times as fast as the population of the country. This has added to the cost of education but it has added very much more to the productivity and welfare of the nation. The story of Mary Phidias is typical of many of America’s immigrant families. As a young woman, she came to America with her barber husband from the farm lands south of old Sparta, lured here by the stories of opportunity which adven- turesome compatriots had written back 47 relatives. her to There were years of bright beginnings as the barber shop prospered. Then calamity as the father died leaving the widow in a foreign land with a large family and no income. Then the public school began its serv- The highschool taught the boys trades, it taught the girls homemaking and stenography, and within a single generation this family rose out of pov- ices. erty to the ownership of house and land. Aided by the teaching in home eco- nomics and manual training, higher standards of home furnishing and nutri- tion became part of the daily life. The young people came to expect more, and with their industry and skill to earn more than the older generation had known. The youngest son of this family is now in teachers college. The influence of the highschool is now visible in the third generation. The oldest daughter is married and has three chil- dren. Her highschool course emphasized home economics, including a practise course in the kindergarten where the stu- dents learned to care for the younger children. Now her own children are well- nourished, wellclothed, and interesting. If the Phidias children had attended highschool in colonial days they would have found themselves sadly restricted in the Latin school. They would have looked in vain for home economics, manual training, stenography, or English. Even as late as 1890 the number of subjects offered by the highschool was limited to nine. By 1935 the list of sub- jects offered by many highschools in- cludes vocational and commercial,nstruc- tion, many branches of natural and so- cial science, modern languages as well as the classics, and many other subjects such as. art, music, and physical educa- tion. Altogether the children of the Amer- ican family can find as many as 250 courses in the highschools of today as contrasted with the nine subjects re- ported in 1890. These varied courses teach the mem- bers of the American family—both young and old—how to care for their health, how to earn a living, how to spend their leisure on worthwhile projects, how to plan for a satisfying home life, and how to contribute to the civic life of their community. In dividends to the welfare of the American family, the nation is reaping well-nigh unparalleled returns on its investment in secondary education. The story of the Phidias family could be duplicated in every community in the United States. The comment is some- times made that the immigrant to Amer- ica appreciates the opportunity of free schools more than the native citizen. Perhaps this is because of the sharp con- trast which the American school—free and open to all—offers to the European secondary school, traditionally restricted to the upper classes and never enroling, even in the most advanced countries, more than 15 percent of the young peo- ple of highschool age. As a Jewish immigrant to America, Mary Antin thus describes the first day of school: “Father himself conducted us_ to school. He would not have delegated that mission to the President of the United States. .. . Almost his first act on land- ing on American soil, three years before, had been his application for naturaliza- tion. The boasted freedom of the New World meant to him far more than the right to reside, travel, and work wher- ever he pleased. . . . He could send his children to school, to learn all those things that he knew by fame to be de- sirable. The common school, at least, perhaps highschool; for one, two, per- haps even college! “So it was with a heart full of long. ing and hope that my father led us to | school on that first day. . . . At last the | four of us stood around the teacher's desk. . . . And I venture to say that Miss Nixon guessed what my father’s best English could not convey. I think she divined that by the simple act of | delivering our school certificates to her he took possession of America.” In Michael Pupin’s autobiography— From Immigrant to Inventor—the free school can be seen as a chief factor in his success. In 1874 Pupin, then a 16-year old Serbian schoolboy, sold his watch, his books, and most of his clothes. With the proceeds he came to America arriving with only five cents in his pockets. He worked at odd jobs . . . learned English . .. decided to get an education and be- come a scientist .. . saved his money... went to night school . . . entered Colum- bia University . . . worked his way thru and graduated. He became a professor at Columbia where he has made many important contributions to science. What the opportunity of free schools in a democracy means to the native citi- zen has been wellphrased by a former president of the United States: This country gave me, as it gives to every boy and girl, a chance. It gave me schooling, independence of action, opportunity for serv- ice and honor. In no other land could a boy from a country village, without inheritance or influential friends, look forward with un- bounded hope. My whole life has told me what America means. I am indebted to my country beyond any human power to repay. Put all these stories together and you have the great saga of the free highschool written in the lives of thousands of Amer- ican families——Eleanor Craven. Home economics teaching has raised the standard of wellbeing in thousands of American homes. The Journal of the National Education Association muc. ects econ by 1 need life. situa 1932 men adul men: mors then leisu addi natu to re work now coun tion SO @ life. hapy to th work and fami plan use | the right minc¢ M free from and men on n the | educ In adv the t . NTEREST in adult education has in- f creased considerably during the past few years. Altho there has been much groping, some very definite proj- ects have been undertaken. The era of economic change which was inaugurated by the cataclysm of 1929 showed the mM} need for readjustments in our industrial ld life. Government was slow to meet the is situation, and it was not until December he 1932 that the State Education Depart- ment initiated its program to train the . adults in New York State for readjust- sh ments in industry to keep up their a morale thru occupation, and to prepare them for the beneficial employment of ke leisure. This last purpose was the latest a addition to the program, for it followed ve naturally in the wake of the movement ny to reduce the number of hours in the work day. e it is this last phase, the useful and tie directed employment of leisure, that is ner | POW challenging the best minds in our country. Retraining for another occupa- tion is not training for the use of leisure ety} so as to get a fuller enjoyment out of m life. Not until men and women are boy | happily employed can they give thought e or| to their leisure. For those who are out of un- } work, for those on the public relief rolls, — and for those who are striving to keep up | family life under trying adversities, the you plans of the advocates for the proper hool | USE of leisure have no meaning. It is the wish to survive, the struggle for the right to live that is uppermost in their minds. More definite planning will eventually free larger portions of our population from the fear of economic strangulation, and suggestions for the better employ- ment of leisure time are destined to fall on more willing ears. With this will come the desire for increased recreational and educational facilities. In all of their planning, the “leisure” advocates have overlooked the woman in the home who has been released from much of the drudgery of housekeeping by the many conveniences which the machine age has supplied, and which city life has placed within reach of many. Never have women had more time to themselves than now. It was this belief that prompted, in part, the experiment Volume 24, Number 2; February 1935 S. ALEXANDER SHEAR in adult education with which this article deals. Time makes many changes, and no- where are these changes more apparent than in the home. Children grow from infancy to maturity; parents lose their early interests while they rear a family; memory fails them, and they find them- selves outstripped by their children in the knowledge of facts—literary, his- torical, scientific, physical, and artistic —which make up the everyday world of their offspring. Parental ties are suf- ficient in the earlier years of childhood to act as a cloak for the ignorance of parents, but as the years roll by, and the child emerges into adolescence, he be- comes a more observant and a more reasoning being. He then sees his par- ents as they are—in some instances, intelligent, loving, lovable, and devoted; in others, just as loving and devoted, but ignorant of the world they live in. To maintain the respect of their chil- dren is unquestionably the desire of reasoning parents, but respect cannot exist on sentiment alone, and fathers and mothers who are willing to think their problem thru will realize that to hold the affections of their children they must meet them on a level of mutual interests. They must be equal to their children in knowledge, be interested in their games, their hobbies, the books they read, the friends they make, and the many other factors—physical, emo- tional, artistic, and intellectual—that are important to the adolescent boy and girl. It was with the foregoing thoughts in mind that I formulated the proposal to establish at DeWitt Clinton Highschool an Institute for Adult Education. My aims and objectives were: [1] To establish a medium for the higher education of adults [2] To add to the culture and education of adults related to the students of DeWitt Clin- ton Highschool [3] To enable parents to -better understand the problems of childhood and adolescence [4] To bring about a realization of the many opportunities for the enjoyment of leisure and for the enrichment of life [5] To awaken a consciousness of the higher responsibilities of citizenship When the plan for the creation of the institute was presented to A. Mortimer | Highschool Pioneering in Adult Education Organizer and Director of the Institute for Adult Education of DeWitt Clinton Highschool, New York City Clark, principal of DeWitt Clinton Highschool, in December 1931, he was quick to see its possibilities as a medium for establishing goodwill in many of the homes of his students and for bringing about a better understanding of the school and its problems among the adults who might associate themselves with the institute. The proposal received his unqualified indorsement. A short time later, I presented the plan to Dr. Harold G. Campbell, now superintendent of schools, and then in charge of the highschogl division. Dr. Campbell, who has long been an advo- cate of adult education, saw in the pro- posal an opportunity for educating a hitherto neglected group of our adult population and gave his sanction for the conduct of this experiment in educa- tion. It was not to be sponsored by the board of education, but was to be con- ducted under the auspices of, and by, the faculty of DeWitt Clinton Highschool. In January 1932, the final plans for the creation of the Institute for Adult Education were completed, the faculty of the highschool was canvassed, a group of instructors was selected for the insti- tute, and its courses were determined. The voluntary service of the faculty was part of the plan. My appeal to the teachers’ civic-mindedness brought a ready response. Many saw in the institute an opportunity to be of service to their school and the community, to establish contacts with parents that would give them an enlarged point of view, and the opportunity to teach subjects in which they had specialized but for which they had no outlet in regular work. To lighten the burden of the teacher, it was determined to hold the sessions of the institute from 3:30 to 4:30 pM. That hour, we believed, was most con- venient for the instructors, and for the mothers whom I hoped to attract to the institute, With the belief that the aver- age housewife will not attend classes that are given daily, we arranged to hold ses- sions on Wednesday and Fridays but to give each course only once a week for fifteen weeks. Experience justified our decision, altho we later continued some courses thru both semesters. Twelve courses were offered and reg- istration dates set. Announcements, 49 a) + with the caption, ““Why Stop Learning?”’ were mailed to the members of the parent-teachers association and to the parents of incoming students from the elementary and junior highschools. From the first day of registration on January 18, 1932, it was apparent that the plan would work. Two hundred thirty-seven women, between the ages of twenty-one and sixty-nine, registered for over 400 unit hours during the first term, which began on February 17, 1932. The regis- tration increased in the following term to 541, and the growth continued in suc- ceeding terms to 714, 848, 873, and passed the 900 mark in September 1934. Whatever doubt there may have existed regarding the experiment was dispeled by the increasing number of women who came to register and the many late- comers who left disappointed because the courses of their choice were closed to them. The number of courses was in- creased from twelve to twenty, to twenty-six, and then to thirty. Nor was there ever a dearth of instructors, for there were always more volunteers than we deemed it advisable to employ in any one year. Those members of the highschool faculty who were selected served for one year, altho many con- tinued their service beyond that period and some of the original faculty are still meeting their classes. A great variety of courses has been offered. The following are just a few taken at random from the list: Art and the home; great English and Amer- ican poets; contemporary American novelists; masterpieces of world literatures; history and appreciation of music; current events; con- temporary problems in economics; problems of science in the home; chemistry in the home; psychological problems of adolescence; case studies in child behavior; sociology and its relation to economics; advanced classes in French and German; choral music for women; an introduction to the law of the state of New York. With few exceptions, the courses had a definite cultural trend, for we aimed to make parents alive to the problems of the day and to give them a back- ground of information that would en- able them to understand their children and participate in their emotional and intellectual lives. We have the tearful commentary of a most excellent woman to substantiate our purpose, for in all humility, she said, “Mr. Shear, I am ashamed to be in the presence of my children. They know so much more than I do that I am an outsider at the dinner table when they discuss matters with my husband, who is a college graduate.” 50 Many incidents such as this could be cited; the Institute for Adult Education has opened a useful avenue for women such as the one quoted. No attempt was made to give com- pleteness to any course. This is hardly possible in a fifteen-hour unit. Except in a few instances, no homework was given, altho readings and investigations were suggested. We tried to keep in mind that for many this was their first en- trance into a classroom since their girl- hood days, that formalized recitations would tend to discourage, that only a few came to talk, and that most pre- ferred to listen. We gave them explora- tory courses to make them feel that “learning is a voyage of discovery,” as A. Mortimer Clark so aptly phrased it. This quotation has become the slogan of the Institute and is engraved upon its seal. The lecture and discussion method was adapted as most suited to our pur- pose. The major part of the period is used for the formal presentation of the topic for the day, and the last ten or fifteen minutes is given to discussion, the answering of questions, the presenta- tion of other points of view by members of the class. The discussion period often lasts far beyond the dismissal gong. Whenever possible, motion pictures, slides, charts, maps, experimentation, and other illustrative materials are used to clarify the lesson, No formal tests are given at the end of the term. The classes are not given for credit, and there is no need for any em- barrassing checkup of results. What is important, is to encourage attendance for only in this manner can our purpose be served best. The pitting of one against another would result only in discourage- ment for many, for the women who at- tend the institute are ages apart in education, training, social position, and background. Inasmuch as all human beings like some acknowledgment of their efforts, a neat certificate of award is presented to those who attend twelve sessions of a fifteen-hour course, or twenty-four sessions of a_ thirty-hour course. Anyone who doubts the efficacy of this form of reward should have been present when a woman who had failed to receive a certificate remarked in a voice shaky with emotion, “I just can’t go home without it. My children are waiting to see my certificate.” When, in June 1932, we held our first closing exer- cises, more than 160 certificates were is- sued to the women who had registered during the term. Since then, closing exer- cises have been held every June and the number of certificates has increased to more than 800, The courses are intended to reach the greatest number, and since they are given in a public building, no course fees are charged. However, some means had to be found to finance the adminis- tration costs for printing and postage, At first, a nominal fee of fifty cents was charged as a registration fee for each course, and an allowance of fifty cents was made to members of the parent- teachers association. In September 1932, the registration fee was increased to $1 for each course with an allowance of fifty cents to those members of the par- ent-teachers association who took a sec- ond course. Despite the increase in fees, the registration increased more than 125 percent. The fee has remained un- changed since then. The income was far in excess of the needs for administration expenses, so that the Institute became an important financial agency to which many of the highschool departments turned for as- sistance. In the two years from Sep- tember 1932 to June 1934, the Institute for Adult Education contributed over $3000 to various departments in DeWitt Clinton Highschool. Some of the con- tributions were: student aid fund, $1000; library $1400; art department, $150; biology department, $88, and smaller sums for various school needs that could not be met from funds of the board of education or the general organ- ization of the school. It will be interesting to note the type of women who come to the Institute. The requirement that they be able to speak, read, and understand the English lan- guage defined the plane and the intel- ligence level of the applicants. We made no attempt to provide for those who wanted courses in citizenship, or read- ing, and writing. We made no attempt to teach English to foreigners and directed applicants for such courses to the proper agencies. The range of our registrants extended from the woman with several ° years of school attendance in a foreign land to the college graduate, American and European. The average was the woman who had graduated from an ele- mentary school, spent six months to two years in highschool, and then either went to work or was married. Many had not gone beyond the 7B grade. These were in the older group, those past thirty-five while the younger women showed a larger number of highschool graduates and some college attendance. The Journal of the National Education Association sevel medi wom were cupa to c age wive phys ists, wert artis and mile the- Wh Bre live Cli the tut ask giv sti ert ~~ wf to the are rse ans Lis- ge. vas ich nts ite n- nt, The age range was from twenty-one to seventy-three, with thirty-eight as the median. The great majority were women with children. Their husbands were engaged in a great variety of oc- cupations, from highly paid executive to common laborer. The largest percent- age in any one group comprised the wives of professional men—teachers, physicians, attorneys, accountants, chem- ists, and auditors. In addition, there were the wives of small shopkeepers, artisans, manufacturers, needleworkers, and many others. Their residences were miles apart, extending from Harmon-on- the-Hudson to Kew Gardens, L. I. While the largest percentage lived in the Bronx, less than 50 percent of these lived within walking distance of DeWitt Clinton highschool. Other highschools have recognized the value of the work done by the Insti- tute for Adult Education. They have asked for information, which has been given cheerfully. Some have started in- stitutes of their own and have been gen- erous in their acknowledgments, Others are waiting for an opportune time to launch their institutes. The following highschools took up the idea in the order given and each now has a flourishing In- stitute for Adult Education: Abraham Lincoln, Grover Cleveland, Samuel J. Tilden, Boys, New Rochelle, Richmond Hill, and Evander Childs. Benjamin Franklin Highschool, with which I am now connected, which opened September 1934, will have an Institute for Adult Education in February. In at least two instances, where the administrative heads of the highschool were unwilling to sub- scribe to the demands of their communi- ties, the parent-teacher association took the initiative and enlisted the services of members of the highschool faculties. In March 1934, the Institute for Adult Education of DeWitt Clinton High- school expanded its service to its stu- dents. In that month it published the first number of The Bulletin, which is the voice of the student body. It is pre- pared and edited by a staff which was selected from the women of the Insti- tute. The columns are open to ali mem- bers of the studentbody. The publica- tion is issued four times a term, and to date, six numbers have been issued. The adult education movement will not be denied. Its inroads into the day highschools are bound to increase but they need not be feared. When the move- ment is full grown and the time is ripe, the board of education will recognize its importance and make this form of adult education a recognized part of its edu- cational program. Adult education will then take on all the various forms—oc- cupational training, avocational train- ing, and the education of men and women to make the most of their lives, to spend their leisure hours profitably, to experience the joy of living, to be- come fitting companions for their chil- dren, and worthy citizens of the com- munities in which they reside. The im- plications of such a program for adult education are many, for it opens up a rich reservoir of usefulness thru a greater variety of courses, detailed syllabi and course of instruction, better direction of training, and greater enrichment of life. The New Attack on Freedom of Teaching HE Representative Assembly of the National Education Association, meeting at Washington on July 6, 1934, adopted a platform which it called upon “laymen and teachers to examine and to support.” Perhaps the most sig- nificant plank in this platform pertains to the question of freedom of teaching. “Teachers should have the privilege,” the Assembly resolved, “of presenting all points of view, including their own, on controversial issues without danger of reprisal by the school administration or by pressure groups in the community.” If teachers are ever to achieve this right —a right which is essential to demo- cratic education and intelligent citizen- ship—they will have to fight for it. The recent activities of William Randolph Hearst make this abundantly clear. The story opens in Rochester, New York, on November 10, when a Hearst reporter, posing as a prospective student, wrote as follows to Professor John N. Washburne, head of the department of educational psychology in Syracuse Uni- Versity: I have been thinking about going to Co- lumbia, but a friend of mine in Syracuse says Syracuse is nearer and cheaper and I can get good courses in sociology at Syracuse. Volume 24, Number 2; February 1935 Down at Columbia they give you the real stuff about Capitalism and Socialism, but my friend says I can get the same thing at Syra- cuse, that you are a Liberal and not afraid to give the Liberal side that the University here does not give. Please tell me when I could come to Syracuse and see you about attending college there. Also, do they have any Liberal clubs there where students can get the truth about things, and can students get into the Communist clubs? Also is Syracuse less expensive than Co- lumbia to go to? Under the guise of students the author of this letter and a reporter from the Syracuse Journal, a Hearst paper, inter- viewed Professor Washburne. The result was a front-page editorial in the Novem- ber 22nd issue of that Journal printed under the headline: “Drive All Radical Professors and Students from Univer- sity.” In this editorial and an accom- panying article the interviews were garbled, the views of Dr. Washburne misrepresented, and the good name of the university damaged. On December 14, Professor George S. Counts of Teachers College, Columbia University, received a letter very similar to that sent to Professor Washburne. It read as follows: I am thinking of entering Teachers College at the next term. Several friends and former instructors have told me that I can get the real stuff about Capitalism, Socialism, and Communism there. They tell me that you and several of your associates are real Liberals and not afraid to give the Liberal side on subjects in your classes. That is something I have not been able to get in State Universities. I hope you can give me a few minutes time soon to outline a study program, help me de- cide what instructors and classes to seek. Also, are there any Liberal or, even forth- right Communist organizations or clubs at the college that I might join for open discussion ? The reader should note identical ex- pressions in the two letters: “real stuff about Capitalism and Socialism” and “vou are a real Liberal and not afraid to give the Liberal side.’’ Also in both in- quiries the very unusual practise is fol- lowed of employing initial capitals in the words liberal, capitalism, socialism, and communism. Obviously the two letters come from a single source and suggest the organization of a general campaign. Suspecting the letter to be the work of a stool pigeon, Professor Counts in- structed his secretary to reply that he would not be accessible until after the Christmas vacation, when he could be seen at his regular office hours on Wednesday morning. On Tuesday, De- cember 18, two reporters from the Hearst 51 : press called on Mr. Clyde Miller, head of the Service Bureau of Teachers Col- lege, and began making inquiries about socalled liberal and radical activities at the institution. One of them, on being questioned, acknowledged himself to be the author of the letter. Arrangements were made for this man to interview Professor Counts the follow- ing day. The conversation was taken down verbatim by a stenographer who was present thruout the interview. The reporter began by apologizing for his letter. He said that it did not repre- sent his own initiative but was written in compliance with instructions from the city desk. In defense of his action he de- clared he was a newspaper man and this was his way of earning a livelihood. In explaining the instructions from the city desk he said: “‘Mr. Hearst is engaged at present in conducting a ‘red scare.’ ”” He went on to say that Mr. Hearst’s method was to “pin labels” on individuals and organizations. As the Federal Trade Commission brought out in its investiga- tion of the power companies, this was the formula they employed in combating the ideas of public ownership. When asked how to meet opposing arguments, an official of one of the Insull companies replied: ““My idea would not be to try logic or reason, but to try-to pin the Bolshevik idea on my opponent.” Ap- parently Mr. Hearst is of the same opinion. Teachers will be interested in knowing that, according to the reporter, “‘the Ives Law,” requiring teachers in New York state to take the oath of allegiance, ‘“‘was practically written by Mr. Hearst.” If this is so, he may be expected to at- tempt to place similar acts on the statute books of other states. Near the close of the interview Pro- fessor Counts asked the reporter whether it would be violating Mr. Hearst’s stand- ards of ethics to permit Mr. Counts to see the article before it was printed. From some years of experience with the daily press he knew this to be the com- mon practise among reputable news- papers. The reporter replied, however, that such a procedure was contrary to his employer’s custom. “You realize of course,” he said, “that because of my assignment I will have to select the most sensational statements from the inter- view in order to make out a good case. That is what Mr. Hearst is expecting.” This same reporter then proceeded to interview Professor William H. Kil- patrick. The resulting conversation was 52 also taken down verbatim by a stenog- rapher. After the reporter had asked Profes- sor Kilpatrick a number of questions: whether he believed in studying the Soviet Russian experiment, what he thought about revolution, about the Ives Law, and about student demonstrations —matters about which he has never made any effort to conceal his views— Professor Kilpatrick turned to him and said: ‘Now let me ask you a few ques- tions.” The following colloquy resulted: Kilpatrick: How do you feel about doing this kind of thing? Reporter: Just about as you think I feel. I don’t like it very much. I hope when the Newspaper Guild achieves its complete organization this sort of thing will go. Kilpatrick: I have a feeling when I read a Hearst paper that the editorial policy is dishonest, that it is not advo- cating things because it believes them but because it wants to advocate them for some other reason. Almost every ap- peal is a demagogic appeal. Does that seem true to you? Reporter: You could find instances of it. Many of them in fact. Say last spring, when Hearst decided he wanted the McLeod Bill to go thru. We were in- structed that we were in favor of the bill and were to go out and make everyone else in favor of it. We were instructed to get one hundred telegrams from various people sent to Congress saying they fa- vored the bill. I don’t think I found a single person who knew what the bill was, but we got the telegrams because of the obligations they felt to the paper. Kilpatrick: So the telegrams were sent just to carry out the obligation to the paper? Reporter: Certainly. . Another instance was when Mr. Moses came out with the statement that he didn’t like the approach to the Tri-Borough Bridge. The next morning we all got instructions that we were to kill that idea—stir up people, get telegrams, etc., to the effect that people didn’t want the approach changed. Well, we all knew Hearst had been buying up property around there and wouldn’t hear to having the ap- proach changed. Kilpatrick: Now tell me, would you not as a newspaper man rather be with a newspaper that was honestly trying to work for the good of the country? Would you not work harder and wouldn’t you live a better life? Wouldn’t you be on better terms with yourself? Don’t you feel ashamed to talk to me in this way? Reporter: I’m not ashamed for myself but for the situation that makes it neces- sary to do this in order to keep alive. Kilpatrick: You are not ashamed for yourself? Reporter: I would rather not do it. Probably I am ashamed, but I won't let myself be. I excuse myself on the basis of expediency. Kilpatrick: Wouldn’t it be a tremen- dous relief to you if that whole situation could be got rid of? Dont’ you think so? Reporter: I don’t think it, I know it. But after all I have had periods of being out of work. I’ve been on three papers that folded up unexpectedly and it is pretty tough. I wouldn’t like working in a slaughter house either, but if that was the only work open, I would probably do it. There’s very little choice. Kilpatrick: I could do that with a clear conscience. I could at any rate be honest about that. Reporter: Certainly your conscience would be clearer. But it’s pretty hard to know what to do. We do get pretty sick of the things we’re asked to do. Dr. Jesse H. Newlon, director of the Lincoln School, was interviewed the same day by another Hearst reporter. Unfortunately this interview was not taken down at the time by a stenogra- pher. However, Dr. Newlon dictated the substance of the conversation from mem- ory shortly after. The pattern of this interview was much like that of the other two. The reporter admitted that he had been sent to get a story, that only one type of story would be acceptable, and that that story had to paint certain individuals and institutions deep “red.” He then proceeded to question Dr. Newlon about the same old subjects—radicalism, com- munism, socialism, Russia, revolution, and the Ives Law. “But,” says Dr. New- lon, “I got the impression that he was en- deavoring to get me to say something that would enable him to pin the label, communist, upon me, rather than to . learn my views.” The reporters stated that Mr. Hearst was planning to conduct similar “investi- gations” in other educational institutions in the country. In fact, it is known that something has been done already at New York University and the College of the City of New York. Clearly the organized teachers of the nation should take action in this matter—William H. Kilpat- rick, Jesse H. Newlon, and George S. Counts. The Journal of the National Education Association ; To . i J. W. CRABTREE ir You have served with distinction for more than seventeen years as Secretary of the t. National Education Association of the United States * As you take up the duties of Secretary Emeritus, we wish to express our appreciation for the privilege we have had of serving with you, our admiration for your vision, our satisfaction in the institution you have fostered, our 1- gratitude for the interest you have taken to bring out the best in each of us, and our purpose to help maintain the 7 high ideals which you have established. t. Members of the Staff of the Association Aehan Jd. Mrs 1908 . Sganne C. Wreght 19/7 Cthe [aL 1925 Worl Arana Keorom, 1929 Un. 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Crea (724 Ed aaiogftsr ate AN. an af 1933 hh Sernslle.- 1934 . ag Do Marden, i940 elon 426 Sf ¢tealua hw w om se Varie dergpne 995° ie AM En, 1929 i Bag: iad MBER 25,\934 ge Sum etn 1925 Se eee 7 Qk. a 1994 ion Volume 24, Number 2; February 1935 Educational Program of CCC Camps HE Director of the Civilian Con- T servation Corps camps, Mr. Rob- ert Fechner, recently forbade the use in these camps of a pamphlet on the subject of machines and their social im- plication prepared by Professor William F, Ogburn, professor of Sociology at the University of Chicago, chairman of the Social Science Research Council, and editor of the recently published volumes entitled Recent Social Trends in the United States. The pamphlet was pub- lished by the Educational Director of the Civilian Conservation Corps camps, Dean C. S. Marsh, dean of the Evening School and the School of Business Ad- ministration at the University of Buffalo. Dean Marsh and a group of editors whom he employed have for some time past been working on a series of pam- phlets, the first of which is the one banned by the Director of the camps. These pamphlets are designed to give the boys and men in the camps reading materials dealing with timely topics. There is at the present time a dearth of reading material in the camps. Of some interest, in connection with Mr. Fechner’s action, are the facts that the Educational Director of the camps is an appointee of the Commissioner of Education and the funds used for the publication of this and the other pam- phlets of the series were furnished by one of the foundations. The only statement which Mr. Fech- ner has made in explanation of his act is that it is purely an administrative mat- ter. The suggestion issued from his office is that [1] the booklet will induce a philosophy of despair, and [2] it might induce a desire to destroy our present « “oomic and political structures. lu is of very general concern to the social life of the United States to know how Mr. Fechner came to have the au- thority which he has exercised. At the time that it became evident to the fed- eral administration that something would have to be done to take care of a large number of boys and veterans who could find no employment and had no re- sources, the suggestion that work camps be established was made and accepted. The army was designated as the govern- mental agency to have charge of the camps. It is reported that organized labor raised objection on the ground that the camps were too militaristic in temper and that there was danger that they would be used as a means of regimenting the American people. President Roose- velt, it is said, placated organized labor by putting a labor organization man in charge of the camps. Mr. Fechner was at the time of his appointment the execu- tive officer of the International Associa- tion of Machinists. The educational program for the camps was organized by the Commis- sioner of Education and had the personal approval of the President. Mr. Fechner has all along been unfavorable to the proposals from the Office of Education. When he heard that pamphlets were being prepared as a part of the educa- tional program, he asked the Secretary of War to send a letter to Dean Marsh directing that all such pamphlets be sub- mitted to Mr. Fechner before they are used in the camps. The first pamphlet so submitted was banned. A number of vigorous protests have been sent to the President against the action of Mr. Fechner. When Congress comes together early next year, legislation will have to be enacted if the camps are to be continued. No one doubts that they will have to be continued; they furnish the only pos- sible way of taking care of a part of the unemployed youth of the country. Dur- ing the first calendar year of their exist- erce they provided for 800,000 young men and veterans. The average school- ing of the men in the camps is somewhat more than nine years. The range is from no education to college graduation. It is probably impossible to induce Mr. Fechner to rescind his unwise ac- tion. The duty of the friends of civiliza- tion is to bring pressure on members of Congress in order to secure appropriate legislation for the future. Mr. Fechner is reported to have said that he will retire on April 1, 1935. It is to be hoped that his obstructionist tactics and lack of sympathy with education in the camps § will pass into oblivion on that date. It is true that the presumptiousness of his act is an exhibition of lamentable narrow- mindedness, but, after all, the main issue is not the attitude of one man but the attitude of the United States on the problem of giving young people social information. The duty of everyone who is inter- ested in the young men of this country is clear. Those who are in the CCC camps need enlightenment. They need it as no generation has ever needed it before, They need information on all the facts about industrial and economic life. If information about machines is danger- ous, it is time the American people had this information in camps, in schools, and in labor unions. It is peculiarly the duty of school people to throw the full force of their influence into the balance and to make certain that when Congress acts it puts into the CCC camps an edu- cational program of the most vigorous type. Whether the fact has been adequately recognized or not, the CCC camps are a part, and a very important part, of the nation’s educational program. If young men are to be taken care of by the gov- ernment when industry cannot provide employment for them, there ought to be, before anything is done, a well-consid- ered plan for the utilization of existing institutions where in many cases these men can be provided for better than they can be in camps. If it is decided that they should be sent to camps, it is clear that they should be followed thither by the best devices which the nation can com- mand for the training that will make them more competent to deal with mod- ern conditions. Information on social and industrial problems should be provided in abundance in every camp. This re- quirement is especially urgent when it is recalled that the camps were organized by a government which depends on the intelligence of its citizens for its pros- perity and even for its continuance.— Dean Charles H. Judd, Chicago Uni- versity, in the December 1934 issue of The Phi Delta Kappan. ’ | ‘ine CCC camps are in reality enforced additions to the country’s educational system. Anyone who believes that education of the eighth-grade level is going to satisfy the needs of future citizens should visit one of these federal camps. He will see going on there repair work on human lives which should be unnecessary if society had been wise enough to develop an adequate system of education.—Charles H. Judd in Education and Social Progress. ee — The Journal of the National Education Association : are | sible Nov of t deal enti T To tior the cers ciat Col tea rev opi do! lar tic ag ve un noe.WHre 3 — Ips § t is act W- sue the the er- "is ips cts o When Teachers Enter Politics HOULD teachers use the power of S professional organization in dealing with political issues? What dangers are involved in such a policy? Is it pos- sible to guard against these dangers? The November 1934 issue of the JouRNAL of the National Education Association dealt with these questions in an article entitled “Shall We Enter Politics?” This article attracted wide attention. To further clarify thought on this ques- tion a communication was sent, following the November elections, to certain offi- cers of state and national education asso- ciations, and to members of the Joint Commission. They were asked: “Shall teachers enter politics?’ The responses reveal a consensus, if not unanimity, of opinion. First, should teachers associations in- dorse individual candidates and particu- lar political parties? The JouRNAL ar- ticle, previously cited, counseled teachers against the danger of being “maneu- vered” into partisan positions. There is unanimous agreement on this point. Secretary Hugh Nixon of Massachu- setts states: ‘Teachers should work for principles and policies rather than can- didates.” Secretary Frank L. Grove of Alabama says: “It is a dangerous prac- tise for teachers associations to oppose or indorse candidates for public office.” Field Secretary Blanche McCarthy says: “In Wisconsin we have felt very defi- nitely that it is not desirable for teachers as a group to support particular candi- dates.” Secretary M. P. Moe of Montana sums up thus: “Our problems are not partisan but for the people as a whole.” Should teachers organizations ascer- tain the attitude of candidates on major school issues? There is general support for the position that teachers should be articulate on issues of large educational significance. Secretary Roy W. Cloud writes: “It is absolutely necessary in California that we take an intelligent interest in the selection of those who make the school laws.”’ Secretary Jule B. Warren of North Carolina writes: “We have not indorsed particular candidates, but have fought to get all candidates to give us information as to their attitude on vital school questions.”’ Superintend- ent A. J. Stoddard of Providence, Rhode Island, says: “Our professional organiza- tion certainly should advocate the causes of education vigorously and on a high Volume 24, Number 2; February 1935 plane.” T. D. Martin of the National Education Association writes: “Teachers have been too inactive in politics. We | preongne of the certainty which it was once believed science would ultimately deliver, and of the very hope that it can in the nature of things dis- close certainty, human beings must now concede their own fallibility and ac- cept the world as a place of trial and error, where only those who dare to assume ethical and esthetic respon- sibility, and to exercise intuitive judg- ment, while seeking the widest possible command of realistic knowledge, can hope to divine the future and mold in some measure the shape of things to come.—Charles A. Beard in The Open Door at Home [Macmillan Company]. have three responsibilities: to vote at every election, to acquaint political lead- ers with the needs of the schools, and to secure from candidates specific state- ments regarding their attitudes on educa- tional issues.” Secretary E. F. Carleton of Oregon says: “Secure definite informa- tion as to the attitudes of all candidates on crucial educational issues. It is even better when the issues grow out of a com- prehensive planning program, in which educators and laymen have cooperatively participated.” One old campaigner, however, is not enthusiastic about pre-election promises. He says: “My personal experience in politics suggests that friendly relations and a sound understanding of educa- tional needs by legislators are more val- uable assets than campaign promises. The psychology is the same as that sug- gested by the quotation, ‘What does it profit a girl to be engaged to a fellow if he refuses to hold her hand?’ ” Should educators play a more dynamic role in the broader political arena? Ex- ecutive Secretary O. H. Plenzke says in no uncertain terms: “I have urged the teachers of Wisconsin to be interested and active in politics in the broadest sense, in the whole realm of public af- fairs. .. . Teachers cannot be anesthetized by the old wheeze of staying out of poli- tics. To give them the right of dropping in their ballots and not take part in pub- lic affairs is nothing short of disfranchise- ment.” State Superintendent Sidney B. Hall of Virginia declares: “School people have a solemn duty in performing the function of real citizens in casting their ballots. In addition, it is their duty to inform the general public on the basic principles of education.” Superintendent James F. Rockett of the Rhode Island Association warns against partisan poli- tics but urges that “teachers should be organized for the purposes of education and good government.” Recent elections offer examples of the results of political action by teachers as- sociations. Executive Secretary F. E. Harrington of Connecticut reports: “We had a plank in the platform of both major parties and indorsements by the heads of the tickets and the majority of the state senatorial candidates. The teachers of the state have made a great number of friends in high places by their courageous and logical presentation of educational facts and necessities.” The following report is made for Wis- consin: “Our local teachers associations interrogated all candidates on educa- tional matters before election. . . . The net result was that more candidates de- clared themselves favorable to the schools than ever before.” In another state, the bad results which followed partisan ac- tivity on the part of teachers is reported. A list of preferred candidates was pre- pared by the teachers of one locality. Some of these were defeated. “Their op- ponents go to the legislature remember- ing that the teachers did not indorse them.” Montana reports as follows: “We in- terviewed many before elections. We have more men in the present legislature favorable to education than for some time.” In Michigan the teachers ac- tively opposed two unwise tax-limitation amendments with these results: “The amendments with which we were con- cerned were badly beaten. I am more firmly convinced than ever that teachers are unaware of their power in molding public opinion on questions of govern- mental policy.” To summarize—teachers should: avoid indorsement of particular candidates and parties; inform and poll all candidates on crucial educational issues; play a more dynamic role in the whole realm of public affairs. When they do these things vigor- ously and wisely, they get results.— John K. Norton, chairman, Joint Com- mission on the Emergency in Education. 55 ENTATIVE Program for the 65th Annual Convention of the Department of Su- perintendence, Atlantic City, N. J., February 23-28, 1935. Saturday, February 23 the Registration and Exhibits in City Auditorium Atlantic Sunday, February 24, 4:00em Vesper Service Presiding—E. E. Oberholtzer, superintendent of schools, Houston, Tex., and president, Department of Superintendence Address—G. Bromley Oxnam, president, De Pauw University, Greencastle, Ind. Monday, February 25, 9:30am General Session, Department of Superintendence S. CHENOWETH, superintendent of * schools, Atlantic City, and host to the Department of Superintendence convention. Monday, February 25, 2:30pm Forum-discussion Group I Presiding—William J. Bogan, superintendent of schools, Chicago The place of the federal government in the support of education—James H. Richmond, state superintendent of public instruction, Frankfort, Ky. State and local support and control of public education—Paul R. Mort, Teachers College, Columbia University Forum-discussion Group II Presiding—Lotus D. Coffman, president, Uni- versity of Minnesota Personnel research and _ education—L. J. O’Rourke, director of research in personnel administration, Civil Washington, D. C. Service Commission, The superintendent of schools and the educa- tion of teachers—Ambrose L. Suhrie, pro- fessor of education, School of New York University Education, Forum-discussion Group III Presiding—Charles H. Lake, superintendent of schools, Cleveland Trends in expansion of the educational pro- gram, parental, preschool, and pestgraduate —E. W. Butterfield, state commissioner of education, Hartford, Conn. The public forum as an educational agency— J. W. Studebaker, U. S. Commissioner of Education, Washington, D. C. Forum-discussion Group IV Presiding—R. V. Hunkins, superintendent of schools, Lead, S. Dak. Major administrative and supervisory prob- lems in village and rural districts and in small cities—James H. Hope, state superin- tendent of education, Columbia, S. C. The superintendent and the business manager: their relation to each other and to the board of education—John Guy Fowlkes, professor of education, University of Wisconsin The Department of Superintendence Presents Forum-discussion Group V Presiding—Carleton W. Washburne, superin. tendent of schools, Winnetka, II. Education as a force for social improvement— James C. Bay, superintendent of schools, Easton, Pa. The responsibility of the schools for the teach- ing of economics—Orrin C. Lester, vice. president, Bowery Savings Bank, New York Forum-discussion Group VI Presiding—Paul C. Stetson, superintendent of schools, Indianapolis The necessity for introducing socio-economic problems into the curriculum—Harold Rugg, Teachers College, Columbia University Difficulties involved in introducing socio-eco- nomic problems into the curriculum—Charles H. Judd, head, Department of Education, University of Chicago Monday, February 25, 8:15pm General Session Tuesday, February 26, 9:30am Social Change and Education Jury-panel-discussion by yearbook commission: John W. Studebaker, U Education, Chairman members of 1935 . S. Commissioner of Frank W. Ballou, superintendent of schools, Washington, D. C. Lyman Bryson, Teachers College, Columbia University John L. Childs, Teachers College, Columbia University Frederick S. Deibler, Northwestern Univer- sity, Evanston, IIl. J. B. Edmonson, University of Michigan Fred J. Kelly, U. S. Office of Education Worth McClure, superintendent of schools, Seattle Jesse H. Newlon, Lincoln School, Teachers College, Columbia University W. W. Theisen, assistant superintendent of schools, Milwaukee Carroll Hill Wooddy, adult forum leader, Des Moines Public Schools Tuesday, February 26, 2:30eM Study-discussion Groups The support and control of public education in a democracy—6 groups—David E. Weglein, superintendent of schools, Baltimore, general © chairman Personnel problems in educational administra- tion—5 groups—Carroll R. Reed, superin- tendent of schools, Minneapolis, general chairman Educational interpretation dealing with recent trends, practises, and developments toward a new educational program—5 groups—Ben G. Graham, superintendent of schools, Pitts- burgh, general chairman Administrative problems—6 groups—George C. Bush, superintendent of schools, South Pasa- dena, general chairman Journal of the National Education Association wit pha ten ma Curri —|) Un Pr CS erin. nt— Ools, ach- vice. ‘ork t of ymic ugg, Pco- les ion, yIs, ers of er, in, ‘al Program of Its The outlook for new educational programs with special emphasis on social-economic phases—7 groups—A. J. Stoddard, superin- tendent of schools, Providence, general chair- man Curriculum trends and controversies—8 groups —H. B. Bruner, Teachers College, Columbia University, general chairman Tuesday, February 26, 8:15pm Tercentenary of Secondary Schools The historical development of secondary edu- cation in America—Charles H. Judd, head, Department of Education, University of Chicago The philosophy which must guide secondary education today—Thomas H. Briggs, Teach- ers College, Columbia University The financial policies which must be worked out for secondary education—Sidney B. Hall, state superintendent of public instruc- tion, Richmond, Va. The public and the program of secondary edu- cation—George F. Zook, director, American Council on Education, Washington, D. C. Wednesday, February 27, 9:30AM General Session Wednesday, February 27, 2:30pm Forum-discussion Group I Presiding—Gordon G. Singleton, State Depart- ment of Education, Atlanta, Ga. New sources of revenue for the support of public education and other governmental agencies—Carl Shoup, assistant professor of business administration, Columbia Univer- sity Relationship between school finance and other governmental finance with special reference to independence and interdependence in these relationships—A. D. Simpson, assistant com- missioner for finance, State Education De- partment, Albany, N. Y. Forum-discussion Group II Presiding—Payson Smith, state commissioner of education, Boston Desirable practises with respect to leave of absence and the improvement of teachers in service—E, E. Lewis, Ohio State University, Columbus The contribution of the teaching staff in the formulation and execution of administrative policies—George Melcher, superintendent of schools, Kansas City, Mo. Forum-discussion Group III Presiding—James M. Spinning, superintendent of schools, Rochester, N. Y. Making the social studies curriculum a living experience in citizenship—Charles H. Judd, head, department of education, University of Chicago Trends in character training as a basic factor in developing a citizenship program—Francis W. Kirkham, National Child Welfare Asso- ciation, New York Volume 24, Number 2; February 1935 Forum-discussion Group IV Presiding—O. S. Hubbard, superintendent of schools, Fresno, Calif. Methods of selection of state and county super- intendents of schools—Vierling Kersey, state superintendent of public instruction, Sacra- mento The superintendent’s responsibility for inter- preting the schools to the community and some means employed—Ernest C. Hartwell, superintendent of schools, Buffalo, N. Y. Forum-discussion Group V Presiding—George M. Wiley, assistant commis- sioner of education, Albany Crime and juvenile delinquency—Frederic M. Thrasher, associate professor of education, New York University The relation of adult education to the public- school program—Lyman Bryson, Teachers College, Columbia University Forum-discussion Group VI Presiding—C. V. Courter, superintendent of schools, Dayton, Ohio Arguments favoring integration—L. Thomas Hopkins, Teachers College, Columbia Uni- versity Misconceptions regarding integration—Ernest Horn, University Elementary School, State University of Iowa, Iowa City Wednesday, February 27, 6:00PM College Dinners Wednesday, February 27, 8:45pm General Session Thursday, February 28, 9:30AM General Session Thursday, February 28, 2:30pm General Session THE CONVENTION SPEAKERS The list of speakers for the General Sessions of the Department of Superintendence is un- usually strong. Among those not mentioned above, who have definitely accepted places on these programs, are the following: Mary E. Woolley, president Mt. Holyoke College Charles A. Beard, author and historian Lotus D. Coffman, president, University of Minnesota Stuart Chase, economist and writer Charles E. Merriam, chairman, Department of Political Science, University of Chicago George D. Strayer, Teachers College, Colum- bia University Glenn Frank, president, University of Wis- consin John K. Norton, chairman, Joint Commis- sion on the Emergency in Education William H. Kilpatrick, Teachers College, Columbia University Herbert S. Weet, former superintendent of schools, Rochester, N. Y. Arthur E. Morgan, chairman of the Board, Tennessee Valley Authority ‘Sixty-fifth Annual Session E. OBERHOLTZER, president of the De- ® partment of Superintendence and su- perintendent of schools, Houston, Texas. The Auditorium Ballroom Milton C. Potter Past President Vesper Service HE Thirteenth Yearbook Commis- sion of the Department of Super- intendence has selected for its sub- ject Social Change and Education. No educational docu- ment of recent years has pro- voked such spir- ited comment as the report of this Commission promises to call forth at the 65th annual conven- tion of the De- partment at Atlantic City, February 23-28, 1935. When Presi- dent Milton C. Potter appointed the Commission in 1932, thinkers in every field already recognized that the collapse of 1929 was more than the burst- ing bubble of a bloated stock market: that it was a forerunner of fundamental social changes. The persistence with which recovery still eludes the two-year efforts to achieve it emphasizes still further the fact that the trouble lies deeper than the surface, that permanent economic security cannot be won by sub- tle words or rephrasing of old ideas, but by decisive action which may have to set itself against practises long fostered by social inertia and well bulwarked by self- ish interests. In this redirection of Amer- ican life everybody knows that education must play a part. As to what that part should be there is no wide agreement. Shall the schools deliberately be made a social control toward accepted, longtime objectives in thought and action? If so, who will choose these objectives and how? Or, are the schools to remain neu- tral in the whirl of social forces? And who shall say when they have or have not indoctrinated youth in a social cause? J. W. Studebaker Chairman G. Bromley Oxnam Attempts to answer such questions as these made the meetings of the 1935 Yearbook Commission the live- liest any similar group has ever held. The sharp divergence of opinion that charac- terized the year-long deliberations of this eleven-man Commission is reflected in every page of the volume and will creep into the discussion of scores of Atlantic City sectional and committee meetings. The opposing viewpoints of present- day social planners is succinctly stated by the Commission in what will be the third chapter of its report: At the present time in our country economic thought is governed by two types of social philosophy. One is largely individualistic and is based upon the experiences of the past. Those who accept this line of reasoning believe that the present economic structure is essen- tially sound and that adaptations can be made to fit the new social and economic problems of the present. The other is collectivistic and is based upon the assumption that economic and social conditions have so changed as to make it impossible to fit them into the social patterns of the past. Therefore, it is necessary to build anew, and the new social structure will be a planned economy in which motives other than the profit motive will guide our economic activities. The controversial nature of the Year- book topics will be apparent in a high- spot of the convention on the Tuesday morning general session when members of the Commission will face each other in panel formation in what promises to be more than a mere echo of the debates which have marked the preparation of one of the most timely and _stimulat- ing yearbooks of the Depart- ment of Super- intendence. Wide-open forum discus- sion will fol- low the panel, when dele- Frank W. Ballou Commission Adapting Our Schools to A LEADING TOPIC AT Sixty-fifth Annual Convention, Department of gates may speak from the floor. United States Commissioner of Education John W. Studebaker, chairman of the Year- book Commission, widely known as the director of forums and panels in his own and other cities, will act as moderator on the occasion. Speakers—Platform speakers on general sessions and in some of the sec- tional meetings have been chosen for participation in this convention because of the varied social philosophies which they entertain, and for which they are best known by the American public. Charles A. Beard, Stuart Chase, Arthur E. Morgan, Charles E. Merriam, Lotus D. Coffman, and Glenn Frank are among those whose addresses will be especially thought-provoking. The general sessions of the convention will open in the great ballroom of the Atlantic City Auditorium on Sunday afternoon, when President G. Bromley Oxnam, DePauw University, Greencas- tle, Ind., will deliver the principal address at the Vesper Service. Dr. Oxnam is a dynamic speaker. His first-hand contacts with centers of the world that are today deemed history-making points, such as India, Japan, Russia, Italy, Germany, China, Great Britain, and Spain appro- priately qualify him for the position of initial speaker at a convention to be devoted largely to problems related to social upheaval and restabilization. Principals’ and Supervisors’ Day —Wednesday, February 27, has been Lyman Bryson Commission John L. Childs Commission The Journal of the National Education Association ATI Supe desig Day. day form by . com1 Alba Broc tary will quet Schi tori The foot of div: disy anc anc anc Su} edi un me th ola Changing World AT ted yhn ar- the tor eC: for use ich are lic. nur tus yng ly the ATLANTIC CITY Superintendence, February 23-28, 1935 | designated Principals’ and Supervisors’ Day. Speakers on the programs of this } day also will face each other in panel formation. This feature will be directed | by J. Cayce Morrison, assistant state / commissioner for elementary education, Albany, N. Y., and President M. Emma Brookes of the Department of Elemen- tary School Principals. President Lotus D. Coffman, University of Minnesota, will be the speaker at the annual ban- quet of the Department of Elementary School Principals on Tuesday evening. Exhibits—The Atlantic City Audi- torium is ideal as a place for exhibits. The arena is large enough for a standard football gridiron with seats for thousands of spectators. This area has _ been divided into exhibit spaces in which displays of more than two hundred firms and organizations will feature equipment and classroom tools of every variety. The exhibit is one of the most popular and helpful features of the convention. Superintendents generally realize that educational losses have resulted from unfit or inadequate textbooks and equip- ment. This year more than ever before they will be alert to suggestions. A special feature of the educational fair will be the fine international exhibit of highschool art collected by Scholastic, national highschool weekly, to be shown as a feature of the highschool Tercen- tenary program. Several hundred draw- ings, paintings, designs, textiles, objects of pottery, metalware, sculpture, jewelry, Jesse H. Newlon W. W. Theisen Commission Commission Volume 24, Number 2; February 1935 and leather- craft have been collected from material prepared by thousands of highschool art departments. In addition, an interna- tional section has been contributed by the ministries of Bavaria, Munich, Vienna, and Rome. Sections of this exhibit have been en- gaged by galleries in more than thirty cities thruout the country under the auspices of the American Federation of Arts. Scholarships have been granted twelve highschool artists for their contri- bution to this display. It will be the largest collection of highschool work to be viewed since the Scholastic interna- tional show last spring in the Fine Arts Galleries of Carnegie Institute, Pitts- burgh, Pa. Music—Miusic will play a prominent part on general programs of the meeting. Unusual features will be the Westminster Choir of Princeton, N. J., which recently has gained international recognition in its European tour. Another highlight will be the New Jersey All-State Highschool Orchestra composed of 264 highschool boys and girls assembled especially for this convention from ninety-four school districts in New Jersey. It is also planned to present Humperdinck’s opera, “Han- sel and Gretel,” using soloists from the Metropolitan Opera Company, a chorus of five hundred children from the Atlan- tic City schools, and a full symphonic orchestra of highschool students. Social Functions— College din- ners planned for Wednesday evening, Feb- ruary 27, in- clude Teachers College of Columbia University, University of J. B. Edmonson Commission Carroll H. Wooddy Commission Fred J. Kelly Commission Worth McClure Commission Chicago, Harvard University, and New York University. The All-Iowa dinner is Sunday evening. The Department of Classroom Teachers and the American Educa- tional Research Association have their annual din- ners Monday evening. On Tuesday evening are the dinners of the Department of Elementary School Principals and the Asso- ciated Exhibitors. The popular luncheon of the Schoolmasters Rotary Club is to be held at the Chelsea Hotel, Wednesday noon. Over seventy breakfasts, luncheons, and dinners are listed in the official pro- gram. Railroads and Hotels—Passenger associations have authorized a railroad rate of one and one-third fare for the round trip. Tickets will be on sale Feb- ruary 17-25, 1935, inclusive, with final return limit thirty days from date of sale. Members in good standing of the NEA may obtain identification certifi- cates from S. D. Shankland, executive secretary, Department of Superintend- ence, 1201 16th St., N. W., Washington, D. C. Sleeping room reservations are handled thru A. S. Chenoweth, chairman, Housing Bureau, 16 Central Pier, At- lantic City. Convention headquarters, registration, postoffice, and exhibits will be in the Atlantic City Auditorium. There will be no headquarters hotel. Charles A. Beard Speaker Stuart Chase Speaker Membership in Departments of the National Education Association, 1934 Prepared by the Division of Research ® Includes 12 members not distributed by states because their addresses are unknown. Includes 3,126 members who paid dues for the year, 4 honorary members, 175 life or 25-year members, and 5 six-year members. THis table shows membership by states in eleven departments of the National Education Association. All the departments which are included above have separate, extra member- ship fees. This type of material illus- strates the farflung interests of the Association and shows how wide- spread is the membership in every department. The table should be read as follows: Alabama has 8 members in the De- partment of Business Education of the National Education Association. Alabama also has 6 members in the Department of Deans of Women, 3 members in the Department of Edu- cational Research, 10 members in the Department of Elementary School Principals, 1 member in the Depart- ment of Lip Reading, 63 members in the Department of Secondary School Principals, 2 members in the Depart- ment of Social Studies, 27 members in the Department of Superintend- ence, and 6 members in the Depart- ment of Supervisors and Directors of Instruction. Read the table similarly for other states, territories, and foreign coun- tries. Encourage your associates to join these departmental groups. Member- ship in the Association comes first and helps to maintain a broad pro- gram of national progress in educa- tion. It keeps teachers in touch with all phases of the profession. Member- ship in the departments is also vital. It lays the foundation for professional advance at pivotal points in the edu- cational enterprise. Ele- Secondary : : Supervisors | Supervisors Business Deans of Educational | mentary Li Rural Sitons Social | Superin- | and Direc- | and Teachers States | Education| Women Research School Reading | Education | principal Studies | tendence torsof | of Home Principals } — | Instruction | Economics 1 2 3 4 5 6 7 8 a 10 ll 12 Total 1,053 8738 410 1,932 88 100 4.726 851 3,310 812 143 Alabama 8 6 3 10 1 63 | 2 27 Bi eRe wckiietes Arizona 28 8 2 7 14 3 19 2 Be, daaaie Arkansas 1 3 2 1 32 6 20 6 1 California 177 45 31 235 6 7 509 49 95 | 66 10 Colorado 21 19 3 42 1 77 3 36 12 | 1 Connecticut 6 24 6 25 1 1 124 19 76 24 1 Delaware 1 1 2 18 11 2 20 3 1 District of Columbia 6 21 17 29 3 2 61 14 42 25 6 Florida 9 5 2 24 34 8 17 , ee eer Georgia 3 10 2 44 z 15 2 38 8 18 Idaho 4 1 6 9 1 | 6 1 Sd & wikrace an S&S & . To it of ASSi- with dif. ogy, ing uld The elp. Ssi- au- the His Dits IJ. Personal adornments [1] Clothing [2] Jewelry, and the like IV. Shelter [1] Dwellings or their models V. Industrial arts [1] Metallurgy [2] Transportation, etc. VI. Social life [1] Government and laws [2] Warfare, arms, armor Individual life [1] Children’s games, toys [2] Customs, such as marriage, mortuary customs, and the like VII. Religious practises [1] Music, art, drama one VII. For the school library there should, of course, be secured works discussing the significance and historical value of the exhibits, It is surprising how much valuable material may be secured at little or no cost. Bulletin No. 30, of the Bu- reau of American Entomology is essen- tial for archeological and modern Indian objects. While this work, more commonly Boys and girls of Roosevelt High School, Emporia, Kansas, preparing to stage a his- torical entertainment known as The Handbook of the Ameri- can Indian is, as a whole, out of print, certain valuable pages on the making of stone artifacts, beadwork, ornaments, utensils, implements of war, the tech- nic of excavating Indian mounds and village sites have been reprinted. The Indian How Book by Arthur Caswell Parker is valuable. In the fields of Egyptian, Greek, and Roman history and archeology, the Oriental Institute of Chicago, and uni- versities such as Princeton, Harvard, and Pennsylvania have much descriptive ma- terial, The objects used by our American forefathers are well treated in the Hand- book of the American Wing by Richard Townley Haines Halsey, and Charles O. Cornelius, and The Junk Snupper by Chandler Robbins Clifford, published by the Macmillan Company. An interesting collection of the sort of objects used by our grandparents, as described in the above works, may be resurrected from attics or with the help of old settlers. What an entertaining list for a museum Volume 24, Number 2; February 1935 is suggested in the following: old furni- ture, crockery, whisker combers, butter and sausage presses, boot-hooks and boot-jacks, copper toe and red-topped shoes, bullet-moulds, and gun flints. During exhibition of historic objects it is delightful to employ period costumes and music. The old world costumes will be found correctly given in Album His- torique by André Emile Emmanual Par- mentier, published under the direction of Ernest Lavisse [ A, Colin, Paris]. Jean Baptiste Théodore Weckerlin has com- piled lovely old chansons of the eigh- teenth century, which can be used to give an impressive musical background. The songs of the American Colonies, the Revolution, Civil, Spanish, and World Wars may be found in The American Songbag by Carl Sandburg, [ Harcourt, Brace & Company]. Mineral collections had best be classi- fied by a mineralogist, for this is such a specialized study that the average col- lector can do little with it. However, Tables for Determination of Minerals by Edward Henry Kraus and Walter Fred Hunt | McGraw Hill Book Company | will be found helpful. In zoology, Rob- ert Wilhelm Hegner’s College Zoology | Macmillan Company] is valuable and Asa Gray’s Manual of Botany and Nathaniel Lord Britton and Addison Brown’s An Illustrated Flora of the pane Northern United States, Canada, and the British Possessions {C. Scribner’s Sons] will be a real help to the collector. In conclusion, this joint interest of school and community in the creation of museums is a valuable cultural one. European countries are ahead of us in the collection and study of their memen- tos of the past; their “folk museums” and “academies” fill this need. Further, our smaller museums should be on the lookout for rare manuscripts and his- torical objects. At a recent meeting of the American Historical Association it was asserted that there are enough let- ters of Abraham Lincoin extant in the hands of private parties by which a new and more significant life of the emanci- pator might be written if only they could be located. Unfortunately there is no central depository in all the United States where records of valuable docu- ments and historical objects in private hands or in small museums are recorded. It seems clear that one of the most valu- able functions of our school and com- munity museums should be the coopera- tion with national and state organiza- tions in the location and preservation of these priceless additions to our history. —QO. W. Mosher, Jr., State Teachers College, Emporia, Kansas, and C. R. Gilbert, Senior Highschool, Bartlesville, Oklahoma. "Te de: We Crabtree, You with for more than seven- served distinction have teen years. Thus begins the scroll [see p53 of this JOURNAL] which was pre- sented to Mr. Crabtree by mem- bers of the head- staff at the annual Christ- mas party Decem- ber 21, 1934. The staff also gave Mr. Crabtree a chair, and lamp in appreciation of his service and friend- ship. Mrs. Crabtree was presented with a bouquet of American Beauty roses. The Christmas program, held in the Board of Directors’ room at “the big red schoolhouse” |headquarters] and at- tended by the staff and allied groups in the building, was dedicated to Mr. Crab- tree. After the program, which was in the form of a radio broadcast, a recep- tion to Mr. Crabtree was held. Colonial Schools [p41-4] is the fourth in a series of articles by Charles A. Beard and William G. Carr, dealing with the history of the school. The entire series— including seven articles and a study outline of questions, exer- cises, and sug- gested readings— has been pre- printed in a thirty- two page pamphlet. It may be secured from the NEA at the cost price of 25¢ a single copy, with the following discounts for quantity orders: 2 to 9 copies, 10 quarters many years. 66 desk hi THE little red schoolhouse with Miss Lizzie Moore, the first scene of the Christmas program which took the staff with Mr. Crabtree “From the Little Red Schoolhouse to the Big Red Schoolhouse.” percent; 10 to 99 copies, 25 percent; 100 or more copies, 331% percent. Many junior and senior highschools will wish to offer a short course on the history of the public school, using this material as a basic text. Students have a right to understand the background and prob- lems of the institution in which they are spending an important part of their lives. QO. W. Davison, special counselor for 4 acne” on™ HE ZEPHYR, new stream-lined train, made a special trip recently to carry eighty-seven St. Joseph, Missouri, teachers to Kansas City, where the Missouri State Teachers Association was holding its annual convention. Anna Riddle is president of the St. Joseph Teachers Club, which is doing a particularly fine piece of work in professional organization. St. Joseph teachers were 100 percent in their attendance at the state meeting and have held 100 percent membership in the NEA and the Missouri State Teachers Association for Chandler, Okla. homa, reports tha the superintenden of schools and th board of education recently surprises the Chandle; teachers by mak. ing them a present of membership jp the National Edy. cation Association E x hi bitors’ award to Jane Addams—Eag year at the Depart. ment of Superin- tendence meeting, the Associated Exhibitors of the NEA present the “American Educa- tion Award” to someone who has con- tributed in an outstanding way to some phase of education. Jane Addams will receive this honor at the 1935 conven- tion in Atlantic City. Miss Addams, a leader in social work, has received a number of honors, including the Nobel Peace Prize for 1931. More than half a million people | visited the schools in New York City during American Education Week 1934, The School Masters’ Rotary Club will have a joint luncheon with the Atlantic City Rotary Club, Wednesday noon at 12:15 oclock, February 27, at the Chelsea Hotel. The is composed of Ro- tarians with classi- fication ‘“ Educa- , tion” from every Ps section of the Pn United States. The attendance at these meetings is gener- ally from 800 to 1000. This will be the eighteenth [Cont. on page A-20] The Journal of the National Education Association organization . ERTAI? have juring th of strong ter demo less, age tional Ed regret th country ‘ much th them; he yated e% cause ar how pr challeng tion of f stoutly where, | be acco! mensurt —espec ers’ sal salaries the lan pupil | has ber won. 7] money any pr ward | obviou Teach Sou Vir on that den; the ation rised ler nak. Sent D in “du. tion, rs’ ane ach dart- *rin- ‘ing, ted the the uca- On- ome will ren- 3, a 1a bel ple “ity can ol ary pa ‘on atic ERTAINLY, in the trying conditions which have surrounded the teaching profession during the last several years, the efficacy of strong organization has been nowhere bet- ter demonstrated than in the vigilant, tire- less, aggressive accomplishment of the Na- tional Education Association. It is cause for regret that the rank and file of teachers the country over, perhaps, will never know how much the national association has done for them; how carefully it has watched and eval- uated every new tendency relating to the cause and continuance of public education; hw promptly and how vigorously it has challenged and refuted every misrepresenta- tion of professional motives, and, withal, how stoutly it has fought, in Congress and else- where, for the principle that education must be accorded moral and financial support com- mensurate with its importance to the nation —especially combating reduction of teach- ers’ salaries, and promoting restoration of salaries already reduced. Every teacher in the land has benefited by this work. Every pupil has benefited. The nation as a whole has benefited. But the battle is by no means won. The sinews of war—men, women, and money—are more urgently needed than at any previous time. The duty of teachers to- ward the National Education Association is obvious.—Editorial in New Hampshire State Teachers Association Bulletin, June 1934. New Life Enlistments i ew NUMBER of life members enroled in the National Education Association on January 1 was 5300. The following life mem- bers have been reported since the list was published in the January JOURNAL. ALABAMA—R. L. Harris. AtaskA—Leroy J. Maas. ArizoNA—Mildred Marie Charon. CoLorap0—Perry H. Elder. FLorpa—Joe C. Hall, Ida Raa. IpaHo—Ray S. Merrill. ItuNois—Caroline Louise Noehring, M. E. George N. Wells. InpANA—Olind Skinner. Maine—Philip H. Kimball. MASSACHUSETTS—Ralph W. Babb, Reginald Stevens Kimball. MicnicAN—H. E. Fredeen. Missouri—Lucy W. Clouser, Harry P. Study. New JerseY—George W. Wright. New York—Grant W. Bliss. OHIO—R. K. Salisbury. PENNSYLVANIA—Francis E. Welker. South CaroLina—Horace J. Crouch. TENNESSEE—Elma Rood. Texas—R,. M. Hawkins, W. D. Weeks. Vincinta—Roy Lutz. Steele, Completed Enrolments T= FOLLOWING SCHOOLS have maintained their one hundred percent enrolment in the National Education Association for ten years or more. These schools have reported since the list was published in the January JOURNAL. Seventeen Years CALIFORNIA—Stockton, Lafayette. LORADO—Pueblo, Danforth District Number Twenty. Sixteen Years CoLorapo—Pueblo, Wwenty. Missouri—Sedalia, Mark Twain. HI0O—Elyria, Allen, Garford, Gates, Hamilton, Mc- Kinley, Roosevelt. Minnequa District Number Volume 24, Number 2; February 1935 Master Builders of Our Profession , | argon Henry SHEPHARD, of Minneap- olis, supervisor of Community Life Prob- lems and principal of the Miller Evening School, for many years secretary of the Min- nesota Education Association, passed away November 5. Fifteen Years MINNESOTA—Minneapolis, John Hay. MissourI—Sedalia, Sedalia Public Schools, Broadway, Jefferson, Smith-Cotton High, Mark Twain, Wash- ington, Whittier. NEBRASKA—Lincoln, Bancroft, Capitol, Everett Jun- ior High, Hawthorne, Hayward, Whittier Junior High, Willard. New YorK—Mount Vernon, William Penn. Fourteen Years ARIZONA—Prescott, Prescott Public Schools, Junior- Senior High, Washington. CALIFORNIA—San Francisco, Madison; Santa Barbara, Garfield, Lincoln, McKinley, Wilson. CoLorapo—A rvada, Grade. Connecticut—East Hartford, Burnside. MASSACHUSETTS—Springfield, Homer Street. NEBRASKA—Lincoln, Belmont, Elliott, Hartley, Nor- mal, Park, Randolph, Saratoga. New Jersey—West New York, Public Number 3. Thirteen Years CALirorNiA—Los Angeles, Utah Street; Santa Ana, Roosevelt. Connecricut—East Hartford, Second North. PENNSYLVANIA—Bucks County, Doylestown Schools, Grade, High. WISCONSIN—Schofield, Graded, Wausau, Irving. Public Twelve Years ArIzoNA—Phoenix, Wilson. CaLirorNii—Berkeley, University; El Centro. Cotorapo—Teller County, Public Schools District Number One, Cripple Creek Elementary, Cripple Creek High, Victor Elementary, Victor High. INDIANA—Huntington, Huntington Public Schools, Central, High, Lincoln, Horace Mann, Riley, State Street, John Tipton. NEBRASKA—Lincoln, Lake View, Prescott. New JerseY—Plainfield, Washington. Oxn1to—Columbus, Eighth Avenue. PENNNSYLVANIA—Erie, Burns. South Pasadena, Eleven Years ARIZONA—T empe, Grammar. CaALirorNiA—Berkeley, Whittier; Lincoln Park. CoLorapo—Denver, Stevens. DeELAWARE—Delmar, Delmar; Wéilmington, Number 9, Evan G. Shortlidge Number 30. FLoriwa—Palm Beach County, Northboro. ILLinois—Princeton, Township High. INDIANA—Hammond, Franklin; Indianapolis, George W. Julian Number 57; Michigan City, Jefferson. Kansas—Kansas City, Kansas City Public Schools, Abbott, L. M. Alcott, Argentine High, Attucks, Bancroft, Clara Barton, Bryant, Central, Central Junior High, Chelsea, Columbian. Cooper, Doug- lass, Dunbar, Emerson, John Fiske, Franklin, Gar- rison, Grant, Hawthorne, Major Hudson, John J. Ingalls, Irving, Kealing, Library Building, Lin- coln, Longfellow, Lowell, Maccocahque, Horace Mann, McKinley, Morse, Northeast Junior High, Northwest Junior High, Park, Parker, Phillips, Noble Prentis, Prescott, Quindaro, Riverview, Roosevelt, Rosedale High, Snow, Stanley, Stowe, Sumner High, Mark Twain, Eugene Ware, Booker T. Washington, Whitmore, Whittier, Frances Wil- lard, Wyandotte High and Junior College. Matne—Portland, Isabella Garvin. MASSACHUSETTS—Everett, Edward Everett Hale. MINNESOTA—Minneapolis, Simmons. NEBRASKA—Lincoln, Lincoln Public Schools, Ban- croft, Belmont, Bethany, Capitol, Clinton, Elliott, Everett Junior High, Hartley, Hawthorne, Hay- ward, Huntington, Irving, Jackson High, Lake View, Normal, Lincoln High, Park, Prescott, Ran- dolph, Riley, Saratoga, Sheridan, Special Teachers & Supervisors, Twenty-sixth & “O’’ Street, Van Fleet, Whittier Junior High, Willard. New Jersev—Bernards Township, Bernards High, Special Teachers & Supervisors; Englewood, Franklin; New Brunswick, Livingston. Oun1o—Cuyahoga County, Beechwood, Bratenahl, Fairview High, Garnett, Gilles-Sweet, North Roy- alton, Olmstead Falls, Solon; Findlay, Adams, Bigelow, Detwiler, Firmin, Huber, McKee. PENNSYLVANIA—Pottstown, Pottstown Public Schools, Adams, Buchanan, Franklin, Garfield, Grant, Ham- ilton, Hancock, Jackson, Junior High, Lincoln, New Grade, New Madison, Old Madison, Richards, W. W. Rupert, Senior High, Union, Van Buskirk. Uran—Jordan District, Jordan District Public Schools, Bingham Central, Bingham Junior & Senior High, Bluffdale, Butler, Copperton, Crescent, Dra- per Junior High & Elementary, Granite, Herriman, Highland Boy, Jordan Senior High, Lark, Midvale Junior High & Elementary, Riverton Junior High & Elementary, Sandy Junior High & Elementary, South Jordan, Union Junior High & Elementary, South Pasadena, Public Upper Bingham, West Jordan Junior High & Elementary. WASHINGTON—Bellingham, Roosevelt. Wisconsin—Wausau, Central, G. D. Jones, Junior High, Lincoln. Ten Years CaLirornNia—Davis, Davis Joint Grammar, Davis Joint Union High; Los Angeles, Amelia Street, Commonwealth Avenue, Garvanza, Lockwood Street; San Francisco, Franklin. FLor1ipA—Palm Beach County, Palm Beach Junior High. GerorGcia—A tlanta, Whitefoord. ILLINOIS—W atseka, Watseka Grade Side, South Side. KeENTUCKY—Louisville, Emmet Field. MASSACH USETTS—Newton, Eliot, Stearns. MicHiGAN—Grand Rapids, Auxiliary. Missourt—Kansas City, Greenwood, Leeds. New Jersey—Asbury Park, Bond Street, Boys’ Voca- tional, Bradley, High; Bernards Township, Ber- nardsville Grammar; Camden, C. K. Evered, North- east; East Orange, Washington; Plainfield, Jet- ferson. New YorK—Oneida, North Broad Street; W estches- ter County, Ardsley High. On1o—Columbus, Avondale; Lancaster, High; Lima, Central High, Emerson, Faurot, Franklin, Gar- field, Irving, Jefferson, Lincoln, Longfellow, Lowell, Horace Mann, McKinley, Roosevelt, Washington, Whittier; Mansfield, Bushnell; Wood County, Jackson Township High, Rossford High. PENNSYLVANIA—Berks County, Cumru Township, Kutztown Borough; Chester, Harvey, Howell; In- diana, State Teachers College; New Kensington, New Kensington Public Schools, First Ward, Sec- Schools, North ond Ward, Senior High, Third Ward; Warren, Jefferson. Texas—Dallas, Sam Houston. UTAH WISCONSIN Murray, High; Salt Lake City, Uintah. Madison, Draper. Kenosha, Frank; Builders of Our Profession rene is the keynote of effective organ- ization. Teachers are organizing every- where, not merely for selfish ends, but for the purpose of serving their communities better. This is a day of cooperation, of organ- ization, and of a desire to render service.— Everett M. Hosman in New York State Edu- cation, November 1934. Completed Enrolments fb. FOLLOWING SCHOOLS have completed their one hundred percent enrolment in the National Education Association since the list was published in the January JOURNAL. Nine Years CALIFORNIA—A tascadero, Atascadero Elementary Schools; Dinuba, Dinuba Public Schools, Jeffer- son, Lincoln, Roosevelt, Washington; Los Angeles, Cienga; Santa Barbara County, Montecito Union. CoL_orapo—Airk, Kirk High. I_tinois—East St. Louis, Signal Hill. INDIANA——Michigan City, Central, Eastport, Elston, Garfield, Park, Senior High. MaAssACHUSETIsS—Beverly, Junior Manual Training; Lynn, Euclid Avenue. MINNESOTA—-Minneapolis, Washington. Missourt—Aansas City, George B. Longan. New Jersey—Asbury Park, Asbury Park Public Schools, Bond Street, Boys’ Vocational, Bradley, High, North Bangs, South Bangs, Special Teachers & Supervisors; Hightstown, Primary; Trenton, Peabody. New York—New Rochelle, Mayflower. Oun10—Lancaster, Lancaster Public Schools, East, High, Maple Grove, North, South, Utica, West; Lima, Lima Public Schools, Central High, Emer- son, Faurot, Franklin, Garfield, Irving, Jefferson, Lincoln, Longfellow, Lowell, Horace Mann, Me- Kinley, Roosevelt, South Junior High, South Senior High, Washington, Whittier. PENNSYLVANIA—-Chester, Booker T. Washington; Del- aware County, Chester Heights, Crozerville, Village Green, Booth’s Corner, Chelsea, Dante Orphanage, Markham, Matson, Darby Township Schools, Junior High, Lincoln, McKinley, East Lansdowne Bor- ough, Edgemont Township, Glenolden Borough, Glen-Nor High, Lower Chichester Township, Marcus Hook Elementary, Marple Township, Marple-Newtown Joint Elementary, Media Borough, Elementary, High, Lima (Middletown Township), Parkmount (Middletown Township), Roosevelt (Middletown Township), Phyllis Wheatley, Nether Providence Township Elementary, Wallingford, Norwood Borough, Parkside Borough, Prospect Park Borough, Junior & Senior High, Lincoln Ave- nue, Washington Avenue, Ridley Park Borough, High, Tome Street, Kedron (Ridley Township), Lieperville (Ridley Township), Woodlyn (Ridley Township), Rutledge Borough, Sharon Hill Bor- ough, Elementary, Junior-Senior High, Springfield Township, Central, Junior & Senior High, Rutgers Avenue (Swarthmore Borough), Eastern (Thorn- bury Township), Western (Thornbury Township), Tinicum Township, Essington, Lester, Trainer Bor- ough, Upland Borough, Upper Chichester Town- ship, Boothwyn, Johnson Avenue, Ogden, Twin Oaks Consolidated, Washington Avenue, Lower Bank (Upper Providence Township), Sandy Bank (Upper Providence Township), William B. Evans. Texas—Dallas, Mirabeau Lamar. VircInia—Lynchburg, West End; Grove. Richmond, Oak Eight Years ARIZONA*—Prescott, Jefferson, Lincoln, Miller Valley. CALIFoRNIA—Los Angeles, Fletcher Drive, Forty- ninth Street; Modesto, Franklin; San Diego, Cen- _ tral, Ocean View; Santa Barbara, Harding. FLoRiDA—Daytona Beach, North Seabreeze; Palm Beach County, Palm Beach County Public Schools, Belle Glade, Boca Raton, Boynton High, Canal Point, Conniston, Delray High, Green Acres, Jup- iter High, Kelsey City, Lake Worth Junior-Senior High, Lake Worth North Grade, Lake Worth South Grade, Lake Worth West Grade, Lantana-Hypo- luxo, Northboro, Pahokee, Palm Beach Junior High, Palm Beach Senior High, Palmetto, Riviera Junior High, South Bay Junior High, South Palm Beach, West Gate Junior High, West Palm Beach aa Grade, West Palm Beach Central Junior igh. Hawatt—Maunaloa, Molokai, Maunaloa. INDIANA—Fort Wayne, Justin N. Study. MAssacHuseT1s—A thol, Highland; Melrose, throp. MICHIGAN—Detroit, Guest. MINNESOTA—Minneapolis, Audubon, Cooper. Win- 68 NEBRASKA—Omaha, Long. New Jersey—Allowoy, Alloway; Bernards Township, Olcott Primary; Ridgefield Park, Ridgefield Park Public Schools, Grant, High, Washington Irving, Lincoln, Roosevelt. Oun1o—Canton, Woodland; Cincinnati, Columbus, Hubbard Avenue. PENNSYLVANIA—Montgomery County, North Wales Borough Public Schools. TENNESSEE—A noxville, Lincoln Park. . Uran—Logan, Logan Public Schools, Benson, Ellis, Junior High, Senior High, Webster, Wilson, Wood- ruff. VirciniA—Newport News, High; Rickmond, Grace Arents, Powhatan. Kennedy; Seven Years CALIFORNIA—Huntington Beach, Huntington Beach Elementary; Los Angeles, California Street, Hoover Street; West Whittier District, West Whittier. ILLiNois—Cicero, McKinley; Gurnee, Warren Town- ship High; Pekin, Community High. INDIANA—Fort Wayne, Bloomingdale. . New York—Westchester County, Greenburgh Ele- mentary, Greenburgh High, Hartsdale. Oun1o—Ashtabula, Station Avenue; Steubenville, Jef- ferson. PENNSYLVANIA—Middletown, Grammar. . TENNESSEE—Chattanooga, Mission Ridge; Hamilton County, Tyner Junior-Senior High. Texas—Texarkana, Senior High. Wrominc—Casper, Willard. Six Years ARIZONA—Phoenix, Phoenix Junior College. CALIFORNIA—C oronado, Grammar; Los Angeles, Ban- dini Street; Monrovia, Ivy; Pismo Beach, Pismo Grammar; San Diego, Benjamin Franklin, Garfield, Andrew Jackson; San Fernando, El Retiro High; San Francisco, Garfield; South Pasadena, Las Flores. : Cotorapo—Walsenburg, Huerfano County High. Connecticut—East Hartford, Center, Silver Lane, South Grammar. Georcia—Atlanta, Moreland. . Hawai—Anahola, Kauai, Anahola; Eleele, Kauai, Eleele; Kaunakakai, Molakai, Kaunakakai; Kekaha, Kauai, Kekaha; Kilauea, Kauai, Koolau; Lihue, Kauai, Lihue Grammar; Waimea, Kauai, Waimea Intermediate. INDIANA—Michigan City, Riley. MassaCHUSETIS—I pswich, Shatswell. MICHIGAN—Saginaw, Continuation. Mississippi—Yazoo City, Yazoo City Public Schools, High, Junior High, Main Street. a NesprASKA—Lincoln, College View High, College View South. New Jersey—Atlantic City, Indiana Avenue Voca- tional; Bernards Township, Bernards Township Public Schools, Basking Ridge, Bonnie Brae, Gram- mar, High, Liberty Corner, Olcott Primary, Special Teachers & Supervisors; Ventnor City, Ventnor Avenue. New YorK—Poughkeepsie, S. F. B. Morse. NortH Daxota—Fargo, McKinley. Oxn1o—Ashland, Ashland Public Schools, Arthur Street, Grant Street, High, Lincoln, Osborn, Pleas- ant Street; Canton, Henry S. Martin; Cincinnati, Fairview; Columbus, Highland Avenue, Linden. PENNSYLVANIA—Arnold, Arnold Public Schools, Fourth Avenue, Leishman Avenue, Senior High, Victoria Avenue Platoon; Chester, Watts; Hazle- ton, Green-Vine Junior High; Middletown, Sus- quehanna. SoutH Daxota—A berdeen, Garfield, Lincoln, Monroe. Texas—Dallas, Arcadia Park. WIscoNnsin—Edgerton, Edgerton Public Schools. Five Years CairorNnia — Claremont, Elementary; Elsinore, Grammar; Fresno, Chester Rowell; Siskiyou Union High School District, Siskiyou Union High School District, Fort Jones High, McCloud High, Mount Shasta High, Weed High, Yreka High; South Pasadena, Oneonta; Stockton, Jefferson; West Whittier District, Guirado. CoLorapo—Denver, Ellsworth. Connecticut—East Hartford, Columbus Woodland. De_LawarE—Eastern New Castle County, Eastern New Castle County Public Schools. Gerorcia—A tlanta, Davis Street; Fulton County, Mt. Vernon. Hawau—Hanalei, Kauai, Hanalei. ILLINOIS—Cicero, Hawthorne. MASSACHUSETTS—Greenfield, Abercrombie. New HampsHire—Rochester, Gonic. New Jersey — Bergenfield, Franklin, Jefferson, Bridgeton, Junior High; Hightstown, Hightstown Public Schools, High, Primary. New YorK—Clinton, Clinton Central Schools, Clark Mills Grammar, Clinton Grammar, Junior-Senior High, Rural Schools; New Rochelle, Daniel Web- ster; Westchester County, North White Plains Ele- mentary, Valhalla Junior High. Street, 4 NortH Dakxota—Fargo, Lincoln Platoon. On1o—Lake County, North Madison; Lancasig® Cedar Heights; Oregon Township, Wynn. PENNSYLVANIA—Bloomsburg, State Teachers Colles! Bucks County, Morrisville Public Schools, tulle View, William E. Case, Manor Park, Robert 4 ris High, Summerseat; California, State Teac College; Carbon County, Mauch Chunk Tow Public Schools, East Eid, Hauto, Junior-§ High, New Columbus, West End; New Kensing Martin, Valley Heights; Pike County, Pike County Public Schools. SoutH Dakora—A berdeen, Aberdeen Public Schook Adams, Central Senior High, Garfield, Li McKinley, Monroe, Henry Neill, Roosevelt Junig High, Simmons Elementary, Simmons Junior Hig. Uran—Salt Lake City, Hawthorne. Four Years CALirorNiIA—Calwa, Calwa; Guasti, Piedmont; Los Angeles, Annandale; Ripe. side, Magnolia; San Diego, Alice Birney, Joy Muir; Siskiyou Union High School District, Happy Camp High; Ventura County, Mound. ILtinois—Du Page County, Public School Distrig Number Seventy. INDIANA—Fort Wayne, Adams. Kansas—Arlington, Rural High; Lincols, Washington. Massacnvusetrs—Medford, Cradock; Wellesley Hills, Alice L. Phillips Junior High. MICcHIGAN—Flint, Dewey. — Lyndale, Cyrus Northrop, iley. Missouri—Kansas City, Franklin, Hayes Gates Institute, Whittier. NepsrASKA—Lincoln, Havelock Central, Park; Omaha, Fairfax. New HAmpsHire—Portsmouth, Farragut Training, New Jersey—Gloucester City, Brown Street, Glouces ter Heights. New YorK—Endicott, George F. Johnson; Ironde quoit, Laurelton Grammar; Port Jervis, Sulliva Avenue; Poughkeepsie, Governor Clinton, Chris topher Columbus, Continuation, Edward Elsworth, Benjamin Franklin, George W. Krieger, Abraham Lincoln, Warring; Upper Nyack, Upper Nyack Dis trict Number Nine; Westchester County, Haw thorne. Oun10—A shland, Central Grade; Lake County, Homer Kimball; Warren, Dickey Avenue. PENNSYLVANIA—Bucks County, Falls Township; Millersville, Millersville Borough High, Manor Township Rural; Montgomery County, West Nor riton Township Schools; New Kensington, Fitt Avenue, Fourth Avenue, Mt. Vernon, Parnassus Junior High. Texas—Dallas, John Henry Brown, T. C. Hassell, Lisbon, T. J. Rusk, Ascher Silberstein. Vircinita—Norfolk County, Ingleside; Bellevue, Ruffner. WisconsiN—Madison, Franklin. Three Years Cotorapo—Denver, Columbian, Steck. Hawau—Pukoo, Molokai, Kaluaaha. ILLiINnois—Riverside, Riverside-Brookfield High. INDIANA—Elwood, Osborn; Indianapolis, Publit Number 38. Kentucky—ZLonuisville, Emma Dolfinger. Massacuusetts — Holden, Jefferson; North; Wellesley, Senior High. MIcHIGAN—Flint, Doyle. Missourt—Kansas City, Bristol, Hamilton, William Rockhill Nelson. Nesraska—Lincoln, Havelock Senior High. New HAmMPsHirE—Madison, Madison High. New JersEy—Camden, Henry H. Davis; Plainfield, Irving; Princeton, Princeton Elementary. . New YorK—Amsterdam, McCleary, New East Main; Endicott, Broad Street, Henry B. Endicott, Loder Avenue, North Side; Penn Yan, Chestnut Street; Port Jervis, West End. On1o—Cleveland Heights, Taylor; Lake County,. Madison Rural District, South Madison; Oregon toga Coy; Willoughby, Andrews School for irls. PENNSYLVANIA—A llegheny County, Mifflin Township; Arnold, Junior High; Bucks County, Bensalem Township High, Hulmeville-Middletown Town ship, Langhorne-Middletown District, Element tary, High, Lower Makefield Township, Edge wood Junior High, Middletown Township, Sellers ville Borough Elementary, Solebury Township, Wycombe Independent, Yardley Borough; Chester, Dewey Mann; Lansdale, Lansdale Public Schools, Broad Street, Green Street, Junior High, Senior High, York Avenue; Montgomery County, Greenville Borough, Hatboro Borough, Horsham Township, Limerick Township, Lower Gwyn Township, Lower Moreland Township, Montgomery Township, New Hanover Township, Pennsburé Borough, Plymouth Township, Black Horse, Co solidated, Ivy Rock, Red Hill Borough, Salford [Continued in Notes and Announcements] Hays, Garfield, Jan Norwood Richmond, Stoneham, The Journal of the National Education Association i ; 3 % a Gridley, Union Hig BA | a ‘2 Fe} k— i 7 | ==. A] D bod Aa Heart S A AAS Oo er OTAl se £ Sy mad - 5 m a mm — a z = @ 4 g w 3 z 3 F ‘= ] CHILDREN’S BOOKSHELF ae ascinating new material in an outstandingly attractive new series of readers Compiled and edited by Burdette R. Buckingham, this new series offers a comprehensive reading program for the first six grades that is unequaled in quantity and quality of material. Ninety per cent of this material was written especially for the series by the leading juvenile authors of today. The selections are as diversified as they are interesting: they include both prose and poetry and draw upon both fact and fancy. The vocabulary con- trol is the most extensive ever used in a series of readers. A pre-primer, a primer, and six books. Send for circular No. 697 GINN AND COMPANY - PUBLISHERS Mention THE JouRNAL Volume 24, Number 2; February 1935 when writing wd pe WE ’ H, Py ping Aivards Sm Diplomanty eh eB Balfour. € jase Ring is’ recsgnizod) asthe standard, 1 of excellence in. beauty and: ‘original f design; Zauality of ‘materials, and in the fine cata of ‘its manufacture, WAY { be glad to serve. lly g Fv you. persona y: eo *BALFOURe COMPANY Attleboro, By Appointment, Manufacturers of the Official Life Member- ship Pins and Keys of the N. E. A. [Continued from page 66] annual luncheon of this organization. These meetings are usually addressed by a man of national prominence, and are looked forward to by Rotarians as one of the high spots of the Department of Superintendence Convention. This year Dr. George D. Strayer of Teachers Col- lege, Columbia University, will be the speaker. His subject is: “How Can We Finance a Desirable Program of Public Education?” Carroll R. Reed, superin- tendent of schools, Minneapolis, is presi- dent; and S. T. Neveln, superintendent of schools, Austin, Minnesota, is secre- tary-treasurer. The price of the luncheon is $1.25 per plate. Tickets are on sale at convention headquarters and at the Na- tion’s Schools booth. E. W. Jacobsen, assistant superin- tendent of schools, Oakland, California, has been appointed to fill the vacancy left by Superintendent Willard E. Givens who on January 1 assumed his new duties as secretary of the National Edu- cation Association. “Improving on Barnum—Plans for a Children’s Museum,” an article in Nation’s Schools for November 1934, will be found interesting and helpful to those who are planning to organize A-20 INVITE YOU TO VISIT THE DISTINCTIVE BALFOUR DISPLAY Booth. E-31 (Copntuencement a Amv dnosiene ( Medats “and Trophies) \ ZSpecial Insigniac SS), / — ee. y Mun ¥; ‘ 7 } ; mest MR. WENRY eee ee, Vice Président of the-L.’G; Balfour Company, who will be ‘in. charg ‘of the: Balfour Exhibit, ‘andwho will Massachusetts fre an « KLconomies— jn thing scal has piritual NEA to subm B modifica BXEA fo! TO HAVE your printing handled in- Bare urge telligently—that is economy in time. sible to Adminis TO HAVE your printing handled ex- [B,yltural pertly—that is economy in cost of get- The ting results. the Fu from th TO HAVE your presswork handled on |B orde i : ; Assocla a properly planned production basis— of +? that is economy in actual outlay for the [f 100, $3 job. orderec Saf _— rete Studen GET ALL your printing where facili- and cls ties make economies. share i Offi Consult us—any size job interests zation the “Master Printers” of the the fc by the JUDD & DETWEILER Jp INCORPORATED bly: | The ECKINGTON PLACE AND FLORIDA AVENUE carried WASHINGTON, D. C. of org there < tees, 2 acaiaictas iscsi i a commi 3 " ‘ es aoe” - am be ch school and community museums. [See any educational magazine, articles dealing wih F p63-5 of this issue of THE JouRNAL.| this problem, or is it, in spite of the thousane ee P 1 salt’ § AeS of unemployed teachers, considered as a minor tdi . =e ore organize nies, di problem? You see, present trends, especially oe thing else. We have goat, cat, and canary the fashion of employing young cheap teachers, B ntat clubs—why not clubs for citizenship? mean that many, many of these older teaches quate Nothing else is so dominant in the life will never hold a teaching position again. Ther § pitte of a family or a community. There are a lot of excellent people in this and every other community who know more about playing bridge than they do about being citizens. They work at bridge and never crease their gray matter with any effort at understanding their government. The schools don’t place enough emphasis on the child’s everyday contacts——Excerpt from a letter to the editor. THE JOURNAL is especially interested in the problems of the unemployed teacher and would appreciate hearing from anyone who has made a special study of this matter or who has gathered facts on it. One such teacher writes: Perhaps the theory is that educated persons should be able to find their own solutions, while educational organizations concern them- selves with other groups on the “overhead” problems of education—which are legion—but the simple truth of the matter is that the mid- dle-aged woman teacher, suddenly confronted with a life crisis of unemployment today, is hard put to cope single-handed with all the difficulties that beset her. Have there been, in Mention THE JouRNAL when writing our advertisers obviously must do something. Would not 4 survey to find out how teachers have adjusted Pr themselves, and articles telling them how it poin may be done be especially helpful and hearten- orga ing at this time? acce School prayers—In response to THz BF JOURNAL note requesting short prayers used by schools in their opening exe! & teac cises, the following has been submitted B nect by F. J. Page, county superintendent, B S& Franklin, Tennessee: “‘While teaching, I used the following prayer, with others: ‘We thank thee,. our gracious loving-f C. Father, for each new day with its priv B 4s ileges and opportunities and responsi bilities. May we feel that anything less ing than our best is a failure. Fit thy bless J se ings to the individual needs of the pupils. — ch May they become physically strong, — “c mentally alert, and morally straight. We § to ask this in the name of our precious Re § bl deemer. Amen!’ No school can rise — th higher than its devotional life. I am very — N glad you are emphasizing this feature of the daily school program. Progress The Journal of the National Education Association 1- with sands ninor cially chers, chers They ot a usted w it rten- [HE yers xer- tted ent, ing, ers: ying - riv- nsi- less eSs- yils, F ng, We Re- rise ery ure ess ‘ion , things material, commercial, and polit- ‘al has outrun progress in moral and niritual things.” NEA resolutions—Those who wish {9 submit proposals for resolutions, or modifications of the platform of the NEA for the 1935 convention at Denver, gre urged to send these as early as pos- sible to the chairman, George T. Avery, Administration Building, Colorado Agri- cultural College, Fort Collins, Colorado. The Tennessee Valley Looks to the Future—This sixteen-page reprint fom the December 1934 JouRNAL may be ordered from the National Education Association at the unusually low prices of: 2 copies, 10¢; 25, 75¢; 50, $1.50; 100, $3; 300, $8; 500, $13.25. Have you ordered your supply for classroom use? Students take a new interest in school and classes when they have a chance to share in vital current problems. Official notice concerning organi- zation—At the Washington convention of the National Education Association the following resolution was proposed by the Committee on Resolutions and adopted by the Representative Assem- bly: [See p183, Proceedings for 1934.| The National Education Association has been carried on for years under a cumbersome plan of organization. It is generally believed that there are too many boards, committees, trus- tes, and directors, whose duties overlap. A committee of seven, at least three of whom shall be classroom teachers, shall be appointed to reommend to the meeting of the Representa- tive Assembly in 1935 a plan of reorganiza- tion under the present charter and to consider the need of changes in the charter. The Repre- sentative Assembly recommends that an ade- quate appropriation be made for this com- mittee. President Henry Lester Smith has ap- pointed the following Committee on Re- organization, all members of which have accepted : E. E. Oberholtzer, chairman, superintendent of schools, Houston; Cornelia S. Adair, prin- cipal, Franklin School, Richmond; Daisy Lord, teacher, Wilby High School, Waterbury, Con- necticut; Birdine Merrill, teacher, Shattuck School, Portland, Oregon; Reuben T. Shaw, teacher, Northeast High School, Philadelphia; William S. Taylor, dean, School of Education, University of Kentucky, Lexington; and Robert C. Moore, secretary, Illinois State Teachers Association, Carlinville. A proposal was also adopted at Wash- ington that a committee be appointed to secure from the federal Congress certain changes in the charter and that the “committee just authorized be instructed to take all steps which are legally possi- ble to amend the charter to comply with the amendments to the bylaws.” [See NEA Proceedings for 1934, p879.] [Continued on page A-22] Volume 24, Number 2; February 1935 SUPERVISED CORRESPONDENCE STUDY Enriches and Modernizes YOUR HIGH SCHOOL CURRICULUM Supervised Correspondence Study “ . . . frequently is found advisable to supplement curricular work . . . ” in order tohave “ . . . a pro- gram that will meet all individual interests and needs.”°—Pennsylvania State Department of Public Instruction. Visit our Booth I-4, N. E. A. Convention Atlantic City, Feb. 23-28, or write to: HIGH SCHOOL SERVICE DEPARTMENT INTERNATIONAL CORRESPONDENCE SCHOOLS | SCRANTON, PENNSYLVANIA Offices in all principal cities | Member, National Home Btudy Council School duplicating is re- duced to its simplest terms in the Standard Portable Duplicator. Made by the makers of Standard high speed Rotary Duplicators for industry, the Standard Portable is built especially for school requirements. It combines small initial cost, extremely low operating cost highly efficient performance and a wide range of uses. ! STANDARD MAILING MACHINES COMPANY No limit to its wide variety of | Second Street, Everett, Mass. wr +2 | Please send me literature on the Standard Portable 1 Duplicator and samples of its work. , a, ! I ee a Pee eS Oe or eT ert ee PORTABLE DUPLICATOR Pores Rae Skokie ine Sare DE ccssc0s daekeuumeeets Se il 28 Ne , () SPECIAL to A SCHOOLS Regularly $42: ! ! 1 ! ! | | ! ! I Mention Tue JourRNAL when writing our advertisers. Sound Picture See It «=«.=- 35 mm. Standard Film COMPARE The New EDUCATOR with any eouip- ment selling for $1000 or more. Vay be used with additional # speakers, 1816 Orchard Street [Continued from page A-21] In accordance with this action, Presi- dent Smith has appointed the following Committee on Amending the Charter, all members of which have accepted: Reuben T. Shaw, chairman, teacher, 1327 Real Estate Trust Building, Philadelphia, Penn- sylvania; Frazer L. Banks, assistant superinten- dent of schools, Board of Education, Box 114, Birmingham, Alabama; M. Emma Brookes, principal, Miles School, 11918 Miles Avenue, Cleveland, Ohio [Commodore Hotel]; Fred D. Cram, professor of education, Iowa State Teachers College, Cedar Falls, Iowa; Mrs. Myrtle Hooper Dahl, teacher, 312 South Eighth Street, Minneapolis, Minnesota; Sara C. Ewing, teacher, 5461 Pleasant Run Parkway, Indian- apolis, Indiana; and Claude H. Hardy, NEA state director, superintendent of schools, White Plains, New York. These committees will hold meetings during the Atlantic City convention. The Committee on Reorganization will meet Saturday, February 23, at 2:00pm, Room 122, Ambassador Hotel. The Committee on Amending the Charter will meet Fri- day, February 22, at 7:30PM, Room 122, Ambassador Hotel. Any member of the Association who is interested in amend- ing the charter or in any phase of re- organization is invited and urged to write to any member of either of these com- mittees, setting forth any proposals which Quality Quality Hear It THE HOLMES EDUCATOR HOLMES PROJECTOR CO. | You buy it strictly on merit SITs DOWN and 19 equal see them. small monthly payments. No interest No Carrying Charges FREE Demonstration One Year Guarantee Write today for full details. ys PUBLISHERS Chicago | he desires to have them consider in con- nection with their assigned tasks. The minutes of the Washington convention at which the proposals to amend the charter and bylaws were discussed will be found in the 1934 Proceedings. Among the Organizations meeting during the Atlantic City Convention of the Department of Superintendence, are: Wednesday to Saturday—February 20-23, 1935 American Council of Guidance and Personnel Associations—including the following: American College Personnel Association National Association of Deans of Women National Vocational Guidance Associa- tion Teachers College Personnel Association Institute of Women’s Professional Re- lations American Association of Registrars Personnel Research Federation Southern Woman’s Educational Alliance National Federation of Bureaus of Occupa- tions National Association of Principals of Schools for Girls Saturday, February 23 All day—National Council of Education All day—American Association of Teachers Colleges Evening—National Society for the Study of Education During convention week, February 23-28 American Educational Research Association Department of Elementary School Principals Collegiate Mention THE JoURNAL when writing our advertisers. AHOY, ATLANTIC CITY! More than ever before new ideas—new theories— new practices—will be discussed to develop more modern teaching methods. larly Maps and Globes—plays an important part in increasing classroom efficiency. Make it a point to see the most up-to-date and prac. tical Map and Globe equipment. that fit your classroom needs the best and ask to | SEMI-CONTOUR POLITICAL-PHYSICAL MAPS Just off the press—the latest political information physical features are also shown. VITO-GRAPHIC POLITICAL MAPS The first showing of an entirely new and modern Political Series, | TRYON ILLUSTRATED AMERICAN HISTORY MAPS The most interesting approach to the study of American History. CHAMPION POLITICAL WALL MAPS. An inexpensive yet up-to-date Series. BOOTHS (C18-C20-C22 WEBER COSTELLO CO. Equipment—particu- Check the series yet the CHICAGO HEIGHTS, ILL. Department of Rural Education Department of Secoridary School Principak National Association of High School Super visors and Directors National Council of Childhood Education National Council of State Superintendents and Commissioners of Education Department of Supervisors and Directors oi § Instruction Department of Vocational Education National Society of College Teachers of Edv- cation Department of Classroom Teachers National Council of Teachers Retirement Systems Platoon School Association National Conference on Supervised Corte spondence Study Department of Adult Education National Association of Commercial Teacher Training Institutions Municipal Normal School and Teachers Col lege Section National Congress of Parents and Teachers . Supervisors of Student Teaching Department of Secondary Education National Association for Research in Scienct Teaching National Advisory Committee on the Educa tion of Negroes Department of Supervisors and Teachers 0! Home Economics National Commission on the Enrichment of Adult Life Society for Curriculum Study National Association of Secretaries of Statt Teachers Associations. The Journal of the National Education Association the cipal: uper- ion dents rs of F Edu- ment & orre- cher Col- Ts. lence uca- t of tate tion Nystrom Booths at the D-35 Atlantic City N. E. A. D-37 Fairgrieve Geography Pictures 512 desk size pictures in eight sets. Aver- age size, 6x 4 inches. Printed in gravure on one side of the paper only, two pictures on a sheet, 8% x 11 inches. pita Weres tate meee -~-- Types of Com- munication and Settlement Types of Vegetation 64 PICTURE Each Picture a Type Showing Relation- ° ships 60¢ Every picture was chosen bbs by Professor Fairgrieve to ec. srt 4 represent a type as we!l as show some particular place and set of geographical re- lationships. Through the use of these pictures chil- dren learn the character of the physical environment and the kind of human re- actions and activities in relation to the various types of surroundings in different parts of the world. All conditions of environment are represented, cold, tem- perate, hot, arid, wet, plain, plateau, mountains. An interpretative text accompanies each picture. Eminent Author Arranged and edited by the eminent geographer, Professor J. Fairgrieve, University of London, one of the world’s foremost teachers in geography. Eight Sets of Pictures Each unit of study consists of 64 pictures in sepia, two on a sheet, 8% x 11 inches. The series includes the eight following sets: 1. British Isles S. 2. North America 3. South America, Central 6. Australia, New Zealand, Pacific Islands Asia (In preparation) America, West 7. Mediterranean (In Indies, Antarctica preparation) 4. Africa 8. Europe A.J. NYSTROM & CO. Scuoo, Maps, Giosss, awe CHARTS 3333 Elston Ave. Chicago, Ilinoie. =~ —MAIL FOR FREE SAMPLE PICTURE—-— Clip this coupon and send it to us with your | | name, address and teaching position, and we will | send you your picture by return mail. | l | Name Position | | | | School | | | | City State | v2 | eae ae Nystrom Booths at the D-35 Atlantic City N. E. A. D-37 Volume 24, Number 2; February 1935 The National Association of Deans of Women, a department of the NEA, is making a real contribution— formulating criteria for the professional training of deans; encouraging critical study of the education of women; collect- ing and disseminating information perti- nent to the common problems of deans; and coordinating the professional inter- ests and ideals of all groups within its membership. If you are a dean of women and do not belong to this or- ganization, send $5 for membership to Miss Gwladys W. Jones, headquarters secretary, 1201 Sixteenth St., N. W., Washington, D. C. A tribute to Mr. Crabtree—E. F. Carleton of the Oregon State Teachers Association sends to THE JOURNAL the following copy of a night letter to Mr. Crabtree: “Three thousand Oregon teachers in convention assembled paused before the closing address last evening to adopt the following: We send you happy new year greetings. We sincerely appreci- ate the great service you have faithfully and efficiently given the teachers of this nation. We believe that your untiring efforts, careful judgment, sympathetic support, and cooperation will ever be remembered by all true teachers.” Narcotics and Youth Today is the title of a 114-page pamphlet published by the Foundation for Narcotics Re- search and Information, giving a simple and scientific presentation of the nar- cotic problem. It is suitable for use in classroom work. By sending 10¢ in stamps to cover postage to the Founda- tion, 150 Fifth Avenue, New York, high- school principals may obtain a free copy. Student editors—Students should understand issues of the day and should have a share in safeguarding education for democracy. They can have a pro- found influence in increasing understand- ing, friendship, and support for educa- tion. There is no more effective way for exerting this influence than thru school publications. An objective of the Na- tional Association of Student Editors is to encourage more emphasis on this phase of school journalism. If your school is not already connected with this organization, write to the Division of Publications, NEA, 1201 16th Street, N. W., Wash- ington, D. C., for complete information and sample copies of its official organ, Vitalized School Journalism. Study of the Paris Pact—High- schools ‘which have heretofore found it difficult to organize a program for the study of the Paris Pact will welcome the revised edition of “The Story of the Paris [Continued on page A-24] Mention THE JouRNAL when writing our advertisers. poms you are teaching a course do you feel that the pupils understand and are familiar with everything you say? Do they have the outside informa- tion you must necessarily refer to from time to time? You know that, if Britan- nica Junior is in the classroom or in their homes, they do. Britannica Junior, in twelve beautiful volumes, is the child’s own encyclopaedia —filled with essential information, pre- sented in a style he or she can under- stand and enjoy, and stripped of all the non-essential information that could be jammed into such books to give them quantity rather than quality. FEATURES YOU WILL APPRECIATE Ready Reference Volume. A full-size volume giving important, quick informa- tion on over 20,000 subjects, with over 50,000 references to further information in the set. Insures learning everything essential upon all essential subjects. The Study Guide. Another full-size volume giving complete instruction for following any particular course of study. An invaluable aid to teachers. Don’t miss this opportunity to help not only your pupils but yourself too. See to it that Britannica Junior is added to your classroom library. Suggest it to parents for the home. Send the coupon below and we will send you an 18-page book, giv- ing complete information about Britan- nica Junior with specimen pages. a ENCYCLOPAEDIA BRITANNICA, Ine. | 3301 Arthington St., Chicago, Ill. Box 4m-2 | Gentlemen: Please send me more infor- | mation about Britannica Junior, without | obligating me in any way. | Name | Address | a | 0 (——— ; ses ns ees Wisin eth enn lee tee in nes nn Sis wn ——— | NEW CREATION The latest and greatest of the fa- mous Merriam- Websters—backed by a century of leadership and rep- resenting the high- est modern scholar- ship. Just completed at a cost of $1,300,- 000. Twenty years newer than any comparable diction- ary. The greatest corps of editors ever organized was cre- ated to make this volume and to main- tain the Merriam- Webster reputation of leadership. WEBSTER’S NEW INTERNATIONAL DICTIONARY Second Edition 600,000 Entries—122,000 Not Found in Any Other | Dictionary. Thousands of New Words. 12,000 Terms Illustrated. Magnificent Plates in Color and Half Tone. Thousands of Encyclopedic Articles. 35,000 Geographical Entries. 13,000 Biographical Entries. 200 Valuable Tables. Synonyms and Antonyms. 3,350 Pages. See the New Merriam-Webster at Your Bookstore or Write for Pamphlet G. & C. MERRIAM COMPANY Springfield Mass. SO eT You are cordially invited to visit the Merriam -Webster Booth, No. C-12 and 14 at the Atlantic City N. E. A. Meeting | } University of Denver SUMMER SCHOOL | 1st Term: June 17 to July 24 2nd Term: July 24 to Aug. 30 (Students may register the 1st of any week) @ Graduate and undergraduate courses in all University subjects. @ Special courses for teachers. @ Unusual recreational advan- tages in snow-capped Rockies. Low railroad fares. Opportunity to attend N. E. A. Convention, On UNIVERSITY of DENVER Department A University Park Denver, Colo. Send me your Summer School Bulletin. NAME——— Street and No — City and State ET A A TT A-24 [Continued from page A-23] Pact,” by Arthur C, Watkins, director of the National Student Forum. This text- book may be secured from the National Forum on the Paris Pact, 532 17th St., N. W., Washington, D. C.: Single copy —paper bound—15¢; in quantity, 10¢; cloth bound, 75¢. [ Postal charges extra]. The Denver Convention of the National Education Association will open with a vesper service on the afternoon of Sunday, June 30, and will close with a general session on the evening of Thurs- day, July 4. The full days from Monday to Thursday inclusive will be devoted to meetings. Representative Assemblies and general sessions will be held in the morn- ings; department sessions and meetings of allied groups will be held during the afternoons; general sessions are sched- uled for the evenings. Friday, July 5, will be devoted to sightseeing and outings arranged by Denver and Colorado host groups. Program plans are being devel- | oped rapidly. Exhibits, registration, gen- | eral sessions and convention headquar- ters will be established in the Denver Auditorium. Those desiring hotel accom- modations should communicate promptly with M. E. Rowley, chairman, NEA Housing Committee, 429 17th Street, | Denver. The Department of Adult Educa- tion reports 210 paid-up memberships for 1934-35, as of January 15. The mem- bers receive an annual subscription to the Journal of Adult Education, published by | the American Association for Adult Edu- | cation, which carries a section devoted to the interests of the Department. [Continued from page 68) Township, Schwenksville Borough, Souderton Borough, Chestnut Street, High, Summit Street, Towamencin Township, Trappe Borough, Upper Frederick Township, Upper Gwynedd Township, Northern, West Point, Upper Hanover Township, Upper Pottsgrove Township, West Pottsgrove Township, Grade, High, Madison, Whitemarsh Township School District, Barren Hill, Spring Mill, Whitemarsh, Whitpain Township, Worcester Township; Rostraver Township, Rostraver Town- ship Schools, Collinsburg, Darr, Junior-Senior High, Kerr Junior High & Elementary, La Grange, Lebanon, Webster. TENNESSEE—Memphis, Madison Heights Adjustment. Texas—Amarillo, San Jacinto; Dallas, Colonial, Richard Lagow, San Jacinto. VircintaA—H opewell, “B’’ Village. West VirGinia—Pageton, Pageton; Pine Bluff, Pine Bluff; Widemouth, Piedmont Graded. Tee Manitoba Street, Wright treet. Two Years ALABAMA—Birmingham, Ullman. ALasKa—Unga, Unga Territorial. ArizonA—Ray, Ray Public Schools, Lincoln, High, Washington. CaLirorniA—Anaheim, Broadway; Cambria, Coast Union High; Modesto, Lincoln; Oakdale, Union; Oakland, Durant; Riverside, Bryant, Lowell; San Francisco, West Portal; San Luis Obispo, Emer- son; Siskiyou Union High School District, Tule Lake High. Cotorapo—Pueblo, Bessemer District No. 20, Central Grade District No. 20, Central Junior High District No. 20, Columbian District No. 20, Edison Dis- trict No. 20, Lake View District No. 20, Lincoln District No. 20. Connecticut—Darien, Holmes. FLorwa—Dade County, Miami Beach Elementary, Miramar, Ojus, Southside; Miami, Little River, Riverside Elementary. Mention THE. JouRNAL when writing our advertisers. MOSCOW SUMMER SCHOOL OPENS REGISTRATION FOR 500 STUDENTS Last year students and graduates of 60 universities in 20 States and 4 foreign countries enrolled in the Anglo-American Section of Moscow University. 1935 regis- tration now open to limited num. ber. Summer session July 16— August 25, includes approximate- ly 4 weeks resident study in Moscow and 2 weeks field travel through U.S.S. R. Courses deal with education, art, economics, literature, social sciences and Rus- sian. Instruction in English lan- guage by prominent Soviet profes- sors. American advisors: Profs. George S. Counts and Heber Harper, Teachers College, Colum- bia University. Write tor booklet NE-2 to: EDUCATIONAL DEPT. INTOURIST,: Inc. 545 Fifth Ave., New York ee Just Published Learning to be Likable by Garry Cleveland Myers, Ph.D. also 6 other new books featuring Educa- tional Guidance—Character Training— Manners and Personality—Mental Hygiene —Biography. Ideal for pupil use m bome rooms ae in special and regular classes. Grade Single copy, postpaid. Price 4-6 | | Am Growing Up—I, Conduct. | .20 4.6 | I Am Growing Up—II, Manners | .20 7-9 | School, Home, and You ....... 44 8-11 | Mental Hygiene ............. 30 9-12 | Manners and Personality ...... 40 8-12 | Learning to be Likable........ 40 6-10 | When They Were Young Series. | .80 Quantity prices much lower SCHOOL AND COLLEGE SERVICE Station B . . ri Columbus, Ohio HEALTH EDUCATION A program for public schools and teacher-training institutions Second Edition 251 pages A BETTER TEXTBOOK Paperbound Clothbound $1.25 each $1.75 each Discount on quantities National Education Assn. 1201 Sixteenth Street Washington, D. C. American Medical Assn. 535 N. Dearborn Street Chicago, Ill. The Journal of the National Education Association BORGIA: LLINOIS Fast Hulit, Centra strom, NDIANA— Rushvi ANSAS MaRYLA {,sSACH Glouce. wood. MICHIGA 0. W. INNESO MisSOURI NepraSKA NevaDA— New JERS chusett: Class-7 Watchu Brunst New Yo Hambu Senior Trinity Port Je Public ernor ( Edwar W. Ki Teache NortH ¢ Ou1o—A ville, Butter Count Junior rad, nue, Maho! Senio Berna coln, PENNSY ough, Bucki Ches' Gree: dence Nant Garfi Pula: West SouTH Whit Texas- Peak UraH- One Vincin BE. L Wisco! ALABA Wy! Val ARIz0 son Caur Por Ca Fre gel del i 2 a ——— SS : is 887 \SSSStye Q ss) ME soncts—A tlanta, J. L. Key. y unois—Auburn, Auburn Township High; Aurora, Fast High; Canton, Anderson, Central, John Dean, Hulit, Kellogg, McCall, Wright; North Chicago, Central, Lindbergh; Rockford, J. Herman Hall- strom, P. A, Peterson. “piANA—I ndianapolis, Public Number ‘Rushville, Belle Gregg, Havens. ynsas—Cullison, Cullison Public Schools. MarYLAND—Cecil County, George Biddle High. {4ssACHUSETTS — Braintree, Hollis, Monatiquot; Gloucester, Collins Jr. High, Eastern Ave., Maple- wood. MicHIGAN—AIma, Republic, Wright Avenue; Detroit, 0, W. Holmes, Ruthruff. MwNESOTA—Minneapolis, William Penn. MissoURI—K ansas City, Manchester. NepraSKA—O maha, Adams. NevanA—Goldfield, Goldfield Public Schools. New JERSEY—A ftlantic City, Girls’ Vocational, Massa- chusetts Avenue, Pennsylvania Avenue, Special Class-Texas Avenue; Camden, Fetters; Montclair, Watchung; Morristown, Alexander Hamilton; New Brunswick, Nathan Hale. New YorK—Berne, Berne-Knox Central; Hamburg, Hamburg Public Schools, Grade, Junior High, Senior High; Jlion, West Hill; New Rochelle, Trinity Place; Pine Plains, Pine Plains Central; Port Jervis, Riverside; Poughkeepsie, Poughkeepsie Public Schools, Bowne Memorial Hospital, Gov- ernor Clinton, Christopher Columbus, Continuation, Edward Elsworth, Benjamin Franklin, High, George W. Krieger, Abraham Lincoln, S. F. B. Morse, Teachers & Supervisors, Wm. W. Smith, Warring. NortH CAROLINA—Durham, Holloway Street. Onio—Akron, Grace, Mount Hope, Pfeiffer; Center- ville, Washington Township; Cuyahoga County, Butternut Ridge; Elida, Elida Village; Marion County, Pleasant Township; Newark, Central Junior High & Elementary, Cherry Valley, Con- rad, Franklin, Hartzler, Hazlewood, Hudson Ave- nue, Keller, Lincoln Junior High & Elementary, Maholm, Mound, Riverside, Roosevelt Junior High, Senior High, Texas, Woodside; St. Bernard, St. Bernard High; Toronto, Central, Franklin, Lin- coln, Roosevelt; Warren, Tod Avenue. PENNSYLVANIA—A llegheny County, Edgeworth Bor- ough, West Homestead Borough; Bucks County, Buckingham High, South Langhorne Borough; Chester, Lincoln; Hazleton, Special Supervisors- Green Street; Montgomery County, Lower Provi- dence Township Schools, West Telford Borough; Nanticoke, Nanticoke Public Schools, Centennial, Garfield, Hanover, Junior High, Lincoln, McKinley, Pulaski, Senior High, State Street, Washington, West Main; Pittsburgh, Perry High. Surh Daxota—Sioux Falls, Lincoln, Whittier. Texas—Dallas, James Bowie, James S. Hogg, George Peabody, John H. Reagan; Houston, Cooley. UrnH—Granite District, Boone; Salt Lake City, Onequa. Vrcinta—Alexandria, Groveton; Lynchburg, Robert BE. Lee Junior High. WisconSIN—Superior, Franklin. Fifty-six; How discouraging is the period of convales- cence, when the unpaid bills keep piling up and there is nothing coming in with which to pay them. A single illness or accident often dissi- pates the savings of many years—all be- cause the teacher “hadn’t figured on’’ be- ing disabled. T.C.U. provision. tainly a Godsend.” year because of Accident, Sickness or Quarantine. Longfellow, Payroll.” Current Year AtasaMA—Bay Minette, Bay Minette; Birmingham, Wylam; Liberty, Eargle; Wilson Dam, Tennessee Valley Authority Schools. Anizona—Flagstaff, Brannen, Emerson Grade; Tolle- son, Union High. : CattrorntAa—Alameda, Alameda Public Schools, High, Porter; Berkeley, Le Conte, John Muir, Oxford; Canoga Park, Eton Avenue; Corcoran, Union High; Fresno, Jefferson; Inglewood, Highland; Los An- geles, Eighty-seventh Street, Hansen Heights, Plata del Rey, Robert Louis Stevenson Junior High, Union Avenue; Modesto, Enslen, Wilson; Mon- rovia, Mayflower, Orange Avenue, Santa Fe; Nes- tor, Southwest Junior High; Oakland, Maxwell Park; Reseda, Topeka Drive; San Diego, Balboa, Brooklyn, Luther Burbank, La Jolla Elementary; San Mateo County, Bayshore, Beresford, County Superintendent's Office, Jefferson Elementary, San Carlos Grammar; Siskiyou Union High School District, Tennant High; Weaverville, Weaverville. LORADO—Denver, Skinner Junior High; Englewood, Englewood Public Schools, North Englewood; Trinidad, Columbian. LAWARE—Eastern New Castle County, Pleasant No. 2; Wilmington, Howard High. FLorma—Dade County, Silver Bluff; New Smyrna, Faulkner Street, Live Oak Street Elementary; Palatka, East Side; St. Petersburg, Mt. Vernon; Tampa, Grover Cleveland. WAlt—Hanamaulu, Kauai, UHanamaulu; Lihue, Kauai, Huleia; Makaweli, Kauai, Makaweli. ILuNo1is—A urora, Bardwell, Beaupre, Center, Young; Canton, Ingersoll; Charleston, Eastern Illinois State Teachers College; Chicago, Cleveland, Froe- bel, Lewis, Tennyson; Lake County, Beach; Pay- son, Payson Grade, Seymour Community High; Rockford, Highland, John Nelson, Wight; Zion, irtieth Street. NA—Bloomington, Elm Heights; Hammond, George Rogers Clark; Indianapolis, Horace Mann Number 13, Woodrow Wilson; Rushville, Rush- ville High; Terre Haute, Thornton. Kansas Hays, Hays Public Schools, Junior High, You Aren’t Half as Sick When You’re Sick Under the T.C.U. Umbrella ALBERT TEACHERS AGENCY 25 E. Jackson Bivd. icago, Ill. Teachers. Mount ATIONAL COLLEGE 49th year agement among christian-cultural influences. Lincoln enior High, Washington; Hutchinson aan > ’ ware certificate, Observation and Demonstration. Ave. ‘A”; Overland Park, Hickory Grove; Pitts- activities. _Nation-wide reputation for scholarship. burg, Lincoln; Valley Falls, Public Schools. athletics. Graduates assisted in securing positions. Semester begins February 4. Write [Continued on page A-27] Mention THE JoURNAL when writing our advertisers. Volume 24, Number 2; February 1935 Thadnt fi on bein Sick— TEACHERS AGENCY EDUCATION Young women while training professionally as teach- ers in nursery school, kindergarten and elementary grades also learn child psychology and home man- degree conferred (4 yrs.), also 3-year Diploma and 2-year Socialized Second Edna Dean Baker, Pres., Dept. 16-B, Evanston, Illinois. g GLEE ured e No Place in the Budget for Doctors’ Bills Many a teacher, like Anna Irene Jenkins, Los Angeles, Calif., enjoys such good health as to make it seem unnecessary to provide for doctors’ bills. We quote from her letter: “T deeply appreciate your courtesy in caring for my claim. left no place in my budget for doctors’ bills, and the check received from T.C.U. was cer- Fortunately, however she did make I am so used to being well I had Get on the T.C.U. Payroll Before It Is Too Late Our records for many years prove that one teacher in five suffers enforced idleness and loss of salary every Your turn may come—it often does While you are still in good health, and free from injury—before it is too late—get your name on the “T.C.U. Enjoy that comfortable feeling of knowing that the Teachers Casualty Underwriters stands ready to guarantee you an income when your regular income is cut off by reason of Accident, Sickness or Quarantine. when you least expect it. Don’t put it off—don’t wait until it is protect yourself under the T.C.U. umbrella. too late to Send Coupon for Details—Today Just fill out and mail the coupon. We will then mail you full particulars of how we protect teachers. Please do it today. Teachers Casualty Underwriters 647 T.C.U. Building Lincoln, Nebr. FREE INFORMATION COUPON | To the T.C.U., 647 T.C.U. Bidg., | Lincoln, Nebraska. | | I am interested in knowing about your Protective | | Benefits. Send me the whole story and booklet of testi- | onials., | m Ee a ee See | ae | TRE Re ee Ne tee ee ea SEN Ee eee | | (This coupon places the sender under no obligation) | eS SS SS ce ce ee ee ce ce eee ee ee es oe ed 49th Year—Large and alert Placement Bureau for Superintendents, Principals, Supervisors, Critics, High School, Elementary, and Special Business up over 100%. ‘Correspondent’ Agencies: E. T. Duffield, 535 Sth Ave., New York; Alta B. Collier, Inc., 415 Hyde Bidg., Spokane. Folder free. Our Service is Nationwide. Teacher placement this past year showed a marked improvement. In the ele mentary school field, there is a great demand for ex cellent teachers with degrees. Many High Schools are asking for teachers with Master's Degrees. Enrol! early. When writing, mention this magazine. Address 1200 Steger Bldg., 28 E. Jackson Bled. Chicago, Il, of || NATIONAL EDUCATION ASSOCIATION 74th Annual Convention B.E. Denver, June 30 -July 4, 1935 For Hotel Accommodations write to M. E. = Rowley, Chairman N. E. A. Housing Com- mittee, 429 17th Street, Denver, Colorado. SPECIAL HELPS FOR JUNIOR AND SENIOR Eight Weeks of Cool of Cool HIGH SCHOOLS es Vitalized Commencement Packet Scenic : : ‘ es Setting Contains summaries of fifty 1934 grad- North Side Pikes Peak from Ute Pass uation programs, complete pageants, secondary school commencement pro- grams, samples of student speeches, and other valuable material. Summer Courses at COLORADO COLLEGE in Colorado Springs THURSTON J. DAVIES, President Spend your summer vacation where living is en- joyable and learning a pleasure. Special Tercentenary Packet For use in the celebration of the 300th anniversary of secondary education. Contains material for clubs, classes, and assemblies, a complete pageant, and a variety of other material. Faculty of National Prominence Graduate and undergraduate College Courses, including Drama and Music, also the Arts (Col- orado Springs Fine Arts Center, formerly Broad- moor Art Academy). Courses Open Monday, June 17, 1935 For information, address Dr. Ralph J. Gilmore, Director, 100 Administration Bldg., Colorado College, Colorado Springs. 1935 Convention N.E. A. in Denver, Only 70 Miles Away Division of Publications, National Edueation Association 1201 16th Street, N. W., Washington, D. C. ne ee eee Vitalized Com- mencement packets (5O¢ each) amd Sicccccccccssnsneeensens for . Special Tercentenary packets (50¢ each.) MEMBERSHIP for LIFE in the N. E. A. The Executive Committee of the N. E. A. has designated all Life Memberships received | from January 1 to the time of the life membership dinner in Denver on July 2 as CRABTREE LIFE MEMBERSHIPS in honor of J. W. Crabtree, who became Secretary Emeritus on January 1. Our goal for this period is 500. We are confident you will be proud to help us attain it. A special series of certificates has been prepared for this group of Life Memberships. Become a life member NOW as a special tribute to Mr. Crabtree and as an evidence of your enduring faith in the program of the Association which is devoted to the interests of the chil- dren of the Nation. MR. WILLARD E. GIVENS, Secretary 1201 Sixteenth Street, Washington, D. C. | Dear Mr. Givens: I wish to become a life member in honor of J. W. Crabtree, Secretary Emeritus of the National | Education Association and to make my first payment March 1, 1935. I understand the entire amount of $100 can be paid in equal annual installments of $10 each, and that membership dues already paid for the current year may be applied on the first payment. I also understand that I will receive the life membership certificate, card and gold pin or button when the first payment is made. Name cece see He 60SEC SSO dD 6b SS 6 OO 86 0s 06 0 6 6 OE eee 666 we HE SES 0.6 HHO O66 HS 0 O65 OO 0 04 6S'S6 COPE Address bie @dkibiee ble 0 MRS @ Oda 6 66 6b Oo awe OA OES EO ee OOS CD Se OR 6 64,08 ob 6 8 64 0 PEs BSCE S « HEROES » 6842S 4b eee ee City and State Mention THE JOURNAL . .° alas A-26 when "writing a ceeathiins. The Journal of the National Education Association i es ee ee ee ee ee ie, 86 , ART PILGRIMAGE in connection with THE INTERNATIONAL ART CONGRESS Motor Tours in Europe Mediterranean Cruises England, France, Russia, Italy, Spain Certificates for School Board Credit Bureau of University Travel 91 Boyd St. Newton, Mass. "a COR igi wragD Sener: CONTINENTAL DIVIDE-Seen on Student Tours foothills of the Rockies, offers you unsurpassed opportunities for com- bining summer study with recreation. Organized hikes and week-end outings; visits to glaciers; automobile excursions toRocky Mountain National Park; moun- tainclimbing; mountain camp maintained forsummer students. Altitude ofonemile, within sight of perpetual snow, gives unex- celled climate & stimulating atmosphere. First Term, June 13 to July 20 (Intermission, July 1 to July 5) Second Term, July 22 to Aug.23 Courses in Arts and Sciences, Medicine, Law, Education, Home Economics, Busi- ness, Journalism, Art, and Music. Field courses in Geology and Biology. Maison Francaise. Casa Espafiola. University Theater with special instruction in Dra- matic Production. Nursery, Demonstra- tionand Training Schools. Many special courses for teachers, supervisors and administrators. Special opportunities for graduate Salk Organ recitals and public lectures. T« UNIVERSITY OF COLORADO, in the COMBINE N. E. A. AND SUMMER SCHOOL Intermission makes this possible N.E. A. Denver, June 30 to July 4 Vacation Railroad Rates Boulder Common Point from East and South University of Colorado Boulder, Colorado SEND TODAY for Complete Information Dean of the SUMMER gee (DEPT. s) University of Colorado, Boulder, Colo. Please send me the bulletins checked below: Summer Quarter Catalogue—— Summer Recreation Bulletin-——— Field Courses in Geology and Biology —— Graduate School Bulletin Name____ Street and No.__ ad Volume 24, Number 2; February 1935 [Continued from page A-25] KENTUCKY—Owensboro, Owensboro Public Schools, Paul Dunbar, Emerson, Franklin, Robert E. Lee, Abraham Lincoln, Longfellow, Junior High, Senior High, Senior Trade High, Washington, Western High & Elementary, Wilson. LouistaNnA—Mansfield, Mansfield Public Schools. Maitne—Bath, Mitchell. MaryLanp—Cecil County, Chesapeake City Elemen- tary, North East High. MassacHusetts—Gloucester, Bradstreet, Sawyer; Greenfield, Newton; Holden, Rice; Malden, Emer- son; North Adams, Mark Hopkins; Swampscott, Machon. MicuiGAN—AlIma, Hillcrest; Bay City, Dolsen; De- troit, Fairbanks; Gwinn, Forsyth Township Schools; Muskegon, Hackley. MINNESOTA—Minneapolis, Bancroft, Lincoln Junior High, Pierce, Rosedale. MississipP1—Gulfport, Gulfport Public Schools, Cen- tral Ward, East Ward, High, Junior High, North Ward, West Ward; McComb, McComb Public Schools, East McComb, Grammar, High, North McComb, South McComb, Missourt—Kansas_ City, Ashland, Orphan Home, E. C. White, Yeager. NeprasKA—Grand Island, Senior High. Nevapa—Gardnerville, High; Minden, Consolidated B. District; Wells, Elko County High Number Two; Reno, B. D. Billinghurst Junior High, McKinley Park, Mount Rose, Northside Junior High; Sparks, Mary Lee Nichols; Wadsworth, Wadsworth. New HAmpsuHire—Portsmouth, Whipple. New Jersey—Atlantic City, Senior High, Venice Park; Camden, Mulford; Dumont, Lincoln; Plain- field, Lincoln; Red Bank, Public, Senior High. New YorK—Poughkeepsie, Three Year Unit Trade; Troy, Public Number Thirteen; Tuckahoe, Union Free School District Number Two, High, Junior High, Main Street; Westchester County, Elmsford Elementary. NortH CaroLina—Durham, Lakewood. On1o—Adrian, Adrian Rural Consolidated; Akron, Rankin; Canton, Baxter; Cuyahoga County, Forest View, Parkview High, Oakville, Coe, North Olm- stead High; Lake County, Madison High, Union- ville; Middle Point, Middle Point; Oregon Town- ship, Clay Elementary, Clay High; Perrysburg, Elementary, Seventh & Eight Grade Department; Reinersville, High; Steubenville, Washington; Toronto, Toronto Public Schools, High; Williams- field, Wayne Centralized; Youngstown, Hillman. PENNSYLVANIA—Allegheny County, Forest Hills Township, Harrison Township, Rosslyn Farms, West Deer Township; Beaver Falls, Beaver Falls Public Schools, Beaver Falls Junior High, Beaver Falls Senior High, College Hill Junior High, Eighth Avenue, Eleventh Street, Fifth Avenue, Seventeenth Street, Thirty-eighth Street, Thirty-third Street; Berks County, Brecknock Township, Richmond Township; Camp Hill, Camp Hill Public Schools, High, Lincoln, Nathan C. Schaeffer; Chester, Gart- side, Hoskins, Jefferis, Larkin-Huber, Martin, Smedley Junior High, Wetherill; Easton, Franklin, Lehigh, Porter, Traill Green, Vandeveer, Washing- ton, Webster, Wolf Junior High; Edinboro, State Teachers College; Fayette County, Franklin Town- ship; Middletown, Middletown Public Schools, Grammar, High, Susquehanna, Wood Street; Mont- gomery County, Lower Salford Township, Upper Moreland Township Public Schools, Elementary, Junior-Senior High; Pittsburgh, Glayton, Horace Mann; Port Allegany, Port Allegany Public Schools, Grade, Junior High, Senior High; Snyder County, Snyder County Public Schools, Beavertown, Beaver Vocational High, Freeburg, Fremont, Kreamer, Middleburg, Monroe Township Consoli- dated, Paxtonville, Port Treverton, Selinsgrove, Shamokin Dam, Spring Township Consolidated, Troxelville, West Beaver Township Consolidated; Boys’ Sunbury, Eighth, Fifth, First, Fourth, Ninth, Seventh, Sixth, Third Ward. SoutH Caro_ina—Allendale, Allendale Public Schools, Grammar, High; Wellford, W. L. T. High. TENNESSEE—Dyer County, Dyersburg Consolidated; Knoxville, Pickle; Memphis, State Teachers Col- lege, State Teachers College Training School. Trexas—Dallas, Alamo, Benito Juarez, Cedar Valley, Cockrell Hill, Leila P. Cowart, James Fannin, Robert E. Lee, Ben Milan, Mt. Auburn, John F. Peeler, William B. Travis, Trinity Heights, Vick- ery Place, Winnetka. Uran—Salt Lake City, Columbus; Huntington, North Emory High. VerRMONT—Bellows Falls, Bellows Falls High; Brattleboro, Green Street; Burlington, S. W Thayer; Lyndonville, Lyndonville, Inc.; Poultney Barstow Memorial; Saxtons River, Grammar. VircintrA—Long Dale, Sharon; Richmond, Robert Fulton, John Smith, Springfield. WaASHINGTON—Seattle, Dunlap; Walla Walla County, Prospect Point. West Vircinta—Boomer, Boomer; Clarksburg, Tow- ers; Harrison County, East View Graded; Mid- dlebourne, Ellsworth; Morgantown, Pursglove Primary; Raleigh County, Dorothy Graded; South Charleston, Edison; Tams, Tams; Wyco, Wyco. Wisconsin—Eau Claire, Ninth Ward, Orthopedic; Kenosha, Deming Ungraded; Milwaukee, Story; Wausau, Wausau Public Schools, Central, Frank- lin, Grant, Irving, G. D. Jones, Junior High, Lin- coln, Longfellow, John Marshall, Senior High, Vocational, Washington. Mention THE JouRNAL when writing our advertisers. , ly. O) ee FAN F.08! \ a SCHOOL ' Gone 24°. SO sl 2 ited by the Association of Amer- ican Universities, this institution offers credit courses at its Sum- mer Session. Study and recreation march in perfectunison. A visiting andres- ident faculty of unusual distinc- tions offer some seventy courses. The School of Pacific and Ori- ental Affairs offers a diverse cur- riculum, with particular emphasis on problems of the Pacific Area. Frequent sailings from Pacific Coast ports, modest fares and low living costs in Hawaii combine to make it a practical and intellec- tually profitable course of instruc- tion. Recreational facilities of world- wide fame are quick to claim your free hours. In surroundings such as these, summer study es- capes the shackles of routine activity and assumes the aspect of a mental adventure. A special bulletin giving complete [ information will be forwarded | upon request. Please address: Director of SUMMER SESSION University of Hawaii HONOLULU, T. H. A-27 THE EXHIBIT AT ATLANTIC CITY An outstanding feature of the Sixty-fifth Annual Convention of the DEPARTMENT OF SUPERINTENDENCE of the NATIONAL EDUCATION ASSOCIATION in the Atlantic City Auditorium aids. February 23-28, 1935 A complete display and demonstration covering the entire field of school equipment, books, classroom tools and teaching Rich in suggestion and help for improvement of school and administrative methods. The firms and organizations listed below have arranged to participate in the Atlantic City Exhibit. The Department of Superintendence and the National Education Association cordially acknowledge their cooperation. Allyn and Bacon American Book Company American Crayon Company, The American Education Press, Inc. American Home Economics Assn American Library Association American Medical Association American School and University, The American Seating Company American Type Founders Ampro Corporation Appleton-Century Company, Inc., D. Arlo Publishing Company Association for Childhood Education Austral Sales Corporation Automatic Pencil Sharpener Company Babb & Company, Inc., Edward E. Balfour Company, L. G. Barnes & Noble, Inc. Bausch & Lomb Optical Company Beck Duplicator Company, The Beckley-Cardy Company Bell & Howell Company Binney & Smith Company Bobbs-Merrill Company, The Book House for Children, The Bradley Company, Milton Bruce Publishing Company, The Caproni Galleries, Inc. Carter Bloxonend Flooring Company Central Scientific Company Chevrolet Motor Company Chicago Apparatus Company Chicago Hardware Foundry Company Christian Science Mtestaee Clarin Mfg. Company iclsieePanelivs Pox Company Columbia Broadcasting System, Inc. Columbia School Supply Company Columbia University ons Compton and Company, F. E. Conn, Lrd., C. G. Corbin Cabinet Lock Company Denoyer-Geppert Company Derby Company, P. Deskor Chair Sales Corporation DeVry, Inc., Herman A Dick Company, A. B. Dictaphone Sales Corporation Ditto, Inc. Dixon Crucible Company, Joseph Doubleday, Doran & Company, Inc. Dramatic Publishing Company, The Draper Shade Company, Luther O Dudley Lock Corporation Dutton & Company, Inc., E. P. Eagle Pencil Company Educational Test Bureau, Inc. Electro-Acoustic Products Company Encyclopaedia Britannica, Inc. Erpi Picture Consultants, Inc. Esterbrook Sreel Pen Mfg. Co., The Everwear Manufacturing Co., The Faber Pencil Co., Eberhard Federal Deposit Insurance Corp. Finnell System, Inc. Ford Sales Company, The J. B. Frontier Press Company, The Gaylord Brothers, Inc. Ginn and Company Girl Scouts, Inc. Globe Crayon Company Gregg Publishing Company, The Grolier Society, The Gunlocke Chair Company, The W. H. Hale and Company, E. M. Hall & McCreary Company Harcourt, Brace and Company Harter Publishing Company, The Heyer Corporation, The Heywood-Wakefield Company Hild Floor Machine Company Hillyard Chemical Company Holden Patent Book Cover Company Holliston Mills, Inc., The Holtzer-Cabot Electric Company, The Houghton Mifflin Company Houghton School Service Bureau Huntington Laboratories, Inc. Hunt Pen Company, C. Howard Illuminating Engineering Society International Business Machines Corp. International Correspondence Schools International Educational Pictures,Inc. International Projector Corporation Intourist, Inc. Iroquois Publishing Company Irradiated Evaporated Milk Institute Irwin Seatin mpany, The Ivan Bloom Hardin Kent Company, Inc., The Kewaunee Mfg. Company Make a complete inspection of the Exhibit. Take advantage of the opportunity offered to consult with the experts on duty at the Exhibit. Mention THE JoURNAL when writing our advertisers Keystone View Company Krexit Laidlaw Brothers, Inc. Laurel Book Company Little, Brown & Company Longmans, Green & Company Lyons & Carnahan Lyon Metal Products, Incorporated Macmillan Company, The McGraw-Hill Book Company, Inc. McKnight & McKnight Medart oy menage Co., Fred Merriam Compan Metropolitan Life vou’ Company Midland Press, The Moore Company, E. R. Multistamp Company, Inc., The National Academic Cap & Gown Co. National Broadcasting Company National Child Welfare Association National Cong. of Parents & Teachers National Dairy Council National Geographic Societ National wor Fibre National W. C. T Nation’s Schocie 1 patiiden Co., The Nelson Corporation, The Herman Nelson & Sons, Thomas Nesbitt Inc., John J. New York Times Company, The Nichols Company, Inc., T. G. Noble and Noble, Inc. Norton Door Closer Company Nystrom & Company, A. J. Owen Publishing Company, F. A. Palmer Company, The A. N. Parents’ Magazine, The Prentice Hall, Inc. Public School Publishing Company Quaker Oats Company Quarrie & Company, W. F. Rand McNall Company RCA Victor mpany, Inc. Remington Rand, Inc. Row, Peterson and Company re — Manufacturing Company ae © pewriter Company, Inc. lier, Inc., William Saale, Ink’ Company Schirmer, Inc., G Scholastic Corporation mpany School Executives Magazine Scott, Foresman and Company Scribner’s Sons, Charles Sheldon & Company, E. H. Silver, Burdett and Company Singer Sewing Machine Co., Inc. — & Corona Typewriters, Inc., Social Frontier, Inc., The Society for Visual Education, Inc. Southern California School Book De- pository South-Western Publishing Co. Spencer Lens Company Spencer Turbine Company, The Standard Electric Time Company, The Standard School Equipment Co. Stilz & Bros. Co., Louis E. Stokes Company, Frederick A. Talens School Products, Inc. Teachers Protective Union Tercentenary Celebration Committee Tiffin Scenic Studios Underwood Elliott Fisher Company Universal Publishing Syndicate University of Chicago Press, The University of lowa University of North Carolina Press University Publishing Company, The U. S. Office of Education Vestal Chemical Company Victor Animatograph Corporation Vonnegut Hardware Company Walraven Book Cover Co., A. T Wayne Iron Works Weber Costello Company Webster Publishing mpany Welch Manufacturing Co., W. M Wetmore Declamation Bureau Williams Pivot Sash Compeat- The Wilson Company, The H. Winston Company, The john cC. Witmark and Sons, M. Woodstock Typewriter Company World Book Chae World Letters World Peace Foundation Wright Company, E. A. Yale & Towne Mtg. Company, The Yawman and Erbe. Mfg. mpany Zaner-Bloser Company, The DEPARTMENT OF SUPERINTENDENCE NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W., Washington, D. C. The Journal of the National Education Associati ti" fo <— © ea: