40" AL ROOM The of the NATIONAL 4 . EDUCATION The National Edu- cation Association: . What It ls and What It Should Be | « World Affairs and ey the Schools « A ugustus O. Thomas: An Appre- ciation Florence Hale . The Denver Con- vention A. Helen Anderson « The Battle for Free Schools ns Charles A. Beard | and William G. Carr he Mother, What Can sf aw | Do ? The new home of the Supreme Court, Washington, D. C. Frank K. Reid See Page A-31 for Complete Table of OR A R Cc ii » 19 by oD Contents * VOLUME 24 NUMBER 3 — { ssociati REMEDIAL WORK IN READING Recommended: To accelerate progress with normal pupils—To aid slow pupils—To aid retarded pupils PRE-PRIMER AND FIRST GRADE Seatwork Activities—A Pre-Primer Workbook for any Primer, 64 pages... . 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THE TRIANGLE ARITHMETICS, by Brueckner, Banting, Ander- son, and Merton, are justly known as ‘‘the most popular arithmetics ever published.” In addition to the basal state adoptions shown at the right, they are used in literally thousands of schools, large and small, city and rural, throughout the country. — FOR USE WITH ANY ARITHMETIC SERIES | How WE USE NUMBERS, A Second-Grade Number Book, with TEACHER’S HANDBOOK | for First and Second Grades—to develop good arithmetic habits from the very beginning. | DIAGNOSTIC TESTS AND PRACTICE EXERCISES IN ARITHMETIC—Inexpensive work- books for grades three through eight, providing accurate diagnosis of arithmetic disorders. CURRICULUM TESTS IN ARITHMETIC PROCESSES and CURRICULUM TESTS IN | ARITHMETIC PROBLEM SOLVING—Standardized tests for grades three through eight. | Used Exclusively in All Public Schools in the Following States: ALABAMA ALASKA ARKANSAS CALIFORNIA DELAWARE FLORIDA MONTANA NEW MEXICO UTAH (co-basal) What Kind of General Business Training? “Junior Business Education has been too much concerned with clerical skill training,” says one of this country’s clearest-thinking commercial cducators. ‘The new type of junior business educa- tion must emphasize, instead, the Economics of Business.” General Business Science by Jones, Bertschi, and Holtsclaw is in line with this philosophy GENERAL BUSINESS SCIENCE tells the student things he should know to equip him for the active period of his life: The varied means of livelihood; his obligation to the public as well as to himself; the need of careful planning; of finding an occupa- tional place in keeping with his desires and abilities; of thrift; the processes of business; and his place in the business structure. GENERAL BUSINESS SCIENCE is published in three parts with project pads, unit tests, and teaching plans for each part. Suitable for one-, two-, or three-semester course. Write our nearest office for full information The Gregg Publishing Company New York Chicago San Francisco Boston Toronto London Sydney Gregg Books Are Authoritative Developed and standardized in the classroom, these arithmetics offer an exceptionally rich course, | skilfully organized to provide for | individual differences without | burdening the teacher with extra ] work. Available in a three-book | or a six-book edition. Workbooks, | tests, and other materials for | optional use are listed below. | DIAGNOSTIC AND REMEDIAL TEACHING IN ARITHMETIC (Teacher’s Reference)— i the most authoritative work in this field, with practical helps for eliminating failures. WRITE FOR FULL INFORMATION THE JOHN C. WINSTON COMPANY PHILADELPHIA Dallas Chicago Atlanta San Francisco — | | ee The Wh Th The JOURNAL of the NATIONAL EDUCATION March, 1935 Vol. 24, No. 3 ASSOCIATION In This Issue Joy ELMER MORGAN H. A. ALLAN Editor Business Manager National Education Association: ; : ; i thie rs nt What te Shenhd = Published by the National Education Association As the President Sees It—Henry Lester Smith 69 HENRY LESTER SMITH WILLARD E. GivENS As the Secretary Sees It—Willard E. Givens 70 President wc Secretary As the School Principal Sees It—M. Emma Brookes 71 - W. CRABTREE, Secretary-Emeritus As the Classroom Teacher Sees It—Daisy Lord Y fe As the Superintendent Sees It—Ben G. Graham 73 As the University Professor Sees It—Jesse H. Newlon 74 Between Editor and Reader As the Dean of a School of Education Sees It—J. B. Edmonson 75 WORK As the Editor Sees It—Joy Elmer Morgan 76 The Battle for Free Schools. 77 By HENRY VAN DYKE Charles A. Beard and William G. Carr Augustus O. Thomas: An Appreciation of a Great a — but do my work from day to day, call adie Wied 81 In field or forest, at the desk or loom, pte Hale P seas! alle ; In roaring market-place or tranquil room; Se ES EE a 99 Let me but find it in my heart to say, M th a at C: r Pi ¥ When vagrant wishes beckon me astray, . "an K “ot a aot os “This is my work; my blessing, not my doom; A Minister Looks at the Schools 86 “Of all who live, I am the one by whom Robert H. Duel Landscape Designing in the Junior College 87 William G. Kohner “This work can best be done in the right way.” Then shall I see it not too great, nor small, Teachers Turn to the West for Seventy-third To suit my spirit and to prove my powers; Meeting . oe fe oe . : 88 Then shall I cheerful greet the labouring hours, A. Helen Anderso And cheerful turn, when the long shadows fall Ethics of the Teaching Profession 90 At eventide, to play and love and rest, World Affairs and the Schools Because I know for me my work is best. The Teacher and International Relations sien 91 [From “Music and Other Poems,” Scribner, copyright 1919.] Harrison C. Thomas International Cross-Currents ae 92 A J. P. Pope ucustus QO. THoMAs saw beyond his day and Significant Trends in World Affairs — ee 93 generation to a time when a community of understanding Stephen P. Duggan among the teachers of mankind would lay the foundation Whore to Look for Bidlp os. .acccisssici....- ie 94 for the cultural unity of the world just as the growth of ES ae,” ~ | 95 the National Education Association has prepared the F. A. Bosses way for the cultural unity of America. He will be honored Membership in Education Associations ee generations from now as one of the great pioneers. Planning the Journal for 1935-36... . been 97 Interpreting the School at Commencement . 98 Is WOULD BE a fine thing if many of America’s In Appreciation of Outstanding Service soa Wd 99 rural school teachers and superintendents could spend a Notes and Announcements........ . 100 year studying in Denmark, which stands out like a bright Builders of Our Profession... ... ew sia . and shining light amid the confusion of today’s life. ene The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Repre- R sentative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 membership, to receive the Research Bulletins and the Annual Volume of Addresses and Proceedings. The payment of $100 gives the privileges of the $5 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Please report at once any change us of -, ries old as well as new address. AL is a member of the Educational Press Association of America. Published monthly, except July, August, and September, by the Nationa! CODE Education Association of the United States, 1201 Sixteenth Street, N.W., Washington, D.C. Entered as second-class matter October 23, 1920, at the postoffice at Washington, D. C., under the act of August 24,1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921. 0 EEE ee aaa. Volume 24, Number 3; March 1935 A-31 ) > Ds E —_~ H Wy) tion he nin ine Y q gro’ fa — TH ¢ ; av is sho me anc the mei cus in sen neu pro con the SEND FOR THIS FREE BOOKLET - ' Every teacher should know about it. It points a way T to new possibilities in teaching—and easier work for the wu ; it, teachers. Susan’s Day—a really wonderful little book— a , ‘ , ; en: for little children, for teachers of little children. A new — : ‘ , shi kind of seat-work. Educationally up-to-the-minute. If you 7 want extra copies, a copy for every child, it can be reprinted > - . fi on your school Mimeograph, as many copies as you want, at > nominal cost. The prepared stencils, faithfully reproducing the artist’s original drawings, come to you ready for immediate 4 Mimeographing. It’s a part of our prepared stencil service, which t S| is helping to revolutionize educational methods, and lighten teach- , a 0] ers’ burdens. Also learn about our prepared stencils for outline n Bt maps, posters, etc. Our educational department, directed by edu- ; om C cators of long experience in classroom work, is at the service of v teachers. For full particulars write A. B. Dick Company, Chicago. 2 n MIMEOGRAPH ‘ se I Mention THE JOURNAL oe . Pe A-32 when writing our advertisers. The Journal of the National Education Association Willard E. Givens to the secre- taryship of the National Educa- tion Association should mark the begin- ning of a new epoch in the Association’s growth. In keeping with the occasion THE JOURNAL is seeking anew to present a varied picture of what the Association is and a careful estimate of what it should be. The following series of state- ments have been worked out in accord- ance with that purpose. Teachers thruout the nation will wish to study these state- ments of fundamental policy and to dis- cuss them in their meetings. Let there be in every school faculty and among the seniors in every teachers college a re- newed discussion of what the teaching profession is and what it should be, a new conception of the twofold obligation of the teacher—the intensely personal obli- gation to the children and the broad civic responsibility. B witra NOTE — The coming of HE NATIONAL EpUCATION ASsSOCIA- yl is an organization with three quarters of a century of activity behind it, with a worthy accomplishment to which it can already point with pride, enjoying a confidence established and retained in an ever-widening member- ship. This organization rose on the frame- work of approximately a dozen similar statewide organizations pioneering in the fields of educational policy and activity. It arose to meet a definite, a significant, and a growing need—that of the ade- quate evolution and integration of the developing social agency of education. This organization is now hanging on the brink of a formidable period of re- sponsibility. It can bridge the abyss by adequate construction and maintenance or it can become paralyzed by the mag- nitude of the problem and the difficulties to be surmounted. It can lie down dor- mantly asleep while momentous social changes are swallowing it up in common with other visionless and spineless forces they encounter in their onward march. The National Education Association is now a huge creature tho still in the early years of its physical growth, and only well started on its way toward the development of adequate purpose, deter- mination, and onward progress and de- velopment. For a half a year now, I have been spending much time delving into Volume 24, Number 3; March 1935 The National Education Association: What It Is and What It Should Be As the President Sees It ~ the records of this Association—records written into its minutes and reports; rec- ords carried in the histories of the activ- ities of its members; records of its in- fluence as that influence varies from section to section of our country; rec- ords of the working of its spirit and power as that working, in its unequal distribution, covers the whole geograph- ical surface of our land; records’some of which are disheartening and ardor-cool- ing; records, however, most of which reveal the seeds of purpose and promise and some of which are stimulating to the point of ecstasy and exaltation. I have been inspired by and filled with confi- dence and hope by much of what I have read and observed. This Association envelops the essential possibilities in comprehensive professional educational organization, growth, and directed evo-/ lution. What will its future be? Again, I say, its future can be a forgetting of the fundamental purpose of organization, namely that of nurturing the vitality it was created to shelter and stimulate and guide. It could forget its fundamental * purpose of improvement of service ren- dered. In this case its ultimate death would thereby be sealed. Its future while not representing this utter neglect might become a lukewarm indifferent spineless effort veering upon contact with every encountered barrier. Still again its fu- ture might become an effort, strong and virile enough as an effort, but headed toward the realization of individual and group ambition on a basis of selfishness. On the other hand the future of this Association can well be, and in my prophecy I see it surely and rapidly be- coming, still more thoughtful, still more consecrated, still more successful in vis- ioning its true place in the social order and successfully possessing that rightful place. I see the National Education As- \ sociation functioning increasingly as the one large, all-embracing, powerful, and | understanding organization that fur- nishes the framework thru which all of the subdivisions of educational organ- izations may finally find their way to the sea, their way toward the ideal in- tegration of the growing phases of edu- cation and of our whole social order. I see clearly in this organization the em- bryo of such a realization and I see no other educational organization now ex- isting or projected or in the offing that gives any promise of performing this service. For such service some funda- mental changes and additions are neces- sary, not only from the physical point of view but from the point of view of purpose, insight, and unerring and un- mitigated perseverance in a strenuous, unending, thoughtful effort. Whether the National Education Association will reach and maintain this high function and position is problematical. I am con- fident such possibilities are inherent in it. Past achievements furnish high en- couragement for expecting increasing future accomplishment. The current but necessarily limited survey that it has been my privilege to sense, points still iurther in the direction of such possibil- ities, at the same time that it suggests some dry unproductive, if not disinte- grating spots. 9 What we need is a leadership and an insight and a worthy purpose that is unif versal in the membership. It is not th few that can perform the herculean task ahead of us. It is not the few that can visualize the unerring goals that should draw us on. Both insight and power must be forthcoming from the hidden | and the remote sources in the mass of! the membership. (There must be a real- ization on the part of the officers and on the part of the most inexperienced and immature member that imagination, in- itiative, consecration, leadership is es- sential in every nook and corner of the organization and that it is also possible — constantly justifiable and neces- sary effort is that of stimulating and nurturing new and generously distributed leadership. Let the National Education Association become more thoroly and more effectively the framework on which to weave the threads of stimulation to the release and nurture of professional in- sight and power wherever they exist, in the classroom, in the supervising officers, in the administrative officers in the field, in the association officers, in the whole membership as it penetrates to the vital focal points where leadership is first re- leased and where it must ever have its roots if the growth is to be wholesome, | stable, and persistent. With such power released the framework of our organiza- tion can be so improved and maintained as to integrate all of our might and ac- tivity to a common and essential goal.— Henry Lester Smith. vital research studies; publishes magazines, yearbooks, research studies, and pamphlets; presents weekly national radio broadcasts; promotes American Education Week; publicizes the work of the schools; supports good and opposes injurious legislation; maintains coopera- tive relations with many organizations; endeavors to prevent injury to the edu- cational welfare of America’s youth; of- ficially represents the interests of the nation’s teachers; and strives to help build a better democracy. A more definite idea of what the Na- tional Education Association is doing may be gained by a brief outline of some of the activities actually taking place in the headquarters building as this article is being written. In the statistical room of the Research Division twelve expert calculators are manipulating the electrical machines that add, subtract, multiply, and divide. This activity is basic to the nationwide survey of teachers’ salary schedules which is made every two years. Fifteen hundred cities of the United States are participat- ing. Thru the years this study has done more to increase the income of teachers than any other effort. An assistant di- rector of research is poring over the first comprehensive study on a_ nationwide basis of the costs of the living of teach- ers in the United States. Research work- ers are tabulating proposed school laws which will be presented to the legisla- tures now assembled in forty-four states. The librarian is completing a guide to schools and school systems doing out- standing work in educating children to meet new civic and social responsibilities. The Division of Publications is read- ing proof for the thirteenth annual Year- book of the Department of Superintend- ence. Here also are the pageproofs of a Secondary Education Bulletin and the printer’s directions for the current Re- view of Educational Research. Closeby an artist is drawing an illustration for THE JOURNAL of the National Educa- tion Association. The editor is complet- ing plans for the next month’s issue. A member of this division is dictating a radio skit describing the work of the Joint Commission on the Emergency in Education. 10 The National Education Association As the Secretary Sees It HE NATIONAL EpUCATION ASSO- TION holds conventions: conducts In the Classroom Teachers Division the forms for the February Vews Bulletin are being checked. A clerk is mailing to local teachers organizations helpful material for legislative programs. In the Division of Records and Mem- bership, clerks are making the annual membership count. In this room filing cases are filled with the names and ad- dresses gf two hundred thousand mem- bers. The membership count this year shows an increase in paid-up member- ships over last year, indicating that the educational decline is stopped. The Business Division is laying out the plot for the commercial exhibits space in connection with the convention to be held in Denver next summer. Res- ervations are being made for the scores of meeting places required at this gath- ering. Arrangements for hotel rooms, agreements with railroads, and the gen- eral business of an annual convention occupy the Business Division. The executive secretary of the De- partment of Superintendence is working on the final copy of the program to be presented in the convention at Atlantic City. Typists are cutting stencils on the continuities for a series of radio pro- grams sponsored from local stations thruout the United States by the De- partment of Superintendence in coop- eration with local school authorities. The Elementary Principals Division is reading the proof of its departmental bulletin for February, also answering twenty-five letters which came in this morning’s mail from all over the country on all sorts of questions. The office of the Deans of Women is making final arrangements for the lunch- eon in Atlantic City at which Mrs. Franklin D. Roosevelt is to be the hon- ored guest and speaker. The secretary of the Field Division is attending the Tenth Annual Conference on the Cause and Cure of War. Her office is preparing a statement on the Ten- nessee educational survey, for publica- tion in the Tennessee Business and Pro- fessional Woman. The Division of Accounts is complet- ing the audit of the permanent fund, checking and listing membership fees just received, and sending out follow-up letters on unpaid bills. A meeting is being held in the Secre- tary’s office to discuss ways and means of securing federal aid for education, This morning’s mail for the headquarters building, consisting of approximately eighteen hundred letters and three hun. dred fifty pieces of second class mail, js being sorted and distributed. Thruout the new seven-story head- quarters building belonging to the teach. ers of the nation, workers pass from one project to another with confidence and dispatch. Writers, research workers, ac- countants, secretaries, typists, stenogra- phers, and others carry on a valuable work for the children, the schools, the teachers, and the people of America. The National Education Association is doing a splendid work but if it is to meet fully the needs of a changing society it must constantly re-evaluate projects and efforts —amddiscard those that have served S-Wesily puitoae aT which are no longer-vital. Tt must, thru intelligent understanding of our social and eco- nomic situation, formulate a vigorous forward-looking educational and social policy. It must serve more effectively the educational interests of this nation’s thirty million youth. It _must—premote better conditi the rank and file of the common people. It must_not_for- get the personal of one million teachers. It must integrate the local, the state, and the national associations of teachers into a_more effective profes- sional organization. Thru research and the work of departments and commit- tees, it must help to_revamp the entire curriculunt of Gar schools, assisting them actually to face the crucial issues of con- temporary American life. Our Associa- tion must recognize that there is a direct relationship between adequate finances and taxation and follow this up by re search studies and direct suggestions as to improvement in taxation methods. The richest country in the world cannot afford to let its children go without. adequate education. If it does it will soon lose its place of leadership. Material progress and education go hand in hand. It is the business of the National Edu- cation Association to study all the facts in our present situation and formulate 4 forward-looking educational and _ social program of real value to all of our teach- ers, one that will give them an opportu nity for participation and challenge their interest and effort. —Willard E. Givens. The Journal of the National Education Association th ion ion, ters F tely 1un- 1, is pad- ach- one and ac- gra- able the yn is neet y it and lave are gent eco- rous cial the ion’s note file for- llion _ the s of fes- and mit- ntire hem con- ycia- irect neces 7 re- IS as ods. nnot hout soon erial and. Edu- facts ite a ocial ach- yrtu- their ens. ation HAT IT IS: Experience hastaught W principals that the first step toward the running of a good school system is organization. The central office is the clearinghouse. It is to this vantage point that problems are transferred, questions are answered, dis- cussions are held, and ideas are ex- changed. The National Education Asso- ciation holds the identical position for the educators of the United States as does the superintendent’s office in a city system. It is the clearinghouse for the country as a whole. We take to the NEA our problems of research and we ask that they be solved; it is our national representative on im- portant matters, such as relate to our economic welfare; its annual convention is held for the purpose of fostering pro- fessional solidarity and mutual under- standing; its campaign for publicizing the work of the school has been instru- mental in saving the schools from utter destruction during the past few years when economy forced boards of educa’ tion to cut their budgets; its support of good legislation and its opposition to in- jurious legislation have placed educa- tion and educators among the first ranks of the nation in the march of progress; it has maintained cooperative contacts with many helpful organizations; it has been working in all possible ways to pre- vent injury to schools; and last but by no means least, it is trying to improve teaching so as to raise its standard as a profession. We think of the National Education Association as the mother organization of educational opportunity in this pro- gressive land of ours. What it should be: [1] The voice of each department— In the past the National Education As- sociation has asked the principals of the nation to be responsible for informing the teachers about the work and purposes of the parent organization. We have been glad to do this, and THE JourNaL each month has given a report of its 100 per- cent schools. We feel that this record is largely the result of our efforts. The ‘National Education Association has at all times been most cooperative in the work and growth of its many de- partments, of which the Department of Elementary School Principals is one. I am sure that all other groups have ap- Volume 24, Number 3; March 1935 The National Education Association As the School Principal Sees It preciated this help as much as we have and as we do. But the time has now come when we feel that our parent organization HE SCHOOL PRINCIPAL is a mighty force. To the child he is a friend and protector. To the teacher he is a guide and adviser. To the parent he is a counselor and neighbor. To the school superintendent he is a trusted officer. To the community he is a leader and interpreter. To the teach- ing profession he is a pioneer and builder. To democracy he is a loyal and active citizen. The principal of the school is the torchbearer of the twentieth century. He takes the long view. He paves the way for the finer life of tomorrow. In times of confusion he holds to the abiding values and keeps the faith. By his example he inspires confidence in intelligence as a way of life. He is the champion of the teacher, the child, and the school. He holds the key position for educa- tional progress. should strengthen its policy and more strongly encourage its members to be- come members of their own particular group. If the departments grow in mem- bership and professional interest, it is a foregone conclusion that the parent group will grow in proportion. Each depart- ment naturally can get in touch with its members much more easily than can the NEA with the groups as a whole, It can stress the many fine qualities of the parent group. Each department can and will enthusiastically respond to the stim- ulus given by the NEA and will recipro- cate the work and feelings of the parent group. The growth of the departments will mean that special groups are being reached, that more teachers who do not yet know the NEA will be told of the splendid work it is doing for education, and that principals, supervisors, deans, and superintendents will better under- stand the relationship in the profes- sion. This proposed plan is gigantic but let us remember that any large and power- ful organization has a planned program for many, many smaller groups. These smaller groups are mighty factors in strengthening the purposes of the parent organization. By this method, the 800,- 000 teachers and other educators who are not now members of the NEA will be lifted by the tide of enthusiasm for the betterment and growth of education—all this is for the welfare of the child. [2] Our publicity agent—The Na- tional Education Association has always fought a gallant and hard fight against those forces which are ever ready to destroy the school opportunities of chil- dren. It has accomplished much during the past few years by attacking those situations and problems which have menaced the welfare of the boys and girls of the nation. It is our leader—and we, who are busy at our desks, know that it is formulating policies for educa- tion upon which we can depend. It is watching and influencing legislatures as much as it can, and in this way, helping the cause of education. I am of the opin- ion that the time has come when our excellent JouRNAL should devote itself more largely to these practical forms of publicity and become more truly an organ of the Association. Much is yet to be done. It should now sell education to the public in such a way that a better attitude will be created toward teachers and schools. Sinister forces have destroyed much of this good feeling which the general public has al- ways had. These forces have had a blighting, devastating effect in some parts of the United States and education has been so stunned by the results that it has sat in bewildered silence and ac- cepted the consequences. The time for action has come or the consequence of the tragedy will be overwhelming. If the schools are to hold their own and to move forward to the new policies and development demanded by the new con- ditions of American life, we must keep abreast of the times and sell the public our wares. Let our great parent organi- zation advertise education. The law condemns the ignorant fool Who keeps the child away from school But no charge against the man is filed Who takes the school away from the child. —M.Emma Brookes, principal, Miles- Cranwood Schools, Cleveland, Ohio, and president, Department of Elementary School Principals of the National Edu- cation Association. As the Classroom The National Education Association Daisy Lord with Miriam Eisner of San Francisco sitting on a public bench erected to honor Fidelia Jewett, a public-school teacher in San Francisco for almost fifty years. f YHE CLASSROOM TEACHER looks upon the National Education Association as the doctor or lawyer looks upon the national organization of his profes- sion, A national organization to the classroom teacher exemplifies a recog- nized profession. Practically all the teachers who look upon teaching as a profession and who desire others to recognize that fact, be- long to the National Education Associa- tion. The teachers feel that in the great national body every member—whether superintendent of a large city system, principal of a consolidated school, teacher in a large highschool, or teacher in a small one-room school—has the same love of teaching and is entitled to the same chance to share in the benefits that organization brings. This is true of medicine and law—there is no person more respected, loved, and honored in the medical profession than the country doctor. Think of the honors heaped upon Dr. Dafoe and yet he simply did his duty. The outstanding thing about him is that while he was far from the great of his profession, he kept himself in- formed regarding the latest practises and uptodate methods thru reading and study. Many a judge will go to a lawyer in a small city for advice and inspiration. When the members of the other pro- fessions meet, they are all just mem- bers—and so the classroom teacher likes to feel himself just a member of the National Education Association on equal footing with all members. The classroom teacher realizes that while the National Education Association now speaks for 200,000 members, it should speak for every one of the million teachers of America. If the million teachers were members, there would be no greater force for the preservation of democracy. Perhaps no group in the profession has a greater realization of the power of or- ganization than the classroom group. This group looks upon the National Education Association as our earliest settlers looked upon the central fort. Teachers feel it is the place to go when attacks come, that it is the organization which protects the profession. And the classroom group stands ready to do its share in making this protection possible. It likes to think that in our beautiful national capital stands a building with the words, “National Education Associa- tion,” over an artistic doorway and that within its portals classroom headquar- ters, as well as the headquarters of other groups, are maintained. The members like to feel that when citizens or lay associations want to know what the edu- cators of the nation think about any matter, they come to our staff at the headquarters building. Classroom teachers appreciate having their own department where their prob- lems may be reviewed, their ideas on organization may be exchanged, and leaders may be trained. This department, now nearly twenty-two years old, was established by farsighted leaders who realized its need and who realized, also, that such a department would add great strength to the NEA. The results have proved their great vision. Today classroom officers and speakers are invited for conferences and conven- tions by many state and local organiza- tions. Classroom teachers find great in- spiration and satisfaction in knowing Teacher Sees It that the speaker is “a real classroom teacher.” At national conventions the Depart- | ment of Classroom Teachers holds its own meetings but participates in all other meetings and activities. The department’s yearbooks have contributed much to the solution of pro- fessional problems. Its seventh year- book, Character Education, has just been reprinted and is used in many teacher- educating institutions and in _ study groups. Teacher and Public, the eighth yearbook, is invaluable to educators for use in interpreting our schools to the public. A committee is at work on the next one, which will deal with the health of the teacher. Three times a year the News Bulletin is published. Besides giving the plans for meetings, and reports, it contains many ideas which busy teachers and organiza- tion officers can adopt and adapt. However, while the classroom teacher takes a great pride in his own depart- ment, he nevertheless sees the depart- ment as an integral part of the entire structure which to him is the Gibraltar of his profession—the National Educa- tion Association. : On a recent trip which took the writer across the country from the Atlantic to the Pacific, she met and conferred with many classroom groups. In practically every gathering were many other mem- bers of the profession, members of boards of education, representatives of lay or- ganizations, and other interested citi- zens. Everywhere there was found a splendid spirit existing among all educa- tors. Many times the thought came as this fraternal spirit became more and more evident, “If the trials of the times brought this about, it is one of the de- pression’s best results.’ Another obser- vation was that nearly everywhere class- room teachers are cooperating and par- ticipating in the management of the schools. It was splendid to note that our citizens are realizing the danger that confronts our cherished public schools and are coming to the rescue. Not only at meetings but several times on the train the schools were discussed and al- ways the same conclusions reached, ‘The public schools must be maintained.”— Daisy Lord, teacher, Wilby High- school, Waterbury, Connecticut, and president, Department of Classroom Teachers of the NEA. The Journal of the National Education Association ~ 7 it b A h d \ t t ion om art- its all lave Dro- ear- een her- udy hth for the the alth etin ; for any ‘iza- cher art- art- tire ltar uca- ‘iter c to with ally em- ards or- citi- da uca- e as and mes de- ser- lass- par- the our that ools only the 1 al- The ligh- and oom tion { | TION during recent years has made its greatest contribution to public education thru the work of the Research Department under the direction of Dr. William G. Carr, thru the information which it has disseminated, and thru the forming of public opinion by the Joint Commission on the Emergency in Edu- cation under the leadership of Dr. John K. Norton, its able and hardworking chairman. The Department of Research has been able to obtain needed informa- tion concerning present conditions in school affairs and to send out the infor- mation quickly to points where it has been desired. This service should be con- tinued and expanded. It meets a con- stant need and should be closely coordi- nated with the Office of Education and other educational organizations carrying on research projects. The Joint Commission on the Emer- gency in Education has been successful in interesting not only our membership but many individuals and organizations which are outside the professional field but which are sympathetic with and helpful in the support of educational progress. This activity should be continued until our present distressing difficulties have been over- come. The National Educa- tion Association should revise its method of select- ing its officers. An organ- ization of which I have the good fortune to be a member has worked out a system of selection of its leadership which has been unusually successful. A revolving committee has been formed whose duty it is to select each year at least two of the best qualified members of the organization as candi- dates for each elective office. No member thus selected is permitted to withdraw as a candidate. To be selected as a candi- date is looked upon not only as an opportunity for Service but as one of the To NATIONAL EDUCATION ASSOCIA- Volume 24, Number 3; March 1935 The National Education Association highest honors which can come to the organization membership. The newly elected president feels that it is an obli- gation to place his opponent in an im- portant position of service. In like man- ner all other candidates are given im- portant duties during the course of the current term. Political methods, jockey- ing for position, cliques, and special in- terests are eliminated in the selection of leadership. In consequence, with the em- ployment of the method here described, much of the energy which is expended in NEA conventions at the present time in the interest of candidates for office could be turned into the study and advance- ment of the profession of teaching and the betterment of public education. The programs of the NEA conventions should be and could be made the most important educational meetings of the entire world if the proper attention and the required energy were to be directed to that end. The recent program of the American Association for the Advance- ment of Science convention in Pittsburgh is an example of the type of program which the National Education Associa- tion convention should produce for its As the Superintendent Sees It membership. The advancement in the various fields of science was discussed by the recognized leaders in their respec- tive fields. The National Education As- sociation convention program could be made just as instructive and inspiring to its membership by the proper type of planning, organization, and direction. The directors of the National Educa- tion Association have taken an important and wise step in placing in the secretary- ship a man of tried and proved ability as an educational leader. He should be given broad powers, and he deserves the united support of the NEA membership and its subsidiary departments and af- filiated organizations. As the superintendent sees it, the National Education Association needs a revision of the method of selecting its leadership, a vitalization of its program, a continuance and expansion of its De- partment of Research, and a rededica- tion of the organization to the service of the childhood of America.—Ben G. Graham, superintendent of schools, Pittsburgh, Pennsylvania, and president of the Pennsylvania State Education As- sociation. Mary Reed Library, University of Denver The next convention of the Association will be held in Denver, June 30-July 5. See pages 88-9. 73 the most powerful and constructive forces in American life, stands at the parting of the ways. If it follows one road it will become merely a glorified research association. If it follows the other road it will be- come the chief agency thru which profes- sional workers in education, already a million in number, will participate effec- tively in building a better system of edu- cation and in the reconstruction and enrichment of American life. This is the road that leads to positive social action. The National Education Association has, in fact, already marked out its course. Having made this choice, will it go forward, or will it turn back? For many years the Association has been fighting for a better status for the teacher, including adequate compensa- tion and tenure, for federal participation in the support of schools, for a depart- ment of education with a secretary in the President’s Cabinet, for adequate state school financial support, for the Child Labor Amendment, and for other measures. The platform adopted at Washington in 1934 clearly commits the Association to a program of political action. Vv If the National Education Associa- tion is to become the effective instru- ment for social and educational recon- struction that it should be, it must now clarify its social purposes. Free schools were established that the people might be informed as to their political rights and be prepared to participate in the processes of democratic government. The public schools are the schools of the “common people.” It is the common people that have the greatest stake in American education. It is to the common people, not to the privileged classes, that we must look for the support of educa- tion. Our educational strategists would do well to ponder and act upon this fact. They will do well to remember that in a democracy power still resides in num- bers, that the ballot box is still a potent political instrument. The meaning of this is perfectly clear. Teachers, in this critical period of social reconstruction, must align themselves with those groups and forces in our society that, in recognition of inexorable social trends, are seeking thru demo- 74 S The National Education Association As the University Professor Sees It ITH a history of distinguished \ | service the National Education Association, potentially one of cratic processes to bring about such a reorganization of our economic and polit- ical life as will make possible the utiliza- tion of our great resources for the benefit of all the people. The present situation of poverty in the midst of plenty is in- tolerable. It is intolerable that in Amer- ica, with its vast natural and technical resources, half of its families should con- tinue to live upon incomes below the minimum amount required for decency, while at the other end of the scale the privileged enjoy comforts and luxuries hitherto unknown in the history of civili- zation. Teachers cannot condone such an economic system. In the achievement of industrial democracy and economic jus- tice, as in the achievement of political democracy, education will play an indis- pensable and creative role. The achieve- ment of economic justice under demo- cratic control is the problem of the twen- tieth century. The National Education Association has, thru its resolutions, thru the editorials in its JoURNAL, and in other ways, manifested its sympathy with the people in their struggle to recon- struct their economic and social life. It needs now to declare more emphatically its social convictions and its social sympathies. A great step forward was taken in the reorganization of the Association in 1920. Thru the Representative Assembly its policies are now democratically de- termined. The membership should be ex- tended until it embraces all members of the profession, not only in the schools but in the colleges and universities. Viewed from the standpoint of a univer- sity professor, the Association represents principally professional workers in ele- mentary and secondary schools. The pro- gram of the Association should be en- larged and given a vitality that will chal- lenge large numbers of the socially- minded members of the profession in the faculties of our colleges and universities and all other types of educational insti- tutions. Many measures are clearly indicated for the strengthening of the Association and its great departments. Only a few can be mentioned here. I propose that the National Education Association should: [1] Adopt a clearly formulated, forward. looking, social-educational platform. [2] Effect a closer articulation with state teachers associations. [3] Cooperate closely with labor, farmer, and other occupational groups, and with liberal political groups for the accomplishment of common social and educational objectives, This need not imply organic affiliation. [4] Create a commission to study the prob- lem of professional organization and propose a plan of unification under NEA leadership of all groups having the same general purposes. [5] Carry on with renewed vigor and with- out compromise the fight for permanent federal participation for the support of education, now essential to the very existence of free education in many states, and for a federal department of education. [6] Promote a program of adult education that will include public forums in every com- munity for the study and discussion of critical economic and social problems. [7] Vigorously support the right of freedom of teaching especially with reference to social problems. This should include a _ powerful agency that will, in cooperation with local and state associations, come to the defense of every teacher or administrator whose position is placed in jeopardy by the exercise of this right. [8} Form close alliances with workers in other fields of education—particularly with journalists, writers, actors, artists, and social workers. For more than half a century the NEA was chiefly a medium for the exchange of educational ideas. While research and the exchange of ideas must always be among its major functions, these can no longer be the sole functions of the Asso- ciation. In that event, it would become entirely innocuous in the titantic and fateful struggle of social forces going on in America at the present time. The As- sociation has marked out its course. I am confident it will go forward courageously. The National Education Association is fortunate in the coming of Mr. Willard Givens to the secretaryship. He will pro- vide a fresh and vigorous leadership. But if the Association is to perform its proper function, he must have the active and intelligent support of all of its mem- bers in fashioning new policies and in carrying them out—Jesse H. Newlon, director, Lincoln School, Teachers Col- lege, Columbia University. The Journal of the National Education Association of te: and resea woul sand that three ther the shou I wi ing ver) by | our teat to! wol an¢ sul dri an th an or pt ‘ion few that ition vith cial \s- The National Education Association As the Dean of a School of Education Sees It HE NATIONAL EpucaATIon Asso-_ fearless and independent in its position carefully defined so as to promote har- [cranes is numerically the strong- on all matters that have to do with the monious and cooperative relationships. est of our professional organizations interests and rights of children and we state organizations should find the of teachers as well as the best known, should not become obligated to any lay ® Association so cooperative and helpful and its program commendably stresses groups that may seek selfish advantages. that the building of strength for the As- research, leadership, and service. It , Fourth, the Association should be so sociation would be one of their principal would take more than the allotted thou- organized and administered as to enlist undertakings. sand words merely to list the activities in its service the best talent of the pro- Eighth, the Association should pro- that are now carried forward under these _fession. The policy followed by some or- ™ote unity within the teaching profes- three headings. In treating my topic, ganizations of naming all officers and 5107 and should ampnasing rr wee therefore, I shall place my emphasis on committees in terms of representation POS€S and common ideals eather than dif- the second part, what the Association for special interest groups, geographical Seneane. The ene eaN trend in the Ginec- should be. In considering this question 8788, OF 8 rewards for long service tion of classification of the activities of I wish to direct attention to the follow- Should be avoided insofar as possible 0 poatenginn a“ eee, Canentary, jee- ing nine proposals: and major emphasis placed on securing im oe oe high, on eee welled First, the Association should be a the best available talent of our profes- oa pa ty ane ys sper i very influential national body supported Sion for given places of responsibility. be seine oe pre! te pg si by the great majority of the members of _ Fifth, the Association should be very would be centered on Boe rather our profession; not a fraction of the ‘eSponsive to the wishes of its member- than on unifying purposes. The Asso- teachers, as it is at present. It is inspiring SHIP, a a peyeeinden dence vd —_ ciation should stress the unity of the pro- to reflect on the power and influence that the -— — ee sgereugetinid fession in so many ways that its mem- would be created by the active interest aggressive minority groups. Some care- }0. would be challenged by common and the paid memberships of approxi- fully conceived procedure for the fram- purposes and common problems mately one million teachers. Such a re- ing of policies and programs should be Ninth. the Association nal give sult cannot be attained by membership developed so as to prevent unwise com- major consideration to plans for estab- drives only. The Association must win mitments. Every new proposal should be _jjshing sympathetic and effective work- and hold the confidence of the profession adopted as the result of careful investi- jng relationships with national lay or- thru the effectiveness of its organization gation, thru discussion, and statesman- ganizations, especially those interested and the appeal of its constructive pro- like planning. in the promotion of educational and civic gram. «sixth, the Association should have the welfare. Our professional groups have Second, the Association should be so services of an adequate number of very remained aloof too long and the time has organized that its constitution and basic competent experts in fields of research, come when the interest of the school de- policies will represent the best planning service, and leadership. The permanent mands that new policies be developed in of our profession. It could scarcely be appointments to the headquarters staff the matter of relationships with lay said that the present constitution re- (raul be reserved for those who have groups. To do this will call for very in- flects the finest quality of planning in’ demonstrated unusual ability to serve telligent planning, because lay groups matters of organization. In fact, some of the profession. The funds of the Asso- are not likely to respond to a program the current criticisms of the Association ciation should not be spent in retaining that is not broad and generous in its im- may be traced to a lack of confidence in the services of those who are no longer plications. the effectiveness of machinery now pro- competent in terms of the most exacting Some readers may conclude that the vided. standards: the Association will be foregoing proposals are intended to be an Third, the Association should have a judged by the quality of the work of indictment of wer ‘ and former at licies broad and generous program of work _ its personnel and therefore the most ex- of the National Education Association, with special reference to the protection acting standards for appointment and but the writer does not desire to draw and promotion of the welfare of children retention should be enforced. wi! ouch jadictman » That it goer and young people, The teaching profes- Seventh, the Association should be einige eg" ap ene ye? fa ap ge sion has an obligation to safeguard the concerned with assisting state associa- sear sine ial fax - ans. @ are :* ys : special interests of those for whom tions of teachers and should avoid pol- going - ae (Caen ae _ . a8 Rene 3 43 : writer. Some readers may believe that schools have been established. The pro- cies or practises in competition with the hone anemansie ave immannible of nealien. gram, it is true, should include many Programs of state associations in gen- ti > “een ieee’ @ : eral. The fields of work should be ‘ion, ut I believe our teaching profes Ati ee st greater Pe ag ; sion is competent to build the best type vantages eachers aS a means 0 ; of organization and to direct its activ- increasing the value of their contribution ities to the furthering of the highest to the children’s development, but the ideals. Let us work together to such an Association’s program should always be end under the leadership of our new Sec- broader than matters of salaries, tenure, retary.—J. B. Edmonson, dean of the pensions, teaching loads, and related School of Education, University of problems. The Association should be Michigan, Ann Arbor. Volume 24, Number 3; March 1935 As HE NATIONAL EpucCATION ASSOCIA- TION is a body of idealism. This is the most important factor in the Association for without it nothing else matters. Great teachers have always been so intensely practical as to see that worthy ideals are the basis of all security and advance. There can be ideals without organiza- tion, for ideals go far beyond organiza- tion. No one familiar with the ten-foot shelf of Proceedings of the National Edu- cation Association can be unaware of the profound influence which the Associa- tion exerts on the ideals of American life. Generations of the finest men and women in America have poured their very lives into the upbuilding of Asso- ciation ideals. The ethical codes which have been per- fected by the National Education Asso- ciation and its constituent state and local associations are a fine expression of pro- fessional purposes and ideals. The National Education Association is a community of personal loyalty and de- votion, There are some who join any organization without appreciation of its meaning. But there are others who feel a real loyalty and who understand that only thru organization can they exert the widest influence in a coopera- tive age. Untold thousands of teachers every year make real sacrifices to keep up Association activities. This sense of loyalty reaches its high- est expression in the life membership lists of the National Education Association. Here are more than five thousand men and women who have signified life inter- est in the profession. They are working on its problems quite apart and beyond any benefit which they may derive per- sonally because they believe in the serv- ice of the schools and in the importance of enlightenment in human life. The National Education Association is a body of members banded together to increase their mutual helpfulness and to advance the cause of education. It has been growing steadily in numbers from the small beginnings which were made in Philadelphia in 1857 until it enrols one in five of the nation’s teachers. The Asso- ciation has held its membership amaz- ingly during these trying years. It is not large enough or strong enough to cope with the problems of today but it is grow- ing stronger and there is no other or- ganization of teachers that begins to 76 The National Education Association the Editor Sees It compare with it in members or working power. A new period of membership growth is probably just ahead. The re- cruits coming into the profession are bet- ter prepared and preparation counts. The National Education Association ts an organic union of local, state, and na- tional associations. It is the only such union in existence. The state, territorial, and local associations which compose the Association include in their membership most of the teachers of the nation. Only the most backward communities are un- represented. There may be adjustments to be made in the relationships between these three great areas of action, but the union is powerful and the mutual serv- ices which each of these groups extends to the others are fundamental to civic welfare. All must be strengthened. The National Education Association is a group of departments. There are twenty-four departments at the present time. The Department of Superintend- ence is the oldest and best known. The Department of Classroom Teachers is growing steadily in working power and importance. The elementary principals, organized in 1920, are a mighty force. The teachers colleges are growing in strength and in professional conscious- ness. The secondary school principals, still too loosely related to the Associa- tion itself, are doing important work. There are certain fields like higher education, recreation, and the fine arts which are inadequately represented by any department. The whole field of de- partment organization is one of the points where study is most needed. The National Education Association is a body of elected officers—members of the Representative Assembly, state di- rectors, members of the Executive Com- mittee and Board of Trustees, members of committees, officers of state and local associations. Over a period of years the Association will be as good as these offi- cers who are sent into positions of re- sponsibility by their colleagues. No one can estimate the amount of consecrated service which men and women thruout the nation have poured into their official duties, expecting no reward. There may occasionally be a self- seeker. Sometimes campaigns for office may be played up in newspaper head- lines to the neglect of more important matters, but considering the officers of our Association as I have known them personally for more than fifteen years, they have been fine men and women who were thinking not of self but of the Association and of humanity. The National Education Association is a headquarters staff. The headquarters staff of the National Education Associa- tion is a highly trained, experienced, and loyal group of men and women who can be counted upon to do their best for the Association. This staff represents every section of the country and every branch of the pro- fession. It has been built up steadily on the basis of merit and helps to give effi- ciency and stability to the many-sided activities of the Association and its de- partments. The staff is not large enough to meet the demands which now come upon professional organization. It can be increased only as an increased member- ship makes possible a larger budget. The National Education Association is the greatest clearinghouse in the world for educational information and ideals, Its Proceedings, Research Bulletins, com- mittee reports, and JOURNAL reach far and wide. THE JOURNAL goes to every member and to many laymen. American Education Week, school news, and radio programs span the country. Each year the voice of the Association carries farther and commands a wider influence. The National Education Association, and the state and local associations of which it is composed, are powerful agen- cies for social interpretation. The National Education Association is an instrument of democracy. Organ- ization is not an end in itself but a means to an end. The Association is worth just the difference it makes in the lives of people. These are times of change and uncertainty. It may easily be that the next ten or twenty-five years will shape the pattern of democracy for two or three centuries to come. If there were no all- inclusive organization to represent the teachers, it would be necessary to go out and form one and no organization formed overnight could have the power, the carefully developed program, or com- mand the influence which is necessary to meet the needs of this hour. Demo- cratic ideals are more secure today be- cause they are practised by the organized teachers of America. Let us build our or- ganizations still better until every teacher is eager to do his part. —Joy Elmer Morgan. The Journal of the National Education Association H pill fo sent t lic scl they ‘ niture other great free s for ¢ supp child of hi in th have a wh muc A scrik in c a lo the prin ents cost tab icit fac hac it. | Pu on ars, men the Nn. is ters Cia- and can the 1 of yr o- On effi- ded de- ugh yme er- ion The Battle for Free Schools OW MUCH does it cost to operate H your school for a term or a year? How is this amount paid? Isa bill for tuition and other school expenses sent to the parents every year? Our pub- lic schools are not “free” in the sense that they cost nothing. School buildings, fur- niture and equipment, instruction, and other necessary school provisions cost a great deal. Why, then, do we speak of free schools? We do so because we pay for our schools from the public funds supplied by general taxation so that any child of school age may attend regardless of his parents’ wealth or poverty. Only in this sense are our schools “‘free.”” We have had such schools in the nation as a whole only a relatively short time—not much longer than one person’s lifetime. A previous article in this series de- scribed the way schools were supported in colonial times. In those days and for along time after the Revolutionary War, the education of children was considered primarily the responsibility of their par- ents. If parents were not able to pay the cost of their children’s schooling, chari- table agencies sometimes made up the def- icit. This plan was uncertain and unsatis- factory, for an education given by others had the stigma of “‘charity” attached to it. In New England, thru the desire of the Puritans that every child should learn to tread the Bible, the town [which in the early days of the colonies was governed by the church] began to help the schools in various ways. Towns would sometimes add the rent from public land or from a tax levy to the amounts raised by tuition fees or by charitable gifts. Occasionally a town would favor the method of public taxation. The first town to have a school supported in this way was apparently Dedham, Massachusetts, in 1649. Ded- ham’s quaint old schoolhouse was the first sign of a great movement in this country. It was more than two hundred years ahead of the rest of the nation in its method of school support. According to the town records the schoolhouse was “built together with a watch house, the length 18 foote, the wideness, 15 foote; two convenient windows in the lower room & one in the chamber.” The “watch house” was built with “open windowes so that the watch might have an aspect 4 severall ways.” This schoolhouse stood in the center of the little town on the vil- lage green. Volume 24, Number 3; March 1935 The existence of a few tax-supported schools, however, does not mean that all towns took responsibility for the educa- By permission of Macmillan Co., publishers Wwe free schools began. This old schoolhouse at Dedham, Massachusetts, housed the first school in America to be sup- ported wholly by public funds and taxation. tion of all children; neither does it show a carefully thought-out plan for the sup- port of public education. However, by one means or another, the colonists, especially in New England, had made a fair start toward establishing public schools when the Revolutionary War be- gan. This war almost destroyed the schools. In cities occupied by the British, schools were entirely closed. The energies of the people were directed toward politi- cal independence. Elementary schools were neglected. Latin schools, academies, and colleges were practically deserted as boys and young men left school to join the army. The eight long years of war drained the meagre resources of the nation. Thus the new nation had a bad start in the matter of education. Most of the people then lived in the country, many of them on the frontier. They had little ready money to pay for schools. In the cities, and to some extent in the country also, class distinctions per- sisted. According to this way of thinking, man, as such, was accounted but little. His value was measured in terms of his wealth and social rank. The wealthy “upper” classes could have the best in education that the times afforded because they were able to pay for it. The educa- tion of the masses of the people was not considered essential. They were to be governed, not to govern. They were to do the hard work. The only education pro- vided for the children of the poor was a pauper education of the most rudi- mentary sort. The elementary education of the poor child “had no vision of further intellectual training and, at its best, it ended in apprenticeship to some trade.” Only the children of the upper classes were prepared to enter the more ad- vanced schools which opened the way to the professions and the best positions. Moreover, the poor came to accept many of their hardships as a normal part of their existence. They felt little need for “book learning” in their work and often did not particularly resent the poor kind of education provided them. If their shabby little schools had disappeared en- tirely they would not have felt it a great loss. Their meagre education unfitted them to see the possible benefits of more of it. Even after the War for Independence had been won and the principles of de- mocracy had been widely accepted it was some time before the people as a whole understood the real meaning of the change. The more conservative states were cautious about granting the right to vote to those who owned no property or who did not have some other qualifica- tion which met the approval of the gov- erning classes. Only a few great leaders saw the full meaning of the terms “lib- erty” and “equality” as used in the new democracy, These leaders realized that more and more the masses of the people would come to have a voice in the gov- ernment, and then, education for all the people would be a necessity if the govern- ment were to survive. In an address to Congress Washington said: Knowledge is in every country the surest basis of public happiness. In one in which the measures of government receive their impres- sions so immediately from the sense of the com- munity as in ours, it is proportionably essential. And in his Farewell Address he advised the people thus: Promote, then, as an object of primary im- portance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion be enlightened. Thomas Jefferson also warned the people who had but lately won their in- dependence: If a nation expects to be ignorant and free in a state of civilization it expects what never was and never will be. The functions of every government have propensities to command at will the liberty and property of their constit- uents. There is no safe deposit for these but with the people themselves; nor can they be safe with them without information. 77 But the vision of education for all was slow in reaching the people, and had not new economic and social forces entered into the situation, sweeping away old traditions and making the need for edu- cation more imperative than ever before, it is hard to say how long it would have been before we could have established public schools. Many of the stimulating factors in the progress of education in this country can be traced to two great developments which were beginning to make themselves felt toward the end of the eighteenth century and were increas- ing in influence thruout the nineteenth. These were: [1] the movement of large numbers of people toward the West, and [2] the industrial revolution. At the time our national government began, approximately one-third of the total population lived far away from the settlements along the seacoast. Soon new states were carved out of the territory which they had cleared and settled. The economic and social equality of the frontiersmen tended to foster political equality also. Hence, the new states which were united to the original thir- teen, were inclined to be liberal in extend- ing the right to vote. The older states followed their example in this respect and soon the number of voters was increased enormously. Many of them were unedu- cated outside of what they had learned from experience and observation on the frontier, and the need for more generally diffused knowledge and information be- came acute. However, it was often the case that the new voters from the rural districts were not as conscious of their need for education or of the dangers which threatened the government from wide- spread ignorance as were the better edu- cated people of the cities. Conditions in the more thickly populated places had always been more favorable to the growth of schools than in the open coun- try where the people were so widely scat- tered that it was next to impossible to organize them into anything resembling a system of education. Furthermore, the invention of machinery for manufactur- ing cloth, shoes, and other articles sud- denly made the need for schools in the cities greater than before. Under the fac- tory system, working men found it neces- sary and possible to make their united voices heard in favor of publicly sup- ported education. Many of the people who worked in the new factories were poor and could not send their children to school. Their children either went to work in the factory at an early age with- 78 out any thought of attending school, or ran in idle, mischievous groups about the streets. Thoughtful people soon recognized the danger to society should such conditions continue. As usual in educational matters at that time, people turned first to the churches. The churches responded by organizing Sunday schools, where for one day in the week the poor children could be taught the rudiments of learning—reading, writ- ing, and arithmetic, and the fundamen- tals of morality. Sometimes all the churches in a community united their efforts in founding a Sunday school. However, the Sunday schools soon re- duced their teaching to an hour or so of religious instruction on Sunday morn- ing, and philanthropic societies began to play an important part in the education of the poor. Baltimore had at least six such societies by 1817; Philadelphia had the Society for Free Instruction of Female Children, the Society for the Establishment and Support of Charity, and the Association of Friends for the Instruction of Poor Children. New York had several such organizations, the most important of which was the Free School Society organized in 1805. De Witt Clin- ton, then mayor of New York City and always an ardent friend of education, was its president. One of the most im- portant contributions of this Society was in the development of group instruction. An Englishman named Joseph Lancaster had developed a method by which a large number of children could be taught at one time. First, he taught a lesson to the older and more capable children of the group, who in turn taught the lesson to the younger and the slower children. The pupils who thus aided in teaching were ’ called ‘‘monitors.””’ Each monitor had charge of about ten pupils. Today we recognize a number of disadvantages jp the “monitorial” system which were not sO apparent at the time because it was such a vast improvement over the usual clumsy and inefficient attempts to apply individual methods to group instruction, The decreased expense of the Lap. castrian system was a special point in its favor and the plan was soon adopted by a number of the larger cities as q means of teaching poor children. The Free School Society was enthu- siastic over the new method it had adopted; the public was pleased with the results; and the state legislature granted a portion of the state school money to the Society. It was not uncom. mon at that time for state legislatures to give money to schools which were private or religious enterprises but in this case a controversy arose. Many people who did not send their children to the So- ciety’s schools felt that they had a just claim to a part of the state school money; yet they did not benefit from that portion of it given to the Society. They sent their children to private schools and paid their expenses out of their own pockets. Upon this complaint, the Society arranged that children who were able should pay a small fee to attend their schools. Still the new arrangement was far from satis- factory. Independent and dependent children in the same schoolroom soon de- veloped an unfortunate “class” con- sciousness. However, this situation con- tinued until 1842 when the legislature created a City Board of Education and established real public schools. Thus the New York Free School Society shows how such organizations became the fore- Courtesy of Houghton Mifflin Co. ° — MECHANICAL ORGANIZATION of this big Lancastrian schoolroom reminds one of a fac- tory. These schools, however, showed some ways by which class teaching could be improved and they helped to prepare the way for public schools of the modern type. The Journal of the National Education Association runners taxatio How state Ss schools grew | other, nected of the than t The 0] tween latter chuse Boar¢ Unite and s delibe man vesti; A yo Man was | prof vote whic port a su and I the fror of E tric sch | legi Wh sar tio! the Y We eS in en t Was usual apply tion, Lan. nt in )pted nthu- had with ature choo! com- es to ivate Case who - So- just ney: ‘tion their their Jpon that ya | the atis- lent . de- con- con- ture and the Ows ore- runners of public schools supported by taxation. However, the real pioneer work for a state school system and tax-supported schools occurred in Massachusetts. Cities grew faster in this state than in any other, and the larger cities were soon con- nected by railroads. The school systems of the new large cities were much better than those of the outlying rural districts. The opportunity for close comparison be- tween the two caused the defects of the latter to stand out. In 1837, the Massa- chusetts legislature appointed a State Board of Education—the first in the United States—to investigate conditions and suggest improvements. The Board deliberated carefully before choosing a man to do this important work of in- vestigating and improving the schools. A young lawyer by the name of Horace Mann was finally selected. Altho Mann was rapidly gaining success in his chosen profession he readily gave it up to de- vote all his time and energy to a work which seemed to him of greater im- portance—establishing good schools on a sure foundation for all children, rich and poor, to attend. In the main, the rural schools were the most difficult problem which con- fronted the new Secretary of the Board of Education. The small local school dis- tricts had gradually gained control of the schools and in 1789 the Massachusetts | legislature had legalized their authority. While this was a step—perhaps a neces- sary one—away from church domina- tion of the schools, it certainly added to the already numerous difficulties in the way of unifying these scattered schools into a single state system of education with the proper balance between state and local control. This was the first task of the new State Board of Education and especially of its Secretary, Horace Mann. Under district control the schools of Massachusetts had declined. Provisions for schools could hardly have been worse. Terms were short, teachers unqualified and poorly paid, school buildings in- adequate and almost totally lacking in equipment. People of means sent their children to flourishing private schools which threatened to displace public edu- cation completely. Horace Mann recog- nized the evils of the district system and tried to awaken the people to a realiza- tion of the situation. In one of his lec- tures to them he said: “These schools at the present time are so many independ- ent communities, each being governed by its own habits, traditions, and local cus- Volume 24, Number 3; March 1935 toms. There is no common superintend- ing power over them; there is no bond of brotherhood or family between them. Courtesy, Dr. Zenos E. Scott, Teachers College, Bridgewater, Mass. resident, State ORACE MANN, leader of the Educational Revival in America. This mural from the auditorium of the Bridgewater, Massa- chusetts, Teachers College shows Mann with the principal and the first three students of the first American public normal school. They are strangers and aliens to each other.” He urged the people to support a broad educational system. ‘“Educa- tion,” said he, “must be universal. It is well, when the wise and learned discover new truths; but how much better to dif- fuse the truths already discovered amongst the multitude.” Mann described to the people the wretched conditions of their schools: “I have seen many schoolhouses in cen- tral districts of rich and populous towns, where each seat connected with a desk, consisted only of an upright post or pedestal, jutting up out of the floor, the upper end of which was only about eight or ten inches square, without side- arms or back-board; and some of them so high that the feet of the children in vain sought after the floor. They were beyond soundings. Yet on top of these stumps the masters and misses of the school must balance themselves, as well as they can, for six hours a day. ... Just before my present circuit, I passed a schoolhouse the roof of which, on one side was trough-like; and down towards the eaves there was a large hole; so that the whole operated like a tunnel to catch all the rain and pour it into the school- room. At first I did not know but it might be some apparatus to explain the Deluge. I called and inquired of the mistress, if she and her little ones were not some- times drowned out. She said she should be, only that the floor leaked as badly as the roof, and drained off the water.” After six years of hard work among the people, trying, by means of lectures, reports, and articles in his Common School Journal, to revive the declining schools of his state, Mann was exhausted in body and spirit. He decided to go to Europe to regain his health and seek new and better ways in education which could profitably be applied to American schools. He found that the teachers of Europe had a wealth of new ideas about schools and children. Thru the influ- ence of such men as Rousseau and Pes- talozzi, teaching had been greatly improved in many countries. Child na- ture was beginning to be recognized as the basis of education. Rousseau had flatly contradicted the Puritan belief that all children were evil by nature. All children were good by nature, he de- clared, and added that schools should try to preserve and develop this good. Pes- talozzi, who lived in Switzerland many years before Horace Mann visited Eu- rope, had learned much about child nature from actual experience with chil- dren. Pestalozzi had gathered together a number of poor orphan children who were rapidly becoming beggars and thieves, and tried to make respectable citizens of them. He took them into his home and taught them with his own little son. This wise and kindly teacher insisted that understanding of what was taught must come first. It was the general practise at that time for children to be forced to read meaningless words. “Lead your child out into na- ture, teach him on the hill-tops and in the valleys,” said Pestalozzi. “Teach him absolutely nothing by words that you can teach him by the things them- selves; let him see for himself, hear, find out, fall, pick himself up, make mis- takes; no word, in short, when action is possible.” He advocated the kindly treatment of children. “A wise liberty,”’ said he, “induces the child to keep his eyes and ears open, and makes him happy and even-tempered.” Such ideas were the direct opposite of those generally accepted at the time and their appli- cation to practise in the schoolroom wrought a much-needed change in the schools of Europe. Mann traveled about from school to school in a number of European coun- 79 tries and noted all methods which he thought better or worse than the way American schools were conducted. When he came back he wrote and printed a report of what he had observed in the hope that those interested in educa- tion in this country would find it help- ful. The schoolmasters of Boston took the report as a criticism of their work. They struck back savagely. Other ene- mies joined the schoolmasters against the Secretary of the Board, the Board of Education itself, and the whole plan for public education. Among these were the wealthy who feared that their taxes would be increased; owners of private schools who saw a falling off in the num- ber of their pupils should public schools be established; conservative people who dreaded change and who thought that, after all, the “old ways” were best; and ministers of churches, who saw the end of church control of schools if they be- came publicly supported by taxation. From all sides this formidable array of enemies attacked Mann and his plan for free schools. The battle raged from platform, pul- pit, and press. It was the great crisis in the life of the public schools. The op- ponents of public schools declared that most people did not deserve educational opportunities and would not appreciate them even if they were given. They feared that general education would make the common people dissatisfied and rebellious. They said that it was no more defensible to tax a man for edu- cating his neighbors’ children than to take a man’s horses to plow a neighbor’s field. The taxes required for support- ing general public schools would, they said, bankrupt the country. Education of the children of the poor was a fine thing if kept on the charitable basis, but they were unwilling to admit the right of every child to an education. Besides, they asked, by what right does the state assume to interfere between a parent and his children in the matter of educa- tion? The friends of public schools replied that the cost of public education would be more than recovered by increasing efficiency and production and by a bet- ter distribution of the nation’s wealth. In a republic, they said, class distinctions in education were dangerous and illog- ical. Ecucation in a democracy, they argued, is a natural right of all future citizens and the provision of that educa- tion is nothing more or less than an act of national self-preservation. They par- ticularly condemned the charity-school 80 idea as cruel, offensive, undemocratic, and stupid. The friends of the common school under the leadership of Mann finally won out and Mann became the acknowl- edged leader of the great Educational Revival. The state school system be- came an established fact and schools began to take a new lease on life. Other states soon fellowed the example of Massachusetts. In Connecticut and Rhode Island, Henry Barnard led the revival of education and _ established state-supervised school systems in both states. By the middle of the century the principle of governmental responsi- bility for public education became ac- cepted in most of the northern states and from that time on it has continued to prevail thruout the nation. The first schools which grew up under the supervision of the state provided only primary and elementary education. Private academies were founded for more advanced studies, such as algebra, chem- istry, and history. “Boarding schools” also sprang up to train the daughters of the wealthier people in special ‘‘accom- plishments.” Their offerings may be judged by the following advertisement which appeared in the Virginia Gazette in 1772. E. Armston [or perhaps better known by the name of Gardner] continues the School at Point Pleasant, Norfolk Borough, where there is a large and convenient House proper to accom- modate young ladies as Boarders; at which school is taught Petit Point in Flowers, Fruits, Landscapes, and Sculpture, Nun’s Work, Em- broidery in Silk, Gold, Silver, Pearls, or em- bossed. Shading of all kinds in the various works in vogue, Dresden Point Work, Lace ditto, Catgut in different Modes, flourishing Muslin after the latest taste, and almost elegant pattern, Wax-work in Figures, Fruit, or Flow- ers, Shell ditto, or grotesque, Painting in Water Colors, or Mezzotinto; also the Art of taking off Foliage, with several other embellishments necessary for the Amusement of Persons of Fortune who have Taste. Specimens of the Sub- scriber’s work may be seen at her House. .. . Reading will be her peculiar Care; Writing and arithmetic will be taught by a Master prop- erly qualified; and if desired, will engage profi- cients in Musick and Dancing. Such was the course of study of the fashionable boarding school for “young ladies.” With the coming of the Edu- cational Revival the opportunity for girls and women to study in schools of higher learning was obtained thru the work of such women as Emma Willard and Mary Lyon. Even handicapped children were not forgotten in this period of broad extension of educational privi- leges. The work of Thomas Hopkins Gallaudet for the deaf and of John Fisher for the blind gave these unforty. nate children the opportunity to secur an education. The acceptance by the states of th responsibility for elementary and pr. mary education was soon followed }y a demand for publicly controled high, schools. In some states, legislature made provisions for highschools and here and there boards of education fo. lowed the practise of levying taxes for their support. Finally the right of th legislature to tax the people for the support of highschools was tried by a Michigan court in what is known 4; the Kalamazoo case. The judge rendered a decision in favor of tax-supported highschools “for all classes of the com. munity, as good, indeed for the poorest boy of the state as the rich man can furnish with all his wealth.” This was another triumph for free schools. The opportunities for education were greatly extended by this decision. Finally the state university was added to the edu- cational ladder. The resulting system is much more in keeping with American ideals than would a system which provides different classes with a different kind of education. Under the latter arrangement the door to the most desirable places in life is soon closed to the child of the less privi- leged classes. We might easily have had such a plan in this country had it not been for those who defeuded thru a heated battle the rights of every child, rich and poor, to an education. They established for us our system of public schools, free from the stigma of charity and free from sectarian domination. Their work is done. They have placed the public school in our hands. High hopes were held out for what the public schools might achieve. In the words of Horace Mann: The Common School is the greatest discovery ever made by man. . . . Let the Common School be expanded to its capabilities, let it be worked with the efficiency of which it is sus- ceptible, and nine-tenths of the crimes in the penal code would become obsolete; the long category of human ills would be abridged; men would walk more safely by day . . . prop- erty, life, and character held by a stronger tenure; all rational hopes respecting the future brightened. The task for teachers, pupils, and the public today is to develop and improve the schools until they justify the faith and vision of those who established them a century ago.—This is the fifth in a series of articles by Charles A. Beard and William G. Carr, dealing with the history of the schools. The Journal of the National Education Association YW an ut W evi And gq cal Dr. of vis posses boy 0 Illino shoul to tal of aff boyh he he sacri ideal got | in th and and A four pers brog shot boy tion inte stat bra cial Tur hin yi il b } ' t ( forty, ECUrY f the | pri- d by high. tures and n fol. S for f the r the by a M as dered Orted com- orest 1 Can 3 Was The eatly y the edu- more than erent ition, door ife is Drivi- > had t not ru a child, They ublic arity ition. laced High ublic ds of Overy mmon . it be S sus- in the » long ; men prop- -onger future 1 the yrove faith them in a eard with iation Augustus O. Thomas An Appreciation of a Great and Kindly Man no more of roaming; All roads and the flowing of waves and the speediest flight he knows, But wherever his feet are set, his soul is for- ever homing, And going, he comes, and coming he heareth a call and goes.” H’ WHOM a dream hath possessed knoweth Dr. Augustus O. Thomas was a man of vision. Thruout his whole life he was possessed of a dream. As a country boy on a little farm in Mercer County, Illinois, he dreamed of the day when he should secure an education and go out to take an honorable place in the world of affairs. Born during the Civil War, his boyhood was influenced by the stories he heard of President Lincoln who had sacrificed his life in defense of a great ideal. And so Dr. Thomas worked hard, got his education, and went out to teach in the country schools of his native state and of the neighboring states of Iowa and Nebraska. After a time this country teacher found his dream of selfdevelopment and personal success had changed to a higher, broader vision of the opportunities which should be made available to all rural boys and girls. And so he left his posi- tions first as teacher and then as super- intendent of schools to build up a great state teachers college at Kearney, Ne- braska. Here he gave his attention espe- tially to the boys and girls from the tural sections of the state who found in him the same inspiration and idealism which he had discovered in the great leader, Abraham Lincoln. Once again Dr. Thomas’ vision of service led him to desire a broader field of usefulness. He went from Kearney to become State Superintendent of Public Instruction in Nebraska. By this time he had become known all over the United States as an expert in the field of rural education. Meantime across the country in the state of Maine, W. W. Stetson and Pay- son Smith had been hard at work, build- ing up a better type of education for the boys and girls of the great rural state of Maine. In 1917, Payson Smith had taken the position of Commissioner of Educa- tion in Massachusetts, and Maine was looking for a man to carry on Dr. Smith’s ideal of equal opportunity for the country child. The position was offered to Dr. Thomas, and at the age of 54 he left his old friends in the west and went to Maine Volume 24, Number 3; March 1935 where every face and every community was new to him but where his high ideals and vision of what a state should give Augustus O. Thomas, 1863-1935 its country children were the same. The man himself, thru rich experience, had developed into a strong and compelling personality. He built on the solid founda- tion erected by his predecessors in Maine and brought the schools of that state to a high point of efficiency. In 1920 Dr. Thomas was elected chair- man of the Committee on Foreign Rela- tions of the National Education Associa- tion. Once more a vision came to him of what it would mean to boys and girls not only in rural communities but every- where, all over the world, if international relations of peace and goodwill could exist between them. He dreamed of a great World Federation of Education Associations where men and women of all nations should come together in har- mony and peace. “Peace! and no longer from its brazen portals The blast of War’s great organ shakes the skies ! But beautiful as songs of the immortals, The holy melodies of love arise.” And so in 1923 at San Francisco, in- spired by this man with a dream, was born the World Federation of Education Associations. After eight years as Presi- dent and leader of the Federation, Dr. Thomas became its Secretary-general, which position he held at the time of his death, January 30, 1935. Since its organization twelve years ago the WFEA has held biennial meetings at Edinburgh, Toronto, Geneva, Denver, and Dublin. Dr. Thomas’ courage and vision, often in the face of discouragements and crit- icisms had brought together educators from every civilized country of the world in harmonious conclave. “That best portion of a good man’s life, His little, nameless, unremembered, acts Of kindness and of love.” Dr. Thomas possessed another quality that is not always found in men who have vision and courage. I think he was the kindest man I have ever known. In the midst of his busy life, no person, however unimportant, sought his help in vain. In the hour of bereavement and trouble he was the first at the door with words of consolation and tangible evi- dence of his sympathy. However im- portant the great enterprises his vision led him to develop, he would drop them all at a moment’s notice to go to the little rural home where death had entered, or he would give an entire afternoon to some country superintendent about to lose his courage because of the impos- sibly difficult conditions under which he was working. As a public speaker Dr. Thomas had few equals. Blessed with a magnetic per- sonality and a remarkable voice, he held the attention of thousands of people wherever he lectured. Not only did his audience listen spell-bound to his elo- quence, but they left the hall inspired by his dream of service, resolving to make their own lives count for more to their fellowmen. “He whom a dream hath possessed knoweth no more of sorrow, At death and the dropping of leaves and the fading of suns he smiles, For a dream remembers no past and scorns the desire of a morrow, And a dream in a sea of doom sets surely the ultimate isles.” —Florence Hale, president of the Na- tional Education Association, 1931-32. | Miss Hale, who was state director of rural education in Maine during Dr. Thomas’ state superintendency, is pecu- liarly fitted from her rich experience to write of his life and work. ] 81 An Evening With the Magazines school which aims at happiness for its pupils fail to equip them with knowledge and discipline which will be essential to them in adult life? “Yes,” said Carl Joachim Friedrich, writing in the October Atlantic Monthly. “No,” says James L. Mursell, taking issue with Mr. Friedrich in a defense of modern education in the Atlantic Monthly for January. To the claim that the progressive schools achieve less in the way of solid mastery than conventional schools, Mr. Mursell replies: “The very reverse is true. Competent and sufficient investiga- tion unquestionably reveals that pro- gressive methods produce not only hap- piness, but also more effective learning. Why this is so I can show by a very simple illustration. My little daughter happens to be weak in her multiplication tables. Her school has very skilfully created situations which lead her to de- sire to be able to multiply. . . . She is learning her tables well because she is learning them happily.” But what about discipline? Will the modern school unfit the child for sub- mission to the controls of modern so- ciety? Mr. Mursell doubts the value of mere submissiveness, denies the assump- tion that discipline is achieved when dis- agreeable tasks are performed under compulsion. He believes that discipline arises out of the very conditions of achievement in life. “It begins only when we set before ourselves some intelligible aim, and muster our resources to attain it, and subject ourselves to the neces- sary labor... . “Certainly I do not want my daughter to grow up a wild and unhappy radical. . . . But neither do I wish her to be a submissive creature, worshipping author- ity... . I think she has the best chance for an effective life if she becomes in- telligently . . . cooperative with the so- cial controls which surround her. " i sent AND HApPpINEss—Does a Politics and the Schools—“The public ought to be deeply concerned for quality in the teaching staff, as the chief factor in whatever value it receives in return for taxes spent on public schools.” This statement is the keynote of an article in the February North American Review, by Henry W. Holmes, dean of the Graduate School of Education, Har- vard University. 82 Mr. Holmes calls attention to the growing efforts of politicians to bring local favoritism into the appointment and HREE Hunprep YEARS—‘“Despite . . « handicaps . . . the public schools have steadily gone ahead for three full centuries of time. Education is more liberal. The schools are more democratic, with elected student coun- cils giving youngsters themselves a voice in school policy that starts early training for the larger duties of citizen- ship. The highschool curriculum is constantly expanding too. . . . The Boston Latin School three hundred years ago offered a handful of boys the Latin classics as their preparation for living. Today twenty-three thou- sand highschools, with a quarter of a million teachers and administrators, are training nearly six million boys and girls to be useful citizens. They are the greatest bulwark that we have against oppression, revolution, and commun- ism.”—Editorial, Loring A. Schuler, Ladies’ Home Journal, January 1935. promotion of teachers in public schools. An immediate method of attack against political interference, he suggests, is to insist that all new teachers be graduates of reputable training institutions. For a more fundamental attack on the problem, Mr. Holmes says that we need a better general understanding of teach- ing as a professional service: “Unless teaching is made, kept, and popularly understood to be professional work of considerable difficulty, complexity, and importance, dependent for its adequate accomplishment on technical competence and social understanding at least some- what beyond the capacity of the average person, we shall never oust politics from the schools. . . . The great task is to make the whole people realize effec- tively, even if vaguely, that a teacher, like a judge or a priest, is an expert on whose proper discharge of his duties the maintenance and advancement of civi- lized life in part depends. . . . Teach- ers, in their professional organizations, should insist on the highest standards of education and professional training for the filling of their own ranks. ... If the teachers of America are sincere in their professional purpose they will not seek to create new jobs for them- selves or protect themselves, against the interests of the community, in the jobs they hold. . . . If teachers want an ip. dex of their progress toward the try standing of a profession, they might fing it in the extent to which their associa. tions are intrusted, as in medicine and the law, with the formulation and safe. guarding of standards for entrance into practise.”’ Homework: Bond Between Home and School—Homework finds a cham. pion in the editor of the Delineator; Child Training Department, Marion M, Miller. Writing in the February issue of the magazine, she says: “Some parents hope for the happy day in the future when homework will no longer exist, | do not. I hope for the day when teachers will be better trained in the technic of devising homework, and when parents will look upon it as a connecting link between home and school.” To the question “Whose responsibility is the child’s homework?” Mrs. Miller replies that father and mother, teacher, and child must each contribute some- thing. First, parents must plan for the physical aspects of study—proper light, quiet, and freedom from distraction. “No child thinks a job is worthwhile unless convinced that her mother thinks so too. . . . When parents really come to think of homework as a desirable part of well-rounded school life—the one part which, with the least effort, can keep them in close touch with that whole area of the child’s life when he is under other guid- ance ... they will quickly find a time and a place for it as they do for other things that seem to them valuable and important.” Second, teachers must take time and care to make assignments of homework so clear that the child will know just exactly what is expected of him. “The assignment of homework is a_highly skilled aspect of teaching which is too little understood by many teachers.” And third, for the pupil, “the matter is largely one of attitude. He must know . .. that there are no sharp divisions or departments in his life. School and home are closely intertwined. . . . Home preparatioi is not an extraneous demand imposed on him, but rather an important and essential part of a well-integrated school life.” —Hazel Davis, Educational Re search Service, NEA. The Journal of the National Education Association thir the tate sen’ and the pro whi tive Ea oth hor anc bee up hu is con anc tiv’ ma twe ing sav hat adi yee 1 in. true find ocia- and safe. into Ome ham- tor’s n M. ue of rents uture ist, | chers ‘ic of rents link bility Miller icher, some- r the light, . “No unless ks $0 me to art of » part y them of the guid- 1 time other le and e and ework v just “The highly is too a” matter | know visions ol and Home lemand yortant grated il Re sociation Mother, What Can I Do? FRANK K. REID Principal, Roosevelt Intermediate School, Wichita, Kansas OTHER, what can I do?” ask M millions of boys and girls just out of school. “Go find some- thing to do but do keep quiet,” return the distracted, puzzled, and often irri- tated mothers. Summer vacation pre- sents perplexing problems to mothers and dads, but often more serious ones to the children. Stop for a moment to consider the problems of 26,000,000 boys and girls, who have had nine to ten months of ac- tive, busy, and well-regulated living. Each day they have met hundreds of other children; their tasks have included home study as well as daytime work; and ‘‘Early to bed and early to rise” has been the rule. These boys and girls wake up one morning in June and there is no hurry to get up. They arise, but breakfast is probably delayed until ten. Then comes the question, “Mother, what can I do?” In practically every case “can” and not “may” is the correct verb. Ac- tivities are few; money is scarce. How many adults do you know who can use a two-weeks’ vacation period without chas- ing over seven states, spending the years’ savings, and returning completely ex- hausted? What would happen if these adults had three to four months each year for vacation? The summer waste of time and oppor- tunity, not to mention the accumulation of negative results, has long stood as one Los Angeles, Calif. Volume 24, Number 3; March 1935 “Go find something to do but do keep quiet.” of the most compeling challenges of the educational world. The summer vaca- tion from school work was originally made in order that all “hands” might ae While recreation properly includes physical activity, its meaning must be greatly enlarged. labor. We still have the vacation but nothing to do. The answer to this challenge has been found, in part at least, in a recreational summer school, planned and directed by the writer for the first time during the summer of 1934 in Wichita, Kansas. This city has about six and one-half millions invested in school buildings, ap- proximately 25,000 school children, and 700 teachers. All are idle during three and one-half months each year. The an- swer to “What can I do?” was locked in the woodwork shop, in the art and dra- matics rooms, in the school library, in the music rooms, in the laboratories, in the dry swimming pool, and in the idle tennis courts. The common interpretation of recrea- tion limits it to games, physical activity, and contests. If “recreation” is to meet the problems of leisure time, its meaning must be greatly enlarged. Music, art, reading, woodwork, drawing, electricity, dramatics, science, and many other sub- jects are without question as vital to a complete program as is the physical. All must be included. These last mentioned phases can all be made available only by the schools, and with little or no added expense. This would seem to imply that the schools must become a part of the general scheme to provide year-round recreation. The board of education granted per- Chicago, Ill. 83 mission to conduct a recreational summer school in the Roosevelt building and to use the swimming pool and tennis courts of the Wichita Highschool East, provided it incurred no expense to the board. The plan as submitted to the board proposed to offer to the pupils non-credit courses in woodwork, art, dramatics, electricity, band and orchestra, clothing, Oakland, Calif. Chicago, Ill. A few of the answers to “What can q do?” y foods, chemistry, typewriting, swimming, tennis, golf, baseball, and such other subjects as the demand would justify. No set course of study was to be fol- lowed; no rigid entrance requirements were to be had; no grading or testing was to be done; and attendance was to be left entirely to the pupil. Credit work was to be offered also to those who wished to make up back work or to advance themselves. It was proposed to hold an eight weeks’ session of three periods of one hour and twenty minutes each, five days per week, Thise session of forty days, or 120 pe. riods over eight weeks was to be offered on a flat tuition charge of $5 per pupil, The pupil might take one, two, or three subjects, not more than two of which could be for credit. From the charge of $5 per pupil, all expenses and teachers’ salaries must come. Nobody got rich. But would people pay money to send their children to school to do work and then get no credit for it? They did not have to send them; they came. More than 500 enroled. Everything indicates two or three times as many next year, The school as planned had four distinct objectives; recreational, cultural, explor- atory, and academic. Two or more of these were realized thru practically every offering. The first objective was especially out- standing in what was termed the recrea- tional courses, These were open to both boys and girls, and consisted of swim- ming, tennis, golf, archery, baseball, and tether ball. While these strongly stress the recreational phase, with the 230 boys and 150 girls they made possible other results. For example, practically every boy who finished the course was able to swim sixty feet, with one or more dif- ferent strokes. Not so large a percent of the girls could swim this distance, altho approximately 65 percent qualified. A large part of the group met the test of more than half of the thirty-nine accom- plishments for swimmers. The course was a combination of instruction and play. Band, orchestra, dramatics, and art might be classed as the leaders in the cultural field. The board of education owns more than two hundred musical in- struments. These were brought together to be used by the pupils who did not - own instruments. Advanced work was given to a group in orchestra and an- other one in band. More than ninety be- ginners took the first course. Two plays were offered by the dramatics class to the entire school and to the patrons. The advanced orchestra and band gave one outdoor evening concert for parents and friends. More than sixty boys and girls did work in art. This type of school offers unlimited op- portunities for the thing that educators have been seeking but up to date finding little. That thing is exploration. Explora- tion is the opportunity to contact a sub- The Journal of the National Education Association ject judg final tion witk offel N enr¢ nun mac zine Nin com gree to V dan sist esse mal tral oth exp try wet jec ince eks’ and eek, ered upil, hree hich e of 1ers’ send and not Tore ates ear, ‘inct lor- e of -ally out- rea- both vim- and tress boys ther very le to dif- rt of iltho st of ators ding lora- sub- ration ject so as to know enough about it to judge wisely before having to make a final choice in the educational or voca- tional fields. Here this is made possible without penalizing the regular school offerings. Ninety-three boys and three girls were enroled in woodwork. Only seven of this number did the course for credit. They made everything from toys and maga- zine racks to large canoes and kayaks. Ninety-five enroled for typewriting. Ac- complishments here ranged thru all de- grees. A very large percentage were able to write satisfactorily. All knew the fun- damentals and had discovered that con- sistent effort and steady practise were essential. About forty-five boys learned many mysteries of the radio, the battery, transformer, soldering iron, and many other things in the electricity course. The most outstanding attempt in the exploratory field was a course in chemis- try. Almost forty boys and girls ranging in age from ten to fourteen spent eight weeks exploring the mysteries of the sub- ject that is noted for its ability to return et. . Art is man’s nature; Volume 24, Number 3; March 1935 V/ V y university freshmen to their parents. What will be the results of this contact with chemistry? To follow these boys and girls on thru highschool and college would prove most enlightening. There are many fields, heretofore re- served only for the select, that can be brought to the level of the upper grade and junior highschool pupils. The chal- lenge is up to the teachers. Can the math- ematics teachers who talk so freely of the recreational features of their subject, prepare and teach a course to a group that is to receive no credit and take the course only because it is instructive and intensely interesting? How about a course in poetry, in free reading, in story writing? What are the possibilities in the fields of botany, zoology, geology, and astronomy? How much of a challenge would this be to the language teachers? Where are the limits? How many teachers have faced the job of keeping a class together when they did not grade, give tests, and could not compel attendance? Then it is the teacher and his “stuff” that count. ri Uv i . - ft Edin ss nature is God’s art.—Philip James Bailey. How would your boy or girl respond if they were to attend school under the above conditions? The attendance here in most cases was far above the wildest expectation. The regular school subjects came in for their share, too. About 36 percent of the entire offering was credit work. These were in the traditional subjects and the offerings and methods followed the regular plan. Education implies two distinct phases of preparation to meet life’s problems; the equipment for solving, and the prac- tise in the use of this equipment. Sub- jectmatter is but a tool and is valuable only to the extent to which the individ- ual can apply it to the situations this person meets. Success in life is measured in terms of one’s ability to see a situa- tion thru to a successful conclusion. This type of summer school makes it possible for boys and girls to undertake and to complete successfully jobs that never could otherwise be carried thru. Noth- ing succeeds like success, and no habit is so valuable as that habit of succeeding. Oakland, Calif. 85 A Minister Looks at the Schools 0 a large extent our present school system develops a parasitic psychol- ogy,” declared Robert H. Duel, a minister of Kellogg, Minnesota, in a re- cent open letter to The Nation. The edi- tor of THE JoURNAL wrote Mr. Duel, inquiring for the reasons back of that statement, and asking what specific steps Mr. Duel would take to correct the condition. The following paragraphs from Mr. Duel’s letter are all the more significant because not written for pub- lication. MEAN by the use of the word “para- I sitic’”’ a dependence and insistent de- mand upon the social organism that is not justified in right or in nature. We all begin our lives parasitically. It becomes necessary for us gradually to achieve an independence from the maternal organ- ism and parental protection and sup- port. Sir Norman Angell in From Chaos to Control has made it strikingly appar- ent that the curse of humanity is the stubborn parasitism that persists so threateningly among the most privileged elements in our civilizations. The normal father and mother look forward to a time when the children will have fully outgrown dependence upon the parent and the childhood home and will have the spirit of creative independ- ence, of service. The social organism in America has assumed a tax burden to care for the developing child over a long period of time, hoping naturally that the time will come when the child will ex- change the habits of parasitism for a spirit that can initiate and produce. Now, I have developed the conviction that the school system does not meet all the hopes of the social organism, because in the first place, the child is too long removed in the present school environ- ment from the world as it actually is. It is inevitable that most of our children, when they leave school, will immediately confront a world of work and responsi- bility with which they have had little ex- perience. Has the school trained them for it? I say no. Several months ago I had an interview with Dr, Price, head of the extension work of the University of Minnesota. In our discussion I told him that before my oldest son returned to college, in a heart- to-heart talk with him, I said I wanted him not to forget that it was the hard- 86 working taxpayer that was making the new privilege possible for him and that I desired him to work in the Scout troop as his contribution in public service while attending school. Dr. Price exclaimed: “Well, that is something new. Most of them who come here seem to think they have everything coming.” This suggests the existence of a “‘para- sitic psychology,” a faulty attitude to- ward society and toward citizenship. Too large a portion of the school time is devoted to impression rather than ex- pression. When a teacher has to cram and cram with foreboding fears as to the con- sequences to her position in case the chil- dren do not know so much geography and so much history and so much mathe- matics to meet the requirements of spe- cified examinations, she has the empha- sis on impression rather than expression. Our system itself has been too much a parasite upon the past. I cannot see how the teacher has a fair chance in the system to become a dy- namic personality. Teachers are not sup- posed to have too many ideas of their own. They have had to be a clearing- house for the ideas of others and the traditions and conventions of the past. Another cause of parasitism is, I be- lieve, what might be called our American “motherhood complex.” For instance in the last Minnesota Parent-Teacher I read this: “The schools exist for the chil- dren.” Yes, I guess they do. So do a lot of the homes. The schools should exist for all society. Since leaving school work, I have been in the ministry for twenty-five years. My primary interest has been in social serv- ice and social betterment. My work has taken me into many homes, in town and in the country. The tragedy that I see in these visits is that people are not doing the things they could so easily do to better their own conditions. What specific steps would I take to correct the condition? First, if I were a superintendent of schools, I would see to it that my teachers were bigger than their departments. I would not employ a teacher lacking social consciousness and social vision. If I found a teacher more interested in sub- jects than in humans, she would not be employed. I would be more concerned about the social attitudes of my teachers The than their scholastic record. I would want them to have the spirit of public service. Teachers who confined their in- terests and activities to the four walls of the school, I would pass up. I would co- operate with my teachers in making an exhaustive survey of social needs of my district, and I would fashion the cur- riculum about those needs. I would exert every influence to give the teacher a year- round job. Then too if I were a superintendent of schools, I would try to organize my com- munity as the Boy Scouts do into a co- operative movement of adults and chil- dren. I would arrange with the parents to have frequent sessions with the teacher, and my first emphasis would be on “‘shar- ing home duties.’’ I would also encourage the parents at frequent intervals to come to the school and help the children with their work. I would set out a program of work and culture in which the par- ents would have an inevitable part. I would lay before the parent and the child on the first day of school certain principles, which would be perpetually emphasized. I would have certain days or weeks set apart as work periods when the children would be taken out into the community to share in the work of the home, the neighborhood, the city. I would have children report on their employers, and employers report on the children. Instead of grading the child according to his smartness, I would grade him ac- cording to his social attitude and the correction of his social deficiencies. I would plan definitely for unsuper- vised periods in work and play and study. I would guide children rather than drive them. I would encourage children early in much independent research and writ- ing. I would make a study of the child’s initiative and resourcefulness and I would estimate his education according to the increase thereof. I would also be much concerned whether he used his powers selfishly or socially. Then too I would be much concerned as to the development of the cooperative and humanitarian spirit. I would be more interested in teaching the child how to maintain a personal and family budget than in compeling him to endure much of the traditional mathematics. And in that budget I would have a place for humanitarian interests. Journal of the National Education Association ould ublic r in- Is of 1 co- g an [ my cur- xert year- per- idy. rive arly rrit- Id’s ling . be his ned tive ore to get uch for tion Landscape Designing in the Junior College Pasadena Junior College, Pasadena, California HERE has been a trend in Cali- fornia toward the development of the garden and with this development has come a demand for better garden construction and improvement. Several years ago Pasadena Junior College established a course in landscape designing which has prepared students for such positions as chief gardeners of county parks, assistant superintendents of large cemeteries, employees in the landscape designing department of nurs- eries, foremen of large estates, and other positions connected with gardens. Some have established their own businesses. No attempt is made to produce land- scape architects. Those students not interested in land- scape designing as a profession but merely as an avocation have their inter- est in civic improvement stimulated by many visits to exemplary gardens in the locality. Many of these students have now assumed leadership in garden clubs, beautification leagues, and civic improve- ment associations. Several club women have enroled for the course; their in- creased interest in and demand for better garden work should aid the profession of landscape gardening. The course may be divided into the following activities: lectures, garden tours, garden designing, plant materials, garden features, construction costs, and the actual landscaping of a home. The lectures discuss the development of the garden, especially as it would apply to the particular period and style of house architecture. Lectures are illustrated by visits to gardens which show the points discussed during the lectures. The nomen- clature and landscape value of plants used in the construction of gardens are given to the students in the field while on excursions. Specimens of plants are cut by each student and after being pressed, are mounted and described. The student is assisted in this description by Volume 24, Number 3; March 1935 WILLIAM G. KoHNER a printed outline which emphasizes the value of the plant in garden designs rather than its botanical characteristics. Thru the courtesy of the Shakespeare Club, a Pasadena women’s organiza- tion, the class has many opportunities of hearing lectures by experts on land- scape designing. Most of the lectures are illustrated by projection slides showing the speaker’s work. Garden features are discussed in class, especially the practical methods of loca- tion and construction. Garden furnish- ings such as sun dials, seats, and bird baths, are illustrated by visits to firms handling the materials. Considerable em- phasis is placed upon construction costs. In the study of the sprinkler system, we discuss the location of valves, the num- ber of heads to a valve, the distribution of the heads with reference to water pres- sure and lawn area, types of sprinkler heads, and costs of installation. After the planting plan is made, attention is given to the ordering of the plants, especially the designation of the standard sizes offered by local nurseries. To merely des- ignate a certain species is not enough from the point of view of practical con- struction, Costs and methods of con- structing small pools, pergolas, arbors, and similar garden features are described and often built. Since the construction of lawns in southern California is of great importance and because most of the available information in book form on the subject is not always applicable to our conditions, much attention is given to this subject. In Pasadena and neighboring towns is an exceptionally large number of beautiful, well-de- signed small parks. The class visits and studies the esthetic and practical value of each park—the design of the park is copied and all good plant groups are re- corded according to species. In order to assist students in laying out their designs, a small amount of surveying is taken up in class. This includes the use of the steel tape, builder’s level, and plane table. In applying for a job the most impor- tant question seems to be, “What expe- rience have you had?” To obviate an em- barrassing answer for the student, the instructor has been successful in arrang- ing for the actual garden construction of a new home by his class in landscape designing. Each student draws plans for the new garden and the various designs are submitted to the client. A choice is made and then each student estimates the cost of building the garden. With the help of the instructor a final bid is sub- mitted to the client. This bid is in the form of a maximum cost contract for which the instructor assumes all financial obligations and guarantees satisfactory completion of the job. Since it is impos- sible to complete the work during the laboratory periods, students are hired after school hours at current wages. The project is non-profit and any difference between the bid and actual cost is re- turned to the customer. A course in botany and some ability to draw are prerequisites for the course. Due to the great amount of field work in the course, only a portion of the six laboratory hours a week is allotted to actual drawing; most of the drawing is done outside of laboratory hours. There is no laboratory fee but students supply their own materials, All transportation is arranged among the students—those having cars are paid by the students rid- ing with them on a mileage basis. IT ALONG, little doggie, git along.” Cj The great 1935 round-up of the nation’s teachers in the seventy- third annual convention of the National Education Association at Denver, June 30-July 5, will, for thousands of dele- gates, be the first high-spot in an all- summer, all-West vacation. Denver is the heart of the world’s great vacation land. Two national parks are located in Colorado. The Rocky Mountain National Park, of which Estes Park is perhaps the best known spot, is only ninety miles from Denver. A one- day motor trip takes the traveler thru Estes Park via magnificent canyons, Grand Lake, with its “highest yacht club of the world,” and two continental di- vides. ; Seventy-five miles south of Denver is the Colorado Springs region, famous for Pikes Peak and the Garden of the Gods. From Colorado Springs, the motorist may drive by way of scenic Corley high- way or Ute Pass to Cripple Creek, the one-time famous mining center of the state. If a longer motor trip is desired, the convention goer may wish to drive to the Mesa Verde, land of the Aztecs, in south- western Colorado. Here, the homes of the Cliff Dwellers of two thousand years ago may be entered. The country offers no more magnificent scenery than that which may be seen on the trip to this mesa. The world-famous million-dollar highway is part of the route. Denver, itself, is only twelve miles from the mountain range. Within easy access of the city are innumerable trips thru rock-walled canyons to emerald lakes sparkling on top of the world, and to the summits of peaks looking down on the clouds. In less than a day one may drive from Denver to the summit of Mount Evans, 14,259 feet above sea level, and return. The ardent motorist who can forego a morning’s sleep, will drive up to see the sunrise from the sum- mit, bringing a frying pan, bacon, and coffee pot along, for breakfast on the shore of Echo Lake. Denver maintains a system of moun- tain parks. A seventy-five mile motor trip thru these areas provided by the city, includes the trip over Lookout Moun- tain, Genesee Mountain thru Evergreen, and down the new Bear Creek road. In these vast hills is escape from the maddening round of depression-ridden school problems. There is sport waiting here for hunter and fisherman, for golfer and horseback rider. And the primeval wilderness for those who can watch 88 Teachers Turn to the Wer CraterLoke Nationa! Pr USacrameoto | Oakland [Yosemite | an Francisco A Natal Pk | ~\ AS, | Sequore Na one! Pk Petrified Forest Custer '\ | Battiefield Mafiona!\'Cemetry Yellowstone Nationa! Park . oh * J n- breathlessly while a deer steps from the edge of a forest to drink from a moun- tain stream. There are mountain hotels and camps which offer the traveler either luxury or rustic comfort, according to taste and purse, and the certainty of nights of cool and restful sleep. When packing that bag for the con- vention, show foresight. Put in those hiking boots, drag along the golf sticks, find a corner for your fishing tackle. If you have a riding outfit, bring that, too, for the West offers no greater thrill than that of horseback rides thru pine forests to distant hills. Teachers of Denver and Colorado ex- tend a welcome and offer to help their NEA guest plan his stay in terms of a great vacation. On Friday, July 5, fol- lowing the formal close of convention sessions, Colorado teachers will be hosts to the conventioners on sight-seeing ex- cursions in the neighborhood of the Con- vention City. Plans for these outings are being made under the direction of The Journal of the National Education Association er Seventy-Third Meeting & SS (SF J D duluth OF ; a Z Mille La Zr Ton Mines fe) 6o Milwauhee)\_ <2 _ Madiso — A. L. Threlkeld, superintendent of the Denver schools and chairman of the en- tertainment committee of the Colorado teachers. While some delegates will pitch their vacation tents near Denver, many others will seek the joys of the open road in tours that lead to one or more of a thousand delightful playgrounds of the western mountain-land. The call of Cali- fornia will take many beyond the last range that shuts America’s West from East. Others will tarry in the delightful Volume 24, Number 3; March 1935 ALONG THE ROAD DENVER TO ; 7%. Natural Bridge Bas map and routes troced by permission From map of Principal Mighwey Routes of the United States pre- = and copyrignted by General Drafting (oIm., 1 West Street. New York, W. parks and wild play spaces of the great Rockies and on the plains of magnificent distances where “the skies are not cloudy all day.” Such names as the following will sug- gest an almost unlimited number of de- tours from the road which leads to any- where: Grand Canyon, Carlsbad Cav- erns, Petrified Forest, Sequoia, Yosemite, Salt Lake, Yellowstone, Estes Park, Rushmore Memorial, Columbia High- way, Banff and Lake Louise, Mount Rainier, Hollywood, Agua Caliente, Golden Gate, Painted Desert, Death Valley, Santa Fe, and scores of others that are familiar to those who America first.” It will be the privilege of hundreds to make of the convention trip a trans- continental tour that will include his- toric and scenic localities along the way. Those who wish to make the most of these opportunities may write for free travel guides to M. E. Rowley, Denver Convention and Tourist Bureau, 429 17th Street, Denver, Colo. The highway is the most economical means of summer travel. For instance, each of four teachers traveling by auto the 660 miles from Kansas City to Den- ver will budget his expenses for the round trip about as follows: ile see i 3° eae hpe eer $5.78 Meals—four days eee ks 7.00 Hotels—three nights 4 4.50 eee ca | atte on $17.28 After his arrival in Denver, he may enjoy the convention period at the fol- lowing items of cost: Hotel [sharing room and bath with one other person]—five nights...... $10.00 Meals—five days 10.00 Recreation 5.00 Total $25.00 Thus for a total of $42.28 a Kansas City teacher may enjoy this convention- vacation trip. Those who figured the cost of attendance at the Washington meet- ing last year upon the basis of the esti- mates made in a similar convention budget published in THE JouRNAL found their expenses actually were less than the estimates. Comparable travel and convention expense estimates, on the same liberal basis as the expense ac- counts budgeted above, follow for other cities: San Francisco—$64.61; Los Angeles —$64.30: Seattle—$68.82: Houston— $55.61; Chicago—$55.66; Atlanta [via New Orleans |—$84.49; New Orleans— $64.83; Philadelphia—$82.94; Wash- ington, D. C.—$74.34; New York— $78.99: Boston—$87.42. Convention goers who wish to travel by rail will find accommodations on the most luxuriously appointed trains the nation affords, at the usual low convention rates or in some cases at even much less, as the railroads have greatly extended the practise of special round trip fares for summer tours and excursions. —A. Helen Anderson, supervisor of publications, Denver Public Schools. 89 Ethics of the Teaching Profession be realized more fully, that the welfare of the teaching profession may be promoted, that teach- ers may know what is considered proper procedure, and - may bring to their professional relations high standards of conduct, the National Education Association of the United States has developed this code of ethics. [The term “teacher” as used in this code is intended to in- clude every person directly engaged in educational work whether in a teaching, an administrative, or a supervisory capacity. | P*:: BLE—In order that the aims of education may RTICLE ONE—Relations with Pupils and to the Com- A munity—SECTION 1. The schoolroom is not the proper theater for religious, political, or personal propa- ganda. The teacher should exercise his full rights as a citizen but he should avoid controversies which may tend to decrease his value as a teacher. SECTION 2. The teacher should not permit his educa- tional work to be used for partisan politics, personal gain, or selfish propaganda of any kind. SECTION 3. In instructional, administrative, and other relations with pupils, the teacher should be impartial, just, and professional. The teacher should consider the different interests, aptitudes, abilities, and social envi- ronments of pupils. SecTION 4. The professional relations of the teacher with his pupils demand the same scrupulous guarding of confidential and official information as is observed by members of other long-established professions. Section 5. The teacher should seek to establish friendly and intelligent cooperation between the home and the school. SecTION 6. The teacher should not tutor pupils of his classes for pay. RTICLE Two—Relations to the Profession—SkctTion 1. Members of the teaching profession should dig- nify their calling in every way. The teacher should en- courage the ablest to enter it, and discourage from enter- ing those who are merely using the teaching profession as a stepping stone to some other vocation. SecTION 2. The teacher should maintain his efficiency and teaching skill by study and by contact with local, state, and national educational organizations. SECTION 3. A teacher’s own life should show that edu- cation does ennoble. SecTION 4. While not limiting his services by reason of small salary, the teacher should insist upon a salary scale suitable to his place in society. Section 5. The teacher should not exploit his school or himself by personally inspired press notices or adver- tisements, or by other unprofessional means, and should avoid innuendo and criticism particularly of successors or predecessors. SECTION 6. The teacher should not apply for another position for the sole purpose of forcing an increase in salary in his present position. Correspondingly, school officials should not pursue a policy of refusing to give deserved salary increases to their employees until offers from other school systems have forced them to do so. SEcTION 7. The teacher should not act as an agent, or accept a commission, royalty, or other reward, for books or supplies in the selection or purchase of which he can influence or exercise the right of decision; nor should he accept a commission or other compensation for help- ing another teacher to secure a position. RTICLE THREE—R elations to Members of the Profes- NX sion—SECTION 1. A teacher should avoid unfavor- able criticism of other teachers except such as is for- mally presented to a school official in the interests of the school. It is also unprofessional to fail to report to duly constituted authority any matters which involve the best interests of the school. SEcTION 2. A teacher should not interfere between an- other teacher and a pupil in matters such as discipline or marking. SECTION 3. There should be cooperation between ad- ministrators and classroom teachers, founded upon sympathy for each other’s point of view and recognition of the administrator’s right to leadership and the teach- er’s right to selfexpression. Both teachers and adminis- trators should observe professional courtesy by trans- acting official business with the properly designated per- son next in rank. SEcTION 4. The teacher should not apply for a specific position unless a vacancy exists. Unless the rules of the school otherwise prescribe, he should apply for a teach- ing position to the chief executive. He should not know- ingly underbid a rival in order to secure a position; neither should he knowingly underbid a salary schedule. SECTION 5. Qualification should be the sole determin- ing factor in appointment and promotion. School officials should encourage and carefully nurture the professional growth of worthy teachers by recommending promotion, either in their own school or in other schools. For school officials to fail to recommend a worthy teacher for an- other position because they do not desire to lose his services is unethical. SECTION 6. Testimonials regarding a teacher should be frank, candid, and confidential. SEcTION 7. A contract, once signed, should be faith- fully adhered to until it is dissolved by mutual consent. In case of emergency, the thoughtful consideration which business sanction demands should be given by both parties to the contract. SeEcTION 8. Due notification should be given by school officials and teachers in case a change in position is to be made.—Adopted by the National Education Associa- tion, July 1929, [Copies of this page may be ordered from the National Education Association: 5 copies, 10¢; 20, 25¢; 50 or more, 1¢ each] 90 The Journal of the National Education Association World Affairs and the Schools The Teacher and International Relations HARRISON C. THOMAS Chairman, History Department, Richmond Hill Highschool, New York City HE FOLLOWING PAGES devoted to | ort affairs and the schools” have been prepared with the assist- ance of the educational department of the League of Nations Association and the World Peace Foundation. This fea- ture is designed to familiarize teachers with current trends, to give specific infor- mation on world affairs, and to point out available sources of additional informa- tion. Many of the ideas contained in these pages will be found helpful in plan- ning programs for World Goodwill Day, which will be celebrated on Friday, May 17, since the traditional day for the cele- bration |May 18| falls on Saturday this year, In addition, the Division of Publica- tions of the National Education Associa- tion has prepared a packet of special ma- terials to assist teachers and school administrators in their World Goodwill Day plans. These packets are now avail- able at the cost price of 50c each and may be obtained from the NEA, 1201 16th St., N. W., Washington, D.C. A splendid opportunity for gaining first- hand knowledge about world affairs and the schools is open to teachers and others who attend the Oxford meeting of the World Federation of Education Associa- tions, August 10-17, 1935. Information about the meeting may be secured from the WFEA, 1201 16th St., N. W., Wash- ington, D, C.—EpDIToRIAL NOTE. HE QUESTION of the teacher’s atti- tude toward international relations divides itself into several parts: Shall international relations be considered at all? If so, how shall they be taught? Shall the teacher stick to facts, or shall he encourage discussion of policy? Shall discussions of policy be confined to problems on which there is practi- cally universal agreement, or shall they include current controversial questions? If controversial questions are discussed, what is the duty of the teacher? Shall he try to lead pupils to accept his own opinions? Shall he by bringing out pertinent facts and insisting on logical reasoning try to lead pupils to form their own opinions? Or is the ideal teacher one who has no opinions of his own and succeeds in leaving pupils in a state of suspended judgment? Volume 24, Number 3; March 1935 A fundamental aim of all education is to help students understand the world in which they live. If this aim is sound, consideration of international relations must be included in the schools, for with- out understanding the economic and cul- turai ‘ies which bind us to other nations, the pupil can have no adequate picture of the world. There is no one exact place in the curriculum for consideration of inter- national relations. The implications of world affairs are present thruout the course of study. The teacher whose scholarship is both sound and broad, who knows his world, will not fail to see and utilize them. If the schools accept any responsibility for training citizens, they cannot con- fine the study of international relations to facts. Facts are the foundations on which pupils must build, but in training citizens facts are useful only as they help in the formation of sound opinion. Con- sciously or unconsciously pupils do form opinions, or perhaps it would be more accurate to say they develop prejudices, on international policy, even tho only facts are dealt with in the classroom. The movies, the radio, and the tabloids see to this. The teacher or the school adminis- trator who forbids the discussion of in- ternational affairs merely abandons the field to the jingoes, the imperialists, the munition makers, and other groups seek- ing to use patriotism for their own ends. Moreover, not all the facts can be brought out in the classroom; there must inevitably be some selection of facts and therefore some emphasis. What factsshall the teacher emphasize? Shall he empha- size the fact that Washington and Jeffer- son counseled a policy of isolation, or the fact that modern science and technology have made physical isolation impossible? Not every question which is challenged by ignorance or prejudice is controver- sial. The question of whether war is al- ways wrong or always futile is doubtless controversial; the fact that war is de- structive of human life and wealth, that it makes virtues out of acts which are normally considered vices, is not contro- versial, Let it be granted that children cannot be expected to solve problems about which statesmen disagree; that the prob- 7 lems of today will not be those of to- morrow. The case for the discussion of controversial questions rests on the fact that pupils can more readily be inter- ested in live questions than in dead ones; that unless the habit of seeking solutions for problems is developed in school, it probably never will be developed; that the discussion of controversial questions develops the critical faculty essential for intelligent citizenship. The way in which international rela- tions are handled in the classroom is bound to be colored by the point of view of the teacher. We cannot expect all teachers to hold the same point of view on international problems, to have the same mental picture of an ideal world. We can expect that their point of view be honest, that it be based on sound scholarship. We can demand that it be based on realities, not on rationalizations of special interest, or on a conception of conditions which time has made obsolete. We can demand that it be modified when changing conditions necessitate. In these days of propaganda and special pleading, of pressure politics, and demagoguery, teachers must be critical g of the sources of their information, criti- cal of their own reasoning. Moreover, they must teach their pupils to be criti- cal. For information on current interna- tional problems teachers and pupils have to depend to a large extent on in- formation furnished by private organi- zations. The evaluation of this material offers an opportunity for valuable train- ing in critical analysis. What organiza- tion publishes this material? How is it financed and why? What axe has it to grind? Are its facts accurate? Is its rea- soning sound? The same tests should be applied to all material. Study of international problems will strengthen sound patriotism. Woodrow Wilson in his speech to foreign-born citizens in Philadelphia in 1915 expressed a conception of loyalty which may well be taken as an ideal by all teachers: You have taken an oath of allegiance to the United States. Of allegiance to whom? Of al- legiance to no one unless it be God. Certainly not of allegiance to those who temporarily rep- resent this great government. You have taken an oath of allegiance to a great idea, to a great body of principles, to a great hope of the human race. 91 World Affairs and the Schools International Cross-Currents J. P. Pope United States Senator from Idaho; Member, Senate Committee on Foreign Relations N THE SEA of international relations, | powerful cross-currents are running. The current of nationalism seems only a little less fearsome than it was a year or two ago. It is carrying with it the driftwood of dictatorships, racial and religious persecutions, and trade restric- tions of all kinds. It is marked here and there by whirlpools of actual conflict. War in the Chaco still defies settlement. Japan has actually given notice of termi- nating the Washington Treaty. This repudiation of the 5-5-3 naval ratio, agreed upon in 1922, follows her withdrawal from the League of Nations, her Manchurian invasion, and her bom- bardment of Shanghai. Whatever rea- sons or excuses Japan may have for these acts, the civilized world is of the opinion that she has violated the Kellogg Peace Pact and the League Covenant. By sign- ing the Kellogg Pact she solemnly agreed to settle all disputes of whatever nature by pacific means. Yet in spite of her agreement, she resorted to war to enforce her demands. She sat with the League for twelve years and took part in unanimous * decisions of policy with respect to other nations, but when a unanimous decision of all other nations was made against 8 her, she withdrew. That is one of his-¢ tory’s worst examples of poor sports- manship. It is equaled only by the act of the United States in initiating the creation of a World Court and League of Nations and then refusing to join them. However poor the sportsman- ship of the Japanese government, the United States should be the last to crit- icize her. The munitions investigation discloses that Germany is rearming at an alarming rate in violation of the Versailles Treaty. Larger peacetime appropriations for armament than ever before are being made by all the great nations. Plans for national “defense” are feverishly under way by every war ministry. Talk of the “next war” is common, and it is widely assumed that such a war is inevitable. Bitter, inflammatory speeches about European war debts are frequent in the Congress of the United States. Let us make no mistake about it, this current is roaring and rampaging on its course, washing dangerously on the shores of all the nations. 92 Yet—there is a powerful cross-cur- rent, deep and significant, that is exert- ing a profound influence upon the course of events. The people do not want war; their desire for peace is deep and cer- tain. Never before has there been so clear an understanding of the utter fu- tility of war. Every responsible states- man must know that war will be the utter ruin of his country and the end of himself. Comparisons are frequently made of conditions now and those in 1914, It is alleged they are much alike, but there is a vast difference in such conditions. Then, war was a set policy, nations were preparing for it, and looking forward to the “day.” Then, there was no machin- ery for conciliation, no processes for the pacific settlements of disputes, no habit or method of conference, no agreements not to resort to war. Today there is in the world a confer- ence room of nations, a court for judicial settlement of disputes, and agreements not to resort to war. There is a powerful current running toward international co- operation, toward the strengthening of the processes of peace, and toward a better understanding of conditions and problems of the nations of the world. The World Court, with its notable record of more than sixty decisions of difficult and dangerous questions, all of which have been acceded to by the na- tions concerned, is performing a highly useful service. The League of Nations is rapidly gain- ing prestige and influence. The addition of Russia, the increasing support of the United States, and its recent triumphs in settling urgent and dangerous difficul- ties, put it in a stronger position than ever before. No amount of prejudiced criticism can mar its record during the sixteen years of its operation. Its exist- ence is justified by the settlement of any one of a dozen delicate situations, each threatening war. The League has developed into a roundtable for discussion, a conference room for the exchange of ideas, a meet- ing place to reconcile differences and harmonize views. It provides a place, a time, and a method for conciliation. It is steadily insisting upon the validity of moral principles in the conduct of na- tions. It does not resort to arms; it has never used the powers of military or economic coercion. Recently there occurred an event of epoch-making importance which has given rise to a new optimism in the world. For fifteen years the European statesmen have looked forward to the Saar plebiscite with no little apprehen- sion. Because of its mines and other essential resources, it is a prize of the sort that nations have always struggled and fought for. A century or even half a century ago it would have been un- thinkable that such a question could be settled without war. To the delight of advocates of peace, an orderly election was held under the supervision of the international military forces, the result announced, and the transfer of the Saar to Germany will take place on March 1. No event in recent years has so heart- ened the forces of international law and order as the Saar election. On the horizon, signs of a storm con- stantly appear. The steadily increasing complexity of international relationships and contacts brews a gale of disputes. Racial prejudices and the intrigue of selfish private interests, such as manu- facturers of munitions, befog our course. The task of statesmen in piloting their ships of state is rendered more difficult by certain mutinous social and economic elements abroad. It is possible that these ships may again be shattered upon the rocks of warfare if the force of narrow nationalism carries them off the course. It was only a few weeks ago that at Marseilles the shots of an assassin’s gun rang out and killed King Alexander of Yugoslavia and M. Barthou of France. Was this to be another Sarajevo? Was another world war beginning? These same forces of peace and order took the matter in hand, and the world was elec- trified to find that a settlement was effected. Rumblings of war receded, and the outlook for permanent peace in Europe is brighter than it has been for months or even years. While the road ahead is a hard and difficult one, in these events may be found substantial reason for the hope that there will eventually be established a world order where war would have no place. The Journal of the National Education Association ea a a SS Ue mc :hlUelUmLlU 00ls has y or t of has the ean the hen- ther the zled half un- 1 be - of tion the sult jaar Wr art- ind on- ing ips tes. of 1u- ‘se. eir ult nic World Affairs and the Schools Significant Trends in World Affairs STEPHEN P. DUGGAN Director, Institute of International Education CAREFUL ANALYSIs of world A events during the past year leads to the conclusion that the cause of peace has been somewhat advanced, tho the stabilizing influences have come in the main from surprising sources. The probability of war in Europe today is no doubt more remote than it has been at any time during the past several years. The entrance of the Soviet Union into the League of Nations, settlement by the League of the Hungarian-Yugoslav dis- pute, and American participation in the work of the International Labor Organi- zation have strengthened the prestige of the peace machinery. The situation in the Saar has been successfully handled by the League Commission. Arrange- ments for the handing over to Germany of the Saar government, plans for the protection of those elements of the Saar population who fear Nazi persecution, financial adjustments incident to the transfer of the Saar coal mines, are still incomplete as this article is prepared. But the French and Germans have fought for possession of various parts of the Rhine Valley for over a thousand years. The results of a plebiscite can hardly be expected to eliminate at once all the hatred and bitterness created by a major mistake of the peace treaties. Unofficial statements outlining the agreements reached at the Laval-Mus- solini conferences, in January, seem to indicate at least a partial solution of the Franco-Italian rivalry which has dis- turbed European relations ever since the war. Italy’s demand for territory has been met in part and she has been given an interest in the railway connect- ing the Red Sea and Addis Ababa, the capital of Abyssinia. Moreover, France makes concessions with regard to the status of Italian nationals in Tunis. But the most important agreements concern the situation in Europe. The pact of non- interference to be signed by all Austria’s neighbors and subsequently by France, Rumania, and Poland, is intended to guarantee the independence of Austria. A consultative pact between Italy and France, to be effective in the event Aus- trian independence is seriously threat- ened, is supplemented by a statement that the two governments will consider the rearming of Germany illegal so long Volume 24, Number 3; March 1935 as the Reich has not reached a spe- cial agreement on the subject with the other great powers. These compacts con- stitute a real triumph for French diplo- macy, bought at small expense. More- over, they represent an about face for Mussolini, who has suddenly appeared in the role of a supporter of the status quo. If adhered to, they will mean much for the stabilization of Central Europe and for the cause of peace. Turning to South America, the failure of the League to bring peace to the Chaco has dealt its prestige a severe blow, but as this is written, the situation as regards the war between Bolivia and Paraguay is changing almost daily. The League’s Chaco Committee has recommended that the arms embargo, previously enacted against both countries, should cease to be applied to Bolivia, and there are in- dications of still more vigorous League action, the consequences of which cannot now be foreseen. Incidentally, the Chaco war and the difficulties encountered in connection with its peaceful settlement bring into relief one striking problem. Two poverty-stricken countries, having defaulted on their foreign debts, are still able to pay for the munitions necessary to carry on war under modern conditions. The foreign policy of the Soviet % Union is becoming of increasing impor- tance to the rest of the world. Formerly the Soviets appealed to the Russian people for support on the ground that the capitalist nations were determined to prevent the success of the first workers’ republic. Today that appeal is concen- trated against Germany. Rosenberg’s public pronouncement that Germany looks to the east for her future and the constant denunciation of a communist regime by Hitler have convinced the Soviets that Germany is now their great- est enemy in Europe, that Germany is determined if possible to detach the Ukraine, where there is a great deal of local patriotism and deep resentment against the Soviet Union. This situation explains the complete reorientation of Soviet foreign policy toward cooperation with France and her allies of the Little Entente, whom the Soviets regarded as their worst enemies a decade ago. The Soviet leaders now consider a rearmed Germany as great a menace to them as to France. Despite their denunciation in the early days of the imperialistic system of alliances, the pacts of mutual assistance M. Litvinoff is attempting to develop with the assist- ance of France are little less than the same thing under another name. In the eyes of the Soviet leaders probably the greatest value of the Franco-Soviet pact of mutual assistance is to be found in the belief that in the case of war with Japan the alliance would immobilize an enemy in the west. An understanding between France and the Soviet Union, the two most powerfully armed nations in the world, is indeed calculated to make Ger- many hesitate before embarking upon a warlike adventure. The desire of Japan to dominate east- ern Asia has so far met with little effec- tive resistance. Japan has lost millions of dollars as the result of the Chinese boycott since 1931, but she is playing a long-distance game and is willing to suffer temporary losses. Moreover, she believes that with the passage of time the virulence of the Chinese boycott will grow less, and that gradually the other nations for economic reasons will recog- Bnize Manchukuo. There is little doubt Mthat she will dominate the markets of the Far East. There is considerable doubt, however, that the morale of the Jap- anese people and the economic structure of the country can stand the strain of a prolonged race in naval armaments. The present foreign policy of Japan is based on the theory that might makes right. While this policy has often been tem- porarily successful, ruin has always followed in its train. Mention should be made of one more significant development affecting inter- national affairs—the rise of dictator- ships, with the resulting friction and ill- will created by vastly increased numbers of political refugees. This centralization of power, resulting from loss of confi- dence in representative government, has undoubtedly simplified international ne- gotiations by eliminating the necessity of ratification by representative bodies. However, the loss of human liberty, the lowered standards of living, and recur- ring waves of terror have been a great price to pay for increased speed and simplicity in international negotiation. 93 World Affairs and the Schools Where to Look for Help s Most teachers know, there are in A this country a number of organi- zations working in the field of in- ternational relations which offer material and suggest projects suited to use in the schools. Their very multiplicity and the variety of services they offer is confus- ing, with the result that teachers in need of material write to one or another of them or perhaps to a number on the list, sometimes not knowing just where to turn for the specific kind of help they need. The following list, therefore, repre- sents an attempt to state briefly the exact type of service each of a number of organizations is prepared to render. Each organization will be glad to send more detailed information and to fur- nish lists of material available. Inquiries should ‘make just as clear as possible the type of material needed and the pur- pose for which it is intended. Practically every organization is prepared to fur- nish a certain amount of material free of charge, and in all cases necessary charges are low. The list is of course not exhaustive, but it includes the better- known organizations offering interna- tional relations material to the schools. The International Relations Commit-# tee of the AMERICAN ASSOCIATION OF UNIVERSITY WOMEN, located at 1634 Eye Street, N. W., Washington, D. C. ? issues from time to time study canes bulletins, and bibliographies which con- tain suggestions for teachers. The CARNEGIE ENDOWMENT FOR IN- TERNATIONAL PEACE, 405 West 117th Street, New York City, encourages the organization of highschool international relations clubs, and supplies free of charge to qualified clubs, pamphlets on international questions and United States foreign policy. Also available at low cost are Carnegie Endowment publications incliding International Conciliation, a monthly pamphlet containing authorita- tive statements on international prob- lems, and a Fortnightly Summary of In- ternational Events. The ForeicN Poricy Association, located at 8 West 40th Street, New York, is primarily a research organiza- tion. It issues publications such as The Foreign Policy Bulletin | weekly], and The Foreign Policy Reports {fort- nightly}, highly useful for teachers of the social sciences. The Foreign Policy Association luncheons are held in vari- ous cities thruout the country. 94 The LEAGUE OF NATIONS ASSOCIATION, at 8 West 40th Street, New York City, specializes in preparation of uptodate factual material on the League of Na- THE WORLD NEIGHBORHOOD Bein this country shall live as a good neighbor in its relation to other countries has been adopted by the President as a cardinal point in the foreign policy of his Administration. It is not possible to exaggerate the extent to which thru past generations serious controversy and strife would have been avoided had the nations steadily observed such a policy. { In order to be a good neighbor, it is pri- marily necessary that we must be mas- ters of ourselves in a wise and truly democratic fashion by openminded and careful consideration of the questions that arise, and by rejecting every the- ory and practise that gives selfish or ignorant minorities the opportunity to effect control of our conduct. And then of course we must be prepared to co- operate in such joint neighborhood en- terprises as are fairly and reasonably designed to promote the common wel- fare of this and other nations. All of this essentially involves adherence to high moral standards and a spiritual approach to the problems that from time to time require solution. {| It is only on the foundation thus briefly indi- cated that a universal good neighbor policy can be maintained that will be fruitful in guarding and advancing the fundamental interests of the countries that constitute the great family of nations.—CorDELL HULL, Secretary of State. tions, World Court, and International Labor Organization, for use in secondary schools. Its publications available at low cost include Essential Facts, a handbook designed to supplement the history text- book, and The League of Nations Chron- icle, a semimonthly newspaper. Its spe- cial projects for secondary schools are the annual League of Nations Examination, first prize for which is a trip to Europe, and model League Assemblies. From the NATIONAL COUNCIL FOR PREVENTION OF War, at 532 17th Street, N. W., Washington, D. C., the following material may be obtained at a nominal cost: [a] a teacher’s package, including projects, bibliographies, lists of plays and pageants, films, lantern slides, songs, and articles by educators slides, songs, and articles by educators; [b] packages of program material for Armistice Day, Goodwill Day, and other special observances; [c] an economic survey by states showing world interde- pendence in terms of local industries. The NATIONAL STUDENT ForuUM on THE Paris Pact, at 532 17th Street, N. W., Washington, D. C., helps the highschools of the country to make a serious study of international relations in the light of the Paris Pact. It offers any school or school library a free out- fit of teaching materials on the Pact, and also suggests a number of other special projects, such as correspondence with students in other countries, preparation of itineraries and scrapbooks of imagi- nary foreign travel. The PAN-AMERICAN UNION, in Wash- ington, D. C., is an international organ- ization created and maintained by the twenty-one American republics. Its pur- pose is to develop closer cultural and commercial relations among these re- publics. The Union publishes monthly bulletins in English, Spanish, and Por- tuguese; booklets about the American republics; guides for sightseeing; and material for the observance of Pan- American Day in the schools. The WorLp FEDERATION OF EpDUCA- TION ASSOCIATIONS, with headquarters at 1201 16th Street, N. W., Washington, D.C., assists teachers in their curriculum problems and supplies helpful sugges- tions for projects on international under- standing, including material for Good- will Day. Under the Herman-Jordan plan the World Federation has made an intensive study of peace promotion thru education. Excerpts from Herman-Jor- dan reports are available to teachers on request. The WortpD PEACE FouNDATION, with offices at 40 Mt. Vernon Street, Boston, and 8 West 40th Street, New York City, distributes the publications of the League of Nations, the World Court, the Inter- national Labor Organization, the Geneva Research Center, and other organiza- tions, in addition to publishing its own objective treatises, the latest of which is Foreign Trade and the Worker’s Job by Helen Hill. The Foundation publishes, in cooperation with the Foreign Policy Association, the World Affairs Pamphlet Series which includes America Must Choose by Henry A. Wallace and Europe: War or Peace? by Walter Duranty. Other services include travel- ing libraries, recorded addresses, radio programs, and a reference service. The Journal of the National Education Association Hobbies and Leisure Time mic rde- OR a.number of years the University grown up. It is believed that hobbyists colors and does it well, as her samples . F Hill Junior Highschool at Boulder, are not likely to be breakers of street on display proved; and Bethel Ridsdale ON Colorado, has included two hobby _ lights or petty thieves, or leaders in com- who specializes in original paintings ex- eet, programs on its annual schedule of as- munity trouble making. It is likely all hibited a dozen to show her expertness the semblies. In this way it has sought to readers of this story would agree with _ in her line. e a build up a hobby consciousness in the the theory if they could have seen the “Warren Mallory and Alan Gordon ons minds of its pupils and thus help to solve eager interest with which the young exhibited radio sets which they had con- fers in a worthwhile way the leisuretime prob- people told of their hobbies. Notice the structed and on which they have listened ut- lem. The teachers of this school believe wide variety and the worthy objects to Australia, England, and numerous ind that hobbies of the right sort offer the which claim the attention of these chil- other faraway places, and Marian Cook ‘ial answer to the extra time question. In dren and think of the information and gave a talk on the value of pets, which ith fact, it has been found that boys and _ the experience which they offer. should be published in some magazine to ion girls with hobbies are generally too busy “There was Bruce Snow who showed encourage the love of animals. And so gi- to get into mischief or bad habits: how he made puppets and then illus- we might go on with every number on the The following quotation from a local trated how they were controled during program. Everyone was worthwhile and sh- newspaper gives a good idea of how the a performance, He ended his part by giv- _ full of interest.” in- scheme works out in practise: ing a demonstration of tap dancing by L. P. Jacks has said, “Leisure is that he “The University Hill School held a one of his favorite puppet characters— part of a mar$-hfe where the struggle ur- hobby day program yesterday and will the old man who recently took part in between the white angels and black for nd have to hold another tomorrow in or- The Barefoot Boy program which Bruce the possession of a man’s soul goes on re- der to give students an opportunity to gave. with the greatest intensity.’’ Never before ly present their hobbies. Twenty-one took “Then there was Patricia Eckels, a in the world’s history has there been so wr part in the Tuesday program and the stamp collector, who has stamps from much leisure for so many people. The an remaining twenty-two will appear to- forty-seven countries and has made a_ schools recognize these facts—one of nd morrow. study of all the places from which they the seven objectives of education is the n- “The theory of the school is that came; and William Bauer, who has been wise use of leisure time. In encouraging worthwhile hobbies should be developed collecting and studying butterflies and hobbies, schools are working toward this A- early in life as a sensible solution of the moths for seven years and is still eagerly objective—F. A. Boggess, principal, Ts leisuretime problem for children now and interested in them; and Dorothy Gordon University Hill School, Boulder, Colo- n, for them later in life after they have who tints photographs in their natural rado. m - r- d- in in ‘u r- n h l, £ e a n S y 7 { 4 | ee of the University Hill School hobbyists. One is absorbed with his personally constructed radio set; the next one is an amateur photography enthusiast; the third is always performing chemical experiments and reading scientific books and magazines; the fourth has a workshop where he is constantly engaged in turning out such things as this model of the buildings at a modern coal mine; and the fifth one tramps the hills, haunts the museum, and visits the library in search of more knowledge and more specimens for his mineral collection. Volume 24, Number 3; March 1935 95 World Affairs and the Schools Where to Look for Help s MosT teachers know, there are in A this country a number of organi- zations working in the field of in- ternational relations which offer material and suggest projects suited to use in the schools. Their very multiplicity and the variety of services they offer is confus- ing, with the result that teachers in need of material write to one or another of them or perhaps to a number on the list, sometimes not knowing just where to turn for the specific kind of help they need. The following list, therefore, repre- sents an attempt to state briefly the exact type of service each of a number of organizations is prepared to render. Each organization will be glad to send more detailed information and to fur- nish lists of material available. Inquiries should “make just as clear as possible the type of material needed and the pur- pose for which it is intended. Practically every organization is prepared to fur- nish a certain amount of material free of charge, and in all cases necessary charges are low. The list is of course not exhaustive, but it includes the better- known organizations offering interna- tional relations material to the schools. The International Relations Commit-@ tee of the AMERICAN ASSOCIATION OF UNIVERSITY WOMEN, located at 1634 ? issues from time to time study outlines bulletins, and bibliographies which con- tain suggestions for teachers. The CARNEGIE ENDOWMENT FOR IN- TERNATIONAL PEAcE, 405 West 117th Street, New York City, encourages the organization of highschool international relations clubs, and supplies free of charge to qualified clubs, pamphlets on international questions and United States foreign policy. Also available at low cost are Carnegie Endowment publications including International Conciliation, a monthly pamphlet containing authorita- tive statements on international prob- lems, and a Fortnightly Summary of In- ternational Events. The Foreicn Poticy AssoctaTION, located at 8 West 40th Street, New York, is primarily a research organiza- tion. It issues publications such as The Foreign Policy Bulletin |weekly|, and The Foreign Policy Reports {fort- nightly], highly useful for teachers of the social sciences. The Foreign Policy Association luncheons are held in vari- ous cities thruout the country. Eye Street, N. W., Washington, D. ot 94 The LEAGUE oF NATIONS ASSOCIATION, at 8 West 40th Street, New York City, specializes in preparation of uptodate factual material on the League of Na- THE WORLD NEIGHBORHOOD f ie this country shall live as a good neighbor in its relation to other countries has been adopted by the President as a cardinal point in the foreign policy of his Administration. It is not possible to exaggerate the extent to which thru past generations serious controversy and strife would have been avoided had the nations steadily observed such a policy. ‘ In order to be a good neighbor, it is pri- marily necessary that we must be mas- ters of ourselves in a wise and truly democratic fashion by openminded and careful consideration of the questions that arise, and by rejecting every the- ory and practise that gives selfish or ignorant minorities the opportunity to effect control of our conduct. And then of course we must be prepared to co- operate in such joint neighborhood en- terprises as are fairly and reasonably designed to promote the common wel- fare of this and other nations. All of this essentially involves adherence to high moral standards and a spiritual approach to the problems that from time to time require solution. { It is only on the foundation thus briefly indi- cated that a universal good neighbor policy can be maintained that will be fruitful in guarding and advancing the fundamental interests of the countries that constitute the great family of nations.—CorbDELL HULL, Secretary of tions, World Court, and International Labor Organization, for use in secondary schools. Its publications available at low cost include Essential Facts, a handbook designed to supplement the history text- book, and The League of Nations Chron- icle, a semimonthly newspaper. Its spe- cial projects for secondary schools are the annual League of Nations Examination, first prize for which is a trip to Europe, and model League Assemblies. From the NATIONAL COUNCIL FOR PREVENTION OF War, at 532 17th Street, N. W., Washington, D. C., the following material may be obtained at a nominal cost: [a] a teacher’s package, including projects, bibliographies, lists of plays and pageants, films, lantern slides, songs, and articles by educators slides, songs, and articles by educators; [b] packages of program material for Armistice Day, Goodwill Day, and other The Journal of the National Education Association special observances; [c] an economic survey by states showing world interde- pendence in terms of local industries. The NATIONAL STUDENT FoRUM ON THE Paris Pact, at 532 17th Street, N. W., Washington, D. C., helps the highschools of the country to make a serious study of international relations in the light of the Paris Pact. It offers any school or school library a free out- fit of teaching materials on the Pact, and also suggests a number of other special projects, such as correspondence with students in other countries, preparation of itineraries and scrapbooks of imagi- nary foreign travel. The PAN-AMERICAN UNION, in Wash- ington, D. C., is an international organ- ization created and maintained by the twenty-one American republics. Its pur- pose is to develop closer cultural and commercial relations among these re- publics. The Union publishes monthly bulletins in English, Spanish, and Por- tuguese; booklets about the American republics; guides for sightseeing; and material for the observance of Pan- American Day in the schools. The Wortp FEDERATION oF EpuCca- TION ASSOCIATIONS, with headquarters at 1201 16th Street, N. W., Washington, D.C., assists teachers in their curriculum problems and supplies helpful sugges- tions for projects on international under- standing, including material for Good- will Day. Under the Herman-Jordan plan the World Federation has made an intensive study of peace promotion thru education. Excerpts from Herman-Jor- dan reports are available to teachers on request. The Wortp PEACE FouNDATION, with offices at 40 Mt. Vernon Street, Boston, and 8 West 40th Street, New York City, distributes the publications of the League of Nations, the World Court, the Inter- national Labor Organization, the Geneva Research Center, and other organiza- tions, in addition to publishing its own objective treatises, the latest of which is Foreign Trade and the Worker’s Job by Helen Hill. The Foundation publishes, in cooperation with the Foreign Policy Association, the World Affairs Pamphlet Series which includes America Must Choose by Henry A. Wallace and Europe: War or Peace? by Walter Duranty. Other services include travel- ing libraries, recorded addresses, radio programs, and a reference service. L0ols Hobbies and Leisure Time nomic terde- OR a.number of years the University grown up. It is believed that hobbyists colors and does it well, as her samples ies. F Hill Junior Highschool at Boulder, are not likely to be breakers of street on display proved; and Bethel Ridsdale M ON Colorado, has included two hobby _ lights or petty thieves, or leaders in com- who specializes in original paintings ex- treet, programs on its annual schedule of as- munity trouble making. It is likely all hibited a dozen to show her expertness $s the semblies. In this way it has sought to readers of this story would agree with in her line. ke a build up a hobby consciousness in the the theory if they could have seen the “Warren Mallory and Alan Gordon tions minds of its pupils and thus help to solve eager interest with which the young exhibited radio sets which they had con- offers in a worthwhile way the leisuretime prob- people told of their hobbies. Notice the structed and on which they have listened out- lem. The teachers of this school believe wide variety and the worthy objects to Australia, England, and numerous , and that hobbies of the right sort offer the which claim the attention of these chil- other faraway places, and Marian Cook ecial answer to the extra time question. In dren and think of the information and gave a talk on the value of pets, which with fact, it has been found that boys and _ the experience which they offer. should be published in some magazine to ition girls with hobbies are generally too busy “There was Bruce Snow who showed encourage the love of animals. And so lagi- to get into mischief or bad habits: how he made puppets and then illus- we might go on with every number on the The following quotation from a local trated how they were controled during program. Everyone was worthwhile and ash- newspaper gives a good idea of how the a performance. He ended his part by giv- _ full of interest.” gan- scheme works out in practise: ing a demonstration of tap dancing by L. P. Jacks has said, “Leisure is that the “The University Hill School held a one of his favorite puppet characters— part of a mar@$-hfe where the struggle pur- hobby day program yesterday and will the old man who recently took part in between the white angels and black for and have to hold another tomorrow in or- The Barefoot Boy program which Bruce the possession of a man’s soul goes on re- der to give students an opportunity to gave. with the greatest intensity.” Never before thly present their hobbies. Twenty-one took “Then there was Patricia Eckels, a in the world’s history has there been so or- part in the Tuesday program and the stamp collector, who has stamps from much leisure for so many people. The can remaining twenty-two will appear to- forty-seven countries and has made a_ schools recognize these facts—one of and morrow. study of all the places from which they — the seven objectives of education is the ‘an- “The theory of the school is that came; and William Bauer, who has been wise use of leisure time. In encouraging worthwhile hobbies should be developed collecting and studying butterflies and hobbies, schools are working toward this CA- early in life as a sensible solution of the moths for seven years and is still eagerly objective—F. A. Boggess, principal, ers leisuretime problem for children now and interested in them; and Dorothy Gordon University Hill School, Boulder, Colo- on, for them later in life after they have who tints photographs in their natural rado. um es- er- od- lan an ru or- on th n, y, le r- va A- n iS ¥ >, y t t 1 r Fw of the University Hill School hobbyists. One is absorbed with his personally constructed radio set; the next one is an amateur ) photography enthusiast; the third is always performing chemical experiments and reading scientific books and magazines; the fourth has a workshop where he is constantly engaged in turning out such things as this model of the buildings at a modern coal mine; and the fifth one tramps the hills, haunts the museum, and visits the library in search of more knowledge and more specimens for his mineral collection. Volume 24, Number 3; March 1935 Membership in Education Associations Membership in National Education Association | States and Number of | Percent of Relative Life Membership other units teachers Jan. 1, Jan. 1, teachers rank eee. , 1934 1935 | members Jan. 1, | 1935 1935 Jan. 1, | Jan. 1, 1934 | "1935 1 2 ae 4 a Re , | 8 Total 914,835 | 189,173 187,645 | 21 4,993 | 5,093 Alabama 17,717 886 1,249 7 44 69 71 Alaska 262 148 167 | 64 3 5 7 Arizona 3,650! 1,929 1,928 | 53 6 46 46 Arkansas 12,253! | 547 392 3 52 69 67 California 41,093 | 18,361 19,467 47 8 441 449 Canal Zone 226 3 13 6 Re Use thie. er 3 Colorado 9.195! 3,645 3,750 41 10 62 59 Connecticut 10, 886 1,830 1,733 | 16 27 54 7 Delaware Raten. | 1,048 961 56 5 25 20 District of Columbia 2,884 1,209 2.796. | 76 2 76 76 Florida 11,237! 1,132 1,470 13 34 54 61 Foreign 146 142 | ai 13 9 Georgia 20,023 1,232 1,215 6 48 69 73 Hawaii 2,702 2,371 2,396 | 89 1 130 133 Idaho 4,485) 685 631 14 33 28 29 Illinois 47,922! 11,045 11,321 24 20 255 256 Indiana 20,115) | § 333 5,476 27 15 128 132 lowa — | 3,324 3,055 12 36 101 95 Kansas 6681 2,903 3,084 16 30 65 68 Kentucky 17,727 | 1,315 1,303 | 7 43 50 52 | Louisiana 12,681 520 963 | & 42 | 35 36 Maine 6,488 1,766 1,548 24 19 | 41 40 Maryland 9,096 1,345 1,575 17 25 46 47 Massachusetts 26,070! 4,793 4,947 19 22 } 114 114 Michigan 32,007) | 6,889 7,141 22 21 108 109 | | | Minnesota 21,606! | 4,903 3,834 18 24 80 79 Mississippi 15,587! | 645 875 | 6 | 50 26 26 Missouri. . 24,680! 6,323 6.058 25 | 18 118 120 Montana 5,800! 667 656 | 11 | 38 31 31 Nebraska 15,143! 2,143 2,.a0¢ | 15 31 | 108 104 | Nevada 928 559 571 62 | 4 4 5 New Hampshire 3.373 547 530 17 26 17 18 New Jersey 28,880 | 9,744 8,374 29 12 184 193 New Mexico 3,922 | 562 577 15 32 | 35 34 New York 79,960 | 12,756 12,689 16 29 | 316 333 North Carolina 21,330! 750 595 3 53 68 65 North Dakota 8,647 748 743 9 41 56 56 Ohio , 40,744! 18,446 17,360 | 43 9 462 474 Oklahoma. . 19,925 2,082 2,036 | 10 39 65 66 Oregon. 7,466! 1,939 1,949 26 17 } 60 60 Pennsylvania 61,964! 27,770 25 ,237 41 11 392 409 Philippine Islands 28 ,782 98 105 2 55 32 38 Puerto Rico 4,757 90 63 1 54 27 26 Rhode Island 4,260! ‘ 306 280 7 46 12 12 South Carolina. 13,415 568 603 4d 51 26 24 South Dakota.. 8,524! 908 866 10 40 43 44 Tennessee......... 18,000! 1,812 2,309 13 35 72 75 ,. are 44,454) 2,903 3,112 7 45 269 275 OO eee . 4,875! 2, aan 2,422 50 7 29 28 VeSM@ont.... s.00-: 3,173 386 597 19 23 14 16 Virgin Islands 126 & 8& 6 47 7 7 i. aa 17 ,606 2,508 2,809 16 28 79 85 Washington 10,9901 3,115 3,080 28 14 | 48 52 West Virginia 16,095! 1,950 1,844 il 37 67 71 Wisconsin 22,498 6,531 6 ,333 28 13 | 130 126 | Wyoming 2,785! 770 748 | 27 16 | 32 32 | Membership in State Associations Percent of Relative Jan. 1, Jan. 1, teachers rank 1934 1935 members Jan. 1, 1935 1935 | 9 10 | il 12 | 652,3383 689 ,7218 RE ae, tae 6.4314 14,6714 | 83 23 2.705 1 £458 | #5. ‘18 5 003+ 4,1375 | 34 49 | 33,449 33,500° | 82 28 By Cee? Se ee ee ee 10,539 10,631 98 7 1,520 1,9195 1111 1 1, 5094 1, 8504 64 43 6, 5988 8,0754 | 72 36 ‘12,5008 | 14,0005 | 70 39 "3,660 | 3,930 | 88 ee 38,159 39,682 83 24 14,172 16,569 82 27 16,608 17,300 70 38 14,689 16,282 83 25 13,5388 15,4835 | 87 15 11,0035 13,0006 10310 2 5,863 6,453 99 5 4, 5385 4,6525 51 45 | 21,000¢ 21, 000¢ 81 30 | 29,565 | 27,800¢ 87 17 14,259 | 14,291 | 66 41 10,6655 12,1595 78 32 21,9504 21,5034 87 16 4,012 4,640 80 31 | 11,825 | 11,280 74 34 348 467 50 46 2,787 2.807 88 11 27,375 27 ,000e 93 8 2,952 3,456 88 12 46,1656 45,0708 56 44 17, 300¢ 16,3304 77 33 3,100 3,084 36 48 | 37,430 37,430 92 10 | 17,4035 17,1468 86 19 4,880 4,883 65 42 58,966 62,494 10110 3 4,220e | 4, 260¢ 100 — 4 7,1055 9, 4565 70 37 6 ,600¢ 7,049 | 83 26 9,7425 13 ,2235 73 35 20,4297 21,5145 48 | 47 4,682 4,802 | 99 6 2,225¢ 2,562 81 29 | "45,5685 | 16,2075 92 | 9 9,455 9,445 865 | 20 10,0908 14,0745 87 | 14 18,200 19,292 | 86 21 2,000 1,887 | 68 40 percent for 1935, given at the head of column fessional organizations and indicates the relative standing of each of the states with respect to membership in both national and T™ table shows the facts regarding pro- | state associations. The total membership in the National Education Association was 189,- 173 on January 1, 1934, and 187,645 on Janu- ary 1, 1935. This latter figure is 21 percent of the 914,835 teachers in the United States and territories. The life membership in the National Education Association was 4993 on January 1, 1934 and 5093 on January 1, 1935. The figures for state associations for Janu- ary 1, 1934 show a membership in these asso- ciations of 652,338. This figure for January 1, 1935 is 689,721, which is 79 percent of the 877,980 teachers in the forty-eight states and the District of Columbia. In the United States in 1933, 22 percent of the teachers of the country were enroled in the National Education Association; in 1934, 20 percent were enroled; the corresponding 96 5, is 21. The percent of teachers enroled in state associations in 1933 was 76; in 1934, 73; and in 1935, 79, the percent given at the head of column 11. The preceding percents are based upon the number of teachers in each state in 1931-32, as reported by the U. S. Department of Interior, Office of Education. The figures of column 2 include teachers, principals, supervisors, and administrative officers. The figures for state associations are based on signed reports from officers of those associations. e The letter ‘‘e’’ indicates that the figure is an estimate. 1 Figure furnished by officials of state asso- ciations. 2Less than one percent. ’ Total for reported and estimated member- ships. ‘Membership in colored state teachers association is an estimate. Figure includes The Journal of the National Education Association enrolment in both white and colored asso- ciations [separate organizations]. 5Includes enrolment in both white and colored associations [separate organizations]. ¢ The rank of the New York State Associa- tion is lowered by the fact that New York City teachers at present work largely thru local organizations. There are approximately 32,- 000 teachers in New York City. 7 Figures do not include members enroled in statewide organizations for colored teachers. 8 Membership in colored state teachers association is as of January 1, 1934. Figure includes enrolment in both white and colored associations [separate organizations]. ® Calculated using number of teachers in forty-eight states and District of Columbia. 10 The percents in excess of 100 percent are accounted for by the fact that members are enroled among laymen and teachers in private schools and institutions of higher learning. | | | rf iss Planning the Journal for 1935-36 EVERAL YEARS AGO a visitor asked S the JOURNAL editor, “What do you do after you finish one JouRNAL, before you begin to work on the next issue?’ We replied that work is begun on the “next” issue more than a year in advance. Work is going forward on the next issue simultaneously with the one preceding it. For example, while copy for this March number was being sent to our printers, tentative schedules were made for the April and May issues. These schedules are revised and checked many times before they are O.K’d. If members of the JOURNAL staff began work on any issue, just in time to get the articles set in type, each JOURNAL would be a hodge- podge of whatever happened to be in our files at the moment. Back of every issue are months of careful planning as to what shall be included, correspond- ence and conferences to secure the mate- rial, with the table of contents always subject to change, up to the last minute before going to press. Sometimes it happens that in the same day, we are making decisions about a special feature to be developed for next year’s JOURNAL, selecting material for a tentative table of contents for next month’s issue, reading proof on the cur- rent JOURNAL, and analyzing readers’ suggestions and comments on _ last month’s issue. We need to look at a desk calendar on such days to be sure just what the present month is. We'll take you “behind the scenes” in regard to JOURNAL planning, using this March number to illustrate how we work and later tell you something about the contents of next year’s JOURNAL. “The Battle for Free Schools” by Charles A. Beard and William G. Carr, pages 77-80, is the fifth article in a series, planned a year ago. Conferences with Mr. Carr, correspondence with Mr. Beard, and weeks of study, writing, and gathering illustrations are involved in the preparation of this important series. Decision was made a year previous to include these three items: “An Evening with the Magazines,” page 82; “Mem- bership in Education Associations,” page 96; and “World Affairs and the Schools,” pages 91-94. The preparation of these pages required far more time and work than is apparent. About November 15, we sent out let- ters announcing the retirement of J. W. Crabtree, as secretary. The tributes on Volume 24, Number 3; March 1935 page 99, “In Appreciation of Outstand- ing Service,” are a few of the many re- plies received. Early last December, Frank K. Reid visited NEA headquarters and told us about the interesting summer school which has been developed in Wichita. We are always on the outlook for pioneer undertakings, so requested Mr. Reid to prepare an article for THE JouRNAL, which he did in about two weeks. This gave us time to plan the layout, select illustrations, write legends, and get this article in pageproof, before the busiest days which always come each month be- cause some material is late. The symposium of eight articles, pages 69-76, on “The National Education As- sociation: What It Is and What It Should Be” was planned especially for this issue. Since the volume of printing for THE JOURNAL is so large, the dead- line date for sending copy to our printers is about six weeks prior to date of pub- lication. The invitations to the various authors of this symposium were mailed early in January. This gave them little time to prepare the articles. Occasionally when we invite someone to prepare an article for THE JOURNAL, even a year in advance, a reply like this is received: “I should like very much to write the article you request but cannot do so, because of a very crowded calendar.” This is one reason why early planning is necessary. Some of the material in every JOURNAL is not planned in advance. This includes reprints on timely subjects. Also, every year we receive many unsolicited manu- scripts. Some of these are so well-written and deal with such significant topics that they are published as soon as space per- mits, according to their timeliness and variety of subject. Last year marked a high point in the number of such articles received that were excellent. In order to get different points of view, manuscripts are read by several members of head- quarters staff and other persons before acceptance for publication. The lists of 100 percent schools, pages 101-102 in this issue, are an example of how we have had to make changes to use space to the best advantage. The names of these schools appeared in the first issue of THE JouRNAL, January 1921. In addition to the name of the school, city, and state, the name of the principal or superintendent was given. Very soon, as the number of these schools increased, smaller type was used; then a different arrangement, so that names of states and cities were not repeated unnecessarily; and finally the names of principals and superintendents were omitted. Now, we sometimes receive the suggestion that these pages of “Builders of Our Profession” be omitted, entirely. We would like to know the wishes of these schools in this matter. Will you not write us? THE JOURNAL aims to include ma- terial which advances the policies for which the Association stands; is clearly written in simple English; appeals as far as possible to all JouRNAL readers; does not claim more space than the topic jus- tifies in a journal devoted to the whole profession; does not cover ground too recently covered by other articles in THE JouRNAL; is accurate in facts cited; and helps to unify the profession in its atti- tudes and working policies. Each year thousands of people con- tribute to the development of THE Jour- NAL thru suggestions they make in their letters or in personal conversation, thru the manuscripts that they send in, thru their cooperation on committees and in the official bodies of the Association, thru their contribution to educational thought as recorded in other magazines and books which are systematically checked in JouRNAL planning. In a similar manner to the planning of this March issue, will THE JoURNAL for 1935-36 be developed. In planning THE JourNAL for next year, certain large fields of interest will be considered. First, will be the Associa- tion itself, its departments, its commit- tees, its affiliated state and local groups. Second, the expanding field of education —its pressing problems, its trends, its goals. Third, large civic and social trends, which teachers must understand if they are to guide wisely the young people of the communities they serve. Every member of the Association is in- vited to share in planning THE JoURNAL for next year. Do you prefer material that helps you to see the profession as a whole or specific aids for classroom teaching? If Association funds permit, would you like to have a September JouRNAL? What themes or special fea- tures would you like to see presented? Write to the editor, giving definite sug- gestions. Your cooperation will be ap- preciated.—J. E. M. Interpreting the School at Commencement programs has been growing steadily during the past few years. Schools are realizing, more than ever before, the value of interpreting the school to the community. The vitalized graduation program, in which all students may par- ticipate, affords an excellent opportunity for acquainting the public with the work of the schools. The Division of Publications of the National Education Association has, for many years, encouraged this type of pro- vyram and makes a study each year of graduation programs received from all parts of the country. This year fifty of the best 1934 programs were selected and summarized for use in a special packet prepared by the Division. The following are a few of these summaries: Needs of school—The needs of our highschool” was the theme chosen by the Lafayette Highschool, Lafayette, Georgia, for the commencement exer- cises. Students spoke on these topics: [Des in vitalized commencement Need of cooperation of parents Need of public-school music Need of physical education Need of better library and laboratory Need of financial backing Need of extracurriculum activities Need of an adequate building program Need of additional departments. Significance of a modern highschool— The Batavia, Illinois, Highschool grad- uating class attempted, thru speeches on the following subjects, to portray the so- cial significance of a modern highschool: The American highschool—its development The American highschool—its social significance The American highschool and why there should be a newer ““New Deal” in education. The following is an outline of this program: I. Introduction 1. How the term “New Deal” came to be used and what it means 2. Action of the “New Deal” on our eco- nomic, political, and social life [local illustrations were used when possible] II. The present condition as regards education 1. Economic condition—children denied educational opportunity, schoolhouses closed, departments eliminated, teach- ers’ salaries not paid, pupils not able to buy books, and the like 2. Population changes a. Relation of children to adults now as compared with past b. Relation of unemployment to school population c. Social changes involved—leisure time, codes, etc. III. How education has grown and developed in the United States 1. Satan Deluder Act, 1642 2. Dame school 3. Ordinance of 1787 4. Beginning of public schools IV. History of education in Neenah 1. First schools—curriculum, teachers 2. Beginning of manual arts, home eco- nomics, band, etc. V. Cross-section of school of today Curriculum and extracurriculum activi- ties VI. Schools of future 1. What the great American dream is 2. Why public education is necessary in our form of government 3. Why an increasingly broader education is necessary for future 4. Adult education more necessary in the future. Thirteenth commencement project— “Episodes of School Progress” was the title of a pageant presented by the 1934 —scholastically; in community life; eco- nomically; vocationally ; politically; for leisure time; personality ad- justment The American highschool its place in our Amer- ican life. New Deal in edu- cation — The Neenah Highschool, Neenah, Wisconsin, chose “The New Deal in Educa- tion” for the theme of its commencement ex- ercises. The purpose of this program was to show what the situation is regarding education | 98 WORTHY HOME MEMBERSHIPS ACTIVE s OF SUCc sh a JUNIOR HIGH SSS VILLE, KEN te) pr Loulsviggs-a4 ky OL eS SUITABLE VOCATION etme WORTHY USE OF LEISURE ETHICAL CITIZENSHJPS CHARACTER ES AE, ER, A a ‘ graduation class of the Doylestown, Pennsylvania, Highschool, with episodes as follows: Episode I—Enoch Flower becomes the first schoolmaster of Philadelphia [1682] Episode II—Whitefield spreads the fame of log college [1740] Episode I1I—Doylestown founds her first school [1804] Episode IV—A country school of 1830 Episode V—The sentiment for free schools grows [1833] Episode VI—Thaddeus Stevens saves the free school law [1835] Episode VII—The end of the old academy [1889] Episode VIII—Commencement [1934] Worthy use of leisure—The January 1934 graduation program of the State Street School, Hackensack, New Jersey, was an outgrowth of work done in home- room periods. All classes made the topic, “Worthy Use of Leisure,” the center of their discussions for several periods pre- ceding the graduation exercises. Definite questions to guide these discussions were prepared by the faculty committee. In the 9A classes, the results of the work accomplished in the “open forums” were assembled by pupil committees in their reports to the faculty committee. These reports were edited in the English classes. The best ideas from all the reports were incorporated into a group discussion cen- tering around the theme: The impor- tance of leisure and what our school is doing to train pupils to use their leisure wisely, About thirty-five pupils, chosen from a large group of volunteers, took part in the actual discussion to which the parents listened on graduation evening. The 1935 com- mencement packet prepared by the NEA contains summaries of programs, the text of a senior and junior high program, a section on the highschool tercen- tenary, student speeches, suggestions for building the pro- gram around the social- cconomic goals of Amer- ica, and other valuable materials. To order a packet, send 50c to the Division of Publica- tions, National Educa- tion Association, Wash- ington, D. C. The Journal of the National Education Association 100ls free emy lary tate sey, me- pic, r of pre- nite vere In rork vere heir nese ses. vere -en- por- l is Sure sen ook the me ~ket TEA ; of of a 1igh on cen- ont ions oro- ‘ial- ner- able ra the ica- 1ca- ash- tion In Appreciation of Outstanding Service Secretary on its very threshold; he J W. CRABTREE began the work of 5 leaves it now a fullgrown job. He J began in rented quarters; he leaves an owned headquarters erected by the life membership which he created. He found a small number of teachers as members and a much smaller clique governing the Association; he leaves it with a large membership even in a serious depression and a government which can grow with the ever-increasing membership. He found the most important members dis- placed and forgotten; he leaves with many Lizzie Moores resurrected and honored. He has found the most impor- tant member, the classroom teacher, has advanced her in the profession, and has given her a place of distinction and honor.—William John Cooper, George Washington University; U. S. commissioner of education, 1929-33. HEN Mr. Crabtree became secre- \¢ tary, the NEA had a small mem- bership and was only a society for the study of education. Today, with a mem- bership of over 200,000, an effective headquarters staff housed in a beautiful building at Washington, the NEA has become an organization of great potential power. In the rebuilding of the NEA, Secretary Crabtree has rendered a serv- ice of great value to American educa- tion. He has been what every American would like to be—a pioneer.—Jesse H. Newlon, director, Lincoln School of Teachers College, Columbia University; NEA president, 1924-25. HE CONTRIBUTION that J. W. Crab- tree has made to the development and protection of our American system of public schools and of the teaching profession in particular, has been note- worthy in every respect. Personally and professionally, Mr. Crabtree has quali- fied during all the years as a never-failing friend of every teacher and supervisory officer in our public schools.—James N. Rule, state superintendent of instruction, Pennsylvania. CONSIDER it a privilege to have worked with J. W. Crabtree in the cause of education from July 1917 until the pres- ent time. The educational forges of the world owe him much for his farseeing policies and his consecrated work. As a friend, I value him. As an educator, Volume 24, Number 3; March 1935 I admire him. As the secretary of the National Education Association during the most important period of its history, I deem his services farreaching, perma- nent, and inspiring to those who will succeed him.—Mary C. C. Bradford, NEA president, 1917-18. ODERN GENIUS has not yet dis- M covered an adequate measuring stick for the social values of education. No one can measure, or even estimate, the value to the cause of education of a life like that of Secretary Crabtree, de- voted as it has been to the cause of youth and of teaching. When future genera- tions write the history of this era, and analyze the precious values of democ- racy, the worth of such lives as his in- vested in the building of democracy’s foundation thru education will become apparent.—Frederick M. Hunter, chan- cellor, University of Denver; NEA pres- ident, 1920-21. R. CRABTREE has performed a fine M service for the National Education Association and for education. Under his leadership the Association has grown greatly in membership and in strength. He has ever stood courageously in de- fense of teachers as individuals and for the things which advance the profession. —George F. Zook, director, American Council on Education; U. S. commis- sioner of education, 1933-34. A past president of the NEA I have reason to speak with the highest appreciation and gratitude of Mr. Crab- tree. Wise, diplomatic in the best sense, broad-visioned and courageous, he has ever been the loyal friend and judicious counselor of us all. Gentle, considerate, kindly in the daily affairs of life, he has valiant courage when a principle is at stake. Only those who have worked close to him realize with what quiet valor he has fought and won many a battle for education, especially in the recent criti- cal months.—Florence Hale, editor, “The Grade Teacher,” N. Y.; NEA president, 1931-32. O ONE FACTOR contributed to the great growth in numbers, in power, and influence of the NEA in the past twenty years, more than the efficient, forceful building guidance of our worthy NEA secretary, Mr. Crabtree. The great work of the present NEA organization grown from 10,000 to more than 220,000 members during Mr. Crabtree’s leader- ship, with the splendid NEA staff in the new headquarters building, built under Mr. Crabtree’s guidance—all this seems to me to be Mr. Crabtree’s contribution to the nation’s life—E. Ruth Pyrtle, principal, Bancroft School, Lincoln, Neb.; NEA president, 1929-30. EVER too occupied to provide for N every detail, never too busy to study major trends and movements, never too austere to win common ap- proval and esteem, never too friendly to face courageously educational attacks or deprecation; I am speaking of my friend, Mr. J. W. Crabtree.—E. W. But- ter field, state commissioner of education, Connecticut. A A teacher and as a school admin- istrator, Professor Crabtree was preeminent and in the larger command of educational activities, his work with the National Education Association has shown him to be a master.—Edison Pettit, Mount Wilson Observatory, Cal. T HAS BEEN my rare good fortune to | ane J. W. Crabtree a personal friend ever since the student days in the University of Nebraska, more than forty years ago. Even then we recog- nized him as an inspiring personality and a forceful leader in education. Thruout the years, wherever he has served, he has proceeded to accomplish in his own quiet way things of perma- nent worth to American education. Cer- tainly he has applied the Kipling for- mula of never halting in his ways, never balking the end half won for any dole of praise. And now we rejoice in the high praise which he is right- fully receiving—Edward C. Elliott, president, Purdue University, Ind. NTELLIGENT, earnest, energetic, far- I seeing, Mr. Crabtree has done excel- lent work and laid a firm and well- planned foundation for his successors. Hundreds of thousands of teachers who have been helped and inspired directly and indirectly by his work will wish him many more years of joyous living.—P. P. Claxton, president, Austin Peay Normal School, Tenn.; U. S. commissioner of education, 1911-21. 99 This issue of THE JOURNAL is go- ing into the mails during the convention of the Department of Superintendence in Atlantic City. The report of that con- vention will appear in THE JOURNAL for April. The first issue of the Vermont School Journal, official publication of the Ver- mont State Teachers Association, ap- peared in December 1934. The editors state that the record enrolment in their state association last tall gives assurance that Vermont teachers are eager to set new standards of professional growth and are coming to a fuller realization of the possibilities in professional unity. School prayers—There has been a gratifying response to the request in the January JourNat for school prayers. The following has been submitted by Helen McMillin of Greensburg, Pa. It is sung [tune: Home, Sweet Home] by the pupils every day before lunch. Help us to be thankful, Our Father, we pray, For all the blessings, Thou givest us each day, Help us unto others More kindness to show For Thou art most kind, To Thy children below. There have been two significant recent developments in public educa- tion in Iowa. One is the Conference on Teacher Training Curricula held Decem- ber 15, 1934. About fifty college presi- dents, heads of departments of educa- tion, and superintendents of schools participated. The discussion clarified the problem of improving teacher training in the state. The other is the Citizens’ Conference on Education, which was held December 19, 1934. Over 300 dele- gates—representing thirty statewide or- ganizations—attended, The purpose of this conference was to discuss with rep- resentative citizen groups a program of action for the future development of lowa’s public-school system and to enlist an enlightened public opinion in its sup- port. Both conferences were called by Miss Agnes Samuelson, state superin- tendent of public instruction. Miss Sam- uelson is a member of the executive committee of the National Education Association. Rutgers University has announced that a four-year curriculum introductory 100 NOTES and ANNOUNCEMENTS to government service will be offered in the College of Arts and Sciences begin- ning next September. This is an attempt to interest the undergraduate in choosing government service as a career and as such is in keeping with the recent trend in selection of government personnel. ny W. Garrett, first fulltime secretary of the Hawaii Education Association. The Carl Mackley houses, the first self-liquidating, labor housing project in the country financed by PWA funds, were opened and dedicated in Phila- delphia early in January by the Amer- ican Federation of Hosiery Workers. This apartment block of 284 units has justifiably attracted great attention. In the first place, it is sponsored entirely by organized labor, with no realtor- agent-broker complications. Secondly, it is based on an exhaustive study of hous- ing and wages in the city, and provides modern apartments, cross-ventilated, well-lighted, and fully equipped for about $10 per room per month, in- cluding heat, light, and refrigeration. Thirdly, it is a notable step in the Ad- ministration’s slum-clearance program, the first of eight low-rent housing proj- ects to reach completion. And, finally, it is not merely an apartment house but a model community, with playgrounds and nurseries, swimming pool, auditorium, solarium, tennis courts, and meeting and rest rooms, The government holds a first mortgage on the property, and the $1,039,999 PWA loan is to be liqui- dated in thirty years. Named after a youthful hosiery worker killed in a strike and representing all that is best and most progressive in organized labor, the Mackley Houses are a tribute to the hosiery workers’ union, and a challenge to labor the country over to seek im- proved living conditions——The Nation, January 16, 1935. THE JOURNAL would like to hear from highschools that are teaching stu- dents how to fill out income tax blanks. Is your school in step P—Every day reports like the following come to head- quarters: I am sending you a list of the members of the Davidson County Teachers Association. We are joining the NEA with 100 percent member- ship—W. E. Lowe, Goodlettsville, Tenn. Of the 241 teachers in the department, all have joined—I. W. Snowden, chairman, NEA committee, Alameda, Calif. “The ‘Bad Boy’ and His Teacher” which was published in the November 1934 JourNAL, has been reprinted by the American Prison Association for use by that organization. Important—Postal rules make it essential that your address on our rec- ords be complete and correct. Members are requested to report promptly change of address, giving old address as well as new to the National Education Associa- tion, 1201 16th St., Washington, D. C. What have the last five years done to education ?—The depression has made educators understand at last what their problem is. That problem is nothing less than the accommodation up to 18 or even 20 of all, or almost all, the population of the United States. We might have known that this was coming; the depression has brought it on us now. The depression has been the first major setback that American education has ever received. Schools have been closed; teachers have been left unpaid; salaries have everywhere been reduced; new buildings have been postponed. Yet highschool graduates have had no place to go except back to the highschool. We shall have to look after them. There is absolutely no way of solving the problem that these new idle present except thru the educational system. The [Continued on page A-33] The Journal of the National Education Association | of We er- all EA ” er ise it C- rs 7 Ve we or VS Master Builders of Our Profession without marveling at the harmony of tone from so many instruments and so many players. To the initiated, there is not so much wonderment. They know that such a result is achieved by two conditions, both of which are subject to control: first, that each player in the orchestra be accurate in the tuning of his own instrument; second, that all start from a common “A” in their a It would be impossible to rate one condi- tion as more important than the other. Both are essential. Faultless tuning of his own in- strument by each musician must be accom- panied by recognition by all of a common pitch. In my own thinking, the common “A” for our profession is sounded by our professional organizations. They furnish the basis for our group thinking, group purposing, and group acting. Without them our profession would perform much in the manner of a symphony orchestra in which each musician tuned his instrument from an individual pitch. There is no reason, either, as I see it, for making a distinction between membership in local, state, and national associations. The three together constitute our professional affiliation. There is no basis upon which to choose one and refuse the other. Our profes- sion moves forward, not ‘on one front but upon three fronts. The time is not far distant when this essential integration will be recog- nized in the constitutions of our organiza- tions and a single fee will be collected to cover our total affiliation. . . . Let each of us ask ourselves: Am I in tune for ensemble service in my profession? Am I keyed to a common “A”? Once having known the thrill of drawing our bows with the group, we will never be happy as solo players again—Samuel E. Fleming, NEA state director for Washington, in the Wash- ington Education Journal, January 1935. | NEVER listen to a symphony orchestra New Life Enlistments LL LIFE MEMBERSHIPS received between the first of January 1935, and the life mem- bership dinner at the Denver convention in July will be designated “Crabtree life mem- berships.” Crabtree life members have the satisfaction of knowing that they are not only building the profession but that they are hon- oring J. W. Crabtree, secretary-emeritus of the National Education Association, and “one of the outstanding leaders of his generation.” The number of life members enroled in the National Education Association on Feb- ruary 1 was 5330. The following life mem- bers have been reported since the list was published in the February JouRNAL. Ca.irornia—Harry L. Buckalew, Robert Robinson Chase. District oF CoLuMBIA—Eleanor Craven, Mary Eliza- beth Donelson, C. C. Harvey, Mrs. Bertha G. Hendricks, Mildred Sandison, Mrs. Harriet Thatcher, Mrs. Irene F. Wolz, Mrs. Bess M. Wood, Volume 24, Number 3; March 1935 Ipano—J. Alonzo Spriggs, Jr. INDIANA—Doyle T. French, Effie T. Zehner. MaryYLANp—Bernice Annable Brouwer, Mary P. Smith. Missourt—Esther Irene Layton. Oun1o—O. E. Hearing. OKLAHOMA—Glen K. Hamilton. PENNSYLVANIA—Helen Grimes, George Russell Tyson. Ruope IsLanp—Alexander J. Stoddard. Texas—George C. Charlton, Spencer Stoker. Vircinia—C, W. Mason. WisconsiIn—John Rea Ambruster. Warren H. Steele, Completed Enrolments HE 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 February JOURNAL. Sixteen Years Iowa—Keokuk, Elementary Teachers’ Club. Fifteen Years PENNSYLVANIA—Pittsburgh, Knoxville Junior High. Fourteen Years PENNSYLVANIA—-Altoona, Altoona Public Adams, Allegheny, High, Baker, Curtin, East End, Eldorado, Emerson, Endress, Fairview, Franklin, Garfield, Irving, Jefferson, D. S. Keith Junior High, Keystone, Lincoln, Logan, Lowell, Madison, McKinley, Miller, Noble, Penn, Pleasant Valley, Prospect Park, Roosevelt Junior High, Special Teachers & Supervisors, Stevens, Washing- ton, Webster, Wehnwood, Whittier, Wilson, Wright. Schools, Thirteen Years ArizoNAa—Phoenix, Phoenix Public Schools, Adams, Capitol, Douglas, Dunbar, Emerson, Franklin, Gar- field, Grant, Jackson, Kenilworth, Lincoln, Long- fellow, Lowell, McKinley, Monroe, Special Teachers & Supervisors, Washington, Booker T. Washington. CALIFORNIA—Glendale, Magnolia. MICHIGAN—Grand Rapids, Sibley. Twelve Years CatirorniA—Long Beach, Washington; Los Angeles, Melrose Avenue; Santa Monica, Jefferson, Roose- velt. NeBRASKA—Omaha, Saratoga. WASHINGTON—Seattle, Horace Mann. Eleven Years DeELAWARE—Western New Castle County, Townsend. NEBRASKA—Omaha, Howard Kennedy. Nevapa—Clark County, Mesquite, Moapa, Moapa Valley High & Elementary, Virgin Valley High & Elementary. New Jersey—Hackensack, Hackensack Public Schools, Broadway Number 1, Fairmount Number 4, High, Jackson Avenue Number 6, Longview Avenue Number 7, State Street Number 3, Union Street Number 2. New Mexico—Albuquerque, Lew Wallace. Oxn10—Columbus, Fairwood; Findlay, Lincoln. PENNSYLVANIA—Pottstown, Washington. TENNESSEE—Shelby County, Shelby County Public Schools, Arlington, Bartlett Elementary, Bartlett High, Bolton Elementary, Bolton High, Brunswick, Capleville, Coleman, Collierville Elementary, Col- lierville High, Cordova, Ellendale, Forest Hill, Frayser, Gragg, George R. James, E. E. Jeter, Kerrville, Levi, Lucy, Millington Elementary, Millington High, Oakville, Rosemark, Whitehaven Elementary, Whitehaven High, White Station, M. C. Williams Elementary, M. C, Williams High. Ten Years Ca.irorNiA—Glendale, Cerritos, Franklin, Horace Mann, John Muir, Verdugo Woodlands; Long Beach, Horace Mann; Los Angeles, Loreto Street. FLoriwA—Daytona Beach, Seabreeze High. Hawau—Kailua, Kailua. I_tinois—East St. Louis, Longfellow. Seen —Leten, Adrian Public Schools, High. Oun10—Ashtabula, Ashtabula Harbor Public Schools, Harbor High, Jackson, Washington. — Bend, North Bend Public Schools, igh, PENNSYLVANIA—Bradford County, Athens Township; Kane, Central, Clay Street, Sub-High, Welsh Street, West Side; Reading, Tenth & Green Street. TENNESSEE—Memphis, L. C. Humes High. UtaH—Murray City, Murray City Public Schools, Arlington, Bonnyview, Liberty. WASHINGTON—S pokane, John Rogers High. WYomMiInc—Laramie, Parkview. Senior TE er St Oe aye are Atlantic City Public Schools 1934-1935 This is to certify that all teachers of the — The Atlantic City Teachers Assn. have joined The N. J. State Teachers Assn. The National Education Assn. to promote: The best possible education for children now; The best interests of our Democracy in the years ahead. SUPE TE MORN An effective plan for enlisting professional enrolment. 101 Builders of Our Profession Completed Enrolments eh FOLLOWING SCHOOLS have completed their one hundred percent enrolment in the National Education Association since the list was published in the February JOURNAL. Nine Years Cairorniu—Long Beach, Lowell; Los Angeles, Soto Street. Hawat—Hookena, Alae; Kalaheo, Kauai, Kalaheo. INDIANA—-Michigan City, Junior High, Marsh. MASSACHUSETTS—Plymouth, Knapp. MicuicGAN—Monroe, Boyd, Christiancy, Junior-Senior High, Lincoln; Pontiac, Crofoot. MINNESOTA—Minneapolis, Willard. PENNSYLVANIA—Delaware County, Folcroft Borough District. RuHope Istanp—Westerly, Bradford. Texas—Port Arthur, Tyrrell. Uran—Alpine District, Alpine District Public Schools, Alpine, American Fork Grammar, Ameri- ean Fork High, American Fork Junior High, Cedar Valley, Lakeview, Lehi Grammar, Lehi High, Lehi Junior High, Lehi Primary, Lincoln Grammar, Lincoln High, Lincoln Junior High, Lindon, Page, Pleasant Grove Grammar, Pleasant Grove High, Pleasant Grove Junior High, Sharon, Spencer, Vineyard. W'sconsiIN—Delavan, Delavan Public Schools, Eight Years CaLirorNi—Glendale, Thomas Jefferson; Los An- geles, Cheremoya. Avenue, Los Feliz. Massacuusetts—Melrose, Calvin Coolidge; Pitts- field, Briggs. E MINNESOTA—Rochester, Rochester Public Schools. Missournt—Aansas City, Foster Opportunity; Vine- land & Landis Township, Chestnut & East Street, East Avenue, Magnolia Road, North Vineland, Park & East Street, Park & Second Street, South Vineland. Seven Years Long Beach, Longfellow; Los Angeles, Aldama, Santa Barbara Avenue, Twenty-eighth Street; Pasadena, Andrew Jackson, Santa Ana, Edison; Walnut Creek, Grammar. Ittinors—Cicero, Roosevelt; Des Plaines, West. NeBRASKA—Omaha, Walnut Hill, Windsor. NevaDa—Lender County, Battle Mountain High. New Jersey—Pitman, Elwood Kindle, Walls. New Yorx—Ithace, Central, East Hill, Falls Creek, Open Air, Reconstruction Home, Henry St. John, Belle Sherman, South Hill, West Hill. Oxnwo—Old Fort, Old Fort. OreEGON—A shland, Lincoln. PENNSYLVANIA—Reading, Fourteenth & Perkiomen Avenue: Williamsport, Daniel Webster. Texas—T exarkana, Akin. Uran—Box Elder County, Bothwell, Collinston, Corinne, Elwood, Fielding, Garland, Honevyville, Howell, Lincoln, Perry, Plymouth, Portage, Snow- ville, Tremonton, Washakie, Willard. High, CALIFORNIA WASHINGTON—Spokane, WHavermale Junior Libby Junior High. Six Years Arizona—Phoenix, Stevenson, Whittier. Catirornua—Los Angeles, One Hundred Ninth Street, Sixty-first Street. Hawat—Hilo, Hilo Union; Honomu, Honomu; Honokaa, Kaapahu; Hilo, Kaiwiki; Kalapana, Pahoa, Kalapana; Hilo, Kapiolani; Kealakekua, Konawaena High & Grammar; Kurtistown, Kurtistown; Paauilo, Paauilo; Pepeekeo, Pepeekeo; Hilo, Waiakea-Kai, Waiakeawaena. ILtinow—De Kalb, Dubois. MINNESOTA—Minneapolis, McKinley. New Jersey—Summit, Summit High. Onto—South Euclid, Victory Park; Kent, Kent Pub- lic Schools, Roosevelt Senior-Junior High. Township High; Springfield, PENNSYLVANIA—Williamsport, Benjamin Franklin, George Washington. Five Years CALIPORNIA—-Claremont, High; Fresno, Addams, Dailey; Glendale,-Balboa; Los Angeles, Yorkdale; National City, National City Public Schools, Cen- tral, Highland Avenue, Lincoln Acres, Sixteenth Street, Sixth Avenue; Santa Ana, Delhi, Franklin. FLorwa—St. Petersburg, Childs Park. GeEorGIA—A mericus, Americus Public Schools; Ma- con, Fort Hawkins. Hawatt—Hana, Maui, Hana; Pahala, Kapapala; Mt. View, Mt. View; Naalehu, Naalehu; Napoopoo, Napoopoo; Ookala, Ookala; Paauhau, Paauhau. ILLINOIs—Cicero, Grant, Jones; Evanston, Evanston Township High. or ** apdiemaes Tuttle; St. Cloud, Gar- eld, Nevapva—Lander County, Austin High & Elementary, Ely City Schools; White Pine County, McGill, New HampsHine—Rochester, Allen. 102 New Yorx—lIthaca, Ithaca Public Schools, Central, East Hill, Falls Creek, Junior High, Open Air, Reconstruction Home, Henry St. John, Senior High, Belle Sherman, South Hill, West Hill, Wyckoff. PENNSYLVANIA—Cheltenham Township, Edge Hill, Glenside, George K. Heller, La Mott, Benjamin R. Myers, Thomas Rowland, Shoemaker, Wyncote; Montgomery County, Upper Merion Township, Port Kennedy, Swedeland. Texas—Texarkana, Texas Central. Four Years CaLirorNiA—Fresno, Franklin; Long Beach, Seaside; Los Angeles, Grape Street, Serrania Avenue; Pasa- dena, Roosevelt For Handicapped Children; Santa Barbara, Jefferson; Wilmington, Fries Avenue. Hawatt—Keauhou, N. Kona, Keauhou; Opihikao, Opihikao. ILtinois—Cicero, Lincoln; Highland, Highland Pub- lic Schools, Grade, High. Massacuusetts—Brookfield, Brookfield Junior-Senior High; Franklin, Four Corners; Stoneham, East. Missourt—Kansas City, J. S. Chick, E. C. Meservey, D. M. Pinkerton. NEBRASKA—Omaha, Comenius, Minne Lusa. New York—Elmira, Public Number Five, Public Number Nine, Public Number Ten; /thaca, Atypi- cal. PENNSLYVANIA—Reading, Fifth & Spring Street, Maple & Cotton Street. UraH—Salt Lake City, McKinley. Vircinia—Norfolk, Patrick Henry. Wisconsin—Port Washington, Port Washington Pub- lic Schools. Three Years CaLirorNiA—Fresno, Lowell, John Muir & Einstein; Los Angeles, Santa Monica Boulevard; Pasadena, Arroyo Seco; Riverside, Glen Avon; Santa Ana, Wilson. Hawan-—Hilo, Piihonua. ILtinois—Chicago Heights, Franklin, Grant, Jeffer- son, Lincoln, Roosevelt; Des Plaines, North; Peoria, Kingman; Riverside, Riverside Public Schools, A. F. Ames, Central, Hollywood, Inter- mediate. MARYLAND—Smithsburg, Forrest. MASSACHUSETTS—Lexington, Franklin. Missourt—Hermann, Grade; Kansas Glad- stone, Martin, J. J. Pershing. On10—Cincinnati, Douglass, Douglass Colony; Co- lumbus, Bellows Avenue; East Cleveland, Pros- pect. PENNSYLVANIA—Kane, Kane Public Schools, Central, Clay Street, High, Sub-High, Welsh Street, West Side; Montgomery County, Ambler’ Borough Schools, Grade, High; Newport, Fourth Street; Reading, Buttonwood & Pear Street, Continuation, Douglass & Weiser Junior High, Eleventh & Pike Street, Elm & Madison Avenue, Elm & Moss Street, Millmont, Ninth & Spruce Street, North- mont, Park, Schuylkill Avenue & W. Elm Street, Seventeenth & Cotton Street, Sixteenth & Haak Avenue, Spring & Moss Street, Thirteenth & Cot- ton Street, Twelfth & Windsor Street, Washington & Rose; Williamsport, William Penn. West Vircinta—Canebrake, Canebrake Grade. Two Years ARIZONA—Maricopa County, Murphy Number 21; Miami, Inspiration Addition. CatirorniA—Alhambra, Ramona; Fresno, Burroughs, Lafayette, Webster; Glendale, Eugene Field, Lincoln; Livingston, High; Long Beach, Garfield, Lincoln, Los Cerritos, Whittier; Los Angeles, Cortez Street, Gardena, Griffin Avenue, Hermon, Home Gardens, San Pascual Avenue, Wonderland Avenue; Pasadena, Ulysses S. Grant; Redondo Beach, Redondo Beach Public Schools, Beryl Heights, Central Departmental, Central Elemen- tary, South; San Bernardino, Burbank, Cajon; Santa Ana, Logan. Fiorma—Dade County, Santa Clara. Hawatu—Holualoa, Holualoa; Kai Malino, Hookena; Hilo, Keakealani; Kukuihaele, Kukuihaele; Ninole, John M. Ross; Hilo, Waiakeauka. ILtinois—Petersburg, Petersburg Public Harris High; Silvis, Silvis Public School. INDIANA—Indianapolis, Public Number 29. Massacuusetts—Gloucester, Riggs; Lynn, Parrott Street; Melrose, Washington; Stoneham, Junior High; Wellesley Hills, L. Allen Kingsbury. Missourt—Kansas City, Fairmount. —woe Pine County, Consolidated Number ne. New Jexsey—Atlantic City, Texas Avenue; Pitman, Pitman Public Schools, High, Elwood Kindle, Special Teachers & Supervisors, Walls. New York—Elmira, Parley Coburn, Public Num- ber Seven. Oxn10—Dola, Washington Township Centralized; Greenford, High. OKLAHOMA—El Reno, Irving. PENNSYLVANIA—C oatesville, Coatesville Public Schools, James A. Adams, Columbia Avenue, Craig Ridgway, High, Main Street; Norristown, Cherry Street, Gotwals, Hancock, Roosevelt, Welsh. City, Schools, SoutH Dakota—Aberdeen, Northern Normal & Ip. dustrial, Texas—El Paso, Lamar. Utran—Box Elder County, Clear Creek, Kelton, Lake. side, Lucin, Promontory, Riverside, Standrod. WisconsIn—Beloit, Burdge, Cunningham, Gaston, Hackett, Parker, Strong, Todd, Waterman, Wright; Milwaukee, Longfellow, Silver Spring. Current Year ARIZONA—Ash Fork, Ash Fork. Cairornia—Chula Vista, Otay; Fresno, Jackson, Kirk, Winchell; Glendale, Columbus, Fremont, Home; Long Beach, Lafayette, Washington Junior High, Willard; Los Angeles, Burnside Avenue, Gravois Avenue, Humphreys Avenue, Main Street, Miramonte, Ninety-ninth Street, Palo Verde, Theo. dore Roosevelt, South Park; North Hollywood, Carpenter Avenue; Pasadena, Thomas Jefferson, San Rafael; San Bernardino, Arrowhead, Marshall; San Pedro, Cabrillo Avenue; Santa Ana, Hoover, Juvenile Home, Lincoln; Santa Monica, Washing. ton. FLoriwaA—Babson Park, Babson Park; Dade County, Shenandoah Junior High. Hawai—Hakalau, Hakalau; Hilo, Hilo Standard; Hana, Maui, Kaeleku; Papaikou, Kalanianaole; Keanae, Maui, Keanae; Hilo, Keaukaha; Kopoho, Kopoho; Laupahoehoe, Laupahoehoe; Hilo, Olaa. IpaHo—Pocatello, Roosevelt. ILLINoIs—Champaign, Champaign Public Schools, Central, Central Opportunity, Columbia, Gregory, Dr. Howard, Lawhead, Lincoln, Marquette, South Side, Switzer, Willard, Col. Wolfe; Peoria, King. man High. INDIANA—Indianapolis, Henry P. Coburn Number 66; Tell City, Troy Township Consolidated. KansAs—Blue Rapids, High; Pittsburg, Eugene Field. LouisianA—Lecompte, High; Pineville, Elementary, Matne—Rockland, Purchase Street; Saco, Saco Pub- lic Schools, Bonython, Jordan, Locke, Old Orchard Beach, Old Orchard Beach High, Sweetser. MaAssacHuseEtTts—Brookfield, Brookfield Public Schools, Blanchard, Junior-Senior High; Brook- line, Baldwin; Lynn, Lewis; Revere, Louis Pasteur; Wellesley, Wellesley Public Schools, Isaac Sprague. MICHIGAN—Ann Arbor, Bach, Donovan, Eberbach, Tappan. MINNESOTA—Minneapolis, Clinton; St. Cloud, Wil- son. Missourt—Joplin, Stapleton; Kansas City, Bruce, Hale H. Cook, Humboldt, Horace Mann, Switzer. NeBRASKA—Omeaha, Druid Hill, Franklin. New Jersey—Vineland & Landis Township, Chest- nut & West Street, Kingman, New Italy, Oak & Main Street, Trento Avenue, West Side. New YorkK—Elmira, Public Number One, Public Number Eleven; Oswegatchie, Oswegatchie Union, Oxn10o—Gomer, Sugar Creek Rural; Malta, Triadel- phia. OrEGON—Jackson County, North Pinehurst. PENNSYLVANIA—Berks County, Mt. Penn Borough Schools, Elementary, High, Robeson Township; Crawford County, New Richmond; Edri, Elders Ridge Vocational; Pittsburgh, Belmar; Reading, Mulberry & Green Street, Open Air. TENNESSEE—Davidson County, Davidson County Public Schools, Adkinson, Antioch Elementary, Antioch High, Jere Baxter, Beechland, Bellevue High, Bordeaux, Coleman Brown, Buchanan, Buffalo, Cane Ridge, Central High, Cumberland High, Dodson, Donelson, Donelson High, Du Pont, Du Pont High, Edenwald, Ewing, Fanning Orphan- age, Forest Grove, Goodlettsville, Goodlettsville High, Gower, Alex Green, Hamilton, Harding, Harwood, Morrow Headden, Inglewood, Andrew Jackson, Joelton, Joelton High, Jordonia, Junior League, Lewis, Lickton, Issac Litton High, Mims, Morny, Mt. View, Neelys Bend, Oakwood, Ogles- by, Old Center, Parmer, Pleasant Hill, Protestant Orphanage, Rains, Richland, Robertson Academy, Rosemont, Seifried, Shwab, Smith Springs, South Harpeth, Stokes, Stratton, Turner, Tusculum, Una, Union Hill, Wade, Weakley, Woodbine, Wood- mont; Knoxville, West View. Texas—London, London. Utan—Box Elder County, Bear River High, Central, Junction; Granite District, Whittier. VERMONT—Bennington, Cora B. Whitney; Burling- ton, Adams; Castleton, Castleton Grade; Chitten- den, Chittenden Public Schools, Barstow Grammar, Barstow Memorial, Barstow Primary, High, North Chittenden Grammar, North Chittenden Primary; Fair Haven, Fair Haven Grade, Fair Haven High; Hydeville, Hydeville Grade; Rockingham-West- minister District, Rockingham-Westminister Dis- trict Public Schools, Bartonsville, Gageville, George Street, Rockingham; South Royalton, South Royal- ton; Springfield, East; Windham Central District, Brookline Township. Vircinta—Winchester, Virginia Avenue. WASHINGTON—S pokane, Lewis & Clark High. West VircintA—Bluefield, Preston Street; East Beckley, Sylvia Graded; Montcoal, Montcoal- Stickney. WiIsconsin—Beloit, Merrill, Royce; North Fond du Lac, High, Lincoln, McKinley. The Journal of the National Education Association fir: itral, ‘ling- tten- mar, Jorth ary; ligh; V est- Dis- -orge oyal- trict, East coal- qd du tion [Continued from page 100] first thing that we shall have to do is to enlarge the number of junior colleges. We must expect the ordinary youth to complete what we now call the sopho- more year of college instead of stopping at the end of highschool. We must expect him to do this work at home. We must therefore look forward to a vast increase in the number of local junior colleges.— Robert M. Hutchins, president, Univer- sity of Chicago, in the January 1935 Cosmopolitan. In forty states and the District of Columbia, groups of librarians and other citizens are engaged in state planning. They are evaluating existing machinery and organizing for a new advance.— Carl H. Milam, secretary, American Library Association. Professional organization is enter- ing upon a new epoch. The series of articles in this issue |p69-76] of THE JoURNAL throws much light on needs and trends. President Smith has ap- pointed the following Committee on Re- organization: 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. Members of the Association are in- vited to send suggestions on reorganiza- tion to the member of the committee liv- ing nearest them. Economic Securities Act—Secre- tary Willard E. Givens, in a recent letter to state superintendents of education, secretaries of state education associa- tions, and state NEA directors, calls at- tention to the fact that this Act “not only fails to recognize that education must of necessity be intimately involved in a program concerned with the welfare of children of the types under considera- tion, but that it violates an educational principle for the establishment of which educators have been struggling in recent years, namely, that health programs, so- cial activity programs, and appropriate care of neglected, delinquent, and crip- pled children, cannot be separated from the school program.” The classroom teacher—President Daisy Lord of the Department of Class- room Teachers reports from her trip west that one of the finest tributes ever paid the classroom teacher was that given by [Continued on page A-34] Volume 24, Number 3; March 1935 — SF, F5 re ab: AN : ie! Alaska Adventure No. 2 START SAVING NOW TO GOI Tals PAST SUMMER, under leadership of Miss Florence Hale, we operated Alaska Adventure No. 1 for American teachers and their friends. So successful was the trip, and such a splendid group of congenial men and women gathered for the ‘‘Adventure’’, that we have de- cided to repeat the Cruise. ould you be interested in ioining this party? Where can you find a vacation ad- venture to compare with Alaska? Search the whole world over. Figure as sharply as you will. Once in your lifetime—surely you must These great transportation companies are sponsoring the trip. They guarantee its high quality. They are behind it from first to last. Alaska Steamship Company Northern Pacific Railway Burlington Route (V) Dear Miss Hale: my consideration. (or) ciate receiving free Alaska booklets. Pee ee ea ee eet | Mention Tue JourNAL when writing our advertisers Soo Line Canadian Pacific aeeneeee: Vo harm.to ask questions, ===<===== Send for free Alaska “‘literature’”’. Florence Hale, Northern Pacific Ry., 560 Fifth Avenue, New York venture next summer. Send the itinerary for [] | am very much interested in the Alaska Ad- [] I cannot go to Alaska next summer, but | am certainly going sometime and | would appre- Signed. (Mr.), (Mrs.) or(Miss) .-------------------- see wonderful, majestic, inspiring Alaske —that vast, rich storehouse of resources which stands boldly, confidently behind America’s future. No matter where else you may travel, we believe you will treasure your Alaska trip above all. You will enjoy extra entertainment, at all ports of call in Alaska. You will be entertained by the teachers and the ed- ucational department of Alaska! Special events in the Northwest and in Canada are included. Adventure to Alaska with Florence Hale—it will be an outstanding experience in your life and memory. A Midnight Son A-3 5 ee NO Chfamitfh IS COMPLETE NATIONAL PARK Just turning a corner brings you into California’s valley of Sierra giants. Just an hour more and you can stand on its granite rim, three times as high as the world’s tallest building, with a week to play (any time of year) and a wonderland spread before you. Every style of living, here — hotels, lodges, housekeeping. All-expense tours, from 2 days and $25 upward, can include a stay at The Ahwahnee, California’s most colorful resort hotel. Your travel agent can arrange the best Yosemite itinerary, with “time out” for swimming, a riverside barbecue, the eve- ning Firefall, campfire concerts and a visit to the nightly bears’ “banquet”. For an illustrated vacation booklet, ad- dress: Dr. Don Tresidder, President, Yosemite Park and Curry Co., Box 81, Yosemite National Park, California. OVERNIGHT [omen francisco OR LOS ANGELES..... A-34 [Continued from page A-33] a retired teacher of teachers, Thomas H. Gentle of Monmouth, Oregon, at the breakfast meeting of the Department of Classroom Teachers of Oregon. He said: I pay my tribute of high regard and deep devotion to that other mother of America’s youth—the classroom teacher! Already I think she visions the dawn of a new national era and as she gazes on the horizon of that new day, I know she discerns the watchword of a reborn democracy emblazoned in letters of gold—Al for each, each for all, and to each to the measure of his needs! Hats off, comrades, for a classroom teacher passes by. One form of the Association’s service—The various divisions at As- sociation headquarters are constantly answering questions from members who wish help on some particular field of in- terest. The following letter is typical: In response to your letter of January 10 in which you ask for information regarding hos- pitalization or health insurance and health ex- aminations for teachers, I am glad to send you the following material: [1] “The Teacher’s Health.” vision, January 1930 [2] “References on Periodic Physical Exami- nations of Teachers.” Educational Research Service, November 1931 [3] “References on Loan and Relief Funds Maintained by Local Teachers’ Associations.” Educational Research Service, January 16, 1931 [4] “Status of Health Examinations of Teachers, etc., in Representative Cities in United States.” October 1932 [5] Group Insurance for Teachers. Studies in State Educational Administration, No. 3, February 1930 As one of your best sources of information I would refer you to the Sixth Yearbook of the Department of Classroom Teachers, entitled The Economic Welfare of Teachers, which in- cludes material regarding health insurance and hospitalization. Peabody second half of the “Teachers College of the Air” series of broadcasts. These pro-- grams are presented over station WSM, Nashville, each Friday evening from 9:30 to 10:00 CST. The purpose of these broadcasts is to introduce the teachers colleges to the American public and to attempt to make that public con- scious of the issues of teacher training. Staffs and students of various teachers colleges develop and present their own programs, each of which carries the “pro- fessional and artistic flavor” of the col- lege presenting it. Programs for March and April include: Research Di- March 1—State Teachers College, Morehead, Kentucky, J. H. Payne, president March 8—State Teachers College, Carbondale, Illinois, H. W. Shyrock, president March 15—Dr. Little of Peabody College March 22—The Demonstration Highschool, Peabody Mention THe JouRNAL when wfiting our advertisers College announces the , March 29—State Teachers College, Charleston, Illinois, Robert H. Buzzard, president April 5—State Teachers College, Athens, West Virginia, J. Frank Marsh, president April 12—State Teachers College, Commerce, Texas, S. H. Whitley, president April 19—State Teachers College, Slippery Rock, Pennsylvania, C. S. Miller, presi- dent April 26—The Demonstration Elementary School, Peabody The plan of asking readers to share in determining JoURNAL content, which has been in use since 1927, is now being taken up by the commercial press. A similar checkup was recently sent out by the Washington Star. “The Friendship of Former Teachers”—A Journal reader, com- menting upon this article in the Decem- ber 1934 number, adds: The interest of the organizations of teachers in the retired teacher should be as great as that of the individual in some beloved teacher. It seems that retired teachers should have some honored place in the school systems they have actively supported. As a superintendent has well said, “Could not the retired teachers be regarded somewhat in the light of ‘old grads’ whose benediction is still desired by those still upon the active list?” I think a survey of the status of the retired teacher in the different cities of the U. S. is desirable. Among the high spots in 1934 school legislation are the following: Louisiana increased state support for educa- tion from six to ten million dollars annually; established an equalizing fund to guarantee a minimum program for all parishes; and provided for distribution of state school funds monthly instead of every four months. A property tax relief fund was created, which will receive the proceeds of several new taxes. Authority to levy school taxes was definitely granted to parish schoolboards and their budgetary pro- cedures were revised. New York protected its previously enacted system of state aid to education. A 1 percent gross income tax to raise $13,346,000 for edu- cational purposes was enacted. Reports from other states will appear later. ‘ Crabtree life members—We are pleased to list in this issue nine new life members from the headquarters staff of the National Education Association taken out in honor of Secretary-emeri- tus J. W. Crabtree. More persons in the United States are on relief than there are individuals in Roumania, Mexico, Czechoslovakia, and Yugoslavia, more than twice as many as in the joint populations of Belgium and Holland, about three times as many as there are subjects of Sweden and nearly seven times the residents of Nor- way. The Journal of the National Education Association leston, nt , West merce, ippery presj- ntary share yhich eing s. A it by ner >Om- -em- chers that . 2 some have has s be rads’ still the rent 934 1ca- lly ; e a ded hly tax the ted ent lu- ‘ar Vacation in PARK Gtorious, colorful Yellowstone—land of spouting geysers, boilin aint pots, cliffs of glass, abundant wild life and un- touched natural beauty. Park tour costs are low—$38 in lodges, $45 in hotels; round trip from Chicago to Yellowstone through scenic Gallatin Gateway only $46.95. Spend a few days at the Milwaukee Road’s | mountain-cradled Gallatin Gateway Inn— headquarters for western recreational activ- ities in the heart of the Dude Ranch country. Yellowstone! Gallatin Gateway! A delight- ful interlude en route to the Pacific Ocean— Seattle, Mt. Rainier, Mt. Baker, and Alaska. Travel on your own or join an All-Expense Tour. Our free illustrated booklet, “Pacific Northwest Vacation Suggestions,” gives sample costs. Write for your copy. Geo. B. Haynes, Passenger Traffic Manager Room 702, Union Station Chicago, Ill. LHITAGH YeeM LW ee Mae ROUTE OF THE FAMOUS COMPLETELY AIR- CONDITIONED THIS SUMMER Volume 24, Number 3; March 1935 My friends who teach English | composition all have a table of short- hand for errors. Gr. means grammar is wrong; P, your punctuation is bad; Sp, you don’t know how to spell; W, this is a bum word; and so on. It strikes me that spotting a paper with these signs of sin is one way to keep composition in its place as a tiresome task and a teacher of it as a sorehead. Why don’t you as- sume a few joy-giving marks: Gi, good idea; It, I like this; Ttm, this tickles me; Ph D, a dandy phrase; D. D., darned delightful?” — William McAndrew in Nation’s Schools. “Flowers for the living” was the motive which inspired the student coun- cil and alumni of the Plattsmouth, Ne- braska, Highschool to hold a special convocation program in honor of Miss Olive Gass, a teacher in the Plattsmouth schools for a quarter of a century. The convocation, held on December 6, was participated in by former students of Miss Gass, by teachers who had served on the faculty with her before her re- tirement as teacher and principal twenty- five years ago, and by the present faculty and student body. Concerning the Senate action on the World Court—I agree fully with Elihu Root and others that the educa- tional campaign favoring adherence to the ‘World Court by the United States must continue undiminished until this country assumes its proper place in world organization for international justice. Surely the first step towards recovery is towards the direction of restoration of international relations both political and economic.—Joseph S. Ames, president, Johns Hopkins University, Baltimore. Can the teacher be his own banker ?—The answer to this question is stated in action by the Portland, Ore- gon, teachers. They have built an organi- zation which has saved the teachers thou- sands of dollars in interest money, has returned a 6 percent dividend to teacher investors, has proved of direct benefit to every teacher in the system whether he has joined or not. This organization, called the Portland Teachers Credit Union, began business January 3, 1932, with $165 and fifteen members. There are now, November 1, 1934, 597 mem- bers having stock investment of $42,000 and $2300 in time deposits. Every cent of investment has come from the teach- ers of District Number 1, Multonomah County; every cent is loaned for the personal banking needs of Portland teachers. — Oregon Education Journal, January 1935. [Continued on page A-37] Mention Tue JouRNAL when writing our advertisers “1 LIKE MY ENGLISH NOW!” The children really do enjoy using ESSENTIALS OF EVERYDAY ENGLISH. The instruction is clear and definite and the exercises of such a character that the children can do them and get that stimulation that comes from ac- complishment. ESSENTIALS OF EVERYDAY ENGLISH makes happy children, and is available for Grades 3 through 8. Price 44¢ each. Write for information about other PUPIL-ACTIVITY TEXTBOOKS: The Stanford Speller Lennes Essentials of Arithmetic Art Appreciation Textbooks LAIDLAW BROTHERS 320 E. 21st St. 36 W. 24th St. Chicago New York 133 First St. San Francisco RRO PEI LMNAARORRN:ERTESAMREEE I A-35 | A LAZY SENSE OF DRIFTING, and you're gliding famous Sheltered Seas to Alaska. Doing as you please... meeting new people...exploring unfamiliar lands... thrilling at nature’s finest work of artistry. Mountains that reach to the sky. ‘‘Living”’ glaciers. Deep-walled fjords of secret beauty. Waterfalls and leaping salmon. Cool trails . . . profusion of flowers. A crazy sun that stays up all night. Days crammed with interest ex- ploring ports rich in Indian lore... fan- tastic totems... bold tales of old Russian days and mad gold days. Gay evenings, romantic days on friendly decks... it’s like that under the Midnight Sun. But you must see amazing Alaskaland to discover the lure that calls back no- madic hearts again and again. You will want the colorful new literature the coupon will bring you. Ask about the special cruise for teachers. Also a University of Washing- ton Summer School cruise... with credit. FREE TO TEACHERS Good Natured Map of 99. Alaska suitable for fram- ing. Humorous... instruc- tive. ; Fares include berth and meals See your local Travel Agent or Dollar, American Mail and Pacific Steamship Lines [General Agents] HERE’S YOUR COUPON Please send me Alaska Cfuise ALA 4 KA Vacation literature... Good Natured Map. . . STEAMSHIP Summer School Cruise . COMPANY “O° re PRs Aivccanciccesinasectns ae Room 509, Pier Two ES eee ee SEATTLE A-36 0O00 CRUISING ADVENTURE ii MEDITERRANEAN Dreams Come True! Have you ever dreamed of Spain, Portugal, Morocco, Majorca, Carthage, Malta, Sicily, Dalmatia, Greece, Turkey, Crete, and the Islands of the Aegean—all in One Tour? Let These Dreams Come True. Travel inexpensively but com- fortably on our privately chartered cruise ship; scholarly leaders; congenial companionship! Ours is a non-profit enterprise. Our patrons alone profit. Other Tours to England, Scandinavia, France, Italy, Mexico, Japan. SEND FOR FULL DETAILS OF DEFERRED-PAYMENT PLAN at ao or ¥ ~ ie es BUREAU OF UNIVERSITY TRAVEL 21 Boyd Street, Newton, Mass. \ Ss UMMER WOESSION UNIVERS!'TY OF VERMONT The OPEN ROAD | ElEthtar, July 8th to August 16th Courses affording superior opportunity for self-improvement, for teachers desiring certification credit, graduate students and undergraduates. City conveniences and unsurpassed recre- ational advantages. Lake Champlain, in SOVIET RUSSIA Ninth Season Of the thousands who visit the Soviet Union each season, there are a few who seek more than surface impres- sions and who therefore require more than ordinary tourist services. Through its own independent repre- sentation in Moscow, and by virtue of its long-established connections with Soviet institutions, The Open . Road affords the enquiring traveltr CHAM PLAIN Green Mountain and special opportunities and advantages. ' Adirondack excur- Group tours, and service to independ- | sions, trips to Montreal and Quebec, ent travelers. under University direction. Enrollment Students, teachers and members limited to one thousand. of the professions are invited to | submit their travel problems Write for Illustrated Catalog. without obligation or expense. ‘ BENNETT C. DOUGLASS, Director MOSCOW Burlington Vermont UNIVERSITY a eovie ou spe P 1. a) Ir t My onde | TRANSCONTINENTAL TRIP The OPEN ROAD pon eed the poss d Mountains and on the Pacific ~ “ae - . ‘hs , oast in July and August. ‘Travel and study for col- 56 West 45th St., New York $380 lege credit. Clark University offers this summer session field trip, 54 days, 9,300 miles by chartered motor coach. New York State to California, Oregon, Yellowstone, Grand Canyon. For full information address Clark University Summer School, Worcester, Mass. EUROPE*)95-3- [voustemeanca Most Outstanding Travel Values — E 45 miles from Denver METROPOLITAN TRAVEL COMPANY | | tes ese ens cag nile Trips Saddle Horses—Rest—Good Food—Reasonable Rates. Incorporated , _ F. C. MOLLOY Metropolitan Building 1019 Spruce Street Boulder, Colorado including Passage Cooperating with Intourist Boston, Mass. Our Service is Nationwide. Teacher placement this past year showed a marked improvement. In the ele mentary school field, there isa great demand for ex- cellent teachers with degrees. Many High Schools are asking for teachers with Master's Degrees. Enroll early. When writing, mention this magazine. Address 1200 Steger Bidg., 28 E. Jackson Blvd Chicago, Ill, TEACHERS AGENCY ALBERT a Year—Large and alert Placement Bureau for pang ye es -rincipals, Supervisors, Critics, High School, Elementary, and Specia TEACHERS AGENCY Teachers. Business up over 100%. Folder free. “‘Correspondent’”’ Agencies: E. T. Duffield, 535 Sth Ave., New York; Alta B. 25 E. Jackson Bivd. Chicago, Ill. Collier, Inc., 415 Hyde Bldg., Spokane. Mention THE JoURNAL he ‘ Joa when writing our advertisers. The Journal of the National Education Association ; this ion [Continued from page A-35] The Child Labor Amendment has so far been ratified by twenty-four of the thirty-six states which must pass favorably on it before it can be adopted. The proposed amendment is now being acted upon by a number of state legisla- tures. By the time this JoURNAL reaches readers, more states may have ratified. Utah, Wyoming, Idaho, and Indiana are the states which have acted favorably upon it this year. Our American Schools—Do you listen and urge other citizens to listen to the radio broadcasts sponsored by the National Education Association and heard over the NBC networks each Sat- urday evening, 5:30-6:00 PM, EST? Teachers may greatly increase the effec- tiveness of these programs by giving them local publicity. On March 2, H. V. Kaltenborn, news commentator, will speak on “Radio and Education.” On March 9, Frank McKowne, president of the Statler Hotel System, will speak on “Education for the Business World.” For a detailed statement of speakers, write to the Division of Publications, NEA, 1201 16th St., N. W., Washing- ton, D. C. Educational tours—Chicago school children will this year make thirty-three visits to points of interest in and around Chicago. These student tours, which are a continuation of the visits made last year to the Century of Progress exposi- tion, have been arranged as a part of the regular curriculum. The trip to the Shedd aquarium, for example, is corre- lated with classes in biology, general science, nature study, and zoology. Two packets of useful helps for schools are of particular significance at this time. These are the special tercen- tenary packet, including programs, proj- | ects, and pageant material; and the fed- | eral aid debate packet, which includes addresses, committee reports from Con- gress, research reports, and other mate- rials. These are available from the Division of Publications of the National Education Association, 1201 16th Street, N. W., Washington, D. C. Indian leaflet series—The Denver Art Museum has prepared a series of more than sixty learning units on Indian life thruout the United States. Each unit has four or eight pages. Further infor- mation concerning these leaflets and the small charge for the cost of production may be secured by writing to the Mu- seum, 1300 Logan Street, Denver. [Continued on page A-38] Volume 24, Number 3; March 1935 ANCHOR LINE % Cwzopc / Gives You More atsea, in large, modern First or Cabin Class liners, generously planned. Serves You Luxuriously ... With the deft attentiveness bred by acentury of tradition! EE Great Britain during the Silver Jubilee Year of His Majesty's reign... do it on what you save by travelling Anchor Line! Land at Lon- donderry or Belfast for an Irish tour... or go straight to Glasgow and start your Europe trip with bonnie Scot- land. From Scotland all of Wales and England lies before you on an easy, economical route to London. And from London you can reach Paris injust2'% hours by Imperial Airways! First Class is only $147 up to these Irish and Scottish ports ... in the famous liners Transylvania, Great Britain, conveniently, without retracing your steps. Starts You Right... from the top down! You see the British Isles on your way to Europe! LONDONDERRY mn % | LONDON yf ms % £ | yrs | BELFAST , Caledonia.Cabin Class in the California, Tuscania, Cameronia is $139 up. All Anchor Liners carry Tourist and Third Classes, at $107 up and $82 up... ask about special Round-Trip Excursion rates in these classes. In- formation and literature from your local agent or Anchor Line, 25 Broadway, New York. SUMMER CRUISES . . . from New York and Boston frequently throughout the season, in cooperation with NATIONAL TOURS... visiting the Cana- dian North Capes and Bermuda in 13 days. NEXT SAILINGS FROM NEW YORK: Transylvania, Caledonia... Mar. 2, Mar. 16, Mar. 30, Apr. 13, Apr. 27, May 10*, May 24*. California, Tuscania, Cameronia.. . Junel, June 15f, June 29f, July 19*. *Via Boston. {Slightly higher summer rates. ANCHOR LINE 744% REDUCTION ON FIRST CLASS ROUND-TRIP FARE Mention THe JourRNAL when writing our advertisers ee LE ee em OA Sd See NEW FACES Enjoy NEW PLEASURES on these delightful Circle Tours by Panama Pacific to CALIFORNIA! 9,000 miles of thrilling travel, by sea around America, visiting foreign lands en route, and by air or rail across America, seeing as many of her wonders as you wish. Three weeks—or three months! Sail from New York or California on 33,000 ton liners Virginia, California or Pennsylvania, largest in intercoastal ser- vice. Revel in their comforts and luxuries— all outside cabins, extensive decks, unsur- passed cuisine. The ov/y ships in the ser- vice with two built-in deck swimming pools and air-conditioned dining salons! Visit glamorous Havana. Then through the spectacular Panama Canal in daylight, spending thrilling hours ashore in mod- ern Balboa and ancient Panama. Call at San Diego (westbound only) and visit historic Mexico, a short distance south. On to Los Angeles and Hollywood and finally—cosmopolitan San Francisco! From this point, a glorious trip by air or rail across America and back home. Your choice of routes. Fares cover transportation from your home town and back again, all meals aboard steamer and shore excursions. Stopovers permitted at all ports. New reduced First Class steamer fare of $185 makes this the most sensa- tional travel offering in years! Tourist Cabin from $120. 25% off for round trips by sea. Apply to your travel agent, or write Dept. C, at the address below for full particulars and itineraries. PANAMA PACIFIC LINE Associated with American Merchant, Baltimore Mail and United States Lines to Europe; Panama Pacific and United States Lines Cruises. Main Office, No. 1 Broadway, New York Other offices in all principal cities A-38 [Continued from page A-37] University, | = N// EE Mitchell, South Dakota, has inaugu- ~y, = Ae rated a policy of granting to students of a] A E/ < NS exceptional ability credit thru exami- . A _aes ES nation. Candidates for credit by exam- ination first fulfill all college entrance requirements, execute all necessary reg- SSS istration forms, and pay an additional two-dollar fee for each examination. Credit is allowed only where evidence Dakota Wesleyan of superior ability is shown. A letter and an answer—We are interested in the articles now appearing in THE JouRNAL on the history of edu- cation by Doctors Beard and Carr. We have under consideration the adaptation of these articles for our commencement exercises. I am writing to know if the articles that are yet to appear are avail- | able in any form at this time. We may | work out pantomimes, dialogs, or brief | essays. It is our purpose to acquaint the | members of the graduating class with | the material, allowing them to study and add to it by their own research, and finally to decide on the plan of presenta- tion. If you or the authors of these s.5 articles have any suggestions to make, ' , we shall certainly appreciate them.— Rose L. Brimmer, principal, Baltimore Avenue School, Schoolfield, Va. The answer—The Beard and Carr ar- ticles, “Schools in the Story of Culture,” have been preprinted in booklet form at the following prices: single copies 25¢: discounts, 2 to 9 copies—10 percent; 10 to 99 copies—25 percent; more copies—331/; percent. Any orders for less than $1 must be accompanied by cash. Your plan for adapting these for your commencement exercise is admira- ble. The students will enjoy doing this and they will do better than we could. Mr. Crabtree’s autobiography— | Friends of Secretary-emeritus J. W. Crabtree, who have often urged him to write the story of his life, will be inter- | ested to hear of his book which has just come from the press. What Counted Most is Mr. Crabtree’s own story of the things that counted most in helping him render service as a teacher, superintend- | ent, highschool inspector, college presi- dent, and secretary of the National Edu- cation Association. Mr. Crabtree’s life story is dedicated to the teachers of America. It may be purchased at $2 per copy from the University Publishing dress: Co., 1126 Q St., Lincoln, Nebr. The Encyclopedia of the Social Sciences—The publication in February bs 1935 of the fifteenth and final volume of this encyclopedia marks the completion [Continued on page A-40] Mention THE JouRNAL when writing our advertisers 100 or Ss Mui Cust lif OF HAWAII a SCHOOL Youre DE =. Gugu tl 2 AISE summer study this year from routine to ad- venture — in Hawaii — where world travelers meet and trade routes cross. Join students, from Europe, Asia, Alaska and twenty states in what au- thorities describe as ‘‘the most exciting course in American education.” Fully accredited by the Association of American universities, this institution offers more than 80 graduate and un- dergraduate courses in the arts, science and teacher training. The School of Pacific and Oriental Affairs, with a distinguished faculty drawn from leading American, Chinese and Australasian universities, presents a unique opportunity for students of the international and interracial prob- lems of the Pacific. _ You can have two months of vacation and study in Hawaii for as little as $250—including steamship fare to and from Honolulu, tuition, books, room- and-board. For complete information, please ad- Director of SUMMER SESSION University of Hawaii ™ Ay Ge b a $3 HONOLULU, T. H. The Journal of the National Education Association MINNESOTA for this period is 500. applied on the first payment. or button when the first payment is made. SUMMER SESSION at Invest wisely in yourself and in your earning power. Your summer session at the University of Minnesota pays abundant dividends in preparation for a better po- sition—in a freshened out- look and broader viewpoints —in health and happiness, too. For Minneapolis lies at the threshold of the famed Ten Thousand Lakes Va- eation Land. It’s a city of remarkable beauty, cultural and recreational advantages. ADULTS STUDY THEIR WORLD The University of Minne- sota offers for the first time a formal course of training in adult education. Special courses in Sociology, Emer- gency Education, Child Welfare, Public Health, Physical Education, Play Production, Home Eco- nomics, Music and many others of value in the adult education movement. The University of Minne- sota offers you a faculty of 250 selected educators, with 600 courses leading to baccalaureate or advanced degrees. To round out your summer session, there are special lectures, recitals, plays and excursions. Fees and living expenses are moderate. Ask for special bulletin in your field, or write for complete bulletin to: Dept. D DIRECTOR OF SUMMER SESSION 236 Administration Building UNIVERSITY OF MINNESOTA MINNEAPOLIS, MINNESOTA Eight Weeks of Cool Comfort in a Famed Scenic Setting North Side Pikes Peak from Ute Pass 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. 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 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 April 1, be paid in equal annual installments of $10 each, and that membership dues already paid for the current year may be I also understand that I will receive the life membership certificate, card and gold pin Mention THe JouRNAL when writing our advertisers 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 1 as CRABTREE LIFE MEMBERSHIPS in honor of J. W. Crabtree, who became Secretary Emeritus on January 1. Our goal 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. I understand the entire amount of $100 can coeceeeeceoece ee eeeeeeeeeseeeerneeeestesese A-39 ALASKA after the NEA As he has been doing for the past thirty years, H. V. Kepner, Principal of West High School will con- duct another party through Glacier National Park, to the Northwest and to Alaska at the close of the NEA Convention in July. Dr. Geo. A Barker of Colo. State Teachers College, Greeley, will again be a member of the party and by daily lectures offer a credit course in Field Geography. For details write H. V. KEPNER, 4646 Montview Blvd., DENVER ATIONAL COLLEGE of 49th Year EDUCATION Spend a profitable 6 weeks’ summer session on the shores of Lake Michigan New inspiration, fresh impetus, likely advance Preliminary and advanced classes for teachers in Kindergarten and Elementary grades Also cultural subjects, including History, Literature and Art socialized activities ial observation opportunities demonstration school. College Dormitory. June 21-August 2 [Two weeks’ special course June 10-21 and July 8-19 Edna Dean Baker, President, Box 516-C, Evanston, Ill. ‘e tlond Summer School CONTINENTAL DIVIDE- Seen on Student Tours HE UNIVERSITY OF COLORADO, in the ; 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 to Rocky Mountain National Park; moun- tainclimbing; mountain camp maintained for summer students. Altitude of onemile, 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 ested instruction in Dra- matic Production. Nursery, Demonstra- tion and Training Schools. Many special courses for teachers, supervisors and administrators. Special opportunities for graduate work. Organ recitals and public lectures. 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 Universityof Colorado Boulder, Colorado | SEND TODAY for Complete Information | DEAN of the SUMMER ee (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._ l City and State__ ; rele Naan eas anak one eee tenner uns eceemneal A-40 [Continued from page A-38] of a monumental work. The plan for such an encyclopedia was proposed by E. R. G. Seligman in 1927. As a result of his suggestions, ten organizations—of which the National Education Associa- tion was one—appointed representatives to participate in the formation of a non- profit organization to carry on the edi- torial work. John K. Norton, a member of the Board of Directors for the en- cyclopedia, states: ““The publication of this encyclopedia is an intellectual event of first importance. With the growing emphasis on social studies in the school curriculum, these volumes constitute an indispensable part of the education equipment of every modern highschool.” For further information, address the En- cyclopedia of the Social Sciences, 100 Morningside Drive, New York City. “Of the people, by the people, for the people” is the title of a radio broad- cast to be presented over the WABC- Columbia network on Monday, March 4, from 2:30 to 4:30 PM, EST. It is hoped that school classes, particularly those in civics and government, will hear the broadcast. The program will con- sist of a dramatic review of the first two years of the Roosevelt Administration’s activities and a firsthand account of the current problems facing every branch of the government. Among the government officials who will speak are Vicepresident Garner and Joseph W. Byrns, Speaker of the House of Representatives. The enrolment in the West Virginia State Education Association this year bids fair to set an all time high percent- age mark. . One of the chief con- tributing causes is the encouragement given by the state department of educa- tion. In meetings planned by the state superintendent of schools with boards of education, county superintendents, other administrative officials, and the teachers, the work of the State Educa- tion Association and importance of membership were given emphasis.— West Virginia School Journal, Jan. 1935. The National Coal Association estimates that the Tennessee Valley Au- thority will produce a power output which if produced by coal-burning plants would use more than six million tons of coal a year. This coal may be saved for the use of future generations by using water power which would other- wise go to waste. School people and other citizens will be interested in a series of broad- casts by Stanley High, to be heard at 12:30 Friday noons and 11 o'clock Mention THE JOURNAL when writing our advertisers The Journal of the N Combine Summer Study -_ N. E. A. C BASS Stare COLLE Specialized training forleadership under great teac _ { June 22 - July 12 rms 4 July 13 - Aug. 2 Three Te Aug. 3 - Aug. 23 Only 65 miles from Denver on paved highway. Marvelous opportunity for trips in nearby mountains. Accomo dations very reasonable. Beouiiuly- -colored mountain calendar FREE to teachers. For further details address: Summer Session Director, 22 Administration Building, Fort Collins, Colorado, This Advertisement Financed by Fort Collins Business Men. SAINT LOUIS SUMMER SESSION, 1935 Fune 17th to fuly 26th Graduate Courses Undergraduate Courses Special Courses: for Teachers Also Courses in Business, Fournalism, Social Work, Engineering, Nursing, Art, Music. For Bulletin of the Summer Session, Ad- dress Isidor Loeb, Director of Summer Session, Room 204 Duncker Hall, Wash- ington University, St. Louis. University of Denver SUMMER SCHOOL Ist 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- By tages in snow-capped Rockies. Ml Low railroad fares, Opportunity to attend N. E. A. Convention.. UNIVERSITY of DENVER Department A University Park, Denver, Colo Send me your Summer School Bulletin. 1 fee Street and No. City and State Jational Education Association . 30 week) duate jects. hers. dvan- kies. ting results. job. ties make economies. Economies — TO HAVE your printing handled in- telligently—that is economy in time. TO HAVE your printing handled ex- pertly—that is economy in cost of get- TO HAVE your presswork handled on a properly planned production basis— that is economy in actual outlay for the GET ALL your printing where facili- Consult us—any size job interests the “Master Printers” Jupp & DETWEILER INCORPORATED ECKINGTON PLACE AND FLORIDA AVENUE WASHINGTON, D. C. 648 T.C.U. BUILDING | | | Name | Address Tuesday nights, EST, over WEAF and the red network of the NBC. Mr. High, author and lecturer, is presenting a series of talks on the needs, aims, and achievements of the schools. Free lunches—More than 290,000 school children in forty-five states [all except Alabama, Illinois, and Michigan | and the District of Columbia received free lunches and milk during the 1933- 34 school year. This represents 7.5 per- cent of the enrolment. After visiting the museum of American Indians, a Leonia, N. J., child remarked, ‘““We saw some dead Indians. They were all mummies and no daddies.” Better Government Personnel— A Commission of Inquiry on Public Service Personnel under the chairman- ship of President Lotus D. Coffman of the University of Minnesota, has issued a valuable report entitled Better Gov- ernment Personnel. This report will be of especial interest to those responsible for planning school curriculums or for giving guidance to young people. The report is in the form of a bound volume of 182 pages issued under the auspices of the McGraw-Hill Book Company, 330 West 42nd Street, New York City. The Commission points out that: Volume 24, Number 3; March 1935 | You Aren’t Half as Sick When You're Sick Under the T.C.U. Umbrella That’s what a Teacher writes—Miss Ellen Richardson of Jackson- ville, Fla.: “Illness doesn’t make you half as sick when all the worry is taken out with a T.C.U. policy. You pay your bills promptly, for you receive your T.C.U. benefit as soon as claim is filed.” Everybody's doing it now—getting under the T.C-U. Umbrella and letting the T.C.U. share the risk of loss of income by reason of Acci- dent, Sickness, and Quarantine. Always the sensible course, it has now become the popular one. Just sign your name and address in the coupon, tear off and mail for complete information. It will place you under no obligation. | TEACHERS CASUALTY UNDERWRITERS LINCOLN, NEBRASKA | To the T.C.U., 648 T.C.U. Bldg., Lincoln, Nebr. | IT am interested in knowing about your Protective Benefits. Send me ] the whole story and booklet of testimonials. | There are in the United States 175,000 in- dependent units of government, each with the power to raise and spend money, and to fur- nish its citizens some part of the continually changing services of government. These units range from the federal government with a million employees, counting the military forces, down to the smallest school district with a single child to teach. Together they hire 3,250,- 000 public servants to do the work of govern- ment, and spend in salaries some four and a half billion dollars a year. While the number of employees and the amount spent for sal- aries have been reduced during the past four years, this has in no way lessened, but on the contrary intensified, the problem of securing competent men and women to fill the non- elective positions and perform the day-to-day work of government. Schoolhouse construction and the federal government—School building along with teachers’ salaries and other phases of the school program has been neglected during depression years. The Jan. 1935 Research Bulletin, “The Na- tion’s School Building Needs,” outlines needs for schoolhouse facilities. Thru the public works program the federal government has already ex- tended substantial aid to school con- struction. The President’s work relief program calling for the expenditure of $4,800,000,000 is now pending in Con- gress. The federal Office of Education will notify superintendents of state, Mention THe JourRNAL when writing our advertisers county, and local school systems as soon as the bill is passed as to the conditions under which funds may be secured for schoolhouse construction. The National Resources Board [see February JOURNAL, p39-40| in coopera- tion with the PWA is now conducting a national inventory of public works proj- ects which might be useful in connection with the President’s program for work relief and the development of natural resources. The following summary is quoted from the Research Builetin: Altho definite information is available with respect to less than half the states and only about ninety cities over 30,000 in popula- tion in other states, it is definitely reported that [1] 687,611 pupils are housed in school buildings which have been condemned as unsafe or unsanitary; [2] 618,068 are housed in portable, rented, or other temporary struc- tures; [3] 391,748 can attend school only part time because of inadequate housing facil- ities; and [4] 2,301,220 are attending small schools which, in the judgment of chief state school officers, ought to be abandoned in favor of larger consolidated schools. Estimat- ing from these figures, additional building fa- cilities for 2,700,000 pupils are required merely to replace condemned and temporary struc- tures and to provide full-time accommodations for all pupils. Likewise, about 16,000 consoli- dated schools ought to be established in the interest of some 5,000,000 rural children now attending poorly equipped, inefficient schools. A-41 ean 8 te ne AG ar ATLANTA DALLAS 1049-50 Citizens & Southern 1104 Mercantile Bank Bldg. National Bank Bldg. BIRMINGHAM DETROIT 2026 Fourth Avenue, North 1208 Michigan Theatre Bldg. BOSTON KANSAS CITY 1103 Statler Office Building 413 Bryant Bldg. CHICAGO LOS ANGELES 1000 North Dearborn St. 318 Beaux Arts Bldg. CINCINNATI 2712 Erie Avenue CLEVELAND MILWAUKEE Suite 835, 152 W. Wisconsin Ave. MINNEAPOLIS 506 Ohio State Savings Bldg. 500 Fifth Ave., Suite 816 Chewing Gum EXERCISES “TEETH” as PLAY EXERCISES “BODY” ~ Bunning and chasing and tag and play all help growing bodies develop normally. Young teeth need exercise, too. Chewing gum provides an in- nocent, healthy exercise for teeth. If children en- joy it, let them have it. It’s good for them. There is a reason, a time and place for Chewing Gum. WANTED—THREE EXPERIENCED TEACHERS FOR VACATION POSITIONS We will need 1 primary grade teacher, 1 intermediate grade teacher, and 1 high school teacher in each one of our offices to handle our summer business. These positions call for pleasing personality, executive ability, and at least 3 years’ teaching experience—they pay from $200 to $300 a month, in com- mission and bonus, dependent upon the applicant’s qualifications. Each one is a full-time vacation job, with possible advancement into a permanent executive position later. Applicants must be between the ages of 27 and 40, must have at least 3 years’ Normal or College training. Write to the nearest office below for personal interview, stating age, education, teaching experi- ence, the date your school closes, and length of time you can work. F. E. COMPTON & COMPANY PEORIA 1017 Jefferson Bldg. PHILADELPHIA 1716 Girard Trust Co. Bldg. PITTSBURG Fort Pitt Hotel SAN FRANCISCO Monadnock Bldg., Rm. 1047 SEATTLE 1301 Northern Life Tower ST. LOUIS Also, use the Perry Pictures in teaching Language, 1522 B. F. Keith Theatre Bldg. 1141 Plymouth Bldg. 722 Louderman Building Literature, History, and Geography. . ; i = = CATALOGUE of 1600 miniature illustrations for 15 cents COLUMBUS NEW YORK CITY WASHINGTON, D. C. Room 831, Southern Bldg. A-42 Mention THE JouRNAL ae . oii utan aaliten ent miveatiens The Journal of the National Education Association “Increased free time for the average individual.”’” Are you teaching your girls and boys how touseit? Through them, you can reach the home, and bring beauty into it. ’ , & ~~ aa The Perry Pictures will help. Use these pictures with Our Own NEW Course in Picture Study. 72 SELECTED PICTURES, Descriptive Leaflets of these 72 pictures. With them any teacher can interest school and home in beautiful pictures. It’s well worth while. The pictures cost only for 25 or more. Size 5'/2 by 8, TWO CENTS, EACH No two alike. Postpaid. A Leaflet FREE with an order for 25 or more of any one of the 72 pictures, 5% by 8, in the ‘‘Course.” Send for a TWO CENT picture for each pupil, not less than 25 in all, and ask for the Leaflet describing that picture, FREE. ‘Perr Pictures @ Box 4, Malden, Mass. in coin or stamps. Bird Pictures in Colors, 7 x 9——Three Cents each for 20 or more. Forward Looking manufacturers call upon great Universities to make impartial investigations of their prod- ucts. Results of such research form the basis of our adver- tising. What you read over our signature about chewing gum, you can believe. The National Association of Chewing Gum Manufacturers Pier 23, Rosebank, Staten Island, New York FOUR FACTORS THAT HELP TEETH LAST A LIFETIME ARE: PROPER NUTRITION, DENTIST’S CARE, PER- SONAL CARE AND PLENTY OF CHEWING EXERCISE