MAR 27 1935 OURNAL of the : NATIONAL * . EDUCATION F duention and Pub- The Economy of Abundance Stuart Chase 2 Ethical Idealism in wy en oe a Changing World i ee cet wants os 4 G. Bromley Oxnam sd, n NEW TURES, lewchore and Eco- ate ~— nomic Security é 2 Willard E. Givens ® A aniversary of the Pony Express Howard R. Driggs * Sixty Educational Books of 1934 An April scene in Washington, D. C.: The Lincoln Memorial in a frame of cherry blossoms . Ses Page A-45 for : Complete Table of A p R ra L e 193 oD Contents iation e VOLUME 24 NUMBER 4 ee ee WB5 * *« = As a capping stone to a half-century of pioneer- * k JOBS ing in the field of reading we announce for spring publication UNIT-ACTIVITY READING SERIES By NILA BANTON SMITH, Ph.D. Dean, School of Education, Whittier College, Whittier, California. For- / merly Supervisor, Elementary Schools, Detroit, Michigan. Author 8 AMERICAN READING INSTRUCTION, published in December, 1934. Co-author READING ACTIVITIES IN THE PRIMARY GRADES, etc. The Primary Unit Primer: AT HOME AND AWAY Second Reader: ROUND ABOUT YOU First Reader: CITY AND COUNTRY Third Reader: NEAR AND FAR ] Other books in preparation As a memento of the half-century of educational progress in which it has been our privilege to co-operate with the schools of this country, Mr. N. C. Wyeth has painted for us a symbolic mural picture THE SPIRIT OF EDUCATION You may secure a copy, approximately 19” x 25”, reproduced in six colors and suitable for framing, by writing to our nearest office. Copies will be ready shortly after April 21, our anniversary date. SILVER. BURDETT AND COMPANY NEW YORK NEWARK BOSTON CHICAGO SAN FRANCISCO PROTECT YOURSELF and Your Pupils pRVsSTIGATS the dictionary field before you buy. To be of most value to pupils, a dictionary should have an adequate word list . complete, accurate, wnderstandable definitions ...a familiar system of pronunciation . . . verbal alustrations which are mammatically correct . frequent lists of Synonyms and antonyms. COMPARE these features in dictionaries offered for your consideration. Use the following represent- ative list, as well as words of your own selection. Po dictionary [ie Pawnee July each joy ride plethora burlap egg like sn case Epiphany many Charybdis — evaporate no orn paten evict parish cosine denominator jig saw patience skeleton After comparison, we feel you will unhesitatingly choose for your pupils The WINSTON Simplified DICTIONARY Editions for all school needs. Write for full information THE JOHN C. WINSTON COMPANY PHILADELPHIA CHICAGO ATLANTA DALLAS SAN FRANCISCO wt The JOURNAL of the NATIONAL April, 1935 Vol. 24, No. 4 EDUCATION ASSOCIATION In This Issue Education and Public Service................... 103 Lotus D. Coffman Resolutions Adopted at Atlantic City. ........... 105 The Economy of Abundance.................... 107 Stuart Chase Ethical Idealism in a Changing World............ 111 G. Bromley Oxnam Dhonspams Rese Cae s. . h§ id, - AE, 112 es SE I, hk 2 ak tk be ds 113 Henry S. Curtis The Schools Accept New Jobs.................. 117 Charles A. Beard and William G. Carr American Education Week 1935................ 121 Anniversary of the Pony Express................ 122 Howard R. Driggs Teachers and Economic Security................ 124 Willard E. Givens Fe As ete oss nk x5 cae eee 125 Irving R. Melbo Sixty Educational Books of 1934................ 127 Notes and Announcements..................... 131 (i 000ti«i(‘(i‘éR RR 2 132 Builders of Gur Profession..................... 134 Tae May AND JUNE issues of THE JOURNAL will be combined again this year, following the practise of 1934. The combined issues will appear before the middle of May. This economy measure is in keeping with the Association’s policy of making such curtailments in printing and salaries as will maintain a balanced budget. JOy ELMER MORGAN H. A. ALLAN Editor Business Manager Published by the National Education Association HENRY LESTER SMITH WILLARD E. GIVENs President Secretary J. .W. CRABTREE, Secretary-Emeritus Between Editor and Reader im CONVENTION AT ATLANTIC CitTy—Presi- dent E. E. Oberholtzer and his colleagues of the Depart- ment of Superintendence and allied groups presented at Atlantic City, February 23-28, a series of ably planned and’ most helpful programs. Wraar's AHEAD? That was the question most often heard at Atlantic City as the thousands of school superintendents and principals moved about the hotel lobbies, the exhibits, and the corridors of the auditorium. Many and divergent were the answers given. If these thousands of school people are a cross section of the more thoughtful and better informed part of our popula- tion, some great changes are taking place in the national mind. There is increased readiness to face the facts. There is more optimism that in the long run America will work her way out in keeping with our ideal of putting general welfare first. Few now expect the nation to return to the old order. BY THE EXPERIENCES of recent years to a deep and patriotic concern for the future of Amer- ica, the school men and women listened to discussions by leaders of thought. Here is one of the great open forums of modern times. The school people today are listening and reading and looking and thinking. They have seen the worst and they know the best. They have gotten over the first shock and fatigue of social collapse. They have been reenforced by new recruits coming into the arena of leadership. They know that the path ahead will not be easy but they have courage and faith. They believe in youth, in the people, in democracy, and in the future. 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- sentative Assembly, to hold office, ote slang od be s Oi, tee ee ° - ns as new authorized January. 26, 1921, and to receive THE JOURNAL. The povment of $5 instead of $2 entitles an active member, in addition to the geivtlogns of the $2 membership, to poouye the Research Bulletins and the Annual Volume of Addresses Proceedings. The payment of $100 gives the privileges of the $5 fe. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Please report at once any change is a member of the Educational Press Association of America. Published monthly, except July, August, and Soptemieer, by the National Edenton yet of the United States, 1201 Sixteenth Street, N.W., Washington, D.C. Entered as second-class matter October 23, 1920, at the postoffice et Washington, D. C., under the act of August 24,1912. Acceptance for ‘maili ing at special rate of postage provided for in sont, act of Detober 3, 1917, Volume 24, Number 4; April 1935 A-45 You Surely Will Want to Know About the “HAPPY ROAD TO READING” Series Primary unit now ready from | pre-primer through the third grade and how ideally these little books meet the reading objec tives for children. The books are a work-recreation series which cultivate good reading habits and broaden experi ences. Authors are outstanding childhood education au thorities: Dr. Dopp, a well-known and successful writer for children ... Miss Pitts, an experienced classroom teacher ...and Dr. Garrison, an expert in the chology of reading psy- Fascinating titles are suggestive of the content: LITTLE FRIENDS (Pre-Primer) . . . LITTLE FRIENDS AT SCHOOL (Primer) . . . BUSY DAYS WITH LITTLE FRIENDS (First Reader) OUTDOORS AND IN (Second Reader) . . . NOW AND LONG AGO (Third Reader). The number, quality, distribution, and repetition of words have been carefully controlled. Content, units, is fresh, eharming and diversified. trations .. organized in Appealing illus- . hygienic and inviting in page arrangement Work Books and accessory materials available if desired. Rand McNally & Company 536 South Clark Street, Chicago, Ill. Keonomies— Jupb & DETWEILER ECKINGTON PLACE AND FLORIDA AVENUE TO HAVE your printing handled in- telligently—that is economy in time. TO HAVE your printing handled ex- y Pp 5 pertly—that is economy in cost of get- ting results. TO HAVE your presswork handled on | a properly planned production basis— that is economy in actual outlay for the job. GET ALL your printing where facili- ties make economies. Consult us—any size job interests the “Master Printers” INCORPORATED WASHINGTON, D. C. LITTLE MISS MUFFET SAYS: os 99 pe fr eee HER DENTIST SAYS: “Let hee have it. Chewing qu Ls good for he hoes. ‘ Four Factors that help teeth last a lifetime are Proper Nutrition, Personal Care, Dental Care and plenty of Chewing Exercise. There is a reason, a time and a place for Chewing Gum. Forward Looking manufacturers call upon great Universities to make impartial investigations of their products. Results of such research form the basis of our advertising. What you read over our signature about chewing gum, you can believe. The National Association of Chewing Gum Manufacturers, Pier 23, Rosebank, Staten Island, New York P-931 446 Mention THe JourRNAL 46 when writing our advertisers x The Journal of the National Education Association tion Education and Public Service Lotus D. CorFMAN President, University of Minnesota, Minneapolis uRING the Atlantic City conven- D tion the Editor asked many, many persons, on the boardwalk and in the hotels, about the addresses that helped them most. They praised highly Stuart Chase, Lotus D. Coffman, G. Bromley Oxnam,Glenn Frank,Charles E. Merriam, Charles A. Beard, William H. Kilpatrick, Henry A. Wallace, and J. W. Studebaker. Many others were greatly appreciated. The convention was especially rich in ideas well stated. The attendance and attention were ex- ceptional, Stuart Chase was the high favorite. President Coffman, in the opin- ion of the Editor, gave the greatest challenge to action. His address should mark the laying of an intensive program to elevate the public service and to pre- pare the best men and women for it. Send $1 to Secretary S. D. Shankland, 1201 16th St., N.W., Washington, D.C., for the Official Report, now ready, a priceless record of a great convention. HE UNITED STATES maintains the most extensive school system in the world and yet makes less use of it in the selection of public officials than do any of the other selfgoverning nations of the world. In nearly every field except government we have placed greater and greater reliance upon the person of com- petence and training for the work he is expected to do. When men are ill, they summon to their aid a trained diagnos- tician; when a bridge is to be built, they employ a competent engineer; when a pulpit is unoccupied, they call a graduate of a theological school to fill the post; when children are to be taught, they insist upon specifying the qualifications of the teacher; but when a government office becomes vacant, they maintain that almost anyone is competent to fill it. Science, invention, and the ingenuity of men in general, have transformed life in nearly every field of human action except government. In government we still lum- ber along, holding steadfastly to the ways of the oxcart and sod shanty age. There are still in existence in this country one hundred and seventy-five thousand in- dependent units of government, each with the power to raise and spend money. Al- tho we know that many of them are archaic, outofdate, obsolete, and useless, Volume 24, Number 4; April 1935 we cling tenaciously to them as if their perpetuation were a matter of life and death. We seem to delude ourselves into J. Sropparp, superintendent of schools, e Providence, R. I., and president of the Department of Superintendence 1935-36. believing that they represent a precious heritage that should not be given up. Originally, government was concerned with a number of simple things, such as, for example, the exercising of police func- tions, supporting the schools, building dirt roads, and promoting and protecting the interests of the people in many minor ways. More recently it has become the chief agency for realizing the economic aims of individuals. Its influence has ex- tended into every phase of business; it controls banks, insurance companies, railroads; it regulates industry, com- merce, and agriculture; it underwrites gigantic public works and relief pro- grams; it educates the youth; it minis- ters to the health of the citizens; it establishes new enterprises as, for ex- ample, the Tennessee Valley Project. Its budget is counted in billions. All of the activities of government must be ad- ministered. More than three and a quar- ter million persons are employed as gov- ernment servants, not counting those at work on emergency projects. It is an obvious fact that many of the men and women in public office are not chosen because of any particular fitness for the positions they hold. There are several reasons for this disregard of com- petence. One is that we still insist that to the victor belong the spoils. During campaigns the air is filled with the shouts of candidates insisting that courthouse and capitol must be cleaned from attic to cellar. They assure the listening voter that if a housecleaning can be effected, innocence and purity and justice and economy will prevail in public adminis- tration. Every candidate, and especially those not in office, is the advocate of some kind of a deal—a new deal, a square deal, a fair deal, no deal, or a double deal. As the torrents of discus- sion flood the air from platform and the radio, one listens in vain for one calm, deliberate, dispassionate discussion of the issues and problems of most vital con- cern to the American people. The voter is at first bewildered, then perhaps alarmed, as he hears it reiterated that all of those in office are incompetent, if not less than soundrels. The average citizen begins to suspect that he should organize to protect himself from these office holders against whom opposing candidates are haranguing. Is not the penitentiary perhaps the place for these public servants who may have learned something by the very fact of holding office? If he believed all he heard, this would be a logical conclusion, for when the political outs attack the political ins there is no good in anything. One may almost assume that the old saying about pot calling kettle black originally had reference to the political pot. When shall we learn that we solve no problems by calling people names, or by indulging in invectives, or by parading meaningless slogans before the electorate! The policy of dismissing large numbers of incum- bents when a new party comes into power, justifies the criticism that, as far as government is concerned, we are a nation of amateurs. President Andrew Jackson was respon- sible for one popular misconception to which we still cling. He declared that the duties of government are “so plain and simple that men of intelligence can qualify themselves for their perform- 103 ance.’ That may have been true in Jack- son's day; it is true no longer. When government becomes concerned directly with banks, railroads, airways, highways, insurance, agriculture, commerce, in- dustry, credit, exchange, health, educa- tion; in fact, with everything that touches or affects the life of people generally, then it needs expert service. Unless spe- cial knowledge is brought to bear upon the various activities of government, then extravagance, incompetency, and ineffi- ciency will flourish and continue to in- crease. Another of the prevailing popular no- tions is that charity begins on the public payroll. All over this country we elect or appoint men and women because they need the office; they have failed in busi- ness; they have a large family; a leg has been lost; someone has died or some other misfortune has befallen the individual. We seem to assume that this qualifies for public office. Still another assumption is that polit- ical parties exist to secure patronage for their constituents. Long ago Theodore Roosevelt declared that patronage is the curse of politics. It is the selling out price of democracy, because it turns the poli- tical party into a job brokerage machine, creating a mercenary army of occupa- tion, which, under the guise of de- mocracy, actually robs us of selfgovern- ment. It is said that a Congressman in the Tennessee Valley received letters from forty-six hundred of his constituents ask- ing him to recommend them for jobs in the Tennessee Valley Project. The Con- gressman dutifully wrote forty-six hun- dred letters to the administrators in charge of the project, declaring in each lettér that he knew the candidate per- sonally and that he knew him to be well qualified for the job he sought. What a commentary this is on American politics! The politicians and the various pressure groups are reluctant to abandon this practise for the reason that it helps to keep them in power. In crises, such as we are now experiencing, the pressures are somewhat greater than at other times, for men in distress will sell their liberty for bread, and_ the political spoilsman is ready to take advantage of the situa- tion. The appeal of the political spoilsman is always an appeal to emotion, to greed, or to class hatred. This appeal is always effective in a democracy, and it is espe- cially powerful when the people are the victims of lost hopes and destroyed am- bitions. Even in normal times the citizens 104 of a democracy find it difficult to set up remote goals and strive consistently for their attainment. They are disposed to follow the lines of least resistance; they are prone to compromise with the fu- ture.... Clearly, we must learn in this country to bring trained intelligence to bear upon the problems that affect our political, so- cial, and economic welfare. This means we must find ways of curtailing, and eventually of destroying, the spoils sys- tem in public affairs. While we permit clever politicians or selfish pressure groups to prostitute public welfare for private gain, the economic losses this country will suffer will be enormous. The socalled “honest grafter,” who keeps him- self and his-crowd in power by dispensing patronage, is a lecherous parasite on the body politic. The ill-gotten funds he ob- tains might better be used to provide edu- cation for youth and for the legitimate employment of the millions who are out of work. Not only does the spoils system waste public money; it drives ambitious and capable young men away from public office. And worst of all, it disenfranchises and endangers democracy itself. In answer to these indictments, it must be said that civil service exists in nine states and in 365 municipalities. Even so, in these states and in these municipali- ties the political leaders are especially skilful in circumventing the successful administration of the civil service laws. The American people believe in the im- portance of sound public administration; they will vote for it whenever there is a referendum on the subject; but once hav- ing established it, they have little interest in it, and are not alert to sustain it. Just as one must recognize civil service as a step in the right direction, so he must, in all fairness, declare that there are in municipal, state, and federal governments, thousands of competent officials who are devoting themselves faithfully to the discharge of their re- spective duties. If these officials could be freed from machine politics and the unreasonable demands of pressure groups, we could expect a still higher quality of public service from them. It is certain that one thing we need to do in this country is to develop an interest in good government, and to devise ways of securing the cooperation of all citizens in it. The effort to do this should not be confined to any particular class; it should include all classes, even those now dependent upon the govern- ment for sustenance. As a matter of fact, we might expect to receive a quick and ready response from them because their needs are so imperative and immediate, One of the most hopeful signs has been the disposition of the government in the present emergency to call to its aid busi- ness and college men who have acquired especial knowledge of some phase of gov- ernment as a result of their experiences or their studies. The government is find- ing it necessary to rely more and more upon such persons. It is true that those persons are sometimes referred to as the “brain trust,” which is only another way of ridiculing the man who knows some- thing about some phase of government and who is willing to put that knowledge to public use. These brain trust positions should de- velop into career positions. Indeed every position on the administrative, profes- sional, clerical, skilled, and unskilled labor levels, “should become a career position. Each level and type of service should be closely tied in with the educa- tional system of the country. In other words, the amount and kind of training should be closely related to the respon- sibilities of the office. Great Britain long ago recognized the importance of this relationship. Perhaps her most conspicu- ous contribution to government person- nel is that she applied this theory to the selection of her administrative officers as well as to those holding positions of lesser importance. For administrative posts she selects only the top honor men of Cambridge and Oxford and the other colleges. She gives them an apprentice- ship experience in the various adminis- trative offices, and when they have dem- onstrated their ability for administrative work they are given junior secretaryships that carry with them permanency and something more than a mere living salary. No matter how frequently the cabinet may change in England, under or junior secretaries remain on the job. England has not only used this plan for the selec- tion of junior secretaries in the federal service, but has also made a profession of the position of town clerk. Men of recognized ability, standing, and train- ing are chosen for this post. Regardless of how often the city council changes, the town clerk stays on. He is the expert in government, who advises the city coun- cil as to the procedure it should follow in any public matter. Frequently town clerks are invited to go from one city to another because of their demonstrated efficiency. Their careers are permanent careers. It is not enough, however, for govern- ment to fill positions with men of talent The Journal of the National Education Association their liate, been n the busi- uired gov- *nces find- more ‘hose s the way 9me- nent edge | de- very »fes- illed vice uca- ther ling on- ong this icu- on- the ers . of five nen her ice- 1is- ive ips ind net ior nd ral and ability and to offer them perma- nency; it must devise means of stim- ulating the growth of its employees and of encouraging their aspirations. To fit them into occupational niches without opportunity for growth is one of the most deadening things it can do. The influence of filling positions on the administrative, professional, clerical, skilled, and unskilled labor levels with career people will be felt in many ways; not only in better administration of gov- ernment, but in toning up the service generally because of the hope of advance- ment thru good work rather than thru favoritism. A career plan will permit and encourage young men and young women to prepare themselves, realizing that they can enter the public service and re- ceive advancement in a fair competitive system. The public servant will have the esteem of the public and the tremendous satisfaction of knowing that in serving the public, good and able service will be rewarded. Patronage will largely disap- pear and campaigns will tend more to be conducted on issues rather than by the vilification of personalities in the oppos- ing party. A career plan will enable the Resolutions HE PUBLIC SCHOOLS and Amer- "| ican ideals—In order that the United States of America may rap- idly fully achieve its goal of economic, social, and spiritual wellbeing for all, and in order that the schools may be an effec- tive agency for the realization of this democratic goal, we pledge ourselves to an educational program for all which will stress: [1] Knowledge and appreciation of the great ideals of human betterment toward which America strives. [2] Loyalty to the American form of democratic government which acts for and with the people to realize those ideals. [3] The ability and desire to use in- telligence rather than pressure and force in making such social and economic changes as are needed for the improve- ment of American life. [4] Understandings that will help to build a sound economic order planned for human welfare. [5] The development of the capacity to live on as high a level as our potential economic resources will permit. [6] Vocational competence of each individual together with an understand- Volume 24, Number 4; April 1935 government to select those who by edu- cation and experience are best fitted for public service and it will stimulate the continued growth of public servants. At present no university would advise its graduates to enter the public service in the hope that they would find a career in it. A social order which over many gen- erations consistently drains off its best human resources from any of the essen- tial social institutions, is in grave danger of serious dislocation. If, for many years, few men of capacity entered the law, or medicine, or finance, or industry, as surely as night follows the day there would ensue in the neglected field a con- dition of decay which would seriously weaken the entire structure, and set up within it strains which might, if not cor- rected in time, bring a serious collapse to the entire institutional structure. Apparently this is the situation we face in governmental administration in the United States today. Someone has said that it is impossible to build a dam in the midst of a flood; and yet, perhaps, that is the very time we should prepare our plans for the building of the dam. While we should get as much consola- tion as possible out of whatever good is emerging from government experimen- tation, as intelligent persons, interested in the general welfare, we should at the same time set up the machinery and pro- vide the agencies that will reduce waste, discover incompetency, select the capable for public office, and provide for their permanency and the recognition of their growth. ... Speaking for myself, I should say that what America needs is not large armies and large navies, higher tariff walls, more national isolation, a breakdown of capi- talism. What America needs is a program that provides for intelligent citizenship and economic security—a program whose administration should rest in the hands of those who thru study and experience have qualified themselves for its adminis- tration. It is clear to me that public service and education are mutually de- pendent; they both exist to serve the same end: the advancement of human welfare. If one fails, the other will be defeated —Address before the Depart- ment of Superintendence, Atlantic City, February 27, 1935. Adopted at Atlantic City ing and appreciation of the contributions of other workers. [7] Conditions which promote sound and stable physical and mental health. [8] Advance in emotional stability and spiritual strength which results in poise and control of conduct essential to the welfare of the individual and society as a whole. [9] An understanding of other peoples of the world and a desire to bring about a feeling of goodwill among the nations. Part II. Federal participation in American education—In order that such an educational program may be made available to all. citizens in every state of the Union, we ask of the Presi- dent of the United States and the sena- tors and representatives in Congress as- sembled: [1] Emergency aid—We ask that the emergency aid necessary in distressed areas to keep the schools open in order that children may not suffer the loss of educational opportunity be based upon a program similar to that which the federal government has provided in other vital areas of our life; and that this pro- gram be administered thru the Office of Education, and the regularly constituted educational officers of the various states. [2] National equalization of educa- tional opportunity—In those areas where it is not possible for local or state re- sources to give every child an adequate educational opportunity, we ask that a program of federal support be instituted, which will insure the provision of ade- quate education for all children, and that this program be administered thru the Office of Education and the departments of education of the various states. [3] Greater service from the Office of Education—In order that the federal government may be able to cooperate more effectively in an American educa- tional program we ask that the personnel of the Office of Education be restored immediately to that which obtained be- fore the depression, and that its staff be increased gradually to meet the need for research and service which changing con- ditions demand. [4] A comprehensive national survey —In order that all school districts may cooperate most effectively in the effort to meet the ideals and standards for American education, we ask that pro- vision be made for a comprehensive na- 105 ® ee ea. .S.aQ8Q a... ee ea aa Saas”! ai NS tional survey under the general direction of the Office of Education; that in the survey all aspects of the educational pro- gram in each state upon which there is no recent and reliable data be covered; this survey to be the basis for, first a determination of the need of federal sup- port, and second a longtime plan for the development of our national program of education. [5] Provision for unemployed youth —Whereas, the present unemployment situation of American youth, especially those from sixteen to twenty-three years of age, constitutes a national problem of first magnitude with implications of great significance for the future welfare of the nation, we ask that adequate allocation be made from any fund providing for re- lief, for the purpose of providing imme- diately for these unemployed youth a program of work and education. We believe that the educational phase of such a program should be administered under the direction of the Office of Edu- cation and the state departments of edu- cation. Part III. Improvement within the schools—In order to meet the new so- cial and economic conditions, the public schools must continue to improve. To bring about this improvement we favor: [1] A greater emphasis on mental hygiene—With the steady increase in the number of psychopathic adults in the United States, more attention should be given to mental hygiene in the public schools. [2] Better preparation for citizenship —An improvement in the public-school program which will better prepare for citizenship in its broadest sense. The political, social, and economic problems are so complex today that only a well- informed and socially minded citizenry can hope to cope with them. Democracy must justify itself by intelligence at the polls. [3] More adequate salaries for teach- ers—Of all public servants the teacher has suffered the greatest material loss. With the federal government leading the way in the complete restoration of salary rates, we believe that salaries for workers in education should likewise be restored. [4] Provision for physically handt- capped children—Increased medical and physical care of crippled children as pro- vided for in H. R. 4120 and S. 1130. We recognize also the need for increased edu- cational facilities not only for crippled children but for all types of physically handicapped children. We therefore urge that there be included in the bill definite 106 provisions under which states will be as- sisted in improving educational facilities for physically handicapped children, and that any educational responsibilities in- volved in the bill be placed with the Com- missioner of Education in the United States Office of Education. [5] Greater emphasis on a phase of traffic safety—Realizing that each year thousands of children and adults are killed or injured by those whose driving skill has been affected by intemperance, we urge a greater emphasis upon the knowledges and attitudes that will lead to an intelligent solution of this problem. [6] Academic freedom for workers in education—We reaffirm our unqualified belief in the principle of academic free- dom for all workers in education, and favor the active cooperation of the De- partment of Superintendence with the National Education Association in the study of the problems of academic free- dom. Part IV. Movements favorable to education—We recognize the signifi- cance of those movements outside of the school seeking to improve conditions af- fecting education, and, seeking to bring about the educational program necessary to realize American ideals, we therefore favor: [1] Legislation abolishing child labor in machine industry and in all other em- ployment in which the health and the intellectual and spiritual wellbeing of children is sacrificed. [2] Taking the profit out of war and warmaking as originally presented in the American Legion plan to perpetuate peace. [3] The abolition of compulsory block-booking and blind-selling which the motion picture industry has forced upon local exhibitors, and urge legislation which will give communities the freedom and the opportunity of selection of the motion pictures presented to their people. [4] A provision for better radio pro- grams with more time for education and the establishment, if necessary, of a United States government network of radio stations with control of programs under the direction of a committee repre- senting the foremost nonprofit national educational and cultural agencies, these agencies to be designated by the Presi- dent of the United States. Part V. Commendation of agen- cies effective in support of schools— [1] We commend the activities of the Joint Commission on the Emergency in Education and we believe that the Com- mission has served effectively as a rally- ing point for the forces interested in the wellbeing of public education. We rec- ommend: [a] That this Commission be con- tinued for the purpose of completing the f projects it may now have under way. [b] That it continue to collect and disseminate facts concerning the effects of the depression on schools with the end in view of arousing the American people to a recognition of the gravity of the present educational crisis. {[c] That it continue its emphasis on the preparation and distribution of mate- rials in the field of public relations. We particularly commend the Commission for the publication of the bulletin entitled Evaluating the Public Schools, the Re- port of the National Conference on Financing Education, and other similar publications. [d] That the Commission be com- mended for its vigorous defense of the principle of universal educational oppor- tunity and for its aggressive attack on those who would use the depression to make education the privilege of few rather than the right of many. [e] That the Commission be encour- aged in its recent efforts to stimulate in- terest in longterm educational planning in the several states. [2] We appreciate the support and cooperation which the schools thruout the country have received from lay or- ganizations interested in the welfare of children and in the development of the American citizen of tomorrow, and we commend those newspapers, periodicals, and: broadcasting companies, which have actively supported public education. Part VI. Expression of apprecia- tion—We desire to express our appre- ciation to President E. E. Oberholtzer and his Executive Committee for the ex- cellent programs which have been pre- sented at this meeting; to the press and the radio for the nationwide publicity given to the proceedings; and to Super- intendent A. S. Chenoweth and his staff for the contribution which the Atlantic City schools have made to our programs; and to all others who have contributed to the success of this meeting. Signed: R. W. Bardwell, Chairman; Merle J. Abbett; Louis P. Benezet; T. H. Cobb; J. C. Cochran; Hobart M. Corn- ing; Charles E. Dickey; Mildred Eng- lish; Will French; H. E. Hendrix; Horace M. Ivy; Charles H. Lake; Mil- lard C. Lefler; L. John Nuttall, Jr.; W. H. Pillsbury; Charles A. Rico; George C. Rogers; Agnes Samuelson; Julius E. Warren. The Journal of the National Education Association in the le rec. > con- ng the vay. >t and effects he end People of the sis on mate- s. We \ission ititled e Re- ce On imilar com- f the )ppor- ck on on to ' few \cour- te in- nning - and ruout y or- re of f the d we icals, have L. ecia- ppre- Itzer ie eX- pre- ; and licity uper- Staff antic ams; uted nan ; rT. H. ‘orn- Eng- lrix; Mil- Jr.; LiCO; son; ation The Economy of Abundance STUART CHASE Economist and Writer, Georgetown, Connecticut office of a corporation in New York listening to its president berate the New Deal. He happens to be high in the councils of the Republican party. The great mahogany table shivered to the thumping of his fist as he protested against little pigs thrown into the Mis- sissippi, cotton ploughed under, the regi- mentation of honest enterprise, the reck- less spending of thousands of millions of public credit. “Why,” he cried, referring to the recent elections in our most eastern state, “they bought Maine, bought it in cold blood with relief money. . . And who is going to pay for it all? Where is the money coming from? Why, Jim Pa... “Wait a moment,” I said. “How many unemployed have we?” “They say 10 million.” “How many Americans are on public relief?” “They say 20 million.” “What does it cost a year to keep 20 million people alive?” “T do not know.” “Well,” I said, “I will tell you. It costs about two thousand million dollars to keep them not much more than half alive, at $100 per head per year. Does this constitute reckless extravagance?” “It’s a lot of money.” “If Mr. Hoover had been reelected in 1932, would the depression now be ended, and the unemployed back at work in private industry?” “Well . . . No. I’m afraid not.” “Tf you Republicans were in office to- day, what would you do with 20 million destitute Americans?” “I suppose we should have to feed them.” “Precisely. And what would it cost?” “You say two billions.” “In other words,” I said, “so far as the one outstanding problem of the pres- ent crisis is concerned—namely keeping a sixth of the American population alive —Mr. Hoover, had he been elected, would have had to do just about what Mr. Roosevelt is now doing—and the Democrats would be burning with moral indignation about buying the Maine elec- tions, and about the reckless, drunken spending of public funds.” [ot OTHER DAY I was sitting in the Volume 24, Number 4; April 1935 My corporation president, albeit a stout Republican, is an honest man. “Yes,” he said, “I suppose that’s true. ee ee eee ee ee ee eee ee ee ee ee ee ee ee eee eee ee In connection with this address the reader may wish to go further into the writings of Stuart Chase. They include periodical articles which may be reached thru Readers’ Guide and the following books of which the last, The Economy of Abundance, is the most outstanding: The Tragedy of Waste, 1925 Your Money’s Worth, with F. J. Schlink, 1927 Men and Machines, 1929 Prosperity—Fact or Myth? 1930 The Nemesis of American Busi- ness, 1931 Mexico, A Study of Two Americas, with Marian Tyler, 1931 A New Deal, 1932 The Economy of Abundance, 1934 i el Republican or Democrat, we are in the same boat so far as relief is concerned. We cannot let people starve. We can- not invite revolution. But who is going to pay for it? How can it ever be paid? Millions and millions and millions. .. . Where are we going anyway? I don’t dare plan my business a month in ad- vance. What kind of a crazy world have we entered since 1929? And 1929 was pretty crazy too. Radio common at $500 a share. What is one to do? What is it all about?” He had become a different man. In place of the outraged Republican par- tisan was a perplexed, almost humble human being, groping for some under- standing of a world which had loosed such thunderbolts about his head. “Well,” he said, “what do you think it is all about? I never met as many as two economists who ever agreed upon anything, but at least you have been studying these larger questions, while I have been trying to keep my business one jump ahead of the sheriff. He nearly got me in 732.” So I told this baffled business man what I thought it was all about—for an hour and a half. He listened patiently. When I had finished, he said: “Well, perhaps. At any rate you have got me to look over the top of my own ledger. Perhaps you are right; perhaps we have got to change a lot of things. But you didn’t produce your plan to save the world.” “T haven’t any,” I said. With your permission, I am going to tell you what I told that business man. He was not convinced by my diagnosis, nor probably will you be, but if I can help you to look over the top of your private ledgers for a few minutes, I shall be content. It is a habit that all of us must cultivate if we are to come safely thru the crisis in which Western mankind finds itself today. I began with a recital of certain gross physical facts. These things have hap- pened, or are happening. They cannot be escaped by argument, words, slogans, phrases, wishful thinking, or any other variety of the escape mechanism. With the facts before us, we can then try to find a pattern of interpretation. This is prerequisite, it seems to me, to any pro- gram for constructive action. The first fact—Energy is the basis of life and the basis of civilization. In the last century in the United States, energy consumed per capita has increased forty fold. Every man, woman, and child has theoretically at command forty times as much power to do work as obtained a century ago. Most of this energy is not animate, provided by man or beast, but inanimate, from coal, petroleum, and falling water. Its presence in the social mechanism has engendered vast pressures, unknown in a simpler econ- omy. This energy can build—look at the Empire State Building or at Boulder Dam—and it can smash—look at a big Bertha. In a very real sense, it was energy which smashed the traditional free market, precipitated the world de- pression, and let 100 billions of dollars go hissing out of Wall Street values in a few days in 1929. The United States has developed energy and engendered pres- sures in a more headlong fashion than any other country, but all Western na- tions have followed the same general course. The second fact —Invention has grown at a rate which, when charted, 107 resembles a compound interest curve. The depression has in some respects ac- centuated the curve, by encouraging labor saving devices and cheaper processes as gross income has declined. Invention is like a vine, starting from a single stalk and proliferating upward in spreading branches. The third fact—As a result of the increases in energy and in invention, costs of production in terms of man-hours of work are the lowest in history, and constantly going lower. The only proof needed is the colossal extent of the over- head establishment—the salesmen, mid- dlemen, politicians, professional people, armies, navies, advertisers, service trades men—who, relatively speaking, are sup- ported by a few farmers, industrial and transport workers, aided by inanimate energy. The food, clothing, shelter, and other essentials of life are produced and distributed at a small fraction of the man-hour cost which earlier cultures have known. In the last analysis, the man-hour must be the measure of true cost. But while costs have been tobogganing as mass production methods have im- proved, money costs in dollars or in pounds have by and large remained stub- bornly high. Expressed in man-hours, the cost of living today is probably not more than a third of what it was a century ago. Expressed in dollars it is higher than it was a century ago. Prices have not come down with technical improvements except in certain cases. When Henry Ford tried deliberately to bring his prices into rough alignment with costs, he was met with horror by the business and financial world. This simply was not cricket. Prices should be fixed at the point of all the traffic will bear. In many industries traffic bore up better by the formation of a monopoly—overt or covert as the case might be. Prices have been “sticky” thruout the industrial revolution with the result that the price structure is all out of line with the technological structure. In 1929 the technological structure burst thru the paper system of the bankers and hurled many prices down the back stairs into the cellar. Other prices did not fall— interest rates, railroad rates, the price of steel in the United States, for instance. The lack of alignment still remains fan- tastic. The fourth fact—Energy and inven- tion have further disrupted the free market system by fostering technological unemployment, and so diminished buy- ing power. Not long ago I visited the plant of the A. O. Smith Corporation in 108 Milwaukee. Here I found a great machine filling a whole building, which seizes raw steel at one end and pushes out finished frames for automobile bodies at the other end: 10,000 frames a day, 3 million a year at capacity operation. This one building can supply the frames for more automobiles than the entire country produced in 1933. Tending the machine are fewer than 200 men. They do no work on the steel itself, but simply set gauges, inspect the process, control the endless flow of shining frames. Side by side with this mill is another of older de- sign. It uses the semiautomatic, not the full automatic process. It is a far larger building, and its output is the same, 10,000 frames a day. Here men do much work on the frames themselves. When operated at capacity 2000 men are em- ployed. I asked the president of the com- pany how many men it would take to manufacture 10,000 frames a day by the still older machine process, before con- veyor belts and standard parts were in- troduced. At least 20,000 he said. Here we have the threat of techno- logical unemployment in vivid form. Twenty thousand men using hand ma- chines give way to 2000 men using semi- automatic methods, who give way to 200 men on the full automatic process—all for an identical output. Industry has been moving rapidly to- ward the semiautomatic and, where pos- sible, the automatic method. The photo- electric cell is now taking over some kinds of inspecting and other mental work. Nothing can stop this transition to the cheapest, easiest, most dependable method. As it marches, other things being equal, men lose their jobs and their pur- chasing power. It is a curious but signifi- cant thing that, along about 1920 in the United States, the manpower in all our great industrial divisions began to de- cline. Thruout the period of prosperity, with production steadily increasing, we employed fewer farmers, fewer miners, fewer factory workers, fewer railroad workers. The beginning of the last decade was thus a time of signal importance in the history of the industrial revolution. It marked the turning point where in- dustrial efficiency apparently had no use for more manpower in the great primary industries, no matter how much output increased. The fifth fact—A further result of energy and invention has been to tie a whole continent into one productive mechanism, where this section furnishes foodstuffs, another coal, iron ore, pe- The troleum; other sections specialize jn pottery or textiles or motor car manu- facturing, while the transport and com- munication industries link all together with arms of cement, copper, and steel, One can no longer go into business for himself, as he could 100 years ago. He can establish a business, true, but he will almost instantly land in a court of in- solvency unless he is prepared to sub- ordinate himself to the whole economic organism. He is part of a network which covers his own country, his own con- tinent, and to a lesser extent, the whole world. If he attempts to do what he pleases, regardless of the network, he will find himself ruined. Little farmers, little shop keepers, little iron masters, in 1800 could boast of their economic in- dividualism and even practise it. Today we boast of it, but nobody dares prac- tise it. Imagirie a business man telling the telephone company, or the water company, or the electric light company, to get off his premises. Economic activity today is governed by the whole organism, precisely as a finger or toe is governed by the whole body. True, it can move by itself but only within a limited orbit. In these stern circumstances, the outcries of reactionaries about freedom, unfettered initiative, the curse of regimentation, are —to me as least—just loud and mean- ingless noises. One can properly discuss how far a finger can wiggle, but one can- not discuss a finger wiggling by itself without an arm and a body behind it. The sixth fact—Population in West- ern civilization is growing at a decrement, upsetting the plans, valuations, mortgage security of real estate speculators, espe- cially in the United States. The plans were laid and the mortgages incurred, on the bland assumption that the curve of population was to continue to mount forever as it did in the nineteenth cen- tury. A few inventions in biology and some other events have halted this ma- jestic expansion. Real estate interests in this country are waiting in a sort of dreadful suspense for business to pick up, so that their frozen mortgages may be validated, blind to the fact that to validate their mortgages, they must first pick up the population curve. If these gentlemen had their own best interests at heart, they should be running about breaking up birth control clinics, repeal- ing immigration quotas, and offering prizes for large families like Signor Mussolini. The seventh fact—The United States has reached the Pacific and turned > Journal of the National Education Association in nu- m- her eel, for will in- ub- mic ‘ich on- ole ing iter ny, 1ed 3 a ole but ese of red are an- uss an- elf sts or ed ed back on itself. The pioneer is dead. “Go West, young man!” said Horace Greeley a half century ago. Well, go West today —and try to get a job walking on to the stage with a spear in Hollywood. There are relatively more unemployed in Cali- fornia than there are in New York state. The frontier has gone; and with it the new markets that followed the opening of free lands. Meanwhile the industrial and agricul- tural plant has been developed to a point far in excess of market demand. In 1929, the radio industry could readily have made five times as many radio sets as it sold; there were four times as many fill- ing stations along the roadside as the traffic called for; the Wool Institute, in 1927, estimated a woolen mill capacity thrice normal demand. Last year farmers in California alone destroyed 238,000 tons of fresh peaches for which they could find no market, and considered the surplus small. J have a photograph of a pile of oranges, 10 feet high and a solid mile long, dumped from freight cars to rot. In this almost universal condition of excess plant capacity, it is difficult to per- suade private capital to add to the plant by investing in more woolen mills and orange groves. Nay, it is downright im- possible, as the huge surpluses of unin- vested capital in the banks bear witness. Saving has run far ahead of investment, and inyestment cannot catch up when energy and invention have already equipped the plant so well. Finally, the vast load of debt on the plant has not been appreciably lifted, and industry hesitates to pile new debts for expansion on top of old ones. The eighth fact—When domestic markets have in the past been saturated, it has been common practise for indus- trial nations to sell their surplus goods abroad; or to invest the surplus savings abroad. This worked well during the nineteenth century. But, like the United States reaching the Pacific, the conquest of foreign markets has reached the end of the Seven Seas. “Backward nations” borrowed Western inventions and devel- oped their own energy, built their own factories, supplied increasingly their own markets, and even invaded the trade pre- serves of older industrial countries. Look at Japan. Look at Russia. Look at the Argentine. Even as America no longer has the safety valve of free lands, West- ern industrial powers as a whole no longer have the safety valve of expanding foreign markets into which their surplus may be dumped. Economic nationalism Volume 24, Number 4; April 1935 —autarchy—has become the order of the day. Apart from the ferocious infections of jingoism it creates, it forms an almost insuperable barrier to the revival of in- dustry on the capitalistic formula. The old trading grounds are plastered with signs: “Dump no goods here. Trespassers will be prosecuted to the fullest extent of the law.” The law, incidentally, is a tariff a mile high. The above are the eight major facts I placed before my corporation president. Let us recapitulate them: The growth of inanimate energy; the growth of inven- tion; the decline in man-hour costs, while costs in terms of money have been pegged by monopoly and waste; the increase in technological unemployment; the net- work of specialization which has de- stroyed local self-sufficiency; the halting of the population curve; the development of the productive plant to a capacity far in excess of market demand; the satura- tion of foreign trade, due to the exporting of energy and invention to socalled back- ward nations. What kind of a pattern can be woven from these facts? How shall they be in- terpreted? Many orthodox economists would be disposed to admit them, but to deny that the interpretation calls for a new social order. Such economists argue that the whole trouble has arisen from the “sticky” prices which have not fallen as costs have fallen. Destroy monopoly, establish free competition, they say, and the old system can be made to work again. But we cannot go back 150 years —except by a cataclysm. Really to estab- lish free competition again would mean scrapping the most of government activ- ity, scrapping labor unions, trade asso- ciations, holding companies, a good part of the corporate structure. It means de- flation to the bitter end, and above all takes no account of changed technologi- cal methods, the network of specializa- tion which has finished rugged individ- ualism, in fact if not in theory. This in- terpretation is, in my opinion, pure moon- shine. Other students somewhat more real- istic, including many business men, inter- pret the facts in another way. They invite us to look at the poverty of the mass of the people. Here, they point out, is a market for unlimited electric refrig- erators, bathtubs, radios, new motor cars, tomato juice, what you will. It is ridicu- lous, they say, to talk about a saturation point being reached in the capitalist system when people still need so many things. If and when Americans, or Euro- peans, have their wants satisfied, regard then, the teeming hordes of Asia, Africa, and South America. Why, they cry, there is work enough here to keep all our mines and factories busy for a generation. A partner of a large banking house painted this soothing picture for me only the other day. I asked him how the poor in America—to say nothing of the teem- ing hordes of China—were to pay for electric refrigerators. He had no answer. None of this school have any answer. They hope for the best. These gentlemen are confusing their frames of reference. They seem to think, in their nonbusiness hours, that business is carried on to supply people with useful commodities. In their business hours, they know better, and act accordingly. A manufacturer of plumbing supplies who went about giving bathtubs to people who needed them would not long remain in business. Indeed, he would be lucky if he escaped detention as a lunatic. We must keep our frames of reference clear, or we fall into vast confusion. We can look at economic activity in terms of what Thorstein Veblen has called serv- iceablity. This is a physical frame and is concerned with what people need, and the available facilities to satisfy these needs. There can be no banks, mort- gages, debts, interest charges, insurance, profits, taxes, or money in this frame. It is a straight engineering point of view. Or we can look at economic activity in the frame of business-as-usual, with the bank credit, debts, buying power, money all in. This is the only view per- missible to those who believe in main- taining the present financial system. They cannot go about giving goods away; they must sell them. This frame Veblen has called vendibility. You can- not mix serviceability and vendibility any more than you can mix oil and water. You cannot sell radios to citizens of China who have no money to pay for them if vendibility is to be maintained. The world may be starving for the goods which our idle fields and factories are eager to supply, but not a wheel will turn, not a furrow be laid back, without the prospect of a pecuniary market. My interpretation of the eight facts is this. Energy and invention have pro- duced an economy of abundance. In the frame of reference of vendibility this means a surplus of factory capacity, of agricultural products, of labor. Ma- chines, crops, and manpower are a drug on the market. Even in physical terms, without con- sidering purchasing power, it is probable 109 that energy and invention aided by the elimination of waste, could give every family in Europe and America a decent but modest standard of living and utterly abolish poverty. The present plant can- not yet provide luxuries for all, but it might do so if invention were given a free hand. The economy of abundance is trying to function in the confines of a financial system laid down when energy and in- vention were in their infancy. The gold standard, the creation of wealth only thru the creation of debt, the methods whereby capital is allocated and in- vested, the edifice of insurance and sav- ings based on the law of compound in- terest—are all scarcity institutions, for- mulated in an age when wealth was scarce, and when capital saved from cur- rent consumption commanded a large premium. Now we are surfeited with cap- ital, and the premium is no longer man- datory. Or better, the rate of premium has been already greatly reduced by an economy of abundance. As I see it, the financial system founded on scarcity has been split wide open by the technological pressures of an abundance economy. J believe that cap- italism has outlived its function, tho the wreckage will take many years to clear away. We are habituated to it, and the habits of men change slowly. The Western World is in the birth throes of a new order. It is entering a period of transition from private capital- ism to some new system more consistent with the imperatives of a high energy cul- ture, even as feudalism gave way to pri- vate capitalism some hundreds of years ago. That transition took many decades. Oxcarts were a favorite method of energy consumption and transport. This tran- sition will be more rapid. Three hundred thousand horsepower turbines are not so patient as oxen. The formula of private capitalism de- mands continuously expanding markets, and an expanding capital goods sector, where unearned income may be profita- bly invested. The wages and salaries paid to the workers who are building the new capital goods—the railroads, steel mills, skyscrapers, department stores—when added to the wages and salaries paid to the workers who are producing consum- ers’ goods keep the system in equi- librium. But it is of the utmost im- portance to understand that capitalism, to function properly, must expand. Like the Red Queen, it must move faster and faster to keep in the same place. The eight facts have checked the rate of ex- . 110 pansion, I believe, permanently. Jn the United States, while consumers’ goods have declined about 25 percent during the depression, capital goods have de- clined 75 percent. There has been no appreciable pickup under the New Deal. Governments everywhere have been driven to fill the breach left by this ab- dication. In one sense, that is all the New Deal is. The collapse of investment closed every bank in the nation in March 1933. The New Deal pried the bank doors open with public credit. The col- lapse of investment threw 10 million cap- ital goods workers on the streets. The New Deal is feeding them and trying to find employment for them in public and civil works. The plans were carried out hastily and in a great emergency. Few persons realized that the crisis was more than temporary. If you are disposed to accept my in- terpretation, you have a right to ask me what I propose to do about it. 1 can reply with equal right that I do not set myself up as an arbiter of vast historical change. No one person can do very much about it—not even Mr. Roosevelt. But many men and women, alive to the facts, can throw their combined weight in certain directions which may prevent the tran- sition from being unnecessarily cruel or unnecessarily sanguinary. The first thing is to admit the neces- sity of the transition. The second, to ap- preciate the forces which engendered it. The third, to secure some idea of a new social framework which will be consis- tent with those forces—act with them rather than against them. Specifically this means a financial mechanism which will release purchasing power as fast as energy and invention lower man-hour costs and increase potential output. It is important to realize that the hundreds of schemes, plans, and experiments now ad- vocated as alternatives to “sound money” are in answer to an insistent demand. Somehow, a new financial mechanism must be found. The various proposals for inflation, for the creation of non-interest bearing public credit, the Douglas plan, the schemes to nationalize private banks —are all aimed in the same direction. Our problem is not to set our faces blind- ly against such proposals, calling them the visions of crackpots, but to deter- mine which proposal can be tried out with the least social disruption. And we must remember that whatever its tried, some. people are bound to be hurt. Again, it does no good in the light of the facts, to register a blanket protest against government invasion of economic activity. As private capitalism relin- quishes responsibility for the employ- ment of capital goods workers, the com- munity, thru its agent, the government, must assume responsibility. As my busi- ness man admitted, the unemployed can- not be allowed to starve, or even to de- generate into unemployables. If we have even a trace of realism in our natures, we must be prepared to see an increasing amount of collectivism, government in- terference, centralization of economic control, social planning. Here again, the relevant question is not how to get rid of government interference, but how to apply it for the greatest good of the greatest number. The methods applied to date by Messrs. Hitler and Mussolini leave something to be desired. But these, as well as the methods of Stalin and Roosevelt and the recent conversion of the British Public Debt, are all items in a historical transition; all answers of one kind or another to a set of inescapable conditions. We must also prepare for a shift of ac- cent from saving to spending, from pro- duction to distribution, from vendibility to serviceability. Only so may mass con- sumption catch up with mass production. Insurance is ceasing to be an affair ex- clusively of the individual, and is giving way to social insurance. As the economy of abundance gains, it is not too much to expect that every family will be guar- anteed economic security on a fairly high level. The essentials of life will flow as a matter of right, even as the water sup- ply, highroads, public health services, and common school education flow to- day. Indeed, if we can keep our per- spective and our heads, we may come out of this troubled transition with a stout foundation laid for the greatest civiliza- tion ever dreamed of. Technically, the economic problem is already solved. We can produce enough to go round and more. The task before us is to change traditional institutions so that the technical promise can be real- ized in fact, and to be perfectly clear in our minds that the technological pres- sures are smashing these institutions willy nilly. What a happy day it will be, my friends, when we can drop economics as a universal problem, sink it in the sea and forget it, and go on to some of the real and exciting problems of mankind. I hope that I may live to see myself done out of a job as an economist—Address before the Department of Superintend- ence, Atlantic City, February 25, 1935. The Journal of the National Education Association mic ‘lin- loy- om- ent usi- de- ave we ing mic the rid 7 to the 1 to lini ese, and of ; in one ible ro- lity on- on. ing my 1 to lar- igh Sa up- Pes, er- out out za- 1 is ore ons 2al- in ons my as sea the nd. one €SS nd- 35. ion Ethical Idealism in a Changing World G. BROMLEY OXNAM President, DePauw University, Greencastle Indiana N THE economic field, we are witness- | ing a fundamental shift from compe- titive struggle to cooperative enter- prise. Internationally, selfish nationalism with its warring imperialism retreats be- fore the advance of sensible internation- alism with its world law and order. In the religious realm we are witnessing the pass- ing of a religion grounded in authority and the coming of a religion grounded in reality, the latter to be won by intel- lectually honest men, who in search for reality come to know in experience the God we call Christlike. These changes, basic in nature, are wrought out peacefully in some lands, thru conflict in others. Contradictory economic philosophies, some adhering to methods of dictatorship, have emerged. In the struggle, educated men and women will do well to seek the underlying causes beneath present-century change. Beneath it all is a spiritual urge. Man demands life abundant. In ignorance he may lay hold upon methods that do not possess power to satisfy his dream. Intelligent leadership will find means calculated to bring the good life to all. But time is of the essence of the contract. It is at this point that the question of ethical ideals enters. It is imperative that we lay hold upon ideals that have been proved valid. We must work out a splen- did synthesis whereby the creative initia- tive that flowed from American individ- ualism may be conserved and moralized, while at the same time we appropriate the values that lie in collective action. May I suggest six such ideals for your consideration: [1] Men and not things are the goal of social living. That is, personality is to be recognized as the supreme value; everything else—institu- tions and machines—is to be regarded as instrumental, instruments to be used to enrich personality. Personality-making, not profit-making, must become the major objective. [2] The solidarity of the human family. In a word, we belong to one human family. Hence, we must take the next step in the evolution of government and create world law and order. [3] The supremacy of the com- mon good. The President of the United States has established certain policies that call for cooperation in the interests of the common good. His chief problem Volume 24, Number 4; April 1935 lies in the fact that he must turn to men who have been trained to compete for self-interest to carry out these policies. we ee ee eee eee eee ee ew eee ee eee eee ee ee ee eee ee Wane 1 was in India, I had the honor to talk with that great poet and religious philosopher, Sir Rabin- dranath Tagore. I asked him what his idea of God was, and I shall never forget his answer. He said: ‘When I was but a small boy, my father took me into the darkness of the jungle, just before the dawn was about to break, and he said to me, ‘My son... the sweet smell of this earth is God. He is of it and in it, and it is His.’ Then the first light of the dawn struck thru the dark- ness of the jungle and my father said to me, ‘My son . . . God is the Light; the light of our lives and the light of the world.’ The birds started their singing, and my father said to me, ‘My son. . . God is Music, the music of pure souls. May you so live that you strike no note of dissonance in the” harmony and beauty that is God.’”—G. Bromley Oxnam. a Oe Oe ge a a a i The supremacy of the common good de- mands the maintenance of democracy. But two great political and economic systems have arisen, each a terrible chal- lenge to democracy. Fascism and com- munism! Freedom is crushed out by these systems. Less than one-third of the population of Europe lives today in regimes that remotely resemble the democracy that strives to maintain per- sonal liberty and freedom of expression and conscience. The interplay of ideas, the struggle of conflicting interests cannot be avoided, and ought not to be avoided, in democ- racy. But in democracy such conflict is under law and order, accompanied by the maintenance of civil liberties where- by the opposition may be vocal and effec- tive in its scrutiny and criticism, and by a spirit that results in obedience to law by the minority until such time as a result of education and persuasion it can win the assent of the majority and change the law. Change is achieved within the demo- cratic structure, by free-men who turn to science on the one hand, and I trust to religion on the other, for controling that which is controlable in the interests of social wellbeing. But the avenues thru which originality may flow are kept open. We realize with Roscoe Pound that the maintenance of a technic of change is the fundamental principle of stability. But our schools are apt to face serious attack, by sinister interests who profess to hate fascism and communism, but whose methods create the conditions that destroy faith in democracy and cause unthinking men to turn to other pro- posals. I refer to the menacing organiza- tion of minority groups, who mobilize self-interest, create their lobbies, blud- geon representatives thru threats of re- prisal, and thus turn institutions dedi- cated to the common good into the service of special privilege. To cover their ac- tivities they launch attack upon op- ponents, seek to stifle free discussion, poison the sources of information at their source, strive to dub opposition by some label carrying emotional content, leading the unthinking to believe it un- patriotic. [4] Equal rights for all, the right to be well-born, the right to a home, the right to play, the right to an education, the right to work. [5] Cooperation, not selfish competition is the law of progress. [6] Love and not force is the social bond. Perhaps I can make this more vivid by way of illustration. I have noticed that in giving commencement addresses the parents often cry. I have seen a great man, six feet or more in height, weighing more than two hundred pounds, with tears streaming down his face. At first it troubled me; it does not now. The reason there are tears in the eyes of a father is not because there is anything of an emo- . tional nature in what the speaker may utter; it is because there is some boy sitting upon that platform, about to graduate, going out and beyond the father—that is the reason for the tears. Something wells up into the soul of man of such a nature, at a moment of that kind, that he cannot keep the tears back. Goodwill in activity is the cohesive force that will unite the nation.—From a statement before the Department of Superintendence, Atlantic City, Febru- ary 24, 1935. 111 Ideas from Atlantic HE STRUGGLE thru which we are going today is in principle as old as the nations themselves. I sus- pect that the one unique advantage that this nation has over those that have gone down in the struggle is its educational system. There is no greater inspiration, no more wholesome means of restoring one’s perspective and renewing one’s faith, than to sit for a time in the class- room of the public school at its best. There is no greater need than to carry the spirit of that classroom into the so- cial order—Herbert S. Weet, former superintendent of schools, Rochester, ie O ix EDUCATE a Child in what we call civics and then turn him loose in an adult world without guidance from some public agency which he has learned to trust, seems educationally and politically short-sighted if not actually stupid.— Lyman Bryson, Teachers College, Colum- bia University. f & OLD THEORY that security is the simple product of individual thrift and virtue no longer corresponds to the actualities of the social situation, to our knowledge of its stern mandates. And unless we can bring our thought into harmony with established and stubborn facts, with emerging trends, American society cannot be brought to the highest possible degree of economic efficiency. — Charles A. Beard, historian, New Mil- ford, Conn. —— NEEDS to be more dynami- cally aware of the factors and forces which operate in our complex, industrial civilization. It needs to have a more defi- nite program for developing that degree of social literacy which a modern indus- trial nation must possess if it is to take the democratic, rather than the dicta- torial, route to the solution of its prob- lems.—John K. Norton, Teachers Col- lege, Columbia University. E MUST CEASE to regard the ele- W mentary field as a doormat over which people are to enter the highschool field. From my personal experience, it is harder to get people who are qualified for elementary school positions than it is to secure such people for highschool posi- tions. If there is an oversupply, it is in the field of highschool teaching. I make 112 P no distinction in importance between these two fields —A. L. Threlkeld, super- intendent of schools, Denver, Colo. Qo STATES are in much greater need of federal aid than others, and if our national ideal of equality of opportunity is to have anything more than lip service some effort to bring the educationally weaker states nearer to the educational level of the stronger states thru federal aid is quite inevitable-——Sidney B. Hall, state superintendent of public instruc- tion, Richmond, Va. r THE nursery-schools were doing noth- ing beyond the provision of whole- some amusement and thus cultivating the taste for such amusement, as whole- some food creates a taste for wholesome food, we might well say: “May their tribe increase!”—Mary E. Woolley, president, Mt. Holyoke College, South Hadley, Mass. iy NO PHASE of rural school administra- tion is there a more fertile field for the practise of genuine economy while im- proving efficiency than in the careful planning of district and county-wide school building programs.—John W. Brooker, director, Division of School Buildings and Grounds, State Depart- ment of Education, Frankfort, Ky. WW: CANNOT put educational oppor- tunity for the millions in cold stor- age for the duration of a depression and restore it later to an unschooled genera- tion grown old. These must go thru life a lost generation poisoning the processes of popular thought and political action with their undisciplined judgments.— Glenn Frank, president, University of Wisconsin, Madison, Wis. By WE TRUTHFULLY say that the average program of citizenship training in school or college, no matter what you severally choose to include in it, has life to it? Is there enthusiasm there for democracy as an ideal? If we cannot develop morale in the practise of democ- racy among young people while they are impressionable and idealistic, what can we expect of them when they grow old and cynical?—George F. Zook, director, American Council on Education, Wash- ington, D. C. T he City [ IS NOT true in the United States today that we cannot afford to support our schools, but it is true that we cannot keep our schools open or maintain them at any high degree of efficiency so long as our dependence is, as at the present time, so largely upon local support.—George D. Strayer, Teachers College, Columbia University. pin LINES are constantly being ig- nored by the federal government. Public works enterprises, transportation regulations, radio policies, and the like, disregard state boundaries, and yet when it comes to the education of our children the national government presumes to take the obsolete position that all matters pertaining to education must be left to the states—James H. Richmond, state superintendent of public instruction, Frankfort, Ky. I BELIEVE IN democracy and count this to be henceforth the only feasible way in which to bring genuine equality of opportunity to all—Wéilliam H. Kil- patrick, Teachers College, Columbia Uni- versity. oo PART can the school of an ad- vancing democracy play in de- veloping an understanding of the ‘“‘tech- nics of progress?” It can familiarize chil- dren with economic and social processes that are going on all around them. It can reveal the evolutionary character of American life. It can point the existence of challenging problems, stimulate in- terest in attacking them and train in in- dividual and group study technics. The goals are the stimulation of interest in public questions and a sense of responsi- bility for the genera! welfare, the mas- ‘tery of methods of independent think- ing, the open mind—not the closed one. —Worth McClure, superintendent of schools, Seattle, Wash. aprenigee ARE absorbed in debating about the methods which should be adopted in teaching the social studies and do not devote themselves, as they should, to the preparation of materials which can be used in schools in order to determine by trial what phases of the social studies are interesting to pupils and within the range of their understand- ing—Charles H. Judd, University of Chicago. > Journal of the National Education Association -— es = Ff WW oday t our keep t any 5 our le, SO mbia g ig- nent, ation like, when ldren Ss. itters ft to state tion, - this way y of Kil- Uni- n ad- de- tech- chil- esses t can r of fence n in- The st in onsi- mas- 1ink- one. t of ating d be udies they rials er to ' the upils and- y of ation HE VACATION CAMP in this country has been in the main a private or a semipublic in- stitution. The semipublic camp has been promoted to get the children out of the city and away from its temptations during the long period of idleness when the schools were not in session. As a welfare movement, it has sought to withdraw the children from the streets and slum conditions, from broken homes and bad homes. As such, it has been prima- rily a negative movement seeking to avoid certain evils rather than a positive one with definite objec- tives and purposes. The private camp has drawn from quite a dif- ferent type of community. It has charged a liberal fee and has tended to promote class distinctions. It has probably been maintained nearly as much to give greater freedom to the parents as for the sake of the children. It is only in very recent years, that camping has been seen as promising large enough results to warrant its being pro- vided at public expense. The country homes of German schools—In this as in many other edu- cational movements, we have to look to Germany for the beginnings. During the war, the farmers were so far drawn off the fields into the battle fronts that there were not enough left to care for the crops. As the result, many of the older boys from the city were taken to the farms to do the work of the absent farmers. In 1918 there was an investigation to find out what effect this had had on the boys who had been doing the work. The re- port was so favorable that it resulted at once in a number of schools’ securing country homes in order to give their chil- dren a country experience. These homes are of two kinds, the ones, maintained by individual schools and those maintained by school systems. Of these the former are in great predomi- nance. A report of 1931 states there were Volume 24, Number 4; April 1935 NYo) = (010) Fan Ov-0. 0 Courtesy of Girl Scouts, Inc. Henry S. CuRTIs Ann Arber, Michigan at that time 120 school homes in Ger- many,@¢f which 100 belonged to individ- ual Schools and 20 to school systems. One may well wonder that a country impoverished as Germany was after the war found herself in condition to initiate a new movement of this sort. However, the country homes have not as a rule cost the schools a large amount. Some of them were formerly villas of the rich, who found themselves unable after the war to maintain them or pay the taxes and who consequently gave them to the schools. Some were old feudal castles that had come down from the middle ages. A number were abandoned factories that were made over. Some ‘were inns which the war had left without patronage. Many of them were formerly military barracks of officers or men. A consid- erable number were built new for the purpose. These school homes, in general, do not take the children in the first two or three grades. The children are from eight to sixteen years of age. The season is from LApril to October, and the children go out by classes with their regular teachers for periods ranging from two to sixy weeks, with the average stay around four weeks. There is a consid- erable staff at the larger homes, consisting of a cook, a housekeeper, and one or more laborers. The first advantage of the German camp, is that the children know each other and their teachers before they leave the city. In the American camp where the children come from all parts of the city to be under counselors whom they do not know, they are often very home- sick; a large part of the little children would go home the second day if they could. The school camp should bring to the day school some of the ad- vantages of a boarding school such as Rugby or Groton, It offers the op- portunity for social train- ing and physical activity that the American public school has so largely lacked. A second advantage of the school camp is that the weeks in the country can be looked forward to and prepared for in a way that is not possible under any other circumstances. The historical back- ground, products, and industries of the area can be studied. The great disadvantage suffered by many American camps is that the chil- dren regard themselves as boarders. They do not feel that the camp belongs to them or that they have any vital interest in keeping it up or improving its facilities. At its best the camp should be a self- governing child community, where the good of each is the good of all, and every- one feels himself to be a member, a real citizen. Such conditions are most easily met in a school camp which with its grounds becomes a permanent estate, a country home of the school. The following instructions are issued to the children in a German school home. [1] Behave in the school home as you should at home. Care for the condition, improvement, and beautifying of the buildings and grounds [2] Carry on with your comrades. Be help ful to the smaller children; be pleasant and friendly with the servants. Do not complain even if you have cause. These country homes are in some cases as much as three or four hundred miles from the school. For instance twenty-three of the schools of the city of Hamburg, have country homes, scat- tered all over Germany. Schools often ex- change homes for a season, so as to make the children familiar with different sec- tions of the country. Another great advantage of this method of camping is its cheapness. These German school homes cost from thirty to sixty cents a day per child, where ours nearly always cost more than a dollar and some of our private ones as much as our best city hotels. Where the American camp requires a counselor for every seven to ten children, the German children are looked after by their regular teachers. Another advantage that is often spoken of in the German bulletins is its effect upon the school itself. The Ger- man teacher is traditionally an autocrat. While he may have been fond of his children, the discipline has been harsh and often severe. His interest has been centered in scholastic attainments. The homes have brought a kindlier and more social attitude into the schools. It has also brought out qualities in children that the school did not discover. Most of the homes have something of a library and are collecting a museum. In some of them there is an attempt to keep up a part of the regular school work, especially on rainy days; but in others the camp is taken essentially as an edu- cational vacation in the country. There are always conducted tours to places of historical or industrial interest in the neighborhoods. Many of the older pupils work in the gardens, on the farm, or in improving the grounds. The school camp in America— Washtenaw County in which the Univer- sity of Michigan and the Ypsilanti State Teachers College are situated is a wealthy county of southern Michigan, but it has accommodations in its semipublic camps for only about 1 percent or, with a two- weeks stay and five possible changes, for 5 percent of its children. The schools of Ann Arbor have a camp two hundred miles to the north in the wilderness, but it cannot take care of many children at once or any group for long. It is used as a weekend camp and mostly by a single school. Its cheapness and spirit of the children have shown all the advantages that are claimed for the German school home. The children are taken back and forth by the school trucks. The entire cost of the camp, in- 114 cluding some two hundred seventy-four acres of ground, has been less than three: hundred dollars. Why should not Ann Arbor have one camp in Massachusetts, one in Virginia, one in Florida, one in Tennessee, one in Colorado, and one in California and let each school have one camp this year for two weeks and another next, thus giving each class a good sightseeing trip going and coming, with many side trips and a stay long enough in each camp to get acquainted with the camp area? With a school bus large enough to carry a class and with gas at a nominal price, this should be feasible for many schools and many children. This is a sort of camping that would appeal especially to the high- school students who are beginning to feel too old for the regular camp. From twelve known camps in the be- ginning of this century, we now have ap- proximately twenty-five thousand. There are four fundamental reasons for this growth; hygienic, educational, civic, and social. The health reasons have been increas- ingly emphasized, as we have come to appreciate the health value of the open air and sunlight, of loose and scanty clothing admitting the air freely to the body. Most children in the city do not get enough exercise; there are not enough vigorous things to do. Many of the chil- dren come to camps from the homes of immigrants. They often bring with them the table manners and eating habits of the European peasant. At home there is in their diet very little fruit and far too little milk; many of them have The Journal of the National Education Association never even tasted our common American dishes. So too in many homes the chil- dren have never learned to go to bed or get up at set times. The regular habits and abundant and balanced meals usually result in a considerable gain in weight in those from the poorer sections even in a two-weeks period. It is said that there are only six school Systems in this country maintaining camps but there are a number of others like Ann Arbor and many special schools that are experimenting with the move- ment at present. Nearly all our large universities maintain one or more sum- mer camps under such departments as forestry, geography, zoology, or biology. With the universities the purpose is rather narrowly educational with the idea of offering a more intimate touch with the specific problems of the de- partment. In this way they are often able to give a practical experience that amounts almost to a brief apprenticeship. It is hard to see why the educational reasons for camping have been empha- sized as they have in the universities and have been so largely overlooked for the elementary school and highschool. Children are intensely curious about what they see. The things they read about do not make such a vivid impression or arouse the same desire for further knowledge. The camp offers the oppor- tunity to the child to become acquainted with America’s background, against which its history, politics, and early lit- erature are built. Pioneer America can never be a very vivid picture to a child who has never been in the woods and ican hil- l or bits ally t in in ool ing ers ols ve- rge m- at ut on er r- ed st in ld 1d on who knows nothing of a farm. The camp, if it is the right kind of a camp and not a dude ranch, offers many experiences that are similar to those which consti- tuted the daily life of our ancestors. The child should be a better American for having been thru these experiences. Beside the health motive and the nar- rowly educational motive in camping, there are two others of equal or greater importance. The first of these is civic, the initiation of the child into the state and citizenship. We are coming to see that one does not become a good citizen by studying civil government, but.by be- coming an active and responsible mem- ber of a community. The school is largely autocratic. The camp, on the other hand, offers a great variety of activities, in which children feel themselves to be con- cerned. It is not so difficult to make of it a junior republic, provided the chil- dren stay long enough and have had some preliminary organization before they come. The second of these objectives is so- cialization, the learning to live happily and loyally with others. Many children need to be unspoiled, to learn to depend on themselves, to cooperate with others, and to do their share. This social ideal is very old historically. Primitive tribes have this sense of solidarity that the modern community so largely lacks. Each tribesman realizes that he belongs and stands ready to sacrifice himself for the tribe if need be. Socializing influences which come from the communal life at its best arise from eating together, sleep- ing together, singing together, working Volume 24, Number 4; April 1935 Courtesy of Girl Scouts, Inc. together, and playing together under sympathetic leadership in a natural en- vironment of woods and camp fires. The German camps have utilized more fully than the American camps the psy- chology of a common rhythm, whether it be in dancing or in song. The new Ger- man work camps believe that working together on a common project, under- taken by common consent, has great value in drawing a group together. For social reasons our children should do more work to improve the camps. The Scouts have appreciated more fully than anyone else the wilderness bond; the ef- fect of sitting together around a camp fire in the woods, and eating the evening meal there. A summer of idleness is not good for children. Our summer playgrounds, valu- able and necessary as they are, reach only about half of the children and these for only about an hour a day. The camp on the other hand is for twenty-four hours a day and in a new environment. It offers an opportunity for many new forms of experience that the city lacks. We are seemingly at the beginning of an age of planning on a far larger scale than has ever been dreamed of before. In such an age what is deemed essential must be provided for all. If the camp can make good its claim for consideration as a public function, it may be taken over by any one of three public departments. It may well lay claim to direct support from the national government, as a train- ing in citizenship and in national vigor; some considerable development along this line is sure to come to us with the retiring of marginal land from agricul- ture. The camps may be operated by the playground departments of our larger cities aS many actually are in fact. Or they may be taken over by the schools as an educational project. The schools have many advantages for such an un- dertaking. They are already reaching all the children, and have developed their own technic in dealing with them. They have the children for the balance of the year and can use the camp as their labo- ratory. Doubtless this will involve the acquiring of some new technics by the teachers. Our summer camps are usually built upon a lake or adjoining a bit of woods. The main activities are water sports, na- ture study, dramatics, and crafts. Private camps usually keep the chil- dren for the entire summer. It has been lack of funds that has reduced the pe- riod to two weeks in so many of the semi- public camps. To provide the training suggested, the camp session should not be less than eight to ten weeks. To pro- vide eight or ten weeks to all children at our present cost of seven or eight dollars a week, would be impossible for most schools and most parents. If camping is to become a public function with us the cost must be reduced and the training increased. The school farm—Every school camp should have a farm connected with it. In most cases this would not mean a large additional expense. In this country, lake side property costs from five hun- dred to two thousand dollars an acre, but the balance of the farm may often be had for twenty-five dollars an acre. The camp needs a farm because it needs the farmer as a caretaker and custodian, who may look after the camp when it is not in use and open it up for weekends for parties during the year. The camp needs the farm also because it needs fresh vegetables, eggs, and milk, which can be produced more cheaply than they can be purchased, and be- cause the children do not get as much of these as they should. But it needs the farm much more for the work that it offers for the children to do. Most children enjoy feeding the pigs and the chickens; and the waste of the camp will keep a goodly number. The older girls should prepare the vegetables for the table and get a good deal of training in cooking the simpler dishes. Under such conditions it should not cost much more for children to live at camp than it does for them to live at home. ; : } : . If more vegetables and fruit are raised on the farm than the camp can use at the time, they might be canned by the older girls as a part of their home eco- nomics or 4-H work. Or some of the excess might be sent in uncanned to be used in the school cafeteria. If there were a considerable excess of produce, the school might operate a stand in the mar- ket or on the school grounds. The chil- dren would not only enjoy this, but it would be excellent business training for them. Most camping has been for too short a period for the children to do more than get out in the country and look around a little, but if they are to stay for the summer, they should have some work for perhaps two or three hours a day. We are seeking to promote the subsistence homestead, but we usually find that a good share of the people do not know what to do in a garden and do not like the work. Some brief training in garden- ing and the care of farm animals is worthwhile for all children. Probably the children of the first two or three grades and the highschool should not be sent out for long periods. At- tendance should not be required. Some of the older children will be needed at home part of the time. Probably there should be provision for tutoring certain ones who have work to make-up, but the camp should not be made into a mere summer school in the country. There are two types of buildings that are reasonably cheap and suitable for camp purposes. They are the grooved slab type of cottage stained to harmonize with the environment, and the fabricated steel building painted green if the camp is among the trees. At least the central building should be heated so that it. can be used for parties during the winter or at other seasons when the entire camp is not in operation. If the camp belongs to a large city, it should have at least one building for anemic or pre-tubercular children who need to be there for longer periods than the summer. There should be another cottage for crippled children and perhaps a guest house for visiting troups of Scouts or classes from other schools on a school journey. It is not expected that the develop- ment of school camps is to take place at once. It would not be feasible at present in all communities, but there are many schools and a considerable number of cities where finances and social condi- tions alike would warrant an immediate beginning. ’ The Journal of the National Education Association tral can r or p is 5 to one ilar ger uld ren ing her op- > at ent any of di- ate a eee ai uP gE: 4 Wars = The Schools Accept New Jobs HOEVER has listened while some \X/ elderly friend told about the days of his childhood has mar- velled at the amazing changes which have taken place during one lifetime. The customs, the home-life, the means of travel, the habits of the people—all seem strange and remote. Times always change. Even in the Middle Ages each generation faced new problems. Perhaps, however, no period of history has wit- nessed as many rapid and fundamental changes in modes of life as the last hun- dred years. This is a brief account of the effects on the schools of the more im- portant of these changes. It is the story of the adjustments made by the schools as they attempted to meet the ever-in- creasing demands of this age of science and invention. Many factors working together were responsible for this era of change and adjustment. Chief among them was the influence of science. Patient skilful men found it possible to attack successfully problems hitherto unsolved. Day by day new knowledge was added to our in- heritance from the past. New inventions produced machinery and factories which in turn produced numerous rapidly growing cities. Railroads and other lines of communication soon connected these centers into a vast network. Meanwhile, the nation was spreading itself out from a line of states on the Atlantic seaboard to its present continental area. Wealth increased rapidly as new natural re- esources were uncovered and developed. Immigrants, strange to the ways of American life, poured in from all sides, attracted by stories of wealth and oppor- tunity. Realizing these changes, Horace Mann correctly declared: “A new era has opened upon the world. The history of the future is to be widely different from that of the past. The stream of life is changing its directions. . . . We must prepare ourselves to move with safety thru the new realms which we are enter- ing.” Unfortunately, the schools were poorly fitted to meet their new responsibilities or to help the people in making the dif- ficult adjustments taking place in this country. In the main the schools, espe- cially in the rural districts, were sur- vivals of a past which had little in common with the dynamic life which was beginning. “Cast in the mold of the’ sev- Volume 24, Number 4; April 1935 enteenth century” they were products of a time when the ability to read and write and do simple sums marked the difference between the educated and the uneducated man. In general, it may be said of the schools a hundred years ago that but little was given to them and little required of them. But now the new and complex society which was developing needed a new and vastly better system of schools. The bat- tle for free schools would have been an empty victory if these schools were to remain the cramped and neglected in- stitutions they were. Yet the vision of a better education was slow in reaching those whom it would most benefit. Peo- ple were slow to see its worth; and it has been the history of education in this country that the voters must be able to appreciate the need for a change in any phase of education before they will sup- port it. The low standard formerly held for common schools was aptly expressed by the Public School Society of New York City—a progressive organization for that time—which declared in a re- port that in the common school “those branches of education, and those only, ought to be taught . . . which prepare the child for the ordinary business of life.” The common school should be one “in which nothing but the rudiments of an English education are taught to all who are admitted to it.” Fortunately, there were a few who saw beyond this narrow limit. Henry Bar- nard, leader of education in Connecticut and Rhode Island, declared: “The com- mon school should not be regarded as common because it is cheap, inferior, and attended only by the poor and those who are indifferent to the education of their children, but common as the light and the air because its blessings are open to all and enjoyed by all.” With this new vision before them the friends of pub- lic education organized a campaign to persuade the people to demand higher standards, The most urgent need of the schools was for good teachers; for as Horace Mann said, “Without good teachers, there cannot be good schools’; and he further pointed out that “we have as little right to expect good teachers with- out adopting adequate means to prepare them, as we have to expect beautiful gardens and cultivated fields to spring up spontaneously in the wilderness.” Some plan for the training of teachers was essential if the common schools were to succeed. The necessity for well-educated teach- ers, according to the standards of the times, had been recognized by some since colonial days. The trustees of the first academy in this country [in Philadel- phia] intended that certain of its stu- dents should be “qualified to act as Schoolmasters in the Country, to teach Children Reading, Writing and Arith- metic, and the Grammar of their Mother Tongue, and being of good morals and known character, may be recommended from the Academy to Country Schools for that purpose.” So it was that acad- emies, which were only secondary schools and in no way to be considered professional schools for teachers, became the source of most of our best teachers at that time. There was in Concord, Vermont, in 1823 a young minister named Samuel Hall who saw that much of the chil- dren’s time in the schools was wasted by ineffective teaching methods. He noticed that teaching consisted largely in reading questions from the textbook and following the children closely to see that they repeated exactly the “answers.” Whether the children un- derstood the meaning of what they had memorized was considered of little im- portance. Learning “what the book said” was the main thing. No special skill in teaching was demanded of the individual who “kept school” in this fashion. The chief requisites of such a teacher was that of being able to keep order and pre- vent the “big boys” from throwing him bodily out of his schoolroom. The fa- mous conflict between Ichabod Crane, the schoolmaster of Sleepy Hollow, and his Nemesis, Brom Bones, was dupli- cated in all too many back-country dis- tricts. In 1837, as many as 400 schools in Massachusetts were summarily closed by the obstreperous youth of the neigh- - borhood. Hall observed also that little care was used in choosing teachers. Often the teacher was “engaged with a refer- ence to his cheapness or he is selected on account of his relationship, or something equally unconnected with his character for morality, literature, or ability to teach.” As to “cheapness” many teachers jwere paid but four or five dollars a 117 ENRY BaAr- H NARD, found- er of state school systems and first United States Commissioner of Education, who labored that the common _ school might be “com- mon as the light and air because its blessings are Courtesy of Charles Carroll, € j open to all. director of Vocational Education, Rhode Island State Depart- ment of Education month in addition to the board and room, provided for them by “boarding round” among the parents. Teaching of- fered few attractions to capable men and women at that time and much credit is due the few excellent teachers who devoted their lives to the work with little thought or chance for material re- ward. Few people then considered it neces- sary to learn to teach. It was generally felt that if a teacher “knew the subjects” he was to teach, that was more than enough. The knowledge of how to teach it was expected to “come by nature.” However, Samuel Read Hall determined to try the novel experiment of teaching teachers to teach. On March 11, 1823, he opened a school for that purpose in his own home. It was the first such in- stitution in America. The “Columbian School” was immediately popular and soon outgrew its narrow quarters. Classes were then held in a room over the store. This space was also soon out- grown and a new two-story brick build- ing, heated by sheet-iron stoves, was erected to house the school which was now called the Concord Academy. If you pass by Concord today you will see a tablet which marks the place where it stood. One of the great difficulties which faced the new Academy was that of get- ting together a body of knowledge on teaching which could be used by stu- dents. There were no professional books printed in English for teachers in this country. Hall was forced to teach his classes by means of lectures drawn from his own knowledge of teaching. Later he collected these lectures into one volume entitled Lectures on School-Keeping. This was the first book for the profes- sional education of teachers printed in English in America. The New York State Commissioner of Education ordered 10,000 copies of this work for the school 118 F trustees of his state—a sign not only of the excellence of the book, but also of the beginning of a different attitude toward the work of the teacher. The search for better teachers turned attention toward the means used in Europe for their education. Pestalozzi had started a school for teachers at Yverdon in Switzerland. Here he dem- onstrated his ideas concerning the teach- ing of children with great success. For centuries the emphasis of the school had been on the content to be taught. The child was of secondary importance. His ability, interests, likes, and dislikes were given little attention. Many people in- deed believed that a special advantage was to be gained by forcing each child to learn the things he disliked most. Pes- talozzi on the other hand, regarded child nature as the basis of education. He re- garded education as a process of devel- opment. He changed the emphasis of the school from the book to the child. Pestalozzi’s work opened up a whole new field of study. If the child were to be- come the center of the school, then some- thing must be learned about him. If classes were to be given the freedom to investigate, discuss, and delve into the meaning of things, then real skill in directing their efforts would be neces- sary. Teachers began to see new possi- bilities in their work. They flocked to Yverdon to see Pestalozzi teach chil- dren by his new and strange methods. Men began to write on education, and the literature on the subject began to grow. These new influences were slow in reaching America. Not until well into the nineteenth century did they manifest themselves in our schools to any appre- ciable extent. In 1825, three plans for normal schools presented in this country almost simultaneously by James G. Carter, Thomas H. Gallaudet, and Wal- ter R. Johnson showed the influence of European schools for the education of teachers. James G. Carter’s devoted work for the professional education of teachers gained him the title of “Father of the Massachusetts System of Normal Schools.” He opened a private normal school at Lancaster, Massachusetts, in 1827. He petitioned the legislature for aid in supporting his school but was refused. Later he helped to establish public normal schools thru his influence as a member of the legislative Commit- tee on Education. He helped to found the Massachusetts State Board of Educa- tion in 1837, which, by 1839 had pro- vided for a state-supported institution for the education of teachers. This, the first tax-supported normal school in this country, was located at Lexington, Mas- sachusetts. It opened with but three pupils and one teacher, Cyrus Pierce, who also served as principal and janitor. There was much antagonism toward the school and during its first years there was constant danger that the legislature would refuse to continue the experiment. Only the untiring efforts of such friends of the new school as Mann, Carter, and Pierce, and the excellent work of its pupils [whose numbers grew and who felt deeply their responsibility in the matter] persuaded the legislature to allow the normal school to continue. While this work was going forward in Massachusetts, Henry Barnard was or- ganizing Teachers’ Institutes in other states. He even devised a traveling nor- mal school. Teachers and children were moved from place to place on a wagon, stopping at towns along the way to give demonstration lessons. With the devel- opment of normal schools and a body of material for the better education of teachers, the outlook for elementary ed- ucation began to brighten. Next a demand for a different kind of secondary education began to make itself felt. In general, the secondary schools were devoting most of their energy to the preparation of students for colleges, which usually meant prepara- tion for the ministry or law. With the coming of the industrial revolution the number of occupations requiring an ad- vanced type of training increased. There were no schools which supplied the kind of education leading toward these posi- tions. Furthermore, the factory system was sweeping away the apprenticeship system for trade education. Thus the” secondary schools were given another re- sponsibility. In addition to preparing a few students for college they must also prepare many for the practical occupa- tions of everyday life. Out of these needs OOKER TALIA- FERRO WASH- INGTON, leader of Negro education. This statue sym- bolizes Washing- ton lifting the veil of ignorance from his race. He counseled his people thus: “We shall pros- per as we learn to dignify and glorify labor and put brains and skill into the Courtesy of Robert R. Moton, Common occupa- principal, Tuskegee Normal tions of life.” and Industrial Institute The Journal of the National Education Association wh the this [as- rce, tor. the ere ure nt, ids ind its rho the nd ke ry eir ~ he he d- nd si- (A- H- mn. n- g- he ce Te is S= nd rd nd he a- nN as did the Latin school. Thus the acad- emy formed the necessary link between the elementary school and college. The modern high school was not orig- inally planned to prepare students for college. On the contrary, it grew out of a need for an advanced type of practical elementary education for students not preparing for college. Attending the academy cost more than many families could afford; furthermore, in many cases it was necessary for the child to leave home to enter an academy. The local high school was established to overcome both these difficulties, altho at first it offered only immediately prac- cial support, the nature of its work and _ tical education of an advanced element- its singleness of purpose in preparing ary type. Later it added college-pre- pupils for college automatically limited paratory courses and became a rival of there finally developed our presentday system of secondary education. The evolution of this system illus- trates clearly how a traditional European school changed to one which is typically American. The Boston Latin School was English, not American, in character. But from the first, a proportion of the early settlers recognized that the Latin school was out of place on American soil. It failed to meet the needs of their life. The settlers wanted an advanced type of education which would help them to cope with the practical problems which beset them. Altho the Latin school enjoyed prestige and some public finan- its service. The need for schools with a broader and more useful course of study resulted in a new kind of school—the the academy. The new public high school grew slowly at first. Sometimes a com- munity would turn against a high school academy. The first American academy which it had taken years to establish, was planned by the practical and far- and destroy it. Then it would have to seeing Franklin. Academies were private..be built up again. Altho Massachusetts, schools, usually business enterprises. Tuition was charged, altho some acad- emies had the benefit of generous sub- 9 scriptions and in time many of them re- ceived state aid. However, they, .re- mained under private, not state, man- agement. Everything from philosophy and surveying to painting and embroid- ery was taught in the larger academies. They became extremely popular. By 1850 there were more than 6000 of them, with an enrolment of over 260,000 , students. The academy represented a step between the Latin school and the modern high school. It extended edu- cational opportunities for girls and led directly toward higher education for women. As we have seen, it prepared teachers and was the forerunner of the normal school. It made a highly impor- tant contribution to the American school system by building upon the elementary school instead of running parallel to it ees Way- LAND PARKER, who taught that “nothing that is good is too good for the child; no thought too deep; no toil too great; no work too arduous; for the welfare of the child means happier. homes, better society, a pure ballot, and the perpetuity of republican insti- tutions,” Courtesy of Miss Flora J. Cooke, principal, Francis W. Parker School, Chicago Volume 24, Number 4; April 1935 in 1827, had made the establishment of high schools compulsory in towns of certain sizes, its legal status was unde- termined in most states until 1873 when Justice Cooley of Michigan declared that high schools could be financed as a part of the public-school system. In more recent years the growth of the high school has been very rapid, Forty years ago there were about 2600 public high schools in the United States with an en- rolment of about 210,000 students. To- day there are over 29,000 public high schools with an enrolment of about 6,- 000,000 students. These high schools offer not only such subjects as English, science, mathematics, foreign languages, and the social studies, but also manual arts, home economics, agriculture, com- mercial subjects, music, art, and physi- cal education. This broad curriculum has attracted many of our young people to high school. A larger proportion of our total population attends high school than that of any other nation. The states and cities were slow to pro- vide good schools for very small children. They were expected to get the necessary training at home. But under the factory system the mother as well as the father often worked in the mill or factory and the little children were thus deprived of proper care at home. Robert Owen of Scotland, seeing the pitiable condition of children living in factory towns, opened a school which children might enter at the age of three. He attempted to suit instruction to their years and gave little attention to “book-learning.”’ Cea" Wi- LIAM ELiot, leader of the movement to bring unity and harmony into the diverse parts of our school sys- tem. “The whole school life should be one unbroken flow from one fresh interest and one new delight to another, and the rate of that flow ought to be different for h apatie f child. » Courtesy of Houghton Mifflin Co. Unfortunately, others who later opened Infant Schools over-emphasized formal training and it was this “bookish” type of Infant School which was first estab- lished in America. In 1816, a school for little children was opened in Boston and the idea soon spread to other cities. In- fant Schools generally admitted children of four years and prepared them for ad- mission to the grade schools. While they had little of the spirit of the school which Owen founded, their methods were soon improved thru the use of Pestalozzi’s plans. Finally, thru the influence of Friedrich Froebel the Infant School was replaced by the kindergarten, a school in which appropriate education is pro- vided for young children. Froebel was a German who, after visiting Pestalozzi’s school at Yverdon and observing the children there, became impressed with the value which they derived from play. It seemed to him the ideal method of education. He believed that the freedom of play permitted a natural and unham- pered development of the child’s nature. What he called the self-activity of the child he considered all-important and he recognized the necessity for beginning this phase of the child’s education at the earliest possible moment. Froebel’s ideas found a welcome in this country. Our first kindergarten was founded at Water- town, Wisconsin, 1855, by Mrs. Carl Schurz who had studied with Froebel. In 1873 the kindergarten was made a part of the public schools of St. Louis under the leadership of Superintendent William T. Harris. Today, in many states and cities the kindergarten is rec- ognized as an integral part of the public- school system. The addition of the state university completed the vertical extension of our public-school system. There were the kindergarten, the elementary school, the high school, the normal school, and the university. There had finally been a gen- eral acceptance by the states of the re- 119 ne ey sponsibility for public education. Each state had set up its own organization for the management and direction of its schools, at the same time giving the people of the various local communities a large part in the management of their schools. Furthermore, the national gov- ernment showed a willingness to aid the schools financially. At various times it distributed grants of money and land which were used by the states for edu- cation. In 1867 a national bureau for the purpose of serving the interests of the schools was created by Congress. Henry Barnard was the first United States Commissioner of Education. Today the United States Office of Education deals with schoal problems beyond the scope of any one state, collecting and organ- izing useful information about the condi- tion of the nation’s schools and conduct- ing nationwide studies of education. However, the control of the schools has for the most part remained in the hands of the states and local units. Under the direction of larger units, the educational system was not only ex- tended but much improved. It was ap- parent, however, even after the middle of the century that schools were still far from making adequate provisions for “all the children of all the people” such as would be expected of a democratic school system. The growth of large cities had contributed to the progress of the schools in many ways, but in the attempt to edu- cate large groups of children there is always danger that a lock-step system will develop and the needs of the indi- vidual child will be neglected. That the graded school, with all its advantages, was becoming a “‘school ma- chine” was all too evident to Francis W. Parker, a young teacher in New England. He believed that republican prin- ciples applied to the schools as well as to the government, and that the citizens of a de- mocracy should begin early to live under a democratic government. Like Pestalozzi, he sought to change the em- phasis of the school from the book to the child, “the cen- tral problem of the uni- verse.” At Quincy, Massa- chusetts, he showed the worth of his ideas in the schools. Teachers came from all parts of the country to see his work. He taught them and textbooks but “‘the work- 120 ing out of the design of a human being into character.” To his inspiring work the children of this country owe much of the freedom they have to explore and investigate real things instead of merely reading about them in books. Parker gave the people of this country a vision of a school which is a “model home, a complete community, and embryonic democracy.” Our new school system was appar- ently complete. Yet it was not yet well- organized. The various parts did not fit together. In some places there were wide gaps between them; in others they seemed to overlap. This was not remark- able, considering that the elementary school, kindergarten, high school, and university had all had different origins. Bringing them, as they were, into one system did not automatically unify them into a complete whole. That was yet to be accomplished. Charles W. Eliot, for many years president of Harvard Uni- versity and leader of American thought in many fields, advanced the ideal of a unified school system, integrated around service to the individual. Said he: “All€ our divisions of the total school period into years and into primary, grammar, and high schools are artificial, and in most cases hurtful or hindering to the individual. The whole school life should be one unbroken flow from one fresh interest and one new delight to another, and the rate of that flow ought to be different for each child.” Eliot’s great, contribution to our school system was his ability to see it as a whole and to bring others to see it in the same way. Out of the attempts to tie together the Courtesy Atlanta Public Schools : HE KINDERGARTEN provides appropriate education for many little that education is not facts H P PProP y children. Our first publicly-supported kindergarten was estab- lished in St. Louis, in 1873. The Journal of the National Education Association various units have come the junior high school and the junior college. These have been largely the products of the twen- tieth century. They try to adapt the schools to the needs of each student. We recall that in uncivilized societies education must first serve the interests of the group. If the individual is served at all it must come thru the benefit which he receives as a member of the group, In civilized nations, another viewpoint has found wide acceptance. A demo- cratic government seeks to meet the needs of the group thru the development of the capacities of each of it§ members. Again Eliot points the way: “It is for the interest of society, as well as of the individual, that every individual child’s peculiar gifts and powers should be de- veloped and trained to the highest de- gree. Hence, in the public schools of a . democracy the’ aim should be to give the utmost possible amount of individual instruction.” Our attempt to organize our educa- tional program around the individual has resulted in the acceptance by the schools of numerous new responsibilities. Schools are provided not only to take care of the widely diverse needs of nor- mal children, but also to attend to the interests of the handicapped. Women, long denied the privilege of higher edu- cation, can now enter, at one point or another, practically any of our great universities. Schools are provided for adults as well as children. The century from the beginning of the Educational Revival [roughly, 1830] to 1930 wit- nessed the most rapid development of schools that has taken place in all his- tory. But much remains to be done. Francis W. Parker, who devoted his efforts to the same problem which con- fronts us today, that of developing a school system which provides appropriate training to the citizens of a democracy, said wisely, “The line of human progress is infinite, and we have but started. As yet we have but touched the hem of the gar- ment; what we have done is as nothing compared with what we shall do if we per- sist in our study of the real problems of education.”— This is the sixth in a series of articles, dealing with the history of the school, by Charles A. Beard and William G. Carr. ry American Education Week 1935 Education Week will be observed November 11-17, 1935. Sponsored by the National Education Association, the United States Office of Education, and the American Legion, this annual celebration is now one of the most widely observed special occasions in the United States. Forty governors issued American Education Week proclamations last year, calling upon citizens to visit the schools and take part in American Education Week exercises. Every one of these proc- lamations is a tribute to the economic and social value of education. Taken as a whole, they constitute the most signifi- cant official expression ever made of the state’s duty to the schools, and of the school’s obligation to advance the high purposes of the state. American Education Week is becom- ing more powerful each year in uniting the public in the improvement of the schools. Six million adult citizens in ap- proximately 4000 communities took part in the observance of American Education Week last year. The number of partici- pants will double and treble as the mem- bers of the teaching profession increas- ingly employ this opportunity to exercise the community leadership which is their privilege and duty. Ten million adult citizens in the schools is the goal for 1935—a conservative enough figure; for last year in New York City alone more than half a million parents and other citizens visited the schools during the seven-day observance. American Education Week appeals be- cause it celebrates the founding of free schools as a significant achievement in the long struggle for the rights of the common people. Yet the strength of American Education Week lies in the fact that it looks forward. It is more than a memorial to past achievement. It is dedi- cated to the future, and enlists the co- operation of every citizen in intelligent planning for tomorrow thru the powerful instrument of universal education. The need for planning education and our national life is continuous. Once a year is not too often to think about our schools and their relation to the future. “The program of education in our democracy must . .. be readjusted from time to time if our children are to be adequately trained for the responsibilities of man- hood and womanhood.”—Governor Her- bert H. Lehman, New York. \ ‘HE FIFTEENTH annual American Volume 24, Number 4; April 1935 Especially in troubled times like the present are intelligent readjustments nec- essary in all those agencies that mold human ideals and relationships. Chief of these agencies is the school. In selecting The School and Democracy as the 1935 American Education Week theme, the national committee emphasizes the de- termination of the American people to retain and improve the principles of self- rule in the face of social disorder which has checked indefinitely the progress of popular government in some of the older countries of the world. The theme sug- gests the fundamental character of sys- tematic education in the preparation of a citizenry capable of directing its own destiny. It implies the need for improve- ment in the schools which will enable them to serve the new vision and high purpose to which the American people have now committed themselves as they speed the tempo of progress toward long- held democratic ideals. The following topics for the day-by- day discussions are suggested: Monday, November 11—The School and the Citizen. This program will be in keeping with the spirit of Armistice Day, the American Legion taking the lead in the principal ceremonies. Pay tribute not only to those who served their coun- try in war, but also to those who have per- formed duties of citizenship in an outstanding way in times of peace. Dedicate this day to the citizen as an individual, with emphasis upon the personal traits of courage, loyalty, and con- cern for the great issues that our nation faces. Tuesday, November 12—The School and the State. Plan the program for this day in cooperation with the officers of your state education asso- ciation. Make its chief purpose informing the public on the progress and the needs of the schools in your state. Compare the costs of edu- cation with those of the other functions of state government. Familiarize the people of your community with new school legislation spon- sored by your state education association. Dis- cuss needed tax revisions. Compare recent achievements of other states with your own. Wednesday, November 13—The School and the Nation. Familiarize the community with steps taken recently by the federal government to grant emergency financial aid to education. Discuss the historic policy and increasing need of per- manent federal aid on a basis that will guar- antee the children of every state at least the minimum preparation for citizenship. Outline the six-point program supported by the educa- tional forces of the country thru the National Committee for Federal Aid to Education. Or- ganize citizens for the support of this program. Thursday, November 14—The School and Social Change. Discuss education as a potential force in American life. What part shall the schools play in social change? How can the schools of your community contribute more effectively to the progress which is being made economically and socially. What adaptations in the present organization and curriculum of the schools are needed? Write to the Department of Superin- tendence of the NEA for the yearbook, Social Change and Education, as a basis for these dis- cussions, which may be of the jury-panel type. Friday, November 15—The School and Country Life. For many years the economically more fa- vored city workers have sought refuge from crowded centers in suburban areas where they might indulge their love of good air, sunshine, and natural surroundings. The presentday de- mand for balanced production is bringing about further relocation of city families. Not only farm people but urban dwellers as well have a vital interest in the educational development of rural communities. Show the inequality of edu- cational opportunity that exists in general be- tween children and adults of city and country. What steps have been taken, and what ones are still needed to equalize these differences? Saturday, November 16—The School and Recreation. Rest and recreation are among the sweetest fruits of toil. Mankind longs to play. Increased leisure makes play possible. Overspecialization turns it into amusement. Neglect permits it to drift into crime. Emphasize the responsibility of the school to give every child recreational skills that will make wholesome play a delight thru- out life. Make school play facilities available to adults. Ask the American Legion to help pro- mote a “field day,” which includes opportunity for young and old to engage in sports. Sunday, November 17—Education and the Good Life. While the attention of many leaders is forced by circumstances to the economic and material aspects of existence, the life of the spirit and of religion especially needs rekindling. The church and the home and the school have a common obligation to help re-establish the morale of millions beaten on every hand by discouragement and failure. Show how that obligation is being met in your community. Emphasize on this day the part which the church plays in the education both of young people and adults. Each community will adapt the theme and topics of American Education Week to its own particular needs, engaging the cooperation of whatever local organiza- tions and groups seem most appropriate. Early planning is important. Appoint a- general American Education Week com- mittee before school closes. Plan an ob- servance which calls for the participation of all teachers, pupils, and citizens. The usual publications for use in the ob- servance will be available at low cost about September 1, 1935. These include handbooks, posters, messages to the home, gummed stickers, and packet combinations suitable for every type of school and college. Write to the NEA, 1201 16th St., N. W., Washington, D. C. eee ee ie Ja Fatt af OUT WHERE THE WEST BEGINS Arthur Chapman Out where the handclasp’s a little stronger, Out where the smile dwells a little longer, That’s where the West begins; Out where the sun is a little brighter, Where the snows that fall are a trifle whiter, Where the bonds of home are a wee bit tighter, That’s where the West begins. Out where the skies are a trifle bluer, Out where friendship’s a little truer, That’s where the West begins; Out where a fresher breeze is blowing, Where there’s laughter in every stream- let flowing, Where there’s more reaping and less of sowing, That’s where the West begins. Out where the world is in the making, Where fewer hearts in despair are aching, That’s where the West begins; Where there’s more of singing and less of sighing, Where there’s more of giving and less of buying, And a man makes friends without half trying— That’s where the West begins. [From the author’s Out Where the West Begins and Other Western Verses. Houghton Mifflin Company, Boston, 1917. Copyright by the author, 1916. Used by courteous permis- sion. ] - 3 2 See aS i ‘ ~ 8 $ ~ ae oe ot PRIL THIRD of this year is the sev- x enty-fifth anniversary of the starting of the Pony Express. On that day in 1860, two American boys—one at St. Joseph, Missouri; the other at Sacramento, California—leaped on their horses and sped West and East with their bags of precious mail. It was the beginning of a relay race against time along nearly two thousand miles of In- dian trails that led over plains and moun- tains and deserts — with eighty daring boys and about four hundred wiry ponies taking part. The slogan was “The mail’s got to go thru!” and put it thru they did, day and night, sun or storm, Indians or no Indians. Touched off with speeches and the roar of cannon, the riders had dashed away while the nation watched anxiously for the outcome of this heroic effort to bring the ends of our country into closer communication. When finally, after a wait of about ten days, the dust- covered boys on their ponies dashed back with the mail from the far West and the far East, a thrill went thru the nation. It was not only a challenging achieve- ment, but a momentous event in our history. Half a million Americans were then in the regions beyond the Rockies, hungry for news from their eastern home- land. More than this, our nation was then on the verge of Civil War. There was vital need that the far West with its treasures of gold be held in the Union. Quick communication was imperative. It was a grave question whether a fast mail service could be maintained thru summer and winter over the difficult route of the covered wagon pioneers. The Anniversary of be blizzards of the plains; the deep snows of the high mountain passes; the hazards of the desert; the menace of hostile In- dians—all had to be faced. Besides, there was the cost—staggering for those days —to be met. Congress was in no mood to risk appropriations on such a doubtful enterprise. It must be met, if at all, by private investment and individual initia- tive; and it was met in the truly Ameri- can spirit. The great freighting firm of Russell, Majors, and Waddell provided the means to build the stations, to stock the line with the finest horses they could purchase, and to employ the courageous station-keepers and the daring pony riders to put the mail thru. The venture netted a loss of fully $100,000 to its pro- moters, but it gave to us one of the most stirring chapters in the epic of America. Plans are now under way to reenact that dramatic bit of American achieve- ment and heroism during this year. The Boy Scouts of America, cooperating with the Oregon Trail Memorial Association which is sponsoring the monumenting of the Pony Express Trail, will make the re-running of the Pony Express a feature of their Silver Jamboree, to be held in the national capital during the coming August. The schools of America are invited also to participate in the commemora- tion in other distinctive ways. Here is a golden opportunity not only to recall vividly the story of the Pony Express in all its vibrant verities; but also to human- ize our history and geography; to moti- 7 ~ 8 ‘2 J FT HALL Sl ay, cS) iA a Nw TAU vee! ty 7 "——— ng Nx +4 oa eo a? aT sy ~ SERRE Lane Ja) — am - The Journal of the National Education Association of he Pony Express vate lessons in language, in literature, in art and music. It is hoped that our teach- ers everywhere will join in celebrating with fitting exercises the seventy-fifth an- niversary—April 3, 1935; and also that they will remember with further appro- priate exercises on different occasions the Diamond Jubilee year of the Pony Ex- press—Howard R. Driggs, professor of English-Education, New York Uni- versity. @ The Pony Rider’s Pledge—Before being accepted as a Pony Rider each one was required to sign the following pledge: I do hereby swear before the great and living God that during my engagement with Russell, Majors, and Waddell, I will under no circum- stances use profane language; that I will drink no intoxicating liquors; that I will not quarrel or fight with other employees of the firm; and that in every respect I will conduct myself honestly, be faithful in my duties, and so direct all my acts as to win the confidence of my employees. So help me God. After signing the pledge, the Pony Rider was presented with a small leather- bound Bible. @ The St. Joseph [Mo.] Gazette for April 4, 1860, contained this item: Yesterday evening at 7:00 and fifteen minutes the first carrier of the Pony Express left the office of the company in this city. ... At the hour of starting, an immense crowd gathered around the Express office to witness the in- augurating of the novel and important enter- prise—Mayor Thompson, in a few remarks to the spectators, briefly alluded to the significance of the Express from our city over the Central Route. Mr. Majors, being loudly called for, re- Mop of the OREGON TRAIL From the Missoun River to the Pacific Northwest with the principal connections, the forts along = Miles the line, and the Territorial Divisions of Ss ——— Pony Express trail Ss ) +++ Oregon trail Hi Completed acquisitions (i . Cj Proposed acquisitions @ Some of the 165 monuments Volume 24, Number 4; April 1935 sponded in a speech characterized by his usual practical manner of thought, and in which he reviewed the rapid changes which have taken place in the condition and prospects of the West, predicting that the day is not distant when other and powerful communities will spring up in the shadow of the Rocky Mountains, a region lately regarded as wild and sterile beyond the power or desire of reclamation. He spoke from personal experience of the changes which have taken place on the plains. But a dozen years ago the entire season was thought scarcely time enough to make the trip from Missouri to Cali- fornia, and companies of a less number than fifty, armed and organized, were deemed too weak to venture on the perilous route. Now a single man, aye, a defenseless woman, so far as Indians are concerned, need fear no evil. .. . The burden carried consisted of telegraphic dispatches received up to the hour of starting, and the matter that came by the messenger from New York—in all 49 letters and 9 dis- patches, A small edition of the Gazette, con- taining the telegraphic dispatches, etc., of the past few days was mailed to the various stations on the route, Salt Lake City, Camp Floyd, Nevada, and the leading journals of California. @Pony Express Bibliography— The Pony Express by Arthur Chapman. G. P. Putnam’s Sons. [An authoritative account of the Pony Express ‘in its historical setting. With authentic documents and illustrations.] The White Indian Boy by E. N. Wilson and H. R. Driggs. World Book Co. [An intimate picture of the experiences of one of the Pony Express riders on the Utah-Nevada part of the trail.] Seventy Years on the Frontier by Alexander Majors. Rand, McNally Co. [Autobiographical account of the Pony Express by one of the men that backed the enterprise.] The Story of the Pony Express by G. D. Bradley. A. C. McClurg Co. Six Horses by G. H. and W. Banning. Cen- tury Co. THE PONY RIDER Howard R. Driggs The mail’s got to go thru, boy— got to go thru. Do you sense what that means? There'll be deserts to dare and rivers to swim, And canyon defiles where Redskins may lurk To cut short your run with a flint- headed shaft; And you can’t stop to fight— You must ride, boy, Just ride like the wind. Spare your horse?—yes and no; Treat him square, boy, of course; But the mail’s got to go thru, And it’s up to the horse To carry it thru Tho his heart thumps his side, Get the best he can give; If he drops on the trail, Just grab up the mail, Get another and ride, Just ride like the wind. Another thing—mark me— Let liquor alone. You'll need all your brains To win in this game; And don’t curse and swear; You’d better keep God right close by your side, Then you never can fail to bring thru the mail. I’ve your word. Here’s my hand! Now ride, boy, Just ride like the wind. 123 Teachers and Economic Security ECRETARY WiLtarp E,. Givens of the Na- tional Education Association submitted the following statement on behalf of the Association to President Roosevelt’s Committee on Economic Security. He urged that serious consideration be given to the urgent needs of one million public-school teachers. This whole matter of economic security is one which should be studied in school classes in civics and social studies, and should be discussed by school faculties and other study groups. Free material may be had from the Committee on Economic Security, 1734 New York Ave., Wash., D.C. ge aga TEACHERS AND ECO- NOMIC SECURITY—The extent to which an occupational group is subject to the economic hazard arising from old age and unemployment depends on a variety of factors, including: [a] the probability that a particular hazard, such as unemployment, will occur, [b] the extent to which the occupational group is insured against these hazards by local, state, or national legislation, and |c] the opportunity which exists to accumulate financial reserves. Such evidence for one large and im- portant occupational group, the one mil- lion employees of the nation’s public schools, follows. The teaching profession is not now adequately protected against unemployment and old age. Prevailing salaries are utterly inadequate in many cases to permit the accumulation of reserves thru private initiative. Since teachers were not included under the industrial codes, many are now receiving wages less than those fixed for factory workers. Extensive unemployment also exists among teachers. Estimates by the United States Office of Education and special statewide surveys indicate that unemployed teachers constitute a group one-fifth as large as employed teachers. Existing teacher retirement systems do not guarantee old age security to the teaching profession because about 40 percent of all teachers are not included in such systems, because several existing systems are financially shaky, because many older teachers have not accumu- lated any significant reserve, and be- cause the allowances paid are often in- adequate. Numerical and social importance of teachers—Education accounts for over one-third of all public employees and for more than 3 percent of all the nation’s workers. There are more teachers than there are carpenters, miners, machinists, bookkeepers, physicians, or lawyers. The importance of the teaching pro- 124 A RETIREMENT PROVISIONS FOR TEACHERS None OUNAANAA TENE: Less than #50 tf 1 | per month | $50 t0$100 $0098 per month | Over $100 bbeee per month Each symbol represents approximately three percent of all public school teachers retiring because of advanced age or service in 1930. Based on Gata from 45 etateterritorial and local teacher retirement systems. fession in American life is not, however, limited to statistical measures. Upon the skill, devotion, and intelligence of teach- ers depends much of the future social safety and material progress of the coun- try. It is socially important, therefore, that teaching be made a career wherein men and women of highest caliber may render distinguished service without an ever-present fear of future poverty. Compensation and opportunity for saving—The average annual salary for all teachers, principals, and super- visors during the last ten years has ranged from $1222 to $1440. Highly paid teachers are rare. In 1926, when teachers’ salaries were at about the same average level as at present, less than 1 percent of all school teachers and executives received over $4000 and less than 2 percent received over $3300. At the lower end of the scale, over 15 per- cent received less than $700 and nearly 40 percent received less than $1000. Conditions at present are even less satisfactory. Teachers were given no pro- tection whatever under the Nationa! In- dustrial Recovery Act. As a result, it is estimated that one teacher in every three is now paid less than $750 per year. In other words, about 250,000 teachers to whom is intrusted the education of some 7,000,000 children receive annual wages below the minimum for factory hands under the “blanket code” of the National Recovery Administration. With compen- sation at this low level, many thousands of teachers have no reasonable oppor- tunity to provide a reserve against the hazards of old age, illness, and unem- ployment. Furthermore, the lowest paid teachers are not covered by retirement provisions. Of the eleven states paying lowest average salaries to teachers, only one has a statewide teacher retirement law in operation, The damaging effects of such an out- look on the children taught and on the teacher’s personal and professional mo- rale are clear. Unemployment among teachers—On Jan- uary 8, 1934, the United States Office of Educa- tion estimated that 200,000 certificated teachers were unemployed. There are today some 24,000 fewer teaching positions than in 1932, and the number of trained candidates for the available positions has definitely increased. Investigations in several states give further evidence on this point. Unemployment is not solely a phenomenon of industrial occupations. Existing old-age protection for teachers— In spite of the low active salaries received by teachers it has been exceedingly difficult to se- cure state or local legislation for the protection of these public servants in their old age. After a half century of effort, only about 60 percent of the nation’s teachers are working under any form of retirement provision. Statewide teacher retirement systems exist in less than half of the states of the Union. Altho a number of inde- pendent local retirement systems exist, there yet remain nine states where no protection under either local or state retirement systems is available to any teacher. Furthermore, many existing systems leave much to be desired as far as soundness and ade- quacy is concerned. Competent investigating committees have urged early revision and strengthening of the teacher retirement laws in at least seven of the twenty-two states where such laws are operative. The existing systems re-ely include the non- certificated school employees or the professional staffs of the state universities and teachers colleges. In only one of the twenty-two state retirement systems were all teachers already in service required to join the retirement sys- tem at its inauguration. Several of the retire- ment systems operate, partly or entirely, on a voluntary basis. Many teachers of advanced age have been quite unable to accumulate anv appreciable reserve or to take advantage of the opportunities offered by existing retirement systems. The retirement allowances granted in these teacher retirement systems average not more than $600 per year. This amount is below the average yearly retirement allowances avail- able to industrial employees, municipal em- ployees, and federal employees under the re- tirement systems which now protect these groups. In several states the average allowance paid is entirely inadequate. One state system, for instance, paid an average allowance as low as $125 per year. A special study of teachers who retired in 1930 reveals that in only one state retirement system did annuitants receive as much as half salary; teachers in three systems received less than one-fifth of their final salary. The foregoing facts suggest that any national plan designed to provide a maximum amount of economic security for all citizens must not neglect the eco- nomic problems faced by the teaching profession. The Journal of the National Education Association MO Ce L& vero eG ee = re CONFUCIUS a ary SOCRATES 7 e PLATO S ==.) ARISTOTLE a oo fy SIAMES » 4 DEWEY Hy ran ° Those Who Do IrvING R. MELBO California State Department of Education [ca WHO CAN, DO; those who can’t, teach —G. B. Shaw. If well told almost any story about the absent-minded professor or the old-maid schoolmarm will be received with a reasonable amount of levity. But should you happen to be one of the mil- lion teachers in this nation you may well have the last laugh and the best laugh when all of the facts have been consid- ered and weighed. A rather definite stereotype of the teacher, including all divisions of the pro- fession, has been developed in this coun- try. With the assistance of the jokesters, the socalled humor magazines, the comic sections, and the movies, there has arisen a pretty general notion that the average male teacher is a befuddled, anemic, undersized little runt—characteristically bald and bespectacled—who has a con- suming passion for doing the absent- minded. The female of the species has been stereotyped as a gangling spinster of un- certain age and questionable disposition who is addicted to stern looks of disap- proval, simpering speech, and the general mannerisms of a ruffled setting hen. She is the type of individual who even at her best must embody a little of the gro- tesque. More recently, however, there has arisen another conception of the female teacher as a wide-eyed young woman of erratic habits, sudden moods, and ex- tremely dubious intellect. There is but little of comparative im- portance in the mere development of such stereotypes, and almost every large vocational or national group has been stereotyped, ludicrously or otherwise. Witness, for example, the stout figure of John Bull as symbolic of the British; the brawny workman in overalls as represen- tative of American labor; and the walrus- mustached plutocrat as the trademark of the new rich. Then, too, there are stereotypes of the politician as a corpu- lent, coarse-featured speechmaker; the prohibitionist reformer as a lanky, long- faced, blue-nosed individual; and the old southern gentleman, mint julep in hand, as an immaculate, courteous, but hot- tempered host. No matter how common, perhaps only a few of the more ill-in- formed actually believe the customary stereotype of any group to be a genuine Volume 24, Number 4; April 1935 representation of a typical member of that group. It is in the transmission of attitudes, beliefs, and prejudices accompanying these various stereotypes that we find the real source for alarm. To return to the case of the teacher, there has been developed a pretty widespread idea that he is purely and simply a theorist about whom there is nothing of the practical. He is believed to be incapable of manag- ing his own financial or business affairs. He is looked upon as a person who has been cloistered away from the world of the living and therefore can have no knowledge of reality and the hard cold facts of the work-a-day business world. And certainly nothing of practical value could ever be produced by so impractical an individual. He is considered as one whom the world graciously tolerates in the back- ground of its activities. And occasionally, like the secluded preacher whom the world permits to hold forth on Sundays and at special ceremonial events, the teacher is also resurrected and allowed to expostulate on his speculations and findings. What he says, however, and what the preacher says are considered in somewhat similar manner as something very good and fitting and proper for Sunday or special occasions, perhaps, but not for one to make any practical use of in the great game of life. “Those who can, do; those who can’t, teach” admirably summarizes much of the prevalent public attitude toward the teacher. The obvious implication is that those who teach are far too impractical and much too visionary, if not erratic, to contribute appreciably to the world’s ma- terial welfare. Conversely, the implica- tion is that only those who have failed in other endeavors enter the teaching pro- fession. For that matter, consider the ridicule implied in the term “brain trust” and the anguished cries of those ragged individualists who proclaim that a “pro- fessor a day keeps recovery away.” In view of the facts, however, their dismal wail has an empty, hollow sound. Without attempting to analyze the reasons for the teacher’s amazing lack of prestige and social status, [A recent sci- entific study of prestige indicates that among the student population of this HARVEY ° MILLIKAN MICHELSON - . vt os nation the teacher has a considerable amount of prestige. See Bowden, West, and Caldwell, “A Study in Prestige,” American Journal of Sociology, Septem- ber 1934.] it is high time to consider the basic facts. Is it true that the teaching profession is composed largely of the im- practical and the incompetent? Is it a fact that the members of this profession fail to contribute appreciably to the world’s material progress? Can it rightly be said that “those who can, do; those who can’t, teach”? In answer to these questions it is ex- tremely illuminating to examine the annals of those who have made distinc- tive contributions to the world’s civiliza- tion. Only one further question needs to be asked. Which of the men and women who have made outstanding contribu- tions have been teachers for all or a part of their lives? In the field of invention are such no- tables as Alexander Graham Bell, in- ventor of the telephone; Sir William Crookes, inventor of Crookes’ tubes and other physical apparatus; John P. Hol- land, inventor of the submarine; Samuel F. B. Morse, inventor of the telegraph; James Watt, inventor of the steam en- gine; and Eli Whitney, inventor of the cotton gin. By no means is this list com- plete, but it will serve as an illustration. Among those who have contributed to the world’s finest literature, and who were once teachers, are these immortals: Matthew Arnold, Oliver Goldsmith, Bret Harte, Charles Kingsley, Henry Wads- worth Longfellow, James Russell Lowell, Henry David Thoreau, Walt Whitman, and John Greenleaf Whittier. In the fields of religion and philosophy one has only to mention such renowned teachers as Confucius, Socrates, Plato, Aristotle, William James, John Dewey, or any number of lesser lights. In spite of His early vocational training as a car- penter, perhaps the founder of Chris- lianity can be included among this list of great teachers without stretching the point too far. _ But should you be inclined to dis- parage the achievements of teachers in the fields of literature, religion, philoso- phy, art, music, social reform, or political systems as of little practical consequence, consider some of the eminently practical achievements in pure or applied science. Such momentous discoveries as that of radium by Madame Curie; the germ theory of disease by Louis Pasteur; anti- septic surgery by Sir Joseph Lister; the circulation of the blood by William Harvey; the botanical findings of Asa 126 i Gray; the physical researches of Albert Michelson and Robert Millikan; and the relativity concepts of Albert Einstein add glory to the work of those who were or are teachers. Whole industries are frequently de- pendent upon the painstaking and exact- ing research work of some relatively obscure teacher, who tho he may have appeared a little queer to his fellows, nevertheless possessed the gleam which has ever urged man on to make prog- ress. The California fig and rice crops are traceable directly to the work of several humble professors in the state university. Recent profitable develop- ments in the commercial production of the onion, cantaloupe, and cauliflower crops are due to the successful technics in vegetable breeding discovered by still another professor at this same institu- tion. Because of their increased acreage yields and resistance to smut, hybrid va- rities of wheat developed by professors at Washington State College are esti- mated to have added $50,000,000 to the wealth of the Pacific Northwest during the past twenty-five years. And for those who are fond of their shortcake, the ever- bearing strawberry was perfected by a mid-western university professor. Agriculture is not the only industry which is greatly indebted to the teach- ing profession. The extensive Mesabi and Vermillion iron ranges in Minnesota be- came commercially profitable only after a University of Minnesota professor de- vised a means of extracting the high grade ore. The production of commer- cially pure potash from the sylvinite mined in southeastern New Mexico, a young industry which gives promise, by the way, of making this nation independ- ent of its present foreign sources of potash, rests upon a discovery in 1912 by a University of Texas professor. More recently, the careful research of a south- ern chemistry professor has now made possible the manufacture of white paper - from southern pine by overcoming the hitherto troublesome resin content. Present and future generations who benefit from the land to be irrigated by Boulder Dam waters might remember once in a while that the strength of this dam is at least partly due to the special methods of making and pouring concrete developed primarily at the University of California. Likewise, the greater safety of thousands of workers in huge city skyscrapers and industrial plants will be in part traceable to the very prosaic piece of work completed in 1933 at the Uni- versity of Illinois wherein the superiority The of cold-driven steel rivets in building con- struction was determined by experimen- tal research. The great San Francisco bay bridge which is now being built across several miles of water is based upon the plans of an engineering professor who even now is probably thinking far ahead of still greater achievements. But then that is the way of those teachers who follow the gleam. While these are but a few isolated cases, an examination of the pages of any reference set, the sacred ‘“Who’s Who,” or the list of Nobel prize winners, for example, will reveal the presence of a goodly number of teachers among the lists of those who have achieved. There is probably not a single major college or university in the world today in which a fair proportion of the teaching staff is not following the gleam which leads to man’s conquest of baffling environmental forces. In all lands, in all fields, at all times the outstanding achievements have been those made by educated men and women—teachers or their pupils—who have learned how to study and work. By no means is the teacher and the educated person the impractical, theoretical, in- competent individual so often pictured in the cartoons, jokes, comic sections, and movies. Such conceptions and ideas are the false ideas of the ignorant. Our great scientific progress, social reforms, music, art, religions, philosophies, politi- cal systems, in fact, everything of worth in the world, is directly traceable to the efforts of the educated. Not all teachers achieve great things, and certainly the achievements of those great individuals previously mentioned are not solely due to the fact that they were teachers. That many of the greatest achievements have been made by persons who were teachers strengthens the claim that Auman prog- ress of whatever kind is always made in the halls of learning. Ignorance in any form contributes toward nothing but misery. An unthinking world has long ac- cepted the contributions of educators and education to civilization. It probably cares little and remembers less that most of the world’s great forward steps have come as a direct result of education. When the facts are weighed in the balance of time, however, the “poor teacher”—the absent-minded, the gro- tesque, the impractical, the incompe- tent—ceases to exist and becomes the inventor and creator, the master maker of all that is worthwhile in civilization. Those who teach, can and do; those who would, must follow. Journal of the National Education Association con- nen- bay TOSS | the who nead then who ated Ss of ‘ho’s ners, e of + the here re OF cha 5 not 1an’s rces, imes been and -who . By ated , in- ured ions, ideas Our rms, oliti- forth > the thers r the luals ’ due That have chers brog- de in any but - ac- ; and ably most have tion. the poor gro- mpe- , the aker tion. those lation Sixty Educational Books of 1934 HIS LIST is prepared annually for the American Library Association and THE JOURNAL of the National Education Associa- tion in the Educational Department of the Enoch Pratt Free Library, Baltimore, Md. The task of selecting sixty titles which would be of practical use to teachers of the various subjects has been particularly difficult this year. Very few successful teachers have presented their methods in book form while a flood of splendid books on philosophy, admin- istration, history, and principles of education made it impossible to balance the groups in this list. Altho this made it necessary to in- clude a greater number of titles in the first two groups, most of these books are different in tone in that their authors have emphasized the effect of the socio-economic conditions on education. A few of the books on teaching such special subjects as music, industrial arts, and homemaking, indicate a recognition of the present critical situation since their authors devote so much space to defending their sub- jects from being termed “fads and frills” in education. The final selection was made from the scorings and comments of more than three hundred specialists in various educational fields and from a study of hundreds of reviews. Every year some groups have no outstand- ing titles worthy of inclusion in the list. It is regrettable that higher education, educational research, school libraries, extracurriculum ac- tivities, and character education, are not rep- resented this year. In the field of higher edu- cation, Coffman, The State University: Its Work and Problems, and Lowell, At War with Academic Traditions in America, were worthwhile contributions but were excluded because of the policy of omitting reprint ma- terial. Miller, Geography: How to Teach It, and Tyler, Constructing Achievement Tests, are two excellent works affected by this rule. A wealth of revised editions appeared dur- ing 1934. Because they were not completely rewritten, they were excluded from the main list. Widespread emergency work in adult education makes Gray’s revised Manual for Teachers of Adult Elementary Students es- pecially worthy of attention. Jones’ Princi- ples of Guidance and Downing’s An Introduc- tion to the Teaching of Science are also important for their new material. Other re- visions of notable books are: Cubberley, Public Education in the U. S. and Readings in Public Education in the U. S.; Halle, Which College? ; Kilpatrick, Source Book in the Philosophy of Education; Klapper, The Teaching of Arithmetic; Knight, Education in the U. S.; Morgan, Child Psychology; Wayman, Education through Physical Edu- cation; and Woodring, Enriched Teaching of English in the Junior and Senior High School. Attention should be called to the seven volumes in the series of Reports by the Commission on the Social Studies, American Historical Association, which were voted into the list. Books especially recommended for small public libraries and teachers have been starred. Volume 24, Number 4; April 1935 All teachers and students of education who are doing intensive research in any subject should consult the complete list of titles ap- pearing in School and Society for March 23, 1935, and the similar comprehensive annual lists that have appeared in School and So- ciety since 1927.—Mary Rebecca Lingenfelter and Rea J. Steele. ee ee ee ee ee ee ee ee OO ee ee ee ee ee ee ee eee Tus ist is one of the outstanding annual services of THE JOURNAL. Each year it grows in favor among JouRNAL readers. For preparing this list, we are indebted to Mary Rebecca Lingenfelter and Rea J. Steele, Head and First Assistant in the Department of Education, Phi- losophy, and Religion of the Enoch Pratt Free Library of Baltimore, and the hundreds of experts thruout the country who cooperate with them each year. This is the eleventh time THe Journat has presented this feature. ww we ee eee ee eee ee ee Oe Education for the New Social Order COUNTS, G. S. and others. The social foundations of education [Amer. historical assn. Report of the Commission on the social studies, Pt. IX]. 579p. 1934. Scribner. $3. An analysis and interpretation of American society from its beginning to the present day, showing the re- lationship of school and society. As a result of these findings, the author “formulates an educational phi- losophy and program which will both harmonize with the objective facts and fulfill American ideals.” FINNEY, R. L. and ZELENY, L. D. In- troduction to educational sociology. 341p. 1934. Heath. $2.40. Pictures typical communities, the effect of local traditions on teachers, the teacher-pupil conflict, the nature of culture, change and the curriculum, the lags of education, social control in the school, and the like. Despite one author’s being committed to a philo- sophical, the other to a scientific technic of approach, a unified treatment has resulted which lends special value to the book. *JUDD, C. H. Education and social prog- ress. 285p. 1934. Harcourt. $2. A challenging work, addressed to parents, public officials, and taxpayers, which discusses briefly many current educational issues and outlines the sort of edu- cation we may have in the near future, all in less than 60,000 words. Will be welcomed by public- spirited and intelligent citizens and may be useful in educating others concerning the public schools. History, Principles, and Philosophy of Education *BAGLEY, W. C. Education and emergent man; a theory of education with particular application to public education in the United States. 238p. 1934. Nelson. $2. A view of the educational agencies that have molded man from early civilization thru the Greek, Roman, Arabic, and Western learning down to our contem- porary and universal public school. Author points out the task of education in a machine age, the teacher's role in the scheme of things, her preparation and selection. A volume different in type and trend. *BURTON, W. H. Introduction to educa- tion. 833p. 1934. Appleton-Century. $3. When a noted educator writes a book which aims “to inform, interest, and stimulate mixed groups of typical, uninformed, and inexperienced undergradu- ates’ and he succeeds in presenting a work which many reviewers welcome as a one-volume supplement to Monroe’s Cyclopedia of Education, nothing more need be said concerning its value to educational workers. DOUGLASS, A. A. The American school system; a survey of the principles and prac- tices of education. 49lp. 1934. Farrar and Rinehart. $2.50. Clear and well-organized description of the Ameri- can school system including the historical background of preschool, elementary, secondary, and higher edu- cation. Each chapter, in unique form, states the prob- lem and purpose at the beginning and concludes with the usual question and uptodate references. Material included helpful to both teachers and students. EBY, FREDERICK and ARROWOOD, C. F. The development of modern education in theory, organization, and practice. 922p. 1934. Prentice-Hall. $3.50. Not a history of modern education but an outline of its general developments. Altho the recent tendency in education has been to specialize, these authors think that intensive specialization should be preceded by a general survey. They have furnished a perspective of the whole subject, tracing our educational inheri- tance from antiquity to the present day, MORRISON, H. C. Basic principles in education. 452p. 1934. Houghton. $2.50. An authoritative presentation of the theory of edu- cation by the author of Practice of Teaching in Sec- ondary Schools. It defines education as the process of adjustment to human society by adaptation and ex- amines this evolutionary process in the light of biology, physiology, psychology, and sociology. Controversial in its approach to many educational questions. WILSON, L. M. and KANDEL, I. L. Introduction to the study of American educa- tion. 328p. 1934. Nelson. $2.50. A simple discussion of the development of the Amer- ican educational system. Altho intended for beginners, it contains bibliographies for advanced study. With the social organization of the United States constantly in mind, the authors trace the fields of elementary, secondary, and higher education, and give a clear and concise treatment of vocational, adult, private, and religious education. Administration and Finance *LINN, H. H. Practical school economies [School administration series]. 46lp. 1934. Teachers College, Columbia Univ. $3. Since economy is the watchword in public-schoo! administration, this book is especially welcome be- cause of its sane and practical suggestions. Points out basic causes of waste such as the decentralization of control and legislative and political interference. True versus false economies, buying in proper quentities, and the weakness of competitive bidding are discussed, Will serve as a handbook for the purchase, storage, and distribution of school supplies. NATIONAL EDUCATION ASSOCIA- TION. DEPARTMENT OF ~SUPERIN- TENDENCE. Twelfth yearbook: critical problems in school administration. 383p. 1934. The Department. $2. In addition to the current discussions of federal re- lations to education, this book takes up other prob- 127 lems of administration such as teacher participation, lay control, financial support, and increasing protes- sionalism. The list of nine major problems concerns publicity and interpretation and is written in coopera- tion with the Joint Commission on the Emergency in Education. NEWLON, J. H. Educational administra- tion as social policy [Amer. historical assn. Report of the Commission on the social studies, Pt. VIII]. 301p. 1934. Scribner. $2. A new conception of school administration based on the theory that “‘a national system of education re- quires purpose and direction if it is to serve society effectively.’ Traces and summarizes presentday prob- lems and tendencies. Emphasizes the importance of effective administration necessary to put into effect the findings of the Commission on the social studies. OTTO, H. J. Elementary school organiza- tion and administration. 652p. 1934. Appleton- Century. $3. Outlines recent developments in elementary educa- tion relating them to their historical setting, digests and interprets important literature, and defines func- tions of the new elementary school. The most chal- lenging chapter is one on promotion which recom- mends that every child regardless of ability or achieve- ment be admitted to junior highschool after complet- ing seven years in the elementary school. Supervision *DOUGLASS, H. R. and BROADMAN, C. W. Supervision in secondary schools. 564p. 1934. Houghton. $2.75. Interprets the new concepts of the highschool prin- cipal’s most important field of usefulness; namely, the improvement of teaching methods and a high type of objective supervision in his own building. Drawing from personal experience, the authors point the way with suggested procedures and technics. Discusses observation, conferences, measurement, and effective devices. GIST, A. S. The administration of super- vision. 402p. 1934. Scribner. $2. Outlines the purpose, historical development, or- ganization, objectives, and technics of supervision. Gives clearly the fundamentals of progressive phases of classroom visitation, demonstration teaching, meet- ings, programs, and the curriculum. Contains a nota- ble chapter on training for supervision. This is not an advanced text but an excellent one for students. NATIONAL EDUCATION ASSOCIA- TION. DEPARTMENT OF SUPERVI- SORS AND DIRECTORS OF INSTRUC- TION. Scientific method in supervisory programs: seventh yearbook. 194p. 1934. Teachers College, Columbia Univ. $2. The third of this series of yearbooks to deal with the scientific aspect of supervision. Main theme is how to conduct scientifically each of the chief activities carried on by supervisors. The use of scientific super- vision in installing courses of study, in appraising instruction, in helping the group or individual teacher are phases ably treated. Psychology of Childhood and Youth GARRISON, K. C. The psychology of adolescence. 377p. 1934. Prentice-Hall. $3. Author’s purpose is to give a fuller recognition of the importance of adolescence and to introduce stu- dents to the basic experimental studies in the field and thus lay a foundation for critical appreciation of future studies. Altho written as a college text, will appeal to highschool teachers and others interested in psychological problems of adolescence. *GLOVER, KATHERINE and DEWEY, EVELYN. Children of the new day. 332p. 1934. Appleton-Century. $2.25. A readable book, based on reports of the latest White House Conference on Child Welfare, which dis- cusses child training in the light of social and eco- nomic changes likely to affect children. Ranges from laws of social and individual growth to recommenda- tions for diet, habit formation, etc. Recognizes the importance of environmental factors. STODDARD, G. D. and WELLMAN, B. L. Child psychology. 419p. 1934. Mac- millan. $2.50. . 128 The authors, connected with one of the established institutes of child research, have assembled from an entirely objective viewpoint, “all the best research, sorting this wealth of data into proper relationships, showing the methods by which it was obtained, and estimating its significance.’ A source book in the major experiments in progress. a OO OO OO ee eee ee eee ee ee Ways Tis List 1s usep—Individual teachers use it to discover the pro- fessional books of the year which they should examine, read, or buy. [2] Instructors in teachers col- leges refer their students to these annual lists to encourage wide read- ing. [3] Persons in charge of profes- sional libraries for teachers use it as a checklist in making up purchase orders. [4] Librarians in public libraries use it as a buying list for their teach- ers’ room. [5] Librarians in teachers col- leges check their last year’s pur- chases with it. [6] Librarians in foreign countries and instructors of foreign students in America use it to keep in contact with educational writings in this country. [7] Directors of extension courses for teachers study these lists to dis cover new material for courses. [8] Editors use it to seek new ideas for their magazines. reading Oe ee ee eee ee ee ee eee Educational Psychology FLETCHER, J. M. Psychology in educa- tion; with emphasis on creative thinking. 524p. 1934. Doubleday, Doran. $2.50. Differs from the usual educational phychology text- book by emphasizing the psychological basis necessary for bringing ‘“‘the creative capacities of youth into the realm of scientific study.’’ Shows the difference between reflective and creative thinking and offers a psychological interpretation for some of the princi- ples advanced in progressive education. FREEMAN, F. S. Individual differences: the nature and causes of variations in intelli- gence and special abilities. 355p. 1934. Holt. - $2.50. A valuable survey of the experimental work done in the field of individual differences. Highly contro- versial material is organized and interpreted. The his- torical background and such factors as environment, race, sex, age, personality, and ability, are considered in the light of recent findings. Clear and informal style will appeal to students as well as administrators. Educational Tests and Measurements KELLEY, T. I. and KREY, A. C. Tests and measurements in the social sciences [Amer. historical assn. Report of the Com- mission on the social studies, Pt. IV]. 635p. 1934. Scribner. $3. Begun in 1929, this study is a record of the hopes, difficulties, disappointments, and achievements of ex- perience in the use of new-type tests. Specific sec- tions are written by experts, with the author’s conclu- The Journal of the National Education Association sion rather than that of the Commission. A. M. Jordan makes a revealing study of cheating. An appendix is devoted to divergent opinion. Teachers and Teaching Methods HART, F. W. comp. Teachers and teach. ing, by ten thousand high-school seniors. 285p, 1934. Macmillan. $1.50. Five hundred opinions about the teacher who was “liked best,” 481 about the teacher who was “liked least of all,’”’ and 121 about the “best teacher.” These testimonies, with minimum editing, make up most oj the book, while a significant remainder gives com. posite pictures of the teachers and three tables with reasons arranged in order of frequency. MEAD, C. D. and ORTH, F. W. The tran. sitional public school. 371p. 1934. Macmillan, $2.25. Endeavors to bridge the gap between the old type public school and the modern program of education, An excellent guide to the meaning of activity cur- riculum, purposeful thinking, etc. There are valuahle chapters on programs and schedules, problem solving, projects, and handwork. Contains many illustrations, charts, and unique units of work. NATIONAL SOCIETY FOR THE STUDY OF EDUCATION. The activity movement; thirty-third yearbook, Pt. II. 320p. 1934. Public School Pub. Co. $1.75 paper; $2.50 cloth. “To put life into education’ is one description of the activity movement. The compilers have pointed the way from formal study methods to the informal pupil- participation movement. After an historical sketch, they indicate what is being attempted, possible lines of production, and how some schools provide activity, Valuable also for its clarification of terminology. *YOAKAM, G. A. and SIMPSON, R. G. An introduction to teaching and learning. 498p. 1934. Macmillan. $2.50. Will admirably serve the training student as a gen- eral text introducing and digesting the abundant ma- terial available on teaching principles. The supervisor and teacher-in-service will be interested in the treat- ment of new types of learning, and evaluation of mod- ern educational psychology. Has an accompanying unit plan manual in addition to excellent study questions. Preschool, Kindergarten, and Elementary Schools COLE, LUELLA. Psychology of the ele- mentary school subjects. 330p. 1934. Farrar and Rinehart. $2. A book of digested, selected, and well-organized ma- terial primarily concerned with the learning of the elementary-school subjects, and dealing with children only incidentally. Scientific integration of past re searches is presented here in simple, readable form with the added pleasure of the author’s confident style. Secondary Education COLLINGS, ELLSWORTH. Supervisory guidance of teachers in secondary schools. 613p. 1934. Macmillan. $2.50. Addressed primarily to principals and supervisors, this book advocates a ‘‘child-centered school’’ at the secondary-school level. Discovery of the life-interests of students and the utilization of these in school ac- tivities are indorsed. Recommends a thoro integration of subjectmatter to coordinate English, economics, geography, and the like. A workable program actually tested is described. *COX, P. W. L. and LANGFITT, R. E. High school administration and supervision. 689p. 1934. Amer. Bk. Co. $3. A comprehensive study of all administrative duties which confront the highschool principal. The mechani- cal details of secondary-school administration are answered specifically and are reinforced by illustra- tive examples. The plan of organization and progres- sive spirit in which it is written, make it adaptable for use as a basis for faculty discussions. Reading, Writing, and Languages COLEMAN, ALGERNON, comp. Experi- ments and studies in modern language teach- ing, lan; cag mit per sea are list me! - Jordan endix jg hods teach. s. 285p, vho was " ‘liked ” These Most of ©s com. les with e tran. millan, old type ucation, itv cur. valuable solving, rations, THE ctivity t & $1.75 Ition of ited the 1 pupil- sketch, le lines \ctivity, logy. R. G. arning. } a gen- int ma- ervisor e treat- f mod- ng unit estions, id e ele- Varrar ed ma- of the hildren ast re- e form t style, visory hools. visors, at the terests ool ac- gration omics, ctually R. E. ‘ision. duties -chani- nm are lustra- ‘ogres- iptable ges ‘peri- each- ration ing, comp. for the Committee on modern janguage teaching. 367p. 1934. Univ. of Chi- cago Press. $2.75. A publication of the American and Canadian Com- mittee on Modern Languages. The criticisms and ex- periments encountered are a result of extensive re- search. Leading authorities have contributed and there are surveys of textbooks, syllabi, and frequency word lists. Chapters on basic vocabularies and develop- ments in test construction and evaluation. McKEE, PAUL. Language in the elemen- tary school; spelling, composition, and writ- ing. 482p. 1934. Houghton. $2. A valuable contribution in the elementary-school field of language. The author has assembled and evaluated in simple, direct style the latest experi- mental research on this subject. ‘‘Material on spelling and writing is presented concretely and specifically in terms of the teacher’s or supervisor's needs.” McKEE, PAUL. Reading and literature in the elemertary school. 592p. 1934. Hough- ton. $2. Reports faithfully practically every scientific in- vestigation in the teaching of reading, and critically summarizes the results. A broad reading program in- cludes testing grade-placements, varied interests, and extensive tastes in literature. What should be taught, where, and how, are determined by the social utility theory. Rich in practical ideas and viewpoints. SMITH, N. B. American reading instruc- tion; its development and its significance in gaining a perspective on current practices in reading. 287p. 1934. Silver, Burdett. $1.96. A story of the evolutionary progress in reading told and illustrated by delightful descriptions of readers that have held sway in the classrooms of America. Various movements, divided into six periods from 1607 to date, furnish an intelligent basis for evaluat- ing present practises and selecting textbook materials. Mathematics and Science COLE, W. E. The teaching of biology. 252p. 1934. Appleton-Century. $2. Not an outline of a biology course, but an excellent handbook for the biology teacher in its wealth of teaching aids, equipment, tests, etc. Treats biology as a unified course instead of dividing it into the inde- pendent fields of botany and zoology. Points out the cultural value of biology in its application to social life and social problems. *HUNTER, G. W. Science teaching, at junior and senior high school levels. 552p. 1934. Amer. Bk. Co. $2.50. Presents recent findings in science education, ana- lyzing methods and objectives in general science, biol- ogy, chemistry, and physics. Prevailing methods and technics are compared to point out strength and weak- nesses without bias. Visual education, testing in the science program, the science library, and reference reading offer practical helps to the teacher. NATIONAL COUNCIL OF TEACH- ERS OF MATHEMATICS. Ninth year- book; relational and functional thinking in mathematics. 215p. 1934. Teachers College, Columbia Univ. $1.75. In an effort to make mathematics more dynamic, the aims of functional mathematics are concentrated on three main objectives—utilitarian, disciplinary, and cultural values. In a scholarly and expert fashion Dr. Hamley traces the history of the function con- cept, discusses it in practise, and formulates a course of study based on this concept. SLAVSON, S. R. and SPEER, R. K. Science in the new education; as applied to the elementary school. 396p. 1934. Prentice- Hall. $2.50. Considers the social and individual objectives of Science education in the elementary grades as well as the usual acquisition of information. Studies the nature and determination of children’s scientific interest as based on free activity. Various methods in current Practise are described with special emphasis on the “research-discovery”’ method so important in the men- tal development of youth, Volume 24, Number 4; April 1935 Geography and Social Studies *AMERICAN HISTORICAL ASSOCIA- TION. COMMISSION ON THE SOCIAL STUDIES. Conclusions and recommendations of the Commission. 168p. 1934. Scribner. $1.25. OO ee ee ee ee eee ew ee eee ee eee eee eee eee Tue Prinrer—Thru countless cen- turies of old time, from pyramid building to cathedral building, civi- lization limped along, dragging one foot wearily after the other, un- mindful of passing years, ignorant of the thought world, and not sus- pecting the possibilities of the com- mon man. Then came the printer, heaven-appointed prophet of the new ages to be, opening the doors to worlds unknown. Civilization leaped forward, alive and eager, romping thru the years, scattering new ideas with a prodigal hand as seeds into the fertile soil of human possibility. Today, thanks to the printed word, the common man, conscious of his powers, may look upon a broader horizon than did the wisest men of old. Tomorrow, perchance, the sky will brighten into an unclouded day in human progress—a day more worthy of the cumulative efforts of the ages— Waldo Pondray Warren, thru the courtesy of the Reading Paper Mills. ee ee ee eee eee ee we ee ee ee ee ee ee ee ee Most controversial title on the list. Summarizes the findings of the Commission on the Social Studies—‘‘is the outcome of a very large number of special studies and researches and of a vast deal of deliberation and reflection during the past five years.’’ Should not be overlooked by any administrator or teacher of the social sciences. BEARD, C. A. The nature of the social sciences in relation to objectives of instruc- tion [Amer. historical assn. Report of the Commission on the social studies, Pt. VII]. 236p. 1934. Scribner. $1.75. Because of the vagueness and confusion surrounding the social sciences, the author gives a brief survey of their nature and relationship, stressing the differences between social science and natural science and dis- cussing the influence of the scientific and the human- istic method as applied to each. History, political science, economics, sociology, and social trends are treated in separate chapters. BOWMAN, ISAIAH and CLARK, R. B. Geography in relation to the social sciences [and] Geography in the schools of Europe, by Rose B. Clark [Amer. historical assn. Report of the Commission on the social studies, Pt.. V]. 382p. 1934. Scribner. $2.25. In a vigorous style the author shows what geography can contribute to the social sciences. Reports the present state of geography, urges the essential role of the map and the importance of ‘‘independent discovery by the student.” An analysis of geography in the schools of Europe by R. B. Clark, gives the objec- tives, curriculum, and valuable suggestions drawn from European teaching. MERRIAM, C. E. Civic education in the United States [Amer. historical assn. Report of the Commission on the social studies, Pt. VI}. 196p. 1934. Scribner. $1.75. “Not a plan for a new curriculum, but a new orientation, a new goal, a new spirit.”’ Examines the social sciences to determine their contribution to civic education rather than to describe practical teaching methods. Stresses the need of adequate civic training in terms of modern trends in society and government. NATIONAL COUNCIL FOR THE SO- CIAL STUDIES. Fourth yearbook: the so- cial-studies curriculum. 227p. 1934. McKinley Pub. Co. $2. Fourteen articles dealing with controversies and trends in the social science curriculum. Discusses the tendency to organize material in instruction units and the lack of uniformity shown by a study of the social science curriculum in nine specific school systems. Concludes with a bibliography of books, articles, and theses which have appeared since 1920. Art, Music, and Drama GEHRKENS, K. W. Music in the grade schools; grades 1-6. 233p. 1934. Birchard. $2. Sets forth objectives of music teaching in these grades, outlines psychological bases, explains methods of approach, describes teaching problems, and suggests means for their solution, The relation between music appreciation and actual participation is defined and considerable attention is paid to correlation of music with other subjects. Practical, authoritative, and very well-written. *MURSELL, J. L. Human values in music education. 387p. 1934. Silver, Burdett. $2.40. Compared | with his Psychology of school music teaching, which assumed that music had a recognized place in the curriculum, this book defends that place by explaining why it should be taught. Shows that the music program can ‘‘raise the level of human quality” if it stresses participation instead of spectatorship. TOMLINSON, R. R. Picture making by children; ed. by C. G. Holme. 120p. 1934. Studio Publications, Inc. $3.50 paper; $4.50 cloth. One hundred forty-five pictures by children from fifteen countries are excellently reproduced. Parents should see them to know what children can express! A third of the book is text covering the history of art teaching in the schools, modern tendencies, and aims and methods of eleven countries. The value of a sense of design is stressed. V ocational, Business, and Industrial Education BAWDEN, W. T. and others. Industrial arts in modern education; published in cele- bration of the twenty-fifth anniversary of the manual arts conference of the Mississippi Valley. 168p. 1934. Manual Arts Press. $1.75. Written by eight members of the conference to fill the need for “an adequate statement of the present philosophy, objectives, methods, trends, and adminis- trative problems of industrial arts in education.’”’ They show it as a vitalizing and integrating force in public-school work. EASTERN COMMERCIAL TEACH- ERS ASSOCIATION. Seventh yearbook: business education in a changing social and economic order. 463p. 1934. The Association. $2.50. A brief historical sketch showing the influence of social and economic conditions as revealed in chang- ing attitudes and objectives in business education. The most valuable sections are devoted to the various busi- ness subjects with suggestive units and lesson plans in each. Especially helpful to teachers in making their pupils “socially minded and economically intelligent "’ THORNDIKE, E. L. Prediction of voca- tional success. 284p. 1934. Commonwealth Fund. $2.50. The school records of 1807 children have been scientifically checked over a ten-year period. These records are interpreted in their educational and voca- tional significance. Mechanical ability at fourteen does not foretell such ability at maturity. Findings of a similar and interesting nature make the work a valu- able guidance reference. Tables, tests, and extensive appendices, 129 WILLIAMSON, MAUDE and LYLE, M. S. Homemaking education in the high school. 500p. 1934. Appleton-Century. $2.60. Aims to help teachers of homemaking ‘“‘in acquiring all the elements which make for success, as well as help with problems of teaching.’’ Especially valuable for proving that homemaking is not a fad or frill and for stressing the teacher's influence in the community as well as in the classroom. Clear and well-organized. Guidance and Personnel Service ALLEN, R. D. Self measurement projects in group guidance; a laboratory course for pupils in the study of individual differences [Inor group-guidance series, Vol. III]. 274p. 1934. Inor Pub. Co. Inc. $2.25. ALLEN, R. D. Organization and super- vision of guidance in public education [Inor group-guidance series, Vol. IV]. 420p. 1934. Inor Pub. Co. Inc. $3.65. Vol. III develops a new guidance technic in which the individual pupil can test his own special abilities and discover the “nature and extent of his own capaci- ties.” Vol. IV is the ‘“‘how-to-do’’ book of this series and is rich in charts and hints for those wish- ing to inaugurate this particular type of guidance program. *McKOWN, H. C. Home room guidance. 447p. 1934. McGraw-Hill. $3. Presents in readable style and simple form the basic objectives and principles of home room organization. The first complete book on the subject that tells what to do and how to do it, Essentially sound in theory, it is practical and presents many useful suggestions for pupils as well as teachers. STRANG, RUTH. Personal development and guidance in college and secondary school. 341p. 1934. Harper. $4. The first of four volumes, this one includes ad- ministrative aspects and educational guidance. The generous section on selection and orientation is valua- ble for its integrated summary of investigations in the field. The ‘‘creative summary” thruout the text is supported by an excellent classified bibliography cov- ering the period from 1919 to 1934. Health, Physical Education, and Mental Hygiene BASSETT, CLARA. Mental hygiene in the community. 394p. 1934. Macmillan. $3.50. A complete and unusually well-integrated survey of the place of mental hygiene in modern life and education. Present practises in school, hospital, court, social agencies, and the home are described, showing the extent of efforts now being made. Teachers will find this well-balanced and instructive with few tech- nical terms. MITCHELL, E. D. and MASON, B. S. The theory of play. 547p. 1934. A. S. Barnes. $2.80. This work attempts to meet present leisure-time problems and serve as a basis for future standards. Play is discussed as an avenue for character building, « scheme of citizenship training, and a source of physical and mental benefit. An important section on clubs, play centers, activities, camps, and the like. NIXON, E. W. and COZENS, F. W. In- troduction to physical education. 262p. 1934. Saunders. $2.50. _ The new conception of physical education as an integral part of the whole educational project with all its responsibilities is concisely interpreted. The au- thors stress the evils of competition, social-moral out- comes, attention to individual differences, and the implications of increased leisure time. They call for more leadership in the qualifications and training of teachers. *SYMONDS, P. M. Mental hygiene of the school child. 321p. 1934. Macmillan. $1.50. ee ee ee ee ee ee ee ee ee ee ee eee eee eee eee A uipERAL EDUCATION may be had at a very slight cost of time and money. Well-filled tho the day be with appointed tasks, to make the best possible use of your one or of your ten talents, rest not satisfied with this professional training, but try to get the education, if not of a scholar, at least of a gentleman. Be- fore going to sleep read for half an hour, and in the morning have a book open on your dressing table. You will be surprised to find how much can be accomplished in the course of a year.—Sir William Osler. A simple, well-organized, and interesting book em- phasizing the positive and preventive side of mental hygiene. Early symptoms of social maladjustment are described and theories are illustrated with case rec- ords. Because of the emphasis now placed on mental hygiene, this ‘“‘should be of special value to teachers whose training has not included courses in this subject.” WILLIAMS, J. F. and BROWNELL, C. L. Administration of health and physical education. 598p. 1934. Saunders. $3. Presents health and physical education as a single administrative unit. Covers multitudinous phases— state and local aspects, publicity, finance, office man- agement, and the curriculum. There are questions after each of the twenty-one chapters. A good text for courses in the administrative field, the book in itself provides a well-articulated program. Rural Education JAGGERS, R. E. Administering the county school system. 232p. 1934. Amer. Bk. Co. $2.50. Economy and efficiency are linked as bywords thru- out the book. Problems are grouped according to county school organization, budget making, and the school program. Altho this is an elementary treatment, it is well-organized and practical. The business side is stressed. ‘‘Problems for study’’ follow each chapter. Adult Education AMERICAN ASSOCIATION FOR ADULT EDUCATION. Handbook of adult education in the United States, 1934. 384p. 1934. The Association. $2; $1.50 to members. A compendium of information concerning adult edu- cation enterprises, both national and local. It is divided . into thirty-seven sections dealing with activities of vocational, avocational, formal, and informal character. Each section introduced by a summary of the subject treated. Answers a longfelt need for an essential sur- vey of adult education agencies, but reveals a host of detailed activities. Visual and Radio Education *MACLATCHY, J. H. ed. Education on the air; fifth yearbook of the Institute for education by radio. 366p. 1934.. Ohio State Univ. $3. One of the best yearbooks presented thus far by this Institute. Addresses and informal discussions of national aspects of radio education, broadcasting for the schools, the development of educational stations and how they function, relations with newspapers libraries, museums, etc., and research studies in radio education. An excellent introduction reviews briefly the past five years of the Institute and its purposes, Addresses of Publishers Mentioned in this List American Association for Adult Education, 41 E. 42nd St., New York City American Book Co., 88 Lexington Ave., New York City D. Appleton-Century Co., Inc., 35 W. 324 St., New York City A. S. Barnes & Co., 67 W. 44th St., New York City. C. C. Birchard & Co., 221 Columbus Ave, Boston, Mass. Commonwealth Fund, Division of Publica- tions, 1 E. 57th St., New York City Doubleday, Doran & Co., Garden City, N. Y. Eastern Commercial Teachers Association, 1200 Walnut St., Philadelphia, Pa. Farrar & Rinehart, 12 E. 41st St., New York City Harcourt, Brace & Co., 383 Madison Ave., New York City Harper & Bros., 49 E. 33d St., New York City D. C. Heath & Co., 285 Columbus Ave. Boston, Mass. Houghton Mifflin Co., 2 Park St., Boston, Mass. Inor Publishing Co., Inc., 30 Irving Place, New York City Manual Arts Press, 105 Fourth Ave., Peoria, Ill. The Macmillan Co., 60 5th Ave., New York City McGraw-Hill Book Co., 330 W. 42d St., New York City McKinley Publishing Co., 1021 Filbert St. Philadelphia, Pa. National Education Association, Department of Superintendence, 1201 16th St., N. W., Washington, D. C. Thomas Nelson & Sons, 381 Fourth Ave. New York City Ohio State University Ohio Prentice-Hall, Inc., 70 5th Ave., New York City Public School Publishing Co., Bloomington, Ill. W. B. Saunders Co., W. Washington Sq., Philadelphia, Pa. Charles Scribner’s Sons, 597 5th Ave., New York City Silver, Burdett & Co., Newark, N. J. Studio Publications, Inc., 381 4th Ave., New York City Teachers College, Columbia University, New York City University of Chicago Press, 5750 Ellis Ave. Chicago, Ill. Press, Columbus, 39 Division St. Se a a a Ot a ta a tl Ot tg i tg Ct al a a a tg Og a gl i ag a tg a tl ta tl SO a Ot CO Ct tt i i! tl CC El Ct Lt ll Et! CC i Lt Ct FR Ct a Lt Pt tl Ovr youtu should read, read, read. Science may facilitate the use of the senses in acquiring knowledge—thru motion pictures and the radio. But I do not believe these will supplant the surest process of instruction—reading. While science may improve ease and pleasure in life, it can never replace the will to learn as an instrument of Charles W. Eliot. culture. 130 Ow ee eee ee eee eee eee ee eee eee eee ee eee eee eee eee ee eee eee eee ee Se a a a a a a i i a a a ag tg a gy a i a Ry a gy a a a ag a a aE The Journal of the National Education Association far by ions of ing for stations Papers, n radio briefly oses, oned ation, , New . 32d York Ave,, blica- N. Y. ation, York Ave., York Ave., poston, Place, eoria, York New t S& ‘ment . We Ave., nbus, York gton, Sq., New St., New New A ve., a vue . f tion Notes HARTER AMENDMENTS—The > Committee on Amending the Charter, to remove life directors from the Board of Directors, met at the Atlantic City convention and with the approval of the Executive Committee is proceeding to introduce a bill into Con- gress which will carry out this mandate of the Representative Assembly at the Washington meeting in 1934. The Committee on Amending the Charter and the Committee on Reorgan- ization of the National Education Asso- ciation are working together to draft a proposed simplification of the charter as a whole in order that it may be put before the Representative Assembly at Denver for its consideration. If this proposed simplification is ready in time it will be printed in the May JouRNAL. The officers of the Department of Superintendence for 1935-36 are: President, A. J. Stoddard, superintendent of schools, Providence, R. I. First vicepresident, E. E. Oberholtzer, su- perintendent of schools, Houston, Tex. Second vicepresident, A. L. Threlkeld, su- perintendent of schools, Denver, Colo. Executive secretary, S. D. Shankland, 1201 16th Street, N. W., Washington, D. C. Executive committee: Carroll R. Reed, su- perintendent, Minneapolis, Minn.; Charles S. Meek, superintendent, Toledo, Ohio; George C. Bush, superintendent, South Pasadena, Calif.; Ben G. Graham, superintendent of schools, Pittsburgh, Pa. The convention radio programs at Atlantic City went out over both nation- wide radio networks and included the following speakers: Florence Hale, E. E. Oberholtzer, Agnes Samuelson, Mr. Rulon, William Dow Boutwell, William J. Carrington, Caroline S. Woodruff, Don M. Cresswell, James N. Rule, E. C. and Announcements H A. SpraGur, president, State Teachers ¢ College, Montclair, N. J., and presi- dent of the American Association of Teachers Colleges, 1935-36. Fisher, Bess Goodykoontz, Mary E. Woolley, John Finley Williamson, C. B. Glenn, Charles A. Beard, Charles H. Judd, Vierling Kersey, William J. Bogan, Rollo G. Reynolds, M. Emma Brookes, and Paul C. Stetson. Other radio pro- grams were sponsored by allied groups. Among outstanding features of the Atlantic City convention were: large attendance; varied programs; intense in- terest in the addresses; the jury-panel discussion of the yearbook; the joint meeting with the Secondary School Prin- cipals; the musical features, including the choral-opera, “Hansel and Gretel” and the Westminster Choir. The radio programs were especially good. News- paper coverage reached a new peak of 150,000 words sent out from Atlantic City by wire. The officers of the American As- sociation of Teachers Colleges for 1935-36 are: President, H. A. Sprague, president, State Teachers College, Montclair, N. J. Vicepresident, Eugene Fair, president, State Teachers College, Kirksville, Mo. Secretary-Treasurer, Charles W. Hunt, prin- cipal, State Normal School, Oneonta, N. Y. Executive Committee: L. A. Pittenger, presi- dent, Ball State Teachers College, Muncie, Ind. ; Norman W. Cameron, president, State Teachers College, West Chester, Pa.; Clarence L. Phelps, president, State Teachers College, Santa Bar- bara, Calif. The eighteenth annual meeting of the School Masters’ Rotary luncheon under the presidency of Superintendent Carroll R. Reed of Minneapolis was an outstanding event at the Atlantic City meeting of the Department of Superin- tendence. George D. Strayer, Teachers College, Columbia University, addressed the group on the subject, “How Can We Finance a Desirable Program of Public Education?”’ An Official Report of the Atlantic City program of the Department of Ele- mentary School Principals has been sent to all members of the Department. Addi- tional copies and copies to nonmembers may be purchased from the Department, 1201 16th St., N. W., Washington, D. C., for $1 each. Heard at Atlantic City—A speaker who saw the title of his address printed in the Official Convention Program and who wished to speak [Cont. on page A-50] owes ees ees ees eee ee ee ee ee eee ee ee ee ee ee ee ee ee ee eee ~~ we eee eee ee ee ee eee eee eee eee eee eee eee ee ee eee eee eee en ME ME OE My pear Docror OserHoutzer: It is with deep regret that I find it impossible to be with you in person. At least I can take this opportunity to extend cordial greetings to you who work in education—you who constitute one-third of all of us who are engaged in public service. @ I am glad that the central theme of your convention is “Social Change and Education.” Education must light the path for social change. The social and economic problems confronting us are growing in complexity. The more complex and difficult these problems become, the more essen- tial it is to provide broad and complete education; that kind of education that will equip us as a nation to decide these problems for the best interest of all concerned. @ Our ultimate security, to a large extent, is based upon the individual’s character, information, skill, and attitude—and the responsibility rests squarely upon those who direct education in America. It is your duty, no less than mine, to look beyond the narrow confines of the school- room; to see that education provides understanding, strength, and security for those institutions we have treasured since we first established ourselves as a nation and shall continue everlastingly to cherish. Very sincerely yours, FRANKLIN D. Roosevett, February 20, 1935. oes ese es eee ees es ees ee ee ee ee eee eee eee eee ee OSS OES Oe Cee fee ee ee ee ee ee ee ee eee ee ee ee ee eee ee ee gt gy gg) ig Fatt Ft Ft at Li ot Volume 24, Number 4; April 1935 131 + The silver surface of Lake Fern HE OPPORTUNITIES for professional study and health-giving play that combine in the 73rd annual conven- tion of the National Education Associa- tion at Denver, June 30-July 5, 1935, are expected to bring to the Rocky Moun- tain city an attendance that sets a record for recent years. President Henry Lester Smith and Sec- retary Willard E. Givens are preparing a convention program of outstanding character which will devote attention to the chief fields of education touched by presentday conditions, and to the prin- cipal problems faced by teachers as in- dividuals in the current whirl of social change. A wellknown bishop has been invited to open the convention with a vesper service address on Sunday afternoon. The Monday morning session will be dedicated to the rapidly expanding field of adult education in all its varied phases. The presentation itself will take the form of an increasingly popular type of adult school with leading authorities in jury- panel under the direction of United 132 . States Commis- sioner of Educa- tion John W. Studebaker, whose reputation as creator of forums in Des Moines has been greatly enhanced by his leadership of the nationally popular forum in Washington under the name of the Town Hall. State superin- tendents of schools; leaders in the American Association of Adult Education, National Com- mission for the Enrichment of Adult Life, and Department of Adult Education of the NEA; members of the U. S. Office of Education; col- lege professors; librarians; and representatives of national organ- izations with educational _ob- jectives, such as service clubs, the Na- tional Congress of Parents and Teachers, >; teh Sen A souvenir of a happy summer and the American Association of Univer- sity Women, have been asked to par- ticipate in the panel, the discussions of which will be extended to the convention floor. President Smith will deliver his formal official address on Monday night, when a wellknown university president will ap. pear on the same program. The first business session of the Rep- resentative Assembly will convene on Tuesday morning. A parallel meeting will feature two principal convention speakers, A. J. Stoddard, superintendent of schools, Providence, R. I., newly- elected president of the Department of Superintendence; and Frederick M. Hunter, chancellor of the University of Denver, and former NEA president. John H. Finley, associate editor of the New York Times, will speak on Tues- day evening. The Representative Assembly will con- tinue on Wednesday morning when its business deliberations will be restricted to one hour. Following this preliminary, the convention will again listen to a jury- panel whose discussions will be devoted to the Needs of Youth in the present national emergency, with emphasis upon those types of youth education which are expected to extend beyond the crisis aS a permanent addition to the Ameri- can system of public education. Chosen for service on this panel are officials of organizations devoted to youth and its problems, specialists in the study of crime and its tendency to enmesh a constantly mounting horde of young people, deans The Journal of the National Education Association of | the dev cen wil wh dit jul e on eting ntion ident wly- ment . M, ‘y of r of "ues- con- nN its icted lary, jury- oted sent 1pon hich ‘risis neri- osen Is of l its rime ntly eans Tie of women, social workers, directors of the CCC camps, and psychologists who devote their major attention to adoles- cence. A feature new to NEA conventions will be introduced on Wednesday night, when the assembly breaks up into six divisions, each of which will listen to a jury-panel discussion of topics that are of vital concern to teachers. Special in- terest will attach to the division devoted to Academic Freedom, a theme which permeated many of the general sessions and special meetings of the superintend- ents and other leading educators of the 65th annual convention of the Depart- ment of Superintendence in Atlantic City last February. Another division will have for its subject The Economic Status of the Teacher, a matter of great importance to those whose incomes have been so adversely affected by the depression, and for the recovery of which so little pro- vision has as yet been made. Teachers as Citizens will be the topic to which a third division will devote its discussions, with the purpose of clarifying the teach- er’s position in a changing social order. A fourth division will take for its subject Education’s Oldest Challenge—Char- acter. Two additional discussion groups are being planned, one devoted to teach- ers credit unions, and the other to teacher health. In each of these divisions na- tionally-known figures will take the lead in discussion, bringing to their respec- tive groups the latest and most reliable information upon which blue-prints for advance may be based. It is hoped by those arranging these programs that the groups will be large enough to enrich the discussions by varying viewpoints, and still of a size that will enable delegates to participate as well as to listen. The plan is in keeping with the growing policy of the NEA and its departmental bodies to enable delegates to take part actively in the annual conventions. The formal sessions will close on Thursday night, July 4, with an appro- priate recognition of Independence Day in a program on which government repre- sentatives will be the principal speakers. The convention will not adjourn, how- ever, until Friday, which will be “recrea- tion day” of the meeting. The Colorado State Committee plans a real Colorado welcome which will feature the unique advantages of that state as a playground. Many teachers will remain in the Rockies for their summer vacations, while others will take advantage of the rich opportunities for professional study Volume 24, Number 4; April 1935 Upper: East Highschool, one of Denver’s many beautiful school buildings ; lower: where the road to Pike’s Peak begins. in the fine summer schools of the West, which annually attract thousands to the delights of cool climate and inspiring as- pects of nature. The University of Den- ver and other institutions of higher learn- ing in Colorado will offer special courses of interest to teachers in every field. Those who are interested in school pub- lications will find the Institute of Vital- ized Journalism, sponsored by the Uni- versity of Denver, especially attractive. The annual summer League College of the National League of Teachers Asso- ciations will be held this year at Colorado State Teachers College at Greeley. The progressive teacher who measures his growth not by the number of years of teaching, but by the gains made thru profitable study will find the convention a good starting point for a summer de- voted to greater professional vision and knowledge of modern teaching trends. Builders of Our Profession T° ORGANIZATION there is strength. The pres- ent period of economic stress demands the solidarity of the teaching profession to pre- serve the essentials of education for the chil- dren of the nation. The prime purpose of the National Education Association is to safe- guard the schools of America. It is the one great professional organization for teachers of all ranks and should command the alle- giance of everyone engaged in the profession. If it is to safeguard the schools, it must not only present a united front, but it must have the weight of numbers to make its influence felt and to guarantee adequate financial sup- port. Now, above all times, every teacher should enrol as a member of the NEA, not only for his own welfare, but also for the sake of the pupils he teaches.—William F. Vogel in Indiana Teacher, February 1935. 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.” The number of life members in the National Education Association on March 1 was 5338. The following life mem- bers have been reported since the list was published in the March JOURNAL. INDIANA—Earl W. Ensinger. Iowa—Alma B. Thiese. MASSACHUSETTS—Edmund R. Sawyer. New HAmpsHirE—Alice D. Goodwin. Oun1o—John M. Emde, Paul Rees Rainey. PENNSYLVANIA—Elton E. Stone. Ruope IsLaAaNpD—Alice E. Stucker. West VIRGINIA—William Wiley Givens. Completed Enrolments re FOLLOWING SCHOOLS have completed their one hundred percent enrolment in the National Education Association since the list was published in the March JoURNAL. Seventeen Years Missourt—St. Joseph, St. Joseph Public Schools, Bartlett High, Benton High, Blair, Bliss Junior High, Central High, Douglass, Thomas A. Edison, Everett, Eugene Field, Floyd, Hall, Hosea, Hum- boldt, Hyde, Junior College, Lafayette Junior- Senior High, Lincoln, Charles A. Lindbergh, Long- fellow, McKinley, Musser, Neely, Noyes, John J. Pershing, Roosevelt Junior High, Sherwood, South Park, Special Teachers and Supervisors, Washington, Webster. Sixteen Years On10—Elyria, Allen. Fifteen Years Texas—Beaumont, Junker. Fourteen Years Ituinois—East St. Louis, Hawthorne. Onio—Bedford, Bedford Public Schools, Central, Ellenwood, Glendale, High, Interstate. Thirteen Years Ca.irorNiA—Berkeley, Washington. lowA—Burlington, Burlington Public Schools. Missouri—Kansas City, Scarritt. Twelve Years CaLirornia—Long Beach, George Washington Junior High. DELAWARE—W ilmington, Public Number 21. On10— Youngstown, Harding. Texas—Beaumont, Averill. WYoMING—W orland, Worland Public Schools. . 134 Eleven Years Cotorapo—Pueblo, Bradford, Hinsdale, Irving, Park View, Riverside, Somerlid, Thatcher Junior High. MARYLAND—Queen Anne’s County, Queen Anne’s County Public Schools, Barclay, Centreville, Cen- ALTON B. Buss, the new secretary of the Ohio Education Association. Mr. Bliss suc- ceeds Frank E. Reynolds. treville High, Chester, Church Hill, Church Hill High, Crumpton, Grasonville, Price, Queen Anne, Queenstown, Stevensville, Stevensville High, Sud- lersville, Sudlersville High, Tri-County High. MASSACHUSETTS—Revere, Theodore Roosevelt. NEBRASKA—O maha, Beals. On10—Cuyahoga County, Fairview Public Schools. PENNSYLVANIA—Clearfield, Fourth Ward. Ten Years Cotorapo—Pueblo, Pueblo Public Schools (District Number One), Bradford, Centennial High, Foun- tain, Hinsdale, Irving, Park Hill Junior High, aye 4 View, Riverside, Somerlid, Thatcher Junior igh. ILLINoIis—Cicero, Sherlock. Oxn10o—Wood County, Bloomdale. PENNSYLVANIA—Berks County, Perry Township, Windsor Township. Nine Years MicHIGAN—Dearborn, Garrison, Southwestern. New YorK—Rochester, Public Number 40. PENNSYLVANIA—Clearfield, Clearfield Public Schools, Fourth Ward, Junior High, Market Street, Senior High, Third Ward. WISCONSIN—A shland, Ashland County Normal. Eight Years ALABAMA—Birmingham, Barker. ILLinois—East St. Louis, Wilson. MICHIGAN—Dearborn, Dearborn High, Whitmore- Bolles. New Jerstey—Absecon, Absecon Public Schools; Plainfield. Evergreen. Seven Years Kansas—T opeka, Quincy. MICHIGAN—Dearborn, Dearborn Public Schools, Dearborn High, Garrison, Lindbergh, Oxford, Southwestern, Whitmore-Bolles. On10—A shtabula, Ashtabula Public Schools; Marion County, LaRue Public Schools. PENNSYLVANIA—Montgomery County, Hatfield Joint Consolidated. The TENNESSEE—Hamilton County, Bakewell, Chicka. mauga, East Dale, Fairmount, Meadowview, Miller’s Grove, New Providence, Shady Grove, Tyner. Six Years ILttinois—Des Plaines, Central. TENNESSEE—Hamilton County, Red Bank. Five Years Paeennn Sone, Fremont; Lakeside, Lakeside Jnion. ILLINo1is—Cicero, Cicero, Drexel; East St. Louis, Manners; Kenilworth, Joseph Sears; Peoria, Har. rison, Nevapa—W hite Pine County, Ruth. New JerseY—Bergenfield, Harding Junior High. New York—Kenmore, Lindbergh. On10—Sandusky County, Washington Township. TENNESSEE—Hamilton County, Anna B. Lacey. Four Years MicHiGAN—Dearborn, Edison. MINNESOTA—Minneapolis, Calhoun, Dowling. Missouri—Aansas City, E. F. Swinney. New HAMPSHIRE—Portsmouth, Haven. On10—W ood County, Liberty Township, Olney (Ross Township). PENNSYLVANIA—Tioga County, Knoxville High. TENNESSEE—Hamilton County, East Brainerd, East Ridge. Texas—Dallas, Lisbon. VirGINiA—Richmond, John B. Cary. Three Years GrorGia—A tlanta, Connally. ILLINois—Cicero, Woodbine; Des Plaines, Des Plaines Public Schools, Central, Junior High; Springfield, Sunshine. MAssacHusetTts—Newton Upper Falls, Ralph Waldo Emerson. New YorKk—Mechanicville, Public Number 4; Rochester, Public Number 11; Valley Stream, Union Free District Number 13. PENNSYLVANIA—Montgomery County, Green Lane- Marlborough Consolidated, Lower Pottsgrove Township, Upper Salford Township. TENNESSEE—Bristol, Anderson, Central, Haynesfield, High, Holston Heights; Hamilton County, Red Bank Junior High. WIsCONSIN—Milwaukee, Case Street Rotary, U. S. Grant, Green Bay Avenue, Greenfield, Hartford Avenue, Lapham Park, William McKinley, Alex- ander Mitchell, Morgandale, Mound Street, North Bartlett Avenue, North Twentieth Street, River- side High, West Brown Street, West Garfield Ave- nue, Two Years CALirorNiA—Ripley, Ripley. Co.Lorapo—Sterling, Franklin, Lincoln. ConneEcTICUT—Central Village, Central Village Grammar. FLoripa—Tampa, A. L. Cuesta. ILtinois—Danville, Collett; Mount Morris, Elemen- tary. INDIANA—Evansville, Baker, Delaware, Henry Reis, Howard Roosa. MASSACHUSETTS—Saugus, Felton; Waltham, Phineas Lawrence. MicHIGAN—Grand Rapids, Coldbrook, Missourt—Kansas City, Henry C. Kumpf. NevaDaA—White Pine County, White Pine County High Number 3. - New JerseY—Summit, Franklin. New YorK—Rochester, Public Number 37; Syracuse, William H. Taft. Oun1o—Newark, Newark Public Schools, Woodrow Wilson; Youngstown, Haselton. PENNSYLVANIA—T ioga County, Wellsboro Public Schools; Wilkinsburg, Kelly, Semple. SoutH Dakota—Sioux Falls, Riverside, TENNESSEE—K noxville, Van Gilder. WIsconsiIn—Milwaukee, Humboldt Park, Robert M. La Follette, James Whitcomb Riley, Thirty-first Street. Current Year CaLirornia—Beverly Hills, El Rodeo; El Centro, Wilson; Los Angeles, Normandie Avenue. Co_orapo—Eads, Eads Public; Weston, Weston Dis- trict 16. FLorwa—Miami, Buena Vista, Gladeview. ILLinois—Chicago, Talcott, Van Vlissingen; Dan- ville, Jackson; Sterling, Central, Lincoln District Number 11; Towanda, Towanda Public Schools. INDIANA—Evansville, Bosse, Bosse High, Centennial, Chestnut Walnut, Reitz High, Daniel Wertz, Wheeler; Indianapolis, Theodore Potter Fresh Air, Public Number 25, Public Number 27, Pub- lic Number 37, Public Number 44. [Continued in Notes and Announcements] Journal of the National Education Association chicka. w view, Grove, ikeside Louis, » Har. gh. (Ross : East Des High; odds a THE NEW PATH TO READING Lane- grove ‘field, ? s . Red The series with a method that enables the child to stand on niord ——————$$$q North his own feet from the very beginning of his reading life ‘Aves Newly revised through the third grade, the Cordts “New Path to Reading” is a series that combines illage ; Pde ' , “0 ts , ‘ ‘ definite, step-by-step guidance in learning to read with lively and easy reading material. Systematically a planned units of material, based on the experiences of real children, in Pre-Primer, Primer, and eis, a. Book One, provide everything that the child needs to establish independent reading power—reading for meaning, practice, testing, learning of new words, identifying thought-units and words, and new nee reading experiences. Simplified phonic training is incorporated in the books. A splendid series of cuse, Teachers’ Manuals provides specific directions for the conduct of each reading lesson and for the — yhonic work. . . . If you are interested in eliminating the faulty reading ability which authorities ublic I ; Hine . 6 . find contributes so largely to failure in school work in the middle grades, in the junior high school, in M. the high school, and even in college, consider Cordts. Circular #610. “first ntro, Dis- ~ GINN AND COMPANY Dan- trict oe Boston New York Chicago Atlanta Dallas Columbus San Francisco resh Pub- , : i Mention THe JouRNAL 10n Volume 24, Number 4; April 1935 when writing our advertisers. A-49 | [Cont. from page 131] on a different sub. ject told the following story of the who had just had his picture taken. Whep |the boy received the finished picture hp | saw that his mouth was wide open. “Well, 'father, I guess it’s tco late to close it now. How to use JOURNAL material— Take the addresses by Lotus D. Coffman [pages 103-4] and Stuart Chase [107 10] to your local editor, pastor, or some other citizen who will make public use of them. Use them in the school paper, < i Have them read in civics classes and as ea ny semblies. Put them on school bulletin } saad —S boards. You can make a valuable scrap. OS 9) 4 a re ued K book civics reader from these carefully és Ly MALIGNE LAKE. AS-g 4 3 selected articles in the JouRNAL. Form Y the practise of lending your JOURNAL 7 each month to some leading citizen, call 4 ing attention to articles of special in- UY | terest. Teas ~ THROUGH : = = ee FE ‘ee | spirited leadership to the Association, has ¢ A iY A DA ity Saeed ‘ Pees | the plans and program for the Denver oT ms EE convention well in hand. Low rates by : — RR. O ¢ rq 5 % ee | rail and bus plus good roads to the heag : > : _ |of the greatest open air vacation area in PEED in comfort over explorers’ trails to vacation lands in Canada’s Rockies and on the Pacific Coast—along rivers and | the world should mean a record attend- lakes, once the highways of voyageur and coureur de bois, across | ance at Denver. vast prairies—through Mountain fastnesses. Enjoy, in comfort and luxury, what these pioneers braved untold hardships to attain. The officers of the Department of On to Jasper National Park. Stay at delightful Jasper Park Lodge Secondary School Principals for . . or at other attractive hotels in the vicinity. Follow on through - the towering Rockies—where peaks bear names emblazoned in his- 1935-36 are: tory—to Vancouver—Victoria—go north to Prince Rupert b r . rn he ee po i on the sheltered fjords of the Pacific—and ey President, Harrison C. Lyseth, oe ‘ ; , as « ~YEARY snowball upon them in summer—yet _ safe and perfectly comfortable trips, go by train. in June and July, wild flowers in profusion Relax. Arrive at Seattle, rested and refreshed. nt of fringe their edges! Our trains across U. S. A. are air-conditioned. A most unusual country is Alaska. Imagine, How much vacation time have you? Two omen, if you will, a land where a baseball game can weeks, three, or four? We can give you an be played at midnight without artificial light! Alaskan trip to exactly fit your time and pocket- deam, Where totem poles stand next to telephone book. And nowhere in the world can you find a ye poles in modern towns. Where vines grow vacation paradise to equal this enchanted land. "4 three inches overnight, in gardens near May we figure costs from your home town? viser, ° Iowa. in ymen, ye RI ye ne - sent ieicieadamenien re j : . : — For free Alaska literature write any of The All-American Services to Alaska: t of THE MILWAUKEE ROAD UNION PACIFIC RAILROAD GREAT NORTHERN RAILWAY ALASKA RAILROAD ‘Il . Dept. M-13, Chicago, Ill. Dept. U-13, Omaha, Nebr. Dept. G-13, St. Paul, Minn. Dept. R-13, 333 N. Mich. Ave., Chicago, Ill. ill is ochal BURLINGTON ROUTE ALASKA STEAMSHIP CO. NORTHERN PACIFIC RAILWAY NORTH WESTERN LINE , Dept. B-13, Chicago, Ill. Dept. A-13, Seattle. Wash Deot. P-13. St. Paul, Minn. Dept. N-13, Chicago, Ill. \-52] ASS 4 7 : » Mention THE JOURNAL ; ition Volume 24, Number 4; April 1935 whin aulline our advertisers. A-51 ALASKA THROUGH SHELTERED WATERS 7 < & am ( 4 9-DAY CRUISE mc 6} ALL-EXPENSES $85 © “rcr-want ait cae berth and meals AND UP on boat included -except at Skagway WO THOUSAND miles of smooth sailing toward the Midnight Sun and back— from Vancouver, Victoria or Seattle, to Skagway. Seeawe-inspiring Taku Glacier, Indian villages, totems, fjords, gold mines, salmon fisheries. Cruising north on mod- ern ships, you enjoy deck games, dine, dance, meet gay people—go ashore at Prince Rupert, Ketchikan, Wrangell, Juneau. Thirty-six hours at Skagway, of Gold Rush fame — with time to go by rail over the historic “Trail of ’98”. Convenient service to Skagway, with frequent sailings from Vancouver each week, at season’s WRANGELL—A FRONTIER TOWN height, by luxurious steamers—the Canadian Pacific S. S. “Princess Louise”, “Princess Char- lotte” and “Princess Alice’; the Canadian National S. S. “Prince George” and “Prince Rupert”. Low tourist fares to Pacific Coast ports. Include the Canadian Rockies in your itinerary. Special 101/2-Day Cruises to Alaska-$100 up All expenses included except at Skagway To Skagway via Sitka . . . by S.S. “Prince Robert” from Vancouver, June 28, July 12, July 26, Aug. 9 To Skagway . . by S.S. “Princess Charlotte” July 31 DECK GAMES AND OTHER DIVERSIONS from Vancouver — returning via Sitka. CANADIAN CANADIAN NATIONAL PACIFIC NEW YORK—673 Fifth Avenue NEW YORK— Madison Ave. at 44th Street PHILADELPHIA—1500 Chestnut Street P HILADELPHIA—1500 Locust Street BOSTON—186 Tremont Street BOSTON—405 Boylston Street cHIcCAGO—4 South Michigan Blvd. cHICAGO—71 East Jackson Boulevard SAN FRANCISCO—648 Market Street SAN FRANCISCO—152 Geary Street LOS ANGELES—607 South Grand Ave. LOS ANGELES—621 South Grand Ave. SEATTLE—1329 Fourth Ave. feat SEATTLE—1320 Fourth Ave. MONTREAL—360 McGill Street LJ MONTREAL— Windsor Station Offices and Agencies throughout the United States and Canada - Jt he Mention THE JOURNAL when writing our advertisers. [Cont. from page A-50] tors, with Vitalized School Journalism as the official organ, in the following ways: [1] The faculty adviser has paid the mem- bership fee for membership in the organization. [2] The Oarsman staff plans a special issue, second semester, dealing with the Tercentenary Celebration of Secondary Education with em- phasis on the history of the schools. [3] Staff becomes acquainted with the mod- ern trends in journalism. The faculty adviser has tried to have the newspaper staff reflect this one outstanding trend, interpretation of the schools to the students and to parents. [4] Editors and adviser kee? in touch with events, plans, and movements related to school life and journalism. Example: American Edu- cation Week. [5] Other things that have been gained and used by staff from reading Vitalized School Journalism. These in turn are disseminated in the school paper insofar as space permits. [a] Educational ideals {b] Interesting information and _ ideas from other schools.” The above comments are from the Journalism Department, Venice High- school, Venice, California. They show the use of the services of the NASE to student editors. For complete informa- tion write to the Division of Publica- tions, National Education Association, 1201 Sixteenth Street, N. W., Washing- ton, D.C. Auctioneers in Education—Super- intendent Clarence J. Gludt of Leonard, N. D., in the January 1935 School Ex- exutives Magazine discusses practises which “strike at the very heart of the principles which carry education on its upward trend. The first is that of letting teachers’ positions out on bids. This practise was in effect in several North Dakota schools a year ago and in a city school system in Minnesota. ... In the past year, this policy has continued in some schools in various parts of the United States, but the extension of it was not necessary, for a position would barely become vacant, when perhaps a hundred applications would flood in. . .. Thru listening to the pathetic _ stories of so many applicants, the board received the impression that a great number of qualified teachers could be secured for the asking.” A test—How many young people could you name to the development of whose personal character you have made a definite contribution? That is the su- preme test of a teacher. An interesting experiment is being tried by Bard College, which is part of Columbia University. There will be an academic year of two semesters, one extending from Labor Day to Christmas and the second from [Cont. on page A-54] The Journal of the National Education Association lized ‘gan, mem- ation, issue, enary 1 em- mod- iviser eflect yn of with chool Edu- 1 and chool ed in eing t of an one mas .- 54] ition EN ROUTE TO THE N. E. A. CONVENTION Enjoy modern travel at its best N & v M B Completely ‘Adistuada Jom your fellow delegates and members en route to Denver, on The COLUMBINE, Colo- rado’s own train. Enjoy their delightful fellow- ship as you travel West over Union Pacific’s historic Overland Route. You’ll find The COLUMBINE completely air-conditioned from stem to stern—cool, clean, comfortable. Radio, soda fountain, well-stocked library of current magazines, everything for your complete en- joyment and comfort on this train of trains. These States have already designated UNION PACIFIC the Official Route District of Columbia New Jersey After Convention eAsk about Low-Cost, Escorted, All- Expense Convention Tours eh tied, | PACIFIC Pacific Mention THe JouRNAL when writing our advertisers Volume 24, Number 4; April 1935 —while you’re in the West, take advantage of unusually Virginie low fares and big reductions in all travel costs, to see Minnesota as many of the Union Pacific Wonderlands as time will Massachusetts permit. All these to choose from: Connecticut Ohio ZION-BRYCE-GRAND CANYON YELLOWSTONE-GRAND TETON YOSEMITE - RAINIER ROCKY MOUNTAIN NATIONAL PARKS PACIFIC NORTHWEST AND ALASKA COLORADO CALIFORNIA BOULDER DAM WESTERN DUDE RANCHES Union Pacific serves 15 National Parks and more of the scenic West than any other railroad. Let us help you plan to do the most, at least cost, on your convention trip. eaneeenn=e=MAIL THIS COUPON TODAY «<<{<8c8ccnn= W. S. Basinger, Passenger Trafic Manager Room 237, Union Pacific Railroad Omaha, Nebr. SO = siciskdin anise Soe ac eee hae ge eee ae State Se ee eae eae eee ae eaeaee ee Z i 3 ° Please send me complete information about_......-.--------.------ (] I am interested in Escorted, All-Expense Convention Tours. SHYLINE OVER EAD No flight of imaginationcan grasp the maj- esty of these granite cliffs and Sierra domes... break- ing into view, all in panorama, as you turn into Yosemite Valley. El Capitan, Cathedral Rocks, Half Dome .-- 600,000 years of world-wonders are ranged to greet you. At the foot of this grandeur, you Pp ay!—and the cost will not spoil your fun. There is a choice of hotel, lodge or housekeeping accommodations. All-ex- pense tours from 2 days and $25 upward. For a Yosemite vacation booklet, see ved travel agent or write to Dr. Don Tresidder, President, Yosemite Park and Curry Co., Box 82, Yosemite National Park, Calif. NATIONAL pon RAG OVERNIGHT FROM SAN FRANCISCO OR LOS ANGELES [Cont. from page A-52| Lincoln’s birthday to June. According to information in the New Republic for January 9, 1935, “the six-weeks midyear period will be de- voted to field work and independent reading more or less under the students’ own guidance. In addition, the college will reverse the usual order of special courses and general surveys. Instead of having the freshmen asked to scatter their attention by broad, reputedly cul- tural courses, specialization will come first . . . and the generalized courses are to come after a thoro mastery of the student’s own field. Entrance require- ments are greatly modified; classroom work practically disappears; and all the emphasis is on helping the student to do well the things he wants to do and for which he seems fitted. The Bard ex- periment is one more sign of the pro- found self-searching thru which the American educational system is now going.” Postal savings—Every child should be taught in school how to use U. S. postal savings accounts. Ask your local postmaster for information. He might be asked to talk to the student body. The School Garden Association of America, which has been actively interested in nature study in the public schools since 1910, has launched a cam- paign to bring together into a national organization the nature study and garden clubs in the schools of the United States. Superintendents, prin- cipals, and club advisers who are inter- ested should write to Karl H. Blanch, ‘East Mauch Chunk Highschool, East Mauch Chunk, Pa. The new education—Our youth today need an education that gives them a clearer understanding of the perplexi- ties of our civilization; an education that develops a sense of social responsibility for the intelligent and effective solution of developing problems which endanger and retard the blessings of democracy; an education that will make of our youth the builders of a finer and more enduring civilization.—E. E. Oberholtzer in School Executives Magazine, March 1935. The American Way—United States Commissioner of Education J. W. Stude- baker, who as superintendent of schools in that city, developed the Des Moines forums, has asked Congress for federal appropriations to extend this work thru- out the nation. Special forum leaders will be trained and the work will be carried on in selected cities thruout the nation. Dr. Studebaker has described the work of the Des Moines forums in a book en- titled, The American (Cont. on page A-56] Mention THE JOURNAL when writing our advertisers Health Education A program for Public Schools and Teacher Training Institutions Third Printing of Second Edition 251 Pages Popular demand has neces- sitated the reprinting of the report again. Paperbound $1.25 each Clothbound $1.75 each Discounts on Quantities Invaluable as a textbook for summer schools ORDER NOW National Education Association 1201 Sixteenth Street Washington, D. C. American Medical Association 535 North Dearborn Street Chicago, Illinois The Journal of the National Education Association i = iation ~without / wwuinroul aA Care: With all the accidents that spoil vacation time for so many Teachers every summer, you can understand with what a feei- ing of relief the Teacher with T.C.U. Protection leaves for vacation. Why not play safe? Let the long arm of the T.C.U. follow you this year, everywhere—on the road, in the wilderness, in camps, hotels, or on trains, even abroad, and Protect against Accident, also Sickness Careful as one may be, there can be no assurance of safety. The very best one can do is to exercise the greatest caution— and be prepared for accident or illness away from home. That’s what the T.C.U. will do for you. This Organization of Teachers for Teachers stands ready to share the risk of financial loss of time due to Sickness, Accident, or Quarantine. Learn the T.C.U. Plan by Sending the Coupon Just send your name and address for complete informa- tion as to how we protect you. Your inquiry will place you under no obligation. TEACHERS CASUALTY UNDERWRITERS 649 T.C.U. Bidg. Lincoin, Nebr. corr errnrns- eee | FREE Information Coupon To the T.C.U., 649 T.C.U. Bidg. FREE | Lincoln, Nebraska An identification Tag | for your Traveling Bag Has space for name and T am a Teacher in —- School I am interested in knowing about your Pro- tective Benefits. Send me the whole story and address, with trans- | Booklet of testimonials Parent cover. We have only a limited number, | eee a ae ae ee but they are free to teachers as long as they | My Address is_- last. SEND THE (This coupon places the sender under no COUPON. 1 obligation) OYOUA ‘HERE is a triple incentive to vacation in the Santa Fe Southwest this summer. “Sener S Island The N. E. A. Convention at Denver will put you on the Southwest’s threshold. There’ll be a new cool economy in travel, with every principal Santa Fe tran AIR-CONDITIONED throughout, and rail fares and sleeping car costs the lowest in years. SEE PIKES PEAK TOO! WHEN YOU ATTEND ™ DENVER N.EA. JUNE 30™. JULY 5™ INDIAN- If, after Denver, you go no further than New Mexico, DETOURS enjoy an Indian-detour, based on historic Old Santa Fé, and exploring Indian Pueblos and Mexican mountain villages, by motor, with an intimacy otherwise impossible. After the Convention, Rocky Mountain National Park; then Colorado Springs—and return home directly from the Springs. You can do it, if you take the Rock Island — GRAND Beyond, in Arizona, is indescribable Grand Canyon, the only road with eaparate direct CANYON with a whole series of delightful all-expense stop- overs via the Santa Fe. COMPLETE ALL-EXPENSE lines and independent through serv- TOURS ice to and from both Denver and a low cost— Colorado Springs. DUDE Dude ranching breeds fun and vitality plus. Scores RANCHES of fine ranches in New Mexico and Arizona are pictured in a new Santa Fe folder. ellowstone, California. Leave any And there can be no more convenient a during the season. and comfortable service than that ombine education f th with recreation. Ask for of the Summer Outing Booklet and Cirealar on Summer ROCKY MOUNTAIN LIMITED Air-Conditioned Throughout Coaches, Sleepers, Diner, Observation - Lounge Only one night en route Chicago to the Rockies For All-Expense tour information, tickets, reservations, write to EXPO- Possibly you are going on to California, as many SITION will. Then, by all means, include San Diego’s beautiful California Pacific International Exposition. The coupon will bring booklets that have helped plan in- numerable Southwestern vacations. W. J. BLACK, P. T. M., Santa Fe System Lines, $23 Railway Exchange, Chicago, | Mail picture folders on Grand Canyon, Indian-detours, Dude Ranches, and fares from L. M. ALLEN, Passenger Traffic Manager Rock Island Lines 759 La Salle St. Station, Chicago, Il. ROCK ISLAND LINES THE ROAD UNUSUAL SERVICE — 10 Name Address Volume 24, Number 4; April 1935 en A-: when writing our advertisers. xn vA 9000 MILES OF Mf. —all yours on these delightful Circle Tours by Panama Pacific TO CALIFORNIA! One way water—one way air or rail ERE’S a travel offering that becomes more and more popular each year! And now, with the Panama Pacific First Class steamer fares reduced to $185 —it's easily the most out- standing travel buy of the decade! Imagine— 5500 miles of delightful cruising around Amer- ica, visiting thrilling foreign lands en route and 3500 miles by air or rail across America, seeing as many of America’s high-spots as you wish! Doitallinas littleas 3 weeks—or take 3 months! A royal good time awaits you! Sail from New York or California on the 33,000 ton Virginia, California or Pennsylvania, largest ships in intercoastal service. Every facility for complete comfort and enjoyment. The only ships in the service offering air-conditioned dining salons (a real treat) and two outdoor swimming pools. Spacious promenade and sun- decks. All cabins outside. Excellent food and service. The ports o’ call send chills of pleasure chas- ing up and down your spine. First, Havana. Then by day through the Panama Canal, with hours ashore at Balboa and Panama. Then San Diego (for Mexico), Los Angeles (Holly- wood) and San Francisco. From this point, by air or rail across America and back home. You select the route. Fares cover transporta- tion from your home town and back again, and all meals aboard steamer. Stop-overs permitted at all ports. Tourist Cabin fares for the steamer part of the trip from $120. Round trips by steamer for a fare and a half. 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 | (Cont. from page A-54] Way, recently is- sued by the McGraw Hill Book company. The officers of the Department of Rural Education for 1935-36 are: President, Sue M. Powers, Memphis, Tenn.; Vicepresident, James B. Palmer, Albany, N. Y.; Secretary, Mrs. Katherine M. Cook, Washington, D. C.; New member of execu- tive committee, Chloe Baldridge, Lincoln, Nebr. Credit union development—Credit ; unions organized in the teachers associa- tions in Hartford, New Britain, Bridge- port, New Haven, and Stamford are now in operation. They have taken over loans on which teachers were paying 36 per- cent. They have furnished money for cash purchases where the installment price included a usurious interest charge. They have made loans for the consolida- tion of small debts, for sickness, for in- surance premiums, for family emergen- cies, and for a variety of other remedial or constructive purposes. In some cases thére has been hesitancy about approach- ing the credit union for loans because of uncertainty as to what degree of privacy can be assured. This will disappear as it becomes evident that negotiations for a loan are strictly confidential between the credit union manager and the ap- plicant—Connecticut Teacher, March 1935. “Can you get my father a job?”— The sentence, written a dozen times on a piece of schoolroom tablet paper, was laid on the teacher’s desk. “Is my writing better?” questioned Jerry eagerly. Jerry was left-handed and had been practising his penmanship. And “Can you get my father a job?” was the sentence upon which he had chosen to practise. One illustration of the mental state of the child victim of the depression.—School Review, official publication of the Den- ver public schools. Diphtheria immunization has been chosen by the May Day Committee of the State and Provincial Health Authori- ties of North America as the May Day- Child Health Day project for 1935. It was chosen because there has been prac- tically no reduction since 1930 in the number of deaths from diphtheria thru- out the United States. Our Heritage of Freedom—A timely warning is issued by the Meth- odist Federation for Social Service against proposed measures to suppress radicals. Speaking for the Federation, Dr. Harry F. Ward said: If American citizens let these laws pass, they will wake up and find they have lost all the freedom guaranteed them by the Constitution. If the communists are denied their constitu- tional rights, we shall soon see the order of events that was followed [Cont. on page A-57] Mention THE JouRNAL when writing our advertisers Go this Summer... to the WEST INDIES #e GARIBBEAN aud SOUTH AMERICA Sail on gleaming white liners with outside staterooms, outdoor swimming pools, orches- tras, mechanical ventilation. HAVANA, JAMAICA, B. W. I., PANAMA CANAL, COSTA RICA . . 17 DAYS Every Thursday. Ample time to s inspect Panama Canal. Opportu- 1 75 nity for thrilling rail trip from up Port Limon to San Jose, Costa Rica’s mountain capital. JAMAICA, B. W. I., COLOMBIA, SO. AM., PANAMA CANAL . . 18 DAYS Every Saturday, Visiting Kings- $ ton, Jamaica, B. W.1., Cristobal, u Canal Zone, and three ports in P Colombia, South America—Cartagena, Puerto Colom- bia (Barranquilla) and Santa Marta. ALL EXPENSE JAMAICA TOUR . . 11 DAYS Every Saturday. Including ac- $425 up commodations at Myrtle Bank tour of the city and the famous Castleton Gardens. Hotel and 40-mile sightseeing Similar “Guest Cruises” from New Orleans Los Angeles and San Francisco Bad For information, literature or reservations apply any Authorized Travel Agency or United Fruit Co. Nie Pier 3, North River or 332 Fifth Ave.,NewYork. GEE UNITED FRUIT COMPANY The Journal of the National Education Association utside rches- AMA DAYS apital. AM., AYS ‘olom- IAYS rdens. ciation i | | [Cont. from page A-56] in Europe. First the communists are repressed, then the socialists, then the labor unions, then the others. If this legislation is passed big business will have the legal machinery to put out of business any organization that opposes capitalism or war or that conducts a strike. It will not be necessary to subsidize fascist storm troops. They will kill democracy in the name of democracy, and they will trample upon every sacred prin- ciple of Christianity. —KEditorial in The Washington Daily News, February 13, 1935. Sampler Days is the title of the 1935 graduation pageant which will be pro- duced by the Hannah Penn Junior High- school in York, Pa., on June 1 in com- memoration of three hundred years of secondary education in America. The officers of the American Edu- cational Research Association for 1935-36 are: President, Philip A. Boyer, Philadelphia, Pa.; Vicepresident, Hollis L. Caswell, Nashville, Tenn.; Secretary-Treasurer, William G. Carr, Washington, D. C.; Executive committee: The president, vicepresident, and secretary, exofficio, and the following past presidents: T. C. Holy, Columbus, Ohio; Paul T. Rankin, Detroit, Mich. Editorial board: Frank N. Freeman, Chicago, Ill.; Margaret A. Norton, New York, N. Y.; Walter E. Morgan, Sacramento, Calif.; the president and secretary, exofficio. Tenure—At a meeting of the Indiana City and Town Superintendents’ Asso- ciation held in February at Indianapolis a resolution was unanimously adopted in favor of the retention of the present tenure law, and condemning any at- tempted abuse of tenure by those ad- ministering the law. Perhaps the most important thing that teachers and principals can do be- tween now and the close of school is to have an intimate personal talk with each graduate before the commencement sea- son, helping him to find his way toward the more important values of life, build- ing up perspective, faith, courage, and the will to act. From Atlantic City—We must have a unified purpose of some kind or we shall have disintegration.—Secretary Wallace. A simple prayer used in a school for the deaf has been submitted by Grace D. Ely, Washington, D. C.: Our Father in Heaven, we love Thee; we want to be good. Bless father, mother, brothers, sis- ters, and me. Amen. The Federal Housing Adminis- tration as part of its efforts to secure better American living standards is con- ducting a nationwide radio continuity contest in connection with its better housing program. Highschool students are eligible for the contest. For informa- tion write to the [Cont. on page A-58] Volume 24, Number 4; April 1935 WRAV EL WOW ooo PANY IDEM EU > eT The Cunard White Star y @ Deferred Payment Plan in cooperation —g Tour with Morris Plan Banks was originated es- 2 6 DAY TRIP TO pecially for you. 25% down... no further payments before October, if you sail after June 15... and the balance is divided EUROPE "ia DOWN Acomplete, all-expense European tour with plenty to see and do all the way! Comfortable, congenial Tourist Class in the “Caledonia”, sailing from New York July 5... in the ‘“‘Aquitania” returning from Cherbourg to reach New York July 29 . . . visiting Scotland, England, Belgium and France... hotels, meals, transportation and sightseeing included, under ex- pert direction. It all can be yours for atotal cost aslow as $320... pay- able $77 down, balance monthly. into monthly payments, the last one being due next June. Normally, no co-makers or endorsers are required . . . and all costs, including rail fare in the U. S., steamship fare and all expenses abroad, can be in- cluded. The plan applies to independent travel and to scores of attractive all- expense tours conducted by our agents DEG 1g EEG ONIN, everywhere; also to all cruises. See your ee local agent, or mail the coupon. CUNARD WEUIME STAIR 25 BROADWAY e NEW YORK FOR A REAL VACATION... TRIP TO EUROPE... SUMMER CRUISE OR MAIL THIS COUPON TODAY! Cunard White Star Line, 25 Broadway, New York. I am interested in sailing around 1935, ona SELES AEG TNH GEE Wr days. ra NR, I OE gs onc nncics cap eptenthes 4nnhines days. Send full details on the Deferred Payment Plan. eee, SS Slee ee ila ater Kee alae ens oie Cae P| Address CCRC SOSH HEHEHE HEHEHE HEHEHE HEHEHE HHH HEHEHE HEHEHE HEHEHE HEE Mention Tue JourRNAL when writing our advertisers A-5S7 * SAIL THE AMERICAN WAY TO EUROPE! ROUND TRIP IN MODERN TOURIST CLASS +20 * AEuropean voyage—theAmericanway —means days of gay frolic with happy companions...the excitement of deck tennis...the restful pleasure of a deck chair in the sunshine. It means nights of thrilling new experiences. ..a stroll on the boat deck . . . the romance of starry skies at sea...the soft swishing of water against the ship’s side as you sail smoothly along. Dancing and con- certs. Pre-release talking pictures. Entic- ing games. It means a life as full of pleasure as you wish it to be! And the cost is so very modest! You can make the round trip in the amaz- ing luxury of Tourist Class on the new Washington or her famous sister Manhat- tan for as little as $204! These modern liners—the finest ever built in America —offer every modern feature for your utmost pleasure, including ait-condi- tioned dining salons. Or travel in the highest class on the ship aboard the very popular Pres. Harding or Pres. Roosevelt. These de- lightful ships afford you the same thrill- ing voyage, provide the very finest of accommodations and yet the round trip fare is only $234! Sail American and enjoy yourself! Weekly sailings to Cobh, Plymouth, Havre and Hamburg. Apply to your travel agent. His services are free. * UNITED STATES LINES Associated with American Merchant and Balti- more Mail Lines to Europe; Panama Pacific Line to California; United States and Panama Pacific Line Cruises. No. 1 Broadway, New York. 7 A-58 [Cont. from page A-57] Radio Continuity Contest, Federal Housing Administra- tion, Washington, D. C. Accident facts—1934—There were approximately 99,000 accidental deaths in the United States in 1934. This start- ling figure is roughly comparable to the population of Lowell, Mass.; Evansville, Ind.; Knoxville, Tenn.; El Paso, Tex.; or Tacoma, Wash. One person was killed every fifteen minutes and one injured | every thirty-one seconds in automobile accidents thruout the year. The auto- mobile death rate for 1934 was 13 per- cent above 1933. States with efficiently administered drivers’ license laws had smaller them.—The League Va., March 1935. Have you ordered your vitalized commencement packet yet ?—Send 50¢ to cover the cost to the Division of Publications, National Education Asso- ciation, 1201 16th St., N. W., Washing- ton, D.C. The first South Dakota conference of “Future Teachers” was held in 1934. The second annual conference will be held at Eastern State Normal School, Madison, South Dakota, April 5, 1935. The conferences are held to give new teachers a larger idea of their profes- sional relations. News, Richmond, AROUND the WORLD increases than states without | | | | | Have you changed your address? | —Postal rules make it essential that your address on our records be complete and correct. Members are requested to report promptly change of address, giving old as well as new to the NEA, 1201 16th St., N. W., Washington, D. C. In my opinion, absentee owner- ship in industry is one of the chief ob- stacles to higher wages: for two reasons— it imposes an extra tax on an industry in the form of unearned dividends, and it will not or cannot give the same atten- | tive care to conditions that ownership | and a regard for the good name of the | business and the product can give.— Henry Ford in The New York Times, February 28, 1935. The officers of the Department of | Supervisors and Directors of In- struction for 1935-36 are: President, Rudolph D. Lindquist, Columbus, Ohio.; First vicepresident, Mary Browning, Louisville, Ky.; Second vicepresident, Robert H. Lane, Los Angeles, Calif.; Secretary-Treas- urer, James F. Hosic, New York, N. Y.; Execu- tive committee: The officers of the Department, exofficio; Mildred English, Raleigh, N. C.; Ernest Horn, lowa City, Iowa; and Paul T. Rankin, Detroit, Mich. One of the important services of the National Education Association is that offered thru [Cont. on page A-60| Mention THE JourNAI when writing our advertisers Phe Journal of the National Education Association UNIVERSITY TRAVEL SUMMER 1935 European Art Tours Mediterranean Cruises Third Russian Seminar Invaluable to Teachers = A> Zn» yess eae of University Travel Newton, Mass. 21 Boyd St. DURING SUMMER VACATION Visiting Sweden, Finland, Russia, Siberia, China and Japen. Sailing July 3rd. Return Aug. 31st. First Class $1,250. Tourist, $1,085 including all shore arrangements. ANGLO-AMERICAN Ones, Inc. 545 Fifth Avenue New York FOREMOST CONDUCTED TOURS tainment. 31,000 satisfied clients. 15 yrs. of leadership. SEND FOR BOOKLET. ALLEN TRAVEL SERVICE 154 Boylston S$t., Boston, Mass. EUROPE $295 ALL EXPENSE First Class Hotels Ocean Passage Tourist Class METROPOLITAN TRAVEL COMPANY Metropolitan Building, Boston, Mass. Widened horizons in SOVIET RUSSIA .. The OPEN ROAD will take you not only to the popular tourist centers, but as far afield as you wich to go. In eight years of conducting tours to this challenging country, The Open Road has established direct connec- tions with Soviet institutions . . . has its own independent representation in Mos- cow. It thus affords more than ordinary tourist services to inquiring travelers . . . students, teachers, members of the pro- fessions. Expert counsel on either group tours or individual arrangements, without obligation or expense. NINTH SEASON For advice and information address Soviet Tour Department The OPEN ROAD 56 West 45th Street New York cooperating with IVNTOURIST MOSCOW UNIVERSITY SUMMER SCHOOL $369 to $379 including passage SUMMER SESSION a MINNESOTA 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- cation Land. It’s a city of remarkable beauty, cultural and recreational advantages. A Course For Adult Education Leaders The University of Minne- sota offers for the first time a formal course of training in adult education. Special courses in Sociology, Em r- 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. TWO TERMS: June 17-July 27—July 27-Aug. 31 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 Springs. 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 instruction in all courses usually given at Liberal Arts Colleges, 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 1935 Convention N.E. A. in Denver, Only 70 Miles Away rom Woodland Park, 19 miles northwest of Colorado Springs. The National Educa- tion Association is in- debted to Secretary Emeritus J.W. Crabtree, who conceived the life membership plan. His name and that of the Association are synony- mous. The time for taking out a CRABTREE LIFE MEMBERSHIP is limited — just until July 1. Enrol now and 4 ~ mem a te yey cas i & (| a ee , HEE ae ee : Wh Se Ae a FF ee ne Mes ty ii N stk 2 » . receive one of the certifi- cates in the special series. Nothing in your professional life can mean more to you than a permanent tie-up with your own group. Plan now to attend the LIFE MEMBER- SHIP DINNER in Den- ver, Colorado, on Mon- day, July 1, 1935. It will be a real treat. DON’T MISS IT! CRABTREE LIFE MEMBERSHIP 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 May 1, 1935. already paid for the current year may be applied on the first payment. pin or button when the first payment is made. City and State Volume 24, Number 4; April 1935 Mention THe JourNAL when writing our advertisers April, 193 5 I understand the entire amount of $100 can be paid in equal annual installments of $10 each, and that membership dues I also understand that I will receive the life membership certificate, card and gold SUMMER THE ART INSTITUTE OF CHICAGO COURSES IN ART The School will offer many new courses especially planned for teachers and super- visors. Drawing, Painting, Design, Teaching Principles and Technics, Interior Decora- tion, Crafts, Marionettes, History of Art, Advertising Art, etc. Painting Courses also offered for full academic credit at Saugatuck, Michigan, School of Painting. For Catalog, address Associate Dean, Dept. K. M., Art Institute of Chicago, Michigan Ave. at Adams St., Chicago. June 24 to August 2 PRIMARY TRAINING (Accredited) June 21—Summer School—August 2—Located in CENTRAL CHICAGO on LAKE FRONT Summer courses by Specialists in Primary Methods—Curriculum—Art—Handwork—Children’s Dramatics—Kindergarten Methods—Playground—Nursery Schools and Academic Subjects. at Children’s School illustrating New Procedures. Address Registrar, Box E Literature— Demonstration Classes Observation and Practice Teaching Facilities. Pestalozzi Froebel Teachers College, 616 S. Michigan Blvd., Chicago 49th Year—Large and alert Placement Bureau for Superintendents, Principals, Supervisors, Critics, High School, Elementary, and Special Teachers. Business up over 100%. Folder free. “Correspondent’’ Agencies: E. T. Duffield, 535 5th Ave., New York; Alta B. Collier, Inc., 415 Hyde Bidg., Spokane. TEACHERS AGENCY ALBERT TEACHERS AGENCY 25 E. Jackson Bivd. Chicago, lll. Our Service is Nationwide. Teacher placement this past year showed a marked improvement. In the ele- mentary school field, there is a great demand for ex- cellent teachers with degrees. Many High Schools are asking for teachers with Master's Degrees. Enroll early. When writing, mention this magazine. Address 1200 Sie. Bldg., 28 E. Jackson Blvd. Chicago, Ill. 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. Unusual observation opportunities— demonstration school. College Dormitory. June 21-August 2. Two weeks’ special courses June 10-21 and July 8-19. Edna Dean Baker, President, Box 516-D, Evanston, III. MIDDLEBURY COLLEGE LANGUAGE SCHOOLS The unique system of segregation character- istic of Middlebury Col- lege Summer Schools, affords an exceptional opportunity for conver- sational practice in the native language. Close personal contact be- tween native staffs and students insures indi- vidual attention. Courses carry credit for the degrees of Master of Arts or Doctor of Mod- ern Languages. DIRECTORS ENGLISH—Dr. Robert M. Gay. Simmons College FRENCH—Dr. Andre Morize, Harvard University ry aS Ernst Feise, Johns Hopkins University ITALIAN—Dr. Gabriella Bosano, Wellesley College SPANISH—Dr. J. A. Centeno, Middlebury College Write for Bulletins giving complete information. MIDDLEBURY COLLEGE Summer Session Office Middlebury, Vermont SPECIAL HELPS FOR JUNIOR AND SENIOR HIGH SCHOOLS Vitalized Commencement Packet Contains summaries of fifty 1934 graduation pro- grams, complete pageants, secondary school com- mencement programs, samples of student speeches, and other valuable material. Special Tercentenary Packet Seven weeks in the most beautiful section of the Green Mountains of secondary education. Contains material for clubs, classes, and assemblies, a complete pageant, and a variety of other material. Price 50c each Orders for material amounting to $1.00 or less should be accompanied by funds in payment for same. National Education Association 1201 Sixteenth Street, N. W. Washington, D. C. SOCIAL CHANGE AND EDUCATION 1935 Yearbook, Department of Superintendence 384 pages $2.00 per copy @ Summarizes the important social and economic trends in American life. @ Reviews a number of the educational implications which have been suggested in the light of social changes. @ Discusses the positions which educators may take on the question of the role of edu- cation in modern industrial society. @ Recommended for teachers’ meetings, curriculum conferences, and other discussion groups. Department of Superintendence, N. E. A. 1201 Sixteenth St., N. W., Washington, D. C. Mention THE JOURNAL when writing our advertisers. A-60 _ For use in the celebration of the 300th anniversary’ [Cont. from page A-58] Correspondence The following letter from the Editor of THE JOURNAL, answering a request fo suggestions as to improving a distrig¢ association meeting, illustrates thiy service: I speak before a great many conventions an sit thru many programs. I often feel that are not making the most of our opportunitie. net getting as much as we should for the tin and energy spent in connection with the meet. ing. . . . I believe the solution lies primarily jy attaching more importance to the local peopk and encouraging them to lead out, to exper. ment, to make special studies, and then to com together to report the results of their experience, Supposing for example you were to send out now [Jan. 8] a letter to each of the varioy groups which will gather at the district con. vention asking each member of the group to begin work in his school and community on some special project and to be prepared to r. port results in connection with the meeting. To make this idea more explicit, supposing the people in the elementary school were to concentrate on the problem of visiting homes; talking with parents; establishing an. under. standing of education and its relation to the child’s development, his home life, his spiritual growth, and the various services which the school performs for the community. If you best teachers and principals would actually work at that task, they would raise many prob. lems and learn many results which would bk worthy of discussion. Or again supposing each highschool woul take up the idea of offering one new short course, never offered before in the school with the thought of introducing new materials, which might later be replaced with still other new materials. . . . The series of articles giving the story of the school which are now appearing in THE JOURNAL, and which are available in re- print form, furnish the basis for such a course, Or again each highschool might make a study of unemployment among its own graduates or the total problem of unemployment in its com- munity, or it might approach matters from another angle by talking with young people who were able to get started in an effort to find out how they succeeded in doing it. [Cont. from page 134] LouistanA—Lake Charles, First Ward; New Or leans, Audubon. Maine—Boothbay Harbor, High; Old Orchard Beach, Old Orchard Elementary, Old Orchard Beach High; York County, Saco-Old Orchard Beach-Dayton & North Kennebunkport Union Schools, Dayton, North Kennebunkport. MARYLAND—Elk Mills, Elk Mills. MASSACHUSETTS—Athol, Lyman Ward; Holden, Alonzo K. Learned High; Malden, Laura A. Leon- ard; North Adams, Freeman; Saugus, Mansfield. Missouri—Kansas City, Blenheim, Irving, Penn; Little Blue, Jackson County Industrial Home; Pevely, Pevely Public. New JerseEY—Rumson, Rumson Number 2. New YorK—Oneonta, River Street. On10—Toledo, Glendale; Wood County, Freedom Township, Middleton Township, Perry Township. PENNSYLVANIA—Newport, Newport Public Schools, Junior and Senior High; Norristown, East Nor- riton Township; Pittsburgh, Greenfield. TENNESSEE—Hamilton County, Gold Point. VERMONT—Burlington, Lawrence Barnes, Pomeroy; Rutland, Madison. VirGIntA—Richmond, Franklin. West VirciniA—Bartley, Bartley Junior High; Ben’s Run, Ben’s Run; Bluefield, Brushfork; Flat Top, Flat Top; Harrison County, Monticello; Matoaka, Matoaka Grade. WISCONSIN—Milwaukee, East Center Street, Eight- eenth Street, Eugene Field, Fratney Street, Nee- Ska-Ra, North Fifth Street, Peckham Junior High, Roosevelt Junior High, Twenty-seventh Street, Walker Junior High, West Dakota Street; Wau- kesha, Waukesha Junior High. The Journal of the National Education Association sy