ka. Price $3 < * 3 hb bw WS bp Ss ss Hn PP 2? F Ss 8 S Nb NS WS WD b S N tion PERIODICAL ROOM SEP GENERAL LIBRARY UNIV. OF MICH. URNAL The of the NATIONAL . EDUCATION The Schoo! cad _. ASSOCIATION Association Moves Forward Lyle W. Ashby Preserving Amer- ican Democracy W hat Do We Owe to Our Children? Rollo G. Reynolds Edocational Plan- ning for America C. E. Rugh Pacem Educa- tion Week in Okla- homa City Wayde H. McCal- er e American Education Week Poster, 1935 OPERATIC See Page A-99 for Complete Table of ab CT ep ge EK R - i | Tt Py > Contents « VOLUME 24 NUMBER 7 SHARP’S SERIES oF ENGLISH EXERCISES 11 Books... A Book for Each Grade In Use in 4700 Cities Designed for supplemen- tary use in English work in Grades fl through Xil. Each book provides ex- ercises in language work suitable for the grade. The books may be used in conjunction with any textbook. This fact, in part, accounts for the de- sirability and popularity of the series. Webster Workbooks and Seatwork Books 100 Titles... Millions in Use Send for Free Catalog WEBSTER Because in it Everything in this new Webster’s Elementary Dictionary for Boys and Girls is arranged in a well organized, logical manner. When a word is used in more than one part of speech, the defi- nitions are grouped accordingly. THE SHARP ~—e Language Practice for Third Grade... .15c Drill and Test material Language Practice for Fourth Grade... 15c¢ mw... and Test material oy TR, «0. ccnecdeess 15¢ h grade B..-. stile and "TOONS. ....dececess 15¢ Sixth grade Cintas Tap OOeS. . .. cc cccccccdeccccss 25¢ Seventh grade English is scbn bs oe | 40.000 | 40,000 | 2 | 1g Americz an Metal Co. | H.K. Hochschild — ee Pienree ws a =. 17 Americ: an Radiator and St. ‘San. Cc orp. Cc. M. W oolley - 48,000 — 24,000 | 19 ‘44 American Rolling Mill | & Verity | 63,000 63 ,000 19° i Americz an Safety Razor | M. Dammann ~ | 59,740 54,000 | 200 19 American Smelting and Refining ( Cc O. S. . Guggenheim 50,000 | 40,000 — 20 i ; 17 American Snuff 3 ke | 64,256 | 50,000 | American Steel Foundries _ hao. ~ 32,400 32,400 | YF 19 American Telephone and Telegraph Ww S. Gifford C—O aR Mer = bi - 26 American Woolen Co. «. J. Noah bj 85,300 85,000 | 17 4 16 American Zinc, Lead and Smelting | : 7 I. Yo oung 2 25,385 20,000 | 20 | 47 Anaconda Copper Mining Co. C. F. Kelley 92 , 666 208,402 | 21 | 20 Anchor Cap Corp. " ‘T.R. Stewart 46,644 f° Se a Me Armstrong Cork H. W. Prentiss Ie peavey args ae Beechnut Packing Co. B. Arkell ; 20,800 | 20,800 5 ald Go Best and Co. i¥ P. LeBoutillier 130,095 60,000 19 18 Bethlehem Steel Corp. __ Charles M. Schwab | 250,000 250,000 | 19 mi. Blaw-Knox Co. A. C. Lehman 33,500 36,000 | 24 ; - ae Caterpillar Tractor Co. B. C. Heacock — 32,066 28 , 800 Ee ee Certain-teed Products C orp. ; G. M. Brown 24 ,000 32 ,400 oe pre Cluett- Peabody and Co. , ees C. R. Palmer 47,166 | 43,500 : . oe - oer Coca-Cola Co. —___|_ _R. W. Woodruff 100 , 500 75,000 | 27 28 Crown-Zellerbach Corp. : ~L. Bloch 67 ,500 67,500 | | 19 Curtiss-Wright Corp. : | T. A. Morgan 25,560 25,000 aS 24 Diamond Match Co. W. A. Fairburn 100 , 000 100,000 — ws Me Distillers and Brewers C orp. S. Ungeleider 8 eee . 27 28 Eastman Kodak F. W. Lovejoy _” ever ' ue ae Fairbanks, Morse and Co. if R. H. Morse 62,500 58 , 500 24 ia General American T ransportation Corp. | M. Epstein 60 ,000 60 , 000 aie i) Gillette Safety Razor Co. __| S.C. Stampleman 60 , 000 60 , 000 20. =| ~=«19 B. F. Goodrich Co. | J. D. Tew 60, 142 60,142 | 26 ae Goodyear Tire and Rubber Co. P. W. Litchfield 81,000 81,000 ; 26 + yee Grand Rapids Varnish Corp. _ | W. E. Brown |, See. | saves 21 ae W. T. Grant B. A. Rowe | 56,071 36,000 | 19 . Great Western Sugar Co. | W. D. Lippitt 53,363 50,000 15 | 18 Hercules Powder Co. | R. H. Dunham 55,000 > ee ee Hershey Chocolate Corp. W. F. R. Murrie ae. | oa 2. 1. Ingersoll-Rand ~ | G. Doubleday 78,000 | 78,000 |... | sis Inland Steel Co. | LE. Block | 48,750 45,000 | 19 | 17 Interlake Iron Corp. | C. D. Caldwell ‘|. 41,424 | 41,424 21 20 The Journal of the National Education Association —_— —- a eae ———— | Curriculum Material for American Education Week Preserving American Democracy DITORIAL NOTE—T he material in the following pages is an admirable ex- ample of the work being done by progressive school systems in the United States. This learning unit on the preser- vation of American democracy was de- veloped for use in the Pittsburgh, Penn- sylvania, schools, printed under the au- thority of the board of education, and dis- tributed to each student in the junior and senior highschools. Other units in the current problems series which have been likewise devel- oped and distributed at Pittsburgh are: “Prosperity and Depression,” “Recov- ery,” “Gold,” “The Menace of Crime,” “Social Insurance,” “City Government,” “The Constitution of Pennsylvania.” This work has been done under the direction of Mr. R. O. Hughes, assistant director of curriculum study, who has been responsible for the final writing of the series. Mr. Hughes is also the author of many books, including: “Community Civics,’ “Economic Civics,” “Elemen- tary Community Civics,” “Problems of American Democracy,” “The Making of Our United States,” “American Citi- zenship Charts,” “Fundamentals of Eco- nomics,” “Building Citizenship,” and “The Making of Today’s World.” MERICANS believe in liberty. They know, however, that without a sound and honest government, liberty cannot be safe. A vital question with them must be: What kind of government will protect liberty and at the same time render the service that is needed to make a people happy and progressive? Along with liberty Americans have believed that democracy is the soundest principle on which to build a government. Shall we inquire whether that belief is correct, and if so, how democracy may be safe- guarded? [1] The progress of democracy— What do we mean by democracy? We speak most often of the political side of democracy. The democratic idea in government is that the people shall decide the form of their government and the policies it will pursue. They may do it directly on a small scale or by refer- endum votes, or indirectly by choosing representatives to act for the whole people. We may also think of democracy from the social standpoint. Professor Tufts declares: “The finest and largest mean- ing of democracy is that all people Volume 24, Number 7; October 1935 should share as largely as possible in the best life.’ Everybody should have a chance to develop his talents and pursue happiness with only such limits as the equal rights of others require. We may also consider democracy from the economic side. Says Professor Mun- ro: “By economic democracy we mean the right of everyone to determine for himself his own occupation and the means of earning a livelihood, all of which involves freedom of contract, the right to labor, and the right to hold pri- vate property.” When economic democ- racy is practised, any occupation or in- dustry is carried on from the point of view of the general good and not merely for selfish profit or satisfaction. Democracy in any form carries with it the idea of equal rights. Our Declara- tion of Independence maintained that “all men are created equal and endowed by their Creator with certain inalienable rights, among which are life, liberty, and the pursuit of happiness.” The Declara- tion of the Rights of Man which the French adopted early in the Revolution of 1789 asserted: “Men are born and continue equal in respect of their rights . . . All citizens have the right to concur personally or thru their representatives in making the law.” You will notice that the French statement brings out the fact that equality in a democracy concerns rights before the law rather than in talents or conditions. President Faunce of Brown University once said that de- mocracy does not mean that one man is as good as another, but that all men have a right to a voice in deciding who the best men are. Why do we talk more about democ- racy in politics than in any other field? Perhaps because it is easier to,secure it in politics than in society or industry. | Tho economic problems have much in- fluence in determining the policies of a government} if we have democracy in government, we can secure as much de- mocracy otherwise as we really want. How old is democracy? Democracy has developed gradually in history. We see it first in Athens in ancient times. This Greek city carried democracy to its highest point among ancient people. With them, however, it applied only to free people of pure Athenian ancestry. Rome had a government which was thought to rest upon the will of the people. The word “republic” which was applied to its government for a long time really means public affairs or public business. But neither Athenians nor Ro- mans made use of the idea of representa- tion, which we consider important. On the continent of Europe the little countries of Switzerland and Holland have cared more about democracy in government than any others. In England time after time there were struggles be- tween kings and various classes which in- sisted upon having rights against the kings. As time went on, these struggles for the rights of classes became steadily broader and broader, and finally the rights which certain classes sought for themselves were passed on to all the people. It took about seven hundred years for the complete achievement of democracy in England. Magna Charta in 1215 marked the recognition of the rights of the barons as against the king. The Bill of Rights of 1689 made clear the rights of Parliament, representing the people, as against the king, and the “‘Re- form Bills” of the nineteenth century and the suffrage laws of the twentieth century put all men and women on the same level as far as political rights are concerned. To what extent has the United States been democratic? A considerable number of the early settters in the English colo- nies along the Atlantic coast were people who came to the New World because they were dissatisfied with the narrow policies of their rulers in matters of re- ligion and government. They did not al- ways, however, permit everyone the priv- ileges which they themselves wanted. Not only did the Declaration of Inde- pendence assert that “all men are created equal,” but it declared that “govern- ments derive their just power from the consent of the governed.” At the same time, there were a great many people who had no vote in elections. The people did not vote directly on the adoption of either the Declaration of Independence or the present Constitution of the United States. Some states set rather high re- quirements for property-owning or tax- paying in order to enable one to be an office-holder or even to vote. Some lim- ited the right to vote to those who held certain religious beliefs. Gradually, however, the states, led by Vermont, extended the suffrage to all men by removing all restrictions except- ing those reasonable requirements which 215 any citizen could meet. By the middle of the nineteenth century, white men could vote in almost every state. Then as a result of the Civil War, the right to vote was extended to Negro men. The Fif- teenth Amendment to our Constitution forbade the states to set up any restric- tions on voting on account of “race, color, or previous condition of servitude.” Women, however, still had almost no share in the government thru voting. Wyoming [then a territory] in 1869 set the example for the country by giving women the same rights in voting with men. It was not until the end of the nine- teenth century that other states followed the example of Wyoming to any extent, and not until the close of the World War that the whole country put women and men on the same footing as far as suffrage is concerned. The Nineteenth Amendment to our Constitution adopted in 1920 completed the process of making the United States a real democracy po- litically. Socially and economically, we shall have to admit, we are still short of com- plete democracy. There always have been in most parts of the country social distinctions based on ancestry or wealth, for example. Settlers in pioneer commu- nities cared less for such distinctions than people in older places. As time went on, people of ability, character, and en- terprise made places of prominence for themselves, regardless of their original handicaps. The growth of public schools, which gave opportunities for education to all on equal terms, helped powerfully toward democracy. Economic democracy has _ perhaps been the slowest phase of democracy to develop, tho a large number of our very wealthy men of today rose from humble positions in social life. Labor unions have contributed toward securing fair treat- ment for workers. Employers no longer boast about being tyrants in managing their business affairs. Among the out- standing features of the national recov- ery program are the efforts to put an end to child labor and sweatshop conditions, and the understanding that workers shall have the right to deal with employers thru representatives of their own choos- ing. Is any particular form. of government necessary to democracy? In this country we have no place for a king and are sometimes inclined to think that kings and democracies cannot go together. The truth is that it all depends on the place which the king has in the government and the kind of man he is. Countries like 216 : Great Britain, Denmark, and Sweden, for example, have been under kings for so long that their king symbolizes the sovereign power of their government. In aN THIS TIME when governments and civilizations are collaps- ing the world around, we would do well to attach more importance to the blessings of self-government. No government can succeed with- out the sustained interest and de- votion of the people. The forces that destroy civilization and under- mine the government are at work long before a real crisis appears. We shall gain in security by mak- ing ourselves ever watchful of these tendencies that constantly creep in to interfere with the wellbeing of the people as a whole and to defeat the purposes of democratic govern- ment.—Joy Elmer Morgan. those countries, however, the king looks upon himself as the representative of the people. He does what he thinks the ma- jority of the people want. Democracy is just as real in such countries as in those which elect a chief executive and call him a president. The prime minister in such countries is the chief direct representa- tive of the people in administering public affairs. Democracy, therefore, is a thing of the spirit and not of form. Any government is democratic if the people of the country have the power to determine the policies of their government. One may call him- self a president when he really is a dic- tator. We must judge the progress of de- mocracy not by the number of kings who are overthrown, but by the number of people who possess the right to govern themselves and learn how to exercise that right intelligently. Some questions for discussion: Does the teaching of religion that men are equal before God contribute toward democracy among the people? Express in your own words the thought of Lincoln’s famous phrase, “Of the people, by the people, and for the people.” In what ways did the following contribute toward the development of democracy in this country: The Virginia House of Burgesses; the Mayflower Compact; the Fundamental Orders of Connecticut; William Penn’s ideas on gov- ernment; the Virginia Bill of Rights? What do you think Wilson meant by his statement, “The world must be made safe for democ- racy”? Do democracy and peace go hand in hand? [2] Democracy under a cloud— What is meant by the statement we some- times hear that “democracy is on trial’’? We have been going thru a great emer- gency which has affected not only our own country but practically every other country in the world. Will democratic governments be able to survive such an emergency without changing their form or abandoning the principles on which democracy rests? What is the state of democracy in countries that have been democratic for some time? Outside of Switzerland and some others of the smaller European na- tions, France and Great Britain stand out as the chief representatives of de- mocracy outside the United States. France has been deeply aroused by a great national scandal as well as by the difficulty of keeping a balanced budget. There has been no serious attempt to change the country’s form of govern- ment, however, and the only difference of opinion seems to be over what per- sons shall take charge of the work of get- ting France definitely on its feet finan- cially and politically. Great Britain suffered seriously from the effects of the World War, but her po- litical leaders still hold to the principles of democracy. Stanley Baldwin, Prime Minister and the leading member of the English Conservative Party, said recently, “Democracy wants constant guarding, and for us to turn to a dicta- torship would be an act of consummate cowardice, of surrender, of a confession that our strength and courage had gone.” Does democracy exist in all countries that call themselves republics? No—and that is one reason why some people mis- understand present conditions. A consid- erable number of countries have imitated the form of government of the United States or Great Britain without realizing that the form alone would not bring them peace, order, or self-government. They have had frequent civil wars because the losing party would not gracefully accept defeat in an election. There has been no fair test of democracy in such countries. Several nations which made changes in government immediately following the World War had no real experience in self-government. It was no wonder that within a comparatively short time some of them fell under dictators or accepted other methods of government which were more like the kind of administration with which the people were familiar. Is democracy in danger in the United States? There is no reason for thinking that it is any more in danger in this coun- try than in Great Britain or France. Since democracy has been a cardinal The Journal of the National Education Association ul’? ner- our ther atic | an orm lich ) in for and na- and tes. ya the zet. to m- nce er- ret- an- om DO- les me of aid int ta- ate on ne? ies nd is- id- principle of the American government for so long, it would seem strange if this country should not be able to maintain it against even worse odds than those with which it has yet contended. Some say that Congress has bestowed the powers of a dictator upon the Pres- ident. But those critics should remember that most of the powers granted were limited to a definite time and can be re- called by the same law-making body which provided for them in the first place. Besides, our Constitution provides for regular elections of officials, and at any such times changes can be brought about if the people desire them. Is there any reason to believe that the United States Constitution is equal to the demands of such economic and social changes as those thru which we are pass- ing? The Constitution has worked well under conditions far different from those prevailing at the time it was adopted. There were fewer than 4,000,000 people here at the time it went into effect and today we number perhaps 125,000,000. It has survived a Civil War and a World War. In all this time only twenty-one changes or amendments have been con- sidered necessary. In addition, if our Constitution did not permit us to do things we might consider desirable, the process of amendment is comparatively easy. It took less than a year for the 21st amendment, for example, to go thru all the stages of proposal and adoption. What are some of the charges made against democracy as a principle of gov- | ernment? [1] That it is suitable only for highly civi- lized people. [2] That people are not equal in ability either to hold office or to select intelligently - those who are to be office-holders. [3] That it means the rule of the demagog, ~ because people often can easily be swayed and, once in power, officials can carry thru meas- © ures which can never be revoked. [4] That delay may occur in times of emer- gency. {5] That the majority may be tyrannical - and intolerant—that there is just as much danger of the minority’s being oppressed by the tyranny of the majority as by the tyranny of a monarch or dictator. [6] That individual indifference is common because there is a tendency for a voter to shift responsibility to someone else and to take little interest himself in governmental policies unless they affect him directly. [7] That there is disrespect for officials and unwillingness to be guided by really competent people because popularity is more likely to be the basis of an official’s election than merit. [8] That “the voice of the people” is not “the voice of God.” [9] That when people have honest and just government they have never shown any desire for self-government. Volume 24, Number 7; October 1935 Are these charges against democracy valid? If so, do they hold any more truly against democracy than against any other idea of government? = OLD OBSTACLES to a demo- cratic system of public educa- tion still survive in various forms. They are these: an aristocratic so- ciety; the notion that the support of schools is not a legitimate re- sponsibility of the state; that edu- cation is a matter for the family, the church, and the individual to provide; that the masses do not deserve or need education beyond the rudiments; that free education is public charity. Then, too, those who have profited by the old order oppose the new. And there is social inertia opposing any change.— Herman H. Horne, School of Edu- cation, New York University. [1] If true, this is no argument against democracy for those who are able to make it work. It is not desired to force it upon those who do not want it or cannot use it success- fully. [2] It is granted that people are not equal in ability. Neither have monarchs nor dic- tators been equal in ability. In a democracy the people may make their own mistakes and not have to suffer from the mistakes or crimes of rulers whom they did not select. [3] It does not follow that they will be swayed in the wrong direction any more than in the right direction. Democracy gives the voters a chance to reject as well as to accept; _ under some other kinds of government they have no choice at all. [4] Every government must have some offi- cial or body of officials ready to act at all times. It is no denial of democracy to hold such officials responsible for acting promptly. [5] Majorities may readily be turned into minorities if the government they furnish is not successful. Witness how complete a change occurred in the United States between the presidential elections of 1928 and 1932. A ma- jority which must submit to votes of the people at regular intervals cannot afford to go very far with tyranny. [6] Surely a citizen who knows that his opinion will not be asked on a question of pub- lic policy and who is in the habit of expecting the head of his government to make all of his decisions for him, will take much less interest than one who has a voice and vote, even if he is frequently on the losing side of a discussion or election. [7] It may be one of the risks of democ- racy that people will not feel the same kind of respect for one of their own number in office that they would feel for a monarch who in- herited his position. That very fact should make the ruler more anxious than otherwise to conduct himself so as to win the goodwill of the people. Respect for authority which is commanded by force may not be real. [8] Surely in the long run the majority of the people are not going to make any more mistakes than dictators or hereditary mon- archs. If people have determined policies for themselves, they are going to be more willing to correct errors peacefully than if they have to force a rulér to make a change by a threat of revolution. [9] What if it is true that good government keeps people quiet when bad government would make them restive? There have been plenty of instances when absolute monarchs, tyrants, or dictators have not given good gov- ernment. The possession of absolute power tends to make its possessor careless of the rights or interests of other classes of indi- viduals. In short, every evil which democracy pos- sesses either might exist under almost any other form of government, or is balanced by a danger at least equally serious under some other form of government. The fact that under democracies there have been ‘unpleasant times does not in the least warrant a conclu- sion that democracies are responsible for those times. [3] If not democracy, what?— What services are any civilized people likely to demand today from a govern- ment? The preamble of the United States Constitution states them in one form. James Bryce has listed the follow- ing as benefits that government ought to provide: safety against attack on the community from without; order within the community; justice among the mem- bers of the community; efficient admin- istration of common affairs; assistance to the citizens in pursuing their several occupations, If we are dissatisfied with democracy, what can we have in its place? We could go back to monarchy and trust some “benevolent despot”’ to do all these good things for us. But what does history tell ' us about “benevolent despots” except that they have been very few in number? Also, no people anywhere will deliber- ately choose a government that is carried on by a class or part of the people in the interests of that class or part. Then there is nothing left for us but to turn to some kind of dictatorship in which we allow one outstanding leader or group of lead- ers to take charge of the government and administer the country’s affairs at its own will. We have that kind of thing now in operation in three great European countries—Fascism in Italy, National Socialism in Germany, and Sovietism in Russia. What are the characteristic features of Fascism? It is a political movement which began in Italy shortly after the World War. It gets its name from the fasces, or bundle of rods containing an ax, which symbolized the authority of government in the ancient Roman republic. It sup- 217 presses all parties and doctrines that dis- agree with it. It abolishes all hint of de- mocracy and selects the officials of local communities thru the central organiza- tion. It appeals to people thru a stirring up of national patriotism and promises to maintain efficiency and order in indus- try and public affairs. Fascism came into power in Italy under the direction of a remarkable leader, Benito Mussolini, who with his followers, known as “black shirts” be- cause of the characteristic outfit they wore, planned a “march on Rome” in 1922 which the Italian government was not strong enough to resist. The king asked Mussolini to form a cabinet. Since that time Mussolini has been for all prac- tical purposes the absolute dictator of Italian affairs. The king still remains as a figure-head monarch but without power. Mussolini is “Il Duce” or “leader.”’ Nominations to office are made only from persons satisfactory to the leaders of the Fascist party, and no other party is allowed to have public recogni- tion in Italy. Fascist rule in Italy does not do away with private property or private man- agement of business, but insists that it must be carried on within the limits laid down by the government. All trades, oc- cupations, and professions are organized into “corporations” which regulate the activities of their members and may plan and carry out policies for them. There are thirteen such “corporations” repre- senting the various occupations and pro- fessions. The National Council of Cor- porations, which is made up of repre- sentatives of these various corporations, is to take the place of the Chamber of Deputies which represented the Italian people under its previous government. Fascism does not allow strikes, and keeps the control of all industry in the hands of the government. It is not socialism, however, for the government itself does not carry on industry, in spite of its strict control over it. What has Fascism done for Italy? Would it do the same for the United States? There is no doubt that Mussolini has given to Italy a state of peace and order within the country, a confidence in the future of the Italian people, and a prestige in international affairs which it has never enjoyed before in modern times. On the other hand, a Pittsburgh highschool student who lived in Italy until just a few years ago and had first- hand acquaintance with Fascist Italy said in a printed article recently, “I wish to say that I am happy to have fled from . 218 the clutches of Fascism. Here I feel at home. I can express my opinion freely without fear of arrest or castor oil, HE HEART of the modern con- flict between democracy and dictatorship lies in the juxtapo- sition of two verbs. They are “representing” and “dictating.” Whether the dictator is one man or a group or even a given majority is a matter of form or degree rather than an important difference in kind. . . Our system of commu- nication—radio, newspapers, and to a large extent the motion pic- tures—is privately owned and op- erated. Regardless of who owns these lines of communication or what authority operates them at any given time, it is essential to the preservation of our democracy that they be used to represent the American people and not to dictate to them.—J. W. Studebaker, U. S. Commissioner of Education. whether it is in class, at home, on the street, or in the newspapers.” Are conditions in the United States comparable to those under which Fasc- ism came into power in Italy? Certainly not, as far as education and experience in self-government are concerned. We have been thru economic depressions be- fore, and without turning to dictatorship, have recovered from them and become stronger and more progressive afterward. We have insisted upon the right to hold opinions and express them freely. We have insisted that the government should regulate business organizations when those organizations were too strong or selfish, but we have not cared to allow business mén and workers to make their organization the basis for the representa- tion of the people in government. Is there a Mussolini powerful enough or wise enough or popular enough to take over the control of the government of the United States as he has done it in Italy? What, indeed, will happen to Italy when Mussolini has to pass off the scene? What are the characteristics of Na- tional Socialism? The National Socialists are most often referred to as Nazis. Na- tional Socialist is merely the name adopted by the party in Germany headed by Adolf Hitler which has seized control of the country as Fascism did in Italy, but much less intelligently, if we are able tq pass a fair judgment upon it. It has no likeness whatever to socialism in its proper sense. The real socialism looks to Karl Marx as its source of authority and foremost advocate. Marxian socialism wants society reorganized in the interests of the working classes and plans that the government shall operate all the funda- mental industries and control the land of the country. Hitler has played upon the discontent of the people with conditions under the republic for which the policies adopted after the World War were largely re- sponsible. The newly-born German re- public adopted a really democratic con- stitution and honestly sought to bring about a better day for Germany. How- ever, burdens were imposed upon this republic which could be met only by such sacrifices on the part of the people as they would not endure. A period of money inflation ruined Germany’s cur- rency system. Business conditions in Ger- many were bad even after the nightmare of inflation was over. Hitler supplied the country with a scapegoat for their trou- bles by blaming them on the Jews, and added racial and religious hatred and prejudice to the other elements of dis- content in the country. His followers, who imitated Musso- lini’s blackshirts by wearing brown shirts, used all kinds of coercion and brutality upon those who disagreed with . them. Critics of the government have been put into concentration camps and sometimes harshly treated otherwise. All parties have been suppressed except the Nazis. Newspapers do not dare to tell the truth about German affairs unless it happens to be favorable to the govern- ment. Hitler and his associates talk about setting up a “totalitarian” state in which everybody will be expected to act, speak, and probably think in accordance with the doctrines laid down by those in au- thority. Land-holding, industry, educa- tion, and even as far as possible religion are to be brought under the control of the central government. The states com- posing the federation which made up the former German Empire and German Re- public have already lost their right to self-government and probably will be still further rearranged so as to vest all political power in the central govern- ment. Business men who hoped that Hit- ler might relieve them of some of their problems and therefore went along with him, have found that they are now under the direction of the big industrialists who have made contributions to Hitler’s cause and who will probably be given a The Journal of the National Education Association controling influence in industrial affairs. Just as in Italy, workers have been denied the right to strike. What has National Socialism done for Germany? Would it do the same for the United States? Thus far, Hitler’s gov- ernment seems to have done no good for Germany except to revive some of the national spirit which was at a low ebb as a result of the unpleasant conditions pre- vailing in Germany after the World War. Jewish leaders in business and in the pro- fessions have been driven out of the country or forced into a situation where they are allowed to do little more than merely keep alive. The withdrawal of Germany from the League of Nations and the insistence upon Germany’s right to re-arm to the extent that other powers are armed, produced a distrust of Hitler’s government on the part of every other nation. Tho an agreement has been made with the Pope by which German Cath- olics are assured a right to the exercise of their own religion, German Protes- tants have suffered from the attempts to make the Lutheran Church organization merely an agency for the promotion of Nazi theories. To suggest the adoption of any such program as this for the United States is beyond the range of reason. Religious freedom, individual liberty, the right of free speech and free press—principles to which this country is committed—could not exist under such a system as at pres- ent has Germany in its control. W hat are the characteristic features of the Russian Soviet system? Here we have a system of government and economic operation which the Russian leaders call socialism, and which they claim to be based on the teachings of Karl Marx. It is communistic rather than socialistic, however. The communist theory has no place for private ownership of property in any form. The state is everything; the individual has no rights except as the state sees fit to let him have them. In Russia this doctrine has been known as Bolshevism, from the name of one of the parties which existed in Russia in 1917 at the time the Czar’s government was overthrown. The Russian leaders speak of their system as the rule of the country by the workers, “the dictatorship of the proletariat.” No one has any voice or vote in the government if he has an in- come from any source except his own labor or if he profits by employing any- body else. The political organization rests on a system of soviets. A soviet is a sort of council which represents usually an in- Volume 24, Number 7; October 1935 dustrial group or class. Representatives are chosen by trades to form a soviet of city workers. Soviets of this kind and OW SHALL UNIVERSITIES de- fend American democracy? By suppressing discussion? By disciplining nonconformists? By dismissing professors whose views are unpopular with some important group of people? By prohibiting students from having contact with any ideas except those sanctioned by some one authority? By indoc- trinating students with some kind of social or political dogma? Not in any of these ways. Every one of them is diametrically opposed to the principles to which this de- mocracy is dedicated. Universities can best defend American democ- racy by tenaciously upholding those rights which American de- mocracy guarantees. They can best interpret American democracy by giving an example of it—Samuel P. Capen, chancellor of the Uni- versity of Buffalo. rural soviets elect delegates to a district or regional soviet and to the Union Con- gress of Soviets, which is supposed to be the chief governing body in the country. This Congress appoints an executive committee which chooses a Council of People’s Commissars. The chairman of this Council is supposed to be the head of the Russian government. In reality he is not, however, for the chief authority is actually exercised by Joseph Stalin, who is only the secretary of the Com- munist party. Just as in Italy and Germany, no other parties are permitted than the one in power. The Communist party itself in- cludes only a small fraction of the people. No one is allowed to be a member in good standing if there is any suspicion of his disagreement with the doctrines and poli- cies of the leaders. The party is “purged” from time to time by expeling those who have dared to disagree. The whole industrial system of the country is completely in the hands of the government, and the peasants also have been forced into the system. Re- ligion in any form is a particular object of hatred on the part of the government, which has not only denied to anyone the right to teach religion to persons under the age of eighteen, but has been respon- sible for campaigns ridiculing religious beliefs and teaching atheism. What has Sovietism done for Russia? Would it do the same for the United States? The Soviet leaders have unques- tionably transformed the economic con- dition of Russia. They have endeavored to make it not only a great agricultural nation, which it naturally is, but a great industrial nation as well. They have established a system of planning for the industry of the country such as no other government has ever been able to under- take anywhere. They have set up schools and other educational agencies to a de- gree that Russia never knew before and have succeeded in teaching most of the Russian people to read and write. The schools—naturally, perhaps—are made to teach Communism as a theory of gov- ernment and industry which must be ac- cepted by the Russian children. Partly because they have made the Russian people believe that the ‘“‘capital- istic’ governments wanted to destroy Russia, the Soviet leaders have been able to develop a kind of patriotism which has helped them in keeping a strong hand upon everything in Russia. No doubt the economic and social condition of millions of Russian people has been lifted some- what under the rule of the Soviets; but it is equally true that all who had lived in the old days in comfort or luxury have been either “liquidated,” as the Russians say, or forced to accept the doctrines now in vogue. On the whole, the general standard of living in Russia is still far below that in the United States or the leading countries of western Europe. Sovietism has meant a leveling down in Russia as well as a leveling up. There is a complete contradiction be- tween the principles underlying the Soviet policy and that of the United States. If it should be argued that a lim- ited number of rich men have actually gained much influence in this country industrially and politically, at least the government does not recognize them offi- cially as the masters of the country. The mass of the voters, who have always been far more numerous than the rich men of the nation, could at any time, had they felt sufficiently oppressed to do so, have overthrown by their votes any party that was actually dominated by the rich men of the country. What objectionable features charac- terize all the policies and programs just discussed? In the first place they are dic- tatorships, depending either upon one man or upon a limited group of men. Stanley Baldwin, whom we have already 219 quoted, spoke very truly when he said, “The whole tendency of a dictatorship is to squeeze out the competent and inde- pendent man and create a hierarchy ac- customed to obeying. Chaos often results when the original dictator goes. The rise of Communism or Fascism—both alike believe in force as a means of establish- ing their dictatorship—would kill every- thing that had been grown by our people for the last 800 or 1000 years.” The recent depression has thrown the spotlight upon some of the blunders, the greed, and the injustice which have been possible under our political and indus- trial system. We must remember, how- ever, that with all its faults, the Ameri- can people have risen under this system to a higher average standard of living, wealth, and income than any other great nation. Italy, Germany, or Russia did not enjoy as high a standard of living in the past and have not attained it today. A system can hardly be entirely bad that has permitted as much culture and comfort as have been developed in the United States. Does it not seem the part of wisdom to try to correct bad condi- tions in our own system rather than throw it overboard and adopt a system which, whatever it may have done or promised for the people of some other country, gives no sign of being adapted to the people and conditions of the United States? What are some of the definite ad- vantages that democracy possesses in comparison with other systems of gov- ernment? Lincoln stated a farreaching principle when he declared, ““No man is good enough to govern another man without that other’s consent.” Fascism, Nazism, and Sovietism alike deny that principle. They force their policies upon people who are not willing to accept them, and then deny the right to discuss or criticize those policies. Democracy not only makes possible the expression of the will of the ma- jority of the people, but permits the majority to change their minds and peacefully put into effect a new policy whenever the people see fit to make a change. Under any of the three alter- native programs we have suggested, a change could be brought about only by a revolution. “Democracy makes for peace.” The three alternative kinds of government which we have considered were all put into power by force and have gained what popularity they do have with their own people partly by threatening war or talking about conquest. A govern- . 220 ment which comes into power by force is likely to depend upon force for its place among its own people and among the peoples of the world. It has been said, “Important as it is that the people get justice, it is still more important that the people feel that they get justice.” Will not in the long run the people feel that they get justice if it comes thru the decisions which they themselves make directly or thru their representatives, rather than justice handed out by some authority which has forced itself into power and which would be constantly tempted to use any means necessary to keep itself in power? The success of any government de- pends to a large extent upon the regard and devotion of the people toward their government. Italians today may be grateful to Mussolini for establishing order when their country needed it and helping them to revive their national spirit. Russians today may be thankful for a change in government which has permitted millions to have some com- forts and opportunities which formerly they were denied. But in the long run is not true national patriotism most likely to exist among people who have the right to think, speak, and act in accordance with the dictates of their conscience and who are not bound to accept the announcement of any author- ity as final unless those ideas appeal on their own merits? [4] Making democracy success- ful—Will democracy operate itself? James Bryce has said, ‘No govern- ment demands so much from the citizen as democracy, and none gives so much back.” Professor Munro declares, “In the long run democracy depends for its success on the competence and faith of the people who form its foundation. It particularly depends on the faith of the people, for no system of popular gov- ernment can long endure unless the people believe in it.”” Because an un- dertaking is difficult does not, however, excuse us for refusing to attempt it. We must expect to make sacrifices if we are to get the things we desire. To make democracy successful, we must have a people intelligent and well- educated. We must cultivate an active and sensible public opinion. We must all display a spirit of cooperation and service. We must develop toleration and goodwill among the individuals and groups that make up a community or nation. We must be constantly watch- ful so that evil and selfish interests do not control the policies of the govern- ment. We must show our patriotism not merely by noise and ceremony but by taking part in public affairs and trying our best to understand our times and the problems we face. What is the place of education in q democracy? “Education is the friend of democracy and thru all time has been the chief enemy of autocracy.” Educa- tion, moreover, does not consist merely in knowing how to read and write. One can do those things for years without ever becoming a good citizen. The kind of education that we mean includes also an understanding of our country’s his- tory, of its form of government, of the social and economic conditions in which we live, and of the difficulties which must be overcome in making our com- munity and nation what they ought to be. : Education can come from many sources, but naturally we think of the school as the primary agency in pro- viding it. In the school we have the opportunity not only to gain informa- tion, but to have experience in cultivat- ing the qualities that a good citizen in a democracy should possess—coopera- tion, tolerance, self-reliance, ability to accept responsibility, and willingness to serve others. What is the place of leaders in a de- mocracy? It is an old saying that “what is everybody’s business is nobody’s busi- ness.” Tho in a democracy every indi- vidual citizen should play his part in- telligently and efficiently, the actual responsibility for managing a govern- ment under any system must rest upon a few. There are many things, such as determining how roads shall be con- structed, fixing tariff rates, taking care of forest reserves, fixing rates for rail- roads and other public utilities, that cannot be satisfactorily done by popu- lar vote. If these and countless other - activities are to be done well, they must be handled by people who have some expert knowledge and special training. It is sometimes charged that in a de- mocracy people are not willing to let the really competent have places of re- sponsibility. If that is true, it is a con- dition that we must correct. The indi- vidual citizen should be able to distin- guish between candidates for office who sincerely want to render a high quality of public service and those who want office either for the salary or for the power that may come thru it. Training for intelligent leadership should be one of the purposes of our The Journal of the National Education Association wl i — | na eo a oo Go yern- 1 not t by ‘ying and in @ id of been luca- rely One hout kind also his- the hich hich -om- ught lany the pro- the vat- n in era- y to Ss to schools and colleges. In these days few untrained people could successfully ad- minister a public office that requires more than routine service. What is the importance of tolerance and goodwill to the success of democ- racy? A community or a nation cannot get along satisfactorily if the various elements among its people are always suspicious of the acts and motives of each other. We do not need to think that the public man or political organization which takes a different attitude on some disputed question than we take is any less patriotic or well-intentioned than we. Other churches and other races may be just as well-meaning as our own. We should use parties simply as an agency for bringing about the election of cer- tain candidates or the adoption of cer- tain policies. We must not let them bind us so that we have no conscience or judgment in public affairs except as our party organization directs us. Are distinctions among individuals permissible in a democracy? Since peo- ple are born with different abilities and tastes, certainly all individuals will not be alike under a democracy or any other kind of government. A democ- racy, however, should draw no distinc- tions as far as equality of opportunity and fairness of treatment are concerned among people of any social standing, race, or creed. Whether a person’s an- cestors were rich or poor should make no difference in a democracy. Neither rich nor poor should be despised or hated by the other. When it comes to selecting men and women for public office, the first question should always be, Is the candidate qualified to per- form well the duties of the office and do his character and reputation indicate that he will do his best to perform those duties? Is there any place in a democracy for submission to authority? Any govern- ment must expect submission to proper authority or else there is no authority. Democracy lays down laws to guide people’s conduct. The people have made these laws directly or thru their repre- sentatives. Whether an individual citi- zen likes them or not, he is bound to recognize them as long as they are laws. If he believes them to be bad, he may use any honorable and peaceful means to bring about a change in sentiment that will cause a change in the laws. It has been said that “A successful de- mocracy requires a nation of good losers.” However much we may regret the choice of a certain individual to Volume 24, Number 7; October 1935 office, we must respect the authority of the office, and as long as that individual himself obeys the law and performs his required duties, we must recognize him as possessing authority given him by the majority of his fellow citizens. What determines the policies of a de- mocracy? “The will of the people” or “public opinion” are phrases often used. But what do we mean by either of these terms? We certainly cannot expect them to mean “what everybody thinks,” for a subject on which everybody thinks alike would either be so fundamental that no one would think about it any- way, or so unimportant that there would be no need to think about it. Perhaps, too, only a small part of the people have done enough thinking about a certain subject to have an opinion. It may be correct to say that “the will of the people” or “public opinion” is “the attitude of the largest number of people who have taken the trouble to form an opinion about a given topic.” How is public opinion formed? There are two viewpoints as to the way public opinion takes definite form. Some say that the mass of the people are uncon- sciously influenced to hold certain views, which are then taken up by the newspapers and other agencies that ex- press opinion, and finally shape the policies of law-makers and officials in general. Others believe that public opin- ion goes from the top down—that po- litical leaders, newspaper and magazine editors and authors, and demagogs who seek popularity, either honestly hold certain views or express opinions which they think will be popular and then the people follow them. It is likely that comparatively few people think seri- ously about questions of government, economics, or other public problems until something happens to arouse dis- cussion on those issues. The home and the opinions and atti- tudes of the family group; newspapers thru editorials, “columns,” and some- times biased news reports; the church, if its leaders do take a stand on mat- ters involving anything else than the- ology; the schools, as they impart in- formation and sometimes interpret life; moving pictures and other means of recreation—all these cannot fail to have some influence upon individual think- ing, consciously or unconsciously. What groups of individuals think becomes public opinion. Public opinion in the long run may be even stronger than law. Public opin- ion is responsible for the passing of many laws, and if a law is passed which the majority of the people disapprove, repeal or change of that law is inevi- table sooner or later. To what extent are individual citi- zens responsible for successful democ- racy? Since democracy rests on public opinion and public opinion is simply a combination of individual opinions, in- dividual citizens must seek to make their own opinions fair and intelligent and to give force to them when they do have them. We cannot expect that democracy will be successful unless the citizens of a community or nation work together. The “let George do it” attitude encour- ages selfish politicians or autocratic leaders to take power into their own hands. There are many things that must be done. If they are not done thru cooperation, they will have to be done by pure authority. Citizens in a democracy should be willing to participate in public affairs thru voting and rendering service in com- munity life in the many ways that are offered from time to time.”That “experi- ence is the best teacher” is particularly true in a democracy. Those who have had a share in doing things are much better qualified to know how things ought to be done than those whose opinions are formed from mere theory. Individual citizens in a democracy must be vigilant to see that corrupt or selfish politicians do not deny them their rights and privileges or thru im- proper influence upon ignorant people gain power which they will exercise un- worthily. If good citizens are not alert and constantly active to promote good government, they may be sure that those who are looking out for them- selves and not for the welfare of their community or country will have things their own way. A good citizen in a democracy will think for himself and not be carried away by the promises of demagogs be- fore election or appeals to prejudice based on class, race, or creed. There is no more dangerous situation in any community than when a mob forms and is ready to destroy property, take life, or do other damage at the command of a leader. Mob thinking is even more common than mob acting. Waves of sen- timent sometimes sweep over a commu- nity or country resulting in the election of certain candidates to office or the passage of laws which in their soberer moments the people regret. The indi- 221 vidual citizen must keep in his own con- trol his conscience and his judgment. Can young citizens have a part in making democracy successful? There is no doubt about it. They have opportu- nities to gain information that will help not only themselves but others to act intelligently in forming opinions and carrying out policies. Thru school and other contacts with community life they can prepare themselves to be efficient and intelligent in the days soon to come when their immediate responsibilities will be greater. A young citizen can take advantage of every opportunity to become ac- quainted with his community, state, and nation, and to learn the facts that will enable him to form intelligent opinions about public problems. It is easy in school life to be satisfied merely with “setting by,” but no habit that is not definitely vicious is a greater cause of regret later on. It is not pleasant to recall neglected opportunities. Let no one think that he must wait until he is twenty-one before he can or should think about ques- tions of political, social, and economic character. If year after year as political campaigns come along and opportuni- ties for developing an opinion on social and economic questions arise, a boy or girl takes an active interest, it is much more likely that when he is old enough to have his vote counted on the regu- lar election day, that vote will be cast more intelligently than if he has felt during his school days that public ques- tions did not concern him. The young citizen in a democracy can actually render service that will be valuable to his community. Many op- portunities for cooperation are offered during the days of one’s school life for participation in community movements of one kind or another. What one does in his own school life to make it as effective as possible is in itself con- tributing to community welfare, for the public schools are themselves an im- portant part of the life of the commu- nity. No one needs to think that in school he is merely training for citizen- ship—he is practising citizenship all the time. . A young citizen owes it to the coun- try which has done so much for him to give it his loyal and enthusiastic support. We need not say “My coun- try, right or wrong,” in any spirit that will make us careless as to whether it is right or wrong; but we have every reason to feel that our country has, in spite of mistakes and misunderstand- 222 ings, a glorious history and that under our Constitution and the privileges which it guarantees, we have enjoyed § jure WHO HAVE accepted the privileges of higher education are particularly responsible for meeting the challenge of democ- racy. They were remiss in their duty in other countries, and they now pay the price as they live under the iron rule of anti-intel- lectualism. Even in this country, where the tradition of equality has held sway, the gap between the scholar or specialist and the man on the street is dangerously wide and growing. Too many of our university-trained people have lost sight of the fact that their advan- tages are mandates _ requiring greater service of them.—Oscar L. Chapman, Assistant Secretary of the Interior. a freedom and security unsurpassed by any nation. There is no reason why temporary misfortune or depression should make one lose confidence in a nation which has accomplished as much as our own and successfully passed thru emergencies as serious as any which have confronted us in recent years. Fascism, National Socialism, and Sovietism are trying to make them- selves permanent in the nations where they are now in vogue by building up societies of young people and trying to cultivate in them a devotion to the theories under which those countries are now governed. Let us make ourselves, thru our own school organizations, builders of democracy, citizens who are loyal to democracy, not because we are told to be, but because it offers to us in the highest degree freedom and op- portunity to make the best of ourselves. In the years just preceding the Amer- ican Revolution that famous Virginian, Patrick Henry, exclaimed, “I have no lamp to guide my feet but the lamp of experience.” An American citizen today may well maintain in a similar way, “The surest lamp to guide our feet is the lamp of experience.” Democracy has been the ideal of liberty-loving peo- ple in many lands and in many times. It has been the ideal which our own country has set up and striven to attain. Even if mistakes have been made by the people in democratic countries, and if in times of great distress some have The Journal of the National Education Association turned from it and sought other ways of meeting their particular problems for a time, democracy still remains the highest and purest hope for people who want to be free. To quote James Bryce once more, “Hope often disappointed but always renewed is the anchor by which the ship that carries democracy and its fortunes will have to ride out this latest storm as it has ridden out many storms before . . . Democracy will never perish until after hope has expired.” Democracy will be preserved if the citizens, young or old, who appre- ciate what it has given to the world and what it still offers will be faithful to their responsibilities. The American’s Creed—“I believe in the United States of America as a government by the people, of the people, and for the people; whose just powers are derived from the consent of the governed; a democracy in a republic; a sovereign nation of many sov- ereign states; a perfect union, one and insep- arable, established upon those principles of freedom, equality, justice, and humanity for which American patriots sacrificed their lives and fortunes. “T therefore believe it is my duty to my country to love it; to support its constitution; to obey its laws; to respect its flag; and to defend it against all enemies.”—WiILLIAM TYLER PAGE. Reference material—Helpful supplemen- tary information for discussion may be ob- tained from sources listed below, and others familiar to teachers. American Observer, especially a series of ar- ticles published in November and Decem- ber, 1933 Bauer, “The Nazi Revolution and Its Influ- ence on the Teaching of History”—His- torical Outlook, December, 1933 Bryce, The American Commonwealth Bryce, Modern Democracies Current History, many recent numbers Hughes, Problems of American Democracy Langsam, The World Since 1914 Lippman, Public Opinion Lowell, Public Opinion and Popular Gov- ernment Lumley and Bode, Ourselves and the World Munro, Social Civics Scholastic, especially articles published in November and December, 1933 Taylor and Brown, Human Relations Tufts, The Real Business of Living REPRINTS AVAILABLE Reprints of this JouRNAL feature may be secured from the Association at the price of 10¢ per single copy, with discounts as follows: 2 to 9 copies—10 percent; 10 to 99 copies—25 percent; 100 or more copies—33 1/3 percent. Funds must accompany orders amounting to $1 or less. The material in this special feature pro- vides excellent curriculum material in keep- ing with the American Education Week theme, “The School and Democracy.” Single copies of the reprint will be included in the American Education Week School Packets listed in the advertising section. Vays 3 for the who ryce nted racy out out racy has rved pre- and | to the nent the from y in SOvV- sep- s of for lives my ion; 1 to IAM nen- ob- hers ar- flu- His- cy ‘Ov- orld lon Planning for American Education Week HE GENERAL THEME for the fif- teenth annual observance of American Education Week in 1935 is “The School and Democracy.” Year by year American Education Week has grown in significance as a national celebration of public education. During this week millions of citizens visit their schools and, in countless other ways thruout the country, the attention of the people is focused upon the public school. In 1934 approximately 4000 com- munities participated in the American Education Week celebration. Reports from 375 of them—less than 10 percent —show that 1,830,961 citizens visited the schools in these communities alone. The governors of forty states issued special proclamations calling upon the people to take part in this observance. At no other time in the year is the atten- tion of the public so closely focused upon the schools. The theme, ‘The School and Democ- racy,” is particularly fitting in this period of adjustment. Democratic institutions are being questioned thruout the world THIS LEAFLET is one of the special 1935 American Education Week publications. Turn to the advertising section for a complete list of these helps and an order form. [ae eee Gee Gee GD GE GED GD GD GD Ge ee eee ee ee ee ee ee ee ee ee ee ee oe ee ee eee eee ee eee Volume 24, Number 7; October 1935 The AMERICAN democratic ideal is government of the people, by the people, and for the people. this ideal requires intelligence, integrity, initiative, and courage. Our schools seek to establish and maintain these virtues. Let us dedicate ourselves anew to the ideal of free education for every man, woman, and child. and in many nations have been discarded. What does the future hold for democracy in America? What part have the schools to play in the titanic struggle of opposing forces that lies ahead? These funda- mental questions will receive during AEW the concentrated attention of more American citizens than has probably ever before been turned upon them in any similar length of time. The nationwide observance of AEW in 1935 will be suc- cessful if it leaves the American people with a better understanding of the issues involved. Plan now for the participation of your school and community in this nationwide observance. The following topics are suggested for the day-by-day observance but each community will be free to change and adapt them to its own particular needs: Monday, November 11—The School and the Citizen Tuesday, November 12—The School and the State Wednesday, November 13—The School and the Nation Thursday, November 14—The School and So- cial Change — eee Cut on this line —-—— To achieve oe ee ee oe oe oe oe oo oe ees: Fold away from this line The Schcol h\ and Democracy a a A Message to Parents and Citizens Tins leaflet comes to you as a part of the nationwide observance of American Educa- tion Week. During this week parents and citizens thruout the nation study their schools and seek to make them better. Friday, November 15—The School and Coun- try Life Saturday, November Recreation Sunday, November 17—Education and the Good Life Suggestions for school programs in keeping with these daily themes were presented in the April 1935 JouRNAL. As has been the custom since the in- ception of American Education Week, it will be sponsored jointly by the National Education Association, the United States Office of Education, and the American Legion. If your preparations for American Education Week have not already been begun, they should be started at once. As many people as possible should ac- tively participate in this observance. There is no stereotype pattern by which to organize an American Education Week program. In some communities the local teachers association sponsors it. In other cases, the superintendent of schools appoints a general committee which in turn appoints committees for specific purposes. 16—The School and rs As in earlier years the National Edu- cation Association has taken the lead in the development of materials to help schools plan and carry out their Ameri- can Education Week programs. The 64- page American Education Week Hand- book, available at a nominal cost price, gives suggestions regarding the planning of this celebration in 1935. Most of these suggestions as to sound procedures are culled from the best planned observances thruout the country. Those interested in knowing how an individual community organized its program last year are re- ferred to the article by Mr. McCalister on p225. An attractive three-color poster spe- cially painted for the occasion by Anna Milo Upjohn has been made available in a 9 by 12 inch size. This is useful in store windows and on bulletin boards. More than 900 of the 1934 posters were displayed in Birmingham, Alabama, store windows. A miniature of the 1935 poster has been made for use as a sticker. It is in 3 colors, size 1% by 2 inches. It may be used on letters, messages to the home, and in other ways. Two small but attractively printed 3 by 5 inch leaflets are available this year. These are entitled “The School and Democracy,” and “The American School.” The former is reproduced below and has not previously been used. The latter leaflet was also available last year and over a million copies were distrib- uted. Owing to its popularity, it has been made available again this year for those desiring to use it. In addition to the special publications cited, several packets of materials have been developed for the purposes indicated by the following titles: Kindergarten and Primary Elementary School Highschool Rural School College and University Teachers College Newspaper In the advertising section you will find additional information and order forms for these materials developed to assist you in your observance and made avail- able at cost prices. Write also to your state teachers asso- ciation and your state department of education. More and more state educa- tion associations are placing special The School and Democracy HE free common school is America’s greatest gift to humanity. It belongs to the heritage of intelligent and responsible citizen- ship established by our pioneering forefathers. the success of our Republic. of our personal rights. It is the bulwark of our representative institutions. seeks to enrich and ennoble home life. needed in agriculture and industry. and to establish character. common good and the general welfare. democracy, and in the future, we seek thru the schools to improve the quality of our lives. It is the safeguard of our political liberties. The school It develops the: skills It helps to awaken ambition It is necessary to The school is the surest guarantee It emphasizes responsibility to the The free school is the expression of a mighty faith. Because we believe in ourselves, in emphasis upon American Education Week in the belief that it offers one of the most fruitful avenues for statewide interpretation of the public schools. The Nebraska State Teachers Association, as an example, has furnished a wealth of suggestions in the form of handbooks, news releases, playlets, and program out- lines. Many state departments of educa- tion are likewise stressing the observance of American Education Week. Miss Agnes Samuelson, state superintendent of public instruction in Iowa, and presi- dent of the National Education Associa- tion for 1935-36, wrote concerning the Iowa observance in 1934: “Complete details cannot be given but it is not too much to say that the observ- ance has become more meaningful and extensive than ever before. As a result people are better informed about their schools and their problems. That is the direction in which we are moving. While we who are in educational leadership have no inclination to escape responsi- bility, the greatest need of the times is lay spokesmen for education. We believe the observance of American Education Week and Citizens Conferences on Edu- cation offers the means to this end.” MANY of the regular publications of the NEA are especially helpful in dealing with the topic, “The School and Democracy.” See the list on page A-105. The Journal of the National Education Association ice iss nt Si- ia- the ut rv- nd ult eir the ile hip si- | is ve ion Ju- tion American Education Week in Oklahoma City WayveE H. McCALIstTErR Principal, Bath Elementary School, Oklahoma City observance in Oklahoma City is one of the most important events dur- ing the year. A cooperative program is carried out with many organizations par- ticipating. The schools, American Legion, churches, civic clubs, women’s clubs, newspapers, young people’s organiza- tions, and the parent-teacher association all work in this great program of inter- preting the school to the public and stressing the importance of education in building citizenship and the community. The plan for this program is started about six weeks before the education week. The superintendent of schools ap- points a general program chairman who meets with the former chairman and the superintendent to select the committee chairmen. At this time general plans are outlined. American Education Week materials, such as handbooks, leaflets, posters, and packets for each committee, are ordered from the National Education Association. A meeting of all the school chairmen of the various committees is held with the chairmen from the several city organiza- tions. At this meeting definite plans are made; materials are distributed; and each committee is assigned its particular work so there will be no overlapping of tasks. A date is set for the completion of each committee’s work. A checkup meet- ing date is set, when all chairmen must report as to the progress made by their committees. After this first meeting each commit- tee meets separately to plan its part of To AMERICAN EDUCATION WEEK the program and then starts to work. The following committees are used in draft- ing the program for American Educa- tion Week: bulletin, interpretative liter- ature, press, speakers for civic clubs, speakers for the churches, radio, art and display, music, school program and as- sembly, parent-teacher association, and printed publicity. The committee which prepares the in- terpretative material for the children to take home to their parents, is composed of teachers with literary and journalistic interests. Leaflets, folders, and other printed material, are under the super- vision of a committee made up of journal- ism and printing teachers. Much of the printing is done in the local highschool print shops. A special bulletin is prepared by the program committee outlining the plans for the week and giving suggestions as to the method of carrying out the plans. The bulletin contains the following in- formation: description and nature of materials to be used, when materials are to be distributed, and the plan for distribution in each type of school—ele- mentary, junior high, and senior high- school. Principals and teachers receive this bulletin thru the school mail on Monday morning before American Education Week. On that day, detailed plans are discussed in principals meetings. The following day plans are outlined to teach- ers, and posters and displays are put up. On Wednesday all bulletins, interpreta- tive literature, and programs are received by the schools from the committee. Fri- day the schedule of radio and assembly programs is sent into the homes. On Monday of American Education Week the first interpretative literature is taken home by the children. The assem- blies are usually given on Wednesday, Thursday, or Friday. The parent-teacher association “back to school nights” are held the latter part of the week. The radio program begins Monday and runs thru the week four times daily. A mimeographed manual or bulletin of some fifteen or twenty pages is pre- pared by the bulletin committee for the use of the home and classroom teacher. This classroom manual contains the week’s program, listing the subjects for each day with material on each subject that is to be-discussed by the teacher and pupils. Also several references to maga- zines, recent books, and newspapers are listed for the teachers’ and pupils’ use. Suggested activities for each type of school are listed so that each school may plan its week’s program. This bulletin contains programs, songs, poems, Bible selections, quotations, skits, plays, pic- tures, cartoons, drawings, and other sug- gestive material. Two years ago during American Edu- cation Week a leaflet was sent into the home each day. The message sent on Monday gave the program for the week. On Tuesday the “E.R.A.” | Educational Recovery Act| was distributed. This leaflet contained a picture of Franklin D. Roosevelt; a quotation by President W. B. Bizzel, University of Oklahoma; HESE ILLUSTRATIONS are reproduced from the eight-page folder which Mr. McCalister describes on the following page. This folder was sent into each home during American Education Week last year. The primary picture was on the page with a short message, “We understand.” The junior high student appears on a page explaining, “Mother, dad, I am an adventurer.” The highschool boy illustrates a page entitled “Thanks heaps!” Volume 24, Number 7; October 1935 and a statement by the American Educa- tion Week committee: “President Roose- velt is right. Recovery and peace can be secured thru education. Oklahoma City patrons and teachers are responsible for local educational recovery.” The leaflet for Wednesday included a graph giving a comparison or budget and number of pupils by years from 1928 to 1934 of the Oklahoma City schools. On Thursday another graph showing how Oklahoma City pupils stand in their academic work as compared by national tests, was sent to the parents. A community appraisal card was sent to the parents on Friday, so that after a week’s study of their school and community they might fairly appraise their community. This last year, an eight-page folder was sent into each home. This folder presented the week’s program and mes- sages from the board of education, the superintendent, and the president of the parent-teacher association council. Some of the subjects treated were: “We under- stand,” ‘“‘Mother, dad, I am an adven- turer,” “Thanks heaps,” “School facts,” “Opportunities for every child,” “Take heart—because.”’ The local press. is very generous with its space in interpreting the schools to the public thruout the entire year. Dur- ing American Education Week special stories, editorials, and feature stories fill the columns of the newspapers. The press committee, working with the principals council and the classroom teachers re- search committee is able to give to citi- zens many valuable facts about the local school and schools of the nation. The speakers’ committees arrange with clubs and churches of the city to have special educational addresses during the week. The Sunday before American Edu- cation Week the ministers usually give sermons on some subject dealing with education. Often student speakers are sent from the junior and senior highschools to speak on education before a church, an ele- mentary-school assembly, or parent- teacher association meeting. The radio program has become one of the most important features of the American Education Week program. The four broadcasting stations in Oklahoma City liberally donate time each day during this week. The radio committee secures for the programs able speakers, including leading educators from our nearby colleges and universities, state officials, and prominent business and pro- fessional men and women of the city and state. Each program has special musical numbers secured by the music committee from the music departments of the local schools. These radio broadcasts are from fifteen to thirty minutes in length. A program card is printed giving on one side the daily radio programs— time, station, speaker, subject, and music; on the other side is printed the school as- sembly program of each school for the week. This program card is sent home to the parents so they may have at hand a schedule of the activities for the week. The music committee with the music supervisor schedules the various music organizations such as orchestras, bands, glee clubs that are to take part on some program during the week. In each school where assemblies are possible a program is prepared composed of talks, music, skits, or plays. The pro- grams are planned and presented so as to interpret the school and present edu- cation to the parents and the public. The local parent-teacher associations have special programs at the school buildings for the patrons. The programs are worked out in cooperation with the principal and teachers. In some schools the PTA has an afternoon program con- sisting of music, demonstrations, and talks. Others have what is known as “back to school night.’’ Each patron is given his child’s schedule card and the parents attend the classes of their chil- dren for a short period in which the teacher explains the work done by the pupils. In some schools the children themselves demonstrate the work done by the school. After the “classes,” a gen- eral assembly is presented by the chil- dren. The parent-teacher association co- operates in every way to make this a profitable week. It helps the school con- tact the parents and give to them an understanding of the training being given their children. The American Legion supplies speak- ers who discuss educational problems, Americanization, and patriotism. This or- ganization also gives citizenship awards to children who have earned them. The YMCA has for the past few years had “ Boys’ Week” during American Edu- cation Week. Boys are elected city offi- cials—mayor, city manager, councilmen, chief of police, and schoolboard mem- bers—to govern the city for one day dur- ing this week. The young city officials take charge of the city government under the supervision of their elders. Often a parade precedes the taking over of the government by the young officials. American Education Week in Okla- homa City becomes not only a week of interpreting the school to the public but a week in which every citizen is given an opportunity to take a part in the great program of educating and training the future citizens and leaders of the com- munity. AMERICAN EDUCATION WEEK RIDE THE BUSES WHEN YOU VISIT THE SCHOOLS THIS WEEK NOVEM BE R 1 ith UBLIC SERVICE cooperates—three hundred and fifty buses in Camden, New Jersey, carried these “ad announcements” for American Education Week. . The Journal of the National Education Association hil- the the ren one en- hil- cla- of but an eat the ym- ion HAT \ Cc AN WE Do to im- prove the schools dur- ing 1935-36? The Septem- ber JOURNAL included an- sivers to that uestion by etementary, rural, and highschool teachers and a state superintendent of public instruction, In this issue educators in other fields suggest plans for “going forward during 1935-36.” A. Virginia Adams DEAR ELEMENTARY-SCHOOL PRINCI- pAL: Here at last is a chain letter with certainty of result. Read and, in the days to follow, this chain will automatically strengthen and grow as thought jumps and leaps, twists and turns in its journey from mind to mind. ’Tis September of 1935. Clanging bells are calling to you and to me: “Come down from the heights whereon you have sojourned since June. You are needed.”” No call can bear a sweeter message. To be needed; to have work in the doing of which to grow in useful- ness—that indeed is reason for joy in living. The need for efficient, thoughtful, magnetic elementary-school principals is greater today than ever before because the far goal of a great endeavor has been placed just twelve more laps ahead while flashing from eye to eye and ear to ear comes the mighty challenge of our NEA—“Go ye forward during 1935- 36 bringing forth upon the land better, far better schools.” Elementary schools unhesitatingly re- ply: “Of course America is going forward during the coming year. Surely schools will become better schools manned with understanding, straight-thinking teachers and guided by principals who not alone lead but also find and develop leaders.” The challenge accepted and the goal set, you and I must decide upon our own particular course of action. As a begin- ning I have listed certain plans trusting you will send along the additions and subtractions for a correct solution of our mutual problem. How best to go forward to better schools—Bring to the attention of every Volume 24, Number 7; October 1935 Going Forward During 1935-36 The Elementary Principal’s Contribution teacher the simplicity of educating when the learner himself cooperates in his own learning, when barriers no longer exist between curriculum and learner, and when school is conducted upon such a natural plane that children happily in- terpret the education of today to the products of yesterday’s schools. [2] Become an integral, decisive fac- tor in community life; an active worker in civic and welfare organizations; a church member who works at religion. Surely and sanely fill the place in so- ciety which educators of American youth should fill. Open-eyed participation in political matters which can bring mutual understanding and school betterment. [3] Investigate possibilities and make use of aids being offered education by the federal government. Tiny tots, from two to five, need no longer be shunted hither and yon because a chaotic society requires the mother to earn the liveli- hood. Nursery schools under competent teacher nurses are provided by a benefi- cent Uncle Sam if the school principal so arranges. Adult education is another service coming thru the FERA designed to care for idle hands and minds during idle moments and to return that glow of contentment which comes from being foursquare with the world. [4] Get near and keep near fellow principals and other leaders in education. Read what they have written, listen when they speak; and cheer when they triumph, telling others how great are the first three letters in any triumph. Con- sider well-spent every dollar paid in dues to national, state, county, or city groups organized to advance education. Make smiling attendance at conventions or other professional gatherings a per- sonal obligation. [5] Contact the people served by the school going into homes on various levels of society. Advocate a visit all the chil- dren’s homes project for teachers as well as noting in a memory book understand- ing highlights concerning the honest effort, struggle, and sacrifice of certain parents; the heritage of dignity, pride, and Old World training of the foreign born as contrasted with the artificial home life of some others. [6] Organize forums and book clubs among teachers and parents. In book clubs endeavor to read into the pages of worthwhile books the real or exact mean- ing of the author. In the forum entertain leaders of thought in matters which per- tain not alone to the profession but also to things around and beyond the school zone. [7] Cheer often and boost definitely. Cheer for effort, for originality, for pupils, and for teachers. Make an Amer- ican public school carry memories so near and dear that to the end of time they vie with those of any college Alma Mater. Boost the talent of the teacher who can paint, sing, play, or lead in any line. Make for all those God-given but personally developed talents a special place in the scheme of the better school. [8] Hold an annual hobby fair to em- phasize the value of hobbies in develop- ing an understanding teaching technic. Watch closely for evidences of personal desires and need as well as the urge of native abilities. [9] Bind the entire school together by the creation of something intensely inter- esting to teachers and pupils alike. Write and produce a play, a pageant or oper- etta. Develop a vacant lot or rubbish heap into a permanent spot of rest and beauty. Label this spot ‘““A Mother’s Gar- den of Remembrance.” [10] Last but not least of my plans for 1935-36 is this: To merit such whole- some respect for the work of the elemen- tary school principal that the near future will see a fulltime, carefully selected leader in each school in the nation, one who will be loved by the community and paid as such a one should be paid.— A. Virginia Adams, principal, East Avenue School, Vineland, New Jersey. Going Forward During 1935-36 A Checklist for Progress in City Schools IKE THE fs CAPTAIN with his ship in port, the superinten- dent of the city schools during the summer va- cation con- templates the next annual voyage and lays hisplans. He is concerned with the seaworthiness of the ship, as it pushes its prow into new and strange waters. He is responsible for the ability of the crew to take advantage of favorable winds and trim the ship in storm. He must see to the supplies for the crew and do what he can to obtain cargo that will yield the greatest profit. He must recommend the officers that will insure the ship’s safe arrival in the port named in the manifest. As the ship captain before each voyage checks every item to make sure that none has been overlooked, so does the superin- tendent of schools check his preparations for the school year. This article will dis- cuss items the superintendent might in- clude on his annual checklist. [1] Revising and improving the curriculum—A continuing revision of the curriculum, which would approxi- mate 10 percent of change annually, is a conservative standard. Are the local com- munity resources for curriculum content being utilized? There is a wealth of ma- terial, practically untouched, that has great potential value. Extending the schools’ services and linking them with other movements, such as city planning, community recreation, unemployment re- lief, adult education, and housing; and the relation [and obligation] of the school to the. general social-economic program are a few of the items to be considered in the building of the cur- riculum, [2] The building or plant pro- gram—Every superintendent should in- itiate or perfect a plan for the needs and growth of the school system he adminis- ters looking forward one, five, ten twenty-five, fifty years and taking into account such items as new school build- ings and sites; enlargement and beauti- fication of school grounds; repair or relocation of buildings; provision for . R. W. Bardwell 228 automobile parking; establishment of playgrounds, swimming pools, school gardens, school forests and summer camps, school libraries, and _ school health facilities. He will need data on probable growth or decline of popula- tion, change of industry, and shifting of residential areas. If any “white collar” people are on relief in the community, some of them could be used in making surveys to secure facts. [3] Improvement of instruction —To find the weak spots and correct them is the obvious way to improve the schools. Is the general physical develop- ment of the children properly provided for? Is the teaching load too heavy or unequally distributed? Can the methods of child accounting, the report cards, and the system of keeping a record of each child’s growth and achievement be im- proved? Is the faculty well-balanced with old and new teachers? Can improve- ment be made in selecting new members for the staff? Is additional clerical and stenographic help needed? Probably the least expensive way to improve small school systems is to provide the superin- tendent with adequate clerical and steno- graphic help, releasing him for more important services. [4] Improving the equipment of the schools—A modern curriculum can- not be operated in a vacuum. Skilled workmen must have good tools in order to do their best work. Are the teaching materials adequate—textbooks, library books and equipment, classroom and laboratory materials, visual education equipment, and the like? [5] Extension of services into adult education—Realizing that the education of adults, and especially their vocational rehabilitation thru education, is becoming a greater necessity, some ex tension into this field is possible, even where funds are not available. Thru the voluntary enlistment of members of the staff and other interested citizens, the public forum idea, similar to the Des Moines plan, has been carried on success- fully in other cities. The initiation of such a plan may lead to its continuance under federal aid or local tax support. [6] Service to unemployed youth —A community survey of unemployed youth to get the facts, and a plan such as that proposed by U. S. Commissioner of Education Studebaker to use school facilities in order that these young people The Journal of the National Education Association may have a place for study and recreg- tion, together with the enlistment of groups and individuals in the community to furnish at least parttime employment is a service that is greatly needed. The schools, under the leadership of their superintendents, are the logical agencies to coordinate community service to un- derprivileged youth. [7] Keeping the public informed —That the public should know the pur- poses, needs, and accomplishments of the schools is essential in carrying out an effective school program. Are members of the staff aware of their importance in the task of interpreting the schools, particu- larly during American Education Week? Is there a definite plan of obtaining co- operation from the press, service clubs, and local radio stations? [8] Stimulating the professional development of the staff — Active membership in educational organizations —local, state, and national—offers an opportunity to teachers and school ad- ministrators for continuing professional growth. The superintendent’s leadership in encouraging membership in_profes- sional organizations helps to safeguard and improve the school. An increase of at least 10 percent membership is a good goal for 1935-36. Membership in profes- sional organizations brings regularly to teachers and administrators uptodate, authoritative educational material. Pro- fessional reading is essential. The educa- tional world is striving desperately to meet the demands of new times and new conditions. [9] Planning a democratic school administration—The schools in a de- mocracy should follow democratic prac- tises. The superintendent who encour- ages initiative, experimentation, and partnership will, in the long run, achieve greater results in the growth and happi- ness of faculty members and children. [10] Using time and energy for most important tasks—The superin- tendent should so plan his administra- tive work that his time and energy may go to the human services for which a school system exists. The development of broad educational purposes and ideals, and a school system in which everyone will contribute to such purposes and ideals cannot be accomplished by an ex- ecutive who is buried by a mass of me- chanical details. —R. W. Bardwell, superintendent of schools, Madison, Wis: recrea- ent of munity Yyment d. The f their Zencies to un- »rmed 1€ pur- } of the out an bers of » in the articu- Week? ing co- clubs, sional Active zations ers an ol ad- ssional lership profes- eguard ase of a good or ofes- rly to odate, |. Pro- educa- ely to id new chool a de- prac- ncour- . and chieve happi- ren. y for perin- istra- 7 may ‘ich a yment deals, ryone ; and in ex- f me- well, , Wis: ciation HE VI- TALITY and integrity of our serv- ice as college teachers is as much condi- tioned by the breadth of our human interests as by our pro- fessional : equipment and our technical skill. Our first concern must be that we shall be normal human beings, good neighbors, and broadminded citizens. Then we must hunger and thirst for knowledge, must covet the gift of human understanding, and must will- ingly embrace every opportunity for service. The successful college teacher is not a recluse or a hermit. He lives a full and an abundant life, in intimate touch with his fellow-townsmen, with his fellow- teachers, and with his students. This teacher seeks to secure a broad knowl- ledge and a clear understanding of all important and pressing national and international problems. He endeavors continually to re-inform himself on sci- entific, literary, social, economic, and political questions thru the reading of the best books and magazines, thru the critical discussion of them in private con- versation and in public conference, and thru extended travel and the wide human contacts which it affords. He recognizes smugness and complacency as his mortal enemies. One of our most eminent diagnosti- cians and surgeons is quoted as having said that any medical practitioner who in a period of twenty years following his entrance upon his profession has. not at- tended medical and surgical clinics and has not taken short periods of time off every year or two to engage in systematic graduate study is almost sure to be an actual menace to the health of the com- munity in which he maintains his prac- tise. The ponderous pronouncement which comes from the pedagogical pulpit of the man who for twenty years has been living in the musty atmosphere of a col- lege retreat or a professorial hermitage, shut off from the industrial and social Ambrose L. Suhrie Volume 24, Number 7; October 1935 Going Forward During 1935-36 The College Teacher’s Outlook conflicts and the political controversies of our modern life may be, and doubtless often is, a menace to the intellectual health of the young people enroled in. his courses and compeled by the rules to attend his classes. Since education is a living process and not a dead product, it must be obvious that “full professors” are as much in need of rejuvenation, rehabilitation, re- education, re-conditioning, as young in- structors are in need of advanced train- ing. It must be at once apparent that no college teacher, no matter how high his academic rank may be, can effectively direct the interests and activities of col- lege students if he is merely “an under- taker carting about the remains of an academic degree that once had but no longer has life and vitality.” The successful college teacher must be a student of education in all of its bear- ings and all of its larger social implica- tions. To be an eminent scholar in his own field of academic specialization will not suffice. He should be interested in the aims, the processes, and the results of the total educational program of the college he serves and likewise concerned—inti- mately concerned—about the personal welfare of every student in it. College teachers are peculiarly in need of the benefits which come from active participation in local, state, regional, and national education associations. Organization can never be anything but a means to an end; but a simple, well-unified, compact, thoroly functional organization of the college faculty can do much to promote that freedom which is essential to a fine professional morale. A tentative or working solution must be found each day within the organization and its membership for all the pressing problems of that day. It is a tower of strength to the hum- blest member of a faculty to feel that the combined resources of all may be at his command when he encounters profes- sional or personal problems too difficult for him to solve alone. Some of our smaller faculties, located in lonely places, are self-reliant and even measurably self-sufficient because an organization has been set up, and a cooperative spirit has been engendered that places the strength of all at the command of each. Happily there are increasing numbers of institutions in which the program of the weekly meeting of the faculty, or of any of its major committees, is no longer a sleepy administrative monolog, but is, instead, a magnificent educational seminar dealing with problems that are too real to cast into the abstract for- mulas of books, too pressing to be dis- cussed casually in current pedaguese, and too difficult to be solved by quota- tions from the pedagogical prelates of our universities, or the smug writers of pedagogical creeds; seminars eliciting the active participation of all of their members, so lively and spirited that the least experienced will not be expected to accept any conclusion on mere authority, and so finely professional that the most experienced will show no impatience or intolerance, when suggested innovations threaten to disrupt the traditions of the institution by forcing the good to give way to the better and the best. Such temporarily disrupting, and at the same time permanently unifying and rejuvenating, institutional enterprises typify the educational and professional ideals toward which the official leader- ship of our struggling college faculties should be vigorously directed. When these ideals have been measurably achieved by the organized group, profes- sional growth and personal development will come not to the few, but to all, and principally as a result of the thrilling challenge and call of each day’s work; and they will come to each individual in connection with and not apart from his particular professional assignment in the service of an institution that is living a full and an abundant life. Finally, the college staff member who desires to be a really effective teacher in the most inclusive sense of that term must always bear in mind the con- sumer’s viewpoint and actively solicit the cooperation of his students in indicating the ways in which his services may be made more acceptable and more effective. It is well for all of us to remember Lucine Wilson’s definition of coopera- tion—“so to conduct ourselves that others may be able to work with us.” Our students want to help us improve our teaching. We should therefore consider it our privilege as well as our duty to encourage them to do so.—Ambrose L. Suhrie, professor of teachers-college and normal-school education, New York University, New York City. 229 Going Forward During 1935-36 Improving Our Highschools F, byseleeg UNDER- STANDING of the aims, needs, and achievements of the schools by the public should not be overlooked. The financial and moral support of our schools depends on the goodwill of the people toward them. Plans for interpreting edu- cation to the community should include the observance of American Education Week. The school plant should have a wider use than it has at the present time. If the highschool does not function to some extent as a community center, it is miss- ing a great opportunity. Parent-teachers organizations, dads clubs, fathers and sons banquets, public entertainments, open forums, school dances, parent edu- cation classes, and social functions of various kinds, may be a help to the edu- cational morale of the community. We have been somewhat remiss in the past in securing adult participation in school affairs. This year is a good time for the highschools of the country to participate more actively in the life of the com- munity. The need for enlarged plans for pupil guidance and counseling is becoming apparent as curriculum revision pro- ceeds. Permanent homerooms, sympa- thetic homeroom teachers, deans, voca- tional counselors, senior counselors, apti- tude tests, psychological tests, and case studies have aided much in the past. For the sake of adolescent boys and girls there is a need of making teacher-pupil contacts more individual and personal. The pupil must have some person in whom he can confide and from whom he may receive friendly advice. Too little time has been taken for this and too little importance attached to it. Remedial work needs to be more thor- oly organized. It has been carried on satisfactorily in some of our schools; in many it has been ineffective. Pupils fail in a subject, repeat the course, fail again, drop out of school, and little is done to correct the situation. The remedy does not lie in making the pupil a gift of a . Ernest B. Comstock 230 passing grade when lack of effort, class- cutting, and failure have characterized the work from the beginning. Such a pro- cedure would be pernicious. Other things can be done. A remedial teacher, a few classes for remedial work, together with a sympathetic study of each case will bring good results. The re-evaluation of our educational psychology has become imperative. There is a state of chaos existing in this field. So pronounced is this chaotic con- dition that the pursuit of psychology often confuses rather than aids even experienced teachers. There are beha- viorists; Freudians; glandular psychol- ogists; psychoanalysts; adolescent psy- chologists; and advocates of naturalistic psychology, gestalt psychology, and others. The administrator cannot with safety advise his teachers to study merely psychology. He must be able to tell them what psychology to study. “Has Psychology Failed?” is the subject of an article by Joseph Jastrow in The Ameri- can Scholar, summer of 1935. He points out that unless the worthwhile phases of psychology can be salvaged and utilized it will be of little value to education. The revision of the curriculum should have the attention of the principal and his entire faculty during the coming year. The curriculum is changing rapidly whether we like it or not. It should be revised as the interests of society change. The conditions that surround the cur- riculum are somewhat chaotic. If it emerges from these conditions in a form sufficiently potent to induct boys and girls into society as valuable citizens, it will be because the teachers do not now withdraw from the task. The teachers of the nation have never had a greater op- portunity to assist in making the cur- riculum workable and effective. The cardinal principles of education— health, ethical character, citizenship, lei- sure, etc.—have stood out as goals of the secondary school for nearly twenty years. There is danger of their being forgotten before they become an integral part of the curriculum. These principles need re- juvenation. They need to be woven into our plans so that their effect is unmis- takably felt. They must be vitalized by more powerful agencies than those used in the past, if they are to remain as worthy aims in the instruction of high- school pupils. A more complete integration of the work of the faculty members is needed. The aims and goals of the various de- partments should be understood in a sympathetic way by all. Too often a teacher is unaware of the problems the pupil is facing in classes other than his own. There is need of.a closer coordina- tion of work and a better understanding of the purpose of education among fac- ulty members. Meetings of the faculty for panel discussions or for attacking the problems arising with the revision of the curriculum will help accomplish this. The highschool has an opportunity to participate in the teaching of the world- peace movement. The facts about the Paris Pact which was adopted by the United Statés and forty-eight other na- tions will furnish excellent material for this study. Whether this Pact accom- plishes its purpose and prevents future wars depends largely upon the way it is taught to the young people of the countries which have adopted it and the attitude they develop toward it. If cir- cumstances prevent the organization of special classes for the study of the Pact, arrangement can be made to have it taught in connection with history, civics, and social science. Articles on the peace movement may well be placed in the library. They will furnish material for debate, essays, class projects, and decla- mation or oratorical contests. Let special attention be given to the U. S. Senate investigations of the munitions industry, as to the part munition makers play in fostering war. Relief work among school pupils has assumed huge proportions during the past two years. Indiscriminate giving of relief without painstaking investigation is fraught with danger. Such relief usually takes the form of giving lunches, paper and pencils, carfare, textbooks. clothing, and many things which most of the pupils have to purchase. When relief is being doled out in such large amounts as at the present time to pupils in our schools, there is a grave danger that we are training up beggars and parasites by our injudicious generosity. Many who do not permit their needs to be known are given no aid at all, while for some who do receive aid, selfrespect, selfreliance, in- dustry, and habits of thrift are impaired. There is need for serious thought and planning along: this line—Ernest B. Comstock, principal, North Dallas Highschool, Dallas, Texas. The Journal of the National Education Association 5-36 ceded. 1s de- in a ten a 1s the in his rdina- nding g fac- aculty ng the of the ‘is. ity to vorid- it the y the or na- al for ccom- ‘uture ray it f the id the f cir- on of Pact, ve it ‘ivics, peace n the il for lecla- recial enate istry, ay in s has ' the ng of ation relief ches, ooks. st of relief yunts 1 our it we s by 10 do 1 are 10 do , in- ired. and t B. allas ation The Improvement of Teacher Education F PROG- I RESS is to be made in meeting demands for an improved type of teacher, a well-defined program of a highly adap- table and practical na- ture must be undertaken by institutions for the edu- cation of teachers. There will be almost as many programs or points of emphasis as there are teach- er-training institutions. At the request of the editor of this JouRNAL, the sug- gestions below are given. There is no contention that phases of improvement here listed are either exhaustive in number or represent any ranking as to importance. They do present a program that is possible of attainment and they do include a program that is actually under way in the Illinois State Normal University. The assertions here made are based upon actual needs of teacher- training institutions as revealed by per- sonal visits by the writer within the past three or four years of almost one hundred state teachers colleges in thirty- five of the forty-three states having such institutions. Just how the Illinois State Normal University is now attacking these prob- lems or proposes to attack some of them in the immediate future is indicated here. [1] Contacts with the field served —Realizing that the greatest weakness of teacher-training institutions is their aloofness from the field they presume to serve and their complacent and often self-sufficient attitude toward actual con- ditions in the public schools, we carry out the following program: R. W. Fairchild An annual “roundup” of administrators {county and city superintendents, elementary and highschool principals] each fall where we listen to the ideas of several hundred persons on what we should do to develop a more ef- fective type of teacher for their schools. We do not provide a program; we listen. An annual summer conference and exhibit where speakers of national recognition are brought to the campus to address and inform- ally discuss educational problems with teachers and administrators. School materials and pub- lications of approximately fifty concerns are Volume 24, Number 7; October 1935 made available in a large exhibit for the entire week of the conference. County contact organization thru which each of twenty-seven counties directly served by this school is visited by a specially chosen faculty member, to bring back to our campus a com- plete picture of the county for purposes of more effective and adaptable teacher education. In addition to the contact representative, each of 165 faculty members visits one or more pub- lic schools in session each school year. [2] Development of breadth of background and assumption of re- sponsibility—Since the product of nor- mal schools and teachers colleges is often recognized as rather narrow in attitude and limited in ability due to a lack of in- formation, we place emphasis in our four- year courses on almost two years of gen- eral or content materials in the fields of English, social science, science, art, music, hygiene, speech, and psychology required of all students without reference to use for teaching purposes as a major field. This background is designed to de- velop breadth of interest and knowledge and is not different from the trend in many of our teacher-training institu- tions today. We are now engaged in the establishment on the campus of student and student-faculty forums of a volun- tary nature for an informal and free dis- cussion of problems in these or other gen- eral fields. We believe this will strength- en interests and attitudes and make for greater assumption of responsibility by the student who is later to be a teacher. [3] Courses of greater adaptabil- ity—We have eliminated some of our meaningless and overlapping subjects es- pecially in Education and now offer such courses of an adaptable nature as guid- ance; school and community relation- ships; current trends in education; char- acter education; extracurriculum activi- ties; and others of similar nature. De- partments other than Education are now engaged in replacing “deadwood” courses with those of a live and meaningful na- ture. This is especially true in social science, art, music, science, physical edu- cation, and commerce. [4] Emphasis on student under- standing and participation in so- called extracurriculum activities— Recognizing the value placed by employ- ers of teachers on right attitudes toward school activities, if not a working knowl- edge in this important field, we attempt to bring the student into active contact with numerous activities. Provision is made, as in many schools, for contact with activities thru a student activity fee but steps are taken to establish definite programs of participation in sports, for- ensics, music, dramatics, journalism, and kindred channels that will serve as a vital part of the teaching equipment of the prospective teacher. [5] Improvement of faculty in- struction—Impressed with the general belief and apparent truth that the higher the level of schooling |elementary, sec- ondary, college] the poorer the instruc- tion, we definitely undertake to improve instruction. This program is decidedly aided by our demand that all candidates for all positions have five years of suc- cessful teaching experience in public schools regardless of training or other types of experience. We fail tosee how a person without such personal experience can attempt to educate teachers for a phase of education with which he is not familiar as the result of teaching exper- ience. Our inservice improvement pro- gram includes a functioning departmental organization with department heads as real supervisors of instruction; a self-in- ventory plan for faculty members; fac- ulty meetings of a professional and not mere routine nature; effective visiting of schools and contact with the territory ; classroom visits by administrative offic- ers; a satisfactory student reaction checkup on teaching; and attendance at off-campus meetings. Of course the de- velopment of a right attitude toward such a program and a desire to improve must accompany any attempts in this direc- tion. [6] Development of a profession —As a state teachers college we empha- size the fact that we are a professional school and not a liberal arts college. We do not pose as a liberal arts college al- tho our content courses must be just as strong as the best of such colleges. We believe we should not attempt the liberal arts program any more than liberal arts colleges should attempt to be teacher- training institutions. Law, medicine, engineering, and other professions do not mix their special professional programs but do develop an atmosphere peculiar to their particular fields. This we be- lieve is our mission in teaching as a pro- fession—R. W. Fairchild, president, Illinois State Normal University, Nor- mal, Illinois. 231 Going Forward During 1935-36 A County Superintendent’s Program S WE OBSERVE the work of our A schools, it is easy to see the possi- bility of improvement. Teachers too often become satisfied with the hum- drum drone of things as they are. They were perhaps at first fired with an ambi- tion to do great things, but as time went on, the routine of a staid school program put these ambitions to sleep. Probably these same teachers, given an environment encouraging professional growth and assurance of financial return, would be stimulated to continued effort. A pleasingly attractive place in which to work, an eager group of well-graded pupils, an appreciative schoolboard, and a sympathetic community are desirable. But we must take the initiative, our- selves. Let us, then, first improve our physical surroundings. Add a few flowers and plants inside as well as out. Use some new light, cheerful paint, hang a few well- chosen, inexpensive pictures, and soften the hard stare of the room with simple sash curtains. The pupils will enjoy as- sisting in this program and will retain a consequent interest in the school’s ap- pearance. Search your community for objects of pertinent interest to add to your class work. Encourage the 4-H club activities even if you must become the leader, and vitalize your agriculture or home eco- nomics classes from its program. Your geography class will enjoy a trip to the Orient with the Junior Red Cross and the physiology class will be much more interesting if some Boy Scout is called in to demonstrate first aid. These organ- izations and others have been developed in response to definite child interests and their ideals should be utilized. Or what could be finer than a countywide chorus such as is being conducted in Iowa? There, in cooperation with the state teachers college, a children’s chorus has been established’in every county. Instruc- tion in singing is given in individual schools by the teachers, aided by the use of phonograph records. A parents’ day or exhibit day will draw the interested patrons of the com- munity and here you have an oppor- tunity to interpret the school to the com- munity. A parent-teacher organization under competent leadership will assist immensely in this project. The members of the schoolboard must be invited and possibly requested to participate, since understanding best comes thru doing. . 232 American Education Week is an ideal time for such an occasion. Every school should make some opportunity to present their activities or the general cause of education to the public during this week. Publicity concerning this and other worthwhile activities of your school should be provided. Develop more in- terest as to what your school is doing than as to what your school costs. Higher qualifications for teacher certi- fication will improve the personnel of the teaching fraternity. The state of Washington is now realizing the benefits of such increased standards in better quality of teaching and, in consequence, a more sympathetic public attitude dur- ing this difficult period. The school district organization needs attention. The taxpayers’ associations are criticizing the expenses of govern- ment. They emphasize the cost of educa- tion and, with considerable justification, point out excessive per pupil costs which could be effectively reduced thru logical consolidation and elimination of small, expensive units. In Skagit county we find small, one-room districts with a per pupil cost in excess of $300 per year, while larger units are operating at $54 or less. When we consider, also, the edu- cational advantages possible in the larger units, we must accept the challenge and work for more practical educational ad- ministrative units. Many advantages are inherent in the county unit plan of administration, in- volving the election of a county lay board of education whose duties are to admin- ister all the schools of the county, includ- ing the selection and hiring of the county superintendent. Such a plan should re- move the office of county superintendent from politics and place the administra- tion of that office entirely on a profes-- sional basis. School support must come from in- direct taxation. The tax on real property as the major source of revenue is no longer equitable. The income must come from a larger source and be distributed upon the basis of actual school need and not in proportion to district wealth, as the district property tax incurs. Our state, under the leadership of State Superin- tendent N. D. Showalter, has taken a place in the foreground in educational legislation. The state now provides ap- proximately half of the current school costs from indirect sources of revenue. The Journal of the National Education Association The county and local district furnish the balance from a property tax. The county superintendent cannot be expected to accomplish these things single handed, but his influence, care. fully and continually exerted, will bring results. He holds a place of leadership which should be used to direct educa- tional interests. We find the use of bulletins issued periodically to teachers and school offi- cials to be a simple and successful means of supplying information or instruction, We endeavor to keep our teachers and directors abreast of the current educa- tional trends. We continually encourage the enrolment of our teachers in our edu- cational associations and likewise en- courage the active functioning of these groups. The Skagit County Education Asso- ciation conducts two general assemblies each year. These are exceptionally well- attended, probably because of the enter- taining and instructive programs which are presented. In addition to these gen- eral meetings, the sub-units hold their educational conferences. The school directors of the county are organized and hold two meetings each year at which they discuss current edu- cational problems. The county superin- tendent is an exofficio member of this organization. Thus we have an organization of teachers, directors, and parent-teacher associations all with a common interest and with the county superintendent the logical leader, who, if he proceeds judi- ciously, can accomplish definite progress for education in 1935-36. Countywide planning for the improve- ment of the schools is necessary. From five to twenty or more years is not too far ahead to plan for such school needs as new buildings; repair, remodeling, and beautification of present school plants; relocation or consolidation of rural schools; establishment of nursery schools, adult education classes for illit- erates; vocational education for the un- employed; county parks; playgrounds; school forests; and the like. The county superintendent might well take the in- itiative in forming a county council of educators and laymen in securing facts and making plans for bettering the schools—Frank M. Brock, county superintendent, Skagit County, Wash- ington. Chr this sh the 10t be things care- bring ership *duca- issued l offi- means ction, S and duca- urage r edu- e en- these Asso- nblies well- enter- which » gen- their y are each -edu- yer in- ' this n of acher terest it the judi- ZTeSS rove- From t too needs pling, chool n of rsery illit- 2 un- nds; unty e in- ‘il of facts the unty ‘ash- ation Cartoons and the Chalk Talk in the Classroom an_ effective teaching device. The secret hiding places of the early Christians contained varied examples of this medium of propagating early relig- ion. Histories of early man everywhere gre traced thru this method of setting down a picture record of a race on rocks and walls of caves. Newspapers and magazines realize the importance of the cartoon as a means of imparting news as well as perpetuating sentiments and philosophies to the read- ing public. Teachers are overlooking one of instruction’s most valuable aids when chalk illustration on the blackboard is neglected. White chalk and a blackboard should never become too old-fashioned for the new-fashioned school. No subject in the curriculum is void of opportuni- ties for point clinching by way of chalk illustration. Nor should the illustrating be delegated to talented pupils. Each teacher should draw—and he does not need to be a professional artist. The simpler the picture, the more effective. First, a teacher should have a definite point to be illustrated. Some time should be taken before the lesson to practise. The circle.and the straight line form the entire basis of most pictures. What should you draw? People are always interesting. Facts are intensified when tied up with a human form. Tm CARTOON has long been used as Let’s start with 4 circles. Join a vertical line to each circle. To number 1, add trousers; draw the shoul- ders, arms, hands, feet, eyes, nose, and mouth— a man results. To number 2, add a trapezoid—then feet, shoulders, arms, hands, eyes, nose, mouth, and hair—a woman. To number 3, add short trousers, legs, feet, shoulders, arms, hands, eyes, nose, mouth—and a boy results. To number 4, add a smaller trapezoid, legs, feet, arms, hands, eyes, nose, mouth, and hair— and a girl appears. Note the difference between the face of an adult and that of a child. In the Volume 24, Number 7; October 1935 adult the eyes, nose, and mouth are, placed higher than in the child’s head. Thus you obtain the differentiating characteristics. Facial expressions are always interest- ing, too, and can be used in many ways to represent a desired effect. ‘ag CttA - bd == ~ /) _ ~~ Animals are good illustrative mate- rial. Use practically the same technic, straight lines and modified circles. A few strokes— and the good old horse. With a few changes and on scale the LQ a smaller chicken emerges— Give your chicken a smaller body, a longer neck, a graceful tail, and a branch to sit on and you might have a robin. Trees can be as simple as you like. Everyone knows the Christmas tree—a triangle, a rectangle, and a few small circles for ornaments. Recently I observed a teacher in the presentation of a lesson in elementary psychology. The teacher was portraying to an atten- tive class some of the problems of adoles- cents. “Too often,” the teacher said, “boys and girls of highschool age allow imagi- ned handicaps to rob them of the zest for life. Imagined inherited traits, or phy- sical deformities, for example, fall across the adolescent life like a shadow, and purpose is thwarted. A boy surveys his life before him. He has in mind a vague objective—but the shadow of an imag- ined handicap falls on his path, and his course wavers.” The teacher began with a simple picture on the blackboard. ‘Repeatedly the boy’s course encounters the edge of his doubt and he finally ends, far short and much divergent from his original aim.” The teacher paused for a moment. The entire class listened intent- ly. Finally a boy who was known to the observer to have felt the disappointment of handicap asked, “Is that all?” The teacher responded, “No, yi there is a way out. The ~G a © shadow is there only if you allow it to re- main, and it will remain as long as you permit it. The only way is to plunge straight thru—into the sunlight on the other side and the goal is reached.” The point was evident. One of the objectives of education is training for the wise use of leisure time. Hundreds of words might be hurled— with slight response—at a group of high- school students exhorting youth to make proper use of spare time. But a La graphic presentation may of- fer just the outlet for a good bit of teaching—Glen O. Ream, principal, Highschool, oe ~ Albuquerque, N. Mex., before NEA Dept. of Visual Education, July 2, 1935. 233 HE CENTENARY of the renaissance in American public-school educa- tion is near. Because the movement was widespread; because so many edu- cational and social reformers labored for the cause of better schools; and be- cause the work proceeded thru years of effort, there may be disagreement as to the date on which the centenary should be celebrated. It is worthwhile, even if there may be no agreement as to time, to consider the reasons for the renaissance, to evaluate the gain for public education, and to honor one of the noblest characters in the movement—Henry Barnard. Barnard sought no recognition in his lifetime. He is left almost without a me- morial, save as a few educators under- stand and treasure his work. He himself said, ‘“‘For me, I mean to enjoy the satis- faction of the labor; let who will enter into the harvest.” It is not easy for one who knows the public schools only as they are in the twentieth century, or whose knowledge is related to the traditional excellence of the district school kept in the little red schoolhouse, to appreciate the lowly es- tate of public education one hundred years ago. Horace Mann wrote of the public schools of Massachusetts: “In 1837 not one-third of the public school- houses of Massachusetts would have been considered tenantable by any de- cent family out of the poorhouse or in it.” Young wrote of the public schools of New York: “Only one-third of the whole number of schoolhouses visited were found in good repair; another third in ordinary and comfortable condition only in this respect—in other words, barely sufficient for the convenience and ac- commodation of the teachers and pupils; while the remainder, consisting of 3319, were to all intents and purposes unfit for the reception of man or beast.” Henry Barnard had failed in five years of labor in Connecticut to accomplish a change which he forecast: ““The common school should no longer be regarded as common, because it is cheap, inferior, and attended only by the children of the poor and of those who are indifferent to the education of their children, but common as the light and air, because its blessings are open to all and enjoyed by all.” He returned to Connecticut to complete there the work of reform, after five years of service in Rhode Island. In Rhode Island he made a survey of schools, which . 234 The Renaissance in American Education disclosed one-third of the schoolhouses as “totally unfit for school purposes.” These statements cover conditions as they were one hundred years ago in four states amply able to provide and main- tain excellent schools. They disclose the work for the reformers. When Barnard completed five years in Rhode Island, the state was dotted with splendid schoolhouses, and schools were better than ever before in the history of the Narragansett Bay country. When Barnard resigned his position as chief educational officer in Connecticut, the school system of that state had been reformed. In his work in Rhode Island, Barnard anticipated the modern survey of edu- cation. His invitation to make a thoro examination of the schools of the state was precipitated by an address on schools delivered in the Rhode Island General Assembly in 1843, the first General As- sembly to meet after the Dorr Revolu- tion. Dorr had been an educational re- former in the sense that he had advocated free public schools to replace tuition schools, and that he had induced Provi- dence to appoint the first American su- perintendent of schools. No doubt the orator in the General Assembly had been inspired by Barnard, who had visited in Rhode Island a short time before. Gov- ernor Fenner appointed Barnard to make the first survey of a state public-school system. Barnard used most of the meth- ods of inquiry which are recognized as modern survey practises, and his report might serve as a model for modern surveys in the masterly presentation of facts and statistics, without waste of language. Lest the people fail to understand, he carried his message to them personally. In five years, 1100 meetings were held for the discussion of educational ques- tions. These meetings were so well scat- tered over the state that one was held within three miles of every home. No Rhode Islander could say honestly that there was a good reason why he had not seen Henry Barnard and heard his ex- position of the conditions of the schools, the need for improvement, and the meth- ods that should be applied. Barnard was in the prime of life—a handsome man with charming personality and an appeal that was persuasive when logic might fail to convince. The effect was found in the enthusiasm with which the people of Rhode Island The Journal of the National Education Association responded and the action which they took to improve the schoolhouse, the schools, and the teacher. Barnard’s work jp Rhode Island included the drafting of a fundamental school law, so perfect in principle that the Rhode Island school system continues to operate under the Barnard law after the passing of ninety years. Henry Barnard’s study of education on a visit to Europe had convinced him of the necessity of normal schools. He was a leader in the movement to establish normal schools in America. Horace Mann pleaded with Barnard to become princi- pal of the first Massachusetts State Nor- mal School, but Barnard felt that duty called him to other service. He was already engaged on plans for his American Journal of Education, fore- cast in his publications for teachers while in Connecticut and Rhode Island. The venture was not remunerative in the sense of yielding financial profits and he gradually contributed so liberally from his own resources that the private for- tune which he had inherited had gone to pay the printer. Yet the Journal of Edu- cation continued to be published as the editor, who never wavered in his enthusi- asm, found means to finance it. It re- mains, a monumental work in thirty-one volumes, the largest encyclopedia de- voted to any profession, except the en- cyclopedia of law. The Journal of Edu- cation was a most dynamic means for stimulating professional improvement, as it brought to the teachers information from worldwide sources about every field of education. Barnard had achieved international fame as an educator, altho he continued his inclination to self-effacement. It was because of a reputation already estab- lished that he was called to Wisconsin to become chancellor of the University, to St. John’s College to become President, and to Washington, D. C., to be the first U. S. Commissioner of Education. In Washington he laid the foundations for the establishment that has been building thru seventy years and that is now known as the United States Office of Education. He was a venerable figure, veteran of many battles for education, as he became the nation’s chief educa- tional executive. After retirement he was to continue for thirty years more a dominating leader of American educa- tion—Charles Carroll, NEA state director for Rhode Island. 'Y took hools, tk in ing of fect in school er the ninety cation d him s. He ablish Mann rinci- » Nor- _ duty ns for , fore- while . The 1 the nd he from 2 for- yne to Edu- s the thusi- [t re- y-one 1 de- e en- Edu- s for nent, ation field ional nued _ was stab- in to y, to dent, first tions been at is fice zure, tion, uca- was re a uca- state The beautiful new St. Louis Municipal Auditorium where the Department of Superintendence will meet the last week of February When St. Louis Entertains HE DEPARTMENT OF SUPERINTEN- "| cece will hold its sixty-sixth annual convention at St. Louis, Missouri, February 22-27, 1936. Before choosing the convention city, President A. J. Stoddard of Providence, Rhode Island, and members of the Ex- ecutive Committee visited the various cities extending invitations, and exam- ined them carefully for their hotel, meet- ing hall, and exhibit facilities. At St. Louis they found an unusual combina- tion. They were particularly impressed with the city’s beautiful new Municipal Auditorium—a structure which for many years has been the dream of civic-minded St. Louisans. With its completion, St. Louis can now proudly extend cordial welcome to convention visitors thruout the country. The Municipal Auditorium is ideally located in the heart of the hotel and business section. Viewed from the plaza to the north, the building with its stately Grecian col- Volume 24, Number 7; October 1935 umns is a thing of classic beauty. Within it is no less beautiful. Spacious lobbies, artistically decorated, first greet the eye. Beauty, however, does not overbalance the building’s usefulness. For a conven- tion of the Department of Superinten- dence with its innumerable meetings it is particularly well adapted. Its main arena has a seating capacity of 12,000; its opera house, 3500. Four halls seating 750 each are within its walls. There are also some twenty-five assembly rooms seat- ing from 50 to 300 persons. An enor- mous exhibit hall, under the same roof, will provide excellent space for the ex- hibits which annually form an important part of the convention. Here will be dis- played books of all kinds, maps, projec- tion apparatus, scientific and musical instruments, school furniture, and every other type of equipment found in the classroom or laboratory. The St. Louis convention gives prom- ise of being the largest the Department of Superintendence has ever held. The Housing Bureau reports advance reser- vations considerably greater than those of a year ago for the Atlantic City con- vention. Before the end of May the Stat- ler and Jefferson hotels were booked to capacity. Other hotels are now heavily reserved. Single rooms in downtown hotels are exhausted. However, good ac- commodations are still available. Re- quests for reservations should be ad- dressed to Philip J. Hickey, chairman, Housing Bureau, 911 Locust Street, St. Louis, Missouri. For many years the schoolmen of St. Louis and the state of Missouri have eagerly awaited an opportunity to enter- tain the Department of Superintendence. The last winter meeting at St. Louis was in February 1912, when Charles E. Chadsey was president. All who attend the 1936 convention will receive a most hearty welcome. President Stoddard is preparing a program of unusual merit. B ieecd AS every citizen has civic responsibili- ties to the government and society which afford him protection and happiness, so every member of a profession has responsibility to these organizations of his coworkers that most truly serve the interests of his pro- fession. There can be no live teacher who needs argument as to the necessity of teacher organization to keep safe the benefits already enjoyed and to attain those lying just ahead.— Los Angeles City Teachers Club Bulletin. New Life Enlistments = NUMBER of life members in the Na- tional Education Association on Septem- ber 10 was 5420. The following life members have been reported since the list was pub- lished in the May JOURNAL. Ar1zoNa—Theodore G. Grieder. CALirorniA—Peter T. Conmy, Helen M. Lord. Cuina—Peichien C. Chiang. CoLorapo—Mrs. Lucy C. Auld, Charles Leander Binna, Carl A. Brumfield, Grace E. Burgess, Sedalia Gass Chase, Marie Davidson, Mary S. Detmoyer, William H. Eagleton, Walter A. Gail, Maud B. Gass, Mrs. Inez Johnson Lewis, W. B. Mooney, Mrs. Cecil E. Smith, Harold W. Underhill, Lucile Janet Whyte. CoNnNEcTICUT—Daisy Lord. District or CoLumMBia—John H. Davis, Gwladys W. Jones. Itt1Nois—Ernest R. Britton, Thomas R. Pfisterer. INDIANA—Paul C. Garrison, Frederick W. Stoler. lowa—James Edmund FitzGerald. Kansas—James Abram Eastwood, John A. Paynter. KentucKY—Edward F. Blackburn. Loutsiana—Violett O'Reilly. MASSACHUSETTS—Marecella M. Garrick. MicHiGAN—Charles F. Hamilton, Laura Williams. Missouri—Emeline L. Chandler, Charles Blevins Davis, George H. Ryden. New Mexico—J. L. Burke, Jr. New Yorx—Howard E. Brown, Edna Crosby Hur- ley, Gustave A. Stumpf. NortH CaroLina—Donald G. Chadwick. NortH Daxota—George H. Bott. Outo—Mrs. Clara Belle Anderson, Nora Hansen, Mrs. Dora Browne Hatfield, Charles J. Hill, Leonore Holliday, Mrs. Ruth Runyan, R. W. Solo- mon, Robert J. Streeter, Ralph H. Waterhouse. PENNSYLVANIA—Mildred I. Grim. Ruope IsLAaNpD—James F. Rockett. SoutH Dakxora—Beatrice O. Tilley. Trexas—Mrs. Willie Fae Asberry, Lucile M. Hogan, Greta Oppe. VirGinta—Edward W. Marcellus. WASHINGTON—William E. Ward. West VirGcintia—W. W. Trent, Ruth Walls. Wisconsin—Alexander P, Georgiady. Completed Enrolments — following list of 1934-35 one hundred percent schools came in too late to appear in the May 1935 issue of THE JOURNAL. Sixteen Years CoL_orapo—Greeley, Washington. Fourteen Years ILLINoIs—Chicago, Pullman. Eleven Years Oun1o—Findlay, Washington. Texas—W aco, Brook Avenue. Ten Years Hawan—Kihei, Maui, Kihei; Wailuku, Maui, Wailuku Elementar OnI10- Weal Con, Lake Township Centralized. PENNSYLVANIA—Berks County, Mohnton Boro. Nine Years CoLorapo—-Fort Morgan, Baker Platoon, Lincoln. Hawatt—Lehaina, Maui, Honokowai. 236 The Honor Roll of the NEA lowa—-Sidney, Sidney Public Schools. PENNSYLVANIA—Delaware County, Bartram Building (Collingdale Boro), Pusey Avenue Building (Col- lingdale Boro). Eight Years Cotorapo—Arvada, Arvada Public Schools; Lanai City, Lanai City High, Lanai City Intermediate. ILLtinois—River Forest, Lincoln, Theodore Roose- velt, Washington. | Ten Constant Services of the | Association The service of professional and civic ideals. The service of constructive edu- cational organization The service of continuing interpretation The service of a comprehensive journal | The service of pioneering research The service of ably managed | conventions | The service of active departments The service of able committees The service of cooperation with other organizations The service of enlistment and life dedication } Seven Years Ou10o—Lake County, Willoughby District Public Schools, Browning, Lincoln, Willoughby Union High, Willoughby Junior High. Six Years ILtiNois—River Forest, River Forest Public Schools, Lincoln, Theodore Roosevelt, Washington, Frances Willard. OxKLAHOoMA—T ulsa, Franklin. Five Years Wyrominc—Cokeville, District Number Five Schools. Four Years Hawau—Honokohua, Maui, Honokohua; Makawao, Maui, Makawao; Puunene, Maui, Puunene. Missourt—St. Louis, Herzog. OKLAHOMA—Oklahoma City, Stonewall Jackson Ju- nieor High; Tulsa, John Ross. PENNSYLVANIA—Crranesville, High; Rankin, Rankin Public Schools, Hawkins High, McCrady, Public School Number 1, Public School Number 2, Special Teachers and Supervisors. WISCONSIN—Superior, Bryant. Three Years New YorkK—Watervliet, Public School Number Three. Oun1o—Canton, Allen; Youngstown, Sheridan. Two Years Co.Lorapo—Sterling, Logan County High. ConnNECTICUT—Bristol, Bingham (District Two). Hawatr—Waiakoa, Maui, Kealahou. INDIANA—Danville, Central Normal College; Indian- apolis, Public School Number Sixty-seven; Sulli- van, Gymnasium, Junior High. LouisianA—Longstreet, Longstreet High. Missourt—Kansas City, Dunbar. New York—Cottskill, Cottskill; Mechanicville Public Schools, High. Number Mechanicville, The Journal of the National Education Association PENNSYLVANIA—Pittsburgh, Roosevelt. TENNESSEE—K noxville, Bell House. One Year Hawait—Hamakuapoko, Maui, Hamakuapoko; Huelo, Maui, Huelo; Kahului, Maui, Kahului; W aiakoa, Maui, Keokea; Spreckelsville, Maui, Spreckelsville; Waihee, Maui, Waihee; Wailuku, Maui, Wailuku Intermediate. ILLINoIs—Chicago, Gompers. INDIANA—Indianapolis, Public School Number Fifty; Sullivan, Sullivan Public Schools, Elm Park Build- ing, Gymnasium, Junior High, Sullivan High. Oxn10—Canton, Market. PENNSYLVANIA—Berks County, Bethel Township Schools; DuBois, DuBois Public Schools, Central, DuBois High, Hubert Street and South Avenue, Olive Avenue, Second Avenue. VirGINiA—Richmond, Robert E. Lee. pr eee are the 1935-36 one hundred percent schools which have been received up to date. Sixteen Years Missouri—St. Lodis, Simmons. Ten Years Missouri—St. Louis, Roe, Wyman. Five Years Missouri—St. Louis, Des Peres, Herzog, Madison, Meramec, doah, Washington, Wilkinson. Eliot, Gundlach, Pestalozzi, Shenan- Four Years Missourt—St. Louis, Bates, Carr Lane, Clay, Clin- ton, Delany, Dewey, Humboldt, Jackson, Lincoln, Longfellow, Marshall, Oak Hill, Rock Spring, Schruggs, Wheatley. Three Years Missouri—St. Louis, Ames, Central, Cole, Grant, Harrison, Jefferson, Marquette, Meramec Hills, Mullanphy, Riddick, Stix, Turner Deaf, Walbridge. Two Years Missourt—St. Louis, Adams, Baden, Carr, Chouteau, Divoll, Dozier, Lafayette, Monroe, Porter Open Air, Shaw, Sigel, Wade. Current Year ALABAMA—W ylam, Wylam. CoL_orapo—Alamosa, Central, Willis; Durange, Whit- tier Elementary; La Veta, La Veta Union High; Loveland, Loveland Public Schools, Garfield, Lin- coln, Loveland High, Washington; Montrose, Montrose Public Schools, Central, Johnson, North Side; Steamboat Springs, Grade, High; Walsen- burg, Walsenburg Public Schools, Hill Junior High, Pennsylvania Avenue; Seventh Street, Washington Elementary. - CONNECTICUT—Bozrah, Bozrah Public Schools; East Lyme, Flanders, Niantic; Fitchville, Fitchville; Lyme, Lyme Public Schools; Salem, Salem Public Schools. Georcia—Montezuma, Montezuma. ILLINo1is—Chicago, Carpenter Elementary, Coyenter Elementary. INDIANA—Bedford, Bedford Public Schools, Bedford High, Central, Junior High, Lincoln, Madden, Stalker; Indianapolis, Public School Number Twenty; Kokomo, Douglas. Missourt—Kansas City, Booker Washington, Doug- lass, Sumner; St. Louis, Bellefontaine Farms, Buder, Carondelet, Charless, Dessalines, Dumas, Fanning, Fremont, Gallaudet, Gardenville, Gar- field, Gratiot, Hamilton, Harris, Harris Teachers College, Hogden, Howard, Long, L’Ouverture, Mallinckrodt, Mason, Machael, Mount Pleasant, Peabody, Penrose, Schroeder, Shepard, Sherman, Special Number Two, Special Number Three, Special Number Five, Special Number Six, Special Number Seven, Special Number Ten, Stowe, Taus- sig Open Air, Vashon High, Vashon Preparatory, Waring, B. T. Washington, Woodward. New Jersevy—West Orange, Saint Cloud. New York—Troy, Whipple. Oun1o—Butler County, Hanover Township Schools. Texas—Dallas, Eagle Ford. ot to be Measured in Hours — or Days — or Months — Huelo, wakoa, ailuke 4 Years of experimentation, re- ae search and development lie back venue, of important elementary and jun- idred cived ior-high school series Athena sprang full grown from the head of Zeus. But modern textbooks do not spring from the minds of their authors in the form in which they enter your classroom. dlach, J Six years of analysis and investigation enan- . . preceded a new English series . . . ten years of classroom experimentation in new meth- onl ods, a new junior-high school mathematics .coln, series ... ten years, a social-science series. — And so through all the major subjects, the story runs. me How does the publisher function? Now des, and again, at the expense of time and money, m he provides experimental editions as tools ial for nationwide testing. Back of all the Open books in their developmental period he throws his guidance, advice, and editorial cooperation through a well-trained staff of iad specialists. His is the task to see that the igh; books in a series form a unified integrated rose, whole . . . that they meet leading courses Isen- of study throughout the country . . . that thon they run in harmony with the best educa- Eest tional thinking about content and method ret ... that the transition from elementary to junior-high school in any subject is an un- er folding of new ideas, suitable for the ex- vote panding growth of the child—not a dupli- nber cation, but a building onward and upward. oug- rms, Sent Ginn Books for all Levels—the Products of Experience since 1867 = ant, nan, : GINN AND COMPANY BOSTON NEW YORK CHICAGO LONDON ATLANTA DALLAS COLUMBUS SAN FRANCISCO ion Mention THe JouRNAL 4-103 when writing our advertisers } , Volume 24, Number 7; October 1935 NOTES and ANNOUNCEMENTS Stor yAL THE TEACHER conduct an American Education Week for our school which in later years will meap ”. igs ' writing project. In keeping with the 1935 loyalty to community and nation? C Leslie Pinckney Hill h “The School dD pa Is it the development we receive thru ac. | Sev! : theme, c oc an emocEacy, cepting responsibilities which tends to train ys } 100! Lord, who am I to teach the way highschool students this year will write to be more capable men and women? c To little children day by day, on the topic “Democracy Means Self- Is it our clubs which enable us to express our Vi So prone myself to go astray? discipline.” The three best papers on this — — and thereby help us choose our a Mei ife wor topic in each school should be sent to the : ie ’ NE ac . ledge, but I know mgt ae , Is it the opportunities which are afforded us |? I _— ro — : 1 h a - National Association of Student Editors, to become leaders of a community the size of F | a ae ee en see ee 1201 16th St., N. W., Washington, D.C., our school? OP. The candles of my knowledge glow. by December 1 Is it the fine sense of honor which is evolved | P™ : by our honor system? : I teach them power to will and do, In 1934 thousands of students sub- , But only now to learn anew My own great weakness thru and thru. I teach them love for all mankind And all God’s creatures, but I find My love comes lagging far behind. Lord, if their guide I still must be, Oh, let the little children see The teacher leaning hard on Thee. Democracy Means Selfdiscipline —Each year THE JouRNAL of the Na- tional Education Association and the National Association of Student Editors mitted essays on the topic, ““What Is Best in My School.” The following article, written by Bill Mereness, Central High School, Lima, Ohio, was a representative entry: What is best in my school? That is a rather puzzling question. I wonder, can I really point out one certain thing which is best in my school ? Is it the fine spirit of sportsmanship which we can develop thru witnessing as well as par- ticipating in events involving competition ? Is it in enjoying the companionship of schoolmates and gaining a wealth of experi- ence thru forming new friends? Is it the sense of loyalty that we maintain Is it the developing of our brains by study so that we become more cultured and more capable of clear, levelheaded thinking? Is it just one of the features of which I have named a few? Or, is it all of these things to- gether which tend to create men and women who will be more capable of handling this old world of ours in such a way as to bring peace and happiness to all? NEA publications for American Education Week—The following list of NEA publications will be found espe- cially helpful in developing the Ameri- can Education Week theme, 1935, “The School and Democracy.” Order from the [Continued on page A-105| . he" 4 \ SARA \ i ; m7 P ol “ “a ~~ \ J . \ 4 \ \ ' i } ty w ; ae ae é ae . \ = \ A dl Yo ‘hh hey: t a ; 3 ee aie ao a i ~~ a x * ‘ \ \ ‘ \ | H F j / y Fe J sal Pr a ~ 7 7 om NV Pee ‘a, ar “a ail “— | = x . ee \ Cee y eS Pa Z an Pag | ’ \ atk i. \ . \ \ | ee fu i, : By / The Life Membership \.\A\S\\\\L ELAS J 4 Life Members receive a ~-... emblem of the National 2 a : < The Journal, Research “te Education Association has “ ~~ Bulletins and annual Vol- = ~... become a valued symbol ume. The deferred pay- ~ among educational leaders. ment plan puts this ideal | — -—— It suggests a permanent _ membership within the interest in the profession, : : ~~~ reach ofevery true teacher. -— an abiding professional - | Sl” Use the blank below spirit. i ? 57 a Sas i % eos yo ; today. Nba } i : ae ag ei PTAA SS i Ki 3 — ak) sae xa ; A y F SS \ .Y \ ee