Al / 1 GF OP ii ie GENERAL LIBRARY UNIV. OF MICH. NATIONAL EDUCATION the Educational Policies Commission 7 Pdvcation for Lei- sure Otto T. Mallery Recent Psychologi- cal Developments William H. Kilpatrick © Scheels and the Lottery Issue Bert H. Davis EdecationiaGurepe Philip W. L. Cox See Page A-127 for Complete Table of DECEMBER 1935 Contents e VOLUME 24 NUMBER 9 How Do You Judge a Dictionary? 1 VOCABULARY—38,500 words, selected from children’s reading and school work 10 REASONS 2 DEFINITIONS—Simple, clear, accurate, tested with thousands of pupils 3 ILLUSTRATIONS—1,600, besides 162 color pictures in 8 full-page WHY plates 4 ILLUSTRATIVE EXAMPLES—Supplementary to definitions, not substitutes the new Webster 5 ORGANIZATION—Simple, logical, consistent 6 PAPER—Thin, strong, opaque A DICTIONARY 7 TYPE-FACES—Large, clear, legible 8 FORMAT—Large page, wide columns FOR BOYS AND GIRLS Is Taking Schools 9 EDITORSHIP—Trained, experienced specialists, guided by the advice of teachers 10 HEREDITY—Direct and latest descendant of Webster’s New Inter- national Dictionary, Second Edition, the leading authority in this country by Storm List Price $1.20 Discount to Schools AMERICAN BOOK COMPANY New York Cincinnati Chicago REMEDIAL WORK IN READING Recommended: To accelerate progress with normal pupils—To aid slow pupils—To aid retarded pupils PRE-PRIMER AND FIRST GRADE Seatwork Activities—A Pre-Primer Workbook for any Primer, 64 pages Pre-Primer Seatwork, 64 pages Primer Seatwork, 64 pages.. koala First Reader Seatwork, 96 pages . ahs Eye and Ear Fun, Book I, a phonic workbook for advanced first grade or second grade, 64 pages..... SECOND GRADE Second Grade Reading Seatwork, 96 pages........ Eye and Ear Fun, Book II, a phonic workbook for advanced second grade or third grade, 64 pages.... THIRD GRADE Third Grade Seatwork, 64 pages Eye and Ear Fun, Book III, a phonic workbook for advanced third grade or low fourth grade, 64 pages.25¢ SAVE MONEY—INSURE SUCCESS—Ohten the expenditure of a few cents per pupil invested in the right kind of reading activity work will save the school district hundreds of dollars spent annually to re- educate pupils who have failed in reading. The books listed have a nation-wide sale and are recommended for remedial work in reading. WEBSTER PUBLISHING COMPANY 1808 Washington Avenue, St. Louis, Mo. Atlanta Dallas San Francisco These Qualities are ESSENTIAL in every GOOD READING SERIES Pupil interest ... Literary merit... Varied story content. . . Vocabulary control ... Unit organization ... Modern teaching method ... Attractive appearance. You will find all of these qualities in the HAPPY ROAD TO READING SERIES (Dopp-Pitts-Garrison) Primary Unit now ready. LITTLE FRIENDS LITTLE FRIENDS AT SCHOOL Pre-Primer Primer BUSY DAYS WITH LITTLE FRIENDS First Reader NOW AND LONG AGO Third Reader OUTDOORS AND IN Second Reader Content is selected and organized into units on basis of scientific studies of childhood interests. Stories and pictures are closely related to pupil ex- perience and thus furnish literary-experience materials. Number, quality, distribution, and repetition of words are based on scientific research. Vocabulary control, achieved without distorting story content, assures word mastery. Creative method fosters self expression, correct reading habits, and literary appreciation through pupil activities. Workbooks, Chart, and Word and Phrase cards available if desired Write for further information concerning this new series. RAND McNALLY & CO. New York 536 S. Clark St., Chicago, Ill. San Francisco The a ae ee ie | OURNAL The of the NATIONAL EDUCATION ASSOCIATION December 1935 VOLUME 24, NUMBER 9 Between Editor and Reader— [oeattsu: THE NEED OF THE HOUR—In times of darkness and confusion the supreme need is light. The light of great ideals has been the saving force thru all the centuries—richer in vitality than any race, more abiding than empires, more enduring than monuments of stone. Ideals are practical. Like the beacons that guide men thru the seas and the air, they are most needed in times of storm and difficulty. Some nineteen hundred years ago Jesus Christ gave to mankind the greatest body of idealism the world has known. With none of the trap- pings of classroom, curriculum, grades, or de- grees; in an age crushed with ignorance, super- stitution, brutality, and corruption—by the mere force of living and teaching—Christ started a new epoch; an epoch so significant that the calendar dates from his birth, so power- ful that it has changed the whole course of hu- man events, so beneficent that untold millions of men have been lifted higher in the scale of life. Is it not plain that what the world needs just now is a new devotion to great ideals? In statecraft, in business, in industry, in law, in the church, in science, or in teaching can any- thing be more intensely fruitful and practical than a renewed faith in the higher and finer things? Hour after hour, day after day, we are all facing situations where there is choice be- tween the higher and the lower. It takes but a little commonsense and a will to choose the higher path—to change the whole course of a life, a school, a nation, or an age. A little more faith, a little more idealism and the confusion of today may give way to the fairest dawn the world has seen. As we celebrate this Christmas, let us dedicate ourselves anew to those lofty ideals that are the fruit of untold centuries of aspiration and hope, of sacrifice and struggle, of heroism and courage. In the faith that teaching is the surest way, let us highly resolve—as we celebrate this birthday of The Great Teacher—-to teach better than we have ever taught before, to teach as tho the whole structure of civilization rested upon our teaching. That is the supreme need of this hour. Volume 24, Number 9; December 1935 PUBLISHED BY THE NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W., Washington, D. C. AGNES SAMUELSON, President WILLarp E. Givens, Executive Secretary J. W. Crastree, Secretary Emeritus Mary J. Winfree, Accounts and Records H. A. Allan, Business Agnes Winn, Classroom Service Charl Ormond Williams, Field Service Joy Elmer Morgan, Publications T. D. Martin, Membership William G. Carr, Research JOY ELMER MORGAN, Editor Harriett M. Chase, Secretary’s Office S. D. Shankland, Secretary, Depart- ment of Superintendence, and Direc- tor of Administrative Service Gwladys W. Jones, Secretary, Depart- ment of Deans of Women Eva G. Pinkston, Secretary, Dept. of Elementary School Principals H. A. ALLAN, Business Manager In This Issue— EDUCATION FOR LEISURE Otto T. Mallery 273 AMERICAN EpucaTION WEEK SUCCESSFUL 275 SCHOOLS AND THE LoTTERY IssUE Bert H. Davis 276 RECENT PsycHOLociIcaL DEVELOPMENTS William H. Kilpatrick 277 TEeNvRE As It AFFECTS THE CHILD Stella Goldberg 279 THE DEPARTMENT OF CLASSROOM TEACHERS 280 YouTHs SuPPoRT DoMINANT Party ProcraMs Philip W.L.Cox 281 EARMARKS OF A FUNCTIONAL UNIT C.C. Trillingham 282 A WINpow Ptays A Part Mabel P. Venoss 283 AMERICA PLANS FOR BETTER HoMES J. Earl Davies America Becomes Housing Conscious 285 Is This a High Standard of Living? 286 Where Children and Flowers Cannot Thrive 287 The House Makes the Man 288 Slums, the Most Costly Housing 289 Land and Liberty 290 If Automobiles Were Built as Houses Are 291 Rich America 292 We Learn from Europe 293 Cities That Don’t Just Grow 294 A New Deal in Homes 295 States Consider Housing 296 Houses at the Store 297 A Home of My Own 298 Next Steps Toward Better Houses 299 Teaching Housing in the Schools 300 THE STORY OF AN EXPERIMENT L. P. Benezet 301 TurEspay Morninc at St. Louis 303 EDUCATIONAL PoLiciEs COMMISSION 304 NEA CoMMITTEES AT WORK 305 NoTEs AND ANNOUNCEMEMTS 306 Honor ROLt oF THE NEA 309 The payment of $2 active membership dues entities a member to attend all meetings of the Assoria- tion and its departments, to vote for delegates to the Representative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entities an active member, in addition to the privileges of the $2 membership, to receive the Research Bulletins and the Annual Volume of Addresses and Proceedings. The payment of $100 gives the privileges of the $5 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Please report at once any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Association of America. Published monthly, except June, July, and August, by the National Education Association of the United States, 120! Sixteenth Street, N. W., Washington, D. C. Entered as second-class matter October 23, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921, A-127 SEE HOW REGIMENTATION IS BEING USHERED OUT OF THE SCHOOLS The educational lock-step is passing; modern teaching aids are speeding its farewell. Teachers everywhere should send for free samples of the: new individual activity material now produced in the school with ease and economy by the Mimeograph Process. Created by a group of advanced educators, it reaches you in the form of ready-to-print Mimeograph sten- cils. A refreshingly new idea in supplementary teaching material, a deci- sive betterment in teaching technique. Gives each boy and girl the benefits of individual instruction. Saves teaching time and helps prevent pupil failure. Also a single set of prepared stencils will produce hundreds or thousands of standard school forms, outline maps, or pages of seat-work. Let us tell you how this newly designed material will lighten your labors and, at the same time, enable you to do more effective work. For full in- formation, address Educational Department, A. B. Dick Company, Chicago. Send for free samples. Individual activity material may be just what you need. Samples and full details without obligation. ~ Mention grade and subject. Address A. B. Dick Company, Chicago. MIMEOGRAPH Mention THE JOURNAL when writing our advertisers The Journal of the National Education Association an December 1935 Education for Leisure Otto T. MALLERY President, Playground and Recreation Association of Philadelphia; Member National Commission on Enrichment of Adult Life confronted with leisure, wanting en- tertainment, reached for a dime. Now they reach for a skill, a skill that money cannot buy. In hundreds of towns groups of people are learning new skills, learning to make anything from a cradle to a rab- bit pen, learning to play anything from a home-made bamboo flute to a violin shaped like a cigar box, learning ways of creative self-expression. At the bottom of the depression there are more arts and crafts, more dramatics, and more oppor- tunities for right use of leisure than at the top of the boom. Adversity has its uses. People used to spend much time riding around in automobiles, but now the quaint old American custom of walking is being not only revived but actually enjoyed. When people took their eye off the speedometer they were surprised at the interesting sights they saw. When they began to look into their own inner resources they were even more surprised and pleased. And so it happened that the people of a thousand communities took eagerly to their newly opened public rec- reation opportunities and unnumbered thousands of people enthusiastically participated who never did before. A thousand new communities initiated this leisure-time work during the last four years; this is as many as were started during the preceding twenty- five years. At the National Recreation Congress in Chicago community leaders reported the progress made in these two thousand communities during the depression. Look- ing back on our vaunted days of high prosperity we recognize now that they were often low, hollow, and empty—their boasted riches often a base sham. For prosperity and victory are not always as advertised. Look at France since the World War. France gained the second greatest empire on earth. Power, prestige, manpower, trade, and gold were gained, but what good were they to her? Travel- ers report that France today is rich, tired, frightened, corrupt, and disillusioned. Compare Turkey dismembered, shorn of empire, impoverished, and thoroly beaten. Turkey since the World War has made conspicuous progress in education, gov- ernment, and all the fundamentals of civilization. I’ THE OLD pDAys of prosperity people Volume 24, Number 9; December 1935 Defeat may serve as well as victory To shake the soul and let the glory out. When the great oak is straining in the wind Boughs drink in new beauty. The trunk sends down A deeper root on the windward side. —Epwarp MARKHAM. As in France, so in the United States, victory and prosperity did not give the results hoped for. For ten postwar years Americans were like beggars sitting on bags of gold. At the end the hospitals of the country contained more people suffering from mental troubles than from physical disease. Why was this? The off- time of the average person was misspent and misused. Tense, exciting, exhausting, expensive pleasures were the fashion. People had expense regardless of pleas- ure. We had fun no matter how funless. We were like the mother in the popular story whose small boy was bawling and fussing at the picnic. The mother gave him a sound spanking and said, “I brought you here to have a good time, and bejabbers you're going to have a good time whether you like it or not.” Well, the American people were taken to un- ending materialistic picnics during pros- perity and tried to like a lot of things that gave us stomachaches, mind-aches, and disillusionment. We chose the wrong things for our leisure because we didn’t know what to do. We bought and hurried and worried. At an amusement park in Denmark I learned a lesson. A fleet of painted yachts raced on a painted ocean. I picked my yacht, dropped a coin in the slot, and re- volved the wheel which moved my yacht down the canvas course. The other play- ers did the same thing and all the yachts raced down the course. Like a good, 100 percent American, I screwed myself up and whirled my wheel like a buzz saw. When I looked up, to my disgust I saw my yacht sink. The next race I did the same thing, speeding up more than ever and tying myself into a knot with con- centrated effort to hurry my yacht along. Again my boat sank. In the third race I dropped out and looked on, and observed that none of the Danes were speeding up their wheels and that none of their boats sank. The explanation finally dawned on me. If the wheel was revolved at a faster rate than could be steadily maintained as soon as there was a let-up, the boat sank. The Danes were giving me—and the American people—a silent object les- son. They were saying, “If you hurry you lose the race. If your speed is too great you get nowhere.” During the period of post-war prosperity many Americans got nowhere except to the mental hospitals. The recreation of our days of prosperity was not re-creation but destruction. The great athletic coach, Glenn Clark, at the National Recreation Congress il- lustrated the principle of alternate ten- sion and relaxation, the principle of re- creation thru inner rhythm. He said, ‘‘It isn’t the exercise that makes a great ath- lete but the way he rests between efforts. Tension is not upbuilding; it is destroy- ing. When a muscle is tense it expands and pushes the blood out of the surround- ing lymph; when the muscle relaxes the blood flows into the displaced parts and restores them. The exercise does no good except in creating an ebb like the ebb of the tides, which allows the flood tide to flow in.”’ He said the fastest crew was the one that gets the most relaxation between strokes. This is equally true of mile run- ners, shot putters, and jumpers. The man that goes out each day until he exhausts himself in performing, will actually retro- grade until at the close of the season he will be a weaker performer than at the beginning. Glenn Clark makes a strong argument for rhythmic tension and re- laxation not only in athletic training but in planning anybody’s day. This gospel of exercise and rest, work and play, is making more progress now with educators and the public than ever before. That the constructive use of leis- ure time is a necessary balance to a life of work is becoming a fundamental of educational practise. The National Com- mission for the Enrichment of Adult Life, and the Adult Education Department, both strong departments of the National Education Association, are preaching this gospel vigorously. Our own Pennsylvania Department of Public Instruction is in step. The rank and file of the people in the communities are receptive and ready for leadership. Higher recreation is a part of higher education. Higher recreation is a phrase given to us by L. P. Jacks of Oxford University, author of Education of the Whole Man. By higher recreation is meant the arts and crafts and the pur- suit of cultural skills. It is in the highschools that perhaps 273 the greatest progress is being made in preparation for the use of leisure. In the Bartlett Junior Highschool in Philadel- phia, for instance, there are 61 different kinds of clubs, one of which every boy and girl is required to join and attend during school hours. The school provides the leadership for all these 61 interests as part of its curriculum. I am told this is common practise in dozens of Penn- sylvania towns and cities. Turning from the young people to the adults, a novel enterprise has been con- ducted by the Playground and Recrea- tion Association of Philadelphia, of which I am the head. At our suggestion, the Evening Bulletin ran a series of articles in the daily newspapers each about a dif- ferent hobby as pursued by some out- standing person. The articles offered to connect anybody with one of 40 hobbies. Thirty-five hundred adults responded by letter and 2000 of them became members of 40 kinds of hobby or adult education classes. The other 1500 were referred to existing opportunities for adult educa- tion which they had not known about. The Philadelphia Hobby League is car- ried on with the cooperation of the Phila- delphia board of education, which pro- vides the meeting places for all the groups. The Hobby League is regarded as a demonstration of the desire of the people of the community for the higher forms of recreation. It is also a feeder to the extension classes of the public-school system. The untiring organizer of the Hobby League was Charles H. English, now the righthand man to the head of the Youth Administration in Pennsylvania. The Philadelphia Hobby League grew out of the experience of the Chicago Park System, which had a booth in the Cen- tury of Progress Exposition last year where handicrafts were exhibited. On the same counter were placed cards for visi- tors to fill out. Five thousand such cards were printed on which the signer was in- vited to name any leisure-time activity he would like to follow in his neighbor- hood. Another 5000 cards had to be printed, then 10,000, then 20,000 more, until 100,000 Chicagoans had registered. The Park System had caught a whale. It hadn’t expected to catch so big a fish. It couldn’t let go of him and it didn’t have the help to land him. The park executives couldn’t possibly ask for additional staff to handle 100,000 more people nor did their own staff have many of the skills requested, for instance, the making of model yachts and the making of bows and arrows and the study of archery. The able Chicago park executive, Victor K. Brown, went on a hunt for volunteers, 274 for cranks in all these hobbies willing to make others as crazy as themselves. They were found in quantities and only too glad to work with people of the same form of insanity. The Chicago Park district is the fortunate possessor of dozens of rec- reation buildings that look like high- schools, and into them the new army of hobbyists floated in small squads, filling every room from roof to sub-basement and relegating the coal pile to outof- doors. With such a big following as this how can the politicians or budget makers of Chicago cut down the $8,000,000 budget of the Park System? It can’t be done. The Philadelphia and Chicago inci- dents are of especial interest to school superintendents because they cost so little. No troublesome financial problems have to be put up to a schoolboard. If the school buildings are open, or can be opened, volunteer leaders or emergency work relief employees can be obtained. The group of hobbyists will pay for their own materials even if they have to give up cigarettes and sodas. The main prob- lem is to find the schoolmen who have the excess energy, the public spirit, the willingness to struggle with incapable as- sistants, and the advertising skill to make the community want these forms of higher recreation and education. Some adults are afraid to try a new thing, afraid of schools for fear of looking fool- ish in one, afraid of failure, and timid as to their own powers. Spurgeon, the preacher, once said that he had found the three hardest words to pronounce in the English language. He said the three words were, “I was mistaken.” There are other words equally hard to pronounce. They are, “I will try to do what I never did before, alongside of Bill and Mary, who will probably do it much better.” Just as such people fear standards will be too high, so school administrators often fear that standards will be too low, and hesitate to introduce something in- ferior to their own ideals. They are per- fectly willing to take children into arith- metic and start them from wherever they are, but they are sometimes loath to take grown people where they are and build on that. Because of these obstacles the pub- lic recreation systems have a slight ad- vantage over school systems in attract- ing beginners in the quest for new skills. Recreation systems have no examina- tions. The ideal pattern for adult education for leisure is not the Philadelphia or Chi- cago method described, but the Mil- waukee public-school system, where the extension division has on its staff not as volunteers, but as career professionals, the teachers of these skills. All the Mil- waukee public schools are open at night and some of them look like a large home- keeping open house, where all the guests can walk in, wander from room to room, see different groups of people pursuing different studies and hobbies, sample each one, like the goods on the counter of the department store, no questions asked, and go or come as they please. During the depression all the other de- partments of the Milwaukee school sys- tem took a cut, but not so the extension division because thru a period of years the community as a whole had partici- pated and was solidly behind it. This open house plan has its good points, Just as no one can tell what auto- mobile he likes until he rides in it, so no one knows what skill he would like to have until he tries it. Few ever have the impulse to try. The advertisements din in his ears, ‘“‘Chesterfields satisfy,” but no one is telling him that the development of an inner resource satisfies. No one is trying to convince him that playing a clarionet will satisfy him. On this point I am more fortunate than most, for my family of seven is forming an orchestra, and I have been told by my family that nothing will satisfy them unless I learn the clarionet. They assure me that this skill will also satisfy me. The point is that social pressure must often be brought on inactive people, like the family is bringing on me, before they have the initiative to develop their powers. It takes an energetic schoolman to make attractive to people the develop- ment of their powers and skills. Even- tually America may be like English so- ciety was in Samuel Pepys’ time, when it was considered so vulgar and uneducated not to be able to play a musical instru- ment that it was far better for a man’s social standing to be caught cheating at cards than to be ignorant of music. The state of New Hampshire has been making great strides in the direction of culture for dwellers in rural districts, under the leadership of Exgovernor Winant. Lovers of singing as an art have been sent into all the little rural schools to make singing a natural and lovely form of self-expression. Other leaders go from town to town stimulating and or- ganizing boys’ and girls’ hobby clubs and enlisting the local grown-ups who have the sparkle to lead such clubs. The state Home Industries Board has 27 stores in which arts and crafts products made in New Hampshire homes are sold. Only goods of the highest standards of artistic excellence are accepted. No article capa- The Journal of the National Education Association silt hamaninate SAINI ARAS Sis aed. ic a is il- le )- l- it o t in i sd we Ss WM OD C2 SN oe De wt sal a nent a ne AEDES eae ieee ble of being mistaken for a unit of mass production is offered. Therefore, there is no opposition from commercial inter- ests. The handicraft workers are given access to the finest models, and express the joy and pride of craftsmanship. How do all these examples of adult education and higher recreation relate to the Emergency Education Program in the state of Pennsylvania under the Emer- gency Relief Administration and the Works Progress Administration? You noticed that at the meeting of the Adult Education Department of the National Education Association in Denver last July resolutions were adopted against the management of adult education by the Works Progress Administration. I assume the desire was to have this management in state departments of education. In Pennsylvania, for instance, the state de- partment of public instruction has not had all the administrative responsibility it desired, altho William Bristow, by his wise counsel has helped to maintain high standards and to develop a positive phi- losophy. I am glad to report that outside opinion ranks our Pennsylvania Emer- gency Education Program as among the best in the country. Altho I believe that state departments of public instruction and local boards of education are the natural and best fitted administrative units, such new and ex- pensive movements always fall first into the lap of the agency from which the initiative and money come. Eventually I believe the state and local departments of education will play the principal role and in the meantime should prepare themselves for growing responsibilities. In the Pennsylvania Emergency Edu- cation Program, education and higher recreation are so inextricably mixed that like J. Pierpont Morgan’s mergers of scrambled corporations, education and recreation can never be unscrambled again. Anyone is hopelessly out of date who maintains that education is every- thing above the neck and recreation is everything below the neck. It is the whole man that gets educated and the whole man who has a satisfying time—the whole man or none of him. If you cut off his head, desirable as that may be, it will not make him easier to educate, nor will the remainder of him be more likely to have a good time. I venture to predict that within ten years the public education and public recreation systems will frequently be one united agency of government and that this united agency will have more adult patrons than any form of commercial entertainment. To serve this multitude Volume 24, Number 9; December 1935 American Education Week Successful HE SCHOOL AND DEMOCRACY” was the theme of the nationwide ob- servance of American Education Week in 1935. While only incomplete returns were available at this writing, it is evident that the observance this year cut deeper and produced a more lasting result than any previous cele- bration. This was due, in part, to the fact that the theme was exceedingly timely and fundamental. Evidence in hand shows that it was also due to the fact that American Education Week is each year given increasing recognition as an outstanding opportunity for a comprehensive program of educational interpretation. The latter statement is verified from whatever angle one studies the growth of American Education Week. The growth of the income received by the National Education Association for materials distributed at cost prices is one evidence: 1931—$1896.21 1932— 3315.85 1933— 6559.31 1934— 7668.10 1935— 8750.00 Materials are prepared and distributed at cost price as one phase of the Associa- tion’s service to the nation’s schools. The American Legion and the U. S. Office of Education cooperated in sponsoring this observance. State education associations, state departments of education, and other professional and lay organizations joined in making the week in 1935 a significant nationwide observance. When thousands of communities thru- out the nation simultaneously observe this occasion with school visiting days, public programs in the school and before community organizations, radio programs, newspaper features, and in countless other ways the effect is tre- mendous. American Education Week re- ports—It is urgently requested that superintendents, principals, teachers, and college officials send to the NEA, 1201 16th St., N. W., Washington, D. C., reports of their American Edu- cation Week programs. Please send | 1] any printed or mimeographed materials you have; [2] newspaper reports; and [3] a statement of the number of lay citizens reached by American Educa- tion Week including those participating in the program, those visiting the schools during American Education Week, and those before whom Ameri- can Education Week programs were presented such as civic clubs, chambers of commerce, churches, ‘and _ other groups. These materials are desired for use in the development of American Education Week materials for next year. of questers after deeper and richer hours of leisure hundreds of thousands of addi- tional teachers and leaders will be re- quired. These must be recruited, at- tracted to the profession, and trained. Fortunate it is that these hundreds of thousands of new teaching jobs are in the offing because they appear at a time when hundreds of thousands of manufacturing jobs have been permanently canceled. Just as the progress of modern technology implies the non-employment of former millions in manufacturing, so it also im- plies the creation of many new jobs in the vast new industry based on shortened hours—the leisure-time industry. The loss in factory jobs will be offset in part by the gain in professional services, of which educational and recreational serv- ices will constitute an important share. In the next ten years there will be more honors for those who man the public services and less for those who captain the industries. There will be more taxes and a larger percentage of the national income will be dispensed by state and local governments. There will be more teachers of all kinds than ever and more willing adult questers for what the teach- ers have to give. More and more people will reach for a skill instead of a dime. The factory had its day of domination over American life. Other activities and services are now displacing the factory in the front line of progress. Confidence gleams in the eyes of the advancing lines. The marchers find as yet no word for themselves in our language. They are eager questers after skills, not for the marketplace but for inner satisfaction. In leading this march you schoolmen are essential. You know the goals and can show the way. You belong with these new marchers; you belong with their gallant attitude toward life, their will- ingness to learn new things, and their zest for living. —Address before the Annual Educa- tion Congress, Harrisburg, Pa., Oct., 1935. tN ~ wv Schools and the Lottery Issue ATIONAL Lottery—Oppose the N enactment of any legislation to create a National Lottery or to legalize any form of gambling.—Legisla- tion Code for 1936, National Congress of Parents and Teachers. Present proposals for legalizing lot- teries in the United States divide into two groups. More outspoken than numerous other advocates in public life is the Mayor of New York City, who sought legislation to permit a lottery providing funds for relief and public works. A wing of the lottery movement whose spokesman is the National Conference on Legalizing Lotteries favors conducting huge “membership funds” for hospitals, charitable causes, and other semipublic objectives. This group would not sub- stitute the lottery for taxation, but for the free will gifts on which community chests and individual institutions have relied for support. A factor in both types of proposals is that large fortunes are being hidden or dispersed, affecting both taxation and large-scale contributions. Community chests threatened— To most school men and women, the community chest idea has appealed as being based on patient evaluation and cooperation among various causes, whose needs were then laid before the public for support. In practise, there has sometimes been coercion to increase the number of givers or the amount of average contri- butions. More threatening has been the opposition of some individual agencies, on the score that they could obtain more support by direct appeal to their partic- ular friends than when merged in a single campaign with less popular causes. Cor- porations have sometimes given grudg- ingly, especially after taxes were in- creased for public relief. The more-than- 400 community chests and councils have beer. dealt a hard blow in the field of larger gifts. At this point, lottery advocates con- tend that their plan will build community funds or individual charities’ budgets painlessly, by an appeal to the self-inter- est of persons not now reached by refer- ence to social duty or community spirit. The general public supports small-scale lotteries and the large foreign lotteries to a degree that shows willingness to pay moderate amounts for the chance to win great amounts. Plight of hospitals—Hospitals in- cluded in the United Hospital Fund of 276 New York closed 1934 with unpaid bills of $5,700,000 in addition to $14,000,000 in mortgages and longterm obligations. HERE IS REPORTED a growing ten- dency of highly organized gam- bling interests to push their activi- ties into the realm of school and col- lege sports. A wellknown columnist writes: “A few years ago, the Broad- way betting men would have sneered at the idea of wagering on college football games. Now it is the biggest betting medium of any sport, with betting brokers issuing regular printed quotations on the various games every week.” Every thought- ful citizen needs to ask himself: Do we wish to establish gambling per- manently as a regular part of our civilization penetrating and tending to dominate our sense of values in home, school, and community? The degree of loss in 1935 may be judged by the amount of $9,440,000, set as the goal for a fall campaign of the hospitals, which was intended to prevent “operat- ing insolvency.” Some of the harrassed trustees and officials of the institutions have been impressed with the report that approxi- mately one billion dollars a year goes abroad “to help foreign charities,” in the phrase of one writer. Conceding the billion-dollar stake, it should be remem- bered that the charity benefiting receives barely one dollar of every five dollars wagered and that the support from other sources dries up as the “easy money” of lotteries comes in. To obtain the desired $9,440,000 thru a lottery, the New York fund would do well to plan to sell $50,- 000,000 in chances on a grand drawing and to plan beyond this for underwrit- ing the losses in legacies, annuities, sea- sonal gifts, and even hospital service in- come—for why pay hospital bills to institutions living on the large income of lotteries? The teacher is affected—If legal lotteries come to American cities, teach- ers will be affected at several points: [1] However one regards gambling among adults, the influence of wide- spread, publicly accepted gambling on childhood and youth threatens the finest character values. The urge to get some- thing for nothing, whether money for services not rendered or school credits not earned by study and activity, is con- stantly offset by enlightened educational policy and public opinion. But if re- spected adults, including teachers, are seen to be looking forward to a “big win- ning’ as a desirable life objective, atti- tudes that schools have carefully fostered will be abandoned. [2] A large-scale lottery, such as would replace a community chest cam- paign, must depend on teachers and pupils for promotion and support. The schools will offer the most direct entrance for the selling of lottery tickets in thou- sands of homes. In our typical American enthusiasm for the novel and large-di- mensioned project, the schools will be considered one logical instrument for joining rich and poor, young and old, in a great game of chance for public bene- fits and personal unearned winnings. [3] The approval of some well-wish- ers has been secured by showing how re- spectable and historic American lotteries are, particularly in the financing of early American colleges and the schools of Philadelphia. Who will doubt that a pub- lic lottery in lieu of new taxation would encompass the public education fund? Not only would this give added respecta- bility to a plan holding great possibilities for political favoritism and racketeering, but the employees of the public-school system would be considered advocates and salespersons for a plan sure to benefit them! That the credulous, the “lucky,” and those so beaten by life as to place a last dollar or two in the great gamble, should be exploited to support public education is a paradox that we may see realized within the present decade, if the schools remain silent on the lottery issue. Social significance—Is the chance to win an immense sum the means by which some now bewildered and resentful will be held in a sort of loyalty to the present social order? Let students discover how free lands, military glory, and political plums for outspoken leaders have been used to turn the force of rebellion and re- form. Licensed lotteries for America, serving as training schools for petty criminals and as means of coercion and favors in politics, might also become the Roman circus to take the attention of otherwise alert persons from inequali- ties that should be corrected by social justice, not by everyman’s chance to win $150,000!—Bert H. Davis, Utica, N. Y. The Journal of the National Education Association ware Do We Need a New Curriculum? II Recent Psychological Developments What They Mean for Curriculum Making HIs 1S the second of a series of ar- | ticles which Dr. Kilpatrick is pre- paring for THE JOURNAL. The first article appeared in the October issue; other articles will appear thruout the year. f SPECIAL AIM of this article is to seek suggestions for curriculum re- making from a study of the present trends in the psychology of the learning-educa- tive process. This area of study is as yet controversial. The effort here made is to find the present most inclusive and satis- factory ways of conceiving the accepted facts regarding behavior, or conduct, and learning. [1] The general trend seems to be away from a former prevalent psychology of learning which, founding itself on the transmission of what already is, stressed the acquisition of subjectmatter-set-out- to-be-learned. Until recently, tradition, both lettered and unlettered alike [in- cluding theology and even science], ac- cepted the Platonic metaphysics and looked upon knowledge as existing some- how prior to man’s knowing it. The school was accordingly an institution for hand- ing down on authority what was thus known, and learning was the correlative process of accepting dutifully and acquir- ing faithfully what was set out in the curriculum. The whole process was con- ceived in static non-creative terms. The newer psychology grows out of a better biology, the doctrine of evolution, and the fact of modern rapid change. It views life as a process of continual inter- action between organism and its environ- ment, and accordingly understands both learning and thinking as instrumental as- pects of this process working inherently within it. This conception of learning and thinking, in contrast with the older static view, is essentially creative and dynamic as befits a plastic and changing world. [2] Life, as interaction between or- ganism and environment, becomes for the newer biology essentially effortful and goal-seeking, actively and even aggres- sively so. Psychology starts from this beginning and takes on the like character. From time to time in life, strain arises [berween organism and environment. The rganism is therein stirred to act, perhaps to seek, perhaps to shun or avoid. Looked * All rights reserved by the author. Volume 24, Number 9; December 1935 WILLIAM H. KILPATRICK * at within, this strain is called urge or want or wish. Looked at without, efforts result, that is, physical movements which tend to satisfy the want and so reduce the strain. Each such stirring implies a goal pe- culiar to that stirring. Thus hunger im- plies food and eating. The efforts may be blind as with digestion: the body strug- gles but itself knows not why; nor does thinking serve to direct the process. Or the goal may be consciously chosen and the efforts consciously directed to attain it. It is the glory of man that tho he begins in infancy with blind efforts he may indefinitely increase, directly and indirectly, the conscious control of his experiences. All behavior is thus pur- posive; it may also be purposeful. In this goal-seeking behavior the or- ganism acts as a cooperative whole. If beginning efforts fail, other and different ones are continually tried, even with low- type organisms, until success is attained or the organism itself accepts failure. The parts and resources of the organism thus act cooperatively together toward the common organic end and goal. A like cooperation is seen in the fact of organic “set.” To each significant stirring, as fighting or food-seeking, belongs its pe- culiar ‘“‘set,” in which the various organic resources get cooperatively ready for the work at hand. Thus a cat’s “‘set” when it is about to pounce on a bird is markedly different from its “set” to fight off a dog. Even the very hairs on the cat’s tail tell which “set” is acting. For humans also the organism acts as a whole. Seeing, smelling, thinking, feeling, impulse, phys- ical movement, glandular actions, etc.— all work cooperatively together to ad- vance the common cause. Men likewise experience “set,” even obviously so to the discerning eye. ’ Our feelings, as part of the whole re- sponse, differ for the different phases \of the stirring and goal-seeking. Feel- ings partly accompany, telling thus the story as it develops: we wish, we hope, we fear, we exult, we are discouraged, we feel more determined, we are now con- tent. Also the same feelings may increase or decrease the efforts we put forth. This latter fact is why the emotions are so important. Thinking is for man the most signifi- cant aspect of the total organic action. When the situation is difficult and one is in doubt how to deal with it, he will study it the more closely. For thinking, as Pro- fessor Dewey has so well said, is the only way to deal with the doubtful as such. With familiar situations, habit, brought over from the past, may suffice; but with uncertain and shifting situations, think- ing alone is competent to deal. As think- ing judges and decides, it will direct habit and skill how to take hold. Thus in a changing world behavior patterns or ideas made in advance do not suffice. The be- havior patterns we would then use must be contrived in the situation itself for use there. Old patterns may supply sug- gestions and materials for readaptation, but the actual pattern to use—that must be contrived by thinking to fit the situa- tion at hand. This newer psychology is thus essen- tially different from the older. Goal-seek-| ing is its chief characteristic, and for modern man this is increasingly thought-| directed. Life, wants, efforts, feelings, thinking, glandular action, habits, knowl- edge, values—all get their defining con- ceptions in terms of a dynamic process in which the organism, acting as an unified cooperative whole, pursues ends which it itself has set up. The older psychology was not so. It tried to reduce thinking and valuing and the pursuit of purposes to lower and mechanistic processes. It tried to direct education along similarly mechanical lines. That mechanistic psy- chology is going out. The incoming psy- chology counts that goals, varying efforts, success or failure, are the very stuff of life wherever found. Education must ex- pect the learner always to be thus active and goal-seeking. Purposeful activity is the very essence of thoughtful living; it must become as well the essence of intelli- gent learning. [3] In this purposive conception of life and psychology, learning and the edu- cative process also take on an inherent purposive character. This gives learning a new orientation. In a thoroly familiar situation the organ- ism can respond with patterns already on hand, available from the past. But if the situation is sufficiently new and difficult, old patterns will not avail. The organism then will, if able, contrive what is to ita new response pattern, readapting old pat- terns, to be sure, but adding new ele- 277 Schools and the Lottery Issue ATIONAL LotTERY—Oppose the N enactment of any legislation to create a National Lottery or to legalize any form of gambling.—Legisla- tion Code for 1936, National Congress of Parents and Teachers. Present proposals for legalizing lot- teries in the United States divide into two groups. More outspoken than numerous other advocates in public life is the Mayor of New York City, who sought legislation to permit a lottery providing funds for relief and public works. A wing of the lottery movement whose spokesman is the National Conference on Legalizing Lotteries favors conducting huge ‘“‘membership funds” for hospitals, charitable causes, and other semipublic objectives. This group would not sub- stitute the lottery for taxation, but for the free will gifts on which community chests and individual institutions have relied for support. A factor in both types of proposals is that large fortunes are being hidden or dispersed, affecting both taxation and large-scale contributions. Community chests threatened— To most school men and women, the community chest idea has appealed as being based on patient evaluation and cooperation among various causes, whose needs were then laid before the public for support. In practise, there has sometimes been coercion to increase the number of givers or the amount of average contri- butions. More threatening has been the opposition of some individual agencies, on the score that they could obtain more support by direct appeal to their partic- ular friends than when merged in a single campaign with less popular causes. Cor- porations have sometimes given grudg- ingly, especially after taxes were in- creased for public relief. The more-than- 400 community chests and councils have been dealt a hard blow in the field of larger gifts. At this point, lottery advocates con- tend that their plan will build community funds or individual charities’ budgets painlessly, by an appeal to the self-inter- est of persons not now reached by refer- ence to social duty or community spirit. The general public supports small-scale lotteries and the large foreign lotteries to a degree that shows willingness to pay moderate amounts for the chance to win great amounts. Plight of hospitals—Hospitals in- cluded in the United Hospital Fund of 276 New York closed 1934 with unpaid bills of $5,700,000 in addition to $14,000,000 in mortgages and longterm obligations. HERE IS REPORTED a growing ten- dency of highly organized gam- bling interests to push their activi- ties into the realm of school and col- lege sports. A wellknown columnist writes: “A few years ago, the Broad- way betting men would have sneered at the idea of wagering on college football games. Now it is the biggest betting medium of any sport, with betting brokers issuing regular printed quotations on the various games every week.” Every thought- ful citizen needs to ask himself: Do we wish to establish gambling per- manently as a regular part of our civilization penetrating and tending to dominate our sense of values in home, school, and community? The degree of loss in 1935 may be judged by the amount of $9,440,000, set as the goal for a fall campaign of the hospitals, which was intended to prevent “operat- ing insolvency.” Some of the harrassed trustees and officials of the institutions have been impressed with the report that approxi- mately one billion dollars a year goes abroad “to help foreign charities,’ in the phrase of one writer. Conceding the billion-dollar stake, it should be remem- bered that the charity benefiting receives barely one dollar of every five dollars wagered and that the support from other sources dries up as the “easy money” of lotteries comes in. To obtain the desired $9,440,000 thru a lottery, the New York fund would do well to plan to sell $50,- 000,000 in chances on a grand drawing and to plan beyond this for underwrit- ing the losses in legacies, annuities, sea- sonal gifts, and even hospital service in- come—for why pay hospital bills to institutions living on the large income of lotteries? The teacher is affected—lIf legal lotteries come to American cities, teach- ers will be affected at several points: [1] However one regards gambling among adults, the influence of wide- spread, publicly accepted gambling on childhood and youth threatens the finest character values. The urge to get some- thing for nothing, whether money for services not rendered or school credits not earned by study and activity, is con- stantly offset by enlightened educational policy and public opinion. But if re- spected adults, including teachers, are seen to be looking forward to a “big win- ning” as a desirable life objective, atti- tudes that schools have carefully fostered will be abandoned. [2] A large-scale lottery, such as would replace a community chest cam- paign, must depend on teachers and pupils for promotion and support. The schools will offer the most direct entrance for the selling of lottery tickets in thou- sands of homes. In our typical American enthusiasm for the novel and large-di- mensioned project, the schools will be considered one logical instrument for joining rich and poor, young and old, in a great game of chance for public bene- fits and personal unearned winnings. [3] The approval of some well-wish- ers has been secured by showing how re- spectable and historic American lotteries are, particularly in the financing of early American colleges and the schools of Philadelphia. Who will doubt that a pub- lic lottery in lieu of new taxation would encompass the public education fund? Not only would this give added respecta- bility to a plan holding great possibilities for political favoritism and racketeering, but the employees of the public-school system would be considered advocates and salespersons for a plan sure to benefit them! That the credulous, the “lucky,” and those so beaten by life as to place a last dollar or two in the great gamble, should be exploited to support public education is a paradox that we may see realized within the present decade, if the schools remain silent on the lottery issue. Social significance—TIs the chance to win an immense sum the means by which some now bewildered and resentful will be held in a sort of loyalty to the present social order? Let students discover how free lands, military glory, and political plums for outspoken leaders have been used to turn the force of rebellion and re- form. Licensed lotteries for America, serving as training schools for petty criminals and as means of coercion and favors in politics, might also become the Roman circus to take the attention of otherwise alert persons from inequali- ties that should be corrected by social justice, not by everyman’s chance to win $150,000!—Bert H. Davis, Utica, N.Y. The Journal of the National Education Association Do We Need a New Curriculum? II Recent Psychological Developments What They Mean for Curriculum Making HIs 1s the second of a series of ar- | ticles which Dr. Kilpatrick is pre- paring for THE JOURNAL. The first article appeared in the October issue; other articles will appear thruout the year. HE SPECIAL AIM of this article is to seek suggestions for curriculum re- making from a study of the present trends in the psychology of the learning-educa- tive process. This area of study is as yet controversial. The effort here made is to find the present most inclusive and satis- factory ways of conceiving the accepted facts regarding behavior, or conduct, and learning. [1] The general trend seems to be away froma former prevalent psychology of learning which, founding itself on the transmission of what already is, stressed the acquisition of subjectmatter-set-out- to-be-learned. Until recently, tradition, both lettered and unlettered alike [in- cluding theology and even science], ac- cepted the Platonic metaphysics and looked upon knowledge as existing some- how prior to man’s knowing it. The school was accordingly an institution for hand- ing down on authority what was thus known, and learning was the correlative process of accepting dutifully and acquir- ing faithfully what was set out in the curriculum. The whole process was con- ceived in static non-creative terms. The newer psychology grows out of a better biology, the doctrine of evolution, and the fact of modern rapid change. It views life as a process of continual inter- action between organism and its environ- ment, and accordingly understands both learning and thinking as instrumental as- pects of this process working inherently within it. This conception of learning and thinking, in contrast with the older static view, is essentially creative and dynamic as befits a plastic and changing world. [2] Life, as interaction between or- ganism and environment, becomes for the newer biology essentially effortful and goal-seeking, actively and even aggres- sively so. Psychology starts from this beginning and takes on the like character. From time to time in life, strain arises [between organism and environment. The rganism is therein stirred to act, perhaps to seek, perhaps to shun or avoid. Looked * All rights reserved by the author. Volume 24, Number 9; December 1935 WILLIAM H. KILPATRICK * at within, this strain is called urge or want or wish. Looked at without, efforts result, that is, physical movements which tend to satisfy the want and so reduce the strain. Each such stirringsimplies a goal pe- culiar to that stirring. Thus hunger im- plies food and eating. The efforts may be blind as with digestion: the body strug- gles but itself knows not why; nor does thinking serve to direct the process. Or the goal may be consciously chosen and the efforts consciously directed to attain it. It is the glory of man that tho he begins in infancy with blind efforts he may indefinitely increase, directly and indirectly, the conscious control of his experiences. All behavior is thus pur- posive; it may also be purposeful. In this goal-seeking behavior the or- ganism acts as a cooperative whole. If beginning efforts fail, other and different ones are continually tried, even with low- type organisms, until success is attained or the organism itself accepts failure. The parts and resources of the organism thus act cooperatively together toward the common organic end and goal. A like cooperation is seen in the fact of organic “set.” To each significant stirring, as fighting or food-seeking, belongs its pe- culiar “set,” in which the various organic resources get cooperatively ready for the work at hand. Thus a cat’s “set” when it is about to pounce on a bird is markedly different from its “set” to fight off a dog. Even the very hairs on the cat’s tail tell which “set” is acting. For humans also the organism acts as a whole. Seeing, smelling, thinking, feeling, impulse, phys- ical movement, glandular actions, etc.— all work cooperatively together to ad- vance the common cause. Men likewise experience “set,” even obviously so to the discerning eye. Our feelings, as part of the whole re- sponse, differ for the different phases ‘of the stirring and goal-seeking. Feel- ings partly accompany, telling thus the story as it develops: we wish, we hope, we fear, we exult, we are discouraged, we feel more determined, we are now con- tent. Also the same feelings may increase or decrease the efforts we put forth. This latter fact is why the emotions are so important. Thinking is for man the most signifi- cant aspect of the total organic action. When the situation is difficult and one is in doubt how to deal with it, he will study it the more closely. For thinking, as Pro- fessor Dewey has so well said, is the only way to deal with the doubtful as such. With familiar situations, habit, brought over from the past, may suffice; but with uncertain and shifting situations, think- ing alone is competent to deal. As think- ing judges and decides, it will direct habit and skill how to take hold. Thus in a changing world behavior patterns or ideas made in advance do not suffice. The be- havior patterns we would then use must be contrived in the situation itself for use there. Old patterns may supply sug- gestions and materials for readaptation, but the actual pattern to use—that must be contrived by thinking to fit the situa- tion at hand. This newer psychology is thus essen- tially different from the older. Goal-seek-| ing is its chief characteristic, and for modern man this is increasingly thought-| directed. Life, wants, efforts, feelings, thinking, glandular action, habits, knowl- edge, values—all get their defining con- ceptions in terms of a dynamic process in | which the organism, acting as an unified cooperative whole, pursues ends which it itself has set up. The older psychology was not so. It tried to reduce thinking and valuing and the pursuit of purposes to lower and mechanistic processes. It tried to direct education along similarly mechanical lines. That mechanistic psy- chology is going out. The incoming psy- chology counts that goals, varying efforts, success or failure, are the very stuff of life wherever found. Education must ex- pect the learner always to be thus active and goal-seeking. Purposeful activity is the very essence of thoughtful living; it must become as well the essence of intelli- gent learning. [3] In this purposive conception of life and psychology, learning and the edu- cative process also take on an inherent purposive character. This gives learning a new orientation. In a thoroly familiar situation the organ- ism can respond with patterns already on hand, available from the past. But if the situation is sufficiently new and difficult, old patterns will not avail. The organism then will, if able, contrive what is to it a new response pattern, readapting old pat- terns, to be sure, but adding new ele- Cael 277 ments. Such a new contriving is for that organism a creative act. This creative phase the older psychology largely ig- nored. For it, the creating had already been done, or would be done by the teacher. The aim of its teaching was to hand on, or down, what was already known. It accordingly stressed practise or drill. So it ignored or belittled the fact that the learner must in any case first create for himself the to-him-new-pat- tern before he could even begin to prac- tise it. Anyone who has tried to learn a new stroke in tennis or golf or to sound for the first time i in German, knows that contriving the movement at all is half ~ and more of the battle. The first phase of learning is thus one’s personal contriv- ing or creating the new response pattern. But contriving is not all. A person facing a difficult situation may contrive and try out one new response pattern after another. Some will fail outright and be rejected accordingly. Others, more promising, will be remade to try again until finally one pattern may be accepted as meeting satisfactorily the needs of the situation. This fact of acceptance now does an extraordinary thing—a miracle we should call it, were it not so familiar. The pattern so accepted to act on hence- forth becomes by and thru the fact of acceptance incorporated into the person’s very organism along with and among all the rest that makes up his character. Henceforth this new is part and parcel of him, of his very self. Learning has thus two phases: the one creative, in which the learner contrives what is to him a new behavior pattern, more than one if necessary; the other fixing [or incorporative] in which the one pattern accepted for subsequent use be- comes by that very fact incorporated into the organism of the learner as an integral part of his own being and self. Each such new learning in making its contribution rebuilds in so far the very structure of the organism. For in this process the new and old are welded to- gether, each rebuilding the other, more or less, as the new is incorporated with the old. The self is thus always in process of continual rebuilding. If in its learning the self accepts the higher and finer of the alternatives before it, a still higher and finer self is therein built. If a low choice is made, a lower self is by so much the result. It is what the self accepts and how thoroly it accepts it that counts. Education becomes thus the process of helping the self to rebuild itself to ever higher and finer levels by helping it to think and choose better than otherwise it would. Learning, including as it does 278 the whole organism, is thus the process by which each one builds his growing self by the choices that he makes. The new psychology thus carries its purposive goal-seeking character into the very heart of the learning and educative process. Study and learning are them- selves part of the effort to face a new situation in the best possible way. The learner first gives his character to the sit- uation before him by the way in which he constructively understands it and re- acts to it. He next must create the ap- propriate way of meeting the situation, seeking materials and means for thought and action from all pertinent sources. He may make and try various plans. He finally learns only and exactly what he accepts as meeting the case for him. The more wholeheartedly he accepts, the stronger the learning. What he accepts remakes him. If it is fine, he grows finer. Learning is thus by its very nature in- strumental to the remaking of both en- vironment and the organism. In both re- spects the educative process is essentially purposive and creative. [4] It was brought out above that the organism acts as a whole. It follows that the learning results extend to all parts and aspects of the organism included in the learning response. Each one is thus always carrying on many learnings at once, as the different related aspects sum themselves up during any extended ex- perience. The successive knowledge as- pects join together to form an interrelated knowledge whole. The related feeling as- pects form perhaps a distinct emotional attitude. Related skill aspects build tech- nic. And always are these varied learn- ings simultaneously in process. Take attitudes for example. When I think of Hitlerism I find myself saying, in effect if not words, “Away with it. I hate it.” An attitude thus combines im- pulse with emotion and thought. We are then engaged in building attitudes toward all the things we think about to pass judg- ment upon. So Mary in her algebra lesson may think of the teacher to judge him: “He can’t explain it. I do not like him.” Or of factoring, “I can’t do it. I don’t like it. I don’t see any use for it anyhow.” And similarly, favorably or unfavorably, upon algebra in general, her own ability in algebra, her respect for herself in mathematics, John’s ability in mathe- matics, Susie’s simpering ways, her own drawings [which she can do], her father [who encourages her drawing], Henry | whose eyes have a pointed way of meet- ing hers], Jane [who also looks at Henry], the dance next Friday evening, the dress she will wear, the undue length The of the algebra period each. In this way the whole child is always learning in all the parts and aspects of his being. Each such learning is separate only for thought. In fact, all are always joined more or less together. We as teach- ers may think first and most of the alge- bra or the history, as if the pupils were learning only that and as if it counted somehow most. But much more than alge- bra is being learned. Usually, so we have to admit, it is these other things—the concomitant or attendant learnings—that count for most in the child’s life. It is out of the resulting attitudes that the child’s future choices will mostly be made. The new curriculum must then put first things first. The child must for us come before subjectmatter as such. This is the everlasting and final condemnation of the old curriculum. It put subject- matter first and it bent—or if need be, broke—the child to fit that. And the only way to put the child first is to put first the child’s present living: that it be active and fine; that the pupils have the oppor- tunity to face life itself [at their age and condition] as they themselves count life, and thus facing life situations learn to deal with them as constructively as we can help them to do. Subjectmatter—if any reader be concerned for it—will be called this way better into play than is usual now, but probably not the whole subjectmatter of the customary school and most certainly not in the usual order. [5] From all the foregoing we come to ask: What is the lesson for curriculum making? In particular how shall we con- ceive the unit element out of which the curriculum is built? The older way was to think of the cur- riculum as made up of subjects, and each subject as divided into lessons. The unit element of curriculum making was thus a more or less unified piece of subject- matter set before a class for acquisition. School was, in this way, a preparation for life. True the child was living while he was a pupil, but the school was con- cerned with the present primarily as a period of acquisition in anticipation mainly of a future when the material so acquired would be used. It is true that latterly many good teachers have tried so to teach their school subjects that the children would grow now. But the curriculum—and generally also the in- terest of the teacher—was first and offi- cially directed to the subjectmatter. If either had to yield, it was the pupil and not the curriculum. And this is the test: Which in the last analysis must yield, pupil or curriculum? an attitude toward Journal of the National Education Association tea ena