© Today's Youth Problems Frank W. Hubbard ° The Socialized Edu- cation of the Future Charles A. Ellwood o Shall | Become a Teacher? « The Social Situa- tion and the Curric- ulum Wm. H. Kilpatrick « Piatharen of the National Education Association * es Page A-3 for Complete Table of Contents of the NATIONAL EDUCATION ASSOCIATION TODAY’S YOUTH PROBLEMS JOURNAL, See Feature Section, pages 13-28 Ww JSANUARY -: VOLUME 25 1D 36 NUMBER 1 | ANNOU NCING the Early Publication of ENGLISH J | | ' } i } A NEW SERIES of textbooks for elementary schools, which is closely in harmony with the recent REPORT of the CURRICULUM COMMISSION of the NATIONAL COUNCIL OF TEACHERS OF ENGLISH and with other late scientific studies relating to the teaching of English ACTIVITIES By W. WILBUR HATFIELD, Editor of THe Encuisu Journat, Head of the Department of English, Chicago Teachers College, and Chairman of the Curriculum Commission of the National Council of Teachers of English, E.E.LEWIS, Professor of Education, Ohio State University, and several other authors actively engaged in teaching AS in the Report of the Commission, the emphasis in these books is upon English in social situations within the experience of the pupil. The activities supplied are purposeful, with motivation, guidance, and assistance to the pupil. The exercises, which are organized into units, integrate English with other school subjects. Throughout, the mechanics of expression are kept separate from expressional activities. 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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 cre recommended for remedial work in reading. WEBSTER PUBLISHING COMPANY 1808 Washington Avenue, St. Louis, Mo. The AF Be sti $0! ni! aw = FF > ee melC eelUlCO MF OURNAL (°° NATIONAL EDUCATION ASSOCIATION January 1936 VOLUME 25, NUMBER 1 Between Editor and Reader— Tue YEAR 1936 should help us to under- stand more clearly some of the possibilities and some of the limitations of our world. It is certain to be a year of tremendous and fascinating sig- nificance: new developments on every continent; new alignment of forces; a new election in Amer- ica; disheartening reaction mixed with inspiring pioneering; and youth knocking at the gates with increasing vigor and beginning to break thru. And youth will break thru not only in America but everywhere in time. Shall the source of its power be sheer brute force or shall that power have its roots in the passion for truth and right? This issue of THE JourNAt is dedicated to youth. Will you pass your copy on to the most promising youth you know? Wirn THIS ISSUE THE JOURNAL starts its sixteenth year. It would be interesting to know how many of the 1921 readers are still members of the JouRNAL family. The veteran readers who feel a special proprietorship are one of the joys of an editor’s life. Another source of special in- spiration is the growing body of eager new work- ers who each year take up teaching and who discover its larger significance as they assume their places in the ranks of professional organ- ization. Tue JourNat has pioneered many educa- tional movements now widely accepted. None of these pioneering projects means more or can mean more than the movement to enrol in the Nataional Education Association the senior stu- dents in the colleges for the preparation of teach- ers. The enthusiasm with which that movement has been received indicates that those who have charge of the future teachers of America are con- cerned that they shall establish lifelong habits of growth. If there is as much gain in professional organ- ization and in education in the next fifteen years as in the past fifteen, democracy will have begun in truth to realize its finer possibilities and the building of a new civilization will be under way. VOLUME 25, NUMBER 1; JANUARY 1936 PUBLISHED BY THE NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W., Washington, D. C. AGNES SAMUELSON, President WILLarp E, Givens, Executive Secretary J. W. Crasrree, Secretary Emeritus Mary J. Winfree, Accounts and Records Harriett M. Chase, Secretary’s Office H. A. Allan, Business S. D. Shankland, Secretary, Depart- Agnes Winn, Classroom Service ment of Superintendence, and Direc- _ ’ 9 as ° . . revi , . , Administrative Service Charl Ormond Williams, Field Service . sor of Ad bee Ss : J eee Gwladys W. Jones, Secretary, Depart Joy Elmer Morgan, Publications ment of Deans of Women T. D. Martin, Membership Eva G. Pinkston, Secretary, Dept. of William G. Carr, Research Elementary School Principals JOY ELMER MORGAN, Editor H. A. ALLAN, Business Manager In This Ilssue— THE SOCIAL SITUATION AND THE CURRICULUM William H. Kilpatrick 1 THE SOCIALIZED EDUCATION OF THE FuTURE Charles A. Ellwood 3 SHALL I BECOME A TEACHER? Joy Elmer Morgan =‘ § THE STORY OF AN EXPERIMENT L. P. Benezet 7 NEA DEPARTMENT PRESIDENTS 9 Facts Aasour NEA DEPARTMENTS 10 THE SUPERINTENDENTS MEET AT St. Louts 11 AN EVENING WITH THE MAGAZINES Hazel Davis 12 Topay’s YOUTH PROBLEMS Frank W. Hubbard 13 Part I Footprints on the Sands of Time 14 Part II Against Whatever Odds There Are 19 Be It Ever So Humble 19 Up and Doing 20 For Idle Hands to Do 21 To Err is Human 22 As the Twig is Bent . 23 More Stately Mansions 24 Part III That Sees Beyond the Years 25 PLATFORM OF THE NATIONAL EDUCATION ASSOCIATION 29 RESOLUTIONS OF THE DENVER CONVENTION 31 NoTEsS AND ANNOUNCEMENTS 33 Honor ROLt oF THE NEA The payment of $2 active membership dues entities a member to attend all meetings of the Associa- 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 onee 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, 1201 Sixteenth Street, N. W., Washington, D. C. Entered as second-class matter October 23, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921. A-3 asta nee FREE BOOKLET TELLS HOW TO GET BEST RESULTS FROM SCHOOL PAPERS Now, more than ever before, executives and teachers are turning to the school paper as a helpful instrument in the conduct of school affairs. And they find the most effective production method is the Mimeograph Process. Among the advantages of a well-edited publication are: (1) molding of public opinion favorable to the school program, (2) enlistment of added support for school activities, (3) raising of esprit de corps in the student body, (4) providing an ideal medium for preliminary training in jour- nalism. Attractive illustrated papers are produced quickly, easily, and at low cost by the Mimeograph Process. Whether or not you are now using this fine tool of education, you will be interested in reading our informative booklet, “How to Publish a School Paper.” Now being forwarded to teachers and executives without charge. Address A. B. Dick Company, Chicago. Don’t miss this booklet. Detailed procedure, thoughtfully arranged, for all operations in publishing a school paper, is clearly set forth in a handsome brochure which is yours for the asking. Address Educational Department, A. B. Dick Company, Chicago. MIMEOGRAPH THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION _ .. 2 el hUCOUZ,lUCUlUMlUCelC lO CO ¥ * : i f ££ E t 0 B pit {alee a VOLUME 25 NUMBER 1 The of the NATIONAL + EDUCATION + ASSOCIATION | C) U R N r% L OF - THE « UNITED « STATES—JANUARY 1936 The Social Situation and the Curriculum HE AIM of this article is to study Ton social situation as it bears upon and conditions the work of the school. The next article will ask what the curriculum should accordingly be in order to meet these social conditions. We have already seen how our rapid social change requires thinking, and not mere habit, to deal with it. And also how unequal change has produced cultural lags which upset our former cultural balance, so that we now need further changes in order to make the culture work, part with part, as an effectual whole together. These things require that our citizens shall learn to criticize and judge our various institutions so as to bring the lagging parts up abreast of the rest. Specifically as to the present social situation: Our sense of economic security is greatly shaken, the economic system having forfeited our confidence. Our former equality of opportunity no longer holds; the few may “rise” but not all together or on equal terms. This older notion of equality of opportunity is im- possible with factories and large corpora- tions; a revised conception is necessary. Finally, men are in business so pitted competitively against each other as to bring widespread evil results both to in- dividual character and to the finer aspects of social life. As against these evil conditions, America could, if only it would, so plan and distribute as to bring security and comfort to all, while it lessened, if it did not remove, inequality and the competitive degradation of life and character. Only vested selfishness and general inertia of thinking, it ap- pears, prevent us from undertaking thorogoing social reconstruction. As we consider this situation and the need for change, we propose to hold firmly to democracy. Indeed, we wish the new arrangements largely in order to in- Sure a truer democracy; and all the new atrangements must likewise go forward under democratic control. If this demo- cratic control is to continue and be ade- quate to the demands, the people must be adequate to the new vision with its new duties, and the school finds therein es *All rights reserved by the author. VOLUME 25, NUMBER 1; JANUARY 1936 a greater task. Meanwhile we who deal with schools must understand our society and our culture the better in order that education may the more surely serve. [1] Certain fundamental social rela- tionships need new study. Our fathers thought of men as individuals first and as forming society afterwards. Individual liberty was thus a kind of absolute, with social arrangements a necessary evil. Cer- tain moderns reverse the order, make the state absolute, and deny democracy. What then shall we say? How shall we understand the relationship of the in- dividual to his institutional life? Which comes first in time, the in- dividual or the institutions and how are they related? It is always true that the human in- dividual is born into some prior existing cultural group. As he grows up, he will {if normal] participate more and more fully in the life going on about him. That is, he must cooperate with those con- ducting that life and share with them their food, their language, their im- plements of living. He thus accepts their customs and largely their dominating ideas and attitudes. In effect he is built into the model of that particular group culture. The group and its culture are prior to the individual. It must be so. At once two questions arise. First, is this molding from without so ironbound as to be precisely fixed in advance and inevitable? If so, what does individuality mean? And liberty? And how is progress possible? Second, how is this inevitable acceptance by the child of his surround- ing culture patterns compatible with the active and creative conception of con- duct and learning discussed in the preced- ing articles of this series? Let us take first the question of recon- ciling creative learning with the cultural molding of the individual. Can both be true? Suppose we begin with language. Wherein is a child among us creative when he is learning to talk? Has it not all been already created for him? We must here clearly distinguish psycholog- ical creation as an individual affair from sociological creation which adds to or otherwise changes the group culture. In the preceding article we were concerned to see that the learning process is one in which the individual is actually creative as he contrives how to meet a novel situ- ation. Now, we are asking whether this act of creating is still claimed when the model which he is finally to accept is fixed beforehand. The answer is yes. Psychologically, the learner himself still creates the response that he is to make. Consider the actual beginning of lan- guage. When the child is sufficiently ma- ture he begins spontaneously to babble. Some one of these sounds will approxi- mate ma ma. Whereupon all about him will give warm approval of his achieve- ment. He accepts the approval and will in time learn to say ma ma upon request. Even here his creative part is clearly present. Until he is able to achieve the original babbling ma ma and later the ma ma response to the request, he has not learned “to say ma ma.” This prior necessity that he himself achieve these two things is exactly what is meant by saying that he contrives or creates the forms that he learns. We may go further. This child will at first apply his newly achieved ma ma to anyone who happens along. This will not long meet the social demand. He is now called upon to make the distinction that ma ma belongs solely and exclusively to one particular mem- ber of the social group. Earlier he could not conceive this distinction; now in time he can. This distinction-achieving be- longs perhaps “higher” up on the imita- tion-creation scale than either of the earlier two. Note here that until he creates for himself the distinction, it simply does not exist for him. Nothing is more obvious to students in this field than the different abilities of people to achieve such distinctions. Children thus learn their language at differing rates and with differing degrees of refinement. Two things here emerge together. The more distinctions there are embodied in the group tongue and thought, the more of such distinctions the young, other things being equal, will learn. Also, the more creative ability any one child has, the quicker and surer, other things be- ing equal, will he acquire the distinctions used about him. Those who grow up in cultivated homes will on the whole use ee aE EEEenennnnenacss ana than will others. There is then no necessary con- more and finer distinctions tradiction between psychologic creative learning, on the one hand, and the fullest appropriation of the race culture, on the other. The more complementary the two processes become, the better each be- comes. And now, as to whether this culture— molding of the child—is so precise and inevitable a process as to deny any valid- ity to our notions of liberty, individu- ality, and cultural progress. The answer is implicit in the preceding discussion. Learning the group culture is not a mere accepting of what already is. Each indi- vidual creates his own response. True enough in very simple matters appreci- able variations may be impossible or un- acceptable; but in more complex matters and particularly in a changing and un- certain culture the responses will vary appreciably from individual to individ- ual. It is, in fact, true of cultural history that these very conceptions of individu- ality, personal liberty, and conscious so- cial progress are relatively late in devel- oping and seem themselves dependent upon an accumulation within the culture of complex and contending notions as to man and government and duty. It is thus in the individual response to varied and conflicting demands that individuality is born, and liberty and progress get their meanings. We seem then authorized to conclude that in a very primitive and simple culture the process of cultural transmission may so precisely mold the child as to shut out notions of personal liberty or of conscious improvement of social patterns and consequently any clear ideal of individuality. But where the cul- ture is complex and contains discordant elements, personal thinking and choice become inevitable and there arise conse- quently as capital achievements of civili- zation the conceptions and ideals of per- sonal liberty, of individuality, and of the conscious improvement of society. The more thoroly the group culture accepts these as its ideas, the less fatalistically will its individuals be bound to any prior existing model. Creating in the sociologi- cal as well as the psychological sense is then increasingly achieved. [2] One phase of the foregoing calls for special consideration. It appears true that selfhood is an individual achieve- ment, not a mere matter of being born a human, and that the achieving demands a social milieu. The very fact of selfhood involves and implies one’s own concep- tion of himself as an abiding unity, a self, in contrast with other like selves or per- sons. These contrasting conceptions of s) self and others emerge simultaneously, each helping the other into fuller con- sciousness; and the mutuality of the proc- ess is perhaps unending. What one knows of one’s self receives corroborating rec- ognition from seeing it in others; and vice versa, what one knows of others gets clearer definition from finding it also in one’s self. So each one learns to consider others’ rights and feelings; so one learns to curb and shape himself in respect for the rights and feelings of others. Only as one has achieved this ego-socius concep- tion of self and others is he able to take his proper place in social life. Only on this basis can he respect others as persons. Any adequate social-moral thinking de- pends upon the prior adequate achieving of these mutual self-and-other concep- tions. Without it we should remain brutes, incapable of morality and refined social intercourse. It is but a repetition of the earlier argu- ment to point out that since the self is born of its conception of others, the char- acter of the achieved self will thus be a function of the surrounding social life, built on its dominant model. Thus again is it true that the very self, the innermost citadel of selfhood itself, is socially built and conditioned. We are then able to return an emphatic answer to the questions asked at the out- set. Society is prior to any individual. The theory discussed by Hobbs, Locke, and Rousseau, that humans held natural rights to liberty, etc., prior to coming together in society, is a chimera. Men have become men in and thru the group and the culture within which they are born and brought up. To contrast and oppose “the individual” and his needs with “society” and its needs is an impos- sible artificiality. Pursuing this further we can under- stand better the nature of institutions and see how they must serve the individuals using them. The fact of cooperation is here basic. To paraphrase Aristotle, as cooperation began to make life possible, so it exists to make life good. Civilization actually depends on cooperation. Where men do in fact cooperate, each must un- derstand what the others are doing and fit his movements into the common process. There must then be common purposes, communication or the exchange of com- mon understandings, and common ways of acting together. It is the aggregate body of such common aims, common lan- guage, and common ways of cooperating with reference to common ends that con- stitutes the customs and institutions of any group. When the culture of any group is thoroly unified, the young are molded unquestioningly to its model, and men use their institutions with no more question- ing criticism than we question the pres- sure of the atmosphere or the beating of the healthy heart. But when varying aims and different standards make contradic- tory demands upon us, we are compeled to question. Amid such conflicting de- mands several conceptions emerge simul- taneously: the function of institutions to foster life; the ideal of the good and happy life; the desired character of men to foster better institutions and the hap- pier and finer living. When knowledge accumulates, especially in the history and comparative study of cultures, the idea almost inevitably arises that institutional forms may be consciously remade the better to serve human living. Clearly then institutions are not absolute to control men, but exist to make life better. Any intelligently managed society, especially in our modern times of rapid change and divided culture, must make conscious provision on the one hand for the study of its institutions that these may when necessary be improved, on the other for the education of its citizens that | they may be intelligent in such matters and disposed to seek and foster desirable changes. A public system of education for_ a democracy exists, largely at least, to serve just these two ends: to foster espe- cially thru higher education the criticism of our institutional life, and to cultivate all intelligent citizenship to act accord- ingly. Any effort to prevent or limit such study and criticism as to possible desir- able changes is exactly an effort to foster social blindness and stupidity. Also it becomes the peculiar obligation of government, existing as it does to serve the people, to support and foster such critical study of the institutional life thru an adequate system of education, not only in schools and universities for the chil- dren and adolescents, but also we are now coming to see, thru a system of adult edu- cation for all the citizens. And these things must be so, because in a rapidly changing society there arises a continual stream of novel social and political prob- lems which must be studied as and when. they arise. To study life and how to enrich it, to study our customs and institutions and how to improve them, to educate youth so that they may grow up thus socially capable and disposed—these things con- stitute the aims of any proper educational system. The next effort in this series of articles will be to seek the lessons to be learned from these social considerations for the remaking of the school curricu- lum.—William H. Kilpatrick. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ry 5 REESE ie on ich ru vil- Ow lu- ese dly ual 1eNn. to ind uth ally on- nal ; of . be ions icu- ON Say Fa eames rte cous The Socialized Education of the Future CHARLES A. ELLWoop Professor of Sociology, Duke University, Durham, North Carolina DUCATION IS THAT phase of the so- cial process which concerns itself with the and en- hancement of culture. If the process of culture development has been essentially a learning process, as we have every rea- son to believe, then culture can be trans- mitted from generation to generation only as the young are educated to ap- preciate and conserve the achievements of the past. If new additions are to be made to a given culture, they can be made only by appreciating what has already been achieved. Hence some sys- tem of education has been at the heart of every civilization which the world has known. The immediate future of our own civil- ization is accordingly bound up with the system of education which we maintain. Yet such dense ignorance as to the func- tion of education in civilization exists that education is still looked at as an in- dividual or class matter. Even tho we now have probably more interest in the promotion of education than in the de- velopment of either government or re- ligion, still the condition of education in practically every civilized country re- mains unsatisfactory. If judged from the standpoint of its leadership in culture, our educational system must be rated low. What its im- mediate future development will be there are few certain signs to indicate. For some years past the trend in our educa- tion has undoubtedly been materialistic. Science has been exalted, to be sure, but science has been confused with physical science; and even then, what has been taught has been not so much the spirit of science as the results of science as a basis for vocational and economic suc- cess. Materialistic interests have so in- vaded our highschools and dominated our universities that even some of our more thoughtful business men have at times voiced a protest. The practical is em- phasized until the higher cultural inter- ests are almost lost sight of. Real scholar- ship under such circumstances, even in the universities, is often at a discount, and economic success is the thing upper- most in the minds of the most ambitious students. There is surely some ground for the criticism of our European friends that such education produces skill in technics, but no true scholarship. Cer- transmission VOLUME 25, NUMBER 1; tainly very few of our university students absorb much of our higher culture. But even where the older cultural Ww N CONNECTION with this article I the reader may wish to go further into the writings of Charles A. EIl- wood. They include periodical arti- cles which may be reached thru Readers’ Guide, and the following books: Sociology and Modern Social Problems, 1910 [revised edition under title Social Problems and So- ciology, 1935| Sociology in its Psychological As- pects, 1912 The Social Problem: A Recon- structive Analysis, 1915, revised 1919 The Reconstruction of Religion, 1922 Christianity and Social Science, 1923 The Psychology of Human So- ciety: an Introduction to Sociolog- ical Theory, 1925 An Introduction to Social Psvy- chology, 1927 Cultural Evolution: A Study of Social Origins and Development, 1927 Man’s Social Destiny—In_ the Light of Science, 1929 : Methods in Sociology—A Critical Study, 1933 traditions remain in our education it is often a mere worship of the past—of its art, its literature, its religion, and even its government and morals—which fur- nishes no adequate stimulus to surpass the achievements of the past. Such edu- cation, which finds in the past all worth- while patterns of action, not only becomes unduly conservative, but frequently re- actionary. It has often been denied that the too exclusive study of the Greek and Latin classics has any tendency to per- petuate or reinstate Greek and Latin standards in our political, social, and moral life. But it would be strange if it did not. The condition of Europe today cannot be understood except as we take into account the continued imitation of JANUARY 1936 Roman patterns, and this continued imi tation of Rome seems to be connected with the system of European education. At any rate the matter would bear in vestigation. To be sure, knowledge of past achieve- ments is the foundation of all culture, and so of all education. We cannot under- stand the present, to say nothing of the future, except as we understand the past. The young should be taught to appre- ciate and preserve all that is of value in the achievements of the past. But our education should not approach the past on its hands and knees. It should study the past to see, if possible, how its achievements may not only be preserved, but surpassed, since all the human past, we now know, represents a relatively in- complete, yes, a relatively barbarous stage of development. This is particu- larly true of past social conditions. There is, therefore, no excuse for ancestor wor ship in our system of education. Even the Constitution of the United States, if we are to study it in our schools, should not be studied as a perfect document, but as a product of the political culture of its time, and therefore susceptible of improvement, even tho we may still be far from living up to the ideals implied in its spirit. There is no safety in a static or conservative education. There is only Stagnation and the death of the human spirit. But the question may well be raised whether the education of the schools can be anything else than conservative. Many educators, as we have seen, resent the idea that the schools should have a large responsibility for the leadership of civili- zation. They say that the schools have all that they can do in transmitting the heri- tage of the past, without attempting to build the future; that the most that the schools can do is to adjust to our present civilization and our present society; that the schools are controled by the mores of their time and place, and that they can- not escape from this control even if they would. Hence the idea of looking to the school for leadership is a mistake. This question, of course, involves the question of the freedom of the schools: but now the question is broader and involves the whole relation of the schools to the com munity. Should the school be also freed from the tyranny of custom and com munity dictation? The reply is that if the ch Ye) | aims at the liberation of the mind it must be free from the dictation of the community and of custom not less than of political government. The school in its eaching can acknowledge no authority that of the truth. It can, therefore, easily be as forward-looking as conserva tive. Indeed, in following the truth it will be both. said that the schools have no choice, that the mores of the community and the corresponding economic conditions will dominate the schools in any event. The school is the mere reflex of the industrial and economic system and has no choice but to serve it or go out of business. But truth does not vary with economic systems, and those It may, of course, be bodies of tested knowledge which we term the sciences, to say nothing of the lega- of art, literature, and religion, be- queathed by the past, remain the same under all systems of industry and morals. The theory of organic evolution and its supporting facts, for example, does not cies vary with the mores or economic condi tions. But the question is, will the schools of the future be at liberty to teach this theory or any other which they believe true? Will the schools be free to follow truth? The reply is that if they are not free, men will seek some other instru- to be ment of free thinking and investigation: for men require truth as well as bread to live. If official public education is not free, then men will seek the truth in some other form of education, perhaps the agitator on the street corner. Education can, of course, be a slave of the mores and be conservative and re- actionary. It has often been so in human history. On the other hand, education can easily be progressive, and will in evitably be so if it frees the mind and follows truth. It does not need to be the slave of the mores. Indeed, so far as we know, the mores can only be changed by education; if not the education of the school, then the education of the Church, the press, or public discussion, We shall not get rid of warlike mores, for example, by treaties or leagues of nations, impor- tant as they may be; but only thru some method of educating the people. It has been a mistake of the American people in particular to think that the mores can be changed by the action of law and govern- ment, whereas the most that law can do is to confirm and sustain the change. The real change must be in the attitudes of the people, and that can be brought about only thru some form of education. If the school of the future does not wish to lose its educational position and leadership, it must assume its share of responsibility in the leadership of civilization. It must undertake the work of building a new and better world and no longer be the slave of the customs and traditions of the hour. But if the education of the future escapes from the dangers of materialism and ultraconservatism, it may still fall into the bondage of fads and fashions, of special interests and narrow factions, and become one-sided. This is particu- larly the danger of the education of the hour. There is, for example, the fad that we learn only by doing, that the schools should devote themselves to practical training and primarily to the education of the hand, altho we know that language is the vehicle of all culture and that men learn the most difficult social ad- justments, not by doing, but thru their imagination. “Give a psychologist,” says Everett Dean Martin in Whither Man- kind, “‘a rat and a graph, and you will get about the last word on the subject of the philosophy of education in this ma chine age.”” The psychologist forgets that rats have no culture and are not men. This fad, of course, plays into the hands of vocational education, which is more and more becoming the popular form of education, both because business inter- ests wish it and because it promises a white-collar job. Efficiency is demanded of our school graduates, but what is usu- ally meant is efficiency in some technic. Social intelligence and character are pushed into the background. If these latter are thought of, it is usually in terms of patriotic service or sentiment. The danger here is the con- fusion of patriotism with the support of an existing government or some particu- lar national policy. If patriotism is taught in our schools, it must be taught criti- cally, or education will foment rather than allay political passions and _ preju- dices. Factions and parties will always be only too ready to make use of uncritical patriotic instruction for their own pur- poses. Oligarchies and autocracies have always sought to maintain their power, as they do in Russia and in Italy at this moment, thru education which is professedly patriotic. Nationalism, that dread specter which haunts the peace of Europe, has fattened for over a genera- tion on this sort of education. And with nationalism has come militarism and the whole brood of pagan political ideas. Every abuse of political power in the world can easily hide be- hind patriotism, and therefore in education, as in life, patriot- ism is not enough. The open- minded love of truth and right should have precedence over the support of any political and social order, Heir of all the ages = r= — — rows Aen : GI Tenens RS AT mena —— PIER Re ee ee ee LTrim on this fine. “Where Shall I Attend The Immortality of Teachers (What About re ee ee ee ee ee ee ST ee =D] sty} s10N “Is Teaching a Profes for Men?” | Rem the past fifty years oppor- tunities for men in the nation’s expanding industries have been so great that teaching has attracted a higher proportion of women than of Now that there are fewer op men. portunities in agriculture and busi- ness, strong young men are comin into the teaching profession in larger and a numbers. In some teachers colleges half the students are men. The oublic, too, is coming to demand more of the masculine influence for its growing young people. Men are now going into education not only as administrators but as classroom In the administrative field, opportunities for young men are large. Superintendents, directors of research, business managers of school systems, directors of physical educa- tion, important positions in state de partments of education, deans of teachers colleges, are a few of the many worthwhile opportunities teachers. [8] oly sou uUdgpout fo — 4olput ayy fO Quo st oquinu pup oouangfua ur yjog Bury. or "ouinjaft) Dv fo uoisiap aj6uis ysaypvaab ayy si fas -uity {O YD JJDYS IUO JOYY asn JY] ‘q ‘uojOurysp AY NDIIOSSE” UOYDINpT [BUOY \ oy} {0 ouano f ‘soppy NVONOPY YAN TY AOL Ag K SUHHOVAL, 2 MMOIIC T 1/?YS _ Sahn eas ten pains ah AWMP PlO.J—puod. y from this line Fold away d eee, hi eS eT Sian TTee, op veaueiagnat > eet Ee aa Pe ae AB “What Are the Drawbacks of Teaching?” FACHING, like every profession, has its disadvantages. The head of a private school emphasized the risk of dealing constantly with im- mature minds. Another critic men- tioned the difficulty of getting ahead in the keen competition for positions. Still others are discouraged by the relatively low salaries. There is some foundation for such criticisms but the rewards of teaching outweigh its de- fects. Inadequate salaries, for ex- ample, are somewhat offset by the relative stability of the teaching pro- fession. It is true that people who work constantly with others are sub- ject to mental and nervous fatigue. But the teacher’s vacation compen- sates in some measure for this draw- ack, especially if he possesses vital interests outside of work. Finally the knowledge of service to the children and the nation brings a lasting satis- faction that far overshadows minor or temporary drawbacks. [9] [oT] ; ‘Of6L Aanquay ‘uepso{ SD MOMDINDP*] ‘SdLeIgl] ySOU Je Jqereav ynq urd Jo ynG ‘uUrTY “ory {IT D ‘NJOXK MON H ‘“Y Aq 440 44 fieyy Aq uuppy sopaopy fo afiT ‘TI6l YAOA MON ‘URTTIU -IVIY ‘SoARIDN “q YURI Aq sain} “UID J9AYT fO SAOJDINPT] DIAL) ‘ujoour’] ‘90.19qe1) Ceol “BySeIgaN “oy Surysyqng AjyissaAiuy "Mf Aq ope payunoyD wy At "B06T “UOISOY “OD UlLYIFY UoOJYSNOPZ “sowed j4oq -19H{ 981095) Aq 49YIDIT [VIP] IY] SI] SIY} JUoWMaTddns 0} prs aq [JIM uPlieiqi JO Joyore} INO ‘QUaNYUL JO AP[LIJOUIUIT IY}—SelIn} -U9D UAAI PUR SapedIp PUOAIG S905 }eY} APpeJOUIWUT UP 9ARY UIUIOM PUP UdUT assay] ‘StayIeI} JeIIS Ss pjiom a4} JO apa awoy 94} Ul aly B JO} IAL] P[NOYs 19YyIeI} B 9q 0} soildse OUM NOSHad DNAOA AXAA aouanyuy {o AJIDJAOW UT 2y fy from this line Fold away ee a ee ee ee ist PO Ra etre anthracene rans a eueeanmneeaneraeaiaaaoaecatetit i a ies “How Much Education Do I Need?” | N OUR EARLY HISTORY, the training of children was not thought to re quire highly educated teachers. They were largely drill masters in the Three R’s. Today the teacher is con- cerned with every phase of the child’s growth and development. As educa- tion has widened in scope, require- ments for entrance into teaching have become higher. It is recognized, too, that teachers of young children should be as well prepared as high- school teachers since the early years lay the foundation of the child’s char- acter. The minimum standard for all teachers recommended by the Na- tional Education Association is four years of preparation beyond the high school. Some communities require graduation from a five-year course. Frequently the teacher returns to summer school or takes a year’s sab- hatical leave to study. For adminis- trative positions and for college teach- ing, graduate study is necessary, [12] [et] ‘Bulyoes} asijoeid sapnyjour Ayyensn uoljeredaid yong ‘uorssayoid Suryoes} 24} JO} uoHPoNpa pouueld Ajerdads B 9AI9N0I [JIM UOSIad Sunod 9y} as9yM a8a]JOD ssayoea} auo jseoy ye ure} -urelu MOU $azeByS JsOP ‘aZaz]oI 1n0A JO Sozyenpeis Aji}I9. [JIM Yea} 0} YSIM nod YTYM UI 9}e}s JY} JOYIYM PUILUIIJIP OF VSIM Iq [JIM BI ‘sazEzS SNOMPA 34} UI A[apIM JoyIp azeyy -19) Bulyoea} eB JOY sjJuaIWaIINbaJ AUIS “aD1IOYD INOA UI JOJRI & aq ABW sdiysaejoyos JO dyjayyjes 10} satyuny -10ddQ “sea]9 you are YysTYM szurod urRe]dxa O} pels oq [JIM Si9ydea} INO ‘AaeIqgiy InoA ye paznsuod aq Alle -nsh UBD SSOl[e}eO asay “PUI UT SI} UM Bulsapisuod ase nod saBaqjoo ay} JO sBoyeyeo 9y} oulWIeXxyy “UOI}RONps {4epuoses ‘sJayjyO !Sulydeve} [eins ‘sd9yjJO = S YIOM =—s- [OOYIS-AIePUIWIIIa Jo} uoljyetedaid aziseydusa su10g “Bul -YIR9} Ul S199ILI SNOLIEA JY} JOJ IFO {ay} uoeredaid 9y} Ul JayIp sary -ISIVAIUN PUe SADATIOND SYAHIVA «bd L9O4IS PUINF JT 1P!4S' 2424M11,, —_- SS ee ere re rrarvm—nrwrmn rr errr errr rer or There New Careers in Teaching? “Ar | ped THE YOUNG MAN OR WOMAN inspired with the prospect of sig- nificant service to society, no pro- fession offers greater or more varied opportunities than education. A list of careers for which special courses are offered may be found in the cata- logs of teachers colleges and schools of education. Among the fields of work are nursery and preschools, kin- dergartens, elementary schools, junior and senior highschools, colleges, pro- fessional schools, graduate schools, adult education, librarianship, recrea- tion, school administration, research, and interpretation. Within each of these fields are many branches. Pio- neers in new services soon become the leaders in those fields. Since the highschool, college, and adult educa- tion are expanding rapidly the de- mand will be greatest at those points. Attendance at the senior highschool will be practically universal as it now is in the elementary school. [+] ‘SOHtTIqIs suodsas [eidads Ar1e9 OYM S1ayjO pur ‘sjedioulid ‘szuapusjzul -Jadns 0} O08 saiieyjes ysaysiy ayy ‘ssa -Yov9} [BUOI}dIDXa JO} PpaplAoid sour} -9WOS 918 WINUWIXeW 94} 2AOGe YyONUI Soleyes ‘wnuEx eu eB 0} dn saseai9 -Uul 4ujnses yy ‘Alejes Suruuiseq e SI a4IY] “Sus9}SAS JOOYIS 3s9q ay} UI pasn st [stayoea} Arepuodas pue Are} -uauaya Yy}Oq JO} sues 9Y4}] 2INpayos Aiejes a[suls IY] ‘s[aAa] 49}}9q 24} yovoidde 0} satiejes [je 10y ADUapus} eB oq Ajqeqoid [JIM 9194} ‘aouanyul ul pue ‘uoljeredaid yo Ajiyenb ut ‘siaq -uinu Ul 3urmoi3 SI BSUIYIeI} VOUIS ‘9}B4S YOR UT Burydea} yo sadAy jU9194 -JIP JO} Satsepes Valid saead OM} AdAd UOI}BINOSSY UOTJBINpy euoeN I} }O TVNUNOf AH], Ul paysiqnd sopqe ‘ 4 0 O B < Z C e < O | Q w - < 6 a < Z ty) Ly a Lh, e) ] < ec — 2 i) aL, SAPY INE fF Gwe oo ra r 6cG Ee suayova y fuvpy ®OfFY7,, YN oj asvdasg J 1104S 194 M1, The Teaching of Arithmetic The Story of an Experiment HIs 1s the third and final instal- ment of an article by Superintend- ent L. P. Benezet, in which he de- scribes an experiment in arithmetic in the Manchester, New Hampshire, schools. The first instalments |November 1935, p241-4 and December 1935, p301-3| have aroused many favorable comments. William McAndrew calls the material “powerful good reading, a scientific arti- cle free of the common dullness of such.” Helen Ives Schermerhorn, of New Jersey, writes that upon returning to teach in junior highschool after many years in the adult education field, she “was ap- palled at the changes which had taken place, the great number of new activities which had developed, each good in itself, but nevertheless cluttering up the time of the children. The weakness in English seemed inexcusable; too little time had been given to its mastery. I hope great things from the influences of Mr. Bene- zet’s article.” A letter from C. E. Birch, superintendent of schools, Lawrence, Kansas, indicates that the Lawrence schools have been revising the arithmetic program for the pest two years. Mr. Birch has recommended the discussion in faculty meetings of the Benezet arti- cles and their possible application in the light of the local situation. Is your school making similar use of these articles? It would be an interesting thing to call some of the leading citizens in your community together around the table and read the articles to them to see what their attitude would be. I’ MUST BE understood that I knew very well that my hardest task was ahead. I had to show my more conserva- tive teachers what we were trying to do and convert them to the idea that it could be done. I went into room after room, day after day, testing, questioning, giv- ing out examples. We had visitors. Two Massachusetts Superintendents, a superintendent of a large Massachusetts city with five of his principals, and two instructors in the Boston Normal School came. They saw what we were trying to do and were sur- prised at the ability to reason and to talk, shown by children whose minds had not been chloroformed by the dull, drab memorizing of tables and combinations. But there were murmurs thruout the city. It finally broke out in a board meeting. motion was made that we throw out the new course of study in arithmetic and go back to the old. It was defeated by a vote of nine to four, but a committee of three was appointed to study the prob- lem carefully. Taking with me two mem- bers of the committee and a stenogra- pher, I visited four different schools in our own city and three in a city not thirty miles away. The most convincing test was in con- nection with the problem which I tried out in not less than six different rooms. Four of these rooms were made up of children who learned their arithmetic in the old formal way, whereas the other two were groups who had been taught according to the new method. In every case it was an advanced fifth grade, within one month of promotion to the 6-B. I give verbatim accounts of two of these recitations, the first from a tra- ditional room and the other from one of the experimental groups. I drew on the board a little diagram and spoke as follows: “Here is a wooden pole that is stuck in the mud at the bottom of a pond. There is some water above the mud and part of the pole sticks up into the air. One-half of the pole is in the mud; 24 of the rest is in the water; and one foot is sticking out into the air. Now, how long is the pole?” First child: “You multiply % by 2 and then you add one foot to that.” Second child: “‘Add one foot and and 1%.” Third child: “Add the ?3 and '2 first and then add the one foot.” Fourth: “Add all of them and see how long the pole is.” Next child: “One foot equals 13. Two- thirds divided into 6 equals 3 times 2 equals 6. Six and 4 equals 10. Ten and 3 equals 13 feet.” You will note that not one child saw the essential point, that 1% the pole was buried in the mud and the other half of it was above the mud and that ™% of this half equaled one foot. Their only thought was to manipulate the numbers, hoping that somehow they would get the right answer. I next asked, “Is there anybody who knows some way to get the length?” Next child: “One foot equals 3/3. Two-thirds and % multiplied by 6.” My next question was, “Why do you multiply by 6?” The child, making a stab in the dark, said “Divide.” VOLUME 25, NUMBER 1; JANUARY 1936 It may be that he detected in my voice some stress on the word “multiply.” | then gave them a hint which, had they been able to reason at all, should have shown them how to solve the problem. “How much of the pole is above the mud?” said I. The answer which I had hoped for was, of course, “One-half of it is above the mud.” The first child answered: “One foot and 23.” I looked dubious, so the second child said, “One foot and 1%.” I then said, “I will change my ques tion. How much of the pole is in the mud?” “Two-thirds,” said the first child. “One-half,” said the second. “One-half,” said the third. “Then how much of the pole is above the mud,” said I, thinking that now the answer was plainly indicated as one-half. “Two-thirds,” said the next child. “One foot and 23,” said the next. “One-half of the pole is in the mud,” said I. “Now, how long is the pole?” and the answers given were ‘‘Two feet.”’ “One and one-half feet.” ‘One-half foot.” “One foot.” “One foot.” “One foot,” and I gave it up. I gave the same problem the same week to a fifth grade in our city which had been brought up under our new cur- riculum, with no formal drill in addition, multiplication, and division of big num- bers but with much mental work in rea- soning. I drew the diagram again and said, “Here is a pond with a rock bottom and mud and water, with a pole sticking in the mud. One-half of the pole is in the mud; 24 of the rest of the pole is in the water; one foot of the pole sticks up in the air above the water. How long is the pole? How would you go to work to do that problem?” First child: “You would have to find out how many feet there are in the mud.” “And what else?” said I. Another child: “How many feet in the water and add them together.” “How would you go to work and get that?” said I to another child. “There are 3 feet in a yard. One yard is in the mud. One yard equals 36 inches If 24 of the rest is in the water and one foot in the air [one foot equals twelve inches| the part in the water is twice the part in the air so that it must be 2 feet or 24 inches. If there are 3 feet above the mud and 3 feet in the mud it means that the pole is 6 feet or 72 inches long. Seventy-two inches equals 2 yards.” [It amazed me to see how this child translated all the measurements into inches. As a matter of fact, to her, the problem was so simple and was solved so easily, that she could not believe that she was doing all that was necessary in telling me that the pole was 6 feet long. She had to get it into 72 inches and 2 yards to make it hard enough to justify my asking such a problem. The next child went on to say, “One- half of the pole is in the mud and must be above the mud. If then is in water, ; and one foot equals 3 feet, plus the 3 feet in the mud equals 6 feet.” The problem seemed very simple to these children who had been taught to use their heads instead of their pencils. The committee reported to the board and the board accepted their report, say- ing that the superintendent was on the right track. They merely suggested that, to quiet the outcry of some of the par- ents, the teaching of the tables should be begun a little earlier in the course. The development of the ability to rea- son is one of the big results of the new course of study in arithmetic. Not long igo, hearing that a complaint had been made by the mother of a child in a 5-B room, regarding the teaching of arithme- tic, I visited the room with the principal and tried to discover just what the youngsters could and could not do. I gave them several problems to test their ability to do mental arithmetic, and was surprised at the accuracy and speed with which they answered me. I then tried them on a problem which involved a little reasoning. I drew a picture of two faucets and of a pail placed beneath them. Stating that either one of the fau- cets could fill the pail alone in two min- utes, I asked how long it would take to fill it if the two were running at the same time. Confidently expecting that the children would tell me four minutes, I was much gratified to receive the an- swer, one minute, from three-fourths of the class. I next changed the problem by stating that I would replace one of the faucets by a smaller one, which could fill the pail in four minutes. I then asked about how long it would take to fill the pail, if the two faucets ran together. A few told me three minutes, but the great majority guessed between one minute and two, the popular answer being about a minute and a half. I next asked what part of the pail would be filled at the end of one minute, and the children told me, without any difficulty, that it would 8 be three-quarters full. My next question was, “How long exactly would it take, then, to fill the pail?’ The first child that I called upon gave me the correct answer, one minute and twenty seconds. The principal expressed his astonishment and asked me to try the same problem on the eighth grade. I did so. These children, brought up under the old method of formal arithmetic, did not do nearly as well as did their younger broth- ers and sisters. I have recently tried, in several parts of the city, a test involving five simple problems. Here it is: [1| Two boys start out together to race from Manchester to West Concord, a distance of 20 miles. One makes 4 miles an hour and the other 5 miles an hour. How long will it be before both have reached West Concord? [2] A man can row 4 miles an hour in still water. How long will it take him to row from Hill to Concord [24 miles one way| and back, if the river flows south at the rate of 2 miles an hour? |3| The same man again starts row- ing from Hill to Concord in the spring when the water is high and the current is twice as swift as it was before. How long will it now take him to make the round trip? [4] Remus can eat a whole water- melon in 10 minutes. Rastus in 12. I suggest a race between them, giving each half of a melon. How long will it be before the melon is entirely gone? [5] The distance from Boston to Portland by water is 120 miles. Three steamers leave Boston, simultaneously, for Portland. One makes the trip in 10 hours, one in 12, and one in 15. How long will it be before all 3 reach Port- land? It looks easy enough, but I advise you to try it. I will guarantee that highschool seniors, preparing for College Entrance Board Examinations in Mathematics, will not average 70 percent. I had some rather ridiculous results. I tried the fourth and fifth examples on a second grade the other day and had an almost perfect score, while a ninth-grade class in arithmetic, which had been taught under the old arithmetical curriculum, made a sorry showing. Out of twenty- nine in the class only six gave me the correct answer to problem five. We have already seen results of our new course of study. The head of the English Department in our Central High- school [enroling 2450 pupils] tells me that in the English classes made up of pupils who entered on February 1, 1935, there is a fluency and a readiness with the mother tongue that is surprising. The old-time diffidence is gone. Children are no longer tongue-tied and unable to put a new idea into words. I am not surprised. I had expected a report like this. You will recall the ter- rible English used in one of our eighth grade rooms, taken down as it was spoken, which I have quoted in the first article. I went into the same room five years afterwards. The same teacher was in charge, and some of the children in the room were younger brothers and sisters of the previous group, but the methods of teaching had radically changed. With the stenographic report of the previous reci- tation in my hand, I asked this latter day group the same questions which I had propounded five years before to their older brothers and sisters. I pick out typi- cal answers, and I assure you that I am not giving you the top of a “deaconed” barrel of apples. “When the numerators of any two fractions remain the same, the fraction with the smaller denominator is the largest.” : “The principle that we have proved is that the smaller the denominator gets —no, the larger the denominator gets, the smaller the fraction.” “The larger the denominator is, the smaller the fraction would be if the nu- merator is the same.” “The smaller the numerator gets, if the denominator remains the same, the smaller the fraction is.” “The larger the denominator gets, the smaller the fraction will be, provided that the numerator remains the same.” “The larger the denominator gets, pro- vided the numerator remains the same, the smaller the fraction becomes.” I then tried an experiment which to me was the most conclusive of all. I read from the account in my hand typical answers which had been given in that same room five years before [of course they were not told that it was the same room] and these presentday eighth graders shouted with laughter at statements which had not provoked a smile five years before. I asked them why they laughed and they proceeded to pick out the flaws in the reasoning and choice of words of their predecessors. To me it was the most heartening sign yet, and a prophecy of what we may expect when this present eighth grade shall have become seniors in our highschools.—L. P. Benezet, super- intendent of schools, Manchester, New Hampshire. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ae ee ee ee NEA Department Presidents HE GROWTH of departments in the Na- tion to the National Council of Education, 24 tional Education Association tends to departments and a considerable number of parallel the development of educational allied organizations. The following page gives and social specialization. This subdivision of a brief survey of the departments. the profession involves both a strength and a The close association of these departments danger. The strength of these groups lies in with the parent organization and the strong will Harris & Ewing the possibility of performing a special service toward unity and cooperation which exists be- BAGLEY with a high degree of perfection. The danger tween them is one of the priceless resources of ROBERTSON lies in the incomplete and distorted sense of | American education. They should be drawn values that specialization fosters, in the diffi- _ still closer together so that there will some day culty of making adjustments between a large exist in America in education a unification such number of parts so that the interests of the as is presented by the United Engineering So- whole will not be lost. cieties with their great headquarters in New The growth of Association departments, be- York. One of the major elements in Associa- ginning in 1870 with the entrance of the De- _ tion policy during the next few years should be partment of Superintendence and the Depart- to strengthen the departments, to draw in ment of Teachers Colleges, brought together independent organizations which should be three groups: teachers, superintendents, and departments, and to relate the departments normal school leaders. Today there are, in addi- properly to each other and to the general body. ; ; ; ; ’ RALLS William C. Bagley, Columbia University, is president of the National Council of Education. The presidents of NEA departments are: Mary Elizabeth O’Connor, Adminis- trative Women in Education, supervisor of elementary schools, Natick, Mass. [photo not available]; Marguerite H. Burnett, Dept. of Adult Education, state director of adult education, Wilmington, Del. [photo not available]; Elizabeth Wells Robertson, Dept. of Art Education, director of art, Chicago Public Schools; Raymond C. Goodfellow, Dept. of Business Education, director of commercial educa- tion, Newark; Mary C. Ralls, Dept. of Classroom Teachers, ae ; ‘ elementary teacher, Kansas City, Mo.; Irma E. Voigt, Dept. of Deans of Women, dean of women, Ohio University; Vout oom Philip A. Boyer, Dept. of Educational Research, director, Division of Educational Research, Philadelphia; Harley W. Lyon, Dept. of Elementary School Principals, principal, Longfellow-Cleveland Schools, Pasadena, Calif.; Mrs. Eu- genia West Jones, Dept. of Kindergarten-Primary Educa- tion, teacher, Los Angeles; Estelle E. Samuelson, Dept. of Lip Reading, supervisor of educational work, New York League for Hard of Hearing; John C. Kendel, Dept. of Music Education, director of music, Denver; Sue M. Powers, Dept. of Rural Education, supt., Shelby Co. Schools, Tenn.; A. W. Thompson, Dept. of School Health and Physical Edu- Lyon JONES tll | cation, director of health education, Grand Rapids, Mich.; ‘ ; “es Ira C. Davis, Dept. of Science Instruction, assistant profes- SAMUELSON KENDEL sor, University of Wis.; Ernest D. Lewis, Dept. of Secondary ' Education, Evander Childs Highschool, New York; Harri- , son C. Lyseth, Dept. of Secondary-School Principals, state dept. of education, Augusta, Maine; Edgar B. Wesley, Dept. . of Social Studies, University of Minn.; Mabel A. Harms, Dept. of Special Education, teacher, Minneapolis; A. J. Stod- a dard, Dept. of Superintendence, supt., Providence; Rudolph S D. Lindquist, Dept. of Supervisors and Directors of Instruc- n tion, Columbus; Mrs. Leila Bunce Smith, Dept. of Super- e visors and Teachers of Home Economics, teacher, Atlanta; j H. A. Sprague, Dept. of Teachers Colleges, president, STC, Montclair, N. J.; Nelson L. Greene, Dept. of Visual Instruc- d tion, Chicago; Forest E. Moore, Dept. of Vocational Educa- d tion, state dept. of public instruction, Des Moines. Lyseru WesLey p. d n of st of nt in r- Ww Harms STODDARD LINDQUIST SMITH SPRAGUE GREENE Moore VOLUME 25, NUMBER 1; JANUARY 1936 9 Facts about NEA Departments HE DECEMBER JOURNAL Carried in- formation regarding the activities of the committees of the National Education Association. It is the purpose of this page to present a brief survey of the departments of the \ssociation. Photographs of the depart- mental presidents are presented on p9. The truly professional member of the teaching profession, first of all, takes an active part in the activities of his local teachers organization. Then, as 80 per- cent of the teachers of the United States do, he joins with his state education as- sociation. Next, he widens his horizon and influence still further thru member ship and participation in the National Education Association. In addition to membership in these general professional organizations, he joins with one or more departments, which bring together those people who are working in his own par- ticular field of education. There are, at the present time, 24 departments in the National Education Association. Depart- ment dues in many cases make possible the issuance of publications. Each of the departments of the Asso- ciation holds at least one annual meeting. Some of them meet twice a year. Perti- nent facts regarding each department are given in the following paragraphs. The number in brackets following the name of a publication indicates the number of issues per year. ““Summer meetings” refer to those of the NEA, and “winter meet- ings,” to those in connection with the De- partment of Superintendence. Some de- partments listed as holding only one meeting also hold other conferences in connection with the winter or summer convention as the case may be. Administrative winter $1.50. 4 ¢ L Women—Summer_ and meetings. No publication. Dues Was National Council of Adminis- rative Women until 1932 when the Council came into the Association as a Department. Has branches in 18 states. Adult Education—Summer meeting. Pub- lications: Bulletin and Journal of Adult Education |4|. Dues: associate members $1 including Bulletin subscription; active mem- bers $2 including subscription to both pub- lications. Established as Department of -Im- migrant Education in 1921. Name changed in 1924. Art Education—Summer meeting. No publication. Dues $1. Established in 1933 from the Conference on Art Education. Business Education—Summer meeting. Publication: National Business Education Quarterly [4]. Dues $1. The Business Edu- 10 Association formed in 1878. Came into the NEA as a Department in 1892. Cl meeting. Publication: News Bulletin |5| and Year- hook. No dues. Financed by appropriation from the Association. Established in 1914. Represented at NEA headquarters by full- time staff worker. cators Teachers—Summer wsroom Deans of Women—Winter and summer meetings. Publications: Quarterly Bulletin 4] and Yearbook. Dues $5. The National Association of Deans of Women became a Department in 1918 but still retains original name. Executive secretary at NEA head- quarters Educational Research—Publications: Re- view of Educational Research {5| and Pro- ceedings. Dues $5. Originally organized as the National Association of Directors of Educational Research in 1915, it later be- came the American Educational Research Association. This name retained since the organization became a Department of the Association in 1930. Elementary School Principals—Summer and winter meetings. Publications: The Na- tional Elementary Principal |5| and Year- book. Dues $3. Organized as a Department in 1921. Executive secretary at NEA head- quarters Kindergarten-Primary Education—Sum- mer meeting. No publications. Dues 50¢. Grew out of a meeting of the Froebel Insti- tute of North America in connection with the Association’s meeting in Madison, Wis- consin, in 1884. Lip Reading—Summer meeting. Publica- tions: Occasional bulletins. Dues $1. Became a Department in 1926. Music Education—Summer meeting. No publication. No dues. This Department was originally created in 1884: discontinued in 1928: and re-created in 1934. Rural Education—Summer and winter meetings. Publication: Bulletin. Dues $2. Grew out of the Department of Rural and Agricultural Education formed in 1907. In 1919 was reorganized with three groups then existing—the National Association of State Supervisors and Inspectors of Rural Schools, the County Superintendent's section of the National Education Association, and the Na- tional Association of Persons Engaged in the Preparation of Rural Teachers. School Health and Physical Education— Summer meeting. No publications. No dues. Began as Department of Child Study in 1894. Name changed to Department of Child Hygiene in 1911. In 1924 merged with De- partment of Physical and Health Education under its present title. Science Instruction—Summer meeting. No publication. Dues 25¢. An outgrowth of a state department of natural science teach- ers of the Colorado State Teachers Associa- tion organized in 1894. THE JOURNAL OF THE Secondary Education—Summer meeting. Publication: Secondary Education [5]. Dues $1. Originally established in 1886. Lapsed temporarily in 1924. Revived in 1931. Secondary School Principals—Summer and winter meetings. Publication: Bulletin [5]. Dues $2. Preceded by Department of Secondary Instruction. Assumed present name when National Association of Second- ary School Principals came in as a Depart- ment of the National Education Association. Executive secretary with office in Chicago. Social Studies—Summer meeting. Publi- cations: The Social Studies [8] and Year- book. Dues $3. Preceded by the National Council for Social Studies which became the Department in 1925. Special Education—Summer meeting. No publication. Dues 50¢. Admitted as a De- partment in 1930. This Department deals with the problems presented by exceptional children whether deficient or gifted. Superintendence—W inter meeting. Publi- cations: Yearbook and Official Report. Dues $5. Outgrowth of a meeting of National Teachers Association in 1865 when state and city superintendents present decided to form an organization of their own called National Association of School Superintendents. Be- came a Department in 1879. In 1921 the Department was reorganized and a fulltime secretary employed with offices at NEA headquarters. Supervisors and Directors of Instruction —Winter and summer meetings. Publica- tions: Educational Method [8] and Year- book. Dues $4. Had inception in the Na- tional Conference on Educational Method organized in 1921. Became a Department in 1929. Supervisors and Teachers of Home Eco- nomics—Summer meeting. Publications: Occasional bulletins. Dues $1. Department created in 1930 at request of National Con- ference of Supervisors and Teachers of Home Economics which preceded it. Teachers Colle ges—W inter meeting. Pub- lication: Yearbook [consisting of proceed- ings of meeting.] Dues $15 per institutional member. In 1924 the American Association of Teachers Colleges mérged with the De- partment of Normal Schools as a depart- ment. Retained title of American Associa- tion of Teachers Colleges. Visual Instruction—Summer_ meeting. Publication: The Educational Screen {10}. Dues $2. Organized as a Department in 1923. The National Academy for Visual In- struction merged with the Department in 1932. Vocational Education—Summer meeting. No publication. No dues. Originally organ- ized in 1875 as the Industrial Section of the NEA and known at later dates by other titles, it received its present name in 1919. NATIONAL EDUCATION ASSOCIATION = Neen emma ,7 k i The Superintendents Meet O GET AND TO GIVE help is the mo- tive which leads people to attend the winter meeting of the Depart- ment of Superintendence. At St. Louis, during the last week in February, there will be a variety of offerings to meet in- dividual needs. Distinguished national leaders, selected both from within and without the profession, will bring inspir- ing messages. Over seventy breakfasts, luncheons, and dinners will provide op- portunity to renew old acquaintances and to make new ones. In the beautiful ex- hibit hall of the new St. Louis Municipal Auditorium, the latest materials, books, and equipment for school use will be dis- played. Perhaps no feature of the convention is more helpful than the discussion of urgent questions in small group meetings where individual exchange of ideas is pos- sible. Thirty-six such meetings will be held on Monday afternoon, organized as directed group debates on specific con- troversial issues. On Wednesday after- noon, broader topics will be considered in the form of thirty-six group discus- sions. The programs will be administered in nine major divisions, each of which will meet in four groups. These divisions are: Under the Arch of Eads Bridge at St. Louis Monday Afternoon Administration—W ill Beach, Calif. Supervision—Zenos E, French, Long Scott, Bridge- water, Mass. Finance—Alfred D. N.Y. Organization—Homer W. Omaha, Nebr. Buildings and Equipment—N. L. Engel- hardt, New York, N. Y. Methods—W. C. McGinnis, boy, N. J. Teaching Personnel—Worth Seattle, Wash. Curriculum—Sidney b. Hall, Richmond, Va, Lay Relations Louis, Mo. Simpson, Albany, Anderson, Perth Am- McClure, Charles A. Lee, St. Wednesday Afternoon Childhood Education—George DD. Stod- dard, lowa City, Iowa Elementary Schoolsk—Bess Good y- koontz, Washington, D. C. The Junior High School—James M. Spinning, Rochester, N. Y. The Senior High School—Harrison C. Lyseth, Augusta, Maine at St. Louis Adult Education—James A. Moyer, Bos- ton, Mass. Postgraduate and Junior College—Fran- cis L. Bacon, Evanston, IIl. Education of Out-of-School Youth— Richard D. Allen, Providence, R. I. Teacher Training—William H. Morton, Lincoln, Nebr. Rural Education—Sue M. Powers, Mem- phis, Tenn. Sleeping room reservations are handled thru the Housing Bureau, Philip J. Hickey, chairman, 911 Locust St., St. Louis, Mo. Convention headquarters, registra- tion, postoffice, and exhibits are located in the St. Louis Municipal Auditorium. No headquarters hotel has been desig- nated. Railroad rates—One and one-third fare for the round trip. Identification certificates, ready January 15, may be obtained by members of the National Education Association from Willard FE. Givens, executive secretary, NEA, 1201 16th St., N. W., Washington, D.C. Dates of sale in central and eastern territory, February 16-25, inclusive. Final return limit thirty days from date of sale. IRST TEACH THEM TO READ— sSome- Fk thing is wrong with public schools if they do not succeed in teac hing children who go thru elementary school to read prose, to recognize a sentence, to to be ac- curate in simple processes of arithmetic. So says E. A. Cross, in the Monthly, judging the schools by highschool ( ollege ( lasses. look up words in a dictionary, December iflanti« public graduates in his Mr. Cross does not regard the Three R’s as the end-all of the elementary school, but he does insist that they are to the real structure of education. “A capable teacher realizes that she must, first of all, govern her little state so that all its citizens may live together in harmony, justly with each allowed to bully or dominate and each permitted to learn all he is capable of acquiring without being molested by DNase dealing other, none the rest, others whose wishes and temperaments are different from his own.” This organization of the school- room is one necessity, the mastery of the tools of learning another, says Mr. Cross, before the real business of educa- tion can begin. But the second step is neglected. He believes that parents are partly responsible, by painless education. insisting on a The teachers must please the local community; parents are displeased if school tasks are too hard and children fail to “‘pass.” The result is a vicious circle in which pupils without a mastery of the funda- mental skills “go on into the highschools, then into the liberal arts and teachers colleges; then they are graduated and begin to teach the next generation.” Mr. Cross urges that the state should not only permit the tax-supported teach- ers colleges to select their students, but should require them to do so. He recom- mends a careful survey of the state’s annual needs for teachers, and a selec- tion, from among the most intelligent and promising candidates, of only enough students to meet those needs. Even with the present system, says Mr. Cross, the teachers would do better if they were not bewildered by the con- fusion of philosophies which adminis- trators and supervisors thrust upon them. “The teacher who knows that her job is to assist some children to learn to read, to write, to add, subtract, multiply, and divide, to tell the truth, to keep clean and well, to respect the rights and property of others, to live usefully, peaceably, and happily in a complex social organization, and a few other simple things like these, finds herself hopelessly enmeshed in the pedagogical 12 An Evening with the Magazines jargon.” Mr. Cross thinks that the good teacher, thru the years, when “‘let alone and permitted to do her work with chil- dren . . . has conducted a progressive, child-centered school.” Lockstep Education in Other Lands—It seems that the much-con- demned American “mass education” is full of variety as compared with school programs in some other countries. Dor- othy J. Colburn, writing in the No- vember Scribner’s of her experience as an exchange teacher in an English sec- ondary school, emphasizes the stand- ardizing effect of British education. In the United States we undertake to de- velop individuals, while “the English, tho working thru much smaller units, are intent upon producing a homogeneous mass.” Admission both to secondary school and university is based on a system of external examinations, which tends to- ward uniform courses of study. The examinations select from among the children of the poor those fortunate few —perhaps one in ten—who are to have the privilege of free secondary education. “Rich and poor seem agreed that educa- tion beyond the age of sixteen should be reserved for the well-to-do and the few others who display marked intel- lectual promise. . . . £ An English audi- ence laughed heartily at a returned British exchange teacher’s tale of meet- ing an American young man who was working his way thru a university. That any poor person who was not brilliant enough to win a scholarship should even consider attending university is in itself laughable to many Englishmen.” Another kind of standardization in education is described by V. F. Calver- ton, in the December Current History. He describes the program of Socialist education in Mexico, launched officially by the National Revolutionary party nearly a year ago. Courses of study in elementary and secondary schools are being rewritten to emphasize the im- portance of the working-class, the eco- nomic basis of the worker’s life, and the justice of the worker’s side in the class struggle. Legislation is being proposed to bring the universities also into the government program. “The Cardenas government has put Socialist education into effect because it believes that, ultimately, by educating the populace in the virtues of Socialism, the influence of foreign capital can be destroyed.” Child Artists Interpret Their America—The joyous artof the young- est generation, shown in the exhibition of North American Children’s Painting in November, has a national idiom all its own. Eunice Fuller Barnard tells of the exhibit in the New York .Times Magazine, November 3. The pictures share a lively sense of motion, color, and design, but perhaps lack in depth and serenity when compared with the work of foreign children exhibited in last year’s international show. The educational significance of the show is in its challenge to traditional methods of art study. Sponsored by a group of experimental schools, the ex- hibits come from progressive schools in all parts of the country. The purpose of their art instruction is to cherish and mature the child’s innate ability to see life clearly. “Given proper materials, time, and a sympathetic intelligent teacher, the child naturally sets down a lively and rhythmical interpretation of his environment. . This attitude, of course, implies a confidence in the child’s natural impulses, of which the old-fashioned drawing lesson was totally bereft. . . . In the progressive school . art is technic only incidentally. Fundamentally it is self-expression, giv- ing a child a feeling of mastery over his world and his experiences in it. As nat- urally as he learns to talk he is expected to communicate his thoughts and feel- ings graphically. That he can do so more eloquently than with words the current show is the best witness.” —Hazel Davis, Educational Research Service, NEA. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION LES IN ES ET ———7~ pre nt Today’s Youth Problems HESE PAGES have been pre- "| area to assist adults and young people in the dis- cussion of youth problems. Part I, “Footprints on the Sands of Time,” traces briefly the history of youth in America. On the whole the trend has been to- ward an improved status for young people. Thru release from unnecessary toil and un- der the protection of forward- looking legislation, youth has enjoyed an increasing number of cultural and educational ad- vantages. Part II of this feature, “Against Whatever Odds There Are,” presents a few of the major prob- lems which youth must face. Since many youth problems are parts of complex so- cial and economic issues the adjustment of these larger difficulties will materi- ally lessen the pressures upon the young. The final part, ““That Sees Beyond the Years,” includes a number of suggestions as to the next steps. A nationwide exami- nation of the problems of youth by every state and community would throw much light upon existing confusion. Just what can be done in each locality depends upon the exact nature of conditions. These facts with all of their ramifications are still to be collected and systematized. Without this knowledge any program will be nec- essarily general and superficial. It is a hopeful sign today to find so many adults with an interest in youth. Many of those who have made their ad- justments to life are “building bridges” for youth who must someday pass along the same route. This new interest does not mean that problems of young people have sprung full-grown into existence during the past few years. Youth has always had problems. During various periods of his- tory social and economic hardships have beset youth so that it is difficult to con- ceive how many survived. Indeed, one might easily explain the decline of races and empires in the failure of adults to conserve their young human resources. Altho the problems of youth are old they rise today in a new social setting. At a time when our standard of living is high, thousands of youth are home- less; when our welfare and protective agencies are most extensively developed, thousands of youth are becoming crimi- nals; when society is providing the young —— WE shall have the kind of country in 1950 that we deserve to have. And the kind of country we shall have in 1950 depends on the kind of men and women which the youth of today are determined to be. Civilization can rise no higher than its source. These articles have been pre- pared by Frank W. Hubbard, asso- ciate director of research, with the assistance of the staff of the Re- search Division of the National Education Association. Materials have been included which should be of great value to study groups of teachers and to units of parent- teacher associations. The articles should be of interest to older high school students and to students in colleges for the education of teach- ers. Classes in social science will find the problems for investigation suggestive of projects for study in connection with their own com- munities.—Joy Elmer Morgan. with extended educational opportunities, our college and highschool graduates are unable to use their added skill in service to mankind; when youth are equipped both physically and mentally for useful work, they are unable to find jobs; when VOLUME 25, NUMBER 1; JANUARY 1936 social problems need to be at- tacked vigorously, the energy and the resourcefulness of youth are untapped; during a period of potential abundance many of the needs of youth must go un satisfied, Youth today feels the pangs of Tantalus in the midst of abundance! The situation has its dangers. In Germany impatient youth has been easily led by dema- gogs. Fascism in Italy finds its most active supporters among the young. Would the youth of this country follow “a man on horseback” if the necessary combination of circumstances should develop?| Under a policy of drift the outlook is not promising. In the future will America offer youth fewer outlets in political, economic, and social aspects of life? If so, does anyone be- lieve that young people will need no substitute opportunities? The American way is to face social problems squarely and to promote frank public discussions. From this give-and- take there will evolve the steps which our people must take if our human resources are to be conserved. Difficulties cannot be solved by the federal government alone or by any other national agency. Every source of aid and expert guidance should be utilized, but practical working of any program will require the united effort of citizens in the metropolitan areas and in the crossroad villages. Young people must participate actively in working out the program. After all, the great need is not to do something for youth but to help youth do something for themselves. Of the seven ages into which Shake- speare has divided the life of man none has been more idealized than youth. It is a period, according to most adults, just prior to the real problems of life. Fathers and mothers in the midst of do- mestic difficulties remember the days “when all things pleased, for life itself was new, and the heart promised what the fancy drew.” So without much adult guidance youth often muddles thru some of the most important decisions of life with regard to getting an education, selecting a vo- cation, establishing leisuretime habits, building character, choosing a mate, and entering upon civic responsibilities. What are the possibilities of reducing the waste which muddling involves? 13 [The following sixteen pages have been reprinted with a cover and are available at 15¢ each. Discounts for quantities as follows: 2 to 9 copies, 10 percent ; 10 to 99 copies, 25 percent; 100 or more copies, 331% percent. Cash must accompany all orders for $1 or less.] Today’s Youth Problems Part I. Footprints on the Sands of Time © CONTINUOUS RECORD of Amer- ican youth has ever been made. From colonial times to the turn of the present century their story must be constructed from scattered accounts. flashes reveal the high points but of necessity cast little light upon details. Thousands who lived, worked, and died under ordinary cir- Chese illuminating cumstances have not crowded the pages either of fiction or of history. Yet in spite of the gaps in our account it is help- ful to compare the past with the clearer pictures of more recent years. INDENTURED SERVANTS Leaving the Old World The energy and the resourcefulness of youth were of major importance in the colonization of America—Most of the Pilgrim fathers were under forty years of age, and persons as young as sixteen years of age were stockholders in the Mayflower expedition. In 1620 an Eng- lish committee obtained from justices of the peace the names of such youths above fifteen years of age as were burdens upon their communities in order to transport them to Virginia. Many of those who had been “appointed for transportation” were unwilling to go. However, the necessary authority for transportation was found in the apprentice laws of England; each boy’s parish paid five pounds toward his equipment; the lads were duly appren- ticed to the ship’s company and sum- marily bundled off to Virginia. Upon landing each boy was sold for several thousand pounds of tobacco. In return for the passage he was “bound”’ to his master for seven years or until he was twenty-one years of age. The importation of young women added to the stability of the new colo- nies—In 1619 ninety maidens “agreeable 14 persons, young and incorrupt’’ became the wives of those who paid their trans- portation, As a governor remarked, the plan filled Virginia homes with “honest laborers burdened with children.” In the other colonies many young women ar- rived each year to find husbands and to bring their domestic skills to aid in civilizing the wilderness. The demand of the colonists for the labor of young men and women made kidnapping such a profitable business that ‘spirits,’ as they were called, haunted the waterfronts. Many an Eng- lish youth was “spirited away” and sold into bondage in some American port. A law was passed against kidnapping in England in 1664, but it is estimated that, in the ten years that followed, 10,000 persons were kidnapped annually and sent to America. America beckoned to the daring and to the energy of youth—Some sold their services to pay their transportation; many were kidnapped; but still others came voluntarily. Peasants driven from the land by the sheep inclosures sought to reestablish themselves in the wilder- ness. The Pilgrims, dissatisfied with con- ditions in Holland, sought religious free- dom for themselves and new opportuni- ties for their children. Gentlemen adven- turers hoped for sudden riches. England had an abundance of men and women who were ready to undertake the hard- ships of colonizing a new world. Colonizing the New World With the landing of the first group of youths at the Jamestown colony appren- ticeship also arrived in this country—Ap- prenticeship and its close kin, indentured service, exerted a powerful influence upon large numbers of American youth for more than two hundred years. The practise was not limited to the children of the poor and the servant groups but included those in rather fortunate cir- cumstances. Apprenticeship was a com- bination of education and industry. The young were taught a trade by one already a master in that field, and were bound to pay for their instruction by producing goods for the master’s disposal. In some colonies apprenticeship readily degen- erated into indentured servitude in which the young person merely exchanged his labor for some consideration—in the case of the immigrant, for his passage to America. Half of the early immigrants to the colonies came as indentured servants— Most of these were young people, since the colonists preferred the young. Their terms of service were longer; they were more easily controled; and by the time they were seventeen or eighteen years of age they were almost as strong and capable as adults. Parents could pay their own transportation by selling or trading their children. It is easy to infer that youth would become restless under the burdens of in- dentured service. These young people had nothing they could call their own, no wage to receive and to spend for them- selves. They were paying heavily for a debt contracted in the past for which their only compensation had been a mis- erable voyage across the Atlantic. They could not trade, make a contract, marry, or even leave home for more than a short distance without the consent of their master. In South Carolina if a servant were found more than two miles away from home without a “pass” he could be returned and whipped soundly by the constable of every town thru which he passed; when he arrived at home his master could fittingly climax the day by a final drubbing intended to cause the runaway to think twice before starting off again and also to. be a lesson to the other “white slaves” on the plantation. Girls as well as boys were apprentices and also indentured servants—Their conditions of service were harder than those of the boys. Their terms were usually longer and their opportunities more restricted. Their practical instruc- tion was usually no more than perform- ing ordinary household tasks under the eye of their mistress. They seldom learned a trade or any kind of skilled work other than sewing. They might be THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION is —Footprints on the Sands taught to read, especially in New Eng- land, but seldom to write. Arithmetic was considered unnecessary for them be- yond the simple calculations of the house- hold. Professions were practically out of the question for them. In a new coun- try which placed physical strength at a premium they could not compete with men even in the humblest forms of ag- ricultural work. Their wages were so low that it was practically impossible for them to earn their living. They were generally fortunate, however, in being able to marry at an early age and often above their accustomed station. Organized religion cast a sombre in- fluence over youth—The Puritans re- garded man as naturally depraved and COLONIAL CHURCH youth as the time to inflict the suffering which should regenerate him. The elders of the colony seemed to take positive de- light in devising new restrictions and new punishments. Jonathan Edwards denounced young persons as “infinitely more hateful than vipers unto God.” Accounts appear here and there of sensitive young people who hanged them- selves, unable to endure longer intermi- nable anxiety over their souls’ salvation. Youths of sixteen confessed to their diaries the sin of whittling on the Sab- bath day. Even running across the churchyard was apt to be magnified into a serious misdemeanor by these people who forbade a mother to kiss her child on the Sabbath and who considered death a fit subject of contemplation for the young. At the noon hour fathers took the children to the graveyard and read for them the epitaphs on the tombstones. Many an old town record reveals the appointment of officials “to oversee youth” on Sunday. These Inspectors of Youth, as they were called, were in fact policemen paid by the town and sent to the meetinghouse every Sabbath to quell “the wretched boys.” It was their duty “to sit convenient to inspect the youth VOLUME 25, NUMBER 1; JANUARY 1936 w IMPORTANT DATES FOR AMERICAN YOUTH 1633—Founding of the first Latin Grammar School in Boston 1636—Harvard College established in Cambridge 1751—Franklin’s academy founded in Philadelphia 1821—English Classical School (highschool) founded in Boston 1833—First coeducational college opened at Oberlin 1842—First child labor law passed in Massachusetts 1852—First compulsory attend- ance law in Massachusetts 1856—First coeducational high- school in Chicago 1862—Morrill Act passed by Con- gress extending the prin- ciples and practise of fed- eral aid to education 1868—Hampton Institute estab- lished as first school of higher education for Ne- groes 1872—Decision in Kalamazoo case upheld taxation for second- ary schools 1899—First juvenile court estab- lished in Chicago 1918—Seven cardinal principles of secondary education pre- pared by a committee of the National Education Asso- ciation 1930—White House Conference on Child Health and Pro- tection called by President Hoover 1933—Establishment of the Ci- vilian Conservation Corps Camps and (in 1935) their educational program placed under the federal Office of Education 1935—Launching, under federal and private auspices, of sev- eral national agencies to study and to help youth in the meetinghouse on days of Public Worship and keep them in order.” The popular notion that only the New England colonies had ‘‘blue laws” is not strictly in accordance with the facts. Virginia passed numerous statutes which severely condemned religious and social irregularities. The Quakers of Pennsyl- vania frowned upon music, drama, and dancing. Sects in other colonies limited their youth in accordance with various beliefs. Education in the colonies was often the handmaid of religion—Children were taught to read that they might read the Bible for themselves. The Puritans’ phil- osophy was basic to their administration of education for more than two centuries. LL eS ~ = A be ee SS Se : ——— = f, = i nZ= ees ee “ww Cr" If | i it 5S 1 Hy) a wa 7 ry he fi <1 wm gt [ we — iar al WHALING Young people who showed unusual abil- ity were selected as recruits for the min- istry. At the age of ten or twelve they were set to studying Latin, Greek, and Hebrew, and entered college at twelve or fourteen. Colleges were stern, forbidding places in those early days. At Harvard students could be publicly whipped by the presi- dent in the college halls. At Yale ‘‘fresh- men were forbidden to wear their hats within ten rods of the president, eight rods of a professor, and five rods of a tutor unless the weather was stormy.” An aristocratic system of classification, a tradition of Europe, was in force in the colleges, and freshmen were compeled to “fag” for upper classmen. Altogether the college evironment was not inviting to a growing, active, restless boy. In the South the planter often sent his children to Europe to school. The poorer classes generally had little or no oppor- tunity for formal schooling. Teachers of the South were often indentured servants who were not otherwise useful on the farm or in the household. The education of George Washington was obtained mainly by his own efforts. His formal schooling was of the poorest sort. The varied widely in the colonics social opportunities of youth In New i-ngland a house-raising, a quilting party, or a cornhusking was seized upon for uch enjoyment as it would yield. But one farmer gave this canny advice to his neighbors: “If you make a husking, keep an old man between every two boys; else your husking will turn out a losing.” Funerals seem to have been regarded as social occasions by both old and young. Much food, cider, and home-brewed beer served, and valuable made to participants. Life for the young in the middle and southern colonies lacked much of the se- verity of the New England colonies. Young people of the mansions and of the were gifts were = AFB AA A A 4 cE Zz A ZA farmhouses invited groups of their friends to visit with them for days at a time. They might have the advantage of attending school in the city if the family resources permitted. The family life was gentler and more tolerant of young spirits. Marching toward National Destiny Under the hardship of colonization there developed in America an indepen- dence of spirit—The life of pioneer youth was much the same whether they came from the favored or from the poorer classes. In the wilderness, many of the traditions of an aristocratic past were lost and young Americans learned their first lessons in democracy. Life was hard but stimulating. The young frontiersman escaped the drudging routine of farm and shop but he also lost their security and comforts. Great numbers of early Americans passed thru the hazards of the fron- tier. George Washington, John Marshall, Christopher Gist, and Daniel Boone were but a few of those who had first-hand ex- periences on the frontier, The wilderness was their teacher and they obtained a kind of education which fitted them 16 for life, for it was gained thru actual experiences with their environment; but opportunities for formal schooling were few. Books, schools, and teachers were scarce; furthermore, the incentive to learning could not have been great in such wild regions where little of its bene- fits could be observed. The latter half of the eighteenth cen- tury had new tasks for youth. Washing- ton was but twenty-three when he saved theremnantsof Braddock’sarmy. Twenty years later he led a youthful army [some as young as twelve years] against the regulars of the Mother Country. Patrick Henry wrote the Virginia Resolutions when twenty-nine. “Light Horse Harry”’ Lee was twenty-three when he surprised the British at Paulus Hook. The former schoolmaster, Captain Nathan Hale, was but twenty-one when he was hanged. La- fayette was scarcely twenty when Con- gress made him a major-general. Ham- ilton was a lieutenant-general on Wash- ington’s staff at twenty and at twenty- three he was among the first to pro- pose a constitutional convention. Chas- tellux, a well-known French traveler in America during the Revolution, re- ported that he met only two or three young men who had not heard the whistle of bullets. Even before independence had been won the industrial factor began to take shape in our national life—Hitherto, we had been a group of colonies made up largely of farmers, skilled artisans, and common laborers engaged in the produc- tion of raw materials. Young men could look forward to farming or to apprentice- ships and, in a few instances, to the pro- fessions. Young women might spend a few years in domestic service before the almost inevitable marriage. But with the spread of the industrial revolution there came many farreaching changes. New England, in particular, turned some of its energies from maritime pur- suits and agriculture to manufacturing. Youth from the farms began to crowd to the cities. By 1810,according to one Eng- lish traveler, there were eighty-seven cot- ton factories in New England. Manufac- turing also spread to the Middle Atlantic states and west thru Pennsylvania to Ohio. New jobs were opened to young men and women for they could perform the simple factory tasks and they de- manded less of the employer than did older persons. Young women in the cot- ton mills of Massachusetts in 1820 worked from daylight to dark with half an hour for breakfast and for dinner. For seventy hours a week they received a few Today’s Youth Problems dollars and room and board. Under the factory system, the apprenticeship scheme which had supplied young men with systematic training and regular em- ployment, began to break down. By the beginning of the nineteenth cen- tury American seagoing vessels were in- creasing rapidly in number—By 1833 the American whaling fleet was employing 10,000 seamen whose most striking char- acteristic was their youth. As the whaling industry grew, young lads were recruited for the ships by the “suave deceit and shameless misrepresentation” of unscrup- ulous shipping agents. These organizers of the labor supply exploited their oppor- tunities so that it was not uncommon for seamen to find themselves actually in debt to the agents of the vessels on which they had worked for several years. The expansion of the country westward took new impetus in the nineteenth cen- tury—Lewis and Clark in 1804 were still in their thirties when they began their ex- plorations thru the Louisiana Territory to the Pacific. Restless youth, impeled by the growing industrialization of the East and agricultural difficulties of the South, sought new opportunities for themselves and their dependents. New territories were settled and added to the Union. Many a person born in the East could ponder, as John Swett once did on a New Hampshire hill, that all of the hamlets within his sight had contributed leaders to the development of the West. But with the westward expansion great social and economic forces became crit- ical. Eventually Fort Sumter precipitated four years of bitter struggle in which youth led youth in heroic sacrifice. At the close of the war thousands of colored youths were faced with new opportunities and problems. From their ranks rose leaders such as Booker T. Washington, at twenty-five the first principal of Tuske- gee, who taught his race that “We shall prosper in proportion as we learn to dig- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION —Footprints on the Sands nify and glorify labor and put brains into the common occupations of life.” With peace the industrial and the agri- cultural advances which began before the war entered a new era—The cotton gin, which had been invented in 1793 by twenty-eight-year-old Eli Whitney, after many improvements, shaped the eco- nomic life of the South for generations. The telegraph and the railroad—the lat- ter developed rapidly after 1865 with federal aid—eventually pushed the fron- tier out of existence. The cast-iron plow, the reaper, the thresher, cultivators, and other machines revolutionized the agri- culture of the West. With the development of the national resources of the country, work engulfed THE FIRST REAPER both youth and adults among the native Americans and still there was room for more willing hands. Beginning in 1840, youthful Irish, Germans, and Scandina- vians came in numbers for fifty years, and then the influx shifted to those of eastern and southern Europe. Between 1910 and 1914 one in every ten immigrants was less than sixteen years of age, while one in twenty was forty-five and older. The majority were young men and women seeking a new chance in the Land of Promise. Native Americans and recent immi- grants, displaced by the mechanization of the farms or attracted by factory wages swelled the cities to unheard-of proportions. Living and working condi- tions became congested and feverish. Youthful workers were often so ex- hausted by routine and monotony that they drifted from job to job or sought relief in cheap amusements. Yet with all of the wreckage left by the grinding of huge social and economic forces, mod- ern civilization brought youth many real advantages. Thru the years educational opportuni- tics had been steadily improving—tin 1805 in New York, DeWitt Clinton, then VOLUME 25, ww Building the Bridge An old man, going a lone highway, Came, at the evening, cold and gray, To a chasm, vast, and deep, and wide, Thru which was tide. flowing a sullen The old man crossed in the twilight dim: The sullen stream had no fears for him; But he turned, when safe on the other side, And built a bridge to span the tide. “Old man,” said a fellow pilgrim, near, “You are wasting strength with build- ing here; Your journey will end with the ending day; You never again must pass this way; You have crossed the chasm, deep and wide— Why build you the bridge at the even- tide?” The builder lifted his old gray head: “Good friend, in the path I have come,” he said, “There followeth after me today A youth, whose feet must pass this way. This chasm, that has been naught to me, To that fair-haired youth may a pitfall be. He, too, must cross in the twilight dim; Good friend, I am building the bridge for him.” —Wixt ALLEN DromcooLe [The above version was included by Miss Dromgoole of Nashville, Tennessee, in her book, Rare Old Chums, published in 1898.] only thirty-five years of age, took an ac- tive part in the organization of the Free Public School Society. As early as 1817 philanthropic societies began to play an important part in the education of the poor. By 1842 real public schools were established. Massachusetts established the first state board of education in 1837, and Horace Mann, a young lawyer, began activities which were of nationwide sig- nificance for public education. In 1800 not a single college in the United States admitted women as stu- dents. Emma Willard and Mary Lyon, who began teaching careers at the ages of sixteen and seventeen respectively, worked successfully for the opening of higher education to women. Today we owe much to these two and to others with similar purposes who convinced state leg- islatures of the desirability of educating girls at public expense. In 1816 Gallaudet began the first NUMBER 1; JANUARY 1936 schools for deaf-mutes. By 1850 the movement to establish reform schools for youth began to replace the indiscriminate jailing of youthful and adult offenders. Chicago established the first juvenile court in 1899 and thereby introduced a new and a more intelligent method of dealing with young delinquents. When but twenty-nine years of age Jane Addams in 1889 opened Hull House to the underprivileged. The most striking development has been the growth of secondary schools for youth. The academy idea initiated by Benjamin Franklin had spread by 1850 until there were 6000 academies enroling 260,000 students. Highschools, which were first required by law in 1827 in FACTORY LABOR Massachusetts, had increased by 1895 to 2600 institutions with an enrolment of 210,000 students. Today there are 29,- 000 public highschools with a total enrol- ment of six million. Youth in industry has been constantly benefited by the improvement of laboring conditions. By 1930, forty-four states limited the working day; sixteen states prohibited night work; and eighteen states required one day of rest in seven. A number of states have laws specifying the minimum age of employment and regulating the types of occupation in which youth may be employed. Supple- menting these labor laws are compulsory school attendance laws in every state, which safeguard to some extent the edu- cational opportunities of millions of youth. Beginning with 1800 most of the states upon admission to the Union received land grants for the support of state uni- versities and agricultural colleges. Today 293 publicly controled universities, col- leges, and professional schools offer op- portunities to half a million young men and women. Scientific fields have offered youth many Opportunities for achievement— 17 Thomas A. Edison was only twenty-one years of age when he patented an elec trical vote recorder. Ford completed his first gasoline motor car in 1892 at the age -of Luther Burbank achieved his first important success in twenty-nine. the development of the Burbank potato when but twenty-three years old. Aviation has given youth a chance for daring exploits. The first woman to cross the Atlantic in an airplane, Amelia Ear- hart, was then only thirty years of age. At twenty-five, Lindbergh flew to France and that time has made notable contributions not only to aviation but to medical science. since One of the brightest pages today is being written by comparatively young men in the field of scientific crime detec- tion. In 1924 J. Edgar Hoover became director of the U. S. Bureau of Investi- gation at the age of twenty-nine. About that same year Colonel C. H. Goddard, then but thirty-four, became director of a ballistics laboratory in New York. Keeler perfected the polygraph | socalled lie detector] when less than thirty. Altho age and experience are neces- sary to be outstanding in politics, there have been youthful contenders for the highest honors—Theodore Roosevelt entered the New York legislature at twenty-three years of age. When but thirty-one Franklin D. Roosevelt was assistant secretary of the navy. At the time of his election to the Senate to fill the unexpired term of his father, Robert M. La Follette had but recently celebrated his thirtieth birth- day. In 1931 Philip La Follette, then only thirty-four, was elected governor of Wisconsin. The recent disclosures re- garding the munitions industry were made by a comparatively young man, Gerald P. Nye, who entered the Senate in 1925 at the age of thirty-three years. Youth has also contributed much to the arts and letters in American life—So stark and sweeping have been the indus- trial and political changes in our country TWO IN TEN ARE YOUTH Youth includes those 14-24 years of age Each figure represents 10 percent of total population in 1930. 18 that the cultural events are often sub- merged. When we hurriedly examine the accounts of our American poets and authors, their pictures, usually made late in life, often lead us to overlook the successes of their youth. Yet Washington Irving was only twenty-six in 1809 when he published his Knickerbocker history of New York. William Cullen Bryant wrote Thanatopsis when but a youth of seventeen years and Edgar Allan Poe was but a year older when Tamerlane was published. Outstanding poetical contributions of more recent years have been made when their authors were comparatively young. Some of Edwin A. Robinson’s poems FLYING were published when he was twenty- seven years of age. Edna St. Vincent Millay’s poem, Renascence, was written when she was but nineteen. Stephen Vin- cent Benet had built up a reputation be- fore his John Brown’s Body won the Pulitzer prize for him at thirty years of age. In other artistic fields youths have had brilliant successes. Marion Talley made her operatic debut at the age of twenty. At nineteen Katherine Cornell began her stage career in New York and in the next three years made successful appearances in London. In the motion picture field a large proportion of the players are youths in their twenties. Today’s Youth Problems On the spiritual side youth has a record of achievements—The foreign Protestant missionary movement began, not with the church fathers, but with a few college boys. In 1806 Samuel J. Mills and four other studentsof Williams College formed a society which led to the spread of American foreign missions thruout the world. Mills also launched home mis- sionary activities by his investigations and services in the frontier West. Between 1834 and 1843, Jason Lee, Daniel Lee, and Marcus Whitman, all young missionaries, opened the Oregon country to American settlers. The Young Men’s Christian Association, begun in London in 1840 by a youth of twenty, spread to the United States in 1851. To- day it offers thousands of youth oppor- tunities for schooling, recreation, physical health, and spiritual guidance. The YWCA, which began with prayer circles about 1855, spread its services until today it reaches several hundred thousand girls and young women. Many youth are also making advances spiritually, culturally, and educationally, thru the following Catholic groups organized prior to 1931: Sodality Union, Catholic Students’ Mis- sion Crusade, Columbian Squires, and the Catholic Evidence Guild. Since 1931 under a call to action by Pius XI new organizations have developed for youth in such fields as the drama, poetry, and international relations. Other youth are participating in the activities of the Young Men’s and Women’s Hebrew Association, and the Jewish community centers. Thru such agencies young people are not only cul- tivating their own spiritual lives but they are giving stability to the construc- tive forces of American civilization. Social progress is at all times uneven —Great advances in the cultural progress of America are mocked by stubborn and lagging conditions which as yet resist so- lution. During the recent economic de- pression new problems have arisen and some hard-won advances have been tem- porarily lost. But the progress of Amer- ican youth, as that of adults, must be evaluated in its sweep over a number of years. As we look back to the first set- tlement at Jamestown, we realize that “youth problems” have always been with us. Future generations will be critical not of the existence of such problems, but of the way in which we utilize our resources in helping youth to solve their difficulties. The next section of this feature reviews recent social events in greater detail and indicates some of the possibilities for future action. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Part Il. Against Whatever Odds There Are BE IT EVER SO HUMBLE WO GOALS confront youth with re- | ema to the American home: [a] to help make the paternal home a place where each member shares both the responsibilities and the satisfactions of fellowship; and |b] to prepare both physically and mentally for the estab- lishment and the maintenance of a happy home of his own. The mobility of our population has seriously affected the American home— Each year millions of our rural residents move to the cities while many in the cities take up farm life. Only during the most serious depression years has the balance been favorable to the rural districts. Census studies show, also, that in every state a large proportion of the present residents were born in other states. With due respect to the advantages, to many individuals, of this shifting the result is to increase the instability and the inse- curity of life in many homes. Closely associated with mobility is the problem of proper housing—Families moving to the cities often take up resi- dence in apartments. The proportion of dwellings built for more than one family increased from 24 percent in 1921 to 54 percent in 1928. The congestion of popu- lation in cities has resulted too in over- crowding and the utilization of dwellings unfit for proper home life. These condi- tions force youth into the streets and into places of cheap amusement for their leisuretime activities. Both city and rural families have in many instances lost a sense of unity— Frequently both parents are employed, thereby leaving the home without ade- quate supervision. The increasing divorce rate, which advanced from 20 to 36 for every 10,000 married persons between 1900 and 1930, has contributed to the instability of home life. The automobile has increased the mobility of the young people. Adults, particularly recent immi- grants, insist on adherence to outworn traditions, until the boys and girls feel that the home retards their social and economic success. During the depression home life often became unendurable. Various suggestions have been made for improving existing homes and for fos- tering the establishment of successful new families—Under one scheme public finan- cial aid would be given to relieve youth VOLUME 25, NUMBER 1; of the burdens of home support which are not justly their own. Closely allied to this plan is the proposal now being put into effect by the National Youth Admin- istration, whereby young people are given enough public aid to assist them to at- tend secondary schools and colleges. The improvement of recreational facil- ities which would immeasurably improve many homes is discussed elsewhere in this unit, under leisuretime activities. Instruction with regard to the prob- lems of marriage and home life would be helpful to all youth. Courses in money management, cooking, housekeeping, gar- dening, and similar domestic activities, now characteristics of forward-looking school systems, could profitably be ex- tended to many other communities. One of the most promising movements of today is that of slum clearance and the improvement of housing conditions. The federal government has taken the lead and is making progress in areas where state and local authorities are co- operating. Under a properly planned pro- gram of this character there may be rec- reational facilities for youth and adults, hygienic quarters for sleeping and eating, and all of the conveniences necessary for satisfactory living in modern society. Un- der a forward-looking social plan these necessities can be placed within reach of even the modest income. Problems for Investigation [1] What important changes in popula- tion have taken place in your community in recent years? How have these develop- ments influenced home life? MARRIAGES BY AGE GROUPS f ; Each symbol represents 20 ANNA: sHHQ> t f z 24 — 26 j rcent of population in each age and sex group [2] What influences in your locality are detrimental to family life? What means are employed to minimize these harmful effects? [3] What social and economic changes have contributed in recent years to the im- provement of homes? How widespread are these benefits in your community? [4] In what ways have home conditions been damaged by the recent economic de- pression? What efforts have been made to help youth offset these disadvantages? Selected References [1] Armstrong, Clairette P. 660 Run- away Boys; Why Boys Desert Their Homes. Boston: Bruce Humphries, Inc., 1932. 208p. [2] Brooke, Coral. “Youth Engulfed.” Survey 71: 10-12; January 15, 1935. [3] Burnham, William H. Wholesome Personality; a Contribution to Mental Hy- giene. New York: D. Appleton-Century Co., 1932. 713p. [4] Groves, Ernest R., and Ogburn, Wil- liam F. American Marriage and Family Re- lationships. New York: Henry Holt and Co., 1928. 497p. [5] Lindquist, Ruth. The Family in the Present Social Order. Chapel Hill, N. C.: University of North Carolina Press, 1931. 24I1p. [6] Lynd, Robert S., and Lynd, Helen M. Middletown; A Study in Contemporary American Culture. New York: Harcourt, Brace and Co., 1929. Chapter 11, “Child- Rearing,” p131-52. [7] Minehan, Thomas. Boy and Girl Tramps of America. New York: Farrar and Rinehart, 1934. 267p. [8] National Education Association, Journal: Davies, J. Earl, “America Be- comes Housing Conscious,” 1935, p285-300. [9] President’s Research Committee on Social Trends. Recent Social Trends in the United States. New York: McGraw Hill Book Co., 1933. p680. December MEN PERCENT MARRIED WOMEN 1§ = 17 3 é Q 5 18 — 20 ‘ i } ; 21 — 23 ’ ‘ i JANUARY 1936 viv ww CoO UP AND DOING YOUTH FACES the economic cene he discovers several prob lems i| that the iobs today is relatively smaller, little workers, number of |b| that the and |c| that the occupa- tional distribution of our population is industry has or no place for young vradually shifting. The shortage of jobs today is due in part at least to the decrease in produc- With the general decline in pur- power, many industries and bus- inesses curtailed or even ceased their ac- tivities. But in addition to this tempo- setback there has been a gradual replacement of men by machines, which has contributed its share to the short- age of employment. 700 employees industrial tion chasing rary For example, in one who lost out improvements during the twelve months preceding September 1928, only 40 percent had obtained em- ployment by 1929. With these experi- enced adult workers losing ground stead- ily, what may youth expect? Youth is being displaced because in- dustry needs fewer unskilled hands—The early demands for child labor and youth labor arose from the nature of the routine operations, study of thru It was cheaper to employ children and youth to do these monot- tasks and at that time society raised little objection to the exploitation of young workers. Today state laws spec- ify who may work and under what condi- tions, altho the protection of youth is still inadequate. Many employers pre- fer the more mature worker, particularly those applicants with a highschool edu- cation or even one or two years of techni- cal college training. Excepting, then, as apprentices, there is little opportunity for youth to obtain employment. oOonous OCCUPATIONAL DISTRIBUTION ay RAG Agriculture Manufacturing and Mining Each igure represents 400,000 youth gainfully employed in 1930. 20 (Age 14-24 ) The third perplexity for youth is the shifting of occupations—In 1800 we were predominantly an agricultural Ihe shifts were first to factories, mines and to other “productive” enter- Within the past twenty years there has been an increase of the number in executive and clerical occupations. Now the suggestion is made that in the future more and more persons will have to be directed into nation. then to prises. “service” activities. The new work will require architects, city planners, teachers, librarians, recrea- tional directors, nurses, and social service workers. These trends, while confusing to the individual who is trying to get started, nevertheless suggest the possi- bility of occupational planning by the proper agencies of society. It is conceivable that there could be a national occupational plan developed by a central statistical agency in Wash- ington—Data would be available as to salaries, working conditions, needs, and opportunities of the occupations of the country [3]. Coordinated with this na- tional program there should be commu- nity and state plans. The programs of vocational education in local school sys- tems would need to be adjusted to the facts as made available from this na- tional agency. Back of every consideration of em- ployment is what the people as a nation wish to bring about thru government. Do we want a large proportion of our - people employed? Do we want these pe- riodic spells of unemployment? Do we want to capitalize fully the talents of our youth as they set forth upon the road to vocational efficiency? If so, some na- tional program, similar to the various apprenticeship plans of the national gov- Res. Div Nat. Educ. Assn. Today’s Youth Problems ernment, but based upon a more funda- mental and forward-looking social policy, must be brought into action. While ‘‘find- ing a job” may be of first importance, the cultural, health, and educational aspects of the American Dream must not be ne- glected. Problems for Investigation [1] What occupations do the unemployed voung people of our community wish to enter? What are the ambitions of those in senior highschool? [2] What provisions do the local schools make to prepare young people for the ca- reers in which they are interested? [3] What nonschool agencies exist in the community for preparing youth for voca- tional efficiency? [4] What have been the chief occupa- tions of the locality at ten-year intervals during the past fifty years? Which vocations are likely to be in existence ten years from now? What provision exists for creating new opportunities for worthy youth? [5] What are the salaries, hours of em- ployment, and other working conditions associated with the occupations of the com- munity? [6] What machinery could be set up in the schools and on the outside to keep young people informed as to the vocational oppor- tunities of the community, the state the nation? [7] What provisions do and should exist for those youth now employed to improve their cultural and vocational efficiency? [8] What provisions do and should exist for the rehabilitation of those who lose their jobs, fail to keep pace with new improve- ments, suffer injuries, or otherwise become maladjusted in their present occupations? . and Selected References [1] Chase, Stuart. Economy of Abund- ance. New York: Macmillan Co., 1934. 327p. [2] Chase, Stuart. Men and Machines. New York: Macmillan Co., 1929. 354p. [3] Clark, Harold F. “Planning Occupa- tional Distribution.”” Occupations 12: 18- 26; February 1934. [4] Hurlin, Ralph G., and Givens, Mere- dith B. “Shifting Occupational Patterns.” Chapter 6 in Recent Social Trends in the United States. New York: McGraw-Hill Book Co., 1933. p268-324. [5] Ogburn, William F. You and Ma- chines. Chicago: University of Chicago Press, 1934. 55p. Also, by other authors, in the same series: Youth in the Depression; Jobs or the Dole?; Strikes; and The Farm Business. [6] Soule, George H. A Planned Society. New York: Macmillan Co., 1932. 295p. [7] U. S. Department of the Interior, Office of Education. Vocational Education and Changing Conditions. Vocational Educa- tion Bulletin, No. 174. Washington, D. C.: Government Printing Office, 1934. 112p. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION —Against Whatever Odds T LEAST THREE tendencies in Amer- A ican economic life are operating to extend the leisure hours: [a] the development of machine processes has decreased the relative number of opportunities for youth to enter em- ployment; [b] the depression has accel- erated the tendency to employ adult workers who are not affected by school attendance and child labor legislation; and [c] the general shortening of hours in business and industry has increased the free time of those youths who are employed. For good or for evil, freedom from toil is on the increase. What will young people do with this leisure time? Numerous investigations have shown the potential dangers of the misuse of leisure time—In 1925 a survey of 460 different individuals brought before the juvenile courts in St. Paul, Minnesota, revealed that ““47 percent of the offenders belonged to gangs, while 40 percent of the activities engaged in were with the gang.” Other careful investigators have found that “bad companions” were con- tributory factors in more than 60 percent of the cases of delinquency. Further evi- dence of the effects of misspent leisure can be found in issues of the Research Bulletin of the National Education As- sociation for September 1932 and March 1934. Too many unoccupied hours may re- sult in individual disintegration which is not necessarily criminal in character— Inactivity, particularly the enforced idle- ness of unemployment, may lead to men- tal stagnation, morbidity, or even sui- cide. Strenuous effort, even old-fashioned work, tends to preserve physical and mental health. In the first place, the ac- tivity centers attention on the present and lessens the tendency to daydream or to brood. In the second place, useful activity gives one a chance to achieve, which in turn strengthens the self-respect. Un- healthy thinking, which tends to destroy personality, can be greatly minimized by programs of organized play and whole- some recreation. More leisure may also mean new op- portunities for self-improvement and wholesome recreation—At the minimum level this would mean more time for the leisuretime activities now commonly participated in. A recent survey [4] of the leisure hours of 5000 adults—almost 50 percent of whom were under twenty- seven years of age—reveals that during the past year 64 percent increased their participation in “home” activities and 5 percent increased their participation in “outside” activities. These home activi- VOLUME 25, NUMBER 1; FOR IDLE HANDS TO DO ties mean an increase particularly in reading, listening to the radio, and other relatively passive forms of recreation. The six activities in order of frequency of mention were: |a| reading newspapers and magazines, [b]| listening to the radio, [c] attending the movies, [d] visiting or entertaining others, [e] reading fiction books, and [f] auto riding for pleasure. The recreational pursuits of young peo- ple, as contrasted with older adults, are characterized by greater frequency of participation and by the predominance of activities outside the home. In gen- eral, young men enjoy more leisuretime activities than do young women, but later in life the reverse is true. Perhaps even more helpful for those persons in a community who are in- terested in the leisure hours of youth are the activities most frequently desired. This report indicates some of the unmet leisuretime needs. The items mentioned most frequently were in the following order: [a] tennis, [b] swimming, [c] boating, [d] playing golf, [e] camping, and [f] caring for a flower garden. It is interesting to compare these activities with those most frequently participated in. The desire to shift from relatively pas- sive activities to those requiring physical activity suggests a possible emphasis for a community program. Problems for Investigation [1] What are the recreational activities most frequently participated in by the high- school students of your community? By the employed youth? By those young people not gainfully employed? [2] How much money is appropriated locally from public funds for playgrounds, community centers, and other public recrea- tional facilities? [3] What are the commercialized amuse- ments of your community? [4] Has any organized effort been made in recent years to minimize the dangers associated with poolrooms, amusement parks, dance halls, and other places where young persons congregate? [5] To what extent and in what way are the recreational interests and needs of youth inadequately provided for in your locality? [6] Has any organized effort been made to offer your local young people a program of wholesome and interesting recreation? Would such a program be possible under the auspices of the schools, the playgrounds, the civic clubs, and of similar agencies? Selected References [1] Hambidge, Gove. Time to Live: Adventures in the Use of Leisure. New York: McGraw-Hill Book Co., 1933. 144p. [2] Herring, Elizabeth B. A Program Book for Young Women in Small Com- munities. New York: Womans Press, 1933. 29p. [3] Lies, Eugene T. The New Leisure Challenges the Schools. New York: National Recreation Association, 1933. 326p. [4] National Recreation Association. The Leisure Hours of 5000 People. New York: the Association, February 1934. mimeo., 83p. [5] National Recreation Association. Recreation and Unemployment. New York: the Association, 1933. 58p. [6] National Recreation Association. Rural and Small Community Recreation. New York: the Association, 1929. 186p. [7] National Recreation Association. What Can We Do in Our Town? New York: the Association, 1932. 10p. [8] Pendry, Elizabeth R., and Harts- horne, Hugh. Organizations for Youth. New York: McGraw-Hill Book Co., 1935. 359p. [9] Pratt, George K. Morale, the Mental Hygiene of Unemployment. New York: National Committee for Mental Hygiene, 1933. 64p. RECREATION CHANGES WITH AGE coum «

/ 4/1 @—Hours spent on various operations are major factors in the cost of PRINTING. Through care- ful planning and advanced pro- duction methods we have reduced the time element to a minimum. Discounts for quantities as follows: 2 to 9 copies, 10 percent: 10 to 99 copies, 25 percent; 100 or more copies, 3343 percent. Consult us—any size job interests Cash must accompany all orders for $1 or less. the ‘““Master Printer” NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street Northwest Washington, D. C. JUDD & DETWEILER IN THE NATION'S CAPITAL Current Year Maine-—-Bangor, Bangor High; Portland, Longfellow; Sandusky County, Helena South Portland, Pleasant; Westbrook, Rocky Hill. Rollersville, Woodville ; Sawyerwood, Sawyerwood Grade; Steubenville $ - VOLUME 25, NUMBER 1; JANUARY 1935 ALABAMA—Birmingham, Fairview, Henley, Parental. MARYLAND—Cumberland, Columbia. 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M he: oigges > ’ aan mond; Bridgeton, Pearl; Elizabeth, Madison- Village: ‘Lantitiein. Cortinnnn Pebiie Schools Stapeadis "Eeeatin. Wheaties Ieee i Monroe Number 16; Hawthorne, Lincoln; Long Junior High, Senior High; Nottingham, Barnsley Riverdale Public ” Schools Franklin " Lincoln Branch, West End; Neptune Township, Neptune Consolidated. Roosevelt, Washington; Hillsboro, Junior High; pagar linge, eagge dna sine’ me Soutn Dakota—AHuron, McKinley: Sioux Fall - i. - . = . - e " P ; , Avenue. ae mentary: Kongile, Hoaele;Springheld, Matheny Summerfield, Whitewille: New, Brunswick, Wash rexrsurr ‘Bristol, Linco, Slater Elementary; Warrenville, Warrenville. ington; eo ‘shat an 16h; emberton, Texas—Addison, Addison Elementary; Houston : — ville vir ‘ Pemberton Borough Schools, Pemberton Town- : . cae r cand —- ee ee pe ae agg oe ship; Ridgewood, Benjamin Freaklia Junior High ee Quanah, North Groesbeck; Whit lic Number 2, Public Number 22, Public Number Scotch Plains, Scotch Plains High; Upper Mont- UTaAH-—Granite District, Granite Junior High, Sher 23, Public Number 34, Public Number 36, Thomas on neneeees Wanaque, Haskell; Westfield man; Randolph, Randolph Elementary. A. Edison Number 47, Public Number-51, Public , 1 soarow 1ison. mi VerMont—-Brattleboro, Oak Grove. : -=. . Peale . New Yorx—Corning, Northside Primary; Elmira, VIRGIN Feirtax Count Reistex County Public N 77; Marion, Franklin ownsh Son- ’ ’ n 1 , IRGINIA i y, pees oul Vishawaka, ar Noatessiiie, Riverside; Gloversville, Central Elementary, Co- Schools, Annandale, Baileys, Burke, Centrevill« First Ward; Tipton, Junior High; Wolcottville, lumbia, Kingsboro, Lexington, Oakland, Park; Clifton, Fairfax Elementary, Fairfax High, Floris Wolcottville. Hampton Bays, Hampton Bays High; Port Chester, Forestville, Fort Belvoir, Groveton, Herndon lowa—Estherville, Estherville Public Schools, Es- George Washington, Theodore Roosevelt; War- High & Elementary, Lee Jackson High, Lorton therville High, Jackson, Lincoln, McKinley, Roose- rensburg, High; Westchester County, Rye Neck McLean, Oakton High, Vienna, Woodlawn; Hope- velt Elementary, Roosevelt Junior High; Jowa Public Schools, Barry, Frederick E. Bellows High well, Hopewell Public Schools, Hopewell High City, Longfellow: Sioux City, Everett, Hawthorne, a . wr Boacge Ao ag pg og ae Newport News, John Mar- Hobson, Joy, Longfellow, Roosevelt. NortH Carotina—Goldsboro, Casey's Chapel. shall; Norfolk, Ingleside; Prince George, Prince Kansas—Blue Rapids, Blue Rapids Public Schools. On10—A kron, Forest Hill, Mason, McEbright, Mil- George Elementary: Roanoke, Highland Park : Blue Rapids rae ple Atchison County ler, Portage Path. Rimer, Springfield Township Junior High; Sandy Hook, Sandy Hook Graded : Community High: Coffeyville, Coffeyville Public Elementary: Bloomingdale, Wayne ‘Township: WaASHINGTION—Bellingham, Bellingham Administra | Schools, Cleveland. Coffeyville Junior College. Bluffton, Bluffton-Richland Exempted Village tive Unit; Seattle, John B. Allen, Crown H 4 Douglass, Field Kindley Memorial High, Garfield, Schools, Grade, High; Canton, Cherry, Theodore Hv alla Walla, Baker, Sharpstein : Longfellow, Lowell, McKinley. Roosevelt Junior Roosevelt; Cincinnati, Mary Dill; Cleveland, Ken- West Virciniu—Beckley, Skelton: Charleston, Little- High, Whittier; Eureka, Eureka Public Schools, tucky; Cleveland Heights, Boulevard, Coventry: page; Madam Creek, Brooklyn: Mallory, Green- Franklin Junior High, Lincoln, Roosevelt, Union: Columbus, Milo, Reeb. Siebert, Stewart: East ville; Meadow Bridge, Lane: Pettus, Pettus Con- Kansas City, Prairie Grade; Manhattan, Roosevelt; Liberty, East Liberty Elementary; Elyria, Edison solidated: Sistersville, Junior Hith Paola, Paola Public Schools, North. Franklin; Findlay, J. C. Donnell Junior High Wisconsin—Eau Claire, Development, Senior Hith Kentucky—Louisville, Alex G. Barret Junior High. Howard; Grand River, Merrick Hutchinson; Kenosha, Kenosha High: Madison, Lowell; Mil- Lovuistana—Concordia Parish, Ferriday; New Or- Greensburg, Greensburg Elementary: Lakemore, waukee, North Bartlett, Pershing. West Milwau- leans, Edwin T. Merrick. Lakemore; Mansfield, John Simpson Junior High; kee High; Sheboygan, Horace Mann Some Health Education Materials Helpful to Teachers HEALTH EDUCATION Child Health Education in Some of Its Broader A Program for Public Schools and Teacher Train- Aspects. ; | ing institutions. 1930. 251 pp. By William H. Kilpatrick, Ph.D. Reprint. 24 pp. $.10 This report of the Joint Committee on Health Curriculum Building in a Rural Situation. Problems in Education of the National Education By Nettie E. Brogdon. Reprint. 6 pp. $.05 Association and the American Medical Associa- : a te j ) tion is a standard reference for teachers. Developing a Scientific Attitude as an Essential in Health Education. By Anita D. Laton, Ph.D. Reprint. 10 pp. $.10 PRINCIPLES AND PRACTICES IN SCHOOL _ Weighing School Children and Nutritional Sta- | HEALTH EDUCATION, 1935. tus Measurement. The proceedings of the Health Education Confer- Reprint. 12 pp. $.05 ence arranged by the American Child Health As- sociation held in Iowa City, Iowa, June, 1935. ; 363 pp. $1.50 ' Wall chart for classroom records; size 2334” x 19”. $.03 Paper bound, $1.25 each; Cloth bound, $1.75 each. Classroom Growth Record. Contains detailed descriptions of current class- ; room activities in health education in both rural Healthiand Flyer Railroad Folder. and urban schools. $.02 The following discounts are allowed on two or more copies of the same issue: 2 to 9 copies, 10 percent; 10 to 99 copies, 25 percent; 100 or more, 33-1/3 percent. Orders for $1.00 or less must be accompanied by funds. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street N. W., Washington, D. C. Write for complete list of available health publications RESEARCH BULLETIN of the NEA These bulletins are a source of up-to-date information concerning the teaching profession. Each issue is devoted to a subject that is vital to the progress of education and their value to school boards, professional classes and discussion groups may be clearly seen. | Better Reading Instruction Education for Character, Part Il. Improving the School Vol. XIll, No. 5, November, 1935. 56 pp...........$ .95 Program Vol. XII, No. 3, May, 1934. 64 pp..............05. 25 The Teacher's Economic Position re . a“ on . Vol. XIll, No. 4, September, 1935. 104 pp. ........ .50 Education for Character, Part |. The Social and Psycho- : ' : logical Background Creating Social Intelligence Vol. XII, No. 2, March, 1934. 40 pp................. 25 | Vol. XIIl, No. 3, May, 1935. 96 pp ee eee 50 Five Years of State School Revenue Legislation, Salaries of School Employees, 1934-35 1 -1933 Vol. XIll, No. 2, March, 1935. 32 pp. ndadendit .25 Vol. XII, No. 1, January, 1934. 40 pp............... 25 The Nation's School Building Needs Current Conditions in the Nation's Schools Vol. XIII, No. 1, January, 1935. 36 pp. haces, See Vol. XI, No. 4, November, 1933. 20 pp. 72a Modern Social and Educational Trends Constructive Economy in Education Vol. XII, No. 5, November, 1934. 48 pp. -svne Ae Vol. XI, No. 3, September, 1933. 36 pp.............. .25 National Deliberative Committees in Education Salaries in City School Systems Vol. XII, No. 4, September, 1934. 29 pp. 25 Vel. Xt, No. 2, March, 1933. 1Gippi.)...cs 6.6. ces 25 The f following discounts are allowed on two or more copies of the same issue: 2 to 9 copies, 10 percent; 10 to 99 copies, 25 percent; 100 or more, 33-1/3 percent. Orders for $1.00 or less must be accompanied by funds. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street.N. W., Washington, D. C. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION