ee RSE A NEEL T 20 RC EE (IS PERIODICA UUM GENEKAL LIBRARY UNIY. OF MICH. The 2 A Letter to Presi- dent Roosevelt and His Reply * a in Business Stuart Chase s The Journal's Annual Roll Call « The Life and Times of Horace Mann Eleanor Craven * Sebiiwirding Cur- riculum Results Wm. H. Kilpatrick * Sai Page A-39 for Complete Table of Contents a FEB 27 1936 : OURNAL Of the NATIONAL EDUCATION | ASSOCIATION | Pioneer Trails Still Lead to Portland See pages 87-90 MARCH . 1936 VOLUME 25 NUMBER 3 FOR TEACHERS OF ENGLISH (who wish to follow the Report ENGLISH of the Curriculum Commission) ACTIVITIES Provides the Way In agreement with the Report, these new books use the normal activities and social experiences of boys and girls to develop their ability to speak and write correctly and effectively. THE complete plan of procedure supplied by these books enables the teacher to carry out this highly approved method of teaching English. The instruction is arranged in well-integrated Units, and the pupil's progress is steady, systematic, and enjoyable. Published in a three-book and a six-book series By W. WILBUR HATFIELD, EDITOR of THE ENGLISH JOURNAL, Head of the Department of English, Chicago Teachers College, and CHAIRMAN of the Cur- riculum 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 AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston Atlanta Dallas San Francisco Modern-School Algebra RALEIGH SCHORLING - JOHN R. CLARK - ROLLAND R. SMITH A NEW BOOK IN MODERN-SCHOOL MATHEMATICS SERIES HIS book, just published, offers a standard, modern course for the first year of high school. Topics are skillfully developed to insure thorough understanding of concepts; principles are applied in abundant practice for certain mastery. The larger meaning and the significance of algebra are brought out effectively in the full treatment of the subject. The book meets fully the new College Entrance Board requirements. Send for information evr = WORLD BOOK COMPANY 9 *’Gic0" OURNAL The of the NATIONAL EDUCATION ASSOCIATION March 1936 VOLUME 25, NUMBER 3 Between Editor and Reader— ‘Yes National Education Association at this moment needs the help of every one of its members in working out a problem which is of the greatest importance to the profession as a whole. For years the Association has been hold- ing the fort, carrying an increased load with reduced income. No one can estimate how much worse conditions in the schools might have be- come had it not been for the sustained construc- tive work of the National Education Association and its Committees and Departments. The time is now at hand to repair the damage that has been done to the educational program of the nation. The Association is laying the foundation for the greatest constructive effort of its history —an effort which will mean something to every teacher in America. Just now the Association is seeking to put its finances in shape for this effort. The results so far are encouraging, but there needs to be one more forward push this spring to achieve the final victory. This is an appeal to each member to do some definite thing to help—to pay dues if not paid, to become a life member, to work for a 100 percent school, to enlist the interest of one or more friends in membership. Personal work counts most. It is strange that we often neglect to talk with one another about the most important things in life. I count myself fortunate that before I finished normal school I was urged by older professional friends to attend a meeting of the state teachers association. I appreciated their interest then. I know now that they helped to start me on the path of lifelong growth. It would be a fine thing if older members of the profession—particularly our loyal body of life members—would talk personally with younger men and women emphasizing the im- portance of membership and participation in organizations which are doing so much to safe- guard education and to promote the growth of teachers. VOLUME 25, NUMBER 3; MARCH 1936 PUBLISHED BY THE NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W., Washington, D. C. AGNEs SAMUELSON, President WILtarp E. Givens, Executive Secretary J. W. Crastree, 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- Charl Ormond Williams, Field Service wii Administrative Service Joy El M Publicati Gwladys W. Jones, Secretary, Depart- yong dina og: be ned 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— GOVERNMENT IN BUSINESS Stuart Chase 71 THE COLLEGE EpUCATION oF ToMoRROW Wilma Leslie Garnett 76 A LETTER TO PRESIDENT ROOSEVELT AND His REPLY Agnes Samuelson 77 PLANNING FOR THE 1936 GRADUATION 78 A NATIONAL ELECTION PROJECT Reign S. Hadsell 79 THE JOURNAL’s ANNUAL ROLL CALL 81 TEACHING USEFUL ARITHMETIC: Part I—Userut Drity Guy M. Wilson 84 THESE TRAVEL SEMINARS Margaret P.Coleman 85 FEDERAL WRITERS’ PROJECT AND EpucaTion Henry G. Alsburg 86 PIONEER TRAILS LEAD TO PORTLAND Lyle W. Ashby 87 PLAN Your PorRTLAND Trip Now 90 SAFEGUARDING CURRICULUM Resutts William H. Kilpatrick 91 THE LIFE AND TIMES OF HorAcCE MANN Eleanor Craven 93 AN EVENING WITH THE MAGAZINES Hazel Davis 97 MEMBERSHIP IN EDUCATION ASSOCIATIONS 98 NoTEs AND ANNOUNCEMENTS 99 THE LAYMAN’S JOURNAL OF EDUCATION 101 THE Honor ROLL oF THE NEA 102 The payment of $2 active membership dues entitles 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 entitles an active member, in addition to the privileges of the $2 membership, to receive the Research Bulletins and the Annual Volume of Addresses and Proceedings. The payment of $100 gives the privileges of the $5 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Please report at 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, [92!. A-39 ~ fa * . 2 am s > yy “a THE FUNCTION OF THE SCHOOLS IN THE DEMOCRACY to teach children to think? to cultivate the scientific attitude? . todevelop problem-solving intelligence? These free helps will suggest ways of steering teacher-effort. Fill in the coupon and return it for your copies: Check Science, Democracy, and Education (address by M. T. McClure, Dean of the College of Liberal Arts and Sciences, the University of Illinois) ence classsrooms) Teaching Scientific Thinking at the Primary Level (Super- visor's Notebook) | Are You a Good Thinker? 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SILENT 2 _\\souno No Bolts No Chains Professional. °* Quality i ‘ Light From Ask any professional operator Sound why these HOLMES 16 mm Track to features are so necessary to the ree finest sound reproduction and No Claw picture projection. Movement Write for full descriptive pt. , literature. Shafts THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | | ee J - - VOLUME 25 The of the NATIONAL - EDUCATION + ASSOCIATION | () U R N - OF - THE * UNITED + STATES—MARCH 1936 wr EE seen NUMBER 3 Government in Business EARLY three centuries ago, a citi- N zen of Massachusetts in the little town of Newbury was arrested with his wife Sarah, and fined five shil- lings for “picking peas on the Sabbath Day.” He was Aquila Chase, and I am his great great grandson to the ninth generation. Perhaps I come by my un- orthodox views naturally! Government was in business then, as it has always been wherever human com- munities are found. The word socialism had not been coined. Certain activities were carried on by individuals on their own account; other activities were car- ried on by individuals on the commu- nity’s account. In early New England, the latter had to do with the administra- tion of justice, common defense, roads, schools, and the church. Church and state were closely allied in Puritan commu- nities. In addition there was considerable community business of a cooperative nature, as when neighbors gathered to assist at barn raisings or at harvests. By and large, however, Aquila and his family were dependent on their own exertions for the bulk of their food, shel- ter and clothing. Their farm, spinning wheel, wood lot, domestic animals, primi- tive crafts, gave them a living. A rela- tively small surplus was sold for cash, and the money purchased the few sup- plies and luxuries which the labor of the family could not provide—salt, sugar, spices, a beaver hat, a silk dress from London to be handed down from mother to daughter. The harder the family worked, the more goods they produced, and the bet- ter they lived. A dole from the town fathers would have been regarded as an insult—plain evidence that Aquila was derelict in his duty of supporting his family; a reflection on his manhood. He had land, tools and skills, and took no charity from any man. He availed him- self of government services in the form of roads, schools and justice, but he worked on the roads, or helped build the schoolhouse in exchange. If the Indians attacked, he shouldered his musket with the rest. Between his farm and his community, he was almost completely self-sufficient. VOLUME 25, NUMBER 3; MARCH 1936 STUART CHASE In his old age, he sat in the chimney cor- ner and the sons carried on. Barring drought or pestilence or military inva- sion, he was economically secure. He need not worry where the next shilling was coming from, for he could live the seasons around without shillings if he had to. Government business was present; it was essential; but its activities were limited by the community pattern of self- sufficiency. Unemployment, of course, was a word as unknown as socialism. This pattern had not greatly changed, over most of the area of the Thirteen Colonies, when the Constitution was laid down. Today in 1936, like Aquila, I live on a New England farm. But where he was certainly 90 percent self-sufficient, it is dubious if I am 10 percent. The ratio has been reversed. We grow a few vege- tables, pick some berries and apples, chop a little firewood. Without money, we should presently starve or freeze or go unclothed. Our house obstinately re- fuses to function without the electric power and fuel oil which heat it, pump its water, light it, preserve its food sup- ply, keep it clean. The power may come from Niagara, the oil from Texas or Cali- fornia. The house furnishings come from Grand Rapids, Mexico, Mr. Macy in New York, and Messrs. Sears, Roebuck in Chicago. Twelve different countries contyibute to the metals in our Ford, without which means of transportation we should not be able to live in this loca- tion at all. The fibers in our clothing may come from Alabama, Wyoming, Japan; the leather in our shoes from Missouri. I have made no census, but I should guess that of all we use or consume at home, less‘than 15 percent originates in the state where we live. We are dependent for our material livelihood on the whole United States, and to a lesser extent, on the whole world. My neighbors who still farm their land are not, at the widest estimate, 25 percent self-sufficient. As for the workers in the cities about us, their self-sufficiency is practically zero. They grow nothing and make little which they themselves consume. To obtain the materials essential to life, I must first obtain money. Here is another complicated network. Publish- ers must be reasonably sure of a market before they will accept my books; editors must appraise the tastes of readers from coast to coast before they will print my articles; audiences must persuade them- selves that I have something to say be- fore they will invite me to address them. Again, no matter how eagerly publishers, editors, and forums may desire my wares, if the financial conditions of the nation are shaky, if banks are closing their doors, if the stock exchange is in a rout, less money or no money will be my lot. If I cannot raise money to make my mortgage payments I may lose the roof over my head. I depend for my livelihood not only on my own exertions but on a thousand complicated circumstances over which I have no control. At certain times, the harder I work the less I re- ceive—absolutely contrary to the experi- ence of Aquila. If I become ill, incapaci- tated, old, I have no assurance of any kind of security. In 1929, I had a few investments which I thought might help in this situation, but they are gone. No single individual in this nation is secure as Aquila was secure. The ma- terial basis of security has gone out from under us. The money basis which re- mains is so much dry stuffing to be blown away by inflation, deflation, depression, panic, gold movements, compounding debt, shifts in market demand, war, new inventions. The majority of us survive, true, tho 20 millions of us are now on relief. The point is that no one of us really knows how long he is destined to survive, or what the next decade will do to his particular financial base. He may, in 1945, be worth another million, or he may be on relief. The prospects for security tend to grow even worse. The steady march of invention is constantly increasing the threat of technological unemployment. The President of the Pittsburgh Coal Co., for instance, recently stated that in the next ten years fully half of all present coal miners will lose their jobs to ma- 71 oft non: wo Ath ems chines. The new Rust mechanical cotton picker threatens the labor of two million field hands. The alarming breakdown of traditional capitalism makes the future of all investments highly speculative. Thus, whether we live by work or by absentee ownership, we know not from what quarter a blighting wind may blow. The village moralities of Aquila are in my blood, but I cannot employ them without the taste of hypocrisy in my mouth. Regard, for instance, the imperative of hard work as the way to independence and success. Who am I to criticise a factory hand or a carpenter because of his failure to work hard, when a machine deprives him of his job, or the construction industry slows down to 10 percent of its former volume? This is not personal failure; it is the failure of a whole economic system. If inanimate energy and machines are destined to do most of our physical tasks, I cannot urge manual laborers to work hard and pros- per. Only well-kept persons who have never dug a ditch in their lives can in- dulge in such cruel, illogical or hypocriti- cal judgments. Certainly hard, conscien- tious work is a virtue, but we must be exceedingly careful in assessing blame until we are first sure that there is oppor- tunity to work. Probably nine-tenths of the unemployed today are so because they have been hit by a social earth- quake, rather than because of innate laziness. Again take thrift. When capital was scarce, pecuniary thrift was indeed a virtue. Now capital is so abundant that opportunities for profitable investment are far short of our national savings. The unspent savings block the operation of the financial system. They are a curse and a danger to its equilibrium. Further- more, why should I skimp and save when a possible inflation will sweep my dollars into pennies? I was brought up with a proper horror of charity. A man must stand on his own feet, make his own way. How can I look at 20 million fellow citizens on relief without realizing that their feet were knocked out from under them, and that there, but for the grace of God, go I? The dole is not so sinister as death, and one must choose. Tomorrow, perhaps I must choose. And so we come to one of the most obstinate of moral prejudices—belief that government must stay out of busi- ness; must not interfere: must let the individual work out his own salvation. Governments, we have been taught, are corrupt, inefficient, burdensome, dicta- torial, and obnoxious. “The best public 72 servant,” said the President of the United States Chamber of Commerce, in 1928, “is the worst one. He eats holes in our liberties. The better he is and the longer he stays, the greater the danger.”’ When I was at college, I never dreamed of en- tering public service. It was considered a dirty business. What a boiling paradox this invites. Private business has no use for a great fraction of our population; the fraction promises to grow with technological un- employment. Yet government is not to be trusted either to put these millions to work or to improve the conditions which undid them. The American Liberty League, Mr. Hoover, the chiefs of the Republican party, many Democrats, the bulk of business leadership, would para- lyze us with bogies of regimentation, graft, red tape, bureaucracy; they would keep public business at its barest mini- mum, and so leave the whole situation in dead center. It is true that in the ex- citement of conquering a continent, we have been uninterested in government, and allowed it frequently to fall into dishonorable hands. Does this mean that public business is by nature corrupt and unworkable? The American public- school systems, the British Civil Serv- ice, are all the answers we need. Govern- ments are corrupt if powerful groups are interested in corrupting them and if no- body is interested in maintaining their integrity. Here is a nation insecure to a man, and with millions dependent on govern- ment work or government aid. ‘“Ter- rible,” cry the Liberty Leaguers, “let us remove the government aid and re- establish sturdy individualism.” If this means anything at all, it means a retreat to the status of great grandfather Aquila. There is a great deal to be said for that status. It is the age-old pattern of mankind. It is simple, forthright, honest, but it is also exposed to disease, dirt, illiteracy, and poverty. I could go back to it if necessary, for my tastes are simple, but one imagines the members of the Liberty League would rather die than-exchange their penthouses for log huts. The blunt truth is that retreat has been cut off save by social cataclysm. Our bridges were burned long ago. For better or worse, we have entered a high energy, mechanized, specialized age, and if we do not like it we shall have to make the best of it. It is in this world that we must recover the security which we have lost, and no individual can fight it out alone, for the items which make security no longer depend upon the individual’s efforts, but upon a mighty network of goods and money which entangles the whole nation. I cannot write a book with- out calling on the assistance of at least a million people. You cannot eat a simple meal without involving the labor of at least that number. The depression has proved conclusively what many of us have been suspecting for a long time, that the old “automatic”’ controls of free competition have utterly broken down. Somebody must take thought that the network functions, de- livering goods and services, if, as, and when needed, underwriting a margin of security against those convulsions which are the fault of no individual. If the government as agent for the community is not to be trusted, who is to be trusted? Big Business? The Utilities? Mr. Mor- gan? The record shows that they have not the slightest interest in the task. For fifty years they have been busy in- creasing the margin of insecurity, pri- marily thru their operations in the stock market. Voluntary cooperative associa- tions might increase security if they had generations in which to develop, as in Denmark and Sweden. We cannot wait a generation. Nominate your coordinator. I care.not who does it, so long as the task is well done, but for myself, I see no candidate on the horizon save the government. Certainly the government of nearly every nation has been forced to act as coordi- nator in the crises which have arisen since the War. It is far easier to improve standards of government than to go back to Aquila Chase. What can the community do for me that I cannot do for myself? It can— [1] Help me to find a new job if my old job evaporates. Nationwide unemployment exchanges can give me a maximum of op- portunity to find work for which I am fitted in private industry. If, however, there are no jobs to be had in private industry the community can employ me in some division of public works or services. [2] Guarantee me and my family an ade- quate minimum flow of food, clothing, and shelter in the event that no jobs can be found on any front or in the event of my disability thru illness or old age. [3] See to it that industry is operated at something near capacity, so that the great potential abundance of modern technology is made actual, new inventions are put to work, living levels rise, and malnutrition, ignorance, disease, and crime decline. [4] Conserve land, water and mineral resources so that our country may continue strong, vital and livable and that our chil- dren and our children’s children may not be deprived of their most precious inherit- ance. Engineers tell us that unless the com- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION munity takes energetic measures as to soil erosion great areas of America will be deserts within a generation. [5] Stimulate the arts of civilization thru more and better education, public health services, research facilities, recreation areas, public libraries, museums, art galleries. With my New England traditions, I should be the last to hold that the com- munity should feed, physic, entertain, and pamper me from cradle to grave. The result would be Mr. Chase Casper Milquetoast. Those who close their minds to modern conditions, and believe dog- matically in the code of Aquila, rush into print to announce that government busi- ness will make Casper Milquetoasts of all of us. They belong, you see, to the all-or-nothing school; dealing in words and never in things. Has the fact that the community has provided universal free public education and employs nearly a million teachers in one of the largest economic activities in the country, made us into Milquetoasts? If these critics were consistent, they would hold that letters should be learned at the mother’s knee—perhaps while mother was mend- ing threads on an automatic loom in a cotton mill or punching the keys of a typewriter. We have an enormous amount of pub- lic business today, of which education is perhaps the outstanding exhibit, and it is accepted without protest. The field is already divided. I ask that it be divided once more so that the community can do those essential things for the individual which he cannot possibly do for himself. With an average of 12,000,000 unem- ployed over the last five years, only an ignoramus would affirm that he can be sure of finding a job for himself. With thousands of citizens picking over gar- bage dumps before public relief was in- stituted, only the Liberty League would affirm that he can be sure of his food supply. Everything which the individual can do, under modern specialization, he should do for himself. The community should come in only when the individual is helpless and undone in the face of un- manageable circumstances. It is not a question of paternalism; it is a question of survival. If the community does not assume the role of coordinator, millions of us are faced with starvation and de- struction of character, or are driven into the underworld of crime. II So much for theory. Looking at the world about us, we find governments the world around entering business in the dimensions of a landslide. We are not VOLUME 25, NUMBER 3; MARCH 1936 Ww THE ECONOMY OF ABUNDANCE —Stuart Chase’s address before the De- partment of Superintendence at Atlan- tic City—was published in THE JouRNAL for April 1935 and was ranked first by JournaL readers. The present article, “Government in Business,” was written especially for THE JournaL. In connec- tion with this article, the reader may wish to go further into the writings of Stuart Chase, one of the foremost eco- nomic analysts of today. Other periodi- cal articles by Stuart Chase may be reached thru Readers’ Guide. His writ- ings in book form include the follow- ing: The Tragedy of Waste, 1925 Your Money's Worth, with F. J. Schlink, 1927 Men and Machines, 1929 Prosperity—Fact or Myth? 1930 The Nemesis of American Business, 1931 Mexico, A Study of Two Americas, with Marian Tyler, 1931 A New Deal, 1932 The Economy of Abundance, 1934 Government in Business, 1935. dealing with academic desirabilities, but with raw living facts. Public business is upon us—horse, foot, and guns. In the United States, the growth was slow until after the turn of the century. Before 1900, the unemployed had the safety valve of free lands in the West, where, if they were willing to work hard enough, they could find a security some- thing like Aquila’s. When the frontier closed, business depressions became a more serious problem. New invention has speeded up public business. The motor car industry has grown to immense proportions. But motor cars do not run over the landscape like tanks; they run on roads. So in order to have a great new private busi- ness we had to have an equally great new public business. Yet Mr. Sloan, presi- dent of General Motors, recently re- marked: “Government as such creates nothing. The consciousness must be brought home to all that the more gov- ernment takes, the less each one has— no one can possibly escape.” Where would Mr. Sloan be without the roads which the government created? This is an excellent example of the loose think- ing of many industrial leaders. The growth of Megalopolis, the huge modern city, has demanded a tremendous expansion of public business—fire de- partments, water and sewage system, garbage collection, subways, building in- spection, police departments, traffic con- trol, playgrounds, parks, clinics, public health services. Without these agencies, Megalopolis could not function. Any large modern city might be in ashes in a week if its fire department ceased to operate. The flood of immigrants, running about a million a year up to the War, demanded a steady expansion of the school system. Otherwise the pot would not melt, it would congeal. During the War, there was a further expansion of public business as the state took over the railroads and the control of a large part of industry and agricul- ture. Faced with an emergency, the gov- ernment became virtually the director of the whole economic complex. After the War, the special controls were relaxed, but public business continued steadily to expand on its pre-War curve. Total ex- penditures of federal, state and local governments grew from 3.4 billions in 1915 to 11.5 billions in 1929, an increase of 179 percent per capita. The bulk of the outlay went for highways, schools, aids to agriculture, old age pensions, child welfare, afforestation, public health, airports. In Recent Social Trends we find the statement: “Paradoxically, the general attitude was that of hostility to government ex- pansion as such . . . while in fact, the demand for governmental action went on at a rapid rate at the very urgent in- sistence of business, labor, agriculture, the professions, and the general public. Each might be theoretically opposed to the extension of governmental functions, except in his particular instance.” The same thing is going on today. The National Association of Manufac- turers has “ganged up”—to use the words of one of its own leaders—on govern- ment in business, and especially on the New Deal. The oratory is impassioned, and the theme song is: “Throw the government out.” Suppose the govern- ment accepted this rhetoric at its face value and got out of the tariff business— a pleasant little dole which manufac- turers have been enjoying for fifty years and more? The mind reels at the cries of anguish. The National Association of Manufacturers would move heaven, earth and hell to get the government “regimenting” imports again. Mr. Hoover is a great defender of the moral code of Aquila. He believes in in- dividualism and natural law. Yet as the 73 depression grew worse, he was forced to throw his philosophy into the ashcan. Here is what he did: He spent vast sums for maintaining the prices of wheat and cotton. He spent large amounts for public works. He unbalanced the federal budget. He tried to maintain wages and pur- chasing power artificially. He sought to inflate credit thru open market operations, He put unemployment relief on a fed- eral basis—an unheard of thing in America. He organized the RFC and began to pour billions into banks, railroads, in- surance companies. Mr. Hoover opened the tent door. Mr. Roosevelt pushed it wider. The camels came trooping in. With every bank closed, the emergency was far more threatening than it was in 1917 when we went to war, and the state was again called upon to assume direction. Bankers and business men, as well as the unem- ployed, the farmer, the small home owner with a mortgage, were literally on their knees, beseeching aid. It would require hours to outline the agencies put in motion by the New Deal. Of them all, three impress me as of out- standing importance: the control of finance, the control of agriculture, the measures for relief and unemployment. Cash, food, and jobs—here is where col- iective effort has principally gone, and where in my opinion it must continue to go. A “recovery” to the 1929 output would still leave upwards of 5,000,000 people unemployed. Agriculture, not only in America but thruout the world, has run into a condition of chronic sur- plus, chronic depression, chronic unrest, under the old dispensation, and there is no way out but some form of collec- tive control. The AAA was the first ex- periment in this country. It signed con- trols with upwards of 3,000,000 farm- ers. It had the warm support of the bulk of the farm population. In spite of the Supreme Court’s ruling, collective control in some form must continue— at the risk of open revolt by the group which feeds us. When the banks closed in March 1933, it was a sign that the financial mechanism would no longer be left in private hands. The government put its credit under the banks and forced their doors open; it guaranteed the deposits of the whole system, it made huge loans to the banks thru the RFC. Presently the Treasury found itself the largest investment trust in the world, with 74 $16,000,000,000 of securities in its port- folio. The new banking act greatly strengthens the power of the government over the Federal Reserve System. As in the case of agriculture, there is no turn- ing back. A conservative calculation shows that 51,000,000 Americans, or some 40 per- cent of the entire population of the country, are now dependent on the gov- ernment for all or a part of their income. This includes all on relief, all on gov- ernment works projects, all on govern- ment payrolls—national, state and local and farmers directly dependent on subsidies. In other words, government has been driven into the business of pro- viding two families out of five with jobs or with sustenance. Lifting our eyes from America, we see the same trend toward collectivism the world around. It apparently makes little difference whether radicals, con- servatives, fascists, tories, or socialists are in power—the community, operat- ing thru the state, is assuming more func- tions and more power. This should put us on our guard in attributing the trend to the machinations of any particular philosophy, or any particular group. Something bigger than the rhetoric of spell-binders seems to be forcing all mankind into a new collective pattern. Remember this when you read about Senator Obfuscatus denouncing relief, social legislation, the Utility Law, as part of the Moscow program. It is true that Russia is frankly social- istic and has collectivized perhaps 90 percent of all economic activity. It is true that Great Britain is frankly anti- socialistic and under tory governments has cast off the gold standard, has collec- tivized electric power, much agriculture, radio broadcasting, and certain large housing projects, while its social legisla- tion is a generation ahead of ours. Germany and Italy have interfered with private business at a hundred points. Exports and imports have been monopolized by the state, prices and wages fixed arbitrarily, profits limited, banking control surrendered to the gov- ernment, huge public works programs enforced, agriculture strictly controled. Sweden has collectivized more than half her economic life, partly by govern- ment control and partly by cooperative associations. Ninety percent of all Swed- ish farms now have cheap electric power, thanks to the state monopoly, and the nation as a whole has the highest stand- ard of living in Europe. A quarter of all the housing in Stockholm is state owned. Sweden has accomplished the transition to collectivism without revolution, class warfare, dictatorship or the surrender- ing of parliamentary government, free speech, free press, free assemblage. To a lesser extent, Norway and Denmark have followed the same pattern. Observe that in these three countries, citizens have formed voluntary cooperative associa- tions which have finally grown very powerful and exerted pressure on the government and turned it toward intel- ligent collective action. The movement has been built from the ground up. In Italy and Germany the reverse has been true. Collective forms have been forced from the top down. New Deals are in progress in Aus- tralia, the Argentine, Mexico, Uruguay, Canada, New Zealand, Turkey, South Africa. The Japanese government is the largest producer of steel in the empire. Private capitalism, free competition, rugged individualism are in full flight all over the world. Some of the new forms are probably worse than the old— as in Germany, for instance—but that is not the point. The point is that mod- ern technology and specialization are driving nations everywhere to a new pattern. What the final pattern will be nobody knows. All we can say definitely is that if we are going to keep science and the machine, it will have to be thru a col- lectivist pattern where the community guarantees jobs and economic security, where the community plans for the na- tion as a matron plans for her house- hold. One can confidently say that it is either this, or very painful and disorderly retreat to the pattern of Aquila. Yet old men still fill the newspapers with appeals to preserve our ancient independence while running around in high speed motor cars, telephoning to London and flying from coast to coast in 13 hours. We cannot have our cake and eat it, and the old men are confusing the issue and making the transition more difficult. No intelligent American today should waste one minute of time preserving the moralities of Aquila and sighing for the good old days. The machine must be ac- cepted; the new duties of the community must be accepted, and our attention con- centrated on the best pattern of collec- tive control, a pattern which allows a maximum of individual freedom, con- sumers’ choices, job choices, freedom of movement, free speech, political democ- racy. Sweden seems to have found a workable pattern; but she is a small country with a homogeneous population of 6,000,000. The United States is a huge country with a melting pot popula- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION tion of 130,000,000. What shall our pat- tern be? The time to decide is not long. Here is where the young minds, the alert, the wise minds must concentrate their attention. Let the old and stubborn men go on mumbling about an unchanging Constitution, the virtues of pecuniary thrift, and balancing the budget. We who realize our country’s need have more important work to do. We have to find the maximum of freedom consistent with universal security. The modern credo might run some- thing like this: “I accept Galileo, Watt, Faraday, Edison, Marconi and Henry Ford. I accept Boulder Dam, Niagara Falls, and 300,000 h.p. turbines. I ac- cept a motor car for every family, run- ning water, telephones, radios, and air mail. I accept automatic steel plants, glass plants, rayon plants, photo electric cells, tractors, combines, electric milling machines, agrobiology, and the Rust cot- ton picker. I accept a potential minimum income for every family in the United States of $5000 a year in sound quantity- produced consumers’ goods and services as calculated by the National Survey of Potential Product Capacity. I accept the substitution of inanimate energy for human muscles in doing the dirty and toilsome work of the world. I accept the added leisure, the added opportunities for cultural development, which the power age offers. I accept the guarantee which the age can give for the well- being of my children and my depend- ents. “And—in return—I accept whatever curtailments are necessary in my un- bridled right to secure income from prop- erty which I never use and have never seen, and for which I have never worked. I will surrender whatever hopes I may have cherished of obtaining a large plat- ter of something for nothing, by ob- structing, monopolizing, exploiting, or wasting the lands, resources, or natural wealth of America.” We must keep our minds young, elas- tic, and open; we must not resent change as change. Good. This determines an attitude, but for what shall we actively work? That is for you, my friends, to decide. I can only tell you what general measures I am interested in furthering. To begin with, I am holding my eyes and ears wide open for a genuine Third Party which hopefully will become a powerful expression of real American progressivism. It will not be based on the class struggle, for there is no such popular ideology in the United States and the chances for creating it are not bright as the machine takes jobs away VOLUME 25, NUMBER 3; MARCH 1936 x¢ THIS IS CALLED RECOVERY by everybody. The President glories in it. The Reserve Board proclaims it. Even the Republicans hail it. And the adver- tising salesmen are lyrical. The theme of the song is that we are in the arms of recovery. This has made Mr. Alfred P. Sloan and various other industrial- ists cocky and a bit impudent, in fact. They are over their jitters. They believe, these naive, ignorant men, that some- how business by its natural processes is moving back to recovery in spite of Roosevelt. In Detroit they like to speak of the motor makers leading the march back to recovery. In their simplicity they suppose it is their energy, initia- tive, and courage that are leading us out of the valley. At the end of five years of depression they still have not the faintiest notion what caused the disaster, what pro- longed it, or what is working in the eco- nomic situation. With the faith of lit- tle children—greedy children, too—they imagine that a nation with 10,000,000 unemployed and another 10,000,000 be- low the subsistence level, with 20,000,- ooo people on government relief, with banks owing billions to the government and held open by government guaran- tees, with railroads popping into bank- ruptcy and others held out by govern- ment loans, with foreclosures at a record peak and farms and homes owing bil- lions to the government on mortgages, with crop prices pegged by government action and farmers drawing hundreds of millions of dollars in subsidies, and with the government pouring about $300,- 000,000 a month into business thru gov- ernment spending, which alone supports the economic machine—these gentlemen think recovery is here. Well, there is a rude awakening ahead of them.— John T. Flynn in The New Republic, December 18, 1935. from the proletariat at an ever increas- ing rate. This party will be dedicated to production for use rather than profit, to security, to constantly expanding living standards. Ft will maintain the principles of political democracy and the Bill of Rights. It will fight unregenerate Big Business, the private control of money and credit, all the irresponsible wasters, exploiters and destroyers of the Ameri- can heritage. The minimum program of such a movement should include, in my opinion: [1] The nationalization of banking and credit. [2] The use of the income tax to redis- tribute income and purchasing power, so that savings will be spent. [3] The use of government credit to create vast new industries in the sector of public works and services—power develop- ment, housing, flood control, anti-erosion work, afforestation, public health, education, highways, parks, playgrounds, conservation. [4] The progressive control by the gov- ernment of natural monopolies—railroads, electric power, coal, oil, natural gas, alumi- num, copper, telephone, telegraph, radio, munitions. [5] The insurance of the food supply thru collective controls of agriculture, of which the AAA was the forerunner. [6] The establishment of wage and hour controls, region by region, industry by in- dustry, to the end that every worker re- ceives at least a decent minimum standard of living for working reasonable hours. [7] The intensive encouragement of ways and means to protect and inform the consumer; the encouragement of the con- sumers’ and farmers’ cooperative move- ments. [8] The rapid extension of social se- curity legislation—old age pensions, mothers’ pensions, health insurance. Such a program will be hailed by some as redder than the rose, and by others as reactionary gradualism. If we can win these eight points in the next decade, we shall be doing remarkably well. Every- one will have a job, if not in private in- dustry, then in public. Everyone will re- ceive a wage well above the poverty line. Every family will have security against unemployment, sickness, accident, old age. The backbone of predatory Big Business will be broken. Credit will be nationalized, and the backbone of pri- vate predatory banking will be broken. Consumers will be organized and active in cooperative associations. The income tax will prevent great wealth from de- moralizing our national standards, as in the case of William Randolph Hearst. To some such program we must come, or be driven, by the breakdown of capi- talism, to far more dictatorial, intoler- ant, and obnoxious forms ot collective control. Government is in business to stay, and our task is to make that busi- ness as just and decent as is humanly possible. It is no longer a question of collectivism versus individualism, but of what kind of collectivism. 4 MAGAZINE of wide circulation | there appeared a recent article which presents several points of criticism directed toward higher education. The author reports conversations which he has had with students of a certain uni- versity. In the course of the conversa- tions, the author gathered these criti- cisms of higher education as carried on in the college of liberal arts at the given university: The professors do not encourage critical thinking and judging. They will not listen with tolerance to the views of students if such views are contrary to their own. All that the college expects of its students is that they read, listen to lectures, remember what they read and hear, and pass exami- nations. The college now opens its doors to all, irrespective of their capacities to learn. In doing so, the school has found it neces- sary to so lower its standards that the work offered does not present a challenge to the more capable and talented students. Gradu- ation from the college of liberal arts leaves a student with the feeling that he is not fitted to do anything in life. The college curriculum offers students a smattering of courses in many subjects; it should offer comprehensive study in a few fields. It is unfortunate that these students did not have enough confidence in their school and in themselves to offer their honest, critical opinions to the adminis- trators of the school. A student should have the right to do so, if he is a tolerant and sincere searcher after truth. The fact that the student of today has a somewhat definite idea of what he thinks he should get from his college education is an encouraging sign that he is a searcher after truth. Such a stu- dent is impelled to plan for his future. Guidance, he desires from adults; but voice in the decision on directions, he would have also. The College of Today will do well to listen to youth, to co- operate with youth in planning for the College of Tomorrow and for the con- tribution it is to make to the develop- ment of the students attending. The idea of cooperative planning by students and faculty for the future work of the college came to members of the staff of Eastern State Normal School at Madison, South Dakota, very forcefully last year. A student requested criticisms from a faculty member on an oration which he had given. In the course of the conference about the oration, it became evident that this student had definite ideas as to what he desired his college 76 A <> Ww TUDENTs in colleges everywhere, S please rise! You must know that the scores of little colleges which you attend, so provincial, so American, are sick unto death. Within twenty years they will have died or changed into something greatly better. You can most effectively help them by simply insist- ing that they give you an, education. When, on Commencement day, your president says solemnly to each senior, “I admit you to the company of edu- cated men and women,” see that he makes good his word. It is sad indeed to be told that you are an educated man or women and then find out that you are not. If your college refuses you an education, and you are unable to attend an institution more enlightened, get your training in some other way. There are still mines, factories, con- struction camps, and farms. And if you have a hankering to bum your way around the world, you will find that the world was never more instructive, nor more stimulating to a mind awake, than it is at the present moment.— Wendell Brooks Phillips in The At- lantic Monthly. education to give him. It appeared, too, that he and several other students spent much time in discussing what they thought a college education should con- tribute to their future. As a result of the conference with this student, the idea of having a student-faculty forum origi- nated. With the generous approval of the president of the institution, the forum was organized informally. The student who had come for the confer- ence named the members. The qualifica- tions necessary for membership were: keen intellect, tolerance of thought, and interest in education. The membership included seven students and three faculty members. From time to time thruout the re- maining part of the school year, the group met. They came at the call of any member, for there was no chairman in the organization. Freedom of speech was taken for granted. The ethical attitude of keeping within the walls of the meet- ing anything that was said, unless it was given out by general consent, was faith- fully respected. The College Education of Tomorrow By the end of the school year, the group had made recommendations which the college considered so worthwhile that they were acted upon in a construc- tive way in almost every case. A resume of the recommendations of the forum of 1933-34 follows: The formal grading system in terms of percentages should be abolished because it sets up false goals in education and fosters cheating. More class work should be con- ducted in forum style. A text in problems of conduct should be in use in the college. A course in ethics should be offered. Courses in botany, zoology, biology, children’s litera- ture, and speech should be required of all college students. Highschool courses should be improved, as evidenced by the fact that too many poorly prepared people are com- ing to college. Admission to college should be regulated by the use of standardized tests. A guidance program for students is needed; aptitude tests should be available. A battery of tests in such fields as English, arithmetic, reading, and intelligence should be used in selecting students for teacher- training courses. No person desiring a col- lege education should be barred from en- tering the school, but should be kept from teacher-training courses if he cannot meas- ure up to high standards of performance on standardized tests of achievement, and up to high normal in intelligence. Only those students who are in the upper half of their class in highschool should be admitted to teacher-training work. Students should not be admitted to student-teaching on D grades. Teachers in rural schools should be required to have more than one year of college preparation. These recommendations of the forum of 1933-34 were forerunners of those made by the group chosen to carry on the work in 1934-35. The faculty curriculum committee of Eastern State Normal School, working aS a separate group, has offered some of the same recommendations in the light of presentday trends pointed out by leading educators. They have been glad to accept and to use the- recommenda- tions of the students. They feel that the college is stimulating its students to think constructively. Middle-age and Age can learn from Youth, and Youth can learn from Mid- dle-age and Age. The spirit of service for the better future demands that Youth be given an opportunity to con- tribute to the planning for that future.— Wilma Leslie Garnett, head, depart- ment of education, Eastern State Nor- mal School, Madison, South Dakota. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A Letter to the President and His Reply Y DEAR MR. PRESIDENT: Your M kindness in inviting me to dis- cuss the educational situation at the luncheon conference at Warm Springs is sincerely appreciated. Your efforts in various ways to strengthen our funda- mental American institutions so that they may contribute the highest possible serv- ice in this crucial period prompt me to ad- dress you rather frankly but none the less sympathetically about the place of public education in the program of reconstruc- tion. Your allocation of federal funds to establish emergency programs to furnish work for unemployed teachers, to keep schools open, to erect school buildings, and to assist youth bespeaks your deep appre- ciation of the importance of education in American life. The National Education Association has a membership of nearly two hundred thou- sand educators including university presi- dents and college professors; state, city, and county superintendents; administra- tors and supervisors; principals and deans; directors and teachers of special subjects; school nurses and physicians; teachers of urban and rural schools; members of boards of education; and others. It is, of course, thoroly non-partisan, non-secta- rian, and non-commercial and devoted en- tirely to the advancement of general edu- cation. As teachers of America’s children we feel that the importance of the educational process in our democratic society can hardly be overestimated. It seems to us to be the most vital of all processes. We believe that the experience of the last few years, both here and abroad, has under- lined and validated all that is in the basic American tradition as to the role of uni- versal education. We consider it to be a foremost duty of our Association to help strengthen the program of public educa- tion for its task of preserving our democ- racy. We heartily indorse every effort to extend the privileges of education to those upon whom the doors of schools and col- leges appeared to be closing because of eco- nomic disaster and welcome every possible improvement in educational machinery and every extension of educational oppor- tunity. We are sure that you will not mis- understand us when we urge that enlarge- ment of the educational program shall not be permitted to lead in the direction of a diversification of educational control. Permit me to amplify that; for here, as we view it, the basic principles are in- volved. It has ever been the purpose of American education to preserve our Amer- ican ideals and purposes. In order to make sure that our entire system of public edu- cation might be free to serve the needs of democracy—and free, among other things, from partisan bias and political pressure— VOLUME 25, NUMBER 3; MARCH 1936 the American people have established local schoolboards, state school systems, and fed- eral agencies for education, each with ap- propriate duties and responsibilities, and each removed as far as possible from ex- ternal controls. The functions and management of American education are of momentous concern at all times, but especially in this critical period in our history. If our pub- lic schools aretobe preservedand strength- ened to meet the challenge of the social, economic, and governmental changes now taking place, the principles of local con- trol, decentralization, and the integrity of the regularly constituted governmental agencies in education must, we believe, be respected and safeguarded. It may be added that, for reasons of economy and practi- cality, as well as principle, it is wise that existing educational agencies be used to administer educational programs. Those agencies are well established in public con- fidence and are accustomed to handling the ever-changing educational procedures effectively. Any tendency to set up con- flicting or duplicating agencies for ad- ministration would not only tend to un- dermine our established educational sys- tem, but would also create excessive over- head costs and weaken the efficiency and influence of both the old and the new agencies. While we are anxious to preserve the independence of state and local educational agencies from national control, we believe that the time has come for the real and continuous enlargement of the usefulness of federal educational agencies. The major lines of such usefulness are well known. We do respectfully recommend that in that field as well as in the local, the in- tegrity and responsibility of existing and proven agencies, manned by educators and free not only from the reality but also from even the danger of political infiltra- tion, be a first consideration. Specifically, we urge that leadership in the national education program be placed in the United States Office of Education and that all educational activities spon- sored by the federal government clear thru that channel, the state departments of education, and the local schoolboards. Not only can larger and better results be ex- pected to flow from such procedure, but the practicability of public scrutiny of all activities, and-particularly public inform- edness as to the implications of new ones, would unquestionably be advanced. We are fearful that departure from this basic principle endangers the integrity of our educational system and weakens one of the cornerstones of our democratic gov- ernment. It is my high privilege to express the ap- preciation of the educational profession for your consideration of these funda- mental principles and to offer its hearty cooperation in carrying them forward. We know you will receive with full under- standing and sympathy this sincere ex- pression of concern. Respectfully yours, AGNES SAMUELSON, President, National Education Association of the United States. [January 13, 1936] Y DEAR MISS SAMUELSON: Your M letter of January thirteenth is a very cogent defense of a well- established American principle. I appreci- ate its candor and I am glad to assure you that I am not in disagreement with it. If some activities of the Government during recent years have seemed to some persons in the field of education to violate the principle defended in your letter, the reason is that these activities have not con- cerned education alone. Always there has been the element of relief. In fact, it has been the relief feature which has justified the Federal Government’s supplying funds for programs so largely educational as have been the emergency education pro- gram, the emergency aid to rural schools, the program of college student aid, and, in fact, the whole National Youth Ad- ministration. Had these programs been wholly educational and had they repre- sented essentially a Federal plan to aid in the support of education, it would have been my policy to use only the regularly constituted agencies of education to ad- minister them. Relief, however, is a problem with which educational people are not generally well acquainted. It is even doubtful whether educational authorities would wish to ad- minister the relief phases of the combined program of education and relief involved in such an enterprise as the emergency education program. Cooperation, there- fore, between relief agencies and educa- tional agencies was imperatively necessary. Will you not accept my assurance that if and when the Federal Government enters into any program of Federal par- ticipation in education where the sole, or even the primary, consideration is the ad- vancement of the nation’s educational system, it shall be my purpose to avoid all division of responsibility and to expect the educational agencies, Federal, State and local, to have charge of such a pro- gram? Very sincerely yours, FRANKLIN D. ROOSEVELT, President of the United States. [February 4, 1936] 77 Planning for the 1936 Graduation HE MOVEMENT to vitalize com- mencements, which THE JOURNAL has emphasized since 1927, has become widespread. Large numbers of the secondary schools of the country have abandoned the traditional exer- cises in favor of the “vitalized” program. The emphasis in such a program is upon the graduate. At the same time, it offers a unique opportunity for effective edu- cational interpretation. This new type graduation program has met with the approval of administrators, patrons, and students. A survey of the best programs of 1935 shows that the following themes or topics were most frequently used: the tercen- tenary of secondary education; educa- tional progress; leisure time; adult edu- cation; education for the new day; the New Deal; desirable social-economic goals of America; our future security; citizenship thru participation; problems confronting our nation; the graduate views the future; why attend highschool and college; the citizen of tomorrow; vocational education; what the school has done for me; school tax problems; the school and community life; the spirit of America; and health. Student speaker programs—At least two new devices were used in carrying out pro- grams featuring student speakers. Many schools used the “panel-jury” idea and found .it successful. The Phineas Banning Highschool of Wilmington, California, pre- sented its commencement in the form of a convention operating under parliamentary law. The graduates played the role of dele- gates from various departments of the school; the audience represented spectators observing the proceedings. A president pre- sided over the meeting, assisted by a secre- tary and clerk. The diplomas were creden- tials of recommendation for life activities. A few of the other programs of the stu- dent speaker type presented last year are summarized below: Our school and yours—Leesburg High- school, Leesburg, Florida, chose the theme, “Our School and Yours,” for its graduation theme and students spoke on the following subjects: the modern highschool; academic subjects; vocational subjects; physical edu- cation and athletics; music; student coun- cil; honor society; publications; clubs. Desirable social-economic goals of Amer- ica was the theme for the graduation pro- gram of the Valley Center, Kansas, High- school. Students spoke on: why social eco- nomic goals are necessary; physical strength and security; an active flexible personality; 78 economic security; equality of opportunity; education’s part in achieving these goals. Problems confronting our nation—This topic was discussed by the members of the graduating class of the Dresden, Tennessee, Highschool. Students spoke on: social legis- lation; dreams of Tennessee Valley; health; schools of the future; taxes; accidents; use of leisure time; prohibition; crime; illiteracy. Citizenship thru participation—At the 1935 graduation exercises of the Bound Brook, New Jersey, Highschool students spoke on the school’s various clubs as fol- lows: clubs in community life; student council; the school paper; science club; sewing club; nature club; art club; music club; dramatic club; book club; chemistry club; needle and thread club; assemblies; physical education. The graduate views the future—The graduating class of the Tulsa, Oklahoma, Highschool, in addition to a symposium on “The Graduate Views the Future” had stu- dent speakers discuss such topics as the crisis in education; the achievement of peace; and economic security. The pageant type program—Numerous classes wrote pageants which showed the development of education in their com- munities or the history of their schools. Others enacted pageants showing the his- torical development of secondary education in America. Two specific illustrations fol- low: The citizen of tomorrow was the theme of a pageant presented by the Leominster, Massachusetts, Junior Highschool in its pro- gram. The pageant was built around the following scenes: the future citizen comes to America; the citizen forms his government; the citizen maintains his country; the citi- zen becomes an international figure; the citizen faces the future—intelligent citizen- ship. America in song and story—The students of the Manchester, New Hampshire, High- school presented tableaux at their gradua- tion exercises as follows: Tableau 1—Early life in New England as revealed in song; Tableau 2—Early life in New England as revealed in literature; Tableau 3—Life in the South as revealed in song; Tableau 4—Life in the South as revealed in litera- ture; Tableau 5—Life in the West as re- vealed in song; Tableau 6—The opening of the West as revealed in literature; Tableau 7—Modern tendencies in American music; Tableau 8—Modern tendencies in American literature; Tableau 9—The pa- triotic music of America; Tableau 10—The Spirit of America. The 1936 packet—The popularity of the vitalized graduation program is shown by the fact that approximately 2500 highschools used the special 1935 vitalized commencement packet devel- oped by the National Education Asso- ciation. The purpose of the commencement packet, prepared annually, is to assist schools in planning their programs. Grad- uation programs may well grow out of school activities or local, state, and national issues bearing especially upon youth problems. The 1936 packet emphasizes the im- portance of the discussion of present- day problems, particularly those which the senior must face after leaving school. It suggests the theme “Looking Forward with Youth.” No topic is more appropri- ate this season in view of the widespread interest in youth problems and the many projects under way to help young people solve their problems. The packet con- tains model programs, suggested pro- cedures, and materials with which to work, Never in the history of our country has it been more important for young people to think intelligently about mod- ern affairs. The greatest problem is for each individual youth to make a social adjustment’ satisfactory to himself and to society. The 1936 graduating classes, by discussion and analysis of their own problems before parents and citizens, may make a significant contribution to the solution of this problem. A new feature in this year’s packet is the writing project for graduating classes. The plan is for members of the class to write on the topic, “What My Highschool Has Done For Me,” and to send the best three papers to the Na- tional Education Association. The best of the papers submitted will be pub- lished. The 1936 vitalized commencement packet may be secured by sending 50¢ to cover its cost to the National Educa- tion Association, 1201-16th St., N. W., Washington, D. C. Cash must accom- pany orders for $1 or less. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A National Election Project The election judge explains the laws to the student election board HE BIG GUNS of the 1936 presi- "| dent campaign are beginning to sound. In the few short months ahead millions of dollars will be spent for political purposes, innumerable speeches given, tons of printed matter distributed and approximately 40,000,- 000 voters will go to the polls to render the final verdict as to who shall be the next President of the United States. Present indications are that the funda- mental principles of our government will be given an airing such as they have had few times in American history. We have here an unparalleled oppor- tunity for a very practical kind of civic education. The selection of leaders in a democratic society is an unusually important function and students can- not too soon be made aware of all the subtle maneuverings used to secure pub- lic support in this great American party battle. There is every indication that the full bag of political tricks will be on display, and schools should lay plans now for giving their students a prag- matic understanding of their operation. Think of the advantages which might accrue if every student in the country made a realistic study of at least two presidential elections during his junior and senior highschool days. This study should not be a matter of textbook read- ing but rather the careful observation, and so far as possible, actual participa- tion in the campaign. The experience of the Hiram Highschool with a presiden- tial election project in 1932 may. be helpful to other teachers in planning similar work. The Hiram Highschool is organized on the six-six plan and the project in- volved every student in the upper six grades. The project was started in April 1932. A small mimeographed pamphlet outlining the work was given each stu- VOLUME 25, NUMBER 3; MARCH 1936 dent. It was titled “Who Will It Be in 1932?” On succeeding pages were listed eight projects or activities which were to last from April 1932 to March fourth, 1933. Briefly stated they were: [1] Drawing a map of the presidential primary results. [2] Suggested summer work such as lis- tening by radio to national conventions. [3] Instructions concerning the “You and Your Government” broadcasts of the National Advisory Committee on Radio in Education. [4] An outline of student notebook work and the list of assembly talks for the next year. [5] Instructions for a student political campaign with school party, anizations. Plans for securing cam iterature, pins, posters, and the like. [6] Plans for a highschool presidential election with regular printed ballots. [7] Suggestions for the organization of a politics club to handle this project. Our first activity was to watch the prospective presidential candidates lin- ing up delegates to the national conven- tions. Students were given outline maps to record the trend of events. A report on this matter was required as a part of each current events lesson. A bulletin board display just before school closed with a colored map for each party showed how delegations were pledged. The Ohio delegates to the national conventions are elected at a primary in May, and this was the subject of spe- cial study during the last month of school. Two days before the primary election the social science teachers taught a lesson on primaries based on the questions in the student pamphlet. The next day enough sample primary ballots of both parties were brought to the classes to supply each student. These ballots made it much easier to REIGN S. HADSELL Principal, Hiram Highschool, Hiram, Ohio discuss such practical aspects of voting as the proper marking of ballots. Since Hiram is a small town it was possible to take several classes to the polls. One of the election judges explained the duties of the different officials to the class. The next day students discussed the results of the election. The work of the school year 1931-32 ended with the request that as many as possible listen in on the national con- ventions and collect material for their politics notebooks during the summer. The first step of the new school year was the organization of a politics club. The pamphlet guide stated that there would be a political campaign with junior party organizations, and an elec- tion in November at the regular town hall voting booths using printed ballots. A meeting of students desiring to be- long to a club which would supervise this campaign and election was called. Twenty students out of a possible sev- enty-seven in the school accepted the invitation and became charter members of the Hiram Highschool Politics Club. There was one statement made at the organization meeting which deserves re- cording. The meeting had just been called to order when one young lady said, “Well, one sure thing, if we are going to have a politics club we ought to know what we are talking about in- stead of having so much hot air.” And that is exactly what the club tried to do, to make meaningful the political news about which the students were reading and talking. The politics club proceeded to set up organizations for each of the three major political parties. Time was given in activities period for these party or- ganizations to meet and plan campaign strategy. It was a thoroly active cam- paign. It is not an exaggeration to say that there were more campaign buttons and leaflets passed out in the highschool than in the community. A series of four assembly talks was planned to interest students in the political situation and help them under- stand it. The series was opened with a talk, Why We Have Political Parties, by a college instructor in political sci- ence. Then the student party organiza- tions in conference with the principal OO OE TT TT OR lee . ‘ : selected someone to present the case for each party. Each speech was fol- lowed by a question period. During the four weeks before election each party prepared in turn a large 4x 8 bulletin board display which was exhib- ited in the window of a local store. A special committee of the politics club prepared an exhibit for the final week urging every citizen to vote. The election day required careful planning. Each party organization elected two members to a highschool board of elections which had full charge of the election. This group was carefully instructed in its duties by a member of the regular village board of elections. The highschool election was held the day before the regular election and per- mission was secured to use the precinct booths and ballot boxes. The printer who printed the sample ballots for one of the political parties ran off enough extra unmarked ballots for our own use. Then came election day. The mem- bers of the board of elections were sworn into office and during a length- ened noon hour the students went to the polls, just as their parents would the next day, to indicate their choice for President of the United States. The next day the principal and the ‘members of the board of elections dis- cussed in a student assembly the errors made by the students in voting. Also at various times during the day groups of students were taken to the polls. The project closed when the students listened in by radio to the inauguration of the President on March fourth. Then the question arose, “Should the politics club be continued?” The club had active and efficient officers, and the students had developed a real interest in the activity. This interest plus the 80 The Wate) Sate Walls Senet Salome, Wb HAIG Pree eee, fess | jane an a 8 eS realization that politics does not end with the inauguration were the factors which led the temporary group to the decision to continue the club. Their immediate objective was watching the development of the New Deal during the most amazing ninety-nine days of American congressional history. The other activity of last year was to have the local Justice of the Peace as our guest at a pot luck supper. He brought along his legal forms and law books, and after explaining the work of the justice of the peace, presided at a mock trial of one of the members. During the succeeding school year a study was of the Roosevelt mone- tary poli Plan for Hiram” was developed. “Plan for Hiram” first served as a discussion topic for one of the Politics Club meetings. The results of this discussion were then written up in a more formal style by the president of the club and mimeographed copies The student election board is sworn in distributed to every citizen of the town- ship. The plan deals not so much with the laying out of streets as the broader aspects of community planning. The plan called for the establishment of a community council with committees for welfare, community beautification, rec- reation and education, and local history. The organization suggested in the “Plan for Hiram” was actually adopted by the community as the Hiram Civic Improvement Association. The recrea- tion and education committee of this organization finances a summer music program for young people and sponsors one adult education class each year. The local history committee has provided for fireproof storage facilities for local his- tory materials and has sponsored an FERA project for the collecting and filing of such materials. The highschool has cooperated by using local history as a commencement topic, and has turned over the materials thus collected to the history committee. The results of the election project, both from the standpoint of the interest in political affairs created in the minds of the students, and the values received from the organization of the Civic Im- provement Association, have made it eminently worthwhile. ; It is easy to get students to discuss politics in the few hectio days before election when interest is at fever pitch. It is more difficult to get them to de- velop a real understanding of the whole process thru careful observation and study. An election project running thru this school year and the next is a method which merits further trial. Such a method if more universally applied might conceivably improve one of the most important democratic processes. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION S ONE TURNS to- ward the future SUPT. OR COM. NEA DIRECTOR STATE SECRETARY in an effort to a on wee MCI as. J. D. Williams......... Frank L. Grove ‘ Alaska..... Anthony E. Karnes. ..C. H. Bowman.........C. H. Bowman see what practical steps Ariz........H. E. Hendrix........ Emil L; Larson... ¥" 3 Clark * Swe 4s 5o.dlC SS LC! Uc Nl ee Miss Willie Lawson can be taken toward a ~~ a better order of life, he needs to keep before him the elements of strength, the achievements that .Ben M. Williams Colo........Mrs. Inez J. Lewis....W. B. Mooney.........W. B. Mooney ..Ernest W. Butterfield .Helen T. Collins....... Francis E. Harrington H. V. Holloway....... H. V. Holloway........Mrs. Mabel Alexander Frank W. Ballou...... Edith L. Grosvenor... . Thomas F. Ferry Dia se kere Ww. .. Vierling Kersey...... Frank A. padseten. . .Roy W. Cloud The Journal’s Annual Roll Call S. Cawthon.......James S. Rickards. i Il G M. D. Colli M. D. Colli “Kyler: Alfriend encouragin as we SEC . D. eae EST x ois shes yle T. rien are ging, Hawaii..... Oren E. Long John W. Garrett....... John W. Garrett as the weak spots and Idaho...... John W. Condie...... W.D. Vincent..... ..John I. Hillman ° eee Oe eer John A. Wieland...... John W. Thalman.....Robert C. Moore the points of breakdown. id i . , se Gt > eee Floyd I. McMurray.. . Charles =. Williams... .Charles O. Williams To aid in such an ev alu | “hate Agnes Samuelson..... Fred D. Cram...... ...Charles F. Pye ation, THE JOURNAL for Kansas..... T. Markham...... F. L. Schlagle......... F. L. Pinet 4 ae a oe H. W. Peters..........William S. Taylor...... W. P. King the fourteenth year pre- Meese ..08 T. H. Harris... 2... P. H. Griffith.......... G. 0. Houston sents a summary of the ie sa ahs Bertram E. Packard. irik Adelbert W. Gordon i ituati Raa Po RE eee eae . Walter H. Davis educational ‘Situation | Mig... James G Warden. Annis G: Wop. SP cuca t nation. Let- ar ugene B. ns + <2 t ader . s (Acting) thruout . Sess +> <3 John G. Rockwell.....Harry Wahlstrand.....C. G. Schulz ters were sent to three : Fe ll eee el eee Walter N. Taylor persons in each state— || -- Lloyd W. King... ‘Thomas 3°. Wailer E. M, Carter ; ...Elizabeth Ireland. ....Martin P. Moe......... artin P. Moe the state superintendent ..Charles W. Taylor....G. F. Knipprath... .Charles A. Bowers of education, the NEA state director, and the pixie eaain ie James N. Pringle.....Lyle Wilson Ewing... . Chauncey W. Smith. .Mrs. Hazel B. Denton. . Bernice Griffith John W. Condon a _ Spe Charles H. Elliott..... Raymond B. Gurley... .S. C. Strong secretary of the state 3 Pei atae = -\_— Pox tats a ms ee J pt Ss Dr mw Se ee i sociati } > eee rank P. Graves. .....H. Claude Hardy.......Arvie r education association. eee: Clyde A. Erwin....... T. Wingate Andrews.. .Jule B. Warren From the replies re- : : | ee A. E. Thompson...... L. A. White............M. E. McCurdy ceived, the following ar >. —. errr - : yang se ee C.'M. Hos _ are John Vaughan........ Sas vo 4, 0:58 6 + oe owe facts have been com- ee C. A. Howard......... Austin Landreth....... E. F. Carleton piled: PER Lester K. Ade.........J. Herbert Kelley...... J. Herbert Kelley . SS ae ee I dials 30s Sa ew o's ao ele Se Rin ne Le Oe do Al abama a Curriculum epee ea ag EES RR ila a Antonio Sarriera studies are being organized =. 5 Bile 358% — 4 Rockett Rus: Chestes ae jemes F. Rockett tas DT ine one NS wiricw.es >? Serr ° Coat under supervision of the 5 D aioe — ee aR S35 Se ee ae Steele State Department of Educa- tion in cooperation with [|| J¢mn-...--- .S. L. Ragsdale......... W. A. Bass : bn. eS —* ree Rush M. Caifwell...... B. B. Cobb state colleges. During 1935 Ss “eee Charles H. Skidmore. .James T. Worlton..... B. A. Fowler Progressive school _legisla- Se eee ee rn a... «. See C. eam tion, including a minimum | - uaniniinens seeadeiaeeenaisa Rapoipe Sr ney B. Hall........ rs. t . Joynes...C. J. Heatwole school program act and a ees N. D. Showalter...... Samuel E. Fleming. ...Arthur L. Marsh school budget act, was | W.was..... WV oe Stages: wv. W. Trent. . cy pro J. H. Hickman < sats , _ Sanaenere ohn SS man uette..... . H. Plenzke passed. Appropriations for | Wyo... 2... Jack R. Gage.........H. H. Moyer...........H. H. Moyer schools were increased by | I about three million dollars, but revenue for payment of appropriations is short. To meet the crisis, a special session of the legislature will convene in the spring or late winter. Arizona—Various departments which had been curtailed during the past four years have been reinstated. The legislature returned $5 per capita to the amount of school apportion- ment by the state. Revision of the elementary- school curriculum has been continued. A course of study for highschools, the first ever prepared in this state, was provided thru the efforts of committees of highschool teachers. A vocational school has been established at Phoenix. Arkansas — The educational situation is brighter. The schools will receive approximately $1,500,000 more money from a recently en- acted sales tax. The equalizing fund, dormant for four years, is providing a seven-month term for 500 districts. The schools are coop- erating with the National Youth Administra- tion. The state is in the third year of a five- year program designed to adapt the curriculum to changing social and economic needs. California—Many schools, which for the VOLUME 25, NUMBER 3; MARCH 1936 Connecticut—The Teach- ers College of Connecticut is fully established and all cur- riculums lead to the Bach- elor of Education degree. Four years of post high- school education is now the minimum requirement for all new teachers, whether rural or urban, elementary or secondary, academic or vocational. Delaware—The develop- ment of more definite work in the social studies in the elementary school, the ex- tension of prevocational op- portunities in a number of Negro junior highschools, the restoration of half the salary cuts made for the biennium beginning July 1, 1933, and additions to school plants, constitute the princi- pal steps of advance. District of Columbia— The congressional demon- stration in character educa- tion introduced in the schools in 1934 is an outstanding achievement. The education association of the District of Columbia is reorganizing for more responsible action and the increasing of profes- sional status. Florida—For several years the Florida Education Asso- ciation—supported by the PTA, the American Legion, League of Women Voters, Federation of Women’s Club, and the State Federa- tion of Labor—has striven to secure adequate financial aid from the state to help all counties guarantee a min- imum eight-month school term. The legislature passed the requested appropriation past three years have been housed in tents or _ bill and undertook to guarantee payment, us- temporary buildings, are now in comfortable ing the general revenue fund if necessary. In structures. Altho the state government faces November the State Supreme Court declared a heavy deficit, every school has continued this guarantee clause unconstitutional. Never- most of its regular program. Statewide com-_ theless, the governor and state officials came mittees are working on reorganization of cur- before the annual meeting of the Florida Edu- riculums to meet new social demands. Special cation Association and pledged to teachers and projects are under way in safety education and _ the public that the school appropriation would education for world peace. Collegiate oppor- be met. tunities for highschool graduates have been ex- Georgia—The curriculum is being revised. panded. The state government has paid all debts due Colorado—For about six years the Colorado the public schools and university system for Education Association=has been working on unpaid appropriations for the years 1929, 1930, the articulation of highschool courses with life and 1931. The total paid to the schools in problems; significant progress has been made 1935 is over nine million dollars, the largest in this year. The course of study for elementary _ the state’s history. The Georgia Education As- schools on which the state department of edu- sociation has taken steps to see (hat every cation is working will appear early in 1936. teacher and school official is a registered voter Headway is being made to secure state aid for 1936 and is pledged to support only state from a graduated income tax for the public candidates committed to a program of tax re- schools. The last legislature authorized the ap- form and greater public support for education. pointment by the governor of an interim com- Idaho—A statewide curriculum revision pro- mittee to study problems of education in the gram was inaugurated. A permanent textbook state and submit recommendations to the as- commission has been appointed. The state de- sembly meeting January 1, 1937. partment of education is cooperating with the 81 7 A Go no ie NYA officials in providing educational and em- ployment opportunities for unemployed high- school graduates. Educational conditions are fair. The equalization law passed in 1933 and additional funds provided by the legislature in 1935 have kept all schools open for a mini- mum of seven months. Illinois—State aid to elementary schools was increased last year by over 20 percent. How- ever, the crisis in educational finance in many districts still continues. There will probably be no relief legislation for the schools until after the next election. A statewide curriculum pro- gram will soon be under way, headed by the office of the superintendent of public instruc- tion. The governor has appointed an educa- tional commission consisting of five senators, five representatives, and four educational con- sultants. Indiana—Important legislation includes a school bus law, teachers minimum salary scale and state revenue of not less than $400 for each teaching unit. A number of courses in the curriculum have been revised. Safety courses are required of all highschool students. About 500 teachers have been restored to former posi- tions. Over one hundred one-teacher schools were discontinued. Many schools have restored the term length above eight months. Ninety- six buildings have been approved for construc- tion thru federal aid. lowa—There is renewed interest and confi- dence in the public schools. Recognition given to American Education Week was more uni- versal and enthusiastic than ever. The depart- ment of public instruction has been reorgan- ized. State aid for the education of handi- capped children has been provided. New cur- riculum materials in the social studies and safety education have been provided and a program of pupil guidance in secondary schools, inaugurated. Rural teachers are planning a professional organization to be affiliated with the state teachers association. Kansas—The schools are badly in need of legislation which will give them financial sup- port from sources other than property tax. The state teachers association, working with the office of the state superintendent, is making a five-year study of the curriculum. State school laws have been revised. Special atten- tion is being paid to the promotion of public safety. Kentucky—A curriculum committee has been appointed to reorganize the offerings in ele- mentary and secondary schools. Steps are be- ing taken to improve the rural-school program. Pupil-school support will probably be main- tained upon a high level; the teacher retire- ment law will be strengthened; and the 1934 school code continued without major change. Schools are cooperating with the National Youth Administration. Louisiana—A series of new laws greatly in- creased the share of needed funds contributed from state sources. Statewide programs were set in motion by the newly appointed state supervisors of music and of health and physical education. A large increase in the number of classroom supervisors has been brought about by state recognition of supervision as a part of the minimum educational program on which the equalization fund is based. Maine—Tho laboring under reduced appro- priations, the schools are going forward. An intensive publicity campaign, largely financed by the Maine Teachers Association, has laid the groundwork for the passage of a bill pro- viding better support of education, which will 82 be presented to the next legislature. The normal school course has been extended to three years, and a committee from normal school faculties is revising the curriculum. The secondary school curriculum is constantly being revised. A state director of physical education has been ap- pointed. A junior college of business has been established at Portland. Maryland-—Elementary teachers are increas- ing their knowledge of science to put into ef- fect the science curriculum. Reorganization of English curriculum is under way in many centers. The highschool curriculum is being liberalized to meet needs of non-academic pupils. Many salaries are being restored to former levels. Institutions offering four-year curriculum training for elementary field are now designated “state teachers colleges.” Massachusetts—The schools are making rapid recovery of ground lost during the de- pression. Courses and studies are being rein- stated where dropped. Salaries are much better. A new law provides for a proclamation by the governor on American Education Week. No fundamental legislative changes have occurred. . Elementary and highschool curriculums are being revised to meet changing social and in- dividual needs. Michigan—The 1935 state legislature ac- cepted greatly increased financial responsibility for public education by passing a state aid and equalization bill. The same bill guarantees free highschool tuition for all boys and girls. The state board of education is now the sole agency for granting teachers’ certificates; formerly there were six certificating agencies. Any school district may legally pay tuition and transpor- tation for highschool graduates to the nearest public junior college. Minnesota—The 1935 session of the legis- lature passed important school laws drafted by the state department of education. These provide for classified six-year highschools and six-year elementary schools; increased state aid for consolidated school districts; and a larger amount oWstate aid on the basis of the number of pupils in average daily attendance. Study courses are under revision to be adapted to present conditions in home and community. Mississippi—School people were successful in their drive to get the special session of the legislature to appropriate over $1,000,000 for schools out of the state surplus. Salaries have been increased from 10 to 20 percent above the low mark of depression salaries. The Mississippi Education Association, in cooperation with the state department of education, has inaugurated a five-year program of curriculum revision in which over 95 percent of the educational work- ers of the state are participating. Missouri—Approximately $1,500,000 has been added to the state school distributive fund by increase in sales tax. Appropriations for school support have increased 40 percent. Most school districts are in good financial condition. Transportation of rural highschoql students has been placed on a better service basis. Over a hundred small rural districts have combined with other districts to make larger and more effective school units. Montana—Majority of highschools are vital- izing social science courses by showing present- day application of principles. There is more in- terest in educational and vocational guidance. The most important educational legislation during the year was the creation of a fund for equalization and state support. Educational conditions are improving. Nebraska—The state department of public instruction has laid special stress upon char- acter education the past year. A character training conference was held in Lincoln, and prominent national and state leaders addressed the meeting. Little constructive educational legislation was passed during this biennium. School budgets have increased slightly. The state department of public instruction is re- vising the state courses of study. The state teachers association is adding a research de- partment, with a fulltime director in charge. Nevada—With the legislature allotting $100,- 000 for 1935 and 1936 from liquor license re- ceipts as a new source of revenue for the pub- lic schools, it has been possible to increase teachers’ salaries and to lengthen school terms in many rural communities. Hereafter, prefer- ence in employment of teachers will be given to qualified Nevada residents. New Hampshire—All programs of study are being brought uptodate. The state has as yet no tenure, pension, or retirement law. No schools are closed for lack of funds. Most teachers’ pay rolls are back to normal, altho some districts are still 10-15 percent below normal. Only a comparatively small number of highschool graduates are now unemployed. New Jersey—Business seems to be on the upward trend. Probably 40 percent of the boards of education have restored in whole or part the salary cuts; others are planning to re- store the cuts on July first. The uncertainty of the relief situation may tend to offset these gains. A movement to increase the NEA mem- bership is now under way. New Mexico—The state is cooperating with governmental agencies aiding unemployed youth. The state board of education is con- sidering the complete reorganization of the elementary grades with emphasis on bilingual instruction. This would aid greatly in the prog- ress of rural schools. New York—Full support of education has been maintained, state and local. School people are faced with a fight on a constitutional tax limitation. School attendance up to 16 years of age is provided for after September 1936. Progress is being made in the readjustment of secondary education to the needs of increasing enrolments. Over 3300 are enroled in 21 emer- gency collegiate centers. A majority of school districts have restored salaries by eliminating teacher contributions. A comprehensive survey of all phases of public education is under way. North Carolina—School support is definitely on the upgrade. State appropriation for 1935-36 was increased 20 percent and for 1936-37, 25 percent ; teachers’ salaries increased correspond- ingly. A textbook rental plan was successfully inaugurated. A state course of study is nearing completion. North Dakota—A school finance law pro- viding a state equalization’ fund was passed. The money thus realized, together with money from the permanent school fund makes the state supply over 25 percent of the expenses for elementary and secondary schools. Ohio—The School Foundation Program Law containing a minimum education program was enacted. Educational situation is in better con- dition than it has been for past five years. A number of local surveys of highschool grad- uates have been made. YMCA’s and other civic groups are assisting in finding employ- ment for highschool graduates. Oklahoma—Thru recent legislation, the state pays about 40 percent of the school program. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The funds are distributed, first, on the “needed” teacher basis, and second, for equalization. All terms will be eight months or more, and the uncashable warrant has largely disappeared. One thousand teachers will be used in a curric- ulum revision program for elementary grades and highschool science. The educational out- look is gradually improving. Oregon—The state textbook and curriculum commission has begun a study looking toward curriculum adjustment in line with modern thought. Many teachers will be drawn into this task. A definite step toward the develop- ment of a new curriculum was made by the 1935 convention of the Oregon State Teachers Association. Pennsylvania—A Bureau of the Curriculum, which has been created in the state depart- ment of public instruction, is effecting closer coordination of curriculum responsibilities. A state inventory of highschool graduates has been made. Local postgraduate highschool and university extension services are encouraged; a state program of evening schools is main- tained. Desirable educational legislation in- cluded restoration of teachers’ salaries to orig- inal state schedules, amendment of the child labor act raising the legal provisions for the employment of minors, and retention of the beneficent features of the emergency legislation of 1933. Rhode Island—The state department of edu- cation has been reorganized. The school pro- gram has been well maintained, and financial support generous. PWA building programs are being carried out in cities, rural towns, and at State College. South Carolina—Schools are slowly but soundly getting on their feet again. Salaries are being restored. New equipment is beginning to be purchased. An adjusted curriculum is being worked on. Teacher morale is greatly improved. The people have a much better attitude toward their schools than they had three years ago. South Dakota—The theme for the South Dakota Education Association for 1935, “Im- proved Education with Improved Conditions,” is indicative of the more promising educational outlook in the state. Indebtedness has been re- duced and salaries are being restored. The 1935 legislature again recognized the state’s respon- sibility to support education by allocating a percentage of the revenue derived from a new sales and net income tax to schools; created a commission of legislators to study school finan- ces; and provided for a popular vote next November on two amendments to the state constitution, to take the offices of state and county superintendent out of politics and re- move the term limit from county superintend- ents’ office. Tennessee—The schools are just about hold- ing their own. The state is doing little inde- pendently of the WPA or the NYA to take care of unemployed highschool graduates. A state curriculum director has been appointed by the commissioner of education, and super- visors are being appointed in the various coun- ties. The number of one-room one-teacher schools decreased by approximately one hun- dred. The enrolment in the highschools was al- most three thousand more than for the pre- vious year. Texas—The statewide curriculum revision movement has been in progress for two years, with more than 30,000 teachers participating. Legislative appropriations have increased state aid to schools. Recent legislation encourages vocational work and countywide systems of school bus transportation. Other noteworthy factors are a compulsory attendance law, wider in scope; a statewide salary schedule; increased requirements for teachers; and constant in- creases in length of term. Utah—Under the direction of the state su- perintendent of public instruction, Utah is re- vising the curriculum from the first grade thru the senior highschool. Practically all employ- able, certificated teachers are under contract. Certification requirements in Utah are rela- tively high and all employed teachers are prop- erly certificated. Vermont—Vermont made real progress last year. State support for schools was increased nearly 50 percent. The state was redistricted for supervision, thus reducing the number of superintendents and eliminating all uncertified superintendents. A fourth year was added to the course at Castleton Normal School. The elementary school term was increased by one week. To the state department of education were added a highschool supervisor, a super- visor of health and physical education, and a director of educational research. Virginia—The educational situation, in gen- eral, is better than it has been for many years. The unanimity of thought and action among school people, backed by the public, makes progress certain. The Virginia Education As- sociation has an effective program of school interpretation. A statewide course of study for the elementary schools has been completed and is gradually being installed in classrooms. The first year of the highschool curriculum has been completed, and committees are working on the curriculum for the other years. About two years ago the state launched a program to deal with the out-of-school youth; the pro- gram is moving forward slowly but success- fully. Washington—The general revenue act adopted in 1935 provides for state support of the public schools up to 60 percent of cost. The appropriation for schools will provide 25c a day per pupil, a 50 percent increase in state support. The governor and other lay leaders are most helpful and all educational forces are in close cooperation. The secondary curriculum is being broadened. Subjects such as manual arts, music, and home economics have been re- stored. Kindergartens have been reopened in the cities. Crowded conditions have been re- lieved by the employment of additional teach- ers, and salaries show an upward trend. West Virginia—In the school year 1934-35 all elementary and highschools had terms of nine months; 66.7 percent of all teachers had two years preparation beyond highschooi. A new course of study is taking form. Ninety- three and one-half percent of all white elemen- tary and highschool teachers and the total faculty membership of five of the teacher edu- cating institutions are members of the state education association. The phenomenal growth in the number of parent-teacher associations brings promise of increased public interest in education. Wisconsin—The year has seen a decidedly improved public opinion in regard to educa- tion. The legislature increased state aids for common schools; provided special aids for needy schools; made scholarships available. Pernicious school legislation was thwarted. Teachers’ minimum legal salary was put back to $75 per month, and the minimum salary for county supervising teachers raised. Depression- riddled curriculums are being rebuilt, subjects and departments reinstated. Wyoming—The outstanding piece of school legislation during the past year was the $287,- 000 state equalization fund law sponsored by the state department of education. It is sup- ported by a retail sales tax of 2 percent on all articles sold and not otherwise taxed. VOLUME 25, NUMBER 3; MARCH 1936 The New Topeka, Kansas, Highschool 83 i % PA § : ix oF BY # # + HE ARTICLES by Dr. Benezet [see "November and December 1935 and January 1936 JourRNALS| have brought several inquiries to me about the experiment, and some activity also in the National Council of Teachers of Mathematics. All of these things, I am sure, are to the good. I was greatly pleased with Dr. Benezet’s articles. However, there is a little disturbance in some quarters over these articles... . { have tried to show in the following article that we may eliminate the use- less material and still have a program. The epochal studies of Doctor J. M. Rice under the title “The Futility of the Spelling Grind” |The Forum, 1897, vol. 23, pl163, 409] appeared to indi- cate that the teaching of spelling was futile. Confusion resulted and some cities abandoned the teaching of spell- ing. Studies by Cornman, Wallin, Ayres, Tidyman, Thorndike, Anderson, Horn, and many others followed over the next thirty years, and only at the end of nu- merous studies do we see the meaning of Dr. Rice’s original study. It meant: lf you teach spelling as now taught, you are wasting your time. That was in 1897; even Dr. Rice did not see the meaning at that time. In 1919 there appeared the first large study on the usage of arithmetic by adults. That study was promptly sup- ported by further studies by Wise, Woody, Charters, Thorndike, Schorling, Bobbitt, and others. The meaning of these studies is not yet clear to all. There is considerable confusion and a few are inclined to abandon all teaching of arithmetic in the grades. It is possible that in arithmetic today as in spelling during the latter part of the last century, we could truthfully say: Jf you con- tinue to teach arithmetic as now com- monly taught, you might just as well throw it out entirely. But it may be that we can profit by our experience in spelling. When we -abandoned our mental discipline theory (substituting the mastery of useful tool material as an aim) ; when we abandoned the cold-storage-for-future-use theory (substituting ability to use the diction- ary when needed); when we abandoned for small children the rare-experience, social-development, word-growth view- points (substituting clearly understood words that would serve as useful tools in writing); in short, when we began to conceive spelling as the mastery of sim- 84 ple useful tools already charged with meaning and thus insuring immediate usage, then it was that spelling in the schools became a valuable subject, There is a comparable story in arith- metic. The mental-discipline, race-social- psychology viewpoint, so recent as the 29th Yearbook of the National Society for the Study of Education must be aban- doned. The cold-storage view on little- or-never-used topics of arithmetic must be replaced by an informational refer- ence viewpoint. Drill must be deferred and kept well behind meaning and it must be limited to useful tool materials. If the original drill must be reinforced by heavy maintenance drills, then the value or grade placement of the original drill is in serious question. Is there a desirable program of useful drill in arithmetic for the grades and if so how should it be placed in the cur- riculum? The answers must rest on evi- dence, evidence as to child and adult usage, child and adult learning and for- getting, and the teaching success of the schoolroom vs. the place of experience as a teacher. Evidence supports the view that many processes still taught in many schools are used so little in life that they should be omitted from the drill program. The list of little used processes includes not only Gcp, LcM, etc., as listed on page 12 of What Arithmetic Shall We Teach? by G. M. Wilson (Houghton, 1926) but most of fractions as usually taught, prac- tically all of decimals and denominate numbers, and most of what follows in the usual arithmetic except simple percent- age and interest. There is evidence also that experience will give the child much of the needed arithmetic, that he will acquire it inci- dentally exactly as he acquires language (Buckingham and MacLatchy, “Num- ber Abilities of Children Entering Grade 1.” 29th Yearbook, N.S.S. Ed. p473- 519); that there is no hurry about be- ginning systematic drill (Taylor, J. S. Omitting Arithmetic in the First Year, Sch. Ad. and Super. 1916. p87-94); and that incidental experience learning in the lower grades is equal to systematic drill (Wilson, G. M. “New Standards in Arithmetic,” Journal of Educational Re- search, Dec. 1930. p351-360). There is further evidence that the usual drill teaching is ineffective (Ber- man, Etta, “Omitting Arithmetic from Grades 2-5 in Manchester, New Hamp- Teaching Useful Arithmetic Part I—Useful Drill shire.” Master’s Thesis, Boston Univer- sity, 1935); that higher standards are possible; and that the 100 percent stand- ard on essential drill is possible when properly limited, sufficiently deferred, and_ systematically taught (Wilson, G. M. “What Research Reveals on Proper Drill Content of Elementary Arithmetic.” Mathematics Teacher, 28: 477-481, Dec. 1935). Drill should be unitary, not mixed. Therefore, I am proposing the follow- ing simple program of drill in arithmetic for the grades. Grade 1—None, but much meaningful num- ber experience Grade 2—None, but extension of meaning- ful number experience Grade 3—100 percent mastery of addition and subtraction; no counting for results Grade 4—100 percent mastery of multipli- cation and short division; no saying of tables Grade 5—Mastery of long division Grade 6—Drill on simple fractions, halves and fourths, thirds, eighths, twelfths. No crossing of denominators except halves and fourths. Acquaintance, without drill, with fifths, tenths, sixteenths Grade 7—Percentage and interest This is a defensible drill program, comparable to the 2000-word spelling program, or the meaningful tool-mastery program in reading. Bright third-grade pupils are ready for complete process mastery if one process is undertaken at a time, and if the teaching is good. (See story of Mrs. Allen of Everett, Massa- chusetts, under article on Arithmetic, American Childhood, Nov. 1935.) Poor teaching is a greater handicap than dull children. Where the two exist together it were better to defer system- atic drill for another year. Most drill is poorly organized in textbooks, and it is poorly taught. The 100 percent stand- ard is the only acceptable standard for essential drill, and this does not mean merely a median of 100; it means an average of 100, or all pupils with per- fect scores. (Our old 75 percent average for a class means that about 40 to 45 percent of the pupils have perfect scores.) Next month in Part IT, I shall discuss the problem work in arithmetic. It has remained essentially unchanged for over a century. It is inexcusably bad, posi- tively detrimental. The isolated text problem should be completely aban- doned. A new functional program should take its place—Guy M. Wilson, Bos- ton University. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION These Travel Seminars wo ENGLISHMEN on the Aquitania "| = regarding the ship’s bulletin board where was posted the picture of a group of people labeled “Second Russian Seminar.” Said one: “That’s that group of stu- dents.” Said the other: “Yes, they’re an in- telligent-looking lot of devils, aren’t they?” This remark, overheard by one of the “devils” in question set her pondering on the popularity and purpose of sem- inars. Since it was the second summer she had spent traveling with a group whose aim was not just to sightsee, but “to know and understand,” she felt it was time to evaluate the experience, to judge it beside other ways in which she might have spent her time and money in the continuing process of education— summer schools, extension courses, and what not. So far as I know, no one has seriously considered these educational trips as a branch of adult education. We do not usually think of that field as embracing the overprivileged in either income or education. And surely those who can af- ford to go to Mexico or Europe, and those who have the educational equipment that makes them choose a trip which openly professes that it considers “understand- ing” more important than rooms with private baths are not of the underpriv- ileged class. We sometimes forget in our enthusiasm for work with those who left highschool early that the continuing process of education must go on for doctors, teachers, and other business or professional people. In spite of degrees and their cultivated backgrounds, they are as much in need of new insights as the mechanic who wants to be an engi- neer. Of course, intelligent people, in small groups or as individuals, have always gone traveling with the motive of under- standing and learning. But to organize such interest under the regular tourist technic is rather a new departure. The popularity of seminars has risen with the decline of wholesale tours. Ten years ago the more serious traveler who had no companions for his contemplated trip had little choice between various com- mercial tours, each trying to outvie the other in more places visited and less money spent. Perhaps the growing inter- est in countries like Mexico and Russia partly accounts for the popularity of VOLUME 25, NUMBER 3; MARCH 1936 seminars, where a more serious interest is needed to sustain the possible discom- forts of the journey. For one emphasis of a seminar, as con- trasted with a tour, is on the contempo- rary and often disturbing problems of the world. It used to be fashionable, and still is with many, to go to Europe as if one were stepping back into static his- tory; a motor trip thru rural France, calling it Gaul; visits to all the art museums and ruined abbeys, to none of the factories and schools; lectures on the glory that was Greece and the grandeur that was Rome; but no chance to talk in the market place, to inquire the price of meat, or discuss the election of a Fihrer. On a seminar all this is changed. A rural school in Oaxtepec, a tractor plant and a day nursery in Stalingrad vie with a view of Popocatepetl and the historic significance of the Volga. A quotation from the folder of one of the seminars might speak for the spirit of them all: “We are interested in seeing and understanding. We desire something more lasting than the memory of de luxe accommodations. For these we do not ever need to leave our American homes where these comforts abound; but Rus- sia has something to show us. Let us try to comprehend.” The technic of this comprehending is also very similar in all the seminars of which I know. Each group is accom- panied by a portmanteau or two of books for the use of members of the seminar; these are, of course, books on the country visited, and represent opin- ions on both sides. Prospective members are also sent a suggested reading list as soon as they register their intention to take the trip. Some seminars claim that academic credit may be obtained for the experience of the summer by arrange- ment between the seminar leader and the institution with which the individual is connected. This would involve the writ- ing of a paper and a report on books read. However, I have known very few people who have tried to get such tan- gible rewards for their seminar trips. Besides the library, a seminar is ac- companied by one or more leaders who give lectures and organize round table discussions during the course of the jour- ney. These men are college professors, authors, and authorities in their field. Many times they have visited the coun- tries in the itinerary before, know the language, and have friends there with whom they can make interesting con- tacts for the group. Their function is not that of the ordinary tour manager. For in the larger seminar groups all the wheels of baggage checking, room assign- ments, and time tables are kept oiled by a special business manager. Not the least important part of the seminar plan is the arrangement for meeting people in the countries visited. The importance of these contacts varies; it may range all the way from an inter- view with the editor of Jzvestia to the chance for shaking the hand of the pres- ident of Mexico. Usually there is a chance to talk with Americans living in the country, from the Ambassador down, as well as with many of the native born, both famous and obscure. The personnel of the seminar is in itself an education. There are always a few strays who have overestimated their enthusiasm for the Great Experiment, whether it be Latin or Slav, and mourn inconsolably for their American-made coffee; and there are always some who consider it fashionable to have serious interests. But the group on the whole is ready to take the announcements on the advertising folders at their own worth. Professional people, to many of whom this trip has meant careful financial planning to make it possible, are in the majority. A glance at the group would amply justify the remark of the Eng- lishmen at the beginning of this article; and a further glance would reveal that they have obeyed instructions to “bring your old clothes and leave all expensive jewelry “At home.” Not that they are Shabby or slovenly; they*.simply look -_— like people who get dressed in the morn- ing and then have more important things to think about for the rest of the day. There are many famous names on the roster of a seminar, yet there is no hier- archy, social or intellectual. In spite of one of our leaders who exclaimed in a moment of exasperation: “T believe you’re all going to take out of Russia exactly the same ideas that you took in—” a great deal of opinion making and unmaking goes on. If those who come back from such a trip still hold to the same ideas they at least have a basis for them. There is a value in the immediacy of experience for which no amount of reading can be a substitute. As one college librarian wrote on a’ postal card: “I can at least evaluate the books I read on Russia next year.” wn te on mp AIR Iti, om prin AE DP A oma ocr Ws 4 L¢ 4 ph, The definite results of a seminar are hard to measure. There are facts learned and recorded for further use. Morning, noon, and night pencils are busy in the invariable little black notebooks (pro- vided by the seminar), jotting down the annual rainfall at Verblud, the percent of mestizos in Cholula, or the number of lakes of which Finland boasts. Months later the more obvious results will appear in print, in everything from The Chicago Herald-Examiner to The New Masses— a good example of the wide range of political feeling within the group. We even have a book or two to our credit; and I doubt if there is a single person who has not given a lecture or talk on some phase of the summer. Some have indulged in a whole series for women’s clubs, community forums, or college classrooms. But the true value of a seminar goes deeper than that. Many were the vis- itors in the USSR last summer who, having come 7000 miles to enter their first factory, law court, or clinic, vowed that they would go back home to visit similar institutions and compare. They were ashamed to find how little they knew about social and economic condi- tions in their own country. Even if it took the outlay of several hundred dol- lars it was worth it, if it opened their eyes to what lay at their very doors. There is an old proverb that says: “He that would bring home the wealth of the Indies must carry the wealth of the Indies with him.” But however meager the treasure with which we started—and in many cases this was not meager at all—that treasure is increased a hundred fold by the opportunity to “see, to know, and to understand.” It seems to me that the seminar is a very important phase of adult education. Since it is growing in favor, mostly by word-of-mouth enthusiasm of its former participants, its importance will continue to grow as long as conditions abroad make it possible. Perhaps if more people had the opportunity to travel in the seminar way, there would be less cause for worrying over the future peace of the world. We may be a small group, we seminar- ists, numerically too inconsequential to attract the notice of adult educators. But the fact that so many are leaders and educators of others—by word or by pen—makes what we have gained of real significance. Surely it is no heresy to say that the leaders are as much in need of adult education as the led, and that the field is broad enough to include even the educated!—Margaret P. Coleman, Public Library, Omaha, Nebr. Federal Writers’ Project and Education American writers are now unearth- ing material concerning cities, towns, counties, and institutions which will prove of great value to educational or- ganizations thruout the country. This work, initiated primarily to relieve the desperate situation of writers during the depression, is resulting in great interest on the part of teachers, colleges, li- braries, and historical societies. They have offered the cooperation of their great facilities in many instances, and their cooperation is greatly needed if the work is to be done both efficiently and expeditiously. The main project on which the writ- ers of the country are engaged is the compilation of The American Guide. This work in five volumes, each cover- ing a large section of the United States, ts under the supervision in each state and region of men and women who are experts in their fields. Under them thou- sands of professional writers are ex- amining local records, interviewing local residents, and describing local customs and institutions. When the work is com- pleted, there will be available for the first time in the history of the United States a combination guide book and so- cial history of the country. The Guide will be of special interest to educators because it will give them a new and valuable textbook for use in the schools and colleges of the nation. At present there is no handy reference guide to the life of America. The Amer- ican Guide can be used in schools to ac- [ EVERY STATE of the United States, 86 quaint pupils with the unique customs of various parts of the community, as well as with the industrial, agricultural, scientific, artistic, historical, geographi- cal, and scenic features of the United States. Teachers of history, geography, political science, sociology, and eco- nomics will find the material useful. Dedicated as we are in the United States to perfecting the democratic proc- ess, it is of vast importance that the citizens of the country realize the wealth of educational facilities at their com- mand not only in their own communi- ties but in the communities which they may happen to be visiting or in places which they ought to visit for their work or their education. The American Guide will be of great importance to teachers and scholars thruout the country, for it will put into their hands in interesting form the knowledge of facilities which no one can keep in his head or accu- mulate in his own private filing cabinets. In many instances material is being gathered concerning records and insti- tutions which was not previously avail- able to educational workers. Documents are being translated from the Spanish and French which were not previously available in English, and in many in- stances the work of the writers for The American Guide has resulted in the dis- covery of private collections of historical data which had not been generally avail- able until trunks and attics were searched after public interest was aroused in the work of The Guide. In order that the work on The Amer- ican Guide may be as perfect as possible the directors and writers carrying on this national project need the full co- operation of societies and individuals who will benefit by: the work. Since the work is necessarily designed to give em- ployment to writers who in some in- stances may not be completely trained to their jobs when they start out, these writers can be directed into the right channels by men and women whose superior experience in educational work puts them in a position to further the enterprise. In addition, the workers on The Guide will need aid in the way of fur- nishing library and study quarters. The money available for The Guide must be spent primarily for the wages of the workers on the project, and supplemen- tary aid can be of great value in im- proving the quality and speed of the work. Educational leaders who have sugges- tions to make for the improvement of the project or ideas on what should or should not be included in such a general guide book of facilitiés, customs, and manners, would be doing a great serv- ice to education if they would send those suggestions to the state directors of the Federal Writers’ Projects in care of the Works Progress Administration in their states. The project is a vast one and a new one, and we can make it important only if we obtain the aid and individ- ual ideas of the leaders in education thruout the country—Henry G. Als- burg, director, Federal Writers’ Project. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ' + Sete ARAL INR: ADELE — A D F THERE WAS an embankment of even | five feet to be moved I would not consent to expend five dollars to re- move it and enable our population to go there. I thank God for His mercy in placing the Rocky Mountains there.” So Senator McDuffie of South Carolina shouted his contempt for the Far West in the year 1843. But Oregon—enchanted land beyond the Rockies that attracted the pioneers —now beckons to the nation’s teachers for the 74th annual convention of the National Education Association to be held in Portland, June 28-July 3. “On to Oregon,” the hardy pioneers placarded their prairie schooners—and they arrived—some of them. Others perished on the way and were laid to rest by the trail. Those who travel to Portland next summer on smooth highways, ribbons of steel rails, or by air will wish to refresh their minds as to the stirring history of the western half of our nation. For there is truth in the statement on the Union Station in Washington: A man must carry knowledge with him if he would bring home knowledge. For those interested in geology, geog- raphy, history, botany, sociology, pho- tography—almost any field of learning or hobby—the trip to Portland will be highly profitable. There was life and action on the plains and in the mountains of the West long before the pioneers trailed across them in their schooners of the prairie. Here the diplodocus and the apatosaurus of seventy foot length roamed more than a hundred million years ago. The tools of the Folsom man of 20,000 years ago have been found at Folsom, New Mexico, and Fort Collins, Colorado. While no skeletal remains of these early men have been located, the projectile points of their weapons embedded in the skeletons of animals show their presence. When white men first pushed their way into the country west of the Mis- souri they found scores of Indian tribes. While the story of the white man’s tak- ing of the red man’s land is too long to be recounted here, we know that if the VOLUME 25, NUMBER 3; MARCH 1936 PIONEER TRAILS Lead to Portland THE PuRPOSE of this article is to re- call for those planning to attend the Portland convention some of the highlights in the story of the West. An article in a succeeding issue will deal in greater detail with the history and scenery near Portland. Indian was savage and merciless, it was often due to injustice on the part of white men. Was not the Indian’s land, his hunting ground being slowly but re- lentlessly wrested from him? Those going to Portland will recall that Coronado (1540-42) was the first early explorer of the land between the Mississippi and the Pacific. In his search for the famed “seven cities of Cibola,” he discovered the Grand Canyon and pushed as far north from Mexico as Kansas, perhaps even into Nebraska. The French Verenderyes (1741-44) explored the northwest as far as the Big Horn Mountains in search for a route to the western sea. Lewis and Clark (1803-06) made the first overland expedition to the Pacific, traveling by water up the Missouri, por- taging across to the Columbia, and shoot- ing the rapids of the Dalles in Oregon where the Columbia River turns on edge. Zebulon Pike went overland across the plains in 1806 to the headwaters of the Arkansas and on turning south to the Rio Grande was captured by the Span- ish. Long (1819-20) took another ex- pedition across the plains following the Platte River “a mile wide and an inch deep.” The trappers and the fur traders— Manuel Lisa, the Astorians, William Ashley, Jim Bridger, Jed Smith, Bonne- ville, Sublette, and many others— pushed fearlessly into territory unknown by white men up to that time where they built a farflung business. Those passing by way of St. Louis will be interested in the story of how religious zealots were spurred to action by the words of an Indian at a banquet just before he left St. Louis to return to his people in 1832: I came to you from the trail of many moons from the setting sun. . . . I came with an eye partly open for my people, who sit in dark- ness. I go back with my eyes closed. How can I go back blind, to my blind people? I made my way to you with strong arms thru many enemies and strange lands that I might carry back much to them. I go back with both arms broken and empty... . My people sent me to get the White Man’s Book of Heaven. You took me to where you allow your women to dance as we do not ours, and the Book was not there. . . . I am going back the long and sad trail to my people in the dark land. You make my feet heavy with gifts and my moccasins will grow old in carrying them, yet the Book is not among them. When I tell my poor blind people that I did not bring the Book ... one by one they will rise up and go out in silence. ...I have no more words. This appeal made a profound impres- sion. The Methodist Missionary Board decided to set up a mission in the west under Jason Lee. In 1835 the Presby- terians answered the call and sent Rev. Samuel Parker accompanied by Marcus Whitman. On the way out it was decided that Whitman should return to recruit helpers. While in the East he married, and, with another couple, again turned west. These were the first women to traverse what was to become the Oregon Trail. On the same trip Whitman was the first man to take a cart all the way to Oregon, showing that overland wheeled traffic was possible. By 1838 the Congregationalist and Catholic faiths also sent missionaries into Oregon. Of all the missionaries Whitman was best known and was largely instrumen- tal in saving Oregon for the United States. Altho he had tried faithfully to take the “Book” to the Indians he and his Walla Walla Mission were massacred by Indians in 1847. It was left for a Boston schoolmaster, Hall J. Kel- ley, actively to acquaint the people with the vast western territory. As early as 1815 he began agitation for occupation of Oregon. Gathering such information as he could he published pamphlets and wrote for newspapers, and was instru- mental in bringing about several western expeditions in the 1830's. Those going to Portland will remember how Fort Kearny, Fort Bridger, Fort Lara- mie, Fort Hall, Fort Union (Montana), Fort Boise, Fort Walla Walla, and others sprang up at strategic points as outposts of civilization. Great trails threaded their way to the West—the Oregon Trail, the Santa Fe Trail, the Great Salt Lake and California Trails, the Gila Trail, and ae | others. East of the Mississippi the t frontier had pushed steadily west- ward tho always step by step into a Missouri and headed west they t/ started on a long trek that was to carry them over a vast expanse of plains and rugged mountain trails to Oregon. They knew Oregon was wooded and well- watered like the pioneering sections of the east they had left behind—the only kind of country in which they knew how to live. The trip required of the pioneers in reaching Oregon was the heroic aspect of their epic performance. The fact that they were willing to live in Oregon was not especially praiseworthy; thousands of pioneers east of the Mississippi had done as much. In reality, they were seeking the familiar and avoiding the need of develop- ing new ways of living that were required on the plains. After the fertile valleys of Oregon and the gold placer communities of California had been settled, restless and greedy spirits drifted back into the mountains collecting at points of mineral wealth. Finally, from both East and West, a hardy population spread out like a thin veil over the great plains. Thus the first land traversed by the old trails was the last to be settled. Except for the plains the ruts of the great western trails would never have been in- delibly carved by crunching wheels over 2000 miles of turf and stone. In 1847 the first band of Mormons made their way to Salt Lake, not to Christianize the Indians as had been the aim of the previous religious movements, but to estab- familiar type of wooded territory. / But when the first pioneering ox Uf wagon teams left the banks of the lish a home for the followers of their faith. The great exodus was under the guidance of Brigham Young. Upon meeting them, Jim Bridger said: “Mr. Young, 1 would give a thousand dollars if I knew an ear of corn could be ripened in the mountains where you are to end your journey. I have been in this country twenty years and have tried it in vain over and over again.” They replied, “Wait a little and we will show you.” And soon, the sage brush land in which they stopped became a garden spot. The early attitude of Congress toward the Southwest was indicated by the fact that in 1855, $30,000 was appropriated to bring camels into the Texas country to provide desert transportation. The story of how the white man was forced to make fundamental adjustments when he finally did attempt to ——~. till the soil of the plains is fasci- ¥ nating. But the necessary inven- tions and adjustments took time. Meanwhile the cattle kingdom burst the boundaries of its be- ginning in Texas before the Civil War and surged over the entire plains in a torrent. Where trails meet, history is made. T. G. Mc- Coy first hit upon the idea of developing a cowtown where sellers and buyers of cattle might meet. In 1867 he selected Abilene, Kansas, located at a point where north and south cow-trail intersected the east-west railroad. According to Webb: Abilene was more than a point. It is a symbol. It stands for all that happened when two civiliza- tions met for conflict, for disorder, for the clash- ing of great currents which carry on their crest the turbulent and disorderly elements of both civilizations—in this case the rough characters of the plain and of the forest. On the surface Abilene was corruption personified. Life was hectic, raw, lurid, awful. But the dance hall, the saloon, and the red light, the dissonance of immoral revelry punctuated by pistol shots, were but the super- ficialities which hid from view the deeper forces that were working themselves out round the new town. If Abilene excelled all later cowtowns in wickedness, it also excelled them in service—the service of bartering the beef of the south for the money of the north. Aside from cattle, the symbols of the cattle kingdom were the cowboy, the lariat, the six-shooter, and the horse. These sym- bols of another day still retain a huge fol- lowing if our cheap news stands are an accurate barometer of public interest. The cattle rustling desperado, the ruthless fence cutter, and the contemptible horse thief were also features of the cow country. Scenes from some western national parks (reading from top to bottom): Temple of Zinawava—Zion; Old Faithful—Yellow- stone; Wall of Windows—Bryce; Mt. Vaught—Glacier THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Se oanllinshatesmenadiaeeateetenadtineneaeeenertttiooe ae Meanwhile, the industrial revolution was working to produce the tools that would make farming profitable on the plains and eventually crowd out the cowboy as relent- lessly as the Indian had been deprived of his land. The railroads had already pushed thru to provide transportation, but there were three other necessities for agriculture —fencing, water, and farm machinery adapted to the large areas of the plains. The evolution of barbwire and windmills, exciting stories in themselves, met the need for the first two, and plains machinery met the third. The sojourner to Portland will remember that in 1848 the discovery of gold at Sutter’s Mill on the Sacramento River in California inspired the quickest, queerest, migration of its kind ever known. During April 1849, 20,000 people left the Missouri River for the gold fields. Cities of tents grew along the valley of the Sierra as if by magic. In 1859 the famous Comstock Lode was discovered in what is now Nevada near Lake Tahoe. Mark Twain, in Virginia City at the time, presents a vivid picture of those wild days in Roughing It. As strikes of precious metals were found in Colorado, Mon- tana, and Idaho, the freight wagon busi- ness grew to great proportions between the Missouri and the mining camps. In 1860 500 freight wagons frequently passed Fort Kearny in a day. Then came the stage coach and express for the passenger busi- ness—but it took two weeks to reach Helena from Atchison or three weeks to go to Sacramento. Even stages were not fast enough for the mail. In 1860 with the roar of cannon the pony-express was touched off at St. Joe, Missouri, and Sacramento, California. Ten days later dust-covered boys and _ their ponies had reached the far ends of the journey, sending a thrill thruout the na- tion. Eighty daring men and 400 wiry ponies took part. The scheduled time for this mail service was 250 miles per day. Buffalo Bill became a rider at fourteen. In 1861 telegraph lines were completed to the coast via Salt Lake. The Indians soon discovered that the humming wires carried messages bringing help to the whites and would cut them down before attacking. In 1869 the gold and silver spikes were driven near Ogden, Utah, connecting the Union Pacific which had been built west from Omaha and the Central Pacific which had been built east from Sacramento. All over the nation the people recognized the importance of this meeting. Bret Harte, the poet of the occasion, broke into song VOLUME 25, NUMBER 3; MARCH 1936 in “What the Engines Said”: What was it the engines said, Pilots touching, head to head, Facing on the single track, Half a world behind each back ? And made his western en- gine retort to the eastern: “Vou brag of the East! You do Why, I bring the East to you! All the Orient, all Cathay Find thru me the shortest way; And the sun you follow here Rises in my hemisphere. Really —if one must be rude, Length, my friend, ain’t longitude.” Then the Southern Pacific and the Santa Fe met in 1880 at Santa Fe, and the North- ern Pacific and the Great Northern were completed soon after. Feeder lines fed into these _ transcontinental trunks. Their coming definitely marked the end of America’s phys- ical frontier—the one outstanding characteristic of America which had been constant since the landing of the Pilgrims. ¢is Hough writes in The Story of the Cowboy, “The West has changed. The old days are gone. The housedog sits on the hill where yester- day the coyote sang. The fences are short and small, and within them grow green things instead of gray. There are many smokes rising over the prairie, but they are wide and black, instead of thin and blue.” And while the West continues to change, the beauty and the majesty of the moun- tains remain. Many who travel to Port- land either by auto or train will make visits to national parks including Yellow- stone, Glacier, Bryce, Crater Lake, Yo- semite, Grand Canyon, Mt. Rainier. Others may wish to visit the Canadian National Parks in British Columbia and Alberta. Still others will travel on to Alaska. And remember to go in the spirit of the West. As Arthur Chapman sings of it: Where there’s more of singing and less of sighing, Where there’s more of giving and less of buving, And a man makes friends without half trying— That’s where the West begins. SOME BOOKS TO READ The Log of a Cowboy—Adams; The Santa Fe Trail—Duffus: The Road to Oregon—Ghent; / Sing the Pioneer—Guiterman; Te Bozeman Trail —Hebard and Brininstool; The Covered Wagon Hough; Stories of the Far West—Masters; The Song of Hugh Glass—Neihardt; The Oregon Trail ~—-Parkman; The Last American Frontier—Pax son; A Frontier Lady—Royce; Old Jules—San- doz; The Pacific Northwest—Schafer; The Great Plains—Webb. —Lyle W. Ashby. ie ae Sabre hed tele, P= ow is the best time to plan for at- N tending the Portland convention of the National Education Asso- ciation, June 28-July 2. Whether travel- ing by train or auto many points of his- toric and scenic interest enroute may be visited. Careful planning adds to the joy of the trip. Many will wish to take advantage of the comfort and speed of travel by rail. Railroad rates, greatly reduced, permit travel by diverse routings with stopover privileges at national parks and other points of interest. Advertisements of transportation companies in THE JouR- NAL are informational and helpful. Some, at the close of the convention, may wish to travel to Alaska or Hawaii; others may wish to visit California or to return by way of ship thru the Panama Canal. Others will wish the freedom of travel by automobile. Each of four teachers traveling by auto the 1810 miles from Omaha to Portland would need for the round trip: Gas and oil $13.47 Meals—thirteen days * 19.50 Rooms—twelve nights 18.00 Upon arriving in Portland (whether FEATURES of the PROGRAM PresipENT AGNES SAMUELSON announces five general sessions beginning with a Ves- per Service, Sunday, June 28. Four evening sessions will be devoted to “Democracy and Education,” “The Conservation of Youth,’ “Moving Into New Frontiers,” and “Inter- national Friendliness.” THE REPRESENTATIVE ASSEMBLY will meet Tuesday, Wednesday, and Thursday morn- mgs. Forum piscussions will be held Wednes- day morning relating to teacher welfare and various teaching interests. One forum sub- ject will discuss ways schools may elevate tastes in radio, movies, and newspapers. MUSICAL FEATURES will consist of sacred and patriotic selections, folk songs of the na- tion, highschool and college choruses, and special Hawatian music. ALL BREAKFAST MEETINGS should be closed by 8:45 a. M., all luncheon sessions by 1:30 P. M., aid all dinners by 7:30 P. M. Various Portland and Oregon committees are working to make this meeting outstand- ing in the history of the Association. The Portland NEA Radio Committee, Edith P. Darling, chairman, has sponsored 27 broad- casts concerning the coming convention. Plan Your PORTLAND TRIP Now traveling by train or auto) each may enjoy the five days of the convention at the following approximate costs: Hotel (sharing room and bath with one OCDRE MIND 8 oka 5 x00 sem cena $10.00 Meals—five days............cceeeee- 10.00 Mecten cc. as chk ns ka ease 5.00 Thus for a total of $75.97 an Omaha teacher may enjoy this convention-vaca- tion trip. Comparable auto travel and convention expense estimates, on the same basis as the expense account bud- geted above, follow for other cities: Los Angeles—$55.56; Denver—$64.30; At- lanta—$105.23; Chicago—$79.65; Philadelphia —$109.40; Dallas—$82.30; Memphis—$84.30. Those belonging to automobile clubs will be able to secure maps and travel literature from them. Others may secure free maps and travel information for the trip by writing the travel bureaus of motor fuel companies. In Oregon and the Pacific Northwest are many fine institutions offering sum- mer courses. The convention-summer- school combination is possible and worth investigation. Hotel facilities at Portland are outlined in the advertising pages of this JOURNAL. TRAILS STILL LEAD > IO OREGON Quebec 9 Basre map and routes traced Rae Dated fe ous , ere a SE. New York THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a4 line fear fore spel the wha pro sive nece ity will cle to | curl to | cles itse the abl ess an the pur “lee doi eas! clai cial for dor gro infl An our dis pov few ciel cau the the thi: lun the the ma tho que suk gar VO riculum was considered as a process of living, and certain superiorities were claimed for the learning process therein provided. There are, .however, those among us—a diminishing number, it appears—who refuse to accept the line of argument there presented. They fear, for example, that certain definitely foreseeable needs as reading, writing, spelling, arithmetic—to mention only the more elementary—may suffer from what looks to them like a haphazard process. And they are further apprehen- sive that certain old-fashioned but still necessary values as thoroness, continu- ity of learning, and logical organization will suffer. It is the purpose of this arti- cle to consider the values thus judged to be in jeopardy and to ask how the curriculum as a living process proposes to take care of them. It is in part review of preceding arti- cles to point out that the life process itself is far from haphazard; that on the contrary there is in it very consider- able inherent guidance. The very proc- ess of pursuing ends, in the degree that it is zealously done, brings inherently an education both in the knowledge of the thing pursued and in the effectual pursuit of similar things. The phrases, “learn by experience,” “learn to do by doing,” are but popular testimony to easily observed facts in support of these claims. But, further, the surrounding so- cial group adds its selective and rein- forcing influence. Whoever grows up in a group absorbs in greatest measure the dominant attitudes and customs of the group. And probably nowhere else is this influence stronger than in this country. Any parent knows how weighty with our young people is the approval and disapproval of their fellows. However, powerful as is this inherent guidance, few if any would claim that it is suffi- cient. In fact, schools exist precisely be- cause it does not suffice. The question then raised by the critic-opponents of the life-process curriculum is exactly at this point: whether this type of curricu- lum will in fact take adequate care of the necessary learning. In brief, to use their words, will all desirable subject- matter be taught? Will the necessary thoroness and organization be attained? The answers herein returned to these questions are that we expect to get more subjectmatter, better thoroness and or- ganization, and besides to build better fg THE PRECEDING ARTICLE the cur- VOLUME 25, NUMBER 3; MARCH 1936 Do We Need a New Curriculum? V Safeguarding Curriculum Results minds, richer and finer interests, finer personality adjustment, and better moral character. The question here, however, is primarily as to subject matter, thoro- ness, and organization. The curriculum procedure herein con- templated is a succession of pupil-pur- sued activities, chosen and directed—at least predominantly—by the class-and- teacher group. The whole is to go for- ward under the control of the teacher, who may if need arise either veto a pro- posal or direct positive action. But the teacher will look upon these interposi- tions rather as emergency measures. Selfdirection on the pupils’ part, that it may be ever more adequate, will be the teacher’s chief aim; and for this, of course, responsible practise in acting or thinking is necessary. As means to this selfdirection a secondary aim will be to build up in the class (and also coopera- tively in the school and as far as pos- sible still further in the community) an ever better internally directed group- life process, a true public spirit, which thru its ever stronger and more dis- criminating momentum will in turn re- act on the constituent members of the group, partly to stimulate them to in- creasing sensitivity of finer values, partly to hold them to ever higher stand- ards of thought and action. The question thus becomes whether this type of teacher-directed procedure will suffice. Let us ask first how a succession of such teacher-guided pupil-pursued activ- ities will serve to acquire and organize, among other desirable learnings, the subjectmatter in which our critic-oppo- nents are chiefly interested. Suppose, to simplify the discussion, we ask how the pupil-student acquires and organizes knowledge regarding what will later in his life be called government and politi- cal theory. When the child comes to school he has already begun at home to experience government and to learn already more or less adequately how to fit his life at this stage into the family regime. Law and order have for him already begun. Already certain nascent conceptions have been acquired of ‘personal rights, of simple selfrestraints, of ought and obligation with reference to others. Also some sense of authority and of obedience thereto have been bui:t up. All of these constitute beginnings along the line under consideration. Now every period of each day will bring its call to use some of this previ- ous learning in application sometimes to quite familiar situations, at other times to quite new situations. The for- mer will call not so much for new learn- ings as for consolidation and exercise of the old. The “practise” which is per- haps to make “‘perfect.”’ The novel situ- ations call for more active thinking, for the getting perhaps of new concepts, more often for the revising of old ones. This new must be “thought thru” and (in our kind of school) acted upon, thus consolidating new and old and joining this new compound of old and new thinking with habits of acting. In all of this the teacher is there to help the child do better than otherwise he would in sensing the situation, thinking it thru (on his level, of course), and acting upon it. In such matters the teacher pos- sesses, in far more adequate degree than do these young children, whatever the culture has to offer to the activity at hand. She must know the children and help them, at their several levels, to call to their aid anything from the cul- ture appropriate for them now to use. If she underdoes her guidance part, the pupils will fail to grow as best they might in acquiring the culture and ac- cordingly in enriching their lives. If the teacher overdoes her guidance (as did the older school), the pupils will fail to practise—and accordingly to grow—in selfdirection. The test of the teacher’s part is the totality of learning that re- sults to the children. And the results will on the whole be wholesome in the degree that the situation itself—and not the teacher—calls out and tests the learning. For then the learning is joined fruitfully for the pupils with the meaningful cues of the situation rather than with the teacher’s word. Note here the cumulative effect in whatever line may be under considera- tion, government or arithmetic or any- thing else. Each situation effectually met will utilize past experience and so will consolidate that past learning with the present learning in and for action. Each new element considered in the situation at hand calls for its positive addition to what the child knows or does, and this must be incorporated in with all the pertinent old (else learn- ing has not well taken place) so as to bring all together up to date for use (because learning is acceptance and in- 91 anced Sea corporation for use). It is this continual incorporation of new with old for use that makes continual effectual organiza- tion of all pertinent past experience and keeps it continually up to date. The conception of continual organiz- ing in the preceding paragraph requires emphasis. The older view seems to have been that subjectmatter had to be pre- sented to the child in an already organ- ized form else he would never get it organized in his own mind. This is almost totally erroneous and false. Each one in largest measure makes his own organization-for-use. The purpose and test of organization is to have the mate- rial so organized ready for use when the time comes. This means learning each item in many meaning connections so that when the meanings of a situation are sensed, these by their meaningful connections already previously built in one’s own past experience will call up for thought and action whatever of that past experience is pertinent to the mat- ter at hand. Organization then is ef- fected by thinking things together for use, particularly the kind of thinking that calls for abstracting and generaliz- ing for further use. We as teachers then can help our pupils and students form better thought-organizations by helping them to think better about the various matters at hand, think more numerous connections, make better generalizations, etc. Thinking for use—ever better think- ing for ever wider use—this is the key to organization. Orderly arrangement within such thinking is always a possi- bility, but the main means for effecting this is the thinking itself, much think- ing, many connections well thought, gen- eralization, orderly thinking for present understanding and later use. And with each new learning situation the think- ing done in connection with it will auto- matically—by the inherent fact of learn- ing—be organized together with the per- tinent thinkings brought over from the past and called to mind by the effort to deal with this situation. Thus it is that organization is a cumulative affair in- herent in intelligent learning based on the pursuit of ends. Two things thus appear as necessary if the pupils are to acquire and organize adequately: [1] they must in their suc- cession of learning-activity-experiences meet in the aggregate such a variety of situations as will take reasonable care of the varied significant aspects of life; and [2] they must think these thru so as to get from them their reasonable quotas of organized thought. Both of these depend largely on the teachers, 4? especially as these study and cooperate together with reference to their growing pupils during the successive years of school life. And for this the teachers must have both insight and skill. This needed insight calls for further com- ment. The successive activity-experiences which make up our curriculum are to be chosen by the class-teacher group, the teacher being the expert, but the class will learn better how to choose as they think and act responsibly. Each succeed- ing activity-experience must lead into new territory, else learning does not ad- vance. It must be challenging, else the work is badly done. It must be hard enough to call out the best in the pupils, but not so hard as to bring too many failures. Moreover the succession of ac- tivities must be sufficiently varied in type. Now the teacher’s part in helping to direct, first, the choice of the next activity and, second, the enterprise-expe- rience itself, can go forward intelligently only as the teacher. has organized—co- operatively with the other teachers, for the year-by-year work must be coopera- tive—a sufficient aggregate of life-and- education values by means of which to guide each step and stage of the de- veloping process. It is in terms of rela- tive potential values that the teacher will help steer the process of choosing the next enterprise-experience. It is in terms of values potentially to be got that the teacher will help the pupils think thru each phase of the developing ac- tivity-experience. The teacher will also know sources of information and help, such as books, articles, museums to be visited, etc. Still further the teacher will know special dangers to be avoided, spe- cial weaknesses likely to develop; and also whatever of tests and measures may wisely be used in diagnosis or otherwise. If we speak of values, we stress the need of an adequate philosophy which one is forever building and improving. This must be built, as far as possible, cooperatively; for only on this basis * + : 2 ee ee ‘ #8 * ee... x ng , bas Pes “tah ea et ee ig SRNR, ky fr rs Sy * sas PO PR it Te, ” oN Sigs can the school work successfully as a unity. Values, knowledge of source mate- rials, teaching and testing helps—all of these go together to make up a teacher’s equipment. It is on them as they have been adequately built and are skilfully used that we must rely to help our pupils and students go forward ade- quately... How well this type of procedure works in comparison with the older is well brought out for arithmetic in the series of articles that Superintendent Benezet of Manchester, New Hampshire, has been running simultaneously with these in this same JoURNAL. Pupils who have not been taught at all in arithmetic, so far as old-fashioned assignments go, come up to the sixth grade better pre- pared than those who have had the ordi- nary textbook treatment. It is an excel- lent illustration of the comparative fail- ure of the old and success of the new. Probably most school people count arithmetic the most difficult of the “school subjects.” If this can thus be taught without assignments up to begin- ning sixth-grade standards, there seems no reason to fear for the rest, except perhaps for beginning reading where more definite procedures seem helpful. And experience of innumerable schools increasingly bears out these contentions. The proponents of this newer type of curriculum are not then indifferent to subjectmatter; they need it and ex- pect to use it, more of it in fact than our critics, but they get it, as has been many times herein said, in a different way. In order for the life process to grow in the desired richness and fine- ness, it must and will make use of the cultural stores embodied in persons, in institutions, in books and other cultural works. The life process, in the degree that it is well directed from within, will call for the intelligent and sympathetic mastery and application by the pupils themselves of what is got from these cultural stores. When things are thus sought and used because a life situation inherently calls for them, they are bet- ter learned both because they are per- sonally desired and because they are more intelligently thought thru and used. These are ideal conditions for study and learning. In the next article we wish to consider specialization along particular lines, but this will be taken up in connection with a proposal for remaking the secondary school. — William H. Kilpatrick, Teachers College, Columbia University, New York City. [All rights reserved by the author. ] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ee AE a The Horace Mann Centennial The Life and Times of Horace Mann tant in American educational annals. First, an act was passed in the Massachusetts legislature creating a state board of education. Second, Hor- ace Mann was elected secretary and be- gan a twelve-year service which laid the foundations of the free public- school system in America. The centennial of these events in 1937 will be marked by a nationwide observ- ance sponsored by the National Educa- tion Association. The plan was begun at the Atlanta convention in 1929 when the following resolution was adopted: [ 1837 occurred two events impor- Resolved that the National Education Asso- ciation approves the plan to hold a centennial Horace Mann celebration in 1937; that it calls the attention of all state and national educa- tional and welfare associations to the impor- tance and value of such a celebration . . . and recommends that state and national associa- tions look ahead to build their programs in 1937 around the theme “The Educational Achievements of a Century.” The 1930 resolutions reaffirmed the plan and also recommended that ‘in the naming of schools consideration be given the pioneer advocate of the com- mon schools—Horace Mann.” The Association has appointed a spe- cial Committee on the Horace Mann Centennial to serve as a clearinghouse for information and plans. Payson Smith, Brookline, Massachusetts, is chairman, and Joy Elmer Morgan, edi- tor of THE JouRNAL, is secretary. Other members are: Eugene J. Coltrane, Arvie Eldred, Elizabeth Hall, George W. Kirn, Arthur E. Morgan, James N. Rule, Charles H. Skidmore, and E. I. F. Wil- liams. All state superintendents of edu- cation are also members. The many-sided career of Horace Mann makes him an appealing figure to all groups in American life. As legisla- tor, author of social reform, as secre- tary, and as college president, Mann pioneered in a dozen fields which lay and educational groups can emphasize. The various states, especially Massachu- setts and Ohio, will give special atten- tion to Mann’s great service. American Education Week 1937 will stress his contribution to free schools. Several groups including the Horace Mann League of the United States and the Educational Press Association have committees at work. Kappa Delta Pi, honor society in education, has an- nounced a Mann Centennial Award for VOLUME 25, NUMBER 3; MARCH 1936 the best study on the history of Ameri- can education. To help schools and libraries in build- Horace Mann ing up their Mann collections, THE JourNAL has selected a few references most likely to be available in the aver- age library. The items are numbered consecutively with cross-references from one to the other. Those starred were in print when the list was prepared. Re- search students will wish to consult B. Pickman Mann’s list of more than 700 titles published in 1896. (“Bibliography of Horace Mann,” Report of the U. S. Commissioner of Education for 1895-96, Vol. I, p897-927.) The Centennial offers a unique oppor- tunity to students, writers, and pub- lishers. Much of the material about Hor- ace Mann, including his own writings, is now outofprint. The following gives a study outline of his life: 1796—Born May 4, at Franklin, Mass. 1819—Graduated with first honors from Brown University, Providence, R. I. 1821—Entered Litchfield, Conn., law school 1823—Admitted to the Massachusetts bar; opened law office in. Dedham 1827-36—Served in the Massachusetts House of Representatives and the Senate 1836—Elected president of the Massachusetts Senate from which he resigned in 1837—To become secretary of the Massachu- setts state board of education 1839—Founded the first normal school in America at Lexington, Mass. 1843—Visited the schools of Europe 1844—Controversy with the Boston school- masters over the Seventh Annual Report 1848—Succeeded John Quincy Adams in the United States House of Representatives 1852—Appointed president of Antioch College Yellow Springs, Ohio 1859—Died August 2, at Antioch College BASIC SOURCES [1] Comittee on Horace Mann Cen- tennial, National Education Association, 1201-16th St. N. W., Washington, D. C.: Source material copied from originals, including letters and news- paper clippings; also photos and cuts, and plays [44]. [2] Library collections of which the following are the most complete: Bos- ton Public Library and the State Li- brary, State House, Boston; Widener Library of Harvard University, Cam- bridge; New York Public Library, and Columbia University Library, New York City; Horace Mann Library, An- tioch College, Yellow Springs, Ohio; Library of Congress and U. S. Office of Education Library, Washington, D. C. [3] The Mann Papers—Several thou- sand letters written to Mann or by him, in the possession of the Massachusetts Historical Society, Boston. Includes the manuscript of his journal or diary. The American Antiquarian Society, Worces- ter, Mass., also has photographs and papers. [4] Encyclopaedias, such as the fol- lowing now in print, give brief accounts of Mann’s life: Cyclopedia of Educa- tion, Paul Monroe, ed. Macmillan, 1918; Dictionary of American Biography, Scribner’s, 1933; Encyclopaedia of the Social Sciences, Macmillan, 1933; and Encyclopaedia Britannica, 1929. [5] Reports and Proceedings—Valu- able background material will be found in: Annual Reports of the U. S. Com- missioner of Education, especially for 1895-96 and 1896-97; Proceedings of the National Education Association, especially for 1858, 1859, 1870, 1894, 1896, 1906, and 1908; and Barnard’s American Journal of Education (1855- 1882). BIOGRAPHIES [6] *Baldwin, James. American Book of Golden Deeds. N. Y. American Book Co., 1907. 72¢. “Horace Mann, School Children’s Friend,” p157-66. Suitable for grades 4-6. [7] *Brooks, E. S. Historic Ameri cans. N. Y. Crowell, 1899. $2. Sketches of great Americans including Hor- ace Mann; suitable for highschools. |8] Compayré, Gabriel. Horace Mann and the Public School in the United States. N. Y. Crowell, 1907. 134p. [9] Clifton, J. L. Ten Famous Amer- ican Educators. Columbus, Ohio, R. G. Adams, 1933. $1.20. Horace Mann, p7- Zi. [10] Hinsdale, B. A. Horace Mann and the Common School Revival in the United States. N. Y. Scribner’s, rev. 1900. 326p. A readable account of Horace Mann’s life and influence; includes good bibliography. {11] Hubbell, George Allen. Horace Mann, Educator, Patriot and Reformer. Phila. Wm. F. Fell Co., 1910. 285p. “It has been my good fortune to wander thru the haunts of his early life . . . in Frank- lin, Providence, Dedham, Boston, West New- ton, and Yellow Springs.” [12] Mann, Mary Peabody. Life of Horace Mann. Boston, Waiker, Fuller, and Co., 1865. 602p. See also [46] “Mrs. Mann’s Life of her husband is a work that should be found on the shelves of every teacher who prizes his calling or reveres the memory of a pioneer of education.” [13] *Morgan, Joy Elmer. “Pioneers in Public Education.” Chap. 10, Our Public Schools. Washington, D. C. Na- tional Congress of Parents and Teach- ers, 1934. 208p. 25¢ [14] *Morris, Charles. Heroes of Progress in America. N. Y. Lippincott, 1919. $2. Horace Mann, p214-18. Suitable for upper elementary and junior highschools. [15] *Williams, E. I. F. “Horace Mann, Champion of the Public Schools.” Kadelpian Review 14: 208-26, March 1935. Reprints from the author, Heidel- herg College, Tiffin, Ohio. 15¢ From a biography of Horace Mann which is being prepared by the author for early publi- cation. See also [42]. 94 The frame house just outside Frank- lin, Mass., where Horace Mann was born and reared sepa i ~ Courtesy E. I. F. Williams [16] *Winship, A. E. Great Ameri- can Educators. N. Y. American Book Co., 1900. 252p. 64¢ Readable account of nine educators includ- ing Mann; suitable for elementary and high- schools. “e The first public normal school in America, founded by Mann at Lex- ington EDUCATION IN MANN’S DAY There are in American schools today more youth than the total population of the United States in Horace Mann’s day. A century ago the importance of education was not so widely appre- ciated. Schools were poor, teachers were untrained, many people thought of free schools as institutions maintained for paupers. The one man who did more than any other to bring about a change in pub- lic attitude was Horace Mann. For his part in laying the foundation for uni- versal education, he has been called “father of the American public schools.” [17] *Beard, Charles A. and Carr, William G. Schools in the Story of Cul- ture. Washington, D. C. National Edu- cation Association, 1934. 32p. 25¢ Useful in junior and senior highschools and study groups. Horace Mann, Article 5. [18] *Caldwell, Otis W. and Courtis, Stuart A. Then and Now in Education. N. Y. World Book Co., 1925. 400p. $2.20. Compares conditions in Mann’s day with those of 1925; excerpts from his writings. [19] *Cubberley, Ellwood P. Public Education in the United States. N. Y. Houghton Mifflin, 1934. 728p. $3. [20] *Culver, Raymond B. Horace Mann and Religion in the Massachu- setts Public Schools. New Haven, Yale University Press, 1929. 301p. $3. [21] *Curti, Merle. The Social Ideas of American Educators. N. Y. Scribner’s, 1935. $3. “Education and Social Reform: Horace Mann,” p101-38. Excellent summary of Mann’s ideas; footnotes give clues to original sources. [22] Hubbell, George Allen. Horace Mann in Ohio; A Study of the Applica- Courtesy E. I. F. Williams tion of Public School Ideals to College Administration. Columbia Univ. Con- tributions Vol. 7, No. 4. N. Y. Macmil- lan. 1900. [23] *Johnson, Clifton. Old-Time Schools and School-Books. N. Y. Peter Smith. Reprinted 1935. $3. One of the best sources of pictures and in- formation about early schools. [24] *Messenger, Franklin J. An Jn- terpretative History of Education. N. Y. Crowell, 1931. $2. Chap. 28 is a readable account of “Horace Mann and His Times.” [25] *National Education Associa- tion, Dept. of Superintendence. Eleventh Yearbook: Educational Leadership. Washington, D. C. The Association, 1933. $2. Portraits and sketches of leaders in educa- tion including Horace Mann. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION HORACE MANN AND HIS TIMES Two factors influenced the progress of education in America in the 1840's: [a] the opening of the West, and [b] the industrial revolution. New ideals of human freedom and justice were begin- ning to take root. A temperance crusade was in progress; the abolition of slavery was gaining headway. Emerson wrote: “We are all a little wild here. . . . Not a reading man but has a draft of a new community in his waistcoat pocket.” In literature this was the American golden age. In this period lived Long- fellow; Lowell; Emerson; Whittier; Thoreau; Bryant; Irving; Poe; Holmes; Cooper; the Alcotts, and Nathaniel Hawthorne, who was Horace Mann’s brother-in-law. [26] *Adams, James Truslow The Epic of America. N. Y., 1931. $2. An inspiring account of the evolution of the American nation. [27] *Beard, Charles A. and Mary R. The Rise of American Civilization. N.Y. Macmillan, 1927. $3.50. Stresses social trends in American life, rather than military or political events. [28] *Fisher, S. H. The Litchfield Law School, 1775-1833. Tercentenary Commission of Connecticut, New Haven, Yale Univ. Press, 1933. 25¢ Mann entered this school in 1821. It was the first law school in America. Many of the famous statesmen of our early history, includ- ing John C. Calhoun, studied here. [29] *Hayes, Cecil B. The American Lyceum. U.S. Office of Education Bulle- tin 12, 1932. Washington, D. C. Supt. of Documents. 15¢ “Will furnish a valuable background for the Horace Mann Centennial in 1937.”—U. S. Commissioner of Education in the Foreword. VOLUME 25, NUMBER 3; MARCH 1936 Mann’s statue on State House Grounds, Boston; statue of Daniel Webster in right back ground [30] *Our American Heritage of Leadership.” JouRNAL of the National Education Association 24: 249-56, Dec. 1935. 10¢ Photographs and sketches of Americans in the Hall of Fame, New York University, to which Mann was elected in 1900. Antioch College and Campus in 1854 when Horace Mann became its first president Courtesy Antioch College [31] *Rugg, Harold. A History of American Government and Culture. Rugg Social Science Courses. N. Y. Ginn, 1931. $1.96. Vol. IV, Chap. 24, “Popular Education and the March of Democracy.” [32] *Weigle, Luther A. American Idealism. Vol. X of The Pageant of America. New Haven, Yale Univ. Press, 1928. A pictorial history of American education and religion. Includes photograph of Mann. MAGAZINE ARTICLES Only a few articles can be cited here. By consulting the Readers’ Guide and Education Index, the student will get a complete list. In THE JourNAL of the National Education Association (chronological) : [See also (17)]. [33] “Horace Mann,” 12: 170-71, May 1923 [34] “Horace Mann and Our Association.” by Joy Elmer Morgan, 14: 1-2, Jan. 1925 [35] “Horace Mann at Association Head- quarters.” 18: 25, Jan. 1929 {36] “Horace Mann as Curriculum Con- tent” by R. L. Finney. 19: 115-6, Apr. 1930 [37] “Horace Mann Then and Now” by A. J. Stoddard. 19: 263-6, Nov. 1930 [38] “Horace Mann and Beverage Alcohol,” classroom poster. 20: 178, May 1931 In other periodicals (alphabetical) : [39] Aurner, C. R. “Iowa a Debtor to Horace Mann.” Journal of Education 78: 315-16, Oct. 2, .1913 [40] Bellamy, Francis Rufus. “Thanks to Horace Mann.” The Reader’s Digest, July 1935, pl01-3 [41] Burnham, Wm. H. “Horace Mann.” School and Society 14: 109-15, Sept. 3, 1921 [42] Williams, E. I. F. “Horace Mann and the Normal Schools.” Education, Dec. 1935. Also [15] PORTRAITS AND MEMORIALS Readers are invited to write THE JouRNAL as memorials are dedicated to Horace Mann or new schools named for him in the various communities. For a partial list of schools named for Mann, see THE JOURNAL for May 1935, pA-74. The following is an incomplete list of memorials to Mann: Monument erected in 1930 on site of Mann’s birthplace, Franklin, Mass. [15] Monument on site of first burial place, An- tioch College Campus, Ohio. [15] Monument in North Burial Ground, Provi- dence, R. I. where Mann is now buried. [15] Monument on State House Grounds, Boston, Mass. Statue is by Emma Stebbins from a pencil drawing by Mrs. Nathaniel Haw- thorne. Funds contributed by school chil- dren thruout the nation. [15] Bronzed statue at headquarters building of the National Education: Association, Washing- ton, D. C., dedicated Dec. 3, 1928. Full-sized replica of the Boston monument. [35] In 1907 a bust of Mann was unveiled at the Hall of Fame, New York University. [30] It was the gift of Dr. Henry M. Mac- Cracken and the sculptor is unknown. On May 8, 1930, a bronze bust by Adolph A. Weinman was unveiled at the Hall of Fame, 95 the gift of the Horace Mann League of the United States and the Horace Mann School of Columbia University. [30] An 8-inch bust made by Caproni Galleries, Boston, Mass., after the statue by Stebbins and a marble bust owned by the family, is distributed by the World Federation of Education Associations, 1201-16th St. N. W., Washington, D. C., as part of the $5 Horace Mann Membership. Portraits of Mann have appeared in [HE JourNAL for May 1923, p170, Jan. 1925, pl, April 1929, p118 (classroom poster). The following references men- tioned in this article contain portraits of Mann: [1], [13], [15], [17], [19], [25], [30], [32]. DRAMAS AND PLAYS [43] *Faith in Education. Radio pro- gram on Horace Mann presented by the Du Pont Co., Wilmington, Delaware, 1935. [44] *Dramatic Episodes in the Life of Horace Mann by Mildred Sandison and Eleanor Craven. Washington, D. C. National Education Association. Avail- able October 1936. WRITINGS OF HORACE MANN Horace Mann’s salary as state secre- tary was only $1500. He had no allow- ance for clerical help and was obliged to do all his writing in longhand. Neither fountain pens nor typewriters had been invented. Yet he wrote liter- ally thousands of letters in behalf of the schools. His Annual Reports were read thruout the world and have fresh interest for today’s readers. He pre- pared or helped prepare several text- books. He deserves fame also as editor of the Common School Journal which, along with his lectures before lay and educational groups, served to stamp upon American schools the principles to which he devoted his life. [45] The Reports Mann issued twelve reports during his secretaryship, the most famous of which were the fifth, portraying the ad- vantages of an education, and the seventh, recording his observations of European schools which led to the fa- mous controversy with the thirty-one Boston schoolmasters. The Reports were published from 1838 to 1850 by Massachusetts. They are now outofprint, and it is hoped they will be reprinted for use during the Cen- tennial. [46] “The Life and Works” In 1891 Mrs. Mary Mann and George C. Mann published the reports in a 5- 946 Statue of Horace Mann at the head- quarters of the National Education Association, Washington, D. C. volume edition—The Life and Works of Horace Mann—which also included lec- tures, excerpts from the Common School Journal, and The Life {12}. (Boston, Lee and Shepard.) This edition forms the nucleus for a study of Mann’s great service. It is available in many libraries, but it should be reprinted and widely distributed. The National Education Association has one set of the 5-volume collection which is arranged as follows: Vol. I, Life of Horace Mann by Mary Mann Vol. If, Reports 1837-1838; Lectures on Edu- cation; excerpts from the Common School Journal Vol. III, Reports 1839 to 1844 Vol. IV, Reports 1845-1848; the Fourth of July Oration at Boston, 1842 Vol. V, Educational Writings; A Review of Horace Mann’s Work by Felix Pécaut [47] The Common School Journal Horace Mann founded the Journal in 1838 and was its editor until December 1848. It was a semimonthly of 16 pages. The first issue in November 1838 an- nounced the purpose: “The great object of this work will be the improvement of Common Schools and the means of Popular Education. It is also in- tended to make it a depository of the Laws of the Commonwealth in relation to Schools, and of the Reports, Proceedings, etc., of the Massachusetts Board of Education.” [48] The Lectures The lyceum or public lecture was a popular diversion of the people in Mann’s day who had few books to read and little leisure to absorb them. [29] Mann made the most of this agency of adult education, and asked others to help him. “He laid under tribute bril- THE JOURNAL OF THE liant clergymen, distinguished lawyers, prominent men of letters, and wellknown college professors as speakers at the hundreds of public meetings held thru- out the commonwealth. Thru these pub- lic meetings he literally stirred the thoughts and feelings of the entire state.” Mann’s lectures have been widely published in educational journals and as separate pamphlets. [5] [46] The best known include: The Boston Fourth of July Oration, 1842 Lectures on Education, 1845 A Few Thoughts for a Young Man, 1849 A Few Thoughts on the Powers and Duties of Women, 1853 Inaugural Address at Antioch College, 1853 Demands of the Age on Colleges, 1854 Baccalaureate at Antioch College, 1857 The Teacher’s Motives, 1858 [49] Textbooks Horace Mann advocated the teaching of such practical studies as arithmetic, drawing, surveying, nature studies, and physiology. He maintained that the school which failed to prepare its pupils for the work of field, shop, and desk fell short of its true goal. With Pliny E. Chase, Horace Mann prepared a series of textbooks on arith- metic. published in 1850-51. Mann also wrote a text on the Study of Physiology in the Schools, and a Lecture on the Best Mode of Preparing and Using Spelling Books. [50] Letters and Journal Mann’s correspondence was more voluminous than all his other writings and sometimes amounted to more than thirty letters a day. Shortly before he became secretary, Mann began to keep a personal journal or diary. The letters and journal are part of the “Mann Papers.”’ [3] They are a rich source of information about his health, methods of work, friends, travels, and ideas. They are quoted extensively in Mrs. Mann’s biography [12]. On June 30, 1837, Mann wrote in his journal: “This morning I communicated my acceptance of the Secretaryship .: . Henceforth so long as I hold this office, I devote myself to the supremest welfare of mankind on earth. . . . I have faith in the improv- ability of the race.” It was that faith which laid the foundation of the free public-school movement in America.— Eleanor Craven. [ Editorial note—The reader will wish to keep this article as a refer- ence that will be valuable during the Horace Mann Centennial. | NATIONAL EDUCATION ASSOCIATION An Evening with the Magazines HE LOYALTY OATH FOR TEACH- ! ERS—‘What crime have _ the teachers committed,” asks Carl Joachim Friedrich in the January Har- per’s, that they “are being singled out for suspicion and calumny?” He inter- prets the recent laws requiring teachers to swear an oath to the Constitution as a deliberate insult to the profession. “The suggestion that every citizen be required to swear such an oath was brushed aside in several legislatures.” “The oath has always cropped up as a political device when the political order was crumbling,” says Mr. Friedrich, re- ferring to British history. And in our own day it is in Fascist Italy and Nazi Ger- many that dictators are demanding oaths of allegiance from teachers and pro- fessors. Mr. Friedrich points out that such maneuvers come naturally to a dic- tatorial government, but they are con- trary not only to the words but the spirit of the American Constitution. “Tt was no accident that the Consti- tution expressly granted freedom of speech to every citizen. Can it be reason- able to guarantee such freedom to any uninformed, illiterate demagog, and to deny it to educated men and women who have something to say, whose very pro- fession is to talk, to teach, to instruct?” The forces which are actually getting the bills passed seem to be “‘the Hearst press and the patrioteering societies,” ac- cording to Mr. Friedrich. What they are really aiming at, he believes, is “to find grounds on which to accuse educa- tional institutions of being ‘red’.” A sec- ond objective is “to intimidate forward- looking teachers in the public schools.” The real issues of the situation are three, says Mr. Friedrich: “We are con- fronted by an attack upon the Constitu- tion, by an attempt to create a funda- mental rupture in the American people, and by a gross interference with the true purposes of education. For this intimida- tion of school teachers is built upon the fascist doctrine that education is essen- tially propaganda, a doctrine which is alien to the United States. While we may readily admit that much education has a certain element in common with propa- ganda in that it molds the attitudes and beliefs of those who are being educated, true education is primarily interested in developing the person who is being edu- cated, to make him a more cultured, more well-rounded man or woman. Propa- ganda, on the other hand, looks upon the VOLUME 25, NUMBER 3; MARCH 1936 men and women of the nation as...a mass of voters, just as advertising looks upon them as a mass of buyers.” Straws from Alberta—‘It takes a steady head and a good education to re- sist the blandishments of the modern socio-economic politician,” says William F. Russell in the January Atlantic Monthly. He comments on a recent elec- tion in Alberta, which brought into office a political party pledged to pay $25 a month to every citizen, the amount to be expended within the province. “What happened in Alberta may hap- pen in the United States” according to Mr. Russell, unless the American educa- tional system, which reaches all ages, can give our citizens a basis upon which to decide questions of political economics. These are some of his recommendations: “We need immediate, widespread, and thoro appraisal of the problems which are likely to become critical. We need an analysis of the knowledge necessary to provide a basis for the development of a reasoned opinion concerning these prob- lems. We need to determine what should be taught early and what late; for if the American voter is to avoid the example of his Alberta brethren, much of the politi- cal economics of the future must be taught in the elementary and secondary school. We need attention to the problem of how to present these materials, how much by lectures, by books, by charts, by the radio, by the talking picture.” A further and most important step as proposed by Mr. Russell, will be the ef- fort to win the approval of the general public. It will be necessary to change the traditional attitude which has excluded from the schools the consideration of questions which reflect a division of opin- ion. “We need a national campaign to convince the people, including patriotic societies, the American Legion, and the press. Only with their support can the schools go forward.” Mr. Russell holds that American chil- Courtesy, The National Parent Teacher Magazine dren should be taught about laissez faire, capitalism, democracy, dictatorship, Fascism, autocracy, Communism—what each means, how each works, what sort of life people lead in these various socie- ties. “The surest way to make America Communistic is to adopt the hush-hush policy that Russia once had. Keep ideas from the light of day; confine discussion to the dark corner of the cellar; have whispering in the back alleys, and a mushroom movement will spread. .. . American voters . . . have elected candi- dates whose platforms closely approached those of Communism, altho they did not know it. If the American people gen- erally agree that they wish to preserve their old plan of life, social organization, and government, then it is all-important that they recognize Communism when they see it, and be wary of its plans and promises and early allurements.” Living with Children—An experi- enced nursery-school teacher, Katherine Herring, gives in the January Good Housekeeping some of the “recipes” which help to make it pleasant to live with little children. Here are several of the ingredients: “When I go toward a child, I go slowly and smile. . . . I move slowly with chil- dren, especially when I touch them... . Touch says a great deal to children, but I use it sparingly. ... Most small children find security and comfort from a gentle hand. ... “When I speak to a small child, I speak slowly and in a low voice. I use a simple sentence and words that he can under- stand. I use the shortest, most vivid words I can find. . . . He is only just learning what words mean... . “T always try to find out why a child is doing a thing before I try to cure him of it. The cure ought to suit the why. ... “In general it is wise to be firm with the nervous child. . . . He cannot bear the strain of too much choice. Give him the security of a fixed routine... . “T believe in using charm for children. Smile at them when you ask them to do anything. Give them all the warmth and gaiety you can.... “My recipes will not work unless you modify them with your own judgment and sense until they are your own. They will not work unless you are a firm per- son, whom your children can trust.” —Hazel Davis, Educational search Service, NEA. Re- ee OS ie ate ee. ¥ . 2 | s ‘ 98 Membership in Education Associations Membership in National Education Association States and Number of Percent of Relative Life Membership other units teachers Jan. 1, Jan. 1, teachers rank i a 1935 1936 members Jan. 1, 1936 1936 Jan. 1, Jan. 1, 1935 1936 l 2 3 4 5 6 7 8 Tota 908 , 488 187,645 190,944 21 5,093 5,172 \labama 16,964 1,249 1,404 x 43 71 69 Alaska 275 167 216 79 3 7 & Arizona 3,500! 1,928 2,000 7 6 46 52 Arkansas 12,153 392 306 3 53 67 | 64 California 40,428 19,467 18,952 47 9 449 | 477 Canal Zone 198 13 12 6 49 a | 3 Colorado 9,195 3,750 5,303 58 5 59 | 72 Connecticut 10,777! 1,753 1,530 14 34 a 56 Delaware 1,628 961 | 903 55 7 20 | 19 District of Columbia 2,946! 2,178 2,009 68 4 76 90 Florida ; 11,237! 1,470 1,383 12 36 61 63 Foreign ; 142 157 aaa | 9 12 Georgia 20 , 303! 1,215 1,273 6 47 | 73 70 Hawaii 2,630! 2,396 2,180 &3 2 | 133 125 Idaho.. ; 4,502! 631 729 16 28 | 29 29 Mlinois 46 , 361! 11,321 11,633 25 20 256 248 Indiana 21,983 5,476 6,322 29 | 17 132 142 lowa 25,108! 3,055 3,436 14 35 95 100 Kansas 19,234! 3,084 3,566 19 | 24 68 73 Kentucky 17 , 833 1,303 | 1,303 7 | 44 52 53 Louisiana si 12,899 963 | 892 7 45 | 36 37 Maine 6,119 1,548 1,470 24 21 40 40 Maryland 8,536 1,575 32a 14 33 | 47 46 Massachusetts 26,250! 4,947 5,024 19 23 | 114 112 Michigan 33,027 7,141 7,080 21 me | 109 116 Minnesota 21,679! 3,834 3,557 16 27 | 79 77 Mississippi 14,912 875 | 929 6 } 48 26 25 Missouri 24,759! 6,058 6,381 26 19 120 128 Montana 5,648 656 | 616 11 38 31 32 Nebraska... 14,253! 2,257 | 2,479 17 25 104 | 105 | Nevada 867! 571 762 88 1 5 | 7 New Hampshire 2,949 530 | 477 16 29 18 | 18 New Jersey 27,300! | 8,374 | 8,162 30 15 193 | 186 New Mexico 4,300: | 577 | 671 16 30 34 38 New York : 78,512 | 12,689 | 11,952 15 31 333 327 North Carolina.... 23,455 | 595 | 660 3 §2 65 69 North Dakota 8,145! 743 | 712 9 42 56 55 Ohio. . 41,582 17,360 | 17,185 41 10 474 474 Oklahoma 18,856 | 2,036 1,858 10 40 66 61 Oregon 7,503) | 1,949 2,708 36 12 60 | 61 | | Pennsyivania 62,221! | 25,237 | 23,620 38 11 409 | 425 Philippine Islands 26,850 105 | 105 2 55 38 28 Puerto Rico 5,000 | 63 | 47 1 | 54 26 24 Rhode Island 4,400! 280 291 7 46 12 15 South Carolina 13,072 603 671 5 S51 24 24 South Dakota. .. 9,024 866 | 933 10 39 44 40 Tennessee. . 18,720 | 2,309 | 2,064 11 37 75 67 Texas. 44,523 3,112 4,084 9 41 275 280 Utah 4,980! | 2,422 2,581 $2 8 28 29 Vermont.... 2,944 | 597 759 26 18 16 | 17 Virgin Islands... 119 | x 7 6 50 7 | 7 Virginia 16,974 2,809 2,848 17 26 85 | 98 Washington 11,154! 3,080 3,791 34 13 52 51 West Virginia 15,476 1,844 2,261 15 32 71 | 73 Wisconsin 21,513 6,333 6,675 31 14 126 124 WOOGIE, . 8) ened ess 2,712 | 748 | 788 29 16 32 | 31 HIS table shows the facts regarding pro- fessional organizations and indicates the relative standing of each of the states with respect to membership in both national and state associations. ‘The total membership in the National Education Association was 187- 645 on January 1, 1935, and 190,944 on Janu- ary 1, 1936. This latter figure is 21 percent of the 908,488 teachers in the United States and territories. The life membership in the Na- tional Education Association was 5,093 on January 1, 1935, and 5,172 on January 1, 1936. The figures for state associations for Janu- ary 1, 1935 show a membership in these asso- ciations of 689,721. This figure for January 1, 1936 is 723,601 which is 83 percent of the 876,321 teachers in the forty-eight states, Alaska, District of Columbia, and Hawaii. In the United States in 1934, 20 percent of the teachers of the country were enroled in the National Education Association, in 1935, 21 percent were enroled; the corresponding percent for 1936, given at the head of column 5, is 21. The percent of teachers enroled in state associations in 1934 was 73; in 1935, 79, and in 1936, 83, the percent given at the head of column 11. The preceding percents are based upon the number of teachers in each state in 1933-34, as reported by the U. S. De- partment of Interior, Office of Education. The figures of Column 2 include teachers, principals, supervisors, and administrative officers in public elementary and secondary schools. The figures for state associations are based on signed reports from officers of those associations. e The letter ‘‘e’’ indicates that the figure is an estimate. 1 Figure furnished by officials of state asso- ciations. 2 Less than one percent. 3 Total for reported and estimated member- ships. 4 Membership in colored state teachers asso- Membership in State Associations Percent of Relative Jan. 1, Jan. 1, teachers | rank 1935 1936 members a, 3, 1936 1936 9 10 11 12 689,7213 723,6013 | 837 | 14,6714 15,9904 94 14 aes 162¢ | 59 47 3,153 3,222 92 | 20 4,137 5.2154 | 43 51 33, 500° 34,245 | 85 28 "7,823 8,149 89 25 10,631 10,610 | 98 8 1,9195 1,628 | 109 5 1,850! 2,0784 71 41 8, 0754 8,736 | 78 37 "14,000-° | 44°s00e8) 7a go Meacak kes 2, 498¢ 95 13 3,930 4,200 93 16 39,682 42,930 | 93 19 16,569 15,483 | 70 42 17,300 18,795 | 75 39 16,282 16,246 | 84 30 15,4835 18,4585 1048 1 13 ,000¢° 12,000¢5 | 93 | 17 6,453 6, 286 1038) | 2 4,6525 4,1944 49 49 21, 000¢ 21,000¢ | 80 35 27 ,800¢ 29,148 | 88 | 26 | 14,291 | 14,814 | 68 | 44 12,1595 12,0245 | 81 34 21,5034 | 23,1465 93 15 4,640 4,773 85 29 11,280 | 11,608 81 32 467 700° | 81 33 2,807 | 2,690 91 22 27,000° | 27,300 100 , | 5 3,456 | 3,742 87 27 45,070 | 46,1398 | 598 | 468 16,330 | 17,6164 | 75 38 3,084 | 3,890 | 48 50 | 37,430 37,932 | 91 | 21 | 17,1464 | 17,9484 | 95 12 | 4,883 | 5,009 67 45 | j | | | 62,494 63,337 | 1028 | 3 hn: ca” hee saaceee|aerees sr 9, 4565 12,4745 95 11 7,049 7,562 84 31 13,2235 14,8045 79 36 21,5145 | 24,6615 | 55 48 4,802 4,887 98 9 2,562 | 2,625 | 89 23 "16,2075 | 16,8985 | 100° | 7 9,445 | 9,925 89 24 14,0745 15,0625 97 10 19,292 19,955 93 18 1,887 1,907 70 43 | Ciationisanestimate. Figure includes enrol- ment in both white and colored associations (separate organizations). 5 Includes enrolment in both white and colored associations (separate organizations). 6 The rank of the New York State Associa- tion is lowered by the fact that New York City teachers at present work wholly thru local organizations. There are approximately 45,000 teachers in this state outside of New York City. When this figure rather than the one given in column 2 is used in calculating the percent of teachers who are members 103 percent is obtained. This would change the rank in column 12 to three. 7Calculated using number of teachers in the forty-eight states, Alaska, District of Columbia, and Hawaii. 8 The percents in excess of 100 percent are accounted for by the fact that members are enroled among laymen and teachers in private schools and institutions of higher learning. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | | | | Notes Tin ISSUE Of THE JOURNAL is going into the mails duving the conven- tion of the Department of Superin- tendence in St. Louis. The report of that convention will appear in THE JOURNAL for April. The Educational Policies Com- mission (see THE JOURNAL for Decem- ber 1935) held its first meeting in Chi- cago on January 17, 18, and 19. The Commission elected A. J. Stoddard, superintendent of schools, Providence, R. I., as chairman, and proceeded with its work of defining the major issues confronting American education. It en- tered upon a 5-year program for securing the united action of the profession and interested citizens in improving Amer- ican education. The Commission made a decision of great significance when it decided to develop its program by demo- cratic processes, using the advice and assistance of a large number of consult- ants occupying positions of leadership thruout the country——wWilliam_ G. Carr, secretary, Educational Policies Commission. Federal aid legislation—The fair- ness as well as the absolute necessity of federal participation in financial support of the schools, without federal control, is gaining wide favor. In keeping with the resolutions passed at Denver last sum- mer, legislation has been drawn and will soon be introduced into Congress pro- viding for an annual appropriation of $500,000,000—$225,000,000 to be dis- tributed to state departments of educa- tion on the basis of $5 for each child between the ages of five and twenty years; $75,000,000 for an equalization fund to be distributed to the states on the basis of relative need; and $200,000,000 for school buildings. Success in securing favorable action by Congress depends upon the support of the united teaching profession. The best evi- dence of a united profession is member- ship in the national organization sponsor- ing this legislation. To be successful, this program requires both -the moral and financial support of all teachers. No other single activity means more to the nation’s children and teachers than the passage of this legislation now. It merits the sup- port of every member of the profession. There is no better way to command the attention of Congress than thru a united membership.—Willard E. Givens, execu- tive secretary, National Education As- sociation. VOLUME 25, NUMBER 3; MARCH 1936 and Announcements NEA affiliated groups—An analysis of local associations affiliated with the National Education Association was com- pleted recently under the direction of Willard E. Givens, executive secretary. The report shows which affiliation dues are paid and which in arrears, groups sending delegates to the convention, and other information on the status of local groups. Secretaries of affiliated associa- tions were requested to pay dues by March 1. The response has been highly satisfactory. Affiliates which have not yet sent in their payments will wish to do so promptly as only those whose dues are paid will receive notices concerning dele- gates’ credentials for the Portland meet- ing in June. The cooperative movement—The brightest spot on the horizon of this con- fused world is the steady growth of the cooperative movement for wnaich Swe- den has been especially noted. The main hope of economic democracy and world peace is to encourage people to take more interest in the management of their own lives. Teachers wishing to know more about this significant move- ment may write to the Cooperative League, 167 West 12th St., New York City. A personal favor—The biggest serv- ice that one person can perform for an- other is to do something that will en- courage his personal growth and set him on the path of increased attainment. That is exactly what it means to lead forward in professional organization. The Department of Elementary School Principals of the National Education Association is doing a great pioneering work to build up and strengthen the elementary school. It is the elementary principals of the nation working to- gether. No principal who values his own future can afford not to take part. A little sacrifice now will come back manyfold later by way of improved conditions. Dues of $3 including subscription to The National Elementary Principal, may be sent to Eva G. Pinkston, 1201 16th St., N. W., Washington, D. C. New general secretary—William H. Bristow was recently appointed Gen- eral Secretary of the National Congress of Parents and Teachers, Washington, D. C. Mr. Bristow, who assumed his new duties on February 1, was formerly direc- tor of the bureau of school curriculum, Pennsylvania State Department of Edu- cation. Miss Williams to Hawaii—As president of the National Federation of Business and Professional Women’s Clubs, Miss Charl Ormond Williams of the NEA staff visited the Hawaiian Islands in December. While the visit was under the auspices of business and pro- fessional women, it afforded an oppor- tunity for contacts with the teaching profession. On December 27, Miss Williams spoke at a meeting of teachers from all parts of the Territory who were in Honolulu on their Christmas vacation, Later she addressed all the teachers of the Islands by radio. Conferences were held with teachers, with the superintendent of schools and his staff, and with officers of the Territorial Association. Hospitality extended by the teachers included the picturesque “luau” or native Hawaiian feast, arranged by the Prin- cipals’ Club, and the stirring flight in the “Baby Clipper” over Mauna Loa, a courtesy of the Hilo Education Associa- tion. Life membership spreads to Can- ada—Enclosed you will find the initial payment on a Life Membership in the National Education Association. . In the years that I have been a member of the Association you have at all times been most anxious to assist me. . . This service is very much appreciated. —From a letter by Harold D. Stafford, supervising principal, Kimberley, British Columbia. NEA director dies—Dr. Charles Carroll, supervisor of public education in Rhode Island, and state director of the National Education Association, passed away on February 4. Dr. Carroll was also a vice-president of the Association. An experimental public school in Los Angeles (Richard ]. Neutra, architect). One of the unique features of this school building is that classrooms open into gar- den space by means of sliding glass par- titions. 99 A neglected factor in planning in- struction—As the teacher plans for the pupils, she should ask herself such ques- tions as: What desirable changes can be made in me thru this teaching expe- rience? What reading should I do to get an adequate background of information? What technical help do I need to make my instruction efficient? How can I im- prove my personality thru teaching this unit of work? If the setting up of teacher objectives were practised generally, it would add zest to even the best teach- ing. It would keep the teacher alive pro- fessionally and culturally. It would en- courage her to improve her personal- ity —W. A. Barton, Jr., Coker College, Hartsville, S. C. World Goodwill Day, May 18, will be widely observed in the schools of the United States. Uel W. Lamkin, secre- tary-general of the World Federation of Education Associations, recently received a letter from President Roosevelt wish- ing success to the observance in “foster- ing the good neighbor policy.” Student tutors—In November 1933 THE JOURNAL published an article, “An Experiment with Student Tutors,” by H. M. Horst, West Highschool, Akron, Ohio. Soon after the article appeared, various highschools asked for further information. John Adams Highschool of Cleveland, Ohio, was one of the first to organize a special department of student tutors. Most of the tutors are chosen from the honor society of the highschool. To re- ceive help at John Adams Highschool, a student must be worthy and be recom- mended by his class teacher and his homeroom teacher. About 375 good stu- dents gave help to about 500 poor ones in this school in the last two years. At Topeka, Kansas, highschool, 94 tutors gave help last year to 117 pupils, 82 percent of whom passed their work satisfactorily. This school reports: “We like the experiment because the weak pupil discovers usually that he can do the work, and we like the effect it has on the tutors. The fact that they are helping someone else and have been espe- cially chosen to do the work gives them self-confidence and self-respect.” Principal John W. Flood of West Highschool, Akron, Ohio, under whom student tutoring has been carried on, compares it with other activities in the social science department and rates it first in its influence on students and the community, first in economy of school funds and time, and first in being peda- gogically sound.—H. M. Horst, Akron, Ohio. 100 Ten best American books—In re- sponse to a JOURNAL note requesting readers to name the ten best books writ- ten in America, Mary Powell Brantley, teacher, Raleigh, N. C., suggests the fol- lowing: Autobiography of Lincoln Stef- fens ; Education of Henry Adams; Crea- tive Power by Hughes Mearns; Econ- omy of Abundance by Stuart Chase; Story of Philosophy by Will Durant; Arrowsmith by Sinclair Lewis; The Folks by Ruth Suckow; Fifty Years as a Sur- geon by Robert T. Morris; A Mind That Found Itself by Clifford W. Beers; Americanization of Edward Bok. What is your choice? Send your list to the editor of THE JoURNAL. A program of civic education— [1] The teachers of every school sys- tem should organize themselves into a circle or forum for the encouragement of study, reading, and discussion, to the end that they be brought into contact with the moving current of contemporary thought. [2] The teachers should, thru friendly and tutorial association, draw the most promising students into the circle of their reading and thinking. [3] The teachers should assume lead- ership in the development of community forums after the pattern of the Des Moines plan. [4] A place should be made in the curriculum for a continuing course deal- ing with the events, problems, and issues of the current political, social, and eco- nomic life, using materials suited espe- cially to student needs. This course should run from the later elementary years thru the highschool. [5] In the advance highschool years and on thru college, students should be Oregon State Board of Higher Educa- tion—At rear of room, middle of head table, is seated: President Willard L. Marks, E. C. Pease, B. F. Irvine, F. M. Hunter, F. E. Callister, Herman Oliver, Walter Redford, C. V. Boyer, H. E. Inlow, E. C. Sammons, ]. A. Churchill, George W. Peavy, L. S. Finseth, C. A. Brand, Mrs. Beatrice Walton Sackett, C. D. Byrne, Miss Johnson, Miss Bennett. given an expanding amount of time for reading and discussing contemporary books and periodicals. [6] The continuous course dealing with public affairs may be conducted as a discussion club. Whether or not the class is incorporated in it, there should be formed in each school some sort of discussion club; possibly a Junior Citi- zens’ Council or Town Hall. The stu- dents should graduate from the work of the school club or forum into the activi- ties of the adult community organization of similar form.—Walter E. Myer in the Dec. 1935 Oklahoma Teacher. Using THE JourNAL—I want to congratulate you upon the splendid work you are doing on THE JOURNAL. From my point of view, it is easily the most stimulating journal we-have today. I have been much pleased with the results of using THE JOURNAL in class the first semester. I am considering using periodi- cals as text materials during the second semester—C. O. Williams, associate professor of education, Pennsylvania State College. An Occupational Index—The Na- tional Occupational Conference, 551 Fifth Avenue, New York, announces the publication of an Occupational Index, a [Cont. on page A-43] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | The LAYMAN’S JOURNAL of EDUCATION MARCH 1936 (Pass this page on to the editor of your local paper, who will be glad to publish important information about the schools. Items may be printed with or without the credit line, “From THe JourNnat of the National Education Youth and unemployment — There were in 1930 about twenty-five million young people in the United States between the ages of fourteen and twenty-four years of age. About eleven million were gainfully em- ployed and not attending school, and eight million were enroled in schools and colleges. Apparently nearly six million young people were drifting unable to obtain regular employment | and unable or unwilling to attend full- time school.—Frank W. Hubbard in Tue JourNAL of the National Edu- cation Association. Instruction in automobile safety is now emphasized in the best schools everywhere. It is advocated by some school authorities that every high- school student should have a thoro course in the automobile—including the machine itself, economics of pur- chase and ownership, the rules and courtesies of the road, and actual practise in driving under traffic con- ditions. A certificate from this course would entitle the graduate to his driver’s license. Teachers and engineers now out- number all other professions com- bined. The total value of gold owned by all the nations of the world is esti- mated to be about 22 billion dollars. This estimate is based on statistics recently compiled by the United States Treasury. The population of the world is about two billion and con- stantly increasing. By comparing the total value of gold owned by all the nations of the world with the world’s population, it will be found that there is only about $11 in gold for each in- habitant of the earth—From Money and Its Power, published by the Na- tional Home Library Foundation, Washington, D. C. : There are greater opportunities for American industry and agricul- ture among the underprivileged half of the American people than there are overseas. “Our American Schools” radio program is broadcast by the National Education Association each week, coming at 11 o’clock EST on Satur- day morning, and 7:45 EST on Wed- nesday evenings. “Education in the News,” United States Office of Education broadcast, comes over the air every Monday eve- ning at 7:45 EST. “News and Views of the NEA” is broadcast on the first Sunday of each month by Agnes Samuelson, Presi- dent of the National Education Asso- ciation, thru station WHO, Des Moines. The time is 10:30 pm, CST. _The dates for American Educa- tion Week 1936 are November 9-15. It is estimated that more than 6,- 000,000 parents visited the schools — American Education Week 5. A yardstick—One way to measure the cultural level of a community, ac- VOLUME 25, NUMBER 3; cording to THE JouRNAL of the Na- tional Education Association is to notice the amount it spends for free public library service. One dollar per capita annually is considered 100 per- cent ; fifty cents per capita, 50 percent. More than a billion dollars is paid out in the United States each year for interest in connection with instalment buying. The socalled 6 per- cent rate is actually 12 percent. Should discuss education—lIf | could have my way, I would bring it to pass that the leading citizens of every community would come to- gether and discuss education, not as a political or financial issue but as one of society’s greatest undertakings. I do not believe that the community as a whole realizes its obligations to the schools. If we of the schools have been remiss in not seeing to it that the schools receive adequate public at- tention, let us resolve today that we will be more active in bringing to- gether the leaders and informing them with regard to the experiments thru which we are reorganizing the schools.—Charles H. Judd. The practise of reading aloud in the family circle enriches the life of all members of the family and helps to bind them together. A proper appreciation of the im- portance of free education of all the people is the first and last test of the statesman. Bad companions and delin- quency—A survey of 460 different individuals brought before the juve- nile courts in St. Paul, Minnesota, revealed that 47 percent of the of- fenders belonged to gangs while 40 percent of the activities engaged in were with the gang. Other careful investigators have found that “bad companions” were contributory fac- tors in more than 60 percent of the cases of delinquency. Parents who wish their children to succeed in life do well to have them perform a variety of regular duties about the home. The skills learned, the character formed, and the habit of joy in work are important parts of the child’s growth and devel- opment. Both in America and abroad young people now remain in schooh longer than formerly. In this country among the young people of highschool age seven out of every ten are in school. Highschool enrolment has jumped from a million in 1910 to seven million in 1936. Character is the major outcome of education. All activities of the school should contribute to the habits and attitudes which manifest them- selves thru integrity in private life, law observance, and intelligent par- ticipation in civic affairs—From the Platform of the National Education Association. MARCH 1936 LIFE Life is a leaf of paper white Whereon each one of us may write His word or two, and then comes night. Greatly begin! Though thou have time But for a line, be that sublime— Not failure, but low aim is crime. —James Russe_t LOWELL A quarter’s worth of govern- ment—There would be less complaint from citizens because of taxes if they knew what they actually receive in re- turn for the taxes they pay. The fol- lowing, from the Journal of the New Jersey Teachers Association, Febru- ary 1935, is an example of how to illustrate the services which the citi- zen receives in return for the taxes levied upon his estate : New Jersey government — state, county, and municipal—is costing less than $365,000,000 a year. That is $1,- 000,000 a day. It sounds like too much. BUT there are 4,000,000 people in New Jersey. That makes the cost of government to each of them—to you, to every citizen of the state—approximately twenty-five cents a day. Every minute of the day somebody dashes into the cigar store on the corner, drops a quarter on the counter, and shouts, “Hey, Bill, two packs of cigarets.” Bill pockets the quarter and tosses out the cigarets. Nobody ever stops at the City Hall, hands out two bits, and says to the Tax Collector: “Hey, John, give me my day’s sup- ply of government.” But if you did, this is part of what you would get— Police protection all day wherever you happen to go. A dozen or more firemen standing by all day, with their equipment, on a chance that your house will catch fire. A modern school building for your school children, lighted and heated, with a carefully selected teacher, free textbook and supplies. Playgrounds for those same boys and girls, parks and other recreational facilities for you. Courts of law in which you can have your disputes settled. Good roads—the best in the coun- try—on which you can run your car. Three men on a truck to collect your garbage; a sewage system; and protection from communicable dis- eases. A large number of hospitals and homes to which you can turn in the event of extreme illness or poverty- stricken age. An elaborate relief organization, should you find yourself absolutely “up against it.” All these things you get for the long, of cigarets. same quarter that buys the two packs Association.” Readers are invited to send short items to THe JouRNAL.) We advocate public education as a national policy while at the same time our government has no repre sentative of education in the Cabinet of the President. War, Navy, Post Office, Commerce, and Agriculture are ably represented but education must be content with an “office”. Preparation for public service —lIt is now believed that colleges and universities should offer specific courses to prepare youth for govern ment service. Under this plan, people who work in government offices would be as well prepared as the best teach- ers and school superintendents now are. It is only a poor sort of happi- ness that would ever come by caring very much about our own. narrow pleasures. We can only have the highest happiness by having wide thoughts, and much feeling for the rest of the world as well as ourselves —George Eliot in Romola. Recently the Committee on Social-Economic Goals of Amer- ica, sponsored by the National Edu- cation Association of the United States, stated that the things we covet in the highest degree for the largest possible number of individuals are: [a] hereditary strength; [b] physical security; [c] participation in an evolving culture; [d] an active, flex ible personality ; [e] suitable occupa- tion; [f] economic security; [g] mental security; [h] equality of op portunity ; [i] freedom; and [j] fair play. Health is the greatest of all assets. The teaching of homemaking in the schools has helped to raise the standard of living in America. Every government, whatever its form, reflects the personal qualities of those who govern. Men act in gov- ernment as it is natural for them to act as persons. Reasonable men are reasonable, ruthless men ruthless, and orderly men orderly, in public life. Leaders become what they are by inheritance and environment. There can be no great leadership, and no great government, unless there exist families, communities, or institutions in which great personal qualities can develop.—From Antioch Notes. The United States has a greater future ahead of it than anything that was ever known in the past. Funda mental opportunities will be greater —Willard E. Givens, executive sec- retary of the National Education Association. Many times the reading of a book has made the fortune of the man—has decided his way of life. It makes friends. ’Tis a tie between men to have been delighted with the same book. Every one of us is always in search of his friend, and when unex- pectedly he finds a stranger enjoying the rare poet or thinker who is dear to his own solitude, it is like finding a brother.—Emerson. 101 The Honor Roll of the NEA EACHER AFFILIATIONS—“Much of the i credit for the improvement in educa- tional standards that has developed in our country during the past is due to the National Education Association. We com- mend that organization for its splendid lead- ership and we urge all Indiana teachers to support its program by taking out annual memberships.’—From a resolution adopted by Indiana State Teachers Association.— The Indiana Teacher, November 1935. New Life Enlistments _ NUMBER of life members enroled in the National Education Association on February 1 was 5532. The following life mem- bers have been reported since the list was published in the February JOURNAL. CALIFORNIA—-William E. Biucher. CaNava—-Harold D. Stafford. MASSACHUSETTS—-Beulah C. Church. Missourt—Herbert P. Stellwagen. NEBRASKA—-Raymond A. Watson. Oun1o—W. Hobart Ogden. PENNSYLVANIA—-lona G. Hoffman. Texas—E. H,. Watson, K. J. Sides. Vircinta—Ida Saxton Samsell. Lawrence A. Froggatt, Completed Enrolments se FOLLOWING SCHOOLS have completed their 100 percent enrolment in the Na- tional Education Association since the list was published in the February JOURNAL. Eighteen Years Missouri—St. Joseph, St. Joseph Public Schools, Bartlett High, Benton High, Blair, Bliss Junior High, Central High, Douglass, Thomas A. Edison, Everett, Eugene Field, Floyd, Hall, Hosea, Hum- boldt, Hyde, Lafayette Junior-Senior High, Lincoln, Charles A. Lindbergh, Longfellow, McKinley, Mus- ser, Neely, Noves, John J. Pershing, Roosevelt Junior High, St. Joseph Junior College, Sherwood, South Park, Special Teachers and Supervisors, Washington, Webster. Seventeen Years lowa—Keokuk, Garfield, Jefferson, Lincoln, Tor- rence, Washington, Wells-Carey. Sixteen Years CALIFOoRNIA—Long Beach, Fremont. Fifteen Years Connecticut—East Hartford, Burnside. Fourteen Years CALIrFoRNIA—Santa Ana, Roosevelt. OKLAHOMA—Muskogee, Edison, Franklin, Houston, Irving, Jefferson, Longfellow, Pershing, Sequoyah, Washington, Whittier, West High. Thirteen Years Catirornia—Long Beach, Washington Junior High; South Pasadena, E\ Centro. Maine—Caribou, Caribou High. MicHiGAN—Grand Rapids, Madison. MINNESOTA—Minneapolis, Harrison. WASHINGTON—Seattle, Horace Mann. Twelve Years DeLAwArE—W ilmington, Public No. 5. FLoripa—Palm Beach County, Northboro. ILumNnots—Elmd&urst, Lincoln, Roosevelt. KANSAS—Hutchinson, North Side. PENNSYLVANIA—Chester, Morton; Pittsburgh, Bane; Pottstown, Pottstown Public Schools, Adams, Bu- chanan, Franklin, Garfield, Grant, Hancock, Junior High, Lincoln, Madison, New Grade, Rupert, Senior _ High, Union, VanBuskirk, Washington. PENNESSEE—Shelby County, Shelby County Public Schools, Arlington, Bartlett High, Boulton High, Brunswick, Capleville, Coleman, Collierville High, Cordova, Ellendale, Forest Hill, Frayser, Gregg, 102 George R. James, E. E. Jeter, Levi, Lucy, M. C. Williams High, Millington High, Oakville, Rose- mark, Whitehaven High, White Station. WASHINGTON—Bellingham, Roosevelt. Eleven Years CALIFoRNIA—Glendale, John Muir, Verdugo Wood- lands; Long Beach, Horace Mann; Los Angeles, Lockwood; San Francisco, Franklin. Co torapo—-Fort Lupton, Fort Lupton Public Schools, Grade, High. Fiorwa—Palm Beach County, Palm Beach Junior High. Intinois—East St. Louis, Longfellow. MassacHusetrs-—Malden, Judson. MINNESOTA— Mankato, Franklin; Minneapolis, Whit- ney. New Jersey—Asbury Park, Asbury Park Public Schools, Bond Street, Bradley, High. PENNSYLVANIA—Chester, Harvey, Howell. TENNESSEE—Memphis, L. C. Humes High. Texas—Dallas, Sam Houston. WyYoMING—Casper, Casper Junior High. Ten Years ILLinors—Elmhurst, Hawthorne. INDIANA—Michigan City, Michigan City Public Schools. New Jersey—Asbury Park, North Bangs, South Bangs. PENNSYLVANIA—Braddock, Braddock Public Schools, Carnegie, Copeland, Hamilton, Henning, High; Chester, Special Teachers and Supervisors; Camp Hill, Camp Hill Public Schools, High, Lincoln, Nathan C. Schaeffer; Delaware County, Aston Township, Upper Chichester Township. TENNESSEE—Anoxville, Oakwood. Texas—Dallas, Mirabeau B. Lamar; Port Arthur, Tyrrell. Nine Years CALIFORNIA—Glendale, Thomas Jefferson; Los An- geles, Forty-ninth Street; Modesto, Franklin. FLoriwa—Palm Beach County, Palm Beach County Public Schools, Belle Glade, Boca Raton, Boynton, Canal Point, Central Elementary, Central Junior High, Delray, Greenacres, Jupiter, Kelsey City, Lake Worth Junior-Senior High, Lake Worth North Grade, Lake Worth West Grade, Lantana, Pahokee, Palm Beach Senior High, Palmetto, Riviera Junior High, South Palm Beach, West Gate Junior High. Missourt—Kansas City, Foster Opportunity. PENNSYLVANIA—Bradford, Fourth Ward, Fifth Ward, Senior High, Sixth Ward, Third Ward; Mont- gomery County, North Wales Borough. Eight Years CALIFORNIA—-Long Beach, Longfellow; Los Angeles, Twenty-eighth Street; Pasadena, Andrew Jackson, James Madison; Santa Ana, Edison. PENNSYLVANIA—W illiamsport, Daniel Webster. TEXAS—T exarkana, Akin. Seven Years ILtinois—De Kalb, De Kalb Township High; Elm- hurst, Elmhurst Public Schools, Old Field, Wash- ington. New Jersey—Atlantic City, Indiana Avenue Voca- tional. Oun10—Cleveland, Buhrer. PENNSYLVANIA — Chester, George Washington. Texas—Dallas, Arcadia Park. Watts; Williamsport, Six Years CaALirorNiA—Claremont, Claremont Public Schools, High; Fresno, Jane Addams, Chester Rowell; Glendale, Balboa; Santa Ana, Delhi, Franklin; Siskiyou Union High School District, Fort Jones High; Stockton, Jefferson. ILtinois—Glen Ellyn, Glen Ellyn Public Schools, Forest Glen, Junior High; Stockton, Stockton Pub- lic Schools. Missouri—Aansas City, W. W. Yates. NortH Dakora—Carrington, Lincoln High. Oun10—Findlay, Liberty Township. PENNSYLVANIA—California, State Teachers College. Five Years CaLirorNiAa—Long Beach, Seaside; Los Angeles, Grape Street; Wilmington, Fries Avenue. Georcia—-Griffin, Grifin Public Schools, Sam Bailey, Fourth Ward, High, North Side, Third Ward, West Griffin. I_tinois—ElmAurst, New Field. MASSACHUSETTS—HW illiamstown, Williamstown Public Schools, South Center. Missourt—Kansas City, Allen, J. S. Chick, E. F. Swinney, Westport Junior High, Whittier. NEBRASKA—-Omaha, Minne Lusa. New HAMPSHIRE—Portsmouth, Haven. New Jersey—Gloucester, Brown Street. New YorK—I/rondequoit, Ridgewood. Texas—Dallas, Lisbon, Thomas J. Rusk. Four Years CALIFORNIA—A naheim, Horace Mann; Fresno, Burton Einstein, Lowell, John Muir; Santa Ana, Hoover, Wilson. ILLiNois—Chicago Heights, Franklin, Roosevelt. INDIANA—I ndianapolis, Public Number 38. Missour!—Kansas City, Gladstone, John J. Pershing. New YorK—Johnstown, Irving Street. Ou10—Cincinnati, Douglass Colony; Sheridan. ; PENNSYLVANIA—M ontgomery County, East Green- ville, Hatboro, Horsham, Lower Pottsgrove, Mont- gomery, New Hanover, Pennsburg, Souderton, Towamencin, Upper Frederick, Upper Hanover, Upper Pottsgrove, West Pottsgrove, Whitemarsh, Whitpain, Worcester; Pittsburgh, Bennett. Texas—Dallas, Richard Lagow, San Jacinto. WIscoNnsIN—Milwaukee, Cass Street Rotary, Green Bay Avenue, William McKinley. Youngstown, Three Years CALIFORNIA—Fresno, Lafayette; Glendale, Eugene Field; Long Beach, Garfield, Lincoln, Los Cerritos, John G. Whittier; Los Angeles, San Pascual Ave- nue; Modesio, Lincoln; Redondo Beach, Beryl Heights, Central Departmental, South; San Ber- nardino, Burbank, Cajon; Santa Ana, Logan. CoLorapo—Golden, Golden Public Schools, High, North, South Junior High. FLoripa—-Dade County, Redland Elementary, Red- land Junior and Senior High. ILLINOIs—-Petersburg, First Ward, Third Ward. MASSACHUSETTS——-Gloucester, Maplewood. NevapA—Humboldt County, Winnemucca Grammar. New JEeRsey—Atlantic City, Massachusetts Avenue. New YorkK—Irondequoit, Abraham Lincoln; Yonkers, Public Number 12. PENNSYLVANIA—-Chester, Lincoln. SouTH DAKota—Sioux Falls, Riverside. TENNESSEE—K noxville, McCampbell. Texas—Burkburnett, Burkburnett Public Schools; Dallas, James Bowie, James S. Hogg, George Pea- body, John H. Reagan. VirGiIniA—Hot Springs, Mitchelltown. WASHINGTON—Spokane, Adams, Emerson, Finch. WISCONSIN—Milwaukee, North Thirty-sixth Street. Two Years ALABAMA—Bay Minette, Bay Minette Elementary; Birmingham, Minor. Ca.irornia—Berkeley, Le Conte, Oxford; Fresno, Jackson, Jefferson, Winchell; Glendale, Columbus, John C. Fremont; Long Beach, Lafayette, Frances Willard; Los Angeles, Humphreys Avenue, Theo- dore Roosevelt Elementary, Union Avenue; Sa Bernardino, Arrowhead; Santa Ana, Juvenile Home, Lincoln. CoLorapo—A rapaho Schools. Connecticut—East Haven, Laurel Street. ILLINoIs—Champaign, Champaign Public Schools, Columbia, Gregory, Dr. Howard, Junior High, Lawhead, Lincoln, Marquette, South Side, Switzer, Willard, Col. Wolfe; Chicago, Bell (Specials), Bell (Hearing); Mendota, Mendota Public Schools, Mendota Township High. INDIANA—E vansville, Chestnut, Walnut; Indianapolis, Henry P. Coburn, Theodore Potter Fresh Air, Public Number 73. [Continued on page A-49] County, Englewood Public THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | | Time—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. Consult us—any size job interests the “‘Master Printer” JUDD & DETWEILER IN THE NATION’S CAPITAL You Aren’t Half as Sick When You’re Sick Under the T.C.U. Umbrella That’s what a Teacher writes—Miss Ellen Richardson of Jack- sonville, Fla.: “Illness doesn’t make you half as sick when all the worry is taken out with a T.C.U. policy. You pay your bills promptly, for you receive your T.C.U. benefit as soon as claim is filed.” r------ VOLUME 25, NUMBER 3; MARCH 1936 | FOU NDED | Everybody’s doing it now—getting under the T.C.U. Umbrella and letting the T.C.U. share the risk of loss of in- come by reason of Accident, Sickness, and Quaran- tine. Always the sensible course, it has now be- come the popular one. Just sign your name and address in the coupon, tear off and mail for complete information. It will place you under no obligation. No agent will call. TEACHERS CASUALTY UNDERWRITERS 656 T.C.U. Building Lincoln, Nebraska 1899 ] . To the T.C.U., 656 T.C.U. Bldg., Lincoln, Nebr. I am interested in knowing about your Protective Benefits Send me the whole | story and booklet of testimonials. RU cnticcatecriitrntibtissinlahis inn pi ip com erenncnteiiaibinnatiaine a ini 7 Address _ | . PLAY educates and develops children. Even the wholesome enjoyment of chewing gum has its bea- Mm efits. Daily, especially after meals, chewing gum is good for the teeth. Four factors towards GOOD TEETH are: Right Food, Personal Care, Den- tist’s Care and Plenty of Chewing Exercise. There is a reason, a time and place for Chewing Gum. Today, manufacturers call upon great Universities to make impartial investigations of their products. Re- sults of such research form the basis of our advertising. The National Association of Chewing Gum Manufacturers Pier 23, Rosebank, Staten Island, New York a Bt: A-41 ' . ‘ ‘ { i } Is there any child who cannot bring TWO CENTS once a month for a picture he will always cherish and which he may never understand so well unless he learns about it in this ‘‘Course’’? March, April, May and June are excellent months for interesting your girls and boys in the World’s Great Paintings. Give your pupils something NEW, IN- TERESTING and HELPFUL in these later months of the School Year. The Perry Pictures will add interest to their studies in Language, Literature, History and Geography. With “Our Own New Course in Picture Study” it is so easy to interest them in Picture Study. TWO CENT SIZE PICTURES, for 25 or more. Size 51% x 8. ONE CENT SIZE PICTURES, for 50 or more. Size 3 x 3%. All of the TWO CENT SIZE in the ‘‘Course’’ are in the beautiful ‘‘Boston Edition,” WORKBOOK COPIES The fast, simple Standard way Can’t You Taik? Holmes in Sepia, on slightly rough paper. CATALOGUES. Send 15 cents in coin or stamps for 64-page Catalogue of 1600 miniature illustrations and two Pictures. The Perry Pictures Company, Box 4, Malden, Mass. Bird Pictures in Colors, 7 x 9, THREE CENTS EACH for 20 or more. LETTER DUPLICATOR SENSATIONAL LOW PRICE $Bz Vo COMPLETE Does Same Type Work As $150.00 Machine—Ideal For Teachers, Schools, Colleges, Institutions, Ete. Lowest Priced full letter size | Stencil Duplicating Machine | in world! Prints quickly, in | one or more colors; examina- tion papers, bulletins, class schedules, tables, announce- ments, school luncheon menus, school newspapers, songs, vanced methods reduce school dupli- sheet music, etc. Complete with ink and stencil supply . ° 2 6 and full instructions. Sturdily built to last a lifetime. cating to the utmost simplicity. | Simple—a child can operate. Ideal for teachers, prin- Modern workbooks save time — Stand- cipals, deans, music directors, athletic directors, dra- ard Duplicators save more. Together Co., 684 St. Paul Street, Roch- matic classes, and for all school printing. Only $3.00! Send No Money! Simply pay postman $3.00 plus post- they are the ideal champion of the teacher’s best interests — maximum ester, N. Y. age on delivery. GUARANTEED! If not delighted, return results with minimum waste motion. ‘) 7B h ¢ Lomb machine for quick refund of price paid. Order now. i Qausc c o}ag! And Standard’s superb performance is ROCKET DUPLICATOR Co. | ZS 3345 Madison Rd., Cincinnati, Ohio | equally welcome on all the general duplicating that crops up from day-to- day in both classroom and administra- tive work, STANDARD PORTABLE DUPLICATOR A portable gelatin duplicator combining small initial cost, extremely low operating cost, and highly efficient performance. SPECIAL PRICE TO SCHOOLS $3 75° Regularly $492.50 A B&L Balopticon will prove the most economical as well as the most efficient, means of teaching visually. There is a B & L Lantern Slide or Opaque Balopticon for every still projec- tion purpose. Write for a cata- log. Bausch & Lomb Optical eS HE way to clear, bright copies, made with time-saving speed, is the Standard way. For Standard’s ad- Dept. 2-868 VACATION POSITION OPEN $200.00 — $300.00 Per Month Expenses Guaranteed To One Who Qualifies We are looking for several thorough- sy experienced women teachers with special qualifications, for summer vacation positions in our field organi- zation. We are advertising this far in advance because we are looking for key people who do not ordinarily an- swer advertisements but who would be interested in a vacation position that offers from $500.00-$750.00 for the summer plus a highly profitable experience that will help you to ad- vancementin the teaching profession. School or College training with 3 or more years of teaching experience. Those whose teaching experience has been in the social studies or the sci- ences, or who have had experience with new type curriculum work, will be given preference. Please write at once stating age, education, teaching experience, busi- ness experience if any, the date your school closes, length of time you can work, and whether or not you are free to travel. We will arrange per- STANDARD ROTARY DUPLICATOR A radically differ- ent gelatin dupli- cator. Over 200 clear, sharp copies from one original. Uses bond paper. Gelatin films in- stantly inter- changeable — used over and over, hence the low cost. Note) t] fe), Mage) 7.0 & DUPLICATING MACHINES DIV., Standard Mailing Machines Co., Second Street, Everett, Mass. Please send me, without obligation, literature on the Standard Duplicators. A-42 Successful applicants must be women between the ages of 27 and 40, have at least 3 years’ Normal sonal interviews with those selected. All applications will be kept confi- dential and will be acknowledged. F. E. COMPTON & COMPANY Compton Building, 1007 N. Dearborn St., Chicago, Illinois THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION [Continued from page 100] continuous monthly bibliographical list- ing of occupational information in cur- rent books and periodicals. For informa- tion about this new service, address the Conference. Opportunity knocks—Plans for re- duction of the CCC in the spring will mean abandonment of many camps. Alert school officials interested in de- veloping camp enterprises under school auspices may be able to obtain some of these valuable properties without cost. Abandoned camps are offered first to Federal CCC cooperators such as na- tional parks and forestry. Then other governmental agencies, states, munici- palities, schoolboards, and philanthropic institutions, in order named. Each camp represents a $20,000 investment, ap- proximately. Some would be perfect for state Future Farmers of America sum- mer camps. Better get your requests in early. Requests should be addressed to the Procurement Division, Treasury De- partment, Washington, D. C. If teachers’ loyalty oaths are al- lowed to stand, why not the same oaths for newspaper, radio, and movie workers who also hold large responsibility for the formation of other peoples’ minds? Postal rules make it essential that your address on our records be complete and correct. Members are requested to report promptly change of address, giv- ing old address as well as new address, to the National Education Association, 1201-16th St., N. W., Washington, D. C. America Must Act is the title of an important new book on world affairs by Francis Bowes Sayre, assistant secretary of state, published by the World Peace Foundation, 8 West 40th St., New York City. In discussing the “menace of eco- nomic nationalism,” the author urges the adoption by America of a broad and liberal policy in regard to foreign trade. Geography made real—Thru the cooperation of steamship owners, Lon- don school children carry on correspond- ence with the officers of various ships. The pupils follow the ship’s route, study ports and countries visited, and obtain firsthand information on exports and imports. Racial freedom — The Maryland Court of Appeals recently directed the University of Maryland to admit a col- fF Reasons why Yellowstone (S Incomparable! No l Geysers— @ No other area in the world con- tains so many active geysers. They number more than 100 in all. Old Faithful is the world’s best known geyser for it erupts regularly every hour and is certain to be seen by every visitor. No. 2. Grand Canyon— @),729,027t's most sublime mas- terpiece”’ is but one of many lavish expressions used to describe this spectacle, which climaxes the Gardiner-Cody tour. It is a golden-walled gorge and is jewelled with two tremendous falls, the Great Fall and the Upper Fall. s @ Exquisitely fretted and col- No. 2. Terraces and Hot Springs— ™="ored terraces cup the colored pools of Mammoth Hot Springs, one of the Park’s major wonders. There are 4,000 hot springs in all, in addition to colored beds of boiling mud, known as the ‘Paint Pots.” No 4. Hotels— e Hospitality is typified in the very ==" design and completeness of Yellow- stone’s immense rustic hotels, the premier of which is Old Faithful Inn. Each hotel is distinctly adapted to its locality, harmonizing with its setting, and furnishing metropolitan comforts. No. 5. Wild Animal Sanctuary— @ More wild animals than in — | other American national park dwe in their natural haunts in Yellowstone. The bears, black, brown and grizzly, are in evidence every- where, and are second in fame only to the spectacular scenic phenomena. Buffalo, deer, el antelope and mountain sheep inhabit the mountains, valleys and forests. The above are but a few of the attractions which make a Yellowstone vaca- tion one of the great experiences in the world and in a lifetime. Northern Pacific's Yellowstone Album tells the complete story. If you're interested in a trip to Yellowstone or anywhere west, in utmost comfort on an air-conditioned train—at very low cost, mail the coupon or write suusesssy E. E. NELSON, 224 Northern Pacific Railway, St. Paul, Minnesota ,cscscscesesesceee ( ) I am interested in a Yellowstone vacation. ( ) I plan to attend N.E.A. conven- : I a has undertaken the function of educa- ee tion in the law, but has omitted students | ROUTE OF THE [Continued on page A-44] Air - Conditioned NORTH COAST LIMITED VOLUME 25, NUMBER 3; MARCH 1936 * ored youth who had previously been tion in Portland. ( ) Send me information on trip to.......... PRM ED heen Se a refused entrance in the Baltimore law ( ) Escorted, All-Expense. ( ) Independent. (Indicate which.) : school of the university. The court said: ee ee “The case as we find it—is that the state ADDRESS. ‘co ilblactsanietaiiascnitanipadnceniinsimaieliaimitgibccian A-43 OMe VACATION Adventuring < Among wes a / lagic Moods! T ALL STARTS when you swing aboard a completely air-condi- tioned train and follow scenic routes over smooth rails to the Evergreen Playground. Then, you set sail from Seattle on smooth, protected waters for the land of the midnight sun. The thrill never ends, once you’ve been caught by Alaska’s magic. One doesn’t forget this glorious cruis- ing on glassy seas, among myriads of en- chanted islands—through labyrinthian fjords —among snow-sculptured peaks—and to the face of mighty, roaring glaciers. To say adventuring Alaska’s sheltered seas is magical, spectacular, and awe-inspiring is putting it mildly. Days aboard these com- fortable American ships are restful or ex- citing, as you would have them. Hours exploring historic towns are crammed with interest. And, of course, you'll find Mt. McKinley, Matanuska Val- ley, Trail of 98, leaping salmon, gold * mines, totem poles and glamorous reminders of Russian occupation. May to September is the season to put away the books and come to Alaska. There’s a wide choice of cruises, taking less money than you suspect. Sailings from Seattle two and three times weekly. North Western Line Union Pacific The Alaska Line KNOW MORE ABOUT ALASKA Milwaukee Road For free Alaska pe 0 ser papa . your d th Southern Pacific = trargin below and mail to. The Burlington Route Alaska Line, Room 630, Great Northern aa Two, —— or eve any ° e companies listed at left. Alaska Railroad Would you like an Alaska Good- Notured Map? Just say “send map. Free to Teachers. Northern Pacific A-44 [Continued from page A-43| of one race from the only adequate pro- vision made for it, and omitted them | solely because of their color. If those students are to be offered equal treat- ment in the performance of the function they must at present be admitted to the one school provided.” Roll Call is hopeful—Tue Jovur- NAL’s Annual Roll Call (p81-83 of this issue) is more encouraging than for many years past. Conditions in the schools re- flect the gradual improvement thruout the country. Many states report work in curriculum revision. The following report from Anthony E. | Karnes, Commissioner of Education in | Alaska, was received too late for inclu- _ sion with the Roll Call: “The 1935 Legis- | lature accepted the provisions of the George-Ellzey Act for vocational educa- _ tion. Laws were also passed requiring certification of teachers in private and denominational schools, as well as attend- ance reports from such schools. Ample appropriations were made for the opera- | tion and maintenance of the schools.” Question from reader: You have been advocating in THE JoURNAL that all students should be taught about the school as a regular part of the curricu- lum. Are textbooks available which in- clude such material? Answer: Yes. It is gratifying to see the newer books on social studies employing | the themes that have been stressed in THE JOURNAL. For example Our Chang- ing Social Order, a sociology text for highschools by Ruth Wood Gavian, A. A. Gray, and Ernest Rutherford Groves (published by D. C. Heath & Co., 1934), has chapters on housing, community planning, and education. The following notice from a local weekly newspaper is an interesting com- ment on the times: “For rent: A good 4-room house with pantry, also out- buildings, a good cement cellar and 16 lots, at $6 per month.” The daily question—At the end of every day let each of us as teachers ask himself this question: What have I done today to help at least another one to face life with head up, with clear pur- pose, with goodwill, and a determination | to be his own best self? At least 90 percent of the graduates of Antioch College under the program instituted by President Arthur E. Mor- gan in 1921 have been regularly em- ployed thruout the depression. Antioch officials attribute this record to the Col- lege’s cooperative plan of study and work on jobs in business or industry. [Continued on page A-46]| THE JOURNAL OF THE erupy THIS SUMMER IN BEAUTIFUL HAWAIL... JUNE 29—AUGUST 7 Amw scenes of breath- catching beauty . . . this fully-accredited university offers more than one hundred subjects . . . under a faculty of world x School administrators and so- cial scientists will find inspiration in the Seminar on Education in’ the Pacific Coun- ties, held in conjunction with the Summer Session with the cooperation of Yale University and Carnegie Tuition and living costs . renown. Corporation. . . fares on swift, luxurious liners sailing frequently from Pacific Coast ports . . . are unusually low. For little more than you would spend at home you may enjoy a summer of delight- ful study and experience . . in Hawaii! Among the guest professors on the dis- tinguished summer faculty are: DR. WILLARD THORP, Assistant Professor of English, Princeton DR. FRANCIS D. CURTIS, Professor of Secondary Education, Michigan DR. W. E. BLATZ, Professor of Psychology, Toronto DR. ERNEST W. TIEGS, Dean of University College and Professor of Education, California HARRIET GOLDSTEIN, Associate Professor, Home Economics, Minnesota MILLARD SHEETS, Noted Artist and Assistant Professor of | Art, Scripps College DR. SAMUEL GUY INMAN, Specialist Latin American A fairs Iniversity of Southern A special bulletin containing detailed informa- tion will be sent upon request. Plea e address: DIRECTOR OF SUMMER SESSION UNIVERSITY OF HAWAII HONOLULU, T. H. NATIONAL EDUCATION ASSOCIATION THE TRIP OF THE YEAR . and at low cost! Trail-riding in Glacier National Park ...to or from the Convention visit Glacier Park @ Before or after the N. E. A. Convention at Portland, Ore., enjoy “America’s most sublime wilderness’’— Glacier National Park. See her 60 glaciers, 250 lakes, countless waterfalls and upthrust mountain peaks. Talk with Blackfeet Indians, guides and ranger-naturalists. Meet interesting people—artists, writers, business and professional men and women—from all over the world. Inquire about bargain round-trip tickets on the ‘‘Empire Builder”’ Send for travel literature. Find out about low cost, all-expense tours of 1 to 6 days in Glacier Park, where you live at fine hotels, alpine chalets or cozy tent camps. . . hike, ride horseback, or tour the park by bus. Check up on the interesting cities of the Pacific Northwest — Spokane, Wenatchee, Seattle, Bellingham, Vancouver, Victoria, Ta- coma, Portland and many others. The three great dams along the Great Northern Railway—Ft. Peck, Grand Coulee and Bonneville. Then let the Great Northern fix up your vacation tickets. But first ----------- CLIP THIS COUPON TODAY----------- A.J. DICKINSON, Passenger Traffic Manager Great Northern Railway, Dept. J-1, St. Paul, Minn. Please send me further information about your travel service; also Glacier Park 1) Pacific Northwest [J Alaska{] California) All-Expense Tours [) VOLUME 25, NUMBER 3; MARCH 1936 in the glamorous Paciric NORTHWEST OLLOW the trail of the electrified, air-conditioned OLYMPIAN to the N.E. A. Convention at Portland. Before or after the convention, visit Yellowstone, Seattle, Mt. Rainier, Mt. Baker, the Olympic Peninsula or Alaska. New thrills and new experiences await you in the Northwest wonderland. There’s horseback riding over mountain trails, ocean bathing, fishing, motoring, skiing in mid-summer, cruising on lovely Puget Sound. You'll meet interesting fellow travelers and friendly guides. Rail fares and tour costs are ’*way down whether you travel independently or with escorted tour parties. Return via Canada or California optional. Vacations as low as $100 all-expenses from Chicago. Send for this FREE book “Pacific Northwest Vacation Suggestions” gives detailed tour information, itineraries and sample costs from Chicago. Write for your copy. GEO. B. HAYNES, Passenger Traffic Manager Room 811, Union Station, Chicago, Ill. =y/ MILWAUKEE THE OLYMPIAN FE Ngee THE HIAWATHA “CanetS; SAFARI Visit the greatest natural wild life sanctuary in the world — larger than the whole State of NewJersey—harboring over a quarter of a million free- roaming African game ani- mals. Motor through it, honking the lions out of \ your path — stay at a rest camp (equipment supplied), and experience the eerie thrills of an African night. \ Get your own close-up cam- (ie era shots of giraffe, zebra, < water buck; herds of grace- of ful impala, hippos and croc- odiles. Bring home your own African wild life movies! Kruger National Park alone is worth a visit to South Africa. But South Africa offers many other adven- tures and marvelous sights —all conveniently acces- sible by luxurious train service, airplane or motor bus. There is sporty golf for you on excellent courses, good tennis, fishing and bathing. See fresh scenes and new skies in the won- derful climate of South Africa! For full information, call atorwriteto . Thos. Cook & Son-Wagons- Lits, Inc., 587-W Fifth Avenue, New York, N. Y., or any of their branch offices; or any of the other leading tourist and travel agencies throughout the world. | Continued from page A-44] An apostrophe to youth—Recently I noted that my daughter was preparing her Latin with the help of the lexicon and Vergil texts that her brothers used, that I and my brothers used, that my mother used, and that my grandfather used. Not a new ablative since 1836. Not a war since Bellum Gallicum. Not an oration since Cicero discourteously bawled out Catiline. Not a love intrigue since that of Aeneas and Dido. However, to be fair, I will admit that, tho Latin is static, the interpretation varies and youth rises triumphant. This was shown by the cribbed notes on the margins of the Vergil text, aids left by my children and my ancestors. Vergil’s expletive is ““Mehercule!”” My grandfather, in the great Daniel Webster tradition, wrote as his idiom, “By the eternal!” My mother, as a gentle Vic- torian maiden, wrote “Goodness gra- cious!” My son wrote “Oh, Hell!” and my daughter, “Yeah?” We may trust youth to aid in our at- tempts to restate eternal truths in under- standable language.—E. W. Butterfield in Educational Method. An entertainment bureau—‘One of the most pleasant and effective ways of establishing a friendly connection be- tween a community and a school is the establishment of an entertainment bu- reau,” writes Beryl M. Simpson, director of Speech Arts, Arizona State College, Tempe, Arizona. The speech, physical education, and music departments at Arizona State College cooperate in the operation of an entertainment bureau which furnishes suitable programs for civic organizations, schools, and churches of the territory which the college serves. Talks; prose, poetry, and drama recitals; tap and other dances; orchestral and vocal music—all presented by students of the college—constitute the programs now available. Cooperation in a small rural com- munity—Mrs. Mary Sell, an NEA member for eight years. and a teacher in Arlington, Arizona, in a letter to THE JouRNAL describes a Woman’s Club which for eight years has played a vital and active part in that community. Thru the club, school and home have united in sponsoring projects to provide social life and educational advancements. For in- stance, the club distributes clothing to needy school children. Junior Audubon Clubs offer an op- portunity to vitalize natural science work, as well as awaken in boys and girls an appreciation of the beauty and economic value of birds. There are nearly Across the equator EW ZEALAND extends to you... an opportunity fora rejuvenating change from life by rule-and-rote... a holiday rich in lore, and pleasure! * No other land its size contains such beautiful and varied scenery ... ranging from Alpine peaks and Norseland fjords to tropic jungles and volcanic wonders... spaced by modern cities. Action..rest..novelty! * Special Inland Tours, individ- ually planned in advance but subject to en route changes, provide efficient, economical travel throughout the North and South Islands, expand a normal holiday to its utmost. * Sail the fascinating South Seas, with stops at Hawaii, Tahiti, Samoa, Rarotonga and Fiji, magnificent mod- ern liners reach New Zealand in 15 days from San Francisco, Los Angeles and Vancouver, B. C. Low costs are assisted by the favorable exchange. fALAN For information and itineraries ask your Travel Agent or NEW ZEALAND GOVERNMENT 606 South Hill Street, Los Angeles, Calif. 320 Bay St., Toronto, 2. Canada SCANDINAVIAN TOUR 73 Days. June 24-Sept. 5. $700 Selected party now forming for extensive tour of Den- mark. Norway, and Sweden. Personally conducted. Planned mainly for socially interested individuals. Al} essential expenses included in price. Early registration essential. For particulars write: FRED C.N.HEDEBOL. Travel Guide. Nott Terrace High School, Schenectady, N. Y. TO RETIRE AT 55 MAIL THIS COUPON! THE LINCOLN NATIONAL LIFE INSURANCE Co. Fort Wayne, Indiana—Dept. J3 If I put aside $2.50 ( : 00 ( $5. _),$10.00( ) week in the Lincoln National or—_—— dollars ev Life 5-Star Annuity Plan, how much income will you pay me beginning at Age 55 ( ) or Age GO( ) or Age 65 )? Name Add City and State Present Age THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION aoe ona ERpERS A NEW COURSE IN ADULT EDUCATI i et . : FS > Summer Study” = -_ Enjoy the scenic beauties and recreational delights of the land of ten thousand lakes while studying next summer. Minneapolis is the gateway to one of the Nation’s greatest summer playgrounds. Graduate Courses for Teachers with New Masters Degree for Course Work Only at the UNIVERSITY OF MINNESOTA These courses include Adult Education, Biology, Chemistry, Physics, Mathematics, Sociology, Child Welfare, Industrial Edu- cation, Public Health, Home Economics, Physical Education, Play Production, Music and many others. Baccalaureate or Advanced Degrees is given for summer work in all courses. All departments, laboratories and research facili- ties are open and at your service during the summer. vy, 4 Exceptional Advantages 3 250 Selected Educators Special Lectures Plays and Excursions 600 Courses Moderate Fees —as Low Living Costs Write for Complete Bulletin, Director of Summer Sessions, Dept. D UNIVERSITY OF MINNESOTA MINNEAPOLIS, MINNESOTA 4000 such clubs in the United States. Are the children in your school enroled? For information address the National Association of Audubon Societies, 1775 Broadway, New York, N. Y. The South is sick—The following statement, which is abridged from The Nation for January 8, suggests a condi- tion with which school people should be familiar: The industrial side of the picture is revealed in the familiar pattern of the Northern textile manufacturer who moves South, where the in- experienced worker, fresh from a starved and almost literally moneyless existence on the soil, is more than willing to work for a few dollars a week. The sordid details of this pattern are vividly if incidentally brought out in such an investigation as was reported by Louis Stark in the New York Times of December 22. This report, made to the federal commissioner of education, has never been officially released to the public. Altho it was completed in June it has been circulated confidentially only among a few government officials and labor-union offi- cers. It deals with the misuse of federal grants to states for vocational-training purposes; and while it covers Northern states as well as South- ern, it seems apparent from Mr. Stark’s sum- mary that the worst abuses occur in the deep South. The investigators, Anna Lalor Burdick and Ruth Scandrett, found officially what has been known for some time unofficially, that these funds for vocational-training purposes have been used ever since they were authorized in 1917 for the benefit of private industry. They VOLUME 25, NUMBER 3; MARCH 1936 1 7 SB i. | PLAN NOW TO JOIN Dragonland Cruise O - Full credit toward June 15-July 25 July 25-Aug. 29 A Suggestion. . . . You may find it convenient to enroil for the second term after returning from The N. EB. A. Convention at Portland, Oregon. found that workers are trained on production without pay for six to twelve weeks and then transferred to pay rolls at learners’ wages, and that goods thus produced without payment of wages are sold on the open market. They found, moreover, that the superintendent of the factory or the foremen are appointed as teachers and paid at public expense, that per- sons employed as instructors serve as foremen on production, that public schools rent quarters in which workers are trained for a particular plant, and that communities, particularly in the South, in the attempt to attract industries, offer an “abundant supply of workers with highschool education trained for the factory at public expense.” An argument for tenure—I used to be opposed to permanent tenure for pro- fessors. I thought it was an invitation to mediocrity and that it had a depress- ing effect on professional salaries. I now believe that the greatest danger to edu- cation in America is the attempt, under the guise of patriotism, to suppress free inquiry, discussion, and teaching. There- fore I am now in favor of permanent tenure, with .all its drawbacks, as by far the lesser of two evils——Robert M. Hutchins, president, University of Chi- cago. The South Carolina Education Association is offering two four-year scholarships of $50 per year to any col- lege in South Carolina to twe highschool students, a boy and a girl, and a $10 visiting JAPAN—CHINA—PHILIPPINES Especially arranged for members and friends of the National Education Association following close of the Convention in Portland. Sailing from Seattle ins.s. President McKinley, July 4th, 1936, returning to Seattle August 19th. Personally escorted by Dean Willis L. Uhl, College of Education, University of Washington. FIRST CLASS from TOURIST CLASS from $429.00 (including Shore Excursions) $684.00 For further particulars and reservation, inquire of AMERICAN MAIL LINE AND DOLLAR STEAMSHIP LINES 760 Stuart Building, Seattle, Wash. 604 Fifth Avenue, New York, N. Y. Other offices in: Boston, Cleveland, Los Angeles, Portland, Ore., San Fran- cisco, Toronto, Washington, D. C award to one elementary student in each congressional district. The association is sponsoring a statewide oratorical contest, with the general theme for all orations, “The Educational Conditions and Needs of South Carolina.” The state winners will deliver their orations at the next an- nual convention of the South Carolina Education Association. Strength thru conference—The © McKeesport, Pa., Public Schools have established a democratic system of ad- ministrative policies. Thru group discus- sions and committees, teachers and prin- cipals are given an important part in determining school policies. James H. Lawson is Superintendent. A citywide hobby show for boys and girls between ages of 9 and 20 was sponsored recently by the Kiwanis Club of Baltimore. Valuable for highschools—There has been issued for the CCC camps thru the U. S. Office of Education a group of pamphlets known as the CCC Voca- tional Series. They may be lad from the Supt. of Documents, Washington, D. C., 10 cents each in coin. The series is as follows: Manual for Instructors; Agriculture; Automobile Repairing; Automotive Electricity; Carpentry; [Continued on page A-48] A-47 Se University of Denver ~ 1936 SUMMER SESSION Enjoy Summer Study in the shadow of the Rockies {| Graduate and undergraduate courses in regular and special university subjects. { Special courses for teachers and administrators. Conferences, lectures on today's social, economic, and educa- tional problems. {{ Metropolitan advantages and mile-high climate. Pianned recreation in snows capped Rockies. {Low railroad rates. For Summer School Bulletin address Dept. A. University of Denver, Denver, Colo. Ist Term: June 15 to July 17 2nd Term: July 20 to Aug. 21 ATIONAL COLLEGE soth Year of EDUCATION Combine your summer course with unmatched vaca- UNIVERSITY OF VERMONT Burlington-on-Lake Champlain SUMMER SESSION JULY 6 1936 AUGUST 14 GRADUATE COURSES UNDERGRADUATE CouURSES SpecraL Courses FOR TEACHERS Liberal Arts, Education, Engineering, Business, Pre-medical Courses. Special Courses in Art, Home Economics, Music, Physical Education, Play Production, Industrial Arts, Demonstration School. VACATION RAILROAD RATES Excursions to Montreal, Lake Placid, Ft. Ticonderoga, Adirondack and Green Mountains under University direction. Excellent Program of Entertainments Write for illustrated bulletins tion opportunities. Make new and stimulating con- acts in a worldcenter of education. Preliminary and Advanced BENNETT C. DOUGLASS es for Teachers in Kindergarten and Elementary grades— ial clinical work in remedial reading. Also cultural sub- Director, Summer Session cts including History, Literature and Art. Socialized activ- University of Vermont, Burlington, Vt. . Demonstration school, College Dormitory, June 19-July | 2-week special courses—June 8-19 and July 6-17. Edna Dean Baker, President, Box 616-C, Evanston, Ill. UNIVERSITY TRAVEL— SUMMER 1936 ART TOURS—MOTOR TOURS GENERAL TOURS Invaluable to Teachers Certificates given for College and School Board Credit —aa= An Increase in Enroliment of Nearly 300% in Ten Years at ‘| SUMMER: SESSION WASHINGTON UNIVERSITY The growing popularity of the Summer Session of Washington University is due to the broad selection of graduate, under- graduate and professional courses, care- fully selected faculty, dormitory facilities, on an attractive campus, and the advan- tages of contact with a large city. . ae Bureau of University Travel 21 Boyd St. Newton, Mass. U 0 b E Classes from June 15 to July 24, Unusually attractive all expense tours $325 to , $595, four to eight weeks. Excellent hotels. Tourist 1936 class in modern Ocean Liners. Send for booklet NOW. Metropolitan Travel Company 260 Tremont Street Boston, Mass. For Bulletin, Address Isidor Loeb, Director of Summer Session, Room 204, Duncker Hall. WASHINGTON | UNIVERSITY. St. Louis, Missouri ORIENT ECONOMY TOUR For Members of N.E.A. Convention Comprehensive tour of Japan, Korea, China and Manchoukuo... pias from Portland July 7th... 55 days... $595 including all shore excursions. 1st class throughout. Return to San Francisco. Early bookings advisable. Apply ANGLO-AMERICAN TOURS 545—Sth Avenue New York ALBERT 50th Anniversary FORWARD TO BETTER PAY. | Two-thirds 1935 place- ments promotions. Large increase over . Calls now coming in. Send for TEACHERS AGENCY folder. Member N AT A. 25 E. Jackson Bivd. “Correspondent’’ Agencies: E. T. Duffield, 535 Fifth Ave., N.Y. Alta B. Collier, Inc., Chicago, Wl. Spokane, Wash. Our work covers all departments in the educa- TEACHERS AGENCY tional field. We help secure appointments in all parts of the United States. Every special type of work receives our careful attention as well as the work in the regular academic department. Affiliated with The Fisk Teachers Agency is The American College Bureau, which limits its field to universities and colleges. Both organizations assist in the appointment of administrators as well as of teachers. 28 E. Jackson Blvd., Chicago, Illinois [Continued from page A-47| Concrete Construction; Cooking; Con- servation of Natural Resources; For- estry; House Wiring; Elementary Ma- sonry and _ Bricklaying; Mechanical Drawing; Photography; Radio Servic- ing ; Soil Conservation; Plane Surveying. National Young Citizens League —Plans for a national league have been outlined by the Young Citizens League of South Dakota. It will be known as the Young Citizens League of America. This year all young citizens will be invited to carry out the South Dakota project, “The Conservation of Wild Life.” A letter from Max Zimpel— JouRNAL readers will be interested in the following excerpts from a letter by Max Zimpel of Frankfurt-on-Main who was in America a few years ago and spoke be- fore the National Education Assoctation: As a reader of THE JoURNAL I often hear from you and I always enjoy every line you publish in your paper... . I was glad to hear that the building of youth hostels is making rapid progress in your great country. . . Very soon I have to give up teaching. I am now 61 years old and in the coming Fall must retire with three-fourths of my last income. It will be a strange sensation to change suddenly from a busy life to unemployment. As I am, accustomed to work, I will try to make myself useful by some investigations I started in the Con- gressional Library five years ago... . I have been invited, too, by my old friends in Minnesota and North Dakota to give a number of lectures there about the New Germany. Finally I have been asked to dis- seminate information about the summer courses of our Frankfurt University which took place for the first time last summer and will be repeated next sum- mer. We are especially interested to have teachers among our students. Ordinary visitors see only the outside of our public life. Teachers will observe the underlying principles of all the changes going on in our country. Special classes lasting three weeks will be formed for teachers, in connection with other classes in which German will be taught and with lectures and excur- sions of all kinds. Frankfurt in itself is worthwhile seeing as it is not only one of Germany’s oldest towns but at the same time is highly modern. It is also situated in the center of beautiful spots so that at weekend we could take our students to places like Heidelberg, the Rhine, the Black Forest, Rothenburg, and the Spessart. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION [Continued from page 102] lowa—A eokuk, Keokuk Public Schools, Junior High, Senior High. Maine—Old Orchard Beach, Old Orchard Elemen- tary; Saco, Bonythan, Jordan, Locke, Sweetser. MaryYLANp—Elk Mills, Elk Mills Elementary. MicHIGAN—Detroit, Bixon. Missour!—Kansas City, Humboldt, Horace Mann, Marlborough. New Jersey—Atlantic City, Junior High, Venice Park. New YorK—Johnstown, Perry Street. Oun1o—Akron, Rankin; Reinersville, Manchester Rural. PENNSYLVANIA—Chester, Jefferis, Smedley Junior High, John Wetherill; Easton, Franklin, Lehigh, Traill Green, WVanderveer, Webster; Edinboro, State Teachers College; Montgomery County, Lower Salford District, Upper Moreland Town- ship, Elementary, Junior and Senior High. Texas—Dallas, Alamo, Benito Juarez, Cedar Valley, Leila P. Cowart, James W. Fannin, Robert E. Lee, Ben Milam, Mount Auburn, John F. Peeler, Wil- liam B. Travis, Vickery Place, Winnetka. UtanH—Box Elder County, Bear River High; Emery, Emery. Vircinta—Hot Springs, Thomastown; Winchester, John Kerr. WASHINGTON—Bellingham, Roeder Elementary. West VirGInia—Middlebourne, Ellsworth. WISCONSIN—K enosha, Deming Ungraded; Milwaukee, Garden Homes. Current Year ALABAMA—Bay Minette, Baldwin County High; Bir- mingham, Elyton, Powell. ARIZONA—T ucson, Amphitheater. CALirornNia—Berkeley, Columbus, fellow; Chula Vista, Junior High; Street, Thomas Jefferson, Mark Keppel, Abraham Lincoln, Col. Lindbergh, Augusta A. Mayo, Theo- dore Roosevelt, General Rosecrans, George Wash- ington; Fresno, Parental; Glendale, John Marshall; Gridley, Gridley Union High; Long Beach, U. S. Grant, Robert E. Lee, Roosevelt; Los Angeles, Eagle Rock, Meyler Street, Selma Avenue, Toland Jefferson, Long- Compton, Clark Way; North Los Angeles, Zelsah; Palos Verdes Estates, Malaga Cove; Pasadena, Thomas A. Edison, James A. Garfield; Rancho Santa Fe, Rancho Santa Fe Public School; Redondo Beach, Grant; San Bernardino, Meadowbrook; San Diego, Emerson; San Francisco, Lincoln; San Gabriel, Wilson; San Pedro, Miraleste; Santa Ana, Fre- mont, Jefferson, McKinley, Muir, Spurgeon, CoLorapo—Arapahoe County, Ash Grove, Creek, Cherry Hills, Curtis, Littleton Schools; Otis, Lone Star High. FLoripA—Miami, Miramar Elementary; County, Lake Harbor; St. Petersburg, Forest Hills. Gerorcia—Atlanta, Murphy Junior High. ILtinois—Chicago Heights, McKinley; Dundee, Dun- dee Commercial High. INDIANA—Indianapolis, Charity Dye. KansAs—Dodge City, Lincoln Elementary. KENTUCKY—Maysville, Maysville Public Schools. MaINe—Castine, Eastern State Normal; Southport, Southport. MASSACHUSETTS—A uburndale, Charles C. Burr, Wil- liams; Holden, Holden High; Newton Lower Falls, Hamilton; Somerville, Burns. MICHIGAN—Grand Rapids, Coit. MINNESOTA—Mankato, Franklin Junior High, Lincoln Roosevelt, Union. Missourt—Kansas City, Teachers College of Kansas City, Van Horn, Wheatley; Kirkwood, John Pit- man. NEBRASKA—Elgin, Elgin Public Schools. New Jersey—Bridgeton, Junior High; Gloucester City, Ridgeway Street; Mantoloking, Lavallette. New YorKk—Northport, East Northport. On10—Barnesville, Barnesville Public Schools; Columbus, Mifflin; Niles, Garfield, Harrison, Jef- ferson, Lincoln, Monroe, Roosevelt; North Canton, North Canton Public Schools, Rossford High; Toledo, Oregon Township Public Schools; Warren, Warren G. Harding Senior High; Youngstown, Kyles Corners. OKLAHOMA—Oklahoma City, Emerson, Linwood. OreEGON—Clackamas County, District Number 123; Hood River, Coe Primary, Junior High, Park Street. PENNSYLVANIA—Berks County, Wyomissing; gomery County, Telford District; County, Penn; Williamsport, Junior High, Josiah Emery. Texas—Alba, Gunter; Dallas, Stephen F. Austin, David Crockett, Margaret B. Henderson, Lida Hooe, Obadiah Knight, Roger Q. Mills, Oran M. Roberts, T. G. Terry; Texarkana, Whitaker. Utan—Elmo, Emery; Lark, Lark. VirGINIA—Warm Springs, Warm Springs; Winches- ter, Handley Elementary. WASHINGTON—Blanchard, Blanchard; Seattle, Alki, Coe, Hawthorne, Latona, Maple, McGilvra, James Monroe Junior High, North Queen Anne, Univer- Cherry Public Palm Beach Mont- Westmoreland Andrew G. Curtin sity Heights, Van Asselt, Whittier; Spokane, Browne, Holmes, Lincoln. West Vircinta—Dott, Wenonah; Standard, Stana- ford; Wolf Summit, Wolf Summit. Wisconsin—Eau Claire, Eau Claire Public Schools; Milwaukee, Clarke Street. VOLUME 25, NUMBER 3; MARCH 1936 WILL DURANT To Leap A TOUR IN THE WAKE OF HISTORY Follow chronologically the development of Western Civilization, Art, Culture and History under the inspired leadership of Dr. Durant. Summer, 1936. Egypt, Palestine, Syria, Lebanon, Asia Minor, Istanbul, Greece, Olympia, Delphi, Aegean Islands (cruise), Crete, M ycenae, Athens, Naples, Rome and Spain. Prices $590 up Send for attractive folder and map. WILLIAM M. BARBER, Babson Park. Mass. VARIETY IS THE SPICE OF MAINE! You can do almost anything and everything in Maine! In the morning, you can breathe the salty tang of sea-winds; fish, swim, and sail on Maine’s coast ... in the afternoon, you can be deep in the fragrant woods; sleep in the shadow of a mighty mountain, lulled by the soft lap-lap of a lake. No matter what kind of vacation you want —you can have it in Maine this summer! Hike. Ride. Play golf and tennis. 25,000 miles of good roads let you drive in quick comfort. Smart hotels. Inns. Inexpensive overnight stopping-places everywhere. Sum- mer classes in art, music, drama, and other special courses at recognized schools. Mail the coupon today for more information. MAINE DEVELOPMENT COMMISSION—Tourist Service 531 Longfellow Sq., Portland, Maine O Send the FREE 1936 Official summer ‘choo! Information alsa. Name Street City __...._-_ Si CONTINENTAL DIVIDE- Seen on Student Toars a UNIVERSITY OF COLORADO, in the foothills of the Rockies, offers you unsurpassed oppor- tunities for combining summer study with recreation. Organized hikes and week- end outings; visits to glaciers and auto- mobile excursions to Rocky Mountain National Park; mountain climbing; moun- tain camp maintained for summer stu- dents. Altitude of one mile, within sight of perpetual snow, gives unexcelled cli- mate and stimulating atmosphere. First Term, June 22 to July 24 Second Term, July 27 to Aug. 28 Courses in Arts and Sciences, Medicine, Law, Education, Home Economics, Busi- ness, Journalism, Art, and Musée, Field courses in Geology and Biology. Maison Frangaise. Casa Espafiola. University Theater with special instruction in Dra- matic Production. Nursery, Demonstra- tion and Training Schools. Many special! courses for teachers, supervisors and administrators. Special opportunities for graduate work. Organ recitals and pub- lic lectures. lL LP LOLS ON ND NNN NONI NN Vacation Railroad Rates Boulder Common Point from East and South University of Colorado Boulder, Colorado SEND TODAY for Complete Information Dean of the Summer Quarter (Dept. S) | University of Colorado, Boulder, Colo. Please send me the bulletins checked below: Summer Quarter Catalog | Summer Recreation Bulletin——— Field Courses in Geology and Biology——— Graduate School Bulletin——— a Sa Se | 2. } Gin. ae = | oe BSS. ene ai | ng pepe SA HEALTH EDUCATION MATERIALS HEALTH EDUCATION A Program for Public Schools and Teacher Train- ing institutions. 1930. 251 pp. This report of the Joint Committee on Health Problems in Education of the National Education Association and the American Medical Associa- tion is a standard reference for teachers. Paper bound, $1.25 each; Cloth bound, $1.75 each. PRINCIPLES AND PRACTICES IN SCHOOL HEALTH EDUCATION, 1935. The proceedings of the Health Education Confer- ence arranged by the American Child Health Association held in lowa City, lowa, June, 1935. 363 pp. $1.50. Contains detailed descriptions of current class- room activities in health education in both rural and urban schools. Child Health Education in Some of Its Broader Aspects. By William H. Kilpatrick, Ph.D. Reprint. 24 pp. $.10 Curriculum Building in a Rural Situation. By Nettie E. Brogdon. Reprint. 6 pp. $.05 Developing a Scientific Attitude as an Essential in Health Education. By Anita D. Laton, Ph.D. Reprint. 10 pp. $.10 Weighing School Children and Nutritional Status Measurement. Reprint. 12 pp. $.05 Classroom Growth Record be chart for classroom records; size 2334” x 19”. .03 Healthland Flyer Railroad Folder. $.02 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 copies, 334 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. SOCIAL STUDIES CURRICULUM Fourteenth Yearbook Department of Superintendence 480 pages $2.00 per copy ©@ Helpful in solving questions involving fusion courses, con- troversial issues, academic freedom, propaganda, and the purposes of the social studies. @ Stimulating in its criteria for selecting, organizing, revising, and teaching the social studies curriculum. @ Practical in its examples and illustrations, which have been chosen from the courses of study of forward-looking school systems. An essential handbook for all persons concerned with socio- economic education at the elementary and secondary school levels. ORDER NOW Discounts on Quantities: 2-9 copies, 10% ; 10-99 copies, 25%; 100 or more, 3344%. The Department of Superintendence of the N. E. A. 1201-16th Street, N. W. Washington, D. C. Research Bulletins These bulletins are a source of up-to-date information concerning the teaching profession. The Preparation of Teachers’ Salary Schedules; Part II, Drafting the Schedule Vol. XIV, No. 2, March, 1936. 48 pp The Preparation of Teachers’ Salary Schedules; Part I, Administrative and Fact-Finding Procedures Vol. XIV, No. 1, January, 1936. 48 pp Better Reading Instruction Vol. XIII, No. 5, November, 1935. 56 pp..... 25 The Teachers’ Economic Position Vol. XIII, No. 4, September, 1935. 104 pp... .50 | Creating Social Intelligence Vol. XIII, No. 3, May, 1935. 96 pp Discounts are allowed on two or more copies of the same issue: 2 to 9 copies, 10 percent; 10 to 9g copies, 25 percent; 100 or more, 33% percent. Orders for $1.00 or less must be accompanied by funds. NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street N. W. | Washington, D. C. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION : i he LITT TM RE TT te” —_ ————