OURN of the NATIONAL _. ERRICATION The Portland Con- =~ ASSOCIATION. The Little Red Rider lr Teachers Were Bricklayers J.°’!, Studebaker DORTLAND e.g y e The Quest for Na- tional Security Charles A. Beard 9 (DasentivectorGur- riculum and Method Wm. H. Kilpatrick * Pease! Life and Ed- ucation Howard A. Dawson * Sas Page A-71 for Complete Table of Contents M AY > 7 ay 3 G . VOLUME 25 NUMBER 5 Beautiful Oregon welcomes the NEA convention. See pages 150-53. THE FOUR STEPS IN THE TEACHING OF ENGLISH recommended in the Report of the Curriculum Commission of the National Council of Teachers of English are made clear and applied in ENGLISH ACTIVITIES THROUGH the motivation and guidance supplied in these books, the pupil is led (1)to want to express himself in speech and writing (2)—to plan what he shall say and write (3)—to carry out what he attempts (4)—to criticize and judge what he has done The emphasis in this Series is on ‘English for use, learned through use” in well-planned activities A Three-Book and a Six-Book Series for Grades 3 to 8 By \W/. WILBUR HATFIELD, E. E. LEWIS and others AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston Atlanta Dallas San Francisco For a Satisfactory, Balanced Basal Reading Program Select. THE WEBSTER READERS by C. R. STONE AND IDA VANDERGAW A nationally known authority in reading has spent five years in building the materials for a more satis- factory reading program. 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OURNAL Le NATIONAL EDUCATION ASSOCIATION May 1936 VOLUME 25, NUMBER 5 THE JOURNAL goes to all members of the Association * Between Editor and Reader— A cans aco Horace Mann labored for universal free schools so ably that he has been called the founder of our American system of public education. He and his followers have made elementary schooling universal and sec- ondary schooling nearly so. But that is not enough under the conditions of today to save democracy from confusion and disintegration. Now comes a new prophet with vision to sense democracy’s present need, with the gift of ex- pression, with a genius for organization, and the courage of action which we have long associated with Horace Mann. It is the highest good fortune that this new leader, John W. Studebaker, is United States Commissioner of Education. It would be hard to overestimate the significance of his sustained championship of universal, tax- supported education of adults in the pressing problems of democracy. Commissioner Studebaker has stated the case for freedom, forums, and democracy, in an ad- mirable book, Plain Talk, a cloth-bound volume of 166 pages published without royalty or profit by the National Home Library Foundation, Washington, D. C., at the low price of 25 cents. This book is especially valuable for summer- school classes, for highschools and colleges, for parent-teacher associations, and for reading groups of every kind in home, school, church, and community. Every citizen should have an opportunity to study this book, for as the author says: “Tf democracy fails to solve the problems of unemployment, poverty and distress, it cannot survive. If it does solve these problems pro- gressively, step by step, giving the people rea- sonable hope of being able to plan a better life for themselves, there is no need to fear the im- position of a dictatorship. {|Dictatorships are nourished to power by the failures of representa- tive government to solve vital problems. The technique of majority rule is abandoned when the majority loses faith in its ability ¢o rule.” We need not lose faith. In the words of the father of the Swiss Family Robinson, “Let us not desert ourselves.” VOLUME 25, NUMBER 5; MAY 1936 PUBLISHED BY THE NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W., Washington, D. C. AGNES SAMUELSON, President Wriirarp E. Givens, Executive Secretary J. W. Crabtree, 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 tor of Administrative Service Joy Elmer Morgan, Publications Gwladys W. Jones, Secretary, Depart- T. D. Martin, Membership ment of Deans of Women William G. Carr, Research Eva G. Pinkston, Secretary, Dept. of Howard A. Dawson, Rural Service Elementary School Principals JOY ELMER MORGAN, Editor H. A. ALLAN, Business Manager In This -lssue— THE LitTtLE RED RIDER 135 OBJECTIVES FOR CURRICULUM AND METHOD William H. Kilpatrick 137 THE QUEST FOR NATIONAL SECURITY Charles A. Beard 139 Community Livinc As EDUCATION Philip W. L. Cox 141 SUPPLYING TEACHERS FOR YOUNG AMERICA M. Ernest Townsend 143 PLANNING FOR RETIREMENT E. H. Nelson 145 AN EVENING WITH THE MAGAZINES Hazel Davis 146 THE PLANNING OF YOUR LIFE Joy Elmer Morgan 147 My LITTLE Boy Carl Ewald 149 EDUCATION MovING FoRWARD Agnes Samuelson 150 THE PORTLAND PROGRAM 152 CONTROVERSIAL TOPICS IN THE CLASSROOM C. B. Wivel 154 RURAL LIFE AND EDUCATION Howard A. Dawson 155 Tue RuRAL SCHOOLS OF ToDAy 156 NEEDS AND IssUEs 157 STRATEGY, METHODS, AND ACTION 158 THE LAYMAN’S JOURNAL OF EDUCATION 159 A Stupy or FICTION WRITERS OF OuR STATE Mary Shafto 160 J. W. Studebaker 161 R. T. Shaw 162 Cornelia S. Adair 162 Ir TEACHERS WERE BRICKLAYERS THE PROPOSED AMENDMENTS TO THE CHARTER RECOMMENDATIONS ON REORGANIZATION PROPOSED CHANGES IN NEA ByLaws 163 NOTES AND ANNOUNCEMENTS 165 THE Honor ROLL oF THE NEA 166 * 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 once any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Association of America. Published monthly, except June, July, and August, by the National Education Association of the United States, 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 1108, act of October 3, 1917, authorized January 26, 1921 A-71 e LESSON SHEETS ® SCHOOL NEWSPAPER % POSTERS-PROGRAMS ® SEAT WORK ONE ALL-PURPOSE DUPLICATING PROCESS BRINGS A NEW DAY TO SCHOOLS 3 | School methods throughout America are changing for the better. Much of this onward march is now tuned to the speed and versatility of the Mimeo- graph Process. Stencil duplication at its best means better handling of i problems, better days for executives and teachers. Here is a partial list of important functions all of which the Mimeograph alone can perform: It affords the easiest and most economical method of publishing an illustrated school paper-—in color, if desired. It produces attractive posters, programs, and other student activity material at nominal expense. In connection with a new ready-prepared stencil service, it provides administrative forms, lesson sheets, outline maps, and seat work, cleanly printed work at lowest possible cost. In short, the Mimeograph answers speedily, inexpensively, and beautifully the duplicating requirements of the modern school system. Usage of the Process is now being widely extended, especially in the ele- mentary grades. For latest information write A. B. Dick Company, Chicago. Send for this free booklet. We have prepared an attractive brochure illustrating important uses of the Mimeograph in educational work and. listing forty-eight school jobs which it does successfully. Yours for the asking. Address Educational Department, A. B. Dick Company, Chicago. MIMEOGRAPH | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION eae Se VOLUME 25 NUMBER 5 The of the NATIONAL - EDUCATION + ASSOCIATION | () U Rg N A s OF - THE * UNITED * STATES—MAY 1936 The Little Red Rider HE LITTLE RED RIDER is little be- cause it is a sentence only three lines long; it’s red because it con- tains a reference to Communism; and it’s a rider because it rode thru the United States Congress on an appro- priation bill—and rode thru so quietly that not more than twenty-five Congress- men knew they were giving it a lift. Now it is law.” So began the NEA radio program for March 25, 1936, in the series of weekly broadcasts entitled “Our American Schools.” This was one of a series of four programs beginning March 18 de- voted generally to the subject of free- dom of teaching and specifically to the Little Red Rider. This Rider is the first attempt in the history of the U. S. Congress to censor education. It was included in an ap- propriation act for the District of Columbia which was thirty-seven pages long. One of the subheadings of the act was entitled “Public Schools.” A sub-subheading under this was entitled “Miscellaneous.” In the latter half of the fourteenth paragraph of this mis- cellaneous section will be found the fol- lowing statement—if one’s microscope is still working: “Hereafter no part of any appropria- tion for the public schools {in the Dis- trict of Columbia] shall be available for the payment of the salary of any person teaching or advocating Communism.” The bill to which this Rider was at- tached became law June 14, 1935. The supporters of this bill insisted that the act prohibited teachers from identifying principles of Communism or acquainting pupils with facts concerning it. The D. C. Corporation Counsel, how- ever, issued a formal opinion that “ad- vocating Communism is a violation of the law, but that merely teaching facts is within the law and perfectly legal.” Despite this fact, the United States Comptroller-General in November 1935 VOLUME 25, NUMBER 5; MAY 1936 ruled that all District of Columbia school employees, including clerks and janitors as well as officers and teachers, must turn in monthly statements certify- ing that they had neither taught nor ad- vocated Communism in school or out before salary checks would be issued to them. The net result of this action as stated in the excellent number of the Journal of the Education Association of the District of Columbia for March 1936 was that: “All mention of Russian geography, system of government, art, music, liter- ature becomes immediately taboo. Chil- dren ask pertinent questions roused by public controversy; teachers evade reply. Cultural, economic, political contribu- tions of a nation of 160,000,000 people to civilization are erased from the slate of consideration in D. C. schools.” Storms of protest followed this action, © Harris & Ewing ONGRESSMAN Frep J. Sisson of New York, author of H. R. 11375, pro- posing the repeal of the Little Red Rider. not only ftom citizens of the District of Columbia but from citizens thruout the country. In February 1936 Congress- man Fred J. Sisson of New York intro- duced a bill in the House of Representa- tives, H. R. 11375, providing for the repeal of the Little Red Rider. Citizens and teachers in every state have a vital interest in the struggle for freedom of learning in the District of Columbia. Censorship of education, suc- cessful in one place, may be imposed elsewhere. The value of an organized teaching profession in this situation has been clearly demonstrated. The District of Columbia Education Association has fought an intelligent united battle for the repeal of the Red Rider. The National Education Association at its Denver convention in 1935 resolved “that teachers should have full oppor- tunity to present differing points of view in order to aid students to adjust them- selves to their environment and to changing social conditions.” In view of this resolution and the fact that the Red Rider might be the precedent for similar action in any state, the Association has vigorously fought for its repeal. The radio programs cited in this arti- cle are but one of the methods used by the Association in this fight. The broad- cast for April 1, 1936, included three short talks by members of Congress on the Rider. These addresses follow: Congressman Theodore Christianson of Minnesota: I am frank to say that I do not want teachers here or elsewhere to advocate Communism in the schools. I will add that I would not want them to advocate capital- ism, or the New Deal, or even Republican- ism. It is the function of the pubiic schools to teach children not what to think but how to think. But to hedge teachers about with restrictions that make it prudent for them to skip the chapters on Russia in history and geography is so absurd, and so un- American, that it would make one laugh if it did not also make one want to cry! 135 [ am an uncompromising individualist, and as such have no sympathy for Com- munism, Fascism, or any other system or philosophy that would subordinate the indi- vidual to a totalitarian state. And it is just because I am an individualist that I am op- posed to the socalled Red Rider. The Red Rider is too much like a Russian ukasé to be tolerated in America. It belongs to an order of society such as the Commun- ists would like to establish in the United States, but is alien to a country in which freedom of thought and expression have always been taken for granted. If we in America undertake to quarantine people against ideas, we shall only succeed in giving respectability to the devices by which dictators in other lands keep their subjects in intellectual handcuffs. We shall make oppression under a Stalin seem less objectionable, and whatever liberty there is left in the United States—or should I say “in the District of Columbia” ?—relatively less desirable and less worth fighting to pre- serve. Finally, I am opposed to the Red Rider because it gives Communists too much to squawk about. Those gentlemen like to play the role of martyr. They are never so happy, or so wellpaid, as when it can be made to appear that they are persecuted. For one, { would like to have them seem to be what most of them are—bourgeoisie who are prosperously engaged in just another kind of racket; orators orating for the very dol- lars they pretend to despise. Let us not keep alive a law which makes Communism seem more defensible than it is. Congresswoman Caroline O’Day of New York: I am all for Mr. Sisson’s bill that re- peals the socalled Red Rider—for that is just another of those repressive measures that history teaches have never been suc- cessful. Many of us feel that the menace to our government does not come from the small group of Communists in our country but from another minority group that is trying to abolish the civil rights and liberties guar- anteed to us under our Constitution and Bill of Rights. These people are undoubt- edly sincere in their patriotism but have very little faith in our form of government and the power of our Constitution. Our highschool boys and girls are trust- worthy, alert, and intelligent. Knowing the tragic blunders their elders have made of world affairs they are justified in refusing to accept our dictum as to how things should be run in the future which belongs, after all, to them and not to us. In searching for a better way of life they must study the various existing forms of government and in this study they need the guidance of wise and sympathetic men and women who are courageous and fair. They should have the best instruction possible and the imposition of reactionary and humiliating laws upon our teachers will banish from the profession the very type 136 Ww ‘Red ‘Rider on ‘Radio Karl Schriftgiesser, columnist of the Washington Post, wrote in his story for March 26, 1936, concerning the NEA broadcast for March 25: 6 ys National Education Association’s broadcast was by far the most effec- tive of several national efforts to aid the repeal of the Little Red Rider. Another, which has been widely mailed to teach- ers, is the current issue of the Journal of the Education Association of the District of Columbia. This contains a chronologi- cal account of the Rider’s history, and whenever a particularly onerous detail is recorded the author has interspersed a quotation from Tom Paine, Henry van Dyke, Franklin D. Roosevelt, or some other noted liberal. .. . If the Little Red Rider isn’t repealed it won't be because intelligent people everywhere have not done their best to help the cause. The affair has now at- tained national attention, and if those now informed of the facts write or wire their Congressmen, even at the risk of being investigated by Senator Black, the resultant heat should smoke Congress into action behind Representative Sisson, whose courage in fighting for the Rider’s repeal is one of the brightest items in the Congressional lexicon of 1936. we need—men and women who understand that liberty is always dangerous, but that, after all, it is the safest thing we have. Congressman Fred J. Sisson of New York: I do not believe in Communism. I believe in freedom of speech and freedom of the press, as guaranteed in the Constitu- tion of the United States. I also believe in academic freedom. It is not in accordance with academic freedom for any legislative body to pre- scribe what shall or shall not be taught in the public schools. That is a matter to be determined by the men and women who have had years of training and years of ex- perience as teachers in the schools and who are therefore experts in those matters. Instead of weakening or destroying Com- munism in this country the Red Rider has had exactly the opposite effect because it has given Communists and Communism free advertising which they could not have gotten otherwise by the expenditure of mil- lions of dollars. The advocacy of Commun- ism never has been permitted in the schools of the District of Columbia. The passage of the Red Rider was unnecessary. In the open hearings on my repeal bill, held for three days before the sub-committee on educa- tion of the District of Columbia Commit- tee, not a single instance was produced nor a scintilla of evidence presented that any teacher out of the whole 2900 teachers in the system had ever advocated Communism in the District schools. The Red Rider has tended to make teach- ers ridiculous in the eyes of the boys and girls because the teachers have by it been heckled and coerced and frightened into avoiding teaching about Russia or the sys- tem prevailing there, or even allowing Com- munism, Communists, or Russia to be men- tioned. It has thereby impaired the morale of the teachers and destroyed the confi- dence existing between the teacher and the boy or girl without which the true ideals of education cannot be secured. The Red Rider has also tended to make Congress ridiculous in the eyes of the Amer- ican people. It could never have been passed in an open straightforward manner but only by the method adopted whereby it was slipped into an appropriation bill. I introduced the bill to repeal the Red Rider and to wipe off this silly, un-Ameri- can thing from our statute books because I am interested in the work of the teacher, because I am interested in boys and girls, and because I wish to free Congress from the odium of appearing to stand for such a vicious and wicked thing. The issue of freedom of teaching and discussion is no longer academic. In many nations of the world today there is no such freedom. There are those who would stifle it in America, The Red Rider is perhaps the spearhead of such a movement. It is in keeping with the resolution passed in January 1936 by a national conference of women “... that teachers be pledged to refrain from discussion of political and social contro- versial topics in the public schools.” If the Red Rider is repealed by the time this JOURNAL is off the press, it will be an important victory not only for the rights of teachers but for the continuance of the basic principle of freedom of discussion in the United States of America. If the day ever comes when this freedom is lost, then dem- ocracy will be a historic, not a living, fact in America. The fight is on, Even if the Little Red Rider is repealed, there will be other attempts and in other places to impose similar restrictions. The teach- ing profession does not question the sin- cerity of those who propose such re- trictions. It holds that their method of approach is fundamentally unsound. To attempt to stifle a movement by: force inevitably results in giving it greater publicity and strength. Let every teacher and citizen interested in preserving the most fundamental principles of dem- ocracy be on the alert to thwart any movement to undermine them. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ) sc ent lt Asa cr Do We Need a New Curriculum? VII Objectives for Curriculum and Method cle of the series to bring together under one head, and discuss more adequately, what has already been im- plied as to objectives that the teacher should keep in mind in directing cur- riculum making and method. In most of the older discussions on cur- riculum making we find attention mainly centered, at least ultimately, on specific items of knowledge, skills, habits, and the like, that pupils should acquire. And commonly these objectives have been dis- cussed as if each such item could and does exist, and can be considered, in and of itself as a distinct and separate affair. For teaching purposes, this older outlook customarily organized these items logi- cally into subjects and assigned for the daily lesson some convenient subdivision of such a subject. In other words, this older view considered learning as the ac- quisition of subjectmatter-set-out-to-be- learned and educational objectives as more or less self-existent atoms which were to be learned, and held for later use, in some logical order of arrange- ment. In these articles this atomistic view of objectives, with its logical order of learning by separated subjects in long- range advance of actual use, is totally and wholly rejected as thoroly mislead- ing and mischievous, being in fact the an- tithetical opposite of the best available conceptions both of the life process and of learning. In contrast with such an atomistic and static conception of ob- jectives the aim here is to set forth dy- namic objectives inherently related to life as a process and therefore to natural and useful learning. Thus to prefer a dynamic view of life and learning is not to deny, or even belittle, matters of knowledge and skill and habit. In the end, the procedures herein advocated may reasonably be ex- pected to call for more of knowledge, skill, and habit than do the more tradi- tional procedures. However, the chief advantage claimed for the newer view is not the greater amount thus learned. Rather is it the fact that what is learned is learned in such dynamic and mean- ingful connections, both immediate and remote, as to constitute far more valu- able learning. When, for example, a child learns to spell a word or perform an arithmetic operation for which he has no present use, learning it simply because it has I SEEMS WISE in this the closing arti- VOLUME 25, NUMBER 5; MAY 1936 been assigned as a task, such items of learning necessarily lack proper mean- ing connections. It is also true that they lack the kind of interest which makes learning wholesome and _ promising. When, however, under wise guidance the child is pursuing with hearty purpose some worthy aim and endeavor of his own, there will necessarily arise occa- sions when he must seek knowledge and skill that he does not as yet possess. The fact of seeking the knowledge with intelligent and zestful aim means that he thoughtfully studies an area and range of possibly pertinent knowledge, reject- ing and accepting as he studies, until he finds what he needs. Such studying, with both its rejecting and its accepting, builds for him new meaning connections within the area studied, and tends to- ward making him more intelligent in that area. When he has found what is seen by him to answer to his quest, the early acceptance of this on its seen merits and with its recognized meaning con- nections, does for him two things at one and the same time. First, the hearty satisfaction that arises for him fixes that matter in his mind and heart, so that it remains more firmly implanted to abide for later pertinent use far and away bet- ter than would any possible learning based on a less inherent interest; this is a great advantage over the old. Sec- ond, what is thus learned is acquired in such thoughtful connections, both from the search and from the finally seen pertinence, as to constitute a more serviceable type of learning. This second advantage is so great as to require an added word of comment. : The probability that any learned item will later find its way into fruitful use depends partly on the number and variety of meaning connections that it carries, partly on the type of meaning connections achieved, partly on its re- latedness with the matters likely to come up later in one’s life. The first factor— the number and variety of meaning con- nections—calls on us as teachers to help children think much and well about what they do. The second—the type of mean- ing connections achieved—calls atten- tion to the fact that certain ways of thinking are more useful than others. Mere multiplicity of connections does not suffice, as we see with those persons— victims of “total recall,” James called them—who recall and tell everything suggested by the question under discus- sion whether or not it is pertinent or useful. Cause-and-effect connections are in general more useful than mere chance associations. Generalized conceptions, as Judd has emphasized, allow applications to novel cases better than do mere spe- cific instance learnings. Ideals, or gener- alizations joined with dispositions to obey them, are, as Bagley early empha- sized, of peculiar service for taking care of novel cases that arise. The teacher will thus seek to have pupils think cause-and- effect relationships, generalize the signifi- cant instances that come up for consid- eration, and perhaps even more zealously work in season and out to build inclusive and generalized ideals. For all of these things will count fruitfully in the days of future application. The third probability noted above of later usefulness of what is learned, namely its relatedness to what will likely follow in life, directs our attention to the continuity of life’s interests. Basic in- terests tend to persist and new interests tend to grow out of older ones. Good teaching will therefore use the child’s present interests as one basis of prepar- ing better for the future. To be sure, not all present interests are equally good; there must be selection from among them. But to use the existing stock of interests for what they are worth, devel- oping these into finer and better inter- ests, always working, however, within the range of available interests—such a procedure not only enlists the child’s dynamic. drives on our side (as we seek his best growth), but joins the present content of life more probably with his future thru the fact noted just above of the persistence and continuity of in- terests in life. The old type school ignored this factor, so that not only was the study it got less zealous and less concrete with correspondingly less satis- factory learning results (as we saw in the preceding paragraphs), but also what was learned being but slightly related to the child’s present life interests had little chance to go along with him into his developing future. The consequence has been that school learning has tended to be remote from life, academic in the bad sense, and therefore easily and natu- rally put aside into oblivion as the child has gone on into later adolescence and maturity. This aspect of building on in- terests is one of the chief assets of the newer outlook. We are now ready to state somewhat 137 Unless the child’s learning is related to his pres- Both photos, courtesy of St. Louis Public Schools ent life interests, it has little chance of going along with him into his developing future. more concisely the doctrine of educa- tional objectives herein advocated. fi] Let us think, not generally or primarily, in terms of specific facts or skills, but rather in terms of growing, that present activities shall lead on fruit- fully to further, finer, and better activi- ties. Broadly interpreted, the principle of “leading on” is the principle of life itself qualitatively considered. [2] Let us work, as a rule, not for single items, still less for lists (for these are an abomination), but rather work for ideals which in the degree that they are got will of themselves then take care of items. We should thus not be con- cerned to teach spelling lists (they are an invention of the evil one), but try to build the ideal of correct spelling for all the words as they are used. Working on this basis, the teacher can help take care of failures and mis- takes as they arise, but better still can help the children anticipate difficulties likely to arise. This, however, should be done always in the service of the ideals that are already in process of building, ideals that promise to take inherent care of manifold items. In the degree that such ideals can be achieved, there then follows that thoughtful self-directed at- tention to instances which alone brings competence, [3] Let us work to build dynamic interests, starting with those that now exist, but working always for stronger 138 and finer and richer interests, interests that lead ever onward and upward. These constitute the richness of life, especially as they are got on the dynamic and growing basis. [4] From the social and moral point of view, what we are to work for in sea- son and out is ever more adequate self- direction, self-direction of the individ- ual as we work with each child, self- direction of the group as we work with classes. All of this is but the educational state- ment of democracy. That the self-direc- tion may be ever more adequate, it must learn to take ever more into account and take this ever better into account. If we understand thinking and acting properly, we may sum up this fourth item in the words, ever better acting on thinking: ever better thinking to tell how to act, what to do; ever closer study of the results of the acting so as to test and correct and improve the thinking. If any have ever thought that the gen- eral point of view herein advocated was individualistic in the selfish sense, it would be impossible to imagine a greater mistake. To take ever more, ever better into account as one acts is the precise opposite of selfishness. This point of view stresses individuality, not individualism. It believes that all social arrangements exist to enhance and express individu- ality. But its concern has always been for an individuality that is increasingly considerate of other individualities in order that all may live justly and well together in all the varied interactive co- operations that make life rich and fine for each and all. Thus closes the series. As we have studied together, we have seen how new social conditions demand a reconsidera- tion of the curriculum along with all else connected with the school. A new psychological insight helps us see at once both the possibility and the need of re- vising our conception of learning and consequently our conception of curricu- lum and method. The stream of life has been found to develop novelly. Life itself is the effort of the organism to cope continually with the ever oncoming novelty. In this the organism behaves in a true sense as an internally cooperating whole. The true unit of study is the organism-in-its-inter- action-with-the-environment. Learning is the name we give to the twofold fact that the organism facing novelty may devise and create a new way of respond- ing, and that this new response if ac- cepted for action becomes thereby incor- porated into the action system, or very being, of the organism itself, there to make available for the future the re- sults of this experience. _ Thinking has appeared as an espe- cially important aspect and factor in be- havior. For man, thinking on the one hand builds a cumulative culture and on the other allows each growing child thru association with others to build the simul- taneous conceptions of self (ego) and other (socius). By means of these self- other conceptions man achieves meaning (intention) on a plane apparently denied the lower animals and on this plane builds mind, sense of responsibility, and conscience. These conceptions are em- bodied in language and otherwise in the culture, and so form the chief means for educating succeeding generations to the level of the race-wrought accumula- tions. Schools exist (at least in a demo- cratic society) to help the young grow up into intelligently self-directing mem- bers of the culture group, able and dis- posed to join with others in the con- tinual task of remaking the common cul- ture and life into something ever finer. The remaking of our ideas regarding curriculum and method must in such ways as these be a perennial task, per- haps never more needed than at the present. It is to help with this task that these articles have been written.— William H. Kilpatrick, Teachers Col- lege, Columbia University. [All rights reserved by the author. | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION . i } oR at tert Dreeatitatiero aS The Quest for National Security HE AMERICAN REPUBLIC now tosses heavily amid the tempest of a crisis in its economy. Stark evidences of the crisis lie all around us—in silent in- dustries, in rusting machines, in the broken lives of men, women, and chil- dren. But deeper than these outward signs and entangled in them is another crisis, not visible to the eye—a crisis in Ameri- can thought which springs from our quest for security thru national action on a national scale. This is the phase of the present national dilemma which distin- guishes it from previous panics and espe- cially concerns the teachers of the land. When, nearly a century ago, the United States was shaken by the eco- nomic crash of 1837, the ensuing popular distress was generally taken as a passing visitation of an unknown evil. President Martin Van Buren attributed it largely to the sins of greed and speculation. In a message to Congress he declared that, under the Constitution, the federal gov- ernment could do nothing about it. Moreover he insisted that, were the powers available, it would be unwise for Congress to meddle with the affairs of private enterprise. The poor suffered in silence or fell by the wayside. In due course came a revival of business as American ingenuity was turned to build- ing railways, opening virgin soil to culti- vation, establishing basic industries, and exploiting the national endowment in natural resources. Today the republic finds itself in an- other economic crash, with similar signs of distress and discouragement. But the whole economic setting has been altered and thought has changed. The tontinent has been rounded out; foreign trade has been pushed to the limits; the exploita- tion of natural resources has reached a point of decline and decay; railway con- struction has stopped and the mileage shrinks; basic industries have been estab- lished; and an unexplored wilderness no longer beckons youth with opportunity. The nation stands in the presence of an unparalleled equipment for the produc- tion of wealth, and this equipment is nationwide in its connections and ram- ifications. In the course of a hundred years, the whole economy of the nation has been altered. The independent producer and owner of 1837 has been supplanted by the specialist, the corporation, the co- operative association, and the trade union. The self-sufficing homestead and VOLUME 25, NUMBER 5; MAY 1936 CHARLES A. BEARD community have almost disappeared. In- dividuals, communities, and regions have become interdependent. All have been so woven into a common economic mesh that, apart from a few primitive farmers, no one, whatever his virtues of industry and thrift, lives unto himself, or by his own efforts applied to nature’s resources wins security for himself and his family. This transformation was coming about before the crisis; it is proceeding amid the crisis; the calamity itself has dem- onstrated the collective character of our economy and our distress. Individual en- ergy, industry, and virtue no longer guar- antee a chance to make a living and attain security. While the economic scene has been changing, thought has been changing, tho lagging behind the alteration in the economic structure. When President Hoover declared that “‘no one shall starve in America,”’ and took steps to check the course of the panic, he made a breach in the historic thought of America. When President Franklin D. Roosevelt, in his message of January 4, 1935, proclaimed his objectives to be security of livelihood, security against the major hazards of life, and security of homes, he widened the breach opened by his predecessor. If economic security is in fact the certain reward of individual industry and thrift, if poverty is the offspring of laziness, then there is no reason why the poor should not be allowed to starve, to suffer punishment for their sins. There was a time when economists and statesmen held and celebrated this faith and prac- tise. Charity might dole out soup, but the nation represented by its govern- ment had no moral responsibilities in the case. But thought changed. The obsoles- cence of the creed has been demon- strated. A break has come; a return to the past is impossible. The burden of the new thought and the new responsibility will press harder and harder upon us as the future unfolds. This change in thought did not come upon us out of a blue sky. For more than half a century practise had been prepar- ing the way for it. Confronted by the alterations brought about in economy by machinery, specialization, integration, and the multiplying ties of social living, our cities, states, and the nation had been making innumerable adaptations in government to meet new problems as they arose. They did this pragmatically without much speculation in social the- ory. The process may be simply illus- trated by reference to the substitution of a collective water-works system for the individual pump in the backyard. And, as Theodore Roosevelt remarked long ago, no one thought that his individu- ality was crushed when he surrendered the pump handle for the faucet in his house. Stage coach drivers and carters felt aggrieved, no doubt, when continental railways took over long-haul transporta- tion, but society derived benefits from that achievement of corporate enterprise. When the rates and services of railways were deemed unfair and unreasonable, government stepped in to regulate and control them. But not many citizens felt their liberty destroyed because railroad companies were compeled to heat trains, guard crossings, and subject engineers to tests for color blindness. The history of municipal, state, and federal governments for more than fifty years is the history of growing interven- tions and actions on behalf of the public or collective interest in a quest for greater convenience and security. Com- pulsory public education was one of the first forms of this transformation. The individual right of parents to bring their children up in illiteracy and ignorance was denied, and the burden of support- ing schools was placed upon society it- self. Public health services, parks, play- grounds, hospitals, mothers’ pensions, and public institutions of beneficence all illustrate the increasing assumption of collective responsibility for the welfare and security of individuals. From year- to year there has been an increasing in- tervention of government in the pro- cesses of agriculture and industry, an increasing regulation of private enter- prise, an extension of government activi- ties into new fields, a growing central- ization of control and financing in the hands of the state and federal govern- ments as contrasted with local govern- ments—in health, education, highways, relief, and social insurance, for example. The story is told with a wealth of cold statistical description in the volumes prepared by the Committee on Recent Social Trends. And now those findings are almost daily confirmed by presiden- tial messages, by report after report on resources, welfare, and planning, turned 139 out by engineers, statisticians, and spe- cialists in economy and government. And the particular proposals are crowned by a great national project for state and federal cooperation in providing assur- ance for the aged and the unemployed. The whole nation is engaged in a quest for security for all men, women, and children. Various names have been applied to this new configuration of things and ef- forts. President Hoover called it “‘asso- ciational.”’ The term “cooperative” has been used to characterize it. The Com- mission on the Social Studies found the word “collectivism” appropriate. Over definitions it is not profitable to tarry long. The fact stands: We live in a so- ciety that is differentiated, integrated, centralized, and interdependent in all its parts—a society in which government, representing the common interest, as- sumes increasing responsibilities, along with farmers’ cooperatives, industrial corporations, and labor organizations, in holding economy together and making it work. Individuals remain. The virtues of intelligence and industry remain. Indi- vidual responsibilities remain and will always remain. But without informed and efficient collective action, without the subordination of personal ambitions and greed to common plans and pur- poses, Americans cannot win security, cannot safeguard natural resources, can- not bring an economy of abundance into full flower. The task is conceded, but already voices are heard, telling us that the new adjustments and institutions cannot be made by thought, knowledge, and com- mon efforts; that they must be made by brute power, supported by the sword. Already tones of thunder in Europe pro- claim the death of democratic pro- cesses—government by public discus- sion, public decision, and public action, supported by the knowledge and resolve of citizens. Amid the crumbling structures of old practise and thought and emerging prac- tise and thought stand leaders in educa- tion, responsible for the schools and the preparation of youth for the coming years. In the nature of things, they rep- resent a public or collective interest, as distinguished from special and individ-, ual interests. Yet what are their immedi- ate obligations, if any? They may say, of course, that this crisis in economy and thought is not their concern, that they must not be involved in the tensions and conflicts of society, that they will close their eyes and ears to the turmoil of the world, that such great public documents 140 as the report of President Hoover’s Com- mittee on Recent Social Trends have no interest to them. They may say, “Let us go on undisturbed teaching Greek, Latin, mathematics, literature, chemistry, and history in the old way, without any refer- ence to what is taking place in society or the nature of the social order in which children are to be graduated from the school.” Or, confronting the fact of a closely integrated society, they may say, “We believe that a return to the old or- der of 1850 is possible and that old the- ories and knowledge may after all work very well again.”’ Or they may say, “We are pure scientists concerned with pur- veying facts and we are not concerned with the use of facts any more than the chemist is concerned whether one of his formulas is used to heal the sick or poison personal enemies.’”’ These intel- lectual positions are possible—as long as society can afford and will pay salaries to educational leaders who hold to such views of their present responsibility. On the other hand, another position is possible for educational leaders. They may say, “It is our duty to give to pupils a picture of contemporary society and its trends as realistic and accurate as knowledge can make it. Let us prepare boys and girls thru information and training to take part in this order of things, to contribute to its smooth and efficient functioning, to supply the knowledge and enthusiasm required to sustain the common interest, and to con- tribute abilities to the maintenance of the democratic processes of government and collective adjustments.” If the schools are after all to serve the society which supports them, t&is seems to be the only position open to the educational leader who is not indifferent and defeat- ist in thought and spirit. Such a position, however, carries with it imperatives. What are they? First of all is a clarification of thought and purpose, enlarging the mind and giving it firm- Ww S THE AMERICA that we shall pass on to I our children to be an economic feudai- ism with the powerful liege lords of finance in control of our resources; with a small but very rich group at one end of the scale and an ever larger and poorer class of de- pendent vassals at the other? Or is it to be an America of contented and happy citi- zens supporting themselves in comfort by their own efforts?—Secretary Harold L. Ickes. ness without harsh dogmatism, vision without hectic illusions, and guidance without bigotry. Wide and deep knowledge of social develop- ment and contemporary social processes, in- cluding the history of culture. Acquaintance with ideas and ideals now bidding for the loyal- ties of American citizens. A judicial spirit—the capacity to look around each particular issue, to listen to conflicting voices, even tho their tones be hateful, and to weigh and balance evi- dence. A generous freedom of teaching so that a realistic picture of American society, with its tensions and conflicts, may be squarely pre- sented to students. A recognition by each com- munity of the fact that schools have functions to perform in this respect which transcend special and private interests. The judgment and wisdom that pay strict attention to strategy and tactics and never lose sight of grand objec- tives in personal or particular quarrels. These, to borrow from Shelley, are the seals of that firm assurance which bars the pit over destruc- tion’s strength. Suppose educational leadership, in common with all leadership, fails at its task, what lies ahead of the republic? Glimpses of its fate are to be found in the monumental report of the Missis- sippi Valley Committee prepared by competent men of science under the aus- pices of the United States government. After making a minute survey of the Mississippi basin, comprising all or parts of thirty-one states, the Committee pre- sents an illustrative finding: If certain presentday trends were to be pro- jected unaltered into the future, the map [of the Valley] would be a sorry one. We would be compeled to show increasingly larger stretches of once fertile lands stripped of their life-giving humus, rivers breaking forth in floods of increasing severity as the denuded slopes permitted an ever swifter run-off, indus- try and agriculture becoming ever more pre- carious, the life of the people on the land becoming more and more disorganized, and a steady increase in farm tenancy and of eco- nomic dependency. Under such conditions local self-government would be likely to break down and under the spell of a dire and never-ending emergency economic and political centraliza- tion would steadily increase. The comparison of such a situation with the final days of the Roman Empire is not too far-fetched. This is not a vague declaration of so- ciology, social psychology, partisan phil- osophy, or parlor communism. It is the cold, scientific, and statistical verdict of engineers, foresters, and geographers, based on a study of indisputable and stubborn facts of earth and life. As one among the many great state papers of our time, dealing with the crisis in our economy and thought, it reveals an ines- capable phase of the present challenge to our American leadership. It is for us, the living, to take up the work before us, and to meet the challenge of our time with the indomitable spirit and the inquiring mind which inspired and led the founders of the American republic. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION mein? Education in Europe V Community Living as Education EALISTIC EDUCATION has always taken place chiefly in extra-school situations. Despite the most futile and formal schooling, peoples advance educationally. With the best and most effective schooling they may degenerate into selfish, socially ignorant, criminally complaisant, and bourgeois-minded classes who hate agitation and social in- novations more than they do dishonesty or inefficiency. Almost three-quarters of a century ago, Herbert Spencer noted: The vital knowledge—that by which we have grown as a nation to what we are, and which now underlies our whole existence, is a knowledge that has got itself taught in nooks and corners; while the ordained agen- cies for teaching have been mumbling little else but dead formulas. [Education: What Knowledge Is of Most Worth?] In America, since 1915, something of the reverse process has taken place. De- spite the efforts of many schools to pro- mote civic honesty, intellectual curiosity, and cooperative efficiency, the emerging bourgeoisie of the war and postwar nouveau riche, with their country clubs, motor cars, political corruption, movies, and ignorance, have far outdistanced the school as an “educational” agency. Community living and the standards and aspirations of admired associates, especially adult associates, form the great school. The activities and ap- provals of one’s family and neighbors, of athletes, actors, and politicians who, thru the newspaper, magazine, and stage, become vicarious associates of youths, determine the satisfactions of children. Indeed, such influences are not limited to children. The young men and young women who form so potent a part of the teaching staff of our schools may be en- gaged to teach algebra in the sixth grade; but actually they teach lip-stick, posture, bridge, and the Red Book. In times of war or the rumors of war, community enthusiasm and propaganda make short work of peace-teaching schools. On the other hand, the social awareness of the periods associated with the names Theodore Roosevelt and Franklin D. Roosevelt, compels even gerund-guiding or fox-trotting teachers to stop, look, and listen. Hence the edu- cational activity and experimentation of 1900 to 1915; the stultification of edu- cation 1915-1930; and the increasing VOLUME 25, NUMBER 5; MAY 1936 Pure W. L. Cox vitality of American education of the present decade. Community education in Italy— For many centuries the Catholic church and its subordinate orders have formed the most obvious educational institution of Italy. Within each of its many prov- inces and cities, however, there have been traditions, discipline, and political practises to which those who dwelt therein conformed or accepted disgrace or punishment. In some cities, notably those of Florence, Venice, and Lom- bardy, the people have to some degree been politically and culturally enlight- ened and participative, even tho domi- nated by aristocracies and by imperial conquerors. In the North, therefore, liberalism and socialism came to domi- nate. In other areas, notably the Papal See, Calabria, and Sicily, poverty and ap- parent docility, ignorance and filth, beg- ging and trickery have been almost uni- versal and protest has been secretive. Here, early the Carbonari and more re- cently the Mafia have existed as secret societies, chiefly political, visiting dire punishment on those whose activities did not conform to the mores. On coming to power, the Fascist Party set about a program of concrete under- takings which they hoped would chal- lenge the enthusiasm and promote the cooperation of all people. The reclama- tion of marsh lands, the clearance of slums, the protection of mothers and children and the crippled, the rationali- zation of trade, the abolition of begging, and the decrease of unemployment are typical of its program to bring security to all. To carry thru such a program, the party leaders recognized the necessity for popular understanding of the desir- ability of these achievements and sup- port for the acts authorized by the party. Hence, the patterns of the past are kept apparent: imperial Rome des- tined to rule the Mediterranean and to give leadership to the governments and the peoples of the entire world. Musso- lini, the Duce, combines the infallibility and divine mission of the Pope with the prestige of the great Roman emperors. The uniforms, parades, exhibits, athlet- ics, and ceremonies exceed those of the Catholic Church in color and finesse. They provide the circuses and the bread of old Rome. But they add the joys of participation and the enthusiasm of be- longing. Increasingly, every Italian man and woman and especially every boy and girl is given a share in creating the New Italy under the direction of Il Duce “who is always right.” Thru the Fascist Party and its auxil- iary women’s organizations, thru the various branches of the army and the civil services, thru the Opera Nazionale Balilla, including youths from six to eighteen when it merges with the Young Fascist and Cadet organizations, thru the Opera Nazionale Dopolavoro, (leisure- time program) including athletics, dra- matics, music, arts and crafts, libraries, museums, exhibits, health centers, thru its cooperative national and municipal housing program, and thru its collabora- tion with and subtle competition with the Catholic Church, Fascismo com- mands apparently enthusiastic coopera- tive activities from the great majority of energetic people of all ages. It con- trols and limits the activities of royalty and commoner, and of wealthy employ- ers and financiers, and of the toiling masses. Apparently it “makes them like Fad It is within this program that one must place the schools. The elementary schools, like the secondary schools, have now been nationalized. They stress the arts, patriotism, mass action, health, and community sponsorship for the struggle for better living conditions, for overcom- ing typhoid, malaria, and tuberculosis, for outofdoor sports, and the rest. They thus approximate the program of the Balilla organization to which they are being subordinated. It is less true that the secondary school and university have been as yet integrated into the program of community life as education. To be sure, professors and students may not challenge any aspect of the Fascist doc- trine or projects. Both are organized under party surveillance. History, phil- osophy, and religion are limited in inter- pretation so as to support the Fascist theory and the Catholic dogma. Other- wise, these institutions exist chiefly to select the intellectually superior and to provide technical experts for medicine, engineering, law, education, and the rest. Like the narrow curriculum of the Eng- lish “public school,” they select and train; education is left to community living. 141 Community education in the Soviet Union—However much the goals of Communism differ from those of Fascism, their respect for community organization and education as a major instrument for achieving revolution is much the same. From the inception of the Revolution, the Bolsheviks have moved vigorously to create popular atti- tudes in favor of socialist construction, and of social cooperation in harmony with the policies adopted by the Com- munist Party. At the same time they have promoted cynicism and opposition toward the church, toward private trade and wealth, toward vulgar display, toward careless or inefficient work. Radio, movies, spoken drama, mu- seums, libraries, exhibits, newspapers, wall posters, books and pamphlets, - “Red Circles,” trade unions, cooperative stores, prison camps, tractor stations, health centers, collective farms, and peasants’ hostels—everywhere the de- sirability and possibilities of socialist construction, of improved health and cul- tural life are stressed. Pictures, exhibits, and verbal statements advocate the ac- ceptance of the leadership of Stalin, the successor of the venerated Lenin, and flay the abuses of the church, bourgeoi- sie, and the czars during the pre-revolu- tionary era. Theaters, museums, libra- ries, and exhibits are referred to as ethi- cal education, presumably because they have a definite purpose to affect stand- ards of ethical judgment. As in the Balilla and the Dopolavoro of Italy, youths and adults are made active creative agents in carrying the Revolution to success. Unlike Italy, how- ever, men and women, boys and girls are not segregated, and they are less de- pendent upon the Communist Party or the Soviet government for meticulous direction than their Italian counter- parts; tho the “party line” is rational- ized and accepted by all activists so that there is no conflict of policy. Trade union clubs, palaces of culture, parks of culture and rest, factory circles and com- binats, peoples’ universities, vacation centers, rest homes, and polyclinic hos- pitals are maintained by the unions, mu- nicipalities, trusts, and professions. All are self-activated centers of education and propaganda for Socialist construc- tion. The Red Army is itself quite as truly an educational institution as it is a military force. During periods of train- ing the officers and men study, attend lectures, learn social graces, and develop social philosophies, preparatory to be- coming active propagandists as they re- turn to their people. 142 The schools are much more truly ac- tive educational institutions in Russia than in Italy; in them the pupils plan and propagandize and administer to a degree quite unlike those of fascist coun- tries. Youths visit factories and coopera- tive farms and older ones work in them; they challenge their parents, the workers of factory and collectives, and even their teachers to socialist competitions: e.g. promptness and regularity of attendance, health practises, and the like. Community education in Scandi- navia—In Scandinavia the life of the country-side itself has been recognized as educationally potent since Grundtvig first proposed the establishment of folk highschools, over a century ago. For centuries the village had existed as a center of goodwill, mutual help and con- fidence, and private enterprise. What was needed, Grundtvig held, was not more school-training but self-discovery. Hence, the folk highschools have scarcely been schools in the accepted sense. To be sure, reckoning and Danish history are taught during their brief five months course. Their uniqueness, how- ever, lies in the two hours of lectures and the study-circles, in neither of which are any facts or processes “taught”; rather are questions raised and opinions ex- pressed. They aim to send forth youths who are so enlivened to the adventurous uncertainties and problems of life that they will spend their lives seeking an- swers to their questions, knowing that never will they find any certain and final answers. Springing from these schools has grown adult education in villages and cities, but such education is recognized mes A phase of the Kalamazoo, Michigan, adult education program: auto shop training to be identical with life. Farming is edu- cation in Denmark; so are cooperatives; so are politics, the church, the gymnastic union, the choral society, the English class, trade union tactics, art, economics, literature, and child rearing. In Sweden, a country the population of which is no greater than that of greater New York, 1,250,000 young and older adults were enroled in some form of edu- cational undertaking under the auspices of the Workers Education League, sup- ported by the unions, by political and philosophical parties, by employers, and by the Swedish government. But even this astounding figure does not begin to tell the whole story. For almost all adults are living life in this most stimulating, tolerant, educational environment; they are participating more or less vigorously in economic, political, civic, and cultural undertakings. In the best sense of the word, life in Denmark and Sweden is the potent school. What of AmericaP—Here, too, we go to community school from birth to death. This school is not uniformly good or uniformly bad. It could be made bet- ter. As a people we might be more con- scious of the significance of life. We might come to recognize that the ignorance, stupidity, cruelty, and , hopelessness which now characterize us are not neces- sary or desirable. Such learnings have gone on rapidly since 1929. If prosperity returns, must we cease learning? Specifically, must we school people again immerse ourselves in big buildings, college entrance require- ments, irregular conjugations, and ath- letic orgies? Or may we avoid a repetition of our stultified role of the “golden twenties’’? May we throw our influence on the side of a questioning active community which might query regarding the permanent satisfaction of night clubs, bleachers, “glad rags,” newest dances, back-slap- ping, “funny” stories, and the rest of the shallow extrovertic behaviors that have characterized us and our fellow Main Street Babbits? We shall do so only if we recognize that we have in the past surrendered to the shallowest, cheapest, most futile com- munity cultures, so that they came to encompass us. If we do so recognize our former shortcomings we shall resolve to seek in the future for the support and re- enforcement of the elite of intellect, of good breeding, of cultural interests, of social conceptions. In conjunction with this elite, the school may count as an edu- cational institution rather than as an ac- celerator of degradation. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION pam By M. Ernest TOWNSEND HERE Is to be found in the January 1936 number of THE JouRNAL of the National Education Association a timely and excellent leaflet entitled, “Shall I Become a Teacher?” Readers of THE JOURNAL are urged to turn again to that page and study it, for its implica- tions to the profession are significant to a far greater degree than might be in- dicated by the space involved. Here, the organized profession makes an appeal to youth to consider the opportunities for service offered by an occupation which should be, and can be made to be, a first choice for the best of our rising genera- tion. But is it now a first choice? The outstanding characteristic of a real profession seems to be that of a high degree of concern for the matter of re- cruiting new members, to the end that the profession shall not alone maintain its status and dignity, but shall so select and prepare new members as to enhance that prestige upon which effective serv- ice depends. It is not necessary here to call to mind the care with which the medical profession has, for the past thirty years, built up and maintained an intelligent control over these matters, altho this profession would be the first to acknowledge the need for further re- finements in their procedures in this di- rection. With the teaching profession, how- ever, it may fairly be said that, until recently at least, the profession itself has seemed to have little regard for this phase of its activity. Indeed there is much good evidence that today, public- school teachers show all too little con- cern, first, in analysis of the demands of the profession itself, both as to type of preparation needed and as to personal- ity factors affecting success or failure; and second, in attempting to invite into the profession first quality men and women, from the ranks of young people contemplating the matter of occupa- tional choice. Indeed, in far too many sections of the United States it is still a fact that young people are led to believe that if all other avenues of specialized effort fail, they can still go into teaching. Why is this so? VOLUME 25, NUMBER 5; MAY 1936 SUPPLYING TEACHERS for 6 te Wt | Courtesy, New York City Public Schools Young America It is useless to try to simplify the reasons back of this attitude, but a few considerations may be mentioned in pass- ing. First, there is the fact that teaching is still characterized, so far as public schools are concerned, by its short span of professional life. It is still entered by thousands of young people, “till some- thing else turns up.” Consequently, com- paratively few teachers, looking upon teaching as a life career, are concerned over the factors affecting supply and de- mand in the profession. To be sure, uni- versity schools of education and a few teachers colleges make studies of new trends, and recent developments which will later lead to trends, but, again re- ferring to the leaflet mentioned at the beginning of this article, it is fair to ask how many classroom teachers seriously study the wide ramifications of the newer profession, or try to advise those youths whom they teach as to their possibilities. Far from seeking higher and more exacting requirements for cultural and professional preparation, it is, paradoxi- cally, the teachers in service themselves, who inveigh against longer periods of training, professional content, and the idea that teaching is anything else than the doling out of already mastered sub- jectmatter, While the law and medicine have long since joined the ranks of pro- fessionals who believe that their occupa- tion is mainly concerned with the expert insights into the nature of individuals, and the biology, psychology and soci- ology of human existence, large sectors of the teaching profession still hold that “if one knows his subjectmatter, he can teach.”” With that inadequate ideal, it is not strange to find that secondary-schoo! 143 teachers are still measuring their success, not in terms of sending their choicest students into teaching, but in advocating that “if you can’t go to college, go to teachers college.’ The argument for a professional attitude toward the impor- tant matter of teacher-recruiting is not new, but it certainly needs restating. Can anything be done about it, or are we still going to perpetuate, as a profes- sion, a system whereby for a variety of irrelevant reasons, and with or without adequate professionalized preparation, new recruits are to be allowed into the profession of teaching, with scant knowl- edge of or regard for the personality development of their pupils, so long as these pupils “pass’’? It is the judgment of the writer that there are abundant evidences that some- thing not only can be done about it, but that these matters are, in certain sections of the nation, receiving conscious and di- rected professional attention. Profes- sionalization of the occupation of teach- ing, it seems obvious, should become what it is mot now, the primary concern of the rank and file of the members of the teaching profession. It should no longer be the main concern of the few who are its designated leaders. There is danger in this course, for there are still too many who would emasculate profes- sional content, and give over the profes- sion to the care of nonprofessional sources of supply. This is sharply indi- cated by the loud protests of teachers themselves, whenever some forward- looking state endeavors to raise its certi- fication standards in order to exclude the inappropriately trained or untrained candidate from the field. Some specifications for the task are indicated. In the first place, the organ- ized profession should assist state and national agencies, either public or volun- tary (illustrated in the latter case, by the splendid work of the National Edu- cation Association), to study continu- ously, the problem of demand and supply in the teaching field. Few states now do this, altho it is the first indicated task in interpreting the need for recruits. Second, the organized profession should pay far more attention than it does now, to the study of trends in vari- ous areas of education, such as early childhood and infant education, the ex- tension of secondary education upward into the janior college area, education in recreation, library service, adult educa- tion, special education of all sorts, espe- cially as it should pertain to the educa- tion of the superior, to the end that there should be some relation between the re- 144 Courtesy, Dr. Zenos E. Scott oRACE MANN with the principal and first students of the first American public normal school. cruiting of professional persons to teach in these areas, and the probable de- mands. Important new areas of profes- sional need are constantly showing up, which could have been predicted, but for which even now, the profession is unready to supply demand. Some areas of effort are over-supplied, or supplied from unpredictable sources. Population trends in the continental United States are pretty clearly defined, and show that in the field of elementary education, many sections of the nation are reach- ing the saturation point for attendance. On the other hand, rapid rise in the need for secondary-school and junior college teachers is clearly indicated. Early in- fant education is a relatively new field, and an actual shortage of well-prepared teachers to meet this demand is already showing up. Even in some of the more well-established functions of the public- school work, little is being accomplished, because we still regard teaching as the passing out of subjectmatter rather than the guidance of young people. These are only a few of the areas in which quantita- tive studies are needed, coupled with a keen insight of the rank and file of prac- titioners—not just the professors of edu- cation and the administrators—as to the enduring fabric of a professional per- sonnel. Again it may be wise for teach- ers to remind themselves that the medi- cal profession as a profession, organized and conscious of its problem, carefully studies supply and demand and pre- pares its entrants accordingly. In the qualitative field, as well, the profession is in need of a constant re- definition of its certification practises, raising the profession in public esteem, not alone by association and organiza- tion, but by careful concern lest entrance and continuance in the profession shall be left to the lowest bidder, whether in money or professional insight. It should be unthinkable, but it is true that a con- siderable portion of our profession still believes that a college education in arts and sciences—with no professional in- terneship or student teaching; no spe- cialized knowledge of child development; no knowledge of the biology, the psy- chology, the endocrinology, or the soci- ology of human maturation—should be a sufficient requirement for entrance into a profession which profoundly affects these guidance aspects of life in young people, for good or ill. They would still, by their own admission, hold to “cul- ture’”—that vague and useless general- fization, as a sufficient guarantee for personal satisfaction in the most highly personalized of all professions. Why? Be- cause we have not as a profession pro- gressed beyond the adolescent stage. The writer firmly believes in the high- est type of cultural education, appro- priate to the task, for all teachers. He freely predicts that soon the four years of undergraduate professional training for any teacher is going to be insufficient. But, if teaching is going to become the potent force in American culture-devel- opment which one hopes it to be, the profession itself must constantly redefine its recruiting and preparation concepts, to the end that fit persons, as persons, shall be routed into the occupation, by the highest and most appropriate selec- tion technics; that the practitioners understand and are capable of using the scientific knowledge of human develop- ment as instruments of their work; that present occupants of teaching positions shall revise their insights till their appli- cation to their work shall be germane to the nature of education which we all so loudly profess, buf so seldom prac- tise. It is a profession, not a job, that teachers should aspire to, not only for themselves, but for those who are to re- place them later. And the profession of teaching is something more, something far greater, than the passing on of erudi- tion, by those who are learned them- selves. May teachers as teachers have regard enough for their high office to seek only the best personalities for their new re- cruits and to define the profession in professional, not general terms. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION . $ tee | t Planning for Retirement FAITHFUL TEACHER this year re- A tired from the public-school sys- tem of the Commonwealth of Pennsylvania. This should be a very happy time in his life. He has a good comfortable home, clear of any encum- brances. His son and daughter have had college educations. The son has a good position teaching in a city highschool and the daughter is happily married. His monthly retirement check is suffi- cient to meet the ordinary needs of daily living. This should be a satisfying and enjoyable period in his career, but ex- actly the opposite is the case. For about a year previous to his re- tirement date, he began to look forward to it with apprehension and dread. He built up a belief that retirement meant disability and inability—physical inabil- ity at least. He began to visit physicians. After making the rounds in his own town he visited those in nearby communities in an effort to find one who would tell him he was a sick man. To him a simple headache caused by overwork or fatigue became a prominent symptom of some dangerous malady. When retirement time really did come after several months of this kind of maneuvering, his state of mind was far from healthy. Some would- be friend told him that about two hun- dred miles away lived a man with a wonderful electric gadget that could in- terpret physical condition with unerring accuracy. Off to the new possibility he traveled. At last here was something that would meet his needs! On making the first test the contriv- ance registered about everything wrong with him to which human flesh can fall heir. Two weeks with this machine and its manipulator, plus a generous portion of retirement dollars, and the dials took on a more normal reading and the man was homeward bound, with the astound- ing advice that pork, sour milk, and homemade bread were the foods his sys- tem needed to maintain and restore bod- ily vigor. Of course, such a program of diet could not be, and within two weeks an outraged nature had reacted with such force that pork was nauseating and real functional digestive disturbances began to manifest themselves. So now electricity and pork have lost caste and this retired teacher is on the lookout for the next panacea. And what an easy vic- tim he will be for the one who can lead him on! One tries to ascertain, if possible, why VOLUME 25, NUMBER 5; MAY 1936 E. H. NeEtson such a state of mind should develop. Whatever the motivating force, it might be better to look around for some posi- tive influences that would act as prophy- lactics. Let me draw on the experiences of one of my friends to illustrate what I have in mind. This friend of mine was also ap- proaching retirement age in the teaching profession. He looked at it from the angle of seeing opportunity presented to do some things in life that had never been possible before. He wanted to travel— not in the sense of costly tours—but ex- plore firsthand outstanding beauty spots of nature all over the United States, for days and weeks at a time. When his time for retirement came he was as happy and excited as a small boy on the last day of school. For months he had planned on the experiences that were now to be his. No youngster ever looked forward to a Sunday school picnic with keener anticipation. He put aside his academic cap and gown on commence- ment day with a light heart and was away to his big adventure. And what a time he had! He is home again now after his rich and happy experiences, spread- ww To A Retired Teacher So many little feet were yours to guide Down thru the years, but always they went by, And you must turn to other marching feet, Your children just a while; you held the sky A little closer for each child you taught, You left your mark upon each youthful face, And oh, it was their love to you they brought, And you have never fold it common- place To love, and serve, and smooth their path a bit, While shadows grew for you upon the bill, For you were serving for the love of it, And now, your heart is marching with them still. —MILDRED MARALYN MERCER. ing to his friends and former colleagues the worth of a happy time, and planning on “bigger and better” enriching explo- rations in the days to come. In contrast, the first retired teacher mentioned can- not enjoy a visit to the school in which he worked so long. He complains it makes him feel worn and useless and only makes a gloomy outlook darker and more forlorn. It seems there are people who are not “big” enough to retire. They get an ex- aggerated sense of their importance and feel no one can do so well the job they were doing. A false sense of loyalty and love for a school becomes almost a mania. Then when the actual retirement comes, and the school seems to suffer no loss, a sense of bitterness creeps in, and every effort will be made by the un- happy individual to prove his own esti- mated worth. I was a member of the student body of a great university while a great presi- dent-emeritus was living on the campus in retirement. He was beloved and re- vered. He enjoyed strolling around the campus walks, greeting students, and talking with them in the most informal fashion. One would never guess from his attitude that he had ever carried any administrative responsibility. The sun- set of his life was delightful to him and to those about him, and now that he has died within recent years, the beautiful afterglow of his influence will continue as long as the university itself. Contrast with this a college president who dictated to the official board who his successor should be and then at- tempted to direct the policies of the new president. He isn’t big enough to “let go.” He has secured for himself a posi- tion on the board of trustees in the belief he is doing something for the “old school.” He is doing something, but it is a negative something. College students speak of him as a doddering old fool. He is destined to increasing hurt and bitter- ness because he won’t retire gracefully. Planning for retirement is, or should be, as definite as the plans made for any vocation. Why not? It is as much of a job of useful living as was the one dreamed of in the years of training for the position one is just leaving. It has the rich background of the experiences of the years. If rightly used with the freedom afforded, the greatest worth may come to all concerned, and thus become a most worthwhile period of life’s span. 145 HE FIGHT FoR ACADEMIC FREE- | poM—tThe attack on academic freedom has only begun, accord- ing to C. Hartley Grattan, who writes in the Survey Graphic for March. He re- ports events on the campuses of Pitts- burgh, Chicago, and Wisconsin. In each of these institutions the social sciences have been centers of controversy. The accusations against the universities are usually of two kinds: first, that the stu- dents are being seduced with subversive doctrines; and second, that the profes- sors in their outside activities are ad- vancing subversive ideas. Either allega- tion is hard to prove or disprove, in view of the varying definitions of the terms used. President Hutchins of Chicago has said: “In America we have had such con- fidence in democracy that we have been willing to support institutions of higher learning in which the truth might be pursued, and when found might be com- municated to our people. We have not been afraid of the truth, or afraid to hope that it might emerge from the clash of opinion.” The regents of the University of Wis- consin have made this declaration: “We reaffirm our belief in the full freedom of expression of honest opinion on economic and political matters where such expres- sion does not go beyond the bounds of law or good morals. . . . We disagree with some public statements of the per- sonal opinions of some members of the faculty. But we cannot undertake to pro- hibit every such expression of opinion . . without setting aside this constitu- tional right of free discussion.” Mr. Grattan is confident that as long as liberal institutions remain, the cause of academic freedom is not lost. The question therefore becomes how long the liberal institutions can hold out. Tradi- tions of liberalism may go down before state laws, unless the friends of freedom are on guard. Professor Frederick L. Schuman of the University of Chicago is quoted as saying: “The current criti- cism of colleges and universities is ob- viously another symptom of the des- perate insecurity from which contempo- rary society is suffering. . . . Unless American university people can redefine for themselves, in a fashion acceptable to the community, the social role of uni- versities, the task of redefinition will be performed for them by politicians, dema- gogs, and press magnates or by the tax- payers and business men upon whom all universities are dependent for moral and financial support.” 146 An Evening with the Magazines Votes for Good English—“We are far less worried over deviations from standard English than we used to be,” says Janet Rankin Aiken in Scribner’s for April. “Bad grammar is becoming more current; grammar of any sort is becoming less taught.” Mrs. Aiken does not deplore this trend; she thinks rather that it may be a good thing. If culti- vated usage really is the test of good English and the cultivated public is not too much concerned about academic rules, the opportunities for growth in the language are greater. But grammarians are conservative in recognizing changes in usage. Mrs. Aiken mentions two studies which mighi serve as a guide in deciding just which expressions are now current—S. A. Leon- ard’s survey of opinions of two hundred authorities, and L. J. O’Rourke’s report on the testing of a million and a half school children. (Current English Usage, by S. A. Leonard, Chicago, National Council of Teachers of English, 1932. Rebuilding the English-Usage Curric- ulum, by L. J. O’Rourke, Washington, D. C., Psychajpgical Institute, 1934.) When 97 péfcent of the seventh-grade children say that neither are is correct (as they did in O’Rourke’s study), that many children can’t be wrong, accord- ing to Mrs. Aiken. She suggests that “when fewer than 20 percent of children in the seventh grade condemn a form as bad English, and when not all the ef- forts of their teachers can lead half of them to condemn it by the twelfth grade,” we should accept the children’s verdict. They represent the voice of the people, to whom the English language actually belongs. College Teaching — Henry Seidel Canby looks back at his years on the Yale faculty, in an article in the March Harper’s. He tells of his discovery, when beginning to teach, that education is more concerned with ideals than with knowledge. “What I am surest of is that what I tried to teach was never so important as how I taught it. I can conceive of no sub- ject of instruction so important that a pupil cannot get along without it, except reading, writing, and arithmetic, unless it be ethics and religion, which few teach nowadays. . . . I quickly learned .. . that whether it was the history of the English language, or Shakespeare that I was trying to teach, the actual conflict was not with ignorance but with college life and all that it implied; and, behind it, with the ideas and ideals of an Ameri- can society in which materialism domi- nated action and governed thought. One could plant facts by waving a mark book, but when it came to ideas, beliefs, ideals, the soil was stubborn.” Five schools of the theory of teaching are recalled by Mr. Canby: the hard- boiled, the indifferent, the idealistic, the factual, and the enthusiastic. His own lot was cast with the idealists, or philos- ophers. He wonders about the right name for them. “Such a bullheaded generation I have never known in any other profession; for daily they went out to fight for their ideas, and daily they were defeated. And yet stupid as some of them were, and blind as to what was going on and the source of their difficulties . . . I cannot but feel that they were the only realists in the college of my day. Obstinately determined to make what they thought was truth pre- vail, they alone intuitively saw, or at least felt and dimly perceived, college education for what it essentially was— a battle with the natural cussedness, con- sistent short-sightedness, and obstinate resistance of the human animal to what- . ever uncomfortably raises him above the brute. . . . They were on the right side of education.” Mr. Canby believes that the excite- ment which he and other young teachers shared was due to their presence on the firing line of idealism against material- ism. “We knew that the struggle was between two views of civilization, be- tween two ideas of living, between two types of mind.” —Hazel Davis, Educational Re- search Service, NEA. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION SOF eee, ea e To Young Women Ms: GIRLS hope to have a home and children. That is the highest am- bition of the human race. How can you plan? If you expect to become a homemaker, can you afford to prepare for a career? What if the opportunity to marry does not come? Much de- pends on you. You can develop quali- ties that will make you an attractive companion. Being a wage-earner teaches you how to work with others. If employed, you can build up a dowry. What qualities do you most desire in the man you hope to marry? Decide with your prospective husband how many children you expect to have and when. No one has a right to have chil- dren for whom he cannot provide. Out- side of marriage—and singleness is far better than a bad marriage—there are many opportunities for usefulness and happiness. Do the best you can to achieve your heart’s desire and make up your mind in any event to live happily and well. [8] To Young Men M | ‘ie pEsIRE for a fine wife and fam- ily is a powerful motive in the lives of most young men. The desire to do nothing that would interfere with the aspiration to establish a worthy family has stimulated many a young man to greater efforts and to higher standards. Are you developing in yourself the qualities which you would desire in the husband of your sister? Are you choosing your girl companions among those who have the qualities you would wish in a lifelong mate? Are you de- veloping habits of industry and thrift which are the basis of a secure family life? Can you work out with your prospective wife plans for financing the family life with assurance that you are prepared to carry your full share of the burden? Ask a few older men who have been successful in their home life if they will not talk with you on how to make the most of that phase of your life. [9] SANIT SIHL WOUA AVMV G1IO4—ANOOES *fjasanok 40of fay Kom not yoy yr2Doaddo f{O Syuiod amos a4D asap] *JuamaaaiyrD pup ‘mopaasf ‘Kpransas ‘ssauiddoy ‘a2u2] -]29xa aansur 03 Sdjay afy fo Burmunjg jnfaavd ay] :alvadvat Of6I AHL OF ‘2 ‘ad ‘NOLONIHSVM NOILVIOOSSV NOILVDNGA IVNOILVN aHL 40 TvNunol ‘aOLIag NVDYOW YAWTA AOL Ad - HALT YNOA AO OININNV Td AHL 4 * oss - TRE THIRD—-FOLD AWAY FROM THIS LINE (91) ‘uRloeInn—,_"zjn -wf Ksaaa anok fo 4fi6 Ksaaa snok fo ssauyn{ ay, :paumyo st uoyraf -4ag pyun ‘Burjor anok ur ‘uossag anon ur fjasanok dojaaap of Apwp aarays,, "St PL Jey} YJI3 [NJJapuoM pue Zuizewe ay} JOF PW YSissyy ‘Pjl] 4NOA st savy ued J9A9 JO BAeY NOA [[Y “YIMOIZ JO ains dyeu 0} SABM J9Y}JO ySaBZns [IM —Omyoyy ayy “ur afry anox pue bur “JOT 943 Us pus py 4n0 {—SO1JOS SY} Ul SJaPYOO JalIey “yyUOW YORI JOF UDAD pue ‘reaf yoeo ‘apedsap ydea JOF YYMOIS yO weiZ0id e uejg ‘A[jnjareo suotued -WOd PaaS “AZ19Ua pue sult} Zurpuads JO SABM [RIAII} JNO paaMm O} SI YoRosd -de pily} Yy ‘syooq Joy awoour snoA yo uorsod paxy e& puads 0} Si Ja4yjOUYy *Zuluuejd pue Apnjs Joy sporipd sepndes dARY 0} ST YIMOIS JO 2ins ayxeU OF APM auQ ‘tydvaboigojnp sity ul UaAIZ se yuswaAoIduijjas 10; ued siy Apnj}g ‘IFT] INONIY, YIMOIZ JO JIqey 24} pouTe} -UIPW OYM UPUI B JO sajdwiexa jsaq Ino JO 9UO SI NITMNV4 NINVING yIMOLD) fo aing suryoyy GNI SIHL NO Wits a ee ee SS ne FIRST—-FOLD AWAY FROM THIS LINE The Fourth Decade Ir THE earlier foundations have been well laid, the years from 30 to 40 will be peculiarly rich in satisfactions. The majority of outstanding modern achievements in invention, science, professions, art, and literature were made by men and women between the ages of 28 and 40. These are the years when financial capital is usually ac- cumulated most rapidly; when wise investment provides for the security of loved ones in the later years; when children are getting into highschool and college so that parents live with them in the new world of vibrant young life. There is danger during these years that we shall be spoiled by our leisure and comforts, that we shall spend too recklessly, that we shall cease to make the efforts toward per- sonal improvement which must carry us forward if we are to enjoy the highest excellence. A program of read- ing and study is particularly fruitful during this period. [12] C€t] Zaft] Jo Sread a]ppius 94} JO aoved pue Aof ay} 0} ppe 0} sseah JajJe9 ay} Zutrinp paysijqeyso aq ued syiqey JeYM {poised uoHiIs -UBI} SIY} JOJ JAIISII B Pjing 0} sreah JaZunod ay} Sulinp suop 3q UeD Jey AA ‘S194}0 UO aBueYyd SIy} JO Ie oy} no ynoge IAsasq¢C ‘asevai2ap 0} A[MO]S suigeq ASiaua yo Ajddns 3y} uayM J}I] P]Ppiu ul sauIOD YOIYM aZuRYyd 3y}3 pueyssapuN 0} YIIG “UOI}IE JO SIBIA ()/ JO SUIIJ9} Ul I aziyensiaA 0} AIT “Apoq UMO JNOA dION “JUSWAAITIYIe pue ssou -iddey jo aj1] Buoy e Aofua uajzjzo sread UOI}ISURI} IS9Y4} NIYy} Ssed OYM IsOoY} }8Y} IJON ‘SaA[aSWIaYy} VBeueW [N}ssed -ons a1e OYM ISOYy} MOY 3}J0N “sUMOP -yeaig JO Jaquinu SuIseaIDUI 94} 39}0N ‘ade SIy} Je are OYM MOUY NOA aidoad 24} JO Isl] e aye ‘a[dood Japjo Zuowre sdiyspuaiiy pue suorurdwod ou sey uosiad SunoA ay} Jt 9nj} st SIyy *azt] JO Sivaf J9}e] pue IIpPpru dy} JO 3A -dsadsiad ay} a3 0} SI YNOA JOT Bury} yapiey ay} sdeyi9g ‘sivas uol} -ISUBI} JIB (S$ 0} (jp WIOI] SYVAA AH aproa] yafty YL The Way to Begin Mest oF Us know how to plan work for an hour or a day. Executives have to think in terms of weeks, months, and years. Careful students realize the need for planning in terms of five or ten years, with less definite plans for the later years of life. Write down seven headings dividing the seventy years of your life into seven periods of a decade each: 1-10, 11-20, 21-30, and so on. Set down under each of these headings plans for your life. Try putting these headings along the side of the paper and arrange across the top another series of headings such as the seven objectives of education: health, home, learning, citizenship, vocation, leisure, and spiritual char- acter. Ask yourself forty-nine ques- tions thus: What is the most important point about my health during the ages from 1-10? About my home? My learning? and so on thru the seven objectives. Likewise plan the other decades of your life. C2? [5] (r] "s1eah 9S9Y} JO YIVI JO yNO JSOUW 9} jaz 0} MOY A[[NjaJed JapIsuOd 0} [JaM Op [JM nod yng ‘asoul JO ssaj oq Aeul aj] InoX ‘sivaX AJUIAIS JO Ij] & SauINs “SB japyOOd SIyy, “aAl] 0} Joodxe Aew no& Zuo, Moy JO vapt ue Pod darF |PIM SIU, ‘SUOTZeIaUas [eJIAIS JOF Ayre} InOA JO SJIQUIIUT 3Y} JOJ IFT] JO YRBUI] IBVIZAB IY} aJeNI]eD “U9} pue sed 91OISIIIY} JO SUI} UI IJ] POOS 9y} Jo ayods sou} sqig jo sjyaydoid ayy "S9JLIS poyUup, 9y} UI sseah GE sade -J9AB MOU 3] ‘OQRI Ul sIea [p 0} 08/] ul sivad pe woz A[ipesjs pouay.sua] 3] ‘Pexy [Jom Airey st ayry yo ueds ase -JIAR BY] ‘AZi19Ua pue ouUIT} SIy ayedis -SIP 384} SZury} 19430 JUEM DUT} oUIeS 34} 3e OU saop ay poaprAoid ‘azt] ul sZury} aryMyyWomM Aueuw sAzIyoe Ue auo ‘sivah JO 7J13 SIy} JO ISN 7YBII 94} Ag ‘ajty sity sey ofy ‘“Aauow uey} as0u YUM Iz] sjzejs uossad AraAq *‘AouUOW yonur pey Ady} Jr Op pynom Aay} d yeyM ouIseWT 0} ayI] Ud}JO a1d0a supax fo 3ft) 2Y.] 147 MAY 1936 . ’ NUMBER 5 VOLUME 25, d or the article may be used in the school periodical or in communit: 17a ~y ~~ an ™ - “To the 1936 ¢ see THe JourNAL for Ma he Making” flets with the phrase in t . For “Your Life y given to reprint these lea in THE JOURNAL rmission is hereb school printshops ppeared for November 1932. Pe e leaflets may be reproduced in young people, which have a HE JOURNAL aking” see T ommencement. Th f leaflets, for f a series o nd in the M is one o “Your Mi spapers.] (This For uate” for distribution at c The Value of Planning Te BEST WAY to make the most of your life is to take the long look ahead. The immediate situation may seem confused and unpromising. That means all the more opportunity for intelligence; for careful planning; for foundations laid on the bedrock ot worth and virtue; for patient build- ing; and for courageous pioneering. Be not afraid. You are greater than the things about you. You stand on a pinnacle of possibility, and the future will be largely what you make it. Begin where you are. Do something. Act, and above all, plan. This booklet will tell you how to begin planning. Let no one tell you that life is too uncertain to plan. Every great victory of the human race has been won in spite of the cry that it could not be done. You can plan and lose and plan again, rising higher each time because of the pur- pose and discipline of your life. ‘yonu urea, ued nos ‘gas nok yeYM Jnoge Suryury} pue uado saka inok Zuideay Aq Ajasapy 2 SBuryy jeyuouepuny Alpes 0} uOTJUaWe Sura puads nof op Aep anoA jo yonut MOP{ isyiqey yeyuour sry} eaosdun ajdoad Op MOP{ {49AO DAT] OF FI pey NOA jI at] INOA aBueyd NoA pjnom MOP, 2 [ley usu awos Op AYA, 2£S194}0 0} Ssou[ny djay pue ssauysyjesun sryy 2{ uoTzes -19AUOD BUISIIIIUT Jy. {jJouueW jo (UJBYD IIIY} YI ST “ysoul nod 04 jeadde oyM no& ynoqge ajdoad 9Yy} SdJON 29q 0} JURM J Op uUosiad & JO pully JEU : JJasanod ysy “Mou wioly sreaA AyUaM} 10 Ud} JO} puke IBIA BXOU JO} wnq Arp -O} 10} ApuoO jOU IdURDYTIUSIS S}I purj}s -iapun 0} pue nod punose uo sa08 yeyM 99S O} JfassnoA ulely “sry sBuryy sry ind 0} “SUOT}IEIISIP wo Ynys O} “wayyy uo uOTUe}e ino pjoy 0} ‘woud 10] yoo] 0} MOY MOUY JOU OP IM VSNBIAq SSUIYy [hyQNveq pue Sureursey Auew Suissnu aytT nay} OF sa 4o iso AI uolDrUasq— fo Uy ay] ne eee SRT RTE The Larger Planning ' | ‘HE INDIVIDUAL is often caught by forces in the world outside his con- . trol. This is especially true in times of transition and economic stress. He can make the most of himself only by joining with his fellows in a collective effort to improve the state, to perfect the laws, to restrain the greedy, to insure justice and opportunity. Include as a part of your planning, time for taking your part in the larger planning activities of the community. The idea of planning may be the chief contribu- tion of the twentieth century to human progress. To plan beyond the year or the decade into the life as a whole; to plan beyond the individual to the fam- ily, the neighborhood, the state, the nation, and even the world, is to gain a new perspective and a new faith—a perspective which knows that many of the uncertainties of life can be pro- vided for, and a faith to undertake the task. [15] (O0] ‘ApaBajur pue ‘ASsaua ‘asodind ‘“]j14s uo Spuadap ssadons JeuOTZBIO A “JOOS aavay nod Jazze Apnjs BSurimuyuod jo weisoid e& auTT}]NO ‘3Ba[{JOD pusa}}e 0} urd jou op nod jy ‘NOA jay [pI yey} SII}PIAIJDE apisyno pue [OOYIS ssO0YI usy} pue ‘nod 4ysatazUl yey} YOM JO SPpPYy ey} 10y suOIeoYyITeENb anO0A 4sa], ‘yoee 10} pasinbas s[[tys o1seq 94} pue SUOIJEIOA JO Spuly snolieA ay} APMIS ‘saounosa1 pue ‘saduaiayaid = ‘sjuaye} inof JO 3st] & I4RY “HM 40y upd 0} pue JJOUM B Se II] INOA ye YOO] 0} ulsdaq pjnoys no& ‘gz 0} OQ] Wosy aperap ay} Sun ‘Z] 10 [][ JO ade oy} ye aunjew Ajyeotyoeid =st purus oy} Sn {jo} sysid -ojoydAsq ‘“Aplinzeur [Ny s}t poeyoro.s Ajqeqoid sey purur sno ‘sty} pros no dull} 94} Ag 2ayt] 4ino& JO js ay} uO aARYy sivad asay}y APU Bulsevaq YA “SsaUyRIM JO yisus13s JO syurod AON ‘Ssvak BulMsoj-jiqey diseq 9y} aie Ajay} yey} DION “Oz ase 0} SiPa Jt] -ipa Ino Ay~nyased MITAdI ‘AOU B se ayy amo jo ainjoid & Lay O I Siva Xf uonppuno-] ay wore wen ——e mam a. eee - ae ee Beyond Fifty Sr the lives of those who have passed the half century mark. Are they happy? At what points are their lives unsatisfactory? Perhaps the first problem is that of financial insecurity. Next comes failing health with its dis- couragement. Third, there is often an absence of worthwhile interests and activities to occupy leisure hours. Could these difficulties have been avoided by careful planning in the earlier years? It is just as important to plan for interests and activities during the later years of life as it is to plan for financial security during those years. What foundations have you laid for hobbies? What contribu- tion will you make to civic welfare? How will you provide for a simple and natural closing up of your affairs so that your going from the scene of action will be as peaceful and normal as your living has been? Select the best among your acquaintances who are living in the later years, Learn from them, [14] {ItJ ‘QOUBYD 0} 349] AG 0} JURJIOdUIT 00} JIR AIL, “J[PSt9}Je BY} JO} UOTJEpUNO; 3yy Ael sad1oyd assay, ¢ pj4OmM oy} 0} pure SMO][9F INO 0} 9yYLUT 9M URD UOT}ING!II} -UOD JEYUAA ZS1VIA J9Je] JY} 1OJF SBurAes apraoid 0} ysnous ajdums Buta jo pie -pueys INO ST Zpaydtius oq ayy Apes oy} UBD MOFT {UOTVBANIND [euossod PATTIE IM ULI MOP] “ploae [jam Aew IM SBUIY} BY} ISI] SN jay] ‘yae}s poos B 323 0} Op UD aM SZury} dyads ay} ISI] SN Ja] “UOIZLIOA Jey} UT j4e}S JIqQIS -Sod 3s9q 94} 2x 0} SI MOU YsSe} 9Y} yey} pue YZ IBe s10J9q apeu udaq sey UOIZBIOA B JO Vd1I0YD 3y} yey} ouinsse SN ja] ‘Pst] INO JO Sapedap juezodut JSOUL JY} JO UO SI S14} ‘sUOISISap JoOfeU 904} JO ssnessg “swWOyY eB JO wou -YSt[qeyso ay} pue d}eW B JO JDd1I0YD IY} puosas ‘qof yssy eB JO ad10Y4) ‘sat; AeA epeur Useq sey UOISIDep = 4eYy} yt 40 uo1jedns90 ue jo aIOYD 94} : SUOISIJ0p Jofeut OM} apnypour Ayyensn o¢ 0} QZ Wor Jt] JO SIVaA ayy Jeu aio NT aprrad PHY.L YL Taking Charge of Your Life Or does not really begin to live until he assumes responsibility for himself, until he determines to make the most of himself, and to set for his own aspiration and conduct, standards higher than others would set for him. Some people take charge of their lives early, even in childhood. Others drift thru the years without ever becoming masters in the temple of their own lives. They get nowhere because they do not look ahead, because they do not will to achieve, because they do not choose to sacrifice smaller things to- ward the achievement of higher goals. They do not enjoy real freedom be- cause they have not taken the first step which is personal responsibility and _ self-discipline. They drift thru life depending upon others, never more than a part of what they might be- come. The first step in planning a life is the clear and firm decision to be master of one’s own destiny. [3] @ |, ‘WI9y} JO aUO Aue JO ssoy 94} WOIy Burj[nNse1 yoYys ay} pueysypM 0} peddinba aq [[IM s}sasayur Aueur 103 pouueyd sey yoiyM ayy y ‘Suruued yo wqey ay} JO asnvd0q sUIOD Ady} Udy jour A[Isea dsour 9q [iM Ady) yng ‘ayed -Ppyue ued ued ou yom danjyuaape yea1d 94} JO Jed ase asayy ‘ayy jo UOHJENS BJOYM ay} Jaze Aeui sadueyo [BIDS JSBA SSUOI}e}Iadxo JoouI Jou Ae SOURAPE [PUOIBIOA JO aBelseU J10¥ saijiunjioddo {Zulall jo paepurys ayy aZueys Aevul sainjiey peroueuy { ssamod ino& gonpes Aew yyyeay py ‘Aydessoiq Ul Paps0sa1 se saat] s,ajdoad 194}0 jo sued ay} Apnjg ‘sajyeuissej> anok yyM pue ajdoad sapjo yym ued amok ssno “SI ‘peaye yoo] “s}nsa1 yay “jeYI pue uejd sty} Ary ‘uorjezuautiadxa 103 Wool MO][® ISIMIAI'T ‘aouats9d x9 jo WS 9Yy}3 Ur uRId INOA astAdy ‘satnuaz -19WI9 JOY VAIISII JO ulg.1euw e MOTLY ‘yey Avus ued 943 Yyorym je siuto0d peosg ay} INO payseU dAEY NOA Tn vA SaUDMO]] YY Suryny THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ~ eS HERE Is a battle royal and a great "| iutaatoo among the children in the courtyard. I hear them shouting “Jew!” and I go to the window and see my little boy in the front rank of the bandits, scream- ing, fighting with clenched fists and without his cap. I sit down quietly to my work again, certain that he will appear before long and ease his heart. And he comes directly after. He stands still, as is his way, by my side and says nothing. I steal a glance at him: he is greatly excited and proud and glad, like one who has fearlessly done his duty. “What fun you’ve been having down there!” “Oh,” he says, modestly, “it was only a Jew boy whom we were licking.” I jump up so quickly that I upset my chair: “A Jew boy? Were you licking him? What had he done?” “Nothing. . . .” His voice is not very certain, for I look so queer. And that is only the beginning. For now I snatch my hat and run out of the door as fast as I can and shout: “Come ... come . . . we must find him and beg his pardon!” My little boy hurries after me. He does not understand a word of it, but he is terribly in earnest. We look in the courtyard, we shout and call. We rush into the street and round the corner, so eager are we to come up with him. Breathlessly, we ask three passers-by if they have not seen a poor, ill-used Jew boy. All in vain: the Jew boy and all his persecutors are blown away into space. So we go and sit up in my room again, the laboratory where our soul is crystal- lized out of the big events of our little My Little Boy x4 life. My forehead is wrinkled and I drum disconsolately with my fingers on the table. The boy has both his hands in his pockets and does not take his eyes from my face. “Well,” I say, decidedly, “there is nothing more to be done. I hope you will meet that Jew boy one day, so that you can give him your hand and ask him to forgive you. You must tell him that you did that only because you were stupid. But if, another time, anyone does him any harm, I hope you will help him and lick the other one as long as you can stir a limb.” I can see by my little boy’s face that he is ready to do what I wish. For he is still a mercenary, who does not ask under which flag, so long as there is a battle and booty to follow. It is my duty to train him to be a brave recruit, who will defend his fair mother-land, and so I con- tinue: “Let me tell you, the Jews are by way of being quite wonderful people. You remember David, about whom Dirty reads at school: he was a Jew boy. And the Child Jesus, Whom everybody wor- ships and loves, altho He died two thou- sand years ago: He was a little Jew also.” My little boy stands with his arms on my knee and I go on with my story. The old Hebrews rise before our eyes in all their splendor and power, quite different from Dirty’s Balslev. They ride on their camels in coats of many colors and with long beards: Moses and Joseph and his brethren and Samson and David and Saul. We hear wonderful stories. The walls of Jericho fall at the sound of the trumpet. “And what next?” says my little boy, using the expression which he employed when he was much smaller and which still comes to his lips whenever he is carried away. We hear of the destruction of Jeru- salem and how the Jews took their little boys by the hand and wandered from place to place, scoffed at, despised and ill-treated. How they were allowed to own neither house nor land, but could only be merchants, and how the Chris- tian robbers took all the money which they had got together. How, neverthe- less, they remained true to their God and kept up their old sacred customs in the midst of the strangers who hated and persecuted them. The whole day is devoted to the Jews. We look at old books on the shelves which I love best to read and which are written by a Jew with a wonderful name, which a little boy can’t remember at all. We learn that the most famous man now living in Denmark is a Jew. And, when evening comes and Mother sits down at the piano and sings the song which Father loves above all other songs, it appears that the words were written by one Jew and the melody com- posed by another. My little boy is hot and red when he falls to sleep that night. He turns rest- lessly in bed and talks in his sleep. “He is a little feverish,’ says his mother. And I bend down and kiss his fore- head and answer, calmly: “That is not surprising. Today I have vaccinated him against the meanest of all mean and vulgar diseases.” —From Carl Ewald’s My Little Boy. [Copy- righted by Charles Scribner’s Sons, thru whose courteous permission it is re- printed here. | Scenes near Portland—Left, St. Peter’s Dome, Columbia River Highway, and right, a deep sea salmon fishing party. VOLUME 25, NUMBER 5; MAY 1936 149 Bawyer Scenic Photos Mr. Hoop As SEEN FROM THE Mt. Hoop Loop Hichway En route, aloof majesty— EDUCATION Moving Forward AGNES SAMUELSON President, National Education Association ECAUSE education must do more than B recover its losses, because it is not enough to regain the position achieved when the economic crisis set the clock back, because we must educate for tomorrow and not for yesterday, “Education Moving For- ward” has been chosen for the theme of the 1936 convention of the National Edu- cation Association to be held in Portland, Oregon, June 28-July 2. Each one of the sessions will be devoted to some aspect or phase of carrying education forward. Strengthening our hands for the good work—The Sunday vesper service opens 150 the conventi i is text from Nehe- miah 2:18. th u this great work is character bui , t# making of men and women. We thf preliminary sermon will set the stage for the whole week’s pro- gram. Are not the greatest values to be derived from any of our professional meet- ings the intangible outcomes that encour- age us to grow in excellence of performance, to get a clearer perspective, and to inspire achievement in others? Appreciating the beautiful—The conven- tion brings this theme to life in a concert of the Portland Symphony Orchestra Sun- day evening following the vesper services which begin the meeting. Need I plead the importance of developing the cultural as- pects in education? The place of the arts is assured. They are not frills; they are a part of life itself and have such a rich contribution to give toward making life significant that they must be an inherent and intrinsic part of any comprehensive program. Did you carry a violin to school along with your speller? Or did you exhibit any creative work in poetry or art when you were a young learner? Let us see to it that the arts are not left out of the picture. Life is beautiful. Let us seek the beauty in nature and in the work of man. Gaining a new perspective—The end of the Oregon Trail will be an inspirational point from which to gain a new and clearer perspective. To get there we will travel from one coast to another, across prairies, and all the glory of country described in Katharine Lee Bates’ lovely “America the Beautiful.” It is time to place a telescope to the eye to see what place education is to occupy in reconstruction. It is time also to apply a microscope to the eye to see how to refine our procedures. Integrating education and democracy— There will be two presentations of this reciprocal problem. The one will deal with democracy’s demands upon education, while the other will treat education’s demands upon democracy. This is doubtless the greatest issue of the present crisis. If demo- cracy depends upon popular education and a literate citizenry for its very existence, then democracy must move faster in the direction of equalization, adult education, and removal of illiteracy. The National Education Association this year -has placed emphasis in its five-point program upon the close relationship of edu- cation and democracy. The program has pointed out the basic principle that gov- ernmental projects involving education should operate thru the regularly consti- tuted governmental educational agencies. It has also stressed the necessity of federal aid for education. This problem will be considered in three symposia devoted to Building a Stronger Foundation. One symposium will be devoted to the rediscovery of the “Children’s Charter” and its use as the basis of a program of action. Astonishing discrepancies exist between the rights of children as asserted in the “Chil- dren’s Charter” and the actual facts as they exist, according to the report on human re- sources of the National Resources Commit- tee. The next steps for home, school, church, and community in the implement- ing of the “Children’s Charter” will be discussed. Another symposium devoted to stronger foundations will deal with chil- dren in rural areas, children with special needs, children of the underprivileged races, and the means of providing these and others handicapped socially or economically with adequate educational opportunity. Advancing teacher welfare—Tenure, re- tirement, freedom in teaching, equal oppor- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ¥ Eee: tunity, and adequate compensation are es- sential to security of teaching. The National Education Association has an aggressive ensemble of committees at work on this fundamental task of improving the status of the profession. Conserving American youth—What to do for our young people is a problem of im- mediate as well as ultimate significance to our present and future welfare. “Youth's Appeal” and “America’s Answer” are the headings under which the subject will be treated. What does youth ask? What shall he do about a home, an education, a voca- tion, citizenship? How shall he learn to de- tect the true from the false in propaganda? What shall America’s answer be? Not the fascist, not the communistic, not the so- cialistic answer, as exemplified in experi- ments across the water, but the answer of democracy—that is what we are seeking. Improving the program—We must con- stantly improve the educational program, if the schools are to move forward. Three convention symposia will be devoted to this topic. One of them will deal with the devel- opment of discrimination in the use of the radio, the movie, and children’s literature. Young people must learn to use wisely new inventions such as the radio and movies. Reports will be made of investigations in these fields. Another symposium will be devoted to discovering new needs on ele- mentary- and on secondary-school levels. The elementary group will discuss new needs in relation to content and procedure. The secondary teachers will consider the ten issues in secondary education as pre- sented in the recent report of the Commit- tee on the Orientation of Secondary Edu- cation. [See April JouRNAL, page 106.] Conquering new frontiers—Two aspects of this topic will be considered; one to deal with pioneering in the physical realm, and the other to deal with the spiritual values in human advancement. The subject is re- plete with significant implications for edu- cation and should prove a romantic and fas- cinating exploration. Strengthening the relationship between school and community—To this task all of us are giving time and thought. Of its sev- eral phases, three will be considered. One will consider the problem of coordinating the forces for child safety. The acuteness of this problem is evidenced by each news- paper issue. It is time that the educational forces assumed leadership in this matter, so that it may be taken from the realm of the spectacular and given classroom in- struction basis. Many schools are doing this. If education is to train for life outside the schoolroom, safety must have a place. Another section will discuss the subject of utilizing lay cooperation in four lines of action—creating understanding, securing support, keeping children uppermost, and moving forward. Lay cooperation is needed to advance child and teacher welfare, to realize the objectives of the “Children’s Charter” and to speed educational equal- ity. Still another section will have to do VOLUME 25, NUMBER 5; MAY 1936 Re a: ata —and intimate loveliness with broadening our community horizons. Discussion will center around international friendliness and world peace. With interna- tional relations not at the best at the mo- ment, this problem is of sweeping and un- limited concern to everyone. Considering national issues—The pre- sentation of the platforms of the major political parties will be one of the highspots of the convention program. The brief space of time with , political conven- tions will pr ual meeting of the National sociation makes a study of th latforms timely and in order. they will be dis- cussed ‘by leaders selected by the respective national committees will add to the vital and interesting nature of this session. Exhibits and meeting places—The Port- land Civic Auditorium in the business sec- tion of the Rose City affords ample space both for exhibits and convention sessions. Meeting places for departmental and group sessions are conveniently located. WAHKEENA FALLS, ALONG THE CoLUMBIA RIVER HiGHWay td “aX ; wig * i Hospitality—Already more than forty states have arranged for hotel headquar- ters. Local committees have developed plans which assure conventioners of a pleas- urable visit. As a point of departure for vacation trips the Oregon city is unexcelled Nearby universities are offering summer ses- sions for those who wish to follow the con- vention with additional professional work. Travel facilities — Summer excursion rates are lower than the usual convention rates. These have generous limits in the matter of time allowance, stopover privi- leges, and diversified routes. Members will find the convention an economical means - of professional advancement. Only by working together, understand- ing each other, keeping faith in each other and in the cause to which our life work is dedicated, keeping children uppermost, im- proving our program, meeting new needs, strengthening our professional relationship, and utilizing lay cooperation, will education move forward to serve tomorrow’s needs. 151 Prentiss, Commercial Ph SUNDAY, JUNE 28, 5:00 p.M.—Vesper Serv- ice Strengthening our hands for the great work —Bruce Baxter, president, Willamette University, Salem, Ore. SUNDAY, JUNE 28, 8:00 P.M. Concert—Portland Symphony Orchestra GENERAL SESSIONS FIRST GENERAL SESSION Sawyer Scenic Photos FROM THE COLUMBIA RIVER HIGHWAY Monpay, JUNE 29, 9:30 A.M.—Gaining a new perspective The northwest greets you— Presentation of platform guests— Addresses—Mary Ralls, president, De- partment of Classroom Teachers; Agnes Samuelson, president, NEA: Frederick M. Hunter, chancellor, Ore- gon State System of Higher Education; Willard E. Givens, executive secretary, NEA. LIFE MEMBERSHIP DINNER Monpay, JUNE 29, 5:30 P.M. Eighth Life Membership Dinner— Speaker, J. W. Studebaker, U. S. Com- missioner of Education. Music by Hawaiian delegation SECOND GENERAL SESSION Monpay, JUNE 29, 8:00 P.m.—Z/ntegrating education and democracy Democracy’s demands upon education— J. W. Studebaker, U. S. Commissioner of Education Education’s demands upon democracy— A. J. Stoddard, chairman, Educational Policies Commission; vicepresident, Department of Superintendence Sawyer Scenic Photos BOTTOMLESS CRATER LAKE THIRD GENERAL SESSION TUESDAY, JUNE 30, 9:30 a.M.—Building a stronger foundation SECTION A—Implementing the dren’s Charter”—Next steps For the home—Effie I. Raitt, president, American Home Economics Assn. For the school—A. L. Threlkeld, presi- dent, Department of Superintendence For the church—Levi T. Pennington, pres- ident, Pacific College, Newberg, Ore. For the community—Norman F. Cole- man, professor of English, Reed Col- lege, Portland, Ore. “Chil- BEACH AT SEASIDE, OREGON Poe COAST HIGHWAY FISHING ALONG OREGON Your Portland trip offers a variety of recreational oppor- tunities LOST LAKE -s ut iS) AND MT. HOOD THE JOURNAL OF THE The PORTLANI Tentative Outline of SECTION B—Speeding educational equal- ity For children in rural areas—Anna Swen- son, State Dept. of Education, Minn. For children with special needs—Elise Martens, senior specialist in education of exceptional children, U. S. Office of Education For children of all races—Willis A. Sut- ton, superintendent of schools, Atlanta Next steps—Howard A. Dawson, NEA director of rural service SECTION C—Advancing teacher welfare Tenure—Donald DuShane, chairman, NEA Committee on Tenure Retirement—M. Emma Brookes, chair- man, NEA Committee on Retirement Freedom in teaching—Emily Tarbell, chairman, Committee on Academic Freedom, Department of Classroom Teachers Equal opportunity—Gertrude Mallory, chairman, NEA Committee on Equal Opportunity Adequate compensation—M. J. Clarke, president, Nevada Educational Assn. FOURTH GENERAL SESSION Tuespay, JUNE 30, 8:00 p.m.—Conserving American youth ’ Youth’s appeal—Willie Lawson, secretary, Arkansas Education Association America’s answer—Robert G. Sproul, presi- dent, University of California FIFTH GENERAL SESSION WEDNESDAY, JULY 1, 9:30 A.M.—I/ mproving the program SECTION A—Developing discrimination in the use of new tools Movies— Radio—A. G. Crane, president, Univer- sity of Wyoming Children’s literature— SECTION B—Meeting new needs on ele- mentary level SECTION C—Meeting new issues on sec- ondary level—Forum Participants—Payne Templeton, prin- cipal, Flathead County Highschool, Kalispell, Mont.; Ruth West, Lewis and Clark Highschool, Spokane, Wash.; Albert M. Shaw, western regional di- rector, Department of Classroom Teachers; Edward O. Sisson, Reed Col- 4 lege, Portland, Ore.; Mary B. McAn- ; drew, president, Pa. State Teachers Assn., supt. of schools, Carbondale SIXTH GENERAL SESSION WEDNESDAY, JULy 1, 8:00 p.m.—Conquer- ing new frontiers Announcement of Tokio conference of World Federation of Education Asso- ciations— Pioneering in the physical realm— NATIONAL EDUCATION ASSOCIATION ND PROGRAM % of General Sessions Pioneering in human advancement—Rev. Ralph W. Sockman, pastor, Christ Church, New York, N. Y. SEVENTH GENERAL SESSION Tuurspay, JULY 2, 9:30 a.M.—Strengthing the relationship between school and com- munity SECTION A—Coordinating the forces for child safety Responsibility of the schools for child safety—Worth McClure, superintend- ent of schools, Seattle, Wash. New developments in safety education— Interest on the part of other agencies— Marian L. Telford, educational divi- sion, National Safety Council. Next steps in coordinating the forces— SECTION B—Utilizing lay cooperation In creating understanding—Frank Miles, editor, Jowa Legionnaire, representing the American Legion In securing support—William McKenzie, member, Board of Education, Portland, Ore. In keeping children wppermost—Mrs. William Kletzer, president, Oregon State Congress of Parents and Teach- ers, Portland In moving forward—Walter Cocking, state commissioner of education, Tenn. SECTION C—Broadening community hori- zons The Oxford conference as an adventure in world friendship—Uel W. Lamkin, secretary-general, WFEA. Glimpses of the Far East— Cultural contributions to America—Elias Arensen, San Francisco State College Public opinion and peace—H. M. Wood- ward, president, Utah Education Asso- ciation, Brigham Young University, Provo, Utah EIGHTH GENERAL SESSION TuHurspay, JULY 2, 8:00 p.mM.—Evaluating national issues Presentation of political platforms For the Democratic Party For the Republican Party For the Socialist Party Supplementary statements—Each speaker will be allowed five minutes é Introduction of new President of the Na- tional Education Association « REPRESENTATIVE ASSEMBLY TUESDAY, JUNE 30, 9:30 A.M.—First Busi- ness Session Report of Committee on Credentials Report of Committee on Bylaws and Rules —Cornelia S. Adair, principal, Franklin School, Richmond, Va., chairman Adoption of Order of Business Minutes of Denver Meeting VOLUME 25, NUMBER 5; MAY 1936 Report of Committee on Amending Char- ter—R. T. Shaw, Northeast High School, Philadelphia, Pa., chairman Amendments to Bylaws Nomination of Officers WepnEspay, Juty 1, 9:30 A.M.—Second Business Session Report of Committee of Seven on Reor- ganization of the NEA—E. E. Oberholt- zer, superintendent of schools, Houston, Tex., chairman Report of Committee on Social-Economic Goals—Fred J. Kelly, chief, division of higher education, U. S. Office of Educa- tion, chairman Report of Legislative Commission—Sidney B. Hall, state superintendent of public instruction, Virginia, chairman Report of Commitiee on Academic Free- dom—Henry Lester Smith, dean, School of Education, Indiana University, chair- man Recognition of outstanding membership rec- ords in NEA—Agnes Samuelson, presi- dent Report of Committee on Tenure—Donald DuShane, superintendent of schools, Co- lumbus, Ind., chairman Report of Committee on Horace Mann Cen- tennial Celebration—Payson Smith, edu- cational consultant, American Council on Education, chairman Report of Committee on Equal Opportu- nity—Gertrude Mallory, San Gabriel, Calif., chairman Report of Committee on Higher Educa- tion—A. G. Crane, chairman Report of Executive Secretary THuRsDAY, JULY 2, 9:30 a.M.—Third Busi- ness Session Report of Committee on Retirement Allowances—M. Emma Brookes, prin- cipal, Miles-Cranwood Schools, Cleve- land, Ohio, chairman Report of Educational Policies Commis- sion—A. J. Stoddard, chairman Report of Committee on Necrology—H. V. Tempel, principal, Henry Clay High- school, Shelbyville, Ky., chairman Report of Committee on Resolutions—Amy Hinrichs, principal, Audubon School, New Orleans, La., chairman Reports of Other Committees by Board of Directors Reports of Treasurer, Audit Committee, Board of Trustees, Budget Committee. “COMING OF THE WHITE MAN,” WASHINGTON PARK, PORTLAND (J COLUMBIA RIVER GORGE FROM CROWN POINT MIRROR LAKE WITH EAGLE CAP MOUNTAIN HAYSTACK ROCK AND NEEDLES, CANNON BEACH EXPLORING IN THE OREGON CAVES The beautiful anw historic wonderland of the North- west awaits you Controversial Topics in the Classroom in the curriculum which does not have some topics of a nature contro- versial to someone. What may seem plausible and perfectly clear to one per- son appears disputable to another, Even the degree to which a topic is contro- versial is difficult to measure. Some may consider only a minor phase of a subject controversial while to others, the whole subject may act as the stimulus for seri- ous debate. Since modern schools are committed against a policy of indoctrination, are opposed to stereotyped opinions put forth by teachers, and, on the other hand, are striving to present facts im- partially, it naturally follows that much of the work of the instructor will be con- cerned with controversial matters. Even chemistry, physics, biology, art, and music are not free from controversial topics. In law, civics, political science, sociology, economics, history, debatable topics permeate the literature; inevita- bly they must appear in classroom activ- ities. The instructor cannot prevent contro- versial topics from arising in the class- room even if he wants to. They will take place at any time that students are dy- namically pursuing their work in the classroom. Avoidance of them by the in- structor is as foolish as trying to make a class believe that he can answer any question asked. To say that all facts are not at one’s finger tips but that one will obtain reliable data tends to create ‘confidence and respect. The modern teacher who expects to avoid controver- sial questions in his professional work has about as much chance of doing so as the dentist has of pursuing his profes- sion without working on teeth. Controversial topics are always dan- gerous—in or out of the classroom, in formal or informal education. They run counter to someone’s established habits of action or habits of thinking. Because of this, personalities are likely to pre- dominate over discussions of principles; emotions are likely to outrun rational processes. Mence, it becomes the teach- er’s responsibility to keep discussions as free from bias and dogmatism as possi- ble, to encourage and lead the group to think objectively. It is dangerous to voice an opinion without labeling it as such; it is always desirable to state the original source of factual information. In every classroom, [’ IS DIFFICULT to think of any subject 154 C. B. WIvEL rich with discussion, the teacher is called upon to present his opinion if he is to retain the respect of his students and maintain the leadership which belongs to him. Many teachers shun voicing their own views and foolishly pride themselves that they never permit their own opinions on controversial topics to be known. Rare indeed is the teacher, regardless of what angle of a question he favors, who suceeds for long in with- holding from his students a knowledge of his convictions. In handling contro- versial topics the attitude of the teacher is vital. The teacher should be the one who can by example always display a friendly attitude toward all with whom he does not agree. Education has been defined as “life, experience, appreciation, attitude, knowledge, growth, and adjustment.” Education must provide experience for students in order that they may aid in solving problems which have been neg- lected in the past, and in order that they may participate in the solution of con- temporary difficulties. Life is full of controversial issues. Stu- dents cannot avoid them if they would. If students are shielded from all topics which have varied aspects, they will be as helpless as rudderless ships in un- charted seas when faced with life situa- tions later. Scholars who command the factual knowledge of dusty volumes but who are unable to get along in groups where controversies arise are pitiably out of place. Scholars need to be humans. Education should aid students to be social persons. They should know how to carry on a pleasing conversation. Modern life is far from one of unac- cented phrases and monotones. It is one of emphasis, clear expression, and atti- tude. We are not hermits. We are social beings who must with others who often have iance with our own. Life’s environ erogeneous, competitive, full o icts. Students must be able to make adjustments on controversial issues with the use of ra- tional processes. To deprive them of this while students and to defer experience with such issues until after school days are over, is to impose a cruel sentence upon the youth of today. We cannot admit the psychology of individual differences and reject contro- versial questions from the classroom. A program stressing individual differences breeds controversial issues. We cannot defend free expression, condemn sup- pression and _ traditional educational method, and then prohibit controversial subjects from being discussed in the classroom, A modern progressive school, rather than eliminate such issues, will encourage them, find them, if necessary. A classroom without controversial issues would be anemic, lifeless, static, dull, and unreal. About the only thing we can be sure of in this world is change. It is every- where in nature. It is characterictic of democracy. Only a static society would have no change. A society, to be static, would have no social or economic inter- course, no communication with any other group. Perhaps in the mountains, the far- off isles, or the interior of the jungles, there are such groups; daily they grow rarer. Democracy is dynamic. Hence, it: is pregnant with change, and change in- volves controversy. All change may not be progress, but all progress involves change. In this change from one condi- tion to another in democracy, the vital thing for the student is to have access to all aspects of questions and to have a leadership that permits an explanation of all angles of every question. Herein is the great obligation of the teacher. To deny the presence of this obligation is to deny the value of education in the serv- ice of mankind. There will always be conservatives and liberals. There will always be old- . timers and youngsters debating “new fangled” ideas. This is the route of prog- ress. To suppress the right to have issues discussed under the best leadership— the school—would be a step toward the suppression of freedom of speech, free- dom of religion, and freédom of the press. These, if suppressed, would lead to deceit, under-cover action, discontent. They lead to a destruction of the tools used for progress. Progressive education stands forth to defend progress, which in turn has thru- out the history of mankind, traveled the route of controversial topics. What insti- tution today is better qualified in mate- rials, equipment, leadership, and confi- dence of the people, to treat controver- sial issues, than the school? THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION pr fal . c a ¥v c t a I ] I ‘ —_ Rural Life and Education Howarp A. Dawson URAL EDUCATION directly involves Ree welfare of more than half the children of the nation. Some of the most difficult problems today are primarily concerned with people on farms and in villages. As these problems are examined it becomes apparent that such factors as the relative number of children, the migration of population, income of farmers, farm taxes, farm homes and conveniences, decentraliza- tion of industry, and the occupational changes and expectations of rural people are of vital import to making satisfac- tory educational facilities available to rural people. Relative number of children—The average farm adult has 70 percent more children to rear and educate than the average urban adult, and taking the whole rural population the number of children per adult is 50 percent greater than for the urban population. The rural areas have, during every decade of our national history, produced a large sur- plus of population. In 1930, farm fam- ilies were producing about 50 percent more children than were required to re- place the farm population removed by death. On the other hand, our cities with a population of from 2500 to 100,000 were falling short 8 to 10 percent of the number of children necessary to main- tain their own population; in the larger cities the deficit was nearly 20 percent. Migration of population—The sur- plus population of the rural communi- ties has, to a large extent, migrated to our cities and made possible their rapid growth. From 1920 to 1930 about 6.3 million persons, nearly half of whom were 15 to 40 years old, went from the farms to the cities and did not return. Altho during the depression the net mi- gration to the cities halted and was for a short time even reversed, it has now been resumed. This migration of population has re- sulted in great financial contributions from farms to cities estimated at 3.5 bil- lion dollars annually from 1920 to 1930, or nearly twice the annual cost of public education. These contributions result from the cost of rearing and educating the children who later move to the cities, from the payment of interest and rent to VOLUME 25, NUMBER 5; MAY 1936 city dwellers, and from the settlement of estates transferring wealth to the cities. Income of farmers—The per capita in- come of farm people is usually only one- third to one-half the per capita income of the entire nation and is, of course, compared even less favorably with urban income. In 1929, farm people, who con- stitute one-fourth of the nation’s popu- lation, received only one-eighth of the national income. But out of the 12 bil- lion dollars gross income of farmers about one-third went to the cities thru the migration of population; and ap- proximately another third went for Wages, taxes, insurance, and various items such as fertilizer, machinery, lum- ber, and other materials purchased from industry. Only one-third was left for maintenance of living standards. Taxes paid by farmers—The increas- ing burden of real estate taxes, taking a larger and larger share of the farmer’s income for the support of governmental institutions and services, including pub- lic schools, has become a problem of seri- ous proportions for farmers. By 1929 about one-eighth of the farmer’s gross income went for taxes. The National In- dustrial Conference Board estimated that prior to 1930 the farmer was pay- ing one-fifth of the tax bill of the nation altho his share of the national income is only one-tenth. Recent studies by the United States Department of Agricul- ture show that in spite of decreased as- sessments and reductions in tax rates during the depression, the farmer’s taxes in ratio to his income and to the true value of his land have increased. Farm homes and conveniences—The President’s Committee on Home Build- ing and Home Ownership (1932) in a section on rural housing reports that in all parts of the nation there is much to be desired in the adaptation of farm- houses to the purely physical needs of the family, and room for unlimited de- velopment from the esthetic point of view, in regard to landscape planning, room arrangement, furnishings and equipment, and labor-saving facilities for conserving the energy of the home- maker, The extent to which rural stand- ards of living can be improved is re- flected by the simple facts that in 1930 only 13.4 percent of farm homes were equipped with electricity, and only 15.8 percent with running water. Occupational changes and expecta- tions of rural people—Since 1870, as a result of the increased use of machinery and scientific farming methods, the per- centage of our population engaged in agriculture and allied industries has dropped from 53 percent to 21 percent. In 1930 each agricultural worker pro- duced about two and one-half times as much as the average worker of 1870. As a result, about 60 percent of the farm population has been released for other occupations. Within recent years many industrial establishments have moved to rural areas, especially those immediately sur- rounding the cities. There are more and more people who work parttime in these industries and parttime at farming. Rural people along with others are af- fected by the general changes in occu- pational demands, For example, from 1920 to 1930 the percentage increases in the number of persons employed in vari- ous lines of work were for low-level occupations, 11.5 percent; high-level oc- cupations, 17.5 percent; and semi-pro- fessional, 51.7 percent. It now appears that practically the only unlimited field of human labor is that of services not requiring a significant amount of raw materials or mechanical power, and con- sequently more and more rural young people will have to go into the fields of personal service. 155 _ SS ~~ he UF wa ~ Rural Life and Education The Rural Schools of Today GREAT BODY of knowledge about A children, society, and the curric- ulum acquired thru study and experimentation has been put into prac- tise in many school systems. There are, however, probably half the children of the nation, mostly in rural schools, yet without the benefit of the best that is known and practised in teaching and in school administration, The evidence that this is true concerns the size of rural schools, the curriculum, teachers, buildings, professional leadership, units of administration, and school finance. Size of rural schools—Most of our rural schools were established under conditions far more primitive than those of today, established when people lived in isolated communities without benefit of modern highways and transportation. Under such conditions schools, of neces- sity, were small. Altho conditions have changed, there are yet nearly 140,- 000 rural schools having only one teacher, usually seven or eight grades for about 20 to 25 pupils. In addition, there are about 20,000 two-teacher schools, and only 18,000 consolidated schools. The rural highschool is typically a very small institution with all the limi- tations as to breadth of training a small school can offer, and all disadvantages of high per pupil cost that universally go with small highschools. Only 2 per- cent of all rural highschools have 300 or more pupils, the desirable minimum number for a satisfactory highschool, but 66 percent of all urban highschools have more than that number. The rural-school curriculum—Study of the reports of surveys of rural schools in many states leads invariably to the same conclusion: The rural-school cur- riculum is organized on the basis of subjectmatter-to-be-learned. It is or- ganized around content that is formal and unrelated to the life of the child, community, or society. This condition prevails in spite of the fact that the rural environment abounds with vital material, experiences, and activities. In contrast with the stereotyped curricu- lum often found in our rural schools, our city schools typically are designed to meet the modern needs and interests of their entire school population: music, art, physical education, health training and instruction, civic and social training and activities, and on the highschool level a wide variety of opportunities for vocational training. 156 Teachers for rural schools—For the most part the smaller the schools the poorer the pay, qualifications, and tenure of the teachers. The 1932 survey of the United States Office of Education re- vealed that the average annual salaries of rural teachers were, in one-room schools, $788; in two-teacher schools, $829; in three-teacher schools, $980; and in consolidated schools, $1037. Dur- ing that same year the average salary in city schools was $1951. Since that time salaries generally have been reduced, but the greatest reductions have ap- plied to rural teachers. Last year there were a quarter of a million teachers, mostly in rural schools, in charge of seven million pupils, receiving an an- nual salary of less than $750, and one out of each eight rural teachers received less than $450. Only about one-third of rural elemen- tary teachers have completed as much as two years of normal-school training. In cities of over 10,000 population nine- tenths of all elementary teachers have completed at least two years of college or normal-school work, and nearly one- fifth are college graduates. On the average, two out of each five teachers in one- and two-room schools, and three out of eleven in village schools are new to their jobs each year. In large cities only one in twenty or 5 percent of the teachers each year are new. Rural-school buildings—Millions of children in country districts are attend- ing school in unsafe and unsanitary hovels unfit for carrying on an educa- tional program. In one state it has been revealed that there are more than 1500 teachers employed for children who have no school building at all—children housed in plantation tenant houses, cot- ton pens, and the like. In contrast with this situation the more affluent commu- nities and cities of the nation have many beautiful school buildings planned and equipped according to the best educa- tional and architectural ideals. These differences are reflected by the statistics showing that the average value per pupil of school property in cities is two and one-half times the average value for rural pupils, $353 as compared to $143. Professional leadership for rural schools—In 25 states the county super- intendent, the professional leader for rural schools, is chosen by popular vote. In other states this official is appointed, usually by an educational board. The appointed superintendents are, as a rule, better trained, more experienced, draw better salaries, and have more super- visory and clerical assistance than the elected. All in all, there is apparently small appreciation of the work of the county superintendent of schools. The contrast with city school administrators is al- most painful. The city superintendent usually has at least a master’s degree; more than half the county superinten- dents do not hold a bachelor’s degree. The one is chosen by an elected board of education; the other makes a political campaign for his office. The one is as- sisted by supervisors of instruction, health, and attendance, by a business manager, and a building expert; the other with an even wider variety of duties has little or no assistance. . Rural-school districts—For the most part rural schools are still organized by local school districts that are entirely too small to perform the services re- quired of them. In all, 26 states are or- ganized for local school administration on the basis of the common-school dis- trict. In the rural areas the territory around each school usually constitutes a separate district. The average district in these states has only 18 square miles of territory and five teaching positions. In ten states the township or town is the school district. The average of these districts has 28 square miles and 27 teaching positions. In eleven states the county is the school district. In these states the average district has 131 square miles and 95 teaching positions. In light of the conclusions of students of this subject that the small unit of adminis- tration for schools should have at least 40 teaching positions, it can readily be seen that most of our rural territory is in great need of reorganization. Many problems of rural education, such as adequate professional leader- ship, equitable and_ sufficient local school revenue, better trained and better paid teachers, suitable school buildings, and larger schools, will be efficiently and economically solved only when ade- quate units of local school administra- tion are provided. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION : q 4 4 : : ante il ARE ee ; 4 f i q 4 Rural Life and Education Needs and Issues HE FACTS of rural life and educa- sk indicate that the major needs and issues are associated with the curriculum, the educational needs of rural youth and adults, financial sup- port, teachers, superintendents, build- ings, and larger school units. The curriculum for rural schools— Inasmuch as farm homes will continue to rear a large share of urban as well as rural population, the rural schools should give full opportunities in home- making, the domestic arts, and child care to girls as well as instruction in homemaking adapted to boys. The rural elementary school must make wider use of the environment of rural children in training them in the appreciation of the best in rural life and must provide vicarious experiences thru which the limitations of this en- vironment can be overcome. Our rural highschools should offer courses and activities giving a technical knowledge of agricultural processes; training in the philosophy, methods, and means of the worldwide cooperative movement; training in community ac- tivities and opportunity for real partici- pation in them; and a broader knowl- edge concerning rural economic and political policies. Furthermore, increas- ing numbers of rural youth must be trained as parttime workers in both agriculture and industry. Education for rural adults—As the scant use made of resources about many rural homes, the limited conveniences enjoyed by farm women, and the possi- bilities of improving home living condi- tions for thousands of rural people are observed, the need for a continuous and adequate program of adult education becomes evident. In 1932 out of every 1000 persons 21 years of age and over in the nation about 25 had graduated from college, 109 had completed high- school, and 866 had received less than four years of highschool training. When the narrow, restricted, and formalized training received by many who have completed highschool is considered, it is evident that even more than 866 need further educational opportunities. At present the chief means of offering educational opportunities to rural adults is thru the Agricultural Extension Serv- ice, which last year offered instruction to more than 1,576,000 adults, and thru the Smith-Hughes Vocational Educa- VOLUME 25, NUMBER 5; MAY 1936 tional Act, carried on thru _ public schools, which last year offered instruc- tion to nearly 114,000 rural people no longer students in regular schools. What is needed, however, is a vast extension of these services, and a better utilization of public-school facilities. Financing rural schools—Rural schools have long suffered because the burden of financing them has been con- sidered too largely a local responsibility. The simple facts about birthrates and the migration of population already pre- sented clearly demonstrate that the financial responsibility for educating rural children is not merely the concern of rural people. It is also the concern of the cities, the states, and the nation. Our rural schools are now suffering from an almost universal policy of con- centrating money and opportunity upon communities, areas, and states where there are the fewest children, and on children who in turn will have the few- est children. The devising of equitable systems of state and federal taxation and of fair and effective methods of dis- tributing their proceeds back to the communities is one of the major issues of public policy now facing the nation. Rural teachers—Rural teachers should be thoroly imbued with a love and un- derstanding of the rural environment and an ideal of what is the best in rural homes and communities. They should be given an understanding of the great economic and social problems of rural people, and an appreciation and knowl- edge of the practical means of demo- cratic cooperation on local, national, and worldwide bases. Furthermore, those teachers who will work in the small rural schools must be specifically trained to handle the instructional problems pecu- liar to them. For example, they need to know how to handle the curriculum in large units, how to correlate subjects, and how to group children other than by the traditional plan of grades. Professional leadership for rural schools—Leaders and administrators must be selected on a professional basis by boards of education and not by pop- ular election. They must be trained in the general field of school administration and specifically in the administration of rural schools. They must be paid salaries commensurate with the skill required and the social standards expected of professional leaders, and must be given security of tenure and adequate assist- ance in the supervision of instruction. Buildings and equipment for rural schools—School buildings and equip- ment that are safe, comfortable, and designed to facilitate the work of a de- sirable educational program are not only necessary to efficient rural schools; they are a part of the educational right of every rural child. Standards most es- sential to good school buildings, and least often observed in most rural schools, relate to location, orientation, lighting, heating, ventilation, toilet rooms, safety, room appointments, func- tional planning, expansion and addi- tions, grounds, and equipment. Furthermore, the rural-school plant should provide for programs of adult education, and community activities. Larger school units—The small school district is one of the chief obstacles to giving good schools to rural children. It perpetuates small one- and two-teacher schools, causes inequitable variations in local tax rates, makes for high per pupil cost of instruction, makes impossible the provision of adequate school plants, robs many children of highschool. ad- vantages, and denies teachers the pro- fessional and social stimulation neces- sary to good teaching and professional growth, and has led to the adoption of all kinds of inefficient devices, arrange- ments, and subterfuges for overcoming their limitations. Two chief needs of rural schools are larger administrative units and larger schools. The administrative unit may be of the community type developed in New York or the county type of Mary- land, Louisiana, or Utah. Larger schools must be planned on a countywide or areawide basis according to accepted standards as to size of school, pupil- teacher ratio, the kind and extent of the curriculum, and other pertinent educa- tional standards. Rural Life and Education Strategy, Methods, and Action HE MAINTENANCE Of a satisfactory "| proeram of rural education depends upon the adoption of policies based on strategy, methods, and action as out- lined in the following paragraphs: Finance—Rural people should support programs calling for larger and more equitable policies of financial support of schools by the federal government and the states. Federal funds should be ap- portioned to the states for public schools, all control and management of schools being left to the states and local districts. States should raise revenues from new sources such as incomes, inheritances, corporations, privileges and luxuries, and sales. The benefits of the federal and state funds should be apportioned by the states in such way as to guarantee fair equality of educational opportunity. For this purpose, equalization funds are usu- ally far more equitable than older plans such as census apportionments. Further- more, the state and federal funds should make necessary contributions for school buildings and equipment, transportation, libraries, and special services. School district organization—Larger school units should be created by state law, or they should be formed by local officials such as county boards of educa- tion. In either case radical revisions in most of the state laws will be required. State departments of education and county school officials should cooperate in making statewide plans for the organi- zation of satisfactory administrative units and the consolidation of schools. Leaders—Rural people and teachers should advocate laws providing for the selection of rural-school administrators by boards of education, and not by elec- tion; for better salaries and tenure for these administrators; and for the em- ployment and salaries of larger numbers of supervisors, helping teachers, and health specialists for rural schools. A strong state leadership being necessary to getting a better deal for rural schools, state departments of education should be made strong, secure, dynamic organi- zations, Curriculum—Rural teachers should actively participate in statewide studies of curriculum such as those being con- ducted in Virginia, Florida, and Arkan- sas. Under this plan teachers coopera- tively study the nature of society, the knowledges, skills, attitudes, and appre- ciations needed for successful member- 158 ship in society; analyze the interests of children, and the activities and subject- matter that can be organized into courses of study and teaching processes. Better small schools—Rural teachers should try out the newer technics for overcoming the limitations of small schools. In the small elementary schools, the organization of large units of study, the correlation of subjects, and the pro- vision for individualized instruction should be methods practised by every teacher. In the small highschools, super- vised correspondence study, individual- ized instruction, alternation of classes, and the use of circuit or parttime teach- ers are devices to be tried out by teachers and rural-school administrators. Programs for youth—The rural school should take the lead in providing for the needs of youth, especially those 16 to 24 years old. Such programs will consist of [a] postgraduate courses in class or by supervised correspondence study; [b] organization of community councils for finding and making employment; [c] providing vocational guidance; [d] mak- ing opportunities for social contacts for young people; [e] furnishing recrea- tional activities; and [f] utilizing or establishing desirable organizations such as 4-H Clubs, Future Farmers of Amer- ica, the Grange, Boy and Girl Scouts. Adult education—The rural high- school should be the center of a con- tinuous program of adult education. Courses to meet the needs of farmers, homemakers, and mechanics, and com- munity forums for discussion of political, economic, and social problems should be maintained. The carrying out of such a program depends not alone upon in- creased financial resources but upon the organization of adults, the utilization of present school facilities, and the coordi- nation of such agencies as Agricultural Extension Service and vocational teach- ers of rural highschools. Teacher training and certification— Strong certification laws or regulations, and high entrance requirements (at least four years of training on the college level) should be actively supported by all teachers. Persons already teaching who are inadequately trained can be given reasonable time to make up their deficiencies. Membership in rural organizations— Workers in rural education can help formulate and propagate the best ideals of rural life and education by becoming active members of such organizations as the Department of Rural Education of the National Education Association, the rural departments of their state educa- tion associations, the American Country Life Association, the Farm Bureau, and the Grange. Additional reading—Workers in the field of rural education will find the fol- lowing publications of value and interest: A Study of Rural Society, J. H. Kolb and Edmund deS. Brunnen. 642p. $3.50. 1935. Boston, Mass.: Houghton Mifflin Co. Sweden, the Middle Way. Marquis W. Childs. 171p. $2.50. 1936. New Haven, Conn.: Yale University Press. “The Outlook for Rural Education.” NEA Research Bulletin, September 1931. 72p. 25¢. Washington, D. C.: National Education Asso- ciation, 1201 16th St., N. W., Washington, D. C. The Collapse of Cotton Tenancy. Charles S. Johnson, Edwin R. Embree, and W. W. Alex- ander. Chapel Hill, N. C.: The University of North Carolina Press. $1. 1935. “Organization of the Curriculum for One- Teacher Schools.” February 1933, Yearbook of the NEA Department of Rural Education. 44p. 25¢. Washington, D. C.: National Education Association. “Economical Enrichment of the Small Secondary School Curriculum.” February 1934, Yearbook of the NEA Department of Rural Education. 94p. 50¢. Washington, D. C.: Na- tional Education Association. Schoolhouse in the Foothills. Ella Enslow and A. F. Harlow. 1935. 239p. $2. New York: Simon and Schuster. Procedures for Virginia State Curriculum Program. Bulletin State Board of Education, Vol. XV, No. 3, November 1932. 159p. (Cost probably free or nominal.) Richmond, Va.: Division of Purchase and Printing. “Rural School Libraries.” April 1936, Year- book of the NEA Department of Rural Educa- tion. 96p. 50¢. Washington, D. C.: National Education Association. Satisfactory Local School Units. Field Study No. 7, Division of Field Studies, George Pea- body College for Teachers. 1934. 180p. 75¢. Nashville, Tenn.: Peabody College. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ) | i i a EE ee a) i i Sh ue Aa geen A The LAYMAN’S JOURNAL of EDUCATION (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 credif line, “From THe Journat of the National Education MAY 1936 The importance of the summer | vacation—The closing of school for the summer months gives the child added opportunity for fresh air, sun, exercise, and a change of scene. He is thus prepared for a renewed interest in school activi- ties when fall comes. During these vacation months the parent as- sumes added responsibility for the child’s safety and growth. The quality of the neighborhood en- vironment is of increased impor- tance.—Willard E. Givens, execu- tive secretary, National Education Association. Fewer opportunities for youth— Since the NRA was declared un- constitutional there has been an average three-hour lengthening of the working week resulting in the loss of more than a million pos- sible jobs, according to President Green of the American Federation of Labor. One reason for national plan- ning—Our annual loss in the United States thru soil erosion is estimated at $400,000,000—twenty times as much plant food as is re- moved by crops is thus taken. The annual convention of the National Education Association, which will be attended by educa- tors from all parts of the nation, meets in Portland, Oregon, June 28-July 2, 1936. Every normal child should learn to swim, and to play at least one musical instrument. Community cooperation — A community conference on planning has become influential in civic af- fairs at Myerstown, Pa. This group, composed of the schoolboard and teaching staff, civic clubs, Ameri- can Legion, lodges, churchmen, and others, sponsors a program which includes provision for rec- reation, education, and city beau- tification. A test for candidates—During these coming months, there is a matter of imperative importance to the people as a whole—the selec- tion of an able Congress. Here are five tests to apply to every candi- date: First, does he represent all the people or has he been obligated by some special privilege? Second, has he the intelligence and courage to face the difficult problems now before the nation? Third, if the war issue comes, can you trust him with the lives of your dear ones? Fourth, will he support free and universal education as the inherent right of all the people? Fifth, will he diligently safeguard the fundamental rights of demo- cratic citizenship? — Joy Elmer Morgan, editor, Journal of the Na- tional Education Association. Assoc iation. ? Readers | are invited to _send short items to THE Jour RNAL, ) Preparation of new teachers— This year some seventy thou- sand young men and women with special preparation for teaching will receive their bachelor’s de- grees in the United States. Have you read it?—Perhaps the greatest book produced in Amer- ica during its entire history is Ben- jamin Franklin’s Autobiography. It has been translated into many languages and reprinted in hun- dreds of editions. Franklin’s plan of self-improvement as given in | this book has helped untold men and women to improve their lives. Schools versus prisons—The average cost of one day’s education per child is about 50 cents. It costs more than a dollar a day to keep a prisoner in jail and there are no week-ends and summer vacations to be deducted. In our town—Do the children play in the streets? Are there too few parks and playgrounds? Is the street plan safe for traffic? Are the homes beautiful and wellbuilt? Is the community growing like Topsy or do we have a plan to guide its growth? These are a few of the questions which young people in the schools of Norfolk County, Mass., are answering about their towns. The schools teach town planning to students beginning in the junior highschool and carrying thru to the end of their school careers. The story of this project is set forth in a pamphlet Town Planning for Schools which may be secured from the New England Town Planning Association, 50 Congress Street, Boston, Mass. Governor Blanton Winship of Puerto Rico says that 300,000 chil- dren in that territory are growing up illiterate because of lack of teachers and school buildings. One percent of the people own 59 percent of the wealth; 13 per- cent of the people own 90 percent of the wealth; 87 percent of the people own 10 percent of the wealth; 75 percent of the people own practically nothing, according to the Survey. “Our American Schools” radio program is broadcast by the Na- tional Education Association twice each week: at 11 oclock EST on Saturday morning, and 7:45 EST on Wednesday evening. “Education in the News,” United States Office of Education broad- cast, comes over the air every Monday evening at 7:45 EST. “News and Views of the NEA” is broadcast on the first Sunday of each month by Agnes Samuelson, President of the National Educa- tion Association, on station WHO, Des Moines. The time is 10:30 pm, esr. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION VOLUME 25, NUMBER 5; MAY 1936 MAN-MAKING We are blind until we see That in the human plan Nothing is worth the making If it does not make the man. Why build these cities glorious, If man unbuilded goes? In vain we build the work unless The builder also grows. EpwInN MARKHAM Fortunate indeed is the child who learns to enjoy reading carefully selected books. One-room schoolhouses — Of 241,428 school buildings counted in 1933-34 in the United States, 139,- 180 are one-room schoolhouses; this is 57.6 percent of the total. There are more than thirteen thousand elementary-school prin- cipals in the United States. Studies show that, after reach- ing school age, the child spends 11.4 percent or 1000 hours of his time in school; 1.4 percent or 100 hours in church; 6.3 percent or 550 hours, eating; 37.5 percent or 3285 hours, sleeping; and 43.6 percent or 3831 hours of leisure. Practically four times as much of his waking day is at his leisure to do with as he may please as is demanded by the school—John A. Sexson, superintendent of schools, Pasa- dena, Calif. Parasitic industries which take people’s money without returning full value impoverish the commu- nity and delay recovery. Tax-exempt investments consti- tuted nearly one-sixth of total in- vestments in 1933. A beautiful and happy home life is the greatest achievement. The new Indiana statewide salary law which goes into effect August 1, 1936, provides a minimum of $100 a month for beginning ele- mentary teachers and $125 for high school teachers with added incre- ments for experience. Three of the state teachers col- | leges in Kentucky now have grad- uate schools leading to the master’s degree. Eighty-five percent of the boys and girls in the first five grades of the Hawaiian public schools have dental care annually. All that goes into the mind comes out in the life. Why not use this energy and skill?—From 5,000,000 to 6,000,000 young people between 16 and 24 are wholly unoccupied—neither working nor attending school. In Sweden, where the coopera- tive movement is highly developed and where it is taught in the schools, unemployment and pov- erty have practically disappeared. | | | And he wondered oer they | laughed!—This is a true story. At a Washington, D. C., parent- teacher association meeting, there was a discussion of the character education experiment which is being carried on in the schools of the nation’s capital. A father from one of the government offices spoke against the plan thus: “What they need to do is to teach the chil- dren common honesty. I bring home pencils from the office for the children to take to school. [ don’t care because the pencils don’t cost me anything, but my boy no sooner lays a pencil on the desk until someone comes along and steals it from him. Just let the schools teach common honesty and we won't need character educa- tion.” The mobility of our population— One person in every three resides in a different state from the one in which he was born and, in most of these cases, in a different state from the one in which he attended school. Teachers to hear party leaders— Each of the leading political parties has been asked to present its plat- form before the Portland conven- tion of the National Education As- sociation in July. Plenty of public work to be done —More than 2,000,000 pupils are attending school daily in buildings condemned as unsafe or unsani tary, or in portable, rented, or other temporary structures; mil- lions more are in overcrowded buildings or attending school on a parttime basis for want of ade- quate buildings. Occupational changes of rural people—According to Howard A. Dawson in THE JourRNAL of the National Education Association the percentage of the population of the United States engaged in agri- culture and allied industries has dropped from 53 percent in 1870 to 21 percent. In 1930 each agricul- tural worker produced about two and one-half times as much as the average worker of 1870. As a re- sult about 60 percent of the farm population has been released for other occupations. Farm tenancy—Consumers’ Co- operation for April 1936 reports a survey conducted relative to ten- ancy in York Township, Noble County, Indiana. The survey, un- der the direction of Carlos Palmer, president of the Noble County Farm Bureau Federation, shows the following chauges in the 45 years from 1890 to 1935: 1890 1935 Number of farms... 200 200 Occupied by owners 193 107 Occupied by tenants 7 93 Percentage of ten- ae A Pere 2 3.5% 46.5% A Study of Fiction Writers of Our State AST SUMMER I obtained a literary ‘: map of New Jersey, prepared by the Moorestown Woman’s Club. This contained the names of writers of fiction, drama, non-fiction, and poetry. The place where the writer lived was marked by a character from one of his books or by the most important subject of his writing. My pupils showed an inter- est in the map. In the discussion which followed, we found that we knew practi- cally nothing about the literary achieve- ments of our state. We decided it would be a worthwhile project to work on dur- ing the year. My aim was to create a greater interest in all literature on the part of the children and to have them able to talk intelligently about their state’s contribution in literature. Several questions arose: How shall we know which writers are really worth studying? Shall we consider that New Jersey has a claim on all writers who were born in the state, even tho they have moved away and have written elsewhere? What about those who have written with New Jersey settings, even tho they have been in the state only a short time? Which authors have obtained national or international fame? We made arrangements for the chil- dren to work in the highschool library. I went with a large group the first time to teach them how to use the books. We made a list of all writers from New Jersey that were on our map or in “Who’s Who in America.” Our county librarian went over our list of one hundred and fifty, and selected thirty-nine as being worthy of study by our eighth grade. Before taking the list to the county librarian, we had written to the head of the English department of one of the large universities, asking him whom we should call New Jersey writers. He re- plied that we should consider all who were intimately or importantly connected with the state. Thus we considered all who had written stories with New Jersey settings or who had received the impulse to write from New Jersey. For the answer to the fourth question one of the children wrote to the Newark Public Library, the largest in our state. The librarian replied, sending us the names of five who had won international fame and a list whose fame was not so great. Then with the help of the county librarian and the information we had gathered for ourselves, we made up a list of those who were nationally known and those who had written worth- 160 Mary SHAFTO while books but were not well-known at the present time. The activities the children decided upon were as follows: [1] Look up the meaning of copyright and see how it protects the author [2] Find out when printing was in- vented, its history, and how books were made before its invention [3] Visit a newspaper plant to learn how printing is done [4] Make a study of book binding [5] Write letters to the authors who are living, to obtain the stories of their lives [6] Write to an important publishing company to learn about books from the publisher’s viewpoint [7] Make a booklet called “Letters from New Jersey Fiction Writers” [8] Bring in all newspaper articles about the authors that we can find and all stories they have written [9] Make a map of New Jersey and one of the United States showing the settings of the stories written by New Jersey authors [10] Ask an important writer to come and talk to us [11] Find New Jersey’s rank in fiction writing compared with other states. [12] Have a booklet called “Bradley Park Fiction Writers” in which stories writ- ten by members of the class will be placed [13] Write a play about New Jersey authors to be given in assembly [14] Costume and stage the play The pupils looked up the addresses of the writers on their revised list after it came back from the county librarian and each wrote to a different author. It proved an excellent motivation for a friendly business letter and also taught the children to use tact and discretion in writing. Each child worded his own letter as he thought best. I approved the letters and the principal signed his name below the child’s, so that the authors might know it was a school project. One child wrote to Macmillan Company for desired information, and two children wrote to two of our largest universities, asking for New Jersey’s rank in literature compared with other states. Practically all the au- thors responded. Great was the joy of the class when a letter was received. The stories written by members of the class for the booklet, “Bradley Park Writers,” were the best I have seen from any eighth grade. Many who had writ- ten mediocre stories during the year re- ceived a grade of “A” on these. A proof of their value was the fact that the seventh graders frequently picked up the book from the library table if they had any spare time for reading. Often they took it with them to finish a story they had started. They were equally inter- ested in the book, “Letters from New Jersey Fiction Writers.” The principal and teachers also enjoyed these. An interesting and worthwhile activity which developed from the project but which we had not at first planned for was the purchase of the state flag of New Jersey. We found the tribute to New Jersey that was written by Bruce Barton for a nationwide radio broadcast of the “Parade of States.” After it was read, one member asked about the motto of New Jersey—‘Liberty and Pros- perity.” Another pupil ventured the fact that it was on the state flag. Question- ing brought out the fact that very few of us had ever seen a New Jersey state flag. Someone suggested that we buy one and present it to the school as a part of our project. Of course, all were enthusias- tic about it. We wrote to our State Com- missioner of Education, to ask where we should buy one. Our plan was to surprise the principal, teachers, and pupils. The class carried on all the corre- spondence about the flag, even having it come C. O. D. in the name of one of the girls. To pay for the flag, the chil- dren put on a cake sale in two stores one Saturday morning. We also gave an eve- ning entertainment with one of the pre- primary classes. Each class used as a main feature a dramatization that had been given for morning assembly. We raised the money for the flag, so went on writing a play with the flag presentation as a big feature of it. It was two months from the time we first planned to buy the flag until we pre- sented it. During this time the class guarded their secret as their lives. They took a keen delight in writing and stag- ing the play, “New Jersey Authors.” An opportunity for friendly letter writ- ing developed when the children sug- gested they all write invitations asking their parents and the supervising prin- cipal to attend the morning assembly, when our play was given. Several classes in our school sent letters thanking the eighth graders for what they had taught them about New Jersey writers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION If Teachers Were Bricklayers HAVE often been amazed at the large percentage of time and energy spent by teachers organizations in mem- bership recruiting. Campaigns urging teachers to join their professional asso- ciations, to join early, and to urge others to join are often waged at the expense of workable plans to secure a more adequate educational program, higher standards for the profession, more gen- erous support for schools, retirement regulations, and better salaries. This discount on the effectiveness of teachers professional associations is, in some degree, inevitable; but organiza- tions of workers in other fields have gone far toward solving this difficulty by mak- ing the annual payment of dues more largely a bookkeeping job and less of an evangelistic appeal. Twenty-five years ago, I belonged to the bricklayers’ union. I think my dues amounted to about $25 a year. It would be well for teachers who seem to find it difficult to pay the modest dues of their professional organizations to remember that workers in other fields have discov- ered a relationship between strong, well- financed organizations, and the average income of the individual members who compose them. When reverses are sus- tained, when school terms are shortened, curriculums trimmed, and salaries cut, is precisely the time to strengthen coopera- tive action to improve conditions. I note that membership dues of state teachers associations range from seventy- five cents to three dollars annually. The annual fee for membership in the Na- tional Education Association is two dol- lars. Perhaps these contributions toward effective action of the profession were sufficient a quarter- to a half-century ago, but it is too much to expect that the program of services which modern times demand of professional organiza- tion can be sustained on a contribution which met the requirements when a teacher’s annual salary was only enough to provide board and room at three dol- lars a week with a fifteen-dollar dress or suit of clothes, and a fifty-dollar summer school. It would be hard indeed to make a case for the adequacy of a one-dollar annual fee for the support of the profession thru teachers organizations when the brick- layers find it necessary and possible to pay twenty-five times as much. It cer- tainly is not unreasonable to propose that the dues of all teachers associations VOLUME 25, NUMBER 5; MAY 1936 J. W. STUDEBAKER United States Commissioner of Education —national, state, and local—be raised at least 50 percent at once. Bricklayers contribute higher dues to their organization because they know that it pays to do so. They have learned the value of collective bargaining. I hope I will be understood when I say that bricklayers not only finance their coop- erative efforts with larger sums of money than teachers do, but that they also use it more efficiently. By that I mean that the bricklayers spend relatively less on getting and keeping members. When I had sent my payment of $25 to the sec- retary of the bricklayers’ local, I had paid my dues to the local, state, and national; I was conscious that I belonged to a truly great organization, not merely an unrelated segment of it. I was not repeatedly solicited at a duplication of expense and effort. Most of the plans employed for en- listing teachers in the professional or- ganizations are antiquated. Usually the treasurer of the local association puts on a membership campaign early in the school year. A few weeks later some local representative of the state association organizes a drive for membership in that organization, and a little later a cam- paign for membership in the NEA is staged. Each of these drives costs con- siderable time and energy. There is much lost motion and wasted effort. Teachers become irritated. They don’t like to be asked to pay dues so often. They realize that dues, like taxes, are necessary, but Ww I sometimes like to contemplate just how it would feel to belong to an organization of teachers with a membership of almost a million, each member of which paid a fee of $10 per year, which would be used to carry on an educational program that would have as its primary objective the control of the entire social forces in such a way as to make for truth, justice, mercy, and general wellbeing. . . . Ina few years such an organization would be able to raise the standards of teaching so high that only the most superior type of in- dividual would be in the teaching busi- ness.—L. M. Moore, Texas Outlook. they resent too many solicitations. Fortunately there are signs of im- provement in membership and financial accounting methods of teachers organi- zations. Various coinclusive enrolment plans are now in force. Thru these, teachers may join their local, state, and national associations in a single transac- tion. One of the most promising of these is employed in Pennsylvania where the system was adopted as the efficient secre- tary, J. Herbert Kelley, says facetiously, on the theory that “the valiant die but once.” In Pennsylvania the state asso- ciation distributes before the beginning of the school term in the fall to the secre- tary of each of its 240 local units enough coinclusive enrolment cards for each teacher. These cards are attached to one another in a strip about a foot long. The teacher receives a strip, fills it out, and enrols himself in all three organizations —local, state, and national—at one time. The teacher keeps one card in the strip as a receipt and returns the other three to the local secretary, who sends one card to the secretary of the state association, another to the secretary of the National Education Association, and keeps the third for his own record. This simple bookkeeping process eliminates a great deal of the drudgery, waste, delay, and irritation which accompany the pres- ent duplication and insistent appeals of separate membership campaigns. Under Secretary Kelley’s plan, Pennsylvania has organized an all-inclusive state asso- ciation and enrols the largest member- ship in the National Education Associa- tion of any state in the Union. The state of Washington and some of the other states are also using this plan. If teachers are ever to achieve the goals for which they are working, they must learn the art of organized coopera- tion, and if they are ever to secure a fully organized profession a plan of sim- plified enlistment facilitating the enrol- ment of every teacher quickly and easily will be one of the factors in its achieve- ment. There are approximately one mil- lion teachers in this nation. At the pres- ent time only a trifle more than one-fifth are members of the national organiza- tion. What an irresistible force for the welfare of the nation this great army of one million picked people might exert if they were enroled one hundred percent in vigorous local, state, and national as- sociations! [Note: See page 165 for a reproduction of the Pennsylvania coin- clusive membership card. ] 161 The Proposed Amendments to the Charter HIS STATEMENT and the two following have to do with proposals which will be before the Represen- tative Assembly of the Association at the Portland convention. I CONSIDERING Charter amendments, it is im- portant to note the following brief history of the Association to date: The Association was originally organized under a constitution and bylaws. In 1886 it was incorporated under the laws of the Dis- trict of Columbia. In 1906 it was incorporated under a special act of Congress, referred to commonly as the Charter of the Association. In 1920 an amendment to the Charter was secured by another act of Congress. This amendment provided for a Representative As- sembly. A more detailed examination of the history of the Association will show that a general re- organization has taken place after the lapse of a period of about sixteen years. It is not sur- prising, therefore, to find a strong movement under way at the present time for a reorganiza- tion of the Association. The Charter of the National Education Association contains many restrictive provisions that are not common to other national charters. These’ restrictive provisions cannot be changed by the Association. They can only be changed by another act of Congress. The Committee on Reorganization has found it impossible to bring about certain of these plans for reorganization without further amendment to the Charter. The Committee on Amending the Charter has cooperated with the Committee on Reorganization in preparing recommendations for changes in the Charter. Both committees believe that the Charter should be simplified as much as possible in order to avoid the necessity of a return to Congress for future amendments. The two committees joined in presenting proposals for the consideration of the Repre- sentative Assembly at Denver. It appears that the action taken at the Denver convention was not interpreted in the same way. Opinions differ as to the intent of that Representative As- sembly. It has been agreed that the amendments to the Charter should not be urged before Con- gress until the matter of amendment has been given further consideration at the Portland meeting. The disagreements which have arisen appear to be concerning the proposals made and the action taken in connection with Sections 6 and 7 of the Charter. More specifically the disagree- ments seem to be concerning the proposed plans with reference to the Permanent Fund and its control with special reference to the present setup of the Board of Trustees and to the powers and duties of that particular body. In studying the proposed amendments, it is important to note the method used to indicate the proposed changes: the sections of the Charter as they now read are printed in full but brackets [ ] are placed around words, phrases, and sentences that are to be cut out of the Charter and set up in the bylaws. Words, phrases, and sentences that are to be added are set forth in italics..The following lettered paragraphs set forth recent proposals of the Committee in reference to Section 7. A. That the invested fund now known as the “Permanent Fund of the National Education Association,” when transferred to the corpora- tion hereby created shall be held by such cor- poration as a Permanent Fund [and] B. The Permanent Fund shall be in charge of the Board of Trustees which shall consist of not less than three and not more than nine members and which [who] shall provide for the safekeeping and investment of such fund and of all other funds which the corporation may receive by donation, bequest, or devise. C. No part of the principal of such Perma- nent Fund or its accretions shall be expended, except by a two-thirds vote of the [active members of the Association present at any annual meeting, upon the recommendation of the Board of Trustees, after such recommenda- tion has been approved by vote of the Board of Directors, and after printed notice of the proposed expenditure has been mailed to all active members of the Association] Represen- tative Assembly, after the proposed expendi- ture has been approved by the Board of Trus- tees and the Board of Directors, and after printed notice of the proposed expenditure has been printed in THE JouRNAL of the NEA at least one month prior to the meeting of the Representative Assembly, and after all other requirements of the bylaws have been fulfilled. Except as limited by this act as amended, the said corporation may by its bylaws pro- vide for the custody, control, management, sale, mortgage, investment, and reinvestment of the principal of said Permanent Fund. D. The income of the Permanent Fund shall be used only to meet the cost of maintaining the organization of the Association and of pub- lishing its annual volume of Proceedings, unless the terms of the donation, bequest, or devise shall otherwise specify, Lor the Board of Di- rectors shall otherwise order] or as otherwise provided by the bylaws of the corporation. E. {It shall also be the duty of the Board of Trustees to issue orders on the Treasurer for the payment of all bills approved by the Board of Directors, or by the President and Secretary of the Association acting under the authority of the Board of Directors. ] F. [When practicable, the Board of Trustees shall invest, as part of the Permanent Fund, all surplus funds exceeding $500 that shall remain in the hands of the Treasurer after paying the expenses of the Association for the previous year, and providing for the fixed expenses and for all appropriations made by the Board of Directors for the ensuing year. ] G. [The Board of Trustees shall elect the Secretary of the Association, who shall be Sec- retary of the Executive Committee, and shall fix the compensation and the term of his office for a period not to exceed four years.] The Committee on Amending the Charter, therefore, plans to present a report at Portland which it hopes will be so clear on these points that the Representative Assembly can deter- mine, beyond a doubt, its wishes in regard to each point involved in the controversy. Members of the Association, particularly those members who expect to be delegates at the Portland convention, should study care- fully the reports that were presented at Den- ver in connection with the simplification of the Charter and also the minutes of the meetings of the Board of Directors and the Representa- tive Assembly as printed in the Proceedings of the Association. Those who desire copies of the proposals to be presented at Portland may secure them by writing to the Executive Secre- tary of the Association, Willard E. Givens, 1201 16th St., N. W., Washington, D. C. The Committee on Amending the Charter will welcome suggestions from members and delegates. To receive adequate consideration those suggestions should reach the chairman of the committee on or before May 20. Address R. T. Shaw, 1327 Real Estate Trust Bldg., Philadelphia, Pa. —R. T. Shaw, chairman, Committee on Amending the Charter. Recommendations on Reorganization HE COMMITTEE OF SEVEN ON RE- ‘ae of the National Edu- cation Association plans to resubmit cer- tain of its recommendations for amend- ing the bylaws and to present other rec- ommendations at the Portland meeting. In each case some of the recommenda- tions will be contingent upon the deci- sions of the Representative Assembly in regard to the simplified Charter. The recommendations are presented here in skeleton form but a detailed report in mimeographed form will be sent to any 162 member requesting it. The amendments marked with an asterisk (*) were sub- mitted at the Denver meeting. *QUALIFICATIONS OF DELEGATES (Ar- ticle II, Section 8 of the Bylaws) To be eligible to election as a dele- gate to the Representative Assembly or to vote for such delegate, the person elected or voting must have been a mem- ber of the National Education Associa- tion, the state, district or territorial as- sociation and the local association, if organized, for two years immediately preceding the election. THE Boarp or Directors (Article II, Section 2 of the Bylaws) (a) In order that the Delegate Assembly may be directly represented on the Board of Directors, the Committee recommends the elec- tion of seven members at large using the system of voting known as the Hare System of Pro- portional Representation. The members at large shall be elected for terms of one year each and shall not be eligible to succeed themselves for more than six consecutive terms. (b) To provide for greater continuity in plans and policies, the Committee recommends THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION eevee RAMTEC sceianiininimdicaaaibvhasinditte™ z y ; on eae iene * that the terms of the members of the Board of Directors, elected from each state, district, and territory shall be for three years, the terms of one third of the members expiring each year. It further recommends that no such member shall be eligible to succeed himself after serving two consecutive terms. (c) Any person to qualify to serve as Direc- tor, must have been an active member of the National Education Association, and of the state, district or territorial and local association, if organized, for a five-year period immediately preceding the election. Only delegates who are active members of the National Education As- sociation .. . shall have the right to vote for such directors. (QUALIFICATIONS OF THE TRUSTEES (Ar- ticle II, Section 4 of the Bylaws) Any member who has the qualifications re- quired for a director may be elected trustee. The Committee recommends the addition of a new paragraph providing for the members of the Board of Trustees to be elected by the Representative Assembly and that no member shall be eligible to succeed himself but once (2 terms of 4 years each). *THE ELECTION OF THE RESOLUTIONS ComMITTEE (Article VI, Section 3 of the Bylaws) At this time the Committee does not wish to urge the adoption of the amendment pro- viding for the method of election and reduction in the number of the members of the Resolu- tions Committee. *CHANGE IN SCALE FOR DETERMINING NUMBER OF DELEGATES In order to reduce the size of the Delegate Assembly, the Committee recommends that Sections 6 and 7 of Article II of the Bylaws be revised as follows: Each affiliated local association may have one delegate and alternate for the first 100 members or major fraction thereof. For the next 100 and up to 500 active members or major fraction thereof, one delegate and one alternate. For each additional 500 active members or major fraction thereof, one dele- gate and one alternate. Such delegates shall be designated “local” delegates. Not later than 30 days prior to the date set for the election of the state delegates in each state, the local associations shall give notice of their intentions in regard to the number of delegates which said local associations intend to select for the next meeting of the Rep- resentative Assembly, said notice shall be filed with the Secretary of the State Associa- tion and also with the Executive Secretary of the National Education Association. A local association which fails to file said notice shall forfeit to the state association of that state its rights to select delegates for that year. In addition to the number of delegates remaining from the local association’s quota, the state association shall have three dele- gates so that each state shall have not less than three delegates. *CHANGE IN SCALE OF FEES PAID BY AFFILIATED ASSOCIATIONS Increase the affiliation fee of the local asso- ciations from $5 to $10. Reduce the fee paid by the state associations from $100 or less to $10. *PRINTED BALLOTS FOR AMENDMENTS TO Byiaws (Article X, Section 2 of the Bylaws) In all voting on amendments, printed ballots shall be used except where unanimous consent is given by the Representative Assembly. NOMINATING CoMMITTEE (Article II, Section 2, and Article VI, Section 2 of the Bylaws) The Committee recommends that the Associa- tion return to its former practise of nominating the elective officers by means of a nominat- ing committee composed of one representative elected by the accredited delegates from each state, district or territory. This does not pre- clude nominations from the floor by members of the Representative Assembly. The Com- mittee recommends the addition of sections 8 and 9 to Article VI, new section 8 providing for the setup and meeting of the nominating committee ; section 9 providing for the election of a chairman of a committee, board, or council when the committee has not been appointed by the president. PERMANENT Funp (Article XI) The addition of Article XI to the bylaws entitled “The Permanent Fund” to contain the various sections of the bylaws relating to the custody and control of the Permanent Fund and setup of the Board of Trustees. The Committee wishes to urge all members of the Association to send in suggestions or criticisms to any members of the group. Daily meetings will be held in Portland to answer and to receive suggestions—Cornelia S. Adair, Secretary. The following amendment was presented to the Committee on Reorganization by R. T. Shaw, but has not yet been acted upon: The Executive Committee shall consist of nine members as follows: the President of the Association, the Treasurer, the Chairman of the Board of Trustees, one person to be ap- pointed by the incoming president for a term of one year, two by the Board of Directors for the term of two years, and three by the Repre- sentative Assembly for terms of three years. Enabling clause: In July 1936 the new Board of Directors shall elect one member to serve for one year and one member to serve for two years; and the Representative Assembly shall elect one member to serve for one year, one to serve for two years and one to serve for three years. In July 1937 and in each year thereafter the Board of Directors shall elect one member to serve for two years and the Representative Assembly shall elect one member to serve for three years. Proposed Changes in NEA Bylaws MENDMENTs to the Association by- laws were proposed at the Denver convention to be acted upon at the Portland convention. ARTICLE II, SECTION 2 Amend by deleting the following sen- tence: Candidates for said offices shall be nomi- nated from the floor upon roll call of the states. Also delete the following words in the third sentence: Upon roll call of the states. In lieu of the deleted sentence add the following: The nominating committee shall submit its report and immediately thereafter oppor- tunities shall be given for nominations to be made from the floor. Amend by deleting the following sen- tence: The candidates for President, Treasurer, member of Board of Directors from each state, territory, or district, respectively, and VOLUME 25, NUMBER 5; MAY 1936 the eleven candidates for the office of Vice- president receiving the highest number of votes shall be declared elected. In lieu thereof insert the following sen- tence: The election shall be by the method of preferential voting and the rules of the Proportional Representation League shall govern. [Note: for the 1936 convention the Committee on Reorganization recommends the use of the Hare System of Proportional Representation for the election of the Direc- tors at large and for the election of no other officers. ] Amend by adding to the third sen- tence the following: Provided that after the annual meeting of the Association in 1936 or 1937 no paid em- ployee of state or local affiliated association shall be eligible for nomination for member- ship to the Board of Directors. ARTICLE II, SECTION 3 Amend by striking out the following words: for each delegate to which said state shall be entitled, with a maximum of $100. The amended Section would then read: The State Teachers Association or Edu- cational Association of a state, territory, or district, may become affiliated with the Na- tional Education Association and shall be designated an Affiliated State Association. Each Affiliated State Association shall be a state unit in the organization of the Na- tional Education Association and as such shall be entitled to representation in the Representative Assembly as hereinafter pro- vided. The annual dues of an affiliated State Association shall be $10. Said Association shall receive without application, or other condition, all regular publications of the National Education Association, including the volume of Proceedings, reports of com- mittees, and all special bulletins and an- nouncements when issued. ARTICLE II, SECTION 6 Amend by deleting all except the fol- lowing: Each Affiliated State Association shall be entitled to elect one delegate and one alter- nate to the Representative Assembly, In lieu of the deleted section insert the following: 163 the number of delegates and alternates to the Representative Assembly indicated by the following schedule: for the first 100 members, or major fraction thereof, who are active members of the National Educa- tion Association, one delegate and one alter- nate; for the next 100 and up to 500 such active members, or major fraction thereof, one delegate and one alternate; for the next 500 such active members, or major fraction thereof, one delegate and one alternate; and thereafter, one delegate and one alternate for each 1000 of its members, or major frac- tion thereof, who are active members of the National Education Association, provided, however, that the quota of delegates thus determined for a State Association shall be reduced by the number of delegates provided for from that state by Local Affiliated As- sociations in accordance with Section 7 of this Article, and provided further that each Affiliated State Association shall be entitled to not less than three delegates. Such dele- gates shall be designated State Delegates. ARTICLE II, SECTION 7 Amend by deleting all except the fol- lowing: Each Affiliated Local Association shall be entitled to elect one delegate and one alter- nate to the Representative Assembly, In lieu of the deleted section insert the following: in accordance with the numbers in the schedule set forth in the preceding Section as amended. Such delegates shall be desig- nated Local Delegates. Not later than thirty days prior to the date set for the election of state delegates in each state the local asso- ciations shall give notice of their intentions in regard to the number of delegates which said local associations intend to select for the next meeting of the Representative As- sembly. Said notice shall be filed with the Secretary of the State Association and also the Executive Secretary of the National Education Association. A local association which fails to file said notice shall forfeit to the State Association of that state, its rights to select delegates for that year. ARTICLE II, SECTION 8 Amend this article which now reads: Only active members of the National Ed- ucation Association shall be eligible to be delegates to the Representative Assembly, and to vote in the election of delegates in a State or Local Affiliated Association. An active member shall be permitted to vote for the election of delegates in but one affili- ated Local Association. For determining the apportionment of delegates, an active member may be counted in two Affiliated Associa- tions, and no more; and that one of these shall be the State Association. To read: Only active members of the National Edu- cation Association shall be eligible to be delegates to the Representative Assembly and to vote in the election of delegates in State and Local Affiliated Associations. To be eligible to election as delegate to the Rep- resentative Assembly or to vote for such delegate, the person elected or voting must 164 have been for two years immediately pre- ceding the election an active member of the National Education Association and a mem- ber of a State, District, or Territorial Asso- ciation; and, if the delegate is to represent a Local Affiliated Association, then two years’ membership in such Local Associa- tion immediately preceding the election shall be added to the above-named qualifications, provided that the two-year restriction is not applied to newly-elected Local Associa- tions. Such eligible members shall be permit- ted to vote for the election of delegates in but one Affiliated Association. For determin- ing the apportionment of delegates, an active member may be counted in one Affiliated Association and no more. ARTICLE III, SECTION 4 Amend by the addition of the follow- ing sentence: Only members who have the qualifications required for a Director may be elected Trustees. The amended Section would then read: At the first meeting of the Board of Direc- tors, held during the annual meeting of the Association at which they were elected, they shall elect one Trustee for the term of four years. All vacancies occurring in said Board of Trustees, whether by resignation or other- wise, shall be filled by the Board of Direc- tors for the unexpired term; and the absence of a Trustee from two successive annual meetings of the Board shall forfeit his mem- bership. Only members who have the quali- fications required for a Director may be elected Trustees. ARTICLE VI, SECTION 3 Amend by the addition of the following sentences to be inserted at the beginning of the Section: (NotE: The Committee on Reorganization will not urge the pas- sage of this amendment.) A Committee on Resolutions composed of 15 members shall be elected by the Repre- sentative Assembly by the Hare System of Proportional Representation. The Commit- tee shall elect its own Chairman. Also amend by the insertion of the word “next” preceding the word “an- nual” in the third sentence. The amended Section would then read: A Committee on Resolutions composed of 15 members shall be elected by the Rep- resentative Assembly by the Hare System of Proportional Representation. The Commit- tee shall elect its own Chairman. The Com- mittee on Resolutions shall report at the next annual business meeting of the Repre- sentative Assembly, and except by unan- imous consent, all resolutions shall be re- ferred to said Committee without discussion. This Committee shall receive and consider all resolutions proposed by active members, or referred to it by the President; some time during the second day of the annual meet- ing of the Association the Committee shall hold a meeting, at a place and time to be announced in the printed program, for the purpose of receiving proposed resolutions and hearing those who may wish to advocate them. ARTICLE VI, SEcTIONS 7 and 8 The present Section 7 to become Sec- tion 8; the following to be inserted as Section 7: (a) The Representative Assembly shall, at its first meeting of each annual conven- tion, elect a Nominating Committee of 9 members which shall submit to the Repre- sentative Assembly the names of two can- didates for each elective office for the en- suing year. Nominations for membership on the Nominating Committee shall be by petition signed by 10 delegates. Petitions shall be filed with the Executive Secretary of the Association not later than six o’clock of the day preceding the election. Additional nominations may be made from the floor. (b) Balloting for the Nominating Com- mittee shall be on the afternoon of the day on which the first business meeting of the Representative Assembly is held. Polls shall be open from 10:00 a. M. until 4:00 P. M. Provision shall be made for the counting of ballots as promptly as possible after the closing of the polls. The personnel of the Nominating Committee shall be announced at all general sessions and at all meetings of the Representative Assembly until the Com- mittee submits its report. (c) The Nominating Committee _ shall make its report on the morning of the fourth day at which time nominations may be made from the floor. The polls shall be open for balloting for officers and other com- mittees between the hours of 8:00 A. M. and 6:00 p. M. on the afternoon of‘ the fourth day, and the votes shall be counted as soon as possible after the closing of the polls. The results of the election shall be an- nounced at the next general session of the Association and also at a subsequent session of the Representative Assembly. All elections shall be by preferential voting and the rules of the Proportional Representation League shall govern. (Note: The Committee on Reorganiza- tion is recommending that the Association return to its former plan of a nominating committee composed of a _ representative from each state.) ARTICLE X, SECTION 1 Amend this Section by adding the fol- lowing: Provided that these bylaws may be amended at the annual meeting of the Representative Assembly in 1936 by a two- thirds vote if such amendment has been printed in the May Journat of the National Education Association. Amend this Section by adding the fol- lowing: Provided, however, that these bylaws may be amended at the annual meeting of the Representative Assembly in 1936 by a two- thirds vote, without previous notice. ARTICLE X, SECTION 2 Amend this Article by the addition of Section 2 as follows: In all voting on amendments printed bal- lots shall be used except where unanimous consent is given by the Representative As- sembly. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | ate ARC I BNE Be Notes and Announcements ITH JouR- \X/ NAL AU- THORS —Agnes Samuel- son (page 150) president of the Na- tional Education Association. The tentative Portland program appears on p152-53. @ Special appreciation is due Dr. Kilpatrick (137) for his admirable series of seven articles on the curriculum, which is con- cluded in this issue. Anyone familiar with the exactions of careful writing will understand what a substantial contribu- tion Dr. Kilpatrick has made by fur- nishing these articles, which have been ranked especially high thruout the year by JouRNAL readers. @ Charles A. Beard (139), noted author and historian, was a member of the Commission on the Social Studies Curriculum, which prepared the Four- teenth Yearbook of the Department of Superintendence. ® The five articles on Education in Europe by Philip W. L. Cox (141), professor of secondary edu- cation, New York University, have been much appreciated by JouRNAL readers. ® M. Ernest Townsend (143) is president of the State Normal School, Newark, N. J. @ E. H. Nelson (145) has charge of health education, State Teachers College, Bloomsburg, Pa. ® Mildred Maralyn Mercer, who wrote the poem on page 145, is a teacher at Michigan Avenue School, Columbus, Ohio. ® “An Evening with the Magazines” (146) by Hazel Davis of the Educational Re- search Service staff is published in THE JouRNAL every other month. “My Little Boy” by Carl Ewald (149) is—in the words of Alexander Woollcott—from a “wise, gentle, and unpretentious work which came out of Denmark shortly after the turn of the century.” @ C. B. Wivel (154) is pro- fessor of social science, Eastern New Mexico Junior College, Portales. @ Howard A. Dawson (155) is di- rector of rural service for the Na- tional Education Association. ® Mary Shafto (160) teaches in the Bradley Park School, Neptune, N. J. @ A discussion of Commissioner Studebaker’s (161) admirable book, Agnes Samuelson VOLUME 25, NUMBER 5; MAY 1936 Plain Talk, appears on page A-71 of this issue. ®@ R. T. Shaw (162), chair- man of the Association’s Committee on Amending the Charter, is a teacher in Northeast Highschool, Philadelphia, Pa. ® Cornelia S. Adair (162), principal, Franklin School, Richmond, Virginia, is secretary of the NEA Committee on Re- organization. A good scripture reading for the commencement season: The _ twelfth chapter of Romans. His highschool at Gardena, Calif., re- ame by the PWA, has been made earthquake-proof. Note that the facade of the building has no ornamentations. The Big Four Fathers Associa- tion of Philadelphia, Pennsylvania, is an organization of more than seven hun- dred fathers whose aim and object is to promote and keep alive the interest of the fathers in the child and his work in school. The success of this organization shows that often the interest of the parent is reflected in the quality of work done by the student. [Cont. on page A-73| HE Old Whitman Mission—founded ‘View hundred years ago, near the pres- ent city of Walla Walla, Washington. Teachers attending the Portland, Oregon, convention may wish to visit this shrine. HE coinclusive membership card of ta PSEA, described by Commissioner Studebaker on page 161. PROFESSIONAL MEMBERSHIP ENROLMENT 1 (LOCAL) ——————— —E ——— (Print or write plainty) P.O. Adie —.___.. — ae | (Neomber and street) Lecal Branch (County, City, School) —._. tetinnns — Check Position Held: Supt ; Super. Prin.___; H. 8. Prin. EL. Prin. Grade or Subj. ; Other Fees—July 1, 1935, » i 30, 1936, as follows: Local E. A. dues 5 P. 8. BA. hy ont . 1.00 Education Bulletin . 2s Voluntary Contribution to ‘Teacher Welfare Fund so N. BE. A. dues and Journal 2.06 Date ¢ of of payment — This card should be retsined by baal secretary for hig memberehig Gle PROFESSIONAL MEMBERSHIP ENROLMENT 2 (STATE) ————————————— —_ — — (Print or write plainly) P. O. Address —____ —_ — - = (Member ant street) Local Branch (County, City, School) a Check Position Held: Supt._-.; Supr. Prin.___; H. 8. Prin. EL. Prin Grade or Subj. | Soa - Fees—July 1, 1935, to June 30, 1996, as follows: PS. B, A, Cue and Sound ...... $1.00 2s Voluntary Contribution to Teacher Wellare Fund » Date of payment — is card oh rs X mene > tere } Mertens K Exec PS. BA, 00 N Third “ PROFESSIONAL MEMBERSHIP ENROLMENT 3 (NATIONAL) EE ee (Print or write plainly) P. O. Address wos . - a (Nomber and street) Local Branch (County, City, School) : Check Position Held: Supt._; Supr. Prin.__; H. 8. Prin. EL Prin. Grade or Subj. - ; Other . - — ee 1, 1935, - Lary 30, 1934, as follows: Hi E. Se J Jounal, Research Bullnn ond 4 Proceedings ues, Jour Life Membership vaery This certifies that paid the annual fees is an ACTIVE MEMBER for the June 30, 1936, and is entitied to full rights and privileges. PEES PAID heving * July 1, 1995, to ee Local Secretary jeter Kelley, Executi ve Secretary, P68. A Mard EB Givens, Secretary, N. B.A This 4 shold be ret armed to the memes 165 The Honor Roll of the NEA UT MERELY to unite with the Nevada B State Education Association is not enough. We can no more discharge our complete responsibility as teachers by a formal act of “joining” and the payment of a dollar than we can discharge our respon- sibility as citizens by the formal act of cast- ing a ballot and paying a poll tax. ... No teacher can fairly be said to discharge com- pletely his responsibility for promoting edu- cation, unless to some extent, he is at work on the problems of the profession—F. W. Traner in Nevada Schools. New Life Enlistments 4 ee NUMBER of life members enroled in the National Education Association on April 1 was 5578. The following new life members have been reported since the list was published in the April JOURNAL. CaLiIForNIA—Mrs, Alta Harris. Connecticut—Helen T. Collins. District or Co_tumMBpiA—Rohert M. Wert. FLoripa—Henry H. Filer. Hawau—Henry S Nakata. INDIANA—H. R. Russell. MicHIGAN—Earl O. Smith. Missourt—Albert L. Lindel. New York—Alexander L. Arning, Gunhilde C. Bothner. NortH Caro.tina—H. A. Helms. NortH DaKkotra—Myra Agnes Poole. Oun1o—Wilber F. Bolen. PENNSYLVANIA—Harry L. Tennyson. PHILIPPINE ISLANDS—The Leyte Educational Asso- ciation. Texas—Katherine Cook, Lewis B. Cooper, L. G. Kammerdiener, R. L. Proffer. VerMontT—John L. Steele. West Vircinia—H. B. Jones. Completed Enrolments HE FOLLOWING SCHOOLS have completed "tas 100 percent enrolment in the Na- tional Education Association since the list was published in the April JoURNAL. Sixteen Years Texas—Beaumont, Junker. Fourteen Years INDIANA—T'erre Haute, McLean Junior High. PENNSYLVANIA—Bucks County, Doylestown Public Schools, Doylestown Grade, Doylestown High. Twelve Years RuHope Istanp—Jamestown, Jamestown Public Schools, Carr, Thomas H. Clarke. Eleven Years Hawau—AKihei, Maui, Kihei; Wailuku, Maui, Wailuku Intermediate. KENTUCKY—JLouisville, I. N. Bloom. New YorK—Oneida, North Broad. Ten Years Ca.irorNiA—Oakland, Frick Junior High. Co_orapo—Kirk, Kirk High. Hawatt—Hookena, Alae; Lahaina, Maui, Honokowai., ILLinois—Cicero, Burnham. MicHiGAN—Dearborn, Garrison, Southwestern. PENNSYLVANIA—Chester, Booker T. Washington. Wisconsin—Kenosha, Columbus, Jefferson. Nine Years MicuicAN—Dearborn, Dearborn High, Whitmore- Bolles. MINNESOTA—Minneapolis, Whittier. New Jersey—Atlantic County, Northfield Public Schools. Texas—Texarkana, Texarkana Junior College. Utan—Davis County, Clearfield, Farmington, South Junior High. VirciniA—Norfolk, Larchmont. WASHINGTON—Everett, Longfellow. 166 ILLIAM J. BoGaNn, superintendent of the Chicago public schools, died at his home Tuesday evening, March 24. Suffering from over- work, Mr. Bogan entered the hospital about Feb- ruary 1. He rallied for a time and returned to his home where there followed a setback from which he never recovered. An authority on voca- tional education; a friend of the “forgotten go percent” who do not expect to attend college; an organizer of evening schools; a student of broad interests, including such widely divergent subjects as engineering and music; but above all a man of stamina and high character, Superintendent Bogan guided the Chicago public schools during the diffi- cult years of the depression when the income of the schools was not sufficient to pay the teachers. He paid for his fidelity to duty, first with broken health, and then with life itself. Eight Years MIcHIGAN—Dearborn, Dearborn Public Schools, Lind- bergh, Oxford. New JeRsSEY—Camden, Yorkship. Seven Years CaLirorNiA—San Diego, Garfield. Hawau-——Hilo, Hilo Union, Kaiwiki, Kapiolani, Waia- kea-Kai, Waiakeawaena; Honomu, Honomu; Kala- pana, Pahoa, Kalapana; Kealakekua, Konawaena {igh and Grammar; Pepeekeo, Pepeekeo. MiCHIGAN—Saginaw, Continuation. On10—Columbus, Garfield. PENNSYLVANIA—Williams port, Franklin Elementary. Benjamin Six Years CALIFoRNIA—Siskiyou Union High School District, Weed High. Hawau—Hilo, Napoopoo; Mountain View, Mountain View; Ookala, Ookala; Paauhau, Paauhau; Pahala, Kapapala. ILLiNnois—Cicero, Columbus, Hawthorne; Peoria, Harrison. NortH Dakota—Carrington, Carrington High, Car- rington Rural, Washington Grade. Wyominc—Cokeville, Cokeville Public Schools, Grammar, High, Rural. Five Years Hawait—O pihikao, Opihikao. MAssACHUSETTS—Franklin, Four Corners. MicHIGAN—Dearborn, Edison. MINNESOTA—Minneapolis, Dowling. Missouri—Kansas City, Jane Hayes Gates Institute, Jackson Opportunity. New YorkK—Poughkeepsie, George W. Krieger. Four Years ILLINoIsS—Cicero, Woodbine Primary; Lebanon, Leba- non Public Schools. MARYLAND—Smithsburg, Forrest. PENNSYLVANIA—Bucks County, Lower Makefield Township Schools, Edgewood Junior High; Mont- gomery County, Mattison Avenue. Wisconsin— Milwaukee, North Thirty-fifth Street. Three Years FLorina—Tampa, A. L. Cuesta. Hawai—Hilo, Haaheo, Keakealani; Kai Malino, Hookena; Aukuihaele, Kukuihaele; Ninole, John M. Ross; Waiakoa, Maui, Kealahou. ILtiNois—Danville, Collett; Silvis, Silvis Public. MAssAcHusetTrs—Fall River, Coughlin. On1o—Centerville, Washington Township Schools. PENNSYLVANIA—Bucks County, Buckingham High. TENNESSEE—A noxville, Giffin. Uran—Granite District, Woodstock. WIsconsin—Milwaukee, James Whitcomb Riley. Wyominc—Bairoil, Bairoil. Two Years CALIFORNIA—Fresno, Maxwell Park. FLoripa—Orlando, Memorial Junior High; Tampa, V. M. Ybor. Hawai—Hakalau, Hakalau; Hilo, Hilo Standard, Keaukaha, Olaa; Huelo, Maui, Huelo; Kahului, Maui, Kahului; Waihee, Maui, Waihee. ILtinois—Danville, Jackson; Normal, Illinois State Normal University; Peoria, Kingman High; Rock- ford, Wight; Towanda, Towanda Public. INDIANA—ZI ndianapolis, William A. Bell, Catherine Merrill, Public Number 50. Kansas—Chase, Chase Grade. MICHIGAN—Holland, Junior High. New Jersey—Lawnside, Lawnside Elementary. On10—Fairfield County, Bloom Rural Elementary. PENNSYLVANIA—Allegheny County, West Deer Town- ship; Chester, Larkin-Huber; Newport, Newport Junior-Senior High. Uran—Salt Lake City, Monroe Junior High. West Vircinia—A pple Grove, Sunnyside. WIscoNsIN—Milwaukee, Rufus King High, South Girls’ Junior Technical High. Kirk Elementary; Oakland, Current Year AvasKkA—U nalakleet, Government. ARKANSAS—Mansfield, Mansfield Public. CALIFORNIA—Mendocino, Round Valley Union High; Oakland, Bella Vista, Charles Burckhalter, Central Trade, Claremont Junior High, E. Morris Cox, Emerson, Fremont High, Garfield Junior High, Glenview, Grant, Hoover Junior High, Lafayette, Lakeview, Lazear, McChesney, Melrose, Merritt School of Business, Peralta, Redwood Heights, Sequoia, Washington, Whittier. District or CoLumMBiA—Washington, Harrison. FLormwa—Tampa, John Kenly. Georcia—Colguitt, Miller County High. Hawau—Honokae, Ahualoa; Halehaku, Maui, Hale- haku; Honaunau, S. Kona, Honaunau; Kailua, Kailua; Kamehameha, Maui, Kamehameha III; Kapoho, Kapoho; Kaupakalua Maui, Kaupakalua; Kukuihaele, Waipio; Lahainaluna, Maui, Lahaina- luna High; Puukolii, Maui, Puukolii; Pahala, Pa- hala; Pahoa, Pahoa. ILLINois—Alhambra, Alhambra Public; Centralia, Central, Eugene Field, Franklin, Irving, Lincoln, Schiller, Washington; Chicago, Ward. INDIANA—Fontanet, Nevins Township; Fort Wayne, Central High; Granger, Harris Township Consoli- dated; Indianapolis, George B. Loomis; Peters- burg, Petersburg High. KENTUCK Y—Elizabethtown, Schools, Elementary, High. LouIsiaNA—Allemands, Comardelle; Ansley, Ansley; Chatham, Chatham High; Eros, Eros; Grand Che- nier, Grand Chenier High; Hahnville, Hahnville High; Hodge, Hodge Elementary; Jonesboro, Jones- boro Elementary, Jonesboro High, Weston; Morse, Morse High; Quitman, Beech Springs; Hammond, Hammond East Side Grammar; Shiloh, Shiloh; = Creek, Spring Creek High; Tickfaw, Tick- aw. MaAINE—Brunswick, Bath Street, Pleasant Street, Union Street; Topsham, Topsham Village. MARYLAND—Shady Side, Tracy’s. MINNESOTA—Minneapolis, Bryn Mawr. Missouri—Kansas City, Benton; Webster Groves, Douglass. tee —aibe County, Contact Elementary, Contact 1gh. New JeRsEY—Camden, Washington. New York-—Malverne, Lakeview; New York, Pub- lic Number 12, Bronx; Port Chester, Senior High; Rochester, Public Number 11. NortH Dakota—Mayville, State Teachers College. Oun1o—Bremen, Rushcreek Memorial High; Carroll [Continued on page A-79] Elizabethtown City THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION [Cont. from page 165] Conference on Elementary Education post- poned—This conference which was to have been held in connection with the Portland convention under the sponsor- ship of the Department of Elementary School Principals has been postponed until 1937. The June issue of the Na- tional Elementary Principal will carry a detailed announcement of the 1937 con- ference. Books on Oregon—Anne M. Mul- heron of the Library Association of Port- land suggests that teachers planning to attend the summer convention will en- joy the following books: Bridge of the Gods by Balch; Road to Oregon by Ghent; Chloe Dusts Her Mantel by Gill; Forty-niners by Hulbert; Before the Covered Wagon by Parrish; History of the American Frontier by Paxson; History of the Pacific Northwest by Schafer; Where Rolls the Oregon by Sharp; Adventures of Oregon by Skinner; Trail of Lewis and Clark by Wheeler. Deans of Women—Miss Dorothy Flegel, dean of girls, Jefferson High- school, Portland, Oregon, is the chair- man of a committee to arrange the de- partmental program for the National Association of Deans of Women at the summer meeting in connection with the NEA convention in Portland. Miss Flegel is assisted by Mrs. Kate Jame- son, dean of women, Oregon Agricul- tural College, Corvallis, and Mrs. Nell Demme, dean of girls, Highschool of Commerce, Portland. A tea for President Samuelson— At the Portland convention, Pi Lambda Theta members will hold a tea in honor of Miss Agnes Samuelson, Tuesday, June 30, 4 to 6 p.M., at the Portland Art Association Building. Bertha Singrey, 1131 S. W. Montgomery Street, Port- land, Oregon, is in charge; telephone Beacon 9097. In connection with the 74th an- nual convention of the NEA at Port- land, June 28-July 2, among those de- partments which will hold meetings are: Administrative Women in Education, Adult Education, Art Education, Business Educa- tion, Classroom Teachers, Deans of Women, Educational Research, Elementary School Principals, Kindergarten-Primary Education, Lip Reading, Music Education, Rural Educa- tion, School Health and Physical Education, Science Instruction, Secondary Education, Secondary School Principals, Social Studies, Special Education, Supervisors and Directors of Instruction, Supervisors and Teachers of Home Economics, Visual Instruction, Voca- tional Education, National Council of Educa- tion. Among the allied organizations holding meetings at Portland are: American Classical League, National Associa- tion of Journalism Direc- [Cont. on page A-74] VOLUME 25, NUMBER 5; MAY 1936 EDUCATION and PRINTING are INSEPARABLE We have prepared an enlarged educational chart, as shown in accompanying illustration, for you. This chart illustrates how the Printing Laboratory fits in- to the modern school system. Send for your copy. The accompanying Social and educational objectives Copyright 1983 Chart prepared by American Type =i Founders Department of Education LEARN BY DOING This is the educational philosophy of today, and Learning by Doing develops initiative and creative thinking. Creative ability is essential to successful living. Learn by Printing is the application of the Learn by Doing philosophy. ‘Why Teach Printing? 1. A school printing department is as vital to the educational and social life of the schocl as the newspaper is to the community. 2. Acourse in printing correlates with, and motivates all academic work. It is of equal value to boys and girls. 3. Printing is an activity unit especially strong in habit-forming values, and pro- vides unusual opportunities for the de- velopment of creative abilities. 4. Printing is “The Mother of Progress.” 5. It interprets school life and ideals to the school public, enabling you to sell more completely your educational program to your community. You can’t afford to be without it. 6. The widely varied activities in the Print- ing Laboratory provide for many indi- vidual differences. 7. A School Printing Laboratory is an ac- tivity unit rich in cultural and educa- tional values. 8. Printing is a course in Applied English and Applied Art—a purposeful creative activity. The Department of Education of the American Type Founders employs the services of professional educators and efficiency engineers, to aid you in organizing printing courses in your school, Ask for details. DEPARTMENT OF EDUCATION AMERICAN TYPE FOUNDERS ELIZABETH, NEW JERSEY Types used: Franklin Gothics, Miehle Extra Condensed, Century Schoolbook Family Are your pupils becoming a bit tired of school work as the end of the school year approaches? Rest them, interest them, in- spire them, reach their homes, with a love of beauty by using 8) ‘The Perr Pictures What child cannot bring TWO CENTS once a month for a choice Perry Picture in the 5% x 8 size? (See how large they are, 5% x Choose any one of the 72 pictures in ‘‘Our Own Course in Pic ture Study,’ order one for each pupil, not less than 25 in all, in the A Helping Hand Two Cent Size, and ask for a Descriptive Leaflet of that picture for the teacher only, FREE. A smaller, 3 x 3% Size, ONE CENT EACH for 50 or more. No Leaflet with this size. Study this picture or The Angelus, or ‘‘Whistler’s Mother,”’ or any two, in May and June. 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. AWARDED FOUR GOLD MEDALS Let the Perry Pictures help you in teaching Language, Literature, History and Geography. A-73 Vacation ® YELLOWSTONE greatest National Park. May be in- cluded in a transcontinental trip. 1936 tour rate via delightful hotels the lowest ever! America’s @® DUDE RANCHES... In the Mon- tana-Wyoming Rockies, discriminat- ing folks find Ranch life most intri- guing. Send for Ranch Album. @® PACIFIC NORTHWEST... Rainier National Park, Mt. Baker, Olympic Peninsula, fascinating cities of Seattle, Portland (N. E. A. Convention), Tacoma, Spokane, surrounded by a vacation paradise. @ ALASKA... Cruise the mountain- fringed Inside Passage to a land of unsurpassed scenic beauty. @®CALIFORNIA...Go or return through the colorful Pacific North- west. Go by Air-Conditioned Jeain... Comfortably, safely, economically. (Travel costs from the East this summer probably will be the low- est in years.) tir—-Conditioned, Roller—Bearing NORTH COAST LIMITED For free literature and in- formation, address a letter or card, or mail the coupon to E. E. NELSON 265 oo Pacific Railw qusesseSt. Paul, + aueseeee I am interested in Western ( ) Escorted, All-expense tour. ( ) Independent tour. ( ) I plan to attend Portland N. E. A. Convention. 7 * NAME lr | Oregon, will. preside; [Cont. from page A-73] tors, National Associa- tion of School Secretaries, National Association of Secretaries of State Teachers Associations, National Conference on Student Participation in School Government, National Congress of Parents and Teachers, National Council of Geography Teachers, National Council of Teachers of English, National Geographic So- ciety, National League of Teachers Associa- tions, National Vocational Guidance Associa- tion, School Garden Association of America. Life Membership Dinner—The eighth annual Life Membership Dinner will be held at the Multnomah Hotel in Portland, Oregon, Monday, June 29, at 5:30 pm. C. A. Howard, state superintendent of public instruction in John W. Stude- baker, United States Commissioner of Education, will be the speaker; and Hawaii delegates will furnish the music. Life Members and prospective Life | Members will be eligible to attend. Write for reservations in advance to National | Education Association headquarters, 1201 16th St., N. W., Washington, D. C., | enclosing $1.50 per plate. The new officers of the American Association of Teachers Colleges are: President—Eugene Fair, State Teachers Col- lege, Kirksville, Mo. Vicepresident—C. H. Fisher, State Normal School, Bellingham, Washington. Member Executive Committee, three years —E. J. Ashbaugh, dean, School of Education, | Miami University, Oxford, Ohio. The farreaching influence of THE JOURNAL is well-illustrated by the fol- lowing quotation from Consumers’ Co- | operation for January 1936. It is from | an article by Edmund E. Alubowicz, president of the Flint, Michigan, Co- operative Association: Eight men met monthly as an economic study group in the winter of 1933-34 with the avowed purpose of learning something about the economic order in which we live and which apparently had broken down. For a time this study group functioned in the manner that is usual for such groups. Then, attracted by brief quotations from a book entitled “Other People’s Money,” which appeared in THE JourNnAL of the National Education Associa- tion, it was decided to study this book of modern economic revelations written by Louis D. Brandeis previous to November 1913. And what a book it turned out to be! The last chapter suggested that the only hope for the average American to save him- self from the tentacles of the ever-growing octopus of monopoly was the Consumers’ Co- operative Movement. Not one of us had previously heard of the Consumers’ Cooperative Movement. But it appeared so inviting and seemed so reasonable that we decided to study it at our next meet- ing. o:.°% Study of the movement led to a “buy- | ing club” which [Cont. on page A-76] THE JOURNAL OF THE Qne summer wtian we found ourselves in the ‘High Wallowas @ There’s a mountain wonderland in Eastern Oregon set aside by the Government as a primitive area. It is a region of grandeur, unmarred, unexploited. You enter a wilder- ness of beauty that you may enjoy in quiet and seclusion, its towering peaks, its alpine meadows, its se- cluded lakes and streams. And yet a splendid highway takes you to its very door. When you come to Oregon you will find that all its famous scenic attrac- tions are easily accessible over fine paved highways. You'll want to see Crater Lake, the Oregon Caves, Multnomah Falls, Mt. Hood, the great evergreen forests, beaches, and a hundred other wonders that make Oregon such an ideal vaca- tion country. More than that, vaca- tion costs are surprisingly low here. You can extend your trip either be- fore or afterthe N.E.A.Convention very enjoyably, very economically, in a Send for our booklet. OREGON Oregon State Highway Commission, Travel Dept. E, Salem, Ore. Please send me your illustrated folder about Oregon NATIONAL EDUCATION ASSOCIATION ) Rock | ofthe ACCUM fev SCENIC WEST COLORADO ary You can afford an unusual outing at ‘the low fares offered this summer. Delightful all-expense tours, too—anywhere west. Ask for full information. WIDE CHOICE OF ROUTES Go One Way— Return Another— Air Conditioned Trains SAN DIEGO EXPOSITION Open All Summer N. E. A. CONVENTION, Portland, Ore., June 28 to July 2 Mail This Coupon ROCK ISLAND - ALLEN, Pocseng er Traffic Manage Rock Island Lines, rt La Salle Street Soeten, Chicago, Illinois Please quote fares and forward literature on CO) Colorado C) Yellowstone California Pacitic Northwest magnificent setting for the NEA CONVENTION ORTLAND was indeed a happy choice— before, with and after the meeting there’s education and enter- tainment in the Northwest Wonderland. J 0) All-Expense Tours Check Booklets Desired I Address I ' ' UES ERIN | 22 Fora) imececccins on intone wcrntta tae, broad cen VACATI oO | , beaches, mid-summer skiing, interesting cities to explore, and cruising on beautiful Puget Sound. Big Chicago & North Western’s de luxe air-conditioned trains serve more of the scenic wonderlands of the West and Northwest than any other railroad. Let our travel ex- perts tell you about attractively low summer fares. Choice of routes, going and returning, without extra cost. LOOK AT THESE SAMPLE BARGAINS ROUND TRIP FROM CHICAGO BLACK HILLS OF SO. DAKOTA aslowas .. . . $23.30 NORTH WOODS OF WISCONSIN aslowas ... . 8.90 UPPER MICHIGAN and MINNESOTA aslowas. . . 8.90 COLORADO aslowas. .. a eeonw YELLOWSTONE aslow as . . - 46.95 ZION-BRYCE-GRAND CANYON NATIONAL PARKS aslow as 48.75 CALIFORNIA (Side trip to Boulder Dam) aslow as . 57.35 PACIFIC NORTHWEST and N.E.A. CONVENTION as low as 57.35 Portland, Ore. CANADIAN ROCKIES and VANCOUVER as low as 57.35 ALASKA—land of the Midnight Sun CHICAGO & NORTH WESTERN RAILWAY ——— MILWAUKEE | rR THOMSON, Passenger Traffic Manager Q Chicago & North Western Ry. | 400 W. Madison St., Chicago SE 7 TERN 7 Please send me information about. ...........--------- 4 O A D ie \ \ CHICAG D ~~ fe. ———_—_—————— SR} / MILWAUKEE | a laa aac THE OLYMPIAN [eerie THE HIAWATHA 7 Make your plans include the luxury of travel on the air-conditioned OLYMPIAN over America’s Longest Electrified Railroad. It’s the vacation trail incomparable. It's a perfect start for any vacation—Yellowstone, Dude Ranches, Portland—the Columbia River Drive, Seattle, Mt. Rainier, Mt. Baker or Alaska. Return via Canada or California optional. Fares and travel costs are ‘way down whether you travel independently or with tour parties. Vacations as low as $100 from Chicago. FREE BOOKLET — “Pacific Northwest Vacation Suggestions” and information and costs for conven- tion trips are yours for the asking. Write today. GEO. B. HAYNES, Passenger Traffic Manager Room 838, Union Station, Chicago, Ul. VOLUME 25, NUMBER 5; MAY 1936 new low-cost “stop-off tours” in Glacier Park @ Now you can tour Glacier Park in 1, 2 or 3 days by bus while traveling to or from the Pacific Northwest on the luxurious Great North- ern train, the Empire Builder, which stops at East and West entrances. Travel this way and see the multi-colored peaks, ancient glaciers, waterfalls and lovely alpine lakes. Meet Black- feet Indian Chiefs, picturesque guides, inter- esting people from all over ithe world. Hike, ride horseback, make launch trips among the Shining Mountains. Hospitable hotels, chalets and tent camps. on the direct route to Pacific Northwest Visit interesting cities and famous national parks in Pacific Northwest—Spokane, Seattle, Tacoma, Portland, Vancouver, Victoria; Mt. Rainier, Mt. Baker, the Olympics, Crater Lake. Then north to Alaska, or south to California. Great Northern offers low round trip tickets, excellent meals at bargain prices, fine tourist sleeping cars and new type luxury coaches as well as standard Pullmans. Inquire now. Ride the Air-Conditioned EMPIRE BUILDER -_———= CLIP THIS COUPON TODAY-=-=-=-- A.J. DICKINSON, Passenger Traffic Manager Great Northern Railway, Dept. J-3, St. Paul, Minn. Please send me further information about your travel service; also Glacier Park [) Pacific Northwest (J Alaska (1) California) All-Expense Tours (] [Cont. from page A-74] was later incor- porated into the Flint Cooperative Asso- ciation. Birthday of the Constitution— The year 1937 marks the 150th anni- versary of the Constitution of the United States. A special Commission has been created by Congress to direct the cele- bration which will extend from Septem- | ber 17, 1937—the 150th anniversary of signing of the constitutional draft—to April 30, 1939, the 150th anniversary of the inauguration of Washington as first President under the federal Con- stitution. A good book for schools to read in preparation for the celebration is The Constitution in School and Col- lege by H. Arnold Bennett, published | by Putnam’s, 1935. The Secondary School Principals approve Allied Youth—The execu- tive committee and officers of the De- partment of Secondary School Principals | adopted the following resolution at the Department of Superintendence meet- ing: The Executive Committee of the Depart- ment of Secondary-School Principals of the National Education Association approves the Allied Youth Movement both as to the philosophy which motivates the organization and the procedure which is used to promote the education of the youth of our land regard- ing the dangers of the liquor traffic. Trends in restoration of teach- ers’ salaries—Continued progress in the restoration of teachers’ salaries is reported by superintendents of schools. Statements received by the Research Division of the National Education As- sociation during the first ten days of April from 182 city superintendents of schools, in answer to an inquiry sent to 414 school systems, show that teach- ers’ salaries during the coming school year will be at pre-depression rates or higher in 25 percent of the school sys- tems replying. Sixty-one percent report partial restorations, which, when com- bined with the previous figure, means that salaries have been restored in full or in part in 86 percent of the school systems represented. Similar informa- tion collected in the late summer of 1935 from 203 cities showed that 76 percent reported partial restoration, as compared with 86 percent in the present report. Among the school systems in cities above 30,000 in population which report full restoration of salaries are the following: San Bernardino, Calif.; Washington, D. C.; Peoria, Ill.; Sioux City, Iowa; Covington, Ky.; Lexington, Ky.; Boston, Mass.; Everett, Mass.; Medford, Mass.; Newton, Mass.; Taunton, Mass.; Winchester, Mass.; Man- chester, N. H.; Bayonne, N. J.; Elizabeth, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 4 (Moccasin Lake and Eagle Cap) COMING TO OREGON? Stop at LA GRANDE on the Old Oregon Trail Gateway to “The Switzerland of America” S . dl ‘f Pe ak: —_ ee Center for Scenic Trips to: SNAKE RIveR CANYON (Deepest in America) ‘ WALLOWA MounNrTAINS AND LAKES Joun Day Fossit Beps Biue Mr. RecrEATIONAL SPOTS “4 + Eacie Cap Primitive AREA NATURE STUDY CAMP Sponsored by Eastern Oregon Normal School and State System of Higher Education. Grad- uate and Undergraduate Credit. (2 weeks period before and after Convention) PACK TRIPS—CAMPING—BOATING FISHING Combine Inspiration, Recreation and Study in an Ideal Environment Address inquiries—Box 882, La GRANDE, ORE. (Eastern Oregon Normal School) | 2 3 4 § ‘ : ; ee Irvington, N. J.; Newark, N. J.; New- burgh, N. Y.; Syracuse, N. Y.; Bethlehem, Pa.; Chester, Pa.; Erie, Pa.; New Castle, P Norristown, Pa.; Scranton, Pa.; Wilkes-Barre, Pa.; Williamsport, Pa.; Charleston, S. C.; Waco, Texas; Richmond, Va.; Kenosha, Wis. Dates to be remembered— May 1—May Day, Child Health Day, May 3-9—National Music Week, which has for its keynote, “Strengthen Our Musical Re- sources.” For further information, address the National Music Week Committee, 45 West 45th St., New York City. May 10—Mother’s Day. For suggestions write to the Maternity Center Association, 1 East 57th St., New York City. May 11-15—The National Congress of Par- ents and Teachers will meet at the Hotel Schroeder, Milwaukee, Wis. May 18—World Goodwill Day. A Goodwill program will be broadcast from 2 to 3 P.M., EST, over the NBC network from the head- quarters of the World Federation of Education Associations. May 18-21—Meeting of the American Asso- ciation for Adult Education in New York. May 26-30—Sixteenth annual conference of the American Society for the Hard of Hear- ing will be held in Boston at the Hotel Statler. June 28-July 2—Meeting of the National Education Association at Portland, Oregon. July 6-10—The twenty-ninth annual meet- ing of the American Home Economics Associa- tion will be held in Seattle, Washington, with the Olympic Hotel as headquarters. A sorry picture—The legislatures meeting this year are all adjourning without adding one to the 24 states that, after 11 years of campaigning, have ratified the pending Child Labor Amend- ment. They leave a sorry picture. A pic- ture of 667,000 children between 10 and 15, and 1,500,000 children of 16 and 17, at work. More than 2 million young- sters under 18 holding down jobs, while 10 million adults are idle. Eloquent of what is happening is a report just issued by the Children’s Bureau of the U. S. Department of Labor covering the seven months following the Schechter decision. This indicates that the number of chil- dren 14 and 15 receiving employment certificates in these months was 55 per- cent greater than the number during the whole of 1934, when NRA was in effect. Of the new child workers 29 percent went into manufacturing, mechanical, and mercantile industries, compared with only 5 percent in 1934—industries where adult unemployment is most glar- ing.—Editorial in The Washington Daily News, April 3, 1936. The Kindergarten-Primary De- partment of the NEA is planning for the Portland, Oregon, meeting a pro- gram which will be a followup of last year’s theme of “The New Junior School.” {This Department announces the fine professional record of the kin- dergarten-primary [Cont. on page A-79] VOLUME 25, NUMBER 5; MAY 1936 coonseilehde THE wo (Bout of th CANADIAN ROCKIES » Thrill-packed days await you at Jasper in the Canadian Rockies, for here in America’s largest National Park are all the requirements of a perfect vacation — golf on a championship course in an unmatched Alpine setting — motor trips over perfect roads to scenes of incredible beauty, glaciers, waterfalls, turquoise lakes — swimming in a warmed outdoor pool—riding, hiking, tennis, climbing, fishing. And not least of the attractions is the delightful hospitality of Canadian National’s Jasper Park Lodge where music, dancing and the happy social life make indolent loafing a virtue. Jasper is easy to reach by Canadian National’s famous Continental Limited; through sleeping cars from Montreal, Toronto, St. Paul to Jasper and Vancouver. Rates at Jasper Park Lodge are moderate, from $7.00 per day, including meals. Fares are low and on a 1936 budget you can follow on to Alaska. Palatial Canadian National steamers from Vancouver to Skagway by the protected Inside Passage. All outside rooms. Your trip to the National Education Association Convention can be a thrilling experience. Your nearest Canadian National representative will gladly help you with your plans and arrange your post-Convention days. Round trip fares oes Eastern points are good in one or both directions via Canadian National Railways and the Canadian Rockies. For descriptive booklets call or write: STON KANSAS CITY PORTLAND, Me. 186 Tremont St. 333 Rail Exchange Bldg. Grand Trunk Ry. Stn. BUFFALO LOS ANGELES SAN FRANCISCO 420 Main St. 607 So. Grand Ave. 648 Market St. CHICAGO MINNEAPOLIS SEATTLE So. Michigan Blvd. 634 Marquette Ave. 1329 Fourth Ave. CINCINNATI NEW YORK ST. LOUIS Dixie Terminal Bldg. 673 Fifth Ave. 314 No. Broadway DETROIT PHILADELPHIA ST. PAUL 1523 Washington Blvd. 1500 Chestnut St. First Nat'l Bank Bidg. DULUTH PITTSBURGH WASHINGTON, D.C. 428 W. Superior St. 355 Fifth Ave. 922 15th St. N.W. Summer Session COLORADO cate COLLEGE FORT COLLINS University of Denver ‘ . 2 : et. Distinguished Instructors. Modern, Progressive Program. Delightful Climate. 3-Week Units. June 20-July 10 July 11-31 Aug. 1-21 Nursery, Primary, Elementary and EEG SUMMER SESSION Enjoy Summer Study in the shadow Secondary Training Courses. . .Vo- of the Rockies cational Education. . .Science and {| Graduate and undergraduate courses In regular ] ¢ Liberal Arts. and special university subjects. § Special courses £41@—Hours spent Mountain Calendar Free to Teachers for teachers and administrators. _f Conferences, lectures on today's social, economic, and educa- tional problems. § Metropolitan advantages and mile-high climate. a Planned recreation in snow- capped Rockies. Low railroad rates. - . For Summer School Bulletin address major factors in the cost of Dept. A. University of Denver, Denver, Colo. Ist Term: June 15 to July 17 PRINTING. Through care- ful planning and advanced 2nd Term: July 20 to Aug production methods we have Address: Summer Session Director, 22 Administration Bldg., Ft. Collins, Colo. This 0 an Advertisement Fenanced by Fort Collins Busines: Mew on various operations are ALBERT 50th Anniversary FORWARD TO BETTER PAY. Two-thirds 1935 place- t romotions. L 1934. Calls n oe jo Genk for TEACHERS AGENCY folder. ~~ NA ee increase over alls now coming te) 25 E. Jackson Bivd. ‘Correspondent’ Agencies: E. T. Duffield, 535 Fifth Ave., N.Y. Alta B. Collier, Inc., Chicago, Ill. Spokane, Wash. reduced the time element to FOR GOOD NATIONAL ASSOCIATION pv be ee OR COGN | OF. TRS POCIES 1 OE reccnsended TEACHERS Senay xely’- ercunmesion by leading educators Consult us—any size job interests ee 2 33 Our work covers all departments in the educa- the “Master Printer TEACHERS AGENCY tional field. We help secure appointments in all parts of the United yn +. — 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 JUDD & DETWEILER College Bureau, which limits its field to universities and colleges. Both organizations assist in the appointment of administrators as well as of teachers. IN THE NATION’S CAPITAL 28 E. Jackson Bivd., Chicago, Illinois “UNIVERSITY TRAVEL- SUMMER 1936 ART TOURS—MOTOR TOURS GENERAL TOURS—RUSSIA Invaluable to Teachers Certificates given for College and School Board Credit THE OPEN ROAD | in | SOVIET RUSSIA | | Health helps you get beneath the surface. Through long-estab- Ed we lished connections with TT at Cn Soviet institutions and c £ through its own indepen- dent representation in Mos- A program for Public Schools | cow, it enables you to meet | people . . . affords more and Teacher Training insti- than ordinary tourist ser- vices. Inquiring travelers... tutions. 1950. 251 PP- students, teachers, and mem- This report of the Joint bers of the professions . . . 5 are invited to consult re- Committee on Health Prob- oo 4. = garding their plans...either lems in Education of the for group tours or individ- Bureau of University Travel 21 Boyd St. Newton, Mass. ual arrangements . . . with- National Education Associa- ORIENT ECONOMY TOUR For Members of N.E.A. Convention Comprehensive on . japon, Korea, China and Manchoukuo . inch from Portland July 7th . 55 days. . $595 i ae | ¢ shore excursions. st class throughout. San Francisco Early bookings cmheie. Apply ANGLO-AMERICAN TOURS 545—Sth Avenue New York out obligation or expense. tion and the American Medi- cal Association is a standard reference for teachers. Paper Bound Cloth Bound $1.25 each $1.75 each Tenth Season THE OPEN ROAD National Education American Medical Soviet Tour Dept. Association Association 8 bas ~~ 1201 Sixteenth Street | 535North Dearborn St. Washington, D. C. Chicago, IIl. Discounts on Quantities ® EUROPE Unusually sttepetive all expense tours $325 - $595, four to eight weeks. Excellent hotels. Touris class in meteen Soca Liners. Send for booklet O, yment plan for Teachers. Al ay te ervice, Inc. 260 Tremont Street Boston, M Cooperating with ° roundtrip New York Intourist with a month in the Soviet Union. Other tours up to $900. A-78 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION |Cont. from page A-77]| teachers of At- lanta, Ga., who are almost 100 percent in their membership in this Department. Read the article on the Little Red Rider on pages 135-36 of this issue. Should not members of Congress who sponsor such legislation be retired to private life? Where does your Congress- man stand on these matters? Teachers are citizens. The Educational Policies Com- mission has recently issued a pamphlet entitled Some Current Problems in Pe ar mood I American Education. This list of prob- ea] =| lems should be useful to leaders of forum . >/ > wae and discussion programs, to those re- sponsible for planning educational con- —_ ventions and meetings of various types, | | and to teachers and students in teachers | | PORTLAND , OREGON colleges and schools of education. Copies JUNE2S JULY2 of this leaflet may be secured from the The best costsno mo hy not E Educational Policies Commission, 1201 take advantage of i? You tip bP - » “ 4 es 16th Street, N. W., Washington, D. C. | | to Portland, the Convention City, a Frank T. Vasey, superintendent of | © will be a rare treat if you travel Fe schools, Springfield, Ill., a life member | © 6 of the NEA, and former president of the Iowa State Teachers Association, passed away April 1, 1936. Anniversary of the Statue of Lib- : . frucrica erty—October 28, 1936, is the fiftieth CITY OF PORTLAND a ee anniversary of the dedication of the a re ee eR) i Statue of Liberty. During the anniver- the distance between Chicago and Port- ian ag land in 3934 hours—ONLY ONE FULL sary year, the National Park Service is DAY AND TWO RESTFUL NIGHTS leading a nationwide observance of the SETWEEN TE TWO CES. Yoo will enjoy the privacy of its unique by ¢ ARIBBE AN occasion. The idea rather than the struc- ome | ee a ie 4 : ap | : ture will be the focal point of activity. | © ane peers & Se Fo Sate cones asd SOUTH AMERICA President Agnes Samuelson of the Na- : s Stn ean Det ies: Gite Gas Ste tional Education Association in a letter Fleet Guest Cruise. Trim, white liners, famous | to the National Park Service says: for intimate personalized service. All outside staterooms, mechanical ventilation, outdoor an ct ¥) i, 2 i os eS swimming pools and dance orchestras. And It is certainly true that the real as of a you'll explore colorful ports under expert the Statue of Liberty is not found in the site ke oie or the Statue itself but in the hearts and minds | p HAVANA, JAMAICA, B. W. |., PANAMA of the American people. To my mind it sym- —" 5 . popular train to the Pacific a CANAL, COSTA RICA . . . . 17 DAYS bolizes the greatest achievement the world has Northwest. Every comfort and conven- iB Every Thursday. Ample time to § . : : lence of travel—completely air-con- ee rests samnsengynree mon 180 reached in democracy. . . I think we cannot dilened—new coach comers ead i tunity for thrilling rail trip from up do too much to impress the children of our economies. i pe en San Jose, Costa Rica’s mountain schools with the imperishable values of Amer- e capital. one ° ican citizenship. JAMAICA, B. W. |., COLOMBIA, SO. AM., P Enloy 0 pest-convesticn veestion in he PANAMA CANAL... . . 18 DAYS scons West, Vict Collfemia, the ecg ortie iy an For information, address the National National Parks, spectacular Boulder ver at ay. sitin ings- . . tem, Jamaice, B. W. Lx Crio- sq 75. Park Service, Department of Interior, Dem. Bargain summer fores in effect. tobal, Canal Zone, and three P , . Travel by train. Avoid the discomforts ports in Colombia, South America—Cartagena, W ashington, D.C. and hezerds of highway travel. Mail Puerto Colombia (Barranquilla) and Santa Marta. ALL EXPENSE JAMAICA TOUR. . 11 DAYS coupon for information. Every Saturday. Including ac- § [ Continued from page 166] commodations at Myrtle Bank 135. County, Public Number 16 Fox Township; Dela- UNION | Hotel and sightseeing tour of P ware, East; Dellroy, Dellroy Public Schools, Ele- PACIFIC the city and the famous Castleton Gardens. mentary, Senior and Junior High; Fostoria, Fos- toria Public Schools, Center Street, Columbus Avenue, Crocker Street, Fostoria Senior High, Sandusky Street, Sixth Street, Union Street. Send for descriptive cruise folder Similar OrEGoN—Portland, Buckman, Vernon. “4 . “Guest Cruises” PENNSYLVANIA—Delaware County, Bell Avenue Yea- paee yy. S. Basinger, Passenger Traffic Manager i ame don Boro. ‘ ‘ ; — oom 398, Union Pacific Railroad ; TENNESSEE—K noxville, Beaumont; Memphis, River- "a Omaha, Nebraska New Orleans side. a ' Los Angeles Texas—Houston, Autry. — Please send me information about--....---- : and Utran—Davis County, South Bountiful. Ba i Vircintra—Norfolk, Great Bridge High and Elemen- San Francisco tary. WASHINGTON—T acoma, Lowell. For information, literature or reservations apply West Vircinia—Buck, Little Wolf Creek; Clarks- any Authorized Travel Agency or United Fruit Co. burg, Barnett; Morgantown, Oak Grove; Slaty- Pier 3, North River or 632 Fifth Ave., New York. fork, Seneca Trail Consolidated; Van, Van High. be City----..-.-.-.------ Pacccccnccece ta Wisconsin—XK enosha, Durkee School Annex, Kenosha sd 2 UNITED FRUIT COMPANY Senior High, McKinley Elementary, Orthopedic- Ee ea Open Air, B&BAEGRSSCLASSSSALRSsekssvetzisa N VOLUME 25, NUMBER 5; MAY 1936 A-79 AN UNEQUALLED OPPORTUNITY AW AL Summer Session June 29—August 7 ‘THIS fully-accredited, beautifully situated University offers more than one hundred subjects . . . taught by a faculty of unusual distinction, drawn from all the world. + School administrators and social scientists will find inspiration in the Seminar on Education in the Pacific Countries, held in conjunction with the Summer Ses- sion with the cooperation of Yale University and the Carnegie Corpora- tion. y¢ A vacation in Hawaii... studying, idling, playing, in a new, re- freshing land . . . will cost little more than you would spend at home! Fares on luxurious steamships and living ex- penses in the Islands are unusually low, while University tuition averages just about $30.00 for the Summer term! Distinguished guest professors for the Summer Term include: 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 Univer sity College and Professor of Ed- ucation, U niversity of Southern California HARRIET GOLDSTEIN, Associate Professor, Home Economics, Minnesota MILLARD SHEETS, Noted Artist and Assistant Professor of Art, Scripps College DR. SAMUAL GUY INMAN, Specialist Latin American Affairs Absorbing details of this opportunity (including costs) are contained in special bulletin which will be sent upon request. Please address DIRECTOR OF SUMMER SESSION UNIVERSITY OF HAWAII HONOLULU, T. H. A-80 UNIVERSITY OF VERMONT Burlington-on-Lake Champlain SUMMER SESSION JULY 6 1936 AUGUST 14 GRADUATE COURSES UNDERGRADUATE COURSES Spectat Courses For TEACHERS Liberal Arts, Education, Engineering, Business, Pre-medical Courses. Speciai 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 BENNETT C. DOUGLASS Director, Summer Session University of Vermont, Burlington, Vt. ‘UNIVERSITY | ot MARYLAND SUMMER SESSION, 1936 June 24 to August 4 Eight miles from Washington. Suburban district. Graduate courses. Undergraduate courses. Courses for Teachers of all grades. Expenses for tuition and liv- ing are low. For Bulletin, Address the | Director of the Summer Session University of Maryland, College Park, Maryland. Perry Kindergarten Normal School Founded 1898 by Annie Moseley Perry Preparing high school graduates for nursery school, kindergarten, primary and playground teaching and for training children in the home. Limited enrollment in- sures personal attention. Supervised practice teaching. University credits. Send for booklet ‘‘Training Children.”’ HARRIOT HAMBLEN JONES, Principal, 25 Huntington Ave., Room 316, Boston, Mass. ATIONAL COLLEGE s0th Year of EDUCATION Combine your summer course with unmatched vaca- tion opportunities. Make new and stimulating con- tacts in a worldcenter of education. Preliminary and Advanced classes for Teachers in Kindergarten and Elementary grades— special clinical work in remedial reading. Also cultural sub- jects including History, Literature and Art. Demonstration school, College Dormitory, June 19-July 31. 2-week special courses—June 8-19 and July 6-17. Edna Dean Baker, President, Box 616-E, Evanston, III. VACATION AND STUDY IN PANAMA Take courses in Education, Modern Languages, Political Science, Art, Folk-lore, History, International Relations, | Social Services and Public Health, and Journalism at the University of Panama’s Summer School, July 8-August 21. American Universities accept credits. Distinguished faculty. Lectures in English and Spanish. Economical, all- expense arrangements made for groups or individual teachers. Write or wire now for information to Consulate-General of Panama, 90 Broad Street, New York City CONTINENTAL DIVIDE - Seen on Student Tours i. 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 Music. 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. 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-——— Nc oe | SEES | ne Cee a ee | putin hcainvninatihdiesaik abecie