PERIODICAL reer GENE iBRARY UNIY. or MICH. The ‘ed of ““Tournal 7 ‘MATION AL ub- : EDUCATION ied . ASSOCIATION ites i - | OF THE UNITED STATES ths of ; hal aie : ' : Pe a Gb eur i “ ak” eee a : ie ie Rigen yang gtierte me " as Antioch College, scene of the Horace Mann conference Pitmadiy I 936. The Horace Mann Conference » The Harrison-Fletcher Bill » True Costs of Crime » Education, the Foundation for Social Organization « Future Teachers of America » How Louisiana Secured Tenure » Forums in Democracy Ce SL PIT ESE: TES EE OO iierriiiirtncee ION eT a so pote - 7 an ea co a a aii ll SAMs . clipe Pu — Te hans READERS and PREPARATORY BOOKS, forms the basis of the E — DEARBORN READERS program. The vocabulary of each of the allied books has been developed not only in relation to the other books of the program F — WADDELL: SOCIAL READERS but also in relation to the underlying basal instruction of the Gates Reading System. As a result, there is at last available a completely G — READING TO LEARN integrated program of reading in which vocabularies, skills, con- H — PATCH-HOWE NATURE READERS cepts, and knowledge have been consistently developed. In the primary grades, the Thorndike and Gates lists have been | — HEALTH and GROWTH BOOKS used as norms. In the intermediate and upper grades, however, no such scientific norms were available so reliance has therefore J —GOOD-COMPANION BOOKS been placed on the best experimental data, on classroom tests, K —In preparation and on the practical judgment of teachers. It is not claimed that the vocabularies comply with a non-existent norm. But because vocabulary does not occupy as commanding a position in these L —REAL LIFE STORIES grades as it does in the lower, the greater emphasis has been M— CLARK-CUSHMAN BOOKS placed on the content and its correlation with the other subjects X — NUMBER FRIENDS and purposes of the course of study. The Macmillan Unified Reading Program is offered to the THE MACMILLAN COMPANY modern school as the most comprehensive and effective integra- tion of reading instruction and materials ever developed. For New York Chicago Boston Atlanta more complete information, please speak to our representative Dallas San Francisco or address our nearest branch office. VOLUME 25, NUMBER 9; DECEMBER 1936 [ A-125 | Most Interesting and Useful is a Beautiful SCHOOL-NEATNESS-KIT ~ FOR XMAS GIFT Tailored from Du Ponts Finest Double Coated Leather, in all colors, with Pupil’s Full Name in i Gilded Script. {t contains Serv- ice Comb, Metal Capped Pencil, 4” Double Cut Nailfile. Special to Teachers: 15c each in quantity less than 20_ sets FIRST celebration of the Christmas stpaid. : : quan- ° Pe Pete of more than 20’ sets | festival on its present date, December postpaid. 25, was in Rome, 350 a. p. The custom Free: With order of more than 10 sets full size 65c | Of a decorated Christmas tree began Dot en roma! Swedish Face | about 1600 in Germany; not until 1800 more than 20 sets full | did the custom spread to other countries. > a Seiid pilus elic i a NOW ready: Everypay Lire, Book I Note: The Virozol | (list price, 52¢), by Ethel Maltby _awarded Grand | Gehres. Also in this basal series are prize with Gold medals ° . in Paris and Liege in | a Pre-Primer and Primer. The new 928. Is hi y endorse ° e by Physicians, Leading first reader, like the phenomenally etresses and eauty 1 + ; stype > aoe oe ae successful previous books, is illustrated delivery mail us list of pupils names | With large action photographs of real (boys separate) with your check or hild: : thes A money order, at once. Sorry, no C.0.D. | Children in everyday activities. Do you THE VIROZOL CO. 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Springfield Mass. culated to weigh 4,883,000 tons: all this stone was transported and put into place chiefly by human muscle. & Lomb | muse - SELF-DIRECTED study of spell- Beautiful Christmas Gifts for your pupils and other friends. ing in the early grades has done more harm than good, according to Tirey, “The [Pe rry [-ictures Fuqua, and Black, authors of the LIFE- Valuable Aids in teaching Language, Literature, Geography UsE SPELLER (just off press). Specific History and Picture Study. ‘ : helps for teachers and pupils make Use them throughout the School Year. d ith ww Literally MILLIONS of these Perry Pictures have been used progress sure and easy with this text. in schools and homes. Available in one volume or in two parts; ONE CENT SIZE. 3 x 342. For 50 or more. may we send you further inf ion? TWO CENT SIZE. 5% x 8. For 25 or more. y — ormation Assorted as desired. ° ° TEN CENT SIZE. 10 x 12. For 6 or more. A MAN weighing 150 pounds on ALL POSTPAID. the earth would weigh about two tons Send 50 cents SS pn Prag md o. S? for Children, or on the sun. Why? See USEFUL Scr- “I know of no other company that gives ouch beautiful pic- ENCE, Book 3s p. 161. Are you using tures for such a small sum of money. this popular series by Weed, Rexford Ask about ‘“‘Our Own Course in Picture Study.” 72 pictures. ° 72 Leaflets Pac omy the 72 olehubas. and Carroll? Books i, II, and III, for CATALOGUES. Send 15 cents in coin or stamps for 64-page the junior high school years; or Book Catalogue of 1,600 miniature illustrations. lll USEFUL SCIENCE FOR Hicu ScHOOL THE PERRY PICTURES COMPANY f ° h ° veloc ’ Sen 4, Biciien, Se or the one-year course in general science. Madonna of the Chair Raphavl AWARDED FOUR GOLD MEDALS. Only four motor cars were NEW DEVELOPMENTS IN PUPIL REPORT CARDS Educational Research Service Circular No. 4, 1934. 36 pages. Price, 50 cents. registered in the United States in 1895. In 1904, only two in Kansas City—and they had a head-on collision! Fourth Printing , ama mm " EDITOR’S SELECTIONS of Do your report cards express to the homes the spirit of your school? Sugges- books just published; ideal for school tions for improving your cards can be found in this timely bulletin. libraries and Christmas giving: WAGONS C—O WESTWARD, by Armstrong Sperry, au- Part I—New practices, local com- PORES HE SPN thor of ALL Sart SET ($2.00) (12-18); A j ota . 1201 16th St., N. W., Washington, D. C. inn Cthesinn J a mittee procedures, guiding prin- ; ee Doe at His HEEL, y aries J. Finger, . “Ld: Send ....copies of N Dev si i + a ° ciples, bibliography. a opies Oo ew velopments in Pupil Report Pmt ny coheed “ee ge Ma . > . ‘ Accompany orders of $1 or less with cash. | RPC = sae ce A- Part 1l—Reproductions of 33 in- Discounts: 2-9 copies, 10%; 10 or more 25% DIAN MOUNTED, by Jack O’Brien, author novating report cards now in use —kindergarten, elementary and secondary. of SILVER CHIEF ($2.00) (13-18). The JOHN C.EVVT INES oy VB COMPANY WINSTON BLDG. ~~~ +——— PHILADELPHIA PA. CHICAGO Tf ATLANTA 1 DALLAS SAN FRANCISCO | A-126 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION +d Between Editor and Reader O MEMBERS Of THE JouRNAL family who have y gpeee for a list of books and to others who wish to enrich their personal libraries or to read fruittully during the winter holidays or to select books to give to friends at Christmas, we submit: |1| A Frontier Lady by Sarah Eleanor Royce. Yale Univ. Press, New Haven, Conn. 1932. $2. Charming. |2] North to the Orient by Anne Morrow Lind- bergh. Harcourt, Brace and Co., 383 Madison Ave., New York. 1935. $2.50. A modern epic. |3| The Autobiography of a Philosopher by George Herbert Palmer. Houghton, Mifflin Co., 2 Park St., Boston. 1930. $2. Delightful. [4] Seventy Years of It by Edward Alsworth Ross. D. Appleton-Century, 35 W. 32 St., New York. 1936. $3. An autobiography full of the joy of life. [5] Other People’s Money by Louis D. Brandeis. National Home Library Foundation, Washing- ton, D. C. Reprint 1933. 15¢. Invaluable. [6] Uncommon Sense by David Cushman Coyle. National Home Library Foundation, Washing- ton, D. C. 1936. 25¢. Today’s problems. [7] Rich Land, Poor Land by Stuart Chase. Mc- Graw Hill Book Co., 330 W. 42 St., New York. 1936. $2.50. Brilliant and informing. [8] Consumer Cooperation in America by Ber- tram B. Fowler. Order from the Cooperative League, 167 West 12th St., New York. 1936. $1. “Democracy’s way out.” 19] The Long Road by Arthur E. Morgan. Na- tional Home Library Foundation, Washington, D. C. 1936. 25¢. Toward the social good. [10] Horace Mann: His Ideas and Ideals by Joy Elmer Morgan. National Home Library Founda- tion, Washington, D. C. 1936. 25¢. For the Hor- ace Mann Centennial celebration. [11] Man, the Unknown by Alexis Carrel. Har- per & Bros. 49 East 33 St., New York. 1935. $3.50. Amazing. [12] The Prophet by Kahlil Gibran. Knopf Inc., 730 Fifth Ave., New York. 1923. $2. Too good not to own. The Journal goes to all members of the National Education Association The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold offiee, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 member- ship, to receive the Research Bulletins and the Annual Volume of Addresses and Proceedings. The payment of $100 gives the priv- ileges of the $5 active membership for life. Subscription to non- members is $2 per year; single copigs, 25 cents. Advertising rates on application. Please report at oncp any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Association of América. Published monthly, except June, July, and August, by the National Education Association of the United States, 1201 Sixteenth Street, N. W., Washington, D. C. Entered as second-class matter October 23, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 19279 VOLUME 25, NUMBER 9; DECEMBER 1936 “me NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES Journal JOY ELMER MORGAN, Editor VOLUME. 25 H. A. ALLAN, Business Manager NUMBER o CONTENTS FOR DECEMBER 1926 The Horace Mann Conference . . . . . . JOY ELMER MORGAN Horace Mann: Educator and Statesman. . . . . PAYSON SMITH Education in a Democracy Education, the Foundation for Social Organization . JouN DEWEY Education, the Means of International Understanding STEPHEN DUGGAN Association Activities. . . . . . . . . . . . LYLE W. ASHBY The Harrison-Fletcher Bill. . . . . . . . . WILLARD E. GIVENS Behind the Doors of the Cabildo. . . . . . . BELMONT FARLEY Presidents of Departments of the NEA . How Louisiana Secured Tenure . . . . . MRS. EMERY C. LIVELY Activities at the Anne Hutchinson School . MADELEINE SCHOENHOF True Costs of Crime. . . .. . . . . . . J. EDGAR HOOVER Future Teachers of America . Prevention of Disabilities in Reading ARTHUR I. GATES AND GUY L. BOND Two Philosophies of the Curriculum. . . . . . . PAUL V. BECK A Progressive School. . . . . . . . . . «ALMA MAY RODGERS The Sophistication of Tommy . . . . . . . ELIZABETH BROWN The Significance of Difficulty . . . . . WILLIAM H. BURNHAM Forums in Democracy . . . . . . . . . . J. W. STUDEBAKER New Geography for New Schools. . . . . . . EARL E. LACKEY Social Wisdom from History. . . . . . . . . WALTER E. MYER ee ee OE es a thccw ie, si wed oe ee Detroit Invites the Nation’s Teachers Five Lamps of Education . . . . . . . . . . . PB. SESHADRI Notes and Announcements The Honor Roll of the NEA 305 Published by the NATIONAL EDUCATION ASSOCIATION of the UNITED STATES 1201 Sixteenth Street, N. W., Washington, D. C. ORVILLE C. PRATT, President WILLARD E. GIVENS, Executive Secretar) J. W. CRABTREE, Secretary-emeritus Directors of Divisions Accounts & Records Mary J. Winfree Publications Joy Elmer Morgan Business H. A. Allan Research William G. Carr Classroom Service Agnes Winn Associate Director Frank W. Hubba. d Field Service Charl Ormond Williams Rural Service Howard A. Dawson Membership... .. T. D. Martin — Secretary’s Office Harriett M. Chase Secretaries of Departments Located at NEA Headquarters Deans of Women Kathryn G. Heath — Superintendence S. D. Shankland Elem. School Principals....Eva G. Pinkston Supvrs. & Dirs. of Instr. Mary | Hazell | A-127 HERE ARE TIMELY TEACHER-HELPS WHICH LIGHT THE WAY TO BETTER DAYS Here announced is a highly constructive service now ready for teachers | who are looking forward. It is built around the use of modern classroom materials easily and quickly supplied through the Mimeograph. Its‘ sim- plified loose-leaf texts have been prepared especially for this purpose by leading educators identified with the latest approved technique in teaching. These timely helps are forwarded in the form of ready-prepared Mimeograph stencils designed for immediate use. Any desired number of copies can be run off in record time on the school Mimeograph, at extremely low cost. This special stencil service includes also outline maps, standard school forms, athletic posters, and other wanted materials, all of the same high character. Latest particulars are set forth in attractive booklet which is sent free to teachers upon request. Write today to A. B. Dick Company, Chicago. See for yourself. In your community is a factory-trained man who will gladly demonstrate the new ready-prepared stencil service without placing you under the least obligation. See your classi- fied telephone directory or address A. B. Dick Company, Chicago. - MIMEOGRAPH THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ION ‘pournal VOLUME 25 NUMBER 9g of the NATIONAL «+ EDUCATION + ASSOCIATION OF « THE * UNITED + STATES—DECEMBER 1936 The Horace Mann Conference N THE village of Yellow Springs in southeastern Ohio, stands Antioch College, originally made famous by its first president, Horace Mann, pioneer among pio- neers. In spite of all the ups and downs since its founding in 1852, the college lives on—lives trium- phantly and inspiringly, a pioneer sll as in the days when Horace Mann gave the last years of his life that the college might go forward. Here is a school that has not for- gotten what Horace Mann taught —that the purpose of all education is to build up personality and character in their everyday appli- cations. Here is a school where college spirit means something deeper, finer, and more abiding than the rah-rahs of commercial- ized athletics—a college where eager young men and women are really searching after the good life. In this setting at Antioch Col- lege on October 16 and 17 there was held the Horace Mann Cen- tennial Conference, the first event in the Horace Mann Centennial, which is being celebrated during 1936 and 1937 under the auspices of the National Education Asso- ciation. The occasion of the centennial is the entrance of Horace Mann into the field of education. The celebration will include the re-publication of the best of Horace Mann’s writings, and events de- signed to bring his work and ideals be- fore the nation as a whole. The conference at Antioch had two distinct parts: One part, which centered around the dedication of the Horace Mann monument and the presentation of the Horace Mann play, is dealt with here. The other part of the program, which is covered on pages 273-76, was a conference of leading educators who Emma Stebbins, Sculptress The great-granddaughter of Horace Barbara Mann, placing a wreath on the Horace Mann statue at Antioch discussed the topic, “The Function of Education in a Democracy.” The central event was the unveiling, October 16, on the college campus of a bronze statue of Mann, presented to the college by Mr. Hugh T. Birch, an An- tioch alumnus of the class of 1869. In his presentation address, Mr. Birch de- scribed the occasion of his first meeting with Horace Mann: My good friends: It is a delight to see you here today. This is one of my happy days. I have lived long and have had many of them, but today is the culmination of them all. I want to say to you in a few VOLUME 25, NUMBER 9; DECEMBER 1936 Dette ne > RAN ARRAN E NPLP achtl GO CC AEN LLEDE LAIST SEN A ALLLOPE SD LOLA Ee > ALES Mann, words what may surprise you. | knew Horace Mann. Eighty years ago this summer, I was coming up one of the streets of Yellow Springs and met Horace Mann face to face. He held out his hand to me and | reached up and took it. And I want you to remember that in that hand- shake, the small boy of nine years re- ceived a thrill that in all these eighty years which have passed since, has not left me. That is one reason I am here today. I had an inspiration from Horace Mann. As a boy I fell in love with him and in all the years and struggles since, I have never for- gotten him. Horace Mann’s soul is in this statue. I have brought it here for the benefit of the people of Ohio as well as the people of Antioch College. And I want it to inspire you, one and all, to some great deed in life, because Horace Mann believed in performance rather than in expres- sion. He wanted everyone to be up- right and honest and true. Five or six years ago, I came to Antioch a lone man. I had lost all my immediate family; the last one to go was my daughter, Helen. | found that Antioch did not have ownership of the property in front of it. The college had a few scattered acres, but there was no place for the students to walk and play and be near to nature, so I conceived the idea of giving them a campus as a memorial to my daughter Helen. That has been accom- plished. They have a campus. I viewed Antioch College up and down, and it seemed to me that it needed an in- spiration. All institutions should have an inspiration from a great source. After having been in Boston where | saw the original, I had the idea of bring ing to Antioch where his spirit is stil! lin- gering, a statue of Horace Mann. With the help of my splendid son-in-law, Fred- erick Clay Bartlett, I got in touch with the great foundry in Munich, Germany, that [ 269 | LIAL Oe SRS ALTE Be ~ Naa rw = > + $e F ¢ i Pg ty 7 & 4 $ os the first model of Horace Mann’s statue, the one that is in Boston. We arranged to have the statue cast, originated and here it is today. | want you all to reverence it. I believe that Horace Mann will live again among you and his great spirit will give you life to go on and do great things in the world. Mr. Birch then presented the statue, which was accepted for the college by Mr. Homer Corry, secretary of the Mr. Corry traced career aS a Board of Trustees. Horace Mann’s lawyer; member and president of the Massachu- [ 270 | setts the Massa- chusetts Board of Education, “where for twelve years he served no other client than his state and the cause of educa- senate; secretary of tion”; member of Congress and oppo- nent of human slavery; and, finally, as president of Antioch. Mr. Corry paid tribute to Mr. Mann’s great service at Antioch as follows: It is appropriate that this statue should be located here on what is now a part of the Antioch campus and what was for- merly the farm owned by Horace Mann. Here it stands looking across beautiful Glen Helen to the college to which he gave his last full measure of devotion. Its| location here is symbolic of his own ap praisal of the West and of its boundless op. | portunities when he came to Antioch. . . | Horace Mann in 1852 was offered the presidency of Antioch College. For him| there came again the necessary choice be. tween political preferment and the cause of education. The dominating motives of his decision were his intense interest in humanity and the supremacy of his moral nature. These furnish the key to his life, So as an experienced man of affairs, an able lawyer, an eminent statesman, and a great educator, Horace Mann came to Antioch College. He came also as an ideal. ist, the controling passion of whose life was the improvement of mankind. He came to establish a college devoted to the cause of universal education. Here men and women were to have equal oppor- tunity. The college was open to those of any color or creed or class. Merit was the| only condition of admission. Mann planned to do more. He would elevate science from a position of obscurity to its rightful proportion in the scheme of education. Art and music were to be essen- tial. Physiology was to be taught and health emphasized as a fundamental ele. ment of achievement thru life. Teachers were to be instructed in the art of their vocation. Here there were united in one system education and character. To Mann education without religion was worse than no education at all. The diploma was more than a certificate of work done—it was a certificate of character. Education in all its aspects was to have an immediate! relationship to its practical social value. Antioch College was launched under the auspices of the Christian church with lofty] ideals of freedom and service which gave promise that the hopes of Horace Mann would ripen into achievement. When Mr. and Mrs. Mann arrived at Antioch, the college buildings were not completed, and the campus was wholly undeveloped. There were many discomforts and annoy- ances, but these were incidental. There! were other fundamental weaknesses, how- ever, namely, a divided authority and a bankrupt college. The college property was sold on April 20, 1859, purchased by friends of Horace Mann and of the college, and turned over to a new Board. The future of the institution now seemed as sured, but these troubles had enlisted the most strenuous efforts of Mann for months prior to that time. The Commencement of 1859 was one of rejoicing, but the strain, [Continued on next page] The original building at Antioch, still in use THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ( n he 1. Its} 1 ap} s P| 1 the] him| e be. Cause es of ‘st. in noral s life, rs, an and a ne to ideal- e life I. He! to the! men >ppor:-| ose of as the} would scurity me of essen: it and) al ele. -achers f their in one Mann se than a was one—it tion in nediate! lue. der the th lofty} th gave) : Mann| en Mr.| ch, the| ed, and| veloped. annoy- There] -s, how- r and a orty was) used by college, rd. The med as sted the months ‘ment of| 1e strain) TRIBUTES FROM THE ADDRESSES AT ANTIOCH HORACE eACANN Horace Mann: The greatest of the American prophets of education in and for democracy.—JoHn Dewey. Horace Mann was truly one of the great emancipators of his time. He carried forward the “American dream” of the Founders of the Republic, and wrote a thrilling chapter in the advance of effective democracy in this country.—E. H. Linney, chancellor, University of Kansas. Wherever teachers would teach or children would learn, there dwells the spirit of this friend of mankind, statesman, and educator, Horace Mann.—Payson SMITH. It is the business of education to keep bright the torch which lights our upward and difficult path, and our business as educators to follow the high example of Horace Mann in discovering ever brighter torches and more direct paths.—Kari T. Compton, president, Massachusetts Institute of Technology. The spirit of Horace Mann is immortal—his pioneering, his devotion to truth, his moral fervor, his insistence upon the social purposes of education and its necessity in a democracy.—Homer C. Corry, secretary, Antioch Board of Trustees. Horace Mann’s farreaching work in public education has Education. Hugh T. Birch, An- tioch alumnus and donor of the Horace Mann statue [Continued from preceding page| | was too great, and Mann died that summer. The spirit of Horace Mann is immortal. In the truest sense it is embodied in this institution and its principles. His pioneer- ing spirit, his devotion to truth, his moral fervor, his insistence upon social purposes of education and its necessity in a democ- tracy, are still incorporated in Antioch. Following the acceptance, a great- granddaughter of Horace Mann, Bar- bara Mann, placed a wreath at the base of the statue. The final speech at the dedication ceremony was made by Dr. | Payson Smith, for twenty years a worthy successor to Horace Mann as State Commissioner of Education in Massa- earned for him the title of “father of the common school.” Of nearly equal importance were his subsequent contribu- tions to higher education as president of Antioch College. —A. D. Henperson, president, Antioch College. The career of Horace Mann is really a tribute to freedom and democracy. He could not dictate his reforms; he could only explain their nature and urge their trial. That is the only way whereby truth can make its victories— STEPHEN Duccan, director of the Institute of International NEA’s Com- mittee on the Horace Mann Centennial. Dr. Smith’s address on “Horace Mann, Educator and Statesman” appears on page 272. A Horace Mann play, “Testament of Faith,” was presented by the Antioch Players and members of the faculty. The play was given on October 16 for the guests of the conference and re- peated on the following night for the people of the community. Written by Paul F. Treichler and other members of the Antioch faculty, the play opens in 1837 “when Mann was first offered the post of Secretary to the Massachusetts State Board of Education. It covers his struggles with religious sectarianism during his secretaryship, his subsequent antislavery career in Congress, and the six years of his presidency of Antioch.” The drama was admirably presented, the leading part, that of Horace Mann, chusetts—chairman of the N CIATION! yoLUME 25, NUMBER 9; DECEMBER 1936 Ls EAB. AE SORAYA EDS ABARAT 8 8 S06 cE BOL A AS ea al aE Horace Mann being carried with especial effectiveness by Arthur Lithgow. Arthur E. Morgan, former president of Antioch, who had expected to be pres- ent at the conference, was unable to do so. Much of the credit for the present standing and achievements of Antioch belongs to Dr. Morgan, who after years of careful building, resigned to become head of the Tennessee Valley Authority. Phases of the conference which de- serve special mention were the hospital- ity of both faculty and students, the timeliness of the introductory statements by President A. D. Henderson, and the success with which the conference car- ried out its aim, “to be of some real serv- ice to education, to advance us, however slightly, towards the definition of a new educational goal.” Addresses delivered at the Horace Mann Conference at Antioch will be printed in book form by the Antioch Press. The book will contain the ad- dresses of John Dewey, Stephen Dug- gan, George F. Zook, Karl T. Compton, E. H. Lindley, Mrs. Lillian Gilbreth, Payson Smith, Homer C. Corry, and Hugh T. Birch. It will also contain a brief sketch of Horace Mann’s life and a condensed version of the panel discus- sion which closed the conference. The 176-page book, cloth-bound, will be priced at one dollar a copy. It will be available by February 1 from Antioch College, Yellow Springs, Ohio. —Joy Ermer Morcan. ON tem 7 EE eae * + Y TORE ee an ane cpm ay ae) Horace Mann: Educator and Statesman THE HORACE MANN CONFERENCE AT ANTIOCH | Payson Smith T Is extremely appropriate that here Antioch College should be held vl first of the series of exercises which will mark the one-hundredth an- niversary of the beginning of the educa- tional career of Horace Mann, who was indeed both statesman and educator. To this institution Mann brought the faith- ful service of his mature years. To it he brought that philosophy which was finally to permeate the entire educational structure of the nation. We of New England find cause for rejoicing that Mann’s own life work linked the west with the east. We are glad, as all educators must be glad, that not only the lower schools but the colleges came under his personal in- fluence. As we look across the century, Antioch symbolizes fulfillment noble life. The year in which Horace Mann took up his duties as secretary of the Massa- chusetts State Board of Education was almost exactly two centuries away from three most notable events in the history of American education: the founding of the Boston Latin School, the founding of Harvard College, and the promulga- tion in 1647 of a declaration in behalf of popular education. That year was like- wise a half-century away from the time when W ashington, Jefferson, and others of the founding fathers had stated clearly that the education of the people is essential to any form of government based on the principles of democracy. Notwithstanding these beginnings, it was a sorry condition into which educa- tion had come at the opening of the last century. Neither free public highschools nor higher education had at all gener- ally won the support of the people. In 1830 only three states had established free elementary schools. In most in- stances, even in these states, the public schools were so inferior that people sent their children to them only when they could not afford to pay the tuition charges of private schools. School build- ings and school equipment were meager and shabby. The majority of children of a [ 272 | attended school irregularly, while many were in school for extremely limited periods of time, or not at all. The teach- ing corps was made up of persons of scholastic equipment only a little in ad- vance of that of the pupils. Even more significant was the gen- eral apathy of the public. The schools everywhere were poor, and there was apparently little discontent about the matter. Perhaps no more striking com- mentary could be made than the dis- approval expressed by the friends of Horace Mann that he should devote his talents to the lowly task of education. There must, however, have been deep undercurrents of discontent among the people that such conditions could exist. Otherwise, leadership could not have accomplished almost within a decade results so important. Not only had new spirit come upon the schools, but in reality a national ideal of education was firmly and permanently established. Whatever modification of detail may come, the American people are hardly likely ever to reject the proposals that were implicit in the philosophy of Horace Mann. The educational statesmanship of Horace Mann took root in his broad knowledge and thoro understanding of the political and social problems of his time. While his interest in education was intense—so intense that he gave to it an almost fiery devotion—yet that in- terest was only the outcome of his clear comprehension of human needs. He was not a school man, in any narrow sense. He believed in the education of the people because he comprehended the scope of the needs of the people and believed that education could be wid- ened to meet all of these needs. Educa- tion was to him no separate compart- ment of life. It was life. Mann likewise had faith—a charac- teristic essential alike to the educator . and the statesman. When he dedicated his life and work to posterity he gave expression to a faith that never faltered But knowledge, understanding, and faith are not enough. The statesman and the educator alike must accept some philosophy as a guide. Horace Mann had such a philosophy. It was embodied in the doctrine of the improvability of mankind. His writings breathe his un- restrained enthusiasm for education as a transforming force... . Mann was chiefly an individualist in that he wanted to be sure that every! child should have his chance. He was not unmindful of the responsibility of| education for the welfare of society, but} he could see no way of raising the gen eral culture of a people except by raising the culture of the unit. A philosophy, however essential, must find somehow a program for its trans. lation into action. Horace Mann at once| sought a program. The task was not an easy one. A hundred years ago today there was no such thing in America as af coherent program or system of educa! tion. It is no exaggeration to say that edu cation in this country a hundred years) ago was as a whole w ithout order, with: out defined purpose, and without the semblance of organized planning. . . Horace Mann became an evangel, no} less, in the cause of popular education. No incidents of his life are more mov- ing than his journeys up and down and across the state of Massachusetts, calling to the people to consider with him the concerns of youth. With what depres} sion did he record those meetings which} did not seem to yield the results for} which he hoped; with what joy did he| hail the triumph of a man won to his cause, a community moved to action! For nearly twenty years, from my of fice window in the Statehouse at Boston I would often look across the grounds) There was a statue, like the one unveiled! here today. Near that spot Mann de’ clared that he accepted posterity as his| client. Near the spot where we stand| today he counseled youth to be ashamed to die until it had won some victory for humanity. Yet today the circle of his! influence is not bounded by the limits of Massachusetts and of Ohio. Where: ever teachers would teach or children would learn, there dwells the spirit o this friend of mankind: statesman and educator, Horace Mann. ' THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | i Nn 1 asl ee odied| ity of iS un- ON as list in| every! © was ity of| y, but} 2 gen- aising , must trans. t once not an today ca asa educa-| at edu-| | years) , with- ut the al yel, no} cation. > mov- yn and calling im the depres: which! Its for} did hel to his| ion! | my of; Boston,| -ounds,| nveiled} nn de as his| > stand! Shamed ory for of his} > limits Where- hildren pirit o an and | SATION | Education 1n a Democracy THE HORACE MANN CONFERENCE AT ANTIOCH RESIDENT A. D, HENDERSON of Antioch College, in the invitation to the Horace Mann Centennial Confer- ence, announced that its purpose was “to honor the memory of a great man by carrying on his work.” The part of the program dealing im- mediately with the life of Horace Mann has been presented in the preceding pages. This page and the following three are devoted to the other part of the program: discussions of “The Func- tion of Education in a Democracy.” The conference opened with an ad- dress by Dr. E. H. Lindley, chancellor of the University of Kansas, who spoke on “Educational Opportunity in a De- mocracy.” Dr. Lindley declared: Within recent decades, the conception of leadership has been clarified and enriched. Leadership is widely diffused thru- out the social mass. group, It appears in every small.... It is the magic of personal influence, specialized and varied as are the associations of men. It is as important for society that there be a best woodchopper in the gang as a best general in the field. The craving for supe- riority and leadership in one’s own world is the: sparkplug of action and the mighti- est contribution to human progress. . The pattern of mankind is constantly changing- Within the last minute twelve persons have been born into the world and ten have died. Infants come with blank brains to be shaped by the suggestions and traditions of their time. The mature who die carry into oblivion skills and knowl- edges—but also outworn conceptions and beliefs. Mankind is always dying and be- ing born anew. One-third of the popula- tion belongs to the category of children and youth, always the most plastic and educable of our people. Verily, as child- hood and youth go, so goes the nation. however Dr. George F. Zook, director of the American Council on Education, fol- lowed with an address on “The Educa- tional Program in a Democracy.” Dr. Zook said, in part: In setting up an educational program to make democracy effective, we may well place considerable emphasis upon our abil- ity to produce, distribute, and consume those material goods which minister to our physical comfort and welfare. ... Long before the Christian era, however, indi- viduals struggling to lay hold on the mean- ing of life learned that “man does not live by bread alone.” There is within the breast of every human being a yearning for values spiritual and cultural as definite and strong as any hunger for the material things. . . The program of our educational system must, therefore, provide not only appro priate curriculums suited to the vocational and professional aptitudes of individual students but it should explore the wide realm of cultural interests peculiar to indi- viduals living in a modern world. . . . It is to be remembered, however, that no matter what may be the number and character of interests peculiar to individ uals they are, after all, only a part of a whole. The systematic botanist, the geneal- ogist, and the archeologist may indulge their peculiar interests to the end of their days but unless their tiny bits of informa- tion are added together in such a way as to give them meaning in life their culture has not reached a high level of attainment. . . . We are here in a realm where numerous choices in social policy must be made thru the democratic process. As Horace Mann pointed out, knowledge and virtue are the two great foundations on which the suc- cess of democratic government must be based. “We need general intelligence and integrity as we need our daily bread. A famine in the latter would not be more fatal to natural health and life than a dearth in the former to political health and life.” ... The agencies to bring about this development in popular education and individual character are the schools and higher institutions. They are equally the conservers of our material and cultural past and our assurance for the future. At the second session, Dr. John Dewey paid high tribute to Horace Mann, whom he termed “the greatest of the American prophets of education in and for democracy,” thanks to whom “more than to any other one person there now exists in the states of the Union a system of free common public schools.” Dr. Dewey’s address dealt with the fundamental problem of the United States in Horace Mann’s day and now. The concluding section of his address appears on page 274. Dr. Stephen Duggan, director of the Institute of International Education, who because of illness was unable to be VOLUME 25, NUMBER 9; DECEMBER 1936 present, sent an admirable paper, “Edu- cation, the Means of International Un- derstanding.” (See p275.) At the third session Mrs. Lillian Gil- breth, consulting engineer in manage- ment, spoke on “Education and Indi- vidual Advancement,” and Dr. Karl T. Compton, president of Massachusetts Institute of Technology, on “Education and Social Progress.” Mrs. Gilbreth raised the question, “Is the individual of prime importance?” Her answer was: The catch-phrase of today seems to be “group-activity.” But in the final analysis every group, no matter what its type or size, is made up of individuals, and one way of measuring its progress is by meas- uring individual advancement. Dr. Compton’s address contained these significant paragraphs: Directly ahead of our civilization lies a complex problem of transition and revi sion. To work out its solution, complete freedom of thought—which includes, most emphatically, a disciplined imagination— is clearly the first requirement. A second requirement is profound respect for per- sonality, beginning with the personality of the child. A third is the spirit of sympa- thetic interest and cooperation between specialists in all fields of knowledge, that wisdom may not linger while knowledge flourishes. And a fourth, beyond a doubt, is faith in the ultimate vindication of the highest moral values without which the zest for life must perish. It is the full-rounded task of education to supply these needs and it is in the liberal air of democracy, and from its fertile soil, that these fruits may best be garnered. With free untrammeled science, and, finally, well developed philos- schools, an ophy to steer our life, social progress to- ward the worthwhile ends of living is assured. It is the business of education to keep bright the torch which lights our up- ward and difficult path, and our business as educators to follow the high example of Horace Mann in discovering ever brighter torches and more direct paths. The conference was closed by a panel discussion at the fourth session in which the various speakers joined with other leaders in discussing the issues raised by the addresses. Education, the Foundation for Social Organization THE HORACE MANN CONFERENCE AT ANTIOCH HEN we turn to the problems and issues that are positively in- life, about them is almost paralyzed volved in present social thought by their vastness and complexity. It is easier, more comfortable, for educators to assume that there is a sharp division between their work and these problems. Yet to take this course is impossible as well as unfaithful. the teachers The question is whether finally schools —_ which and means administrators— will passively wait and accept whatever the movement and social forces imposes upon them, or whether they will have recognized a constructive function: that of laying the foundations of those attitudes, purposes, and ideas ot economic that will enable a democratic society to maintain itself. , A society that does not know where it is going or where it wants to go will be reflected in an educational system that is also drifting and uncertain. To a very considerable extent this is what has been happening in the last forty or fifty years. Studies and courses have multiplied i in response to special social demands; the school plant has been enormously ex- tended, and the school population in- creased manyfold. Beyond a general drift in the direction of vocational edu- cation, however, it is difficult to discover unity of movement and principles in the great changes that have occurred. Today it is not, then, the absence of educational agencies, but the very ex- istence of schools, libraries, forums of discussion, the radio, that presents the problem of the relation between educa- tion and the organization of society. The crisis that came upon us in 1929, but that had been preparing ever since the war and even before, proves the existence of great economic dislocations and strains. The fact that the human the schools found them- selves in such vast numbers unable to find a position and a vocation proves the incapacity of the machinery of voca- tional education we products of had created to op- We may well ask what is the [ 274 ] erate. use or sense of an educational develop- ment that finds itself unable to function. The reply that its inability to function concerns only an emergency has no point if the conditions that produce the emergency remain in force and the edu- cational system is doing nothing to modify the social organization that cre- ates these conditions. I have mentioned this particular point as a striking illustration of the outstand- ing problem of education today. Only two alternatives exist. We may continue the policy of permitting undirected so- cial changes to dictate what takes place in the educational system, or we must think and act upon the assumption that public education has a positive responsi- bility to shape the habits of thought and action that in turn shape organized con- ditions of social action. The latter course cannot be undertaken without a pro- found and courageous willingness to consider the real meaning of the Amer- ican experiment and of American life, the obstacles that stand in the way of its realization, and the methods by which its basic ideals can be continuously pro- moted. What, after all, is the meaning of democracy? Is it simply a form of gov- ernment or is it a way of life? If it is a way of life, does that way include or exclude the economic relations of men, the industrial organization of society, the problems of employer and employee, of material security? Even if we limit our conception of democracy to the form of government, how far is a demo- cratic government possible in the pres- ence of great concentration of wealth on one side and economic insecurity on the other? Is an industrial oligarchy incom- patible with democratic political gov- ernment? In the present campaign, we hear a great deal about “the American way of life” and the forces that menace it. Are we clear what this American way of life zs, and what the forces that threaten to undermine it are? These questions concern every mem- ber of the nation, but they come home John Dewey with peculiar intensity to educators. Un- til there exists among teachers as a body some coherent, definite, and unified idea of what democracy means, what kind of social consequences, including eco- nomic and industrial, are compatible with the democratic way of life, there will be more talk than reality in discus- sing the place of education in the main- tenance of democratic institutions. I am aware that the questions I have ‘raised cut deeply into controverted is- sues, and that there exists a more or less deliberate and organized attempt — of which teachers’ loyalty oaths are one example—to deter educators from even thinking about such questions. In spite of these facts, indeed to a considerable extent because of them, I urge that ex- cept as teachers and administrators as a professional body reflect upon such questions and arrive at a fairly unified ‘mind about them, the relation of public ‘education to the maintenance of a dem- ocratic way of life will remain drifting and undirected. I think there is considerable exaggera- tion in the statement that democracy in this country is seriously threatened by a dictatorship from either the right or the left. I think there is more danger that we shall go stumbling along. But stum- bling and drifting may be fatal to the en- during maintenance of a democratic way of life, even tho it does not eventuate in either a fascist or communist dicta- torship. In order to be intelligent, the idea of the democratic way of life must not remain vague and general. It must be translated into the concrete details of what it means in every walk and aspect of life. The enforcement of an under- standing of what it is and means thru- out every form and mode of human association is the pre-eminent task of public education in our day and aa tion. We shall continue the work t which Horace Mann gave himself by engaging devotedly in the execution of this task. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ra- in ya the hat m- en- yay ate >ta- the ust Just s of rect der- iru- nan of era- to by 1 of ION Education, the Means of International Understanding THE HORACE MANN CONFERENCE AT ANTIOCH IEWED in the great sweeps of history, there has been both ebb and flow in education as a tide bearing in- ternational un- derstanding. There was a time when the “outlander” was believed capable of anything that was alleged against him. The assem- bling of thousands of young men from all over Europe to study at Paris, Bo- logna, Prague, and elsewhere could not fail to dispel, at least partially, the erro- neous ideas held by these students before their arrival. The life lived by the wan- dering students might not always have been impeccable, but it can hardly be questioned that when these students set- tled down they became something in the nature of lighthouses i in an area of great mental darkness. But the rise of the medieval univer- sity was synchronous with the begin- nings of modern nations. . . . In addi- tion to ignorance there was added the deliberate inculcation of the belief in the unquestioned superiority of each national culture. The school was the agency whereby this was accomplished. The question arises then, whether edu- cation may not be the means of inter- national misunderstanding rather than understanding. What is education? Its very essence, its core, is truth. “What is truth?” asked Pontius Pilate of Jesus. Well, one thing it certainly is not. It is not deliberate falsehood. And when ulterior motives intrude, one is no longer dealing with truth as subjectmatter or with education as a constructive process. Nor is the de- velopment of a mere power to absorb information education, however accu- rate the information may be. “Ye shall know the truth” means questioning the probability of the facts and the sound- ness of the inferences. If this is true of human activities gen- erally, consider its importance in inter- VOLUME 25, NUMBER QO} national relations. Every nation wishes —as it shou!d—to preserve its traditions, its form of culture and civilization, to make the most of the fine deeds of the heroes whose names line its history’s pages. But to have the young love these heroes and wish to emulate their deeds, is it necessary to derogate the men and deeds of other lands? Yet that is just what is done. The history books of every nation, including our own, are replete with unfair and sometimes slur- ring remarks about other nations with whom there has been friction. To take up arms against one’s govern- ment is considered rebellion and treason to boot. “Treason against the United States,” reads our Constitution, “shall consist only in levying War against them, or in adhering to their Enemies, giving them Aid and Comfort.” When in our history we consider the taking up of arms against the government on the part of the Southern states we term it “The Rebellion” and refer to those en- gaged in it as guilty of treason. But how many of our teachers, even in our high- schools, apply the definition of treason given in our Constitution to our Revo- lution and explain that it was the most natural thing in the world for English- men to try to suppress what to them was mere rebellion. I believe the patriots were right in the Revolution and I be- lieve the North was right in the Civil War, but it is unfortunate that most textbooks studied in our schools portray our history as one succession of noble and impeccable deeds upon the part of our government. The great danger of such an unthink- ing acceptance by the pupils of loaded information concerning other peoples is that no critical attitude toward news is developed. Despite the fact that more people proportionally are in college in the U. S. than in any other great coun- try, and that an increasing percent of our population are in highschool, still many of our people must get the truth, and the ability to perceive the truth, by the time they graduate from the elemen- DECEMBER 1936 Stephen Duggan tary school or at about fifteen years of age at the most. The overwhelming number of these elementary-school grad- uates limit their reading after gradua- tion to the daily newspaper, the cheap magazines, and books of popular fiction. Yet in the last analysis it is these people who may be the deciding factor in set- tling such an important issue as whether you can export goods to foreign markets unless you are willing to accept goods for payment in your own markets. Fortunately those who, we hope, will form and lead public opinion in the future, the students in our colleges, are receiving an education in international affairs which is most encouraging. More- over, an informed public is gradually being developed as the result of the spread of such organizations as the Foreign Policy Association and discus sion forums. In all probability were an- other crisis to appear in our interna- tional relations such as took us by sur- prise in 1914, we would undergo a sim- ilar barrage of foreign propaganda but we would not be such easy victims. The number of newspapers that pub- lish adequate news of foreign affairs is lamentably small and the number of people really interested in foreign af- fairs is also small. It is difficult enough for a citizen to learn the facts of a do mestic problem in this vast country of ours. It is many times more difficult to understand the problems and difficul- ties of a foreign area separated from us by thousands of miles of space. Americans cannot forget the influence upon public opinion in our country of alleged German atrocities in Belgium which were widely believed here and which contributed materially to prevent ing a reasonable peace settlement at the end of the war. There can be hardly any question that the deep resentment felt by Americans at their having been in- tentionally misled explains the attitude of distrust on the part of many Ameri- Mh AO SLAM. EE NO AS cans toward reports concerning current iffairs proceeding from foreign nations. In ig17 and 1918, it was possible to maintain such a campaign of misrepre- sentation because of the existence of war. Today the world is supposed to be at peace, yet in over half of it force reigns Dictator- ship is founded upon force. There exists as supreme as 1n time ot war. no freedom, neither of speech, nor of person, nor of the press. . . . The cen- views that are to The ee may dilate upon the handout of the sor determines the prevail. daily government; it criticise it. The citizens of these countries themselves do not know. may not Only the oligarchy in control knows, and it does not publish the facts. More- over, anyone familiar with the course of events during recent years is aware of the terrible power w ielded by the censor in stimulating animosity against a for- eign government or nation, which stim- ulus cannot be corrected by access on the part of the people to the foreign press because the circulation of the for- eign press is prohibited. The democratic system is a sine qua international meaning by non to an education in understanding, “under- standing” a actual facts. It is true that in a democracy the press is only relatively free and that in some democracies it is purchasable. But in a democracy there always exists an opposition, and the opposition is usually sufhciently alert to prevent the total sup- pression of the truth. realization of the If democracy is a sine qua non to an education in international understand- ing, an education in international under- standing is essential to the maintenance of democracy. It is most necessary that the citizens of a democracy understand the methods whereby a dictatorship has supplanted democracy. There are few democracies which do not contain luke- warm adherents of the democratic sys- tem; there are some which include open enemies. . It would be a great mistake to assume that a change from democracy to a dic- tatorship necessarily means a fall to un- mitigated evil. Germany has been uni- fied in spirit by Hitler as it was never unified before. The period of defeatism is over; the outcast nation has been put upon an equality with the mightiest. But it is equally true that freedom of speech, assembly, and the press has been [ 276 | destroyed and that a rigid censorship exists. The university has been trans- formed into a political institution, and dissent has been forbidden even in the church. The ideal of the totalitarian state has resulted in the almost complete regimentation of the German people. In 1789, the French Revolution sent flaming across Europe the twin doc- trines of nationalism and democracy that destroyed the last vestiges of feudalism in the West. There was erected upon its ruins a new civilization, capitalistic de- mocracy, characterized by many vicious attributes but nevertheless allowing for the fair play of the human spirit to an unexampled extent, so that science, art, music, and literature flourished as they seldom had done. This was due to the exaltation of the individual, to the in- sistence upon the infinite value, yes, the sacredness of personality. We are now in the midst of another world move- ment throwing into the discard the philosophy of individualism that has prevailed for more than a century, in- sisting that the individual has no rights except as allowed him by the state. All he has, all he is, are at the discretion of the state, not only his goods but his very thoughts lest they be “dangerous.” No country in the world has escaped the influence of this philosophy: of life. In England, France, and the United States it has resulted in increased regu- lation by the government to remedy abuses that have become attached to the democratic system as the result of un- controled, selfish individualism. In Rus- sia, Italy, and Germany the movement has taken the form of the totalitarian state in which no man can call his soul his own. When a problem becomes a world problem it needs a world solution. There can be some hope of a reasonable solu- tion of an international problem that concerns two states; the difficulty is in- finitely increased when it concerns all the states. Can the two political systems, democratic and autocratic states, exist side by side in a world that is narrowing daily, or is the one destined to destroy the other? Is democracy to yield without a strug- gle? Are we to accept a defeatist atti- tude despite our awareness of the fact that the success of totalitarianism means the gradual decay of most of the fine things of life? Now is the time to rally THE JOURNAL OF our forces in defense of the gains made during the past five centuries. The Ren- aissance, the and _ the French Revolution were movements to liberate the human spirit. Surely we are not yet ready to accept a philosophy whereby it will be shackled. Thruout the length and breadth of our country, there is being celebrated the centenary of the public-school re- vival inseparably associated with the name of Horace Mann. In the life of no great American have the principles ad- vocated in this address been more fully incarnated than in Mann. To assure himself of the justifiability of the re- forms he advocated, Horace Mann vis- ited Europe in 1843 to study national systems of education. There resulted from his visit his celebrated Seventh Annual Report, which proved to be a storm-center of controversy. Conserva- tive teachers everywhere felt themselves attacked and made savage replies. The attention that was drawn by the contro- versy to the reforms advocated by Mr. Mann hastened their adoption. It was decidedly an illustration of the con- quest of truth. But it proved to be more ron that. The Argentine Minister to the United States, Domingo Sarmiento, became deeply interested in Horace Mann's school reforms, and when in 1868 he be- came president of his own country he took with him a considerable number of Horace Mann’s teachers. The vivifying influence of the Horace Mann idea and of the North American teachers trained under this idea, and sometimes selected by Horace Mann, who took up their work not only in Argentina, but in Chile, Uruguay, and Brazil, helped to lay the foundations for elementary edu- cation and the preparation of teachers in these countries and to instil a spirit among the teachers which was still to be noted a decade ago. Again was interna- tionalism justified ef its results! It is even possible that the cycle may be made complete, and that the freedom of teaching and of study advocated by Horace Mann largely as the result of his visit to Prussia may return to the land of its origin. The career of Horace Mann is really a tribute to freedom and democ- racy. He could not dictate his reforms; he could only explain their nature and urge their trial. That is the only way whereby truth can make its victories. Reformation, THE NATIONAL EDUCATION ASSOCIATION ‘ - ‘ye Lo oY — ssociation Activities NEA Headquarters at Washington HE AssOcIATION’s program of ac- tion for 1936-37 is moving steadily forward. Encouraging progress is being made in the development of both lay and profes- sional support for the enactment of the Harrison-Fletcher Bill providing for fed- eral aid. [See next page. | The establishment of a new division of the headquarters staff in the field of teacher welfare was announced in the October Journa. A series of leaflets on teacher welfare is being prepared for dis- tribution among laymen as well as teach- ers. Topics include tenure, retirement, salaries, academic freedom, and equal opportunity. Watch later issues of THE JourNnaL for announcements concerning the publication of these leaflets. A number of recent projects of the Re- search Division have also been in the field of teacher welfare. One is the Sep- tember issue of the NEA Research Bul- letin, entitled “A Handbook On Teacher Tenure.” Another is a survey of mini- mum salary laws now under way for the NEA Tenure Committee. Still another is a report regarding teachers’ oaths, which includes copies of the oaths now required in different states. It is valuable to groups working on this problem. Activities of the Association in the broad field of educational interpretation are numerous. ... American Educa- tion Week was observed more widely in 1936 than ever before. A rough indica- tion of increased interest is the fact that 30 percent more material was distributed from NEA headquarters than ever be- VOLUME 25, NUMBER Q; A Rees SRR F-FBM fore. These materials are prepared as a service of the Association and made available at cost prices... . The radio programs, “Our American Schools,” are being broadcast twice each week over nationwide hookups. Copies of leaflets describing these programs may be se- cured for distribution in your commu- nity by writing to NEA headquarters. ... Widespread newspaper coverage likewise flows out from headquarters in releases on educational subjects. For ex- ample, a story on American Education Week went to about 4000 rural news- papers thru the facilities of a press serv- ice contacted by a member of the NEA headquarters staff. . . . The NEA Com- mittee on the Horace Mann Centennial, of which Payson Smith is chairman, already has plans well developed for the observance. The Educational Policies Commission will hold its fourth meeting at the Stevens Hotel in Chicago, December 4-8, 1936. Reports of sub-committees in the field of objectives are among the statements that will be presented for consideration and action. Plans are being developed for the Detroit convention of the NEA next summer. [See page 301. | President Threlkeld’s plans are rapidly being completed ‘for the 1937 meeting of the Department of Superintendence. [See page 279.| An innovation of the New Orleans program will consist of group meetings built around the com- mercial exhibits. Preparation of the 1937 Yearbook of the Department of Super- DECEMBER 1936 ee intendence, to be presented at New Or- leans, is nearing completion under the direction of Chairman Frank G. Pickell, superintendent of schools, Montclair, N. J. It will be entitled “The Improve ment of Education—Its Interpretation for Democracy.” The Department of Elementary School Principals announces that Doro- thy Dix, noted feature writer, will be the main speaker at the Department's banquet at New Orleans. The 1934 Yearbook, “Aids to Teaching in the Elementary School,” has now gone into its fourth printing. The Department of Supervisors and Directors of Instruction will publish special issues of Educational Method during with — social studies, arithmetic, language and com- position, and natural science. Many other departments of the Asso- ciation have projects of interest under way. As examples: The Department of 1936-37 dealing Adult Education is giving special serv- ice to adult groups and forums... . The Department of Business Fducation has just inaugurated The National Busi- ness Education News Letter to be sent to its members three times a year in ad dition to the National Business Educa tion Quarterly which will be continued ... The Depart- ment of Secondary Education has a num in its present form. ber of large committees at work on such vital problems as education for citizen- ship and motion picture appreciation. Membership enrolments in the Asso- ciation have been arriving in encourag- ing quantities. If the receipts continue strong, the goal adopted at Portland, “At least a 10 percent increase,” will be realized by many states, before the an- nual midyear membership count is made on December 31, 1936. In twenty states, especially aggressive statewide enrol- ment campaigns have been organized by local leaders. See pages 304 and A-132 for effective enrolment suggestions. Leadership is the great need in the task of uniting the teaching profession thru membership in the National Edu- cation Association. Present members of the Association constitute the leadership that must be depended upon. Have you enroled one or more new members this year? Doubling the Association’s enrol ment and power is as simple as that if every member will do his part. Will you do yours?—Ly te W. Asney. | @ Leia i “F7 60 hd RECARO a at ee The Harrison-Fletcher Bill Willard E. Givens opes are brighter now than ever H for the passage of legislation pro- viding tederal support tor public education. The Harrison-Fletcher Bill vas introduced in the last session of Con- gress and will be reintroduced at the opening of the next session. Support of this bill is in keeping with the resolution adopted by the National Education Association at its Portland onvention in July 1936: The National Education Association re- afirms with emphasis its indorsement of the principle of federal aid for education. The Association urges upon the Congress of the United States early passage at the next session of such legislation as is em- Senate Bill 4793 [Harrison- Fletcher Bill] introduced in the Second Session of the 74th Congress entitled “A bodied in Bill to promote the general welfare thru the appropriation of funds to assist the states and territories in providing more effective programs of public education.” The Harrison-Fletcher Bill provides for an initial appropriation of $100,000,- 000 and an increase of $50,000,000 per year until $300,000,000 per year is pro- vided. These funds will be appropriated to the states to be used by them for schce’' 3. The manner in which the funds received shall be used for the mainte- nance of a program of public education is left wholly to the states. The funds will be apportioned to the states and terri- tories according to the number of per- sons 5 to 20 years old in each. The amount proposed in the bill would pro- vide about $2.54 for each such person the first year, increasing to $7.63 the fifth year. The campaign of the National Educa- tion Association for the passage of the Harrison-Fletcher Bill is receiving most encouraging support from both educa- tional and lay groups. Many persons in important positions, who previously have not been enthusi- astic about federal support of public edu- cation, are giving wholehearted support to this bill. For example, State Super- intendent T. H. Harris writes to the United States Senators and Representa- HE TIME has arrived when the government of the United States thru its Congress must more fully discharge its obligation in the sup- port of schools for the masses of our citizens. . . .» Being founded upon the authority of the ballot, the government, in order to perpetuate and protect its ideals, purposes, and institutions, must see to it that each ind1- vidual citizen is given full and free opportunity to acquire the knowledge, attitude, and will to exercise intelligently, honestly, and effectively the privilege of suffrage. . . .» The need for federal assistance in the support of public education is . . . fundamentally based upon economic necessity. . . « It does not necessarily follow that control must follow the dollar. . . . The fabricated bogeyman of federal control is but a flimsy excuse for fail- ure to admit squarely the economic and soctal justice of federal assistance to the states for public education—Honorable Pat Harrison, U. S. Senator from Mississippi. tives from his own state of Louisiana: This bill provides substantial support for the public schools in the different states, turns the money over to the school authori- ties of the different states for use in the support of the schools, and gives the fed- eral authorities no opportunity to interfere in the administration of the funds further than to audit the federal expenditures with the view of seeing that the funds have been used for the purposes for which they are allocated by the government. I hope that you may find it possible to support this bill. Unquestionably, the the- ory is sound that the entire nation should be used as a unit in raising money for pub- lic-school support. The obstacle that has stood in the way of such legislation here- tofore has been the fear of federal control of the schools. Every person or group interested in the passage of the Harrison-Fletcher Bill should remember that it is to be reintro- duced at the opening of the Seventy-fifth Session of Congress. It is necessary that a sufficient number of Senators and Rep- resentatives in Congress be interested in this bill to urge early hearings and favor- able action. For that reason, friends of the bill should write directly to their Senators and Representatives. It is also important that educational and other organizations pass favorable resolutions for this bill and that the reso- lutions be forwarded to Representatives and Senators and to the NEA head- quarters. An example of such action was that taken by the Board of Directors of the THE JOURNAL OF Michigan Education Association on Sep- tember 21 when “it was moved and sec- onded that the Board approve the Harri- son-Fletcher Bill and do everything it can to further its passage in Congress.” A similar step has been taken by the Pennsylvania State Education .Associa- tion. Lay organizations should also be urged to pass such resolutions. A letter from Edward A. O'Neal, president of the American Farm Bureau Federa- tion, September 28, 1936, says “This mat- ter [the Harrison-Fletcher Bill] will be tackled before our convention which will be held at Pasadena on December 9-11.” A letter from William Green, presi- dent of the American Federation of La- bor, October 1, 1936, states: The American Federation of Labor has, since its inception, striven for compulsory education and sufficient funds to permit the education of every child in the United States. . . . Rest assured that representa- tives of the American Federation of Labor will appear at any hearings that are held to support the Harrison-Fletcher measure. School people should make it a point to get favorable newspaper publicity, especially editorials, printed in local papers. Materials for this purpose can be obtained from NEA headquarters. Action is needed now! If the people in the congressional dis- tricts make it clear to their Representa- tives and Senators that they desire this legislation, the Harrison-Fletcher Bill will become law in the near future. THE NATIONAL EDUCATION ASSOCIATION NN ___. c. nt Y; al in rs. a- 11S ill IN Behind the Doors of the Cabildo HE GREAT IRON poors of the Cabildo creak on their hinges. They have opened and closed upon a motley array of humanity in their time. Thru them has passed the most colorful and varied pageant of the New World—redmen, pirates, grandees, churchmen, scholars, warriors, and statesmen. Over the arched arcades of this historic structure in New Orleans have floated the flags of Spain and France and the United States. Erected as the “Casa Capitular” of the Spanish colonial administra- tion known as the Cabildo, the building has acquired the name of the govern- ment it housed. The very physical properties of the building—the Spanish lacework in iron, the mansard roof, and the modified New England cupola—reflect the passing show of history. The Cabildo has been Colonial Capi- tol, city hall, police headquarters, guard- house, hospital, and domicile for the re- ception of honored guests. It was the home of the first Protestant church in Louisiana. The captured pirate, Pierre Lafitte, chafed in one of its cells. The guest list includes the names of Louis Philippe, Duke of Orleans; Aaron Burr; Andrew Jackson; John J. Audubon; General Lafayette; the Grand Duke Alexis of Russia; Henry Clay; and Jenny Lind. When the Department of Superin- tendence of the NEA assembles in the Crescent City, February 20-25, 1937, for its 67th annual convention, members who visit the Cabildo will find it the home of the Louisiana State Museum. Its grim three-foot-thick walls, symbolic of the city’s cosmopolitan origins, house a collection of rare treasures from the past. The paintings that look down upon the visitor bear such names as Baptiste Le Moyne, Sieur de Bienville; Maria VOLUME 25, NUMBER Q; Dolores Esturias y Navarres; Pierre Le Moyne d’Iberville; Andrew Jackson; Napoleon Bonaparte; Bishop Delphon- sus Meugens; Don Estevan Miro; Thomas Jefferson; and Judah Touro. The museum’s objects of art and his- tory tell the story of New Orleans and Louisiana from archeological times to the present day. The swords of the Cabildo recall the nation’s military history, and are a re- minder, too, that to be an excellent swordsman was the ambition of Louisi- ana bluebloods of early days. The fenc- ing and dueling exhibits represent a period of high attainment in those arts. In the exhibit devoted to dueling is an old woodcut of an expert practitioner— Seftor Don Jose Llulla, Knight of the Order of Carlos III of Spain, whose gods of fortune were likely called upon by many a quaking tyro in the gray dawn of an “affaire d’honneur.” “Pepe” Llulla engaged in thirty duels of his own and acted as a second in a hundred others. He died in bed at the age of seventy- three. Jean and Pierre Lafitte and Dominick You and their piratical band on Grand Isle at Barataria Bay are known to every schoolboy as bold characters in a ro- mantic, if somewhat unsavory, epoch of American history. A money chest, a silver samovar, “pieces of eight,” and DECEMBER 1936 SARE GO TONNER A FF ee on NE TR RM A other relics, captured most likely under the black flag decorated with skull and crossbones, are museum souvenirs of these gay buccaneers. Mementos, too, of slave days rest in the Cabildo. There is the bell used to call together the slaves on the princely plantation of Bernard de Marigny de Mandeville, and tradition says that Marigny sweet- ened the molten metal of which the bell was made with 1000 Span- ish coins. A slave block, a slave collar, slave sale certificates, and a wooden pillory are less poetic re membrances of a past epoch. Even the Little Corsican has a de served memorial in this varied agray of souvenirs. In the hall of the Cabildo known as the Transfer Room Laussat in 1803, by Napoleon’s orders, signed away Louisiana to Thomas Jefferson for the United States. “Sell when you can what you are certain to lose, anyhow,” said Napoleon as he parted with 875,000 square miles of his empire for $15,000,- 000. After Napoleon’s banishment to St. Helena, plotters would have w’* -hed him away to New Orleans; but it was a plot that failed. The prize exhibit of the Transfer Room today is a death mask of Bonaparte made by his physi- cian, Dr. Francois Antommarchi, and presented to the city in 1834. The origi- nal mold of this mask is one of the most prized exhibits of the Invalides in Paris. Oddest of anomalies, the Cabildo, both treasure and treasurehouse of yesterday, stands on Jackson Square and looks out on the busy trafic of a modern city. The ghosts of silk-stockinged subjects of the Grand Monarque, Louis XIV, of the steel-helmeted dons of Old Spain still haunt its corridors, mingling with the thousands who cross its portals each year to come closer to the past. No spot in storied New Orleans is of greater inter- est to those who are called to that city on an intellectual mission. —BELMONT Far_ey. | 279 | eee te pier eet 7 : ¢ ii 27) SOT a a PRESIDENTS of DEPARTMENTS | of the NEA Grace M. BAKER Art Education Apert M. SHaw Wut tional Classroom Teachers 1AM C. BaGLey Council { Maupe E. Arron Adult Education Ernest A. ZeLuioT Business Education Irma’ E. Voict Exiza C. HANNEGAN Deans of Women Lip Reading — RT -. WaLsH t tieien Epyrue J. Brown Apa J. FarMER Ernest D. Lewis usic Education < , Educational Research Elementary School Principals Kindergarten-Primary Education Secondary Education Francis L. BaILey ' Epna W. Batey ws Ira C. Davis Rural Education School Health & Physical Ed’n Science Instruction The photograph of Mary Elizabeth O’Connor, president of the Depart- ment of Administrative Women in Education had not been received at the time The Journal went to press. Warp N. Van Siyck Secondary-School Principals A. L. Turerxetp Superintendence R. O. Hucues Letrisna E. HenpeRsON Social Studies Special Education _ A Freperick G. Leasure Vocational Education Rupo px D. Linpauist Supurs. & Dirs. of Instruction soe | Frepa WINNING Eucene Farr Netson L. Greene | Supurs, & Teachers of Home Ec, Teachers Colleges Visual Instruction [ 280 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a. 5 aah ; HOW LOUISIANA SECURED TENURE teachers in 1936 obtained security of position thru legislative acts, and the methods used by them to pass the necessary measures, can best be understood thru a brief review of what had been done for teacher tenure prior to that time. Tenure for New Orleans teachers, thru a ruling of the Orleans Parish School Board had been, in 1931, an as- sured fact for twenty-five years. This ruling had been effective in protecting teachers because both superintendent and board had always believed in the principles underlying tenure. Some time in 1931, during a meeting of this friendly board, one of its mem- bers pointed out to delegates of teachers organizations the imperfections of this ruling and the consequent danger to teachers if, at any time, a future board should reverse its opinion on this sub- ject. He agreed with these delegates that the only remedy lay in an act of the legislature. At that time there were in New Orleans two strong teachers organiza- tions: the New Orleans High School Association, and another now called Nopsta Original New Orleans Public School Teachers Association. Believing that a tenure law should protect not only teachers of their own parish, but those of other parishes as well, the High School Association spon- sored a statewide tenure bill which was endorsed by Nopsta. This bill, presented to the legislature in 1932, because of op- position from many country parishes, was amended to apply to Orleans Parish only. In this form it passed both houses, but thru an unfortunate confusion in numbering, it failed to receive the signa- ture of Governor Allen. Since its organization in 1892, the Louisiana Teachers Association also has been interested in tenure. Unfortunately, few parish superintendents and legisla- tors favored it, so that before 1934, tenure committees confined their activities to educational campaigns. In 1934 Miss Ruby Perry, president of the Louisiana Teachers Association, appointed as chairman of the tenure committee Miss Stella Byrnes, then presi- Ci under which Louisiana VOLUME 25, Mrs. Emery C. Lively CRO dent of Nopsta. Believing that the time for action had come, her committee in- troduced a tenure bill into the legisla- ture. After some time had passed, it was evident that the bill was doomed, so that to save it from actual defeat, the chairman had it withdrawn During the same year, 1934, Nopsta introduced a tenure bill for Orleans Parish alone. The Orleans Parish School Board and Superintendent Bauer actively supported this bill, while Nopsta and the High School Association worked for it almost continuously at Baton Rouge. This bill, providing that teachers, after three years of satisfactory service shall not be dismissed except upon written and proved charges of immorality, wil- ful neglect of duty, or incompetence, was finally passed. The report of Miss Byrnes in Novem- ber 1934 clearly demonstrated to the House of Delegates of the Louisiana Teachers Association that to be success- ful, a campaign for tenure should begin long in advance of the next session of the legislature to be held in 1936. The tenure committee to be appointed for 1934-35 was therefore instructed to draft a bill which would be acceptable to State Superintendent Harris, parish superin- tendents, schoolboard members, and im- portant politicians. Mr. L. P. Terrebonne, newly elected president of LTA, and himself an ardent advocate of tenure, appointed as chair- man of tenure for 1934-35, Mrs. Emery C. Lively, classroom teacher of Orleans Parish. Seven others, representing all departments of teaching were also ap- pointed to this committee. Profiting by the work and the experi- ence of former committees, this group immediately set to work. Letters were written to parish superintendents and to schoolboard members, asking for opin- ions concerning tenure. The result was valuable, for it indicated to the commit- tee just what opposition would have to be met and overcome. Letters were also sent to representatives of all departments of teaching, to ascertain what provisions, in their opinion, a tenure law should NUMBER 9; DECEMBER 1936 CA ATO A IA EE AE LOREAL EN IIS PONT GRY = on ON AE IEE np RN Um a contain. It was evident that all teachers of state-supported schools below college grade and all superintendents and super- visors, should share the protection of this law. After many consultations with au- thorities, much study of other state tenure bills, and numerous faithfully at- tended committee meetings, the bill was finally written. It was presented to the convention in November 1935 and re- ceived the unanimous indorsement of the LTA House of Delegates. Believing that the same committee which had drafted the bill should present it to the legislature, the House passed a motion to retain the tenure committee for an- other year. At the request of the chairman, Mr. Spencer Phillips, now president of LTA, enlarged the committee. Each of the now eleven members was constituted chairman of a sub-committee composed of representatives from parishes sur- rounding the parish of his own resi- dence, in this way organizing the whole state for tenure. By this time election day was close at hand. Each prospective candidate for office was interviewed by a member of the committee or of the sub-committee, and where possible, promises to support the tenure bill were secured. Delegates from LTA in Northern Louisiana, and from local organizations in New Orleans interviewed the candidates for the Gov- ernorship, both of whom promised to support the LTA tenure bill. Each of them, in radio talks, in newspaper inter- views, and in letters to teachers, pub- licly announced his intention to support this legislation. Mr. T. H. Harris, candi- date for re-election as State Superintend- ent of Education, also made this promise. Following the primary election, Nopsta entertained at a dinner to which Governor-elect Leche; Senator Noe, at that time Governor of Louisiana; Su- perintendent Harris; Superintendent Bauer; members of the Orleans Parish School Board; State Treasurer Cave; the Mayor of New Orleans; and all legisla- tors from Orleans Parish were invited. This function resulted in much goodwill for teacher-sponsored projects. Opposition to tenure became evident [ 281 | before the legislature convened in May. The chairman of the LTA tenure com- mittee, with the presidents and other representatives of Nopsta, the High School and the Classroom Teachers Federation again sought help from Association, Governor-elect Leche, who de- clared that he would do everything pos- sible to aid in overcoming the opposition. After the legislative session had begun, it was learned that a group of teachers from Caddo Parish, afhliated with the State Federation of Labor, had also sponsored a tenure bill. After several conferences with the president of this group, happily an agreement reached whereby their bill, introduced by Mr. Simpson of Caddo Parish, was withdrawn, and the LTA bill Bill No. 102, by Mr. Riddle—became House Bill No. 102 by Messrs. Riddle and Simpson. Thus, all factions of teach- ers became united, so that the Federation of Labor, represented by its president and its Shreveport affiliates, joined forces with the tenure committee in promoting the common cause of tenure. Fearing that the “Budget Bill,” passed during one of the extra sessions of the legislature in the summer of 1935, might jeopardize tenure in New Orleans, teach- ers of that parish decided to re-enact the bill passed Was House 1934, thus protecting at least that parish in the event that the LTA bill should fail. During the legis- lative session Nopsta aided materially in securing a joint session of the Commit- tees on Education of House and Senate to hear addresses by teachers concerning legislative projects dear to them. Banners and badges were everywhere displayed by friends of teachers as well as by the one hundred teachers who had come from New Orleans for the occasion. On the day before the LTA tenure bill was to come before the House Com- mittee on Education, the LTA Tenure Committee distributed 1500 hand bills among teacher students at Louisiana State University. These hand bills an- nounced the hearing, and urged teachers to be present. The committee also posted in every building on the campus huge placards making the same announce- ment. Five hundred badges in triangular shape were printed, bearing in large letters the words: e AC icHiGan TENURE ec AC xerinc Tenure for teachers is being widely discussed in states where it 1s not Typical of such meetings ts that recently held in con- nection with Region I of the Mich- igan Ed ucation Association. already a reality. Among the topics for brief addresses were: Tenure as a protection to superin- tendents tenure and and trustees; honest teaching; the child and teacher tenure; civil service and teacher ten- ure; tenure as affected by the teacher as a citizen; tenure as affected by vari- ous provisions in contracts ; and Mich- igan cases where tenure was needed, A general discussion followed. CRO Five hundred persons who attended the hearing wore them. So many teach- ers responded to this call that it was necessary to use the Senate chamber for the hearing. demonstrations of teacher interest did much to prove to the public that tenure is not the project of a small group only, but is the universal desire of Louisiana teachers. During all this time, members of the LTA committee on tenure, other rep- resentatives of LTA and of the Nopsta organization, These were constantly in the Capitol engaged in an effective cam- paign of lobbying. Notwithstanding this concerted effort, the bill most likely would have been lost had it not been for the determination of Governor Leche, who was interested in tenure, not only because of his campaign pledge, but also because of his own conviction that se- curity of position is the right of every teacher. On the morning of the day the bill was to come up in the Senate for final passage the Governor himself per- suaded many senators to support the measure without amendment. At his re- quest the tenure bill was advanced on the calendar, that those interested in it might have the pleasure of knowing it safe without a longer stay in Baton Rouge. In the presence of a large delega- tion of teachers, and with appropriate ceremony, the Governor signed the LTA tenure bill, the Orleans Parish tenure bill, and other measures in which teach- ers were vitally concerned. To sum up, the most important fac- tors in Louisiana’s successful campaign in enacting the LTA tenure bill were: |1| Louisiana had long been inter- ested in tenure, and successive commit- tees had worked hard for it. [2] State Superintendent Harris be- lieved in tenure, and used his immense influence for it. His arguments before the legislative committees swept all op- position from the field. [3] The Orleans Parish School Board and Superintendent Bauer favored it. {4] Orleans Parish teachers were strongly organized, and had been pro- tected for two years by a local tenure bill, followi ing twenty- five years of protection under a schoolboard ruling. [5| The chairman of the LTA tenure committee was protected by tenure, and by the sympathetic attitude of the Or- leans Parish School Board. She was ma- terially assisted by Superintendent Bauer of Orleans Parish. |6| The LTA committee on tenure worked unceasingly, both individually and collectively, and was retained for a second year. [7] Universal interest among teachers was aroused by the LTA tenure com- mittee. ; {8] The LTA committee secured promises of support from candidates for election before election day. [9] During an entire legislative ses- sion, the committee on legislation of Nopsta and that of the High School As- sociation rendered invaluable assistance. [10] The LTA tenure committee was not restricted in its expenditures. Trans- portation of committee members and any other expenses that the committee thought necessary were cheerfully paid by the Louisiana Teachers Association. [11] Differences between teacher fac- tions were ironed out, so that Louisiana teachers presented a united front. [12] The support of the State Federa- tion of Labor added much force to the campaign. [13] The LTA Secretary, Mr. G. Houston, was constantly watchful of be interests of the tenure bill, and used his utmost efforts in its behalf. [14] And most important—is_ ex- pressed by a limerick written during the campaign by the chairman— I’ve had an experience fresh: I’ve actually seen in the flesh A man who won’t hedge— Sticks to each campaign pledge! Who’s this man? It’s our Governor— Leche! THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION rs "- ed ‘or iCS- of ice. Vas ns- ind ttee aid ion. fac- ana era- the the | his eXx- r the TION ee Activities at the Anne Hutchinson School HE IDEAL activity program may be [carted out most effectively if there are: freedom in. supervision, a se- lected principal, trained teachers, normal children, movable furniture, adequate space, small enrolments, and necessary supplies. However, the activity program may be admirably executed even when we disregard the #f. Let us consider a typical New York City school: Five-story brick structure surrounded by cement playgrounds; conventional in every detail; its rows of rooms with windows on one side only; with fixed furniture; with twice as many students as originally built for. The staff was assembled thru the list of applicants who had passed prescribed tests. The principal and many of the teachers started together in the new building about ten years ago. The chil- dren are from cosmopolitan homes. Many parents speak no English; most are occupied in the laboring and me- chanical trades. The median 19 for the school is 85 while the average class regis- ter is 40. The vicinity of the school is only slightly deve loped. Few streets are paved and there are no stretches of side- walk. Up until last semester many pu- pils came to school by bus and others plodded thru mud on rainy days and dust on clear days. The stores, which are situated in the basements of the homes, sell anything from dresses to spaghetti in the same shop. Two mediocre theaters are a long distance from the area as are also means of transportation to the downtown section. Strange for New York City, too, is the fact that many of the families own their own homes, have lived in this part of the northern Bronx for many years, and have assisted in building their neighbors’ dwellings. During the first five years of the school’s existence the principal was kept busy with organization and administra- tion. Five schools have since been built to hold the excess pupils from our build- ing. This meant complete reorganization VOLUME 25, NUMBER Q; Madeleine Schoenhof on the average of once each year. The many problems of transportation and housing the rapidly increasing family were difficult. Instruction was formal- ized with frequent tests for which drill was the means of preparation. The results of these tests were care- fully analyzed by the principal, Mrs. Robson, who found the pupils were not accomplishing the material to be learned tho teachers were working hard. Inter- est was lacking and discipline severe. Principal and teachers realized that something must be done to stimulate learning. At length it was decided to correlate phases of the social studies with the other parts of the course of study. The studies centered around the im- mediate environment of the child. The projects were assembled in a “Child’s World’s Fair.” Following this, the prin- cipal presented to us at the opening conference, the poem by Robert Louis Stevenson, “Foreign Lands.” The entire semester was spent in the land of pre- tend. We imagined our beautiful roof to be the “Cherry Tree” and every class looked down to discover some interest- ing point for study. Such common ob- jects as clothes on a line furnished < thoro study of cotton. The ane wires suggested communication; the postman started the little tots in build- ing their post office; and the firehouse furnished excitement for third-grade pupils. Everyone from kindergarten to the eighth grade found some focus from the roof. Classes could be found daily visiting some section of the neighbor- hood. Perhaps it was Johnny’s garden, the Boston Post Road, the nearby stores, or the pig farm. We had everything in this part of New York, from fur fac- tories to rural schools and _ rabbitries. Twenty weeks flew by and we learned much about our neighborhood as it is today. The natural thought next was to DECEMBER 1936 have been made. a sSible because of Federal Ve astible completed the ipe hy mes for Ff, Fieen hundred Families. This wee the pupils aF our choal have = been Tudying workers w om they Ans buSy af many Tasks. me Ceeults ie u uocies ore cri in the Falla : Introductory page, “The Anne Hutchinson Record” find out how we came to be. We relived as closely as possible the historical life of our community. Carefully detailed mu- rals depicting the life of Anne Hutchin- son were painted on our walls—ours is the Anne Hutchinson School. Thru re- search, dramatization, construction, and writing we learned of the many hard- ships our ancestors endured that we might live today. The “children spun rar wove cloth, dyed it with berries, and then made it into clothing. Games of Colonial Days were played, and old- time food prepared. Continuing the radiation from the school we increased our area to include New York, “The Wonder City.” ( sideration was given to the city’s protec- tion thru health and sanitation, firemen, policemen, education, and other fea- tures. The child began to see how impor- tant he was in the world’s largest city. One group visited the School for the Blind and saw how the handicapped were cared for, while another inspected the various market places in sympathy with honest labor. son- The various nationalities represented in each class group brought on our next study, “Children of Many Lands.” Some classes kept to the represented nationali- ties in their group, while others selected those in which they were most inter- ested. In the majority of cases, each class- room was transformed into some foreign setting. The parents cooperated by show- ing the children how to do their handi- craft, telling stories of their countries, 283 | a eeiiindiaeiimtnendiiceadiinedsamen : = Ss 3 ETT CTP TTT ATL LY, 4. ; % 3 A : t * FOREIGN LANDS U p into the cherry tree Who should climb but little me? I held the trunk with both my hands {nd looked abroad on foreign lands. * * I saw the next door garden lie, Adorned with flowers, before my eye, And many pleasant places more That I had never seen before. * * If I could find a higher tree Farther and farther I should see, To where the grown-up river slips Into the sea among the ships. —Rosert Louts STEVENSON and submitting for exhibition treasures of the homeland. The children’s attitude toward their foreign-speaking parents changed. Instead of being ashamed of them, the pupils were proud when their mothers were important to the progress of the work. Toward the end of the term several parties were held wherein the native dances were given, native food served, and colorful costumes worn. The cultural contributions of the many peo- ples were brought out in an original pageant showing the sun shining over all at sometime every day. We should probably have continued farther into the study of trade relation- ships if it had not been that we were called home to our own back door. The federal government in cooperation with the state and city had selected the prop- erty across the street from us as the site for one of the Better Housing projects. The Hillside Housing Corporation was to erect a small city of four square blocks containing 1550 apartments with capac- ity to house 5000 people. The romance of construction from soil to sky came to our attention. Our efforts during the past year have centered on this development. The pupils of the Anne Hutchinson School (Public School 78, Bronx) have | 284 | liary of the construction from its earliest beginnings. The attrac- tion at first lay in the buildings and the streets. We were concerned in the rais- ing of the first-aid house and the tem- porary office quarters. The surveying for the foundations and streets and the breaking of ground were carefully watched. Impressions were expressed thru drawing, building in miniature, and writing poems. Tonnage and power were studied by the older children. Major emphasis was on the material used. The younger children counted the bricks placed on the hods, progressing to reading the numbers on the union badges of the workers. The intermediate classes and upper grades studied the amount of materials needed, meaning of carloads, transportation from source to user, history of the development of the material, and many other practical ques- tions. compiled a Last term, we went on with this study by delving into the problem of the work- ers. We had noticed that there were oc- casional strikes among the men. This led to the study of guilds, apprenticeship, unions, capitalism, labor associations, and exploitation. The salaries of the dif- ferent workers were considered. We dis- The school roof, from which each class looked down to discover some interesting point for study. cussed the history of machinery as it con- cerned the effect on the workers. The costumes of the various laborers were observed. The duties of inspectors, fore- men, master workmen, and helpers were classified. Many of the fathers and other relatives of our pupils were engaged in the construction of this development and were most helpful in offering informa- tion, Several housing exhibits aided in permitting the children to acquire data that solved some of their problems. Classes were in and out of the building daily. Observations were made outside and analyzed in the classrooms. Difh- cult mechanical drawings were made. Lower-grade pupils made their own bricks and constructed models. Practi- cal applications were made in the rooms. Classes interested in painting deco- rated school furniture, varnishing desk tops and painting book cases. One pupil wanted her play furniture painted cor- rectly and so she brought it to school and supervised the job. The difference be- tween painting metal and wood was noted. To add to the painters’ delight it so happened that the school was being treated to new paint, and the pupils were able to make close observation of the operation of the scaffold, the manage- ment of materials on it, and the kinds of brushes the men used. The workers were kind enough to describe the proper way to perform certain steps. The pupils took advantage by drawing from life as the men worked, modeling with clay, and in giving “blow by blow” descriptions. Dialogs were made in which the painter and his helper discussed problems. Brush exhibits were prepared, and color charts assembled. Any item of current interest in the newspaper concerning painting was brought in and placed so that all might read. Discarded union cards and buttons were obtained for close study. The topic, “Painters,” brought no end of diversified study. Step by step as the work evolved it was carefully evaluated by the teacher and practically applied to the course of study of the grade in which the teacher was placed. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION § Was ION This two-page spread from “The Anne Hutch- inson Record,” a 9" x 12” booklet printed in two colors, illustrates the work done by pupils from the kindergarten thru the eighth grade. The whole issue was a cooperative endeavor built on the activities described in this article A Sreamri trer’s Hecpee Receswes 4504 In order to organize the studies of such a large institution as ours, it was found necessary to use the school publi- cation. There had always been such an enterprise aptly called The Record, be- cause it gave an account of the current happenings of the pupils of the school. The procedure had been to compile, ac- cording to grades, summarizing para- graphs best describing the activity en- gaged in by the class reporting. It was a printed issue containing pictures to illus- trate the stories. Since the activities of the school were changing, it was important that the ac- counts should likewise change. The prin- cipal wondered what sort of school paper the pupils would make if they gathered together and worked one out by them- selves. Accordingly, she called the pupils together, and with very little guidance they planned the new publication. Hand-drawn pictures and short descrip- tive items—instead of uniform reports— were submitted to the faculty adviser and a committee of pupils. The layout for the paper was completed thru further con- ferences with classes studying connected topics, and each of these groups pasted the material on large sheets of ordinary shelf paper in scrapbook fashion. We were able to secure the services of a firm engaged in the process of photo-offset. The agent consulted with us and de- scribed the method of exactly photo- graphing the illustrated material and making plates. This has been our in- VOLUME 25, NUMBER Q; DY eh eA ARE A ESORIE IER A A Re SO ES SRNR FEET “TSE hi or badge; strument of summary since our new work began. The latest attempt has been in the form of the familiar notebook wherein each class has submitted each week in the auditorium at least one report in pic- ture and story. These were flashed on the opaque projector and the pupils re- sponsible explained what was shown. The group then chose what it thought best and the work was sent to the faculty adviser. When the final report had been given, the adviser selected various pupils from the kindergarten thru the eighth grade to arrange the pages. In this way the whole issue was a cooperative en- deavor on the part of as many as pos- sible. What has happened to Public School 78, Bronx? We have not neglected the tool subjects, nor have we disregarded the course of study. We meet all the re- quirements of the state and city. We have incorporated the material to be learned into vital things around us. In order to use the method of research, we have departed from the basic reader and have in its place the library situation wherein each pupil reads a separate book. Difficult words in the lower grades are pronounced and given meaning by the teacher. Above the fifth year the chil- dren are taught that the dictionary is the help for difficult words. In the first grade, the pupils have an experience first, return to the room, and tell the stories which are then recorded on a chart. DECEMBER 1936 From that the pupils make their own readers. A two-page spread from The Record for June 1935 is reproduced at the top of this page. Selfcontrol has replaced enforced con- trol. The pupils are free to leave their seats and secure reference books or make observations. They have learned to work together and are eaget to work on the activity. The attendance problem involv- ing truancy has been changed to that of careful examination and sending chil- dren home who are really too ill to be in school. Individual differences have been a major consideration. The enrichment provides constant work for the pupil who is bored in the traditional setup. Experiments were tried last term in which the pupils had contracts covering material that did not relate to the activ- ity. As soon as the contract was com- pleted and the test given and passed, the pupil was free to spend his time on the phase of the activity in which he was engaged. A climax was reached when we attempted successfully to allow 2200 children to enter our 40-room building without any line formation. The word freedom has been carefully considered. There is no bedlam in our school, merely purposeful child activity. Next term we shall be engaged in the interior decoration of modern American apartments. The buildings are com- pleted and inhabited, but still we find environmental studies of practical in terest. [ 285 | : a = I 8 ETI Ah CNAME Bea ONES ARE A ED ER TERESA NS TT RES ALE LPI IN IE CR A i 4 + 3 ; : TRUE COS 4 CRIME N THESE DAYS of material- ism, we are all prone to look at the cost of crime from a purely mon- etary standpoint. We are constantly con- fronted with the realization that crime is costing America a minimum of fifteen billions of dollars each year and this staggering discovery tends to obscure even greater losses... . When we in America consider that there are 3,500,000 persons whose chances in life have either been handi- capped or absolutely ruined by their attempts to defeat the law, we begin to understand what When we persons annually roll up a crime really costs. realize that these 3,500,000 total of 1,500,000 serious crimes, each one of which affects the victim in some moral, mental, or physical manner, we are shocked even more. Beyond that, we must consider the social and financial wreckage brought upon an entire family when one of its members is sent to prison. | When we are confronted with the fact that the crime army of America in- cludes more than 700,000 boys and girls of less than voting age, who, at the very threshold of life, were cut off from worthy careers, then, indeed, the cost of crime is recognized as a ghastly one. But the expense does not end even here. What of the 700,000 mothers who risked their lives to bring these 700,000 boys and girls into the world? These held roseate dreams for the future as they carried their babies close to their hearts. They hoped for the time when these boys and girls would grow to stalwart manhood and womanhood, become worthy citi- women once zens and a means of protection against the shadowy days of old age. But all those hopes are false, shattered by the bony, bloodstained monster of | 2386 | J. Edgar Hoover ” AARAG aan x Ne MOANAIANANAD MAPA ANNI AOS a a v. tS mn is 3 nan’ a AAnnaanaanan “yy 999999494 INIA7 82ND in ale) 3999099 nan ta Ranananarane Saa ieaaacasanss 339 wy Q 2099 SAY . a5 e ry A Agata OO eA RRR ANA T.O y RARARAA AR none aes AM . Bae a x; tara) Q? crime; dreams of other days have be- come nightmares. The clank of steel doors; the pacing of armed guards atop prison walls; the weary shuffle of a gray-faced man with a weird cap on his head, traveling that last long mile; the whine of a dynamo; and the execu- tioner standing at the switchblock, that a life may pay for a life—these must be included if we are to realize the real cost of crime. And all good citizens everywhere must dedicate themselves to work for the lessening of a tragedy of moral, mental, financial, and _ spiritual bankruptcy. It is necessary, of course, that we con- tinue to look upon the material phases of this problem. We cannot forget that an army of 200,000 persons who will commit murder before they die roams America and that before they die in or out of prison or in the execution cham- ber, they will send a total of 300,000 other persons to death by slaying... . Every time we see a sunset, we must correlate this with the fact that between the time the sun rises upon our daily life and the time it sets in the evening, 35 persons that day arising with plans and hopes and expectations, will have been murdered. There is a death by criminal violence in the United States every 45 minutes. We must also remem- ber that the 1,500,000 crimes are not petty infractions of the law but major violations ranging from assault, robbery, and rape to murder and kidnapping. There is no excuse for the fact that 700,000 American boys and girls were enlisted in the army of crime prior to reaching voting age. There is no suitable explanation which the fathers and mothers of America can make for this outrageous situation. They have allowed the reins to slip from their hands; they have allowed their own personal pleas- ures to become uppermost; they have allowed the spirit of family discipline to ", AAA Naat ly Gemeente) a,0 % Say ana reeUeaaete ree Sena ooantoenevaeaeewcwewmeaeen RAN RaRe Aw nasned ORO AAI ma IANO An 9909050. eae Sa) an a OAS AD in eat The shadow of the hangman’s noose will fall across the lives of 200,000 people nou living in the U. S. become weakened; and they have al- lowed youth to malinger along roads of life which lead all too often to disillu- sionment. Parents have become too con- cerned in enjoying the fleshpots of the age to give proper attention to their off- spring. ... Many forces are combining today under cloaks of respectability to make crime an easy and paying business. | speak of the lawyer who is willing to barter the welfare of his community for the easy money paid him by criminals for advice on how to commit offenses and escape punishment. There is the doctor who feels no responsibility when he changes the gangster’s features by a facial operation or attempts to eradicate his fingerprints. There is the political wardheeler who exerts his pressure upon the patrolmen on the beat that a gang hangout may be allowed to exist or that infractions of the law may go un- ee We are in dire need of a spiritual awakening. We must place rejuvenation of national morality above mundane ambitions. The business man who com- plains of racketeers should be made to know that he has no just cause unless he does something more than weakly protest against them... . The time has come when proper re- spect for law should be a prime element of all education, in the church, in the home, in the school, in the college, and in our daily life. Children should be taught the filthiness of crime. They should be shown the utter lack of re- ward; the fear in which a person must live if he is pursued; the career of bribery and underworld chicanery he must pur- sue if he is to escape apprehension. Chil- dren must be shown that crime brings punishment and there is no way to es- cape it.—From an address delivered be- fore the Third National Convention of Holy Name Societies. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Future Teachers of America HE MAKING of a teacher is a spiritual process, a long growth of the finer feelings. The qualities of character which make for strong and wise leader- ship are developed early. It is therefore important for young people who expect to be teachers to lay the best possible foundation early in their lives. It would be a fine thing if the students in each highschool who look forward to teaching as a career would get together in an informal group with some of the best teachers in the highschool to con- sider their common aims. Such groups might be organized under the name, “Future Teachers of America.” The idea of the name comes from the organiza- tion, Future Farmers of America, which is a deliberate effort to create thru care- ful planning new ideals of rural life. The purpose of the Future Teacher movement is not to increase the number of young people who enter teaching, but rather to encourage only those to enter who in aptitude and personal character offer the best promise of becoming worthy teachers. It is a high privilege for any teacher to give encouragement and guidance to these young people. The plan is simple. Let some inter- ested teacher bring together the students who would like to know more about teaching as a possible career. This may be done by personal invitation after an individual conference has disclosed in- Date School.. CEO COCO OPO CADDO CRO OCR OCENDO @CRDCDDCDODCVO CPOOPDO CAO CPO CAPO CPOCO-VOOAVO OPO OAVOCO-POO-VOO-“VO OPO OVO terest in teaching. Or a general invita- tion may be extended to an entire class. The first meeting should be planned carefully. A copy of “Shall I Become a Teacher?” might be given to each who attends. This leaflet answers many of the questions which students will ask. Each pupil might be assigned a subject for discussion at the next meeting. The top- ics in the leaflet are suggestive: “Have I the needed qualities?” “Is teaching a profession for men?” and the like. Encourage the students to read books written by or about great teachers. The following are suggestive: The Ideal Teacher by George Herbert Palmer. Houghton Mifflin Co., Boston, 1908. What Counted Most by J. W. Crabtree. University Publishing Co., Lincoln, Ne- braska, 1935. Great Educators of Three Centuries by Frank P. Graves. Macmillan, New York, IQI2. Horace Mann: His Ideas and Ideals by Joy Elmer Morgan. National Home Li- brary Foundation, Washington, D. C., 1936. Perhaps the organization will be scheduled as an extracurriculum activ- ity to meet at regular intervals. Or it may prove feasible to hold the meetings only occasionally and informally, at the homes of teachers or students. The Lara- mie, Wyoming, group is known as the This certifies that Signed Horace Mann club of Future Teachers of America. Other groups might be named for Henry Barnard, Mary Lyon, and other educators, or for a retired local teacher. Future Teacher groups may wish to take the lead in plans for the school’s ob- servance of the Horace Mann Centen- nial. The celebration, which was begun in October (see p269-76) and will ex- tend thru American Education Week 1937, offers Future Teachers an oppor- tunity to become acquainted with the work of America’s greatest educator. Several meetings of the organization should be devoted to a study of Mann’s life and contributions to education. The club may present as an assembly pro- gram one of the Horace Mann plays available from the National Education Association (see page A-129) or write an original play. Discussions of Horace Mann may lead to an interest in the biographies of other leaders in education or a study of the history of the school as a social institu tion. “Schools in the Story of Culture” by Charles A. Beard’ and William G. Carr and “Our Public Schools” will be found useful in this connection. Another project for Future Teacher clubs would be the compiling of a history of the local school or establishment of an educa- tional museum. The following descriptions of the aims @CRDCRDOCRODCAVO COORD OAPO CAPO CALVO CAPO CALVO CALVO OCADO CAPO CALPOOAPO CAPO CADOCAPOCPOCLVA © FUTURE TEACHERS of AMERICA according to the plan set forth in THe JourNAL of the National Education Association and will seek to cultivate those qualities of character which make for excellence of conduct and life, in the knowledge that no one can teach more than he is and that the first obligation of a teacher is to look well to the perfecting of his own life. Teacher or Sponsor Address VOLUME 25, NUMBER 9; DECEMBER 1936 LS Ra ee Aa IE OS cach NN Cee CMS Ne LS NE RN AE NE AEE AEE ETON RE ROE i em INES SER eS COCO ts As NUE! eR CE Pm. } + eet he RIE ae ind activities of some Future Teacher organizations may help new groups: \ leader in the Future Teachers of \merica movement is the Laramie, Wyo- ming, highschool. After a series of pupil- teacher conferences beginning in February 1926, the Horace Mann Club of Future Teachers of America was organized on April 20. Its purpose is the “development and recognition of traits of service, schol- arship, sociability, character, and leader- ship in pupils who plan to be teachers.” The school handbook contains these para- graphs about the group: “If you can answer in the affirmative the lowing questions, you may be interested ‘ to} in the teaching profession and in the Fu ture Teachers of America organization: “Have you a genuine enjoyment of people? Do you have intellectual curiosity and initiative? Do you purpose to do health Are ideals high? Have you originality? Are your sound? good? Is your you interested in education? Do you enjoy observation, reading, thinking? Have you a sense of humor? Is patience one of your characteristics?” Another pioneer in the Future Teacher movement is the Walterboro Highschool, Walterboro, South Carolina. The Future Teachers of America organization in this school has chosen as its aims: “ or be rere ach- e of TION The Sophistication of Tommy OMMY was what the world would T call a strange child. His father called him bad; his mother, tem- peramental; Minnie, the maid, said he was “just plain sassy.” If Tommy had been asked his opinion of his three guardians he would have quickly responded with these three ad- jectives: meddlesome, stupid, and tire- some. They made him eat food he did not like and wouldn’t let him eat food that he did like; put him to bed when he wasn’t sleepy and made him get up when he was; and misunderstood his best intentions. One day Daddy suddenly developed an unexpected fit of generosity and good fellowship, which took form in an invi- tation to Tommy to go with him to the State Fair. Tommy was busily engaged with a new box of tin soldiers when the invi- tation came, so the invitation did not bring forth the burst of enthusiasm that his father had expected. The soldiers were fascinating and then too he considered the bad half hour of the bath supervised by strong-minded, strong-muscled Minnie McGee. The knowledge that a tubbing and toweling always preceded such a trip did not make for a blithe acceptance. As Tommy sat dumbly on the floor surrounded by his scattered army, show- ing no sign of a move toward the much- hated bathroom, the invitation became a command. An hour later, Daddy led a spick and span but unhappy little boy into the September sunshine, to the waiting auto- mobile. Gloomily Tommy took his seat and stolid he remained all the way out to the Fair Grounds. No joyous “Look, look, Daddy” or inquiring whys escaped his lips as the car sped along. Daddy felt that he was making a sad failure of this intended pleasure trip, but as he was never a quitter he stuck to his job of entertainment, hoping some happy chance would turn the tide. At last the Fair Ground was reached, Elizabeth Brown the car parked, and the father and son holding hands proceeded silently and systematically to inspect the buildings filled with overfat cows and uncomfort- able looking pigs; stables of gay little ponies, beautiful horses, and frisky colts; kennels of barking dogs—yet not one exclamation of admiration did these rib- bon winners get from Tommy. The outburst came when they reached the poultry department. A Plymouth Rock beauty brought the hoped-for but long-delayed “Look, look, Daddy, isn’t she lovely?” but it was followed by “Can't I have her? Please buy her.” Things changed. It was Daddy’s turn to be unenthusiastic. “No, son, I can’t think of getting you the hen for a pet; there is no place in the apartment to keep her.” Then he jokingly added, “We might keep her in the refrigerator until she could be transferred to the table.” Tommy understood and _ hated his father for that speech. To kill that lovely speckled hen with her round and under- standing eyes was murder; she looked so wise and kindly with her head turned to one side that he felt she could be trusted with all the secrets of his life. The desire to own her grew stronger and stronger as he stood before her coop. How could that Ogre of a Daddy talk of eating this beautiful creature? She was made for life and love. But all too VOLUME 25, NUMBER 9; DECEMBER 1936 ee ne nner ememmmncne me net ee soon Tommy was cruelly torn away from the shrine of his divinity and taken back home to the apartment to ponder on the injustice of life and his lost soul mate, the speckled Plymouth Rock hen whom he affectionately called Lizzie. This was Saturday. Sunday school and the box of soldiers helped him thru Sunday. Monday brought him new interests. It was the opening day of school and he was feeling important. He had his pro- motion card which read, “Promoted to Second B.” Also he had many lovely pencils and three new tablets with col- ored pictures on the outside. There was to be a new teacher, which was exciting, and best of all, he would be with the boys. Some of them he had fought but he liked them just the same. On arriving at school he found the new teacher the center of interest. She was large, immaculate, and aloof. Tommy had a feeling that Minnie Mc- Gee had looked her over before she came to school. The children were assembled in the classroom feeling very small and ignor- ant in her presence. The first-grade teacher had made them feel important and grown-up and now they all felt so weak and helpless that they wondered within themselves if they knew any- thing at all. The test came when all were seated and the order was given for tab- lets and pencils to be ready for use. Be- fore Tommy could decide which of his lovely pencils he would use, she had ele- vated a large card with W-H-E-R-E printed large and black across it. Com- mandingly she asked for four sentences beginning with the word. The class looked at the word, then looked again, spelled it under their breaths, but none seemed able to connect it with any other word they knew. Pen- cils started, wrote “where,” and then stopped short. The teacher noticed their hesitation and coldly asked the trouble, but they were paralyzed with fear. Their young faces became careworn and anxious as with puckered brows they struggled to free themselves from the spell. Pencils were chewed, in some cases to splinters, before mental reaction set in and the class got underway. But Tommy’s brain seemed entirely petrified; the more he tried to produce something the more stupid he became. The teacher was walk ing thru the aisle to note the progress; she stopped at Tommy’s desk and found i blank sheet before him. He was des- perate. His pentup feeling must have an outlet, but all he could do to relieve the strain was to call her a name never used in polite society. Then relief came, for he burst into a flood of tears. The teacher moved, and Tommy moved with her. He was lifted clear of the floor, where he felt thin air beneath his feet. He knew he had been naughty and deserved an awful punishment. However, the thing that did happen was so unexpected and delightful that it seemed to come direct from a benign God. Tommy was placed in the hall with orders to stay there until called. The hall door stood invitingly open; to peep out at the hedge inclosing the yard was a temptation that he made no effort to resist. There was something alive struggling to get free from the thick branches of the hedge. He went outside to investi- gate. What he found made his heart leap tor joy, for there was his own speckled hen, Lizzie, who had escaped from the grocery-man’s wagon and was caught in the hedge. Tommy felt that God had sent her direct to him, a poor, sad little boy in the worst hour of his life. Lizzie was grateful to her rescuer and gave a soft “Took-took” as she nestled in Tommy’s loving arms. Now there must be some fast work done to find her a safe refuge. He ran breathlessly to the yard to look for an empty box or barrel but he found none. He went to the alley hoping to find one there. Here he seemed to be still pursued by luck. A pair of friendly black arms belonging to a small colored boy was there to receive the prize. Sambo promised to stay right on the spot until school was out for the day. Tommy offered to reward him with his lunch and carfare and two pencils be- sides. But Sambo decided the pencils would be over-pay, which made Tommy believe Sambo was entirely square. As Lizzie was securely settled in Sambo’s arms, Tommy was recalled to his classroom. By this time the class had recovered from the fright caused by the personality of the new teacher and was busily engaged in color work. Tommy was so cheered and heartened by the thought of owning Lizzie that he forgot his anger and made his best apology to [ 294 ] the new teacher. This healed the breach. When came and the class reached the playground, Tommy ran happily to the alley for a half hour with Lizzie, and to make good his promise to Sambo. But, alas, Sambo was nowhere to be seen or found and wherever he was, Lizzie was there too. Then sud- denly Tommy became sophisticated and realized he had been duped. He sat down to eat the two peanut butter sand- recess wiches and brood over the fleeting joy which had been his during the brief time he had owned Lizzie. After recess, he walked bravely and steadily into the schoolroom, took out his pencil and tab- let, and wrote in his large first-grade handwriting four sentences: Where is my chicken? Where is the boy? Where did they go? Where can they be? With a sad smile, he handed the neatly folded paper to the teacher. She later returned it to him with a good mark. The Significance of Difficulty roM the genetic point of view we are concerned with the role of the task in the everyday life of the home and the school. Some do not like the word “task,” but for a serious occu- pation no other term is quite as good. We may avoid the word but we cannot escape the idea. It is just because it sug- gests difficulty that it is a good term. Difficulties, obstacles, opposition, are all, as we are wont to look at them, dis- integrating factors. The advantage of meeting them is emphasized by the whole course of evolution. Avoid them, and they become disintegrating factors; face them, overcome them, they give opportunity for higher integration. Our genetic point of view gives striking illustrations. Especially instructive is the training in adjustment given by gardeners in their training of plants. Luther Burbank’s wizardry in doing this is wellknown, and his application of this principle to the training of the human plant fur- nishes some of the best suggestions for parents and teachers who attempt the training of children in adjustment to new and difficult situations. The studies by Bose, the great scien- tist of India, have shown that the organ- ization of plant life in a broad way is similar to that in animals and men. The integration of what Bose calls the ner- vous system in plants, together with that of the nervous system in animals and men, gives remarkable illustration of this tendency to integration in all organ- ized life. Luther Burbank, the master of the world’s great gardeners, just mentioned, fittingly suggests a comparison between the conditions that make for develop- ment in plants and those that favor development in children. In both human beings and plants greater variability and adjustability result from meeting diffi- culties. The cactus, for example, which has always had to meet hardships, is variable; the rose, which has been nursed and coddled for generations, lies down and quits when care is lacking. Burbank illustrates this fact somewhat in detail, in part as follows: The cactus meets any form of diffi- culty and adapts to most unfavorable conditions. For thousands of generations this plant has met scorching heat, the searing drought of summer, the piercing cold of winter, and the parching condi- tions of the desert. In spite of all this it adjusts to conditions and develops. Of this he gives concrete illustration. He relates that once he hung a cactus plant on a tree for four years and then when he planted it it began to grow within ten days. Again he put a slab of cactus on a shelf covered with burlap four feet from the ground and soon discovered the cac- tus had sent its roots thru the burlap. . . Of the difficulties met by these plants Burbank says: “They were robbed of their fruits, gnawed at, wounded, cut off at the base, and generally so hardly treated that they were threatened with extermination.” Adjusting to such con- ditions they developed slabs instead of leaves and spines as a protection against buffaloes and rabbits. On the other hand, he found that the plant that for generations had lived without stress or hardship or change in its condition was “as set in its ways as a grindstone and as stubborn as a mule.”-—From The Wholesome Personality by Wi.u1aM H. BurnuaM. [ Published by D. Appleton. ] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Forums iv Democracy PLAIN TALK III J. W. Studebaker C0) T Is BASIC to good democratic action that we develop the capacity for group discussion of all issues and problems which affect our group life. Without this counseling together and sharing of ideas, facts, and points of view we have no adequate basis for coming to intelligent conclusions on public policies. Whether the discussion technic is effectively used by a labor union in getting at a consensus of opin- ion on a problem of collective bargain- ing, or by school teachers in discovering improved methods in pedagogy, or by taxpayers in getting an understanding of a tax program—or in any case you may think of—I am keenly in favor of it. But in proposing a “system of public forums” on a national scale for the edu- cational purpose of facilitating under- standing of public affairs, 1 have in mind very specific and specialized kind of discussion. Many people think I mean by “public forums” merely the holding of some meetings where speak- ers elaborate on a subject of public in- terest and are subsequently questioned by members of the audience. Others think I mean just the gathering to- gether of citizens to talk over some pub- lic issues similar to college “bull ses- sions.” Still others understand that I mean by “public forums” the staging of meetings where some leaders of more or less ability guide people in an infor- mal discussion of announced subjects. I wish, therefore, to state briefly exactly what I do mean. First of all, 1 want to see public fo- rums operated as a regular adult educa- tion program in the public-school sys- tem. . . . Nothing can add more to the value of public civic education than to extend it to include the majority of adults in the community. Thus the pub- lic-school system will not only serve the community with facilities for lifelong VOLUME 25, NUMBER Q,; education which is needed for good cit- izenship, but it will bring the respon- sible citizens into close relation, with their institutions of learning. This par- ticipation of adults in the program of the public schools will improve the ex- ercise of citizenship in the public con- trol of education, the selection of school- boards, and policy-making bodies, . . . Second, I want to see an adult civic education program along forum lines begun and developed in accord with high professional standards of leader- ship... . . In my experience, forum leadership requires the highest profes- sional talent available. It is infinitely more difficult to guide adults with vast- ly differing educational backgrounds and varying degrees of perceptivity in a process of open-minded inquiry into many complex and controversial ques- tions of public policy than it is to teach regular courses to students of one gen- eral age level with the aid of textbooks. Not only must the forum leader be a scholar himself in the social sciences, but he must be adept in the art of, group discussion. The public forum is the last place in the educational world to engage amateurs... . Third, I think forums should be so placed and so managed that they are readily available to all the youth and adults in the community, and in every community, rural and urban, in the nation. Democratic Sweden already serves one out of six adults with this kind of civic education. In order to achieve the ultimate goal of a nation- wide program we must have at least a decade for organization. I am sug- gesting that we begin in about twenty demonstration centers by establishing experimental stations similar to the Des Moines program in scope and manage- ment. A program of forums should be oper- ated for at least 30 weeks of each year. DECEMBER 1936 In the local community, a public forum program should schedule meetings in all parts of the city or township. In ad- dition, communitywide forums which present speakers of note representing a variety of points of view on important public questions serve to bring the people of the entire community to- gether. But in these forums I want to see a panel on the platform, including able opponents of the main speaker’s position, ready to challenge and ques- tion his conclusions. . . . If we are in earnest about doing something really effective to wipe out civic illiteracy, to preserve and improve our democracy, we must insist that public discussion be sO organized in our program that it actually engages the vast majority of the people. In the last place, these public forums should strive to attain the ideal of edu- cation which is to aid the learners to learn. This means that the management of the program should be as far re- moved from political -manipulation as possible. . . . The existence of a free press is funda- mental to democracy. Any action which tends to protect the freedom of the press adds to the strength of our demo- cratic structure. Likewise, a vital public interest in and knowledge of public affairs are essential to the perpetuation of democracy. Any agency which effec- tively encourages the growth of civic understandinf¢is to be considered a bul- wark of democracy. Public affairs fo- rums definitely serve to protect the free- dom of the press and to create civic enlightenment. A vast majority of our people are constantly on the receiving end of speeches, editorials, and articles. We have powerful mechanisms for reach- ing millions with a single speech or printed statement. Consequently, there is a tendency for a smaller proportion of the people to have the opportunity or inclination to speak or publish their views on public questions. . . When the masses of power-sharing citizens fail actually to participate in public discussion, the aa tend to | 295 | m themselves into rooting sections, ling or booing those who do dis- aut ourse or write about public issues. It only a short step from mob excite- ment for and against certain public ex- pressions to actual mass-supported de- mands for the gagging and censorship of the unpopular view. And the sud- den shifts of public enthusiasms are worth noting in this connection. The point is that we have lost sight of the underlying significance of our civil liberties to an alarming extent... . Too many people are prone to regard free speech and free press as desirable only when these freedoms permit the expression of views they favor. Too few there are who will vigorously defend the civil rights of those who hold op- posing opinions. . . . \n indispensable method of re-estab- hing mass appreciation for civil liber- lis ties as such—valuable because they pro- tect free public inquiry and access to all views—is to involve masses of people in free discussion of public questions. It is well to remember that the establishment of the principle of free speech was ac- companied by such institutions as the community town hall and lyceum. It was in these places that the rank and file of citizens practiced their liberty of ex- pression, gained a personal appreciation of it, and therefore cherished the right of free expression for all, in press and public meeting. To lose that personal concern for the rights of free press and free speech is to take a step toward dictatorship. The re- sults of the workings of dictatorships abroad affecting free press are now well- known. Newspaper and magazine cir- culations have dropped as much as 60 percent as the hand of censorship has reached out to delete all news and com- ment contrary to the doctrine or prac- tice of the dictatorship. .. . Another result of the mechanization and concentration of active public ex- pression is the loss of that general inde- pendent critical-mindedness which is essential to good government. The very fact that the mechanics and practice of public expression are so concentrated tends to make our people passive listen- ers or readers rather than active thinkers and sharers of ideas. And any circulation manager can testify to the difficulty of getting passive-minded people to read. To the extent that citizens in our de- [ 296 | mocracy lack that critical attitude and desire to know for themselves we are in danger of being swept off our feet to support rash and ill-considered innova- tions proposed by able demagogs. . . . We have about 250 “public forums” now. Many of them are doing truly edu- cational work, providing for public meetings in which the people may come to grips with public issues and discuss them from every important point of view. Others are devoted to promoting the views of the sponsors. Most of them concentrate on large meetings, sponsor- ing lectures, and appeal to the intellec- tually elite. In any case, all of these forums taken together reach no more than approximately half a million of our 75,000,000 adults. 1 believe that this is a problem for public education. The objective ought to be universal and carefully organized adult civic education, so that the vast majority of citizens will have oppor- tunity to participate in an annual pro- gram of forum discussions in every ur- ban and rural community in the nation. These forums ought to be built on a communitywide basis, exactly as our public-school system is made to serve all children in every community. What is now generally understood as a public forum, the large lecture-question forum, would be only one part of the commun- ity program. The much more important part would be the small discussion groups, “neighborhood forums,” meet- ing weekly or twice monthly in schools within close walking distance of the people. In these intimate gatherings of neighborhood folk, is achieved the spirit of counseling together, the free sharing of ideas and views, and the maximum of selfexpression. . . . Among other important activities of the community forum is the discussion of “spot news” to the end that the peo- ple may keep up with current events and analyze their significance. The foundations for these periods of group discussion are the reports in the daily newspapers and weekly periodicals. . Civic interests when established will be expressed in many ways—thru fur- ther schooling; thru reading newspapers, magazines, and books; thru attend- ing public forums; and thru participa- ting directly in civic affairs—to mention only a few of the modes of registering concern for civic welfare. Discussion not only stimulates the in- terest of people in pursuing further in- vestigation, and watching events with more alertness, but it is by and of itself essential to any democratic procedure. It has been said that democracy is gov- ernment by discussion. Some people would have us believe that this is the unfortunate part of democratic govern- ment. But, quite to the contrary, this discussion method is the glorious part of democracy and free social organization. However tedious and tiresome it may be at times, free discussion does assure, as far as is humanly possible, that action follows broad and many-sided consid- eration. It permits the immediate use of questions and answers. It gives people of opposing points of view free play in putting forward reasons and facts, and most of all it facilitates immediate chal- lenge. It creates a situation in which ex- periences can be freely shared, where misunderstandings can be cleared up, and gaps in the thinking of each filled in by the contributions of others. What other form of communication facilitates such rapid, complete understanding? Why shouldn't our daily newspapers and weekly periodicals feature public affairs discussion as they.now do sports, finance, society, and other features? The practical answer probably is that they will when America features the facili- ties for public forums as it does for these other activities. At a time when democracy is chal- lenged thruout the world, I think it of crucial importance that a nation origi- nally dedicated to democratic govern- ment should take steps to undergird its structure of free selfgovernment with the maximum of opportunities for civic enlightenment thruout the entire coun- try. To me that means the federal pro- motion and subsidy of community pub- lic affairs forums, under complete and independent local administration. It is my conviction that only thru wide- spread, systematic,and competently man- aged public discussion can we hope to maintain a vital, personal support for the corner-stones of democracy—free speech, free press, and freedom of assemblage. | This is the third in a series of articles from Plain Talk, reprinted here with the courteous permission of Commis- sioner Studebaker and the publisher, the National Home Library Foundation, Washington, D. C.| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION _ — -—- 5 N New Geography The map is an impor- tant aid to the study of geography, but it should be supplemented by proj- ects. York, Pennsylva- nia, children make their own map to show the products of the U.S. NE OF THE Most frequent and on () the whole perhaps one of the most justifiable criticisms of the public schools today is that they are fail- ing to give children practice in finding and attacking the crucial problems of presentday social living. These problems may be of local, state, national or in- ternational concern. Living in a demo- cratic society is based on the assumption that every individual should share re- sponsibility in solving the problems and making the decisions that are of mutual concern. In every community there are prob- lems in which all the people are mutu- ally interested. Perhaps certain high- or New Schools Earl E. Lackey ways in the community need improving, or perchance taxes are relatively higher than formerly, or maybe there are pos- sibilities for new enterprises of an in- dustrial or commercial nature that the local community should be sponsoring. Should the school encourage teachers and children to find such problems and devise methods of attacking them? Do children need practice in thinking about presentday problems? A part of Nebraska is in the sandhill region. This is a grazing area with a sparse population. One of the problems in which all other people in the state as well as those living in the sandhill area are interested, is that of equalizing educational opportunities for Nebraska children, because the social and eco- nomic welfare of all the citizens of the state is involved. Much of Kansas land is used for growing wheat. Not only the wheat- growers themselves but all the citizens of the state should share in the solving of the wheat-growers’ problems, because taxes, transportation rates, and cost of food are all involved. Would it not be well for every citizen of Kansas to have an intelligent interest in many such prob- lems? Should the teacher help her chil- VOLUME 25, NUMBER 9; DECEMBER 1936 dren to find problems of this kind and instruct them in methods of attack? A large amount of land m the United States that once was cultivated is now lying idle. Yet there is agitation in many quarters to reclaim cutover land, drain swamp areas, and irrigate dry lands. The welfare of every citizen of the country is involved in this problem. It is certainly one of mutual concern. Should all the citizens in our democratic republic share in the attack on this sit- uation, or should it be left to politicians and demagogs ? Only a small percentage of the sugar consumed in the United States is pro- duced in our country. Yet the sugar- producers of Java and of Cuba must climb over our tariff walls in order to supply our needs. This matter concerns the taxes, the food supply, and the gen- eral welfare of every United States citi- zen. Yet there are determined efforts in some quarters to maintain the tariff wall, with all of its implication for inter- national discord and for inequalities in tax burden. Should the schools in a democratic society be expected to give training in finding, analyzing, and solv- ing problems of intesnational concern? These four types of problems—local, [ 297 | state, national, and international—vitally concern the welfare of every citizen of the country. They are ever-present and never solved, but are continually in the process of being solved. In a world in which the elements entering into nearly every problem are variables this must of necessity be ruc. For the purposes of this discussion, there are at least two important ele- ments in the school situation. The first is the plastic, modifiable human organ- ism—the child—and the second is the ever changing and partly controlable en- vironment. The new schools are those that today the are recognizing ever hanging nature of the environment in which the individual lives. And recog- nizing this, they understand that op- portunity must be provided to develop abilities that will best enable the indi- vidual to continue to reconstruct his ex- perience to fit into the rapidly changing scene in which we are living. Today we are living in an industrial age that has come upon us so suddenly that we do not yet recognize what has happened to The patterns of thought of the agri- pore age still dominate much of our thought and action in dealing with the new problems of the industrial age. Our lessons in the old formulas of the agrarian order have been so well learned that we have faith to believe that things will right themselves eventually. Per- haps they will eventually. Meanwhile we will muddle along as best we can. Why can we not think our way thru more clearly? Simply because we have been taught that we are living in a more or less static world—a world of absolute values—and that once we have found the formulas for the solution of our problems, then they will stay solved. Our schools were adjusted to this type of thinking and many remain so largely even to this day. Many of us in our thinking have discounted in a large measure the old theory of the transfer of training, yet we run our schools and teach largely by this old doctrine. The new school recognizes that we learn what we practice and that youth must have practice in attacking problems that are on the move. The introduced by the school into the child’s experience for re- construction have been all too often dragged in from the dead past, and con- sequently the reconstructed patterns of [ 298 | materials B’ the “new geography’ we mean that all education should help children to understand the world in which they live, to adjust themselves to the good and the unchangeable features of it, and to change other conditions to meet their Bess Goodykoontz, needs.— Assistant U.S. Commissioner of Education. thought have turned out to be merely the old patterns handed down by au- thority. This kind of education is amply proven by the various items of indoc- trination that are fostered by the school, as well as by many other institutions in our complex society. In order to incul- cate patriotism we teach our children to glorify our military heroes and permit our military organizations to suggest the type of education that should be given. A new type of patriotism is difficult to develop under such circumstances, be- cause old patterns of thought dominate the learning situation. The new school, however, does not propose to discard the experience of the past in the educative process; it does not propose to eliminate problems of geog- raphy that deal with the past or with the status quo, but it does propose intro- ducing the crucial problems of the pres- ent into the experience of the children so they may begin to reconstruct their patterns of thought with the ever chang- ing present taken into account. The new geography for the new schools takes all the foregoing princi- ples of education into account. It recog- nizes: [1] That the human organism is modifiable; [2] that its modification comes largely thru its reaction to en- vironmental contacts; [3] that it learns what it practices; [4] that it learns by the continuous reconstruction of expe- rience; and [5] that new patterns of thought are contingent upon the nature of the materials introduced into the re- constructive processes. In all of these several principles, the science of education is as close an ally of geography as it is of any other divi- sion of human knowledge. In fact, when it is seen that so much stress is placed on the environment by education one wonders why geographers had not THE JOURNAL OF consciously capitalized upon these prin- ciples long ago. The new geography will give the child practice in finding the significant problems of the present. Since he learns what he practices, we want the school to give him practice in finding signifi- cant presentday problems. For example here are a few typical problems to illustrate the point of view. [1] Brick and tile are used very ex- tensively in construction work today. An organization with some money to invest is seeking a location for a manufacturing plant of this kind. What are the advan- tages and disadvantages of my commu- nity for an enterprise of this kind? [2] What can be done to prevent the disastrous floods in the lower Mississippi Valley? |3] How may the resources of Mexico be developed so more of the people will share in the benefits derived from their exploitation? Not only will the new geography edu- cate in finding the type of problems here mentioned, but it will give practice in searching thru the natural environment for significant factors in working them out. And since an individual learns what he practices, we want the school to pro- vide practice in novel as well as in approved methods of attack. The new geography will give the child practice in withholding judgment. Since this is a changing world in which we live—a world always on the move— we want him to get in the habit of not making snap judgments. If children are given practice in working on important problems of presentday living, they will soon learn that it is not possible to secure a final answer to all problems. That, in fact, problems of relationship where human items and natural environmental items are involved usually do not call for a final and absolute answer as do most of the problems of mathematics and many of those in the physical sciences. The new geography, therefore, will lend validity to the idea that problems will not stay solved, that in fact, most of the problems in which we are vitally in- terested are those that are continually in the solving. Since learning is the con- tinuous reconstruction of experience, we want to have the crucial elements of presentday living introduced into the re- constructive processes. THE NATIONAL EDUCATION ASSOCIATION |Social Wisdom from History ; ere ital call do tics ical will ems t of r in- y in con- , we s of e re- TION URING the junior and senior high- D school years the social studies curriculum is dominated by his- tory and civics. United States history and civics in the junior highschool; ancient, medieval, modern, and American his- tory,civics,social and economic problems in the senior highschool; these are the courses which have the field and which are going to have it for some time to come. If the schools are to make a con- tribution to civic education they must make it largely thru instruction in his- tory. “ The full contribution cannot be made along that line, to be sure, for there are limitations upon the efficacy of history as a promoter of good citizenship. Nev- ertheless the educator who is concerned about the political training of young peo- ple will do well to consider carefully what can and cannot be done thru the historical studies. The suggestion is here ventured that the study of history may contribute more than it usually does to an understanding of the present if more is made of the re- lation of past to present at every stage of the study. Let there be a closer corre- lation between past and present prob- lems. The idea may be clarified by a few illustrations. It is customary for teachers to assign outside references or readings as they proceed with the classwork. When, for example, the Navigation Acts are being studied, the students may be called upon to read outside the text on English com- mercial policy. Added information is gathered relative to Eighteenth Century mercantilism. The suggestion we are now making is that the text should be depended upon to describe the Eight- eenth Century aspects of that theory of foreign trade. The teacher should then explain that mercantilism is not merely a theory which flourished before the American Revolution, that the notion of national wealth to be gained by en- couraging exports and discouraging im- ports underlies trade policies widely held today. The outside reading should relate to presentday aspects of the problem. The references should deal with the con- temporary situation, relating past and present, showing that this problem of NOTES ON CIVIC EDUCATION IV the past is a continuing one, that we are still wrestling with it. When such studies are carried on, the student will see that, in reading of a remote period, he is not dealing with a dead past but rather with backgrounds of living issues. And when he turns to the present issues he will see that he is not looking upon some- thing new, but a late manifestation of something old; that the present may be illuminated by a study of the past. His- tory will then be vitalized and given meaning, while there will develop a habit of falling back upon historical experience as a means of interpreting current problems. Possibilities of such a linking of past and present may be found on every page of our histories. When the class reaches the period of the adoption of the Con- stitution, the text may be depended upon to take care of the historical situation. It will show what the Constitutional Fathers considered the really national problems of their day to be. Outside readings may be taken from contempo- rary materials and may deal with the question of what the truly national problems of our day are and of whether or not, in the light of developments, constitutional changes should be made. The issue of neutral rights which pro- duced the War of 1812 can be shown to be the very issue which looms on the horizon today; the issue upon the hand- ling of which America’s going to war or remaining at peace during the next few years may depend. By following the study of history chronologically and then by continually emphasizing the elements which past situations have in common with the present, history may come to life and the present may be made to stand out in a true perspective. Here is another suggestion: The study of history should be rid of its fatalistic implications. Too often the student who reads of the past is encouraged to become an optimistic fatalist.. Each event, each period, is presented as an accomplished fact. Things happened as they are de- scribed in the pages of the text. And, on the whole, progress has been made. All has been for the best. The inference is that the forces which predetermined the VOLUME 25, NUMBER 9; DECEMBER 1936 Walter E. Myer past course of affairs so propitiously are still guiding our destinies, so that, with- out the intervention of our wills and our determined social action, the present and future will take care of themsel ves. Of course, such a reading of history is unrealistic. At every moment of time there are choices to be made. Certain of the choices which have been made in the past have been happy ones. Others have been unfortunate, and have re- sulted in disaster. For example, when the inventions of the early Nineteenth Cen- tury revolutionized industry and _pro- duced the factory system, the people of that day had a choice to make. They could allow the industrialization of com- munities to proceed without regard to human welfare so that villages sitting upon green hillsides and enjoying the blessings of fresh air might become ugly and smoke begrimed, witht the inhabi- tants quartered in hovels unfit for human habitation. Such could become the product of industrialization. On the other hand, the people might have cho sen to force the mining and factory de velopment to proceed with due regard to the beauty of the surroundings and the health of the population. The former choice was made, and modern civiliza- tion is scourged by its Birminghams and Pittsburghs and Essens together with their smaller counterparts. This and other social developments, together with the hundreds of useless and preventable wars, have been great human tragedies. The student who is taught to stand at each period, looking upon every epoch as a threshold to a then undetermined future, who is taught to watch the ac- tions of men in the past and to see them carving their destinies, who is taught to criticize and evaluate historical decisions, will come into possession of the great truth that the present generation is also a carver of an undetermined destiny. And one who gains that concept is on the road to the possession of social wisdom. [ 299 | The School Janitor HE puTIEs and responsibilities of "Tete school janitor are different from those of janitors in other po- sitions. This might be recognized by the adoption of a new title to express better his relations to the schools and to the community. We need also more under- standing and a better appreciation on the part of the general public and often schoolmen themselves, of the janitor’s relation to the educational life of the community, his influence upon the school as a whole, and upon child life in particular. First, acting under the supervision _ of the school principal, he is the cus- todian of valuable school property. He has charge of a building which in many instances costs hundreds of thousands of dollars. He makes minor repairs of building and equipment, and he has im- mediate control of the equipment of the building; often this equipment is very expensive, and may be damaged or en- tirely ruined if the janitor is careless or untrained for his work. The modern school building of today is a community center nine months a year, used in the evening, on Saturdays and Sund: 1ys, and during summer vaca- tions. This community use of school buildings makes the position of school janitor not only more important than formerly, but much more difficult. Un- like the janitor of even a decade ago, the modern school janitor is the servant of the whole community. Second, the janitor is responsible for operating and servicing the school plant. He may help select the supplies—a func- tion requiring good judgment. He su- pervises the use of fuel, electricity, water, sweeping compounds, and the like. Third, the janitor is the housekeeper of the school. An efficient janitor, trained and interested in his work, will take the same pride in keeping his building spick and span that the model housekeeper takes in her home. He will not tolerate marks on the wall, dirt or waste paper in the school home. Where the school janitor has this attitude, it usually follows that the children, the teachers, and others who use the school property cooperate with him in his work. Incidentally, it is reasonable to [ 300 ] J. L. Sowers suppose that as habits of cleanliness, orderliness, and tidiness are learned and required of the pupils in school, they will carry this habit over into their homes. Adults using the school build- ings sometimes fail to help the janitor keep the school a clean, healthful, and sanitary home for the children. How- ever, for the past ten years we have con- ducted evening schools in Miami, Flor- ida, without the use of tobacco in the buildings, and without leaving litter to be cleaned up after our classes. Fourth, the school janitor must keep the school buildings and property in such condition that the health and safety of teachers and pupils are safe- gu uarded. The janitor must know some of the fundamental facts of hygiene, something about the chemistry of clean- ing, the effects of dust and ventilation. Fifth, the school janitor exercises moral and educational influence on the school. In many schools he is the only man with whom the pupils come in contact; children sometimes become bet- ter acquainted with him than with their teachers. Children ask the janitor ques- tions; they seek his advice; they present some of their problems to him for solu- tion. These considerations make it nec- essary that the janitor be a person of clean mind and body, with more than average intelligence, and possessing large amount of common sense. Like the principal and teachers, he must know how to do his part to accomplish the fundamental aims of the school. Sixth, the typical school janitor has often lived in the local community for many years, perhaps all his life. His acquaintance with the people and chil- dren of the community gives him con- siderable political and social influence. He sees much, hears much, and occa- sionally says much. He can do a great deal to mold public opinion on school matters—favorably or unfavorably de- pending on his character, training, and standing in the community. Archaic methods are still being em- ployed in some communities in the selection of these important school em- ployees. Too many men are employed on a “trust to chance” basis. With the rapid growth of the modern school sys- tem, janitor service has evolved from a comparatively simple, non-skilled job to that of a skilled and technical type. The time passed with the little frame school- house, when any unfortunate, maimed or aged man, whom industry could no longer use, could be expected to ade- quately fill this responsible position. Minneapolis, Minnesota, has devel- oped an efficient plan for janitorial serv- ice. School janitors and engineers are selected by civil service examination. All employees in the public- -school jani- torial-engineering service are required to attend for ten hours each month the training school for janitor-engineers conducted for nine months each year by the board of education. The University of Minnesota the training school for two weeks every summer; it is open to students thruout the U. S. Recent investigation of school jani- tors in a school survey in four states in the Middlewest gives the following findings: Ten percent of the janitors’ children were thru college; 14 percent, still in college. Working for less than $100 a month, 55 percent of them own homes worth more than $2000; 78 per- cent pay taxes above $60 annually; 81 percent carry more than $2500 worth of life insurance each; 80 percent are church members; 88 percent are fathers of two or more children. A good school janitor is a loyal worker, responsible citizen, and friend to children. ope rates The proper attitude of all has much to do with the degree of pride which the janitor maintains toward his work and toward the school. cities have definite regulations regarding the duties of the school janitor. . . . These regulations are doubtless desirable and even necessary, yet nothing can supplant a fine working spirit, a sense of pride, and a feeling of responsibility toward the success of the school —Arthur S. Gist in The Administration of an Elementary School. Many THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION VC ed he Ts by ity ng - it ni- ites ing ors’ ent, han wn per- 81 orth are hers oyal iend ch ny or. yet ng he TION NTOINE CapiLLac in 1701 planted the French flag at Detroit over a bristling stockade that warned enemies to keep out. For more than a hundred years Detroit figured in the military operations of Indians, French, English, and the citizens of the Ameri- can states. During the Revolution, the outpost was a point of departure for British-inspired Indian forays into the Ohio country. During the War of 1812, Detroit was the center of the Western campaigns. Not far away Commodore Oliver H. Perry met the British fleet in the battle of Lake Erie, and heartened General William H. Harrison on his Way to recover Detroit, with the famous message, “We have met the enemy and they are ours.” Five years later the Rush-Bagot conven- tion demilitarized the border between Canada and the United States. For 118 years no fort, no warship, no gun on 3986 miles of international boundary line from the Strait of Juan de Fuca to Grand Manan Channel in the Bay of Fundy has menaced the peace of the two great American nations. No other such ex- ample of amity between nations exists in the world. So far from being a threat to border VOLUME 25, NUMBER Q; Invites the site passage today, Detroit encourages it with every facility of transportation. Ferry- boats, tunnels—and now the great Am- bassador Bridge, memorial to more than a century of peace—eliminate the Detroit River as an obstacle to free intercourse between Canada and the United States. The friendly relationship between the two nations suggests emphasis upon the topic of international goodwill at the Detroit convention of the National Edu- cation Association, June 27-July 1, 1937. President Orville C. speaker from a foreign country. In other ways the neighborliness of nations is ex- pected to be stressed on convention Pratt is inviting a programs. Detroit is an ideal city for the Associa- tion’s seventy-fifth annual meeting. The ten or twelve thousand teachers expected will be comfortably accommodated in the modern, well-appointed hotels of the city. The Masonic Temple has com- modious general assembly and sectional meeting places. Exhibit space is ample and the arrangement suitable for effec- tive display. Detroit has many features, besides its importance as a friendly gateway, of in- terest to those who are concerned with the vital problems of human association. DECEMBER 1936 Nation's Teachers Detroit is called “the most industrial city in the world.” It has developed rapidly, and has met and solved sore of the so- cial and economic problems consequent to quick expansion and to the factory method of earning a livelihood. The Automobile City is justly proud of its industrial position, but not more than it is of its schools, colleges, libraries, museums, parks, and art centers. Many of its cultural and educational advan- tages have followed directly the success of its factories and offices. Henry Ford’s Greenfield Village is an expression of the sentiment of the American people for their antiq- uities and traditions. Guides with horse- drawn vehicles meet visitors and take them to the schoolhouses, dwellings, unique taverns, grist mills, saw-mills, harness shops, and stores of nineteenth century pioneers. Here one sees many other reminders of a century past—all within a few minutes from towering skyscrap- ers, whirring factory wheels, and flam- ing foundries. Detroit is a city in which mass produc- tion, the fine arts, workmen of foreign parentage and American tradition, the old and the modern, mingle in the cul- ture of a new civilization. ae | 301 | 2 1 OR EP AR TEIN er Five Lamps of Education USKIN, in his Seven Lamps of Archi- the funda- mental principles which ought to tecture, enumerated regulate architecture. One may, there- tore, perhaps venture to state the requi- sites of the teacher’s art by enumerating the Lamps of Education. [1] Knowledge—The teacher who is not anxious to acquire knowledge every moment of his life may as well bid fare- well to all hopes of distinguishing him- self as a teacher. The ideal of the knowledge to be ac- quired should be far above the everyday needs of teaching. The accuracy and pre- cision necessary in all good teaching can come only to the teacher with deep and the most serious lapses in a teacher’s work profound knowledge and one of is the absence of these qualities. The Lamp of Knowledge is, of course, intended to include knowledge of meth- ods of teaching, quite as much as knowl- edge of the subject itself, the two quali- ties together constituting the essentials of te: ching on the purely intellectual side. Educational methods have ad- vanced so much in recent decades that it is almost criminal on the part of any teacher not to place the latest knowledge and experience of methods at the dis- posal of his class. [2} Love—The Lamp of Knowledge cannot light us a long way on our path unless it is also accompanied by what may be called the Lamp of Love. The teacher deals in his classroom, not with mechanical units to be marshalled and manipulated in accordance with certain rigid and immutable scientific principles, but with highly delicate human organ- isms, each with a peculiarity of its own requiring the most careful and affection- ate guidance. The teacher can be com- pared to a highly gifted gardener whose persistent endeavors and vigilant watch- ing enable the flowers to blossom into all their sweetness of perfume and beauty of shape. Every educational system makes the unfortunate effort of trying to reduce all to one mechanical pattern; but the successful teacher is he who con- tinually battles against the danger and is able to treat the children as independent personalities, each different from the other. So early as in the sixteenth century, Roger Ascham said in his Scholemaster that knowledge cannot be communi- cated in an atmosphere of fear, because when fear is roused, all other faculties are in suspense. It is surprising that even today there are teachers who do not real- ize the value of this fundamental prin- ciple in education. Apart from the fact that affection and sympathy are expected of any decent teacher towards the young pupils intrusted to his charge, they are necessary even for the success of the teacher’s work in the classroom and they may be practiced at least for this reason, if not for any altruistic motives. Without cheerfulness, all educational work must be depressing to the learner as well as to the teacher. The teacher must be a center of joy in the classroom, radiating cheerfulness to every child. The teacher’s profession is handicapped by a number of disadvantages in emolu- ments and conditions of service, but cheerfulness is his duty in any adverse circumstances. Whatever his troubles in balancing his household budget, and however wearying to the flesh and to the mind his mechanical daily grind of routine duties, he ought to be a picture of joy inspiring the whole class to a happy frame of mind. [3] Trath—All the moral qualities necessary to make a teacher a model to his pupils may be said to constitute the Lamp of Truth. There is nothing which exercises a more profound influence on pupil’s character than the teacher’s own personal example. A high sense of duty, scrupulous adherence to truth, selfrespect, and dignity—these are quali- ties the possession of which in a teacher will be easily noted by his class with highly satisfactory results. The responsi- bilities implied in the French saying, THE JOURNAL OF noblesse oblige, apply even in a more emphatic form to those in the teaching profession. The teacher cannot afford any lapse in behavior or conduct, with- out losing his capacity for success in his work, however eminent his intellectual qualifications. He cannot be caught using bad language, or losing his temper, or even forgetting the laws of decorum —without serious consequences. He is always in the limelight, like wellknown public men, being watched every minute by the young people who surround him. The need for high principles is all the greater in his case as his example is in- fectious, and each act of his is perhaps responsible for the conduct of many young men in his neighborhood. Sacrifice—The teaching profession deserves as good a living wage as any other and its nobility cannot-be a substi- tute for better conditions of service with- out which it is impossible to achieve a high standard of efficiency. But there is still a need for the Lamp of Sacrifice. Even if all the improve- ments demanded by the teaching profes- sion are conceded, there would still be! need for sacrifice on the part of its mem- bers. . . . There is sacrifice in the mere choice of the profession. ... A good teacher wears his life out in the service of those who are intrusted to his charge and in a sense may be said to build up other lives at the expense of his own. What greater sacrifice can be expected of any profession? [5] Idealism—Transcending all these qualities necessary for success in educa- tional work, there is the Lamp of Ideal- ism, which ought to be the dominating principle of a teacher’s life more than that of any other. In no other profession is there such a demand for loftiness of aim and the cherishing of high ideals. It is idealism which makes the teacher’s work yield its highest fruit and is re- sponsible for lifting educational en- deavor to glorious success.—Principal P. Sestapri, president, All-India Fed- eration of Educational Associations, in the Indian Journal of Education. THE NATIONAL EDUCATION ASSOCIATION imp ove- fes- | be 4 em- nere rood “vice arge 1 up wn. ~cted these luca- deal- ating than ssion ss of deals. cher’s is re- | en- rcipal Fed- ns, in ATION Notes Win Fournat Autuors— Payson SmitH [272], chairman of the NEA Committee on the Horace Mann Centennial, and former state commissioner of education in Massachusetts, is a member of the faculty of the graduate school of edu- cation at Harvard University. ° Joun Dewey [274], who has exerted a farreaching influence upon the thinking of men and women thruout the civilized world, needs no introduction to JouRNAL readers. Dr. Dewey is an honorary presi- dent of the National Education Associa- tion. ° STEPHEN Duccan’s [275] long service as director of the Institute of International Understanding has laid the foundations of world understanding and cooperation. ° Lyte W. Asusy [277] and BetmMontr FarLry [279] are assistant directors, Divi- sion of Publications, NEA headquarters. ° Wittarp E, Givens | 278] is executive secretary of the National Education Asso- ciation. ° Mrs. Emery C. Livery [287], a class- room teacher of New Orleans, was chair- man of the Committee on Tenure of the Louisiana Teachers Association, which was successful in securing tenure for Louisiana teachers. © MADELEINE SCHOENHOF | 283] is an ele- mentary teacher in Public School 78, the Bronx, New York. ° No one in the United States is better qualified to discuss crime and its cost than J. Epcar Hoover [286], director of the Federal Bureau of Investigation, United States Department of Justice. ° Next month Dr. Gares | 289] of Teach- ers College, Columbia University, and Dr. Bonp of the Fredonia, N. Y., State Teach- ers College will present the final article in their series on reading disabilities. © This is Paut V. Beck’s [297] first ap- pearance in THe JournaL. Mr. Beck, a classroom teacher at Central Highschool, Tulsa, Okla., was this year chairman of the Education Committee of the Tulsa American Legion Post. ° AMA May Ropcrrs | 292] is supervisor of Allen Parish, Oberlin, Louisiana. VOLUME 25, NUMBER Q; CHRISTMAS GREETINGS The headquarters staff and officers of the Association send heartiest Christmas greetings to each member of the National Education Association and to the host of friends of the teaching profession. ° EvizaBeTtH Brown [293] has _ retired from a principalship in Louisville, Ky. ° Wititiam H. Burnuam | 294] is pro- fessor emeritus of education and social hy- giene, Clark University, Worcester, Mass. ° The article by U. S. Commissioner of Education J. W. StupEBAKER | 295| 1s par- ticularly timely in view of a recent an- nouncement by Secretary Ickes that $330,- ooo has been allocated for continuation and expansion of civic education thru public forum centers. ° Earv E, Lackey | 297] is associate pro- fessor of geography at the University of Nebraska, Lincoln. ° “Social Wisdom from History” | 299| is the fourth JourNAL article in a series of “Notes on Civic Education” by WatrTer E. Myer, editor of The American Ob- server. ° J. I. Sowers [ 300| has been with the Miami, Florida, schools for fourteen years. He is director of the weekly radio pro- grams conducted by. the schools. Mr. Sowers is co-author of several textbooks, in- cluding Trade Foundations, The Boy and His Vocation, Woodcarving Made Easy. ° P. SesHaprt | 302| is president of the All- India Federation of Educational ciations. Asso- DECEMBER 1936 ana Announcements Railroad rates to New Orleans— Recently new reduced railroad rates went into effect on all lines, and the passenger associations discontinued the practice of granting reduced fares for conventions of any character whatsoever. In most cases the new rates are as low as or lower than those formerly authorized for conventions. The identification certificate plan has been entirely abandoned. Chairman C. B. Rhodes of the South- eastern Passenger Association writes as follows: The eastern passenger associations discontin- ued convention fares effective June 1, 1936, when their one-way basic passenger fares were reduced. The western associations also withdrew conven- tion fares effective October 1, 1936, convention traffic now being referred to their daily reduced round trip fares. It is possible that round trip winter ex cursion fares to New Orleans will be avail- able at the time of the meeting of the De- partment of Superintendence during the last week in February 1937. Information on this point may be obtained from local ticket agents as proaches. convention time ap- Horace Mann portrait—Mrs. J. W. Crabtree, wife of Secretary-emeritus Crab- tree, has painted a life-size portrait of Horace Mann. The picture is in oils and is painted from a recently discovered dag- uerreotype of Horace Mann. It shows the educator in the prime of life and is con- sidered a good likeness. This portrait by Mrs. Crabtree was exhibited at the meet- ing of the Horace Mann League in St. Louis and exhibited later in Washington. Schools may secure a duplicate oil painting for $50 by addressing Mrs. Crabtree at 1304 Euclid St., N. W., Washington, D. C. This announcement will be of special in- terest to Horace Mann schools, which may wish as a feature of their centennial cele- bration to place in the school a fine memo- rial to Horace Mann. Department of Elementary School Principals—Edythe J. Brown, president, is preparing an interesting program for the Department meeting in New Orleans, Feb- ruary 20-25, 1937. The theme for the Mon- day afternoon program will be “Building a Better Citizenry thru Recreational Activ- ities.” William S. Gray, University of Chi- cago, who will be one of the principal speakers, will give an address on “Reading for Leisure in the New Age.” The Tues- day afternoon program will be in charge of New Orleans and other Louisiana prin cipals. 303 | Centennial Year in North Caro- lina—John C. B. Ehringhaus, Governor of North Carolina, in a letter to Association headquarters, says: “I have issued a proc- lamation pursuant to resolution adopted by our General Assembly, designating the school year 1936-37 as Centennial Year in honor of the one-hundredth anniversary of the passing of a resolution by our Gen- eral Assembly calling for a plan of com- mon has been well organized and at present there is actually schools. . . . There functioning an organization to give some- what continuous and proper observance of these suggestions.” Every highschool in should offer a America course in international affairs. Budgeting of professional dues is becoming popular — Supt. Stuart R. Race of Glen Rock, N. J., reports that the Teachers Association in Glen Rock has adopted the budget system for payment of dues. Under this plan, a $5 payment covers dues for local, state, and national educa- tional associations. H. Fred Hersner, elementary principal, Garfield School, Colton, Calif., recently forwarded $36 covering a 100 percent en- rolment for his school. Mr. Hersner com- ments: “I believe that because we use the budget system, it has been possible for us to be 100 percent this year in our local, state, and national professional organiza- tions.” Burlington, Iowa, has maintained a 100 percent NEA enrolment record for 15 years. A member of the staff recently wrote: “For several years I personally paid the membership of one teacher rather than lose the 100 percent standing. At the pres- ent time the teachers have voted to have the secretary take their dues out of their first pay check. This vote came from the teachers, without administrative pressure.” Visual education at its best—An ex- ceptional program of visual education is carried on by the schools of Reading, Pa., where the board of education has devel- oped a public museum, rich in varied col- lections, to which school children are trans- ported systematically in buses. In specially equipped lecture rooms they study carefully prepared lessons in which objects are observed, experiments performed, pictures studied, so that the whole range of human activity thruout the world is interpreted. During the fall, there has been in this museum an exhibit by local artists with more than 300 entries. The enterprise has been built up largely thru the genius of Director Levi W. Mengel, who has given his life to it. The correlation of the work of museums with that of the schools is mak- ing steady progress thruout the country. [ 304 | Harry W. Colmery who was elected national commander of the Amer- ican Legion at its Cleveland meet- ing. The Legion cooperates each year with the NEA in sponsoring Amer- ican Education Week. Horace Mann: His Ideas and Ideals—As a part of the Horace Mann Centennial, a 160-page book has been pre- pared by the editor of THE JourNaL, who is also secretary of the Association’s Com- mittee on the Horace Mann Centennial. This volume, which contains a sketch of Horace Mann’s life, his Lecture on Edu- cation, his Letter to the School Children, and other quotations, can be used as a basis for editorials and public addresses. It is suitable for highschool or college classes, for a commencement gift to stu- dents, or for a personal gift to laymen in- terested in the schools. Many superintend- ents will wish to present copies to their boards of education. Published without profit or royalty by the National Home Library Foundation, Washington, D. C., it is available for 25¢ a copy; 4 copies, $1 postpaid. The Radio Calendar, listing educa- tional programs by non-commercial agencies, prepared each year by the De- partment of Superintendence, is now available to those whose request is ac- companied by a long, selfaddressed, stamped envelope. Students dedicate new building— When a new auditorium gymnasium and building addition was dedicated at White Bear Lake, Minn., in October, the program was in charge of the student council. The program included: Selections by the highschool band. Flag salute led by a highschool senior. THE JOURNAL OF Inauguration of the student and vicepresident. body president Responses by the president and _ vicepresident. Dedication address by a highschool senior. Greetings and addresses by students from visit- ing schools. Greetings from the board of education, the Alumni Association, the highschool faculty, the White Bear Association, and the superintendent of schools. The local press made the following com- ment: One of the outstanding features was the splen- did manner in which the young boys and girls before the footlights and delivered their addresses. They had poise, good delivery, and stood their speeches were meaty—food for thought— all of which reflected credit upon the modern school systems and the ability of the teachers in charge to develop these orators in embryo. Now to the legislatures and Con- gress—December is a crucial month for the officers of local, state, and national edu- cation associations; for officers of parent- teacher associations; and for every civic- minded leader. Will our legislative bodies face the educational issues or will they pur- sue a policy of drift or even of reaction? Active committees of teachers and citizens at work in the home district of every repre- sentative are the surest safeguard. AEW in the newsreels—Thru the cooperation of the offices of the Motion Pic- ture Producers and Distributors of Amer- ica, several of the major newsreel com- panies carried an episode in honor of American Education Week in releases shown during the week. As THe JourRNAL goes to press, Paramount, Universal, and Metrotone were known to have carried the reel featuring Henry Ford’s visit to his boyhood school in Greenfield Village. The Joint Committee on Educa- tion in Wisconsin—In January 1934 the American Association of University Women in Wisconsin called together rep- resentatives of a number of statewide groups, for the purpose of concentrating with force and intelligence on the crisis in education. From this meeting has grown the Joint Committee on Education in Wis- consin, whose membership is made up of the president and education chairman of thirteen organizations. The committee’s activities center around [1] the preparing of authentic, unbiased, statistical, and infor- mational material for use in study groups in the various organizations; and [2] the sponsoring of educational conferences held in various sections of the state to bring reliable information directly to interested citizen groups. Missouri removes ancient restric- tion against retirement—-Citizens of Missouri on November 3 voted favorably on Amendment [Cont. on page A-129| THE NATIONAL EDUCATION ASSOCIATION X a X The Honor Roll af. Only by working together, understanding each other, keeping faith in each other and in the cause to which our life work is dedicated, improving our program, meet- ing new needs, strengthening our profes- sional relationship, and utilizing lay co- operation will education move forward and meet the challenge of today and serve tomorrow’s need.—Agnes Samuelson, past president of the National Education Asso- ciation, New Life Enlistments HE NUMBER of Life Members in the National Education Association on November 1 was 5632. The following Life Members have been re- ported since the list was published in the Novem ber JoURNAL: CONNECTICUT Charlotte A. Hubbard District or CoLtuMBIiA—William H. Bristow, Ches ter W. Holmes FLortpa—Mrs. Alice W. Crawford INDIANA Hildegarde Maehling Kansas—J. E. Connell Kentucky—R. D. Jupp MiIcHIGAN—William R. New Jersey—Donald C. DeHart New Yorkx——Arvid J. Burke Ou1o—Ralph D. Purdy, M. T. Ricketts OKLAHOMA—Wayde H. McCalister PENNSYLVANIA—Richard E. Fuller, J. Bryce Sardiga West VirRGINIA—M. P. Berger Holliday, Jane Skinner Completed Enrolments HE FOLLOWING SCHOOLS have completed their Eee percent enrolment in the National Educa- tion Association since the list was published in the November JouRNAL. EIGHTEEN YEARS Cotorapo—Greeley, Washington Ou1to—Kenton, Kenton Public Schools, East, Espy, Kenton Grammar, Kenton High, North, West SEVENTEEN YEARS Matne—Mapleton, Mapleton Public Schools, Castle Hill, Chapman, Mapleton Elementary, Mapleton High SIXTEEN YEARS Nevapa—Las Vegas, Las Vegas Elementary Ou1to—East Cleveland, Mayfair FIFTEEN YEARS Ilowa—Burlington, Burlington Public Schools, Corse, James W. Grimes, Lincoln, Horace Mann Junior High, North Hill, Oak Street Elementary, Oak Street Junior High, Perkins, Prospect Hill, Salter, Saunderson, Senior High and Junior College, Sun nyside, Washington MicuicaAn—South Haven, Schools, Hartman, High Outo—Oberlin, Oberlin Public Schools, Centennial, Oberlin High, Pleasant Street, Prospect Street PENNSYLVANIA Biglerville, Biglerville Public Schools South Haven Public Indiana, Junior High, Senior FOURTEEN YEARS Ar1zona—Jerome, Jerome Public Schools, Adminis- tration Building, Clark Street, Jerome High, Pub- lic Building C I_Lt1no1s—Pontiac, Pontiac Public Schools, Central, Ladd, Lincoln, Washington lowa—Council Bluffs, Henry W. Longfellow KansAs—Chanute, Alcott, Cross, Lincoln, Murray Hill, Roosevelt, Royster Junior High, Senior High, Webster VOLUME 25, NUMBER Q, MaryYLanp—Galena, Galena Elementary, Galena High MicuicGaAn—St. Joseph, St. Joseph Public Schools, Garfield, Jefferson, Lincoln, St. Joseph High, Washington New Mexico—Roswell, Washington Avenue Ou10o—East Cleveland, Caledonia Vireinta—Lynchburg, Garland-Rodes THIRTEEN YEARS DELAWARE—Wilmington, Public Number 22 ILL1INo1is—Maywood, Emerson Kansas—Leavenworth, Lincoln MassacHusetts—Brookline, Lawrence MicHiGANn—Grand Haven, Grand Haven Public Schools, Central, Ferry, Junior High, Senior High New Jersey—Bernards Township, Bernards High; Summit, Brayton, Lincoln New York—Oneida, Washington Avenue Oun1o—Columbus, Heyl Avenue; Findlay, McKee; Warren, Elm Road PENNSYLVANIA — Mahanoy Township, Mahanoy Township Public Schools, Buck Mountain, Ellengowan, Lincoln, Mahanoy City Junior High, Mahanoy City Senior High, Maple Hill, Park Place, Robinsons, Suffolk, Washington, Wiggans, Coles, Yatesville; Munhall, Munhall Public Schools, Munhall Senior High, Ravine Street, Twelfth Avenue; Palmerton, Palmerton Public Schools, Delaware, Junior and Supervisors Uran—Jordan Franklin, Hazard, Stephen S. Senior High, Special Palmer Teachers and District, Jordan District Schools, Bingham Central Elementary, Bingham Junior and Senior High, Bluffdale Elementary, Butler Elementary, Copperton Elementary, Cres cent Elementary, Draper Junior High and Elemen tary, Granite Elementary, Harriman Elementary, Highland Boy Elementary, Jordan Senior High, Lark Elementary, Midvale Junior High and Ele mentary, Riverton Junior High and Elementary, Sandy Junior High and Elementary, South Jordan Elementary, Sandy Union Junior High and Ele mentary, Upper Bingham Elementary, West Jordan Junior High and Elementary. W asHINGTON—Bellingham, Roosevelt W vominc—Caspfer, Grant Public TWELVE YEARS CoLorapo—Fort Lupton, Fort Lupton Consolidated Schools, Fort Lupton Grade, Fort Lupton High (GEORGIA—A tlanta, Whitefoord Inp1ANA—Fort Wayne, McCulloch MinnEsota—Minneapolis, Grover Cleveland Missouri—University City, Flynn Park New Jersey—Bernards Township, Bernards Gram mar; Camden, H. C. Sharp; Montclair, Grove Street New Yorx—Oneida, North Broad Ou1o—Tiffiin, Columbian High PENNSYLVANIA—Berks County, Boyertown Borough, Caernarvon Township, Cumru Township, District Township, Douglass Township, Heidelberg Town ship, Jefferson Township, Kutztown Borough, Maidencreek Township, Oley Township, Perry Township, Strausstown Borough, Topton Borough, Upper Bern Township, Wyomissing Borough, Wyomissing Hills Borough; Kane, Central, Clay Street, Kane Sub-High, Welsh Street, West Side; Muehlenberg Township, Muehlenberg Township Public Schools, Hyde Park, Rosedale, Senior High, N. C. Shaeffer, Temple Wyominc—Laramie, Nellie Iles ELEVEN YEARS CoLorapo—Airk, Kirk High Itt1no1s—Shabbona, Shabbona Public; Wheaton, Wheaton Public Schools, Holmes, Longfellow, Lowell, Wheaton Community High, Wheaton Jun ior High, Whittier InpIaANA—I ndianapolis, William McKinley Kentucky—Ashland, Ashland Senior High, Bayless, Cole Junior High, Hager, Hatcher, Means Massacuusetts—Beverly, Junior Manual Training MInNESOTA—Minneapolis, Margaret Fuller, Willard; St. Paul, Riverside Nevapa—Carson City, Carson City Public Schools, Carson City Elementary, Carson City High Oxu1o—Bowling Green,-Church Street, South, Ridge Street: Columbus, Felton Elementary; Mansfield, Newman Street Soutnu Dakota Uran—Alpine Lafayette W asHiNGTON—Centralia, Centralia Public Schools, Edison, High and Junior College, Jefferson-Roose velt, Lincoln, Logan, Oakview, Washington Wisconsin — Kenosha, Washington Elementary, Washington Junior High; La Crosse, Hamilton; Two Rivers, Two Rivers Public Schools, Hamil ton, Koenig, Washington Grade, Washington High; Wauwatosa, Lincoln Wakonda Wakonda Consolidated District, Spencer; Salt Lake City, DECEMBER 1936 ARIzO Ho NA CALIFORNIA Nee dles “I the NEA SUE TEN YEARS Ibrook, He Needles, ”” Street brook Needle Ss Elementary, Public Side Elementary, Needles High DELAWARE GEORGIA {tlanta, Lee Street InptanA—Fort Wayne, Justine N. Study lowa—West Liberty, West Liberty Public School West Liberty Grade, West Liberty High Kansas—Lawrence, Lincoln, Woodlawn Kentucky — Ashland, Ashland Publi Schools Crabbe, Oakview, Wyli« MaineE—Camden, Elm Street MASSACHUSETTS—Athol, Main Street: Me James; Stoneham, South Missourt—Kansas City, William A. Knotts New JERSEY Vineland-Landis Township, East Avenue, Park and Second Streets, South Vineland New Mexico—Albuquerque, University Heights New YorK—Rome, Thomas Street Outo—Fremont, Atkinson, Croghan, Hayes, Otis Stamm PENNSYLVANIA — Bradford, Fourth Ward, Si Ward; Hollidaysburg Hollidaysburg P Schools, Gaysport, Hillcrest, Junior and Seni High Texas—Texarkana, Grim, Texas Junior High Wisconstin—Wauwatosa, Washington W rominc—Sheridan, Coffeen Avenue NINE YEARS CaALiIFORNIA—Vallejo, McKinley CoLtorapo—Canon City, Roosevelt Junior High ILLINo1Is—Gurnee, Warren Township High Kansas—Lawrence, Pinckney MARYLAND—Westernport, Hamn ond Street MASSACHUSETTS—W orcester, Thorndyke Road Missouri—Maryville, Maryville Public Schools, | gene Field Elementary, Maryville High Soutn Dakxota—Pierre, Pierre Public Schools, Cen tral TENNESSEE—Springfield, Main Street Elementar Springfield Junior High, Woodland Street Ele mentary VerMontT—Bellows Falls, Atkinson; Enosburg Fa Enosburg Falls Public Schools, Grade, High Wisconsin—La Crosse, Hogan EIGHT YEARS CaLirorniA—Pismo Beach, Pismo Grammar CoLtorapo—Walsenburg, Huerfano County High Itt1no1s—Lombard, Lombard Public Schools, Wil liam Hammerschmidt, Lincoln Junior Higl Woodstock, Dean Street Kansas—Lawrence, Lawrence Junior High KENTUCKY ishland, Condit, Charles Russell MassACHUSETTS—Stoneham, Chas. J. Emerson MICHIGAN NEw chester, Thayer High New JerseEYy—Bernards Townshi Bernards Town ship Public Schools, Basking Ridge, Bonnie Brae Liberty Corners; Hillside, Saybrook; Lawre: ille, Lawrenceville Public Schools New Mexico—Albuquerque, North Fourth Street New Yorx—Spring Vall Lakeside NortH Daxota—Fargo, Emerson H. Smith On1o—Ashland, Ashland Public Schools, Arthur Street, Ashland High, Grant Street, Lincol Osborn, Pleasant Street; Canton, Henry S. Mar tin; Champaign County, Christiansburg-Jacks Clinton County, Mt. Pleasant Public; East Pale tine, East Palestine Public Schools, East Nort! Avenue, East Palestine Junior High, Senior H Captain Taggart; Fremont, Lutz PENNSYLVANIA Munhall Franklin, Homestea Park, Nineteenth Street; rthampton, Nort! ampton Public Schools, Central, Franklin, Nort! ampton Junior High, Northampton Senior Hig Washington, Wolf VERMONT—Bellows Falls, Wells Street SEVEN YEARS DELAWARE—LEastern New Castle County, Del: City Elementary GEORGIA {tlanta, Davis Street InDIANA—I ndianapolis, Public Number 71 lowa—Council Blut Abraham Lincoln High MASSACHUSETTS Southwick, Southwick Con dated; Stoneham, Dean: Waltham, Thomas Hill Minnesota—St. Cloud, Garfield New Mexico—Albuquerque, Monte Vista New YorK—Oneonta, Chestnut Street NortH Daxota—Bismarck, Bismarck Public Schor Bismarck High, Junior High, William M Richholt, Roosevelt, Wachte?, Will; Cars Western N Bernards Jackson, P| HAMPSHIRE Vin Carrington Ags Public Schools, Carrington rington Rural, Lincoln Fargo, Roosevelt Elementary (OHIO Findla High, assiz Junior High, Liberty Township ewcastle Township easant Public County, Te Schools Schools, Needles No wnsend rth Olcott Prin it Lincoln Centraliz High, ¢ Washington Gira Plat =<] ed tata 1 on N VANIA Ambridge, First I rview, Fourteenth Street; er Merion Township nedy, Swedeland Texarkana, Central ,—Hopewell, Dupont, Highland Park; ay View Kenosha, FE Ward; Berwi Montgomery County, Public Schools, Port Nor iward Bain; La Crosse, Cokeville, Public (District Number 8) SIX YEARS na—Hayden, Hayden High, Primary Griffin Public Schools, Sam Bailey, Griffin High, North Side, Third Gritin t A Griffin, Fourth Ward, Ward, West inois——Du Page County, Number 7) pIANA—Crawfordsville, ville Junior High, Willson LOWA Itasca Public (District . West Chicago, Community High John Beard, Crawfords- Horace Mann, Mills, Tuttle, Ottumwa, Adams, Agassiz, Douglas, Fair Franklin, Garfield, Hedrick, Irving, Jetfer Lincoln, Orchard, A. W. Stuart Lawrence, McAlliaster, New York MASSACHUSETTS Arlington, Brackett; Cradock 1cHIGAN—Battle Prairieview New Jersey—Highland Park, Lafayette New Mexico—Albuquerque, Lincoln Junior Washington Junior High New York—Geneseo, Geneseo State eva, High Street; Solva Solvay Westchester County, Second trict Number 11) On Akron, Kent; Ashland, Central; Cadiz, Cadiz Public; Newton Falls, Newton Falls Public Schools, Central, Newton Falls High; North Bal timore, North Baltimore Public Schools, North Baltimore Grade, North Baltimore Junior High, North Baltimore Senior High PENNSYLVANIA imbridge, Harmony, Liberty; Berks County, Bern Township, Centre Township; Rerwick, Berwick Public Schools, Chestnut Street, Nerwick High, Orange Street, Ferris Heights, Orchard Street \rrcinta—Norfolk, George outh, Thomas Jefferson Wisconsin—Port Washington, Port Washington Public Schools, Hill, Port Washington High, Washington Street; Superior, Bryant view, INANSAS Medford, I vi Creek, Lakeview Consolidated, High, Normal; Gen- Intermediate; Supervisory (Dis Washington; Ports FIVE YEARS Elro ARIZONA . Elroy Grammar ( ALIFORNIA—Carmel-by-the-Sea, Sunset litinois—Freeport, East Side, First Ward, John W Henney, Lincoln, Union: Peoria, Creeley; West Chicago, West Chicago Public Schools, Lin- in Elementary, Washington Junior High lowa—Council Bluffs, Gunn Kentucky—Louisville, Dolfinger MassacHuSsETTsS—FPaston, Paxton Center; Lowell Street; Rutland, Rutland High New HamepsHireE—Derry Village, Pinkerton Acad- em New Jersey Princeton, Westfield, Grant New Yorx—Cambridge, Cambridge Union; Corn- ing, Public Number 2; Rome, Barringer PENNSYLVANIA—Kane, Kane Public Schools, Kane lligh; Munhall, Woodlawn; Westmoreland County, Rostraver Township Public Schools, Collinsburg, Darr, Junior-Senior High, Kerr Junior High, La Grange, Lebanon, Webster; Whitehall Township, Whitehall Township District Public Schools, Ce menton, Egypt, Fullerton, Hokendauqua, West Catasauqua, West Coplay, Whitehall High, White- hall Junior High lenNESSEE—Bristol, Bristol Public Schools, Ander- son, Bristol High, Central, Fairmount, Haynes- field, Holston Heights, Lincoln, Rosemont, Slater, Special Teachers and Supervisors lexas—Texarkana, Highland Park Vircinta—Hopewell, “B”’ Village, Patrick Copeland West Vircinta—Athens, Concord Elementary Train- ing; Pageton, Pageton Elementary; Pine Bluff, Pine Bluff; Slab Fork, Slab Fork Wisconsin-—Wauwatosa, Jefferson Keading, Princeton Elementary; FOUR YEARS \r1zona—Phoenix, Balsz; Ray, Ray Public Schools, Lincoln, Ray High, Washington CALIFORNIA—San Anselmo, Red Hill Cororap0o—Englewood, Junior and Senior High Connecticut—Darien, Holmes GreorGci1a—Atlanta, Tenth Street [ILtino1is—Libertyville, Libertyville Township High; Peoria, Longfellow INDIANA—Indianapolis, Public Haute, W. S. Rea lowa—Council Bluffs, Grenville M. Dodge, Street, Benjamin Franklin, Washington Kansas—Cullison, Cullison Public; Lawrence, Cord- ley Kentucky—FParts, Paris Public Schools, Paris Ele- mentary, Paris Junior High, Paris Senior High Maine—Houlton, Houlton Public Schools, Bowdoin, Fair Street, Junior High, Longfellow, Niles Con- solidated, Pleasant Street, Senior High Number 68; Terre Eighth | 306 | Massacuusetts—Beverly, Centerville; Gloucester, Babson; Greenville, Central Elementary; Malden, Belmont, Converse; Waltham, Phineas Lawrence; Wellesley Hills, Fiske Nevava—Las Vegas, Las Vegas High New Hampsuire—Ashuelot, Ashuelot Public New YorKk—Geneva, Prospect Avenue; Ilion, West Hill; Southampton, Southampton Public Schools, Southampton Grade, Southampton High; Syra cuse, William Howard Taft; West Nyack, Clarks town Number 7 NortH Daxota—Vlalley Schools, Junior High, High OHI0 1h City, Valley City Lincoln, Ritchie, Public Senior ron, King, Lawndale, Ferdinand macher, Seiberling, Voris; Ashtabula, Hill; Cleveland, Sunbeam; Delphos, Jefferson; Ohio City, Ohio City-Liberty; Central, Franklin, Lincoln, Tod Avenue OreEGon—Portland, Woodmere Texas—Burkburnett, Burkburnett High, Central VerMoNtT—Burlington, Ira Allen Wisconstn—Belott, Cunningham: La Crosse, La Crosse Public Schools, Central High, Franklin, Jefferson, Lincoln, Logan High, Roosevelt, Wash- burn, Washington Schu- Bunker Franklin, Toronto, Roosevelt; Warren, THREE YEARS COLORADO FLORIDA CiBORGIA Grand Junction, Washington East Palatka, East Palatka Public Atlanta, Joel Chandler Harris ILuinots—Antioch, Antioch Grade; Aurora, Aurora Junior High; Mendota, Lincoln Grade; Payson, Payson Grade, Seymour Community High; Wood stock, Clay Street INptana—Bloomington, Fairview Elementary; Fort Wayne, John S. Irwin Elementary; /ndianapolis, William Penn Number 49; Jerre Haute, Collett, Deming lowa—Council Bluffs, Avenue B, Harrison, Madi- son, Theodore Roosevelt, Second Avenue; Ottum- wa, Ottumwa Public Schools, Ottumwa High, Washington Junior High Kansas—Lawrence, Lawrence Public Schools, Law- rence Senior High; O7/ Hill, Oil Hill (District 36) KentucKky—Owensboro, Owensboro Public Schools, Emerson, Franklin, Junior High, Robert E. Lee, Abraham 1..acoln, Longfellow, Senior High, Trade High, Washington, Wilson Louts1ana—Donner, Donner Grade Massacuusetts—Malden, Franklin; Rutland, Rut- land Grammar; Swampscott, Stanley; Waltham, S. D. Warren; Wellesley, Hunnewell; Worcester, Edgeworth Street Micuicgan—Holland, Junior High: Marshall, Mar- shall Public Schools, Capitol Hill, Central, Crary, Pierce, Senior High, Shearman Minnesota—Minneapolis, Madison Misstsstpp1—Gulfport, Gulfport Public Schools, Central Ward, East Ward, Gulfport Junior High, Gulfport Senior High, North Ward, West Ward Missourt—Kansas City, Yeager New Jersey—North Plainfield, Watchung; Summit, Hamilton; Vineland-Landis Township, Chestnut and West Streets, Oak and Main Streets, Trento Avenue New YorKk—Schenectady, Riverside Ounto—Adrian, Adrian Rural; Cleveland, Tremont; Delphos, Lincoln; London, London Public Schools, Central, London High; Miamisburg, Miamisburg Public Schools, Auditorium, Miamisburg High, Miamisburg Intermediate; Middle Point, Middle Point Public; Nashport, Nashport: Toronto, To- ronto Public Schools, Toronto High; Van Wert County, Hoaglin-Jackson OKLAHOMA—Okmulgee, Okmulgee Public Schools, Checotah, Emerson, Franklin, Horace Mann, Mc Kinley, Okmulgee High, Roosevelt, Webster, Wil- son PENNSYLVANIA—Berks County, Amity Township, Bally Borough, Bethel Township, Birdsboro Bor- ough, Exeter Township, Fleetwood Borough, Greenwich Township, Longswamp Township, lower Alsace Township, Marion Township, Mount Penn Borough, Ontelaunee Township, Pike Town- ship, Richmond Township, Robeson Township, South Heidelberg Township, Spring Township, Tulpehocken Township, Union Township, West Leesport Borough, West Reading Borough; Cham- bersburg, Chambersburg Public Schools, Andrew Buchanan, Benjamin Franklin, King Street, Mary B. Sharpe, Thaddeus Stevens, Sub-High, Wash ington High: Du Bois, Du Bois Public Schools, Central eg High, Du Bois High, Hubert Street, Olive Avenue, Second Avenue, South Ave- nue; Munhall, Andrew Street; West Pittston, West Pittston Public Schools SoutH Carotina—Allendale, Allendale Public Schools, Allendale High, Allendale Grammar SoutH Daxota—Lennox, Lennox Public Schools, Lennox Grade, Lennox High; Madison, Wash- ington VermMont—Burlington, Champlain, Converse VirGinta—Lynchburg, Fort Hill West VirGinta—-Buckhannon, Maynor, Cirtsville W vominc—Laramie, Street East Main Street; Stanton; Sheridan, Custer TWO YEARS ALABAMA- ALASKA Atmore, Atmore Public -Haines, Haines Public THE JOURNAL OF Ar1zona—Hayden, Hayden Public Schools, Hayden Grammar ArKaNsAs—Mansfield, Mansfield Public Schools CaLirornrA—Chula Vista, Chula Vista Union Gram- mar; San Francisco, Lafayette Cotoravo—Fleming, Logan County High; Otis, Lone Star High Connecticut—Stratford, Wilcoxson DeLawarE—Eastern New Castle County, Delaware City High; Wilmington, David W. Harlan Grorcta—Macon, Joseph Clisby Ittino1is—Bowen, Bowen Community High; Chi- cago, Ebinger; Palestine, Palestine Public Schools; Raymond, Raymond Community High; Spring- field, Matheny Elementary; Winnetka, Winnetka Public Schools, Greeley, Hubbard Woods, Horace Mann, Skokie InpiAnA—-Hemlock, Center Grammar; Indianapolis, Public Number 21, Public Number 55; Nobles- ville, Third Ward: Peru, Lincoln; Vincennes, Wil- liam Henry Harrison, La Salle lowa—Estherville, Estherville Public Schools. Es- therville High, Jackson, Lincoln, McKinley, Roose velt Elementary, Roosevelt Junior High; Jowa City, Longfellow Kansas—Blue Rapids, Blue Rapids Public Schools, Blue Rapids Grade, Blue Rapids High; Junction City, Departmental Kentucky—Lexington, Cassidy Maine—Westbrook, Saco Street MAssacuusetts—Arlington, Locke; Lexington, Han cock; Norwood, Callahan; Plymouth, Manomet Minnesota—Minneapolis, Loring, Lowell, Morris Park, Van Cleve, Wenonah; Owatonna, Owatonna Public Schools, Jefferson, Junior and Senior High, Lincoln, McKinley, Roosevelt; St. Paul, Sheridan Misstsstppi—Horn Lake, Horn Lake Vocational High Missourt—St. Louis, Garfield Elementary NEBRASKA—Elgin, Elgin Public Schools New Jerstv—Ridgewood, Benjamin Franklin Junior High, Union Street: South iver, Middlesex County Girls Vocational New Mexico—Jal, Jal Public New York—Glens Falls, Ridge Street; Roosevelt Ou10—Canton, Roosevelt; Carroll County, Orange Rural; Cleveland, Waverly; East Canton, East Canton Public; Fostoria, Fostoria Public Schools, Center Street, Columbus Avenue, Crocker Street, Fostoria High, Sandusky Street, Sixth Street, Union Street; Hardin County, Ridgeway Public: Mansfield, Brinkerhoff, Prospect Street, West Fifth Street; McConnelsville, _McConnelsville Grade; New Lyme, New Lyme Public; New Phil adelphia, East Elementary, West Elementary; West Alexandria, Lanier Township; Wood County, Troy Township OrEecon—Coos County, Bridge Public; Hood River, Park Street PENNSYLVANIA—Ambridge, Second Ward: Berks County, Alsace Township, Bechtelsville Borough, Farl Township, Hamburg Borough, Lower Hei delberg Township, Maxatawny Township, Mohn ton Borough, Penn Township, Robesonia Bor ough, Sinking Spring Borough, Tilden Township, Upper Tulpehocken Township, Washington Town- ship, Wernersville Borough, Womelsdorf Borough; Allegheny County, Findley Vocational Soutn Daxota—Pierre, Junior High, Lincoln, Mc Kinley, Pierre High, Washington Uran—Sevier County, Redmond Public VirGinta—Fairfax County, Woodlawn: Hopewell Hopewell Public Schools, Hopewell High West Viretnra—Beckley, Lincoln, Skelton; Charles ton, Littlepage: Clarksburg, Broadway Junior High; Hillsboro, Hillsboro Graded; Rhodell, Rho- dell Elementary: South Charleston, Zogg-O’ Dell: Springton, Springton Junior High Wisconstn—Kenosha, Weiskopf; Oakfield, Oakfield Public Wyominc—Rock Springs, Lowell Ossining, CURRENT YEAR ALaBAMA—Montgomery, Pintlala Junior High, Sid- ney Lanier High; Tuscaloosa, West End ALAsKA—Juneau, Juneau High; Skagway, Skagway Public Ar1zona—Eloy, Eloy Junior High Ca.Ltrornta—Chico, College Elementary; Livermore, Arroyo Del Valle; Miranda, South Fork Union High; Needles District,-Gofts-Essex Elementary, Parker Dam Elementary, Parker Dam High, Rice Elementary; San Francisco, Douglas DELAWARE—Lincoln, Lincoln Public District or CotumMB1a—Washington, Dennison Vo- cational, Takoma Fiortpa—Hawthorne, Hawthorne Public Itt1nots—Bloomington, Jefferson; Chicago, Harriet Beecher Stowe; Edwardsville, Columbus Grade, Edwardsville High, Edwardsville Junior High, Leclaire Grade; Harrisburg, Logan; Jerseyville, Jerseyville Grade; Peru, Peru Public Schools, Lower Central, McKinley, Roosevelt, Upper Cen- tral, Washington; Peoria, William Hawley Smith; Robinson, Jefferson Elementary; Woodstock, Cen- tral Junior High InpIANA—Bruceville, Bruceville Public: Conners- ville, Fifth Street, Maplewood; Crawfordsville, Lincoln; Freelandville, Freelandville Public; Ham mond, Munster Public; /ndianapolis, Public Num- ber 8, Public Number 24; Lizton, Lizton Public; [Continued on page A-1 33 THE NATIONAL EDUCATION ASSOCIATION teaching profession. | ber 1936, 32pp.. TEACHER TENURE The N. E. A. has published several authoritative pamphlets on this subject that is so important to the A Handbook on Teacher Tenure Research Bulletin Vol. XIV No. 4. ae $ .25 Recent Court Decisions on Teacher Tenure, 1935, Ol pp. 29 | Court Decisions on Teacher Tenure in 1935, 47pp. . Teacher Tenure Legislation in 1935 to Date, July 1935, 38pp. 25 Teachers’ Contracts with Special Refer- The first and ence to Adverse Conditions of Employ- ae ment rere | hea 4 A Report of the Committee on Tenure, June mae Be Gee 1930, 3] Pp. 15 attachments. See it— = Hear it ORDER NOW FREE DEMON- Funds must accompany orders for $1.00 or less. STRATION NATIONAL EDUCATION ASSOCIATION HOLMES 1201-16th Street, N. W., Washington, D. C. THE WORLD FAMOUS HOLMES EDUCATOR Sound on film equipment complete for small or large auditorium 35 mm. Full details on request Also manufacturers of 16 mm projectors of Holmes superior quality of sound and projection. 1816 Orchard Street Standard Film Can"now be purchased by Educa- tional in- stitutions for *I75 DOWN 19 equal small monthly payments. balance No interest No carrying charges : One Year Guarantee PROJECTOR CO. Chicago [Cont. from page 304| No. 3, an enabling act to remove the barrier against legisla- tion for teacher retirement. Passage of the Amendment did not create a retire- ment system, but makes it possible for local boards of education to join with their teachers in setting up plans for the retire- ment of aged teachers. America’s first “State Theater” has been formed in the state of Washington. The Washington State Theater is spon- sored jointly by the State Department of Education, the Rockefeller Foundation, and the Seattle Repertory Playhouse. Its purpose is to provide the best in classic, romantic, and contemporary dramatic lit- erature for school children and their par- ents. The organization will tour the state, presenting its productions in community centers. Two tours will be made the first year (and three thereafter), the first some- time in November and the second in the early spring. The admission charges—not to exceed twenty-five cents for students— will be as low as is consistent with a pro- duction of high quality and will be re- duced as future conditions permit. Policies are being determined by educators. This year witnessed the first presiden- tial election in America in which the bal- ance of power was held by highschool graduates. VOLUME 25, NUMBER Q; The Educational Policies Com- mission will hold its fourth meeting at the Stevens Hotel, Chicago, Illinois, De- cember 4-8, 1936. The Commission has two subcommittees working in the field of objectives—the Eastern subcommittee, being under the chairmanship of Dr. Pay- son Smith, and the Western subcommittee, under the chairmanship of Dr. John A. Sexson, superintendent of schools, dena, Calif. Pasa- The reports of these two subcommittees are among the important statements which will be presented for the consideration and action of the Commis- sion at its December meeting. The second radio broadcast of the Educa- tional Policies Commission, entitled “Free- dom’s Light,’ was presented over the NBC blue network and supplemental sta- tions Thursday evening, November 12. The Commission will welcome sugges- tions from consultants and listened in on the program. Schools wishing to present pag- eants or plays on. Horace Mann may se- cure a copy of Dramatic Episodes in the Life of Horace Mann from the Committee on the Horace Mann Centennial, 16th St. N. W., Washington, D. C Honoring a great teacher—For the first time in history the right of sepulture in the National Cathedral has been granted others who I20I DECEMBER 1936 to a woman for her own achievements. The ashes of Mrs. Anne Sullivan Macy, teacher and lifelong companion of Helen Keller, were placed in the Chapel of St. Joseph of Arimathea of the Washington Cathedral on November 2. Teachers who visit Washington will make a pilgrimage to her tomb as they do to the tomb of Woodrow Wilson, which is also in the Cathedral. Teachers are citizens — Superin- tendent Dannelly of Montgomery, Ala., schools announced that for the session of 1937-38 only teachers who vote at elections would be offered contracts. He explained it is the schoolboard’s theory that “An edu- cator who does not vote is poorly equipped to prepare pupils for effective participation in a democracy.” The Young Citizens League of South Dakota has purchased 100,000 highway safety pledge cards to be distrib uted by county superintendents to the schools of the state. These pledges are to be signed by adults who will be solicited by members of the Young Citizens League, as a part of their statewide project, on the Highways.” The unit-cost plan at Rollins Col- lege, Winter Park, Florida, marks a de- parture from the conventional method of financing a college. [ Cont. on page A-130| “Safety [ A-129 | National Home Library Foundation Washington, D. C. I am interested in Horace Mann’s life and work. I want to read more about the great educator who more than any other single person made education possible for all American citizens rather than for the privileged few ! LOLOL Cw. I want to read the great inspirational messages contained in Horace Mann’s “Lecture on Education,” and his “Letter to School Children.” Departmental Yearbooks The Social Studies Curriculum Fourteenth Yearbook, 1936 480pp. $2.00 Department of Superintendence Personality Adjustment of the Elementary School Child Fifteenth Yearbook, 1936 448pp. $2.00 Department of Elementary School Principals Please send me— for which I enclose $ Price 25c per copy or i aieniateta four copies for $1.00 Postpaid (Ciry) copies ofp HORACE MANN: HIS IDEAS AND IDEALS, by Joy Elmer Morgan, 193pp. (Signature) (Street) (State) Cont. from page A-129| The plan, which ecame effective in the fall of 1933, pro- vides for [1] the budgeting of the operat- b Lt ing expenses of the college upon an ade- quate but not an extravagant basis; |[2| dividing the annual operating expenses of the college by the estimated student enrol- ment, which is limited to 500; [3] fixing the cost of board, room, and tuition of the individual student as one unit-cost of the total, which will be approximately $1365 for 1936-37. To keep from turning itself into a “rich man’s college,” Rollins has between $55,000 and $60,000 a year avail- able for scholarships to students. Compare this with the cost of schools—Eleven hundred thousand per- sons have to attend the medical needs of 120,000,000 other persons. Every year, among this population of the United States, there are about 100,000,000 illnesses, seri- ous or slight. In the hospitals, 700,000 beds are occupied every day of the year. The care of these patients requires the efforts of 145,000 doctors, 280,000 nurses or student nurses, 60,000 dentists, and 150,000 phar- macists. It also necessitates 7000 hospitals, 8000 clinics, and 60,000 pharmacies. The public spends annually $715,000,000 in medicines. Medical care, under all its forms, costs about $3,500,000,000 yearly. —From Man, the Unknown, by Alexis Carrel. | A-130 | The Development of a Modern Program in English Ninth Yearbook, 1936 Department of Supervisors and Directors of Instruction $2.00 NATIONAL EDUCATION ASSOCIATION 1201- 16th Street, N. W., Washington, D. C. Reporter goes back to college for a day and he likes it—Under this head- ing, Ernie Pyle writes in The Washington Daily News tor Nov. 4, 1936, an interest- ing description of Reed College in Port- land, Ore., from which we quote: Ever since that snowy January day when I quit college to grab a paying job, there has been in the back of my head a mythical little intention to return, some day, to school. . .. The day will never come now, I suppose . . . but in case it ever should, I have found the place to do it. It is Reed College in Portland. .. . Reed is a liberal college. It believes in helping students think, and it practices what it preaches. It doesn’t grind students out like a machine mak- ing castings. They come out as individuals, with their brains working. .. . Reed has been a much-accused college... But Reed College isn’t radical at all. It merely believes in opening a student’s mind, and that means hearing both sides. The professors tell me the students are more liberal than the school, and that a great deal of conservatism must be intro- duced as a governor for the students’ intellect. The school does not believe in the theory of lectures. There is very little lecturing by profes- sors. Mostly it is just sitting around a table, dis- cussing things. . . . It’s actually “the thing” to study here. Pupils study because they want to... . I have never seen faculty members so proud of their school, or so fond of their work, or so spendthrift with their personal time in devoting it to their students. . . . It is interesting to hear them speak of other schools. Black Mountain Col- lege, in North Carolina, seems to top their list of admiration. Reed itself isn’t far behind. They speak devotedly of the liberalism of Haverford, in Penn- sylvania, and of Antioch, in Ohio. THE JOURNAL OF “Our American Schools” — Why should teachers present both sides of con- troversial issues? Because—one-sided ques- tions tend to produce one-sided thinkers. —Presenting both sides encourages an open mind.—It shows the student early in life that he should look for more than one answer to life’s questions.—Ability to crit- icize, reason, and form opinions should be constantly encouraged in the child. This leads to initiative—It is stupid to have a one-sided view of anything be it subject or object. The fan mail of “Our American Schools” brings these positive and sympathetic re- sponses to the program describing the vio- lation of academic freedom in the teaching career of Galileo. The statements quoted could be multiplied many times from the letters received from citizens, following the broadcast. The persecution of Galileo for advanc- ing the theory of Copernicus that the earth turns, along with the theory of Ptolemy that the earth stands still, was offered on “Our American Schools,” Wednesday, Oc- tober 28, to show how a famous restriction on freedom of learning retarded progress in one field of knowledge for a century. Listeners were asked to state in two hun- dred words why they thought teachers should have academic freedom today. A THE NATIONAL EDUCATION ASSOCIATION . / £/71@—Hours spent on various operations are major factors in the cost of PRINTING. Through care- ful planning and advanced pro- duction methods we have reduced the time element to a minimum. Consult us—any size job interests the ‘‘Master Printer” JUDD & DETWEILER IN THE NATION’S CAPITAL biography of Galileo was offered as a prize for the best statement. “Our American Schools,” broadcast by the NEA, goes to thousands of homes twice each week to help citizens under- stand the problems of teachers and the schools. The first series of the year was devoted to freedom of learning, freedom of opinion, and freedom for selfdetermina- tion. The second series of the year began November 18 with the purpose of showing how the schools adapt curriculums and teaching methods to the needs of chang- ing society. Thruout the year ahead, “Our American Schools” will: Advocate better salaries. Explain the need for teacher retirement systems. Show why sound tenure legislation im- proves educational opportunity. Insist upon academic freedom. Support a bill for federal aid. “Our American Schools” is a program primarily for parents and the general pub- lic. Each broadcast employs factors of in- terestingness as well as factors of educa- tive value. Attractive leaflets describing these programs have been prepared for dis- tribution to homes. These leaflets may be obtained free from the National Education Association, 1201 16th St., N.W., Wash- ington, D. C. Get your leaflets before the supply is exhausted. IT DEVELOPS INDIVIDUAL POWERS @ The varied activities of the school printshop such as edit- ing, composition, proofreading and presswork provide an outlet for many divergent talents and abilities. Every student, boy or girl, can discover in some branch of printshop work a subject which can be undertaken with enthusiasm and interest. Write for the free booklet “Why Teach Printing” which gives 12 reasons why a school printing course is essential. American Type Founders DEPARTMENT OF EDUCATION 200 ELMORA AVENUE « ELIZABETH, N. J. Types used: Bernhard Gothic Medium and Bernhard Gothic Heavy The Penn Normal Industrial and Agricultural School is this year cele- brating its seventy-fifth anniversary. This school for Negroes on St. Helena Island, S. C., is the center of community activi- ties on the island. According to the 75th annual report, “Every day in the week you can find some teachers from the school out in the community, and community folk at the school.” Examples of cooperation be- tween school and community include the following: The school nurse conducts a community class, where the women come once a week to sew quilts for the poor, to sing, and to talk. “Planting Week” comes in the spring term, and the children are dismissed to help their parents in the fields. The Graduaate’s Club is helping provide recreational activities. World Education, the bimonthly publication of the World Federation As- sociations, may be secured from the WFEA, 1201 16th St., N. W., Washing- ton, D. C., at the subscription rate of $1 a year. Each issue gives information about the Tokyo meeting to be held August 2-7, 1937- The use of alcohol—The experience records of the Northwestern National Life Insurance Company, Minneapolis, show that the number of rejections because of overindulgence in alcohol has increased enormously since 1932, especially among VOLUME 25, NUMBER 9; DECEMBER 1936 applicants under 30. For the year ending April 1, 1932, 17.6 percent of the rejections for all ages were due to excessive use of alcohol. By 1935, the figure had risen to 22 percent, and for 1936 it was 23.8 per- cent. But for persons under 30 the figure was I1.9 percent in 1932, 29.7 percent in 1935, and 33.7 percent in 1936. There were smaller increases in the group from 30 to 45, and a slight decrease for those over 45. Alcoholic excesses are the largest single cause of rejections among applicants under age 45. The proportion of moderate or oc- casional users has increased in much the same way as that of excessive drinkers.— Information Service of the Federal Coun- cil of the Churches of Christ in America. The 1937 Commencement Packet for highschools, available December 15 at the cost price of 50 cents from the National Education Association, 1201 16th St., N. W., Washington, D. C., will be built largely around the Horace Mann Centen- nial. Student Leader which, during the past year, was published at 1201 16th St., N. W., Washington, D. C., will be pub- lished this year at 5733 University Avenue Chicago, Ill. All communications regarding Student Leader and the projects affiliated with it should be sent to Chicago. C. C. Harvey will continue to edit this fine stu- dent publication. [Cont. on page A-132| [ A-131 | r-UNIVERSITY TRAVEL SUMMER 1937 ART TOURS—CLASSICAL TOURS EUROPEAN AND ORIENT TOURS Invaluable to Teachers Certificates given for College and School Board Credit Bureau of University Travel 21 Boyd St. Newton, Mass. a) Economy Rates, plus a downtown UL’ location, make the Annapolis é. your logical hotel in the Capital. k There you'll find that personal at- 4 |. tention for which it is famous the world over. Write for free pictorial map and special group rates. FREE PARKING $e 400 Rooms with Bath from ——— TRAVEL VENTURES OF DISTINCTION Stimulating experiences in foreign lands, not just tours. Finest leaders, reasonable rates. Europe, South America, Orient, Alaska, Egypt, Palestine, Greece and Russia. Send for thirty-two page booklet A WILLIAM M. BARBER Babson Park Massachusetts with UNIVERSAL Professional Recording Machine New, improved design—Superlative perform- ance—Solid, heavy—Precision machined 16-in distortion proof turnable = disc Constant speed rim drive—11i0-volt AC 100% sychronous reversible motor—Indi vidually calibrated timing bar provides for both 331/3 and 78 r.p.m. at 90, 110 and 130 lines per in.—Solid steel bar slide The climax of four years of research and experiment, UNIVERSAL MICROPHONE CO., Ltd., 424 WarrenjLane, Inglewood, Calif., U.S. A. Make Your Own Slides on Your Typewriter—use— RADIO MATS Talk from your screen with quickly TYPEWRITTEN Write for free samples MESSAGES RADIO-MAT SLIDE m™ 50 Radio-Mats $1.50 ce. a White, Amber, Green 1819 Broadway Accept no substitute Dept. E New York, N. Y. 1S THE STATIONERY OF THE SCREEN ALL EXPENSE ORIENT TOURS SUMMER 1937 Japan, China, Korea, Manchukuo Extension for Conference World Federation of Education Association, Tokyo, Aug. 2 to 7. Experts in Orient Travel. Write to TOURS INTERNATIONAL 2294 W. 2ist St. Los Angeles, Calif. [ Cont. from page A-131| A Christmas message—aAt the 1935 Christmas dinner of the Los Angeles Elementary Principals Club, Mrs. Susan M. Dorsey (formerly su- perintendent of schools, Los Angeles; hon- orary president of the NEA) gave a “Toast to Happiness” which is so fine that Tue JouRNAL is pleased to present it as a Christ- mas message to readers: Happiness must be wooed to be won; it is not likely to visit much less to abide with those who have not learned some, at least, of the simplest lessons of life, such as these: that reasonable limits must be placed to all indulgences such as late hours and the participation in too many even de- sirable outside interests; that the absorbing pur- suit of pleasures which give fair promise of great satisfaction often ends in futility. As with every other worthwhile achievement it takes time and reflection just to be happy. If happiness is to be ours, it must be wooed by constant participation in the nobler joys of life as well as its tasks. It responds quickly with a shin- ing face to lovely music, to a charming. story, a great book. Happiness is most surely won thru persistent and joyous efforts to increase human excellence everywhere. May I offer this further suggestion; happiness, I think, will never thrive and certainly will not persist in any life that is not anchored to a faith that the spirit of man is infinite in its possibilities, is in fact akin to God Himself. An effective enrolment plan—Two years ago Superintendent Libby of Irving- ton, N. J., developed an interesting and effective plan for increasing NEA mem- bership. He asked the principals of the A Suggestion for CHRISTMAS —— A LIFE MEMBERSHIP IN THE NATIONAL EDUCATION ASSOCIATION for yourself, your husband, your wife, or a friend. The ten- payment plan enables one to fit the cost into the personal budget and the membership con- tinues a life-long Christmas gift, a valued pro- fessional symbol. For somehow, not only for Christmas, But all the long year through, The joy that you give to others Is the joy that comes back to you; —Whittier ——— Mail this Application today — se mee mee mee ee ee me ee ee ee ee Witrarp E. Givens, Executive Secretary 1201 Sixteenth Street, Washington, D. C. Dear Mr. Givens: Please enrol me (or Name Address as a “‘Christmas Gift’’ Life Member of the National Education Association on the deferred payment plan—ten annual payments of $10 each. I will send first instalment of $10 on (date card and pin to me at the address indicated below. Name. City and State Address Kindly send the Life Membership certificate, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION vO ig nd m- he 1 nents icate, wo schools which were already 100 per- nt in membership, to serve as a com- nittee on NEA enrolment. The com- aittee, of which E. L. Turnbaugh served s chairman, sent to each teacher in the ity a personal letter outlining the serv- ces of the NEA and the importance of aembership. Committee members also dis- ussed personally with other principals the esirability of 100 percent enrolments. Last ear four Irvington schools were on the 0 percent Honor Roll, and this year six ave achieved this goal. VeuX\ | APublications The Development of a Modern Pro- ram in English, Ninth Yearbook of the Jepartment of Supervisors and Directors f Instruction, is just off the press. Under ne chairmanship of Marquis E. Shattuck, rector of language education in the De- rit public schools, an able committee of secialists in English and in supervision jllaborated in gathering principles and actice and in presenting a forward- woking program in the language arts. tice, $2; free to Department members. 0 pages. The November issue of the Research ulletin entitled “Safety in Pupil Trans- ortation,” calls attention to ways in which upils may be injured when riding on thool buses and suggests ways of prevent- ng such accidents. It cites state laws, ofh- al rulings and actual safety practices yhich have proved helpful in eliminating chool bus accidents. It outlines suitable ualifications for school bus drivers, ac- eptable equipment standards, safe oper- ing practices, essential factors in safe ting, and some of the important busi- ess practices affecting pupil safety. Both ate and local school authorities will find helpful in evaluating and improving cir own activities on behalf of pupil fety. Price: 25¢ per single copy. The October 1936 issue of the Review of ducational Research deals with the history t education and comparative education. lembers of the committee of the Ameri- un Educational Research Association (a epartment of the National Education sociation) responsible for this number nlude: I. L. Kandel, Stuart G. Noble, dward H. Reisner, Herman G. Richey, nd Newton Edwards, chairman. The con- ibutors have presented a series of critical says on the most valuable writings in the elds covered. These fields comprise the story of education in the U. S., Canada, ngland, France, Germany, Italy, and the andinavian countries. Price, $1; free to epartment members. Order these publications from the NEA. iy OLUME 25, NUMBER 9; DECEMBER 1936 ALIQUIPPA, PA Jackson's Shoe Store i MD In. bANGOR MAINE Dr_ A O. Yates BEREA, KY Berea College Store BERKELEY, CAL rancis A. Coles BOSTON, MASS. Wm Filtene’s Sons Co BIRMINGHAM ALA dum, Bowers & White BUF UPFALO N.Y Johnson, Inc Bus RLING AME, CAL th & Heller CHARLOTTESVILLE VA N. Waddell Shoe Co CHICAGO. ILL Marshall Field & Co CINCINNATI, OHIO Edwin F. Potter CLEVELAND, OHIO The Halle Bros. Co COLUMBUS, OHIO Altmaier, In: Stork DA v TON OHIO ach Shoe Sho DETRO! T. MICH GALESBUI RG, 1 ~ GREENSBURG PA GREENWICH CONN Krai ‘3 Shoe Shops HARTFORD: one. Hot {STON TEXAS D «. George J. Kuhns INDIANAPOLIS, IND. HE SHOE WITH A COLLEGE BACKGROUND Comfort and foot freedom finally have been built into a truly handsome shoe.. but only after four and one-half years of intensive research by Antioch College. LS Ayres & Co JERSEY CITY, N.J P ven Joseph er. PA LIMA. o kd Gregg & Co LOS ANGELES. CAL Maupin ry Kempf 206, 411 W. 7th St. Lot SV ALLE, KY N a Ly ome LYNc HBO Re VA Coleman Co. MADISON wis HS. Manchester, Inc MIL Wau KEE wis jraebel, Antioch’s shoe studies began in 1924 when no one shoe could be found, for young MINNE APC ~ ‘ative women students, which combined ease of foot position with beauty of line. As a result of these studies, entirely new principles of shoe design were developed and a manufacturer was carefully selected to make Antioch shoes. Joh MoU NT VERNON, N.Y. A. J. Rice & Co. mewn a) In Ne! w “LONDON CONN Jon NEW "ROC HELI LEN Y So enthusiastic were the young women students who wore the first Antiochs that the demand for this new-found ease and natural freedom soon spread beyond the campus. Benamin Shoe Shops, Inc _ 971 Flatbush Ave Today, with a wide variety of styles, Antiochs have earned a reputation as America’s most comfortable, well-designed shoes. If you would like to have, free of charge, a complete story of The Shoe With A College Background, write to Antioch College, Yellow Springs, Ohio. » Shoe Shope 2 oS Suntuey Lew Bere 100 Third Ave NC ORFOLK VA ). Ballance & Nuno OAKLAND. CAL Peters Brothers Shoes ——— CAL HUNDREDS OF LETTERS LIKE THESE TESTIFY TO THE ANTIOCH. PRINCIPLE (Written with no intent toward publication—hence, names have been omitted) & Rendell PIT TSBURG H. PA “Your shoes are the first I've ever had that are “I can't tell you how much I already appreciate PORTLAND, meaeee Ghap thoroughly satisfactory. I feel grateful for them Antioch Shoes. It seems to me that most of my RICHMOND. VA -and am in enthusiastic sympathy over your life, I've had to choose between comfortable Roches ny Antioch College method of working out with heels and comfortable toes in the shoes I bought SAGINAW, MICH superior brain a practical problem like shoes.” Now you can count on me as a regular customer.” SAN FRANC "ISCO, CAL Shor cary Street ~Indianapolis, Indiana ~Eau Claire, Wisconsin sx -RANTON. PA s& R SPRINGFIELD OHIO Baldwin's Antioch Shoes T LOUL Dr ‘Shelton uw ASHING: rthur Shoe WATERTOWN. 5 D Dr. Paul R. Gotberg WILKES — LL Walters Shoe WORCESTER Saas Orthomec 265 Main Street YELLOW SPRINGS, O A PROJECT OF ANTIOCH COLLEGE, YELLOW SPRINGS, OHIO If no dealer is in your city, write to Antioch College for Complete Catalog. YOUNGSTOWN, OHIO C.N. Buchman C [Cont. from page 306] wood, Lincoln; Beaverdam, Beaverdam Central- . . ee : . ized; Columbus, Grandview Heights High; Leba Nappanee, Nappanee Public Schools; Ragsdale, non, Otterbein Home; Lowellville, Lowellville Aliceville; Vincennes, Vincennes Township Public 1 y ] Public Schools, North Side, South Side; McCon- lowa—Council Bluffs, Thomas Jefferson High, Mc- nelsville, Malta-McConnelsville Public Schools, Millen, Pierce ¥ & ; f . Malta Grade, Malta-McConnelsville High; Mans Kansas—Bluff City, Stahrville High; Olathe, Olathe field, Bowman; Milton Center, Milton Township; Public Schools; Sedan, Sedan Public Schools, New Philadelphia, Front Avenue Elementary, John Magga Kilmer Grade, Junior High, Senior High. Knisely Elementary, Schoenbrunn Elementary, Kentucky—A shland, Putnam Junior High; Lesring- ton, Johnson, Lincoln; Louisville, Benjamin Frank- lin, James Russell Lowell MaryLanp—Bladensburg, Bladensburg High MassAcHUSETTS — Erving, Leverett, Shutesbury, ace Mann Wendell Supervisory Union Public Schools, East PENNSYLVANIA—Ambridge, Ambridge High, Anthony Leverett, Erving, Farley, Leverett Center, Millers Wayne; Berks County, Albany Township, Brec Falls, Moores Corner, North Leverett, Shutesbury nock Township, Colebrookdale Township, Her¢ Center, Wendell Center, Wendell Northwest; Lex- ford Township, North Heidelberg Township, Rock ington, Parker; Malden, Faulkner; Orange, Che- land Township, Ruscombmanor Township, Shil ney; Springfield, Sumner Avenue; Swampscott, lington Borough, Windsor Township; Bradfor Clarke; Worcester, Blithewood. Second Ward; Montgomery County, Gulp Road Micuican—Detrott, Crosman, Hally, Leslie, Myra (Upper Merion Township); Westmoreland County Jones, Woodrow Wilson Intermediate; Holland, Shepler (Rostraver Township) Holland Public Schools, East Junior High, Froe SoutH Caror1na—Camden, Pine Tree Hill; Lau bel, Lincoln, Longfellow, Senior High, Van Raalte, South Elementary, Tuscarawas Avenue; Parma Pearl Road, Ridge Road; Troy, Kyle; Urbana Salem Rural OxLanomMa—Bartlesville, Garfield Elementary, Hor- rens, Ford Junior High Washington; Saginaw, Burt, Houghton; South Uran—Salt Lake City, Blaine; Salt Lake County, Haven, Central Elementary Lincoln (Granite District); Ser ier County Publix MinneEsota—Minneapolis, Agassiz Schools, Annabella Element: ary, Aurora Elemen MIssourR!I Kansas City, Carlisle New HampsHirE—Claremont, Bluff; East Rochester, East Rochester Public; Farmington, Farmington High; Whitefield, Whitefield Public tary, Elsinore Elementary, Elsinore Junior High, Glenwood Elementary, Joseph Elementary, Koos harem Elementary, Monroe Central Elementary, Monroe Elementary, Monroe High, Monroe Junior New Jersey—ZIrvington, Grove Street, Mount Ver- High, Richfield Elementary, Richfield High, Rich non; Linden, Public Number 3 field Junior High, Salina Elementary, Salina NEw York—Blodgett Mills, Blodgett Mills Public High, Salina Junior wy Sigurd Elementary, (District Number 11); Catskill, Grandview, Irv ing; Garnerville, Garnerville Union Free; Hemp- stead L. I., Hempstead Public; Westhampton VtrGinra—Portsmouth, Westhaven Beach, Westhampton Beach Public Schools, West- W AsHINGTON—Glenwood, Glenwood Public _hampton Beach Grade, Westhampton Beach High West Vircinta—Chesapeake, Chesapeake; Clarks- Nortu Carotina—Dover, Fort Barnwell burg, Hartman Elementary; McComas, Crane NortH Daxota—Crary, Crary High Creek; Milton, Hudson Outo—Akron, Crosby; Ashtabula, State Road; Wisconstn—Milladore, State Graded Athens, West Side; Barberton, Central, Hazel- W rominc—Rock Springs, Roosevelt Venice Elementary; Weber County, Public Schools VerMont—Rutland, Watkins [ A- The Child's Health || RF SEARCH HEALTH EDUCATION | R | | | - Ty | N\ S A program for public schools and teacher-training | institutions. The Report of the Joint Committee on Health Problems in Education of the National Education Asso- ciation and the American Medical Association. 1930. (second edition) 251 p These bulletins are a source of up-to-date in- formation concerning the teaching profession. Each issue is devoted to a subject that is vital to the progress of education and their value to school boards, professional classes and discus- sion groups may be clearly seen. Paper Bound Cloth Bound SCHOOL HEALTH POLICIES A preliminary study of group opinions, pote y nigra yee ge 1934-35. 64 p. ee re Salaries of School Employees, 1934-35 MAP OF HEALTHLAND Vol. XIll, No. 2, March, 1935. 32 pp Creating Social Intelligence Poster in black and white. Size 28” x 42”. Vol. XIII, No. 3, May, 1935. 96 pp Can be reproduced on the sand table....... $ .15 The Teacher's Economic Position Vol. XIll, No. 4, September, 1935. 104 pp CLASSROOM GROWTH RECORD Better Reading Instruction | ; , 1 : A new wall chart for classroom records of | Vel. Xill, No. 5, November, 1935. 56 p height and weight through the school year. The Preparation of Teachers’ Salary Schedules: Part |: Encourages the educational use of weighing Administrative and Fact-Finding Procedures and measuring, through emphasis on growth as Iq} Vol. XIV, No. 1, January, 1936. 48 pp shown by = in height and weight. Size | | The Preparation of Teachers’ Salary Schedules: Part Il: PE OE iin ines eau debt neusin dure Drafting the Schedule Vol. XIV, No. 2, March, 1936. 48 pp The Efforts of the States to Support Education Vol. X!V, No. 3, May, 1936. 64 pp O R D E R N O W | Handbook on Teacher Tenure Vol. XIV, No. 4, September, 1936. 32 pp Safety in Pupil Transportation Vol. XIV, No. 5, November, 1936. 48 pp Discounts as follows: 2 to 9 copies, 10%; 10 to 99 copies, 6%. 100 er ear The following discounts are allowed on two or more copies of 33 1 as f the same issue: 2 to 9 copies, 10 percent; 10 to 99 copies, 95 -1/3%. | percent; 100 or more, 33-1/3 percent. Orders for $1.00 or less Funds must accompany | must be accompanied by funds. orders for $1.00 or less. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES NATIONAL EDUCATION ASSOCIATION | 1901 Sixteenth Street, N. W., Washington, D. C. | 1201 Sixteenth Street N. W., Washington, D. C. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATIO! THE DETROIT CONVENTION OF THE NATIONAL EDUCATION ASSOCIATION June 27—July 1, 1937 Detroit and Michigan will be hosts to the seventy- fifth annual convention of the National Education Hotel Arrangements. Below is list of Detroit hotels and form on which application for accommodations may be made. Although Detroit has adequate hotel facilities, it is of advantage that reservations be made as promptly as is practicable. While it may not be possible for hotels to make reservations at minimum rates for all who apply, assurance is given of the interest and effort on the part of the Hotel Committee to meet the applicant’s needs as exactly as possible. Association. * * * The convention opens with a Vesper Service on Sunday, June 27th. General sessions, de- partment meetings, representative assemblies and other convention activities will be carried on from Monday | morning through Thursday night. * * * Registration and Exhibits will be in operation beginning Saturday, ) June 26th. These and the larger meetings will be located in the Masonic Temple. Local Committee. The Detroit Convention Com- mittee is organized for service to the Association. Communications regarding possible service by the Committee may be addressed to Dr. Paul T. Rankin, Secretary, Convention Executive Committee, Board of Education, Detroit. HOTEL RATES FOR MEETING OF THE NATIONAL EDUCATION ASSOCIATION, DETROIT, JUNE 27-JULY 1, 1937 The following list of Detroit Hotels, with rates, has been furnished by the Detroit Hotel Committee and includes hotels that are members of the Detroit Conven- 8 tion and Tourist Bureau. In addition to the hotels named on this list are many other hotels in Detroit. Address all requests for hotel reservations to Grover Stout, Chairman, Hotel Committee, 1805 Stroh Building, Detroit. Indicate three choices of hotels. If the hotel of first choice is unable to accept your reserva- tion, the Hotel Committee will endeavor to comply with your second or third choices in the order named. You will receive confirmation direct from the hotel accepting your reservation. Be specific as to dates of occupancy, types of rooms desired and prices to be paid. List of occupants, other than myself, with their addresses is attached hereto. ° Rate per day for room with bath Rate per day for | Rate per day for accommodating TWO persons Rate for each suite with parlor, Hotel No. of room with bath E ae pi OE additional bedroom and bath rooms accommodating rsonina accommodating 0 ONE person Double bed Twin beds ouble room TWO persons Abington, 700 Seward 350 $2.50 $3.50 $4.00 to 5.00 $2.00 0 Belcrest, 5440 Cass... ' : 400 3.00 4.00 5.00 2.50 ' Book Cadillac, Wash. Blvd... . 1200 3.00 up 4.50 up 5.00 up 2.00 $10.00 to $20.00 Briggs, 114 W. Adams... : 200 2.00 up 3.50 up 4.00 up 1.00 eae Dearborn Inn, Dearborn, Mich... . 100 3.50 up 6.00 up 7.00 up 1.50 re a Detroit-Leland, Cass at Bagley 800 2.50 to 3.50 4.00 4.50 to 7.00 1.50 8.00 to 12.00 5 Fort Shelby, Lafayette at Ist... 900 2.50 to 3.00 4.00 to 5.00 5.00 to 7.00 1.50 8.00 to 15.00 , Fort Wayne, 408 Temple. 300 2.00 to 2.50 3.00 to 4.00 4.00 to 4.50 1.00 ; wee Lexington, 2940 W. Gr. Bivd.. 200 1.25 up** 2.00 up** , aia a Madison Lenox, Madison & John R. 300 2.00 to 3.00* 3.00 to 3.50* 4.00 to 5.00 1.00 an, Ee & Griswold. . 250 1.75 up* 2.50 up* : ; : Norton Palmer, Windsor, Ont.. 350 2.50 3.50 5.00 a Ta A Palmetto, John R. & Hancock... 324 ; - e 6.00 to 8.00 25 Prenford, 11626 Woodward. ..... 130 1.25** 1.75** ee Prince Edward, Windsor, Ont...... 250 2.50 up 4.00 up 5.00 up 2.00 Seville, 3160 Second Avenue...... 148 (apts.) 2.00 up 3.00 up 1.50 Seward, 59 Seward Na. Sask ; ‘ 4.50to 5.00 | ; 2.00 a Statler, Gr. Circus Park............ 1000 2.50 up 4.50 to 8.00 5.00 to 8.00 2.00 11.00 to 15.00 Tuller, Park & Adams............. 800 2.00 to 3.00 | 3.50to 4.00 4.50 to 5.00 1.50 95 Wardell, Kirby at Woodward....... 650 ; Bree A | 5,00to 6.00 2.00 Webster Hall, 111 Putnam....... 800 2.00* | 380° 1.00 Whittier, 400 Burns Drive 825 4.00 to 5.00 5.00 to 6.00 6.00 2.00 Wolverine, Witherell at Elizabeth... 500 1.75to 2.50 | 3.00to 3.50 3.75 to 4.50 1.00 50 * Rooms without bath also are available at lower rates than those quoted. ** Rooms without bath. 95 eee See ee eee eae aaa aaa Use this form for application for hotel accommodations To Grover Stout, Chairman of Hotel Committee 1805 Stroh Building, Detroit, Michigan. 25 Please reserve sleeping room accommodations during the period of the convention of the National Education Association as noted below. Ee Oe Te ee ee ee ee ee es ID Se cn ockc dash hanes cet dnddneehatanmehkon | GEM. . dknwdaeewace Room(s) with bath for one person each—rate desired . . ‘ : . .§ ch Macias csi tabu 9 1] less Are ee ae Room(s) without bath for one person each—rate desired... . ssh ais Me . ; $_- a a ._.Room(s) with bath for two persons each, double bed—rate desired. . a ae Ane : Rc. : os am pe ee Room(s) without bath for two persons each, double bed—rate desired. . pais .$ inne enh wa eed auieunive YN .-----------Room(s) with bath for two persons each, twin beds—trate desired ; . ; $ 5 ee PE es eee to eee ae | (ae P. M. Leaving - | I SN Si lie ce es Seek n ch aa ace ote taal . IATIO} eaten jj§ Wiimemiiidiemtiiey Peery ADVENTURES ADVENTURES | ADVENTURES IN LANGUAGE IN LANGUAGE | IN LANGUAGE Ba st. eae | Pi Ati isc 9: rOneetne Parl ey "| a5 2 rie A Ae ge re? ADVENTURES IN LANGUAGE No subject presents more difficulty to the teacher than elementary language; but no subject has at hand a readier aid than ADVENTURES IN LANGUAGE, the series of activity workbooks by Burleson, Cash and McCorkle. High-lights of this series are: ADVENTURES IN |Da\cltla\elo Colorful and artistic make-up. The preventive rather than the purely corrective aim. Sentence-sense as the prime objective. Unique instructional material before every exercise. Fascinating story-type reviews. Large body of material for practice in reading. Unusually careful grading. These workbooks, for Grades Three through Six, are easily used with any standard text, or can be made the basis of independent language study. In thousands of schools throughout the country these workbooks have put new life into language teaching. Allyn and Bacon BOSTON NEW YORK CHICAGO ATLANTA SAN FRANCISCO DALLAS THE "A" PAGES FOR EACH ISSUE ARE PHOTOGRAPHED AT THE BEGINNING OF EACH ISSUE.