; “Comin’ round the bend’”’—headed toward New Orleans. See pages 36-39. | | rnal of me NATIONAL PBRION\* * ome = RDUCATION ASSOCIATION OF THE UNITED STATES February 1937 Department of Superintendence Convention « The Harrison-Black-Fletcher Bill One Hundred Years of the Kindergarten « State Provisions for Teacher Welfare enriched by correlated supplementary reading which ENRICHING the Study of Social Science In THE SEVEN-TO-FOURTEEN receptive, form- ative years the study of social science should be continually through books which show ———awakens the pupil’s consciousness to his part as an indi- vidual in his family and community the pu pail acquaints him with the chief factors affecting our daily life, geographic influences, the interdependence of social WILBUR L. BEAUCHAMP Science Stories Assistant Prof. of Education, the University of Chicago PAUL R. HANNA Social Studies Associate Prof. of Educa- tion, Stanford University >. . WILLIAMG. WHITFORD Art Stories Associate Prof. of Art Edu- cation, University of Chicago groups, our inheritance from the past ———impresses him with the marvels of modern industry, transportation, communication, machines, agriculture ——dquickens his appreciation of the arts, the value of educa- tion, the great importance of sound government We have a special list, with brief descriptions, of such recent books which definitely “‘tie up” with the social science program You are invited to send for Bulletin 3050 giving this information AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston Atlanta Dallas San Francisco NO. 21N A SERIES OF THUMB-NAIL SKETCHES OF SCOTT, FORESMAN AUTHORS © e Many N.E.A. Journal readers associate the names of Beauchamp, Hanna, and Whitford with new philosophies and new methods in their fields — Beauchamp’s with the development of unit-plan science teaching and the idea of modifying behavior through science; Hanna’s with the social-studies-centered curriculum; Whitford’s with the new emphasis on functional aspects of art which are useful in daily life. Many readers know them for their work on significant educational projects — for example, Hanna’s on the new Virginia Course of Study, Beauchamp’s on the National Survey of Secondary Education. Now, in codperation with Dr. Gray and successful primary teachers, they are putting their creative thinking into concrete form in the Curriculum Foundation Series, the first integrated reading-and-learning program which spreads across the entire primary curriculum. THE CURRICULUM FOUNDATION SERIES ... For reading readiness 1n every grade, in every field SCOTT, FORESMAN AND COMPANY CHICAGO ATLANTA DALLAS NEW YORK | Between Editor and Reader HE FEATURE on federal aid for education ) T which appears in this issue of THE JouRNAL is most timely. Every teacher—indeed every citi- + zen—has a personal stake in this measure to safe- guard and improve the schools. It would be a ' wholesome and helpful thing if every reader of | Tue Journat—having carefully read this study of federal aid—would out of his conviction and sense of local need write to his representatives in Congress, the strongest possible appeal, illus- trating the letter with concrete reference to local conditions. Get influential citizens to do likewise. The need for federal aid for general education | is most urgent and the outlook in Congress most favorable. If the people in each of the Congres- sional districts do their part there should be no question about the outcome. Let us remember Horace Mann’s statement of a great truth: “In our country, and in our times, no man is worthy the honored name of a statesrhan, who does not include the highest practicable education of the people in all his plans of administration. He may have eloquence, he may have a knowledge of all history, diplomacy, jurisprudence; and by these he might claim, in other countries, the elevated rank of a statesman; but, unless he speaks, plans, labors, at all times and in all places, for the cul- ture and edification of the whole people, he is not, he cannot be, an American statesman.” Some people are alarmed about the magnitude of public expenditure. This alarm is encouraged by the agents of certain big taxpayers. Even greater expenditures for liquor, for indulgences, for gambling, for unneeded luxuries, are passed by with small attention. Whether we are to buy certain necessities of life thru private purchase or thru taxes is a matter for citizens to determine on the basis of sound values and efficient service. Let us not forget that public expenditure as well as private is a part of the national income. It goes into the channels of trade and helps to turn the wheels of agriculture and industry. Money and credit are like a great flywheel. Their vitality is in their movement. They lack power when standing still. To encourage both indi- vidual and public spending on a reasonable basis and for sound values must be an important part of social policy if we are to move forward. 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 office, and to Tecelve 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 copies, 25 cents Advertising rates on application. Please report at once any change of address, giving old as Well as new address. THE JOURNAL is a member of the Educational Press Association of America. Published monthly, except June, July, and August, by the National Education Association of the United States, 1201 Sixteenth Street, N. W., Washington, D. C. Entered as second-class matter October 23, 1920, at the Dostoffice at Washington, D. ¢ under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921. VOLUME 26, NUMBER 2; FEBRUARY 1937 te NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES Journal JOY ELMER MORGAN, Editor VOLUME 26 H. A. ALLAN, Business Manager NUMBER 2 CONTENTS FOR FEBRUARY 1937 “Tell Us How To Be Happy” . ALICE FREEMAN PALMER Thought for Food at New Orleans . . . . . BELMONT FARLEY Program for New Orleans . 7 . . . . . . . . 7 One Hundred Years of the Kindergarten . . . MARY C. SHUTE Outside Reading Made Easy . . . . . . ELIZABETH REYNOLDS Horace Mann and the American Dream . WILLIAM H. KILPATRICK “Let the Next Generation Be My Client” ELEANOR CRAVEN, MILDRED SANDISON The Creation of a Dramatic Unit MARGARET M. LOCKWOOD, HELEN J. TOWSON Studies in Public Opinion . . . . . . . . « WALTER E. MYER Harrison-Black-Fletcher Bill . LYLE w. ASHBY, HOWARD A. DAWSON The American Ideal of Public Education . A Reasonable Program for Federal Support . . . Objections and Answers. . Passage of the Harrison-Black-Fletcher Bill Will Help Your Schoo Ac ae & & Economic Justification ...... Justified by National Welfare . . . Time for Action . Citizenship Education thru the Press Statewide Legislative Provisions for Teacher Welfare Notes and Announcements .... . . . - 7 . . . . Teaching Professional Organization. . . The Honor Roll of the NEA 45 47 49 50 51 60 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 Secretary 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. Hubbard 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 F. Hazell | A-rg | See These Progressive Maps ... and Many Others at the N.E.A. MEETING THE TRYON ILLUSTRATED AMERICAN HISTORY MAPS HE Weber Costello N. E. A. Booth will be a literal headquarters for the finest in Map Equip- ment. You will want to come in and browse around . ». examine, for instance, The TRYON ILLUS- TRATED AMERICAN HISTORY MAPS to see how their interest-arousing, authentic pictures graphically portray events of history. Then, too, our library of Maps for every teaching requirement will provide an opportunity for inter- esting examination. Come and make yourself at home at the Weber Costello N. E. A. Convention BOOTHS F-13-15-17 WEBER c 12 STELLO CO. DULLISHELS - ° CHICACC ERICEIS, HE. UNUSUAL VACATION OPPORTUNITY FOR WOMEN TEACHERS $200.00 —$300.00 Per Month As a result of greatly increased busi- ness, we are making plans now for important expansions in our summer field organization. Several unusual opportunities for vacation people and substantial permanent positions are opening up. We are advertising this far in advance because we are looking for key people who do not ordinarily answer advertisements but who would be interested in vacation position offering from $500-$750- $1000 for this summer plus a highly profitable experience that may lead to permanent executive position with earnings of $3500-$4000 a year. To qualify, applicant must be be- tween ages of 27-40, have good health, pleasing personality, good teaching record, at least three or more years of normal school or col- lege training with three or more years of teaching experience. Those who have had experience with new type curriculum work or previous business experience in educational field will be given preference. Please write at once stating age health, teaching experience and record, education, business experi- ence if any; the date your school closes, length of time you can work, whether you have car and whether or not you are free to travel. We will arrange personal interview with those selected. All applications will be kept confidential and will be acknowledged. F. E. COMPTON & COMPANY Compton Building, 1006 N. Dearborn St., Chicago, Illinois | Chicago | Dallas “1 LIKE MY ENGLISH NOW?" The year 1936 gave ESSENTIALS OF EVERYDAY ENGLISH its largest am nual sale. More than two and one-hall million copies of this series have now been used. The children really enjoy using SENTIALS OF EVERYDAY ENGLISH The instruction is clear and definite and the exercises of such a character that the children can do them and get that stimulation that comes from accomplish ment. | ESSENTIALS OF EVERYDAY ENG: LISH makes happy children and is available now for Grades 2 through 9 inclusive. Write for information about other PUPIL-ACTIVITY TEXTBOOKS: The Stanford Speller Art Appreciation Textbooks Lennes Essentials of Arithmetic Be sure to visit our booth, C-27, at ~the New Orleans meeting. LAIDLAW BROTHERS New York San Francisco THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | SKILLFUL CRAFTSMANSHIP Behind each element in the making of a Ginn book —cover design, paper, cloth, type, pictures, print- ing, binding—lies a story of never-ending experi- mentation, with better books as its aim. Take, for example, the inviting covers of the new books. Modern but with a lasting power to please the eye. To create them requires, first of all, designers and artists who are masters of technique and color. Ginn and Company’s Art Department has within recent years been fortunate in securing the collaboration of Mr. Charles R. Capon, whose work received high commendation at the recent Textbook Exhibit of the American Institute of Graphic Arts; of Mr. Franklin Booth, outstanding pen-and-ink artist; of Mr. Robert Lawson; of Mr. Herbert Paus; of Mr. C. B. Falls, whose “ABC Book” marked a turning point in children’s book illustration; and others. But if the cover as designed is to be fully realized, behind designer and Art De- partment must stand workmen, skilled in handling their machines, willing to mix and remix colors, to adjust, to experiment. ecause Ginn an ompany make their own books a eir own enaeum B G d Company make tl books at th Ath Press, they have control of the facilities for experimentation. Witness the fact that more than 30 color combinations were tried out for the cover of the new Muzzey “History of Our Country,” which has just won the honor of inclusion oy the “Fifty Books of the Year” selected by the American Institute of Graphic Arts for excellence of typography and design. $ ’ Because Ginn and Company make their own books, a more complete working- together of designer, Art Department, and printer is possible than under other fircumstances. _And the advantages of controlling processes of production extend, too, to all the other elements of book-making. Meeting of specifications for paper and loth can be checked. Clear, clean printing can be assured, Standards can be A GINN BOOK Maintained all along the line. Progress through experimentation can go on. IS A GOOD BOOK BOSTON ATLANTA eon avs GINN AND COMPANY CHICAGO = =COLUMBUS LONDON SAN FRANCISCO VOLUME 26, NUMBER 2; FEBRUARY 1937 SCHOOL MEN! Superintendents + Principals + Outstanding Teachers Unusual Vacation Opportunity Our market is expanding—never has there been such a demand for Compton publications from schools, libraries and teachers. We are accepting applications now from school men who are interested in making their vacation pay dividends. (There are also permanent positions open in every territory.) We want men who seek increased income and a position that will allow them to use their training, experience and contacts to best advantage. SeLtinc Compron’s To ScHOOLS AND TEACHERS IS PROFITABLE —many school men with little or no previous sales experience earned from $500 to $1000 during the summer of 1936; experienced people doubled those figures. With business on the upgrade, thou- sands of rural and town schools in the market—teachers’ salaries increased—1937 AssuRES EVEN GREATER RETURNS. Write Now for full details; give age, experience, training— BE SurE to specify choice of territory and date available. A car is required. Address, School Dept. 49 F. E. COMPTON & COMPANY 1000 North Dearborn St., Chicago acency CHICAGO phases of education and extends to all parts of the United States. Affiliated with the Fisk Our service covers @ Teachers Agency is the American College Bureau, which specializes in college and university appointments. needs of the high grade Classroom teachers in school and college receive careful attention. Executives and educa- tional specialists of all kinds find unusual opportunities for professional advancement in positions. Thorough prepa- ration of data and painstaking work in conference and correspondence mark our recommendations in your behalf. Address 1200 Steger Bidg., 28 E. Jackson Bivd., Chicago, III. ALL IN GOOD DEMAND: Elementary teachers for City and Suburban scHools; and for grade supervision. Critics and supervisors for Normals. Teachers and sup- ervisors of Home Economics, Physical Education, Music, Art. Send for folder. N.A.T.A. *‘Correspondent’’ Agencies: 535-5th Ave., N. Y. Hyde Bidg., Spokane, Wash. ALBERT Teachers’ Agency 25 E. Jackson Bivd. Chicago, Ill. VISIT BOOTH E-5 AT NEW ORLEANS See Our Plays, Readings, Entertainments WETMORE DECLAMATION BUREAU Sioux City HORACE MANN BROCHURE FREE Includes: Study Outline of His Life; Student references, quotations from his Writings; Beautiful illustrations of six memorials, one by Lorado Taft; Suggestions for your par- ticipation in the 1937 Horace MANN CENTENNIAL CELE- BRATION. Busts, Reliefs and Statue will be shown at New Orleans, Dept. of Supt. Meeting, Exhibit Hall in Auditorium Space D-23. Send for your free copy now. Enclose 3-cent stamp for handling. CAPRONI GALLERIES 1914 Washington St., Boston TEACHERS OUR SERVICE IS NATIONWIDE || The | | Cont. from page 60| Conference on Elementary Edy. cation—All who are interested in elemen. tary education are invited to attend the Conference on Elementary Education July 5-16, 1937, at the University of Michigan, Ann Arbor. This conference, which js being sponsored by the Department of Ele. mentary School Principals, will follow the NEA convention at Detroit. All who wish to do the work on a credit basis will be ep. titled to two hours’ graduate credit upon satisfactory completion of grade require. ments. The course may be taken without credit by those who desire to do so. The tuition for the two-weeks’ session is $15. Lecturers will include Agnes Samuelson, Herman Browe, Henry J. Otto, Paul Ran- kin, William G. Carr, Dennis Cook, Bessie Lee Gambrill, S. A. Courtis, Willard C, Olson, Clifford Woody, and L. W. Keeler, For information concerning subjects to be discussed, address the Department, 1201 16th St., N. W., Washington, D. C. Life-work conference—A practical idea in education is being put into opera- tion by Superintendent H. F. Risse of St. Ansgar, Iowa. During the past three years he has sponsored an annual student life. work conference. At the 1936 conference over six hundred highschool students re- ceived information from fifteen men and women who gave information concerning twenty different vocations. Life Memberships to commemo: rate Horace Mann Centennial—All NEA Life Membership Certificates issued during 1937 will carry a special series num- ber commemorating the Horace Mann Centennial Celebration. By special arrange- ment, a copy of Horace Mann: His Ideas and Ideals will be presented to each person who takes out a Life Membership during 1937- Even rug cleaners are organized —The following statement was seen re- cently on a laundry wagon in Washington, D. C.: “Certified Member of Rug Clean- ers’ Institute.” Mrs. Harriet Thatcher, who has been a devoted and faithful member of the headquarters staff of the National Educa- tion Association for nearly 19 years, retired from Association service on January 31. Mrs. Thatcher is one of the small group of workers who have been with the Associa- tion practically from the time the head- quarters was located in Washington. The 1937 Commencement Packet, now available for immediate delivery, con- tains a 64-page printed manual which car- ries general suggestions regarding vitalized commencement programs; suggestions re- garding programs built around the Horace Mann Centennial including a suggested THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION du. men- 1 the \ July ‘gan, ch is f Ele. W the wish € eNn- upon quire- thout . The $15. elson, Ran- Bessie rd C. eeler, to be 1201 actical opera- of St. years t life. rence ts re- 1 and ning emo: |I—All issued num- Mann range: Ideas erson luring nized en re- ngton, Clean- o has of the ‘duca- ‘etired ry 31. up of $s0cla- head- 1. cket, 1, CON- h car- alized ns re- orace gested \TION text for dedicating the program to Horace Mann, a play—“The Greatest Discovery” —centering about Mann’s life, a Horace Mann pageant; suggestions for programs on subjects other than Horace Mann in- cluding the summaries of many 1936 commencement programs from selected schools. The packet also contains several valuable reprints of articles on various phases of Mann’s life and work; a copy of the 160-page book, Horace Mann: Hts Ideas and Ideals; and other useful mate- rials. Order from the National Education Association, 1201 16th Street, N.W., Washington, D. C., cost price, 50 cents. It is requested that cash accompany orders for $1 or less. The School Masters’ Rotary Club, NEA, will have a joint luncheon with the New Orleans Rotary Club, Wednesday noon, February 24, in the Tip Top Inn, Roosevelt Hotel. The organization is com- posed of Rotarians with classification “Education” from every section of the United States. The attendance at this luncheon is generally from 800 to 1000. This will be the twentieth annual lunch- eon of this organization. This meeting is looked forward to as one of the high spots of the convention. Superintendent Nicholas Bauer, of New Orleans, president, is pre- paring a program which will be somewhat of a departure from the traditional program of other years. He promises a menu and program consisting of Creole food, Creole stories, Creole songs, and Creole girls. S. T. Neveln, superintendent of schools, Austin, Minn., is secretary-treasurer. The price of the luncheon is $1.50 per plate. Tickets will be on sale at convention headquarters and at the Nations’ Schools Booth. “What’s the Difference?” A bulle- tin dealing with the drinking problem may be secured from Allied Youth, 1201 16th St., N. W., Washington, D. C., at 25¢ a copy. “What's the Difference?”, by Roy E. Dickerson, gives information on how to conduct a panel, contains a sugges- tive panel discussion on the effects of alcohol, and cites references on the subject. Academic freedom—The Resolu- tions of the National Congress of Parents and Teachers for 1936 contain the follow- ing plank: Adults and children, according to their ability to understand, should have opportunity to know all sides of important public questions, and school buildings should be available for such purposes. We believe that teachers should be allowed free- dom to present all sides with impartiality. The National Vocational Guid- ance Association will hold its annual meeting in New Orleans, February 17-20. The banquet will take place on Thursday evening, February 18, at La Louisiane Restaurant. Price [Cont. on page A-28| VOLUME 26, NUMBER 2; FEBRUARY 1937 °o rae PROJECT MATERIAL ON BRAZIL We searched the world for photographs of the great coffee country— Brazil. Failing to find what we thought were suitable to offer you, we invited Margaret Bourke-White, the famous photographer, to fly to South America. She has made for us—and for you—the most arrest- ing set of photographs of Brazilian life — Brazilian people — and Brazilian industry that we have ever seen. Out of these we prepared a Teacher’s Project Manual which we have called “Coffee Through the Camera’s Lens”. It is full of stunning pictures, each specifically titled and completely detailed with descrip- tive information, including references for additional sources of mate- rial—ideal for an interesting study of Brazilian geography and Brazil’s great coffee industry. Also a photographic illustration showing coffee in its natural field colors. For each student in your class we have available a similar folder, smaller in size, but ideally suited for compiling a project book. We will be glad to supply you with enough of these folders for every student in your class—simply fill in the coupon below and mail now for your material. “Home Economics Department AMERICAN CAN COMPANY 230 PARK AVENUE fawco) NEW YORK CITY We Manufacture Cans ... We Do No Canning Clip and mail to the Home Economics Department JNE-2 American Can Company, 230 Park Avenue, New York, N. Y. FREE! Please send me the large Teacher’s Manual and copies of the Student’s Folder on “Coffee Through the Camera’s Lens.” NAME SCHOOL CITY STATE Wheelchair by Accident ..- but Smile by T.P.U. it was an unfortunate accident that placed this teacher in the wheelchair; but it is a T.P.U. check that brings the smile to his face. T.P.U.’s guarantee of security during recovery makes the slow mending process seem easier to endure. That is why thousands of experienced teachers have provided for sickness, acci- dent or quarantine’ by membership in T.P.U. T.P.U. benefits fill the financial gap caused by loss of salary, hospital, drug and doctor bills. T.P.U. certificates range from $6 to $30. Professional men manage T.P.U. for the benefit of its teacher members. Write for information. TEACHERS PROTECTIVE UNION 114 N. Prince St., Lancaster, Pa. Mail Coupon for NEW Book “4 Word to the Wise... ” TEACHERS PROTECTIVE UNION | 114 N. PRINCE ST., LANCASTER, PA. Please send me a copy of, “A Word to the | Whe .s'e¢" ee ek Position ‘Deemer eA Cl Ji 237 AB & L Balopticon will prove the most economical as well as the most efficient, means of teaching visually. There is a B & L Lantern Slide or Opaque Balopticon for every still projec- tion purpose. Write for a cata- log. Bausch & Lomb Optical Co., 684 St. Paul Street, Roch- ester, N. Y. [ Cont. from page A-27| two dollars. Reser- vations may be sent to Emma Pritchard Cooley, local chairman, 703 Carondelet Street, New Orleans. The establishment of an arbore- tum as a statewide institution under the control of the University of Washington at Seattle is a great step forward in the development of the educational resources of the state and the Pacific Northwest. Washington Park, the site of the arbore- tum, has been turned over to the Univer- sity on what amounts to a perpetual lease —the University to have complete charge of the development of the area as a botani- cal garden. The city of Seattle retains the right to use the area, about 260 acres, as a park, and will furnish light, water, and police protection and maintain roads. There are more young people to- day in the American highschool than there were people in the whole United States in 1800. Postdepression revival—A 100 per- cent enrolment from Shinnston, W. Va., recently arrived with the following com- ment: “This is six years with an unbroken record and the record has been broken but twice since 1925. These were two years during the depression, 1929 and 1931.” Dates to be remembered— February 7-13—Negro History Week. For in- formation, address C. G. Woodson, director, the Association for the Study of Negro Life and His- tory, 1538 Ninth St., N. W., Washington, D. C. February 20-25—Department of Superintend- ence convention in New Orleans. March 30-April 3—Convention of the Associa- tion for Childhood Education, San Antonio, Tex. The Council of School Superin- tendents of the state of New York has planned an “official itinerary de luxe tour” to the New Orleans convention of the Department of Superintendence. An all- expense tour such as this, which offers a maximum of opportunity for congeniality and fraternalizing and provides for stop- overs in each direction, has been popular with many other state groups in the past. The annual meeting of the West Virginia State Education Associa- tion at Huntington, November 12-14, set a high mark in program and in attendance. The registered attendance was 13,017. Connecticut State Teachers Asso- ciation Credit Union—One year ago the Credit Union Committee reported that five teacher credit unions had been organ- ized. . . . Today we have 21 teacher credit unions affording savings and credit facili- ties to over 8500 teachers. These teachers have saved in these credit unions $57,700 and these savings have been turned over in loans amounting to $116,600. There have been no losses to date altho a reserve has been set aside for this purpose.—Con- necticut Teacher, Dec. 1936. THE JOURNAL OF OUTSTANDING PUBLICATIONS you will want to include on your next book requisition! Story Readers s Geography Nature Study and Health General Shop : Social Usage Vocational Guidance Many other attractive and up-to-date publications. See these at our N.E.A, exhibit or place your order now for examination copies. McKNIGHT & McKNIGHT, Bloomington, Ill. Established in 1895 WANTED: MANUSCRIPTS New York book publisher respectfully solicits worth while manuscripts. FORTUNY’S, 45 West 45th St., New York, N.Y. HEALTH EDUCATION | A Program for public schools _ and teacher-training institu- tions. 251 pages | | The report of the Joint Committee on | Health Problems in Education of the National Education Association and the | American Medical Association. 1930. (Second edition) Paper Bound $1.25 Cloth Bound $1.75 Discount on Quantities National Education Association 1201 Sixteenth Street, N. W. | Washington, D. C. | | | Universal | Portable RECORDING MACHINE A precision machined, compact outfit that positively eliminates all waver — Records in either direction at 331/3 or 78 R.P.M.; 90, 110 or 130 lines per inch--110 volt AC 100% synchronous motor—Solid 16 inch turntable Constant speed rim drive—Com- plete switching arrangement for headset monitoring from playback or cutting head—Reinforced black leatherette carrying case. Also stationary machines, amplifiers, cutting heads. special acetate pickup, etc. See detailed description of Professional Recorder in December issue, page A-132. UNIVERSAL MICROPHONE CO., Ltd. 424 Warren Lane, Inglewood, Calif., U.S.A. THE NATIONAL EDUCATION ASSOCIATION [ION National Association of Deans of Women—Dr. Ada Comstock, president of Radcliffe College, will be the banquet speaker on February 18 at the annual con- vention of the National Association of Deans of Women, New Orleans. Dr. Her- bert R. Stolz, who, as assistant superin- tendent of schools in Oakland, California, is in charge of guidance, will stress the integration of all guidance work when he speaks at the general open session on Wed- nesday evening, February 17. A good lesson in social studies for a small community or a_ neighborhood would be to make a list of all the organi- zations represented in that community and to learn something of the purposes of each. Are there too many? At what points do they become divisive and confusing? A message to prospective and commencing teachers—As a _profes- sional group, we realize that the quality of our service depends .. . upon the fresh- ness of purpose that is brought to the work each year by the young novice who joins our ranks. Relatively small in number tho this group may be, we turn to the begin- ners from year to year for that newness of vision and strength of determination so fundamental to growth in any endeavor. To each teacher in the state who today is regarding herself as an apprentice, let me assure you that we are in real need of the service which you are so eager to render. We need the youth which you bring to the work. We need your undaunted spirit. We shall benefit from your recent training. Your pupils will welcome you as a new- comer among them and will be proud of your success. Mistakes you will make, without doubt, but upon them may be built the foundation for future achieve- ment.—Mabel E. Simpson, president, New York State Teachers Association. “This is failure on a cosmic scale” —Private enterprise has demonstrated its inability to support the population. In the depression to date it has cost the American people one hundred billion man-hours of idleness thru unemployment, and refused to produce two hundred billion dollars’ worth of goods and services which the plant and the labor force were ready and eager to produce.—Stuart Chase. The World Conference in Tokyo —Write to the headquarters of the World Federation of Education Associations, 1201 16th St., N. W., Washington, D. C., for important information concerning the WFEA conference to be held in Tokyo, Japan, August 2-7, 1937. The NEA state director for Ten- nessee, S. L. Ragsdale, writes: “Would it not be a fine thing | Cont. on page A-3o| VOLUME 26, NUMBER 2; ‘HANDS ACROSS THE SEA F —will stretch out to you in time of need if you join T.C.U. NOW! Are you apt to think of sickness, accident or quarantine as something that will only come to someone else? Many teachers make that mistake. That is why unexpected misfortune finds them unprepared to meet the burden of added expense. What a “sea of worry”’ looms up be- fore you when you are suddenly disabled. What a hopeless feeling comes over you as you say to yourself, ‘‘Where can I turn to find help?” Then sud- denly you recall that you are enrolled in this great organization of teachers for teachers and you see stretched out toward you the helping hand of T.C.U. It Costs so Little to be Safe and so much to be Sorry For the small sum of less than a nickel a day, T.C.U. will assure you an income when you are sick or quarantined or when you are accidentally injured. It will also pay you Operation and Hospital Benefits. Remember that statistics show that each year 1 out of 5 teachers is disabled by sickness, accident or quarantine. You can't afford to take the risk of be- ing unprotected. The better way is to share your risk, at small yearly cost, with thousands of other teachers. Then when trouble comes, you will find stretched out to you the helping hand of this great organization that has served teachers for more than 35 years. Moke sure of T.C.U. protection now. Send the coupontoday. Get all the facts without obligation. No agent will call. Informa- tion will be mailed you. TEACHERS CASUALTY 1899 UNDERWRITERS 662 T.C.U. BLDG., LINCOLN, NEB. TO Tam Scranton Name ... All Checks Sent By Air Mail = T.C.U. believes that help given quickly is doubly valuable! TWO DAYS FROM “CLAIM TO CHECK” = pus in a aim to the T.C.U. on Monday via air mail and in less than two days I received a check via the same service. To have this protection is in- dispensable.”’ —Ruth J. Hammers, Lehighton, Pa. A FEELING OF SECURITY “TI cannot praise the T.C.U. enough for the splendid way in which they take care 4 holders, and I shall never cease urging my friends to have that same feeling of security that I experience in be- longing to your organization.” —Eva M. Pearson, Faribault, Minn. FREE INFORMATION COUPON THE T.C 662 T. ~ U. BUILDING, LINCOLN, NEBRASE terested in hae about your Protective Benefits. { { { 1 Send = the whole story and booklet of testimo: i i ! (This coupon places the sender =r no obligation. -) No agent will The School in American Society Authors: Series. 570 pages of today.”’ Society. HM FEBRUARY 1937 Patterson, W. Cyr, Consulting Editor, The Modern School Booth B-6, N. E. INTERNATIONAL TEXTBOOK COMPANY College Department Choate and Brunner. Frank $3.00 On approval “A unique handbook for the public school worker Wm. A. McAndrew, in School and A., February 20-25, New Orleans Pennsylvania | Cont. from page A-29| if we could get to the place where we would never think of employing any teacher who was not a member of local, state, and national educa- tional associations? No one would engage a doctor who did not belong to the local, state, and national medical organizations, if desirable results were to be expected.” For highschool English classes— Each year The Nation “offers a roster of Americans who, either as individuals or as groups, deserve the applause of their coun- trymen.” Classes in English will be par- ticularly interested in the following three choices for 1936: _ Van Wyck Brooks, for “The Flowering of New England, probably the most notable work yet written by a man long regarded as one of America’s finest critics.” H. L. Mencken, for “the joyous as well as solid scholarship of his American Language, ap- pearing this year in a completely revised edition.” Cart Sanpsure, for “The People, Yes!—a new poem celebrating, as have all his important works, the American folk tradition as a historical and cultural force.” A personal request to you—lIf teaching is truly a profession should there not be certain books which belong to the profession as a whole, to every teacher everywhere? What books would you in- clude in such a list? Write the editor of Tue Journat your choices. A challenge—The highschool at Ober- LIFE MEMBERSHIP in the N.E.A. “If ever there was a cause, if ever there can be a cause, worthy to be upheld by all of toil or sacrifice that the human hand or heart can endure, it is the cause of Education.”—HoracrE MANN Life Membership in the National Education Association is a symbol of permanent loyalty to the In honor of the Horace Mann Centennial the Association is creating a special series of Life Membership certificates. These certificates will carry an additional line as follows: cause of education. lin, Ohio, with a faculty of 21 maintains a 100 percent NEA enrolment record and boasts of 13 NEA Life Members. Does any school in the country have a higher per- centage of Life Members? A unique method of educational interpretation—The Richmond, Mo., public school, during the pre-Christmas shopping season, presented its musical or- ganizations in a series of “shoppers’ mati- nees.” Designed to break the monotony of the weary shopper’s day, these programs acquainted the public with the grade school and junior high musical facilities and with the highschool orchestra, band, and glee clubs. An offering of either food or money was taken at each matinee for the benefit of the local WPA school chil- dren’s free lunchroom. Motivation for critical study of the existing peace machinery—The Educational Committee of the League of Nations Association announces its annual highschool contest on the League of Na- tions. For information, address the Com- mittee at 8 West goth St., New York, N. Y. Appraisal Committee for the New Orleans Convention—Commis- sioner Walter D. Cocking of Tennessee, was a recent visitor at NEA headquarters, to consider plans for the work of the Ap- praisal Committee for the New Orleans Convention of the Department of Superin- tendence. This committee, of which Com. missioner Cocking is chairman, was au- thorized by vote of the Department of Superintendence at its meeting in St. Louis in February 1936. The committee is au- thorized to present various points of view upon the problems discussed at the New Orleans meeting and to summarize their findings in a pamphlet to be mailed to members shortly after the adjournment of the convention. The personnel of the com- mittee is as follows: Walter D. Cocking; William G. Carr, Washington, D. C.; A, C. Flora, Columbia, S. C.; John Guy Fowlkes, Madison, Wis.; Will French, Long Beach, Calif.; Henry H. Hill, Lex- ington, Ky.; J. Cayce Morrison, Albany, N. Y.; Zenos E. Scott, Bridgewater, Mass.; A. A. Slade, Laramie, Wyo. Are you interested in campus co- operatives P—For ten cents data may be secured from the National Committee on Student 5757 University Ave., Chicago. Listed in its mimeographed statements are 159 student cooperative en- terprises. The School Public Relations As- sociation will meet in New Orleans February 20, afternoon and evening; and February 21, morning. Subjects scheduled for the New Orleans meeting of this asso- ciation include | Cont. on page A-32| Cooperatives, “Special Series in Honor of Horace Mann Centennial, 1937” A copy of Joy Elmer Morgan’s book, “Horace Mann: His Ideas and Ideals,” will be presented with the compliments of the Centennial Committee to each person who takes out a Life Membership this year. Life members receive the Journal, Research Bulletins, and the Annual Volume of Addresses and Proceedings for life. WILLARD E, GIVENS, Executive Secretary, —mme MAIL ENROL NOW National Education Association of the United States, 1201 Sixteenth Street, Washington, D. C. Dear Mr. Givens: Please enrol me as a Life Member of the National Education Association on the deferred payment plan—ten annual payments of $10 each. I understand that membership dues already paid for the current year, 1936-37, may be applied on the first payment. I will send the balance—$8 or $5—on (date) liad orcceuenicahancepiaeunalainiineetennincacioteh book, and NEA publications to me at the address indicated below. Ee LE tet ORE OE Re i a i i i | A-30 | THIS APPLICATION TODAY °*—_———_— Kindly send my Life Membership certificate, card, pin, copy of Mr. Morgan’s THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Play Safe with Safety ver wear PLAYGROUND APPARATUS Minimize accidents in your school play- ground. Give children the protection Safety EVERWEAR EQUIPMENT assures. Write for Catalog 28 For Beach and Swimming Pool Equipment, write for Catalog 283W THE EVERWEAR MANUFACTURING CO. SPRINGFIELD, OHIO SUMMER SESSION Colorado College Dr. THURSTON J. DAVIES, President June 21 to July 30, 1937 LIBERAL ARTS COLLEGE of the West offers graduate and undergraduate courses in Outdoor Sciences, Mathematics, History and the Social Sciences, including Education and Psychology, Language, Litera- ture and the Fine Arts, with emphasis on Drama, Music and the Plastic Arts in conjunction with the Colorado Springs Fine Arts Center. Course Subjects—Art Appreciation, Biography, Biology, Bot- any, Chemistry, Design, Drama, Education, English Literature, The Teaching of English, Economics, Econometrics, French, German, Geology, History, Mathematics, Painting, Physics, Psychology, Religion, Sociology, Social Relations of the Child, Spanish, Music, Dance. Economics Seminars—Summer Art Course Those who attend Colorado College Summer Sessions will have opportunity to attend Seminars of the Cowles Commission for Research in Economics during four weeks from June 28th to july 23d. The Summer Sessions of the Colorado Springs Fine Arts Center will be from June 28th to August 25th. Six Weeks of Cool Comfort in a Famed Scenic Setting Spend your summer vacation where living is enjoyable and learning a pleasure—in the wonderful Pikes Peak region. Rooms and meals in the College Halls and Dormitories for the six weeks, $60. Tuition, $40 for normal academic load of six semester hours; $25 for four semester hours; $15 for two semester hours. For information address Dr. Ralph J. Gilmore, Director, 205 Administration Building, Colorado College, Colorado Springs, Colo. Most children like to chew gum and it is good for them. In fact, it’s important all through their pre-school and school years. Chewing gum every day five to ten min- utes, especially after eating, helps keep their teeth scoured clean and white and is an aid to mouth health. There is a reason, a time and a place for Chewing Gum. FOUR FACTORS THAT HELP TEETH LAST A LIFETIME: PROPER FOOD, PERSONAL CARE (keep teeth clean) DEN- TIST’S CARE AND PLENTY OF CHEWING EXERCISE University research forms the basis of our advertising. National Association a of Chewing Gum Manufacturers, Rosebank, Staten Island, New York. Roi9 VOLUME 26, NUMBER 2; FEBRUARY 1937 | A-31 | Send 25c dinias or stamps) for PUBLIC RELATIONS OF THE PRINCIPAL (Educational Monograph No. 7) to Chicago Principals’ Club 185 N. Wabash Avenue Chicago “A careful reading of it would profit principals everywhere.” Other yearbooks are available CONTINENTAL DIVIDE- Seen on Student Tours ee UNIVERSITY OF COLORADO, in the foothills of the Rockies, offers you unsurpassed oppor- tunities for combining summer study with recreation. Organized hikes and week- end outings; visits to glaciers and auto- mobile excursions to Rocky Mountain National Park; mountain climbing; moun- tain camp maintained for summer stu- dents. Altitude of one mile, within sight of perpetual snow, gives unexcelled cli- mate and stimulating atmosphere. First Term, June 21 to July 23 Second Term, July 26 to Aug. 27 Courses in Arts and Sciences, Medicine, Law, Education, Home Economics, Busi- ness, Journalism, Art, and Music. Field courses in Geology and Biology. Maison Frangaise. Casa Espafiola. University Theater with special instruction in Dra- matic Production. Nursery, Demonstra- tion and Training Schools. Many special courses for teachers, supervisors and administrators. Special opportunities for graduate work. Organ recitals and pub lic lectures. SS OSS?» Te a Se ale Vacation Railroad Rates Boulder Common Point from East and South University of Colorado Boulder, Colorado ls END TODAY for Complete Information Dean of the Summer Quarter (Dept. S) University of Colorado, Boulder, Colo. Please send me the bulletins checked below: Summer Quarter Catalog Summer Recreation Bulletin Field Courses in Geology and Biology Graduate School Bulletin—— | cluded the following item: | | Cont. from page A-30| newspaper prob- | lems, radio problems, American Education Week, house organs, and superintendents’ annual reports. Welcome cooperation—Roy W. Cloud, secretary of the California Teachers Association, writes that the resolutions of the sectional conventions of the state in- “Whereas many problems of interest to the public schools must be solved by the active work- ers in the educational field, we recommend that the teachers of California cooperate effectively in maintaining the best stand- ards of education. To do this, we recom- mend that all of the teachers of this state unite this year with their own local or- | ganizations, with the California Teachers Association, and with the National Educa- | tion Association.” The cost of relief and the burden of community chests is greatly increased thru | the growing impoverishment of the people by the liquor trade. Anyone can see with his own eyes—and teachers cannot escape seeing it—how money that should go to food, clothing, shelter, education and sav- ings for a rainy day is being drained off by this iniquitous industry. Publications Financing the Schools is the title of a publication issued by the Research Di- vision. This publication summarizes the most uptodate statistics concerning expen- ditures for public education by federal, state, and local units of government. Data are also presented on the economic ability | of the states to support education and on | expenditures for certain luxuries. This is published as the January 1937 Research Bulletin of the NEA. Price: 25¢ per single copy. The December number of the Review of Educational Research is entitled Mental Hygiene and Adjustment. Under the chair- manship of Harry J. Baker, director, Psy- chological Clinic, Board of Education, De- troit, Mich., a committee of the Association has canvassed the recent research concern- ing the educational aspects of the mental hygiene movement. The committee con- cludes that the mental hygiene program extends beyond the limits of subjectmatter out into the whole life of the child. Many nonschool influences are apparently as im- portant as the school itself in shaping the lives of children. Teachers and school ofh- cers must become increasingly aware of the true significance of these other factors in the environment of children. Price: $1 per single copy. THE JOURNAL OF Your BIGGEST Job Help students save a year or two by deciding now and preparing for a life's work that cult and pleases them. COMMONWEALTH Vocational Guidance MONOGRAPH LIBRARY A boon to every teacher — Contains up-to- date facts and as complete data as is avail- able about 50 live professions and trades for men and women. Send today sure—you won't regret it—for a Free Circular about this most modern method, THE COMMONWEALTH BOOK co.. Inc. 245 Railway Exchange Bidg. Chicago, Mi, Retter Reading Instruction A Survey of Research and Successful Practise REsEARCH BULLETIN Vol. XIII No. 5 November, 1935 56 pages—25 cents NATIONAL EDUCATION ASSOCIATION 1201—16th St. N, W. Washington, D.C. BOOK MANUSCRIPTS WANTED on all subjects. Write for free booklet. MEADOR PUBLISHING COMPANY 324 Newbury St. Dept. Y Boston, Massachusetts ATIONAL COLLEGE S5ist Year of EDUCATION Combine your summer course with unmatched vaca tion opportunities. Make new and stimulating con- tacts in a world center of education. Preliminary and Advanced classes for Teachers in Kindergarten and Elementary grades— special clinical work in remedial reading. Also cultural sub- jects including History, Literature and Art. Socialized activ- ities Demonstration school, Dormitory, 6-wk. session June 18-Aug. 6, 2-wk. special courses begin June 28 and July 12 Edna Dean Baker, President, Box 716-B, Evanston, Ill. NIVERSITY OF DENVER SUMMER SCHOOL Ist Term: June 14-July 16 2nd Term: July 19-Aug. 20 Graduate and undergradu- ate courses in all Univer- sity subjects. Ih) a! i f p courses for Many special - teachers. ee Credit towards degrees. Unusual recreational ad- vantages in the Rockies. DEPARTMENT A DENVER, COLO. Send me your Summer School Bulletin NAME Street and No. City and State_ THE NATIONAL EDUCATION ASSOCIATION TION SUMMER SESSION: VOLUME 26, NUMBER 2; mi areeeaial dody in the “SOUTH SEAS White-pillared buildings set against the cool green loveliness of Manoa valley... here you meet students of a dozen races. Outstanding authorities on the university faculty on visitors from other schools make vital here, courses in race mixture and psychology, Pacific problems and history, peoples of Hawaii and Polynesia . . . Professors in the Oriental Institute teach history, cultures and ethnology of Asia . . . and 80 other courses. Study ... relax... play, this summer in beautiful Hawaii. . . a vacation you will long remember. Tuition: $10 a course of 2 semester credits (maximum for summer: $30). Living costs about equal to those in average college town. Distinguished guest professors include: © George H. Blakeslee, Ph.D., Professor of History and International Affairs, Clark University. © Lewis Browne, B.A., Writer and Lecturer. Author of *‘This Believing World,’’ *‘How Odd of God,"’ and other volumes. © Wing Tsit Chan, Ph.D., Edu- cational Director and Professor of Chinese Culture, Lingnan University, Canton, China. © Henry E. Garrett, Ph.D., Associate Pro- fessor of Psychology, Columbia University. © George C. Kyte, Ph.D., Professor of Edu- cation, University of California, Berkeley. © Karl C. Leebrick, Ph.D., Dean of the Col- lege of Liberal Arts and Professor of Inter- national Affairs, Syracuse University. @ Eu- gen Neuhaus, Ph.D., Professor of Art, University of California, Berkeley. © Sidney L. Pressey, Ph.D., Professor of Educational Psychology, Ohio State University. A special bulletin containing detailed information will be sent upon request. Please address: Director of Summer Session UNIVERSITY OF HAWAII Honolulu, T. H. June 28 - Aug. 6 The Function of Education in American Democracy, prepared by the Educational Policies Commission in collaboration with Charles A. Beard, clearly states the case for the unique place of education among the public services. Taking a cue from the edu- cational concepts of the founders of the Republic, the function of education in transmitting the seed-corn of culture to succeeding generations is held to be sep- arate and distinct from other public func- tions, in that education alone can develop an informed public opinion which is the essential of democratic government. Price: 50¢. Available at the Commission offices, 1201 16th St., N.W., Washington, D. C. | Cont. from page 66) MississipP1i—V icksburg, Vicksburg Public Schools, Carr Central High, Clay Street, Speed Street Missouri—Kansas City, Madison NesbrRaskKA—Omaha, Central Park, Florence, Wash- ton Nevapa—Clark County, Las Vegas Public Schools New JerseY—Atlantic City, Brighton Avenue; M ont- clair, Watchang; New Brunswick, Nathan Hale; Pitman, Pitman Public Schools, High, Special Teachers and Supervisors, Summit Avenue; Ten- afily, Browning NEw York—Elmira, Riverside Number 7; Mechan- icsville, Junior High, Public Number 1, Public Number 2, Publica Number 3, Senior High Outo—Akron, Andrew Jackson; Centerville, Wash- ington Township Schools; Chillicothe, Chillicothe Public Schools, High, West Fifth Street; Lake County, Henry W. Longfellow; Lakewood, Grant; Newark, Newark Public Schools, Central, Cherry Valley, Conrad, Franklin, Hartzler, Hazelwood, Hudson Avenue, Keller, Lincoln, Maholm, Mound, Riverside, Roosevelt, Senior High, Texas, Wood- row Wilson Junior High, Woodside; Van Wert County, Jennings Township Consolidated, York Township Centralized; Warren, East Junior High OrEGoN—Oregon City, Barclay, Eastham, Mt. Pleas- ant, Senior High PENNSYLVANIA—Allegheny County, Edgeworth, Bor- ough, West Homestead Borough; Bucks County, Buckingham Township High, South Langhorne Borough; Chester, Lincoln; Mechanicsburg, Me- chanicsburg Public Schools, Arch Street, Junior High, Senior High, Simpson Street; Tioga County, Wellsboro Public - SoutH Daxkota—Siousx Falls, Bancroft, General Beadle, Lincoln, Longfellow, Riverside Texas—Houston, Cooley Vircinta—Bath County, Mitchelltown; Lynchburg, Thomas C. Miller ba =a ances Jefferson; Spokane, Adams, ooper West Vircinta—Culloden, Culloden THREE YEARS ALABAMA—Birmingham, Minor ALaska—Sitka, Sitka Territorial CaLIFORNIA—Alameda, Height, Lincoln, Porter; Los Angeles, Gravios Avenue, Marshall; Mon- rovia, Orange Avenue; San Bernardino, Arrow- head CoLtorapo—Denver, Alcott District oF CortumMBia—Washington, Buchanan, Gales, Garfield FLortipa—Miami, Buena Vista Elementary; St. Petersburg, Mt. Vernon Elementary Grorcia—Atlanta, Jerome Jones IpaHo—Pocatello, Washington ILt1ino1s—Aurora, C. M. Bardwell; Canton, Inger- soll; Freeport, Freeport High; Lake County, (Dis- trict Number 5) Beach; Mendota, Mendota Town ship High . Inp1ANA — Bloomington, Banneker; Hammond, George Rogers Clark; Tell City, Troy Township Consolidated Kansas—Hutchinson, Fourth Avenue; Manhattan, Woodrow Wilson; Wichita, Wichita Public Schools, Samuel Adams, Alcott, Allison, Central, Douglas Dunbar, East High, Emerson, Eugene Field, Franklin, Gardiner, Alexander Hamilton, Harry Street, A. A. Hyde, Ingalls, Linwood, L’Ouver ture, Horace Mann, Martinson, McCormick, Meridian, Riverside, Roosevelt, Stanley, Webster, Wichita High School North Matne—York County, (Union Number 7) Clemen- tine Kendrick Burns, Dayton Public Schools, Moody, North Kennebunkport Public Schools, Old Orchard Beach Public Schools, Old Orchard Beach Elementary, Old Orchard Beach Junior Senior High, Locke, Sweetser, Saco Public Schools, Bonython, Jordan MaryLanp—Cecil County, North East High MAssaAcHUSETTS—Brookline, George S. Baldwin; Holden, Rice Micuican—Detroit, Monnier Benning, MinNEsotaA—Minneapolis, Julia Ward Howe, Pierce | | Cont. on page A-34]| FEBRUARY 1937 Turn from books to brooks...to the sunswept beaches and mighty forests that comprise a sports wonderland. To a “pocket edition of the world”, like many lands yet still unlike all others... New Zealand! This is the new vacation frontier. Travel throughout New Zealand’s North and South Islands is both delightful and economical, with convenient, modern facilities and stop- ping places. Special Inland tours, planned individually in advance, but subject to your alteration and change en route. Low costs further reduced by favorable exchange. En route, the magic of the South Seas, with a chance to study the genuine glamour of Hawaii, Tahiti, Samoa, Raratonga and Fiji. Only 15 days to New Zealand on palatial liners from Los Angeles, San Francisco and Vancouver, B. C. ...and you will find that limitless charm which will make even a long visit seem too short! ead ! IN wintaTuae Ask Travel Agents for booklets or write NEW ZEALAND GOVERNMENT 320 Bay St., Toronto, 2, Canada, or 606 So. Hill St., Los Angeles, Calif. a woRbl [ A-33 | [Cont. from page A-33] Missourti—Kansas City, Humboldt, Linwood, Man- chester; Little Blue, Jackson County Industrial Home Montana—Glendive, (District Number 1) Glendive Public Schools, Washington Junior High NeprasKa—Omaha, Druid Hill, Hawthorne Nevapa—Washoe County, B. D. Billinghurst Junior High, Mary Lee Nichols; White Pine County, White Pine County High Number 1 New HampsHire—Portsmouth, New Franklin New JersEY—Atlantic City, Senior High, Venice Park; Camden, Dudley, Mount Vernon; Montclair, Senior High; Red Bank, Junior High, Mechanic Senet, Oakland Street, River Street, West Bergen *lace. New YorKk—Batavia, Robert Morris, Washington; Elmira, Public Number 11; Schenectady, Edison Elementary, Euclid Avenue Nortu CaroLrna—Durham, East Durham, Lakewood On10o—Canton, Market; Lockland, Arlington; Pem- berville, Pemberville Public; Sylvania, Central Avenue, Hillview; Youngstown, Hillman, Myrtle Orecon—Oregon City, Oregon City Public Schools, Junior High; Salem, Richmond PENNSYLVANIA—Allegheny County, Harrison Town- ship, Rosslyn Farms; Bucks County, Langhorne Manor; Chester, Daniel W. Jefferis; Lewistown, Fifth Ward, Logan Street; Middletown, Middle- town Public Schools, Emaus Junior High, Mid- dletown High, Wood Street; Pittsburgh, Penn; Westmoreland County, North Bell Vernon Bor- ough TEN NESSEE—Memphis, State Teachers College Vircinta—Bath County, Millboro Public, Thomas- town Elementary WasHINGTON—Bellingham, Roeder; Everett, Jack- son; Spokane, Lewis and Clark High West Vircinia-—Backus, Glendale; Hinton, Green brier; Wilsonburg, Wilsonburg Public Wisconstn—Eau Claire, Day School for Deaf, Eighth Ward, Fourth Ward, Junior High, Ninth Ward, Second Ward, Seventh Ward, Tenth Ward, Third Ward, Vocational TWO YEARS ALABAMA—Birmingham, Fairview; Escambia County, W. S. Neal AtasKa—Seldovia, Seldovia Territorial Artzona—Tucson, University of Arizona College of Education CaLtrorNia—El Modena, Lincoln, Roosevelt; Fowler Fowler High, Fowler Park; Los Angeles, Cahu- enga, Van Ness Avenue; Oakland, Bella Vista, Emerson, Hawthorne, Herbert Hoover, Junior High, Lafayette, Merritt Business, Sequoia; Pa- mona, Hamilton; Sacramento, Bret Harte; San [ A-34 ] Jose, College Park, Edison High, Lowell, Wash- ington; Westwood, Westwood Junior-Senior High; Williams, Williams Union High Cotorapo—Denver, East High, High DeLtawarE—Western New Castle County, Newport, Stanton, Yorklyn; Wilmington, Henry C, Conrad High, Charles B. Lore a or CotuMBiA—Washington, Paul Junior ig Grorcia—Atlanta, Murphy Junior High IpaAHO—Albion, Albion State Normal ILtt1no1s—Chicago, Chicago Normal, College; East St. Louis, Bluff View, Edgemont; Elmwood Park, Elmwood Park Public Schools; Peoria, Washington Inp1aANA—Indianapolis, John McCormick Number 30, Oliver Perry Morton Number 29, Public Number 43, Public Number 77 Kansas—Effingham, Atchinson County Community High; Eureka, Eureka Public Schools, Junior High, Northside, Random, Senior High; Kansas City, Prairie; Manhattan, Roosevelt; Paola, Paola Public Schools, North Loutstana—Grand Chenier, Grand Chenier High; Morse, Morse High; New Orleans, Edwin T. Mer- rick Elementary; St. Charles Parish, Comardella, Hahnville High Matne—Portland, Longfellow a: ~ warned T. R. Plympton, Pond n Micuican—Detroit, Leland, Mason; River Rouge, Northrop; Saginaw, Hoyt — Minneapolis, Webster; Stillwater, Oak ar Mississ1PP1i—Redwood, Redwood Missourt—Kansas City, Jefferson Elementary, Teachers College of Kansas City; Webster Groves, Avery NEBRASKA—Omaha, Highland, Rosehill Nevapa—Elko County, Contact High, Elko County High; Washoe County, Mary S. Doten Grammar, Robert H. Mitchell, Orvis Ring Grammar, Sparks Public Schools, Sparks Junior High, Sparks Senior High; White Pine County, East Ely New Jersey—Bridgeton, Pearl Street; Gloucester County, Mantua Township; Metuchen, Franklin High; Riverton, Westfield Public Schools; Wen- onah, Wenonah; Westfield, Lincoln, Washington New York—Freeport, Archer Street, Cleveland Ave- nue, Grove Street, Seaman Avenue; Gloversville, Central Elementary, Columbia, Kingsboro, Lex- ington Avenue, Park Street; Hampton Bays, Hampton Bays High; Mechanicsville, Mechanics- ville Public Schools; Penn Yan, Liberty Street; Schenectady, Fulton NortH Carotina—Durham, East Durham, Edge- mont, Southside, George W. Watts Oxunto—Akron, Crouse, Miller; Carroll County, Kil- gore; Cincinnati, Raschig; Columbus, Fairmoor Manual Training Time—touzs 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 Elementary, Mound Junior High, Stewart Avenue; East Cleveland, Chambers; Findlay, Huber; Gratis, Gratis Village; Lakewood, Garfield, Harri son, McKinley; North Canton, North Canton Pub- lic Schools, North Canton Grade, North Canton High; Rossford, Rossford High; Sandusky County, Helena District; Struthers, Highland Avenue; Youngstown, Joseph G. Butler Junior High, Har- rison, Woodrow Wilson Junior High OxLaHoMa—Perry, Perry Public Schools, Elementary, Perry High Orecon—Coos County, Bandon Grammar, Bunker Hill; Forest Grove, Forest Grove Elementary; Oregon City, Canemah; Portland, Capitol Hill, Hudson, Joseph Lane, Linnton, Sitton PENNSYLVANIA—Delaware County, (Aston Town- ship) Aston Mills, (Bethel Township) Bethel Cen- tral, (Marcus Hook Borough) Marcus Hook Borough Public Schools, Marcus Hook Junior High, (Morton Borough) Sidney Smedley, Newton Township; Dormont, Dormont High Soutn Dakota—Sioux Falls, Hawthorne, Lowell Texas—Houston, David Crockett Uran—Box Elder County, Box Elder High Vircinra—Lynchburg, Fairview; Lyon Park, Henry Clay; Norfolk, Great Bridge High, Ingleside; Prince George, Prince George WasHINGTON—Bellingham, Bellingham Administra- tive Building; Spokane, Browne West Vircinra—Charleston, Elk Elementary, Fruth; East Gulf, East Gulf; Huntington, Ensign; Mil- ton, Milton West; Pettus, Pettus Consolidated Wisconstn—Eau Claire, Eau Claire Public Schools, Development, Senior High; Kenosha, Kenosha Senior High Annex; Madison, Marquette; Milwau- kee, West Wilwaukee Migh; Racine, Stephen Bull, Garfield, William Horlick Senior High, Jef- ferson, Gilbert Knapp, Lincoln, North Racine, Washington Elementary, Washington Junior High; Perry Superior, Matt Carpenter, Peter Cooper, Nelson Dewey, Abraham Lincoln; West Milwaukee, Pershing CURRENT YEAR ALABAMA—Adamsville, Porter; Cullman, Welti; Tus- caloosa, Tuscaloosa Public Schools, Jemison, Junior High, Senior High, Stafford, Verner, West End Araska—Akiak, Akiak; Belkofsky, Belkofsky; Can- dle, Territorial; Chitina, Chitina; Crooked Creek, Crooked Creek; Egegik, Egegik; Fairbanks, Fair- banks Public; Fort Yukon, Fort Yukon; Gustavus, Territorial; Haycock, Territorial; Kennecott, Kennecott; Ketchikan, Ketchikan; Kodiak, Kodiak Territorial; McGrath, McGrath; Moose Pass, Moose Pass; Naknek, Naknek; Nushagak, Nusha- gak; Palmer, Palmer Public; Portlock, Portlock; [ Cont. on page A-36) THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Henry leside; nistra- ‘ruth; ; Mil- ated shools, -nosha tlwau- rephen 1, Jef- ‘acine, High; Nelson aukee, : Tus- — 2nd Can- reek, Fair- tavus, tecott, -odiak Pass, jusha- tlock; ‘ION TEACHERS ATTENTION! Prepare. NOW-- To Ittend The National Educational Convention in DETROIT JUNE 27-28-29-30—JULY 1, 1937 Then Visit Leautiful FACTS OF DETROIT The Detroit Institute of Arts, where the Rivera Frescoes may be seen, is one of the purest examples of early Renaissance Architecture in America. The Public Library is directly across the avenue. Belle Isle, with its 1,000 acres of natural beauty, is one of the world’s most beautiful island parks. Zoo— bathing—golf—fishing. Canada is just five minutes across the river by tourist traffic tunnel or passenger and automobile ferries. Henry Ford’s famous Greenfield Village, portraying early American life and development, is the only vil- lage of its kind standing in America today. Detroit has fifty public parks, as well as the most in- teresting Zoo in America. Wild animals in their native settings and miniature sightseeing railroad for visitors. The Cranbrook Foundation is a unique cultural cen- ter. Academy of Art. Institute of Science. Detroit has 255 public and 150 private and parochial schools and employs over 7,000 teachers. Hotels at prices to suit every purse. Detroit is the port of embarkment for the largest passenger steamers on the Great Lakes. Steamers leave daily for many Michigan, Ohio and Canadian re- sorts. 100 delightful lake trips are available. Steamships sail from Detroit to all important ports on the Great Lakes. A steamship passes on the Detroit River every three minutes. Detroit is the Motor Capital of the World. 95% of the country’s motor cars are built within a radius of 85 miles of the Detroit City Hall. 4,000,000 auto- mobiles produced in Michigan in 1936. Home of the Shrine of the Little Flower. Home of the Detroit Tigers—see a “Big League” game. Detroit leads in the manufacturing of a number of important products, such as chemicals, stoves, adding machines, auto accessories, etc. MICHIGAN FACTS OF MICHIGAN Birthplace of the “Little Red Schoolhouse”; home of America’s first state superintendent of instruction; of the world’s first agriculture college, and of the first coeducational university. The University of Michigan at Ann Arbor, 30 miles from Detroit, has the nation’s fourth largest enroll- ment—about 12,000. Michigan’s 1624-mile shoreline is longer than any other state’s and includes Longfellow’s “Land of Hiawatha.” Five thousand lakes accessible to a great paved highway system dot the nation’s finest summer play- ground. 75 state-owned parks where you may camp. Beautiful Mackinac Island—See the Fort built 1780. Original Fur Trading Post of John Jacob Astor 1809. Summer Hotels. Delightful trips. Excellent beaches and limitless other sports and outing facilities. Recreation sites nestle in woodlands and on shores from the famous Irish Hills in the southeast to the primitive timbered reaches of the great waterfalls country of the Upper Peninsula. Michigan sportsmen took 35,000 deer and 750,000 pheasants in the last shooting season. Rainbow trout, bass and many other game fish leap in the shaded streams, and motor or boat trips are a continuous thrill of color and variety. Grosse Pointe Shores, located along Lake St. Clair, is one of the most beautiful lake drives in the country passing the Grosse Pointe Yacht Club. Motor north through Mount Clemens, with its famous health-giving waters; Algonac, boat building center; St. Clair, Port Huron with its beautiful beaches; thence north to beautiful Point Aux Barques. Come to Michigan. For literature and road maps enclose 3c stamp to The State of Michigan Tourist and VOLUME 26, NUMBER 2; FEBRUARY 1937 Resort Commission, J. Lee Barrett, Secretary, 1800 Stroh Building, Detroit, Michigan. [ A-35 | JAPAN... INVITES YOU FZTR THe CONFERENCE OF WORLD FEDERATION OF EDUCATION ASSOCIATIONS TOKYO, AUGUST 2-7 Take the air-conditioned North Coast Limited direct to the North Pacific Coast for the shortest ocean crossing to the Orient! You save five days on the round trip — five days to shorten your journey or to permit longer stopovers and more sightseeing enroute. Frequent sailings available from Seattle, Wash., and Vancouver, B. C., on modern liners affording first class, second class, tourist class, cabin class and third class. The American delegation will be most cordially welcomed and entertained by the Japanese government and people! There may never be as wonderful an opportunity to really see Japan and to be a beneficiary of Japanese hospitality, plans for which have been carefully and elaborately prepared. A Northern Pacific routing to the Pacific carries you through the picturesque Yellow- stone, ranch, Indian, mountain and forest country over the trail originally blazed by Lewis and Clark. Special rates for this trip. Write for information and illustrated literature. Just use the coupon. 4 © § E.E. Nelson, 300 Northern Pacific Ry. S . St. Paul, Minnesota 2 = © I am considering attending Tokyo Conference : = © Lam not going to the Orient, but I’m interested in © ii ‘ & Western trip to_ — | ta a ea a s & Address___ - a * . EEE a NORTAERN PACTHG RY. [ A-36 | 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 AUGUSTAN PILGRIMAGE Bimillennium of Augustus 63 B.C.—1937 A.D. ORIENT TOURS And General European Tours ART PILGRIMAGE International Exposition and Art Congress, Paris ———— _J= Bureau of University Travel 21 Boyd St. Newton, Mass. | @ S292 @ A trip to Switzerland next July!. .. The INNS and out'’s—charming little villages—native eating places AND The Black Forest, Holland, The Rhine, France and England. Metropolitan Travel Service, Inc. 260 Tremont St., Boston, Mass. 00 that thousands of physicians, writers, teachers, business people, ete., go. Large outside rooms; good meals. Mexico $30; Japan $90; Alaska $22. 16-21 day trip to Panama, many stops, $45. Hundreds of low-priced trips to EVERY- WHERE. Cut travel costs. Get the ONLY COMPLETE booklet describing ALL freighter trips. Send 25 cents (coin or stamps) for Freighter Booklet to HARIAN PUBLICA- TIONS, Dept. P, 270 Lafayette St., N. Y. C. HECKERMAN’S GOOD WILL TOURS OF EUROPE Prices never so low as for the summer of 1937. Never have I offered so much sight seeing, such fine hotels or such splendid itineraries as for the coming summer. These tours will start on June 26th under leader- ship of Mr. Heckerman, one of four weeks, another of six weeks and the Grand Tour of ten countries and eight weeks. Go with me this summer on the Voyage of your Dreams and see Europe’s Wonders on Parade Travel in lurury with economy. Time getting short, write now. H. C. HECKERMAN s Bedford, Pa. Economy Rates, plus a downtown | location, make the Annapolis é your logical hotel in the Capital. | There you'll find that personal at- tention for which it is famous the \ world over. Write for free pictorial \ map and special group rates. \ FREE PARKING *? Raabe Bath from THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | [Cont. from page A-}34] Solomon, Solomon; Unalaska, Territorial; Valdez, Ellamar; Wiseman, Wiseman; Wood River on Dillingham, Wood River via Dillingham Arizona—Mesa, Franklin, Irving, Lincoln, Wash. ington, Webster CaLiFoRNIA—Alameda, Alameda High; Alhambra, Marguerita; Coronado, Coronado Public Schools: El Modena, El Modena Public Schools; El Se. gundo, El Segundo Elementary; Grass Valley, Grass Valley High; Hayward, Muir; Los Angeles, Carpenter Avenue, Eton Avenue, Fourth Street, Normandie Avenue, Reseda, Topeka Drive, Win. netka Avenue; Monrovia, Huntington, Mayflower. Santa Fe; Oakland, Alteadale, Edison, Alexander Hamilton "Junior Hi Stonehurst; San Francisco, Irving M. Scott; %; Mateo County, Pescadero CoLorapo—Denver, Skinner Junior High, Valverde: Pueblo, (District Number 20) Carlile, Central Jr. High, Lincoln; Windsor, Windsor Elem. Platoon Connecticut — Ellington, Ellington Elementary; Stratford, Putney DELAWARE—M iddletown, Middletown Public; West. ern New Castle County, Western New Castle County Public Schools, Hockessin; Wilmington, Howard High District or CoLumMB1a—Washington, Brent, Cranch, Logan, Webb Fiortpa—Dade County, Allapattah Elementary, Comstock, Robert E. Lee Junior High; Miami, Earlington Heights, Gladeview Elementary, Santa Clara Elementary; Tampa, Jackson; West Palm Beach, Central Junior High Grorcia—Atlanta, E. L. Connally; Darien, Darien High; Townsend, Newport-Jones; Wilcox County, Wilcox County Public Schools Ipano—Challis, Challis Independent District No. 1 I_L_t1no1s—Bloomington, Washington; Canton, Kel- logg; Chester, Chester Public Schools; Chicago, Dunbar Vocational, Falconer Elementary, Farns- worth, Hayes, Kosciuszko, Wendell, Phillips Sen. ior High; Dundee, Dundee Public; Evanston, Mil ler; Harrisburg, Bayless, McKinley; Olmstead, Gore Grade; Peoria, McKinley, Reservoir Heights; Rockford, Highland, John Nelson; Seaton, Seaton Consolidated; Urbana, Lincoln InpIANA—Elwood, Osborn; Fort Wayne, Frances Slocum; Freedom, Freedom Public; Indianapolis, Austin H. Brown, Public Number 35, Public Num ber 40; Muncie, Longfellow, Riley Elementary; Vincennes, Fritchton Public, Purcell, Riley; Wheatland, Wheatland High Kansas—Kansas City, Prairie Grade; Peru, Peru Public; Wichita, Boys’ Farm Kentucky—/ rvington, Irvington Independent School District; Jenkins, Jenkins Public Schools, Burdine, Dunham, Jenkins High, McRoberts; Lexington, University of Kentucky College of Edu cation; Louisville, Aibert S. Brandeis, Robert Ful- ton, Parkland Elementary; McRoberts, Public Loutstana—Ascension Parish, Ascension Parish Public Schools; New Orleans, P. A. Capdau, Jef- ferson Davis, Margaret C. Hanson Normal, Me Donogh Number 7; St. Charles Parish, Allemands, Ama, Destrehan High, Goodhope, Killona, Luling, Montz, Norco, Paradis, St. Rose. Matne—Brownsville Junction, High; York County, Saco Kindergarten; Westbrook, Bridge Street Grammar MaryLano—Baltimore, Henry Highland; Garnett, Number 103; Brunswick, West Brunswick; Cecil County, Cherry Grove Elementary, Harts’ Ele mentary, Jefferson Elementary, Leeds Elementary, New Bridge Elem,, Prov idence Elem., Town Point Elem., Union Elem., Warwick Elem., Zion Elem.; Point ‘of Rocks, Point of Rocks Public. MassacHUSETTS—Melrose, Franklin; Norwood, Shat- tuck; Orange, South; Waltham, Ezra C. Fitch, Royal E, Robbins Micuican—Battle Creek, Freemont, Lincoln; Bay City, Kolb, Woodside; Detroit, Amos, Atkinson, Barstow, Bellefontaine, Bishop, Burfee Intermediate, Burns, Burroughs Intermediate, Central High, Co- lumbus, Courville, Custer, Davison Elementary. Edwin Denby High, Deane Doty, Duffield, Eastern High, East Side Girls V /ocational, Ellis, Estabrook, Fitzgerald, George Junior Trade, Gillies, Girls Vocational West Side, Guyton, Hanneman, Han stein Elementary, Harris, A. L. Holmes, O. W Holmes, Hosmer, Hunter, Hutchinson, Keating. Kennedy, Longfellow, Lynch, MacKenzie Elemen- tary, Mackenzie High, Marr Training, Maybee, Maybury, Miller High, Monteith, Moore School é 9 '“U-C”” EUROPE 1937 AND LONGER, MOD- 25 DAY ERATELY PRICED FROM $365 Personally eseorted. Weekly departures. Excellent Hotels. Comprehensive itineraries including Special Tours thru the British Isles. Tourist Class-Cunard White Star Line. Request Booklet ‘‘N-E-2’’. Gillespie, Kinports & Beard, Inc. 8 West 40th Street New York, N. Y. ALL EXPENSE ORIENT TOURS SUMMER 1937 Honolulu, Japan, China, Korea, Manchukuo Extension for Conference World Federation of Education Association, Tokyo, Aug. 2 to 7. Bookings must be made early. Ezperts in Orient Travel. Write to TOURS INTERNATIONAL 2294 W. 2ist St. Los Angeles, Calif. for Boys, Morley, Northern High, Oakman, Parker, Pestalozzi, John Pierce, Poe, Redford High, Robinson, Sherrard Intermediate, Stephens, Sti dez, l, Tappan, Intermediate, Trombly, Van Zile, via Wayne, Western High, White, Wingert; Fern- | dale, Harding; Fhnt Homedale Roosevelt; ash- Grosse Pointe, Lewis E. Maire; River Rouge, sae | River Rouge Public Schools, Dunn, Ferguson, } bra, High; Saginaw, Stone od ols; MinnesoTA—Minneapolis, Clay, Nathan Hale, Hia- al Se. watha, Jackson, Minnehaha; Stillwater, Central, *i lley, Garfield, Greeley, Nelson, Schulenberg ; eles, MisstssipPI—Biloz1, Lopez; Vicksburg, Culkin Acad- = | reet, m Vin. yissounr—Jefferson City, Broadway, Washington; mnee! wer, Kansas City, Lillian Thatcher; Springfield, Berry; nder Weaubleau, Weableau Public = : > - —-, “> To so $500, Montana—Great Falls, Lincoln i : . gS See A dero NepraskA—Omaha, Bancroft, Corrigan, Jungmann, rde; Monmouth Park, Edward Rosewater 4 | Jr. Nevapa—Douglass County, Consolidated “A”; Elko ~ toon County, Carlin Grammar; Goodsprings, Good- pay" ary; springs; Lyon County, Dayton, Smith Public; Pan- : - aca, Panaca Dist.; White Pine County, Kimberly V est. New HamMpsHirE—Acworth, Acworth School Dis- astle trict; Alstead, Langdon School District; Lempster, ton, Lempster School Dist.; Unity, Unity School Dist. New JERSEY—Garwood, Garwood Public Schools, inch, Franklin, Lincoln, Washington; Gloucester County, (South Harrison Township), Harrisonville; pl Linden, Linden High; Metuchen, Edgar, Franklin i, Elementary; Montclair, Edgemont; North Plain- anita ield, East End, West End; Red Bank, Special Palm ihers and Supervisors; Ridgefield, Lincoln ‘ New YorK — Binghamton, Binghamton Public arien Schools, Calvin Coolidge, Main Office, Sight Sav- unty, ing; Center Moriches, Center Moriches Union; . Elmira, Parley-Coburn; Freeport, Columbus Ave- ‘0, 1 nue; Gloversville, Oakland Avenue, Spring Street; Kel. Great Neck, Kensington; Hempstead, Jackson; cago, Huntington Station, Roosevelt; Lancaster, School Sen, Street Elementary; Lockport, Arnold; Mattituck, Mil Mattituck Public Schools, Grade, High; Oneonta, — East End; Penn Yan, Penn Yan Public Schools, sees: Hutton Street, Junior High, Penn Yan Academy; ghts; Rochester, Laurelton Grammar; Schenectady, eaton Hamilton, Woodlawn, Yates ; North Carotina—Durham, Durham High, Fuller; bole New Hope, West Glow fe = On1io—Allen County, Lafayette-Jackson; Bradley, ras Bradley; Branch Hill, Branch Hill; Cambridge, aon Park; Canton, Cedar, Liberty; Carroll County, uel; Brown-Harris Rural, Magnolia, Sherrodsville P Rural; Cincinnati, Saylor Park; Clermont County, = Miami Township, Newtonsville; Cleveland, Hazel- 4 dell; Columbus, Thomas A. Edison, Main Street, aa Robert Louis Stevenson; Delaware, West; Find- a ., lay, Bigelow, Strother; Greensburg, East Liberty ; EL, Elementary; Hardin County, Blanchard Pleasant ~ : heb F iL Rural; Huron, Huron Public Schools; Kings Mills, F Ve eg ‘ stew ipo Ke ba Mae cen S: paneeees, F Senco yay ee ; ‘ net Mansfield, Senior High; Marathon, Marathon; ‘ : , a Marietta, Pike i North plomabeld, Bloomfield Cen- THERE is a saying that whoever comes to Alaska will ever yearn ’ ‘ tralized; Sandusky vounty, vor ownship; * ih ’ . ) 2. 4 Terrace Park, Terrace Park; The Plains, The to come again. That this is true you W know as you sail. Alaska’s uling, oe, Febe i Troy, Forest; ; an ao mountain-sheltered seas and follow thrill-packed trails to discover ‘ ranklin, Union Centralized; Warren, Laird Ave. ° ' ty REGON—Clackamas County (District Number 29), | the spell that binds adventurous hearts to Alaska. ; : Street | Carus, Eastham (District Number 312) Hillsview, | Here is the land of the totem —the land of gold and leaping tree Mt. Pleasant (District Number 62), Oregon City | dite 2 bl < ill 4 High; Coos County, Bandon Public Schools, | salmon. Here, from your ship’s deck, you see blue glaciers sp "Cecil | Bandon High; Portland, Binnsmead; Salem, Mc-| their palisades thundering into the quiet waters. Here are the continent’s highest ' Ele Kinley; Tualatin, Tualatin Public 7 * f d b z H tary, | PEXNSYLVANIA—Adams County, York Springs Bor- peaks — clothed with verdant forests and topped by shimmering snow-caps. Here "Point ough cnn gay 9 4 a Fen oy . is the vastly rich Interior, with its storied Yukon River, majestic Mt. McKinley, Rte: orough, y : entre - slem.; County, Ferguson Township; Chester, Dewey- and famed Matanuska Valley. Here are lakes.of fabulous beauty and glacier- Shat- | Mann, Gartside; Daughin County, Berrysburg carved fjords to lure the vacation-explorer. Fitch Boro, Gratz Boro, Highspire Boro, Hummelstown ‘ Ry; mre y oo, J —— | tar Seamnaaerty - 3% No ordinary country is the land of the phenomenal Midnight Sun. No ordinary ' Middle Paxton Township, Millersburg Boro, Pax- ea? ° es ° ; Bes tang Boro, Penbrook Boro, Royalton Boro, Rush cities are these romance-filled ports and inland towns you visit, where architecture ediate, 7 a, Township, Swatara Town- and iron cannons tell you of old Russian days — others whose streets whisper of ; Ship; elaware County (Ashton Township) nester ¥ ° ° ° ° e ah Heights, (Chester Township) Washington, Perry gold stampedes. No ordinary vacation is this that begins when you board a fast, astern | Wright, (Concord Township) Concordville, Dante completely air-conditioned train and enjoy a grandstand seat over scenic routes to brow Orphanage, Johnson’s Corner Eddystone Elemen- tl d “ll ws ly like th l I f ts Girls ad _— gorenas ee, aia Seattle ... an you —— Ann e the wa ty ae Am modern train Manor Township Elementary, Rutledge Borough, H r : roun our frien a oe (Swarthmore Borough), Junior-Senior High, Rut- travel. Here, in the rv. eee tr Faget l y —, eating. es Avenue Elementary, (Thornbury Township) American steamer turns her bow northward mi sheltered sea lanes ai 5s lemen: Western, (Upper Chichester Township) Booth- to Alaska and adventure. lp Werle aybee, wyn, } weer ng Avenue, Junior High, Twin_Oaks 7 F i J School oy ee f powninotown, owniagtown Indus. Come early! Come late! Attractive low fares and fair weather, ; a A) | Tial; Laston, Oo unior igh; Garrett, Garrett PY . 4 . % it Public; Harrisburg. Downey, Foose, Hamilton, May through September. Alaska cruises range from nine to thirty — 3 AIR ‘ Harris, Lincoln, Melrose, Open Air, Riverside, five days, round trip from Seattle. CONDITIONED Shimmell, Wickersham, Woolward: Philadelphia, Temple Univ. Dept. of Education; Shanksville, > s Stonycreek Township Consolidated; Shinglehouse, Of course you Ul want the fascinating, free Alaska Shinglehouse Public; Wayne, Rosemont Public. . , " Q 5 Vacationland literature describing this amazing land. ENNESSEE—Memphis, Lions Open-Air : Uran—Ogden, Madison; Salt Lake City, Washington Qs k Write today — coupon below. YERMONT—W oodstock, Woodstock High IkRGINIA—Bath County, Burnsville, Mt. Grove; ; Williamsville, Lynchburg, Lea NORTHERN PACIFIC SOUTHERN PACIFIC ASHINGTON—Everett, Lincoln, Monroe; Spokane, OR S NGTON ROU olumbia, North Central High, Stevens, Washing. : . eee reer eres. LI BURLING? ae " ton; Vancouver, Vancouver High 7 aa HE MILWAUKEE ROAD GREAT NORTHERN Mer Vircinta—Beryl, Beryl; Bluefield, Grgaeet -_ UNION PACIFIC THE ALASKA RAILROAD unior High, Preston Street; Charleston, Tiskel- a : CKA CT 4S ‘ wah Elementary; Edwight, Edwight Elementary; ALASKA STEASIN, COMPANY Epperly, Collins Elementary; Huntington, Harvey- : town; New Haven, New Haven Graded; Simpson, Wendel Grade; Springton, Springton Elementary; Wardensville, Wardensville High FOR ALASKA LITERATURE, just jot your name and : ; address on margin below and mail to Alaska Steamship Isconstn — Delavan, Delavan _ High; Merrill, C Check here for The Alaska Company, Room 702, Pier Two, Alaskan Way, Seattle— Franklin; Racine, Franklin Elementary, Fratt, Line’s Good-Natured Map. or see any of the companies above. owell, Roosevelt; Superior, Blaine Junior High t Lif student, state grade.] Wrominc—Lingle, Pub.; Midwest, Natrona Co. High Free to teachers. . TION |'OLUME 26, NUMBER 2; FEBRUARY 1937 [ A-37 | THE EXHIBIT AT NEW ORLEANS A comprehensive display and demonstration of school equip- ment and teaching aids at the Sixty-seventh Annual Convention of the DEPARTMENT OF SUPERINTENDENCE of the National Education Association February 20-25, 1937 The Exhibit at New Orleans will be held in the Municipal Auditorium, a most complete and attractive building, in which general sessions and other important convention activities will be held. * * * The Exhibit is an outstanding feature of the convention; it is directly effective in its suggestions and help for improvement of school methods and administration. * * * The firms and organizations listed below are participating in the New Orleans Exhibit. The Department of Superintendence and the National Education Association cordially acknowledge their cooperation. Acme Chair Company Albert Teachers’ Agency Allied Youth Allyn and Bacon American Art Clay Company American Book Company American Crayon Company, The American Education Press, Inc. American Home Economics Assn. American Library Association American Medical Association American Optical Company American Pencil Company American School of the Air American Schooland University, The American Seating Company American Type Founders Ampro Corporation Arlington Seating Company Armstrong Cork Company Association for Childhood Education Aurex Corporation Austral Sales Corporation Automatic Pencil Sharpener Company Balfour Company, L. G. Bausch and Lomb Optical Company Beck Duplicator Company, The Beckley-Cardy Company Bell and Howell Company Binney and Smith Company Bobbs-Merrill Company, The Book House for Children, The Bowling Green College of Commerce Bradley Company, Milton Bradley Washfountain Company Bruce Publishing Company, The Burke Co., The J. E Caproni Galleries, Inc. Celotex Corporation Central Scientific Company Chevrolet Motor Company Chicago Apparatus Company Child Development Foundation Christian Science Publishing Society Clarin Manufacturing Company Classroom Teacher, Inc., The Colgate-Palmolive-Peet Company Columbia School Furniture Corp. Columbia University Press Compton and 3 iild wil sel ate | are | en: eal the ble t is | nes te; | ble | “ter | all ure can ] en | en: its ION “Let the Next Generation Be My Clzent’”’ A CENTENNIAL PLAY FOR HIGHSCHOOLS Portrait furnished especially for THe JouRNAL thru the courtesy of Horace Mann of Richmond, Massachusetts, grandson of the educ«tor. Mr. Mann writes: “Of course I never saw my grand- father. This photograph of him is an enlarge- ment of a daguerreotype, 1 believe. 1 know that my father, George Combe Mann, and my uncle, Benjamin Mann, chose it after wide search and much thought, as the best likeness of their father which they could find.” PROLOG Scene: Meeting of any board of educa- tion. Characters are seated around a table, which may be in front of the curtain so that the stage will be already arranged for the play itself. Time: The present Characters: CHAIRMAN; SUPERINTENDENT OF MR. SCHOOLS; WAYNE} MR. WEST} MRS. BROWN; MARY JUDSON, @ highschool student. CHAIRMAN—Lhe last unfinished busi- ness today is a request that Blankville erect a tablet or other memorial to Horace Mann. WAYNE—Who was Horace Mann? Never heard of him. SUPERINTENDENT—Horace Mann was the father of our American system of public schools. The senior English class, after studying the life of this great edu- cator, has made the request. . . . west—Well, we can’t afford to build a memorial. SUPERINTENDENT—I wonder if you would hear a special report prepared by one of the English classes. A committee of highschool boys and girls is in my office, eager to present its case. VOLUME 26, NUMBER 23 MRS. BROWN—I, for one, would be in- terested to hear the youngsters. WAYNE—Me too. CHAIRMAN (smiling )—Let’s invite the students in. Will you do that for us, Mr. Superintendent? (Superintendent goes out, returning with Mary.) SUPERINTENDENT—Friends, I am happy to introduce to you Miss Mary Judson, chairman of the Horace Mann Centen- nial Committee of Blankville High. MARY—Mr. chairman and board mem- bers, 1937 marks the Centennial of an important event in American history. Schools thruout the country are celebrat- ing this anniversary and we want Blank- ville to do its share. It was in July 1837 that Horace Mann became the first sec- retary of the Massachusetts Board of Education ... (As Mary speaks, the curtain slowly parts.) SCENE I Scene: Horace Mann’s law office, simply furnished with a desk, several chairs, and a considerable collection of law books. Time: June 29, 1837 Characters: HORACE MANN MR. DEDERICK, cashier of the Ashton Bank MR. and MRS. PETERS SAMMY, their son, about 12 years old JENNIE, Ais sister, about 8 years old Horace Mann’s appearance is suggested in the portrait reproduced on this page. He should have a clear voice and good enun- ciation. Mr. Dederick can be represented as an older man, prosperous and welldressed. The Peters family should be plainly dressed and rustic in manners and appearance. For suggestions on the children’s costumes, con- sult “Old-Time Schools and School-Books” by Clifton Johnson (Peter Smith, Pub- lisher, 347 Fifth Ave., N. Y., 1935). As the curtain parts, Horace Mann is seated at his desk talking to Mr. Dederick. DEDERICK—Senator Mann, I have come to ask you once more whether you will represent the Ashton Bank in court. We want you to take the case. I’m author- ized to make you an extremely good offer. HORACE MANN—I'm glad you came in today, Mr. Dederick. As I told you, I am considering a change in my profession. I FEBRUARY 1937 must decide today whether I will give up the practice of law. DEDERICK (shocked )—Give up the law, Senator Mann! You must have taken leave of your wits. You have a flourish- ing practice—why you are one of the coming lawyers in the state. HORACE MANN—It is true I have given some of the best years of my life to the law. DEDERICK—Excuse me, Mr. Mann, but have you considered that you are no longer a young man to jump about from one occupation to another? HORACE MANN (smiling )—Yes, at 41 years of age a man should be ready to settle down in life. DEDERICK— Y ou—president of the State Senate—to give up your position of honor to become secretary of this new Board of Education that has neither power nor funds? HORACE MANN—It is not the Board but the cause of free public education which the Board will promote that is impor- tant. DEDERICK (echoing )—‘“Free public edu- cation”—ridiculous. Why should I pay taxes to educate other people’s children? HORACE MANN—Not ridiculous—say rather inevitable, tho perhaps we will not live to see it come in our day. DEDERICK (interrupting )—But your salary for this office—a thousand dollars a year! I'll guarantee to pay you ten times that amount for representing our bank in court. (Mr. and Mrs. Peters and the two children enter the office.) MR. PETERS—Mr. Mann? HORACE MANN (standing to greet them )—Yes, come in, what can I do for you? MR. PETERS—We want to ask your ad- vice. My name is Peters. This is my wife and our two children. HORACE MANN (greeting them kindly) —Well, I already have a client. Could you return tomorrow? MR. PETERS (hesitatingly)—Not very well. We come over twenty miles by stage to see you. MRS. PETERS (breaks in )—We want to talk to you about our Sammy’s schoolin’. | 45 | HORACE MANN (to Dederick )—Would you excuse me, Mr. Dederick? You and I can talk again tomorrow. DEDERICK (testily)—Mr. Mann, our business is urgent. We must have your decision today. I'll wait. (Sits down im- patiently in corner.) HORACE MANN (arranges chairs for the family; to Peters)—Now, how can I serve you? MR. PETERS—Mr. Mann, our Sammy ain’t been to school all fall. HORACE MANN (to Sammy )—That’s too bad, my boy. sAMMY—I don’t mind not goin’ to school. I'd ruther hunt squirrels. It’s ter- rible cold in our school. If you don’t git near the stove, you freeze. JENNIE—On real cold days, the ink freezes in our pens when we write. sAMMY—And teacher would whip us— JENNIE (to Mann )—Onct our teacher smacked Sammy. Course, he used to whip the boys most ever day—but this time (turns to Sammy) he hit you so hard he knocked out two of your teeth, didn’t he? saAMMY (emphatically )—Um hum. He said I sassed him, but Jennie knows I never. MRS. PETERS (to Sammy )—Hush. Don’t you want to go to school so that when you grow up you'll be a fine man who has read books? sAMMY—I can’t learn at school what I want anyway. I wanna learn to draw— all we do is cipher and spell big words. MR. PETERS (interrupting and waving them aside )—That’s not the point; the point is we haven’t got no money to keep any kind of school open. We can’t af- ford to run even a poor school like Sammy’s been tellin’ you about. And the teacher’s chased out of town by that big bully, Jim Sneeds. HORACE MANN—But why have you come to me? MR. PETERS—Well, some of us heard about you getting a new law passed last winter about schools, so we figgered we'd come and see if you would help us. We're willin’ to do somethin’, Mr. Mann, but we don’t know which way to turn— HORACE MANN—It’s a crime the way we have been starving and stinting our chil- dren’s minds. To rob them of a chance for education is worse than robbing them of food and clothes. MRS. PETERS—T he public schools are so | 46 | bad that the rich people in town won't send their children to them. (Warming to her subject) Why, the schoolhouse is so run down, you wouldn’t believe it. There’s a big hole in the roof like a tun- nel which catches all the rain and pours it into the schoolroom. HORACE MANN—It is true that, for years past, far more attention has been paid to the construction of jails and prisons than to that of schoolhouses. mrs. PETERS—Well, I’m just a poor ignorant woman, but I think something should be done. Can’t you help us? MR. PETERS—We’ve heard it said you might be head of this here new Board. HORACE MANN—It is true I have re- ceived the offer to become secretary of the Board of Education. But the decision to accept a post which would change the whole course of my life is not an easy one. (Pauses) Your story (nodding to Mr. and Mrs. Peters) and the needs of these fine young citizens (turning to chil- dren) are helping to convince me that I have made the right choice. DEDERICK (runs over excitedly )—Then you have decided. Senator, how can you give up a position of honor to be a post- rider from county to county looking after the welfare of children who will never know whence benefits may come? Why, you'll encounter the jealousy and prejudice and misrepresentation of ignorant parents... PETERS (to his wife )—“Ignorant par- ents.” Yes, we be ignorant, and that is why we wants Sammy and Jennie to have a better chance in life than we had. HORACE MANN—Well, I can now say that here stands my purpose. I mean to accept the office, and thru it to help get better teachers, more comfortable school- houses. ... SAMMY (interrupting, to his sister )— Aw shucks, that must mean we'll have to go to school again. HORACE MANN (smiling )—And we'll try to make school more interesting with subjects like music and drawing. JENNIE—Won’t school be fun? SAMMY (grudgingly )—We-ll, yes, it won't be so bad if they have things like drawing. MANN (puts an arm around Jennte )— What a thought! To have the future minds of such children dependent in any degree upon one’s own exertions. DEDERICK—Senator Mann, I make one last appeal, not as a client, but as your friend. Can you afford to give up ye law practice for a trifling salary, ye post of honor for an office nobody e heard of? MANN (dramatically picking up af and throwing it down)—1 shall longer write myself attorney, counsel or lawyer. (Waving at books) My lay books are for sale. My office is “to le The bar is no longer my forum. jurisdiction is changed. I have aba doned jurisprudence and betaken m self to the larger sphere of mind ag morals. PETERS (boisterously tossing up cap Hurray! This is a great day for our staté I'll warrant ye. MRS. PETERS (thoughtfully And may. hap for the whole nation, I’m thinkin’ DEDERICK (picks up hat and stalks out) —Mr. Mann, I fear you will live to re. gret your choice. My bank will never be your client again, I can tell you that. HORACE MANN—The interests of a client are small, compared with the in-| terests of the next generation. (Draus the children toward him ) So let me look forward to the children of the next gen-| eration, rather than around to the incor- rigible men of this. Let the next genera- tion, then, be my client! (Curtain ) EPILOG | Scene: Same meeting of board of educa- tion as in Prolog. MRS. BROWN (to Mary Judson )—Will| you extend our congratulations and or preciation to your classmates? MR. WAYNE—Did Horace Mann suc ceed? What happened next? MARY JUDSON—Horace Mann served | for nearly twelve years as secretary of the | Massachusetts Board of Education and | laid the foundations for our American system of free public schools. MR. WAYNE—Mr. chairman, I move that the Blanksville schools honor this | great educator. MRS. BROWN—I suggest that the new junior highschool building be named the Horace Mann School. MaARY—Oh, that’s a wonderful idea, Mrs. Brown. And we can have a dedica- tion ceremony and pay tribute to Horace | Mann as the father of free public educa- tion. | —By ELeanor Craven and Mitprep SANDISON THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | ] sui dr. he si\ di M ay- re- be Ws ok en- | or- ra: 1Ca- Jill | ve his | ew the "| The Creation of a MARGARET M. LOCKWOOD HELEN J. TOWSON HE MODERN TENDENCY in education T tcaay is to foster expression of the child’s individuality. We achieve such outlets thru the medium of creative dramatics, literature, and art. This article is an endeavor to illustrate how this was done by giving the succes- sive steps in such a development con- ducted in the sixth grade of the Horace Mann School of Washington, D. C. Such a wealth of material was accu- mulated by the pupils during an in- tensive study of the Egyptians that the production of a dramatic unit was a natural suggestion of the children’s. One of the supplementary books which delighted the children was Sokar and the Crocodile by Alice Woodbury Howard and this they decided would furnish the foundation plot. The story was read to the whole group just prior to the beginning of the dramatization. The reading was fol- lowed by a general discussion during which the chief characters were selected and analyzed. During this discussion questions such as the following were asked: “Was Sokar very young?” “Was he really afraid or was he afraid of griev- ing his parents when he ran away?” “What kind of a person was the queen?” When the boys and girls became so thoroly acquainted with the characters that they became real, different chil- VOLUME 26, NUMBER 2; FEBRUARY 1937 dren were allowed to act short imper- sonations. After each child’s perform- ance the interested audience offered sug- gestions and criticisms; sometimes a critic would enact the same incident, giving his own interpretation. During the discussions which fol- lowed, the dramatic incidents were se- lected and a decision was made as to the scenes into which these incidents would naturally divide themselves. Next one group and then another would act small sections of a scene, criti- cisms and discussions following each until the audience was satisfied. As soon as the scenes were decided upon, discussions of stage settings were held. The backdrop of double width Manila paper pasted together gave a height of about ten feet. This was spread on the corridor floor and scenes were painted in water color and then attached to a light frame which had a center section and two wings. One scene de- picted the desert with the pyramids in the distance and a beautiful purple sky. Another was a garden. Stage properties such as palm trees, Egyptian columns, etc., were made of beaver board with wooden supports. Authority was con- stantly consulted; for instance, the pil- lars were fashioned after those in the Temple of Karnak. Our beaver board crocodile had a glittering eye made of a red glass automobile reflector. The child taking this part crawled, putting a green-stockinged arm thru an appro- RAMATIC UNIT priate hole, and when at rest thrust the red-stockinged arm between the tooth- some jaws with startling effect. The chil- dren were delighted with the result. An original poem telling of the Egyp- tian idea of death and the life here- after was read during the court scene. A number of records of Egyptian music were played and the children selected one to which they could set their concep- tion of the Egyptian dance movement. Then the dance itself was evolved. The soldiers also originated a stiff marching effect with accompanying arm move- ments set to Egyptian music. A child assumed all responsibility for the Vic- trola. Having no assembly room, a stage had been constructed by the parent- teacher association at the end of an un- used classroom. The curtain was in- genious. The double width Manila paper was again used. A light lath stripping held by one boy was in the center. From each end the paper was rolled on poles toward the center; then the whole thing was removed. The parents were invited to share our pleasure by seeing our final production The teachers were also in the audience, leaving responsibility to the children. Cooperation, consideration of others, unselfishness, industry, and many other character traits were developed as the children labored in groups or individu- ally for the accomplishment of a com- Every child took part and felt his contribution essential. mon goal. [ 47] Studies mm Public Opinion NOTES ON CIVIC EDUCATION V Walter E. Myer ASS HAT is to be the content of a course in civics? The answer frequently given is that it should be concerned with the machinery of government. That view represents progress from the old notion that civics should deal exclusively with the govern- mental frame-work. There is much to be said, in fact, for a study of the govern- ment in operation; for a study of legisla- tive, administrative and judicial activi- ties; for a study of parties and party machinery. But even this program of study puts the cart before the horse. It does not be- gin with the citizen himself, his interests and his duties. The primary function of the citizen is not to operate govern- mental machinery, but rather to decide what it shall do and to select the persons who are to operate it. It is not essential that the boys and girls who are training to be good citizens should learn at the outset what the governmental machin- ery is like. They need not learn about the various offices and the rights and duties incident to each. The first job of the citizen is to deal with problems of government. He deals with these prob- lems first by finding out what they are, second by formulating opinions about them, and third by making his individ- ual opinions effective in the formation of public opinion. Effective civic training, consists, there- fore, in introducing young citizens to the problems of the public life. An introduc- tion to such study may be made thru the use of a text dealing with the social, eco- nomic, and political problems of the day. But this can be no more than an intro- duction. Problems change from year to year. The citizen who is to be intelligent and effective must read continuously. He must follow the events and ideas of his time. To do this well he must be ac- quainted with a wellselected variety of current materials. The job of civic edu- cation in the school is largely one of get- [ 48 | ting the student started in a course of current reading which will be continued as long as he lives. It is a matter of en- couraging the formation of habits of reading and discussion. If one learns how to select his reading with objec- tivity and good judgment, and if he forms the habit of wide and varied read- ing while in school, he is likely to con- tinue such habits. Only if he does this will he ever be an effective citizen, able to guard his own and the country’s in- terests, whatever his textbook studies may have been. The inauguration of wide and dis- criminating reading habits—habits of reading in the realm of public affairs— is a function of the course in civic edu- cation. In addition, the students should be taught how public opinion operates. To a considerable extent it operates auto- matically. One forms an opinion on a pending question. He expresses his views to his neighbor, then to another, and another. If his views are clearly backed by fact and evidence they will seem impressive. They will be repeated by the neighbor, perhaps as his own ideas. After continued repeatings it will turn out that there is a buzz of comment in the community in accordance with the original views. Public opinion is crystallizing. Politicians, office holders, men with power, anxious to retain it and hence wishing to be in line with public opinion, have their ears to the ground. They know what people are saying. They hear the voice of public opinion, and, if it is insistent enough, they trans- late it into public action. Of course, public opinion is not at all times so automatically translated into action. Nor is its crystallization so sim- ply effected as I have suggested. Pressure groups intervene. A few people whose interest is intense prevail over many whose interests and convictions are feeble. There is the further fact of the controling or conditioning of opinion thru control of the agencies which pub- lish news of events and expressions of opinion. Forces which are able to pur- chase the use of the press, the radio, the movies, have influence far out of propor- tion to the number of persons involved, Nor is that the whole story. There are appeals to prejudice. There is the distor- tion of facts and theories thru false branding, thru unfair use of labels. There are hundreds of devices whereby opinion is controled and whereby the interests of the majority are overridden by a selfish but powerful few. All these tricks incident to the forma- tion, guidance, and control of opinion should be studied in every school in the land. Such studies, coupled with the en- couragement of wide and varied reading habits in the field of public affairs, con- stitute the most important elements of a wellconsidered civics course. I do not mean to suggest that no atten- tion need be given to governmental ma- chinery. I mean that the other studies I have mentioned should come first and should be continuous. These practices in reading and these studies of public opin- ion and its control fit the citizen for his immediate activities. Once he acquires knowledge of and interest in current public problems, he will have a motive for inquiry concerning the officers who are responsible for the problems. He will find out, of his own accord, what he needs to know about governmental ma- chinery. He will learn much about it thru his current reading, and he will be motivated so that he will acquire such background information as he needs. If, for example, he becomes intent upon raising money for the building of a schoolhouse in his community, he will find out where and when the school meeting will be held without getting it out of a textbook. That is why I said in the beginning that those who build the study of civics around a minute exami- nation of governmental and party ma- chinery are putting the cart before the horse. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The Th Jun tro the Ser of edt na- ion the en- ing on- fa ON vill ool x it l in the mi- na- the [ON The Harrison-Black-Fletcher Bill: Federal Participation in Financing Schools The AMERICAN IDEAL of PUBLIC EDUCATION The Harrison-Fletcher Bill was introduced into the 74th Session of Congress in June 1936. While no action was taken, it was agreed that the Bill would be rein- troduced at the present session of Congress. This was done in both the Senate and the House on January 8, 1937 (Senate 419 and H. R. 2288). 4 Senator Hugo L. Black of Alabama became co-author, with Senator Pat Harrison of Mississippt, of the Senate Bill when it was reintroduced into the Senate. Congressman Brooks Fletcher of Ohio reintroduced the Bill in the House. § This feature on federal financing of education has been prepared by Lyte W. Asusy and Howarp A. Dawson of the NEA headquarters staff—W ..arp E. Givens, executive secretary, NEA. freedom’ of opportunity to the masses of people. One phase of her dream has been equal educational opportunity for all. While the ideal has been more nearly approached in Amer- ica than in any other nation, even here we are far from the goal. Public education was evolved in America to fulfill two aspirations of our people: First, to provide every person with an education that would enable him to make the best use of his talents; and, second, to insure the perpetuity of free democratic government thru an en- lightened citizenry. In the very beginning the nation rec- ognized education as a vital factor when in the Ordinance of 1787 it granted land to new states entering the Union with the statement that “schools and the means of education shall forever be encouraged.” Until recent years, however, public schools were supported primarily thru the resources of local communities. But as agriculture declined and industriali- zation developed, it became apparent in many states that changing conditions were to force local communities either to neglect education or to overburden the property tax as a means of school support, with serious consequences to other services of local government. This led to the development of plans for state Participation in the support of schools, a movement which has spread rapidly in the past two decades. Meanwhile, as this trend gained head- way, the same social and economic forces that had made it essential, increased in “germ has led the way in giving VOLUME 26, NUMBER 2; scope and intensity. Science provided instruments of transportation and com- munication that swept over state bound- aries, just as county and community lines had previously broken down. These developments, with startling pro- duction advances, gave rise to the mod- ern corporation. According to Berle and Means, “The translation of perhaps two- thirds of the industrial wealth of the country from individual ownership to ownership by the large publicly fi- nanced corporations vitally changes the lives of property owners, the lives of workers, the methods of property ten- ure. The divorce of ownership from con- trol consequent on that process almost necessarily involves a new form of eco- nomic organization of society.” This revolutionary change, with all its concomitants, has made it just as es- sential for the federal government to participate in the support of education as it has been for the states to do so. The sheer economic problem of supporting schools is sufficient justification. But this is only one phase of the situa- tion. There is no assurance that the citi- zens of a given community or state will remain there. They travel about and change place of residence frequently. The uneducated children of one section often become the criminals and relief cases of another. Modern transportation, communication, and economic affairs make this inevitable. What happens in one state or section is of concern to all. Public education was first conceived to be desirable in America because in a democracy each citizen must play his part. The welfare of every citizen, with FEBRUARY 1937 or without children, was dependent up- on the enlightenment of those about him. Later it became evident that the welfare of communities was dependent upon that of other groups. Communities had to consider their relationships with one another just as individual relation- ships had been studied earlier. They found wide discrepancies in both educa- tional opportunity and burden of sup- port. They called upon state governments to assist because all were part of the state, and because the state had assumed many of the fruitful sources of revenue due to basic economic changes. Today, as the latter developments are intensified, the states must similarly call upon the fed- eral government to assist, because they are all part of one whole, the welfare of each being dependent upon that of the others, and because the federal govern- ment has now assumed fruitful sources of revenue formerly left to the states. This is just plain commonsense in- herent in the present situation and trends. At no step in this historical de- velopment has assistance been asked from a neighbor, a community, a state, or now from the nation as a gratuity. After all, from a human point of view, we are a nation of individuals and it is as such that the people pay for all gov- ernmental services—local, state, or na- tional. Changing economic conditions have made assistance from ever larger units necessary to the fiscal welfare of government as well as to the preserva- tion of democracy itself. When the life blood of the entire na- tion is drawn to a few centers by eco- nomic forces our forefathers never dreamed would exist, it is a duty to our- selves and posterity to adapt our plan of living together to the times. Our pur- pose now, as in the founding days, should be to serve the American dream of equality of educational opportunity. If this is to be done, we must face realis- tically the sweeping changes that have come into American life and bring into the pattern of public finance such changes as the times demand. No one claims that the Harrison- Black-Fletcher Bill is a cure-all for the ills either of education or democracy. But its sponsors earnestly believe it is another step toward the American ideal of education and democracy. [ 49 | BILL BEFORE CONGRESS thru its Legislative Commission is now sponsoring a Bill in Congress which calls for reasonable participation by the federal government in the sup- port of education in general. The au- thors of the measure are Senators Pat Harrison of Mississippi and Hugo L. Black of Alabama and Congressman Brooks Fletcher of Ohio. This Bill was introduced into the second session of the 74th Congress in June 1936. Early in January 1937 it was reintroduced into the 75th Congress. Ts National Education Association PROVISIONS OF THE BILL The details of this Bill were worked out after many consultations with educa- tional and lay groups as to general pol- icy, and with technical experts as to de- tail. It represents the consensus of judg- ment as the best measure providing for participation of the federal government in the financing of education that is now feasible, either for enactment or subse- quent satisfactory administration. The main provisions of the bill are as follows: Appropriations to the states—Funds are appropriated to the states to be used by them for schools. The manner in which the funds received shall be used for the maintenance of a program of public education is left wholly to the re- spective state legislatures. Basis of apportionment—The funds are apportioned to the states and terri- tories according to the number of per- sons 5 to 20 years old in each. ($2.54 per person the first year and increasing to $7.63 the fifth year.) Each state can then apportion the funds to its districts ac- cording to any plan it may choose. Federal control prohibited—All con- trol, administration, and supervision of schools and educational programs are reserved strictly to the states and forbid- den to all federal officers and agencies. What the states must do—In order to qualify for receiving the federal allot- ments each state or territory must do two things each year after the first apportion- ment: [a] Maintain a system of public schools available thruout each state or territory for at least 160 days, closing of schools due to epidemics, fires, and acts of God being excepted. [ 50 | The Harrtson-Black-Fletcher Bill: A REASONABLE PROGRAM for FEDERAL SUPPORT [b] Spend from state or local revenues or from both combined as much per person 5 to 20 years old for schools as was spent in the school year ending 1936. Amount of funds to be required—An initial appropriation of $100,000,000 and an increase of $50,000,000 each year until $300,000,000 per year is provided. Anyone desiring a copy of the Bill may secure it by writing to his Senator or Congressman or to the National Edu- cation Association. SOME EFFECTS OF THE BILL The right side of the chart on this page shows the percent the educational funds now available in certain states will be increased thru funds provided by the Harrison-Black-Fletcher Bill. The varia- tion in the percentage increase is caused by two factors. It would naturally be smaller in states already spending most per pupil. Coupled with this is the fact that in the states which have been spending most per pupil, the percentage of population 5-20 years of age is smaller than in the states which have been spending least. The left half of the chart shows the relative tax ability, measured by appli- cation of the Second Model Tax Plan of the National Tax Association, of the same states shown in the right side of the chart. (A brief explanation of the study upon which this is based will be found in the first paragraph of the ar- ticle on p55.) Comparison of the two sides of the chart shows that the least able states will receive the greatest pro- portionate benefit, thus tending to equalize educational opportunity. FEDERAL SUPPORT NOT NEW Since its establishment, the federal | government has helped to support edu- cation. In the beginning it did so thru land grants for the common schools. In | 1862 the Lay ot of the Morrill Act | marked a “definite change in federal policy ath grants in aid of education in | general to grants in aid of specified types of education, and in the adoption of a | — formula for the distribution of subsidies to all of the states.” RETURN TO EARLIER POLICY The Harrison-Black-Fletcher Bill is designed to promote education in gen- eral, the principle underlying the early land grants to education. Thus, it differs in policy from the Morrill Act and other grants since that time. —e JUSTIFIABLE EQUALIZATION ABILITY OF STATES TO Average relative tax resources per person 5-17 for years 1922-32! $150 $125 $100 $75 $50 $25 0 compared SUPPORT EDUCATION with EFFECT OF HARRISON - BLACK - FLETCHER BILL Percent state and local revenue receipts of 1933- 34 would be increased after fourth year 2 Oo 10 20 30 40 50 60 Nev. Calif. N. Y. U. S. $. C. Ala. Miss. 1Chism, Leslie L. THE ECONOMIC ABILITY OF THE STATES TO FINANCE nae SCHOOLS. New York: 8 rete College Sonne Mig 1936. [eeee of Nag r 2 UA ATION OF ED oward FLETCHER BILL. * Wot D. C.: National Education poe ag 14 RTUNITY THRU THE HARRISON- po hee 1936. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ll; ; ral | du- iru | In | Act | ral in pes fa lies en- irly ‘ers her ET Sea ec Te RS —— [ON Federal Participation in Financing Schools ECONOMIC JUSTIFICATION ICH STATES, POOR sTATES—A wide R range exists among the states on the basis of all measures of finan- cial resources—wealth, income, spend- ’ ing, or taxpaying power. The per capita income of Mississippi was $153 in 1934; in New York it was $673. Income of a few other states is shown in the chart below. Differences in taxpaying ability if a model plan of state and local taxa- tion were applied in each state are shown in the chart on p50. Many children, few children—In one state the number of persons 5 to 20 years of age is only 25 percent of the total population, while in another state the number is 41 percent. The chart below shows graphically some of the striking variations in number of children per adult. Other things being equal, states with most children per adult must bur- den themselves most to support schools. Less wealth, more children—To make matters worse, states with most children tend to have least fiscal resources as shown in the chart below. This results in the rich states’ being able to provide their schools with better financial sup- port, and at less effort, than the poor states. In the twelve poorest states the average family has 56 percent more chil- dren of school age than the average fam- ily in the twelve richest states. South SCHOOL EXPENDITURE Current expenses per child in average daily attendance—1933-34 © $25 $50 $75 $100 $125 u.s. QE Source: STATISTICS OF STATE SCHOOL SYSTEMS, 1933-34. United States Office of Education, De- partment of the Interior, Washington, D. C. Carolina, a poor state, has 928 persons 5-20 years of age for each 1000 persons in the productive years 21-65; Califor- nia, a rich state, has only 399 children per 1000 adults. If the economic power of California were reduced by two-thirds and the number of children doubled, this state would be equal to South Caro- lina in ability to support schools. Greater effort, less return—The less able states are powerless to overcome these factors. By no stretch of the imagi- nation can they provide their children with an education equal to that avail- able in the wealthier states. In order to do this they would be required to exert three to four times as much effort as the stronger states. This cannot be expected. In fact, it is impossible, for it would mean that all other functions of govern- ment would have to be suspended. Retard part, retard all—The eéonomic welfare of the nation is retarded by in- adequate educational opportunities in certain sections. Consider the effect over a period of years of an expenditure of $138 per pupil per year in one state with $24 in another. [See chart below.] Or the difference between $2361 teachers and $465 teachers. Or between school property values per pupil of $502 and $45. Better education not only makes better producers but better consumers; not only more effective individuals but better citizens. Good citizens are eco- nomic assets. Poor citizens are economic liabilities. Rich richer, poor poorer—The eco- nomic trends largely responsible for this situation are unlikely to be reversed. No evidence indicates that inequalities in educational opportunities provided by the states are lessening. In view of the inadequacy of opportunity in certain sections, if education means anything at all, and if present economic trends con- tinue, the poor states are likely to lose rather than gain. State taxation, tax confusion—There is a growing conflict over state vs. federal sources of tax income. Each state is re- stricted in what it can do by what other states do. If one state levies a higher rate of taxes than another, it suffers loss of trade and industries. But taxes levied by the federal government apply equally to each state. The development of our economic system has placed the federal government in the best position to col- lect taxes. It is logical then for the fed-/ ¥ eral government to share in the support of one of the indispensable services of government in a democracy—education. Facts, conclusions—In view of such evidence the argument that any state can, if it will, provide adequate educa- tional opportunity for its children is re- futed by the facts. What the various states do for education is primarily a matter of economic ability rather than ~~ interest in children. INCOME AND CHILDREN INCOME PER CAPITA $700 $500 $300 aif compared CHILDREN 5-20 YEARS OLD PER wi 1000 ADULTS 20-65 UIA Sources: Income based on data from United States Department of Commerce and National Industrial Conference Board. Children per 1000 adults from U. S. Census 1930. VOLUME 26, NUMBER 2; FEBRUARY 1937 [51] - _— The Harrison-Black-Fletcher Bill: Fedral Passage of the Harrison - Black - Flet The time has come for the federal government to assume its fair share of the cost of all education in all the states. —PAT HARRISON , THE LAYMEN SPEAK A Senator I think I shall support legislation embodying the principles of the so- called Harrison-Black-Fletcher Bill to provide federal funds for education in the several states, allotments to be based on the number of persons of school age in the states. An intelligent electorate is necessary to the suc- cess of a democratic government. Public schools are the big factor in the intelligence of the average citizen. Educational opportunities are far from equal in the 48 states and will continue to be so as long as the schools are dependent entirely on local support.—Letter written January 1937 by the Honorable Arthur Capper. The American Legion Wuereas, the American Legion, in its last three national conventions, expressed itself in favor of federal aid for public education, without federal control; and Wuereas, the right to free education has been guaranteed by the Con- stitution to every child and since the inequality of wealth amongst the states has made it almost impossible for some states to fully meet this re- sponsibility; therefore be it Resolved, That the federal government be encouraged to make and con- tinue financial contribution to the states that adequate educational ad- vantages be afforded to all children.—Resolution adopted November 1936. The American Federation of Labor Rest assured that representatives of the American Federation of Labor will appear at any hearings that are held to support the Harrison-Black- Fletcher measure.—Letter written October 1, 1936, by President William Green. [ 52 | HOW THE HARRISON-BL. WOULD AFFECT Population, f States LH to 20 Allotment, + and — years, in- first year erritories cl usive 1 (1) (2) G) BS, Misco aap aiee. oka 39 ,212 ,425 | $100,000 ,000 | $3 A titanceamee® 983 ,965 2 ,509 ,319 OR Are 141 ,371 360 ,526 ae Oe 677 ,542 1 ,727 ,876 ee 1 ,407 ,496 3 589 ,413 MES ecccceecces 316 ,598 807 ,392 Cin kcecas sae 488 ,222 1 ,245 ,070 ae ere 70 ,305 179 ,293 MP Eiivccctcuss ssa 113 ,100 288 ,429 Ma didh cee esis 460 ,181 1,173 ,559 aie 1,093 ,535 2 ,788 ,746 eine paresis 152 ,448 388 ,775 SS 2,173 ,060 5 541 ,764 ee eee 950 ,454 2 ,423 ,859 Sass Sachem’ 744 ,533 1,898 ,717 | ED Par eae? 579 ,681 1 ,478 ,310 _ eres 899 ,289 2 ,293 ,378 EE eT ered 736 ,203 1 ,877 ,474 “RR eet 235 ,261 599 ,965 WR eases ise 489 ,969 1,249 ,525 Se RES 1,213 ,487 3 ,094 ,649 BR os ac snidone ie 1 ,439 ,475 3 ,670 ,966 | is décccckcns 794 ,969 2 ,027 ,340 See 743 ,979 1 ,897 ,304 | heels Sie Pai 1 ,053 ,848 2 ,687 ,536 ee ee 169 ,732 432 ,853 ataik 5 sacs cx’ 435 ,176 1,109 ,791 eG 23,141 59 ,014 Ee 131 ,888 336 ,342 > =a 1,199 ,554 3,059 ,117 DE Misinckcccscel 152 ,508 388 ,928 | ee | 3,455,921 8 ,813 ,332 se ea ee | 1,237,001 3,154,615 MP 646s.0.0.00-08 246 ,937 629 ,742 SS ere 1 ,941 ,282 4,950 ,681 Diane soos ba 844 ,372 2,153 ,328 263 ,553 673 ,116 3 ,078 ,728 7,851 ,409 206 ,676 527 ,068 } 714 ,305 1 ,821 ,629 | 235 ,717 601 ,128 916 ,594 i jakaea’ 1 ,992 ,667 5 ,O81 ,723 184 ,088 469 ,463 105 ,951 270 ,198 863 ,820 2,202 ,924 438 ,375 1,117 ,949 621 ,131 1 584 ,016 898 ,828 2 ,292 ,202 70 ,116 178 ,811 16 ,848 42 ,966 3,925 10 ,010 11 ,908 30 ,368 6 ,925 17 ,660 Hawaii......... 127 ,354 324 ,780 Me Rivectesses ti. 651 ,395 | 1,661 ,195 _ SR, See 7 ,038 17 ,948 Note: Funds will be distributed to each State a After first year allotments increase $50,000,000 a are shown in columns 3 and THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Federal Participation in Financing Schools letcher Bill Will Help Your Schools JN-BLACK-FLETCHER BILL FECT YOUR STATE It is right that the federal govern- ment should “promote the general welfare’ ~“y ner “Revpnue or | Coleman ¢ thru bearing a fair share of the cost of thereafter 1933-34 umn 5 “) 5) ) schools. —BROOKS FLETCHER ) 000 | $300 ,000 ,000 $1 ,779 ,379 ,980 16.5 a » 319 7 ,527 ,957 14 ,396 ,726 52.3 91526 | 1,081,578 7,269,487 | 14.9 1526 | 1.cst.s7a | 7,269,487 | 149 THE SCHOOLMEN SPEAK > 413 10 ,768 ,239 139 ,867 ,082 7.7 vison | ‘'2ieazaize | 'aocieso10 | 127 A School Superintendent 5 ,070 3 ,735 ,210 24 ,676 ,608 15.1 9 ,293 537 ,879 4,371,251 12.3 . ° . ° 3 1429 865 287 9 3521027 9.3 The Harrison-Black-Fletcher Bill, I believe, is the best measure that can 3,559 3 ,520 ,677 17 ,335 ,685 20.3 ° ° . ° ° 3,746 | 8 366,238 15,435,677 | 54.2 be devised to recognize the relationship of both national and local govern- et RR ly ene ments to education. We do not want to give up state control because of 3,859 7 271 ,577 49 ,934 ,679 14.6 . ‘ . . 3:717| 5,696,151 43,032,710 | 13.2 the dangers there might be to democracy and to progress itself in so doing. 8 ,310 4 ,434 ,930 23 ,979 ,766 18.5 ° bie . ° But, on the other hand, there is a minimum result in education that must rv 3,378 6 ,880 ,134 16 ,858 ,953 40.8 7 ,474 5 ,632 ,422 19 ,498 ,254 28.9 > Me 4 > : Te at Sao po be accomplished if the national welfare is to be served, and this minimum 9 525 3 ,748 ,575 21 ,132 ,801 17.7 . . — © 4649 | 9.1283 1947 70.347 746 13.2 cannot be accomplished without some participation by the federal gov- 0,966 | 11,012,898 73,131,367 | 15.1 ernment in the support of education. The Harrison-Black-Fletcher Bill 7 340 6 ,082 ,020 40 ,114,227 15.2 7 ,304 5 ,691 ,912 9 ,172 ,707 62.1 m4 : . Soe iioee) 7 gees ay ee me is devised to recognize this fact and also to protect the traditional demo- ~ 2 ,853 1 ,298 ,559 10, 3962 12. ° . : ° — " cratic policy of our country in the matter of control over education.— 9,791 3 ,329 ,373 18 ,622 ,977 17.9 . 2.014 177.042 2 ,202 ,322 80 A. L. Threlkeld, superintendent of schools, Denver, Colorado. 9,117 93177 ,351 85 542 ,966 10.7 8 ,928 1 ,166 ,784 5 ,773 ,759 20.2 3,332 26 ,439 ,996 282 ,448 ,437 9.4 :6 9 , 3 , , , - ’ ; sce: | semaee | ames | | aon The New York State Teachers Assoctation 0 ,681 14 ,852 ,043 104 ,134 ,062 14.3 | eee ee be The distressing financial condition in which many schools thruout the 3,116 2 ,016 ,348 16 ,504 ,O91 12.2 z ° 1,409 | 23,554,227 148,871,965 | 15.8 nation find themselves has so far lowered educational standards that many '7 ,068 1 ,581 ,204 12 ,302 ,050 12.9 1 ,629 5 ,464 ,887 11,414,412 47.9 , , ini i i - et Me ee children are unable to receive a reasonable minimum education. This Asso 7 509 7,012,527 23 ,778 ,235 29.5 ciation, therefore, records its belief in the necessity for a program of 31 723 15 ,245 ,169 52 ,021 ,657 29.3 ° . “ ° . o 9,463 | 1,408,389 9,019,286 | 15.6 federal aid sufficient in amount to guarantee a nationwide minimum pro- ~ 0 ,198 810 ,594 3 ,491 ,629 23.2 i a. # 24924 | 6 608 ,772 19,483,271 | 33.9 gram of education. It is understood that the control of all such funds shall 7,949 353, ,682 , ’ ‘ > Ff ‘ saus| aa py i be vested in the state and local school districts.—Resolution adopted 2 ,202 6 ,876 ,606 39 ,977 ,647 17.2 8 811 536 ,433 4,149 681 12.9 November 1936. 12 ,966 128 ,898 643 351 20.0 LO ,010 30 ,030 15 ,393 195.1 ° ° ° . 10:368 | 91104 53,567 | 156 The California Teachers Association 17 ,660 52 ,980 62 ,453 84.8 24 ,780 974 ,340 5 125 ,387 19.0 Ww wee be h : Cc Fd ae ats sac te e recommend that information be sent to the representatives in Con- 17 ,948 53 ,844 112 ,923 47.7 +h State according to number of persons 5 to 20 years old. 900,000 annually for 4 years. VOLUME 26, Data for first and fifth years NUMBER 2; gress from California and to the two United States Senators from this State that the teachers of California unanimously favor the Harrison- Black-Fletcher Bill—Resolution adopted 1936 by various sections. FEBRUARY 1937 [53 ] QUALITY OF OPPORTUNITY—Equality of educational opportunity has been one of the cornerstones of democracy. From the beginning it was considered not only as a right of individ- uals but as indispensable to the welfare of a democratic government. Those who favor federal support of education believe individuals should have as nearly equal educational oppor- tunity as can be practically achieved. This is the way of democracy and is essential to democracy. The ideal led to community rather than individual re- sponsibility; to assistance from states rather than complete reliance upon com- munities; and today it calls for federal participation. The chart on p51 shows some of the inequalities in educational opportunity as represented by expenditure per pupil. What are to be the cumulative effects of such a policy as the nation moves into the future? Expenditures are not low im some states because these citizens are niggardly in their support. In general, they put forth as much, or more, effort to support schools as the states where expenditures for education are high. Future dependent upon rural popu- lation—While there is a declining birth- rate in America as a whole, there is a marked difference in the trend of rural as against urban birthrates. Present birth ~~ trends as depicted in the chart below show how dependent the future of the nation is upon the farm population. Add NE | for « stable ~ | OBSER $% 7 | at LO in rural arear TAA. | 54 | REPLACEMENT RATE OF WHITE POPULATION Children under 5 for each 20 white women of ages 20 to 44 The Harrison-Black-Fletcher Bill: JUSTIFIED by NATIONAL WELFARE to this the fact that, in general, educa- tional opportunities are lower in rural sections than elsewhere and the full sig- nificance of the situation becomes ap- parent. If the nation is to think in terms of human resources for the future, this problem compels attention and calls for action. It is socially suicidal to permit the continued deprivation of reasonable educational opportunities to rural groups upon which the future of the nation de- pends. Under present conditions money and education are being concentrated in states that have the fewest children who will in turn have the fewest children. Mobility of population—The percent- age of interstate migration ranges from 7.8 in Maine to 58.5 in Wyoming. In 1930 one out of each five native-born persons in the United States was living in a state other than that in which he was born. Hence, no state runs a school system for itself alone. The influence of a state school system, good or indiffer- ent, spreads thruout the Union due to the tremendous mobility of population. Some of the states that now have the best supported systems of public educa- tion have the highest percentages of citi- zens born in other states. Life and education—Economic well- being, health, citizenship, wise use of ORes. Div, Nat. Educ. Assn. THE JOURNAL OF leisure, and other phases of individual and group life are largely dependent upon an understanding of life’s prob- lems to which education is man’s only key. Without it, ultimate success and happiness of the individual, the commu- nity, or the state are unlikely. There are group, as well as individual, levels of education, opportunity, tolerance, and understanding. When great segments of our popula- tion are deprived of an adequate oppor- tunity to secure these things the whole nation is concerned not only because of desire for the welfare of one’s fellows but from the point of view of selfpres- ervation of the whole. Education and the general welfare— Thru participation in the support of edu- cation, the federal government may “promote the general welfare.” A citi- zen of Arkansas is also a citizen of the nation. He has the right of the ballot not only on local and state issues and ofh- cials but also upon national problems and officers. In time of national peril he belongs to the nation. A nation which drafts its youth in time of war should be willing to provide reasonable educa- tional opportunity for them in time of peace. Meaning of national unity—One way to visualize the importance of the coun- try as a whole to our great centers of finance and industry is to imagine what would happen to these centers if, thru some great calamity, the rest of the coun- try were cut off from them. There would be a collapse of values not unlike that which occurred in Vienna after the War, when under the Treaty much of her trade territory went elsewhere. The wel- fare of our great centers depends on the wellbeing of our whole country, and that wellbeing cannot be preserved if the financial blood stream does not flow out- ward to nourish the life of the country as a whole. Even on the narrowest and most selfish grounds, federal aid to increase educational opportunities in the backward sections would pay divi- dends. Clearly the national welfare calls for participation by the federal government in the support of education. THE NATIONAL EDUCATION ASSOCIATION Fea Federal Participation in Financing Schools ' QUESTIONS and ANSWERS § FEDERAL SUPPORT NECESSARY?—lIt is frequently claimed that all the states are able, if they adopt efficient tax systems and exert sufficient effort, to support an adequate educational pro- gram for their children. A recent study by Chism (upon which the left half of the chart on p50 is based) provides an answer to this stock argument. The Second Model Tax Plan of state and local taxation developed by the National Tax Association was applied to each of the states over a period of years from 1922 to 1932. By applying this plan, it was possible to determine what the rela- tive tax resources of each state would have been had they all had a uniform model tax plan in operation. It was found that the wealthiest states were six to eight times as able to support their schools as the poorest states. If the least able states were to provide a program of education equal only to the national average, all of their tax resources would be exhausted, leaving no funds for other services of government! Tax reform in the states is essential, but it will not solve the problem for many states. Each state should make a reasonable effort to provide good schools, but effort will not solve the problem for many states. Participation by the federal govern- ment in the financing of education is the only way by which inequalities can be removed. Should not funds provided by the federal government be used to equal- ize educational opportunity among the states? While the Harrison-Black- Fletcher Bill provides the same amount per person 5-20 years of age in every state, it nevertheless results in consider- ° able equalization—perhaps as much as desirable in the early stages of federal support. That it equalizes educational opportunity is shown by the fact that school funds in the poorest state will be increased 62.1 percent as compared to 7:7 percent in the richest state. This ten- dency is shown graphically in the chart on the opposite page. Furthermore, under the provisions of the Bill, any state can use the money received to VOLUME 26, NUMBER 2; equalize educational opportunity within its own borders. How will the money received by our state thru the law compare with the taxes our state pays to the federal gov- ernment?—This question. is raised by some persons in the wealthier states. The answer is that three-fourths of the states will receive back thru the law that is proposed a larger percentage of the amount provided by it than the per- centage of federal taxes they pay. In the remaining states federal tax collections are greater than income from federal expenditures, but largely because of geographical location, tax incorporation laws or economic trends for which the people of no state deserve credit. These states only happen to be points at which the federal government can make cer- tain levies such as customs, tobacco, and corporation income taxes. They are col- lected in a few states but paid by citizens of the entire nation. Does the Bill safeguard state and local control of education?—No one wants federal control of public education. The issue is whether participation of the fed- eral government in the support of edu- cation would lead to federal control. Barring sheer guesswork, there ap- pear to be four bases for prophecy. First, the experience of the states where prin- ciples, similar to those upon which the Harrison-Fletcher Bill is based, have been tried. Have the states, merely be- cause they have shared in supporting the schools, taken education out of the hands of local communities? The an- swer is that local communities have re- tained all the essentials of school man- agement. They are not hampered. On the contrary, they are given a new lease on life. The schools are improved. The weight of the local property tax burden is relieved, a step essential to the fiscal welfare of government services gen- erally. The second basis for prophecy is past experience of the federal government where it has helped to finance govern- mental services thruout the nation. A report of the Committee on Federal Aid to the States of the National Municipal League (1928) reached the general con- FEBRUARY 1937 clusion that “federal aid has been con- sistently administered without unreason- able federal interference in state affairs.” This statement is the more significant in view of the fact that the acts referred to in this study did not have as specific prohibitions of federal control as does the Harrison-Black-Fletcher Bill. That federal support can be granted on objective bases without control has been demonstrated by the early grants for common schools in the case of which no controls have arisen. After studying the question of control and finance, the National Advisory Committee on Education concluded: Our long experience shows that general federal grants do not tend to interfere with the essentially American method of keep- ing educational management as close to the people as is consistent with effective serv- ice. The widely current notion that con- trol of education always follows any, and all, types of financial grants is not verified by experience. This false generalization arises from our comparatively recent fed- eral attempts to stimulate and standardize special types of education in the states thru many rewards and deprivals. Federal con- trol followed, not from financial aid as a major purpose, but from its use as an in- strument for enforcing certain specific edu- cational policies and methods in the states. The Harrison-Black-Fletcher Bill pro- vides funds only for education in gen- eral. This leads to the third basis for prophecy, namely, the provisions of the proposed law in question. Aside from the general purpose just stated, the Harrison-Black-Fletcher Bill prohibits federal control in Section 11: “. . . it being the purpose of this Act to leave all supervision, management, control, and choice of educational means, proc- esses, and programs to state, territorial, and local governments.” A fourth basis for prophecy is the fact that the schools in this country have always been managed by the people thru local and state control—a prerogative the American people are not likely to relinquish. It is unthinkable that mem- bers of the Congress elected by the peo- ple would attempt to usurp the manage- ment of the public schools. As Senator Harrison has said: “The fabricated bogeyman of federal control is but a flimsy excuse for failure to ad- mit squarely the economic and social justice of federal assistance to the states for public education.” [ 55 | The Harrison-Black-Fletcher Bill: Federal Participation in Financing Schools TIME for ACTION ! ment in the financing of education is a movement which has the sup- port of an ever increasing number of citizens. They are supporting the Harri- son-Black-Fletcher Bill because they be- lieve it is the best measure providing for participation of the federal government in the financing of education that is feasible at the present time. It is a step toward equalization of educational op- portunity among the states but leaves the control of education strictly to the states. This proposed law is abundantly justified by economic considerations. National welfare and the ideals of democracy likewise demand it. Federal aid to education will more than pay for itself by lifting the charac- ter, skill, and purpose of the people. Per- sonal character and security are the foun- dation for both cultural advance and economic stability and wellbeing. There are greater potential markets for Amer- ican industry in the underprivileged half of the American population than there are overseas, and these markets are easily within our reach if we will but build up the people in their selfrespect and ambi- tion; in their power to work and to live. Sponsors of Bill in action—As this JouRNAL goes to press [January 8] Senators Harrison and Black and Con- gressman Fletcher have already intro- duced the Bill in the new Congress. Hearings will probably be underway before this Journat reaches readers. What you can do—If the Harrison- Black-Fletcher Bill is to pass, it is neces- sary that all friends of the proposed measure do their part to secure its pas- sage. First, let your Senators and Con- gressmen know that you want them to support the bill. Members of Congress are elected by the people. They endeavor to carry out the wishes of the people. They know your wishes only as you in- form them. Second, see to it that the professional organizations to which you Emam of the federal govern- belong pass resolutions favoring the bill and that these be communicated to members of Congress. Third, secure res- olutions from as many lay organizations as possible and transmit these to Con- gress also. Fourth, provide local news- papers with material concerning the bill. Fifth, contact the state legislative com- mittee for the NEA composed of the state superintendent, the state secretary, the NEA state director, and the state as- sociation legislative chairman. Acquaint yourself with their program and offer your services. Their job is to marshal support for the Harrison-Black-Fletcher Bill on the part of the Congressional delegation from your state. You can help them. When you write or wire your Con- gressman, send a copy to the chairman of the Education Committees in House and Senate, to the chairman of the Rules Committee in each, and to the National Education Association. If any members of these committees are from your district, send them special com- munications. Among the men who hold positions of influence affecting the Bill are Sena tor Hugo L. Black of Alabama, chair. man of the Senate Committee on Educa.| tion and Labor; Congressman Vincent} L. Palmisano of Maryland, chairman of the House Committee on Education; Congressman John J. O’Connor of New York, chairman, House Rules Commit tee; Senator Joseph T. Robinson of Ar kansas, majority leader in the Senate; and Congressman Sam Rayburn of! Texas, majority leader in the House. Your responsibility—It is of vital im. | portance that every member of the Asso. | ciation who wishes the Harrison-Black- Fletcher Bill to become law should | immediately take the steps suggested on this page or assist in other ways best | known to him. Don’t depend on the | other fellow. Act yourself. If everyone interested will take this aggressive per- sonal attitude, the possibility of passing the Bill at the present session of Con- gress is very bright indeed. ' Careful and extensive work has been | done by the Legislative Committee and other groups in order to facilitate the | passage of this Bill. All of this work will have been lost, however, unless there is action from the field. The need for letting Congress know your wishes on this matter is of vital importance. It cannot be too strongly emphasized. Do your part now! THE NEA POSITION By Resolution “The National Education Association reaffirms 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 embodied in [the Harrison-Fletcher Bill] . . ."—Adopted at the Portland convention, July 2, 1936. By Action Thru its Legislative Commission the National Education Association has paved the way for the passage of the Harrison-Fletcher Bill in the present session of Congress. The members of the Commission are: Sidney B. Hall, chairman; state superintendent of public instruction, Richmond, Va. John Callahan, vice-chairman; state superintendent of public instruction, Madi- son, Wis. Ben G. Graham, superintendent of schools, Pittsburgh, Pa. Frank L. Grove, secretary of Alabama Education Association, Montgomery, Ala. George D. Strayer, director of Institute of Educational Research, Teachers College, Columbia University, New York, N. Y. David E. Weglein, superintendent of schools, Baltimore, Md. B. E. Packard, commissioner of education, Augusta, Me. Reprints of this 8-page special feature on the Harrison-Black-Fletcher Bill may be secured from the National Education Association, 1201 16th St.. N. W., Washington, D. C., at the following prices: Single copies, 10¢; discounts for quantities: 2 to 9 copies, 10 percent; 10 to 99 copies, 25 percent; 100 or more copies, 334 percent. [ 56 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION lec mi 4 al fe) ga to wl otl y | ald the of of ied 36. ved PSS. nd, idi- Ala. ers it, nt; TION rd Citizenship Education thru the Press The following material taken from the Washington, D. C., Daily News, one of the leading liberal newspapers of the country, illustrates the kind of clippings which might well be kept in school scrapbooks to show the world as it is and to help young people locate the problems with which they must deal as citizens. THE EFFICIENCY OF BIG BUSINESS HEN the hand-set [or French] tele- V V phone was placed on the market, the telephone salesmen told us that it was a wonderful mechanical contrivance which the thoughtful A. T. & T. had provided for the convenience of customers. Certainly the hand phone is a marvelous gadget. It is a great convenience to be able to talk and listen thru a single instrument, which can be held in one hand, leaving the other hand free to scribble notes, scratch your ear, or twirl your key ring. Another thing the salesmen told us, that the cost of manufacturing the hand phone was greater than the cost of making the old-style phone, was less plausible. It was hard for laymen to understand why this smaller device should be more expensive. But there was nothing much we could do about it, so we began paying in monthly surcharges what was said to be the differ- ence in cost to the telephone company. But there are some things about the miraculous little dingbat which the sales- men did not tell us—things which we have begun to learn only since the Federal Com- munications Commission commenced its investigation of the A. T. & T. One of these is that the socalled differ- ence in cost varied from state to state. In some states the charge to a user of a hand phone has been 50¢ a month, in others 25¢, in others 15¢. In some, the user keeps right on paying month after month. In others, the surcharge is stopped after a cer- tain total is reached. The charge in each state seems to have been whatever the telephone company thought it could get. As a result, from 1928 to 1936, the user of a hand phone in Mis- Sissippi paid $42.75; in Alabama, $40.75; in Tennessee, $39.65; Kentucky, $37.75; ... Maryland, Virginia, and the District of Columbia, $10.75. From all hand phone users of all states, from 1927 to 1936, the A. T. & T. com- panies collected $53,240,933 in surcharges. Meanwhile, the hand phone seems also to have been proving its worth as a money- saver for A. T. & T. The FCC investiga- tors compute “the present worth of ulti- mate savings in wire plant,” due to hand phone installations, at $85,391,000. In other words, the: Bell System saved that much, VOLUME 26, NUMBER 2; compared to what it would have spent had the older-type phones continued in use. Add the $53,240,933 to the $85,391,000, and we realize that the hand phone is an even more marvelous mechanism than the salesmen said it was. These figures probably will make a lot of hand phone users mad. It won't do any good, however, to get mad at the tele- phone company, which is in business to make money and has merely put over what looks like an excellent bit of merchandis- ing. But it might do us some good to de- mand that the state regulatory commis- sions get busy. These commissions exist on public funds for the sole purpose of protecting the public interest. It is true the states heretofore have not had available the information now un- earthed by the Federal Communications Commission. It was to supply just such data that Congress ordered the FCC to in- vestigate the Bell System, and paid for the investigation with the taxpayers’ money. To date, that investigation has cost about $1,150,000. It has been well worth it. For already the FCC has effected rate reduc- tions in interstate telephone calls which will save users $22,000,000 a year. But the FCC is a federal institution. It has no authority over hand phone or other local charges. Accordingly it now becomes the obvi- ous duty of every state commission to act on the data that the FCC provides. The situation would seem at least to call for a stopping of all hand phone charges and a rebate of charges already collected. —Editorial. HOW SHALL THE PEOPLE PROTECT THEMSELVES ? NFORTUNATELY, Spanish rebel depreda- U tions, the Pope’s ill health, the esca- pades of a British king, and the kidnaping of a Chinese generalissimo have all served to divert attention from some mighty in- teresting and important information which a Senate committee has been unraveling in Washington. ... But just the same what Senator Wheeler’s committee has been spreading on the records is of infi- nitely more importance to us in America than all these other events. FEBRUARY 1937 The committee has been exploring the technic of railroad promoters and the uses to which our amazing corporation laws are put.... One of them is the manner in which a man can use a corporation instead of an alias. No business man can adopt a dozen names and do business under each name. But he can form a dozen corporations and do business thru them as effectively as if he were using a brace of assumed aliases. He uses the corporate alias. The Van Sweringens used the Allegheny Corporation as a holding company. The money for the Allegheny Corporation came from the public thru stock sales. The Van Sweringens owned a controling stock interest in it. But these shares were not in their name. They were in the name of the Vaness Corporation. The time came when the Van Swerin- gens wanted the Allegheny Corporation to acquire a collection of terminal companies in St. Louis. Ordinarily you might suppose the Allegheny Corporation would buy these terminal properties. But it did not. It furnished the money. But the contract to buy the properties was made by the Geneva Corporation, another wholly-owned cor- poration alias of the Van Sweringeas. When it was time to transfer the ter- minal properties, the contract was assigned by the Geneva Corporation to Terminal Shares, Inc., a newly formed corporation, another corporate alias. When Terminal Shares, Inc., got title, then the properties were transferred to still another corporate dummy, Terminal Trust. These were just a collection of names under which the Van Sweringens were able to do business and cloak their operations from their stockhold- ers, from the public, from the banks, from the government of the United States. As a matter of fact, it came out that these vast railroad properties of the Vans, valued at three billion dollars, had come into pos- session of a great New York bank which held control for four and a half years and no one knew it, not even the ICC which is charged with supervision of the roads. The ownership of the bank was cloaked by being vested in a corporation composed of a few clerks in the bank. As a result of these proceedings some pretty heavy losses were suffered by a lot of people. Is there any justification in the world for these corporate monkeyshines by which the operations of promoters are hid- den from the view of everybody who has a right to know what is going on?—From “Plain Economics,” by John T. Flynn. [57 ] Prepared by the Research Division of the National Education Association. Local regulations and many details of state laws necessarily omitted. STATE TENURE. | RETIREMENT ALABAMA *ARIZONA....... ARKANSAS....... | Probationary period—3 yrs. All certificated employ- ees in districts of more than 850 average daily attend- ance; optional with local boards in other districts CALIFORNIA..... COLORADO...... Permanent tenure after probationary period in cer- tain districts EES EE LESTE EST Te Oe ere DELAWARE...... PEST PEE CT Dist. OF cot. | Probationary period—1 yr. All teachers............ FLORIDA........ iy MEME ET SA LTR RICA het 28k so aan sith gpungda «Banna os i Ed ts clove gkiw igs 0 wie Roe me US Oe ica eee eae ee ee ok | Three types of tenure in different areas of state...... INDIANA........| Probationary period—5 yrs. All licensed employees in city and town school systems | Sa REE eo RR oo AR eee SE 20 Seen AE nA, eR tee is cess. + ne hlibe Teh acUe eeees KENTUCKY. .....| I 8 oa sk oad wie shane eee drelothe aus LOUISIANA...... | Probationary period—3 yrs. All certified employees. . EEN S52 BE Ue Ea sc SOs Nae ote no Hes tos wash hE>«PUOseeee es MARYLAND...... Probationary period—2 yrs. All certified employees. *MASSACHUSETTS..| Probationary period—3 yrs. A\ll teachers and super- | intendents, except union and district supts. MICHIGAN....... MINNESOTA...... Permanent tenure after probationary period in certain districts *MISSISSIPPI. . ... Contracts for more than one year permitted in some districts MISSOURI. ...... SM COT TEED AOR, Oe MONTANA....... Pr COMNbMCte. of: 25... echuat eG. eebhue sd. NEBRASKA. .... Contracts for more than one year permitted in some | — districts *NEVADA. Sct EE CEMREMCES 2. |... aod . JEN daa. NEW HAMPSHIRE. Se MEIC EOS S.A ed hid bo 0 id-5 woliseed aise b blab aeetaliowiens NEW JERSEY. .... Probationary period—3 yrs. Teachers, supervisors, | and principals NEW MEXICO.... NEW YORK Permanent tenure after probationary period in certain | districts NORTH CAROLINA. |. NORTH DAKOTA... Contracts for more than one year permitted in some districts } ae Contracts for more than one year permitted... .. *OKLAHOMA...... NN Foot) SS). sn cebsblancebutnend« OREGON........ | Permanent tenure after probationary period in certain | districts pera WatGA: . .| Comtimuing contracts... 2.6... 0... eeeeae sl. EE SSSR ce a Se, a a oe ae «alte ag dadings ave heb se a DUO Dies BBAaaie eer ee. Jar eStats 6 oe ek ha ee oid ech hae eeee eheneebe anes iG. Co SE Ge 6 bk bee RD RAWICs 0 co so WERE SN CMS Seek | WOM so 05366 cs | Contracts for more than one year permitted in some | districts 0 TERE, AS, ERS Seles eee ae a Oe Oe ae ee VERMONT....... VIRGINIA......../ a WEST VIRGINIA. . | NN 623 Sn at Pa. «so a aii «Coin itd CAME WISCONSIN......| Permanent tenure after probationary period in first- class cities; vocational school, and teachers colleges WYOMING.......| (Supreme Court limits contracts to one year) 0 es, RS Ase eens Oe oe ty ees Le ee ae State-teacher*; Public School Teachers’ Permanent Fund; no minimum » 30 yrs. service District-teacher; Reserve Fund; minimum age 62. Pension for needy teachers only; 35 yrs. service State-teacher; State Teachers’ age 50; 25 yrs. service State-teacher; Pension Reserve Account; minimum age 60; 40 yrs. servic smaller annuity for 25 yrs. service Pension and Retirement Fund; minimy pe Ns ne ee ae State-teacher; reserve system; five funds; minimum age 60; compulsory. age i State-teacher; Annuity Fund; minimum age 60; 50 yrs. service. Also no contributory teacher pension system State-tteacher; Pension Accumulation Fund; min. age 60; comp. age 70 State-teacher; Pension Fund; minimum age 60; compulsory age 70...... Teachers’ contributions only; no state payments; minimum age 60; 30 yn service; smaller annuity on 25 yrs. service State-teacher; Teachers’ Insurance and Retirement Fund; minimum age § or 30 yrs. service Teachers’ contributions only; no state payments; minimum age 55; 30 ys service 1933 law inoperative; 1935 law permits aid to needy teachers (35 yrs. setv.).| State-teacher; Pension Accumulation Fund; minimum age 60; compulsor age 70; 25 yrs. service; 35 yrs. service regardless of age 25 yrs. service sory age 70; 5 yrs. service; 36 yrs. service regardless of age .| State-teacher; C Contingent Reserve Fund; age 70; 10 yrs. service .| State contributions only; no special fund; no age; 35 yrs. service... ...+ minimum age 62; compulson .| 1935 law; no enabling act women, 60; 30 yrs. service 30 yrs. service .| Teachers’ contributions only; no state payments; 30 yrs. service... ....+: ee 6 A a State-teacher; Pension Accumulation Fund; min. age 60; comp. age 10.. *These states did not Source: National Educs ation teply to request for | “Handbook on Teacher Tenure.” approval and veri- | tember, 1936. Washington, D. C.: fication before table | went to press, Jan- | uary 8, 1937. Research Bulletin 14: Sep- the Association. Oe Association, Research Division, Sources: National Education Association, Research Division. Retirement.”’ Research Bulletin 8: November, 1930. Committee on Retirement Allowances. 1932. 80 p. (mimeographed.) 8“‘State-teacher’’—contributions by both state and teachers. State-teacher; reserve system; five funds; minimum age 62; compulsory age/| State-teacher; Teachers’ Insurance and Retirement Fund; no minimum age State-teacher; Employer’s Accumulation Furid; minimum age 60; compw State-teacher; Annuity Fund; optional membership; minimum ‘age men, 63 State-teacher; Retired Teachers’ Fund; minimum age men, 58; women, i aa “Current lems in Teachet { National Education Associatio® | wit Report. Washington, D. C.: the Association, Jun i= STATEWIDE LEGISLATIVE PROV si —— 4 ‘ — ALAI ARIZ ARK. CALI COL CON DEL. DIST FLO} GEO IDA ILLI IND IOV KAD KEN LOL MAI MA‘ MIC MID MIS MIS MO NEI NE’ NE’ NE’ NE’ NO NO OH OK OR PEI RH so SO TE TE UT VE Ww Al Hi — Se | SIONS FOR TE ACHER WELF ARE The Research Division will welcome information on changes in teacher welfare legislation during the 1937 meetings of state legislatures. ' STATE MINIMUM SALARY* | UNIFORM CONTRACTS? | CONTROL OF CERTIFICATION wii *.) ALABAMA....... _|Mandatory; CODE. os acy. s oxen aodnaidas Vi. bs. Vee 12s .SOUEER «xn State board and state superintendent... ES olf eh C Ss 5 cee hss ve 5 Site oe ee ate hs & «9a pain Kaipiel iate er a Be on ee ae eee EaaRe a cde A4a ee oe oes bape a | ne aa. Ps RE ICTS cap sabe ce State form; optional..................} SRRBROMRMEZ. . codiatlees eau amiedes, oebee ss Sn ANG. 6 bs v's veekeectatss ads th okt... a POET! SR ee Oerids ek eae. 8 State board (credential); county board (cer- tificates) COLORADO...... Mandatory; these enlarios enncified ... oo. odio oik occ cccccoccacceensccdcneunaescosn State board of examiners; state supt.; county supt.; and state teachers colleges . ME hl... a cctecta nach eets re kc Cans ete State form; optional..................| State board and commissioner of education. . te DELAWARE...... Mandatory for state board unit; schedule. .| State form; mandatory............... Sra MORRELL ed ae ocho. e's Cav aee DIST. OF COL. (Sdlary ‘echedille Gy Act of Gongrenels. 55000 Fe oo cdo biawicke toe hasresle doadecdcdvsren 5 a ee ee aie Se HED aig a d's wc kEs ig v eo sba ees Sele SANs FUL UREN « « 4,0bieimk pelle State form; mandatory aie nae Niditig «450k State superintendent...................6.5. EE SV cues s abs Gcutts.cd cn soto citi Replies 6 ee ae ee Oe eae ee er og County boards (licenses); state board (cer- tificates) BR 6n8 ek om ss eee eae Ee re. ee See State form; mandatory in independent | State board>.................0000eeeceeees : and common school districts imu) = LLINOIS. ... . n0kls 04-04 CUSSED RAS Ee Oud d5 48 eran ns Steere Oe Ue EeT A Nd Ds: 3) oe Stese exnsmtining boesd sw: 8 ose i eas tvii 4 NDIANA........ Mandatotys ecleagule... 2655.65 0.000000 State form; only certain items required.| State board............0. 0c cece cucu eeues | Be een ee ee ee a ee oe ee ee are. oe State board of education examiners. NG iain: «cad. depen Seis OE MEMES OR Pei cess re taiic ta atae aes wee: ep rae State board, county boards of examiners, , and state teachers colleges sof KENTUCKY...... Optional; one salary specified......... ...| State form; mandatory............... Seeee Weemiet. 6... 22b oes. iA Bh aels «Ba. 0. is agei} LOUISIANA...... Sie opal Gib BiSiae RakM eat brs. State form; optional.................. Sens MOET: cl. Fence ake Hep kee Obatis «050 : sn. 0: Sal 0:4 ag ac 5 winsb lead ois ing a.gis, ou © pants sauna soa STEM Jocks oe eS ee a een Eek Se a alas Commissioner of education................. 10. MARYLAND..... Mandatory (except Baltimore); schedule. ..| State form; mandatory (except Balto.) .| State supt.; and state board (except Balto.). . . -++«1 MASSACHUSETTS. .|Mandatory; one salary specified. (Optional |...............0 0.00. ccc cee cence Local boards (state department in state-aided schedule based on state aid) high schools) SE NIN nics: os des hs esa peaneliaia bait nel GNA « acdc GA an Mee cooc er ecionme ne cca ccmetar ee cena Seabee. SE sh osc aa aca s ee IOI + iy. 0)5 a) a dw 5:6 cornmebis aign signs sop ye-sinle va Sigalnts State form; optional..................| State board and commissioner of education. . wnemert......i\Mandatory for county systems; ratige OF |]... 2... od a Tid cc awe teecce State board of examiners...............05:; salaries stated. (Optional salary based on state aid) EAR TAREE Te CEE EER LEER E EEE EE Te be State form; a superintendent, county superintend- ents, and state teachers colleges 30 yn) CCE, TET Tee a Oe ee OTE Oe, see RO Le ests) he ae. State board of educational examiners, state teachers colleges, and approved institutions aS CEC Ns cee eies ae ha ee nite ee cle mais eae ee peer ee ee hire i se: State superintendent, teachers colleges, and approved institutions RI in vninishs ou caeveeucedtone sacs con swnsssadttlh eh State form; mandatory............. + Qiete Ghee: S347. OR. SR. s I oT 5 og 5 asic 010.9050 «3p 0 gt pt > 45,5 ss > Se State form; optional................. State board and commissioner of education. . agel| NEW JERSEY..... Mandatory; one salary specified....... State form; only certain items required..| State board of examiners................... ety.) | ahah) GET Lite Lee ee ae eee eee ead aneets (Eeradyhe ss a veteeigll « gD ere eer ee yulson) NEW YORK...... Mandatory; schedules vary with size of dis- |]... 0.0.0.0... cee ce ce cee neues Commissioner of education................. trict »| NORTH CAROLINA.|Mandatory; schedule................. State form; mandatory............... State superintendent.................06005: = — NORTH DAKOTA. .|Mandatory; one salary specified......... rrr cr Seate SuMeniAcewsevit.., 4 0 oes be amee us ses ompl) OHIO........... (Not less than 75% of foundation program |.................000 cece ee eeeeeeees State board of school examiners............ . for teachers’ salaries) OR Si Ges oe MEET ed See eu es ES cia At. clete dae SCR Oe ee es hae tee feat Sectes ey iccsics ons). o PREG See fn) Seon. ........|/ Mandatory; ome salary epeciGed.. 665.0968 Fs tk RL 6 SS... ws Semde GSN kk FBS RAIS 0 9 502 pulso) PENNSYLVANIA. . . Mandatory; schedules vary with size of dis- | State form; only certain items required. .| State superintendent and state council of trict education aeons IAD... Mandatory: Oe BAINSY BDORMEOE. . 665 eed d4 i ocidi as de lee Maro wohh. os EEO. oo Director of education.......... rene SUMO CMMIMUMOT I on x ars 5 + «4.0 Sis b.ccmud coe Bait 409 Me se Ae ORR Sophits Cerise cack. c tthe cle oo-dgeepe 5.5 2 nn el aria 0 een SE, rer rere re irl ete ae ee a ee State superintendent............. vee | TENNESSEE....... Mandatory for equalization counties s where | State form; mandatory. \t..........) Commissioner of education and state board. funds permit; schedule eee | TEXAS... 0.0... 0. [oc cece cee cess ec ceeceeeeesceeesseeesss| State form; optional..................| State board of examiners and state board.... Cee ee re er rrr mee hl ee Oe ee: Cae ee ree rey, eo en, | VeRMONT....... Mandatory; three salaries specified....... Local forms approved by Sente depart |" TENGE WOME ..ac5: coos cagoscranss cases sis 4 ment | INS, 02:, 20 Beach cles gilt. 4s'. Lavan vuladas «octane State form; mandatory........... » > ch NS ELT 5. 5x. i's Divs ees on ee obs ce ee ee on FR” SDA | State form; only certain items required ..| State board................ 0.0 cee cence ees ‘'| WEST VIRGINIA. . .|Mandatory; A eos nos nn EO State form; mandatory......... | State superintendent Cah wtlbaesk fees | WISCONSIN......|/Mandatory for elementary schools; one | State form; only certain items required..| State superintendent and county superintend-— salary for first-class cities, one salary for | | ents other districts WYOMING.......|(Not less than 72% of minimum program |.................0002000 eee 0es . | State board and commissioner of education. . | recommended for teachers’ salaries) ; | DO et te SP Erde ea ee el ...| Territorial board form (rural schools)..| Territorial commissioner of education 0. + HAWAII.... |(Salary schedule by legislature)........ ...| Territorial board form; mandatory. Department of public instruction. 7 eee 5 -<)e : P re Teache See states marked Source: DuShane, Donald, chairman. Com- Source: National Education Association, Re- Sewer Chambers, M. M. State Educational Adminis ciatio™ | With asterisks on pre-| mittee on Tenure. Minimum-Salary Laws for search Division. State Adopted Contract Forms | trative Organization. Washington, D. C.: American mn, Jun | ceding page. Teachers. Washington, D. C.: National Educa- for the Employment of Teachers. Washington, | Council on Education, 1936. 283 p. tion Association, 1937. (In press. ) D. C.: the Association, June 1936. 19 p aThe laws listed as “‘mandatory” specify mini- bThe laws listed as “mandatory” specify that | mum salaries below which no teacher may be the state form must be used without modifica- _ paid; all districts are free to pay higher salaries. tions or exceptions. Notes and Announcements Wirn Fournat Autuors— BeLmontT Far ey | 36] has charge of the “Our American Schools” radio programs broadcast by the Association every Wednes- day at 6:00 PM EST. o Mary C. Suute | 40], professor of kin- dergarten education at the Teachers Col- lege of the City of Boston, is a member of the kindergarten centennial celebration committee of the Association for Child- hood Education. ° EvizaBeTH Reynotps [42], an English teacher in the Sapulpa, Oklahoma, high- school, is making outside reading attractive to her students because in her own high- school days she found book reports and required reading unpleasant compulsory tasks. ° Among the most popular articles in THE JourNAL last year were those on “The New Curriculum,” by Wiii1aM H. Kivpatrick [43], which appeared in the issues for November 1935 thru May 1936. Dr. Kil- patrick, who has been professor of philoso- phy of education at Columbia University since 1918, is the author of many books, including Education for a Changing Cuvili- zation, How We Learn, Our Educational Task, Education and the Social Crisis, and Source Book in the Philosophy of Educa- tion. ° ELEANOR CraveN [45] and Mi prep SANDISON | 45 and 61] are members of the JOURNAL staff. ° Marcaret M. Locxwoop [ 47] is princi- pal of the Horace Mann Elementary School, Washington, D. C. Helen J. Tow- son, formerly a teacher at the Horace Mann School, now teaches at the Lafayette School in Washington. ° Wa ter E. Myer | 48] is director of the Civic Education Service and editor of its publications: The American Observer, The Weekly News Review, The Junior Re- view, and The Civic Leader. His editorials on problems of social education in The Civic Leader are widely read by social science teachers. ° Lyte W. Asusy [49] and Howarp A. Dawson are members of the NEA head- quarters staff. Dr. Ashby is assistant direc- tor of the Division of Publications. Dr. [ 60 | Dawson, director of the Division of Rural Service, is now the Washington represen- tative of the NEA Legislative Commission, which is sponsoring the Harrison-Black- Fletcher Bill. * G. O. Houston, executive secre- tary of the Louisiana Teachers Associa- tion, died Sunday, January 3. He had been working especially hard on the projects of the association. His name belongs high on the roll with others who have given the best of themselves to the public service and who have gone down in the struggle dur- ing these difficult years. The Department of Elementary School Principals reports that the board of education of Birmingham, Ala., is pay- ing expenses of all its principals, super- visors, and superintendents of schools to the New Orleans convention. The American Educational Re- search Association, a department of the NEA, will hold its annual meeting February 20-24, 1937, in connection with the New Orleans convention of the Depart- ment of Superintendence. The annual din- ner of the American Educational Research Association will be held on Monday, Febru- ary 22, 1937 at 6 pM, in the Gold Room of the Roosevelt Hotel, New Orleans. The guest speaker will be Walter Prichard, pro- fessor of history, Louisiana State Univer- sity, and editor, The Louisiana Historical Ouarterly, who will speak on “The Romance of Research in Louisiana His- tory.” Horace Mann Birthday Packet— A special packet of materials suitable for helping elementary schools in the develop- ment of programs for the observance of Horace Mann’s birthday on May 4, 1937, is being prepared by the Division of Publi- cations of the National Education Associa- tion. It will be available March 1 at a price of 50¢ cash. Orders may be sent now to be filled March 1. Send your order to National Education Association, 1201 16th St., N. W., Washington, D.C. Engelhardt to New Hampshire— Fred Engelhardt, professor of educational administration at the University of Minne- sota, has accepted the presidency of the University of New Hampshire. He will take office April 1, 1937. Publicity Pointers for School Li- braries is a new mimeographed publica- tion which may be secured free from the American Library Association, 520 North Michigan Ave., Chicago. LINCOLN, THE MAN OF THE PEOPLE When the Norn Mother saw the Whirlwind Hour Greatening and darkening as it hurried on, She left the Heaven of Heroes and came down To make a man to meet the mortal need. She took the tried clay of the common road— Clay warm yet with the genial heat of Earth, Dasht thru it all a strain of prophecy; Tempered the heap with thrill of human tears; Then mixt a laughter with the serious stuff. Into the shape she breathed a flame to light That tender, tragic, ever-changing face; And laid on him a sense of the Mystic Powers, Moving—all husht—behind the mortal veil. Here was a man to hold against the world, A man to match the mountains and the sea. The color of the ground was in him, the red earth; The smack and tang of elemental things; The rectitude and patience of the cliff; The good-will of the rain that loves all leaves; The friendly welcome of the wayside well; The courage of the bird that dares the sea; The gladness of the wind that shakes the corn; The pity of the snow that hides all scars; The secrecy of streams that make their way Under the mountain to the rifted rock; The tolerance and equity of light That gives as freely to the shrinking flower As to the great oak flaring to the wind— To the grave’s low hill as to the Matterhorn That shoulders out the sky. Sprung from the West, He drank the valorous youth of a new world. The strength of virgin forests braced his mind, The hush of spacious prairies stilled his soul. } His words were oaks in acorns; and his thoughts Were roots that firmly gript the granite truth. Up from log cabin to the Capitol, Onc fire was on his spirit, one resolve— To send the keen ax to the root of wrong, Clearing a free way for the feet of God, The eyes of conscience testing every stroke, To make his deed the measure of a man. He built the rail-pile as he built the State, Pouring his splendid strength thru every blow: The grip that swung the ax in Illinois Was on the pen that set a people free. So came the Captain with the mighty heart; And when the judgment thunders split the house, Wrenching the rafters from their ancient rest, He held the ridgepole up, and spikt again The rafters of the Home. He held his place— Held the long purpose like a growing tree- Held on thru blame and faltered not at praise. And when he fell in whirlwind, he went down As when a lordly cedar, green with boughs, Goes down with a great shout upon the hills, And leaves a lonesome place against the sky. —Epwin MARKHAM. (As revised for the dedication of the Lincoln Memorial, Washington, D. C., 1922.) The fiftieth anniversary of the open- ing of the School of Library Economy at Columbia College, the first library school in the world, on January 5, 1887, was ob- served on January 5 at exercises sponsored | by the Columbia School of Library Service, Columbia University. [ Cont. on page A-26| | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION est, its use, Teaching PROFESSIONAL ORGANIZATION date for teaching and of the school which graduates him is that he shall be a worthy and successful teacher —a real power in his community and a force for growth in the lives of the young people who shall come into his classes thruout the years. Whether he shall measure up to the opportunities of the high calling of teaching will depend upon the clearness of his purposes and upon the depth of his loyalty to the profession. The education of the teacher is not finished when he leaves the teachers college. That is but the foundation of his preparation. His real achievement will depend upon his ability to continue in personal growth. What the college has been to him during the student years, professional organization will be during his entire professional life. There is an increasing recognition among school people that one of the most important things the school for the preparation of teachers can do for its students is to make sure that they un- derstand the significance of the all-inclu- sive system of professional organizations which is brought together in the Na- tional Education Association, with its component state and local associations. “No one told me about the Wiscon- sin State Teachers Association during my school days,” writes Elizabeth R. McCormick, a former president of the Department of Elementary School Prin- cipals, “I just happened to hear about it. I found a copy of its journal. I became interested. I made a study of its pro- ceedings. I joined the state association and from that time my job began to take on the nature of a profession. I discov- ered that in my isolated country school I could still be in contact with other teachers. “I find that beginning teachers, as a tule, know very little about the purposes, workings, and connections of educa- tional organizations of which there is such a network. They are puzzled as to what it is all about. Why not add to education courses a study of the kinds and aims and workings of the several organizations? I am sure a real contribu- tion to a teacher’s education could be 5 FIRST CONCERN of every candi- VOLUME 26, NUMBER 2; * There is a great saying of Goethe’s, “Be a whole, or join a_ whole.” The first half of it is a mere counsel of perfection which does not regard possibilities. . . . It is, therefore, perpetually important to bear the second clause in mind, “Join a whole.” Our blessed whole is the teaching profession. . . . And when the wholeness sought by an indi- vidual is found in loyal identifica- tion of himself with the best tend- encies of his profession, it is aston- ishing what dignity and power be- come his. . . . Thru union with our fellow teachers we become powerful. Since, then, we cannot each be a whole, let us join a whole, and so attain that dignity, that superiority to our own detached selves, which comes only thru whole-hearted loy- alty to our profession. —GEORGE HERBERT PALMER. effected in this way. There would be much more value in such teaching than in many of the courses now given in pedagogical institutions.” The Committee on Professional Ethics of the American Association of Teachers Colleges, in its report pre- sented at the St. Louis convention, February 1936, recommended that “in a course given late in the curriculum, usu- ally following the student-teaching ex- perience, in ‘principles of education’ or ‘problems of teaching’ there should be a synthesis of theoretical material previ- ously studied with practical experiences. Codes of ethics should be critically studied. Particular attention should be paid to teachers organizations, their serv- ice to teachers, the obligations of teach- ers to them, etc.” The resolutions of the California Teachers Association, Bay Section, passed in November 1936, contain the following statement: Whereas, professional organizations have spent years working to improve the professional and economic status of teach- ers, and FEBRUARY 1937 Whereas, teachers entering service fail to understand many of the problems affect- ing their professional and economic status, We recommend that, all teacher-training institutions establish a course dealing with the ethical, professional, and economic problems of the teacher and with profes- sional organization, and We recommend further that, a commit- tee be appointed by the President of the California Teachers Association, Bay Sec- tion, to contact the teacher-training insti- tutions in regard to the establishing of such courses. The unit on the following three pages has been prepared to meet these and similar demands for a definite unit of study covering professional organiza- tion. Suggestions for using—This material has been designed to fit into the syllabus of an education course. In one school, perhaps the course in principles of edu- cation will be best adapted for its inclu- sion; in another, history of education; or problems of teaching; or philosophy of education. The unit should be offered in the stu- dent’s senior year, perhaps correlating with his becoming a student member in the National Education Association. For those students planning to teach at the completion of a two-year course, the unit may be introduced earlier. At least eight one-hour class periods are necessary to cover the subject thor- oly. However, for those classes which can devote five periods or less, the most essential items have been starred. Classes able to give longer than eight periods to the subject may expand upon the points developed here and may take up in addition the topics suggested on page 64. This outline has been prepared chiefly on a question-and-answer basis in order that classes with limited library facili- ties may have something specific with which to work. Additional references have been cited to encourage further in- dividual and class study and research, wherever possible. Tue Journat will be interested in knowing the use that is made of this study outline in the various teacher-edu- cating institutions. May we hear from both students and faculty members? [ 61 ] LESSON I The National Education Association: Its Purposes; Its History *[1] Why is there an increasing need for professional organization among teach- ers? The world today demands sound char- acter and the highest possible level of in- telligent action. The schools can meet the demands made upon them only by en- couraging sustained growth and coopera- tion among teachers thruout the nation. Improved preparation, improved status for teachers, better support for schools, in- creased public appreciation cannot be won by the individual teacher working alone. These require the combined force of na- tionwide organization. *[2] What is the National Education Association? It is the all-inclusive voluntary organi- zation of educational workers thruout the country, a cooperative enterprise main- tained thru the dues paid by its members. It includes both teachers and administra- tors, and covers elementary, secondary, higher, and adult education. It is not an agency of the government. *|3] What are the purposes of the NEA? “The National Education Association is dedicated to the upbuilding of democratic civilization and supported by the loyal co- operation of the teachers of the United States to advance the interests of the teach- ing profession, promote the welfare of children, and foster the education of all the people.” [4] When, where, and by whom was the Association founded? In response to a call addressed to the teachers of the United States by the presi- dents of ten state teachers Associations, 43 educators gathered in Philadelphia in Au- gust 1857 and organized the National Teachers Association, the forerunner of the National Education Association. *[5] What is the best way to study the history of the NEA? The entire history of the NEA may be traced thru its annual volumes of Ad- dresses and Proceedings. The student in- terested in the beginnings of the Associa- tion should be familiar with the Proceed- ings, Vol. I, 1857, particularly the address of William Russell, p15-24. Over 100 pages of the Proceedings for 1906 are devoted to a history of professional organization. THE JoURNAL gives a continuing record of Association activities. For articles deal- ing particularly with NEA history, see Mar. 1925, p77-78; Mar. 1930, p69; and Jan. 1935, pI-3. Additional references for Lesson 1: *[a] “Your Profession in the Making,” which appeared in THE Journat for Janu- ary 1937, p27-28, should be in the posses- sion of every candidate for teaching. It may be secured from the NEA, 1201 16th St., N. W., Washington, D. C., at the fol- lowing prices: 20-49 copies, 3¢ each; 50-99 copies, 2¢ each; 100 or more copies, $1 per 100. No single order under 60¢. Cash must accompany order for $1 or less. [|b] NEA Dept. of Classroom Teachers, 8th Yearbook. “Teacher and Public,” p187- 211. *lc] Pratt, Orville C., “How Much Do We Value Ourselves?” NEA Journat, Sept. 1936, p167. [d] Smith, Henry Lester, et al. “The National Education Association: What It Is and What It Should Be,” NEA Jour- NAL, Mar. 1935, p69-76. LESSONS II AND III Services and Achievements of the NEA The work of the NEA is so varied and is participated in by so many people that it is difficult to visualize the magnitude of the effort constantly going on. Association services are of two kinds, those which reach the member directly, such as THE JourNAL; and indirect services, such as the work for teacher welfare. *[1] What are the publications of the National Education Association? The Association is the largest publisher in the world of material on education. Publications include: THe JournaL, which goes to every member monthly during the school year; the annual volume of Ad- dresses and Proceedings of conventions; the Research Bulletins; department year- books and bulletins; committee reports. *(2] What services does the Association render thru its annual conventions? The meetings of the NEA each July and of the Department of Superintendence each February provide an important means by which the profession develops new lead- ers. In these conventions many of the leading movements in American education have received their impetus and the effects reach out in all directions until every mem- ber of the profession is affected. *|3] How does the NEA improve the teacher's economic welfare? [a] The Association provides nation- wide channels for the dissemination of facts about education which increase pub- lic appreciation and better financial sup- port of the schools. (See the Research TEACHING PROFESSIONAL ORGANIZATION (Continued ) | [ 62 | Bulletin for Sept. 1935 and Sept. 1936.) |b] A Division of Teacher Welfare was established at NEA headquarters in 1936 to extend the work in such fundamental welfare fields as salaries, tenure, retire. ment, academic freedom, and equal op- portunity. Read “Teacher Welfare to the Front,” p202 in the Oct. 1936 JouRNAL, [c] The biennial salary survey conducted by the Association has had much to do | with the rise of teachers’ salaries before the depression and their restoration since then. (See Research Bulletin for Mar. 1935, Jan. and Mar. 1936.) *\4] What is the Association doing to help secure federal aid for the schools? One of the major items in the NEA pro- gram for 1936-37 is the passage of the Harrison-Black-Fletcher Bill to secure fed- eral aid. For full information, see this Journat (Feb. 1937), p49-56. *|5| How does the Association increase public appreciation of the schools? [a] THe Journat has pioneered in edu- cational interpretation. Articles include, “The Interpretation of Education,” Oct. 1933, and “Interpreting Education within the School,” Nov. 1934. [b] The NEA is one of the sponsors of American Educa- tion Week, which each year reaches nearly ten million citizens. See THE JourNAL for Sept., Oct., and Nov. 1936. [c] The As- sociation has sponsored “vitalized com- mencements” which interpret the school to patrons. An article on “The Commence- ment and Horace Mann” appeared in the Jan. 1937 JourNAL, p29. [d] Home-school leaflets developed by THe Journat, have been widely distributed. (Oct. 1935, p223, and Oct. 1936, p221.) [e] Yearbooks and other publications of the Association have dealt with educational publicity. [f] Thru the NEA, teachers secure the cooperation of national business, civic, farm, labor, women’s, and church groups in the sup- port of the schools. *|6] In what ways does the Association pioneer in the development of curriculum material to meet current needs? Tue JourNat furnishes a growing body of teaching units to be used in the class- room as text material. (Examples are: “The Tennessee Valley Looks to the Fu- ture,” Dec. 1934; “America Becomes Hous- ing Conscious,” Dec. 1935; “Schools in the Story of Culture,’ Nov. 1934-May 1935; “Aviation Creates a New World,” Nov. 1936; “The Cooperative Movement,” Jan. 1937.) Also see the yearbooks of the De- partment of Superintendence, 1924 thru 1928. *[>7| How does the NEA aid the in- dividual teacher in the development of classroom methods and skills? A few specific illustrations—[a] Since Superintendent L. P. Benezet described THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION yas 136 tal re- >p- he AL, red do | Ore 35; to ls? the ed- his ase du- de, ct. hin EA Cae rly for As ool \ce- the ool ave 23, ind ave hru ion Or, up- ion um nce bed ON the new method of teaching arithmetic in Manchester, N. H. ( Nov. and Dec. 1935 and Jan. 1936 JourNAL), many schools thruout the country have experimented with this plan. [b| The Nov. 1935 Re- search Bulletin, “Better Reading Instruc- tion,” is an Association best seller. [c] Re- cent Yearbooks of the Department of Ele- mentary School Principals deal with aids to teaching and socializing experiences in the elementary schools. [d] At the 1936 Superintendence convention, a demonstra- tion of how to teach controversial issues in the classroom was presented. *(8] In what ways does the Association participate in the solution of social-eco- nomic problems? [a] The report of the Committee on Social-Economic Goals, published in THE Jan. 1934 JouRNAL, pointed the way to a better teaching of social-economic prob- lems. [b] THE Journat seeks constantly to foster a better understanding of Ameri- can life. See, for example, “The Bicen- tennial Bill of Rights,’ May 1932; “The End of an Epoch,” Jan. 1933; “The Cor- poration in America,” Dec. 1934. [c] Other Association publications are pre- senting stimulating material in this field: see the Nov. 1934 Research Bulletin, “Mod- ern Social and Educational Trends”; and the 13th and 14th Yearbooks of the Depart- ment of Superintendence, “Social Change and Edueation” and “The Social Studies Curriculum.” [d] At conventions, in- creased discussion centers around social- economic questions. *l9] What is the Educational Policies Commission? This commission, appointed in 1935 by the NEA and the Department of Superin- tendence, to serve for a five-year period, is seeking to develop for American educa- tion longterm policies which will merit the united support of all citizens. For infor- mation, address the Commission at 1201 16th St., N. W., Washington, D. C. LESSON IV The Representative Character of the National Education Association *[1] To whom is membership in the National Education Association open? Membership in the NEA is open to all educators and other friends of the schools. *[2] What is meant by student mem- bership in the Association? Student membership is a plan whereby students in teachers colleges accepted for participation in the plan may become members on January 1 of their senior year, receiving THE JourNAL regularly but defer- ring the payment of their dues until they are. receiving income as teachers the fol- lowing fall. They thus enjoy 18 months’ VOLUME 26, NUMBER 23 service in return for the first year’s dues. The national association of teachers in England has a special arrangement some- what similar to the student membership in the United States. *[3] What is a $2 membership in the NEA? A $5 membership? A Life Mem- bership? A $2 annual membership entitles a member to the nine issues of THE JouRNAL, the privilege of attending meetings of the Association and its departments, to vote for delegates to the Representative Assem- bly, and to hold office. The payment of $5 instead of $2 entitles a member, in addi- tion, to receive the Research Bulletins and the Proceedings. A $100 or Life Member- ship, which indicates permanent interest and loyalty to the profession, gives the privileges of the $5 membership for life. *[4] What percent of the nation’s teach- ers belong to the NEA? The professional goal of the Associa- tion is expressed in the ideal: One hundred percent enrolment in local, state, and na- tional associations, with every teacher at work on the problems of the profession. Association membership has increased from the 43 organizers in 1857 to nearly 200,000 in 1937. This is 20 percent of the nation’s teachers. There are now more than 5000 Life Members. *[5] What is the general plan of organi- zation and control of the NEA? The Association is governed democrati- cally. In its legislative body, the Repre- sentative Assembly, over 1200 delegates from all parts of the nation represent afhliated state and local associations. The business of the Association is directed by the Representative Assembly, a board of directors, a board of trustees, and an execu- tive committee. *(6] Where is the Association head- quarters located? At 1201 16th St., N. W., Washington, D. C., permanent headquarters has been established, where a fulltime staff of 150 works under the direction of the Associa- tion’s Executive Secretary. For a general survey of staff activities, see the Proceed- ings, 1932, Vol. 70, “A Survey of the NEA,” by John K. Norton. For headquar- ters photos, see “Our Work,” Oct. 1934 JOURNAL. *|7] How many departments of the As- sociation are there? Twenty-four departments have been or- ganized to provide service to special groups within the profession. A short history of each department is published annually in the Proceedings. For a free booklet of in- formation concerning dues, publications, and officers, write to NEA headquarters. *|8] Where may one find a list of offi- cers of the Association? Association at FEBRUARY 1937 Each Proceedings contains this infor- mation. To find the present officers, see the latest September JourNaL. LESSON V Serving the Profession thru National Organization *[1] How may I as a teacher take my part in the constructive efforts of the As- sociation? Executive Secretary Willard E. Givens answers this question in the Sept. 1936 JourNAL, p168. Among the points he suggests are the following: [a] Renew promptly your own member- ship; if possible become a Life Member. [b] Work toward one hundred _ per- cent enrolment in your school. [c] Become a student of THe JourNat; call the attention of new members to mate- rial in it; encourage its study in faculty meetings; lend it to teachers who are not members. [d] Use the Research Bulletins, year- books, and other NEA publications. [e] Attend an Association convention. [£] Do active work on some committee, if called upon. The Association has fur- nished some of its finest leadership thru committees. [g] Join the Department in the field of your interest. [h] Encourage teachers and parents to follow the NEA radio programs. *[2| How may I make the platform of the NEA my own personal program of work? To answer this question, see the edi- torial in the Nov. 1936 JouRNAL, p235-36. The suggestion is made that each member select one point in the platform that ap- peals to him most and concentrate on that especially, doing some specific thing daily to advance the cause. For example, per- haps you live in a state which has not rati- fied the Child Labor Amendment, and you may wish to make that your special work. Today you telephone or write your representative in the state legislature about the matter, seeking his interest, advice, and help. Tomorrow you get in touch with teachers in other parts of the state, encourage and support the state associa- tion in its efforts, and soon... . *(3] Where will I find the official plat- form of the Association? In the Sept. 1936 Journat of the NEA. Practically every plank in the platform may be translated into a plan of action, such as that outlined above. *[4|] Where will I find the code of ethics developed by the Association? In the Mar. 1935 JourNnaL, pgo. This code should be studied by every prospec- tive teacher, for he can serve the profes- sion only thru following ethical practices. [ 63 | cee ea ant a LESSON VI The State Association *[1] What is the relationship between the National Education Association and our state education association? Every state educational organization thru affiliation with the NEA is entitled to send delegates to the Representative Assembly. Each state chooses a director, who represents it in the Association’s board of directors. The NEA serves as a clearinghouse and keeps in close touch with state and local groups on matters of interest to the entire profession. Local, state, and national professional organiza- tions each have a peculiar service to per- form and each is necessary to the other. [2] Where may one learn about the early history and later achievements of the various state associations? See the Proceedings for 1906, p514, and the journals of state associations. No state association has ever been replaced by an- other. They have grown steadily thru fresh leadership and reorganization to meet new needs. *[3] What is the name of our own state association? Where is its headquarters lo- cated? Who is its president? Its secretary? This information can be secured thru the official publication of our state magazine. *|4| What are the most important serv- ice activities of state organizations? Meetings; publications; legislation; re- search; field service; public relations; teacher welfare. [5] Give specific examples of activities which our state association has carried out in the fields named above. *(6] How can I participate in the work of my state association? Thru membership; attending and tak- ing part in conventions; using and con- tributing to its publications; becoming familiar with its purposes and achieve- ments; cooperating in its projects; en- couraging my colleagues to take part. Additional references for Lesson VI: *|a] Our own state professional maga- zine; the publications of other state edu- cational organizations. *[b] The Organized Teachers, a source book of information published in 1936 by the National Association of Secretaries of State Education Associations, should be in the personal library of every prospec- tive and commencing teacher. Copies may be secured from Arthur L. Marsh, 707 Lowman Building, Seattle, Wash.; single copy, 20¢; 10 or more copies, each, 15¢. *{c] “A Dynamic Program for the Pro- *[d] Lively, Mrs. Emery C. “How Louisiana Secured Tenure,’ NEA Jour- NAL, Dec. 1936, p281-82. LESSON VII The Local Association *[1] What is the relationship between the NEA and local associations? Local associations may affiliate with the Association and send delegates to the Representative Assembly. They receive special assistance on professional problems thru the division of classroom service at headquarters. *(2] What services are generally per- formed by local associations? Local organizations work for the pro- fessional and cultural improvement of members, seek to advance teacher and pupil welfare, and provide social and rec- reational activities for members. See The Organized Teachers, pg-13. (The class should gather specific information about local associations in its own state.) *(3] In what ways can I participate in the work of the local association with which I affiliate as a teacher? By paying my dues; serving as an off- cer or committee member when asked; and giving liberally of my time, support, and enthusiasm to the association’s work. Additional References for Lesson VII: *(a] Write to the Department of Class- room Teachers, NEA, for free copies of its News Bulletin. *|b] A “Report on Local Organizations and Their Activities’ was published in Jan. 1937 by the Department of Classroom Teachers of the NEA. Free copies may be secured from the Department, 1201 16th St., N. W., Washington, D.C. LESSON VIII The World Federation of Education Associations *[1] What is the World Federation? A pioneering organization in the field of general education in the worldwide field. Approximately one-half of the teachers of the world are represented in the WFEA. [2] What are its objectives? [a] To achieve thru education inter- national understanding, appreciation, jus- tice, goodwill, friendship, and cooperation. [b] To raise the position of teachers and improve the quality of teaching thruout the world. [c] To make educational move- ments, events, and achievements quickly available to the teaching profession of all lands. [d] To facilitate cooperation among fession,” NEA Journa, Apr. 1934, p1o6. education organizations of all countries. TEACHING PROFESSIONAL ORGANIZATION (Concluded) | 64 | [3] How does the World Federation promote these objectives? Thru active contacts and correspond- ence; press releases and bulletins; its bi- monthly magazine, World Education; and its biennial world conferences. [4] Who is eligible for membership? There are three types of membership: full, associate, and goodwill. For informa- tion about each, address WFEA head- quarters, 1201 16th St., N. W., Washing- ton, D. C. Additional references for Lesson VIII: [a] The Organized Teachers, Ch. V. *|b] A booklet of information may be secured free from the WFEA. Additional Lessons Lesson 1X—Other organizations. For a discussion of the Progressive Education Association, the American Federation of Teachers, and other national groups, see the 1935 Yearbook of the International Institute of Teachers College, Columbia University, p505-58. Lesson X—Organization in other coun- tries. See the Yearbook mentioned for Les- son IX. Lesson XI—The close relationship be- tween the teachers college and professional organization. Study the American Associa- tion of Teachers Colleges thru its Year- books. These may be secured for $1 each from Charles W. Hunt, State Normal School, Oneonta, N. Y. Readings for Entire Unit [a] Almack, J. C., and Lang, A. R. Problems of the Teaching Profession. Bos- ton: Houghton Mifflin Co., 1925. Ch. 5. [b] “A Year of Substantial Achieve. ment.” NEA Journat, Sept. 1935, p173-74. [c] Ashby, Lyle W. “Association Activi- ties,” NEA Journat, Dec. 1936, p278. |d] Hunter, Fred M. “Report of the President on the Program and Develop: ment of the Association.” Proceedings, Vol. 59. Washington, D. C.: NEA, 1921, p184- 208. [e] National Education Association. Teachers Professional Organizations. Wash- ington, D. C.: the Association, 1931. 28p. 25¢. Syllabus for College Classes or Other Groups. [f] Samuelson, Agnes. “The Enlarged Program of the NEA.” Journat, Sept. 1935, p171; and Givens, Willard E., “Our Program of Action for 1935-36,” p172. [g] Selle, Erwin S. The Organization and Activities of the National Education Association. New York: Bureau of Pub- lications, Teachers College, Columbia Uni- versity. 1932. 18op. “Teaching Professional Organization” was prepared by MiLprep Sanpison. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION — =| OO. — i eon me CC & oe n |. i- ye )p- ol. yn. h- er ed pt. ‘ur IN The Honor Roll of the NEA I found out today that when you are ill, you consult a medico who pays profes- sional dues of $22 yearly. When you have legal difficulties, you consult a member of the Bar Association whose dues are $10. . . The morticians who take care of the dead have a professional interest which they feel warrants an annual membership fee aver- aging $25 and up, depending upon the volume of business. For the smallest amount mentioned above we can take care of our financial obligations to our profes- sion not just in one or two of its branches but in a number of the most important of them. .. When your building chairman approaches you regarding association dues, let us mark a straight budget for a rounded-out continuous professional pro- gram.—Floyd W. Cocking, director, San Diego Teachers Association. New Life Enlistments HE NUMBER of Life Members in the National Education Association on January 1 was 5700. A new Life Member, Estil B. Van Dorn of Indianapolis, writes: “I want to help the cause of child welfare sponsored by an association which is national in scope and active in its work. A friend has recently convinced me that I should be a Life Member because of the mutual benefit that will come to me as well as the financial help that my contributions will be to the organization. My in- terests are along the line of better education for all, young and old. Your magazine and other material which I shall receive from time to time will be a great help to me in the art of teaching.” The following Life Members have been reported since the list was published in the January Jour- NAL: ALABAMA—Virginia Kirkwood Arizona—Rosetta George CaLiForNta—Edward I. Cook Cotorapo—Joseph E. Davies, Paul C. Stevens paHo—L,. L. Carlson, C. C. Lame ILtiIno1is—Wesley L. Brown, Roy DeShane, Mary M. Mullin InpIANaA—David W. Andrews, E. M. Dill lowa—Kenneth H. Pierce Matne—Lou M. Buker MassacHUsetts—George K. Coyne Micu1can—Augusta W. Ochs New Jersey—Edith L. Van Syckle Onto—Ruby Lynn Borden, J. S. Burtsfield, Carrie E. Doepke, Miriam W. Sutton JKLAHOMA—James M. Culberson, Floy P. Gates, Hans P. Jorgensen, Richard Ledgerwood, A. L. Porterfield, Mildred Riling, Irene Scrivener, Marie Taylor, George F. Totten, Isabel Work PENNSYLVANIA—Mary B. McAndrew, Cyril C. Sarver Texas—W., M. Green, David W. Ray, Hadley Reeve WasHincron—Perry H. Mitchell Wisconstn—R. R. Bedker Completed Enrolments — FOLLOWING SCHOOLS have completed their 100 percent enrolment in the National Educa- tion Association since the list was published in the January JOURNAL: NINETEEN YEARS Cotorano—Pueblo, (District Number 20) Danforth New Jersey—Bridgeton, South Avenue EIGHTEEN YEARS CoLorapo—Denver, Perry; Pueblo, (District Number 20) Minnequa Missourr—Sedalia, Horace Mann, Mark Twain VOLUME 26, NUMBER 2; SEVENTEEN YEARS Cororapo—Colorado Springs, Buena Vista, Wash- ington Itt1nois—Decatur, Roach; Moline, Lincoln, Willard MINNESOTA—M inneapolis, John Hay Missouri—Sedalia, Sedalia Public Schools, Broad- way, Jefferson, Washington, Whittier New Jersey—Bridgeton, Vine Street Oxuio—Marietta, Marion, Norwood SIXTEEN YEARS Arizona—Tucson, Drachman, Dunbar Junior High 8 Elementary, Menlo Park, Miles, Ochoa, Roose- velt Ittino1is—East St. Louis, Hawthorne; Moline, Lo- gan InpIANA—Hammond, Kenwood Maine—Portland, Butler, Chapman, Nathan Clif- ford, Emerson, Heseltine, Peaks Island, Saunders, Shailer, Rosa E. True MassacHusetts—Belmont, Winthrop L. Chenery; Brookline, Edward Devotion, John D. Runkle Oxu10o—Massillon, Whittier; Scienceville, Science- ville Public Schools, Buckeye, Coitsville Center Grade, Geography Hall, Warren Richey Grade, Scienceville Grade, Scienceville Junior High, Scienceville Senior High, Thorn Hill, Thorn Hill Avenue Grade, John White Grade Vircinra—Lynchburg, Floyd FIFTEEN YEARS Ar1zona—Tucson, Mansfield Junior High; Mission View, Pascua, Roskruge Elementary, Roskruge ineier High, Tucson Senior High, University eights Connecticut—East Hartford, Union Itt1no1s—Decatur, Oglesby; Moline, Garfield Inp1ana—Terre Haute, McLean Junior High MassacHuusetts—Beverly, Farms New JersEv—New Brunswick, Lord, Stirling New York—Lockport, DeWitt Clinton, Cross, Haw- ley Street, Walnut PENNSYLVANIA—Bucks County, Doylestown Public Schools, Doylestown Grade, Doylestown High Wisconsin—Kenosha, Lincoln Junior High Wyominc—Casper, Lincoln FOURTEEN YEARS Arizona—Phoenix, Wilson CaLiFornr1A—San Jose, Gardner, Hawthorne; South Pasadena, El Centro Street Cotorapo—Colorado Springs, Whittier; Rocky Ford, Rocky Ford Public Schools, High, Liberty, Lin- coln, Washington DELAWARE—W ilmington, Public Number 21 ILLt1no1s—Decatur, Roosevelt Junior High; Moline, Irving, Ericsson, McKinley, Roosevelt, Senior High InDIANA—H untington, Huntington Public Schools, Central, Huntington High, Lincoln, Horace Mann, Riley, State Street, John Tipton Maine—Portland, Morrill, Oakdale, Vaughan Street MassacHusEtTts—Beverly, Brown MicuicaAn—Grand Rapids, Madison New JerseEy—Hammonton, Magnolia New Yorxk—Binghamton, Thomas Jefferson Number 8, Laurel Avenue, Florence Nightingale Number 4, Woodrow Wilson Oxu1to—Columbus, Eighth Avenue; Zanesville, Zanes- ville Public Schools, Grover Cleveland Junior High, Garfield, Grant, Hancock Junior High, Jack- son, Lash High, Lincoln, Madison, McIntire, Monroe, Munson, Norval Park, Pioneer, Theodore Roosevelt Junior High, Sheridan, Westview, Wil- son Vircinta—Lynchburg, Biggers WasHINGTON—Seattle, Horace Mann Wisconsin—Kenosha, Weiskopf Wyrominc—W orland, Worland Grade THIRTEEN YEARS CaLtrornta—San Jose, Grant CoLoravo—Colorada Springs, Midland, Steele; Den- ver, Barnum, Bromwell, Ebert, Montclair, Stev- ens, Wyatt DELAWARE—Wilmington, Public Number 5, Public Number 9 ILtt1no1s—Dundee, Dundee Community High; Elm- hurst, Lincoln, Roosevelt; Jacksonville, Frank- lin, Jefferson, Lafayette, David Prince Junior High, Washington; Moline, Moline Public Schools, William Carr, Grant, Manual Arts, Special Teach- ers and Supervisors; Naperville, Naperville Public Schools, Ellsworth, Naper, Mepetetiie High, Spec- ial Teachers and Supervisors; Princeton, Prince- ton Township High Inp1ANA—Fort Wayne, Forest Park, Hamilton, Lakeside; Hammond, Franklin; Indianapolis, George W. Julian Number 57, Public Number 78; La Porte, la Porte Public Schools, Central Junior High, Lincoln, Maple, Park, Riley, Senior High, Washington; Michigan City, Jefferson FEBRUARY 1937 Kansas—Kansas City, Kansas City Public Schools, Abbott, L. M. Alcott, Argentine High, Attucks, Bancroft, Clara Barton, Bryant, Central, Cen- tral a High, Chelsea, Columbian, Cooper, Douglass, Dunbar, Emerson, John Fiske, Frank- lin, Garrison, Grant, Hawthorue, Major Hudson, John p; Ingalls, Irving, Kealing, Library Buid- ing, Lincoln, Longfellow, Lowell, Maccochaque, Horace Mann, McKinley, Morse, Northeast Jun- ior High, Northwest Junior High, Park, Parker, Phillips, Noble Prentis, Prescott, Quindaro, Riv- erview, Roosevelt, Rosedale High, Snow, Stanley, Stowe, Sumner High, Mark Twain, Eugene Ware, B. T. Washington, Whitmore, Whittier, Frances Willard, Wyandotte High Maine—Portland, Isabella Garvin, Libby, Lincoln Junior High, McLellan, North, Presumpscot, Roosevelt, Sherman Street Kindergarten, Walker Manual Training, West, Willard MassacHvusetts—Beverly, Prospect; ward Everett Hale; Melrose, Micuican—Adrian, Jefferson NespraskA—Omaha, Beals, Jackson, Howard Ken- nedy at, HampsHuirE—East Rochester, East Rochester ublic New JerseEy—Hackensack, Union Street Number 2; Rutherford, Lincoln, Sylvan; Summit, Roosevelt New YorKk—Binghamton, Columbus Number 5, Thomas Edison, Abraham Lincoln, Longfellow, George Washington Number 1 Ouito—Columbus, Fairwood Elementary, Medary Avenue; Findlay, Detwiler, J. C. Donnell Junior High, Firmin, Glenwood Junior High, Lincoln, Washington PENNSYLVANIA—Chester, Morton; Lehighton, Le- = Public Schools, First Ward, High, Third - Ward Vircinia—L ynchburg, Miller Park, John W. Wyatt; Richmond, John Smith Wyominc—Casper, McKinley Everett, Ed- oosevelt TWELVE YEARS Aritzona—Winslow, Winslow Public Schools, Jun- ior-Senior High, Lincoln, Roosevelt, Washington CaLirornNia—Los Angeles, Garvanza, Lockwood Street; San Jose, Woodrow Wilson Junior High Cotorapo—Colorado Springs, Garfield, Helen Hunt, Ivywild District or CotumBia—Washington, Langdon ILtt1ino1s—Evanston, Dewey, Lincolnwood, Orring- ton; Watseka, North Side Inp1ana—Fort Wayne, Harmar Intermediate Kentucky—Louisville, John B. McFerran Maine—Portland, Allen, Staples, Summit Street MassaAcHvsetts—Beverly, Cove; Newton, Eliot, Stearns; Plymouth, Cornish, Hedge Micuican—Grand Rapids, Auxiliary School for Exceptional Children Missourt—Kansas City, Sanford B. Ladd, Leeds New JersEy—Camden, Read; East Orange, Wash- ington; North Plainfield, Somerset New York—Binghamton, Central Senior High, Continuation, Dickinson, Directors Office, East Junior High, Eldredge Park, Benjamin Franklin Number 7, Alexander Hamilton, Health Educa- tion, Jarvis Street, Open Air Number 9 and 7, Roosevelt Number 11, West Junior High; Lock- port, Belknap Oxn1to—Ashtabula, Ashtabula Harbor Public Schools, High, Jackson, Washingtoh; Columbus, Second Avenue; Lancaster, Lancaster High; Lima, Cen- tral High, Emerson, Faurot, Franklin, Garfield, Irving, Jefferson, Lincoln, Longfellow, Lowell, Horace Mann, McKinley, Roosevelt, Washington, Whittier; Mansfield, Bushnell; Marietta, Wash- ington PENNSYLVANIA—Indiana, State Teachers College; New Kensington, New Kensington Public Schools, First Ward, Junior-Senior High, Second Ward, Third Ward; York, York Public Schools, Bur- rowes, Central, Franklin, Garfield, Hartley, Aquilla Howard, Jackson, Jefferson, Madison, McKinley, Noell, Hannah Penn Annex, Hannah Penn Junior High, William Penn Annex, William Penn Senior High, Pine Street, Princess Street, a Avenue, Betsy Ross, Smallwood, Stevens, Tilson Texas—Dallas, North Dallas High; Houston, Wood- row Wilson Utran—Murray City, Murray City Public Schools, Arlington, Bonnyview, High, Liberty WaASHINGTON—S pokane, John R. Rogers High Wisconstn—Madison, Hawthorne; Wauwatosa, Longfellow Junior High Wyvominc—Casper, Casper Junior High ELEVEN YEARS Ar1izona—Tucson, Tucson Public Schools, Elizabeth Borton, Davidson, Davis, Sam Hughes, Safford Junior High Catitrornta—Los Angeles, Ciengea, Montecito Union Elementary Cotoravpo—Denver, Byers Junior High, South Den ver High Itt1no1s—Decatur, Dennis, Mary W. French, Gar- field, E. A. Gastman, John Hill Junior High, Oak- | 65 | land, Riverside, Ullrich, Waften; East St. Louis, Jefferson; Elmhurst, Hawthorne Inp1ana—Michigan City, Central, Eastport, Elston, Isaac C. Elston Junior High, Isaac C. Elston Senior High, Garfield, Park Matne—Portland, Thomas B. Reed E MassaCHUSETTS—S pringhield, Thomas M. Balliet; Winchester, George Washington Micuican—Pontiac, Crofoot ; MinNESOTA—M inneapolis, Cavell, Washington Nesraska—Omaha, Lincoln Grade New Jerstey—Bridgeton, Irving Avenue, Monroe Street; Carney’'s Point, du Pont Number 1; Highis- town, Grammar, Primary New York—Schenectady, Brandywine Avenue Oxuto—Columbus, Crestview, Leonard Avenue, West Broad; Lakewood, Hayes; Lancaster, Lancaster Public Schools, East, North, South, Utica, West; Lima, Lima Public Schools, South Junior High, South Senior High; Marietta og High; Maumee, Maumee Public Schools, Fort Miami, Maumee High, Riverside, Union Grade; McDon- ald, McDonald Public Schools, Grade, High PENNSYLVANIA—Chester, Booker T. Washington; Collingdale, Collingdale Public Schools, Bartram, Pusey Avenue; Delaware County, (Ashton Town- ship) Ashton Township Public Schools, Crozerville, Village Green, (Bethel Township) Booth’s Corner, Chelsea, (Chester Township) Franklin, Clifton Heights Public Schools, Clifton Heights Elemen- tary, Clifton Heights qorues Senies igh, (Darby ee Junior High, Lincoln Elementary, Mc- Kinley Elementary, East Lansdowne Borough, Edgemont Township, Folcroft Borough, Glen-Nor Junior-Senior High, Glenolden Borough, Lower Chichester Township, (Marcus Hook Borough) Marcus Hook Elementary, (Marple Township) Marple-Newton Joint High, Marple Township, (Media Borough), Media meneusasy, Mais High, (Middletown Township) Lima, Parkmount, Roose- Norwood velt, (Morton aie iggy ld Phyllis Wheatly Borough, Parkside Borough, (Prospect Park Bor- ough) Prospect Park Borough Public Schools, {unten Resier High, Lincoln Avenue Elementary, ashington Avenue Elementary, incor 4 Park Boro) Ridley Park High, Tome Street Elemen- tary, (Sharon Hill Borough) Sharon Hill Borough Public Schools Elementary, Junior-Senior High, (Springfield Township) Springfield Township Public Schools, Central, Junior-Senior High, (Tini- cum Township) Tinicum Township Public Schools, Essington, Lester, Trainer Borough, Upland_Bor- ough, (Upper Chichester Township) Upper Chich- ester Township Public Schools, (Upper Providence Township) Lower Bank, Sandy Bank; Wayne, Wayne Elementary Texas—Port Arthur, Tyrrell VirciInta—Richmond, Oak Grove TEN YEARS CaLirorNia—Alameda, Mastick, Washington; Ana- heim, La Palma; Los Angeles, Los Feliz, Fletcher Drive, Forty-ninth Street Cotoravo—Arvada, Arvada Public Schools, Arvada Grade, Arvada High; Colorado Springs, Columbia, Lowell, South Junior High; Denver, Baker Junior High, Bryant-Webster, Evans, Lake Junior High, Henry M. Teller FLoripa—Daytona Beach, Lenox Avenue; Palm Beach, Central Elementary, High Greorcia—Atlanta, Georgia Avenue ItLtino1s—Decatur, Centennial Junior High, H. B. Durfee, Grant, Lincoln, Pugh, Washington Inp1ana—Hammond, Washington; Indianapolis, Lu- cretia Mott Number ;; Matne—Machias, Washington State Normal; Port- land, Long Island Massacuvusetts—Everett, Hancock; Melrose, Calvin Coolidge, Winthrop MicuiGAn—Freemont, Freemont Public MinNEsota—M inneapolis, Audubon, Whittier Missouri—Kansas City, McCoy Nesraska—Omaha, Mason New Jersey—Livingston, Roosevelt New Mexico—Albuquerque, Eugene Field New Yorx—Lockport, Pound Oxn10—A shtabula, West Avenue Grade, West Junior High; Canton, Woodland; Cincinnati, Salmon P. Chase, pond: Columbus, Hubbard Avenue; Lockland, High; Marietta, Harmar, Willard; Piqua, Bennett Elementary, Bennett Junior High, North Street, Spring Street, Staunton Street, Wilder Elementary, Wilder Junior High; Ravenna, Ravenna Public Schools, Chestnut Street, High, Highland Avenue, West Main Street PENNSYLVANIA—Dormont, Kelton Avenue Elemen- tary Wasuincton—Everett, Longfellow Wyvominc—Casper, Roosevelt West Palm Beach NINE YEARS CaLrFornNia—Los Angeles, Hoover Street, Twenty- eighth Street; San Jose, Hester, M. R. Trace; Whittier, West Whittier Rural Cotorapo—Denver, Cheltenham, Colfax, Smiley Junior High Connecticut—Bristol, Clarence A. Bingham ILLino1s—-Decatur, Decatur Public Schools, Decatur Senior High; Pekin, Pekin Community High Inp1ana—Fort Wayne, Bloomingdale; Newcastle, Newcastle Public Schools, Omar Bundy, Charles S. Hernly, Holland, Junior High, Benjamin S. Parker, Senior High, wae C. Weir Iowa—Council Bluffs, Jalnut Grove [ 66 | Sherman, Kansas—Merriam, Shawnee-Mission Rural High; Wichita, Carleton, Kellogg, Lowell, Park, Skinner, Washington Matne—Fortland, Pearl Waterville, Myrtle Street MassacHUSETTs—Leominster, Pierce Micuican—Flint, W. C. Durant MissourI—W ebster Groves, Lockwood Street Kindergarten; New Jersey—Livingston, Central, Squiertown; Montclair George, Inness war High; Pitman, Elwood Kindle, W. C. K. Walls New York—Ithaca, Central, East Hill, Fall Creek, Open Air, Reconstruction Home, Henry St. John, Belle Sherman, South Hill, West Hill; Kenmore, Theodore Roosevelt Elementary Oxu1o—East Cleveland, Roselle; Lake County, Browning, Lincoln, Memorial Junior High, Union High, illoughby District Public; akewood, Favorite Madison, Taft; Pigua Public Schools, Hill, Senior High, South Street, Spetial Teachers and Supervisors PENNSYLVANIA—Middletown, Central Grammar Wyominc—Casper, Willard EIGHT YEARS AtasaMa—Valley Head, Valley Head High Arizona—Clifton, Chase Cree, Clifton High Ca.irornia—Alameda, Versailles; Coronado, Coro- nado Grammar and Junior High, Coronado Senior High; Inglewood, Centinela; Monrovia, Ivy Ave- nue; South Pasadena, Las Flores CoLtorapo—Denver, Beach Court, McKinley, Smedley Connecticut—East Hartford, Center, Silver Lane, South Grammar ‘ ; DeLawarE—Mearshaliton, Marshallton Junior High; Wilmington, Public Number 29 Grorcia—Atlanta, Moreland It~t1no1is—Elmhurst, Elmhurst Old Field, Washington Inptana—Michigan ity, Riley __ tae Kansas—Manhattan, Eugene Field; Wichita, Col- lege Hill, Lincoln, Sunnyside, Waco, Woodland Matne—Portland, Open Air ; MassacHuset1s—I pswich, Shatswell; Whitman, Dyer MINNESOTA—Minneapolis, McKinley NzsrasKa—Omaha, Columbian, Benson West New Jersey—Bridgeton, Bank Street; Camden, Cassady; Livingston, Livingston Public Schools, Amos W Harrison; Summit, Summit Senior High; Ventnor City, Ventnor Avenue New YorKx—Lock , _Lockport Public Schools, Lockport High, cial Teachers and Supervisors Nortu CaroLtina—Durham, Holloway Street ‘ Oxu10o—Clinton County, Clinton amg | Public Schools, Adams Township, Blanchester Township, Chester Township, Clarksville-Vernon Township, Cuba, Jefferson Township, Liberty Township, Martinsville, New Antioch, New Vienna, Rees- ville, Sabina, Wayne Township; Columbus, Everett al ~~ Lake sane Roosevelt; Marietta, farietta Public Schools, Fairview Heights, Ter- berg; South Euclid, Victory Park PENNSYLVANIA—Chester, Watts; Hanover, Eichel- berger Senior High; Middletown, Susquehanna SouTH Gamaesdievdcen, Garfield lementary, Lincoln Elementary, Monroe Elementary Public Schools, SEVEN YEARS Arizona—Tucson, Carillo, Safford Elementary Catirornia—Alameda, Sadler; Claremont, Clare- mont Public Schools, Claremont Elementary, Claremont High; Los Angeles, Yorkdale; River- side, Independiente; South Pasadena, Oneonta; Stockton, Jackson Grammar; Whittier, Guirado Cotorapo—Denver, Ashley, Ellsworth, Lawrence Street FLoripa—St. Petersburg, Child’s Park Grorcia—Atlanta, Inman Park Itttno1s—Moline, John Deere Junior High InpIANA—I ndianapolis, Public Number 64 Kansas—Holton, Holton Public Schools, Central, Colorado, High; Manhattan, Bluemont; Wichita, Fairmount Massacuvusetts—Beverly, Ryal Side MIcHIGAN—Saginaw, Otto Roeser MississipPi—Drew, Drew Public Schools Missourt—Webster Groves, Bristol, Goodall NEBRASKA—Omaha, Harrison Nevapa—Clark County, Manual Arts, North Las Vegas, Westside; Lovelock, Lake Consolidated; White Pine County, McGill, Ruth, White Pine County High Number 2 New JersEy—Carney’s Point, Lafayette New YorK—Callicoon, Callicoon igh; Cornwall, Cornwall High; Clinton, Clinton Central; Ithaca, Ithaca Public Schools, Frank David Boynton Junior High, Senior High, Wyckoff; Lockport, Washington Hunt Oxnito—Akron, Firestone Park; Chillicothe, Central, Southern, Western; Dayton, Fairview Avenue; Lakewood, Lincoln; Lancaster, Cedar Heights; Oregon Township, Wynn Elementary; Sandusky County, Green Springs, Washington Township Orecon—Rainier, Rainier Grade Number 13 PENNSYLVAN1IA—Bloomsburg, Bloomsburg State Teachers College; California, State Teachers Col- lege: Daughin County, Halifax Boro; Montgomery County,