¥ 


gene A 


“Tournal 


fhe NATIONAL 
EDUCATION 
ASSOCIATION 


OF THE UNITED STATES 


os 
RA} 


1937 


The White House. From “‘Washington, the City Beautiful” by Mario Bucovich 


he March 1937 


Keep the School Bells Ringing » A Program for Secondary Education « Pre- 
paring for the Summer Convention « The Teaching of Controversial Subjects 





Professor of Psychology and Education, 
University of lowa; Chairman of Twenty- 
ninth Yearbook Committee on Arith- 
metic. lowa). 


i New Type of Geience Course por the 
Non-Qcademic High School Students 


SENIOR SCIENCE 


SOCIALIZED FOR THE HIGH SCHOOL 


By GEORGE L. BUSH, Assistant Principal, South High School, formerly head of the Science Department, 
John Adams High School, Cleveland, Ohio; THEODORE W. PTACEK, Instructor in Science, John Adams 


High School, Cleveland, Ohio; JOHN KOVATS, Jr., Instructor in Science, John Adams High School, Cleve- 
land, Ohio. 


842 pages Profusely illustrated List price, $2.20 


A NEW BOOK which provides the answer to the much-discussed problem 
of science instruction for the boys and girls whose formal education ends 
with their graduation from high school. It is the result of eight years of 


constructive experimentation by a group of administrators and teachers in 
Cleveland, Ohio. 


This full-year course in applied practical science deals with the immediate 
life of the student — conditions as they are today. By closely relating scien- 
tific facts and methods to everyday situations and problems it gives the 
student definitely valuable preparation for daily living. 


The crisp, clear, journalistic style adds zest to the study of the text. 


AMERICAN BOOK COMPANY 


Atlanta Dallas 





New York Cincinnati Chicago Boston San Francisco 





@ NO. 3 IN A SERIES OF THUMB-NAIL SKETCHES OF SCOTT, FORESMAN AUTHORS @ 


F. B. KNIGHT J. W. STUDEBAKER 


U. S. Commissioner of Education; for 
many years well-known as an outstanding 
Superintendent of Schools (Des Moines, 


G. M. RUCH 


Author of ‘The Objective or New Type 
Examination"; Co-author of Stanford 
Achievement Tests; his specialty—indi- 
vidual differences. 


W. C. FINDLEY 


Director of Elementary Education, Des 
Moines, lowa; Co-author of the Num- 
ber Stories Program of the Curriculum 
Foundation Series. 


THEIR CONCERN 


Cll 


Now, associated in one major educational 


Journal readers recognize here four men who work for children. In their separate 
professional lives these men have with amazing consistency maintained intellectual 
contact with the child mind. The result, of course, is their more-than-ordinary 
contributions to our understanding of the child—what he has learned at any level, 
what he can learn, the difficulties which ordinarily handicap him in his educational 
development—and to the solution of his learning problems. 








project, the NUMBER STORIES—STUDY 
ARITHMETICS PROGRAM, they are all 


CHICAGO 
@ ATLANTA 


2c OTT, 


making their lives in education contribute 
in a very practical way to the fundamental 
development of many thousands of children. 


FORESMAN AND COMPANY 


BUILDERS OF EDUCATIONAL PROGRAMS 


DALLAS 





NEW yORK @ 





ee 


ee 


Between Editor and Reader 


HE SPECIAL FEATURE on secondary education 
Tin this issue calls attention to the magnitude 
of American educational enterprise. There are 
more young people enroled in our highschools 
now than there were people in the entire United 
States in Horace Mann’s boyhood. There are 
single highschools—many of them—with more 
students than there were men in Washington’s 
army during the darkest days of the Revolution. 

The expansion has been so rapid as to limit 
the quality of work which could be done. It is 
reasonable to expect that from now on there will 
be marked gains in the quality of teaching and 
in the suitability of the curriculum. There should 
also be a strong movement to prepare highschool 
teachers to conduct classes of adults so that there 
will be, particularly in the small towns and rural 
communities, a larger measure of intellectual 
and civic leadership. Most of the time, when we 
are not asleep, we are occupied with the routines 
of work or subsistence, but there is an increas- 
ing margin left over which could be used to im- 
prove ourselves and to perfect our social institu- 
tions. We could be greatly aided in this task by 
a creative local press, which might well be 
edited and printed in the highschool. Informa- 
tion on state affairs is even more neglected than 
on local. National and world affairs take most 
of the headlines. With notable exceptions, trivi- 
ality dominates press, radio, and movies. Can- 
not schools teach the student the character, 
worth, and care of his own mind so that he will 
nourish and exercise it regularly even as he does 
his body? Why not have each student as a part 
of his highschool work make plans for the de- 
velopment of his own library, indicating in a 
general way at least the books to be bought year 
by year? Let the making of these plans extend 
over all the highschool years. 

It would be a wholesome practice if in every 
highschool 10 percent of the activity could be 
experimental, unique, ever-changing —a_chal- 
lenge to the initiative and resourcefulness of 
teachers, students, and the community. Let the 
school keep close to the people—a response to 
their need and aspiration. How else can the 
character, the skills, and the initiative needed 
today be established among all the people? 





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 
receive THE JOURNAL. The payment of $5 instead of $2 entitles 
an active member, in addition to the privileges of the $2 member 
ship, to receive the Research Bulletins and the Annual Volume of 
Addresses and Proceedings. The payment of $100 gives the priv 
ileges of the $5 active membership for life. Subscription to non- 
Members is $2 per year; single copies, 25 cents. Advertising rates 
on application. Please report at once any change of address, giving 
old as well as new address. THE JOURNAL is a member of the 
Educational Press Association of America. Published monthly, except 
June, July, and August, by the National Education Association of 
the United States, 1201 Sixteenth Street, N. W., Washington, 
D. C. Entered as second-class matter October 23, 1920, at the 
postoffice at Washington, D. C., under the act of August 24, 1912. 
Acceptance for mailing at special rate of postage provided for in 
section 1103, act of October 3, 1917, authorized January 26, 1921. 


VOLUME 26, NUMBER 3; MARCH 1937 





The 


ournal 


ofthe NATIONAL 
be | EDUCATION 
JOY ELMER MORGAN, Editor ASSOCIATION VOLUME 26 


H. A. ALLAN, Business Manager > THE UNITED STATES NUMBER 3 








CONTENTS FOR MARCH 1937 


The Outlook for America . . . . . . . JOY ELMER MORGAN 67 
Progress toward Federal Support . . ......++2++.+ @& 
Keep the School Bells Ringing . . . .... . . JOSH LEE 69 
Turning the Red Rider Pink . . . 
A Program for Secondary Education .........4.. 4921 

A System that Functions for AN. . wn es sk 8 ee 


New Agency To Serve Youth 


ee 3 
Establishing the Social and Civic View tats a 
Developing Astiusdes and Teale’. 2). po Pee, ee) ae 
Preparing Pupils-for Social Change . . . . ....... 76 
Vitalizing Instructional Materials . . . . 2... 1.2... 
Broadening the Scope of Vocational Training . ...... 7 


Remaking the Curriculum ewe eee eo 
Meeting the Diverse Needs of Pupils . . . . . ...... ~~ 80 


Articulating Administrative Units 4.0.0 6 .<0siea 0-20 

Suggestions for Fusther Sendy. i... . . « mamsameseoeteple 
The Importance of the NEA State Director . . . .1.D. MARTIN 83 
“Mich-Sawg-Ye-Gan,” NEA Conventionland, 1937 LYLE w. asHBy 84 
Horace Mann Poster . . . . . . . ~ NORMAN T. A. MUNDER 86 
The Teaching of Controversial Subjects . . . WALTER E. MYER 87 
The Junior Red Cross . . . . . . «~~. ~~ + Je W. CRABTREE 88 
Social Security Legislation . ..... . . . J. S. PARKER 89 
The Outlook for Films in Education . . CHARLES F. HOBAN, JR. I 
The Journal’s Annual Roll Cal 2. 2.05. «1 st ie Wigs 
“Our American Schaslg® ... 5 Sw et} re 
Notes and Anmmouncemeltts.... . . . . ase se 6 os eee 
The Honor Ball of the NEA. .-... . . fw 5 Se Sei ee 


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... .... Ve i, A. a IIIs 5 5a 5 5n5 hp <a William G. Carr 
Classroom Service............ Agnes Winn Associate Director... .Frank W. Hubbard 
Field Service. .....Charl Ormond Williams Rural Service..........Howard A. Dawson 
Membership............. acces T. D. Martin Secretary’s Office .....Harriett M. Chase 


Secretaries of Departments Located at NEA Headquarters 


Deans of Women.......Kathryn G. Heath Superintendence .....8. D. Shankland 
Elem. School Principals....Eva G. Pinkston Supvrs. & Dirs. of Instr.....Mary F. Hazell 


[ A-4r ] 





a) y, KKK KKK KKK KKK KKKKKKKK 


in every 
piece 


Gaylord Craftsmen 
regard every piece of 
furniture they make 
as a personal respon- 
sibility. Their tradi- 
tion is to make it 
beautiful and to make 
it resist hard wear. 

The man in the pic- 
ture is one of our 
expert finishers. For 
nearly 30 years he has 
worked on woods. You 
see him here working 
on a special finish. He 
is skilful lly shading and 

matching the undertone on a Gaylord Book Truck 
before applying the final finish. 

In all of our products we endeavor to put that price- 
less ingredient, Better Value, which means longer 
service to our customers. 


each Drinting 


IT DEVELOPS GOOD HABITS 


TEACH PRINTING Producing good printing requires 
the exercise of thoroughness, ac- 
curacy and perseverance, initia- 
tive and foresight. The study of 
printing tends to encourage these 
character-forming habits. In this, 
as in many other ways, printing 
brings to the student sound cul- 
tural and vocational values. 


IT DEVELOPS GOOD HABITS 


Write for the free booklet “Why Teach Printing” 


—Himerican ‘Type founders 


GAYLO RD ef ROTH ERS, inc. Department of Education 


Stockton, Calif. Syracuse, N. Y. 


Makers of Better Library Furniture and Supplies 


200 ELMORA AVENUE, ELIZABETH, N. J. 


Types used: Bernhard Gothics and Bernhard Tango 


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Chewing Gum—cGeoon For 
KINDERGARTEN AGES, UP 


Among nutritionists, orthodontists 
and investigators of various phases of 
preventive and operative dentistry, 
chewing gum is recommended for 
practically everyone from kinder- 
garten ages, up. They say that 4 
Factors which foster Good Teeth are: 
Nutrition, Clean Teeth, Dentist’s 


Care and Plenty of Chewing Exercise. 


There is a reason, a time and place 


for Chewing Gum. 


UNIVERSITY RESEARCH FORMS THE BASIS OF OUR ADVERTISING... THE NATIONAL ASSOCIATION 


OF CHEWING GUM MANUFACTURERS, ROSEBANK, STATEN ISLAND, NEW YORK 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 











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“FIGHT CANCER WITH KNOWLEDGE 


... Under this slogan the women of America are uniting in the 
first national campaign to fight cancer and its allies, fear and 
ignorance—uniting in a mighty effort to save human life. 

ancer can be cured if discovered in time. Perhaps as many as 
half the 140,000 persons who die of it each year can be saved 
by the spread of truth and knowledge. 


March with us in this great Crusade! 


an Umbrella 
which I never 


expected 
to use~" — 


“but I was caught 


in an April Shower” 


Miss Charlotte Stankewitz of Wick- 
liffe, Ohio, now knows from personal 
experience what it means to belong to 
this great organization of teachers for 
teachers. In April of last year she 
was suddenly disabled by a streptoccic 
throat infection. Read what she says 
about her T.C.U. Umbrella— 


“Only this year I purchased a 
new umbrella, never expecting 
to use it, but when I was 
caught in an ‘April Shower’, 
T.C.U. certainly came to my 
rescue. Until now I wondered 
if I had made a wise purchase. 
It gives me much satisfaction 
to know that I did.” 


Be Safe—Get Under the T.C.U. Umbrella 


T.C.U. is an organization by teach- 


™ 


_A convenient coupon is _pro- 
vided so you may obtain all the 
facts without cost or obligation. 
The low cost of T.C.U. Seoteo- 
tion will please you—less than a 
nickel a day. end the coupon 
today. No agent will call. 


Teachers Casualty Underwriters 
663 T.C.U. Building Lincoin, Nebr. 
Free Information Coupon 


ers for teachers and here you find 
much more than cold business protec- 
W 0 M iy N 9 $ . | £ L D A < MY tion. You discover a friendly, sym- 


pathetic interest in time of misfortune 
American Society for the Control of Cancer —an understanding of your problems— 
1250 Sixth Avenue, New York City 


and a sincere desire to be eet en 
WHAT YOU CAN DO TO HELP. Enlist in the Women's Field Army. 


Yes, you will find the T.C.U. Umbrella 
a safe, dependable, and happy refuge in 

Send $1 to the American Society for the Control of Cancer today. Seventy cents 

of your dollar will be spent by your State Division in cancer control work. 


To the T.C.U., 663 T.C.U. Building, 
Lincoln, Nebr. 


I am interested in knowing about your 
Protective Benefits. Send me the whole 
story and booklet of testimonials. 


time of stogm. Why not join with the 
thousands of fellow teachers and be Address 
sure of a guaranteed income in time of (This coupon places the sender under 
need? no obligation) 

NO AGENT WILL CALL 


Spencer Model D Delineascope 


@ Has the optical equipment that results in clearly 
detailed, attention-compelling screen pictures, and 
also the modern Spencer mechanical features that 
give greater convenience in operating. 

For complete information on Spencer Delinea- 
scopes for classroom use, or for auditorium 


models, write for Catalog K-78. Address Dept. 
NE-7-3. 


s 


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DB’ 
inn . al 


Spencer Lens Company 
Buffalo GS New York 


WLuME 26, NUMBER 3; MARCH 1937 








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, 1007 N. Dearborn St., Chicago, Illinois 





ALBERT 


Teachers’ Agency 


25 E. Jackson Bivd. 
Chicago, Ill. 


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. 





Ravi0 MAT 


Talk from your 
screen with quickly 
RITTEN 
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@ 50 Radio-Mats $1.50 & 
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Accept no substitute 


NERY OF THE SCRE 


Make Your Own 


ples 
RADIO-MAT SLIDE 


CO., INC. 
1819 Broedway 
New York, N.Y. 











——a | 


WANTED: MANUSCRIPTS 


| New York book publisher respectfully 
solicits worth while manuscripts. 


FORTUNY’S, 45 West 45th St., New York, N.Y. 










March, April, May and June are excellent months for interesting 


your girls and boys in the World’s Great Paintings. 
pils something NEW, INTERESTING and HELPFUL in these later 


Picture Study’’? 





Mother and Daughter LeBrun 


268 Miniature Colored Pictures 


Most of them are on paper 3}x4}. 
One Cent Each for 50 or more. 
Postpaid. 


TWO CENT SIZE PICTURES, for 25 or more. 
ONE CENT SIZE PICTURES, for 50 or more. 


All of the TWO CENT SIZE‘in the “‘Course’’ are in the beautiful ‘‘Boston Edition,’’ in Sepia 
(brown), on slightly rough paper. 


CATALOGUES. 
The Perry Pictures Company, Box 4, Malden, Mass. 


Give your pu- 


months of the School Year. 


‘The Perr Pictures 


will add interest to their studies in Language, Literature, History 
and Geography. 


With ‘‘Our Own Course in Picture Study”’ it is so easy to interest 
them in Picture Study. 


ts there any child who cannot bring TWO CENTS once a month for a picture he wil! always 
cherish and which he may never understand so well unless he learns about it in this‘ ‘Course in 


ceners- Name your grade and school and ask for a FREE sample picture and its Descriptive 
et. 


Size 5% x 8. 


Size 3x 


Send 15 cents in coin or stamps for’64-page Catalogue 
of 1600 miniature illustrations and two Pictures. 


Bird Pictures in Colors, 7 x 9, THREE CENTS EACH for 20 or more. 


[ A-46 ] 


THE JOURNAL OF 


Your BIGGEST Job 


Help students save a year or two by d 
now and preparing for a life's work that suits 
and pleases them. 


COMMONWEALTH 


Vacaticnal 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 an 
men and women. 

Send today sur ‘ou wont regret it—for a fa 

Free Circular about this most modern method, la 
THE COMMONWEALTH BOOK CO., Inc, 

245 Railway Exchange Bidg. Chicago, m, sc_ 

cl 

BOOK MANUSCRIPTS ag 

WANTED , 

on all subjects. Write for free booklet, th 
MEADOR PUBLISHING COMPANY 

324 Newbury St. Dept. Y le 

Boston, Massachusetts f 

( 

PROSE and POETRY GUILD x 

OFFERS FIVE FIVE-DOLLAR PRIZES th 


for the best unpublished poems and short short | ar 
stories by known and unknown writers. } 


PoEMS AND STORIES TO BE INCLUDED IN a 
UILD ANTHOLOGY th 

Manuscripts cannot be returned 
Prose AND Poetry GyILp + 
Dept. NE 75-5th Avenue, New York City Ww 
nu 


BALOPTICONS# 


Ww 

ef 

AB & L Balopticon will prove Y 
the most economical as well 

as the most efficient, means of ® 

teaching visually. There is a d 

B & L Lantern Slide or Opaque r 
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Reprinted again 
TODAY’S 


YOUTH 
PROBLEMS 


We shall have the kind of country 
in 1950 that we deserve to have. 
And the kind of country we shall 
have in 1950 depends on the kind 
of men and women which the 
youth of today are determined to 
be. Civilization can rise no higher 
than its source. 


an 
= 


16 pages $.15 per copy 


Discounts for quantities. Funds must 
accompany orders for $1 or less. 


NATIONAL EDUCATION 


ASSOCIATION 
1201 16th St., Washington, D. C. 

















THE NATIONAL EDUCATION ASSOCIATION | 





[Continued from p 96| 


f Colorado Education Association 
provides for welfare of its members 
: _At a meeting of the Delegate Assembly 
of the Colorado Education Association in 
December, plans of that association’s Wel- 
. fare Committee for group life insurance 
and hospitalization for Colorado teachers 
were approved. The plan of insurance 
o- adopted is Association Group Life Insur- 
” ance, for which any member of the Colo- 
1s rado Education Association who is regu- 
cd. larly employed in educational work by a 
eS. | school district in Colorado or by the asso- 
—— | ciation, and who is not over sixty years of 
age, is eligible. Under the hospitalization 
plan, 2000 enrolments are required to put 
Jet, | | the hospital benefit fund into operation. 
NY A mother speaks—The following 
mY 11 letter from a Wyoming mother is selected 
from the fan mail of “Our American 
Schools” (see p 96) as an illustration of 
ES the interest and support waiting to be 
ort |} | aroused in thousands of parents who have 
ambitions for their children and faith in 
the schools. 


National Education Association. Dear Sirs: I 
just got in on the end of your broadcast about 
mral schools and how Uncle Sam intends to 
help them. I did not hear the name that I should 
ak for but hope you will send me a leaflet. 

I will take the liberty to add that I think it 
would be a wonderful undertaking for the gov- 
q@mment to step in and help us. I am a mother 
two children and they have three miles to go 
school. We have had fifteen degrees and twenty 
degrees below zero weather. Now I ask you if 
jou think a six-year-old child should be able to 
tfavel this distance and accomplish anything after 
Mearrives there. You know we have three or four 
tionths of this weather. The teacher tells me how 
the children come to school day after day and 
@ sometimes for over an hour with the cold 
parts of their body frosted. My children are not 
the only ones who have this distance to travel. 
The schoolhouse takes two hours to get warm 
iter the teacher arrives and therefore school 
aamnot be called until usually ten oclock. After 
the children arrive they cannot go into a warm 
thoolroom. I couldn’t begin to tell you the hard- 
hips the children in rural schools have to put 
i with. No water. The result is a child is six- 
ten or eighteen years old when he reaches the 
ath or possibly the eighth grade if he has lots 
luck. And that is the end of his schooling for 
it refuses to go on and be with children so much 
jounger than he. Of course, we are so few com- 
fared with the city people that we are not even 
ven a thought. 

I think if you or a few of your helpers would 
me out this time of year and visit a few of our 
funtry schools and see for yourselves, you 
Would feel like I do, that it is where so many of 
Wr uneducated people come from and I know if 
‘grown person had to walk six miles every day 
ad work all day—he would do something about 
t But that is what is expected of our six-year-old 
tildren, It is really a much more serious situa- 
%n than many people realize. Please come see 
ft yourself. I have only touched the high lights. 

I speak for many mothers not only in Wyom- 
tg but Montana and other western states who 
lve the same situation. And I speak for these 
tethers who pace the floor [Cont. on page A-49] 








ih PLUME 26, NUMBER 3; MARCH 1937 





ORLD 











_— =aeomns 
_ wide, 39" deep, and ma 
phere its border 


s for hanging. Around ‘ 

d illustrations tracing this fas- 
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you eat itin the home. 


eal map— in 4 color 


Its ar 
tock with riveted hole 


of heavy § 
ou’ll find a series of many colore 
m the moment it leave 


g 


to spawning grou 
found this handsome map — 
utritional courses. We think you en 
w—and we'll send it promptly, to a 


pay only the small mailing cost. 


Many teachers have already 


helpful for geography and n 
too. Fill out the coupon belo 


u 
new interest to your class work. Yo 


We Manufacture Cans > 


----== Home Economics Department JNE-3 =~ 


N CAN COMPANY 


YORK, N. Y. 


We Do No Canning 


A 
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NAM ee euelialit 
ite) ei 
CITY OT | alll TIS 
Pee en maa 


free Salmon Map, 


Please send me a 


i i ction. 
54"x 39", for use in class instru 


d find 10¢ for mailing cost 


Enclose 


[ A-47 | 














Airplane View 
of Campus 


the Mississippi 


STUDY FOR 
ACHIEVEMENT 


ENROLL NOW 
SUMMER 
2 SESSION 


3 UNIVERSITY“MINNESOTA 


Grasp this opportunity for profitable study in the pleasant environ- 
ment of Minneapolis with its lakes, parks. museums, art centers, 
theaters and cafes. Minneapolis is the gateway to one of the 
Nation’s most famous playgrounds—the ‘‘Land of 10,000 Lakes.’’ 


NEW MASTER’S DEGREE FOR COURSE WORK ONLY 
Your Choice of 600 Courses : 


in Adult Education, Biology, Chemistry, Physics, Speech, Public 
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600 Courses 
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Special Lectures 
Noted Libraries 


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TWO TERMS: 


June 14 to July 24 
July 24 to Aug. 28 


Write for Complete Bulletin 
Director of Summer Sessions, Dept. 12 


UNIVERSITY OF MINNESOTA 


Minneapolis, Minnesota 























[ A-48 | 


on the Banks of 













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 | 
a hours; $25 for four semester hours; $15 for two semester 
ours. 

For information address Dr. Ralph J. Gilmore, Director, 205 
a Building, Colorado College, Colorado Springs, 
olo. 
























































May we laine a 


UNIQUE FUNCTION OF EDUCATION 
IN AMERICAN DEMOCRACY 


Prepared by the Educational Policies Commission 
in collaboration with 


CHARLES A. BEARD 


| Drawings by Van Loon 


A declaration of the nature of education and its obligations together 
with the conditions requisite to the discharge of these functions 


Bound in cloth with board cover, Price $ .50 postpaid. Discounts on quantity orders: 2-9 copies, 10%; 10-99 copies, 25%; 100 or 
more copies; 3314%. Orders for fewer than three copies must be accompanied by cash. 


| THE EDUCATIONAL POLICIES COMMISSION, 1201 16th STREET, N. W., WASHINGTON, D. C. 










for your own enjoyment 


for professional associates 


for lay friends of education 











THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 











} 
} 
| 








VOLUME 26, 


lh earilel clah in in 


OUUTL obi Ao 





AWA 


SUMMER SESSION: June 28 - Aug. 6 


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 and visitors from other schools 
make vital here, courses in race mixture 
and psychology, Pacific problems and 
history, poe 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, Pbh.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- 
en Neuhaus, Ph.D., Professor of Art, 
Iniversity of California, Berkeley. © Sidney 
L. Pressey, Pbh.D., Professor of Educational 
Psychology, Ohio State University. 
A Ly wed bulletin containing detailed information 
will be sent upon request. Please address: 
Director of Summer Session 


UNIVERSITY OF HAWAII 


Honolulu, T. H. 


NUMBER 3} 


Gof 


[Cont. from page A-47]| until her children come 
wondering which part of the body will be froze 
tonight, and who cries as hard as the child when 
he does arrive chilled to the bone. Our govern- 
ment has a law enforcing our children to go to 
school. Will they please do something about 
getting them there in a condition that they are 
able to study? For a child who is so cold cannot 
justly apply himself the entire day. Thanking you 
for the leaflet, I am, Very truly yours, Mrs. 
Andrew Nelson. 


The Department of Art Educa- 
tion—“Art today is one subject that may 
be taught with as much vision in the rural 
school as in the big city system. The key 
to the situation is the vision and creative- 
ness of the teacher and his ability to unlock 
the latent appreciation dormant in his 
pupils’ minds. That is a big order. There 
are so many teaching art in the grades who 
have had no training in the subject that 
an organization whose aim is based upon 
a desire to aid the art teacher is sure to be 
welcomed. The Department of Art Educa- 
tion of the National Education Association 
is formed for just that purpose. The de- 
partment publishes a bulletin, holds two 
annual meetings, and promotes contacts 
between the art teachers of the nation. All 
art teachers who feel that a more strongly 
integrated art group will hasten the spread 
of true art education in the United States 
are urged to send $1 for membership to the 
national secretary-treasurer, Mrs. Dora B. 
Hatfield, David Hill School, Akron, Ohio.” 
—Muriel V. Sibell, head of the Fine Arts 
Department at the University of Colorado, 
and vice-president of the department. 


Cartoon project—The Division of 
Publications of the NEA is sponsoring a 
Nationwide Highschool Cartoon Project 
in connection with American Education 
Week 1937. The plan is to have cartoons 
drawn depicting ideas suggested by the 
daily topics for American Education Week 
as given on p68. All entries must be re- 
ceived by June 15, 1937. For complete in- 
formation address the Division of Publica- 
tions, NEA, 1201 16th St., N.W., Wash- 
ington, D. C. 


Miss McSkimmon honored—A 
portrait of Mary McSkimmon, former 
president of the National Education Asso- 
ciation, was unveiled at the Pierce School 
in Brookline, Mass., on January 8, 1937. 
At the unveiling ceremony, the school 
auditorium was named for Miss McSkim- 
mon. Until her retirement four years ago, 
Miss McSkimmon was principal of Pierce 
School, with which she had been asso- 
ciated for 39 years. 


The 1937 Commencement Packet, 
now available for immediate delivery, con- 
tains a 64-page printed manual which car- 
ries suggestions regarding vitalized com- 
mencement programs; | Cont. on page 51 | 


MARCH 1937 












































DODSON- 


Munor’ ELCTURES 


Industrials—Birds—Animals 
Flowers—Trees—Old Masters 


The finest and only au- 
F thentic collection. Makes 
school work easier for 
teachers, more fascinating 
for pupils. 1500 sub- 
jects. 374 actual photo- 
graphs, 7 x 9”, natural 
colors, of birds. Special 
selection of 33 bird pic- 
tures $1.00. Progressive 
views 6 x 8” of leading 
American industries, Cop- 
per, Coal, Lumber, Rub- j 
ber, Cotton, ete. 
Circular and price list 
free. 
JOSEPH H.DODSON Co. 
5 Harrison Ave. 
Kankakee, till. 





eT aa aed ne 






Atiend Summer Schaok 
“Olorado Rockies 


CONTINENTAL DIVIDE- Seen on Student Tours 


p v4 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. 


Vacation Railroad Rates 
Boulder Common Point from East and South 


University of Colorado 
Boulder, Colorado 


SEND TODAY for Complete Information | 
| Dean of the Summer Quarter (Dept. S) | 
University of Colorado, Boulder, Colo. 
| Please send me the bulletins checked below: | 
Summer Quarter Catalog | 
| Summer Recreation Bulletin——— 
l Field Courses in Geology and Biology | 
| 
| | 
| 
| 








Graduate School Bulletin—— 


Ee ne ee ee 











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, 
Tabiti, 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! 


* 








Dd in mint aTua t 
a Ww ont 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-50 ] 


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. 

SELLING CompTon’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. 59 


F. E. COMPTON & COMPANY 


1000 North Dearborn St., Chicago 








YZ | SuMMER SESSION 


VERMONT 


MU) Jy Oth to 





on ake 
































—_— wt 





UNIVERSITY OF 


August 13th 


Graduate and un- 
dergraduate courses 
f in Liberal Arts, 
Education, Business 
* Administration and 
= Engineering. 
=. Courses for ele- 
# mentary and high 
school teachers. 
Special work in 
Dramatic Art and 


)}) 


sity subjects. 


SP -Wate), |. meve) 8 8 ie: 
OF EDUCATION 
Combine your summer course with unmatched vata- 


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-July 30. 2-wk. spec. courses begin June 28 and July 12. 
Edna Dean Baker, President, Box 716-C, Evanston, Ill. 





_—_—S|- as. US hlUr.lUCUrSF 


NIVERSITY 
i UJ OF DENVER 


SUMMER SCHOOL 
[st Term: June 14-July 16 
2nd Term: July 19-Aug. 20 | 


Graduate and undergradu- 
ate courses in all Univer- 


CHAMPLAI N Nursing Education. 


Excellent musical 
and dramatic entertainments. Delight- 
ful climate. Mountain and Lake ex- 
cursions under University direction. 
Enrollment limited. 





Write for Illustrated Catalog 
BENNETT C. DOUGLASS, Director 


Burlington Vermont 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | 


m Many special courses for 
teachers. 
Credit towards degrees. 
Unusual recreational ad- 
vantages in the Rockies. 


7 UNIVERSITY of DENVER 
DEPARTMENT A DENVER, COLO. 
Send me your Summer School Bulletin 





City and State 











[Cont. from page A-49]| 
a copy of Horace Mann: His Ideas and 
]deals; and other useful materials. Order 
from the National Education Association, 
yor 16th Street, N.W., Washington, 
D. C., cost price, 50 cents. It is requested 
that cash accompany orders for $1 or less. 


Vew\ ), SPublications 





The Improvement of Education: Its 
Interpretation for Democracy is the title 
of the 1937 Yearbook of the Department 
of Superintendence which was presented 
to the New Orleans convention of the 
Department. Part I deals with “The 
Social Scene” and Part II with “The Edu- 
cational Responsibility.” The Yearbook 
goes free to all members of the Department 
or may be purchased for $2 per copy. 

Minimum-Salary Laws for Teachers is 
the title of a publication prepared by 
the Research Division for the Committee 
on Tenure. It presents a summary of stat- 
utes and regulations on minimum salaries, 
discusses state support and teachers’ sal- 
aries, advantages and disadvantages of 
minimum salary laws, and abstracts of 

| such laws in twenty states. Price 25¢. 

| Addresses and Proceedings—The 1936 
| Volume contains the report of the Port- 
"land convention of the National Edu- 
—— ation Association and a partial report of 
the St. Louis convention of the Depart- 
ment of Superintendence. It is now being 
distributed to life and five-dollar mem- 





di vaca- . : 
sd vac bers. Price $3 per single copy. 

.dvanced 

grades— 

7 [Cont. from p 98] CURRENT YEAR 

on June AtaBAMA—Birmingham, Kennedy 
to i Ataska—Dillingham, Snag Point; Peak Island via 


Valdez, Peak Island; Tanana, Tanana Territorial; 
Wacker City, Wacker City Territorial 
Arizona—Mesa, Mesa Public Schools 
Catirornita—Anaheim, Broadway; Berkeley, Univer- 
sity Elementary, Whittier; Encinitas, Encinitas 
Elementary; Fresno, City Administration, Morris 
E. Dailey, Evening High, John C. Fremont, E. R. 
Snyder Continuation High, Teilman; Glendale, 
Benjamin Franklin, Lincoln; Hermosa Beach, 
Hermosa Beach Public Schools; Long Beach, 
Avalon, Burnett, Lowell Elementary, McKinley; 
Los Angeles, Burnside, Echandia Street, Gardenia, 
Hyde Park, Instructional Section 2, 118th Street; 
Los Angeles County, Los Flores, Ramona, Fries; 
Moorpark, Moorpark Elementary; Pasadena, Ar 
royo Seco; Pomona, Abraham Lincoln; St. Helena, 
St. Helena Union High; San Diego, Chollas, 
Encanto, La Jolla, Sunshine; Stanislaus County, 
Keyes, Milnes, Ransom 
| Cotorano—Denver, Crittenton 
DeELawarE—W/ilmington, duPont Special District 
District or CotumBia—Washington, Orr, Charles 
Young Platoon 
Froripa—DeFuniak Springs, Euchuanna 
Grorc1a—Atlanta, Grant Park, Morningside; Brooks 
County, Barwick 
LLINOIsS—Berwyn, Irving; Bridgeport, Bridgeport 
Public Schools; Bristol, Bristol Grade; East 
Aurora, East Aurora Public Schools; Eldorado, 
Jefferson, Lincoln; Galena, Galena; Ingleside, 
Gavin; Monmouth, Central, Garfield, Harding, 
Junior High, Willitts; Watson, Watson; West 
Harvey, Washington 
NDIANA—Connersville, Grand Ave.; Decker, Decker 
Chapel, Orrville; Evansville, Evansville Public 
Schools, Administrative Office, Benjamin Bosse 
High, Carpenter, Centennial, Central High, Co 
lumbia, John Culver, Fulton, Stanley Hall, Har 
wood, Lincoln Elementary, Lincoln High, Francis 
Joseph Reitz High, Third Ave., Daniel Wertz; 





ort Wayne, Harrison Hill; Hammond, Gene 
Stratton Porter; Muncie, Harrison Elementary; 
aktown, Oaktown; Terre Haute, Davis Park; 
incennes, Sz ; : <2 
ennes, Sandborn | Cont. on page A-52]| 





hough the Gary of the 


‘ 


/eachtta 





En Route Stop at 


CANADIAN 





JASPER 


({* NATIONAL PARK 
















y J Here’s one vacation you'll remem- 

) ber with pleasure no matter where 
your travels take you in years to 
come. This trail to fresh new thrills 
follows the main line route of the 
Continental Limited—to Jasper 
National Park in the Canadian 
Rockies. There, you'll find your 
favorite outdoor diversion at its 
best—amid such scenery as only 
the Canadian Rockies can offer— 
and with Canadian National's fa- 
mous hospitality extending over 
every minute. From there, you con- 
tinue on as a guest of this same 





NS cnn s nn tade 186 Tremont Street 
ee eee 420 Main Street 
Chicago...... 4 §. Michigan Avenue 
Cincinnati. .206 Dixie Terminal Bldg. 
Detroit. .1239 Washington Boulevard 
Duluth. ......428 W. Superior Street 
Kansas City.......414 Fairfax Bldg. 
Los Angeles... .607 8. Grand Avenue 


Minneapolis. ..634 Marquette Avenue 


ATION | VOLUME 26, NUMBER 3; MARCH 1937 





W ashingion, D.C.. 


CANADIAN NATIONAL 


great organization to Vancouver, 
or Prince Rupert—and on up the In- 
side Passage to Alaska aboard a pa- 
latial Canadian National steamer. 
Rates at Jasper Park Lodge are from 
$7.00 per day with meals. Round 
trip fare to Alaska, including meals 
and berth except at Skagway begins 
at $95 ($115 via Sitka) and ap- 
plies from Vancouver, Victoria, or 
Seattle. All outside rooms. 


Low rail fares. Air-conditioned equip- 
ment from Montreal, Toronto, St. Paul 
to Jasper and Vancouver. For new Alaska 
and Jasper National Park booklets, call 


or write any Canadian National Office. 


Mew York, .2.éss: 673 Fifth Avenue 
ee SPE 360 McGill Street 
Philadelphia... .1500 Chestnut Street 
Pittsburgh.........355 Fifth Avenue 
Portland, Me...Grand Trunk Ry. Sta. 
San Francisco...... 648 Market Street 
SOON Ss les 1329 Fourth Avenue 
ee eee 314 No. Broadway 


St. Paul...First National Bank Bldg. 
-922 15th St., N. W. 






TO EVERYWHERE 
IN CANADA 





[ A-sr | 





MAGNIFICENT 
INCREDIBLE 


Veowline 


AWAITS YOU... 


You know the long list of Yellowstone’s won- 
ders—its mighty falls and canyons, its geysers, 
paint pots, cliffsofglass and abundantwild life. 
And the perfect approach to these wonders is 
through Gallatin Gateway wherethe romantic 
atmosphere of the old West still lingers. 


Bargain Rail Fares. And park tour costs this 
year, including transportation in the park, 
meals and lodging at Old Faithful Inn and 
Canyon Hotel, are surprisingly low. 


Travel on the air-conditioned OLYMPIAN 
that is electrified through Montana Canyon. 
And here’s a tip! Stop a few days at The 
Milwaukee Road's Gallatin Gateway Inn in 
the heart of the Dude Ranch country. You'll 
enjoy it. Pay-as-you-go or travel on the 
all-expense plan. 


Send for free literature 


GEO. B. HAYNES, Passenger Traffic Manager 
Room 916, Union Station, Chicago 


MILWAUKEE 


THE OLYMPIAN 


[Cont. from page A-51] 


Kentucxy—Bloomfield, Bloomfield Public Schools; 
Corbin, Corbin Public Schools; Covington, Fifth 
District, Seventh District, Sixth District, Spring 
Lake, Tenth District; Hopkinsville, Virginia 
Street; Lexington, Ashland, Russell Cave, Shelby, 
South Elkhorn, Walnut Hill, Wolf Run; Louis- 
ville, George D. Prentice; Murray, Murray State 
Teachers College; Russellville, Russellville Public 
Schools; Somerset, Fourth Ward Elementary, 
Parker . 

Lovistana— Ascension Parish, Donaldsonville, 
Dutchtown, Gonzales, Prairieville, St. Amant; 
Montgomery, Montgomery High; New Orleans, 
H. W. Allen Elementary, H. W. Allen High, 
Belleville, C. J. Colton High, R. T. Danneel, John 
Dibert, Irmadale, La Salle, McDonogh No. 11, 
McDonogh No. 18, McDonogh No. 31, W. O. 
Rogers, Schwarz 

MaryYLanD—Thurmont, Creagerstown ’ 

Massacuusetts—Gloucester, Collins; Melrose, High; 
Springfield, Robert O. Morris; Wrentham, George 
L. Vogel . f 

Micuican—Alma, Alma Junior High, Hillcrest, 
Republic, Washington, Wright Avenue; Battle 
Creek, McKinley, Washington; Bay City, Dolsen, 
Trombley; Detroit, Craft, Garfield Elementary, 
Grant, McMichael Intermediate, Noble, North- 
ville Open Air, Russell, Trowbridge, Winterhalter 

MisstssipP1—Biloxi, Lopez; Philadelphia, Shady 
Grove High 

Missouri—Kansas City, Faxon, Longieliow, Mt. 
Washington; St. Joseph, Jr. College, Krug Oppor- 
tunity 

Nevapa—Fallon, Churchill County. High; _ Elko 
County, Wells Grammar; Eureka County, Eureka 
County Public Schools; Lander County, Austin 
Public Schools, Battle Mountain Grammar; 
Ormsby County, Ormsby County Public Schools 

New Jerstv—Atlantic City, Monterey Avenue Girls’ 
Vocational; Gloucester, Hunter Street; Moores- 
town Township, Lenola; North Long Branch, 
North Long Branch; Trenton, Parker 

New YorK—Bloomnigburg, Bloomingburg Union 
Free; Johnstown, Montgomery; Mount Vernon, 
Nichols Junior High; Port Jervis, East Main 
Street; Poughkeepsie, Poughkeepsie Public Schools, 
Cannon St., Governor George Clinton, William 
W. Smith; Schenectady, Seward, Nott Terrace; 
Solvay, Solvay High; Westchester County, Alex- 
ander Hamilton High (Greenburgh No. 9), Quaker 
Ridge (Scarsdale No. 2) 

Oxnto—Akron, Krumroy; Bartlett, Wesfield High; 
Canton, Daniel Worley; Cincinnati, Peaslee; 
Galion, Galion Public Schools, East, Sr. High, 
North, South, West; Johnstown, Johnstown Public 
Schools; Mansfield, Western Ave.; Ridgeville 
Corners, Ridgeville Rural; Sandusky County, 
Sandusky County Public Schools, Townsend Town- 
ship; Troy, Margaret Heywood; West Carlisle, 
Perry Pike High 

Orecon—Central Point, Central Point; Gold Hill, 
Gold Hill; Medford, Roosevelt; Portland, Gilbert 

PENNSYLVANIA—Bradford, Bradford Public Schools; 
Dauphin County, South Hanover Township; 
Easton, Easton Public Schools; Johnstown, Os- 
borne, Rosbury; Lancaster County, Manor Town- 
ship Elementary; Lycoming County, Jersey Shore 
Boro, South Williamsport Boro; Middletown, 
G. W. Feaser; Montgomery County, Penn Square, 
West Conshohocken; Pittsburgh, Andrews, Beech- 
wood, Cargo, Chartiers, East Carnegie, Fineview, 
Fort Pitt, Frick, Hancock, Home of Crippled Chil- 
dren, Homewood, Lawrence, Morningside, Morrow, 
Oakwood, Obey, Westwood, Wind Gap, Woods 
Run; Sunbury, Fifth Ward; Wellsville, William 
Wells Young Memorial; York Springs, York 
Springs 

Soutn Carotina—Kingstree, Wayside 

TENNESSEE—K nosrville, Brownlow 

Texas—Beaumont, J. L. Giles; Dallas, John Henry 
Brown, Cockrell Hill, Colonial, Cumberland 

Utran—Salt Lake City, Columbus, Uintah 

VermMont—St. Albans, Barlow St. 

WaSHINGTON—S pokane, Spokane Continuation High 

West Vircinta—Berwind, Baldwin Grade; Blue- 
field, Beaver High; Foster, Foster; Huntington, 
Barboursville Jr. High; Raysal, Raysal 

Wisconsin—Green Bay, Roosevelt; North Fond du 
Lac, North Fond du Lac Public Schools 


Pacific Northwest 
California « Alaska 


on He Empire 
Builder 


every luxury * every economy 
Low Summer Fares 


@ It's easy to stop-off at Glacier Park—on the 
main line of Great Northern Railway betwee 
Chicago, St. Paul, Minneapolis and Spokane, § 
Seattle, Tacoma, Portland. You can see Glaciet 
Park on 1, 2, or 3 day Stop-Off Tours. Ask 
your local railway ticket agent or tour bureal. 


Japan Tour—68 Days—All-expenses, 
Chicago to Chicago—$440.00 


RO A D ----PLEASE CLIP AND MAIL COUPON=#"" 
, » a A. J. DICKINSON, Passenger Traffic Manager 
Great Northern Railway, Dept. J-1, St. Paul, Minn. 
Please send me information about your service ® 
Glacier Park [J Pacific Northwest [) Alaska 0 
California (J All-expense Tours [) Japan Tour O 


THE HIAWATHA Economy Rates, plus a downtown 
2501-4 location, make the Annapolis 

- — PI \a é your logical hotel in the Capital. 
ae aip There you'll find that personal at- 
X84 tention for which it is famous the 
world over. Write for free pictorial 


CHICAGS~ \ map and special group rates. 
p Pd MILWAUKEE y \ FREE PARKING 8 


PAUL 
+c sat | 400 Rooms with Bath from 2 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





' 

i 

H 

; 
; 
a 











A ok ame ellen cated 








y 

















¥y 


“Tournal 


VOLUME 26 


of the NATIONAL * EDUCA'TION + ASSOCIATION 
OF + THE + UNITED + STATES—MARCH 1937 


NUMBER 3 


The OUTLOOK for AMERICA 


ARELY in human history has it been harder to esti- 
mate the future than now. The whole race, 
brought closer together by new communica- 

tion, is seething with ideas, with plans and counter 
plans, with currents and cross currents of power, with 
despairs and dreams. 

For people with strong hearts it is a great time to be 
upon the scene of action. Every despair is a challenge; 
every need, an opportunity for service; every new 
power, an instrument of hope. 

Overseas, farreaching adjustments are inevitable 
either with war or without it. This generation is not 
likely to see political stability among the nations and 
may as well get used to the uncertainty. We cannot 
escape the effects of conditions abroad, but we can 
build up a stable economy of abundance in spite of 
conditions abroad. Our foreign trade has been—and 
under present setups is likely to be—so managed as to 
benefit the few more than the many. 

Within America, conditions are unmistakably better 
and we have much to be thankful for. Our problems 
are not solved; they are not half solved; and few peo- 
| ple have as much understanding of them as they 
) might reasonably attain if they would rely less upon 
| periodicals and more upon books and personal in- 
| quiry. But we have a breathing spell; we still have a 
chance to inform ourselves and to act within the 
framework of freedom—the ballot and competent rep- 
resentatives with integrity at the seats of government. 

Never in our history have the rights of man been as 
' secure as our schoolbooks mistakenly led us to believe. 
They should have taught us that eternal vigilance is 
the price of liberty and could have driven the truth 
home by a realistic discussion of local affairs. They 
should have taught us that the safety of the state is 
watchfulness in the citizen. They should have taught 
us that there are traitors of peace as well as of war and 
that opportunities for watchful, heroic, and patriotic 
duty come to the teacher, the preacher, the editor, the 
lawyer, and the officer of government, as well as to the 
soldier. Some teachers have always done this and it is 
a hopeful sign that more today are teaching as tho the 
future of democracy depended upon that teaching. 


As times grow better, there are many elements of 
hope and prophecy. Here are a few of them: 

The expansion of the schools and their increasing 
effectiveness, particularly the move toward tax sup- 
ported adult education. 

The development of new and powerful independent 
forces of enlightenment such as the Civic Education 
Service, Science Service, and the National Home Li- 
brary Foundation—all of Washington, D. C. 

The striking growth of the consumers’ cooperative 
movement and its increasing emphasis on education. 

The growing sense of civic responsibility among 
the best newsmen of press and radio. 

The growth within the legal profession of a move- 
ment toward public law offsetting the traitorous ex- 
cesses of the corporation lawyers. 

A more critical watchfulness of the courts too 
largely staffed by corporation lawyers. 

Our purpose and our ability as a nation to care for 
vast numbers of unemployed—mostly stranded thru 
no fault of their own. 

Our concern for the aged, for whom we are making 
pitifully small provision, but a beginning nevertheless. 

Our steady gains in public health and in medical 
science. 

The growth of public sentiment toward the conser- 
vation of human and natural resources—special service 
to youth, flood control, reforestation, soil saving. 

The spread of the idea of planning, of which the 
work of the National Resources Board is a prophetic 
example. 

And so the list might go on. New things must be 
done if our people are to go forward. 

Most encouraging of all is the coming of new life 
upon the scene of action—new vitality, new leader- 
ship, new outlook. Everywhere in home, school, legis- 
lature, press, agriculture, and industry this new blood 
is now appearing. To it we may turn with faith and 
hope, remembering always that to have great leaders 
we must have a great people and that no people can 
be better than their teaching. It is a great time to be 
a teacher. 


—Joy Ermer Morcan 


VOLUME 26, 


NUMBER 3; MARCH 1937 


[ 67 | 





the Association looking toward par- 

ticipation of the federal govern- 
ment in the financial support of educa- 
tion was discussed at length in the Feb- 
ruary JouRNAL | p49-56]. Senate hearings 
are expected to be underway before this 
JourNat reaches its readers. If you wish 
to see the Harrison-Black-Fletcher Bill 
become law, write your representatives 
in Congress at once. Let the teaching 
profession show that it can act con- 
certedly and en masse! Hearings in the 
House will follow those in the Senate, 
which it is expected will have been held 
before this JourNAL reaches readers. Note 
the article by Senator Josh Lee of Okla- 
homa on the opposite page. 

Teacher welfare—The Association is 
steadily working in the field of teacher 
welfare. The profession cannot rise above 
the personnel of those who compose it 
and the opportunities for development 
available to them. Furthermore, neither 
the educational system of the nation nor 
the educational welfare of the people can 
be elevated above the level of the pro- 
fessional school staff. Several teacher wel- 
fare problems are being emphasized by 
the Association. One of the projects in 
this connection is the publication of leaf- 
lets on some of these problems, includ- 
ing salaries, retirement, tenure, and aca- 
demic freedom. The first three of these 
| shown in the illustration] have already 
been published, together with a leaflet 
describing the general program of the 
Association in the field of teacher wel- 
fare. The leaflets are written in simple 
nontechnical language suitable for dis- 
tribution to laymen. Copies may be 
secured from the Association by those 
who desire them. 

Another publication affecting teacher 
welfare is the January Research Bulletin 
entitled, “Financing Public Education,” 
which presents facts about the educa- 
tional expenditures of local, state, and 
national governments. 

Also in the field of finance, and even 
more closely related to teacher welfare, is 
Educational Research Service Circular, 
No. 1, 1937, entitled “Salaries of Class- 
room Teachers in 64 Cities over 100,000 
in Population, 1936-37.” 


Frees support—The program of 


[ 68 | 


PROGRESS toward FEDERAL SUPPORT 


And Other Association Activities 


American Education Week—1937— 
The general theme will be “Education 
and Our National Life.” The daily topics 
suggested are: 


Sun., Nov. 7—Can We Educate for Peace? 

Mon., Nov. 8—Buying Educational Service 

Tues., Nov. 9—The Horace Mann Cen- 
tennial 

Wed., Nov. 1o—Our American Youth 
Problem. 

Thurs., Nov. 11—Schools and the Consti- 
tution 

Fri., Nov. 12—School Open House Day 

Sat., Nov. 13—Lifelong Learning 


NEA TEACHER WELFARE LEAFLETS 





Membership — Twenty-two states, 
Alaska, and Hawaii achieved the mem- 
bership goal set by the Representative 
Assembly last summer at Portland, ac. 
cording to the mid-year membership 


count made December 31, 1936. The | 


twenty-two states which increased this 
“paid” membership more than 10 per- 
cent were: 


| 
' 
' 


—Alabama, Arkansas, Georgia, Idaho, Illi- | 


nois, Indiana, Kentucky, Louisiana, Mary- 
land, Michigan, Mississippi, Montana, New 
Hampshire, North Carolina, Ohio, Oregon, 
South Carolina, Tennessee, Utah, Ver- 
mont, Washington, and West Virginia. 


Other significant facts revealed by the 
mid-year membership count are: 


The total membership was 205,114. 

This was 14,170 more than in 1935. 

The total “paid” membership was 156, 
192. 

This was 14,243 more than in 1935. 

Pennsylvania again won first place for 
largest “paid” membership (18,686). 

Ohio stood second (15,609); California 
third (13,994); Michigan fourth (10,224); 
Illinois fifth (go040); New York sixth 
(8874). 

Thirty-three states made increases in 
“paid” membership ranging from 2 to 5322. 

Michigan made the largest net increase 
in “paid” membership (5322). 

Louisiana made the largest percent of in- 
crease in “paid” membership (353 per- 
cent). 

States and territories having more than 
50 percent of their teachers enroled as 
“paid” members were: Hawaii (91 per- 
cent); Alaska (81 percent); Nevada (67 
percent); Arizona (51 percent). 

Cities having more than 2000 “paid” 
members were: Detroit (6474); Los 
Angeles (4353); Milwaukee (2756); Chi- 
cago (2473); St. Louis (2457); Philadel- 
phia (2251); Pittsburgh (2047). 

States having the largest number of 100 
percent counties were: Utah (7); Georgia 
(3); Louisiana (3); Nevada (3); Ohio 
(2); Pennsylvania (2); Tennessee (2); 
Delaware (1); Florida (1); Idaho (1); 
Maryland (1); Virginia (1). 

States having the largest number of 100 
percent schools were: Ohio (682); Penn- 
sylvania (670); Illinois (317); Michigan 
(293); California (289). 

The final membership count for the 
year will be made May 31, 1937. 


— 











THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 












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KEEP the SCHOOL BELLS RINGING 
A United States Senator W rites on Federal Aid 


EpucarTION is a 
universal obliga- 
tion; it belongs 
not to any one 
state but to the 
whole nation. 
The federal gov- 
ernment is the only power that can 
equalize educational opportunities in 
the United States. A child in a poor 
community has the same right to educa- 
tional opportunities as a child in a 
wealthier community. Sometimes only 
a state line separates them; sometimes 
only a township line. 

There was a time when education was 
limited to those with wealth who could 
attend private schools. But the belief that 
only the children of the wealthy should 
be educated was abandoned when de- 
mocracy was established. Our govern- 
ment places the final residue of power 
in the hands of the people. This power 
must be accompanied by intelligence, by 
education, in order that those who hold 
the power may know how to use it for 
the common good. 

People cross state lines—Our nation 
cannot exist half ignorant and half edu- 
cated any more than it could exist “half 
free and half slave.” In this day of 
modern inventions, the states have been 
drawn closer together. State lines are 
gradually fading before our modern 
transportation facilities—the speeding 
automobile, the high-speed zephyr 
train, and the airplane. 

It is important to the wealthier states 
that the children of the poorer states re- 
ceive educational opportunities because 
if the children grow up in ignorance in 
poor states, they may become the citi- 
zens or the criminals of the wealthier 
states. The United States Census has 
shown that one person in every three re- 
sides in a different state from the one in 
which he was born. 

Federal aid for schools would not be 
new policy—The federal government 
in years past has aided education by the 
establishment of land grant colleges 
and also by direct appropriations for vo- 
VOLUME 26, 


NUMBER 3; MARCH 


SENATOR JOSH LEE 


cational education in the several states. 

The policy of using federal funds in 
different localities from which the funds 
were raised has long been established. 
For instance, federal aid in the construc- 
tion of highways, bridges, canals, and 
harbors, has already been accepted as 
good policy for the national government. 

When the government is about to vote 
over a billion dollars for a military pro- 
gram, including the construction of new 
battleships, can anyone who supports 
that program conscientiously oppose the 
passage of a measure by Congress that 
would appropriate one hundred mil- 
lion dollars for equalizing educational 
opportunities among the states? 

Returning tax to source no longer 
basis ‘for expenditure—To limit federal 
expenditures to the source of taxation is 
not only outofdate but impossible be- 
cause taxes cannot be traced to original 
sources. Taxes may be collected from a 
manufacturer in one section but the tax 
is paid by ultimate consumers in all sec- 
tions using the product. Simply because 
taxes are paid into the government by 
the corporation of a certain state does 
not indicate that the people of that state 
have paid the tax. 

We tax a bachelor’s property to help 
educate the children of his neighbors. 
The property of an entire state is sub- 
ject to taxation for the education of all 
the children of that state in progressive 
states which have equalization funds. 
What is there about a state line that 
should prevent us from applying the 
same well-established principles in a fur- 
ther effort to equalize educational op- 
portunities? 

The concentration of wealth in certain 
areas has become a grave problem. It 
cannot be solyed except by the federal 
government, the~only agency which can 
collect taxes over the whole nation and 
distribute them to promote the welfare 
of the whole nation. Problems which 
come to affect the welfare of the entire 
nation, no matter how localized, should 
be declared national problems and dealt 
with as such. We should tax the nation’s 


1937 


wealth wherever it is found to educate 
the children of the nation wherever they 
are. 

Children and wealth not found to- 
gether—In almost direct ratio, the 
wealthier the state, the fewer the chil- 
dren per family; and the poorer the 
state, the more numerous the children 
per family. This results in a great dif- 
ference between the states as to their 
financial ability to support schools. For 
instance, the per capita wealth per child 
of school age in the poorest state is 
$3000; whereas the per capita wealth for 
each child of school age in the wealthiest 
state is $23,500. 

In the large cities where wealth is ac- 
cumulated, the birthrate has fallen off 
to the point where it is insufficient to 
maintain a stable population; whereas, 
in the rural areas, the birthrate is con- 
siderably more than is required to re- 
place farm population. This means that 
our farmers, who are least able to do it, 
are rearing, clothing, feeding, and edu- 
cating many of the future citizens of 
the cities. Thus the great cities where 
wealth is concentrated are not bearing 
their share of the burden of educating 
their own population. 

Education essential to selfpreservation 
—We take pride in the fact that ours 
is a country of equal opportunities. No 
opportunity is more vital to the indi- 
vidual or essential to the perpetuation of 
selfgovernment than that of education. 

Of course, every state and community 
should carry its fair share of the burden 
of education, in proportion to its finan- 
cial ability, but that financial ability in 
proportion to the population of school 
children is so different and varied that 
it becomes the duty of the federal gov- 
ernment to equalize those opportunities. 

The school is fundamental to our gov- 
ernment. We must not let the doors to 
adequate educational opportunity be 
closed to any of our children. Our form 
of government places the power to gov- 
ern in the hands of the governed. With 
power goes responsibility; with responsi- 
bility there must be intelligence enough 
to know how to use that responsibility. 

We must keep the school bells ringing 
in America. 


[ 69 ] 








N 1935 the United States Congress 

passed the District of Columbia ap- 

propriation bill to which was at- 
tached the socalled “Red Rider,” which 
read: “Hereafter no part of any appro- 
priation for the public schools shall be 
available for the payment of the salary 
of any person teaching or advocating 
communism.” 

The National Education Association, 
the District of Columbia Education As- 
sociation, and other organizations and 
individuals have been fighting steadily 
for the repeal of this un-American legis- 
lation. It appeared that efforts toward 
repeal were about to be successful when 
the United States Senate early in Febru- 
ary passed without a dissenting vote a 
bill introduced by Senator Wheeler 
(Montana) providing for outright re- 
peal of the “Red Rider.” 

Preparations were made in the House 
of Representatives for similar action. 
Earlier in the present Congressional ses- 
sion, Congressman Ambrose J. Kennedy 
of Maryland introduced in the House of 
Representatives a bill similar to the 
Wheeler Bill calling for outright repeal. 
However, a day or two before the meas- 
ure was to be brought up in the House 
he announced that he had decided to 
amend the proposal so as to permit the 
teaching of communism but prohibit its 
advocacy. Upon hearing of this the Na- 
tional Education Association immedi- 


ately wired Congressman Kennedy as 
follows: 


Regret report that you plan to amend 
your bill repealing the Red Rider. The Na- 
tional Education Association hopes that 
you will stand by your original bill already 
approved by the Senate which will wipe 
completely off the statute books this un- 
American legislation —Willard E. Givens, 


executive secretary, National Education 
Association. 


Other organizations and _ citizens 
joined in the fight against the com- 
promise. As a result, Congressman Ken- 
nedy decided to stand by his original 
bill, and to work for outright repeal. 
Congressman John W. McCormack 
(Massachusetts) led the fight on the 
floor of the House against outright re- 
peal. As a result, the House finally 
passed his amendment which does not 
prevent teaching of the facts about com- 
munism but does prohibit the advocacy 


[ 70 ] 


Turning 


the 
“RED RIDER’ 
PINK 


of communism as stated in the following 
text of the amendment: 

“Provided that hereafter no part of 
any appropriation for the public schools 
shall be available for the payment of the 
salary of any person advocating com- 
munism or other un-American doctrine 
or treating any such doctrine with favor 
or support, but no official or teacher shall 
be required to make any special decla- 
ration of non-violation hereof as a condi- 
tion for payment of salary.” 

Now the Senate will have to consider 
acceptance or rejection of the House 
amendment. If it refuses the amendment 
the issue will go to a joint conference 
between the Senate and House where 
further action will be determined. 

Herewith are quotations from a few 
of the splendid statements made by a 
number of Congressmen in support of 
outright repeal: 


NORTON (New Jersey): I am hoping 
that we shall have the courage to acknowl- 
edge our mistake today and do our duty 
not only to the public-school system of 
Washington but to the American principles 
of public-school education by joining with 
the Senate to repeal this unwise and unnec- 
essary rider. SHORT (Missouri): 1 think 
that the legislation is unwise, unsound, and 
un-American. FORD (California): It is an 
un-American attempt to censor education 
and to suppress free inquiry and unbiased 
study of systems of government differing 
from our own. SHAFER (Michigan): I 
shall always oppose legislation of any char- 
acter whatsoever that infringes upon free 
speech as granted to us under our Consti- 
tution. LUCAS (Tilinois): There are some 
who believe we should amend by permit- 
ting the teaching of communism in the 
schools but eliminating the theory of ad- 


vocacy. In my opinion that is dodging the | 


issue. FISH (New York): I am for the | 
unqualified repeal of this socalled E 


Rider.” MARTIN (Colorado): This “Red 
Rider” expresses all that remains in this 
country of religious and racial intolerance 
and the spirit of inquisition. It is an insult 
not only to the teachers of the city of 
Washington but of the nation. HARLAN 
(Ohio): The law is an imputation against 
the intelligence, honesty, and patriotism of 
our teachers, in whom we have placed the 
future hopes of our democracy. PATRICK 
(Alabama): I hope there will never be a 
time in America when anything as un- 
American and as undemocratic as this will 
get on the statute books again. LUECKE 
(Michigan): This is a most vicious piece 
of legislation. It is not a blow at commu- 
nism but, rather, it is an act to curb democ- 
racy. HILL ( Washington): Do you know 
that the National Education Association 
has gone on record unanimously against 
this? I challenge the member from Massa- 
chusetts and also the member from Penn- 
sylvania, to go back home and urge this 
same law upon their teachers. O’CON- 
NOR (New York): This “Red Rider” was 
a great mistake. PALMISANO (Mary- 
land): 1 wish to call attention to the fact 
that the placing of this amendment on this 
question of “advocating” is an insult to 
the school teachers of the country. 


Immediately after the compromise 
measure described above was passed by 
the House, the National Education As- 
sociation distributed the following state- 
ment to leaders thruout the country: 


The fight to secure outright repeal of the 
obnoxious “Red Rider” must go on! The 
Senate did its duty courageously on Febru- 
ary 4 voting unanimously straight repeal. 
On February 8 the House, fearing mis- 
understandings back home, adopted an 
amendment which merely deletes from the 
original “Red Rider” the word “teaches” 
and relieves the teachers from the necessity 
of signing a monthly statement that they 
have not advocated communism. 

This compromise bill is entirely unsatis- 
factory to the teachers of the nation. It will 
be sent shortly to a conference committee 
including members of both the Senate and 
the House. Friends of academic freedom 
and true American liberty should get in 
touch with their Senators and Congressmen 
at once advocating outright repeal of the 
un-American “Red Rider.”’—Willard E. 
Givens, executive secretary, National Edu- 
cation Association of the United States, 
February 9, 1937. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


—— a 
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SEVIS om eae 





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— 





A Program for 
im SECONDARY EDUCATION 4, 


The most pressing ——- confronting American education today are 
those in the area of secondary education. There is imperative need for 
the clay eae of a comprehensive program of secondary education 
based on the needs of our democracy. THE JouRNAL is, therefore, happy 
to present this special feature on secondary education. In pages 71-82 
the most pressing issues in the field of secondary education are discussed. 
{| The material is based on the report of the Committee on the Orienta- 
tion of Secondary Education of the NEA Department of Secondary-School 
Principals entitled “Issues in Secondary Education,” a report which bids 
fair to become historic not only because of the excellence of its prepara- 
tion but because of the fundamental importance of the problems with 














a i which it deals. { TH JouRNAL is indebted to the Committee on Planning 
KE i of the Department of Secondary-School Principals for the preparation 

j of this feature. Members of the Committee are Thomas H. Briggs, 
~~ Rudolph D. Lindquist, W. C. Reavis, John H. Tyson, and Francis L. 
imu Bacon, chairman. [ Photos on this page by Joseph L. Kochka] 
moc 
NOW 
ation EW MOVEMENTS of modern times are Secondary Education” published as Bul- ers and administrators. For the fifth step, 
ainst F as significant as the growth and _ letin No. 59, January 1936, by the De- the report suggests a course. A general 
assa- development of secondary educa- partment.] The work is a pioneer con- goal is implied in the resolution of each 
enn- | tion in the United States. With by far tribution to educational philosophy and __ of the ten great issues: 

this | the largest percentage of youth enroled should become an important milestone That a comprehensive program of sec- 
OMe d any nation in the history of the world, _ in the development of secondary schools. ondary education, open to all normal indi- 
ae the secondary school influences almost The report of the Committee on Ori- = oe . 
fact | very phase of our society. Increasing entation grew out of two strongly es- sear thinc ies ori 


= ; 
~ F 
-— 3 ‘ 
eee ate eee LE 





attention is being focused on this insti- 
tution as a vital factor in determining 
the character of American civilization. 
Those engaged in educational work 


tablished beliefs: [1] That the realiza- 
tion of American democracy demands 
that the future see a greater effectiveness 
on the part of secondary schools; and [2] 


lished to provide supervision and appropri- 
ate activities for young people [1] who are 
no longer profiting from their continued 
schooling, and [2] who have finished their 
formal schooling but who cannot imme- 


re are familiar with recent criticisms of sec- that this effectiveness can come about diately be absorbed into vocational em- 

y | ondary schools which may be traced to only thru the development of a program _ ployment. 
As- | two facts: [1] There has been little of convincing value to the public—a pro- That both school people and public ac- 
‘ate- | agreement among educators as to the gram which will bring the secondary _ cept the social and civic view of education. 

| kind of program secondary schools schools into closer relationship with the That secondary schools plan as definitely 
‘the | should have. [2] Those in charge of the _ realities and problems of modern life. for the development of desirable attitudes 
The | schools have not enlisted public under- The committee indicates clearly the = res as for instruction in organized 
bru- | standing and support in advance of new preliminary steps which must be taken rae. gare 
seal . blishi h That the social ideals which secondary 
- | undertakings. in establishing such a program: Ris ; 

is | ; schools should strive to inculcate in pupils 
Tl The task of bringing together the re- [1] That the fundamental issues and RRR LM ye He SB 

an ; 
the sults of experience in the secondary- problems somponsiste tee mack of sata That secondary schools be freed from 
nes” school field as a basic groundwork for a = wv conatg hayes sce ran i the domination of other institutions and 
sity | und program of secondary education ee ie [2] thet these. sence primarily concerned with the value of their 
re h f . settled in accordance with sound principles : ; h ds of all 
hey | has been attempted by the Committee .. own courses in meeting the needs of a 

y : : and practices; [3] that the professjon clar- “1 

on Orientation of the Department of «ot 1. 1? pupils. 

“eRe . ify its thinking and arrive at an agreement Th d ‘ ; aaa it it 
atis- | Secondary-School Principals. [Francis .. ine procedures which should be at a dynamic program of vocationa 
will | L. Bacon; Thomas H. Briggs, chairman; adopted; [4] that the public be made con- = be developed for secondary 
ttee | Will French; Arthur Gould; Sidney B. scious of the problems which face second- a . n. AE Re: 
, at the curriculum be reorganized into 
and |} Hall; Fred J. Kelly; John A. Lester; Ru- ary education; and [5] that the goals of tgs solgh ea 
lom } dol : : ' more fundamental categories on the basis 

, olph D. Lindquist; Truman G. Reed; _ secondary education be clearly defined as oe 1 seis sheenihil de> 2h ke 
' IN | Heber H. Ryan; Francis T. Spaulding; the framework of the program. That all youth be served by providing 
‘aul and Curtis H. Threlkeld.] This commit- The first two steps are the contribu- » dilitietiaas’ Gacticaiir hi dined 
E. | & aided by many individuals and more _ tions of the Committee on Orientation. with their needs and capacities. 
dus a than 70 groups of school administrators, Accomplishment of the third and fourth That secondary education be integrated 
worked on the problem for three years steps will depend on the resourcefulness with the entire educational program but 
tes, I y P P $ ; nak prog 
| before making a final report. [“Issues of _ and leadership of secondary-school teach- _ with special functions of its own. 
on | VOLUME 26, NUMBER 3; MARCH 1937 [71] 








ISAGREEMENT as to whether sec- 
D ondary education shall be pro- 

vided at public expense for all 
normal individuals or for only a limited 
number centers around three basic ques- 
tions. 

[1] Is @ program of universal second- 
ary education at public expense neces- 
sary and appropriate in the American 
scheme of society?—Neither the Decla- 
ration of Independence nor the Consti- 
tution contains any explicit guarantee of 
universal right to education at public ex- 
pense. Those who support the view that 
secondary education should be selective 
seldom argue, however, that free public 
education for all is incompatible with 
the purposes of democracy. Their con- 
tentions are that a large number of 
pupils are incapable of profiting from 
school work on the secondary level and 
that financial limitations forbid a pro- 
gram for all. 

The conviction that America should 
have a program of secondary education 
that functions effectively for all has 
grown to its present strength during the 
past three decades. Changes in transpor- 
tation and communication, control of 
church and home over young people, 
government, employment, technology, 
and the application of science to agricul- 
ture and industry, have resulted in the 
need for an extended school system. A 
highschool education is as essential now 
as a grammar-school education was in 
the nineteenth century. Changes have 
taken place which make it increasingly 
dificult for the uneducated citizen to 
play his part wisely in either local or 
national life. 

Insisting on the need of farsighted 
planning, those who favor universal sec- 
ondary education advance two major 
arguments for an extension of the sys- 
tem. First, present social conditions re- 
quire its extension if the stability of our 
society is to be assured. Second, democ- 
racy demands for its fullest development 
the provision of equal educational op- 
portunity, which can hardly be realized 
unless the secondary schools are free and 
open to all. 

[2] Can such a program be made ef- 
fective?—Thru experimentation with 
new methods and materials of teaching, 


[ 72 ] 


A System that Functions for All 





secondary schools have made remark- 
able gains in effectiveness for an increas- 
ingly larger proportion of the popula- 
tion. There is every reason to believe 
that with further experimentation, bet- 
ter planning, and more resourceful lead- 
ership, these gains may be continued. 

[3] Can such a program be financed? 
—Under present conditions, the public 
cannot justly be expected to pay for an 
extended system. Reform is essential in 
practically every major phase of admin- 
istration if this ideal is to be realized. 
There must be [1] a revision of the tax 
basis for school support, [2] change in 
the small district system to permit maxi- 
mum economy of administration con- 
sistent with a continuance of local inter- 
est, and [3] extensive improvements in 
methods of internal financial adminis- 
tration. 

If these needed changes are accom- 
plished, there is reason to believe that the 
question can be answered affirmatively. 
Two further facts support this view: [1] 
Extension of secondary education to a 
larger proportion of the population in- 
creases over a period of years the nation’s 
ability to support the system. [2] Recent 
economic developments foreshadow a 
situation in which the nation will have 
to consider whether it can afford not to 
provide virtually universal secondary 
education. The abolition of child labor 
and the raising of the minimum age at 
which boys and girls may be gainfully 
employed are necessary parts of a pro- 
gram which seeks intelligent adjustment 
to conditions brought about by techno- 
logical advances. The unemployment of 
youth bids fair to be a permanent char- 
acteristic of our society. 

Development of a system of secondary 
education that functions effectively for 
all is at present blocked in part, at least, 
by temporary limitations on what the 
secondary school can do for certain types 
of pupils. The development of such a 
system is blocked also by the inadequacy 
of current methods of financial adminis- 
tration. 

What is the soundest immediate pro- 
gram for secondary education in over- 
coming these obstacles? One part of this 
program comprises those things which 
the individual secondary school can do 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


i 
a SECON DAR)! 
more or less independently to achiey 
all possible progress under existing oo, 
ditions; the other part consists of changa| 
which call for united action of schod 










pup 
people in general. the 
The individual secondary schol} 8° 
should endeavor: whi 
| pro 
First, to recognize its obligation to giv| | 
all boys and girls a chance to undertake! the 
secondary-school work and provide suc| so 
guidance and remedial instruction as ar} , 
necessary to enable them to make the mos| ™ 
of it. pre 


Second, to readmit and provide for youth} PU 


and adults who left school before the 


were prepared to take their places in the} au 


economic world. The secondary school has 
an important part to play in the rapidly 
developing program of adult education. | 

Third, to incorporate in its offerings as | 
many types of educational activity as may | 
seem needed to meet the varied legitimate | 
interests and abilities of its pupils. 

Fourth, to experiment as fully as its te 
sources permit with new ways of meeting | 
the needs of pupils not adequately served 
by its present offerings or its present meth- 
ods and materials of teaching, and to incor- 
porate those which promise a social retum 
proportionate to the expense involved. | 

Fifth, to canvass thoroly the out-of-school 
educational opportunities, both formal and 
informal, which are accessible to its pupils, 
and to see that its pupils gain the advan- 
tages of these opportunities. 

Sixth, to explain and so far as possible 
justify each major phase of its program to 
the public in terms of social returns com: | 
pared with expenses. 





‘ ; 
The profession in general should | 
endeavor: 


First, to bring clearly to the attention of | 
the public at large the limitations and pos | 
sibilities of the present school system. 

Second, to encourage experimentation 
with new methods and materials of teach- 
ing which may promise greater effective- 
ness in the secondary-school program even 
under present conditions. 

Third, to bring about improvement in 
existing systems of levying and collecting | 
taxes for school support. 

Fourth, to bring about the substitution 
of more just and economical plans of re- 
organization for the present small district 
system, as a basis for expending school | 


funds. 


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‘ION 






EDUCATION 


ow LONG is it good for a boy or girl 
H to stay in school? A policy must 

be formulated as to whether all 
pupils shall remain in school as long as 
they wish or be transferred to some other 
agency designed to meet their needs 
when continued schooling ceases to be 
profitable. 

Disagreement on how to deal with 
the problem grows out of such ques- 
tions as: [1] How do educators know 
when further secondary-school work 
promises so little advantage to certain 
pupils that their continuance in school 
is of doubtful value? [2] Should school 
authorities assume responsibility for di- 
recting pupils into more appropriate 
activities when the point of diminishing 


educational returns is reached? [3] How | 


can such activities be provided? 

Obviously, no pupil should leave the 
secondary school until he has gained 
reasonable command of at least the 
“minimum essentials,” 7.e., until his 
grasp of the tool skills in reading, writ- 
ing, and arithmetic, and his understand- 
ing of social relationships enable him to 
adjust to society. No pupil should leave 
until every practicable type of instruc- 
tion adapted to his needs has been tried. 
But when a pupil has mastered the 
minimum essentials and has been given 
full opportunity with efficient guidance 
and remedial instruction to try himself 
out in the various types of work which 
the school can appropriately offer, then 
his continued lack of interest, lack of 
effort, and failure to make progress, rep- 
resent just ground for considering that 
he would profit more from some other 
kind of activity. 

The best means of dealing with the 
problem from the standpoint of both 
the pupils in question and those who 
would remain in school would be to set 
up an entirely new agency devoted to 
the task of providing supervision and 
appropriate activities for young people 
[1] who would be transferred from the 
school because they were no longer 
profiting by its activities, and [2] who 
have finished their formal schooling but 
cannot immediately secure employment. 

Once this agency were established, 
secondary schools could justly and wisely 


VOLUME 26, NUMBER 3; 


pag 


ry) 
4 
a 
: 
i 
; 





New York City students recording voice on a disco 


New Agency To Serve Youth 


direct it to these two groups of young 
people. The need for such an agency has 
been recognized in European countries. 
In Bulgaria, Holland, Switzerland, and 
Germany the work camp has been pro- 
vided. Boys and girls engage in work 
not in direct competition with private 
industry but beneficial to public welfare, 
and receive a wage sufficient to enable 
them to keep their selfrespect, but small 
enough not to deter them from seeking 
employment elsewhere when the oppor- 
tunity presents itself. 

Any American parallel to these under- 
takings should envisage a broader field 
of responsibility and a greater variety 
of activities. The work now being done 
by the Civilian Conservation Corps ap- 
proximates but one type of activity 
which might properly be undertaken by 
the proposed agency. . 

The major responsibility of an ade- 
quate protective agency for youth should 
be for the supervision of both sexes, not 
in regimented camps but in or near the 
communities in which the boys and 
girls live. Such an agency could be ad- 
ministered better under the control of 
state departments of education than as 
a branch of the federal government. Tho 
the new agency would be administered 
as distinct from the formal secondary 
school, it would work in closest possible 


MARCH 1937 


harmony with the educational system. 
Each unit of the agency should assume 
responsibility in its territory for the 
oversight of youth. Its task should begin 
with an accurate census of all boys and 
girls in the territory. 

Transfer from secondary school to the 
supervision of this proposed agency 
should mean, to the boys and girls con- 
cerned, much the same that leaving 
school to take a job has meant in the 
past. There should be a systematic effort 
to provide learning thru experience that 
the formal school cannot effectively 
offer. Those in charge of the new agency 
should be ready to recommend, for 
readmittance to the secondary school, 
boys and girls whose out-of-school expe- 
riences indicate that they would profit 
from a resumption of formal school 
work, 

The need for this new agency and the 
services which would result from its 
work are so great as to make its eventual 
development imperative. In some way, 
the needs of adolescents are going to be 
met. The best possible provision can be 
secured only thru the active support by 
school people as a group, of a program 
which recognizes and uses all the in- 
sight, imagination, and experience that 
the professional background of teachers 
and administrators affords. 


[ 73 ] 





Establishing the 


ES ORR Oe ee 2.8 wee Se 





Ke 


a 
Soci ivic View — ae 
ocial and Civic V Be. 
It is a task of educational leadership | 
to define the values which society js | | 
RANSITION of society from the phi- The recent shift in educational think- pursuing and to reveal means by which | 
"T tccoohy of individualism to the ing from individualism implies that these values are attained. The work of} 
new emphasis on group goals and practices will increasingly be directed the NEA Committee on aoa [ 
cooperative action produces vexing prob- toward the welfare and progress of nomic Goals of America is the type of} ,, 
lems in secondary education. Shall secon- society. In the last analysis, between the leadership required if education is to | p 
dary schools be concerned only with the welfare and progress of the individual play its part in organizing society to | [: 
welfare and progress of the individual or and the welfare and progress of society, achieve its major purposes. Just as the} 4 
with the welfare and progress of the in- there exists a perfect harmony which “cardinal principles” reflect the tradi. | 
dividual only as he promises to con- education should seek. But until con- tion of individualism, the “social-eco.} 4 
tribute to the welfare and progress of  flicts between individual and group aims nomic goals” are characteristic of the} 
society? end in a recognition of this fact, a real new period. [See “Restating Our Na}, 
Up to now American society has been educational issue persists. tional Goals” in THe Journat for Janu. | h 
dominated by the tradition of individ- We need to formulate a fundamental ary 1934, p5-12.| ‘ 
ualism. The aims of education also have _ principle for use as a guiding philosophy The work of the Committee on Social- |, 
been individualistic. The educational — in settling these conflicts. Such a princi- © Economic Goals is an attempt to formu- | oe 
results of this era are upheld with pride, ple for education is found in the social _ late a program for education out of an | k 
but modern social and economic devel- and civic view of education. The mere - intelligent understanding of the goals : 
opments have brought into question the drift of opinion toward this view is not which American society must set up for | f 
further usefulness of the individualistic enough to establish its soundness and itself. The individual can no longer |; 
tradition. justify it in opposition to the individual- attain such goals thru his own efforts. |, 


A characteristic product of the era of 
individualism was the report on the 
“Cardinal Principles of Secondary Edu- 
cation.” This report was an admirable 
document, with a vision of the purpose 
and possibilities of secondary education 
that towers head and shoulders above 
contemporary practices. However, these 
principles no longer furnish a philos- 
ophy adequate to guide education thru 
the social and economic transformations 
of the century. 


Courtesy, Cleveland Public Schools 


istic view. Another basic principle must 
be found and accepted. This, we have 
enunciated in the following: “The state 
maintains free public education to per- 
petuate itself and to promote its own 
interests. Free public education is a long- 
term investment that the state may be a 
better place in which to live and in 
which to make a living.” 

A similar principle is stated or implied 
in the educational policies of other 
nations, particularly in Europe, but in 
America educators have been slow to 
seize upon this principle as the founda- 
tion of school policy and support. The 
circumstances of modern life are press- 
ing the social and civic view of education 
upon us. Eventually, both school people 


In attempting to define the society | 


America is seeking, the committee listed 
ten goals which can be realized only 
thru united effort. These are paraphrased 
as follows: Hereditary strength; physical 
security; participation in an evolving 


culture; an active, flexible personality; | 


suitable occupation; economic security; 
mental security; equality of opportunity; 
freedom; and fair play. 

The trend away from individualism 
toward cooperative effort is evident in 
many modern developments. It is re- 
flected in the cooperative movement 


sweeping the nation. It is the basis of | 


new emphasis on social planning and 
reconstruction. 


In establishing the social-civic view of 


| 
| 


§ 


and public must accept the new view. education, a positive program is needed | 
which will be accepted by teachers, ad- | 


ministrators, and taxpayers. That such a 


If we are to develop a program of 
secondary education which will effec- 








tively meet the needs of modern life, it 
must be based on group goals to be 
achieved thru cooperative action. This 
implies that education of the future will 
be concerned with the welfare and 
progress of the individual only as the 
welfare and progress of the individual 
contribute to the welfare and progress of 
society. When this view is fully accepted, 
attention will be focused “upon making 
the state a better place in which to live 
and in which to make a living.” 


program cannot be postponed is increas- 
ingly evident. 

Adoption of the social-civic view of 
education implies that the educational 


profession must agree on ideals and | 


values, cast aside academic prejudices, 
and experiment with utterly new types 
of work. This presents a real challenge 
to those adventurous enough to relish 
the opportunity of participating in the 
reconstruction of secondary education in 
the light of a new, more vital principle. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


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EDUCATION 


IFFERENCES of opinion in regard to 
D the development of attitudes and 
ideals emphasize three definite 
needs of secondary education, namely: 
[1] Better definition of goals, [2] further 
experimentation to determine the best 
procedure for achieving such goals, and 
[3] followup work or methods of testing 
the effectiveness of efforts. 

Differences of opinion center around 
the issue of whether secondary education 
shall be confined to introducing pupils 
to some portion of the vast store of 
human knowledge without regard for 
the attitudes and ideals which result, or 
whether secondary education shall plan 
definitely for the development of desira- 
ble attitudes and ideals in pupils. The 
issue assumes great significance from the 
fact that school experiences will affect 
ideals and attitudes whether or not the 
school accepts responsibility. 

Five arguments are advanced by those 
who believe that secondary education 
should concentrate on organized knowl- 
edge: 

[1] The task of the secondary school is 
to present the knowledge necessary for suc- 
cessful living. [2] There is no concrete evi- 
dence to show that desirable attitudes and 
ideals are not acquired as a byproduct of 
this knowledge. [3] Character education 
should be centered in the primary grades. 
[4] Colleges have not previously planned 
to develop desirable attitudes and ideals in 
teachers. [5] Secondary schools ought not 
to plan for the development of attitudes 
and ideals unless there are means of deter- 
mining whether accomplishment toward 
the goals set is real or imaginary. 

If to be wellinformed always meant to 
be good-intentioned, a policy of Jaissez- 
faire in the development of attitudes and 
ideals might be justifiable. Unfortu- 
nately, there is too much experience 
which indicates that this is not true. If 
the importance of attitudes and ideals is 
recognized, the argument that secondary 
schools ought not to plan for the devel- 
opment of attitudes and ideals on the 
ground that there is no tangible meas- 
urement falls to the ground. Further- 
more, if the importance of attitudes and 
ideals is recognized, it is illogical to rely 
on their development merely thru in- 
structing pupils in organized knowledge. 


VOLUME 26, NUMBER 32; 





Developing Attitudes and Ideals 


Attitudes and ideals are developed 
thru all the experiences and activities of 
boys and girls. This means that all the 
influences of the school must be in har- 
mony to form an atmosphere favorable 
to the growth and development of those 
attitudes and ideals which are desirable. 
It is perfectly possible that education 
may develop or confirm undesirable 
attitudes and ideals, or that attitudes and 
ideals formed in the school may be 
unfavorably influenced in real life by 
less desirable ones acquired from the 
motion picture, radio, press, or out-of- 
school personal contacts. 

It is not enough to leave training in 
attitudes and ideals to the lower grades. 
The development of character does not 
cease at adolescence. Authorities on child 
psychology seem to agree that the basis 
for desirable attitudes and ideals is to 
be sought in the habits which are formed 
in early childhood. But as the infant 
grows up thru childhood to adolescence, 
potential emotional trends and typical 
behavior in which these traits are mani- 
fested occur all along the way- 

The secondary school must devise 
experiences and situations for the devel- 
opment of those attitudes and ideals 
which will aid the welfare and progress 
of society. There are obstacles, of course, 
to establishing an effective program 
which will recognize the importance of 
secondary-school planning as definitely 
for the development of desirable atti- 
tudes and ideals as for instruction in 
organized knowledge. The most serious 
obstacle is the present uncertainty as to 


MARCH 1937 


what the most desirable attitudes and 
ideals are. Ideals evolve progressively 
with the experiences which create them. 
Hence the ideals of our democratic 
society must be restated from time to 
time, to accord with the efforts and 
experiences of people toward better 
living. 

Another obstacle is the persistence of 
the academic tradition in secondary 
schools to the neglect of the fundamental 
interest of the individual pupil. Still 
another is the insufficient equipment in 
materials and personnel of many sec- 
ondary schools. Another factor of great 
importance is that before a positive pro- 
gram for the development of desirable 
attitudes and ideals can be successful, 
secondary schools must be strong enough 
to resist the counter influences of pres- 
sure groups not primarily interested in 
educational values. 

The negative argument, that it is idle 
for secondary education to undertake a 
task which teachers are not trained to 
execute, should be given attention. No 
amount of equipment either in materials 
or personnel will be effective if, in the 
training of teachers, the objective of 
developing desirable attitudes and ideals 
is not emphasized. 

Much can be done, however, under 
present conditions toward planning defi- 
nitely to develop desirable attitudes and 
ideals in pupils without additional ex- 
pense if the attitude of teachers and 
administrators is one of readiness, sym- 
pathy, and alert inquiry into ways this 
function may be performed. 


[75 | 


























































HE IssuE of whether secondary 
"T education should seek merely the 

adjustment of pupils to prevailing 
social ideals or endeavor to reconstruct 
society has not in the past been promi- 
nent in the minds of either the profession 
or the public. 

The influence of the school has un- 
questionably been toward the adjust- 
ment of youth to prevailing social ideals. 
In the recent past, however, there have 
been loud demands that secondary edu- 
cation directly seek the reconstruction 
of society. 

“Adjustment” and “reconstruction” 
are the crucial words in the statement of 
the issue. Ordinarily adjustment con- 
notes a minimum and reconstruction a 
maximum of active, responsible partici- 
pation by the individual in the modifica- 
tion of environment conditions. Adjust- 
ment implies docility; reconstruction 
implies aggressiveness. “Prevailing social 
ideals” includes everything that society 
considers wise and good. 

The case for adjustment runs about 
as follows: Change is inevitable and 
desirable, but in a democratic society the 
responsibility for directing change rests 
with the majority of the adult public. 
Future citizens should be predisposed to 
change and should be trained in meth- 
ods of thinking and should acquire a 
factual background for directing change 
wisely. However, young people should 
not be committed in advance to specific 
changes, for this would transfer the con- 
trol of public affairs from the majority of 


[ 76 | 


Preparing Pupils for 
Social Change 


citizens to a mi- 
nority group—the 
teaching profes- 
sion. Schools may 
seek but not plan 
reconstruction of 
society. Pending 
the approval of 
change by adults, 
boys and girls 
should be edu- 
cated to accept 
and live by pre- 
vailing social 
ideals. Insofar as 
possible, this 
should be done 
thru independ- 
ent, critical think- 
ing on social 
values. As adoles- 
cents lack the 
capacity or the background of experience 
necessary for such reflective thinking, 
they should be led to accept at least 
tentatively conclusions of their elders. 

The case for reconstruction is argued 
somewhat as follows: Only education 
which seeks the reconstruction of society 
is consistent with and capable of realiz- 
ing and perpetuating the fundamental 
principles of democracy. Democratic 
government implies that all members of 
society should participate in formulating 
central purposes. Teachers may inter- 
pret democratic ideals, but should secure 
the acceptance of these ideals only thru 
their application in actual school life. 

This issue revealed differences of opin- 
ion among committee members. The 
majority of the members agreed on the 
point of view that while social change 
is desirable and inevitable, the direction 
of such change should be the responsi- 
bility of the adult public. 

The committee believes that the final 
resolution of the issue must come thru 
developing in practice technics of action 
that will enable secondary education to 
come to terms with demands of the 
community. The first and most funda- 
mental step in the satisfactory solution 
of the problem is the task of discovering 
and defining the social ideals which can 
command adherence of adult citizens. 

When a wise and authoritative state- 
ment of the ideals of our society has been 
made, the question of what the schools 
should do to prepare pupils to participate 
in social change, or in adjusting them 


Typing class, Evansville, Ind., schools 


' 
k 
' 





’ ay SECONDARY 
to prevailing social ideals, can be settled, 
Educators will then have at hand a 
document for use in translating social 
goals into school experiences. 


Out of the two main opposing view- 
. . } 
points, committee members agreed that: 


Secondary education should dispose pu- 
pils favorably to social change, but should 
not plan the reconstruction of society in 
any sense that would commit the young to 
specific changes in the social order. 

Teachers should play an active part in 
securing acceptance by their communities 
of new social ideas and ideals. 

Whenever possible, social ideals should 
be examined in the questioning, critical 
spirit characteristic of scientific inquiry. 

Social ideals which pupils and teachers 
accept after such a critical examination 
should be given intelligent application in 
the lives of pupils. 

Teachers should not require pupils to 
profess belief in a social ideal which has 
been rejected after due evaluation. 

Ideals accepted by teachers and pupils 
after critical examination should not be 
suppressed even tho such ideals are at 
variance with those of the local community. 

An exception to the liberty of pupils to 
adopt whatever ideals their intelligence 
approves under guidance of a teacher may 
perhaps be made in behalf of a few ideals 


necessary to social integration. 


A MAGNA CHARTA FOR TEACHERS 


The Committee on Orientation pro- 
poses that the task of discovering and de- 
fining the social ideals which can com- 
mand the adherence of the majority of 
citizens be given over to a commission 
of particularly able and representative 
minds. The importance of a statement 
of the country’s worthiest ideals, drawn 
up by wise leaders and validated by some 
kind of referendum, would be inesti- 
mable. Few things in education are more 
urgently needed. Such a statement might 
well be a Magna Charta for teachers, 
who would at least know with some cer- 
tainty whither society wishes to go. Cur- 
riculum making would find in the docu- 
ment its directive goals. In the light of 
the ideals set forth, the social integration 
of youth would take on specific mean- 
ing and purpose, and the urge which al- 
most all people feel for doing something 
to improve social conditions would be di- 
rected to specific objectives. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


ch 
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EDUCATION 


hts Be i 


EW CONDITIONS in society call for 
N new types of secondary-school 

curriculums. Tremendous 
changes in our social, industrial, and 
economic life have created the problem 
of how to employ constructively and 
educate wisely all the youth of the land. 
Perhaps the most immediate effect of 
these changes has been to increase enor- 
mously secondary-school enrolments and 
virtually make over the character of the 
pupil population. 

To meet this problem and give some 
sort of education to millions of pupils 
who would never go to college, the 
secondary school had available at first 
only the college-preparatory course with 
its emphasis upon deferred values, men- 
tal discipline, and formal subjectmatter. 
Naturally, this curriculum proved hope- 
lessly inadequate. As soon as educators 
realized that the college-preparatory 
course was not meeting the needs of the 
great majority of pupils, they began 
seeking new instructional materials and 
new methods. 

Continuing dominance of the colleges 
and umiversities over the secondary 
school in the face of this situation has 
precipitated the serious issue of [1] 
whether secondary education shall be 
primarily directed toward preparation 
for advanced studies, or [2] whether the 
secondary school shall be primarily con- 
cerned with the effectiveness and value 
of instructional materials. 


Vitalizing Instructional Materials 


Advocates of the first theory noted 
above believe that democracy should 
provide education for youth as a long- 
term investment. To support the view, 
they contend that the most important 
values are to some extent deferred. The 
case for the college-preparatory curricu- 
lum has also been strengthened by the 
belief that the traditional subjects are of 
most value educationally, regardless of 
preparation for advanced studies. 

The arguments favoring the second 
theory are as follows: 

[1] Social changes have created new 
demands on secondary schools which are 
not served by the traditional preparatory 
courses, [2] The increasingly different 
character of the secondary-school popula- 
tion necessitates a reorganized curriculum 
to meet the needs of all groups. [3] The 
new philosophy of education justifies im- 
mediate values in secondary education. | 4] 
The need for functional materials and ac- 
tivities in the curriculum is supported by 
the discoveries of modern psychology. [5 | 
The reorganized secondary school, which 
covers the entire period from the elemen- 
tary school to the upper division of the 
liberal arts college, emphasizes secondary 
education as primarily concerned with 
making instructional materials vital and 
effective for all pupils. 

Until recent times the secondary- 
school population was highly selective. 
Achievement in the prescribed subject- 
matter was the dominant measurement 
rather than any adaptation of subject- 
content to the capacities or interests of 
pupils. In the future, with approximately 


all youth of secondary-school age en- 
roled, it will become increasingly im- 
portant for the school to meet adequately 
the needs and capacities of all pupils. 
The experience and the knowledge of 
educators indicate unmistakably that 
secondary schools should be primarily 
concerned with the accomplishment of 
this objective rather than placing first 
emphasis on preparation for advanced 
studies. The Committee on Orientation 
had no hesitation in rendering a unani- 
mous decision in favor of this view. 

Much of the difficulty relative to this 
issue may be traced to the lack of unity 
between the secondary school and the 
college. All evidence points to the tre- 
mendously significant obligation of the 
secondary school for determining aims, 
functions, and practices without restric- 
tions from other institutions. 

The selection and organization of 
materials for a flexible curriculum which 
will have a maximum value for all pupils 
is a problem not yet fully solved. What 
should be emphasized here is that the 
solution of the problem properly belongs 
to the secondary school, which should be 
free from domination by other institu- 
tions in planning and maturing a curric- 
ulum which should be as effective as 
possible for all pupils enroled. 


In physics laboratory, Stuyvesant High 
School, Neu’ York City—sending a 
narrow beam of light thru an inverted 


prism filled with water. 














Broadening the Scope 


of Vocational Training 


HOULD TRAINING for occupations be- 
low the expert or professional level 
be provided by or under the super- 

vision of secondary schools, or should it 
be provided by nonschool agencies, leav- 
ing the individual and these agencies 
jointly responsible to society for results? 

Numerous secondary schools have not 
waited for the issue to be settled on the 
basis of approved principles of education. 
In response to the needs of pupils, they 
have already enroled over one million 
boys, girls, and adults in specialized 
vocational courses. 

This has evoked criticism from persons 
who maintain that the primary functions 
of schools are to promote the integration 
of pupils with society and to provide the 
social, economic, and moral education 
essential to good citizenship. The chief 
objections made against vocational train- 
ing in the secondary schools are: 


[1] General education is more impor- 
tant. [2] Early selection of a vocation often 
leads to maladjustment. [3] Experiments 
in organizing secondary-school curriculums 
with vocational objectives have not proved 
successful. [4] Change is so rapid today 
that the training a pupil receives is of little 
practical benefit. [5] Industries large and 
small prefer to give vocational training to 


[ 78 | 


youth with a good foundation of general 
education. 


A careful evaluation of these argu- 
ments does not lead to the conclusion 
that training for occupational life should 
be omitted from the secondary-school 
program. Secondary education can no 
longer be considered as training for 
leadership; secondary schools must at- 
tempt to serve the interests and needs of 
every individual. The need for vocational 
training is undisputed. Those who favor 
the highschool’s giving the needed train- 
ing point to the fact that no other agency 
is meeting the need, and conclude that 
the highschool should assume the re- 
sponsibility. 

It is further argued that the earlier an 
individual selects some vocational inter- 
est, the greater effort he will make in all 
his studies. Public control of vocational 
education, it is said, is necessary to safe- 
guard the interests of society, and espe- 
cially those of young workers. The 
consumer value of vocational education 
is also stressed. 

The present program of vocational 
training does not meet the larger respon- 
sibilities of vocational education. But 
those who doubt that the secondary 
school can provide an effective program 


THE JOURNAL OF 






SECONDARY 





of vocational training should view the | 


defects of the present program in light 


of progress made in the few years since | 


secondary schools entered the field. 


As a basis for a dynamic vocational | 


program, an extensive survey should be 
made of the major needs and values of 
our society; and of our resources, equip- 
ment, personnel, and technology. The 
recent report of the National Resources 
Board is an illustration of the sort of 
survey which should be made of all 


phases of our society. Another admirable | 


example is the report of the Commission | 


on Public Service Personnel. 

Much is hoped for from the National 
Committee on Vocational Education 
which was recently appointed by Presi- 


dent Roosevelt. The authority of this | 


committee and the financial resources of 
the federal government make possible a 


service to vocational education far be- | 
yond the capacity of any other agency. | 


Vocational education should begin in 
the senior highschool. In view of the 
present retention of pupils in school, it 
is unnecessary to attempt differentiated 
education for the various major fields of 
service below the senior highschool level. 
Junior colleges should recognize the 


ee 


same general obligations toward voca- | 


tional education as the senior highschool, 
with the additional provision that train- 
ing should be more expert in caliber. 
Even in small schools, something should 
be done to provide for the vocational 


interests of pupils. Provision for voca- | 


tional education of adults is also needed. 
The secondary school should recog- 


nize the fundamental importance of | 


vocational education as an agency for 
the betterment of society and as a mag- 
nificent instrument for reaching the 
social objectives of the conventional 
school subjects. No program of second- 
ary education should be regarded as 
acceptable unless some provision is made 


for specialized vocational education and | 


for the vocational aspects of general edu- 


cation. A wide extension of cooperation | 


between school and community is 
needed to make possible an effective 
program of training in the various skills 
necessary to carry on the work of society 
today. 


THE NATIONAL EDUCATION ASSOCIATION 





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EDUCATION 


OR A LONG TIME the secondary-school 

curriculum has been a center of 

controversy, the discussion being 
concerned chiefly with the following 
questions: How should school experi- 
ences be organized? Should the tradi- 
tional subdivisions of knowledge be re- 
tained as the best basis for modifying the 
curriculum, or should school experiences 
be presented to pupils under more fun- 
damental categories closely related to the 
functions of secondary education in a 
democracy? Leaders do not agree on one 
or the other, and it is unlikely that there 
will be general acceptance of either al- 
ternative until the special functions of 
secondary education are widely under- 
stood. 

In American secondary schools today, 
there are two types of curriculum organi- 
zation, based upon different points of 
view in education. In most schools sub- 
jects are grouped into departments, such 
as history or science. Each subject is 
further subdivided into sections or topics. 

Another type of curriculum organiza- 
tion, newer and less frequently used, 
disregards more or less completely the 
conventional subject plan of organiza- 
tion, substituting other learning units or 
categories which seem to agree more 
closely with the functions of secondary 
education, such as increasing the ability 
and desire to meet more adequately the 
socio-civic, economic, health, leisuretime, 
vocational, and pre-professional prob- 
lems and situations. 

How the curriculum is organized, 
which is the basic question raised in this 
issue, as well as what shall be included 
in the content of the curriculum, should 
be determined by the function of the 
school in society. Any categories under 
which the school curriculum is organ- 
ized should be fundamental. 

If we believe that schools are estab- 
lished to perpetuate and promote the 
interests of society, then the first func- 
tion of secondary education should be 
to, develop in pupils the will and the 
ability to organize and maintain a system 
of human relationships—a system that 
places the welfare of society above that 
of individuals and calls upon the indi- 
vidual for selfdiscipline and the regula- 


Remaking the Curriculum 


tion of personal conduct. And as a 
preparation for the abundant life which 
such an organization of human relation- 
ships makes possible, the second function 
should be to teach youth the wise use of 
natural resources. 

In light of this philosophy and in 
accordance with discoveries of modern 
psychology, the Committee on Orienta- 
tion presents a number of principles 
believed to be important in planning the 
secondary-school curriculum: Content 
must be socially justifiable, should be 
drawn from experiences of pupils, must 
involve what the pupil can recognize as 
of interest to himself because his general 
welfare or the welfare of others for 
Whom he is concerned is involved, and 
should either extend the pupil’s expe- 
rience horizon or better relate past expe- 
riences. Activities should involve a large 
quantity and wide variety of experiences 
which pupils can engage in with a 
satisfying degree of success, should em- 
phasize cooperative effort as well as 
involve participation of all members of 
the group, and should be democratic. 
Organization should be designed to per- 
mit and encourage the development of 
specialized abilities in socially valuable 
ways, should recognize the degree of 
intellectual maturity of the learner, and 
should emphasize that living, learning, 
and growth are inherently interrelated. 





Those who favor the conventional 
subject curriculum are convinced that: 

[1] This type of organization has been 
successful and can meet present needs. [2] 
It is the more practical in the light of 
present and probable futuie needs. [ 3] Ed- 
ucation of teachers and organization of 
teaching materials require its use. [4] A 
subject curriculum in conjunction with 
a guidance program will attain the desired 
results. [5] The subject organization is 
necessary in specialized or differentiated 
education. 


The arguments favoring’a curriculum 
based on functional units or categories 
which are thought to be more funda- 
mental are: 

[1] The new type of organization will 
better achieve the presentday functions of 
the school. [2] Organization of the cur- 
riculum into more fundamental categories 
will result in the school’s becoming as dy- 
namic as is the society which supports and 
maintains the school. [3] The newer type 
is more economical and effective; and is 
also more in harmony with the principles 
of psychology. 

The Committee on Orientation favors 
the latter type of curriculum organiza- 
tion. This type of organization calls for 
the arrangement and presentation of 
school experiences to pupils under fun- 
damental categories directly related to 
the performance of the functions of sec- 
ondary education in a democracy. 


Photo by Josevh L. Kochka 






























































Photo by Joseph L. Kochka 


term “integration” are of significance in 
this discussion: social integration, or the 
unifying of the social group in the inter- 
est of social cooperation; intellectual 
integration, or coordination of the devel- 
oped abilities of the individual; and 
emotional integration, or the organiza- 
tion of the individual’s motives. 

The two chief objections to differen- 
tiation are: Pupils are required to make 
a choice of subjects on the basis of a 
meager background. The cost of the 
differentiated program does not justify 
its existence. 

Those who favor the differentiated 
curriculum seek to justify their position 
on three grounds: The range of individ- 
ual differences, the diversity of legitimate 
interests, and the need for specialization. 

The unanimous opinion of the Com- 


Meeting the Diverse Needs of Pupils 


HAT KIND of a curriculum is 

needed to make school expe- 

riences profitable to the diverse 
population of secondary schools? Educa- 
tors are divided into two camps, those 
who favor a common curriculum for 
all, and those who believe that the results 
desired by society can be realized only 
thru a differentiated curriculum for sec- 
ondary schools. 

The term “common” curriculum ap- 
plies to a course of study where all pupils 
in the same grades take the same sub- 
jects. There are two methods of “differ- 
entiation” frequently found in the sec- 
ondary-school curriculum, that: which 
allows the pupil a choice of subjects, and 
that which permits differences in rate of 
progress. 

Secondary-school programs not pro- 
viding differentiation in some degree are 
rare, but there are limitations which 
keep a large number of schools, particu- 
larly the smaller ones, within a common 
range of offerings. As the majority of 
secondary schools in the United States 
are small, these limitations are quite 


*~ general. However, the range of subjects 


covered in the larger secondary schools 
in recent years has been wide. 
Arguments in favor of the common 
curriculum center around the need for 
social and personal integration and the 
objections to the theory and practice of 
differentiation. Three implications of the 


[ 80 ] 


mittee on Orientation in favor of the 
differentiated curriculum was somewhat 
as follows: 

Integration—It is a mistake to assume 
that personal and social integration can 
be achieved by experience which is the 
same for all. Similar concepts, attitudes, 
abilities, and habits can be built up only 
thru a variety of experiences suited to 
the interests and capacities of the learner. 
Adoption of the differentiated curricu- 
lum does not mean the repudiation of 
education’s responsibility for social and 
personal integration. Such a curriculum 
will include material directed specifically 
toward integration. 

Specialization—The welfare of society 
is founded upon a variety of specialized 
services. which individuals render among 
themselves, not only in the quest of 
personal ends but in the pursuit of every 
value that society cherishes. Social life 
as well as economic life depends upon 
cultivating the interests and capacities of 
individuals. 

Individual differences—No common 
curriculum is sufficiently flexible to cope 
with the range of differences in ability 
and interest and to bring about a wide 
dissemination of educational benefits. 
The acceptance of the ideal of equality 
of opportunity also implies the obliga- 
tion to provide differentiation. No single 
body of educational experiences repre- 
sents equality of opportunity. 






SECONDARY 


Objections to differentiation—Objec- 
tion on the grounds of the inability of 
pupils to choose wisely can be met by a 
guidance program. Denunciation of the 
cost of the differentiated program comes 
from those to whom a variety of offer- 
ings appear not as an investment but an 
expense. The differentiated curriculum 
and the common curriculum cannot be 
compared as to cost without considering 
respective contributions to the needs of 
society. Lack of education costs society 
dearly. 

The declaration in favor of the differ- 
entiated curriculum calls for experimen- 
tation to find the most. satisfactory 
answers to a number of questions. 
Among these are: At what level in the 
secondary-school period should differen- 
tiation begin and where should the 
process end? How much alike, and how 
different, should the secondary school 
attempt to make pupils? In what way 
should the secondary school promote 
social and personal integration? On 
what basis should differentiation be 
made? 

Then, too, the differentiated program 
makes heavy demands on administra- 
tion and guidance, is sometimes difh- 
cult to interpret and justify to the pub- 
lic, presents a number of problems 
in teacher-training, and offers a greater 
challenge to educational leadership than 
the common curriculum. But the differ- 
entiated curriculum is based on sound 
principles of education and offers the 
only solution for meeting the diverse 

needs and capacities of secondary-school 
pupils. 

The importance of the teaching force 
in carrying out the differentiated pro- 
gram cannot be overestimated. At the 
present time many teachers are handi- 
capped by their inability to see the whole 
picture of the process of integration, and 
by their lack of adequate training in 
guidance, psychology of adolescents, spe- 
cial functions of secondary education, 
and the social problems which the sec- 
ondary schools must attempt to solve. 
These and other problems demand due 
consideration by those in charge of insti- 
tutions responsible for planning the 
training of future teachers. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





“~ — Ns CF 


‘¥ 





EDUCATION 


trative units in the school system 

tends to break the educational 
program into a series of disconnected 
experiences which the pupil has difficulty 
in assimilating and converting into per- 
sonal growth. How can the entire edu- 
cational program be coordinated to 
secure the desired ends in the education 
of the child? 

On one side are those who advocate 
that secondary education should be pre- 
sented merely as a phase of this gradual, 
continuous, unitary process; on the oppo- 
site side are those who believe that 
secondary education should be organized 
as a distinct but closely articulating part 
of the entire educational program but 
with special functions of its own. 

Thus a clear-cut issue results: “Grant- 
ing that education is a gradual, continu- 
ous, unitary process, shall secondary 
education be presented merely as a phase 
of such a process, or shall secondary edu- 
cation be organized as a distinct but 
closely articulating part of the entire 
educational program with peculiarly 
emphasized functions of its own?” 
Standing firmly on the position stated 
in the first clause of the issue and admit- 
ting the necessity for the separation of 
administrative units, the Committee on 
Orientation believes that the second al- 
ternative of the issue offers the better 
solution to the problem. It emphasizes 
the need for a much better articulation 
than now exists to achieve the aims of 
secondary education. 

Efforts to solve the problem of inartic- 
ulation by administrative device have 
met with some success, but there are 
many limitations on what the adminis- 
trator can do to bring about continuity 
of the educational process. Among these 
are the difficulty of bringing children 
long distances, indifference and often 
hostility on the part of the public, finan- 
cial limitations, and legal requirements. 
Many different plans of organization 
have been tried such as the junior high, 
the 6-4-4 plan, the 6-year high, and the 
like, but the problem is still with us. 

Continuity will be secured only if the 
program is planned in a unified way by 
both administrators and teachers. Those 


7 HE PRESENT SEPARATION of adminis- 


Articulating Administrative Units 


at all levels should understand the whole 
educational program and cooperate in 
its development. Articulation must rest 
on an understanding by every teacher, 
administrator, or supervisor of the func- 
tions of schools of all levels. 

Improved educational technics must 
also support efforts at closer articulation. 
A guidance program at all times con- 
cerned with the individual as he is 
moving thru the experience that we call 
education is vitally important. 

Perhaps the greatest difficulty in artic- 
ulating the units in the school system is 
that the functions of each unit have not 
been defined. This must be done so that 
we may know what contributions each 
unit will be expected to make to the 
directed and continuous growth of the 
pupil. At present there is no general 
agreement as to what the elementary 
school, the secondary school, and what 
the college should attempt; and, as a 
result, there aze vast overlappings in 
effort and conspicuous gaps in accom- 
plishment. This lack is the foremost 
cause of disastrous inarticulation. An 
attempt to define the special functions of 
secondary education is the second contri- 
bution of the Committee on Orientation. 
This work has been completed and may 
be secured by those who are working on 
problems of better articulation of the 





VOLUME 26, NUMBER 33 MARCH 1937 


units in the school program. [See p82]. 

Literature dealing with secondary ed- 
ucation is replete with suggestions for 
unifying the school system. 

The great majority of writers on artic- 
ulation attempt to solve the problem by 
administrative devices. But it cannot be 
too strongly emphasized that the prob- 
lem requires a broader treatment. 

If there is to be a continuous, unitary 
education for the youth of America, 
there must be public recognition of uni- 
tary purposes and aims in our national 
thinking and living. As a matter of fact, 
our country today has no commonly 
recognized or universally accepted goals. 
As a whole, the country and all its com- 
ponent units drift along with no guiding 
star. 

It is small wonder that education, too, 
has drifted along in a distinctly oppor- 
tunist fashion with no plan or program. 
Are the schools concerned as to whether 
we have such goals or not? Are they 
concerned as to what agency shall set 
up the goals of American life? Have 
they no part in developing such goals? 
As a matter of fact, we who are in the 
schools must face squarely the question 
of whether education is to attempt to 
interpret the goals and ideals of national 
life and make them forces in the think- 
ing and living of the people. 


Courtesy, Indianapolis Public Schools 









N THIS special 

feature of THE 

JournaL have 
been brought to- 
gether the chief 
proposals made by 
the Committee on 
Orientation of the 
Department of Sec- 
ondary-School Prin- 
cipals. The ten 
points around which 
the proposals center 
are fundamental as 
the groundwork for 
a national program 
in adapting second- 
ary education to 
contemporary needs. 

The ultimate in- 
fluence of the pro- 
posals made will not 
be determined by either general accept- 
ance or rejection. Whatever the fate of 
these proposals, one very essential pur- 
pose should be accomplished: To make 
both the profession and the public con- 
scious of the vital needs of the second- 
ary schools and the problems which 
have a bearing on such needs. 

Here, then, is a challenge to the edu- 
cational profession: To study, discuss, 
and evaluate the proposals which have 
been made by the Committee on Orien- 
tation as a means of clarifying its own 
thinking about the program which is 
needed and desired for secondary edu- 
cation; and to place the vital issues be- 
fore the public. 

How can this challenge be met? What 
can be done to stimulate wide discussion 
and genuine interest in the problems, 
goals, and issues of secondary education? 
Here are some specific suggestions: 











Use the material presented in these 
JourNAL articles as the basis for a series 
of discussions in faculty meetings. Study 
the proposals in the light of the needs 
and problems of your individual school. 
Evaluate your local program in accordance 
with the principles set forth by the Com- 
mittee on Orientation. Outlines, topics, 


[ 82] 


Further 





















































The new earthquake-proof Hollywood, Calif., highschool 


and suggestions for use by faculty groups 
in studying the issues of secondary edu- 
cation may be secured by writing the De- 
partment of Secondary School Principals, 
5835 Kimbark Avenue, Chicago. 

Use should be made of this material in 
the programs of discussion groups in sec- 
ondary education. If such a group has not 
yet been organized in your locality, write 
to the Department for suggestions for or- 
ganization, accounts of what other discus- 
sion groups are doing, and prepared topics 
and outlines. 

The articles may also be used: As a 
basis for study and further investigation 
in coilege and university classes in educa- 
tion; in the investigations and studies of 
curriculum reconstruction groups; as a 
guide for discussion at professional gath- 
erings such as teachers association meet- 
ings, highschool conferences, county insti- 
tutes; as a source of ideas and suggestions 
for use by administrators in recommenda- 
tions to boards of education; by state de- 
partments of education and state planning 
boards. 


The comprehensive, single 
source of information on the problems 
of secondary education and the kind of 
program which is needed is the com- 
plete report of the Committee on Orien- 
tation, from which this Journat feature 


most 


THE JOURNAL OF 


THE NATIONAL 








is taken. This re- 
port has been pub- 
lished in two parts, 
The first part, “Is- 
sues of Secondary 
Education,’ was 
published as De- 
partment of Sec- 
ondary-School Prin- 
cipals Bulletin No 
59, January 1936 
the second, “Specia 
Functions of Sec 
ondary Education,” 
Department of Sec- 
ondary-School Prin- 
cipals Bulletin No. 
64, January 1937. 
These may be se- 
cured from the De- 
partment at 5835 
Kimbark Avenue, 
Chicago, Ill., for $1 each. 

The following publications of the 
National Education Association and its 
departments also bear upon the issues 
raised in this special feature: 








Evaluating the Public School. 48p. 15¢. 


“Materials of Instruction.” Ezghth Year- 
book, Department of Supervisors and Di- 
rectors of Instruction, 1935. 242p. $2. 


“Modern Social and Educational 
Trends.” Research Bulletin 12:243-287. 
25¢. 

5 


Report of National Conference on the 
Financing of Education. 78p. 25¢. 

“Social Change and Education.” Thir- 
teenth Yearbook, Department of Superin- 
tendence, 1935. 384p. $2. 


Teachers’ Oaths. October 1936. 31p. 15¢. 


(mimeo. ) 


“The Improvement of Education. Its 
Interpretation for Democracy.” Fifteenth 
Yearbook, Department of Superintend- 
ence, 1937. 328p. $2. 

“The Social Studies Curriculum.” Four- 


teenth Yearbook, Department of Superin- 
tendence, 1936. 480p. $2. 


The Unique Function of Education in 
American Democracy. Educational Poli- 
cies Commission, 1937. 128p. 50¢. 


EDUCATION ASSOCIATION 








se. 
ir- 


i- 


The Importance of the 


NEA STATE DIRECTOR 


TION believes that the fundamental 

principles of American democracy 
are the best so far devised by the mind 
of man to govern a free people.” This 
excerpt from the resolutions adopted at 
the Denver Convention in 1935 ex- 
presses officially the faith of the Associa- 
tion in democratic principles in the field 
of political government. The Association 
also believes in these same democratic 
principles in connection with its own 
organization. 

The Charter and bylaws of the Asso- 
ciation provide for a Representative As- 
sembly made up of delegates from local 
and state affiliated associations, and for 
a Board of Directors made up of one 
representative from each state. These 
two groups parallel to a certain extent 
the arrangement of a Senate and House 
of Representatives which prevails in 
national and state legislatures. 

The Assembly gives representation, to 
all groups affliated with the national 
organization and is the official body for 
legislative action and for the adoption 
of broad Association policies. However, 
it is too large and unwieldy and its per- 
sonnel changes too frequently to permit 
it to give the detailed study required by 
many of the problems with which the 
Association is confronted. Here the 
Board of Directors enters the picture as 
an important unit. 

Responsibilities of the Board of Direc- 
tors—The Charter stipulates that the 
Board of Directors shall have charge of 
the general interests of the corporation, 
excepting those entrusted to the Board 
of Trustees and that it shall possess such 
other powers as are conferred upon it by 
the bylaws. The bylaws place upon it 
the responsibility for electing annually 
one member to the Board of Trustees, 
electing members to the National Coun- 
cil of Education, appointing a budget 

committee, approving all bills, appro- 
priating all funds, and otherwise ad- 
vancing the interests of the Association. 

Duties of the State Director—The 
NEA Director by virtue of his official 


T= Nationa Epucation Assocta- 


VOLUME 26, NUMBER 3; 


position has unusual opportunity to ren- 
der effective service to the cause of edu- 
cation. He is the official representative 
of the national association in his state 
and frequently serves as such on state 
occasions. He is the official liaison officer 
between the state and the national asso- 
ciation. In several states he serves as 
chairman of the state association’s 
Committee on NEA Program and Re- 
lationships. He is frequently invited to 
speak at local and state meetings, inter- 
preting to the teachers and the public 
the purposes and program of the na- 
tional association. He prepares articles 
about the work of the Association for 
publication in local and state publica- 
tions. He develops enrolment cam- 
paigns within the state and inspires 
other leaders among his associates with 
the vision of a united profession. 

Oualifications of the State Director— 
At the Denver Convention in 1935, the 
following qualifications were written 
into the bylaws: 


Any person, to qualify to serve as Direc- 
tor, shall have been an active member, with 


APPRECIATION 


I want to express my genuine ap- 
preciation to the teachers of Nevada 
for having elected me to the distin- 
guished office of NEA Director. My 
term as such has brought me into 
close personal contact with some of 
the finest individuals of the educa- 
tional field in both state and nation 
and has been an experience I shall 
never cease to enjoy. It has given 
me an understanding of the aims of 
the National Education Association 
and a love of the teaching profession 
which I could not have gained in any 
other way.—Mrs. Hazel B. Denton 
[NEA Director, 1935-36] in** Nevada 

Schools” for October 1936, page 2. 


MARCH 1937 












Rees 


pOE LS 


x SOR 


dues paid in the National Education Asso- 
ciation, and in a state, or district, or terri- 
tory, and a local association, if organized, 
for a five year period immediately preced- 
ing the election. Only delegates who are 
active members of the NEA, and whose 
dues have been paid in a state or district | 
or territory, and a local association, shall 
have the right to vote for such Directors. 


Experience has shown that if the State | 
Director is to serve effectively he should 
have certain additional qualifications.| | 
He should be a recognized leader in his 
own state in order that he may bring} | 
prestige to the position. He should be a 
recognized official of the state association 
in order that the work of the state and 
national associations may be closely in- 
tegrated. He should be continued in 
office long enough to become acquainted 
with problems with which the Board 
of Directors has to deal but not long 
enough to “go stale on the job.” 

The election of State Directors—The 
bylaws provide that the State Director 
shall be elected at the summer conven- 
tion by the Representative Assembly 
upon nomination of the delegates from 
the state involved. While this arrange- 
ment has certain disadvantages, it has 
worked with a fair degree of satisfaction. 
It is unfortunate that this plan takes the 
election of the State Director so far from 
the individual members and that it 
makes no provision for a close tie-up of 
the state and the national associations. 
Several states have overcome these hand- 
icaps by a “gentlemen’s agreement’, by 
which the State Director is unoffici.lly 
nominated by the state association and 
the delegates at the summer convention 
ratify the selection of the state associa- 
tion. ' 

Remuneration — The State Director 
receives no financial remuneration but 
this does not mean that he works with- 
out reward. When he is effectively ac- 
tive he enjoys the consciousness of serv- 
ice well-rendered in an important cause 
and each year he receives a trip to the 
summer convention with all expenses 


paid—T. D. Martin. 


| 83 | 


————————— 





ERY LIKELY, 
someone has said, 
Hiawatha, if 
alive in Michi- 
gan today, might 
sing “Give me 
of your wood, 
O Forest,” and 
“Give me of your 

ore, O Mine Pits,” to the end that “I a 

motor car shall build me, Build a limou- 

sine for touring.” 





"cen thousand or more teachers will 
visit the famous Wolverine state, when 
they go to Michigan this summer to 
attend the convention of the National 
Education Association in Detroit, June 
j27-July 1. The Indians called it “Mich- 
Sawg-Ye-Gan” meaning “the lake coun- 
try.” 

Michigan had its first taste of big 
business in the lumber industry and, like 
many other states, had much of this 
great resource ruined by greedy hands. 
, Perhaps, in this territory, the incredible 
stories of Paul Bunyan developed. As a 
baby, he is said to have tossed so vehem- 





[ 84 ] 





a MICH-SAWG-YE-GAN” 


NEA Conventionland, 1 937 


ently that forty square miles of standing 
timber were ruined. Truly an American 
demigod born of the logging camps. 

In the early days of the Michigan land 
rush, public lands could be secured for 
$1.25 an acre. Many town sites were sold 
that existed only in the eloquence of the 
salesman. One agent, investigating a mill 
sale, is said to have written his distant 
client, “I found the location; also a dam 
by a millsite, but no mill by a damsite.” 

Michigan produces an almost unbe- 
lievable array of products. Many of them 
come from the ground, such as iron, 
copper, and salt, and quicker maturing 
crops like peppermint, pickles, and cel- 
ery. Her people, by the aid of machinery, 
lead in the production of quantities of 
articles the world wants, from firearms 
to furniture to automobiles. 

In keeping with the traditions of Paul 
Bunyan, Michigan is first in many 
things. Her shore line of 1624 miles is 
greater than that of any other state. And 
within her watery borders are 5000 in- 
land lakes—a vacation paradise among 


which are seventy-five state-owned parks 
in which one may camp. 

The largest locks in the world are 
located at Sault Ste. Marie with a usable 
length of 1350 feet which exceeds those 
of Panama by 350 feet. These locks carry 
the mineral riches of Lake Superior’s 
shores and the grains of western Canada 
to the rest of the world. 

The city of Detroit, where the conven- 
tion is to be held, was founded by 
Antoine de la Mothe Cadillac. In 1701 he 
set up a stockade called Fort Ponchar- 
train on the détroit (strait) from which 
the city took its name. It was seventeen 
years old when De Bienville founded 
New Orleans, sixty-three years ahead of 
the beginnings of St. Louis, and 137 
years old when Chicago was chartered. 

But Detroit, like some people, doesn’t 
look as old as certain of its younger 
compatriots. One of the reasons for this 
is that it had a face-lifting in the year 
1805. In that fateful year the city burned 
down. Then and there the city fathers 
made a wiser decision than they knew. 
Out of the chaos of cinders and frustra- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 






tion they evolved a plan that would do 
credit to modern city planners. Narrow 
streets and small lots were abandoned 
and each citizen whose former site was 
obliterated was given a larger lot abso- 
lutely free. The new street plan left 
many open spaces which were dedicated 
as parks. This accounts for the openness 
and roominess that characterize the 
downtown areas of the city even today. 

The nineteenth century gave birth to 
a culture that still clings traditionally to 
the city, a culture that was ripe and 
glowing before the automobile came and 
industry maddened its pace. Jefferson 
Avenue was at one time Detroit’s 
Riviera, styled with aristocracy and 
glowing with French manners. But 
while Detroit was polishing her man- 
ners, she showed few signs of industrial 
growth. Other cities—Chicago, Philadel- 
phia, New York, St. Louis, Cleveland, 
and the rest—were having growing 
pains, but it appeared that Detroit 
would continue her sedate pace. 

Then something happened to Detroit. 
Near the end of the nineteenth century, 


VOLUME 26, 


NUMBER 3; MARCH 





TOP LEFT TO RIGHT: Two views of the Ford River 
Rouge Plant; the Masonic Temple, which will be the 
scene of the NEA convention, one of the largest 
buildings devoted to Masonry in the world; the Roose- 
velt School in Detroit. LowER LEFT:Washington Boule- 
vard, looking toward the river. 





after years of experimentation and heart- 
aches, gasoline engines were successfully 
produced. Gasoline won its place and the 
horseless buggy began relentlessly to 
push old Dobbin off the highways. 

And so Detroit became a great city. 
Its location is strategic both for the 
assembling of raw materials and the 
distribution of the finished product. The 
Detroit River, serving as the gateway 
between the upper and lower Great 
Lakes, carries a tonnage equalled by no 
other waterway in the world—a ship 
passing every three minutes. The scene 
on the river is a constantly moving pag- 
eant of commerce reaching almost into 
the heart of the city. 

What a feat of prestidigitation it is 
that causes automobiles to grow under 
one’s very eyes as the assembly belt 
moves along, each embryo auto attach- 
ing to itself wheels, fenders, tops, lights, 
and all the gadgets until in a breathlessly 
short time it comes to life and rolls away 
under its own power. From Detroit’s 
great factories they come—an endless 
procession of sleek and shiny new auto- 
mobiles—a ceaseless flow emblematic of 
a great social force that has revolution- 
ized the life of the nation. 

Detroit is more than a city of whirring 
factories with their ceaseless motion and 
their endless belts. It is a city of beauty 
as well as of utility; of play as well as of 


1937 


work. One of the play places is Belle 
Island, a thousand-acre island park lying 
at the point where the Detroit River 
empties into Lake St. Clair. The city’s 
forefathers traded eight barrels of rum, 
three rolls of tobacco, and six pounds of 
warpaint for it. Another play place is the 
1250-acre River Rouge Park. All over 
the city are scattered smaller play- 
grounds and breathing spaces, and in the 
heart of the business section is Grand 
Circus Park. 

In Dearborn is Greenfield Village 
constructed by Henry Ford to preserve 
many symbols of the American tradition, 
Hundreds of interesting relics of early 
American life are grouped here. Adja- 
cent to Greenfield Village is the Edison 
Institute established in memory of the 
great American inventor. Serving the 
institute is a museum which is a finest 
kind of textbook of human and technical 
history. 

At nearby Ann Arbor is located the 
University of Michigan, one of the na- 
tion’s leading centers of higher educa- 
tion. Many teachers will take summer 
courses in this beautiful tree-filled city. 

The program for the Detroit conven- 
tion (June 27-July 1) is being planned 
by President Orville C. Pratt. The four 
main evening programs will be devoted 
to the following topics: The Place of 
Education in the Cultural Life of Amer- 
ica; the Conservation of Human Re- 
sources; the Conservation of Natural 
Resources; and World Peace. The morn- 
ings will be occupied by meetings of the 
Representative Assembly and _ several 
parallel meetings devoted to profes- 
sional problems. The afternoons will be 
taken by meetings of the departments. 
A special feature will be the presentation, 
by the Antioch College Players, of “Tes- 
tament of Faith,” a play depicting the 
life of Horace Mann. This drama was 
produced originally at Antioch last fall. 
It promises to be an interesting new type 
feature for the convention program and 
one especially fitting for presentation 
during the Horace Mann Centennial.— 
Lyte W. Asuey. 


[ 85 | 





—-~ 












SCORNED 
OPPOSED 





ml HE object of the Common 
®) School system is to give to 
Meemes every child a free, straight, 
solid pathway by which he can walk 
directly up from the ignorance of an 
infant to the knowledge of the pri- 
mary duties of man. — 





























The highest service we can perform 
for others, is to help them to help 
themselves. 

















Education is our only political safety. 
Outside of this ark, all is deluge. 











A patriot is known by the interest he 
takes in the education of the young. 











The Common School is the greatest 
discovery ever made by man. 














In our country, and in our times, no 
man is worthy the honored name of 








HORACE MANN 


1796-1859 


THOUGHTS FROM HIS WRITINGS 


EXALTED 
TRIUMPHANT 





statesman, who does not include the 
highest practicable education of the 
people in all his plans of administra- 
tion. ‘ 


Had I the power I would scatter li- 
braries over the whole land as the 
sower sows his wheatfield. 


I hold treason against this govern- 


ment to be an enormous crime; but 
great asit is, I hold treason against free 
speech to be incomparably greater. 


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 hu- 
man heart can endure, it is the cause 
of education. 


I beseech you to treasure up in your 
hearts these my parting words: Be a- 
shamed to die until you have won 
some victory for humanity. 
























High on the list of great Americans, beside the names of Franklin, Washington, Jefferson, and Lincoln, stands the name, 
Horace Mann, father of our system of free public schools. He taught that even as plants can be improved by cultivation, 
people can be improved thru education. His faith in the people, in the free common school, and in the blessings of self- 
ge og © was so great that he gave up his life to the cause of education. Leaving the practise of law and withdrawing 

‘om the Massachusetts State Senate of which he was president, Horace Mann became secretary of the Massachusetts 
Board of Education July 1, 1837. He went among the people urging them to make their schools better—to improve school 
build to provide better books and e apne, to enrich the course of study, and above all to provide better teachers. 
Year after year, in spite of poverty and ill health, amid every handicap and discouragement, Horace Mann carried on. 
And today wherever the common school opens doors of opportunity, his name is held in grateful remembrance. 


=r Elmer Morgan 
Author of “Horace Mann: His Ideas and Ideals.~ 
















WRITTEN FOR NORMAN T. A. MUNDER. PUBLISHER. BALTIMORE. MARYLAND, FOR HIS SPECIAL HORACE MANN BROADSIDE 


Copyright, Norman T. A. Munder, 1936 


This broadside, beautifully printed on art cardboard for framing (17 by 22 inches), may be had from the publisher at the following prices: single 
copy, 50 cents; 2 copies, 60 cents; 5, $1.25; 10, $2; 20, $3.60; 30, $4.50; 50, $7; 80, $10. For quotations on larger quantities, and on special frames, 
write the publisher, Norman T. A. Munder, Baltimore, Md. 


[ 86 ] 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


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NOTES ON CIVIC EDUCATION VI 


The Teaching of Controversial Subjects 


ical education are likely to find 

that the teaching of controversial 
subjects involves many difficulties. Tho 
it is generally recognized among educa- 
tors that the issues of American life can- 
not well be dodged if students are to be 
given an effective training for citizen- 
ship, there is quite a little opposition to 
the practice of acquainting students with 
vital conflicts of opinion. And even tho 
it be conceded that instruction in con- 
troversial subjects is desirable, there is 
confusion and disagreement about the 
most acceptable procedures. 

Opposition to a realistic study of con- 
temporary problems involving disputed 
points comes from within the school as 
well as without. There are teachers of 
the social studies who argue that discus- 
sion in the classroom should be confined 
to welltested and universally accepted 
truth. Students, according to this theory, 
should learn facts and should not be 
concerned with uncertainties. They 
should learn of the events of the past. 
They should study the accepted rules 
and facts of economics and civics. But 
they should not spend their time on un- 
established theories. 

The trouble with this theory of teach- 
ing is that it cannot be practiced success- 
fully in the social studies without emas- 
culating them. If we waited for absolute 
certainty, we could not do much teach- 
ing. Few important developments of 
history are so complJetely understood 
that they can be lifted out of the realm 
of the controversial. Certain familiar 
assumptions and presumed facts appear 
to be true only because they have been 
%0 oft repeated. For over a hundred 
years we repeated in our history texts the 
assertion that America won the War of 
1812. That was a “fact,” which we might 
freely teach! Yet what assertion made 
today about a controversial question of 
1937 could be more highly controversial ? 
And what is truth with respect to the 
French Revolution? External events 
may be described, but the most signifi- 
cant material for study with respect to 
the French Revolution relates to causes 
and effects, and when one undertakes 


Tit interested in realistic polit- 


VOLUME 26, NUMBER 3; 


nearly a century and a half after the 
events to explain causes and effects, he 
is on as definitely controversial ground 
as if he were explaining the political 
landslide of 1936 in the United States. 

But even tho truth might be accessible 
after the lapse of years, we cannot wait 
so long for a revelation. If the schools 
are to say that they are not sure enough 
of their ground to teach the facts relating 
to the controversial questions of the pres- 
ent, they are confessing failure in the 
training of citizens. For citizens, let it 
be remembered, cannot wait for years 
to discover the truth. When confronted 
by a Townsend Plan or a Share-the- 
Wealth movement, they cannot say, 
“We must wait 50 years so that we can 
be sure of our ground.” The citizen 
must act at once on the best available 
evidence. He may make mistakes, but 
he must decide quickly, taking shots at 
public questions on the wing. 

The question which educators must 
answer is whether the schools will train 
young citizens to come to grips with 
these swiftly moving problems. Will 
they teach citizens to deal effectively 
with controversial questions by giving 
them supervised practice in that activ- 
ity? Or will they stand aside, shaking 
off responsibility and allowing untrained 
citizens to deal with the great problems 
of the public life? Will the school, by its 
own policy of inaction, encourage its 
students to stand helplessly by when 
faced by the problems which really 
count? 

The teaching of controversial subjects 
in the schools is supported on the ground 
that in no other way can a student be 
trained to become an effective citizen. 
The reason is that the really vital ques- 
tions with which a voter must deal are 
of the controversial variety. Imagine an 
individual who holds views only on mat- 
ters concerning which there is no dispute 
and who fights only for causes about 
which all are agreed! 

Everywhere the citizen finds dispute, 
advertising, propaganda, prejudice. If 
he has learned to stand on his own feet 
in the face of controversy, to examine 
the different sides of a dispute, to choose 


MARCH 1937 


WALTER E. MYER 


his materials, to evaluate arguments—if 
he has learned these things in school— 
he stands a good chance to act inde- 
pendently and in the public interest. 
If the school has trained him for actual 
work of dealing with controversial ques- 
tions, it has helped to make him a good 
citizen. But if it has dodged the very 
problems which he must meet and has 
dealt only with platitudes and generali- 
ties, all it did for him will amount to 
exactly nothing. If civic training in the 
school does not include practice in work- 
ing with controversial issues and in 
handling them independently and sen- 
sibly, it might as well be omitted from 
the curriculum. 

It may be argued that if one does not 
gain practice in the balanced considera- 
tion of public issues in school, he will get 
it elsewhere. Just where will he get it? 
From the newspapers? From. street 
corner conversations? From the radio or 
the movies? Does the average adult, as 
a matter of fact, show himself to be so 
immune to propaganda and _ special 
pleading as to suggest that he has never 
stood in need of intelligent, public- 
spirited, and impartial training in the 
analysis of issues, in the sifting of al- 
leged facts, and the evaluation of opin- 
ions? 

When opposition to the teaching of 
controversial subjects comes from the 
community rather than from within the 
school it is usually based upon the pre- 
sumed dangerous effects of such teach- 
ing upon the minds of the young. In 
order to shield young people from pos- 
sibly subversive notions, some individ- 
uals are willing to keep them from con- 
tact with all controversial questions. 
But it cannot be done. Every individual 
who has learned how to read gets an 
introduction to the issues, programs, 
and theories which are afloat in the 
land, whether we wish it or not. He 
knows that there are Republicans and 
Democrats; liberals, conservatives, and 
radicals; high tariff advocates and low. 


[ 87 | 





a 


He even knows there is such a thing as 
communism. Even if all such matters 
were excluded from the school, they 
could not be excluded from the news- 
papers, many of which are sensational 
and irresponsible. They could not be ex- 
cluded from agencies of propaganda, 
most of which are prejudiced and lop- 
sided, and some of which are vicious. 
One gains impressions of controversial 
issues from sources both open and sub- 
terranean. No youth can be shielded 
from them. The only question we have 
within our power to answer is this: 
Shall the boy or girl receive his educa- 
tion on controversial matters exclusively 
from these outside, uncensored sources, 
or will he supplement such education by 
formal training in the school? Will he 
be allowed to study the different points 
of view, the issues, the “isms” in the 
classroom, where there is at least an in- 
telligent attempt at scientific method, 
where he will be taught to select mate- 
rial, to see different points of view, and 
to criticize the sources of information? 

Teachers, of course, have a responsi- 
bility which they must respect when 
they teach controversial subjects. They 
must refrain from the attempt to influ- 
ence opinion. When they take up a dis- 
puted point they must first see that the 
admitted facts are understood. When 
they reach the place where there is a 
divergence of opinion, they should see 
that the conflicting points of view are 
clearly and fairly presented. There they 
should stop. There they must stop if 
they are to prepare their students to be 
independent, to weigh facts, and to de- 
cide things for themselves in the light 
of evidence. 

But, someone may ask, do the schools 
really give the sort of impartial informa- 
tion which has been described? Do 
teachers, as a matter of fact, teach stu- 
dents to stand on their own feet, or do 
they seek to indoctrinate the young 
people—to impose their own views? 
Can teachers be depended upon to be 
fair and free from propaganda? The 
answer is that we do not get 100 per- 
cent impartiality in the classroom, but 
we get a closer approach to it than can 
be found anywhere else. Practically all 
school authorities insist that teachers 
present issues factually and subordinate 
their own notions. 

The public has a right to insist that 
teachers and texts be free from indoctri- 


[ 88 | 


nation and propaganda. But in exercis- 
ing this right, the public should be 
prudent and restrained. A teacher or 
text should not be condemned for an 
occasional slip or for the most injudici- 
ous comment which can be discovered. 
Each teacher, like each public leader 
and each personal friend, should be 
judged by his total contribution, his 
general day-by-day influence. Too great 
laxity may lead to abuses, but so may a 
censorious, prying disposition to dis- 
cover minor errors and to make moun- 
tains of them. 

Democracy will be safer if its young 
citizens are well equipped with facts 
relative to all the big problems of the 
public life. The citizen who opposes 


THE JUNIOR RED CROSS 





communism or fascism can fight they 
systems better if he knows what 
are than if he speaks of them in igno,. 
ance. And if it be argued that one my) 
be insnared as he studies conflicting 
forces; if it be said that he is more likely 
to accept wrong notions than right as he} 
pursues truth honestly and fearlessly, the 
answer is that such timidity is a betrayal 
of the democratic faith. Democracy js) 
based on the assumption to which lip| 
service is so often given, that in the free 
interchange of ideas truth is more likely 
than error to emerge the victor. The 
exponent of democracy must not lox 
faith in his mighty battle cry, “Ye shalj, sin vo 
know the truth, and the truth shall} ber e 
make you free.” seekin 
guest, 
as 1 « 
the Sc 
ject f 
| law f 


Ex; 


J. W. Crabtree fully 


HAVE KNOWN all along of the work 

l of the Junior Red Cross, but lately 

I have been asking questions about 

it. I have just spent some time in read- 

ing accounts of the rapid spread of this 

work among the nations of the world. 

I have talked with Dr. Gosling who is 

at the head of the Junior Red Cross in 
America. 

I am impressed with the development 
of its various lines of activity. It has 
gone into the schools as an extracurricu- 
lum activity, but I find that more and 
more it is handled as if it were an inte- 
gral part of the school program. The 
teacher has no difficulty in making the 
work mean much to the school as a 
whole, and no trouble at all in making 
it appeal to the boys and girls belonging 
to the society. 

The pupils acquire from this work 
increments of mental growth fully equal 
to that which comes from the backbone 
studies in the regular course of study. 
The more attention given to these Junior 
activities, the greater the desire to make 
it a real part of the course of study. 

The World Federation of Education 
Associations with which I am connected 
at present spends its time in promoting 
peace and goodwill. It finds that it can 
reach leaders where Junior Red Cross 
groups have been organized much more 
easily than in places where such organ- 
izations have not been formed. It has 


- whicl 
decided that the most effective work for | feder 
peace and goodwill is being done by the| «mp! 
Red Cross and particularly thru its, the y 
Junior Division. Ag 

To teachers who have not yet organ-| figur 
ized for Junior Red Cross activities, 1} '8 0 
advise you to write at once to Drj tes 
Thomas H. Gosling, American Red} $y 
Cross, Washington, D. C., asking him | hftie 
to give you complete information andto! "> 
tell you how to proceed. In doing this,| The 
you will confer a favor upon the chil) !n¢ 
dren, the school, and the community. “t' 

I promise that you can actually see boat 
these results. Should there be even one | han 
school where this improvement is not | 8t4j 
easily seen, I wish you would be kind | Wor 
enough to let me know. I have talked | 5 4 
with many and I have seen statements base 
from hundreds in different nations and | “r 
I have not yet had even one adverse re-| den 
port. That being true, I do not hesitate , P' 
to urge teachers to organize for this) 1 
important service. | exp 

The threefold purpose of the Junior | the 
Red Cross appeals to young people and | gra 
accounts for its wonderful growth dur: | joi 
ing recent years. Its aims are: service for | Ur 
others, health of mind and body as a| “at 
means of better service, and worldwide | str 
friendship. There are already eight mil! 
lion members in the United States and | se 
about that number in other countries. 1 | 
urge the schools in each nation to double | fir 
the count. »| pe 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Vv 





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Explaening 


SOCIAL SECURITY LEGISLATION 


to Wisconsin Businessmen 


J. S. PARKER 


orry shows clearly on the faces 
W of 65 businessmen gathered in 

the assembly room of a Wiscon- 
sin vocational school on a crisp Novem- 
ber evening. Like an anxious hostess 
seeking to be polite to an unwelcome 
guest, they give strained attention to me 
as I explain the detailed provisions of 
the Social Security Act of 1935. The sub- 
ject for this meeting is the Wisconsin 
law for unemployment insurance. Care- 
fully I summarize the contributions 
which must be paid by employers to the 
federal government and to the state un- 
employment compensation division, for 
the years 1936, 1937, and 1938. 

Again I summarize the complicated 
figures. I pause. “Is there anything that 
is not clear about these contribution 
rates?” I ask. My gaze falls on a typical, 
gray-haired businessman in his middle 


| fifties. 


“Yes, none of it’s clear,” he blurts out. 


The worry in his face shows also in the 


tone of his voice. So I go back again and 
set up the data in a table on the black- 
board, altho they are already in the 
hands of the class in the form of mimeo- 
graphed outlines. But it is not merely 
worry which shows in his voice. It 


| 1s also opposition—opposition probably 


based upon an undercurrent of emo- 
tional distrust of any governmental bur- 


_ den which results from any scheme of 
, Professors. 


This incident is typical of some of the 
experiences which came to me during 
the past year as I participated in a pro- 
gram of adult education sponsored 
jointly by the extension division of the 
University of Wisconsin and by the vo- 
cational schools of the state. As an in- 
structor in economics, it was my duty to 
explain the chief provisions of the social 
security law of 1935, with special refer- 
ence to the related Wisconsin law, the 
first state system of unemployment com- 
pensation. 


VOLUME 26, NUMBER 3; 


Both these laws are complicated. 
Again and again businessmen told me 
stories like this one: “I secured a copy of 
the law from Madison. I started to read 
it at the beginning. I read about three 
pages, and couldn’t understand any of 
it. I was beginning to get a headache. So 
I threw it into a corner of my desk, and 
have not looked at it since. Not even a 
Philadelphia lawyer could understand 
all the legal phraseology of that law.” 

Clearly, what they wanted was a pre- 
digested summary of the legislation. In 
particular, they wanted to know exactly 
what their own responsibilities—finan- 
cial and administrative—would be. It 
was my job to make clear these detailed 
technicalities. 

The incidents which follow are true 
case histories of some of the business- 
men in my classes. 

Here is the manager of a chain of 
gasoline filling stations. It had been his 
practice to hire temporary, parttime 
workers to relieve his regular staff on 
holidays, Sundays, and in times of sick- 
ness. These temporary workers were 
customers who owed him small sums of 
money which they had been unable to 
pay for months. Naturally, he preferred 
to take payment in the form of work 
rather than to lose the account entirely. 
What he wanted to know was whether 
he would be forced to pay unemploy- 
ment compensation to these men when 
he had no additional work for them. I 
explained that he would have to do so 
if he kept them on his payroll. “Then 
I'll fire them all,” he said. It then became 
my duty to explain that benefits were 
barred to employees otherwise eligible 
only in cases of discharge for miscon- 
duct connected with the employment, 
or in cases of voluntary separation from 
the employment. Hence, even tho the 
manager fired the workers, he would 
have to pay benefits if the men had been 
employed long enough to be entitled to 
them. It so happens that under the Wis- 
consin law, a probationary period of 


MARCH 1937 


four weeks is required before permanent 
employment is assumed to begin. In 
other words, an employer may fire any 
employee within the first three weeks 
after his first hiring, without incurring 
any benefit liability. This man was 
highly elated when this provision of the 
law was explained to him. “All right,” 
he exclaimed gleefully, “I'll fire them 
after they have worked two and one- 
half weeks. I can always get some others 
who owe me gas bills to take their 
places.” 

The problem of parttime employees 
arose in connection with retail mer- 
chants and particularly in connection 
with certain department stores. Work- 
ers were employed for rush seasons only, 
such as Christmas. The question was 
whether these peopie were entitled to 
benefits under the modified eligibility 
sections of the law. Because the law pro- 
vides that the industrial commission 
shall enter special rules in all such cases, 
employers were advised to ask the com- 
mission for special rulings on each case 
of this kind. 

Another employer had been giving 
work for eight months of the year, dur- 
ing his busy season, to a blind girl. It 
had been his custom to lay her off for 
the four dull months of the summer sea- 
son, and to take her back at the end of 
summer. He wanted to know whether 
he would have to pay her benefits under 
the law for such a lay-off period—of 
course, after the necessary three weeks’ 
waiting period had expired. “If you take 
her back to work in the fall, you will 
have to pay the benefits,” I answered; 
“Tt’s too bad, but you’re just out of luck 
in that case.” His reply came quick as a 
flash: “Oh, no, I’m not out of luck. She 
is out of luck. I can’t afford to keep her 
on the payroll under such conditions.” 

Perhaps the most revealing mental 
attitude with which I came in contact 
was shown by a minister. He had served 
for years in a small summer resort town, 
in the center of a rich agricultural area, 


[ 89 | 











with practically no industry of its own, 
Unlike the businessmen, this minister 
was more interested in the principle of 
unemployment compensation than in 
detailed mechanics. In support of a do- 
nothing policy concerning unemploy- 
ment, he quoted the Bible to me—that 
familiar statement: “If any would not 
work, neither should he eat.” Well, I 
knew my Bible also and I quoted St. 
Paul’s injunction: “Bear ye one an- 
other’s burdens, and so fulfil the law of 
Christ.” 

Perhaps the best case of an attempt to 
get around the law was that of a strug- 
gling new manufacturing company. 
One of the partners hired a man who 
divided his time between rough labor 
around the home of the partner and in 
the factory itself. This man’s wages were 
paid personally by the partner, as a de- 
duction from the partner’s drawing ac- 
count. The bookkeeper wanted to know 
whether he had to report this man’s 
wages as part of the payroll on which 
contribution taxes had to be paid. He 
attempted to argue the technicality that 
the man was not on the payroll, and that 
the payment came from the partner’s 
drawing account. I pointed out that the 
fact of receiving the wages was the im- 
portant one and advised him to report 
that part of the wages which resulted 
from work done in the factory. Of 
course, he did not have to report pay- 
ments for work done at the private 
home of one of the partners. 

Altho attacks came less frequently 
from the radical group, in every class 
someone criticized the legislation on the 
basis of inadequacy. There was the radi- 
cal foreman of a furniture factory who 
was averse to the provision permitting 
counties to recover from estates the 
amounts paid in assistance to the aged. 
I made no impression when I pointed 
out that, as in all such legislation, a start 
had to be made gradually; or when I 
explained the financial burden placed 
upon the hard-pressed counties by the 
law, or the necessity for safeguards 
against malingering. 

These cases are typical of the mental 
attitude of American businessmen. In- 
deed, Wisconsin businessmen, after a 
generation of progressive legislation, are 
more receptive to social reform than 
those in many other states. If Wisconsin 
businessmen are bewildered by the So- 


[ go | 


cial Security Act and if in Wisconsin 
there is an undercurrent of hostility to 
it, is it not reasonable to assume that the 
same attitude is nationwide? 

What conclusions can we fairly draw 
from these cases? I think we can safely 
conclude that, in general, businessmen 
are not interested in fundamental eco- 
nomic principles and problems. They do 
not care about the problem of unem- 
ployment as such. In the minds of some 
of them, there is the hangover of the 
archaic attitude that if a man is out of 
work, it must be because of some char- 
acter defect of his own. Wisconsin busi- 
nessmen have not thought thru the 
problem of unemployment insurance 
and apparently do not care to do so. 

Again and again I was warned to 
soft-pedal “theory” and to stick to the 
detailed mechanics of the legislation. 
Altho businessmen pay indirectly their 
share of relief for unemployment, they 
have little interest in the possibility of 
reducing future relief loads thru ade- 
quate unemployment insurance systems. 
When it comes to such issues as the 
possible smoothing of the business cycle, 
leveling off the peaks and leveling up 
the valleys, thru unemployment com- 
pensation reserves, only a small handful 
is really interested. 

To me, a more fundamental conclu- 
sion is that Wisconsin businessmen are 
not, after all, very practical. It seems to 
me that a practical man would appraise 
such legislation from the longterm view- 
point. But not the “practical” men of 
affairs in these classes. Typical is their 
attitude toward the old age compulsory 
savings system set up in the federal law. 
Comparatively little interest was shown 
in this feature of the federal law. I was 
somewhat puzzled by this lack of in- 
terest. Upon inquiry, I discovered that 
the primary interest was in the Wiscon- 
sin Unemployment Compensation Law. 
The reason was that the unemployment 
insurance law is already in operation 
and contributions have to be paid 
monthly. The payroll taxes for old age 
benefits under the federal law do not go 
into effect until 1937. Hence, only a 
casual interest was displayed in that leg- 
islation. And when it came to the pro- 
visions for old age assistance, for child- 
welfare benefits, for public health grants, 
practically no interest was shown. The 
reason was not far to seek: Industry had 


no direct obligations or responsibilitig 
under these sections. 
I still think it would be more “pra| 
tical” for businessmen to take a genuix 
interest in all these problems and y 
evaluate the Social Security Act as a po 
sible method of ultimately reducing th 
waste and inefficiency which have cha 
acterized our previous attempts to de 
with these problems. If we balance ow 
financial budgets at the expense of ow 
human budgets, we shall find it harder 
in the long run, to balance even ow 
financial budgets. But the reasoning ip 
volved in this proposition is truly too it 
volved for the “practical” graduates of 
the eighth grade who operate so many 
of our successful business concerns, 
Too little attention has been giventy 
the problem of preparing business opit- 
ion and public opinion for the farreath 
ing implications of the Social Security 
Act of 1935. How frequently have we 
seen ameliorative legislation run ahead 
of public opinion in the U. se 
with the unfortunate result that the leg 
islation had to be scrapped, temporarily 
at least. It is the old story of general pub 
lic opinion lagging behind the social re 
former. Here the lawyer’s viewpoint 
furnishes a healthy corrective: namely, 
that law is only crystallized public opin- 
ion. Perhaps it would be well if more of 
us in the fields of the social science: 
could catch the viewpoint and the at 
titude of the lawyers and of the business 
men. At least it is true that it is not 
enough merely to pass social security| 
legislation. That legislation must als 
be explained to the general public. In) 
particular, it must be “sold” to the re 
sponsible business executives who are 
charged, in part at least, with some of 
the burdens of administering it. | 
This is what we have been trying to| 
do in Wisconsin during the past year.) 
The principle involved is not new. For] 
more than thirty years it has been 4) 
policy of the state university to serve the| 
state thru its extension division. But the| 
application to such an issue as the e| 
planation of the detailed mechanics of! 
an intricate piece of legislation is new.| 
It is safe to say that, as a result, Wiscon- 
sin businessmen are better informed on 
the Social Security Act of 1935 and the) 
Wisconsin laws passed in conformity] 
with it than are the businessmen of any 
other state in the union. | 


THE JOURNAL OF THE NATIONAL EDUCATION — 














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Principal John ]. Dolan, Teaneck, N. ]., pur- 
chased projection equipment, integrated films 
with the curriculum, prepared lesson plans 
and study guides to accompany the films, and 
secured 250 good instructional films for the 
teaching of the 700 pupils in his district for a 
total cost the first year of less than $440. The 
results of the program were so successful that 
the parent-teacher association has presented 
another projector to the school district. 


A NEW suURGING of interest and activity in the pro- 
duction, distribution, and classroom use of motion pic- 
tures for teaching purposes is evident thruout the country. 
The logical sequence of these activities is the increased 
production of good instructional films; better distribution 
of films; and wider and more effective use of films in 
the classroom, camp, and forum. 

Educators have long realized that by its peculiar ability 
to portray action vividly and thru the addition of natural 
sound and color, the film is a remarkably powerful me- 
dium of instruction. Classroom limitations of learning 
are overcome thru the introduction of a pictorial experi- 
ence easily understood by children and exceptionally in- 
teresting to them. The use of motion pictures brings the 
world into the classroom; stimulates the interest and ac- 


VOLUME 26, 


NUMBER 3; MARCH 1937 


MS in EDUCATTIO 


CHARLES F. HOBAN, JR. 


tivity of pupils; gives rise to selfexpression and selfdevel- 
opment; greatly aids the retarded child; and generally 
contributes to economy of time, enrichment of the cur- 
riculum, and the development of attitudes, knowledge, 
and skills. 

[1] Production activities—Altho Hollywood leads the 
world both in quantity and quality of theatrical motion 
pictures, few educational films have come from this 
source. Classroom motion pictures have been produced 
by affiliates of concerns whose major interests lie in other 





film equipment, by state and federal 
governmental bureaus, by colleges and 
universities, by organizations interested 
in some phase of social education, by a 
few classroom teachers, by a few depart- 
ments of visual instruction, and by in- 
dustrial and commercial organizations 
for advertising and training purposes. 

Many school districts and teachers 
have proceeded independently in the 
production of their own films. For 
example, Mrs. Anne Filut, a Milwaukee 
grade teacher, produced as a class pro- 
ject a unique film on fractions. In the 
public schools of Akron, Ohio, films are 
being prepared on phases of civic life. 
In Lenoir, South Carolina, films pro- 
duced to show band defects in marching 
formations, conducting, and other band 
technics proved to be an excellent me- 
dium for their correction, In Baltimore 
a series of four sound films is being pro- 
duced for parent education on the teach- 
ing of reading, the making of citizens, 
occupational guidance and placement, 
and the work of the occupational school. 

The Resettlement Administration of 
the federal Department of Agriculture 
began experimentation in the documen- 
tary film last year with the production 
of “The Plow that Broke the Plains,” a 
film showing the devitalization of the 
Great Plains thru unplanned agricul- 
ture. The beauty of its photography, its 
able direction, the moods of its musical 
accompaniment, and the nature of the 
subject treated have resulted in an un- 
usual demand for this film. Another Re- 
settlement Administration documentary 
film is in production on the subject of 
flood control of the Mississippi River. 
Thirteen federal government bureaus 
which produce and circulate films re- 
lated to problems of their bureaus have 
more than 400 film subjects available for 
free distribution. 

[2] Distribution—To supply films to 
districts that have not yet developed 
their own libraries and to supplement 
district libraries, several state depart- 
ments of education, at least 28 university 
extension bureaus, and many teacher- 
training institutions have developed cir- 
culating film libraries. 

One particularly effective and eco- 
nomical method of distributing films to 
schools is the cooperative film library, 
such as the one developed by Russell 
Gregg at the University of Illinois. By 
contributing one reel of instructional 


[ 92 | 


film and paying a nominal service 
charge, cooperating members of this 
library have access to 36 bookings of 
strictly instructional films and unlimited 
access to socalled “industrial films” sup- 
plied free of charge to film libraries by 
various industrial concerns. The Uni- 
versity of Illinois library increased from 
178 films in 1932 to 526 in 1936, and the 
number of borrowers increased from 99 
in 1932 to 211 in 1935. 

A survey of the audio and visual 
equipment in elementary and secondary 
schools of the nation, recently completed 
by the U. S. Office of Education and the 
American Council on Education, reveals 
that at least 38,000 reels of instructional 
film and more than 10,000 projectors are 
actually owned by school districts. Prob- 
ably an almost equal number of pro- 
jectors is available to school use thru 
parent-teacher organizations and other 
agencies. Ninety-seven school districts 
employ fulltime directors of visual in- 
struction and in 230 other districts off- 
cials give parttime service to these duties. 

Under the management of John E. 
Abbot, the Museum of Modern Art 
Film Library, New York City, has 
gathered for permanent preservation a 
library of films significant of the devel- 
opment of the motion picture as an art 
form. Several series are being shown by 
colleges, museums, and civic groups. 

[3] Increased use—The use of motion 
pictures in the classroom has _ been 
greatly facilitated this year thru the pub- 
lication of the Educational Film Cata- 
log, by the H. W. Wilson Company of 
New York City, working in collabora- 
tion with the American Council on 
Education and other interested agencies. 
A total of 1220 selected instructional 
films is listed in this catalog. 

A master catalog of approximately 
7500 films of educational significance is 
being compiled by the American Coun- 
cil on Education for distribution to ad- 
minstrators and teachers associations. 
This catalog will furnish to bureaus of 
visual instruction a relatively complete 
list of films in various areas of subject- 
matter; to research groups, a basis for 
correlation of films with the curricu- 
lum; and to evaluating groups, the basic 
material from which they will be able to 
select films best adapted to instruction. 

The American Council on Education 
is also undertaking this year the study 
of evaluation procedures employed in 


various educational centers for the pup 
pose of cooperating with teacher grou 

in the evaluation of available film mat.’ 
rial in their respective fields. 

Much progress in the training g 
teachers in film projection and teaching 
technics has been made. A laboratoy 
course in visual instruction is now re 
quired for permanent certification of al} 
teachers in Pennsylvania. Over 3m 
teacher-training institutions in the m. 
tion offer courses dealing with the mo. 
tion picture in education. The School of 
Education, Boston University, has de 
veloped a series of six courses in visua | 
instruction to meet the demand fo 
trained leaders in the field. Under the 
auspices of the American Council on 
Education a series of regional confer. 
ences is being held on the problems of 
teacher training in the use of visual aids 

To facilitate the training of teacher: | 
and administrators, a series of digests of | 
literature on various phases of visual in. | 
struction is being prepared by Miss Fan- 
nie Dunn and Miss Etta Schneider of 
Columbia University for the American 
Council. This series will be published | 
early in 1937. Also in preparation by the | 
American Council is a handbook on ad: | 
ministrative practices in visual education 
by Edgar Dale of Ohio State University. 
An interpretative study of the data gath- 
ered in the recent survey of audio and | 
visual equipment in the public schools 
of the nation has been undertaken by | 
Cline M. Koon, senior specialist in 
Radio and Visual Education at the U.S. 
Office of Education, with the assistance | 
of the American Council on Education. 
The National Visual Education Direc- | 
tory listing the directors of visual in- 
struction and people most interested in 
the development of this field, together | 
with the audio and visual equipment ac- | 
tually owned by the elementary and sec- 
ondary schools of the country, has been } 
published by the American Council and | 
is being distributed. This directory was | 
compiled by Dr. Koon in 1936. 

Thru its Committee on Motion Pic- 
tures in Education the American Coun- | 
cil on Education has undertaken the | 
establishment of a clearinghouse of in- | 
formation in the field of motion pictures | 
in education. The directory, the film | 
catalog, the evaluation study, and the 
digest series are activities under way or 
completed under the direction of this 
committee. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








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naL has gathered reports summariz- 
ing the educational situation. Let- 
ters were sent to three persons in each 
state—the state superintendent of educa- 


T= is the fifteenth year THe Jour- 


tion, the NEA state director, and the 
secretary of the state education associa- 
tion. From the replies received, the follow- 
ing facts have been compiled. No report 
was received from Florida. (Where new 


STATE SUPT. OR COM. NEA DIRECTOR STATE SECRETARY 
ess... 9. PE ee Oh Wee... sec Frank L. Grove 
Alaska...... Anthony E. Karnes......... Everett R. Erickson......... C. H. Bowman 
Me SS eee T.G. Gabee...... 22.0. 
ae te ee ee Wow. PMN oo... vocedeeds Miss Willie A. Lawson 
e........ Vise Rereey.........00% ee ee ee Roy W. Cloud 

Walter F. Dexter 
nL. i TI, * . . .ss 00045 enpnaumngete i ke mae4> 6 ogee aah ahonee 
Colo... .... . Mrs. Inez J. Lewis.......... . os es. Se W. B. Mooney 
Conn... ....Ernest W. Butterfield....... Bislon T. Goat. sg Francis E. Harrington 
ee ee eee ee eee Hilda L. Barr 
as s vie Frank W. Ballou...........Edgar C. Higbie............ Mary F. Resh 
Fla. . . o « We Oe RMWPEDON . . 0 co eces James S. Rickards........... James S. Rickards 

J. Colin English 
A ee SS: rs Ralph L. Ramsey 
Hawaii...... Oo Earl L. McTaggart (acting)... Earl L. McTaggart 
Idaho.......John W. Condie........... eS John I. Hillman 
sass « Oe WEES css). We TRA so ks vee Robert C. Moore 
Ind. . . -Floyd I. McMurray ........ Charles O. Williams......... Charles O. Williams 
a Agnes Samuelson . . ... ted D. Cenm.............+ Raia, Pye 
SR a ae ee i a I sao SpE Sed noha ok F. L. Pinet 
a kee 8 are W. P. King 
RARE. ee es A IR sso chee osncon Spencer Phillips 
eer Bertram E. Packard......... Wile SE. ee. 5: - Adelbert W. Gordon 
Pc... .. dere S. Cook... 00.0.5 gene Wetec. sk Walter H. Davis 
Mass.. .. ... James G. Reardon.......... Annie C. Woodward........ Hugh Nixon 
ee Eugene B. Elliott........... Grover Stout..............A. J. Phillips 
Minn... .. . . John Gundersen Rockwell. ..Daisy Brown............... C. G. Schulz 
MEAS 4S Re es A”) eee Walter N. Taylor 
ee! Fee Thomas J. Walker. ......5... E. M. Carter 
Mont... ... . Elizabeth Ireland........... MET WE. 8 ..M. P. Moe 

Ruth Reardon 
Nebr ee ee oe SS Peer a Charles A. Bowers 
Nev . Chauncey W. Smith........ J. We WMIED. «55... ......Bernice Griffith 
| James N. Pringle........... Lyle Wilson Ewing.......... John W. Condon 
eee Raymond B. Gurley.........5. C. Strong 
Ses 8 ee eee LS Ol. eae D. N. Pope (acting) 
m7... .... Banat B, Graves............ Frederick Houk Law......... Arvie Eldred 
er Clyde A. Erwin. ... . JGhag DB. PRMMGO..... 5 nos a 60 Jule B. Warren 
4: ee A. E. Thompson. . . Re ee M. E. McCurdy 
Ohio.. ......E. L. Bowsher . . ef CR eee eee Walton B. Bliss 
Okla........A.L.Crable.... me 8 PE C. M. Howell 
AS C. A. Howard .. .. Austin Landreth. ...........E. F. Carleton 
Pa,.........Lester K. Ade.............J. Herbert Kelley...........J. Herbert Kelley 
ee eS ee ee ee rer o PEE a Bite Rate pi ete hee sh 
ee Pe re i eee ee 
aaa) kee James F. Rockett..;.. .0:...605. James F. Rockett 
eee 5 Pree Pi Re, P es 6 ois Gis se key J. P. Coates 
S.D... es | ey Se oy: N. E. Steele...............N. EB. Steele 
Tenn ..Walter D. Cocking......... oe eee re A. D. Holt 

W. A. Bass 
ee ee en ee Rush M. Caldwell.......... B. B. Cobb 
ae Charles H. Skidmore........ N. Howard Jensen..........B. A. Fowler 
ees _reancis L. Bailey... ..........Josepn A, WHER: «625.065. Marion C, Parkhurst 
. «ia ee IIE API ao 5s died a Sn oo Ss aaa Bh piece « Syd beta Abels Aes 6 
Va. . lS ree Mrs. Edith B. Joynes........C. J. Heatwole 
Wash . .N. D. Showalter........... Ernest W. Campbell......... Arthur L. Marsh 

Stanley F. Atwood 
ee Pt oe J Oe er ee J. H. Hickman 
Wis... .....John Callahan............. Amanda H. Schuette........O. H. Plenzke 
Wyo. ... Jack R. Gage. Se SO eres H. H. Moyer 


M. A. Thrasher 


VOLUME 26, NUMBER 3; 


MARCH 1937 


state superintendents have been elected, 
both the old and new names are listed in 
the box, the new beneath the 1936 occu- 
pants. ) 

ALABAMA—Educators have attempted 
to secure sufficient revenue to make ef- 
fective the fine educational legislation 
passed in 1935: A school budget law re- 
quiring every schoolboard to live within 
its income; a school warrant act correct- 
ing defects in the state school securities 
laws; and a minimum program law pro- 
viding an equalization fund of over $6,- 
000,000 to insure a minimum elementary 
term of 7 months and a minimum high- 
school term of g months on a compulsory 
state salary schedule basis. A curriculum 
revision study is being made. 

ARIZONA—Educational development 
included: Raising of teacher certification 
requirements; formulation of a secondary- 
school curriculum revision; of primary read- 
ing program and adoption of textbooks; 
inclusion of safety education courses; im- 
provement of school plants; closer coopera- 
tion among all agencies of education. An 
educational equalization measure will be 
presented to the coming legislature. 

ARKANSAS—Schools in 1936 oper- 
ated on a sounder financial basis as a 
result of a comprehensive bond refund- 
ing program, enactment of a sales tax 
with 65 percent of revenue allotted to 
schools, and restoration of the school 
equalizing fund. Tentative courses of study 
for elementary and secondary schools were 
published. A retirement fund for teach- 
ers is being promoted. 

CALIFORNIA—Schools in 1936 main- 
tained high standards of excellence in all 
lines of endeavor. There has been a gen- 
eral restoration of curtailed activities. The 
California Teachers Association has con- 
ducted, thruout the state, educational con- 
ferences covering modern education, child 
development and personality. 

COLORADO—An amendment to the 
constitution was passed which permits the 
legislature to levy a graduated income tax 
and to allocate the funds to local units of 
government, including schools, for the 
relief of property tax. The state seems on 
the verge of having the state assume 20 or 
25 percent of the costs of the schools. 

CONNECTICUT—Credit union facil- 
ities are now available to 8500 of the state’s 
10,500 teachers. Salary restorations are 
being rapidly made. The state teachers 
association is sponsoring in the 1937 legis- 
lature, a state participation bill; the res- 
toration of the teacher pension system to 
a reserve basis; and the adoption of a 
civil service law for teachers. Additional 
funds have been appropriated to regional 
state trade schools. 


[ 93 | 





DELAWARE—Improvement of reading skill 
in the intermediate grades has followed the in- 
creased emphasis upon the need for more class- 
room supervision by superintendents and prin- 
cipals. Further development of work in the 
social sciences has continued. Extension courses in 
curriculum study for teachers in service were be- 
gun. One-half of the teachers’ salary reduction 
effective for 1933-35 was restored for 1935-37. 

DISTRICT OF COLUMBIA—After an inten- 
sive study of prospective growth and accrued 
shortage of schoolhouse accommodations, the 
board of education in cooperation with school 
officers, has prepared a comprehensive five-year 
building program. An additional assistant super- 
intendent has been appointed to be in charge of 
junior highschools. There has been clarification 
of both teachers and public on the problem of 
freedom of teaching and learning. 

GEORGIA—The Georgia Program for the 
Improvement of Instruction reached its third year 
with gooo teachers participating. A new set of 
standards for elementary schools was adopted and 
applied. The new state administration, which 
came into office January 1, is favorable to edu- 
cation and is lending full support to a farreach- 
ing and progressive educational legislative pro- 
gram. Three major bills are now (Jan. 29) before 
the General Assembly. They provide a seven- 
months’ school term supported by the state, the 
reorganization of the state department of edu- 
cation, and free textbooks for all pupils. 

HAWAII—Salary pay cuts are being restored 
and automatic increases resumed. The ground 
work has been laid for the establishment of a 
single salary schedule. All teachers appointed are 
now required to have completed a fifth year of 
college work. The department of public instruc- 
tion is sharing responsibilities with classroom 
teachers in building the school curriculum. 

IDAHO—Salaries have been increased; build- 
ings have been remodeled and in many cases 
new buildings have been constructed. The school 
atmosphere has cleared and there is a return to 
a strong belief in the efficacy of free, universal 
education for all the children of all the people. 
There is every prospect of equalization of school 
opportunities beginning with the new year. 

ILLINOIS—The Illinois State Teachers Asso- 
ciation has changed its name to the Illinois Edu- 
cation Association. The association has added a de- 
partment of public relations which, in turn, has 
organized similar departments in each of its 18 
divisions. The influence of these groups “working 
with the people back home” has been a whole- 
some influence in awakening thinking people to ed- 
ucational needs. Many districts have set standards 
above that required for certification as a basis for 
employment. Buildings have been modernized. Ma- 
terial equipment has been improved in 90 percent 
of the schools. A statewide program to improve in- 
struction thru curriculum study was launched. 

INDIANA—Significant educational develop- 
ments included the payment, by the state from all 
sources, to the local school corporations, of $722 
per teaching unit; the lowering of taxes on 
local real property 30 percent; the consolida- 
tion of 138 one-room schools; extension of a 
safety program, with thousands of steel buses 
transporting rural children; reorganization of vo- 
cational education; and extension of a school 
health program. The new minimum wage law 
went into effect in September. A definite move- 
ment for a 4-year curriculum as a minimum re- 
quirement for elementary teachers is being spon- 
sored. The state board of education has approved 
a cooperative teacher placement program in the 
state. Many rural schools have received benefit 
from the rural-electrification program. 


[ 94 | 


lOWA—tThe recently-organized Iowa Council 
for Better Education, consisting of statewide 
groups interested in education, is sponsoring 
legislation for greater state support of schools. 
A financial accounting system was inaugurated 
in the school districts. New courses of study in 
U. S. history and in health were distributed. The 
state department of public instruction program 
for the improvement of instruction was extended 
to include special demonstrations for highschool 
teachers. A program for growth in character and 
in citizenship for the grades and guidance for 
the highschools was developed. The department 
of public instruction was reorganized. A new cer- 
tificate law relating the training of teachers more 
directly to the field of service was inaugurated. 
The Planning Board continued work. A bill 
regarding annuities for teachers was prepared 
for presentation to the legislature. The special 
session of the legislature to adopt measures looking 
to unemployment insurance points toward greater 
security for teachers. 

KANSAS—A statewide curriculum program, 
sponsored by the General Education Board, the 
state department of education, and the Kansas 
State Teachers Association, and supported in 
part by appropriations from the KSTA, was in- 
augurated in January 1936. Study groups reach 
12,000 teachers. The KSTA is sponsoring before 
the state legislature a 5-point program dealing 
with finance, textbooks, nonpolitical state superin- 
tendent of schools, certification laws, and rural 
supervision. 

KENTUCKY—A statewide survey was in- 
augurated to determine the present status of 
public education in Kentucky and to set up a 
desirable long range program. Work in state-sup- 
ported institutions of higher learning was reor- 
ganized to eliminiate duplication. The education 
of teachers on the two-year level was taken from 
the University and given to the teachers cclleges; 
all graduate work carried on in the teachers col- 
leges was transferred to the University. 

LOUISIANA—New requirements for teacher 
certificates were adopted by the state board of 
education at its meeting in April: After Sept. 1, 
1937, applicants for certificates authorizing em- 
ployment in the elementary grades will be re- 
quired to show completion of an approved 3-year 
teacher-training course; after Sept. 1, 1940, such 
applicants must show the baccalaureate degree. 
The legislature enacted tenure and retirement 
laws for teachers and returned to local school- 
boards authority for the employment of teachers. 
A curriculum study is being made. 

MAINE—The Maine Teachers Association and 
the state department of education have prepared 
a state school finance bill, providing for better 
equalization of educational opportunity, to be 
presented to the 1937 legislature. An intensive 
publicity campaign for the proposed bill has been 
carried out. All schools in the state maintained 
the statutory length of school year. The state 
department completed a curriculum in temper- 
ance for the elementary schools. All state normal 
school courses were extended from two-year 
courses to three-year. The number of unemployed 
teachers has been drastically reduced. 

MARYLAND—Salary cuts were partially re- 
stored. The English curriculum in county high and 
elementary schools and the commercial course in 
county highschools were revised. Remedial read- 
ing was begun in the highschools. Special classes 
for mentally handicapped children were extended. 
School plants were improved with the aid of 
PWA and WPA. The American Youth Com- 
mission is making a survey of problems of 
Maryland youth. 

MASSACHUSETTS—A committee is at work 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | 


setting up a curriculum for the degree of Mg 
in Education in Massachusetts teachers College, 
A committee of superintendents is framing ,| 
bill for teacher certification. There has been 
accelerated return to predepression school stapj. 
ards and practices and a lessening of the depry 
sion psychology among school people. Th 
forces opposed to the teachers’ oath law enact 
in 1935 have been strengthened and unified, 

MICHIGAN—A new code of certification, ¢ 
signed to raise progressively the standards ¢ 
training for teachers, was put into operation 
At the close of the year the superintendent ¢ 
public instruction submitted to the governor ani 
legislature a 16-point program for the improv. 
ment of public education. The Michigan cy. 
riculum program has expanded to include a serig | 
of curriculum publications, conferences on cy. 
riculum, and the inception of basic studies, 4| 
statewide course of study in traffic safety wa’ 
introduced. An experimental study was made jn | 
secondary education to discover and_ evaluay 
desirable modifications in the secondary program, 

MINNESOTA—The Minnesota Education As 
sociation observed its Diamond Jubilee in 1936, 
A fulltime field director was added to the MEA 
headquarters staff; its journal was made large 
and more comprehensive; group health and a 
cident insurance for teachers has made steady 
progress. A radio broadcast on free time 5 
being used to interpret schools and taxation w 
the public. The MEA, in cooperation with th 
state department of education, has spent the 
past year in an intensive study of and publicity 
for a legislative program, which it is hoped wil 
be achieved in the 1937 legislature. 

MISSISSIPPI—The special survey committe: | 
appointed by the legislature made a report to th | 
extraordinary session of the legislature, which | 
resulted in an increased school appropriation for 
the biennium of $2,000,000. The committee is to 
continue its work and make recommendation 
for reorganizing the administrative setup d 
Mississippi schools. Future school legislation wil 
probably be based on the findings of this com 
mittee. An outstanding accomplishment for the 
years was the passing of the state budget law. | 

MISSOURI—There has been marked improve | 
ment in the financial condition of local school | 
districts, which has resulted in higher salaries | 
new or rehabilitated school plants, and mort | 
nearly adequate provisions for equipment and 
supplies. State contribution to public-school sup | 
port was increased to $8,743,215, the great 
amount for any one year in the state’s history. A 
constitutional amendment was adopted, by the | 
initiative and referendum, removing the pro} 
hibition against the use of public funds for pay-| 
ing retirement allowances to teachers. 

MONTANA—During 1936 school conditions 
improved, but due to crop failures, drought, and 
insect pests, the state is facing serious tax de 
linquencies for 1937 and will face difficult finance 
problems. The Montana Education Association 1s 
presenting to the legislature bills which if adopted 
will save the situation. 

NEBRASKA—In spite of the drought of the 
past summer, there was no curtailment of school 
year. There has been partial restoration of teach 
ers’ salaries. At the school election in November, 
the voters of Nebraska authorized fundamental 
improvements in the administration of public 
school and institutional endowments. The char 
acter education program gains in strength and} 
effectiveness each year. The new  elementar) 
course of study represents the best workmanship 
in the schools and the finest professional spirit of 
the teachers. The headquarters building of the 
Nebraska State Teachers 





Association is now 





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free of all indebtedness. It is believed that the 
unicameral legislature will result in more direct 
and progressive legislation. 


NEVADA—The state education association was 
placed on a continuing basis with a board of 
directors elected for a six-year term, two of the 
six members to be elected each two years. A drive 
was made to place the teacher retirement system 
on a sound basis with contributions from. state 
and teachers. Full salaries for teachers were 
restored. Larger school districts have restored kin- 
dergarten programs. Teacher load is being re- 
duced by enlarging faculties. There is increased in- 
terest in music and art. 

NEW HAMPSHIRE—The English program is 
being rewritten. A series of institutes was held in 
each county; vital educational problems were dis- 
cussed. 


NEW JERSEY—tThe outlook is encouraging. 
Educational forces, working in harmony, are 
pressing legislation for a minimum salary of $1000 
for teachers and a satisfactory equalization law. 
Cuts are being restored and yearly increments 


established. 


NEW MEXICO—The year 1936 was a most 
outstanding one for public education in New 
Mexico. A state program of advancement for 
certification of teachers was launched. A three- 
year statewide program for the improvement of 
elementary education was also instigated. 


NEW YORK—Teachers, in cooperation with 
the state department of education, studied teacher 
certification and much progress was made. The 
full amount of state aid was maintained. No legis- 
lation impairing education was passed. An im- 
mense school building program was started with 
the aid of government funds. The New York 
State Teachers Association, in cooperation with 
other agencies, was successful in defeating tax 
limitation proposals. An attempt was made to 
extend tenure to villages but the proposal was 
defeated. 

NORTH CAROLINA—Progress was made 
toward restoration of school opportunity. All pub- 
lic schools were kept open for a minimum of 
eight months, and the ninth month was restored 
to nearly all children who had it previously. 
Teachers’ salaries were increased. 

NORTH DAKOTA—The most significant 
educational development was the successful ad- 
ministration of the new equalization fund of 
about $4,000,000 for the biennium. One-fourth 
of this amount was used to help needy and dis- 
tressed school districts and helped to pay about 
1800 teachers. Another one-fourth paid non- 
resident highschool tuition. The balance of the 
money is distributed on a_ teacher-unit basis. 
The general effect has been to keep all schools 
open and to steady morale of school people in 
state. Free highschool correspondence courses stim- 
ulated highschool study among hundreds of pupils 
who could attend only rural schools. 

OHIO—Rural-school districts were reorganized 
to provide larger units with resultant elimination 
of 800 one-room schools. The Foundation Pro- 
gram law increases the responsibility of the state 
as a unit for financial support of the schools and 
for equalization of educational opportunities. 
The state now guarantees a full school term to 
every child. Salaries are being increased and trans- 
portation facilities improved. There is a quickened 
interest in the relation of the schools to social and 
national wellbeing. 

OKLAHOMA—One of the most significant 
educational developments during 1936 has been 
the improvement of the school situation—par- 
tial restoration of salaries, the lengthening of 
terms, and the liquidating of indebtedness—thru 


VOLUME 26, NUMBER 2; 


the effects of House Bill 212, enacted by the last 
legislature. This bill appropriated outright $8,- 
200,000 for the support of public-school edu- 
cation in Oklahoma. However, the bill granting 
Homestead Exemptions to the extent of $1000, 
effective as of January 1, 1937, may cripple the 
schools considerably. 

OREGON—In January 1936 the Oregon State 
Teachers Association organized a permanent com- 
mittee to carry on a statewide curriculum study. 
The report of the NEA Committee on Social- 
Economic Goals was used as a basis for study. 
Study groups were formed in every section of the 
state. The convention program was also built 
around the subject. 

PENNSYLVANIA—The development of a 
common philosophy of education and the dis- 
semination of educational information have been 
emphasized. The department of public instruc- 
tion was reorganized. An effort has been made 
thru state subsidies to equalize educational op- 
portunities. Qualifications for teachers have been 
raised, and _ teacher-education curriculums en- 
riched. Federal assistance was coordinated with 
local aid in the construction of school buildings. 
The Pennsylvania State Education Association was 
democratized by amendments to constitution. 

PUERTO RICO—Twenty-two new second unit 
rural schools were established, giving instruction 
from the fifth to the eighth grade in agriculture, 
manual arts, domestic science, and academic sub- 
jects. Fifteen new buildings are being constructed. 

RHODE ISLAND—Educational achievements 
included: An exceptional record in schoolhouse 
construction; the codification and publishing of 
regulations for teacher certification; the estab- 
lishment thru law of the principle of equalization 
of educational opportunities to all school chil- 
dren; the adoption of a purely professional plan 
for admittance of prospective teachers to the 
Rhode Island College of Education; the initial 
steps for a state system of teacher training thru 
the cooperation of state educational institutions. 

SOUTH CAROLINA—School building pro- 
grams, which had been at a standstill for several 
years, have been carried on thru WPA and PWA 
grants and loans. An increase in state income 
from regular tax sources of more than one and 
one-half million dollars over the preceding year 
will enable the state to increase its aid to public 
education. A textbook rental system was estab- 
lished to enable more children to 
books. A teacher-training program is being 
launched thru curriculum construction at both 
elementary and highschool levels. The highschool 
library program is being definitely developed. 
County and local professional reading centers 
have been established. A state testing program 
has been inaugurated for diagnosis and guidance. 

SOUTH DAKOTA—Two amendments to the 
constitution were adopted. Henceforth the super- 
intendent of public instruction will be chosen on 
a nonpolitical ballot and the service of the county 
superintendent will not be limited to two terms. 
Legislation for teacher retirement, the work of a 
South Dakota Education Association committee, is 
pending. 

TENNESSEE—The Education As- 
sociation has sponsored an 8-point program which 
has been indorsed by a majority of the House 
and Senate of the present legislature and by the 
governor-elect. It is believed that substantial im- 
provement in school legislation will result. Ten- 
nessee’s chief educational achievements for 1936 
include: Development of an improvement of in- 
struction program, securing of 


have more 


Tennessee 


humerous con- 


solidations, improved transportation facilities, 
much better financial situation in local districts. 


TEXAS—Most significant educational develop- 


MARCH 1027 


ments have been the work of the committee on 
curriculum production and the passage of the 
teacher retirement amendment to the state con- 
stitution, State apportionment may be increased 
from $17.50 per capita to $19. There has been 
a decided increase in number of pupils in average 
daily attendance, cared for in more commodious 
and better equipped buildings, and taught by bet- 
ter trained and better paid teachers. 

UTAH—Educators unitedly worked for more 
state school revenue, for greater equalization 
funds, and restoration of salary pay cuts. Im- 
portant research dealing with school finance and 
legislation was carried out. A measure for retire- 
ment has been introduced into the 1937 legislature. 

VERMONT—The commissioner of education 
is forming a state advisory council—an educa- 
tional planning commission—to work with the 
state department of education in helping to set 
up new objectives for education. A state organiza- 
tion of school directors recently held its first meet- 
ing. The Vermont State Teachers Association has 
voted favorably to change its name to Vermont 
Education Association; final vote will be taken at 
the next meeting. 

VIRGINIA—Significant educational develop- 
ments include a state appropriation sufficient to 
pay each teacher in the state an average salary of 
$720; a sound retirement law on the basis of 
50-50 contribution by state and teachers; a 9- 
month minimum school term for all schools. 
Unity of purpose, attack, and achievement re- 
sulted from the ten-day working conference of 
elementary supervisors held in September. 

WASHINGTON—School districts have been 
cleared of debt, and school budgets are on a 
cash basis. Outstandiag work has been done on 
revising elementary-school and highschool cur- 
riculum. A guidance program has been estab- 
lished in all accredited highschools. Six-year re- 
newable certificates replaced life certificates. 

WEST VIRGINIA—For the third year (1935- 
36) all schools of West Virginia had a term of 
nine months. State paid 53 percent of total cost. 
Teachers developed courses of study for safety 
education, boys’ and girls’ clubs, and teaching 
evil effects of alcohol and narcotics. The percent- 
age of teachers with preparation two years be- 
yond highschool increased from 73.3 to 78.6. The 
general morale was decidedly above that of last 
year. The West Virginia State Education Associa- 
tion has prepared bills for retirement, tenure, and 
other school legislation to be presented to the 1937 
legislature. 

WISCONSIN—New school buildings are be- 
ing built; curriculums are being adjusted; teach- 
ers’ salaries are being restored and _ increases 
given. The Wisconsin Education Association is 
sponsoring legislation calling for a minimum 
school year of g months, a minimum salary of 
$100, and a certification bill with a minimum of 
two years for teacher preparation. Membership 
in the WEA reached an all-time high. The state 
department made a study of the functions of state 
supervision and formulated adequate schedules 
for supervisors. A study of small highschools was 
made, to develop programs of study adapted to 
their needs. Outlines and bibliographies have been 
prepared and distributed for school use in con- 
servation, cooperatives, and health. 

WYOMING—An equalization fund of $287,- 
000, a part of the proceeds derived from a state- 
wide sales tax of 2 percent on all retail com- 
modities, helped to maintain schooling facilities 
in approximately 200 school districts, affecting 
nearly 10,000 pupils. After five years of research 
by the Wyoming Education Association, a teacher 
retirement plan has been adopted for presentation 
to the 1937 legis!ature. 


[ 95 | 








“Our American 





<4 uR AMERICAN SCHOOLS” comes to 

you every Wednesday evening 

at 6 oclock Est, and every Sat- 
urday morning at 11 oclock Est with a 
story of what the American schools are 
doing and why. These programs are 
broadcast by the National Education 
Association on the red network of the 
National Broadcasting Company to an 
ever-widening audience of parents, 
teachers, students, and other citizens 
who write to express interest in the 
broadcasts, to make suggestions for pro- 


Notes and Announcements 


Witn Fourna, AutHuors— 


SENATOR JosH Lee [69] is a member of 
the Senate Committee on Education and 
Labor. Senator Lee was formerly head of 
the Department of Public Speaking at the 
University of Oklahoma. He was a mem- 
ber of the 74th Congress. 

° 

T. D. Martin [83] is director of the 

Membership Division, NEA headquarters. 
° 

J. W. Crastree [88] was for seventeen 
years Secretary of the National Education 
Association. 

° 

J. S. Parker [8g] is an instructor in 
economics, University Extension Division, 
University of Wisconsin. 

° 

Cxarwes F. Hosan, Jr., [97] is an asso- 
ciate in Motion Picture Education at the 
American Council on Education, 744 Jack- 
son Place, Washington, D. C. 

° 

JosepH L. Kocuka, who took especially 
for THE Journat the photographs on pages 
71, 79, and 80, teaches typing at the Wood- 
row Wilson Highschool, Washington, D.C. 


[ 96 | 


Schools” 


Answering fan 
mail from one 
broadcast on the 
subject of “Fed- 
eral Support for 
Education.” One 
of the letters re- 
ceived on this 
subject is repro- 


duced on p. A-47. 


grams, and to obtain further informa- 
tion on the subject they have heard pre- 
sented on the radio. 

Federal support for education, state 
financing programs for schools, aca- 
demic freedom, teacher tenure, im- 
proved methods of teaching, retirement 
systems, and the problems of rural edu- 
cation are among the topics of these 
broadcasts. 

The growing audience of the NEA 
radio programs is due to the popular- 
ized type of presentation, and to the 


The March issue of The Journal 
goes to press sometime in advance of the 
winter convention. The report of that con- 
vention will appear in the April issue. 

Are you planning to attend the 
Conference on Elementary Educa- 
tion P—This conference, sponsored by the 
Department of Elementary School Prin- 
cipals of the NEA, is open to all who are 
interested in elementary education. It 
will be held at the University of Michi- 
gan, Ann Arbor, July 5-16, 1937, following 
the NEA convention at Detroit. Tuition 
for the course, which may be taken with 
or without credit, is $15. The Department 
of Elementary School Principals, 1201 16th 
St., N. W., Washington, D. C., will send 
information concerning the conference, 
upon request. 

Horace Mann Birthday Packet for 
elementary schools planning to observe 
Mann’s birthday on May 4 may be secured 
from the NEA for 50¢. 

Walter F. Dexter has been appointed 
State Superintendent of Public Instruction 
in California succeeding Vierling Kersey 
who has become superintendent of schools 
in Los Angeles. Mr. Dexter has had a life- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | 


efforts of state directors and members ¢ 
the NEA in announcing them thru edy! 
cational publications, at school assem,’ 
blies, parent-teacher meetings, and g 
community gatherings of those wh) 
have an interest in good schools. 

An attractive announcement leafy 
printed in color is supplied free in quan. 
tities for this purpose. Write to th 
National Education Association, Wash! 
ington, D. C. Specify the number gi! 
leaflets needed and the use to be mat! 
of them. They will be mailed at once a 
long as the supply lasts. 





“Our American Schools” is now 
broadcast on a larger network than 
at any time during its six years on 
the air. The pins on the map mark | 
stations carrying the Wednesday | 
evening program. 


long career in the field of education. For | 
eleven years he was president of Whittier | 
College in California. For the past two | 
years he has been executive secretary to the 
Governor of California. 

Teachers are citizens—The Penn | 
sylvania School Journal for January 1937 | 
contains a picture and short statement} 
about “Teacher Members of the 1937 Leg- 
islature”—10 in number. 

The Maryland Congress of Pat: 
ents and Teachers under the able lead- | 
ership of its legislative chairman, R. C.| 
Lamb, and with the cooperation of Gov- } 
ernor H. W. Nice, is making a ae 

| 
| 
| 


' 
' 


campaign for the improvement of teachers’ 
salaries in the state. Mr. Lamb _ points 
out that with a contemplated expenditure 
of sixty million dollars on its roads the 
state cannot afford to be parsimonious with | 
its teachers. When more laymen like Mr. | 
Lamb and Governor Nice take an interest | 
in such matters, street sweepers will | 
receive higher salaries than “the oldest | 
and most experienced elementary teachers | 
in any of the counties of the state,” as do | 
the street sweepers in Annapolis, the cap- 
ital city of Maryland. [ Cont. on page A-47] | 


A 


S“HAWOmZ ZZ ZZAAMOOPY 


= 


— 








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rers 


The Honor Roll of the NEA 


From the Association mailbag—Dear Sirs: 
I feel I have been a hitchhiker of the NEA 
long enough, as I never realized what the 
National Education Association was all 
about until last summer while I was cruis- 
ing the Western coast and I dropped in 
at Portland, Ore., during the convention 
and attended a couple of lectures with a 
friend. Inclosed find my $2 as my fee to 
join the NEA. I hope to attend most of 
the meetings hereafter and be a member. 
—An Evansville, Ind., teacher. 


New Life Enlistments 


HE TOTAL NUMBER of Life Members enroled in 

the National Education Association prior to 
February 1 was 5717. B. W. Knoll, superintendent, 
Ranchvale Public School, Route 2, Colvis, New 
Mexico, recently forwarded $10 first payment on 
his Life Membership. His letter of application car- 
ries the following significant statement: “Thanks 
for this opportunity to help the cause to which I 
have dedicated my life.” The following Life Mem- 
bers have been reported since the list was published 
in the February JouRNAL: 


AtapAMA—John Horne 

ALasKa—Anthony E. Karnes 
Catirornia—John R. Bunting 
Georcia—John Wm. Beall 
Hawati—Eleanore Storm 

Kansas—Hollis D. Kemper 
Kentucky—Ova G. Roaden 

Matne—John C., Farr 
Massacuusetts—Amy Ethel Emery 
Micuican—Bernadine I. Mott, Roy F. Street 
New Mexico—B. W. Knoll 

Oxn1o—L, L. Disher, Emma M. Force 
PENNSYLVANIA—J. Floyd Slaybaugh 
TENNESSEE—Maria K. Bacon 

Vircin IsLtanps—Raymond L. Thompson 


Completed Enrolments 


HE FOLLOWING scHooLs have completed their 
p val percent enrolment in the National Educa- 
tion Association since the list was published in the 
February JouRNAL: 


NINETEEN YEARS 


CattrornN1a—Stockton, Lafayette 

Missourr—St. Joseph, St. Joseph Public Schools, 
Bartlett High, Benton Jr.-Sr. High, Blair, Bliss 
tr. High entral High, Douglass, Thomas A. 
dison, Everett, Eugene Field, Floyd, Hall, 
Hosea, Humboldt, Hyde, Lafayette High, Lincoln, 
Charles A. Lindbergh, McKinley Platoon, Mus- 
ser, Neely, Noyes, Tobe J. Pershing, Rcosevelt 
Jr. High, Sherwood, South Park, Special Teachers 
and Supervisors, Washington, Webster 


SEVENTEEN YEARS 


Catirorn1iA—Long Beach, Fremont 
Minnesota—Minneapolis, Hiawatha 

New Yorx—Mount Vernon, William Penn No. 8 
Texas—Beaumont, Junker 


SIXTEEN YEARS 


Cattrornta—Los Angeles, Lincoln; San Francisco, 
Madison; Santa Barbara, McKiuley, Roosevelt 

Connecticut—East Hartford, Burnside 

ILttnois—Elgin, Columbia; Maywood, 
Washington 

MassacHUSETTS—S pringfield, Homer Street 

New Jersey—West New York, Public No. 3 

PENNSYLVANIA—Altoona, Altoona Public Schools, 
Adams, Allegheny, Altoona High, Baker, Curtin, 
East End, Eldorado, Emerson, Endress, Fairview, 
Franklin, Garfield, Irving, Jefferson, D. S. Keith 
r. High, Keystone, Lincoln, Logan, Lowell, 
Madison, McKinley, Miller, Noble, Penn, Pleas- 
ant Valley, Prospect Park, Roosevelt Jr. High, 
Special Teachers and Supervisors, Stevens, Wash- 
ington, Webster, Wehnwood, Whittier, Wilson, 
Wright 


Lincoln, 


VOLUME 26, NUMBER 3; 





The name of William McAndrew, who received 
the American Education Award of the Associated 
Exhibitors of the NEA at New Orleans for his 
long and distinguished service to education, will 
now be placed on the plaque above, which is 
located in the NEA headquarters building at 
Washington. 





FIFTEEN YEARS 


Ar1zona—Phoenix, Phoenix Public Schools, Adams, 


Capitol, Douglas, Dunbar, Emerson, Franklin, 
Garfield, Grant, Jackson, Kenilworth, Lincoln, 
Longfellow, Lowell, McKinley, Monroe, Special 


Teachers and Supervisors, Stevenson, Washing- 

ton, Booker T. Washington 
Ca.tiFrornia—Berkeley, Washington 
Itt1no1s—Elgin, Franklin, Garfield, Lowrie 
Micuican—Grand Rapids, Sibley 
Vircin1ia—Lynchburg, Frank Roane 


FOURTEEN YEARS 


Ca.trornta—Long Beach, Washington Jr. High 

Cotoravo—Teller County, Teller County Public 
Schools (Dist. No. 1), Cripple Creek Elementary, 
igrepte Creek High, Victor Elementary, Victor 

igh. 

ILtrno1s—Elgin, Grant, Lincoln; 
field, Irving, Melrose Park 

Inptana—Fort Wayne, Jefferson 

MicHican—Grand Rapids, Finney 


THIRTEEN YEARS 


Arizona—Flagstaf, Flagstaff Public Schools, Em- 
erson, Flagstaff High, South Beaver; Tempe, 
Tempe Grammar ¢ 

Cotorapo—Pueblo (Dist. No. 1), Bradford, Hins- 
dale, Irving, Parkview, Riverside, Somerlid, 
Thatcher Jr. High 

DELAWARE—Delmar, Delmar Public 

Fiorripa—Palm Beach County, Lantana 

Itt1no1s—Elgin, Elgin Public Schools, Elgin High, 
Lord, McKinley, Sheridan, Washington, Wing; 
Rock Island, Edison, Grant, Hawthorne 


Maywood, Gar- 


MARCH 1937 


Inp1ana—South Bend, Elder, Lincoln, 
Muessel, Oliver, Studebaker, Washington 

Massacuvusetts—Melrose, Whittier 

New Jersey—New Brunswick, Livingston 

New Mexico—Albuquerque, Lew Wallace 

Oxn10—Logan County, Logan County Public Schools, 
Belle Center, Bellefontaine, Bokescreek, DeGraff, 
Huntsville, Monroe, Perry, Quincy, Rushsylvania, 
7 pa Washington, West Liberty, Zane, Zanes- 
eld 

PENNSYLVANIA—Clearfield, Fourth Ward, Jr. High; 
Pittsburgh, Bane; Pottstown, Pottstown Public 
Schools, Adams, Buchanan, Franklin, Garfield, 
Grant, Hamilton, Hancock, Jr. High, Lincoln, 
Madison, New Grade, Rupert, Sr. High, Union, 
Van Buskirk, Washington 

West Vircinta—Sistersville, Main Street 


Linden, 


TWELVE YEARS 


Catirornia—Davis, Davis Public Schools, Davis 
Joint Grammar, Davis Joint Union High; Glen- 
dale, John Muir, Vergudo Woodlands; Long 
Beach, Horace Mann; Los Angeles, Amelia Street, 
Loreto Street; San Francisco, Franklin; South 
Pasadena, Lincoln Park 

Cotorapo—Pueblo (Dist. No. 1), Centennial High, 
Fountain, Park Hill Jr. High 

Fior1pa—Daytona_ Beach, High; Palm 
Beach County, Palm Beach Jr. High 

Itt1no1s—East St. Louis, Longfellow; Rock Island, 
Franklin Jr. High, Lincoln Jr. High 

Inptana—South Bend, Central Jr. High, Colfax, 
James Whitcomb Riley 

Kentucky—Louisville, Emmet Field 

MAssaAcHUSETTS—Gloucester, Forbes; Malden, Jud- 
son 

Messov:—Kenns City, Central Jr. High, Van 

orn 

New Jersev—Asbury Park, Bond Street, Bradley, 
High; Camden, Northeast 

New Yorx—Rye, Rye Grammar; Schenectady, 
Howe; Westchester County, Ardsley High (Green- 
burgh No. y 

Oxunto—Columbus, Avondale; North Baltimore, North 
Baltimore Public Schools, Grade, Jr. High, Sr. 
High; Wood County, Lake Township Centralized 

PENNSYLVANIA—Carbon County, Packerton Jr. High; 
Montgomery County, Abington Township Public 
Schools, Abington Elementary, Abington High, 
Abington a High, Glenside-Weldon, High- 
land, McKinley, North Hills, Overlook, Park, 
Roslyn 

TENNESSEE—Memphis, L. C. Humes High 

Texas—Dallas, Sam Houston 


ELEVEN YEARS 


CartFrorn1a—Anaheim, George Washington; Dinuba, 
Dinuba Public Schools, Jefferson, Lincoln, Roose- 
velt, Washington 

Inp1ana—Fort Wayne, Hanna Elementary 

MassACHUSETTS—Lynn, Euclid Ave. 

Missouri—Kansas City, George B. Longan 

New Jersty—Asbury Park, Asbury Park Public 
Schools, Bangs North, Bangs South; Bridgeton, 
Bridgeton High; Carney’s Point, John J. Pershing 

PENNSYLVANIA—Clairton, Clairton Public Schools, 
Fifth Street Grade, Fifth Street Junior High, 
Miller Avenue, Sr. High, Shaw Ave., Short Street, 
Walnut Ave. Grade, alnut Ave. High; Clear- 
field, Clearfield Public Schools, Market Street, 
Sr. High, Third Ward; Delaware County (Nether 
Providence Township), Elementary, Wallingford 
Elementary 

TENNESSEE—K noxville, Oakwood 

Texas—Dallas, Mirabeau B. Lamar 

Uran—Salt Lake City, Garfield 


TEN YEARS 


ALaBAMA—Birmingham, Barker 

CatiFornrta—Glendale, Thomas Jefferson; San 
Diego, Central; Santa Barbara, Harding 

F.Lorrpa—Palm Beach County, Palm Beach County 
Public Schools, Belle Glade, Boca Raton, Boynton, 
Canal Point, Delray, Greenacres Elementary, 
Jupiter, Kelsey City, Lake Worth Jr.-Sr. High, 
Lake Worth North Grade, Lake Worth South 
Grade, Lake Worth West Grade, Northboro, 
Pahokee, Palmetto, Riviera Jr. High, South Palm 
Beach, West Gate Jr. High 

Inptana—Gary, East Pulaski 

M1nnesota—Minneapolis, Cooper 

MisstssiPpP1—Brooklyn, Forrest County Agriculture 
High 

Oxuto—Columbus, Champion Avenue 

PENNSYLVANIA—Bradford, Fifth Ward, UWobson 
Place, Sr. High, Third Ward; Montgomery 
County, North Wales; Tyrone, Tyrone Public 
Schools, Adams, Lincoln Jr. High; Logan, Sr. 
High, Washington 

TENNESSEE—K norville, Lincoln Park 

Texas—Texarkana, Texarkana College 

Utran—Logan, Logan Public .Schools, Benson, Ellis, 
Tr. High, Sr. He h, Webster, Wilson, Woodruff; 
North Summit District, North Summit District 
Public Schools, Echo, Henefer, Hoytsville, North 
Summit High, Upton, Wanship 


[ 97 | 





NINE YEARS 


Ca.irornia—Long Beach, Longfellow; Los Angeles, 
Aldama; Pasadena, Andrew Jackson, James 
Madison _ % 

Ittino1is—Cicero, McKinley; Rock Island, Frances 
Willard ; : 7 

Inp1ANA—Indianapolis, Francis Willard No. 80; 
South Bend, Benjamin Harrison, James Madison 

Nevapa—Lander County, Battle Mountain High 

New Jersey—Camden, Fetters, Yorkship 

New Yorx—Westchester County, Hartsdale Ele- 
mentary (Greenburgh No. 7) 

PENNSYLVANIA—Montgomery County, Hatfield 
Township 


EIGHT YEARS 


Artzona—Phoenix, Phoenix Jr. College, Phoenix 
Union High Whittier 

CaLIFORNIA—San Diego, Garfield, Andrew Jackson 

DeLAwARE—Elsmere, Oak Grove Public 

Georcia—Atlanta, Capitol View 

I_Ltino1is—Bellwood, Bellwood Public Schools, 
Grant, Lincoln, McKinley, Roosevelt, Wilson; 
DeKalb, DeKalb Township High; Maywood, May- 
wood Public Schools, Roosevelt, Stevenson : 

Inptana—South Bend, Benjamin Franklin, Girls’ 
Pre-Vocational, Marquette y 

Micuican—Lansing, West Jr. High; Saginaw, Con- 
tinuation 

New Yorxe—Mount Vernon, Nathan Hale; Pough- 
keepsie, S. F. B. Morse 


Oxu1o—Columbus, Garfield Elementary, Highland 
Avenue, Linden Elementary 
PENNSYLVANIA—Arnold, Arnold Public Schools, 


Fourth Ave, Leishman Avenue; Arnold, Senior 
High, Victoria Ave. Platoon 
Texas—Dallas, Arcadia Park 


SEVEN YEARS 


CatitrorniAa—Elsinor, Elsinore Union Elementary; 
Fresno, Jane Addams, Chester Rowell; Glendale, 
Balboa; Siskiyou Union High School District, 
Weed High; Stockton, Jefferson 

CoLtorapo—Denver, Garfield 

Itt1no1s—Cicero, Drexel; Evanston, Evanston 
Township High; Kenilworth, Joseph Sears; Rock 
Island, Denkmann, Washington Jr. High 

Inprana—South Bend, Kaley, John F. Nuner 

MassacHusEetts—Greenfield, Abercrombie 

Nevapa—Clark County, Westside 

New Jersey—Bridgeton, Bridgeton Jr. High 

New YorK—Kenmore, Charles A. Lindbergh; West- 
chester County, North White Plains Elementary 
(Mount Pleasant No. 5), Veihalla Jr. High 
(Mount Pleasant No. 5) 

Oxn1o—Homerville, Homer Township 

PENNSYLVANIA—Carbon County, Mauch Chunk 
Township Public Schools, East End, Hauto, Jr.- 
Sr. High, New Columbus, West End; Mont- 
gomery County (Abington Township), Cedar Road 

Utan—Salt Lake City, Hawthorne 

West Vircinta—Crab Orchard, Crab Orchard 


SIX YEARS 


Catrrornta—Long Beach, Seaside; San Diego, 
Alice Birney, John Muir; Santa Barbara, Jefter- 
son 

Cotorapo—Fort Collins, Laurel Street , 

Itt1nois—DuPage County, Itasca No. 10; Elgin, 
Special Teachers and Supervisors 

Inp1ana—ZIndianapolis, Public No. 913; South Bend, 
James Monroe 

Kansas—Hays, Lincoln, Washington 

Massacuusetts—Franklin, Four Corners; Wil- 
rma Broad Brook, Walter G. Mitchel, South 

enter 





Missourt—Kansas City, E. F. Swinney, Mark 
Twain, Westport Jr. High : 
New York—Ilrondequoit, Seneca; Poughkeepsie, 


Christopher Columbus, Edward Elsworth, Ben- 
jamin Franklin, George W. Krieger, Abraham 
Lincoln, Three Year High, Charles B. Warring; 
Solvay, Prospect 

Oxnto—Columbus, Douglas Elementary; Dayton, 
Fort McKinley; Rudolph, Liberty Township 

PenNsyLvanta—Benton, Benton Joint High; Ford 
City, Ford City Public Schools; Montgomery 
County, West Norriton_Township _ | 

Texas—Dallas, Thomas C. Hassell, Lisbon 


FIVE YEARS 
CatrrornrAa—Fresno, Lowell, John Muir; Riverside, 


Glenavon 

Irt1no1s—Elgin, Edward H. Abbott; Lebanon, 
Lebanon Public Schools, Community High, Grade; 
Rock Island, Rock Island Public Schools, Audu- 
bon, Eugene Field, Irving, Longfellow, Horace 
Mann, Sr. High 

InpIANA—Fort Wayne, South Bend, 
Jefferson 

Massacuusetts—Holden, Chaffins Grammar 

Mississ1pp1—Clarksdale, Clarksdale Public Schools, 
Bobo High, Eliza Clark, Elizabeth G. Door 
Junior High, Oakhurst 

Missovuri—Kansas City, Lowell, Wm. Rockhill Nel- 


Hoagland; 


son 
New Yorx—Glens Falls, Big Cross Street; Johns- 
town, Irving Street * 
Oxnto—Columbus, Bellows Avenue; 
East High’ 


PEeNNSYLVANIA—Arnold, Junior High; Lansdale, 


[ 98 | 


Youngstown, 


Lansdale Public Schools, Broad Street, Green 
Street, Junior High, Senior High, York Avenue; 
Montgomery County, Ardsley Elementary (Abing- 
ton Township), Ambler Borough Public Schools, 
Ambier Hi h, Forest Ave., Mattison Ave., East 
Greenville Boro, Hatboro Boro, Horsham Town- 
ship, Limerick Township, Lower Pottsgrove Town- 
ship, Lower Providence Tywaeio, Montgomery 
_——, New Hanover Township, Pennsburg 
Boro, Piymouth Township, Red Hill Boro, 
Schwenksville Boro, Souderton Boro, Towamen- 
sin Township, Trappe Boro, Upper Frederick 
Township, Upper Gwynedd Township, Northern, 
West Point, Upper Hanover Township, West 
Pottsgrove_ Township, Whitemarsh Township, 
Whitpain Township, Worcester Township; Pitts- 
burgh, Bennett, Fulton. 
Texas—Dallas, Richard Lagow, San Jacinto . 
Wreconsin—de mentee, Girls’ Trade and Technical 
ig 


FOUR YEARS 


Catirornra—Alhambra, Ramona; Glendale, Eugene 
Field; Long Beach, Garfield, Los Cerritos, John 
Greenleaf Whittier; Los Angeles, Griffin Ave.; 
Newport Beach, Newport Harbor Union High; 
Riverside, Lowell; San Luis Obispo, Emerson; 
Stanilaus County, Oakdale Union High 

FiLor1pa—Dade County, Redland Elementary, Red- 
land Jr.-Sr. High 

I:t1no1is—Aurora, East Aurora High, Oak Park | 

Inprana—Evansville, Baker, Delaware, Henry Reis, 
Howard Roosa; Indianapolis, George Rogers 
Clark No. 1; Rushville, Belle Gregg; South Bend, 
South Bend Public Schools, Administration Build- 
ing, Central Sr. High, McKinley, Perley, Pulaski 

MassacHusetts—Melrose, Washi 

ee | Berkle 
No. 7), Angell, Berkley, Berkley High 

New Jersey—Atlantic City, re Class Dept. 
Texas Ave. School; Camden, Mulford; Glen Rock, 

Richard E. Byrd; Manasquan, Manasquan Public 
— Elementary No. 1, Elementary No. 2, 

1g 

New Yorx—Poughkeepsie, First Year High ‘ 

Oxuto—Marion, Pleasant Township School Dist.; 
St. Bernard, St. Bernard Public; Sandusky 
County, Riley Township 

PENNSYLVANIA—Montgomery County, Telford Boro; 
Nanticoke, Nanticoke Public Schools, Centennial, 
Garfield, Hanover, High, Jr. High, Lincoln, Mc- 
Kinley, Pulaski, State Street, Washington Street, 
West Main Street; Pittsburgh, Larimer 

Soutn Daxota—Aberdeen, Northern Normal and 
Industrial ; 

TENNESSEE—Davidson County, Central High 

Texas—Dallas, James Bowie, penne Stephen Hogg, 
John H. Reagan; El Paso, Lamar 

Utan—Salt Lake City, Onequa 

Wisconsin—Milwaukee, North 36th Street 


ngton 
Public Schools (Dist. 


THREE YEARS 


Ca.irrornrta—Berkeley, John Muir; Cardiff-by-the- 
Sea, Cardiff Elementary; El Centro, McKinley; 

Fresno, Jefferson, Wenchell; Glendale, Columbus, 
John C. Fremont; Long Beach, Lafayette; Los 
Angeles, Theodore Roosevelt, South Park; San 
Diego, Balboa, Brooklyn 

Cotorapo—Fort Collins, Franklin, LaPorte Avenue, 
Washington 

Connecticut—Stratford, Stony Brook 

DELAwAaRE—Wéilmington, Mount Pleasant No. 2 

sagenace or CotumB1a—Washington, Military Road, 

ayior 

Itit1no1s—Aurora (East Side), Center, S. N. Diete- 
rich; Charleston, Eastern Illinois State Teachers 
College; Chicago, Tennyson; Freeport, Freeport 
Public Schools; Mendota, Blackstone; West Har- 
vey, Garfield, Lincoln-McKinley 

Inptana—Bloomington, D. Eckley Hunter: Evans- 
ville, Bosse Elementary, Chestnut-Walnut, High- 
land, Wheeler; mg ae sage 3 Henry P. Coburn 
No. 66, Ben Davis High, Catherine Merrill No. 
25, Theodore Potter Fresh Air No. 74, Public No. 
16; Rushville, Graham Annex 

Kansas—Anthony, Anthony Public Schools, High, 
Lincoln Jr. High, Pleasant Valley, Washington; 
Hays, Hays Public Schools, Jr. High, Sr. High; 
Pittsburg, Eugene Field 

Massacuusetts—Brookline, Heath 

Minnesota—Minneapolis, Bancroft, Rosedale 


Missourt—Kansas City, Bancroft, Fairmount, 
James, Kensington, Switzer; Maplewood, West 
Richmond 


Nevapa—Elko County, Wells High 

New Jersey—Highland Park, Irving; Red Bank, 
Red Bank Public Schools, High 

New Yorx—Hudson Falls, High, Public No. 23 
Olean, Public No. 3; Poughkeepsie, Three Year 
Unit Trade 

Oxu1o—Galion, West Jr. High; Oregon Township, 
Clay Elementary, Clay High; Steubenville, Wash- 
ington 

PENNSYLVANIA—Easton, Franklin, Traill Green, 
Lehigh, Vanderveer, Washington, Webster; Edin- 
boro, State Teachers College; Fayette County, 
Franklin Township District; Montgomery County, 
Lower Salford Township, Upper Moreland Town- 
ship, Davisville Road Elementary, Willow Grove 
High, York Road Elementary; Pittsburgh, Bel- 
mar, Clayton, Greenfield, Penn, Regent Square; 
Port Allegany, Port Allegany Grade, Jr. High; 
Snyder County, Snyder County Public Schools, 
Beavertown, Beaver Vocational High, Freeburg, 
Fremont, Keamer, Middleburg, Monroe Township 
Consol., Paxtonville, Port Treverton, Selinsgrove, 
Shamokin Dam, Spring Township Consol., Troxel- 


THE JOURNAL OF 





ville, W. Beaver Township Consol., Sunbury, 
Eighth Ward, Fourth Ward, Seventh Ward, Sixth 
Ward, Third Ward 
TENNESSEE—Davidson County, Davidson County 
Public Schools, Adkinson, Antioch Elementary, 
Antioch High, Jere Baxter, Beechland, Belleyye 
High, Bordeaux, Coleman Brown, Buchanan 
Buffalo, Cane Ridge, Cumberland High, Dodson, 
Donelson, Donelson High, Du Pont, Du Pont 
High, Edenwald, Ewing, Fanning Orphanage, 
Forest Grove, Goodlettsville, Goodlettsville High 
Gower, Alex Green, Hamilton, Harding, Har. 
wood, Morrow Headden, Inglewood, Andrew Jack. 
son, Joelton, Joelton High, Jordonia, Jr. League 
Lewis, Lickton, Isaac Litton High, Mims, Morny, 
Mount View, Neelys Bend, Oakwood, Oglesby, Old 
Center, Parmer, Pleasant Hill, Protestant Orphan. 
age, Rains, Richland, Robertson Academy, Rose. 
mont, Seifried, Shwab, Smith Springs, So. Harpeth, 
Stokes, Stratton, Turner, Tusculum, Una, Union 
Hill, Wade, Weakley, Woodbine, Woodmont. 
Texas—Dallas, Alamo, Leila P. Cowart, James W. 
Fannin, Benito Juarez, Robert E. Lee, Mount 
_Auburn, John F. Peeler, William B. Travis 
Urtran—Salt Lake City, Monroe Bf High 
WEst VirGinrta—Middlebourne, Ellsworth 
Wisconstn—Eau Claire, School for 
Children 





A-Typical 
TWO YEARS 


AvasaMa—Birmingham, Elyton, Graymont 

Ar1zona—Florence, Florence Public Schools 

Catirornia—Berkeley, Columbus, Jefferson, Long. 
fellow; Chula Vista, Jr. High; Compton, Compton 
Public Schools, Clark Street, Thomas Jefferson, 
Mark Keppel, Abraham Lincoln, Colonel Lind 
bergh, Augusta A. Mayo, Theodore Roosevelt, 
General Rosecrans, Special Teachers and Super 


visors, George Washington, Francis Willard; 
Covelo, Round Valley Union High; El Centro, 
Harding; Fresno, afayette, Parental; Long 
Beach, U. S. Grant, Robert E. Lee, Roos 3 


Los Angeles, Amestoy Avenue, Roscoe, T 
Way; Palos Verdes Estates, Malaga Cove, Mi | 
raleste; San Diego, Cabrillo, Euclid, Fremont, 
Loma Portal, Rest Haven; San Francisco, Lin 
coln; Santa Barbara, Peabody; Santa Monica, 
Franklin, Grant; Turlock, Hawthorne, Lowell 
Cotorapo—Colorado Springs, Cheyenne Mountain, 
North Jr. High; Fort Collins, Fort Collins Public 
Schools, Sue M. Barton, Jr. High, Lincoln, Rem 
ington, Sr. High; Fowler, High, Park 
Fioripa—Palm Beach County, Lake Harbor 
Itt1no1s— Alhambra, Alhambra Public Schools; 
Dolton, Dolton-Riverdale Public Schools, Frankli 
Lincoln, Roosevelt, Washington; Hillsboro, Winhold 
Inp1aNA—Evansville, Emma _ Roach; inion 
Ralph Waldo Emerson No. 58, James Rus 
Lowell No. 51; Marion, Franklin Township Com 
solidated; Wolcottville, Wolcottville Public 
Kansas—Coffeyville, Coffeyville Public Schools)” 
Cleveland, Jr. College, Douglass, Garfield, Field” 
Kindley Memorial High, eo Lowell, Me 


r 


Kinley, Roosevelt Jr. High, Whittier; Hiawatha, 
Hiawatha Public Schools, Jr.-Sr. High 
Kentucky—Elizabethtown, Elizabethtown Public 


Schools, Elementary, High, Bond Washington High 
MaryYLanp—Glen Burnie, Richard Henry Lee 
MassacHuSsEtTTts—Amherst, South Amherst 
Micrican—Detroit, Hillger; Pontiac, Central 
Minnesota—Minneapolis, Clara Barton, Monroe} 

St. Paul, Sheridan 
Missourt—Kansas City, William Cullen Bryant, 

Henry Clay; St. Louis, Special No. 
Nevapa—Clark County, Clark County 


6 
Public Schools 
New Jersev—Atlantic City, Richmond Avenue} 
Camden, Mickle; 


Gloucester City, Ridgeway 

Street; New Brunswick, Washington 

New Yorx—Binghamton, Julius E. Rogers; Corning, 
Northside Grammar, Northside Primary; Mount 
Vernon, DeWitt Clinton Elementary, DeWitt 
Clinton Jr. High, Columbus, Robert Fulton, James 
M. Grimes, Hamilton, Lincoln No. 2, Longfellow, 
Sophie J. Mee, Part-time, F. . Pennington, 
Washington Jr. High, William Wilson Elemen- 
tary, William Wilson Jr. High; Port Chester, 
— Avenue; Rochester, Abraham Lincoln, Ridge- 
woo 

Oxn1to—Akron, Bryan, Perkins; Bluffton, Bluffton 
Richland Exempted Schools; Carroll County, 
Harlem Springs, Malvern, Mechanicstown, Perrys- 
ville, Petersburg; Columbus, Reeb Avenue; Ore- 
gon Township, Oregon Township Public Schools; 
Sawyerwood, Sawyerwood; Warren, Warren G. 
Harding Sr. High; Wood County, Portage Town 
ship; Youngstown, Kyles Corners 

Orecon—Medford, Lincoln Elementary 

PENNSYLVANIA—Delaware County (Nether Provi- 
dence Township), Jr.-Sr. High, So. Media Ele 
mentary; Kutztown, State Teachers College; Me 
Kean County, Otto Township; Pittsburgh, Allen, 
Birmingham, Boggs Ave., Bon Air, H. B. Davis, 
Frick Training, Gladstone Elementary, Gladstone 
Jr. High, Irwin Ave., Girls Training, Lincoln, 
Madison, Manchester, Mt. Albion, Park Place, 
Rogers, Troy Hill, Washington Trade, Wicker- 
sham; Tioga County, Charleston Township High 

TENNESSEE—Knorville, Beaumont; Memphis, Ford 
N. Taylor 

Trexas—Dallas, Stephen F. Austin, David Crockett, 
Margaret B. Henderson, Lida Hooe, Roger 
Mills, Oram M. Roberts 

Vircinta—Fairfaxr County, Fairfax Elementary 

West VirGinta—Grand View, Grand View Grade; 
South Charleston, Central 

Wyominc—Granger, Granger Public 


[Cont. on page A-51] 


THE NATIONAL EDUCATION ASSOCIATION