ar? Fans Pf FSP are —- = IN “Tournal oe MALIN ee remota EDUCATION - ASSOCIATION UNIV: OF THE UNITED STATES The new Department of the Interior building, home of tle U. 8. Office of Education, April 1937 The New Orleans Convention = Our American Youth = Past and Present in Detroit A Need for Current History = He Gave Us Schools = Sixty Educational Books of 19 36 A New Four-Book Social Science Course OUR WAYS OF LIVING Ways of Living in Many Lands . . . $1.16 || THE AUTHORS Where Our Ways of Living Come From _ 1.28 | HOWARD E. WILSON Living in the Age of Machines . . . 1.44 pe eo Richer Ways of Living ..... . 1.48 i] Harvard University j books, for the third to the sixth grades inclusive, offer asound || . on - eau and practical program for the teaching of the social studies. They ||| U.S. Grant Junior High School provide carefully selected and organized materials to serve as the i sittin core of the social-studies curriculum or as “social cement” to bind | | = together and vitalize the courses in history, geography, and citi- || BESSIE P. ERB : Education Director zenship. | Old South Church Each book contains six well-constructed units presented as a_ |) eh, See series of short, dramatic stories in which the major ideas are illus- | In Collaboration with | | William Armitage Averill Elgie Clucas, Verna Wadleigh Florence Graves trated with concrete and vivid details. The teaching aids are abundant and effective. AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston Atlanta Dallas San Francisco @ NO. 4 IN A SERIES OF THUMB-NAIL BIOGRAPHIES OF SCOTT, FORESMAN AUTHORS e@ Edward lee Thorndche E. L. Thorndike has been a constant pioneer in the psychology of learning. He led the migration of the psychologists from the armchair to the laboratory. During the last forty years he has won the gratitude and esteem of his col- leagues for the original methods of research which he has developed in the many fields in which he has worked. As a teacher of teachers for thirty-six yeats, he has passed on to nine gener- ations of Teachers College students some of his understanding of the learning habits and the learning potentialities of children. It is impossible to estimate the number of children who have been indirectly benefited by his wisdom. More direct and tangible is the learning help he has given more than a million children who are now using a dictionary they can understand. THORNDIKE-CENTURY JUNIOR DICTIONARY the only dictionary made with full understanding of how children learn CHICAGO 2 mse = SCOTT, FORESMAN AND COMPANY ates NEW YORK @ BUILDERS OF EDUCATIONAL PROGRAMS B phot nect of ci kno tion The as Eve of 4 lic 1 cor to § pec ver pul ha nal ma for Between Edztor and Reader The / _ the convention at New Orleans there 0 Uu j V1 a appeared in the papers thruout the country of the photographs of United States Senators in con- NATIONAL nection with the advertisement of certain brands se Ss . EDUCATION of cigarettes. Several of these Senators were well- JOY ELMER MGA, Eaner ASSOCIATION or known and beloved by school people in apprecia- H. A. ALLAN, Business Manager OF THE UNITED STATES NUMBER 4 tion of their championship of important causes. re anne oretonitelnasienatic's The appearance of their names in this way came as a great personal shock to many teachers. Everywhere in hotel lobbies one heard expressions of amazement and grief that the names of pub- CONTENTS FOR APRIL 1937 lic men can be bought and sold in the market of , corrupt advertising. Instead of lending themselves New Orleans Notes . . . . . . . . . JOY ELMER MORGAN to such degradation, these representatives of the : J 99 people should be helping to outlaw corrupt ad- = Crucial Issues in Education . . . . . . . . J. W. STUDEBAKER 100 U-~ vertising. How shall youth be taught honesty if public men whom youth should learn to honor New Orleans: The Story of a Great Convention . LYLE W. ASHBY IOI have so little sense of public duty that their names are for sale? The fact that the product Horace Mann’s Letter to School Children . . 2. . 2... 1.) 107 may be harmless or that the money may be used for charity does not lessen the dishonesty in- The Present Social Scene . . . . . . . HARRY ELMER BARNES 109 volved. When names are used to advertise liquor hs : Youth: Their Plict lap and tobacco, the case is worse, for every state has merican Youth: Their Plight and a Program . HARL R. DOUGLASS — 110 laws requiring schools to teach the evils of these dhe The Secret of aGood Memory . . . . . . . WILLIAM JAMES 114 products. ; Let our public men and women set’ standards Seaty Exnaceteetial Roeis GF tom. ww wk 8 a lee which youth may gladly follow. Let them recall 3 the courage of Leland Monasmith of Lane, South He Saved the School Lands S. B. NISSEN 119 Dakota, who won first place in the 4-H Clubs’ national health contest. As health champion of ineervioe “Teacher. Rachenge ais. cc ss the United States, he was immediately ap- ‘ we proached by a cigarette company which offered A Third Grade Studies Indian Life . . . . . ERMA E. GREELEY 121 him a handsome sum if he would permit his : ‘ name to be used in its advertising. Offers of a Past and Present in Detroit . . . . . . . . BELMONT FARLEY 122 similar nature have been accepted by prominent ; : Horace Mann’s Birthday . . . . . . . . . ELEANOR CRAVEN 124 people. Why should this boy not sell his name? : Simply because his ideals were higher than those The School Garden CHARLES A. RICE 125 of the artists and statesmen and athletes who sell their names. So while he was poor and needed A Need for Current History HARVEY G. HUMANN 126 the money badly to go to college, he refused to trifle with his integrity. Citizenship Education thru the Press . . . 2. 2... 1.) 127 If you agree with this point of view, clip this page and send it to some member of Congress Motetane Ampoumcements . . » . 204 » oS ORR Oe Fee in whose future you are interested, with a cour- . ; ; teous letter asking for cooperation in the char- ‘The Faogpr Rell of the NEA ... . . . 2 'S% VY) JOO ore acter development of our young people. The sta- bility and security of democracy depend on the unfailing integrity of its public men. The Journal goes to all members of Published by the NATIONAL EDUCATION ASSOCIATION of the UNITED STATES the National Education Association 1201 Sixteenth Street, N. W., Washington, D. C. a ee ; sa ORVILLE C. PRATT, President WILLARD E, GIVENS, Executive Secretary The payment of $2 active membership dues entitles a member to J. W. CRABTREE, Secretary-emeritus attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold office, and to ; at . Directors of Divisions receive THE JOURNAL. The payment of $5 instead of $2 entitles j an active member, in addition to the privileges of the $2 member- Accounts & Records Mary J. Winfree Publications - Joy Elmer Morgan ship, to receive the Research Bulletins and the Annual Volume of - } are: “ . Addresses and Proceedings. The payment of $100 gives the priv Business. . ; : .H. A. Allan Research ..William G. Carr a of the $5 active menhenthte for life reaggnconnl to ~ Classroom Service ......Agnes Winn Associate Director Frank W. Hubbard members is $2 per year; single copies, 25 cents. Advertising rates “ ‘ Z - ' Bee . ‘. on application, Please report at once any change of address, giving Field Service Charl Ormond Williams Rural Service Howard A. Dawson old as well as new adéress. THE JOURNAL is = member of the Membership T. D. Martin ~ Secretary’s Office ....Harriett M. Chase 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, Secretaries of Departments Located at NEA Headquarters D. C. Entered as second-class matter October 23, 1920, at the : " ’ ‘ . . postoffice at Washington, D. C., under the act of August 24, 1912. Deans of Women Kathryn G. Heath Superintendence S. D. Shankland Acceptance for mailing at special rate of postage provided for in > x © oan > . 2. . ‘ . . aie neal : a : . > : } ) Supvrs. dirs. of Instr. Mary F. Hazell section 1103, act of October 3, 1917, authorized January 26, 1921. Elem. School Principals. ...Eva G. Pinkston upvrs. & Dirs. of Instr Aary Haze VOLUME 26, NUMBER 4; APRIL 1937 [ A-57 | | “Trs NEW- This Scientific ——— toa Basal Health Problem | (More Than 100,000 Copies Published in 3 Months) ALCOHOL AND THE HABIT-FORMING DRUGS By GRANT L. DONNELLY, A.B.-M.D. Introduction by WILLIAM deB. MAC NIDER, M.D. Illustrations by MARY deB. GRAVES * ALCOHOL AND THE HABIT FORMING DRUGS is a health book. Its purpose is to give to adolescents in their formative years information of a simple, scientific nature about alcohol and various drugs that will help them to guard health in later life. Such information has not been impressed with — any degree of emphasis upon the minds of children in the past and as a result © few adults of the present generation have an intelligent understanding of the effects of the agents discussed in this book. This text is not a crusade against the use of alcoholic beverages and habit- forming drugs. It is without political propaganda. It is an attempt to give in a true, scientific and unbiased manner the effects of the use of alcohol and narcotics on the human system. In the evaluation of this work great pains were taken to write it in simple language. It is written on the vocabulary level of the work required for children of the sixth and seventh grades and by an author outstanding in the field of education and medicine. NOTE:This text has been adopted by the North Carolina Board of Education for exclusive basal use in the sixth grade of all the public schools of North Carolina. 224 Pages, 44 Illustrations, 12 in 3 Colors. SEND FOR DESCRIPTIVE CIRCULAR ESTABLISHED 1867 _ ALFRED WILLIAMS & COMPANY RALEIGH, NORTH C2 CAROLINA ALCOHOL AND THE HABIT FORMING GRANT L. DONNELLY Net Price 60c f.0.b. ‘6 . . . “An extraordinarily comprehensive resume of the progress of scientific thought.” —-SPRINGFIELD REPUBLICAN riwes oes a 2 ROUGH £ old faith but toshow that moc. SCRENCE ern scientific thinking opens up the way to T ae Lr €> iE) new and rational re- ligious conceptions, is By Nathan A. Smyth commended by scien- tists for its inerrancy as to “the most abstruse portions of Physics,” and by lay critics for its simplicity, clarity, and readableness. Professor R. R. Powell, Columbia Law School, says of it: “No one who believes himself rational and has an WHY TEACH PRINT! NG? @ The study of printing, long considered a trade-school subject, interest in the fundamental questions of life can afford not to read this book.” “A careful reading of this book will help . . . to bring has now been so widely adopted by preparatory schools and col- leges for general cultural values, that today it ranks in importance with English and Mathematics. Educators realize that printing offers a combination of educational and social values found in few other courses. Busy school executives recognize the printshop as God into the realm of what is real in —— and to apprehend Him in the wholeness o writes the Christian World of London. “A beautiful book, and all the world should read it.’’—Isis, the official organ of the International Society for the study of the History of Science and Civilization. all events,” a valuable publicity medium. WATE has prepared an interesting booklet “Why Teach Printing?” in which reasons for offering a course in printing are discussed. It will be sent to you promptly upon request. Write to: DEPARTMENT OF EDUCATION, American type FOUNDERS 200 ELMORA AVENUE e ELIZABETH, NEW JERSEY Types used: Bernhard Gothics and Kaufmann Bold Second printing now ready Price $2.50 MACMILLAN, New York THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION SOME PIONEER SERIES THE WENTWORTH MATHEMATICS BOOKS THE FRYE GEOGRAPHIES COLLAR AND DANITELL FIRST-YEAR LATIN HAWKES-LUBY-TOUTON ALGEBRAS THE BEACON READERS THE HORN LEARN TO STUDY READERS ROBINSON-BREASTED HISTORIES THE FRYE-ATWOOD GEOGRAPHIES CRAIG: PATHWAYS IN SCIENCE BUCKINGHAM: THE CHILDREN’S BOOKSHELF RUGG AND KRUEGER: SOCIAL SCIENCE COURSE FOR ELEMENTARY SCHOOLS RUGG: SOCIAL SCIENCE COURSE FOR JUNIOR HIGH SCHOOLS PAHLOW HISTORIES The Pioneering Spirit Lives On In educational publishing as in other American enterprises new ideas mean risks and expenditures . . . But in the wisdom and ability of a company in selecting and sponsoring new educational ideas rests much of its claim to leadership. Today Ginn and Company invite you to survey their record of seventy years’ service (1867-1937) in making textbooks for the schools of America. It is a record of many books and series the suc- cess of which indicates that their authors have done something better than it has ever been done before. It is a record, too, of a goodly number of “first time”’ projects—blazers of new trails in the class- room. In the future, as in the past, Ginn and Company’s publishing program will be carried on with progress and quality as its watchwords. Also maintained will be Ginn and Company’s principle of building at their Athenaeum Press attractive books, able to withstand the hard wear and tear of the classroom. GINN AND COMPANY BOSTON NEW YORK CHICAGO ATLANTA DALLAS SVOLUME 26, NUMBER 43; APRIL 1937 COLUMBUS SAN FRANCISCO | A-62 | 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, 1008 N. Dearborn St., Chicago, Illinois Superb wane ° NATIONAL SHRINES for Your School U. S. Capitol, Supreme Court Bldg., White House, Mt. Vernon, Lincoln Memorial, Lee Mansion, Washington Monument, Tomb of Unknown Soldier. These recent pictures (size 16 x 20) are the ex- quisite workmanship of a photographer of national repute. Framed and placed in your school they become aClass Gift of rare beauty and distinction. Price Set of five or Postage more $3.75 each Paid Single picture $4.50 Satisfaction guaranteed NATIONAL CAPITAL VIEWS 1240 Shoreham Bldg. Washington, D. C. The New “Bestereopticon’”’ $23.00 Write today for complete information. BEST SALES SERVICE 217 Film Bidg. Cleveland, 0. ALL IN GOOD DEMAND: Elementary teachers for City and Suburban schools; and for grade supervision. Critics and supervisors for Normals. Teachers and sup- ALBERT Teachers’ Agency 25 E. Jackson Bivd. Art. Chicago, Ill. TEACHERS OUR SERVICE IS NATIONWIDE ds HICAGO ervisors of Home Economics, Physical Education » Music, Send for folder. N. A.T. A. “Correspondent” Agencies: 535-5th Ave., N. Y. Hyde Bidg., Spokane, Wash. Our service covers phases of education and extends to all parts of the United States. Affiliated with the Fisk Teachers Agency is the American College Bureau, which specializes in college and university appointments. The needs of the high grade Classroom teachers in school and college receive careful attention. tional specialists of all kinds find unusual opportunities for professional advancement in positions. Thorough prepa- — | ome } painstaking work in conference and correspondence mark our recommendations in your behalf. er . Address 1200 Steger Bidg., 28 E. Jackson Bivd., Chicago, Ill. [ A64 | Executives and educa- | Mem- | | [Cont. from page 129] Notes from th Department of Elementary School Principals—The April National Rj. mentary Principal will be an official report of the meetings held by this Departmen, at New Orleans, Feb. 20-25. Those attending the Conference on Fl. mentary Education, sponsored by this De. partment at the University of Michigan, Ann Arbor, July 5-16, will have the oppor. tunity of visiting the university elementary school, which will ‘be operated by six units of children from about 3 to 14 years of age, Those planning to attend the conferenc should write to Eva G. Pinkston, 1201 16th Street, N. W., Washington, D. C. The Statler Hotel will be headquarter for the Department at the Detroit meeting, June 27-July 1. The complete program for this convention will appear in the June National Elementary Principal. Horace Mann postage stamp— There is a proposal before United States Postmaster General James A. Farley to issue a special stamp in honor of Horace Mann. This is a project in which every | American school child may well have a part. In English or civics classes, let each child compose a letter to the Postmaster General telling of the work of Horace Mann and urging that this stamp be issued immediately. These letters can be for. warded by the teacher. The child will thus be given a strong incentive to do his best and the Postmaster General will be im- pressed with the widespread interest in the life of America’s greatest educator. Opportunities in summer schools | —Hundreds of summer schools thruout the country will offer special opportunities to teachers for advanced study during June, July, and August. Many teachers will com- bine study and vacation by choosing a school in some part of the country where they have long wanted to visit. Announce- ments of summer sessions of several splen- did institutions are carried in the Jour NAL advertising columns. A list of summer schools may be found in Part III of the Educational Directory published by the U. S. Office of Education, Washington, D. C. Information about summer schools in any state may be had from the state superintendent or commissioner of educa- tion. Often schools specialize in one of more subjects, such as art, social studies, rural education library science, dramatics, or public affairs. Legion schoolmen organize—As 4 result of a resolution which was passed at the St. Louis national convention of the American Legion, there have been formed in over forty states Legionnaire School- masters Clubs. Their function is to help promote and carry out a constructive pro- gram of coopera- [Cont. on page A-66| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Teport rtment m Ele. is De. higan, Oppor. entary ¢ Units of age, erence IT 16th larters “eting, im for - June mp~ States ley to lorace every ave a t each naster lorace issued > for- | thus s best e im- in the 100ls ruout nities June, com- ng a vhere unce- splen- Jour nmer f the r the gton, hools state duca- ie of dies, atics, As a ed at - the ‘med hool- help pro- 66) TION 2 ee — ee SSS | In Detroit next June --- N. E. A. delegates have the opportunity to combine a convention trip with a summer session program, June 29 to August 6. WAYNE UNIVERSITY will offer more than 300 summer session courses in the Colleges of Education, Liberal Arts, Engineering, and in the Graduate School. Institute on Current Affairs Demonstration Platoon School Programs for Teachers of the Handicapped Marriage and Homemaking Confererce Extensive Industrial Education Courses Stenographic and Merchandising Teacher Training Courses in Social Work Preparation for School Library Service A Broad Program of Graduate Studies DETROIT’S MUNICIPAL UNIVERSITY In Detroit's Art Center 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 emcaits during four weeks from June 28th to July 23d. The Summer Sessions of the Colorado Springs Fine Arts Center will be from June 28th to August 25th. Six Weeks of Cool Comfort in a Famed Scenic Setting Spend your summer vacation where living is enjoyable and learning a pleasure—in the wonderful Pikes Peak region. Rooms and meals in the College Halls and Dormitories for the six weeks, $60. Tuition, $40 for normal academic load of six semester hours; $25 for four semester hours; $15 for two semester hours. For information address Dr. Ralph J. Gilmore, Director, 205 Administration Building, Colorado College, Colorado Springs, Colo. VOLUME 26, NUMBER 4; APRIL 1937 Minneapolis ~without a care! With all the accidents and sickness that spoil vaca- tion time for so many Teachers every summer, you can understand with what a feeling of relief the Teacher with T.C.U. Protection leaves for vacation. Why not play safe? Let the long arm of the T.C.U. follow you this year everywhere—on the road—in the wilderness—in camps, hotels or on trains—even abroad. T. C. U. Protects You Everywhere Careful as one may be, there can be no assurance of safety. The very best one can do is to exercise the greatest caution—and be prepared for the accident or distressing illness away from home. That's what the T.C.U. will do for you. This Organization of Teachers for Teachers stands ready to give you financial aid when disabled by Sickness, Accident, or Quarantine. Send Today for Special Pre-Vacation Offer Right now you can buy at a bargain price a complete T.C.U. Policy that will give you protection during the rest of the school year, through the long summer vacation, and well into the Fall. Think of it! Protection wherever you go and whatever you do for more than six long months—at an amazingly low cost. Write or send coupon without obligation. No agent will call. Teachers Casualty Underwriters 664 T. C. U. Building Lincoln. Nebr. FREE This Identifi- ,""""""**"Free Information Coupon ********* ™ cation Tag for To the T.C.U., 664 T.C.U. Bidg., Lincoln, Your Traveling Bag Nebr. Has space for name and address with transpar- ent cover. Only a limited num- ber. I am a teacher in...........+-+.- School. I am interested in knowing about your Protective Beneflis. Send me the whole story and bookle: of testimonials. My Name 18..... so.esseres TTTtiTiTe My AGGress 18... ..c.ccccscsvececvcsvccss (This coupon places the sender under no obligation) NO AGENT WILL CALL crrus NORTHROP MEMORIAL AUDITORIUM PROFIT BY SUMMER STUDY AT THE UNIVERSITY:/MINNESOTA An ideal opportunity for profitable study combined with healthful recreation in Minnesota’s famous vacation land of 10,000 lakes, and the cultural, social and industrial advantages of life in the metropolitan district of the Twin Cities is offered at Minnesota. 600 Courses 600 courses leading to Baccalaureate or Advanced Degrees offered. A faculty of 250 educators teaches courses in Adult Education, Biology, Chemistry, So- ciology, Speech, Public Health Nursing, Journalism, Physical Education with Coaching School, Home Economics, Play Production, Music, and over five hundred others. A New Master’s Degree is offered for course work only. Complete Facilities Available All Laboratories, Libraries, and Research Facilities are at your disposal the entire summer. Special recreational features, plays, excursions and athletics combine pleasure with study. Fees Are Moderate—Living Costs Low Two Terms: June 14 to July 24—July 24 to August 2 Write for Complete Bulletin Director of Summer Sessions, Dept. 12 UNIVERSITY OF MINNESOTA Minnesota | A-65 | Tuition BUYS ENCHANTMENT TOO , Uluniitired HAWAII SUMMER SESSION: June 28—August 6 Tuition dollars do double duty for those attending Summer Session of Hawaii's fully accredited University. Unusual, stimulating subjects taught by a distinguished faculty . while Hawaii herself loosens taut nerves, rebuilds worn bodies and teaches the worth- whileness of play. And it’s less costly, too, than you might think—about $20 for the term. Fares on swift, luxury liners are low. a Distinguished guest professors include: © George H. Blakeslee, Pb.D., Professor of History and International Affairs, Clark Uni- versity. @ Lewis Browne, B.A., Writer and Lecturer, Author of *‘This Believing World,” ““How Odd of God,’ and other volumes. © Wing Tsit Chan, Ph.D., Educational Direc- tor and Professor of Chinese Culture, Lingnan University, Canton, China. @ Franklin G. Ebaugh, M.D., Director of Colorado Psycho- pathic Hospital and Professor of Psychiatry, University of Colorado Medical School. ® Henry E. Garrett, Ph.D., Associate Professor of Psy- chology, Columbia University. © George C. Kyte, Ph.D., Professor of Education, University of California, Berkeley. © Karl C. Leebrick, Ph.D., Dean of the College of Liberal Arts and Professor of International Affairs, Syra- cuse University. @ Eugen Neubaus, Ph.D., Professor of Art, University of California, Berkeley. @ Sidney L. Pressey, Ph.D., Pro- fessor of Educational Psychology, Ohio State University. © Sigmund Spaeth, Ph.D., Lec- turer, Writer, Music Critic, well known as “The Tune Detector." @ Glenn H. Woods, AAGO., Supervisor of Music, Oakland Public Schools. A special bulletin containing 5 detailed information will be Yew, sent upon request. Please address: N | > Director of Summer Session } \ UNIVERSITY OF HAWAII Honolulu, T. H. | A. * | Cont. from page A-64| tion with the pub- lic schools. Two projects which have helped establish goodwill are the discouraging of any further attempts to push teachers’ oaths, and sponsoring a “charter for a program of Americanism in the schools and colleges of the USA.” This charter is a statement of what Legion schoolmen be- lieve the American ideal should be. Copies may be procured from W. B. Townsend, Butler University, Indianapolis. Informal national meetings are held three times a year, at the winter and summer meetings of the NEA and at the National Legion Convention. State meetings are also held in connection with Legion and education association conventions. Knoxville entertains New York superintendents—The superintendents of New York State chartered special cars for their trip to the New Orleans conven- tion. Enroute from New Orleans they stopped off for six hours at Knoxville and enjoyed royal entertainment at the hands of city and school authorities as well as representatives of the Tennessee Valley Authority. A highschool band met the guests at the station. Forty cars, driven by members of the school staff, took guests to the new town of Norris where moving pic- tures of TVA projects were shown in the highschool auditorium, and the Norris Dam and its power plant were visited. The schoolmen then returned to the cafeteria of the University of Tennessee where they were served a delicious banquet. Dr. Wil- liam McAndrew enjoyed this feature of the trip as much as any of the younger super- intendents and gave one of his typically witty addresses in response to the welcome of the Knoxville authorities. The Educational Policies Com- mission met with some 200 of its con- sultants in New Orleans, during the meet- ing of the Department of Superintendence, for the purpose of better mutual acquaint- ance and exchange of ideas. Members of the Commission reported the publication of the first formal reports: The Unique Function of Education in American De- mocracy and A National Organization for Education. The status of the studies of the objectives of education and’ the effects of the depression on education were reviewed. The consultants asked numerous questions and made valuable suggestions. The Com- mission presented a radio broadcast over a nationwide hookup during the convention. Copies of the broadcast are available free on request. College enrolments for this year are estimated at 1,179,000, according to the U. S. Office of Education. This compares with 597,857 in 1920, a gain of 97 percent. | NATIONAL COLLEGE Sit\ OF EDUCATION 4iuy Combine your summer course with unmatched vaca- tion opportunities. Make new and stimulating cop. 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 syp- jects including History, Literature and Art, Socialized aetiy. ities Demonstration school, Dormitory, 6-wk. session June 18-July 30. _2-wk. spec. courses begin June 28 and July 19 Edna Dean Baker, President, Box 716-D, Evanston, tii BOOK MANUSCRIPTS WANTED on all subjects. Write for free booklet, MEADOR PUBLISHING COMPANY 324 Newbury St. Boston, Massachusetts Dept. ¥ CONTINENTAL DIVIDE- Seen on Student Tours 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 Dean of the Summer Quarter (Dept. S University of Colorado, Boulder, Colo. Please send me the bulletins checked below: Summer Quarter Catalog Summer Recreation Bulletin Field Courses in Geology and Biology Graduate School Bulletin Name..... Street and No City and State... | | SEND TODAY for Complete Information | | ) / j aah ane le inal anak ane as an ene ee THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ie let. ly | urs he or th k- o- | ‘u- ht li- U ad 3 TION | VOLUME 26, Personality is the expression of char- acter thru speech and bearing. Department of Supervisors and Directors of Instruction—At the an- qual meeting in New Orleans, new officers were elected: President, Edith Bader; first vicepresident, Hollis L. Caswell; second vicepresident, Lucille Nicol. The constitu- tion was amended to change the office of secretary-treasurer to that of field secretary, and James F. Hosic was elected to that ofice for a three-year term. The appoint- ment of Mary F. Hazell as executive secre- tary in charge of the headquarters office was confirmed. Rudolph D. Lindquist was elected to succeed Ernest Horn as a mem- ber of the executive committee for a term of three years. Two general sessions at New Orleans were devoted to a discussion of the 1937 yearbook, The Curriculum, which is in preparation by a joint committee of the Department and the Society for Curricu- lum Study. Have you ordered a 1937 com- mencement packetP—Over 1700 or- ders have been received for this packet, which contains a 64-page printed manual carrying suggestions for programs built around the Horace Mann Centennial, and suggestions for programs on subjects other than Horace Mann, including the sum- maries of many 1936 commencement pro- grams. Also included are the 160-page book, Horace Mann: His Ideas and Ideals and other useful materials. Order from the NEA, 1201 16th St., N. W., Washington, D. C., cost price 50¢. Cash must accom- pany orders for $1 or less. Alexander J. Glennie—With the death on January 8, 1937, of Alexander J. Glennie, New Jersey suffers the loss of another of its outstanding schoolmen. Mr. Glennie had been with the Newark schools since 1906 and was serving as principal of the Miller Street School at the time of his death. Mr. Glennie served as state director of the NEA for six [Cont. on page A-68] VERMONT SUMMER SCHOOL OF THE AMATEUR THEATRE at Morrisville in the Highlands Teaching everything a Teacher needs to know about Acting, Stagecraft, Puppetry Course of four weeks, July or August: $100 Mountain climbing, swimming, golf, tennis, etc. For Folder address: Griswold Williams, Director 16 Beacon Street Boston, Mass SCHOOL OF LIBRARY SCIENCE DREXEL INSTITUTE OF TECHNOLOGY offers } A Summer Course for School Librarians and Teachers in charge of School Li- | braries. JUNE 21 to JULY 31 For information address: Dean of the Library School Drexet INstrTruTE OF TECHNOLOGY Philadelphia, Pa. NUMBER 43 UNIVERSITY oe MARYLAND SUMMER SESSION, 1937 June 23 to August 3 Eight miles from Washington. Suburban district. Graduate courses. Undergraduate courses. Courses for Teachers of all grades. Expenses for tuition and liv- ing are low. For Bulletin, Address the Director of the Summer Session University of Maryland, College Park, Maryland. Bulletin Now Available for SUMMER SESSION WASHINGTON UNIVERSITY The growing popularity of the Summer Session of Washington University is due to the broad selection of graduate, under- graduate and professional courses, care- fully selected faculty, dormitory facilities on an attractive campus, and the advan- tages of contact with a large city. Classes from June 21 to July 30, 1937 For Bulletin, Address Isidor Loeb, Director of Summer Session, Room 204, Duncker Hall. WASHINGTON UNIVERSITY St. Louis, Missouri ~TTNIVERSITY -y UOF DENVER SUMMER SCHOOL Ist Term: June 14-July 16 2nd Term: July 19-Aug. 20 Graduate and undergradu- ate courses in all Univer- sity subjects. Many special courses for teachers. Credit towards degrees. Unusual recreational ad- vantages in the Rockies. ‘UNIVERSITY of DENVER DEPARTMENT A DENVER, COLO. Send me your Summer School Bulletin EE es ae eae ee Ca a ee a Street and No. City and State APRIL 1937 DODSON- Mumford LE LCTURES Industrials—Birds—Animals Flowers—Trees—Old Masters The finest and only au- thentic collection. Makes school work easier for teachers, more fascinating for pupils. 500 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- ber, Cotton, ete. Circular and price list free. eee i we i. soneen co. ve 7 Kankakee, i. BALOPTICONS AB & L Balopticon will prove the most econom- ical as well as the most efficient means of teach- ing visually. There is a B & L Lantern Slide or Opaque Balopticon for every still projection purpose. Write for a catalog. Bausch & Lomb Optical Co., 684 St. Paul Street, Rochester, N. Y. THE REVOLUTIONARY al rgus Take an Argus and bring back crisp, clear vacation trip pictures for classroom or pt ‘sonal enjoyment. So compact, so easily carried and always ready for instant use. A real “‘candid camera.” Fast f 4.5 triple anastigmat lens gets dark day, night, stage and natural color pictures. Simple oper- ation—requires only two focus settings. Shutter speeds 1/25 to 1/200 sec. Stops action. Uses inex- pensive 35 millimeter motion picture film—36 exposures without reloading. Great for laboratory and nature work. A revolutionary camera at a revolutionary price— See the Argus at your camera dealer’s or write direct for further information. INTERNATIONAL RESEARCH CORPORATION 138 Fourth Ave. Ann Arbor, Michigan [ A-67 | WHAT TO DO AROUND Friday . . . . . . SALMON or TROUT Fishing ~ ————— Saturday-Sunday ... . SEATTLE-TACOMA This is a sample of vacation days in the Pacific Northwest. The cost? Surprisingly low. Lowest fares on the OLYMPIAN— electrified over the Rockies to the Sea. Fares atless than 2¢ a mile. Pay-as-you-go or travel on the All-Expense plan. For free illustrated books giving itineraries, costs and full information write GEO. B. HAYNES, Passenger Traffic Manager Room 940, Union Station, Chicago THE OLYMPIAN THE HIAWATHA The MILWAUKEE Roap [ A-68 ] [Cont. from page A-67] years and did much to further the growth of the Asso- ciation in New Jersey. Dates to be remembered— March 30-April 3—Annual study conference of the Association for Childhood Education, San Antonio, Tex. April 14—Pan American Day. Write to the Pan American Union for free material. April 14-17—Conference of the Western Arts Association to be held in Toledo, Ohio. May 1—May Day, Child Health Day. For in- formation on state programs or material, write to the May Day chairman in your state health de- partment. May 2-8—National Music Week. To secure in- formation, address the National Music Week Com- mittee, 30 Rockefeller Plaza, New York, N. Y. May 17-20—Annual meeting of the American Association for Adult Education to be held at Sky- top Lodge in the Pocono Mountains, Pa. May 18—World Goodwill Day. June 21-25—Convention of the American Home Economics Association to be held in Kan- sas City, Mo. June 27-July 1—Convention of the National Education Association to be held in Detroit, Mich. See page 122. Publications Appraising the New Orleans Meeting is the title of the report of the convention appraisal committee of the Department of | Superintendence. This report has been sent | to members of the Department. Copies | may be purchased for 50¢ each. The Official Report of the Department | of Superintendence, which is just off the | press, carries all addresses delivered before | the general sessions of the Department at New Orleans. It has been sent to all mem- | bers of the Department. Copies may be | purchased for $1 each. “Salaries of School Employees, 1936-37,” the March Research Bulletin summarizes | the eighth biennial salary study of city school employees and includes data from state departments of education on the status of salaries in rural areas. The report covers 1895 cities and a total of 407,557 school employees. Schoolboards, superin- tendents, salary committees, and others in- terested in teachers’ salaries will find this bulletin the standard reference for the next two years. Price: 25¢ per single copy. “Educational Sociology’—The Review of Educational Research for Feb. 1937 is the initial number of the Review dealing with educational sociology. It briefly sum- marizes the advances made in educational sociology since 1922 and suggests research technics in this field. Whether or not the problems of sociology lend themselves to research by quantitative methods, or at least by the methods of the physical sciences, is being debated just now by sociologists. Price: $1 per copy. THE JOURNAL OF In French Canada LIVE IN FRENCH FOR SIX WEEKS. Elementary, Inter- mediate, Advanced courses. Coeducational. Certificates and college credit. Residence in Royal Victoria College. 5th July-14th August. Inclusive fee $100. Write for booklet to Secretary, RESIDENTIAL French SUMMER SCHOOL McGILL UNIVERSITY, MONTREAL, CANADA Your Western Travel Opportunity SEE ALL THE WEST and— CALIFORNIA Join the Annual Party on the WESTERN WONDERLANDS TOUR July 10—FAST DAYLIGHT TRAINS—40 Days Write for folder from the organizer RIDGEWAY TOURS Christian H. Shenk. Mer. __ Lancaster, Pa. oO oO 2 by Attend the 1937 Summer Courses of the National University of Mexico. June 28- August 18. No doubt, the most interesting pages of history on 20th Century Mexico will deal with present dey happenings - when heritage clashes with vision. To the intelligent scholar, to the student of so cioclogy and history a trip to Mexico City and his or her enrollement in the 1937 Summer Courses of the Mexican Nationa! University - the oldest seat of learning in the American Continent - offers a lifenme opportunity The courses will be conducted by Ieatiers of thought - Mexicans and foreigners - of international repute. And the student of Spanish wil! profit immensely by mingling with Mexican students both in the class-room and on week-end tours including the Pyramids at Teotihuacan, the floating gardens. charming provincial byways. etc. , Write us for particulars regarding subjects in English and Spanish planned by the School, credits, budgets to fit all pockets, lodgings in private homes, through up-to-date rai service, Pullman fares, etc. F.T.Scanlan, Representative National University of Mexico Summer School Room 2810—201 No. Wells St., Chicago, Iil. MEXICIUI THE NATIONAL EDUCATION ASSOCIATION OUR Days or, Pa. | of the ne 28. seat of lifenme TION lOLUME 26, NUMBER 43 When Tamatea discovered New Zealand, fourteen centuries ago, he was moved to name it “Ao Tea Roa”... The Bright New Land! And it remains a bright new land today...a great island dominion full of the most fascinating con- trasts. For sheer novelty, scenic beauty, no worldly spot surpasses... North Island’s Thermal Region is the incredible Yellowstone of the Southern Hemisphere. Glow Worm Grotto’s fragile beauty is unsurpassed. On South Island, towering Alps and Norse-like fords proclaim an unexpected majes- ty. From seacoast to mountain-tops, rt lovers find a paradise...while city- life is briskly gay and modern. Inspiring hospitality and splendid trav- el comforts combine with low costs to open wide the world’s most unspoiled ow-place...rich in its own captivat- ing personality, yet reminiscent of a dozen other lands. Special tours, indi- vidually planned in advance, may be changed as you will en route to provide _ the fullest exploration. A favorable ex- change abets economy. * Sailing to New Zealand, luxurious lin- ers from Los — San Francisco and Vancouver, B. C., unfold the ro- | mance of the South Seas... with calls at Hawaii, Tahiti, Samoa, Raratonga and | Fiji. Just fifteen delightful days! And _ whatever time you plan to spend in New Zealand will prove all too short! * Complete details from your Travel Agent or write: NEW ZEALAND GOVERNMENT 320 Bay Street, Toronto, 2, Canada, or 606 So. Hill Street, Los Angeles, Calif. APRIL 1937 Send for THE BOOK YOU WANT Take your pick and plan a western vacation this summer-—a trip that will give you a new lease on life, a vacation you will never forget. —it’s the only at ao jucky if yoR e Highw*y is world” for r Wonderland ‘Tour, or Cody! one W8Y econ pitsble ies California, Yr Oe uhe start to ine x aa Californie ie ifie aad L the Pact Let Us Help You Plan Your Vacation. You- Send the Coupon. We Will Send the Details Promptly. NORTHERN PACIFIC RAILWAY = (RRR RPP RRR RRR R ERE EERE RE REE RE EER ERE RR EEE ES > E. E. Nelson, 357 Northern Pacific Railway, St. Paul, Minnnesota - oe Send me information, please, on: (Check data desired) PacificN.W. 8 ( Yellowstone Park (j RainierPark ([) Alaska [) Rocky Mt. Dude Ranches [) California ~ (0 Escorted Tours [() Independent Trip s * + Ss Name a anal s * & Address ere s = ” = Cc * ity a & La ROUTE OF THE AIR-CONDITIONED NURTH COAST LIMITED [ A-6o | 2 SS La Y BECAUSE you are an ex- plorer at heart, you’re sure to answer Alaska’s call to adventure! Here is a land for ex- ploring — a land of magic contrasts, combining warm, sunshine-filled days with mighty roar- ing glaciers and great, snow-capped mountains rising from sea to sky. Cruise mile on mile through shel- tered seas, under the Midnight Sun! Mystery lurks in every fjord. Romance lingers in every port of gold, totem and old Russian fame. Adventure awaits in the Interior with mighty Mt. McKinley, Matanuska Valley, the storied Yukon. Attractively low rail and all-inclusive steamer fares with vacation-length cruises make Alaska the adventureland for everyone. America’s modern air- conditioned trains smooth your way to Seattle where amazing cruises begin aboard friendly All-American steamers. Cruises range from 9 to 36 days round trip from Seattle. THE MILWAUKEE ROAD UNION PACIFIC SOUTHERN PACIFIC f LINGTON ROUTE sREAT NORTHERN THE ALASKA RAILROAD NORTHERN PACIFIC NORTH WESTERN LINE ALASKA STEAMSHIP COMPANY FOR ALASKA LITERATURE, just jot your name and address on the margin below and mail to Alaske Steamship Company, Room 717, Pier Two, Alaskan Way,Seattie—or see any of the companies above. (J For The Alaska Line’s Good Natured Map, check here. Free to teachers. (if student, state grade. ] [ A-7o | | AtasKa—Aniak, Aniak; Buckland, U. {Cont. from 130) WasHincton—S pokane, Field, Finch, Willard Wisconstn—Milwaukee, Fernwood, Humboldt Park, H. W. Longfellow, N. 31st St., J. W. Riley, W. Walnut St. A “ Wyominc—Bairoil, Bairoil THREE YEARS Cat1Forn1a—Modesto, Enslen; Santa Ana, Lincoln Cotorapo—Englewood, Englewood Public Schools FLoripa—Tampa, V. M. Ybor Gerorcia—Atlanta, Faith ILL1nois—Champaign, Champaign Public Schools, Columbia, Gregory, Dr. Howard, Jr. High, Law- head, Lincoln, Marquette, Sr. High, South Side, Switzer, Willard, Colonel Wolfe; Chicago, Van Vlissingen; Danville, Oaklawn; Normal, Ill. State Normal University; Sterling, Lincoln InpIANA—I ndianapolts, Wm. A. Bell Kansas—Chase, Grade Louristana—New Orleans, Audubon MassacuusEtts—Lynn, Lewis; North Adams, John- son; Winchester, Mystic MInNESoTA—M eretens, Hawthorne Missourti—Kansas City, Blenheim, Bruce, Hale H. Cook, Horace Mann, Penn, E. C. White New HampsHire—Portsmouth Whipple } New Yorx—Hudson Falls, Hudson Falls Public Schools, Jr. = p PENNSYLVANIA hester, Larkin-Huber, John Weth- erill; Newport, Jr.-Sr. High Utran—Davis Dist., Stoker VerRMONT—Rutland, Madison WaASHINGTON—S pokane, Alcott , Wisconsin—Milwaukee, Bay View High, Paul Bin- ner, E, Center St., Albert E. Kagel, Kilbourn Jr. Tech. 8 Ludington, N. 18th St., N. Fratney St., N. Hi-Mount Blvd, E. L. Philipp, Roosevelt Jr. High, W. Forest Home Ave, TWO YEARS Cartrornia—Burbank, Ralph W. Emerson; Los Angeles, Canoga Park; Santa Ana, Fremont, Jef- ferson, McKin ey, John Muir, Spurgeon FLor1ipa—Miami, Southside Itt1no1is—East St. Louis, Froebel; Normal, Normal Public Schools, Central, Community High, Ber- nardine O. Smith, Eugene Field; Roselle, Roselle Inp1ANA—I ndianapolis, Thos. A. Edison, Geo. B. Loomis, Public No. 72 : Kentucky—Maysville, Maysville Public Schools, Center, John G. Fee Indus. High, First Dist., Forest Ave., Jr. High, Sixth Ward Louis1ana—New Orleans, Merrick Ma:rne—Westbrook, Rocky Hill Micuican—Detroit, Hancock Missouri—Kirkwood, Adams Ave., Henry Hough, John Pitman, Geo. R. Robinson . New JEersey—Atlantic City, Chelsea Heights; Madi- son, Lucy D. Anthony, Gorn Ave. New York—Endicott, Geo. H. Nichols; Lansing- burg, pom High NortH Carotina—Casar, Mariah Oxn1to—Carroll Co., (Fox Twp.) Public No. 16; Dela- ware, East; Fairfield Co., Pibert Union; Hooven, Berea Rural; Niles, Garfield, Harrison, Monroe, Roosevelt; Pemberville, Webster Twp. PENNSYLVANIA—Delaware Co., (Yeadon Boro) Bell Ave.; Montgomery Co., Upper Providence Twp.; 7 Andrew G. Cortin Jr. High, Josiah tmery Texas—Bangs, Bangs High Virctnta—Newport News, Newport News Public Schools WaASHINGTON—Spokane, Lincoln, Whittier West Vircinta—Eskdale, Eskdale; Slatyfork, Sen- eca Trail Cons.; Stanaford, Stanaford ‘Wisconsin—Kenosha, Kenosha Public Schools, Sr. High; Milwaukee, Custer High, N. Bartlett Ave., N. Fifth St., N. Maryland Ave., N. 27th St., Siefert, Steuben Jr. High, W. Brown St., W. Clarke St. CURRENT YEAR ALABAMA—Birmingham, Baker S. Indian Office; Fort Liscum, Fort Liscum; Galena, Galena; Kaltag, Kaltag; Kanakanak, Kanakanak; Kasilof, Kasilot; Kodiak, Lomgwood; Kotzebue, Kotzebue; Napamute, Napamute; Pilot Station, Pilot Sta., Raddiford, Raddiford; St. Micheal, St. Micheal; Shageluk, Shageluk; Wasilla, Wasilla Arizona—Patagonia, Lochiel Dist. No. 9 CaLirornia—Beverly Hills, Horace Mann; Fresno, Heaton; Hermosa Beach, North, Ocean View, Pier Ave., Prospect Ave., South; Modesto, Wilson; St. Helena, St. Helena Union High; San Pedro, Bar- ton Hill; Santa Ana, Lowell Cotorapo—Greeley, Big Bend Connecticut—East Hartford, Columbus St. FLor1pa—Miami, Gladview; Miami Beach, Central Seach Grorcia—Atlanta, J, Allen Couch; Peeples St.; Macon, Bellevue; McIntosh Co., McIntosh Co. | Public Schools, Townsend Ittinotis—East St. Louis, Cannady; Edwardsville, Lincoln; Chicago, Bennett; Harrisburg, Dorris- ee, E, Ledford; Nebo, High; Riverside, Holly- | wooc | Inp1ana—Center, Grammar; Indianapolis, Public No. | 37; Jeffersonville, Pt. Fulton; Monroe City, Mon roe City Kansas—Arkansas City, Martha Washington; Burr Oak, Burr Oak High; DeGraff, Grade; Luray, Grade; Topeka, Buchanan [Cont. on page A-73] Take the air-conditioned every luxury * every economy to or from the Pacific Northwest! Spokane « Seattle « Tacoma Portland *VancouvereVictoria SAFE ‘INSIDE PASSAGE” TO ALASKA Marvelous cruises on sheltered seas, north to the Land of the Totem Pole. JAPAN TOUR * 68 DAYS * $440.0 Ask for latest information about Japan Tour under auspices World Federation of Education Associations. Lv. Chicago, ““Gangplank Special,’’ June 29, return- ing Sept. 4. Tokyo convention Aug. 2-7. Wonder Tour of Japan 37 days. All- expense, 68 days, only $440.00. Low-Cost Stop-Off Tours in GLACIER National PARK Great Northern provides 1-2-3 day open top observation bus tours through the heart of Glacier Nationa] Park. Glaciers, waterfalls, flowering meadows, virgin timber, towering, snow-clad peaks. The high spot of any Western trip. =aa2222=MAIL COUPON TODAY*::-::*:""" A.J. DICKINSON, Passenger Traffic Manager Great Northern Railway, Dept. J-2, St. Paul, Minn. Please send me information about your travel service to Glacier Park (] Pacific Northwest [| Alaska | California (] Dude Ranches [) Prepaid Tours Japan Tour [) THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION was an unforgettable experience tthe most beautiful drive I've ever and I’ve been in 45 countries” ently said Webb Miller, famed ed Press correspondent. Oregon Coast Highway (U.S. 101) parallels 400 miles of magnifi- cent Oregon coast-line. This splendid ed paved road takes you down green jer forest aisles, skirts mountain sides, mns along miles of white beaches. nomy | Stop! All Oregon beaches are free. There’s driftwood for beach fires everywhere. There’s resort or camp resi life, agate hunting, surf and coastal oma | stream fishing, clam digging. toria | See Crater Lake, the Oregon Caves, LASEA the Klamath outdoor empire, Bend’s famous lake region, the Columbia Pole. River Highway, Multnomah Falls, ‘| Bonneville Dam, the High Wallowas, $440.00 | Mt. Hood and a hundred other scenic Japan | wonders that make Oregon such an wer ideal summer land. eturn- |Spend your vacation in Oregon, the a hub state of the Pacific Coast. San “&"“ \Rancisco or British Columbia are : less than a day’s easy drive from our sim jborders. Seattle only a few hours ARK | way. Send for our folder today. It will help you plan a new, different 3 da ; : : om and economical vacation. Park. Attend: dows The Portiand Rose Festival, June 9 to 12 clea The oy my gg Sept. 16 to 18 n trip. Minn. vel service Alaska UL | Tours U neces EtG A ath — State Highway Commission, Travel Dept. 4, Salem, Ore. wa owcere ease send your 28-page illustrated folderabout Oregon, a Name Address pitts eT APRIL CIATION fOLUME 26, NUMBER 43 nena OU can’t help having a grand vaca- Yu at Jasper—it has everything ! Golf on a championship course, tennis, swim- ming in a heated outdoor pool, riding, hiking, climbing and fishing amid the Alpine grandeur of America’s largest National Park. Jasper Park Lodge is the sort of place you'll enjoy every minute, and you'll find Canadian National’s fa- mous hospitality is but one of the many For new Alaska and Jasper Boston... ..... .- +. extra pleasures of a vacation here. Rates with meals are from $7.00 per day. And remember, too, that Jasper is an almost perfect take-off point for the thrilling rail and protected ocean voyage through the famed Inside Passage to Alaska, with Canadian National hospitality all the way. Low rail fares. Through air-conditioned equip- ment from Montreal, Toronto and St. Paul to Jasper and Vancouver. 186 Tremont Street Montreal... . .360 McGill Sereet 3 Buffalo ..... 0005+: 420 Main Street New York sees... .673 Fifth Avenue National Park booklets, call Cle veveeseees-48. Michigan Avenue Philadelphia . 1500 Chestnut Street : : Gincinnati .. .. ..206 Dixie Terminal Bldg. Pittsburgh 355 Fifth Avenue or write any Canadian Na- Detroit .. .. ..1239 Washington Bechones Portland, M¢e.. ..Grand Trunk Ry. Station tional Office. Duluth... .... 428 W. Superior Street Sam Francisco ........ ..648 Market Street Kansas Gity....... 414 Fairfax Bldg. Seattl..............1329 Fourth Avenue Los Angeles .........6078. Grand Avenue = St. Losis.. .....314 No. Broadway Minneapolis ..... ..634 Marquette Avenue = St. Pas! .First National Bank Bldg. Washington, D.C... ..922 15th St., N. W CANADIAN NATIONAL TO EVERYWHERE IN CANADA 1937 [ A-7r | AUGUSTAN PILGRIMAGE — Bimillennium of Augustus | 63 B.C.—1937 A.D. EUROPEAN AND ORIENT TOURS ART PILGRIMAGE TRAVEL VENTURES of Distinction Stimulating experiences in foreign lands, not just tours. South America with Harry Franck, famous author and vagabond traveler; Brewer 7, | Survey Tour of Europe; Mediterranean Tour in the Wake Edutravelogs in NATIONS of unusual interest to teache;;' © SWEDEN © SOVIET RUSSIA 52 days including a 3 A study tour of Soviet edy weeks’ session at the U. of catiqnal centers and mei Uppsala in Social Science ods, sailing July 3rq gy or Arts and Crafts. Sail- 9th 7 = M. Hayes; Russia with Professor Henry Wadsworth Longfellow Dana, Professor J. Frank Copeland and Brewer Eddy; British Isles by private motor with Mrs. William M. Barber; Scandinavia and Central Neti e, —iee R, - . sa: - .- 57 day and Centr International Exposition and ing July 14th. Price $398. John’ L. ‘Spivak, pa Europe with Royal Bailey Farnum; Alaska Cruise 4 known journalist... 9 4 | with Dr. John B. May; Grand Tour of Europe with Art Congress, Paris © CZECHOSLOVAKIA day trip with Dr. Brag} — ge I Lg hE ee — LET 49 days, including a course Mitchell. Dolitical — econ. under the direction o mond P. Ensign an ma aa fT a ~ ales ‘ : ee 5 Pratt; Paris World’s Fair and Art Congress Tours; SS I ) —S | ek aie Me py ee now of nella cea also Coronation Tour. AZ mS in southern Bohemia. Sail- in the U. 8S. 8S. R, wig Send for thirty-two page booklet A | ing July 3rd. Price $359. Langston Hughes. WILLIAM M. BARBER BABSON PARK MASSACHUSETTS | Bureau of University Travel | | _ 21 Boyd St. Newton, Mass. | The Vale of Kashmir JAPAN For Your SUMMER VACATION) ane all-expense only An exciting new trip to the Land of Shalimar. Conducted; sailing June 30; 68 days; $1075 all- ny inclusive. Write for special folders T2 EDUTRAVEL, Inc. 55 FIFTH AVE., New York City An Institute for Educational Travel euurtieten Price includes round trip, ocean passage, transportation abroad, ho tels, meals, sightseeing and tips, Itineraries to every country in Europe. Write for free booklet P, COLLEGE TRAVEL ASS'N 535 Fifth Ave., New York eEUROPEe ays... all expense with @ first class Land Ti our. s ee The UN NS and out's, little simmer vacation months, | € Plan now to be aboard the “Gangplank” | |p srusiued pier frat te nie Maat u rac S. : * : : ce, ENE . D. 5 special leaving Chicago June 29th, returning METROPOLITAN TRAVEL SERVICE, Inc. Choice of itiner- September 4th, via Great Northern Railway. 260 TREMONT STREET BOSTON. MASS. ony sail dames: up. Attend the SEVENTH BIENNIAL WORLD CONFERENCE, WORLD Secure immediately free descriptive folders. ee Ret Atte ONS. JAMES BORING CO., Inc. | iaiteigtie foven tne dom included. For detailed pro- THE ORIENT Join our ANNUAL EXPLORATION TOUR to Hawaii, Japan, Korea, China, Philippines. This year new features, better than ever. See it all with us, We use the largest steamers on the Pacific, sail June 26 inf, wi ae Dee 24, a. We = — alt . . gram and other jormation wri atmosphere, our clients § returne pleased. Vrite 655 Fifth Ave., New York City M.M.H t.G.E.P.A for itinerary with complete cost $780.00— 333 No. Michigan Ave., Chicago, Ill. pe. Bieihent, GB. P. A. 595 Fifth Ave., New York, N.Y. RUDOLPH TRAVEL BUREAU 1200 Locust St., St. Louis, Mo. SPEND A FASCINATING MONTH IN Te Time—Hours spent on various operations are major factors in the cost of PRINTING. Through care- ful planning and advanced pro- duction methods we have reduced the time element to a minimum. Consult us—any size job interests the “Master Printer” JUDD & DETWEILER IN THE NATION'S CAPITAL THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION [Cont. from page A-70] Kenrucky—Calhoun, Calhoun Public Schools; Hen- 2 derson, Audubon; Kenton Co., Kenton Co. Public Schools; Lexington, Maxwell; Loyall, Loyall; Mc- cher; Creary Co., McCreary Co. Public Schools, Pine Knot; Newport, Cote Brilliante, E. Clifton SIA i 1ana-—Edgard, High; Grand Chenier, Grand Soviet ey. Oke: Georgetown, Jr. High; Iberia Parish, Iberia and mei). Parish Public Schools; New Orleans, New Orleans Y 3rd ay Public Schools, Allen Elem, and High, Beau- y tb win regard, Behrman Elem. and High, Belleville, Cap- . dau, Belle Chasse High, Colton Elem. and High, Ir.” Broads Craig, Crossman, Danneel (401 Nashville Ave.), cal om. Danneel (3411 Broadway), Davey, Davis, Dibert, day stuiy Dimitry, Dunbar, Easton High, Fisk, Flower, minoritie Fortier High, Franklin, Frantz, Gayarre, Gen- ‘ R. with tilly, Gentilly Terrace, Gumbel Home for Girls, 2 Hanson Normal, Hoffman High, Howard No. 1, Howard No. 2, Hynes Vocational, Irmadale, Jack- son, Jefferson, Johnson, Jones Elem, and Normal, Kohn High, Kruttschnitt, Lafayette, Lafon, Lake- view, Lasalle, Laurel-McDonogh No. 1, Law- ton, Lee, Lee Station, Lewis, Live Oak, Lockett, Lusher,‘ Macarty, Marigny, Mayben, McDonogh High, McDonogh No. 6, McDonogh No. 7, Mc- Donogh No. 9, McDonogh No. 10, McDonogh No. 11, McDonogh No. 12, McDonogh No. 14, Me- Donogh No. 15, McDonogh No. 16, McDonogh No. 18, McDonogh No. 19, McDonogh No. 23, McDonogh No. 24, McDonogh No. 28, McDonogh No. 31, McDonogh No. 32, McDonogh No. 35, McDonogh No. 36, McDonogh No. 37, McMain High, Meyer, Miliken Memorial, Milne Home, Milne-Municipal Boys’ Home, Palmer, Peters High, Rabouin Vocational, Rogers, Rosenwald, Schwarz, Seabrook, Semmes, Booker T. Washing- ton, Geo. Washington, Wicker Elem. and High, White High, Arthur P. Williams, Sylvannie F. Williams, Wilson, Wright High; Paulina, Pau- lina; West Baton Rouge Parish, W. Baton Rouge Parish Public Schools; Reserve, Godchaux; Rome- ville, High; Vacherie, Seventh Ward; Wallace, Wallace. Maine—Dester, Pleasant St. Mich1cGan—Detroit, Grayling, McFarlane, Marshall, Stellwagen; Grand Rapids, Jefferson Minnesota—Minneapolis, Corcoran Mississtpp1—Biloxi, Biloxi Public Schools, Goren- flo, High, Howard ee, adepensence, Blue Summit; Jefferson City, Moreau Heights; Kansas City, D. M. Pinker- ton, Paseo High Nesraska—Omaha, Madison Nevapa—Esmerelda Co,, Esmerelda Co. Public Schools, Co. High, Goldfield; Eureka Co., Eureka Co, Public Schools, Beowawe, Eureka Consolidated No. 1, Eureka Co. High New Jersey—Dunellen, Dunellen Public Schools, Roosevelt High; Freehold, Broad St.; Madison, oas's Road; Perth Amboy, Middlesex Co. Voc. 0. 2 New YorkK—Loudonville, Loudonville; New Paltz, State Normal; Watervliet, Fairview Home North Caro_ina—High Point, Johnson St. North Daxora—Crosby, Lexington; New England, New England Public On1o—La Rue, La Rue OKLAHOMA—Porum, Forest View PennsYLVANIA—Delaware Co. (Yeadon Boro) Jr.-Sr. High; Montgomery Co., Salford Twp.; Wilkins- burg, Semple Uran—Davis Dist., Centerville, Clinton, Davis High, Kaysville, West Point; Pinte Co., Piute Co. Pub- lic Schools; Salt Lake City, Woodstock Vermont—Derby, Beebe Superior; Fair Haven, Grade Vircinta—Lynchburg, Robert E. Lee Jr. High; Newport News, Paul Laurence Dunbar WasHINGTON—Spokane, Spokane Public Schools, Arlington, Audubon, Bancroft, Bemiss, Edison, Franklin, Garfield, Grant, Hamilton, Hutton, Irv- ing, Jefferson, Longfellow, Madison, McKinley, Roosevelt, Sheridan, Webster, Whitman, Wilson; Vancouver, Harvey West Vircinrta—Crystal, Grade; Grafton, West Grafton; Hot Coal, Hot Coal; Newton, Wallback; Peterstown, High; Proctor, St. Joseph’s; Tams, Elementary Wisconstn—Milwaukee, Victor L. Berger, Green Bay Ave., Eugene Field, Tippecanoe, Townsend St., Vieau, Walker Jr. High, W. Lloyd St. On Your “ong esi fornia @ The clean, cool restfulness of Santa Fe’s air-conditioned trains has brought new pleasure to summer transcontinental travel. And that pleasure can be increased again by including one or more of those delightful stopovers possible in the Santa Fe Southwest: GRAND CANYON ©@ Via Santa Fe, this summer, you will find daily through air-conditioned Pullmans, direct to the rim; last year’s record low fares; all- expense Canyon tours in great variety. Walks, bridle paths, rim drives — all are at their best. There is another spectacular inner-Canyon saddle trail, a bi swimming pool at Phantom Ranch, in the Canyon depths. DUDE RANCHE © A dude ranch, of course, may be your summer’s main objective. But if not, and you can still spare a week for one, you will find the experience big in fun and tonic. There are scores of ranches in Santa Fe territory. INDIAN- DETOURS ©® Leisurely, comfortable, intimate, these motor explorations through the still-unspoiled Spanish-Indian country surrounding historic Santa Fé, New Mexico, itself so picturesque, are as enjoyable as they are edu- cational. Economical they are, too, with one, two, or three nights at beautiful La Fonda Hotel. 5 DAILY TRAINS TO CALIFORNIA © SUMMER FARES AT THEIR LOWEST Economy Rates, plus a downtown location, make the Annapolis your logical hotel in the Capital. There you'll find that personal at- tention for which it is famous the world over. Write for free pictorial W. J. BLACK, P. T. M., Santa Fe System Lines, 1070 Railway Exchange, Chicago, Illinois. Send me Grand Canyon, Dude Ranch and Indian-detours folders, with information on fares map and special group rates. ‘ | eee en ee * detndapetiioe 4a f y x * FREE PARKING ‘2 | AS ae ee ep eee Ce ee 400 Rooms with Bath from —— LATION TATION |VOLUME 26, NUMBER 43 APRIL 1937 [ A-73 | THE DETROIT CONVENTION OF THE NATIONAL EDUCATION ASSOCIATION June 27—VJuly |, 1937 Detroit and Michigan will be hosts to the seventy- fifth annual convention of the National Education Association. * * * The convention opens with a Vesper Service on Sunday, June 27th. General sessions, de- partment meetings, representative assemblies and other convention activities will be carried on from Monday morning through Thursday night. * * * Registration and Exhibits will be in operation beginning Saturday, June 26th. These and the larger meetings will be located in the Masonic Temple. Hotel Arrangements. Below is list of Detroit hotels and form on which application for accommodations may be made. Although Detroit has adequate hotel facilities, it is of advantage that reservations be made as promptly as is practicable. While it may not be. possible for hotels to make reservations at minimum’ rates for all who apply, assurance is given of the interest” and effort on the part of the Hotel Committee to meet. the applicant’s needs as exactly as possible. Local Committee. The Detroit Convention Com mittee is organized for service to the Association, | Communications regarding possible service by the Committee may be addressed to Dr. Paul T. Rankin, Secretary, Convention Executive Committee, Board of Education, Detroit. es HOTEL RATES FOR MEETING OF THE NATIONAL EDUCATION ASSOCIATION, DETROIT, JUNE 27-JULY 1, 1937 The following list of Detroit Hotels, with rates, has been furnished by the Detroit Hotel Committee and includes hotels that are members of the Detroit Conven- | tion and Tourist Bureau. In addition to the hotels named on this list are many other hotels in Detroit. Address all requests for hotel reservations to Grover — Stout, Chairman, Hotel Committee, 1805 Stroh Building, Detroit. Indicate three choices of hotels. If the hotel of first choice is unable to accept your reserva- ~ tion, the Hotel Committee will endeavor to comply with your second or third choices in the order named. You will receive confirmation direct from the hotel accepting your reservation. Be specific as to dates of occupancy, types of rooms desired and prices to be paid. i No. of rooms Rate per day for room with bath Rate per day for room with bath | accommodating TWO persons Rate for each additional Rate per day for suite with parlor, bedroom and bath accommodating rson ina ONE person accommodating ouble room Double bed TWO persons Abington, 700 Seward... i od Barlum Hotel, Cadillac Square and Bates Belcrest, 5440 Cass............ ; Book Cadillac, Wash. Blvd... .. Briggs, 114W. Adams... born Dearborn, Mich... Detroit-Le Cass at ley... of Detroiter Hotel, 2560 Woodward Avenue Fort Shelby, Lafayette at Ist... Fort Wayne, 408 Temple Lee Plaza 2240 W. Grand Bivd. . Lexington, 2940 W. Grand Blvd. . Es Madison Lenox, Madison & John R.... Norton, Jeff. & Griswold. . Palmetto, John R. & Hancock Prenford, 11626 Woodward... Prince Edward, Windsor, Ont.. Seville, 3160 Second Avenue. . Seward, 59 Seward Statler, Gr. Circus Park..... Tuller, Park & Adams Wardell, Kirby at Woodward. Webster Hall, 111 Putnam..... Whittier, 400 Burns Drive....... Wolverine, Witherell at Elizabeth Twin beds “” ww X SEERE8ES 8 $ $10.00 to $20.00 ccc vvvd ees ssss | ° 8.00 to” 12.00" . $ and oo “8.00 to’ 15.00 Pe NNNNwNH Opuperpanoh 88883888888 Bekennesuis eed Sssgg* gsgsss : ores 338 BRE Ronuwswpaowe eo’ | ” 8 * coal SBSBsssssssses 3 . rf B38 BBBES 250 148 (apts.) 600 1000 800 650 ES 825 ‘x 500 Pen ‘11.00 to 15.00 — lagen seen e 70 Am om De Ssesessssa nh x os oo * Rooms without bath also cre available at lower rates than those quoted. ** Rooms without bath. Use this form for application for hotel accommodations To Grover Stout, Chairman of Hotel Committee 1805 Stroh Building, Detroit, Michigan. Please reserve sleeping room accommodations during the period of the convention of the National Education Association as noted below. Hotel of Ist choice 3rd choice____ ..Room(s) with bath for one person each—rate desired...... 2.2 ee ee eee Room(s) without bath for one person each—rate desired Room(s) with bath for two persons each, double bed—trate desired... Room(s) without bath for two persons each, double bed—rate desired........ 2... 0.0.0 eee eee _.Room(s) with bath for two persons each, twin beds—rate desired.......... Arriving June List of occupants, other than myself, with their addresses is attached heret>. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATIOI ve 48> 7D ae 4 a ae — ournal of the NATIONAL « EDUCATION + ASSOCIATION OF + THE *« UNITED + STATES— APRIL 1937 VOLUME 26 eae eee NUMBER 4 NEW ORLEANS NOTES HE 1937 CONVENTION will be long remembered for the gracious hospitality of the city of New Orleans. This picturesque old city undertook a difficult task when it assumed responsibility of being host to a convention which makes unusual demands for hotel rooms and meeting places. Whatever the city lacked in rooms, it more than made up in pag- eantry, hospitality, and unfailing personal attention to the needs of delegates. “Ol Man River,” who had caused some uneasiness to prospective convention travelers earlier in the month, was well within control and no alarm was felt even tho flood stage at New Orleans came during the convention. Attendance was the largest ever reported for a win- ter convention. There were delegations from every part of the country with especially heavy attendance from the region around New Orleans. The broad scope of these conventions is suggested by the following figures from the report of the Ap- praisal Committee: For the Department itself, 45 meetings with 211 speeches; for 12 allied groups, 71 meetings with 324 speeches; for 54 other groups and for 114 “eating occasions,” no one knows how many speeches. The fine cooperation of President A. L. Threlkeld and Superintendent Nicholas Bauer, who represents Southern hospitality at its best, combined to make this an outstanding convention with a speaking pro- gram which held a capacity audience for practically every general session, rounded out by attractive con- vention music and such features as the Glory of Dixie pageant, breakfast under the Old Dueling Oaks, and the Parade of the Krewe of NOR. The Department adopted a new constitution with a change of name. In the future it will be known as the American Association of School Administrators, a De- partment of the National Education Association. The new president, Superintendent C. B. Glenn of Birm- ingham, came into office without an opposing candi- date, the first time this has happened in many years. Distinguished service to education was recognized by special honors—to Secretary S. D. Shankland, an VOLUME 26, NUMBER 4; APRIL 1937 appropriate key in appreciation of 15 years fulltime service to the Department; to John Dewey, a Life Membership in the Department; and to William Mc- Andrew, the American Education Award. Federal aid as proposed in the Harrison-Black- Fletcher Bill received much attention and was whole- heartedly indorsed by the convention resolutions. Every member was urged to keep in close touch with his representatives in Congress on this measure. The Horace Mann Centennial was presented in the official program and before various groups, and much headway was made in this, the greatest celebration in the history of American education. The Department recommended in its resolutions “that an appropriate observance of this important anniversary be held in every school in the land to the end that we may more fully realize the fundamental necessity of free public education in the building and perpetuation of an en- lightened democracy.” The resolutions further recom- mended that “in view of Horace Mann’s distin- guished service to public education in this country, we request Congress to authorize a postage stamp in commemoration of this, his one-hundredth anni- versary.” President O. C. Pratt and his associates went for- ward with plans for the Detroit convention of the NEA June 27-July 1. Officers of the World Federa- tion of Education Associations announced plans for the biennial convention of that organization to be held in Tokyo, August 2-7. Attractive travel arrange- ments are available and a large attendance is expected. To the question “What in this convention has meant most to you?” the favorite replies were “per- sonal contacts and friendships,” “a good program,” “a change of scene,” “the hospitality of New Orleans.” What impressed me most at New Orleans was no single event and no one program or address, but the steady growth in social-economic outlook which is taking place in the minds of educational workers thruout the nation. Year by year it becomes clearer that the success of government of the people, by the people, and for the people depends on the schools. —Joy EtmMer Morcan. [ 99] Crucial Issues in Education J. W Studebaker I. RECENT YEARS, the meetings of the Department of Super- intendence and the studies reported by its various commis- sions have shown new vitality. The pressure of events in the modern world has forced many of us out of the academic cloisters. The subjects of the last three Yearbooks indicate a new temper among us: “Social Change and Education,” “The Social Studies Curriculum,” and “Improvement of Education—Its Interpretation for Democracy.” The most recent pronouncement dealing with the social responsibilities of education comes from the Educational Policies Commission thru the facile pen of Charles A. Beard. The pertinence of this professional expression is revealed in the title: “The Unique Function of Education in American Democracy.” In all of these presentations we recognize that the issues in education are born of the issues in society. The particular issues I wish to emphasize are not new ones. But they are not being met by programs or plans which are adequate or satisfactory. The first crucial issue in education grows out of a major conflict which is swiftly reaching the stage of a crisis thruout the world. The conflict is between two principles of social organization. . . between dictatorship and democracy, be- tween tyranny and tolerance. No important institution can ignore this issue. The question which confronts us is: “What more can education do to undergird American democracy ?” The second crucial issue in education arises out of another major conflict which is of worldwide proportions. The con- flict is between two principles of economic opportunity. One principle asserts that “man shall live by the sweat of his brow.” The other principle, if general practice may be sum- marized, is that a large percentage of men shall not be per- mitted to live by their work but shall be forced to accept a meager charity. What more can education do to assure edu- cational, recreational, and work opportunities to youth, as our special responsibility? . . . Other crucial issues which I shall merely enumerate are: [3] The worldwide threat of devastating war. What part can education play in preventing war, or at least in keeping America out of it? [4] The need for a closer understanding and friendship between the people of the 20 Latin American countries and the citizens of the United States. What more can education do to meet this need? [5] The responsibility of the federal government and the radio industry for the educational use of radio as the most powerful twentieth century development for mass communi- cation. [6] The problem of the youthful criminal and juvenile [ 100 | THE WHITE HOUSE WASHINGTON Februsry 18, 1937 Wy dear Dr. Studebaxer: I am happy to send my greetings and very best wishes to the meabers of the Department of Superintendence of the Netional Education Association. While you as the leaders in educational adsinistration in this country will be considering many problems concerning better ways to conduct educational institutions, I hope you will give special attention to tne central problem before our country and the world. I refer to the problem of saintsining and improving the democratic processes, both political and economic, of our American way of life. lo body of citizens bears greeter responsibility for the successful functioning of a desccrecy than tne educational administrators and teachers. It is tae responsi- bility of governsent to carry out tae will of the people. But it is the responsibility of organized education to make sure that the people understand their problems and are prepared to make intelligent choices wnen they express tneir will. It is of great importence to the future of our democracy that ways cnd aeans be devised to engage the saxiwum number of young people and adults in a continuous, fearless and free discussion and study of public affairs. This should be toe natural postgraduate program of all citizens whether they leave tne full-time school early or late. %e nave meeting places in every community, built by the people and used for day school work. Thousands of new buildings have been erected in the lest few years. Je now face th» problem of pro- moting educational p: to make tae most of our physical and human resources. The planning of such is a major responsibility of the educational profession. The result of such programs will be to strengthen the fabric of democracy. Very sincerely yours, enum, Pll ase Comaissionsr of Education, Departaent of the Interior, Washington, D. C. delinquency falls partly but definitely upon the agencies of education for solution. What more can the schools do to answer this growing menace? [7] In the face of appalling casualties due to automobile accidents, we have an obligation to improve and extend safety education. [8] As much as we may emphasize vocational prepared. ness and economic wellbeing in the achievement of the more abundant life, we know that “man does not live by bread alone.” What further provisions should we make for the lift ing of the cultural level of America? [9] Floods, dust storms, and drought dramatically force upon us the obligation for vastly more education for the con- servation of natural resources. Is it one of the responsibilities of education to see to it that in the future the genius of our people shall be employed in preventing rather than in meet ing disaster? [10] The demand for policies under which American citi zens in general may be given reasonably equal educational opportunities. ... | I submit two proposals for practical action in meeting the} crucial issue of strengthening American democracy thr] education: First, our schools and colleges should more clearly ap proach democratic societies in their own fundamental or ganization and operation. Second, it is the duty of educational agencies in a democ racy to provide the maximum of opportunity to youth and adults to study and discuss the current social, economic, and political problems with which our citizens must deal_—From an address before the Department of Superintendence of tht NEA, Feb. 22, New Orleans, La. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION cies of do to nobile »xtend pared: > mort bread he lift r force 1€ CON. bilities of our meet: iN Citi itional ng the} y thru ‘ly ap tal or lemoc th and ic, and -From of the [ATION General Session—New Orleans Auditorium EW ORLEANS: The Story of a Great Convention in GREAT PLACE to walk with God today is in that work- shop of His creative energy where He is trying to hammer out a nobler humanity for a better social order,” said Albert W. Palmer, president of Chicago Theological Seminary, in the vesper service address which opened the 1937 convention of the Department of Superintendence of the National Edu- cation Association on Sunday afternoon, February 21. On Sunday evening the schools of New Orleans presented one of the most remarkable programs ever staged for the Department of Superintendence—a pageant entitled “The Glory of Dixie.” A magnificent spectacle, it completely lived up to all advance notices. Every seat and every inch of avail- able standing room were occupied. The four episodes de- picted “The Social Life of the Old South,” “Division and Reunion,” “Renaissance,” and “Mardi Gras.” The latter gave more than an inkling of what the real Mardi Gras is like, as a colorful fiesta unwound itself upon the stage even to the extent of a parade led by a real motorcycle escort. Other evidences of local color and hospitality remained VOLUME 26, NUMBER 4; APRIL 1937 Charles B. Glenn, new president, re- ceiving the gavel from the retiring head, A. L. Threlkeld « thruout the entire convention. On Monday morning, for ex- ample, at the beginning of the general session several hundred gayly costumed girl-students of the parochial and public highschools of New Orleans distributed camellias furnished by parish superintendents of Louisiana. In response to the address of welcome by Nicholas Bauer, superintendent of New Orleans public schools, Joseph M. Gwinn, a past president of the Department of Superintend- ence and former superintendent of schools in New Orleans, expressed the appreciation of the Department for the splen- did welcome it was receiving. The convention exhibits were effective and popular. Sup- erintendent Homer W. Anderson of Omaha, Nebraska, spoke on the meaning of the exhibits and suggested to the delegates that it was their function to see the exhibit of ma- terials with which education works, as well as to make and listen to speeches about theories and practices. George D. Strayer of Teachers College, Columbia Uni- versity, discussed “Building the Profession of School Ad- [ ror | ministration” and asked the question, “Is it mot time that the profession, as represented by the Department of Super- intendence, recognize the desirability of setting up qualifications for entering the profession?” Continuing, he said, “If we are to build a program of school ad- ministration, we of the profession will have to set the standard. . . . We have rested too long on the assumption that these matters would all be taken care of for us by laymen.” He also pointed out that when the Department had set up such requirements, it should proceed to secure the acceptance of these require- ments by boards of education and by state legislatures. Superintendent A. J. Stoddard, Provi- dence, Rhode Island, chairman of the Educational Policies Commission, dis- cussed “The Cost of Chance.” He re- counted some of our losses due to pol- icies of chance. Speaking of those who controled America in its younger years he described how “they squandered the richest natural resources any nation had ever had” and reminded his audience that “we who live in America today are the heirs of this extravagance.” He was heartened, however, by the awakening interest in conservation on a national scale and by the establishment of local and state planning boards and commis- sions. He pointed out that the schools, along with other phases of American [ 102 | New Orleans highschool girls distributed thousands of gorgeous camellias at the Monday morning session life, have developed largely thru chance. Stating that intelligent planning must be followed by effective action, he said, “If all the studies and reports produced in the last generation by the educational profession were placed end to end, they would reach only a small part of the way from theory to practice.” On the evening of February 22, Dr. John Dewey of Columbia University was presented with a certificate of Hon- orary Life Membership in the Depart- ment of Superintendence by Superin- tendent John A. Sexson of Pasadena, California, who said to him, “The super- intendents of America place high value on your leadership. We shall feel greatly honored in your acceptance.” In his address, “Democracy and Edu- cational Administration,” Dr. Dewey re- marked that while all institutions are educational in the sense that they affect individual personalities, only two insti- tutions, the family and the school, have as their main business the formation and growth of attitudes and dispositions, emotional, intellectual, and moral. Dr. Dewey commented that “whether this educative process is carried on in a pre- dominantly democratic or undemocratic way becomes a question of transcendent importance not only for education itself but for its final influence upon all the interests and activities of a society tha is nominally committed to the demo cratic way of life.” United States Commissioner of Edy. cation John W. Studebaker’s address js quoted in part on page 100. The program on Monday evening wa concluded with a stirring address by Taking advantage of the exhibits in the write way —— Josh Lee, United States Senator from Oklahoma, whose topic was “Keep America Out of War.” He proposed a three-point plan for reducing wars to the minimum: First, control of the prep- aration for war by placing an effective embargo on arms and an extension of the Neutrality Law; second, legislation that will equalize the burdens of war by a universal draft of money and materials as well as men; and, third, the enact- ment of tax laws that will take all profits from war. Make war a burden to every- one and everyone will oppose war. The general session on Tuesday morn- ing was given over to the presentation of the Department’s 1937 Yearbook en- titled, “The Improvement of Education: Its Interpretation for Democracy.” Three members of the Yearbook Commission participated. In his presentation, Harry Elmer Barnes, editorial writer of New York City, discussed “The Present Social Scene.” See page 109. Hollis L. Caswell of George Peabody College, followed with a discussion of “The Present Educational Scene,” stat- ing that “American education faces the major task of definin;, more clearly than ever before a fundamental direction of movement and development.” The Year- book Commission, he said, “viewed this as the foundation of a sound program THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION of e pret man over that — —_— self | of educational improvement and inter- the pretation.” He regretted that “industrial hat | managerial concepts have been carried no. | over... to school organization,” and that “conflicts between administration du. | and teaching are not unusual and a uni- fied professional front frequently is lack- must serve the ends of industrial organi- zation or industrial organization must serve the ends of government. . . . Edu- cation for effective democracy, in the face of conditions at home and abroad, is more than a job; it is more than a profession; it is a crusade. Not only every highschool boy and girl but every mature citizen should, thru education, have put at his hand the means of in- forming himself and acting accordingly in the great battle of democracy to real- ize itself in enduring terms upon the earth.” At the general session on Tuesday evening President George Norlin of the University of Colorado discussed “American Democracy: An Interpreta- tion for Schools.” He spoke of the fact that in a totalitarian state such as Ger- many “because all the instrumentalities Ballet scene from the unique ““Glory of Dixie” pageant A glimpse of Mardi Gras is this school children’s Parade of the Krewe of NOR The social life of the Old South, an- other episode from the pageant ation R en- tion: Three ssion darry | New social ing.” He was hopeful, however, because “administration is being conceived in- creasingly as the means of liberating the intelligence of teachers for group attack on the problems of educating boys and girls.” Also speaking on the Yearbook, Fred- erick H. Bair, superintendent of schools, Bronxville, New York, pointed out that the public schools of this country grew up in a society of agrarian democracy, but that the schools are now struggling in a society that has developed within its framework of political democracy a huge economic oligarchy so influential as to constitute a new force in history. He said, “Either political government body on of stat- s the than on of Y ear- 1 this gram TION VOLUME 26, NUMBER 43 APRIL 1937 of propaganda and education, above all, the schools, from the kindergarten thru the university, are devoted to its pro- mulgation, you will find youth submit- ting themselves to it with gladness and enthusiasm. . . . The goal is, I believe, false as hell, but there is something splendid, terribly splendid, in their marching together.” Then he said, “Come back home and you will see our youth believing in what, belonging to what, devoted to what?” While not ad- vocating the methods of the totalitarian state he commented, “I do see that they have done what we have failed to do. They have enlisted their youth in the cause of the nation; they have given them the joy of belonging. ... The lack of spiritual integration in our de- mocracy in contrast to the complete solidarity of the totalitarian state is a weakness which we cannot view with complacency.” “Education for the Middle of the Road” was advocated by William F. Russell, dean of Teachers College, Co- lumbia University. After coramenting on revolutionary movements and Utopia-seeking groups thruout the his- tory of the world, he suggested that, while it is obvious that a whole new Utopia cannot be secured quickly by democratic means, neither can it be achieved by violent means. He said, “I am not a prophet, but I know what I should like to hear discussed next. In- stead of harping upon our ills, instead of fermenting discontent, instead of setting up Utopias which cannot be realized . I should like to see all of us direct our attention, our thought, and our re- search to the problem of how to effect a net social advance, a change that is likely to last... . We have had enough talk about the goal. Let us now talk about how to achieve it. . . . What we need is not attention to the left or right, but education for the middle of the road. When we lose sight of this we are lost.” Charles H. Judd, head, Department of Education, University of Chicago, fol- lowed on the query, “Can Divergent Views on Educational Theory and Prac- tice Be Reconciled?” He stated that every reform undertaken since 1890 has had as its chief aim the release of the schools from formalism. In view of this, he felt that the pettiness of some of the modern disputes about how to teach is beyond understanding. “Why,” he asked, “should the inventor of one sys- tem of teaching geography fall on his competitors with sticks and staves and make a loud noise as tho the war be- tween particular methods were a major concern of all men?” Is not the import- ant fact for the world at large that the teaching of geography has improved enormously in the past few decades? He thought it might be well to turn most [ 104 | meetings of educators into executive ses- sions. Here, let the advocates of various slightly differentiated methods of teach- ing have their words. Then prepare a few clear statements of the fundamental achievements of education for presenta- tion to the public. He concluded that “it remains for educators to show their faith in their cause and in each other by put- ting emphasis of the future where it be- longs—on major agreements in theory and in practice.” By 7 a.M.on Wednesday morning tele- phone operators in the hotels were ex- hausted from the task of rousing dele- gates for the Rendezvous aux Chénes Verts, or, in simpler language, a Creole breakfast which was served under the famous Old Dueling Oaks in City Park to seven or eight thousand persons by the New Orleans schools. Make-believe duels, Negro spirituals, and characters typical of the Vieux Carré made the breakfast a most colorful and enjoyable occasion. Accompanying pictures de- scribe it better than words. The Wednesday morning session opened with a presentation of “The Im. portance of a Point of View in Educa tional Administration” by Jesse H. Ney. lon of Teachers College, Columbia Upj. versity. He suggested that the interest of democracy demand that lay goverp Breakfast beneath the Old Dueling Oaks was festive and informal. Superintendent Bauer of New Or- leans (center of group above) led the merriment. Left: Caught by the candid camera—Willard E. Givens, Henry Lester Smith, and Reuben T. Shaw. ing boards be representative of the inter. ests of the entire community and sens: tive to the needs and welfare of the masses of the people. With regard to in- ternal administration, he stated that teacher participation is desirable in every function and service of the schools. “I necessary,” he said, “the principle of teacher participation must be written into the statutes of the state, certainly into the rules of boards of education.’ He did not believe that the principle of democracy in administration does away with the responsible executive. Rather, he felt that “the democratic principle lifts the task of administration to the plane of statesmanship.” “The Prospect of American Demot racy” was analyzed by George S. Counts of Teachers College, Columbia Univer sity. He pointed out that teachers art peculiarly loyal to democracy, that “theit disinterested positions in the social order, their freedom from the ties of large prop- erties, their devotion to the spread of knowledge, and their whole outlook on life, tend to identify them overwhelm | ingly with the guarding of the demo} cratic process.” He suggested that the) THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | Righ cele Pott ciath ex] str est pr Im. luca. New. er a RR eling rmal. v Or- ) led ry the IVENS, -uben inter sensi- E the to in- that every s. “If le of ritten cainly ion.” dle of away ather, ciple 0 the -moe- | ounts | river ‘Ss are “their | order, | prop- ad of yk on| helm- | lemo-| t ae \TION| ' Right: Secretary S. D. Shankland re- ceives from former president Milton C. Potter of Milwaukee symbols of appre- ciation from the Department for fifteen years’ pioneer service The ancient duel re-enacted at the “Rendezvous aux Chénes Verts” experience of the old world demon- strates that teachers are among the great- est sufferers from the rule of dictators and he considered it important for the profession, for its own interest as well as for the interest of the people as a whole, to consider in the light of recent history in Europe, how the institutions of po- litical democracy can be made to func- tion effectively in the solution of the economic problems which confront the nation. Thomas H. Briggs of Teachers Col- lege, Columbia University, outlined “What Secondary Schools Should Do.” He suggested that the weakness in at- tempts to improve practices of secondary education lies in the fact that there exists no generally known and generally ap- proved outline of a program that should be developed. He presented the ten func- tions of secondary education as outlined by the Cornmittee on the Orientation of Secondary Education of the Department of Secondary-School Principals. In con- clusion, he stated, “I have the faith that sooner or later the Department of Super- intendence will provide committees of its ablest minds furnished with all neces- sary resources to undertake this most im- portant responsibility, the foundation of the outlines of a comprehensive and fundamental program for education in our nation.” Late Wednesday afternoon the Loui- siana State University Concert Band gave a concert on the plaza of the munic- ipal auditorium. This was followed in the evening by the various col- lege dinners. The Wednesday evening session con- sisted of a program of Negro spirituals and an address by Sanford Bates. A chorus of 300 pupils of the elementary, highschool, and normal colored public schools in New Orleans, presented the Negro spirituals including many of the old-time songs such as “Cert’ny, Lord,” “Steal Away,” “I’m A-Rolling,” and “Give Me that Old-Time Religion.” “The Ounce Versus the Pound,” was discussed by Mr. Bates, executive di- rector, Boys’ Clubs of America and formerly. director, Bureau of Federal Prisons. He pointed out that “America puts more men in prison per hundred thousand of population than any of the countries of Western Europe, and six times as many as Great Britain. In twenty years the number of people in proportion to population that we sent to prison in America doubled.” He said that we need to move in two directions to prevent crime: “First, to prevent repe- tition of crime thru reformation and re- establishment of the offender back into society; second, and, of infinitely more importance, to prevent the commission of the crime in the first place... Slums must be eliminated; disease, both physical and mental, must be controled; and normal recreational outlets provided for growing youth.” Mr. Bates predicted that “crime will be abated only as the people as a whole resolve to set up with- in themselves higher and more unselfish standards of conduct.” On Thursday morning, President Or- ville C, Pratt of the NEA and superin- tendent of schools, Spokane, Washing- ton, spoke on “Viewing Our Work in VOLUME 26, NUMBER 43 APRIL 1937 Perspective.” He pointed out “the need for a harmonizing synthesis of opposing conceptions in education. ... On the scale extending from one extreme view- point to its opposite extreme, each teacher will have a position which is best for her to take but which might not be the best position for any other teacher in the corps. Moreover, in her teaching each teacher needs to shift first in one direction and then in another in accord- ance with the needs and abilities of in- dividual pupils. For instance, in the mat- ter of drill versus incicental teaching, some pupils will need little or possibly no drill; others will need much. In the whole field of education, it isn’t a ques- tion ordinarily of either this or that. Rather the question is about the proper admixture of both.” On Thursday morning, three city school superintendents addressed the convention on problems for superintend- ents of schools. Superintendent Carroll R. Reed of Minneapolis, Minnesota, dis- cussed “Administrative Obstacles to Educational Progress.” He said: “For the last fifty years we have been moving away from a subject-centered curriculum toward a society-centered program. .. . All signs seem to indicate that we shall continue to travel toward a program based on the social and individual needs of the child. The school administrator should center his attention on moving in this direction rather than upon a smoothly running administrative ma- chine. . . . We must give to our schools the kind of leadership which will stimu- late freedom, selfconfidence, and self- respect in the minds and hearts of teachers.” Superintendent James M. Spinning of Rochester, New York, discussed the problem of “Keeping Human.” He asked: “How can we encourage in teachers such an attitude as will develop sufficient control and at the same time not provide autocratic problems for chil- dren to emulate as they grow up? For that matter, how can we avoid a spirit of domination in principals and superin- tendents?” Speaking of the peculiar problems of the teaching profession, he said: “The pressure of their duties, the necessity to be law-givers, the being al- ways on view, bring tensions which make taut nerves and the worry habit almost an occupational disease. This ten- sion needs release and it cannot find ex- [ 105 ] pression in the classroom. It should find expression in after-school hours in walk- ing, dancing, games, and movies. But nine times out of ten a teacher will apologize for seeking relaxation, feeling that the community thinks he should be above fun and high spirits.” Among other problems, Superintend- ent Willis A. Sutton of Atlanta, Georgia, discussed that of continuity in the office of the superintendent. As remedies for frequent lack of continuity, he suggested continued and better training for the superintendency, a progressive program of education which the community will follow, continued growth on the part of the superintendent, and finally, the right relationship with teachers, the “ability to realize that they, too, are growing, that they have many ideas, that they should be allowed to express these ideas and given the freedom to carry them out if they are worthwhile.” The closing address of the convention was by Hendrik Willem Van Loon who spoke about “Education in 1937—Our Ideals and the Common Sense of the Situation.” Mr. Van Loon asked the question, “What can we of today do to help the generation of tomorrow?” and replied, “We can try to give them something which they have not had for generations and which they may not find it so very easy to make for them- selves. We can give them a new Ameri- can philosophy of life.” He did not pre- tend to have the necessary wisdom as to what to do, but he contended that we have given our children too much, that “in the kindness of our hearts we made them miserably unhappy for we made their lives too easy.” Mr. Van Loon con- cluded that, “As long as America stood for hardships, for pioneering, for fight- ing one’s own way thru the wilderness— as long as there was adventure and un- certainty in the American scheme of things—we had a definite and concrete American philosophy of life and nobody dreamed of importing from abroad what he could find so infinitely better right here at home. Came the age of abun- dance and our ideals and our younger generation with it were drowned in an ocean of ease or in disgust; the tougher ones jumped overboard and landed somewhere on foreign soil and were lost forever. It is up to us to devise ways and means to get them back into the fold. It will be the hardest work we ever did [ 106 | The superintendents presented John Dewey (left) with an honorary Life Membership in their organization. Superintendent John A. Sexson, Pasa- dena, California, made the presentation. and therefore the only work worthy of our best efforts.” Discussion groups of the Department of Superintendence met on Monday, Tuesday, and Wednesday afternoons to consider various phases of the follow- ing general topics: Business Administra- tion as It Applies to Materials and Fi- nancing, Teacher Participation in School Administration, The Professional Status of the Teacher, The Professional Status of the Superintendent, Safety Educa- tion, School Finance, Rural Education, Relationship of the Library to the Edu- cational Program, A Public Relations New Orleans’ own Dorothy Dix, who spoke before the NEA Department of Elementary School Principals Program for Schools, Adult Education Our Professional Organization Problem, The American Curriculum in Constryc tion. Allied organizations which held thei: meetings just preceding or during th convention were: American Educational Research Association, Department of Elementary School Principals, Depan. ment of Rural Education, Departmen of Secondary-School Principals, Depart. ment of Supervisors and Directors of Instruction, Department of Vocational Education, National Association of High School Supervisors and Directors, Na- tional Council of Chief State School Officers, National Council of Childhood Education, National Council of Edv. cation, National Society for the Study of Education, National Society of College Teachers of Education. During the convention the delegates voted favorably on a new constitution, including a change of name from “De partment of Superintendence” to “The American Association of School Ad. ministrators, a Department of the Na tional Education Association.” Superin- tendent Charles B. Glenn of Birming- ham, Alabama, was elected president. Other officers for the coming year are: First Vicepresident—A. L. Threlkeld, superintendent of schools, Denver, Colo- rado (superintendent at Montclair, New | Jersey, after September 1). Second Vicepresident—]. W. Ramsey, superintendent of schools, Fort Smith, Ar kansas. Executive Secretary—Sherwood D. Shankland, 1201 16th St., N. W., Wash ington, D. C. Executive Committee—George C. Bush, superintendent of schools, South Pasadena, California; Ben G. Graham, superintend- ent of schools, Pittsburgh, Pennsylvania; J. C. Cochran, superintendent of schools, San | Antonio, Texas; and Jesse H. Mason, super: | intendent of schools, Canton, Ohio. On Thursday afternoon the conven- tion was concluded by the parade of the Krewe of NOR—New Orleans Romance —presented by the school children’ organization of the celebrated Mardi Gras festival. The Official Report of the convention, containing the general sessions addresses i in full, has been published and mailed | to all members of the American Associa | tion of School Administrators. Others may purchase copies at $1 each. —Ly.e W. Asney. 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Buigse yy ‘uonepunoy Aresgry awopzy yeuoneNy aq2 Aq peqsyqng “IWNUNOf WAN 242 Jo JOUpY ‘ueBoyy sow Aof Ag ‘sjvapy pup svapy sipy suuppy aopsozy ul punojs aq ARW , UIIP[IGD JOOyrg 0} 39332],, 232j]dWOD ay] ) ‘wed Ul dJ9y UALS st YOTYM 1992] 24) a301M pue ysanbai styy Aq peyono} Ajdoap SEM UUPYW 2PIOFY *AJUNOD 2y} JO UsIp -[1yd JOoyIs puvsnoyy AyUIM} 2Y2 OF JIM JO USIA 0} ‘UONUDZAUOD {sJaydeI} E Ye JOU pey oy Woy ‘UURYW 2eIOFY poyse ‘yIOX MIN ‘A4yuNOD anbneyneyD jo sjooy rs Jo yuo -puaqutodns sy ‘ghgi Jo soUIUINS 9y) UT ‘yoaqQ, UONRINpY ues -laury Jo ‘6 JaquIDAON ‘Aec] UUW, 29RIOFY pue ‘b Ae; uo Aepyyig suue, 3utpnyout ‘squaad jeioods Auew yum LfE-gf61 Sutunp prasesqgo Bulag st ajep yey} Jo jetuUd}UID ayy “4Egi ul UONKINpY jo pseog syesny> -BSSeW ey) jo AIBYIIIIS IUTPI9G oH *s[OOU IS aqnd 2045 Jo wayshs Ino Jo Joy ey ‘UUr| dP1IOPY jo ouweu oy spurs *ujoouryT pue ‘uoydulyseA, ‘UT; YURI. JO saweU 9Y) IpIsoqg ‘suBIIOWIY 4eoId Jo ysl] 943 UO YIP] Ajday v pur uoijryauyl up S a aa << 8 35 vu a —_ ~~ are keld, Colo- New | nsey, LS] Suly) 2uo payy sey poy snyy ‘ssnoy jooid -214 & pying 0} jou 3nq sasodind urezi99 JO} poos sie yo1ym snosoydsoyd pure poom -Yono} JO YW IyeUI YOU s20pP ay !yD1Iq pur ayueIs JO W sayeu sy ‘asnoy jooidaiy e& DYPUL O} SYST IY JI *“J9Y}9F0) sjeiayew jo Spurly YSU syQ [je syoB ay ‘asnoy e pring 0} Sulos st uosews JO Jajuadie> poos ev usyM JYY UsIs |] 2aAeY NOX ‘ssauyYy JO Ayyenb Jodoid syt yoeo 0} aae3 pue ‘ssuryy Auew os ysn{ apeul of] puke ‘paps0u 9q pjnom yYyM Apexa MIUY IP ‘Yes sy JO ‘uOOW ay3 ‘UNS dy} SpeUl >}F{ IJOJOq ‘Buty Aue pryevesd pod sojog “wey 3219 sop YW UIT ‘opeur JOU SPM YW YMIYM Joy Surpusos 10;J pasn 9q 4 Jt Ing :poos ssop yt ‘opew sem 1 YoIyM JOJ asn ayy 03 ynd st ZurmAue usy A *sAQM JOYIO UI JOU pUe SABM UTELII9 UT pasn 2q 0} 2peul seM—sJ9Y}O JOJ JOU pue ‘sasod -ind Jo asodind sejndnsed auos 103 spew SEM opeul sey pO poos sya YIYM Surya -AJ9AD YelY :SIyQ St puIsJopUN Oy NOA YsIM I yy yn sW ‘spusuy Zunok Ap Surqihaaagq sof asoding y The Letter to School Children from Horace Mann HORACE MANN 1796-1859 ance |. W., Washington, D. C., at the following prices: » Cash must accompany all orders for $1 or less.) (“The Letter to School Children” may be secured in leaflet form from the NEA, 1201 16th St., 1 o copies, 75¢; 100 copies, $1. Order only in quantities stated or multiples of 100 5 25 copies, 50c; [ 107 | APRIL 1937 R 43 NU MBE VOLUME 26, TON | ~ , @ et aeeSr vw SEBre SOestersescpetesesa oe Sem eee seae sae “ws KPRBEBaSEwy eBEeSeSKE ZEB” SF peed co EBB ASS EAR EE S2& Sas oea a as & 5565 83 Be SEB BE SRP EP SET SEB EE B = a - “ ~ ie ; - to sar a. 2 i 2 = [sr] [ er ] [ €1 J *‘pusiy nok *Appnzy yey pue Ajny AJA ‘UospyIya Jevop ‘we | ‘uoleaid Inof Jo sasodind ay) [yng 0} NO aqeus ‘ssoUpoos dauTAIp Aq _ pople ‘sysoy2 UMO InNOf AeUT puke fsAr][PA I]1II5 2y) Ul MOIS 0} 9peur dJ9M S}INIy snordtap IY} SE ‘JO ape dam NOK sBuryy aay 1, "uly 210J9q adoy JO USAPY OU YA ‘9sIOATUN YQ UT AreqTOS B puke JoJOIpuemM FB SI dy , ‘poy noyIUA,, st ay jt ing “3y43 premjno 94} Sasol ng 294 ‘pug oq uew & Jy ‘aspaymouy {je Jo qed s9q PUB 4sa}PIIS Jy JO JURIOUTI st ‘asia Suryys9a9 Mouy ABW ay OY) ‘WIE] Mouy JOU Ss9Op OYM 9y pur fioyrYW INOA st yong ¢49pjing pue JIALQUOD syI MOUY 0} DY] 1OU no pjnom ‘Asoutyoew ywySnoim Ajayisinb -x9 jo a031d & YM JO QUDUINsUT snotIND B YUM powseyd puke przystap s19Mm NOs JT "SYIOM SIFY UPY) J9}e913 SI J[ISWITE] poy ing ‘sagnevoq puke sJ9puomM JO [[NJ ae poy jo SYIOM IY, ‘S9IUIT[IOXI IUYUT SIFY ayeIIUWUT pure sao] ‘sme stzy A2go ‘poy 0} [njoqeid aq ysnut nod ‘st yey) SsvorT1a4 ag yn NOX [zr] “pryos9ypury -yoyood e Sutaey jou 4Oj 9SNIXI OU SI e194 ‘pied & syU99 XIS JOJ pey 2q UPD YO] UONOD IY “3B9U aq 0} apeU 919M NO ‘71 JeadoI ou 2] ‘puy ‘urwiapUas ew agimb aq IdAau ued oy ‘aouvivadde sty 0} suteyiod yey) asja SuIpAsIad Ul ppeysaysayD AJA B OY] ‘sJYOUS JO SMOYD UPWI B se BuO] Og *Od9eq -0} Suryous JO Sutmoy jo yey) se yqey aatsuayo pue Ayyy yons ou yrNUOD “ARP AJQAD JOIOM Jt9yy JO [NjJqny s9B1e| & Buisn jo yseog pynom Ady) JoyIeI pynom J—sieau e913 IIyYI JO yseoq yam ay JO a[dood 24, ‘peeu noA se yonur se asyey “Yysyyas BZulog Jo Josuep OU st dJ9yQ IPINIE sty? 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jO snotauad st Joyjoue pue ‘syuaye} sty jo pnoid st Aoq 9u0 jt JOJ SwIYy Jo snotAus }0U 2q ‘2u0 1 suq Pe st 919 4] *SUOSS2] sty q03 wty djay ‘quo [[Np e& st a19y) JI ‘rouuIp ino& jo qed e& wiy ats ‘Quo AiZuny e& St as9y) JY “Sutuuns oinbar jou ssop yoyM owes oy jo yed wos LUTY USIsse ‘AOg JWe] B SI aJ9y2 J] Suliesy ul St 9Y UsYM sBeI ynoqe ye} 3,UOp ‘sayj0]9 posser yyam oq sJood e& st aioyi J] "WI MPS 4949 no ey? MOUY WIY 3] 3,UOp Oo} qn] v sey oymM [eoy ys ey ul Aoq Pe st d19Y JI ‘snowuluvusviu puv snos2 -uaad puv pury aq O] apovul PAIN NOX [6] ‘Suuayns 3/qu -12) pue 3eIIZ ynoyUM Wey Op jouurD noA apeuw jou sJ9m Nod ‘ssa yt] sBuryy [je pue ‘sBuryy soya [Jy y Suloyn ul yYySyap prnoys Insu0, M04 yey UPYI JoyIeI Osje quINp aq pynoys nos 3ey} pue ‘asensue, sindwt pue poy Jeay 0} PAO] Plnoys Nod yey) uy? ‘Jeap oq p[noys siva mn0f yeyy J9929q 29q P[NoM I] "‘Bulpeays 09 AeM-j[eY st SuNIa0d Jo} ‘spoos ssoqysiou INOA yAod pynoys nok jeyy uy ‘puljq 29q pjnoys NoA yeYyR Jay9q 29q p[NnomM BI pue SsoyIOUR 0} ssuUOjaAq yey WAOD OF IpeUT OU IJIM SIAI INO ‘ploy ayy jo syuUasuIpurWWOD 24} yroIq nod UsyM s[nos InNoA 03 Op NOA se ‘adpo sandisoid oy} wos] Sutdeay JO ‘JayeM JO ‘14 Owl BZuisunjd Aq saipog Ano 0} uley & e213 OS Op youULD NOX ‘pseyunIp B agwodeq nok JHUN ‘OPW, «~pue apa Aq ‘anedde imof SZulsjnput uo 03 0} urYyY ‘earl Sulog ay} OYUT Ja}eID sy WioIy deo] pue OURIJOA eB puadse JonIq prey NOX “UMO inof jou st yey) Aysodoid Sutyey pure ‘sur sop 0} THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | 108 | [15] [14] [ 13] ION The Present Social Scene the current social scene in the United States unless we view it in relation ‘to the general pattern of contemporary - world history. We are living in one of the four major transitional periods in the entire history of man on the planet. Only the ' socalled dawn of history, the break-up ‘of ancient_society_with the decline of ‘the Roman empire, and the rise of the | modern age after Columbus can com- | pare with our period in the sweeping ‘and thoro transformations to which we ‘are being subjected or which stand im- | mediately ahead of us. | Our age is one, moreover, in which ithe transition is bound to be accom- plished, for better or worse, with far greater speed than was characteristic of any previous era of transition. The com- plicated and delicately articulated char- ater of our urban, industrial world civilization makes it necessary that it ‘shall all work fairly well if it works at all. If there is any serious break-down in an indispensable part of our social machinery, the collapse of the whole ' system is inevitable. . . . _ Further, the alternatives which face us ) are far more striking than those which existed in any previous transition. For the first time in the history of man, we actually have available economic abun- dance and the foundations for peace and | justice, both at home and abroad. Utopia is veritably within our grasp. .. . | The most outstanding characteristic of our present civilization is the amaz- }ing contrast between its two major ele- | ments. On the one hand we have an juptodate technology for production, transportation, and communication, ut- terly unmatched in the previous history ke mankind. We already have 1937 model automobiles, bathtubs, and radios. We demand that we shall be absolutely uptodate in all material things. Yet the ideas and institutions with which we seek to control our 1937 model material avilization are a strange and archaic mosaic constituted of accretions and con- tributions made all the way from the stone age to about the year 1800. Very little in our social thinking and ' 1 IS QUITE IMPOSSIBLE to understand I : i i ' VOLUME 26, NUMBER 4; Harry Elmer Barnes institutional life dates from a period more recent than the year 1800. George Washington would be utterly bewil- dered in the New Orleans of today, but he would have no difficulty whatever in understanding and interpreting the de- bates going on under the dome of the capitol in Washington. . . . Indeed, he would probably be rather impatient with the conservatism of the debaters, and he would certainly be astonished to find that we are still going on under the Con- stitution which he helped to make 150 years ago. ... Only when we come to be as much ashamed of an outofdate idea or institu- tion as we are of an outmoded bathtub or radio will there be much prospect of our taking steps to build a civilized social order. Even further, we tend to encourage this fatal discrepancy between our ma- terial life and our social thinking. We give every conceivable reward and en- couragement to those who seek to in- vent new machines. On the other hand, in an age in which we are in desperate need of a new social machinery, we per- secute, threaten, or even cast into jail, those who would invent the new social system which we must have if civiliza- tion is to be maintained. We honor in- ventors like Edison in the material field, but laugh to scorn our “brain trusts” and others who seek to provide new and bet- ter social machinery. .. . In the economic field our failure to provide for a fair distribution of the social income and to check the specula- tive manipulations of finance have so undermined the capitalistic system as to call for the intervention of force and fasc- ism in the majority of the important states of the world. In the economic field, fascism is the answer to the crisis in cap- italism, as in its political expression it is the answer to the crisis in democracy. It is often asserted that the only solu- tion of our economic problems is educa- tion. This is probably true, but it will require a different system of education APRIL 1937 from that which is now in operation. The men who made the world war, who threw us into it, and those who en- gineered the great depression of 1929 were all highly educated men by conven- tional standards of education. They were literally the best that our present educa- tional system could produce, and their works are as much as we can reasonably expect of our existing educational meth- ods. The only safe and sane solution of our problems is to be found in education, but it will need to be a type of education which will courageously come to grips with the realities of the second third of the twentieth century. It will have to recognize that its major function is to lead in the building of a new and better social order, instead of serving as the temporary buttress of a decadent system, the downfall of which would inevitably involve education in the general ruin. We are in no danger of revolution in the United States. There are too few revolutionaries and they hate each other worse than they hate the reactionaries. Moreover, our modern death-dealing agencies are in the hands of their ene- mies and there is no possibility of an ef- fective appeal to force by radicalism in this country. Our real danger lies in the reaction- aries who seem, consciously or uncon- sciously, to have adopted the “after us the deluge” policy. They appear deter- mined to oppose such reasonable conces- sions to social decency as might enable us to steer our way between the extremes of fascism and communism. If they are successful in this organized opposition to rational social change, fasc- ism and subsequent collapse are inevi- table within another quarter of a century at the most. And anyone who imagines that fascism could not come to the United States is truly living in a fool’s paradise. Those conditions which favor the rise of fascism are far more prevalent and well-developed in the United States of America in 1937 than they were in Italy in 1920 or in Germany in 1925.— From an address before the Department of Superintendence of the NEA, New Orleans, La., Feb. 23, 1937. [ 109 | a aM, Courtesy, National Youth Administration By Harl R. Douglass HE society that com- poses the United States of America has been rapidly growing up. Until recently we have been a young people passing thru the pio- neer stage. In the rich environment of an un- paralleled wealth of natural resources and under the stimulus of the pattern set by the older nations, we have grown more rapidly in many directions than ever did any nation in a century and a half. Industry, invention, commerce, finance, education, technological develop- ment, the possession and improvement of agricultural and mineral lands all have grown like a prairie fire in August. As a natural consequence of such mushroom growth in a democracy fully converted to laissez faire and the belief that “the government is best that governs least,” very serious maladjustments have developed. More im- portant among these have been the failure to make avail- able to the entire population the theoretical gains of our industrial and scientific development, with its resultant increase in unemployment and a series of devastating country-rocking panics. Upon reflection, it appears that these rough seams of IN OUR AMERICANY Their Plight an our economic and social structure ras ice te most viciously the tender skins of young} j¥St people. The plague of unemploymen Te not only attacks a larger percentage of) be youth than of adults but the disease in| land young blood is much more violent, an(} the is most likely to leave lasting scan} 4M Youth is, at once, peculiarly susceptibl| fully and uniquely less likely to attain com-| ad plete recovery. look For every age year up to thirty o| ™" thereabouts, there are approximately two! “° and a half million individuals. There are roughly 20,000,000 young men and} P% women between 16 and 24 years of age,| P°P As well as we may ascertain, they fall in oft the following groups: In school full of t time, 4,000,000; married women (theo trot retically not seeking employment), and 2,700,000; employed, 8,000,000; CCC, ™ camps, 350,000; in jail, reform school, or) PY prison, 250,000; unemployed, 4,700,000. lary Added to the 4,700,000 unemployed blu there are no less than a million, perhaps a million and: da half, in school, CCC camps, or among the married women, who would be employed if employment wet id available. Approximately two and a half million are on) relief. More than 250,000 are bumming up and down th “ motor and rail highways. a These are the bright-eyed boys and girls whom from, early childhood we have been assuring that this was the| ™ glorious land of opportunity, that they should prepart| themselves to carry on the civic and vocational respons-| ! bilities which soon would rest on their shoulders, We} ¥° counseled with them—we parents and teachers—often| : and seriously, attempting to assist them in arriving at] ™ | w such a choice of vocation as would afford them the| greatest opportunity for success. Lives of great men re | mind us, we said, of the great heights which they might . legitimately hope to attain. Childlike, they believed us| and looked forward with eager expectation to the day) “ when they might begin the thrilling adventure. . Today millions of them reflect bitterly upon the waj| * they were misled—“just like Santa Claus and a lot d h other bologna that they feed you when you’re kids.” Fa * from being able to climb the ladder of success, they seem c to be unable to get their feet on the lowest rung. Even) 5 should “prosperity” come tomorrow, there are scars th#| will never heal. Young, idealistic, hopeful minds are tend: | ing to become hard, selfish, cynical. In many, what fight, there is left will be devoted to “getting what yuh can ol! of this world; to hell with all this poppy-cock about ser) [ 110 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | (YOUTH band a Program ice to your fellowmen, fair play, and the like o’ that; it’s rule for the young people of the middle and lower classes. A great deal of social life was incidental to the tasks of the home, farm, and store. There were no movies, few plays, no automobiles, few public dance halls patronized by re- spectable youth, and alcoholic drinks were not generally indulged in by mixed groups of young people. A generation ago it was not necessary for young people to have permanents, cosmetics, silk hose, many dresses, a number of suits, and many other items of considerable - just another way to hook yuh.” expense that are almost requisite today. Horses and bug- ney) 0 most youth of today the golden age seems to have gies consumed no gas and wore out few tires. Night clubs gi, become history. The railways are built and the free farm and cabarets did not constitute a frequent item of expense ¢ in land is gone. The basic industries are developed, and for in the normal social life of the typical youth of the gay and! the most part, now require much capital. Indeed, it re- nineties. oa cars| quires more and more financial means to engage success- Today it is impossible for young people to live a normal tibk| fully in retail business. The “white collar” professions are _ social life without material expense, many times that re- an badly overcrowded. To the feminine youth, who normally —_quired of their parents when they were in their adoles- | look forward to marriage, the glorious adventure of — cence. This may come only from one of three sources— y of rising with their poor-boy husbands to the top has been their parents, employment, or illegitimate sources. There aa sadly deflated. are at least six or seven of the twenty million young peo- here Crime statistics of recent years reveal that, tho young _ ple to whom the first two of these sources are not avail- ani, people of between 15 and 25 constitute but a fifth of the able. There are two alternatives—each unwise and costly age | population, they commit half the crimes above the grade in the long run to society—| 1] to deny themselves the iI] jp) Of misdemeanor. Analysis reveals that the vast majority social activity engaged in by those around them or [2] to fj, of these crimes suggest a motive arising the| {fom an inability to earn a livelihood ent), and the means of social participation— CCC, auto thefts, hold-ups, stick-ups, robberies, a, or purse-snatching. Almost daily in every 000, large city boys before a judge sob out or sad blurt forth, “I needed a few bucks for a nda} “ate, so I thought—” tried} _Lhere is no logic in the pious piping wer! Up of their elders in some such manner reon| “Now when I was young.” Times nthe| bave changed. As long as the prevailing | practice is for youth to find his leisure oil life, like his elders, dependent upon com- 3 the| mercialized amusement and the use of epatt automobiles, and as long as personal ap- sonsi-| Pearance rates so high with elders and We| youth alike, the normal boy will risk his ofits | life and freedom, and the normal girl ng at her health and soul, to be able to “do » the) What the others do.” .. re} Lhese conditions have peculiar signifi- might| “nce for the leisure and social side of d us| the life of youth. When the average man » day) 1d woman of fifty was in his or her ‘| teens or early twenties, a satisfactory » way} Social life was possible with very little lot fj financial outlay. A great deal of the ” Bar| social life centered around the home, the seem church, and the school. Outdoor sports, Even leighrides, basket or pie socials, and : tht similar types of social activity were the tend: | fight There is educative value, for youth, in in. oul | association with older people who have t Serv) a good work-morale. Courtesy, National Youth Administration aos} VOLUME 26, NUMBER 43; APRIL 1937 [xr] satisfy their needs by engaging in crimes of violence or prostitution. What is the answer? Certainly we do not propose to have this thing continue. What manner of men and women would? Let us review some of the pos- sibilities: [1] Re-educate youth in its leisure pur- suits—Public playgrounds and amuse- ment centers with competent leaders should be provided in far greater num- bers. In this manner a much more valu- able type of leisure would be encouraged at but a fraction of the cost per youth- hour that is possible in the average com- mercialized amusement. Let us, by every means, in school, home, and elsewhere, encourage youth to provide their own amusement, to develop some initiative and originality, and to check the ten- dency for young people to sit helplessly while their amusement is brought to them. On this score the school has been largely a failure and the home of today little better. Millions annually should be spent in expanding the facilities for re- creation, particularly outofdoor recrea- tion. Additional play space and equip- ment as well as space and equipment for indoor leisuretime expenditure are de- manded. The facilities of the schools must be made available evenings and thruout the summer. [2] Develop upon the part of employ- ers a more sympathetic attitude toward youth—Employers and employment ofh- cials have in recent years discriminated against young people in favor of the heads of families. A relatively small per- [ 112 | cent of young people are willing to find their living in relief. They want a start, not a rain-check. It is the fairly uniform testimony of welfare workers that the effects of unemployment upon morale are much more devastating in the cases of youth than in those of men in their forties or fifties.,The latter are so much better prepared for the shock. They have already been somewhat disillusioned. There must be made a place, at least for parttime, in factories, stores, banks, rail- roads, and everywhere, for the youngster who now demands life’s opportunity to be a worker, a citizen, a homemaker. [3] Require all young people to con- tinue in school at least on half time until the age of 20 or 21—As a solution to the problem of what to do with our youth, it has been proposed that attendance in school until the age of 18 or completion of highschool should be required. This would absorb probably two and a half million more young people now not in school. If a million each year did com- plete highschool while still 17 or 18, it would absorb even more. This proposal has several limitations. In the first place, we have few schools prepared to offer fulltime facilities ap- Courtesy, Works : Progress Administration Courtesy, National Youth Administration THE JOURNAL OF ' propriate to the interests, ability, anj future needs of a considerable propo. tion of youth—the type that previous. withdrew from school to work soq after the limit of compulsory attendang was reached. There are already thre million or more of the six and a haf million highschool pupils who find the program of the highschools—a _poorl thought thru hybrid of vocational edy. cation and pseudo-college preparation~ poorly adapted to their abilities, inter ests, and most probable future needs, In the second place, many of thes youth do not want to go to school m full time, and would therefore be u. likely to exert the effort to learn tha which is essential to an adequate retun on the investment. They want to work. For the most part, they are not book! minded or even school-minded. They are much happier doing “real” thiasial living a “real” life. They would not only, learn little, but would perhaps make it more difficult for others in school to learn. In the third place, one of their mos important needs is a small but regula income, sufficient to enable them to meet the standards set by their fellows in per} Above—An NYA student initiates | learners into a worthwhile. leisure pursuit. Left—The 250,000 youth | bumming the highways become cynt- cal about life and suspicious of ef- forts to help them. sonal appearance and social activities This is to them a sine qua non. And, finally, they need work experi ence. One must not forget that the school is only one sector of the educ tional environment, nor underestimate| THE NATIONAL EDUCATION ASSOCIATION) i ' ; th tal ates ure uth yni- ef- ivities. | x peri} at the educa | timate | LATION) the educative value of employment, of responsibilities, of association with older people who have a good work-morale. As an alternate proposal to compul- sory fulltime attendance until the age of 18, it is sounder, tho perhaps more difhi- cult, to provide and to require concomi- tant work and school experience be- tween the ages of 16 and 20, devoting approximately equal amounts of time to each. This might have many forms— half day at work, half day at school; this week in school, next week at work, as is already in operation in a score or more cities; or in rural areas, five months in ‘school, seven months at work. - This arrangement has several distinct and important advantages. In the first place, it provides work-experience. It makes possible at least some earnings and consequently some participation in the prevailing types of social life. The work experience and increased maturity of the youth would make more mean- ingful much of the material in certain fields now taught in school to children not yet ready for it either in interest or in experience and background. VOLUME 26, NUMBER 4; The period of contacts which may be utilized for guid- ance—vocational, health, civic, educa- tion, moral, social— would be extended by two years. This halftime arrange- ment would require four years beyond the age of 16 to complete the equivalent of what is now taught by the age of 18 on our present fulltime or “all or none” attendance. |4| Give young people an education adequate for democracy—The problem of youth is but one aspect of the national problem. Unemployment is not neces- sary. Aside from the possibilities of for- eign markets, there are potential domes- tic markets sufficient to give every man, woman, and child an eight-hour work day, three hundred and sixty-five days in the year. Even a ten-hour day would not supply every family with all the clothes, food, medical and dental serv- ices, books, papers, furniture, medicines, amusements, homes, radios, electrical machines for the home, candy, automo- APRIL 1937 Courtesy, National Youth Administration 7 TWO SNAPSHOTS OF TODAY'S YOUTH The millions of young people who are seeking in vain for employment are denied the normal social life of today, which they see their more fortunate comrades enjoying. The solution of the problem lies in re-educating youth for less expensive leisuretime activities, as well as in providing employment for all. biles, gasoline, sporting goods, that 130 million people can consume. To bring about—let us not forget it— employment for millions more, as well as increased living standards, is a matter of education. When men are educated to place the general welfare on an even basis with personal acquisition and when the great mass of voters have been sufh- ciently trained in the fields of economics and political science that they are able to cast their ballots with the degree of intelligence implied in a democratic form of government, these problems will approach a solution. As long as political and business lead- ers find their keenest satisfactions in per- sonal victories and acquisitions and as long as voters are so easily confused and deceived as they are at present, the eco- nomic and political machinery will con- tinue to function with low-grade effici- ency and the problems of youth and of adults which center around employment will continue to plague us. As a longtime but most effective plan to restore to youth his birthright, education of the appropriate sort offers the greatest promise. [ 113 | The Secret of a Good M emory Ti “sECRET of a good memory” is the secret of forming diverse and multiple associations with every fact we care to retain. But this forming of associations with a fact—what is it but thinking about the fact as much as possible? Briefly, then, of two men with the same outward experiences, the one who thinks over his experiences most, and weaves them into the most systematic relations with each other, will be the one with the best memory. But if our ability to recollect a thing be so largely a matter of its associations with other things which thus become its cues, an important pedagogic consequence fol- lows. There can be no improvement of the general or elementary faculty of memory; there can only be improvement of our memory for special systems of associated things; and this latter im- provement is due to the way in which the things in question are woven into association with each other in the mind. Intricately or profoundly woven, they are held; disconnected, they tend to drop out just in proportion as the native brain retentiveness is poor. And no amount of training, drilling, repeating, and reciting employed upon the matter of one system of objects, the history- system, for example, will in the least improve either the facility or the dura- bility with which objects belonging to a wholly disparate system—the system of facts of chemistry, for instance—tend to be retained. ... We have, then, not so much a faculty of memory as many faculties of memory. We have as many as we have systems of objects habitually thought of in con- nection with each other. A given object is held in the memory by the associates it has acquired within its own system exclusively. Learning the facts of an- other system will in no wise help it to stay in the mind, for the simple reason that it has no “cues” within that other system. We see examples of this on every hand. Most men have a good memory for facts connected with their own pur- suits. A college athlete, who remains a dunce at his books, may amaze you by [ 114 | his knowledge of the “records” at vari- ous feats and games, and prove himself a walking dictionary of sporting statis- tics.... The best possible sort of system into which to weave an object, mentally, is a rational system, or what is called a “science.” Place the thing in its pigeon- hole in a classificatory series; explain it logically by its causes, and deduce from it its necessary effects; find out of what natural law it is an instance—and you then know it in the best of all possible ways. A “science” is thus the greatest of labor-saving contrivances. It relieves the memory of an immense number of details, replacing, as it does, merely con- tiguous associations by the logical ones of identity, similarity, or analogy... . It follows also, from what has been said, that the popular idea that “the memory” in the sense of a general ele- mentary faculty, can be improved by training, 1s a great mistake. Your mem- ory for facts of a certain class can be improved very much by training in that class of facts, because the incoming new fact will then find all sorts of analogues and associates already there, and these will keep it liable to recall. But other kinds of fact will reap none of that bene- Ss ci nes Nevertheless, one often hears people say: “A great sin was committed against me in my youth: my teachers entirely failed to exercise my memory. If they had only made me learn a lot of things by heart at school, I should not be, as I am now, forgetful of everything I read and hear.” This is a great mistake. Learning poetry by heart will make it easier to learn and remember other poetry, but nothing else; and so of dates; and so of chemistry and geography... . The excesses of old-fashioned verbal memorizing, and the immense advan- tages of object-teaching in the earlier stages of culture, have perhaps led those who philosophize about teaching to an unduly strong reaction; and learning things by heart is now probably some- what too much despised. For, when all is said and done, the fact remains that verbal material is, on the whole, the handiest and most useful material in which thinking can be carried on. Ab. stract conceptions are far and away the| most economical instruments of thought, and abstract conceptions are fixed and incarnated for us in words. Statistical’ inquiry would seem to show that, a. men advance in life, they tend to m | less and less use of visual images, more and more use of words. I should say, therefore, that constant exercise in | verbal memorizing must still be indis. pensable in all sound education. Nothing is more deplorable than that inarticulate and helpless sort of mind that is reminded by everything of some | quotation, case, or anecdote, which it | cannot now exactly recollect. Nothing, | on the other hand, is more convenient | to its possessor, or more delightful to his comrades, than a mind able, in tellinga| _ story, to give the exact words of the dialog or to furnish a quotation accurate, and complete. In every branch of study there are happily turned, concise, and | handy formulas which in an incompar- able way sum up results. The mind that can retain such formulas is in so far a superior mind, and the communication} - of them to the pupil ought always to be | one of the teacher’s favorite tasks. In learning “by heart,” there are, how- | | ever, efficient and inefficient methods; } | and by making the pupil skilful in the} « : best method, the teacher can both inter- | 4 est him and abridge the task. The best | method is of course not to “hammer in” | * the sentences, by mere reiteration, but to , analyze them, and think. For example, if the pupil should have to learn this} , last sentence, let him first strip out its grammatical core, and learn, “The best | method is not to hammer in, but to analyze,” and then add the amplifice tive and restrictive clauses, bit by bit, thus: “The best method is of course not to hammer in the sentences, but to ana lyze them and think.” Then finally in sert the words “by mere reiteration,” and the sentence is complete, and both better understood and quicker remembered than by a more purely mechanical method.—_From Talks to Teachers om Psychology: And to Students on Some | of Life’s Ideals, by Ww11aM JAM, Henry Holt and Co.; N. Y., 1910. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION urate study , and npar- 1 that far a -ation to be how- n the inter: er in” Dut to mple, 1 this ut its ut to lifica- y bit, se not ) ana- ly in- and better bered inical rs on Some AMES, \TION Tus List zs one of the annual services of THE JourNAL. Each year it grows in favor among JouRNAL read- ers. For preparing this list, we are in- debted to Marion E. Hawes and Rea ]. Steele of the Enoch Pratt Free Li- brary of Baltimore, and the hundreds of experts thruout the country who cooperate each year. This is the thir- teenth time THe JourNaL has pre- sented this feature. HIS List is prepared annually for the American Library Association and THE JournaL of the National Education Asso- ciation, in the Education Department of the Enoch Pratt Free Library, Baltimore. The final selection of sixty titles from approximately 700 published this year was made from the scorings and comments of more than 300 specialists in various educa- tional fields and from a study of hundreds of reviews. The needs of the classroom teacher are this year met by a number of practical cur- ticulum studies and by books on admin- istration from the teacher’s point of view. Theory tends to continue its consideration of the relation of education to the social order; Raup, Education and Organized In- lerests in America and Langford, Educa- tion and the Social Conflict being titles in this field. Some important reference tools deserve mention: Monroe and Shores, Bibliogra- phies and Summaries in Education to July, 1935, is a “catalog of more than 400 anno- lated bibliographies and summaries listed under author and subject in one alphabet.” Since education lacks an uptodate cyclo- VOLUME 26, NUMBER 4; SIXTY EDUCATIONAL BOOKS pedia, this imvortant reference work will help fill that gap. Cook and Rahbek-Smith, The Educational Film Catalogue is a “clas- sified list of 1175 non-theatrical films with a separate title and subject index.” Supple- ments will be issued regularly, revising the material and bringing it uptodate. The Handbook of Adult Education in the United States, 1936, compiled under the auspices of the American Association for Adult Education and edited by Dorothy Rowden, is more than a directory since it presents a summary of the activities and purposes of the agencies included. Chayer, Bibliography in Health Education for Schools and Colleges, selected and anno- tated, offers a “wide variety of source ma- terials from which to select library ma- terials.” Yearbooks that contain mainly reports and papers delivered at conferences are being omitted this year. Education on the Air, Seventh Yearbook of the Institute for Education by Radio, and the Yearbook of the Music Educators National Conference, Twenty-ninth Year, 1936, are examples. It is felt that they are too wellknown to teach- ers to be included annually, and the sympo- sium form carries too much duplication of general statement. Revised editions are not included in this list unless the books are completely rewrit- ten and brought uptodate with new mate- rial. Two revised editions were considered by cooperators to fulfil these requirements. Others appearing this year are: Duggan, 4 Student's Textbook in the History of Edu- cation; Graves, A Student’s History of Edu- cation; Smith, Constructive School Discip- line; and Williams and Hughes, Athletics in Education. Books especially recommended for teach- ers and small public libraries have been starred. All teachers and students of education who are doing intensive research in any subject should consult the complete list of titles appearing in School and Society for March 27, 1937, and the similar compre- hensive annual lists that have appeared in School and Society since 1927.—Marion E. Hawes and Rea J. Steele. APRIL 1937 of 1930 History, Principles, and Philosophy of Education * BOGOSLOVSKY, B. B. The ideal school 525p. 1936. Macmillan. $2.50. Subtle and penetrating criticism of progressive education in semi-fictional form. A young Ph.D. visits an “ideal school,” which changes his whole philosophy. The author reveals his own theories and then casts them into concrete form in the “ideal school”? of Part II. MAYHEW, K. C. and EDWARDS, A. C. The Dewey school; the laboratory school of the Uni- versity of Chicago, 1896-1903. 489p. 1936. Apple- ton-Century. $2.50. The first full account of the cooperative venture in socialized education directed by John Dewey at Chicago from 1896 to 1903. Two teachers in the school describe its organization, methods, and under- lying philosophy in a book important not only from an historical standpoint but also for its discussion of problems pertinent to presentday efforts in progres- sive education. RUSSELL, W. F. Liberty vs. equality. 173p. 1936. Macmillan. $2. A series of essays by the Dean of Teachers Col- lege re-expressing the ideals of pre- and _post-Revo- lutionary days and pointing out that both liberty and equality can be attained only by an educational scheme more broadly conceived than the present one. All will not agree with the author’s ideas, especially on the federal support of education. The timeliness of the subjectmatter makes this a challenging book. Administration, Supervision, and Finance * CHAMBERLAIN, L. M. The teacher and school organization. 656p. 1936. Prentice-Hall. $2.80. Whether the teacher in training intends to do ad- ministrative work or not, to teach effectively she must be familiar with and participate in the solution of administrative problems, as well as understand her relationship to the social and economic life of the community. A general overview of school administra- tion is given and teacher cooperation is stressed. DEYOUNG, C. A. Budgeting in public schools. 610p. 1936. Doubleday, Doran. $3.50. How to prepare, present, administer, and appraise the budget. A clear, wellorganized presentation based on the study of a large number of school systems, particularly those in large cities. Equally useful as a textbook or as an administrator’s handbook. The most comprehensive treatment yet made. DOUGHERTY, J. H. and others. Elementary school organization and management. 453p. 1936. Macmillan. $2.25. Unusual in that it is written for the teacher rather than the administrator, This volume describes what the teacher should know besides problems of curricu- lum and method. The testing program is emphasized and chapters are supplied with guide questions, activity lists, and selected references. MAXWELL, C. R. and KILZER, L. R. High school administration. 514p. 1936. Doubleday, Doran. $2.50. [ 115 | An influx of a wider variety of pupils with differ- ing interests and abilities has created unusual com- plexities in the office of the principalship. Here are analyzed practices now used in progressive schools due to this changing character d the student body. Newer educational concepts are emphasized while theory and experience are combined to suggest valu- able solutions to contemporary everyday problems. MORT, P. R. Federal support of public educa- tion; a report of an investigation of educational need and relative ability of states to support edu- cation as they bear on federal aid to education. 334p. 1936. Teachers College, Columbia Univ. $3.70. A timely investigation of state ability to support education, together with a study of the expediency of federal aid. With the realization that different sections of the United States represent an uneven capacity for expenditure, the report analyzes a de- fensible foundation program, the scope of federal outlay, the yield of a modern tax system, and a plan for national assistance. NATIONAL SOCIETY FOR THE STUDY OF EDUCATION. The grouping of pupils; thirty- fifth yearbook, 319p. 1936. Public School Pub. Co. $2.50; $1.75 paper. Considering class groups in relation to the problem of providing for individual differences among chil- dren, this symposium presents the basic principles of pupil grouping, discusses various theories of grouping, and reports on practical experiments in the field. Varying and often contradictory opinions are expressed. @ Educational Research * GOOD, C. V. and others. The methodology of educational research. 882p. 1936. Appleton- Century. $3.75. A comprehensive survey of several methods of re- search, integrating them into one pattern, and pre- senting the successive steps in a project in well- organized form. Chapters on scientific thinking and on the training and supervision of research workers are included. The authors emphasize the teacher’s part in such priests both as a ‘“‘consumer and pro- ducer,” tho the book will probably be more widely used by students and research workers. o Conduct and Character Formation JONES, V. A. Character and citizenship train- ing in the public school; an experimental study of three specific methods. 404p. 1936. Univ. of Chi- cago Press. $3. Describes an experiment conducted in seventh- and eighth-grade classes ‘“‘to determine whether demon- strable improvement can be made in moral behavior”’ by means of first-hand experience, or by discussion, or by the two methods combined. Conclusions are set forth in a final chapter, in which are honestly stated the defects and positive results of the experiment. @ Psychology of Childhood and Youth AVERILL, L. A. a study teen years. 496p. 1936. Houghton. $2.2 Adolescence; in the The sociological viewpoint, the environmental fac- tors affecting behavior, and community organization for adolescent welfare receive emphasis. The author is concerned, however, with the adolescent as an individual and case reports prefacing each chapter emphasize this approach. The treatment of ‘teen age interests is valuable. Content and style are equally noteworthy. * COLE, LUELLA. Psychology 503p. 1936. Farrar & Rinehart. $3. Vividness from illustrative case studies; more at- tention to social and ethical development, an unusual classification of adolescent types; and concern for environment make this book different. While Dr. Cole’s choice of “objectively proven facts’? may sometimes be questioned, her aim to be comprehensive and to enable the teacher to make seedliie applica- tions to classroom problems is well met. of adolescence. * MORGAN, J. J. B. unadjusted child. Macmillan. $2.25. The psychology Rev. ed. 338p. school [ 116 | of the 1936. The 1924 edition has been enriched with new con- crete material drawn from studies of 2500 children. Constructive suggestions are given for avoiding the principal types of maladjustment in children to in- sure more successful adult mental health. Dr. Mor- gan addresses his book to the classroom teacher, whom he holds responsible for recognizing and cor- recting defects and peculiarities in children’s be- havior. NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS. Personality adjustment of the ele- mentary-school child; fifteenth yearbook. 672p. 1936. The Association. $2. A valuable compilation of articles by specialists in child guidance and by school officials. Concise but authoritative information on the needs of the child and the out-of-school and inschool factors which affect his adjustment. Diagnosis and correction re- ceive emphasis and both larger general issues and specific practical problems are considered. Excellent bibliographies and index. ® Educational Psychology * GARRISON, Fundamentals of S. C. and GARRISON, K. C. psychology in secondary educa- tion. 599p. 1936. Prentice-Hall. $2.80. The application of psychological principles to the study of the adolescent in his progress toward ma- turity, problems of learning in highschool subjects, and the development of personality. Valuable aids are the thought questions and selected references at the end of each chapter and the separate subject and author indexes. JUDD, C. H. and others. Education as cultiva- tion of the higher mental processes. 206p. 1936. Macmillan. $2. That type of mental activity which thru creative thinking makes comparisons, draws contrasts, and discovers explanations in daily surrounding experi- ences has not been fostered by contemporary teach- ing. Dr. Judd and his associates attempt to investi- gate the nature of these processes and more espe- cially the effectiveness of the methods employed to cultivate them. SKINNER, C. E. ed. Educational psychology. 754p. 1936. Prentice-Hall. $3. A cooperative study, with contributions by 25 psy- chologists and educators of varying schools, with emphasis on the social and creative viewpoint. The four main sections on growth, learning, individual differences, adjustment and guidance are made con- crete by illustrative examples from the classroom. A broad view of present psychology presented in a reasonably simple style. @ Educational Tests and Measurements * HAWKES, H. E. and others. The construc- tion and use of achievement examinations; a man- ual for secondary school teachers. 497p. 1936. Houghton. $2.40. The greater portion of this book is devoted to test- ing in the major subject fields in secondary schools. Each subject is presented by a specialist in that field, while Dr, Lindquist treats the general theory of test construction. A final chapter on the use and abuse of examinations. The whole is wellcoordinated and demonstrates that experts can write in a simple and lively style. LEE, J. M. A guide to measurement in second- ary schools; a practical guide in the administra- tion, construction, and use of tests and measure- ments in secondary education. 514p. 1936. Apple- ton-Century. $2.75. A careful study of testing practices in some 500 secondary schools gives the author a practical basis for his evaluation of testing programs and results. He stresses measurement as a tool for the improve ment of instruction and as an aid in pupil diagnosis and guidance. A list of appropriate standardized tests 1s appended. MONROE, W. S. and ENGELHART, M. D. The scientific study of educational problems. 5o04p. 1936. Macmillan. $3. A general introduction to research methods with major space and emphasis given to the interpretation and analysis of statistical technics. By directing at- tention to the limitations of educational data and of the technics in handling them, the authors hope to THE JOURNAL OF indicate the direction educational research take in order to build up a science of education, g Special Education and Exceptional Children BENTLEY, J. E. Problem children; an int duction to the study of handicapped children j the light of their physiological, psychological, ayy social status. 437p. 1936. Norton. $3.50, text ¢ $2.75. Child guidance clinics as a necessary sch feature are urged especially because of a lack ¢ teacher ability to recognize mental and physical & ficiencies. A clinical approach to educational problem is outlined and many tests, charts, and diagnost materials are suggested. A bibliography and a lis of voluntary organizations for the study of exe tional children give added usefulness. D School Libraries FARGO, L. F. Preparation for school libra) work (Studies in library service, No. 3). 190 1936. Columbia Univ. Press. $3. A sound, critical treatment of the problem ¢ training both the fulltime school librarian and ty teacher-librarian, based on a study of positions avai able, certification requirements, the functions of th school librarian and necessary background, an trends in professional preparation. he author’ wide experience enables her to treat the subjec broadly and realistically. o Teachers and Teacher Training * BEALE, H. K. Are American teachers free! An analysis of restraints upon freedom of teaching in American schools (Amer. historical assn. Re port of the Commission on the social studies, Pt XII). 855p. 1936. Scribner. $3.50. A significant study because it considers the whok! social status of the teacher in American life and tk] moral and intellectual ‘“‘climate’’ of the school anil its community relations rather than the narrowe! question of academic freedom. An exhaustive oper minded survey of the postwar situation in teacht! training institutions and in schools below colleg grade and of its effect on American life, with co structive suggestions. “‘Should be read by even teacher and prospective teacher.”’ @ Curriculum and Methods of Teaching *CALIFORNIA STATE DEPARTMENT 0! EDUCATION CURRICULUM COMMISSION Teachers’ guide to child development in the inter mediate grades. 631p. 1936. The Department. 1 A general introduction on program organization the teacher, and instructional materials is followe by chapters on the progressive methods of handling the usual school subjects. Each subject is illustrate! with unit material, the day-to-day development 0 in a class of average children, and excellent examplt of creative work. A guide for the creative teacher. DRAPER, E. M. Principles and techniques & curriculum making. 875p. 1936. Appleton-Cer tury. $3.25. A description of technics in curriculum makin with concentrated emphasis on the unit of work from kindergarten to junior college. More than half tht) pages consist of illustrations assembled from sixteeth leading school systems. The mass of material ® somewhat bewildering. Extensive supplementary ™ terials and bibliographies. * NORTON, J. K. and NORTON, M. A. Four} dations of curriculum building. 599p. 1936. Gin} $3. tices, at the elementary-school level, based on a sy® thesis of research findings. Tho arranged by cot ventional subject fields, the book will be useful fo the activity type of curriculum, “A marvel of | search, arrangement, condensation, and _ interest. Helpful especially to curriculum makers but superintendents, supervisors, and classroom teachet as well. Excellent bibliographies. An overview of theory, trends, and current "| THE NATIONAL EDUCATION ASSOCIATION ers free’ teachin; issn. Re idies, Pt the whol > and th hool ani narrowe ive oper 1 teacher! v_ college! with con} vy By ching NT Of, ISSION. he inter} rent. $1.) nization,| followei handling lustratet) ent of i) >xamples acher. | ' | iques ot) on-Cet:| making ork from half the | sixteet terial i) tary ma) .. Four: 5. Ginn mt pra na sy by cot eful fo 1 of tt iterest. but ® teachers | ATION RUGG, HAROLD. American life and the school curriculum; next steps toward schools of living. 47ip. 1936. Ginn. $2.60. After reviewing the development of education in an industrial society, Dr. Rugg presents an exciting and enriching discussion of curriculum reconstruc- tion for the new social order, with a projected pro- gram and a new psychology. S Preschool, Kindergarten, and Elementary Schools ANDRUS, RUTH and others. Curriculum guides for teachers of children from two to six years of age. 299p. 1936. Reynal. $2.50. Full of practical material on the curriculum, de- fined as the ‘‘sum total of experiences provided by the school.”” Experiences suggested for the various age levels take into account the differing family and community backgrounds of the individual child. A short outline of the daily program and a very full discussion of activities which have stood the test of classroom use. * FOSTER, J. C. and HEADLEY, N. E. Educa- tion in the kindergarten. 366p. 1936. Amer. Bk. Co. $2. Emphasizes the kindergarten’s distinctive place between nursery school and first grade. All phases are included, but the programs, lists of equipment and supplies, and types of lessons make this a prac- tical handbook for the beginning teacher. The ques- tion of encouraging children’s individuality, while developing their appreciation of social responsibility is discussed. *KALLEN, MIRIAM. A primary teacher steps out. 241p. 1936. Lothrop. $2. An experienced teacher tells us how she “stepped out of the old and moved very cautiously into the new,” recounting her experiences and steps. The teacher in a crowded schoolroom will find an abun- dance of examples of how to handle a lack of equip- ment, meet the requirements of a traditional curricu- lum, and yet work out an activity program. Sa Secondary Education *LANGFITT, R. E. and others. The small high school at work. 660p. 1936. Amer. Bk. Co. $2.75. The school of three or four teachers, the most numerous of secondary education units: its philoso- phy, the development of its curriculum, the solving of its administrative problems, and particularly its unique opportunity and obligation to relate its ac- tivities to the needs of pupils and community. NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF SECONDARY - SCHOOL PRINCIPALS. Issues of secondary education; re- port of the Committee on orientation of secondary education (Bul. No. 59). 372p. 1936. The Depart- ment. $1. Attempts to establish the groundwork of a national program for secondary education by a discussion of ten major issues confronting its leaders. Some may disagree as to the relative importance of the issues. @ Reading, Writing, and Languages * BETTS, E. A. The prevention and correction of reading difficulties. 4o2p. 1936. Row. $2. _A summary and interpretation of recent research findings and of the author’s experience in his read- ing clinic at Oswego Normal School. The set-up of a clinic and its coordination with other school de- partments are described. A_ simple, clear summary and an extensive bibliography follow each chapter; appendices contain tests developed by the writer. HARRISON, M. L. Reading readiness. 166p. 1936. Houghton. $1.20. A timely and useful book for kindergarten and first-grade teachers summarizing articles and_re- search studies not readily available elsewhere. Ma- terial is organized under four headings: Factors in- uencing reading readiness, instruction fostering it, VOLUME 26, NUMBER 4; Wiss THIS LIST Is UsED—In- dividual teachers use it to discover the professional books which they should examine, read, or buy. [2] Instructors in teachers colleges refer their students to these lists to en- courage wide reading. [3] Persons in charge of profes- sional libraries for teachers and stu- dents use it as a checklist in making up purchase orders. [4] Librarians in public libraries use it as a buying list for their teach- ers’ reading room. [5] Librarians in foreign countries use it to keep in contact with educa- tional writings in this country. [6] Directors of extension courses for teachers study these lists to discover material for reading courses. [7] Editors use it to seek new ideas jor their magazines. the testing program, and the placement and remedial program. Appendices contain a bibliography, books for the children’s library, and a typical case study. JENKINS, FRANCES. Language development in elementary grades. 256p. 1936. Nelson. $2. Language teaching has been integrated with ex- periences vital to the pupil, emphasis being placed on oral work. Altho speech rather than writing is taking a more prominent place in classroom activities, both speaking and writing are discussed in terms of all-day activities in this integrated program. A chapter, “‘Practical Illustrations and Suggestions,” offers stimulating ideas to the elementary teacher. McCALLISTER, J. M. Remedial and corrective instruction in reading; a program for the upper grades and high school. 300p. 1936. Appleton- Century. $2. Analysis of reading disabilities of pupils who have passed the stage of formal training, He ml the need for three types of training in upper grades and high- school—individual work for the seriously retarded, corrective group instruction for mild cases, and guidance for those who encounter difficulties in studying various subjects. Case studies, Dr. McCal- lister’s major personal contribution, illustrate his points. * NATIONAL COUNCIL OF TEACHERS OF ENGLISH. A correlated curriculum; a report of the committee on correlation . . . R. M. Wecks, chairman (English monograph, No. 5). 326p. 1936. Appleton-Century. $2. Many students go thru school failing to correlate classroom subjects, and emerge with unrelated views. Sixty-one contributors have collected material which aims to counteract this situation and suggest theories of integration in the light of current child psy- chology. The fusion of English with history, civics, vocational information, and fine arts are topics that come under discussion. Points a way toward changes in English curriculums. * STONE, C. R. Better primary reading; how to adapt reading instruction to the varying needs of the children. 536p. 1936. Webster. $2.25. “This book, designed for teachers and supervisors in service and as a textbook in courses in reading, presents solutions to presentday problems in primary reading, applying the findings of research based upon these problems.”’ It sets forth principles and prac- tices which have proved unusually successful in preventing failures and deficiencies in reading. APRIL 1937 Mathematics and Science NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS. The place of mathematics in modern education; eleventh yearbook. 258p. 1936. Teachers College, Columbia Univ. $1.75. Attempts to clarify and define the place of mathe- matics in modern education. Leading mathematicians, in a forceful defense, contradict the criticisms di- rected at those twin perplexities, algebra and geome- try. That mathematics is alive is maintained by showing its relation to the arts and sciences; that it provides cultivation is proven by examples in the life of the enriched adult. * PRESTON, C. E. The high school science teacher and his work. 272p. 1936. McGraw-Hill. $2 An outgrowth of the author’s need for a textbook for college classes in the fundamentals of science teaching. This is a clear, readable, and inspirational presentation “ee historical background, present- day objectives, evaluation and selection of text- books, teaching methods, laboratory work, field trips. SCHORLING, RALEIGH. The teaching of mathematics; a source book and guide. 247p. 1936. Ann Arbor Press. $1.60. A collection of the most important writings, from reports, journals, and yearbooks which have affected mathematics teaching. Presents the psychology of mathematics and discusses some disputed and debata- ble points. Sets of exercises at the ends of chapters add to the usefulness of the book and unify material. Valuable as an initial attempt to apply the outcomes of research to practical situations. WELLS, HARRINGTON. The teaching of na- ture study and the biological sciences. 333p. 1936. Christopher. $4. Teaching technics and subjectmatter selection in the biological sciences are combined to yield an up- todate sourcebook of material and ideas. There are educational plans and suggestions for field and laboratory work from kindergarten thru senior high- school, accumulated from years of experience. In- terweaving of nature and science material is en- couraged. Has outlines, plays, games, bibliographies. @ Geography and Social Studies * KELTY, M. G. Learning and teaching history in the middle grades. 694p. 1936. Ginn. $2.40. Covers the psychological and social foundations and all phases of technic in the teaching of history. Will serve as a complete manual of objectives, se- lection, organization, and curriculum. More than half the book is devoted to units which are accompanied by reading lists, activities, drill games, and tests. Most useful to the classroom teacher. MARSHALL, L. C. and GOETZ, R. M. Cur- riculum-making in the social studies: a social process approach (Amer. historical assn. Report of the Commission of the social studies, Pt. XIII) 252p. 1936. Scribner. $1.75. An analysis of man’s relation to humanity. Altho the material is arranged so that it may serve as a basis for curriculum construction, the idea behind the book is the authors’ social theory, the conception of an evolving society. The social studies must go beyond merely helping the youth to understand society. He must be able to participate and control that society intelligently. NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF SUPERINTENDENCE. The social studies curriculum; fourteenth yearbook. 478p. 1936. The Association. $2. Wellplanned and wellexecuted report which will serve as an indispensable guide for those undertak- ing to develop curriculum procedures in the social studies. The purposes, principles, and practices that should be incorporated in such curriculums are dis- cussed with examples drawn from practical work in school systems. Excerpts from leading courses of study are included. Summaries and lists of investi- gations augment the extensive references given. o Art, Music, and Drama FOX, L. M. and HOPKINS, L. T. Creative school music. 326p. 1936. Silver, Burdett. $3. Stresses the theory that creativeness should per- meate every school activity and endeavors to pro- mote a class atmosphere in which creative experiences are encouraged. The authors outline thirteen steps to be followed by the teacher in helping children to [ 117 | develop a tune and offer delightful illustrations of songs actually composed. Significant information on the rhythm band, original plays, and uses of music in other subjects. A definitive treatment based on sound psychology. * GEHRKENS, K. W. Music in the junior high- school (Grades 7-9). 228p. 1936. Birchard. $2.50. “The fruit of experience and thought rather than research,” this volume combines wise counsel and practical suggestions on curriculum, glee club, band, orchestra, equipment, assembly, and public perform- ance. The author aims to develop a permanent life interest in music in the adolescent of whose needs and interests he shows deep understanding. e Business, Industrial, Professional, and Vocational Education * BLACKSTONE, E. G. and SMITH, S. L. Im- provement of instruction in typewriting. 551p. 1936. Prentice-Hall. $3.50. Complete handbook covering all the problems of instruction from objectives, motivation, tests and lesson plans to equipment, textbook selection, and devices. The authors encourage reasoning and re- sourcefulness rather than mere development of skills; attempt to discover causes of student-error and offer remedial treatment. Helpful lists and summaries of research studies in the field. DVORAK, AUGUST and others. Typewriting behavior; psychology applied to teaching and learning typewriting. 521p. 1936. Amer. Bk. Co. $3. Revolutionary teaching methods based on modern psychology and a discussion of a new simplified key- board are special features. Aspects of the subject of interest to the psychologist, the instructor and the typing student are pointed out. A stimulating book in a field of instruction which needs such studies. EASTERN COMMERCIAL TEACHERS AS- SOCIATION. Guidance in business education; ninth yearbook. 361p. 1936. The Association. $2.50 Business executives, personnel directors, guidance counselors, a psychologist, and educators in both the general and commercial fields contribute to this volume planned to acquaint commercial teachers with general guidance technics and successful practices already in use. The book is comprehensive in scope and interesting in treatment. ppendices contain sample forms and classified bibliography. o Health, Physical Education, and Mental Hygiene * GROUT, R. E. ed. Handbook of health edu- cation: a guide for teachers in rural schools. 298p. 1936. Doubleday, Doran. $1.80. A group of rural New York teachers present the results of four years’ experimentation in a usable program with a large selection of teaching material developed in actual practice. The book’s chief merits are its practical adaptation to child needs and _ its emphasis on family and community health relation- ship. HARDY, M. C. and HOEFER, C. H. Healthy growth: a study of the influence of health educa- tion on growth and development of school chil- dren. 360p. 1936. Univ. of Chicago Press. $3.50. An investigation which resulted from an attempt to demonstrate the value of health education as an integral part of the curriculum. The committee en- deavored [1] to map out growth patterns of healthy children during developmental periods of middle and late childhood, [2] to determine effect of health con- ditions during infancy and childhood on rate of development. This cooperative project, extending over 12 years, presents significant findings. SHARMAN, J. R. The teaching of physical edu- cation. 237p. 1936. A. S. Barnes. $1.60. Attention is focused on the basic principles of teaching and the place of physical education in the school program. More efficient methods of instruction and class organization and management are dis- cussed. The author has tried to recognize individual differences while emphasizing group participation. Intended for use as a text in professional courses. [ 118 | Rural Education *LOWTH, F. J. Everyday problems of the country teacher. Rev. and enlarged ed. 625p. 1936. Macmillan. $2.25. The author has reorganized and rewritten this book introducing a great deal of new material especially in the fields of methods and classroom activities. The need for complete cooperation between the rural teacher and surrounding community is de- scribed in detail. Questions and uptodate bibligraphies at the ends of chapters help make this a compre- hensive and useful text. @ Higher Education ELLIOTT, E. C. and CHAMBERS, M. M. The colleges and the courts; judicial decisions regard- ing institutions of higher education in the United States. 563p. 1936. Carnegie Foundation. Gratis. A pioneer effort to assemble and classify legal discussions pertaining to our colleges and univer- sities. Admission iscipline, suspension, scholar- ships, diplomas, degrees, laws affecting the faculty, etc., are considered. The case method is used, giving us a most readable and interesting book rather than a dry collection of legal decisions. THE EVALUATION OF HIGHER INSTITU- TIONS; a series of monographs based on the in- vestigation conducted for the committee on re- vision of standards, commission on higher insti- tutions of the North Central Association of Colleges and Secondary Schools. 1936. Univ. of Chicago Press. Vol. I.—PRINCIPLES OF ACCREDITING HIGHER INSTITUTIONS, by G. F. Zook and M. E. Haggerty. 202p. $2. Vol. IV.—THE LIBRARY, by Douglas Waples and others. 86p. $1. Vol. Vi-cSTUDENT PERSONNEL SERVICE, by D. H. Gardner. 235p. $2.50. Vol. VI—ADMINISTRATION, by J. D. Rus- sell and F. W. Reeves. 285p. $3. This comprehensive and constructive study of the accrediting procedures in fifty-seven institutions is the “first application of scientific methods in the appraisal of educational institutions.” It is based on investigation by questionnaire, personal visits, and an extensive testing program. The committee re- —- for it asserts that its workability has been tested. * HUTCHINS, R. M. The higher learning in America. 119p. 1936. Yale Univ. Press. $2. _ Universities are “suffering from the two cardinal sins of the age, love of money and anti-intellectual- ism.”” Education has been emphasizing adjustment to society rather than the pene + for truth or learning how to think, President Hutchins would make the universities centers of creative thought by a revo- lutionary reorganization of the curriculum, by rele- gating vocational training to separate institutions, and by devoting the first two college years to a broadly conceived but closely integrated general cul- tural education. ® Adult Education * BRYSON, LYMAN. Adult education. 208p. 1936. Amer. Bk. Co. $2. A concise and stimulating basic textbook written out of significant experience. The philosophical and sociological foundations, the functions and methods, and the agencies at work are briefly and realistically considered. The author shows a ‘detached yet capable understanding of his field.” Bibliographies and questions for discussion lure the student to further study. ELY, M. L. ed. Adult education in action. 48op. 1936. Amer. Assn. for Adult Educ. $2.75; $2.25 to members. The Journal the American Association for Adult Education has been the sourcebook for aims, methods, and content in recent phases of the move- ment. Miss Ely has selected and condensed one hun- dred and sixty articles appearing in the Journal since 1929, skilfully arranging them to present the Various agencies at work, ADDRESSES OF PUBLISHERS MENTIONED American Association for Adult Education, Inc., 60 E. 42nd St., New York City American Book Co., 88 Lexington Ave, New York City Ann Arbor Press, Ann Arbor, Mich. D. Appleton-Century Co., Inc., 35 W. 32nd St., New York City A. S. Barnes & Co., 67 W. 44th St., New York City C. C. Birchard & Co., 221 Columbus Ave, Boston, Mass. California State Department of Education, Sacramento, Calif. Carnegie Foundation for the Advancement of Teaching, 522 Fifth Ave., New York City Christopher Publishing House, 1140 Co lumbus Ave., Boston, Mass. Columbia University Press, 2960 Broad way, New York City Doubleday, Doran & Co., Inc., 75 Frank- lin Ave., Garden City, N. Y. Eastern Commercial Teachers Association, 1200 Walnut St., Philadelphia, Pa. Farrar & Rinehart, Inc., 232 Madison Ave,, New York City Ginn and Company, 70 Fifth Ave., New York City Houghton Mifflin Co., 2 Park St., Boston, Mass. Lothrop, Lee & Shepard Co., c.o. Thomas Nelson & Sons, 381-385 Fourth Ave., New York City Macmillan Co., 60 Fifth Ave., New York City McGraw-Hill Book Co., Inc., 330 W. 42nd St., New York City National Education Association, 1201 Six- teenth St., N. W., Washington, D. C. Thomas Nelson & Sons, 381-385 Fourth Ave., New York City W. W. Norton & Co., Inc., 70 Fifth Ave., New York City Prentice-Hall, Inc., 70 Fifth Ave., New York City Public School Publishing Co., 509-513 N. East St., Bloomington, IIl. Reynal & Hitchcock, Inc., 386 Fourth Ave., New York City Row, Peterson & Co., 1911 Ridge Ave., Evanston, Ill. Charles Scribner’s Sons, 597 Fifth Ave., New York City Silver, Burdett & Co., 39 Division St., Newark, N. J. Teachers College, Columbia University, 525 W. 120th St., New York City University of Chicago Press, Ave., Chicago, IIl. Webster Publishing Co., 1800 Washington Ave., St. Louis, Mo. Yale University Press, 143 Elm St., New Haven, Conn. se 5759 Ellis THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION of col tri sy! in les on, e., Cw IN HE SAVED te SCHOOL LANDS career. EprrortaL Nots—One of the chief aims of the Horace Mann Centennial is to en- courage states and communities to pay tributes to the founders of their school systems. There is no more heroic service in American history than the sacrifices and leadership of the men and women who made our schools possible. These men and women have an immortality that goes beyond decades and even centuries—the immortality of influence. It is interesting to note, in the statement which follows, that General Beadle was greatly influ- enced in his thinking by John D. Pierce, “father of the Michigan school system.” Pierce, in turn, acknowledged his indebt- edness to Horace Mann as the source of his inspiration and appreciation of public schools. It is hoped that other states be- sides South Dakota will take advantage | of the Horace Mann Centennial year, to | pay tribute to both educators and _lay- men who helped to found and build up the schools. urtnc the school year 1937-38 D South Dakota will observe the Beadle Centennial, celebrating the hundredth anniversary of the birth on January 1, 1838, of General W. H. H. _ Beadle. Sponsors of the Centennial hope that other states, too, notably those which profited with South Dakota— North Dakota, Washington, Montana, | Idaho, and Wyoming—from General Beadle’s monumental work in behalf of the public schools, will also take full cognizance of the observance. A statue of “South Dakota’s Grand VOLUME 26, NUMBER 4; GENERAL BEADLE Man of vision; man of mission; patriot, soldier, scholar, seer; Man of action; man of purpose, duty-led in thy Forward-looking; self-forgetting; unwaged drudge for learning’s gain. South Dakotans reap thy planting—gladly, too, their plaudits rain. —DOANE ROBINSON Old Man” by Daniel Webster, a former South Dakotan, erected with funds con- tributed by school children of South Dakota in 1910 and standing in the rotunda of the state capitol at Pierre, carries this inscription, “General W. H. H. Beadle, Educator,” and this sub- inscription, “He Saved The School Lands.” It is for the contribution as recorded in the sub-inscription that Beadle is revered by all South Dakotans and others who know of his work. William Henry Harrison Beadle was born in a log cabin in Liberty Town- ship, Parke County, Indiana. He gave much credit to the instruction he had received from Miss Lavina Tucker, Quakeress, the teacher in a common school of his native state. His student days at the University of Michigan were interrupted by five years of Civil War service in the Union armies. In his mid- dle twenties, he emerged from that serv- ice a brigadier general, to complete his university career and to earn the degrees of bachelor of arts, master of arts, and bachelor of laws. Later his alma mater conferred an honorary doctorate upon him. After practicing law for several years in Wisconsin, he was sent to Dakota Territory as surveyor-general, serving in this most arduous frontier capacity dur- ing the Dakota boom days. Always he manifested interest in the schools then being organized and in the school lands which a generous federal government held in trust for the territory until it attained statehood. While a student at APRIL 1937 S. B. Nissen the University of Michigan, he had been deeply swayed by the educational philos- ophy of John D. Pierce, “father of the Michigan school system”; and he knew, too, of the pittances received from the sales of school lands in older states and how the permanent school funds of these states had disappeared. With this background of interest and with much first-hand experience and knowledge, he was eminently equipped to wage his “knightly battle” to save the school lands and to preserve the per- manent school fund derived from the sales of these lands. While surveyor- general and later as superintendent of public instruction, he went about Da- kota Territory on official business and on his own initiative at his own expense to speak before all manner of audiences in his advocacy and his insistence that the children’s heritage be safeguarded and preserved. These efforts of Beadle’s were cli- maxed by having most definite and all- inclusive provisions incorporated into the Enabling Act of South Dakota and later into the constitution regarding the conservation of the school endowments. These constitutional safeguards were new and different from those in the constitutions of older states. These principles might well be placed with other documented American prin- ciples regarding public education and be equally honored with them. An ex- cerpt or two from the constitution will illustrate: All proceeds of the sale of public lands that have heretofore been or may here- after be given by the United States for the use of public schools in the state .. . shall be and remain a perpetual fund for the maintenance of public schools in the state. It shall be deemed a trust fund held by the state. The principal shall forever remain inviolate, and may be increased, but shall never be diminished, and the state shall make good all losses thereof which may in any manner occur. . . . No land shall be sold for less than the ap- praised value, and in no case for less than ten dollars per acre, [ 119 | Beadle’s victory was won not alone for future generations of South Dakota children, but for those of the states which at the same time or later came into the union. These states’ constitutions also included the same principles and pro- visions regarding the school lands and permanent school funds as did South Dakota’s. The story of General Beadle’s life, and it is a thrilling and inspiring one, and of his historic struggle for the cause of education, has recently been told in a book entitled, Twenty Million Acres, by Superintendent Barrett Lowe, Wes- sington Springs, South Dakota, chair- man of the Beadle Centennial Com- mittee of the South Dakota Education Association. The book will serve as a source of information and inspiration for the Centennial. The title of the book refers to the vast domain of school lands which was saved in the six states. It is fitting that the South Dakota Education Association sponsor the Beadle Centen- nial, for Beadle was its founder in the early eighties, served several years as its first president, and was president again in 1909. General Beadle was honored during his life and has been honored since his death in 1915. He was the heroic central figure in the film, “Dakotah,” the scena- rio for which was written by Superin- tendent Lowe. “Dakotah” was produced by students and faculty of Eastern State Normal, Madison, South Dakota, of which Beadle had been president for sixteen years. In 1933 there was organ- ized in South Dakota the Beadle Club, to which are elected those schoolmen and laymen of South Dakota who have made outstanding contributions to the cause of public education over a long period of time. Most opportunely there is an overlap- ping of the Horace Mann Centennial and the Beadle Centennial next fall. The lives and the work of these two great Americans are remarkably similar. Both left other more promising pur- suits to enlist zealously in pioneering efforts for public education. Both gave outstanding service, after first objectives were realized, as presidents of colleges. Both had statues erected to them during their lives. The Horace Mann League perpetuates Horace Mann’s philosophies, and the Beadle Club of South Dakota commemorates General Beadle’s work. [ 120 | The plans for the Beadle Centennial, which have been approved by the South Dakota Education Association, include the following: [1] The Beadle Centennial will be the theme of the Young Citizens’ League, a unique South Dakota elementary-school children’s character-training organization, for the year’s work in 1937-38. [2] The Beadle Centennial theme will be considered in South Dakota teachers institutes in the fall, and also generally during American Education Week. [3] Beginning January 1, 1938, an essay, oratorical, and poetry contest on the Cen- tennial will be sponsored in the schools. [4] The climax of the Centennial will be reached in the commencements of 1938. [5] The Centennial will be the domi- nating theme of the 1937 convention of the South Dakota Education Association. One session will be set aside for appropri. ate memorialization, with General Beadle, daughter, Mrs. Mae Beadle Frink of Caj. fornia, as a convention guest. The servicg of Beadle’s colleagues—of Dr. Joseph Ward, founder of Yankton College; anj others—will be recognized. [6] Centennial literature will be placed with lay organizations and with eduq. tional authorities in other states. [7] Plans will be perfected so that th Horace Mann and Beadle Centennials may be jointly observed next fall. . [8] The state legislature now in se sion has by unanimous vote created a com. mission to place a bronze statue of Bead in the Statuary Hall, Washington, D. ¢, without cost to the state. The statue wil be a replica of the statue of General Beadle now in the rotunda of the state capitol a Pierre. INSERVICE TEACHER EXCHANGE HE EASTERN STATE NORMAL SCHOOL, Castine, Maine, has worked out a unique teacher exchange plan that is proving extremely satisfactory. In the belief that some such plan should be adopted thruout the country, THE Jour- NAL presents here a brief description of the experiment. The purpose of the exchange, which was put into effect January 1935, is to provide an opportunity for professional work for teachers in service who have had a minimum of such training, and who are hampered in their regular at- tendance at summer sessions because of low wages or other conditions. The sec- ondary aim has been to provide prospec- tive teachers with opportunity for prac- tical teaching experience. According to Ermo H. Scott, vice- principal of the normal school, the plan operates as follows: “The teacher pro- vides a convenient rooming and board- ing place for her substitute during a six- weeks’ period. The teacher draws her regular salary for the same period. The normal school selects, as the substitute for the inservice teacher, a capable third-year student who has already spent nine weeks as a second-year student in the training rooms of the campus. The student pays all campus fees, including board and room, as if she were in resi- dence. Each just exchanges place with the other. The only expenses are for incidentals in travel and school supplies. “So far the inservice teacher has had opportunity to earn six hours of credit, which the state department of education accepts either as pertinent to certificate renewal or credit to advanced standing upon her return as a regular student Her courses have been: [1] 5 clock-hour| course in methods in social science; [2] | 5 clock-hour course in methods in lan-| guage arts; [3| 5 clock-hour course in| practice teaching and related methods; [4| 1 clock-hour non-credit course in| elementary-school physical education; [5| 1 clock-hour course non-credit in rural-school music for those wishing it. “The director of training in the nor mal school has made each session three visits to each of the substitute teachers. Each local superintendent has also made frequent visitations, reporting to the school on prepared blanks the findings of each visit, and submitting a final sum- mary of the student at the close of the session. Students who have been on ex change teaching make the adjustments | of experienced teachers when taking over their schools after graduation. The superintendents hiring them say unat- | imously that they have no ‘breaking in period. “Public opinion in the various towns | and districts has been in favor of the | plan almost without qualification. Su- perintendents, schoolboard members, and parents have all cooperated to make the exchange a success.” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | [\ u $l N FOpn. -adle’ Cali. TVice Oseph > and dlaced sduca. at the S may Ses. com. Seadle >. C. e will seadle tol at wns the Su- ers, rake "ION A THIRD GRADE The children, in Indian cos- tume, made a trip to the historical Indian mound in South Charleston. Erma E. Greeley UCH INTEREST can be developed in the study of Indian life. It makes a strong appeal to the child because primi- tive culture is simple enough for him to understand. Our unit on Indian life was first suggested after discussion of an Indian story that had been read in our third- grade class in South Charleston, West Virginia. Some postcards were brought to school next day by one of the chil- dren. In a few days we had started an Indian museum, with a collection of pottery, pictures, totem poles, rugs, bas- kets, dolls, beads, and flints. The boys were making bows and arrows at home which we painted at school. Two boys made a large target, which was placed in the corner of the room and on rainy days used for recreation. The children constructed a wigwam with bean poles over which they stretched burlap sacks, decorated with free hand designs. An old homemade hooked rug was brought by a little girl and placed in the wigwam. The chil- dren enjoyed the wigwam as it was large enough for three of them to sit in at a time to read, eat lunch, and visit with each other. Much activity in reading was stimu- lated, both at home and at school. Constructive activities included making cradles for papooses, rugs, canoes, toma- hawks, and peace .pipes. Beads were made from macaroni colored with water colors and crayons. The children’s suggestion that we have a store led to discussions of early VOLUME 26, NUMBER 4; STUDIES INDIAN LIFE Indian life in America, fur trading with the white people, and later setting up trading posts. We built a trading post with a large radio box, orange crates, nails, hammers, saws, and paint. Sign making then became the big question, as we wished a large sign painted on the front of the “Indian Trading Post.” The printing of the signs, as well as the construction of the trading post was correlated with arith- metic: the size of signs and letters; the dimensions of the trading post as to height, length, and width; height of wigwam, length of bows and arrows. Wampum, Indian money, was made from oyster shells. The girls made brown cambric dresses, fringed up the sides and at the bottom. Materials were measured and costs figured. Head bands were of cam- bric, beaded, and turkey feathers were used—the latter donated by an Assyrian grandmother. Art, language, and spelling were cor- related. The children made booklets in the form of vases containing poems and songs, using free hand designs of Indian symbols for decoration. Each booklet of “Indian Life” contained history, science, and health and safety rules. Many stories were written about the Indians, APRIL 1937 A large scrapbook was made of pic- tures children collected from news- papers and magazines and brought from home. Scenes from Hiawatha, in costume, were dramatized for the PTA program. Music was also correlated. Many In- dian songs were learned. We used vic- trola records of Indian music for music appreciation. Outstanding results obtained by the unit included the cultivation of a wider interest and better habits in reading, both at home and at school; and the stimulation of art and hand activities. Facts learned were: [1] How the Indians’ environment in- fluenced their shelter, food, clothing, occupations, transportation, art, and cus- toms. [2] That the Indians contributed much to American civilization as we know it today. [3] Indian ways of conserving their extra food supplies. [4] That Indians took time for music, play, dancing, story telling, and religious observances. [5] Most of the Indians of today speak English. Many are selfsupporting and in- dustrious. Some live on government res- ervations, [ 121 | N DETROIT, wheels hum with the rpm of modern tempo. The city’s office- tower skyline, broken at the edges by smoking chimneys, by great flues that belch fierce sheets of flame, by low-lying, never-ending glazed structures—home of the assembly line— is symbolic of the factory age. Its commerce and manufacturing have made Detroit deservedly famous. Within earshot of its factory whistles, Greenfield Village, almost pastoral in character, has created a world interest that may outlive the city’s reputation as the epitome of today. For today moves on; only yesterday remains—and Green- field Village memorializes a thousand yesterdays of America. It is a living his- tory book across whose pages moves the epic of the pioneers. Delegates to the 75th annual meeting of the National Education Association, June 27-July 1, 1937, will find Greenfield Village an educative experience that will linger after many conventions are past. This unique presentation of American antiquities is one of Henry Ford’s great personal interests. The relics it preserves have been collected by him from many parts of the United States and from some foreign countries at great labor and ex- pense. It is located at Dearborn, a few minutes’ ride from the heart of Detroit. i ng The Village Church | 122 | Past and Pri oe : 4 The village has caught and held the sentiment and fancy, the material strug- gles and physical comforts and discom- forts of our forefathers in the most un- usual ensemble of Americana and its ancestry in existence. There is the village blacksmith shop under a spreading chest- nut tree, a white-spired village church, a grist mill, a schoolhouse, an inn, a village store, and fifty other buildings on the two hundred acres that comprise the vil- lage site—all authentic mementos of days gone by. The buildings are nearly all original; there are a few reproductions, principally for replacement purposes. The Scotch Settlement Schoolhouse, be- longing to two generations ago, the school Henry Ford attended as a boy, was moved brick by brick from the old school district to its new location in Greenfield Village. Even the mortar that came from between the bricks was re- ground and used in the restoration! Greenfield Village is not a museum. It is real. The sweet-toned bell cast by Paul Revere, Junior, which hangs in the spire of the village church, calls the citi- zens of the village to non-sectarian serv- ice on Sunday. The same handbell Miss Emily Collins used in 1874 to call Henry Ford and his classmates from “duck on the rock” and “leap frog,” calls laughing children to “books” today. They sit in the same oldfashioned desks—on one of which are carved the initials of Henry Ford—and look at the same hickory stick on its pegs across the wall, and con their lessons from McGuffey’s readers, just as their grandmothers and grand- fathers did long ago. The stone burr of the Loranger Grist Mill turns on grain, as it used to, unable to keep up with the THE JOURNAL OF Detroit 39 ead eS 2 a. teal demand for the flours it produces. The Hanks Silk Mill is a practical going con- cern, producing silk scarfs and socks sold at current prices. The village post. office handles mail as it did in the little Connecticut town where it was built a hundred years ago—and it uses the same postofhice equipment! And if the visitor wishes to have his picture taken, he may do so in a little sky-lighted tintype studio where a tintypist extraordinary practices an almost lost art—the making of daguerreotypes. Visiting teachers will be especially in- terested in the buildings known as the McGuffey Group, memorializing the famous old teacher of reader fame. The group includes a restoration of his log cabin birthplace transported from Wash- ington County, Pennsylvania, the smokehouse that stood on the McGuffey homestead, and a log school building in which are housed the lower grades of the Greenfield Village schools. The village store, built at Waterford, Michigan, in 1854 and re-erected at Greenfield, is equipped with the original counters and stocked with the merchan- dise of the 1850’s, ranging from the inti- mate objects of milady’s boudoir to tools of field and garden. The merchandise on its shelves and under its glass showcases tells the story of the manners and cus- toms of mid-west antebellum days. Mementos of great Americans, to which creaking, horse-drawn vehicles take the visitor down sleepy village streets, cover the span of the nation’s most remarkable hundred years. There’s the Logan County Courthouse erected of good black walnut in 1840, where | Abraham Lincoln practiced law; the THE NATIONAL EDUCATION ASSOCIATION The con- socks post. little iilt a same 'sitor may udio tices x of y in- s the the The : log ‘ash- , the iffey ig in Ss of ford, 1 at rinal han- inti- ‘ools eon | "ASeS Cus- to icles lage on’s -re’s cted here | the | TON Stephen Foster birthplace built first in 1826 at Lawrenceville, Pennsylvania; the Steinmetz cottage in which the noted electrical wizard found seclusion and quiet on the Mohawk; and the office- study of Luther Burbank from Santa Rosa. Far the most pretentious memorial to an individual, however, is the Menlo Park Group. This includes the labora- tory of Thomas A. Edison; “the little lass house” where the first successful lamp bulb was blown; the machine shop that generated the current for the first incandescent light in the world; Mrs. Jordan’s boarding house, first home lighted by electricity; and the homestead of the Edisons from Vienna, Ontario. Even the Smith’s Creek Depot now stands in Greenfield Village as a re- minder of the time when the youthful Edison, “news butcher” on a Grand Trunk train, was summarily ejected at that station by an irate conductor, after the phosphorus in the boy inventor’s baggage-car laboratory had set the train on fire. The partially completed Edison Insti- tute Museum, tribute to the man Mr. Ford is said to consider the outstanding American of his time, adjoins Greenfield Village. The exhibits include the history of transportation from coach to airplane, the development of almost every type of electrical device, and of many handi- crafts. Some of the restorations of the village go further back in time and farther away in place. A 250-year-old stone homestead from the Cotswold Hills of England, with its barn and sheep fold, graces a village street. It required a twenty-seven car train to haul the Cotswold stones from Eastern wharves to Dearborn. There’s a Swiss jeweler’s chalet from Broughams and sur- reys driven by cabbies with silk toppers take the visitor from the gate lodge thru the streets of Greenfield Village. VOLUME 26, NUMBER 4; Here Henry Ford went to school in the 1870's. He main- tains a modern version of the old school in the same building for boys and girls today. the Jura Mountains, and across the street from Lincoln’s courthouse, Gog and Magog strike the quarter hours in the grotto-like belfry of Sir John Bennet’s jewelry shop, Cheapside, London, landmark in the 1700's. Greenfield Village is a tribute to the past, an inspira- tion for the future, and keeps forever in the present treasured relics of a people’s upward struggle on the highway of time——BertMmont Fartey. Og ite. APRIL 1937 The Logan County Court- house where Lin- coln for eight years appeared before the bar , [ 123 | N HIs BEAUTIFUL “Letter to School Children,’’ Horace Mann speaks of the pupils of Massachusetts as “my children” who are “present to my mind every day. They live in my heart. I desire to give them the substan- tial blessing of deeds and sacrifices rather than the empty one of words and forms.” Horace Mann was the friend of school children everywhere. No one did more than he to make possible the blessing of free public education for all. On his birthday, May 4, school children thruout the nation will honor his memory. Horace Mann was born in 1796 on a small farm just outside the town of Franklin, Mass. The site of his birthplace is marked by a monument erected in 1930 by his townsmen. Need for the memorial was suggested two years before by the visit of a delegation of Brazilian educa- tors who came to Franklin expressly to see the place where Mann was born. Each year on his birthday—known as Horace Mann Day—Franklin honors its foremost citizen with a display of the national colors. ‘This year the town will hold a birthday parade of school chil- dren headed by town officials and with music by the highschool band. Each child will carry a small flag. The parade will march to Mann’s birthplace for a program of music and addresses. Not only in Franklin, but thruout the nation, plans are going forward to ob- serve Horace Mann’s birthday. Since highschools and colleges are emphasiz- ing the Centennial in their commence- ment programs, the birthday observance will be especially featured in the ele- mentary schools. A special birthday packet for elemen- tary schools is now available from the National Education Association, 1201- 16th St., N. W., Washington, D. C., at 50 cents cash. This packet includes as- sembly programs; selections ro- to ing i ma- inn am ’ in $ ry ice the appreciation and love of na- Cites with nature is essential to ture. So we have in connection with our classrooms, an observatory where plants of all kinds are grown and observed, or we have window boxes or potted plants. These are gardens in miniature. These are the laboratories in which the class experiments. The school garden, however, can be large enough, and diversified enough to claim the attention and activity of every member of the class. All the chil- | dren will not be interested in doing all of the things necessary to make a gar- den. It is necessary when beginning, to approach the project by appealing to interests already existing. The interest | will spread to other tasks in the garden project as time goes on. There may be plots for all. The child takes a keener interest in the things that are his. A school garden in which the teacher must | force attention and necessary work is worse than no garden. Probably there is no type of endeavor | that brings greater rewards from the time the project begins than does garden- ing. There is a satisfaction in the seed _ bed that is well-prepared and laid out | in orderly fashion. Certainly there is a thrill when the young plants burst thru the ground. Watching the plants grow thru the period of cultivation provides an interest that never lags. Then the har- vest brings a more substantial compen- ‘ation in providing something for the table—a fresh vegetable or a bouquet. One of the most interesting phenom- tna in nature is growth, whether in plant or animal life. This is the process that goes on within the organism which causes change from one day to the next. SCHOOL CHARLES A. RICE With the naked eye we are unable to see what goes on inside or how it is done, but over a period of time we know that from the seed to the matured plant there has been a gradual change which we call growth or the growing process. This is one of the mysteries of nature. In it there is more fascination than in the fairy tale or the mystery story. There is another function of the gar- dening work that has its value. There is much beauty in nature. All of us see the unusual things in nature, as a beau- tiful rose garden in bloom or a grove of blossoming fruit trees in the spring. There is beauty every day to the one who has been trained to see, in details that are hidden to the casual observer. For many children school garden work provides the basis, the background, for life’s vocation, or at least life’s avocation. There are today too many families in which the head of the house has no interest in, and little knowledge of, de- tails necessary to make home surround- ings beautiful. Beauty in any city or community consists largely of tidiness and order in front and back yards, and in shrubbery, flowers, and trees around the house. There is no agency that can do as much to promote this much-to-be desired objective as the school in its garden projects. Gardening offers a solution for leisure- time employment. Gardening is done in the open air and sunshine. It is therefore healthful. Digging, planting, cultivat- ing, and harvesting require the exercise of many muscles. Gardening has recrea- tional value as it takes one’s mind eff the cares and problems of the day. One can become as thoroly interested in a garden as in golf or in sports of any kind. In a school or home garden, both flowers and vegetables should be grown in order to add to the children’s knowl- edge of each. The average size site for the home in the city is one lot, probably fifty by one hundred feet. These dimen- sions do not permit the growing of veg- etables on a very extensive scale. How- ever, there is opportunity to grow flow- VOLUME 26, NUMBER 43; APRIL 1937 GARDEN ers about the house and walks—roses, annuals and perennials, borders, and shrubbery. The school garden should have as one objective the teaching of the fundamentals of landscaping. Shall the child’s garden be at school or at home? It is our experience that school gardens } rovide a problem dur- ing the summe. vacation. In our sec- tion of the coun ry it is hard to find veg- etables and flo: vers that mature before the close of sc 100l in June. Much of the interest and fascination of garden- ing comes from harvesting the crop. If left to itself, a school garden is over- run with weeds before the summer is over. A home garden is more accessible for attention from the child during the summer time and even while school is in session much of the work can be done when school is out for the day or on Saturdays. On the other hand, home gardens are harder to supervise because they are so scattered about. Just as success in other subjects is largely dependent upon the enthusiasm and the training of the teacher, so it is in garden work. We would not think of putting in charge of a cooking class a teacher who is simply a good cook, having learned by the trial and error method, but who has had no scientific training. The class in gardening should not be organized until a competent teacher is found. Another necessity is good garden tools in sufficient quantity for each child to have something to work with. They need not be expensive but they should be strong and substantial. Lessons in the care of tools are just as important as les- sons in use of tools. A fitting climax to a season of garden- ing is the exhibit. This can be held at school, but the school garden itself is always on exhibition. The county fair and the state fair offer good opportu- nities. For local exhibits inexpensive awards such as ribbons may be used. We must depend on the soil to a great extent for the materials which sustain life and for many things that are basic in our industries. He who is master of the soil has a great advantage over him who has not gained this mastery. [ 125 ] E ARE ALWAYS EAGER to keep W the curriculum of our schools abreast of the needs and con- ditions of our time. Yet we are just be- ginning the all-important task of teach- ing and interpreting current local, state, national, and international problems to our students. In everything we teach we are urged to interpret the subjectmatter in the light of changed and changing eco- nomic, social, and political standards. We should rightfully expect and take for granted that teachers are keeping themselves informed on local, national, and international events. But we are wrongfully assuming that highschool students are informed on such issues. I refer here especially to students living in small rural towns where library facil- ities, daily newspapers, and weekly news magazines are extremely limited. The majority of these highschool boys and girls are unfortunately ignorant of current affairs, altho they are informed of a few non-essentials in the news from semi-tabloid newspapers. We are too apt to think that in this field of study they need no guidance. Our curriculum calls for five weekly recitations in an- cient history, modern history, social civics, sociology, and international rela- tions but we leave the student to find his own way in the current issues that touch us most immediately and which are making world history. The scattered news that students pick up is superficial and isolated from important back- grounds which the teacher should fur- nish. A regularly instituted class in current history is as necessary as any of the social sciences taught in our high- schools. In such a class a fairly thoro study can be made of the background [ 126 | ii aN a ie ar ae S ene 47401 V .... SLU, ! ' : ijt ii; ii ii fii | / ij ‘ef of today’s happenings. After this founda- tion has been laid, our today’s problems become more intelligible, and changes and developments can be observed and sometimes anticipated. How many students in small high- schools are acquainted with their own local and state problems, such as the tax- ing program for education and recrea- ation, the reorganization of school dis- tricts? How many understand their local problems of soil conservation, flood control, and labor conditions? In the national picture, are they familiar with the ever-widening cooperative move- ment or the recently completed study of the Brookings Institution on economic conditions of our country? Are they ac- quainted with the history and present status of American neutrality? Are there many who are following present political developments? How many students can recognize the real issues among all the chaff? How many are acquainted with the Philippine experi- ment? How many know why our Pa- cific holdings present a Japanese-Amer- ican problem? How many realize what the Lewis-Green labor split is all about? In the international scene, how many can name the seeds from which sprang the Italian-Ethiopian affair or the re- occupation of the Rhineland? These are only a few of the problems that deserve regular classroom discussion and study. This semester in our highschool at Barnes, Kansas, I am conducting a cur- rent history class with an enrolment of twenty-two. Not only does interest run high but for the first time the school copies of news weeklies and monthlies are being used to capacity. For class texts we use The American Observer, Read- ers’ Digest, Pathfinder, Current Events, Chronicle of World Affairs, Scholasii Current History, and daily newspapen We use recent pamphlets published } the Carnegie Endowment of Inte. national Peace, on such questions q pie neutrality, Ethiopia, and internation! schoo conciliation. We also have the ney! probl series of Headline Books published }y| the Foreign Policy Association nj publications by the World Peace Fou. Lb dation. There is a wealth of mater,’ available that is fresh, concise, authentic ings and interesting. | out © Once these young people become fz! sightl miliar with a few of the current prob, scree! lems, it is surprising how eager they ar) sufro to acquaint themselves more thoroly on} att their own initiative, from radio | ' commentators and articles from othe| “ . | lacki magazines. In and out of the cas sited there is no end of discussion of pres rey ent world affairs. Students eagerly await inala each news issue to learn the changes) para and unexpected turn of events and) ener problems. | ¢ We discuss and study the vices and! ford virtues of propaganda and its past and help present use. The students are warned to " weed out critically what they consider| ye propaganda and exaggerated politial) .. ballyhoo in everything they read and 010 hear. We try to discuss all sides of every} pur problem in order to develop an open! ext and unbiased mind. ) tive Not only are students more interested | Po in passing affairs but any number have} persuaded their parents to subscribe to a daily newspaper. Thus the course not only prepares the student for intelligent citizenship but brings to life some of the | more lethargic adults who let the world | 5, go by unnoticed. The cultivation of such | iy interest in current problems is not only | bi wholesome and thought-provoking but} necessary for future world peace. pa The course is valuable because: [1] It arouses students’ interest suff ciently to read, with intelligence, daily| newspapers and reputable weeklies. | }, [2] It gives them a definite interest it | 4 local, national, and international affairs | |; [3] It tends to make them less n*| tionalistic and more tolerant. | [4] It makes for more intelligent cit zens and intelligent public opinion. [5] It makes for a definite and whole: some influence upon their elders. [6] It develops comprehensiveness in reading and initiative and independent | of thinking. | | | | a —a ar Os ~~ - THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | | + Material on this page illustrates the kind of clippings which might well be kept in _ ghool scrapbooks to show the world as it is and to help young people locate the Members of Congress also would be re- quired to disclose with what firms they had been connected within two preceding years, either as attorney or director, and the acreage and assessed value of the real estate they own. There may be sound arguments against this proposal, but offhand we can’t think of any. Ours is supposed to be a repre- sentative government, and it is pertinent always to ask: Representative of what?— Editorial in the Washington Daily News, Feb. 12, 1937. SHALL WE LEND TO GERMANY? O THE AMERICAN PEOPLE do not know T. there is a strong current now flow- ing in financial circles to find a means of resuming loans to European govern- ments. And in the light of that movement the story which comes from Washington is, to say the least, disturbing. The story is that English diplomacy is laying the groundwork to induce us to make a huge loan to Germany. To the casual reader this will sound fantastic. Why does England want us to do this? Because she wants time—time, above all else, is the priceless element which Eng- land needs—time to arm, to get ready for the inevitable war. The British industries are mobilized to produce munitions; British propaganda is on the march to produce the war spirit; British finance is harnessed to produce the money; and the British foreign office is charged with the mission of keeping the peace in Europe for at least a year—for that is how much time England needs. Eng- land does not desire war. She is for peace. But, thinking war inevitable, she wants to be prepared. And she wants time for this. But Germany’s case is desperate. Her economic situation is in its last stages. She must either face collapse of the regime or get funds or plunge into war for a possible escape. Therefore England would provide her with funds. But it is our funds she pro- poses to supply, if possible. Hence the work has been begun to make this possible. First, she would have to persuade the r u 8 a pi problems with which they must deal as citizens. d by| HOOKWORMS AND DEMAGOGS bed ARGE FAMILIES of tenants, or croppers, or ed hired farm laborers are living in eral houses of two or three rooms. The build- ‘it, ings are frequently of poor construction, | out of alignment, weather-beaten, and un- e fa! sightly. The doors and windows are rarely rob screened. Often the roofs are leaky. The yar | surroundings of such houses are bleak and yon} unattractive. = A large proportion of these submerged sther| dasses are undernourished. Their food is das | lacking in variety and in essentials for nutritional balance. Their bodies are easy PI | prey to the ravages of disease; pellagra, Walt malaria, and the hookworm and other inges | parasites exact heavy tolls in life and and} energy... . Clothing is often scarcely sufficient to af- and | ford protection to the body, much less to anj, help maintain selfrespect. edt, Farm and city wellbeing are closely in- sider | terrelated. Low standards of living in the .. ,| country limit production in the city. The sl try P luc) we which is made of America’s industrial and productive capacity in part depends on the very} purchasing power of agriculture. And the open} extent to which American industry is ac- | tive in turn affects the capacity of the farm ested | population to find more jobs for its people have} aad markets for its products. .. . ye to| After families have been long subject to » not) Poverty, insecurity, and lack of normal so- ie cial contacts, they are likely to lose the in- r# the | centive for improving their lot, let alone | i | patticipating in the cultural life of the com- yor} munity. The deficiencies in standards of such living which make their bodies easy prey to only | biological parasites make them equally ; but | easy prey to economic and even political | parasites... . | With less than half of the farmers of the suf | Mtion owning all the land they operate— daily | and much of that subject to heavy debt— _ | aad with a rising tide of landless and land- | hungry people, our rural civilization is ‘St | threatened with decadence.—From the pre- fairs | liminary report of the President’s Commit- ) Ma | teeon Farm Tenancy, issued Feb. 16, 1937. - citk | > WHY NOT! ' le — Frazier of North Dakota pro- “ poses a law requiring all members of ss in lence Congress and all of the other better paid | federal employes and officials to file an- | Qually for the public records a statement | of the stocks and bonds they own. State Department. Few believe that would be difficult. Then she would have to con- vince the President or at least confuse him a little so that the State Department might prevail. Then she would have to find a way TION | VOLUME 26, NUMBER 43; APRIL 1937 = Citizenship Education thru the Press of enabling us to jump over the Johnson law, to induce the Senate to make a right- about-face, and to educate the public opin- ion of the country to the enterprise. Strange as it may seem, none of these things are impossible, if the plan is not intelligently and vigorously opposed. A huge loan, every dollar of it to be spent in this country, in American factories, to go into the wages of American labor, would sound very alluring to large masses of people. And yet, Germany stands on the brink of war. She has not paid for the last war. Her debts to her own people were repudi- ated by inflation. Her debt to us for post- war expenses of the Ruhr is repudiated. Her private loans made since the war are in default or what is the same thing, since interest is paid on loans only in marks to the Reichbank bureau and cannot be with- drawn by Americans. She is preparing for another assault upon her neighbors. She may postpone it a year or two, but it is in- evitable. If we make a loan to her—a bank- rupt government—we will never see a penny of it. It might be an excellent idea for the American Senate or its influential leaders to serve notice upon the State Department and our bankers and our English and Ger- man friends that there is going to be no such nonsense as they are hatching —From “Plain Economics” by John T. Flynn. THE USE OF ALCOHOL HE EXPERIENCE RECORDs of the North- western National Life Insurance Com- pany, Minneapolis, show that the number of rejections because of overindulgence in alcohol has increased enormously since 1932, especially among applicants under 30. For the year ending April 1, 1932, 17.6 percent, of the rejections for all ages were due to excessive use of alcohol. By 1935, the figure had risen to 22 percent, and for 1936 it was 23.8 percent. But for persons under 30 the figure was 11.9 percent in 1932, 29.7 percent in 1935, and 33.7 percent in 1936. There were smaller increases in the group from 30 to 45, and a slight de- crease for those over 45. Alcoholic excesses are the largest single cause of rejections among applicants under age 45. The pro- portion of moderate or occasional users has increased in much the same way as that of excessive drinkers—From Information Service, published by the Federal Council of the Churches of Christ in America. [ 127 | Notes and Announcements | Win Fourna, AvtHors— The summary of crucial issues in educa- tion on page 100 is from the speech of the United States Commissioner of Education, J. W. SrupeBaker, before the New Orleans convention. ° So manifold are the activities and achievements of Harry Etmer Barnes {z09|, educator and writer, that their enumeration in Who’s Who in America takes almost a column. Dr. Barnes has written widely on historiography, sociol- ogy, political theory, and penology. Hart R. Dove ass [170], who has been a professor of education at the University of Minnesota since 1929, was an associate director of the American Youth Commis- sion for three months during 1936. During this time he prepared a monograph on sec- ondary education which will be released early in April under the title Secondary Education for Youth in Modern America. The book may be secured thru the Amer- ican Council on Education. ° S. B. Nissen [779] is doing admirable work as editor of the SDEA Journal, off- cial publication of the South Dakota Edu- cation Association. Erma E. Greecey [127] teaches third grade at the Central School, South Charles- ton, West Virginia. ° Be_mont Fartey | 722], Lyte W. Asusy [zor], and Eveanor Craven [124] are members of the NEA headquarters staff. Cuartes A. Rice [125], superintendent of schools, Portland, Oregon, was host to the Association at its Portland meeting last summer. ° Harvey G. HumMann [126] is superin- tendent of the Barnes, Kansas, schools. On Horace Mann’s Birthday, May 4, give a copy of his famous Letter to School Children |p1o07| to each pupil in the schools. For other ways to observe Horace Mann’s birthday see p124. Let his birthday be celebrated this year and every year hereafter. Let every child learn to | 128 | SPENCER PHILLIPS SPENCER Puixuips, the new secretary of the Louisiana Teachers Association, was formerly principal of the highschool at Pelican, La., a position he had held for approximately 25 years. Mr. Phillips has served as president and vicepresident of A. D. HOLT Edt | near: Orlean bratior their F which ers of | Pre —The week Educa | as stil the fo cipal, view, | lam | Life M } cation lowest | ura only ¢ the ag credit, tions | thru ¢ EARL L. MC TAGGART the LTA. A. D. Hott, who succeeds W. A. Bass as secretary of the Tennessee Edu- But cation Association, was formerly with the state teachers college at Memphis. Eax, L. McTaccart has been appointed secretary of the Hawaii Education Associa the NI chool . : : : . . . rositi¢ tion. At the time of his appointment Mr. McTaggart was instructor in vocational . : F ; shoul agriculture in Helemano School, Oahu. During 1935-36 he served as superintendent | hip of education in American Samoa. He succeeds ]. W. Garrett, who has retired be- | wm, cause of ill health and will make his home in Oregon. shoul At dedication services held in January, the new city schools administration building in Fresno, Calif., was dedicated to Horace Mann. Special tribute was also paid to Fresno educators, including the late William John Cooper, former U. S. Commissioner of Education. O. S. Hubbard is superintendent at Fresno. honor him as the father of our free public schools even as we honor Washington as the father of the nation. THE JOURNAL OF THE TS of than | A Important—Federal aid, which will} jh; help every school and teacher in America, t : > : cat is in sight. As this Journat reaches its} . readers, the Harrison-Black-Fletcher Bill, ws [S- 419; H. R. 2288], may be at its mot} critical stage. Every member of the Asso ca ciation will wish to participate in this | “ha movement by writing to his representz| |, tives in Congress. Do this now. [Se federal aid feature in THe Journat fot be February 1937, p49-56. | Born More Than 30 Years Too Soon! ae 2 my 6 REGRET 2 THAT 1 a GIVE ME HAVE baad WHEN READE! | — enoonsemenr fe ROEM B) OR Give TO Give Gooey an NGS — Con ny saad e& AUNT PANSYS ff : PANCAKE ; FLOUR! : Pohoaide. PA SUPER Your Aim! | Six 7 ni RE FOUR SCORE AND SEVEN YEARS AGO WE. BROUGHT FORTA ANEW NATION WOUVLON’T THAT HAVE BEEN SOME THING! | TOKNOWTHE JOYS OF WE ARING GINSBERG'S GARTERS! | Educational workers from far and | near stopped at Nashville enroute to New . Orleans to share in the Founders’ Day cele- bration at Peabody College and to renew their professional spirit at that great center which has given to the nation many teach- es of exceptional ability and inspiration. Professional pushers and pullers —Thousands of letters are received each week at the headquarters of the National Education Association, but seldom is one gs stimulating or as truly professional as the following from H. F. Williamson, prin- | dpal, Gum Springs Rural School, Long- view, Tex.: Jam enclosing the blanks for my enrolment for Life Membership in the National Education Asso- | dation. Probably you note that I hold possibly the | jowest position of any of our Life Members, being , rural principal of a three-teacher school, with nly eight years’ experience, not having attained the age of thirty, having no publications to my as rei - credit, no civic, professional, or fraternal afhlia- tions except the NEA, and still working my way of thru college toward my first degree. f~ But it is my conviction that in affiliating with | the NEA for life I have done only that which every | shoolman in the land, regardless of professional d- te , il position, should do. We who are at the bottom should want to push while those at the top are at pulling. Cooperation among the entire school sys- e- tm, from the lowest type school to the highest, should be the sincere desire of each of us as teach- es of America. Perhaps we need more “pushers” } than “pullers” anyway. 4| Appreciation for splendid We | achievement—In New York State Edu- TI} cation for February 1937, the executive a committee of the New York State Teachers 1 Association records its appreciation to Miss Ost . | Maty Muldoon, chairman of that associa- SSO} .- 5 > . thi tion's welfare committee. The committee ih « °° ° ‘ has completed the task of raising approxi- enta- | ° mately $200,000 for the aid of worthy, aged, [Se | 3 “y foe | indigent teachers. . . . While each mem- ber of the committee deserves commenda- tion for this achievement, New York State NATIONAL INCOME AND PUBLIC SCHOOL COSTS, 1934 Estimated National Income $50,174,000,000 i Expenditures for all public education $1,940,1 33,433 = Research Division, Natione! Education Associetion Somes of dete: U. S. Department of Commerce end hederal Office of Education. See Table 24. oe “e © nd nd ® ” “~*~ | From “Financing Public Education, . 1987 | Jan, 1937 Research Bulletin of the NEA TION | NUMBER 43 THE MEIJI SHRINE IN TOKYO For information concerning the Tokyo conference of the World Fed- eration of Educa- tion ‘Associations —August 2-7, 1937—write to the WFEA, 1201 16th St., N. W., Wash- ington, D.C. WHEN A SCHOOL BECOMES A RED CROSS Flora E. Clements, a teacher in the Reitz Highschool, Evansville, Ind., has sent to THE JOURNAL a@ most interesting account of the way in which this highschool, “sitting high on a hilltop,” served as a haven dur- ing the Ohio River flood. The entire school office was put at the disposal of the flood sufferers by Superintendent Ralph Irons. Classrooms became bedrooms. The office of the dean became an emergency radio station, with two former Reitz students in RELIEF STATION charge. Recreation activities for the. refu- gees included volley and basketball games, plays, and movies; on Sunday church was held. A total of 606 refugees were fed, housed, treated for illness, and sometimes clothed; 2783 typhoid inoculations were made. Preparation of the food was ham- pered by low gas pressure and an insuffi- cient water supply. The photo above shows the medical unit giving typhoid shots at Reitz Red Cross relief station. teachers recognize the fact that the goal was finally reached because of the unselfish devotion of Miss Muldoon.” New Orleans wins a national rec- ord in NEA membership—During the New Orleans convention, announce- ment was made of the fact that New Or- leans had won a new all-time national record for NEA membership. She is the largest city in the nation to have achieved the 100 percent enrolment goal. At the Wednesday morning general session, Presi- dent Threlkeld presented a 100 percent certificate to A. S. Sonntag, assistant super- intendent of schools, who served as chair- man of the enrolment committee. APRIL 1937 The Alumni Teachers’ Associa- tion of Boston University recently held an interesting panel discussion meet- ing using as its topic, “How shall we attain professional unity among teachers: thru the methods of present teachers associa- tions, thru the methods of other profes- sional associations, or thru the methods of labor organizations?” John J. Mahoney of the school of education served as chair- man. Other panel members represented the American Medical Association, the Massa- chusetts Bar Association, the Massachusetts Teachers Federation, the National Educa- tion Association, and the American Fed- eration of Teachers. [Cont. on page A-64] | 129 | The Honor Roll of the NEA Idaho teachers favor participation in pro- fessional organization. Glenn W. Todd, chairman of the National Relations Com- mittee of the Idaho Edncation Association, reports that at the last meeting of that asso- ciation the assembly went on record in favor of 100 percent membership in NEA, membership in the Department of Super- intendence or Department of Elementary School Principals for every superintendent and principal, and representation from every school in NEA Life Memberships and in the National Society for Curricu- lum Study. New Life Enlistments Ts TOTAL number of Life Members enroled in the National Education Association prior to March 1 was 5743. The following Life Members have been reported since the list was published in the March JourNnac: ALaBAMA—Edna J. Cofield, Mabel A. Coons, Theo- dore L. Kerby Carirornita—Lars Barstad, Carl B. Manner, Royal W. Park Connecticut—Rheta Clark FLoripa—James M. Fleming Grorcia—Mary R. Gray, C. Hudson Lansdell Ipano—Carl E. Aschenbrenner, W. G. Gnaedinger Itt1nots—John A. Wieiand Inpr1ANA—Bernard Hurst, Kenneth A. Lant MississtpP1—Simeon L. Stringer New Jersey—Ella Jane Weakley Oun1to—Hazel M. Little, Irene Taylor OxtaHomMa—H. Michael Lewis, James C. Loveless. Edward H. McCune PENNSYLVANIA—Samuel E. McDonald Texas—H. F. Williamson Vircinta—Nancy E. Lukens, John E. Martin Completed Enrolments T= FOLLOWING sCHOOLS have completed their 100 percent enrolment in the National Educa- tion Association since the list was published in the March JourNAL: SEVENTEEN YEARS Wisconstin—Fond du Lac, Fond du Lac Public Schools, Bragg, Cleveland, Franklin, Grant, Jef- ferson, Lincoln, McKinley, Roosevelt Jr. High. Sr. High, Vocational, Washington, Wilson. SIXTEEN YEARS Cattrornra—Santa Barbara, Garfield Oxu10—Lorain, Brownell, Harrison, Lowell FIFTEEN YEARS CaLtFrorn1a—Santa Ana, Roosevelt Connecticut—Stamford, Weaver Missouri—Kansas City, Scarritt__ ore Oxnto—Lorain, Hawthorne Jr. High, Whittier Jr. High Wisconstn—Kenosha, Durkee Annex FOURTEEN YEARS Outo—Lorain, Irving, Irving Jr. High, Longfellow, Longfellow Jr. High Texas—Beaumont, Averill THIRTEEN YEARS AvasaMa—Birmingham, Powell Minnesota—Minneapolis, Simmons Nevapa—Washoe Co., McKinley Park Outo—Lorain, Lorain Public Schools, Fairhome, Garden Ave., Garfield, Lincoln, Sr. High, Oak- wood, Special Teachers and Supervisors TENNESSEE—Shelby Co., Shelby County Public Schools, Arlington, Bartlett, Bolton, Brunswick, Capleville, Coleman, Collierville, Cordova, Ellen- dale, Forest Hill, Frayser, Gragg, Geo. R. James, [ 130 | MISS KATHERINE MAJOR whom representative civic groups of Kearney, Nebraska, have designated their “most distinguished citizen.” In paying tribute to Miss Major, “who has been directing the foot- steps of Kearney youth in the paths of knowledge for the past 4o years,” the Omaha World Herald remarks: “We are conscious of the value of the schools, but seldom realize how much that value proceeds from the character and influence of the teacher. Schoolboards, superintend- ents, supervisors are useful in the organization of an educational pro- gram, but it is the teacher who makes the school.” KS E, E. Jeter, Levi, Lucy, M. C. Williams, Milling- ton, Oakville, Rosemark, Whitehaven, White Sta- tion Texas—Waco, Brook Ave. TWELVE YEARS Itt1no1is—Cicero, Sherlock; Watseka, Watseka Com- munity High MinNEsota—Minneapolis, Whitney New Jersey—Atlantic City, Boys’ Vocational Oxnto—Columbus, Main Street PENNSYLVANIA—Chester, Howell ELEVEN YEARS Cattrornia-—Atascadero, Atascadero Union High: Modesto, Washington Itt1no1ts—East St. Louis, Signal Hill MASSACHUSETTS—Plymouth, Knapp Micu1can—Dearborn, Garrison, Southwestern New Jersey—Dunellen, Lincoln, Whittier PENNSYLVANIA—Braddock, Braddock Public Schools. High, Carnegie, Copeland, Henning, Hamilton; Delaware Co., (Yeadon Boro) William B. Evans Wisconstn—Madison, Emerson TEN YEARS CairorNiA—Modesto, Franklin ~~ etpaionins Dearborn High, Whitmop Bolles Missourt—Kansas City, Foster Opportunity New JersEy—Alloway, Alloway Twp. Utan—Davis Dist., Farmington, Layton, South h High, Syracuse 7 Vircinia—Newport News, Newport News High NINE YEARS Ca.irornia—Santa Ana, Edison IrLinois—Cicero, Roosevelt. Kansas—Topeka, Quincy Micuican—Dearborn, Dearborn Public Schog, (Dist. No. 7), Lindbergh, Oxford PENNSYLVANIA—Wlliamsport, Daniel Webster Vircinta—Newport News, Bankhead Magruée Woodrow Wilson, George Washinngton EIGHT YEARS Georcra—Atlanta, Atlanta Opportunity New Jersey—Atlantic City, Indiana Ave., Voq tional Outo—Cleveland, Buhrer PENNSYLVANIA—Wiilliamsport, Benjamin Franklin Vircinta—Newport News, Thomas Jefferson, Wale Reed SEVEN YEARS ArtasKa—Nome, Nome Ca.Lirornta—Encinitas, Encinitas; Lakeside, Lae side Union; National City, National City Publ Schools, Central, Highland, Lincoln Acres, Six. teenth St., Sixth Ave.; Santa Ana, Delhi, Frank. lin; Siskiyou Co., Butte Valley High ILL1nois—Cicero, Goodwin, Grant, Jones; Stockton, Stockton Public Schools InpIANA—Indianapolis, Charity Dye Nevapa—Pershing Co., Pershing Co. High Vircinta—Newport News, John W. Daniel, Stow wall Jackson Wisconstn—Kenosha, Orthopedic-Open Air; Woe sau, Marathon Co. Normal SIX YEARS Ca.trornta—Guasti, Piedmont ILL1no1s—Cicero, Lincoln; Du Page Co., Lisle (Dist No. 70) Micuican—Dearborn, Edison MinneEsota—Minneapolis, Calhoun, Dowling Missourt—Kansas City, J. S. Chick, Jane Haye Gates Institute, Jackson Opportunity, E. C. Me servey, Thacher New Yorx—Endicott, George F. Johnson Vircinta—Newport News, Special Teachers & Sup ervisors Wisconsin—Milwaukee, N. 38th St. FIVE YEARS Catirornta—San Gabriel, Potrero Heights; Sanis Ana, Hoover, Wilson ILL1No1is—Cicero, Woodbine Matne—Winthrop, Winthrop Grammar MassacHusEetts—Acushnet, Marie S. Howard; New ton Upper Falls, Ralph Waldo Emerson Micuican—Flint, Doyle Missourt—Kansas City, Manchester i New YorK—Endicott, Broad St., Henry B. Endicott, George Washington Oxu10o—Cincinnati, Douglass, Douglass Gilbert Avei Youngstown, Sheridan PENNSYLVANIA— Montgomery Co., Upper Salforl Twp.; Newport, Fourth St. : Wisconstn—Milwaukee, E. Hartford Ave., Benj min Franklin, Greenfield, Juneau High, Lapham Park, Wm. McKinley, Morgandale, N. C “ass St. Rotary, N. Girls Jr. Tech. High, N. 68th St, N. 35th St., N. 20th St., Riverside High, S. Mount St., State St., Wright St.; Wauwatosa, Hawthomt Jr. High FOUR YEARS Catirornta—Los Angeles, San Pascual Ave., Santé Aurora Community; Ana, Logan CoLorapo—A urora, Goldes, Golden Public Schools, Central, High District oF Cotumsi1a—Washington, Seaton a Fe i Auburn Twp. High; zincoin Inptana—Indianapolis, Stephen Foster, Public No 56 Massacuvusetts—Gloucester, Felton Missourt—Kansas City, Dunbar, H. C. Kumofi Kirkwood, Wm. W. Keysor New JersEy—Madison, Central Ave. New Yorx—Pine Plains, Central; Wellsville, Mat tin St. Outo—Greenford, High; Youngstown, Haselton [Continued on page A-7o] Peoris, Maplewood; Saugis THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION