tmor ith J; Lake Public s, Six Frank sochios Stone ; Wo e (Dist Hayes C. Mer: & Sup ; Sante d; New i St, Mound wthorne ., Sante Golden n : Peoris, blic No Saugus, Kump; le, Mat lton ATION “Tournal ofthe NATIONAL ..,. &DUCATION “ais = ASSOCIATION OF THE UNITED STATES ges Photo courtesy Detroit News May 1937 The Harrison-Black-Fletcher Bill » The Detroit’ Program » How Unemployment and Relief Affect Education » Opportunities in Library Service » Summer Activities for Children To Michigan, vacationland, for NEA convention. . . . See page 154. . qe UR A New Four-Book THE AUTHORS | HOWARD E. WILSON Harvard University N this new series the social studies program weaves together the vari- FLORENCE H. WILSON Kk ous threads which constitute the life Formerly of of the world. In spite, however, of U. S. Grant Junior High School their wide range of content, the books Youngstown, Ohio LIV | | N dy are built on the principles of direct P teaching. = List Each book contains six well-con- BESSIE P. ERB : : Education Director Wavs of Living in Many Lands $1.16 structed units presented as a series of . ; 4 . J short, dramatic stories, leading to a Old South Church Bi thong i of Living $1.28 final brief generalizing story. The Mal ae ; study activities connected with each Living in the Age of Machines $1.44 unit give pupils training in those skills Willies: Avmiheas Aveill Richer Ways of Living $1.48 which they must master in order to be Elgie Clucas, Verna Wadleigh FOR GRADES THREE TO SIX INCLUSIVE constructive members of society. Florence W. Graves Boston, Mass. In Collaboration with THE books may be used either as a co-basal course to vitalize and correlate with the separate subjects, history, civics, and geography, or as a basal course in the social studies. AMERICAN BOOK COMPANY New York Cineinnati Chicago Boston Atlanta Dallas San Francisco For a Complete Basic Language Course Select the NEW WEBSTER LANGUAGE SERIES This series of texts is designed as a complete course in oral and written English for the first six ele- mentary grades. It provides both text material and work type material — a logical combination of the helpful features of a workbook with the vital contents of a text book. An Essential Part of Every Junior High School Program Our Business Life b y LLOYD L. JONES Important Features 4 Oral exercises closely related to the child’s daily life. Pupil’s interest is assured by the varied character of the exercises. 3 The series is beautifully and under- standably illustrated. The Webster Language Series Webster Language, Book I A balanced program that supplies the knowledge needed for the consumer; the knowledge and training needed for the producer or business worker. First published in April, 1936, OUR BUSINESS LIFE has already been adopted by hundreds of schools in all ‘i Sag : F oo. eee In Preparation parts of the country. OUR BUSINESS LIFE is leah Webster Language, Book II wun ay Grade anaes . 96 Pages 8x1l........ 25c . ° . ci 2 . e ebster Language, II ing the way in cry stallizing thought in the field of so for Third Grade............160 Pages 8xll........40c . . ss Webster Language, Book IV cial-business education. for Fourth Grade...... ..160 Pages 8x11....... .40c Webster Language, Book V wan ee nice 6 ink aldo a Bie © In Preparation Write our nearest office for an examination copy. a Sat OE is Peemnetion All prices subject to usual school discount. Write for additional information and descriptive literature WEBSTER PUBLISHING CO. 1808 Washington Ave. St. Louis, Mo. | The GREGG PUBLISHING COMPANY New York Chicago San Francisco Boston Toronto London Sydney WAYS Social Studies Course | ¢..4m ete i | C Rob gon take the ol gh a Between Editor and Reader OMPANIONABLE BOOKS FOR SUMMER RE-READING * —I have met teachers who have never read Robinson Crusoe. 1 do not mean they have not gone thru it after a fashion, but they have never taken it into the silences of the wilderness or into the summer camp to read amid the timeless abandon that forgets there ever were clocks. Our common heritage has a number of books that are delightful to re-read in that way. Here are ten: Treasure Island by Robert Louis Stevenson Robinson Crusoe by Daniel Defoe Gulliver’s Travels by Jonathan Swift Huckleberry Finn by Mark Twain Smoky, the Cowhorse by Will James Alice in Wonderland by Lewis Carroll Lorna Doone by Richard D. Blackmore Autobiography of Benjamin Franklin Great Stone Face by Nathaniel Hawthorne Oregon Trail by Francis Parkman These will take you away from selfconscious ped- agogy, far from the cares and controversies of our confused and embattled age, to the happy land of imagination and adventure. If you can read these aloud with some young friend, all the better. Next to good friends the best acquisition is a good book. To teachers who wish to orient themselves on current issues we recommend the attractive 25- cent volumes published by the National Home Library Foundation, Washington, D. C., espe- cially these titles: The Long Road by Arthur E. Morgan Democracy in Denmark by Goldmark and Brandeis Plain Talk by J. W. Studebaker Age Without Fear by David Cushman Coyle Money and Its Power by Winslow and Broug- ham Brandeis and the Modern State by A. T. Mason Uncommon Sense by David Cushman Coyle Jefferson, Corporations and the Constitution by C. A. Beard Wealth Against Commonwealth by H. D. Lloyd War Madness by Stephen and Joan Raushen- bush The Journal goes to all members of the National Education Association The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 member- ship, to receive the Research Bulletins and the Annual Volume of Addresses and Proceedings. The payment of $100 gives the priv- lleges of the $5 active membership for life. Subscription to non- Members is $2 per year; single copies, 25 cents. Advertising rates application. Please report at once any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Association of America. Published monthly, except June, July, and August, by the National Education Association of the United States, 1201 Sixteenth Street, N. W., Washington, » €. Entered as second-class matter October 23, 1920, at the Dostoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in tection 1103, act of October 3, 1917, authorized January 26, 1921. VOLUME 26, NUMBER 5; MAY 1937 “Journal ofthe NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES JOY ELMER MORGAN, Editor H. A. ALLAN, Business Manager VOLUME 26 ~NUMBER 5 CONTENTS FOR MAY 1937 Both Feet on the Ground . ....... . . + EDITORIAL 131 . Advocates of Federal Aid . ...... I oe The Harrison-Black-Fletcher Bill WILLARD E. GIVENS 133 Habits of Civic Efficiency . . . WALTER E. MYER 134 We Almost Listen ous HILDA HUGHES 125 We Chose Our Own Book CLAUDE EGGERTSEN 136 Opportunities in Library Service ROBERT M. HUTCHINS 138 Learning to be a Leader JOY ELMER MORGAN 139 How Unemployment and Relief Affect Education pana LESTER A. KIRKENDALL 41 American Education Week, 1937 143 Horace Mann’s Central Mission . . « PAYSON SMITH 147 Summer Activities for Children . . ELEANOR CRAVEN 149 The Educational Policies Commission . : : . 151 1937 NEA Committee Reports (ae ae woe 152 An Evening with the Magazines - 0 6 6 oe ave: 853 The Teachers Turn to Michigan BELMONT FARLEY 154 The Detroit Program ae ee ee 156 Recommendations of Committee on Reorganization. . . oe ae Proposed Changes in NEA Bylaws 158 World Travel Service "tae 159 Theaemee weer i Meteoepectt 2k wt ttt ee Notes and Announcements a7 eae ; 161 The Honor Roll of the NEA. . ee ee a ae ae 162 Published by the NATIONAL EDUCATION ASSOCIATION of the UNITED STATES 1201 Sixteenth Street, ORVILLE C. PRATT, President N. W., Washington, D. C. WILLARD E, GIVENS, Executive Secretary J. W. CRABTREE, Secretary-emeritus Directors of Divisions Accounts & Records... Business...... Classroom Service ; Field Service. . ..Mary J. Winfree ..H. A. Allan ... Agnes Winn ..Charl Ormond Williams PURE 5. oe cease Joy Elmer Morgan Research....... ...-William G. Carr Associate Director... . Frank W. Hubbard Rural Service..........Howard A. Dawson Secretary’s Office......... Harriett M. Chase Secretaries of Departments Located at NEA Headquarters Membership...... ..T. D. Martin Deans of Women Kathryn G. Heath Elem. School Principals... .Eva G. Pinkston S. D. Shankland ..Mary F. Hazell [ A-77 | School Administrators. . . Supvrs. & Dirs. of Instr... ? 3-Shelf Gaylord Book Truck No. 23 equipped with our Pneumatic-Tired Casters. as a Kitten’s Paw \ GayLorD Pneuma- / j / tic-tired Casters make book trucks absolutely quiet . . . absorb shocks . . . keep books from jar- ring off truck shelves. Replace your hard- tired, worn and noisy casters with a new set of silent Gaylord Pneuma- tics. Easily attached to any wooden book truck. Full instructions with each set. Gaylord Book Trucks are now furnished with pneumatic-tired casters when specified. Write for descriptive folder and prices. GAYLORD BROS.. Ine. Established 1896 Stockton, Syracuse, Calif. Makers of Better Library Furniture and ‘YW Supplies Illustrate It With } PICTUROLS Important facts of biology, chemistry, geography and other subjects which are difficult to explain ~ orally, are easy to understand when illustrated with Picturols. bi Each Picturol is a strip of 35 mm. film, bearing | a series of still pictures, — When projected onto a_~ screen by the inexpensive S.V.E. PROJECTOR, the © pictures can be seen by the entire class. The” S.V.E. catalog, contain- ~ ing the world’s largest listing of Filmslides, and — ; a money-saving Special — S.V.E. Picturol Projector Offer Folder, sent on re- > Model F quest. Write today! THE AUDIO-VISUAL HANDBOOK by ELLSWORTH C. DENT Revised to date and fully illustrated. Cloth $1.75, Paper $1.25, Postpaid. Order now! Society For VisuAL EDUCATION, INC. = WH gestae Producers and Distributors of Visual Aids yy 327 SOUTH LASALLE STREET, CHICAGO, ILLINOIS. HELPS KEEP TEETH CLEAN AND STRONG FOUR FACTORS that help teeth are: I. Right Food — and this includes milk. 2. Chewing Exercise —and this includes chewing a stick of gum for five to ten minutes twice a day. 3. Keeping Teeth Clean — try chewing gum as well as using the tooth brush. 4. Keeping Teeth in Repair — by frequent visits to the dentist. 4 There is a reason, a time and place for ’ Chewing Gum. UNIVERSITY RESEARCH FORMS BASIS OF OUR ADVERTISING... NATIONAL ASSOCIATION OF CHEWING GUM MANUFACTURERS ROSEBANK, STATEN ISLAND, NEW YORK R-54 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATIONF a Peewee eer a a | ? o Pean a poet tx bin. wh the? stay ing thie \ i ¢ especially as it had This reprimand, being £ the secretary, who why did thee not o-d gas willln sy ie fight The ship when My being m-ny y yehich was constant teg portimities | vf agi on is: 0) Faeroe e Ere their privciple ggfine:c war wh, never . F ery ‘tick made to 4 ad fer. of the crown, a PPHeation v what 4S. T thé haste S to he j, . RB military ses. They were uny lists ta He toig Me ‘ht i need Hert ernrentyon the one hand, by a direes me 3 sky a 4 Me the ¢ lows: ‘ } wholly ‘ a . : friends, i bedy of the Quakers: si ca : : compl Gattary to their principtes m3 of evasinns to.avoid complying ane 2), : ~the wanpliance when i became una decla rine: 3 Ported jig Put into », , Ta Scotch Cellulose Tape SEALS INSTANTLY WITH SLIGHT PRESSURE FULLY TRANSPARENT © For attaching class papers to blackboards—easy Scotch Cellulose Tape is the ideal mending and sealing tape for classroom, office, and home. t to apply and remove, leaves no residue. } . i n " Seals instantly with slight pressure—no water required. Fully transparent and will not dry out, crack or curl. Becomes a permanent part of the article repaired. Send coupon below for introductory order of Scotch Cellulose Tape. Made by ; MINNESOTA MINING & MFG. COMPANY SAINT PAUL MINNESOTA Patented under one or more of the following U. S. Patents: No. 1357020, No. 1778588, No. 1814132, No. 1856986, No. 1895978, No. 1954805, No. 1959413, Re. No. 18742, Re. No. 19128. Gentlemen: Please ship the order I have checked: [) 2 rolls 3%” x 1,296” Transparent Scotch Cellulose Tape [] 2 Pocket Dispensers 34” (Refillable). ...... D 6 rolls 34” x 300” Transparent Scotch Cellulose Tape in Utility Dispensers (Non-refillable) ee C0 6 rolls 4%” x 180” Transparent Scotch Cellulose Tape in Utility Dispensers (Non-refillable) eas C 6 rolls 34” x 100” Transparent Scotch Mending Tape _Address For sealing protective wrappers on school books. Signed__ For mending torn sheet music. Wholesaler’s Name City and State VOLUME 26, NUMBER 53 MAY 1937 New Brunswick, N. ]., students mak- ing graphs of rainfall in this city, part of the “Know Your City” activity program car- ried out by the 8-A class, Roosevelt Jr. Highschool, under the direction of the teacher, Harriet S. Wardell. Courtesy, New Brunswick Sunday Times [Cont. from page 161] Music from the ground up in a district school—In the Kansas Teacher for Feb. 1937 Donald Burr, a Kansas rural teacher, tells how he has brought music into the school life of his pupils, none of whom had had private or school music lessons. Mr. Burr first organized a “jug band”. The equipment consisted of gallon-sized glass jugs filled with water to different levels to produce the desired tones; these were struck by hardwood beaters which had been wrapped with adhesive tape to make the tone clearer. Mr. Burr put the notes by letter on the blackboard. After the children learned how to count out the rhythm, the melodies of one-part songs were played. The group gave its first public performance at Christmas in 1935, after which requests for additional performances in the community were numerous. The next year Mr. Burr taught the children to read music. Meanwhile, a music instruc- tor in the neighboring village offered to teach a class in orchestra and band instru- ment, and is making it possible for each child to get an instrument. All pupils, ex- cept two, from the fourth to the eighth grade, are now taking music lessons. The group meets every Saturday for two hours, and is making rapid progress. Horace Mann postage stamp—aAt the New Orleans meeting of the American Association of School Administrators, the following resolution was passed: “In view of Horace Mann’s distinguished service to [ A-82 ] public education in this country, we re- quest Congress to authorize a postage stamp in commemoration of this, his one hundredth anniversary.” The Honorable Dudley A. White has introduced a bill (H. J. Res. 133) to provide for the issuance of such a stamp. Let children in English or civics classes write letters telling of the work of Horace Mann and urging that this stamp be issued immediately. Send the letters to the Postmaster General, to Sen- ators and Representatives from your state, and to the Honorable James M. Mead, chairman of the House Committee on Post Office and Post Roads. Increments for Maryland teach- ers—According to Albert S. Cook, state superintendent of schools, Maryland, “the state budget for 1938 and 1939, as passed by the General Assembly of Maryland, in- cludes appropriations in the equalization fund to restore the teachers’ salary incre- ments suspended since 1932-33, thereby placing teachers where they belong on the minimum salary schedule according to years of experience.” Superintendent J. L. Mann of Greenville, S. C., sends in this one: If your nose is close to the grindstone rough, And you hold it down there long enough, Ere long you will say there is no such thing As brooks that babble and birds that sing. These three will all your world compose, Just you, the stone, and your darned old nose. The Department of Business Ed- Administrators and teachers of French Independent School District, Beaumont, Tex., who attended the New Orleans con- vention. Altho Beau- mont is 300 miles from New Orleans, 18 of a faculty of 31 attended. ucation of the NEA now has a member. ship of about 4000. The Association for Childhood Education held its Forty-Fourth Annu Study Conference, March 30-April 3, a San Antonio, Texas. One of the highlights of the conference was the presentation by | San Antonio school children of a song and game festival, celebrating the establishment in Blankenburg, Germany, of the firs kindergarten one hundred years ago. More drunken driving—Th- marked increase in drunken driving that became emphatically apparent during the last half of 1936 reached a new peak in January, when arrests were, with a single exception, the largest for that month in any year since records began to be kept, says the Providence (R.1.) Evening Bulletin, The development of a program of socialized English activities for grades three to eight, which will combine thoro training in language skills with im- proved social attitudes and behavior, is the object of the current study conducted by The Psychological Institute of Washington, D. C. This study is part of a nationwide program of language research planned by L. J. O’Rourke, associate of the Division of Psychology, Institute of Educational Re- search, Teachers College, Columbia Uni- versity. It is sponsored by The Carnegie Foundation for the Advancement of Teach- ing. The Department of Adult Educa- tion of the NEA reports that membership has more than doubled within a year and is now over 2000. The department issues -a quarterly publication called the Adult Education Bulletin. The Horace Mann Centennial marks the beginning of a celebration that will continue during the next twelve years, paralleling the years of Horace Mann’s secretaryship—1837-1848, including the centennial of the normal school in 1939. This celebration is calling attention to “The Remarkable Decade, the 1830's,” a time of important beginnings. Subjects for master’s or doctor’s theses could be found in this fertile field. To Detroit.—The distance from Albv- querque to Detroit is 1717 miles; from At- lanta to Detroit, 764; from Atlantic City, 645; Baltimore, 528; Boston, 721; Chatta- nooga, 636; Columbia, S. C., 825; Dallas, 1222; Denver, 1360; Los Angeles, 2525; New Orleans, 1190; New York City, 688; Oklahoma City, 1095; Omaha, 770; Port- land, Ore., 2634; St. Louis, 527; Salt Lake City, 1793; Seattle, 2526; Washington, D. C., 533. The Dream Peddler is the new graduation pageant to be released by the Hannah Penn Jr. Highschool of York, Pa., in commemoration of the Horace Mann THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Cen pro ties. ean’ mber. hood ‘NNual 35 at lights on by ig and hment > first -The p that ig the ak in single in any -y Says tin, gram 'S for mbine ‘h im- is the ed by igton, nwide ed by Vision al Re- Uni- negie Teach- luca- >rship r and issues Adult anial 1 that years, lann’s the 1939. nm to ’s,” a ts for ‘ound Albu- n At- City, hatta- allas, 2525; 688; Port- Lake gton, new y the ae ann TION | VOLUME 26, NUMBER 5; MAY 1937 _lound necessary. Centennial. The pageant lends itself to uction by schools with limited facili- ‘ies. For information concerning the pag- ant, address E. A. Glatfelter, principal, Hannah Penn Jr. Highschool, York, Pa. “Before you invest, investigate!” —When the book agent offers you the ‘Nation’s Finest Encyclopedia,” or the “Complete Guide to Character Training,” investigation will enable you to discrimi- nate between the worthwhile sets of books and the unreliable or outdated ones. Criti- al information is as near as your public or shool library. There in the Subscription Books Bulletin, prepared by a committee of the American Library Association, one fnds unbiased appraisals of encyclopedias, | and other | dictionaries, atlases, Bibles, books and sets sold by agents or by mail. Federal aid for education of physically handicapped children— §, 1634 is a bill introduced into the U.S. ' Senate Feb. 19, 1937, for the purpose of enabling each state to establish, extend, and improve services for educating physically handicapped children. The bill calls for an 90 would be given to each state each year and not required to be matched by the state. Nine million dollars would be prorated to | the states in accordance with stipulations | | appropriation of $11,580,000 of which $40,- | of the bill but would have to be matched | by state funds. The funds appropriated would be administered by the state depart- ment of education in each state. This bill is sponsored by the International Society for | Crippled Children, which states that there are nearly two million children who fall | under the definition of physically handi- capped as defined in the bill. A unique plan for the payment of professional dues has been adopted by the teachers of Palmyra, N. J., according | to P. R. Jones, supervising principal. The teachers calculated the total amount of dues | necessary for membership in local, state, | and national organizations to which staff | members should belong and then prorated this on the basis of salary received. An assessment of 25¢ per $100 of salary was paid by any individual was $10 and the lowest was $3. The median was $4 per teacher. The Department of Secondary Education of the NEA has available a limited supply of copies of its Bulletins for _ Sept. and Nov. on “Trends in Instruction.” Available at 25¢ per copy from the NEA. Horace Mann: His Ideas and Ideals is an admirable present for mem- bers of highschool and college graduating § ge § bod classes. Order from the National Home Li- brary Foundation, Washington, D. C., at ) § 25¢ a copy plus 5¢ for postage; 4 copies, $1 postpaid; special prices [Cont. on page A-84] The highest amount | Nowhere else in the world can you find a foreign land that’s so much a neighbor as Canada. A friendly welcome awaits you in the historic Land of Evangeline—- old world Quebec—the sparkling lake- lands of Ontario—and at Jasper National Park in the glorious Canadian Rockies. Whether you participate in outdoor ac- tivities, golf, riding, tennis, canoeing, swimming, fishing, or merely watch others play, you'll enjoy every minute as For neu vacation spots Boston... Buffalo... Chicago... Gincinnati... ee Duluth.... Kansas City Los Angeles Minneapolis . ly Vacation P what a Friend d can be! : ” an a “Fores” L 1239 Washington Boulevard 428 W. Superior Street 414 Fairfax Bldg. 607 S. Grand Avenue 634 Marquette Avenue Washington, D. C........... CANADIAN NATIONAL lace guest of hospitable Canadian National Railways. Rates with meals at Canadian National’s luxurious and delightful Jas- per Park Lodge are from $7.00 per day. Climax your visit to Jasper with a trip through the Canadian Rockies and on to Alaska—1000 glorious miles aboard a palatial Canadian National steamship. Low rail fares. Air-conditioned equipment from Montreal, Toronto, St. Paul to Jasper and Vancouver. Jasper National Park and Alaska booklets and folders covering other in Canada, call or write any Canadian National Office. 186 Tremont Street New York. .....4.00++0+++++.--673 Fifth Avenue 420 Main Street Montreal. ..... 360 McGill Street 4 S. Michigan Avenue Philadelpbia..... 1500 Chestnut Street 206 Dixie Terminal Bidg. Pittsburgh... .. 355 Fifth Avenue Portland, Me. Grand Trunk Ry. Station San Francisco. . 648 Market Street Seattle. .... 1329 Fourth Avenue St. Lowis.. 314 No. Broadway St. Paul First National Bank Bidg. 922 15th St., N. W TO EVERYWHERE IN CANADA [ A-83 | aliforn 12 @ A thousand miles of broad Pacific beaches; snowpeaks dreaming above valleys; bustling cities and timeless Spanish missions—such are the contrasts in California’s endlessly varied call to the vacation-bound. Then, too, living costs in California are well below the country-wide average. And there is new speed, comfort and economy in the trip itself, via Santa Fe’s five daily air- conditioned California trains. This summer’s western rail fares hold to their all-time low, in spite of generally rising costs. THE SCOUT —Dollars go far on this new solid coach and tourist Pullman economy train, with club car, and Harvey diner serving meals for but 90c per day. Sleepers are finely remodeled standard Pullmans. Coaches are beautiful, quiet, with deeply cushioned reclining seats, ample dressing rooms. Pillows, drinking cups and porter service are free. @ Two of the most delightful of all western stopovers are beside the Santa Fe Way to California—the Indian-detours, by motor through the Spanish-Indian country of New Mexico, and indescribable Grand Canyon, with daily Santa Fe service direct to the rim. ou are interested in the — of a California summer vacation, and wish these beautiful and pful trip-planning booklets—California Picture Book, Indian-detours, Grand Canyon Outings sar address W. J. BLACK, P. T. M., Santa Fe System Lines 1070 Railway Exchange, Chicago, Illinois More fine All-Expense Tours to California this summer | A-84 |] | bound by the mandate from the House | amendment. sunny citrus groves; Nature’s most majestic forests, stark deserts, fruitful | [ Cont. from page A-83] for quantity orders, A “Red Rider” correction—Ip ¢, March JourNnaL, p70, we inadvertently misrepresented the position of Congress. man Ambrose J. Kennedy of Maryland regarding the “Red Rider.” Congressman Kennedy has favored outright repeal from the beginning. We were misled by press reports which intimated that he was plan. ning to amend the proposal so as to permit the teaching of communism but prohibit its advocacy, while the facts are that he merely told press reporters that several amendments which would effect this change had been handed to him for con. | sideration. We are happy to make this correction, for Congressman Kennedy has rendered valiant service in fighting for out. right repeal. As this JourRNAL goes to press, the “Red Rider” repeal legislation still rests with the Conference Committee. Senate members of the Committee remain ada. mant in insisting on outright repeal, and the House members, tho personally favor. ing outright repeal, remain for the present favoring the McCormack compromise Dates to be remembered— May 17-21—Twenty-second National Recreation Congress to be held in Atlantic City. May 18—World Goodwill Day. June 27-July 1—Convention of the National Education Association, Detroit, Mich. See page 154. July—For information concerning the | t Twelfth Seminar in Mexico, write Hubert ae Fa cofier 11 Herring, Committee on Cultural Relations with Latin America, 289 Fourth Avenue, | New York City. The Life of Horace Mann by Mary | Mann, which was announced to sell for $2 after publication, is to be kept on sale at the pre-publication price of $1 and may be secured from the Committee on the Horace Mann Centennial, 1201-16th St. N. W,, NVashington, D. C. This lower price is jus tified by the large demand for the volume and will be particularly an advantage dur- ing American Education Week, November 7-13. Eugene Hilton, principal of Al- lendale School, Oakland, Calif, was recently awarded the Aslantic Monthly award for the best manuscript submitted in a recent contest for a highschool text- book in social studies. An outright cash prize of $2000 goes with the award as well as a $2000 advance on royalties. Hawaiian credit union—The teach- ers of Hawaii have organized the first federal credit union in the territory, Since THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ~~ ~~ Orders, —In the ertently ON gress. aryland "essman al from 'Y press as plan. permit rohibit that he several ct this OF con. ke this dy has for out. O press, ill rests Senate in ada- al, and favor. present House romise ational tlantic of the Yetroit, ig the Tubert lations venue, | Mary | for $2 | sale at | nay be | Jorace | . W, 1s jUS- olume e dur- ember | Al- alif., ynthly nitted text- cash s well reach- first Since _ its organization a year. ago, the member- | ship has increased from 7 to 68, with a large number of teachers to whom the idea has not yet been presented. Courses for training of teachers | and supervisors of sight-saving classes—If you wish information as to which summer schools offer training in | the teaching of sight-saving classes, address | the National Society for the Prevention of | Blindness, 50 West 5oth St., New York City. Information about complete information as to what educa- tional magazines are available? The TAir- teenth Yearbook of the Educational Press Association, which will be off the press the last of May, lists approximately 500 educa- tional periodicals with editors, publication | address, subscription price, under 34 classi- | fications including journals issued by state educational | magazines—In making up your library | list have you ever felt the need for more | education associations, local organizations, and state departments of education. To se- cure the Yearbook, send 50¢ in cash to Lyle W. Ashby, secretary-treasurer, EPA, 1201 16th St., N. W., Washington, D. C. National Congress of Parents and Teachers—“The Place of the Home in the Community” was the theme of the forty-first annual convention of the NCPT in Richmond, Va., May 3-7. Among the distinguished speakers scheduled for the program were Ruth de Young, J. W. | Studebaker, Florence E. Allen, Dr. Thomas | H. Parran, Jr., Homer P. Rainey, and | Eduard C. Lindeman. A Centennial Edition of B. A. Hins- dale’s authoritative study of Horace Mann has been published by Scribner’s, New York, at $2 a copy. This 326-page biog- raphy, Horace Mann and the Common School Revival in the United States, has long been out-of-print. A national war referendum—The Honorable Louis Ludlow, congressman from Indiana, has introduced a joint reso- lution (H. J. Res. 199), proposing an amendment to the Constitution of the U.S. to provide for a referendum on war. The amendment provides that “except in the event of an invasion of the United States or its territorial possessions and at- | tack upon its citizens residing therein, the | authority of Congress to declare war shall | not become effective until confirmed by a | majority of all votes cast thereon in a | nation-wide referendum. Congress, when it deems a national crisis to exist, may by concurrent resolution refer the question of war or peace to the citizens of the states, the question to be voted on being, Shall the United States declare war on ? Congress may otherwise by law provide for the enforcement of [Cont. on page A-86] VOLUME 26, NUMBER 53 MAY 1937 iv J 7 Sty A Ctl oN 177, Till : ee _ _. \ a One hundred and four unforgettable days on a famed informal President Liner... and in Cuba and Panama, California, Hawaii, Japan, China, the Philippines, Malaya, India, Egypt, Italy and France...21 ports along a 26,000 mile Sunshine Route... for less than ten dollars per day First Class —for everything! We know-ftsounds impossible that such a cruise can cost so little more than simply staying home. Yet these are the thrilling facts. Your $1037 First Class fare not only carries you around the world in honest Americancom- fort, but also covers every necessary shore cost in each of your foreign ports of call. Visit a Philippite market place On your President Liner, with its big play decks and outdoor swimming pool, iia friendly lounges, you'll have an airy outside stateroom ... choose endlessly from varied menus for your meals. In Havana and Panama’s exciting cities, in Honolulu, Japan’s Kobe, China’s Shanghai and Hongkong, the doy gh Manila, in Singa- pore and Penang in the Malay States, Ceylon’s Colombo, India’s Bombay, Egypt’s Port Said and Suezand Alexandria, in Naples and Genoa and Marseilles, guides and transportation and fees for sightseeing are all included in your fare. And your ship is eats your hotel in port! Round the World President Liners,the world’s only regular world-cruising ships, sail every Now You can make a thrilling WORLD CRUISE for just $1037 First Class— with guides and sightseeing included other week from New York, Los Angeles and San Francisco...and you may sail from any one. Vary Your Trip If You Like If you would like to cut your time away to on y 85 days, sail from San Francisco, disem- bark at New York—eliminating only the cruise through the Panama Canal. If, on the other hand, you would like to have more time abroad, use the unequalled President Liner services to see the world exactly as you please! Stopover anywhere, visitashore or make sidetrips; continue when you are ready on the next or another of these almost identical ships. Ride through the Venice canais Round the World fares without shore pro- gone are from only $858 First Class, and these are good for two full years. Moreover, favorable exchange in most foreign countries makes stopovers amazingly inexpensive. Get Full Details Now Your own Travel Agent will be glad to tell you all about these President Liner cruises. Or write us for Book A5. Offices at 604 Fifth Ave., New York; 110 So. Dearborn St., Chicago; 514 W. Sixth St., Los Angeles; 311 California St., San Francisco; 760 Stuart Building, Seattle. ..and in other principal cities. DOLLAR Steamship Lines and AMERICAN Mail Line NEW YORK-CALIFORNIA * CALIFORNIA-ORIENT ROUND THE WORLD * SEATTLE-ORIENT [ A-85 | AND MARIPOSA BIG TREES OFTY SIERRA DOMES, glistening snow aks, steep granite walls, the nightly Firefall, booming waterfalls and the huge Mariposa Big Trees all set the stage Ze your Yosemite holiday. To overlook Yosemite would be to miss one of the world’s most amazing scenic wonders. Ask your travel or ticket agent for details — seasonal attractions, accommodations, rates, ways to come and a choice of All-Expense Tours. Yosemite is a four-season playground. It is centrally located in California and may be easily included on any transcontinental ticket. Ror scenic folders, write to Dr. Don Tresidder, President, Yosemite Park and Curry Co., Box 310, Yosemite National Park, Calif. Overnight FROM SAN FRANCISCO OR LOS ANGELES [ A-86 ] [Cont. from page A-35] this section.” If you favor this legislation, write to your cop. gressmen immediately. A survey of 61 state teachers col. leges thruout the United States made by John R. Kirk, president-emeritus of the State Teachers College at Kirksville, Mo., gives some interesting facts. Of all the stu. dents receiving degrees from these teachers colleges in the past two years (1936 and 1935), the proportion unemployed in 1936 was 5% percent: of those receiving certifi- cates lower than the bachelor’s degree, the percent of unemployed was 7. The propor- tion of teachers colleges reporting decrease of unemployment of their graduates in De- cember 1936 was 86 percent: 14 percent reported unemployment as increasing or at a standstill. The Western Springs Primary School—In September 1935 the first, sec- ond, and third grades were abolished in Western Springs, Ill., and became a three- year primary school without annual pro- motions. Leonard B. Wheat, superinten- dent of schools, reports that “in the pri- mary school each child progresses in school learnings at his own rate. The organiza- tion of the primary school shows three iearning levels of pupil groups in each classroom. To meet variables between pu- pils, the groups are made flexible both as to personnel and as to curriculum program. A child may be permitted to work ahead of his group as far as covering the curric- ulum materials is concerned. When he has caught up to the level of the next group above, he is transferred into it. A pupil who lags increasingly behind his group may get far enough in arrears so that the next oncoming group is at his level of learning. He is then transferred (not de- moted ) into this other group where he will be in better adjustment. School costs are no higher than under the traditional sys- tem. Pupil achievement appears to be raised somewhat and the children seem happier and more interested. . . . Parents indorse the flexible progress group system as a change for the better by a majority of fourteen to one. ... The teachers are unani- mous in approving the system as superior to the traditional organization.” Science Proceedings—A few copies of the Proceedings of the Department of Science Instruction of the NEA for 1936 are still for sale at 50¢ per copy. Order from the treasurer of the Department, Esther W. Scott, Oyster School, Washington, D. C. For information about the Con- ference on Elementary Education to be sponsored by the Department of Ele- mentary School Principals of the NEA at the University of Michigan, July 5-16, write to Eva G. Pinkston, 1201 16th St., N. W., Washington, D. C. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ION Each region described here is an outstanding wonderland. All are served by North Western’s famous air-conditioned trains. You can go one way and return another without additional cost. Write for details today. BLACK HILLS of South Dakota Romantic, interesting mountain vacation- land nearest home. Beautiful scenery. Mighty Mount Rushmore. Riding, hiking, fishing. Economical hotel and lodge accom- modations. Round trip rail fare $2330 from Chicago aslowas. . Also Money-Saving All-Expense Tours CALIFOR NIA America’s most glamorous vacation state. Mountains, movieland, old Missions, tropical flowers beaches, Yosemite, exotic Chinatown, ood the new 8-mile San Francisco brid ge. Round trip rail fare aonangs _ $5735 cago as low as. YELLOWSTONE Nature's greatest wonder show. Geysers, colored pools, chen canyons and water falls, wild i animal life. Round trip rail ~ $ 5 from Chicagoaslowas . . 46°: ZION - BRYCE - GRAND CANYON NATIONAL PARKS Spectacular. Scenic. Vast forests. Gorgeous og ey Awe-inspiring heights and depths. Round trip rail fare Chicago to Lund, $ 4825 Utah (the gateway) aslowas . COLORADO Find renewed vigor in the shadow of the “Rockies.” Beautiful lakes and forests, delightful climate. Only overnight from Chicago. rar 1$9750 trip rail fare as low as . "PACIFIC NORTHWEST rex KE forests, silvery falls, garden-like cities, 2 mysterious Crater Lake, sublime Mt. Rainier. Magnificent Columbia River Gorge. Round trip rail fare ¢ $6735 from Chicagoaslowas . . NORTH WOODS OF wisconsin, UPPER MICHIGAN, MINNESOTA Pine forests, sparkling lakes. A favorite sum- mer playground only a few houts from pee pet Resorts to suit all purses. - $Q90 Round trip rail fareaslowas . CANADIAN ROCKI ES Far- famed scenic Banff and Lake Louise. Van- couver, Victoria. See them en route going or returning on your trip to the Pacific Coast at no extra rail fare. ALAS KA Picturesque land of north- ern lights and midnight suns. A delightful cruise from Seattle or Vancouver. Ask about our economical, carefree Escorted All- Expense Tours Apply to nearest C. & N. W. Ry. representative or mail coupon )NorTHWestern RAILWAY 6 Route of the CG) and the SLeéaslinera. 4 R. THOMSON, Passenger Traffic Mer. Chicago & North Western Ry. | 400 W. Madison St., Chicago, Illinois | | | Please send me information about vacations in VOLUME 26, NUMBER 53 Departments—The following Depart- | ments of the National Education Associa- tion will meet in connection with the De- troit convention: Administrative Women, Adult Education, Art Education, Business Education, Classroom 'Teach- ers, Deans of Women, Educational Research, Ele- mentary School Principals, Kindergarten-Primary Education, Lip Reading, Music Education, Rural Education, School Health and Physical Education, Science Instruction, Secondary Education, Second- ary School Principals, Social Studies, Special Edu- cation, Supervisors and Directors of Instruction, Supervisors and Teachers of Home Economics, Visual Instruction, Vocational Education. Allied Organizations—The follow- ing allied organizations will meet at the time of the Detroit convention: American Classical League, Conference on In- dustrial Arts, Conference on School Libraries, National Association of Journalism Directors of Secondary Schools, National Association of School Secretaries, National Association of Secretaries of State Teachers Associations, National Asso- ciation of Student Officers, National Conference on Student Participation in School Government, Na- tional Congress of Parents and Teachers, National Council of Geography Teachers, National Council of Teachers of Mathematics, National Council of Teachers of English, National Geographic Society, National League of Teachers Associations, National Vocational Guidance Association, School Garden Association of America. Department of Classroom Teach- ers: changes in bylaws—The follow- ing changes and amendments to the con- stitution of the Department of Classroom Teachers have been proposed by the Con- stitution Committee and will be acted upon at the business meeting of the De- partment at Detroit: Amend Article II, by adding a section as fol- lows: Section 4. To encourage teachers to exer- cise their rights and privileges as citizens and to accept willingly leadership in civic affairs. Amend Article IV, by substituting for “consent” in the tenth line “approval” by inserting “the cooperation of the chief officers of state classroom teachers associations to be known as the” after the second ‘“‘and” in the tenth line by adding to the last sentence the following: “as director ex officio” Amend Article V, Section 1, by inserting “and one director-at-large” after “country” in the third line by substituting “regional director” for “‘mem- ber of the executive committee” in the twelfth line by substituting “one” in place of “member” in the thirteenth line by substituting “regional director” in place of “members of the executive committee”’ in the thirteenth and fourteenth lines by adding the following sentence: “The other officers shall be elected annually.” Amend Article 5, Section 2, by adding “Persons residing or teaching in the convention city shall be deemed ineligible.” at the end of the third line [ Cont. on page A-88} MAY 1937 . YY, seeing FROM A DECK CHAIR Utterly different ...a cruise to Alaska! Set sail on mirror- calm seas... the longest shel- tered sea-lane in the world... aboard ship, yet close to ashore- line that pierces the skies in breath-taking grandeur. Here is totem-land; land of leap- ing salmon; land of the midnight sun. Here, from your ship’s deck you’ll watch mighty glaciers, spec- tacular fjords, soar- ing mountain peaks. Ashore you'll visit strange ports-o’-call, tiny fishing villages, the Yukon. Treat yourself to that thrill of thrills... a trip to Alaska, this summer -+.-an exhilarating, exciting and econom- ical vacation. Send for our fascinating Alaska Album. It’s yours for the asking. NORTHERN PACIFIC RAILWAY E, E. NELSON 376 Northern Pacific Railway St. Paul, Minnesota Send me information, please, on: (— Alaska (} Yellowstone [ California ( Rainier Park [5 Pacific N. W. ° (0) Rocky Mt. Dude Ranches ° () Escorted Tour [) Independent Trip : eeeecesee Name Address. City. Se een ROUTE OF THE AIR-CONDITIONED NORTH COAST LIMITED [ A-87 | Seeeeseeeeeee 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 Y ellowstone of the Southern Hemisphere. Glow Worm Grotto’s fragile beauty is unsurpassed. On South Island, towering Alps and Norse-like fjords proclaim an unexpected majes- ty. From seacoast to mountain-tops, sport 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 show-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 Angeles, 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. [Cont. from page A-87]| by striking out the last four lines Amend Article V, Section 4, by substituting “budget” for “executive” in the third line by crossing out “the board of directors and the representative assembly.” by substituting “reallocate” for “reapportion” in the eighth line Amend Article VI, Section 2, by substituting “Official Report” for “Yearbook” in the sixth line Amend Article VII, by inserting “a” “business” in the third line before by crossing off ‘“‘s” in “sessions” in the third line by inserting “for the election of officers and the transaction of other business’’ after “‘ses- sion” in the third line by adding the following sentence at end of first paragraph: “The order of business an- nounced in the program shall not be changed in such a manner as to affect the time set for election.” Amend present Article VIII, by changing it to Article IX Add Article VIII as follows: ARTICLE VIII—PUBLICATIONS A publication to be known as the News Bulletin, supervised by the Department and devoted to its interests and those of local organizations, shall be issued regularly. A study embodied in a publica- tion known as “The Yearbook” shall be under- taken whenever the Department requests an inde- pendent investigation of a problem relating to the welfare of the school or the teacher. Following are the members of the Committee: Sara H. Fahey, chairman, Vera Hawkins, Faye Read, Catherine O’Rourke, Quata Woods. Aviation in the Public Schools— This bulletin (Vocational Education No. 185) may be secured from the U. S. Gov- ernment Printing Office, Washington, D. C., for 15¢. It will be of interest to classes which used “Aviation Creates a New World,” in the Nov. 1936 JourNAL. Pennsylvania’s Junior Academy of Science, whose membership is made up of 30 secondary school science clubs thruout the state, serves as a clearinghouse for the exchange of ideas and new find- ings in scientific fields. The Academy, gov- erned by student officers, is affiliated with the Pennsylvania Academy of Science and the American Association for the Advance- ment of Science. The Willis A. Dunn Memorial Oratorical Symposium—In memory | of Willis A. Dunn, for 25 years principal of the John H. Francis Polytechnic High- school of Los Angeles, Calif., the faculty of that school has established an annual Oratorical Symposium. The first contest was held in February, on the general topic “Extending the Frontiers of Peace.” Committees on Academic Free- dom and Tenure—Following is a list of the names and addresses of members of two NEA committees, Academic Freedom and Tenure. Teachers | Cont. on page A-90| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION NPECHL RATES FOR COLUMBIA SUMMER SESSION If you are attending Columbia University summer school this year you can enjoy comfort and convenience—at special rates. For many seasons now Hotel Whitehall has been the pre- ferred choice of summer school students. So close is the hotel to the campus and so outstand- ing are its numerous advan- tages that even now we have many reservations from stu- dents who stayed here previous ‘ summers. Rooms this year are certain to be scarce; we urge you to write for reservations NOW. Every Whitehall room is outside and has a bathroom with tub and shower. The special rates for the entire six weeks session (40 days—July 12 to Aug. 20) are: ONE ROOM $70. for one person 45. each—for two persons (Studio Couches or Twin Beds) TWO ROOM SUITES $55. each for two persons 40. each for three persons 35. each for four persons TWO ROOM WITH KITCHENETTES $70. each for two persons 50. each for three persons (Hotel does not supply kitchen china, table linen, silver, etc.) There are NO “‘extra’’ charges. HOTEL WHITEHALL BROADWAY AT 100th ST. NEW YORK CITY CHESTER T. McLOUGHLIN Manager ION Study at the State University AT BERKELEY June 28 to August 6 AT LOS ANGELE June 26 to August 6 UNIVERSITY OF CALIFORNIA Summer Sessions With more than 230 courses to choose from, in more than 35 academic departments, on either campus, you will enjoy the advantage of instruction by a large faculty of resident and visiting educators, eminent in their special fields. More than 50 courses in Education. Special lectures, recitals, drama, athletics—and opportunities for excur- sions to scenic points of interest. PLAN NOW to share in this Educational Opportunity. For Announcements of Courses Address: Dean of the Summer Session, University of California, BERKELEY, CALIFORNIA Dean of the Summer Session, University of California at Los Angeles, 405 Hilgard Avenue, LOS ANGELES, CALIFORNIA the textbook for Summer Schools— HEALTH EDUCATION A program for public schools and teacher-training institutions 251 pages HE REPORT of the Joint Com- mittee on Health Problems in Education of the National Educa- tion Association and the American Medical Association. 1930. (Sec- ond edition.) $1.25 $1.75 Paperbound” - Clothbound - Discounts on Quantities NATIONAL EDUCATION . ASSOCIATION 1201 16th Street N. W. Washington, D. C. VOLUME 26, NUMBER 5; MAY 1937 SUMMER SESSION Colorado College Dr. THURSTON J. DAVIES, President June 21 to July 30, 1937 LIBERAL ARTS COLLEGE of the West offers graduate and undergraduate courses in Outdoor Sciences, Mathematics, History and the Social Sciences, including Education and Psychology, Language, Litera- ture and the Fine Arts, with emphasis on Drama, Music and the Plastic Arts in conjunction with the Colorado Springs Fine Arts Center. Course Subjects—Art Appreciation, Biography, Biology, Bot- any, Chemistry, Design, Drama, Education, English Literature, The Teaching of English, Economics, Econometrics, French, German, Geology, History, Mathematics, Painting, Physics, Psychology, Religion, Sociology, Social Relations of the Child, Spanish, Music, Dance. Economics Seminars—Summer Art Course Those who attend Colorado College Summer Sessions will have opportunity to attend Seminars of the Cowles Commission for Research in Economics during four weeks from June 28th to July 23d. The Summer Sessions of the Colorado Springs Fine Arts Center will be from June 28th to August 25th. Six Weeks of Cool Comfort in a Famed Scenic Setting Spend your summer vacation where living is enjoyable and learning a pleasure—in the wonderful Pikes Peak region. Rooms and meals in the College Halls and Dormitories for the six weeks, $66. 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 ne Building, Colorado College, Colorado Springs. Colo. A FOUR-STAR Vacation Picture FOUR of our most inspiring National Parks * Carlsbad Caverns * Yosemite * Yellowstone *« Rocky Mountain—all in one grand circle of the scenic West! Out via the incomparable Golden State Route to CALIFORNIA Three fast air-conditioned trains from Chi- cago daily—theall-Pullman Golden State Limited —de luxe Chair-Tourist Car Californian — the Apache, catering to all classes of travel. Through Golden State Route service also from Minneapolis-St. Paul, Des Moines, St. Louis and Memphis. Back through the mountain grandeur of COLORADO Return via San Francisco, Salt Lake City and the air-conditioned Rocky Mountain Limitedfrom Denver or Colorado Springs. Very low fares this summer. Ask about low cost all-expense tours to Colorado, Yellow- stone, California and the Pacific Northwest. coo ee MAIL THIS COUPON xe cece cece cree cree ee ee ee oes = W. J. Leahy, Passenger Traffic Manager, Rock Island Lines | 723 La Salle Street Station, Chicago, Ill. Please quote fares and forward printed matter on [) the Southwest and California [ Colorado 1 All-Expense Tours (Check booklets desired) * * * * Rock TRAVEL VENTURES of Distinction Stimulating experiences in foreign lands, not just tours. South America with Harry Franck, famous author and vagabond traveler; Brewer Eddy Survey Tour of Europe; Mediterranean Tour in the Wake of History; (Augustan Pilgrimage and Cruise) led by Dr. R. V. D. Magoffin, Dr. David Robinson and Dr. Louis E. Lord; Oriental Seminar with Egbert 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 Europe with Royal Bailey Farnum; Alaska Cruise with Dr. John B. May; Grand Tour of Europe with Mrs. Helen Jackson Beale; European Art Schools under the direction of Raymond P. Ensign and Elma Pratt; Paris World’s Fair and Art Congress Tours; also Coronation Tour. Send for thirty-two page booklet A WILLIAM M. BARBER BABSON PARK MASSACHUSETTS Around the World for Your Summer VACATION Express LINERS trans-Atlantic and trans-Pacific make possible a lei- surely vacation to the rest of the world for your summer vacation. Sails June 30th — $975 up, all-inclusive. Also India and the breeze-swept Vale of Kashmir, sailing June 30th from New York. $1060 up, all-inclusive. Secure immediately free descriptive folders JAMES BORING CO., Inc. 655 Fifth Ave., - - New York City 333 No. Michigan Ave., - Chicago, Ill. 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. JAPAN 68-day tour all-expense only SA 40 3 Pian now to be aboard the “Gangplank” special leaving Chicago June 29th, returning September 4th, via Great Northern Railway. Attend the SEVENTH BIENNIAL WORLD CONFERENCE, WORLD FEDERATION OF EDUCA- TION ASSOCIATIONS, at Tokyo, August 2-7. 37-day wonder tour of the flowery king- dom included. For detailed pro- gram and other information write M. M. Hubbert, G. E. P. A. 595 Fifth Ave., New York, N.Y. | A-go | Attend the 1937 Summer Courses of the National University of Mexico. June 28, August 18. No doubt, the most interesting pages ot history on 20th Century Mexico will deal with present day happenings - when heritage clashes with vision To the intelligent scholar, to the student of so- ciology and history a trip to Mexico City and his or her enrollement in the 1937 Summer Courses of the Mexican National University - the oldest seat of learning in the American Continent - offers a lifetime opportunity The courses will be conducted by Ieatiers of thought - Mexicans and foreigners - of international repute And the student of Spanish will 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 railroad service, Pullman fares, etc. F.T.Scanlan, Representative National University of Mexico Summer School Room 2810—201 No. Wells St., Chicago, Ill. MEXILCII UU EUROPE *%';;: $379 50 Days Train, $335: $445 8 Countries, to 14 Countries, Tourist Cl. European Summer Schools, 6 to 10 weeks, $298 to $460. Orient, 58 Days, $395. Co operative saving 30%. Also National Parks, Pacific and Alaska. Book free. THE VACATION CLUB, Box 147, Brookline, Mass. ScUVEVAVEEEVEEUAUAANUEGEGOGEUAUAUOUUONOEOOGOGEOOOAUOUOEOEO EG ODODE EDODO NOONE IUNUUUUAUUEOUUEOOUGOOUEEAO HENLE SSUUDEVALADUNTUEUELUGU EEE al ' 8 sEUROPEs ays ...all expense Tourist class Ocean Passage with a first class Land Tour. ANNETTE vil INNS and out’s, little lages, native eating laces in Switzerland, Black Forest, the Rhine, Holland, France, England. Similar trip, $292 3d cl. Ocean. METROPOLITAN TRAVEL SERVICE, Inc. 260 TREMONT STREET BOSTON, MASS. alone or in congenial groups to © SWEDEN ® SOVIET RUSSIA 52 days including a- 3 A 57 day trip with John L weeks session at the U. of Spivak, well-known journal- Uppsala in Social Science ist... a 49 day trip with Dr. Broadus Mitchell, litical economist or Arts and Crafts Sail- ing July 14th. Price $398. © CZECHOSLOVAKIA 49 days. including a course of physical education, na- tional games and folk dances po- . a 60 day study tour of national minorities in the U.S.S.R with Langston Hughes. Other interesting tours and in southern Bohemia. Sail- individual travel plans to ing July 3rd. Price $359. Europe and Mexico, Write for special folders T2 EDUTRAVEL, Inc. 55 FIFTH AVE., New York City eee «An Institute for Educational Travel | Anderson, Homer W., | Nebr.; Andrews, Mrs. Flora J., 2110 East Lead [Cont. from page A-88} _ should feel free contact any of these people and report cage | where academic and tenure rights hay been violated. COMMITTEE ON ACADEMIC FREEDOM Henry Lester Smith, chairman, dean, School ¢ Education, Indiana University, Bloomington, Ind: Babcock, Mildred D., 99 South Grove St., Valley Stream, Long Island, N. Y.; Kilpatrick, Wm. H, Teachers College, Columbia University, Ney | York; Tarbell, Emily, 235 Glenwood Avenve, Syracuse, N. Y.; West, Ruth, Lewis and Clak Highschool, Spokane, Wash. COMMITTEE ON TENURE DuShane, Donald, chairman, supt. of schools Columbus, Ind.; Dahl, Mrs. Myrtle Hooper, 312 South Eighth St., Minneapolis, Minn.; Irizarry, Oscar B., Central Highschool, Tulsa, Okla.; Jeli. nek, Frances, Room 150, Wisconsin Hotel, Mil- waukee, Wis.; Keenan, Robert C., prin., Drake | Public School, Chicago, Ill.; Kingan, J. Constance, Highschool, Royal Oak, Mich.; O'Connor, Mary Elizabeth, 158 Highland St., Taunton, Mass.; Alli- son, Elizabeth, Public Schools, Bismarck, N. D; supt. of schools, Omaha, Ave., Albuquerque, N. M.; Banting, G. O., supt of schools, Waukesha, Wis.; Baskervill, Elizabeth, Public Schools, Orangeburg, S. C.; Batchelder, Carl J., deputy commissioner of education, Mont- pelier, Vt.; Bechtold, R. H., prin., Longfellow Elementary and Jr. Highschool, Flint, Mich; Bloom, W. H., supt. of schools, Fairbanks, Alaska; Blunk, Ella, Sr. Highschool, Grand Island, Nebr.; Booth, C. L., supt. of schools, Pasco, Wash.; Booth, Jonathan L., 522 East Second St., Tucson, Ariz.; Bowden, A. O., Dept. of Anthropology Univ. of Southern Calif., Angeles, Calif.; Boyum, Louise V., prin., Wailuku Elem. School, Wailuku, | Maui, T. H.; Cameron, E. T., business representa- tive, Mich. Education Association, Lansing, Mich.; Carr, A. T., prin., Nathan Hale Jr. Highschool, Cleveland, Ohio; Cody, Frank, supt. of schools, Detroit, Mich.; Cook, Katherine, 912 West Twenty- third St., Austin, Tex.; Couch, E. B., chairman, Committee on Tenure, Calif. Teachers Assn., Glen- dale, Calif.; Dann, George J., supt. of schools, Oneonta, N. Y.; DeCamp, John A., supt. of schools, Utica, N. Y.; Dick, L. C., supt., Madison Co. Schools, London, Ohio; Dickinson, Florence M. asst. prin., Bonsall School, Camden, N. J.; Drake, Flora E., 2230 Brookside Ave., Indianapolis, Ind.; Eakin, Miss Myrl I., 518 Shady Ave., East Liberty, Pittsburgh, Pa.; Early, John J., supt. of schools Sheridan, Wyo.; Egbert, Freda D., 7529 Alaska Ave., N. W., Washington, D. C.; Eubank, L. A. dean, State Teachers College, Kirksville, Mo. Evans, C. Ray, prin., North Summit Highschool, Coalville, Utah; Everett, Ralph W., Sacramento Jr. College, Sacramento, Calif.; Gayman, H. E, asst. executive Pa. State Education Assn., Harrisburg, Pa.; Gerber, R. A., supt. of schools, Sidney, Mont.; Greer, H. G., supt., Monroe Co. Schools, Monroeville, Ala.; Grieder, Theodore G., supt. of schools, Winslow, Ariz.; Hale, Mrs. Ger- trude, 58 Lewis St., Athol, Mass.; Hart, Harry T., prin., Stevens School, Stamford, Conn.; Hassell, B. L., prin., Clarksville Highschool, Clarksville, Tenn.; Havens, Kathryn C., 129 Allen Pl., Hart- ford, Conn.; Hendricks, Lorene, 110 East Eleventh St., Wahoo, Nebr.; Hier, Ruth, asst. prin., James Ford Rhodes Highschool, Cleveland, Ohio; Hin- man, Harriett L., supervisor of research and im struction, Board of Education, Toledo, Ohio; Hol- ley, Ella J., rural supervisor, New Castle Co. Schools, Wilmington, Del.; [| Cont. on page A-92] Los secy., THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION free to Tt Cases S have DOM Chool of on, Ind; » Valley Vm. H, yy New Avenue, d Clark schools, per, 312 Irizarry, la.; Jeli. ‘el, Mil. ’ Drake stance, T, Mary st Lead j )., supt izabeth, chelder, , Mont: igfellow Mich.; Alaska; , Nebr.; ; Booth, » Ariz; Iniv. of Boyum, Jailuku, resenta- , Mich.; hschool, schools, T wenty- airman, . Glen- schools, schools, on Co. | ace M., Drake, s, Ind; | Liberty, schools Alaska L. Ag , Mo. school, amento H. E Assn., schools, ‘oe Co. ore G., s. Ger- Harry lassell, ksville, _ Hart- eventh James ; Hin- nd in- < Hol- le Co. A-92] TION a ——————————————— OO | | VOLUME 26, 1937 Oregon Summer Sessions | German, Health Education, History, Between the Mountains and the Sea Seven summer sessions invite NEA members to renew their ac- quaintance with Oregon. Drive again the famous Columbia River and Oregon Coast Highways, visit Crater Lake, spend week-ends in green forests and mountains or on the Pacific beaches, see the McKenzie lava beds, the Oregon caves, Mt. Hood, the Wallowa mountains and lakes, Bonneville Dam. Study in a climate cool and refreshing, in cities but a few hours’ drive from lakes, ocean, forests, streams, and mountains. UNIVERSITY OF OREGON, PORTLAND UNIVERSITY OF OREGON, EUGENE OREGON STATE COLLEGE, CORVALLIS MARINE BIOLOGY CAMP, COOS BAY June 21-July 30 Post Sessions at Eugene and Corvallis, August 2-August 27 OREGON NORMAL SCHOOL, MONMOUTH | SOUTHERN OREGON NORMAL SCHOOL, ASHLAND EASTERN OREGON NORMAL SCHOOL, LA GRANDE June 7-July 16; July 19-August 20 Courses in the following fields are available in the various summer sessions of the State System of Higher Education: Anthropology, Archaeology, Architecture, Art, Athletic Coaching, Bacteri- ology, Biology, Botany, Business Administration, Chemistry, Drama, Economics, Education, English, Entomology, Geography, Geology, Home Economics, Industrial Arts, Industrial Education, Journalism, Latin, Law, Librery Methods, Mathematics, Music, Philosophy, Physical Education, Physics, Physiology, Political Science, Psychology, Public Speaking, Re- ligion, Romance Languages, Secretarial Science, Sociology, Zoology. For bulletins and information, address: Alfred Powers, Director of Summer Sessions Oregon State System of Higher Education 814 Oregon Building, Portland, Oregon | Authorized by State Board of Higher Education Z 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 Conference 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 NUMBER 5; MAY 1937 a= CERTAIN OF ADVANCEMENT REGISTER for SUMMER STUDY at the UNIVERSITY of MINNESOTA Prepare yourself for a better position with greater earnings in a healthful environment—the 10,000 Lakes Vacation Land of Min- nesota. \. Register now to assure yourself the opportunity to study amidst ideal surroundings. YOUR CHOICE OF 600 COURSES leading to Baccalaureate or Advanced Degrees, in Adult Education, Biology, Chemistry, Sociology, Speech, Public Health Nursing, Journalism, Physical Education with Coaching School, Play Production, Music and over five hundred others, are taught by a faculty of 250 educators. Home Economics, All departments, laboratories, libraries and research facilities are open the entire session. Moderate Fees Low Living Costs TWO TERMS June 14 to July 24 July 24 to Aug. 28 Write for Complete Details, Dept. 12—Director of Summer Sessions UNIVERSITY OF MINNESOTA MINNEAPOLIS, MINNESOTA Summer School for Business Teachers Who are now teaching the business branches in high schools and colleges Directed by Lola Maclean, Educa- tional Director Detroit Commercial College and Head of its nationally- known Shorthand Reporting School; author “Walton-Maclean Typewriting Procedure and Prac- tice,” and “Walton-Maclean Teach- ers’ Manual.” LOLA MACLEAN Believing that teachers of shorthand and typewriting desire to excel in speed and accuracy in writing shorthand and in typing, this schéol places the emphasis on actual training, featuring Shorthand Penmanship and Typewriting Technique Drills. One hour a day is devoted to methods. Write for the “Teachers’ Syllabus”; it tells an interesting story of new and practical methods—methods originated and de- veloped by Miss Maclean in actual classroom practice. in attendance last summer from eleven states. Teachers Detroit Commercial College 19 Clifford Street, Detroit, Michigan Commercial teacher training for college graduates only; one-year and two-year business courses exclusively for grad- uates of colleges and high schools. 35th year, September 8. Chicago, Ill. 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. BALOPTICONS L ALL IN GOOD DEMAND: Elementary teachers for A B E R T City and Suburban schools; and for grade supervision. Critics and supervisors for Normals. Teachers and sup- L Teachers Agency ervisors of Home Economics, Physical Education, Music, 25 E. Jackson Bivd. Art. Send for folder. Member N. A. T. A. “‘Correspondent”’ Agencies: 535-5th Ave., N. Y. Hyde Bidg., Spokane, Wash. Music TEACHERS PLACEMENT SERVICE For your music vacancies consult the only specializing agency for outstanding qualified candidates. Hermann R. Maier, M. A., Manager 18 East 16th Street New York, N.Y. NATIONAL COLLEGE \ OF EDUCATION classes for Teachers in Kindergarten and Elementary grades Edna Dean Baker, President, Box 716-E, SUMMER SCHOOL inthe ANDES 50 days—All-expense $515.00 Includes steamship transportation on Grace Line from New York and return, board, room, tuition and instruc- tion in Mejia National College of ECUADOR and a liberal program of excursions as a compliment to visit- ing Americans. Write immediately to _ Federal Aid Hearings | The Hearings before the Com- mittee on Education and Labor of the United States Senate on the Harrison-Black-Fletcher Bill (S.419) have been pub- lished in a 307 page book. 25c per copy United States Government Printing Office Washington, D. C. C. E. Altenburg, 317 Richton St., Detroit, Michigan Life Membership Dinner AT Detroit Statter Hore. Monpay, Jung 28 — 5:30 P. M. Spectra Feature The Horace Mann Centennial Hawaan Music RESERVE THIS DATE Its Interpretation for Democracy Fifteenth Yearbook, Department of Superintendence, 328 pages ° Third volume in a series of three on the relationship be- tween education and a changing society. Presents helpful aids on materials and methods of school publicity and educational interpretation. $2.00 each—ORDER NOW Discounts on Quantities Department of Superintendence, N.E.A. 1201 16th St. N. W., WASHINGTON, D. C. THE JOURNAL Combine your summer course with unmatched vaca- tion opportunities. Make new and stimulating con- tacts in a world center of education, Preliminary and Advanced special clinical work in remedial reading. Also cultural sub- jects including History, Literature and Art, Socialized activ- ities. Demonstration school, Dormitory, 6-wk. session June 18-July 30. 2-wk. spec. courses begin June 28 and July 12. Evanston, Ill. u [Cont. from page A-go} Holt, Miss Terrell, 728 Napier Ave., Macon, Ga.; Howard, Homer, P. K. Yonge Laboratory School, Univ. of Florida, Gainesville, Fla.; Humphreys, Pauline A,, head, Dept. of Education, State Teachers College, Way. rensburg, Mo.; Ireland, E. W., supt. of schools, Stratford, Conn.; Jacobs, Clara M., Dept. of Educa. tion Research, Dist. No. 1, City Schools, Pueblo, Colo.; Jenkins, F. F., division supt., Southampton Co, Schools, Franklin, Va.; Johnson, Leslie W, Garfield Highschool, Seattle, Wash.; Keller, Lester E., prin., Sudlow Intermediate School, Davenport, Iowa; Kittrell, Chas. A., supt., Independent School Dist., Waterloo, Iowa; Lively, Mrs. Emery, 2900 Prytania. St., New Orleans, La.; Longmire, Mrs. L. T., Alexandria, La.; Lord, Mary A., North Jr, Highschool, Sioux City, Iowa; Loser, Paul, supt, of schools, Trenton, N. J.; Lozo John P., R. F. D, No. 4, Lancaster, Pa.; McConnell, John Preston, pres., State Teachers College, East Radford, Va.; Moore, Mrs. Clarence, highschool prin., Osceola, Ark.; Moreau, Cecilia M., 334 North Main St, Presque Isle, Me.; Muller, Edgar, prin., Westlake Jr. Highschool, Oakland, Calif.; Nicely, G. W., pres., Teachers Retirement Fund Board, 310 State House, Indianapolis, Ind.; Nissen, S. B., editor, SDEA Journal, Perry Building, Sioux Falls, §. D; Olson, Mrs. Clara M., College of Education, Uniy, of Fla., Gainesville, Fla.; O'Rourke, Catherine, 3057 W. Jackson Blvd., Chicago, IIl.; Owens, A. D., supt. of schools, Newport, Ky.; Plenzke, O. H., executive secy., Wis. Education Assn., Madison, Wis.; Reed, Truman G., prin., Wichita Highschool East, Wichita, Kans.; Roland, H. M., supt. of schools, Burlington, N. C.; Shawkey, M. P., Mor- ris Harvey College, Kanawha Co. Public Library Bldg., Charleston, W. Va.; Sheehan, Mary A., vice- principal, Washington Highschool, Rochester, N.Y. Shepherd, Grace M., Dept. of Education, State Teachers College, Maryville, Mo.; Smith, Stanton E., 201 Ferger Bldg., Chattanooga, Tenn.; Snyder, Mrs. Barbara B., Arcadia Hotel, St. Helens, Ore.; Stiles, Chester D., supt. of schools, Westfield, Mass.; Strickland, Rose, prin., Powell School, Bir- mingham, Ala.; Sullivan, Jack, 224 Lexington, St., _Jackson, Miss.; Tigert, John J., pres., Univ. of Fla. Gainesville, Fla.; Vance, Mrs. Una E., 2223 Routt St., Pueblo, Colo.; Weeks, Zoraida, 506 Main St., Oneida, N. Y.; Wilson, Mrs. A. R., prin., Lake- wood School, Durham, N. C.; Winslow, Howard L., supt. of schools, Somersworth, N. H.; Wolaver, Florence E., 407 Liberty St., Dundee, IIl. AY Publica tions Open Air Classrooms—The Joint Com- mittee on Health Problems in Education of the NEA and the American Medical Association has just issued a thirteen-page pamphlet entitled Open Air Classrooms: Extending Their Benefits to All. The report outlines the advantages of open air classes; discusses the program for all children, ad- vantage of special classes, tuberculosis con- trol and prevention, nutrition; and presents a series of conclusions regarding this move- ment. Price: ro¢ per copy. [Cont. from page 162] Inp1anA—I ndianapolis, Public No. 38 New York—Oneonta, Mitchell PENNSYLVANIA—Montgomery Co., Plymouth Twp. Public Schools, Black Horse, Ivy Rock, Plymouth Consolidated; Reading, Buttonwood and Pear, 11th and Pike, Elm and Moss, Northwest Junior High, Park, Schuylkill and W. Elm, 17th and Cotton, 16th and Hawk, Spring and Moss, 12th and Winson, Washington and Rose OF THE NATIONAL EDUCATION ASSOCIATION ueblo, mpton e W,, Lester ‘Nport, School - 2900 : Mrs, rth Jr, , supt, F. D. reston, |, Va; sceola, in St., estlake ». W., ) State editor, S.D,; Univ, herine, ns, A. O. H., idison, schoo! pt. of , Mor- ibrary 5 Vice N.Y. State tanton nyder, _ Ore.; stfield, 1, Bir- yn, St., f Fla., Routt in St., Lake- oward ylaver, Com- ation -dical -page Oms: eport ASSES} 1, ad- ; con- ‘sents nove- Twp. mouth Pear, jo and , rath TION SuMMER SESSION UNIVERSITY OF VERMONT July 6th to BURLINGTON August 13th Graduate and un- dergraduate courses in Liberal Arts, Education, Business Administration and Engineering. Courses for ele- mentary and high school teachers. an ye Special work in Dramatic Art and Nursing Education. CHAMPLAIN Excellent musical and dramatic entertainments. Delight- ful chmate. Mountain and Lake ex- cursions under University direction. Enrollment limited. Write for Illustrated Catalog BENNETT C. DOUGLASS, Director Burlington Vermont Blowing Rock School of English Blowing Rock, N.C., June 23 to Aug. 4, ’37 Offers a delightful mountain vacation—4,000 feet up in the air, with advanced courses in Art of Writing Poetry Contemporary Poetry Play Writing New American Literature Play Production The Teacher's Workshop A distinguished faculty of novelists, short story writers, poets, and dramatists. School is Affiliated with Duke University For list of Faculty and Visiting Lecturers write: Dr. Epwin O. Grover, Director; Care Rollins College, Winter Park, Fla. Short Story Writing Manuscript Criticism 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 $180. Write for booklet to Secretary, FESIDENTIAL French SUMMER SCHOOL Fee was incorrectly given as $100 in advertisement of preceding month. McGILL UNIVERSITY, MONTREAL, CANADA VOLUME 26, NUMBER 5; | Wisconsin—M tlwaukee, ander Mitchell Thomas Jefferson, Alex- FOUR YEARS Hawatit—Hilo, Haaheo; Honolulu, Pauoa, Waikiki; Kilauea, Volcano, Keakealani; Kukuihaele, Kukui- haele; Waiakoa, Maui, Kealahou TENNESSEE—Kno-ville, Griffin Utan—Box Elder Co., Clear Creek, Lucin, River- side, Stanrod Wisconsin—Milwaukee, Carleton THREE YEARS Connecticut—New Haven, Ezekiel Cheever Hawali—Ewa, Oahu, Ewa; Haiku, Maui, Huelo; Hakalau, Hakalau; Hamakuapoko, Maui, Hama- kuapoko; Hanamaulu, Kauai, Hanamaulu; Hilo, Hilo Standard, Keaukaha; Honolulu, Jefferson, Pohukaina; Kahului, Maui, Spreckelsville; Keanae, Maui, Keanae; Laupahoehoe, Laupahoehoe; Lihue, Kauai, Huleia; Makaweli, Kauat, Makaweli; Olaa, Olaa; Wahiawa, Oahu, Helemano; Wathee, Maui, Waihee Inp1ana—I ndianapolis, Public No. 54, Public No. 87; Petersburg, Petersburg Public Schools Oxuto—Carroll Co., Perrysville PENNSYLVANIA—Reading, Mulberry Northeast Open Air Utan—Box Elder Co., Bear River High, Central, Junction West VirGinta—Apple Grove, Sunnyside Wisconsin—Milwaukee, Rufus King High, N. Divi- sion High and Green, TWO YEARS ALABAMA—Pell City, Pell City Public Schools, Avon- dale Mill, High Hawait—Honaunau, Honaunau; Honolulu, Aliio- lani, Lanakila, Likelike, Lunalilo, Manoa, Robello, Waialae; Hoolehue, Molokai, Molokai; Kapoho, Puna, Kapoho; Kaupakalua, Maui, Kaupakalua; Kohala, Halawa; Late, Oahu, Laie; Pahala, Pa- hala; Pahoa, Pahoa; Pearl City, Oahu, Pearl City; Wahiawa, Oahu, Kipapa Inp1ana—Evansville, McCutchanville; Rushville, Webb Towa—M uscatine, Grant LovuIstana—Tangipahoa Parish, Shiloh, Spring Creek, Tickfaw MassacHvusetts—Newton, Hamilton New Jersty—Bridgeton, Bridgeton Public Schools New Yorx—Warrensburg, High Ou1to—Carroll Co., Big Six, Norristown, Oakdale, Public No. 16 PENNSYLVANIA—Confluence, Confluence; Reading, Schuylkill and Greenwich, 13th and Union; Pitts- burgh, Overbrook Jr. High Texss—Addison, Elementary; Texarkana, Dunbar 1g’ Utan—Box Elder Co., Booth Valley, Deweyville, Thatcher, Yost Vircin1a—Newport News, Marshall West Vircinta—Wolf Summit, Elementary Wisconsin—Milwaukee, Pleasant View CURRENT YEAR Avaska—Teller, Teller CaLiFornN1A—Anderson, Union High; Los Angeles, Western Connecticut—E. Hartford, Hockanum, 2nd North Grorcia—C usseta, Cusseta Hawali—Hilo, Intermediate, Waiakea-uka; Holua- loa, Honokohau; Honokaa, Honokaa, Kaapahu; Honolulu, Farrington High, Kalihi-waena, Kapa- lama, Kauluwela, Leahi Home, Palolo, Royal; Kailua, N. Kona, Kalaoa; Kaunakakai, Molokai, Holomua; Keahua, Maui, Keahua; Kohala, Maka- pala; Kurtistown, Kurtistown; Paauilo, Paauilo; Pukoo, Molokai, Kilohana; Wailuku, Maui, Wai- luku Elem.; Waimanalo, Oahu, Waimanalo; Waipahu, Oahu, August Ahrens In.t1no1s—Chicago, Oakland; Harrisburg, Jr. High; Roodhouse, Community High Dist. #108; Spring- field, Dubois Inp1ana—Decker, Decker; Edwardsport, port; Vincennes, St. Thomas Kentucky—Stanley, Stanle Lovis1ana—Bordelonville, Bordelonville: New Or- leans, Deckbar; Tangipahoa Parish, Antioch, Cooper Jr. High, Dyson, Epney, Hillcrest, Holly- wood, Howes, Husser, Roseland, Sweetwater, Uneedus; Union, White Hall; Vacheric, Elemen- tary Massacuvusetts—Newton, Burr, Williams Edwards- Micuican—Detroit, Webster; Pontiac, McCarroll, Webster MississippP1—Biloxi, Howard No. 2 Missourt—Kansas City, West Jr. High New York—Depew, Central; Freeport, Freeport Public Schools, Jr.-Sr. High; Oneonta, River St. Onto—Akron, David Hill; Carroll Co., Carrollton Elem., Number 4, Sunny Hill, Withrow; Cleve- land, Puritas; Wood Co., N. Troy Twp. PENNSYLVANIA—Berks Co., Berks Co. Public Schools; Reading, Elm and Madison Museum, Northmont, Oakbrook, Tyson Schoener, Second and Aley, Speech Teachers, 13th and Green Texas—Houston, Fullerton Utrau—Box Elder Co., Bear River City, Box Elder Jr. High, Park Valley, Snowville; Salt Lake City, Oquirrh Wasuincton—lIsland Co., Island Co. Public Schools West Vircin1ta—Clay, Elementary | Wisconsin—Madison, Doty; Milwaukee, tration, Dakota, Oklahoma Adminis- MAY 1937 Tuition BUYS ENCHANTMENT TOO (Univeristy of HAWATII 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. * Distinguished guest professors include: © George H. Blakeslee, Ph.D., Professor of History and International Affairs, Clark Uni- versity. © Lewis Browne, A.B., 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 Califernia, Berkeley. © Karl C. Leebrick, Ph.D., Dean of the College of Liberal Arts and Professor of International Affairs, Syra- cuse University. @ Eugen Neuhaus, Ph.D., Professor of Art, University of California, Berkeley. @ Sidney L. Pressey, Pb.D., Pro- fessor of Educational Psychology, Ohio State University. © Sigmund Spaeth, Ph.D., Lec- turer, Writer, Music Critic, well known as “*The Tune Detective.’” © Glenn H. Woods, AAGO., Supervisor of Music, Oakland Public Schools. Q) ¢: A special bulletin containing Dy detailed information will be ¢ I; ic sent upon request. Please address: Cohen, | Director of Summer Session UNIVERSITY OF HAWAII Honolulu, T. H. * A-93 | Time— Hours spent on various School Controlled : operations are major factors in the PUBLICITY cost of PRINTING. Through care ful planning and advanced pro- A School Printing Department is an ideal medium to k interpret school life and ideals to your public. It is a duction methods we have reduced powerful instrument in selling your educational program to your community. Send for “Twelve Reasons Why You Should Teach Printing.” Free. @ Our staff of experts can help you develop your Cc it Meee a gen ‘ printing curriculum without cost or obligation. a eee ce ” ge wiretee the ““Master Printer” the time element to a minimum. Depantment of Education AMERICAN TYPE FOUNDERS JUDD & DETWEILER ELIZABETH, NEW JERSEY IN THE NATION'S CAPITAL Types used: Tower, Romeny, Bernhard Gothics HORACE MANN LIFE MEMBERSHIP IN THE N.E. A. “If ever there was a cause, if ever there can be a cause, worthy to be upheld by all of toil or sacrifice that the human hand or heart can endure, it is the cause of Education.”—Horact Mann. Life Membership in the National Education Association is a symbol of permanent loyalty to the cause of education. In honor of Horace Mann the Association has created a special series of Life Membership certificates. These certificates carry an additional line as follows: : “Special Series in Honor of Horace Mann Centennial, 1937” A copy of Joy Elmer Morgan’s book, “Horace Mann: His Ideas and Ideals,” is being presented with the compliments of the Centennial Committee to each person who takes out a Life Membership this year. Life Members receive also the Journal, the Research Bulletins, and the annual Volume of Addresses and Proceedings for life. The ninth annual Life Membership Dinner, at Detroit, Monday, June 28, will feature Horace Mann. ENROL NOW AND PLAN TO ATTEND MAIL THIS APPLICATION TODAY WILLARD E. GIVENS, Executive Secretary National Education Association of the United States 1201 Sixteenth Street, Washington, D. C. Dear Mr. Givens: Please enrol me as a Horace Mann Life Member of the National Education Association on the deferred payment plan—ten annual payments of $10 each. I understand that membership dues already paid for the current year, 1936-37, may be applied on the first payment. I will send the balance—$8 or $5—on (date) Kindly send my Life Membership certificate, card, pin, copy of Mr. Morgan’s book, and NEA publications to me at the address indicated below. TI indeed RN aii esi ttecenitine ocasceentisinntbsctenns PT a Ae eS Re ee RE ee eR CT Le ae EE I Ra sis csnsensh sessed cetncdnenscunosatmcscibosimsst [ A-94 ] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ‘ NN VOLUME 26 0 Uu Vv Vi 4) / of the NATIONAL « EDUCATION + ASSOCIATION : OF THE « UNITED + STATES—MAY 1937 NUMBER 5 BOTH FEET on th GROUND OR THREE WEEKS we have been traveling by auto, covering a wide sweep of the Southeastern states, following the seashore, climbing mountain roads, back and forth across the Piedmont plateau. We have visited every type of school—town and country; ele- mentary, high, and college; white and Negro. We have studied not only the schools but the life around them, the attitudes of the people, and the outlook for the future and for democracy. We wish every teacher in America could have had this pilgrimage. It is a heartening experience. In spite of all the handicaps these regions have gone thru and must still face, there is much that is encouraging and hopeful. In the schools are consecrated teachers doing their best in spite of underpay and overload, often rising to great heights of sacrifice and achievement. As one compares these schools with what they were a generation ago, the gains are immense. If one com- pares them with what they might be, there is still a long road to travel. The need for federal aid is im- perative. Only by building up the lives of the people can humanity go forward. In this region, as elsewhere, one feels that schools are too much apart—too little concerned with the cul- ture and economy around them. The best work one sees is in the elementary grades, in the teachers col- leges, and in homemaking education. Here the carry- over into life is unmistakable. We would add courses in home architecture and gardening. The best adap- tation of the school to community needs that we found was in the Parker District near Greenville, South Carolina, where Superintendent L. P. Hollis and his able associates have caught a new spirit and are doing such vital things that visitors from far and hear come to study their methods. Here is an activity program that grips the interest of children; a rural- school program that lifts both culture and economy; a labratory in textile manufacture; an intelligent flex- ibility much needed everywhere. Traveling thru this area, one observes that the best VOLUME 26, NUMBER 5; MAY 1937 conducted enterprises are not those which have been carried on by private initiative, but rather the fruits of public effort—the schools; the excellent highways; and the leadership in health, agriculture, forestry, and soil-saving, too long deferred. One finds every type of economy, from fishing along the coast to farming upon mountainsides so steep that their cultivation is an amazing feat. But the big activities center around cotton, tobacco, and lum- ber. Huge textile mills dominate the landscape pour- ing forth their millions of yards each week. The South has a great future if it can curb the ex- cesses of its absentee feudal lords, conserve its soil, and. use the schools to bring out the character of its people. Here are some of the best racial stocks in America. _ The basic institutions of home, school, and church are held in high esteem. There is much fine family life and love of beauty and leisure. At Charleston, South Carolina, this has found expression in the marvelous gardens which attract increasing numbers of people each year. These old gardens, Cypress, Magnolia, and Middleton, rank easily among the foremost things which every cultivated American wishes to see. Let all America be proud of the reawakening South, a veritable empire within the nation, now coming into its own again after the devastating decades that fol- lowed the Civil War. The schools must keep both feet on the ground. This does not mean that they must stand pat, but that they must go forward to a new era—even as agricul- ture and industry must go forward—doing new things in new ways, keeping close to the homes, arousing the ambition, developing the skills and tastes of all the people, helping them toward the wise man- agement of their lives. How else shall the two million children born annually upon our American soil be guided into their best development? How else shall people learn to manage their collective undertakings ? How else can civilization be maintained? How else can the promise of democracy be fulfilled? —Joy Etmer Morcan. [ 131 | ADVOCATES of FEDERAL AID | 7 SENATOR JOSH LEE, OKLAHGMA— “... Financial ability in proportion They Believe in Good Schools for to the population of school children ; is so different and varied that it All the People becomes the duty of the federal been government to equalize those op- porte portunities... .” Educé senat ate pl SENATOR HUGO L. BLACK, ALABAMA— ‘ ‘,..]t is my sincere and earnest hope Th that we shall be able to pass this bill mitte for federal aid to education. . . . Fed- pletec eral assistance alone can meet the wide- ing tl spread educational needs of our Amer- expec ican youth,” to th durir comr over stron lic se Fron the | sever from It: ties | SENATOR ALLEN J. ELLENDER, LOUISIANA— “. .. The Harrison- Black-Fletcher Bill... makes a start toward educating children wherever they are, for life wherever they are to live.” mea: on r repo follc Net ‘F, Giv a wor side Ha fed 7 Bla side CONGRESSMAN BROOKS FLETCHER, OHIO (Right)— “The bill will go far to provide a fair start in life for all the children of the nation. This measure deserves the support of every par- oid ENE. cee THE COMMITTEE ON EDUCATION, UNITED STATES HOUSE OF REPRESENTATIVES stre The Committee held hearings on seven days. Members present when the picture was taken (left to right) William J. Fitzgerald, Connecticut; Brooks Fletcher, Ohio; William H. Larra- He bee, Indiana; René L. DeRouen, Louisiana; Vincent L. Palmisano, Maryland; George A. Don- tio dero, Michigan; W. Sterling Cole, New York; Karl Stefan, Nebraska; Noah M. Mason, Illinois; Fa E. Harold Cluett, New York; Lewis L. Boyer, Illinois. ins | VO [ 132 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATIO‘ The HARRISON-BLACK-FLETCHER Bzl/ $ THIS JOURNAL goes to press, the I A Harrison-Black-Fletcher Bill is at a most important stage. It has been unanimously and favorably re- ported out of the Senate Committee on Education and Labor and is on the Senate Calendar with a vote in immedi- ate prospect. The hearings before the House Com- mittee on Education have been com- pleted. The Committee is now consider- ing the bill in executive session and is expected to report the measure favorably to the House for a vote. At no time during the struggle for federal aid to the common schools, which has extended over many years, has the cause been so strongly supported in committees. Pub- lic sentiment is strongly behind the bill. From forty states came delegates urging the passage of the measure, and from seven others came resolutions and letters from leading school officers. Itis known that there are good majori- ties in both Houses of Congress for the measure if members are left free to vote their convictions. That pressure is being brought to bear on members of Congress is indicated by reports in the Washington papers. The following is from the Washington Daily News for April 12, under the headline: "F. D. Asks Congress to Sidetrack Bill Giving Schools Aid.” “President Roosevelt has passed the word to his congressional lieutenants to sidetrack, at least for the present, the Harrison-Black-Fletcher Bill providing federal aid to public-school systems. “Senators Harrison (D., Miss.) and Black (D., Ala.) are pressing for con- sideration of the measure, which was re- ported favorably by a unanimous vote of the Senate Education Committee. Pri- Vate polls have indicated sufficient votes for its passage. “Hearings in the House are to end this week. Chairman Palmisano (D., Md.) has indicated opposition to the pro- posal, but its advocates are claiming the strength necessary for a favorable report. “Opposition to the aid bill in the | House hearings has come from the Na- tional Catholic Welfare Conference. Father George Johnson joined in a warn- ing expressed earlier by other opponents VOLUME 26, NUMBER 5; SENATOR PAT HARRISON OF MISSISSIPPI Coauthor with Senator Hugo Black of Ala- bama of the bill for federal aid to education. that the measure might lead to govern- ment control over education policies. “Defenders of the measure contend that the broad authority given the states in use of the allocations eliminates any possibility of federal control.” If the administration in Washington should block consideration of the meas- ure, the plausible argument would be that the budget must be balanced. It Sy L L E feel that the public schools should be free and open to every child and that in the United States equality of oppor- tunity is the right of every citizen; that to guarantee these rights as such it is the obligation of the federal government to aid the states and the local subdivisions thereof in the equalization of oppor- tunity with the positive assurance of sufficient funds to maintain a suitable program for all. The federal contribution to the states for the support of public education should be extended without any federal control and should be administered thru the state department of education within the states receiving such funds. We re- spectfully request the Congress and the President of the United States to pro- vide for the passage of the Harrison- Black-Fletcher Bill at the very earliest possible time.—Resolutions, American Association of School Administrators, February 25, 1937. MAY 1937 would be contended that in view of the failure of tax receipts to meet the Presi- dent’s expectations, no new expenditures should be undertaken. The strength of this argument is in its plausibility. Its weakness lies in the fact that for less than the cost of two of the proposed new battleships, the first year’s expenditures for federal aid under the bill could be fully met. The nation can hardly afford to expend vast sums for protection from without, while it leaves itself unguarded against the enemies of ignorance and in- competence within. If the President throws his influence against federal aid for the common schools, it will raise the fundamental question as to whether in a matter so directly affecting the welfare of the people, public policy should be determined by the President or by the Congress. It will raise the question also as to whether the President meant what he said at Kansas City on October 13, 1936, when he declared: “The school is the last expenditure upon which Amer- ica should be willing to economize.” The need for federal aid was never more pressing. The demands upon the schools for service are increasing. The need for getting money from the great centers back into the communities where the people live is imperative. A higher standard of living to which the schools contribute must be the basis of any sus- tained recovery. It is important to remain continuously active in behalf of the Harrison-Black- Fletcher Bill. From among your friends and associates keep up a continuous stream of correspondence to your Sen- ators and Congressmen pointing out the needs of the schools and the necessity for the enactment of this legislation. The movement for federal aid is nearing victory and must win in the end because of its inescapable necessity. —Wi tarp E. Givens, executive secre- tary, National Education Association. Hearings on the Harrison-Black-Flet- cher Bill before the U. S. Senate on Edu- cation and Labor have been published in a 300-page book which may be secured from the Superintendent of Documents, Government Printing Office, Washing- ton, D. C., for 25¢. NOTES ON CIVIC EDUCATION VIL Habits of Civic Efficiency T Is HARD to test the value of ef- forts made in the schools to give students an effective political edu- cation. Teachers can find out whether particular courses have been mastered, but they cannot so easily determine the effects which these courses produce in terms of political conduct. Casual ob- servation leads many people to conclude that education, thus far, has made no marked contribution to democratic citi- zenship. Highschool and even college graduates appear to think, talk, and vote politically very much as do those who have had less formal schooling. There have been a few tests undertaking to determine changes of opinion and emo- tion which students undergo as they proceed with social studies courses, and while the results of these tests are in- conclusive, they are not very reassuring. Without asserting that political edu- cation as we have known it has been a failure, we may safely say that the results of traditional methods of civic training have been sufficiently negative to justify their critical re-examination. A reasonable criticism is that too great dependence is placed upon teaching his- tory and civics as sets of facts to be learned, and that too little emphasis is placed upon the necessity of habit for- mation. Until recently the schools have given little encouragement to the study of cur- rent problems. It is only partly true that by studying past events and the mech- anism of government, young people ac- quire information and ideas enabling them to deal wisely with the situations they meet in their political experience. Historical studies are unquestionably of great value. But history never repeats itself completely. New situations are al- ways arising. New problems are calling for attention. Even if these problems in a somewhat different guise appeared in the past, it is unlikely that history students, in the sweeping view of the past they are obliged to make, remem- ber enough to give background for un- derstanding current issues. The value of current history depends on the way it is taught. If a student | 134 | took a course in current history five years ago, he would not necessarily be competent to deal with the problems of today, because a new set of issues is now before us. A current history course taught with the purpose merely of im- parting current information may have little more permanent civic value than a course in American or world history. It may, however, have great value if emphasis is placed upon habit forma- tion. Current history makes its greatest con- tribution if it is looked upon not as a preparation for future citizenship but for present citizenship. The student is encouraged to read about and to dis- cuss the problems of the day in order that he may be an intelligent citizen now. He is induced to form habits of reading, thinking, and conversing; hab- its of discovering, criticizing, and eval- uating current materials; habits of sus- pending judgment; of looking for con- flicting points of view; of independence. The reason he is induced to form these habits is, first, that they will make him an independent, intelligent, and effec- tive citizen; and, second, that these hab- its, if continued—as all habits long prac- ticed are likely to be—will assure the sort of never-ending civic education which will make him an effective citizen in five or twenty years. Since the development of the right at- titudes is so important, much depends on the attitude and method of the in- structor. In dealing with current politi- cal and economic issues, he must main- tain an attitude of strict impartiality. He must definitely be a truth-seeker. The students will be influenced by his example. His approach to the issues of the day will impress them by its fairness and reasonableness. They will contrast it with the method exhibited by current newspapers, magazines, campaign ora- tors, and the uninformed man on the street. Subconsciously they will make the instructor’s method the standard by which agencies of opinion transmission are judged. The teacher, of course, must have the benefit of well-selected materials. Most WALTER E. MYER experienced teachers feel the need of; current history periodical, prepared ¢ pecially for classroom use. This period cal brings together accurately and im partially a body of fact and interprets tion such as no teacher has time to pre pare. It enables all the students to x quire a common body of informatio concerning the most important develop ments, together with selections for sy tematic reference reading. But this basic text is merely a starting point. The class in current history shoul! examine carefully the more importan news and opinion agencies. It shoul study the newspapers and magazines making a list of the apparent objective of each, inquiring of each whether i reports events fully and accurately whether it has an editorial policy andi so what, whether it presents conflicting points of view satisfactorily, whether i is intellectual or emotional in its appeal Students should be taught to gathe’ available facts before expressing opit| ions. This will teach them the impor tance of suspending judgment until the evidence is in. Above all, a considerable amount of character education should a: company the political training. If young! people are not taught to look for the public interest and to hold it above per sonal or class interests, skill in the art of politics will but render them mort dangerous enemies of the public good If time is given in the schools for continuous study of current economit and political questions, if these questions are studied thru wide and discriminat ing reading, if the work with them is made the occasion for practice in impat tial truth-seeking, and if attention is eve! focused on the general welfare rather than narrowly selfish interests—if thes things are done in the schools, the boys and girls may be expected to develop habits which will continue thru thei lives and which will sustain them in the never-ending quest for social and polit: cal wisdom. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION g this mu chi tea the the mc cat ted wi Wl 2 W in 18 in tic tlon ive ft it tel} d if ting r I pals ther’ pit the able I ac: ung’ per: arts lore mic ions nat: n is par: ver ther rest OVS slop heir the Liti- ION Op xs A CENTURY Horace Mann comes back to us this year to repeat that we must educate the souls of children, and that we must teach them to think. “I'd thought of training them in their understanding of de- mocracy, but imagine edu- cating their souls, imagine teaching them to know what liberty feels like, or what beauty feels like.” ‘With these purposes burn- ing in him he took up, in 1837, the task of reorganiz- ing free elementary educa- tion. The end of a century finds the nation with ele- mentary education not only a universal privilege, but also compulsory. A hun- dred years of growth have developed a national faith that has expressed itself in elaborate machinery and buildings. What are the results of this school sys- tem? Literacy, unquestionably. The educational system has succeeded in giving universal training in the tool subjects. But are we promoting the growth of the souls of our children? Do we teach them to think? There is ironic humor in the fact that those of us who have endeavored to make these two purposes the goals of our schools are called “progressive.” “Progressive”—to be endeavoring to realize the fundamental purposes Hor- ace Mann set up for elementary educa- tion one hundred years ago! Why? Is it because we have been living thru an era of great mate- rialistic growth? The measurable has fascinated us. We have had a naive faith that good buildings, good books, and teachers who can develop in children the ability to read and write and figure, will bring about the growth of souls and the power to think. Horace Mann speaks to us again this year’ when the material has failed us. We know now that development of the soul and the ability to think VOLUME 26, NUMBER 5; Can we develop souls? The best homes have done it down thru the ages. Hilda Hughes are prerequisites for successful living in a democracy. We are beginning to see these intangible spiritual values as the realities, and so we almost listen when again Horace Mann tells us to take the money we are spending on crime and develop the souls of our children. Can we develop souls? The best homes have done it down thru the ages. Our schools have been copying the technics of factories and the business world. Now we need to study the secrets of those homes which have sent out the great souls who have been our thinkers. These homes have held to en- during values that nourished and en- riched. The children have grown up in an atmosphere where not only their inner being could expand and develop, but where their personality was recog- LESSON III. Illustrations from McGuffey’s Second Reader MAY 1937 nized and they had the re- sponsibility of thinking and of being a necessary mem- ber of the family. The schools, then, need to be these “best homes” for the children of the nation. We need to give the child’s soul a chance to grow by letting him live close to na- ture—to the universe that has not been made by man. Let him stretch his mind by trying to think of a universe in which our world is a mere speck. Let him enjoy the beauty of flowers and plants. Let him live with animals and watch insects. Let him be responsible for the care of growing things. Further, let him know people as the supreme wonder of creation. Then stretch his mind to think of time thru the ages to the beginning of life. Let him see our place in the endless procession of humanity thru the ages. Let him see our comparative insignifi- cance and at the same time the endur- ing importance of greatness wherever it comes out in the long procession. Ex- pose him in person and thru books to the great thinkers. Open up books in a way that will make them necessities for him the rest of his days. Surround him with beauty and music until they be- come a part of him. Let him experience liberty in situa- tions that make it a meaningful privi- lege to be earned. Let him grow up feel- ing his responsibility to the group, his need of contributing to it, his duty to help solve its problems. With his inner being feeding upon the best in life, and in the heritage of the ages, encourage him to think new thoughts, and think them crea- tively, solve his own problems, and make decisions important in his world. In short, give his soul a chance to grow by surrounding him with the essentials of the inner life, and let him learn to think by thinking. [ 135 ] TT ra tee ET Te Oe Bet . WE CHOSE OUR OWN BOOK Claude Eggertsen New Orleans Schools His Is My eighth year in school and Tr have done lots of queer things, but last week was the first time I ever had a chance to help decide what textbook my class would use. I thought we already had plenty of books in our classroom library, but one day the social studies teacher said we ought to have some more. Most of the books we had were single copies, but we had a few sets in geography, economics, and civics, large enough for everyone in the class to have the same book at the same time. We usually used one or more of the sets in each unit and the teacher said that there were some units coming in which we would need a book in American history. Someone asked if we were going to get another book like the ones in the blue set and we all groaned and said we hoped not, because it takes them so long to say anything. Then Jerry asked why we couldn’t help choose the book since we had to use it. The teacher asked Jerry what kind of book he wanted. Jerry and several others tried to tell him, but they didn’t seem to have very clear ideas. Then we got some of the books from the library and began to look for the things we wanted and didn’t want. By the time the class was over we had suggested a lot. The teacher wrote the suggestions on the board and Betty cop- ied them. The next day our three social studies classes elected students to a conference committee. I was made secretary and took down all the notes in the six meet- ings we had. After each meeting I re- wrote the list of things we had decided on and we would go over it the next time. When we had gotten a list to please the committee, the classes ac- cepted it without making many changes. We didn’t have an easy time making up the list. At first we thought we would ask questions like, “Does it have a good index?” and take the book that had the most “yes” answers. We soon saw, tho, that a “yes” to one question 3 THE JOURNAL OF THE might be more important than a dozen “yes” answers to other questions. So we decided to give points to each thing we wanted in a book, giving the mos points to the most important items. We didn’t know how many points to give to each, but we used our best judgment. Even then we had trouble. We could see that a book might get about § points out of 100 on such things as the cover, the paper, the index, the ques tions, and appearance and still be no good because it wasn’t true. Every class had asked for an accurate and complete book. Fred, who had just come from Virginia, said, “You’ve got to get one WPA Photo » ’ NATIONAL EDUCATION ASSOCIATION ' IN —— a ee that is fair to the South.” Someone else told us we ought to have one that would ft the course for the year. To get around these things, as we could see we didn’t know enough to pass on them, we asked the teacher to ask us to judge only books that were accurate, complete, fair, and useful for the work we were going to do. The teacher must have thought that there were a lot of good American his- tory books for junior highschool, as he brought in 16 for us to judge. Jerry sug- gested that the quickest way to do it would be to give us each several points in the outline and let us judge each book on those points as the books were passed around. The teacher seemed puz- zled about the idea for a minute, but he finally explained to Jerry that one rea- son for spending so much time, besides getting a book we would like, was to teach us how to use all the parts of a. book. We formed groups of four or five and the conference committee members acted as chairmen. Every group had three or four books to rate. Each mem- ber examined each book carefully, using the checklist. We read snatches of it and checked up on such things as the index and the glossary. We all worked together when we decided how many points to give to each item. We took about three hours on our three books and asked the teacher and the stu- dent teachers many questions. Then we passed the books around as Jerry had suggested. Each student had a point or two to check. It was fun and I have never seen the class for so long a time too busy to talk about anything outside school. When we added up the points for the six ratings, the highest book had 510 points, only 90 fewer than perfect. The teacher said that it was a perfectly good book, but I could see, too, that he was a little disappointed and I kept asking him which one he really wanted. He finally told us. When I looked over the book we chose and the one the teacher liked the best, I could see some dif- ferences. Our book was about an inch shorter and a little narrower, had larger print, fewer pages, more large pictures, and seemed easier to read. Maybe the book he chose was better and had more in it, but I believe we'll read more in ours than we would have done in his. We had some tests on what the vari- VOLUME 26, NUMBER 5; SOCIAL STUDIES CHECKLIST FOR TEXTBOOKS, JUNIOR HIGHSCHOOL (Prepared by the seventh and eighth grades) Author Title Publisher Date of publication Directions: Give the number of points on each item that you think the book deserves. Points if Perfect Points Given [I] Physical characteristics [A] Are the cover and binding strong? 4 [B] Is the print a good size? 5 [C] Is the book a handy size? 4 [D] Is the paper of good qual- ity? 3 [E] Has the book an_attrac- tive appearance? 4 Total points 20 {11} Material [A] Is it understandable and interesting? [1] Are stories used? 8 [2] Are vocabulary and style satisfactory for junior high? 7 [B] Is it short but complete? 6 [C] Is the book illustrated ? [1] Are illustrations clear, colorful, and to the point? 8 [2] Is there a variety of illustrations? 7 [D] Are the sectiéns summa- rized? 4 Total points 40 [Ill] Aids for use and study of the book [A] Has it a good index? [B] Has it a good table of con- tents? woN [C] Has it a good glossary? Points if Points Perfect Given [D] Has it footnotes when needed ? I [E] Has it marginal notes? I [F] Has it a good list of illus- trations? I || [G] Has it good questions? \| [1] Do they cover the top- ics? 2 [2] Are they challenging? 2 [3] Do they require some thinking or only facts? 2 [4] Are they reasonable? 2 | [H] Are good readings listed? 2 [I] Are the chapter headings challenging? 2 [J] Is there an introduction? |K] Are topic headings chal- lenging? 2 [L] Are there good previews? 2 [M] Is there a useful appendix? 1 [N] Are interesting student ac- Total points 30 tivities suggested? 2 [IV] Miscellaneous | [A] Is the price reasonable? 2 B] Is the book recent enough to be useful? 3 C] Has it been used before by our students? D] Are the authors experi- enced and able? 2 E] Are the publishers reliable? 1 Total points 10 Grand total 100 wN This is the checklist which we had mim- eographed for use in judging the books. ous parts of a book are and how to use them. The teacher complimented us and said we had learned more about books than last year’s eighth grade had. Asa result of our project, I don’t think I'll believe everything a book says any more or buy one just because it looks good. I know how to check one over now to see that it is what it is supposed to be. Maybe the teacher made a mistake in bringing in so many books for us to rate. He could have cut the number down to the best eight and we could have done the work better in less time. It would have come out about the same, too. I be- lieve that we would have done better if MAY 1937 the teacher had helped the whole class rate a set of the books we already had before we started on the new books. We could have set up a clearer idea of what a good book should be like on each point. Maybe, too, we should have kept the books around a little longer and read more in each one. Some of the other teachers ought to let us choose our own books. We could make a considerable improvement in several subjects. When you spend a whole year carrying a book around, you like to have something to say about choosing it. Anyway, we are satisfied in social studies. We got the book we wanted. i j f Opportunities in | JRRARY SERVICE E HAVE MET to- night to honor one of the great educators of the Middlewest. Un- der Mr. Roden’s direction the Chi- cago Public Li- brary has reached a circulation of 15,000,000 books a year to 600,000 registered borrowers. It administers the libraries of two junior colleges and the Chicago highschools and evening schools. It supplies the books for grade-school libraries. It reaches hundreds of thousands of people thru its adult education program. It co- operates with industry thru special col- lections in plants and factories. It carries on work for the blind, for hospitals, and for welfare institutions. Thru collections in 28 languages it helps the foreigner in the process of Americanization. The Chicago Public Library was one of the first to realize its educational as distinguished from its storage functions. It was a pioneer in the guidance of readers; it has sought to emphasize books of enduring quality rather than those which are the creatures of an hour. It has been a leader, too, in the organization of its education, for it established the first regional branch in the United States. No educator in this territory has had so wide and deep an influence as Mr. Roden; none deserves so well the gratitude of this community. As we face the problems of Mr. Roden’s next fifty years, we see that he will have to continue what he has done, and will have to do it more intensively. The advance of technology and the ad- vent of what is known as “security” mean a tremendous increase in the leisure of our people. They are going to be kept out of industry until they have reached maturity; they are going to be taken out of it at the verge of old age; they are going to be compeled not to work for a good many hours a day during their active lives... . They may for a while employ their new and per- haps unwelcome leisure in sleep, at the movies, or in driving back and forth [ 138 ] D. C. Public Library on the crowded highways, catching glimpses of the countryside between the billboards. I cannot believe that these forms of endeavor will long satisfy our population. Their record during the de- pression shows that they will demand education beyond the capacity of exist- ing institutions to supply it. The institution to which adults will inevitably turn is the public library. During the depression the circulation of the Chicago Public Library increased 50 percent. If we are going to have lei- sure in good times as well as in bad, we must expect this circulation to continue its expansion. We must not only expect it, but we must also hope for it, plan for it, and encourage it, for if our people are to put in their spare time getting educated, it is better that they should do so in the library than almost any- where else. There are two advantages in a library education: You must get it yourself, and you must get it thru books. The excellence of British university education has rested on these two char- acteristics. American colleges and uni- versities are gradually coming to see that the student should read widely, independently, and at his own pace. This opportunity the library offers, and, for certain classes of students, offers in a fashion superior to that of universities. The university’s preoccupation with the young on the one hand and with re- search on the other; the red tape neces- sary because it grants degrees and must protect them—all these things diminish the university’s effectiveness, as com- pared with the library, as an agency of popular education. The library will be, in my view, the great instrument of popular education in the future. The first consequence of this concep- tion of the library is that its services must be extended to those whom it does not reach today. Only one-third of our people have library service that can be called adequate. One-third of, them have none at all. Forty-five million of them are, for all practical purposes, without access to books. The second consequence of the notion of the library as an instrument of pop- ular education in a period of increasing Robert M. Hutchins leisure is that the library service we now have must be greatly improved. It js perhaps as important to have somebody to discuss books with as it is to have the books. This means the organization of groups of readers seeking education ip certain fields. It means the great exten. sion and multiplication of the Readers Bureau begun at the Chicago Public Library. It means the abandonment of the notion that the library is a ware. house of books which are dealt out to citizens on demand. It means the adop. tion instead of a coherent and aggressive educational program. This will affec the selection of books, the arrangements for discussing them, the guidance of readers, and, most important of all, the education of librarians. The library staff becomes, in this view, a staff of teachers, and they mus be very good teachers. They have no hold on their students except the interest they can arouse in them. They have no degrees they can offer, with a definite cash value. They have no compulsory education laws to back them. The pro- fession of librarianship today offers one of the greatest and least appreciated op portunities in education. It is the bus- ness of library boards, directors of |i braries, and of universities to make clear to the rising generation the chance that lies Before young men and women in this field. ... We should not think too much of the long and arduous road that lies before the library in the attainment of its ideals. We should fix our eyes instead on the dazzling vision of a nation informed, intelligent, and wise, that vision beheld since earliest antiquity by those who have understood that it is the excellence of the individual upon which the excel- lence of the state depends. This is the vision which Mr. Roden has seen, and for what he has done to realize it, we honor him tonight.—An address honoring Carl B. Roden, former president of the American Library As sociation, on his completion of fifty years in the Chicago Public Library. 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C., at the following prices: Cash must accompany all orders for $1 or less.} Order only in quantities stated or multiples of 100. may be secured in leaflet form from the NEA, 1201 16th St., N. > 100 copies, $1. 7 5¢; 50 copies, Learning To Be a Leader “ 25 copies, 50c; ty nN ine) ~ > MAY 1937 MBER 5 T J Nt VOLUME 26, N > HL WOdd— *LIMDSN ‘App siyq 04 ‘asofasays “yam yoo ‘adoy fo uoisia v mossouoy hagaa pun ssau -iddvy fo wvasp v Akvpsaqsah Asana sayout ‘paay yam ‘Avpoq ing ‘uorsia D AjUO $1 MOLMOWLOJ PUD ‘ULDIAp V ING st Avpaaqsak 40,4 ‘Agnvag {o sopuajds ay1 ‘uous fo Ksoj3 ays ‘yinosds fo ssyq ays fasuaqsixa ano fo saijipvad pup saigiaaa ay jv ayy asano {ataq sy uy ‘fy st 11 sof ‘Avp S141 01 MOOT Avd SIHL OL MOOT [zr] ‘QIPJ[IM [PIOUNT 2y2 JOJ UIDIU0D JUINUDS FB davYy OYM 2{[doad Aq dtysiapeay 3saq ayy JOJ [[eD sateye oqGnd jO UOlssndstp pue Apnys sy] ‘siteye jenpta -IpuUT J1ay2 JO JUIWIASeURUT 24) IZIIAI}DeIeYO qorga uJo uO) pue uonoAIp owes 9} SATB] -je dyqnd soz aaey asnut ajdoad ‘ApogAs9A9 JO Sjsas9}UT 9y) UT poseurU Ajastm 3q 0} SI YYeIM siya JI ‘[[e sn 0} sBuojaq yey? yIyrom ve jo yed e& are asayji—squrjd Jamod ‘spros ‘sSuipjing oyqgnd QuawUIZA0s ‘uoNronpe ‘UOISI[II SUONUAUT ‘9DUaIDS ‘ISNUT INO ‘adens -urt] Ino ‘azl] JO sjeapt yeas InQ ‘uMOUY sey pjsom ay) syiiids ysayeois ay pur ‘syiroy jsajqou ay) ‘spurlw ysous24y 942 Aq Woy Jo suoneiuas AuPU syudsaidos yqeaM UOWWWOD SIU], [Je SN 0} sSuojeaq yoTyM YyIjeomM Jo puly Jayjour aaey 2M yng Ajiadoid [euossod sno jo Yyonur yUTy? 9AA “JUSUMIIAdTYIe UPUINY Jo uOnR/NUIND.e SuIzeule UE SI NOLLVZITIAI SUIVAAV OITANd NI LUVd YNOA [sr] ‘INAIIS [NYT pue [eAo] niyi Jape, Uasoy> sty jo ay] ay) dn piling QO} UPD oy [|® sa0p IIMO]]OJ poos V *SIOMO][OJ sty jo SOATT eyy soyotiue pue soyluseW Joprs] Suons y ‘puey ye astidiayuo ay) Ul azeys JeynoQIed Moy I AljNzye;z ydoadoev Qo} pue SdIUAJOYIp dtoyy eZIUOUIeY Oj P?] oq ued AyeAo] daap Aq AjUO puke santenptatpul BuoNs sary s19yIO "Wouwosseinosus pue djoy pseu pue xt IM JIC SIOMO][OF 9Wl0s “opqnody jo own ul weoyy uleysns oO} pue ‘sonpnoyip Toy ya azimpeduts 0} ‘suonesdse pue sodoy Moya aivys 0} ssJOAvapua d]F{ *AjaqeU -Qut wey MOouUy 0} SyIas PH ‘SsOMOOF sty oping pure ‘aztuouey ‘astdsut 0} Ajtyiqe sty uodn spuadap ssa2ons s.Japeay 243 JO Yonw *"SpurIS 9Y YOTYM JOJ asnvd ayy Aq s49yIO ‘ J] 9s -wity Japa, oy3 Jo Ayyeuossod ayy Aq paren “JB JIL IWIOG ‘sJIMOT[OJ $JIVIQL JOpL] {19A9 diysiapea] JO LOva AWA AHL A SYAMOTION YWNOA AO HLMOU ALL [11] “AWAD jO spjay Aueur 00} I9AO SyOYa JOY. 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SJOMOTIOF SIY O} Sulig 0} Syoas FT ‘S19YIO OF YI OZI[eNstTA OF puke osned styi jo S[PIPT IYI AZI[PI1 OJ Syoos oP ‘asned Ay WOM GL St ALTIVAO awOs 0} JjasuuTy sayIeNe Jop *drysi »pe | JO PpJOMY SIUM ASOVO LVAD V AO AOIOHO AHL LATION ASSOC ATION AL EDUC NATION THE JOURNAL OF THE [ 140 | G By fostering democracy within the schools, we may help to bridge the chasm between the employed and the unemployed. [1s] {14] [13] \TION WPA Photo How WPA Photo Courtesy, Delaware Department of Public Instruction UNEMPLOYMENT and RELIEF —S A Boby of permanently unemployed peo- My ple to be the inevitable outcome of our improved technological processes? Esti- mates of the number of people who can- not find employment under our present industrial organization range from 4,- 590,000 to 12,500,000. What are the implications for education arising from a group of unemployed, deprived by social conditions from earning their own living? The attitudes generated by this condition are of increasing concern to schools. In our thinking of this problem, it is important to speak of “the attitudes resulting from unemployment” rather than of “the attitude of the unemployed.” There is a distinct possibility that we may come to recog- nize in our school a definite group of “relief” children— children coming from homes where unemployment exists and support is obtained from some of the various sources of relief. Children coming from “relief” homes react in varying ways. Some come to assume that society owes them a living. Some even become insolent in their demands. Others expect the schools to furnish all school supplies for them. Still others react by withdrawing, by being ashamed of their plight, by blaming themselves, or by feeling that their own inferiority is to blame for their difficulties. Some school authorities have observed a definite trend toward carelessness in the care of school property and sup- plies, which they believe arises from the relief situation. VOLUME 26, NUMBER 53; MAY 1937 Affect EDUCATION A dropping away of initiative and ambition may be another result of unemployment and poverty, and the conditien of undernourishment which is an inevitable concomitant. No one should be surprised at the attitude of the older adoles- cent who states hopelessly—and helplessly—that his “whole future is all washed up,” or at the attitude of his younger brother whose ambition is “to get on relief” when he grows up. Within the school these attitudes are sometimes accen- tuated by the reaction of children whose parents are sub- stantial citizens of the community. Sarcastic remarks about the expenditures, improvidence, and dependence of persons receiving aid from public sources often serve to arouse an- tagonisms which set already unfavorable behavior patterns in both groups. The attitudes of children in many cases are but a reflec- tion of parental attitudes. Consequently the school must become concerned about adult attitudes arising from the current social conditions. There are evidences that among the financially and politi- cally powerful, certain attitudes toward those on relief mili- tate against social ideals long taught by the schools. In 1934, for example, the New York State Economic Council ad- vanced a proposal to deprive those on relief of the privilege of voting. If large numbers of people must remain unem- [ 141 | ployed and dependent upon community resources for their living, opposing atti- tudes will come to separate the classes— supporting and supported. Equality of opportunity, vocationally and education- ally, freedom from class distinctions, and democracy in government will be gravely endangered if such attitudes be- come widely prevalent. There is need for a careful study of the psychology of unemployment. Children exhibiting various kinds of behavior problems are likely to become more numerous with the continuance of un- employment. The home may be broken by financial stress, or it may become socially isolated. Irritability, fear, inse- curity, a general sense of hopelessness, futility, and frustration combine to make desirable home and social adjustments exceedingly difficult. While this is more commonly the case with homes on a low economic status, it is by no means un- common to find such characteristics of insecurity in homes of a better economic status. More and more teachers will need to know the relationship of home condi- tions to school adjustment. The emo- tional education of some children will have to proceed concurrently with, if not precede, the academic education. Teach- ers may find their work taking on many aspects of the job of a social case worker. What are the curriculum implications of unemployment for the public schools ? Shall children coming from families of unemployed be given only such subjects as will fit them to take the earliest job available? Or, if the child is fitted to serve society, provided his education were carried on, what can education do to make this financially possible? The school attendance of “relief” chil- dren is likely to be such that most sub- jects offered must have a definitely vocational emphasis. Subjectmatter se- quences may be difficult to follow be- cause pupils will be in school irregularly. Operating against this trend, however, is the tendency to raise the age for com- pulsory attendance and to provide for a later entrance into industry. A large per- cent of the new enrolees in the secondary schools will not be academically-minded. Then, curriculum offerings must be varied and have a flexibility not found in the average highschool. The rapidly changing vocational pattern will necessi- tate not only many new courses but con- stant changes in those which are offered. [ 142 ] SS ai From “All the Children: 38th Annual Report of the Superintendent of Schools, City of New York’”’ The school attempts to make up for the shortcomings of environment. On levels above the secondary schools the rehabilitation of unemployed work- ers, the conservation of skills once learned, and the correction of individual deficiencies will become increasingly im- portant educational problems. There is also a need for courses of a non-voca- tional type for those who are not actively employed. (This is often called leisure- time education. This is, indeed, a sad confusion. Unemployment is not leisure time!) The growing field of adult edu- cation indicates that this need is already being partially met. Adequate financial support for educa- tion will be increasingly difficult to se- cure if the necessity for increased relief expenditures grows. The schools are among the first sufferers when financial pressure is great. The existence of a body of permanently unemployed would mean that tax expenditures for relief would remain high. Education and other community enterprises of worth as well, would be thrown into competition with relief demands. Because these demands are for the necessities of life, they could not be disregarded. An increasing part of the national income would thus be diverted to relief purposes rather than education. Furthermore, the depriving of a portion of our population of the right to engage in productive activity lowers our potential national income. It is not my purpose to argue against the extension of relief, but, rather, to show the implications which arise if we THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION permit a group of permanently unem. ployed to be the answer to the problems raised by technological efficiency, Because of these and other implica. tions, educators should hesitate to accept the “unemployment” alternative too readily. The best interests of the pupils of the nation, of educators, and society, would be served by directing active ef. forts toward solving the technological problem in some other way. Educators must insist both in their educational and civic capacities, upon a lasting solution to the problem and not a stopgap. First of all, if educators are to wield a real influence, they must become thoroly familiar with the facts of the situation. They must know something of the num- ber unemployed; of the increase of un- employment in the United States over a period of years; of the displacement of workers by machines in various indus- tries; of the increasing industrial produc- tivity and decreasing employment even during prosperity; of the increasing pe- riods of time which elapse between jobs for unemployed people; of the tremen- dous cost in money, human wastage, and potential production that comes with unemployment; and a host of similar facts. The educator must know thoroly the social and economic forces with which he is contesting. - Second, educators should try to make clear to pupils and to the public that unemployment is not the only solution to our social-economic problems. There is an alternative—that of so planning our social order to provide work for increas- ingly large numbers of people. Educators must actively seek for and promote new fields of occupational service where peo- ple may be employed. This can be done by calling attention to the problem di- rectly and indicating some of these fields. Also, better education creates a demand for a higher standard of living, which in turn requires the services of people. Finally, educators must be vitally con- cerned with making clear to the public the tried and tested principles basic to democratic government which are in- volved. The right of every individual to maintain his selfrespect by having a s0- cially worthwhile job must be a cardinal social principle. We must strive as edu- caters to bring about a real equality of opportunity in relation to capacity, and to build our society on a more workable democracy. A ¥ 7 : ! histor clearl woul day t selfsu the s ican Co state: nom signi extel fare the 1 rega han¢ wha Am A port this ciall gov Am \- la en abs en nd lar oly ith ike hat ion ere ou 24S- rors ew €0- one di- Ids. and n in = a = -on- blic c to il to | $0- inal odu- y 0 an able TION AMERICAN EDUCATION WEEK 1937 General Theme—“Education and Our National Life’ ¥ Tue rmmporTANcE of public education to the welfare of American democracy has been recognized thruout the history of the United States. The founders of the nation dearly realized that effective and enduring selfgovernment would require an intelligent citizenry. However, in their day the nation consisted of small rural communities, largely selfsufficient. The founders did not and could not envision the sweeping changes which have since come into Amer- ican life. Communities are no longer selfsufficient. Neither are states. The entire nation has become a single social and eco- nomic unit. Education in each community has come to be of significance to all other communities. To an ever-increasing extent the welfare of the whole nation depends upon the wel- fare of all the geographical sections of the country and upon the welfare of all population groups. This is true not only as regards education but in other areas of life. The time is at hand to consider once again, as carefully as did the founders, what has been called “the ynique function of education in American democracy.” American Education Week, 1937, offers an excellent op- portunity to focus the attention of the entire nation upon this problem. The general theme selected for 1937 is espe- cially appropriate to the present period when the federal government has come to affect so vitally every phase of American life. THE 1937 PROGRAM American Education Week is sponsored by the National Education Association in cooperation with the United States Office of Education and the American Legion. The year 1937 will mark the seventeenth annual observance of this occasion which has come to be truly national in scope and signifi- cance. Indicative of this is the fact that in 1936 nearly seven million parents and other citizens visited their schools dur- ing the observance, and forty governors and the President of the United States issued special proclamations. The general theme and daily topics of American Educa- tion Week, 1937, are each briefly discussed in this special teature. The daily topics are all appropriate to the general ‘theme altho not otherwise interrelated. The topics for Tues- day and Thursday were selected so that American Education Week might contribute to two great national obs:rvances— the Horace Mann Centennial and the Constitution Sesqui- centennial. Other topics were selected as dominant issues in American education at the present time. | Each year the National Education Association prepares ‘materials which school systems thruout the country may se- ‘ure at cost prices. See page 146 for a brief statement regard- ing these materials for 1937. VOLUME 26, NUMBER 53 MAY 1937 ¥ SUNDAY, NOVEMBER 7 Can We Educate for Peace? PURPOSE: To discuss the problems which prevent amity among the nations and to consider the contributions educa- tion may make toward world peace. COMMENT: Conditions which threaten peaceful rela- tions among the nations constitute a paramount problem confronting the entire world. America, while seemingly iso- lated from the scene of European or Asiatic conflict and perhaps inherently capable of developing a selfsufficient economy, would nevertheless feel keenly the impact of a siz- able conflict anywhere on the globe. But is America willing to pay the price of peace? For example, in time of war else- where are we willing to remain strictly neutral and to forego all profits that might accrue? Education for world peace begins in the home, where the child has his earliest lessons in tolerance and unselfishness, and where his life takes on the spirit of goodwill or illwill. The child’s peace education continues when he starts to school. If he has a teacher who dominates by force instead of guiding him into the paths of selfreliance and respect for others, if the teacher in turn is dominated by an autocratic administration, it is unlikely that the child will have toler- ance, understanding, and goodwill. The child who is reared in an unfriendly home, nurtured by an unsympathetic school, and who has no religious in- struction, is likely to be concerned with his own selfish inter- ests thruout life. THINGS TO DO: [1] Suggest that your minister devote his sermon for November 7 to the topic for this day, which may serve also as an Armistice sermon. [2] Suggest that Sunday school classes and young people’s groups devote their meetings to this topic. [3] Let school choruses take the place of church choirs. [4] Suggest that regular and special religious radio broadcasts discuss the topic. [5] Discuss ways in which the schools and churches can cooperate to further goodwill and understanding. [6] Let pupils in their class- work prepare articles for church bulletins and talks to be given before church groups. | References: (1) Nye, Gerald P. “The Munitions Investiga- tion,’ NEA Journat, Sept. 1935. (2) See this issue, p146 for availability of extensive bibliographies on this and other topics. | [ 143 ] AMERICAN EDUCATION WEEK ¥ MONDAY, NOVEMBER 8 Buying Educational Services PURPOSE: To disseminate facts concerning the cost of the schools, how school funds are raised, the adequacy of school funds, and other problems of educational finance. COMMENT: Problems of school finance are ever pres- ent. They challenge the best thinking of both lay and pro- fessional groups. There is no subject more directly touching the interests of citizens generally—on the one hand because they desire good schools for their children and on the other because of the socalled “tax burden” required to support schools. “Tax burden” is a much used and mis-used term. Thru a cooperative endeavor—the public school—people buy edu- cational services far more economically than they could be secured from private agencies. Thus, school taxes might be looked upon as a “tax opportunity.” Until recently public schools were supported primarily thra the resources of local communities. But with the decline of agriculture and the coming of industrialization it became apparent that larger tax units than the local school district were essential because of the tendency for wealth to be drawn from some sections and concentrated in others. This led to development of plans for state participation in the support of education. Meanwhile, the same forces that re- quired state support have increased in scope and intensity. New instruments of transportation and communication have swept over state boundaries just as county and community lines had previously broken down. Federal participation in the support of public education has now become just as es- sential as state support. As this JourNaL goes to press, the Harrison-Black-Fletcher Bill, providing for federal support and sponsored by the NEA, has much favorable backing and is now before Congress. See page 133. THINGS TO DO: [1] Publish the facts about school costs—local, state, and national—in leaflets, reports, and newspapers. [2] Compare school costs with other govern- mental costs, with the cost of education in private schools, and with the cost of non-governmental services. [3] Prepare charts showing how the local school funds are secured and spent. [4] Have talks and forum discussions on the place of state and national governments in the financing of educa- tion. [5] Contrast services received from money spent for taxes with money spent privately. [6] Members of boards of education, school officials, and advanced pupils may ad- dress civic and social groups regarding school costs and re- turns therefor, in which case visual materials such as charts, slides, and film strips will be found very helpful. | References: (1) “Financing Public Education,” NEA Re- search Bulletin, Jan. 1937; (2) “The Harrison-Black-Fletcher Bill,” NEA Journat, Feb. 1937] [ 144 | ie eas v TUESDAY, NOVEMBER 9 Horace Mann Centennial PURPOSE: To serve as the climax of the Horace Mam Centennial and to recount a century of progress in edy cation. COMMENT: Horace Mann was our first great profes sional interpreter of public education. Perhaps his most no. table achievement was the development of public sentimen favorable to free and universal public education. It is fitting therefore, that this occasion during American Education Week should complete a year’s observance of the Horace Mann Centennial. The Centennial commemorates the hundredth anniver. sary of the year in which Horace Mann gave up the pros pects of a lucrative law career to become secretary of the newly created Massachusetts State Board of Education. He gave the remainder of his life to the cause of education with such zeal and effectiveness that he is often spoken of as the father of the American public school system. Education has progressed far since the days of Horact Mann. “Until the age of fifteen,” he wrote, “I had neve been to school more than eight or ten weeks in a year’ This is in striking contrast with the opportunities offered many children of today who receive more education in ont year than the citizen of 1820 had in an entire lifetime. While this occasion offers an opportunity to stress a cen: tury of progress in education, it is also a time to consider the future. Our educational system has shown remarkable improvement but the conditions and the problems for which it was created and maintained have increased in complexit about as fast as the educational system itself has advanced. Education must continue to move forward if it is to met the growing problems of our democracy. This occasion also furnishes an opportunity to stress the idea that there are educational heroes who should be hor ored as well as statesmen and military leaders. Every stat has had its outstanding educational leaders such as W. H.H Beadle in South Dakota and John W. Swett in California Let the programs of this day be devoted at least in part t the honoring of local educational leaders—past and preset! THINGS TO DO: [1] Have community groups devot their programs to an observance of the Centennial. [2] De velop special school programs for students and public whit! feature the life of Horace Mann in plays, pageants, talks and other ways. [3] Similar programs may present the prog ress of education since Mann’s time. [4] Dedicate net schools to Horace Mann. [5] Develop exhibits showing th development of education in the past century. [ References: (1) Craven, Eleanor. “The Life and Times Horace Mann,” NEA Journat, Mar. 1936;°(2) Morgan, Jo Elmer. Horace Mann: His Ideas and Ideals. National Home Li brary Foundation, Washington, D. C., 1936, 25¢ plus 5c postage THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATIO* int thi tio yor for Vi ann “du. ifes. nent ing, tion race iver: Dros the . He with s the oract ever ear. fered 1 one | Cen sider kable vhich lexity nced. meet ss the - hon: state H.H ornia art t escent Jevott | De which talks prog - nen ag the nes 0 n, Jor me Li stage. | ATIO* AMERICAN ¥ WEDNESDAY, NQWEMBER 10 Our American Youth Probtem PURPOSE: To discuss what constitutes the American youth problem, what forces have brought it about, and the contribution of education to its solution. COMMENT: American democracy faces many difficult issues but none more crucial than its youth problem. At least five or six million young men and women between 16 and 24 years of age are out of school and unable to find w rork. These young people are the shoots and buds of the na- tion’s life, ready to flower into civic, social, economic, and political citizenship and leadership. Our nation will find its future dearly mortgaged if it neglects to nurture youth into full flowering. Yet millions of young Americans are discouraged. Out of school, they cannot find work as science continues to ad- vance so that fewer and fewer men produce more and more goods. Should not young people be guided until they find places of service? How long can society afford to permit youth to be ignored between school-leaving and job-finding? Employment is not the only problem facing youth. There is need for basic consideration as to how the secondary schools and colleges can help young people meet the issues of modern life. Because of the rapidly changing social, eco- nomic, and political situation our young people need a type of instruction which will encourage and help them to be intelligent in thought and action. A more realistic education based on the needs of young people and of democracy in this period of stress is urgently needed. Other youth problems include the equalization of educa- tional opportunity, adequate and constructive recreational facilities, methods of making health service available to all youth, the development of the character and religious aspects of young people’s lives. And finally there are special groups of youth needing consideration, such as the rural, the Negro, and the delinquent youth. Let us try to find ways to give youth a chance to count, toclaim their enthusiasm, and to give them the joy of taking part in the great cause of democracy! THINGS TO DO: [1] Arrange for communitywide forums to discuss the topic for the day and also the youth problem of your community. [2] Prepare articles for the newspapers. [3] Plan radio programs stressing this subject. 4] Have young people appear before civic clubs to present their view points of youth problems. [5] Discuss the leisure- time and recreational facilities which the community offers to young people. |References: (1) “A Program for Secondary Education,” NEA Journat, Mar. 1937: (2) Douglass, Harl R. “Our Ameri- can Youth: NEA Journat, Apr. 1937; (3) Write to the American Youth Commission, 744 Jack- | son Place, Washington, D. C., for suggestions. ] Their Plight and a Program,” VOLUME 26, NUMBER 53 MAY 1937 EDUCATION WEEK 1a s7 ¥ THURSDAY, NOVEMBER 11 The Schools and the Constitution PURPOSE: To provide the schools an opportunity to celebrate the Constitution Sesquicentennial during Amer- ican Education Week and to discuss the responsibility of the schools in connection with the great social and govern- mental issues of our day. COMMENT: The Constitution Sesquicentennial com- mences September 17, 1937, and runs until April 30, 1939. The latter is the 150th anniversary of the inauguration of General Washington as President of this republic. The United States Constitution Sesquicentennial Commission was created in 1935 by authority of Congress and is com- posed of Senators, Representatives, and other citizens. While the principal purpose of the Commission is to stress the historical aspects of the Sesquicentennial, the oc- casion is timely for discussions of the constitutional issues which have become increasingly important and around which unceasing debate rages. There are those who contend that the Constitution is our authority, that it should re- main unchanged, and that we should follow a strict inter- pretation of it. There are others who maintain that we should let the Constitution stand as written but give it a broad interpretation so that our government which operates under its authority can be adapted to presentday needs. There is still another group which maintains that the Con- stitution must be amended or materially changed. Charges and counter-charges are swirling about the Su- preme Court and its relationship to constitutional issues. This topic is of such vital public interest as to provide the basis for lively forum programs. This will be true regard- less of the fate of the President’s current proposal to en- large the court. One. of the principal functions of the schools is to give young people the ideas and ideals requisite for good citizen- ship. What should be the attitude of the schools toward the Constitution and all the issues that arise from its relation- ship with presentday life? Undoubtedly the answer which would receive most unanimous accord is that the schools should teach all the facts, present all viewpoints about civic issues, and-let young people make their own decisions. THINGS TO DO: [1] Have dramatic departments prepare plays and pageants for presentation to assemblies and to civic groups. [2] Have pupils prepare essays and talks discussing various phases of the interesting story of Have classes in government and history prepare aluatian in their work that will be useful in the observance of this day. the development of the Constitution. [Source of material: (1) United States Constitution Sesqui- centennial Commission, House Office Building, Washington, D. C. From this source may be secured for 15¢ The Story of the Constitution, a 192-page book prepared by the Commission | [ 145 | AMERICAN EDUCATION WEEK ¥ FRIDAY, NOVEMBER 12 had eal us Dae aes 30 PURPOSE: To set aside one special day during Amer- ican Education Week when parents and citizens are given a special invitation to visit the schools. School Open House Day COMMENT: In recent years no special date for visiting the schools has been suggested during American Education Week. Each community has worked out the matter of school visitation as seemed best. A survey of the reports and materials of school systems concerning their 1936 observance of American Education Week, however, reveals that the open house or school visit- ing day is one of the most outstanding features of the nationwide observance of American Education Week. It therefore appears desirable to have one day set aside espe- cially for that purpose. The date, however, is only — tive and individual communities will select another day if it seems desirable to do so. Open house programs or visiting days are handled in a number of ways: [1] School is conducted as usual but parents are specially invited to visit on that day; [2] new school services or phases of the school program not well- known to the public are stressed; [3] an abbreviated schedule of the school program is planned so that parents may follow thru and get firsthand information as to just how the child spends his school day. Oftentimes such schedules are carried out in evening sessions at which the parent goes thru a schedule of classes in the place of his child, hears the teacher discuss the work, and asks whatever questions he wishes. In one school, such an evening begins with a dinner served in the cafeteria, continues with program of ten-minute classes, and concludes with a play in the auditorium based on school activities. THINGS TO DO: [1] Have a variety of activities and displays prepared for the open house program such as those mentioned above. [2] Prepare exhibits of school work. [3] Publicize the open house program as widely as pos- sible, emphasizing the fact that it is to be an interesting, enjoyable evening. [4] Keep a visitors’ record book at some convenient point as the parents enter or leave the school. [5] Make the occasion as informal as is consistent with the program so that parents will feel at home. a> 37 ¥ SATURDAY, NOVEMBER 13 Lifelong SiN ae Learning PURPOSE: To bring out the fact that education j;, lifelong process and to discuss both the responsibility of th public schools in facilitating education at all levels and th contributions of other private and governmental agencies, the lifelong education of the people. COMMENT: It is increasingly apparent that the schog, have significant services to render both below and beyoni the customary age limits of approximately 5 to 17 years ¢ age. Elementary and highschool education covering they ages is established and almost universally recognized 4 indispensable, despite the fact that at least 30 percent ¢ the youth of highschool age are not enroled. Below the elementary school there is a growing need fw nursery school and kindergarten services. These prescho years are vital in the life of the individual and certais aspects of modern life such as apartment living and workin; mothers make this service increasingly necessary. Altho there is an increasing enrolment in the college the formal education of a majority of people ceases afte they leave highschool. Any education, thereafter, must bk acquired by the individual’s own effort or thru the subth influence of his surroundings including agencies of infor mation, such as the press, the radio, and the motion picture It is increasingly apparent that opportunities for continuing education should be provided for adults generally. Modern society is so complex that one cannot be a con structively good citizen unless he is constantly studying the problems of society and having for that study unbiased an adequate sources of information. There is every reason t believe that tax-supported adult education has become just a essential a social policy as the education of children a public expense. THINGS TO DO: [1] Canvass the agencies which pro vide educational opportunities on the one hand for ven young children of nursery school-kindergarten ages, and ot) the other hand for adults in your community. [2] Hav, forum groups discuss these opportunities in your com munity and suggest possible improvements. [3] If a strong adult forum is not functioning in your community, Amer ican Education Week is a good time to establish one. TO HELP YOU Materials: The Handbook will be available May 15. It will con- sist largely of actual accounts of how many communities, large and small, plan, organize, and execute their AEW programs. In addi- tion it will carry a discussion of the 1937 AEW topics and sugges- tions concerning their observance. Size: 64 pages, 5 x 8 inches. Price: Single copy, 20c; discount for quantities: 2-9 copies, 10°; 10-99 copies, 25°%4; 100 or more copies, 33%4°%,. Orders for less than $1 must be accompanied by cash. Posters; stickers; leaflets; manuals; [ 146 ] packets; and other materials will be available September 1. Bibliog- raphies: For those who desire to begin committee work on AEW this | Spring, mimeographed bibliographies have been developed by the Research Division of the NEA on the general theme and on each of the daily topics. These bibliographies will be furnished upon receipt of toc to cover cost of handling. Indicate specifically the daily topics for which you wish a bibliography. 16th St., N. W., Address the National Education Association, 1201 Washington, D. C. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION fru he; par of t me du: in the as’ m« the id ; Horace Mann’s Centra / M 1 § $7 On Oration on the Fine Arts, Lis | of th d th 1€S t hook *YOni ars ( thes ed 4 Nt of dd for choo ertait rking leges afte ist be subtk infor. cture nuing | Con: ig the d and on ti ust ai en a 1 pro; veri nd on, Have, com: trong \ mer: \ TION By ‘PAYSON SMITH came secretary of the Massachusetts State Board of Education. In the fruitful years that immediately followed, he gave to that state a leadership without parallel in the history of education. Out of that leadership, in turn, came develop- ments that have left their deep and en- during marks upon education, not only in the United States but indeed thruout the world. Countries of South America as well as those of the Far East bear testi- mony in their records to the debt which they acknowledge they owe to him. It is not possible to get an adequate idea of the significance of Mann’s work unless we project it against the back- ground of his times. It is usual to speak of him as being the leader of an educa- tional revival. The word, “revival,” is not accurately used. There was no revival of public education in the thirties of the last century, for the simple reason that there was not then, and there had never been anywhere in America, anything like a system of public education. May I ask you to consider the educa- tional scene presented by this country a hundred years ago? The year in which Horace Mann took up his duties as sec- tetary to the State Board of Education in Massachusetts was almost exactly two centuries away from three notable events in the history of American education— the founding of the Boston Latin School, the founding of Harvard College, and the promulgation in 1647 of a declara- tion in behalf of popular education. The year 1827 was likewise a half-century away from the time when Washington, Jefferson, and others of the founding fathers had stated clearly that the educa- tion of the people is essential to the J= A CENTURY AGO Horace Mann be- Prepared for the Sixteenth Annual Con- gress and dinner of the Horace Mann League, New Orleans, Louisiana, Febru- ary 21, 1937; in the absence of the author, read by Millard C. Lefler. VOLUME 26, NUMBER 53 AFTERNOON. a} (0 A cf ’ e MUSICK. 4, 1, An Oration on the Utility of Mathematical Studies, By Srevnew Tarion. a ‘ ; mw 2. An Oration: Philosophy, the only permanent Basis of 2 Political Institutions, ’ t Ina Barron. “o William Ennis. G ; My MUSICK. 2 4. Conferring the Degrees. xP, . An Oration: The gradual Advancement of the Human earn o- » in Dignity and Happiness; with the Valedictory Addresses, Honace Maxw v4 MUSICK, mS o) V4 é security of any government which is based on the principles of democracy. Notwithstanding these beginnings, it was a sad condition into which educa- tion had declined at the opening of the last century. Neither free public high- schools nor higher education had at all generally won the approval and support of the people. By 1830 only three states had established free elementary schools. In all others there prevailed the practice that those who were financially able to do so should pay for the education of their children. For those who could not pay, provision of tuition was made thru “pauper rates.” Secondary education was almost universally provided by the pri- vate or semi-private academies in which tuition charges were required. Even in the three states that had recognized the principle of free education, the public schools were generally so inferior that they were patronized only by the chil- dren of those who could not afford to pay the tuition charges of private schools. It was indeed a sorry scene across which Horace Mann looked when he entered into the service of the Massachu- setts State Board of Education. School terms were brief and irregular. Build- ings were mean and shabby. -School equipment was lacking. The teaching office was itself in low esteem. At best, the teachers were young college stu- dents, preparing for some profession other than teaching, away from their studies for a few weeks in order to earn a little money to help pay their college bills. At worst, they were older ele- mentary pupils a little more advanced than the others and thus presumably able to “keep school.” The majority of children attended school irregularly. MAY 1937 NSNE@INGINGINGINGINGNGINGNGMGINIGALS: PRINTED AT THE AMERICAN Orrice, Horace Mann’s valedictory ad- dress at Brown University in 1819 was prophetic of his future faith in the improvability of mankind. In the entire country, as late as 1823, there was only one place where young persons could get even the elements of preparation for teaching. That place was a country academy in Vermont, where the Reverend Samuel R. Hall in that year first offered courses for teach- ers. Illiteracy, even towards the middle of the century, was a prevailing condi- tion in many parts of the country. In New England, towns were often served by officials unable to write their names. But more significant even than these visible deficiencies was the general apathy of the public. With the schools universally poor, there was apparently little discontent about the matter, and no generally expressed desire to correct it. Perhaps no more striking commentary could be found than the disapproval expressed by Mann’s friends that he should devote his talents to so mean a task as education. There must, however, have been deep undercurrents of dissatisfaction among the people that such conditions could exist. Many citizens must have been ready and eager to accept leadership whenever it might appear; otherwise, that leadership could not in the space of twelve years have accomplished such results. Not only was new life infused into the schools, but in reality a national ideal of education was firmly and per- manently established. . . . Two qualities not often found, per- haps, in one individual were essential to the prosecution of the task to which [ 147 | Mann had set his hand. Both these qual- ities he possessed in high degree. One is the quality of the advocate, the pleader of causes, the idealist who can fire the imagination of his people and make them visualize that which he desires they should see. Horace Mann was al- most evangelistic in his power of in- spiration thru the spoken word. With this quality of leadership, Mann com- bined an ability to plan and to formulate definite and practical programs. He did not arouse the people to action without having ready for them some specific proposals for the betterment of condi- tions. The educational statesmanship of Horace Mann took root in his broad knowledge and thoro understanding of the political and social problems of his time. He had confidence in education as a key to their solution. Indeed, he saw no other hope for that solution except thru the trained minds and firm purposes of an educated people. While his interest in education was intense—so intense that he gave to it an almost fiery devotion—yet that inter- est was but the outcome of his clear comprehension of human needs. He was not a “schoolman” in any narrow sense. He projected his whole program of edu- cation against the background of the needs of his state for social advance- ment. Education was to him no separate compartment of life. It was life. Two things, therefore, stand out in the dozen years of service of Horace Mann as secretary of the Massachusetts Board. One is the fact of the great awakening of the people of his state to the impor- tance of education. The journeys of Mann up and down and across the state, the hundreds of conferences and meetings he held with citizens individu- ally and in groups, the keenly analytic reports he made—all these combined to arouse the people, as they had never been before aroused, to the importance of education and to the responsibility of the state for seeing that the feet of every child might be set upon that path which leads to intelligent and responsible citi- zenship. The other outstanding thing in the record of those years is the highly prac- tical program by which the people were asked to translate their convictions into action. It is possible to do hardly more than [ 148 | catalog the proposals which Mann made a hundred years ago. In the catalog, however, we find full prophecy of prin- ciples now generally recognized, tho perhaps not fully realized. It is worth- while, I believe, to recall some of the items of Mann’s program if for no other purpose than to note how, a century ago, he saw the developing needs of educa- tion and the means that were to be used in meeting those needs. First of all, in the establishment of the Board itself, for which Mann _ had worked, he caused to be reflected the principle that the administration of edu: cation should not be coupled in any way with politics, partisan or group control, He repeatedly warned against the intru- sion of any form of partisanship into the schools, and succeeded in the establish- ment of a type of administration which would make that partisanship difficult, if not impossible. In the second place, Mann was not satished with a support of education so highly local that a child’s opportunity for schooling should be unduly limited on account of the poverty of the com- munity in which he lived. He secured recognition of a principle now accepted by practically all the states, namely, that the resources of the-entire state should be made to some extent available for the support of the schools. Mann was deeply concerned that the schools should perform adequately their task of giving a sound education. He did not stop with statements of generalities) He outlined in detail the ways in which the schools might do better their work of instruction. His reports dealing with these matters are clear and explicit. They must have been influential not only in improving the quality of teaching but in the enlightenment of parents and citizens. Perhaps the best evidence of Mann’s knowledge of the needs of the schools, and the extent of his study of them, is to be found in the very materialistic con- sideration which he gave to school equipment. Evidently he was doubtful as to the complete efficiency of the teacher and the boy plus the log. He believed that both the teacher and the boy would have a better chance if, as a substitute for the log, there might be suitable buildings, books, and environ- ment. These matters were to him of such concern that he caused outlines, plans, diagrams, and designs to be made. His work in this field made it foreve after impossible not to give thought to the physical surroundings in which edy. cational pursuits were to be undertaken, But it was in the field of teacher edy. cation that Horace Mann took greates interest. He was not content that the education of teachers should be a by. product of college education, or that it should be left to such resources as the private academies might offer. He saw the teacher as the maker of the school. He knew that there could not be good schools unless there were * good teachers. He knew that a good teacher could rescue education from complete failure even tho other factors were not all that could be desired. He saw no hope for the betterment of edu- cation except thru the betterment of teachers. So it was that his efforts, joined with those of others, projected a plan for the state training of teachers. Just as the nation must provide adequate training for those who are to defend us from ene- mies in war, so, he believed, must the state see to it that it is provided with adequate and trained forces to help in the conflict with folly and ignorance. The normal schools established in Mas sachusetts under Horace Mann’s lead ership have become the hundreds of normal schools and teachers colleges which annually send tens of thousands of educated teachers to join the host of a million who staff the schools of a nation. This list of the specific contributions of Mann to the educational practices af our day is by no means complete. But, were it complete, it does not measure the scope of the interest of this great soul. | Among the first to lead toward a more \ human treatment of the mentally sick, close friend and supporter of Samuel Gridley Howe in his work for the blind, advocate of religious liberty, ardent in his championship of the abolition of slavery, Mann was in the forefront of every liberal movement. It was because Horace Mann, the statesman and the teacher, knew the needs of the people; had undying faith | in a noble cause; had developed a philos- ophy consistent with the democratic wa) of American life; could translate that philosophy into a plan; and could lead a people; that a nation accords him both gratitude and honor. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION tr to u- n. u- St he Y ALMOST DREAD to think of summer,” 4 Mrs. Jones sighed somewhat wearily ‘ as she talked to her children’s teacher. “When school’s out, Jack and f Billy simply don’t know what to do . \ with themselves.” ie The teacher thought of her own care- od fully planned, long anticipated vacation. i% She wondered how many adults, if sud- ee denly released from a daily work-and- Pe study schedule, could arrange worth- ’ while activities for a vacation of three of to four months. - As spring days grew warmer, she be- . gan to plan with her pupils how to : make the most and the best of their va- B. cation. They discussed the reason for rh the summer vacation—formerly needed a to release all hands for work in the be fields, but now a time to learn and do Be things not possible in the crowded win- a ter months, a time to build health and re physical vigor thru outdoor exercise, to 7 make new friends, to learn new skills, to e: satisfy the urge for the hill-top, forest, and sea. zy" They enjoyed together wellknown Pe outofdoor and vacation poems. The chil- dren particularly liked the following: ions It seems to me I'd like to go sth Where bells don’t ring, nor whistles blow, But, Nor clocks don’t strike, nor gongs don’t . the sound, oil And Id have stillness all around. noi | ? 7 No real stillness, but just the tree’s sick, Low whispering, or the hum of bees, oil Or brooks’ faint babbling over stones In strangely, softly tangled tones, lind, S U MI VI E. he ACTIVITI E S Or maybe a cricket or katydid, t in ; | 4 Or the song of birds in hedges hid, n : Or just such sweet sounds as these it 0 To fill the tired heart with ease. ‘ ‘o tired | or H | LD R E N If *tweren’t for sight and sound and smell te I'd like a city pretty well, the But when it comes to getting rest faith I like the country lots the best. rilos- Sometimes it seems to me I must wal Art on the Hudson—photo from Just quit the city’s din and dust that “All the Children: 38th Annual And get out where the sky is blue; ol ae sd agit pr org of And say, how does it seem to you? him ochoois, City of NeW YOrR. Questions like the following encour- aged each child to analyze his own skills TION | VOLUME 26, NUMBER 53; MAY 1937 | 149 | and to decide upon summer pastimes he would most enjoy: Can you swim well? Can you cook and sew? Can you give First Aid? How many plants can you identify? Are you an expert in any sport such as canoeing, tennis, or horse- back riding? A checklist of vacation “Things To Do” was begun on the blackboard with new ideas adding daily to its length. To get proper balance, the children divided the vacation day into eight hours for work, eight hours for play, and eight hours for sleep, an arbitrary division to be altered as necessary. Parents were consulted about work they would like to have done on a “summer contract” basis: Lawns and gardens to be cared for; picnic dinners to be prepared; cars polished and kept in good condition; simple electric and plumbing jobs for older boys and girls; furniture to be refinished; a bedroom or kitchen to be calcimined or painted. The possibility of parttime jobs with or without pay to learn habits of punctu- ality and industry, as well as new skills, was canvassed. Interest in these projects was keen and the pupils agreed that the line between work and play is shadowy, that there is much joy in the accomplishment of something useful. As the checklist became more com- plete, the children made copies to take home to their parents and brothers and sisters. Following are a few of the sug- gested “Things To Do”: Art-craft—Try soap or wood carving, clay modeling, sketching, block printing. Use the skills learned in school in weav- ing, crocheting, or knitting to make home draperies, lamp shades, and clothing. Astronomy—You can learn to star-gaze thru a small telescope of your own making. The library has material on this hobby. Camping—There is a thrill in even a short overnight trip. Learn outdoor fire- building and cookery. Collecting—Make a collection of stamps, pictures, poems, flowers, or other nature specimens. Your school will welcome an unusual collection for its museum. Fishing—Angling with rod and reel is a sport which lures both young and old. Games—The whole family will enjoy playing games at picnics or at the seashore. Learn to play bridge, checkers, ping-pong. Chess, the king of games, will challenge your best wits. Gardening—Imagine the thrill of sup- [ 150 | plying the family table with vegetables or flowers from your garden! If you have no backyard or vacant lot, you can make a miniature garden in a shallow dish. Plan to give a community flower show. Hiking or bicycling—Visit the places of interest in your city—parks, beaches, mu- seums, libraries. Industrial trips—What are the chief in- dustries of your community? Have you visited a canning factory? Do you know how newspapers are printed? Arrange in advance for group inspection trips. Making things—Polish up your tools and workbench in the garage or backporch. Make a boat, a diving-board, a bird house, a shack in the woods, a ping-pong table, a terrarium. Make a pool-tent in your back- yard for children of your neighborhood. Music—Organize a small orchestra or band in your neighborhood. Make an in- strument. The library has instructions on making wooden chimes, musical glasses, and others. Learn to play the harmonica or the marimba. Add to your collection of good phonograph records. Note musical programs you want to hear on the radio. Nature study—How many plants can you identify? How many birds? How many rocks? Get interesting material from your library on many nature friends— stars, trees, insects, birds, animals. Pet clubs—Organize a white rat or guinea pig club in your community, each member in turn to take the animal home, give it food and water, observe interesting things it does, and write accounts of his observations for club meetings. Photography—Learn the thrill of camera “hunting” for pictures of wild life. Record good times at beach or camp. Play writing and acting—Organize a “little theater” in your -neighborhood. Write your own plays and invite your par- ents to be the audience. Make puppets and have a puppet show. Reading—Books are some of the most lasting friends found on the trail of life. Summer is an ideal time for reading. Your library has books on many subjects. Singing—Form a boys’ choir or a glee club among the best singers in your com- munity. Sports—such as tennis, horseshoes, arch- ery, handball, volleyball, golf, baseball, softball, ping-pong—will bring health and pleasure thruout your life. Swimming—Learn to swim or learn a new stroke. Do you know how to dive? Learn life-saving and First Aid. Your school playground is the “village green” of today. Sponsor group games and relay races, folk games, plays, folk dancing, hiking, nature study, and other clubs. Preparation for as many summer ac- THE JOURNAL OF tivities as possible was begun during school hours. Summer Hobby Book; were designed, devoting several pages to each activity, such as making a list of birds seen with date and place observed writing names of stories to be read and a short appreciation of each, pictures to be taken on trips, and the like. At recess good picnic games were played. Collections which might be suitable for the school museum were planned, Children were encouraged to keep di. | aries and scrapbooks of summer adven. tures and to bring them to school in the fall for written and oral reports. The teacher arranged to meet small groups for picnics, hikes, or overnight camping, The summer-time resources of the community were thoroly canvassed, in- cluding activities sponsored by the YMCA, the YWCA, the libraries and churches, the Boy and Girl Scouts. In- formation on Lone Scouting was se- cured from Boy Scout Headquarters, 2 Park Avenue, New York City. A vaca tion map of the community was pre- pared, locating those places which were interesting and pleasant, or dangerous and to be avoided. Discussion of dangerous places re- sulted in a list of “Things To Avoid” during vacation, including the danger of injury in city streets; outdoor dan- gers such as poison ivy, impure water, snake bites, forest fires, and the like. The pupils discussed the prevention and treatment of sunburn; facts about the proper time for swimming and safety | rules for water sports; “picnic man- ners”; and the importance of courtesy and fair play in good times at the shore. When the time came to sing, “Put away your books and papers Closing time is come, Work is over, study ended, Now we're going home,” the children looked forward to vacation, not as a period of aimless loafing, but as a precious time for developing health, | skills, and companionship with nature. A few references—Vacation Pastimes (from which many activities suggested on this page were taken) and Vacation Safety, Seattle Public Schools leaflets, | Seattle, Washington; “Mother, What Can I Do?” Journat of the NEA, March 1935, p83-85; “Vacation-Time Activities for Children,” Fhe Instructor, June 1936, p12. —ELEANOR CRAVEN. THE NATIONAL EDUCATION ASSOCIATION } where practi leader fessio: make our ¢ Wi the the Adm Polic majo catio fessic berst cator _ PI Sit in 1¢ have sion. of g selec lows ort sion Mm 4 pub ofte by evel dut of | forc stat eco: our eXp edt 3. — aa \Ca- re- ere JUS the ety an- esy mre, on, T as Ith, | &xposition which attributes to public Ire. nes ted ion | ets, hat ‘A, me | tor, EN. | ON The Educational Policies Commission cational leadership is to discover and put into operation the means whereby steady progress in educational practice may be brought about. As such leadership is developed within the pro- fession, education can most readily make its indispensable contribution to our evolving democratic society. With these considerations in mind, the National Education Association and the American Association of School Administrators created the Educational Policies Commission to clarify the major current issues facing public edu- cation and to direct the efforts of the pro- fession toward their solution. The mem- bership is composed of twenty edu- cators serving without compensation. \ IMPORTANT RESPONSIBILITY of edu- PROBLEMS BEFORE THE COMMISSION Since the beginning of its work, early in 1936, numerous issues and problems have been considered by the Commis- son. From among these a few matters of greatest importance or urgency were selected for immediate consideration. A brief description of each project fol- lows; an asterisk indicates that the re- port is now available from the Commis- sion, 1201 16th St., Washington, D. C. *The Unique Function of Education in American Democracy—The role of public education in the development of a nation pledged to democracy has often been overlooked. Unrecognized by most laymen and dimly perceived even by the profession, the special duties and corresponding prerogatives of public schools in this country need forceful statement. In this document the educational concepts of great American statesmen and the political, social, and economic influences which have shaped our schools are woven into a systematic education a higher office than the ren- dering of just another public service. | (Available, price, 50¢) Educational Objectives —'There has | been no recent concerted attempt to re- vise the stated objectives of public edu- tation as a whole in accordance with | presentday trends. With the statement of the unique function of education as | pattern, the goals of the educative proc- VOLUME 26, NUMBER 5; ess at all levels are being reconsidered and reinterpreted in terms of home, school, and community functions. Social Services in the Schools—The relationship of the public schools to other community agencies has long been a matter of controversy. The Com- mission is seeking to define policies which should govern the relationships of schools with public health, welfare, recreation, and other social agencies. The School Population—The grow- ing numbers and changing character- istics of the children, youths, and adults with whom the schools must work are being analyzed in order that the organ- ization and methods of education may become more closely related to indi- vidual and social needs. The Economic Basis of School Fi- nance—With public services increasing both in number and magnitude, the maintenance of adequate support for public education is a matter of grave concern. This study of America’s ca- pacity to pay for education and of the economic effects of schooling is being undertaken to determine a long-range fiscal policy for America’s public schools. Influence of the Depression on Edu- cation—In response to an invitation from the Social Science Research Council, the Commission has formu- lated a program of research in educa- tion that will ultimately reveal the many ways in which the schools are affected by economic adversity. A Guide to Studies of Educational Resources—On request of a govern- ment agency, the Commission has pre- pared a document on educational plan- ning which is designed primarily to aid state planning officials and state edu- cational agencies in conserving their educational resources. Other staternents on specific aspects of educational plan- MAY 1937 ning may be published at a later date. *A National Organization for Edu- cation—This statement presents guid- ing principles for the development of an organization which, in its purposes, its structure, and its activities, shall be representative of the full scope of public education. (Available, gratis) The Federal Government and Educa- tion—Thru a series of conferences with government officials and authorities in general and vocational education, the Commission is interesting itself in sev- eral aspects of federal participation in education. A, memorandum now being prepared at the request of President Roosevelt’s Committee on Vocational Education will probably be the first statement of policy in this area. *Deliberative Committee Reports of 1936—A compilation of facts on national deliberative committees in education. (Available, gratis; same also for 1935) CONFERENCES From time to time, conferences are held at which members of the Commis- sion meet with authorities in various fields of interest. Important among those held to date are the following: Educational expenditures and economic welfare. Chicago—May 9, 1936. Educational objectives. Chicago, May 10, 1936; Boston—Oct. 26, 1936; Francisco, Nov. 13, 1936. State educational planning. Washing- ton—June 6, 1936. Professional organization in education. Crawford Notch—Aug. 19, 1936. Edugational services of the federal gov- ernment. Washington—Jan. 7, 1937. The federal government and vocational education. Washington—Jan. 24-26, 1937. Social services in the schools. Washing- ton—April 5-7, 1937. San THE CONSULTANTS TO THE COMMISSION The Commission believes its work will be effective in proportion to the degree to which the profession as a whole is brought into the procedure of formulating pronouncements and securing their acceptance in practice. More than 2100 ex-officio consultants have been chosen as representatives of the profession at large to aid in imple- menting the Commission’s work. [ 151 | 1937 NEA Committee N THIS PAGE are presented abstracts of several committee reports to be presented at the Detroit con- vention which are available as THe JouRNAL goes to press. Note that the Report of the Committee on Reorgani- zation of the National Education Asso- ciation is presented in part on page 157. The material on the issue of federal aid appearing on pages 132 and 133 is in reality a report of the activities of the Legislative Commission since the cam- paign for federal aid has been the major enterprise of this Commission. On page 151 will be found an account of recent activities of the Educational Policies Commission. Committee on Higher Education—The recommendations this committee is mak- ing to the Association include [1] the con- tinuance of the committee and its activities; [2] presentation, at a general session of the American Association of School Admin- istrators, of questions of common interest to higher education and to secondary edu- cation, by competent and prominent speak- ers; [3] the preparation of a prospectus setting forth the aims of the committee, the need for a more active interest in the prob- lems of the National Education Association by the higher education group, and con- taining announcements of the 1938 pro- gram; [4] a vigorous campaign by mem- bers of the committee and others to secure the cooperation of groups in higher educa- tion, in administration, and in secondary education in the common problems and in the program; [5] request for an appropria- tion from NEA to carry the necessary op- erating expenses of the committee. Joint Committee of the National Educa- tion Association and the National Congress of Parents and Teachers—The principal project of this committee for the year has been the development of a statement of principles which may be used as a plat- form for cooperative relations between the home and school. Among the points de- veloped in the complete statement which will be submitted to the Representative As- sembly at Detroit are: [1] Understanding and sympathy between parents and teach- ers are essential in studying the common problems of home and school. [2] Work- ing alone, neither parents nor teachers are able to develop conditions in home, school, and community which make for satisfac- tory education. [3] Parents have a twofold responsibility in education—to guide youth toward worthy ends in the home and to support educational enterprises which vi- tally affect children and youth. [4] The chief purpose of the parent-teacher associa- tion is education of parents. [5] It is the function of boards of education to provide the materials and equipment for the school program. [6] The management and ad- ministration of the schools is the responsi- bility of duly selected or appointed school officials. [7] The latter officials should for- mulate and make known to parents the channels by which real and alleged prob- lems may be solved. [8] Parent-teacher officials should likewise utilize the chan- nels of the parent-teacher association to bring before parents important problems in education. [9g] State and local units of the National Congress of Parents and Teachers, state and local teachers associa- tions, and state and local departments of education should keep in touch with each other for the purpose of developing and carrying out study programs and for the consideration of mutual problems relating to the education and welfare of children and youth and their parents. Joint Committee of the National Educa- tion Association and the American Library Association—The 1937 report of this com- mittee to be submitted at Detroit outlines accomplishments of the past year including - | 1] preparation and distribution of an arti- cle entitled “School Library Studies and Research” designed to indicate areas and problems of research in the school library field which have been undertaken or are in need of investigation; and [2] the provi- sion of a discussion group on “Relationship of the Library to the Educational Program” as a part of the Department of Superin- tendence program at New Orleans. Among the recommendations of the committee is the suggestion that school librarians might profitably be appointed to committees of both organizations concerned with prob- lems in the educational field at large. Committee on Equal Opportunity—This committee was organized shortly after the Denver convention in 1935. The report given at the Portland convention in 1936 shows the attitude of the National Educa- tion Association on equal opportunity as stated in its platform and various sets of resolutions. The activity of the first year was foundational since the statements of policy contained in the platform and the resolutions were made the basis for the study of the problem of equal opportunity THE JOURNAL OF Reports for all, but more especially for those g the teaching profession. In short, the 1x report brought to the attention of the \ tional Education Association the fact thy ing P there is a distinct and serious problem » a be solved—that of equal opportunity, 3 !SU Experience of the first year convince “Te the committee that a program of educatig| syste! was necessarily its first work. The que worle tions of equal opportunity, of discrimin states tion, and of women’s rights, have appa) educ: ently received little attention from a gree work many. A considerable portion of the repor of ov goes into detail regarding the problem “RB equal rights for women and cites inequai| _. h ties between the rights of men and wome, “ ¢ in the educational field. - The report quotes the Educational Poi. ‘!™* cies Commission in its report, 4 Nation’ We Organization for Education, as recom We mending that “the national professional o not ganization should define and publicize th! clas: civic and professional rights and oblig: “] tions of teachers. It should also, in certain hav important selected cases, investigate a isfy assist state and local associations in in |; vestigating apparent infringements and en. Ag gage in efforts to secure judicial rulings ir defense of these rights. . . .” The committee recommends that is *™ dri work proceed with reference to “protection SUF of members”; that the necessary machinery wh and agencies be set up; and, that funds) appropriated for the work of the com) for mittee. tel ; en, tM Information regarding other committee —Several news items regarding NEA com ¥ mittees are of interest: [1] At its New ° | Orleans meeting the Executive Committee recommended the appointment of a com °° mittee in the broad field of guidance. [2|| 5 The Retirement Committee of the NEA) has merged with the National Council | © Teachers’ Retirement Systems and th) 4 combined agency is now known as the) la National Council on Teacher Retirement) th of the NEA. [3] The Committee on th, n Economic Status of the Rural Teacher! jc with the cooperation of the Research Di} i vision, is making progress in its study al f, the economic status of rural teachers. It | expected that this study will be completed) ;, in 1938 but no definite date can be at nounced as yet. | Other committee reports are in proces'| of preparation. The complete reports of all| | committees will be pubtished in a pam| | phlet to be distributed at the Detroit cot vention. THE NATIONAL EDUCATION ASSOCIATION epor M 0 JUali omen Poli 10na! “COM: al ot. the! liga >rtain € or Nit. d en. gs in tits ction inery ds be com- ittees com: New nittee com . [2] NEA) “il on | the s the ment n the cher, 1 Di! dy of| Its sleted e all TION itor of Collier’s looks to the future of America with confidence, call- ing present controversies “the growing pains of recovery.” Writing in the April 3 issue, he says: “Today the American public-school system is incomparably the best in the world. Many of the poorer agricultural states lag. Still the facts remain that no educational system anywhere else in the world approaches the general excellence of our schools. . . . “Because all children are provided with schools, Americans enjoy a higher standard of living than has been at- tained anywhere else in the world. We produce more. We demand more. We consume more. . . . Luxuries are not limited to any social or economic dale s . “Because so many want so much, we T= BEST IN THE WORLD—The ed- have to produce more and more to sat- isfy the increasing demands of an ambi- tious people. This is the basic fact of American life. It is the force which has driven us forward during a hundred and fifty years of material progress. It supplies the energy and the initiative which impel us today. . “We have problems, serious problems, for whose solutions we need all the in- telligence, all of the persistence, and all the goodwill we can muster. But by our schools and our industry and our tradi- tions of reasonable and free selfgovern- ment we have prepared ourselves to deal competently with these and other emer- gencies.” Conflict on the Campus—“I have seen college-bred cub reporters trying to appraise current events while obviously lacking an inner knowledge to measure them by. I have seen scores of young men in business who approached their jobs with a vagueness that bespoke an inner vacuum. ... There are others fresh from the universities, who wish to pursue their own ways without realiz- ing that human enterprises must ob- serve some degree of method in order to function.” J. C. Long, writing in the March Scribner’s, thus cites evidence that there is something wrong with the colleges. The elective system, the vocationalism of graduate schools and_ professional VOLUME 260, NUMBER 53 An Evening with the Magazines schools, and the abandonment of fixed entrance requirements have worked to- gether to make a college degree mean anything or nothing. Mr. Long suggests that the small college lead higher edu- cation out of the wilderness. “The college—not the graduate school, nor the student’s unguided whim, nor the emptiness of the sub-freshman’s pate —must determine the undergraduate course of study. ... Each individual college can achieve power and valid- ity for its undergraduates only by build- ing on its traditions and offering the form of education in which it has solid betel... “That type of modern education which turns over to the student the complete responsibility of discovering truth for himself is ignorant of human psychology and need.... Each new generation modifies and expands the knowledge it has received from the gen- eration before it, but it starts out, at least, with a body of knowledge on which to work. If the trumpet gives an uncertain sound, who shall prepare himself to the battle?” Can the Schools Save Democ- racy?—Teachers have long accepted the doctrine that one of the chief func- tions of the public schools in a democ- racy is to produce a high grade of citi- zenship. But results of their efforts have been disappointing. Avis D. Carlson discusses the immi- nence of the problem in the April issue MAY 1937 of Harper’s. She tells of a test given to twelve thousand highschool students in many different centers, designed to test knowledge of the political world. Here are some of the results: After three years when Franklin Roose- velt had been the most discussed personage in the Western hemisphere and perhaps in the world, 1 percent of those highschool students could not name the President. Only 22 percent of them knew that Stalin is a dictator. When asked the official posi- tion of Cordell Hull, less than a third of them could produce the right answer. Only 20 percent could identify Pierre Laval, 9 percent Stanley Baldwin, and 3 percent Maxim Litvinoff. Twenty percent did not know that Russia is communist, and 40 percent did not know that Germany is fascist. . . . When they were asked to se- lect from a list of political characteristics those applicable to communism, fascism, and democracy, their answers were little short of disgraceful. . . . The seniors did only a little better than the sophomores. . . . All citizens—not teachers alone—must approach the problem of citizenship training tar more earnestly, insists Mrs. Carlson. “We have never really thought it important. If we had we should long ago have found a way to solve it, just as we have found ways to shorten the dis- tance from New York to Los Angeles. . . . American society finds it curiously hard to take its younger members seri- ously.” The work of the schools should be focused on citizenship alone, Mrs. Carl- son believes. The state can justify the cost of the schools only as an investment, as an insurance policy for the future. Fascism and communism instil in their schools an unquestioning allegiance to prevailing national doctrines. A democ- racy, on the contrary, can serve its own highest purposes not by teaching a blind allegiance, but by developing social in- telligence and critical understanding. “Any worthwhile teaching of democ- racy must present it not as an accom- plished fact, but as an ideal toward which we have been slowly and un- evenly moving, as a way of life which we are still far from having mastered. . .. Can this be done in a classroom? A few superior teachers have always known how. Good teachers everywhere will welcome the freedom to try.” —Hazer Davis. U. 8. Biological Survey The teachers turn Stubkgeon Bay WISCONSIN HE FIRST PERSON who went to the Huron country on an educational mission was clubbed to death and eaten! When Samuel de Champlain, from the St. Lawrence valley, looked toward the lake region which the Indians called “Mich-sawg-ye-gan,” he fancied himself on the long-sought shortcut to Cathay. Fearing the hos- tility of the savages even more than the geographical barriers that confronted him, Champlain decided to send ahead eighteen-year-old Etienne Brulé to learn the language of the Hurons and to acquaint these denizens of the wilderness with the harmless intentions of the white man. In consequence, that young luminary was the first European to behold the falls in which Lake Superior tumbles to Lake Huron’s level, and which later were named Sault Ste. Marie. This was in 1618. Etienne Brulé found edu- cation a much slower and much more painful process than he had imagined. The light of Michigan’s first intellectual endeavor was extinguished finally, in the manner described above, at Toanchi on the Ontario peninsula in 1632, after fourteen years of effort during which the impatient Cham- plain without doubt frequently sent many a scouting party to ask, “Why the’ delay?” Three centuries of civilizing influences have made a differ- ence in the Huron country. To the twelve thousand teachers who gather there June 27-July 1, 1937, for the 75th annual convention of the National Education Association that dif- ference will be emphasized in the contrast between the greeting which they will receive there, and the reception given their ill-fated predecessor, Etienne Brulé. Michigan extends its warmest welcome to the unsurpassed opportu- nities for recreation and education which the state affords. [ 154 | eminem ina cama ‘| © National Geographic ciety. Reproduced by special permission from the No. tional Geographic Magazin. ‘Grand Mass singe” ' niet tate BORGGLCRAES © oY “tg MICHIGAN naw ens ‘Conn Quteert tarcew® “e * ’ ayer Lise * wt fs errr oe We eee LL er oe erssane | 7 ‘ § < taxsinan 4 OSH sas Prank PRAVERSE BF se Suse Enea Kumgyiey’ « ener Tro Mpgon igs => SSCS Tr } * oy ORO i? MANISTEE 2? OMEN = her’ ese} Maxton ie wryne ober Helen ateygriee taht id tty ) ae Wm peer ore CL pageet OL) Vale 3 : tare nat Muskegon Heights Sera, wag a ; : a ee leant PS mts Grand Ha Oreos MCOCUNTE 0 BGT we 24 : i a | Seu sotiet PRaLU Co | ¥ gage ye * paces ore ¥ : Re ate oa} 0 iT: ce ee nn er ME TISL petro Anege ot. eens . Ly De a rs = i “SHREW as RALANAZO® 91 EAE e Py ¢ Yyshant . Veer >, aon tere Aon AttocS g lpiver oe" CANADA i J Rogke Rows | \ artic Creek fparme . S| rime ag ° sak a Sane ae © Rand McNally & Co. Reproduction by courtesy of Rand McNally rau) The playground facilities of Michigan are known to every- body. Summer visitors find its waters dotted with white sails, and lined with hot-weather homes that range from simple cottages to sumptuous mansions. Six thousand shim- mering lakes are stocked with hungry trout and pike and whitefish. Glistening sands, level as far as the eye can set, or humped by prevailing winds into dunes sometimes four hundred feet high, tempt those who seek the beach for rest | and. health. The Midwest moves to Michigan in summer, and thousands of teacher-laden autos will join the caravaf next June to attend what promises to be one of the largest conventions the NEA has ever held, and to enjoy afterward a vacation as economical as it is delightful. Few states offer as many non-institutional educational ad- vantages as Michigan. The state is a living exhibit of the | great sweep of New World change. Isle Royal is almost the | same today as it was when its wild cliffs echoed the paddles of French voyagers three hundred years ago. Herds of moose and caribou roam its lakes and gorges, and its ridges are cov THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ered fact mev rese tren deer Tra gree ring ja pl cu W ni st tt ery: ite rom 1im- and set, four SS — eee rest mer, ivan gest yard ad- the | the dles pose cov- ‘ION ered with virgin forests. In the midst of Detroit’s modern factories, one finds it hard to believe that a region so pri- meval is only a day’s journey away. Within the state is rep- resented every historical epoch that lies between these ex- tremes. Michigan is a hunter’s paradise. Three thousand deer are not an unusual kill for the short open season. Trappers still bring their catch across the straits where the great fur companies met in conflict in days gone by. The ring of the axe blade is heard today in camps where lumber- © National Geographic Society. Reproduced by special permission from the National Geographic Magazine Where Michigan Plays jacks engage in exploits that belong elsewhere to fading pictures of history. “Pioneers” are now trying to make agri- culturally useful hundreds of square miles of cut-over lands, wasteful consequence of exploitation common to a day when natural resources were wide and human vision narrow. A student of economic history will find almost every stage of that branch of social science exemplified in Michigan, and nowhere else is better illustrated the complex result of eco- nomic trends. A summer tour of Michigan is an impressive education in the variety of occupations by which men make a livelihood, and in the great diversity of the nation’s wealth. Those who know Michigan as the automobile center of the world may not think of its world leadership in the production of furni- ture, breakfast food, and paper. Readers of advertising who recall “Kalamazoo Direct to You,” will know that stoves are manufactured there, but few who have not been solicited in Kalamazoo by the celery vender on every corner know that the fertile region thereabouts raises a generous per- centage of America’s supply of that succulent plant. Nor do many whose nostrils have not been assailed during late summer in that city by the sweet scent of the essence of peppermint know that the region produces most of the flavor for the nation’s chews. A list of the commodities which Michigan produces on a large scale would be a catalog of human needs, ranging from air rifles and pickles to copper and tulips. The conventioner who likes to study his economics in the laboratory will find his apparatus well set up for him in that state. For the student who needs “credits” along with this learning, Michigan abounds in opportunity. Wayne Univer- sity, an integral part of the school system in the convention city, ranks among the larger universities of the United VOLUME 26, NUMBER 53 MAY 1937 States. Its College of Education is staffed by those who are responsible for supervising instruction in the Detroit city schools. Summer courses for teachers will follow the con- vention. Specially attractive are the programs for teachers of handicapped children, in the care of which the Detroit schools are outstanding. In the convention city also the Detroit commercial col- lege announces a summer school for teachers. The State University is located only thirty miles away at Ann Arbor. Following the convention, the NEA Department of Ele- mentary School Principals is sponsoring a conference on elementary education at this University. See page A-86, There are four excellent state teachers colleges located in Where Michigan Learns Where Michigan Earns various parts of Michigan, offering not only variety in studies, but diversity in geographical environment. The Na- tional Music Camp at Interlochen, directed by Joseph E. Maddy, will interest those whose field is music. The National Education Association will celebrate its 75th meeting in an ideal location for professional study to follow the stimulating sessions of the convention, whether the student wishes to pursue his studies afield or in academic hall. —BELMONT FArLey. The Detroit Pro gram TENTATIVE OUTLINE OF GENERAL SESSIONS Orville C. Pratt, president of the Na- tional Education As- sociation, and super- intendent of schools, Spokane, Washington Sunday, June 27, 4:30 PM—Vesper Service Address—Halford E. Luccock, Department of Homiletics, Yale University Divinity School Sunday, June 27, 8:00 PM A musical program arranged by Detroit Committee Monday, June 28, 9:30 AM—First General Session Addresses of welcome— Frank Murphy, Governor of Michigan Frank Couzens, Mayor of Detroit Eugene B. Elliott, Michigan state superintendent of public instruction Frank Cody, superintendent of schools, Detroit Response to adresses of welcome—Albert M. Shaw, Hollenbeck Junior High- school, Los Angeles; president, NEA Department of Classroom Teachers Progress and problems of our Association—Willard E. Givens, executive secretary of the Association Then and now in the National Education Association—Orville C. Pratt, presi- dent of the Association Monday, June 28, 5:30 PM—Ninth Life Membership Dinner Monday, June 28, 8:00 PM—Second General Session The role of the schools in social reform—Edmund E. Day, president, Cornell University Tuesday, June 29, 9:30 AM—Third General Session Section A A challenge to educational statesmanship—Newton Edwards, Department of Education, University of Chicago Section B—Guidance Address—Alice R. Morison, former head of Secondary Education Associa- tion in England Section C—Teachers organizations Local organizations— P. W. Seagren, president, Dade County, Fla., Classroom Teachers Assn. Josephine Smith, chairman, Afhliated Teacher Organizations of Los Ange les Evlyn Chasteen, president, Oakland Teachers Assn. State organizations— Lester K. Ade, state supt. of public instruction, Harrisburg, Pa. Arvie Eldred, secretary, New York State Teachers Assn. Spencer Phillips, secretary, Louisiana Teachers Assn. Arthur L. Marsh, executive secretary, Washington Education Assn. R. C. Moore, executive secretary, Illinois Education Assn. | 156 | Tuesday, June 29, 8:00 PM—Fourth General Session Society’s interest in human values—Mrs. Mary R. Beard, author and historian Wednesday, June 30, 9:30 AM—Fifth General Session Section A An experiment in character training—Charles B. Glenn, superintendent of schools, Birmingham, Ala.; president, American Association of Schoo! Administrators Section B— Social security Section C—Safety Address—Paul Hoffman, president, Studebaker Corporation, South Bend, Ind. ; Wednesday, June 30, 8:00 PM—Sixth General Session Conservation of natural resources—Stuart Chase, author and lecturer | ’ Thursday, July 1, 9:30 AM—Seventh General Session Section A—Adult Education Section B—Reading Section C—Visual Aids—Sound Pictures (New Tools for Learning) The place of sound pictures in education—Mark A. May, director, Institute of Human Relations, Yale University Thursday, July 1, 2:00 PM—Ejighth General Session Horace Mann Play—Antioch College Players Thursday, July 1, 8:00 PM-—Ninth General Session The Elimination of War—Honorable Josh Lee, U. S. Senator from Oklahoma Introduction of the New President of the Association REPRESENTATIVE ASSEMBLY Tuesday, June 29, 9:30 AM—First Business Session Report of Committee on Credentials Report of Committee on Bylaws and Rules Minutes of Portland Meeting Report of Committee on Amending Charter—Reuben T. Shaw, Northeast Highschool, Philadelphia, chairman Report of Committee on Tenure—Donald DuShane, superintendent of schools, Columbus, Ind., chairman Report of Committee on Equal Opportunity—Gertrude Mallory, 1518 Arden- dale Ave., San Gabriel, Calif., chairman Report of Educational Policies Commission—A. J. Stoddard, superintendent of schools, Providence, R. I., chairman Nominations of officers Wednesday, June 30, 9:30 AM—Second Business Session Report of Committee on Reorganization—William S. Taylor, dean, School of Education, University of Kentucky, chairman Report of Committee on International Highschool, Somervflle, Mass., chairman Report of Committee on Health Problems in Education—Thomas D. Wood, Columbia University, chairman Report of Committee on Economic Status of the Rural Teacher—William Mc Kinley Robinson, Dept. of Rural Education, Western State Teachers College, Kalamazoo, Mich., chairman Report of Committee on Academic Freedom—Henry School of Education, Indiana University, chairman Report of Committee Horace Mann Smith, Harvard University, chairman Report of Committee on Higher Education—A. G. versity of Wyoming, chairman Relations—Annie C. Woodward, Lester Smith, dean, on Centennial Celebration—Payson Crane, president, Uni Thursday, July 1, 9:30 AM—Third Business Session Report of Legislative Commission—Sidney B. Hall, state public instruction, Richmond, Va., chairman superintendent of Report of Joint Committee of NEA and NCPT—Mrs. B. F. Langworthy, 6 North Michigan Ave., Chicago, chairman Report of Joint Committee of NEA and ALA—Margaret R. Greer, Central Library, Board of Education, Minneapolis, chairmay Report of Committee to Cooperate with the National Association of Teach- ers in Colored Schools—N. C. Newbold, state director of Negro education. State Department of Education, Raleigh, N. C., Report of Committee on Necrology—H. V. Tei Highschool, Shelbyville, Ky., han man } npel, principal, Henry Cla‘ chairman Report of Committee on Resolutions R. L. Hunt, superin*endent of schools, Madison, S. Dak., chairman Report of Other Committees by Board of Directors Reports of Board of Trustees; Treasurer; Audit Committee; Budget Committee THE JOURNAL OF THE:NATIONAL EDUCATION ASSOCIATION | | HE Na mut ce the by at the with « at sor In porta’ now [ t tence recor by tl and ance are | Se catic clas: stite gat Am Mer rea - a lan t of tute oma least ols, Jen- it of II of ard, Mc- ege, ean, yson Jni- | tral ach- 10n, *! a a ils, ttee Recommendations ofp COMMITTEE ON REORGANIZATION HE COMMITTEE ON REORGANIZATION of the National Education Association plans to resub- mit certain of its recommendations for amending the bylaws and to present other recommendations at the Detroit meeting. The amendments marked with an asterisk have been submitted in substance at some previous convention. . In studying the proposed amendments, it is im- portant to note that sections of the bylaws as they now stand are printed in regular type; brackets [ ] are placed around words, phrases, and sen- tences that are to be cut out of the bylaws if the recommendations of the Committee are approved by the Representative Assembly. Words, phrases, and sentences which should be added in accord- ance with the recommendations of this Committee are printed in italics. ARTICLE I—MEMBERSHIP Sec. 1. The membership of the National Edu- cation Association shall consist of [three] four classes: Active, Associate, Corresponding, and In- stitutional, whose qualifications, rights, and obli- gations shall be as hereinafter prescribed. Amend Section 3 by rewording and adding Life Membership dues. This Section if amended will read as follows: Sec. 3. The dues of an active member shall be $2 or $5 annually or $100 for a Life Membership. Active members shall be entitled to attend all meetings of the Association and its several Depart- ments, to vote for delegates to the Representative Assembly, and to hold office. Those who pay an- nual dues of $2 shall be entitled to receive THE JourNaL free. Those who pay annual dues of $5 shall be entitled to receive, in addition to THE JournaL, the Research Bulletins and the Volume of Proceedings. Those who pay $100 become mem- bers for life without payment of additional dues and are entitled to receive THE JOURNAL, the Re- search Bulletins, and the Volume of Proceedings. Sec. 4. All [Life Members and] Life Directors shall have all the rights and privileges of active members without the payment of annual dues, and shall receive free without application or condition the publications of the Association. Sec. 7. Institutional membership in the Assocta- tion may be held only by libraries in normal schools, teachers colleges, liberal arts colleges, and universities, and by public libraries. The annual dues for the regular institutional membership shall be $5, which shall entitle the institution to receive THe JouRNAL, the Research Bulletins, and the Vol- ume of Proceedings. A special institutional mem- bership shall be available to the above-named in- stitutions for a fee of $2. This shall entitle the institution to receive THE JOURNAL only. Institu- tonal membership shall have no rights other than to receive the publications named. Sec. 8. The membership year shall be from September 1 to August 31. All membership dues [paid during the membership year shall be credited to that year] shall be credited to the current mem- bership year unless otherwise requested. Sec. 9. The annual dues of members shall be sent to the Executive Secretary on or before [No- vember 1] December 31. An active member failing to pay dues as herein provided shall forfeit the privileges of membership and [after being in arrears one half year | be dropped from the list of members. Sec. 10 Clation . The shall Executive Secretary of the Asso- furnish each member of the Asso- VOLUME 26, NUMBERS; ciation a membership card, declaring him to be a member of the National Education Association for the year for which his dues are paid, and as such entitled to all the rights and privileges granted by the charter and bylaws of the Associa- tion. Arrangement may be made with local and state affiliated associations for the issuance of a coinclusive membership card or insignia or both on a voluntary basis. ArTicLe II]—Orricers Sec. 1. (a) The officers of said corporation shall be a President, a First Vicepresident, a Second Vicepresident, Twelve District Vicepresidents, an Executive Secretary, a Treasurer, a Board of Di- rectors, an Executive Committee, and a Board of Trustees. (b) The retiring President shall become First Vicepresident and shall serve in this position for one year. (c) The Second Vicepresident shall be elected from the United States at large at the same time and in the same manner as is the President of the Association. In case of a vacancy in the Presidency of the Association, the Second Vicepresident shall succeed to this office. If another vacancy in the Presidency shall occur, the Board of Directors shall have power to name a President who shall serve until the next annual meeting of the Association. (d) At the annual meeting of the National Edu- cation Association there shall be elected from each of the twelve districts named herein a District Vice- president who shall serve for one year. The twelve districts of the National Education Association are as follows: 1. Maine 2. New York New Hampshire Pennsylvania Vermont New Jersey Massachusetts Delaware Connecticut 4. Michigan Rhode Island lllinois 3. Maryland Sakios Virginia Ohio West Virginia Senora District of Columbia 6. Mississippi North Carolina Arkansas 5. Kentucky Loutsiana Tennessee 7. Texas South Carolina Oklahoma Alabama New Mexico Georgia 8. Nebraska Florida Kansas Puerto Rico lowe Virgin Islands Missosers g. Wisconsin North Dakota om Colorado Soéuth Dakota Utah Minnesota Wyoming 11. Washington 12. Arizona Oregon California Idaho Nevada Montana Hawau Alaska Philippine Islands Board of Directors (e) The Board of Directors shall consist of the President, the First Vicepresident, the Second Vice- president, [the Executive Secretary,] the Treasurer, the Chairman of the Board of Trustees, and one additional member from each state, territory, or district to be elected by [the active members for the term of one year] the Representative Assembly for the term of three years or until their successors are chosen, and of all Life Directors of the Na- tional Educational Association. MAY 1937 *(£) The terms of the members of the Board of Directors elected from the states, the District of Columbia, and the territorial possessions shall be for three years, the terms of one-third of the mem- bers expiring each year. All members of the Board of Directors representing the states, the District of Columbia, and the territorial possessions shall be nominated by the said states, District of Columbia, and territorial possessions to the Representative Assembly for election by that body. All members so elected to take office at the close of the annual meeting in 1937 shall draw lots to determine who shall serve one, two, or three years. Thereafter all terms of office for such members shall be for a three-year period. Executive Committee *(g) The Executive Committee shall consist of [five] seven members as follows: The President of the Association, [the First Vicepresident,] the Treasurer, the Chairman of the Board of Trustees, [and a member of the Association to be chosen annually by the Board of Directors to serve one year] two members elected by the Board of Direc- tors for the term of one year and two members elected by the Representative Assembly for the term of one year. A Director elected to the Execu- tive Committee shall continue as a member of the Board of Directors. The election of the members of the Executive Committee by the Board of Direc- tors and the Representative Assembly shall be by the Hare System of Proportional Representation. The provisions of this Section shall become effec- tive in the selection of the Executive Committee for the Association year beginning with the close of the Convention in 19 37. Qualifications of Delegates *Sec. 8. [Only active members of the National Education Association shall be eligible to be dele- gates to the Representative Assembly, and to vote in the election of delegates in a state or local affliated association.]| To be eligible to election as a delegate to the Representative Assembly, the candidate must have been for two years immedi- ately preceding the election an active member of the National Education Association and a member of a state, district, or territorial association; and if the delegate is to represent a local affiliated asso- ciation, then two-years’ membership in such local association immediately preceding the election shall be added to the above-named qualifications. Pro- vided, that the two year restriction shall not apply to newly-organized local associations. Artic.Le II]—Duties or Orricers Sec. 2. The First Vicepresident shall serve on the Board of Directors for the term of one year. Sec. 3. The Second Vicepresident of the Asso- ciation shall be the Chief Assistant to the President for any services which the President may require of him and shall serve on the Board of Directors for the term of one year. *Sec. 4. The Twelve District Vicepresidents of the Association shall also serve as Assistants to the President for such services as may be required of them. Such services for the District Vicepresidents may include attendance at the professional meet- ings in the district and the presentation of the problems of the National Education Association together with its principles and policies. The Vice- presidents shall cooperate with the State Directors in their districts in the promotion of interest and memberships in the National Education {ssocia tion. The Vicepresidents may be called upon to carry out these duties in the districts which they serve. Amend present Section 4 (a) as follows: Sec. 4 (a) The Board of Directors [shall have power to fill all vacancies in their own body and] shall have in charge the general interests of the corporation, excepting those entrusted to the Board of Trustees. Amend present Section 6 (b) by deleting the fol- lowing sentence: [It shall also be the duty of the Board of Trus- tees to issue orders on the Treasurer for the pay- ment of all bills approved by the Board of Direc- PROPOSED CHANGES IN NEA HESE AMENDMENTS to the Association’s bylaws french at the Portland Convention are printed here in accordance with the provision in the bylaws. If these amendments are adopted, words, phrasés, and sentences in brackets [ ] will be stricken from the bylaws and those in italics will be added. Words, phrases, and sentences which will be unchanged are printed in regular type. ARTICLE II, Section 1 (b) Amend Article II, Section 1 (b), so that it shall read as indicated in the following: The Board of Directors shall consist of the Presi- dent, the First Vicepresident, [the Executive Sec- retary] the Treasurer, the Chairman of the Board of Trustees, and one additional member from each state, territory, or district to be elected by [the active members for the term of one year] the Rep- resentative Assembly for the term of three years or until their successors are chosen, seven directors to be elected at large by the Representative As- sembly for a term of one year or until their suc- cessors are chosen, and of all Life Directors of the National Educational Association. ARTICLE II, SEcTIon 1 (b) Amend by the addition of the following: All members at large shall be nominated to the Representative Assembly as are other officers and shall be elected by that body by the system of vot- ing known as the Hare System of Proportional Representation. ArTic.e II, SEcTION 2 Amend by adding after the first sentence the fol- lowing: The nominating committee shall submit its re- port and immediately thereafter opportunity shall be given for nominations to be made from the floor. Artic.e II, Secrion 2 Amend by deleting the following sentence: [On the first day of the annual meeting of the Association the delegates of each state, territory, and district of the United States shall nominate one person for member of the Board of Directors and the name of such person shall be reported to the Representative Assembly at the first business meeting upon roll call of the states. ] In lieu thereof, insert the following sentences: The director for each state, the District of Co- lumbia, and each territorial possession shall be nominated at least 30 days preceding the annual meeting of the National Education Association. It shall be the duty of the state director to arrange [ 158 | tors, or by the President and Executive Secretary of the Association acting under the authority of the Board of Directors. | ARTICLE X—AMENDMENTS The Committee recommends that provisions simi- lar to the ones adopted at the Portland Convention in 1936 be adopted—namely, to amend Article X, Section 1, of the bylaws as follows: (a) *Provided that these bylaws may be amended at the annual meeting of the Repre- sentative Assembly in [1936] 1937 and 1938 by a two-thirds vote if such amendment has been printed in the May Journat of the National Edu- cation Association of that year. (b) *Provided, however, that these bylaws may for the method of nominating his successor. Such nomination may be by ballot or by a called meet- ing of the active members of the National Educa- tion Association or by some other procedure which will secure the full support and satisfaction of the membership in each state, each district, or each territorial possession. Each director shall certify the name of the nominee to the Executive Secretary of the National Education Association at least 30 days before the annual meeting. ArtTic.e II, SecTion 2 Amend by the addition of the following: The terms of the members of the Board of Direc- tors elected from the states, the District of Colum- bia, and the territorial possessions shall be for three years, the terms of one-third of the members ex- piring each year. All members of the Board of Directors representing the states, the District of Columbia, and the territorial possessions shall be nominated by the said states, District of Columbia, and the territorial possessions to the Representative Assembly for election by that body. All members so elected to take office at the close of the annual meeting in 1937 shall draw lots to determine which ones shall serve one year, which two years, and which three years. Thereafter all terms of office for such members shall be for a three-year period. No such member shall be eligible to suc- ceed himself after serving two consecutive terms. The Directors at Large shall be elected for terms of one year each and shall not be eligtble to succeed themselves for more than six consecutive terms. Articte II, Section 8 Amend this Article to read: (a) [Only active members of the National Edu- cation Association shall be eligible to be delegates to the Representative Assembly, and to vote in the election of delegates in a state or local afhliated association.] To be eligible to the election as dele- gates to the Representative Assembly, the person elected must have been for two years immediately preceding the election an active member of the National Education Association and a member of a state, district, or territorial association; and if the delegate is to represent a local affiliated asso- ciation, then two-years’ membership in such local association immediately preceding the election shall be added to the above-named qualifications. Pro- vided, that the two years’ restrictions shall not apply to newly-organized local associations. (b) An active member shall be permitted to vote for the election of delegates in but one afhli- ated [local] association. (c) For determining the apportionment of dele- gates, an active member may be counted in [two] be amended at the annual meeting of the Repre. sentative Assembly in [1936] 1937 by a two-thirds vote, without previous notice. The Committee recommends the amendment of Section 2 of Article X as follows: *Sec. 2. In all voting on amendments to the | charter and on amendments to the bylaws pri ; ballots shall be used except where unanimous sent is given by the Representative As: [state delegations may vote by ballot. The r shall be announced by the chairman of each gation as the roll of states is called; such vote be determined by the actual number of del present at such meeting and voting. Upon the quest of three delegates any state delegation vote by ballot. ] BYLAWS | one affiliated association [s], and no more; [and that one of these shall be the state association}, ArTICLE III, Section 4 (b) Amend by the addition of the following sentence: No member of the Board of Trustees shall be eligible to succeed himself after two successive terms—eight years. ArTICLE III Amend by the addition of a new Section which shall be Section 7: The Vicepresidents of the Association shall serve as assistants to the President for any services which the President may require of them. Such services shall include attendance at professional organiza- tion meetings in the home state and presentation of the National Education Association together with its plans and policies. As a group, the Vice- presidents shall constitute a membership commit- tee, acting under the direction of the President and Executive Secretary of the Association. Vicepresi- dents may be called upon to carry out these duties in states which border upon their own. This Board of Vicepresidents shall be given a budget suffi- ciently large to enable them to serve the National Education Association in an effective way in their respective districts. ArTICLE IV, SECTION 3 Amend as indicated in the following: Sec. 3. A Committee on Resolutions, composed of fifteen members, shall be elected by the Repre- sentative Assembly by the Hare System of Pro- portional Representation. The committee shall elect its own chairman. The Committee on Resolutions shall report at the mext annual business meeting of the Representative Assembly, and except by unani- mous consent, or a two-thirds vote of the dele- gates present, all resolutions shall be referred to said committee without discussion. The committee shall receive and consider all resolutions proposed by active members, or referred to it by the Presi- dent. On the second day of the annual meeting of the Association the Committee shall meet for the purpose of receiving proposed resolutions and hearing those who may wish to advocate them at a place and time to be announced in the printed program. Artic.e VI, SecTion 2 Amend by adding after the first sentence the fol- lowing: The accredited delegates to the Representative Assembly from each state shall alo elect from thew own number one member and one alternate to serve on the nominating committee for the current annual meeting. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION To doll trip redi erat Sec wo! gal lary cor wi an re- rds Ice: sive ‘ich rve uch ces a- ion her Ice- nit- and es1- ties ard nal heir sed mre- ro- lect ons of ini- ele- to tee sed esi- - of the ind | at ted fol- 1Ue cir to ent IN World Travel Service World Federation of Education Assoctations the World Federation will be held in Tokyo, Japan, August 2-7, 1937. To increase the value of the travel dollar, so that educators may make the Tit SEVENTH WORLD CONFERENCE of | trip to Japan and other trips abroad at reduced cost, Paul Monroe, Uel W. Lamkin, and other officers of the Fed- eration are organizing a new Travel | Section of the WFEA. Under this plan, travel dollars can work for education thru collective bar- gaining. Thru the central control of large travel groups, prices for tours in connection with the Tokyo conference will be much lower than those quoted to individuals or small groups. Allow- ance is also made of a small percentage of the sales price to the World Feder- ation. Thus there would be saved for educational work of an international | Nature commissions that would other- Wise pass into the hands of disinterested agents or be retained by the steamship ' lines and tour companies. This income ''s needed by the Federation, which is | barely able to meet the necessary ex- | Penses of maintaining its headquarters. | The travel dollar of educators is rec- | ognized by steamship and tour com- panies as an important part of the great Sum spent by this country for travel. If these travel dollars can be made to VOLUME 26, NUMBER 5; flow thru one Travel Section, they will ultimately place educators in powerful position to bargain for better values. The idea originates thru the coopera- tion of a capable specialist interested in the work of the World Federation, upon whom the WFEA is at liberty to call for assistance and advice, insur- ing capable handling and satisfactory service. If the plan is well-received, it will be possible for the Travel Section to place you in position to benefit from collec- tive bargaining on a much larger scale, particularly insofar as all-expense ar- rangements are concerned, and, ulti- mately, centralizing educator travel ar- rangements on a large scale, enabling contracts with steamship lines for pref- erential steamship rates. It will also en- able the WFEA to carry out one of its ideals of better international under- standing thru arrangements for edu- cators visiting foreign countries to be “adopted” by local educators. Folders are available from the WFEA on the following extremely fa- vorably priced all-expense tours, in ad- dition to the Orient tour: Tour No. TS-1—53-day tour of Europe. From New York, July 9. Return to New York, August 30. Cost, $492. Tour No. TS-2—Around Africa. From MAY 1937 One of the most exquisitely beauti- ful views in the world—Japan’s Mt. Fuji. Photo from Board of Tourist Industry, Japanese Govern- ment Railways. New York, July 2. Back into Mon- treal, September 10. Cost, $606. Tour No. TS-3—Around South Amer- ica. From New York, July 3. Back to New York, September 7. Cost, $754. Tour No. TS-4—Tour of India. From New York, July 2. Back to New York, September 13. Cost, $958. Send your deposit to the Travel Sec- tion, World Federation of Education Associations, 1201 16th St., Washing- ton, D. C. Your travel plans will be promptly passed to the companies in position to serve you or the steamship lines you wish to use, with the request that their own representative confer with you if your plans are complicated. The transaction can be completed di- rectly with you by the tour or steam- ship company. The Japanese government is arrang- ing many special attractions for the entertainment of visitors during the Tokyo convention. President Monroe is planning a program of worldwide interest, centered about the theme, “A Twentieth Century Program of Educa- tion.” Do not delay in making reservations for Tokyo. And increase the value of your travel dollar by writing to the Travel Section of the World Federation immediately. [ 159 | The NEA Year in Retrospect NASMUCH as this is the final issue of | Tue Journat for the school year 1936-37, it is appropriate to present a brief overview of the major activities of the Association for this period. Many activities of the Association are dealt with in detail elsewhere in this JouRNAL. The drive toward federal aid for edu- cation has been without question the major enterprise. This move is of the utmost significance and as this JouRNAL goes to press, the Harrison-Black- Fletcher Bill has progressed further thru the legislative mill than any re- cent major acts concerning the relations of the federal government to education. See page 133 for a detailed statement of the present status of this legislation. A most encouraging tendency of the year has been the gain in professional organization. Most state associations and the National Education Associa- tion show an increase in membership reflecting the general economic up- trend. No effort should be spared to see that this increase is continued. With other groups becoming organized with increasing effectiveness, and with many problems of education demanding na- tional attention, it is plain that our national professional organization must be made stronger if education is to be properly represented as a vital phase of our national life and if the rights of teachers are to be protected. In this connection, the progress made in the past year toward increased effec- tiveness in the organization of the Na- tional Education Association is another of the encouraging developments. The amendments to the Charter of the NEA approved by the Delegate As- sembly at the convention at Portland last summer were passed unanimously by the United States Senate on February 11. On March 11 they also received the approval of the House Committee on Education. Final approval is expected at this session of Congress. The report of the Committee on Re- organization of the NEA regarding amendments to the bylaws is given on page 157 in this Journat. This Com- mittee will make a number of addi- tional recommendations to the Execu- tive Committee at Detroit. These in- [ 160 | clude suggestions as to a more careful selection of delegates to the Repre- sentative Assembly, a reduction of the size of the Representative Assembly, the possibility of district conventions of the NEA in each of the twelve districts recommended as areas for the selection of vicepresidents, and all-inclusive pro- fessional organization membership. Re- garding the latter item the report of the Committee reads in part as follows: The Committee believes that we should have an all-inclusive professional organ- ization representing the men and women in education in America and that pro- vision should be made for the same on a voluntary basis. . . . The Committee rec- ommends that the National Education As- sociation encourage the local units to col- lect the consolidated dues for the local, state, and national associations and trans- mit them to their respective associations. The Association has developed within the year a vigorous teacher welfare pro- gram thru the creation of a Division of Teacher Welfare in the headquarters staff and thru the increased activity of committees in the fields cf tenure, aca- demic freedom, retirement, and equal opportunity. Much has also been done in the field of teachers’ salaries. In the field of academic freedom the Association has worked steadily for the repeal of the Red Rider which has pre- vented District of Columbia teachers from presenting the facts about com- munism to their pupils as they do with other social orders. The United States Senate has twice voted unanimously for outright repeal of the Red Rider. The House, however, on February 8 ap- proved the McCormack Amendment to the Repeal Bill, which merely turned the Red Rider into a Pink Rider. The contest is going on, however, for com- plete repeal. The legislation is now in the hands of a Conference Committee which is sympathetic to outright repeal but which cannot secure it until citizens in the various states have converted their Representatives in the House to this point of view. The Educational Policies Commis- sion is far enough along in its program to give unquestioned indication that the profession may expect from it a wise leadership in developing policies agi! plans for the future of American edyg tion. The Commission’s pronounce ment on “The Unique Function ¢ Education in American Democracy has been widely hailed as one of th! most significant ever issued. See pisi| Other committees have also mak’ effective progress. Summaries of a num! ber of reports to be presented at the De troit convention will be found on pag 152. President Pratt has strengthened committee work by recommending the appointment of core-committees from! the whole committees. This has pm vided smaller groups able to function more readily. The departments of the Association have made encouraging progress, both| as to numbers and as to programs @ work. The year 1936-37 has also been signif cant in view of the fact that the profes sion has been celebrating thruout th year the Horace Mann Centennial which will culminate in American Et ucation Week, 1937. This occasion ha aroused nationwide interest. The year in retrospect thus indicates unusual advances in a number of direc tions. There is tremendous power it an effectively organized group, espe cially one which is working in behall| of a great cause such as education in a democracy undeniably is. As stated on a plaque at the entrance to the NEA headquarters building: “The Nationa Education Association is dedicated to} the upbuilding of democratic civilize) tion and supported by the loyal cooper | ation of the teachers of the United State to advance the interests of the teaching profession, promote the welfare of chil dren, and foster the education of all the| people.” The Association already has enroled| more than one-fifth of the teachers if| America. The other four out of five ate] yet to become participants. This larget group will take part as they acquire pro fessional vision and greater financial fe sources. There are many evidences that the profession has come to realize tha strength can be achieved only thru oF ganization; that aggressive action rathet than supine submission is in order. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION W Wal Obs civic 193¢ Ant ally mer sche he j nest Ou the [13 cag be: of and’ ducy uncer. N of racy f the| Prs. mace num.’ e De Page ened & the} from pro- iCtion lation ' ns of gnif rofes it the nnial n Ed n ha icates direc- er if espe-' ehall | on if ed on NEA tional | ed to) viliza-| opie States | ching F chil: | II the| rroled | ers in| ve are | larger € pro- ial re- s that | e that ru oF rather r. ATION Notes and Announcements Win Fournat AutHors— With “Habits of Civic Efficiency” [ 734], Water E. Myer, editor of the American Observer, concludes his series of articles on civic education, a popular feature of the 1936-37 JOURNAL. Hitpa Hucues [735] is director of the Antioch school, Yellow Springs, Ohio. Members of the JourNAL staff took liter- ally Craupe EccertsEn’s opening. state- ment [136], “This is my eighth year in school,” until Mr. Eggertsen explained that he is an instructor at the University of Min- nesota Highschool. He wrote “We Chose Our Own Book” from the point of view of the student, to gain interest. One of the best known schoolmen in the United States is Roperr M. Hutcnins, [138], president of the University of Chi- cago. Lester A. KirKENDALL [747] is a mem- ber of the faculty of the Teachers College of Connecticut, New Britain. Payson SmitH [1747], chairman of the NEA Committee on the Horace Mann Centennial, formerly state commissioner of education in Massachusetts, is on the fac- ulty of the Harvard Graduate School of Education. BELMONT Farvey [754], ELEANoR Cra- ven [149], and Hazet Davis [153], are on the NEA Headquarters staff. Winter meeting—President Charles B. Glenn announces that the 68th annual meeting of the American Association of School Administrators, a Department of the NEA, will be held at Atlantic City, N. J., February 26-March 3, 1938. Registration essential at Detroit convention, June 27-July 1—Regis- tration opens on Saturday, June 26, at 9:00 A. M. at the Auditorium. Report promptly and present your NEA membership card and receive your badge and program in or- der that you may take advantage of the subjects in which you are most interested. From the registration desk your friends may locate you; telegrams may be re-ad- dressed; committee chairmen may locate members. Membership in the National Ed- ucation Association is prerequisite to mem- bership in any department. Life Membership Dinner—Life Members and prospective Life Members are invited to attend the ninth annual Life Membership Dinner which will be held at the Statler Hotel in Detroit, Monday, June 28, at 5:30 p.m. The dinner will center about the Horace Mann Centennial theme. Music will be furnished by delegates from Hawaii. Reserve this date and plan to attend. The regular Wednesday evening program of “Our American Schools” on March 24, 1937, was dedicated to the grief- stricken parents and other citizens of the community of New London, Tex., where a fine school suffered one of the greatest catas- trophes in school history. Approximately 455 children and teachers were killed and many others injured by an explosion which destroyed the school building. The memor- ial service of “Our American Schools” was held in the Chapel of St. Mary in Washing- ton Cathedral on Mt. Saint Albans, Wash- ington, D. C. Appropriate music was sung by the Boys’ Choir of the Cathedral. STUDENTS AT THE TOMB OF THE UNKNOWN SOLDIER Each spring Washington, D. C., is the mecca of half a million school children. The Office of Education is studying these pilgrimages, with a view to bringing out their educational possibilities and making them less expensive and more profit- able. For information write School Tours, U. S. Office of Education, Interior De- partment, Washington, D. C. VOLUME 26, NUMBER 5; MAY 1937 WALTER E. ENGLUND Cc. G. SCHULZ Walter E. Englund has been ap- pointed executive secretary of the Min- nesota Education Association to suc- ceed C. G. Schulz, executive secretary of that organization since 1921. Mr. Schulz, who resigned because of ill health, has been elected secretary- emeritus. The first fulltime executive secretary of the Minnesota Education Association, Mr. Schulz has made a great contribution to Minnesota educa- tion. His successor has been field direc- tor of the MEA for eighteen months. For thirteen years prior to that, Mr. Englund was superintendent of schools at Ely, Minn. “We are five years old when we enter the new strange world of school. Perhaps we are a little scared on the first day. Perhaps we want mother to stay with us. But it doesn’t take us long to discover that kinder- garten is a happy place.” Thus the roving reporter for the Los ANGELEs EXAMINER began a series of articles on March 15. The reporter will spend a day in each grade and record his experiences to tell parents and other citizens of the importance of today’s schools. The photograph above was one of the illustrations with the kindergarten ar- ticle. |Cont.on page A-82| | 161 | Purpose gives a new impulse, a new im- petus, a new interpretation to living. Pur- pose is the backbone of a life of courage. It shows that the highest justification for living is love—in some form. It may be for a cause, a country, an ideal, a family, or an individual. Purpose at its best means our kingship over conditions, our mastery over self, our dedication to something higher than self, fighting for the right and fight- ing for it to the end.—W1LL1AM GeEorGE Jorpan in The Crown of Individuality. ae COUNTY HONOR ROLL The following counties have reported 100 percent enrolments for the current year, 1936-37. More than 5500 schools and 300 cities have reported 100 percent enrolments. For the most part it 1s easier for single schools and city school sys- tems to report 100 percent enrolments. They are usually more closely integrated administrative units. The counties listed below, therefore, deserve special men- tion for their perfect enrolment records. The county is given in italic. The su- perintendent’s name follows that of the county. DeLtaware—New Castle, M. Phyllis Mason Heck and Ella J. Holley. FLormwa—Palm Beach, John I. Leonard. Grorcia—Decatur, Andrew Avery; Glynn, George W. Wannamaker; McIntosh, Mrs. Jane McI. Atwood; Wilcox, W. A. Stone. Ipano—Fremont, E. Glen Cameron. Kentucky—Kenton, Robert Creary, William O. Gilreath. Loutstana—Acadia, A. T. Browne; Ascension, L. J. Babin; Iberia, L. G. Porter; St. Charles, J. B. Martin. MaryLanp—Queen Annes, Franklin D. Day. Nevapa—Clark, Esmeralda, Eureka, Ormsby. On1o—Clinton, Carl H. Shanks; Logan, Glenn Drummond; Sandusky, H. E. Ryder. PENNSYLVANIA—Pike, C. B. Dissinger; Snyder, F. S. Attinger; Berks, Alvin F. Kemp. TENNESSEE—Davidson, W. C. Dodson; Shelby, Sue M. Powers. Utran—Duchesne, LeRoy Bishop; Emery, W. O. Bickmore; *Jordan Dist., C. N. Jensen; *Juab Dist., Ralph F. Nilsson; Morgan, J. R. Tippetts; *N. Summit Dist., H. A. Piute, J. E. Oscarson; Sevier, A. J. Ashman; *S. Sanpete Dist., W. H. Bailey; Utah, David Gourley and Owen L. Barnett; Wasatch, C. Ostlund; Weber, Keith Wahlquist. —Nansemond, H. V. White. WAsHINGTON—Island, H. G. Sharon; Mc- Pace; VIRGINIA Knowles. * Utah operates under a consolidated system. For the most part, counties and school districts are identical. The districts marked with an as- terisk represent approximately one-half counties qumensncienteaeeenenaetaoes kd ineineantaniieestit [ 162 | The Honor Roll of the NEA New Life Enlistments T= total number of Life Members enroled in the National Education Association prior to April 1 was 5755. The following Life Members have been reported since the list was published in the April JouRNAL: Catirornra—Rufus N. Hatch, Ira C. Landis, Tillie C. Munce District or Cotumspra—Robert W. Hambrook IpaHo—Mary D. Bedford ILt1nois—Wm. W. Meyer Inp1ana—Wendell W. Wampler MassacHusetts—Grace I. Woodbury Minnesota—lIvol Spafford Mississippi—Joseph P. Colvin : Missourr—Ernestine M. J. Long, Shelby N. Norris New York—Percy F. Miller Oxn1o—Philip S. Card, Roger W. Easley , PENNSYLVANIA—Marcus W. Davies, Robert C. Milli- kin Texas—Laura L. Allison, Mervyn L. Ramsey Completed Enrolments HE following schools have completed their 100 Booed enrolment in the National Education Association since the list was published in the April JOURNAL: SIXTEEN YEARS ILL1ino1is—Chicago, Pullman FOURTEEN YEARS Hawatt—Honolulu, Territory School for Blind and Deaf THIRTEEN YEARS Steelton Public Schools, Felton, Fothergill, Hy PENNSYLVANIA—Steelton, Major Bent, East End, gienic, High, West Side TWELVE YEARS PENNSYLVANIA—Reading, 1oth and Green Wisconsin—W auwatosa, Wilson ELEVEN YEARS Hawaii—Hookena, Alae; Lahaina, Maui, wai; Kalaheo, Kauai, Kalaheo ILLtino1s—Cicero, Burnham, Woodrow Wilson PENNSYLVANIA—Camp Hill, Camp Hill Schools, High, Lincoln, N. C. Schaeffer Honoko- Public TEN YEARS Hawaii—Kawailoa, Oahu, Molokai, Maunaloa New Jerstey—Ridgefield Park, Lincoln Kawailoa; Maunaloa, NINE YEARS Hawati—Hauula, Oahu, Kaaawa PENNSYLVANIA—Reading, 15th and Perkiomen Utran—Box Elder County, Bothwell, Collinston, Corinne, Elwood, Fielding, Garland, Howell, Lin- coln, Perry, Plymouth, Portage, Washakie EIGHT YEARS Hawatt—Anahola, Kauai, Anahola; Eleele, Kauai, Eleele; Hilo, Hilo Union, Kaiwiki, Kapiolani, Kaumana, Waiakea-kai, Waiakea-waena; Kawuna- kakat, Molokai, Kaunakakai; Kekaka, Kauai, Ke- kaha; Kealakekau, Konowaena; Kilauea, Kauai, Koolau; Lihu, Kauai, Lihue; Pahoa, Kalapana; Pepeekeo, Pepeekeo; Waimea, Kauai, Waimea SEVEN YEARS Hawatt—Hana, Maui, Hana; Honolulu, Puuhale; Mountain View, Mountain View; Naalehu, Naa- lehu; Napoopoo, Napoopoo; Paauhau, Paauhau; Pahala, Kapapala ILL1no1s—Cicero, Cicero, Columbus; Peoria, Harri son Missourt—Kansas City, W. W. Yates SIX YEARS Hawatt—O pihikao, Opihikao New York—Solvay, Boyd; Watervliet, Public No. 3 PENNSYLVANIA—Reading, 5th and Spring Texas—Dallas, T. J. Rusk FIVE YEARS CaLirorNia—Anaheim, Lincoln, Horace Mann [ Cont. on page A-g2] THE JOURNAL OF w TEACHER TRAINING HONOR ROLL TEACHER TRAINING INSTITUTIONS WHICH HAVE ENROLED 100 PERCENT IN THE NEA FOR THE YEAR 1936-37—Prospective teachers receive their professional ideals in large degree from the institution; where they secure their professional preparation. The schools listed below have taught by practice as well as precept the ideal of a united profession with every member at work upon its problems. The president's name is given following that of the school. Arizona—Phoenix, Phoenix Junior College, E. W. Montgomery; Tucson, College of Education, University of Arizona. IpaHo—Albion, Albion State Normal School, R. H. Snyder. ILLinois—Charleston, Eastern Illinois State Teachers College, Robert G. Buzzard; Chi. cago, Chicago Normal College, Butler Laugh- lin; Normal, Illinois State Normal Univer- sity, R. W. Fairchild. Kentucky—Lexington, College of Education, University of Kentucky; Murray, Murray State Teachers College, James H. Richmond; Richmond, Eastern Kentucky State Teachers College, H. L. Donovan. Louisiana—New Orleans, Margaret C. Hanson Normal School, Georgine L. McCay; Valena C. Jones Normal School. Maine—Machias, Washington State Normal School, Philip H. Kimball; Presque Isle, Aroostook State Normal School, San Le renzo Merriman. Missouri—Kansas City, Teachers College of Kansas City, G. W. Diemer; St. Joseph, St Joseph Junior Nelle Blum; St. Louis, Harris Teachers College, C. G. Vate nest; Stowe Teachers College, Ruth Miriam Harris. NepraskA—Kearney, Nebraska State Teachers College, Herbert L. Cushing; Lincoln, Lit coln Normal School. New YorK—Geneseo, State Normal School, James B. Welles; New Paltz, State Normal and Training School, Lawrence H. van dep 3erg. NortH Daxora—Grand Forks, School of Edu- cation, University of North Dakota; Park River, Walsh County Agricultural and Traife ing School. : PENNSYLVANIA—Bloomsburg, State Teachets College, Francis B. Haas; California, State Teachers College, Robert M. Steele; Edin boro, State Teachers College, Carmon Ross Indiana, State Teachers College, Samuel Fausold; Kutztown, State Teachers College, Q. A. W. Rohrback; Philadelphia, Depart ment of Education, Temple University; Pittsburgh, Wenry Clay Frick Training School for Teachers, Dana Z. Eckert; Slip- pery Rock, State Teachers College, Charles S. Miller. South Daxota—Aberdeen, Northern Normal and Industrial School, Carl G. Lawrence. TENNESSEE—Memphis, State Teachers College, John W. Brister. Wisconsin—Ashland, Ashland County Normal School; Manitowoc, County Rural Normal School. College, x = See THE NATIONAL EDUCATION ASSOCIATION