NATIONAL EpucaTIon As# CIATION OF THE UNITED STATES av. oF saa ™ J urnal of the S4 Horace Mann Memorial Relief by Lorado Taft Featuring HORACE MANN FOR YOUNG PEOPLE November 1937 THE THINK AND DO SERIES Gocial Util ity A zrithmetics STRAYER—UPTON THREE-BOOK SERIES WITH THESE NOTABLE FEATURES 8 ere ere $1.04 ° ° S d Book Loe eerer ee, The findings of recent research in the psy- Sanus Sk 104 chology of arithmetic m » ‘ . SIX-BOOK SERIES Fewer basic topics in the primary grades OS $ .68 More time for mastery of the fundamentals ee | eer era 68 M . h © e Book Three “Tuten ° ce a ce er a es i .68 ore exercises on the main topics Ms 68 Placement of topics in grades determined Book Five ....................4. 72 * . aes IS eee oo Ds -72 by their social utility Scientific consideration given for the first Editions with and without Answers time to the “attention span”’ of pupils Improved step-by-step gradation of diffi- AMERICAN BOOK COMPANY Iti New York Cincinnati Chicago — Boston Atlanta Dallas San Francisco The —~—sC MATHEMATICS THROUGH TANGENT A New Junior High School Series or the CIRCLE? Sa9uOAD Mathematics as: = ‘a * : a es r e@ = > A method of thinking. E x An accurate habit of assessing rela- S tionships. 4 s A basic background for critical compari- sons. = 3 A friendly tool for meeting the simple 5 but constant demands of home, a vocation, and community life. MATHEMATICS THROUGH New York EXPERIENCE - Yon Combines BOTH. Silver Burdett Company Chicago San Francisco ee, a ae a lL CELDNCE EGER AOE eo EL _| ork lon igo Between Editor and Reader IGHT OR TEN MILLION PEOPLE during Ameri- can Education Week will visit their chil- dren’s schools. Too much importance cannot be attached to this practice of bringing parents and other citizens into the classrooms—classrooms which have changed so much since adults were in school as to be almost different institutions. An invitation to visit the school, extended personally by the teacher by note or telephone or thru a friendly call, has particular weight. American Education Week is also a good time to talk with the children, even the youngest children, about the school, how it came to be, what it means, who pays for it, the importance of the board of education, the history of the local school, special tribute to outstanding teachers, why the school is kept free from partisanship, the school and self- government, the school and the development of character in the individual. Do not look upon American Education Week merely as an opportu- nity to repeat the same things year after year, altho there must be repetition since two million new people come onto the scene each year in the United States. Try to get some new point that will help people better to understand the impor- tance of cultivating the individual to bring out his best even as we give attention to plants and animals. Give special attention to the work the school is doing to guide young people and con- sideration to what it might do for youth between school leaving and the age of twenty-one. OVEMBER Q brings the Horace Mann Centen- N nial celebration to its climax, but not to its close. The Centennial will go forward, widening its scope as the profession appreciates more and more the importance of its own national hero and as the relation between free education and democ- racy is better understood. The writings of Horace Mann are the teacher’s bible. The publishing pro- gram will go forward and professional reading will be enriched. On Horace Mann’s birthday each May 4 there will be a new revival of interest around the celebration in the schools. Begin now to prepare for next May 4 by equipping your li- brary with books on Horace Mann. See page 264 for a list. 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 on application. Please report at once any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Association of America, Published monthly, except June, July, and August, by the National Education Association of the United States, 1201 Sixteenth Street, N. W., Washington, D. C. Entered as second-class matter October 23, 1920, at the Dostoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, act of October 3, 1917, authorized January 26, 1921. VOLUME 26, NUMBER 8; NOVEMBER 1937 “Tournal ofthe NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES JOY ELMER MORGAN, Editor H. A. ALLAN, Business Manager CONTENTS FOR NOVEMBER 1937 The Meaning of American Citizenship A Cafeteria in a Small School Can Children Use a Library? Achievements in Professional Advancement . T. D. MARTIN American Education Week—Are You Ready To Go? . . .. . Providing Work Opportunities Thé Future of Education Horace Mann for Young People He Gave Us Schools . . Up from the Soil . . A New England Scholar The Great Decision His Influence Spreads “Be Ashamed To Die—” A Letter to School Children Horace Mann and Your School JOY ELMER MORGAN MRS. BLANCHE MEANS CLARA M. BARNES FREDERICK L. POND WILLIAM H. KILPATRICK ELEANOR CRAVEN FISHBURN A Junior Highschool Teacher Looks at Reading . Lora £. BLYTHE The Teacher’s Need for a Philosophy of Education CARROLL D. CHAMPLIN Roller Skates: The Newbery Medal Book Future Teachers of America Four Seconds To Go . . ; The World Federation in Tokyo Our Community—What It Means to Us Atlantic City Awaits School Administrators PAUL MONROE FLORENCE CURRY ees Ge eas wk. cs wt Se ee Ae Honor Roll of the NEA The articles herein printed are the expressions of the writers and not a statement of policy of the Association unless set by resolution VOLUME 26 NUMBER 8 257 258 259 260 261 262 263 264 265 266 268 269 271 272 273 74 275 276 Published by the NATIONAL EDUCATION ASSOCIATION of the UNITED STATES 1201 Sixteenth Street, N. W., Washington, D. C. CAROLINE S. WOODRUFF, President J. W. CRABTREE, Secretary-emeritus Directors of Divisions WILLARD E. GIVENS, Executive Secretary Accounts & Records....... Mary J. Winfree Publications............ Joy Elmer Morgan I a 5o ss ks se eee tee H. A. Allan = Research William G. Carr Classroom Service...... ... Agnes Winn Associate Director... .Frank W. Hubbard Rural Service Secretary's Office Field Service...... Charl Ormond Williams | Sen aaa T. D. Martin Secretaries of Departments Located at NEA Headquarters Deans of Women.......Kathryn G. Heath Elem. School Principals. ...Eva G. Pinkston Secondary School Principals... .Director, Discussion Group Project School Administrators Supvrs. & Dirs. of Instr. an Howard A. Dawson Harriett M. Chase S. D. Shankland Mary F. Hazell pode Walter E. Myer [ A-13r | COPPER CONTAINER for shellac, lacquer, Gaylo Just out and going like hot cakes. Beautiful copper container that completely encloses brush and liquid. Cone-shaped cover air-seals liquid against evaporation and hardening. Handy clip holds brush upright at any desired P, ae level. Keeps handle clean. Convenient bar for Prevents | Me wiping brush. Inner container is made of alumi- evaporation num to prevent rust and discoloration from shel- lac or lacquer. -Easily cleaned. Compact. Attrac- Seite sone glee _— = tive. Soon pays for itself. Every librarian and of hala y teacher should have one. Write for free booklet and prices. Stands 914” high when “= GAYLORD BROS., Inc. STOCKTON, CALIF. ESTABLISHED 1896 SYRACUSE, N. Y. © MAKERS OF BETTER LIBRARY FURNITURE AND SUPPLIES x 2 + * - * P j > salt DESIGNED FOR A PARTICULAR USE To meet the definite needs of certain educators, the For exceptionally large classrooms or auditoriums, Spencer Lens Company has designed a number of special opaque object and lantern slide projectors with larger purpose projectors. These are in addition to the line lamps and longer focus lenses are available. of popular classroom instruments which satisfy most : : requirements. For small groups there are economically priced film- For the lecture table there is a lantern slide projector. slide projectors. For the natural color-plate enthusiast there are air- These projectors and others are described and illustrated cooled instruments to accommodate various sizes of in the Spencer Delineascope Catalog K-78. Address plates. Dept. NE-7-11. Spencer Lens Company MICROSCOPES SPENCER REFRACTOMETERS MICROTOMES COLORIMETERS PHOTOMICROGRAPHIC SPECTROMETERS —_u.5.A. 5 EQUIPMENT PROJECTORS THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION . ° : 3 ‘ 4 » ae r . ° « g > ? : a 3 : ’ . . ; - . 2 > he . , ~ : i y > . 7 ate gone F ; ‘ Pyne ; 4 ' . * , 5 ‘ # ‘ ae ‘ PU % . : ‘ i | ry * A a ¥ | ans } ‘ ‘ Ye > ’ > cl 2 ‘ é Ped A : * ‘ > £ . : + N > u 3 s ‘ * x 7 : he ‘ : By é im : ee) > ee a n : > i oh 5 rt ‘ * . ; [Cont. from page 275 | "Two elements in Thanksgiving gy—As the nearest approach to heaven WB pihe next world is a good home in this, WD iis appropriate that our national Thanks- qying Day consist of two elements — aks to the Divine Being and family mion. And it so happens that nothing Gnites families more than sincere, unaf- Wkectted religion. I remember as a child how Wie all rejoiced in the Thanksgiving din- per, in the family party. It is a lively and pleasant memory to millions of Americans. ) But it differs from our other great re- gious festival in this way. Christmas Mannot possibly be enjoyed by men and Wyomen as it is enjoyed by children. The Thief pleasure that grown-up people get Hout of it is the happiness they can give to thildren. But it is essentially a children’s Way. On the other hand, Thanksgiving re- ires years of growth and experience Mor its full appreciation. The inexpressibly precious gift of life itself; the years of Syaried activity; the steadily increasing Strength of family ties. The vitality and lendurance of a nation depend on the in- fegrity of the family unit. It is a cheerful thought on this Thanksgiving Day, that in so many thousand homes in every part America, families will come together and rejoice.—William Lyon Phelps. The sixteen Newbery medal books (see page 268) are: The Story of Mankind |Liveright] by Hendrick an Loon; The Voyages of Dr. Doolittle {Stokes] by Hugh Lofting; The Dark Frigate | Little, Brown] by Charles Board- man Hawes; Tales from Silver Lands [Doubleday, Doran] by Charles J. Fin- per; Shen of the Sea |Dutton] by Arthur B. Chrisman; Smoky [Scribner’s] by Will James; Gay-Neck | Dutton] by Dhan Go- pal Mukerji; The Trumpeter of Krakow [Macmillan] by Eric P. Kelly; Hitty, Her First Hundred Years |Macmillan] by Ra- chel Field; The Cat Who Went to Heaven [Macmillan] by Elizabeth Coatsworth; Waterless Mountain {Longmans, Green | by Laura Adams Armer; Young Fu of the Upper Yangtse [Winston] by Eliza- beth Foreman Lewis; Invincible Louisa [Little, Brown] by Cornelia Meigs; Dodry | Viking Press] by Monica Shannon; Cad- die Woodlawn |Macmillan] by Carol Ryrie Brink; and Roller Skates [Viking Press] by Ruth Sawyer. Schools can add these books to their libraries with the as- surance that they are getting the best. The Caldecott medal—The John Newbery medal books have been selected for older children. Now there is to be a similar award for young children. Fred- eric G. Melcher, donor of the Newbery medal, will provide a medal for the best picture book of the [Cont. on page A-134| THIS VALUABLE BOOKLET AVAILABLE FOR CLASSROOM WORK a y Coffee—its history, cultivation, preparation for market, and packaging are all described and pro- fusely illustrated in this 40-page booklet. “The Story of Coffee” has the approval of the Council on Foods of the American Medical Association. It is especially suited for use in class project > work. Send for your free copies today. Home Economics Department AMERICAN CAN COMPANY 230 Park Avenue, New York, N. Y. VOLUME 26, NUMBER 8; NOVEMBER 1937 “A narration of facts and events arranged chrono- logically or otherwise with THEIR CAUSES AND EFFECTS.” —Definition from a Dictionary. To show “CAUSES and EFFECTS” is one of the major objectives to a thorough understanding of American His- tory. Progressive American History teachers have found that PICTURES, ILLUSTRATIONS, printed right on maps, humanize American History, make it a live, fas- cinating story instead of a collection of factual material. That is why so many teachers are using the TRYON ILLUSTRATED AMERICAN HISTORY MAPS. They find that no other approach to history accomplishes such gratifying results. If you are not now using this equip- ment, it will be worth your while to investigate. WEBER COSTELLO PULLISHELS - - CHICAGO HEIGHTS, ILL. ADDRESS DEPT. M1115 HORACE MANN LIFE MEMBERSHIP s . in the “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 | N. E. A. heart can endure, it is the cause of Education.”—Horace 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 pre- sented 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 Bul- letins, and the annual Volume of Addresses and Proceedings for Life. eeeutneae ENROL NOW—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, 1937-38, may be applied on the first payment. Enclosed please find $8 or $5 balance due. Kindly send my Life Membership certificate, card, pin, copy of Mr. Morgan’s book and N.E.A. publica- tions to me at the address indicated below. [Cont. from page A-133] year. The same | committee of 15 children’s librarians of the American Library Association will make the selection and award for both books The medal is named for Randolph Cal. decott, 1846-86, the great English illus. trator whose name is linked with the be. ginning of the modern era of good picture books for children. The first award will be made in 1938. Rene Chanbellan, the sculptor of the Newbery medal, is design. ing the Caldecott medal. Paul C. Stetson—In the recent death of Superintendent Paul C. Stetson of In- dianapolis, public education lost one of its foremost leaders. For more than a decade, he ranked high among American school superintendents. He was one of fourteen carefully selected educators chos- en by the Department of Superintendence in 1924 as members of the Commission on the Curriculum. Drastic revisions in the curriculums of American public schools followed the publication of the Commis. sion’s four yearbooks. In 1929, Superin- tendent Stetson was elected to the Ex. ecutive Committee of the Department of Superintendence, and at Minneapolis, in 1933, he became its president. His term of service as president came during the darkest days of the depression. His vision and courage at that time did much to save the schools from irreparable damage. The fine work of the Indianapolis Pub- lic Schools will be carried forward by De- Witt Morgan, formerly Principal of the Arsenal Technical High School. To NEA student members—Stu- dent members, who now number several thousand in the Association have the sat- isfaction of having begun their Associa- tional life at the very beginning of their teaching service. They have gained sev- eral years in leadership and will be a posi- tive influence in the development of the profession. The Philadelphia Principals’ Club, of which Reinhold W. Goll is pres- ident, will act as host to the principals of the nation stopping in Philadelphia en route to the Atlantic City convention of the American Association of School Ad- ministrators on Friday, February 25, 1938. The club will establish headquarters for visiting principals in the lobby of the Ben- jamin Franklin Hotel at 9th and Chestnut Streets. It will offer the principals special | information service concerning the historic points of interest in the city, automobile maps, railroad timetables, local transit facil- ities, and a directory of public schools open for visitation. The Editor of THE JouRNAL will appreciate hearing from persons who are interested in the Citizenship Recognition | project, described on page 243. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION If be ’ js nq of the Make 00ks, 1 Cal. illus. 1e be. icture l will , the “sign. death f In. 1e of an a rican ie of chos- lence ssion iS in 100s mis- erin- Ex. It of , in erm the ision save Pub- De- the Stu- eral sat- Cia- heir sev- OSi- the res- pals en - of Ad- ) 38. tor en- nut cial ric vile cil- yen vill are on IN Ratify Child Labor Amendment _If children in the industrial states are to be protected from ruthless exploitation, it snecessary that the child labor amendment tothe federal Constitution be ratified. Only eight more states are needed to put the amendment into effect. Let each state ed- ycation association, where the amendment has not been ratified, have a most active committee at work on the matter. The sates which have not yet ratified are: Connecticut, Delaware, Florida, Georgia, Maryland, Massachusetts, Missouri, Ne- braska, New York, North Carolina, Rhode Isand, South Carolina, South Dakota, Tennessee, Texas, Vermont, Alabama, Louisiana, Mississippi, and Virginia. The National Association of Stu- dent Officers, which serves as a clear- inghouse for the exchange of ideas among student governments, functions under the guidance of the Department of Second- | ary-School Principals. Selfgovernment or- ganizations of secondary schools may afhli- ate by paying an annual membership fee of $1.50, and sending a copy of their constitu- tion. The service of the NASO to its mem- bers this year consists of three copies of each number of Student Life; a packet of material on student government; and other material. Address the Executive Secretary, National Association of Student Officers, 5835 Kimbark Avenue, Chicago, Ili. The Exposition of the Buffalo, N. Y., public schools, October 28-30, gave a panorama of the work of the schools in a setting of color, lights, and fags. Its prime purpose was to interpret the work of the schools for the com- munity, and to bring to the serious atten- tion of the public the fact that every dol- lar spent for education in Buffalo returns a large dividend to its citizens. Future Teachers of America—For information concerning Future Teacher clubs, see page 269 of this issue. Officers of Future Teacher groups are invited to send to the editor of THE JourNAL a de- scription of activities in their clubs. Schoolboard member honored— Faculty and students of the Van Buren, Ark., Highschool, paid tribute to one of that community’s prominent citizens at the 1937 commencement. A certificate of admiration and esteem was presented to J. J. Izard, who has been a member of the local schoolboard since 1912, its president for twenty-three years. For teachers of social studies— An organization known as the Institute for Propaganda Analysis has been organ- ized with an advisory board including Dr. Charles A. Beard, Paul Douglas, and other citizens of like outlook. The Insti- tute proposes to issue a monthly letter of especial use to [Cont. on page A-136]| VOLUME 26, NUMBER 8; All Checks Sent by Fastest Air Mail Answer to a Teacher’s S. 0. S. “Though I placed twoclaims with the T.C.U. this summer, they paid both with such promptness that the ink on the paper was scarcely dry before the checks were in my possession. That’s whatI callefficiency, cooperation, and interest—the answer to the S.O.S. of a teacher in distress.” — Mildred H. Mansur, Huntington Park, Cal. indispensable Protection “T put in a claim to the T.C.U. on Monday via air mail and in less than two days I received a check via the same service. To have this protection during school vacation is indispensable.”’ — Ruth J. Hammers, Lehighton, Pa. the coupon today. FOUNDED 1899 The Shepherdess AWARDED Four GoLD MEDALS. NOVEMBER 1937 Send the Coupon Today! No Agent Will Call We employ no agents. When you get the information we will send you, you will have all the facts— then you alone can decide. Send TEACHERS CASUALTY UNDERWRITERS 667 T.C.U. Bidg. « Lincoln, Nebr. ~ ene A a ns REE A NICKEL A DAY KEEPS WORRY AWAY! — if YOU Are Under the T.C.U. Umbrella Thirty-eight years ago the T.C.U. was organized to give teachers an “‘umbrella”’ for the “rainy days’’ when they are disabled by accident, sickness or quarantine. Only 5c a day buys this protection—assuring you peace of mind and the comforting thought that air mail checks will be rushed to you when you meet with misfortune. Money Quickly— When You Need It Badly All these benefits (and many others) will be yours when you’re under the T.C.U. Umbrella: $50 a Month when you are totally disabled by confining sickness or acci- dental injuries (including automobile accidents). $50 a Month when you are quarantined and your salary has stopped. $25 a Month for illness that does not confine you to the house, but keeps you from your work. In addition, hospital and operation benefits. $333 to $1000 for major accidents, or for accidental loss of life. Double these benefits for travel accidents sustained in railroad, street car or steamboat wreck. Policies paying larger benefits will be issued you if you so desire. Be Safe — Get Under the T.C.U. Umbrella Then you will enjoy freedom from worry. What a happy experience it is to have ready cash come to you just when you need it most! What a difference it makes in the speed of recovery to know that a T.C.U. Check will come by air mail. How wonderful it is to have a strong friend like the T.C.U. rally to your aid with sympathy— and cash. Money to help pay the doctor, the nurse and the dozens of other extra bills. FREE INFORMATION COUPON To the T.C.U., 667 T.C.U. Blidg., Lincoln, Nebr. I am interested in knowing about your Pro- tective Benefits. Send me the whole story and booklet of testimonials. Ce ee ae ( This “NO places the sender under no obligation ) O AGENT WILL CALL Valuable aids in teaching Language, Literature, History and Geography. ‘he Perr Pictures TWO CENTS EACH for 30 or more. x 8. Assorted as desired. Postpaid. subjects. ONE CENT EACH for 60 or more, 3%. 1000 subjects. Own Course in Picture Study.’’ Leaflets describing them. picture’s Descriptive Leaflet. and grade. coin or stamps. and Two Cents each. ers naming this Journal. Size 5% 2250 Size 3 x Beginning in November, interest your pupils in beautiful pictures, one each month, using ‘‘Our 72 pictures; 7 Ask for a leaflet about this ‘‘Course,’’ a sample picture, 5% x 8, and that FREE in November to every teacher who gives name, address, school CATALOGUE of 1600 miniature illustrations and a Two Cent, a Four Cent and a Ten Cent Perry Picture, in the Catalogue, for 15 cents in Miniature Colored Pictures. 400 subjects. One Free list of these to teach- A customer writes: ‘“The fine quality of Perry Pictures explains their long continued popularity.”’ (From 1897 to 1937: 40 years. Millions of them have been used.) The Perry Pictures Company, Box 4, Malden, Massachusetts [ A-135 | Lerolle ey rik “ae CHEWING GUM when a child’s old enough helps supply the latter. University Research forms the basis of our advertising. National Association of Chewing Gum Manufacturers, ae Rosebank, Staten Island, New York | Cont. from page A-135] teachers of social studies. Persons interested should write to Clyde R. Miller,secretary and managing di- rector, 132 Morningside Drive, New York, N. Y. Why not enjoy the sunset years? Phebe E. Mathews, a retired teacher 75 years young, is president of the Interna- tional Retired Teachers Association. Re- tired teachers who are interested in the project may reach Mrs. Mathews at 3401 Fourth Avenue, South, St. Petersburg, Fla. Dr. Lucy L. W. Wilson, educator and author, passed away September 3. In 1934 Dr. Wilson retired as principal of South Philadelphia Highschool for Girls. She was selected by a committee of leading Philadelphians as the person who had done the most for Philadelphia during 1933. The Iowa Department of Public Instruction plans to offer a certificate for careful driving to school bus drivers dur- ing this school year. He ought to know—I used to think that the church was somewhat narrow- minded on the liquor issue. But for sev- eral years I have been chairman of a pa- role board, and I see a steady procession of young fellows parading before our board, ruined by liquor. It is difficult to exaggerate the toll which liquor takes in human lives and in human suffering. The suffering of wives and children is far [ A-126 | Even “baby teeth” should be given utmost con- sideration. Teeth, the jaws that bear them, the muscles that move the jaws and the nerves that control them, require, all through life, Proper Nutrition and Functional Activity (plenty of chewing exercise). The daily enjoyment of THERE’S NEVER A TIME WHEN A greater than that of the inebriates them- selves. Liquor has come to be one of my pet hates. I should like to dump all beer and whisky and wine and gin into the ocean, and there are moments when I am so unchristian that I should like also to dump into the ocean all manufacturers of liquor and proprietors of liquor stores and bartenders, and the rest of the gang that is poisoning the youth of America and converting so many of our fine boys into drunken sots and criminals—Wilbur La- Roe, Jr., chairman of the Parole Board, Washington, D. C. United States savings bonds can be had in small amounts. They are a fine investment, especially for teachers. They encourage systematic monthly saving. Write the U. S. Treasury for information. A growing personal estate gives security. It is intellectual dishonesty for those who are in a position to know bet- ter to compare Roosevelt’s aims and phi- losophy with the aims and_ philosophy of a Hitler or a Mussolini. It is criminal folly to believe that we can turn the clock backward to the America of the 1880's and can survive with an unplanned civili- zation (which always turns out to be in fact a civilization planned in the interest of a welltodo minority) in such a world as we see about us today.—Bruce Bliven. Nansemond County, Virginia, was the first county to report 100 percent en- rolment in the NEA for 1937-38. F. H. Christopher of Chuckatuck is president of the county association and H. V. White of Suffolk is the county superintendent. The Commission of the American Association of School Administra- tors, which is preparing the yearbook to be issued in 1939 on “Problems of School Systems in Smaller Communities,” held a three-day session at Chicago during the last week of September. In connection with this study, over 8000 letters of inquiry have been mailed. To tabulate and ana- lyze the replies will require the services of four members of the Washington head- quarters staff for two or three months. The Educational Policies Com- mission held its sixth meeting in Chicago, September 16-19. A day and a half of the session was devoted to conferences with members of President Roosevelt’s Advis- ory Committee on Education. Dr. Charles H. Judd, now on a year’s leave of absence from the University of Chicago, has recently resigned from mem- bership on the Educational Policies Com- mission. Dr. Judd has served with distinc- tion on a number of important NEA and departmental commissions. When accept- ing appointment to the Commission two years ago, Dr. Judd stated that he would serve until its work was well under way. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Dr. Frederick J. Moffitt, Supt. of Schools, Hamburg, N.Y. Avenues for GUIDANCE that cannot be discovered elsewhere... + HE teaching of printing com- bines mental training with physical skill. It inculcates co- ordination of mind and hands in a way which offers a valuable foun- dation for any future craftsmanship the student may elect to pursue.” As Dr. Moffitt points out, a school printing course happily com- bines some of the most desirable objectives in modern education. Considered from its beneficial effect on students’ interest and appreciation of English, History, Mathematics as well as that of the fine arts... teaching printing de- serves an xn PR ly important © Fag position WV in every - school’s cur- riculum. IT DEVELOPS INDIVIDUAL POWERS Write for free booklet ‘““‘Why Teach Printing?” AMERICAN TYPE FOUNDER DEPARTMENT of EDUCATION 200 ELMORA AVENUE « ELIZABETH, N. J. Types used: Tower, Onyx, Stymies and Bodoni Bold Dates to be remembered— Nov. 7-13—American Education Week. See page 251. Nov. 29-Dec. 1—Second National Conference on Educational Broadcasting to be held at the Drake Hotel, Chicago. Dec. 27-30—Annual Science Exhibit, to be held in Murat Theater, Indianapolis. For information, address the American Association for the Advance- ment of Science, Smithsonian Institution Building, Washington, D. C. Feb. 26-Mar. 3, 1938—Atlantic City meeting of the American Association of School Adminis- trators. See page 274. School Health Education Service discontinued—In 1935 the American Child Health Association was dissolved as an organization. Certain educational serv- ices developed and rendered in the interest of school health education by the Ameri- can Child Health Association were taken over temporarily by the National Educa- tion Association under the auspices of the Joint Committee on Health Problems in Education. This School Health Education Service has been administered from offices in the NEA building by Miss Anne Whit- ney, formerly Director of Educational Serv- ice of the American Child Health As- sociation. The arrangement was made in 1935 with the understanding that the tem- porary service would not extend beyond a two-year period. In accordance with this plan, the service has been discontinued. The publications dealing with child health previously distributed thru the American Child Health Association are still available thru the NEA. People to decide on war—The res- olutions adopted by the National Educa- | tion Association at Detroit include the following resolution on war: Opposition to war—tin furtherance of its adopted policy of opposition to war as a method of settling international disputes, the National Education As- sociation advocates the following as possible means for maintaining peace in the world: [1] Education for peace including the truth about the causes of war and the means of alleviat- ing such causes. [2] The teaching of war aims and the extent to which these have been attained thru warfare. [3] Nationalization of the war munitions in- dustry to take the profits out of war and the preparations for war. [4] An amendment to the Constitution to pro- vide that, except in case of actual invasion, war may be declared only by vote of the people. [5] An amendment to the Constitution to legal- ize a universal draft act in case of war that would automatically draft the material and industrial re- sources of the country for the successful prosecu- tion of the war. A movement in the direction of a con- stitutional amendment providing for a popular vote on the declaration of war is being led by Congressman Louis Ludlow of Indiana. This is a good suggestion for discussion in school civics classes. Address Congressman Lud- [Cont. on page A-138] VOLUME 26, NUMBER 8; NOVEMBER 1937 DODSON PICTURES Industrials — Birds— Animals Flowers—Trees—Old Masters The finest and only au- thentie collection. Makes school work easier for teachers, more fascinating for pupils. 1500 sub- jects. 374 actual photo graphs, 7 x 9”, natural colors, of birds. Special selection of 33 bird pic- tures $1.00. Progressive views 6 x &” of leading American industries, Cop- per, Coal, Lumber, Rub- ber, Cotton, ete. Circular and price list free. JOSEPH H.DODSON Co. 705 Harrison Ave. Kankakee, III. The Story Behind The CONSTITUTION by George Washington! The thrilling words of Washington himself, ar- ranged in dramatic form, trace the unwinding of events, the gradual evolvement of that monumental document, step by step:— 1754—“‘Our Gracious Sovereign, the Best of Kings——"’ 74——‘It is not a tax on tea we are contesting—”’ 5—‘‘No man in America wishes independence—”’ 6—‘‘That tyrant and his diabolical ministry—’’ —‘‘Nothing short of independence can do—’’ 86—‘‘Now we draw swords against our own con- stitutions—’’ 1786—‘‘There is no alternative but anarchy—’”’ 1787—“‘It is a miracle that anything was agreed upon—’’ 1787—‘‘The powers are so distributed—” ss can never degenerate into a despot- sm---’’ 1787——“‘It approaches nearer to perfection than—’’ SS the law in the affections of a? Suitable for performance by high schools and clubs, or for study, 50¢ a copy, in advance. Laurance H. Hart, 5018 Liberty Ave. Pittsbg., Pa. (Actor of graded ‘‘Impersonations of Washington’’ ) Make Your Own Slides on Your Talk from your Typewds screen with quickly RADIO MATS TYPEWRITTEN Write for free sample MESSAGES RADIO-MAT SLIDE 50 Radio-Mats $1.50 co., INC White, Amber, Green Eg 1819 Broadway Accept no substitute New vn 7 y @ Ravi0-Mar S THE STATIONERY OF THE SCREEN BALOPTICONS AB & L Balopticon will prove the most econom- ical as well as the most efficient means of teach- ing visually. There is a B & L Lantern Slide or Opaque Balopticon for every still projection purpose. Write for a catalog. Bausch & Lomb Optical Co., 684 St. Paul Street, Rochester, N. Y. GF Mp Te CS TEN Se PT CORAL oe PM PE NID BETTER HEALTH FOR OUR BOYS AND GIRLS... PROTECT THEM AGAINST TUBERCULOSIS, THE DISEASE THAT STILL LEADS AS A CAUSE OF DEATH BETWEEN 15 AND 25 BUY and USE CHRISTMAS SEALS The National, State, and Local Tuberculosis Associations in the United States CLASSROOM GROWTH RECORDS A new wall chart for classroom records of height and weight through the school year. Encourages the educational use of weighing and measuring, through emphasis on growth as shown by gain in height and weight. Size 2334” x 19” Price 3 cents each Discounts on Quantities—2-9 copies, 10%; 10-99 copies, 25%; 100 or more, 334%. Funds must accompany any orders for $1 or less NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W., Washington, D. C. | Cont. from page A-137] low in care of House Office Building, Washington, D, for full information. Education for today, in shoal be a training in sensing what is goi happen because something else has fj pened. It must be a training in social gg sequences. For example, cities a because factories were built; crow came because cities came; the worst crow ing came where the poorest had to liver crime flourished where the worst crowdj came; police systems grew because crime grew; taxes grew as police and crime grew and soon and soon. . . . Youngsters mug have the “feel” not so much of a fixed soil # under the feet as of a world going some where. They must learn how causes lead to effects and to further effects. . Vj H. A. Overstreet. 3 fH A sities New’ |, 3Publicatio: Annual Volume of Addresses and Pig © ceedings—This 1000-page book reports the Detroit convention of the National Educa tion Association and a number of the meet: | ings at New Orleans in February 1937. This volume is sent to all Life Membemg and to all five-dollar members of the Ag sociation. It is available to others at the) regular rate of $3 per single copy. | Implications of Social-Economic Gos | for Education—In 1932 the National Fav. cation Association appointed a Committeé on the Social-Economic Goals of America, # | The report of this committee in 1933 has been widely acclaimed by both laymen | and teachers. To make its original state § | ment of goals concrete, the committee ap | pointed subcommittees which have beef | working during the past three years upom | their reports. The suggestions of these ex pert consultants are now available in aff attractively printed volume of 126 pages Price per single copy, 25¢. Views and News from the Childs World is the title of a recently issued bul letin of the Department of Kindergarten Primary Education: Compiled by A. Maud Sproat, kindergarten-primary supervisof, Salt Lake City, Utah, it consists of short accounts of kindergarten-primary-school activities in Colorado, Idaho, Montana, Utah, and Wyoming. This 56-page bulle tin contains 20 half-page photographs. It is printed attractively with a special illus: trated cover. Price, 25 cents per single copy. Discounts for quantities on all above publications are as follows: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 OF more, 33% percent. Send orders to the National Education Association, 1201 16th St., N. W., Washington, D. C. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION da Bes. hild’s bulle- hs. It illus- single above Ss, IO oo OF o the 7, 3 = a ones os Try , ~ Px = 34 — a “Fr el te ’ shine Pots The Meaning of ournal VOLUME 26 NUMBER 8 of the NATIONAL * EDUCATION * ASSOCIATION OF * THE * UNITED * STATES—NOVEMBER 1937 AMERICAN CITIZENSHIP hex’s IT STRANGE that with more than two million young men and women reaching voting age each year, we have no public im occasion to dignify and ennoble that event, no community effort to fix in the minds of the new citizens a sense of the significance of citizenship in a self governing republic? Under the sponsorship of the board of education—the most logical agency to take the lead —the people of Lorain, Ohio, held a public recognition service for young citizens on September 19. The following address prepared instead of the usual editorial. E ARE MET TODAY to recognize W as citizens of the United States the young men and women of this community who have come of age during the past year. I am honored to have a part in this occasion. It marks the beginning of a new kind of civic responsibility. May I congratulate you all upon the vision and the civic leader- ship which have been willing to under- take this difficult and responsible task. Your chairman, Mr. J. S. Masson; your board of education; your superintend- ent of schools; your teachers and prin- cipals, the local press and various civic Organizations of the community are all to be commended for their attitude of helpfulness and cooperation. And you young people who have volunteered to come together to reinforce your mutual purpose to be good citizens deserve a special word of appreciation. May the Memory of this day abide with you to inspire and guide your citizenship thru- out the years. What you are doing here today has More than local significance. It is a re- sponse to a need that is nationwide. We have taken too lightly in our generation the duties and privileges of citizenship. Somehow we have taken it for granted that democracy would run itself. We have failed to impress upon the more than two million new citizens who each year reach the age of twenty-one the VOLUME 26, NUMBER 8; by the Editor for that most interesting occasion is published here deep significance of their coming into active citizenship. We have had no in- spiring public occasion to mark that event. As I have lived and worked in Washington thru the years, I have often felt the need for such an occasion to mark what must be to any thoughtful young man or woman one of the great turning points of his life—the assump- tion of the sacred responsibilities of sov- ereign citizenship in a selfgoverning re- public. This day marks the beginning of a new purpose for me, as well as for these young people. During the years ahead I shall do all that lies in my power to encourage state and local school author- ities to maintain from year to year a Citizenship Recognition Service in which every new citizen shall be in- vited to take part to the end that our great Republic shall go forward with a new appreciation of its inspiring pos- sibilities. Such an occasion would add immensely to the effectiveness of our civic education and would become one of the greatest services the schools could perform. Each year more and more of our young people are completing their highschool education. Like the elemen- tary school the highschool is now a com- mon school. So rapid has been this in- crease of highschool enrolment during the past few years that we shall have as voters in the election of 1940 twice NOVEMBER 1937 as many highschool and college grad- uates as there were in the election of 1936. We believe that this longer period of schooling will have a profound in- fluence upon the intelligence and integ- rity of government during the next gen- eration. The spirit of this occasion engendered by your presence here with your friends and neighbors, by this beautiful music, and by the ideals which lie back of it all, has a personal meaning for each of you. What I have to say tonight con- cerns each of you personally and di- rectly. Your future as an individual is bound up with the future of your coun- try. The quality of its life is as much a part of your existence as the air you breathe and the food you eat. We have been in the midst of a great depression and we have been very conscious dur- ing recent years of our national short- comings. Perhaps we have all been somewhat discouraged and a little crit- ical of our Republic and of our Amer- ican system of life. It is well that we should be critical and that we should at- tempt to improve the conditions which surround our lives, but let us never for- get our great and noble inheritance, for upon that inheritance we must build our future. I think of the country itself. What a rich and beautiful continent we are privileged to inhabit! As one rides its farflung railroads or motors over its thousands of miles of paved highway, or follows its streams, or climbs its mountains, or penetrates its forests, or takes the airplane and skimming thru the clouds looks down upon the pano- rama beneath, it is an inspiring picture of a mighty gift such as the people of no other continent enjoy, God-given and eternal. We have not always been appreciative of this gift. We have been wasteful of our forests and minerals, [ 243 ] careless of our water power, ruthless in the wastage of our soil. We have come now to the day of reckoning when by flood and dust storm we are forced to face our national destiny and our rela- tion as a people to the soil from which we draw our life. But with all the wastage, with all the lack of planning and lack of vision, we still have the greatest heritage of natural resources and climate to be found upon the face of the earth. I say this in no vain spirit of boasting but in a spirit of humility, appreciative of the responsibility which goes with this heritage. I think too of the mighty heritage that has come to us in the memory of great deeds performed by the pioneer men and women who have established this mighty nation in so brief a span of years. Every American should be en- couraged to read biography because it gives an inspiring sense of the nobility of mankind. It lifts one above the petty and the trivial to go again with George Washington, with Benjamin Franklin and Thomas Jefferson, with Horace Mann or with Abraham Lincoln, thru the struggles that have carved out our national being, that have given us our freedom, and that have kept us going forward upon the path of democracy. Every American is entitled to know these creators and guardians of our lib- erty, and we may be sure that a knowl- edge of their great deeds will reinforce and inspire our own purposes. We have attached great importance in this coun- try to literacy, to the ability to read and write. We have not attached enough im- portance to reading itself as a lifelong enterprise in the life of the citizen. The mere fact of being able to read does not of itself guarantee intelligent citizen- ship. There must be wisdom in the choice of reading. The school course is too short, even if pursued thruout the college years, to enable any man or woman to read all the things which he should know about the founding and growth of our Republic. Reading must be lifelong and what a fascinating thing it is to have such an abiding interest as the biographies of the men and women who have stood highest in our national leadership. Beyond the heritage which is found in the lives of the men and women who have made America, stands the Repub- lic itself, the greatest example of con- [ 244 J stitutional government among free men. It is fitting that this Citizenship Recog- nition Service should begin during the year when we are celebrating the 150th anniversary of our American Constitu- tion, undoubtedly the greatest single document in the entire struggle of man- kind for orderly selfgovernment. I need not review here the story of the Con- stitution. That is being done in other ways as the great celebration goes for- ward. You are familiar with the story of the colonies and their difficulties, with the Declaration of Independence, with the Revolutionary War, and the difficult and disastrous years under the Articles of Confederation. You are some- what familiar with the struggles of the Constitutional Convention itself. You know the patience and nobility of Wash- ington as he presided over the conven- tion; the difficulty of reaching agree- ment; the willingness of the men who took part to subordinate personal and sectional interests to the general good; and the narrow margin by which the Constitution was adopted and put into force when it was submitted to the states, It is difficult to read this history with- out seeing in it all the hand of Provi- dence, for the struggle which was then taking place in America was in a sense the climax of untold centuries of human struggle upward, a struggle against des- potism, a struggle against the destructive forces within the nature of the individ- ual man himself. The birth of our de- mocracy goes back nineteen hundred years to the birth of Christ. It was His teachings, gradually permeating the minds and hearts of the people of the western world, building up their self- respect, that led to a demand for larger liberty and justice. Let us never forget that our democratic institutions have their foundation in the principles of life that were set forth by the Great Teacher. No one would contend that the Con- stitution is a perfect document. The very men who framed it were conscious of its shortcomings. The very fact of the Civil War proves that it could not meet all the needs of the young Repub- lic, and we have our difficulties in these days in agreeing among ourselves as to what we want the Constitution to be and how we want it to be interpreted or administered. But these are small matters as compared with the great fac of the Constitution itself standing by. tween us and chaos, between us and despotism, between us and a returp to | the brutalities and confusion of earlie; | centuries. It is also a happy coincidence that in | this year 1937 we are celebrating another anniversary of deep significance in the | life of the Republic. Just a century ago, | Horace Mann, the father of our free public schools, took up his duties as secretary of the Massachusetts Board of Education. In that position he per. | formed for the Republic a service that entitles him to the lasting gratitude of | every man, woman, and child in the | nation. Horace Mann ranks with Wash. | ° s | ington and Lincoln as one of the three | men who have done most to establish | and safeguard selfgovernment. I realize that it has not been customary to com- pare Horace Mann with these other statesmen in importance, but as one studies his life, as one follows the devel. | opment of the great free common school system which he founded and realizes | that today we have in these schools | thirty million young men and women— a population ten times as great as the total population of the colonies when the Declaration of Independence was signed—as one contemplates the part which education has played and is play- ing in the life of the Republic, it is | escapable that he realize more and more the outstanding contribution which Horace Mann made. This is not the time or the place to give a complete eulogy of our great American educator. That will be done during “Horace Mann Day” on Novem- ber 9 of American Education Week. It will be done each year in the schools on May 4 as the students gather to ob- serve the birthday of Horace Mann. But I cannot leave the subject tonight with- out giving you a brief picture of the impression which a study of the life of Horace Mann made upon one of the students in the Plymouth, Massachv- setts, highschool this year. I shall read 4 poem which was written by this student and read at the commencement exet- cises in the historic old town of Plym- outh. This beautiful poem is an ex ample of the work which is being done in American schools and inspires one with a new faith in the future of Amer ican culture. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A — ‘TO m-~-— ~- 7 FO WW rd 001 ZeS vols the hen was dart lay- ore rich = to reat lone eck. ools But rith- the e of the chu- ad a dent Xer- lym- ex- lone one ner- TON TO A GENTLE WARRIOR A CENTENNIAL ODE TO HORACE MANN By Mary Bodell There was a time, a restless, change-rocked time A time of strife when Learning stood for- lorn, Seeking a knight to raise her up sublime. Into that time, her champion was born. No iron-hearted conqueror was he— To fight ’mid smoke and clanging clash of steel, Avid for power, ruler of earth to be! His was a greater goal, a nobler zeal. He battered at the mighty oaken gates Of minds fast-closed, besieged with force the wall Of ignorance and prejudice and hate, Besieged it—till at last he saw it fall. For millions still to come, he paved the road. He glorified the common school and showed Wherein a nation’s power and greatness lay— Her wealth of youth, its growth from day to day. His visionary soul saw far ahead Clear vistas of the dream that might come true; Yet visions did not dim his eyes—instead He clearly saw the present labors, too. Then set him up with conquerors and kings! He'll glow above their glitter and their show! Their deeds live now in books, in temporal things; His deeds live in men’s sons; they thrive and grow. So let us honor him today. As pilgrims We come to praise the masterpiece he wrought, A glorious one, since “we who did not know him Are moving to the measure of his thought.” We must, therefore, include in our great American heritage, along with the land itself, the memory of noble men and women, and our system of free government, this basic institution—the common school—which is yours to cherish, to improve, and to use as the instrument of your intelligence. We have come to see that the education of adults is no less important than the edu- cation of children, and it is quite pos- sible that these years when we are cele- VOLUME 26, NUMBER 8; brating the r5oth anniversary of the Constitution and the rooth anniversary of the common school, will mark the beginning of nationwide plans for tax- supported free public education of adults. It is quite possible, indeed prob- able and necessary, that adult education will grow to a point where in every school building in the land there will be classes and discussion groups of the people in the community dealing with the important issues of their lives. You who are here tonight, even tho you have been out of school but one or two or five years, must realize that nothing which then could have been taught you would fully meet the requirements of the years which have passed since. The setup in our country and in the world is changing so rapidly that new prob- lems of life and government arise over- night and if people are to meet them in the light of full intelligence, they must continue their education and study thruout the years. We live in one of the greatest tran- sition ages of all history. We think of the dawn of history, the breaking up of the Roman Empire, and the reorganiza- tion of the world’s life which followed the discovery of America as marking great turning points in man’s existence. In my judgment, the change that is tak- ing place in human life today is even greater than the change which took place in the Middle Ages or during the fall of the Roman Empire; it can be compared only with the dawn of history itself. I firmly believe that the world is entering upon a new epoch, that man- kind has again come face to face with destiny, that it has reached a point where it can turn backward into the darkness and confusion of bygone ages, or can move forward into a new period of light, selfgovernment, justice, and beauty. Whether it shall do the one or the other may depend—indeed is likely to depend—upon what happens in the United States of America. Here we have the conditions of life, here we have the level of education, here we have the background, and let us hope, the pur- pose to preserve human freedom and to perfect democracy until every man, woman, and child under the American flag shall enjoy the blessings of security and opportunity. I need not recount here the vicissi- tudes of countries overseas, the break- NOVEMBER 1937 RECOGNITION PROGRAM IN Honor of Young Voters AND IN Commemoration of the Framing of the Federal Constitution HIGH SCHOOL AUDITORIUM Lorain, Ohio Sunpay Evenine, 7:30, SerremBer 19, 1937 March Militaire—Schubert —....................... High School Orchestra Mr. Howard F. Brown, Director Hymn—America — The Audience Invocation ......... ; a Rev. B. F. Linville Evening on the Sava—Arkhengelsky —....._....... A Cappella Choir Beautiful Savior—Christiansen Mr. S. Norman Park, Director Origin of Recognition Night —........-...__........... Supt. P. C. Bunn _.... Mr. J. S. Masson, Chairman eeneseeeveeee- Mr. C. J. W. Lucerell Address—American Citizenship —.... Mr. Joy Elmer Morgan Editor, Journal of the National Education Association, Washington, D. C Presentation of Constitution and Flag of the United States Rev. Fr. Edmund J. Ahern Benediction —~——...___.— eer Rabbi Julius Kerman Response—Now thé Day is Over - _—......-. A Cappella Choir Hope March—Papini —________.__.. High School Orchestra Welcome to Honor Guests andy Introduction of the Speaker This program is sponsored by the Lorain Board of Education down of government in one country after another, the struggle in Spain, or the situation in China or in Germany. In daily headlines and radio narratives you hear that depressing and disheart- ening story. Nor need I review the dif- ficulties which we face within our own nation. They are much upon our minds. I believe the greatest threat to our free- dom and our system of selfgovernment comes, not from without, but from within the nation, and that we would do well to put our own house in order if we are to make our best contribution toward the peace and stability of the world. We have many pressing prob- lems facing our country, problems in agriculture, problems involving rela- tions between capital and labor, prob- lems having to do with the regulation of our great corporations, problems in the housing of our people, in education, in the conservation of our resources, and finally in the adaptation of our institu- tions to the new conditions which have arisen. We are not agreed upon these prob- lems, nor can we expect to be. In the end we shall have to do what the found- ing fathers did in the Constitutional Convention. We shall have to adjust our differences in the spirit of goodwill and subordinate our lesser interests to the general welfare. The important thing for you as citizens is that you shall heed the advice of Washington to avoid par- tisanship, and that you shall look at those problems with an open mind in [ 245 | a spirit of fairness, willing and eager to listen to all sides, the slave of no man and no party, determined to find the truth, to serve the people as a whole, and to accept and follow the sovereignty of your own mind. There are too many people in our country today who get their political information and attitudes from one newspaper or from one source on the radio, who consult their preju- dices rather than their intelligence. Un- der such conditions political discussion degenerates to the level of propaganda; every statesman is dragged down and lied about; facts are obscured; special privilege gets possession of the power- ful agencies for the distribution of pub- lic information; and the ship of state is torn and threatened by conflicting gales of uninformed public prejudice. It is not easy to know the truth and there is always the possibility that the citizen will make mistakes in his judgment, but he can at least make sure that he is honest and sincere in his attempt to get at the truth and to serve not any selfish interest but the people as a whole. That is the principle upon which demo- cratic government was founded. It is the only principle upon which it can survive and adapt itself to the new and difficult conditions of our time. I shall speak next of the citizen’s op- portunity, of what it means to go out into the community endowed with the highest gift, that of having a part in the government of humanity. Stop a moment to think what this means. For untold centuries men have fought and suffered martyrdom, have lived and lab- ored thru long and tortuous years that the rights which we enjoy might be ours, and under our system we intrust this precious heritage in the hands of the people themselves. We say to every young man and woman who reaches the age of twenty-one: “You have be- come a sovereign citizen. You are the source of the authority of our govern- ment. You have upon your shoulders the preservation of this great boon of freedom and opportunity for which others have paid so dearly. If you do not appreciate the importance of this sov- ereign privilege, if you do not exercise it and exercise it wisely, it will be lost and the old long cycle of confusion and suffering will be once more ahead.” There is always the danger that we shall think of our citizenship too nar- | 246 | Is 11 Nor possible to create thru experiment, by working with the young people them- selves, and by making improve- ments from year to year a com- munity occasion that will take advantage of the dramatic pos- sibilities involved in reaching the age when one assumes sovereign responsibility for participating in self government?? It is not easy to create any new enterprise. But the purpose here is so im- portant as to justify sustained study and effort. What if only a few take part at first? Ten young people who will get to- gether and develop purpose to take their citizenship seriously may be the means ultimateby of lifting the whole life of the com- munity. Sy rowly, that we shall fail to realize its relationship to our lives as a whole. When we think of citizenship we are likely to think of voting, or of serving on the jury, or of our services as public officers, or of paying taxes, or of the pos- sibility of being drafted into the army to serve as soldiers. These are the specific tasks of the citizen and each is of the highest importance, but back of them stands life itself, the art of living so that life shall be good and beautiful, free and worthy of the human race. You cannot separate your citizenship and the exercise of your civic duties from the rest of your life. If your life is noble and rich, your citizenship will express that nobility. If you are a good mother or a good father, you are more likely to be a good voter. The purpose you have as a father or as a mother will carry over and influence your decisions at the ballot box. If you are a good workman with joy and a sense of perfection in your daily task, you will make a better member of a jury, because thru your labor you will have penetrated the com- mon heart of humanity. If in your rela- tions with your family and your neigh- bors, you have a spirit of goodwill and mutual helpfulness, that spirit will be your contribution toward a wholesome state of the common mind. If in the organizations in your com, munity, your church, or lodge, or club or occupational group, whatever it may be, you always take the side of truth and fairness and good sportsmanship, you will do the same when you ap- proach your tasks as a citizen. If yoy have a sense of values in the way you spend your money day by day; if yoy realize that your dollar is your economic ballot and that every time you spend a dollar you are helping to determine the character of industry; if you try to spend that dollar so as to get the values that will mean most in your own life and in the life of your family and commu. nity—you will appreciate the importance of paying taxes. And while you will never cease to be critical, to make sure that the taxes are well-spent, you will | realize more and more that we in Amer. ica today get more for our tax dollar than for any other dollar we spend. What greater testimony than that could one bring as to the success of selfgoy- ernment? I am familiar with corrup- tion in government. Government always has been, and always will be, a struggle between the higher forces on the one hand and human selfishness and greed on the other. Over the beautiful state capitol building at Lincoln, Nebraska, the architect has carved these significant words: “The safety of the state is watch- fulness in the citizen.” May you as sovereign citizens carry- ing upon your shoulders the responsibil- ity for selfgovernment, ever be watchful of this priceless and hard-won heritage. CC May you build into your lives as men | and women the best that mankind has thought or dreamed thruout the ages, knowing full well that if your lives are right, your citizenship will be worthy. Citizenship is at its best only when one’s political influence and acts are the ex pression of a generous and wholesome way of life. May you ask yourself again and again thru the years, “What kind of a country do I really want? What kind of a life for myself and my loved ones?” May you ever realize that all human institutions, including govern- ment, must be born anew in, the hearts and minds of each generation. In that fact lies the significance of Citizenship Recognition Day. May we all accept our trusteeship and treasure up in our hearts government of the people, by the people, and for the people. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 7~_ =a “ill vill er- lar nd. uld ov- up- ays gle one eed fate ka, ant rch- rry- bil- iful age, nen has ges, are thy. ne’s ex: ome rain ind "hat ved all ern- -arts that ship our arts yple, ‘ION — — nr elementary schools in Spring- dale, Arkansas, [population 3000 | maintains a successful cafeteria of which its patrons are justly proud. Seven years ago, the school moved its six grades of 300 children to a different building—a small, remodeled high- school. In the southeast corner of the basement was a vacant room, large and sunny. “Just the place for a lunchroom,” said the six teachers. The plan met with the instant co- operation of PTA members. With their assistance simple tables and_ benches were constructed and two oil stoves were purchased. A discarded science table, already fitted with six large drawers, served admirably as a food counter; this, together with a sink, a closet for food storage, simple shelves, and a food table, completed the equipment. The entire furnishings were painted green and ivory, thru the courtesy of a house- painter whose little daughter attended school. The cafeteria was ushered into the domestic world like a bride, with two generous showers. To the first, a kitchen shower, were brought dishes, cooking utensils and tea towels. To the food shower, came fresh and canned fruits and vegetables. This latter shower has become an annual institution, in antici- pation of which school mothers can a (dese ScHooL, one of the two VOLUME 26, NUMBER 8; few extra quarts of food during the sum- mer season, while preserving for their own families. Just before Thanksgiving each year, the children prepare an entertaining pro- gram to which the parents are invited. The price of admission is some article of food to be used in the cafeteria. Great quantities of supplies are brought in— bushels of apples, of sweet and Irish po- tatoes, or onions, as well as fruits and vegetables which have been canned for the purpose during the previous sum- mer. Even after the drought suffered by northwest Arkansas in 1936, over fifty dollars worth of food stuffs, mostly home canned, was donated to the school. The cafeteria has fulfilled, to a grati- fying degree, the dream of its founders. It has provided a time in each day when the children may experience a social hour in desirable relationship. It has made available hot, nutritious lunches to the many pupils who come into school from the surrounding country. It has furnished meals without cost to those who would otherwise have gone hungry. And its occasional profits have bought much-needed school materials—books, sand tables, band instruments, furnish- ings for a restroom. Out of these surplus funds have been obtained additional and adequate equipment for the lunchroom itself, not only a modern gas range, but also enough dishes to serve 100 persons at the same time. The average number of pupils and teachers served at lunch hour, during the past seven years, has been about sixty. A major problem for the last three of these years has been the feeding of un- fortunate boys and girls. The problem NOVEMBER 1937 A Cafeteria 1n a Small School Mrs. BLANcHE MEANS has, of course, been handled so that there is no distinction between children able to pay and those who are not. Wherever possible, pupils are allowed to exchange milk or fruit or vegetables for lunches. In autumn, those who live on farms barter raw tomatoes, green beans, grapes, melons, for hot lunches. Two sixth-grade girls are given their meals as payment for helping with the serving and wash- ing dishes. Since the beginning of the venture, the same efficient woman has served as cook. Her dishes are attractive, whole- some, and economical. Her aim is to give the children good, substantial food with proper nutritional values. Quite often fancy touches are added, such as gingerbread men with homemade ice cream, or candy Easter eggs. Sometimes a health class is asked to plan the menus for a week or two, with the arithmetic class estimating the costs. Following are some sample menus: I bread tomatoes huckleberry pie meat pie creamed corn scalloped potatoes 2 meat loaf peas and carrots mashed potatoes hot rolls jello with whipped cream 3 stuffed baked potatoes hot biscuits cookies canned peaches Spanish rice green beans milk The price per lunch has been the same from the beginning, ten cents. How can a cafeteria be maintained at a modest profit on such small charge? The answer is: careful buying in large quantities and cooperation on the part of the entire community. [ 247 | By CLARA M. BARNES Children N INCREASED UsE Of the library by ele- A mentary-school children is un- doubiedly a valuable end to be attained. The knowledges and skills nec- essary to such attainment must come as the natural outgrowth of practical ex- perience and teaching. Instruction in the use of the library must be given, in one form or another, if children are to use the library effectively. How much of this instruction should be given in the elementary school, by whom, and in what form? Should it be given in considerable detail, following the usual outline of lessons for the junior and senior highschool? Should it be given by the librarian, by the English teachers, or by any teacher of a content [ 248 | subject when need for such instruction arises? Should it be given in a definite and formal series of lessons, or should it be given informally and incidentally, in response to a given need, whenever that need is evident? Library instruction in the Lake Bluff School, Shorewood, Wisconsin has been informal, but it has represented a con- sistent effort on the part of the librarian, and it has been a continuous process, carrying over from week to week and from year to year. It begins in the third grade and continues thru the sixth grade, when the children leave us to enter the junior highschool. Children in these grades have one fifty-five minute period in the library each week. During Use a Library? that period they are given time to select and charge books for home reading, for we circulate books as in a public library; some time is given for voluntary book reports, for keeping reading records up to date, for a free reading period, for some presentation by the librarian in the way of appreciation. Time for a formal lesson would be limited, and often the introduction of instruction so definitely of the “lesson type” would utterly de- stroy the ideal library atmosphere which certainly should be one of the finest values to be realized from this period. John comes to the librarian with a question as to the author of a certain book, which he wishes to enter on his reading record. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | mat | boo siste | poi | fine at t | clas ma I boc ect for ry; ok up for nal he ely de- ich est la un his ON A Wisconsin school librarian, who speaks from experzence, an- swers this ques- tion. She replies, “I could tell you, John, but Ithink you might like to know how to | find it yourself.” Then John is taken to the card cata- | log, where he learns how to look up a title card to find the author. The libra- rian may then call the attention of the class to the problem that has arisen, and explain it, perhaps remarking at the same time that John now understands it and will be glad to show anyone what he has just learned. In the course of any library period many children ask for help in finding books on the shelves. The librarian con- | sistently follows the principle of not pointing to a certain shelf or personally finding the book in question. Instead of this, which might really be easier for her at times, she tells the child by author or dassification number where the book may be found. For example, Ruth asks for a cook- book, and the librarian replies, “The number is 641, Ruth. See if you can find itall by yourself.” Jerry is looking for Indians and is di- rected to 970.1. Bob is returning a book about which he is very enthusiastic, and he comes to the librarian with “Oh, boy, was this a keen book! Are there any more by this guy?” ‘T'm glad you liked it, Bob. Yes, there | are several others. Just look on the fic- tion shelves where that author belongs.” If he doesn’t understand that, she ex- plains it to him, and probably to the tlass or a small group nearby at the same time, On some rare occasions, in order to impress upon children in the third and fourth grades the significance of classi- VOLUME 26, NUMBER 8; fication numbers on the backs of books, the librarian has resorted to a little “game” invented for the purpose. Chil- dren are chosen from different groups at the library tables, assigned classifica- tion numbers, and asked to see how quickly they can find their books and return to their places. Then, in the order of their return, they are asked to tell the class the numbers and subjects of their books. This never fails to arouse interest and considerable curiosity about the classification numbers, which gives the librarian an opportunity to explain it to some extent. A long, evolved explana- tion of the classification system (Dewey Decimal) is not given, as it serves only to confuse children. If children meet this type of experi- ence week after week for three or four years, it is natural that they should pick up a considerable fund of information about how to use a library. During the spring of 1936 to find out rather defi- nitely just how much sixth graders actu- ally do know about the library, we pre- pared a library unit covering three phases of how to use a library: By direct access to the shelves; by use of the card catalog; by use of encyclopedias. In ad- dition to a general guide sheet for each section, there are sets of “library practice sheets” to be given out to the children: seven sets of ten questions each on use of shelves; ten sets of ten questions each on use of the card catalog; ten sets of ten questions each on use of encyclo- pedias. There was not sufficient time after the unit was completed in the spring to in- troduce it effectively, and the sixth graders were so occupied with many in- terests at that time that they were not greatly impressed. In December a situa- tion arose which gave an excellent op- portunity to present the section of the unit covering use of the card catalog. This was done casually in all fifth- and sixth-grade classes, with the brief expla- nation that the questions on the practice sheets represented only what they al- ready knew and had been doing all along, and that it should be fun to work on them. Some of the children looked at them askance at first, but the idea soon took hold, especially after some of their number became so enthusiastic that they almost wore out the librarian! We hoped for a reasonable response, but have been amazed by the interest NOVEMBER 1937 aroused by this project. Practice sheets were handed in as soon as completed and exchanged for others of the same series. The librarian soon found herself with a huge pile of papers to mark and return. As these have been returned, children have taken an interest in cor- recting their errors and thus clearing up any points they did not understand at first. After the final corrections have re- ceived the librarian’s “O.K.,” the papers are given to the children to keep. The librarian also keeps a record of their progress in this work for reference in making out her library reports, at the end of the grading period. The following definite statements may be made from observation of the experi- ment: [1] Most children prefer to have the complete series of practice sheets at once, instead of receiving them one or two at a time. [2] The number of children permitted to work on such a project during any given period must sometimes be limited because of the limited number of catalog drawers. [3] A very evident feeling of mastery and satisfaction comes to each child who completes these sets of questions, and those who are more “experienced” may often be heard importantly explaining a certain point to a beginner. [4] This project has done more than any one thing attempted so far to foster the idea that the library is accessible at all times and that all children may really know how to use it. They have been hurry- ing to complete assignments in other classes and coming in for a few minutes whenever they could to work on these problems. [5] Interest in the catalog problems has carried over very naturally to the two other phases of using the library. When children have completed all ten sets of catalog prob- lems, they have immediately clamored for more worlds to conquer, and have been given the problems on how to find books on the shelves. These problems are planned to make the youngsters more aware of the significance of classification numbers. A few have completed these, also, and are now working on the third and more diffi- cult series on the use of encyclopedias. Is it too much to assume the children who have answered correctly and with evident understanding all the questions contained in these three series will be able to come to the library with any average school assignment and find what they need with reasonable accuracy and speed? [ 249 ] SS ened a en tt 3 f i} f i t Achievements in Professtonal Advancement HE NATIONAL EDUCATION ASSOCIATION Was organ- ized in 1857 —“to elevate the character and advance the interests of the —— teaching profession and to promote the cause of education thruout the United States.” Some of its achievements are sug- gested in the following paragraphs. TEACHERS SALARIES Teachers’ salaries have never been high but prior to the depression they in- creased steadily. In 1870 the average salary of teachers in the United States was $189. In 1917 it was $655 and in 193 it was $1440. During the alin it declined to $1227 but now it is rising again. Last year it was $1325. General economic conditions have, of course, in- fluenced the salary situation. The activi- ties of local and state teachers associa- tions have also been effective, but nu- merous leaders testify that the strongest single influence in increasing the salaries of teachers has been the salary services of the NEA. Superintendents who have used these services frequently say quite frankly that the salaries of their teachers are from $100 to $200 higher than they would otherwise have been. Since 1923 the Association’s Research Division has made a biennial survey col- lecting detailed facts regarding the sala- ries paid teachers thruout the nation. This information, distributed thru the Research Bulletin and special salary tab- ulations, early in the spring when boards of education are preparing their budgets, has had a marked influence in the move- ment toward higher remuneration for teachers. The following paragraph from the president of a large city association is typical of many expressions of apprecia- tion received: “Thank you for Research Service Cir- cular No. 11. This information has been invaluable in aiding us to make a presenta- tion to our board of education and city commissioners, which has resulted in the increasing of the teacher salary item in the budget by $500,000.” TENURE FOR TEACHERS For more than half a century the Na- tional Education Association has been [ 250 | fighting for tenure. Its con- ventions have passed resolu- tions regularly reaffirming its position in favor of security si for teachers thru sound ten- ure hen, and for a number of years a committee on tenure has been actively at work. During the past three years this committee has issued a dozen studies in this important field. These reports, the Research Bulletins on tenure practices, and the articles in the NEA Journat featuring tenure have had a significant influence in promoting the enactment of tenure laws in the various states. In 1917 only five states had tenure laws. Now twenty-seven states have freed their teachers from the necessity of annual appointments and protect them against unfair dismissal. Five of these state tenure laws were adopted last year and four were strengthened or ex- panded. The NEA Tenure Committee, upon request, investigates cases where teach- ers have been unfairly deprived of their positions. A significant case last year was that of Highland Park, Michigan, where six teachers had been dropped. The NEA Committee after careful investiga- tion reported that the discharge of these teachers was not due to inability or neg- lect of duty but primarily to their activi- ties in a schoolboard election campaign. With a great deal of satisfaction, dele- gates to the Detroit convention last sum- mer read in the Detroit News of July 2 that at a meeting of the Highland Park Board of Education held the preceding evening the teachers had been reinstated with a 5 percent increase in salary. ACADEMIC FREEDOM During recent years the NEA Com- mittee on Academic Freedom has been working in close cooperation with the Association’s Tenure Committee and other groups interested in protecting the teachers of the nation against the hys- terical attacks of those who would curb teachers’ constitutional and professional right to freedom of thought and speech. During the past two years the Asso- ciation has cooperated vigorously with the teachers of the District of Columbia in their efforts to secure a repeal of the THE JOURNAL OF socalled “Red Rider” which compelled the teachers of the District to sign each month before receiving their salary checks a statement to the effect that dur. ing the preceding month they had ne. ther “taught nor advocated commp. nism.” The “Red Rider,” slipped into the District’s 1935 appropriation bill, had national implications, since its Passage | by the United States Congress might en. courage state legislatures to pass similar un-American laws. Its outright repeal last May was a distinct victory for free. dom of teaching in which the NEA Was | happy to play a significant part. RETIREMENT ALLOWANCES FOR TEACHERS The National Education Association was a pioneer in advocating adequate re. | tirement allowances for teachers. Lead- ers of the Association recognized years ago that efficiency in the schools de. mands not only effective tenure regula tions to protect teachers against unfair dismissai but adequate retirement sys- tems to protect the schools against the incompetencies which frequently accom- pany old age. The NEA Committee on | Retirement Allowances has encouraged states to provide adequate and actuari- ally sound retirement systems for theit public-school teachers. It has recently been merged with the National Council of Teachers Retirement Systems and is now known as the National Council on Teachers Retirement of the NEA. In 1917 only five states had retirement systems for teachers; now twenty-nine states have retirement laws. Three of | these were adopted new last year and four were materially improved. The NEA Research Bulletins on the subject of retirement allowances have been af invaluable source of authentic informa tion for state committees working for} i retirement legislation and have assisted greatly in the development of sound re tirement systems.—T. D. Martin. [To be continued in later issues.] Every teacher profits by the work of his professional organizations, local, state, and national, and every teacher should pay his share of the cost of the services which thest organizations render —]. W. Studebaker. THE NATIONAL EDUCATION ASSOCIATION pare duri nun ance pipe hap that lion obst feet mo! the reac D. San ° a> _ no land i— I , lled ‘ach lary dur. nei- mu- the had sage uilar peal free- Was tion € re- ead- years de- rula- nfair sys- - the som- € on aged uari- their ently uncil id is il on ment nine e of and The bject n an rma- x for isted d re- .| of his , and ry his these er. TION 0 YOU HAVE a good imagination? Then try it out by producing a mental picture of seven million parents and citizens visiting their schools during American Education Week. This number did so during the 1936 observ- ance, so your thoughts won’t be just a pipe dream about something that never happened. There is every reason to think that as many or more—perhaps ten mil- lion—will visit their schools in the 1937 observance. If lined up single file three feet apart, the seven million fathers and mothers who went back to school during the 1936 observance would form a line reaching from Boston to Washington, D. C., to Los Angeles, and then up to San Francisco. Perhaps an old way to illustrate the magnitude of the school visitation dur- ing American Education Week—but it tells the story of a new movement in the ' history of American education. And the picture now in your mind’s eye doesn’t include the millions of other parents and citizens reached thru the press, the radio, and in other ways. American Education Week has come to be an effective, nationwide observ- ance. It is the highlight of the year-round program of educational interpretation in an ever-increasing number of school systems. Have you completed your local plans for participation in this great national celebration of public education? DAILY THEMES The general theme for the 1937 ob- servance is “Education and Our Na- tional Life.” The daily topics are: Sunday, November 7—“Can We Edu- cate for Peace?” Monday, November 8—“Buying Edu- cational Service” Tuesday, November 9—“The Horace Mann Centennial” Wednesday, November 1o—“Our Amer- an Youth Problem” Thursday, November 11—“Schools and the Constitution” Friday, November 12—“School Open House Day” Saturday, November 13—“Lifelong Learning” CHECKUP Are your committees completing their plans? VOLUME 26, NUMBER 8; AMERICAN EDUCATION WEEK— Are You Ready To Go? Does your general committee have all subcommittees functioning properly? In addition to general committees is there an active committee in each school ? Are your publicity plans underway? Have the newspapers been supplied with materials and suggestions? Have you visited or sent special invi- tations to parents to visit the schools during the week? Have you asked ministers to announce the week’s program on AEW Sunday? Has your mayor issued a special AEW proclamation? Your governor? Have community organizations been contacted as to AEW programs? Have school people or pupils appeared before these groups with special invita- tion to visit school during the week? Have you planned your school ex- hibit ? Have you arranged for exhibits in downtown store windows? Have the pupils been well informed as to the purposes and plans of AEW? Have you completed plans for your Horace Mann Centennial Dinner on November 9? Have you arranged with motion pic- ture houses to run trailers or slides? Have you arranged for radio pro- grams? Are plans for your open-house pro- gram completed? Do you have all of the material you need from the NEA? If not, turn to the inside back cover for a complete list of materials. There is still time to secure them if you act promptly. RESULTS The experience of schools thruout the country shows that a good local observ- ance of this week will help— Bring the parents and citizens of your community abreast of the advanc- ing science of education being practiced in your schools—new ways Johnny learns to read, changing procedures, new equipment, and the like. Make your community education conscious during this week—an impres- sion that will persist. Turn critics of your schools into con- structive enthusiasts. In short, bring home to your com- munity the needs, aims, and achieve- ments of your schools. Make American Education Week 1937 count in your community. Let it be the beginning or the effective continuation of a permanent, continuing year-round program of educational interpretation. VISITATION CENSUS Your cooperation in helping to de- termine the number of visitations dur- ing American Education Week 1937 is needed and earnestly requested. At the close of American Education Week it is hoped that each school system will re- port to the NEA the total number of visi- tations together with an account of the highlights of the program, how it was carried out, and other items of interest. xa A Message from President Caroline Woodruff for Your Local Paper Fathers, mothers, and citizens of America! Visit your schools during Amer- ican Education Week, November 7-13, 1937. Next to the home itself, the school is your greatest ally in helping to prepare your children to take their places in the world. During this week, let us thank God for schools and for a country where all may learn to think for themselves and then have the freedom of intelligent selfdirecting citizenship. Government by dictatorship is repugnant to the American spirit. Such government will never be needed in America so long as we have an intelligent, responsible citizenry. Such a citizenship is the great product of our schools—the reason why education is so important in the United States. Visit your school and help to make it better —Caroline S. Woodruff, president, NEA. NOVEMBER 1937 [ 251 | embers of the class of 1937 of the Meadville, Pennsylvania, High- school, after a series of voca- tional conferences, asked to work, for a period, without compensation in order to gain necessary work experience and knowledge of adjustment. This chal- lenge to the school administration could not be other than accepted. Groups were found in the community—the Business and Professional Women’s Club and Ki- wanis International—which were eager to be of assistance. Ninety-seven students made specific choices of vocations and indicated their desire to accept training in the commu- nity during the week of the Easter recess. A survey showed there were thirty-two potential office workers, fifteen mechan- ics, ten saleswomen, six nurses, six school teachers, five beauticians, four telephone operators, three journalists, two each of librarians, lawyers, chemists, civil engi- neers, and electricians, one each of die- titians, interior decorators, funeral di- rectors, foresters, photographers, and plumbers. Cards naming the individual students under each job classification were fur- nished the Business and Professional Women’s Club, for the young women, and Kiwanis International, for the young men. These cards were returned with the name of a prospective employer opposite that of the student. The school administrators by phone and personal conferences readily established other necessary preliminary contacts. Providing Work In order that the school group might have definite, specific instruction in the requirements for adjustment, we fur- nished each individual a copy of “A Blue-Print of Vocational Efficiency” de- vised by Charles C. Peters of Pennsyl- vania State College. In this outline of the constituents of successful adjustment the reports of some 1500 collaborators have been summarized. Several conferences were held in which the items were em- phasized. This was followed by a test on the items in particular detail. Matters of job satisfaction, efficient methods of work, cooperation with employer and fellow employees, thoroness, accuracy, dependability, habits, and perspectives were considered. Finally, successful methods of asking for employment were presented. Shortly before the beginning of the employment individual called to make his own application for period each work at the position which tentatively had been offered and to learn what would be expected of him. Each of the sixty-eight individuals, business houses, and industries which previously had agreed to accept the students, made room for them in their establishments. To each employer the school administration THE JOURNAL OF sent the following letter and a rating card to be returned to the school at the end of the training period: Dear Sir: The Meadville Highschool administra- tion is very grateful for your cooperation in granting a week of experience to one of our seniors. It is hoped that this may prove to be of mutual value. The members of the class have been urged to make a vocational choice and have been informed concerning the re- quirements, opportunities, how to secure employment, and what cooperation is ex- pected. Thru your consideration, this in- struction will be ended by a week of prac- tical experience. It is difficult to estimate the final value of your assistance given to a deserving boy or girl at this critical time of life. Be as- sured of our gratitude and undoubtedly that of the individual whom you are help- ing to assist toward a knowledge of how to earn a livelihood. At the conclusion of the work, will you kindly check the inclosed card in order that we may have a confidential record of what has been done. Very truly yours, The highschool senior who worked for me during “Work Week” showed the follow- ing traits: THE NATIONAL EDUCATION ASSOCIATION Sui ul ing the tra- 1 in of ove een and ilue boy as- dly LOW LT portunities | ue Very | Excel- 7 ery | Excel- | Poor| Fair| Good Co tint | is | Suited to the work | Method of working | Ability to plan Alertness Cooperation with employer Cooperation with fellow workers Thoroness Accuracy Dependability Method of asking for work Student’s Name Signed So youth went eagerly to work. With chins up and a bit of anxiety, it went forth into the hospitals and garages, rail- tad shops and undertaking parlors, of- fices and beauty shops, stores and banks, choolrooms and tin shops. It sat thru lw cases, assisted in operations, helped make zippers, repaired automobiles, and did all of the countless things that the Workers of a community cooperate in acomplishing. Reports of the work, re- VOLUME 26, NUMBER 8; ceived on the rating cards, indicate the actual enthusiasm with which the young people were received into the world of work. Verbal reports have spoken in high praise of the performance of some individuals, and newspaper editorials have provided favorable publicity. It is apparent to the young people who participated that something has been done to bridge the span between the school and the job situation. An insight was gained into personal fitness for the vocation, the opportunities which may be expected, the requirements for suc- cessful adjustment, and training needed for expert efficiency. The experiences of earning a livelihood were presented in their stark reality. Altho these experiences resulted nega- tively in some instances, requiring the selection of new vocations, the results in the end should be of value. In more cases, on the other hand, such aptitude was shown that individuals received un- expected compensation, parttime em- ployment until graduation, and positions with the business or industry following the remaining months of school. Evi- dences of more definite vocational de- cisions were apparent in the college ap- plications which were made, applications NOVEMBER 1937 By Frederick L. Pond for hospital entrance, and other purpose- ful expressions. Thus thru community cooperation some specific solution to the problems of youth was possible. With the break- down of the old apprentice system, which produced the master artisans and craftsmen of another day, the school may provide the theoretical training and the contacts necessary to start its young people on the way to vocational success. Youth itself, which has spent many years in a training period without com- pensation, can well afford to spend some further time on the same basis if ade- quate training for a desired vocation may be secured. Business and industry welcome the chance to provide such work opportunities until the efficiency, necessary for permanent employment, may be gained. There remains the problem of an ade- quate curriculum shaped to the needs of youth in a world of industry. Youth must have the training which it must place upon the economic market. If the lag between the school and life ever is to be closed, the whole field of a commu- nity’s activities must be surveyed. These must become the goals of an educational program. The problem requires the ap- plication of those specific technics which have produced so much of material progress. New insights and new proce- dures are needed to develop even the purely cultural aims to new levels of understanding and appreciation. [ 253 ] ROPHECY is always hazardous, but the essence of prophecy is involved in every constructive forward ef- fort. Projected steps always imply at least some prophecy of possible outcomes. And this fact suggests my chief hazard in this evening’s prophecy, that the wish is at many points father to the thought. I shall likely over-prophesy favorable outcomes for projects and enterprises with which I have been connected. In not a few instances, however, I find my- self unable to forecast outcomes. At times I can only state problems. At other times I can do no more than state what I think should prevail. Also I must apologize for the scrappiness of my re- cital. I realize only too keenly the ap- parent lack of inherent relatedness. The term education as herein used will refer to any conscious effort to direct educational endeavor. It will expressly include, in addition to elementary and secondary education, such other lines of conscious effort as preschool education, higher education, and adult education. The actual educative process wherever found walks on two legs, the psycholog- ical and the social. If I seem to go back and forth between these, it is no more than walking itself does. But, to drop the figure, both factors are always pres- ent, and it seems practically certain that the American education of the future will continue to study both, but not so much as hitherto in separation from each other. It will be increasingly seen that however much we may study either, the other must always be recognized as actually present. On no other basis can we reach dependable results for applica- tion. It may be well at the outset to speak generally about some fairly specific mat- ters. [1] It seems probable that our coun- try will continue as hitherto to keep church and state separate. At least, un- less we radically remake our notion of what constitutes religion, we shall not teach anything under that label in our public schools. We shall not use public money to support parochial schools. However, we shall much better than heretofore take care of what may broadly be called the spiritual side of child growth. We shall increasingly recognize that out of the heart are the issues of life. [2] The national government will very soon give national aid to public | 254 | The FUTURE), William H. Kilpatrick cis | lems t Few TEeacHers have had more influence on America than William Heard Kilpatrick—beloved for his sin- cerity, his frankness, his championship of democracy, his lucid analysis of vital issues, his personal friend- liness. Dr. Kilpatrick was born in a small Georgia village. He attended a village academy; graduated from a small college; studied mathematics and physics at Johns Hopkins; served a few years as teacher and school principal; studied further at Johns Hopkins, Chicago, and Cornell; and obtained his Ph.D. at Teachers College where he majored in the philosophy of education and soon after became a professor. Fortunately altho formally retir- ing from Teachers College after twenty-five years of service, Dr. Kilpatrick is to go forward as a teacher. This fall he will teach at Northwestern University, and in the summer of 1938 at Stanford University. At the exercises held in con- nection with his retirement from Teachers College, he made this address. education, primarily to equalize educa- tional opportunity thruout the nation. Danger, however, will lurk in the step that national control may seek to follow national support. While there is no nec- essary connection between the two, the psychological tendency to associate the two will be so strong that only very de- termined and very persistent contrary efforts will suffice to prevent. To be sure, it may prove wise to include carefully drawn provisions to prevent racial and other discriminations. Any attempt, di- rect or indirect, to control the curricu- lum would be most dangerous. [3] From many considerations, adult education must become a recognized part of the public educational enterprise. Support for this should come from na- tion, state, and locality, but control should probably belong to the state—not, however, so as to determine either the content or the direction of study. These should be held strictly free, for here the very essence of democracy is at stake. Three permanent lines of adult edu- cation seem to stand out from the rest. First is the widespread provision for re- education along trade and vocational lines. This is a permanent need in a dy- namic society. From a financial point of view we cannot afford to ignore it. Sec- ond is what is called “education for lei- sure.” Here I should like to hope that in time any worthy matter or interest may be studied free of cost by any reasonable- sized group. This, from the point of view of life itself, is a reasonable charge upon the public. TAird and principally, adult education must mean the widespread and continual study of current social problems. We must have everywhere forums and discussion groups, serious study groups. On no other basis can a democratic country face a rapidly chang- ing world. [4] Taking the country over, the fu- ture of the four-year college as we now know it seems doubtful. For many rea- sons the “6-4-4 higher education” plan appears the better. The junior college bids fair to become wellnigh universal. If so, the state universities can drop the present freshman and sophomore years. In the East, however, the existing four- year college has deep roots and will probably last after the rest of the coun- try has given up this type of institution. [5| Competitive college athletics have, in great probability, passed the peak of popularity. For one, I hope so. For a long time this has been a_ national scandal, both morally and educationally. The shift to the junior college may give us the chance to break the stranglehold of athletics. Incidentally, if this be ac- complished, coeducation will be has- tened in the East. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Besi there | cation [1] the p educa that 1 | man’s ress. | scient appea of N the te sentic ration Alon tonia educ taker tions still | ical!) mist as th be < were ing, IT little life | in t | pro can nity s0¢2 bid: aS | Lif he | iS | tio dif on | fre | f EDUCATION Besides the foregoing specific problems there are certain more important prob- lems that vitally concern American edu- cation. [1] First, perhaps, in importance is the problem of the scientific study of education. It becomes increasingly clear that in the long run scientific study is man’s greatest hope for bringing prog- ress. However, the early attempts at the scientific study of education were, it now appears, too much under the influence of Newtonian physics. Following this, the tendency has been to accept the es- sential atomism of Newton and his sepa- ration of mind from what is studied. Along two main lines did this New- tonian atomism mislead the study of education. On the one hand, it has mis- takenly counted that laboratory situa- tions could be indefinitely simplified and till give us results that were psycholog- ically reliable. On the other hand, it has mistakenly believed that such things as thinking, valuing, personality, could be analyzed into study elements that were in essence nonthinking, nonvalu- ing, nonpersonal. The result has been to slight and be- litle all the highest manifestations of life and personality and thus to reduce, in tendency at least, education to formal procedures. Until scientific procedures can be devised which respect the integ- rity of higher types of experience, this walled “scientific” study of education bids fair to fall still further in esteem, 4s now it has been doing for a decade. Life and education are too precious to ve trusted to Newtonian physics. [2] More personally urgent, perhaps, the problem of democracy in educa- tion. This takes on different phases at different levels. For elementary and sec- ondary education our ancestors brought fom Europe a thoroly autocratic school outlook and procedure. The child was depraved and required to have his will thoroly broken and subdued that his soul might live. To be sure, much has been ne to improve upon this older school, but much remains to be done. Our chil- dren cannot learn democracy well unless they live it. We give lip service to respect for personality, but we have not made YOLUME 26, NUMBER 8; general any adequate school procedures whereby democracy and respect for per- sonality may be actually lived. Too much of the old belief in depravity still remains. The school has here a definite duty to perform. It is not only the classroom that re- mains undemocratic. The school system is in its management too often auto- cratic. My large class this summer, which is a fair cross-section of the nation, esti- mated that 75 percent of school superin- tendents run their school systems auto- cratically. Even where there are excep- tions, it is too generally a benevolent des- potism that grants it. Almost no school systems provide by statute for a demo- cratic consideration of school policies by the teachers. According to best opinion, democracy demands that all concerned in a decision should have a hand in mak- ing the decision. In these matters we have already too long followed the “line- and-staff” theory of learning and the practice of big business. We cannot run schools on a factory basis or treat teach- ers as factory hands. As long as teachers are thus treated, so long will the work go badly and we must besides be con- tent to see the more capable and rigorous seeking other lines of work. The pro- fession and the country both lose. When we come to higher education, the recent case of President Dennett at Williams College raises the question of trustees and their proper share in col- lege management. When the Oregon law of 1923 was up for referendum, one opposing group asked: “Who owns your child? If you don’t own your own child, what in the wide world do you own?” For myself, this particular wording never ceases to shock. Is the child the kind of thing that is “owned”? That the parent has rights and privileges and duties with respect to the child, yes; but ownership! That is another matter. The same kind of inquiry comes to mind when one thinks of the control of a college. Do the trustees own it that they can of right make all the decisions regarding it? Does the faculty have some share in final control? And what about the students? In short, what is it that gives final and true right to con- trol? Does the legal ownership of physi- cal property convey moral authority to determine educational matters? Can even a charter convey the moral right to final control? How stands it now? Once a college has been founded, where resides the moral right to determine policies? Fac- ulty members spend heart and soul working in and for the college to effect the contribution it is to make to society. In comparison, the trustees may and generally do have small opportunity to know the college as a working affair, as a spiritual entity. Which group now has the final word of control? Which should have? Let us carry the matter a step further. Suppose the president of a college is dis- posed to run it autocratically, what can be done to remedy the evil? The only recognized source of communication be- tween staff and trustees is thru the president. And what can the trustees know? The president if he is so dis- posed—and capable enough at it—can jolly the trustees along and keep them ignorant. So that as long as these con- ditions hold, nothing can be done to put the evil condition right. No indi- Sy Ir puBLIC EDUCATION is to fulfill its function in American democracy, it must hold to its fundamental goal, the promotion of the common welfare; it must take a dynamic stand for the preservation of peace and for the prevention of another depression; it must re-establish in the hearts of the American people the basic ideals of democracy—the supreme value of personality, the ideal of inner freedom, and the ideal of equality of opportunity; it must teach the truth about the realities of democracy; it must carry democracy into every educative process; it must magnify the beneficence of social change; and it must extend the scten- tific attitude into all phases of social life. On every one of these items, and on others, Professor William Heard Kilpatrick has been the Apostle of Education to American Democracy.—FRANK E. BAKER, president, Milwaukee State Teachers College, Milwaukee, Wisconsin. NOVEMBER 1937 [ 255 | vidual staff member dare say a single word, for “failure to cooperate” is to the president and trustees almost the most heinous offense possible on the part of a staff member. For a group of faculty members to act would be just plain re- bellion, too hazardous to contemplate except as absolutely the final resort. What most college faculties in this country live under is despotism, benevo- lent or not, as it may chance to be. And as long as this holds, there is nothing either legal or courteous that the staff can do about any evil situation while the trustees may in the plenitude of their ignorance or wilfulness do anything they please, as apparently (from the news- paper accounts) they did at Williams. If democracy held, and college presi- dents and school administrators felt themselves finally responsible to their teaching staffs, many an institution of learning would be very, very different. Will such things come to pass? Not everywhere soon; in some places pos- sibly in the not distant future. [3] A third important problem con- cerns the educative process. The education of the future wil! more and more consistently consider “the whole child”—partly because only thus can we take adequate care of all the si- multaneous learning effects that all the while are building themselves up, partly because only thus can we care properly for personality adjustment. Mental hy- giene—under that name or a better—is here to stay and on far stronger terms than we have yet known. Also the education of the future will still more consistently respect child pur- posing as the strategic manifestation of child personality—partly to make it the basis of school activity, partly because it alone can give point and meaning to both life and learning, partly because it alone can take care of child personality. And still further, the education of the future will put first before learning the improving of life qualitatively conceived. The necessary learning will follow this, almost inherently. This shift will be as from Ptolemy to Copernicus. The cen- tral aim and focus will be to make life good for all, always ever better than otherwise it would be. This must be the school’s inclusive aim. This seeking of the good life for all will, however, succeed in highest de- gree only as we also remake our social [ 256 | life, reconstitute our social-economic- political system, so as to put life and its common betterment first before private gain and privilege. In this, life and school must go hand in hand. We must then study as never before in this Puritanic America what it is that constitutes the life good to live, the life that does from within sprout ever more of life itself. And no less must we study how to evoke, provoke, develop this life first in childhood and youth, but as well also in our adult population. “There is,” as Rus- kin truly said, “no wealth but life.” And a Greater said, “I came that ye might have life and have it more abundantly.” While we seek this growing life in school and out, we cannot and must not deny that in professional schools and also in college and highschool we must make provision for specialized study along chosen lines. But we must not let this specialization destroy or deny the all-important good life. Particularly in the secondary school must the pursuit of the good life come first, and specializa- tion no more than second. Always must we put first the wish that others may live well. [4] Next comes the problem of edu- cation and social change, at once too im- portant to omit but too big to compass. All living and consequently all educa- tion tends to carry us in some one social direction. If we drift, we are supporting the status quo. It becomes necessary then that we know toward what direction our school endeavors do in fact tend. The sole alternative is to admit an immoral ignorance. As matters stand, the typical school in our midst indoctrinates in the ideas cur- rent fifty years ago. Pseudopatriotic pres- sure groups agitate to foster and fix this indoctrination. This is a practice which tends to make closed minds amid change, where we most need honest and openminded study. But it does not follow as a fitting antidote that the proponent of newer things is authorized on his side to in- doctrinate for his measures. Indoctrina- tion, of essence, works for the closed mind and this we cannot afford in a changing world, even on the side of the best we now know. That best must be intelligently used, and even it will later change in some now unknown respects. The closed mind is always hazardous. Moreover, if we claim that we are right THE JOURNAL OF THE’ NATIONAL EDUCATION ASSOCIATION and therefore should indoctrinate whe, we have the power, we are exactly pre. paring the other side when it comes y, power to make the like claim for its Such a policy does but put decisions 9) the basis of power and might, not o the basis of intelligently sought righ, The proponent of better things mor than anyone else must base his hope op building a better social intelligence anj then trust that to act intelligently for us This is not only the best preparation for wise change; it is also the only fair and just procedure for a school to take where! citizens differ as to what is wise. | Will America allow teachers in build. ing the open mind to discuss contro versial issues? Within limits, yes, even now, if it be tactfully done. As always! where education is involved we have to begin where people are and help them from their own present position proceed to something better. Just now, sad to say, | most people in this country do not really, believe in free speech, that is, not for| those who would speak on the other side. Our people are loud believers in free speech in behalf of what they them selves already accept or in behalf of things to which they are indifferent. They fail to see that intelligent and con- sistent democracy must stand or fall by free speech, “not (as Justice Holmes » fitly said) free thought for those who| agree with us, but freedom for the thought we hate.” We, as educators must help all our citizens to see thest| things and so win their consent for w| to make their children intelligent stu’ dents. And teachers must organize to protec those who would otherwise unjustly suf fer for proper teaching. We cannot de pend on force alone to win for us the proper freedom of teaching. That would be to deny and mistrust education it self. But a proper force legally applic may help the friends of democrati teaching win out as against the forces 0 intolerance and obscurantism. The whole problem of freedom is fet the sake of building popular intelligent in social affairs. In this the schools and must have a real part. It is educatio itself socially at work. And finally, every good cause hertit discussed depends upon our building # ever-finer professional outlook. To this we here must pledge our undying lof alty. hen - He Gave Us Schools S to} el On| . ON ght.| n0re On| and HAT GREAT AMERI- Most people accepted es cAN do you admire the view that education ae most? If you were was the privilege of the hie! asked to name only five wealthy. They saw no leaders, whom would you need to educate future citi- uild. include? George Wash- zens to take part in the a ington, our first president, government. Indeed some aay would probably head your people said: “The right to < list; then Thomas Jefter- vote ought not to be given hem son, who helped the peo- to everyone. Only the ceed ple take an active part in wisest should govern and ) Sa, their government; Abra- the rest of the people call ham Lincoln, who saved should follow the advice a the Union; and Susan B. of those who know best.” tree| Anthony, who opened Horace Mann differed hem- new doors of opportunity with them. He said: “The lf of for women. HORACE theory of our government rent But there is another 1796 MANN 1859 is, not that all men, how- cot leader beloved and ad- ever unfit, shall be voters, ‘ " mired by young people be- Sans? but that every man, by the who! cause he gave us schools. His name is Horace Mann _ power of reason and the sense of duty shall become a, and he is called the “Father of Public-School Educa- _fit to be a voter.” Do you agree with him? How do ators, tion.” Horace Mann’s service ranks with that of — you think wise voters could best be provided? these| Washington, Jefferson, Lincoln, or Anthony. Could Horace Mann began to study conditions. He talked or ws the new government established by the Founding — with the people and was shocked at the large num- sis Fathers have survived if Horace Mann had not built —_ ber who could neither read nor write. What chance iaiaill under it the firm foundation of the public school? had they of becoming good citizens? ly sue During 1937 the United States is celebrating the “We must have free schools, open to all,” he re- ot de Centennial of Horace Mann’s service. American Edu- _ flected, “for poor as well as rich.” He came to believe 1s the cation Week, November 7-13, is the climax of this that the future of the country depended on the volt year-long observance. On November 9, “Horace schools. He laid everything else aside, gave up a we Mann Day,” citizens will honor his memory andread career in the law, and devoted the best years of his ih the story of how he gave us schools. life to building up the schools. rces 0 To understand this story, we must go back over a Earlier leaders had seen the importance of educa- | hundred years to the beginning of Horace Mann’s tion in our national life. But Horace Mann was the is for service with the Massachusetts Board of Education. first to see the common school as the instrument of igentt At this time the people were hard at work building —_ universal education in a democracy. os 4 up the country after the long years of the Revolution- From Horace Mann’s day to our own is but a brief 7 ary War. The Constitution had been adopted but hundred years. Yet in that period there has been more herd} Many people could not even read it! Over half the progress in public education than in all the years be- ing al children of the nation had no chance to attend school. _ fore. Today there are thirty million young people and ‘o this The public schools were open only a few weeks each _—_a million teachers in our schools. How did Horace g lof year and were regarded as pauper schools. Mann achieve this “great victory for humanity”? HORACE MANN ‘ATION FOR YOUNG PEOPLE HERE Is one quality which stands out in the lives of men and women who achieve most for their country. They are willing to work and sacrifice for others. Early in his life Horace Mann began to plan his future. He hoped to do good for others. He later said: “All my boyish castles in the air had reference to doing something for mankind.” To do something for mankind—this was to be the motive of his whole life. So nobly did he serve the children of America that they celebrate his birthday each year in the schools on May 4. The children of his native town of Franklin, Massachusetts, march to the farm where stands the simple stone monument marking Horace Mann’s birthplace. Need for the monument was suggested several years after Mann’s death by visitors from Brazil who came to view the birthplace of America’s greatest educator. As public appreciation of his life increases, his birthday will be declared a national holiday along with those of Washington and Lincoln. Horace Mann, the father of our public schools, was born May 4, 1796, on a farm just outside of Franklin, Massachusetts. The death of his father when Horace was but thirteen brought him face to face with the serious side of life. His mother and five children, of whom Horace was next to the youngest, struggled on with the farm. At night they braided straw for the nearby hat factory, to add a few pennies to the family income. Earlier than most boys, Horace learned to face sor- row, to take responsibility, to help about the home, HORACE FOR YOUNG | 258 | ; are Mann's * birthplace, Franklin, Massachusetts _Up from the Soil to stick to his tasks until they were finished. He says he could not remember the time when he began to work. “Even my play-hours—not play-days, for I never had any—were earned by extra exertion, finishing tasks early to gain a little leisure for boyish spoits.” His health suffered from the strain of overwork. In later years he did much to teach young people how to protect their health and vigor. Better than anything else, Horace liked to read. His parents, while they had little learning themselves, encouraged him to study and make the most of him- self. But the public school was open for only a few weeks in the year, and there were few books except in a small library which Benjamin Franklin had given to the people in return for the honor they had done him in naming their town for him. This is said to be the first public library in America. Altho these books were written for adults, not chil- dren, Horace Mann made the most of them. Many years later when he became Secretary of the Board of Education, he provided school libraries with books suited to the interests of young people. Many people today wish to visit the spot where Horace Mann was born just as they visit historic shrines associated with Washington, Franklin, Jef- ferson, and Lincoln. Turn to a map of the United States and you will find that Franklin is located about forty miles from Boston. Do you know anyone who has ever been in New England? What other great events in our nation’s history took place in this section? MANN PEOPLE THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ee en A New England Scholar HOULD YOU LIKE to have been a schoolboy in Hor- ace Mann’s day? Let us visit the “district school” as it was over a hundred years ago in his boyhood. As we enter we hear the schoolmaster’s heavy birch rod resound on the desk. “Pay at- tention, Master Horace, you have stared out the window for fifteen minutes.” “Please, sir, I'm drawing a picture of the bird on the window-ledge.” “The next time you do that, your knuckles shall taste this rod. You are here to learn, not to draw.” Nor was this an idle threat. The master did not hesitate to flog his pupils with a heavy birch rod or ruler. Sometimes the scholars were so badly hurt as to require a doctor’s care. Later as Secretary of the Massachusetts Board of Education, Horace Mann did much to banish cruel punishments from the schools. How is this strange, unattractive schoolroom heated? There is a large stove in the center of the room. It gives forth an uncertain heat, so that chil- dren near the stove have burning faces, while others farther away are constantly shivering. This school was open for only a few weeks each winter and was taught by traveling schoolmasters of whom Horace Mann afterwards said: “They were very good people but very poor teachers.” Now and then an unusual one came along. Such was the scholar named Barrett who greatly influenced Horace’s life. One day he said: “Horace, you must go to college.” Imagine the boy’s surprise. He had no money and a college education was unheard of except for the rich. “You will find a way,” Mr. Barrett replied. “I my- self will prepare you.” y iv : Harper’s Weekly, December 14, 1872 Horace had to study night and day to learn in six months what other students would require several years to learn. At the age of twenty he entered Brown University at Providence, Rhode Island. He gradu- ated in 1819 at the head of his class. After graduation from Brown, Mann tutored for a brief period, then entered Judge Gould’s law school at Litchfield, Connecticut, famous as the first law school in America. Already there were deep lines in Horace Mann’s face, for he had learned the serious side of life. But he liked jokes, too, and was fond of fun. He was known as the best wit, the best whist player, the best scholar, and the best lawyer of the school. After law school, Horace Mann moved to Dedham and opened a law office. His rule was “Never espouse the wrong side of a cause knowingly.” As a result people trusted him and his law practice grew. They elected him to represent them in the state legislature. But he had his sorrows too. His beautiful young wife, Charlotte Mann, died suddenly after they had been married only two years. She was the daughter of President Messer of Brown University. Her death was one of the greatest sorrows of his life. He turned more and more to his work, and to his lifelong motive—to do something for mankind. Thru his influence the first insane asylum in the United States was established at Worcester. In a few years he became president of the Massachusetts State Senate. HORACE FOR YOUNG MANN PEOPLE ION | VOLUME 26, NUMBER 8; NOVEMBER 1937 [ 259 ] Courtesy, Worcester Museum N APRIL 1837 a law was passed by the Massachu- l setts legislature creating a state board of educa- tion. Horace Mann, as president of the Senate, helped to secure the passage of the law. It was said of the common schools of Massachusetts at this time that “any hovel would do for a schoolhouse; any primer would do for a textbook; any farmer’s ap- prentice was competent to keep school.” Horace Mann and other leaders interested in the cause of education hoped to make the state board of education responsible for improving these schools. Mann was invited to become the first Secretary. Should he accept? He was now 41 years old and he often suffered from poor health. He had a good income as a lawyer and a position of high honor in the Senate. Should he give up this comfort and se- curity to take an obscure post at a small salary? Most of his friends urged him not to accept. They told him he would be opposed by ignorant parents, sordid politicians, sectarian preachers, and unprogressive schoolmen. Can you see why each of these groups would oppose school reform? But the idea of helping the children whom he loved appealed so strongly to Horace Mann that he made the great decision. He said: “My lawbooks are for sale. Let the next generation be my client.” At last the schools had a champion who under- stood their importance to democracy. The first normal school in America, at Lexington, Mas- sachusetts The —— Great Pa Decision There was so much work to be done that a less courageous man would have given up. What did Horace Mann propose to do as Secretary? First, he wanted to rebuild the schoolhouses and make them comfortable. Most of those in Massachu- setts were “old, squalid, wigwam structures.” Second, he was eager to banish cruel and harsh punishments from every schoolroom. His third problem was even harder. He resolved to found special schools, called normal schools, where young people could learn to be good teachers. Next, he hoped to enrich the course of study by adding music, hygiene, drawing, and other subjects. But what do you think was the hardest problem of all? It was to persuade the people themselves of the need for such changes. How could this be done? The Secretary’s salary was only $1500 and he had no clerical help. Fifteen hours a day was the usual measure of his work. For more than eleven years he traveled night and day, stopping in every hamlet in Massachusetts, talking with the people about their schools. He pointed out the value of education to the young person seeking to increase his powers; to the merchant seeking intelligent buyers; to the manufac- turer needing reliable workmen; and to the states- man wishing to improve democratic government. Often his welcome was frigid as the New England winter. Arriving with the governor of the state on one occasion to address a meeting, he found no prepa- ration had been made—no fire lighted, the floor un- swept. To the governor’s amazement, Horace Mann seized a broom and swept the floor himself. Such was the spirit in which he worked to give us schools. HORACE MANN FOR YOUNG PEOPLE THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION E | ‘ON ° lic Education in the United 1S States,’’ Houghton Mifflin Influence Drawing from Cubberley’s “‘Pub- Spreads F ALL the improvements in public education which Horace Mann set underway, the found- ing of the normal schools was probably the most farreaching. In the days before he became Secretary, little atten- tion was given to preparation for teachers. Many teachers had been to school but a few weeks them- selves. The position of the teacher was so little re- spected that he was often driven from the community by the older scholars who refused to obey him. Horace Mann and other educators were convinced that special schools must be established to prepare good teachers. Mann declared that: “Common schools cannot prosper without normal schools. As well might we expect to have coats without a tailor and houses without a carpenter or mason, as to have an adequate supply of teachers without normal schools.” How could funds be secured to build such schools ? Two years after Mann became Secretary, Mr. Ed- mund Dwight, a member of the Board of Education, gave $10,000 to found a normal school, and the state legislature gave a like amount. Horace Mann sold his own law library to add to the funds. At last after months of planning and hard work, the great day arrived for the opening of the first public normal school in America at Lexington, Massachusetts, July 3, 1839. Only three students came to this school the first day and but twenty-five the first year. Would not those first students have been astonished could they have foreseen that a century later a million teachers would be serving the nation—more than 60,000 new ones each year with a bachelor’s degree? The results of Horace Mann’s work for public schools began to show in other ways. No one could resist this “human cyclone,” the tall man in the long frock-coat, with the “will of a battering ram.” During the twelve years of his secretaryship, in spite of a severe financial panic, better schoolhouses were built; appropriations for public schools doubled ; teachers’ salaries were increased; and school terms were lengthened. Above all, the people came to see that strong free public schools are necessary to the success of selfgovernment. During this period Horace Mann had the constant help of his second wife, Mary Peabody Mann, whom he married ten years after the death of his first wife. Far beyond the bounds of Massachusetts spread Horace Mann’s influence. His ideas were carried for- ward in other states—in New York, in the West and Southwest. What pioneer in your state took the lead in building up the common school? Does your com- munity pay tribute to the men and women who founded its first highschool? The first library? Horace Mann came to be known round the world as the great American educator. His twelve reports as Secretary of the Massachusetts Board of Education were everywhere read. The British Parliament re- printed by special vote part of the Seventh Report. Sarmiento, the “schoolmaster statesman” of South America, after a visit to Horace Mann, advised his government to scatter copies of Mann’s writings in every'city and village. | The following tribute paid Horace Mann by La- boulayé of France is typical of his fame abroad: “It is the schools that will regenerate the world, and a day will come when it will be felt that Horace Mann is a truly great man and has been more useful to humanity than all the Caesars.” HORACE MANN FOR YOUNG PEOPLE VOLUME 26, NUMBER 8; NOVEMBER 1937 [ 261 | Courtesy, Antioch College E LAST PERIOD of Horace Mann’s life from 1848 4 1859 was spent in the United States Congress and at Antioch College where he was the first president. But the cause of public education was al- ways “the great cause” nearest his heart. Toward the end of his life he wrote to a friend: “Common schools were, my first love; they will be my last.” Horace Mann was asked to resign the secretaryship in 1848 to take the place in the United States Con- gress of John Quincy Adams, who had fallen dead at his desk. Altho he was reluctant to give up his work for schools, Horace Mann agreed to serve, saying that he was “called to assist in securing the freedom of man” since “before a man can be educated, he must be free.” A bitter opponent of slavery all his life, Horace Mann threw all his energies into the new crusade for human freedom. As a young boy, he dreamed of do- ing something for mankind. As a lawyer and states- man, he was always ready to help the poor and suffer- ing. As an educator, he worked to make the lives of all children happier thru the school. He was a true humanitarian. In Congress he became nationally prominent in his opposition to slavery. As a speaker, he was compared to Daniel Webster with whom he engaged in bitter debate. The equally high regard in which these two men are held is symbolized in the placement of their statues, which stand today, one on either side of the entrance to the Massachusetts State House at Boston. After four years in Congress, Mann was nominated for the governorship of Massachusetts. On the same day he was chosen president of Antioch College at Yellow Springs, Ohio. He accepted the latter office. At this time he was 56 years old, described by a “Be Ashamed 10 Die— Washington observer as the “tall, straight, thin gentle man with the white hair, gold-rimmed spectacles, black clothes, and firm, quick motions.” Horace Mann saw in the new western school a chance to build a college of great influence. Here was to be a school open to both sexes and all races at a time when women had few opportunities for higher education and Negroes were still slaves. Char- acter was to count equally with scholarship. The pioneer college had a hard struggle to obtain needed money. It was almost destroyed by the panic of 1857. The strain proved beyond the strength of Horace Mann. He died on August 2, 1859. He was buried on the Antioch campus. Later his grave was removed to Providence, Rhode Island. The opening event of the Horace Mann Centennial was held at Antioch College on October 16, 1937. A statue of Horace Mann was given to the college by an alumnus of the class of 1869. This man, who was 89 years old, told what Horace Mann had meant to him: “I knew Horace Mann. Eighty years ago this sum- mer I was coming up one of the streets of Yellow Springs and met Horace Mann face to face. He held out his hand to me and I reached up and took it. And I want you to remember that in that handshake, the small boy of nine years received a thrill that in all these eighty years which have passed since, has not left me. That is one reason why I am here today. I had an inspiration from Horace Mann. As a boy, I fell in love with him and in the years and struggles since, I have never forgotten him.” Horace Mann’s spirit still lives at Antioch. It is not difficult to recall, even now, that “spare form, worn with work and suffering, the face yet young and eager, the white hair brushed back square off the fore- head.” One can almost hear ring again those last words of his last commencement address to the young people whom he loved: “I beseech you to treasure up in your hearts these my parting words: Be ashamed to die until you have won some victory for humanity.” HORACE MANN FOR YOUNG PEOPLE [ 262 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION \ | A Letter to School —— Children From 38th An- nual Report of the Superintend- ent of Schools, SC OES eS HILE he was Secretary of the Board of Educa- tion, Horace Mann was invited by the super- intendent of schools of Chautauque County, New York, to visit his county and talk to the 20,000 school children there. Horace Mann was deeply touched by this request. He was unable to go but he wrote the beautiful Ler- ter to School Children, part of which is given below. It is such a letter as might have been written to the thirty million young people in school in 1937. In the first part of the letter, Mann points out those things which boys and girls should avoid—lying, stealing, using profane language, intemperance, quar- reling, disobeying parents. Next comes the best part, in which he tells them the things they should do: “You were made to be industrious. You should work. All your bones and muscles were made for work, just as much as the wheels of a clock were made to go round; and if you do not work in some New York of them, there are two great wrongs and no more tal- ents than before. “You were made to learn. Be sure you learn some- thing every day. If you were to stop eating, would not your bodies pine and famish? If you stop learn- ing, your minds will pine and famish too. Suppose there were a museum in your neighborhood full of splendid curiosities—should you not like to go and see it? The creation is a museum, all crowded with wonders. One door only is open, by which you can enter this temple. It is the door of knowledge. “Finally, you were made to be moral and religious. If all men were honest, we should need no jails or prisons, no bolts or locks; no criminal laws or courts. I want all of you to feel that such things were not made for you. When you go by a high fence built to keep out robbers, say to yourselves: “That fence was never made for me. I could climb the man’s fence easily enough; but, thank God, I have a con- : way, you are as worthless as a clock made not to go. _ science which I have never yet climbed over, and “You were made to be temperate, not only in drink- _ never will.’” t ing, but in eating; and indeed, in regard to all pleas- If you were to reply to Horace Mann’s letter, how I ures. Learn the meaning of that important word, would you thank him for his work on behalf of free [ enough. schools? How would you describe the changes in s “You were made to be clean and neat in your per- your schools since his day? Here is a reply written son and in your dress, and gentlemanly and ladylike in 1937 by a student of the Horace Mann School, s in your manners. Washington, D. C., as a part of this school’s Centen- , “You were made to be kind and generous and mag- _ nial program honoring Horace Mann: d nanimous. If there is a boy in the school who has a “Dear Horace Mann: The letter you wrote to school - club foot, don’t let him know that you ever saw it. children has helped, and will help us so much that t If there is a lame boy, assign him some part of the we felt we should write a letter to thank you for it. 7 game which does not require running. If there is a “Schools have changed so from 1837 to 1937 we hungry one, give him a part of your dinner. are beginning to forget the first public schoolhouse. “If there is a dull one, help him get his lessons. If | But we shall never forget the source of the beautiful there is a bright one, be not envious of him; for if building that serves for our school today, which is one boy is proud of his talents, and another is envious | you, Horace Mann.” HORACE MANN FOR YOUNG PEOPLE TION VOLUME 26, NUMBER 8; NOVEMBER 1937 Horace Mann and Your School N THE LIGHT of what you have learned about Horace Mann, ask yourself what he would do for schools and education were he alive today. Make a list of the things in your school he would praise. Make another, list of changes he would prob- ably recommend. How can you help to carry forward his ideals in your own life and in the life of your school? During 1937 the one-hundredth anniversary of Horace Mann’s service to education is being cele- brated thruout the land. His life and writings are being studied in the schools. Books, speeches, radio and commencement programs have told the story of how he gave us schools. Artists have honored his memory. Especially notable is the Horace Mann Memorial Relief by Lorado Taft, dean of American sculptors. New memorials have been added to the following Horace Mann shrines already in exist- ence: The site of his birthplace is marked by a simple memorial. A bronze statue of Horace Mann stands in front of the State House in Boston. Replicas of this statue are at Antioch College and at the headquarters of the National Education Association in Washington, D. C. The place where he was first buried at Antioch is ap- propriately marked. His grave in the old North Burial Ground at Provi- dence, Rhode Island, is surmounted by a tall obelisk. His bust is in the Hall of Fame at New York Uni- versity. Many schools have been named for him. One of the finest tributes of the Centennial has been the publication of a wealth of material about his life and writings. How manyof these books do you have in your school library? Titles starred are available from the Horace Mann Centen- nial Committee, 1201 16th St.N.W.,Washington,D.C. [1] Horace Mann: His Ideas and Ideals by Joy Elmer Morgan. National Home Library Foundation, Washing. ton, D. C. 1937. 150p. Single copy 25¢ plus 5¢ postage. *[2] Life of Horace Mann by Mary Mann. 600p. $1, *[3] Chautauqua Textbook on Horace Mann by Wm, F. Phelps. 64p. Single copy 15¢; quantity discounts. *(4! Those Who Bear the Torch, a pageant by the Horace Mann Schools of Teachers College, Columbia University. 160p. illus. Cloth, $1; paper, 50¢. *[5] Letter to School Children by Horace Mann. 16- page leaflet. 25 copies, 50¢; 50, 75¢; 100, $1. [6| Horace Mann, Educational Statesman by E. 1. F. Williams. Macmillan, N. Y. 1937. 367p. illus. $2. [7| Horace Mann and Our Schools by Smith, Win- ship, and Harris. American Book Co., N. Y. 1937. 1oop. $1. [8] Horace Mann and the Common School Revival in the U. S. by B. A. Hinsdale. Scribner’s, N. Y. 326p. $2. [9| Educating for Democracy. Antioch Press, Yellow Springs, Ohio. 1937. 148p. $1. [10] Testament of Faith, a new Horace Mann play. Dramatists Play Service, 6 E. 39 St., N. Y. 1oop. 75¢. The Horace Mann Centennial has been called the most important edu- cational celebration in the history of our country. To teachers, the study of Horace Mann’s life has brought new inspiration and courage. To the Amer- ican people,the observance has brought a new faith in their public schools. To the young people, the Centennial has given a hero after whom they can pattern lives of usefulness and nobility. Let every school begin to build up a library on Horace Mann; to encourage students to study his life and writ- ings; to celebrate his birth- day annually on May 4. Let every community name one school after him. Let America honor him as it honors Washington, Jeffer- son, Lincoln, Anthony, and other pioneers who laid the foundations of its great- ness. [This feature was pre- pared by ELEANoR CRAVEN FisHBuRN of the NEA Jour- NAL staff. | HORACE MANN FOR YOUNG PEOPLE [ 264 ] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Se ee el ll ON «4 HEY SHOULD HAVE LEARNED all that in the grades,” some of us used to say. Shrugging our shoulders, we dismissed the reading problem from our minds. At the same time we were presenting Rip Van Win- kle, Snowbound, and Ivanhoe to chil- dren who were often unresponsive. And no wonder. Think of wandering thru the maze that any one of these selections presents, when you had, say, a third- or even a fourth-grade reading ability. Some of us, I said, not all of us. For there have always been teachers who met the problem as it came to them, who did not attempt alibis by blaming some- one else, and who, no doubt, are rejoic- ing today that the reading problem is being recognized as such in the junior highschool. It is not only being recog- nized; it is becoming a vital issue to junior highs, to highschools, and to col- leges, as well. The junior highschool in which I teach is attempting to meet this reading disability problem. We are trying to real- ize that each of us must consider him- self a teacher of reading. Shop teachers must aid students in reading directions for making things. Mathematics teach- ers find it necessary to teach the reading of problems. Social studies teachers are called upon to teach informative reading for preparation of assignments. Thru the efforts of our testing and guidance counselor, seventh graders are given group reading tests when they enter the school. All information, includ- ing the child’s case history, has been col- lected, and is turned over to us by the elementary schools. With these data, and with the aid of the classroom teachers, we are able to select, for the individual Gates’ Diagnostic Reading Tests, those children who seem to have a definite VOLUME 26, NUMBER 8; reading disability. Audiometer and eye tests are given to students who have been recommended by the school nurse, the doctor, and the classroom teacher as having physical difficulties. The infor- mation gained from all of this diagnosis is passed on to each child’s teacher, in a group conference, if possible. “What then?” I can hear experienced teachers asking. “What then—when you have found out all of these things?” Then—we know that it all depends on us. When the children have been grouped as conveniently and as happily as possible into high, middle, and lower levels, we must undertake to find their interests, to provide suitable reading ma- terial, and to guide and encourage them toward a habit of reading for pleasure. We have no remedial reading room. That is, we have no room where small groups of from six to eight students may go daily for remedial instruction with a trained supervisor. However, we are experimenting with a room to which children with reading disabilities are assigned for all subjects except special ones, such as music, shop, and _phys- ical education. We have been fortunate in persuading one of our teachers, who has an aptitude for many things, to try her hand at our experiment. With the aid of a willing elementary supervisor, our own testing and guidance counselor, an interested principal, and those of us who have anything to offer, we feel that she is making a success of it. Before students are scheduled for this work, we explain to them that they have been chosen because of their high citi- zenship rating, (no discipline problems are “cast off” here), and because we wish to give them every opportunity to im- prove their reading ability. Work has been planned on three levels in this ex- NOVEMBER 1937 A Junior Highschool Teacher Looks at READING LOTA E. BLYTHE perimental group. Reading is empha- sized at all times. The lowest level re- ceives special help thru the Fernald method of teaching remedial reading. Activities are built from the child’s inter- est whenever possible. Hand work is planned and excursions are frequent. Each child either holds a class office or is a member of one of the class com- mittees.°The number of students has been successfully kept down to twenty, so far. Of course, the greatest-problem which we must face is that of a lack of the “wealth of easy reading material” which is recommended by all remedial reading authorities. In the first place, the junior highschool student does not want to read about Peter and Polly—when he is in- terested in animals, airplanes, radio, girls (or boys), and everything that the whole wide world has to offer him. Most of the available reading material on these subjects is much too difficult for him if he has a reading disability. He becomes discouraged, embarrassed, and loses all desire to read when he is confronted with too great a vocabulary burden. We have met this problem with un- graded readers containing fact and in- formational as well as story material. We have organized a Junior Literary Club (pupils’ choice of title) and we have the entire cooperation of a very efficient librarian, whose branch of the public library is housed at one end of our building. The reading problem is ours; it is yours of the highschool; and it belongs to the college, too. Let’s have no more of this shoulder shrugging. “Books are keys to wisdom’s treasure; Books are gates to lands of pleasure; Books are paths that upward lead. Books are friends. Come, let us read.” —Emilie Poulsson [ 265 ] Courtesy, March of Time HERE ARE CERTAIN ADVANTAGES that come to those persons who are spectators of important processes. To be on the inside of any activity is usually the source of a great deal of self- satisfaction; but measurable improve- ment and continuous progress demand that we step aside occasionally to see ourselves as others see us. It is incumbent on all professional men and women to get as broad a view of life as possible; and it is helpful for even the most highly trained workers in the field of education to leave the class- rooms of their own daily labors in order to watch others at work on a similar kind of vocational service. Every profession requires of its leaders a comprehensive and profound apprecia- tion. When a teacher gives serious con- sideration to the goals that have been set up, he starts a train of thought that is fairly sure to develop to philosophical proportions. Whenever a teacher evalu- ates his recent activities in terms of the ideals that have been taking shape over a period of years, his thinking takes on the qualities of a genuine philosopher. To neglect this type of thinking may mean failure to set up the additional goals that are both desirable and neces- sary. It is necessary to look toward the hills now and then so that we may have perspective on what is going on near at hand. | 266 | Teachers today need anchorage as well as leverage. It is important, first of all, to sense a clear need for solid moor- ings during these years of uncertainty and floundering. We are in the midst of a period that demands leadership of the best kind, and we see all around us evi- dences of intellectual frailty and profes- sional fear. Authority is being ques- tioned, and the right to authority is being denied by many modern-minded men and women. Philosophy is coming to our assistance whenever encouraged to do so; and we need most urgently the services of this age-old system of exami- nation. Philosophy has already done a great deal for us. It has given us a finer appre- ciation of our past problems and recent achievement, and it has given us a clearer understanding of our present re- quirements and major educational is- sues. Not infrequently has it enabled us to formulate principles that relate to our present purposes and futute plans. The philosopher makes a critical inspection of the facts of science, and he gives meaning and value to the everyday ex- periences of life. The philosopher esti- mates the strength of our intellectual and moral foundations, and he exam- ines the cultural content of the super- structure of our civilization. The more time we take for inventories and appraisals, the better will be the THE JOURNAL OF The Teacher's to hi sions tende Improvement and progress \ i | yi. demand that we pause to see | ** evi eer | of bi ourselves as others see us. \° | invar of sk By Carroiu D. CHAMPLIN -drast educ desir quality of our contribution. Some of the | Pol specific needs for a philosophy of edu. \ "! cation are as follows: men [1] The presence of so many trans- * planted ideas and institutions [2] The accumulation of numerous has time-worn traditions ) =P [3] The bold claims of vociferous re- | MO formers cific [4] The untrustworthiness of radical in- lem novations Up : [5] The studied arguments of armchair our: abstractionists mat [6] The spectacular demonstrations of met classroom revolutionists [7] The reactionary fears of many timid os conservatives [8] The confusion produced by the tem- porizing of the socalled reconciliationists [9] The excessively rapid expansion of secondary education in recent decades [10] The widening of administrative responsibility [11] The unlimited extension of class- room functions [12] The complexity _ of American education due to our having forty-eight distinct school systems to co- ordinate increasing [13] The flood of professional and semi- professional literature [14] The magnetic effect of platform eloquence on immature minds [15] The enlargement of the school plant to include so many poorly assimilated progressive features tic fa It would be an invaluable exercise for . every teacher to write his own intellec- D tual and educational autobiography. It . would be a profitable assignment for : every classroom instructor to reread and . rewrite the notes of his professional | courses and university lectures. The time would be far from wasted if every teacher were required to report critically THE NATIONAL EDUCATION ASSOCIATION ss |Need for a Philosophy of Education to his supervisory superior the discus- sons of educational conferences at- tended. To reconstruct the past-is one of the best ways to prepare_for the fu- tyre In connection with this whole ap- praisal process it would be helpful to evaluate the professional contributions of biology, psychology, sociology, and the like. The making of comparisons is invariably fruitful, and the drawing up of sharp contrasts frequently leads to -drastic revisions of one’s philosophy of education. Whatever is constructive is desirable from practically every view- point, and creative progress usually has its roots in an analysis of the experi- ments and explorations that have pre- ceded. The study of the history of education has in the past been widely regarded as impractical, but it is now becoming’ more highly appreciated and more spe- cifically applied to our everyday prob- lems of the school. As our record piles up and our traditions multiply, we find ourselves more in need of precise infor- mation about our institutional develop- ment. We need to learn more and more about the pioneers who struggled against severe opposition in the earlier genera- tions of our national life. The more we know about the rise of certain instruc- tional procedures and managerial meas- ures, the deeper will be our understand- ‘ing of the methods employed in the shools today. Familiarity with the hools of yesterday should prepare us to do fewer things wrong in the schools of tomorrow. It is becoming increasingly wellknown that comparative education has an im- portant contribution to make to the efh- dency of our current instructional prac- tices. It is a field of immeasurable fer- tility for scholarly activity and prolific output. Our philosophy of education will most assuredly lack breadth if it fails to reach its boundaries into the re- mote frontiers of foreign educational principles and practices. With each pass- ing year there should be an increase in the number of exchange students and tachers, especially at the higher grade kvels. The give and take of education around the world will pay generous divi- dends in the realm of a broadening cul- VOLUME 26, NUMBER 8; ture and a deepening philosophy of life. No teacher should delay writing out a tentative philosophy of education in terms of his own special professional duties and obligations. A comprehensive outline of aims and objectives is an es- sential division of such a selfimposed assignment. A series of postulates and principles representing one’s convictions and purposes would also be an impor- tant phase of such a document. One’s attitudes toward general and specialized training, laboratory and lecture sched- ules, immediate and ultimate ends in view, curriculum and extracurriculum time allotments, are a few of the sub- jects that can properly be included in the writing of one’s educational creed. It is profitable to find out what one really does believe in connection with any major pursuit in life. We are all so busy that it is easy to neglect this funda- mental aspect of our professional respon- sibility. Many of us have confused ideas and vague notions concerning the larger purposes of our profession. For this very reason it is urgent that we submit our- selves to the pleasant and profitable proc- esses of philosophy. We need to set up standards of performance and criteria of theory by which to determine the worth of our educational activities. The science of education has gone far to aid us in being objectivg and specific in the han- dling of data.’ We' need also to have breadth and depth in our thinking if we are to receive the full advantage that should accompany our recent accom-, plishments. We need to discover the meaning of all our twentieth century achievement in the fields of education and psychology. We must keep ourselves more sensitive to the criticisms that we all unquestionably deserve. We rush about without a compass, become desperately lost in the fog of pedagogical confusion. It is not enough to have university credit for a course in the philosophy of education, to own sev- eral shelves of important books on the subject of philosophy, or to speak flu- ently of the fascinating facts dealing with the history of philosophy. Unless one’s contact with the subject of philoso- phy leaves a stamp and determines a new course of thought and action, it is NOVEMBER 1937 _— scarcely worth the time required to make its acquaintance. If one is invig- orated intellectually and is able to map out a fresh course of educational proce- dure, then he has become a legitimate beneficiary of the philosophic life of the scholar. Every American teacher is in- vited to cultivate the spiritual glow that, attends the practice of philosophy. Every( American child who comes under the \ influence of such an inspired classroom | instructor will inherit the educational) kingdom of heaven. : From 38th An- nual Report of the Super- intendent of Schools, New York [ 267 ] ROLLER <. et Boe THE NEWBERY MEDAL BOOK HE LATEST NEWBERY MEDAL BOOK is [Rotter Skates by Ruth Sawyer. This medal is awarded each year for the most distinguished contribution to American literature for children. In beginning this prize book for boys and girls, the author in a clever way lets the reader know that Lucinda, the little girl on roller skates, must be herself when she was ten. But it is nice to be sure of this from Ruth Sawyer, who writes: “Yes, Roller Skates gives a year out of my own life. I gave the small ten- year-old person the name of my grand- mother—Lucinda Wyman—a remark- able person. Children care little, I find, for ‘T’ books; and I knew the only way I could write Roller Skates was by using the third person singular.” Note the illustrations on this page while you read these lines from Roller Skates: “What a strange little figure she is, different from the rest. She wears a pongee pinafore, buttoned down the back and with long sleeves. She wears a navy-blue sailor hat with ribbons down the back, held under the chin with an elastic band. She wears ribbed black stockings and high black laced shoes with stubby toes, badly barked. I know her in an instant; altho I had forgotten all about her for years, had forgotten she ever existed. It gives me a shock to see her, looking so exactly as she should look, so everlastingly full of life and still on roller skates.” It is Lucinda the author sees in mem- ory, brought back by the sight of thou- sands of modern children coming out on roller skates, fresh every spring like the crocuses. Fortunately, Lucinda’s diary is still in the author’s possession, kept by Lucinda that year in the 18g0’s when ‘she was “a temporary orphan,” free to be herself and to make friends in New York when that city was much smaller and quieter than now. So the story is off to a good beginning | 268 | RUTH SAWYER and the chapters that follow the first are full of interest and humor, telling of Lucinda’s adventures and the many friends she makes—Mr. Gilligan, “the best hansom cab driver in New York”; patrolman McGonegal; Tony, the Ital- ian boy who helped his father with his fruit stand; Miss Peters, in whose home Lucinda lived this year. But the relatives and friends Lucinda knew before she was ten add quite as much variety and flavor to the book, particularly Aunt Emily and her four lady-like, docile daughters; Uncle Earle; and Johanna, the Irish nurse. The several Irish friends of Lucinda in Roller Skates and her ability to mimic the speech of the Emerald Isle suggest an Irish ancestry. But Ruth Sawyer’s first feeling for Ireland and fairies came from Johanna, the Irish nurse of her childhood. Ruth Sawyer was born in Boston and attended private schools in that city and New York. After gradua- tion from a training school for kinder- gartners, she went to Cuba to help or- ganize kindergartens. Here she began telling stories, picking up the folklore of that land, and learning Spanish. Back in New York, she studied folklore at Columbia University and went all over the city telling stories in schools, libra- ries, settlements, and orphanages. She was born a story teller. Since 1923, she has been telling stories for Cornell Uni- versity extension service. Her present home is in Ithaca, New York. She is the wife of Dr. Albert Durand and has a THE JOURNAL OF son and a daughter, David and Peggy, In reply to an inquiry as to how she came to write books for children, Ruth Sawyer replies: “That question is impos sible to answer. Why I have continued to write is inevitable—a natural outcome of my storytelling, a realization that there is more delight and satisfaction in writing for children than for adults, and also the realization that one can reach for the best and give it honestly, which I think does not hold true for the pres- entday writing of fiction for adults.” Ruth Sawyer sold her first story, an Irish folktale, in 1908. Since then have fol- lowed This Way to Christmas, a collec- tion of stories for children; Dr. Danny, Irish stories for adults; Tono Antonio; and Picture Tales from Spain. When the Newbery medal was pre: sented last June at the annual meeting of the children’s librarians of the Amer- ican Library Association, Ruth Sawyer was dressed in a costume of 1781, a blue and white striped dress from the Parisian trousseau of Grandmother Lucinda Wy- man when she was a bride in Keene, New Hampshire. The American Institute of Graphic Arts selects and exhibits annually 50 books of the year, as outstanding ex- amples of American book making. The fine format of Roller Skates with line drawings by Valenti Angelo in blue- gray won for it a place in this select list. Frederic G. Melcher, editor of Pubd- lishers’ Weekly, is the originator and donor of the John Newbery medal, named in honor of the London book- seller who was the first person to publish books for children. A complete list of the 16 Newbery medal books appears on page A-133 of this Journat; also, an announcement of interest to teachers and parents of young children of a new award to be made annually for the best picture book.—E. B. THE NATIONAL EDUCATION ASSOCIATION y > she uth DOS- ued ome that n in and -ach rich yres- Its,” rish fol- llec- nny, nio; pre- ting ner- vyer blue sian ene, phic 50 he line lue- lect Pub- and dal, bok- lish of bars an nd Le W est ON work in the selection and prep- aration of teachers, the NEA Committee on the Horace Mann Cen- tennial recommends that there be es- tablished in each community “Future Teachers of America” groups which will seek to interest the most promising young people in teaching as a career. The purpose of the Future Teacher movement is not to increase the number of young people who enter teaching, but rather to encourage only those to enter who in purpose, aptitude, and personal character offer the best prom- ise of becoming worthy teachers. It is ahigh privilege for any teacher to give encouragement and guidance to these young people. The farreaching possibilities of a Fu- ture Teacher club are suggested by the following program presented in March 1937 by the Walterboro, South Carolina, Future Teacher group, before the South Carolina State Teachers Convention: \ A CONTINUATION of Horace Mann’s Mrs. Tuomas (sponsor of the club )— This is an age of youth. Mighty forces are stirring their spirits, and youth move- ments are sweeping many nations. Ger- many and Italy have caught this chal- lenge and are pouring the energies of their youth into mighty military molds. But a nation striving to build for world peace has a different answer to this cry of youth. This unleased vitality of our young citizens must be guided into av- enues of high purpose and noble en- deavor, Present indications are that education, already the most gigantic enterprise ever undertaken by a civilized country, will go forward to even greater achieve- ments. The whole nation will be in- cluded in its scope. Only thus may we hope to build an enduring temple of democracy which will withstand the strong forces that oppose it. If educational trends are a safe guide to the future, the profession of teaching will encompass the whole span of life from the nursery school to the people’s college and public forums for all adults. Able teachers and leaders of vision will be needed for this work. Thus unpar- illeled opportunities are awaiting those VOLUME 26, NUMBER 8; FUTURE TEACHERS of AMERICA RS cee: CHOKE OF PROFESS ONS chem, >. a who become our teachers in the future. The making of a teacher is a spiritual process. The qualities of character which make for strong and wise leadership develop early. Yet how often do we get the reply, when asking a young grad- uate what he or she expects to do, “Oh, I hardly know. I guess I shall teach for a year or two until something else turns up.” Not so the prospective doctor or lawyer. Those expecting to enter these professions have made their decisions in highschool and are choosing courses with their professions in mind. Elijah, the great prophet of old, knew the value of and the necessity for early training when he established schools for NOVEMBER 1937 From The American School Board Journal, Novembe s 1936 young men to be trained as prophets. Elijah’s mantle fell on the shoulders of the man who was prepared and ready to wear it. So must we teachers today build for the future efficiency and power of the teaching profession. One way to achieve this goal is for our professional organization to encourage interested teachers to organize Future Teacher clubs in our highschools. Several members of our own FTA group will tell you the story of our club in a jury-panel discussion. I take pleas- ure in presenting to you Glynn Hope Fairey, president of our club. She is a senior and expects to be a teacher. Glynn Hope. [ 269 | Giynn Hope— Thank you, Mrs. Thomas. I shall ask Newell Smith, our vicepresident, to answer some questions about our club. Newell, when was the Walterboro Future Teacher club or- ganized? Newett—In October 1935. Giynn Hore—Were terested? Newett—Yes, about fifteen joined the club, and they were enthusiastic. Giynn Hope—What were their aims and purposes? Newett—Their aims were to choose those subjects in highschool that would best further their career; to survey cur- riculums of colleges to find the ones best suited to train them for their pro- fession; to study common problems of the schoolroom in order that they might become familiar with classroom man- agement and instruction; to read stories of successful teachers; and to act as substitute teachers whenever called upon. Giynn Hore—How often do they meet ? the pupils in- Newett—They meet once a week. Giynn Hore—Do the members pay any dues? Newett—No. Other groups may do as they like about this. Giynn Hope—What are the qualifi- cations of members? Newe_t—Members should have good scholarship, leadership, high character, and the desire to become teachers. Giynn Hore—What are the benefits of the club? Newett—The club teaches us how to preside over meetings. It gives us social contacts with each other; a broader con- ception of the teacher’s place in our so- cial scheme; appreciation of leaders in the profession; information about types of teaching, types of personalities best suited to teachers—in short, a deeper appreciation and a loftier conception of the whole profession. Giynn Hore—Has the club been rec- ognized outside of the school? Newett—Yes. The club had as guest speaker on one occasion our county supervisor. She invited us to attend the county teachers meeting, and she pre- sented us to that group. In March 1936 we sent a delegation of five to the state teachers meeting. Giynn Hore—Thank you, Newell. I shall ask Audrey Marler to give us some other information, Audrey, how did this [ 270 | unpretentious little club happen to gain national notice? Auprey—The club was organized in October 1935 and named the Future Teachers of America club. The January 1936 JourNat of the National Education Association contained a leaflet, “Shall I Become a Teacher?” written by the editor, Mr. Joy Elmer Morgan. The leaflet suggested that such clubs be or- ganized. This was read at our next club meeting, and we voted to send Mr. Mor- gan an account of our club’s activities. A portion of the article, “Future Teach- ers of America,” | page 287] in the De- cember 1936 JourNaL was devoted to a description of our Walterboro Club. Giynn Hope—Is the Walterboro group the only FTA club? Auprey—No, Glynn Hope. The Lara- mie Highschool in Wyoming organized in 1936, and Mrs. Thomas has just re- ceived a letter from Otis, Colorado, where a club was recently organized. Atlanta, Georgia, has had a student- teacher club since 1931 whose purpose was to train able pupils for substitute teaching. | Within the last six months, many Future Teacher clubs have been organized in schools thruout the na- tion. | Giynn Hore—Is there a plan for a national organization of the FTA group? Auprey—The idea is not for a great national organization, but for the spread thruout our schools of numbers of local clubs sponsored by interested teachers. The primary emphasis should be on growth and the fundamental values of life, rather than on the mechanisms of organization. Giynn Hope—Thank you, Audrey. I shall ask Sylvia Bogoslow, secretary of our club, to continue the discussion. Sylvia, how may clubs be formed? Sytvia—This is very easily done, Glynn Hope. Let some interested teacher bring together the students who would like to know more about teach- ing as a possible career. This may be done by personal invitation or a general invitation to the class. Giynn Hope—What would you se- lect for the first program? Sytvia—Well, I should use a copy of “Shall I Become a Teacher?” which answers many questions on the subject such as “Have I the Needed Qualities?” and “Is Teaching a Profession for Men?” Giynn Hore—Where can this leaflet and further information be secured? Sytvia—From the National Educa. tion Association, 1201 16th St. N, W, Washington, D. C. [20-49 copies, ¥ each; 50-99 copies, 2¢ each; 100 or more copies, $1 per 100. No single order under 60¢; cash to accompany all orders for $; or less. | Giynn Hope—What type programs | may be used at the meetings? Sytvia—This year a study of Horace Mann is very appropriate, also the lives of great teachers, or the history of the’ public schools. There are many other | suitable subjects. [A packet for Future | Teacher clubs, containing suggestions! for organizing, suggestive programs, a” cloth-bound copy of Horace Mann: His” Ideas and Ideals, and other helpful may terial may be secured from the National! Education Association for 50¢. : must accompany all orders for $1 @ less. | | Giynn Hopre—Is there a_ nation creed or emblem and is the organizatid a fraternity or sorority? 4 Sytvia—No, but a pledge suggesté by the Future Teacher certificates ob tainable from the NEA has adopted by our club. ; Griynn Hope—I'll ask this group to; conclude our program by repeating the pledge. Newe i, Auprey, Sytvia, and GLYNN: Hope (in unison )—In order that I may prepare to be the best possible teacher: — will try to keep my body well and strong. will study daily to keep my mind ac- tive and alert. will seek to know the right and to live by it. will cultivate in myself goodwill, friendliness, poise, upright bearing, and careful speech. will learn the art of helping others by doing helpful things daily in school and home. will fill my mind with worthy thoughts by observing the beautiful world around me, by reading the best books, and by association with the best companions. — — — —_— ao — will make my influence count on the side of right, avoiding habits that weaken and destroy. All these things will I do now so that when my opportunity comes, I may the more worthily fill the high office of teacher. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Stop Watch in Hand FOUR SECONDS TO GO! TheNEA Broadcasters present “Our American Fritz Balzer and his violin Schools” at Valley Forge, celebrating Amen- . . . leader of the NEA can Education Week 1936 from the Orderly Broadcasters’ « Cleey Six.” Room in Washington’s Headquarters. Shepard Stone, assist- ant Sunday editor of the NEW YORK TIMES, commentator on “Exits and Entrances.” The NEA Broadcasters will celebrate American Education Week 1937 from Arlington Man- sion, Virginia, once the home of Robert E. Lee. The program will be dedicated to Lee’s service in educa- tion. National Commander Daniel ]. Doherty |in- sert] of the American Legion, will participate. THE NEA ON THE AIR IN 1937-38 Every MONDAY afternoon, 2:30-3:00 oclock est, Columbia Broadcasting System, “Exits and Entrances” Every WEDNESDAY evening, 6:00-6:15 oclock est, Red Network, National Broadcasting Company, “Our American Schools” Every SATURDAY morning, 11:00-11:15 oclock est, Red Network, National Broadcasting Company, “Our American Schools” The World Federation in Tokyo PAUL MONROE HE SEVENTH BIENNIAL MEETING of "Tite World Federation of Education Associations was held in Tokyo, Japan, August 2-7, 1937. The Federa- tion—composed of the international or- ganization of teachers of seventeen or eighteen countries—was formed in San Francisco in 1923 and has met succes- sively in Edinburgh, Scotland; Toronto, Canada; Geneva, Switzerland; Denver, Colorado; Dublin, Ireland; Oxford, England; and Tokyo, Japan. Thirty-seven countries were repre- sented at the Tokyo conference. In ad- dition to the delegates of the constituent organizations, a number of governments sent official delegates. The attendance was between 3000 and 3500. The United States was represented by some 700 or 750 attendants, and about 150 additional Americans located in the Orient were in attendance. The conference was prob- ably the most successful of any yet held by the WFEA. The chief objective of the organiza- tion—the promotion of international understanding and peace—is obtained thru the formation of personal acquaint- ance between the visiting teachers and the teachers of the land where the con- ference is held, and thru the visitation of cultural institutions of that country. The visitors spent days or weeks in vari- ous regions of Japan in addition to at- tending the conference. In each locality they were greeted by the reception com- mittee which took charge of the visiting teachers and entertained them with un- stinted hospitality. The Federation was thus the guest of Japan as well as of Tokyo, and of the teachers and of the public-spirited citizens of Japan as well as of the Japanese Education Associa- tion, which was the actual host. The entertainment offered was lavish and the visitors were kept busy seeing what to them were the novel cultural in- stitutions of Japan. Many visiting teach- ers pronounced the educational exhibit the finest they had ever seen. Schools, | 272 ] universities, museums, art galleries, the- aters, and cultural societies, even depart- ment stores, provided especial entertain- ment of exhibits for the visitors. The Japanese Society for International Cul- tural Relations held a three-day forum which preceded the Federation confer- ence. Thru these meetings, tea parties, and receptions, the visitors had an op- portunity to form acquaintances. The Federation conference meetings were held in the buildings of the Im- perial University.. The Federation con- sists of eighteen different sections, many of which were necessarily in session at the same time, so that the efficiency of the organization for the conference had an excellent test. A number of fundamental questions are raised by such a conference of the Federation. First: How can the inter- national interests and objectives of the teachers and of the teachers’ organiza- tions be made effective? The fact that such a meeting could be held and be so successful at the same time that a war of aggression was being waged is but another evidence of the divergence be- tween the interests of the masses of the people and of their official representa- tives responsible for governmental ac- tion. This truth was pressed home to all in attendance, So also was the truth that the elimination of war as a method of national progress and the realization of any effective degree of international co- operation were primarily matters of determining attitudes thru educational channels. While the members of the Federation were impressed with the in- adequacy of their methods, yet they were but encouraged to intensify their efforts. Thus the work of the teacher was magnified rather than belittled by the present situation. A second truth brought home to mem- bers of the Federation was that their present organization has not yet attained even its preliminary goal. The Federa- tion has objectives other than that of international peace, purely professional objectives. These are being realized thry the mass conference, whose primary ob. jective, that of the formation of profes. sional acquaintanceship and the inter. change of professional experience, cop. tributes directly to the attainment of its social or international aim. We haye come to believe thoroly that the only ade. quate basis for understanding between two peoples is that of an extensive per- sonal acquaintanceship among mem- bers of the teaching force of the respec- tive countries. In this respect also the conference was a distinct success. A third gain was the marked progress which was made in formulating schemes for making the organization more effec- tive and in giving it a more definite hold upon reliable objectives. One further gain was in the realiza- tion that many aspects of education rep- resented by sections of the Federation also seek international ends thru inter- national organizations of their own. In several fields these international organi- zations took charge of the sectional ac- tivities of the Federation. So successful were these that further development along this iine is invited with bright prospects of achievement in the future, particularly in new lines of educational endeavor such as broadcasting and the moving picture. Both college and uni- versity were represented. It is to be hoped that such representation will be even more extensive in the future, and that our institutions of higher learning may, thru this section of the Federation, find the machinery for achieving com- mon international aims. While the place of the next biennial meeting of the Federation was not de- termined, there was sentiment in favor of visiting Latin-America. Officers for 1937-39 are: President, Paul Monroe, Teachers College, Colum- bia University, New York City; secre- tary-general, Uel W. Lamkin, president, State Teachers College, Maryville, Mo.; treasurer, E. A. Hardy, 124 Duplex Ave., Toronto 12, Ontario, Canada; vicepres- idents, G. R. Parker, 3 Lloyd’s Place, Blackheath, London S. E. 3, England; M. O’shima, Tokyo Imperial Univer- sity, Tokyo, Japan; Selma M. Borchardt, 1741 Park Road, N. W., Washington, D. C. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | block torie: dries estat eries sout railr of tl trict up alle buil ers, icat ficu gar sce al IN ee ee a LL LLL LLL Le HE FRANKLIN ScHoot is located in the industrial district of San Fran- cisco. On all sides, for as many blocks as one can see, there are fac- tories, great industrial buildings, laun- dries, canneries, dyeing and cleaning establishments, wholesale houses, bak- eries, and tall smokestacks. To the south, not many blocks away, are the railroad yards; to the east, the terminal of the new Bay Bridge. It is not a dis- trict one would choose in which to bring up children. But in narrow streets or alleys sandwiched in between industrial buildings are the homes of foreign work- ers, whose children are all young Amer- icans in the making. The low sixth grade was having dif- ficulties with art work. How could Mar- garita be expected to sketch a desert sene somewhere in Africa when she had lived all her life in an alley over- shadowed by tall buildings? How could Jose create a picture of a farm in China when he had never seen one in Cali- fornia? It was a discouraging situation. One day the question was asked, “Is there anything beautiful about our neighborhood?” Most of the class an- swered, “No,” without hesitation. Didn’t people always say that this district was ugly? A few thought the San Fran- cisco-Oakland Bay Bridge was beauti- ful. It was decided that the next art les- son would be sketches of the neighbor- hood. No imagination was to be used this time. The children were to sketch what they saw. The first lesson was done from the school windows. The boys and girls were surprised and pleased with the results. Here was some- thing they could do. Ugly, uninterest- VOLUME 26, NUMBER 8; ing buildings suddenly became inter- esting and artistic. There was beauty in the neighborhood! Now we had a problem to solve. In order to successfully integrate all sub- jects, we had to discover what our com- munity had to teach us of the civiliza- tion, history, science, and art of the an- cient people. We had to find the prod- ucts in our neighborhood factories that had their origin in Africa and Asia. There was no feeling of discourage- ment now. Interest in our community was thoroly aroused. The class decided to make an investigation. The boy who sketched the corner grocery said he would make a list of the articles he saw for sale there. Others promised to pay special attention to the factories and buildings they passed on their way to and from school. From the grocery store list we selected coffee, tea, rice, sugar, dates, and spices. In our imme- diate neighborhood the places we de- cided to learn more about were a carbon company, a chocolate factory, a lumber yard, glass works, a pottery company, a wholesale paper company, a coal yard, tire shops, a paint company, and a dye- ing and cleaning establishment. The children went to work with a will. Excursions were made to many of the nearby industrial plants. Collections of raw materials and manufactured ar- ticles were made. A great deal of extra reading was done for information and solving of problems that arose. Reports were made by chosen committees. Com- positions were written and product maps NOVEMBER 1937 Community— What It Means to Us and graphs made. Illustrations were made in colored chalk. As a result, the class gained confi- dence thru actual experience. The chil- dren gained a certain civic pride, too, in knowing that their particular part of the city was, after all, an important and necessary section. They had a bet- ter understanding and knowledge of the interdependence of nations. Their power of observation was developed and with it a desire to know the story behind every- thing observed. They learned thru their work in art that whether or not a thing is beautiful depends entirely upon the point of view. The interest in this particular unit of work did not lag once. At the close of the spring term we had covered sixteen main subjects besides many sub-topics that arose from reading, discussions, and reports. Pupils were eager to know what they could do as soon as the school opened in the fall. The second term took us out of our immediate neighborhood occasionally but to places of interest that could not be omitted. In studying money we vis- ited and sketched both the old and the new mints. For music we went to the Opera House. Fishing, shipping, and ship building took us to the docks and the waterfront. The fall term ended all too soon! Besides getting a wealth of informa- tion the class had derived pleasure from this work. We feel that studying our community has been a success. [ 273 | AILANTIC CITY Awaits,School Administrators . | | Wr H ‘ : = Tae og ences nee fe _ ‘kee ee t RBlacn wr ay tant a : Ti Taal . : ‘ Photo by Fred Hess & Son, Atlantic 0 Many beautiful hotels form an interesting skyline The American Association of School Administrators, formerly the Department of Superintendence, will meet in Atlantic City, next Feb- ruary 26 to March 3, for the organization’s sixty-eighth annual conven- tion. Headquarters—including registration, exhibits, and general sessions —will be in the Municipal Auditorium located on the Boardwalk within walking distance of the hotels. Varied programs will provide food for | thought in many fields of current educational interest. Nine general | sessions and eighteen afternoon discussion meetings will be held by the | Association itself. Numerous specialized programs are being planned by allied organizations and other groups which meet annually during con- vention week. For sleeping room reservations, address: A. S$. Chenoweth, Housing Bureau, 16 Central Pier, Atlantic City, N. J. February 26—March 3, 1938 [ 274 ] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION } \ NOTES and ™) ANNOUNCEMENTS TION WiTu “FouRNAL cAuUTHORS— Mrs. BLancue Louise Means, principal of Central School, Springdale, Ark., de- | scribes on page 247 a cafeteria experiment | which will be suggestive for other small schools. * Crara M. Barnes [248] is librarian of the Shorewood Public Schools, Milwaukee, Wis. * T. D. Martin [250] is director of the Membership Division, National Education Association. * Freperick L. Ponp [252], principal of the Meadville Highschool, Meadville, Pa., writes that his article, “Providing Work Opportunities,” was prompted by a sen- tence from Commissioner Studebaker’s ar- ticle in the April Journat: “What more can education do to assure educational, fecreational, and work opportunities to youth, as our special responsibility?” BOOK WEEK POSTER, 1937 The special theme for Book Week, Novem- ber 14-20, is “Reading—the Magic Highway to Adventure.” Suggestions for observing the week may be obtained from the National As- sociation of Book Publishers, 347 Fifth Avenue, New York, N. Y. VOLUME 26, NUMBER 8; During the twenty-five years that WiL- uiAM H. Kivpatrick [254] taught at Teachers College, Columbia University, he had over thirty thousand students. His influence on the schools of America has been equalled by few teachers. * ELEANOR CRAVEN FisHsurn [257], of the NEA headquarters staff, is the author of “The Life and Times of Horace Mann” in the March 1936 JourNat. * Lora E. Brytue [265] teaches in the Lathrop Junior Highschool, Santa Ana, Calif. x Carrot, D. Cuampiin [266] is profes- sor of education at the Pennsylvania State College, State College, Pa. w An educator internationally known is Paut Monroe [272], president of the World Federation of Education Associa- tions, and director of the International Institute of Teachers College. * The art project which Florence Curry of the Franklin School, San Francisco, de- scribes on page 273 is attracting to the school visitors from many states. QUESTION A Poem for Armistice Day HELEN HINCKLEY The students closed their history books. I said, “Can you see, class, the bitter price we pay For war? So many dollars every day On ammunition spent. Spoiled fields made red With rich life blood of boys from school, who led This charge or that. You boys can lead the way To peace. You've learned war’s cost, and you can say, ‘All wars are past. We'll live by peace instead’.” Then Ralph stood up, a handsome, manly youth, “But we all love our country. You'd deny Us boys the chance to win a battle scar For her.”” When can we teach these boys the truth, These young lives offered cheap for fools to buy, That love of country is not love of war? “Horace Mann for Young Peo- ple,” the special feature on. pages 257-64 has been prepared with three groups espe- cially in mind: First, the teacher-reader who wishes a tabloid summary of this great life. Second, the children in the school it- self, young people ranging from the sixth grade thru college. Third, citizens, includ- ing thousands of members of boards of edu- cation, who will appreciate the feature if teachers call their attention to it. [Cont. on page A-133] Enrollment Blank CARROLL COUNTY TEACHERS’ ASSOCIATION 1937-1938 Carroll County, Ohio, has developed a coinclusive enrol- ment blank. In a let- ter to his teachers, Superintendent L. X. Johnston says: “As an alternate delegate I attended the NEA convention in Detroit this summer. I can never forget the thrill of it as I realized that the great work of this Association had the complete support of every Carroll County teacher. The program was splendid. I be- lieve you would en- joy looking at the printed copy which was given to your principal. I hope your school is displaying its 100 percent NEA certificate in a promi- nent place.” NOVEMBER 1937 For several years Carroll County teachers have enrolled 100% in county. sectional and state teachers’ associations. Many also enrolled in the National Education Association. Last year we attained 100% en- rollment in the N.E.A. This is a record of which all county teachers may be justly proud and which should be continued for this school year. I hereby apply for membership in the National Education Associa- tion ($2.00), the Ohio Education Association ($1.50), the Eastern Ohio Teachers Association (50c) and the Carroll County Teachers Associa- tion (50c). Name: Position: Address for school year: (Give Street or RFD.) : as It is understood that the enrollment fee includes a year’s subscrip- tion to the N.E.A. JOURNAL and OHIO SCHOOLS, and, that the Car- roll County Teachers’ Association obligates itself to pay the membership fee for the school year in the above named associations upon payment of the $4.50 fee. CARROLL COUNTY TEACHERS’ ASSOCIATION — . Executive Committee: WENDELL HERRON, President RUTH HUFFMAN, LOS Cee BASIL NEWBOLD Secretary-Treasurer, Pro tem W. R. BELL L. X. JOHNSTON, Ex officio (Please Do Not Detach) SPORE SOSE HS ST SEOES OME REEEEEE SESE SESE OSOSESESDSE ETE SESE ES OOS CHESTHSES ERE THEE ROE EEC Oe® TIME BANK CHECK Write here the name of Bank or Trust Co. City (Address of Bank) Pay to the order of Carroll County Teachers’ Association Four and . . . . . 80/100 Dollars, $4.50 (Signature here) This is a check on your own bank and will not be cashed before date given above It is given in payment of dues for the school year 1987-1938 and includes a year's subscription to The N.E.A. Journal and Ohio Schools. Your own check may be used if you prefer. [ 275 | OU WOULD NOT WISH your city to re- . main apart from the United States, a city without a country. Nor would you wish to be a man without a country. If you value your political citizenship in the nation, why not value your professional citizenship in the nation? New Life Enlistments b iw TOTAL NUMBER of Life Members enroled in the National Education Association prior to October 1 was 5816. The following Life Members have been reported since the list was published in the October JouRNAL. ArKansas—Imon E. Bruce District or Cotumsra—Clara L. Pitts Irt1no1s—Fred L. Biester, Cecil W. Martin InDIANA—DeWitt S. Morgan Montana—Ray Bjork Texas—Paul C. Campbell, Bascom B. Hayes, Reg- inald J. West Completed Enrolments HE FOLLOWING scHooLs have completed their Sue percent enrolment in the National Educa- tion Association since the list was published in the October JOURNAL. NINETEEN YEARS Towa—Siousx City, Hopkins Missourt—Sedalia, Mark Twain Oxu10—Kenton, Kenton Public Schools, East, Espy, Kenton Grammar, High, North, West SIXTEEN YEARS Titt1no1is—East St. Louis, Rock Jr. High New Jersey—New Brunswick, Lord Stirling FIFTEEN YEARS Iowa—Sioux City, Whittier FOURTEEN YEARS Connecticut—Darien, Baker Itt1nois—Belvidere, High Kansas—Cherryvale, Cherryvale Public Schools, Jr. High, Sr. High, Central, Lincoln, McKinley Massacnusetts—Brookline, Lawrence New Jersev—Fair Haven, Fair Haven Public Schools, Fisk, Willow New Yorx—Oneida, Washington Ou1to—Warren, Roosevelt THIRTEEN YEARS Cotorano—Ft. Lupton, Ft. Grade, High New Jersey—Fair Haven, Knollwood PENNSYLVANIA—Slippery Rock, State Teachers Col- lege TENNESSEE—Springfield, High Lupton Con. Schools, TWELVE YEARS Ittrnots—Shabbona, Shabbona Oxn10— Youngstown, Bancrof' Soutn Daxota—Wakonda, Wakonda Vircinta—Lynchburg, West End; Norfolk, James Monroe, Ocean View ELEVEN YEARS Ar1zona—Holbrook, Holbrook New Jersey—Plainfield, Evergreen TEN YEARS TENNESSEE—S pringfield, Jr. High Texas—Texarkana, Akin : Utran—Duchesne Co., Altamont High NINE YEARS CattFrornia—Soledad, Union Grammar MississipP1—Yazoo City, Yazoo City Public Schools, Jr. High, Main St., Sr. High New Yorx—Spring Valley, Lakeside Onito—East Palestine, E. Palestine Public Schools, E. North Ave., Jr. High, Sr. High, Taggart EIGHT YEARS MassaCHUSETTS—S toneham, Dean; Waltham, Thomas Hill | 276 | SEVEN YEARS Micnican—Battle Creek, Lakeview, Prairieview Ou1o—Cadiz, Cadiz STIX YEARS Iowa—Cherokee, Cherokee Public Schools, Garfield, Lincoln, Webster, Wilson MassAcHuUSETTs—Reading, Lowell New YorK—Cambridge, Union; No. 2 PENNSYLVANIA—Milton, Central Texas—Texarkana, Highland Park West Vircinta—Pine Bluff, Pine Bluff Wisconsin—Milwaukee, U. S. Grant Corning, Public FIVE YEARS DeL_awarE—Kenton, Kenton ILL1nots—Freeport, Center; Peoria, Lincoln Inp1ana—I ndianapolis, Washington Irving No. 14; Terre Haute, Rea Kansas—Cullison, Cullison Micuican—Berkley, Berkley Public Schools, An- gell, Grade, High New Jersey—Irvington, Augusta Ouni10—Montgomery Co., Jefferson Twp. FOUR YEARS Fior1pa—Orlando, Memorial Jr. High Lovistana—Donner, Grade Massacuusetts—Malden, Franklin Micu1Gan—Marshall, Marshall Public Schools, Cap- itol Hill, Central, Crary, Pierce, Sr. High Shear- man Nesraska—W ood River, Wood River Public Schools, Grade, High On10—Adrian, Rural; Cleveland, Lawn Journal To Be Indexed in ROM THE beginning, THE JourNAL has been indexed in the Readers’ Guide to Periodical Literature, which is the standard index of periodical literature. Dur- ing recent years the growth of school li- braries and of interest in the social studies has been so rapid that there has been a demand for a smaller index, covering fewer periodicals, which would be available at low cost. This has necessitated a careful selection of the periodicals based on those most widely used in highschools. A letter from H. W. Wilson, world- famous publisher of various library indexes and helps, indicates that THE JouRNAL has been included in the list to be served by Readers’ Guide Abridged. This will make available to students in highschool classes and to teachers who wish to teach the school in the school the wealth of material available thru THe Journat. The periodicals to be included in the abridged Guide are: THREE YEARS qponatarfacheas, go