Rob- Mt, onan Sity,! rirls’ lem., Co- Lib Elida ghts, laple! ant; St., itral, azel- nolm, exas, Port ligh,) 1, St. ized; , oe lony, -leas- stead nools,’ iools, -lford Long- orter; High, diate, V ilson d erling, _ Mer- 0. 45, High s, Sm Jichita entral, Field, Hyde, inson, Stan- Rice chools, Comb, eager; Wash- 1 ighland Landis Main , Part Three ng Bax- Clyde, chland, , Cen- High; osevelt chools, Twp.; schools, tevens, Andrew er Voc. entral, , Hunt- ille, S. Dixon ., Se Elem. A-12] TION NATIONAL EDUC? 0} ta see MOONLIGHT ON THE WATERS » Atlantic Czty 2 PAGES 42-45 UNITED STATES Journal a TION ASSOCIATION | February 1938 nara mea oar a, = v4 Complete Reading Series The Friendly Hour Readers LEA VELL—BRECKINRIDGE—BROWNING FOLLIS L. the early books the vocabulary is built up more slowly and more thoroughly than in other series, the break in the vocabu- lary coming between grade four and grade five. Daring the first year no page carries more than three new words. In the second grade the maximum is four. The reading matter, fresh and appealing to children, devel- ops social attitudes as well as personal character and imagina- tion. Te units in the lower grades provide a rich background of purposeful activities. In the upper books they serve as intro- ductions to whole fields of reading and social activities. AMERICAN BOOK New York Cincinnati Chicago Boston in ympathy with the Social Studies THE SERIES FRIENDS AT PLAY—Pre-Primer . . $.16 BEN AND ALICE—Primer..... - 60 PLAY MATES—Book One....... 64 INDOORS AND OUT—Book Two... .68 FRIENDS TO KNOW--Bock Three . .72 TRAILS OF ADVENTURE—Book Se aca Acne le a a eee 80 THE WORLD’S GIFTS—Book Five. .88 WINNING OUR WAY—Book Six... .88 WORKING AND DREAMING—Book NSS ee eee ers oF ee ‘92 LIVING AND SERVING—Book Eight —.92 Each with Workbook and Teachers’ Minnal COMPANY Atlanta Dallas San Franeiseo A READING PROGRAM For the Primary Grades . Each unit in the basal books—a true unit of integrated subject matter devel- oping one center of interest. . Supplementary Pamphlets, with both vocabulary and content correlation, which extend and enrich understanding. . A complete program of science and social studies concepts. . A complete development of reading skills, habits and attitudes. THE UNIT-ACTIVITY READING PROGRAM by Nita Bayton SMITH SILVER BURDETT COMPANY New York Boston Chicago San Francisco i € Between Editor and Reader S & MOVEMENT [toward vocational educa- tion] has reached the point where every U. S. city must soon decide whether it will teach its boys and girls cultural subjects or teach them to use their hands.” This statement is quoted from Life for December 13, 1937, circulation over a million and a half. The introduction which contains this statement is followed by a pictorial presentation of the fine work in voca- tional education which is being done in the Frank Wiggins Trade School, Los Angeles. It is a clear implication that the schools must make a choice between the vocational and the cultural and that the choice should be on the vocational side. That is false reasoning and it is not the position taken by leaders of vocational education in Los Angeles, as I know them. It is the kind of reasoning that has been followed in Italy and Germany. Cultural and vocational education are equally necessary and not mutually exclusive. There are many graduates of vocational schools today who cannot get or hold jobs because they are weak on the cultural side. American civiliza- tion has not stalled because of lack of manual skill, but because its tastes, attitudes, insights, and flexibility have not been sufficient to meet the adjustments required by new conditions. By all means let us have vocational education—the best that can be provided—for people who wish to take such courses at any time in their lives, but to offer such education to the exclusion of broad cultural development is to cheat the individual and to lower the general standard of life. In the end such a policy would increase rather than diminish unemployment. Were I a teacher or leader in the field of vocational education, | should use all the influence I could command against any such narrow program of over-special- ization. The Journal goes to all members of the National Education Association The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 member- ship, to receive the Research Bulletins and the Annual Volume of Addresses and Proceedings. The payment of $100 gives the priv- ileges of the $5 active membership for life. Subscription to non- members is $2 per year; single copies, 25 cents. Advertising rates on application. Please report at once any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Association of America. Published monthly, except June, July, and August, by the National Education Association of the United States, 1201 Sixteenth Street, N. W., Washington, D. C. Entered as second-class matter October 23, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921. VOLUME 27, NUMBER 2; FEBRUARY 1938 “pourn of the al NATIONAL EDUCATION JOY ELMER MORGAN, Editor H. A. ALLAN, Business Manager ASSOCIATION OF THE UNITED STATES VOLUME 27 NUMBER 2 CONTENTS FOR FEBRUARY 1938 Teaching Economics to Children . She Changed the Mind of a Nation . . Carroll County’s Conservation Project . Working with Nature .... . The Wandering I. Q. . . Down to the Sea in Ships Program for Atlantic City Teaching thru Activity Units EFFIE M. DOWNER Achievements in Professional Advancement The Teacher and National Wealth The Supreme Court and Subscription Books What Is Personality ? 9 )\s;:6::5 adtece 6 Building Character in Birmingham . . Community Beautification, a School Project History Vitalized thru Creative Writing . For Secondary-School Workers Notes and Announcements . Honor Roll of the NEA . - EDITORIAL 33 . . ROBERT F. WAGNER 25 » « « STUART CHASE 38 . . THOMAS R. HENRY 41 - «+ BELMONT FARLEY 42 AND NATALIE LUCcocK 46 FREDERICK M. HUNTER 49 JOSEPH TAUSEK . 52 CHARLES B, GLENN 54 . « MILDRED SANDISON 56 . A. ESTELLE BELT 59 The articles herein printed are the expressions of the writers and not a statement of policy of the Association unless set by resolution Published by the NATIONAL EDUCATION ASSOCIATION of the UNITED STATES 1201 Sixteenth Street, N. W., Washington, D. C. CAROLINE S. WOODRUFF, President WILLARD E. GIVENS, Executive Secretary J. W. CRABTREE, Secretary-emeritus Directors of Divisions Accounts & Records....... Mary J. Winfree Publications............ Joy Elmer Morgan SNR 5 sie 5 Siaiee + +b aged H. A. Allan Research................William G. Carr Classroom Service........ ... Agnes Winn Associate Director... .Frank W. Hubbard Field Service...... Charl Ormond Williams Rural Service.......... Howard A. Dawson | ae eee T. D. Martin Secretary’s Office......... Harriett M. Chase Secretaries of Departments Located at NEA Headquarters Deans of Women.......Kathryn G. Heath Elem. School Principals. ...Eva G. Pinkston School Administrators... . . S. D. Shankland Supvrs. & Dirs. of Instr... . Secondary School Principals... .Director, Discussion Group Project Mary F. Hazell hata Walter E. Myer [| A-21 | AGAIN A REVELATION|/ AND A REVOLUTION ANOTHER TREMENDOUSLY SIGNIFICANT DEVELOPMENT IN PRIMARY READING | The Wonder Story ...to be shown for the first time at the Atlantic City meet- ing of the American Association of School Administrators, February 26 to March 3... in Booths E 24 and E 26. Alnnouncing NEW PUBLICATIONS STUDIES IN PROSE AND POETRY, a complete literature program for Grades 7 to 12. Ready now: A Junior Anthology World Literature A High School Antholegy Literary Types In preparation: American Literature. English Literature. x & @ OUR DEVELOPING CIVILIZA- TION, a series of social studies text- books based on history. The Story of Ancient Times, the history of mankind from pre-historic days to the fall of the Roman Empire —written on a fourth grade level. $1.00 The United States of America, written specifically for upper grades and junior high school with emphasis on the causes and effects of the great events of American history. $1.68 In preparation: The Middle Ages The Background of Modern Na- tions ' @ | THE MERTON-McCALL READERS, ROW, PETERSON & COMPANY EVANSTON, ILL. - NEW YORK + SAN FRANCISCO. Announcing the New Yearbook The American Association of School Administrators e-» YOUTH EDUCATION TODAY... Off the press—February 15 ee DEALS WITH: Needs of Youth Creative Citizenship Youth Organizations Guidance in the Regular Schools Personal Relationships Adjustment of Out-of-School Youth Broadening Horizons of Youth 512 pages Discounts on Quantities $2.00 The American Association of School Administrators, Formerly the Department of Superintendence, 1201-16th St., N. W., Washington, D. C. Pupil-Activity Textbooks, are a series of basal readers combining textbook and workbook features. Beautifully illustrated in four colors. Bob and Jane....... At Work and Play From Day to Day In preparation: Books for Grades 3 to 6. x & A COMPREHENSIVE TEST PRO- GRAM, a complete, well-rounded test- ing program for use in Grades 3 through 9. Each of the tests is packed in pack- ages containing 25 tests, one manual and scoring sheet with norms. Intelligence Test Comprehensive Achievement Test Educational Background Ques- tionnaire School Practices Questionnaire Write for further information Be sure to visit the Laidlaw Booth, E-27, at Atlantic City LAIDLAW BROTHERS Chicago New York San Francisco Dallas Atlanta THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Rip. | we: : ees | (a he ( am - erving s at > ee 4 VYAWING : VOM! 12 ountry Vl _Sacing thes | Cian Each Office OF GINN AND COMPANY The best of talent and materials from all sections of the country combine to make the best possible textbooks for use all over the country Tons of wood pulp from the far West go into the paper from which Ginn textbooks are made. Bales of cot- ton from the sunny South help to make the cloth and thread. Machinery for printing and binding comes from the Eastern and Central States. All sections of the country contribute the materials and equipment necessary for the building of our textbooks, which may be rightly called American-made. Pvien 46 states and the District of Columbia come Ginn and Company authors, reflecting the educational point of view of all sections of the country. Adda to this seven offices strategically placed to serve, with representatives residing in every part of the coun- try, trained in the field of education, and you have a picture of nationwide cooperation which only a large man- ufacturing and distributing organization can offer. SIININANIDRGO) INN hs VOLUME 27, NUMBER 2; FEBRUARY 1938 WHY ts PERFECT PROJECTION NECESSARY? @ Prime reason for the success of the mo- tion picture as an educational tool is that, properly presented, it holds the students’ full attention. To realize to the full this value of motion pictures, projection and sound must be so perfect that eyes are not fatigued, that ears catch every word without conscious effort, that interruptions in presentation are avoided. To get out of a film all that has been put into it, a truly fine projector must be used. Commercial studios which produce indus- trial films almost unanimously insist that their films be reproduced with the one pro- jector that will present them at their best— the Bell & Howell Filmosound. Bell & Howell, makers since 1907 of Hollywood's preferred professional ciné- machinery, build equipment as fine me- chanically and optically as can be pro- duced by the best craftsmen in this field. Naturally such equipment costs somewhat more aileinaiie, bes those who buy it find that the small difference represents a def- initely lengthened projector life and a freedom from the upkeep bills that make cheaper construction more costly in the end. “NEW HORIZONS,” a recently published booklet, will familiarize you thoroughly with the new teach- ing tool, the educational motion picture... with its nature, its applications, its values, the , technique of using it effectively, and the experiences of educators who are using it. Send the coupon for your free copy. Bell & Howell Com- pany, Chicago, New York, Holly- wood, London. Established 1907. WRITE FOR A COPY BELL & HOWELL COMPANY 1854 Larchmont Ave., Chicago, IIL Please mail: 0 “New Horizons”; Complete information on C) Filmosound Projectors, ( Silent Filmo Projectors. JNEA 2-38 BELL & HOWELL AUDIO- VISUAL Instruction The vast GUTLOHN library | is the world’s source of the | finest in 16 mm. Sound-on-Film | subjects. Free catalog lists over 900 Entertainment and Educational films. Visit Booth H-38 at the N. E.A. School Administrators Convention. WALTER 0. GUTLOHN, Inc. 35 West 45th St., Dept. A-2, New York VAZeokor- Sma kok, 7-4 = INFORMATION For Men 55 TITLES wcwene TRADES & PROFESSIONS Published October 1937 For use in Guidance, Counseling, Social Science, Library, and general reference. Prepared on student level by teachers collaborating with people actually en- gaged in the occupation about which they have written. Answers the very questions students want to know—educational requirements, salaries, promotions, advantages and dis- advantages—extensive bibliographies. Sent to any school or library on approval. May be returned if they fail to meet your requirements. Complete set of 55 Monographs—$16.50. Quantity orders at lower prices. Order a set today. MORGAN DILLON & CO. 5154 NORTH CLARK,ST., CHICAGO, iLL. 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. Fe } Ih Bausch ae esate: THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION [ Cont. from page 62| Pan American Day is to be observed April 14, 1938. Write to the Pan-American Union, Washington, D. C., for a list of free helps for the celebration. 1937 Nationwide School Printing Project Winners—The leaflets were judged at a meeting of the National Graphic Arts Education Guild held in Chicago in July 1937 under the direction of John Backus, director, Department of Education, American Type Founders Sales Corporation, Elizabeth, N. J. Winners of awards were: Grand honor awards—Jason Miller, Garfield Highschool, Akron; William Gardner, Highschool, Ashland, Ohio; Eugene L. Hills, Waltham Trade School, Waltham, Mass.; Edgar Snook, High- school, Ashland; Eugene Coscia and Albert De- Lucia, George Westinghouse Highschool, Pitts- burgh, Pa. The Educational Policies Com- mission recently announced a forthcom- ing joint meeting with the Legislative Commission of the NEA at Atlantic City, Sunday, Feb. 27, at the convention of the American Association of School Admin- istrators. The conference will be open to consultants of the Educational Policies Commission and other guests. Henry Barnard—Now here is a tiny book which every teacher and every per- son interested in education and others who ought to be, should read; it is a biography in condensed form of a man who made enormous and permanent contributions to the cause of common school education in America. The full title is Henry Barnard, An Introduction. By Ralph C. Jenkins and Gertrude Chandler Warner, it is published by the Connecticut State Teachers Associa- tion in Hartford. . . . It isa brilliant book and the hero is a real hero.—William Lyon Phelps. Safety Education will be the topic of the 1940 Yearbook of the American Asso- ciation of School Administrators. President Charles B. Glenn announces that the com- mission which will prepare this volume will consist of: Supt. Henry H. Hill, Lexington, Ky., chairman; Supt. Homer W. Anderson, Omaha, Nebr.; Gen- eral Secretary William H. Bristow, National Con- gress of Parents and Teachers, Washington, D. C.; County Supt. J. E. Bryan, Birmingham, Ala.; Supt. H. M. Ivy, Meridian, Miss.; Supt. Charles | H. Lake, Cleveland, Ohio; Amos E. Neyhart, in charge of Driver Training Programs, American Automobile Association, Washington, D. C.; Supt. James M. Spinning, Rochester, N. Y.; Vicepresi- dent Albert W. Whitney, in charge of education, National Safety Council, New York, N. Y. The American Association for Health and Physical Education, an NEA department, organized last summer by a merger of the American Physical Education Associa- [Cont. on page A-31| t Ot. Cer ' ag- hary. | TION | } Carroll County’ s CONSERVATION PROJECT This illustrates a kind of project that should be going for- ward in every county in the United States and would be going forward if someone in the county would put to use powers of leadership now dormant. The major glory of this project is not merely that it turns wasting land into park and playground, but that thru actual experience it turns young people’s minds toward the common welfare at a time when people must learn to seek the common good or go down together. Leaders of tomorrow will come from such schools. YEAR Aco J. Earl Evans, county A superintendent of Carroll County, Missouri, and his teachers heard Stuart Chase deliver his address on “Rich Land, Poor Land” before the Mis- souri State Teachers Association con- vention at Kansas City. The address was a thrilling portrayal of what has hap- pened to the natural resources of the United States. Chase’s picture of man- made droughts and floods, of dust storms, of shrinking lakes, of lowered water-levels, of eroded hills, of lost for- ests and vanished grass lands, his por- trayal of a fertile, hospitable homeland rendered barren and forbidding, made all the thousands of teachers who heard him shudder at the destruction wrought by ignorance and greed. Perhaps most of them resolved to put a new emphasis on intelligent conservation in their | teaching. The probability is strong that ee many merely shrugged their shoulders, thought “What’s the use?” and soon for- got the picture. But J. Earl Evans and the Carroll County teachers didn’t forget. The rea- son why they acted differently may have an explanation in the fact that Superin- tendent Evans is different. He is not a typical pedagog, if there is such a thing. | +... Books are not his hobbies, tho he has made notable progress in building efficient libraries in the schools of his | county. He is as wellknown among the foxhunters of Missouri as he is among the schoolmen. He loves good horses and has owned some which boast a proud ancestry and which illustrate the results of a master hand in their care and edu- cation. In short, he’s a son of the out- ofdoors, to whom a landscape is a poem and a wooded hill a symphony. To this county superintendent, Stuart Chase’s lecture was a challenge to action. He said, “Carroll County schools will do something about it.” He realized, of course, that what they did would be a small thing in relation to the whole but he knew that a start is the first essential of accomplishment. W hat has been done—The teachers of the county were interested and under Mr. Evans’ leadership this interest was made active. He knew the spot of his county which needed the influence of a conservation project most. He got an option on the forty acres which could best serve as the center of the project. He took the action in promoting and securing the cooperation of WPA to be- gin work, and now he and his teachers are not the only ones who are interested. Every school child and the whole public knows about Mandeville Park and some- thing of its aims and purposes. The outlines of his procedure and ma- terial progress are simple. The option on forty acres of land was secured at a price not much in excess of what was paid the government for it a hundred years ago. Its location was suited to his purposes—in the center of the county, accessible, and almost equidistant from Carrollton, Braymer, and Chillicothe, in an area that may well become a large government project of conservation. The VOLUME 27, NUMBER 23; FEBRUARY 1938 apne ett we land itself is adaptable to public gather- ings and private picnics. Half of it is heavily wooded and contains a natural amphitheater capable of accommodating several thousand people. Half of it will be a lake, a drought-resisting project, now well under construction. The tract is divided into 120 lots which will be sold to school districts, the proceeds go- ing into development. This gives to each district a concrete interest. The prices vary according to size and desirability of location from $15 to $150. The deed is to the county superintendent and his successors in office. The dedicatory exercises were held October 3, 1937, and four or five thou- sand people were present. A rodeo moved onto the premises a week later and divided the proceeds with the Carroll County Teachers Association. Thus a project is under way. It has interesting possibilities of development. Dedicated to conservation, it will continue to func- tion as an example of using without consuming, of enjoying without destroy- ing, and of developing while in use. Ten years from now it will be more attractive and more useful than today, and in the meantime, because of it, thousands of people will have conserved in their own hearts an interest in the good earth, and will have learned something of it as a trust to be used and improved. What Earl Evans is doing in Carroll County offers the suggestion of a project for every county. Certainly no group is better qualified to inspire an interest in conservation than the teaching group. Their training, their purpose, and their heart are for the benefit of tomorrow. Tomorrow needs an inheritance from today which has not been wasted by ig- norance or made useless by satanic greed. —This article is from the journal of the Missouri State Teachers Association, School and Community, Nov. 1937. Those who are interested in reading Stuart Chase’s address, before the Na- tional Education Association, on con- servation will find it in THe Journat for Sept. 1937, p173-75- Before starting a project similar to that carried out under Mr. Evans’ leadership in Carroll County, Missouri, teachers will wish to read Stuart Chase’s book, Rich Land, Poor Land, published by McGraw-Hill. See also “Working with Nature,” 38-40 of this issue of THE JouRNAL. [ 37 | 2 I ET oe ee NTO cane, Son mn eine meng aS | | | N 1933, with the coming of the Ten- nessee Valley Authority and the Mississippi Valley Committee, re- gional planning passed out of the realm of theory into tangible operation. The demand for it grows. Bills are before both houses of Congress. What kinds of things are involved in regional plan- ning? A woman in California recently wrote me a letter. She had been reading my book, Rich Land, Poor Land, and wanted to tell me what was happening where she lived. Her home is 100 miles east of the Pa- cific Coast in the high Siskiyous. Until a few years ago the annual migration of salmon up the mountain streams was an awesome sight. In late February or March they would begin to run. The East Fork and the South Fork of the Salmon River rise in the high mountains at 7000 to 8000 feet, and then come down thru the Klamath Forest. Up these two big streams and their icecold tributaries the salmon came—in millions—to spawn. During this season the Indians would smoke a supply of salmon and have food for all the ensuing year. Palefaces, too, had all they could eat. Then the power companies began put- ting in dams. A dam without a proper fish ladder was constructed at the forks of the Salmon River. The salmon could not pass by, and in a few years they stopped coming at all. The Indians lost their food supply. The Forest Service tried to save the situation, but the power crowd was too much for them. In May of 1937 a large power com- pany shut off the water at its dam in the Klamath River. Every night during the spawning season the water was held above the dam. As a result, the river be- low was choked with struggling, gasp- ing salmon. People went to the river to pick up the dying fish for food. Armed guards warned them off. So the fish died there in the shrunken river, died by the tens of thousands, and rotted, and spread a dreadful stench over the valley. Next year there will be fewer salmon in this river; in a few years there will be none. William Vogt of the Audubon Society sent me his recent study on the devas- tation of wild life caused by senseless draining of swamps and marshes. He tells of a journey by William L. Finley thru the lower Klamath region in 1905. Mr. Finley paddled in an old trapper’s [ 38 | WORKING WITH boat down the stretches of the tule-lined river. He came upon vast colonies of ducks. He saw bittern, rail, snipe, kill- deer. He found flocks of ring-billed gulls, night herons, great blue herons, cormorants, grebes, terns, and pelicans. The marshes were white with the nest- ing multitudes. These shallow lakes and wide border- ing marsh lands were the chief water- fowl nurseries of the Pacific coast. Mal- heur Lake in this region was strategi- cally located for migrants. Snow geese and wild swan, leaving their feeding grounds in the far North, would drop down here after a thousand-mile flight. Hungry and tired they would rest and feed for several weeks before taking off for the other half of their long flight south. Now the snow geese and the wild swan do not come any more. The water supply of the lake has been shut off. Lower Klamath Lake and its surround- ing marsh lands—85,000 acres of water- fowl homes—are only a memory. The region has turned to a desert waste of dry peat and alkali. Over large stretches the peat has caught fire and burned to a depth of two or three feet, leaving a layer of ashes into which the traveler sinks to his knees. “One of the unique features in North America,” says Mr. Vogt, “is gone. The destruction of such a museum of living birds is a crime against our children.” It is more than that. Not only has the nesting ground been vastly lessened, but the lower water table has poisoned the food supply of the remaining birds. Meanwhile homestead- ers, who hoped to prosper on some of these swamp lands after the great ex- pense of draining them, now know that they were the dupes of speculators. “They are anxious to sell out so that they can move to productive lands where they can make a living.” Not long ago—to jump 3000 miles to the East—I climbed Mt. Carrigain in New Hampshire. From its summit one looked into the East Branch wilderness, once the last great area of virgin forest in the state. The lumber companies have hacked their way thru now. A spindly, ragged second growth is all that is left of those great pines, spruces, and hem- locks. The big rains of 1936 filled the streams with yellow ridges of sand and gravel. The lumber was cut up in a town at the base of the mountain. The huge mills and the houses of the town are rotting away. Perhaps twenty people live in this ghostly community where 2000 once lived. Competent foresters tell me that had the exploitation of this wilderness THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | uch ime han und ater the ead- e of ex- that ors. that here =s to | 1 in one ness, orest have idly, - left 1em- | the and m at | mills | tting | this | once that rness TION NATURE been planned, the town would still be full of people, for the timber could have been cut forever, a perpetual resource. In the October 1937 Survey Graphic, Kinsey Howard gave us a vivid picture of the slow strangling of. the city of Great Falls in Montana. The town de- pends, you recall, on the refineries of the Anaconda Copper Company. The re- fineries depend on electric power. The power depends on the Missouri River— “Old Muddy.” Old Muddy depends on a terrain which will release water to him slowly. That terrain has been gashed and eroded from over-grazing, fire, forest slaughter, over-plowing. Dust storms whirl over Great Falls. Old Muddy be- comes increasingly unreliable as a power source. See how these resources are locked together—copper, power, stream flow, grass, forest, soil. One dips one’s hand into the resources of any state in the Union to find parallel examples. To give an over-all picture, we are informed by the National Re- sources Committee that at least one-half of the original fertility of the American continent has disappeared thru water and wind erosion, and mining the soil for crops. Water erosion grows like com- pound interest. As the gulleys cut down, they cut back. For ten acres of good land which tumble in this year, fifteen may tumble next year. What are we, or our children, going By Stuart Chase Writer and lecturer—“a Connecticut Yankee at the court of public opinion” to swap for automobiles, washing ma- chines, and electric iceboxes when we have nothing below our feet to offer in exchange? When our fish and birds lie dead, our topsoil has run to the ocean, black drifts cover our barns, the pasture grass has been uprooted and destroyed, the rivers no longer run, and the forests are charred and rotted stumps? It is interesting to know that already some ten million Americans have lost their resource base in land, water, or mineral deposit, and have nothing to ex- change. So they go on relief. One does not see why their ranks should not grow as compound interest grows. For every field gullied, a man gullied. Fortunately as a people we have de- cided to try to balance our accounts with nature. At a rough estimate more than a million men and women are at this moment devoting their working hours to the task. Elsewhere I have called this army the Land Guard. They include members of the Forest Service, the Soil Conservation Service, the CCC, the PWA, the WPA, the Farm Security Ad- ministration, the Biological Survey, the Reclamation Service, the National Re- sources Committee, the Rural Electrifica- tion Administration, the revised triple-A, the TVA, state and local conservation projects, and many private organizations such as the Audubon Society and the American Forestry Association. This work is often magnificent in detail but lacks coordination. Only the TVA has tackled a whole region. The TVA has taken the watershed of a great river traversing seven states, and is attempting to restore the resource base of an area four-fifths the size of Eng- land. It is popularly regarded as a power project, but first-hand observations have convinced me that its major objective is to help the people of the Tennessee basin maintain a viable region; to check flood, drought, erosion, one-crop farming, and the spread of tenantry; to build up soil, forest, grass, tree crops, local industry, and diversified agriculture. It is our greatest demonstration in regional plan- ning. The TVA has so stirred the imagina- tion of other sections of the country that the administration is presenting to Con- gress a bill to apply its methods over the nation, divided into seven great regions. In each region a definite group is to be charged with the study of the resource base, and with formulating methods to maintain it. The map on this page out- lines the proposed seven districts. Ob- serve how they cut across state boun- daries. Why? Because the great river basins which determine the areas do not recognize state boundaries or even the Interstate Commerce clause. These are regions designed by nature, not by man. In 1937 Senator Norris introduced - S-2555 into Congress. Section I reads: “It is the purpose and policy of this act to develop . . . plans, projects, and ac- tivities for .. . navigation, the control of floods, the reclamation of public lands, ... to conserve the water, soil, and forest resources of the nation, to stabilize em- ployment and relieve unemployment, and . . . to promote the general welfare of the United States.” Sooner or later we shall certainly have regional authorities to help us work with nature. What general resource principles should guide the several authorities if, as, and when they are set up? If you were sitting on one of these boards, what would you vote for first? The National Resources Committee in its monumental reports under Morris Courtesy, Survey Graphio. L- Cooke, outlines the general principles VOLUME 27, NUMBER 2; FEBRUARY 1938 (a ae ee ee NR TTT Oe Se AEN me [ 39 | tage Fate ae eae a PY IIE ' i H : 5 . ' i ' ' for all regions, with a wealth of sup- porting material. Your aim, Mr. Re- gional Administrator, is to hold soil, water, wild life, cover crops, at par; to turn over the land to the oncoming gen- eration in at least as good condition as you found it. It is your job to make your section of America a healthy, vital, at- tractive homeland which your children can earn a living from and enjoy. To accomplish this assignment you must build dams and reservoirs; control swamps, marshes, bird life; keep the salmon running; check erosion by ter- racing and contour plowing; halt over- grazing; keep annual timber cut below annual growth; work for diversified agriculture; prevent nitrogen and phos- phorus from leaving the soil faster than they are returned by fertilizer. The tech- nics are already available for your use. For resources underground—coal, pe- troleum, iron, copper, natural gas, and the rest, you cannot stop a drain on the capital fund, but you can cut down the rate of that drain. How? By fostering the substitution of hydro-electric power for coal and oil power where feasible, by fostering the use of scrap metal and the use of minerals which are abundant in the earth’s crust—like aluminum—in place of minerals which are rare—like copper. Now as to local problems. The first task is to find out what you’ve got. Call in the geographers, the ecologists, the biologists, and the engineers, and draw up a careful inventory of the region. What are average rainfall, range of temperature, natural forest cover, grass cover, marsh lands, water table levels, bird and fish life? What crops are al- ready grown and how good is the soil for them, and they for the soil? What grazing animals are bred? What are the mineral resources, power sites, naviga- tion possibilities, harbors? A study of human resources is also essential. How fast is population grow- ing? What diseases are prevalent? What are the depressed areas and why? What skills and trades have been developed? What is the racial admixture? Are the Finns building any of their famous co- operative centers? What groups really give a damn about natural resources, and how may they be encouraged to work harder? There are three further factors, Mr. Administrator, which need careful ex- [ 40 ] ploration before you venture to give too much advice: [1] What assets has the region in terms other than food, clothing, and shelter? How about scenery, sunshine, recreation possibilities, health centers? Such “serv- ices” are a very important part of the re- source base. They have excellent exchange value, especially since the motor car has made mobile the whole population of America. [2] How large a part of the physical resources of your region is being drained to other regions with inadequate return? Are you giving away ten beef cattle for one pair of shoes; ten bushels of wheat for a loaf of cellophaned bread? [3] What are the possibilities in the light of biochemistry and agrobiology of making your region more selfsufficient? There is a point where centralization and interdependence can be overdone. We seem to have reached that point long since. A little sturdy regional independence is very much in order. Let us consider these three topics a little more carefully. We must be careful of the oversim- plified notion that resources consist only of things which can be mined, cropped, pumped, trapped, or otherwise handled for fabrication and sale. The major re- source of Florida is not phosphate rock or orange orchards, but winter sunshine. The major resource of New England used to be soil and forest, but today it is scenery—mountains to climb, lakes to paddle over, white ocean beaches, and rocky headlands. Many other areas where scenery and recreation are a major resource come to mind—Southern California, Arizona, the Adirondacks, the Great Smokies, Puget Sound, the Michigan lake country. Certain sections meanwhile are peculiarly adapted for health resorts—Saratoga, Atlantic City, Colorado Springs, Warm Springs, Ashe- ville. Governor Marland of Oklahoma told me in 1934 about the riches of his state. He had the statistics at his fingertips— the wheat, corn, cotton, oil, coal, miner- als. “Yet tonight,” he said, “two hundred thousand children are going to bed hun- gry in Oklahoma.” He cursed the East and Wall Street and the men who had picked up these riches at bargain rates, and were now draining away the wealth of Oklahoma, giving little in return. Many studies have been made of coun- ties and regions in the deep South where much goes out and little comes back to desperate tenant farmers. It is clearly your task as a member of the regional authority to find out how much serious blood letting of this nature is going on. A natural region should strive to be as selfsupporting as resources permit. Why should people in Portland, Maine, buy lumber from Portland, Oregon, with a long, costly haul across or around the continent, when north a few miles is one of the finest natural timber regions on the planet? The timber resources of Maine have been gutted but they can be built up, and in the end they will pay good dividends to New England. Here is Dr. W. O. Willcox with his amazing formulas for finding and achieving the maximum yield of any plant that grows. Dr. Willcox has shown in his Nations Can Live at Home how Italy, at a fraction of the cost of the Ethiopian campaign, could have got most of what she went after in Ethiopia, right from the Italian peninsula. With cheap, abundant power, and al- most any kind of organic material—corn shucks, pulp wood, saplings—it is pres- ently going to be feasible—it is already possible—to build up from primitive or- ganic bricks many varieties of raw ma- terial now imported at great labor and expense. These processes can give us regional selfsufficiency with a vengeance. Transport of bulk goods can drop to a fraction of its present total. Vast estab- lishments now manufacturing for a na- tional market may no longer be able to compete with small local establishments. Megalopolis, the great city of the ma- chine age, will then have fulfilled its historical function and may pass into | limbo. The age of coal and iron made for centralization, dangerous interdepend- ence, vast roaring cities in the lowlands, the gutting of the hinterland’s resources, and an ominous undermining of the na- tion’s equilibrium. It made for colonies, imperialism, war. The age of cheap elec- tric power, light alloys, biochemistry, and agrobiology turns in another and a happier direction—more independence and regional selfsufficiency; more light, air, sunshine, and a restoration of na- ture’s balance——Abridged from the An- niversary Number of Survey Graphic, Dec. 1937, with the courteous permis- sion of the editor, Paul Kellogg, and Stuart Chase. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A LE k to ‘arly onal i0us on, 0 be ‘mit. 1ine, gon, und niles ions | >s of n be pay with and any own how the got opia, d al- corn pres- eady € or- ma- and | e us ance. to a stab- a na- le to ents. ma- d its into | e for yend- | ands, irces, € na- ynies, elec- istry, ind a lence light, f na- - An- phic, rmis- and TION — ee ON The Wandering LQ. THOMAS R. HENRY Staff Correspondent of CHILD may change from a high- A grade moron to a genius in a few years. Current conceptions of the stability of the 1. Q., to which great significance is attached in most school systems, were torn to shreds before the psychological section of the American Association for the Advancement of Science here today by Dr. Beth I. Wellman, professor of psychology at the University of Iowa. For the past twenty-five years the in- telligence quotient, or ratio of the grade a person makes on a standardized test with the grade made by the average person of the same age, has been widely accepted as a measure of the inborn intelligence. It might go up or down a few points with changes in environ- ment, psychologists have held, but not materially. Children grouped on 1. 9—The nor- mal 1. g. has been approximately 100. An 1. Q. of 40 or 50 denoted feeble- mindedness. Above 100 was interpreted as meaning superior mental ability. A child making 140 or above was consid- ered a “genius.” It has been held that intellectual capacity was almost as fixed a quality with an individual as color of the eyes or the hair and perhaps a mat- ter of inheritance. Children have been grouped in schools on this assumption— bright and dull, slow and fast. Dr. Wellman told of experiments which make mincemeat out of this idea of a “mystical intelligence.” She gave the cases of five children. One had an 1. Q. of 8g at three, of 149 at ten, and of 132 at thirteen. Another started at 98, moved up to 167, and fell back to 143 at twelve years of age. Another moved from 98 to 153 in ten years. These were all ordinary children, whose intelligence increased to that of geniuses. A fifth child with an 1. Q. of 124 at three had moved up to the supergenius class of 165 at ten. At twelve she leveled back to 154. These children are not exceptional The Washington Star examples, Dr. Wellman said. The only thing done to raise their intelligence was to start their education early and put them in an especially stimulating school. Conversely, she told of a three-year study at the University of Iowa of chil- dren’s sinking from normal to feeble- minded after being placed in an insti- tution where they got no individual attention and were regimented. Change in 1. Q.’s—The Iowa experi- menters found that the amount of change in the 1. Q. varied directly with the radicalness of the change to which the child was subjected, and also was progressive with them. While the effects were general, some children showed much more resistance to the effects of change than others. Warn the teacher 1s faced by a specific individual pupil who 1s ex- periencing difficulty or definitely fail- ing, and who needs assistance, a mere knowledge of the 1. Q. alone is often next to useless. No one who claims ex- pertness in mental measurements has ever held the contrary at this point; rash claims (as well as unfair charges) have been largely the contributions of amateurs. The 1. Q. does not reveal will power, physical strength, or pref- erence in jewelry; some critics of in- telligence tests seem to have felt that it should. An obtained pupil 1. Q. can- not compensate for teacher ignorance about marks and marking; to base an achievement mark on the 1. Q. is to miss entirely the point and to penal- ize pupils who do better than the teacher “guessed” they would. Some pupils with relatively low 1. Q.’s suc- ceed, and others with high i. Q.’s fail. —Ernest W. Tiegs, dean of Univer- sity College, Los Angeles, in Progres- sive Education for Dec. 1936. VOLUME 27, NUMBER 23; FEBRUARY 1938 The facts uncovered, Dr. Wellman said, lead to the necessity of adopting a functional view of intelligence. “The only alternative,” she continued, “is to believe in what I prefer to call a mystical intelligence. It is mystical because no- body has ever demonstrated that it really does exist. According to this mystical view, intelligence is something which the individual possesses, but which, for some unexplained reasons, does not come forth in behavior of actions. “Those who believe in this mystical or ‘real’ intelligence appear to believe also that it does not change. In our data, where each succeeding test yields a higher 1. g. than the preceding one, we run into difficulties in applying this con- cept because we never know when we have gotten the real 1. 9. The highest value is not reached until the child is grown up. Then all the tests up to the last must be rejected because they are no good. This involves discarding as worthless thousands of tests that have been laboriously accumulated for the last fifteen or twenty years.” Sees some value in tests—Dr. Well- man herself still believes that the in- telligence test has some value in educa- tion. It actually does measure the intelli- gence of a child at a given time, she said, and, provided the environment does not change, has practical predictive value. Few children actually do undergo a radical change in environment. Startling report by associates—Dr. Wellman’s report today followed an equally startling report yesterday in the same field by her associate at the Univer- sity of Iowa, Dr. Harold M. Skeels. He studied 147 waifs taken from their own parents and placed in foster homes. Both the fathers and mothers were, for the most part, of low grade intellectu- ally. Nearly 40 percent of them, it was determined by ‘intelligence tests, have 1. Q.s below 80, close to the level of feeble-mindedness. Only 13 percent were slightly superior to the average. The children were placed in superior homes. Not a one was below normal in intelligence after a period of adjustment. Sixty-five were intellectually superior. Forty-one were on the genius level. There was no relationship whatsoever between the intelligence of the children and the intelligence of their parents, Dr. Skeels reported—From the Washing- ton, D. C., Star for December 30, 1937. [ 41] et Et EE NR TOT They that go down to the sea in ships, that do business in great waters; T hese see the works of the Lord, and His wonders in the deep.—PsaLm cv, 23; 24. of the boardwalk ho- tels, the Atlantic City conventioner gazes across an expanse of horizon-bounded sea. To some who hold communion with this visible form of nature, it is only a “gray and melancholy waste.” To others—rest- less souls—the tumbling waters bespeak the ageless energy of the universe. The rhythmic pounding of the surf is the pulse beat of the world. On the ocean’s shoreline life began. Back again to its savage arms thru countless centuries it has beckoned life to high adventure; and it is a landlubber indeed who hears the “call of the off-shore wind” without faint stirrings of the spirit that has prompted bold men to answer that call, from the days of the Viking fleets to the days of the China Clippers, which also “do busi- ness in great waters.” The sea was among man’s first great enigmas; there is no reason to believe that she will not be among the last—“her menaces swift as her mercies.” [ 42 ] When and why man first took to the sea is shrouded in mists more dense than those that cover its waves—the mists that belong to the dawn of history. The Chinese, inveterate first-claimers, include the origin of navigation in their own early history; but if they did use ships extensively, they never chronicled voy- ages of much consequence. The tale of the sea’s real conquest be- gins in a story of human vanity and a shellfish. The economic royalists and po- litical dictators of Greece and Rome af- fected purple. The Phoenicians were willing to furnish it, at a price. Tyrian purple became the most famous dye of the ancient world. The open boats of the Phoenicians, each propelled by a large square sail, scoured the shores of the Eastern Mediterranean for bigger and better mollusks of the variety which yielded a colorless liquid that smelled THE American Association of School Administrators holds its 68th annual convention in Atlantic City, N. J., February 26-March 3, 1938. like garlic and which, under the magic of soap and sunlight, turned first green, then blue, and finally the color accepted as la derniére mode for magisterial toga borders and the habiliments of those who had might and right. But the Phoenicians came to look be- yond the lowly mollusk as a source of income and adventure. They founded Carthage, and reckoning their courses by the stars, left the coastline for the trackless main. They plowed thru the Pillars of Hercules, touched the shores of the Aquitanians and Celts, and vis- ited the Britons. They pushed down the coast of Africa, and from their journey- ings arose the myths and legends, the fears and superstitions that charmed and cowed for centuries the hearts of sailor- men. What men knew that wasn’t so about the sea would have filled many volumes long before Columbus and Vasco da Gama and John Cabot and Ferdinand Magellan began to disprove the maps of a Greco-Egyptian school teacher named Ptolemy, by sailing right over the edge of the world, where the hissing waters drowned each night the fiery orb of day, and coming back home alive with tales of strange lands and strange peoples. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION gic en, ted oga vho Those who once quailed before the anger and mystery of the sea accepted its challenge. They beat their way against the headwinds that whipped around the Southern Capes, and steered a precari- ous course thru the ice floes in search of a Northwest Passage that was never found. They ran their prows into un- charted harbors until they knew the shape of the world and what lay upon it. Then they turned their minds to the wonders beneath the deep—wonders that are yet but little known. Magellan is said to have made the first Ww es * O the blazing tropic night, when the wake’s a welt of light that holds the hot sky tame, And the steady fore-foot snores through the planet-powdered floors Where the scared whale flukes in flame! Her plates are scarred by the Sun, dear lass, And her ropes are taut with the dew, For we're booming down on the old trail, our own trail, the out trail, We're sagging South on the Long Trail— the trail that is always new. eo ee ites home, get her home, where the drunken rollers comb, and the shouting seas drive by, And the engines stamp and ring, and the wet bows reel and swing, And the Southern Cross rides high! Yes, the old lost stars wheel back, dear lass, That blaze in the velvet blue. They’re all old friends on the old trail, our own trail, the out trail, They're God’s own guides on the Long Trail—the trail that is always new. —RUDYARD KIPLING recorded effort at measuring ocean depth when he was becalmed in the Pacific. He threw over a hand sounding line sev- eral hundred fathoms long. Finding no bottom, he wrote in his log that he had discovered the deepest part of the ocean. Men are still discovering it, with some- what more exact research methods, and with instruments of convenience and precision that would have astounded Magellan and his compeers. With the Sonic Depth-Finder, which measures distance from surface to bottom by the length of time it takes sound to travel to the ocean floor and back, recordings can be made continuously while a vessel is in motion. An accurate map of the ocean floor waits only upon time and patience. The most famous of all sounding ships was H.M.S. Challenger, which spent from 1872 to 1876 surveying the oceans. The leisureliness of its studies can be understood from the fact that its sound- ing device, operating at the greatest depths, weighed 750 pounds. The results of the Challenger’s work are recorded in fifty huge volumes which it took the scientists twenty years to write, and which are the texts of oceanography. The ghostly sails and nameless terrors of the ocean’s surface, witnessed by sail- ors of long ago, are no more weird and fantastic than the creatures which Wil- liam Beebe and his tribe of fishermen who trawl the dark caverns of the deep actually bring forth today. Minute or- ganisms of strange names and stranger shapes; astonishingly beautiful living things that may be plant or animal; mis- shapen creatures of perpetual night; huge monsters of unbelievable size and strength which thrash thru frigid waters that move in currents responding to un- known forces, and gleam with eerie light that seems to come from nowhere; then too, the barren wastes of the deepest floor, the Red Clay deserts of the ocean, almost devoid of living things—these are among the wonders of the sea. But it is the trembling surface of Ocean, in all its moods, that beckons to men of ships and shore. Life on the’ waves is a thing apart. Sailors are a race . caught in the magic spell of the sea. “Gentlemen,” says Sinbad the Sailor, “you long without doubt to know how, after having been shipwrecked five times and escaping as many dangers, I could resolve again to tempt fortune and ex- pose myself to new hardships. J am my- self astonished at my conduct when I reflect upon it.” Sinbad’s reply to his own question is the answer of all the coura- geous men who have the murmuring cry of the sea in their ears and the love of its swells in their hearts—the answer of those “that go down to the sea in a. a6<. —BELMONT FARLEY poRRasP eee ot sense bHRE — ¥ . . So tama (si 2 7 ENTATIVE General Sessions Program for the 68th An- nual Convention of the American Association of School Adminis- trators, Atlantic City, February 26-March 3, 1938. Saturday, February 26—All Day Registration and exhibits in the Atlantic City Auditorium Saturday, February 26, 2:00 PM Ceremonial Opening of the Exhibits Presiding—Charles B. Glenn, superintendent of schools, Birmingham, Ala.; president, Ameri- can Association of School Administrators Cuares B. GLENN, superintendent of schools, Birming- ham, Ala.; presi- dent, American As- sociation of School Administrators. Address of Welcome—Honorable C. D. White, mayor of Atlantic City Response—Earle F. Opie, Chicago Heights, III.; president, Associated Exhibitors Raising of the Flag—Singing of “The Star-Span- gled Banner” by Dora Davies Williams, soprano Sunday, February 27, 3:30 PM Vesper Service Presiding—Charles B. Glenn, president of the As- sociation The Barton Harp Quintet of the Philadelphia Music Club, Maryjane Mayhew Barton, director Invocation—Reverend Henry M. Edmonds, Inde- pendent Presbyterian Church, Birmingham, Ala. The Westminster Choir, John Finley Williamson, director Truth and Poetry—William Lyon Phelps, Yale University, New Haven, Conn. “Battle Hymn of the Republic” Benediction—Dr. Edmonds Wititiam Lyon Puetps of Yale University will de- liver the Vesper Service address Sun- day afternoon, Feb- ruary 27. PROGRAM R F Sunday, February 27; 8:00 PM Presiding—J. W. Ramsey, superintendent of schools, Fort Smith, Ark.; second vicepresident | of the Association Program to be presented by the National Broad- casting Company Monday, February 28, 9:00 AM Presentation of Gavel—Arthur S. Chenoweth, su- perintendent of schools, Atlantic City The Challenge to Complacency—A. J. Stoddard, superintendent of schools, Denver, Colo.; chair- man, Educational Policies Commission Federal Relations to Education—Floyd W. Reeves, chairman, Advisory Committee on Education, Department of the Interior, Washington, D. C. Presentation of Honorary Life Membership to Charles H. Judd—by Payson Smith, Harvard University Facing the Future—Charles H. Judd, head, De- | ‘ partment of Education, University of Chicago A Monday, February 28, 2:15 PM Discussion Groups—First Session Division I—Education for Adjustment Ben G. Graham, superintendent of Pittsburgh, Pa., chairman schools, Division I1—Vital Relationships Jesse H. Mason, superintendent of schools, Can- ton, Ohio, chairman Division I1I—The Improvement of the Public Schools George C. Bush, superintendent of schools, South Pasadena, Calif., chairman Division IV—The Expanding Program of Indus- trial Education J. W. Ramsey, superintendent of schools, Fort Smith, Ark., chairman THE NATIONAL EDUCATION ASSOCIATION THE JOURNAL OF Division V—The Curriculum J. C. Cochran, superintendent of schools, San Antonio, Tex., chairman Division VI—Youth Problems E. E. Oberholtzer, superintendent of schools, Houston, Tex., chairman Monday, February 28, 4:30-6:00 PM Reception for new members—Ambassador Hotel Monday, February 28, 8:00 PM Presiding—Caroline S. Woodruff, principal, State Normal School, Castleton, Vt.; president, Na- tional Education Association Music—Atlantic City Public Schools, John H. Jaquish, director The Public School in Our Democracy—E. W. Butterfield, state commissioner of education, Hartford, Conn. A Word on Education—Helen Keller, American Foundation for the Blind, New York, N. Y. Tuesday, March 1, 9:00 AM » “Youth Education Today”—The 1938 Y earbook Youth and Education—E. E. Oberholtzer, super- intendent of schools, Houston, Tex., chairman, 1938 Yearbook Commission Occupational Adjustment—Edwin A. Lee, director, National Occupational Conference, New York, | a Forum on Youth Problems John W. Studebaker, U. S. Commissioner of Education, Washington, D. C., chairman Richard D. Allen, assistant superintendent of schools, Providence, R. I. vat of Homer W. Anderson, superintendent of schools, aac Omaha, Nebr. Homer P. Rainey, director, American Youth Broad- | Commission, Washington, D. C. Goodwin Watson, Teachers College, Columbia University David E. Weglein, superintendent of schools, th, sia Baltimore, Md. Dr. Edwin A. Lee Superintendent E. E. Oberholtzer oddard, R : ; ; ail Business session—Reports of committees, nomina- : tion of officers from the floor ai Reeves, | Tuesday, March 1, 2:15 PM ucation, F A . Dp. c Discussion Groups—Second Session hip t a Tuesday, March 1, 8:00 PM darvard Good Neighbor Program ad, De- | Canada—Music and dances symbolic of Canada ‘icago Address—(Speaker to be announced) [ schools, od : ls, Can- Be de Pee 4 Sangh Public Salle PRM ee schools, f Indus- ls, Fort LATION AMERICAN ASSO CIATION OF PRESIDENT JAMES B, Conant of Har- vard University, who will address the General Session on Wednesday morning, March 2. Mexico—Music and dances symbolic of Mexico Address—His Excellency Francisco Castillo Najera, Ambassador from Mexico, Washington, D. C. United States—Music and dances symbolic of the United States Address—Honorable Francis B. Sayre, Assistant Secretary of State Wednesday, March 2, 9:00 AM Teacher Education—George F, Zook, president, American Council on Education, Washington, DG. Teacher Welfare—Orville C. Pratt, superintendent of schools, Spokane, Wash. College Education in a Democratic Society—James B. Conant, president, Harvard University Wednesday, March 2, 2:15 PM Discussion Groups—Third Session Wednesday, March 2, 6:00 PM College dinners Wednesday, March 2, 6:30 PM Friendship Dinner Elaborate plans are under way for this event which is to be in the beautiful Ballroom of the Atlantic City Auditorium. Only once before has such a dinner been held directly under the auspices of the Association. Plates will be laid for over two thousand guests. Among the attractions sched- uled is the Detroit Schoolmen’s Club Chorus. Wednesday, March 2, 10:00 PM Ice Carnival Immediately following the Friendship Dinner, a dazzling ice carnival will be held in the huge Arena of the Atlantic City Auditorium. Profes- sional stars will present beautiful and difficult Cuartes H. Jupp of the University of Chicago will re- ceive honorary life membership in the American Associa- tion of School Ad- ministrators. skating acts. After the Ice Carnival, the rink will be open to all for skating. Those who prefer to dance will find an orchestra awaiting them in the Auditorium Ballroom. Thursday, March 3, 9:00 AM The Next Step in American Education—Frederick M. Hunter, chancellor, State System of Higher Education, University of Oregon, Eugene Shall the People Control Their Schools?—George D. Strayer, professor of Educational Administra- tion, Teachers College, Columbia University Public Relations—John A. Sexson, superintendent of schools, Pasadena, Calif. Report of the Committee on Resolutions—Nicholas Bauer, superintendent of schools, New Orleans Report of the Board of Tellers—Milton C. Potter, superintendent of schools, Milwaukee Thursday, March 3, 2:15 PM A program featuring discovery and adventure, with Rear Admiral Richard E. Byrd and Editor John H. Finley of the New York Times participating. Hotel Reservations can be secured thru A. S. Chenoweth, chairman, Housing Bureau, 16 Central Pier, Atlantic City. Convention Headquarters, general sessions, registration, exhibits, post office, and press room will be in the Atlantic City Auditorium. Railroad Rates—With the general lowering of rates more than a year ago, special convention rates were discon- tinued. On some railroads, however, roundtrip winter tourist tickets are avail- able. Consult your local ticket agent. HE CHILD’s play life outside of school often leads to more per- manent learnings than his experi- ences in school, because he is acquir- ing knowledge reinforced with a greater number of associations which bring him emotional satisfaction. It is this same type of experience that must be pro- vided for him in the schoolroom. For example, a common out-of-school ac- tivity is playing store. Primary teachers frequently use this play interest as ; successful device in teaching number combinations and making of change. Adopted by the teacher as an activity unit, its highest educational value is the emphasis on social relationships. Con- versation and courtesy necessarily be- come a part of the activity. The child’s use of reading, writing, spelling, and arithmetic becomes purposive. It is only thru such real life situations that we provide adequate learnings. The alert teacher is constantly on the look-out for leads in the children’s ex- periences that will provide opportunities for social living. Since the child lives in a constantly expanding social environ- ment, the teacher must provide for a variety of social experiences in the com- munity. Visits in the neighborhood for the younger children and farther afield for the older children will help to en- large their horizons. As a result, the child feels himself a part of an inter- related community. How may a unit develop? — The teacher, some child, or a group of chil- dren may be responsible for introducing it. The beginning is usually a shared responsibility. A starting point might be a review of summer activities thru a hobby exhibit. An interest in the evo- lution of boats might grow from an in- 1 46) ~— car Sie SAOCERY "5A-6B PROIECT | Eee Courtesy, New Orleans Public Schools Teaching thru ACTIVITY UNITS terest in motor-boat races. This is where pictures, a movie, a collection from a museum, a trip may be most needed. From all such leads the teacher should select the theme which she thinks would be of greatest interest and value to the majority of the group. She should make an invoice of available material from which information is to be drawn. Little children are usually interested in their immediate environment; there- fore, a study of city helpers such as the fireman, the policeman, the milkman, and the postman answers a need. For older children such topics as the mar- kets, water supply, milk supply, housing, transportation are rich in possibilities. In the event that no common inter- est is apparent, pictures, books, trips, or exhibits will furnish suggestions. Some of the best leads may come from the geography assignments. On the fifth- grade level, for example, there are in- numerable possibilities in connection with the study of early American life. The unit may start with early French trading-posts along the waterways and follow the development of these trading posts into frontier villages. This would open up for the children the whole cul- tural life of early America. After trips around a metropolitan area, children on the sixth-grade level would benefit by contrasting life in a modern city with life in ancient Greece and Rome. With children in rural com- munities, the emphasis would be on ancient and modern methods of agricul- ture and irrigation. Often it is advisable to start an activ- ity with one group of children, say the most able readers. They should be en- couraged to make reports to the whole class from time to time regarding their findings. As a rule, this will be enough to stimulate the rest of the class. Fre- quently the slowest readers prove them- selves most efficient at practical matters such as arranging exhibits. Where only a few children show lack of active interest in an activity, they should be given regular assignments on the subjectmatter basis, but the teacher should be alert for opportuni- ties for them to make minor contribu- tions. If after this first experience with THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION " = i -_-—-_ nA ry of wn | ‘ = chools ould - cul- litan level in a reece com- e on ricul- activ- y the Ye en- whole their ough | . Fre- them- latters v lack , they | ments | it the yrtuni- itribu- b with ATION By Effie M. Downer Assistant Professor of Edu- cation, Wayne University, Detroit, Michigan and Natalie Luccock Supervising Instructor, Wayne Unversity the topic the children show no desire to continue, it would be best to drop it and select another, unless there is fresh ma- terial available for the purpose of re- stimulating interest. Is there any one type of teaching procedure best adapted to activity teach- ing?—No. The scope of the unit and the maturity of the children will decide the method used. The purpose of the activity often influences the procedure and the selection of subjectmatter. For example, if the activity is to culminate in a play, it will call for reading for in- formation, learning to write plays, to dramatize, and to design costumes and scenery. It will also utilize special tal- ents of children. If it is to culminate in an exhibit, it will require reading for information, a possible visit to a mu- seum, and the exercise of art and con- structive ability in order to make their ideas clear to others less well-informed. The teacher should plan definitely as the activity advances, continually mak- ing an invoice of available material and references. The plans should be sufh- ciently flexible to allow for modification and change of emphasis. Recent courses of study may still furnish the core of subjectmatter, but it is the teacher’s re- sponsibility to enrich this subjectmatter by furnishing supplementary experiences such as trips, contacts with authorities, pictures, reference material on the read- ing level of the group. Where possible, the children should be held responsible for assisting in gathering this material. What place have the tool subjects in a unit?—Facts are as useful today as they ever were. In our present world it is not the accumulation of knowledge but the use made of it that is important. Thru studying by means of activity units, the child uses his tool subjects both in acquiring his knowledge and in sharing it. The remedial work in reading, English, spelling, and hand- writing should grow out of work on the activity. Definite drill periods should be arranged for children giving evi- dence of such needs. Arithmetic should be included if it logically belongs in the activity. The elementary teacher should be more concerned with the develop- ment of number concepts than with the solving of arithmetic problems. Oppor- tunity will be afforded in most of the activity for much incidental arithmetic. An illustration of the use of the tool subjects is offered in the following unit based on camping experiences: This ac- tivity in a B-4 grade started with the reading of “Three Boys Go Camping,” published by the Michigan Department of Conservation in cooperation with the State Department of Public Instruction. The story itself furnished stimulating reading and was supplemented with other suitable material. Interesting re- ports of actual camping experiences formed the basis of the oral English work. Some of the most interesting reports were written and furnished read- ing material for the slower group. This also proved to be an incentive for good handwriting. A large list of supplemen- tary spelling words grew out of this. Constant reference to a large map of Michigan, made the geography of the state real to the children. At one time or another during the activity practically all the resources of the state were consid- ered. All of the processes required in the usual B-4 arithmetic were reviewed in connection with figuring the expenses of the trip. The reading difficulties inci- dental to problem solving had previously been cared for because the children had read the story and were familiar with all the words. W hat are the possibilities of enriching the activity program thru the use of the expressive subjects?—The freedom of the activity program offers extended op- portunities for the development of the special talents of the children. The greater use made of the expressive sub- jects, the richer their experiences. Many schools now have auditorium facilities which offer a fine opportunity for the culmination of activities. A study of early colonial life brought into an audi- torium for culmination would result in the dramatization of scenes from a colonial school and household and social activities. An increased appreciation for colonial art, architecture, music, litera- VOLUME 27, NUMBER 2; FEBRUARY 1938 ture, and even costuming would result. What provision should be made for teacher conference periods?—In schools where the work of several teachers is included in the activity there must be opportunities for conferences. In many schools principals arrange these confer- ence periods. In schools where there is a specialization of subjectmatter it is an advantage for the teacher to be able to observe occasionally the children at work in their special fields. From such visits she may acquire leads for the expansion of the activity. How long should an activity unit last?—There is no prescribed time for its duration. It certainly should not out- live the children’s interest. One activity may last a week; another, a semester. The latter may not necessarily be a part of every day’s work. Lag of interest does not necessarily mean loss of interest. The stimulation of fresh material may result in renewed enthusiasm. An activ- ity may take a direction different from that anticipated in the beginning. _ What are the advantages of teaching activity units?—Children are called upon continually to meet new situations, in which new knowledge, attitudes, and habits are needed. Each changing situa- tion presents its problems demanding study, thought, critical judgment, and evaluations. Activity units are designed to meet these new demands. Each learn- ing situation becomes a problem-solv- ing situation in which cooperation, self- direction, and critical thinking are developed. The acquisition of knowl- edge becomes more purposeful and the tool subjects more functional because there is a felt need. Activity units also provide for the continuity of interest so often lacking in day-by-day teaching and furnish leads to the other allied interests. The units provide an enriched curriculum for the brighter children and offer stimulation for the slower ones. Every normal child can do some one thing well. Group ap- proval often acts as a tonic to both bright and dull children by stimulating self- respect and encouraging effort. Perhaps the greatest value of the activ- ity unit is in the growth it provides for the teacher. She is often obliged to enter new fields of knowledge and interest in attempting to’meet the children’s needs. The classroom thus becomes a learning situation for everyone involved. ACHIEVEMENTS IN PROFESSIONAL ADVANCEMENT The Financing of Education HE NATIONAL EDUCA- "T 20 ASSOCIATION has for nearly three quar- ters of a century taken an ac- tive part in efforts to secure adequate school support based on sound methods of financing. It has recognized that the financing of education is a matter of paramount public concern since the kind of education offered to the children of the United States de- pends largely upon the amount and the use of funds available for this purpose. at FACT-FINDING SERVICE Facts are necessary for the intelligent promotion of sound and liberal financ- ing of the public schools. The National Education Association, thru its Research Division, has become a source of school finance information for the profession and the public alike. It distributes this information thru its Research Bulletins, issued five times yearly, and other pub- lications. The Research Division re- ceives and answers inquiries from lay and professional groups and serves as a clearinghouse for facts on state prac- tice in the financing of schools. A continuing series of statements de- scribing the school finance systems oper- ating in the individual states is edited by the Research Division and published under the title School Finance Systems. Each of these statements has been pre- pared by some authority familiar with school finance conditions in his state. The first bulletin issued by the Re- search Division after its establishment in 1922 dealt with problems of school finance. This bulletin, entitled “Facts on the Cost of Public Education and What They Mean,” presented data on teachers’ salaries, the principal item of school ex- penditure, and compared total educa- tion costs with estimated national in- come and federal tax collections. It was a forerunner of a series of research bul- letins issued biennially dealing with facts on school costs. The latest of these was published in January 1937, under the title “Financing Public Edu- cation.” [ 48 ] Our Association MEASURES OF THE ABILITY OF STATES TO SUPPORT SCHOOLS The Research Division of the National Education As- sociation was among the first to demonstrate the need of federal aid for education on the basis of. statisti- cal measures of the financial resources of the states. John K. Norton’s study, “Abil- ity of the States to Support Education,” published in January 1926 was a pioneer in this field. A more recent study of “The Efforts of the States to Support Educa- tion as Related to Adequacy and Abil- ity” by Lyle W. Ashby was also pub- lished as a Research Bulletin in May 1936. Both of these studies indicated that certain states were financially unable to support a school program equal in cost to the average in the nation. oes or REFERENCE SERVICE ON SCHOOL FINANCE LEGISLATION An important part of the State School Legislative Reference Service maintained by the Research Division consists of the collection and dissemination of informa- tion on school finance legislation. An- nual summaries of school legislation in- troduced in state legislatures are issued. A review of school revenue legislation in the years 1929-1933, inclusive, was published as a Research Bulletin in Jan- uary 1934. LEADERSHIP IN NATIONAL EMERGENCIES To meet conditions prevailing toward the end of the World War the National Education Association and the Depart- ment of Superintendence appointed in February 1917 a “Commission on the Emergency in Education and the Pro- gram for Readjustment during and after the War.” Among its other activities the Commission conducted an extensive in- vestigation of teachers’ salaries. It also presented to Congress in the fall of 1918 the Smith-Towner Bill, calling for fed- eral aid to education. The Association has sponsored measures calling for in- creased participation by the national gov- ernment in the support of public educa- tion, in each successive Congress since that time, including the Harrison- THE JOURNAL OF Fletcher Bill, which is now pending in Congress. The brunt of the recent economic de- pression, from 1930 to 1934, was borne to a greater extent by the schools than by any other public function. The Joint Commission on the Emergency in Edu- cation was appointed by the National Education Association and the Depart- ment of Superintendence in 1933 “to in- quire into the difficulties, financial and otherwise, which the schools were en- countering and to take action to end these difficulties.” The research facilities of the Association were made available to the Commission and studies of vari- ous phases of the problem were con- ducted by the staff. In August 1933 the Commission called a conference at Columbia University to discuss school finance policies. This Na- tional Conference on the Financing of Education issued a report containing rec- ommendations based on their delibera- tions and drafted a “School Finance Charter” which has been widely used by lay discussion groups and in highschool and college classrooms. EDUCATIONAL POLICIES COMMISSION The Educational Policies Commission appointed in 1935 was charged with the responsibility of developing a longtime program for education, including a plan for adequate financing of schools. Pro- nouncements issued by the Commissio: have included statements of policy con- cerning the relationships of federal, state, and local governments as it affects school financing and the necessity of protecting the fiscal independence of schoolboards. A report which emphasizes the impor- tance of an educated citizenry in stimu- lating the production and consumption of economic goods is now in preparation. INTERPRETATION OF SCHOOL FINANCE PROB- LEMS TO THE PUBLIC The National Education Association thru its publications and the work of its various divisions has contributed to a better understanding of school finance conditions and problems, on the part of the general public. Its weekly radio broadcast is frequently devoted to a dis- cussion of some phase of the school fi- nance situation and numerous posters, leaflets, and special bulletins have been prepared which present school finance facts in a form which has an appeal to lay groups. THE NATIONAL EDUCATION ASSOCIATION sion the rime plan Pro- S10: con- tate, hool ting ards. 1por- imu- ption \tion. PROB- ation of its to a nance part radio a dis- ol fi- sters, been ance ral to TION | The Teacher and NATIONAL WEALTH HE TEACHER is a wealth producer. This is particularly true in a demo- cratic society. Teachers in America have not thought of themselves and their work as intimately related either to an increase of the total wealth of the people or an increase of wealth for the individ- ual members of society. Together with the American public, the members of the teaching profession continue in the blindness of economic illiteracy. The most pointed evidence in support of the doctrine that teaching greatly af- fects the creation of wealth is afforded by the difference in levels of living be- tween illiterate and highly cultivated populations. In societies where great masses of people are uneducated, the natural resources of the land remain undeveloped; the population is poverty- stricken, exploited by coercive power of the dominant classes; and starvation or subsistence levels of living prevail. Teachers more than others, not merely for their own welfare as members of a profession, but in the interest of the cause of democracy, must understand this evidence and their own proved re- lationship to it. At least four basic requirements, set forth by our ablest economic analysts as the essential economy of our democratic society, place an unmistakable mandate upon the schools. These are: The quest for new levels of living— Even in our own democratic society a great chasm exists between the quality of homes of the highest levels of living and those upon the lowest plane. Be- tween the standards of the luxury class and the subsistence class should lie our VOLUME 27, NUMBER 2; FEBRUAR re Frederick M. Hunter Chancellor, Oregon State System of Higher Educa- tion, Eugene, Oregon; and Past President, National Education Association goals of education. During the past cen- tury and a half of development, a stand- ard of living regarded as a model for the world has been developed in our best urban homes. Yet in the slums of in- dustrial centers and in backward farm areas, poverty holds millions in shackles and reduces the standards of life and, consequently, the demands for produced wealth, to the levels of serfdom. Could we by some magic process raise the level of living in this multitude of homes even moderately, say 25 or 50 percent, the demand for consumers’ goods, con- sequently for capital goods, consequently for produced wealth, would be increased by billions of dollars. In every act of teaching there should be a consciousness of the relationship between the teaching profession and the enhancement of hu- man productive power and the improve- ment of our levels of living. The creation of greater power to pro- duce by the masses of workers—With ten million unskilled workers in the United States, one of the principal tasks of the teaching order is obvious. Experts point out that from two to three million of these are capable of being trained to become skilled craftsmen. The econo- mists maintain that the average skilled worker produces at present $1400 in usable wealth annually, while the output of the unskilled worker is but $745 an- nually. Thus by a properly organized system of vocational education and by the creation of a general consciousness on the part of the public that such a step would be profitable, the addition to the total wealth of our population by this means alone would amount to more than $1,300,000,000 annually. We have as a stimulus the comparison of our own situation with that of the populations of Y 1938 ee ae oe eee China and India where 80 to go percent of the total labor supply is unskilled, where levels of living are always upon the most meager subsistence basis, and where a slight drought produces a famine which sweeps millions into star- vation. An intelligently organized pro- gram of vocational education, both thru the schools and thru industry itself, and the development of:a national conscious- ness that this would be profitable to all members of society, should be a recog- nized goal of teaching. A greater output from the natural re- sources of the nation—Harold F. Clark in a recent monograph, The Economic Effects of Education, uses a striking illus- tration in presenting this third essential principle. He says: “Assume that in a given society farmer Jones raises rye; farmer Smith raises wheat. Further assume that the wheat farmer can produce twice as much food as the rye farmer. If you teach farmer Jones how to grow wheat and thereby enable him to do so, you increase the total production of the country. This must be true because, by assumption, the man growing wheat pro- duces twice as much food as the man grow- ing rye. “If the lack of free schooling keeps some persons in our society from being where they would produce the largest amount, providing the free education which would enable the persons to move to the occupa- tion where they can produce more will increase the total income of society. This process should continue until the cost of the additional training equals the value of the additional output.” How greatly a nationwide program by which each state thru education and the applications of science to the soil, to the forests, and to other natural resources of the state in like proportion, could af- fect our national wellbeing and the level of living of all individuals, can be com- prehended when we recall the average low level of farm income for the coun- try. That this should be a conscious aim of our educational program there can be no doubt. The broadest spread of the output of production by increased purchasing power thru sharing of profits and lower prices resulting from mass production— Recently some of the ablest economists have delved into the forces operating both before arid during the depression, and have sought to apply practical ex- perience and scientific method to this [ 49 | question. In Income and Economic Progress, H. G. Moulton of the Brook- ings Institution, points out: “If we are to achieve the goal of satis- factory standards of living for everyone, the first requirement is to increase progres- sively the total amount of the income to be divided. Only as the aggregate national in- come increases from 80 billions a year to 100 billions, to 150 billions, to 200 billions, will the goal of a high standard of living for everyone be attained. . . . The broad highway along which continued economic progress must be sought is the avenue of price reduction. When this road is followed, the benefits of technical improvements are conferred automatically upon all divisions of the population.” These four basic principles of present- day political economy have evolved from the bitter experiences of our people as they have struggled with the tragic economic dislocations and catastrophes of the past generation. The principles are not wholly new; but formulated as they are by careful research scientists, they have unusual weight. Their worth depends upon how thoroly they are ab- sorbed into public consciousness, and how completely the governmental and institutional procedures called into ac- tion to make them operative, are imple- mented. This is dependent largely upon the economic education of our people as a whole and especially our youth. If teaching is to be significantly in- fluenced by consideration of these four .potent factors in our national economy, we must recognize and avoid certain plausible fallacies. Fallacy number one: Most of the nations of the world practice progress by revolu- tion. Sometimes the revolution is fairly peaceful. Sometimes it is accompanied by a reign of terror. Within our day we have had examples of both kinds. But revolu- tion is always an abrupt change in the existing order with tragic results in both personal and national processes. A chief characteristic of truly democratic peoples is that they have learned how to change from one level of progress to another by peaceful means. With them education, consequent development, and an accelera- tion of the evolutionary process become the rule. Here in America this has become the habit of living. But all do not recognize this fact, and some groups attempt to adopt the philosophies of nations politically much more backward in their thinking than our- selves. Impatience leads to an advocacy of revolution. The evidence from the peoples [ 50 | where revolutionary methods prevail is unmistakable—always the masses of the people suffer. .. . The lesson without argu- ment draws a conclusion in favor of educa- tion as against revolution. Fallacy number two: A tendency pre- vails in public thinking to hold that some magic exists in legislative enactment. Both nationally and locally the American people have gone wild in this belief. In many of our states we have piled law upon law, with the hope that our social troubles could be solved and an improved regime of society be instituted by the power of a legislature or the edict of an executive. Wise, care- fully considered, scientifically supported legislation can be a great help. Courageous and far-visioned executive leadership is an indispensable essential of a democratic so- ciety in its struggles toward progress. But no legislation can transcend the general information of the people as a whole, espe- cially in the solution of economic problems. The final answer is to be found in the enlightenment of our people. The institutionalized education of the nation has for its task the maintenance of this understanding of democracy and the creation of a universally enlightened comprehension of its economic prob- lems. What, then, should be the program of the American teacher in his relation- ship to American democratic society? The program of education—|{A]| The members of the teaching profession must be convinced of certain principles essen- tial to the democratic system: [r] A democratic organization of so- ciety is inevitable where the thinking of a people is untrammeled. This is supported by presentday experiences of the peoples of the world and by all of the evidence drawn from history. [2] An essential characteristic of democ- racy is emphasis upon the individual and his welfare as the aim of all social organiza- tion and a consequent program of ever- widening humanitarianism. [3] Democratic society is characterized by peaceable methods of cooperation and progress, as contrasted to revolutionary methods of progress. [4] Each citizen in a democratic society assumes a responsibility for the quality of the government and the institutional pro- gram maintained. [B] The members of the teaching profession must come to a substantial agreement and a universally recognized understanding of the specific objectives of education in American democracy. The influence upon American educa- tion of the socalled “cardinal principles of education” issued by the Commission on the Reorganization of Secondary Education about two decades ago has been immeasurably great. Just now the Educational Policies Commission, created by the NEA and the American Association of School Administrators, has moved to attempt a restatement of recognized objectives. [C] The profession must come to realize its unity so far as responsibility and a sound program supporting the ideals of democracy are concerned. This does not mean the unification of the pro- fession into a political party or pressure group, but into an effective nationwide leadership with ideals and a conscious- ness of both responsibility and a pro- gram to meet it. [D] The teaching profession and finally the public must be possessed of a full quota of scientific knowledge of the nature of our population, its trends, its component elements, and its character- istics and qualities. [E] Teachers and thinking public must cease to be economically illiterate and become conscious of the means of attaining the higher levels of living which will finally mark the achievement of the ends of democracy in the uni- versal welfare of the individuals com- posing it. [F] A teacher-training program must eventuate, with a central purpose, to pro- duce teachers of the broadest vision and highest culture. The platform above proposed relates the teaching profession intimately to the development of a national economic pro- gram. If it be contended that we have tried education here as in no other na- tion, let doubters remember that Amer- ica has only now begun a program of universal education. Among our adult population of 76,000,000, thirty-five mil- lion still are without as much as an ele- mentary education; 64,000,000 adults are as yet not equipped with a highschool education; while more than 72,000,000 have failed to have the benefits of a college training. Yet these citizens have placed upon them the responsibility for wrestling with the problems of democ- racy. It might be worth the effort for the American people seriously to attempt such a program as that proposed above, from the standpoint of material pros- perity if for no higher purpose. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION i . ae —_— fF _ ~~ on ry 1as Ww on, an rs, to ity the his ro- ure ide us- ro- und of a the its ter- blic rate s of ying rent uni- om- moc- r the empt bove, pros- TION ————— ee ——- = The Supreme Court and Subscription Books HE UNITED STATES SUPREME COURT in November rendered a unanimous decision,condemning the fraud and deception of the “give-away” plan as used by certain subscription books publish- ers. The decision in this case—Federal Trade Commission against the Standard Education Society of Minnesota and the Standard Encyclopedia Company of IIli- nois—has particular interest for school people. The “give-away” plan has taken such forms as the following: Publishers of a certain encyclopedia offer sets of books as “gifts to a few selected people” with the understanding that the recipient pay a certain amount for a reference service, yearbooks, and the like, whose value is represented as being five times the price charged. As a matter of fact, the cost of this extra serv- ice is the approximate selling price of the encyclopedia. The recipient of the “gift” signs a card of acceptance and also signs cards addressed to his friends, recom- mending the encyclopedia. A similar practice, which victimizes school children, their parents, and prin- cipals of their schools, is that which provides that when fifteen sets of a certain encyclopedia are purchased by parents in the community, a free set is presented to the school. A gift page in volume one of each set given to a school lists the names of purchasers who have contributed toward this special set. The salesman is advised to obtain from the principal a letter recommending the set as “the most usable encyclopedia,” or as- serting, “I wouldn’t have anything but the Blank Encyclopedia in my home.” Thus thru what amounts almost to bribery, endorsements are secured from school principals. This tends to make impossible the obtaining by the public from school authorities of an honest and unprejudiced opinion on the value of any educational work. Rather than pro- moting the sale of books on their merits, this practice results in the virtual boy- cotting of products of publishers who do not give sets away. It opens the way for continual harassing of busy school ad- ministrators by publishers of useless books. This matter of selling practices has long been under discussion in the sub- scription books trade. Thirteen years ago at a conference between the Subscrip- tion Book Publishers Association and the Federal Trade Commission, resolu- tions were passed condemning as uneth- ical certain editorial and selling policies. In 1931 the Subscription Book Commit- tee of the American Library Association met with the publishers of subscription books and adopted a code of practice, which was later affirmed by the NRA agreements. (Feb. 1935 JourNaL, p61.) The Federal Trade Commission has several times issued its cease and desist orders against publishers who used ques- tionable schemes in selling. In the case against the Standard Education Society it had given cease and desist orders against ten different practices and had petitioned the United States Court of Appeals to enforce the ruling. This peti- tion was heard by Judge Learned Hand in New York, who upheld the “give- away” method. By this method the Standard Educa- tion Society of Minnesota and the Stand- ard Encyclopedia Corporation of Illinois were giving away a ten-volume ency- clopedia on condition that the recipient should subscribe to a ten-year supple- mental loose-leaf service at $69.50. Since the $69.50 actually covered both the original price of the encyclopedia and the supplement, the Federal Trade Com- mission maintained that the public was being deluded by the offer. Judge Hand disposed of this complaint by saying: “We cannot take seriously the sugges- tion that a man who is buying a set of books and a ten years’ “extension service’ will be fatuous enough to be misled by the mere statement that the first are given away, and that he is paying only for the second. . . . Such trivial niceties are too impalpable for practical affairs.” This decision of Judge Hand’s gave a serious setback to the development of ethical selling practices. Consequently the recent Supreme Court decision, re- versing Judge Hand’s decision, is espe- cially gratifying to the many business houses which have avoided this type of sales campaign and which have for years upheld the FTC in its efforts to main- tain fair practices. VOLUME 27, NUMBER 2; FEBRUARY 1938 The Supreme Court decision—opinion read by Justice Black—says: “The fact that a false statement may be obviously false to those who are trained and experienced does not change its char- acter nor take away its power to deceive others less experienced. “There is no duty resting upon a citizen to suspect the honesty of those with whom he transacts business. Laws are made to protect the trusting as well as the suspi- cious. “The best element of business has long since decided that honesty should govern competitive enterprises and the rule of caveat emptor (let the buyer beware) . should not be relied upon to reward fraud and deception. “Tt was clearly the practice of respond- ents thru their agents, in accordance with a well-matured plan, to mislead customers into the belief that they were given an en- cyclopedia, and that they paid only for the looseleaf supplement. . . . “Certainly the Commission was justified from the evidence in finding that custom- ers were misled. Testimony in the record from citizens of ten states—teachers, doc- tors, college professors, club women, busi- nessmen—proves beyond doubt that the practice was not only the commonly ac- cepted sales method for respondents’ ency- clopedias, but that it successfully deceived and deluded its victims.” This decision of the Supreme Court is important in that it establishes a prece- dent for future decisions and upholds the action of the FTC. However, the decision will not stop unethical practices. As the Publishers’ Weekly for Nov. 20, 1937, points out: “The book trade will recognize that such a decision from a federal court emphasizes the necessity for continual watchfulness on the part of the public and by the Subscrip- tion Book Committee. . . . These cease and desist orders of the Commission have only individual application and new selling schemes, which by slight variation avoid this exact decision involved, will be de- vised and put forward. Every selling plan of this sort develops a corps of canvassers trained to sell by such schemes and a con- tinuing fight must we waged to keep such plans from appearing.” Fair trade practice can be established only by developing a strong public opin- ion resulting in concerted action of all groups and organizations which can in- fluence the book-buying public. [ 51 | By JOSEPH TAUSEK Author of “The True Story of the Gettysburg Ad- dress,” Mr. Tausek lives in Washing- ton, D. C. He be- lieves that personal- ity is the expression of human character thru speech and bearing. From “All the Children: 38th Annual Report of the Superintendent of Schools, City of New York’ What Is Personality? ERSONALITY! What magic there is in that single word! P Its very mystery has made it one of the most used and abused, as well as one of the most exploited, words in the English language. How to develop a winning personality, notwithstanding the elusive qualities that authors and lec- turers attach to it, has been made the subject of a flood of books during recent months. But the reader, after a vain search for the meaning of this desirable goal of human attain- ment, like Omar, usually comes out thru the same door which he entered. How many verbal crimes are committed in the name of personality! It is so commonly and indiscriminately used as to be applied to almost every conceivable subject, animate and inanimate, often without an iota of relevancy. There are books about Personality of Animals, Personality of Plants, Personality of Insects, Personality of the House, Personality of Cities, and even The Man Who Changed the Pineapple’s Personality! These are a few typical illustrations of the mis- conception of the meaning and nature of personality. While it is true that some animals are capable of imitating certain human characteristics, or that the personality of an individual may be reflected in the planning and furnishing of a house, or that a city may be so distinctively planned and organized [ 52 | as to set it apart from other cities and give it individuality, they cannot be said to be endowed with personality. What, then, is this compelling human force that we call personality, that plays so vital a part in all our relations, that causes some men to succeed and others to fail, that is not developed by more than one in ten thousand? We get very little light from those who specialize in per- sonality. They tell us, in effect, that personality is the sum of our habit dispositions. A moment’s reflection will tell us that this is an excellent definition of character. “Sow an act, and you reap a habit; sow a habit, and you reap a character,” is an old axiom. William James put the case aptly when he said that we are “mere bundles of habit.” But an individual may possess a very strong character and still have a weak personality; or he may have a pleasing personality and be a scoundrel. For the moment, then, let us say that character is all that we do and are, and that personality is all that we appear to be and appear to do. \t is thru what a person appears to be that we instantly judge his character the first time we meet him. It is because personality is the point of contact between ourselves and our fellow beings that it is one of the most vital factors in our lives. We get our first impressions of those THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ity, call hat 10t hat to be eet ~en ost ose ON with whom we come in contact in two ways: First, from their bearings, which may be said to include general appearance, facial expression, posture, manners, mannerisms, gestures, clothing, gait, and any other quality or characteristic which comes within our vision; second, from their speech, that is, their tone, enunciation, choice of words, pronunciation, and their thoughts as they are expressed in words. In other words, it is thru his personality, thru his speech and bearing, thru what we see and hear of him, that the individual tells his character. Personality is the expression of human character. The cover of a book does not tell us the wealth or poverty of thought that is hidden within its pages. To know its sub- stance, its character, we must open it and read it. In this way alone can we measure the character of the man. His appearance may or may not be a true index, but he must speak; “he must unfold himself,” as Carlyle says; he must let us read what is written on the pages of his mind, if we are to know the real man. Deeds are the key to a man’s char- acter; speéch is the key to his personality. The origin of the word, personality, gives us an interesting clue to its meaning. It is derived from the Latin persona, the mask worn by an actor in ancient times to tell the char- acter he was impersonating. The word is to this day, there- fore, admirably suited to its purpose, for while many people change their masks to assume a character not their own, appearing to be what they are not, it is thru the mask they wear naturally, their characteristic personality, that they are known by those who see and hear them on the stage of life, where “one man in his time plays many parts.” Learning to play efficiently the part to which nature has assigned us should be a chief aim of our lives. It is only by playing our parts well; by learning how to act and how not to act; by learning when to speak and when not to speak and what to say and what not to say, that we shall win the great prizes of life. It may be said that a man may be a villain and still have a pleasing personality. He is like “a rosy-cheeked apple with a wormy heart.” But the villain is an exception with which we are called upon to deal only at rare intervals, just as we seldom meet a superior personality. The counterfeit may pass for a time, but he cannot escape being found out. Then there are those who, for want of any innate attractive qualities, affect all sorts of mannerisms of speech and bearing, such as speaking loudly so as to appear forceful, or straining to speak sweetly, or crooking their little finger in every movement of the hand so as to give an impression of gracefulness, only to make their speech insipid and their movements ridiculous and at the same time accentuating the very defects they strive to conceal. The man or woman who establishes the rule to be natural as the first principle in the development of his or her personality cannot fail. The effective way to develop a commanding personality is to develop the power of expression or speech. The most im- portant form of human behavior is speech, All the character and knowledge that we build will be of little avail unless we are able to express them. We can do so only by learning the language in which we live and work. How often we see one man or woman, thru the power of speech, magnetize an VOLUME 27, NUMBER 2; FEBRUARY 1938 entire company. Thru the force of their personality, these people are, by common consent, given the center of the stage. There is not a human problem that must not finally be solved by thought and expressed in words. The world moves upon the wings of speech. Each new day the nation avidly listens to what its leaders in every walk of life have to say and their pronouncements become the order of the day. “Syllables govern the universe,” said Lord Coke. The speech of the physician is often more tonic than his medicine. The speech of the salesman in the marketplace turns the wheels of industry in the factory. The success of any social enter- prise can be no greater than the sum of effective speech of its members. If but a small fraction of the time we spend in the pursuit of vain pleasures or in reading worthless literature were de- voted to the study of words, to the cultivation of our speech, and to the reading of carefully chosen books, we would ac- complish the threefold purpose of improving our character, our personality, and our happiness. It is especially true of many women that they regard artificial adornment as the chief end of their lives. Having bought so much “beauty,” they obliterate it all in a single breath, in the utterance of a single word. That which for a moment had the appearance of being golden shows itself to be merely gilded. A small part of what women spend in buying painted masks, applied to the culture of the voice or to selfcultivation in English for a few weeks, would enrich their personality with enduring charm and beauty. How often we hear the wrong word spoken, or the right word mutilated, with humiliating effect upon the speaker, who becomes the object of silent, if not open, ridicule; or hear people affect words they have heard others use, in such a way as to show clearly that they are wholly unconsious of their meaning. They are the Malaprops of society. In the same way, many of us will read book after book and pass over crucial words without understanding their meaning, thus breaking the chain of thought in which every word is an important link. The use of words with whose meanings we are not familiar is an unfailing sign of a shallow mind and a weak personality. So, too, slovenly speech and the use of slang are unmistakable signs of a limited intelligence and the stamp of vulgarity. The use of slang is the substitution of the language of the street for the language of the living- room. By our choice of words we classify ourselves instantly in the social and cultural scale and tell our environment, our character, our mental stature, and whether we are coarse or refined. In a word, personality simply tells what kind of person we are; it is the expression of our selves. I cannot do better than to quote the words of Henry James in an address to the graduating class at Bryn Mawr Col- lege years ago. “All our employment of constituted sounds, syllables, sentences, comes back to the way we say a thing, and it is very largely by saying, all the while, that we live and play our parts. I am asking you to take it from me... that the way we say a thing, or fail to say it, has an im- portance in life that it is impossible to overstate—a farreach- ing importance, as the very hinge of the relation of man to man.” [53 | ; | | | t t i i BUILDING CHARACTER IN BIRMINGHAM Charles B. Glenn EprroriaL NOTE—T he building of character thru the schools is a challenge to every teacher and administrator. One school system which is approaching this problem directly and per- sistently is that of Birmingham, Alabama. Under the leadership of Dr. Charles B. Glenn, superintendent of Birmingham schools and president of the American Association of School Administrators, an effective character education program is going forward. The follow- ing story of the Birmingham plan is taken from Superintendent Glenn’s writings. A most interesting account is found in a booklet published by the Birmingham Board of Education, entitled “Something Better for Birmingham Children.” have felt that the school should consciously set up op- portunities for the practice of the virtues taught by home and church. Or better still, that the school endeavor to create an atmosphere in which character normally and nat- urally develops. Every teacher knows that the most potent factor determining the conduct of children is the atmosphere or the spirit of the school. You may admit an undisciplined pupil to a school where there is a fine spirit and the chances are that the pupil will fall in line with the rest. Is it possible by wise planning to create a wholesome atmos- phere in a school? We think so; at least the atmosphere may be improved. The plan calls for the adoption of a slogan each year, around which the curriculum of the year centers. The first slogan, selected in 1923, was the Development of Charac- T THE BIRMINGHAM PLAN of character development, we [54] ter thru Health. There followed in succession Sportsmanship, Work, Beauty, Thrift, Courtesy, Nature Study, Leisure, Wonder, Service, Cooperation, and Selfreliance. Having com- pleted the twelve slogans corresponding to the twelve grades of the school, the series begins again with the first slogan— Health. Every effort is made to enlist the interest and cooperation of the entire city. Local papers place their columns at the dis- posal of the board of education; clubs and civic organizations request speakers on the slogan; ministers refer to it from their pulpits. Everybody plays the game with the children. [1] Health—The Birmingham schools, at the outset of their character program, put the health of all the children first. Increased attention was given to school lunchrooms. The percent of underweight children was reduced. All children THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION — — a. 2 rae office id will e€, pro | of 7 that || ; Presi- | to the | ct, and| United 1e God. nt over | ive seen | ates in- | Dry you ton. ATION ar econdaty— ihsal Whe <€TS This feature, if found useful, may become a monthly page. The plan is to list only brief items—sources of material, ideas, and facts of interest. THE JouRNAL will appreciate suggestions from readers for this page. DEVELOPMENTS IN EDUCATIONAL METHODS is the title of Chapter X of the U. S. Office of Education’s Biennial Survey of Educa- tion for 1934-36. The areas dealt with in this bulletin are guidance, measurement, character development, museum service, radio and motion pictures, and school library service. This chapter can be had separately for 10¢ from the Superintend- ent of Documents, Washington, D. C. Ask for United States Office of Education Bulletin 1937, No. 2. Stamps will not be accepted in payment for U. S. government publications. REPORT OF THE INQUIRY ON COOPERATIVE ENTERPRISE IN EUROPE, 1937, is the title of a 32I-page report of a special commission appointed by President Roosevelt, avail- able for 65¢ from the Superintendent of Documents, Washington, D. C. SAVING oR soIL is the title of a 10¢ pam- phlet available from the Public Affairs Committee, 8 West goth Street, New York, N. Y. Two CONSERVATION FILMs have been pro- duced by the Resettlement Division of the Farm Security Administration. One of these, The Plow That Broke the Plains, was produced some time ago and shown commercially. It is now available for schools and colleges from the Resettle- ment Division. A more recent title is The River now being shown thruout the coun- try in commercial theaters. After its com- mercial contract run, this picture will also be available to schools. A CLEARINGHOUsE of information and ac- tivity “on visual problems as they relate to general educaticn” is being developed y the American Council on Education, 744 Jackson Place, Washington, D. C., thru a grant from the General Education Board. Rapio—Teachers who have not already done so will wish to tune in on the weekly broadcasts of the National Congress of Parents and Teachers built around the general theme “Youth in a Modern Com- munity.” Programs are broadcast over the blue network of the NBC at 4:30 pm every Wednesday. VOLUME 27, NUMBER 2: The New Republic carries a helpful col- umn each week entitled “What’s on the Air?” “Radio Script Exchange” is a service of great value to schools sponsoring radio programs. Complete information may be secured from the Office of Education, In- terior Department, Washington, D. C. NEBRASKA’S UNICAMERAL LEGISLATURE: ITS OPERATION IN NEBRASKA is the title of a pamphlet by Galen Saylor and others. It is available from the Nebraska State Teachers Association, Lincoln, Neb., 35¢. THE POWER WITHIN is the title of a new 2-reel silent motion picture film showing the history and operation of the modern internal combustion engine. This is a recent addition to the Bureau of Mines Film Library, which now has over 4000 reels. Copies in either 16 or 35 millimeter size are available upon payment of trans- portation costs. Address Bureau of Mines Experiment Station, 4800 Forbes Street, Pittsburgh, Pa. STOP GULLIES—SAVE YOUR FARM is the title of a 35 mm. film strip of 62 frames which can be purchased thru the office of Cooper- ative Extension Work, U. S. Department of Agriculture, Washington, D. C., at 65¢. STORIES OF AMERICAN INDUsTRY is the title of a 100-page handbook consisting of broadcasts over the Columbia Broadcast- ing System on the history and develop- ment of such industries as paints, furs, coal, rubber, and about 20 others. Avail- able for 10¢ from the Superintendent of Documents, Washington, D. C. PUBLIC AFFAIRS PAMPHLETs is the title of an excellent list of more than 600 free or inexpensive pamphlets dealing with cur- rent social and economic problems. Send 10¢ to the Superintendent of Documents, Government Printing Office, Washington, D. C., and ask for Public Affairs Pam- phlets, Bulletin #3, 1937, Office of Educa- tion. This is the best list of its kind. “MusT THE HIGHSCHOOL sURVIVE?” is the title of a stimulating article by Philip W. L. Cox in the Nov. 1937 issue of the Educational Forum. FEBRUARY 19328 THE STAND TAKEN by Principal C. E. Her- ring of Central Highschool, Oklahoma City, against gambling is to be com-+ mended. According to the Nov. 19378 Oklahoma Teacher, “Herring is a mathe- matician and he figured out for himself the futility of trying to beat the average slot machine or gambling device. In addi- tion to taking a firm stand against gam- bling in or about the school, he has given a concrete demonstration of the methods used to fleece the amateur gambler. He brought some of these devices into the highschool auditorium, had a number of the boys of the school work these machines while others kept tab, and let them dem- onstrate to their own satisfaction that they cannot win. Schools all over the state have been confronted with this proposition. Mr. Herring has attacked it with courage.” BuRNING CANDLE, a volume of poems by pupils of the Arsenal Technical Schools, Indianapolis, is a collection representative of thousands of poems written by stu- dents who have attended “Tech” from the fall of 1912, when the school was founded, thru the spring of 1936. The book is sold by the Arsenal Technical Book Store, Indianapolis, for $1 plus 15¢ postage. ONE OF THE OLDEST HIGHSCHOOL buildings in the country today has been saved by Atwater Kent Foundation of Philadelphia which has purchased it for a museum. The building which housed the Franklin High- school was erected in 1825. Opening on April 6, 1826, to 304 pupils the courses offered with the enrolment in each were: English, 300; French, 153; Latin, 105; Greek, 35; Spanish, 45; German, 20; elo- cution, 300; geography, 240; drawing, 231; and all of them mathematics. IN MANY A CLAssRooM the uplifted hand is still a mute symbol for the petition, “Please, teacher, may I speak?” Notwith- standing the lip service given to a more genial philosophy of education and the virtual disappearance of some of the sterner practices of a rigid, heel-clicking type of discipline, many teachers still pre- fer to require that pupils and students ask permission to speak or move in the class- room. No doubt it represents an un- heeded persistence. of an outmoded tra- dition, but such a demonstration of sub- servience is certainly antagonistic to the spirit and purposes of modern education. —Warren R. Good in School of Education Bulletin, University of Michigan. A HOME-MANAGEMENT class restricted to boys, and a course called “Man and His Automobile,” are two new classes at Cen- tral Highschool, Peoria, Ill. [ 61 | — Who seeks afar for happiness Will find it not. It stands a guest unheeded at thy very door today, Open thine eyes to see, Thine ears to hear, Thy heart to feel, The call for touch of human sympathy; In answering this there enters And close beside thee sits The guest thou soughtst in vain afar. —Caro.ine S. Wooprurr President, National Education Association “Our American Schools,” Wednes- day evening, 6:00 pM, EST—January programs were devoted to Federal Aid to Education. Schedule for this month: Feb. 2—Federal Aid to Education—All chil- dren of the nation are citizens. The federal gov- ernment extends educational advantage to only a few of them, but expects full performance of the duties of citizenship from all. Feb. 9—Federal Aid to Education—The report of President Roosevelt’s Advisory Committee on Education. Feb. 16 — Some Unusual Schools — Where school children go to school by boat. An Ameri- can school in Canada supported in part by Ameri- can taxes and attended by Canadian children. A school on a railroad train. Feb. 23—“Twenty Million Acres”’—How Gen- eral Wm. H. H. Beadle saved the school lands of South Dakota. Dedication by South Dakota officials of a statue to General Beadle in Statu- ary Hall of the U. S. Capitol. Mar. 2—Educators in Conference—Highspots from the 68th annual convention of the American Association of School Administrators which meets in Atlantic City, Feb. 26-March 3. As THE JOURNAL goes to press, word has come of the sudden death on December 28 of E. M. Carter, secretary of the Missouri State Teachers Association. Mr. Carter was one of the pioneers among the secretaries of the reorganized state as- sociations which first provided fulltime secretaries to serve the educational interests of the state. He had been a member of the NEA for thirty years. The Responsibility of Education in Building World Citizenship is the theme President Woodruff has chosen for the New York City convention, June 26-30. In this connection, if you have any sug- gestions on the following questions, will you please send them to Willard E. Givens, executive secretary, 1201 16th St., N. W., Washington, D. C.: [1] What constitutes world citizenship? [2] How can educa- tion develop it? [ 62 | NOTES and ANNOUNCEMENTS te W. A. Bass, commissioner of educa- tion for Tennessee, has become superin- tendent of schools, Nashville, Tenn. J. M. Smith, former assistant commissioner, has assumed the office vacated by Mr. Bass. The National Council of Educa- tion will hold two sessions in Atlantic City. The Monday afternoon meeting will be a discussion led by William H. Kil- patrick on “Democratic Leadership in School Management and Administration.” Tuesday afternoon there will be an ad- dress by Carter V. Good on “Educational Progress during the Past Year” to be fol- lowed by discussion from the floor. The School Masters’ Rotary Club, NEA, will have a joint luncheon with the Atlantic City Rotary Club, Wednesday noon, Mar. 2, at the Traymore Hotel. This organization is composed of Rotarians with classification “Education” from every section of the U. S. Edgar G. Doudna of Madison, Wis., will speak on the subject “A Schoolmaster Looks at Rotary.” S. T. Neveln, superintendent of schools, Austin, Minn., is secretary-treasurer. The price of the luncheon is $1.50 per plate. Tickets will be on sale at Convention Headquarters and at The Nations Schools Booth. The sale of tickets will close Tuesday at 4:00 P.M. 1937 Nationwide Highschool Car- toon Project Winners—Judges were H. M. Talburt, Washington Daily News cartoonist; Walter E. Myer, director, Civic Education Service, Washington, D. C.; and Lyle W. Ashby, assistant director, Di- vision of Publications, NEA. Winners were: Grand honor awards—Eugene Foss, Mission Highschool, San Francisco; Robert O’Neil, George Washington Highschool, San Francisco; Harry Esamann, Arsenal Technical Schools, Indian- apolis; Edward Delbuch, Mission Highschool, San Francisco; Anna Williams, Balboa High- school, San Francisco. Again the flag salute decision— The Jan. JourNat contained a note report- ing the decision of a federal judge in Penn- sylvania ruling that children whose re- ligious beliefs forbid them to salute the American flag cannot be expelled from the public schools for failure to do so. The de- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION cision involved the “Jehovah’s Witnesses” sect. On Dec. 13 the U. S. Supreme Court refused to review a decision of the Georgia courts which had upheld the action of the Atlanta schoolboard in suspending a pupil who refused to salute the American flag in school exercises. The pupil, a twelve-year- old girl, was a member of “Jehovah’s Wit- nesses.” As the matter now stands, author- ity seems to rest with the states, with the possibility of each state’s pursuing a differ- ent policy. The Department of Art Educa. tion of the NEA will meet on Mar. 2 at the Ambassador Hotel, Atlantic City. The theme of the program will be “art in the education of youth.” The morning session will consist of two speakers and a forum emphasizing art activities in junior and senior highschools and colleges. Following a luncheon at 12:15, there will be a speech on the national program for art, followed | by a forum discussion on the furthering of art in the schools. From the Japanese Education As- sociation the following telegram was re- ceived at NEA headquarters on Dec. 29, 1937: “Shocked by unfortunate sinking of American Gunboat Panay teachers of Japan join in expressing their profound | sorrow over this tragic incident and wish } their American colleagues to know how deeply concerned they have been and of their earnest sincere hope that the bulwark of unbroken friendship since advent of | Commodore Perry shall not be under- mined.” Secretary Givens arranged to have the telegram read that evening as a part of the NEA radio program, “Our Ameri- can Schools.” He also sent a copy to the Secretary of State with an expression of appreciation for the admirable way in | which the Japanese situation has been han: | dled. The 1938 Commencement Packet prepared annually by the Division of Pub- lications, NEA, is built around the reports | of the National Education Association | Committee on Social-Economic Goals of America. It also contains summaries of | outstanding 1937 graduation programs ol | schools thruout the country, a pageant on | the Constitution, and other helpful sugges- | tions. This packet is now ready for distri-| bution at the cost price of 50¢. A cosmopolitan club has been organ- ized this year at Union Highschool, Phoe- nix, Ariz. The purposes are to promote| friendliness and sociability among the stv- dents of different nationalities and to in- crease appreciation of various nations. | Each of the charter members represents 4 different nationality. | Cont. on page A-28| SN ee el v¥ at _ SS. =. na | I y N v A I \ N d ” ses ourt rgia the upil g in year- Wit- hor- | the iffer- uca- 2 at The 1 the ssion rum and wing yeech owed ng of | As- as re- C. 29, ng of rs of found wish how nd of lwark nt of inder- > have a part \meri- to the ion of ‘ay in n han- acket f Pub- reports ciation nals of ries of ams of ant on A a I EE —— eee re sugges: | - distri- organ | , Phoe- romote | the stu: | 1 to im nations. =sents a e A-28| TATION he Spirit of Life Members—“T assure you that I am delighted to become a Life Member of the National Education Association. It has been a thing I have wanted to do for a long time. It signi- fies my permanent interest in the cause of public education. If at any time I may be of service in the fight to guarantee the rights of American childhood or to aid the cause of the Association, please be sure to com- mand me.”—Thomas Ferrell, associate pro- fessor of education, Eastern Kentucky State Teachers College, a new NEA Life Mem- ber. New Life Enlistments HE TOTAL NUMBER of Life Members enroled in iD the National Education Association prior to January 1 was 5889. The following Life Members have been reported since the list was published in the January JoURNAL. CaLirornra—R, B. Walter, Stanley A. Ward, Mary F. McDonald Whitecotton, Herman P. Winn Froripa—Robert H. Terry KentucKy—Doctor Thomas Ferrell, Alfred L. Kress MaineE—Benjamin H. Varney MinnEsota—Ellen M. Anderson Missourt—Bethel Corder New Yorx—Dr. Samuel M. Levenson NortuH Caro_tina—Elmer H. Garinger On10—Emerson H. Landis, J. Pearce McMullen, Dick Smith PENNSYLVANIA—Ulysses Grant Couffer, H. A. Heintzelman, John F. Kenny SoutH Daxkota—Harry T. Jensen WEsT VirRGINIA—Charity Johnson, Kenneth W. Shaffer Completed Enrolments HE FOLLOWING scHooLs have completed their gel percent enrolment in the National Educa- tion Association since the list was published in the January JOURNAL. TwENtTy YEARS Cotorapo—Pueblo, Danforth New Jersey—Bridgeton, South Ave. Wisconsin—Madison, Lowell NINETEEN YEARS Cotorapo—Denver, Perry; Missourt—Sedalia, Mann Pueblo, Minnequa EIGHTEEN YEARS Catrrornia—Piedmont, Piedmont Public Schools, Beach, Havens, High, Wildwood Itt1nots—Decatur, Roach; Moline, Lincoln, Willard Massacuusetts—Brookline, Pierce Missouri—Sedalia, Sedalia Public Schools, Broad- way, Jefferson, Smith-Cotton High, Washington, Whittier NesrasKka—Lincoln, Bancroft, Capitol, Everett Jr. High, Hawthorne, Hayward, Whittier Jr. High, Willard New Yorx—Mount Vernon, Penn Wisconsin—Fond du Lac, Fond du Lac Public Schools, Bragg, Cleveland, Franklin, Grant, Jef- ferson, Lincoln, McKinley, Roosevelt Jr. High, Sr. High, Vocational, Washington, Wilson SEVENTEEN YEARS Artzona—Tucson, Drachman, Dunbar Jr. High & Elem., Miles, Ochoa, Roosevelt ILL1no1s—Maywood, Lincoln, Washington; Moline, Logan Iowa—Sioux City, Floyd Maine—Portland, Butler, Chapman, Clifford, Emer- om, Heseltine, Peaks Island, Saunders, Shailer, rue Massacuusetts—Belmont, Chenery; Brookline, Run- kle; Springfield, Homer St. NeprasKa—Lincoln, Belmont, Elliott, _ Randolph, Saratoga New York—Schenectady, Hartley, Park, Mann VOLUME 27, NUMBER 2; FEBRUARY On1to—Bedford, Bedford 1 Public Schools, Ellenwood, Glendale, Interstate, Sr. High; Lorain, Central, Brownell Elem., Harrison Elem., Lowell Elem.; Scienceville, Scienceville Public Schools, Buckeye, Coitsville Center Grade, Geography Hall, Jr. High, Richey Grade, Scienceville Grade, Sr. High, Thorn Hill, Thorn Hill Ave. Grade, White Grade Vircinta—Lynchburg, Floyd, White Rock SIXTEEN YEARS Ar1zona—Tucson, Mansfeld Jr. View, Pascua, Roskruge Elem., High, Sr. High, University Heights Connecticut—East Hartford, Union High, Mission Roskruge Jr. Irtt1no1is—Decatur, Oglesby; Moline, Central Jr. High, Deere Jr. High, Garfield Iowa—Sioux City, Bryant, Cooper Elem., Crescent Park, Emerson, McKinley MassacHUSETTS—Beverly, Farms Micuican—Grand Rapids, Sibley New YorK—Mount Vernon, Columbus a Syne Hawthorne Jr. High, Whittier Jr. Hig PENNSYLVANIA—Upper Darby District, Cardington- Stonehurst, Fernwood, Garrattford, Primos Vircinta—L ynchburg, Roane Wyominc—Casper, Lincoln Everett, Franklin, Hunt, Lowell, FIFTEEN YEARS Catirornra—San Jose, Gardner, Hawthorne DELAWARE—W ilmington, Public No. 21 Ittino1s—Decatur, Roosevelt Jr. High; Maywood, Garfield, Irving, Melrose Park; Moline, Ericsson, Irving, McKinley, Roosevelt, Sr. High Inp1iaNaA—Fort Wayne, Jefferson; Huntington, Huntington Public ‘Schools, Central High, Lincoln, Mann, Riley, State St., Tipton lowa—Council Bluffs, Longfellow; Riverview Maine—Caribou, Vaughan St. Micuican—Grand Rapids, Madison MinNESOTA—Minneapolis, Harrison Nespraska—Lincoln, Lake View, Prescott New JeRsEy—Hammonton, Magnolia New Yorx—Binghamton, Jefferson, Laurel Nightingale, Wilson Ounio—Lorain, Irving Elem., Irving Jr. High, Long- fellow Elem., Longfellow Jr. High; Zanesville, Zanesville Public Schools, Cleveland Jr. High, Garfield, Grant, Hancock Jr. High, Jackson, Lash High, Lincoln, McIntire, Madison, Monroe, Mun- son, Norval Park, Pioneer, Roosevelt Jr. High, Sheridan, Westview, Wilson Vircinia—Lynchburg, Biggers Sioux City, High; Portland, Morrill, Oakdale, Ave., FourTEEN YEARS Cattrornia—San Jose, Grant Cotorapo—Denver, Barnum, Bromwell, Ebert, Fair- mont, Montclair, Steele, Stevens, Thatcher, Twenty-fourth St., Wyatt, Wyman; Englewood, Hawthorne DeELAWARE—Delmar, Public; Wilmington, Public No. 5, Public No. 9, Public No. 22 Ipano—Idaho Falis, Eagle Rock, East Side, River- side ILttino1s—Jacksonville, Lafayette, Franklin, Jeffer- son, Prince Jr. High, Washington; Moline, Moline Public Schools, Carr, Grant, Manual Arts, Special Teachers & Supervisors Inp1IANA—Fort Wayne, Forest Park, Hamilton; Hammond, Franklin; La Porte, La Porte Public Schools, Central Jr. High, Lincoln, Maple, Park, Riley, Sr. High, Washington; Michigan City, Jefferson Kansas—Kansas City, Abbott, Alcott, Barton, Bryant, Kansas ty Public Schools, Argentine High, Attucks, Bancroft. Central, Central Jr. High, Chel- 1938 sea, Columbian, Cooper, Douglass, Dunbar, Emer- son, Fiske, Franklin, Garrison, Grant, Hawthorne, Hudson, Ingalls, Irving, Kealing, Library Bldg., Lincoln, Longfellow, Lowell, Maccochaque, Mann, McKinley, Morse, Northeast Jr. High, Northwest Jr. High, Park, Parker, Phillips, Prentis, Pres cott, Quindaro, Riverview, Rosedale High, Roose- velt, Snow, Stanley, Stowe, Summer High, Twain, Ware, Washington, Whitmore, Whittier, Willard, Wyandotte High & Jr. College Maine—Portland, Garvin, Libby, Lincoln Jr. High, McLellan, North, Presumpscot, Roosevelt, Sher- man St. Kindergarten, Walker Manual Training, West, Willard MaryLanp—Queen Anne’s Co., Queen Anne’s Co. Public Schools, Barclay, Centerville Elem., Center ville High, Chester, Church Hill Elem., Church Hill High, Crumpton, Grasonville, Price, Queen Anne, Queenstown, Stevensville Elem., Stevens- ville High, Sudlersville Elem., Sudlersville High, Tri-County High Massacuusetts—Everett, Hale; Melrose, Micuican—Adrian, Jefferson, Lincoln, McKinley Primary NeEsraskA—Lincoln, Lincoln Public Schools, Beth- any, Clinton, Huntington, Irving Jr. High, Jack- son High, Lincoln High, Riley, Sheridan, Special Teachers & Supervisors, Twenty-sixth & O Sts., Van Fleet Nevapa—Washoe Co., McKinley Park Grammar New Jersey—New Brunswick, Livingston; Ruther- ford, Lincoln, Sylvan New Yorx—Binghamton, fellow, Washington Oxn10—Columbus, Fairwood Elem., Fourth St.; Cuyahoga Co., Beechwood, Brathenahl, Fairview High, Garnett, N. Royalton, Olmstead Falls, Solon; Lorain, Lorain Public Schools, Fairhome Elem., Garden Ave. Elem., Garfield Elem., Lin- coln Elem., Lorain High, Oakwood Elem., Special Teachers & Supervisors PENNSYLVANIA—Chester, Morton; Clearfield, Fourth Ward, Jr. High; Palmerton, Palmerton Public Schools, Delaware, Franklin, Hazard, Palmer Jr. & Sr. High, Special Teachers & Supervisors Vircinta—Lynchburg, Wyatt Wyominc—Sheridan, Central Whittier Edison, Lincoln, Long- THIRTEEN YEARS CaLirornta—San Jose, Wilson Jr. High CoLtorapo—Denver, Alameda District or Cotums1a—Washington, Polk Fiorrpa—Daytona Beach, Seabreeze High GeorGia—Atlanta, Whitefoord Ipano—Idaho Falls, Idaho Falls Public Schools, Central, Emerson Elem., Emerson Primary, Jr. High, Sr. High Itt1no1s—Evanston, Dewey; Jerseyville, Twp. High; Watseka, Watseka North Side, South Side Kentucky—Louisville, Field Matne—Portland, Allen, Staples, Massacuusetts—Be verly, Cove; Stearns MicuicaAn—Adrian, Adrian Public Schools, field, Jr. High, Sr. High; Grand Rapids, iary for Exceptional Children New Jersev—Asbury Park, Bond St., Bradley, High; Atlantic City, Boys’ Vocational, Brighton Ave., Camden, Northeast; East Orange, Wash- ington New Yorx—Binghamton, Continuation, Directors Office, East Jr. Franklin, Hamilton, Roosevelt, West Jr. Jersey Public Schools, Summit St. Newton, Eliot, Gar- Auxil- Dickinson, High, Eldredge Park, Health Education, Open Air, High; Oneida, N. Broad; Rye, Grammar Outo—Cincinnati, Girls’ Commercial Vocational High; Columbus, Avondale; Lima, Central High, Emerson, Faurot, Franklin, Garfield, Irving, Jef ferson, Lincoln, Longfellow, Lowell, Mann, Mc- Kinley, Roosevelt, Washington, Whittier PENNSYLVANIA—Montgomery Co., Abington Twp. Public Schools, Elem., Glenside-Weldon, High, Highland, Jr. High, McKinley, North Hills, Overlook, Park, Roslyn; New Kensington, New Kensington Public Schools, First Ward, Jr. Sr. High, Second Ward, Third Ward; York, York Public Schools, Burrowes, Central, Franklin, Garfield, Hartley, Howard, Jackson, Jefferson, Madison, McKinley, Noell, Hanna Penn Annex, Hanna Penn Jr. High, William Penn Annex, William Penn Sr. High, Pine St., Princess St., Ridge Ave., Ross, Smallwood, Stevens, Wilson Texas—Houston, Wilson TwELvE YEARS ALasKa—Santa Barbara, Montecito Union Elem. Ari1zona—Tucson, Tucson Public Schools, Borton, Davidson, Davis, Hughes, Menlo Park, Safford Jr. High CatrForNia—Los Angeles, Ciengea CoLtorapo—Denver, Asbury, Byers Jr. Denver High, University Park Connecticut—Bristol, Bingham ILt1no1is—Decatur, Dennis, French, Garfield, Gast- man, Hill Jr. High, Oakland, Riverside, Ullrich, Warren; East St. Louis, Signal Hill Inp1ANA—Fort Wayne, Hanna Elem., Rudisill; Michigan City, Michigan City Public Schools, Cen- tral, Eastport, Elston, Elston Jr. High, Elston Sr. High, Garfield, Marsh, Park High, S. [ 63 | Matne—Portland, Reed Massacuusetts—Beverly, Jr. Manual Training; Winchester, Washington _ Micuican—Dearborn, Salisbury, Southwestern; Pontiac, Crofoot MInNEsoTA—Minneapolis, Cavell New Jersey—Asbury Park, Asbury Park Public Schools, Bangs North, ge South; Atlantic Co., Mill Road; Bridgeton, igh Irving Ave., Monroe St.; Carney’s Point, Pershing; Hights- town, Primary; Ventnor, Oxford Ave. New Yorx—Schenectady, Brandywine Ave. Outo—Columbus, Crestview; Lima, Lima Public Schools, South Jr. High, South Sr. High. PENNSYLVANIA—Braddock, Braddock Public Schools, Carnegie, Copeland Hamilton, Henning, High; Camp Hill, Camp Hill Public Schools, High, Lin- coln, Schaeffer; Chester, Washington; Clearfield, Clearfield Public Schools, Market St., Sr. High, Third Ward; Delaware Co., Aston Twp. Public Schools, Chelsea, Clifton Heights Public Schools, Clifton Heights Elem., Clifton Heights Jr. & Sr. High, Crozerville, East Lansdowne Borough, Edgmont Twp., Essin ton, _Folcroft Borough, Franklin, Glen-Nor Jr.-Sr. High, ee | Bor- ough, Lester, Lima, Poo ve. Elem., Lower Marcus Hook Elem., Marple Twp., Media Bank, Lower Chichester, Marple-Newtown Joint High, Borough Public Schools, Media Elem., Media High, Norwood Borough, Parkmount, Parkside, Ridley Park High, Roosevelt, Sandy Bank, Sharon Hill Public Schools, Sharon Hill Elem., Sharon Hill Jr. & Sr. High, i Twp. Public Schools, Springfield Central, springsels Jr.-Sr. High, Tinicum Twp., Trainer Borough, Tome St. Elem., Upland Borough, Village Green, Walling- ford Elem., Washington Ave. Elem.; Gettysburg, Gettysburg Public Schools, High, High St., Lin- coln, Meade; Upper Darby District, Bywood, Drexel Hill; Wayne, Elementary ELEVEN YEARS ALtaBAMA—Birmingham, Barker Catitrorn1A—Anaheim, La Palma; San Diego, Cen- tral Cotorapo—Denver, Adams St., Baker Jr. High, Bryant-Webster, Evans, Grant Jr. High, Lake Jr. High, Stedman, Tel FiLoripa—Daytona Beach, Beach Co., Kelsey =* Grorcia—Atlanta, Georgia Ave. . Irt1no1s—Decatur, Centennial Jr. High, Durfee, Grant, Lincoln, Pugh, Washington; River Forest, Lincoln, Roosevelt, Washington Matne—Portland, Long Island Massacuvusetts—Everett, Hancock; Medford, James; Melrose, Coolidge, Ripley, Winthrop figh, WwW idumare: Bolles MINNESOTA—Minneapolis, Audubon . Seabreeze Elem.; Palm Missouri—Kansas City, Knotts : New Jersey—Alloway, Township; Atlantic Co., Northfield Public Schools, Mt. Vernon Ave.; a Park, Lincoln New {ex1co—Albuquerque, Field Oxu1to—Cincinnati, Chase; Columbus, Hubbard Ave.; Lockland, Lockland Public Schools; Piqua, Ben: nett Elem., Bennett Jr. High, North St., Spring St., Staunton St., Wilder Elem., Wilder Jr. Ligh PENNSYLVANIA—Bradford, Fifth Ward, Fourth Ward, Hobson PIl., Sr. High, Sixth Ward, Third Ward; Dormont, Kelton Ave. TENNESSEE—K norville, Lincoln Park Utan—Logan, Logan Public Schools, Benson, Ellis, Jr. High, Sr. High, Webster, W ilson, Woodruff VirGinta—Richmond, Arents W rominc—Casper, "Roosevelt; Sheridan, Ave. Coffeen TEN YEARS ALABAMA—Birmingham, Martin CaLirornia—San Jose, Hester, Trace Cotorapo—Denver, Cheltenham, Colfax, Smiley Jr. High Hawati—Hauula, Oahu, Kaaawa Itt1no1s—Decatur, Decatur Public High; Gurnee, Warren Twp. High InDIANA—I ndianapolis, Willard Sherman, Schools, Sr. Kansas—Merriam, Shawnee-Mission Rural High; Topeka, Quincy Elem. Mrcuican—Dearborn, Dearborn Public Schools (Dist. No. 7), Lindbergh, Oxford; Flint, Durant New Jersey—Montclair, Inness Jr. High; Pitman, Kindle, Walls New YorKk—lIthaca, Central, East Hill, Fall Creek, Health, Sherman, South Hill, St. John, West Hill Ou1to—Piqua, Piqua Public Schools, Favorite Hill, Sr. High, South St., Special Teachers & Super- visors PENNSYLVANIA—Middletown, Central Grammar Wyominc—Casper, Willard NINE YEARS AvcasaMa—V alley Head, High Arizona—Phoenix, Jr. College, Union High CaLirornia—San Diego, Franklin, Garfield, Jackson CoLtorapo—Denver, Beach Court, McKinley, Moore, Smedley, Swansea; Gunnison, Gunnison Public Schools, County High, Grammar, Jr. High Con NneEctTicut—éast Hartford, Center, Silver Lane, South Grammar DELawarE—Eastern New Castle Co., Minquadale, Odessa, Rose Hill; Elsmere, Oak Grove; Western New Castle Co., Stanton [ 64 | Grorcia—Atlanta, Opportunity Hawail—Kekaka, Kauai, Kekaha Itt1nois—Maywood, Maywood Public Schools, Roosevelt, Stevenson; River Forest, River Forest Public Schools, Willard Inptana—Michigan City, Riley Matne—Portland, Open Air MASSACHUSETTS—W hitman, Dyer Nesraska—Lincoln, College View High, College View South New Jersey—Bridgeton, Bank St.; Ventnor Ave. New Yorxk—Mount Vernon, Hale Nortu CaroLtina—Durham, Holloway St. Outo—Ashland, Ashland Public Schools, Arthur St., Grant, High, Lincoln, Osborn, Pleasant St.; Clinton Co., Clinton Co. Public Schools, Adams Twp., Blanchester Twp., Chester Twp., Clarks- ville-Vernon Twp., Cuba, Jefferson Twp., Liberty Twp., Martinsville, Mt. Pleasant, New Antioch, New Vienna, Reesville, Sabina, Wayne Twp.; Columbus, Garfield Elem., Shepard; Lake Co., Roosevelt PENNSYLVANIA—Middletown, Ventnor City, Susquehanna E1cHt YEARS Ar1zona—Tucson, Carrillo, Safford Elem. CALIFORNIA—Claremont, Elementary; National City, National City Publi¢ Schools, Conte. Highland Ave., Lincoln Acres, Sixteenth St., Sixth Ave.; Stockton, —* eee enver, Ashley, seenreeme, ; Fowler High, Park Ele Cumnbanene- te Hartford, ‘Woodland DeLawarE—Eastern New Castle Co., Eastern New Castle Co. Public Schools, Del. City Elem., Eden Froripa—St. Petersburg, Child’s Park Grorcia—Atlanta, Inman Park Itt1no1s—East St. Louis, Manners Lawrence Inpiana—Dunkirk, Dunkirk Public Schools, Sr. High, Sutton; Indianapolis, Public No. 64 Massacuusetts—Beverly, Ryal Side; Southwick, Consolidated MississipP1—Drew, Drew Public Schools Nevapa—Clark Co., Manual Arts; Lander Co., Austin Public Schools; White Pine Co., McGill, Ruth New Jersey—Bridgeton, Jr. New Yorx—Clinton, Clinton en Public Schools; Ithaca, Boynton jr. High Oxn1o—Chillicothe, Central, Southern, Western; Homerville, Homer Twp.; Oregon Twp., Wynn Elem. Orecon—Rainier, Grade No. 13 PENNSYLVANIA—Carbon Co., East End, Hauto, Jr.- Sr. High, Mauch Chunk Township Schools, New Columbus, West End; Dauphin Co., Halifax Boro; Montgomery he Cedar Road; New Ken- sington, Martin, Valley Heights; Summit Hiil, Summit Hill Public Schools; York, Arch St. SEVEN YEARS ArRIzONA—Tucson, Government Heights CaLtrornta—Calwa, Elementary; Riverside, Mag- nolia; San Diego, Muir; San Jose, Mann; Siski- you Union High District, Happy Camp Hig CoLorapo—Denver, Ashland, Boulevard, iieten, Elyria, Rosedale; Fort Collins, Laurel St. ILtino1is—Du Page Co. Wooddale Public District No. 7 Maine—Brewer, Brewer Public Schools, Dirigo, Excelsior, High, Kingsbury, N. Brewer, Page, Sargent, S. Brewer, Whiting Hill; Portland, Bethel Kindergarten, Peary Kindergarten MassacHusetts—North Attleboro, Towne St. Micuican—Dearborn, Edison MINNES¢ Mrssount—Kanees City, Allen Grade, Harrison, Meservey Nesraska—Lincoln, Havelock Central, Norwood Park New Jerserv—Camden, Starr; Highland Park, Franklin High New Mexico—Hot Springs, ipal Schools New Yorx—Endicott, eca; Ithaca, Atypical; Rochester, Laurelton Grammar; Public Outo—A shland, Central; Columbus, Douglas Elem.; Sandusky Co., Sandusky Co. Public Schools: Zanesville, McKinley, Special Teachers & Super- visors PEN NSYLVANIA—Montgomer Co., W. Norriton Twp.; New Kensington, Fifth Aa. i Fourth Ave., Mount Vernon, Parnassus Jr. Tioga Co., Knoxville Borough, Lawrenceville ay ei, York, Davis Jr. High, Duke St., Smith Jr. High, Roosevelt Vircinita—Richmond, Bellevue West Vircinia—Shinnston, Grade Wisconsin—Superior, Bryant Hot Springs Munic- Johnson; Irondequoit, Sen- Poughkeepsie, Franklin; Upper Nyack, Stx YEARS CaLiForN1a—Anaheim, Mann; San Jose, Hoover Jr. High, Longfellow; Sunnyvale, Elementary CoLtorapo—Denver, Central, Columbian, Franklin, Milton, Reynolds, Steck IL_t1nots—Decatur, Special Teachers & Supervisors, Wilson Jr. High; Lebanon, Lebanon Public Schools, Community High, Grade; haa Lnos Riverside-Brookfield High; Springfield, THE JOURNAL OF Inp1ana—Fort Wayne, Hoagland, Miner, Smart Iowa—Council Bluffs, Gunn, Rue Kentucky—Louisville, Dolfinger Maine—Portland, Cliff Island MassacHusEetts—Acushnet, Howard; Holden, Chaf- fins Grammar; Rutland, High Missourt—Kansas City, Border Star, Nelson Nesraska—Lincoln, Havelock Sr. High Nevapa—Clark Co., Boulder City Public New Jersey—Camden, Davis; Leonia, Elementary; Princeton, Elementary New Yorx—Endicott, Broad =~ Endicott, Wash- ington; Johnstown, Irvin Mechanicsville, Public No. 4; Penn Yan, Barats St. Oxn10—Chillicothe, Eastern, Mt. Logan; Columbus, Burroughs, Michigan Ave.; East Cleveland, Pros- pect; Lake Co., Perry Public; Willoughby, An- drews for Girls; Youngstown, Sheridan PENNSYLVANIA—Lansdale, Lansdale Public Schools; Lansdowne, Lansdowne Public Schools; Mont. gomery co. Ambler Borough Public Schools, Ambler High, Ardsley Elem., Black Horse, East Greenville Borough, Forest. Ave., Ivy Rock, Limerick Twp., Mattison Ave., Plymouth Twp. Public Schools, Plymouth Consolidated, Red Hill Borough, Towamencin Twp., Trappe Borough, Upper Hanover Twp., Whitemarsh Twp.; Tioga Co Mansfield Sr. High; Whitehall Twp. District,’ Whitehall Twp. Dist. Public Schools, Cementon, Egypt, Fullerton, Hokendauqua, W. Catasauqua, W. Coplay, W hitehall High, Whitehall Jr. Hig Hamilton, Five YEARS ALABAMA—Birmingham, Seventeenth Ave. CatiForNia—Los Angeles, Ninety-second St.; side, Lowell; San Anselmo, Red Hill Cotoravo—A urora, Community; Denver, Berkeley, Gove Jr. High, Lincoln, Washington ro Englewood, Englewood Public Schools, Jr. & Sr. High, North Elem.; Golden, Golden Public Schools, Central, High; Pueblo, Bessemer, Co- lumbian, Edison, Lake View District or CotumsB1a—Washington, Seaton Itt1ino1s—Aurora, E. Aurora High; Elmwood Park, Elmwood Park Public Schools, Elmwood, Mills Inptana—Evansville, Baker, Delaware, Reis, Roosa; Indianapolis, Foster, Whittier; Mongo, Spring- — Twp. High; Rushville, Gregg; Sullivan, Cen- tra Sanita Bluffs, Dodge, Eighth St., Washington Kentucky—Richmond, Eastern Teachers College River- Franklin, Kentucky State Maine—Portland, Cummings, Jackson, Leland, Monument St., Riverside, Woolson Ungraded Rooms Massacuvusetts—Beverly, Centerville, McKay MicuicaAn—Detroit, Ruthruff; River Rouge, Visger Misstss1pP1—Vicksburg, Vicksburg Public Schools, Carr Central High, Clay St., Speed St. Missourt—Kirkwood, Keysor Nevapa—White Pine Co., Co. High No. New JerseEy—Glen Rock, Byrd; hietie. Central Ave.; Manasquan, Manasquan Public Schools, Ele- mentary No. 1, Elementary No. 2, High; New Brunswick, Hale; Pitman, Pitman Public Schools, — Special Teachers & Supervisors, Summit “ave. New YorKk—Mechanicsville, Mechanicsville Public Schools, Jr. High, Public No. 1, Public No. 2, — No. 3, Sr. High; Poughkeepsie, High-First ear Oxu1o—Akron, Pfeiffer; Chillicothe, Chillicothe Pub- lic Schools, High, W. Fifth St.; Cuyahoga Co., Butternut Ridge; Delphos, Franklin; Lake Co., Longfellow, Wickliffe Village PENNSYLVANIA—Chester, Lincoln; Mechanicsburg, Mechanicsburg Public Schools, Arch St., Jr. High, Sr. High, Simpson St.; Nanticoke, Nanticoke Public Schools, Centennial, Garfield, Hanover, High, Jr. High, Lincoln, McKinley, Pulaski, State St., Washington St., W. Main St.; Norris- town, Roosevelt; Tioga Co., Jackson Twp., Wells- boro Borough Grade, Wellsboro Borough High, Wellsboro SoutH Daxota—Sioux Falls, Beadle, Longfellow, Riverside, Whittier Texas—Dallas, Bowie; Houston, Cooley Utran—Juab District, Juab District Public Schools, High, Levan, Mona, Nephi Central, Nephi Jr. High; Salt Lake Co., Granite Jr. High V IRGINIA—Lynchburg, Miller Wisconstn—Beloit, Hackett; Superior, Franklin, Itasca Wyrominc—Laramie, High Four YEARS AvasKa—Sitka, Territorial CaLirornia—Los angen, South Park; San Diego, Balboa, Brooklyn, La Jolla Elem. CoLtorapo—Denver, Alcott, Emerson; Fort Collins, Franklin, LaPorte Ave., Washington DIstRICT OF Cotumsta—W ashington, Gales, Military Rd. Fiortpa—Miami, Buena Vista Elem.; St. burg, Mt. Vernon Elem. Georcia—Atlanta, Harris, Jones Hawatt—H amakuapoko, Maui, Hamakuapoko; Hono- lulu, Jefferson ILLINo1IsS—Antioch, Grade; Champaign, Champaign Public Schools, Columbia, Gregory, Howard, Law- head, Lincoln, Marquette, Sr. [ Cont. on page Buchanan, Peters- A-34] THE NATIONAL EDUCATION ASSOCIATION a i,