Chaf- 


nilton, 


ntary; 


Wash- 


csville, 


istrict,” | 
nenton, | 


auqua, 
Ligh 


River. 


rkeley, 
Park; 


& Sr. | 


Public 
tr, Co- 


1 Park, 
Mills 


Roosa; 


Spring- 
n, Cen- 


anklin, 
State 


Leland, 
graded 


= 
Visger 
schools, 


-entral 
Is, Ele- 
; New 
schools, 


Summit 


Public 
No. 2, 


h-First 


e Pub- 
a Co., 


e Co.,} 


icsburg, 
. High, 


inticoke | 


anover, 
-ulaski, 


Norris- | 


Wells- 


High, | 


gfellow, 


chools, 


phi Jr. 


ranklin, | 


Diego, 


Collins, 
chanan, 


Peters- 


; Hono- } 


ampaign } 


d, Law- 
h Side, 


GENERAL 
UNIV. OF Mie 


ene OUITN A of the 


NATIONAL EDUGYTION ASSOCIATION 


wm THE UNITED STATES 


A ST. LOUIS SCHOOL PLAYFIELD 


See—100 YEARS OF PUBLIC SCHOOLS IN ST. LOUIS—page 84 


March 1938 








English Activities Have Been Extended 


THEY now cover the English work of all pupils, beginning with the early years in 
the elementary school and continuing through the junior high and the senior high 
school. There is now one continuous and unified series for the entire school sys- 
tem, thus insuring a knowledge of English and a skill in its use which should be 


gratifying to the teacher of each successive grade. 


FOR elementary grades, English Activities are now published in three series of text- 
books: three books, six books, and twelve books. For junior high schools there 
are three textbooks and for senior high schools a book for each year—the first 
two announced for publication this Spring. To accompany the textbooks there are 


workbooks, entitled “‘Practice Activities”, and Teachers’ Guides. 


Hartfield, Lewis and others are the Authors 


AMERICAN BOOK COMPANY 


New York Cincinnati Chicago Boston Atlanta Dallas San Francisco 





MODERN-SCHOOL ARITHMETIC 


NEW EDITION : : CLARK - OTIS - HATTON - SCHORLING 
Major 



















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With the Clark-Otis-Hatton-Schorling MopERN-SCHOOL ARITHMETIC the at- 


tainment of these objectives is assured. Careful developments, abundant 





meaningful practice, and a systematic program of problem solving empha- 
size the use of arithmetic. Topics have been reallocated by grades in accord 
with recent research findings and approved practice. A complete testing 
program with keyed remedial material is provided. Vocabulary and sentence 
structure insure ease of reading. 





ee WORLD BOOK COMP ANY 2126 — Avenue 


icago 
Boston Atlanta Dallas San Francisco Portland 











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Journal 











fae NAHOMAE 
| EDUCATION 
JOY ELMER manent Editor ASSOCI ATION VOLUME 27 


Between Edztor and Reader 











O LIVE eighty-nine years and still to be well, H. A. ALLAN, Business Manager OF THE UNITED States NUMBER 3 
 preeets happy, and useful is an achieve- Pita: : a CEN 
ment which in itself implies considerable wis- 
dom in the art of living. Hugh T. Birch—friend 
of Horace Mann (see the December 1936 Jour- 

NAL, p269)—whom I visited in his Florida home CONTENTS FOR MARCH 1938 
in January—has earned this distinction. His way 
| of living attaches importance to these things: The Outlook for America 5 . . 1... 1. so + + SERPOMAL Gs 
The lasting influence of teachers who take a Best Books of 1937 . . . . - . . + + + + ASA DON DICKINSON 66 
personal interest in forming the character of : gl 
students. He speaks constantly of his two great What Price Conservatism! .... . . . . GEORGEH.CURTIS 67 
teachers—Horace Mann and Edward Orton. An Introduction to Poetry . CARL JOSEPH TIVEL 68 
The power of creative purpose and joy in life. Fit To Teach 
Daily exercise in sun and air. it LO Leac © 6 wide eo 6 0 ke we 6 te 8 | 6 en + 71 
Simple food and regular habits. Going to New York? LYLE W. ASHBY 72 
The avoidance of crowds. D Stud Aid Pav? 
Simplicity and thriftiness. oes Student Aid Pay? . . . . . . . MARGARETM.THOMSON 74 
Tolerance, goodwill, friendliness, humor, and =The Non-English-Speaking Child -GLORIA HOWATT = 75 
| faith. 
| Civic intevest end the ideal of doing good. A Forward Look with History . . . . . . . HOWARDR. DRIGGS 7 
| The love of flowers, trees, birds, and stars. Again the Ph. D. : 78 
| Faith in the i ability of thru educa- , 
ae ee ee Te Why Don’t You Write? . MILDRED SANDISON 79 
The revitalizing power of the mild Florida cli- Rating Teachers’ Personal Effectiveness . BERNICE BAXTER 81 


mate and the sea in winter. 
The force of time in building up a personal 


estate and carrying out one’s plans. Planning the 1938 Commencement. . . . elt ee ee eee 
A man of such vigor that he can bathe daily in One Hundred Years of Public Schools in St. Louis 
the ocean at 89, perform hard physical labor, 
; . MABEL SEIDLITZ, E. E. MCCASLIN, ANNA W. ANNIN 84 

| take an interest in young people, manage his 

own affairs, and go forward with plans that look A Practical Social Studies Notebook JOE PARK 88 am 

far j aie ; 

ay the future, is like ae work of Tus joonwen’s Admual BeOS SS. Se a 

nature—a living proof of the immense forces 


which exist within the individual life. The great | For Secondary-School Workers 


Using Tue Journatinthe Schools . ......2.2.2.2.2.. «82 


Q2 

lesson which everyone needs to learn is to make Notes and Announcements ..........4.4.4.4.. 92 

the most of himself. ; 

It is a good practice for teachers to encourage Educational Administration 95 

young people to talk with older people who have Honor Roll of the NEA 96 
done well, in an effort to find the secrets of their 


achievement. Thru this practice they will dis- 
cover wisdom, learn to converse, and gather ma- 


The articles herein printed are the expressions of the writers and 
terials for their writing. 


not a statement of policy of the Association unless set by resolution 





The Journal goes to all members of 


‘ : Published by the NATIONAL EDUCATION ASSOCIATION of the UNITED STATES 
the National Education Association 


1201 Sixteenth Street, N. W., Washington, D. C. 


CAROLINE S. WOODRUFF, President WILLARD E. GIVENS, Executive Secretary 


The payment of $2 active membership dues entitles a member to J. W. CRABTREE, Secretary-emeritus 
| attend all meetings of the Asseciation 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 





Directors of Divisions 


| an active member, in addition to the privileges of the $2 member- Accounts & Records....... Mary J. Winfree Publacatioms.. ....csescns Joy Elmer Morgan 
= to ony or mangar Phage ae ~~ 7 A yee or ~ Oe & ie eres Sone H. A. Allan Research................William G. Carr 
Addresses anc roceedings. he payment o l gives the priv . ‘ ¥ . L z 
ileges of the $5 active membership for life. Subscription to non- Classroom Service........... Agnes Winn Associate Director... .Frank W. Hubbard 
members is $2 per year; single copies, 25 cents, Advertising rates Field Service...... Charl Ormond Williams Rural Service......... Howard A. Dawson 
on application. Please report at once any change of address, giving . : ee . h 
old as well as new address. THE JOURNAL is a member of the OS err .T. D. Martin Secretary's Office .....Harriett M. Chase 
Educational Press Association of America. Published monthly, except . 
June, July, and August, by the National Education Association of Secretaries of Departments Located at NEA Headquarters 
the United States, 1201 Sixteenth Street, N. W., Washington, 7: . i ; r 
D. C. Entered as second-class matter October 23, 1920, at the Deans of Women.......Kathryn G. Heath School Administrators S. D. Shankland 
Tachi ’ st § 6 =¢ * . ~ . ? , 
bostoffice at Washington, D. C., under the act of August 24, 1912. Elem. School Principals... .Eva G. Pinkston Supvrs. & Dirs. of Instr.....Mary F. Hazell 
Acceptance for mailing at special rate of postage provided for in ms srg . : ‘ . 2 . f 
section 1103, act of October 3, 1917, authorized January 26, 1921. Secondary School Principals. ...Director, Discussion Group Project .....Walter E. Myer 
VOLUME 27, NUMBER 3; MARCH 1938 [| A-45 | 


Se eee 





LET FATHER HUBBARD TAKE 
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[Cont. from page 94] 

Visual education on a countywide 
basis—William E. Lee, county superin- 
tendent of Smith County, Smith Center, 
Kans., has an interesting statement in the 
Kansas Teacher for Dec. 1937: 


When I first started a “movie” program, people 
were a bit skeptical about its educational merit; 
consequently, up to the present it has been neces- 
sary for me to finance my own program. This in- 
cludes the purchase of a projector and the cost of 
the films. The program has been costly to me, 
but I feel that it has been profitable to the school 
children of the county. 

There are many industrial organizations fur- 
nishing fine pictures free to schools. Their only 
charge is transportation and many times they pay 
that one way. Another source was government 
films from the various departments such as the 
Department of Agriculture. My third source was 
from the Bureau of Visual Instruction at the Uni- 
versity of Kansas, where for a small enrolment 
fee I obtained scenic and industrial films. 

The program was planned mainly for the ele- 
mentary schools as the need was greatest there; 
also, I thought it best to “start at the bottom.” 
In Smith County there are nine city and village 
schools that have electric current. They were used 
as centers and the rural schools invited in when 
the pictures were shown. It has been possible to 
secure pictures that were adapted to most of the 
units in social studies, thereby making the school 
work more interesting and worthwhile. 

Last year’s program taught me that the pictures 
could serve more people if I could use them in 
the country. An enterprising electrician fixed me 
a 110-volt generator to work on the motor of my 


Egg: and M Lh 
help build 
( rood 117. th 


Chewing 
Gum 


AWA NAAYA) thr 1) 
and help 
protect them 


car. It works excellently and now I can take 
movies to the country schools. 

My program for next year is being carefully 
planned and it seems probable that I will have 
backing from the county, at least, to pay the ex- 
pense of films. I am planning to use rental films 
as well as free films of a scenic and industrial na- 
ture which will cover almost any phase of school 
work, 

I have concluded that the county superintend- 
ent’s annual visit has little value as it now is. 
Next year I expect to spend the time that I have 
been using for my visits for group meetings with 
my teachers and their pupils. From four to nine 
schools will meet at a designated center for regu- 
lar movie programs. I expect to spend half a day 
at each center. After the movies there will be 
time for a checkup on various classes thru the use 
of mimeographed tests and group discussion by 
the teachers. Each teacher probably will be re- 
sponsible for one demonstration lesson during the 
year. 

For the library of every school 
and citizen—The complete one-volume 
edition of The Federalist, a set of essays 
written at the time the federal Constitu- 
tion was under consideration, has been 
made available by the National Home Li- 
brary Foundation, Washington, D. C. 

Have you ordered from the NEA a 
50¢ packet of material for organizing a 
Future Teacher Club in your school? 

The Christian Science Monitor 
has recently completed a series of 52 arti- 
cles on education. In the articles, which 
covered nearly every phase of education, 
the NEA was quoted often. The series 





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THE JOURNAL 











was dedicated “to the understanding of 
education, to a greater concept of its prob- 
lems and opportunities, to an appreciation 
of the meaning of teaching, and the con- 
tribution of the teaching profession.” 

A good topic for social studies 
classes—The O’Mahoney-Borah bill pro- 
posing federal licenses for corporations en- 
gaged in interstate commerce (see Jan, 
1938 JOURNAL, p27-28) is coming to the 
fore in Congress and is likely to become 
one of the major reforms of this genera- 
tion. Write to Senator Joseph C. O’Ma- 
honey, Washington, D. C., for material 
relating to the bill. 

West Virginia proposes increase 
in dues—At its recent annual meeting 
the delegate assembly of the West Virginia 
State Teachers Association passed a reso- 
lution that if four-fifths of the county 
teachers associations as units give their ap- 
proval, the membership dues to the Asso- 
ciation for 1938-39 will be $4. The $2 in- 
crease will be turned over to the executive 
committee for essential services which can 
not now be performed on a net member- 
ship fee of $1.50. In West Virginia dues in 
the State Medical Association are $10 per 
year. Dentists pay $10 a year for local, 
state, and national dues. 

No community can stand alone— 
Superintendent George E. Brown of Ocean 
City, N. J., recently sent a letter to each 




























OF THE NATIONAL EDUCATION ASSOCIATION 





tea 
fol 
ni | 
tw 
ter 
sta 
tio 


WI 


_— OO 





ase 
ting 
rinia 
reso- 
unty 
[ ap- 
Asso- 
2 in- 
utive 
1 can 
aber- 
es in 
) per 


local, 


ne— 
Ycean 
each 





ATION 





——_—_— 


teacher of Cape May County in which the 
following significant sentences appeared:— 
“The NEA has been working hard for 
twenty years for tenure, pensions, and bet- 
ter salaries. No state or community can 
stand alone. New Jersey is profiting by na- 
tional sentiment. We owe our support to 
an organization that makes sentiment na- 
tionwide for the things we are interested 
in. Why not send your check today?” 


The failure of private medicine to 
meet the health requirements of the Amer- 
ican public has never been more clearly 
demonstrated than in the preliminary re- 
port of the National Institute of Health. 
After a house-to-house investigation of 
740,000 families in 84 cities, the institute 
found that sickness disabled twice as many 
persons in families on relief as in families 
with incomes of $2000 or more. Individuals 
in the relief families were disabled, on the 
average, three times as many days per year 
as individuals in the upper income groups. 
The rate of disability among families not 
on relief but with incomes of less than 
$1000 a year was found to be’ more than 
twice as high as the rate among families 
in the highest income category. Yet the 
latter received 46 percent more care from a 
physician for each case of illness. Families 
with incomes of more than $3000 were 
twelve times as likely as relief families to 
have the services of a private nurse in a 


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case of serious illness.) We may assume 
from these figures that if the same type of 
medical care were available to the whole 
population as is now available to families 
with incomes of more than $3000 we could 
cut the amount of illness in this country 
by approximately 33 percent. This would 
mean a gain, according to the survey, of 
approximately 415,000,000 days of health 
a year, or three and one-third for every 
person in the United States—a sufficient 
inducement, we believe, for revitalizing 
existing efforts to improve our outworn 
system of medical care—The Nation. 

Willis A. Sutton, superintendent of 
the Atlanta public schools, and past presi- 
dent of the NEA, was honored at a recent 
dinner given by the Atlanta Principals 
Club. The program was built upon Dr. 
Sutton’s seven basic principles: Love of the 
soil; preservation of the American home; 
appreciation and understanding of the ne- 
cessity of keeping open the channels of 
truth; maintenance of a stable but pro- 
gressive government; the love of beauty; 
mental and physical health; the conscious- 
ness of God in the soul of man. The speak- 
ers presented these subjects as exemplified 
in Dr. Sutton’s own life. 

Horace Mann stamp recom- 
mended—Word has been received as 
THE JouRNAL goes to press that the Post 





Office Department is in favor of including 
Horace Mann in a series of special stamps 
honoring eminent citizens, which is being 
planned for next year. This announcement 
will be appreciated by the teachers of the 
nation who during the past year have been 
celebrating the hundredth anniversary of 
Horace Mann’s appointment as Secretary 
of the Massachusetts State Board of Edu- 
cation. Many interested persons have been 
urging such a stamp to commemorate the 
great services of Horace Mann to the na- 
tion. Secretary-emeritus J. W. Crabtree, 
particularly, has followed the project with 
sustained interest and effort, in the belief 
that a special Horace Mann stamp would 
help greatly in acquainting the people and 
especially children in the schools with one 
of America’s greatest men. 

Tenure is for the child—The [New 
Jersey State Teachers’] association is en- 
gaged in a vigorous campaign in support 
of tenure. It is making a careful and ex- 
tensive survey to ascertain the extent of 
tenure violations and evasions. It is also 
financing a test case of a Union County 
teacher who was forced to resign. These 
activities are along the lines desired by as- 
sociation members, but they carry with 
them dangers which association members 
should recognize. Unless both the survey 
and the test case are [Cont. on page A-52| 





Finger Comfort 





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VOLUME 27, NUMBER 3; MARCH 1938 
















Don’t Get Caught 


Te in “A Storm of 
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It’s bad to be cayght in 
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the other “‘extras” come 
pouring in on you during 
sickness, accident or 
quarantine. 


it Costs So Little to be Safe... 
and So Much to be Sorry! 


For 38 years T.C.U. has been the tried and-true friend of thou- 
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Umbrella, by all means send this convenient coupon today. 


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The T.C.U. employs no agents, so you will not be annoyed by 
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| |Cont. from page A-51| conducted carey 
fully and with discretion, the public wil} 
lose sight of the most important single fact 
about tenure: Tenure is for the child, not 
for the teacher. We know that the child js 
the loser in tenureless states and communi 
ties. The good teacher is sacrificed to poli- 
tics or prejudices. The teacher lacks a feel. 
ing of security and permanency that is 
essential to good work. The community 
can never make the teacher feel that she is 
a part of its social and cultural life when 
she may be turned away without good rea- 
sons. It is because some board of education 
members and citizens do not understand 
this that there is a tenure problem at all 
in our state. More important than any sur- 
vey or test case is the building up of that 


| understanding —New Jersey Educational 
Review. 


Too much salary—The following 
item is from the Washington [D. C.] 
Daily News for Dec. 16, 1937: “President 
Martin W. Clement of the Pennsylvania 
Railroad had his salary boosted from $60, 
000 to $100,000 Jan. 1 of this year but told 
the Senate rail inquiry yesterday that the 
ICC had not objected.” If men who occupy 
responsible posts in business and industry 
wonder why people lose faith in them and 
their leadership, they will find the answer 
in such practices. This man’s salary would 
pay the wages of scores of unemployed 
workmen with families to support. 

The schools of Grandfalls, Tex., 
serving as a state laboratory school, are 
revising curriculum and general school 
setup in grades and highschool. Superin- 
tendent John S. White writes that children 
and parents are enthusiastically respond- 
ing. Core courses and activity period in 


MARCH, APRIL, MAY AND JUNE 


are excellent months for interesting your girls and boys in the World’s Great 


Paintings. Give your pupils something NEW, INTERESTING and HELPFUL 
in these later months of the School Year. 


Ask about “‘Our Own Course in Picture Study’’. 
month; a Leaflet describing it, for the teacher. 


The Perry Pictures 


will add interest to Language, Literature, History and Geography. 
TWO CENT SIZE, for 30 or more. Size 5% x 8. 
ONE CENT SIZE, for 60 or more. Size 3x 3%. 


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


Bird Pictures in Colors, 7x 9, Three Cents Each for 20 or more. 


MINIATURE COLORED PICTURES at ONE and TWO CENTS each 
for 60 cents’ worth or more. 400 subjects. Mostly Art subjects. 


FREE sample and lists of subjects, to teachers. 
The Perry Pictures Company, Box 4, Malden, Massachusetts 


A picture for study each 


Song of the Lark. Breton 


Established 1885. Good increase in 1937 placements; 
vacancies doubled. Strong demand for Home Eco- 


ALBERT , ! : 
nomics, $1200 to $3600; Elementary, city and choice 


Teachers’ Agency suburban; Grade Supervisors; Critics for Normals; 


Physical Education (women) supply inadequate. Com- 
25 E. Jackson Bivd. merce, Music, Art. Send for folder today. NATA 
Chicago, Ill. Cor. Agencies: 535-5th Ave., N.Y. Hyde Bldg., Spokane, Wash. 





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OCCUPATIONAL 
INDEX 


Only complete guide to new information on occupa- 
tional opportunities, training, and trends. Continuous 
annotated bibliography. Published monthly. Annual 
subscription $5. Write for free sample. 


OCCUPATIONAL INDEX 


551 Fifth Avenue New York 


VACATION POSITION OPEN 


$200.00 — $300.00 Per Month 
Expenses Guaranteed To One Who Qualifies 


E are looking for several thor- 

oughly experienced women 
teachers with special qualifications, for 
summer vacation positions in our field 
organization. We are advertising this 
far in advance because we are looking 
for key people who do not ordinarily 
answer advertisements but who would 
be interested in a vacation position that 
will pay successful applicants from 
$500.00-$750.00 for the summer plus a 
highly profitable and enjoyable ex- 
perience. 


Ten teachers we selected for similar 
work last summer averaged $344.00 
each for the month of August. The lead- 
er of the group earned $595.87 in Au- 
gust, $1240.34for the vacation period. 


Successful applicants must be women 
between the ages of 27 and 40, have at 
least 3 years’ Normal School or College 
training with 3 or more years of teach- 
ing experience. Those whose teaching 
experience has been in the social studies 
or the sciences, or who have had experi- 
ence with new type curriculum work 
will be given preference. 


Please write at once stating age, ed- 
ucation, teaching experience, busi- 
ness experience if any, the date your 
school closes, length of time you can 
work, and whether or not you are free 
to travel. Personal interviews will be 
arranged with those selected. All ap- 
plications will be kept confidential and 
will be acknowledged. 


F. E. COMPTON & COMPANY 


Compton Building, 1007 N. Dearborn St., Chicago, Illinois 


highschool, establishment of a 12-grade 
school, anecdotal records, descriptive note 
reports, and vocational courses are among 
the innovations. 

Carteret, N. J., adopts a modified | 
single-salary schedule—C. F. Deng- 
ler, supervising principal of the Carteret 
schools, has sent to THE Journat the new 
salary schedule which was adopted in Dee. 
1937. The schedule includes the following 


provisions: 


Years of 
Training 


No. of 


Minimum Increments 


Maximum 
3 $1200 9 $2000 
3 1300 12 2475 
4 1400 15 2900 
5 1500 18 3300 
6 1600 20 3600 


Less than 


The increments amount to $75, $100, or $1255) 
depending upon the point reached on the sched+) 
ule, not upon the type of position. Highschool 
teachers are allowed $100 per year more than the 
amounts specified in the schedule. Supervisor 

b 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATIO 





owing 


ximum 
D2000 
2475 
2900 
3300 


36000 


wr $125, 

sched- 
hschool 
han the 
r VISOTS; 


ATION 





Attn 





ad 











VOLUME 27 


Ou v Na / of the NATIONAL * EDUCATION * ASSOCIATION 


OF * THE * UNITED * STATES—MARCH 1938 


NUMBER 3 


The Outlook for America 


OR AMERICA, conditions today are more hopeful 
than during the early months of 1937 in spite 
of the recession which may force the nation to 

face the deeper, longtime realities of its situation, 
hard tho they may be. One must note at the very 
beginning a possible exception. The threat of war 
which casts its shadow over America is too uncertain 
to be estimated but it is a most serious threat. The 
issue would seem to be in the lap of the gods, the 
President, the Secretary of State, and public senti- 
ment. Secretary Hull has shown great ability in han- 
dling difficult affairs which formerly would have 
meant war. Aside from the war situation, we suggest 
the following favorable factors: 

The United States Supreme Court is leaning more 
toward the people’s point of view. Its decision (re- 
versing an earlier decision). in favor of the prudent 
investment principle of utility valuation opens the 
way for squeezing out water and lowering rates. 
Over a period of years, if state and local regulating 
bodies do their part, this decision will mean many 
millions of dollars in the pockets of consumers. 

In its effort to resist reasonable regulation, preda- 
tory big business is fighting a losing battle. Corpo- 
ration lawyers and public relations counsel are losing 
influence. Regulating commissions and the courts are 
more alert to public interest than formerly. 

With notable exceptions here and there, govern- 
ment is more efficient and less corrupt than during 
the 1920's. People generally are more interested in 
and better informed about civic affairs than a few 
years ago. 

The movement to conserve our natural resources, 
including the work of the Department of Agricul- 
ture, the CCC, and the TVA, has added immensely 
to the national wealth. 

By following a policy of public works for employ- 
able unemployed, America has set a higher standard 
than countries which have resorted to the dole. 

Improved conditions are reflected in the increase 
of the national income from 38 billion dollars in 
1932 to 68 billion in 1937. Farm income has increased 
from a low of less than four and a half billion in 1932 
to eight and a half billion in 1937. 

Social security legislation—federal and state—is 
now beginning to pour forth an increasing stream 







VOLUME 27, NUMBER 3; MARCH 1938 





of financial help to people who would otherwise be 
in most difficult situations. More than 2 million 
people are being aided. Pensions averaging $19 
monthly are being drawn by over a million and a 
half aged. There are 36 million wage-earners enrolled 
under the old-age benefit plan which becomes opera- 
tive January 1, 1942. The expenditure of this money 
adds to the national income. 

For private life insurance during 1937 the figures 
are: Number of policy-holders, 64 million; insurance 
in force, 110 billion dollars, cash value, 25 billion; 
money taken in by old line companies thru premiums 
and investments, 5 billion; money paid to policy- 
holders and others, 3 billion. Savings deposits reached 
a total of 50 billion, approaching the all-time high of 
51 billion in 1928. 

The accumulated savings of the people—perhaps 
oversavings in many cases—have reached such a 
huge total that there must be an increasing expendi- 
ture for consumers’ goods. Under the pressure of this 
accumulated savings, interest rates are getting lower 
which will make it easier for people of small means 
to finance homes. 

The schools in spite of cruel depression hardships 
and the crying need for reform in highschool and 
college are doing a much better job than at any 
other period of their history. 

The number of highschool and college graduates 
is mounting at such a prodigious rate that the num- 
ber of such graduates in the 1940 presidential elec- 
tion may be twice that in the 1936 election. With 
increasing study of social-economic affairs in many 
schools, this should make a difference. 

The growing movement for tax-supported adult 
education is bearing fruit worth many times its cost. 

Many people who have been expecting too much 
are coming to realize that advance comes only thru 
slow hard work. 

The 17 million people who have come into active 
life since 1929 are probably better adjusted to the new 
conditions than were the 11 million who have died 
during that period. 

The times call for the long-range point of view, 
increasing participation by the citizen in public af- 
fairs, the expansion of tax-supported adult education, 
and a hopeful attitude—Joy ELmMer Morcan. 


[ 65 | 










i 
li 


PUBLIC AFFAIRS 
Hattoren, M. A. Tragic Fallacy. Knopf. 


A study of American neutrality. 

*Huxiey, Atpous. Ends and Means. 
Harper. $3.50. 

“The intellectual libertine has become a holy 
man. The cynic has turned messiah”’ in this in- 
tensely serious plea for righteousness in means as 
well as ends. Peace, he maintains, is not to be 
won by violence or trickery. 

Parran, THomas. Shadow on the Land: 
Syphilis. Reynal. $2.50. 

A worldwide study of the great modern plague 
and its treatment, with a program for public 
measures to conquer it in America. 

ART AND SCIENCE 

*AupuBon, J. J. Birds of America. Mac- 
millan. $12.50. 

The first popular edition of this century-old 
classic. It contains all and more than all the 
incomparable pictures of the original, which sells 
for thousands of dollars, whenever offered. 

CHENEY, SHELDON. World History of 
Art. Viking. $5. 

A modernist reviews the world of art, past and 
present, pointing out the best, according to pres- 
entday standards. 

Hocsen, Lance.ot. Mathematics for the 
Million. Norton. $3.75. 

A brave and partly successful attempt to deck 
out the austere handmaid of the sciences with 
nods and becks and wreathed smiles. The human 
and historic aspects of the subject are emphasized. 


* Van Loon, H. W. The Arts. Simon. 
$3.95. 


A competent review of all the arts for the gen- 
eral reader, by a robustly genial author who knows 
how to speak him fair. 


BELLES LETTRES 
Cotum, Mary. From These Roots. Scrib- 
ner. $2.50. 


A survey of literary criticism from Lessing’s day 
to our own. 


Joycr, James. Collected Poems. Viking. $2. 


Fifty lyrics—one-third of them hitherto unpub- 
lished in America. 


Mann, Tuomas. Freud, Goethe, Wagner. 
Knopf. $2. 

Studies, philosophical and very literary, of three 
of the distinguished author’s compatriots. 

Miiiay, Epona St. Vincent. Conversa- 
tion at Midnight. Harper. $2. 

Six men—types—discuss in verse politics, war, 
fascism, communism. An interesting tour de force. 

Stevens, Waxiace. Man with the Blue 
Guitar. Knopf. $2. 

Critics say that much of the best poetry of the 
year is within the covers of this book. 

HISTORY, TRAVEL, DESCRIPTION 

CaLpwELL, Erskine, and Wuire, Mar- 
GARET Bourke. You Have Seen Their 
Faces. Macmillan. $4.25. 

How Southern sharecroppers live. Strong words 
backed by striking photographs. 

* Covarrusias, Micue . Island of Ball. 
Knopf. $5. 

Description of the island and its people with re- 
flections upon what the white man, and his “tour- 


ism” are doing to them. Scores of good photo- 
graphs by the author’s wife. 


[ 66 | 


Best' 
BOOKS 


of 1937 


ASA DON DICKINSON 


Author of One Thousand Best 
Books, Best Books of Our Time, 
Best Books of the Decade, 1926-35 





Dick, Everett. Sod-House Frontier. Ap- 
pleton. $5. 


Social history of our northern prairies during 
the homesteading days. 

* Lynn, R. S., and Lynp, H. M. Middle- 
town in Transition. Harcourt. $5. 

This study in cultural conflicts is a sequel to 
“Middletown,” published in 1929. An important 
book but not a cheering one. 

* Lyons, EucEene. Assignment in Utopia. 
Harcourt. $3.50. 

The story of a New York radical correspondent’s 
disillusionment during six. years as an eye-witness 
of recent events in Russia. 

*Paut, Exuiot. Life and Death of a 
Spanish Town. Random. $2.50. 

The once idyllic Balearic Islands before and after 
the coming of civil war. 

SOMMERFIELD, JOHN. Volunteer in Spain. 
Knopf. $1.50. 

What happened to a young Englishman during 
six months with the International Column. 

Wituras, A. R. The Soviets. Harcourt. 
$3. 

Eighty-eight controversial questions answered 
by a sympathetic observer who has kept his head 
after nine years’ residence in Russia. 

BIOGRAPHY 

Curtz, Eve. Madame Curie. Doubleday. 
$3.50. 

Her daughter tells this story of the laborious life 
of the great, good, patient woman who with her 
husband discovered radium. 

Devacroix, Euctne. Journal. Covici. 
$7.50. 

Illustrated by more than 100 reproductions— 
eight in color—of the author’s drawings and paint- 
ings. Covers most of the years 1822 to 1863. 

Goncourt BrotHers. Goncourt Jour- 


nals: 1851-1870. Doubleday. $3.50. 

Intimate picture of literary Paris in the fifties 
and sixties. 

Horton, Puiie. Hart Crane, the Life 
of an American Poet. Norton. $3. 

Recital and psychological explanation of the 
tragic story of a genius—‘‘an admirable poet who 
lived an unadmirable life.” 


Howe, M. A. DeWo rt. John Jay Chap- 
man and His Letters. Houghton. $4. 
Life of a great but unstable American gentle- 


man and scholar, as pictured in his letters, an un- 
finished autobiography, and the author’s text. 





*James, Marquis. Andrew Jackson, 
Portrait of a President. Bobbs. $5. 

This authoritative and interesting sequel to An- 
drew Jackson, the Border Captain covers the period 
from the campaign of 1824 to Jackson’s death. 

Kretine, Rupyarp. Something of Myself. 
Doubleday. $2.50. 

Together with some dross and not a few mean 
slaps at the United States, there are nuggets of fine 
gold here for Old Timers who know and love their 
Kipling. 

RooseEvetT, ELeanor. This Is My Story. 
Harper. $3. 

A candid, appealing, friendly, and utterly simple 
book. 

SHEPARD, Ope... Pedlar’s Progress; the 
Life of Bronson Alcott. Little. $3.75. 

Story and appreciation of the philosophic but 
sadly impractical father of ‘Louisa M.” 

* UNnTERMEYER, Louis. Heinrich Heine: 
Paradox and Poet: the Life; the Poems. 
2 vols. Harcourt. $6. 

A competent and sympathetic biography, plus 
skillful translations of the lyrics and narratives. 

FICTION 

Croete, Stuart. Turning Wheels. 
Houghton. $2.50. 

An epic of the Great Trek of the Boers. Starkly 
frank and realistic. 

Heminoway, Ernest. To Have and 
Have Not. Scribner. $2.50. 


A tale full of drama, excitement, murder, and 
brutal language. 


Karka, Franz. The Trial. Knopf. $2.50. 

This story, a fantastic allegory, has been pro- 
nounced a work of genius by some competent 
critics. The New Yorker says it is the year’s “most 
puzzling book.” 

Marovuanp, Joun P. The Late George 
Apley. Little. $2.50. 

Satirical novel about the Brahmins of nineteenth- 
century Boston. 

O’FLanerty, Liam. Famine. Random. 
$2.50. 

A moving and exciting tale of the years of the 
potato blight in Ireland a century ago. 

* Roperts, KENNETH. Northwest Pas- 
sage. Doubleday. $2.75. 

A story of French and Indians, of bloody toma- 
hawks and scalping knives, of freezing and burn- 
ing and starving in the America of two centuries 
ago. 
* Ross, Leonarp Q. Education of Hy- 


man Kaplan. Harcourt. $2. 

The irresistible hero goes to night school. The 
New Yorker says that this account of his adven- 
tures is the funniest and kindest book of the year. 

STEINBECK, JoHN. Of Mice and Men. 
Covici. $2. 

Dramatic novelette about two very crude Cali- 
fornia ranch-hands. “The surprise success of this 
year’s fiction.” 


+ Best here means selected by a consensus of ex- 
pert opinion as most important and interesting to 
the average adult American of intelligence. The 
list which follows is largely a composite of the 
year-end selections of The Nation, New Republic, 
Time, Current History, and The New Yorker, 
checked by reference to the columns of The New 
York Times Book Review, Saturday Review of 
Books, Book Review Digest, The Booklist of the 
American Library Association, and—last but not 
least—the judgment of the compiler. The starred 
titles are perhaps the most significant. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 















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What Price 
CONSERVATISM! 


George H. Curtis 
Su perintendent-Emeritus, Alpena, Michigan, Public Schools 


lic-school teacher cultivates those 

attitudes that finally result in public 
opinion. If this be true and the teacher 
is alert to the welfare of his pupils, we 
wonder why some obvious reforms are 
slow in getting started. 

“Our accursed spelling”—Despite all 
the time and effort spent on learning to 
spell, the average individual knows little 
about the correct spelling of his native 
tongue. When we hear a word pro- 
nounced, we do not know how it is 
spelled, and when we see a new word 
in print we cannot be sure of its pro- 
nunciation. Even a knowledge of pho- 
netics is not a certain aid in learning 
how to spell. 

Such a glaring defect in the basis of 
our educational system has naturally 
called forth many champions of reform. 
If these reforms had been heeded by our 
teachers, English spelling might perhaps 
be more nearly phonetic. We would have 
a single symbol to represent a sound and 
only that symbol for that sound. Then 
some of the time now worse than wasted 
on spelling might more profitably be 
spent on reading, social science, or other 
important subjects. 

The Simplified Spelling Board leads 
a precarious existence at Lake Placid, 
New York, trying to carry on with in- 
adequate funds. But the majority of 
teachers pay little heed to its suggestions. 
Why have teachers taken this reform so 
lightly? Probably because of reluctance 
to change, which would necessitate 
thinking, the last thing that we volun- 
tarily do in this world. 

A world auxiliary language—Within 
the last half century there have been sev- 
eral attempts to secure the adoption of a 
world auxiliary language for the benefit 
of commerce, of international societies, 
and the like. Volapuk had its day in the 
eighties. Esperanto and Ido are the pres- 
ent claimants to our attention. 


r Is CONCEDED by many that the pub- 


The inventors of Esperanto selected 
those root words that appeared the great- 
est number of times in modern lan- 
guages as the basis of their vocabulary. 
On this basis they constructed a simple 
grammar, with a single declension, a 
single conjugation, and a list of conjunc- 
tions and adverbs selected largely from 
Latin. From the simple rules of this 
grammar there are no exceptions. 

There are now thousands of books 
translated into this international lan- 
guage. A mastery of it can be acquired 
in about one-third of the time required 
by French, German, or Spanish. 

Today the radio calls for an interna- 
tional language. We can easily turn our 
dials to catch Berlin, Paris, or Madrid, 
but what matters that if we do not under- 
stand the language being spoken? If the 
students of modern nations, most of 
whom spend two or three years studying 
English, French, or Spanish, would turn 
to this world language, soon Esperanto 
would become the medium of the lit- 
erary classics of the world. It would be- 
come the second language of all edu- 
cated peoples. What an impetus to world 
peace! For world peace can come only 
with world understanding. Why are so 
few people interested in this needed re- 
form? 

Our antiquated system of weights and 
measures—Our system of weights and 
measures is not generally accepted and 
relations between the units are awkward. 
From the French Revolution, there was 
evolved the metric system, the most per- 
fect system of weights and measures 
ever devised by man. The unit of weight 
is a very definite amount of water meas- 
ured in cubes of ten units of length under 
standard conditions of pressure and tem- 
perature. The system is so simple that 
the laboratories of the world adopted it 
at once, to save time which could more 
profitably be spent on other things. 

A friend of mine, representing a large 


VOLUME 27, NUMBER 3; MARCH 1938 


Eastern firm, recently took a trip to 
South America in the interests of his 
firm. Since his product was largely 
machine-made, he had to explain the 
measure by which it was made. Every 
thread on the bolts or screws had to 
be cut with a die made in the United 
States. South Americans, used to the 
metric system, counted so many threads 
per centimeter. Instead of this simple 
measure, everything in this machine 
had to be measured by the number of 
threads per inch. And when my friend 
attempted to explain our quart and gal- 
lon measures to them, he had difficulty 
in making himself clear. Further, they 
expressed no desire to learn our system 
of weights and measures. They could 
not understand why a great nation like 
the United States should not use the 
obviously superior metric system. Tho 
my friend, upon his return, urged his 
firm to change to the metric system, 
it is still using the English system of 
inches, feet, and yards. Why are so few 
interested in this obviously needed re- 
form? The junking of all machines used 
now for delicate weighing is a formi- 
dable argument against change. How- 
ever, once the change were made, the 
business world would soon recognize its 
advantages. 

W orld calendar—Our four- or five- 
centuries-old calendar, a system that 
calls for an exhibition of higher mathe- 
matics to ascertain upon what day of 
the week a certain date in history oc- 
curred, is not very simple. A system 
of monthly divisions that introduces a 
difference of 11 percent is not a just one 
on which to make out a payroll. 

When Pizarro landed in South Amer- 
ica to despoil that civilization, the in- 
habitants used a calendar so accurate that 
it lost only one day in 5000 years. In our 
2000 years of tinkering with our calen- 
dar, we have done but little better. If we 
divide 365 days by 13 instead of 12, we 
get 28 days with one left over, which 
could be taken care of by making it a 
New Year’s holiday. Then every day of 
the week would always come on the 
same day of the month. 

Why are so few interested in this 
reform? Probably because of conserva- 
tism, the tendency to keep on doing and 
thinking whiat we are doing and think- 
ing now. 


[ 67 ] 








WHITHER MIDST FALLING DEW... 


DOST THOU PURSUE 
THY SOLITARY 
WAY? 








ortry is a highly specialized subject 
Pe warrants explanation to the 

most intelligent reader if he is not 
at home in the field. The most difficult 
task of the teacher of poetry is to secure 
the “wantings” on the part of any 
particular class. Complexity of this task 
is contributed to by the fact that a 
teacher, at any particular point in the 
grade system, is almost certain to inherit 
a class with a previous mind-set against 
poetry, due, often, to a lack of apprecia- 
tion on the part of previous teachers. 

Bearing this in mind, I have, in the 
following course-plan, attempted to start 
at scratch. In the first descriptions de- 
sired, it is not stated that they are to be 
in poetic form. If poetry cannot win by 
comparison (tho a prejudiced class re- 
quires a somewhat loaded technic), it 
does not deserve to win. 

In this course we develop the thesis 
that we acquire appreciation of poetry 
by writing poetry, that we proceed from 
the general to the specific, that pupil 
doing is everywhere in the foreground 
—writing, comparing, discussing, look- 
ing, listening, recalling, evaluating, read- 
ing for comparative purposes. 

The factor that most needs 
strengthening is that which is the most 
evasive and elusive—the creation of 
pupil wants for poetry. Upon the teacher 
and his enthusiasm and grasp and con- 
tagious appreciation does the success of 
“getting pupils to like it” chiefly rest. 
Without this, any method, no matter 
how improved, will be largely barren 
of the desired outcomes; and with it, 


one 


[ 68 | 







Left, photo used by per- 
mission of Nature Mag- 
azine; right, a U. S. 
Forest Service photo, 
used thru courtesy of 
American Forests 


the inadequacies of almost any method 
may be overcome to the extent of achiev- 
ing many desirable ends. 

The plan does not aim at being au- 
thoritative. Any teacher may replace 
the material suggested with that of his 
own selection. Also, the entire plan, or 
any section of it, may be drawn out or 
made more compact, to meet the exigen- 
cies of any class or the tastes of any 
teacher. 

The chief questions arising out of 
this plan ought to be along the line of 
whether, judged comparatively by pro- 
cedure commonly existent, it will pro- 
duce a greater number of pupils possess- 
ing a finer appreciation, and not along 
the line of whether every pupil by virtue 
of this method will become a poet. 

Appreciation is here expressed to Dr. 
Claude C, Crawford for an outlook re- 
sulting in a more functional and less 
formal method of teaching poetry than 
that hitherto employed by the author. 


LESSON UNITS: 
I 


Describing most effectively things 
with emotional qualities: (This unit 
might easily extend over more than a 
two-weeks’ period.) 


| A] Describe the acacia tree which is in 
the school yard. Then contrast with Joyce 
Kilmer’s description in Trees. 

[B]| Describe the famous picture—The 
Man with the Hoe. Contrast with Mark- 
ham’s treatment of the same subject. 

{|C] Describe Los Angeles. Contrast 
with Sandburg’s Chicago, with Longfel- 
low’s Venice. 

{[D] Describe how you feel when sud- 
denly turning the corner you find yourself 


An Introduction to 


By CARL JOSEPH TIVEL 


Granada School 
Alhambra, California 


confronted by a garden of lovely flowers. 
Contrast with Wordsworth’s | Wandered 
Lonely as a Cloud. 

[E] Describe your feelings at the sight 
of a lone duck cutting across the face of a 
just-risen moon on a summer evening. 
Compare with Bryant’s To a Waterfowl. 

|F] Describe how you feel when you see 
a magnificent sunrise. Contrast with Emily 
Dickinson’s The Day Came Slow. 

|G] Describe the mottled fish that 
sweeps away as you look into the pool. 
Contrast with Amy Lowell’s The Pike. 

|H] Describe how you feel about an un- 
grateful friend. Contrast with Shake- 
speare’s Blow, Blow, Thou Winter Wind. 

[I] Describe an old person, one who 
seems not to belong to this age but to the 
past. Contrast with Holmes’ The Last Leaf. 

[J] Describe how you feel when you 
hear the latest results of a war, for ex- 
ample: China vs. Japan, Spain vs. Spain. 
Contrast with Sandburg’s Buttons, Mere- 
dith’s On the Danger of War. 


II 


Describing or relating humorous in- 
cidents by means of poetry: 


[A] Describe an automobile breakdown 
so that it makes people laugh. Contrast 
with Holmes’ The Wonderful One-Hoss 
Shay. 

[B] Describe an excursion, an outing, a 
joy ride in such a way as to make people 
laugh. Contrast with Cowper’s John Gil- 
pin’s Ride. 

|C] Write humorous poems. Contrast 
with Lear’s The Jumblies; Holmes’ The 
Height of the Ridiculous; Carroll’s The 
Walrus and the Carpenter. 


Ill 


Writing poetry that has as its purpose 
the changing of a condition or of an 
intended course of action: 


[A] Write a poem intended to prevent 
the destruction of something you hold dear. 
Contrast with Holmes’ Old Ironsides. 

|B] Write a poem intended to correct 
a social condition. Contrast with: 

“The golf links lie so near the mill 
That almost every day 

The little children at their work, 
Can see the men at play.” 





~ 













THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





» POETRY 


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[|C] Write other poems intended to cor- 
rect a social condition. Contrast with Hen- 
ley’s Waiting (from In Hospital); Hood's 
The Song of the Shirt; Elizabeth Barrett 
Rrowning’s The Cry of the Children; 
Millay’s Ballad of the Harp-Weaver. 


IV 


Writing poetry that seeks to interpret 
other forms of art: 


[A] Listen to this Toccata and Fugue in 
D Minor by Bach (electro-orthophonic 
recording ) and attempt to express in words 
how you feel. Contrast with Browning's 
A Toccata of Galuppi's. 

[B] Listen to this violin arrangement of 
Chopin’s Nocturne in D flat; express your 
feelings in words. Contrast with Amy 
Lowell’s Chopin, Violin Sonata by Vincent 
d'Indy, and the first stanza of James Russell 
Lowell’s Vision of Sir Launfal. 

{C] Listen to Tschaikowsky’s Trozka; 
express your feelings in words. Contrast 
with Poe’s The Bells. 

{D] Look at Whistler’s picture, Portrait 
of My Mother; express your feelings in 
words, thinking in terms of your own 
mother. Contrast with Cowper’s On the 
Receipt of My Mother’s Picture. 

|E] Look at this Grecian urn (a superb 
picture indispensable) or at this Chinese 
vase; express your feelings in words. Com- 
pare with Keats’ Ode on a Grecian Urn. 


Vv 


Writing poetry that looks deeply into 
the hearts of other men and women: 


[A] Write a poem about someone you 
sincerely and deeply admire. Contrast with 
Robinson’s Cliff Klingenhagen. 

|B] Write a poem about a person who 
had good intentions, who meant well but 
.. . Contrast with Robinson’s Miniver 
Cheevy. 

|C] Write a poem to encourage a de- 
spairing lover. Contrast with Suckling’s 
Why So Pale and Wan? 

|D] Write a poem of appreciation, of 
encouragement for a person who is fight- 
ing for the right but who is often mis- 
understood and reviled. Contrast with 
Whittier’s To William Lloyd Garrison. 

|E]| Write a poem regretting, sorrowing 
that a great man should take up a poor 
cause, a wrong cause. Contrast with Whit- 
tier’s Ichabod. 

|F] Write a poem expressing the grief, 
the disquiet that might attach to a great 
lover of men who sees mankind at odds 


VOLUME 27, 


” 






with itself, and whose spirit is troubled 
even after death. Contrast with Lindsay’s 
Abraham Lincoln Walks at Midnight. 

|G] Write a poem which is supposed to 
be written by one who is dead and which 
tells the truth about his life as contrasted 
with that which is not the truth but which 
is believed. Contrast with any number of 
the poems from Masters’ Spoon River 
Anthology. 

[H] Write a poem, pretending that you 
are now as old as you will ever be, about 
your life. Contrast with Landor’s On His 
Seventy-Fifth Birthday. 


VI 


Writing poetry that attempts to show 
the difference between what might have 
been and what was, or that shows the 
importance of everyday decisions on 
subsequent life: 


[A] Pretend that you are very proud 
and write a poem showing the difference 
between what you thought would happen 
and what actually happened. Contrast with 
Shelley’s Ozymandias. 

[|B] Write a poem illustrating how an 
action of yours may change the destiny of 
some other person or being. Contrast with 
Burns’ To a Mouse. 

[C] Write a poem showing how an ap- 
parently unimportant decision may affect 
your subsequent life. Contrast with Frost’s 
The Road Not Taken. 

[D] Write a poem telling how the loss 
of one dear to you affected you or might 
affect you. Contrast with Wordsworth’s 
She Dwelt among the Untrodden Ways. 

[E] Write a poem illustrating the sig- 
nificance of an opportunity that has slipped 
by. Contrast with Walter De la Mare’s 
The Listeners. 


NUMBER 3; MARCH 1938 


I THINK THAT I SHALL 


NEVER SEE 
A POEM LOVELY AS A TREE 


Writing the poetry of sheer imagina- 
tion, of phantasy: 


[A] Write poems of long ago and far 
away. Contrast with Longfellow’s The 
Skeleton in Armour; Aiken’s In Hanging 
Gardens; Coleridge’s The Ancient Mariner 
or Kubla Khan; Branch’s When I Danced 
with the Great King of Spain. 

[|B] Write an imaginative poem that is 
not “dated.” Contrast with Tennyson’s 
Claribel. 

|C] Write phantasy pieces. Contrast 
with Lindsay’s The Moon’s the North 
Wind’s Cookie; Blake’s The Tiger; the 
Queen Mab speech in Romeo and Juliet; 
Poe’s The Raven; Poe’s Ulalume. 


VIII 


Writing the poetry of idea, of 
thought: (This unit may last for more 
than two weeks.) 


[A] Write a poem that aims at the pre- 
vention of war. Contrast with McCrae’s Jn 
Flanders Fields; Sandburg’s Buttons; 
Whitman’s Song of Myself, Stanza 36; 
Sandburg’s Grass. 

[B] Write a poem that seeks to express 
or at least to puzzle over the mystery of 
life. Contrast with Tennyson’s Flower in 
the Crannied Wall. 

[C] Write a poem that tries to express 
the idea of great forgiveness, charity, toler- 
ance. Contrast with Markham’s Outwitted. 

[D] Write a poem expressing faith in 
God. Contrast with Bryant’s To a Water- 
fowl; Dickinson’s | Never Saw a Moor; 
Newman's Lead, Kindly Light; Clough’s 
Say Not the Struggle Naught Availeth; 
Herbert’s The Pulley. 


[ 69 | 








[E] Write a poem accusing science of 
destroying our world of dreams, of imagi- 
nation. Contrast with Poe’s Sonnet To 
Science; Tennyson’s attitude as evident in 
several poems; Wordsworth’s The World 
Is Too Much with Us. 

|F] Write a poem of doubt, of premoni- 
tion. Contrast with Dickinson’s Presenti- 
ment; Herbert’s The Collar; with Hamlet’s 
“To be or not to be.” 

[|G] Write a poem expressing your feel- 
ings toward death. Contrast with Long- 
fellow’s Three Friends of Mine (fourth 
sonnet); Bryant’s Thanatopsis; Tennyson’s 
Crossing the Bar; Browning’s Prospice; 
Shelley’s Adonais. 

|H] Write a poem expressing your joy 
in living. Contrast with Pippa’s song in 
Browning’s Pippa Passes; with Millay’s 
Renascence. 

[1] Write a sentimental poem, intended 
to bring tears, not laughter because it is 
overdone. Contrast with Field’s Little Boy 
Blue. 

[J] Write a poem with an artistically 
inherent moral. Contrast with Emerson’s 
Days. 

Ix 


Writing the dramatic monolog: 


[A] Write a dramatic monolog (in po- 
etic form), relating how you failed to be- 
come famous. Contrast with parts of 
Browning’s Andrea Del Sarto. 

[B] Write a dramatic monolog portray- 
ing your struggle with your conscience on 
some important life-problem. Contrast with 
Herbert’s The Collar. 

|C] Write a dramatic monolog in which 
you are an aristocratic person of great 
wealth who is now overthrown by the re- 
volt of the downtrodden, as in the French 
Revolution. Contrast with the type of 
nobleman in Browning’s My Last Duchess. 

|D] Write a dramatic monolog suggest- 
ing the hypocrisy that might exist behind 
a smiling exterior. Contrast with parts of 
Browning’s Soliloguy of the Spanish 
Cloister. 

|E] Write a dramatic monolog telling 
how you brought the mail safe thru all dan- 
ger in the Pony Express days. Contrast with 
How They Brought the Good News from 
Ghent to Aix by Browning. 


xX 


How to improve the quality of your 
poetry: (The following is not in the 
remotest degree authoritative. It aims 
only at getting the idea across by means 
of example rather than by rule or tech- 
nical terminology.) 


| A] How to suit meter to type of poetry, 
to thought, to style: [1] Languorous, musi- 
cal, dreamy—Evangeline by Longfellow. 
|2] Sonorous, powerful, dramatic—Mil- 
ton’s Paradise Lost, and Shakespeare’s most 
famous soliloquies. [3] Forward-moving, 
faster tempo, usually less dramatic—Tenny- 
son’s In Memoriam. |4] Light, fanciful, 





delicate—Tennyson’s Claribel. |5]| Lilting, 
racy, exceedingly happy—Christina Ros- 
setti’s If I Were a Queen (from Sing- 
Song). 


XI 


How to improve the quality of your 
poetry: (This is a continuation of sec- 


tion X.) 


[A] How to suit the stanza form to the 
idea in mind: [1] Languorous, musical, 
dreamy—usually many-lined stanza with 
or without rhyme pattern. [2] Sonorous, 
powerful, dramatic—usually no stanza 
form and, with the exception of the sonnet, 
usually no rhyme pattern. [3] Forward- 
moving, faster tempo, usually less drama- 
tic—most often a definite stanza form 
determined by the poet, great variety to be 
found in the literature of poetry. [4] Light, 
fanciful, delicate—any amount of stanza 
variety, most often combines with a line of 
four major accents. [5] Lilting, racy, usu- 
ally exceedingly happy—most often found 
in stanzas of three or four lines and fre- 
quently combined with alternate lines hav- 
ing three and four major accents respec- 
tively. 

XII 


How to improve the quality of your 
poetry: 


[A] Alliteration. 

|B] Rhyme, internal and external. 

|C] Comparisons (figures of speech, 
metaphors, and the like). 


XIII 


How to improve the quality of your 
poetry: . 


[A] What is meant by a bold, vivid, un- 
forgettable line, or phrase? 

|1] The description of the wild tulip as 
a “thin clear bubble of blood.”—srowninc. 

[2] “After life’s fitful fever he sleeps 
well.” —sHAKESPEARE. 

[3] “The liquefaction of her clothes.” 
—HERRICK. 

[4] “Her feet beneath her petticoat like 
little mice, stole in and out.”—suCKLING. 

[5] “The youth lies awake in the cedar- 
roof’'d garret and harks to the musical 
rain.” —WHITMAN. 

[6] “With beaded bubbles winking at 
the brim.”—xEaTs. 

ian” The sounding cataract 
haunted me like a passion.” —worDsworTH. 

{8] “. . . the cool cisterns of the mid- 
night air.”—LONGFELLOw. 
a the cliff 
That o’er the abrupt gorge holds its 
breath.”"—Low ELL. 

ee tae bene es cons the ee 
That beetles o’er his base into the sea.” 
—SHAKESPEARE. 

[11] “The flowering moments of the 
mind drop half their petals in our speech.” 
—HOLMES. 

[12] “Was this the face that launched 
a thousand ships and burnt the topless 
towers of Illium?”—mar.LowE. 


[13] “Dinted with the silver-pointed 
pencil, else he only used to draw Madon- 
.’—BROWNING. 

[14] “. . . My way of life is fall’n into 
the sear, the yellow leaf.”—sHAKEsPEARE, 

[15] “. .. death’s dateless night.”— 
SHAKESPEARE. 

[16] “The purple-dusted butterfly.”— 
MORRIS. 

[17] “Will they tie the winds in a tether, 
put a bit in the jaws of the sea?”—swin- 
BURNE. 

[18] “All round the foul fat furrows 
reeked where blood sank in.”—swiNBURNE. 

[19] “While the deep-burnished foliage 
overhead splintered the silver arrows of 
the moon.”—arNo_p. 

[20] “To warble tunes that nails might 
draw from slates.”—covENTRY PATMORE. 

[21] “She fancies she walks, but her 
walk skips and dances.”—rHoMson. 

{22] “As I came through the desert: 
Meteors ran and crossed their javelins on 
the black sky-span.”—rHomson. 


XIV 
One way of listening more critically 
to poetry of your classmates: (The writ- 
ing of original poetry of any sort and 
on any subject satisfying to the student 
must proceed continuously with sections 


XIV thru XVI.) 


[A] Listen to the original poems read 
in class. 

|B] Secure an anthology of poetry from 
the library. 

|C] Select a poem that most nearly 
parallels in subjectmatter the class poem 
you have in mind. 

|D] Be prepared to read your discovered 
poem and compare it with the class poem 
the next day. 


XV 


This unit is a continuation of section 
XIV. 
XVI 
How to secure more enjoyment from 
both your own poetry and that of others. 
[A] How to improve individual oral 


reading of poetry (actual reading). 
|B] Experimenting in choral reading. 


XVII 


Attempting to find out if there is any 
degree of correlation between the sub- 
jects and mediums of expression chosen 
by women poets as contrasted with those 
chosen by men poets, beginning with a 
survey of the original poetry written by 
the class. 


[A] Pupil reading and comparing and 
discussing to the purpose of securing last- 
ing interest in the poetry that is being 
written today as well as in that written in 
the past. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 























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EALTH IS ESSENTIAL to efficiency of 
H the highest attainable level in al- 

most any line of work. It is pe- 
culiarly important for teachers, not only 
because of the strenuous demands of the 
classroom on their strength and ener- 
gies but also because teacher health is 
the cornerstone of any effective school 
health program. The Ninth Yearbook 
Committee has made a distinctive con- 
tribution, therefore, by ana- 
lyzing the health problems 
of teachers and by bringing 
together an invaluable series 
of constructive and practical 
suggestions with respect to 
the conservation and promo- 
tion of teacher health.” 

In these words, taken from 
the foreword of the Ninth 
Yearbook of the Department 
of Classroom Teachers, 
Emily A. Tarbell, president, 
emphasizes the timeliness 
and importance of the study. 
This practical guide to 
health has just come from 
the press and is entitled, “Fit To Teach.” 

In the preparation of the Yearbook, 
the Committe has interpreted the word, 
“health,” broadly to include not only 
physical wellbeing, but also mental, 
spiritual, and social health. The study 
aims to show: How the school environ- 
ment and factors outside the school in- 
fluence the teacher’s health; what the 
responsibility of the community is in 
the promotion of teacher health; how 
teachers professional organizations may 
promote the health of their members; 
and the duty of teachers colleges not only 
to familiarize their students with sub- 
jectmatter relating to health but also to 
guide them in everyday living. 

On these various subjects a wealth of 
helpful information from earlier studies 
has been brought together. In addition, 
the volume presents a considerable body 
of original data collected specifically 
for this study. 

In cooperation with the Research Divi- 
sion, the Committee prepared and made 
use of a series of five questionnaires: 
[1] An inquiry to classroom teachers 
dealing with their health problems and 
health habits; [2] an inquiry to a few 


FIT 


LO 


TEACH 





Drawing from the cover of the Yearbook symboliz- 
ing the teacher whose buoyant health is reflected in 
classroom efficiency 


school physicians recognized as leaders 
in the field of teacher health; [3] an in- 
quiry to presidents of local teachers 
associations to discover the health pro- 
motional activities of such organiza- 
tions; [4] an inquiry to a selected group 
of school superintendents; [5] an in- 
quiry to a selected group of elementary- 
and secondary-school principals. 

Nearly 20,000 of the questionnaire 
forms for teachers were distributed, for 
the most part, thru the help of presi- 
dents of local teachers associations. This 
inquiry dealt with health status, health 
habits, and with all school and teaching 
conditions related to health. Tabulation 
of the data from these questionnaires 
serves as the basis for many of the tables 
and diagrams in the book. 

In the chapter, Health Promotion by 
Teachers Organizations, the writer says, 
“Tt is not enough merely to recommend 
that every teacher should be ‘fit to teach’; 
it is an important function of a teachers 
organization to preserve and improve 
this fitness.” The chapter then indicates 
some of the steps that have been taken 
by local, state, and national associations 
in promoting the health of the teacher, 


VOLUME 27, NUMBER 33; MARCH 1938 


both directly and indirectly, and calls 
attention to excellent opportunities 
which associations have for doing this. 

It is pointed out that in the past the 
attention given to teacher health by or- 
ganizations has usually come indirectly 
as a result of efforts to secure other ad- 
vantages for teachers such as tenure, re- 
tirement, adequate salaries, and reason- 
able sick leave. It is made clear that these 
indirect efforts should con- 
tinue to play the leading role. 
While teachers associations 
must assume the major re- 
sponsibility in campaigns for 
bringing about better teach- 
ing conditions thru tenure 
and retirement legislation 
and adequate salaries, they 
must acquaint the public 
with the essential facts and 
helpto create a public opinion 
favorable to the proposals. 

Other services discussed 
thru which an organization 
may more directly promote 
the physical and mental 
health of its members are: [1] Credit 
union facilities; [2] group health insur- 
ance; [3] purchase of hospital care thru 
group hospitalization. Replies to the 
questionnaire show that a large number 
of local teachers associations already pro- 
vide one or more of these health services 
and many other groups are establishing 
them. Among others mentioned are: An 
active committee on teacher health, a 
definite recreation program, a recupera- 
tion home, periodic health examinations. 
One state association subsidizes a “Pre- 
ventorium for Teachers” in which more 
than 1100 teachers have had hospitaliza- 
tion at great savirigs to themselves and 
to society. 

However, when the actual programs 
of organized groups in the field of 
health are compared with possible activi- 
ties it is realized that only a beginning 
has been made. It is hoped that this 
Yearbook will provide the incentive to 
organizations to direct their energies to- 
ward more effective health programs. 

Members of the Yearbook Committee 
are Mrs. Mary D. Barnes, chairman, 
Sara H. Fahey, Mary E. O’Connor, 
George O. Ross, and Thomas D. Wood. 


[ 71 | 


aq 




























































H™ you BEEN to New York City? If not, you’ve 


missed one of the greatest shows on earth. No 
barker is required to tell you so. Seeing is believing. 

Richard Burritt recounts the story of “a little old lady 
who spent her life in the hills of Tennessee. For years she 
never knew what it was to have quite enough of anything, 
whether it was stockings or shoes or beaten biscuit and 
chicken hash. A neighbor boy who loved her dearly grew 
up and went away to New York, where he made consider- 
able money. He sent for her to come to the East. There 
came a day when she stood on the seashore and looked out 
across the Atlantic and back at the incredibly beautiful 
skyline of New York City. When at long last she could 
speak, she could only say, ‘At last. . . . At last here’s some- 
thing there is enough of.” 

When you go this summer to attend the seventy-sixth 
annual convention of the National Education Association 
(June 26-30) you'll agree with the lady from Tennessee. 
Besides the great convention program President Caroline 


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GOING TO 


S. Woodruff is planning (details in later issues), there 
will be “enough” of whatever else you are interested in. 

If it’s history, you'll recall Henry Hudson, Peter Minuit, 
and the Indians who sold Manhattan for $24. 

If it’s science, there is the Museum of Science and In- 
dustry in Rockefeller Center. 

If it’s astronomy, the Hayden Planetarium will spread 
before your eyes the heavens of yesterday, today, or to- 
morrow. 

If it’s high finance, take a look at Wall Street but perhaps 
you had better refrain from any fliers on the Stock Ex- 
change. 

If it’s the theater, the opportunities are unequalled as 
you see by strolling around between 42nd and sgth streets 
—everything from grand opera down to trained flea shows. 

If it’s industry, take your choice of viewing some of the 
finest working conditions or some that are undesirable. 

If it’s transportation, ride the subway, the elevated, the 
double-decker buses, or any other kind of vehicle that 
human ingenuity has produced. And, of course, somehow 
or other you will want to go over and under the Hudson 
via the tubes, the ferries, and the majestic George Wash- 
ington Bridge. 

If it’s architecture, take along your favorite liniment to 
cure your stiff neck after you’ve gasped and gazed up at 
the tower of the Empire State Building, the canyons of 
lower Manhattan, or looked down from the observation 
towers of Rockefeller Center. 

If it’s sports, there are three major league baseball clubs 
and Madison Square Garden. 

If it’s ocean swimming, there are Jones Beach (slick as 
a whistle) and Coney Island (with plenty of company). 

If it’s epicurean, there are restaurants in profusion of 
every known nationality and type. 

If it’s sociology, visit the tenements on the lower east 
side or 125th Street in Harlem and don’t miss Chinatown 
or perhaps a session of night court. 

If it’s art, there are the Metropolitan Museum of Art 
and the many other exhibitions and galleries. 

If it’s natural history, there is the American Museum of 
Natural History. 

If it’s churches, there are the Cathedral of St. John the 
Divine, the Little Church Around the Corner—nobody 
knows how many teachers may go there (not just sight- 
seeing )—and others of all creeds. 

If it’s open spaces—well, you wouldn’t go to New York 
to find them but as a matter of fact you can even find 
some fairly wide spaces. For on Manhattan Island, Central 
Park alone covers more than 800 acres, which would make 
a fair-sized farm in most any section of the West. 


Old Sol streaming thru the windows of Grand 
Central Terminal. Upper—A portion of Man- 
hattan at night—a fairyland of lights 


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NEW YORK? 


But we must call a halt to this listing of wonders to be 
seen. The editor says just two pages for this article, and the 
makeup people demand space for some pictures. So, we 
can’t list all the other things you'll want to see in New 
York City except one which absolutely is not to be 
passed up. 

You must see the boats. New Yorkers claim there is an 
ocean liner docking every twenty minutes. We wouldn’t 
know about this particular “statistic” but we do know 
there are always boats. See one of the big ones if you can. 
Make an inspection trip. Maybe you are planning to sail 
away after the convention on one of these sleek prowlers 
of the deep. If not, it’s a thrilling sight just to watch one of 
them leave port, perhaps at midnight with a bright moon 
beaming and the tugs chuffing away to wrest the giant 
from the dock, It’s a gay, noisy, romantic, unforgettable 
scene. 

After the convention your wandering spirit may lead 
you to upper New York State with its wonderful vacation 
land in the Adirondack Mountains or into New England 
with similarly beautiful areas. Here you can golf or fish 
or hike or loaf to your heart’s content. A trip up the 
Hudson by boat is always thrilling. Maybe you will visit 
West Point. Canada wouldn’t be far away. 

Or, if you are so inclined, you can go to summer school 
at one of New York City’s many institutions of higher 
education or in Boston or some other city in the northeast. 
As with other interests and commodities, no matter what 
kind of an educational opportunity you wish to avail 
yourself of, it can be found in the New York area. 

Good roads from every direction lead to New York 
City. Ask your local automobile association for maps. If 

you don’t belong to an auto club, write to the travel bureau 
of one of the major motor fuel companies. These bureaus 
are equipped to send you a set of maps covering the entire 
trip. If several teachers travel together by automobile, the 
trip can be made at a surprisingly low cost. For example, 
from Omaha, Nebraska, the minimum expense would 
run about as follows for the round trip for each of four 
teachers: 


Cs eebiel (Getiv way 6 ia... Ray $8 
Meals—8 days (both ways) ........................ 2 
Rooms—8 nights (both ways) ...................... 16 


Expenses in New York would be approximately as 
follows: 


ee SF RR Et ees LaPeer $15 
PE As go hick 54s wp os eeu eee x cauneiee 10 
Recreation ..... Ae pray Rees ERs Ag Pilato ey 10 


Thus, for a total of about $71 an Omaha teacher might 


A bit of grass and space at the rear of the Public 
Library. Upper—Skyline of lower Manhattan as 
seen across famous old Brooklyn Bridge 


take this trip to the convention. Teachers from other cities 
may make similar estimates. 

If you prefer to travel by train, bus, or boat, no difficulty 
will be encountered in finding facilities. 

As to stopping places in the big city, hotel facilities are 
presented in the advertising pages of this issue of THE 
JourNAL. 

Enroute to New York your plans may take you thru 
historic Washington or Philadelphia, industrial cities such 
as Pittsburgh and Baltimore, or historically sacred spots 
like Valley Forge and Gettysburg—but to tell about these 
places would be another story in itself. 

Of course, you’ll have to decide for yourself how you 
are going to go, how much you will spend, and where you 
will stay. The main thing is to go. You'll make friends with 
teachers from other states; you'll hear an outstanding con- 
vention program; and you'll see New York. Can you 
afford to miss it? May the sidewalks of New York feel 
the touch of your feet in June 1938!—LyLe W. Asnsy 






















INE WINSTON’S name was appear- 
E iss with greater frequency on our 

school’s list of absentees. As the 
social worker of the school, I was respon- 
sible for accepting or rejecting her 
excuses: “My mother was sick and kept 
me home.” “I had a cold.” It was also 
necessary to see that her teachers re- 
ceived her back in their classes with 
some goodwill, for Elaine was failing as 
a result of her repeated absences. She 
worried me for another reason. For a 
girl not yet seventeen, her cheeks were 
somewhat too red with rouge; her blue- 
gray eyes were made too large by the 
shadow of mascara; and her clothes were 
not simple or wellchosen. 

At last, exasperated and puzzled, I 
turned directly to her when she handed 
me one of her stereotyped excuses, and 
said, “Now Elaine, tell me the real rea- 
son why you are absent so much.” 

She began to cry, and said incoher- 
ently, “My father gets drunk and he 
treats my mother so mean I just can’t 
sleep, and I can’t come to school the next 
day.” 

After this, Elaine was not absent for 
several weeks. The next time she was 
out I went to find her. Her address 
proved to be an old brick building called 
a “hotel.” No doubt the regulations re- 
garding the number of toilets and kitch- 
enettes per family were not exacting, 
and many people could be crowded to- 
gether without breaking the loose laws 
regulating tenements. A neon sign an- 
nouncing a beer parlor in the basement 
shone warmly in the darkness. 

I found Elaine in the hall at the com- 
mon telephone. She was talking in that 
happy, excited voice a girl uses in mak- 
ing a date. Dates can assume a tremen- 
dously important place in the life of a 
girl of seventeen, especially when they 
provide her only means of escape from 
the troubles with which her parents have 
surrounded her. Elaine accepted my visit 
as a friendly one. She told me that her 
absence from school was due to her 
mother’s illness. She felt it her duty to 
ask me if I wished to see her mother, 
and I replied that I did. The light in 
the hallway would not turn on, and 
she seemed unable to turn on a light 
in her room. Embarrassment was grow- 
ing. After all, the source of my request 


| 74 | 





Does 


STUDENT 
AID 


Pay 
? 


Margaret M. Thomson 
Miller Vocational Schools 


Minneapolis, Minnesota 


to see the mother was curiosity, and so 
I left. Elaine was in school the next day. 

It was not many days afterward that 
Elaine’s father came to my office. The 
girl’s story that her father drank was 
true, and this day had been no exception. 
He said that he had been a salesman, but 
that he had been out of work for a few 
years. One might imagine the man he 
had been—a jolly fellow who slapped his 
customers genially on the back and got 
their orders—at a time when everyone 
was buying. Now his once easy, confi- 
dent ego was mortally hurt; the depres- 
sion had licked him. His clothes, once 
good, were frayed and soiled; he had 
lost most of his teeth. He had been a 
WPA supervisor, but had lost that job, 
and was now on direct relief. He wanted 
to know about this aid for students that 
the government was giving. He had no 
money with which to buy Elaine’s books 
and school supplies. 

The school’s rule that the students 
receiving aid must be passing in their 
studies should have disqualified Elaine, 
as she was failing. Altho she had a com- 
petent mind, it was never quite func- 
tioning in the situation at hand. 

Could Uncle Sam stretch out his long 
arm and try to pull this child out of the 
slough of the depression? Yes, for few 
rules are so good that they can’t be 
broken. I could find $3.60 a month in 
our student aid budget. I needed some- 
one to help type my letters and school 
records. Elaine could type and take dic- 


THE JOURNAL OF 


tation. Twelve hours of work a month 
would help me, and the money so 
earned would buy Elaine her school 
supplies. So she became a minor em- 
ployee of Uncle Sam, thru the National 
Youth Administration. 

As Elaine’s attendance was not at once 
perfect, I told her, “Elaine, if I can de- 
pend on you, you can be a great help to 
me. Otherwise, you'll be a nuisance!” 
She decided to be a help. Altogether, 
the government paid Elaine $26.40, and 
she gave me necessary and reasonably 
efficient help. Her report card showed 
all passing marks. 

This fall, Elaine returned to school 
and we put her on a $6-a-month schedule 
for twenty hours of work. She is still 
helping with my records. I am sure that 
Elaine would have been numbered as 
one of our “drop-outs” if she had not 
had financial assistance. And knowing 
Elaine, I think that her career for a few 
years would have been as a “fille de 
joie.” Now Elaine has learned to earn 
money honestly. 

This story of a young person who 
was steadied by being able to see her 
way thru an impossible financial prob- 
lem could be duplicated many times 
over by teachers across the country. 
Nothing is more gratifying than to see 
the change that comes over a discouraged 
child when he is given the chance to 
shoulder some responsibility and make 
his way. Today, the vocational school 
in which I teach has 166 young people 
on the government payroll. These stu- 
dents are learning something of what it 
means to run a school, as they help cor- 
rect papers, keep records, keep in repair 
library books, wash dishes in the cafe- 
teria, help our janitorial staff, take dicta- 
tion, and type—I could not list all of the 
jobs. Many a child is learning that the 
teacher’s day does not end when the 
students go home. 

Since the program of student aid is 
so important, it seems to me that teach- 
ers should ask for its continuance in the 
federal budget. The program could well 
become an integral part of every school 
system. However, the appropriation of 
funds should allow for the payment of 
a member of the school staff whose duty 
should be the supervision of the whole 
program of work and aid. 


THE NATIONAL EDUCATION ASSOCIATION 







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— 


The Non-English-Speaking Child 


forming the character of the aver- 

age boy or girl in our American 
schools is important, but the value of the 
teacher in the lives of the non-English- 
speaking children of foreign parents is 
inestimable. 

The immigrants are often made up of 
the poorer, uneducated class of people 
who were dissatisfied at home. They 
came to the United States and found 
their earning ability much greater than 
it was at home, low as it may seem to 
us. They are having a hard time chang- 
ing their standard of living. Gathered 
with people of their own race in a colony, 
where they live as nearly as possible as 
they did in the Old Country, they feel 
isolated from others in the community. 
Soon they realize that by comparison 
they have very little. They build up a 
hatred for the American people, ideals, 
and institutions, and they pass this feel- 
ing on to their children. 

The native American, on the other 
hand, does not understand the feelings 
of the foreigner. He judges him by his 
home, which is necessarily poor; his 
habits, which seem peculiar; and his in- 
telligence, which the average American 
cannot judge since he has few points of 
contact with him. The American, feel- 
ing superior and selfsatisfied, passes this 


i part played by the teacher in 


) impression on to his children. 


In the school where the attendance 
is made up of mixed nationalities, com- 
plications often reach major proportions. 
There are schools where even the teach- 
ers take sides. Still we pretend that we 
are teaching all future American citi- 
zens that all men are created equal, 
that America is the land of the free and 
the home of the brave, and that we be- 
lieve in justice for all. These must sound 
like empty phrases to many a foreign- 
born child or a child of foreign-born 
parents. 

The responsibility of changing the 
situation rests on the shoulders of the 
teacher. It is a problem which has been 
overlooked, perhaps because it has 
seemed unlikely that a teacher would 
neglect her stated ideals by making a 
difference in her attitude toward chil- 


GLORIA HOWATT 


Miami, Arizona 


a 


dren or that children themselves would 
draw a social barrier. But teachers living 
in communities where there is a large 
foreign element know that this barrier 
exists. They know that it is as important 
in the present and future of these chil- 
dren as learning to read and write. Many 
teachers feel at the end of a school term 
that they have failed because they have 
been unable to bridge the gap between 
the two groups of children or between 
themselves and their children. 

A teacher for one of these classes or 
schools should be chosen with special 
care. To begin with, she should have 
those characteristics which tend to make 
a good teacher, such as kindness, alert- 
ness, and enthusiasm. Then she should 
have an understanding of the race with 
which she is dealing, its traits and char- 
acteristics, prejudices and enthusiasms. 
She should be tolerant of racial short- 
comings and enthusiastic—but not con- 
descending—about racial talents. If, after 
working with non-English-speaking peo- 
ple for a year, a teacher finds that she has 
no liking for them, that their problems 
do not interest her, that their affections 
do not touch her, she should ask for a 
transfer. 

Should teachers of the same racial de- 
scent teach in these schools for foreign 
children? With such a teacher all feeling 
of resentment is missing in her relations 
with her pupils. She is often inspiring to 
them and can make sailing smoother in 
her class because she more often has the 
confidence of the pupils and the support 
of the parents. 

On the other hand, such a teacher is 
inclined to overlook the traits which keep 
children of foreign parents foreigners. 
She often does not notice English spoken 
with an accent. She is so closely identi- 
fied with the group that she herself is 
driven to feel the gap between herself 
and her people and the rest of the Ameri- 
can school system. Consequently she 


VOLUME 27, NUMBER 3; MARCH 1938 


sometimes does not create the proper 
link between the foreign child and 
American life. 

All teachers for foreign children 
should be trained in phonetics and 
should have as excellent pronunciation 
and as good enunciation as possible. 
There are too many children born and 
reared in the United States who speak 
English with an accent and their par- 
ents’ mother tongue with an accent. The 
teacher need not necessarily speak the 
foreign language, but she should study 
it enough to know where a child is likely 
to have an accent. For example, if she is 
teaching in the Southwest, she should 
know that in the Spanish language an 
initial “S” followed by a consonant is a 
very difficult sound and that a Mexican 
child can say “Espajia,” but that he finds 
it difficult to say “Spain.” He changes it 
to “Espain.” This is often overlooked at 
first, and when noticed it is too late to be 
remedied because the child’s speech hab- 
its are formed. 

The teacher is responsible for teaching 
the children not only our language, but 
American standards and ideas. She must 
teach them the American standard of 
good taste in clothes. She must teach 
them to enjoy American entertainments 
and music. She must give them some 
knowledge of American people, foods, 
books, ideas, prejudices, and likings. In 
short, she must teach them all that 
American children know when they en- 
roll in the first grade, and she must do it 
quickly too, because if a child is retained 
too often he becomes over-aged and 
drops out of school early. 

The child from the average American 
home is encouraged to become a good 
citizen. He‘can depend on his family for 
understanding, sympathy, and support. 
But the foreign-born child must sym- 
pathize with and support his parents. 
Because he is young and has learned a 
little English his parents depend on him 
to make themselves understood by those 
they meet. They give him the respon- 
sibility of making decisions, and the child 
turns for understanding and sympathy 
to the teacher—sometimes the only per- 
son he knows who can be approached. 


[75 ] 





our highways safer and more comfortable. Why not 

spend some time and means to make them more 
interesting? Why not make a concerted effort to lure 
speeding motorists to “stop, look, listen” and learn the 
thrilling epic of America while they travel? 

These questions, asked by a speaker at the Oregon Trail 
Memorial convention in Utah last summer, should be of 
challenging interest not only to our road commissions, but 
to our civic service groups and our educational leaders. 

Just what is involved in the constructive suggestion that 
we add interest to our highways? These roads we are 
developing at such cost follow in the main the pathways 
of history. Old trails, blazed by the wild animals and 
deepened by Indians and trappers, missionaries, covered 
wagon pioneers, the overland stage, the Pony Express, the 
pioneer freighters, and the cowboys, are largely the same 
routes as those over which we speed today in streamlined 
trains, automobiles, and airplanes. Yet there are regions 
in our land where one can travel for hundreds of miles 
without ever being apprised of following a historic trail 
or being told anything of the romance of real history that 
links with it. Would not our travel be greatly enhanced 
by having these old trails paralleling our highways attrac- 
tively and adequately marked? Might not new zest and 
meaning be added to our trips by developing the “story 
spots” along these pathways of the pioneers? What better 
way is there of giving concreteness to history and geog- 
raphy and literature than to linger at such spots and learn 
firsthand the matchless story of America’s making? 

Our steamships are crowded every year with tourists 
bound for Europe. What is the lure that leads them over- 
seas? Not scenery. Our country can more than match the 
best that Europe has to offer in scenic attractions. It is 
mainly the “story spots” of the old world which have 
magnetic power. We all like to linger ’round places where 
stirring events have taken place either in reality or in the 
minds of creative writers. Europe is full of these, and the 
European has been keen to capitalize on this advantage 
by preserving places of historic and literary interest. 
The slogan of our commercial clubs, “See America first!” 
is likely to go largely unheeded until we likewise appre- 


[ 76 | 


| VAST suM of money is being spent every year to make 





A FORWARD 


The old Oregon Trail as it cuts thru the hills out of the 
Green River Valley. “Names Hill,” marked by the white 
circle, is covered with inscriptions left by pioneers. 
This historic hill is being preserved by the Wyoming 
Landmark Commission. 


ciate and develop our wealth of historical resources. Here is 
opportunity for businessmen, authors, artists, teachers. 

Saving our places of historic moment and creating liter- 
ature and works of art that portray the spirit and genius 
of American life and character are, of course, going on 
every day. In the older sections of our country much has 
already been accomplished. As a result of patriotic efforts, 
we have Independence Hall, the Betsy Ross home, old 
South and North Church, Lexington Green, Valley Forge, 
Mt. Vernon, Monticello, Fort McHenry, the Alamo, Sut- 
ter’s Fort, Gettysburg, and other shrines dear to our hearts. 
Thru our literature and other forms of art we are making 
many distinctive characters and scenes of American life 
stand forth. Yet these are but an inspirational beginning 
in the conservation of our priceless heritage. 

Here is an all-American cause that should enlist whole- 
hearted cooperation. Every state and every village and city 
has played its part in the drama of America and has some 
“story spot” worth preserving not only for its local but for 
its larger values. Each community is closely linked with the 
nation as a whole by one or another of the old trails that 
spread netlike over all our land. Within every town, within 
every home, there are relics, old documents, letters, perhaps 
diaries that preserve firsthand data on the story of America. 
Among the inhabitants of each part of our country are gray- 
haired men and women whose memories hold invaluable 
information, choice stories that make history come to life. 

What systematic work is being done by each community 
toward preserving and putting to real use these basic ma- 
terials of history and literature and art and education? In 
how many of our towns and our schools is there a 
museum? How are school and public librarians helping 
to gather and make available old manuscripts or other 
firsthand data for use in vitalizing history? What is being 
done in each community to enrich the collection of books 
that portray truthfully and interestingly the story of 
America’s making? To what extent are significant old 
landmarks and other “story spots” being preserved? Are 
the life stories of the pioneers that still linger with us 
being recorded? What has been done toward finding and 
marking the Indian and pioneer trails that bind each com- 
munity with other parts of the state and country? 

One of the towns in a western state began not long ago 
to give some positive answers to these questions. The birth- 
day of this place falls on September 13, the day when in 
1850 a group of covered wagon pioneers made a settlement 
there. Some leader in the town started the movement to 
have an annual celebration of the event. To inaugurate the 
plan auspiciously a holiday was declared, and a unique 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 















| 
| 


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LOOK WITH HISTORY 


Howard R. Driggs 


Professor of English Education, New York University, and author of 
“Language—A Living Force in Education” in the September 1937 Journal 


program carried thru. The whole community formed a 
procession and visited various historic spots in the town. 
The battleground where early settlers and Indians had 
fought, the sites of the first schoolhouse, the first meet- 
inghouse, the old mill, the corners of the old fort wall, and 
other places of interest connected with the building of the 
settlement were visited in turn, At each spot some veteran 
or a descendant of the pioneers told briefly the story of 
the place. It was an impressive lesson in local history for 
all the townsfolk and their visiting friends. More important 
still was the resolution unanimously adopted that the birth- 
day of the town be commemorated every year with appro- 
priate programs and pageantry; and further, that each 
year one of the temporary markers be replaced by a lasting 
and artistic monument. That plan is being carried forward. 
This same community, thru the daughters of its pioneers, 
has now a log cabin museum filled with relics. It is pre- 
serving also its pioneer adobe schoolhouse as a memorial. 
The schools are cooperating closely in all these movements. 

Another type of leadership, from a national viewpoint, 
is that being given by the Oregon Trail Memorial Asso- 
ciation. This organization, made up of representative 
Americans who have given of their time, talents, and 
means to the cause of saving our pioneer trails and our 
fine American traditions, has already made notable prog- 
ress in its patriotic service. Thru the cooperative efforts of 
this national organization with state and local associations 
and individuals, the Old Oregon Trail and its allied 
branches are being reclaimed as historical highways. Hun- 
dreds of strategic points along these trails are being monu- 
mented; a goodly number of city, state, and national 
historical parks have been established. All these results are 
most heartening and commendable—but the greater part 
of the work still lies ahead. 

A comprehensive plan of action which invites partici- 
pation on the part of all has been adopted. The work of 
making our highways more interesting by marking the 
old trails, preserving the “story spots,” and developing 
historical parks along them is to be carried forward with 
the help of our civic and patriotic organizations. The story 
of our country, taught from an all-American viewpoint 
and made intrinsic with the courses in history, geography, 
literature, creative language, art, music, and other subjects, 
is the part that leaders in education will be glad to sponsor. 
Libraries should be enriched and museums established to 
reinforce this phase of the work. Helping to find and to 
mark the old trails, participating in the summertime activ- 
ities, making pilgrimages to historic spots, assisting in the 
protection of the old landmarks and monuments—are all 
parts that can well be played by our Boy Scouts and allied 


VOLUME 27, NUMBER 3; MARCH 1938 





organizations. A fourth 
phase of this plan of 
action, the preserving 
of our American epic 
and our traditions in 
lasting and artistic 
forms, naturally falls upon our authors, sculptors, painters, 
dramatists, and musicians. 

At the recent convention of the Oregon Trail Associa- 
tion carrying forward the memorialization of the Pony 
Express Trail toward completion was made the special 
work for 1938. Following is the program adopted: 


[1] Pony Express Day, April 3—Official opening day of the 
national campaign thru radio broadcasts and other programs, 
news and magazine releases. 

[2] Memorial Day, May 30—Pilgrimages by Boy Scout 
troops to graves of the promoters, the riders, and station keep- 


ers of the Pony Express for appropriate ceremonies and deco- 
rating the graves. 


[3] Completion of the monumenting of all known Pony 
Express stations along the route. Erection of official national 
markers at frequent intervals along the trail—this to be done 


cooperatively by patriotic and civic service clubs, and road 
commissions. 


[4] Reclamation and dedication of various old landmarks, 
stations, fortresses, and other significant remnants of the Pony 
Express as memorials to this pioneer fast mail. This to be under 
the leadership of city and state officials and patriotic groups. 

[5] Pioneer Telegraph and Pony Express Day, October 24 


—To be commemorated by schools as the official close of the 
national celebration. 


The Pony Express, it should be remembered, was a 
national institution. This pioneer fast mail was established 
in 1860 to help bring the ends of our nation together just 
as it was on the verge of a war that was to test whether 
it was to survive as a Union. The trail over which the 
Express ran was geographically a Western trail; but the 
patriotic promoters—Russell, Majors, and Waddell—who 
lost their fortunes in this enterprise, and all the courageous 
pony riders and station keepers were born east of the Mis- 
souri. It is probable that every Eastern state then in our 
Union had native sons among that band of heroic men. 

Closely linked with the Pony Express is the story of our 
first transcontinental telegraph. With the connecting of 
the wires from the far West and those from the far East 
in frontier Salt Lake City on October 24, 1861, the days 
of the pioneer Pony Express ended. A new chapter in the 
epic of communication was begun. Our schools will be 
glad to remember fittingly this historic day. It offers oppor- 
tunity for stirring programs and pageantry based on the 
romance of American transportation and communication. 


| 77 


| 





stition” by Dr. John C. Granbery 

in the December 1937 JouRNAL 
brought forth a response ranging from 
hearty approval to intense condemna- 
tion. We would first recommend that 
the reader turn to page 305 of the De- 
cember Journat for the original article. 

“May I trouble you to give me a list 
of the universities granting the degree 
of Doctor of Education? I am very 
much in accord with Dr. Granbery and 
as I am considering making a try for 
the doctor’s degree I would like to com- 
municate with such schools as you men- 
tion,” writes one reader. 

“The second paragraph of the article 
contains nothing short of a libel. Of 
course, it does not name any institution 
but it very clearly states that if one has 
enough money he can secure a Ph.D. 
degree. That is an insult to every insti- 
tution which offers such a degree,” 
writes another reader. 

“You are to be heartily commended 
for the article in the December Jour- 
NAL,” writes the principal of a Colorado 
junior highschool. “Let’s have more 
facts, more selfcriticism, and less phi- 
losophy and patting-ourselves-on-the- 
back.” 

Dr. Warner M. Willey, associate pro- 
fessor of education, Western Kentucky 
State Teachers College, Bowling Green, 
writes: 

“To begin with, such a title as used by 
Dr. Granbery was unfortunate as there is 
no such thing as a superstition attached 
to a learned degree . His accusation 
that ‘no special ability is required to take 
the Ph.D.’ smacks of such gross neglect 
of facts that one is constrained to question 
the sanity of the author as well as the 
editor who would approve such an article 
for publication. It is a wellknown fact in 
advanced graduate study that the highest 
educational degree consists of the segrega- 
tion of special abilities. Does he mean it 
requires no special abilities to meet lan- 
guage requirements and convince deans 
and committees of special abilities? .. . 

“Evidently this author would be a poor 
adviser for a student writing a thesis as 
he thinks so little of graduate research and 
study. He overlooks the fact that many 
dissertations have passed their eighth edi- 
tion and are still being used profitably. 

“The quest for the M.A. or Ph.D. is 
the most effective training for independent 


| 78 | 


ye ARTICLE on “The Ph.D. Super- 


Again 
the 
Ph.D. 


ASD 


thinking known to mankind. Docility is 
left on the secondary and undergraduate 
level. .. . Should this article be taken 
seriously, the readers might be discouraged 
and disturbed and lose faith in the things 
that have been accomplished. . .. Are 
we so disloyal to our work and profession 
that we shall openly disavow them? Did 
you ever hear of the holder of the M.D. 
degree discounting his degree?” 


The following comment is from J. M. 
Valerio, instructor in the Crane High- 
school, Chicago: 

“T have just finished reading with much 
interest John C. Granbery’s article on the 
Ph.D. originally published in the Texas 
Outlook for September. This is one of the 
most timely articles ever written. We seem 
to be going thru an era of afterschool,and 
vacation courses which take all the spare 
time and money of most teachers, young 
and old. There are people who, since they 
entered the teaching profession, have never 
left the schoolroom. They are giving their 
entire time and thought to pedagogy. They 
read no magazine, they read no book out- 
side of the above subject. They even do 
not read the daily paper. We used to con- 
demn businessmen who could talk only 
shop. The average teacher is fast getting in 
the same boat. . . . The saddest part of all 
this is that most educational courses may 
have high-sounding names, but one is a 
pure repetition of the other. 

“Should a teacher stop studying once 
he gets a job? He should not, but if he 
must have a Master of Education why not 
have a course consisting of 20 percent 
pedagogy, 40 percent subject he teaches, 
and 4o percent general culture? 

“Here the university registrar will ask: 
‘But if from time to time a teacher does 
not hand to some institution of higher 
learning twenty to forty dollars, and if he 
does not take one of its courses, how can 
he keep abreast of the new things in teach- 
ing?’ . . . How does a doctor keep abreast 
of his science? Trade magazines, new 


THE JOURNAL OF 


books on the subject, lectures, visits to 
outstanding clinics, these are the things 
that enable him to keep up with his pro- 
fession. Why can’t teachers do the same?” 

Dr. F. A. Beu, dean of the Eastern 
Illinois State Teachers College, Charles- 
ton, writes: 

“T have no quarrel with the writer of 
the article “The Ph.D. Superstition’ if he 
is thinking of 1909 when he received his 
Ph.D. A thesis published at that time in 
many major universities would not be ac- 
cepted as meeting the requirements for an 
M.A. at those same universities today. If 
the writer has in mind the requirements 
necessary for earning a Ph.D. within the 
last decade at any reputable institution of 
higher learning, I disagree with the ideas 
he expresses in nearly every paragraph. 

“He says no ‘special’ ability is required 
to obtain a Ph.D. degree at any university, 
that money and time alone are the prime 
requisites. Surely he must be aware of the 
general practice of many universities of 
requiring Ph.D. preliminary examination 
in which from 20 to 70 percent of the 
candidates are eliminated, depending upon 
the institutions and the candidate. Along 
the same vein he must be cognizant of the 
fact that many of the people who take a 
Doctor of Education degree do so by their 
own admission because they do not wish 
to meet the foreign language requirements 


for a Ph.D. 


“Tt would be an easy task to prove to | 


him that college and highschool teachers 
do continue to write and publish material 
after they obtain a Ph.D. The idea that 
research disqualifies people for real teach- 
ing is a rationalization on the part of the 


majority of people who do not have a | 


Ph.D. degree. Research and classroom 
teaching go hand in hand. Let us encour- 
age research to give us more objective and 
scientific materials to use in the classroom 
in order to dispense with the arm-chair 
philosophy used in too many classes. 

“His criticism that a Ph.D. in the bio- 
logical or physical sciences would not fit 
one for the teaching of social science is 
not very constructive. I wonder if our 
learned friend goes to an eye. specialist 
for the treatment of his eyes or to the 
general doctor of all. medicine found in 
small villages. .. . 

“There is no law on record which for- 


bids ‘tired teachers’ from attending a sum- | 


mer school in the mountains or on a 
seashore. Does the author not believe in- 
telligent teachers can combine these two 
activities, namely going to summer school 
and securing a much-needed rest?” 


THE NATIONAL EDUCATION ASSOCIATION 





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Editorial note—There is no group in America that is closer to the life 
of the people than teachers. There is no group that has both the oppor- 
tunity and the obligation to record its experience, both its technical and 
its human experience. And yet the output has been relatively low. THE 
JouRNAL is greatly interested in teachers who wish to write and who 
have some aptitude for it, combined with a good sense of values. Every 
such teacher should be encouraged. Writing is a fine art and like all fine 
arts requires long selfdiscipline and sustained practice for the best re- 
sults. The inexperienced writer is likely to underestimate the time and 
hard labor necessary for good workmanship. This article, written by a 
JouRNAL staff member, will help to answer questions of young writers. 


Why Don't You Write 


ND BETTY, a problem child sure 
A enough, made the best Mexican 
murals—” 

“Our ‘Know Your City’ project 
was—” 

I was not exactly eavesdropping. But 
I did feel that the two teachers, my 
street-car neighbors, deserved an audi- 
ence, since neither—in her eagerness to 
tell her own story—was listening to the 
other. I wanted to ask, “Why don’t you 
write an account of those classroom ex- 
periences for publication?” 

For a moment I was startled into 
thinking I had spoken aloud. One 
teacher said, “You know, I think we 
ought to get stories like these pub- 
lished.” 

The other shrugged. “Who would 
publish them? How would we go about 
it?” 

Here are some suggestions for “going 
about it”: 

[1] Ask yourself: Is the subject 
worthwhile? Will I be making a con- 


_ tribution? If you can answer these ques- 


tions affirmatively, your task is already 
half done. You need not write on some 
such grandiose theme as, “Are the 
schools saving civilization?” You can 
probably make a greater contribution 
thru a homely topic such as, “How our 
school is solving the attendance prob- 
lem.” 

If you answer the questions in the 
negative, consider Francis W. Parker’s 
statement: “If your work is too poor 


» 


to bear the light of day, it is too poor 
to occupy the time of children.” Col- 
onel Parker urged his teachers to write 
not only because their descriptions of 
worthwhile classroom activities were 
helpful for other teachers, but because 
the writing clarified each author’s own 
thinking and evaluation. 

[2] Write the article in a simple, 
unaffected style. Don’t get research-y 
and technical. Don’t crowd your man- 
uscript with quotations and footnotes, 
but if you do use another’s words, be 
scrupulous about giving him credit. 

A good practice would be to use 
as a model any book by George Her- 
bert Palmer—whose works are almost 
uniformly excellent—following a tech- 
nic similar to Franklin’s study of The 
Spectator. In Self-Cultivation in Eng- 
lish, Palmer gives some simple precepts 
for effective mastery of English as a tool. 


They are: 
[a] “Look well to your speech. ... 


We speak a hundred times for every once 
we write. . . . If a man is slovenly in his 
ninety-nine cases of talking, he can seldom 
pull himself up to strength and exactitude 
in the hundredth case of writing. 

[b] “Welcome every opportunity for 
writing. . . . If a letter is to be written 
to a friend, a report to an employer, a 
communication to a newspaper, see that it 
has a beginning, a middle, and an end. 

[c] “Remember the other person, . . 
Every utterance really concerns two... . 
Is what I say precisely what I mean? That 
is an important question. Is what I say so 


VOLUME 27, NUMBER 3}; MARCH 1938 


shaped that it can readily be assimilated 
by him who hears? This is a question of 
quite as great consequence, and much 
more likely to be forgotten. 

[d] “Lean upon your subject... . 
When the frightened schoolboy sits down 
to write about spring, he cannot imagine 
where the thoughts which are to make up 
his piece are to come from. He cudgels 
his brain for ideas. He examines his pen- 
point, the curtains, his inkstand, to see if 
perhaps ideas may not be had from these. 
He wonders what his teacher will wish 
him to say, and he tries to recall how the . 
passage sounded in the Third Reader. In 
every direction but one he turns, and that 
is the direction where lies the prime 
mover of his toil, his subject. Of that he 
is afraid. Now . . . this subject is not in 
reality the foe, but the friend. It is his 
only helper. 

[e] “We should do the work and not 
think about it; do it day after day and 
not grow weary in bad doing. Early and 
often we must be busy and be satisfied to 
have a great deal of labor produce but a 
small result. . . . An ambitious author is 
wise who writes a weekly essay for his 
stove.” 

[3] Put your first draft aside for 
several weeks. Then when you bring it 
out for re-reading, you will be surprised 
at the improvements you can make. 
Read it aloud to friends for criticisms 
and suggestions. Keep a copy of this 
poem on your desk: 


If you’ve got a thought that’s happy, 
Boil it down; 
Make it short and crisp and snappy, 
Boil it down; 
When your brain its coin has minted 
Down the page your pen has sprinted— 
Boil it down. 


Take out every useless letter, 
Boil it down; 
Fewer syllables the better; 
Boil it down; 
Make it plain, express it 
So we'll know, not merely guess it; 
Then, my friend, ere you address it, 
Boil it down. 


Boil out all the useless trimmings, 
Boil it down; 
Skim it well, then skim the skimmings, 
Boil it down; 
When you're sure ’twould be a sin to 
Cut another sentence into, 
Send it on and we'll begin to 
Boil it down. 
—JOE LINCOLN 
, 
[4] Make sure that facts, dates, and 
names are accurate. Inexcusable errors 


[ 79 | 











discredit your manuscript in the eyes of 
the editors who analyze its merits. 

[5] Type your article, double-spaced, 
using a not too moth-eaten ribbon. 
Since your manuscript will be in com- 
petition with many others, the more 
attractive it appears, the better impres- 
sion it may create. Submit the original, 
rather than a carbon or mimeographed 
copy, and retain an extra copy for your 
own reference. 

[6] Study the magazine to which 
you plan to send your manuscript, so 
that your style and content will be in 
harmony with those of the periodical. 
Probably the editor will tell you the 
standards which you must meet. Tue 
Journat, for example, in its memoran- 
dum for writers, states that it aims to 
include only material which: 


[a] Advances the policies for which the 
Association stands. 


[b] Appeals as far as possible to all 
JOURNAL readers. 

[c] Is clearly written in simple English. 

[d] Is accurate in facts cited. 

[e] Does not claim more space than the 
topic justifies in a journal devoted to the 
whole profession. 

[f] Does not cover ground too recently 
covered by other articles in THE JourNat. 

[g] Helps to round out Tue Journat’s 
treatment of the entire field of education. 

fh] Helps to unify the profession in its 
attitudes and working policies. 


[7] Send the manuscript to the edi- 
tor along with a courteous transmittal 
letter. Strike a happy medium between 
the timid soul who writes, “I am enclos- 
ing a manuscript which is probably un- 
worthy of publication in your maga- 
zine. Just throw it into the waste-bas- 
ket,” and his antithesis who asserts, 
“Everyone who has read my article has 
said it is excellent. If you do not choose 
to run it, please return it forthwith and 
no feelings will be hurt, as I can readily 
place it with some other magazine.” 

Contrast these two letters with the 
following. Which of the three would 
most favorably predispose you toward 
a manuscript you were about to read? 
“Inasmuch as your magazine is stress- 
ing the improvement of reading this 
year, I am enclosing a brief report of 
some work we have done in this field 
in our highschool. I shall appreciate 
your consideration of this manuscript 
and hope you will be able to print any 
or all of it. In case you are unable to 


[ 80 ] 


w 


Asout THis TIME I met with an odd 
volume of the Spectator. . . . 1 thought 
the writing excellent, and wished, if 
possible, to imitate it. With this view 
I took some of the papers, and making 
short hints of the sentiment in each 
sentence, laid them by a few days, 
and then, without looking at the book, 
tried to complete the papers again, by 
expressing each hinted sentiment at 
length, and as fully as it had been ex- 
pressed before, in any suitable words 
that should come to hand. Then I com- 
pared my Spectator with the original, 
discovered some of my faults, and cor- 
rected them. But I found I wanted 
a stock of words, or a readiness in 
recollecting and using them, which I 
thought 1 should have acquired before 
that time if I had gone on making 
verses. . . . Therefore I took some of 
the tales and turned them into verse; 
and, after a time, when I had pretty 
well forgotten the prose, turned them 
back again. I also sometimes jumbled 
my collections of hints into confusion, 
and after some weeks endeavored to re- 
duce them into the best order. . . . This 
was to teach me method in the arrange- 
ment of thoughts. By comparing my 
work afterwards with the original, I 
discovered many faults and amended 
them; but I sometimes had the pleasure 
of fancying that, in certain particulars 
of small import, I had been lucky 
enough to improve the method or the 
language, and this encouraged me to 
think I might possibly in time come 
to be a tolerable English writer, of 
which I was extremely ambitious. 
—BENJAMIN FRANKLIN 


Ww 


use the material, postage is inclosed for 
its return.” 

[8] If at all possible, send with your 
article clear photographs adequately la- 
beled. A half dozen glossy photos of the 
activity you describe—pictures which 
you have taken inexpensively with your 
own camera—may render your contri- 
bution irresistible to the make-up editor. 

[9] Submit your labor of love to 
only one magazine at a time. Other- 
wise, if your work is excellent, several 
editors may decide to use it and you 
will run into embarrassing difficulties. 
If, on the other hand, your article is 
not usable, you will not insure publica- 
tion by sending it to twenty editors at 
once. 

[10] Do not be discouraged if your 


THE JOURNAL OF 


manuscript is rejected. Some interest- 
ing and well-written contributions are 
returned because of overcrowded sched- 
ules. What one journal rejects may be 
exactly what another has been seeking. 
So try and try again. However, after 
each roundtrip, improve your material 
if you can. 

[11] Remember that the planning 
of each magazine issue begins months 
in advance and that periodicals of large 
circulation go to press weeks before 
their appearance. It is expecting almost 
the impossible to submit a Christmas 
story in November for publication in 
a December issue. A staff with a long- 
time planning policy will be glad to re- 
ceive a Christmas story as early as Jan- 
uary. At any rate, try to send your story 
in three months ahead of the appropri- 
ate date of appearance. 

[12] The more timely your article, 
the more welcome it will be. If you wish 
to write about the Constitution, the Ses- 
quicentennial is the time of times to do 
so. 


[13] When an editor who is consid- 
ering your manuscript writes you for in- 
formation, answer by return mail. Your 
prompt answer may clear ambiguous 
points and help to assure the article’s 
inclusion on an early schedule. 

[14] After your manuscript is ac- 
cepted for publication, do not besiege 
the editor with trivial corrections to be 
made. This does not preclude your no- 
tifying him of important changes neces- 
sitated by conditions which have arisen 
since the article was sent in. 

[15] If galley proof or pageproof is 
sent to you for approval, read it very 
carefully, make any necessary correc- 
tions—remembering that alterations are 
expensive—and return the proof imme- 
diately. 

[16] Think twice before telling your 
friends to watch for your contribution 
in a certain number—for that issue may 
appear minus your story. An editor’s in- 
tentions may be the best in the world 
when he writes you that he will use 
your manuscript in a certain issue “if 
space permits.” But an important last- 
minute adjustment of the schedule may 
result in the omission of your article. 
Perhaps it will appear in the very next 
issue. Meanwhile, why not wait to tell 
your colleagues until you can “point 
with pride” to the published product? 

—Muivprep SanpIson 


THE NATIONAL EDUCATION ASSOCIATION 





























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Ratin g Teachers’ Personal Effectiveness 


OST TEACHER-RATING SCHEMES fail to 
M include any real measure of the 
teacher’s effectiveness in stimulat- 

ing wholesome pupil reactions. Many scales 
list qualities describing the teacher and ex- 
pect the rater to check the appropriate de- 
scriptive phrases. But nowhere in the lit- 
erature or in practice, have I found a rating 
scale which requires the person judging 
the teacher to consider the teacher’s direct 
influence upon pupil reactions. Systematic 
classroom observation of teacher-pupil re- 
lationships has convinced me of the need 
for including in a comprehensive rating a 


1 


Teacher—Genuinely inter- 
ested in pupils as persons; 
enthusiastic, vital 

Pupils—Whole-hearted in re- 


sponse (physical and men- 
tal alertness) 


1 


Teacher—Conversational, 
friendly, and with a sense 
of humor; seeing pupil 
point of view 

Pupils—Meeting teacher nat- 
urally and freely (person- 


to-person relationship) 


1 


Teacher—Encouraging, con- 
structive, stimulating, con- 
fidence-inspiring 

Pupils—Willing to try; un- 
disturbed by mistakes; par- 
ticipating generally and 

with ease 





1 


Teacher—Equal to varying 
demands; courteous and 
poised (voice and man- 
ner) 

Pu pils—Controlling voices; 
courteous; aware of each 
other’s welfare 





1 


Teacher—Original in man- 
ner; ingenious, resourceful 


Pupils—Responsive to extent 
of offering ideas eagerly 
and with enthusiasm 


1 


Teacher—Entering into pu- 
pils’ activities without 
domination;exchanging 
ideas, encouraging pupil 
decision 

Pupils—Initiating; suggest- 
ing ways and means; solv- 
ing problems 


BERNICE BAXTER 


Director of Instruction for Elementary and 
Junior Highschools, Oakland, California 


specific description of the kind of behavior 
which the teacher stimulates in children. 
The scale below has been constructed to 
focus attention upon conditions which con- 
tribute to the mental and emotional well- 
being of children as important considera- 
tions in teacher selection, and to afford a 
means for recording observable evidence 


of the way in which children react to the designation. 





I. IN GETTING PUPIL RESPONSE 

2 3 4 
Teacher—Dynamic and pur- Teacher—Varying from di- 
poseful; interested in pupil rect interest in pupils to 

effort obliviousness of pupils 
Pupils—Generally in rapport Pupils—Varying from eager 
with teacher responsiveness to wander- 

ing inattentiveness 


Teacher—More concerned 
with routine than pupils; 
unanimated 

Pupils—Listless, conforming 


dully; showing little con- 
cern for teacher 





Il. IN CREATING FRIENDLY CLASSROOM ATMOSPHERE 
2 3 4 
Teacher—Friendly, with an Teacher—Serious, reserved, Teacher—Aloof, ‘‘talking 
understanding adult point and exacting; stirring com- down” to pupils; impa- 
of view petitive effort tient with interruptions or 
digressions 
Pupils—tiIntolerant, strained, 


rude to teacher and each 
other 


Pupils—Respectful; obedient, 
willingly conforming 


Pupils—Concentrated on 
own purposes; “touchy,” 
cross acting 


Ill. IN ESTABLISHING A FEELING OF SECURITY 
2 3 4 
T eacher—Constructive in Teacher—Overlooking op- 
guiding pupil effort portunities for “bringing 
out’”’ weaker pupils 
Pupils—Capable, selfconfi- 
dent pupils monopolizing 
opportunities; weaker pu- 
pils not responding 


Teacher—Permitting pupils 
to laugh at mistakes of 
others or be overly critical 

Pupils—Uncertain; covering 


up embarrassment in vari- 
ous ways 


Pupils—Most pupils will- 
ingly participating 


teacher whose work is being evaluated. 

It is obvious that the use of the scale— 
which is intended to be used in connection 
with other measures of a teacher’s effective- 
ness—will require the rater to observe the 
teacher while in direct contact with chil- 
dren. This very requirement adds to the 
value of such a scale. Too often ratings are 
given “in absentia” and are generalizations 
based upon adult reactions to the personal- 
ity of the individual being rated. Order of 
the six factors of the scale is not significant. 
Directions: Encircle the appropriate rating 





5 
Teacher—Apathetic, dull; 
disregarding pupil pur- 
poses 
Pupils—Ignoring teacher; 
finding interest in cach 
other; noisy and careless 


5 
Teacher—Critical, fault-find- 
ing, harsh, definitely un- 
friendly 


Pupils—Sullen, rebellious or 
deliberately disturbing to 
each other and teacher 





5 


Teacher—intolerant of mis- 
takes, demanding, critical 


Pupils—Afraid to try; self- 
conscious, restrained; or 
rebellious 





IV. IN EXERTING A STABILIZING INFLUENCE 
2 3 4 
Teacher—Poised but with Teacher—Occasionally 
evident effort rushed, impatient and dis- 
courteous to pupils 


Teacher—Inaecisive, uncer- 
tain, distracted; torn be- 
tween several demands 


Pupils—Generally attentive 
to own tasks; cooperative 
with each other and teacher 


Pupils—At times undirected; Pupils—Impatient with each 
abandoning tasks; whole other; quarrelsome, irrita- 
class noisy and disorganized ble 


V. IN INSPIRING ORIGINALITY AND INITIATIVE 

2 3 4 

Teacher—Motivating work Teacher—Using an habitual 

thru the use of interesting procedure; possessing typ- 

devices and aids ical classroom mannerisms 

Pupils—Following in routin- 

ized way; showing little 
initiative 


Teacher—No variation in 
language; dull, prosaic 


Pupils—Showing interest 
and willingness to partici- 
pate 


Pupils—Bored acting, half- 
hearted; without purpose 
or direction 


VI. IN DEVELOPING PUPIL SELFRELIANCE 
2 3 4 
Teacher—Putting pupils “on Teacher—Expecting pupils 
their own”; guiding and to “try for themselves” but 
suggesting over-solicitous; hovering, 
protective; unwilling to 
trust pupil judgment 
Pupils—Over-anxious about 
results; constantly referring 
to teacher 


Teacher—In didactic man- 
ner, telling pupils exactly 
each step to take 


Pupils—Relying on teacher; 
showing little ability ’to 
think for themselves; de- 
pendent 


Pupils—Accepting _responsi- 
bility in terms of teacher’s 
suggestions 


VOLUME 27, NUMBER 3; MARCH 1938 


5 


Teacher—Flustered, hurried, 
rushing; strained, impa- 
tient, lacking central pur- 
pose 

Pupils—Using shrill voices; 
noisy, blustering, seifish, 
rude; demanding attention 


5 


Teacher—Wholly lacking in 
ability to intrigue pupils 


Pupils—Wholly apathetic, 
dull; a prevalent “don't 
care” attitude 


5 


Teacher—Apart, removed; 
giving “long distance” di- 
rections; demanding con- 
formity 

Pupils—Assuming no respon- 
sibility; showing practically 
no concern for own ac- 
tions; uncontrolled 


[ 81 | 


















































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[ 82 ] 





ING the J 


sTUD 
Cc EBAKER, John Ward 


THE JouRNAL 

i of the Nati : 

Gui de, nly Spe Bot oma Education Association is indexed not only i 

Abridged, a valuable cooperati nen periodicals in America to be indexed Aye y ° Readers’ 

divin Wee Ge tive index to the more common! an Aaa ptr y 

Wilson Company se blk library however small can afford hese eck % amar ae 

india aun or mot Avenue, New York, N. Y., for ow a a) the H.W. 

The entries on this page cli * 8 by the rapid growth of libraries in oe 5 The 

variety of interests which > rom an issue of Readers’ Guide Ab ii co egae ea 
e work of the Association reaches. The ss ae ame 

. use of THE JOURNAL in 





35 
Letter to the President. 


URNAL in the SCHOOLS 


Agnes . 
ng forward. 
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am of the National 
association. por(p’ 196) Nat Gaus “Assn o 


Nat Educ Assn J 


Rural education and th 
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nor Projects >. 


President Roosevelt. 
Mises N38 TH: Petenn — 
opportunity for ch “183 Sonn: eauce'” ory, #° ‘address be 
tt : , eaucet” oe, OFF" G0 add oup the. Danone 
naw 5 25:2 PRAT nosy, ~ By) par no yon 2 
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freedom. J. E. Morgan. Nat 


24:237-8 N "35 

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25:302 D 36 

the world; excerpts from out- 

jresses, National education &s- 

ynference, Denver. Nat Educ 

6 8 '35 

: pong to Portland, A. Samuel- 

jauc Assn J 25:173-5 S "36 
Bibliography b 

pooks of 1935; comp. by R. 

others. Nat Educ Assn J 25:121- 

onal books of 1936; comp. by M 

Net 4-~ 


R. J. Steele 
and 7 J _ price. pib- 


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Horace Mann ‘Assn 3 teaching polite NAL sociolod: a civic vie Health. la . ew — J 25:37-8 F360 —O- rgan. Nat 
2:280-71 De gudy and 1 tab Net EDUCATIOND ne socit’, foals: Pre 3 "3, gcnool Ne 3 ye Morea” S264 Me epee Youth. 1 N 
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rene $ 38 "36 ¢: BS ale, Huse ead ave o 3 oth teet on 32 1 y D ¥e a ene PY P yaste’ : il Nat Educ Assn J 26:11-26 Ja "37 
World we live tn. *t, corks oe re ™ wat ne - pave Texde oh time Munthe noo! contiigny BAnS sz, Franklin DEANE o¢ super — 
7 4 “ x of § 5auc 24: * nis * ascne- osevett: ent 8 . 
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in the r len - avtoS cpiPy ooh auc a ET wne S23. 53 os parth versity Vy Mar ON, Howard Ath i La @ 236. 
‘E  . A yt zen acl 8 a and Hos S 3 rents , un no Harrison-F alone . ~ 
QUALIZATION, Educational ro" on hion® geishiny “ som wh ot’ amieric® Bs Sen 3 6:30 ink wm Pe Nt oo Br ys - 4 Po a « letcher bill. Nat Educ Assn J 26:3 
Edwards. Nat mavonal °° adhic hur Be ern od “se® Mat POUT call, Sigs. vo aut Ae ne vproyme™ yey A ife and education. bibl 
ual - opportune piTeics’ oe BM og WHE getsins Ove anno or 39382295" Se and UNC oS w Assn J 25:159-8 My '36 log Nat Educ 
. : 40M, ,"e * ” oot yr \") —See Ashby, L. W. 
letcher bil We Beet baw 32. “38 ant oer & gitar og ba’ eam SCHOO Gnernplo p , Appointed a: . W. Jt. auth. 
ener Di W. Bi Givens Ge, CATO Boe oe ateh » oi af Houses ~ ao® atts, “Sfons “National education “assccintion. Nat 
20.4 Ed Dewees ah Bs Soe © ere cot ont ancl ; #5 ~. ws H Mutomobiles we «i COMMISSION on etuen iumss 
249-56 F °37 tab Nat “° 7 we ac “ oes v ‘ avies, ere buil tional educatin~-- ; 
w a 38 il Na ult as h ednes 
-Flete agg tie - DAE +e we oe D SCAN 64 et Hous t Educ ous » DT ite imer ’ 
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U X 0 F e er) 
po meme oS 4 “woeees yo"s3-2 ai pave BB Ket, Ma, he Educat; Udjectiy uc Assn J 241297 D J. Er _ _ School and democracy, B. Day. Nat Educ 
Re T3669 - neo, wailgsee™- = a se" wet ASR J 25:290e1 Gag = Laverton s 3 school 5 ee eacy, J. B. Morgan. Nat 
vg SEM o' ‘ost 908 gern’ a qaereS ce t Wish; whe.°® EDUCATION"; asad Se Shc ott Educ Assn J 24:205 O ‘35 
cooperative sem, “Wi Cy, a orttiae SOF ate Sy ae: SO ese Maiony™, elk iene BUCATION™and'itate = “>” “MANN, Hors and leisure, yailery. Nat 
B. ¥. Landis. Net yi oneSing 3 ex: Se D, Broo oti ~ Eke fortedue 4 se:f71'S aT B. Fietsbe, Nat ieee {etter to school children. Nat Ed 
Se BE by the ct pave » oe ¥ “Ran, 4 2; re iS ype ne ny. "36 trick. jj Nay hchactos tt, mi . Nat Educ As oabil0t-8 AD "37 - 4 uc Assn J 
fo 1, \\ ss Olar t ; e federal ment and H . 
Pinas meen. tte Me ben an ores th Soo ey SRE ERAS oop mts art crermment; SAO atu se, Se 
= 3 4 sence! 6 Sg. Oo age 3 sidan Inte 2 atte le for t ssn J 25:19, Equal ae 2 Sa ® 35 vens. ie your \Bersonal library; bibliography Nat 
3 one no - epee J) - s. we luc "Ss Wo etcher bi children; H : ) "37 “mes 
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cco ee. ee © py Bonds 18 Senomene Cltivar Hughest’ listen: ean Harrisie Dinche Givens. Nat Educ 4 3; banned the, American Fr Wig 
Crucial issues Ler ay, ep % since as Adee RienMonse, F0ody, Nat ‘Kaus % gna, Slack-Fletcher ill, L. W. A: Horace Mann and th are paths 
pret le n . :49- a - » - 
Wat Bauc New » PA Gran ce Te: 1 ?Xoie pylsd See anffach ‘ed OF Phitosoph Harrison: Black Fletch ene eS: Tae vi Morgan. "Nat Edve Keon J 
uc Z ° a : 2 - c : s f s 
Binion ial ihe an *'s. Scr 5) 45, angle “tion ae ure 25 Othe, MeeiAten a? ; “An's went, Educ Asen Pte ti. YB, ov Horace, Mann cehtennial. Nat Educ A 
piontigan. Nat Educ Ai ere winin® ’ aD Highs Ante Nat OS Educ Assn her bill, HA. a at weet 8, ssn J 
ducation and the ger PeAdasrtary”*ipg andy, for ely fat POOL ted 25: 267-4 wu Vage F n-Fletcher’ bill," W any isase pene ccatuaiel P. Suith, Net Dive 
pavallace. Nat Educ Aw: Ke pri son” hipp ent Maki, duc Cache 87-8 pyrica YSCy Educ Assn J 25: W. E. Givens, Horace Mani 
Rugh, Nat’ Educ. As 8 Hf36, le Nal? Bret ar 'scr Maret Raine Assn jf sooks 36 me at “Steut Son fs Me ; qrase Sinan consopetel coaturence. Hot Ses 
. ’ ter du : ringing; -342 3 
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etter to the. President and his". 24! le ee: fs; *reongjAsen jokes HADSE oo for education JE fant Sean Tes Rowe fom Swe clients Hor ' 
taceate teeter ant MET-Lpiag Roem, Bg aha Serco ele lo ERE Rion, Bane SPAN Gi a Nat one 
Nat Bduc Ass: jucation. H. L ger a Tr bh Eaue ft uc : ‘Assn J 25:213- gent consumers. N: Do tin tag | Craven and M. Sandi ghschools. E. 
our America Youth their phe and th |, Pape dale Pagea,, agagegngrise Drolet. at Bar Rear por AEA ite and {mes of Ho v1 heaped. 
26:116-13 Aw eit Right and & sounty superintend yy ued 5. jolts ut ‘#4 oot CRAVEN, Red Educ 4-1 Sony, "z= Conn —.. of Mevece Mena, ©. 0 
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: Nat Educ Assn~J 26: , welfare’ lewignd:5-¢ Geer? s* Summer activities for, children. Nat Soy," ew develane 2-6 D''36 Duggan. Norse, ** 
=a oot secondary dheention base nee life aac” BP lying Nat Lative Ja ‘347: ‘Assn J .26:°°" ** Mv ‘37 Aegre Wy opattick, Nat nen hese - Nat Educ 
comm: : : Town,” -a , - ' Ou vat Edu leman 
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whem aah Gow 7 Mr '37 ; wive ye Tv. 24:34, Doem ‘at Yoo.26:7-%0" altere in reading and lain taller toes Ms"32° © Morgan. Nat 35 
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Pv. McNutt. ag ahd poem var To 3m” T'oVOice” J the 1a we, NYS, im 6°31 roject | FaipS> 4, cual, read’ eaching: ex 2», .teedom -O, D 
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fifth Ft oy schools, 2eo, unit on red ute Tue As” 37° Riage, CIT! ai election. P ‘aasell- Se hal, Ue 4 "ding "9, Nat Ed tional t Educ 
oO ae group. Na Tat N '3g°" “Viation. Nat } n 7% tetany st? a Natt ; Onio. _ B.-"* aoull gp ue > dpen'§ 8a” social pad haere v eatity. C. a & 
‘Assn § Professional 6g peer em.» "asen 3 ST aT! oe CO Nitin, ny Tisa py 20 ee. ee eee Br Pais 
Siefece BManafe a Crast 61-4 F al organiz Teacherg: Ceths 3 NATIONA; * Note: 2 on Koa £Ous, atom oie Ase 3 Yi ieady, 25 zane in eS oe S. Chase. Nat Educ 
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roll. Nat due Assn bes me Yess Hi Louisiana ‘Se’ San A clan(Aten Gling M80 Crue epocation Dee Se on 4 Social’ al mie w - we deb gerdaggen 
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ba ty, legisiation United States deattment” J 34-J0rwarg | “* De ee ce one ae Bilwood, Nat: FAn~ Pag PE 
consin, businessmen. J. 8. % f Equal opportunity for chi wf een Preadee 8 Ot : hb, KILPATRICK, William Heard -. +-cjoping intelligent consumers; history), 6, 
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rowing Job of the seb 1265 N '35 26. H. A. Dawson. tab Nat ° How “tt. Ne do & 9A. ns Mericg @c:5, e American dream. Meeting the diverse ees 
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cc 
hi 


Sc 


ase mee oe 


—— 


nith. 
7 


sduc 


ven. 
} Mr 


» 
duc 


IN 


Planning the 
1938 COMMENCEMENT 


approaches. Thruout the nation 

members of senior classes are 
contemplating the closing days of their 
highschool careers. There will be nearly 
a million graduates from public high- 
schools alone in 1938. 

For many pupils graduation from 
highschool will mark the end of their 
formal education. However, increasing 
numbers may be expected to go to col- 
lege. Indeed, we may look forward to 
an expansion in college enrollments per- 
haps almost as great as the growth of 
highschools in the last few decades. 

The college of tomorrow may be very 
unlike the college of the past. We may 
not even use the term “college” for some 
of the institutions of the future which 
will enable young people of college age 
to use their time and talents profitably 
for both the individual and society. 

It is highly undesirable that human 
resources at this critical age level should 
be left to languish indefinitely. In large 
numbers they are now deprived of both 
educational and occupational opportuni- 
ties. 

The title of a recent book, We Move 
in New Directions, is literally true. 
There is the utmost need for having the 
youth of today adjusted to the funda- 
mental changes coming into our life and 
to send them out aware of the great 
underlying trends of our day. 

For this reason, it is suggested that 
the theme for 1938 highschool gradua- 
tion programs may be built around cur- 
rent problems of concern not only to 
highschool graduates but with farreach- 
ing implications for education generally. 
Many of these issues have been dealt 
with in THe Journat during the past 
few years so that a considerable wealth 
of source materials on subjects suitable 
for commencement themes will be avail- 
able to sponsors of graduating classes. 

For a number of years the Division of 
Publications of the National Education 
Association has encouraged the vitalized 
commencement movement. In this con- 
nection a theme for the graduation pro- 
gram each year has been suggested. 

Every highschool, of course, makes its 


O>= AGAIN the graduation season 


own decision regarding the theme for its 
program. However, increasing numbers 
of schools are using topics which are 
vital to the graduates and which at the 
same time serve to make the program 
a highly effective medium for interpret- 
ing the work of the schools. 

To -assist schools in planning their 
1938 programs another in the series 
of annual commencement packets has 
been prepared. Among other items, this 
packet contains a 64-page printed Man- 
ual. The Manual gives considerable 
space to themes deemed especially de- 
sirable for 1938 graduation programs. 

But this is not all. Some schools may 
wish to use other themes. In order to 
provide a wide variety of suggestions, 
about 30 selected programs from schools 
thruout the nation are summarized in 
the Manual. Topics of these programs 
include safety, highschool of tomorrow, 
art of living, struggle toward democ- 
racy, a day at school, youth, dedication 
of new building, music curriculum, Su- 
preme Court, school history, commu- 
nity center, and many others. 


VITALIZED 


COMMENCEMENT 
MANUAL 


1938 








Attention is also given to the U. S. 
Constitution Sesquicentennial and other 
topics as program themes. To round out 
the materials a rather comprehensive bib- 
liography on commencement programs 
is included. 

The 1938 Vitalized Commencement 
Packet is available for 50¢ from the Di- 
vision of Publications, NEA, 1201 16th 
Street, N. W., Washington, D. C.; cash 
to accompany orders for $1 or less. 


CONTRASTS IN GRADUATION EXERCISES 


The Old Commencement 


Was planned by school officials. 


Consisted chiefly of an “address” by 
an imported speaker. 


Centered about no special or helpful 
topic. 
Was identical from year to year. 


Was used chiefly as an opportunity 
for “preaching” to the graduates. 


Secured the passive interest of the 
graduates and community. 


Made no effort to interpret the school 
to its patrons. 
Received no advance preparation. 


Did not utilize the available resources. 


Merely ended another school year. 


The New Commencement 


Is planned by the graduates. 

Consists of a program by the gradu- 
ates. 

Centers about a topic of interest to 
pupils, parents, and community. 

Is original and attractive. 

Is used as an opportunity for gradu- 
ates to train themselves for self 
activity. 

Secures the active interest of the 
graduates and community. 


Interprets vital school activities to 


citizens. 


Receives preparation by large num- 
bers ot people thruout the year. 


Utilizes the resources of the school, - 


home, and community. 


Makes a large contribution to gradu- 
ates, school, and community. 


—Adapted from Nation’s Schools for May 1930. 


VOLUME 27, NUMBER 3; MARCH 1938 


[ 83 | 


oo 





Susan E. Blow, pioneer in 
kindergarten education in St. 
Louis and the nation. Center: 
a modern kindergarten. 


T Is A LONG way from candle light 

to electric lamp; from the mud 

road to the paved highway; from 
the ox-drawn covered wagon to the 
high-powered automobile; from the early river boat to 
the modern air-clipper; from the town crier to the radio. 
Too, it is a great stride from the first public school in 
St. Louis to the modern system in existence there today. 

When the first public school in St. Louis was born, on 
April 2, 1838, Victoria had been Queen of England less 
than a year. In Germany Froebel was setting up his 
“Kleinkinderbeschaftingungsanstalt,” which he later called 
“kindergarten.” The United States consisted of twenty-six 
states, only three of them west of the Mississippi River. 
The country was in the throes of a panic. Young Abraham 
Lincoln was a member of the Illinois legislature. Oberlin 
College in Ohio had affronted public opinion by admitting 
young women. In Massachusetts Horace Mann had begun 
his crusade for free schools for the public. 

The census of 1840 showed that 80 percent of the Ameri- 
can people had no education beyond the primary grades 
and that less than 1 percent had attended college. In Mis- 
souri, the “Far West” of that day, the educational level 
was lower than the general average for the country. 

Even in those early days St. Louis numbered among 
its citizens men and women of culture and refinement 
from the older civilizations of Spain and France as well as 
from our eastern seaboard. In 1838, altho the city had few 
paved streets, no lights, no sewers, no police, and no 
public conveyance, it had daily newspapers printed in 
English, French, and German. The town crier was still 
a familiar figure, foreshadowing the “extra” edition. A 
population of about 13,000 was spread a mile and a half 
along the Mississippi River and half a mile west. The 
levee was the very heart of the city’s life, and the boats 
lined up three deep along the wharf, waiting for a place 
to land. Traffic moved mostly on water, since incredibly 


One Hute 
of Public Schis 


bad roads made travel by stage or covered wagon tedious 
and unsafe. 

Until 1838, most St. Louis children were educated, if at 
all, in private or parochial schools. This was due to the 
fact that the citizens in general considered education the 
duty of the home, not of the state. Public schools were for- 
eign to French and Spanish traditions, but American 
leaders had favored them, and with the wide extension of 
the suffrage in the Jacksonian Era, they saw that the need 
for free, universal education was greater than ever. Among 
the nationally known St. Louisians who advocated public 
schools in the early days were Auguste Chouteau, co- 
founder of the city; General William Clark, intrepid ex- 
plorer of the Louisiana Purchase and governor of Missouri 
Territory, who died in St. Louis the very year the first 


Learning the household arts 


A highschool art room 


A highschool orchestra 


JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 









uted Years 
his in St. Louis 


ious 


if at 
the 
the 
for- 
ican 
n of 
reed 
long 


rblic 


1 ex- 
ouri 


first 


\TION 





public school was opened; and Thomas H. Benton, Mis- 
souri’s first senator, whose statue today stands in the 
capitol at Washington. 

Support for public schools was at first derived almost 
entirely from lands granted by Congress or the state legis- 
lature. Edward Hempstead, a Connecticut Yankee elected 
first territorial delegate from Missouri; Thomas F. Riddick, 
a transplanted Virginian; and Carolina-born John F. 
Darby, energetic and progressive mayor of St. Louis, 
played leading roles in securing funds for public schools. 

Thru his office of Land Commissioner, Col. Riddick ob- 
tained information by which he might have amassed a 
huge fortune for himself in land deals, but, sharing Jef- 
ferson’s belief that a democracy could never expect to 
remain free if it remained uneducated, he determined to 


William T. Harris, under 
whose leadership St. Louis 
schools became one of the great 
historic systems of the nation 


save those lands for public education. 
Like a Knight of the Round Table 
setting forth on a quest, he rode alone 
on horseback 690 miles to Washington, - 
and with the help of Hempstead prevailed upon Congress 
to make the grant. This land was cheap in 1812 and yielded 
little income, but it had a later value of $1,500,000. In the 
winter of 1836 Mayor Darby rode on horseback to Jefferson 
City, Missouri’s capital, on a similar mission and eventually 
secured the money with which the first public-school build- 
ings in St. Louis were erected. 

The first schoolhouse was a two-story brick structure 
heated by stoves, erected at a cost of $3170. It opened on 
April 2, 1838, with two teachers and 175 pupils. In it there 
were two separate one-room ungraded schools; the boys’ 
school with its one man teacher on the first floor, and the 
girls’ school with its one woman teacher on the second 
floor. The entire equipment for each school consisted of 
one unlettered outline map of the world. Each pupil had 
to buy his own books and supplies and pay ten dollars a 
year tuition. 

Altho the public schools suffered from lack of funds 
and scarcity of trained teachers during the first ten years, 
they were constantly becoming more popular. Dr. Edward 
Wyman, principal of a famous private school, was sent 
East by the schoolboard in 1848 to select teachers for St. 
Louis. In August he returned from Massachusetts with 
ten women and five men trained in the normal schools 
established by Horace Mann. A crowd of interested spec- 
tators was at the levee when the “Atlantis” docked and 
the new teachers came ashore. The following year the 
citizens expressed their confidence in the public schools 
by voting, for the first time, to tax themselves to maintain 
them. 

In 1853 the first public highschool west of the Mississippi 
River was opened in St. Louis with a principal, four 
teachers, and seventy pupils. It was housed on the first 


Beaumont School, one of the many modern, beautiful buildings 
in St. Louis today 


A contrast—an early school building 





= 


a 


VOLUME 27, NUMBER 3; MARCH 1938 


[ 85 | 








Elementary-school lunchrooms 


At the Educational Museum 


floor of a grade school until the highschool building on 
15th and Olive Streets, then near the city limits, was com- 
pleted. Few can understand the love still cherished by the 
thinning ranks of these students for the highschool which 
they attended, when going to highschool was counted a 
privilege and a distinction. 

The year 1853 also saw the opening of evening schools 
with an attendance of three hundred young men instead 
of the thirty expected. The idea originated with Ralph 
Sellew, a selfmade business man deeply interested in boys 
whose economic condition forced them into the factory 
rather than school. Mr. Sellew gave generously of his 
time and money for this purpose. 

There was notable progress during the years 1857-67 
when Ira Divoll, a native of Vermont, was superintendent. 
A school census was taken, which showed that 8000 chil- 
dren in the city were not attending any school. Eight new 
schoolhouses were built. Graded schools with one organiza- 
tion and one principal in each building replaced the old 
system, and for the first time in St. Louis boys and girls 
were taught together in the same room by the same teacher. 
The St. Louis Normal School, the first institution of its 
kind west of the Mississippi River, was opened, with 
Richard Edwards, a former assistant secretary of the 
Massachusetts Board of Education, as principal. The public- 
school library, which later grew into the St. Louis Public 
Library, was established. In spite of hardships of the Civil 
War, charging tuition in public schools was discontinued 
and never resumed. Education of Negroes was begun. 





Science laboratory 


THE JOURNAL OF 


Mr. Divoll had been most fortunate in having as a 
collaborator, during his whole term, William T. Harris 
of Connecticut, who had held the positions of teacher, 
principal, assistant superintendent, and who succeeded to 
the superintendency when Mr. Divoll was elected state 
superintendent of schools. 

Mr. Harris was the outstanding city superintendent 
of his day (1867-80) and under his leadership St. Louis was 
at the front in all movements for improving instruction. 
He worked out a rational correlation of studies on a 
psychological basis, and planned an extremely well-organ- 
ized course of study. His thirteen annual reports were 
quoted nationally and internationally as models. His inter- 
est in education was worldwide and he brought to St. Louis 
the best that was known and thought. He was the leader of 
a group of students of philosophy who developed what 
was known as the “St. Louis Movement” and made St. 
Louis one of the three philosophical centers in the world. 
He served as United States Commissioner of Education 
from 1889 to 1906. He was known as an eminent philos- 
opher, as a deep and clear thinker, as a man of great 
spiritual energy. His intimate friends loved him for his 
kind heart. 

One of the leaders in the “St. Louis Movement” was 
Susan Elizabeth Blow, daughter of a distinguished and 
well-to-do family, who, interested in Froebel’s philosophy 
of education, had attended training schools for kinder- 
garten teachers in New York City and in Germany. In 


School for physically handicapped children 


, Sight conservation class 


Class at school for the deaf 


THE NATIONAL EDUCATION ASSOCIATION 








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1873, 


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1873, with the cooperation of Superintendent Harris, she 
opened in St. Louis the first public-school kindergarten in 
the United States that endured. Giving her services gratu- 
itously, she directed kindergartens and trained the first 
kindergarten teachers in St. Louis. Since the attention of 
educators at that time was focused on St. Louis and all 
its activities were widely copied, kindergartens sprang up 
in many parts of the country in both public and private 
schools. 

St. Louis counts as her own another pioneer in educa- 
tion, Professor Calvin M. Woodward of Washington 
University, the father of manual and vocational education 
in America, who was called to England to organize the 
first manual training schools in that country. 

Thru the century the public-school system has grown 
until today it has 157 school buildings valued at millions 
of dollars. Included are two teachers colleges, two voca- 
tional schools, ten high schools, and 143 elementary schools. 
One teachers college, one vocational school, two high- 
schools, and 26 elementary schools are for Negroes. Great 
changes have taken place in equipment, curriculum, and 
methods during the past hundred years. Many of the 
buildings are equipped to provide instruction in indus- 
trial arts and home economics. Many have auditoriums 
or assembly rooms. Striving to offer equal opportunity to 
all, the board of education provides special schools for 
the physically and mentally handicapped and furnishes 
free books and material for all. The Educational Museum 


Audiometer test to discover defective hearing 


Open-air school for colored children 


Buses for physically handicapped 





VOLUME 27, NUMBER 3; MARCH 1938 





Industrial arts class 








Physical education activities 


Chair caning in a “special” school 


each week delivers to the schools thousands of specimens 
and books to supplement the work of the classroom. 
Health and safety are matters of prime concern. Art, music, 
physical education, playgrounds, and clubs of many kinds 
develop interests for leisure hours. The school is no longer 
content to stock the mind with facts and knowledges but 
tries to train the head, hand, and heart so as to develop 
happy, useful citizens who can think for themselves and 
play a worthy part in life. 

Such change and such growth would have been impos- 
sible without the constant efforts and devotion of edu- 
cators and citizens whose influence still lives and whose 
lives are a vital influence to greater service. 

The present leadership has proved itself worthy of the 
great heritage of the past. Dr. Henry J. Gerling, superin- 
tendent of instruction, met the problems of the depression 
so that but one cut of 10 percent in salaries was made. This 
has been restored in full. The payrolls were met promptly; 
books and materials were supplied; evening schools were 
maintained; and summer playgrounds were kept going. 
St. Louis is the only city that pays for its building program 
from its current receipts and has the smallest bonded in- 
debtedness of any large city in the country. Under such 
leadership St. Louis looks forward to no sensational in- 
novations but to a steady growth which carries with 
it change to meet the demands of an ever-changing 
society. 

[This material was submitted by a committee: MaBet 
SeipLitz, chairman; E. E. McCastin; Anna W. ANNIN.| 











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ANY OF THE leaders in the field 

of education stress the neces- 

sity of teaching the pupil rather 
than teaching the subject to the pupil. 
To teach the pupil, the devices and 
methods used must be practical and of 
themselves worthwhile. The teachers of 
social studies are sometimes guilty of 
imposing copybook work on pupils. 

A survey made by the writer tends to 
show that pupils make use of notebooks 
which are practical and that the more 
practical the notebook, the more likely 
it is to be kept and used by the pupil 
after the course has been completed. 

A survey of two elementary schools of 
Evansville, Indiana, covering seventh- 
grade pupils of more or less equal abil- 
ity, revealed that 124 out of a possible 196 
pupils kept their notebooks without any 
suggestion on the part of the teachers. 
Seventy-six of the pupils reported hav- 
ing used their notebook for reference 
during the summer vacation and during 
the first two weeks of the fall semester. 
This would lead one to believe that if 
notebooks are considered worthwhile 
and useful, the pupils will save and use 
them. 

The question now arises, “How may 
notebooks be made more practical and 
more useful ?” 

A good seventh-grade_ notebook 
should contain at least three parts: Hur- 
riedly taken notes; a carefully prepared 
part; a section in which the pupil may 
be encouraged to keep a record of his 
progress and achievements. 

The hurriedly taken notes are perhaps 
the most important part of the note- 
book. In this section the pupil may 


[ 88 ] 


















fal Studies, 7- B. 
Emil & Winpelbarg. Feb. 14,1997 


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, carefully prepared notes; right, record of progress 


A Practical Social Studies 


NOTEBOOK 


Joe Park 


Teacher of Social Studies, Junior High- 
School Grades, Evansville, Indiana 


write such material as answers to prob- 
lems and questions found on study 
guides, notes taken on supplementary 
reading, assignments, notes on lectures 
by the teacher, notes on special reports 
given by other members of the class, 
notes on committee reports, notes on 
current events, and notes on_ other 
points the pupil thinks important. 

This section of the notebook should 
be set apart from the rest. This should 
be for the pupil. The teacher need not 
place a grade on this section; neither 
should the pupil be asked to spend long 
hours recopying this material. He 
should be taught and encouraged to 
take his notes in such manner as to save 
time and paper. 

The carefully prepared part of the 
notebook should be checked very thor- 
oly by the teacher. No more written 
work for this section should be assigned 
by the teacher than she will have time 
to check. This section is to be the “par- 
lor” of the notebook and should be in 
neat condition at all times. This part 
will contain such items as carefully pre- 
pared summaries of readings; reports 
of committees and lectures; maps, charts, 
tables, diagrams; notes on field trips; 
lists of important names, dates, and 
words; lists of suggested readings; and 
honor work. The latter may be a special 
project completed for extra credit. 

Record of pupil progress—Pupils are 


interested in their progress and achieve- 
ments. One of the best ways for the 
pupil to know just how he is progress 
ing in social studies is for him to keep 
a record of his growth. Assuming that 
progress and growth are the bases for 
grading, the teacher and her class 
should clearly understand what shall 
constitute these bases for measuring. 
The teacher may suggest ways and 


means of keeping such records. The | 


pupil may be asked to write down the | 


grades of certain tests, or the score on 
a vocabulary test, in a space in the back 
of his notebook. Some teachers may 
wish to have their pupils keep a chart 
or graph showing progress made on 
tests. The matter of record keeping will 
of necessity have to be worked out by 
each class and teacher. This plan does 


not minimize the teacher’s task of rec- | 


ord keeping. It is merely another way 
of having each pupil know where he 
stands. 

The three-part notebook has seemed 
to prove its worth in classrooms where 
given a fair trial. It would be unwise 
for the teacher to change to such a plan 
until she and her pupils understand its 
real value. The purpose of the three- 
part notebook is to make notebooks 
practical and worthwhile. When this 
ideal has been adopted by the teacher 
and her pupils, the plan may well be 


given a chance to prove its worth. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


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THE JOURNAL'S 


Annual Roll Call 


R SIXTEEN YEARS THE JouRNAL has 
F eather reports summarizing the 

educational situation. Reports this 
year contain the most encouraging accounts 
of educational progress that have come in 
for the past five years. Letters were sent to 
three persons in each state, as indicated in 
the box below. From the replies received, 
the following facts have been compiled. No 
report was received from Florida, Missis- 
sippi, and New Hampshire. 

ALABAMA—For the first time in five 
years appropriations to education were paid 
in full, making effective the minimum 
school program for the first time since it 
was established in 1935 and giving to hun- 
dreds of boys and girls the longest school 
term of their experience. Teachers are as- 
suming responsibility for the solution of 
professional problems. The welfare of 
teachers is improving. 

ALASKA—Work on new courses of 
study is under way. The Territorial Board 
of Education made available funds for 
carrying on vocational work under the 
George*Deen Act; a hostile legislature had 
failed to appropriate for this. 

ARIZONA—Salaries have been returned 
to approximately the predepression level. 
School funds were materially replenished 
from payment of delinquent taxes. Teacher 
load was decreased thru employment of 
more teachers. School building construction 
and repairs increased. Teachers showed 
continued growth of professional interest 
as evidenced by participation in educa- 
tional a$sociations. Vocational secondary 
education and continued study of curricu- 
lum problems moved ahead. Highschool 
graduation and college entrance require- 
ments were liberalized. Radio and visual 
education were inaugurated. Supervised 
correspondence study increased. Teachers 
colleges were authorized to offer work 
leading to Master’s degree. Legislative 
appropriations were small, leaving a short- 
age in textbooks for elementary schools, 
and in operating expenses for the office of 
state superintendent. 

ARKANSAS—Education made sub- 
stantial progress, including passage of a 
teacher retirement act, retention of the sales 
tax thru defeat of two amendments which 
would have diverted the funds, provision 
of free textbooks for elementary schools, 
Provision for payment of highschool tuition 
by school districts, highest per capita state 


apportionment of school funds, completion 
of a survey of local school units with view 
toward reorganization. 
CALIFORNIA—Numerous beneficial 
laws were passed for the welfare of Cali- 
fornia schools, among them a minimum 
salary law, specifying that the minimum 
salary for any fulltime teachers shall not be 
less than $1320 a year; a law permitting 
the paying of all teachers on a twelve- 





fiorith basis; legislation to legalize the for- 
mation of the 6-4-4 plan for education, giv- 
ing six years of elementary school, four of 
highschool, and four of junior college. 
Education has profited by the educational 
conferences sponsored by the California 
Teachers Association. 

COLORADO—The state supreme court 
ruled that education is a state (rather than 
local or county) function. The general as- 
sembly passed a graduated income tax and 
allocated the proceeds to support of public 
schools to take the place of a corresponding 
amount of property tax for school support. 
A study of secondary education was in- 
augurated. Course of study in traffic safety 
was placed on statewide basis. 





STATE SUPT. OR COM. NEA DIRECTOR STATE SECRETARY 
Ala.........: Albert Fi. Collins......... L. Frazer Banks. . Frank L.Grove 
Alaska . .. Anthony E. Karnes. ..Everett R. Erickson Everett R. Erickson 
ee Oe re eee *Harold W. Smith ..J. J. Clark 
Ark. a eS ee eee As: ee Willie Lawson 
Calif. ..Walter F. Dexter... . Re bee .Roy W. Cloud 
Colo.........Mrs. Inez J. Lewis ....W. B. Mooney W. B. Mooney 
Conn........Ernest W. Butterfield ...Helen T. Collins Francis E. Harrington 
Del. ..H. V. Holloway ..H. V. Holloway Nexie Brown 
D.C. .Frank W. Ballou .. Hugh Smith Mary F. Resh 
ee re Colin English............ .James S. Rickards James S. Rickards 
Ga... M. D. Collins ..M. D. Collins Ralph L. Ramsey 
Hawaii .Oren E. Long. Earl L. McTaggart Earl L. McTaggart 
Idaho .John W. Condie ....W. D. Vincent John I. Hillman 


Ill...........John A. Wieland 


..John W. Thalman 


Robert C. Moore 


* Ind.. .Floyd I. McMurray Charles O. Williams Charles O. Williams 
ee eee Agnes Samuelson . . ..Fred D. Cram Charles F. Pye 
Kans .W. T. Markham .F. L. Schlagle F. L. Pinet 
| eee D. Y. Dunn W. P. King 
La. ..T. H. Harris J. N. Poche Spencer Phillips 

» Me.. Bertram E. Packard . William B. Jack .. Adelbert W. Gordon 
Md.........Albert $. Cook Eugene W. Pruitt Walter H. Davis 
ee James G. Reardon Annie C. Woodward Hugh Nixon 
Mich . .Eugene B. Elliott .Grover Stout A. J. Phillips 
Minn........John Gundersen Rockwell. . .Daisy Brown .. Walter E. Englund 
Miss. . ..J. S. Vandiver .H. V. Cooper Walter N. Taylor 
Mo. ..Lloyd W. King Thomas J. Walker erent, 

Mont Ruth Reardon M. P. Moe M. P. Moe 

Nebr ..Charles W. Taylor ..Alice Robinson Charles A. Bowers 
Nev .Mildred Bray. . C. Layton Galbraith Bernice Griffith 

N. H .. James N. Pringle Lyle Wilson Ewing John W. Condon 


N. J.........Charles H. Elliott 

N. M. H. R. Rodgers 

N. Y. Frank P. Graves 
C 


..Lester A. Rodes 
hi > 
Frederick H. Law 


S. C. Strong 
R. J. Mullins 
Arvie Eldred 


N. .Clyde A. Erwin Elmer H. Garinger Jule B. Warren 

N. D .A. E. Thompson L. A. White. M. E. McCurdy 
Ohio ..B.N. Dietrich B. F. Stanton Walton B. Bliss 
Okla A. L. Crable Kate Frank C. M. Howell 

Ore. .Rex Putnam C. R. Bowman .E. F. Carleton 
7 ..Lester K. Ade J. Herbert Kelley J. Herbert Kelley 
A ee Jose Gallardo 5 cairns Angel Suro Cortes 
m. 2 James F. Rockett James F. Rockett Alfred J. Maryott 
SG.. .. James H. Hope A. C. Flora J. P. Coates 

Se ) a S. B. Nissen N. E. Steele 

Tenn. .. J. M. Smith .. 5. L. Ragsdale A. D. Holt 

Tex. ..L. A. Woods ..Rush M. Caldwell B. B. Cobb 

Utah Charles H. Skidmore TA; RUOWENE WUUMETL, 8 gn. wo utenmaraulnenns a6 er 
Vt. ... Francis L. Bailey Joseph A. Wiggin Raymond E. Bassett 
Va. Sidney B. Hall Mrs. Edith B. Joynes C. J. Heatwole 
Wash.. . Stanley F. Atwood Cora Oleson Arthur L. Marsh 
W. Va.......W. W. Trent W. W. Trent J. H. Hickman 
Wis.........John Callahan Amanda H. Schuette O. H. Plenzke 
Wyo.........Jack R. Gage .. . H. H. Moyer H. H. Moyer 


VOLUME 27, NUMBER 3; MARCH 1938 


[ 89 | 





CONNECTICUT—For the first time, the legis- 
lature made liberal appropriations for development 
of Connecticut State College and erection of ade- 
quate buildings. For the public schools, there were 
decreased legislative appropriations and no general 
laws for educational improvement. Teacher credit 
unions were extended; complete coverage for all 
public-school teachers is anticipated by June. In 
the Henry Barnard centennial year, teacher in- 
stitutes in the Barnard manner were revived. 

DELAWARE —Salaries of all employees were 
restored to the 1932-33 level. Subsidies were 
granted to special classes for retarded children. 
The teaching program was further developed in 
social studies field. Opportunities for vocational 
education were broadened, thru the George-Deen 
Act and state appropriation. 


DISTRICT OF COLUMBIA—Inclusion of the 
District in the benefits of the George-Deen Act for 
expansion of vocational education will enable pub- 
lic schools to offer additional vocational and trade- 
extension courses in day and evening schools. 
Specific federal aid will be granted for courses in 
trades and industries, homemaking education, and 
teacher training. Membership increased in the 
District education association. 

GEORGIA—In this “red letter year” the general 
assembly provided free textbooks for all children 
in elementary and highschools. A minimum term 
of seven months for every child is guaranteed thru 
increased appropriations amounting to more than 
five million dollars. Teachers are paid upon basis 
of training and experience. The Georgia program 
for the improvement of instruction, now in its 
fourth year, has reached a large percentage of 
teachers. A state lay board was created by legisla- 
tive enactment. 

HAWAII—tThe Territorial legislature has pro- 
vided more teachers, school secretaries and libra- 
rians, buildings, repairs to present buildings, and 
more rural highschools. The single salary schedule 
is still in the making. 

IDAHO—New schoc!l buildings have been con- 
structed and cld ones remodeled. Gymnasiums, 
auditoriums, music departments, vocational train- 
ing departments, and provisions for adult educa- 
tion were included in this building program. A 
state director of elementary education was ap- 
pointed by the state department. 

ILLINOIS—Of some 12,000 elementary schools 
approximately 4000 have been given certificates of 
recognition by the superintendent of public in- 
struction, resulting in decided improvements in 
the school system. Another achievement has been 
the beginning of a statewide curriculum improve- 
ment program. Another has been the campaign 
put on by the Illinois Education Association as- 
sisted by other organizations to educate the pub- 
lic on the needs of the schools and how those 
needs could Le met with increased state aid. 

INDIANA—Educational organizations, in co- 
operation with the State Teachers’ Retirement 
Fund Board, prepared amendments to the pres- 
ent Indiana state teachers’ retirement fund law, 
which were passed by the general assembly, to be- 
come effective July 1, 1939. The new amendments 
change the years of service from 40 to 35; the 
annuity from $700 to $960; and the earliest years 
of service when a teacher may retire, from 25 
years to 20. The state is to pay four-sevenths of 
the cost and the teacher, three-sevenths. 

IOWA—Progress was made in the following 
significant areas: Mobilization of lay support for 
education thru the development of the program of 
the Iowa Council for Better Education and wide- 
spread observance of American Education Week; 
interest in legislation for teacher retirement and 

state support; promotion of statewide cooperative 
program for developing reading skills in the later 


| go | 


elementary grades; extension of uniform financial 
accounting system to rural districts; enactment of 
legislation providing for loan or rental of text- 
books; emphasis upon instruction in safety, con- 
servation, elementary science, and guidance pro- 
grams; initiation of committee work in guidance 
course of study, commercial subjects, alcohol 
education, library standards, art in teacher-training 
institutions, and speech education. The annuities 
bill was defeated in the legislature. 


KANSAS—A state aid law was enacted whereby 
a minimum school program is guaranteed by the 
state, providing the first indirect tax money ever 
received by Kansas schools. Authority for selection 
of textbooks was transferred to the state board of 
education. Certification laws were revised, raising 
teacher requirement. This is the second year of the 
statewide program for improvement of instruction. 


KENTUCKY—This year marked completion of 
the survey by the state department, in cooperation 
with federal authority, to determine the need for 
administration changes looking toward a more 
economic and efficient system of schools and to 
enable the state department to set up a long-range 
program. Final steps for establishing a statewide 
teacher retirement system are up to the legislature. 

LOUISIANA—Outstanding educational happen- 
ings were: Paying teachers an extra month's 
salary at close of 1936-37 session; a public state- 
ment by the governor that he hopes to see teach- 
ers paid twelve months in a year; creation of a 
division of safety in the state department of edu- 
cation; vigorous attack by school forces upon the 
problem of training automobile drivers to drive 
safely; expansion of efforts in supplying’ library 
materials to adult population. 


MAINE—The legislature in special session 
added $200,000 to the state equalization fund, 
thus accepting in principle the state’s obligation to 
guarantee a minimum educational program for all 
pupils. Gorham State Normal School was extended 
to four years of collegiate work for elementary 
teachers, leading to a degree of B. S. in Elemen- 
tary Education. Over a hundred communities haye 
partially or fully restored+salary cuts. Additional 
services in physical education, music, home eco- 
nomics, and school nursing are being provided. 
At the largest annual convention in the history of 
the teachers’ association, committees on tenure and 
fulltime executive secretary were appointed. 

MARYLAND—Legislature appropriated funds 
for complete restoration of salary cuts in state 
minimum schedule in effect 1933. State 
supervisor of physical education and recreation 
was appointed. Work went forward on highschool 
curriculum. Experiments were made in teaching 
fourth-grade history. Circuit courts were appealed 
to on constitutional grounds to require certain 
counties to pay equal salaries to white and colored 
teachers. The American Youth Commission study 
of over 13,000 young people in Maryland is focus- 
ing the attention of school people upon the prob- 
lem of adjusting highschool curriculum to needs 
of all children. Plans are on foot to make the state 
university more responsible to the interests of all 
people; the department of agriculture has already 
been reorganized along these lines. 

MASSACHUSETTS—Schools are recovering 
from effects of the depression. Improvements were 


since 


made in teacher retirement law. Legislature voted 
repeal of teachers’ oath law, but governor vetoed. 
The Horace Mann Centennial was well observed. 
Legislature <ppointed a commission to 
study and report on several important educational 
proposals. Tax limitation legislation was defeated. 
Fresh vigor and activity in the state teachers as- 
sociation resulted in a useful year. The department 
of education inaugurated a program of courses 
leading to the degree, Master of Education. A de- 


special 


partment of physical education was established at 
Hyannis to train teachers in this specialized field, 
MICHIGAN—Teacher certification has _ been 
completely concentrated in the state board of edu- 
cation. State aid to public schools has been in- 
creased, the total amount now approaching $43,- 
000,000 a year. The legislature created a teachers’ 
retirement fund, placing the minimum annual an- 
nuity at not less than $600 a year with maximum 
of $1200. Radio programs, skillfully prepared, are 
coming into the schools as supplements to class- 
room teaching. Of significance in curriculum de- 
velopment has been the inauguration of the 
Twelve-Year Michigan Secondary Curriculum 
Study, encouragement of the community school 
as an institutional type, and cooperative studies of 
highschool programs in place of inspectorial sery- 
ices from central agencies. 
MINNESOTA—Educational legislative accom- 
plishments include: Continuing contract for teach- 
ers outside cities of first class; new income tax bill 
providing added revenue to schools; education ap- 
propriation to $24,803,300 for the biennium; 
$150,000 appropriated for transportation of non- 
resident pupils, the state department of education 
to establish transportation standards. The state 
education association had the largest enrollment in 
its history and an increased field service. 
MISSOURI—General assembly appropriated suf- 
ficient funds to guarantee for the first time full 
payment to school districts of the state’s obliga- 
tion to them under the provisions of the equal- 
ization law passed in 1931. Other significant 
developments are: Transportation at public ex- 
pense of pupils from rural districts to neigh- 
boring highschools; erection of new buildings; 
inauguration of program for closer cooperation 
between the reorganized state department of edu- 
cation and other educational agencies in the state; 
publication of revised elementary courses of study. 
MONTANA—Enriching the curriculum of 
Montana highschools by use of supervised corre- 
spondence study has been an important educa- 
tional development and found well adapted to 
a state with diversified local interests, scattered 
population, and extensive territory. 
NEBRASKA—A new law improving the certi- 
fication status materially; 
investigate 


a legislative council to 
proposed constitutional 
amendment making the state superintendent a 
member of the State Board of Educational Lands 
and Funds were the outstanding legislative enact- 
ments. 


taxation; a 


NEVADA—The two most significant fegislative 
enactments were revision of the teachers’ pension 
plan upon a sounder actuarial basis and submission 
to the people for action next November of a Con- 
stitutional amendment which, if adopted, will 
permit development of an equalization fund. For 
the state education association most important ad- 
vances were election of a continuing body of di- 
rectors and provision for 4 permanent secretary. 

NEW JERSEY—Thru efforts of teacher organ- 
izations, the status of teachers and schools was 
improved by restoration of contract salaries; 
passage of a minimum salary law of $100 per 
month for all teachers; appropriation of $1,716, 
ooo for distribution to certain school districts: 
widespread development of guidance programs 1m 
jupior and senior highschools together with an 
attack on thé juvenile deliquency problem. 

NEW MEXICO—<A retirement law for supef- 
annuated or disabled employees in public schools 
was enacted. This is a step toward legislation 
which will make the future more secure for all 
school employees. Other important developments 
were expansion of the state program for im- 
provement of instruction in elementary grades; 
material raise in requiremeng for teacher certifi- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





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cates; increased public-school revenues; expansion 
of vocational program by additional funds thru 
the George-Deen Act. 

NEW YORK—Governor’s recommendation for 
full amount of state aid was unanimously ap- 
proved by the legislature. A bill was passed, ex- 
tending tenure to teachers in villages of over 
4500 and employing a superintendent of schools. 
Greatly increased attention was paid to adult 
education, curriculum development, vocational 
education, and guidance programs. Many WPA 
instructors gave individual help in remedial read- 
ing and in tutoring backward pupils, thus some- 
what offsetting the harmful effect of large classes. 
Influence of teachers organizations was strongly 
evidenced, by the passing of a bill relieving 
teachers from undue legal responsibility for ac- 
cidents within the school; by the bringing about 
of merit appointment and proper compensation 
for certain groups of teachers; by the court over- 
throw of a local residence law in New York City. 
In this city, opening of the Highschool of Music 
and Art and of trade and industrial 
schools marked further development of the popular 
demand for specialized education. New York now 
has a statewide program of physical education. 

NORTH CAROLINA—Salaries on a minimum 
statewide basis have been restored to within 7 
percent of pre-depression level. The state has put 
on a program of free textbooks for all children 
in the elementary grades. Schools are in the fifth 
year of state support of a complete minimum term 
of eight months. A large number of local com- 
munities have voted local taxes to supplement the 
state-provided minimum. The legislature appro- 
priated $25,000 to aid in an adult education 
program, which is now cooperating with the WPA 
education program. The vocational education pro- 
gram has been expanded. The governor appointed 
a commission to determine ways of providing 
more suitable and adequate instruction for ex- 
ceptional children. Teachers are actively at work 
seeking information in regard to tenure, retire- 
ment, and other welfare problems as well as 
those concerned with good teaching. 

NORTH DAKOTA—Continuation of the state 
equalization fund, which at present amounts to 
about 17 percent of state support, has made it 
possible to keep every school open, tho financing 
school districts is difficult. A new highschool 
course of study was begun thru the cooperation 
of a state committee and the university with the 
department of public instruction. 


various 


OHIO—Local boards of education were able to 
meet financial obligations and in many instances 
teachers’ were The state de- 
partment initiated a program including prepara- 
tion of highschool and elementary-school manuals. 
Committees were established to make a study of 
teacher training and certification. The vocational 
program was expanded. The completion in 1937 
of the study of local school units, sponsored by 
the U. S. Office of Education, has given Ohio a 
forward-looking plan of school district reorgan- 
ization which supplements the school foundation 
law enacted in 1935. 


salaries increased. 


OKLAHOMA—The legislature enacted a new 
finance program, assuring more equitable sup- 
port for schools, increasing state aid and changing 
the method of distribution, providing for in- 
creases in basic salaries, requiring all districts to 
levy and use at least eight mills of local ad valorem 
taxes before being eligible to participate in primary 
aid, and guaranteeing a nine-month school in all 
districts that make the required local levy. A 
teacher tenure law, applicable to counties of 
100,000 population, was enacted. An amendment 
Permitting enactment of a teacher retirement sys- 
tem will be voted on at the November election. 
The curriculum has been revised by the state de- 


partment. The Oklahoma Education Association 
has created a policies commission. 


OREGON—The most significant educational 
advancements include inauguration of advanced 
training requirements for certification of elemen- 
tary and highschool teachers; authorization of ad- 
ministrative credentials; and the issuance of an 
excellent teachers’ handbook for curriculum study; 
the inauguration of the statewide and state-sup- 
ported child welfare clinics held under the direc- 
tion of the University of Oregon Medical School. 

PENNSYLVANIA—A broad advance of the 
statewide educational program was secured thru 
epochmaking legislation, including reorganization 
of districts on a county basis, improved financing, 
increasing of minimum salaries for elementary 
teachers, increasing of compulsory school age, 
lengthening of minimum school term, teacher 
tenure, transportation, sabbatical leave, increased 
state appropriation, and new buildings at state 
teachers colleges. Plans looking toward equalizing 
assessments are under way. Teacher education 
requirements have been advanced. New services, 
especially for the education of handicapped chil- 
dren, were provided in each county. Plans for im- 
proved vocational instruction were completed. 


RHODE ISLAND—Significant educational de- 
velopments consist of the further development of 
all educational standards and teacher certification 
requirements on a statewide basis; unification of 
PWA educational programs under direct super- 
vision of the state department of education to the 
extent of a more effective program in adult 
education and Americanization; development of 
a state course of study in safety education from 
first grade thru senior highschool; and the for- 
mulation of a state safety council. 

SOUTH CAROLINA—Most significant devel- 
opments were: An eight-months’ school term 
guaranteed by the state with a minimum salary 
schedule paid from the state treasury; a school at- 
tendance law for the full school term; a law pro- 
viding that if teachers are not notified by June 1 
that they are not wanted, they are automatically 
reemployed for the next year under same terms 
and conditions they are then serving. 

SOUTH DAKOTA—Observance of the Beadle 
Centennial has given impetus to the public’s favor- 
able consideration of school problems and to the 
organized profession’s activities. The state associa- 
tion convention was the largest and best in its 
history. Following adoption by the electorate of 
amendments to the state constitution in 1936 
providing for removal of term limits to county 
superintendents and for nonpolitical election of 
county and state superintendents, the 1937 legis- 
lature provided for nonpolitical balloting for these 
superintendents. The state permanent fund has 
been further safeguarded by legislation and by 
a decision of the state supreme court. The percent 
of revenue derived from the state sales and net 
income taxes going to schoo! districts was slightly 
increased. About 150 small schools were closed 
during the year. 

TENNESSEE—Annual state appropriations for 
public education were increased $4,544,000 over 
1936 appropriation, to be distributed as follows: 
$3,000,000 for elementary schools; $250,000 for 
highschools; $100,000 for rural-school libraries; 
$450,000 for transportation; $50,000 for super- 
vision; $534,000 for higher education; $160,000 
for vocational education. Legislation was enacted 
requiring two years of college training for begin- 
ning elementary Minimum standards 
were established for rural elementary schools. 


teachers. 


TEXAS—An excellent teacher retirement law 
was passed. Another significant item of progress 
was the increasing of the state apportionment 
from $19 to $22 per capita. 


VOLUME 27, NUMBER 3; MARCH 1938 


UTAH—This year the state has reaped a great 
educational harvest: A statewide teacher retirement 
law with immediate prior service benefits at state 
expense; another junior college at full state ex- 
pense, with both academic and terminal courses; 
an improved five-year outline of vocational educa- 
tion; and a very liberal law which allows school 
districts to introduce adult education if they de- 
sire. 

VERMONT—The name of the Vermont State 
Teachers’ Association was changed to the Ver- 
mont Education Association, with the expectation 
of increased membership and larger service. A new 
program of rehabilitation of the handicapped was 
initiated. Demonstration schools were established 
near each of the teacher-training institutions. 
Thirty-five $100 scholarships were awarded to 
normal school students. The Vermont school 
directors have formed an organization for the 
promotion of school welfare. All highschool princi- 
pals of the state are attending regular regional 
meetings. State aid has been restored. There has 
been steady statewide progress in guidance, health 
education, and curriculum liberalization in sec- 
ondary schools. 


VIRGINIA—The state board of education has 
raised the requirements for teacher preparation and 
certification. Curriculums set up and approved for 
teachers colleges in the future follow two definite 
lines of action: those for the bachelor of arts and 
bachelor of science degrees, directed definitely to- 
ward ultimate specialization and research; those 
leading directly toward the bachelor of arts and 
bachelor of science degrees in teaching. Apprentice- 
ship teacher training is being emphasized. 


WASHINGTON—The enactment of a law fix- 
ing teachers’ salaries at a minimum of $1200 per 
year is the outstanding educational achievement. 
The effect has been not to lower salaries of teachers 
receiving more than this but to raise the entire 
state average. A retirement act was passed which 
replaces selfsupporting pooling plan of state and 
local funds with statewide sharing actuarial endow- 
ment. The governor is conducting an educational 
survey thru the Washington Planning Council to 
help determine future education needs. 


WEST VIRGINIA—An aggressive public in- 
terest in education manifested itself in a deficiency 
appropriation for the schools that made a nine- 
month term possible in nearly all counties; in a 
slight increase in general state appropriation; and 
in a demand for more adequate school main- 
tenance and building problems. Programs of study 
for elementary and highschools, the result of an 
intensive three-year study by teachers of the state, 
were published. The constitution of the state 
education association was revised. A state class- 
room teachers association was organized with an 
executive secretary and headquarters office. 


WISCONSIN—Significant laws sponsored by 
the Wisconsin Education Association were en- 
acted: A nine-months’ school term to secure state 
aid; a minimum teachers’ salary of $80 a month 
in 1938-39 and $90 thereafter; a minimum of 
teacher training of two years beginning in 1939- 
40; state appropriation for support of highschools; 
increase in elementary-school aids; statewide 
teacher tenure. The Wisconsin Teachers’ Credit 
Union served a greater number of teachers than 
in any previous year. The WEA has shown con- 
tinued growth. 

WYOMING—Teacher retirement bill passed the 
House and died in the Senate. Nevertheless, legis- 
lators and other people of the state have become 
enlightened on the subject of teacher retirement. 
The Wyoming Association is in a 
period of reconstruction. The equalization fund 
created by the sales tax has improved the con- 
dition of rural and small community schools. 


[ or | 


Education 





FOR 


econdary a 


This is the second consecutive issue in which a page by this title has 


= 0 a 1 fe 





been published. If it appears to be sufficiently useful, it may become a 
regular feature. Suggestions from readers will be appreciated. 


ARE YOU FIT To TEACH? See page 71. Other 
new NEA publications are listed on page 
A-58. See page 83 for commencement ideas. 


LITTLE WATERs is an attractively illustrated, 
interestingly written booklet on soil conser- 
vation available free from the Soil Conser- 
vation Service, Washington, D. C. 


THE EMERGENCY CONSERVATION COMMIT- 
TEE, 734 Lexington Avenue, New York, 
N. Y., will send the following free on re- 
quest while the supply lasts, but if more 
than three items are requested, 1o¢ must be 
sent to cover the cost of mailing: No. 68— 
The Olympic Forests for a National Park; 
65—Man’s Friend, the Crow; 63—Double- 
Crossing Mount Olympus Park; 62—Gran- 
deur of the Mighty Tree; 61—Three Sea- 
sons at Hawk Mountain Sanctuary; 60— 
Facing Conservation Facts; 59—Finishing 
the Mammals; 55—“Framing” the Birds of 
Prey, 5th edition, revised; 46—Where Do 
You Stand on the Matter of Shooting? 40— 
U. S. Bureau of Destruction and Extermi- 
nation. 


CONSERVING OUR NATIONAL RESOURCES is an 
attractively printed 12-page annotated bib- 
liography of selected references classified 
as to the more important areas of conserva- 
tion. It is issued by the American Associa- 
tion for the Advancement of Science with 
the cooperation of the Enoch Pratt Free Li- 
brary of Baltimore. If you wish copies write 
the Permanent Secretary, American Asso- 
ciation for the Advancement of Science, 
Smithsonian Institution Building, Wash- 
ington, D.C.,stating the number you desire. 


HIcGHscHOOL sTUDENTs thruout the country 
are invited to express their views about 
school problems and activities in a new 
monthly magazine, Student Life. Of all 
highschool students, Student Life asks: 
“What of your school? What activities 
have proved successful? How have you 
worked out problems?” Thru the pooling 
of such information and personal views, 
students may contribute to school improve- 
ment. Address Student Life, Department 
of Secondary-School Principals of the 
NEA, 5835 Kimbark Ave., Chicago. 


GEOGRAPHY IN THE ELEMENTARY AND 
SECONDARY CurRICULA, a new publication 
of value in curriculum construction, may 
be secured free of charge from the secre- 


[ 92 | 


tary of the National Council of Geography 
Teachers by addressing Dr. Floyd F. Cun- 
ningham, State Teachers College, Flor- 
ence, Ala. 


Our constitution is the title of a historical 
pageant issued by the U. S. Constitution 
Sesquicentennial Commission, House Office 
Building, Washington, D. C. 1o¢. 


Goop REFERENCES ON SUPERVISED CORRE- 
SPONDENCE STUDY IN HIGHSCHOOLS is the 
title of a bibliography by Walter H. Gaum- 
nitz and Martha R. McCabe which may 
be secured from the U. S. Office of Educa- 
tion, Department of the Interior, Washing- 
ton, D. C. Free. 


RAILWAY LITERATURE FOR YOUNG PEOPLE, a 
bibliography, may be secured from the 
Association of American Railroads, Trans- 


portation Building, Washington, D. C. 


CHILD LABOR FACTs is a 36-page survey of 
the extent and nature of child employment 
in the U. S. at the present time which may 
be had from the National Child Labor 
Committee, 419 Fourth Avenue, New 
York, N. Y., for 25¢. 


PAN AMERICAN DAY will be observed April 
14, 1938. The Pan-American Union, Wash- 
ington, D. C., has a list of helpful materials 
available free to teachers who wish to plan 
programs for this occasion. 


ConsuMERs’ GuIDE is a bimonthly publica- 
tion of the Consumers’ Counsel Division, 
Agricultural Adjustment Administration, 
U. S. Department of Agriculture, Wash- 
ington, D. C. Classes in consumer educa- 
tion will find it useful. 


AMERICAN YOUTH HosTELs has for its pur- 
pose “to help all, especially young people, 
to a greater knowledge, understanding, 
and love of the world by providing for 
them youth hostels, bicycle trails, and foot 
paths in America, and by assisting them in 
their travels both here and abroad.” The 
organization is governed by a distinguished 
group of educators and other citizens. For 


further information write American Youth 
Hostels, Northfield, Mass. 


HELPFUL GUIDANCE MATERIALS are to be 
found in a series of pamphlets published 
by the National Occupational Conference, 
551 Fifth Avenue, New York, N. Y. Each 
pamphlet is “An Appraisal and Abstract 


THE JOURNAL OF 


of Available Literature” in a given field of 
work, the following fields being among 
those on which the pamphlets have beep 
issued: Aviation, radio, Diesel engines, air 
conditioning, waiters and waitresses, teach. 
ing, pharmacy, photography, motion pic. 
ture acting, insurance salesman, barbering, 
and linotype operation. Single copies of 
the leaflets are 10¢ each. 


TECHNOLOGY AND PLANNING—A  32-page 
pamphlet of the National Resources Com. 
mittee can be secured from the Superin- 
tendent of Documents, Washington, D.C, 
for 10¢. 


Housinc AND EQUIPMENT OF SCHOOL LI- | 


BRARIES is the title of a leaflet by the U. §. 


Office of Education. Available for 5¢ from | 


the Superintendent of Documents, Wash- 
ington, D. C. 


READING FOR FUN is the title of a booklist 


recently published in a highly attractive | 


and beautifully illustrated pamphlet of 96 
pages. Titles are classified by subjects of 
interest but not by age or grade levels other 


than the fact that the simpler works are | 
listed first in each field of interest. Send | 


20¢ to the National Council of Teachers of 
English, 211 W. 68th St., Chicago, IIL, for 
your copy. 


Homework—The average highschool stu- 
dent prefers longer school hours and 
shorter homework assignments, according 
to a “survey-at-random” made at East 
Technical, East, and Lincoln highschools 
of Cleveland, Ohio. Altho homework is 
decreasing in grade schools, it still is the 
nightmare haunting the upper gradesmen. 
A majority of students at the three schools 
surveyed said they would be willing to stay 


longer at school and there complete their | 
homework if long week-end assignments | 


and nightly work were eliminated. Mrs. 
H. C. Blades of Beaumont, Texas, writes 
that she “is opposed to the usual type of 
homework where children prepare any 
part of their lessons at home.” However, 
she reports trying an experiment “which is 
proving to be most interesting and valuable 
not only to the children but also to their 
parents who are participating.” A_ special 
homework assignment was given to 4 
social studies class on January 13. On that 
day and the day before the teacher talked 
with the pupils about the meaning of the 
subject to be discussed and gave them 4 
vocabulary which would help them to um 
derstand the speakers. The assignment 
was: “If you have access to a radio, listen 
to the “Townhall Meeting of the Air’ to 


night (Thursday) from 8:30-9:30 over the | 


blue network of the National Broadcasting 
Company. The subject to be discussed '8 
‘Balancing the Budget.’” Questions wert 
listed for consideration and discussion. 


THE NATIONAL EDUCATION ASSOCIATION 





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The March JouRNAL goes to press 
in advance of the winter convention, a re- 
port of which will appear in the April 
issue. 

The New York convention—The 
address of the Hotel Committee for this 
convention of the NEA has been changed 
to Room No. 1036, 233 Broadway, New 
York City. Inquiries or requests for hotel 
reservations should be sent to this com- 
mittee. 

Horace Mann birthday packet— 
The Horace Mann Centennial Committee 
recommends that “Horace Mann’s birth- 
day on May 4 be celebrated each year in 
order that children may learn to honor 
him as the father of our free schools.” A 
special Horace Mann birthday packet con- 
taining new material for schools may be 
secured from the NEA for 50¢. The 160- 
page pageant, Those Who Bear the Torch, 
is a feature of the packet. 

An Introduction to Poetry—Teach- 
ers who use the lesson units on pages 68-70 
(used thru courtesy of The Educational 
Scene, in which they will also appear) will 
be interested in the following: 

“Not long ago,” writes Alice Lawry Gould of 
Washington, D. C., “it occurred to me as an in- 
teresting experiment to see if I could incorporate 
into a regular Petrarchan sonnet the list of words 
which Mr. Wilfred Funk, the lexicographer, had 
chosen as the ten most beautiful and musical in 
the English language—lullaby, tranquil, murmur, 
chimes, melody, glisten, luminous, golden, mist, 
and dawn. The resulting sonnet was published 
last summer in the Christian Science Monitor. 
Might it be used in connection with word study, 


inspiring each student to make his own list of 
favorite words, or in the study of verse?” 


SMALL RAIN 


No lullaby is older than the rain: 

The small rain falling on the tender grass. 

The Hebrew shepherd lad, the Lesbian lass. 

Hushed by its tranquil murmuring have lain 

And dreamed their dreams. The nations rise and 
wane, 

The destinies of men and empires pass; 

But still tonight upon my window glass 

Thin chimes tap out their slumber-song again. 





I hear it falling, falling thru the night— 

The ancient rain that makes the worn earth new— 
Knowing that when both rain and night are gone, 
Most gently will the fingers of first light 

Wake birds to melody, and glisten thru 

The luminous and golden mist of dawn. 


Teacher internes—The Omaha, 
Nebr., city schools this year are experiment- 
ing with the teacher interne plan. Inexperi- 
enced university graduates—six highschool 
and two grade-school teachers—with teach- 
ing certificates, conduct three classes a day, 
observe, and assist the remainder of the 
time at a $3-a-day salary. 


NOTES 


and 


Announcements 








w 


IF and AND 


If you can think 
About your work 
As being help 
To someone else, 
You soon will find 
That that alone 
Will make your task 
A happier one. 
And if you add 
To each task done 
Some little touch 
That goes beyond 
What is required, 
Your work becomes 
A thing of art 
And leads you out 
Into a realm 
Where pleasure lives 
And drudgery dies. 
And this domain 
Of artistry 
Has ample room 
For hope and dreams 
And spreading wings 
And lilting song, 
To make the day 
Eternal dawn. 
—W. P. Kine, editor, 
Kentucky School Journal 


How one teacher uses THE JourR- 
NAL—While visiting the Elkendier school 
near Nashville, Ill., the county superinten- 
dent, C. A. Reeder, noticed a copy of the 
NEA Journat lying open on the teacher’s 
desk. He also noticed that the open pages 
were well marked by notations and under- 
scoring. In talking with the teacher, Flor- 
ence Schaeffer, he learned that she was 
making considerable use of the magazine 
articles in THE JouRNAL. Miss Schaeffer was 
asked to write an article describing how she 
used JouRNAL materials in her classes. The 
following from the Washington County 
School News Letter for Dec. 1937 gives 
briefly some of the things she has done: 

I find the NEA JourNac not only a very inter- 
esting magazine but also an authoritative source 
of information. Some may be of the opinion that 
it is to be read and used by only the teacher, but 
I have found much material that has been useful 
in practically all the grades. 

We have used some of the topics as study units 
in the social studies while others offer splendid 
supplementary material for work in the pupil's 
textbook. I will mention just a few of the many 
discussions which I think teachers will find help- 
ful in awakening purpose and inspiration in their 
pupils. 

In the September issue we find an article en- 
titled, “‘Rich Land—Poor Land,” which is a study 


VOLUME 27, NUMBER 33; MARCH 1938 


of waste in the natural resources of America. 
Every rural pupil should be benefited by this and 
can apply it in connection with his study of agri- 
culture. Then there is the article on “Alcohol and 
Narcotic Drugs.” We used this with our study of 
eighth-grade physiology. From this study we con- 
cluded that by substituting the words moderation 
and selfcontrol for the word temperance, and di- 
recting our emphasis in character training toward 
a way of life, we would make more progress. A 
third article was a discussion on language which 
makes it a “living process.” 

The October issue has one article on “Making 
the Constitution,”’ which alone is worth the cost 
of the magazine. Pupils can understand and ap- 
preciate their federal Constitution much _ better 
after they know something of the character of its 
makers, their proposed plans for a constitution, 
the great compromise, the amendments, and 
finally, how even today it is still the framework 
of the government. 

Lastly, ““The Life of Horace Mann,” in the No- 
vember number, is so completely expounded that 
most children will be inspired to pattern after his 
life of usefulness and nobility and hence become 
good citizens. 


Study Outlines of “Appraising the 
Elementary School Program,” the 
Sixteenth Yearbook of the Department of 
Elementary School Principals, may be se- 
cured for 25¢ from the DESP, 1201 16th 
St., N. W., Washington, D.C. ° 

Mary C. C. Bradford, the second 
woman president of the National Educa- 
tion Association (1917-18), former super- 
intendent of public instruction in Colo- 
rado, and former president of the National 
Woman’s Suffrage Association, died Janu- 
ary 15, 1938, after a brief illness. Mrs. 
Bradford was a life member of the Colo- 
rado Education Association and the NEA 
and actively took part in the work of the 
World Federation of Education -Associa- 
tions. 

Cartoon project—The Division of 
Publications of the NEA is sponsoring a 
Nationwide Highschool Cartoon Project 
in connection with American Education 
Week 1938. The plan is to have cartoons 
drawn depicting ideas suggested by the 
daily topics for AEW. All entries must be 
received by June 1, 1938. For complete in- 
formation address the Division of Publica- 
tions, NEA, 1201 16th St., N. W., Wash- 
ington, D. C. 

Men teachers—Evidence that the in- 
crease in men teachers in the elementary 
school will continue is found in a present 
enrollment of 192 men in the elementary 
teacher training courses at New Jersey 
state teachers colleges. In 1930 there were 
but 30. There are now 1014 men teachers 
in elementary schools of New Jersey organ- 
ized on the 8th grade plan. In 1928 the 
number was 860. 


| 93 | 





Charles A. Bowers—As Tue Jour- 
NAL goes to press, a telegram has been re- 
ceived telling of the sudden death on 
February 5, 1938, of Charles A. Bowers, 
secretary of the Nebraska State Teachers 
Association since 1932. His loss will be felt 
thruout the country. Mr. Bowers, a Life 
Member of the National Education Asso- 
ciation, served as a member of the Depart- 
ment of Superintendence Yearbook Com- 
mission which reported in 1937. He was 
president of the Educational Press Asso- 
ciation for 1936-37. 

Warning—Circular material, in pro- 
motion of reading courses, in which the 
initials “NEA” appear frequently and con- 
spicuously, apparently is being distributed 
widely by the National Educational Alli- 
ance. Members of the National Education 
Association are raising questions as to the 
relationship of this activity to our Associa- 
tion. This organization has no relationship 
whatever with the National Education As- 
sociation, and members of our Association 
are advised not to be misled by the use of 
the initials “NEA” into believing that the 
reading courses of the National Educa- 
tional Alliance are fostered by or have any 
connection with this Association. 


American Education Week 1938 
—The 18th annual observance of Ameri- 
can Education Week will be held Novem- 
ber 6-12, 1938. The general theme and 
daily topics are: 

General Theme: Education for Tomorrow’s 
America. 

Sunday—Achieving the Golden Rule. 

Monday—Developing Strong Bodies and Able 
Minds. 

Tuesday—Mastering Skills and Knowledge. 

Wednesday—Attaining Values and Standards. 

Thursday—Accepting New Civic Responsibilities. 

Friday—Holding Fast to Our Ideals of Freedom. 

Saturday—Gaining Security for All. 

The most successful observances of 
American Education Week are planned 
far in advance. 


The American Association for 
Health and Physical Education, the 
most recently reorganized department of 
the National Education Association, seeks 
to coordinate all phases of school health, 
physical education, recreation, and similar 
activities of allied organizations so that a 
broader, richer life may be the normal 
heritage of every child. The association 
now encompasses the personnel responsi- 
ble to school authorities for health educa- 
tion, physical education, and recreation. 


LIFETIME INCOMES 


Income in Selected Occupations in the United States, 1920-1936 


Present value of av- 
erage earnings for a 
working lifetime in 


Occupation 


Estimates in per- 
Average earn- centage of limits 


ings in dol- within which true 


dollars lars per year figure probably lies 
NS te ec en ee 108,000 4,850 +30 
A a a ee 105,000 45730 +35 
NED x naib Gak aia. 55 5x 95,400 4,170 +25 
igen ear 95,300 4,410 +20 
SI Ceo axe cs le uc 44 82,500 3,820 +40 
College teaching ............. 69,300 3,050 +10 
IEE oS Codawk xceice sys 51,000 1,650 +15 
a, IR eS Pa 41,500 2,120 +45 
Dos Pe Abacns 470 45 41,000 1,980 +15 
Saeeeey WR 4... ........ 35,000 2,020 +25 
Public-school teaching ........ 29,700 1,350 05 
gg ee 28,600 1,430 +15 
os ce kk dane stan is 23,300 1,310 +10 
Unskilled labor .............. 15,200 795 +20 
tiie b 4.040) > sins 12,500 580 ro mat 
ali li lglg gt 10,400 485 +15 


Here is a table which opens a whole new field of education and planning. How 
much may one expect to receive in a lifetime by working in various occupa- 
tions? No one knows, but there are some data to show what people have been 
earning. The figures in this table should not be copied or commented upon 
until one has read the explanations and statement of limitations to be found in 
the book from which the table is taken. (Life Earnings in Selected Occupations 
in the United States by Harold F. Clark, 408p, $5, Harper & Brothers.) This 
volume is of the greatest importance to guidance workers and to those engaged 
in social planning. It is notable that thanks largely to the National Education 
Association the figures for teachers are more accurately known than for any 


other occupation. 


[ 94 ] 


AMERICAN ASSOCIATION FOR | 
HEALTH AND PHYSICAL EDUCATION | 


DISTRICTS 






_CENTRAL 
re 


A 
\ 


Yee 


During this, the initial year after the re- 
organization consummated at the summer 
meeting of the NEA in Detroit, 1937, a 
publicity program has been launched. The 
program attempts to give intelligent infor- 
mation regarding the purposes and plans 
of the organization and its place in the 
scheme of general education. The Ameri- 
can Association for Health and Physical 
Education can accomplish little unless its 
philosophy, standards, and organization 
are applied in each respective locality. 
Therefore, the publicity committee has 
asked that each state prepare a poster show- 
ing its activities in physical and health edu- 
cation and recreation. These posters are 
to be displayed by Districts at the national 
convention of the association. A bulletin is 
being prepared giving the activities of the 
association, the details of the convention, 
and certain interesting facts about the con- 
vention city. This bulletin is to be circular- 
ized to leading educational people about 
four weeks prior to the convention. 

Let it be understood that no program of 
promotion or of publicity, as such, is being 
undertaken. The president of the associa- 
tion, Dr. C. H. McCloy; the national 
publicity chairman and her steering com- 
mittee; the presidents of the district asso- 
ciations; and the state chairmen of national 
publicity are merely attempting to present 
their efforts to further the school programs 
of physical education, health education, and 
recreation. These combined efforts will 
comprise a nationwide, a districtwide, and 
a statewide publicity program. The whole 
year’s work will culminate in the national 
convention in April. There in Atlanta, 
leaders of national note, directors of health, 
physical education and recreation, class- 
room teachers, school nurses, doctors, nu- 
tritionists, and numerous other representa- 
tives of child welfare organizations will 
interchange ideas for enriching the lives of 
children. After this meeting in the Atlanta 
Biltmore, Atlanta, Ga., April 20-23, these 
people will carry back to their respective 
localities, new plans for work gleaned from 
the experiences of others.—Jessie R. Garri- 
son, chairman, publicity committee. 


| Cont. on page A-50] 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





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IN 


ACHIEVEMENTS IN PROFESSIONAL ADVANCEMENT 


Educational Administration 


R. JAMES E. RUSSELL 
D says that years ago 
when he first planned 
to introduce a course in “Ed- 
ucational Administration” at 
Teachers College he had difficulty i 
getting an instructor. The man ss he 
he invited to give the work, an out- 
standing city superintendent, assured 
him that there was not enough printed 
material available in this field to enable 
him to extend the course beyond a single 
semester! That was before educational 
administration had emerged as a signifi- 
cant part of a real profession. 

During recent years the work of edu- 
cational administration has developed so 
far that in many places public-school 
superintendents and principals are 
ranked in the public mind with the 
leading physicians and judges of the 
community. Organized cooperation has 
given school administrators significant 
professional status. 


THE AMERICAN ASSOCIATION OF SCHOOL 


ADMINISTRATORS 


Much has been written of the vision 
with which the founders of the republic 
sought to encourage schools and the 
means of education. Realization of their 
ideals came slowly. It was not until 1865 
that a little group of state and city school 
superintendents organized the National 
Association of School Superintendents, 
which five years later became one of the 
four original departments of the Na- 
tional Education Association. 

In the beginning it was a small or- 
ganization with less than a hundred 
members in attendance at its conven- 
tions. At New Orleans last February the 
registered attendance reached a total of 
10,430 persons. For over half a century 
the annual conventions of this Depart- 
ment have been a clearinghouse of ideas 
in the rapidly multiplying fields of edu- 
cational work. The keenest minds in the 
profession have contributed to its pro- 
gtams, 

The Association, formerly called the 
Department of Superintendence, began 
the publication of yearbooks fifteen 
years ago. Four epoch-making year- 






at Wor 


books prepared by the Com- 
mission on the Curriculum 
did much to bring about es- 
sential changes in courses of 
study and the technics for 
constructing them. Later volumes dealt 
with vital topics such as character edu- 
cation, supervision, social studies, and 
educational leadership. 

Developing educational policy on a 
national basis has always been an im- 
portant aim of the Department. During 
the dark winter of 1932-33, the need for 
united action and vigorous leadership 
in defense of the schools was apparent. 
The appointment of the Joint Commis- 
sion on the Emergency in Education by 
this Department and the NEA was the 
profession’s practical answer to this need. 

The Educational Policies Commis- 
sion, the successor of the Joint Commis- 
sion, is developing a constructive pro- 
gram for the continuous selfappraisal of 
the American system of education and 
is suggesting means whereby improve- 
ment of our educational institutions may 
be more speedily accomplished. 


THE DEPARTMENT OF SECONDARY-SCHOOL 
PRINCIPALS 


This Department was organized in 
1916. Its steady growth both in member- 
ship and service has paralleled that of 
modern secondary schools in this coun- 
try. During the twenty-two years of the 
Department’s history, enrollment in 
secondary schools has increased from 
1,500,000 to almost 7,000,000. This is 
by far the largest percentage of youth 
enrolled in secondary schools in any 
nation. There are approximately 7000 
active members in this Department. 

Activities of the Department are ex- 
tensive. It holds two annual meetings, 
makes special studies in secondary edu- 
cation, carries on a program of long- 
range planning in this field, and encour- 
ages the organization of local and state 
groups of secondary-school principals 
and discussion groups. Its publications 
include The Bulletin and Student Life. 

Much of the work of the Department 
is carried on by committees, The reports 
of the Committee on Orientation, Issues 
and Functions of Secondary Education, 


VOLUME 27, NUMBER 3; MARCH 1938 


published last year, received wide recog- 
nition. To implement these reports the 
Department set up a nationwide pro- 
gram of discussion groups designed to 
focus attention on the really significant 
problems in secondary education and to 
solve these problems cooperatively. 


THE DEPARTMENT OF ELEMENTARY SCHOOL 
PRINCIPALS 

This Department is a strong, aggres- 
sive, constructive agency working for 
better things in American education. It 
was organized in 1921 because the more 
observant saw that the elementary- 
school principal was in danger of be- 
coming a glorified head clerk. Should 
such a tragedy have taken place, devel- 
opment of the individual school as an ef- 
fective unit would have been retarded. 

When this Department was organ- 
ized, the teaching profession faced se- 
rious problems. Cities were growing 
rapidly; numerous activities were being 
introduced into the school program; and 
special supervisors were multiplying. 
Few books on administration were avail- 
able, and institutions of higher learning 
were giving little special training for 
principals and other administrators. 

During the last seventeen years this 
Department has held 33 national con- 
ventions and published 96 bulletins and 
16 yearbooks. Today its publications are 
used by leading institutions offering 
courses in professional training for ad- 
ministrators and considerable headway 
has been made toward the certification 
of principals. In 1928 only 11 states had 
special certificates for the elementary- 
school principalship. Thirteen addi- 
tional states have established these cer- 
tificates and in 15 these certificates are 
mandatory. 

It is often said that the elementary- 
school principal holds the most strategic 
position in the school system. The De- 
partment of Elementary School Princi- 
pals has made great progress because the 
principals of the nation have taken lit- 
erally Dr. Winship’s statement—“The 
way to improve the elementary schools 
of America is first to improve the ele- 
mentary principals.” 

Thru their various activities these De- 
partments have been important factors 
in the development of scientific school 
administration. Leadership such as they 
provide is sorely needed in these times 
of world disorder, national unrest, and 
social confusion. 


[ 95 | 





ie MEMORY of my late father, U. G. 
Wheeler, and to show my continued 
interest and loyalty to the cause of educa- 
tion, I wish to enroll as a Life Member in 
the National Education Association. My 
father began his schooling at the age of 
three and one-half years and gave his en- 
tire life of service to the profession of edu- 
cation. He continued in it for forty-five 
years until he retired at the age of seventy 
in 1932. During his last eighteen years he 
was superintendent of schools here in New- 
ton. For many, many years father was a 
member of the NEA. My own work in the 
profession is in the capacity of librarian in 
one of our junior highschools.—Marion C. 
Wheeler of Newton Center, Mass., a new 


Life Member of the NEA. 


New Life Enlistments 


ss TOTAL NUMBER of Life Members enrolled in 
the National Education Association prior to 
February 1 was 5898. The following Life Members 
have been reported since the list was published in 
the February JouRNAL. 


CatiFrornia—Dan T. Williams 

District or CotumsBia—Karl 

MASSACHUSETTS—Sarah A. 
Wheeler 

New York—Adeline Newman 

Oxn1to—Wade S. Amstutz, R. F. McMullen 

Texas—Mrs. S. W. Weston 

West Vircinia—Catherine S. Morris 


i Moser 
Ma 


rble, Marion C. 


Completed Enrolments 


E FOLLOWING scHOooLs have completed their 
ipa percent enrolments in the National Educa- 
tion Association since the list was published in 
the February JouRNAL. 


TwENTy YEARS 


CaLtForN1A—Stockton, Lafayette 

Missouri—St. Joseph, St. Joseph Public Schools, 
Bartlett High, Benton Jr.-Sr. High, Blair, Bliss 
Jr. High, Central High, Douglass, Edison, Everett, 
Field, Floyd, Hall, Hosea, Humboldt, Hyde, La- 
fayette High, Lincoln, Lindbergh, McKinley 
Platoon, Musser, Neely, Noyes, Pershing, Roose- 
velt Jr. High, Sherwood, South Park, Spec. Tchrs. 
& Supvrs., Washington, Webster 

Oxu1o—Columbus, Bellows Ave. 


EIGHTEEN YEARS 


Cattrornta—Long Beach, Fremont : 
ILtino1s—Rock Island, Washington Jr. High 


SEVENTEEN YEARS 


CaLiFornia—Santa Barbara, McKinley 
Connecticut—E. Hartford, Burnside 
Ittino1is—E. St. Louis, Hawthorne 

New Jersey—W. New York, Public No. 3 


SIXTEEN YEARS 


Ar1zona—Phoenix, Phoenix Public Schools, Adams, 
Capitol, Douglas, Dunbar, Emerson, Franklin, 
Garfield, Grant, Jackson, Kenilworth, Lincoln, 
Longfellow, Lowell, McKinley, Monroe, Spec. 
Tchrs. & Supvrs., Stevenson, Washington, B. T. 
Washington, Whittier 

CALIFORNIA—Santa Ana, Roosevelt 

PENNSYLVANIA — Bucks Co., Doylestown 
Schools, Grade, High 


Public 


FIFTEEN YEARS 


Arizona—Phoenix, Wilson 
Ca.irornia—Long Beach, Washington Jr. 

So. Pasadena, El Centro St. 
CoLtorapo—Teller Co., Dist. No. 1, Cripple Creek 

Elem. & High, Victor High, Washington 
MassacHusetts—Beverly, Brown 
Missourt—Kansas City, Milton Moore 
Wyvominc—Worland, Grade 


[ 96 | 


High; 





FouRTEEN YEARS 


Cattrornra—So. Pasadena, Lincoln Park 
CoLtorapo—Pueblo, Dist. No. 1, Bradford, Hinsdale, 
Irving, Parkview, Riverside, Somerlid, Thatcher 


Jr. High 

InL1nois—Dundee, Community High; Elmhurst, 
Lincoln, Roosevelt; Rock Island, Edison, Grant, 
Hawthorne, Irving 

Nesraska—Omaha, Beals 

Ou10o—Findlay, Detwiler, Donnell Jr. Hizh, Fir- 
min, Glenwood Jr. High, Lincoln, Washington; 
Logan Co., Logan Co. Public Schools, Bellefon- 
taine Rural, Bokescreek Rural, Monroe Rural, 
Perry Rural, Quincy, Belle Center, DeGraff, 
Huntsville, Rushsylvania, Stokes Rural, Wash- 
ington Rural, W. Liberty, Zane Rural, Zanes- 
field Rural 

PENNSYLVANIA—Pottstown, Pottstown Public Schools, 
Adams, Buchanan, Franklin, Garfield, Grant, 
Hamilton, Hancock, Jr. High, Lincoln, Madison, 
New Grade, Rupert, Sr. High, Union, Van Bus- 
kirk, Washington 

Vircinita—Richmond, John Smith 


THIRTEEN YEARS 


Catirornia—Davis, Davis Public Schools, Joint 
Grammar, Union High; Glendale, Muir, Vergudo 
Woodlands; Long Beach, Mann; Los Angeles, 
Amelia St., Garvanza; San Francisco, Franklin 

CoLorapo—Pueblo, Pueblo Public Schools Dist. 
No. 1, Centennial High, Fountain, Park Hill Jr. 
High 

IL~t1nois—Cicero, Sherlock; FE. St. Louis, Long- 
fellow; Rock Island, Franklin Jr. High, Lincoln 
Jr. High 

Missouri—Kansas City, Central Jr. High, Green- 
wood, Ladd 

New Yorx—Westchester Co., Ardsley High (Green- 
burgh 5) 

PENNSYLVANIA—Chester, Harvey, 
Central, Clay St., West Side 

TENNESSEE—Memphis, Humes High 

Texas—Dallas, Sam Houston 


Howell; Kane, 


TWELVE YEARS 


CaLtrornia—Atascadero, Elem.; Dinuba, 
Public Schools, Jefferson, Lincoln, 
Washington; Modesto, Washington; 
Frick Jr. High 

Hawati—Kalaheo, Kauai, Kalaheo 

ILLrno1is—Cicero, Burnham, Wilson; E. St. Louis, 
Jefferson; Elmhurst, Hawthorne 

MassacHvusetts—Plymouth, Knapp 

Missouri—Kansas City, Longan 

New JerseEy—Dunellen, Lincoln, Whittier; Hights- 
town, Grammar 

Onto—Columbus, W. Broad 

PENNSYLVANIA—Clairton, Clairton Public Schools, 
Fifth St. Grade & Jr. High, Miller Ave., Sr. 
High, Shaw Ave., Short St., Walnut Ave. Grade 
& Jr. High; Delaware Co., W. B. Evans 

Utan—Salt Lake City, Garfield 

VirGinta—Richmond, Oak Grove 

Wisconsin—Kenosha, Columbus; Madison, Emerson 


Dinuba 
Roosevelt, 
Oakland, 


ELEVEN YEARS 


Cattrornta—Los Angeles, Fletcher 
Feliz; Modesto, Franklin; San 
Santa Barbara, Harding 

ILLinotis—E. St. Louis, Wilson 

MassacHusetts—Everett, Hancock 

Missouri—Kansas City, Foster Opportunity, McCoy 

Ounto—Clermont Co., Goshen Twp. 

Utan—Davis Co., Farmington, g Jr. High, Syra- 
cuse; Wasatch Co., Wasatch Co. Public Schools, 
Central, Charleston, Daniel, Midway, North, Sol- 
9 Summit, Wallsburg, Wasatch High & Jr. 

ig 


Los 


Central; 


: Drive, 
Diego, 


TEN YEARS 


CaLiFornia—Long Beach, Longfellow; Los Angeles, 
Hoover St., Santa Barbara Ave., 28th St.; Pasa- 
dena, Jackson; Santa Ana, Edison 


THE JOURNAL OF 


Itt1no1is—Cicero, McKinley, Roosevelt; Rock Island, 
Willard 

Missourt—Kansas City, Nichols 

New Jersey—Camden, Yorkship 

New York—Westchester Co., Elem, 
(Greenburgh 7) 

Oxn1o—Willoughby, Willoughby Public Schools, Lin. 
coln, Memorial Jr. High, Union High 

PENNSYLVANIA—Williamsport, Webster 


Hartsdale 


NINE YEARS 


Catirornia—Coronado, Grammar & Jr. High; So, 
Pasadena, Las Flores 

Hawaii—Paauilo, Paauilo 

ILL1no1s—Bellwood, Bellwood Public Schools, Grant, 
Lincoln, McKinley, Roosevelt; DeKalb, Two, 
High; Elmhurst, Elmhurst Public Schools, Oi 
Field, Washington; Harvey, Harvey Public 
Schools, Bryant, Holmes, Lowell-Longfellow, 
Whittier 

Nesraska—Omaha, Benson West 

New Jersey—Atlantic City, Indiana Ave. Vocational 

Ouio0—Cleveland, Buhrer 

PENNSYLVANIA—Arnold, Arnold Public Schools, 
Fourth Ave., Leishman Ave., Sr. High, Victoria 
Ave. Platoon; Williamsport, Franklin 

Texas—Dallas, Arcadia Park 


EicHtT YEARS 


Ataska—Nome, Nome 

CaLirornia—Claremont, High; Encinitas, Elem; 
Fresno, Addams; Glendale, Balboa; Santa Ana, 
Delhi, Franklin; So. Pasadena, Oneonta; Stock- 
ton, Jackson 

FLoripa—Tampa, Seminole 

Hawaii—Naalehu, Naalehu 

ILt1no1s—Cicero, Goodwin, Grant, Jones; Evans. 
ton, Twp. High; Kenilworth, Sears; Rock Island, 
Denkmann 

MassacHusetts—Greenfield, Abercrombie 

Missourt—Kansas City, Cook, Yates 

Nevapa—Pershing Co., Lake Cons. 

New York—lIthaca, Sr. High; Westchester Co., 
Valhalla Jr. High (Mt. Pleasant 5) 

Outo—Worthington, Worthington Public Schools, 
Elem., High 

PENNSYLVANIA—Bloomsburg, State Teachers Col- 
lege; California, State Teachers College; Morris- 
ville, Morrisville Public Schools, Capitol View, 
Case, Manor Park, Morris High 

Wrominc—Cokeville, School Dist. No. 8 


SEVEN YEARS 


Cauirornia—Long Beach, 
Annandale; 
Mound 

ILLINoIsS—Elmhurst, New Field 

Inp1IANA—Ft. Wayne, Adams 7 High; Howe, 
Scott High; Tell City, Jr. Hig 

Kansas—Hays, Lincoln, Washington 

MassacHuSsETTts—N, Andover, Bradstreet : 

Missourt—Kansas City, Franklin, Garfield, Swin- 
ney, Thatcher, Mark Twain 

NespraskKaA—Omaha, Fairfax 

New York—Rochester, Ridgewood; Westchester Co., 
Reynolds (Mt. Pleasant No. 11) 

Outo—Centerville, Washington Twp. 

Texas—Dallas, Hassell, Lisbon, Rusk 

Vircinita—Richmond, Chimborazo 


Seaside; Los Angeles, 
Santa Barbara, Jefferson; Ventura, 





Srx YEARS 


Ar1zona—Globe, Hill St. 

CaLiForNiIA—Anaheim, Lincoln; Riverside, Glen 
Avon; Santa Ana, Hoover, Wilson 

Itutinois—Bellwood, Wilson; Lebanon, Lebanon 
Public Schools, Community High, Grade; Rock 
Island, Rock Island Public Schools, Audubon, 





PERIOD 
ENER A 
pay. | 


‘yN 


Field, Longfellow, Mann, Senior High; Urbana, | 


Lincoln 

Missourt—Kansas City, Gladstone, Norman, Per 
shing 

Ou1to—Oregon Twp., Coy Elem. 

PENNSYLVANIA—Arnold, Jr. High; Bucks Co. 
Hulmeville - Middletown, Langhorne - Middletow®, 
Elem., High, Lower Makefield Twp., Edgewood 
Jr. High, Wycombe, Solebury; Lansdowne, Lams 
downe Public Schools; Montgomery Co., Ardsley 
Elem., Limerick Twp., Towamencin, Trappe Boro, 
Upper Salford, Whitemarsh; Newport, Fourth 5t.; 
Westmoreland Co., Rostraver Twp. Public Schools, 
Collinsburg, Darr, Belle Vernon Jr.-Sr. Hig, 
Kerr Jr. High, La Grange, Lebanon, Webster 


Texas—Amarillo, San Jacinto; Dallas, San Jacinto | 


Wisconsin—Milwaukee, Cass St. Rotary, McKinley 


Five YEARS 


AvLaBAMA—Birmingham, Cunningham 

CaLirorn1a—Alhambra, Ramona; Anaheim, Citron; 
Fresno, Lafayette; Glendale, Field; Long Beach, 
Garfield, Los Cerritos, Whittier; Los Angeles, 
Griffin Ave., San Pascual Ave.; Modesto, Lincoln; 
Newport Beach, Newport Harbor Union High; 
Oakdale, Union; San Luis Obispo, Emerson; 
Santa Ana, Logan [Cont. on page A-59] 


THE NATIONAL EDUCATION ASSOCIATION 


U Nderw 


PRE