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vil 1938 








WEBSTER’S 
STUDENTS DICTIONARY 


FOR UPPER SCHOOL LEVELS 
Just Published 


INSTANTLY attractive in appearance @ Clear, open pages @ Entry words in bold- 
faced type @ Words and lines well spaced to make easy reading @ Vocabulary 
words chosen from an exhaustive investigation of present-day school needs @ Care- 
ful discrimination of synonyms @ Examples showing the use or meaning of a 


word @ Derivatives often given in heavy-faced type at the end of a definition. 


Webster’s Students Dictionary for Upper School Levels is the work of the 
same corps of expert editors who produced the leading authority of this 
country—Webster’s New International Dictionary, Second Edition. 


Bound in Blue Cloth stamped in gold—Page 67% x 914 inches—1200 illustrations in 
black-and-white—8 pages in full color—1032 pages List price $2.48 Indexed $2.72 


AMERICAN 


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Ready in April 
STORY OF CIVILIZATION EVERYDAY ECONOMICS 


A New World History 1938 Edition 


By By 


Cc. C. JANZEN 


Head of Department 
of Economics, State 


Now Ready 


0. W. STEPHENSON 
Professor of History 
University of Mich- 
igan, and Head, De- 
partment of Social 
Studies, University 


High School 


CARL BECKER 


John Stambaugh 
Professor of History 
Cornell University 


FREDERIC DUNCALF 
Professor of Medieval His- 


tory, University of Texas : 
via y of Teachers College 


Milwaukee, Wis. 


Exactly the kind of book you would expect from these 


authors. A searching interpretation of civilizations, past 
and present. Written in simple, incisive style, STORY 
OF CIVILIZATION gives the student of world history 
a real background for understanding the slow inching 


forward of men toward a better way of living together. 


Present-day economic trends and problems discussed 
simply and fairly. Economic principles explained as 
they affect our daily life and work. Attractively illus- 
trated with many half-tones, pictograms, charts, and 


graphs. 


SILVER BURDETT COMPANY 


New York 


Boston 


Chicago San Francisco 





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: | Between Editor and Reader 


HE FOLLOWING “Ten Positive Command- 

ments” are from An Introduction to Eco- 
nomic Problems (Macmillan) by Harold F. 
Clark, professor in charge of educational eco- 
nomics, Teachers College, Columbia University. 
Dr. Clark is also the author of a valuable volume 
for guidance workers, entitled Life Earnings in 
Selected Occupations in the United States 
(Harper], and is now working with the Edu- 
cational Policies Commission on a study de- 
signed to show the influence on national income 
of increasingly higher levels of education for the 
general population. 


The Ten Positive Commandments are: 


[1] Thou shalt help build a world of plenty 
for all. 

[2] Thou shalt help build a world of beauty 
for all. 

[3] Thou shalt help build a world where 
work has meaning for all. 

[4] Thou shalt help build a world where the 
burdens of sickness and accident are borne by 
all. 

[5] Thou shalt help build a world of such 
great productive capacity and equality that no 
man will envy his neighbor’s possessions. 

[6] Thou shalt help build a monetary system 
that will not steal thy neighbor’s money. 

[7] Thou shalt help build occupational plan- 
ning commissions that will make it impossible 
for one occupation to benefit at the expense of 
others, and that shall use all the people to do all 
the work. 

[8] Thou shalt help build a world of freedom 
where every man shall have access to sufficient 
material possessions to live a full life. 

[9] Thou shalt help build a world of such 
productivity that there will be no necessity for 
stealing thy neighbor’s property. 

[10] Thou shalt help build a world of such 
wealth and productivity that man shall not wor- 
ship material things. 

These ten commandments may well be dis- 
cussed in school classes. If people are to find 
worthy employment, the standard of living must 
be raised morally, intellectually, and materially. 





The Journal goes to all members of 
the National Education Association 


The payment of $2 active membership dues entitles a member to 
attend all meetings of the Association and its departments, to vote 
for delegates to the Representative Assembly, to hold office, and to 
Teceive THE JOURNAL. The payment of $5 instead of $2 entitles 
an active member, in addition to the privileges of the $2 member- 
ship, to receive the Research Bulletins and the Annual Volume of 
Addresses and Proceedings. The payment of $100 gives the priv- 
ileges of the $5 active membership for life. Subscription to non- 
Members is $2 per year; single copies, 25 cents, Advertising rates 
on application. Please report at once any change of address, giving 
old as well as new address, THE JOURNAL is a member of the 
Educational Press Association of America. Published monthly, except 
June, July, and August, by the National Education Association of 
the United States, 1201 Sixteenth Street, N. W., Washington, 
D. C. Entered as second-class matter October 23, 1920, at the 
bostoffice at Washington, D. C., under the act of August 24, 1912. 
Acceptance for mailing at special rate of postage provided for in 
Section 1103, act of October 3, 1917, authorized January 26, 1921. 


VOLUME 27, NUMBER 43 APRIL 1938 











The 


0 


of the 


urnal 


NATIONAL 





EDUCATION 


JOY ELMER MORGAN, Editor 
H. A. ALLAN, Business Manager 











Atlantic City Notes . 
The American Spirit . 
The Atlantic City Convention . 


Helen Keller’s Message to Teachers 


The President’s Committee Recommends Federal Aid 
Reaching Two Million American Youth . 


School Consolidation and Teacher Welfare . 


Memories of History in New York City . 


Keep America Out of War . 
Elementary-School Service 
Highschool Service 

Your Life in the Making . 


Teacher Participation in Educational Planning 


Education for Tomorrow’s America 
Sixty Educational Books of 1937 . 
Radio Activities of the NEA 

NEA Departments at Atlantic City . 


ASSOCIATION  YOLUME a7 
OF THE UNITED STATES NUMBER 4 
CONTENTS FOR APRIL 1938 

EDITORIAL 97 

FRANCIS B. SAYRE 98 

LYLE W. ASHBY 99 

105 

107 

. HOWARD W. OXLEY I1I0 

E. N. DIETRICH AND T.C. HOLY I12 

. FREDERICK HOUK LAW II4 

JOSH LEE 116 

117 

— . «18 

JOY ELMER MORGAN IIQ 

. T. D. MARTIN 121 

122 

123 

127 

127 

128 


Honor Roll of the NEA . 


The articles herein printed are the expressions of the writers and 


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


Published by the NATIONAL EDUCATION ASSOCIATION of the UNITED STATES 
1201 Sixteenth Street, N. W., Washington, D. C. 


CAROLINE S. WOODRUFF, President 


WILLARD E. GIVENS, Executive Secretary 


J. W. CRABTREE, Secretary-emeritus 


Directors of Divisions 


Accounts & Records....... Mary J. Winfree 
DENS xs os aris keacnnsenin’ H. A. Allan 
Classroom Service........... Agnes Winn 
Field Service...... Charl Ormond Williams 
Membership.......... T. D. Martin 


PURACREORS,. 6s 0 iccee edn Joy Elmer Morgan 
DUNNE «ncn. os vacndn ete William G. Carr 

Associate Director... .Frank W. Hubbard 
Rural Service Howard A. Dawson 
Secretary’s Office Harriett M. Chase 


Secretaries of Departments Located at NEA Headquarters 


Deans of Women. . Kathryn G. Heath 
Elem. School Principals. ...Eva G. Pinkston 
Secondary School Principals. . 


Director, Discussion Group Project 


School Administrators 
Supvrs. & Dirs. of Instr. 


S. D. Shankland 
..Mary F. Hazell 
Walter E. Myer 


[ A-69 | 





LET FATHER HUBBARD TARE 
YOUR CLASSES WHERE THE 
SALMON LIVE 


Father Bernard Hubbard, S. J., well known as the Glacier 


priest, made for us this gorgeous motion picture, 


“ALASKA'S SILVER MILLIONS” 


Here’s a film admirably correlated to conform with classroom 
work in history, geography and social science. From start 
to finish it’s a fascinating picture... telling the epic story 
of salmon... portraying the scenic grandeur of our little- 
known possession. 


Pick your date...and tell us when. We will loan you a reel with 


or without sound -.-at no cost to you except return postage. 


AMERICAN CAN 
COMPANY @® 


WE MANUFACTURE CANS . WE DO NO CANNING 


HOME ECONOMICS DEPARTMENT JN-4, AMERICAN CAN COMPANY 
230 PARK AVENUE, NEW YORK, N. Y. 
Please send me, free of charge, your motion picture film ‘‘Alaska’s Silver Millions”’. 
Date required Date film will be returned 
No. of projectors in School-- ---- — : 
Send film checked ©35 m.m. Silent © 16 m.m. Silent ©35 m.m.Sound ¢ 16 m.m. Sound 
Also send Teachers’ Guides. 


I promise to return the film to you on the date specified above and will prepay the return postage. 


| Principal 


Name of school - __- 


PS EEA TAT , 


[ A-7o | 











URE heck 


Ninth Yearbook (1938) 


DEPARTMENT OF 
CLASSROOM TEACHERS 
276 pages 


ARE teachers healthy? 


How is the teacher’s health affected by the school 
environment and by factors outside of the school? 


$1.00 per copy 


What is the responsibility of the community in 
promoting teacher health? 


What can teachers’ professional organizations do 
to promote the health of their members? 


These and many other pertinent questions on the health of the 
teacher are discussed in this new volume just off the press. 


ORDER YOUR COPY NOW. Discount on quantity orders. 


Funds should accompany orders for single copies. 


NATIONAL EDUCATION ASSOCIATION 
1201 SIXTEENTH ST., N. W. WASHINGTON, D. C. 





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Consult us—any size job interests 
the “Master Printer” 


JUDD & DETWEILER 


IN THE NATION'S CAPITAL 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 











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At Ginn and Company’s Athenaeum Press 
binding is not a routine matter. The details are 
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Glue made from a special formula to keep it 
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Boston 
New York 


Chicago 


London 


VOLUME 27, NUMBER 43 APRIL 1938 


GINN 


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inspection of each incoming shipment of cover 
cloth, supplemented by frequent tests, are only 
two items in a far-reaching and steady endeavor 
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MYERS-RUCH HIGH SCHOOL PROGRESS TEST 
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KEFAUVER-HAND GUIDANCE TESTS AND INVENTORIES 
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| Cont. from page 127] April issue of the 
Bulletin of the Department of Elemen- 
tary School Principals. Available to non- 
members for 50¢. 

National Association of Deans of 
Women, a Department of the National 
Education Association—This group had 
the largest registration in its history. 
Questions uppermost in the minds of 
deans in colleges as determined by their 
own reports to the program chairman 
of the higher education section were 
among the large number of topics dis- 
cussed. The problems included: “Exces- 
sive Outside Student Employment,” 
“Freshman Orientation,” “Courses in 
Marriage,” “Teaching of Social Usage,” 
“Plans for Better Parental Understand- 
ing.” 

A report of the meeting will be found 
in the first issue of the newly estab- 
lished quarterly, Journal of the National 
Association of Deans of Women, to be 
published in May. 

Department of Rural Education— 
This Department held several meetings. 
At one of these the 1938 Yearbook, 
“Newer Types of Instruction in Rural 
Schools,” was presented. Brief chapter 


[ A-74 | 


reports on various subjectmatter fields 
were made by authors. The yearbook is 
available from the NEA for $1. 

Department of Secondary-School 
Principals—The first session was a din- 
ner meeting in honor of Charles H. 
Judd, who spoke on “Specialization, the 
Bane of Secondary Education.” Robert 
M. Hutchins, president, University of 
Chicago, discussed “What Secondary 
Education Should Not Be.” 

Proceedings of this and other sessions 
of the meeting are printed in the March 
Bulletin of the Department of Second- 
ary-School Principals, available for $1 
from the Department at 5835 Kimbark 
Avenue, Chicago, Illinois. 

Department of Supervisors and Direc- 
tors of Instruction—The theme for the 
meetings of this group was “The Nature 
and Importance of Cooperation in Dem- 
ocratic Living and in the Development 
of Instructional Programs.” Group 
meetings were built around nine sub- 
topics. A report of the meetings of this 
Department will be found in the April 
issue of Educational Method. Available 
to nonmembers for 35¢. The Yearbook 
of the Department to be published in 


THE JOURNAL OF 


the fall also will be devoted to coopera- 
tion in the educational program. 

Department of Vocational Education 
—A session was held in cooperation 
with one of the group meetings of the 
AASA. 

The National Council of Education 
at its meeting in Atlantic City had as the 
topic of one of the principal sessions 
“Democratic Leadership in School Man- 
agement and Administration.” 

Other meetings—Other departments 
of the NEA holding meetings included 
Adult Education, Art Education, Super- 
visors and Teachers of Home Eco- 
nomics, and Visual Instruction. 


The NEA Department of Business — 


Education announces the appointment of 
Thomas F. Ferry as special representative 





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are 
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for the Department in Washington, with } 


the title of Director of the District of Co- 
lumbia. As special representative, he will 
contact the officials of the National Educa- 
tion Association, the federal Office of Edu- 
cation, and government officials. As direc- 
tor, he will extend invitations to teachers in 
the District to become actively identified 
with the Department’s program of promot- 
ing national business education. 


THE NATIONAL EDUCATION ASSOCIATION 





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| | 
| 


| NOTES | 


and 


Announcements 





American Association 
for Health and Physical Education 


| ¢& To THosE who attend the convention of 
this NEA Department April 20-23, Atlanta 
offers a varied picture. She is a mingling 
of the old and the new—of peaceful, un- 
hurried Georgia life overlaid with bustling 
industry and crowded thorofares. Even 
tho the city is the largest in the Southeast 
| and is a center of distribution for over 1000 
| industries, a feeling of calmness and seren- 
ity pervades. Altho progressive, Atlanta 
has not surrendered the gracious ways of 
the old South. 
Atlanta has contributed much to the cul- 
, tural life of the South and of the nation. 
Here are located Agnes Scott College, 
Georgia Technological School, Georgia 
Military Academy, Emory University with 
its exquisitely lovely campus, Oglethorpe 
University, and more institutions of higher 
learning for the Negro than are to be found 
in any other city in the world. The Sidney 
Lanier Memorial offers fitting tribute to the 
poet of Georgia. The Wren’s Nest, the 
home of Joel Chandler Harris, creator of 
Uncle Remus, remains much the same as 
it was in the days of the writer. Last but 
| not least, Atlanta is the birthplace and the 
| setting of Gone with the Wind. The days 
, of the Confederacy and the scars of battle 
are a constant reminder that Atlanta has 
suffered as well as prospered. The Cyclo- 
, Tama, gigantic painting of the Battle of 
Atlanta, is so realistic that as the spectator 
gazes, it seems to melt into the background 
of Georgia hills. Stone Mountain upon 
_ which are carved huge figures of the heroes 
of the War of Secession is also one of the 
sights of the city. 
| The greatest charm of Atlanta, however, 
lies not in the beauty and the industry of 
| the city, but in the people. Trained in the 
, tradition of easy living, they know how to 
| enjoy leisure. The fourteen municipal golf 
courses and seventy-two parks and _play- 
{ grounds are witness to this fact. The climate 
| is delightful—conducive to spending time 
in the out-of-doors and yet bracing enough 
to add zest to sports. [Cont. on page A-76| 


CAPITALIZE 


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years’ experience can earn $50 to $100 or more 
weekly during vacation on our GUARANTEED 
INCOME PLAN, introducing to schools, teachers 
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fully giving age, experience, previous vacation em- 
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J. R. McGaughy of TEACHERS COLLEGE, 


Exclusive rights in home 
No investment. Write 


GEO. L. SHUMAN CO., Dept. B 
203 N. Wabash Ave., CHICAGO 











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We find there are better opportunities for qualified teachers than there have ever been before. 


y y = " 

NEW TRENDS 
in occupations as reported in technical 
literature are easily found through the 


Occupational Index. Write for free 


sample. 
OCCUPATIONAL INDEX 
551 Fifth Avenue New York 








DODSON 


ett Faust URS 


Industrials — Birds — Animals 
Flowers—Trees— Old Masters 


The finest and only au- 
thentic collection. Makes 
school work easier for 
teachers, more fascinating 
1500 sub 
374 actual photo 
7 x 9”, natural 


for pupils. 
jects. 


graphs, 
colors, of birds. Special 
selection of 33 bird pic- 
tures $1.00. Progressive 
views 6 x 8” of leading 
American industries, Cop- 
per, Coal, Lumber, Rub- 
ber, Cotton, etc. 

list 


Cireular and price 
free. 
JOSEPH H.DODSON Co. 
705 Harrison Ave. 
Kankakee, III. 


Complete education for teaching 

in elementary grades, kinder- 52nd 
garten and nursery school. Chil- 

dren’s demonstration school and 
observation center. Special summer classes. 
Beautiful resident hall. Located Chicago’s 
ree lovely North Shorenear lake. Cultural edu- 
cation plus vocational training. B.E. degree conferred 
(4 yrs.), also 3-year diploma and 2-year certificate. 
Write for list of successful alumnae. 


National College of Education 


EDNA DEAN BAKER, PRES. BOX 816-D EVANSTON, ILL. 








ALBERT 


Teachers’ Agency 


25 E. Jackson Blvd. 
Chicago, Ill. 






AGENCY 


Established 1885. Good increase in 1937 placements; 
vacancies doubled. Strong demand for Home Eco- 
nomics, $1200 to $3600; Elementary, city and choice 
suburban; Grade Supervisors; Critics for Normals; 
Physical Education (women) supply inadequate. Com- 
merce, Music, Art. Send for folder today. NATA 

Cor. Agencies: 535-5th Ave., N.Y. Hyde Bldg., Spokane, Wash. 








TEACHERS OUR SERVICE IS NATIONWIDE 


HICAGO 


Executives are searching 


carefully for teachers who not only have the educational training and experience, but who also have excellent qualifica- 


tions in personality. 


We try to serve carefully the interests of both executives and teachers. 
advantage. Member N.A.T.A. Address: 1200-11 Steger Bidg. 








tressing illness away from home. That’s what the 


when disabled by Sickness, Accident or Quarantine. 


Send Today for Special Pre-Vacation Offer 
Right now you can buy at a bargain price a complete T.C.U. Policy that will give 
you protection during the rest of the school year, through the long summer vaca- 
tion and well into the Fall. Think of it! Protection wherever you go and whatever 
you do for more than six long months—at an amazingly low cost. Write or 


send coupon without obligation. No agent will call. 


TEACHERS CASUALTY UNDERWRITERS 5 


671 T.C.U. Building Lincoln, Nebraska 


FREE Identification Tag 
for your traveling 
bag. Has space for name and 
address, with transparent 
cover. We have only a limited 
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Don’t let accidents and sickness spoil your vacation time 
this year. Play safe. Let the protecting arm of the T.C.U. follow you 
this year everywhere—on the road—in the wilderness—in camps, 
hotels or on trains—even abroad. Careful as one may be, there can be no assur- 
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-C.U. will do for you. This 
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Early registration is an 


, 28 E. Jackson Bivd., Chicago, Illinois. 


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@ ee ow es FREE Information Coupon,» = == wer 
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VOLUME 27, NUMBER 4; APRIL 1938 


[| A-75 | 





NEW, IMPROVED 


AT LOWER 


Two-case Model 
Was $490 
Now only $41 0 









New, silenced, two-case model 
ideal for classrooms or moderate- 
sized auditoriums. (Single-case 
Model was $465—Now only $385) 


Now Your School Can Have the 
Newest and Best at a Saving 


@ Filmosounds are the projection equipment 
preferred by industrial firms who test pro- 
jectors scientifically, to be sure they get the 
best. Now your school can have genuine Filmo- 
sounds at new low prices because of their 
popularity, which has made production econo- 
mies possible. 

Filmosounds are built by the same skilled 
craftsmen who have fashioned the professional 
studio equipment preferred by Hollywood for 
more than a quarter of a century. They project 
both silent and sound film and permit reverse 
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Replete with such exclusive features as speaker- 
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Models for Every Requirement 


Whatever your school’s requirements, there 
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formation. 
ee « es 


NEW HORIZONS, a recently published booklet, 
will familiarize you thoroughly with the new teach- 
ing tool, the educational motion picture... with its 
nature, its applications, its values, the technique of 
using it effectively, and the experi- 
ences of educators who are using 
it. Send the coupon for your free 
copy. Bell & Howell Company, 
Chicago, New York, Hollywood, 
London. Established 1907. 













Write for a Copy 


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[| A-76 | 











| Cont. from page A-75| 


And so Atlanta with her charming old- 
South manner, her lovely natural setting, 
her bustling industrial activities, and her 
historic background makes a fitting con- 
vention city. She beckons from Canada to 
California and Maine to Florida to mem- 
bers of the American Association for 
Health and Physical Education to attend 
their annual meeting in The Atlanta Bilt- 
more. These attendants will carry back 
from the convention, in addition to the 
professional gleanings and contacts, a bit 
of the charm of Atlanta in their own per- 
sonalities.—Jessie R. Garrison, chairman, 
National Publicity Committee for the De- 
partment. 


Teachers College Officers 


v& Ar its Atlantic City meeting the Amer- 
ican Association of Teachers Colleges 
elected the following officers for 1938-39: 

President, Frank W. Thomas, president, Fresno 
State College, Fresno, Calif. 

Vicepresident, E. C. Highie, president, Wilson 
Teachers College, Washington, D. C. 

Member of executive committee, Frank E. Baker, 
president, State Teachers College, Milwaukee, Wis. 

Secretary-treasurer, Charles W. Hunt, principal, 
State Normal School, Oneonta, N. Y. 


The 1938 Commencement Packet 


yy THIs PACKET, prepared annually by the 
Division of Publications, NEA, contains 
summaries of outstanding 1937 graduation 
programs of schools thruout the country, 
two pageants on the Constitution, and 
other helpful suggestions. Order for 50¢ 
from the National Education Association, 
1201 16th St., N. W., Washington, D. C. 


Robert C. Moore 


+x Mr. Moore, executive secretary of the 
Illinois Education Association for twenty- 
three years, has announced that he will re- 
tire from his position on expiration of his 
present contract, June 30, 1938. 

The Illinois Teacher for January 1938 
states that “when Mr. Moore was first 
elected secretary of the then Illinois State 
Teachers Association, his office staff and 
equipment consisted of himself and a bat- 
tered, secondhand typewriter. The mem- 
bers of the association were counted in the 
hundreds. Today the association has: [1] 
Over forty-four thousand members; [2] a 
permanent staff of eight employees; [3] a 
modern, two-story building, comfortably 
and tastefully furnished; and [ 4] facilities 
and equipment for all of the activities 
and services of the association. . . . The 
strength, importance, and present position 
of the Illinois Education Association are 
due very largely to Mr. Moore’s untiring 
and unselfish devotion to the cause of pub- 
lic education over a | Cont. on page A-78| 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 
















FREDERICK PALMER 
WILL SHOW YOU HOW 


Of all people, a teacher is best fitted by 
training and opportunity to become a 
successful writer—to participate in the 
rewards of this fascinating occupation. 
You have the necessary educational back- 
ground, and the leisure during the sum- 
mer to put this aptitude to the test. 

During the 35 years that Frederick Palmer 
has stood at the top of his profession, he has 
proved again and again that exceptional tal- 
ent is not an essential to writing success. He 
has taken literally hundreds of aspiring be- 
ginners, and, through his unique ability to 
impart the inside knowledge of the writing 
craft, has made them consistent producers of 
salable literary material. 

The difference between those successful writ- 
ers and you is that they have had practical 
training. They have absorbed the fundament- 
als of story construction; learned the methods 
of recognized authors; benefited by the 
advice and keen criticism of a master teacher 
who now offers you a unique opportunity. 


The NEW Frederick Palmer Course 
and Service in Modern Authorship 


This fascinating Course is the result of con- 
tinual, intensive work since 1918, checked and 
analyzed against the progress of many stud- 
ents. You learn how to dissect a story and dis- 
cover exactly how the author created it—you 
are taught the basic story-telling principles 
used by every writer since the dawn of history 
—you become adept in recognizing pulsing, 
dramatic material in everyday life and weav- 
ing it into an acceptable story sequence. These 
and a thousand other secrets of the writing 
profession are brought to you in a form that 
assures quick progress toward your goal. 


If You're Seriously Interested, We'll Send 
the First Division of the Course FREE 


It is utterly impossible to condense a com- 
plete description of the Course into this lim- 
ited space. We haven’t said a word about the 
Academy Writers’ Guild which renders inval- 
uable service to members in marketing their 
stories, or innumerable other features. So we 
have decided to let the Course speak for itself. 
We'll send you, free of all cost or obligation, 
the first one of its fifteen divisions, together 


with Assignment No. 1. Thus you'll be able to § 


complete your first lesson and obtain Frederick 
Palmer’s individual report on your work, ex- 
actly the same as an enrolled student. 


Mail the Coupon Now 


Remember, this first step costs you abso- 
lutely nothing. It’s our method of convincing 
you of the quality and completeness of the 
whole Frederick Palmer Course and Service. 
So make the first move toward successful 
authorship now. Mail the Coupon. 


Frederick Palmer Academy of 
Creative Writing 

Academy Building, Dept. E, 
Hollywood Bivd. at Gramercy Place, 
Hollywood, Calif. 





Without cost or obligation, please send 
me the first division of the Frederick Palmer Course in 
Modern Authorship, together with Lesson No. 1. It is 
understood that I may complete this first assignment 


and get an individual report on my work, also without 
obligation. 


UI cere NSE 


ADDRESS 





All inquiries confidential—no salesman will! call 











| lea 


_ six 
| ser 
ho 











Colorado College. 


Dr. THURSTON J. DAVIES, President | 
June 20 to July 29, 1938 | 


LIBERAL ARTS COLLEGE of the West offers 
graduate and undergraduate courses in Outdoor 
_ Sciences, Mathematics, History and the Social Sciences, 
_ including Education and Psychology, Language, Litera- 






Combine profitable summer study 
with healthful recreation in Min- 
neapolis, gateway to the famous 


“Land of 10,000 Lakes.” Lakes, 


parks, museums, art centers, con- 


SUMMER SESSION | AZZ nN 
| 





_ ture and the Fine Arts, with emphasis on Drama, Music cupetonate certs, theaters, and famous sum- 
_and the Plastic Arts in conjunction with the Colorado mer resorts afford varied enter- 
| Springs Fine Arts Center. tainment. 
Course Subjects—Art Appreciation, Biography, Biology, Bot- | 
| any, Chemistry, Design, Drama, Education, English Literature, CHOOSE FROM 700 COURSES 
| The Teaching of English, Economics, Econometrics, French, ‘ 
German, Geology, History, Mathematics, Painting, Physics, Leading to Baccalaureate or Advanced Degrees in Edu- 
Psychology, Religion, Sociology, Social Relations of the Child, cation—including Educational Interpretation, Guidance, 
Spanish, Music, Dance. , Radio in Education, Visual Aids, Social Studies, Phys- 
| : . ical Education and Coaching School, Demonstration 
Economics Seminars—Summer Art Course School, Speech, Play-Production, Music, Painting, Sculp- 
| Those who attend Colorado College Summer Sessions will have opportunity ture, and over 600 other courses 
to attend Seminars of the Cowles Commission for Research in Economics | . 
| during four weeks from June 27th to July 22d. The Summer Sessions of the | 
| Colorado Springs Fine Arts Center will be from June 27th to August 20th. * FACULTY OF 350 
: . including men and women of na- 
Six be ees 0 aa mn? TWO TERMS tional and international reputation. 
| a June 13—July 22 Write for Complete Bulletin 
Spend your summer vacation where living is enjoyable and July 25—Aug. 26 Address 


| learning a pleasure—in the wonderful Pikes Peak region. , , 
| Rooms and meals in the College Halls and Dormitories for the = Dicester of, Sone, ae 
| six weeks, $60. Tuition, $40 for normal academic load of six | ; 
| semester hours; $25 for four semester hours; $15 for two semester 
| hours. 
For information address Dr. Ralph J. Gilmore, Director, 105 
| Administration Building, Colorado College, Colorado Springs, 
Colo. 




















University of California Summer Sessions 
BERKELEY and LOS ANGELES—JUNE 27 to AUGUST 5 


With more than 260 courses to choose from, in more than 35 academic departments, on either campus, you will 
enjoy the advantage of instruction by a large faculty of resident and visiting educators, eminent in their special fields. 
Besides more than 50 courses in Education, the subjects include English and other Modern Languages, Economics, 
History, Science, Mathematics, Art, Music. Particular attention is devoted to study of contemporary trends. Courses 
accredited for the degrees of Bachelor of Arts, Bachelor of Science, Bachelor of Education, and Master of Arts. 
Special lectures, recitals, drama, athletics—and opportunities for excursions to scenic points of interest. 
Plan now to share in this Educational Opportunity. 


For Announcements of Courses Address: 


Dean of the Summer Session, University of California, Berkeley, California, 


Dean of the Summer Session, University of California at Los Angeles, 405 Hilgard Avenue, Los Angeles, California. 





on | VOLUME 27, NUMBER 4; APRIL 1938 [ A-77 | 





SUMMER SESSION X-UNIVERSITY OF 























First term, June 20 to July 29 
Second term, July 30 to Sept. 2 


* _ anal OF 
Geuther 


(lif 


“Enjoy the scenic travel, the cultural advantages and the recre- 





ational opportunities incidental to Summer Session study at the 
University of Southern California. 
Extensive offerings provide undergraduate and graduate work 


~ leading to degrees, Special opportunities are available in teacher 


education for professional improvement and teachers’ credentials. 
A broad program is presented for men and women seeking an un- 
derstanding essential to satisfactory living in this modern age. The 
faculty includes distinguished scholars in many different fields from 
other institutions as well as from the University of Southern 
California. 

En route you can see the Grand Canyon, Boulder Dam, the 
Yosemite, the Redwood Forest and other points of interest. During 
the session you can visit art galleries, museums, the Huntington 
Library, and attend Symphony Concerts Under the Stars and the 
Pilgrimage Play—the Oberammergau of America. Your week-ends 


can include trips to the movie studios, hikes in the high Sierras,/ 


drives through orange groves, ocean trips and’ recreation at th 
beaches. : 


The climate in Southern California is even more delightful in: 
p=summer than in winter. The average temperature is 70.5. For! 


@ 


hy 


Yi, 







Summer Session Bulletin, address Office of University Publications. «#%@ 








SEE! EUROPE 
SELECTION OF 4 CHOICE TOURS 


Group sailing July 2 and 9 


Conducted throughout, excellent itineraries, 
fine accommodations. 


Write for information from the organizer 


RIDGEWAY TOURS 


Christian H. Shenk, Mgr. 


Attend the 1938 Summer 
Courses of the National 
University of Mexico. 





N O doubt, the most interesting pages of history on 2Oth 
Century Mexico will deal with present day happenings 
when heritage clashes with vision. 


To the intelligent scholar, to the student of sociology and 
history a trip to Mexico City, and his or her enrollement in 
the 1938 Summer Courses of the Mexican National Uni- 
versity -the oldest seat of learning in the American Conti- 
nent- offers a lifetime opportunity 


The courses will be conducted by leaders of thought -Mex- 
icans and foreigners- of international repute. And the stu- 
dent of Spanish will profit immensely by mingling with 
Mexican students both in the class-room and on week-end 
tours including the Pyramids at Teotihuacan, the floating 
gardens, charming provincial byways, etc. 


Write us for particulars regarding subjects in English 
and Spanish planned by the School, credits, budgets 
to fit all pockets, lodgings in private homes, through 
up-to-date railroad service, Pullman fares, etc | 


F.T. Scanlan, Representative 
National University of Mexico 
Summer School 





July Sth to August 20th. 










4 countries 
leisurely 


outstanding 





Lancaster, Pa. 6 weeks very 


we: 14 cities . . Salzburg 


and meals. 


Casino parties, 
trips. 








FRENCH 





THIS SUMM 


Advanced courses, 





| to secretary. 


2810 - Two-O-One North Wells Bidg. Chicago, Ill. 


@ MEXICA # 


[ A-78 | 


SCENIC SWISS TOUR 
5 countries 


SHORT ceaBsAr Tourn 9396* 





EUROPE ®e 


BUSINESS MAN’S * 
wuntties Switzerland 200 


$364* 


SCENIC ITALIAN TOUR @, 
r ‘ “ en 
VIENNESE LUXURY TRIP $569* 


Festivals 
*The most successful trips abroad! 
elusive, personally escorted, excellent hotels 


All-in- 


unusual motor 


The popular third class on steamers; 
go Tourist or Cabin if you prefer. 


M Send for Travel Map A8& 
ETROPOLITAN SERVICE. INC. 
Specialists in European Travel 

260 Tremont St., Boston, 


Mass. 


ER 


LIVE IN FRENCH 
FOR 6 WEEKS 
IN FRENCH CANADA 


Elementary, Intermediate, 


Coed- 


ucational. Certificates and 
college credit. Residence 
in newly opened Douglas 
Hall. 30th June— 10th 
August. Inclusive fee 
$180. Write for booklet 


RESIDENTIAL French SUMMER SCHOOL 


McGILL UNIVERSITY, MONTREAL, CANADA 


[Cont. from page A-76]| long period of 
years. 

The fulltime secretary for the state asso. 
ciation has been the development of the 
generation now passing from the scene of 
action. The persons who have given this 


leadership to our rapidly growing state as. | 
sociations, who have done the best they | 
could in the face of every difficulty and dis. | 
couragement, deserve the highest honors | 


of a grateful profession. 


Officers, Department of 
Secondary-School Principals 


vy President, Paul E. Elicker, principal, Newton | 


Highschool, Newtonville, Mass. 

First vicepresident, K. ]. Clark, principal, Mur- 
phy Highschool, Mobile, Ala. 

Second vicepresident, Oscar Granger, principal, 
Haverford Township Highschool, Upper Darby, 
Pa. 

Members of executive committee: Virgil M. Har- 
din, principal of Pipkin and of Reed Junior High- 
schools, Springfield, Mo.; Truman G. Reed, prin- 
cipal of Lewis and Clark Highschool, Spokane, 
Wash.; McClellan G. Jones, principal, Union High- 
school, Huntington Beach, Calif.; H. V. Church, 
executive secretary of the Department, 5835 Kim- 
bark Ave., Chicago, IIl.; John E. Wellwood, prin- 
cipal, Central Highschool, Flint, Mich. 


| Educational Policies Commission 








yy THe Commission’s SUBCOMMITTEE on 
Objectives met with directors of curriculum 
programs from about ten states at Atlantic 
City, on February 27, to discuss informally 
the Commission’s proposed report on the 
purposes of education and their attainment. 

The semiannual meeting of the Consult- 
ants exofficio of the Educational Policies 
Commission, this time jointly sponsored 
with the NEA Legislative Commission, 
was held in Atlantic City, Sunday evening, 
February 27. Approximately 350 Consult- 
ants exofficio and other guests were present 
to hear talks by George S. Counts, George 
D. Strayer, and Sidney B. Hall, the latter 
chairman of the Legislative Commission. 
A panel representative of the two commis- 
sions also participated. 


John W. Withers To Retire as 
Dean of N.Y .U. School of Education 


xy Dr. witHers, dean of the New York 
University School of Education for the past 
17 years, will retire next September upon 
reaching the age of 70 years. Chancellor 
Harry Woodburn Chase announces that in 
case a successor is not found before Sep- 
tember 1, Assistant Dean E. George Payne 
will serve as acting dean until an incum- 
bent is named. The School of Education, 
called the School of Pedagogy when Dean 
Withers came to New York in 1921, was 
the first of its kind, in distinction from 
professorships of education, established as 
a part of an American university. Dean 
Withers changed the name to that now in 
use and instituted a | Cont. on page A-80| 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








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Bulletin now Available 
for 


SUMMER SESSION 
June 27 to August 5 


CLAREMONT COLLEGES 


Claremont, California 


The growing popularity of the Summer Session at 
Claremont is due to the discriminating selection of 
graduate and undergraduate courses, attention to in- 
dividual programs, and recognized competence of 
faculty. Expenses for tuition and living are 


$105. 


COMPREHENSIVE SEMINARS 
Emphasizing 


FINE ARTS SOCIAL SCIENCE COUNSEL- 
ING AND GUIDANCE 


Claremont Colleges is ideally located for summer 
students, being thirty minutes from mountain resorts 
and an hour from the delightful Pacific beaches. It 
is also within an hour’s drive of the many cultural 
advantages in Southern California, such as “The 
Symphonies Under the Stars,” Hollywood; The 
Planetarium, Los Angeles; Mt. Wilson Observatory 
(home of the 100-inch telescope); Huntington Li- 
brary and many others. 


Inquiries may be sent to: 


OFFICE OF SUMMER SESSION 


Harper Hall Claremont, California 














NEW YORK UNIVERSITY 
SCHOOL OF EDUCATION 


Intersession 
June 6—July 1, 1938 


Summer Session 
July 5—August 12, 1938 


Why not plan to study this summer in New York? 


Come for the N. E. A. Convention and attend the 
4-week Intersession in June or the 6-week Summer 
Session in July and August. 


The School of Education of New York University 
offers over 400 courses in its summer sessions in a range 
wide enough to meet almost any need. The courses 
lead to both graduate and undergraduate degrees. 


SPECIAL DEMONSTRATION CLASSES in the Sum- 
mer Session Elementary and Secondary Demonstration 
Schools. 


Commercial Exhibits and Exhibits of School Work. 
Write for Bulletin No. 8 
DEAN, SCHOOL OF EDUCATION 


NEW YORK UNIVERSITY 
Washington Square E New York, N. Y. 








VOLUME 27, NUMBER 43 APRIL 1938 


























ROCKY MOUNTAIN : 


@ This summer, visit one, two or all three of these 
glorious playgrounds. One economical Bur- 
lington ticket provides complete transportation. 


® The mountain grandeur of Glacier Park with 
its scenic highways, alpine lakes and age-old 
glaciers; magic Yellowstone with its awe-inspir- 
ing canyon and waterfall, geysers and boiling 
pools; cool Colorado with its mountain parks, 
frosted peaks, deep canyons and winding trails. 


@ Railroad fares, hotel and lodge accommoda- 
tions and transportation within the parks are 
surprisingly low in cost this year. Your travel 
dollar goes amazingly far—especially when 
you “Go Burlington” on one of these luxurious, 
air-conditioned flyers. 


The DENVER ZEPHYR to the 
or the ARISTOCRAT—from Chicago Colorado 
The COLORADO LIMITED— fromSt. Louis) Rockies 


This summer—the BUFFALO BILL, speedy train between 
Denver and Cody gateway to Y ellowstone—just overnight 


The NORTH COAST LIMITED to Magic 
or the ADVENTURELAND )\ Yellowstone 


The EMPIRE BUILDER to Glacier 
or the ADVENTURELAND \ National Park 


®@ Send the coupon today for illustrated literature 
and full rate information. You'll be surprised 
to learn the low cost of a marvelous vacation 
in one, two or all three of these National Parks. 
Whether you travel independently or joina con- 
genial ALL-EXPENSE ESCORTED TOUR PARTY 
“Go Burlington” for the greatest travel value. 


aoe MAIL THIS COUPON TODAY -=j—<——— 


Burlington Travel Bureau . 
Room 1516, 547 W. Jackson Blvd., Chicago, Ill. 


Send me free illustrated booklets, rates and informa- 


tion about vacations in () Colorado D Yellowstone 
(0) Glacier Park. Check booklets wanted. 


(0 Check here for special information about 
All-expense Escorted Tours 








Nota trace of classroom cares survive the 
languorous peace of sailing South Seas to 
this unfolding of a continent. ¢ Exploring 
the fantastic caves of Jenolan . . . skiing 
at Kosciusko or Buffalo . . . watching the 
sport of kings at both Flemington and 
Randwick tracks. In between, views of 
Australia’s scenic marvels... her amazing 
wild life . . . kangaroos, lyre birds, koala 
bears, found nowhere else on earth. ¢ For 
your summer vacation, plan a visit to 
Australia—a month’s stay is none too 
long. Her English-speaking people will 
give you cordial welcome. Sailing via 
Hawaii, Samoa, Fiji and New Zealand, 
or over other ocean routes, you climax a 
fascinating voyage in Australia. Costs are 
low and the exchange favorable. ¢ Secure 
details from your travel agent, or ~ 





oN H. Stace, ios 
AUSTRALIAN NATIONAL 
TRAVEL ASSOCIATION 


(A non-profit Community Organization) 
Suite 414 Associated Realty Bldg., Los Angeles, Calif. 


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, 1008 N. Dearborn St., Chicago, Illinois 


| A-8o | 





[Cont.from page A-78 | $3,000,000 program 
which included a new building, new equip. 
ment, a greatly increased instructional staff. 


An Adventure in Culture 


yy Heysurn, nano, is carrying out a project 


worth trying in other communities, In.1932 | 


the Heyburn Parent-Teacher Association 
held its first art exhibit, all the canvasses 
coming from Utah and Idaho artists, At 
the fifth annual exhibit in 1937 there were 


exhibited 135 canvasses from artists from | 


Montana, Wyoming, California, New 
Mexico, D. C., Utah, Washington, Oregon, 
and Idaho. Each year visitors select by bal- 
lot a prize picture from the exhibit. This 
picture and others are bought by the school 
or presented to it so that the school has a 
permanent collection of 21 fine pictures, 
the largest school collection in Idaho, 
About 4000 visitors from as many as eight 
states each year visit the exhibit, which ex. 
tends over a two weeks’ period. 


The Department of 
Elementary School Principals 


yy PRESIDENT MASON A. STRATTON is rapidly 
completing arrangements for another 
splendid convention to be held in New 
York City, June 25-30, 1938. At this time 
the Department of Elementary School 
Principals will have a breakfast on Mon- 
day, June 27; a banquet on Tuesday, June 
28; and afternoon sessions on Monday and 
Tuesday. Headquarters for the DESP will 
be the Pennsylvania Hotel. Make your 
plans now to attend. 


yy Heapouarters has already received 50 
applications for the Conference on Ele- 
mentary Education to be held at New 
York University, July 1-15, 1938, immedi- 
ately following the NEA convention. Make 
your application early, for an attendance of 
only 250 persons can be accommodated. 


Officers, Deans of Women 


s& Betow are listed the officers of the Na- 
tional Association of Deans of Women for 
the year 1938-39: 

President, Harriett M. Allyn, academic dean, Mt. 
Holyoke College, South Hadley, Mass. 

Vicepresident, M. Eunice Hilton, dean of women, 
Syracuse University, Syracuse, N. Y. 

Secretary, Esther A. Dayman, dean of under- 
graduate students, Mills College, Mills College, 
Calif. 

Treasurer, Gladys C. Bell, dean of women, Uni- 
versity of Denver, Denver, Colo. 

Executive’ secretary, Kathryn G. Heath, 1201 
16th St., N. W., Washington, D. C. 


Extending Highschool 
Students’ Horizon 


3 Union HicHscHooLt, Chowchilla, Cali- 
fornia, has a Pioneer Outing Club which 
has taken three camping trips of from three 
to five days each to Yosemite National 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








SEMIN 


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HARVARD 
SEMINAR OF THE 
* 


TO EUROPE 


pany always. 


spear, 
Bureau’s 46th Year. 


NEAR EAST Write to Box J-23 


STUDY TOURS 


These privileged groups will 
visit famed schools—meet em- 
inent Europeans—gain extra 
travel-values—have wonderful 
summer! Good fun, good com- 
Jerome Davis, 
7 6President Am. Federation of 
m Teachers. Prof. A. D. Win- 
University Wisconsin. 


ALSO EB U REA U 
child Art, Classics, OF UNIVERSITY 


Languages, Politics, 2 L 
seandinavia, Art Pil- RAV E 
grimage Newton Massachusetts 











CONTINENTAL DIVIDE-Seen on Student Tours 





, UNIVERSITY 
OF COLORADO, in the foothills of the 
Rockies, offers you unsurpassed oppor- 
tunities for combining summer study with 
recreation. Organized hikes and week- 
end outings; visits to glaciers and auto- 
mobile excursions to Rocky Mountain 
National Park; mountain climbing; 
mountain camp maintained for summer 
students. Altitude of one mile, within 
sight of perpetual snow, gives unex- 
celled climate and stimulating atmos- 
phere. 


First Term, June 20 to July 22 
Second Term, July 25 to Aug. 26 


Courses in Arts and Sciences, Medicine, 
Law, Education, Home Economics, Busi- 
ness, Journalism, Art, and Music. Field 
courses in Geology and Biology. Maison 
Francaise. Casa Espafiola. Deutsches 
Haus. University Theater with special 
instruction in Dramatic Production. Com- 
plete system of Demonstration Schools— 
Nursery to High School. Many special 
courses for teachers, supervisors and ad- 
ministrators. Special opportunities for 
graduate work. Organ recitals and pub- 
lic lectures. 


Vacation Railroad Rates 
Boulder Common Point from East dnd South 


University of Colorado 
Boulder, Colorado 


SEND TODAY for Complete Information 
Dean of the Summer Quarter (Dept. S) 
University of Colorado, Boulder, Colo. 
Please send me the bulletins checked below: 


Summer Quarter Catalog 
Summer Recreation Bulletin—— 

Field Courses in Geology and Biology-—— 
Graduate School Bulletin—— 














Park. Gold dredgers have been visited. 
Deep-sea fishing excursions have been 
made to Monterey Bay. The crowning 
achievement of this unusual organization 
has been the four weeks spent at summer 
camp during summer vacation. Dues to 
the outing club, twenty-five cents a semes- 
ter, are handled by the club treasurer, a 
student. Transportation costs are kept as 
low as possible since school buses and fac- 
ulty cars are used—Lester Turnbaugh, 
principal. 

Department of Rural Education 


yy Orricers for 1938-39 are: 

President, Mrs. Katherine M. Cook, Office of 
Education, Washington, D. C. 

Vicepresident, ]. W. Condie, state superintend- 
ent, Idaho. 

Secretary to be appointed. 

Executive Committee: Edwin R. Embree, presi- 
dent, Julius Rosenwald Fund, Chicago, IIl.; Lozs 
Clark, Westchester, Pa.; O. H. Bennett, county 


| superintendent, Cincinnati, Ohio; Donald MacKay, 


president, New Mexico Junior College, Portales, 
N. Mex.; May Trumper, state normal school, Gen- 
eseo, N. Y.; L. P. Terrebonne, county superin- 
tendent, Plaquemine, La.; A. F. Elsea, state depart- 
ment of education, Jefferson City, Mo.; R. D. 
Baldwin, West Virginia University, Morgantown, 
W. Va.; S. T. Burns, state department of educa- 
tion, Baton Rouge, La.; Fred C. Fischer, superin- 
tendent, Wayne County schools, Detroit, Mich. 
New Secretary, 


Utah Education Association 


yx THE UTAH EDUCATIONAL REVIEW for 
January-February 1938 reports that B. A. 
Fowler, former secretary of the Utah Edu- 
cation Association, has resigned to accept 
a position with the Education Department 
of the Church of Jesus Christ of Latter-day 
Saints. Milten B. Taylor, elected last Oc- 
tober president of the Utah Education As- 
sociation, has been appointed by the Trus- 
tees of the Association as Mr. Fowler’s 
successor. 


Neely Motion Picture Bill 


yy THE NEELY BILL (S. 153) to abolish com- 
pulsory block-booking and blind-selling of 
motion pictures is now on the Senate cal- 
endar. Have you written to your Senator, 
urging that he employ every effort to se- 
cure the passage of this important bill? 


Department of Supervisors and 
Directors of Instruction of the NEA 


x THE FOLLOWING OFFICERS were chosen 
at Atlantic City for 1938-39: 

President, Edith M. Bader, assistant superin- 
tendent of schools, Ann Arbor, Mich. 

First Vicepresident, Hollis L. Caswell, professor 
of education, Teachers College, Columbia Univer- 
sity, New York, N. Y. 

Second Vicepresident, Lucille Nicol, assistant su- 
perintendent of schools, New York, N. Y. 

Field Secretary, James F. Hosic, professor emer- 
itus of education, 50 Rockland Ave., Yonkers, 
N.. ¥. 

Officers of the Department, exofficio: Rudolph 
D. Lindquist, director, the University School, Ohio 


| State University, Columbus, [Cont. on page A-82] 


VOLUME 27, NUMBER 43 APRIL 1938 


bd ° 
7, 


HAWAII 


SUMMER SESSION 
June 27-Aug. 5 








Choose this bright, new theme 
for study . . . amid Hawaii's 
tropic splendors. Find new 
mental stimulus from world- 
renowned instructors . . . meet 
educators from all countries 
... relax or play on glorious 
Waikiki. Almost 100 graduate 
and under-graduate courses at 
this fully accredited American 
university. Book your passage 
now for this adventure in edu- 
cation. Low costs... frequent 
sailings. 


* Plan to attend International 


Conference of New Education 
Fellowship (Progressive Edu- 
cation Ass'n) at University— 
June 20-25. 
For full information write 
Director of Summer Session 
UNIVERSITY OF HAWAII 
Honolulu, T. H. 


[ A-81 | 





ic Hee VANADIAN vn 







IL EPASE 


A Trio of 
Alpine Wonderlands 
in ONE! 


4 COLORFUL DAYS |. . 2 days at 


Banff, 2 days at Lahe Louise with 
visit to Emerald Lake. From ¢ 7 
Banff or Field, allexpenses,from $5 

. 2 days 


6 WONDERFUL DAYS .. 
each at Banff and Lake Louise, 


plus 1 day optional at Banff or 
Lake Louise and 1 4 at Emerald 


Skagway. 


Lake. All expenses from $7450 a 

< 1500 L t St. 
Banff or Field from BE Atere, aa 
aad . ae . ational! n =. 
Tours begin at Banff or Field and in- ATLANT 


clude modern hotel accommodation, 


ing. Add rail fare to Banff (or Field). 


Banff Springs Hotel open J une 4 to Sept. 
12; Chateau Lake Louise and Emerald 
Lake Chalet open June 11 to Sept. 12. 


ST. LOUIS 


OMAHA 


Low round-trip summer rail fares to Pacific 
Coast points . . . via fast Canadian Pacific 
transcontinental trains . . . air-conditioned. 








Announcing 


YOUR LIFE IN THE MAKING 


1¢ each | 


Gift edition of a 16 page leaflet, 3 x 5 
inches in size. Attractively printed on | 


16 pages 


India stock. 

Useful as a Commencement Gift or 
by guidance workers who wish to place 
| materials in the hands of young people 
| who are faced with the pressing prob- 
| lems of human life. 
| No orders for less than 25 copies. Cash must 


accompany orders for $1 or less. 


NATIONAL EDUCATION 
ASSOCIATION 
1201 Sixteenth St., N. W., Wash., D. C. 


HD 






















Study in Comfort 


University 
of Denver 
SUMMER SCHOOL 


Many special courses for teachers. 
Graduate and undergraduate work 
in Arts and Sciences, Commerce, 
x, Librarianship, Education. 

Fees determined by courses taken. 


: Enjoy cool, delightful week-ends in 
the Colorado Rockies. 






CnCams 
June 20 to July 22 & July 25 to Aug. 26 


UNIVERSITY OF DENVER 


Department A Denver, Colorado 

Kindly send me your Summer Schoo! Bulletin. 
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ALASKA 6. 


Special ll-day ‘ \ 1) 
via Sitka and Skagway, from $115. | ||| \| 
From Vancouver, Victoria, Seattle: \\\ 
meals and berth included except at | 


For folders and information write 
or telephone your Travel 
Canadian Pacific Office, including: 


Dixie Terminal! Bide. 444—7Tth Ave. 71 E. Jackson Bivd. 

at Woe * 
* . 1231 Washington Bivd. 

meals, 126 Miles of Alpine Motor- DETROIT 

418 Locust St. 611—2nd Ave.,So. 

MINNEAPOLIS 


Merchants Bank Bidg. Fourth&Cedar 1212 Kirby Bidg. 


INDIANAPOLIS 
803 W.O.W. Bidg. 621S.Grand Ave. 1320 FourthAve, 


152 Geary St. 1113 Pacific Ave. 626S.W. Broadway 
SAN FRANCISCO TACOMA 


Camadian Pacific 


5 GREATEST TRAVEL SYST 





| (Cont. from page A-81] Ohio; 





9-day “Princess, 
” $95 up. 


‘Princess Cruises,” 





Agent or nearest 


405 Boylston St. 


22 Court St. 
BOSTON 


“eee 
14th &N. Y. Ave., N. W, 
WASHINGTON, D. c. 
1010 Chester Ave \ 
CLEVELAND } 





PITTSBURGH CHICAGO 
1014 Warner Theatre Bidg. 
MILWAUKEE 
201 Waldheim Bidg. 
KANSAS CITY 








ST. PAUL DALLAS 
LOS ANGELES SEATTLE 


PORTLAND, Ore. 





All your travels are an un- AUSTRIA 


finished symphony until 
you go native in Alpine Tyrol, explore gothic Innsbruck, stay in 
Salzburg in festival time, in the merry Salzkammergut, recap- 
ture romance on the beautiful blue Danube, in Vienna 


sentimental heart of Europe, roam the Styrian forests, and relax 
by Carinthian waters. 


THE AIR OF THIS SUN-LOVED 
ALPINE LAND IS ITSELF A TONIC 
Spas and all sports, a charm that is unique. 
Motor on Europe's finest. mountain roads. 


Excellent accommodations on any budget. 
40% railway reductions. 


Consult your travel agent today or write 


for details to Dept. JN: 


AUSTRIAN STATE TOURIST DEPARTMENT | 
nvr 630 FIFTH AVENUE - 


eeeEeEeEeEeeeee——————————— | 
BREUER ECE CECE CE CECE CECECE CECECECECEM 
yy RR pape 


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ra 


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¢ 






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" the 


NEW YORK DiZ 





Paul T. Rankin, 
supervising director, curriculum and research, De- 
troit, Mich.; Julia L. Hahn, supervising principal, 
third dividdens Washington, D. C. 


Ralph W. Tyler To Succeed Judd 


yy Dr. RALPH w. TYLER, professor of educa- 
tion, and research associate of the Bureau 
of Educational Research, Ohio State Uni- 
versity, has been appointed professor and 
head of the department of education and 
chief examiner of the Board of Examina- 
tions of the University of Chicago. Dr. 
Tyler will succeed Charles H. Judd, whose 
retirement is effective this June. 


Discussion Contest 
on Teacher Retirement 


3& THE FIFTH ANNUAL discussion contest 
sponsored by the Kentucky Education As- 
sociation has for its subject this year 
“Teacher Retirement.” It is open to all 
pupils in grades 7 to 12. Prizes of $25, $15, 
and $10 will be awarded. Final state win- 
ners will speak before the general session 
of the KEA April 14. This contest not only 
gives pupils experience in public speaking, 
but acquaints present and future school 
patrons with important school problems. 


An Important Program 

yy THE COMMITTEE ON LOCAL ASSOCIATIONS 
of the Utah Education Association is ar- 
ranging to contact every local group in the 


| state before the first of May. J. W. Thorn- 


ton, chairman of the committee, is urging 
local associations to organize study groups 
which will acquaint members of the pro- 
fession and other civic groups with con- 
stitutional amendments to be voted on next 
fall which are designed to improve Utah’s 
educational finance plans. 


Crime and the Schools 


yx I Have no patience with those who lay 
the blame for crime conditions upon the 
schools. We know countless instances of 
twisted, thwarted young lives where the 
only wholesome regenerative influence was 
exercised in the schoolroom.—Sanford 
Bates, director, Boys Club of America. 


Cooperative Buying 


yy County scHoots in Hennepin County, 
Minn., were saved $1657.45 during the 
last year in a cooperative buying of books 
and supplies plan, according to Robert E. 
Scott, superintendent of Hennepin County 
schools. Sixty schools in the county partici- 
pated in the plan. Textbook orders were 
pooled in the county superintendent's ol- 
fice. The books were wrapped and packed 
for each school district separately but 
shipped to the Court House by freight. A 
truck was hired to deliver these packages 
from the Court House to each school on 
the first day of school. School supplies were 
ordered by bid and delivered directly to 
the schools. [ Cont. on page A-84| 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





——— 




















| one 
| asil 


pinn: 
lofty 


Valle 


| of tr 
or ¥ 
| 104, 





VO} 








2565 Ft. 


cetard phd ee ea 














oo OP BA | 








TWICE as high 


as the world’s 
tallest building 








| ore two Empire State buildings, end 
| on end, reaching towards the clouds! Then add 
asilvery cascade, plunging from the topmost 
pinnacle ...and you'll have an image of Yosemite’s 
lofty waterfalls and massive granite cliffs. Yosemite 
Valley is one of the great sights in anyone’s world 
of travels. See your nearest travel or ticket agent, 
or write to Yosemite Park and Curry Co., Box 
104, Yosemite National Park, California. 


NO CALIFORNIA 
TRIP 1S COMPLETE 


y f WITHOUT , 


| 
| AND MARIPOSA BIG TREES 





VOLUME 27, NUMBER 43 APRIL 1938 





Po a 
AY 
¥ 


“ow 


Sailing Alaska’s smooth ocean lanes, 

your ship will pause before a sparkling 

blue glacier that towers perhaps three 
hundred feet from the water’s edge. Then, the Captain, like Joshua of old, 
sounds the ship’s whistle to bring down thundering tons of ice, as fell the walls 
of ancient Jericho! 


Only one of the many breath-taking thrills awaiting you in nearby Alaska! 
Northward from Seattle your one-class All-American steamer sails mile on en- 
chanted mile along the world’s longest protected ocean waterway. May-through- 
September, Alaska’s warm, refreshing sun shines upon crackling, roaring 
glaciers; upon towering mountains reaching from the ocean’s edge to thrust their 
snow-capped peaks into the sky; upon wild flowers and green forests, fabulous 
lakes and somersaulting waterfalls. In the great Interior wait the wonders of 


Matanuska Valley, Mount McKinley, and the storied Yukon. 


A complete choice of cruises and cruise-tours combined with moderate rail 
and all-inclusive steamer fares puts a glorious Alaska vacation well within your 
reach. Soon, board a modern, completely air-conditioned train to speed over 
scenic rail routes to Seattle; then on to Alaska—the land of gold and of leaping 
salmon, of grotesque totem poles, of historic Russian settlements! 


For fascinating FREE Alaska literature and 
Good-Natured Alaska Map, latter free to 


BURLINGTON ROUTE NORTH WESTERN LINE Socal ae Bees ee Teen 
GREAT NORTHERN THE MILWAUKEE ROAD Seattle; and see any of these rail lines. 

THE ALASKA RAILROAD UNION PACIFIC 
NORTHERN PACIFIC SOUTHERN PACIFIC 


ALASKA STEAMSHIP COMPANY 















Name 
Address 
City and State __ i. 


AIR-CONDITIONED 
COMFORT 





If student state grade 








LOOK OVER THE GREAT 


PACIFIC 
NORTHWEST 


Let us help you plan a glorious western 
vacation! Strenuous mountain climbing or 
strolling through Alpine meadows; lazy days 
in a deck chair; exploring romantic water- 
fronts or forest fastnesses; bathing on Pacific 
ocean beaches; riding, sightseeing or just 
loafing with congenial companions. Sing 
by the campfire or dance at picturesque 
chalets. A grand change from the routine 
of everyday life. 


We can help you plan this trip at moder- 
ate cost, traveling on the escorted all-expense 
plan or independently. Summer fares are 
low. Descriptive literature tells you about 
Seattle and Tacoma, Mt. Rainier National 
Park and Mt. Baker, Puget Sound and the 
Olympic Peninsula, British Columbia and 
Alaska. Also Yellowstone Park and Montana 
dude ranches. 


Get our PACIFIC NORTHWEST VACATION 
booklet and ask us any questions you have 
in mind. Write 


L. M. JONES, Passenger Traffic Manager 
Room 727 Union Station, Chicago, III. 


TecM|ILWAUKEE 
| ROA THE OLYMPIAN 


THE HIAWATHA 





/ MILWAUKEE 


Pari pit | 


[ A-84 ] 


[ Cont. from page A-82]| 


Officers, American Educational 
Research Association 


yx THE FOLLOWING officers of this NEA 
department were elected at Atlantic City: 


President, W. A. Brownell, professor of educa- 
tional psychology, Duke University, Durham, N. C. 

Vicepresident, Bess Goodykoontz, Assistant Com- 
missioner of Education, U. S. Office of Education, 
Washington, D. C. 

Secretary-treasurer, William G. Carr, director, 
Research Division, National Education Association, 
Washington, D. C. 


New Facilities 
for Educational Broadcasting 


yy A new crass of high frequency broad- 


cast stations have been established to be | 


licensed to organized nonprofit educational 
agencies for the advancement of their edu- 
cational work. Chairman Frank R. Mc- 
Ninch of the Federal Communications 
Commission states that “the Commission 
regards the establishment of the noncom- 
mercial educational broadcast stations as 
an important step in line with its estab- 
lished policy of encouraging education by 
radio, and it expresses the hope that the 
radio facilities now made available solely 
for this purpose will be used to the fullest 
extent.” According to U. S. Commissioner 
of Education J. W. Studebaker, the Office 
of Education is collecting “necessary infor- 
mation to help educational organizations 
know how to make application for these 
frequencies and to supply advice on the 
puzzling problems of equipment, per- 
sonnel, and programming.” 


Your Life in the Making 


yy Tue Text which appears on page 119 is 
now available in an attractive gift edition. 
The leaflets may be used as gifts to mem- 
bers of graduating classes, for youth guid- 
ance, Boy and Girl Scouts, CCC camps, as 
enclosures in letters to alumni, and in other 
ways. The leaflets sell for one cent each in 
any quantity. No orders for less than 25 
copies. Cash to accompany orders for $1 or 
less. Order from the NEA, 1201 16th St., 
N. W., Washington, D. C. 


Boys and Girls Week 


yx THE 1938 opsERvANCE of Boys and Girls 
Week is scheduled for April 30-May 7 


i. 
Write to the National Boys and Girls 


Week Committee, 35 E. Wacker Drive, | 


Room 950, Chicago, IIl., for suggestions. 


“The St. Louis Influence” 


ye THe articLte on “One Hundred Years 
of Public Schools in St. Louis” in the March 
1938 JOURNAL interested me very much in- 
deed. I was born in St. Louis in 1865 and 
knew Miss Blow, Dr. Harris, and Mr. Sel- 
lew personally, as [Cont. on page A-86| 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 











TRAVEL VENTURES 
OF DISTINCTION 


Stimulating experiences in foreign lands, not just 
tours. Tour in the Wake of History led by Harry 
Elmer Barnes; Augustan Pilgrimage with Ae 

Cruise. Tours of interest to Physicists, Chemists, 
Nature Lovers, Camera Fans, Art Lovers, Bota. 
nists. Other specialist's tours include English Lit- 
erature, Commercial Education, Natural History, 
Dance Instruction, Radio Broadcasting, Music Fes. 
tivals, Adult Education. Tours in Scandinavia, 
South America, National Parks and Alaska; motor 
tours in Britain. Also General and Survey Tours 
from $345. Nationally known leaders include Rei- 
nald Werrenrath, Harry Franck, Strickland Gilli- 
lan, Worthington Hollyday, Fred Atkins Moore, 
H. E. Barnes, ete. Write us about your interests, 


Send for Booklet A 


WILLIAM M. BARBER 


BABSON PARK MASS. 





















PROGRESS TOURS 


RECREATION PLUS EDUCATION 


Travel Seminar directed by Prof. Les- 
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educational systems and processes in 
ten European countries. 
Social Changes Tour conducted by Dr. Clinton J. 
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economic and social experimentation. 
The New World and the Old Tour headed by 
Prof. Bernhard Ostrolenk, a panorama of civiliza- 
tions and peoples in three continents. 
Survey Tour directed by Prof. John F, Bell—a 
study of motives and effects of political and social 
forces in twelve European countries, 
Mexico Seminars, four weeks of recreation and 
study—native arts and crafts, educational system, 
murals, archaeology, under University auspices. 


Special booklets and information on each Tour 


COMPASS TRAVEL BUREAU H 


55 West 42nd Street, New York 





TH 








Let 
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You'll find a hospitable, intimate 
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with a sea-scape view from each 
stateroom. You'll find the itineraries 
intriguing, too ... embracing choice 
ports in the West Indies, Central 
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Costa Rica, including 
two calls at gay Havana and 
the Panama Canal Zone. 15 
days $175 up (effective April 1). 





ming pools. All outside staterooms, mech- 


| Orchestras, sound movies, outdoor swim- 
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Other attractive Guest Cruises from New 
York, Philadelphia and New Orleans vari- 
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and ports in Central America and the West 
Indies also moderately priced. 








way Lo 


la 


JASP 


pot be 3) a 


thurs Columbia Icefield was described by 
pioneers as presenting “the most striking 
Alpine scenery of the Western Hemis- 
phere.” Covering an area of over 150 square 
miles, this magnificent glacier country is sur- 
rounded by peaks towering from 10,000 to 
12,000 feet. 

A new motor highway from Jasper Park 
Lodge to the Columbia Icefield opens up, for 
the first time, glorious Alpine views formerly 
accessible only by pack train. 

Yet this is only one of the thrills awaiting 
you at Jasper! Your favorite sport is more fun 
in this glorious setting—and you'll enjoy the 
charming social life at Canadian National’s 


luxurious Jasper Park Lodge. Rates with meals 
from $7.00 a day. 





IN THE CANADIAN ROCKIES 


_ RIDING 


, “Y 







mee — 
Pace ve 


Low rail fares. Come by the air-conditioned CONTINENTAL LIMITED. 
Call or write any Canadian National office for descriptive booklets. 


' A ¥ Boston. ....186 Tremont St. Detroit, Minneapolis, Portland, Me... .G.T.R. Sta. 
§ ) chore compan. 53 Travel Agent or UNITED Buffalo. . .22 N. Division St. 1239 Washington Blvd. 634 Marquette Ave. San Francisco, 648 Market St. 
: i PANY, 6 32 Fifth Ave. New York, Cincinnati, Duluth, 428 W. Superior St. New York. ..673 Fifth Ave. Seattle. ..1329 Fourth Ave. 


. | Chicago, New Orleans, Philadelphia, Boston 


| ae 


VOLUME 27, NUMBER 4; APRIL 1938 


206 Dixie Term. Bldg. Kansas City,414FairfaxBldg. Philadelphia, St. Louis, 314 No. Broadway 
Los Angeles, 1500 Chestnut St. St. Paul, First Nat. Bk. Bldg. 
607 S. Grand Ave. Pittsburgh. ..355 Fifth Ave. Chicago, 4S. Michigan Ave. 


Washington, D. C., 
922 15th St., N. W. 














-EDUTRAVEL-= 


Meet us at the 
N.E.A. 


Conference’ P 


Come to New York and join your 
colleagues from other states. And 
then ...on to 


EUROPE 


S| 
Why not go SOLO? 


For economy and individual freedom 
SOLO TOURS offer the following travel 
opportunities, from $299 for 31 days: 
4-COUNTRY TOURS—Including 
England, Belgium, Holland, France. 
NORTHLAND TOURS—Includ- 
ing Scandinavia and the Baltic. 
ALL- BRITISH TOURS—Includ- 
ing England, Ireland, Scotland. 
Sailings weekly, May through sae 
Priced to favor the teacher's budget. 
Send for Booklet 2A. 


se 
GEOGRAPHY 


Travel Seminar 


Vitalize your teaching! Join the Travel 
Seminar on Geography of Europe, includ- 
ing the International Congress in Amster- 
dam, with Prof. W. R. McConnell, author 
of the McConnell Geographies. Combine 
vacation travel and study. 

Sail July 2—return Aug. 29. $679, all 
inclusive. Write for booklet 2B. 

Rates based on 3rd ocean—Tourist slightly higher 


Also a wide variety of other tours 
providing ‘‘Teacher Alertness” and 
University Credit. 


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SEMINAR ON 


POLAND and the 
BALTIC LANDS 


This travel and lecture tour through 
Copenhagen, Stockholm, Riga, Danzig, 
Warsaw, Cracow, will be an unforgettable 
adventure in international culture, poli- 
tics, history, art and education, directed 
by Prof. Charles Hodges of N. Y. U. 
Sail July 6—Return Aug. 19. 45 Days 
—$556. Write for booklet 2C. 

Rates based on 3rd ocean—Tourist slightly higher 


eEDUTRAVELes 


Educational Travel Institute, Inc. 
55 Fifth Avenue, New York 











[Cont. from page A-84] well as many 
other of the later figures of the system. | 
think I am right in saying that probably 
thru Mr. Harris, St. Louis did more to in- 
fluence the nation in public-school upbuild- 
ing than any city in the land. In the course 
of many years dealing with educational 
problems, I have met with the St. Louis 
influence from Boston to the West Coast, 
and wherever I have met my contempo- 
raries of that period under Harris, I have 
always found thoroly trained men and 
women, some of whom are still in the St. 
Louis system as teachers.—A. A. Berle, Sr., 
noted author and clergyman. 


The Ph.D. Again 


yy I REGRET to see such exception taken to 
the fine article “The Ph.D. Superstition.” 
[See THe Journa for December 1937 and 
March 1938.] It was courageous and hon- 
est. No group can maintain public esteem, 
let alone improve, unless it persists in hon- 
est self-criticism. The number of Ph.D.’s 
who cannot even get teachers’ positions in- 
dicates the quality of their ability. I per- 
sonally know two Ph.D.’s from “reputable” 
institutions all of whose work for the de- 
gree, including the thesis, was done by their 
wives. The candidates registered in the 


seminar and went thru the formality of the 


examination. THE JourRNAL is becoming 
more vital with every issue. Teachers are 
reading and discussing it. Keep up the 
good work!—From a California member. 


The NEA Research Division has compiled a 
39-page mimeographed “Bibliography on Youth 
Problems.” Since the typical contemporary youth 
student is not an idealistic well-wisher but a per- 
son of action who sees a need and seeks a remedy, 
any bibliography on youth should turn its atten- 


tion to a comprehensive definition of the genera- 


tion born since the World War, its problems and 


| their solutions. Omitted, therefore, from this bibli- 
| ography is the perennial “inspirational” volume 


dedicated to direct youth to selffulfillment. Also 
omitted perforc€is,most of that valuable body of 


| scientific and ‘semiscientific literature concerned 


with the psychological and physiological develop- 
ment of adolescents of no matter what genera- 
tion. This list aims only to direct; appended is a 
list of other bibliographies which offer numerous 
additional titles, and many of the entries them- 
selves supply reading lists. This bibliography con- 
tains 257 annotated references. Price 15¢. 

The Review of Educational Research for Feb- 


| ruary 1938, “Psychology and Methods in the High 
| School and College,” is a review of research in the 


psychology and methodology of highschool and 
college teaching covering the period from January 
1934 to July 1937. The February 1938 issue paral- 
lels the December 1937 issue, which dealt with 
psychology and methods in the elementary school. 
Price, $1. 

Discounts for quantities on NEA publications are 
as follows: 2-9 copies, 10 percent; 10-99 copies, 25 
percent; 100 or more, 3314 percent. Send orders to 
the NEA, 1201 16th St., N. W., Washington, D. C. 























|THE O 





IN EUROPE © 
- MEXICO - 
SOVIET UNION 


you will see more than 
tourist sights with 


THE OPEN ROAD 


Small travel groups recruited from the 
professions—authoritative leaders as- 
sisted by cultured native guides—social 
contact with people of each country. 


Denmark, Sweden, 


Norway 


under leadership of Prof. Hartley W. 
Cross. Cities and countryside includ- 
ing Norway's fjords and mounteins. 
Study of cooperatives and folk schools. 
Sailing July 1. Back August 29. 


Central and 
Balkan Europe 


Auspices Oneonta State Normal 
School, Vienna, Budapest, 
Venice, Geneva, Paris plus several 
weeks of Bulgarian peasant life and 
art. Sailing July 7. Back August 29. 


European Literature 
and Arts 


Auspices Georgia State College for 
Women. Scotland, England, Hol- 
land, Germany, Switzerland, France. 
Sailing June 17. Back August 13. 


Italy, Turkey, 
Soviet Union 
and Germany 


under leadership of Prof. Goodwin 
Watson. A contrasting study of the 
psychology of social change. Sail- 
ing June 29. Back September 9. 


Fourth Annual 
Travel Collective 
in the Soviet Union 


under leadership of Dr. Joshua 
Kunitz. Leningrad, Moscow, 
Ukraine, Caucasus, Soviet Armenia, 
Crimea. Sailing July 6. Back 
September 1. 


Mexico 


under leadership of Julien Bryan. 
More then a month in the cities and 
native villages. Sailing July 14. 
Back August 23. 


For rates and descriptive circulars on 
these and twenty other trips address: 


ay 
N ROAD | 
LN, ance 











[ A-86 ] 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





ae Ce ne ee 
































ournal 


VOLUME 27 





of the NATIONAL * EDUCATION * ASSOCIATION 
OF * THE * UNITED * STATES—APRIL 1938 


NUMBER 4 


ATLANTIC CITY NOTES 


TLANTIC City is a good place for a convention. 
Hotel accommodations and meeting places are 
convenient and abundant. The Boardwalk, like 

a great outdoor lobby, unites the whole. The salt air 
from the Atlantic is invigorating and the far horizon 
over the ocean widens and inspires the mind. Meeting 
for the first time under the new name—the American 
Association of School Administrators, a Department 
of the National Education Association—the super- 
intendents, flanked by their allies in a dozen other 
fields, held a convention of power and merit. 

President Charles B. Glenn of the Department pre- 
sented a strong program and maintained a high level 
of inspiration thruout the sessions. The Sixteenth 
Yearbook of the AASA presented at Atlantic City was 
one of the best in years. Under the title, “Youth Edu- 
cation Today,” it strikes an optimistic note. Its fron- 
tispiece is used on the cover of this JournaL. The 
Yearbook contains the annual report of Secretary 
S. D. Shankland for 1937, which lists a membership 
at the end of the year of 4073—an alltime high. 

The president of the AASA for 1938-39 is Super- 
intendent John A. Sexson, Pasadena, California, a 
member of the Educational Policies Commission, an 
NEA Life Member, and the first president to be 
elected under the new plan of preferential voting by 
mail adopted at the New Orleans convention last year. 

Programs at Atlantic City were well attended with 
a good registration from the entire country—over 
10,619 registered as compared with 10,430 at New 
Orleans. Attendance is always much larger than regis- 
tration. Breakfasts, luncheons, and dinners were pop- 
ular thruout the week with 2268 at the Friendship 
Dinner, 1536 at the Exhibitors’ Dinner, and more 
than 500 at several other dinners. 

The program covered a wide variety of interests 
filling an attractive booklet of 72 pages, with 403 con- 
vention speakers listed. The Vesper Service on Sunday 
afternoon featured the Barton Harp Quintet, the 
Westminster Choir, and William Lyon Phelps, who 
spoke on “Truth and Poetry.” The Exhibit—a major 
feature of the convention—was superior in size, ar- 
rangement, and variety, to any former display. 

The distinguished and scholarly service of Dr. 
Charles H. Judd, who is retiring this year as head 


WOLUME 27, NUMBER 4; APRIL 1938 





of the Department of Education, University of Chi- 
cago, was honored on several notable occasions, in- 
cluding a banquet by the Department of Secondary- 
School Principals, the American Education Award 
at the Exhibitors’ Dinner, and the presentation of an 
Honorary Life Membership in the AASA. 

The American Association of Teachers Colleges, 
a department of the NEA, which enrols 199 teachers 
colleges, held a two-day meeting under the presi- 
dency of L. A. Pittenger, Ball State Teachers College, 
Muncie, Indiana. The growing departments of Ele- 
mentary and Secondary School Principals, either of 
which would make a great convention in itself, held 
fine meetings. Secretary Eva G. Pinkston of the Ele- 
mentary Principals reportsamembershipof5300,a new 
high looking toward a goal of 6000. The Department 
of Supervisors and Directors of Instruction held a pro- 
phetic meeting on “Technics of Cooperation.” 

The major subject of discussion at the convention 
was the report of President Roosevelt’s Advisory 
Committee on Education which recommended sub- 
stantial federal aid for general education, a cause to 
which the National Education Association has given 
leadership for many years. The report, fortified with 
abundant facts, substantiates the position which the 
Association has consistently upheld—that equality of 
opportunity and a fair start in life for every boy and 
girl cannot be provided without federal aid. 

Dr. Caroline S. Woodruff, who as president of the 
National Education Association was the overnight 
guest, at the White House, of President and Mrs. 
Roosevelt on the eve of the convention, expressed 
appreciation for the President’s interest in education. 
She reported that Mrs. Roosevelt would preside at 
the big international meeting of the summer con- 
vention to be held June 30 at the New York World’s 
Fair Grounds. 

Among things which impressed me most at At- 
lantic City were the influx of strong new leadership; 
the power of a great spirit like Helen Keller; an 
awakening in rural education; a widening interest 
in adult education; a growing determination to im- 
prove the schools and keep them free; and a new 
sense of direction and faith in the future of American 
democracy.—Joy ELMER Morcan. 


l9 


The American Spirit 


o us and to our fathers America 
"Tiss meant wide horizons and spa- 

cious life, escape from musty prej- 
udices of bygone eras, a more lively 
sense of human brotherhood and of the 
eternal dignity and equality of all human 
spirits. 

What will it mean a generation 
hence? That depends upon what our 
teachers of youth succeed in imparting 
to the rising generation. The future of 
America depends in large measure upon 
the conception which takes shape under 
your tutelage in young and plastic minds. 

What are the fundamentals of the 
American spirit which has made our 
country what it is today and which, if 
America is to keep true to her traditions 
and ideals, must in some way be im- 
parted to those who follow us? 

First, America must mean tolerance. 
A nation compounded of almost every 
national stock, of almost every race, of 
differing religions, must be built on the 
cornerstone of tolerance, breadth of un- 
derstanding, generosity of viewpoint, 
and largeness of outlook. . . . Today, 
when racial and ideological intolerance 
are threatening European civilization, 
it is of transcendent importance that 
America maintain her splendid tradi- 
tion of tolerance and understanding. 

Second, America must continue a 
synonym for individual freedom. Be- 
tween the two alternative fundamentals 
upon which efficient government may 
rest—on the one hand, maximum state 
authority completely supreme over the 
lives of dependent subjects and, on the 
other, maximum individual freedom 
restrained by a government of the peo- 
ple, by the people, and for the people— 
there can be but one choice for America. 
Even tho the complexities and exigen- 
cies of modern life require organization 
on a nationwide scale as never before, 
nevertheless such government control as 
is necessary must always be, not for the 
benefit of some personified fictitious en- 
tity called the State, not for some priv- 
ileged few controling the State, but eter- 
nally and always for the people. 

Third, America must always stand for 
human democracy. The American gov- 
ernment must be a people’s government, 
existing not to forward the fortunes of 


[ 98 | 


FRANCIS B. SAYRE 


Assistant Secretary of State 


an aristocracy of rank or of wealth, but 
to work in season and out of season to 
raise the standard of living of humble 
folk—farmers and factory workers and 
storekeepers. America must always be 
dedicated to full equality of opportunity. 

A nation which keeps true to these 
three principles of tolerance, of individ- 
ual liberty, and of democracy, must de- 
velop a native strength and power which 
go far to make it truly great. These are 
the fundamental principles which you 
must make America mean to the gener- 
ation whose ideas you are shaping. 

How is the American spirit to be inter- 
preted in its relations to other nations? 

The fundamental set of American for- 
eign policy is not determined by states- 
men or by politicians, by economists or 
by experts. It comes from millions of 
humble American homes. . . . Deep as 
great rivers bearing the waters from a 
million rivulets comes from the heart of 
America the insistent and passionate de- 
sire for world peace. This feeling for 
peace goes deeper than mere desire. The 
profound conviction is growing that 
world peace can be made a reality, for 
which peoples must plan and build and 
struggle and sometimes die. 

In spite of the war clouds which hover, 
threatening and low, over our world to- 
day, I believe we are undeniably further 
along the road to peace than we were 
twenty years ago. We have learned much. 

We know now that stable peace can- 
not be won overnight by mere treaties 
or legal documents. Peace cannot be im- 
posed from without but must grow from 
within. We have learned that stable 
peace cannot be won thru war. Peace to 
beenduring must be built upon justiceand 
full consent—not upon superior force. 

Lasting peace can come only thru the 
understanding and selfdenying coopera- 
tion of nation with nation. This, too, is 
not a matter of mere formal organiza- 
tion but a thing of the spirit. To be sure, 
the problem of organization is of the 
utmost importance. The League of Na- 
tions has provided us with significant 
experience in international cooperation. 


Peace can be attained only thru organ- 
ized international cooperation. 

Weare learning that lasting peace can 
never be won thru mere emotional ap- 
peal. Too often in these days nations are 
forced into war against their wills by 
circumstances arising out of selfseeking 
and mistaken economic or political pol- 
icies pursued in the past by themselves 
or by other nations. If we are to have 
peace, we must toilfully build for it sound 
economic and political foundations. 

These truths we are slowly learning. 
The movement for peace thruout the 
world is growing all the time more in- 
telligent. . . . But we have still a long, 
long way to go. If we are to gain peace, 
we must build for it moral foundations, 
The whole world today is in a state of 
gross materialism. Selfishness and greed 
and corruption and war are the natural 
fruits of materialism. The only direction 
in which I can see hope for reaching 
permanent solutions is the way of Chris- 
tianity. Until we have courage to apply 
more fearlessly the principles of Christ to 
national and international problems, we 
are like children groping in the dark. 

Among individuals we have learned 
thru the slow course of centuries that 
the sacredness of obligations lies at the 
very foundation of the trust and confi- 
dence vital to the continuance of mod- 
ern civilization. But in the international 
world, treaty obligations are flouted as 
tho nothing but selfinterest should rule 
the world. . . . It is time we awoke to 
the fact that civilization depends upon 
accepted moral standards among nations 
no less than among individuals. It is time 
that we realized that materialism and 
greed produce suffering as surely among 
nations as among men. 

These are some of the truths which 
we must impart to the rising generation. 
Our magnificent heritage is the vision 
of the great destiny—that we should con- 
stitute the hope of an old war-weary 
world. All American nations are com- 
rades and neighbors in this great enter- 
prise. What makes for good neighbors 
is something more than mere friendli- 
ness; it is sharing in common ideals and 
in some common enterprise. I hope and 
trust that in company with the other 
American nations we can together go 
forward to make the American spirit 
one of tolerance, of freedom, and of hu- 
man democracy—From an address be- 


fore the AASA, Mar. 1, 1928. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 











a te tw a2 ClUlUwtlC(<ir KK C(‘ ZC! 


vc 








THE 





View of the Friendship Dinner 


where 2268 guests were served 


Atlantic City 


CONVENTION 


HE MAGNITUDE of the 68th Annual Convention of the 
American Association of School Administrators, held 
February 26-March 3, is shown by the following state- 

ment taken from the report of the Appraisal Committee: 


“The American Association of School Administrators sched- 
uled nine general sessions, with 42 speakers and presiding 
officers, and 18 discussion groups, with 99 speakers and dis- 
cussion leaders. Thirteen allied organizations held their pro- 
grams at the same time. They held 60 meetings and had 359 
speakers. 

“In addition there were listed in the Official Program the 
names of 61 other organizations and societies which held 120 
meetings. These meetings began Wednesday before the con- 
vention officially opened and continued during the entire con- 
vention period. There were listed 108 breakfasts, luncheons, 
and dinners. Many other functions were held which were not 
listed in the program. The convention attendance exceeded all 
previous records. The Atlantic City Housing Bureau records 
show sleeping-room reservations for 9387 persons. There were 
252 different firms and organizations represented in the ex- 


VOLUME 27, NUMBER 43 APRIL 1938 


hibits and 1269 registered exhibitors. The total attendance 
reached a figure of approximately 12,600.” 

The convention opened officially on Saturday, February 
26, when President Charles B. Glenn of the American 
Association of School Administrators presided at the cere- 
monial opening of the exhibits. 

The First General Session—the vesper service—set a high 
standard which was held thruout the convention. William 
Lyon Phelps of Yale University in an address on “Truth 
and Poetry” pointed out that the truths expressed in poetry 
about the great issues of life and death are true regardless 
of the age in which they are given expression. 

The Sunday evening program consisted of music by the 
Detroit Schoolmen’s Club Chorus, the Barton Harp 
Quintet, and the Westminster Choir, and entertainment 
by noted radio stars. 

At the Third General Session on Monday morning, 
Superintendent Chenoweth of Atlantic City presented 
to the American Association of School Administrators a 
block and gavel for the permanent use of the Association. 


[ 99 | 











— Vie Sn 


THE WHITE HOUSE 
WASHINGTON 


Hyde Park, New York 
February 22, 1938 


My dear Mr. Glenn: 


I am glad to send greetings to the 


administrators of America's schools. 


progress of a nation cannot outrun the achieve- 


ments of its schools. 


difficulty face our oeople today. 





one thing stands out clearly. 


of the common good. 
the supreme function of the schools. 


| 
| 
| 
| Very sincerely yours, 
| 
} 


Mr. C. B. Glenn, Fiat Mae 


President, American Association of 
School Administrators, 

Ambessador Motel, 

Atlantic City, New Jersey, 





He then presented to President Glenn 
as an individual a chest made by the 
Boys’ Vocational School of Atlantic City 
containing materials from each of the 
forty-eight states. 

Alexander J. Stoddard, superintend- 
ent of schools, Denver, Colorado, and 
chairman, Educational Policies Com- 
mission, spoke on “The Challenge to 
Complacency”: 


“The Educational Policies Commission 
is one of the agencies thru which com- 
placency both within and without the 
profession is being challenged. The Com- 
mission has defined the function of educa- 
tion in a democratic society and is engaged 
in a formulation of the objectives of the 
schools in a democratic as contrasted with 
an authoritarian form of political control. 
It suggests that the most effective role 
to be played by our country in this world- 
wide struggle between political philoso- 
phies is to demonstrate that democracy can 
and will work. 

“The depression has had and is having 
very real implications for complacency. 
Certain steps are recommended to combat 
present conditions and in preparation for 
future emergencies. First, the American 
people should be made aware of the differ- 
ence between retrenchment and economy 
in education. Second, the schools should 


| 100 | 


Problems of almost unprecedented 

These problems 
are the more sobering to Americans because of the 
| changes effecting popular government which have 
lately come to pass in many other countries. 


In spite of the perplexities, horever, 


No lasting solution 
| of the crucial issues confronting us is possible 


except as the people will to live in the interest 
To bring about that will is 


President Charles 
B. Glenn examines 
the chest made for 
him by Atlantic 
City schoolboys as 
their superinten- 
dent, A. S. Cheno- 
weth, looks on. 


At the left is Presi- 
dent Roosevelt's 
greeting to the con- 
vention. 


deal frankly with the public in warning 
that budgets cannot be reduced without 
damaging educational services. Third, the 
state and federal governments should be 
induced to assume a larger responsibility 
in the support of the schools, especially 
in times of emergency. Fourth, the schools 
should assume the responsibility for rally- 
ing the spirit of local communities in sup 
port of democratic ideals and processes and 
in Opposition to undemocratic ideals and 
processes which might be precipitated on 
a national basis. Fifth, the schools should 
organize to combat any attack upon the 
ideal of universal education and should 
resist attacks upon the freedom of the 
schools to carry out the purposes for which 
they were established. Sixth, when all 
the money of the school district is gone, 
teachers should continue to render their 
services and not allow the schools to be 
closed, regardless of payless paydays. 

“Education is engaged in a continuing 
campaign challenging complacency on 
every front. In fact, education that does 
not disturb complacency is no education 
at all.” 


The principal topic of conversation 
at the convention was the report of the 
President’s Advisory Committee on Ed- 
ucation, a summary of which had just 
been released. Floyd W. Reeves, chair- 





man of this Committee, addressed the 
Monday morning session, affording 
many members their first opportunity 
to hear about the Committee’s report at 
first hand. Turn to page 107 for a sum- 
mary of the report of the Committee, 

An Honorary Life Membership in the 
American Association of School Ad- 
ministrators was presented to Charles 
H. Judd, head, Department of Educa- 
tion, University of Chicago, who will 
retire from his position in June 1938, Dr. 
Judd addressed the convention on “Fac- 
ing the Future.” He outlined trends 
which in his opinion give promise of 
making enduring contributions to the 
improvement of the educational system. 
These were | 1| the trend toward a recon- 
struction of the administrative units of 
the educational system; | 2]| the introduc- 
tion into educational thinking of new 
conceptions regarding vocational and 
general education; |3| the effect upon 
education of the theory of interdepend- 
ence of groups and sections—we are 
rapidly arriving at the point where we 
all seek social security for all; [4] the 
trend toward the scientific study of edu- 
cational problems. 

At the Fourth General Session on 
Monday evening, E. W. Butterfield, 
State Commissioner of Education for 
Connecticut, spoke on “A World of 
Machines—and People.” He suggested 
for pupils who are not bookminded: 


“ 


. activities in a social and mechanical 
environment. For them I am_ proposing 
not lecture rooms, libraries, and recitation 
rooms, but work rooms, that is, a series 
of school shops. 

“In each of these shops, the work offered 
would have these six common charac- 
1] Each daily and for a single 
school period, [2] each for four full senior 
highschool years, [3] each with no formid- 
able home assignments, [4] each with 


teristics: 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





traine 
with : 
[6] « 
machi 

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woulk 
pupil: 
and f 


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trained and vigorous teachers, [5] each 
with subjects in a four-year sequence, and 
[6] each with full physical equipment, 
machines, and apparatus. 

“Of these shops, the first and fourth 
would be definitely designed to develop 
pupils who are people-minded, the second 
and fifth those who are machine-minded, 


Earle F. Opie, presi- 
dent, Associated 
Exhibitors, present- 
ing American Edu- 
cation Award for 
1938 to Charles H. 
Judd. 


Executive Committee and other officials photographed at the opening of the Ex- 
hibit. Left to right: ]. W. Ramsey, superintendent, Fort Smith, Ark.; Earle F. 
Opie, president, Associated Exhibitors; President Glenn; ]. C. Cochran, superinten- 
dent, San Antonio, Tex.; George C. Bush, superintendent, South Pasadena, Calif.; 
]. H. Mason, superintendent, Canton, Ohio; A. S. Chenoweth, superintendent, 
Atlantic City, N. ].; H. A. Allan, business manager, NEA; S. D. Shankland, 
executive secretary, AASA; Major Wm. F. Casey, Commissioner, Public Works, 
Atlantic City, N. ].; Ben G. Graham, superintendent, Pittsburgh, Pa. 


and the third those who include book- 
mindedness with the other two charac- 
teristics.” 


Helen Keller, whose inspiring address 
appears on p105, was the final speaker 
on this program. 

The Fifth General Session on Tues- 
day morning was devoted to the 1938 
Yearbook of the AASA entitled Youth 
Education Today. E. E. Oberholtzer, 
superintendent of schools, Houston, 
Texas, and chairman of the Yearbook 
Commission, discussed “Youth and Ed- 
ucation.” 

Mr. Oberholtzer discussed the ques- 
tion of how society may unify and co- 
ordinate influences affecting youth: 

“Two general theories have been tenta- 
tively propounded, neither receiving unan- 
imous acceptance, but both worthy of con- 
sideration. The first theory is that the 
school may extend beyond instructional 


duties and perform services for the child 
which other agencies have not performed 
satisfactorily. The second theory limits 
the school functions to those which it has 
already demonstrated its ability to carry 
on better than any other agency. 

“Some central rallying-point is essential 
to any coordination. The thought that the 
public schools should constitute such a 
center in every community is an. attractive 
one, but is not to be effectuated instantly 
and without regard to the feelings and 
claims of other public and private agencies. 
There are signs that the idea will grow 
and eventually become a reality whether 
educators and others engaged in youth 
service consciously will it or not.” 

Guiding principles which underlie 
the building of a dynamic and life-cen- 
tered curriculum were reported by Mr. 
Oberholtzer as having been outlined in 
the Yearbook. He cited from the Year- 
book the following fundamental goals 


VOLUME 27, NUMBER 4; APRIL 193 












John A. Sexson, superintendent of 
schools, Pasadena, Calif., new 
president of the AASA. 


of education for citizenship which the 
schools should cultivate: 

“[1] An intelligent appreciation of 
democratic institutions. 

“[2] Proper methods of action which 
are of special significance in a democracy. 

“[3] Willingness and the ability to co- 
operate effectively in a democratic society. 

“[4] The progressive development of 
the democratic ideal.” 


Edwin A. Lee, director, National Oc- 
cupational Conference, New York City, 
discussed “Occupational Adjustment,” 
in which he said that a program of oc- 
cupational adjustment consists of three 
subprograms: 

“[{1] There should exist in every school 
system a program of occupational guid- 
ance ... [2] Occupational guidance .. . 
must be followed by occupational train- 
ing. Therefore, the second point empha 
sizes the need for as wide a variety of op- 
portunities for vocational education as the 
community affords. |3] The acid test of 
points one and two is occupational place 


| rox | 











ment, that part of the program in which 
a youth, trained to an employable level, 
is inducted into a wage-earning occupa- 
tion, helped to get started, followed thru 
adjustment after adjustment until it is 
accurate to say that he is safely launched 
on a satisfactory work-career. Here is where 
many a program of occupational adjust- 
ment falls down. Here, indeed, is where 
education in general all too often is found 
wanting. For how many a highschool that 
you know is it possible to ascertain what 
has happened to its graduates, not to men- 
tion its drop-outs, one or two years after 
they have left school? Not many. There 
is little defense for such lack of infor- 
mation.” 


The two addresses of this session 
were followed by a “Forum on Youth 
Problems” of which John W. Stude- 
baker, U. S. Commissioner of Educa- 
tion, was chairman. 

The Sixth General Session was a 
“Good Neighbor Program.” The first 
speaker was Senator The Honourable 
Adrian K. Hugessen, K.C., The Senate, 
Ottawa, Canada: 


“It is not my purpose tonight, or in- 
deed would it be proper, to enter upon 
a discussion of current international prob- 
lems. There is, however, one thing which 
may fittingly be said, and which cannot 
indeed be said with too much emphasis. 
Amidst this welter of isms of which we now 
hear so much—Naziism, Communism, 
and the like—Canada stands 
firmly by the principles of democracy and 
the liberty of the human mind. We con- 
ceive that no other system is possible for 
us, or indeed for truly civilized men any- 
where. We know that you share these 
views. And we look to the United States 
as the great exponent and the great pro- 
tector of democratic ideals on the con- 
tinent of America. 

“It has been said recently that democracy 
is the only system of government which 
does not advertise and make known its 
advantages to the peoples who are under 


Fascism, 


| 102 | 


its sway. That is probably a true statement. 
Certainly the nations now under the con- 
trol of dictators are constantly having the 
beauties of their respective dictators, and 
the decadence of every other form of 
government dinned into their ears with 
ceaseless iteration. Would it not be well 
if the democracies, for their part, were to 
inculcate the essential principles of free 
government into their citizens, and par- 
ticularly into the rising generation? Is it 
not our duty to hand on in this way to 
those who come after us the priceless tradi- 
tions of liberty which our ancestors have 
bequeathed to us?” 


His Excellency Doctor Francisco Cas- 
tillo Najera, Ambassador from Mexico 
to the United States, summed up the 
essential features of the Mexican edu- 
cational system under President Car- 
denas as follows: 


“l1] Education of the masses is an es- 
sential function of the state. 

“|2] Education is a popular problem 
and not an academic one. 

“13] It must benefit every Mexican 
citizen. 

“{4] The rural population, even in the 
most remote parts of the country, must be 
reached at all costs. 

“{5] Popular education should be prac- 
tical; its first obligation is to teach the 
people how to live. 

“[6] Education should develop social 
solidarity. 

“[7] Education must substitute super- 
stition and fanaticism by scientific knowl- 
edge and loyalty to mankind.” 


Honorable Francis B. Sayre, Assist- 
ant Secretary of State, Washington, 
D. C., discussed “The American Spirit” 
which he said must mean tolerance, in- 
dividual freedom, and human democ- 
racy. See p98. 

At the Seventh General Session on 
Tuesday, George F. Zook, president of 
the American Council on Education, 
said of “Teacher Education”: 


THE JOURNAL OF 


General view of the Exhibit. 


“President Hutchins has stated that con- 
fusion is the chief characteristic of higher 
education in America. He could certainly 
find a good example in the government 
of teacher-education institutions. Nevada, 
Wyoming, and Delaware have the advan- 
tage of concentrating their entire effort in 
teacher education at a single institution, 
the state university. From this simple situa- 
tion one proceeds all the way to utmost 
confusion. Iowa has only one separate state 
teachers college. Wisconsin, with only a 
slightly larger population, has ten (includ- 
ing the university). 

“The conclusion to this matter is plainly 
the fact that the several states should study 
their respective situations in teacher educa- 
tion, make estimates of the number and 
types of new teachers needed, lay down 
the general pattern for their preparation, 
assign responsibilities to the respective in- 
stitutions, and provide for coordination 
among them, in short, provide a unified 
system of teacher education which will be 
both comprehensive and effective.” 


“The Welfare of Teachers” was pre- 
sented by Orville C. Pratt, superintend- 
ent of schools, Spokane, Washington, 
who stressed these points: 


“{1] Only teachers who are free to as 
sume responsibility and to exercise initia- 
tive can fully bestow such privileges upon 
children. 

“|2] Basic to school welfare is the prob- 
lem of school finance. If the schools in his 
state are wholly dependent upon the deca- 
dent general property tax, or if his state 
contributes less than half of the support 
for a minimum program of education, the 
superintendent’s path of duty lies straight 
before him. He should give the full weight 
of his influence to the correction of these 
weaknesses. 

“[3] Salary schedules ought to be so 
formulated that they encourage profes- 
sional growth and prevent too rapid turn- 
over. 

“[4] Teacher retirement is a phase of 
teacher welfare of outstanding importance. 
So urgent is the need that the National 
Education and all its com- 
ponent departments and subordinate parts 
should be geared into a united drive for 
its attainment. 

“[5] Administrators, instead of being 
lukewarm to tenure laws, should actively 
advocate them and do what they can to 
secure their enactment. Teachers ought, 
thru their organizations, to be as quick to 
approve the dismissal of inefficient or un- 
worthy teachers. 


Association 





THE NATIONAL EDUCATION ASSOCIATION 


| 
| 
| 





V 


Above: A general 
view of the scene 
just before the be- 
ginning of the 
dazzling ice carni- 
val where stars of 
the ice held the 
great crowd for 
more than two 
hours. Sides: 
Closeups of indi- 
vidual performers 
in the ice carnival. 


“!6| ‘Academic Freedom ’—teachers 
need to be free to deal frankly and real- 
istically with current issues as they arise. 

“!7] Still another phase of teacher wel- 
fare is cooperative action by teachers.” 


James B. Conant, president of Har- 
vard University, discussed “Higher 
Education in a Democracy.” He stated 
that many of the students now enroled 
in advanced university work are not the 
most able young people. Plans should 
be developed whereby promising indi- 
viduals who are economically handi- 
capped may be given scholarships. Selec- 
tion of university students should be 
based more on intellectual ability and 
less on the individual’s economic posi- 
tion. 

At the Eighth General Session on 
Thursday morning, Frederick M. 
Hunter, chancellor, System of Higher 
Education, University of Oregon, pre- 


VOLUME 27, NUMBER 43 APRIL 1938 


sented “The Next Step in American 
Education.” After discussing the world- 
wide threat of totalitarianism to democ- 
racy he said: 


“The inconsistency of creating a central 
governmental structure to propagate a phi- 
losophy has been pointed out and is ap- 
parent to all. But it is wholly consistent 
with our American traditions of develop- 
ment as well as the doctrines of local self- 
government to think of such a philosophy 
as becoming a synthetic movement grow- 
ing out of the educational aspirations and 
practices of the multitude of local instru- 
ments of instruction and school admini- 
stration in America. If we accept the sound- 
ness of the conceptions of our founding 
fathers in respect to education as we have 
accepted the worth of their views in in- 
terpreting the Anglo-Saxon philosophy of 
government, we may without hesitation 
move forward along the lines of our own 


Left: A view of 
the McGuffey 
School which en- 
tertained the ban- 
quet of the De- 
partment of Ele- 
mentary School 
Principals. The 
participants are 
wellknown educa 
tors. If they look 
unnatural, only 
their dignity is 
missing. 











history and tradition to synthesize a phi- 
losophy for the rallying of American in- 
tellectual resources and creating a policy 
of resistance to the invasions of dictator- 


ship.” 


“Shall the People Control Their 
Schools?” was the subject of the ad- 
dress by George D. Strayer. He argued 
against control by the states except “for 
the determination of the broad frame- 
work within which the local commu- 
nity may operate,” and standards for 
buildings, equipment, and the like; and 
against “removing the schools from the 
control of the people” by subordinating 
“public education to the general local 
government.” He pointed out the need 
of federal participation in the financing 
of education but cautioned that “the 
federal government should contribute 
to the support of education in general 
rather than to particular aspects of the 
program.” 

John A. Sexson, superintendent of 
schools, Pasadena, California, and presi- 
dent-elect of the AASA, discussed “Pub- 


lic Relations”: 


“All over America the immediate re- 
sponse of the friends of public education 
is to turn to the ‘public relations’ agent, 
the professional public opinion builder, the 
fashion setter in a desperate and dramatic 
appeal to rebuild the faith of the American 
people in public education and to restore 
the support of public education. 

“*Public relations’ departments can de- 
liver whether asked to sell real estate, 
popularize war, reconcile nationals, elect 
partisans, or promote education. The issue 
confronting educational leadership in 
America today is—knowing, as you do, 
how to shape public opinion, influence 
public action, and determine the direction 
of institutional development—what do you 
propose to do with your opportunity? This 
is the crux of the ‘public relations’ problem 
in education.” 


[ 104 | 


In its resolutions, the Association re- 
affirmed “its faith in democracy as the 
pattern of human relationship most 
likely to bring about the maximum hap- 
piness and wellbeing of all the people”; 
commended the work of its Commis- 
sion on Youth Problems which prepared 
the 1938 Yearbook, “Youth Education 
Today”; suggested that the Educational 
Policies Commission make a special 
study of the problem of teacher educa- 
tion and selection; and commended the 
President’s Advisory Committee on Ed- 
ucation for its report but concluded 
that: 


“ 


. .. since the complete report of the 
Advisory Committee on Education is not 
available at this time for careful and well- 
considered study and analysis, before final 
action is taken committing this organiza- 
tion it is recommended that the report of 
the Advisory Committee on Education be 
referred to the Educational Policies Com- 
mission and to the Legislative Commis- 
sion of the National Education Association 
for study, for the purpose of evolving a 
plan by which legislation will be framed 
and enacted, putting into effect the prin- 
ciples and policies repeatedly affirmed by 
this organization thru which federal aid 
for public education will be secured with- 
out federal control.” 


The final general session, featuring 
Rear-Admiral Richard E. Byrd, was 
built about the theme, “Adventure and 
Discovery.” See p127. A dinner in honor 
of Admiral Byrd in the evening was pre- 
sided over by John H. Finley of the New 
York Times. 


Afternoon sessions of the Association 
were devoted to discussion group meet- 
ings built around issues in six major ed- 
ucational fields: Education for adjust- 
ment, vital relationships, improvement 
of the public schools, the expanding pro- 
gram of industrial education, the cur- 


This choir from Westminster 
Choir School, Princeton, N. ]., 
made u fine contribution to the 
Sunday programs. 


riculum, and youth problems. A discus- 
sion group meeting was held in each of 
these areas on Monday, Tuesday, and 
Wednesday afternoons. 

Allied organizations which held meet- 
ings included the American Educational 
Research Association, Department of 
Elementary School Principals, Depart- 
ment of Rural Education, Department 
of Secondary-school Principals, Depart- 
ment of Supervisors and Directors of 
Instruction, Department of Vocational 
Education, Department of Classroom 
Teachers, National Association of State 
High School Supervisors and Direc- 
tors, National Council of Chief State 
School Officers, National Council of 
Childhood Education, National Council 
of Education, National Society for the 
Study of Education, National Society of 
College Teachers of Education. 

For brief accounts of the programs of 
the NEA departments listed in the 
above paragraph, see p127. 

The officers of the American Asso- 
ciation of School Administrators for 
1938-39 are: 


President—John A. Sexson, superintend- 
ent of schools, Pasadena, California 

First Vicepresident—Charles B. Glenn, 
superintendent of schools, Birmingham, 
Alabama 

Second Vicepresident—Paul T. Rankin, 
supervising director of research and in- 
formational service, Board of Education, 
Detroit, Michigan 

Executive Secretary—Sherwood D. 
Shankland, 1201 16th St., N. W., Wash- 
ington, D. C. 

Executive Committee—Ben G. Graham, 
superintendent of schools, Pittsburgh, 
Pennsylvania; J. C. Cochran, superintend- 
ent of schools, San Antonio, Texas; Jesse 
H. Mason, superintendent of schools, Can- 
ton, Ohio; J. W. Ramsey, superintendent 
of schools, Fort Smith, Arkansas; the 
President, First and Second Vicepresidents, 
exofficio. 

A more complete account of the con- 
vention, including addresses, will be 
found in the Official Report which is 
mailed to members of the American 
Association of School Administrators. 
Nonmembers may secure copies by send- 
ing $1 to the Association at 1201 16th St, 
N. W., Washington, D. C. 

—Lyte W. Asusy 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


ee 
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—— 


Helen Keller's Message to Teachers 


HE AUDIENCE arose and applauded as 
Miss Helen Keller and Miss Polly 
Thomson came on the platform. 

Chairman Caroline S. Woodruff—One 
of the most thrilling moments of my life 
was when, some years ago, I first saw 
and met Helen Keller, held those seeing, 
feeling, hearing, talking hands in mine 
—the most wonderful hands in all the 
world. 

And it is to me tonight one of the 
choicest experiences of a year, filled, as 
it is for anyone representing this Na- 
tional Education Association, with 
countless wonderful opportunities that 
are given to few in this whole country 
—the privilege given me by President 
Glenn—of presenting to you tonight 
this great personality, one whose life has 
been unmatched in all time, past and 
present, in her conquest of all physical 
handicaps with which she has been cir- 
cumscribed from infancy, her mastery 
of them all. And she would disclaim 
the word did we not include in this al- 
most miraculous achievement, that great 
teacher of hers—Anne Sullivan Macy— 
without whom this attainment would 
have been impossible and her life in- 
complete. 

It is fitting tonight to recall what Miss 
Keller has done for others afflicted with 
blindness—the unique contribution 
made by her in having already raised 
thru her own effort more than one mil- 
lion dollars for the American Founda- 
tion for the Blind, which is sponsoring 
a nationwide Helen Keller tribute year, 
terminating next Thursday, March 3, 
the soth anniversary of the day Anne 
Sullivan Macy came to teach Helen 
Keller. All funds of this drive are to be 
turned over as a part of the endowment, 
known as the Helen Keller Fund. 

Before Miss Keller speaks, her friend 
and companion, Miss Polly Thomson, 
will give the background for and inter- 
pretation of her address. (Miss Keller 
and Miss Thomson came to the speak- 
ers’ stand; Miss Keller stood beside Miss 
Thomson with her hand on Miss Thom- 
son’s lips in order to read her lips as 
she spoke.) 

Miss Thomson—When people first 
meet Helen Keller, they always ask, 





Miss Keller and President Woodruff 


“How did you begin to teach her?” 
Helen Keller was born a perfectly nor- 
mal child but at the age of nineteen 
months, she had a serious illness which 
left her deaf and blind, and as a result 
of deafness, she became mute also. 

When Miss Sullivan, Helen’s late be- 
loved teacher and friend, went to Helen’s 
home in Alabama, Helen was six and a 
half years old, and her only means of 
communicating with those around her 
were a few motions or signs. For in- 
stance, if she was hungry, she pointed to 
her mouth. If she wanted bread and 
butter, she indicated the motions of cut- 
ting bread and spreading it with butter. 
And when she smacked her lips, every- 
one knew she wanted candy. A nod of 
the head meant “yes”; a shake of the 
head meant “no.” 

The first word Helen learned to spell 
on her hand was “doll.” Miss Sullivan 
had given her a pretty doll and after she 
had played with it, Miss Sullivan took 
her hand and made the letters d-o-l-l, 
pointed to the doll, and nodded her 
head. Helen looked puzzled and felt 
Miss Sullivan’s fingers curiously. Miss 
Sullivan repeated the letters a number 
of times, then helped Helen form them 
in her own hand. After a trial or two, 
Helen succeeded in spelling the word 
correctly, pointing to the doll as Miss 
Sullivan had done. 

Helen learned the names of a number 
of articles from imitation without under- 
standing that every action and every ob- 
ject had a name. One day Miss Sullivan 
had been trying to make Helen under- 
stand the difference between a cup and 
the water it contained. All her efforts 
had failed. Finally it occurred to Miss 
Sullivan to lead Helen to the pump and 
have Helen hold the cup while she 
pumped the water. As the water gushed 


VOLUME 27, NUMBER 43 APRIL 1938 


forth, Miss Sullivan spelled into Helen’s 
other hand w-a-t-e-r. Helen dropped the 
cup, went red and pale, trembled, and 
a new. light came into her face, the 
light of understanding. In that moment 
Helen realized that everything has a 
name and that finger spelling was the 
way to everything she wanted. 

After that her progress was very rapid. 
She learned everything that children of 
her age learn, and she always wanted 
to know more. She learned to read and 
write and use the typewriter; she can 
use any machine with very little trouble, 
and writes on all of them beautifully. 
For three years, she spelled on her fin- 
gers every waking minute. ' 

The next important step in Helen’s 
education was learning to speak. Helen 
had observed that when those around 
her talked with each other, they did not 
use the hand spelling. Miss Sullivan told 
her we talked with our mouths. Helen 
wanted to talk with her mouth, too, but 
that seemed impossible. However, Helen 
kept on insisting that she wanted to talk 
like other people. Miss Sullivan decided 
that if it was humanly possible, Helen 
should learn to speak. 

The first word she learned to articu- 
late was the word “it.” Placing her hand, 
thumb on throat, the first finger on lips 
and the second on nose, enables her to 


tt eb] 


feel the guttural sounds, the hard “g 
and “k.” 

And with her hand in this position, 
Miss Sullivan made the short vowel “i” 
and “it.” Then the consonant “t” which 
is right in front of the mouth “t-t.” 
Then put them together—‘i-t”—and the 
first word was learned. And every word 
that Helen speaks has been learned in 
just that way, letter by letter, syllable by 
syllable. After her seventh lesson in 
articulation, she surprised her family by 
speaking this sentence slowly: (Miss Kel- 
ler joined her voice with Miss Thom- 
son’s, saying) “I am not dumb now!” 

From that first halting sentence to her 
speech of today has been a long, hard 
road. You will now have an oppor- 
tunity to hear Helen speak and see her 
read the lips. I will ask her a few ques- 
tions so you may become a little more 
accustomed to her voice. Helen, I think 


[ 105 | 








our friends would be interested in hear- 
ing about college. What were some of 
the subjects you studied in college? 

Miss Keller—Philosophy, history, lit- 
erature, mathematics, Greek, Latin, 
French, and German. 

Miss Thomson—What was your fa- 
vorite study? 

Miss Keller—Philosophy, because it 
gives me such a sense of freedom from 
all limitations. 

Miss Thomson—I think our friends 
would be interested to see how your 
teacher read the books to you in college. 
This is the way Miss Sullivan read all 
the books and interpreted all the lectures 
during the four years Helen was in col- 
lege. (Miss Thomson demonstrated the 
manual alphabet with Miss Keller.) 

Miss Thomson—She sat beside her 
and spelled into her hands word by 
word what the professors said. And I 
think it is interesting also to know that 
Helen couldn’t take her typewriter into 
a classroom because she would have dis- 
turbed the other students, so she had to 
carry in her mind all that had been 
spelled into her hand until she got home 
where she put the notes down on her 
Braille typewriter, but that is how we 
think she developed her marvelous 
memory. Helen, what do you consider 
a teacher should be? 

Miss Keller—What do I consider a 
teacher should be? One who breathes 
life into knowledge so that it takes new 
form in progress and civilization. 

Miss Thomson—Now, I wonder what 
questions our friends might like to have 
me ask. Can you read other people’s 
lips as well as you read mine? 

Miss Keller—Yes, if they speak slowly 
and distinctly and don’t get embarrassed. 

Miss Thomson—Who gets embar- 
rassed? 

Miss Keller—The gentlemen. They 
stammer and forget what they are going 
to say. (Laughter) 

Miss Thomson—Well, Helen, I think 
I will have you read one of the gentle- 
men’s lips. Mr. Bush, you come along 
and Helen will read your lips. 

George C. Bush (Superintendent of 
Schools, South Pasadena, Calif.)—Miss 
Keller, if you could have one wish 
granted, what would it be? 

Miss Keller—Good for you! You 
didn’t get at all embarrassed. (Laugh- 
ter) If I could have one wish granted, I 
should wish for world peace and broth- 


[ 106 | 


erhood! (Prolonged applause) 

Miss Thomson—Now, | think you 
will be interested to see how we spell 
into Helen’s hand. It is the manual al- 
phabet. ... When I take Helen to a 
motion picture or the theater, I have to 
spell very, very rapidly, about 85 words 
a minute. Of course, you all know that 
Helen graduated with honors, receiving 
her degree of Bachelor of Arts from Rad- 
cliffe College and Harvard University. 
It was then that Mark Twain said, “The 
two greatest characters in the nineteenth 
century are Napoleon and Helen Keller 
—Napoleon tried to conquer the world 
by physical force, and failed; Helen tried 
to win the world by the power of mind, 
and she has succeeded.” (Applause) 

And now, Helen, you had better give 
your little talk and I will repeat for you 
in case your friends don’t understand. 
(Miss Keller made the following state- 
ment, with Miss Thomson repeating 
the phrases after her for interpretation 
to the audience.) 


Helen Keller—I am touched when edu- 
cators ask me to say a word to them. I am 
not a teacher, but I cannot resist the wish 
to express to you my thrilled consciousness 
of the new America in which you are 
guiding youth along fateful paths of self- 
development. 

Judging from what I read about experi- 
ments in school and college, it seems to me 
teacher and student are digging into learn- 
ing warm with the heart-blood of experi- 
ence. Such advance is full of hope for the 
future, since we must feel man’s struggle in 
our bodies, as it were, if we are to make 
our education minister to his welfare. It 
was because Anne Sullivan put aside prece- 
dents in teaching and tried to imagine her- 
self in the silent night where I dwelt that 
she gained insight to give me the light and 
freedom of the spirit. 

Confucius was right when somebody 
asked him, “What is knowledge?” and he 
replied, “To know men.” In order “to 
know men” students must investigate life. 
They should try to find answers for such 
fundamental problems as government, 
wages, the supply of food, clothing and 
shelter, peace and war. Education not 
translated into terms of this collective ex- 
perience is lacking in content and creative 
thinking. 

It is a revelation to me how farsighted 
teachers are taking thought to organize 
and unify the complex mass of knowledge 
flooding our schools and setting up definite 
goals for intelligent effort. The technic of 
building well-planned cities, keeping the 
land fertile and beautiful, abolishing 


THE JOURNAL OF 


plagues from the earth, is being imparted 
to students as equipment for a life respon- 
sibility. They are being awakened to the 
fact that soul-killing poverty may be abol- 
ished, and that wealth is a social product 
to be controled for the common good. “To 
know men,” they are discovering, demands 
kindliness, cooperation, respect for their 
fellows. In vision I behold them going for- 
ward to recreate the world. What a glori- 
ous adventure that will be! 

Youth is the hope of the new order. 
After students have learned in these many 
ways “to know men,” they will stand “a 
wall of fire’ about democracy, strong 
against dictatorship and greed. May the 
new learning speed far. May it not rest or 
pause until it has cleared away the horrible 
jungles of war and fear, and a world shines 
forth fit for man remade in God’s image 
and likeness. I thank you. (Applause.) 

Chairman Woodruff—Helen Keller— 
master of circumstance—not blind but 
seeing thru “eyes of the soul,” not deaf 
but hearing thru her heart—in the name 
of the National Education Association, 
and with the authority invested in me as 
its President, may I present to you this 
key, symbolic of the highest honor in the 
power of this Association to bestow, the 
key of Honorary Life Membership in 
the largest organized body of educators 
in the world, which will give you official 
entree to all the activities of the National 
Education Association of the United 
States for the rest of your life. The Asso- 
ciation itself is signally honored by your 
acceptance. (Miss Woodruff slipped the 
chain, which held the Life Membership 
Key, over Miss Keller’s head.) 

Miss Keller—You overwhelm me! 
Miss Woodruff and friends, this beav- 
tiful surprise has rendered me almost 
speechless! I can only thank you with 
the heart that loved Anne Sullivan. It is 
a moving thought that the educators of 
America should confer upon me ai 
honor which so felicitously honors her. 

The chain around my neck I shall 
cherish as a prophecy of the united ef 
fort that shall make knowledge the her- 
itage of all men. The key in my hand] 
feel is not given for any merit of mine; 
rather it is a symbol of the key to the 
life more abundant which the hand: 
capped shall enter, and it shall be an im 
spiration to their normal fellowbeings. 
Then shall limitation, like the earth 
quake, rend the veil from the temple, 
and we shall behold God dwelling with 
man in eternal beauty. Again, with 
emotion, I thank you. (Applause) 


THE NATIONAL EDUCATION ASSOCIATION 


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The Preszdent’s Committee Recommends Federal Aid 


Summary of the report of the Advisory Committee on Edu- 
cation appointed by the President of the United States, as re- 
leased by the Comrsittee to newspapers on February 23, 1938. 


needs improvement. Glaring inequalities characterize edu- 

cational opportunities and expenditures for schools thruout 
the nation. The level of educational service that can be main- 
tained under present circumstances in many localities is below 
the minimum necessary for the preservation of democratic in- 
stitutions. Federal aid is the only way in which the difficulties 
in this widespread and complex situation can be adequately 
corrected. 

These are the general conclusions of the Advisory Commit- 
tee on Education. The Committee’s report, based on more than 
a year of exhaustive study of the schools thruout the country, 
was transmitted to Congress today (February 23, 1938) by the 
President. 

The Committee recommends new federal grants to the states 
for educational purposes, to begin a year hence at $70,000,000 
and to increase to $199,000,000 by 1944, as follows: 


T= PUBLIC-SCHOOL sysTEM in the United States greatly 


ee B7OGOOO0O . 104343. 21-0 6 5.00)6 100 $159,000,000 
ee TOGGOO00G EGA B-AE. . 0.0 on eicines 179,000,000 
ener 139,000,000 1944-45............ 199,000,000 


These amounts, in the Committee’s opinion, “undoubtedly 
are small, when compared with total needs.” Two billion dol- 
lars was spent for public elementary and secondary education 
in 1935-36 [almost entirely by state and local communities]. 


OLD GRANTS TO CONTINUE 


The report points out that the policy of federal aid is well 
established, since permanently authorized federal grants for 
educational purposes already exceed $50,000,000 a year. The 
Committee recommends continuation of the existing grants, 
now made for vocational education in the public schools, voca- 
tional rehabilitation of the physically disabled, instruction at 
land-grant colleges, agricultural experimentation, and agricul- 
tural and home economics extension work. Vocational educa- 
tion alone now receives almost $22,000,000 annually of federal 
funds. 

The vocational grants receive special attention from the Com- 
mittee. It believes the statutes should be thoroly revised, to 
make the existing grants available for all desirable types of 
occupational preparation. Too much federal control is now 
exercised over the vocational funds, the Committee finds; the 
states should be authorized to determine for themselves what 
educational activities are to be deemed vocational. 

Pupils in vocational schools are sometimes exploited for pri- 
vate gain, according to the Committee. Extensive cooperation 
between educational authorities and state and federal Depart- 
ments of Labor is recommended to provide safeguards. 


NEW GRANTS ARE FOR SEVERAL PURPOSES 


The new grants recommended are to be divided among six 
major funds. The largest is a general aid fund for the current 
operating and maintenance expenses of public elementary and 
secondary schools. It starts at $40,000,000 and would increase 
$20,000,000 a year to $140,000,000. These amounts would be 
divided among the states in proportion to their financial needs. 

The Committee points out that the share of the wealthy 
states must be small if the schools are to be materially improved 
where they are now most inadequate. The aim is to bring edu- 
cation out of the doldrums; “neither the individual states nor 
the federal government can continue to tolerate conditions 
under which a substantial number of the citizens of tomorrow 
teceive inadequate preparation for effective living.” 

The second recommended aid fund, starting at $2,000,000, 
and rising to $6,000,000, is to improve the preparation of teach- 
ets and other educational personnel. 


VOLUME 27, NUMBER 4; APRIL 1938 


The third fund, $20,000,000 the first year and $30,000,000 
the second and following years, is recommended for the con- 
struction of school buildings in order to facilitate the desirable 
reorganization of school districts, which the Committee says 
are now too small in many rural areas. 

The fourth fund, $1,000,000 at first and $2,000,000 the third 
year and after, is recommended for the improved administra- 
tion of state departments of education. These departments 
would have their duties greatly increased by the Committee’s 
program, since they would perform most of the work of ad- 
ministering the proposed federal aid. 

The fifth recommended fund, beginning at $5,000,000 and 
increasing to $15,000,000, is for “civic, general, and vocational 
parttime adult educational activities,” and is to be expended 
thru schools, colleges, and other educational agencies in the 
states. It would be allocated among the states on the basis of 
their adult populations. 

The sixth fund recommended is for rural library service; it 
starts at $2,000,000 and rises to $6,000,000. It would be allo- 
cated on the basis of rural population. The Committee points 
out that at present rural people thruout the country seldom 
have public library service. (See table of grants, attached at 
end of statement.) 


MORE RESEARCH RECOMMENDED 


The Advisory Committee, headed by Floyd W. Reeves of 
the University of Chicago and including a score of other mem- 
bers with varied interests, also would have Congress provide a 
special fund for educational research, planning, and demon- 
strations. Altho it costs two billion dollars a year to operate 
the public schools, the Committee points out that research facil- 
ities at all comparable to those of the agricultural experiment 
stations are lacking in the field of education. 

A research fund of $1,250,000 is recommended for the fiscal 
year beginning next July; increases to $3,000,000 are recom- 
mended for later years. The money would be put in the charge 
of the U. S. Office of Education and would be used principally 
for grants on a project basis to universities, teachers colleges, 
state departments of education, school systems, and other agen- 
cies qualified to carry on educational research and demonstra- 
tions. 


PROGRAM LIMITED TO SIX YEARS 


Authorization of the new grants to the states is recom- 
mended by the Committee for a period of six years only, ending 
in 1945. By the end of the six years, it is anticipated that in- 
creases in federal aid will be planned. “Before such increases 
are made, however, the Committee recommends that the pro- 
posed program be carefully reviewed under appropriate aus- 
pices after it has been in operation for several years.” The school 
year 1943-44 is suggested for the stock taking. 

“Increased federal aid after the six-year period should be de- 
pendent not only upon needs,” the report states, “but also upon 
further experience with federal-state relationships. The Com- 
mittee believes that it will prove possible to work out relation- 
ships between the federal government and the states that will 
safeguard adequately the expenditure of federal funds while 
continuing to maintain state and local autonomy in the direc- 
tion of schools. That belief should be tested by experience, how- 
ever, before irrevocably committing the federal government to 
a large program of federal aid.” 


FUNDS TO BE DISTRIBUTED WITHIN STATES 


The general aid fund for elementary and secondary educa- 
tion is all to be spent by local school jurisdictions. The Commit- 
tee discusses the problem of how the money should be divided 
in each state, and says it “is of the opinion that the distribution 
of federal aid funds within a state is not a matter that should 
be left exclusively to state officials.’ On the other hand, the 
distribution of existing school funds within each state must be 


[ 107 | 








taken into account in setting up the distribution plan for fed- 
eral aid for that state. 

Joint plans agreed upon between the various state depart- 
ments of education and the U. S. Office of Education are there- 
fore essential, the Committee declares. State and federal officials 
should be required to make the allotments to local districts on 
an objective basis, in the manner that will “most effectively 
lessen inequalities of opportunity” for schooling. 

Joint planning is also recommended for the distribution 
within states of the funds for teacher preparation, adult educa- 
tion, and library service. School building projects would be re- 
viewed first in the states, then submitted to the U. S. Office of 
Education for approval. 

For all states maintaining separate schools for Negroes, the 
Committee recommends that the federal grants be conditioned 
upon joint plans providing an equitable distribution of the fed- 
eral funds between white and Negro schools, without reducing 
the proportion of state and local funds spent on Negro schools. 


STATE AND LOCAL AUTONOMY 


Altho joint planning is necessary in connection with such 
problems as the allocation of funds, the Committee holds that 
the cooperative planning should be carefully restricted by law 
to matters clearly of direct federal concern. 

“The Committee recommends strongly that federal statutes 
and joint plans relating to all forms of education under state 
and local auspices should reserve explicitly to state and local 
agencies the administration of schools, determination of the 
content and processes of education, and decision as to the best 
uses of the allotments of federal funds within the types of ex- 
penditure for which federal funds may be available.” 


YOUTH PROBLEMS REVIEWED 


The education and adjustment of youth receive a major 
share of the attention of the Committee, which discusses at 
length the problems of the “millions of young people who are 
neither in school, at work, nor obtaining any type of experience 
that might prepare them eventually for work.” 

Highschools must be vastly improved, the Committee de- 
clares, in order that larger numbers of young people will re- 
main in school until they can find employment. “The schools 
of this country must build a new integrated and progressive 
program from the seventh at least thru the twelfth grades, with 
suitable general education for all as the center of the program. 
Additional offerings to meet special needs must also be pro- 
vided.” 

The student aid program of the National Youth Adminis- 
tration is commended as a “fundamental attack upon the prob- 
lem of inequality of educational opportunity.” The Committee 
recommends that it be continued on a semi-permanent basis 
until 1945, but not be made permanent until after further ex- 
perience. 

The Civilian Conservation Corps and the National Youth 
Administration programs of work projects for outofschool 
youth are both found to possess large values for the education 
and adjustment of unemployed young people. The Committee 
recommends that both programs be continued and that, to im- 
prove coordination, they both be placed under the direction of 
a single new federal agency, to be called the National Youth 
Service Administration. This agency would also carry on the 
student aid program for highschool and college students. It 
should be established at first only for the period ending in 
1945, the Committee suggests, and its work should be reviewed 
at the same time the grants to the states are re-examined. 

Within the National Youth Service Administration, the 
Civilian Conservation Corps should be continued as a distinct 
unit, the Committee believes, but it should be brought into a 
much closer relationship to state and local educational agencies 
and should be placed entirely upon a civilian basis. “Notwith- 
standing the very commendable achievements of the Army dur- 
ing the organization period of the Corps,” the report states, “it 
is not in the American tradition to use the military arm during 
any long period for the determination of civilian educational 


[ 108 | 


policies and the administration of a major educational enter. 
prise.” 

Expansion of other youth services of guidance and trainin 
is recommended by The Advisory Committee. The Federal 
Committee on Apprentice Training should be given increased 
funds to promote apprenticeship training in industry for the 
skilled occupations. Employment counseling services in public 
employment offices should be much enlarged, The Advisory 
Committee declares, in order to provide adequate service for 
outofschool young people and adults. 

To improve the quality of the vocational guidance available 
in schools and public employment offices, the Committee tec. 
ommends the establishment of an occupational outlook service, 
to be carried on by the U. S. Bureau of Labor Statistics. Organ- 
ized along lines similar to the agricultural outlook service of 
the Department of Agriculture, the occupational outlook sery. 
ice would have the function of providing forecasts of the supply 
and demand for workers in various occupations, in order that 
young people might make more intelligent choices before be. 
ginning vocational training. Schools and colleges would also be 


able to develop their programs in line with prospective oppor. 
tunities for their graduates. 


PRIVATE SCHOOLS 


Among the more significant recommendations of the Com- 
mittee are those which would permit pupils of parochial and 
other non-public schools to share to a limited extent in the ben- 
efits of federal assistance. Altho the recommendations generally 
follow the policy of making the grants to states available for 
public schools, the states are to be responsible for determining 
which schools are public, and certain services for children may 
receive assistance both in public and non-public schools. 

Part of the proposed general aid fund for elementary and 
secondary education may be spent for textbooks and reading 
materials, transportation of pupils, scholarships for pupils 16 
to 19 years of age, and for health and welfare services. These 
are the services the Committee would make available to chil- 
dren in non-public schools, “so far as federal legislation is con- 
cerned.” 

“The conditions under which health and welfare services 
and aid for reading materials, transportation, and scholarships 
may be made available for pupils in privately controled schools 
should be determined by the states, or by the local school juris 
dictions receiving the grants if the states so determine,” the 
Committee suggests. Student aid would also continue to k 
available for pupils in both public and non-public schools. 


FEDERAL AREAS INCLUDED IN GRANTS | 


The District of Columbia, Alaska, Hawaii, Puerto Rico, and 
other outlying possessions would be included in the distribution 
of grants so far as feasible, on the same basis as the states. The 
Committee also recommends establishment of a permanent 
policy by which every child living on a federal reservation wil 
be assured of opportunity for an education. These children, | 
members of federal employee families, are now the only chil 
dren in the United States for whom schools are not required to 
be provided either by state or federal law. | 


RURAL AREAS ESPECIALLY BENEFITED 


“The least satisfactory schools in the United States,” the 
Committee reports, “are now to be found for the most part it 
rural areas.” The average expenditure per pupil in averagt| 
daily attendance in rural schools in 1935-36 was $67.40, and i0 
urban schools $108.25. Rural areas should therefore receive the 
largest amount of federal aid, the Committee holds; this would 
result from allocating the funds among the states in proportion 
to their financial needs, as the Committee recommends. 

The educational problems brought about by the development 
of the United States and its change from an agricultural to a! 
industrial nation are fully detailed in the report. Rural Americ | 
especially feels the pinch of economic pressure on its schools | 
Its child population is large, its financial resources small. I0 
nearly every state, the adult group in the rural populatiot 
carries an educational load, in terms of number of children | 


__ <eeeeeeeeCCCCC  LLLL LLLLLLL 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


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ATION 


be educated, far in excess of that carried by the adult group in 
urban areas. The heaviest load is borne by the rural farm popu- 
lation, with nearly twice the number of children in proportion 
to adults that is found in large cities. 

The farm population not only has a disproportionately heavy 
educational load; it must carry the load on a per capita income 
decidedly less than that of the non-farm population. The diffi- 
culty is widespread—more than half of the states are predom- 
inantly rural. City folk are concentrated in a relatively small 
number of states. “Educational opportunities approaching ade- 
quacy are now to be found only in limited areas where cir- 
cumstances are unusually favorable. Improvement of programs 
is needed even in the most favored centers; but, from the na- 
tional point of view, far more important are the great inequali- 
ties in opportunity to obtain even a limited amount of educa- 
tional service. 


COMMITTEE AT WORK SINCE 1936 


The Advisory Committee on Education was originally ap- 
pointed by President Roosevelt on September 19, 1936, to 
“study the experience under the existing program of federal 
aid for vocational education, the relation of such training to 
general education and to prevailing economic and social condi- 
tions, and the extent of the need for an expanded program.” 
In a later letter, dated April 19, 1937, the President referred 
to the numerous bills in connection with educational matters 
then pending in Congress, and requested the Committee to 
give more extended consideration to the “whole subject of fed- 
eral relationship to state and local conduct of education.” 

Scores of educational, governmental, and private organiza- 
tions and individuals cooperated in the research that enabled 





with the majority report of the Committee, in which he indi- 
cated his personal views, altho agreeing with much of the ma- 
jority report. 

Mr. Thomas called attention to the fact that in a number of 
states, “little has been done to correct situations in which some 
school districts have only $10 to $25 to spend for education per 
child per year, while other districts in the same states spend as 
much as $75 to $125 per child per year.” He stated that in his 
opinion, “no state is entitled to rective federal aid until it has 
made a reasonable beginning in the work of equalizing educa- 
tional opportunity within its own borders, even tho to do so 
may require the amendment of state laws or even state consti- 
tutions.” 

Mr. Thomas also favored a smaller program of grants to the 
states than that recommended by the majority of the Commit- 
tee. He suggested a total of $40,000,000 annually for a period 
of three years only, of which $21,000,000 a year would be for 
general aid to elementary and secondary education. 


MEMBERS OF THE COMMITTEE 


The Advisory Committee on Education includes: Chairman 
Floyd W. Reeves, Professor of Education, University of Chi- 
cago; William Rowland Allen, personnel director, L. S. Ayres & 
Company, Indianapolis; Edmund deS. Brunner, Professor of 
Rural Sociology, Teachers College, Columbia University, New 
York City; Oscar L. Chapman, Assistant Secretary of the In- 
terior; Miss Elisabeth Christman, secretary-treasurer, National 
Women’s Trade Union League, Washington; Gordon R. Clapp, 
Director of Personnel, Tennessee Valley Authority, Knoxville; 
Ernest G. Draper, Assistant Secretary of Commerce; Miss Alice 
L. Edwards, home economist, New York City; Mordecai Eze- 









































the Committee to prepare its Fecommendations. The gen kiel, Economic Adviser to the Secretary, Department of Agri- 
believed to be the most searching analysis of public-school edu- culture; George L. Googe, chairman, Southern Organizing 
wmon and related re Sone made in this coumry by whe zi Committee, American Federation of Labor, Atlanta; Frank P. 
resentative national committee. The Committee _— assisted by Graham, president, University of North Carolina; Luther Gu- 
i large eanpeey staff of specialists in education, public ad- lick, director, Institute of Public Administration, New York 
ministration, and economics. Most of the members of the Com- City; Rev. George Johnson, National Catholic Welfare Confer- 
mittee came from outside the federal government; they served ence, Washington; Charles H. Judd, head, Department of Ed- 
without compensation and gave a large amount of time to the ucation, University of Chicago; Thomas Kennedy, Lieutenant 
Committee’s studies and discussions. Meetings and conferences Governor, Pennsylvania, and secretary-treasurer, United Mine 
done aggregated more than forty days. Workers; Miss Katharine F. Lenroot, chief, Children’s Bureau; 
ONE MINORITY REPORT Arthur B. Moehlman, editor, The Nation’s Schools, Ann Arbor, 
In transmitting the Committee’s report to the President, Michigan; Henry C. Taylor, director, Farm Foundation, Chi- 
Chairman Reeves noted that all members of the Committee cago; T. J. Thomas, president, Valier Coal Co., Chicago; John 
had concurred in the adoption of the report with the exception H. Zink, president, Heat and Power Corporation, Baltimore; 
of Mr. T. J. Thomas, president of the Valier Coal Company, and George F. Zook, president, American Council on Educa- 
| Chicago. Mr. Thomas submitted a statement for transmittal tion, Washington. 
AMOUNTS OF EXISTING AND PROPOSED FEDERAL GRANTS FOR EDUCATIONAL SERVICES 
Pendis Thousands of aaeaied 
FISCAL YEAR. 1938-39 1939-40 1940-41 1941-42 1942- 43 1943-44 1944-45 
Relation: Ouse to States 
Vocational education $21,785 $21,785 $21,785 $21,785 $21,785 b21,785 $21,785 
Vocational rehabilitation 1,983 1,983 1,983 1,983 1,983 1,983 1,983 
Land-grant colleges 
Resident. instruction 5,030 5,030 5,030 5,030 5,030 5,030 5,030 
Agricultural research 6,860 7:477 7,500 7,512 7525 7:537 73542 
Extension service 17,936 18,333 18,373 18,413 18,453 18,493 18,533 
Total existing grants to states $53,594 $54,608 $54,671 $54,723 $54,776 $548 828 $54,873 
Proposed Grants to States 
General aid to elementary and secondary education $40,000 $60,000 $80,000 $100,000 $120,000 $140,000 
Improved preparation of teachers 2,000 4,000 6,000 6,000 6,000 6,000 
Construction of school buildings to facilitate district reorganization 20,000 30,000 30,000 30,000 30,000 30,000 
Administration of state departments of education 1,000 1,500 2,090 2,000 2,000 2,000 
Educational services for adults 5,000 10,000 15,000 15,000 15,000 15,000 
Library service for rural areas 2,000 4,000 6,000 6,000 6,000 6,000 
Total proposed grants to states $70,000 Ss00, 500 $139,000 $159,000 $179,000 $199,000 
Proposed new grants for cooperative educ sional research, 
planning, and demonstrations $1,250 $2,000 $3,000 $3,000 $3,000 $3,000 $3,000 
,YOLUME 27, NUMBER 4; APRIL 1938 [ 109 | 












Courtesy, WPA 


INCE its inception in March 1933, the 
S Civilian Conservation Corps has 
reached over two million American 
youth. Seldom has a single agency had 
the opportunity to influence the lives of 
such a large number of young men in 
the short space of a few years. The 
Civilian Conservation Corps, therefore, 
should be of concern to the mass of 
American citizens. Its significance as a 
conservator of natural and human re- 
sources bears further study and careful 
analysis. 

The CCC was initiated in a Presiden- 
tial message to Congress on March 21, 
1933, which asked for the passage of 
legislation authorizing the federal gov- 
ernment to take a vast army of unem- 
ployed young men and give them health- 
ful work and beneficial experiences in 
conservation camps. A bill carrying out 
the President’s recommendations was 
made law on March 31, 1933. Five days 
later, an executive order was issued set- 
ting up the Corps and naming Robert 
Fechner as its Director. In the same 
order, the Secretaries of War, Interior, 
Agriculture, and Labor were instructed 
to assist the Director in selecting the en- 
rolees, establishing and operating a na- 
tionwide chain of camps, and in super- 
vising the work program. Shortly after- 


| 110 | 


CCC CAMP EDUCATION 
An algebra class; learn- 
ing to type; at work on 
a@ conservation project 


ward, each of the four Secretaries ap- 
pointed a personal representative to serve 
on Director Fechner’s Advisory Coun- 
cil which, during subsequent years, has 
aided him in the development of the 
camp program. 

As initiated by President Roosevelt, 
the CCC was to provide employment 
and shelter for 250,000 young men se- 
lected from the large number of unem- 
ployed youth who in 1933 were wander- 
ing the streets and highways. In addition 
to launching the country on a compre- 
hensive conservation program, the Corps 
proposed to train and develop its thou- 
sands of enrolees. 


EarLy or ccc—The first CCC 
camp was located at Luray, Virginia, in 
mid-April, 1933. Before the end of that 
month, 190 camps had been established 
thruout the country and 37;180 men were 
enroled. By the end of June 1933, 1300 
camps had been set up and 279,722 men 
enroled. This was indeed a remarkable 
accomplishment within the short space 
of three months. 


DAYS 


Fiscal Year Average No. of Camps 


July 1, 1933 to June 30, 1934 1506 
July 1, 1934 to June 30, 1935 1663 
July 1, 1935 to June 30, 1936 2405 
July 1, 1936 to June 30, 1937 2069 
No. of camps Dec. 31, 1937 1500 


THE JOURNAL OF 


Reaching T 


By 


HOWARD W. OXLE) 


Director of CCC 
Camp Education 


ae 


The preceding table shows the aver. 
age number of CCC camps by fiscal | 
years. 

As the number of camps expanded 
and contracted over the past five years, 
so has the average enrolment of the men. 
The following table indicates the aver- 


age monthly enrolment during each of | 


the fiscal years: 


Fiscal Year 


July 1, 1933 to June 30, 1934. . .262,000 
July 1, 1934 to June 30, 1935. . . 325,000 
July 1, 1935 to June 30, 1936. . . 350,000 
July 1, 1936 to June 30, 1937. . . 340,000 


Enrolment as of Dec. 31, 1937.270,000 


AcCOMPLISHMENTS OF WORK PROGRAM— 
The work program of the camps has 
been directed primarily toward the de 
velopment, increase, and conservation 
of natural resources, such as forests, 
soil, and animal life. Camp work pro; 
ects have included the preservation of 
forest and park areas from fire, insects, 
and disease; the introduction of im 
proved fire protection facilities; the 
planting of trees; the improvement of 


Average Monthly Enrolment | 


forest lands; conservation of agricultural | 


lands by soil-erosion prevention meas 
ures, flood control operations; and the 
conservation of fish, game, and other 


wild life. 


A simple listing of the accomplish } 


ments of the camps in conserving natura 
resources would include such items 4 
one and one-half billion trees planted, 


THE NATIONAL EDUCATION ASSOCIATION 


' 
‘ 
' 





wi 


the 
pre 


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to 

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vc 





(Million American Youth 


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scal | 


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M— | 


has 


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yr} 
1 of 
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[ION 


58,000 miles of forest telephone lines 
erected, 39,000 bridges constructed, 41,- 
ooo park and forestry service buildings 
completed, 3,521,000 erosion check dams 
built, 2,792,000 acres of forest lands im- 
proved, 15,000,000 acres cleared of disease 
and pests, 89,000 miles of roads and 
trails built, 3,809,000 man-days spent 
fighting forest fires, and thousands of 
acres of forest and park lands improved 
for recreational purposes. 


CoNSERVING HUMAN RESOURCES—Impres- 
sive tho the accomplishments of the 
CCC work program have been, the 
achievements of the camps in the field 
of human conservation have been of 
equal significance. From the beginning 
of the first few camps in April 1933, the 
training and development of the men 
received considerable attention. During 
December 1933, however, the educational 
efforts in the camps were placed on an 
organized basis. The War Department 
was requested by the President to set 
up and administer a program of edu- 
cation in every CCC company with the 
advisory aid of the United States Office 
of Education. The Office of Education 
was charged with the further responsi- 
bility of selecting and appointing a Di- 
rector of CCC Education, Corps Area 
Educational Advisers, and Camp Ad- 
visers. Two years later, District Educa- 
tional Advisers were authorized. 
During the early days of January 1934, 
the Office of Education began to send 
advisers into the camps. These men were 
selected from among the best qualified 
instructors and counselors who could be 
found. Many of them had had business 
as well as teaching experience. They 
were told that their job was to organize, 
under the supervision of their company 
commanders, a program of training for 
each enrolee. They were advised: “The 
activities you carry on must grow out 
of the needs and wishes of the men. 
There is no program planned outside 
the camp and imposed from above. The 
program must be worked out for each 
‘amp separately. Individual counseling, 
guidance, and stimulation are the keys 
to the selection of material. Informal 
study, reading, and discussion will char- 


acterize the methods probably used most 
largely.” 

Counseling and guidance form the 
basis on which the camp educational 
program has been built. Thru interview- 
ing and counseling with enrolees, the 
adviser attempts to determine their back- 
ground, training, and aptitudes and to 
shape their program of instruction ac- 
cordingly. 

Guidance, as we look upon it in the 
camps, is an attempt to help the indi- 
vidual help himself. It does not involve 
compulsion or mysticism. It is a process 
of selfawakening, selfexamination, self- 
appraisal, and selfchoice. It necessarily 
involves an effort to acquaint the indi- 
vidual with a number of vocations, so 
that he may more intelligently choose an 
occupation in accordance with his apti- 
tudes and interests. 


NEEDs OF ENROLEES—CCC enrolees come 
from such widely divergent backgrounds 
of training and experience that the pro- 
gram of camp education must be suf- 
ficiently flexible and adaptable to fit their 
needs. About 3 percent of the enrolees 
are illiterate, and 39 percent have not 
completed elementary school, altho the 
age of the average enrolee is nearly 19. 

More than two-thirds of the enrolees 
had never had any systematic vocational 
training before reaching camp, and the 
majority of them had made no basic 
plans for earning a future livelihood. 
A recent report of the Department of 
Labor reveals that out of 124,788 juniors 
who entered the camps during October 
1937, 22,795 or 18.3 percent had never 
been employed before entering the 
Corps, and 13.8 percent had been out of 
work for more than six months before 
reaching camp. Many of those youths 
whose applications showed previous job 
experience actually did not have a total 
employment history of more than a few 
weeks or months and therefore could not 
be said to have held any regular continu- 
ing job. It is obvious from these data 
that the CCC continues to provide to a 
large number of young men their first 
real opportunity to gain work experi- 
ence and training. 

When we have an educational situa- 


VOLUME 27, NUMBER 4; APRIL 1938 


tion, as we do in the CCC, in which in- 
dividuals range all the way from illit- 
eracy to the college status, from low in- 
tellectual level to very superior, from 
practically no special interest to any one 
of a hundred different interests, and 
when to these differences are added dif- 
ferences in work experience, ambition, 
temperament, and emotional stability, an 
individualized educational program 
based upon diagnosis of individual needs 
and careful guidance is not only de- 
sirable but clearly essential. 

In evolving a training program for 
individual enrolees, the adviser has two 
objectives. These are to make the en- 
rolee [1] more employable and [2] a 
better citizen. In accomplishing these 
objectives the educational program in 
the average camp has undertaken the 
following basic activities: 


[1] The removal of illiteracy. 

[2] The correction of deficiences in ele- 
mentary-school subjects. 

[3] Training on work projects. 

|4] Vocational instruction. 

[5] Cultural and general training. 

[6] Avocational and leisuretime train- 
ing. 

[7] Character and citizenship develop- 
ment. 

[8] Assisting enrolees in finding em- 
ployment. 


ACHIEVEMENTS OF CAMP EDUCATION— 
Since 1933, nearly 65,000 enrolees have 
been taught to read and write. Nearly 
550,000 enrolees have been better 
grounded in elementary-school subjects, 
and more than 350,000 have taken high- 
school subjects. College courses have 
been pursued by nearly 55,000 men. 
The camps have further demonstrated 
that education and work can be success- 
fully combined. The camp work project 
is the practice school in which class in- 
struction is applied. There are about 40 
major classifications or vocations broken 
down into many hundreds of smaller 
jobs which may be taught on camp work 
projects. In addition, the administration 
of the camp offers valuable training and 
experience in such jobs as store manage- 
ment, stenography, cooking, and auto- 
mechanics. Since April 1933, over 1,150,- 


[ x11 | 





000 enrolees have received job instruc- 
tion on work projects. Over 500,000 en- 
rolees have studied in vocational classes 
in camp. 

Camp officials have constantly been 
aware of their responsibility to help en- 
rolees find satisfactory employment. En- 
rolees are advised as to the best methods 
of applying for work and locating job 
leads. Approximately 470,000 former 
CCC men are now employed in private 
industry. Many have located and are now 
filling their jobs more satisfactorily be- 
cause of training received in the CCC. 


LooKING TOWARD THE FUTURE—On June 
28, 1937, Congress extended the life of 
the CCC for three more years and in- 
cluded “vocational training” among the 
major purposes of the Corps. It further 
provided that “at least ten hours each 
week may be devoted to general educa- 
tional and vocational training.” It au- 
thorized the Director of CCC to permit 
enrolees to break their term of enrol- 
ment to attend an educational institu- 
tion and return to camp at the conclu- 
sion of the school term. 

By such action, Congress definitely 
stamped its approval upon efforts now 
under way in the camps to provide the 
educational opportunities which enrolees 
need. The recognition of training and 
education as a major function of the 
Corps by act of Congress has had a most 
salutary effect upon the program of in- 
struction thruout the camps. 

Plans for the new year include the 
extension of classroom and shop space 
and educational facilities in every com- 
pany, the improvement of instructional 
materials, the development of the teach- 
ing personnel, and a further exploration 
and integration of opportunities within 
the camps for training purposes. The 
realization is growing among CCC of- 
ficials that the whole of camp life, if in- 
telligently planned, can be made to con- 
tribute definitely to the employability 
and civic usefulness of the enrolees. 

With a record of five years of achieve- 
ment in the conservation of both natural 
and human resources, the Civilian Con- 
servation Corps stands today as a con- 
vincing example of what a nation can do 
to plan its way thru a baffling social and 
economic problem. There now confronts 


“us the question of how to better relate 


the camps and their technics to the insti- 
tutional life of America on a longterm 
basis. 


| 112 | 





teacher welfare have gone hand in 

hand in Ohio during the past quar- 
ter of a century. During this time con- 
solidation has been going on at an in- 
creased rate. In fact, the law first per- 
mitting school consolidation was enacted 
in Ohio in 1898. However, by 1914 there 
were only 110 such schools in the state. 
That year a new school code was enacted 
which gave considerable impetus to the 
elimination of small schools and small 
districts until now there are more than 
two thousand consolidated schools in 
the state. 

A further impetus to this improve- 
ment was a law passed in 1935 which re- 
quired each county board of education 
to submit annually to the State Depart- 
ment of Education for the years 1935-38 
proposed changes in schools and school 
districts in the county. During the 
second year of the operation of this law, 
the number of one-room schools in the 
state was reduced by 498. 

The movement has been further stim- 
ulated by the statewide Study of Local 
School Units, which was sponsored by 
the State Department of Education in 
cooperation with the United States Of- 
fice of Education. In this study, made 
in 1936-37, an individual report, which 
was later mimeographed, was prepared 
for each county in the state, outlining 
changes in schools and school districts 
which ought to be made. The ultimate 
recommendations provide for the elimi- 
nation of all but seven of the then oper- 
ating 1889 one-room schools, reductions 
in the number of school districts from 
1593 to 734, and in the number of high- 
schools from g11 to 700. Naturally these 
proposed changes have raised questions 
in the minds of those concerned with 
teacher welfare, especially as to the 


Sie CONSOLIDATION and improved 


likelihood of sharp reductions in the| 
number of teachers needed for the pro-| 
posed program. 

It is the purpose of this article to exam. 
ine certain aspects of teacher welfare in| 
Ohio since 1910, including pupil-teacher 
ratios, teachers’ salaries, school housing | 
conditions, and teaching programs and| 
supervision. 


PupiL TEACHER RATIO—I£ school consol | 
dation reduces the number of teachers 
employed, then the number of pupils: 
teacher has will increase as the consol 
dation program develops. Information 
on that point is contained in Table |, 
which gives the total enrolment, num 
ber of teachers, and number of pupils 
per teacher for a series of years begin- 
ning in 1910. The table also contains the 
number of one-room schools in oper 
tion for each of those years with the ex 
ception of 1910. 


Table I 


PUBLIC-SCHOOL ENROLMENT, NUMBER OF | 
TEACHERS, AND ONE-ROOM SCHOOLS IN| 

| 

OHIO FOR A SERIES OF YEARS (1910-1937) | 


Number Pupil- One 


of Teacher Room | 
Year Enrolment Teachers* Ratio School: | 
1910 .... 838,080 27,841 30.1 
1914 ... 895,167 28,972 30.9 9,480| 
1920 ... 1,020,662 33,948 30.1 8,090 
1930 ... 1,278,073 43,024 29.7 4,310 
1935... 1,296,732 40,612 31.9 2,387 
1937... 1,274,628 41,464 30.7 1,88} 


* These figures exclude all who teach less that | 
half time. 


It is interesting to note from thes’ 
figures that there has been very little| 
change in the average number of pupil 
per teacher during this 27-year period 
The lowest number was in 1930 and the 
highest in 1935, the latter no doubt be 
ing the result of the depression period 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





The 
low, 

than 

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onsolidation 


elfare 


By 
E. N. DIETRICH 


Director, Ohio State Department 
of Education 


and 


T. C. HOLY 


Ohio State University 


The difference between the high and 
low, however, is only slightly more 
than 7 percent. The reduction in the 
number of one-room schools by more 
than 7500 since 1914 has not changed 
to any appreciable extent the number of 
teachers employed in relation to the 
total enrolment. These figures, of course, 
include the entire state. However, when 
school districts having a population of 
more than three thousand are taken out, 
the pupil-teacher ratios for the remain- 
ing part of the state are: 1914, 24.6; 1920, 
26.1; 1930, 26.0; 1935, 27.93 1937, 27.0. 
Even in the strictly rural areas pupil- 
teacher ratios have not varied much. 


TEACHERS’ SALARIES—It is interesting to 
observe further what happened to teach- 
ers’ salaries during this period of con- 
solidation. The following figures show 
the average monthly salaries of elemen- 
tary and highschool teachers in Ohio 
for a series of years beginning in 1910. 
These are: 
Table II 


AVERAGE MONTHLY SALARIES OF OHIO PUB- 
LIC-SCHOOL TEACHERS BY 
GINNING IN I1910* 

Average Monthly Salaries 
Elementary Highschool 


DECADES BE- 


Year Teachers Teachers 
ee eh $ 64.87 $ 90.74 
MS haw oe os bw Ses 109.87 123.12 
a ee 169.34 197.50 
A 138.82 177-52 


*These figures taken from Study of Local 
School Units in Ohio, by T. C. Holy and John A. 
McKnight. Columbus, Ohio: State Department 
ot Education, 1937. p33. 


The significance of these figures lies 
in terms of their relative purchasing 
power. The Bureau of Labor index of 
living costs in 1920 was 200.4 and in 1930 
was 160.7, both figures being based on 
the living costs in 1913 as 100. If the 
1930 salaries of Ohio teachers are ex- 
pressed in terms of the 1930 index of liv- 
ing costs, then the 1930 purchasing 
power was about twice that of 1920. 
Ohio teachers in 1930 were in much 
better position financially than in 1920. 
They were in better position in 1930 and 
1935 than they were in 1910. 


ScHOOL conpITions—A_ third 
factor related to the welfare of teachers 
is the quality of the buildings and equip- 
ment in which and with which they 
work. Certainly no one would argue that 
a teacher working in a typical one- or 
two-room school, doing her own jani- 
torial work, is as well off as a teacher 
in a modern consolidated school with 
central heating, janitorial service, inside 
toilets, drinking fountains, electric lights, 
good seats and desks, and more and bet- 
ter equipment. Altho not all consoli- 
dated schools contain all these things, 
the majority do, because they have been 
erected in recent years. As evidence of 
the degree to which Ohio has improved 
its public-school plant, more than $347,- 
000,000 was spent for school improve- 
ments in the state between 1915 and 
1936, or nearly $16,000,000 a year. 


HOUSING 


TEACHING PROGRAM AND SUPERVISION— 
Another factor is the teaching program. 
An analysis of the daily program for 
the one-room schools in one of the better 
organized Ohio counties for 1936-37 
shows a total of 168 recitations per 
teacher per week. These recitations were 
distributed in the fields of reading, writ- 
ing, spelling, arithmetic, history, geog- 


VOLUME 27, NUMBER 43 APRIL 1938 





raphy, science, language, hygiene, phys- 
ical education, and music, and in addi- 
tion to these, instruction is required 
weekly in thrift and fire prevention. The 
schools of this county were in session 
1820 minutes a week, which, if divided 
by 168 classes, means an average of 
slightly less than eleven minutes for each 
class. This, of course, allows no time for 
opening exercises and class change. 
When this program is contrasted with 
one which allows no more than two 
grades per teacher, a standard which 
the state has endeavored to maintain, 
the advantages of consolidation to the 
teacher are very evident. When depart- 
mentalization is carried on, the number 
of subjects per teacher is further de- 
creased. 

Another advantage of the larger school 
where there is a principal or superin- 
tendent, is that of supervision, of which 
the one-teacher school gets practically 
none. Since the larger schools are gen- 
erally located in towns or villages, better 
living conditions can be obtained and 
getting to school is usually a matter of 
a few minutes’ walk. Under such condi- 
tions, a teacher has opportunity for more 
normal living. 

It is evident from the foregoing dis- 
cussion that Ohio teachers have gained 
much since 1910 when school consolida- 
tion was getting under way in the state. 
To what extent it was due to consolida- 
tion cannot, of course, be determined. 
The fact remains, however, that teacher 
welfare in Ohio improved greatly dur- 
ing a period of school consolidation. 
What is true in Ohio is no doubt equally 
true in other states. In view of these facts, 
teachers ought to support actively the 
state programs which seek to reduce the 
number of schools and school districts. 


[ 113 | 





V vcs to New York City at the convention of the 
National Education Association (June 26-30) will have un- 
usual opportunity to go to historical spots and to meditate 
upon the past. Naturally, New York City, the chief port of 
the Atlantic seaboard, has been deeply concerned in all the 
events that have affected the history of America. 

Today there is a metropolitan area of over 11,000,000 
inhabitants clustering around a group of islands by the 
great bay that marks the mouth of the Hudson River. 

At 41 Broadway is a tablet which says that near there, in 
the spring of 1614, Commander Adrian Block, of the good 
vessel, “Tiger,” erected four huts after his little craft had 
burned. Doughty old sea captain that he was, Commander 
Block set to work and built the first vessel made by white 
people in this country, appropriately naming it “Restless,” 
as if dimly foreseeing something of the nature of the 
11,000,000 persons who by 1938 were to cluster around what 
in 1614 was only a wilderness inhabited by savages. Think 
of those four poor little huts on the edge of the forest, 
dreaming perhaps of the Empire State Buildings and Rock- 
efeller Centers that were to follow! 

At Tenth Street and Second Avenue is the burial ground 
of St. Mark’s Church, where one sees the grave of that 
wooden-legged Peter Stuyvesant, captain-general of Am- 
sterdam in New Netherland, who died at the age of 80 
in 1672, after having fought like a hero on many occasions. 
The neighborhood about the old church was once his farm, 
at the edge of the pleasant “Bouwerie,” once a leafy 
country road and later a street of sordid pic-pennies where, 
“They say such things and do such things that I won’t go 
there any more—the Bowery, the Bowery.” 

Right at the head of that Bowery is historic Cooper 
Union, in whose Great Hall, Abraham Lincoln, on his 
way to national fame, made his celebrated “Cooper Union 
Address.” 

Down in Trinity Churchyard, at the head of Wall Street, 
visiting teachers may look at the simple inscription that 
marks one of the first graves ever made in Manhattan, that 
of little five-year-old Richard Church, who died in 1681. 
Another child grave that has attracted much attention is 
that of “An Amiable Child,” on the heights just south of 
Grant’s Tomb on Riverside Drive. 

Trinity Church, at Broadway and Wall Street, goes 
back to 1697, but even before that there had long been a 
burial ground just outside the line of fortifications that gave 
the name to Wall Street, once an outpost of war, but now 
a battleground of finance. Teachers will note with interest 
in that old graveyard around Trinity Church the grave of 
William Bradford, the first man of New York to operate 
a printing press, and to begin the vast publication of the 
literary center that is now Greater New York. In that same 
churchyard is an obelisk that marks the grave of brilliant 
and unfortunate Alexander Hamilton, whose life, begun 
on the Island of Nevis in the West Indies, ended so unfor- 
tunately in the duel with perfidious Aaron Burr up on the 
heights of Weehawken, just across the Hudson River. 

Teachers of history will look with respect at the nearby 


[ 114 ] 


tt PS a a es 
dalla” acd elk 





Down in Trinity Churchyard, at 
the head of Wall Street’s canyon 


Works Progress Administration photo 


tomb of Captain James Lawrence, who died in the naval 
battle between the “Chesapeake” and the “Shannon,” but 
who died heroically, making himself immortal by saying, 
“Don’t give up the ship!” 

A short distance north of Trinity Church is St. Paul’s 
Chapel, once attended faithfully by George Washington, 
in whose pew you may still sit. In that place is buried brave 
General Richard Montgomery, who died in the attack on 
Quebec in 1775. 

At the corner of Broad and Pearl Streets is Fraunces 
Tavern, looking about as it did in 1700, long before it be- 
came famous as Washington’s headquarters in 1776, and 
the scene of his Farewell Address to his generals in 1783. 
The visitor should go upstairs and look at the numerous 
relics of early days in New York. If he is much interested 
in such material, he should spend part of a day in the 
Museum of the City of New York at Fifth Avenue and 
103rd Street, where he may awaken a thousand memories 
of the pageant of history that has passed over Manhattan 
in three hundred years. 

The Washington Statue at the Sub-Treasury Building 
on Wall Street marks the place where the first President 
of the United States took the oath of office. 

The last existing house of the old colonial Dutch period 
is the Dyckman House, at Broadway and 204th Street, fur- 
nished and arranged in accordance with the old time that 
it represents, a delightful place in which to awaken reveries 
concerning the quiet life of those days. 

Another famous residence in New York City is the 
Jumel Mansion, at Jumel Terrace and West 160th Street, 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


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NEA State Director for New York 


also used as headquarters by George Washington. Here 
was the home of that romantic Eliza Jumel who at seven- 
teen daringly eloped with a British officer; then, after his 
death, married rich Stephen Jumel, with whom she went 
to Paris and became a favorite butterfly of that city of 
fashion. Then, after Stephen Jumel died, altho she was 61 
—she was still attractive and rich—she married Aaron Burr, 
with whom she found herself unable to live in peace. Her 
memory, like that of Washington’s, hangs about the old 
Jumel Mansion. 

In Van Cortlandt Park, at Broadway and 242nd Street, 
is the old Van Cortlandt House, where lived that Philip 
Van Cortlandt who fought at Saratoga and in Sullivan’s 
campaign against the savage Indians of the Mohawk 
Valley. 

At 287 Convent Avenue, close to 141st Street, is what was 
once the country estate of Alexander Hamilton. It is now 
sandwiched in between an apartment house and an old 
brownstone church. In this house is a museum of Hamil- 
ton relics well worth visiting. 

Down at the corner of John and William Streets, in the 
lower part of Manhattan, now a center of crowded busi- 
ness, was Golden Hill, where on January 18, 1770, there was 
shed the first blood in the War of the Revolution, in a 
battle between the “Sons of Liberty” and the Sixteenth 
Foot British Regulars, a contest long preceding the famous 
battles at Concord, Lexington, and Bunker Hill. 

If the visiting teacher is interested in the Revolution he 
should go to 36th Street and Park Avenue and read the 
tablet that marks the site of the fashionable residence where 
charming Mrs. Robert Murray amiably entertained British 


VOLUME 27, NUMBER 4; APRIL 1938 


officers with her smiles and laughter, while secretly she 
sent messages to the American forces telling of the move- 
ments of the British. 

Over in Brooklyn, in what is now Prospect Park, are 
several tablets marking scenes in the Battle of Long Island, 
one tall marble shaft commemorating the heroic stand of 
Maryland troops. 

Where Columbia University now stands, at Broadway 
and 116th Street, marks the site of the Battle of Harlem 
Heights, and still farther north is the scene of the Battle of 
White Plains. 

Up the Hudson, just south of Tarrytown, teachers may 
visit the idyllic home of Washington Irving at Sunnyside, 
an ivy-grown English mansion still remote from the cares 
and noise of the world. Just north of Tarrytown is that 
ghostly Sleepy Hollow, where the Headless Horseman 
threw his pumpkin at poor, quivering Ichabod Crane. In 
the cemetery at the right of the road is the grave of Wash- 
ington Irving. In Manhattan, Irving Place and Washing- 
ton Irving Highschool at Eighteenth Street, commemorate 
the city residence of this famous author. 

Only a few blocks from Washington Irving Highschool, 
at 28 East Twentieth Street, is the restored birthplace of 
Theodore Roosevelt, with a great museum of Roosevelt 
relics. 

Far to the north, at Kingsbridge Road and Grand Con- 
course, in the Bronx, is the little white Poe Cottage, where 
Edgar Allan Poe once lived in a kind of wilderness and 
dreamed of “Ulalume” and “The Raven.” 

At Castle Garden, at the extreme southern end of Man- 
hattan, now an Aquarium, entertainingly worth the visit- 
ing, is the place where beautiful Jenny Lind, the great 
Scandinavian singer, fascinated all New York in 1850. 
Here also Samuel F. B. Morse ushered in the hurry of 
modern life by making a public exhibition of work with 
electricity. 

At the corner of Worth and Baxter Streets is the scene of 
what used to be the crowded slum of Five Points, once one 
of the most dangerous places in New York City. There, 
now, is a small park honoring Jacob A. Riis, the Danish 
immigrant, whose work as police reporter for the New 
York Sun \ed him so much into the slums that he made 
himself a social reformer and created a new and better 
New York. The visitor may turn from this little park and 
wander thru Mulberry Bend, Mott Street, and Doyers 
Street, New York’s Chinatown, with picturesque stores 
where may be found many Oriental curios. 

Those romantically inclined may visit the “Little Church 
Around the Corner,” at 29th Street near Madison Avenue, 
the scene of many marriages and many funerals of mem- 
bers of the theatrical profession. 

These are but a few of the hundreds of places that stimu- 
late the imagination and awaken dreams in the City of 
New York. Half forgotten in the daily rush of crowded 
city life, these shrines of the past fascinate the visitor who 
is patient enough to hunt for them, and who is willing to 
stand for a moment and meditate about the life that has 
been. 


[ 115 | 





HE SUREST Way to prevent this coun- 
"Ee try from being drawn into a fu- 

ture war, is to draft money as well 
as Manpower. 

When the financial tycoons and large 
manufacturers realize that they will 
have to lend the bulk of the money nec- 
essary to finance the next war, at an 
extremely low rate of interest, they will 
hesitate to use the forces at their com- 
mand to propagandize the general pub- 
lic into a war hysteria. 

With this in mind, I introduced dur- 
ing July of last year a bill (S. 2911) “to 
promote peace and the national defense 
thru a more equal distribution of the 
burdens of war by drafting the use of 
money according to ability to lend to the 
government.” The bill provides that in 
case of war (of sufficient moment to call 
for an increase in the military establish- 
ment by draft of manpower) the Presi- 
dent shall take a census of the wealth of 
the nation requiring every individual to 
buy taxable, low interest-rate war bonds 
in proportion to his wealth. 

This bill is neither in conflict nor com- 
petition with the Sheppard-Hill or 
American Legion Bill (S. 25), but is 
rather an auxiliary measure that would 
set up machinery not provided in the 
Legion Bill. The Sheppard-Hill Bill 
provides for “freezing” the price struc- 
ture during the period of war, in order 
to prevent skyrocketing of prices. It also 
provides for the conscription of man- 
power and authorizes the President to 
mobilize industry and the material re- 
sources of the nation. It has provisions 
for the commandeering of services, but 
not for drafting the necessary capital. 

The bill (S. 1331) introduced by Sen- 
ators Nye, Clark, Bone, Vandenberg, 
and Pope, as a result of the munitions 
investigation in 1935-36, is also quite dif- 
ferent from the measure I have intro- 
duced. That bill would undertake to 
prevent war profiteering by a fine-tooth- 
comb tax system intended to regain as 
much of the profits as possible made in 
transactions of commodities during in- 
flationary war periods. The purpose of 
this bill is commendable, but could not 
raise the funds necessary to finance the 
war quickly enough to operate on a pay- 
as-you-go basis. 


| 116 | 


KEEP AMERICA 


Out of 


aY 


JOSH LEE 
U.S. Senator from Oklahoma 


The combination of cither of the two 
above mentioned measures with the bill 
I have introduced would help to make 
it possible to prevent this country from 
being drawn into a war, and in case of 
a national emergency, would work to 
eliminate war profiteering and provide 
sufficient finances to insure success. 

At the first subcommittee hearing of 
the Senate Military Affairs Committee 
which was held on my bill during the 
week of February 23, the Treasury, War, 
and Navy Departments all submitted 
unfavorable reports on the measure. 

The Treasury Department advised 
that the measure is not practical because 
of the difficulty of defining wealth. That 
objection is about as thin as soup made 
from the shadow of a pigeon’s wing that 
died of starvation. It is easy enough to 
define wealth if we want to, just as it 
was easy for the local boards to deter- 
mine which boys ought to go in the first 
call and which ones ought to go in the 
second. Every man has to define his 
wealth before he can get a loan at a 
bank. He has to submit a financial state- 
ment listing his assets and liabilities and 
no one raises the question of defining 
net wealth. 

Already the American people have 
paid in round numbers some twelve bil- 
lions of dollars interest on the war bonds. 
The American taxpayer has to pay this 
profit to the great financial interests who 
financed the war. They were so patriotic 
they were willing to finance the war for 
twice the amount of interest that money 
usually pays. We had to pay them as 
high as 4% percent interest and then 
beg them from every platform in the 
United States to lend enough money to 
pay for the guns the boys carried, and 
because these bonds were tax exempt the 
government cannot touch a dime of that 


tremendous profit. As soon as those 
bonds come due they are refinanced and 


we go on paying profit to the financial | 


masters who financed the last war. 
Then again the War Department said 
it was opposed to the bill because war to 
be successful must have the support of 
the people, and if we have the support, 
there will be no difficulty in raising the 
money. Why isn’t that same argument 
just as good against the conscription of 
men? War to be successful must have the 


support of the people, and if it has the | 


support of the people there will be no dif- 


ficulty in raising an army by the hit-and. | 


miss method of the voluntary system. 

The World War taught us that the 
only democratic, fair, and just method 
of raising an army of men was by the 
selective draft, and by the same token, 
the only fair and equitable manner of 
financing war is by a similar selective 
draft of dollars. 

The present plan does not mean rais- 
ing one dollar more in the aggregate 
than would be raised anyway to finance 
a war. It does mean that whatever 
amount is called for will be raised by 
an orderly, legal, and just method based 
on the ability of each individual to lend 
to his government. 

The Navy Department said it was 
opposed to the bill because there might 
be delay in raising money by a system 
instead of a hodge-podge begging cam- 
paign, but if we can take men, we can 
take money. If we can draft one man’s 
services, we can draft another man’s 
credit. If we can take one man’s life, we 
can take another man’s capital. 

These form-letter objections in no way 
conceal the real objection back of the 
movement to prevent the passage of this 
bill. It can have its origin only in an ut 
willingness to try something different, 
or else a desire to make property rights 
more sacred than human rights. 

The same people who are now object- 
ing to drafting the millionaire’s wealth in 
case of war were perfectly willing in the 
last war to draft the boys and send thou- 
sands of them to their death, but now 
that we are considering a measure to 
draft dollars as well as men, we are rut- 
ning into opposition because their pre- 
cious dollars are too sacred to be drafted. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





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BETTER PREPARATION—Within the last two 
years nine states have added an additional 
year to the preparation required of ele- 
mentary-school teachers. 


NuMBER OF PUPILS DECREASING—1I he num- 
ber of elementary-school pupils in the U. S. 
has dropped by about 1,000,000 since 
1929-30. By and large, elementary schools 
no longer face the problem of expanding 
numbers. 


CHARACTER IS THE ESSENCE OF THE EXPERI- 
ENCE CURRICULUM, and experiences which 
do not nurture and integrate character are 
noneducational and worthless in the school. 
—C. C. Certain in Elementary English 
Review. 


Goop ADVICE FOR TEACHERS—Do not worry; 
eat three square meals a day; say your 
prayers; be courteous to your creditors; 
keep your digestion good; exercise; go 
slow, and easy. Maybe there are other 
things that your special case requires to 
make you happy, but, my friend, these, I 
reckon, will give you a good lift.—Abra- 
ham Lincoln, as quoted in “Fit to Teach,” 
Ninth Yearbook of the Department of 
Classroom Teachers of the NEA. Pub- 
lished in 1938; price, $1. 


CLASSROOM TEACHER DEPARTMENTS have 
been organized in twenty-four state teach- 
efs associations, according to a recent issue 
of the News Bulletin of the Department 
of Classroom Teachers. 


THE SECOND ANNUAL CONFERENCE ON ELE- 
MENTARY EDUCATION of the Department of 
Elementary School Principals will be held 
at New York University, July 1-15, 1938, 
itamediately following the annual NEA 
convention. 


THE MCGUFFEY READERS’ HUNDREDTH ANNI- 
VERSARY was celebrated at the banquet of 
the Department of Elementary School 
Principals in Atlantic City on February 
28, 1938. An improvised schoolroom was 
set up in the banquet hall, and the schol- 
ars were represented by prominent educa- 
tors, who recited portions from the famous 
readers, 


THE ASSOCIATION FOR CHILDHOOD EDUCA- 
tion will hold its forty-fifth annual con- 
Vention in Cincinnati, April 19-23, 1938, 
using the theme “Current Opportunities 
and Difficulties in Childhood Education.” 
For further information write the Associa- 
tion at 1201 16th St., Washington, D. C. 


PARENTS AND TAXPAYERS may ask the 
schools to do certain things for their chil- 
dren. In return, they must be prepared to 
meet the cost of having these things done 





Elementary- 
School 


Service 























The Journal will appreciate sugges- 
tions from readers for this page. 


properly. And the teaching profession, if 
it is to be given adequate support and the 
freedom to teach, must rise to the level of 
a profession, with professional standards 
of admission. . . . With educated teachers 
and educated children, I think that 
America will succeed in bringing light and 
leadership to a world that is badly in need 
of both.—Robert M. Hutchins in a recent 
issue of The Saturday Evening Post. 


A VISIT TO THE WORLD'S GREATEST PRINTING 
PLANT is a pamphlet which may be secured 
free from the Government Printing Office, 
Washington, D. C. 


A posTURE FILM of two reels is available 
trom the Children’s Bureau, U. S. Depart- 
ment of Labor, Washington, D. C., in 
either 16 or 35 millimeter sizes. No rental 
but transportation costs required. 


Toys—wWHAT—WHEN—A LEAFLET FOR PAR- 
ENTs is the title of a four-page mimeo- 
graphed leaflet prepared for both parents 
and teachers. Suggests toys suitable for 
children at different age levels. Send 10¢ 
to Childhood Education Association, 1201 
16th St., Washington, D. C. A Selected 
List of Ten-Cent Books for children is also 
available from the same association for 15¢. 
This list was recently prepared by the As- 
sociation’s Committee on Literature. 


CHILDREN’S BOOKS ON SOUTH AMERICAN 
COUNTRIES are listed in the Bulletin of the 
Pan American Union for December 1937. 
Write the Pan American Union, 17th St. 
and Constitution Ave., N.W., Washing- 
ton, D. C. 


VIEWS AND NEWS FROM THE CHILD'S WORLD 
is a publication of the NEA Department of 
Kindergarten-Primary Education, contain- 
ing brief descriptions of activity projects 
by teachers of Colorado, Idaho, Montana, 
Utah, and Wyoming. It is profusely il- 
lustrated with pictures and printed with 
an attractive cover. Can be had for 25¢ 
from the NEA. 


VOLUME 27, NUMBER 43 APRIL 1938 


THE DEPARTMENT OF RURAL EDUCATION of 
the NEA recently issued two pamphlets of 
value to any classroom teacher, but espe- 
cially to rural teachers. One is entitled 
Sources of Free and Inexpensive Instruc- 
tional Materials and the other Housing 
Educational Materials. Available free by 
writing the Division of Rural Service, NEA. 
APPRAISING THE ELEMENTARY SCHOOL PRO- 
GRAM is the title of the Sixteenth Year- 
book of the Department of Elementary 
School Principals of the National Educa- 
tion Association. Any worker in the field 
of elementary education will profit greatly 
by reading this book. It will help you to 
evaluate the activities of your school. 
Groups using this book for study purposes 
may wish to secure the comprehensive 
study outline by Samuel Berman, who was 
chairman of the Yearbook Committee. The 
Yearbook is $2 and the outline, 25¢. Order 
from the Department of Elementary 
School Principals, NEA. 

THE REVIEW OF EDUCATIONAL RESEARCH for 
December 1937 is entitled Special Methods 
and Psychology of the Elementary School 
Subjects. It reviews the literature from July 
1934 to July 1937. Subjects covered are 
arithmetic, art, character education, Eng- 
lish language, health and physical educa- 
tion, music, reading, science, social studies, 
spelling, and activity programs in nursery 
school, kindergarten, and elementary 
school. Order from NEA; $1 to non- 
members. 


TEACHERS AND CoopEraTION is the title of 
an 80-page booklet recently issued by the 
Department of Supervisors and Directors 
of Instruction of the NEA. This bulletin 
is a preliminary step by the committee in 
charge of the Yearbook later to be issued 
on the same subject. In the foreword the 
committee states that “Progressive admin- 
istrators and teachers are coming to believe 
that the only way to prepare the oncoming 
generation to live successfully in a democ- 
racy is to give them the opportunity to 
practice democracy in the classroom, and 
that teachers for their part cannot develop 
skill in cooperation successfully unless they, 
too, are members of a school system which 
operates democratically from top to bot- 
tom.” It is hoped that this booklet will en- 
courage experimentation and the reporting 
thereof as contributions to the Yearbook in 
all the aspects of cooperation between 
teacher and pupil, and between teachers 
and administrators. This pamphlet is valu- 
able reading for any teacher or adminis- 
trator. We all give lip service to democ- 
racy as a political ideal but do we practice 
it in our own jobs? For a copy of the 
pamphlet, send 25¢ to the NEA. 


[ 117 | 








YOurR LIFE IN THE MAKING. See p1ig. 


THE FINAL ENROLMENT FIGURE in public 
highschools during 1935-36, according to 
the United States Office of Education, was 
599749537: 


EDUCATION IS OUR BIGGEST INDUsTRY. It has 
a $10,000,000,000 plant, and is, therefore, 
bigger than anything in the country ex- 
cept, of course, the national debt. It em- 
ploys 1,500,000 persons, and, therefore, has 
the nation’s longest payroll. It ministers 
daily to 30,000,000 human beings. . . . It 
spends $2,500,000,000 a year—Robert M. 
Hutchins in a recent issue of Saturday 
Evening Post. 


THE PERSONALITY DEVELOPMENT OF NEGRO 
YOUTH as affected by their minority racial 
status is to be studied by the American 
Youth Commission. 


PROBLEMS AND VALUES OF Topay is the idea 
around which the Oakland, Calif., schools 
are developing their eleventh- and twelfth- 
grade course of study dealing with con- 
temporary problems, replacing such courses 
as American history, civics, sociology, and 
economics. 


THE IMPROVEMENT OF THE COMMUNITY 
thru the pupils is one of the objectives of 
the curriculum of the Norris School in 
Norris, Tenn., operated by the Tennessee 
Valley Authority. A group of biology stu- 
dents attacked the problem of flies and 
mosquitoes in the community. They 
studied and put into effect methods of con- 
trol. Pupils and teachers of the school oper- 
ate the Norris School Cooperative. They 
own five acres of land on which they grow 
many products. 


Is YOUR SCHOOL FIGHTING SYPHILIS? was the 
title of an article appearing in the Missis- 
sippt Educational Advance for January 
1938, reprinted in The Education Digest, 
February 1938. The author, Virgil B. Mc- 
Cain, describes the school and community 
campaign in his city of Corinth, Miss.— 
population 7000. 


WHAT CAN THE SCHOOLS DO TO MAKE DE- 
MOCRACY WORK BETTER? This is the theme 
that was selected for the central problem of 
the Springfield, Mo., public schools during 
the current year. The superintendent, prin- 
cipals, and supervisors have held a series of 
meetings for the purpose of orienting their 
thinking and for deciding upon some of 
the basic issues involved. One member of 
the administrative staff will hold confer- 
ences in the various secondary and elemen- 
tary schools with the teachers of the several 
buildings for the purpose of working out 


| 118 | 











_ Highschool 





Service 














The Journal will appreciate sugges- 
tions from readers for this page. 


ways and means of improving their con- 
tribution to democracy. The annual report 
will be devoted entirely to revealing just 
what the schools are actually doing in meet- 
ing their responsibility. 


Books THAT HAVE SHAPED THE WORLD is the 
title of a 62-page book by Fred Eastman 
published by the American Library Asso- 
ciation, Chicago, IIl. $1. 


Our citizs is a summary of the larger re- 
port of the National Resources Commit- 
tee—Our Cities—Their Role in the Na- 
tional Economy. It can be had for 10¢ from 
the Superintendent of Documents, Wash- 
ington, D. C. Also available from the same 
source are the 31-page pamphlet: Tech 
nology and Planning, 10¢, and Techno- 
logical Trends and National Policy, $1. 


Why sociat sEcuritTy? is the title of an in- 
terestingly written pamphlet attractively 
illustrated by Hendrik Willem Van Loon. 
This is Publication No. 15 of the Social 
Security Board, Washington, D. C. From 
the Superintendent of Documents, Wash- 
ington, D. C., may be secured the Second 
Annual Report of the Social Security Board 
for 1937, a 205-page publication, for 30¢. 


Books FOR HOME READING FOR HIGHSCHOOLS 
is the title of a graded and classified list 
issued in a 118-page pamphlet published by 
the National Council of Teachers of Eng- 
lish, 211 West 68th St., Chicago. 25¢ each. 


THE NATIONAL ASSOCIATION OF AUDUBON SO- 
CIETIES, 1775 Broadway, New York City, is 
able, because of its endowment, to supply 
certain educational materials to teachers 
and children at approximately half actual 
cost. The Association sponsors Junior 
Audubon Clubs for school children. For 
further information, send a request to the 
above address. 


THE ALUMNI COUNCIL OF THE MILWAUKEE 
VOCATIONAL SCHOOL has adopted seven civic 
projects for its program: [1] Participation 
in national youth movements; [2] contin- 


THE JOURNAL OF 


ul 


ued maintenance of an actual service unit | 
[3] supervision of regular weekly tours of 
the building; | 4] preparation and issuang 
of a representative magazine; [5] prepara. 
tion and presentation of a highschool opep | 
house program; [6] dissemination of the 
educational philosophy of the Milwaukee 
Vocational School; [7] furtherance of the 
Alumni Council’s plan of child guidane 
for pre-delinquents. 


STUDENT INTERESTS AND NEEDS IN HYGIENE 
is the title of Bulletin, 1937, No. 16 of the | 
United States Office of Education, by James 
F. Rogers. More than 2500 highschool stu. 
dents and 3000 college students answered 
questions which supplied the data. Avail. 
able from the Superintendent of Docu 
ments, Washington, D. C. for 1o¢. f 


AN INVITATION TO READ is an 82-page pam: | 
phlet booklist giving titles recommended 
by the Mayor of New York’s Committee 
for the Selection of Suitable Books for Chil- | 
dren in the Courts. The titles are designed | 
to be of service to children whose conduct 
does not conform to what society expects of | 
them in helping them to find ways to make 
their conduct more socially acceptable. 
Available for 25¢ from the Municipal Ref- 
erence Library, 2230 Municipal Building, 
New York, N. Y. 


UNITED STATES GOVERNMENT PUBLICATIONS 
—The most practical way to keep in touch 
with the issuance of United States public 
documents would be to have your name 
placed on the free mailing list of the Super- 
intendent of Documents, Government 


Printing Office, Washington, D. C., to re 


: 


ee 


ceive the “Weekly List of Selected United ; 


States Government Publications for Sale by 
the Superintendent of Documents.” Each 
list is arranged alphabetically by subjects, 


with annotations and prices. For some idea | 


of the fields in which publications are avail 
able, write to Superintendent of Doc- 
ments for a list of price lists. 


Four SAFETY EDUCATION PROJECTS are being 
carried out by the NEA Research Division, 
in cooperation with the American Associa 
tion of School Administrators. It is ¢% 
pected that these investigations will con 
tribute bibliographies, lists of sources of 
classroom materials, and bulletins, and will 
eventually lead to the production of the 
1940 Yearbook of the American Associa 
tion of School Administrators. A limited 
edition of a mimeographed list of public 
and private agencies offering free and i 
expensive classroom materials has been is 
sued. Single copies of this list will be sent 
without charge upon application to the Re 
search Division of the NEA. 


THE NATIONAL EDUCATION ASSOCIATION 


Your Se 
HAV: 
any! 
who Vv 
she he 
What 
oursel 
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life, i 
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Your Self 
HAVE MYSELF and that’s enough for 
[ anybody,” said a little Negro girl 
nit! who was being questioned about what 
soi’ she had for Christmas. A great truth! 
ince’ +~=What we are measures our worth to 
am gurselves and to others. Not money, or 
pent fame, or power; but sincerity, joy in 
the ife, intelligence, friendliness, resource- 
kee fulness, strength of purpose, gracious 
the) manners, beauty of spirit, generosity, 
nce! dependability, helpfulness, and nobility 
of conduct—these are the real meas- 
wail ures of what one is. These qualities 
the | can be cultivated. They point the way 
toward the good life open to all who 


Bi appreciate the worth of themselves and 
stu: ’ ' 
red who will keep their minds on the 


ail things that count most. One who makes 
"up his mind to take charge of his own 
, life and works daily at personal im- 
' provement has found the secret of mak- 
ymm-| ing his life worthwhile. Determine to 
ded | be at your best. 
7 Begin Where You Are 
| E TEsT of your intelligence is your 
ae ability to take hold of your own life 
sof | just as it is. Know yourself. Make an 
ahs estimate of your situation. Consider the 
Je, | cifcumstances of your birth, your child- 
ef. hood, your home life, your wealth or 
ng, lack of wealth, the influence of the 
_ neighborhood in which~you live, your 
friends, your skills, your limitations, 
Ns) and your points of strength. You will 
ich find shortcomings which you can cor- 
lic | rect, handicaps which you must accept 
| and make the best of. But begin. Act. 





er | Do something. Things that seem difh- 
nt | cult at first will become easy. Rise above 
re | your failures. Excellence cannot be 


ed reached by merely looking for defects. 


by The real building of a life or a machine 
ch | or a social system is the result of posi- 
‘ts, | tive thinking and constructive action. 
a | It cannot be built by the wrecking crew. 
ail- It requires energy, goodwill, initiative, 
cue planning. 
| Make a Plan 

ng A PLANLESS LIFE is like a ship without 
on, a compass. It gets nowhere because 
ia- it lacks direction. Consider what you 
ex | desire to be and to accomplish. Give sus- 
mm- } tained attention to the great decisions— 
of religion, occupation, marriage, the 
rill choice of a home, avocation. Learn from 
he your weaknesses and mistakes. Study 
ja- the lives of others. Note what helped 
ed | them most, what hindered them. Look 
lic up Benjamin Franklin’s method of self- 
in- improvement in his Autobiography. 


is- Look at your life as a whole. Think of 
your expected seventy years in ten-year 


e- | periods. Note what should be the char- 


5 
ra 


YOUR LIFE 
IN THE 
MAKING 


By JOY ELMER MORGAN 


Editor, Journal of the 
National Education 
Association 


PERSONAL 
GROWTH 
LEAFLET 
NUMBER 


ONE 





THIS LEAFLET 


Written originally as a commencement 
message to graduating classes, “Your Life 
in the Making” has proved useful to people 
of all ages. The statement appeared first 
in THE JouRNAL of the National Education 
Association for May 1935. Reprinted in 
leaflet form it has gone thru several edi- 
tions running into many thousands of 
copies. “Your Life in the Making” has 
been presented to graduating classes at 
commencement time. It has been used with 
Boy and Girl Scouts and with groups in 
adult education. Guidance workers in 
schools, CCC camps, churches, and Sun- 
day schools, have found it helpful in deal- 
ing with the pressir.g problems of human 
life. It is now issued in this gift edition 
as the first of a series. Order from the Na- 
tional Education Association, Washington, 
D. C. The right message at the right time 
may change the course of a life. 


acter and achievement of the period 
between birth and 10 years of age; 
between 10 and 20; between 20 and 30; 
between 30 and 40; and so on. Include 
provisions for each phase of your life. 
Revise your plan as conditions change. 
Careful and constant planning is the 
way to freedom. 


Keep Yourself Fit 
YB csccntgy to keep yourself as fit and 


strong as possible. If your body is 
weak or diseased, a stream of distract- 
ing and painful impressions will flow 
into your mind and distort your emo- 
tional life. You will be less than your- 
self and each new weakness will open 


the way for others. Build strength by 
action. Few of us use even 10 percent of 
our real physical or mental energy. 
Study yourself. Know what foods, rest, 
exercise are best for you and hold to 
them. Avoid infection, contagion, and 
foolish habits. Man is passing from an 
active out-of-door life which required 
little thought of physical fitness to a 
sedentary indoor life which must be 
offset by exercise, fresh air, and a variety 
of interests. Perhaps shorter working 
hours will give mankind more time for 
sun, sea, forest, and mountain. These 
are the sources of vigor and strength 
for all mankind. 


Develop Your Skills 


HE PART that one can play among his 

fellows is determined by skills of 
mind and hand and body, by the mas- 
tery that one has over brain, eye, nerve, 
and muscle. Can you maintain a con- 
versation in a pleasing voice? Can you 
walk with ease and poise? Can you tell 
a story? Can you sing? Play an instru- 
ment? Can you dance? Can you drive a 
car safely? Can you set a table? Dress 
a baby? Make a budget? Can you make 
a flower bed? Saw a board? Drive a 
nail? Make repairs about the home? 
Can you typewrite? Take shorthand? 
Give directions or take them? Make a 
satisfactory application for work? Pre- 
side over a meeting? Make a speech? 
These are all skills. They can be devel- 
oped by sustained practice. Skill gives 
joy and a sense of worth. Choose one 
skill after another and work at each 


until you attain excellence and establish 
habit. 


Attach Importance to the Family 
4 HAPPY HOME LIFE is an achievement, 


not an accident. People who do well 
in their family are likely to succeed in 
other undertakings. In the home we 
sacrifice, labor, and rejoice together be- 
cause we love one another. We give our 
best without thought of pay. The fam- 
ily ties hold and guide and inspire 
when the weaker ties of the outside 
world give way. In the family we learn 
goodwill, loyalty, and cooperation. We 
learn to do our part and to aid in mak- 
ing important decisions. Here are the 
roots of democratic government, the 
foundations of industry, the springs of 
religion. Skills and graces learned in 
the home thru work and play are a life- 
long source of strength in all our occu- 
pations. The greatest ideal of all the 
ages—the brotherhood of man—has its 
roots in the home. In your daily thought 
and plans seek to build up and enrich 
family life, your own and others. 


Your Life in the Making,” the first in the new series of Personal Growth Leaflets to be published by the NEA, is now available in a gift edition, 
printed on attractive India stock, 3 x 5 inches, and with a larger type face than is shown here. The leaflets sell for one cent each in any quantity, 
\N No orders for less than 25 copies. Cash to accompany orders for $1 or less. Order from the NEA, 1201 16th St., N. W., Washington, D. C. 








Make Worthy Friends 


OUR FRIENDs are your larger family. 

From among them one chooses wife 
or husband, business and professional 
associates. Wide friendships enrich 
character. Form a few selected friends 
among people wiser than you. In youth 
have friends among older people; in 
later years, young friends. Youth has 
need of age and age has need of youth. 
Choose your friends with care. Prefer 
people for what they are, not what they 
have. One tends to become like his 
friends and to be judged by them. Avoid 
attaching to yourself as friends persons 
who are intemperate, avaricious, extrav- 
agant, or ungrateful. Our friends are 
a part of our larger selves. We identify 
ourselves with their happiness and seek 
to be worthy of their friendship. These 
higher loyalties make life significant. 
They ennoble life and furnish com- 
fort and happy memories for our later 
years. 


Earn Your Own Way 


bie HAVE a desire to be useful. You 
want to earn your own way and to 
have your part in the world’s work. 
You cannot begin too early to observe 
how the world’s work is done and to 
think of your relation to it. What can 
you do that others want done? Do you 
know how to look for a job and to 
apply for it? Do you know how to hold 
a job once you find it? Have you 
trained yourself to get along with peo- 
ple, to carry out directions? Have you 
the ingenuity and initiative to make a 
job for yourself, to undertake some new 
line of work, or to develop some new 
enterprise? What are your strong 
points? What faults need correcting? 
If you cannot find employment imme- 
diately, continue your preparation and 
selfdiscipline. Find volunteer activities 
in home, school, church, or community 
that will develop skills and occupy your 
life with useful things. 


Be Loyal to Your Country 


OU LIVE in a democracy. Your fore- 
fathers amid the greatest sacrifice 
laid the foundations for a nation in 
which the people would rule themselves 
and would make the laws which would 
govern their common life. Each succeed- 
ing generation has held to this ideal of 
democracy as the nation has spread over 
a great continent. Democracy must be 
' preserved. Its ideals of freedom, equal- 
ity, opportunity, and cooperation can be 
made real only thru loyalty and sacri- 
fice. American life is at its best where 
it has been most democratic and at its 


[ 120 | 


worst where it has been least demo- 
cratic. Ask yourself what kind of a 
country you want. Discuss the issues of 
the day with your neighbors. Organize, 
study, and work. Maintain in public 
office men and women who will insist 
on honesty, efficiency, justice, and de- 
mocracy—true servants of the general 
welfare. 


Enjoy Your Life 


M*: up your mind once and for 
all that you can be happy and that 


you are going to be happy. You will do 
more work, you will mean more to your 
family and friends, you will have more 
influence on others if you maintain a 
happy attitude toward life. Happiness is 
not a matter of wealth or station. It is a 
matter of temperament and will. To be 
happy does not mean to be selfsatisfied 
or indifferent to poverty, wrong, and 
tragedy, but it does mean that you can 
rise above circumstances, that you can 
have a part in creating the atmosphere 
in which your life shall be lived. Begin 
each day with a kind thought and a 
word of praise. Do something to help 
another. Take satisfaction in the good- 
ness and kindness that you see in peo- 
ple about you. Notice the beauties of 
nature. Enjoy the flowers. Listen to 
the birds. Look up at the sky and the 


stars. 


Hold Fast to Your Ideals 
Y oU KNow what ideals have meant 


in your own life. You have seen 
their influence in your home, in the lives 
of your comrades and teachers, or in the 
life of the church. Certain ideals have 
been dear to you. You have held to 
them, sacrificed and labored for them. 
These ideals will grow into habits and 
form character. They will stay with you 
thruout life. The quality of your ideals 
will determine the excellence of your 
achievement. Do not be discouraged if 
sometimes you fall short of your ideals. 
They would not be ideals if they did not 
make you reach with your utmost 
strength. Some people may tell you that 
you must do as the world does. In many 
little things of life flexibility and adap- 
tation are necessary but there are funda- 
mentals which your own commonsense 
will reveal to you. Hold fast to these 


ideals for yourself, your home, and 
humanity. 


Make Your Influence Count 
Y OU HAVE an influence on others. Be- 


cause of what you do or say or the 
way you act, the life of someone else 
will be different. A passing word, a 
look of approval or disapproval may 


change the current of a life. Your in. 
fluence may build up or tear down. It 
may spread joy or gloom. It may create 
harmony or discord. It may encourage 
the evil forces about you or the good 
forces. It may support ideals or weaken | 
them. It may allow bad government or | 
create and sustain good government. It | 
may elevate or degrade taste. It may | 
encourage intelligence or stupidity. The 
social, moral, intellectual, and esthetic 
climate of your community is made by | 
the influence which various people exert | 
on the common life. Make some effort 
each day to be helpful. Your influence 
will grow with use, and your own sense 
of direction and of values will grow 
thereby. 


Keep on Learning 


| ‘ie minD is like a muscle. It grows | 
strong with use. Do something every 


day to discipline your mind. Undertake 
a hard task. Find a way out of some 
difficulty. Keep records and do some 
writing regularly. Learn to estimate and 
criticize your own work. Allow time for 
daily reading. Read newspapers with 
discrimination and give more time to 
books. Use free public libraries. Form 
a library of your own. Spend at least as 
much for books as you do for movies. 
Include biography, history, poetry, sci- 
ence, and current affairs. Avoid the triv- 
ial and the vulgar. What goes into the 
mind comes out in the life. Select what 
goes into your mind as carefully as you 
do the food that nourishes your body. 
Your mind is the master key to the good 
life. The first mark of a student 1s 
an appreciation of the worth, dignity, 
power, and usefulness of his own 
mind. 


| HE ILLUSTRIOUS ANCIENTS, when they wished 
to make clear and to propagate the highest 


virtues in the world, put their states in propef 
order. Before putting their states in propef 
order, they regulated their families. Before 
regulating their families, they cultivated their 
own selves. Before cultivating their own selves, 
they perfected their souls. Before _perfect- 
ing their souls, they tried to be sincere iM 
their thoughts. Before trying to be sincere in 
their thoughts, they extended to the utmost 
their knowledge. Such investigation of knowl 
edge lay in the investigation of things, and in 
seeing them as they really were. When things 
were thus investigated, knowledge became com- 
plete. When knowledge was complete, theif 
thoughts became sincere. When their thoughts 
were sincere, their souls became perfect. When 
their souls were perfect, their own selves became 
cultivated. When their selves were cultivated, 
their families became regulated. When. theif 
families were regulated, their states came to be 
put into proper order. When their states weft 
in proper order, then the whole world became 
peaceful and happy.—Confucius. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


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[ON 


ACHIEVEMENTS IN PROFESSIONAL ADVANCEMENT 


Teacher Participation in 
Educational Planning 


EVERAL YEARS AGO when 
G visiting the superin- 

tendent of schools in 
one of our largest cities to 
discuss problems of NEA 
membership, he concluded our inter- 
view with the statement: “I will be 
glad to take this matter up with our 
Teachers’ Council.” The thing which 
made me smile as I left his office was 
the fact that when I had called on him 
a few years earlier, he had criticized the 
NEA caustically for advocating teacher 
participation. He had said the Associa- 
tion was making itself ridiculous by ad- 
vocating teacher participation when its 
own reports showed that a large propor- 
tion of the teachers of the nation were 
untrained and therefore unprepared to 
participate effectively in solving the 
complicated problems of modern edu- 
cation. 

Teacher participation is both advo- 
cated and practiced by the National 
Education Association. In the conclud- 
ing paragraph of his 1922 annual report 
Secretary Crabtree wrote: “It [the As- 
sociation] should make adequate pro- 
vision for the development of a thoroly 
trained, democratically organized teach- 
ing force.” For nearly two decades this 
democratic philosophy has held a cen- 
tral place in the policies and program of 
the National Education Association. 
The Representative Assembly encour- 
ages teacher participation. At least three- 
fourths of its members are classroom 
teachers. American Education Week, 
the Department of Classroom Teachers, 
the Educational Policies Commission, 
and the committees of the Association 
offer teachers opportunity to participate 
in the development of the educational 
program of the nation. Two classroom 
teachers have served as presidents of the 
Association. 

Teacher participation not only pre- 
vails in the affairs of the Association; 
it permeates the work of its depart- 
ments. No single movement has con- 
tributed more to the practice of teacher 
Participation than the program of cur- 


Our 


at Wor 


riculum revision sponsored 
by the Department of Super- 
intendence during 1924-28. 
Leaders in this movement 
recognized that the most ef- 
fective way to develop a curriculum 
adapted to modern needs was to secure 
the cooperation of the classroom teach- 
ers who were out on the firing line deal- 
ing at first-hand with practical problems. 

The Department of Elementary 
School Principals has had teacher par- 
ticipation as a major item in its program 
this year. The October issue of its Bud- 
letin stressed the importance of teacher 
participation as is shown by the follow- 
ing paragraphs: 

“The superintendent needs the help of 
teachers and principals fully as much in 
working out policies and plans as he does 
in making his own ideas effective. There 
are few leading superintendents who do 
not draw heavily on the teachers in work- 
ing out important questions of administra- 
tion. There are likewise few successful 


principals who do not value the support of 
their teaching force. 

“This cooperative relationship between 
teacher, principal and superintendent, we 
call ‘teacher participation.’ We have never 
yet attached enough importance to this 
principle; yet it has been a real force in 
thousands of schools in the nation. What 
we have done, however, may serve as a 
foundation for what is ahead.” 


Teacher participation was the theme 
of this Department’s program at Atlan- 
tic City in February and will be one of 
the principal topics considered at its 
Annual Conference on Elementary Edu- 
cation at New York University next 
July. 

The Department of Supervisors and 
Directors of Instruction is also giving 
special attention to the development of 
teacher participation. The theme of its 
recent Atlantic City convention was 
“The Nature and Importance of Co- 
operation in Democratic Living and in 
the Development of Instructional Pro- 
grams.” It recently published a Bulletin 
entitled “Teachers and Cooperation” 
and its 1938 Yearbook to be issued in the 


VOLUME 27, NUMBER 4; APRIL 1938 


fall will be a report regarding “Technics 
of Cooperation.” 

The Atlantic City program of the 
National Council of Education offers 
another illustration of the extent to 
which the importance of teacher partici- 
pation has become recognized by the 
Association and by the profession. The 
main topic discussed at its Atlantic City 
meeting was “Democratic Leadership 
in School Management and Adminis- 
tration.” 

Teacher participation is based on a 
sound foundation. The psychology 
back of it is the same as that on which 
the “project method” and the “activity 
program” rest. It recognizes that the 
growth of the individual, whether pupil 
or teacher, depends on participation. 

Other groups are also coming to rec- 
ognize the value of this procedure. The 
Cooperative Study of Secondary School 
Standards, a nationwide effort to im- 
prove the work of regional accrediting 
associations, is employing this method 
as is shown by the following statement: 


“The Cooperative Study believes that 
every teacher should have an active share 
and responsibility in determining the gen- 
eral program and procedures of the school 
not because the head of the school is nec- 
essarily incompetent but because every 
teacher should make some 
contributions.” 


constructive 


Further evidence of the growing rec- 
ognition of the importance of teacher 
participation is to be found in the fact 
that teachers’ councils are being devel- 
oped in many school systems. Depart- 
ments of classroom teachers are being 
organized in many states, and frequently 
classroom teachers are elected presidents 
of state teachers associations. 

Teacher participation is becoming in- 
creasingly effective because prospective 
teachers are being more fully trained 
and administrators are learning that 
the problems with which modern edu- 
cation is confronted are too complex to 
be solved by single individuals working 
alone or by any small group working 
by itself. These problems require study 
by all members of the profession. One of 
the most significant objectives which 
the National Education Association has 
ever announced is its slogan: “A Fully 
Organized Profession with Every Mem- 
ber at Work on Its Problems.” 


—T.D. Martin. 


| 121 | 








Education for Tomorrow's America 


AMERICAN EDUCATION WEEK 1938 


HAT KIND of a country do we 
W want? Like the colonists and 
the pioneers, we have our chance 
to build toward the world of our desires. 
Old leadership dies; new leadership 
comes on. As we face the future, toward 
what kind of a civilization shall we bend 
our efforts? How shall we apply the as- 
pirations of the Founding Fathers to 
the opportunities and resources of a 
new age? We cannot know all that the 
future will bring forth, but one thing 
we do know. As life grows more com- 
plex, problems become more difficult. 
To help insure the building of a better 
America for those to come let us de- 
velop schools which will leave for pos- 
terity a heritage of ever increasing in- 
tegrity and enlightenment. 


Sunpay, NovEMBER 6 
Achieving the Golden Rule 

“Do unto others as you would that 
they should do unto you” may be stated 
in the two words “fair play.” It is the 
duty of the individual to live “so that 
the greatest good to all other members 
of society may be achieved. Fair play 
with one’s family is common. As the 
circle widens to include unseen neigh- 
bors across the tracks, those in a nearby 
state, or members merely of the great im- 
personal public, the tax upon our sense 
of fair play grows heavier. Of late, we 
are called upon to widen the circle 
farther still, to include among those with 
whom we are to play the game, all na- 
tions and races of the earth. This is the 
supreme test of our sense of fair play.” 


Monpay, NovEMBER 7 

Developing Strong Bodies, Able Minds 

The fullness of one’s life depends upon 
two fundamental things. One is the 
strength with which he is born. The 
other is the extent to which his talents 
are developed. The schools are making 
an increasingly vital contribution to the 
development of a stronger race. They en- 
courage habits and skills that strengthen 
children in their individual lives and 
which will help them to become better 
fathers and mothers in their turn. The 
whole program of the schools is designed 
to conserve and develop human re- 
sources, both physical and mental. Visit 


[ 122 | 


‘Education for Tomorrow’s America” 
has been selected as the general theme 
for the eighteenth annual observance 
of American Education Week to be 
held November 6-12, 1938. This oc- 
casion is sponsored by the NEA, the 
U. S. Office of Education, and the 
American Legion. 


your school and note the wealth of op- 
portunities available to your child which 
he would not otherwise have. How else 
could you do as much for him? 


Tuespay, NoveMBER 8 

Mastering Skills and Knowledge 

Every baby is a bundle of possibilities 
ready to respond to the sunshine of ex- 
perience offered by the home, the school, 
and other contacts. If the child is to 
achieve an abundant life, he must begin 
early to acquire the needed skills and 
knowledge. The modern school provides 
him with the tools of learning—what 
our grandfathers called the Three R’s. 
It also gives him skills and information 
in the areas of enrichment such as music 
and art. The free public school in Amer- 
ica is the house of the people. Thru the 
school we provide our children with 
the skills and knowledge which enable 
each to bring his talents to full fruit. 


WEDNESDAY, NovEMBER 9 

Attaining Values and Standards 

Men live by the values and the stand- 
ards they hold. One may prize the trivial 
and the passing or the worthwhile and 
the enduring. While not everyone agrees 
as to what are the most desirable values 
and standards, there are certain funda- 
mentals which the experience of the 
race has found to be good. One of the 
main purposes of the school is to help 
the pupil find those lasting values which 
will assure to him a healthful and cheer- 
ful outlook on life. To know what an 
individual prizes in life is to know what 
kind of person he is. Skills and knowl- 
edge are likely to be more harmful than 
helpful unless upheld by worthy ideals 


and sound character. 
Tuurspay, NovEMBER 10 
Accepting New Civic Responsibilities 
The vision of the good citizen takes 
in the welfare of all. His duties differ 


THE JOURNAL OF 


from one generation to another in many 
outward respects. In frontier days a good 
citizen would lend a hand to help a 
neighbor build his house. While we no 
longer work together in this direct fash- 
ion, we do cooperate with one another 
to attain security, to provide education, 
and to meet other common needs thru 
social and governmental action. New 
conditions bring changing duties and 
the good citizen keeps himself aware of 
these new problems and does his part 
to meet them. A rich and varied civiliza- 
tion requires a high sense of civic respon- 
sibility. The school seeks to help your 
child become a good citizen in his day. 


Fripay, NovEMBER II 
Holding Fast to Our Ideals of Freedom 


Freedom is an eternal goal. It must be 
constantly struggled for and won anew. 
Changing times require us to seek it in 
new forms and against new enemies. 
Unless a people are ever on guard it may 
be lost. The right to speak, to learn, to 
teach, to print, are some of the funda- 
mental freedoms essential to selfgovern- 
ment. We see freedom lost in other 
lands. Let us determine to hold fast to 
our ideals of freedom in America. Only 
thus can we safeguard to our children 
the heritage which our forefathers 
fought to secure and labored to mait- 
tain. The schools should be ceaseless 
guardians and creators of that vigilance 
which alone can keep us a free people. 


SATURDAY, NovEMBER 12 
Gaining Security for All 
We like to be secure. Minor insecurity 
may lend zest to life but no one wants 
it to be a controling factor. We seek eco 
nomic security—food, clothing, shelter, 
and funds for old age. We strive for 
physical security—the strength of body 
that gives zest and assurance to life. 
Above all, we desire mental security— 
seeking to find truth and peace of mind 
in a complex and rapidly changing 
world. The schools help us in our quest 
for security. They set the individual 
upon the pathway to security by equip- 
ping him to think independently, teach- 
ing him to keep his body strong, and 
providing him with a sound foundation 
for his life work. 


THE NATIONAL EDUCATION ASSOCIATION 


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nis list is prepared annually for the American Library 
Association and THe Journat of the National Educa- 
tion Association, by the Education Department of the 
Enoch Pratt Free Library, Baltimore, with the cooperation of 
more than 300 specialists in various educational fields thruout 
the country. Some 650 publications have been examined and 
hundreds of reviews scanned. From these the final selection 
has been made, on the basis of the scorings and comments 
of the cooperators who perform this valuable service each year. 

As usual, the following types of material were not included: 
Courses of study, highly specialized monographs of limited ap- 
peal, revised editions unless completely rewritten, organization 
yearbooks and proceedings not devoted to a specific subject. 

The large number of significant books in higher education 
bears witness to the ferment of new ideas and the candid self- 
citicism which is current in the colleges and universities. At 
the same time, anniversaries at several institutions have been 
celebrated by the publication of accounts of historical develop- 
ment. In primary and secondary education, the curriculum, 
especially as related to social change and to pupil experiences 
in living, continues to receive major emphasis. 

Outstanding revised editions are McKown, Extracurricular 
activities; Garrett, Statistics in psychology and education. 

Four bibliographies are welcome reference tools in their spe- 
dal fields: [1] Educational, psychological and personality tests 
of 1936 by O. K. Buros is exceptionally useful because it in- 
dudes not only a list of tests arranged by subject but also a 
book review digest of measurement books of 1933-36. [2] The 
Educational Policies Commission of the National Education 
Association has published 4 bibliography on education in the 
depression which assembles in subject order references to all 
important phases of the question. [3] From the School of Edu- 
cation of Indiana University comes the Bibliography of litera- 
ture on education in countries other than the United States. 
Part I lists and annotates material appearing from 1919-24 in 
books, reports, and periodicals, while Part II covers the years 
from 1925-36. [4] E. B. South’s Index of periodical literature 
on testing is a listing of magazine articles from 1921-36 with 
over 5000 entries, supplemented by a good subject index. 

Mention should be made of the following books which ap- 
peared too late for adequate consideration: Morrison, The 
thool and the commonwealth; Music Educators National 
Conference, Yearbook, 1937; Smith, Adventures in teacher 
education; and Vogel, A practical guide in teaching the tool 
ubjects of the elementary grades. 

Books especially recommended for teachers and smaller pub- 
lic libraries have been starred. Three other books in the list 
will be valuable in libraries with limited resources since they 
summarize a vast amount of literature in one volume: Caswell 
and Campbell, Readings in curriculum development; Dale, 
Motion pictures in education; and Skinner, Readings in 
educational psychology. Five other books are of interest to 
librarians but too specialized to be included in the sixty: 
Bennett, History of manual and industrial education, 1870 
0 1917; Ingles and McCague, Teaching the use of books and 
libraries; Mohrhardt, A list of books for junior college li- 
braries, standard catalog for high school libraries, 3rd ed, 
tev., published by H. W. Wilson; Wilson, Role of the library 
in adult education. 

All teachers and students of education who are doing inten- 
sive research in any subject should consult the complete list 
of titles appearing in School and Society for March 26, 1938, 
and the similar comprehensive annual lists in School and 
Society since 1927——Marion E. Hawes anp Rea J. STEELE. 


VOLUME 27, NUMBER 4; APRIL 1938 


S2xty 
Educational 
Books 


of 1937 


THis List is one of the annual services of 
THE JourNAL. Each year it grows in favor 
among JOURNAL readers. For preparing this 
list, we are indebted to Marion E. Hawes and 
Rea J. Steele of the Enoch Pratt Free Library 
of Baltimore, and the hundreds of experts thru- 
out the country who cooperate each year. T his 
is the fourteenth time THE JOURNAL has pre- 


sented this feature. 


History, Principles, and 
Philosophy of Education 


* BODE, B. H. Democracy as a way 
of life. 114p. 1937. Macmillan. $1.25. 


After presenting a brief critical sketch 
of the earlier American concepts of de- 
mocracy, Dr. Bode proposes that de- 
mocracy today must become a “way of 
life’: the attainment of certain habits 
of thinking, feeling, and acting rather 
than an indoctrinated pattern. He main- 
tains that the school must provide con- 
ditions for the free play of intelligence 
and prepare the individual to adapt jis 
behavior and thinking to meet new con- 
ditions, Clear, exciting presentation of 
a significant viewpoint. 


NATIONAL EDUCATION ASSO- 
CIATION, DEPARTMENT OF SU- 
PERINTENDENCE (now the Amer- 
ican Association of School Admin- 
istrators). The improvement of educa- 
tion; its interpretation for democracy; 
fifteenth yearbook. 328p. 1937. The 
Association. $2. 
social inadequacies 
alleviated thru a_ properly 
planned, longtime program of educa 
tion, this yearbook sets forth some 
fundamental modern problems and a 

rogram for education to meet them. 
Emphasis is placed on interpreting edu 
cation to the public. 


Assuming that 
may be 


* NATIONAL EDUCATION AS- 
SOCIATION, EDUCATIONAL POL- 
ICIES COMMISSION. The unique 





function of education in American 
democracy. 129p. 1937. The Associa- 
tion. 50¢. 


“One of the most significant exposi- 
tions of the meaning of education that 
has yet appeared.” It contains a com- 
pact survey of American educational 
history and an acute analysis of the 
outstanding issues of today, with due 
regard for minority views. Its balance 
between tradition and ch ange, between 
conservative and goepreanse outlook, 
its constructive analysis of the present, 
and its inspirational, forward-looking 
tone add to its effectiveness. ‘‘Should 
be read by every leader and would-be 
leader.” 


STANFORD UNIVERSITY EDUCA- 
TION FACULTY. The challenge of 
education; an introduction to educa- 
tion. 471p. 1937. McGraw. $3. 


A fine example of well-coordinated 
effort at cooperative group study and 
teaching on the part of a college faculty 
to produce a course for those planning 
a career in education. The task of the 
school and the role of the teacher and 
administrator in a socially significant 
and validly conceived educational pro- 
gram are discussed by a score of spe- 
cialists who are aware of recent devel- 
opment and probable future trends. 
“Worthy of attention from teachers at 
every level.’ 


REEDER, W. G. A first course in 


education. 720p. 1937. Macmillan. 
$2.7 
2.9%. 
The pupil and the learning process 
receive emphasis in this rather ad 
[ 123 | 











WAYS THIS LIST 


Is USED 


[1] Individual teachers use it to discover the 
professional books which they should examine, 


read, or buy. 


[2] Instructors in teachers colleges refer their 
students to these lists to encourage wide reading. 

[3] Persons in charge of professional libraries 
for teachers and students use it as a checklist in 
making up purchase orders. 

[4] Librarians in public libraries use it as a buy- 
ing list for their teachers’ reading room. 

[5] Librarians in foreign countries use it to 
heep in contact with educational writings in this 


country. 


[6] Directors of extension courses for teachers 
study these lists to discover material for reading 


courses. 


[7] 


magazines. 


vanced introductory text. Educational 
principles are made concrete by sketch- 
ing relevant historical background and 
by giving examples from current prac 
tice. Questions for class discussion and 
annotated references are carefully 
selected. 


Administration, Supervision, 
and Finance 


BOLTON, F. E., COLE, T. R. and 
JESSUP, J. H. The beginning super- 
intendent. 613p. 1937. Macmillan. $4. 


Intended primarily for the superin- 
tendent in a small school system and 
built around the idea of the school’s 
definite obligation to the welfare of the 
community. There are wellwritten chap- 
ters on schoolboards, guidance of 
pupils, and school libraries. While some 
topics are inadequately treated, the 
book as a whole is filled with good ad- 
vice and practical examples. 


* GRINNELL, J. E. Interpreting the 
public schools: a manual of principles 
and practices of public school inter- 
pretation with special emphasis on 
published materials. 360p. 1937. Mc- 
Graw. $2.75. 

“If our communities are to support 
1 forward-looking program of free pub- 
lic education, they must be told what 
the schools are doing for the children”’ 

a challenging principle which the au- 
thor meets in this readable account of 
effective ways and means of conducting 
publicity. Examples of the best theory 
and practice include the use of news- 
papers, magazines, exhibits, and demon- 
strations. 


NORTON, J. K. 
M. A. Wealth, children and educa- 
tion. roop. 1937. Teachers College, 
Columbia University. $2. 


Participation of the federal govern- 
ment in helping to finance public edu- 
cation thru its recovery programs, 
makes these findings concerning the sup 
port of education by individual states 
especially timely. The states’ ability and 
effort to pay are clearly presented with 
many charts and tables. Presentday 
inadequacy of educational opportunity 
should make this book of vital interest 
to those concerned with school finance. 


REEDER, W. G. 


and NORTON, 


An introduction to 


public-school relations. 260p. 1937. 
Macmillan. $2.25. 

_ Describes what is meant by an effi- 
cient public-relations program, defin- 


[ 124 | 


Editors use it to seek new ideas for their 


ing the fundamental philosophy under- 
lying it. The author deals specifically 
with the newspaper, student publica 
tions, school reports, and parent-teacher 
cooperation as well as with the part 
played by the janitor and the school 
plant itself and gives a variety of ex- 
amples and illustrations. 


Educational Research 


WHITNEY, F. L. The elements of 
research. 616p. 1937. Prentice. $3.50. 


The director of the Graduate School 
of Colorado State College of Education 
has produced a textbook, ‘“‘for the begin 
ner in reflective thinking.”’ It deals 
with the whole field of research, and 
emphasizes the various steps from the 
selection of the problem to the com 
pletion of the project. The volume con- 
tains many helpful tables and excellent 
bibliographies. 


Child Psychology 


* BROOKS, F. D. Child psychology 
. with the collaboration of L. F. 
Shaffer. 600p. 1937. Houghton. $3. 


This companion volume to Psycholoqy 
of Adolescence surveys for the serious 
student a mass of literature on the 
biological and psychological develop- 
ment of children up to the age of twelve, 


with chapters on child hygiene, per- 
sonality, and social development. The 
text is lucidly written, is copiously 
documented, and has a glossary. 


Educational Psychology 


*COMMINS, W. D. 
educational psychology. 
Ronald. $3. 


Written from the dynamic and devel- 
opmental viewpoint and liberally 
mented with research citations. The 
usual topics, such as ability, general 
intelligence, habits, motivation, per- 
sonality, and school adjustments are 
treated. The author's objective is to 
help the student to interpret the meth- 
ods of scientific analysis and to see their 
immediate value to classroom procedure 
and management. 


Principles of 
596p. 1937. 


docu 


SKINNER, C. I 
Readings 
630p. 


and others, eds. 
in educational psychology. 
1937. Farrar. $2.25. 


A_ welcome 


collection of supplemen 
tary 


readings on recent viewpoints in 


psychology. Recognizes current tenden- 
cies, such as less emphasis on heredity 
and the conventional laws of learning, 
greater stress on growth, motivation, 
and adjustment, and an effort to apply 
psychological principles to classroom 
procedures. A helpful chart at the end 
“correlates the material of these read- 


ings with over thirty basic texts in the 
field.’ 


TROW, W. C. Introduction to 
educational psychology. 417p. 1937. 
Houghton. $2. 


An unusually readable introduction, 
enlivened by sketches. As no one school 
of psychology has been followed, over- 
emphasis in any single field has been 
avoided. Gives material of significance 
to the prospective teacher and ways in 
which it may be used. Distinguishing 
features are the chapters on emotions 
and personality and a beginner’s glos- 
sary of terms. 


Educational Tests and 
Measurements 


* BINGHAM, W. VAN D. Apti- 
tudes and aptitude testing. 390p. 1937. 
Harper. $3. 


Thanks to Dr. Bingham and the Na- 
tional Occupational Conference, which 
sponsored this volume, we now have a 
reference work valuable to those who 
reed authoritative information on the 
tools and technics of individual diag- 
nosis and guidance. Directions for ad- 
ministering, scoring, and interpreting 
thirty of the most widely known tests 
are given. 


* TERMAN, L. M. and MERRILL, 
M. A. Measuring intelligence; a guide 
to the administration of the new re- 
vised Stanford-Binet tests of intelli- 
gence. 461p. 1937. Houghton. $2.25. 


A manual for administering and scor- 
ing the revised edition of the famous 
Stanford-Binet tests. Part I gives a 
brief account of the methods and re- 
sults of ten years of research in pre- 
paring this revision. Some improvements 
cover the old form are a wider range 
starting at the age of two and adding 
two superior adult levels, a choice of 
two forms to use, and more extensive 
sampling of abilities. Will completely 
supersede the older volume. 


Exceptional Children 


SCHEIDEMANN, N. V. The psy- 
chology of exceptional children, Vol. 
Il. 460p. 1937. Houghton. $3.25. 


Continues the analysis, started in 
Volume I (1931), of the major types 
of deviation in order to promote better 
understanding of and consequently bet- 
ter training for exceptional children. 
Types discussed are: cerebrally birth-in- 
jured, post-encephalitic, enuretic, albi- 
nistic, pre-schizophrenic, afflicted with 
puberty praecox, prematurely born, bi- 
lingual, eidetic and congenitally syphi- 
litic children. 


Teachers and Teaching 


*JOHN DEWEY SOCIETY. The 
teacher and society; first yearbook 

. written in collaboration by W.H. 
Kilpatrick, editor, and others. 36o0p. 
1937. Appleton-Century. $2.50. 


The John Dewey Society has chosen 
for the subject of its first yearbook a 
most important and often neglected fac 
tor in education. A group of distin- 
guished progressive educators discuss 
the economic and social status of the 
teacher, analyze her present ‘‘middle- 
of-the-road”’ position, and urge changes 
necessary in teacher preparation. A 
challenging book even tho readers may 
not fully agree with its statements. 


Curriculum and Methods 
of Teaching 


CASWELL, H. L. and CAMPBELL, 
D. S. comps. Readings in curriculum 


development. 753p. 1937. American 
Book. $3. 


A comprehensive and critical selec. 
tion, often from not easily accessible 
sources, of authoritative discussions of 
all important phases of the problem. 
Especially valuable because the editors 
have chosen the strongest statements 
they could find in major points of view 
on controversial issues. An outstanding 
contribution to the field which will have 
permanent usefulness as a cross section 
of contemporary opinion and as 4 
sourcebook where library facilities are 
limited. 


* JOINT COMMITTEE ON CUR. 
RICULUM OF THE NATIONAL 
EDUCATION ASSOCIATION'S DE- 
PARTMENT OF SUPERVISORS 
AND DIRECTORS OF INSTRUC. 
TION AND THE SOCIETY FOR 
CURRICULUM STUDY. The chang. 


ing curriculum. 351p. 1937. Appleton- 
Century. $2. 


The philosophy and practices of the 
changing curriculum in elementary and 
secondary schools as viewed by ten aw 
thorities who, under the chairmanship 
of Henry Harap, trace the growth in 
curriculum thinking since the publica- 
tion of the National Society for the 
Study of Education’s twenty-sixth year- 
book in 1927. Stimulating material on 
planning for and evaluating curriculum 
development is made realistic by the 
critical analysis of practice in a num 
ber of school systems. 


* OTTO, H. J. and HAMRIN, S.A. 


Co-curricular activities in elementary 


schools. 441p. 1937. Appleton-Cen- 
tury. $2.75. 
Immediately helpful practice rather 


than theory is presented and evaluated 
after the study, in a number of school 
systems, of the activities once thought 
of as extracurriculum but now quite 
generally accepted as an integral part 
of the educational program. Presents 
helpful guidance for the elementary 
teacher on such activities as excursions, 
assemblies, publications, clubs, and pupil 
participation. 


* SOCIETY FOR CURRICULUM 
STUDY, COMMITTEE ON INTE 
GRATION. Integration; its meaning 
and application, by L. T. Hopkins and 
others. 315p. 1937. Appleton-Century. 


$2 


A timely attempt to clarify the meat 
ing of integrationsin educational theory, 
with chapters presenting the viewpoints 


of the philosopher, biologist, psychia 
trist, psychologist, artist, soc ciologist, 
and educator. Later chapters analyz 


and evaluate current pri actices in terms 
of integration in various school sys 
tems with four types of curriculums: 
The core, the correlz ated, the experience, 
and the broad-field. “‘A valuable guide 
to a critical appraisal of modernism i 
education.” 


Kindergarten and Elementar) 
Schools 


McGAUGHY, J. R. An evaluation 
of the elementary school; with a fore 
cast of its future. 422p. 1937. Bobbs. 
$2.67. 


A resumé of changes in elementary 
education since 1900 introduces criteria 
by which to judge present methods with 
regard to the pupils, teachers, currict 
lum, organization, and administration 
of the elementary school. On the basis 
of this evaluation, Dr. McGaughy pre 
sents in his final chapter a forecast 
the elementary school of the future. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


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MINOR, RUBY. Early childhood 
education; its principles and practices. 
763p. 1937- Appleton-Century. $3. 


Written to clarify some misconcep- 
tions “as to the usefulness of school 
subjects in realizing the newer values 
in an activity or experiential program.” 
The author believes that enrichment of 
experience results from the teaching of 
organized knowledge in relation to 
recognized needs. A comprehensive and 
welldocumented study, summarizing 
much important literature in the field. 


Secondary Education 


*BRINK, W. G. Directing study 
activities in secondary schools. 738p. 
1937. Doubleday, Doran. $3. 


Effective direction of study activi- 
ties is a means of producing selfreliant 
pupils. This book completely analyzes 
specific technics, The organization of 
activities in English, social studies, lan- 
guages, science, mathematics, fine and 
practical arts, and the direction of study 
in the integrated curriculum are devel- 
oped. School libraries, critical reading 
at the secondary level, assignments, and 
motivation receive special attention. 


*DOUGLASS, H. R. Secondary 
education for youth in modern Amer- 
icaz a report to the American Youth 
Commission of the American Council 
on Education. 137p. 1937. American 
Council on Education. $1. 


A presentation of important trends 
wherein the author describes the in- 
fluences that must give direction to a 
readjustment of secondary education. 
Greater use of community resources, 
more freedom in selection of subject 
content, organization of grades 11-14 
into one unit, broader cultural teacher 
training, sounder guidance, and a con- 
tinuance of study thruout life are among 
the challenging proposals. The report 


is significant to both laymen and 
teachers. 
ENGELHARDT, FRED and 


OVERN, A. V. Secondary education: 
principles and practices. 623p. 1937. 
Appleton-Century. $2.75. 


How does the highschool articulate 
with the elementary school? What is its 
place in community life, its service to 
youth, its program and achievement? 
These topics of secondary education are 
treated in readable fashion. Almost en- 
tyclopedic in its scope, the book covers 
orientation, administration, manage- 
ment, and teaching. Significant chapters 
om individual subjects in the work pro- 
gram. 


*UMSTATTD, J. G. Secondary 
school teaching. 459p. 1937. Ginn. $3. 


Stimulating fusion of proven prac- 
tices of the past with the best of the 
new. Guidance as a vital function, in- 
dividual instruction, and unit proce- 
dures receive major emphasis. Unique 
in the inclusion of topics not often 
found in general texts. Radio, extra- 
Instructional activities, workbooks, and 
Measurement fall in this category. 


English and Reading 


CONRAD, L. H. Teaching creative 
Writing . . . with the Creative Writ- 
ing Committee of the Commission on 
the Secondary School Curriculum of 
the Progressive Education Association. 
142p. 1937. Appleton-Century. $1. 


, creative writing affords opportunity 
to organize all phases of language 
evelopment in terms of the student's 
tual needs.”’ Its function is not the 
development of literary skill, but train- 
ng the student’s emotional and imagi- 
Native life. On the basis of these prin- 
“ples, methods of presenting the sub- 


ject in the classroom are discussed. A 
significant report based upon careful 
deliberation and experimental practice. 


MONROE, MARION and BACKUS, 
BERTIE. Remedial reading: a mono- 
graph in character education. 171p. 
1937. Houghton. $1.40. 


Recognizing a correlation between 
school progress and satisfactory person- 
ality adjustment, reading retardation 
was considered as one phase of the 
Washington, D. C., experiment in char- 
acter education, 1934-36. This mono- 
graph describes modifications in organi- 
zation, administration, teaching meth- 
ods, materials of instruction, and teacher 
training to improve reading ability at 
the various grade levels, but makes no 
claim at an adequate evaluation of the 
longtime program. 


* NATIONAL SOCIETY FOR THE 
STUDY OF EDUCATION. The 
teaching of reading: a second report; 
thirty-sixth yearbook, Part I. 442p. 
1937. Public-School. Cloth, $2.50; 
paper, $1.75. 


A recommended 


' reading program, 
which Ig pe 


to give recognition to 
the needs of child life, current social 
demands, and valid trends in educa- 
tional theory and practice, is discussed 
by specialists. Significant developments 
since the 1925 report of the National 
Committee on Reading (24th Yearbook, 
Part I) are reviewed. 


STONE, C. R. Better advanced 
reading. 292p. 1937. Webster. $2. 


_ “Sets forth the problems of reading 
instruction, presents the results of 
scientific investigations and fundamen- 
tal principles, and outlines a modern 
program in reading above the primary 
grades with respect to objectives, meth- 
ods, activities, and materials.’’ Case 
studies, drawn from the author’s expe- 
rience, and an _ excellent annotated 
bibliography add to the value of the 
book. 


Mathematics and Science 


* CROXTON, W. C. Science in the 
elementary school; including an ac- 
tivity program. 454p. 1937. McGraw. 


2 
fb 


A science program at the elementary 
level which provides a theoretical basis 
of instruction together with a large 
body of detailed information which 
answers a real need for suggestive ma- 
terial. Part I discusses the place of 
science in the curriculum, teaching 
methods, and research contributions. 
Part II presents a wealth of seasonal 
activities useful as source material ard 
many valuable bibliographies. 


YOLUME 27, NUMBER 43 APRIL 1938 


Courtesy, Pittsburgh, Pennsylvania, Schools 


KINSEY, A. C. Methods in biology. 
279p. 1937. Lippincott. $2.50. 


siology must concern itself with the 
living world and not mere laboratory tech- 
nics. The author recommends a wider 
consideration of the functions of intro- 
ductory biology in order to establish a 
program which will best satisfy in- 
dividual needs. He discusses field work, 
measurements, teaching programs, and 
the teacher himself. Disagreement with 
the theories expressed will not prevent 
an appreciation of the summaries of 
contrasting opinions obtainable in the 
volume. 


* MORTON, R. L. Teaching arith- 
metic in the elementary school, Vol. 
I, primary grades. 410p. 1937. Silver, 
Burdett. $2.40. 


Of importance because it stresses the 
relationship between numbers _ rather 
than the processes of memorization. 
Arithmetic in the child’s activities is 
reviewed together with a presentation 
of its place in the primary curriculum. 
The author has drawn from changes in 
educational psychology and the recent 
findings and recommendations which 
have appeared since his earlier work in 
order to put forth this new and pointed 
treatment. 


WHEAT, H. G. The psychology 
and teaching of arithmetic. 591p. 
1937. Heath. $2.80. 


The child adds only when he has 
learned to add, and to provide a mo- 
tive before a learning process has been 
established is an erroneous practice. 
Number ideas are traced from primitive 
man thru centuries of experimentation. 
Devices, methods, and helps are given 
and there is a.suggested outline for an 
arithmetic curriculum thru grade VI. 


Social Studies 
*HORN, ERNEST. Methods of in- 


struction in the social studies. (Amer- 
ican Historical Association. Report of 
the Commission on the Social Studies, 
Part XV). 523p. 1937. Scribner’s. $3. 


Dr. Horn, who declined to sign the 
Conclusions and Recommendations of 
the commission, brings to this study a 
rich background in the field of psycho- 
logical research, philosophy, and educa 
tional measurement. He is firm in his 
opinion that “there must be a material 
reduction in the amount to be learned”’ 
in the social studies field. All methods 
and devices used in teaching in this 
field are examined. The chapter on 
“What and How to Think” is recom 
mended as especially pertinent in its 





discussion of indoctrination and aca- 
demic freedom. One of the most valu- 
able of this series from the point of view 
of the classroom teacher. 


NATIONAL COUNCIL FOR THE 
SOCIAL STUDIES. Education against 
propaganda: developing skills in the 
use of sources of information about 
public affairs; seventh yearbook; ed. 


by Elmer Ellis. 182p. 1937. The Coun- 
cil. $2. 


An important publication on the 
growing influence of propaganda and 
what to do about it. Its nature, devel 
opment, and methods in the press, in 
the movies, and on the radio are ana- 
lyzed with a view to suggesting technics 
for developing the critical abilities of 
students. Challenges the teacher to be- 
come acquainted with these methods in 
training the student to use _ intelli- 
gently sources of information which 
will confront him as a youth and an 
adult. 


* WESLEY, E. B. Teaching the so- 
cial studies: theory and practice. 635p. 
1937. Heath. $2.80. 


Significant steps in the history, devel 
opment, and present status of the so- 
cial studies, with an interesting and 
timely chapter on the Report of the 
Commission on the Social Studies of 
the American Historical Association. 
Curriculum problems and revision are 
given special emphasis. The teacher will 
find this book a useful guide in its sug- 
gestions on types of equipment and 
teaching devices and methods. 


Art 


* NICHOLAS, F. W., MAWHOOD, 
N. C. and TRILLING, M. B. Art ac- 
tivities in the modern school. 379p. 
1937. Macmillan. $3.25. 


“To help the teacher orient herself 
and her art work in the general scheme 
of education, so that she may better 
understand the aims of art education, 
select pupil experiences more dis 
criminatingly, and adjust her work with 
greater finesse to other phases of edu- 


cation.” The range of activities ex- 
tends from kindergarten thru _high- 
school. 


Business, Industrial, and 
Vocational Education 


BENNETT, C. A. History of man- 
ual and industrial education, 1870 to 
1917. 566p. 1937. Manual Arts Press. 
$4. 

This welldocumented 
on source materials to 


based 
specific 


volume, 
which 


[ 125 ] 





references are given, is a major con- 
tribution, indispensable to students of 
the subject. Theories, events, and lead- 
ers are carefully discussed without per- 
sonal bias in the evaluation and inter- 
pretation of trends. An adequate suc- 
cessor to the earlier volume, continu- 
ing the study both in Europe and 
America. 


EASTERN COMMERCIAL TEACH- 
ERS’ ASSOCIATION. Measuring for 
vocational ability in the field of busi- 
ness education; tenth yearbook. 442p. 
1937. The Association. $2.50. 


Reports and recommendations of a 
two-year study to discover the compe- 
tency of business pupils, to devise ef- 
fective means of ability testing, and to 
establish a national accrediting agency. 
A knowledge of standards maintained 
in business and a revision of curricu- 
lums to meet these requirements are 
recognized objectives. Useful question 
and answer section on classroom tech- 
nics and methodology. 


Guidance and Personnel 
Service 


*KELLER, F. J. and VITELES, 
M. S. Vocational guidance thruout the 
world; a comparative survey. 575p. 
1937. Norton. $3.25. 


“Occupational adjustment is inter- 
woven with political and social phi- 
losophies, circumstanced by economics, 
circumscribed by tradition, and circum- 
vented by politicians.” Such is the 
premise of this comparative survey of 
the purposes and practices of vocational 
guidance in the United States and six- 
teen foreign countries. A work of so- 
cial significance and practical value 
made graphic by numerous illustra- 
tions and a dynamic style. 


STRANG, RUTH. Behavior and 
background of students in college and 
secondary school. 515p. 1937. Harper. 
$4. 

The results of hundreds of investiga- 
tions relating to adolescents—their 
physical characteristics, intelligence, 
achievement, personality, attitude, in- 
terest, social and economic background, 
and expenditure of time and money— 
are “briefly summarized and _ occa- 
sionally commented upon with refer- 
ence to their usefulness to the per- 
sonnel worker.” The bibliography is ex- 
tensive but selective. 


WILLIAMSON, E. G. and DAR- 
LEY, J. G. Student personnel work; 
an outline of clinical procedures. 313p. 
1937. McGraw. $3. 


Not a treatise on all phases of stu- 
dent personnel work, as the title seems 
to indicate, but an exposition of the 
individual approach to educational and 
vocational adjustment at the college 
level. Describes clinical technics in 
counseling used by the University of 
Minnesota Testing Bureau. Principles 
and methods involved may also be 
adapted for use in secondary schools. 


Health and Physical 
Education 


* CHENOWETH, L. B. and SEL- 
KIRK, T. K. School health problems 

. with a chapter on school health 
administration, by R. A. Bolt. 387p. 
1937. Crofts. $3. 


The essential facts needed by every 
teacher are presented in nontechnical 
terms. In discussing growth, physical 
examinations, prevention of communi- 
cable diseases, vision and hearing, defi- 
nite standards and practices are recom 
mended. By the use of charts, photo- 
graphs, outlines, and references to fur- 
ther reading, much information is given 
in a small amount of space. A final 
chapter by Dr. R. A. Bolt outlines the 
school’s responsibility for health. 


* LEE, MABEL. The conduct of 
physical education; its organization 
and administration for girls and 
women. 561p. 1937. Barnes. $3. 


| 126 | 


Every phase of programs of recrea- 
tion and physical education for women 
is thoroly covered: physical education 
as a profession, appraisal of various 
activities, program planning, including 
protective measures, equipment, testing, 
competition, and the like. Especially 
useful for those who must use un- 
trained or inexperienced leaders. 


SHARMAN, J.-R. Modern prin- 
ciples of physical education. 208p. 
1937. Barnes. $2. 


Written to give students a sound 
philosophy on which to base a present- 
day program. Conflicting views on 
fundamental concepts are presented, 
along with the biological, sociological, 
and psychological foundations necessary 
for an adequate conception of the place 
of physical education in the modern 
curriculum. 


Rural Education 


LEWIS, C. D. The rural commu- 
nity and its schools. 412p. 1937. 
American Book. $2.50. 


A plea for better rural teachers with 
a vision of improved salaries and teach- 
ing conditions. Maintaining that rural 
curriculums must develop in line with 
cur current economic life, this volume 
analyzes the financial problems arising 
from such enlargement, the apportion- 
ment of a_ statewide revenue, and 
teacher-community relationships. The 
school plant, supervisory programs, and 
efficient instruction are handled in 
neatly summarized chapters. 


Higher Education 


AMERICAN ASSOCIATION OF 
UNIVERSITY PROFESSORS. COM- 
MITTEE Y. Depression, recovery and 
higher education; a report... the 
draft of this report was prepared by 
M. M. Willey. 543p. 1937. McGraw. 
$4.50. 


The effect of the depression on higher 
education is analyzed with regard to 
the faculties, finances, enrolments and 
degrees, student problems, and gov- 
ernmental and public relationships. In 
the interpretation of the facts and sta- 
tistics, the viewpoint is that of the col- 
lege teacher. 


EELLS, W. C. Surveys of American 
higher education. 538p. 1937. Car- 
negie Foundation. Free. 


A study of all existing published sur- 
veys of higher education made during 
the past twenty-five years, designed to 
discover important trends and to de- 
velop desirable standards for the im- 
provement of future surveys. Under- 
takes to appraise their value in specific 
situations and to serve as a contribu- 
tion to the science of higher education. 
Includes a critical analysis, study of 
technics, methods of presentation, and 
contents of the reports. 


FRASER, M. G. The college of the 
future; an appraisal of fundamental 
plans and trends in American higher 
education. 529p. 1937. Columbia Uni- 
versity Press. $3.75. 


In this appraisal of fundamental 
plans and trends in American higher 
education there is a continuous etfort 
to discover what basic policies are 
sound for the present generations and 
those immediately ahead. A procedure 
for making such analyses is presented. 


Some readers may feel that the au- 
thor’s elaboration and repetition are 
offset by able criticisms of current 


disorganization and summarizations of 
various plans of instruction. 


HAGGERTY, M. E. The educa- 
tional program (The evaluation of 
higher institutions, Vol. III). 335p. 
1937. University of Chicago Press. $3. 


An exploration of the purposes of 
higher institutions in general, and a 
more specific study of the aims of the 
North Central group, is made in an ef- 
fort to devise new accrediting methods 
for measuring the effectiveness of the 
curriculum and instructon program in 
fulfilling these aims. 


JOHNSON, B.L.ed. What about sur- 
vey courses? 377p. 1937. Holt. $2.85. 


The surprising growth of survey 
courses in the last decade demonstrates 
the timely importance of this summary 
of aims and content. An equally astonish- 
ing variety of types is apparent in the 
composite course, in fundamental cur- 
riculum modification, and in survey 
courses in the natural sciences, social 
studies, or the humanities. This collec- 
tion into a single volume of material 
heretofore scattered may be helpful in 
evolving a few general patterns, if such 
are desirable. 


MUSKINGUM COLLEGE FAC- 
ULTY. A college looks at its program. 
326p. 1937. The College, New Con- 
cord, Ohio. $3. 


Twenty-five miscellaneous studies by 
Muskingum College faculty members, 
resulting from a desire to employ ex- 
periment and research technics in the 
study of vital college problems. While 
the collaborators are searching for 
valid answers to their own questions 
rather than to formulate “universally 
valid research generalizations,’ their 
results will prove inspirational and 
helpful to other small colleges planning 
a similar program of selfanalysis. 


Adult Education 


BUSWELL, G. T. How adults read 
(Supplementary educational mono- 
graphs, No. 45). 158p. 1937. Depart- 
ment of Education, University of Chi- 
cago Press. $1.50. 


An experiment with 1000 adults rang- 
ing in education from Grade IV to col- 
lege level. Individual reading abilities 
were analyzed and technics developed 
to determine the possibilities of im- 
provement thru short periods of inten- 
sive training. Dr. Buswell concludes 
that adult reading abilities are lower 
than is supposed, that few factors are 
involved in skilful reading, and that 
remedial programs are generally too 
complicated. 


* ELY, M. L. Why forums? (Stud- 
ies in the social significance of adult 
education in the U. S., No. 2). 220p. 
1937. American Association for Adult 
Education. $1; free to members. 


An attempt to evaluate the social and 
educational significance of forums. Miss 
Ely gives vivid personal impressions of 
many community or special group 
forums in action and shrewd critical 
appraisal of their effectiveness. Not- 
withstanding the many weaknesses she 
finds inherent in this method of adult 
education, she strongly advocates ex- 
tension of forums. 


Visual and Radio Education 


DALE, EDGAR and others. Motion 
pictures in education: a summary of 
the literature (American Council on 
Education Committee on Motion Pic- 
tures in Education). 472p. 1937. Wil- 
son, H. W. $2.50. 


A new and singular service in the 
visual field. The best that has been 
published during the last decade on mo- 
tion pictures as an educational medium 
is here abstracted. More useful than 
a bibliography because of the detailed 
summaries of the items listed. The 300 
articles from magazines, yearbooks, 
pamphlets, and theses are well grouped 
with helpful editorial comment. 


HARRISON, MARGARET. Radio 
in the classroom; objectives, principles, 
and practices. 260p. 1937. Prentice. 
$2.50. 


Designed to help principals and teach- 
ers to make use of broadcast programs 
in classroom work. The author, gather- 
ing her material during a three-year 
investigation, considers the radio as a 
supplementary educational tool. A sec- 
tion of units illustrates various kinds of 
activities into which radio can success- 
fully be introduced. 


* HOBAN, C. F., HOBAN, © F 
JR. and ZISMAN, S.B. Visualizing th, 


curriculum. 300p. 1937. Cordon. $3.50, 


_ A streamlined methodology of visual 
instruction which, very satisfactorily 
gives detailed descriptions of the use of 
specific aids. Modern layout, disting. 
tive typography, wide margins for an 
notations, and pleasing _ illustrations 
produce a format both refreshing ang 
inviting. Especially clear presentation 
of the psychology of learning. Pag 
thought and latest research are blended 
in comprehensive fashion. 


ADDRESSES OF PUBLISHERS 
MENTIONED 


American Ass’n for Adult Education, 
Inc., 60 E. 42nd St., New York City 

American Book Co., 88 Lexington 
Ave., New York City 

American Council on Education, 94g 
Jackson Pl., Washington, D. @, 

D. Appleton-Century Co., Inc., 35 W, 
32nd St., New York City 

A. S. Barnes & Co., 67 W. 4ath St, 
New York City 

Bobbs-Merrill Co., 724 N. Meridian 
St., Indianapolis, Ind. 

Carnegie Foundation for the Advance. 
ment of Teaching, 522 Fifth Ave, 
New York City 

Columbia University Press, 
Broadway, New York City 

Cordon Co., Lafayette St., New 
York City 

F. S. Crofts & Co., 41 Union Square, 
W., New York City 

Doubleday, Doran & Co., Inc., 75 
Franklin Ave., Garden City, N. Y. 

Eastern Commercial Teachers’ Associ- 
ation, 1200 Walnut St., Philadelphia 

Farrar & Rinehart, Inc., 232 Madison 
Ave., New York City 

Ginn & Co., 15 Ashburton P1., Boston, 
Mass. 

Harper & Brothers, 49 E. 33rd St, 
New York City 

D. C. Heath & Co., 285 Columbus 
Ave., Boston, Mass. 

Henry Holt & Co., Inc., 2626 Prairie 
Ave., Chicago, Ill. 

Houghton Mifflin Co., 2 
Boston, Mass. 

J. B. Lippincott Co., 227-231 S. Sixth 
St., Philadelphia, Pa. 

McGraw-Hill Book Co., Inc., 330 W. 
42nd St., New York City 

Macmillan Co., 60 Fifth Ave., New 
York City 

Manual Arts Press, 237 N. Monroe St, 
Peoria, Ill. 

Muskingum College, New Concord, 
Ohio 

National Council for Social Studies, 
Harvard Univ., Cambridge, Mass. 

National Education Association, 1201 
16th St., N. W., Washington, D. C. 

W. W. Norton & Co., Inc., 70 Fifth 
Ave., New York City 

Prentice-Hall, Inc., 70 
New York City 

Public School Publishing Co., 509-513 
N. East St., Bloomington, IIl. 

Ronald Press Co., 15 E. 26th St., New 
York City 

Charles Scribner's Sons, 597 Fifth 
Ave., New York City 

Silver, Burdett & Co., 45 E. 17th St, 
New York City 

Teachers College, Columbia Univ., 525 
W. 120th St., New York City 

University of Chicago Press, 575° 
Ellis Ave., Chicago, II. 

Webster Publishing Co., 1800-1808 
Washington Ave., St. Louis, Mo 

H. W. Wilson Co., 950-972 Univer 
sity Ave., New York City 


2960 


3295 


225 


Park St, 


Fifth Ave. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





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RADIO ACTIVITIES of the NEA 


HE BALLROOM of the Atlantic City 


Auditorium became one of the 

largest radio studios in the world 
at the final session of the 68th annual 
convention of the American Association 
of School Administrators, when from 
the convention platform the Columbia 
Broadcasting System presented for the 
convention audience and at the same 
time for millions of children who are 
gular students of the “American 
School of the Air” a program of educa- 
tion by radio. 

This broadcast in cooperation with 
the American Association of School Ad- 
ministrators illustrated the program 
Exits and Entrances presented each 
week during the first half of the school 
year 1937-38 by the CBS in cooperation 
with the NEA. Dramatic episodes re- 
enacted on the convention stage de- 
pitted man’s conquest of the Polar 
wastes. The episodes closed with the 
presentation by Charles B. Glenn of a 
scroll to Rear-Admiral Richard E. Byrd 
iN recognition of his contributions to 
science and education thru his expedi- 
tions into the Antarctic. 

During the school year 1938-39 the 
Columbia Broadcasting System will pre- 
sent jointly with the National Educa- 
tion Association two programs each 
week on the “American School of the 
Air’—one devoted primarily to current 
‘vents and the other to geography. The 
current events program will be a con- 
tinuance with some improvements of 
the series broadcast this year and sched- 
uled as Exits and Entrances. 

Our American Schools, NEA’s radio 


President Charles B. 
Glenn of the Ameri- 
can Association of 
School Administrators 
and Rear-Admiral 
Richard E. Byrd at 
the microphone in a 
radio broadcast from 
the Atlantic City con- 
vention. 


program presented thru the facilities of 
the National Broadcasting Company, 
devoted its program, February 23, to the 
dedication of the bronze statue of South 
Dakota’s “Grand Old Man,” General 
William Harrison Beadle, in Statuary 
Hall in the United States Capitol Build- 
ing, where each state may be represented 
by the sculptured figures of two of its 
greatest citizens. 


General Beadle, who saved twenty 
million acres of the school lands in the 
Northwest for schools, is the only man 
ever to be honored by a statue in the 
Capitol solely because of his services to 
education. General Beadle was one of the 
first to recognize the value of endow- 
ment lands to a developing society. He 
worked for twenty years to get provisions 
protecting the permanent school funds 
into the constitutions adopted during 
that time in the states of the Northwest. 

The imposing statue, received on be- 
half of the United States by Vicepresi- 
dent John N. Garner, was presented by 
the children and teachers of South Da- 
kota, thru Barrett Lowe, president of 
the South Dakota Education Associa- 
tion. Speakers who paid tribute to Gen- 
eral Beadle on Our American Schools 
were: United States Senators W. J. 
Bulow and Herbert E. Hitchcock, South 
Dakota; Congressmen Fred H. Hilde- 
brandt and Francis Case, South Dakota; 
Governor Leslie Jensen, South Dakota; 
and Barrett Lowe, president of the 
South Dakota Education Association. 
The Hon. W. W. Howes, First-Assist- 
ant Postmaster General, Washington, 


D. C., presided. 


NEA Departments at Atlantic City 


NLEss otherwise indicated, the ad- 
| | dress of all departments listed 

here is 1201 Sixteenth Street, 
Northwest, Washington, D. C. 

American Association of Teachers 
Colleges—Meetings were held the week 
preceding the American Association of 
School Administrators convention. The 
principal topics discussed were “De- 
fining the Modern Teachers College,” 
“Extra-Campus Relations,” and the re- 
ports of committees. Proceedings will be 
available from Secretary Charles W. 
Hunt, at State Normal School, Oneonta, 
N. Y. 

American Educational Research Asso- 
ciation—This Department held a num- 
ber of meetings during the convention 
on such topics as “The Role of Research 
in Educational Progress,” “Improve- 
ment in Language Instruction,” and 
conferences on research problems in 
many areas of education. For the first 
time, the Committee on Awards of this 
Association announced the selection of 
the authors of five studies as recipients 
of research awards for the year. The 


VOLUME 27, NUMBER 4; APRIL 1938 


Proceedings of this meeting will be 
available about May 1. 

Department of Classroom Teachers— 
The principal meeting was built around 
the subject “How Classroom Teachers 
Organizations Can Serve the Commu- 
nity.” The new Yearbook on the health 
of the teacher, entitled “Fit To Teach,” 
was presented at the luncheon meeting. 

The Department of Elementary 
School Principals—The session on Mon- 
day was devoted to the subject of teacher 
participation. The annual banquet of 
the Department was an unusually at- 
tractive affair, the program consisting 
of an oldtime school of the period when 
McGuffey wrote his famous Readers. 
The scholars in this school were imper- 
sonated by noted educators who thus 
had an opportunity, which they seemed 
to enjoy, to lay aside their dignity. 

The second session of the Department 
was given over to reports and an address 
by A. L. Threlkeld, entitled “A Higher 
Meaning for the Elementary School.” 

The official report of this meeting will 
be published as the [ Cont. on page A-74]| 


[ 127 | 





HE INDIVIDUAL is helpless in the present 
one system of society. You can’t 
go it alone. And as I have said so often— 
the cost of organization is never as great as 
the cost of the lack of it—Murray D. Lin- 
coln, executive secretary, Ohio Farm Bu- 
reau. 


New Life Enlistments 


HE TOTAL NUMBER of Life Members enroled in 

the National Education Association prior to 
March 1 was 5906. The following Life Members 
have been reported since the list was published in 
the March JourNaL: 


Inp1ana—Chelsea S. Stewart 

Kansas—May Hare 

New York—Paul W. Sloan, Alice E. Watson 
PENNSYLVANIA—Kenneth O. Halstead 

Soutn Daxota—Gerald P. Naviaux 
Vircinta—F. Vernon Jones 
Wisconsin—Margaret Warner 


Completed Enrolments 


HE FOLLOWING scHOoLs have completed their 
ta percent enrolments in the National Educa- 
tion Association since the list was published in the 
March JourRNAL: 


EIGHTEEN YEARS 


Texas—Beaumont, Junker 


SEVENTEEN YEARS 


CatiFoRNIa—Santa Barbara, Roosevelt 
ILLtino1is—Chicago, Pullman 


SIXTEEN YEARS 


lowa—Sioux City, Washington 

Missouri—Kansas City, Scarritt 

OKLaHOoMA—Muskogee, Edison, Franklin, Houston, 
Irving, Jefferson, Longfellow, Pershing, Sequoyah, 
Washington, West High, Whittier 


FourTEEN YEARS 


FLor1pa—Palm Beach Co., Northboro 
PENNSYLVANIA—Pittsburgh, Bane 
Utan—S. Sanpete Dist., Gunnison High 
W yvominc—Casper, McKinley 


THIRTEEN YEARS 


DELAWARE—Sussex Co., Hollymount 
FLoripa—Palm Beach Co., Palm Beach 
ILtino1is—Watseka, Community High 
New YorK—Schenectady, Howe 
Wyrominc—Casper, Jr. High 


TWwELvE YEARS 


TENNESSEE—K no-xville, Oakwood 


ELEVEN YEARS 


Fioripa—Palm Beach Co., Palm Beach Co. Public 
Schools, Belle Glade, Boca Raton, Boynton, Canal 
Point, Central, Conniston, Delray, Greenacres, 
Jupiter, Lake Worth Jr.-Sr. High, Lake Worth 
N. Grade, Lake Worth S. Grade, Lake Worth W. 
Grade, Lantana, Pahokee, Palm Beach High, 
Palmetto, Riviera, S. Bay, S. Palm Beach, W. 
Gate Jr. High 

MississipP1—Brooklyn, Forrest Co. Agri. High 

W asHINGTON—Everett, Longfellow 


TEN YEARS 


CaLirornia—Los Angeles, Aldama 

Inp1ANA—Newcastle, Omar Bundy, Holland, Hernly, 
Parker, Sr. High 

New York—lIthaca, Reconstruction Home 

Utran—Utah Co., Nebo Dist. Public Schools, Ben- 
jamin, Clinton, Dividend, Genola, Goshen, Grant, 
Jefferson, Lake Shore, Leland, Lincoln, Mapleton, 
Payson Jr. High, Payson Sr. High, Peteetneet, 
Rees, Salem, Santaquin, Spring Lake, Central, 
Spanish Fork Jr. and Sr. High, Springville High, 
Taylor, Thistle, Thurber 


Nine YEARS 


Hawatt—Kaunakakai, Molokai, Kaunakakai; Kila- 


uea, Kaua:, Koolau 


E1cHT YEARS 


CaALIFORNIA—Elsinore, Union Elem.; 
Union Elem.; Riverside, Independiente 

Itt1no1is—Cicero, Cicero, Drexel 

New YorK—Ithaca, Ithaca Public Schools, Wyckoff 


| 128 | 


Lakeside, 


Sea 
% 


os 





SEVEN YEARS 


ItLtinois—Cicero, Lincoln; Highland, Highland Pub- 
lic Schools, Grade, High 

Massacuvusetts—Franklin, Four Corners 

Minnesota—Minneapolis, Calhoun, Dowling 

Missouri—Boonville, Boonville Public Schools, Cen- 
tral, Elliott High; Kansas City, Chick, Gates In 
stitute, Woodland 

New York—Amsterdam, New E. Main St. 


Srx YEARS 


Missouri—Independence, Bristol; 
Lowell, Manchester, Martin 

New York—Oneonta, Mitchell St. 

PENNSYLVANIA—Pittsburgh, Bennett, Fulton 

Wisconsin—Milwaukee, E. Hartford Ave., Gaens- 
len, Greenfield, Morgandale, Mound St., N. Girls 
Jr. Tech. High, N. 68th St., N. 2oth St., 35th St., 
Wright St. 


Kansas_ City, 


Five YEARS 


ILt1no1s—Silvis, McKinley Platoon 
InDIANA—I ndianapolis, Public No. 87 
NEBRASKA—Omaha, Washington 
New Jersey—Atlantic City, Pennsylvania Ave. 
Oxn1to—Warren, E. Jr. High 
PENNSYLVANIA—Pittsburgh, Larimer 
Uran—Granit Dist., Woodstock 
Wasuincton—Everett, Jefferson 
Wisconsin—Milwaukee, Humboldt Park, N. 31st 
St., Silver Spring; Polk Co., Co. Supt. Office 
Wyominc—Bairoil, Bairoil 


Four YEARS 


CaLirornia—Los Angeles, Gravois Ave. 

Ipano—Pocatello, Washington 

InpIANA—I ndianapolis, Brookside 

Kansas—Chase, Grade 

Louistana—lIberia Parish, Loreauville High; 
Orleans, Audubon Elem. 

Massacuusetts—Brookline, Heath; N. 
Johnson; Winchester, Mystic 

Missourt—Kansas_ City, Blenheim, 
Mann, Penn 

New Yorx—Schenectady, Edison Elem. 

Oxuto—Lakemore, Lakemore 

PENNSYLVANIA—Chester, Wetherill; Newport, 
Sr. High; Pittsburgh, Belmar, Penn, 
Square; Snyder Co., Adams Twp., Beavertown, 
Center Twp., Chapman Twp., Franklin Twp., 
Freeburg, Fremont, Jackson Twp., Keamer, Mid- 
dleburg, Middlecreek Twp., Paxtonville, Penn 
Twp., Perry Twp., Shamokin Dam, Spring Twp., 
Troxelville, W. Perry Twp. 

VerMont—Rutland, Madison 


New 
Adams, 


Fairmount, 


Jr.- 


Regent 


WasHiInGcton—Bellingham, Roeder; Everett, Jack- 
son 
Wisconsin—Milwaukee, E. Center St., N. 18th St., 


N. Fratney St., N. Hi-Mount Blvd., Peckham Jr. 
High, Philipp, Roosevelt Jr. High, Story 


THREE YEARS 


CaLiFoRNIA—Compton, Compton Public Schools, Lin- 
coln; Palos Verdes Estates, Malaga Cove, Mira- 
leste; San Pedro, Barton Hill 

Fioripa—Palm Beach Co., Lake Harbor 

Hawati—Honolulu, Lanakila 

InDIANA—Indianapolis, Loomis 

lowa—Sioux City, Roosevelt 

Kansas—Paola, Paola Public Schools, North 

Louisiana—St. Charles Parish, Comardelle 

Maine—Westbrook, Rocky Hill 

Missourt—Kansas City, Bryant 

Nevapa—Elko Co., Contact High 

New Jersey—Atlantic City, ichaend Ave.; Bridge- 
ton, Bridgeton Public Schools, Pearl St. 

New Yorx—Port Chester, Park Ave. 

PENNSYLVANIA—Pittsburgh, Allen, Birmingham, 
Boggs Ave., Bon Air, Davis, Gladstone Elem. and 
Jr. High, Irwin Ave. Girls Training, Liberty, Lin- 
coln, Manchester, Mt. Albion, Park Place, Rogers, 
Wickersham 





THE JOURNAL OF 





ae 


\ 


perio 
we 


Texas—Texarkana, Dunbar High 

WasHinGton—Bellingham, Administrative Bldg. 

West Vircinia—Beckley, Skelton; Eskdale, Egy. 
dale; Grand View, Grade 

Wisconsin—Milwaukee, Custer High, N. Bartley 
Ave., N. sth St., Steuben Jr. High 


Two YEARS 


Araska—Kasilof, Kasilof; Kodiak, Longwood; Pilo 
Station, Pilot Station; Unalaska, Unalaska 
Connecticut—E. Hartford, Columbus St. 
FLoripa—Miami, Shadowlawn 
Ittinois—Chicago, Oakland; Des Plaines, Dey 
Plaines Public Schools, Central, Jr. High, Neg 
West; Nebo, Nebo High q 
Kansas—Spearville, Spearville Public Schools 
Kentucky—McCreary Co., Pine Knot 
Louistana—Acadia Parish, Bozyone, Branch, Chup 
Point High, Ebenezer, Estherwood High, Higgs 
botham, Link, Lyons Point, Mermentau, Mier, 
Crowley Elem., Oil Field, Pitreville, Rich 
Crowley; Jberia Parish, Iberia Parish 
Schools, Avery Island, Central, Charlotte, Co 
Derouen, Jeanerette Elem. and High, Jeffer 
Island, Loreauville Elem., Madison z 
Marcel, New Iberia High, Peebles, Weeks; 
Orleans, Dibert Elem.; St. Charles Parish 
Charles Parish Public Schools, Destrehan Hj 
Goodhope, Montz, Paradis ee’ 
MaitneE—Camden, Grade 
Micuican—Detroit, Pestalozzi 
Mississipp1—Biloxi, Gorenflo, Howard No, 2 
Missouri—Kansas City, Mt. Washington 
New Yorxk—Schenectady, Nott Terrace Elem, 
Oxu1o—Kings Mills, Kings Mills 
Cqpenn-t-onives Point, Central Point; Rogue Ri 
ig 
PENNSYLVANIA — Pittsburgh, Beechwood, 
Chartiers, E. Carnegie, Frick Elem., Hom 
Oakwood, Obey, Westwood, Windgap, We 
Run; York Springs, York Springs 
Utan—Salt Lake City, Uintah; S. Sanpete Dj 
S. Sanpete Dist. Public Schools, Axtell, Ce 
field, Ephriam Elem. Jr. and Sr. High, Fayelt 


















































) 


Gunnison Elem., Manti Elem, Jr. and Sr. 
Mayfield, Sterling 
West Vircinta—McComas, Crane Creek 
Wisconsin—Milwaukee, Berger, Green Bay Av 
Hawley Ave., Tippecanoe, Townsend St., Walle 
Jr. High 


CuRRENT YEAR 


Avaska—College, Bayview; Craig, Craig; Fort 
Ledge, Fortuna Ledge; Quigillingok, Governm 
Rampart, Rampart Indian; Ruby, Ruby 

Arizona—Glendale, Dist. No. 40 ‘ 

Catirornia—Los Angeles, Ninety-ninth St., Rems 
St.; San Francisco, Sanchez; Santa Cruz, 
Yosemite Park, Yosemite 

Connecticut—New Haven, Cedar St. 

DELAWARE—Kent Co., Farmington, Magnolia, Ch 
ton, Houston; Sussex Co., Blades, Gumboro 

FLor1rpa—M ulberry, Mulberry Public Schools; P 
sacola, Suter 

Iitt1no1is—Chicago, Mark Twain; Potomac, To 
ship High ‘ 

Inp1ANA—Columbus, Adjustment, Garfield, Jefié 
son, McKinley, Wilson; Evansville, Rheinland 
Indianapolis, Public No. 19, Public No. 76, Wi 
ster; Mt. Vernon, Central 

Kentucky—Tollesboro, Tollesboro 

MatnE—Auburn, Lake, Walton; Rockland, Tyler 

pone eee Co., Johnsville; Walkersv 

igh 

MassacHvusEtts—Brookline, Baker 

Mississippi—Jackson, Bailey Jr. High, George 

Missouri—Kansas City, Seven Oaks 

Nevapa—W hite Pine Co., Cherry Creek 

New Jersey—Atlantic City, Atlantic City Pu 
Schools, General Industrial, Indiana Ave., 
Jersey Ave. 

New York—Corona, Jr. High 16 Queens; Jama 
Public 82 Queens; Long Island City, Public 


Queens, Public 150 Queens; Middletown, Ber 





Ave., Linden Ave.; Valley Stream, Union 
Dist. No. 13 

NortH CaroLt1na—Albemarle, Wiscassett; Mi 
thews, Providence 


Oxuto—Cincinnati, Central Fairmount; Dorset, Cem 
tralized; Wayne Co., Baughman Twp. 
PENNSYLVANIA—Chester, Graham Voc.; Pittsburg 
American Ave., Art Dept., Bellefield Girls T 
High, Curriculum Study & Research Dept., Elem 
Edu. Dept., Extension Edu. Dept., Fairywood, 
Franklin Adult Foreign, Garfield, Guidance It, 
Handwriting Dept., Home Economics Dept., Ait 
dergarten Dept., Lee, Logan, Mann, Music Dept. 

Rochelle, Roosevelt, Schaeffer, Science Dept., Stet 
rett, Webster; Warren, Lacy g 
TENNESSEE—Knoxville, Bell House Elem., Lockett 
Texas—Grand Prairie, Idlewild ; t 
Utan—Granite Dist., Whittier 
VerMont—Fair Haven, High; Websierville, Lowet U 
Websterville; Wells, Wells 
Wasuincton—Bellingham, Fairhaven Jr. High 


West Vircinta—Coalburg, Chesapeake; Pratt, 
Junior High; Vallscreek, Hartwell Graded 
Wisconsin—Milwaukee, Doerfler, Garden Homes 


La Follette, S. Division High, S. Juneau High 


THE NATIONAL EDUCATION ASSOCIATION