ee yi FRA eae ROS ae | 45 ~ ae PA Oo ny o~ Harold M. Lambert, Philadelphia “GO only on the Green... STOP always on the Rea” Parents may warn and policemen command but children continue to be heedless. Not until Safety Education is made a definite part of school curriculum can they be trained in safety attitudes, safety habits and _ skills. THE ROAD TO SAFETY presents a basic safety program, in eight books for the first six grades, which teaches children how to meet the hazards they have to face in daily life. This program was developed in the schools of Cleve- The following Topics are presented in cycle form land, Ohio, where safety education has attained throughout ALL the books: nation-wide recognition. School Safety Fire Prevention The authors of these attractive, interesting books are Street Safety Home Safety Horace M. Buckley, Margaret L. White, Alice B. Winter Safety First Aid Adams, and Leslie R. Silvernale. Safety in the Out-of-Doors Vacation Safety The titles of the books are: AWAY WE GO, $0.20; HAPPY TIMES, $0.56; IN STORM AND SUN- SHINE, $0.64; IN TOWN AND COUNTRY, $0.72; HERE AND THERE, $0.72; AROUND THE YEAR, $0.76; ON LAND AND WATER, $0.80; WHO TRAVELS THERE, $0.88, WORKBOOKS; MANUALS. AMERICAN BOOK COMPANY CINCINNATI CHICAGO BOSTON ATLANTA DALLAS SAN FRANCISCO READING FAILURES % i ..- REDUCED On The following books constitute a balanced program for remedial reading. Each has been prepared to develop cer- tain specific skills of word recognition and comprehension. They will quickly correct the weaknesses of retarded pupils and speed the development of the whole class. NEW YORK N hea EBooks . Y lew &S KPamph lets SOCIOLOGY-ECONOMICS-HISTORY-GOVERNMENT SOCIAL LIFE AND PERSONALITY A New High School Sociology Text By Emory S. Bogardus and Robert H. Lewis 592 pages List price $1.80 EVERYDAY ECONOMICS 1938 Edition By C. C. Janzen and O. W. Stephenson 540 pages with workbook List price $1.80 STORY OF CIVILIZATION A 1938 World History By Carl Becker and Frederic Duncalf 916 pages List price $2.40 ANCIENT AND MEDIEVAL HISTORY . V. D. Magoffin and aoe Duncalf 896 pages with workbo List price $2.24 MODERN H STORY By Carl Becker 864 pages with workbook List price $2.24 THE WORLD OF TODAY arl Becker A 30-page pensiles covering the period from 1928 to the present THE CITIZEN AND HIS GOVERNMENT A Text in Government for the Senior High School By John A. Lapp and Robert B. Weaver 720 pages List price $1.80 THE PUBLIC AFFAIRS PAMPHLETS of the Public Affairs Committee—List price $.10 THE HEADLINE BOOKS of the Foreign Policy Association—List price $.25 Bridging the gap between research and an informal, intelligent public opinion Silver Burdett onion New York Boston Chicago San Francisco Seatwork Activities. . , Postpaid 20c Grade 1-B or 1-A Pre-Primer Seatwork. . Postpaid 20c Advanced kindergarten to grade 1-A, inclusive Primer Seatwork . . .Postpaid 20c Grades 1-B to 2- -B, inclusive First Reader Seatwork... . Postpaid 24c Grades 1-B to 2-B, inclusive Second Grade Reading Seatwork.......... . Postpaid 24c Grades 2-B to 3-B, inclusive My Seatwork Book, No. 1.... ee . Postpaid 24c Grades 1-A to 2-A, inclusive My Seatwork Book, No. 2............ ...Postpaid 24c Grades 2-A to 3-A, inclusive Eye and Ear Fun, Book I. Vie «|. Grades 1-A to 2-A, inclusive Eye and Ear Fun, Book II Postpaid 24c Grades 2-A to 3-A, inclusive Eye and Ear Fun, Book III.................. Postpaid 24e Grades 3-A to 4-A, inclusive Reading and Social Studies Workbook Postpaid 24¢ Grades 3-B to 4-B, inclusive Targets in Reading UE Fak Se .Postpaid 56c¢ Grades 7 to 12, inclusive Write for the folder which describes our complete remedial program. WEBSTER PUBLISHING COMPANY 1808 WASHINGTON AVENUE ST. LOUIS, MO. 93-A eC ag TE LOL I I en eel ave Betu OUI Y : ( dealing prepara’ was pro need of happine -in m The | edition, i gift Cc yet bec been se! above 2 of any. count. * them ce ofices. The new ed than 1 and M Canad: college: classes, the orc interest “Tt “Jus “Al “A | ates,” “Ser “A | “Jus man a Oth lished hecess; teresti: wed and st will ¢ >’ wisdo eet a LO ea — WV eee LT es Between Edztor and Reader OUR MIND IN THE MAKING (see pages 213-14) Y is one of a series of leaflets by the Editor dealing with fundamentals of good living. The preparation of these Personal Growth messages yas prompted by the conviction that the greatest ned of humanity today is strength, integrity, happiness, and excellence in the individual life -in millions of individual lives. The leaflets are now available in a special art dition, in large type on beautiful India paper— igift of which no one need be ashamed. And yt because of mass production the price has en set at only one cent a copy in any quantity above 25 so that they are easily within the reach of anyone who wishes to make his influence unt. Their standard size (3 x 5 inches) makes them convenient tools in guidance and personnel offices. The first of the leaflets to be published in the new edition was Your Life in the Making. More than 100,000 copies were ordered during April and May. From every state and territory; from Canada, Australia, and India; from highschools, olleges, CCC camps, Sunday schools, adult dasses, deans of women, and personnel workers the orders came and are still coming. And what interesting letters they have brought: “It widened my outlook on life.” “Just what I wanted for individual guidance.” “A real challenge to youth.” “A fine gift to highschool and college grad- uates.”” “Send a supply of each leaflet as published.” “A splendid message for young people.” “Just what I would like to say to every young man and woman.” Other Personal Growth Leaflets will be pub- lished as fast as orders justify the large editions Necessary to maintain the low cost. A most in- leresting one. is in prospect for December to be wed as a Christmas remembrance to friends and students. Entitled “A Golden Treasury,” it will contain choice selections from the world’s wisdom and beauty. —_ en — The Journal goes to all members of the National Education Association a The payment of $2 active membership dues entitles a member to ttend all meetings of the Association and its departments, to vote lot delegates to the Representative Assembly, to hold office, and to Necive THE JOURNAL. The payment of $5 instead of $2 entitles ® active member, in addition to the privileges of the $2 member- ttip, to receive the Research Bulletins and the Annual Volume of Addresses and Proceedings. The payment of $100 gives the priv ees of the $5 active membership for life. Subscription to non Members is $2 per year; single copies, 25 cents, Advertising rates w, tPPlication. Please report at once any change of address, giving a8 Well as new address. THE JOURNAL is a member of the Wational Press Association of America, Published monthly, except a July, and August, by the National Education Association of United States, 1201 Sixteenth Street, N. W., Washington, nal Entered as second-class matter October 23, 1920, at the i office at Washington, D. C., under the act of August 24, 1912. “eptance for mailing at special rate of postage provided for in fetlon 1103, act of October 3, 1917, authorized January 26, 1921 I “Tournal ofthe NATIONAL EDUCATION The articles herein printed are the expressions of the writers and not a statement of policy of the Association unless set by resolution JOY ELMER MORGAN, Editor ASSOCIATION VOLUME 27 H. A. ALLAN, Business Manager OF THE UNITED STATES NUMBER 7 CONTENTS FOR OCTOBER 1938 The Teacher’s Major Opportunity > o> « = eo oe Understanding the Child’s Needs HERBERT R. STOLZ 194 A Day at Our Association Headquarters REUBEN T. SHAW 195 Billy’s Neighbors . . . ENNA PIGG 1096 Pedagogy thru Pictures 198 The Peabody Institute on Professional Relations 199 Statutory Status of Six Professions 201 The Pleasure of a Lifetime . J. W. CRABTREE 202 Contemporary Literature for Tenth Grade . BELLE M. NIXON 203 The National Council Committee on Arithmetic . R.L. MORTON 205 Pre-University Libraries. . . MARY L. SPALDING 207 The Teacher’s Pronunciation . ALBERT KILBURN RIDOUT 209 The Story of American Education Week . 210 American Education Week in Your Community . 211 NEA Committee Recommends Study of Cooperatives in Schools . 212 Your Mind in the Making JOY ELMER MORGAN 213 Toward a Nationwide Program for Medical Care MILDRED SANDISON 215 The Teacher’s Challenge J.T. ANDERSON 217 Elementary-School Service 219 Rural-School Service 220 Highschool Service . ; , . 221 College and University Service 4 . 222 Notes and Announcements . : . 223 Honor Roll of the NEA . . 224 Published by the NATIONAL EDUCATION ASSOCIATION of the UNITED STATES 1201 Sixteenth Street, N. W., Washington, D. C. REUBEN T. SHAW, President J. W. CRABTREE, Secretary-emeritus Directors of Divisions Mary J. Winfree H. A. Allan Classroom Service Agnes Winn Field Service Charl Ormond Williams Membership T. D. Martin Accounts & Records Business Publications Research Associate Director Rural Service Secretary’s Office Secretaries of Departments Located at NEA Headquarters Deans of Women Kathryn G. Heath Elem. School Principals Eva G. Pinkston Health, Physical Education, and Recreation Secondary School Principals School Administrators S. BB. Supvrs. & Dirs. of Instr. Director, Discussion Group Project WILLARD E. GIVENS, Executive Secretary Joy Elmer Morgan William G. Carr Frank W. Hubbard Howard A. Dawson Harriett M. Chase Shankland Mary F. Hazell N. P. Neilson Walter E. Myer VOLUME 27, NUMBER 73; OCTOBER 1938 [ A-129 | FOR THE SMALLER SCHOOL THAT’S WAITING 7s FOR IT adds a new low priced| model to its line.. The. Smaller School has needed it-has wanted it : .Weve built it.. Available | at once!..Phone the dealer or write to us. The clean, simple method of duplication—The ~ Mimeograph Process——is now available to addi- tional thousands of smaller schools. The new low= — priced Mimeograph, Model 90, with Mimeograph Stencil Sheets and Mimeograph easy-flowing, — permanent Ink, makes it easy for any school to get ; out dozens to thousands of lesson sheets, outline 5 maps, bulletins, and other modern teaching helps and school forms—economically, simply ...Makes possible a school paper or Year Book. Alsoanew low- es oe priced Mimeoscope to go with this new machine Mimeograph Machine—new low-priced, full-size Mimeograph 90 Mimeograph Stencil Sheet which carries your message *M | M E O G R A 4 I 1 ; is the trade m ee A. BE er Chica ge Mimeograph Ink which completes the process fegistered in the United States Patent Offic | A-130 | | JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION® ' : | ar a a ; 3 . a ? * < a ~ é 4 wo - mK : \ P; M * ¢ é . f , ‘ ? < s - - * ¢ ‘ ‘ « - : , : s - * / = si a a ” » ‘ ~ . ; Sy wS s Va ¥ ¢ ‘ = ros 4 ‘ ; 4 va Pa ¢ ‘ { a . , 2 7) ‘ A ad ’ ; 4 = ee 4 Faby’: | a ; f ; Dee . _ >a . i 7 . , xt a bd / 2d > L a“ . ; a“ - Ve 4 a What Your Textbook Dollar Buys— The biggest dollar’s worth in book publishing From the first draft of a textbook manuscript to the finished book — all along the line — textbook- making is a more exacting, more time-consuming business than ordinary book publishing. More hours and more minds ge into the preparation and manufacture of the average textbook. For your textbook dollar you purchase the experience of experts in their fields, often backed by extensive individual research and experimentation. You purchase, too, the special adaptation to today’s exacting educational requirements which a large and competent editorial department, such as Ginn and Company maintain, is equipped to provide. You purchase books planned physically by specialists in textbook-making to put interest into learning and to endure the strain of hard wear. The chart above shows some of the things that the modest $1.00 catalogue price (subject to discount) of a new arithmetic gives you. Quantity sales, a highly competitive market, low profits, and constant zeal to keep operating costs down make today’s textbook prices possible. Where else in the book world can you get so much for less than $1.50,— the sum spent annually for all textbooks for each pupil in America’s schools ? GINN AND COMPANY Makers of textbooks for more than 70 years Boston New York Chicago London Atlanta _ Dallas Columbus San Francisco VOLUME 27, NUMBER 73; OCTOBER 1938 The greatest convenience yet offered to the librarian. Holds new books open at the title page ...at your choice of four adjustable angles Transportation paid. Less in quantity lots. a Portable, Mdiwetable ANGLE BOOK REST for Cataloging, Reference Work and General Display... ... for rapid, accurate cata- loging. Equally valuable in the reference room — saves books from torn pages, “broken backs”, rough handling. Aids note-taking. Displays new books safely and promi- nently. Nothing to get out of order. long-wearing brass hinges. Felted base to prevent marring desks. In quarter sawed white oak (light or dark finish), or mahogany finish on maple. Order a trial one today oe . only $4.90. Stockton, Calif. Angle Book Rest showing front and rear views, GAYLORD BROS., Inc. Established 1896 Syracuse, N. Y. « Originators and Makers of Better Library Furniture and Supplies » | Cont. from page 224 | World Federation Conference x Tue 8th Biennial Conference of the World Federation of Education Associa- tions will be held at Rio de Janeiro in August 1939. Literature and full informa- tion regarding travel plans will be avail- able thru the WFEA Travel Bureau, 1201 16th St., N. W., Washington, D. C. America’s Educational Press yy Tue FourreentH YeEArBook of the Educational Press Association of America, published in June 1938, lists approximately 500 educational periodicals with editors, publication address, subscription price, under 42 classifications including journals issued by state education associations, local organizations, and state departments of education. To secure the Yearbook, send 50¢ in cash or check to Educational Press Association, 1201 16th St., N. W., Wash- ington, D. C. Discounts on quantities. Pedagogy thru Pictures yx ON pace 198 appears the second in THE JourNaL’s series of projects told thru photos, used thru the courtesy of the Santa Barbara, California, public schools. Other schools are invited to send pictorial units [ A-132 | to THe Journa. Lillian A. Lamoreaux, director of curriculum and instruction for the Santa Barbara schools, writes that photographic work, developed in Santa Barbara city schools as an aid to curricu- lum development, is being utilized con- stantly: [1] As photographic recording of the progress of the unit. [2] To illustrate newer technics and procedures advocated by the new curriculum. [3] As illustrative material to be used in meet- ings with teachers. [4] As visual materials to be used in the class- room with children. [5] With photographs gathered over a period of years, serving as a basis for the consideration of growth in the type of learning experiences offered to children and the worthwhileness of these experiences. Elementary-school Principals yy PRESIDENT MAUDE A. RHODES has planned an extensive membership cam- paign for the Department of Elementary School Principals for this year. She has accepted invitations to meet with various principals’ associations thruout the United States. Headquarters for the Department at the Cleveland convention, February 25-March 2, 1939, will be the Statler Hotel. The De- partment’s breakfast and banquet will be held here. Revised Radio Schedules Columbia Broadcasting System yx THE REVISED SCHEDULE of radio pro- grams to be broadcast thruout the school year 1938-39 by the CBS under sponsorship of the National Education Association: Wednesday 2:30-3:00 P.M. EsT (begins October 19)—“THIS LIVING worRLD.” Suit- able for upper elementary grades, junior and senior highschools. Programs are spot broadcasts or dramatized from the studio, presenting current events and trends of historical importance, and accompanied by commentators chosen for their special knowledge of the event described. Thursday 2:30-3:00 P.M. EsT (begins October 13). This broadcast, unnamed as yet, will originate from the New York City Museum of Natural History and will be under the direction of Roy Chapman Andrews, explorer, scientist, adventurer. Particularly adapted to the elementary school, it is offered as supplementary work to nature study and biology. Announcements and supplementary ma- terial may be obtained from the CBS, 485 Madison Avenue, New York, N. Y. National Broadcasting Company Wednesday (an evening period to be se- lected. Begins October 5). A continuation of “oUR AMERICAN SCHOOLS,” presenting each Wednesday [Cont. on page A-134] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ic] ay ter ar Vi UST atouch of the finger and your | our b k * Itch ook page is mended, Scotch ble Cellulose Tape seals instantly ally without moistening and is fully * Made of Du Pont “Gellophane” ; By fn classroo™, office and home there are man / 4 i” signe and trouble saving uses for this magic type. For ‘deal for applying papers to blackboardé. For gs 2 combining work .sheets, or articles wf project a ork For protective covering oye? index tab S , . ‘ > q and incised edges. For sealing Mabels to bottles i’ racks, desks, and articles all kinds Bo: 4 ‘sealing bulky envelopes nd packages. For iy = repaiine cracked wittiow panes. = pro | Ich gcotch Cel ‘ r 3 a tested product which iy 7 ; ulipmen re ~ ay. nis standard eq t in many schools today. yl yn: lier, ayo get a gen gt iu sample roll and dispenser oe le Tew yoo HB and address on the mie. if out a. bas 4 om : unior | 'g¢ gin of this page and send together with 25 adi, +25, coins OF stamps to ‘ dio, * 2 ee ds of aes. ¢ ees A MINING & MFG, ed by Mat NEST Pape made & Patented by MoM” SAINT PAUL, MINN. ecial A ay? ‘ang U. S- patents, Nos: 1357020 wt ea - under one or more | ofthe following ' $05, R Rng. » 1779588, 1856986, 18 89597" 1939443» 954805, Re. No. 18742, Re. No. 19128. ae ye TINS eral ed as York d will pman iturer. entary work y ma- CBS, l.. Sa y be se- 1ation Pnting 1341 | ie aa IME 27. NU wR: rION |YOLUME 27, NUMBER 7; OCTOBER 1938 —————_—_—_—_—aeaqqawa—eaeae ooeae@eqqOD—>—aoooooooeeeOOO00uoeeaeqaeeeeeS=S=$au9Rpn9 “$< - Modern and Progressive Grades 1-3, 1938 Copyright Grades 4-6, 1937-38 Copyright THE CURRICULUM READERS FOR PRIMARY GRADES By Clara Belle Baker, Edna Dean Baker, Mary Maud Reed Net price PLAYMATES (P-P, Cloth Cover) . . $0.24 PLAYMATES (P-P, Board Cover). .18 FRIENDS FOR EVERY DAY (P). .42 FRIENDS IN TOWN AND COUN- eee 45 FRIENDS HERE AND AWAY (II) .48 FRIENDS AROUND THE WORLD EET sw cc cece escscece 54 FOR INTERMEDIATE GRADES By Clara Belle Baker and Edna Dean Baker Editorial Adviser—J. R. McGaughy Net price | THE EARTH WE LIVE ON (IV). .$0.66 MAKING AMERICA (V)........ .69 OUR WORLD AND OTHERS (VI) .72 Establishes reading as reading in its rightful place in the curriculum in the all around de- velopment of the child. Thorough classroom trial before publication in printed book form in public school systems in every section of the country. Content perfectly related to all material to be read in school and out of school at the respec- tive grade levels is offered: Social Studies— | history, geography, citizenship, travel, re- | sources, industries, etc.; Character Develop- ment and Citizenship; Health; Recreation— sports, classical and modern literature, pure fun and humor, use and enjoyment of leisure | E : . | Amusing Experiences in Your time, etc.; Natural Science; Physical Science; Art—painting, sculpturing, music, etc.; Lan- guage Arts and Mathematical Skills—in exer- cises, activities, manuals, etc. Commencing with the second grade, sections are presented with factual introductions, and with body proper in interesting, thrilling stories. All material presented with undoubted literary excellence and with a curriculum vocabulary. Scientific gradation—based on classroom trials and on the best available standards for vocabu- lary, constructions, sentences, etc. Study exercises and activity program; manuals and activity workbooks---for optional use. Please write to us concerning your interest in elementary school readers | Bobbs-Merrill’s 100th Year of | | Publishing Service, 1838-1938 THE BOBBS-MERRILL COMPANY INDIANAPOLIS NEW YORK ee _ oo eeeeeeeeTeTNehEeEeEzEeoeoeoe [ A-134 | [Cont. from page A-132] evening the needs, aims, and achievements of education and the current problems of the teachers and the profession. Entertaining as well as instructive, especially adapted to the general public. Saturday 11:00-11:15 A.M. EST (begins October 8). The Saturday morning pro- gram on the National Broadcasting Com- pany will be broadcast as “‘FLORENCE HALE’S RADIO COLUMN,” and will continue as it has for a number of years to discuss intimately with parents and teachers the educational problems of youth. Past-presi- dent Florence Hale will be in charge of the series. Especially adapted to the home. Announcements of the NBC programs for distribution may be obtained free in quantities, upon request to the National Education Association, Washington, D. C. With these programs the Association begins its eighth year in nationwide broad- casting. Budgeting Professional Dues yy TEACHERS in many communities have adopted the plan of budgeting professional dues. The treasurer of the local associa- tion collects the dues for the local, state, and national associations and transmits the dues to the secretaries of state and national organizations. Understanding the Child’s Needs yy THIs ARTICLE on page 194 contains material which you may wish to call to the attention of parents and parent-teacher workers. The ideas could be woven into a valuable article for the local paper or | into a letter to parents. Send THE JOURNAL Accounts of Classroom yy A TEACHER in a primary school had recited to her pupils the words of “The Old Oaken Bucket.” Desiring to impress upon them the meaning of the words, she requested that they each draw a picture il- lustrative of what she had read. One little one presented a sheet of paper upon which was a large circle, three smaller circles, and a large number of dots. “What is this large circle?” asked the teacher. “That’s the well.” “And these three smaller circles?” “Those are the old oaken bucket, the moss-covered bucket, and the iron-bound bucket.” “And,” continued the teacher, “what are all these dots?” “Those are the spots that my infancy knew.” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Recognizing the importance of 16mm. sound and silent films produced by non-commercial educational sources, we offer our distribution facilities to en- courage widespread use of this type of film. A special library has been created for this purpose and we welcome inquiries from pro- ducers and users. Send for catalog of over 1200 Enter- tainment and Educational subjects. WALTER 0. GUTLOHN, Inc. 35 West 45th St., Dept. A-10, New York AB & L Balopticon will prove the most econom- ical as well as the most efficient means of teach- ing visually. There is a B & L Lantern Slide or Opaque Balopticon for every still projection purpose. Write for a catalog. Bausch & Lomb Optical Co., 684 St. Paul Street, Rochester, N. Y. i" ; Bausch aa Reyaate ror HEALTH TEACHING @ Thousands of schools through- out the country are using HYGEIA, The Health Magazine of the American Medical Asso- ciation, to enliven and augment health teaching. Every issue sup- plies new, live material for out- side reading, oral topics, special reports, health projects, etc. School and Health Department by Jj. Mace Andress. 4 to 6 page modern’ picture section every month. Always authentic! SPECIAL, OFFER 6 months introductory sub- scription to HYGEIA (regular price $2.50 a year) and the new 48 page booklet, “Health Teaching deas,” both r for $1.00. ee eer ta te AMERICAN MEDICAL ASSN. 535 N. Dearborn St., Chicago, tll. 1 enclose $1.00. Send HYGEIA for 6 months, and the new booklet, ‘‘Health Teaching Ideas.’’ Do tr Ci fight Of he and fe or $36 Miss | I ha give m spend licity, | got thr But happy year is ernme I er highw that t anybo I de not gi impro place rent Chi to t a Do You Like To Pay Taxes? jy Caroce Lomsarp is one of the top- fight stars. She earns $150,000 per picture. Of her $465,000 income last year, state and federal income taxes took 85, percent ot $397,575. That left her $67,425. Now let Miss Lombard tell: the rest of the story: I had to pay my agent from that. I also had to give my business manager a good salary. I had to spend nearly $10,000 on fan mail, parties, pub- licity, and other incidental expenses, and when I got thru I had barely $20,000 left. But I have no kicks at all. Fact is, I’m pretty happy about the whole thing. Twenty thousand a year is plenty for me, and as for giving the gov- ernment most of my income, I think that’s fine. I enjoy this country. I like the parks and the highways and the good schools and everything that this government does. After all, every cent anybody pays in taxes is spent to benefit him. I don’t need $465,000 a year for myself, so why not give what I don’t need to the government for improvement of the country? There’s no better place to spend it. The late Justice Holmes, who willed his estate to his country, put it another way when he said: “I like to pay taxes. It is buying civilization.’—From an editorial in the New York Post. Sign in New York City Parks yx Ler no one say and say it to your shame that all was beauty here until you came. Child Labor ¥¢ Child labor is banned under the [Fair Labor Standards] Act by prohibiting, be- ginning October 24, 1938, the shipment in interstate commerce or delivery for ship- ment of goods produced in establishments in or about which any “oppressive child labor” has been employed within 30 days prior to the removal of such goods. “Op- pressive child labor” is defined in Section 3 and includes: [1] Employment by anyone of children under 16 in manufacturing or mining. [2] Employment of children by a parent, or person standing rent, in any occupation. under 16, except in place of a pa- [3] Employment of children between 16 and 18 in occupations declared by the Chief of the Children’s Bureau to be hazardous or detrimental to the health or wellbeing of such children. In occupations other than manufactur- ing or mining, children between 14 and 16 may be granted permits for work if the Chief of the Children’s Bureau finds that such employment is limited to periods which will not interfere with their school- ing and to conditions which will not im- pair their health and wellbeing. For the purpose of child labor regula- tion, the Chief of the Children’s Bureau will issue to employ- | Cont. on page A-136 | VOLUME 27, NUMBER 7; OCTOBER training children in the home. sures personal attention. HARRIOT HAMBLEN 25 Huntington Ave., Room 316, Perry Kindergarten Normal School Founded 1898 by Annie Moseley Perry Preparing high school graduates for nursery school, kindergarten, primary and playground teaching and for Limited enrollment in- u Supervised practice teaching. University credits. Send for booklet ‘‘Training Children.” JONES, Principal, Boston, Somaiote education for teaching in elementary grades, kinder- garten and nurserv school. Chil- dren’s demonstration school and observation center. Special summer classes. 14 Beautiful resident hall. Located Chicago's ; lovely North Shorenear lake. Cultural edu- cation plus vocational training. B.E. degree conferred A yrs.), also 3-year diploma and 2-year certificate. rite for list of successful alumnae. National e of Education EDNA DEAN BAKER, PRES. X816-M EVANSTON, ILL. Sird Car Mass. | BOOK MANUSCRIPTS | Wanted — All subjects, for imme- diate publication. Booklet sent free. Meador Publishing Co. 324 Newsury Sr., Boston. Mass. ol Free Publications— were listed in the 1937 issues of the Occupational Index, the only com- plete guide to new information on occupational opportunities, training, and trends. Write for free sample. OCCUPATIONAL INDEX, INC, 551 Fifth Avenue New York All Checks Sent by Fastest Air Mail +. Answer to a Teacher’s S. 0. S. “Though I placed twoclaims with the T.C.U. this summer, they paid both with such promptness that the ink on the paper was scarcely dry before the checks were in my possession. That’s whatI callefficiency, cooperation, and interest—the answer to the S.O.S. of a teacher in distress.” — Mildred H. Mansur, Huntington Park, Cal. Indispensable Protection “T put in a claim to the T.C.U. on Monday via air mail and in less than two days I received a check via the same service. To have this protection during school vacation is indispensabie.”’ — Ruth J. Hammers, Lehighton, Pa. the coupon today. FOUNDED 1899 1938 Send the Coupon Today! No Agent Will Call We employ no agents. When you get the information we will send you, you will have all the facts— then you alone can decide. Send TEACHERS CASUALTY UNDERWRITERS 673 T.C.U. Bidg. e Lincoln, Nebr. A NICKEL A DAY KEEPS WORRY AWAY! — if YOU Are Under the T.C.U. Umbrella Thirty-eight years ago the T.C.U. was organized to give teachers an “umbrella” for the “rainy days” when they are disabled by accident, sickness or quarantine. Only 5c a day buys this protection—assuring you peace of mind and the comforting thought that air maii checks will be rushed to you when you meet with misfortune. Money Quickly— When You Need It Badly All these benefits (and many others) will be yours when you’re under the T.C.U. Umbrella: $50 a Month when you are totally disabled by confining sickness or acci- dental injuries (including automobile accidents). $50 a Month when you are quarantined and your salary has stopped. $25 a Month for illness that does not confine you to the house, but keeps you from your work. In addition, hospital and operation benefits. $333 to $1000 for major accidents, or for accidental loss of life. Double these benefits for travel accidents sustained in railroad, street car or steamboat wreck. Policies paying larger benefits will be issued you if you so desire. Be Safe — Get Under the T.C.U. Umbrella Then you will enjoy freedom from worry. What a happy experience it is to have ready cash come to you just when you need it most! What a difference it makes in the speed of recovery to know that a T.C.U. Check will come by air mail. How wonderful it is to have a strong friend like the T.C.U. rally to your aid with sympathy— and cash. Money to help pay the doctor, the nurse and the dozens of other extra bills. SSS SSS SBS SEBS SSS eS eee eee ee FREE INFORMATION COUPON To the T.C.U., 673 T.C.U. Bldg., Lincoln, Nebr. I am interested in knowing about your Pro- tective Benefits. Send me the whole story and booklet of testimonials. Address eae a ( This coupon places the sender under no obligation ) O AGENT WILL CALL [ A-135 | [ Cont. from page A-135| ers employment certificates with respect to workers aged be- tween 16 and 18 attesting that such work- ers are above the “oppressive child labor” age. This system of employment certifi- cates will be similar to those already in use in most of the states. The Chief of the Children’s Bureau in the Department of Labor is charged with the responsibility of making all investiga- tions and inspections regarding the em- ployment of minors, is authorized to ad- minister all provisions of the Act relating to child labor and, subject to the direc- tion of the Attorney General, is em- powered to bring action in federal courts to enjoin violators of the child labor provi- sions of the Act. Mississippi Education Association To Study Contribution of the Negro xy As THE RESULT of a curriculum review program, the Mississippi Education Asso- ciation has appointed a committee to study what is taught about the Negro in the public schools. The resolution authorizing the committee noted that while approxi- mately half the state’s population is Negro, practically nothing is taught in the public schools concerning his background or achievements. The committee will survey adopted textbooks and recommend supple- mentary reading on the subject. Its re- port will be made at the next annual ses- sion of the state association. Against Interscholastic Boxing yy Wuereas, There seems to be an increasing tendency to promote interscholastic boxing in some communities and on the part of some indi- viduals, and Wuereas, That activity on such a highly com- petitive basis is known to be potentially dangerous to the welfare of boys participating; be it therefore Resolved, That the Society of State Directors of Physical and Health Education disavow all inten- tion to give support to this development and recommend that school officials in positions to control boxing matches between school teams, eliminate this activity from their athletic programs. Be it further Resolved, That this Society encourage the Na- tional Federation of High School Athletic Asso- ciations to establish an official policy disapproving boxing as an interscholastic sport.—Resolution adopted by the Society of State Directors of Physical and Health Education. State Associations Provide Retire- ment Systems for their Headquar- ters Employees yy For sEvERAL YEARS, state teachers asso- ciations have been active in securing the adoption of adequate retirement systems for teachers. A number of these associa- tions, following the lead of the National Education Association, are assuming a similar responsibility for their own em. ployees. The Pennsylvania and New York State Associations adopted retirement sys. tems for their headquarters staffs several years ago. The Washington Education As. sociation has recently adopted a plan for its employees. For Retired Teachers yy “Firty-one YEARS a teacher, six years retired, living proof that life begins at seventy-six,” Mrs. Phebe Mathews in Aug. ust received a degree of Bachelor of Sci- ence in Education from the State College, Hyannis, Mass. Retired teachers who wish information concerning the International Retired Teachers Association, which Mrs, Mathews has organized, may write to her at 159 Morrison Ave., West Somerville, Mass. Education in Russia y& Accorpinc to a United Press dispatch, a special report on educational work was presented to the parliament of Soviet Rus- sia by M. I. Kaftanov, chairman of the committee on higher education under the Council of People’s Commissars. The gov- ernment will spend 31,400,000,000 rubles (about $6,280,000,000) on education dur- ing 1938, an increase of 23.3 percent over 1937. Technical and [ Cont. on page A-138| Take Ad. vantage of AMERICAN EDUCATION WEEK November 6—12, 1938 ORDER MATERIALS NOW EDUCATION FOR TOMORROW'S AMERICA The materials for American Education Week 1938 are proving exceptionally popular and are going fast. Owing to the time factor in connection with this ob- servance it is highly desirable that orders be placed at once. Separate Items Poster—11% x 17 inches in three colors. Price: 40¢ per package of ten. Sold only in packages of ten. Leaflet—“How Your School Helps Your Child.” Four pages, 3 x 5 inches, built around the report of the Educational Policies Commis- sion. The Purposes of Education in American Democracy. Illustrations and text on the four major areas of objectives proposed. In two colors on white stock. Price: 35¢ per package of 100. Sold only in packages of 100. Sticker—1% x 2 inches in three colors on white stock. Use on report cards, letters, menus, etc. Price: 25¢ per package of 100. Sold only in packages of 100. Discounts on more than one package of above materials: 2-9 packages 10%; 10-99 packages 25% ; 100 or more packages 3314%. Combination Packets Each of the four packets listed below contains | posters, leaflets, and stickers plus six 54% x 8% inch folders of 16 pages each prepared by field committees, printed in lively colors and well | illustrated: The Kindergarten-Primary School Packet The Elementary School Packet The High School Packet The Rural School Packet A Teachers College Packet has also been pre- pared which carries a special 24-page folder and some of the folders from other packets for use in training schools of these institutions. Price of Packets: 50¢. No discounts for quan- tities. The six folders in each packet sell sepa rately at 10¢ each and in addition each packet carries an average classroom supply of posters, | leaflets, and stickers. Send your order today to THE NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W. Washington, D. C. [| A-136 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION “\| Show FILMSLIDES and eral 2 x 2 GLASS SLIDES with the Tri-Purpose PROJECTOR - This versatile unit pro- Sat jects life-size screen Aug: moet = a —_ bg V.E. Picturols (available wah ongere safer og Len NEW rm po ypiemers dee LOW head is adjustable, per- » her mitting the use of single PRICE ville or double frame film in on ‘ horizontal or vertical positions. Sound S.V.E. Tri-Purpose Pro- TheS. V.E. Tri-Purpose Projec- on film jector with slide carrier tor also has a unique carrier “Te "3 " in place for showing attachment for showing black carry and , black 4 and white frames or Koda- (hd Me atch color oF ack an chrome or Dufaycolor transpar- y — white transparencies encies, mounted between 2” x was mounted in glass. 2” glass slides. Write todayfor Projector Rus- complete facts and a copy of the S. V. E. Picturol catalog, containing the world’s largest & listing of filmslides. Get up ready 10 sun gor- oe ubls || SOCIETY FOR VISUAL EDUCATION, INC. . dur- Dept. 10 NEA, 327 S. LaSalle St., Chicago, Ill. over 138] : Being inter- change- able, addi- tional speakers or micro- phone may be used as required. HISTORICAL BOOKLE Hotmes Projectors, both 16mm and 35mm, are recog- nized by the best known lecturers and educators all over the world as of the highest mechanical quality and precision. The models shown above retain all the mechanical perfection with several added ex- clusive features besides being incorporated into ntains ee units that make them x 84 more practical and us- y field The makers of Old Dutch Cleanser are offer- a Se See, Sip Seen | well ing free to teachers the beautifully illustra- ; ted, 32 page book, “CLEANLINESS THRU THE AGES.” HOLMES PROJECTOR CO. et This book tells the story of man’s strug- 2 no ma i - — gle against dirt from Egyptian days down : sales aad agueioaioa. to modern times. It shows how improved | & At left: sanitation enabled mankind to conquer the great plagues. | ee Turntable and micro- wha It explains the cleaning methods of our Colonial forefathers, ee, ¥ and and how modern science developed Old Dutch—the safe, wh ii quick-acting cleanser that is made with Seismotite. quan- “Cleanliness Thru the Ages” is ideally adapted for study sepa- in history, social science and domestic science courses in ad- ’ packet vanced elementary grade and high schools. Suggested ex- ster, amination questions and theme assignments are included. SEND FOR YOUR BOOKS TODAY We will fill orders for reasonable quantities only as long as the present supply lasts. Address € OLD DUTCH CLEANSER —— Dept. CA-572, 221 N. La Salle Street, Chicago, Illinois ee TION |YOLUME 27, NUMBER 73 OCTOBER 1938 [ A-1 She Healthy Cajoyment of Chewing Gum | 7 Four Factors toward Good Teeth are (1) Right Food (2) Your Dentist (3) Clean Teeth aided by chew- ing gum and (4) plenty of Chewing Exercise which chewing gum helps give you. The chewing stimulates beneficial circulation in your gums and cleans and polishes your teeth with an efficiency which even removes food particles which your tooth brush might have skipped. Enjoy this widely approved way to promote good looking teeth which mean a more winning smile —and smiles make friends. There is a reason, a time and a place for gum. UNIVERSITY RESEARCH IS THE BASIS OF OUR STATEMENTS. NATIONAL ASSOCIATION OF CHEWING GUM MANUFACTURERS, STATEN ISLAND, NEW YORK |Cont. from page A-136] special schools in the Soviet Union are attended by 800,- ooo students and the universities by 550,- ooo students. The university figure, it is reported, “exceeds the number of students of all universities in all countries of Europe taken together.” At universities and other higher schools, women consti- tute 40 percent of the enrolment. Before the Bolshevik Resolution, when universi- ties existed in Russia in only three of the present Soviet Republics, there were only ninety higher schools, as compared with seven hundred at the present time.—From School and Society. Records Worth Noting yy SEevEN states and Alaska have been on the Victory Honor Roll each year since its establishment. These splendid records of more than 10 percent consecutive increase in NEA membership reflect effective leadership on the part of the NEA State Director and his associates. The states are: State Percent of Increase 1937 1938 SS ea 35 ae ee ee 20 13 er ee “ 10 61 er ee ene, 22 Maryland 15 23 North Corolima) 4.0... 6.4. 34 70 South Carolina 25 72 Vermont 21 25 [ A-138 | A Museum for Schools y&¢ THE DULUTH, MINNESOTA, children’s museum is a part of the educational sys- tem of Duluth’s public schools. In addi- tion to being a museum of general interest in the city, it correlates with every subject of the school curriculum. School classes are regularly brought to the museum to study the exhibits and hear educational lectures and discussions. In addition, teach- ers may borrow from the museum’s col- lection of 8000 mounted pictures and charts. For American Education Week yy “THE TEACHER’s CHALLENGE” (see page 217) may well be brought to the attention of parents and other citizens during Amer- ican Education Week, perhaps thru pub- lication in the local paper. Special Service to Board Members yy IN orpeR to provide for a wider dis- semination of school news, information, professional programs and plans, the Ohio Education Association is recommending that teachers associations, clubs, and fac- ulty groups in city and county enrol the members of their boards of education as associate members of OEA at one-half the regular fee. What About Your.Community? Knoxville, Tenn., which has now trans- ferred from private to public operation of its service system, is putting into effect electric rates approximately 40 percent lower than those charged by the private utility, according to the New York Times. This means that the individual home will have more money to spend for education and other needs. Mayor Mynatt said opera- tion by the public would result in an “an- nual saving to residents” of about $1,035, 000. Order your American Education Week supplies today! 1 §Publications The Purposes of Education in American Democracy is the third of a series of docu- ments prepared by the Educational Poli- | cies Commission for the educational pro- fession. Within a framework of principles set forth in the earlier volumes, this docu- ment first analyzes the essentials of the democratic way of life and then describes four broad objectives of education and the school program necessary to reach the at- tainment of these goals. 156 pages. At tractively illustrated and bound in cloth and boards. 50¢. Order from the Commis THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Above front | At rig War Johan -ans- n of ffect cent vate mes. will {tion era- “ an- 035+ tion rican locu- Poli- pro- iples locu- the ribes 1 the e at- At- cloth :miis- TION Above, the beach front at Durban. At right, Native War Dance — Johannesburg. ® Few lands present such striking con- trasts as South Africa. You may enjoy modern luxury at the coast resorts of Natal, and a few hours by motor takes you to Zululand, where the natives live in their primitive kraals according to the customs of their ancestors. There’s less than a day between the gay social life of Johannesburg and Kruger Park’s vast game reserve, where you can sleep in a rest camp amid the eerie sounds of an African night. You can ride in a speedy Airways liner, or a de luxe S.A.R. train, with modern dining, observation and club cars, and see below you the farmer’s plodding ox trains. In Durban motor car and ricksha tun side by side, and even the population of the larger cities presents interesting variety—Europeans, Malays, Hottentots, Bantu and Indians. Interesting also is the contrast between the rich historical associations and the sprightly modern de- velopment of cities like Capetown, Pre- toria, Bloemfontein, and Port Elizabeth. South Africa is truly a land of thrilling contrast—of breathtaking sights. The splendid climate, fine transportation facil- ities and comfortable hotels make travel a pleasure! See SOUTH AFRICA | The most interesting travel land Full information about indepen- dent or conducted tours from any leading travel or tourist agency. ee sion, 1201 16th St., N. W., Washington, mm Study Outlines for the 17th Yearbook of the Department of Elementary School Principals, “Newer Practises in Reading in the Elementary School” are now avail- able. These outlines can be used in faculty meetings, principals’ clubs, college courses, conference programs, and study groups. These are being sold for 25¢ per copy. No quantity discounts. Educational Method, the official journal of the Department of Supervisors and Di- rectors of Instruction, begins its eighteenth volume this month under the direction of a new Board of Editors: F. M. Under- wood, assistant superintendent of schools, St. Louis, chairman; Miss Prudence Cut- right, assistant superintendent of schools, Minneapolis; Professor Samuel Everett, Northwestern University, Evanston, IIl.; Manley E. Irwin, director, Division of In- struction, Detroit; and Professor Lou L. LaBrant, Ohio State University, Colum- bus. Dr. James F. Hosic will continue to serve as advisory editor and Mary F. Hazell as managing editor. All commu- nications should be addressed to Miss Hazell at NEA headquarters. In addition to four general numbers, the editors have planned four special issues as follows: “Radio in Education,” edited by Keith Tyler; “Redirecting Supervision,” edited by Prudence Cutright; “Teacher and Community,” edited by Samuel Everett; and “Personal Growth of the Teacher,” edited by Lou LaBrant. These special is- sues may be purchased separately at 50¢ each; general issues, 35¢ each; annual sub- scription, $3. Copies of the September 1938 Research Bulletin, “Statutory Status of Six Profes- sions,” (see page 201) are available. Price, 25¢ per single copy. The Review of Educational Research for June 1938, “Psychological Tests and Their Uses,” represents the third cycle of treat- ment of psychological tests and their uses. $1 to nonmembers of the AERA. A 75-page mimeographed bibliography on “Safety and Safety Education” contains 736 annotated references, Price, 15¢ per single copy. Discounts for quantities on NEA publications are as follows: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more, 33% percent. Send orders to the NEA, 1201 16th St., N. W. Se €. , Washington, VOLUME 27, NUMBER 73; OCTOBER 1938 «+. to create original circus animals with CRAYONEX on EVERYDAY ART Colored Paper. Use them for posters, room borders, or paper handi- craft projects. Write for new P & I Sheet “Easy Steps in Drawing Ani- mals.” 10c postpaid. Special Offer: 94 colors EVERYDAY ART Papers and 1 No. 326 (32 colors) CRAY- ONEX. $1.00 postpaid. P&I Sheet included free. THE AMERICAN CRAYON COMPANY 736-836 Hayes Ave., Sandusky, Ohio Worry over accumulating bills didn’t ac- company this teacher’s sickness. All sick- time expenses had been provided for by her TPU Peerless Certificate. For the six weeks she was sick, she received a check for $135.00—$10 for the first seven days, $25 a week for the rest of the period (limit, 26 con- secutive weeks). And she gets this liberal year ‘round protection for less than 9¢ a day. @ TPU’s “Peerless” is just one of six protec- tive certificates on which over 27,000 teachers depend for safeguarding their incomes. Protec- tion ranges from $6 to $30 a year. Be wise, provide for your possible misfortunes before they happen—join TPU today. Mail coupon for FREE sPU Teachers Protective Union TPU Building Lancaster, Pa. v as “< 4 Dear TPU: ge Wise -* /) € Word to ee , 4 obligate ~_— Accept the verdict of secretaries who know their typewriters from one end to the other. The new Underwood Master, the world’s newest business typewriter, is also the world’s greatest! Study the smart new lines of the Master that defy tradition and estab- lish an entirely new vogue in business typewriters. Note how its action is sealed for quieter operation and as a protection against dust. Keep in mind that Dual “Touch Tuning” gives it two distinct adjust- ments for ““Touch”’...one of them con- trolled right from the keyboard and at a flick of the typist’s fingers. Typists who’ve seen and tried this newest of Underwoods not only enthuse about its eye appeal but its supreme ease of touch. They say it does a finer typing job. And depend upon it, it’s built, as are all Underwoods, to stand up under the toughest of service conditions. That is why there are approximately as many Underwood Typewriters used in theschoolsof America as all other makes of typewriters combined. @ Accept the judgment of those who know typewriters. Make up your mind to give this outstanding new Under- wood Master a trial. Just telephone our nearest Branch or write headquarters—today! Every Underwood Typewriter is backed by nation-wide, company-owned service facilities. Typewriter Division UNDERWOOD ELLIOTT FISHER COMPANY Typewriters .. Accounting Machines .. Adding Machines Carbon Paper. . Ribbons and other Supplies One Park Avenue New York, N. Y. Sales and Service Everywhere Underwood Elliott Fisher Speeds the World’s Business Copyright 1988. Underwood Elliott Fisher Company | A-140 | THE JOURNAL OF THE NATIONAL EDUCATION, ASSOCIATION } a pose f ' 5 ournal VOLUME 27 The of the NATIONAL * EDUCATION * ASSOCIATION OF * THE * UNITED * STATES—OCTOBER 1938 NUMBER 7 The Teacher's M aor Ojaportunity W E HAVE all seen persons going along with little effectiveness or sense of direction, who sud- denly blossomed forth into tremendous pur- pose and power. They rose above a host of obstacles and seemed to do the impossible. The depths of being had been stirred. Forces had been released that gave direction to the whole life. There had been an awak- ening. The individual had been aroused to a sense of his own worth—to an appreciation of the importance of his mind and the supremacy of his spirit. There was the same body, the same brain, the same environ- ment, but the torch within had been lighted. This awakening of the self is the most important single fact in one’s whole educational experience. It includes all the lesser motives. To catch the child’s interest in mastering a particular reading lesson is good ; to arouse in him a desire to excel in reading is better; but once the aspiration is awakened to make the most of his life he will see that informed intelli- gence and a good voice are a means of achieving his great goal. A powerful life motive will release the energy needed to master reading and other necessary disciplines. To create the conditions under which this awaken- ing may take place is the teacher’s major opportunity —an opportunity that outweighs all other issues of school management. No improvements in curricu- lum or method or measurement—necessary as these are—compare in importance with steps which may be taken to awaken the student to a determination to be master of himself, to be right, to do right, and to be useful in the world. We do not know just how this awakening takes place. It is never quite the same in two different lives but we can hold it before us as our major purpose, determined to give to every student that individual attention necessary to put him into possession of himself. ‘While there is no simple formula for accom- plishing this end, anyone who has watched young children knows that they get their sense of individ- uality and personality from the way they are treated by their elders and associates. The child desires ap- proval. He desires to be recognized as having power and purpose and initiative, and it is out of these de- sires that his larger and worthier self must grow. If VOLUME 27, NUMBER 7; OCTOBER 1938 we treat our young people as babies, they will con- tinue to be babies at 4o. If we give them responsi- bility, encourage them to participate, commend them for wise action, and point out to them in a kindly and reasonable spirit the weakness of wrong action, we shall make progress in the direction of better managed lives. Selfrespect, ambition, and clear purpose once estab- lished, it is easy to direct the powers of observation, of study, of emotion, and will. Some children awaken early to their selfhood, spurred on by the goodness of parents, teachers, or friends; aroused by responsi- bility; shocked by the loss of a dear one; or inspired by some great experience. Others are never awak- ened. They go thru life without ever sounding the depths of their natures; with no passion for truth, no abiding sense of values; carried off their course by every passing wave of interest; the unhappy vic- tims of caprice, temptation, and chance. And how shall the teacher awaken his students? One condition is that he shall have a genuine per- sonal interest in the individual student—shall really care deeply about his wellbeing and growth; shall study his background, environment, development, and possibilities. The art of doing these things grows with practice. But there is another condition even more funda- mental—that the teacher shall himself be awakened. No one who is lacking in personal affection and faith in others; who is indifferent to the values and obli- gations in his own life; who is careless of time, talent, and responsibility; who is satisfied to be ignorant of the injustice of much of the social and economic life ‘around him; who is content to go his own easy way as if nothing much mattered, can expect to stir deeply the lives of others. Even as one flame kindles another, so the high purpose of one life lights the fires in other lives. As the true teacher surveys his achievement in its broad perspectives, his deepest joy is in the lives he has helped to awaken. To such lives civilization owes its existence and its hope. Joy Elmer Morgan [ 193 | UNDERSTANDING the CHILD'S NEEDS Herbert R. Stolz N ORDER to understand the needs of | any child in the elementary school, we must see him as an individual with certain basic drives, living in a cul- ture that demands that he behave in certain ways. He becomes hungry and wants food, but what food he is given, when and where he may have it, and how he will be expected to behave when he eats will depend upon the standards, beliefs, and economic status of his fam- ily, and the regulations and routines of the school he attends. The same situa- tion prevails in language and other areas. Often it is true that these ways of be- having in which we believe and which we want a child to learn, cut across his intrinsic drives. He is hungry and we say wait until twelve o’clock; he is ready to eliminate and we try to train him to wait until he is in a certain place; he is active and interested in play and we say “Time for bed.” It is the parents of a child who first begin to induct him into these approved ways of behaving. Sometimes they have been wise and these learnings during the preschool years have taken place with little or no tenseness or emotional resistance. Sometimes, however, parents have been so anxious to have the child learn socially accepted ways of behaving that they have built resistance, incon- sistent behavior, and emotional insecur- ity instead. We have accepted the child’s biologic need for activity and have increasingly adapted our schools to provide for free physical activity in classrooms and op- portunity for exercise outofdoors. But activity in a child should not be con- sidered without relation to rest. The rhythm of rest and activity is basic to adequate functioning of the human or- ganism. We have taken this into account in the nursery school, but as the child grows older, there is little or no provision for relaxation and rest either thru pro- vision of restrooms or thru planning of programs. There is probably a greater need for this today in the hurlyburly and speed of urban living than ever be- fore. With large groups of active chil- dren in classrooms and halls, schools have become increasingly noisy. This [ 194 | Epitor1aL NoTE—This is the second of a series of articles by Dr. Stolz, chairman of the NEA Committee on Individual Guid- ance and assistant superintendent of schools, Oakland, Calif. makes quiet periods of inactivity and re- laxation especially necessary. Until ade- quate provision can be made for all children, the teacher must be alert to see the child who is tired or tense or strained and to provide for him regular oppor- tunities for rest and quiet. The schools have an important func- tion in relation to the social needs of a child. Each child needs to belong to a group, to feel that he is necessary to the group and that he is able to contribute to it. How well this need for belonging and adequacy in group relations is met for a child in his classroom and in his school will determine in large measure his liking for school and his happiness in being there. It is the teacher’s func- tion to help each child secure his place in the group. This means that she must know how he can contribute and to help him make his contribution. She must realize that her own standards of accept- ability will affect a child’s relation with his peers. If she by attitude or behavior implies that any child is not acceptable because he cannot read or do fractions or comes to school late or isn’t clean, she will destroy his relationship with his group. The child feels out of things, that people don’t like him, and that he isn’t wanted. Incentive for improvement comes only thru personal interest of the teacher and thru specific help in learn- ing. Each child needs help in facing his failures realistically, but he needs at the same time to feel the strength of his ade- quacies and to gain emotional security thru the balance of these two. In addition to belonging to a group, a child needs to have one or more strong friends. A shy girl may seek the com- panionship of a socially active and ma- ture girl; an imaginative boy may have a very realistic boy for his best friend. Sometimes teachers have been suspicious of friendships and have deliberately sep- arated children who have meant a great THE JOURNAL OF | deal to each other. This is dangerous ground. Rather should a teacher en. deavor to find out the child who has my warm, close friend and to help him haye, a variety of real contacts with the mos likely chum until a bond has been estab. lished with one. This seems particularly important for a child who has jus moved into a new neighborhood. If the| teacher can engineer a project that in. cludes the new child and someone who! lives near him, she may have accom. plished much for the emotional security and social development of this “new! child.” A third need of the growing child is| to understand the world in which he lives. He needs a wide variety of experi- ences in reality, for only thru firsthand experiences can life become meaningful to a child. He must learn to use his own body and to be skilful in manipulating and controling his environment. Un- derstanding and control are essential for emotional security. We fear what we do not understand or what we understand and cannot control. A child also needs to learn how to symbolize and orgamze his experiences thru language. Probably one of the most important functions of the elementary schools is to help a child learn to use language. But language cat- not be learned except thru using it. A child should have freedom to expres himself verbally and help in finding the | word or phrase which will express ade quately his meaning. | The needs discussed here are needs of all children: For a balance of rest and activity; for belonging to a group; for friends; for understanding and contrdl| of their environment; for language | These are needs which should be basi for planning the general program of ati school. But no matter how well planned a school’s program may be, it functions | only as it is appropriate for any boy o | girl at a particular time. Teachers cat only evaluate what they are doing bj studying the child who is not relaxed who has no friend, who is not accepted by the other children, who is not increa ing in his understanding, who canno | express himself. Herein lies the field ¢ individual guidance. THE NATIONAL EDUCATION ASSOCIATION ASS [is there | teache: Given: see the On direct] work broug much seconc offices Her Servic feder: hands educa hand] butio: ness | At a bea discu Adja office Or Cler} Stacl impr the s this Ac of N mate N Prin whe A new mat for | V resp sche A ciat con sup \ onc Di: out VOLU tral asic any ned 100 call J of A Day at Our ASSOCIATION HEADQUARTERS. T was my privilege recently to be at NEA headquarters ] in Washington, D. C., during the conference which the officers of the Department of Classroom Teachers held there looking forward to their year’s work. I wish every teacher in the nation could have been with us as Secretary Givens showed us thru our fine seven-story building to see the activities going on in the various divisions. On the first floor we saw the Secretary’s Office and directly across from it, a large room where the clerical work is done for the Secretary. To this room the mail is brought three times a day. Frequently in a single day as much as 3000 pieces of firstclass mail and 500 pieces of secondclass mail are opened and routed to the appropriate offices. Here also we saw the office of the Director of Rural Service, much of whose time goes to the effort to secure federal aid for education. Down the hall, we passed a handsome statue of Horace Mann, the father of American education. We then came to the Business Office which handles financial matters, including purchase and distri- bution of supplies, advertising for THE JourNat, and busi- ness arrangements for our two national conventions. At the end of the corridor we saw the Directors’ Room, a beautiful auditorium where many commissions meet to discuss educational issues and make farreaching decisions. Adjacent to the Directors’ room, we viewed the President’s office and Trustees’ room. On the second floor, we first visited the Mailing Room. Clerks were busy filling envelopes and wrapping packages. Stacks of publications were ready for addressing. We were impressed by the fact that this is a service organization, the scope of which is nationwide; yes, and more, for from this room mail goes to every section of the world. Adjoining the Mailing Room is the office of the Director of Membership. Here is prepared membership promotion material, leaflets, blanks, and letters. Next we saw the Department of Elementary School Principals, where bulletins and yearbooks are edited and where special service is rendered to the principals. Adjoining this, we visited the Publicity Office where Newspaper reporters and magazine writers receive infor- mation, and where radio scripts are prepared. The publicity for our two annual conventions is handled by this office. We next visited the Field Division, which carries the tesponsibility of informing lay organizations of what the schools are doing. Across the hall, we saw the office of the American Asso- ciation of School Administrators, whose staff assists its commissions, helps prepare its yearbooks, and serves the superintendents of the nation. We next visited the office of the Department of Sec- ondary-School Principals, from which the work for the Discussion Groups to improve highschools is carried thru- out the United States. iN} VOLUME 27, NUMBER 73 OCTOBER 1938 On the third floor we visited the Division of Publications, where THe Journal is planned and prepared. This pub- lication goes to every member and makes a special effort to cover the activities of the Association and to offer sug- gestions for the solution of professional and social problems. Tue Journat has the largest circulation of any professional magazine and may be found in the libraries of educational institutions thruout the world. American Education Week is an important project of this Division. Leaflets and stickers for use in this annual observance are printed by the millions. Handbooks and posters run into tens of thousands. The officers of the Classroom Teachers Department next visited their own Division. Here service is rendered to our 700 affiliated groups. Then we visited the Department of Deans of Women, where bulletins and journals are pre- pared, and correspondence carried on. Next we looked into the Department of Supervisors and Directors of In- struction. This Department seeks to improve the quality of instruction in the schools thruout the country. In the next room we visited the American Association for Health, Physical Education, and Recreation, the newest Depart- ment of our Association to be housed at Headquarters. Next came the fourth floor, occupied entirely by the Re- search Division and the Educational Policies Commission. The Research Division makes studies in many fields of education, such as legislation, taxation, school finance, tenure, retirement, salary scheduling, administration, super- vision, teaching methods, and character education. The Research Bulletin is issued five times a year. On this floor is a fine Association Library. The Educational Policies Commission is doing a remark- able work. It has published several brochures and books, including the American Democracy series—The Unique Function of Education, The Structure and Administration of Education, and The Purposes of Education. The fifth floor was next visited where the Division of Accounts and Records does all the financial accounting and keeps membership records for our Association. The tour included also visits to the various related groups housed with the Association: The Association for Child- hood Education, Allied Youth, District of Columbia Par- ent Teachers Association, National Congress of Parents and Teachers, and the World Federation of Education Associations. The officers of the Classroom Department spent two days following this tour discussing the work of the Asso- ciation and ways by which that Department can render more service to education, to children, and to teachers. If the teachers of America could somehow sense the excellence and importance of the work which they are carrying on cooperatively thru the Association—its im- portance to them personally and to the nation—there would be a most inspiring increase in enrolment. Every teacher would then belong. October and November are the big enrolment months. Let us all join our local, state, and national associations. Reuben J. Shaw President, National Education Association. [ 195 | BILLY'S a Iss BROWN, the new second-grade teacher, was much astounded when she received the following note: “I want you to make Billy Barker and his gang stop throwing rocks at my windows. They broke out two last year and now they are at it again.” At first she decided to avoid all “en- tangling alliances” but upon further consideration decided this was an op- portunity for real service to Billy and his gang. She planned to give them an opportunity to become a part of their community thru firsthand experiences. Since small children are interested in people because of their uniforms, Miss Brown decided to acquaint the children with the work of the postman, police- man, and fireman. The daily paper furnished her with a timely introduction to the work of the policeman, thru an account of an auto- mobile accident in which three local people were rendered unconscious, leav- ing only Jimmie, a six-year-old boy, to give the highway patrolman necessary information. He was able to give names and addresses of his parents and grand- parents, which enabled the patrolman to return Jimmie to his grandparents and send his mother and father to a hos- pital near their home. Miss Brown’s chil- dren were so much impressed by the fact that so small a boy had played such an important part in the rescue that on the following day they too could give their own and family names and addresses. The incident led to a discussion of what might have happened to Jimmie [ 196 J EP had a highway patrolman not found him and to a further discussion of how the policeman, who had been in Billy’s neighborhood numerous times to make arrests, could help children. Douglass told how a policeman had taken him home when he got lost at the Hallowe’en parade. A policeman had told Frank when to cross a busy street and one had taken John for a ride on his motorcycle. Many questions arose as to the work of the policeman and those that the chil- dren were unable to answer were sub- mitted to the chief of police when he visited their room at their request. He told them how he could help them and how they in turn could help him. On the following day he conducted them thru the jail and explained its purpose. The visit of the policeman at their school and their visit with him at the jail, created in Billy and his gang a warm friendship and admiration for the police- man and they now played “traffic cop” instead of “gangster” and developed a noticeable improvement in their attitude toward their own traffic officer at school. One morning Miss Brown was met by an excited group of children who ex- claimed, “Miss Brown, Patsy Stone was burned to death last night when their house burned up.” Patsy had been one of their classmates until a few weeks be- fore. This tragedy led to much discus- NEIGHBORS vic: Bowling jim thrus pulled ou pact” case The p ¢ continues fore they wear hot Miss E fession f1 a “test” Vv her desk were €a! sion of fire prevention, how to turn jy an alarm, and a visit to the local fr station. Billy’s eyes grew big and roun as he rubbed his small hand over tk fender of the big red engine and at th fireman’s suggestion, he quickly climbel} » into the driver’s seat. With a few tum} Billy om of the steering wheel he imagined him} a self speeding down the street to a fir being * The next day he arrived at school wit! children a fireman’s helmet, an advertisemen| . from a local gas company. Gee, tf All went well with Billy as long ashe feewh had his own way but the day that Lewij “° ber got the last ring on the giant stride anf ate § refused to give it up, Billy struck him: iveman, blow that broke his glasses. Remors duded was not sufficient recompense for thi P“"4"° act. In a conference which includel 7 Billy, his mother, and Miss Brown, cer Billy he tain duties were arranged for Billy # aad he home after school for which he was tt second | receive pay. His mother was to keep his ng money until he had enough to pay th a” , oculist for the glasses. This arrangeme 7. tag was satisfactory with both boys’ parents = The children had admired Mis tbe a Brown’s small “compact” watch whit Did had been on her desk all morning. Whe we she stepped back into the room aft ll the children left at noon, the watch wa 4 gone. That afternoon a thoro search Wa}, “ ‘ made. However, the combined ¢ - forts of Miss Brown, the principal, at! , %y truant officer, did not produce the watt “al : Altho the watch was a keepsake, Mis ers. I Brown realized that the welfare of th at hov child who took it was of much mer} © lool importance than the return of the watt 3 . She must know who took it in ordert righ help him, so the chief of police was 0} with | sulted. He came to her office and inl “i quiet, tactful way, interviewed seve Ky ‘ children but found no clues. “s While the interviews were in preg Cloak, ress, the children continued to search ft waaay the watch. Jim went to the cloakroot) ‘am quickly followed by Billy, who said,’ rt felt something hard in this pocké ~ Oppo: THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION VOLI By ENNA PIGG Bowling Green, Obio, State University jim thrust his hand into the pocket and pulled out the watch—minus the “com- pact” case. m | The police questioned Billy but he denied taking it. The search for the case ‘ontinued, the coats being examined be- fore they were given to the children to wear home. Miss Brown, still eager to get a con- fession from the guilty child, resorted to a“test” when the case did not appear on her desk the following morning. All were eager to take the “test,” except | Billy, and since his was the only hand him| Ot raised, she gave him the privilege of being first. When Miss Brown told the "| children the test would be making sen- wit! ' nen| Ces about words they knew, Bob said, “Gee, that’s fun.” This relieved Billy i somewhat as he and Miss Brown went eyi nto her office. She gave him familiar words such as freman, postman, airplane, and _in- cuded words associated with the disap- pearance of the watch. At the words 4 “policeman,” “watch,” and “found,” | Billy hesitated; his face flushed vividly; and he became unusually restless. The | second time the word “watch” was given he gave a sentence readily. Miss Brown asked, “Were you surprised when that little watch came apart so easily yester- | day?” The answer, “Uh-huh,” seemed | to be a relief. “Did you think you had broken the watch, Billy?” Again the relieved “Uh- huh.” “Where is it now >” im 3 a E- wa wa) 0 my pocket.” 1d) May I have it?” at He put it into her hand and sobbed in relief as he sat there with his hand in hers. Little by little, out came the story of how he had picked up the watch just to look at it, had tried to put it into the cae and thought he had broken it. Frightened, not knowing what to do With it, he put it into his pocket and never found a convenient time to get it back to her until the opportunity came 0 slip it into another’s pocket in the cloakroom, What a relief it was to the hfe) Uthappy boy to get that troublesome oon Watch out of his pocket into Miss 4.%| Brown’s hands again. He knew now ke} that she was his friend. She gave him opportunities to show the children what = E the not atch ert co n hi ver 5S nt — VOLUME 27, NUMBER 7; OCTOBER splendid pictures he could make, put him on a committee, and best of all she didn’t tell the other “kids” who took her watch. One morning just before Christmas, the children were curious to know who had written the letter which Miss Brown had just brought from the mailbox. They examined the postmark and saw that it was from the town in Texas where they had sent their cocoons. This was the beginning of Billy’s interest in the postoffice. He was much more inter- ested in visiting one than reading about it. The day the visit was made he was enthusiastic about being a postal clerk. He saw the locks on the mail bags and wanted to know why they were locked. His eager questions were answered by several of the postal clerks. His enthusiastic question, “Why can’t we have a postoffice in our room?” met with the approval of all concerned and the building began. This appealed to Billy more than any activity thus far and he was able to win the admiration of the group thru his workmanship. At first it was difficult for him to relinquish his hammer or saw to another but gradually he took his turn willingly. Instead of be- ing a bully, he soon fitted into the group and enjoyed having his opinion respect- ed by his classmates. The group used the postoffice a great deal for their dramatic play. Each day there was a new postmaster, an assistant, and a postman. It was necessary that the postofhce workers be good readers with a working knowledge of arithmetic. Billy longed to be postmaster. Up to this time he had been a poor reader be- cause of his lack of interest. It had been easier for him to attract attention by showing off rather than by good read- ing, but the time had come when he had to produce results or forfeit the pleasure of being postmaster. He had a real need for the traditional Three R’s now and with determined effort, he was soon able to use these tools almost as skilfully as he did his hammer and saw. The postoffice prompted Joyce to bring invitations to her birthday party to school. As a selected few (Billy not in- cluded) read their invitations on the playground at recess, Billy felt left out and sought to turn the attention of the group to himself by snatching their invi- tations and running. This was not as successful as he had hoped, so he jerked 1938 Bob’s invitation and tore it into tiny bits. The girls rushed to Miss Brown in tears. Miss Brown, exasperated, took Billy to her office where she asked, “Why did you tear up Bob’s invitation?” “I don’t know.” “Would you like to go to a party?” “No, they’re sissy.” “Bob can’t go because his invitation is torn up and his mother won’t know he is really invited.” Billy’s face became serious. “Could he go if his invitation was fixed?” “Yes, but it is torn into little pieces.” With a great deal of pride he said, “I can fix it,” and he fished the tiny scraps of paper from the waste basket. He worked for thirty minutes and when each tiny little piece had been fitted into its place, Miss Brown covered the whole with mending tissue and the invitation was readable. Billy stood at the door and as Bob went out, handed him the invi- tation saying, “I’m sorry. That’s the best I can do.” Miss Brown continued to take her pupils on excursions to the big dairy barn, the city dairy, ice cream plant, a wheat field, and bakery. Billy’s conduct improved as his interest increased. After the visit to a mill, he brought his mother’s coffee mill to school and he and the other children ground wheat into graham flour. They made muffins of it and Billy’s comment was, “Oh, boy, these muffins are good.” The trip to the public library was pur- posely saved until near the close of the school year in order to stimulate an in- terest in reading that would carry thru the summer. The children were delight- ed with the librarian and the books she showed them. She even let them take some nice ones home with them. The children needed very little en- couragement to construct a book case and chairs of orange crates for their own library. They formulated their own rules and regulations for the use of the library which were much more exacting than any Miss Brown would have made. Billy was one of its most frequent visi- tors. Long before the close of the school year, Billy was a much happier boy, proud of his scholastic achievements, able to act as chairman of his group for their informal programs, and one of the most cooperative children in the grade. | 197 | 1—Doing needed research MAKING LANTERN SLIDES TO ILLUS~ TRATE CLASS REPORTS This is the second in a series of pages on “Pedagogy thru Pictures” presented by THe Journav thru the cooperation of the public schools of Santa Barbara, California. 2—Making cellophane slides: Placing folded carbon in mat; slipping cellophane between carbo, typing caption; placing cellophane between slide cover glasses 3—M five whic in the publi that siona grou] p rathe ition’: D take Festab achi . T mor mag al be yi ; The Peabedy 7 NE oF the most promising profes- 4 sional enterprises of the past summer was the Institute on Professional Relations held at George " Peabody College for Teachers, Nash- Meyille, Tennessee. The idea was sug- ested to President S. C. Garrison of laabody by Miss Charl Ormond Wil- lams, director of field service of the National Education Association. Presi- dent Garrison appointed a faculty com- rlg| mittee under the chairmanship of S. L. | Smith to plan and manage the Institute. The Institute—sponsored by Peabody College, the National Education Asso- ciation, and the Tennessee Education Association — heard representatives of fve professions recount the problems Which they have faced and surmounted in the long years of their service to the | public. The purpose was not to show that educators are either more profes- sional or less professional than the other groups represented on the program, but, mather, to survey the field, find educa- fon’s place among the other professions, ke note of the progress made thus far, Btablish new goals, and plan ways to Pachieve them. The first session was held on the morning of July 22. The setting was perfect: A little opening in a grove of magnolias, elms, and hackberry trees, green grass beneath, and overhead blue sky flecked with summer clouds. About 1400 persons—from 43 states and five foreign countries — attended the first Sssion. President Garrison opened the Mnstitute with a statement of its purpose. “Dr. Joseph Roemer, dean of Peabody Experimental Junior College, presided. The first speaker, Dr. W. D. Haggard, past president of the American Medical Association, representing physicians and surgeons, said that the “profession” of -Medicine really dated from about 1900. At that time requirements for practice “<4 Were rather informal and 300 colleges in Various sections of the country offered degrees in medicine, even tho many of them were unprepared to do effective Work. Since then, the number of col- kges offering training in medicine has ben reduced to 60, which graduate <~ ’ f kt 2 VOLUME 27, NUMBER 7; OCTOBER Institute on PROFESSIONAL RELATIONS every year about 5000 highly selected and specially trained young men and women. Dr. Haggard pointed out that every physician of professional respecta- bility in the country is a member of the American Medical Association. Dr. Costen J. Harrell, pastor of the West End Methodist Church in Nash- ville, represented the ministry. “There is not now,” he said, “nor in prospect an organization among ministers com- parable to the American Medical Asso- ciation. But there is a growing tendency among ministers to identify themselves more closely and actively with their col- leagues. There has been constant im- provement in the educational require- ments for the ministry.” Judge Albert Williams of Nashville represented the lawyers. “The latest de- velopment,” said Judge Williams, “in the growth of the legal profession has been the idea of an integrated associa- tion of lawyers in which every lawyer must take his place, and without mem- bership in which he cannot pursue his profession.” Judge Williams called at- tention to the steadily rising standards, educational and ethical, for admission to the profession of law. Speaking for librarians, Dr. A. F. Kuhlman, director of the Vanderbilt- Peabody joint libraries, said that libra- rianship is a profession in the making, having already attained in many in- stances high professional standards. He indicated that the critical attitude among librarians themselves gives promise for further progress. Speaking for educators, Dean F. C. Smith of the University of Tennessee stated that they are-justified in feeling a sense of pride in the professional achievements of teaching altho they have not yet risen to full professional status. “The profession of education,” said Dean Smith, “is for the specific benefit of the youth of the land and not for mutual admiration and protection among its members. In that respect it reaches the highest professional stand- ards.” At the conclusion of the program President Q. M. Smith of the State 1938 Teachers College at Murfreesboro and Dr. Frank C. Jenkins, president of the Peabody Alumni Association, led in a general discussion of the issues raised. At the afternoon session Dr. Reuben T. Shaw, president of the National Edu- cation Association, presided. Dr. A. L. Crabb of Peabody College pointed out unmistakable weaknesses in our instruc- tional program and procedure which must be strengthened before the term “profession” may be applied with full appropriateness. Dr. Crabb reviewed the historical disrespect with which the general public has held the activity of teaching from the golden days of Greece until current times. “As long as the general public regards teaching as a means to a better end, as long as the general public practices nepotism and plays politics with its schools, as long as it permits the diversion of funds as- signed to instruction to be used to cater to perverted athletic taste, or as long as it remains indifferent or inert, teaching moves toward a profession with leaden feet.” However the speaker asserted that teachers are seeking, with surprising zeal, to divest themselves of their inade- quacies. He pointed out that teachers are as ethical in their behavior as the members of any profession, and that they have broken down their old isola- tion not only from society at large but from other teachers, as indicated by the amazing growth of the National Edu- cation Association and the phenomenal improvement of the periodicals of the various state teacher associations during the past decade. Dr. Maycie Southall of Peabody Col- lege outlined and discussed the stand- ards which ought to determine the pro- fessional status of teachers. A profession: [1] Involves activities essentially intel- lectual. [2] Commands a body of specialized knowledge. [3] Requires extended professional prep- aration. [4] Demands continuous inservice learn- ing. [5] Affords a life career and permanent membership. [6] Sets up its own standards. [7] Exalts service above personal gain. [8] Has a strong, closely knit profes- sional organization. Dr. Southall cited as favorable auguries of the achievement of the profession of [ 199 | teaching “the slow but constant improve- ment of the quality of those entering upon teaching as a life activity, the con- stant raising of the level of preparation, the growing solidarity of teachers.” She was followed by Dr. Charles W. Knudsen, who said that “the best way to secure the professionalization of teach- ers is to see that each teacher has sense, not to let him teach until he indicates that he is sensible, and not to let him keep on teaching unless he indicates an improvement in the practice of his com- mon sense.” Dr. Knudsen indicated that one standard of professional eligibility is membership in the National Educa- tion Association. Then followed informal discussion with a vigorous interchange of ideas. In the evening, President Reuben T. Shaw of the National Education Asso- ciation, spoke to an audience of more than 2000 teachers on the service which the Association renders and hopes to render the teachers and children of America. Said Dr. Shaw, “I believe that the greatest need of our profession is that of an improved and exalted profes- sional group consciousness. We must bear in mind that to those who are not in the profession, we are members of the profession, regardless of whether we are classroom teachers, or adminis- trators, college professors, or specialists in any phase of education. We are to those who are not in the profession, school people, education people. If we are once aroused to appreciate fully that fact, the matter of the professional organization or membership therein will come as a matter of course.” Following the address the Peabody Faculty Women’s Club gave a reception particularly honoring representatives from the NEA and generally those at- tending the Institute’s programs. Later in the evening a radio program was presented over broadcasting station WSM in which the following speakers described the professional standards of lawyers, physicians, and teachers: “How Professional Are Lawyers?”— Dean E. C. Arnold, Vanderbilt Law School “How Professional Are Physicians?” — Dr. Charles Meleney, professor of preven- tive medicine, Vanderbilt Medical School “How Professional Are Teachers?”— Charl Ormond Wiiliams, director of field service, National Education Association [ 200 | From the addresses delivered before the conference, Dean Joseph Roemer prepared a summary relative to the teaching profession: “It is the oldest, the largest, the most worthy, and the least respected of all the socalled learned professions. Even tho it is centuries older than the min- istry; larger than engineering, law, med- icine, and the ministry combined; and acknowledged by practically everyone to be the most important single voca- tion engaged in by mortal man—in- structing the young—yet it receives the poorest rating of them all when evalu- ated by the criteria of what is a pro- fession. “What are we going to do about it? From the discussion here today I have gathered eight possible remedies which if applied properly would materially im- prove conditions. They are: “l1] Tighten up on entrance conditions. This means setting up some personnel qualifications to be met; requiring an aver- age or above intelligence quotient; fixing a longer and more rigorous training period; demanding a definite internship. “(2] Pay better salaries so as to attract and hold increasingly better material in the profession. We cannot expect to build the teaching profession to the level of that of medicine or law when the salaries paid classroom teachers on the elementary and secondary levels are so low that no man can own a home and rear a family on the income received. “13] Provide adequate retirement and pension laws to insure old-age security within the profession. Some states have made notable progress in this respect. “14] Require higher professional train- ing. . . . Strong scholarship, liberal aca- demic training, broad culture are indis- pensable; but over and above all these is the absolute essential of a sound, funda- mental training that gives an educational point of view, and a technical training— first requisites of the profession. “[5] Develop codes of professional eth- ics. The NEA has a splendid one; many of the state organizations have evolved theirs. However, what is needed most is for the workers in the local, district, and county units to develop codes that will serve as a talisman to lift the whole force of workers to higher levels of achievement and to greater visions of service. “[6] Stress inservice training, growth, and development. There must permeate every phase of the profession the idea that a college degree and a permanent certifi- cate are not the end of educational effort and professional growth. If teachers are to THE JOURNAL OF keep abreast of their profession, they must read some good educational journals, study the new books coming out in their field, attend educational gatherings, go to sum. | mer school, travel for general culture, “[7] Set up aggressive programs for professional organizations. The eight-point program the Tennessee Education Associa. tion put thru, and the forward-looking legislation the Florida Education Associa. tion secured, are two illustrations of what the profession can do in the way of secur- ing advances for the workers in the pro- fession if they will only pull together in their organization. It is a hopeless fight unless the classroom teachers, supervisors, principals, and superintendents are all will- ing to join hands in the profession and work for the common good of the great rank and file of people concerned. Mem- bership in local, district, county, state, re- gional, and national educational associa- tions where all may work together effec- tively for the common good is an absolute essential. “(8] Let ‘cooperation’ and ‘democracy be the keywords of the profession. No great cause in our democracy deserves to succeed that is not fundamentally demo- cratic in its program and policies. If our profession is going to gather up and pass on to succeeding generations the best things of all the ages, then the whole spirit and procedures of the program must be broad, liberal, forward-looking, and democratic in the highest sense of the word.” The Institute was so successful that the Planning Committee has decided to hold a Second Institute in June 1939. This will follow in general the plan of the First Institute in somewhat broader scope and with more opportunity for discussion particularly by the younger teachers. The proceedings of the First Institute were published in the Septem- ber Peabody Journal of Education. A committee on cooperation thruout the Oregon State System of Higher Education with the National Educa tion Association and the Oregon State Teachers Association has been ap- pointed by Chancellor F. M. Hunter to plan and hold an Institute on Profes- sional Relations in at least three and possibly four points during the summer sessions of 1939. Under the leadership of Dr. Milton Bennion, dean of the School of Educa- tion, plans are under way for a similar institute to be held in 1939 on a regional basis at the University of Utah, with the full cooperation of the State Depart ment of Public Instruction and the Utah Education Association. THE NATIONAL EDUCATION ASSOCIATION — é ——— EpiTo upon tional Divts: Dona nal re Anal} fessto: tembe tin 1s forth C in N tory : of th eight Haw sary well have medi archi Fe of tl read or t Ast ever. whic poin and cern actin few min cont emy [1 uals dey that sior arcl For cin Te tw dec lov foc Vc y Ite cy No 10- yur aS$ gs nd ad, in hat to 39: of der for ger irst out her Ica- cate t0 fes- ind ner ton 1ca- ilar nal the art- tah ION STATUTORY STATUS of Six Professions EprroriaL NOTE—T Ais article is based upon a bulletin prepared by the Na- tional Education Association Research Division for the Committee on Tenure, Donald DuShane, chairman. The origi- nal report, issued under the title “An Analysis of State Statutes for Six Pro- fessions,” 1s to be reprinted as the Sep- tember ResearcH Bu.etin. The bdulle- tin is especially pertinent in view of the forthcoming state legislative sessions. NE OF THE most interesting studies () presented by the Committee on Tenure at the 1938 convention in New York had to do with the statu- tory status of six professions. The sources of the data were the statutes of the forty- eight states, the District of Columbia, Hawaii, and Puerto Rico. It was neces- sary to examine nearly 4oo statutes, as well as many amendments, in order to have an outline of the laws governing medicine, law, accountancy, nursing, architecture, and teaching. For details as to the nature and extent of the various legal prescriptions, the reader is referred to the original report or to the September Research Bulletin. A study of the detailed tabulations, how- ever, suggests some continuing problems which will be briefly reviewed at this point. These are points involving public and professional policy and are of con- cern to all teachers. In some states the activity or lack of action during the next few years—perhaps months—will deter- mine certain important aspects of the conditions under which teachers will be employed. [1] Professional groups, like individ- uals, pass thru rather definite periods of development. The present study shows that from a statutory angle the profes- sions of nursing, accountancy, and architecture are relatively undeveloped. For the nation as a whole, law and medi- tine represent mature professions. Teaching seems to lie somewhere be- tween these two extremes; it must soon decide whether or not it wishes to fol- low in the associational and legislative lootsteps of law and medicine. [2] Despite a number of clearcut simi- VOLUME 27, NUMBER 7; OCTOBER larities between the six professions studied, teaching, more than any of the others, represents a high degree of social- ization. That is to say, the vast majority of teachers are public employees while most individuals in the other professions derive their income from private sources. What effect does public employment have upon the development of strong professional organizations, upon train- ing, ethics, and practice, and upon in- dividual morale? |3| There is a distinct movement to centralize the certification or licensing of members of professions in the hands of state agencies. Even more than this, in some states all licenses are issued by a single administrative unit of the state government. Teaching, more than any of the others, is under its own special state board or department. Is there a type of centralized authority (such as New York state) which would be bet- ter for the teaching profession than some other emerging types? [4| In the case of most professions, with the exception of teaching, the state regulating board 1s made up wholly or in large part of professional members. Teaching, even at the state level, retains the characteristic of local control, namely, direction by boards made up almost exclusively of laymen. Should educators seek more professional repre- sentation on state boards of education or is the present lay control a distinct ad- vantage? |5| At the same time that licensing power tends to be centralized in state agencies, the discipline of practicing members of various professions tends to be handled by professional associations. This tendency is most advanced in law, next in medicine, and to a very much less degree in the other four professions. Should the National Education Associa- tion and its affiliated state associations seek the professional support and legis- lation whereby the enforcement of teach- ers’ codes of ethics would be in the hands of the profession? [6] Itis general practice in the statutes governing the nonteaching groups to 1938 specify not only the conditions under which licenses are granted but the legal rights of the individual in case a license is to be revoked. \n at least one-third of the states the law makes no provision for the rights of an accused teacher. What can the organized profession do, not only to obtain tenure laws in states where they do not exist, but to benefit from the types of protection adopted by other professional groups? [7| Most states grant licenses to the nonteaching professional groups after a state examination based upon training. In other words, there are two selective operations before the state approves an individual practitioner. Educational au- thorities have long debated between certification based upon examinations and certification based upon systematic training. State teaching credentials are usually granted on the basis of evidence of successful completion of prescribed college courses. This procedure tends to be, therefore, a single selective operation in which major responsibility is assumed by the training agency rather than by the state board of education or state de- partment. What advantages and disad- vantages would there be if teachers’ certificates were granted thru a double selective process similar to that used for other professions? [8] State licenses for most professions are granted for life, unless revoked for certain causes. In recent years, there has been a marked tendency to abolish life certificates for teachers and to substitute certificates limited to a period of years. The theory behind this change is that short-term certification accompanied by compulsory study will keep teachers more professionally alert and efficient than under any life certification plan. It is obvious, however, that the adminis- tration of tenure and retirement laws may become vastly more difficult under short-term certification plans. The prob- lem then is to provide continuous train- ing in service without endangering the necessary safeguards which have been built around the conditions of employ- ment. [9] An examination of state laws clearly indicates that most professions have an extensive and systematic expe- rience period prior to the granting of state licenses. In medicine the tryout is [ 201 | an internship; in the other professions there is a kind of apprenticeship plan. Education uses the “directed teaching” courses of the training institution in place of supervised experience. Most of such courses do not begin to approach in intensiveness of work or extent of time the internship period of the non- teaching professions. Is it possible that teaching needs to insert between profes- sional college preparation and the grant- ing of licenses a period of practical expe- rience under typical classroom con- ditions? The foregoing nine problems have a definite bearing upon tenure legislation. The conditions under which certificates are granted, the possibility of revocation of licenses, the enforcement of ethical practices, the amount of direct control of the profession by laymen—may in- crease or decrease the effectiveness of tenure legislation. It is of interest to teachers also to understand how other professions are raising their standards in the hope that similarly effective methods may be used. The present study of state laws should facilitate the progress which has already been made in most of the foregoing areas.— Research Division, National Education Association. THE PLEASURE OF A LIFETIME His is the pleasure of a lifetime. I "T= to present the Life Membership award to a young teacher who has recently taken her place among the her- oines of the century.” The words are those of J. W. Crab- tree, secretary-emeritus of the National Education Association; the occasion, the Life Membership banquet at the New York convention. Those who attended this dinner will long remember Mr. Crabtree’s presentation of an honorary Life Membership in the Association to Virginia Sappington, teacher-heroine from Kansas. An editorial in Nation’s Schools calls this recognition of Miss Sappington “an unusually fine and graceful gesture,” and one which indicates “that the teach- ing profession is becoming conscious of the need for more than casual recogni- tion of unusual service of its members.” It was eminently fitting that the pro- fession honor a teacher whose courage and quick thinking saved the lives of the children in her charge. It was equally fit- ting that Miss Sappington be welcomed into that group of educators whose life- long dedication to their profession is symbolized by their Life Membership in the National Education Association. No more appropriate occasion than the Life Membership banquet could have been chosen in which to honor the young teacher. The Life Membership dinner has come to be an Association tradition, looked forward to as one of the leading features of the summer convention. The [ 202 ] opportunity again to be with the man whose professional vision and enterprise made Life Membership the vital force it is today—Secretary-emeritus Crabtree— is to many Life Members the chief joy of the evening. They heard, with particular pleasure, his tribute to Miss Sappington: “There are few of us at this banquet who readily recall that terrible blizzard which swept over the west just fifty years ago last January, and the tributes that were paid Miss Minnie Freeman of Ne- braska whose quick judgment and brav- ery enabled her to take the pupils of her school to a place of safety, tho freezing her own hands and feet in doing so. The whole nation rated her as one of the greatest heroines of that day. Funds were provided by a generous public to assist her in continuing her education. “We have another such character in beautiful eighteen-year-old Virginia Sap- pington of Kansas, who last March in a most precarious situation saved the lives of all the children of her Piety Hill County School. “One of the worst tornadoes of years was approaching. She saw it coming. She knew the meaning of that dark funnel- shaped neck reaching from the black clouds above to the ground below—zig- zagging from side to side. It was coming straight for the building. She knew in- tuitively that lives were at stake. She knew she had only seconds to decide on a plan of action. “All at once her countenance lighted and she became another Joan of Arc in leadership and in action. In one second her quickened judgment told her wha to do, and how to do it. In the next she was directing and leading her pupils down the road to a place of safety. Jug before that vicious tornado struck the school building, and just before the tim. bers were going high into the air, came her orders to the children to at once throw themselves face downward into a ditch at the side of the road. All obeyed, and there they lay, stretched out in the drenching rain, pounded by hail stones, with bolts of lightning shooting across the sky above. They had run with their teacher only about an eighth of a mile, but far enough to escape disaster. They were safe. In a few moments it was over, and the children were up and moving back toward the debris where the school building had stood only a few minutes before. “The frenzied fear disappeared from their faces as they turned to the teacher who had saved them from a horrible death. Gratefulness beamed on their faces. How appreciative were the parents as their children came home, mud-be- spattered as they were. But the homes of eight had gone with the winds. Their parents, however, had found safety in cyclone caves. These eight children went to Miss Sappington’s home. All were now safe, their parents happy, and their teacher a heroine for all time. Miss Sap- pington thinks God must have directed her mind. “Now, Miss Sappington, if you will kindly stand for a moment! In the name of the National Education Association, and with the authority vested in me by its president, and under the inspiration of this occasion, may I present to you this award symbolic of the highest honor in the power of this Association to bestow— the certificate of honorary Life Member- ship in the largest organized body of ed- ucators in the world—which will admit you to all the rights and privileges and give to you official entree to all the activi ties of the National Education Associa tion of the United States for the rest of your life. The Association is honored by your acceptance.” As he placed the certificate in her hand, he continued, “And may you be guided in all your undertakings in the future by that same Divine Hand which = ee IS ne ————— ue has guided you in your marvelous service up to this time.” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Inst lites isn for gre’ int “H tea is < po! thi lite tul yice iON Eee LTE eee CONTEMPORARY LITERATURE j/.. TENTH GRADE BELLE M. NIXON Instructor in Literature, State Teachers College, Fitchburg, Mass. is to encourage pupils to read much that is written these days. However, that the teaching of modern literature in our highschools is universal or even widespread is not generally admitted. In his charming essay, “A Mirror for Magistrates,” written in 1925, Christopher Morley re- gretted the fact that English teachers had failed to include in their courses, the best contemporary literature and asks, “How shall we justify the ways, not of God to man, but of teachers to literature?” The writer has found English teachers with whom she is associated hesitant in the matter of introducing contem- porary literature in the highschool. The definite purpose of this article is to outline selections from our presentday literature that will fit into the program of our tenth-grade highschool English. Plan of selecting—In my highschool, we teach our litera- ture according to literary types. In the tenth grade we teach Macbeth as the typical drama; for fiction, we use Silas Marner; as short stories we teach Hardy’s Three Strangers, Conrad’s Youth, Hawthorne’s Wakefield, and Stevenson’s The Sire de Maletroit’s Door; for our poetry we use “The Vision of Sir Launfal” representing the brotherhood in- terest, “To a Daisy” and “To a Mountain Daisy” typical of the nature interest, “The Cotter’s Saturday Night” reveal- ing the home interest, “The Charge of the Light Brigade” as a basis for the interest of patriotism, and “In School Days” representing the youth interest or appeal. My plan has been to select from modern literature dramas that are similar to Macbeth—similar in construc- tion, in characterization, in the moral teaching, and in the purpose. Likewise, in choosing modern short stories, modern novels, and modern poems, I have been careful to select those that are similar to the types studied in each of the fields. I have included no selection which I have not studied in rather great detail. No selection is recommended which does not fit in with our literary types. Ti PRESENTDAY TENDENCY in the teaching of literature Plan of arrangement—Naturally, the teacher who is not sympathetic with the teaching of modern literature will at once object on the basis of lack of time. My suggestion is extensive rather than intensive study of the classics, and much wide, general reading. This is certainly the modern thought in the teaching of literature. Thus, I suggest that our tenth-grade class spend two weeks on Macbeth, not four as we have been doing, and devote two weeks to the study and reading of presentday dramas. In the same way, I suggest less intensive study of Silas Marner, the short stories, and the poems, and more reading and study of many contemporary novels, stories, and poems. In keeping with this idea, I have outlined selections for class use and for home and library reading. My thought is that teachers may use one, two, or all of the suggested list for class use, and in the same manner, the pupils may choose from the home-reading list. More selections are VOLUME 27, NUMBER 73 OCTOBER 1938 listed than can be used, but teachers should have a variety of works from which to choose, especially since the scheme is fairly new. There are pupils who enjoy reading so thoroly that they will devour every selection in the lists. Basis of selection—Certainly the justification of the place of any literature in the highschool curriculum is that it interprets the spirit of its own age and reflects an apprecia- tion of the social needs of its own generation. Literature is life; it is the expression of feelings and beliefs. Life situa- tions and relationships of both the past and the present are clearly and vividly portrayed thru the expression of litera- ture. Literature, to deserve a place in the curriculum, must extend one’s field of experience so that he may enter more fully into the thought of the world; it must be capable of developing habits of reading as a permanent occupation; it must help one to form socially desirable attitudes; and it must make one more sensible to artistic literary expression. I have selected the listed stories, poems, novels, and dramas on the basis that they fulfil the aims of literature as stated above. In every case, I have asked if this selection will extend the pupil’s experience; if, by reading it, pupils will become more capable of forming reading habits as a permanent leisuretime occupation; if pupils will form more desirable attitudes because they have read the work; and finally, if the work will make the pupils more appre- ciative of artistic literary expression. The literature I have cited is human, is related to life, and will satisfy the ob- jectives of literature in general. DRAMA: “Macbeth” as Type CLASS USE Sherwood —Noyes Servant In the House —Kennedy Abraham Lincoln —Drinkwater Spreading the News —Lady Gregory HOME READING Strife —Galsworthy You Never Can Tell —Shaw Land of Heart's Desire —Yeats Riders To the Sea —Synge The Melting Pot —Zangwill Nathan Hale Fitch Doll’s House —Ibsen FICTION: “Silas Marner” as Type CLASS USE Ben-Hur —Wallace Kentucky Cardinal —Allen Main-Travelled Roads —Garland Master of the Inn —Herrick The Gentleman from Indiana —Tarkington HOME READING Blazed Trail —S. E. White Money Master —Parker The Crisis —Churchill Miss Lulu Bett —Gale Dr. Lavendar’s People —Deland [ 203 | Little Shepherd of Kingdom Come Anne of Green Gables Jungle Marching Men My Antonia The Custom of the Country Brimming Cup SHORT STORIES —Fox —Montgomery —Sinclair —Anderson —Cather —Wharton —Fisher Types: Three Strangers—Hardy; Youth—Conrad; Am- bitious Guest—Hawthorne; The Sire de Maletroit’s Door —Stevenson. CLASS USE The Man Who Was The Red Headed League Gallegher The Wisdom of Fools Philosophy 4 The Triumph of Night LIBRARY OR HOME READING Tennessee's Partner Old Creole Days Children of The Ghetto The Day’s Work The Blue Flower The Master and Man Youma The Chaperon Twenty-Six and One Pigs Is Pigs The Pope Is Dead Lost Face Village Watch-Tower POETRY Brotherhood Interest: Type, “The Vision CLASS USE How The Great Guest Came Mending Wall The Ballad of East and West HOME READING How Oswald Dined with God In the Trenches Aftermath —Kipling —Doyle —Davis —Deland —Wister —Wharton —Harte —Cable —Zangwill —Kipling —van Dyke —Tolstoy —Hearn —James —Gorky —Butler —Daudet —London —Wiggin of Sir Launfal” —Markham —Frost —Kipling —Markham —Aldington —Sassoon Patriotism Interest: “Charge of The Light Brigade” CLASS USE Avenue of the Allies Battle of the Marne I Have a Rendezvous with Death On a Soldier Fallen in the Philippines HOME READING The Union Fuzzy-Wuzzy London Town The Soldier Recessional In Flanders’ Fields The Anxious Dead 204 | —Noyes —French —Seeger —Moody —Noyes —Kipling —Masefield —Brooke —Kipling —McCrea —McCrea Youth Interest: “In School Days” CLASS USE The Child in the Garden The Spell of the Yukon Birches Poor Relations HOME READING Hugh Glass The Song of the Three Friends At the Crossroads Like His Mother Used To Make Miniver Cheevy Tired Tim Miss Loo Baby Pantomime Abraham Lincoln Walks at Midnight —van Dyke —Service —Frost —Robinson —Niehardt —Niehardt —Hovey —Riley —Robinson —De la Mare —De la Mare —Mackaye —Lindsay Home Interest: “Cotter’s Saturday Night” CLASS USE Ike Walton’s Prayer Roofs The Mother C.L. M. The Wise Woman When Shakespeare Laughed The Man With The Hoe HOME READING Columbus The Pioneer The Plougher The Day and the Work Caliban in the Coal Mines The Shadow-child Goin’ to the Fair My Fiddle Writin’ to the Home Folks —Riley —Kilmer —Service —Masefield —Untermeyer —Morley —Markham —Miller —Fairbridge —Colum —Markham —Untermeyer —Monroe —Riley —Riley —Riley Nature Interest: “To a Daisy,” “To a Mountain Daisy” CLASS USE God’s World Madonna of the Evening Flowers The Sea Gypsy The Admiral’s Ghost Gloucester Moors The Road Not Taken A Creed HOME READING The Shell The Gravedigger Sailor Town An Old Song Sung Again The Mountain and The Lake To a Wind-flower The First Blue-bird I Died for Beauty A Day Fringed Gentian Autumn To Make a Prairie —Millay —Amy Lowell —Hovey —Noyes —Moody —Frost —Markham —Stephens —Carman —Circely Smith —Masefield —Service —Cawein —Riley —Dickinson —Dickinson —Dickinson —Dickinson —Dickinson THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION EpITOR taches it is 0 currict believe from « mittee cil of unUusu be for Oct Teach Ohio the cc T meti abou mod mort the : sOcié proc app! deve ther met uses of ¢ util tive anc isa ma ent anc do nif & ON THE NATIONAL COUNCIL COMMITTEE ON ARITHMETIC EpITORIAL NOTE— Great importance at- taches to the teaching of arithmetic because it is one of the universal elements in the curriculum. Consequently, THE JOURNAL believes that the following article, taken from a preliminary statement of the Com- mittee on Arithmetic of the National Coun- cil of Teachers of Mathematics, will be of unusual interest. The complete report may be found in The Curriculum Journal for October 1938 and The Mathematics Teacher for October 1938. R. L. Morton of Ohio University at Athens is chairman of the committee. HERE ARE many situations of life in T which order, magnitude, and quan- tity are essential elements. Arith- metic is a systematic pattern of thinking about such situations. It is also a series of modes of attack upon them. It is thus more than a tool which one may use in the interpretation of personal, business, social, or civic affairs. It grows out of a productive study of such affairs and is applicable to them. At every point in its development it is intimately related to them. The functions of instruction in arith- metic, then, are to teach the nature and uses of the number system in the affairs of daily life and to help the learner to utilize quantitative procedures effec- tively in the achievement of his purposes — and those of the social order of which he isa part. This conception recognizes two major mutually related and interdepend- ent phases, namely, the mathematical and the social. Both phases are essential. Mere grasp of the mathematical phase does not provide for complete social sig- nificance; and, conversely, a too exclusive emphasis upon the social phase will not guarantee grasp of the mathematical. The purposes of stressing the mathe- matical phase are: [1] To develop the ability to recognize among all the attractive and objective ele- ments of appropriate situations the number clement that does not meet the eye but, nevertheless, gives them their order and exactness; [2] to introduce pupils to the systematic methods of attack upon the number elements of situations that have finally been brought together into the uni- VOLUME 27, NUMBER 7; OCTOBER fied number system as we know and use it today; [3] to develop in pupils both con- fidence in the reliance one can place upon such methods of attack, and facility in their use by guiding practice in number thinking to higher and higher levels of effective- ness; and [4] to train pupils to carry to later and more advanced studies of impor- tant personal, business, social, and civic situations these methods of attack with the deliberate purpose of analyzing out their number elements and determining their relations to the other elements which with the number elements comprise the whole. The purposes of stressing the social phase are: [1] To insure understanding of the con- tributions number has made to the develop- ment of the social institutions that have made possible the progress of the human race; [2] to insure that the work of pupils in arithmetical processes will have meaning and significance; and [3] to develop in pupils the disposition and ability to apply increasingly mature procedures in the quantitative situations of life. The purposes of arithmetic as outlined above imply certain theories regarding content, instruction, and measurement, theories by no means in accord with various current views and practices. The drill theory—According to one current view, arithmetic, for purposes of learning and teaching, may be analyzed into a great many units of knowledge and skill which are comparatively sep- arate. The pupil is to master these almost Growth is best observed in the mental processes which children employ rather than in correct- ness of the answers they secure. 1938 innumerable elements whether he un- derstands them or not and is to learn them in the form in which he will sub- sequently use them. The ends will be attained most economically and com- pletely thru formal repetition. This view is not so popular now as it was a decade or two ago. No competent student of arithmetic would now advo- cate its general adoption. Nevertheless, many practices still common in class- rooms testify that it has not been entirely abandoned. To the drill theory this committee takes vigorous exception, because: [1] It neglects the social aim of arithmetic, since arithmetic taught in a vacuum will not be very useful as a means to happier and more intelligent social participa- tion; [2] it inevitably fails to serve the mathematical aim of arithmetic. Repe- tition and uniutelligent abstract practice cannot yield the quantitative under- standing and insight which this com- mittee holds essential to true arithmeti- cal learning. The incidental theory is a second view of arithmetic from which the committee dissents. According to this theory, chil- dren will learn as much arithmetic as they need, and will learn it better, if they are not systematically taught arithmetic. The assumption is that children will themselves, thru “natural” behavior in situations only in part arithmetical, develop adequate number concepts, achieve respectable skill in the funda- mental operations, discover vital uses for the arithmetic they learn, and attain pro- ficiency in adjusting to quantitative sit- uations. In that it emphasizes the social signifi- cance of number, the incidental theory seems tobe a natural reaction against the older drill theory. But while the inci- dental theory should contribute to the social aim of arithmetic, it is necessarily one-sided and disregards the equally vital mathematical aim. Taught inci- dentally, arithmetic cannot develop in children systematic methods of dealing with the ever increasing number of quantitative problems in our society. The committee's position—The com- mittee stands for a kind of arithmetic in which both the mathematical and social aims are clearly recognized as in- terdependent and mutually related. At- tainment of the mathematical aim is [ 205 | regarded as possible only if meaning is made the central issue in arithmetic in- struction. Arithmetic is conceived as a closely knit system of understandable ideas, principles, and processes, and an important test of arithmetical jearning is an intelligent grasp upon number re- lations together with ability to deal with arithmetical situations with proper com- prehension of their mathematical sig- nificance. In the teaching of arithmetic there is place for practice, but not for mere repe- tition. Practice of appropriate nature encourages growth in thinking at stead- ily rising levels of abstractness; it fixes for retention what has been learned; and it increases the facility with which it can be used. Likewise, in the teaching of arithme- tic there is place for all the incidental number experiences which occur in un- predictable ways in the schoolroom and outside. But the wise teacher will not confine herself to the incidental occur- rences of number in social settings. Rather, recognizing the great impor- tance of the social aim of arithmetic, she will actively seek and plan other social situations of a quantitative char- acter. She will lead her pupils to see the number imbedded in these situa- tions; she will use the situations to moti- vate the learning of new skills and ideas; and she will help her pupils to develop the disposition to use the arithmetic which they have learned. She will show arithmetic to be both socially significant and mathematically meaningful. I. SELECTION OF CONTENT [a] Arithmetic is an important means of interpreting children’s and adult’s quanti- tative experiences and of solving their quantitative problems. Consequently, con- tent should be determined largely on the basis of its social usefulness and should consist of those concepts and number rela- tionships which may be effectively used. [b] The committee believes that the so- cial-survey technics commonly employed to determine the content of arithmetic are not adequate. This procedure merely selects the arithmetic that zs used, but gives no in- dication of what arithmetic might be used to advantage. Likewise, the analysis of the processes of arithmetic into component ele- ments for teaching purposes fails to provide the meanings and relationships which should be the core of learning. [c] Mathematical processes have a high degree of permanence and coherence, but [ 206 | in their social applications certain topics deserve more emphasis in one generation than in another. [d] An effective and much-neglected means of showing children the social sig- nificance of arithmetic is to acquaint them with the history of number and with the contributions of number to our civilization. [e] Intelligent mastery of the funda- mental processes of arithmetic depends upon a thoro grasp of the meaning of number as such, the meaning of our num- ber system, the meaning of the processes by which numbers are related, and to some extent, the meaning of the forms used in computation. [f] Under the influence of the drill the- ory, the computational skills of arithmetic have been overemphasized. More attention needs to be given to the noncomputational values of arithmetic, such, for example, as are found in the quantitative thinking which should accompany intelligent read- ing and listening. II, ORGANIZATION AND GRADE PLACEMENT [a] Surveys of number experiences of young children indicate that they have had considerable experience with number be- fore entering school and are ready for arithmetic. At this stage, however, abstract symbols and processes should be used as records of number experiences and gen- erally should be postponed until after basic understandings have been secured. |b] In general, a rich conceptual back- ground should be developed before the manipulative phases of a topic are learned. A pupil should understand the significance of what he is attempting to learn. Usually, his environmental experience is a potent factor in his appreciation. [c] To learn the social values of arith- metic, children should engage in appropri- ate activities, organized to provide an orderly growth in the understanding of number and its use. {d] Growth takes place slowly and en- riched ideas result from a multiplicity of varied experiences. Such growth requires expansion of topics rather than placement of topics as wholes according to grade or mental age. III. METHODS OF TEACHING [a] To be most valuable socially, arith- metic must be taught with the aim of de- veloping resourcefulness in dealing with quantitative situations. This will not be achieved from mechanistic learning or from emphasis upon social values of arithmetic. Resourcefulness may be achieved by pupils who constantly utilize meaning and under- standing in dealing with numbers. [b] Practice on basic processes is useful only if introduced at the proper time and in proper amounts, after the thing to be drilled upon is thoroly understood. [c] In general, the integration of arith. metic with other school activities seems to alized organization or in one in which specific provisions for integration are set up. [d] The proper use of activities in g systematically organized program provides an excellent opportunity for effective teach. ing. [e] Regardless of which methods of teaching and learning are employed in the encountering and learning of arithmetical materials, the teacher should be able to ree. ognize desirable arithmetical concepts, principles, and processes in social-economic situations. IV. MEASUREMENT AND EVALUATION [a] Measuring results of arithmetic taught according to the point of view ex- pressed in the preceding paragraphs can- not be accomplished by the use of tests de. signed for measuring results of drill. There is a conspicuous lack of tests suitable for measuring arithmetical and quantitative thinking in noncomputational situations. [b] Speed norms should be interpreted in terms of the modes of learning and the normal reaction rates of individual pupils. In general, speed has been overemphasized at the expense of adequate understanding. [c] Diagnostic tests are important in- struments in teaching. Growth in quanti- tative thinking is best observed in the mental processes which children employ, rather than in the correctness of the an- swers they secure. While correct methods must eventually result in correct answers, it is desirable that in the process of learning the teacher be provided with tests which will enable her to identify the various de- grees of understanding as the child’s learn- ing matures. Group instruction and group testing must be supplemented by individ- ual instruction and individual testing. [d] Individuals may be expected to dif- fer materially in the ease with which they can acquire expertness in quantitative thinking. The measurement of these dif ferences should result in the development of varied materials and methods of instruc- tion. Conclusion—The committee invites comments and criticisms as to its posi tion. Naturally, the statements offered here are tentative and subject to modif- cation. The committee desires to reach some theoretical statement upon which the teaching profession may agree and which may serve as a basis for a unified effort to improve the program of arith- metic. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION be best accomplished in a non-department. as nes ex] ing the fey as to as toc Stl At ou ret of ce ab ul co ey VOL ts, nic tic ex- an- de- ere for ive ted the ils, zed ng. nti- the joy, ods ers, ing rich arn oup vid- dif- hey tive dif- rent ruc- rites yosi- red difi- ach rich and fied -ith- ION PRE-UNIVERSITY LIBRARIES Mary L. Spalding University of Minnesota Library What place does a grade or highschool library play as a preparation for a college or university library? oT LonG aco a highschool teacher took a group of pupils thru our library. Before making the tour— and to make the rounds of the University of Min- nesota library can almost be called the Grand Tour—she explained that those using the reading rooms were study- ing and it would be discourteous to disturb them. Altho the group was large, her instructions were so effective that few of the hundreds studying at the tables were aware that a sight-seeing jaunt was in progress. Later the group came to the desk, and asked us so many questions that we felt as if we were being cross-examined, and very intelligently too. The questions were pertinent and indicated that the students were already familiar with library procedure. After taking copious notes and getting samples of the vari- ous cards and slips, they left, saying that they hoped to return some day as university students. We sincerely hope they do, since we feel sure that most of that group will make intelligent use of the resources of a large library and will profit accordingly. All of us re- ceive from our various contacts just as much as we are able to put into them. Students who must learn the A B C’s of library routine after entering college labor under a handicap which may last thruout their entire course. An incident which occurred the winter I spent in Dresden illustrates their predicament. A young Rumanian in our pension invited two of his countrymen to spend the evening with him. The boys arrived late, but decided be- VOLUME 27, NUMBER 73 OCTOBER 1938 fore playing cards to read the “Verbotens” pasted on the inside closet door. The list was long, and their linguistic talents limited. By the time they had translated the list, it was ten-thirty, and they saw to their dismay that one of the regulations said guests must depart at ten-thirty. They had to leave perforce, promising to return another time. So with the student unaccustomed to using a school library: he is obliged to spend so much time acquainting himself with the various tools that before he is aware of the fact, the study hour is used up, the lesson not begun, and an- other trip to the library unavoidable. Some of the A B C’s of library practice which a student coming from an institution with a library study room has already learned are simple but vital: Familiarity with the Readers’ Guide, a working knowledge of a card cata- log, respect for the rights of others and the desirability of cooperation, the ability to distinguish between legitimate demands upon the librarian’s time and trivial or irrelevant inquiries, and the advantages of being forehanded. It is our practice in referring students to the Readers’ Guide to ask them if they understand how to use it. Many freshmen are totally unfamiliar with it. Over and over again slips are turned in at the desk with “ibid,” “ill.,” or “disc.” given as the name of the periodical, and paging given as volume number. The uninstructed freshman is likely to look upon even simple indexes with bewilder- ment. Offers of assistance are too often met with the reply, “Oh, well, it isn’t very important. I'll use some other refer- ence.” A detour around the difficulty is easier than learn- ing a new routine, and the student is tempted to take it. Like Scarlett in Gone With the Wind he says, “I won't [ 207 | think of that now. I'll think of it later.” What he really means is that he will not think of it now, later, or any other time if he can help it. One of our first assignments in Wisconsin Library School was to select a certain number of articles on a given topic. This assignment was made in order to test our ability in discrimination. To the novice, the plethora of titles in any guide is not an unmixed blessing. Because of his inexperience all titles look alike, and he is unable to distinguish between an entry listing merely a portrait and a full length critical discussion. If the student has learned in highschool to copy accurately the title, date, volume number, and paging of an article, the assistance to the librarian is great. Moreover, the entire service is speeded up, a desideratum in any library, but a prime requisite in a large unit, where slips are often handed in at the desk at the rate of several a minute. If in addition to accuracy the student has learned to dis- criminate, to choose those entries which are authoritative, unbiased, and relevant, he is making good use of the edu- cational opportunities offered him. If he has already learned to use the less complicated indexes, it is but another step to Die Bibliographie der Fremdsprachigen Zettschriften- literatur, Norsk Tidsskriftindex, Nijhoff's Index, and the other foreign indexes, and not such a difficult step as it sounds. These invaluable indexes are generally closed books, even to the person proficient in foreign languages, unless he has already acquired the habit of using English indexes. Discipline in as large an institution as our own, where the main reading room alone seats nearly five hundred, must be enforced. The rooms are often so crowded there is not a vacant seat, and the college paper pertinently re- marked that a sitdown strike could not be staged in the library since there would be no unoccupied chairs in which to sit down. Tho the discipline may seem irksome to some, the general public approves, Students have even gone out of their way to thank us; and recently a wellknown special- ist said, “Those of us who use the library for serious work appreciate your efforts to make it a place for study. No one can concentrate when the room is in a hubbub, and we realize that it is only your constant surveillance which allows us to work in peace.” Undoubtedly much of the difficulty of discipline comes because many students are unused to large reading rooms, and are unaware of the rules which courtesy demands should be observed in a library. When freshmen ex. claim, “I’m only talking about my work,” or “We aren't visiting. We are just making a date,” we realize they are not like the little boy in Alice in Wonderland who only did it to annoy and because he knew it teased. Their be- havior is largely the result of ignorance or misunder- standing. One mother in a neighboring city complained because the librarian there objected to her small son coast- ing up and down the room on the trucks. One can imagine the difficulty of reading in a room which has been turned into a roller coaster, yet this mother referred to the librarian as “an old crab.” No librarian really enjoys being a policeman, even tho that idea is so firmly implanted in the minds of all car- toonists that it seem’ impossible to dislodge. The public may feel that the librarian is as unreasonable as Thomas Carlyle. Being in a particularly irascible mood one day he climaxed his faultfinding by telling Jane her breathing disturbed him. The ideal library is not one where to breathe is a crime, but one where the public cooperates to such an extent that everyone is able to avail himself to the limit of its multifarious opportunities, whose value we are only beginning to realize. It takes H. G. Wells to open our eyes to the educative value of the accumulations in our libraries and depositories. At the recent World Congress of Universal Documentation in Paris, he referred to the growing appreciation of “the necessity, importance, and promise of the work of documentation,” adding that this growing work of documentation and bibliography “is, in fact, nothing less than the beginning of a world brain.” If the public cooperates, the librarian can more readily make this accumulated knowledge available. Unnecessary or trivial demands are bothersome only because the time is limited, and adequate service is hindered. When the librarian is asked to locate a book in a collection of several hundred thousand by its size or color she may be flattered by the public’s faith in her omniscience, but is more apt to think it is high time to begin the education of John Doe. Books and periodicals have definite titles, and the student who has acquired exactitude in highschool will naturally get more efficient service than the one whose references are vague or incorrect. Another valuable lesson, that of being forehanded, has probably been learned in the school library. The number of duplicates in any library is limited. If one puts off read- ing the assignment until the day before examination, the result is apt to be disastrous. Other members of the class have, also had the same happy idea. University students who have had access to highschool libraries realize the disadvantages of an entire class trying frenziedly to get the same book at the eleventh hour. When 3000 freshmen are enrolled in a single year, as was the case in our own university last fall, the salvation of the librarian and student alike is that the preparatory schools have paved the way. Many of the incoming stu- dents not only know how to help themselves, but un- consciously set a standard for the others. The importance of the grade and highschool libraries as a preparation for the larger institutions cannot be overstressed. true sim we our see sho heit tior the ing anc aut the as | adi an absolute absorpt absurd acceler acclima acumer address adept adjectin adjourt admira adversz adverti again aged agenda alas alien alloy amena ameni amper arctic umad atom B atom (ad [ 208 | 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a THE TEACHER'S “PRONLNELA | | ALBERT KILBURN RIDOUT Pelham Memorial Highschool, Pelham Manor, New York TUART CHASE, in his recent book, The Tyranny of Words, has called attention to the fact that few writ- ers look to their tools, the words they use. “It is equally true,” he says “that many of us give little heed to a much simpler matter, that is, the pronunciation of the words that we commonly use. We hear a word used and adopt it for our vocabularies without checking its pronunciation. We times say equitable for equitable, default for default, and finance for finance. Some teachers of the experimental sciences will say apparatus for apparatus, doo for dew (dyou), larnyx for larynx. Teachers of language, who should be especially careful of their speech, sometimes may be heard to say italics for italics. In the mathematics class- rooms teachers may be heard to say pénalize for pénalize, or heighth for height. Social science teachers frequently say “referendum and recall” for recall, allies for allies, or swastika for swastika. Altho our pronunciation may have been correct at one time, it is important that we check it carefully from time to time. New words have come into our language and pronunciations of many old words have changed. For ex- ample, “exemplary” is now accented on the second syllable as opposed to the first syllable accent of a few years ago. “Tllustrate” is now correctly accented on the first syllable. >] ° e . . . * — ) see a word in print, and pronounce it the way we think it In “obligatory” the accent has shifted from the first to the . should be pronounced as indicated by its spelling. We fall second syllable, and in the word “ordeal” the shift has f heirs to a pronunciation from our elders without ques- been from the first syllable to the second, the word still , tioning whether or not they are using the accepted form.” retaining, however, the three-syllable pronunciation. . The matter of correct pronunciation is a vital one for Test yourself on the following list. In words which , the classroom teacher. Much of our time is spent in talk- present their primary difficulty in the matter of accenting 4 ing—entirely too much, our supervisors often say—to boys _ of syllables, only the accent mark has been used to indicate and girls who accept our diction and pronunciation as pronunciation. In other words it has been necessary to use ( . authoritative. We do not want these pupils to have to spend a few diacritical marks. It will be remembered that the t their adult lives in correcting misconceptions we received long a (4) is the vowel sound as in “fate”; the short a (4) ‘ as school boys and girls. is the vowel sound as in “fat.” The long e (€) is that heard * Many of us say address for address, adult for the preferred as in “eve,” and the short e () is that heard as in “met.” y adult, albumen for albumen, conversant for conversant, The long i (i) is the vowel sound as in “ice,” and the short y and inquiry for inguiry. The commercial teacher will some- i (i) is that heard as in “sin.” le i HOW MANY CAN YOU PRONOUNCE CORRECTLY? al absolutely ab’ so lute ly aviation a vi a’ tion eczema ek’ ze ma neuter nyou’ ter d absorption ab sorp’ shun biographical bi’ o graph’ ical exigency ex’ igen cy orchestra or’ kes tra ; not ab zorp zhun bouquet boo kay’ exponent ex po’ nent positively pos’ i tive ly p absurd ab surd’ caricature car’ ica chur Fascisti Fa shis’ te precedence _ pre céd’ ence eC. not ab zurd cathode cath’ ode financial fi nan’ cial presentation prés en ta’ tion at uceleration ac cel er a’ tion cerebral cer’ e bral folk fok process proc’ ess not ex cel er a tion chastisement chas’ tiz ment formidable _ for’ mi da ble pro cess is English y acclimate a cli’ mate chic shék genealogy géne al’ oji quay ké es acumen acu’ men not chick not gen e ol 0 ji radiator ra’ di 4 tor address a dress’ clandestine _clan des’ tine globular glah’ bu ler radio ra’ dio adept adept’ (adj) clique cleek not glow bu lar referable ref’ er a ble as adjectival aj ec ti’ val not click gratis gra’ tis remonstrate re mon’ strate er adjourn a journ’ combatant com’ ba tant not gra tis research re search’ d- not ad journ comparable com’ para ble grimace gri mace’ resource re source’ h admirable ad’ mi ra ble condolence _ con da’ lence handkerchief hang’ ker chif respite rés’ pit € adversary ad’ ver sar y conversion con ver’ shun not hand ker cheef robust ro bust’ 1SS advertisement ad ver’ tiz ment coupon coo’ pon heinous ha’ nus Roentgen runt’ gen its again a gen’ not ki pon hospitable hos’ pi ta ble romance ro mance’ h not a gan creek crék illustration ill us tra’ tion root root € aged a’ jed (adj) not crick impious im’ pi ous rhymes with boot he agenda ajen’ da data da’ ta impotent im’ po tent route root alas a’ lias defect de fect’ incognito in cog’ ni to rhymes with boot alien al’ yen demoniacal dé moni’ acal incongruous in kéng’ groo us satiety sa ti’ ¢ ty as alloy a loy’ design de sign’ indisputable in dis’ pu ta ble not sa’ shi ety of amenable a mé’ na ble despicable des’ pi ca ble industry in’ dus try schism siz’m ry amenity a mén’ i ty detail de tail’ inexplicable in ex’ plica ble secretive se kré’ tive , ampere am’ pér Diesel Dé’ zel influence in’ flu ence sinecure si’ ne cure tu- arctic arc’ tic digitalis dij 1 ta lis inhospitable in hos’ pi ta ble unfrequented un fre kwén’ ted 1n- not ar tick diphtheria dif thér’ia irrevocable _irev’ oca ble vacuum vac’ uum umada ar ma da not dip theria lamentable 14m’ en ta bl three syllables ce ; , AR ‘er ‘ , ue . automobile (n)au to mo bél dirigible dir’ i gi ble mayonnaise mayo naze vagary va gar y for ‘ttomobile au to mo’ bil discourse dis course’ mischievous mis’ chi vous vaudeville — vad’ vil (adj) discretion dis krésh’ un Nazi Nah’ tsee vehement ve’ he ment rion | YLUME 27, NUMBER 7; OCTOBER 1938 [ 209 | The Story of American Education Week MERICAN EDUCATION WEEK is a time A when the teaching profession, par- ents, and citizens thruout the en- tire nation, join in a consideration of the schools— what they are doing, the mod- ern methods being used, how well they are meeting the needs of the times, and what may be required to make them more effective. This occasion is a nationwide observ- ance of the utmost importance. Each year during this week millions of parents and citizens visit their schools. Millions of others are reached thru the cooperation of the press and the radio, thru exhibits, ad- dresses, and in other ways. This great movement had its official be- ginning as a national observance in 1921 under the direction of three sponsors—the National Education Association, the American Legion, and the United States Office of Education. State programs of similar character had been developed in the years preceding but 1921 marked the first concerted nationwide effort to spon- sor such an observance. After the World War, the American Legion was concerned as to how it could serve the cause of American education. A vast amount of illiteracy and physical incompetence had been discovered in those examined for the army. Here was a peacetime problem it might attack. In discussions with officials of the Na- tional Education Association and the United States Office of Education, certain American Education Week was inaugu- rated in 1921 and has been a powerful instrument for acquainting the public with the needs of our schools. With mounting interest in the need to develop an educational system that is abreast of the progress in industrial America, the attention of the public has been centered upon educational problems thru. American Education Week. In 1937 nearly ten millions of us visited the schools and participated in American Education Week programs. An interest so greatly developed carries over into the rest of the school year. And the public so informed is better equipped to deal with the nation’s biggest business—that of education.—HOMER L. CHAILLAUX, director, National Americanism Com- mission, American Legion. [ 210 | lines of endeavor were considered. One sugges- tion that a special week be set aside each year for a nationwide considera- tion of educational prob- lems was acted upon and became known as American Education Week. The purposes of the observance as stated by Henry J. Ryan, then chairman of the American Legion Committee on Educa- tion, in connection with the 1922 program, are still sound: “To promote the cause of education; to raise the standard of citizen- ship; to arouse the intense, determined, and genuine interest of all the people in better education; to emphasize the value and need of education in a representative government; to extend education to all the people; to show that education is an in- vestment, and not an expense, without which posterity is doomed to chaos.” In the promotion of American Educa- tion Week thru the years the sponsors have had the ready cooperation of scores of agencies such as the National Congress of Parents and Teachers, service clubs, women’s organizations, and practically all educational groups. The nation’s important public officials have recognized the value of American Education Week to our democratic gov- ernment. Each year approximately forty governors issue statewide proclamations in behalf of the observance and it has fre- quently been recognized by a presidential proclamation or statement. American Education Week is a project in which every teacher may participate. The classroom teacher, as well as the school administrator and _ specialist in school publicity, is a vital factor in de- veloping public appreciation of the schools. This week is an opportune time for the profession and the public to give mutual consideration to the problems of Educa- tion for Tomorrow’s America. On this occasion let us encourage the people to come to the teaching profession with con- structive expressions about the educational program. There is as much need for inter- preting the needs of the community to the school as for interpreting the school to the community. The schools will serve democracy best as they meet the needs of all the people. ME To put children first; to attach impin the sche improvement of our democratic wg 10 deepe their children and in the schools; iu the edu community; to emphasize the part jw must ple advance; to unite all the forces of ipunity in the schools—such are the aims of Angducation every layman do his part to make thaperiod 9) riod of rededication marked by ajurpose to ; ent, Nat Thousands of communities thruout}fit AM nation annually make American you tion Week an opportunity for ther adv cation of the teaching profession andionwide people to the cause of education, fesion at The sponsorship of this observane)American cooperation with the American li Thousa and the United States Office of Educaiwill be o is one of the great services of the NEMt parent At its convention in New York their sche summer, the Association passed the fhruout t lowing resolution: “The National famount c cation Association urges that Amen} Hundr Education Week be observed in grams, n schools. The theme for 1938, ‘Educaliookups, for Tomorrow’s America,’ is of vital\Women’s terest and significance to the futurether gre American democracy.” program ° . AMERICAN EDLCATION | SEER boas Samples of some of the ) ) THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ! Met imp the school as an instrument for the ic wg deepen the interest of parents in os; in the educational consciousness of the art ga mast play in a new social-economic 5 of munity in a common effort to improve f Angducation Week. Let everyteacher and he thaperiod of great national revival; a pe- by alurpose to go forward to better things. REUBEN T. SHAW ident, National Education Association WoutyTET AMERICAN EDUCATION WEEK serve your school and community. Take oT advantage of this great annual na- andtionwide period for rededicating the pro- . tesion and the people to the ideals of ang\American education. Thousands of schools thruout the nation Jucaiwill be observing this occasion. Millions NEMf parents and citizens will be visiting ork their schools. Newspapers and magazines the fhruout the nation will be carrying a vast al Lumount of material on education. met Hundreds of educational radio pro- in jams, many of them over nationwide ducafhookups, will be on the air. Service clubs, vitaljvomen’s organizations, churches, and turebther groups will be participating in the program for American Education Week. Comal Y ELEntutany grigo; PACtey Tr ot peer BI ‘e 22) CAN EDUCATION WEEK i998 tation Week materials for 1938 IN Education will be in the news and in the public eye during this week. Take advantage of the impetus of this great national ob- servance in your school and community. The accomplishments of American Ed- ucation Week are the result of thousands of effectively conducted local observances. The strong leadership of state education associations, state departments of educa- tion, state officers of the American Legion, state congresses of parents and teachers, and other groups has also been a large factor in the great nationwide develop- ment of this observance. Here is the program selected by the national sponsors for the 1938 observance: General Theme: Education for Tomorrow’s America Achieving the Golden Rule Developing Strong Bodies and Able Sun., Nov. 6: Mon., Nov. 7: Minds Tues., Nov. 8: | Mastering Skills and Knowledge Wed., Nov. 9: Attaining Values and Standards Thurs., Nov. 10: Accepting New Civic Responsibilities Fri., Nov. 11: Holding Fast to Our Ideals of Freedom Sat., Nov. 12: Gaining Security for All. Each state and local school system should adapt this program to its own needs. While there are some advantages in concentrating upon a single program thruout the nation it is equally important that local needs be met. In the materials produced by the National Education As- sociation, adaptations have been made to the needs of various types of schools. Some of the important steps to be taken by sponsoring groups in local communi- ties are: [1] The selection of committees to carry out various aspects of the program. Among the committees most frequently organized are those for the program, research, pub- licity, lay cooperation, publications, and ex- hibits. [2] The arousal of interest and coopera- tion on the part of the entire school staff. [3] The enlistment of the active support and participation of lay groups. Detailed suggestions on these and other activities will be found in the American VOLUME 27, NUMBER 7; OCTOBER 1938 American Education Week in Your C ommunity Education Week materials prepared by the National Education Association. If you have not already secured these materials to assist you in making the most of this great nationwide campaign of edu- cational interpretation which will be car- ried out during American Education Week, do so at once. The 1938 materials, prepared thru the cooperation of twenty field committees thruout the United States, are proving exceptionally popular. They are printed in a series of looseleaf folders in a variety of lively colors. Order your materials now and avoid disappoint- ment at the last minute. Turn to page A-136 for detailed description of materials. The future of democracy rests with pub- lic enlightenment which is but another term for education. In a special message for American Education Week Joseph R. Sizoo writes: “Tt is in the free public schools of the country where we must cultivate this new compassion which lies at the root of true democracy, this living together for the com- mon good. It is in the public school we break down barriers which are so baffling to the national life. Children from many ways and walks of life, representing many creeds and schisms, born of various races and re- ligions, come to the same school, learn the same lessons, share the same books, are guided by the same teachers, and are trained to take their places together as citizens of the same country. This is no time to re- trench the program of public-school educa- tion; it is rather time to increase its effec- tiveness.” By making American Education Week a significant observance in your school and community you will help to bring about the ultimate victory of democracy. If the democratic social organization is to be preserved, it must provide an edu- cational base strong enough and vital enough to assure intelligent action by the masses of people. ... If our educa- tional system is not such as will help boys and girls now in school demo- cratically to solve America’s problems as they arise, let us during American Education Week resolve to make it such a system.” —J. W. STUDEBAKER, U. S. Commissioner of Education, in a special American Education Week message for 1938. [ 211 | NEA Committee Recommends STUDY OF COOPERATIVES IN SCHOOLS cial system exist primarily for the comfort and the happiness of the masses or for the profits and the happi- ness of the few who control the manu- facture and the selling of goods?” Around this significant question the NEA Committee on Cooperatives, in its report presented at the New York con- vention, has built a series of suggestive units for integration into the highschool curriculum. The following discussion on cooperative education in the highschool is taken from Part V of the report: “Before attacking the problem of in- troducing the study of cooperatives in the curriculum ... we first assume a changing civilization. Then we assume that the schools should parallel civiliza- tion and not lag behind. Furthermore, the schools should undertake to improve the social order in many essential re- spects. If the school is to achieve these objectives ... we need a continuous revision of the curriculum beginning al- ways with the current scene. . . . “The introduction of cooperative edu- cation into the curriculum of the high- schools should not be undertaken simply by adding another subject, either to be required or elected. The integration of the curriculum as a whole, with a study of cooperatives as an integral part, should be the goal.” The report then shows how study of the various phases of cooperatives may be taken up in such larger fields of high- school studies as social science, home eco- nomics, mathematics, agriculture, health education, chemistry, and biology. The following two units are typical: Sa": our industrial and commer- I. Home economics—What is the significance of labels on various goods? Illustrate and explain labels on different kinds of goods purchased by the con- sumer. Illustrate and explain labels used on cooperative goods. Compare costs and qualities of the two brands. Make a study of cooperative research labora- tories. What provisions do cooperatives make for sanitation in goods sold? Discuss the advantages or disadvan- tages to the American home when goods are purchased direct from the consumers [ 212 ] cooperative. Try to discover the exact manner in which cooperatives attempt to protect their customers by accurately labeling all goods sold to the consumer. Show how the consumers cooperative thru pooling its resources has been able to supply the individual consumer in his search for a reliable source of needed supplies. II. Problems of American democracy —Study a few existing traditional types of industrial organizations of our nation to determine principles, objectives, and policies involved. Ascertain the status of employers, employees, and consumers as these groups are interrelated. What improvements and changes in these rela- tions can you suggest? Make a study of the cooperatives— both consumer and producer—to learn their principles, objectives, and policies. Survey farmers’ marketing cooperatives, credit unions, and the ordinary con- sumers cooperatives in towns and cities to discover the nature of the organization of each. How are they interrelated? How does the credit union differ from the ordinary bank? What effect has the recent depression had upon the growth of cooperatives? How do consumers cooperatives at- tempt to protect the individual con- sumer by a proper labeling of goods? How does the method of advertising by consumers cooperatives differ from that of private and corporate business? How are the various types of coopera- tives organized in relationship to each other? This study should include such retail cooperatives as farmers’ marketing associations and consumer cooperative oil stations. It should also include a study of the wholesale cooperatives in relation to the retail cooperatives. Finally, the study should include the National Co- operatives, the Cooperative League of the USA, and their two-way relation- ships to the wholesale cooperatives and the cooperative organizations of other countries. How does this network of cooperatives compare in organization to the modernday corporation with all of its interrelationships? Make a study of cooperatives in terms of the princi- ples and essential concepts of democracy, Study the report submitted by the committee sent to Europe in 1936 by President Roosevelt to make a survey of the cooperative movement abroad. | Re. port of the Inquiry on Cooperative En. terprise in Europe, 1937, for sale by the Superintendent of Documents, Wash- ington, D. C., 65¢.| What is the meaning of the term co- operation? Laborers as a class cooperate thru trade unions to protect their inter- ests. Corporations cooperate with each other by trade agreements, interlocking directorates, holding companies, and trust relationships. How can and should corporations and labor organizations co- operate, and how can these two groups cooperate with the consumers? Make a study of the social maladjustments re- sulting from the lack of cooperation. Try to determine whether or not the cooperative movement is based on a classless society. Negroes are finding a solution to some of their immediate needs thru the con- sumers cooperatives; study the Negro co- operatives at Gary, Indiana. Teachers are finding the complete re- port of the Committee on Cooperatives invaluable. It contains—in addition to instructional material for highschool and college—a description and _ historical sketch of cooperatives, a comparison with the competitive system, explanation of different types of cooperatives, infor- mation as to how to organize and man- age a cooperative. It may be secured for 25¢ from the National Education Associ- ation, 1201 16th St., Washington, D. C. The report is one of the finest pieces of committee work performed by the Association during 1937-38. Albert M. Shaw, who teaches in the Los Angeles public schools, is chairman of the Com- mittee on Cooperatives. Other mem- bers are Sara C. Ewing, teacher, public schools, Indianapolis; Herbert G. Lull, head, Department of Education, Kan- sas State Teachers College, Emporia; Mary B. McAndrew, superintendent of schools, Carbondale, Pa.; Graeme O’Geran, professor of economics, Syra- cuse, N. Y. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | Your J le part the of C Not free buil bey« crea trol ture min We wot gres pos: det tin} apt mit cou onl Your spi wt otl lik ric Your Mental Heritage P THE GREAT SCHEME of things each part has its place—the soil and the sea; the fowers; the animal kingdom. Many of God’s creatures are truly marvelous. Note the charming life of the birds, their freedom in flight, their skill in nest- building, their exquisite art of song. But beyond the most gifted of all animal creation comes man with a larger con- trol over his destiny than any other crea- ture. The center of this control is the mind, the supreme gift of all creation. Were you to inherit a million dollars would you not think carefully how to manage that heritage? You have a far greater gift in your own mind and the possibility of using it day after day to determine your achievement and des- tiny. The first mark of a student is an appreciation of the worth of his own mind. All the problems of the world could be settled easily if people would only think. Your Mind and Your Spirit M= is not something apart. We speak of it by itself merely for em- phasis. The whole life is one. Mind, spirit, and body are but phases of the whole, each inescapably linked with the other to serve as a handicap or a help in one’s effort to improve himself. Spirit, like mind, can be cultivated and en- riched. Think of the people you like best; make a list of the words that de- scribe their spirit and you will set down such terms as faith, cheerfulness, integ- rity, courage, persistence, and _ affec- tion. The mind of the child is tempered in the love of his parents, his com- panions, and his teachers. What the soil is to the plant, affection is to the growing mind. The marvelous mind of Abraham Lincoln is associated with an abiding affection for the human race. Curiosity, concentration, humility, and sympathy are marks of a great mind. Your Mind and Your Body D» YOU ever try to study after a heavy meal or when weighed down by physical fatigue and exhaustion? Have you noticed how a walk in the fresh air stimulates thinking? Have you ever noticed when you are not well how the lamp of adventure burns low and cour- age weakens? You can observe in your own daily experience these relation- ships between mind and body which are always at work to free your mind for its higher and finer uses, or to weigh it down in failure and defeat. You can- not abuse or neglect your body and make the best use of your mind. In your Your Mind in the Making By Joy ELMER Morcan Editor, Journal of the National Education Association PERSONAL GROWTH LEAFLET NUMBER Two THIS LEAFLET Originally written as a message to students, “Your Mind in the Making” was first pub- lished in Tue JouRNAL of the National Educa- tion Association for November 1932. In leaflet form it has passed thru several editions. It has been found helpful among both youth and adults. Many schools have presented copies to all students to improve the quality of study. It has been given with diplomas at commence- ment time. It has been distributed to enrollees in CCC camps. It seeks in simple language to emphasize the moral obligation to be intelli- gent and to suggest methods of increasing one’s mental power. Individual excellence is the foundation of general welfare. Other leaflets available in this gift edition are: Your Life in the Making Future Teachers of America Order from the National Education Associa- tion, Washington, D. C. plans to make the most of your mental heritage, learn to understand your body, to treat it fairly, to give it the same care that you would bestow upon a fine automobile. Sound habits of exercise, eating, rest, sleep, elimination, and cleanliness are the foundation of men- tal vigor. The Beginnings of a Mind HE MIND, lic the body, grows by what it feeds on. Wise parents are as careful to nourish the minds of their children as to feed their bodies. They surround them with order and beauty; they plan to satisfy curiosity just as they seek to satisfy bodily hunger. Curiosity is the appetite for mental food. It leads the child to look, to examine, to experi- ment, to taste, to feel, to listen, to con- template. What he gets in this way be- comes the raw material of his mental processes. Have you ever noticed how your own mind goes back to your earlier experiences? How you attach meaning to each new fact in terms of what you know? Preserve therefore your habit of curiosity. Do not close the doors to new experience but select what comes into your mind with discrimination. Rich- ness of experience is the foundation of mental growth. The Importance of Habits M a list of the things you do without thinking. Include habits associated with the body, such as sitting, walking, eating; also habits associated with the mind, such as speaking, read- ing, writing, planning. Note how each of these habits—at first developed with considerable effort—frees you from hav- ing to think out each time the details of the many acts that make up your life. In proportion as habits can be estab- lished which automatically provide for the lower phases of our lives, our men- tal energy is able to flow into higher activities. This is true for the race as for the individual. When the bare neces- sities of food, clothing, and shelter are assured, the race turns to education, to art, and to the higher expressions of mind and spirit. Cultivate mental habits. Make an annual inventory of your habits as you do of your finances. Your Mind and Books OUR MIND is not your mind. Only a small part of it is yours. Most of it comes from the minds of others, for mind belongs to the race. Thru untold centuries the mind has been developed, slowly at first, faster as it gained mo- mentum. For some six thousand years the fruits of man’s thinking have been recorded in books. Printing from mov- able type was begun in 1450. In the brief space since then the mind of man has made more progress than in all the ages that went before. Books have brought mental food to the masses. Where one man in ancient times was free to think, today millions are free to draw upon the accumulated experience of all written history as it is recorded in books and made free thru our schools and libraries. Love books; own as many as you can; select them carefully; use and encourage libraries. Have a period for daily reading. “Your Mind in the Making,” the second 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. 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. Your Mind and Your Companions | J Jen you choose your companions you have taken a long step toward shaping your destiny. The things peo- ple talk about and do together, they think about and attach importance to. If your companions are trivial or sen- sual or vicious, you cannot escape those elements in your own life. If your com- panions are interested in worthwhile things, if they are concerned with citi- zenship, with affairs, with science, with art, and with worthy achievement, you too will attach importance to these things. Fine companionship is one of the great achievements and abiding satisfactions of a wellplanned life. To be a good companion, a worthy play- mate, a helpful brother or sister, a cherished husband or wife, a respected neighbor, an honored colleague, is to have made a good beginning. Associate with the best people you can find and be worthy of them. Your Mind and Radio fie coMING of radio broadcasting, combined with the growing arts of air transportation, immensely widens the perspective of the human mind, opening up the possibility of an entirely new level of cultural growth and achievement. By the magic of radio it is possible for a single teacher to reach mil- lions of minds in an instant. Radio like printing can debase or elevate. It can emphasize the tawdry or the noble. Radio has done much to debase human life—to appeal to the lower tastes and emotions. It has exposed home and fam- ily life to parasitic forms of advertising and to the vulgar and indecent attitudes which are developed by commercialized recreation in large cities. Radio has also done much to elevate human life thru beautiful music, inspiring sermons, and the discussion of public affairs. Select the best. Seek to improve radio programs. Your Mind and the Movies ust as the invention of movable type opened to the masses the world of print and laid the foundation for the common school, so the development of moving pictures and talkies has ex- tended to the masses the great art of human drama and a pictorial know!- edge of current affairs. The movies are largely in the hands of promoters more interested in fortunes than in great art or making a contribution to a nobler civilization. No amount of legai regu- lation was able to prevent moviedom from making a hero of the gangster. [ 214 ] But there are good movies—occasion- ally great movies—which enrich and stimulate the mind. These you can select for your own. They will mean more to you because you do not waste your time on an endless round of trivial thrillers. Select your movies with the same discrimination as your com- panions, books, and radio programs. Your Mind and Your Teacher EXT TO a wise and devoted mother or father comes an earnest and under- standing teacher. It is too much to ex- pect that every teacher will measure up to one’s standard of the best, but in the course of your schooling, which may now extend thruout life, there should be a few teachers who arouse ambition, quicken the fires within, and give direc- tion to your aspirations. Such teachers are worth searching for and working for. People travel across continents and around the world to sit at their feet. Their influence spreads; it lasts thru many generations. Even less gifted teachers influence us more than we know if we lend ourselves to their teach- ing. You cannot learn if you are not ready to learn. No teacher can take the place of your own will. Your time is wasted unless you do your part. Help- ing your teacher is to help yourself. Helping Your School Y OUR SCHOOL is your larger self. You and your associates influence each other. You develop an atmosphere; you set standards for each other; you arouse interests and stimulate ideals. In your school you form the associations of a lifetime. From among your schoolmates you are likely to select your wife or your husband and in later years your business or political associates. If your school has a good name, you share in that name. If you and your fellow students take pride in reflecting honor upon your school, the standing of your school will be a source of strength in your life. Your school is what you make it. If during your school days you stand for the best things in your own life and among your associates—talk about them, dream about them, think about them, plan for them—that school will be a power in the making of your mind. The Wise Use of Time nh of every great achievement there is endless detail and planning. The great bridge that spans a river, the vast building that rises in lovely majesty, or the sturdy airplane that sweeps the skies, have back of them an endless detail of mathematical calculations, mechanical drawings, blueprints, factory schedules, skilled craftsmanship. We live in a pre. cise and orderly world. The wise stu. dent plans his daily, weekly, and yearly work as carefully as he solves his prob. lems in algebra or chemistry or me. chanics. He makes a schedule, tries it, adapts it, sticks to it, and in conse. quence is able to do many times as much as the slipshod and haphazard student, By planning your time carefully you will find a place for worthy accomplish- ment, for generous leisure, for happy companionship, and for relaxation and meditation, which are marks of a well- balanced mind. The Discipline of Writing J Fritinc develops one’s mind and is a source of usefulness and enjoy- ment to one’s self and to others. The way to learn to write is to do some writ- ing daily; to maintain regular corre- spondence, taking pains to make one’s letters full and interesting; to set down with careful accuracy records of impor- tant events and one’s observations in a journal; to write out in advance talks or even one’s part in expected conversa- tion. Here are a few simple rules: Have something to say. Turn your thoughts over in your mind until they assume an orderly sequence. Make an outline or rough draft. Revise until you can think of no further improvement. Lay it aside for a few days and revise again. Keep your reader always in mind. Prefer sim- ple words used with exactness. Test writing by reading aloud to others. Read much and memorize the best writings. The Art of Concentration coop PLAYER keeps his eye on the ball. That is the secret of skilled workman- ship. The hand follows the eye. Where one looks he strikes. The mind is like that. Many problems which seem difft- cult become simple when one keeps his mind upon them, holding it there, or bringing it back over and over again until the solution appears. Each time you assert mastery over your mind it be- comes easier to control. You can train for occasions of great mental perform- ance even as the athlete trains for the Olympic games. Just as the longdis tance runner begins slowly and each day goes farther, you can train your mind until it is able to perform sus- tained mental tasks with joy and vigor. Keep your mind where you want it to be. Thus you will develop that most precious possession, a disciplined mind —ready, accurate, courageous, and trustworthy. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION more with 17 Non less the of disa come § N 0 | perce: amon g of suci the rel The les wi more among of $300 Fort Unitea eral he Fift) les re year; 4 as ince creases The broug] ference july, s depart Healtk thine Tea with ¢ teasir tion’s igure: quent ter m ess; tharit and Cc these < tuden Sista thousz take it he: The bre, t tion tonal LU l . all. an- ere ike iff his or ain ime ‘ain rm- the dis- ach our sus- gor. t to nost ind and | | Toward A NATIONWIDE PROGRAM or ness 1s 47 percent more prevalent and chronic illness 87 percent Pp FAMILIES on relief, acute ill- | more prevalent than among families with incomes of $3000 or over. Nonrelief families with incomes of less than $1000 experience twice the rate of disability of families in the higher in- come group. No physicians’ care is received in 30 percent of serious disabling illnesses among relief families and in 28 percent of such illnesses in families just above the relief level. The death rate among infants in fami- lies with incomes of less than $500 is more than five times the death rate mong infants in families with incomes of $3000 or more. Forty percent of the counties in the Umted States have no registered gen- eral hospital. Fifty million Americans are in fami- les receiving less than $1000 income a year; illness and death increase their toll income goes down; medical care de- weases sharply as need for it mounts. These are among the startling facts brought out at the National Health Con- rence held in Washington, D. C., in july, sponsored by the President’s Inter- departmental Committee To Coordinate Health and Welfare Activities, Jose- thine Roche, chairman. Teachers—thru their intimate contacts with children—are too close to the in- teasingly critical problem of the na- tion’s health to be able to dismiss these igures with a shrug. Mary, too fre- wently absent from school because of ttt mother’s chronic and untreated ill- itss; anemic Paul, oo proud to accept tharity; Helen, who needed hospital care ad couldn’t afford it—to the teacher these are boys and girls in his own class, tudents to whom he gives whatever iistance he can. But multiplied by lousands, these are the “cases” that take up the appalling statistics on pub- it health. The thinking teacher realizes, there- tre, that the level of health thruout the lttion is of vital concern to the educa- inal forces. He follows with interest WLUME 27, NUMBER 7; OCTOBER MEDICAL CARE the increasing discussion of how to pro- vide adequate medical care for the thou- sands now unable to afford it. The urgent problem has long been recognized. As an outgrowth of a meet- ing in 1926 composed of leaders in medi- cine, public health, and the social sciences, came the important Committee on the Costs of Medical Care, which spent five years in what was probably the most intensive survey of medical needs ever made. In its noteworthy re- port, Medical Care for the American People, published in 1932, the committee recommended: [1] That medical service, both pre- ventive and therapeutic, should be fur- nished largely by groups of physicians, dentists, nurses, pharmacists, and other associated personnel organized prefer- ably around a hospital, encouraging maintenance of high standards and pres- ervation of a personal relation between patient and physician. [2] Extension of all basic public health services—whether provided by govern- mental or nongovernmental agencies— so that they will be available to the entire population according to its needs. [3] That costs of medical care be placed on a group payment basis, thru the use of insurance or taxation, but not precluding continuation of medical serv- ice on an individual fee basis for those who prefer it. [4] That study, evaluation, and coor- dination of medical service be considered important functions for every state and local community, that agencies be formed to exercise these functions, and that the coordination of rural with urban services receive special attention. [5] Certain changes in the field of professional education. Subsequent surveys have substantiated the findings of this committee, as to the unnecessary sickness and death in the low-income group due to the high cost of medical care, the gulf between those needing medical care and those prepared to render this service, and the conse- quent difficulty of many doctors in securing an adequate income. 1938 After six years the proposals of the Committee on the Costs of Medical Care still remain proposals. Nevertheless our citizens—like those in other parts of the world—are in one way and another ex- perimenting with approaches toward an adequate health program. The other leading industrial countries of the world all have some system of health insur- ance. The American Observer for Oc- tober 25, 1937, describes some of the trends in the United States: “A number of individual business and industrial concerns have their own sys- tems [of health-insurance programs]. In some cases the costs are met entirely by employers; in others entirely by work- ers, who have a small sum deducted each month from their pay envelope; and in some cases by joint contributions from both. Some of the plans include com- plete medical care, including hospitaliza- tion, whereas others do not go so far. “To a relatively small extent, labor unions protect their members against the hazards of illness. .. . Some workers are insured against sickness by private insurance companies. .. . “One of the most frequently discussed private plans of group medicine is the Ross-Loos Clinic, located in Los An- geles. About 25 physicians belong to the clinic. For the sum of $2 a month, a person is entitled to medical attention, either at the clinic or at his home. This does not cover dental or nurse service, but it does include all the members of the families. “In New York City, the Associated Hospital Service is directing one of the largest group hospital schemes in the country. Nearly a quarter of a million members belong. For a charge of $10 a year, it provides semiprivate care in any one of 197 hospitals for a three-week period. The service includes bed and board, general nursing service, X-ray and laboratory examinations, anesthesia, and routine medical examinations. Be- yond three weeks, the patient pays at 75 percent of the regular charges. . . . “Well over a million college students participate in group systems which exist in 150 universities and colleges.” [ 215 | A group health project whose difficul- ties have been given nationwide publicity because of their farreaching significance is the Group Health Association, organ- ized in 1937 by 2500 government em- ployees in the District of Columbia. Made up chiefly of employees from the lower salary classes, the GHA is a con- sumers cooperative organization which endeavors thru monthly dues to provide prepaid medical care at a cost within the members’ means. Physicians retained by the group and doctors who take part in medical consultation with them have been threatened with expulsion from the District Medical Society. GHA doc- tors have been excluded from practicing in the District hospitals. In a special statement issued August 1 by the Department of Justice, this at- tempt to prevent the Group Health As- sociation from functioning was called “a violation of the antitrust laws because it is an attempt on the part of one group of physicians to prevent members of Group Health Association from select- ing physicians of their own choice.” The Department interpreted anti-monopoly laws as “prohibiting combinations which prevent others from competing for serv- ices as well as goods.” The report points out that: “Cooperative health associations are primarily aimed to help families not on relief. Theirs is the most pressing medi- cal problem today because they have no public funds and will not go to charity. ... The medically indigent in many localities have access to free clinics or charitable services by doctors, and their unsatisfied needs may be more amply filled than at present by an expansion of private charity or governmental grants. But those with income enough to pay for some medical service either cannot avail themselves of these free facilities, or because of selfrespect they do not de- sire to do so. Such persons experience no difficulty when their medical needs are slight; but when serious illness strikes .. . the financial burden is ex- cessive.” The Department held that, whether or not the cooperative health association is a proper solution, at least it is an ex- periment which should not be hindered by artificial impediments. The statement added: [ 216 | “No combination or conspiracy can be allowed to limit a doctor’s freedom to arrange his practice as he chooses, so long as by therapeutic standards his methods are approved and do not vio- late the law... . “There should be free and fair com- petition between new forms of organiza- tion for medical services and older types of practice, without the use of organized coercion or illegal restraint on either side.” Teachers may secure a free copy of the complete report by writing to the Department of Justice, Washington, D. C. It is worthy of study by pupils in hygiene or social science classes. A “medical rift” somewhat similar to that in Washington is described in Sur- vey Graphic for August 1938 (p418-19) —the story of the Milwaukee Medical Center, organized in 1936 to provide medical care for certain wage-earning groups in Milwaukee. Action of the county medical society in expelling co- operating doctors was upheld by the judicial council of the American Med- ical Association. The sessions of the American Medi- cal Association held at San Francisco in June 1938 were marked by sharp con- troversy on the subject of group health, between a conservative majority and an insurgent minority. The former, claim- ing that the government might even- tually gain control of the entire medical profession and subject it to political domination, maintains that the health of the people is not the direct concern g Emphasis on the educational aspects of health is symbolized by the coming to NEA headquarters of a fulltime execu- tive secretary of the American Associa- tion of Health, Physical Education, and Recreation, a Department of the Na- tional Education Association (see THE JOURNAL for September 1938, p192). The name of this Department is in itself prophetic, signifying the integration of health with recreation and physical education. For information regarding the Department’s work, consult its maga- zine, Journal of Health and Physical Education, or write to the new secretary, N. P. Neilson, 1201 16th St., N. W., Washington, D. C. Persons wishing to subscribe or to become members of this Department, should send their applica- tions to Elmer D. Mitchell, 311 Maynard Street, Ann Arbor, Michigan. of the government. Granting that the inadequacies of medical care must be + - remedied, this group believes that funda. | mental changes toward mass methods are a step in the wrong direction, tend. ing to lower the quality of medical sery- ice. The dissenting group, originally called the “Committee of 430,” now the | “Committee of 770,” favors group health ° insurance and government subsidies to help adapt the medical structure to mod. ern times. The issue is not an academic one. Rather, it is a question in which public interest is keen, since health is the con- cern of all the people. Teachers will find an impartial statement of both sides of the controversy and a description of the various proposals advanced in the American Observer for June 27, 1938. Or, for opposing points of view, see “Professional or Mechanized Medicine” in Hygeia for July 1938 and “Govern- ment Fights for Health” in The New | Republic for August 3, 1938. Still another phase of the health prob- lem to which the teacher is referred is that taken up by Dean J. B. Edmonson of the University of Michigan, in School and Society for August 20, 1938. Dr. Edmonson lists these debatable issues in health education as being of crucial im- | portance to teachers and school officials: “How complete a program of health education and care should a school pro- | vide for all children? Should the health | objective or the recreational objective be the controlling aim in the school’s pro- | gram of physical education? What are the health facts having scientific en- dorsement that should be presented to pupils and what health habits should pupils be helped to form or strengthen? How much knowledge of health mat- ters should a classroom, teacher be re quired to possess? To what extent must the schools avoid health instruction that conflicts with the teachings of religious groups? Should school officials or other governmental officials be given the legal authority to require pupils to secure needed dental or medical attention when the parents neglect or refuse t0 provide the necessary care? How caf the most effective coordination of the community’s health services for school children be brought about?” —Miprep SANDISON THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION T suppc ure, ¢ who » past r succes lems lenge prepa cultie and t We charg educa of the in the in ou They ceede The | thing that count ty-for is cor and t fifths pend we a parti: Perh: catio: woul form Ag break evid They youn have happ time four, stitut vorce low cure othe: shor leet | VOL nust that 1OUS ther legal cure ition se tO can the -hool ;ON TION THE TEACHER'S CHALLENGE ff. TJ. Audersou PRESIDENT, STATE TEACHERS COLLEGE, WAYNE, NEBRASKA HERE ARE THOSE who charge that [ou schools have failed, that they have not kept faith with those who support them. As evidence of that fail- ure, critics point to the fact that many who were trained in our schools in the past now find themselves unable to cope successfully with many practical prob- lems of life. We, as teachers, are chal- lenged to show that our teaching does prepare young people to overcome difh- culties, to make personality adjustments, and to solve life’s problems. We are challenged to answer the charges made by opponents of public education, who point out that in the face of the most elaborate educational system in the world, crime continues to increase in our country by leaps and bounds. They tell us that if our schools had suc- ceeded, crime should be on the decrease. The picture painted is not a wholesome thing to look upon when we are told that one murder is committed in our country every forty minutes of the twen- ty-four-hour day, that one major crime iscommitted every twenty-four seconds, and that crime has already caused two- fifths of our national debt. We are ex- pending ten times as much on crime as we are for education—which may be a partial answer to the critics of education. Perhaps if we had spent more on edu- cation for formation of character, we would now need to spend less on re- formation. Again, critics of education point to the breakdown in the American home as evidence of the failure of our schools. They tell us that if we had taught the young people as we should, we would have prepared them for better and happier homes, whereas at the present time one marriage in five, almost one in four, ends in divorce, while others con- titute situations even worse than di- vorce. While some mothers are forced towork and neglect their children to se- cure money to buy food and clothing, others who have been trained in our schools even more recently choose to neg- lect their children to attend the bridge VOLUME 27, NUMBER 7} OCTOBER party, smoke cigarettes, and drink beer. These same critics refer to the decline in the spiritual power of the church as evidence of the failure of the schools. They tell us that our schools should have facilitated the program of the church, whereas, according to their belief, the schools have worked in opposition to the purpose of the church. As it is, they say the church has almost ceased to exist as a spiritual institution, that it has become a social institution with very little op- portunity for social uplift since less than 12 percent of our young people attend church services regularly. Another point given as evidence of the failure of the schools has to do with the question of war. Critics say that if the nations of the world had given proper instruction to their young people, war as an institution for the settlement of differences between nations would cease to exist; but with the debt of the last war still unpaid, destruction in life and property still in evidence on every hand, individuals and nations are ready to spring at each other’s throats at the least provocation. The spirit of war is as potent today as it has ever been in the history of the world. Critics of education point to the chaos in our political and economic affairs. They tell us that our schools have failed to prepare young people for emergencies and as a result livestock and even chil- dren have starved to death in a land not only of plenty but of surplus. Taxes have gone unpaid and mortgages have taken the homes. Less than 7 percent of the people control more than 93 percent of the wealth. Other adversities in evi- dence on every hand present problems such as drought, dust storms, insect pests, floods, and disease, which the pres- ent generation is unable to solve. Why have the schools failed to meet the approval of the critics of education? Is it because we have not taught algebra and Latin as we should? We probably could have made these courses more meaningful to those who took them. Is it because buildings are poor? When 1938 I go to to visit my friends in other cities they often take me for a drive about the town. As we go up and down the streets, past churches, residences, and school buildings, I am asked such questions as these: “Don’t we have beautiful homes? Aren’t our churches magnificent? And aren’t our schools the most wonderful you have ever seen?” I am often con- strained to say that I can’t tell by look- ‘ing at the house what kind of home exists within; neither can I tell by look- ing at the church structure anything about the spiritual efficiency of that in- stitution; likewise I cannot tell what kinds of schools exist in those beautiful buildings. These institutions are spirit- ual in nature and depend for their suc- cess upon more than material things. Again, if our schools have failed is it because the teachers are poorly pre- pared? In many cases they are. Our pro- fession is the only one I know which permits individuals to enter upon the practice of the profession at the time they begin their training. Can the failure of the schools be cred- ited to the fact that we have spent too little? Can it be because of inefficient boards of education? Or because our homes have not cooperated? Or because we teach one thing in our schools and practice something else in life? For example, if I should go next Mon- day morning to visit the primary room of one of our schools at the opening exer- cise time, I should no doubt find there a group of happy little chilcren eager to do the bidding of their teacher, willing to work and anxious to learn. I might listen to them as they say their morning prayer in which they ask the good Lord to bless their efforts during the day. As I stood there watching these children sit with bowed heads and folded hands, I would see in my mind’s eye thousands of other little children doing the same thing at the same time. Then I should probably say to myself: “Surely when these boys and girls have grown to ma- turity and have entered the business of the work-a-day world, the spirit of the Great Teacher shall prevail among men and we shall practice the Golden Rule as we have never practiced it before.” And I could go on thru the inter- mediate and upper. grades and into the highschools and all day long hear con- scientious teachers striving to build into the hearts and lives of these young peo- [ 217 ] ple traits of character which will mean happiness and success to them. I would feel contented with the good work of the school and predict that our eco- nomic, social, religious, and political problems would soon be solved. But when the work of the day is finished and these boys and girls leave the school buildings to go to their homes, I should probably see a group of children stopping to enter into conversation with | some careless wag of the community. More can be done to destroy character in five minutes in this situation than the school has been able to do all day to build it. If I should follow another group of children into a store to make some pur- chases for the home, I should probably see there business practices out of har- mony with principles of honesty as taught in the schools. If I should follow another group of children down to the corner drugstore and watch them gather around the magazine stand and notice the type of literature in which they are most inter- ested, I should realize that more can be done to destroy character in the reading of one of these trashy magazines than the school can do in a long time in build- ing it. I might go with another group of these children to their homes on the farm. As we pass along the highway I could probably see beautiful pictures ad- vertising cigarettes and liquor. I would remember that during the day teachers were striving earnestly to comply with the law to teach these children the evil effects of alcohol and narcotics. But more can be done at one glance to teach these children to use tobacco and liquor than the school can do all day to teach them not to use them. Or I might go with another group of these children to the movies and prob- ably see pictures that ridicule virtue, make light of the sanctity of the home, or teach vice and crime. And then I would probably conclude that about all the school has been able to do for these children has been destroyed by their con- tact with the life outside the school. I would wonder how much of the good work of the school would return with these children on the morrow. It would be easy to admit failure. No, education of the right sort has not failed, altho it has had to face many [ 218 | handicaps. It has been the means of carrying the torch of learning and civili- zation itself thru perilous times and dark places into the broadest light, liberty, and selfrespect. I have a feeling that the American school will meet its challenge and that brighter days lie ahead. The school began as an institution for the eradication of illiteracy; it has done that job and done it well for you find few citizens who cannot read or write. Then there came a time when money- making became a chief objective of the American school and we placed upon our bulletin boards statistics showing that a boy who finished the eighth grade could make so much money. If he finished highschool he could make more and if he finished college he could make still more. Next there came a time when in- creased production was one of the chief objectives of the school program and we talked about making two blades of grass grow where one grew before. Then later someone came along and told us this was all wrong, that we should make one grow where two grew before! I suppose in the mind of the average layman today economic security should be the chief objective of the school. In my estimation the most important ob- jective of the school at the present time is moral and social stability, for what shall be the value of material achieve- ments if the general public has not the moral and spiritual strength to use them wisely? For example, what shall be the value of the radio if its chief use is to be for the propagandist to oversell his wares to the public beyond its ability to pay? What shall be the value of television if the principal thing we are to see is de- struction of the lives of men, women, and children as we would see today if our instruments were attuned to the battlefields of Spain? What shall be the value of the airplane if it is to be used as an instrument of war to rain bombs of destruction upon helpless women and children? What shall be the value of the automobile if it is to continue to de- stroy life in America at a rate more rapid than that caused by the World War in a like period of time? What shall be the value of increased produc- tion if the average man has not the money with which to buy? What shall be the value of freedom if freedom is to be for the select few while the great masses of the people remain slaves to their environment? What shall be the value of education if increased learning is to be used to take advantage of a less fortunate brother? What shall be the value of religion if socalled Christian nations continue to manufacture instru- ments of death and destruction to be used in war? What shall be the value of labor-saving machinery if we fail to pro- vide for leisure and if leisure continues to breed vice and crime? What shall be the value of social security if at the same time we legislate for social security we also legislate for social insecurity? When we voted to repeal the Eighteenth Amendment we legislated insecurity upon thousands of our citizens and pro- nounced a curse upon our young peo- ple that will take years of toil and sacri- fice to overcome. As teachers we are challenged to con- sider the whole child and not simply a part of his being. We are challenged to analyze the present, to predict the future, and in the light of that prediction so to train these young people that they will be able to meet emergencies and to live successfully in a changing world. We are challenged to correct the evils in the present without wrecking the good. We are challenged to make greater use of the radio, the movies, and other forms of visual education used in informal training which at times seem more po- tent than much of our formal education. We are challenged to cause our teach- ing to carry over into the community life in some form of adult education which will cause parents to move for- ward in education along with their chil dren. We are challenged to teach these boys and girls to enjoy the blessings of progress without falling a victim to their use. We are challenged to show that our teaching administers to the abundant life of the group as well as the individual. We are challenged to prove that our teaching is functional in practical situa tions. We are challenged to show that knowledge alone is valueless unless there is moral courage and spiritual stability to accompany it. And finally, we are challenged to provide for de- mocracy in education to the point where every man, woman, and child may tf ceive a training comparable to his i- dividual ability to learn. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Th It t. It 1 ~~? Fra sti “Cat , to the ing less the ‘an tru- be e of Dr0- ues | be ame we hen nth rity pro- peo- icri- con- ly a d to ure, o to will live We the We e of rms rmal Po- tion. ‘ach- nity tion for- chil- these xs of their t our dant dual. t our situa- that ness ritual nally, ir de- vhere ly re- is in- \TION = ——— ss —— SS IDEAS, SUGGESTIONS, AND AIDS THE TEACHER'S WORK The day’s work counts—it isn’t what You mean to do a week ahead; It isn’t what you know you'll gain When all annoyances have fled; It isn’t what you dreamed and planned— Such hopes are but a phantom land— The day's work counts. The day's work counts—it isn’t much, The gain of those few painful hours, But be content if there is shown Some product of those sacred powers Which guide each mind—uphold each hand, Strive with the best at your command— The day’s wor\ counts. —ARTHUR CHAPMAN. Wuy NoT TRY THIs?p—“Menus of the three best Sunday dinners the children had ever eaten were placed on the black- board and a lively discussion of foods which they liked ensued. Beside the items on these menus, the children tried to arrange books which could be sub- stituted for various parts of the meal. It was observed that a number of the books read would do for dessert, but would hardly be nourishing enough to grow on. The pupils now had a purposeful desire to read many kinds of books. Every child wanted to make a book menu of his own.” This is one of several thousand teach- ing devices described in Newer Practises in Reading in the Elementary School, the 1938 Yearbook of the Department of Elementary School Principals of the NEA—the outstanding book-of-the- month-for-elementary-teachers. Sent to members of the Department; $2 a copy to others. Has YOUR TEACHING PROGRESSED?—The frst of the old teaching procedures was the assigned situation. The teacher said to the class, “Work the next ten prob- lms or read the next two chapters.” Then the imaginary situation replaced this technic, and situations were played or imagined in the classroom. This method was more interesting but it lacked the test of reality. The teacher could control results, and the pupils could not realize the seriousness of mak- ing a mistake. To overcome these disadvantages the | Métual situation has been adopted by lading elementary-school teachers. This ; JS 577, WiLL Yt Z, TY = he a 7 > method, unlike the other two pro- cedures, tests the results of the learner. For example, in a first-grade class, dur- ing the rest period, the instructor may arrange an actual situation for teaching a child his own name and those of the others by simply printing each name on a separate piece of wrapping paper large enough for one to lie down on. At the beginning of the period, if the room is warm enough, the pupils are told to get their papers and lie down on them. The child goes to the pile of papers, finds the one with his name on it, and while doing this, sees his classmates selecting theirs. In this way he will soon learn all the names in the room. This is an actual situation; for if he fails, he is without a paper and recognizes his own failure, which provides the most intelligent way of testing —W. W. Hill, superintendent of schools, Fort Payne, Alabama. To ENCOURAGE PUPILS TO DEVELOP HABITS OF PERSONAL CLEANLINESS, many New York City schools distribute a card, which children may hang over their bedroom mirror as a reminder: AM I READY FOR SCHOOL? Is my HAIR brushed Is my FACE washed Are my EARS clean Are my TEETH brushed Is my NECK clean ? Are my HANDS washed Are my FINGER-NAILS clean Have I a clean HANDKERCHIEF Am I free from COLD, COUGH, and SNEEZES ig Are my CLOTHES neat Are my STOCKINGS clean Are my SHOES shined YOLUME 27, NUMBER 7; OCTOBER 1938 FOR ELEMENTARY TEACHERS WHAT OUR SCHOOLS MEAN TO us—Using this theme, students from every grade level supplied material for the New York State Education Magazine, May 1938. This is a good theme for any school to promote better pupil-teacher under- standing. SYMPTOMS OF COMMON CHILDHOOD DISs- EASES are described by James Frederick Rogers, M.D., consultant in hygiene, U. S. Office of Education, as follows: Measles—cold in the head, with sneez- ing, running nose, red and watering eyes, cough, fever. The eruption does not appear until the third day. Scarlet-fever—vomiting, sore throat, fever; a fine scarlet rash appears within 24 hours on neck, chest, arms, and to some extent on the face. Diphtheria—general signs of illness. There may be vomiting or a chill, or only prostration. The throat may be red and a patch of gray membrane present. Soreness may be complained of. Fever is present, altho it is usually not high. A watery nasal discharge which irritates the upper lip should in time of epidemic make one suspicious of nasal diphtheria. Tonsillitis—there is sore throat; there may be a chill or chilly sensations, and usually high fever. There is much prostra- tion. The throat is much inflamed. Yellow- ish spots may be present on the tonsils. Smallpox—chills, fever, backache, nausea, and vomiting are usually present. The eruption appears on the second or third day. Symptoms may be very mild and the disease difficult to distinguish from chickenpox. Chickenpox—an eruption of discrete, red, raised spots appears usually first on the forehead. There may be fever but other symptoms are slight. Mumps—there is swelling of the parotid gland, in front and below the ear, or a gland below the jaw on one or both sides; there is pain in this region, especially on swallowing, and generally signs of illness. Is your sCHOOL READY for American Edu- cation Week? See page A-136 for helps. A PERSONAL REQUEST To rou—If teaching is truly a profession should there not be certain books which belong to the pro- fession as a whole to every teacher every- where? What books would you include in such a list? Write the editor of Tue Journat your choices. [ 219 | i ; t f ' : ; ” Ww Ww AN INVITATION TO RURAL TEACHERS—Any member of the National Education As- sociation may become a member of the Department of Rural Education upon request and without payment of further dues become eligible to attend the an- nual convention meetings of the De- partment, to vote, to hold office, and to receive annually three or more issues of the Rural Service Bulletin. This is an op- portunity to join the ranks of those in the service of rural schools. We invite you to take part—Mrs. Katherine M. Cook, president, NEA Department of Rural Education. Have you seEN Newer Types of Instruc- tion in Small Rural Schools, the 1938 Yearbook of the Department of Rural Education? (144 pages, illus. 50¢) Chap- ters on the social studies, local environ- ment, and the language arts are out- standing. OuR scHOOL FORESTRY CLUB, which also includes local highschool children, takes hikes and field trips, makes collections of materials, and works in nature hobby groups. This and a wild-flower garden planted on the edge of the woods near the school which will gradually become a living museum of local plant life, do much to stimulate interest in nature. Children go out to paint or paint scenes from the window at the easel. They are studying science and physical geography just now in relation to farming prob- lems in the local community—Anne Hoppock, helping teacher, Warren County Public Schools, Belvidere, N. J. For your tiprary—Each rural school may well keep a selected library of bulle- tins from the U. S. Department of Agri- culture. It is good training for an older student to act as librarian. He can write to the Department of Agriculture in Washington, D. C., for lists and infor- mation as to how to order. A COUNTY MATERIALS BUREAU—T hat teachers need tools and materials with which to work was the idea back of the Habersham County, Ga., Materials Bu- reau (see Georgia Education Journal, Oct. 1937, pro). Founded by Nettie Brogdon, a faculty member of the West [ 220 | RURAL SCHOOL SERVICE Ww * Georgia College, the bureau is under the direction of Bailey M. Wade, dean of Piedmont College. This is a service which might well be developed by your school or public library. The bureau was begun in October 1936 in a building used for storing text- books. No money was available other than a small amount for postage. NYA students from Piedmont College assisted in collecting materials. Under the leader- ship of Superintendent Claude Purcell of Clarkesville, a campaign was made to collect free books, magazines, and news- papers. Books with educational material were cataloged and made accessible to county teachers. Pictures of educational value from magazines and newspapers were mounted on cardboard. Free pam- phlets were ordered. Newspaper articles were clipped and filed. Two principal purposes have moti- vated the work—first, to furnish mate- rials for the classroom teacher and adults in general; second, to serve as an agency for training prospective and inservice teachers. Informal groups meet con- stantly for help on particular problems. Teachers, when beginning the study of a new unit, come to the bureau to bor- row for two weeks or longer all suitable materials, pictures, clippings, slides. A sPECIAL RURAL-SCHOOL PACKET (see page A-136) has been prepared for American Education Week. Order your copy now. ‘THE NOON LUNCHEON HOUR is a most en- joyable time. Each child has his own luncheon mat made of oilcloth. Paper napkins are passed and the lunches are brought in by the boys while the girls are washing. After the boys have washed, everyone is ready to eat. Three days a week cocoa is made and served by the children. Occasionally, special dishes are cooked on the hot plate. Italian spaghetti was popular while we were studying Italy. Guessing games are popular during the luncheon hour. In late spring and early fall we eat on our shady lawn.—From Modern Education in the Small Rural School by Kate V. Wofford (Macmillan, 1938, 582p. $2.75), a book written for those who teach or will teach in rural schools, and filled THE JOURNAL OF with practical suggestions for program. making, individual instruction, progress charts, and inexpensive classroom mate. rials. For sCHOOL pIscussIon—Can the pupils in your school answer these questions: [1] When did the first settlers establish themselves in your school district? [2] What is the highest price per acre paid for land in your district during last year? The lowest? How many people live in your school district? How many children are born there each year? What races and nationalities are rep resented in the district? What are the three major crops raised in the district? What price does each bring? What is the cost of producing each? How much money is invested in your school district plant? What is the annual school budget for the current year? Where does the money come from? For sUPPLEMENTARY READING AND CHAR- ACTER EDUCATION— When I Am a Guest When I go alone or with my parents into another home, I shall try to prove that | have good manners. I shall be very careful with all property and when I play, I shall remember I am a guest and not expect to have things my way. I won’t be quarrel- some with the children there. I won't go to any room to which I am not invited, nor will I handle books or anything else in that home until I am very sure it is proper to do so. With all such things I shall be extremely careful. I will not run, nor jump, nor romp, nor be noisy even if the child entertaining me in his home should be so. I want his parents to think well of me, so I must watch myself— From I Am Growing Up, Book II, “Man- ners,” by Garry Cleveland Myers. ‘THE GREATEST FARM PROBLEM IN AMERICA Topay is the problem of the rural school. The surest form of farm relief is some measure which will bring to the rural school the highest forms of administra tive and teaching service and to every boy and girl a fair start in life. Write 0 Tue Journat describing briefly one pio neering activity which your school is undertaking to improve rural life. THE NATIONAL EDUCATION ASSOCIATION ———— an oul tan ee eeO"- TO PERFECT AND ENRICH og OUR EDUCATION OF YOUTH | HIGHSCHOOL TWELVE RULES OF LIFE ANC IZ which quotes Olympic champions and ram. 1s § other le: at high at- ram [1] The success of perseverance a a : ee, a’ wd : ip that high 2] gress , tainment and alcohol do not “mix.” [2 male [2] vin a “es rte Marihuana, the New Dangerous Drug, 4 i. cael a8 alate orn by the Opium Research Committee, ; 4 € kind Foreign Policy Association, National eee! 2 = power of Kindness Press Building, Washington, D. C. 15¢ ions: | [6] The influence of example s 4 8» ete tee Sen ee maa 1.44 ¢ ; abli, | [7] The obligation to duty MN 6. err t? [8] The wisdom of economy AMERICAN EDUCATION WEEK MATERIALS ig The virtue of patience see page A-126) have been prepared na 9] : E Eugene Lyons, they are curious enough ( 0h 36) : Prep luring | [10] The improvement of talent with the cooperation of school people ; ny baa to read on. Naturally Europe today at- : [11] The joy of originating from all sections of the country. schoo a ae lh tracts others, particularly Italy and Ger- [12] The value of time . f h ae. hie _ Th \ é many; tor these John Gunther, Sir FRIENDLY GUIDE e Promise of To- [For your bulletin board] ae on poh ; there Philip Gibbs, William Teeling, Vincent morrow by Walter E. Myer and Clay YouTH IN A DEMocracy—In a demo- Sheean, and any number of contem- Coss (Civic Education Service, Wash- e rep. | cracy, every young person should learn: rary journalists will do nicely. Books ington, D. C. 528p. 1928, $2.50, $2 in P porary j y gton 538p- 1938, $2.5 Mechtnk for himectf, dealing with philosophies and ways of quantities of five or more) offers valu- raised |} =T.) make intelligent, discriminating life different from our own are surpris- able counsel to highschool students hs choices. ingly attractive to thoughtful boys and planning to build careers in a disor- "cin§'| To take an active interest in civic affairs. girls: Stuart Chase’s Mexico, Lin Yu- dered and not too friendly world. Get- Re! To speak well in public. tang’s My Country and My People, ting and keeping a job, income and con- y To preside over a meeting with ease. Yeats-Brown’s Lives of a Bengal Lan- ditions of work in specific vocations, and is Pema: pacing ain aang / E wtela ieee goodwill and poise in the cer, Peter Freuchen’s Arctic Adventure. habits of life which make for happiness ! face of di culty. Pate And incredible as it may seem, I have are presented against a revealing picture © assume nis share OF responsibiity found sixteen-year-olds who have under- _ of social conditions in America toda y. for the general welfare. fe had stood Mumford’s Technics and Civiliza- To: narnova svunt mare, pide. weeny CHAR- ’ The student who serves well as a class tion, Strachey’s The Coming Struggle of “Your Mind in the Making” to wth dficer, as an editor or reporter on the for Power, Niebuhr’s Reflections on the of the older students and discuss its con- school paper, as a member of the student End of an Era, Stanley Casson’s Prog- tents (see page 213) ts into | council, or in some other worthy school ress and Catastrophe, and Belloc’s Crisis that! | activity, is performing civic duties which of Civilization. Naturally, we have to For your cLass IN CURRENT AFFAIRS— careful help to prepare him for lifelong partic- adapt the reading to the individual—and How to study all factors in a geographic I shal ipation and leadership in a democratic sometimes to the individual’s parents— __ section which influence the wellbeing of ee dvilization—Willard E. Givens. but there is material for all!” the people is illustrated by the recent x ; : ; Report on Economic Conditions of the n't go | War 1s your List?—For a six weeks’ ADULT EDUCATION IN AcTION—A High- ¢) Ga pages, fee task baal nvited, | tourse in contemporary books for high-school Speakers’ Bureau, organized in Ang ge sll er , rene en & , Emergency Council, Washington, 'g “| school seniors, Edwin Smith, Classical the Berkeley, Calif, Highschool by D. C.). The report outlines the urgent ¢ 8 | Highschool, Springfield, Mass., suggests Kathryn Heinz Livingston, chairman need for adequate medical care, for edu- pp the following: “We make three stipu- of the English department, is an impor- cation not only in the penile ahead ort | ktions as to texts the students read. They tant factor in community-school under- | Ode Sah b ; even if , di Probl hatin 4 side of it, abolition of child labor, im- thesis a — something they i under- standing. ie wee merican - proved eanplogmnent conditions, sail aaa -. | sand: s ommuni : . : think | and; they must enjoy it; and they must mocracy are discussed on ¢ Y scrutiieniiel, wnotitede ak ohne tad yself— | “ways read on two sides of any con- forum, panel, or radio programs by stu- been wasted by erosion “Man- | toversial question. For beginners, we dents who are prepared thru class study. lave accessible a good number of the ikine ik Sines aula eas a eee: May WE HEAR FROM you?—The high- ie Headline Books published by the For- cont aumets of epmumialt tees ad se school is the people’s college. It can per- MER J ~ . . . < < re “ . . . tool gn Policy Association. All students EE TM LT es SE I form its greatest service only as it be- sen} find such books as I Went to Pit College, ¥ e "hale" d comes an expression of the best life of s some | y lige: during the school year they devoted on h seal cl i ou Have Seen Their Faces, Rich Man aT Sith is ay Sa MOREE 7 HANA the community and an eager servant o , mi Poor Man, Middletown, Rich Land 7 Pra yEL .¢ ae that life. Its task is not to prepare people qe Poor Land, The Robber Barons, and °°") ; to leave the community but to render a be Road to War well within their range. THe casE AGAINST NaRCoTics is graphi- larger service in it. Write THe JournaL be Russia is invariably interesting to them, cally presented for highschool students describing a pioneering enterprise in io- : . ; ns ' ft: 4 | and when they have contrasted Maurice in two recent pamphlets: [1] Top Form your highschool in training for leisure, ri Hindus, Walter Duranty, or Irina (Alcohol Education, 1730 Chicago Ave- vital health programs, classes in home - Skariatina, with the Tchernavins or nue, Evanston, IIl., 15¢, $1.20 a dozen) architecture or community planning. [ATION VOLUME 27, NUMBER 73; OCTOBER 1938 [ 221 | x OF COLLEGE AND UNIVERSITY SERVICE wo For THE FRESHMEN ASSEMBLY—T0 be at home in all lands and ages; to count nature a familiar acquaintance and art an intimate friend; to gain a standard for the appreciation of other men’s work and the criticism of your own; to carry the keys of the world’s library in your pocket, and feel its resources behind you in whatever you undertake; to make hosts of friends among the men of your own age who are to be leaders in all walks of life; to lose yourself in generous enthusiasms and cooperate with others for common ends—this is the offer of the college for the best four years of your life—William DeWitt Hyde in Kappa Sigma. WILL YOUR COLLEGE MAKE THE MOST OF AMERICAN EDUCATION WEEK as a time for interpreting its service to the commu- nity? See page A-136 for materials. FirsT-AID FOR FRESHMEN—A plan of upperclass counseling for freshmen and transfer students has been in operation at Purdue University, Lafayette, Indiana, for four years. Some services rendered by upperclass women are: Helping stu- dents get acquainted with classmates and faculty members; advising as to ap- propriate dress for social functions; as- sisting with routine registration; getting dates; helping to ward off homesickness. After the first two or three weeks, upper- class women suggest solutions for room- mate “difficulties,” advise in effective use of time, in getting a start in campus activities, and in learning to use the li- brary—Dorothy C. Stratton, dean of women. DurING THE NEXT TWENTY-FIVE YEARS when many of the homes of America will be rebuilt, every university should have a department of architecture with emphasis on the design of the individual home. A PREPARATORY COURSE FOR MARRIAGE is offered at the University of North Car- olina, Chapel Hill, for senior students. See “Teaching Marriage at the Univer- sity of North Carolina,” by Ernest R. Groves, Social Forces, October 1937, p87-96. [ 222 | FUTURE TEACHERS OF AMERICA—Each col- lege or teachers college interested in the improvement of the teaching profession is entitled to form a Future Teachers Club under the sponsorship of a member of the faculty. Write to the NEA for a 16-page leaflet, “Future Teachers of America,” one cent each in any quantity, but no orders for less than 25 copies; cash to accompany orders for $1 or less. Is YOUR COLLEGE HELPING young men and women to acquire gracious man- ners and a wider knowledge of life than they can get in the classroom alone? In Hungry Hearts, by Anzia Yezierska, there is a touching story of an immi- grant girl who earns her way thru col- lege by working nights in a laundry. In her classes she is brilliant, but no one teaches her how to dress, how to speak in a pleasant voice, how to carry herself when she comes into a room. She makes no friends; she is so unkempt when she graduates that she cannot get a good teaching position; she becomes an em- bittered and cheated woman. If your college has a plan for meeting such problems, make it available to other schools thru THE JourNAL. THE EVALUATION OF HIGHER INSTITUTIONS is the title of a series of seven mono- graphs based on the investigation con- ducted for the Committee on Revision of Standards, Commission on Higher Institutions of the North Central As- sociation of Colleges and Secondary Schools. Published by the University of Chicago Press, the volumes deal with: Principles of Accrediting Higher Institutions; The Faculty; The Educa- tional Program; The Library; Student Personnel Service; Administration; and Finance. Goop rEapinc is the title of a guide for college students and adult readers, briefly describing about a thousand books which are well worth knowing, enjoyable to read, and largely available in inexpensive editions. Order from Committee on College Reading, Na- tional Council of Teachers of English, 211 W. 68 St., Chicago, 20¢ a copy, $1.80 a dozen, $13 a hundred. A MUSEUM OF INDIAN RELIcs and other rare materials is being arranged for Western State Teachers College, Kala- mazoo, Michigan, by President-emer- itus Dwight B. Waldo. EIGHT QUALITIES OF A “GOOD” COLLEGE TEACHER, stated by President Frank Baker, Milwaukee State Teachers Col- lege: [1] Possession of a love of human na- ture and a desire to promote its welfare. [2] The ability to think problematically, [3] The ability to organize intellectual materials. [4] Understanding of the minds to be taught. [5] Understanding of the skills and technics of teaching. [6] Possession of a general education. [7] Evidence of a capacity for citizen- ship in terms of performance. [8] Possession of a critical attitude to discern social and professional needs and the courage to state them. Horace MANN AT ANTIOCH by Joy Elmer Morgan (608 pages, clothbound, 26 il lustrations, many of them full-page, 2 postpaid from the NEA) is a vivid life saga of one of America’s greatest college presidents. This is a book for college teachers and students, for everyone who would catch the vision of a wellrounded life as set forth by Horace Mann and his followers at this pioneer American col- lege. Includes “A Budget for Your Life,” “The Antioch of Today and Tomor- row,” and all of Horace Mann’s ad- dresses at Antioch, two of which have never before been published. THE AMERICAN ASSOCIATION OF JUNIOR coLLeces has opened a national head- quarters at 744 Jackson Place, Washing: ton, D. C. Walter Crosby Eells is execu- tive secretary. Wit You HELP THE JouRNAL make this page rich in suggestions that can be applied by college and university teach ers everywhere in their daily work? In- clude in your letter a short, specific state ment describing pioneering activities of unusual significance. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Pr elec has tra\ anc to Per Vir Inc Ma Da Cal anc he the her for ala- ner- LEGE ank Col- . Na- re, ally. ctual on. ‘izen- Je to ; and . ‘lmer 26 il- re, §2 d life ollege ollege > who inded ad his n col- Life,” omor- ’s ad- . have ‘UNIOR head- shing- execu- ke this -an be teach- k? In- state- ties of President Shaw’s Activities tr PRESIDENT REUBEN T. SHAW took up As- sociation activities immediately after his election at the New York convention and has spent much time in conference and travel. His itinerary during July, August, and September has included several visits to NEA headquarters and travel thru Pennsylvania, New Jersey, New York, Virginia, West Virginia, Kentucky, Ohio, Indiana, Vermont, New Hampshire, Massachusetts, Illinois, Wisconsin, North Dakota, Montana, Washington, Oregon, California, Utah, Wyoming, Colorado, and intermediate points. During October he will spend time in New England and the Middlewest. JOSEPH H. SAUNDERS uperintendent of the Newport News, Virginia, public schools and chairman if the Board of Trustees of the National Education Association, was recently honored by the Newport News Educa- tion Association, which recognized and paid tribute to his service to education m Newport News, in Virginia, and in the nation, by having his portrait painted by the noted artist, Albert Sterner. The bortrait—unveiled by Miss Jane Saun- ders, a daughter of Dr. Saunders —hangs in the library of the Newport News Highschool. God’s Artisan What you, today, have taught these girls and boys They will forget. Too soon the mind employs lself with needless cares and counts as naught The lessons which in early youth were taught. But what you are within your heart today marked indelibly upon the clay | their young lives, to help or harm the plan Which God designed to make a perfect man, 4nd trusted then to you, His artisan. CanpivE Breaux, Loreauville, Loutsiana VOLUME 27, NUMBER 7}; OCTOBER 1938 School Bells Thruout the land their echo rings, And each clear tone a vision brings; The nation’s strength and hope and pride Thru far-off years shall e’er abide— While school bells ring. Above the din of crowded street, "Mid ceaseless tread of hurried feet, Thru fruitful fields of countryside, Where hamlets neath the mountain hide— The school bells ring. Their music tells of opened doors To education’s richest stores. The hand is trained, the mind is freed, The heart is stirred by word and deed— Where school bells ring. Where’er young lives are taught aright That truth and honor are man’s might; That character is life’s chief gain, That righteousness tow’rs o’er the brain— There school bells ring. Ring out, school bells, across the sky, Proclaim the cause that ne’er shall die. Thru distant time, in ev'ry clime Where men lift eyes to heights sublime— Let school bells ring. —Cuar_es G. REIGNER. Noted Professional Leader Dies yy As THE JOURNAL goes to press, word comes of the sudden death on September 13 of Charles O. Williams, secretary of the Indiana State Teachers’ Association since 1917. Mr. Williams, a member of the NEA since 1893, has served upon many important committees of the Asso- ciation. He has been NEA Director for In- diana since 1930, for four years a member of the Budget Committee of the National Education Association, a member of the National Council of Education, and a Consultant of the Educational Policies Commission of the NEA. He was presi- dent of the National Association of Secre- taries of State Teachers’ Associations in 1927. He was one of a group of pioneers who as secretaries of the state associations made exceptional contributions to the de- velopment of the profession. Home Economics Department Participates in AEW y& THE DEPARTMENT OF SUPERVISORS AND TEACHERS OF HOME ECONOMICS of the Na- tional Education Association thru the co- operation of the Department President, Freda Gerwin Winning of New York University, and a committee headed by Clara Lee Cone of the Atlanta, Ga., pub- lic schools, has prepared a set of helpful materials and suggestions for teachers of home economics in planning their local observances of American Education Week. The material includes quotations on the value of home economics, suggestions for activities, a list of plays suitable for pro- grams, and a list of sources of program material. Copies of this ten-page document in attractive mimeographed form may be secured by sending 10¢ to the Division of Publications, NEA, 1201 16th St., N. W., Washington, D. C. A Letter from a School Patron yy “Few propte really know what school teachers mean to the community. They not only hold the future of a child, but, in some instances, even the life of the child. I have had two experiences of this kind, and to me the school teacher is more than the greatest physician. “My own youngster was critically ill five years ago with pneumonia. Attending physicians resorted to every possible means to save his life, but gave little hope for his recovery, as all means of giving him nour- ishment and medicine both by natural and artificial means had failed. He fought off the doctors, nurses, and even his par- ents. He was wasting so much energy that the doctors said the only hope that re mained was to get nourishment into his system without sacrificing his energy. [| Cont. on next page| BOOK WEEK POSTER Book Week will be observed November 13-19. For helpful material write to Publishers’ Weekly, 62 West Sth St., New York, N. Y. A hundred thousand men coming one after another could not move a ton weight, but the united strength of fifty would transport it with ease—George Washington. New Life Enlistments AtasaMA—Noble B. Hendrix Avaska—Mrs. Rhoda Thomas Catirornia—Julian Beck, Anne Bradley Connecticut—Wilfred H. Moody, Mary O’Connor District or CotumMBia-—Edna