of the Kansas ization, Service Address rk, NW e Chil w Yorke St. News of the 5, to be. Hughes: n vention: Admii= real & : land. | } ‘ | NOVEMBER 1938 [ATION Harold M. Lambert, Philadelphia Reading List Title Level Price A. AWAY WE GO............. Pre-primer. . . . $0.20 TES. kai 9d ciein 0. Soren eee ater .16 EO Primer....... 56 en em eS Ugh .16 C. INSTORM AND SUNSHINE. .First Reader... .64 ST Se ei -16 D. IN TOWN — COUNTRY. .Second Reader. E. HERE AND THERE..........Third Reader.. .72 a 2 gn ee Sa .20 F. AROUND THE YEAR........ Fourth Reader. .76 ne. Beek Gund acolo .24 G. ON LAND AND WATER... .Fifth Reader... .80 SC re er .24 H. WHO TRAVELS THERE...... Sixth Reader... .88 te en ck cn aw eee on .24 TEACHERS’ MANUAL for each book...... .32 NEW YORK CINCINNATI CHICAGO Co cial anid Cdl THE AUTHORIZED EDITIONS OF THE METROPOLITAN OPERA GUILD THE STORY OF HANSEL AND GRETEL THE STORY OF LOHENGRIN THE STORY OF AIDA THE STORY OF CARMEN Beautifully illustrated in four colors and with the- matic notations, these books are a source of delight to pupils, teachers, and parents. List Price $.60 each. SILVER BURDETT COMPANY NEW YORK BOSTON CHICAGO SAN FRANCISCO THE NATION WAKES UP—to the vital need for Safety Education Is your school taking part in this great campaign por safety 7 An Organized Program is Given in THE ROAD TO SAFETY BUCKLEY—WHITE—ADAMS—SILVERNALE Eight books for grades one to six, filled with lively, interest- ing stories and artistic pictures, but with no gruesome details. School, home, and street safety, out-of-doors safety, vacation safety, winter safety, fire prevention, and first aid are all dealt with throughout the series. BOOK COMPANY BOSTON ATLANTA DALLAS SAN FRANCISCO Announcin g— A New Chemistry Text NEW AUTHORSHIP—B. S. HOPKINS, University of Illinois, Department of Chemistry, Urbana, IIli- nois; G. M. BRADBURY, The High School, Mont- clair, New Jersey; R. E. DAVIS, Head of Chemistry Department, Lane High School, Chicago, Illinois; M. V. McGILL, Lorain High School, Lorain, Ohio; H. R. SMITH, Head of Chemistry Department, Lake- view High School, Chicago, Illinois. NEW PEDAGOGY—Here is a new chemistry text that presents the subject in a step-by-step manner—start- ing in with easy concepts and building logically until the more difficult concepts are reached. This is the first time that any chemistry text has attempted this procedure. NEW EMPHASIS—Enmphasis is given to everyday life activities and to the interests of pupils. Principles of chemistry are stressed. NEW PRESENTATION—Here is a text that is inter- esting alike to the pupil and to the teacher. It makes chemistry a living, teachable subject. PUBLICATION DATE—Now on the press. If you are planning to change chemistry texts this year be sure to delay your selection until you have had an op- portunity of investigating this new type of chemistry text. LYONS AND CARNAHAN Chicago Dallas San Francisco Atlanta New York ._ enmn— x a OU lee Ae eeelCU KlUCUrlC lO Between Editor and Reader OVEMBER is election month. And what a mo- mentous month! Perhaps this year it will elect the Congress that will put us in or keep us out of devastating world war. Certainly it will elect the Congress that will decide momentous internal issues and help to determine national trends for a generation. The old leadership is going off the scene and a new coming on. What will be the character and purpose of this new leadership? What an opportunity for the right men and women! This decade is like the 1850’s. The old party lines are broken and new ones have not yet formed. There is much bitterness and confusion. The Republicans accuse the Democrats of buy- ing the elections with relief to the unemployed and federal grants for public works. The Democrats accuse the Republicans of buy- ing the elections for generations with tariff sub- sidies and special favors to the great corporations who filled their campaign chests and saw that the newspapers were favorable. Perhaps Washington was right. Perhaps the real battle is not between one party and another but between the people and special privilege. Four great dangers to our system of government are blind partisanship; the tendency of more powerful sections of the country to oppress the weaker thru absentee ownership and control; the corrupting influence of the great corporations; and the miseducation of the adult population by a monopolistic press and radio. The public-school teacher cannot become ac- tively partisan in hotly fought issues, for he rep- resents all the people and to do his best work must have the goodwill of most of them most of the time—but he can at least emphasize the im- portance of free elections; the moral obligation of every citizen to vote; and the necessity for intel- ligence, integrity, and a responsible concern for the general welfare. No teacher should fail to do that. And if every teacher does that this year and every year the future of the republic will be safely “Tournal ofthe NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES JOY ELMER MORGAN, Editor H. A. ALLAN, Business Manager VOLUME 27 NUMBER 8 CONTENTS FOR NOVEMBER 1928 Leaders Wanted . President Roosevelt’s Message for American Education Week . . . 226 Education Enriched by Living One If by Land! . United We Stand REUBEN T. SHAW 229 SS Pear eee a ee oo era - EDITORIAL 225 CHARLES A. BEARD 227 BELMONT FARLEY 228 Our American Music GRANVILLE EAGLER 232 Racial Enrichment of the Curriculum . CHARLES A. DALY 235 Toward Democracy thru the Schools The Art of Observing Children H.B. WYMAN 237 HERBERT R. STOLZ 240 Supreme Court Decisions on Tenure . . . . . . «s+ ss + 241 Beautifel Plcvdand 2... VOSS LOR. abl. © 25) Be A New Outlook on Educational Policy . . . . . .. . 1 ss 243 The Structure and Administration of Education in American Democracy 4 « See The Purposes of Education in American Democracy. . . . . + « 245 A Program for. Public Education . 2.1 ts wrisiicce soleil e 6 + 26 To Perpetuate Democracy Against Communism WILLIAM F. RUSSELL 247 Fifteen Years... .. JOHN MACKENZIE 248 How Swedish Cooperatives Educate the People . ALBIN JOHANSSON 250 Elementary-School Service... . escere iw sa ee OE RurelGcieel Service : & : } ; ; ; : S . YF ba ” , . * i : * A 4? . - % * 6 . , r . 2 2 . x *. ‘ : ag : i : j . } s * ; : ; $ . ¥ t ; ; : 4 es - ee Es : : : : P j : . : ou ; Sat : [ ee . pum 3 % 3 4 re + ‘. ; i i } ee Oe / * s . j I} eae oe ; a ; : Pay hos * : ‘ : : . F ; . . * : 7 - : z : eat ee ; Ss bs : j $ . ¢ ¢ . cad : ; ~ FA ‘ ok. " ; . " ; > = es ‘ < ‘ ' : : { . ‘ + ¥ . y ¢ . , x! F . id ( ‘ i ih : . J : oe ee se : ’ 7 : : ‘ ; : inte i ‘ - . . : ; * « ' | SCHOOLROOM | it ; E SLOUCH shows up on the Illustrated: American Universal Desk GRAND RAPIDS, MICHIGAN OLUME 27, NUMBER 8; NOVEMBER 1938 | Heatru as well as school work may suffer when the school seat is uncomfortable. Doctors know that a slumping posture often contributes to hollow chests, sagging stomachs and even curvature of the spine. Eyesight is strained, vitality and alertness handicapped. The American Seating line of school fur- niture is designed to prevent the handicap of schoolroom slouch. Comfortable, correct sitting posture is induced. Eye-strain and school fatigue are minimized. Schools find that equipment by ‘‘Amer- ican’’ is not only an aid to better health, comfort and efficiency, but an economical investment. Structural beauty and guaran- teed durability are well known “‘American”’ qualities. There is a wide variety of equipment cov- ering every classroom requirement—all at reasonable cost. Write for full information. Sap aCrns RR aT aan ae eee [ Cont. from page 255 | To Avoid Eyestrain yx EncLanp’s National Institute of Indus- trial Psychology has been studying eye- strain as caused by blackboard work. It was discovered that dark blue letters on a yellow blackboard were read 15.4 percent more quickly than white letters on a black surface. A savings of 10 percent in copying time was achieved.—Education Digest. Education Week in India y% A Letrer from the South India teachers organization reports the eighth annual cele- bration of South Indian Education Week, Oct. 31-Nov. 6. The theme is “Education for the India of Tomorrow” (as compared with the theme for American Education Week, “Education for Tomorrow’s Amer- ica”) and the topics are: Schools and Our Cultural Heritage; Schools and Knowl- edge; Schools and a Healthy Nation; Schools and Character; Schools and Society; Schools and Vocation; Schools and World Goodwill. Forgotten Schools yy Girts received by universities are rarely wasted. There are a variety of ways in which institutions of higher learning can put contributions to good advantage. And many public-spirited citizens and organiza- « tions, realizing the social value of educa- tion, have seen fit to bestow gifts on uni- versities. . . . Universities are not, how- ever, the only institutions of education that are deserving of assistance. Elementary schools and highschools probably affect more people, directly, than colleges do. . . . Primary and secondary education are basic social needs»Wet it is extraordinary how seldom donors seriously consider the high- school system or the primary-school system, even when the housing problem for the schools becomes acute.—Editorial in the Ann Arbor (Michigan) News. National Association of School Secretaries yx THIs ORGANIZATION will meet in connec- tion with the American Association of School Administrators in Cleveland, Feb. 25-26, 1939. Other meetings include the Institute at Los Arigeles, Nov. 18, 1938, when President Louise Henderson will de- liver an address. The Southern secretaries will meet in Dallas, Nov. 25-26. The 1939 meeting of the organization will be held in San Francisco in connection with the sum- mer convention of the NEA. This associa- tion is emphasizing the factors which con- stitute a professional attitude for the school secretary. This organization has a member- ship of 1600, representing every state and the District of Columbia. Pleeth Like Other Tools Need Care. j And, Ch ewing Gum is Good for Thé " . z RR 4 BLE AOLERS PERSE ORR ORE AES SORA Re cee real segues: cea af: ~ T.C.U, to come to ever call upon you. All you have to do is to send the friend like the ‘T.c.U. 1 : the Department of Elementary coupon below. Complete information as to benefits, cost, — = Bnd mel School Principals ete., will be mailed to you promptly. Then you alone F. Homan, Otterville, Mo. choose the kind and size of policy you want. Teachers . T lable £ often seit us how as =, epereciate having everre va 4 an rpms h 7m J 19} thing in print. ou now just what you are ge ng ough I placed two claims with * WO STUDY OUTLINES are avaliable fOr) hen you join the T.C.U, And you always get just what the T.C-U. this summer, they paid use in connection with the Seventeenth you are promised—and at a surprisingly low cost—as ink om the paper was scarcely Gry y . . . . little as a nickel a day. before the checks were in my pos- earbook (Newer Practises in Reading in caste. "Wears amet aed abe the Elementary Schools). No. 1, which TEACHERS CASUALTY UNDERWRITERS the answer te te 8.0.8. of P : ® 674 T.C.U. Bidg. Lincoin, Nebr. teacher in distress.”’—Mildred H. covers the complete field of reading, is Mansur, Huntington Park, Cal. FREE INFORMATION COUPON To the T.C.U., 674 T.C.U. Bidg., Lincoin, Nebr. I am interested in knowing more about protection under the T.C.U. umbrella. Send me (without obli- gation) full information. : : “ALL THESE BENEFITS ™ especially well adapted for college classes WILL BE YOURS and those who have library facilities. No. 2 $1,000 to $3,000 for accidental loss of ° : ° life; $333 to $3,000 for major acci- deals with the material as presented in the | dents; $50 @ month when totally dis- Yearbook itself. Each outline mtay be se- cured for 25¢ per copy from the Depart- abled by confining sickness or acci- dental injuries (including automobile) ; $50 a month when quarantined and salary stopped. BN ae ee ae ee ae ee ee “Ai Policies payi ment of Elementary School Principals, 1201 1899 4 ——witca. Address... -_-.-.--.--.-------------------=----=--- = All claim checks sent by fast air mall. Sixteenth Street [Cont. on page A-151] | eee oes, Oe aa nkaae eat eek K ‘ ail VOLUME 27, NUMBER 8; NOVEMBER 1938 [ A-149 | HOLMES UTILITY ALL MAJOR USES fer Sehools and Colleges ...NEW LOW PRICE! The NEW HOLMES projector with interchangeable unit system makes HOLMES equipment applicable and convenient for all uses. for Class Rooms, Assembly Halls and Lecture Tours, pictures without sound, projector unit only—for pic- tures with sound on film, projector and amplifier locked together and one or more speakers—for portable public address, one or more speak- ers, amplifier and turntable or one or more microphones. for Auditorium, Gymnasium and Athletic Fields, public address sys- tem, music, scores, etc., amplifier and one or more speaker units— amplifier, one or more speakers and turntable—amplifier one or more speakers, one or more microphones. Projector Unit with or without sound on film. 2 Amplifier Unit locks to projector or speaker in use with projector turntable or microphone. Speaker Unit—for use with amplifier, projector, turn- table or microphones. All units 1, 2, 3 may be used separately or locked to each other for utility and conven- Toretehie Uelt = inn 0 : urntable may be ience in use or carrying. pe po Fe hy A plifier and projector. Write for full information. HOLMES PROJECTOR CO. 1815 ORCHARD ST., CHICAGO | A-150 | QUALITY COSTS NO MORE, The NEW PICTUROLS |= Give a FRESH Viewpoia. The popularity of Picturols in visualizing lessons has necessitated the development of several new series on the Geography of the United States, American History and Vocational Guidance. Each series has been com- piled by well known authorities and presents salient points pictorially from an entirely new angle. The Geography series, for example treats each major region from three aspects: (1) Characteristic surface features; (2) Human relationships to natural environment; (3) Cultural, trade, and industrial features. Each Picturol is accompanied by a teach- er’s manual. Ask about these new Pic- turols and other filmslides in the S. V. E, library. Of the many S. V. E. Projectors available for showing Picturols, the S. V. E. Tri-Purpose model is extremely popular for school use. It permits showing not only single and double frame Picturols and other filmslides but also individual black and white frames or Kodachrome or Dufaycolor transparencies, mounted between 2” x 2” glass slides. The Tri-Purpose thus can be used for showing pic- tures made by members of the class as well as stock Picturols. Write for literature today. Society For VisuAL EDUCATION, INC. Manufacturers, Producers and Distributors of Visual Aids Dept. 11 N. E. A., 327 S. LaSalle St. Chicago, Illinois a al regulations for admission to e professions Legal provisions for expulsion from professions and revo- cation of licenses Sampling of cases brought to trial against offenders Causes of hearings and_ revocation of licenses Some con- tinuing problems Bibliog- “Statutory Status of Six Professions” Research Bulletin Vol. XVI, No. 4 September 1938 56 pages 25 cents (Discounts on quantity orders. Funds must accom- pany orders for $1.00 or less.) National Education Association of the United Stetes 1201 Sixteenth Street, Northwest Washington, D. C. | (Cont 4TH ia hig! ig nc! | organi wre J | sugge: meetil \ be obt \FTA, Wash NBA Tri-Purpose | xs: PROJECTOR |.’ 6 I ltive ¢ “their will ; New ‘eT \iie- Hen | Doo ‘Darl Boat (Do Sher ‘Chr THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION —| (Cont. from page A-149| Northwest, Wash- * ington, D. C. Both are for use in principals’ L | dubs, faculty meetings, study groups, and | te like. int, Future Teachers of America sia |x THE NUMBER of Future Teachers clubs on ia highschools and colleges (see page 225) toni lis increasing rapidly. Groups wishing to Om- “ aa jeapanize may secure a 16- page leaflet, “Fu- The ture Teachers of America,” and a set of aw: | suggestive programs to aid in planning es; (3) i Leaflets, programs, and pins may res. be obtained from the National Committee, emt ETA, . 1201 Sixteenth Street Northwest, 1c- . ‘g. |Washington, D. C. NEA To Meet in San Francisco KY 4 aa of San Francisco as meeting OR place for the 77th annual convention of the National Education Association, July '26, 1939, has been confirmed by the Execu- ols, se. —_|tive Committee. Schedules of hotels with nd their rates and other pertinent information 2” — |\will appear in detail in the Dec. Journat. ic- Is. Newbery Medal Books fe THe SEVENTEEN books [see page 251] id jae: The Story of Mankind |Liveright] by Hendrick Van Loon; The Voyages of Dr. gms {Doolittle [Stokes] by Hugh Lofting; The —— ‘Dark Frigate {Little, Brown] by Charles Boardman Hawes; Tales from Silver Lands Doubleday, Doran] by Charles J. Finger; Shen of the Sea |Dutton] by Arthur B. Chrisman; Smoky [Scribner’s] by Will james; Gay-Neck [Dutton] by Dhan Go- pl Mukerji; The Trumpeter of Krakow '|Macmillan] by Eric P. Kelly; Hitty, Her First Hundred Years [Macmillan] by Ra- thel Field; The Cat Who Went to Heaven Macmillan] by Elizabeth Coatsworth; Waterless Mountain |Longmans, Green] ty Laura Adams Armer; Young Fu of the Upper Yangtse [Winston] by Elizabeth Foreman Lewis; Invincible Louisa { Little, Brown] by Cornelia Meigs; Dodry [Vi- ting Press] by Monica Shannon; Caddie vor paralleled brilliance. your vicinity. today. DE VRY CORPORATION Dept. N, 1111 Armitage Ave. Chicago, Il. The Aristocrat of 16mm. Projectors Aristocrat in Performance—but not price. Sprocket Intermittent Sound Projector provides the ex- clusive 16mm. rotary (Geneva) ac- easier on your films, gives clearer, steadier projection with un- We are now arranging free demonstrations in Write for particulars Woodlawn |Macmillan|] by Carol Ryrie Brink; Roller Skates [Viking Press] by Ruth Sawyer; and The White Stag [Vi- king Press] by Kate Seredy. Schools can add these books to their libraries with the assurance that they are getting the best. W FEA in Rio de Janeiro yy Have you wriTTEN to the World Federa- tion of Education Associations (1201 Six- teenth Street Northwest, Washington, D. C.) for information concerning the 8th | Biennial Conference which will be held in Rio de Janeiro in August 1939? Department of Kindergarten- Primary Education yx Orricers of this NEA Department for 1938-39 are: President, Ethelyn L. Mitchell, Chicago; Vicepresident, Ruth O. Ferguson, Mt. Vernon, N. Y.; Secretary, Jessie D. Reilly, Chicago; members of the executive committee: Ethel Massangale, Atlanta; A. Maud Sproat, Salt Lake City; Helen C. Baldwin, San Leandro, Calif.; and Grace | L. Phelps, Detroit. Salaries in 1938-39 yx Harrispure, Pa., sends the first reply to the salary inquiry for 1938-39, mailed in September by the NEA Research Division to more than 3000 city school systems. Average salaries in Harrisburg are slightly higher than in 1936-37: $1824 for the 188 elementary-school teachers, $2153 for ju- nior highschools, and $2390 for senior high- schools, as compared with $1802, $2074, and $2327 two years ago. The number of teachers has increased from 430 to 441; the number of other employees whose salaries are reported has decreased by one, from 119 to 118. The salary schedule is of the preparation or single-salary type, ranging from a minimum of $1000 for teachers with two years of professional training to a super-maximum of $3400 for teachers with four years’ |Cont. on page A-152] De Vry ATION YOLUME 27, NUMBER 8; NOVEMBER 1938 “ACADEMY” FILMOSOUND ony $298 Built Especially for School Use! Dae to bring the proved advantages of educational 16 mm. sound motion pic- tures within comfortable reach of every school, the new “Academy” Filmosound 138 embodies all the features essential to a school projector. Because controls not essential in school serv- ice have been eliminated, the “Academy” can be offered at this amazingly low price. And this same simplicity makes the new projector easier to operate! Althou ugh new, the “Academy” is thoroughly time-tried, for it is basically the same as the Filmosound 138 used for years by hundreds of schools, and by the hundreds by great manufacturers. In classroom or moderate-sized auditorium, the “Academy” offers faithful sound reproduc- tion with ample volume, and the same steady, flickerless projection common to all Filmo- sounds. Just glance at these features. Projects both sound and silent films. Has “blimp” case for quiet operation, speaker-hiss eliminator “floating film” protection, 750-watt lamp, and 1600-foot film capacity. Complete in two light, easily portable cases, only $298. Cupsenten: terms available. Write fordetails. There are other, more powerful Filmosounds, too. Select from Thousands of 16 mm. School Films No matter what types of school movies you need, it’s a — to one the Filmosound Library = supply you. Educational films on most subjects. Latest feature pictures from Hollywood. Cartoon comedies. Choose for rental or purchase from a complete, up-to-date list. Write for Filmosound Library Catalog. Bell & Howell Company, Chicago, New York, Hollywood, London. Established 1907. MAIL COUPON NOW Sn 2 laine Gallien? < i BELL & HOWELL COMPANY NEA 11-38 § g 1854 Larchmont Ave., Chicago, Iilinols 1 i Please send ( ) Details on new ‘‘Academy” jf $ Filmosound;( ) Filmosound Library Catalog. t « i 9 OED .. SS 50 e hiwk tion - oe SEL oo | t 4 i NE o3040.38~5 AR di 633. : - NOR si cts dbivegdietcuadsdjndocdbad : . Da bccnithosdiliedndaws wddeans Seats... .~ 5 BELL & HOWELL [ A-151 | BEST MOVIE of the month Now in 16mm. Sound BOY OF THE STREETS with Jackie Cooper and HOOSIER SCHOOLBOY with Mickey Rooney Both these feature pictures have been awarded the Par- ent’s Magazine medal as the “best movie of the month.” Send for —ms of over 1200 Enter- tainment and Educational subjects. WALTER 0. GUTLOHN, Inc. 35 West 45th St., Dept. A-11, New York If you ever want to know— The educational requirements for entrance, the opportunities for em- ployment, the changing trends of demand for workers—in any occu- pation—then you need the Occupa- tional Index. Write for free sample. Occupational Index, Inc., 551 Fifth Avenue, New York. ursery ren’s demonstration school and observation center. Special summer classes. rite for list of successful alumnae. National College e of Educ EDNA DEAN BAKER, PRES. OX 816-P Wanted — All subjects, for imme- diate publication. Booklet sent free. Meador Publishing Co. 324 NEWBURY Sr., Boston, Mass. BALOPTICONS AB & L Balopticon will prove the most econom- ical as well as the most efficient means of teach- ing visually. There is a B & L Lantern Slide or Opaque Balopticon for every still projection purpose. Write for a catalog. Bausch & Lomb Optical Co., 684 St. Paul Street, Rochester, N. Y. Complete education ie teaching (5 Prd in elementary grades, kinder- and ni school. Chil- \¥27, ; Beautiful resident hall. Located Chicago’s lovely North Shorenear lake. Cultural edu- cation in vocational training. B.E. degree conferred ¢ yrs.), also 3-year Ce and 2-year certificate. tion EVANSTON, ILL. a _ BOOK MANUSCRIPTS [Cont. from page A-151] training. The schedule has not been fully operative since 1932, but the cuts which still remain affect the higher salaries only and are much lighter than those reported two years ago. During the next few weeks replies to the salary inquiry will be received from hun- dreds of other school systems; it is hoped that the number will even surpass the total of 1895, covering 407,557 employees, re- ceived in 1936-37. A summary of the salary findings will be published in the Mar. 1939 Research Bulletin. Toward NEA Membership Goal yx “Enctosep find a check for $110 for fifty-five NEA memberships—I am pleased to announce that this makes our enrolment 100 percent.” This letter recently received from Freda Kahl, secretary, Two Rivers, Wisconsin, Teachers Association, is typical of many reports arriving these days at NEA Headquarters. One hundred percent group enrolments help greatly toward realizing the 10 percent increase goal for 1938-39. Of Course He’s Right ye ComMMENTING on the article, “The Teacher’s Pronunciation” in the October 1938 JournaL, S. A. Lynch former head of the English Department, Iowa State Teach- ers College, Cedar Falls, writes: Some people contend that the first pronunciation given in a dictionary accepted as authority is the one that should be used. Plainly this is an illogical requirement if a good dictionary gives two or three permissible pronunciations of a word. According to Webster’s New International Dic- tionary, Second Edition, the following words may be accented on either the first or second syllable: detail, discourse, research. Advertisement and in- disputable may be accented on either the second or third syllable. The British pronunciation of again with the second a long is used by President Roose- velt and other prominent speakers. Data may be pronounced with the first a long as in fate, or like a in father. I feel certain that many thousands of teachers are influenced by what THe JourNat prints; and, as a student and teacher of English for half a century, I am interested in the dissemination of well-authenticated information about English as the basis for classroom instruction, always keeping in mind that a living language is constantly, even tho slowly and slightly, changing, sloughing off old forms and usages and putting on new ones. The teacher of English should be constantly alert and reasonable in regard to such changes. [Cont. from page 256] No. 7, Angell, Senior High. New Yorxk—Pine Plains, Central Sr. High; Pough- keepsie, Freshman Hi h; Southampton, Entire System, Grade, High; est Nyack, larkstown Ou1to—Akron, Highland Park; Elida; Elida; Ohio City, Ohio City-Liberty Sr. High; Port Clinton, Entire System, East, Jr. High, Sr. High, West; Warren, Tod Ave. Orecon—Portland, Woodmere South Daxota—Mitchell, Entire System, Central Jr. High, Litchfield, Sr. High, ‘Whittier TENNESSEE—K nosville, Giffin Texas—Burkburnett, High Utaun—Provo, Farrer Jr. High, Parker [Cont, on page A-154] THE JOURNAL OF Greeting cards, pro- grams, invitations, etc., easily pro- duced by grade pils with ‘FUSED GRAY Linoleum Blocks (they pre- vent eyestrain) and ‘EVERYDAY ART Papers (56 beautiful colors). FREE! Write for folder “How To Do Linoleum Block Printing’. Include 25c if you wish two 3 x 3 Blocks, postpaid. “Reg. U. 8. Pat. Off. THE AMERICAN CRAYON COMPANY 751-851 Hayes Avenue Sandusky, Ohio BLOCK | PRINTS GRADE CLASSES RapiO -MAT Talk from your screen with quickly TYPEWRITTEN MESSAGES 50 Radio-Mats $1.50 White, Amber, Green EK Accept no substitute Make Your Own Slides on Your Typewriter—use— RADIO mong Write for bee sam RADIO-MAT SL DE O., INC, Cc 1819 Broadway Dept. E New York, N.Y. HORACE MANN AT ANTIOCH By Joy Elmer Morgan Editor, The Journal, National Education Association The dramatic story of Horace Mann’s great service at Antioch, including all of his Antioch writings. Useful and in- spiring— To the general reader of biography To highschool and college students To college faculties To followers of Horace Mann To libraries To Future Teachers of America Order from Horace Mann Centennial Fund NATIONAL EDUCATION ASSOCIATION Washington, D. C. 608 pages, clothbound, 26 illus., $2 a copy THE NATIONAL EDUCATION ASSOCIATION A | LET FATHER HUBBARD TAKE YOUR CLASSES WHERE THE Let Freedom Ring! Now ready as teaching material SALMON LIVE ... . Millions heard this series of radio programs dramatizing the century-old struggle for freedom. Now the scripts are available for use as supplementary teaching material. Bulletin 1937, No. 32, contains the 13 scripts as originally broadcast by the Office of Education, each with lesson aids, production notes, and suggestions for musical ac- companiment. The material may serve as a supplement to social studies, or may be used in school dramatic or radio presentations. Price, 60 cents. Bulletin 1937, No. 33, applies the scripts in Bulletin 32 to many appropriate situations in schools and communi- ties; it aims to put these scripts to work under practical conditions faced by schools everywhere. This manual includes a sample script, lesson aids, production notes, and music directions; also bibliographies on radio in schools and on social studies. Price, 20 cents. DEPARTMENT OF THE INTERIOR | | * UNITED STATES | OFFICE OF EDUCATION . . Washington, D. C. Send order, with remittance (check or money order), to SUPERINTENDENT OF DOCUMENTS, United States Government Printing Office, Washington, D. C. Father Bernard Hubbard, S. J., well known as the Glacier priest, made for us this gorgeous motion picture, “ALASKA'S SILVER MILLIONS” Here’s a film admirably correlated to conform with classroom work in history, geography and social science. From start to finish it’s a fascinating picture... telling the epic story of salmon...portraying the scenic grandeur of our little- known possession. Pick your date...and tell us when. We will loaa you a reel with or without sound ... at no cost to you except return postage. Time—siours spent on various A M E R I Cc A N Cc AWN operations are major factors in the Cc OM PAWN Y a cost of PRINTING. Through care- WE MANUFACTURE CANS - « » WE DO NO CANNING ful planning and advanced pro- HOME ECONOMICS DEPARTMENT JN-11, AMERICAN CAN COMPANY 230 PARK AVENUE, NEW YORK, N. Y. duction methods we have reduced Please send me, free of charge, your motion picture film ‘‘Alaska’s Silver Millions”. EERO CGI sn ccccccsncsentsees Date film will be returned No. of projectors in School the time element to a minimum. Send film checked © 35 m.m. Silent © 16 m.m. Silent ©35 m.m.Sound ® 16 m.m. Sound Consult us—any size job interests‘ 4 praeeeniieieateemmarnae- Taathant Chait, the “Master Printer” I promise to return the film to you on the date specified above and will prepay the return postage. Fe a niniin snipitpindin omens mel lee oes dha epee en Principal JUDD & DETWEILER Name of school IN THE NATION’S CAPITAL Address of school VOLUME 27, NUMBER 8; NOVEMBER 1938 [ A-153 | [Cont. from page A-152] FIVE YEARS Catirornta—Long Beach, Lafayette; Weaverville, Trinity Co. High Friorrpa—Orlando, Memorial Jr. High ILt1no1s—W oodstock, Clay St. Inp1ANA—Bloomington, Fairview; Terre Haute, Collett, Deming Iowa—Ottumwa, Entire System, Sr. High, Wash- ington Jr. High Kansas—Anthony, Entire System, Lincoln Jr. High, Pleasant Valley, Sr. High, Washington; Law- rence, Entire System, Liberty Memorial Sr. High MassAcHUSETTS—Belmont, Barta; Malden, Frank- lin; North Adams, Houghton Micuican—Holland, Jr. High Minnesota—Minneapolis, Howe, Madison Mississ1PPi—Gulfport, Entire System, East Ward, Coo High, North Central Ward, Sr. High, West ard Missourt—Kansas City, Penn, White NesrasKa—Grand Island, Sr. High; Kearney, Jr. High; Wood River, Entire System, Grade, High New Yorx—Hudson Falls, Entire System, Jr. High, Public No. 2, Sr. High Nortn Carotina—Dover, Fort Barnwell; Lakewood Oxu1o—Cleveland, Lawn; Delphos, Lincoln; Lamar- tine, Perrysville; Miamisburg, Entire System, Au- Durham, ditorium-Kercher, High, Intermediate; Nashport, Nashport; Pemberville, Pemberville; Warren, Mc- Kinley OxKLaHomMa—Okmulgee, Entire System, Checotah, Emerson, Franklin, High, Mann, McKinley, Roose- velt, Webster, Wilson PENNSYLVANIA—Berks Co., Amity Twp., Bally Bor- ough, Bether Twp., Birdsboro Boro, Exeter Tw Greenwich Twp., Longswamp Twp., Lower Ri sace Twp., Marion Twp., Mount Penn Boro, Onte- launee , Pike Twp., Richmond Twp., Robeson Twp., Shillington Boro, S. Heidelberg Twp., Spring Twp., Tulpehocken Twp., Union Twp., 4 Leesport Boro, W. Reading Boro; Milton, Grant, Pollock Soutn# Daxota—Lennox, Entire System, Grade, Sr. High Uran—Provo, Entire System, Dixon Jr. High, Franklin, Maeser, Sr. High, Timpanogos West Vircinta—Hinton, Greenbrier FOUR YEARS ALABAMA—Atmore, Atmore; Pell Cit», Entire Sys- tem, Avondale Mills, Sr. High Catirornia—Berkeley, Columbus; Westwood, Jr.- Sr. High Co._orapo—lIdalia, High Georcia—Atlanta, East Lake, Highland; Cochran, Cochran Itt1no1s—Palestine, Palestine Inp1ana—Indianapolis, Skillen, Public No. 20; Noblesville, Third Ward; Rushville, Webb; Wol- cottville, Wolcottville lowa—Estherville, Entire System, Jackson, Lincoln, McKinley, Roosevelt Elem. &. Jr. High, Sr. High oe Rapids, Entire System, Grade, Sr. ig Micuican—Albion, Entire System, Austin, Dal- rymple, Gardner Grade and Sr. High, West Ward; Detroit, Vetal MinNEsota—Minneapolis, Loring, Morris Park Nesraska—Kearney, Entire System, Bryant, Emer- son, High, Kenwood, Whittier New JerseY—Ridgewood, Union St. New Mexico—Jal, Entire System New Yorx—Corning, Northside Grammar and Pri- mary; Mount Vernon, Longfellow Nortu Daxota—Minot, Lincoln Ou1to—Bluffton, Entire System, Grade, Richiand High; Canton, Clarendon, Carroliton, Harlem Springs, Mechanicstown; Co- lumbus, Siebert St.; Dellroy, Dellroy; Kilgore, Kilgore; Leesville, Leesville; Luckey, Troy Twp.; $ Malvern, Malvern; Painesville, Mentor Ave.; Van Wert, Pleasant Twp.; Youngstown, Harrison Orecon—Bridge, Bridge; Forest Grove, Elem.; Milwaukee, Wichita PENNSYLVANIA—Berks Co., Alsace Twp., Bechtels- ville Boro, Earl Twp., Fleetwood Boro, Hamburg Borough, Lower Heidelberg Twp., Mohnton Boro, Penn Twp., Robesonia Boro, Kutztown Elem. Training, Sinking Spring Boro, Tilden Twp., Washington Twp., Wernersville Boro, Womelsdorf Boro; Mansfield, State Teachers College Texas—Addison, Addison VirGcinta—Alexandria, Woodlawn Bluffton- Roosevelt; West Vircinta—Beckley, Lincoln; Charleston, Littlepage Wisconsin—Milwaukee, Pershing; Sheboygan, Jef- - ferson THREE YEARS AvasAMA—Hope Hull, Pintlala Jr. ery, Cottage Hill, Lanier High Avaska—Egegik, Egegik CaLirorN1A—Livermore, Francisco, Douglas CoLorapo—Windsor, Elem. Platoon DeLtawarE—Lincoln, Lincoln Grorcia—Atlanta, Couch; Decatur Co., Entire Co., Attapulgus, Bethany, Brinson, Climax, Faceville, Fowlstown, Mt. Pleasant Voc., Pine Hill, Recov- ery, Twin Lakes, W. Bainbridge High; Montgom- Arroyo Del Valle; San Ittino1s—Edwardsville, Jr. High; Golden, Com- munity High; Harrisburg, Bayliss, Jr. High, Logan; Peoria, Reservoir Heights; Waukegan, Washington Inpiana—Evansville, Third Ave.; Vincennes, Clark Elem. and Jr. High, Vincennes Twp. lowa—Ames, Entire System, Beardshear, Central e High, Crawford, Lincoln, Roosevelt, Sr. High, Velch Elem., Whittier Kansas—Olathe, St. John Memorial High; Sedan, Entire System, Kilmer Grade, Sedan Jr. and Sr. High Kentucky—Bloomfield, Entire System; Kenton Co., Entire Co., Bromley, Crescent Springs, Dixie Heights, Forest Hills, Independence, Kenton, Park Hills, Piner, Spring Lake, Visalia Lovistana—Delcambre, High; New Orleans, Cap- dau; Romeville, Sr. High MainE—Camden, Camden Massacuusetts—Erving Union, Center Leverett, Center Shutesbury, Center Wendell, E. Leverett, Erving No. 1, Farley, Millers Falls, Moores Corner, N. Leverett, Wendell Northwest; Orange, Cheney St. Micuican—Detroit, Bagley, Beard, Columbian, Edgewood, Gardner; Holland, Entire System, East Jr. High, Froebel, Lincoln, Longfellow, Sr. High, 7an Raalte, Washington Mississippi—V icksburg, Culkin Academy Missourt—Kansas City, Pinkerton NeEBRASKA—Potter, Sr. High Nevapa—Smith, Smith Valley Union Sr. High New HampsHire—Center Sandwich, Quimby New Jersey—Irvington, Mt. Vernon Ave.; Perth Amboy, Vocational School No. 2 New Yorx—Blodgett Mills, Public No. 11; Oneonta, East End; Wantagh, No. 23, Nassau No. 2. New Mexico—Portales, Sr. High Ou1o—Augusta, Rural; Beaverdam, Beaverdam; Carroll Co., Entire Co., Carrollton Elem. and Sr. High, New Harrisburg, Sherrodsville ; LaFayette, LaFayette-Jackson Sr. High; Lima, Perry Rural; Lowellville, North Side, South Side; Magnolia, Magnolia; Malta, Grade; Mansfeld, Bowman, Western Ave.; McConnelsville, Malta-McConnels- ville High; Mowrystown, Whiteoak Rural; The Plains; The Plains; Urbana, Salem Rural High; Van Wert, Union Centralized; Warren, Garfield Entire System, Hemstead PENNSYLVANIA—Berks Co., Entire Co., Albany Twp., Brecknock Twp., Colebrookdale Twp., Hereford Twp., Maxatawny Twp., N. Heidelberg Twp., Rockland Twp., Ruscombmanor Twp., Windsor Twp.; Rutledge, Rutledge TENNESSEE—Memphis, Lions Open Air West VirGinia—Clarksburg, Hartman; Proctor, St. Joseph; Raysal, Raysal Wisconsin—Waupaca, Waupaca “How about becoming a Life Me year to year without having to pay d Life Member to a friend, may “tA It also secures without annual pay- Al Volume of Addresses and Proceed- Willard E. Givens, Executive Secretary 1201 Sixteenth Street, Washington, D. C. Dear Mr. Givens: Please enroll me as a Life Member of the National Education Association on the deferred payment plan— ten annual payments of $10 each. applied on the first payment. Enclosed please find $8 or $5 balance due. I understand that membership dues already paid for the current year, 1938-39, may be Kindly send my Life Membership certificate, card, gold pin and copies of the N. E. A. publications to me at the address indicated below. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ee om- igh, Jan, ark tral igh, ett, ett, res ge, ian, vast igh, Why teach Printing ? RALPH W. POLK, Supervisor of Printing Instruction Detroit Public Schools, Detroit, Michigan “Stimulate the student’s interest” “/] know of no activity that will stimulate the student's interest in citizenship and current events; in spelling, punctuation, word forms, capitalization; in clearness and directness of expression; in mathe- matical calculations; consideration of neatness and precision, tone, color, balance, proportion, and harmony of shape; as well as an appreciation for the fitting and the beautiful; like students’ activities in the school print shop.” Mr. Polk puts his finger on the purely academic reasons for Print- ing education in the Schools, out- side of its strictly vocational value. These benefits make the teaching of printing an important adjunct of every school curriculum. IT DEVELOPS INDIVIDUAL POWERS Write for free booklet ‘‘Why Teach Printing?” a American Type Founders DEPARTMENT OF EDUCATION 200 ELMORA AVENUE, ELIZABETH, NEW JERSEY Types used: Ultra Bodoni Extra Cond. and members of Stymie family ii ies ate a Jefferson; Rock Springs, Roose- velit TWO YEARS ALABAMA—Montgomery, Entire City and Co., Bald- win Jr. High, Bellinger Hill, Capitol Hgts Grade and Jr. High, Catoma Jr. High, Chilton, Chisholm, Cloverdale ge: High, Decatur St., Forest Ave., Goode St., Grady, Highland Ave., LaFayette, La Pine, Montgomery Co. High, Pike Rd. Sr. High, Pine Level Jr. High, W. Montgomery Arizona—I nspiration, Franklin Arkansas—Marked Tree, Marked Tree CaLirornia—Santa Cruz, Grant CoLoravo—Cortez, High Dist. 1 DeLtawarE—Frederica, Frederi¢a Dist, 32 Grorcia—Macon, Stevens Ipano—Lewiston, Whitman Ittinois—Chicago, Giles Elem. Inpiana—Albion, York Center; Em:son, Emison; Greentown, Consolidated; Indianapolis, Public No. 76; Markleville, Sr. High; Muncie, Emerson; Sheridan, Boxley; Terre Haute, Thompson Iowa—Clinton, Sr. High Kansas—Arkansas City, Guthrie; Chanute, Entire System, Trade; Ford, Public No. 4, Rural High No. 7; Minneapolis, Entire System; Harper, En- tire System; Ottawa, Garfield Kentucky—Campbell Co., Entire Co., Alexandria, California Elem., Campbel’ Co. High, Dale Elem., Fairfield, Glendale Sr. High, Grant’s Lick, Jolly High, Melbourne Elem.; Stearns, Stearns; Vine Grove, Vine Grove é Lovistana—Addis, Levert-Addis; Avoyelles Co., Entire Co., Bordelonville, Bunkie Sr. High, Cot- tonport Sr. High, Dupont High, Evergreen Sr. High, Fifth Ward Sr. High, Hessmer Sr. High, Lafargue Sr. High, Mansura Sr. High, Marks- ville Sr. High, Moreauville Sr. High, Plauche- 7 Sr. High, Simmesport Sr. High; Kilbourne, igh Matne—Castine, High MaryLanp—Fruitland, Fruitland; Jessup, joseee New Jersey—Belmar, Entire System; I/rvington, Chancellor Ave., Florence Ave. No. 2 New Yorx—LeRoy, Entire System, Jr.-Sr.-High, Wolcott St.; New Paltz, State Normal; Syracuse, Washington Irving Onto—Collinsville, Collinsville; Grand Rapids, Grand Rapids; Lima, Shawnee Rural; Mantua, Mantua; Milford, Milford; Millersport, Walnut Twp.; Whitehouse, High Orecon—Gates, Gates Dist. 21; Lexington, Lex- ington , Sovuta Carotina—Clearwater, Clearwater; Colum- bia, Hamrick, Logan, McCants, Moore, Withers SoutnH Daxota—Doland, Grade, Sr. High Texas—Amarillo, Wolflin Utran—San Juan, Entire Co., Monticello, San Juan High Vermont—Wells, Wells Vircinta—Hot Springs, Warm Springs WasHINGTON—Tacoma, Clover Park Jr.-Sr. High West Vircinta—Danese, Danese Blanding, La Sal, CURRENT YEAR Avaska—Golovin, Shungnok ALABAMA—Joppa, Joppa CaLirornia—Oakland, Bella Vista CoLorapo—Armel, Yuma Co. High District or CoLtumMBsia—Washington, Ross FrLoripa—Suwanne Co., Entire Co. Ipano—Boise, Arco Itt1no1s—Carterville, High; Hillsboro, Burbank, Jr. High; Marshall, High; Peoria, Whittier; Sher- rard, Comannatitty High InpIANA—Converse, Richmond Twp. Iowa—Des Moines, Elmwood; Waterloo, thorne Kansas—Arkansas City; Roosevelt Kentucky—lIsland City; tsland City Haw- Maine—Sanford, Longfellow; West Forks, Burleigh | High MaryLanp—Emmitsburg, Entire System, Elem., High Massacuusetts—Leszington, Parker; Pembroke, Central Micxuican—Detroit, Yost Minnesota—Mankato, Franklin MisstssiPpPi—Fernwood, High; Louise, Consolidated; Moss Point, Entire System Nesraska—Allen, Entire System New HampsHireE—Dublin; Consolidated New Jersey—Linden, Public No. 8 New York—Geneva, Cortland Nortu Carotina—Reidsville, Cherry Grove Nortu Daxota—Fargo, Smith Oun1to—Beach City, Wilmot; Chauncey, Chauncey- Dover Exempted Village Schools, Grade, High, Sugar Creek Rural; Euclid, Shore; Lowellville,, Lowellville; Millfield, E. Millfield Grade, .W. Mill- field Grade; Washington Court House, Entire Sys- tem, Central, Eastside, Cherry Hill, Rose Ave., Sunnyside, Washington High OKLAHOMA—Duncan, R Lee PENNSYLVANIA—Stoystown, High Soutn Carotina—Abbeyville, Autreville; Columbia, Arden, Taylor, Watkins TENNESSEE—K noxrville, McCallie, Morris; Summer- town, Sr. High Vircinia—Portsmouth, Briggs West Vircinrta—Colcord, Elem. Wisconsin—Verona, Union High; Clintonville Wyvominc—Sheridan, Hill, Taylor Clintonville, VOLUME 27, NUMBER 8; NOVEMBER 1938 W. FE. A. announces Planned in conjunction with the 8th BIENNIAL CONGRESS AT RIO DE JANEIRO From New York July § From New Orleans July 10 Returning to New York August 27 by specially-chartered Holland America Liner “ROTTERDAM” 53 DAYS ‘500. Visiting Havana, Curacao, Venezu- ela, Pernambuco, Buenos Aires, Montevideo, Santos, 5!/, days at Rio De Janeiro, Bahia, Trinidad, Barbados, Puerto Rico. Never before has there been such an opportunity to combine both the educational and vacational phases of travel, under W.F.E.A. auspices . .. to visit the great cities of South America and the beautiful West Indies Islands on a summer-long va- cation cruise .. . to attend the great Congress of World Federation of Education Associations at Rio de Janeiro and become better ac- quainted with our “good neighbors” of Latin America. Plan now for this new-type summer vacation Wriie for information to WORLD FEDERATION OF EDUCATION ASSOCIATIONS 1201 Sixteenth St., N.W.,Washington, D.C. [ A-155 | Touch — I 's 50 easy to operate that WRITING QUALITY—E clear, clean-cut, uniform, is in perfect alignment. I’ve forgotten what finger-fatigue means. invite error. letter is SIMPLICITY—There are no trick oper- TYPING EASE—Every operatin, foe very word ating gadgets to slow you up and ture is placed close to the key where it belongs. Secretaries Aggies THAT THE WORLD’S NEWEST...1S THE WORLD’S GREATEST TYPEWRITER The news has gone round. Typists are talking about it wherever they foregather. Executives whose or- ganizations depend upon typing most have placed their initial or- ders. One company has bought five hundred new Underwood Master Typewriters—a well-known school has purchased one hundred and nineteen for instruction purposes! Look beyond the distinctive new lines of this really beautiful new Underwood foramomentand think of it only in terms of performance. The new Master gives you“Dual Touch Tuning”. . . instead of a sin- gle adjustment for touch, the Mas- ter offers two, one of them con- trolled from the keyboard at a There are approximately as many papas» Typewriters used in the schools of America as all other makes of typewriters combined. pletely sealed back, an exclusive Underwood feature that provides maximum protection against dust and assures even quieter operation. Accept the judgment of those who know typewriters. Make up your mind to give this outstanding new Underwood Master a trial. Telephone the nearest Underwood Branch. STAKE vision UNDERWOOD tore FISHER COMPANY Typewriters .. Accounting Machines .. Adding Machines Carbon Paper. . — and other Supplies One Park Avenue New York, N. Y. Sales and Seon Everywhere Underwood Elliott Fisher Speeds the World’s Business Copyright 1938, Underwood Elliott Fisher Company mere flick of the typist’s fingers. The new Master offers a com- NEW Underwood Master TYPEWRITER | A-156 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION L “ ea o “ § ournal VOLUME 27 The of the NATIONAL * EDUCATION * ASSOCIATION OF * THE * UNITED * STATES—NOVEMBER 1938 NUMBER 8 Leaders Wanted PPORTUNITIES are greatest where need is great- est. The first need of our age is to be taught the higher values, to be awakened to the im- portance of purpose, selfdiscipline, and excellence. This calls for teachers of exceptional character and outlook—a strong and constant stream of inspiring new teachers drawn each year from the best young men and women who are coming on. The organiza- tion, Future Teachers of America, which grew out of the Horace Mann Centennial, offers an oppor- tunity to ‘discover these promising young men and women during their highschool and college years; to emphasize essential elements in their character growth; to acquaint them with the unique function of education in a democracy; and to familiarize them with the various fields of education which offer’ possible careers. Future Teachers of America calls for leadership of a high order. To one or more teachers in every highschool and college it offers an opportunity to pass on the great heritage of teaching to choice young spirits—eager to go forward and to make the most of themselves. It is one of the deepest joys of those who have skill and vision to make sure that their gifts shall live after them. Were it not for this joy and the sense of trusteeship which prompts people to pass on the best they have to the next generation, civilization would lose continuity and perish in con- fusion and chaos. To highschool principals who wish to develop in their schools a nucleus of enlightened articulate stu- dents with a purpose, Future Teachers offers an .in- strument with large possibilities. Many of the clubs which have grown up with the activity program are mere forms providing activity with little personal growth or sense of values. Future Teachers clubs have a significant and inspiring purpose and content. In the library that goes to every club as it is chartered, there is emphasis on character growth and person- ality; on the lives of great teachers; on the opportu- Nities in education and democracy. To teachers college presidents who wish to attract to their colleges the most promising candidates for teaching, from each highschool class, Future Teach- ers offers an effective instrument for maintaining contact with young people in the highschools who VOLUME 27, NUMBER 8; NOVEMBER 1938 se = have given serious thought and sustained study to the choice of a career in education. To college presidents in either arts colleges or teachers colleges, Future Teachers offers an oppor- tunity to bring together one or more groups of selected students, with representatives from each of the class levels, into an effective organization which will emphasize and multiply the best influences in the school life and which can give leadership to many worthy school projects. No one can contemplate the prospect of becoming a teacher, study the lives of great teachers, and become familiar with the heroic struggles that have given us our educational oppor- tunities—and remain indifferent to the finer values of life. To the student in highschool or college who is considering the possibility of a career as a teacher, or who is definitely preparing to be one, Future Teachers offers an opportunity to get an earlier and a better start than would otherwise be possible. There are too many lost years between highschool, college, and the effective leadership of mature life. The values and the habits which one builds in highschool and college largely determine the pattern of his life and the magnitude of his achievement. Those who work in the Future Teachers clubs will associate with the finest people in the school and will carry on activities and studies of the utmost importance to them and to the school. They will get a running start in their preparation for the great enterprises of life. Leaders are wanted. The qualities of leadership can be cultivated and developed. The Future Teach- ers movement calls for leaders of a high order among heads of schools, teachers, and students in a really great cause. For what cause could be nobler than making sure that strong men and women staff our educational enterprises? When war came in 1917 we recruited our best into the officers’ training camps. Can we afford to recruit less than our best into the schools that prepare officers to carry on the battle against ignorance and indifference? Attractive ma- terials for the use of teachers and students in organiz- ing Future Teachers clubs may be had free on request from the National Education Association. Joy Elmer Morgan [ 225 ] THE PRESIDENT’S MESSAGE FOR A AMERICAN EDUCATION WEEK of n in it peo NOVEMBER 6-12, 1938 ei | poss the labc ame vin THE WHITE HOUSE litt] WASHINGTON mt A fro’ September 27, 1938 put sup to Spi To the teachers and Patrons of American Schools: kn the As American Education Week is once more observed orc throughout the schools of the United States opportunity again 3 is afforded to evaluate the part which our schools play in the hac preservation and promotion of democratic life. ho The conflict is still sharpening throughout the world na between two political systems. The one system represents gov— the ernment by freedom of-choice exercised by the individual citizens. lut In the other, and opposing system, individual freedom and in- itiative are all made subordinate to the totalitarian state. rec In this conflict the part which education plays in each ideology as is crucial. fre Democracy cannot succeed unless those who express scl their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education. It has been well said that no system of government gives so much to the individual fre or exacts so much as a democracy. Upon our educational system fri must largely depend the perpetuity of those institutions upon : which our freedom and our security rest. To prepare each citizen Iv to choose wisely and to enable him to choose freely are paramount €a functions of the schools in a democracy. ar So I think it is of happy significance that one of the ti topics selected for emphasis in this year's observance of Education C2 Week is: "holding fast to our ideals of freedom." Upon the main- tenance of those ideals depends all of our happiness. lrwh/ KZ. winied, Above, Underwood and Underwood Photo ; right, photo from 38th Annual Report of the Superintendent of Schools, New York. tice Oliver Wendell Holmes re- marked to a friend, “At the age of ninety-three I have about lost interest in improving my mind.” A great many people are not able to improve their minds at any age, but there seem to be | possibilities for most of us, at least until the age of ninety-three. At all events, I labor under the impression that I am among the fortunate and feel quite con- vinced that I have improved my mind a little in recent years. A part of that improvement has come from contact with real teachers in the public schools—classroom workers and superintendents. Altho I had managed to get thru the elementary school in Spiceland, Indiana, and gathered both knowledge and pleasant experiences on the way, I had not remained close to the process of elementary education. Life had led me far away—to universities at home and abroad, and I had been fortu- nate enough to find an ivory tower in the system of higher education at Co- lumbia University. There, of course, I read learned books on education and had as students men and women who came from and went into the elementary schools. But all that experience was remote from the trials and tribulations of the front line. After my retirement from the ivory tower, my experiences, tho more earthly, did not involve teaching John and Sue reading, writing, and arithme- tic. At last by a series of “accidents” I be- came rather closely associated with front- line teachers and superintendents, as a member of the Krey Commission on the _ Social Studies under the auspices of the ‘American Historical Association, as a member of the Glenn Commission on the Social Studies Curriculum, and as a friendly side-partner of the Educational Policies Commission. In these relations I heard actual classroom teachers and Superintendents discuss their methods and problems, and what is more I be- came rather well acquainted with living personalities engaged in teaching boys and girls in the elementary and second- ary schools. And, believe me, I did im- rove my mind. Perhaps the times were auspicious. € commissions above mentioned car- nied on their work after the big burst of 1929, in days and years when the souls of men and women were sorely tried. | SHORT TIME before his death, Jus- Education Enriched by LIVING Charles A. Beard Historian and Author, New Milford, Connecticut The age of innocence had passed. The dream of Coolidge “prosperity,” with bigger and better schools forever and ever had faded. Superintendents and teachers were struggling to carry on their work in the most adverse circum- stances. It had been relatively easy to be a fair-weather patriot, to superintend and teach when “everybody was prosperous.” But after 1929 the stresses and strains were frightful. Millions were unem- ployed. Homes were falling apart. All over the country struggling families were vainly searching for work.Children came to school ragged, cold, and hun- gry. Many children could not come at all, for lack of barest necessities. School funds were diminishing. School burdens were increasing. Teachers, even in rich cities, went for months without salaries and still worked away bravely, some of them borrowing money to help feed their ill-fed charges. Then “sunshine patriots” took to the woods and brave, selfsacrificing, and indomitable teachers stood by the cause. The real test of hu- manity is not prosperity; it is adversity. It was in such days and years that I learned something about teachers and superintendents. This experience gave me an opportu- nity to contrast the positions and modes of thought possessed by college or uni- versity professors with those of school teachers, principals, and superintend- ents. How great the contrast. The se- curely placed professor receives his sal- ary check regularly, from some source, and looks forward to a fair, if modest, pension at the end of the road. His stu- dents are generally well-fed and clothed, tho some of them are poor enough, no doubt. They do not come ragged and hungry to the classroom. They do not have to be fed, doctored, and nursed there. No stark realities of the suffering outside world are thrust into the utopian scene. Well-protected against the buffets of life, the professor can be high, dry, VOLUME 27, NUMBER 8; NOVEMBER 1938 and abstract in his discourse. The terms rent, interest, profit, income, wages, em- ployment, unemployment, farm, factory, housing, family, and community, for ex- ample, fall from the professor’s lips as words little burdened with the poign- ancy of life. If his students fall asleep, it is from ennui, not from hunger or lack of proper sleeping quarters at hom-. In other words, the professor does not *n- counter life at first-hand. The world of the elementary teachc; principal, and superintendent, I discoy- ered, is a different world. There, in- escapable, before them is life, not artifi- cial life, but the real sum and substance of it. Right there are represented the comfort and poverty, the health and ill- ness, the assurances and trying perplexi- ties, the delights and distresses of the people. To the teacher, the principal, and the superintendent the social studies can- not be abstractions. The very terms are pulsating with the content of living. Nor does the check for the support of the schools come automatically from the bursar’s office. In some fashion the schools must serve the needs of the children and the community—or per- ish. Every dollar must come from tax- payers’ pockets. No generous endow- ments, administered by remote trus- tees, cushion the impact of life on the schools. More could be said, but these hints are sufficient. After working with and talk- ing to teachers, principals, and superin- tendents in those trying days, I became convinced that the gulf between college or university instruction and elementary instruction is too wide, that the front-line workers carry burdens little appreciated by ivory-tower dwellers. Even more— I became convinced that the front-line workers had a realistic sense of the social studies not possessed by many, if any, professors of the subject. They might not be adepts in ontology and episte- mology, but they could fill the words of [ 227 ] higher instruction with content from experiences from the substance covered. It was an education for an ex-professor to go to school to elementary teachers and superintendents; and other profes- sors, active and retired, might well profit from the example. Yet it may be said that the education of professors is a matter of slight impor- tance. In this particular instance it is, but by and large, if education is signifi- cant for life, then the enrichment of the higher learning by first-hand contacts with elementary work is among the One if UR AMERICAN SCHOOLS will celebrate American Educa- tion Week on Wednesday eve- ning, November 9, 1938, six oclock Est with a special broadcast originating from the steeple of Old North Church in Boston, and presenting a dramatic story of Paul Revere and the Revolution. The broadcast will be on the coast-to- coast (red) network of the National Broadcasting Company. The National Commander of the American Legion, which sponsors American Education Week jointly with the National Education Association and the United States Office of Education, will participate. This American Education Week fea- ture is a high spot in the regular pro- grams of Our American Schools, broad- cast every Wednesday evening at six o'clock rst, thruout the school year, under the direction of the National Edu- cation Association, which is devoting its 1938 fall series to the general subject of “Schools of Democracy.” The Old North Church program will emphasize loyalty to country as a qual- ity of good citizenship, in keeping with the purpose of similar broadcasts in past years from patriotic shrines including Valley Forge; the Statue of Liberty in New York Harbor; Mt. Vernon; and Arlington, home of Robert E. Lee. Christ Church, better known as “The Old North Church,” located on Salem Street, near the summit of Copp’s Hill overlooking Boston Harbor, is one of the old landmarks of that historic city. It was built in 1723. Its slender spire [ 228 ] necessities of the case. After all, isn’t edu- cation, high or elementary, for people? If not, then for whom or what? If all this be discounted, then I have one more point to add. Out of the expe- rience above mentioned, I also became convinced more than ever that the fu- ture of American democracy depends upon popular education. If we are to overcome the stresses and strains of our civilization by democratic processes rather than by the sword, then the foun- dations must be laid by the front-line teachers. If we are to widen the civiliza- OLD NORTH CHURCH Lantern drawn from original used for signal, April 18, 1775. reaches a height of one hundred seventy- five feet, and is supported by a belfry tower wall three and one-half feet thick. The imposing character of this tower marked it for the fame recorded on a graven tablet which, by order of the city of Boston in 1878, was set in the bricks high over the street: THE SIGNAL LANTERNS OF | PAUL REVERE DISPLAYED IN THE STEEPLE OF THIS CHURCH APRIL 18 1775 WARNED THE COUNTRY OF THE MARCH OF THE BRITISH TROOPS TO } LEXINGTON AND CONCORD Fifteen years before the tablet was placed, Henry Wadsworth Longfellow tion of the people, as distinguished from the culture of an elite, teachers must be advance-guards. From what I have learned of them and their work I have reached the conclusion that it is exactly this function which they are now ful- filling, not as well as the best among them would desire, but in a way full of promise even in this hour so beset by perplexities over the very fate of civiliza- tion—From The National Elementary Principal, published by the Department of Elementary School Principals of the NEA. A hurry of hoofs in a village street, A shape in the moonlight, a bulk in the dark, And beneath, from the pebbles, in passing, a spark Struck out by a steed flying fearless and fleet: That was all! And yet, through the gloom and the light, The fate of a nation was riding that night. . . . —LONGFELLOw. had immortalized this event in a poem so well known and loved that Paul Re- vere is one of our national heroes whose place in literature takes precedence of his position in history. Paul Revere, however, was by no means a legendary character. There were few who entered more realistically and with stouter heart into the tumultuous events that took place in and near Boston dur- ing the Revolution. His participation in the Revolution ranges from messenger to commanding officer of the fort in Boston Harbor. He was one of the “In- dians” at the famous Boston Tea Party; manufactured gunpowder for the army; carried many messages to and from Hancock, Adams, and other leaders of the Revolution; and made the first paper money for the Continental Congress. His most famous deed was, of course, the “midnight ride” which will be dramatized by Our American Schools from the story of that famous event which Paul Revere himself wrote, and which may still be seen in his own hand- writing in the collections of the Massa- chusetts Historical Society. —BELMONT FarLeY. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION prou share the | tion joint Assc of E a be and In jecti erac ing as V der fath mac onh stro fou the fact Cer nar har illit anc the of rea Viv gel Cal the )N UNITED WE STAND the National Education Association to this great convention of the American Legion. I have always been proud of the fact that I had a small share in the conferences which led to the establishment of American Educa- tion Week, during which the Legion, jointly with the National Education Association and the United States Office of Education, encourages in every way a better understanding of our schools and what they are doing. In writing into its platform the ob- jective of reducing the amount of illit- eracy in the United States, and of foster- ing in the hearts of its citizens—native as well as foreign-born—those ideals of democracy which actuated the founding fathers of this country, the Legion has made an aggressive attack against the only enemy which has the power to de- stroy free selfgovernment. J. Edgar Hoover has stated: “I have found thru experience that education of the proper kind is one of the most potent factors in America in combatting crime. Certainly, illiteracy must not be counte- nanced in our national life for it goes hand in hand with crime. In combatting illiterary, we are combatting crime.” A study of the progress of communism and other anti-americanisms brings out the fact that they thrive only in a soil of ignorance fertilized with poverty. The friends of democracy have long realized that selfgovernment could sur- vive only when the people were intelli- gent enough to govern themselves. Our early legislatures appropriated lands and money for the support of schools. But the movement for education was not a dream of only the nation’s leaders. In many communities the keepers of tav- erns—early centers of news and infor- mation—were forced to exhibit placards requesting that “Those who are learning to read please use last month’s news- papers.” The effort to realize the equality of educational opportunity was one of the basic ideals of our forefathers. The right to an education at public expense is a recognized principle everywhere. Compulsory attendance at school is tequired of children up to a certain age I AM HapPy to bring the greetings of Reuben 7. Shaw President, National Education Association of the United States in every state and territory. More signifi- cant than these is the lack of regimenta- tion, and the insistence upon freedom to learn in the American schools. Our school systems are not organized in such a way that educational opportunity is restricted for any racial or social or eco- nomic class, as is still the case in some of the Old-World countries. Not only elementary school but highschool and college are, in theory at least, available and free to ambitious and capable youth regardless of the race or wealth or social position of their parents. The extent to which young people are taking advantage of educational oppor- tunity in the Unitéd States today cannot be paralleled in any other nation of the world. There are as many children en- rolled in the schools of the nation this month as there were citizens in the United States a few years before the Civil War. Increased interest and achieve- ment in education at the secondary and college level are especially remark- able. In 1890 there were 200,000 young people in Amersiéan highschools. Ap- proximately seven million have enrolled this year in those institutions. In 1890 there were 150,000 college and university students. That number has bounded to an estimated total of 1,200,000. We have reason to be very proud of the progress education has made in the United States. That progress has been made only be- cause the education of their children is close to the hearts of the American peo- ple, because education is part of the New World dream of democracy. Yet I come to you today as a repre- sentative of the nation’s teachers to say that the American school is far- from meeting the needs of our free govern- ment. The threat to democracy as a way of life, manifested in some parts of the world today, makes imperative a rapid and intelligent adjustment of our schools to meet these needs. The success of a democracy is gauged perhaps most completely by the effec- VOLUME 27, NUMBER 8; NOVEMBER 1938 tiveness and universality of the educa- tion of its citizens. The raw material of American democracy in 1938 is the 130 million men, women, and children who make up the nation’s population. Some 75 million of these are adults. Of these adults, it is estimated that only 2 million are college graduates; g million, high- school graduates; 32 million, elementary- school graduates; 32 million have not even completed the work of the ele- mentary school. With this equipment, the American population is required to grapple with complex and vital prob- lems—issues of economic adjustment; delicate issues of foreign policy; and other problems of an evolving industrial society. In spite of our high ideals, therefore, the American people have never really given a fair trial to adequate education for the entire population as a preven- tive of social ills and as a method of social progress. Consider these facts: [1] Nearly one million children between the ages of seven and thirteen are not going to school, because schools are not available for them to attend or are so located that attendance is practically im- possible. [2] Approximately three and one-half million youth of highschool age are not enrolled in highschool, because high- schools are not available in their com- munities, or do not provide courses suit- able to the abilities and needs of these for- gotten youth. [3] At least three million children of school age in the United States are handi- capped—blind, deaf, or crippled. Most of these children are not receiving the educa- tion necessary to make them self-support- ing citizens. [4] More than one million school chil- dren are attending school where the term is less than six months in length. These conditions exist largely because we have never really accepted education as a national responsibility. We have as- sumed that local communities, or the states, could cope with the situation in a manner advantageous to the nation as a whole. Insofar as the responsibilities for edu- cation are concerned, state boundary lines mean less with every passing year. Recently at a meeting attended by | 229 | practically all of the principals and su- perintendents of schools in a New Eng- land state, where there is least mobility of all in this country, the following questions were asked and the indicated answers were received: [1] How many of you are now working in the locality where you received your beginning education? Answer: Five out of the 200 present. [2] How many of you now rendering school service in this state received your common-school education in this state? Answer: Approximately go of the 200 present. What was true of this group of edu- cators is true of the entire population in New England. Even more extreme mo- bility characterizes our population in the West. More than one-half of the American-born residents in the state of California were born outside that state. Because the means of travel increase, the population shifts will grow greater and more significant with the years. We are fast becoming a nation in contrast to an aggregation of communities ab- sorbed in local interests. The denial of educational opportunity, therefore, in any one section of the nation is likely to react to the disadvantage of some other. A boy who was ill-prepared for vocation and citizenship in Alabama may ulti- mately find his life occupation in the automobile factories ot Detroit, the or- chards of the Hood River Valley, or the oil fields of Texas. Far from being a weakness, the mobility of our people gives the American nation a unity which it never had before. Truly the American people are one people, and as one people they must solve their edu- cational problem. Under our democratic system every individual has a right to an education. Even from the most selfish viewpoint it can be seen that every child in America should have the fundamentals of a com- mon-school education including the knowledge of our government—how it came into existence, and how it func- tions. Educated or uneducated, the peo- ple are sovereign. It is a threat to our national security to put the ballot box in the hands of those to whom we have not given the essential education con- cerning our country and that for which it stands. James Madison’s statement is just as true today as it was when he made it: “A popular government without pop- [ 230 | ular information or the means of acquir- ing it is but the prolog to a farce or a tragedy, or perhaps botht” It is fortunate that the Legion is a rep- resentative organization, that its mem- bers come from every economic level, from every geographic center, entertain all points of view religiously and politi- cally, practice all the professions and vocations in which the American people engage. Because of this representative character, it can bring to bear upon the improvement of our schools all that the American people do og think. I count it fortunate too that the Legion includes in its membership thousands of American teachers. For only thru the cooperation of the professional educators with representative lay citizens of the United States may our schools go for- ward. The advancement of the schools is a constant concern of every teacher. Our great national professional organi- zation commends the Legion for all that it has done to provide better schools for American children, especially for those efforts they have made to make the schools in part an obligation upon the people of the entire nation. Let us intensify these efforts before it is too late. Every year of delay means lost opportunities for millions of chil- dren. A good many years ago I heard a story which left a definite impression on my mind. It was the story of a little golden-haired, four-year-old girl whose home was in Nebraska. She had all of those attributes which made her attrac- tive to members of the community. Everyone loved her. Surrounding her hometown were great wheatfields that extended as far as the eye could reach. One day in the season when the grain was turning to the golden hue of that little girl’s hair, she disappeared. When last seen she was playing near a great wheat field. It was supposed she had wandered into the tall stalks of grain and had lost her way. Her mother and her brother hunted for her. They floun- dered around in the wheat until it was dark, and they did not find her. They returned to the village; and members of the community joined the search with lanterns, and on into the night they tramped the wheat with no results. Nearby villagers came in groups each with its own theory as to what had hap- pened to the girl, and each following its THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION theory independently of the others. The second day was gone and the little girl was not found. Conferences were held, Differences of opinion were expressed, Vigorous expressions of what should be — done were offered. No agreement wag © reached. Individual groups kept on thru~ the second night and the third day. The” news spread still further, and helpful and curious seekers came until the popu- lation of the little village was trebled,) Finally on the fourth day someone sug- 7 gested that the search be definitely sys- tematized and organized. As a result, long lines of men joined hands so that no small area of the wheat field could be missed. In a united plan they sys- tematically covered the entire area. On the sixth day the search was completed. The child was found, but the child was dead. Shall our efforts to provide education | be delayed until the children who would © benefit are dead? For many years we” have talked about providing public edu-’ cation for all the children of all the peo-™ ple. We have adopted resolutions; we” have appointed committees; we have planned and worked, some in one direc- tion, some in another. Now it is time for the people of this country to join hands. President Roosevelt’s Advisory Com- mittee on Education, after an eighteen- month study, has given us a sound basis for procedure. President Roosevelt him- self has recently set forth the need for 7 federal participation in local school sup- ~ port. A bill recognizing the principles of 7 equality in educational opportunity will 7 be introduced at the next session of Con-7 gress. The proposed measure is the result of long and careful deliberation of both professional educators and lay citizens. In the preparation of this bill, the Amer- ican Legion has played a part. It is my hope that when this great convention of the Legion closes, you will have taken” definite steps for united action—that you will create a committee of this organiza-7 tion, which in the name of God and” country, will cooperate with a similar) committee of the National Education” Association looking forward to the early passage of federal legislation which will” finally and completely eliminate from) America the injustice of unequal edu-¥ cational opportunity—From an address 7 before the 1938 national convention of the American Legion, Los Angeles. 1—-W To ri - be if oom a aaa sates 1—-We washed the wool three times in lukewarm suds made with powdered soap. We patted it up and down and picked out the burrs, To rinse the wool, we patted it in clear warm water. +To card the wool we used two bruskes of equal size, vith bent wire bristles. One, along which we put the wol in little dabs, we held in the left hand resting on he knee. Then we brushed the other lightly over it to draw all the fibers in the same direction. LEILA Ly ~ ee : is , ‘ A r Br call After the fibers were smoothly combed, we rolled te layer backwards, forming a long fluffy roll called a ier. We took the silver off the card and rolled it ttween both hands to mat the fibers together. 2—Then we lifted the wool out of the water, not even wringing it, to avoid matting the fibers. We spread the wool out on a newspaper near the window where the sunshine could dry it. Working with Wool PEDAGOGY THRU PICTURES “My class is making lantern slides by following the directions given in the October JouRNAL,” writes a teacher. “Please publish more of these teaching-units-told-thru-photos.” This is the third in a series of illustrated activities in the Santa Barbara, California, schools. 5 (lower left)}—We twisted the fibers into a heavy yarn, using a spinning wheel as was done in days of long ago. Today spinning is done by machinery. 6 (lower right)— We made small hand looms by nailing boards on the sides of a wooden box to hold the beams. We warped the loom by putting cot- ton string across the top and fastening it to the cloth tacked onto the beams. The harness, made of a frame with popsickle sticks on string heddles, was strung up on the warp. After tightening and fastening, we wound the woof thread (wool) onto a ruler and started weaving it back and forth, changing the shed each time. We bat- tened the woven thread with a ruler to tighten the cloth. 7 (below)—A closeup of the loom. We enjoyed making the loom, but the real fun was the weaving. AMERILA Granville Eagler Supervisor of Music Carrollton Public Schools, Ohio Courtesy, Works Progress Administration A House of Dreams untold— It looks out over the whispering treetops And faces the setting sun. HIS INSCRIPTION carries the very spirit of American music. It was written about our own Edward Mac Dowell’s log cabin in his woodland retreat in the New Hampshire hills. No one can live in America and know MacDowell’s melodies without a stronger love for America in his heart. MacDowell’s “Deserted Farm” is a tone poem of just such homes as existed in the rocky section of New Hampshire where he came to seek peace and solitude. The Peterboro Colony in New Hampshire for musicians is 4 living memorial to our great American and his wife, Marian Nevins MacDowell. This is my first wish in teaching children the music of America, that they endeavor to learn several of MacDowell’s compositions such as “To a Wild Rose,” “To a Water Lily,” and “Told at Sunset.” Here is pure art music. The study of American music is fascinating to Americaf boys and girls for they live in a land of great musical pos sibilities—a land of many true folk songs. In the Carrollton Public Schools we have divided the study of Americaf music into ten units: Indian, Colonial, Pioneer, Moun- taineer, Cowboy, Sailor Chantey, Negro, Stephen Collins THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION foster, Civil War, and World War. Projects carried on these units are described in Music in the Integrated ram (62p pamphlet, 1937, $1.03 postpaid from thé? or). Our study of American music was preparatory to ring festival or pageant to which we invited the entire unity. This festival helped to seal American music ithe hearts of everyone. ‘Pein staging “Our American Music” program, we arranged | faschool chorus, grouped by grades, at the back of the plat- . At the front of the stage, a series of living tableaux rep- ted the particular type of music. A reader told the story fAmerican music as the program progressed. ‘An Indian village was pictured in the first scene. On each ide of the stage stood an Indian chief, arms folded high. a feet sat tom-tom players costumed in blankets and dian headwear. At the center, squaws were working at lige rug looms. Beside a wigwam sat an Indian boy and irl shaking gourd rattles. The chorus at the back sang Indian gngs accompanied by Indian instruments. The colonial period was represented by dancers in colonial @stume—white wigs made of cotton, clothing of colored atins and laces—who danced the minuet and the Virginia tel. A chorus of seventh- and eighth-grade students at the tack of the stage sang “An Old-Time Dance” by Mozart. The curtain was lowered to the music of a harpsichord. Mn the mountaineer scene, “mountain men” sat on logs ad smoked their corncob pipes and whittled, while the Women strummed dulcimers. In the cowboy scene which lowed, harmonica and guitar blended with the chorus of thildren’s voices as they sang “Home on the Range.” At the enter of the stage four boys—two on each side—dressed % cowboys, twirling lassos, created the true atmosphere this great American song. ; The scene on Negro music showed a southern plantation inthe cool of evening with Negroes sitting outside their abin doors. In rhythmic accompaniment to the twang of tanjo and the click of bones came the shuffle of dancing ket. A Negro mammy seated in a rocker was singing her baby to sleep with old lullaby and cradle songs. ca | For the scene on Stephen Collins Foster we used the pupils fac- : : fom a one-room rural school and duplicated their class- lew ' w |mom as the stage setting. The rural children especially re: bved the melodies of Foster and enjoyed blacking up as He ittle Negro boys and girls. The teacher played the banjo ™ s the whole school, in semicircle on the stage, sang the rhe ovely melodies. In the Civil and World War scenes, a large chorus of jinior highschool students was assembled at the back of the stage to sing such representative songs from the Civil o War as “Dixie,” and “Battle Hymn of the Republic,” and I's bt the World War, “Keep the Home Fires Burning,” ly? | Smiles,” “Long, Long Trail,” and “Over There.” In preparation for our study of American music, we thced on the music-room reading-table, such books as: sa ‘jan can yos- | \!] American Ballads and Folk Songs by John A. Lomax and ton | Alan Lomax. N. Y., Macmillan, 1934. 625p. can i] American Songbag by Carl Sandburg. N. Y., Harcourt, un- trace, 1927. 495p. , lies 3) Music Highways and Byways by McConathy, Beattie, Mor- a. N. Y., Silver, Burdett, 1936. 252p. [ON WLUME 27, NUMBER 8; NOVEMBER 1938 [4] Music of Many Lands and Peoples by McConathy and Others. N. Y., Silver, Burdett, 1932. 268p. [5] Music Stories for Girls and Boys by D. Cross. N. Y., Ginn, 1926. 156p. [6] The New American Song Book by Marx and Anne Obern- dorfer. Chicago, Hall and McCreary Co., 1933. 160p. Introduc- tion on “America’s Heritage of Song.” [7] Our American Music; Three Hundred Years of It by John Tasker Howard. N. Y., Crowell, 1931. 713p. Each classroom had its own collection of books, musical instruments, and music bulletin-board. We found many of our songs in such music series as the Foresman Books of Songs and the Music Hour Series. We used the various sschool subjects to integrate and enrich our study of music as suggested in the following units: INDIAN MUSIC The Indian had developed a culture and art long before the white man set foot on our land. To study Indian music ‘and art is to feel the real beauty of their life. Indian music deals with worship, war, healing, play, and the hunt. The children studied Indian life, art, industries, and musical instruments, and brought pictures for the bulletin- boards. In each room an Indian village was constructed on a table. In one room a Hopi village was made of cardboard “cartons painted gray and covered with sand. In elementary grades, villages of the tepee type were built from construc- tion paper decorated in pottery designs. Pottery was made in the art periods. A study of weaving in history and geog- raphy classes led to the construction of Indian rug looms. In literature classes, Indian stories and poems, such as the immortal “Hiawatha,” were dramatized. The physical edu- cation teacher worked out many Indian dances. Dramatiza- tions were especially effective from Cadman’s song “From the Land of the Sky-Blue Water” in Music Stories [5], and MacDowell’s “From an Indian Lodge.” The latter is an ac- curate tone painting of the pow-wow scene in an Indian wigwam. Here may be included the study of MacDowell. Sources of pictures and reading on Indian life include: “American Indian Art,” October 1938 issue of School Arts magazine. Excellent pictures and craftwork. “American Indian Posters” and other materials for primary grades, Beckley-Cardy Co., 1632 Indiana Ave., Chicago, Ill. Book of Indian Crafts and Indian Lore by Julian H. Salomon. N. Y., Harper, 1928. 418p. Pictures of Indian life from Art Extension Press, Westport, Conn.; Fred Harvey, Indian Building, Albuquerque, N. M.; Milan Art Galleries, 308 St. Mary’s St., San Antonio, Tex. Musical instruments of the Indian were studied, such as the tom-tom, flute, whistle, rattle, and notched stick. An excellent tom-tom was made from a piece of hollow log laced with strong cord and rabbit skin. A water drum was made from a gallon keg. Gourds were raised in the children’s gardens, the tops cut off, small stones placed inside, wooden handles inserted, and the gourds were ready to be painted with Indian designs. To some a chicken feather was fastened on top, and behold, an Indian gourd of the Hopi tribe. Rattles were also made from cows’ horns filled with stones or seeds and painted in gay colors. [ 233 | Many sources were tapped for our In- dian songs, such as: From the Foresman Books of Songs “The Little Papoose,” Book I, Grade 2 “Chippewa Lullaby,” Book II, Grade 4 “Wah, Wah-Tay-See,” Book IV, Grade 6 From the Music Hour Series “Indian Echo Song,” Book I, Grade 2 “Kehare Katzuru,” Book III, Grade 4 Victor records provide excellent listen- ing material on Indian life. COWBOY MUSIC The whir of sage hen’s wings, The lonely bark of coyote, Mingled with rhythmic beat. This is my song, This is my “Home on the Range.” The life of the American cowboy ap- peals to every boy and girl. Arrayed in large hat, spurs and boots, a red hand- kerchief around his neck, the cowboy rides into their imagination, a true fig- ure of the Old West, a pioneer in his own right. The stir and danger of the cowboy’s life on the open range brings colorful songs to his lips. He sings not only on the range but also in the range “hall.” Here he dances the waltz and square-dance to fiddle, guitar, accordion, or harmonica. He tells yarns about his spring roundup, his battle with a pair of hungry coyotes, his “dogies.” His songs are not composed; they are simply born of experiences in his wild carefree life. During our unit on cowboy music, the children enjoyed such books as: Cowboy Songs and Other Frontier Bal- lads by John A. Lomax. N. Y., Macmillan, * 1922. ” Singing Cowboy, by Margaret Larkin. N. Y., Knopf, 1931. 196p. Also the sections on cowboy music in American Ballads {1| and Music High- ways and Byways [3]. The literature of cowboy songs is in- deed a rich one. Here is a partial list: From The New American Song Book |\6\: “Home on the Range,” “I Ride an Old Paint,” “Whoopee Ti Yi Yo,” “The Old Chisholm Trail,’ “The Dying Cowboy.” From Music of Many Lands [4]: “Texas Cowboy’s Stampede Song,” “Santa Fe Trail.” Scenes from Western range life, painted in art period or cut from maga- zines, decorated the cowboy section of our bulletin-boards. Poems were writ- | 234 | ten and memorized in English classes. Geography classes studied the Western grazing areas. Problems of the cowboy in buying and selling were made up in arithmetic classes. The older boys learned to play guitars and harmonicas. Guitars—made from cigar-boxes and strung with guitar strings—were made for the cowboys in “Our American Music” program. NEGRO MUSIC The American Negro has given to the world some of its most colorful folk- songs. Born in the days of slavery, dur- ing mental and physical strife, they are called “spirituals.” Songs of the “Lower South” tell of the misery and hardships of the Negro slave; those of the “Upper South” reflect the more carefree life of the plantation Negro. On our reading table we placed: On the Trail of Negro Folk-Songs by Scarborough and Gulledge. Cambridge, Mass., Harvard Univ. Press, 1925. 289p. Rolling Along in Song by H. Rosamund Johnson. N. Y., Viking Press, 1937. 224p. From these readings the junior high- school students gleaned many interest- ing facts. History classes discussed “Was the Negro happy in slavery?” English classes debated the origin of the Negro spirituals. We studied the following Negro songs: Work songs “Levee Song” and “Peanut Pickin’ Song”’—New American Song Book [6] “On the Levee”—Foresman Book V Lullaby or cradle songs “Lil’ “Liza Jane’-—New American Song Book |6] “Keep in the Middle of de Road”—Music of Many Lands |4| Spirituals “Deep River,” “Steal Away,” “Swing Low, Sweet Chariot,” and “Nobody Knows the Trouble I’ve Seen’—New Amer- ican Song Book |6| “Little Wheel A-turnin’ ”—Music of Many Lands |4}. STEPHEN COLLINS FOSTER Sing on, immortal spirit, The “Glendy Burk” sails on, Sails into the heavens above, Into the infinite soul of Foster. Stephen Collins Foster is a tradition with Americans. Almost every boy and girl can sing one or more of his lovely melodies from memory. “Old Black THE JOURNAL OF Joe” and “Old Folks at Home” have be. come folksongs in America. Foster was born July 4, 1826, in Law- renceville, Pennsylvania, near Pittsburgh where he spent his boyhood. On the Ohio River the boats would come to the wharves bringing the singing Negroes from the South who lightened their labors with a song. To these singing souls, the boy Stephen listened with rapt attention. Little did he dream he was to become world famous as a composer of Negro folksongs. On our reading-table we assembled books on Foster’s life such as John Tasker Howard’s Stephen Collins Fos. ter, America’s Troubadour (N. Y., Cro- well), also Music Highways and By- ways |3| p14-24, and New American Song Book |6| p14-15, 96-102. After we had had reports in class on Foster’s life and lasting influence in American art, he came to mean more to our children than the actual singing of his melodies. They learned that his life was a hard struggle in spite of his won- derful songs, which he sold for a pit- tance. Younger children love the story of Foster if it is told to them in a sim- ple, straight-forward manner. I think a teacher should enjoy the story so much that he needs no book from which to tell it. It is truly the very soul of our American music stories. The following songs from The New American Song Book [6] are among the best known: “Old Folks at Home,” “My Old Kentucky Home,” “Uncle Ned,” “Oh! Susanna,” “Old Black Joe,” “Mas sa’s in the Cold, Cold Ground,” “Gentle Annie,” “Fairy-Belle.” The section on Foster in Music High- ways and Byways |3]| deals with his lesser known songs, as “Nelly Bly,’ “The Camptown Races,” “Ring, Ring the Banjo,” which are especially enjoy able to junior highschool students. Many poems were written in our Eng: lish classes on Foster’s life. Themes took the form of musical criticisms as to how his songs affect the listener. In art classes we made a large poster of Foster. We drew freehand drawings illustrating some of his best known compositions: Prairie schooner taking Susanna to Ala bama, Old Black Joe playing his banjo. An eighth-grade girl wrote a short biog: raphy of Foster which we fastened t0 the bottom of our poster—a child’s ep taph to America’s Troubadour of Song: THE NATIONAL EDUCATION ASSOCIATION es — —— oe gr dre pai be- aw- rgh the the rOes heir | ing rapt $ to T of bled | ohn | Fos. Cro- By. ican $ on | e in re to ig of : life won- - pit- story sim- nk a nuch h to ; Our New g the “My Ned,” ‘Mas- ‘entle | Li gh- h his Bly,” Ring | Nyjoy- Eng: ; took » how lasses | , We ating tions: » Ala- banjo. biog: ed to ’s epi Song. ATION RALIAL ENKIGHMENT of the Curriculum : ‘} HE GARFIELD SCHOOL, Detroit, houses 1800 students, of whom 1100 are in the seventh, eighth, and ninth grades. Eighty percent are Negro chil- dren; the rest are mainly children whose parents came from southeastern Europe. It seemed to some of us teachers that we would be doing a better job of edu- cation if we helped the student to know more about the valuable contribution members of his race have made to our world. The idea was discussed at several faculty meetings. The first development was the hang- ing of pictures in corridors and rooms. These were secured at a reasonable price; the frames were made by boys in the woodshop; glass from broken windows was used. The total cost was two dollars for our first pictures: Frederick Doug- lass, Booker T. Washington, Phillis Wheatley, and Toussaint L’Ouverture. These were later followed by those of Henry O. Tanner, Charles Young, Paul Lavrence Dunbar, Samuel Coleridge Taylor, and Langston Hughes. The lat- ter is an autographed gift of the poet to the school. Our next activity was a search for books, by colored authors, to place in the library. We had a start of three books: Up from Slavery by Booker T. Washing- ton, Complete Works of Paul Laurence Dunbar, and Story of the Great War by Stanley Braithwaite. The secretary of the Detroit Urban League, John Dancy, lent us a number of books from his personal library. The Detroit public library let us have several dozen books for inspec- tion. Teachers of the English depart- ment took these and wrote opinions as to whether they were suitable: “Found this a delightful story.” “This book would discourage and embitter the colored child.” “Too difficult for junior highschool.” “A series of short biographies which some of my pupils have found in- teresting and valuable.” VOLUME 27, NUMBER 8; NOVEMBER 1938 By Charles A. Daly Principal, Garfield School, Detroit, Michigan. The public-school library supervisor placed all the books which our librarian recommended on the approved list. As a result, we now have the following books written by colored authors or about Negroes: Story of the American Negro, Ina Co- rinne Brown; Preface to Racial Under- standing, Charles S. Johnson, Negro Year Book, 1931-1932, M. N. Work, ed.; Short History of the American Negro, Benjamin Brawley; The Negro in American History, J. W. Cromwell; The Negro in America, Alain Locke; The Cclored Situation, Faye P. Everett. What the Negro Thinks, Robert Russa Moton; The Story of the Negro Retold, Carter G. Woodson; The Negro Wage Earner, L. J. Greene and C. G. Woodson; Negro Makers of History, Carter G. Wood- son; Negro Americans, What Now?, James Weldon Johnson; African Myths, Carter G. Woodson. Anthology of American Negro Litera- ture, V. F. Calverton, ed.; Readings from Negro Authors, O. Cromwell and others; Caroling Dusk, Countee Cullen, ed.; Color, Countee Cullen; The Complete Poems of Paul Laurence Dunbar, P. L. Dunbar; Book of American Negro Poetry, James Weldon Johnson, ed.; Negro Poets and Their Poems, Robert T. Kerlin; The Dream Keeper, Langston Hughes; Boomba Lives in Africa, Caroline Singer and C. L. Baldridge; We Sing America, Marion Cuthbert. Courtesy, Penn Normal Industrial and Agricultural School, St. Helena Island, South Carotina Sad-faced Boy, Arna Bontemps; Zeke, Mary White Ovington; Book of American Negro Spirituals, James Weldon Johnson, ed.; Second Book of Negro Spirituals, James Weldon Johnson, ed.; Women Builders, Sadie Iola Daniel; Twelve Negro Americans, Mary Jenness; Paul Laurence Dunbar, Poet of His People, Benjamin Brawley; Along This Way, James W. John- son; The Autobiography of an Ex-coloured Man, J. W. Johnson; Booker T. Washing- ton’s Own Story of His Life and Work, B. T. Washington; Boys’ Life of Booker T. Washington, W. C. Jackson; Up from Slavery, B. T. Washington; Negroes in Michigan—a history, J. C. Dancy; The Story of the Great War, W. S. Braithwaite; Pudge Grows Up, F. H. Williams. Biographies of Countee Cullen, Lang- ston Hughes, James Weldon Johnson, Claude McKay in Living Authors. Life of William Grant Still in Compos- ers of Today, David Ewen; Life of Meta Warrick Fuller in Girls Who Became Writers, Winifred and Frances Kirkland. Plays and Pageants from the Life of the Negro, Willis Richardson; The Railroad to Freedom (life of Harriet Tubman), Hilde- garde H. Swift. The following material was taken from magazines and bound into pamphlets: The Wizard of Tuskegee (life of Dr. George W. Carver), from Opportunity, M. M. Moss; Life of Benjamin Banneker, H. E. Baker; Review of My Great, Wide, Beauti- ful World (from Reader’s Digest), Juanita Harrison; Remarkable Child of Africa (life of Phillis Wheatley), H. H. Smith; Monthly Negro History Bulletin, Carter G. Woodson. The librarian has by watching and clip- ping various publications formed an ex- tensive file so that it is now difficult for a student to seek information about a famous colored person without the re- quired facts being forthcoming. In social studies the aim, as formulated by teachers of the department, was to have students learn the contributions of the Negro race at the time any particu- lar period of history was being studied. To help us in the study of American history, the board of education furnished us with fifty copies of Woodson’s Negro Makers of History. The course of study is divided into units of work. The his- tory teachers divided Woodson’s book and other references into similar units and grouped these references with others in the course of study. The social studies department devotes several days each term to studying voca- tions. Sheets containing pertinent ref- erences have been placed in the hands of the social science teachers. This list starts with artists and includes four: Baldridge, Cyrus Le Roy—Who’s Who in America (1936-37), p224 Fuller, Meta Warrick—Brawley, A Short History of the American Negro, p266-68, Kirkland, Girls Who Became Artists, p46-58 Scott, William Edward—Negro Year Book, 1931-32, P453 Tanner, Henry O.—Negro Year Book, 1931-32, p452; Who’s Who in America (1936-37), p2380 It continues with the classifications: Au- thor, cartoonist, chemist, composer, craftsman, doctor, educator, farmer, law- yer, minister, musician, social worker, singer, and finally, teacher. These vocational studies are completed in the 9A grade. At this time each stu- dent writes a career book, in which he selects the career he expects to follow, tells qualifications and necessary prepa- ration, its attractive and unattractive fea- tures. He usually incorporates some sto- ries of people—preferably from his own racial group—who have been successful in this career. In the elementary division the litera- ture teacher had a shelf of books at the front of the room which she allowed pu- pils to read at certain times in class or at [ 236 | home. Woodson’s Negro Makers of His- tory was certain to be taken home each afternoon. Other books placed in this room are Popo and Fifina by Bontemps and Hughes; Jamaica Johnny by Berta and Elmer Hader; Boomba Lives in Af- rica, by Caroline Singer and Baldridge; Sad-faced Boy, Arna Bontemps; Picture- Poetry Book, Gertrude McBrown; Ara- minta, Eva Knox Evans. This same teacher has graded selec- tions of poetry which she has worked into her course of study and uses in teaching poetry appreciation. She starts in the second grade with “The Quilt” by Mary Lee Newsome: I have the greatest fun at night, When casement windows are all bright. I make believe each one’s a square Of some great quilt up in the air. The blocks of gold have black between, Wherever only night is seen. It surely makes a mammoth quilt— With bits of dark and checks of gilt— To cover up the tired day In such a cozy sort of way. Other grades include the following: April Rain Song, Langston Hughes— 3B The Dream Keeper, Hughes—3A Dreams, Langston Hughes—4B Life, Paul Laurence Dunbar—4A Aunt Sue’s Stories, Hughes—5B Mother to Son, Hughes—5A The Master Player, Dunbar—6B The repeated reference to “black slaves” in the poem, “Aunt Sue’s Sto- ries,” caused some children to think that something was wrong. Their reports at home brought two parents to the school the next day, representing a group of neighbors. However, when the purpose of the instruction was reviewed and they saw the poems, they would not consent to the elimination of a single one. The intermediate auditorium teacher was the first to integrate racial contribu- tions. Her children worked Dunbar’s poems into short plays. One group had the privilege of presenting theirs at a neighboring church. In ninth-grade literature each pupil was asked to write a biography about a person of his own racial group. No more than two could take the same person. If these two sought a personal interview, they must go together—in order that the project might not become a nuisance to the persons interviewed. The group THE JOURNAL OF tackled the work with enthusiasm. Ip the scrapbook which was assembled, eight races and nationalities and twenty- nine occupations were represented, Another English teacher had the pu- pils write a term paper on the life and works of some author. To the usual pur- poses—arousing interest in good litera- ture, training pupils in obtaining source material from the library, training them to write English correctly and interest. ingly--was added the aim of acquaint- ing them with Negro writers. The same teacher has conducted the Garfield Verse Speaking Choir for sey- eral years. This group now has a long list of numbers, most of which are by Negro authors. The choir has given pro- grams at various school functions, the YWCA, over the air, before the Verse Choir class at Wayne University, and at the luncheon of the Booker T. Wash- ington Trade Association for Dr. Carter G. Woodson. A “Get-about Club” functions under the sponsorship of a social studies teacher. The group visits various lines of business, a number of which are owned and operated by Negroes. Pro- prietors have been most kind in allowing the visits to be made and explaining their business to the students. The English teacher in charge of our school paper has seen to it that the pub- lication does its part in acquainting the various racial groups of their contribu- tions to culture and progress. For ex- ample, the May 1937 issue gives a brief history of the origin and purpose of the Booker T. Washington Trade Associa- tion, lists books (including those by or about Negroes) ordered for the library, and includes Negroes in the list of fa- mous men born in May. We have a World Citizenship Club in which we endeavor to have a representa- tive of every racial group in the school. Members are responsible for presenting the contributions of their own group. It has taken quite a few words to give a picture of this work. In practice, how- ever, it is very little, almost lost in the sum total of activities at the school. We have no way of measuring its influence, but we do believe it has increased the child’s pride in his racial group and helps to make him a good citizen. The fine understanding and appreciation existing between pupils, parents, and teachers is certainly due in part to this activity. THE NATIONAL EDUCATION ASSOCIATION % nomi dem a fail Th moct If th can t ican can 1 in cl can | crati tern: these It catic yet t tion the tries Hov and dim loso tice prot cont tries or t nat con edu V an j true mo 193 plic ests of 5 bal: Th cati tice duc ma cat ; wh tio Dre Suc an vo ed, nty- pu- ind yur- era- Irce em est- int- the sey- ong pro- the erse d at ash- rter der dies ines are Pro- ying ing our ub- the ibu- yrief ‘the yCia- y or ‘ary, F fa- b in nta- ting p. give 1OW- the nce, the \elps fine ting rs is [ION TOWARD DEMOCRACY THRU THE SCHOOLS who find dictatorship the answer to the perplexing social and eco- nomic problems of today. “American | democracy, the model of the world, is a failure!” i) whe in has failed!” So say those This, then, is our problem. Shall de- mocracy become a mere utopian dream? If the light of democracy has gone out, can the flame be rekindled? Or, if Amer- ican democracy has not yet collapsed, can the surge of autocratic rule be held in check until the forces of democracy can be effectively organized? The demo- cratic ideal can be transformed into pat- terns of living. Democracy must see these patterns and act. It is often said that philosophy of edu- cation is essentially a philosophy of life; yet the clear implications of this conten- tion rarely concern either the teacher or the public in America. In other coun- tries this principle is effectively applied. However, it is doubtful if the teacher and the public at large are more than dimly aware of how the national phi- losophy determines every ideal and prac- tice in the schools. As Americans we are prone to question sharply, or even to condemn, every practice of those coun- ries that have turned either to the right or to the left in attempting to solve their naticnal problems, the countries that conclusively demonstrate the unity of education and national philosophy. Whether we are thinking in terms of an individual or of a nation, it is equally true, as stated by John Dewey, [in De- mocracy and Education, Macmillan, 1935] that: “Philosophy is at once an ex- plicit formulation of the various inter- ssts of life and a propounding of points of view and methods thru which a better balance of interests may be effected.” That is, “philosophy is the theory of edu- tation as deliberated conducted prac- tice.” In the challenging light of this de- duction, are we as teachers willing to make a searching evaluation of our edu- ational thinking and practice? The effect of the national philosophy, Which is the social philosophy of a na- tion, upon educational thinking and Practice can be observed by a study of fich totalitarian states as Russia, Italy, and Germany. H.B. WYMAN Dean, Junior College, Phoenix, Arizona While Italy and Germany have ex- perienced extended périods of fairly liberal rule, prior to the revolution of 1917, the rule of the few had prevailed thruout all the centuries of Russia’s his- tory. The absolute monarchy overthrown by this revolution had been the outstand- ing example of this type of government. It was inevitable that education in Russia would be for the select few. Igno- rance and illiteracy prevailed. The revo- lution of 1917 was led by a few of the educated group. Students had figured prominently in these organized protests against the oppression of autocracy. This is what one should expect, as students were in a position to see the deplorable condition of the Russian people and were spurred to advance the cause of a more liberal government. With the rise of the Soviets, the intelligentsia who refused to embrace the new philosophy suffered un- told oppression. The Soviets saw very clearly from the beginning that if they were to trans- form a nation of ignorant peasants into a great classless society, they could ac- complish it only thru a rigid control of the educational institutions of the state. There was a tremendous emphasis upon the education of adults in the factories and on the communal farms and an in- tensive campaign to stamp out illiteracy in the Soviet republics. This carefully planned and executed educational pro- gram has proved tremendously effective. It is most illuminating that the educa- tional program, as revealed by such texts as New Russia’s Primer and all other ma- terials of the schoolroom, was the five- year plan of the central government. In every conceivable way, the think- ing of the people was made to conform to the philosophy of the Soviets. While in theory they do not subscribe to vio- lence and autocratic rule, yet there is no other answer to him who has missed the point of his education than the crack of the firing squad. In like manner, Germany, while in theory representing the antithesis of the Soviet philosophy, illustrates with equal clarity the basic principle. Just as the YOLUME 27, NUMBER 8; NOVEMBER 1938 “Pioneer” and the “Konsomol” move- ments in Russia are intended to mold Russian youth into the Soviet pattern, so the Hitler youth movement in Ger- many is designed to rear the youth in conformity to the Hitler ideal of the state. Regimentation is the watchword, both within and without the classroom. The work camps for city children help to bring them closer to the soil, while every attempt is made to make con- vincing the Nazi notion of “pure Teu- tonic blood.” The education of women has suffered a heavy reversal under this philosophy. The highest function of woman is to produce offspring, particularly male, who may further the goal of the Nazi state. Any education not directly con- tributory to this goal of producing strong sons is taboo. The textbooks are rigidly controlled and are shot thru and thru with the Nazi ideal, which, by every token, be- comes the educational ideal and philoso- phy of Germany. Four decades ago the American scholar looked upon study in the German universities as necessary for the completion of his university educa- tion. The much discussed ideal of aca- demic freedom reached its highest reali- zation in the German universities, It is impossible to reconcile this fact with the present situation except as one realizes the truth of the principle at issue, namely, that the social philosophy of a people is its educational philosophy. Italy represents a somewhat different veering to the right. Both Italy and Ger- many are bitterly anti-Soviet and anti- communistic; the fascism of Mussolini is fundamentally like the national social- ism of Hitler. At the time Mussolini as- sumed control in Italy, he was under- going a metamorphosis from a socialist to a fascist. He was one of those upon whom honor was thrust, and honor found him not quite ready. After his famous “march upon Rome” he was pushed vigorously by the opposition press as to “his program.” In the ab- sence of a well-formulated program, the fascist black shirts broke up the printing establishments and spiked the opposition of the press. There was an immediate extension of education to assure that [ 237 | The Success of Demeocracy ET no one tell you that democracy has failed. It is precisely at those points where the American system is least democratic—where it least reflects the ideals and homely virtues of the common people—that the breakdowns have come. Our schools are the greatest contribution of democracy to civilization. Into them we have drawn nearly oné person in four of our population. These schools are intelligent, honest, efficient to a degree that is true of no other business of like magnitude. Were all other business as well managed as democracy’s schools, America would move forward to a new level of achievement and glory. The schools are the bulwark of liberty and selfgovernment. The future of democracy and of the common school are inseparable. Let them go forward together. What the school is today democracy will be tomorrow.—J. E. M. every young Italian be brought up in the fascist way. Here again textbooks were rewritten with Mussolini this time in the title role. Instead of “purity of blood,” the shades of ancient Rome and the great Caesars were revived to fire imagination and zeal of the new Italy. It is hoped that enough has been said to demonstrate clearly how the social ideal in a dictatorship becomes the edu- cational ideal of that people. One thing stands out clearly in a study of dictator- ships, namely, they have a program. They know the kind of living they wish to promote, and every effort is made to enforce these forms of living. These dictatorships are, of course, openly challenging democracy. Accord- ing to Mussolini, democracies are doomed to fail because no people will discipline themselves. Since associated living calls for some form of discipline or control, we must find it either im- posed from without, or springing from interest in a program of living that is fully accepted by the individual or the nation. Since democracy is inconsistent with an imposed discipline, then we must have a generally accepted and well- defined program of living. This democratic way of life is an ideal. To serve as an ideal, any social philoso- phy must lead the way to different kinds of living from those that now prevail. One look at American history reveals a changing ideal of democracy. Another glance at the present situation shows the American pattern of living to be cer- tainly short of the ideal. Injustices, in- equities, unemployment, poverty, and crime are no part of the life in a demo- [ 238 | cratic society. Yet we should not feel that democracy has failed because of its shortcomings, but realize that much of democratic living has never been tried. America is not suffering from too much democracy, as the enemies of democracy would have us believe, but from too little democracy. Since no goal is of significant worth until translated over into intervening steps, we must turn our attention to activities that are demo- cratic in nature. The essence of democracy is coopera- tion, not competition. More cooperation, more consideration must come into every phase of living. It has been sufficiently demonstrated in business, even where that business is forced into a highly com- petitive market, that the cooperative plans succeed. First, there must come willingness to cooperate, a determination to put humanity ahead of profit. The happiness and welfare of the men, women, and children whose lives we touch must become the standard of worth and the determiner of policies. Cooperation alone does not suffice. The important consideration is the end toward whick this cooperation is di- rected. In a democracy, cooperation is directed toward the extension of human rights in such a way that there is a full realization of the greatest possibilities of the individual. This individual has his being as a member of numerous groups that work together for the good of all mankind. In a democracy cooperation is directed toward the ennoblement of the individual; in a dictatorship cooperation serves the end of a glorification of an all powerful state. Cooperation that frees THE JOURNAL OF the individual must be a recognized goal of living. Conduct must be judged by the extent to which it furthers or hinders common interests and purposes. Society is not static. Education must recognize that old standards and beliefs must give place to new ones. Witness the sweeping changes that have taken place in our conception of the nature and functions of government, in religious doctrines, the school, the family. Much time has been spent in mourning the “passing of the home.” We should cease to be concerned about the passing of the home, as past generations knew it. Such a home would be a bad home in this day. What we should do is to be actively concerned about the evolving home, to see that it meets the new needs of a new day in the promotion of this goal of mutually helpful living. What are the schools doing to foster and inculcate democratic paths of liv- ing? What we teach about democracy is of some importance, but relatively little compared to what we do about democracy. As teachers in whatever ave- nue of service, let us consider, with ‘all seriousness, the undemocratic features of education and see that they are elimi- nated. In Soviet Russia all under thirty years of age have been reared on nothing but the Soviet philosophy. These young people know nothing else and entertain little else than this ideal. This transfor- mation has taken place in twenty years. We in America have been working to- ward democracy for some two hundred years. Compared with the success of the Soviets in transforming the thought and living of a people, we make a poor show- ing. It is true that, being unable by the very nature of its principles to force its precepts upon the people, the democratic way is handicapped. Unlike autocracy, democracy cannot be handed down from the top. It must spring from the daily living of the people. Those in authority can only set the example; they cannot dictate the policies. It must therefore take a long time, but the grave question that confronts us is: “Are we moving with sufficient speed to keep from losing the battle to the opponents of de mocracy?” Consider the schools. In many ways they embody some of democracy’s finest principles. For the most part, an educt tion is available to every child, and he is THE NATIONAL EDUCATION ASSOCIATION probé worl expel comr of ed Th tion ; elabo dem«¢ are C there take teack sion cheri and revis abou form dail; teacl that of p the that for. schc trul eval ope! the ease den stitt shiy cert phi the tior wil glo for: situ dey tuc tior for oal ers ust iefs 1ess ind ous ach the ‘ase the uch this rely , to ew of ster liv- vely out ave- all s of imi- irty ing ung tain for- ars. + tO- red ‘the and Ow: the € its ratic “acy, rom laily yrity nnot fore tion ving sing de- ways nest luca- he is [ION probably the freest school child in the world. But schooling for all at public expense may have nothing whatever in common with democracy, It is the kind of education that is significant. The advantages of American educa- tion are too well known to merit further elaboration. On the other hand, truly democratic school systems in America are comparatively rare. In such systems there must be a free and easy give and take between administration and teacher, a free and unhampered discus- sion of policies and programs. The most cherished views of both administration and faculty must be open to study and revision at all times. This can all come about in a small system without any formal machinery whatever—just in the daily round of “in-school” living. The teacher in such a school is free, knowing that differences of opinion on questions of policy and practice are cherished by the superintendent and the board, and that the teacher becomes more esteemed for his truly constructive ideas. Such a school system will have teachers who are truly critical in that they are constantly evaluating their own procedures and are open to suggestions at all times as to the validity of any practice. There is an ease, an informality, a freedom, a truly democratic family feel to such an in- stitution. So far so good. What can be said about the relation- ship of the teacher to the pupil? Granted certain differences, basically the same philosophy and practice will prevail in the democratic school system in the rela- tionship of pupil to teacher. The teacher will welcome the views of the pupil and glory in his individuality and non-con- formity to group thinking, using these situations as a genuine opportunity to develop in this child a truly studied atti- tude toward every question, a disposi- tion to evaluate his own thinking, and an attitude of charity even in the face of vigorous disagreement. In such a school there will be a profound respect for personality. The teacher cannot con- ceive of asking that anything in the way of respect be shown him that is not, in turn, shown to every child in the room. No teacher wants to be told by his prin- cipal that he has failed. Nor would the teacher in this democratic school be so unkind to the child. Rather, would he discuss with sympathetic understanding that particular child’s problem just as the dem®&ratic administrator would help the teacher resolve a difficulty. Such a school would be freed from the dictatorship and autocracy of fixed sub- jectmatter, punitive examinations, and cut-throat competition for honors that are strictly individual. Instead, the em- phasis would be placed upon helpfulness, cooperation, recognition for service to other members of the group and to the group at large. A genuine cooperative society would be formed. Here again there need not be ponderous machinery. Committees will help, and individual action may be used when individual ac- tion is best. The true quality of such a group would be determined by the spirit that prevails. In such surroundings the child would grow up to enjoy the give and take of life. Such a school would not be undis- ciplined; it would not be pointless; it would not be unproductive of results. On the contrary, it would be a school in which sympathetic guidance and coun- sel were of the utmost importance and where purposes would be judged by their genuine worth. Results would be measured in terms of the accomplish- ment of those truly worthwhile pur- poses. The child would be an integral factor in these purposes and the prime mover in the accomplishment of it all. It is so easy to force the will of an adult upon a relatively helpless child that autoc- racy, rather than democracy, is likely to be the guiding philosophy in the schoolroom. We may just as well face this fact. If we are to have a democratic society, we must be as earnest about it as those of the opposite persuasion who are not only willing to live but to die for their social ideals. The world is an armed camp divided on the question: “Shall democracy or dictatorship prevail?” Not only must we work with the child, having him live in democratic homes, in democratic churches, in demo- cratic schools, in democratic institutions of all kinds, but we must carry the fight .for our social ideal to the adults as is being done in the totalitarian states. In- dustry, commerce, all activities of this modern civilization must work toward this ideal. They are to be judged by what they do to the individual. An em- phasis upon these human values is long overdue. We have no glimmer of what American democracy may be like in twenty-five years if we will truly democ- ratize our educational institutions from the preschool thru the graduate school of the university. New ideas, new prac- tices have a way of making themselves the property of the entire people. They will filter into every home in the land. What other peoples have done in one generation in the opposite direction gives some indication of what America can do in developing truly democratic liv- ing. If our national social ideal is truly the democratic one, we will democra- tize our schools, homes, factories, busi- nesses. That our schools have so much that is undemocratic in their nature is prima facie evidence that America has only half-heartedly accepted the democratic way of life. We have paid lip service to democracy while clinging to undemo- cratic social patterns. When teachers have become truly serious about this form of living, it is inevitable that our schools shall be models of this ideal in action. Let each teacher and each admin- istrator who believes that democracy is a superior way of living make democ- racy an actuality in every phase of school thinking and practice. The crisis is at hand. Do something today. The Most Important Rook of 1938 UST as in an earlier day Carl Schurz—the great German liberal— left the oppression of his native land to become a most useful citizen of America, so now the foremost writer of postwar Germany, Thomas Mann, brings his great gifts to our country to become a citizen and per- suasive interpreter of the democratic ideal. His book, The Coming Victory of Democracy (Knopf, 1938, 70p, $1), which was delivered on his coast-to- coast lecture tour February to May 1938, is a stirring message from one who knows firsthand what kind of a world the enemies of democracy would create. I name it the most important book of 1938.—Joy Elmer Morgan YOLUME 27, NUMBER 8; NOVEMBER 1938 Courtesy, Los Angeles Public Schools NDIVIDUAL GUIDANCE should be based l upon understanding the child who is to be guided. We recognize that such understanding springs from putting to- gether information about his past and present behavior. Knowledge of what he has done and been is gathered from his parents, former teachers, school records. This is useful, but for the teacher the most important knowledge is that which he gets from direct observation of the pupil in action. Special tests and inspec- tions may add to this knowledge, but they are suppiementary, snapshot de- vices. They can never take the place of continuous, thoughtful observation by an alert teacher. The ability to observe a pupil accu- rately and fruitfully varies greatly from teacher to teacher. One teacher can— without any conscious effort—gather, ar- range in his mind, and remember a tre- mendous amount of detailed informa- tion about each child in his room. Another can tell you very little about his pupils beyond their names and general scholastic ability. No amount of train- ing will completely obliterate these indi- vidual differences, but thru welldirected practice anyone may improve in the art of observing children. To be a keen observer one has to have not only adequate sense organs but seal interest in the thing to be observed. ~.._« | 240 | Fortunately, there are very few of us who are not to some degree interested in watching children. But sometimes our attention is so fully occupied with subjectmatter or group organization or our own prestige that our observation of each child as a person becomes per- functory except when his behavior is di- rectly related to one of these interests. If our observation continues to be thus limited habitually, we cannot know very much about any one of our pupils. A good way to avoid developing such a blind spot is to spend fifteen minutes a week in looking at the pupils while they are engaged in drawing or some other activity “which” does not require your direct participation. With a scratch pad before you, let your eyes rest on each pupil in turn and as you do this jot down a few words which best describe ,each boy or girl. If you continue this practice, it will raise questions which will make you increasingly observant of each child thruout the following week. Guiding a child is like guiding an automobile in that it calls for selective attention to some things and ignoring others. The driver who tries to see every- thing while he drives down a city street is likely to come to grief. On the other hand, if he concentrates only on the pavement and cars directly before him, he may also be a menace. Recent tests of many drivers indicate that the function- ing of peripheral vision is as important a factor in safe driving as clear central vision. It is with our peripheral vision that we detect the sudden appearance of a pedestrian as he emerges from between parked cars. Similarly, for guidance pur- poses we come to select certain things in a child’s behavior as particularly signifi- cant while we pay scant attention to others. We say a person “has insight” be- cause he is able to ignore nonessentials and attentively focus upon essentials of THE JOURNAL OF The Art of UBSERVING © GHILDKEN Herbert R. Stol behavior. This selective awareness comes only with practice. This systematic incidental method of observation implies that in addition to putting together information about a pupil acquired thru tests, records, con- ferences, and formal inspections (like the morning health inspection), a teacher gradually enlarges his knowledge of each pupil thru incidental observations in the classroom, in the hall, on the play- ground, going to and from school. It is not possible to state definitely what to observe because that varies with sex, with age, and with each individual. However, there are some signs that teachers frequently fail to observe and some they often misinterpret. In a wellbehaved child, obvious signs of chronic fatigue are frequently over- looked. The composite impression of dragging footstep, slouching posture, tendency to sit down whenever possible, lack of normal exuberance when school is dismissed, avoidance of active games —calls for investigation. Moderate im- pairment of hearing often remains un- detected for years despite signs of inat- tention, poor enunciation, slight twist- ing of the head, chronic sinus infection. The signs of selfconsciousness and emo- tional disturbance over pimply skin or homemade clothing are at times misun- derstood. Too often the impudence aris- ing from insecurity is confused with the impudence of genuine aggressiveness be- cause the teacher has not gained insight from systematic incidental observation. This practice can be done without in- terfering with other aspects of daily work; the teacher who does not do it misses one of the most interesting and rewarding experiences connected with teaching. [This is the third of a series of articles on individual guidance by Dr. Stolz, chairman of the NEA Committee on Individual Guidance. | THE NATIONAL EDUCATION ASSOCIATION I of f law. cert one case Sur Ne tha the stat me tiol anc Ne rig tra Su th tec tic tri tel lay ex a Oo | ns ay- ely ith ral, lat ind ris- the be- ght in- ily ) it ind ‘ith of Dr. tee ON SUPREME COURT DECISIONS ON States Supreme Court have impor- tant implications for the teaching profession. Both cases involved the extent of protection afforded teachers by tenure laws. The decisions for the two states con- cerned were apparently contradictory; in one case the teachers won; in the other case they lost. On March 1, 1937, the United States Supreme Court upheld the decision of the New Jersey Supreme Court to the effect that teachers on tenure have no redress in the event that conditions of their tenure status are changed by statutory enact- ments. In New Jersey no contractual rela- tionship exists between tenure teachers and the employing school districts (Phelps v. Board of Education of Town of West New York. 300 U. S. 319), because the rights provided are statutory, not con- tractual. On January 31, 1938, the United States Supreme Court reversed the decision of the Indiana Supreme Court by ruling that teachers on tenure have a contractual rela- tionship with the employing school dis- trict and, therefore, cannot be denied tenure rights except as specified in the law. (Indiana ex rel. Anderson v. Brand. S. Ct. No. 256. October Term, 1937.) In Indiana tenure rights cannot be removed, except for causes stated in the law. Ts RECENT DECISIONS of the United WHY THESE CASES DIFFER The apparent contradiction in these de- cisions arises, first, because of the differ- ence in basic philosophy concerning the teacher’s position in New Jersey and in Indiana. These basic concepts form an underlying foundation for differing points of view concerning the status of tenure teachers. In New Jersey the teacher’s posi- tion is a public office; in Indiana the teacher’s position is one of contractual em- ployment. Previous interpretations of the statutes of the two states have indicated this fundamental difference thruout the educational history of the states. In the second place, the denial of tenure as in the Indiana situation and the reduction of sal- aries of tenure teachers as in the New Jersey situation involve two different types of claims. TENURE In the third place, the.two tenure laws are written in entirely different language. In the Indiana tenure law many references are made to the teacher’s contract over an indefinite period of years, termed the in- definite contract; for example, “such con- tract shall be deemed to continue in effect for an indefinite period and shall be known as an indefinite contract.” (School Laws of the State of Indiana. Section 1, Section 152. Chapter 6. p71) The word “contract” appears ten times in Section 1, defining the relationship; eleven times in Section 2, relating to the termination of the employ- ment by the employer; and four times in Section 4, stating the conditions of ter- mination by the teacher. There is no doubt that the authors of the Indiana tenure law and the legislators passing it meant to create a contractual relationship between Indiana tenure teachers and their employing school districts. No such statement may be found in the New Jersey tenure law. Instead of pre- scribing indefinite contracts, the New Jer- sey law reads: “The services of all teach- ers, principals, supervising principals of the public schools in any school district of this state shall be during good behavior and efficiency, after the expiration of a pe- riod of employment of three consecutive calendar years in that district unless a shorter period is fixed by the employing board.” (New Jersey Public Laws 1935. Chapter 27 and Chapter 126) In this law, teachers completing the prescribed proba- tionary requirements are granted the privilege of remaining in the employ of the same school district during good be- havior and efficiency, but the law does not stipulate that the teacher has a legal right to the emoluments of the conferring act, without change by subsequent legisla- tures. The New Jersey tenure law regulates the conduct of the schoolboard but the board is not bound by contract with the teacher for more than the current year. The teacher’s position in New Jersey is a public office. The New Jersey Supreme Court and the United States Supreme Court in agreement stated that teachers VOLUME 27, NUMBER 8; NOVEMBER 1938 were given a legislative status, which like that of the incumbent of a statutory office, is dependent on a statute. The legislature may at will abolish the legislative status so created or change the emoluments so granted. THE CRUX OF THE PROBLEM If a contractual situation is established by a tenure law, the obligation of the con- tract may not be impaired. The United States Constitution contains the following restrictions on the powers of states: “No State shall enter into any Treaty, Alliance, or Confederation; grant Letters of Mar- que and Reprisal; coin Money; emit Bills of Credit; make any Thing but gold and silver Coin a Tender in Payment of Debts; pass any Bill of Attainder, ex post facto Law, or Law impairing the Obliga- tion of Contracts, or grant any Title of Nobility.” (Article I, Section 10. Italics supplied.) Provided the contractual rela- tionship is established in tenure laws be- tween tenure teachers and the employing school districts, the Constitution prevents impairment of the obligation of the con- tract. But the passage of a tenure law does not automatically establish a contractual relationship, as has been proved in the New Jersey case. The contractual obliga- tion must be written into the tenure law in order to be binding. These two Supreme Court decisions have important implications for the teach- ing profession. Inquiry should be made in each state as to the interpretation the statutes and courts have made of the teacher’s position, whether it be a public office or a contractual employment. The tenure law should be written with such interpretation in mind. Whenever pos- sible it should be made clear in the tenure law that the relationship between teach- ers, having attained tenure status, and the employing school districts is one of a contract which, on account of the consti- tutional restriction, cannot be impaired by subsequent legislation. A tenure law which has not been written in accordance with the legal status of teachers in a partic- ular state does not always afford the pro- tection which teachers expect—Research Division, National Education Association. [ 241 ] ® % se teat £68 AaBt 0 OB ee SeBt «os « = sieeege ge ‘ — and by night SIXTY-NINTH ANNUAL CONVENTION Place—Cleveland, Ohio Dates—February 25-March 2, 1939 Convention Theme—“The Foundations of American Education”— spiritual, social, economic, administrative Seventeenth Yearbook to be presented—The Small Community and Its Schools Sleeping Room Reservations—Write to Mark Egan, chairman, Hous- ing Bureau, 1604 Terminal Tower, Cleveland, Ohio AMERIGAN ASSOCIATION OF | SCHOOL ADMINISTRATORS, NEA ally be evaluated and adapted to | the needs of succeeding genera- tions. Following the profound social changes climaxed by the recent depres- ‘sion, the National Education Associa- tion and American Association of School | Administrators created an Educational Policies Commission to guide educa- | tional leadership in reshaping the public- school program. Nineteen educators ap- pointed to the Commission in 1935 are addressing themselves to the task of bringing about desirable improvements -inthis important function of government. | Assuming the continuance of democ- racy as the political philosophy of Amer- ica, the Educational Policies Commission has undertaken to determine the essen- tial functions of education and to define Policies which would enable educa- Piety te 0 POLICY must continu- Z RAWING HEAVILY upon the scholarly insight of Charles A. Beard, this doc- ument traces the development of American educa- tion following the revolutionary as- sumption of inde- . pendent demo- | cratic government in the latter eight- eenth century. The statement gives new emphasis to the educational philosophy of statesmen who founded the republic, and leaders who advanced the cause of public education thruout the period | of national development. Fundamental | telationships of education and govern- Drawings by Hendrik Van Loon ment which these men sought to estab- lish are reiterated in later chapters. Shortly after the achievement of na- tional independence, leading figures in public life gave thought to the provision of universal education suitable to the democratic way of life. Notable plans ous- A New Outlook on EDUCATIONAL POLICY tional leadership to-discharge these func- tions most effectively. Bégin ning with an historical approach to educational devel- opment and consideration of the inher- ent obligations of public schools in The Unique Function of Education in Amer- ican Democracy, .the Commission has thus far included within its purview major statements of policy on The Struc- ture and Administration of Education in American Democracy and The Purposes of Education in American Democracy. These three published documents con- stitute a trilogy on “Education in Amer- ican Democracy,” each resting squarely upon the principles on which America is founded. Each of the documents re- viewed in this four-page feature may be secured from the Commission, 1201 16th St., N. W., Washifigton, D. C., at 50¢, discounts on quantities. The Unique Function of Education in American Demaocracy were prepared by Benjamin Franklin, Benjamin Rush, Samuel Knox, Sam- uel H. Smith, and Thomas Jefferson. Among those who devoted great ener- gies to the founding of educational in- stitutions and the furtherance of popu- lar schooling were George Washington, James Madison, Charles Pinckney, and Noah Webster. These statesmen envis- ioned public education in its broadest terms, adapted to the nature of Ameri- can government and serving the needs both of ‘ndividuals and of society as a whole. Fundamental to their plans was the recognition that an education limited to the practical arts and government would not be sufficient and that pure science, letters, and all the arts conducive to a secure and enlightened civilization would also be necessary. With the shift of emphasis from the nationalism of the early years to the de- velopment of statehood and states’ rights following the advent of Jacksonian de- mocracy, the schools, along with other institutions, became welded into local VOLUME 27, NUMBER 8; NOVEMBER 1938 and state systems. “In the cities, schools founded by charity and philanthropy were replaced by schools supported and administered by the civil unit and with the stigma of pauperism lifted from those who attended them. Even the fron- tier, injecting as it did powerful disin- tegrating influences into national politi- cal life, demanded state school systems to provide equality of educational oppor- tunity for its people. At the beginning of the Jacksonian period, education for the masses of the people was little more than a hazy ideal of theorists and reform- ers; by the middle of the century, it be- came an actuality for millions. . . .” Along with this development the true function of the educative process in a democratic society was becoming appar- ent. Today we see that education is an underlying and sustaining function giv- ing support to the professions, the arts, and all other aspects of society. “Wield- ing no weapons of sheer power, claiming no pomp and circumstance of state, ed- ucation nourishes the underlying values upon which state and society depend for their existence — values which outlast transformations in the working rules of government and economy, and offer promises of humane reconstruction in times of crisis and threatened disso- lution.” Conditions requisite to the discharge of the important social services rendered by education include first of all the high- est type of leadership in positions of re- sponsibility. Next, this leadership must have freedom to search for and dissemi- nate truth in classroom or community in the same manner and on the same terms with the leadership of other insti- tutions. Again, in the discharge of its proper functions, education requires freedom from partisan political controls; “whether it is a question of budget mak- ing, the keeping of accounts, the selection of personnel, the purchase of supplies, or the design and construction of school buildings, the indubitable requirements of education call fer fiscal and adminis- trative distinctions fully adapted to the care and training of youth.” [ 243 | A NEW OUTLOOK ON EDUCATIONAL POLICY The Structure and Administration of Education in American Democracy RINCIPLES OF AD- MINISTRATION which tend to in- crease the effective- ness of public edu- cation are pre- sented by the Ed- ucational Policies Commission in this statement of policy prepared largely by one of its members, George D. Strayer. The document deals first with the scope and structure of the com- mon school system. Attention is later devoted to relationships of local, state, and federal educational authorities, par- ticularly in matters of administration and finance. A concluding statement deals with the relationships of private educa- tional enterprises to the public-school system. The Commission envisions the schools of America as tending toward a system of effectively free public education ex- tending from the nursery school thru the junior college in all communities where the need exists. Many communities are now organizing their school system in three major units: The first, beginning with nursery school and kindergarten and extending thru the present sixth grade, consists largely of basic subject- matter with emphasis on mastery of the tools of learning; the second part, includ- ing the present grades seven to ten, is devoted to a further program of general education; the third and final part in- volves four years of secondary education, including a two-year extension of the traditional program and revision of the curriculum to allow not only for those who go on to college, but also for the youth who plans to leave school at the end of the junior college. Farreaching changes in administrative procedure of both elementary and sec- ondary schools are now taking place. At the elementary level, classification of pu- pils on the basis of chronological age alone is gradually being abandoned in favor of groupings based on physical, so- Drawings by Edward Shenton [ 244 | cial, and intellectual maturity. At the secondary level curriculums are being re- organized in accordance with the needs of youth having different interests and outlooks. Some of the changes involve new grouping and continuity of sub- jects, thus giving greater effectiveness to the traditional program thru empha- sis on meaningful experiences. Other changes include the extension of voca- tional training opportunities along with opportunities for college preparation in the regular secondary-school curriculum. With these changes, secondary education offers extended opportunities to all youth up to eighteen or twenty years of age. In most of the states there is need for reorganization of local administrative areas. “The obligation to be met is that of making provision for some millions of children whose educational oppor- tunities wait upon the accomplishment of this reform.” Prevailing policy in the United States has kept local school administration sepa- rate from other governmental functions. This is accomplished thru establishing boards of education which enjoy the right to levy taxes, to make budgets, and in every other particular to control and ad- minister systems of public education. “The arrangements which make for high efficiency include freedom from partisan political control, the services of a competent professional staff, adequate support, satisfactory buildings and equipment, and curriculums adapted to the needs of pupils and to the society which the schools are organized to serve.” At the state level, control of educa- tional matters is properly vested in a state board of education and its profes- sional staff. Under a broad mandate from the legislature these authorities prescribe the types of school opportunities to be provided in local communities, render financial assistance to communities on such bases as tend to equalize educational opportunity, provide for the preparation and certification of competent teaching THE JOURNAL OF personnel, and require observance of minimum standards with respect to school buildings, records and reports, budgetary practices, length of term, and related matters. In addition to the fune-. tion of providing information, leader- ship, and supervision, state authorities are rendering notable service in encour- aging establishment of larger and more adequate local administrative units as well as in carrying on research which continually sets new goals for educational improvement. The federal government has a vital in- terest in the provision of education thru- out the land. “The several states vary greatly in wealth and in income. The number of children in relation to the number of adults tends to vary inversely in relation to the per capita wealth of the several states. The people of the nation move from locality to locality and from state to state as economic opportunity beckons. These and other well-estab- lished facts clearly indicate that there is little possibility of the maintenance of an adequate system of public education in this country except on the basis of a very much larger participation by the federal government in the support of the schools.” In granting this assistance, however, the federal government should in no way interfere in the management and control of education or the choice of educational means, processes, and pro- grams carried on by state and local gov- ernments. One of the achievements of democracy has been establishment of freedom of religious belief. A comparable achieve- ment has been the establishment of com- pletely secularized, free public education, supported by all the people. Different groups have, from time to time, created schools for the teaching of particular reli- gious doctrines along with a program paralleling that of public schools. De- nial of public financial support to these schools is a reasonable and necessary con- sequence of provisions in all state con- stitutions afirming the complete separa tion of church and state. “There is no restraint upon the holding of particular religious beliefs or their expression. The ideal of complete religious freedom nec- essarily involves the secularization of tax-supported schools.” THE NATIONAL EDUCATION ASSOCIATION crat: ever righ resp the port all imf tior met rac’ reje tun ion om rity tab- € is f an 1 in ery eral the ce, uld ent e of pro- ZOV- racy . of eve- ion, rent ated reli- ram hese con- con- ara- ; no ular The nec- . of ‘ION a THIS DOCUMENT the Educational Policies Commis- sion states what the schools of America ought to try to accomplish as well as some of the steps that need to be taken if these goals are to be achieved. The introductory chapters dealing with the relation between edu- cation and democracy provide a neces- sary basis for the rest of the statement. Five cherished ideals to which America has held for generations constitute the foundations of democratic government upon which public education must build. The general welfare is promoted by human sympathies. One who lives in ac- cordance with democracy is interested not only in his own welfare but in the welfare of others—the general welfare. Civil liberty is the basis of those free- doms which are treasured by all. Demo- cratic behavior observes and accords to every individual certain “unalienable” tights and certain inescapable corollary responsibilities. The consent of the governed involves the participation of all the people in im- portant matters of social control. Since all concerned have a share in arriving at important decisions, all the people must be given access to the facts thru educa- tion. The appeal to reason is the peaceful method of resolving issues in a democ- racy. Callous use of force and violence is rejected as unworthy of civilized people. The pursuit of happiness is an oppor- tunity open to all. Democracy sets high value on the attainment of human hap- piness as a basis for judging the effec- tiveness of social life. To be effective in the development of Citizens these ideals must be translated into a succession of orderly experiences kading toward specific goals. Attention Must now be centered upon those neces- sary and desirable elements of informa- Drawings by Boris Artzybasheff tion, skill, habit, interest, and attitude Which will most surely promote indi- a vidual development and encourage dem- ocratic ways of living among the people A NEW OUTLOOK ON EDUCATIONAL POLICY The Purposes of Education in American Democracy of this country. Four groups of purposes are identified in the report. All are inter- related and each is capable of being sub- divided into units for more detailed con- sideration. EDUCATION FOR SELF-REALIZATION It is only thru individual growth that social progress can come. The first great purpose of education then is self-realiza- tion. “Conduct in this field is centered on the personal development, growth, and learning of the individual. It in- cludes his use of the fundamental tools of learning, his health, his recreation, his personal philosophy. The placing of these objectives first in the list is not accidental. They deal with the develop- ment of the individual himself. In a democracy this field is of supreme im- portance. Success in this role conditions one’s success in every other phase of life’s activities.” EDUCATION FOR HUMAN RELATIONSHIPS There is perhaps no field of human activity requiring the services of educa- tion which has been so meagerly dealt with by the schools as the intimate con- nections of the individual with his friends, his immediate neighbors, and members of his own family group. “The impact of education on a developing per- sonality should lead that person to place human welfare at the very summit of his scale of values. He should judge old traditions and new inventions by the same high and single standard. What- ever has an evil effect on human beings and their relations to each other is to be disapproved regardless of the comfort, luxury, or economic gain it may bring.” EDUCATION FOR ECONOMIC EFFICIENCY The creation and satisfaction of ma- terial wants comprise a third great area for educational activity. “In a democracy each person contributes according to his ability to the essential welfare of all. This means that under ideal conditions each VOLUME 27, NUMBER 8; NOVEMBER 1938 able-bodied adult follows an occupation for which he or she is fitted by ability, personality, and training and which pro- vides goods and services of social and in- dividual value.” Education of the con- sumer must be so directed as to develop a scale of values or buying preferences based on the conclusions of both science and experience. EDUCATION FOR CIVIC RESPONSIBILITY Every person is confronted with the task of relating his own interests properly to existing laws, natural resources, forms of government, and the disparities of human circumstance which he finds all about him. Knowledge tends to dissipate prejudices and encourage a sense of per- sonal obligation in these inevitable rela- tionships. An urgent responsibility of the schools then, is to lead the young citi- zens of America to discover the knowl- edge and the means of obtaining the knowledge which will enable them to discharge their civic duties intelligently. Manifestly a disturbing contrast arises between accepted purposes and their at- tainment in practice. Factors which limit the school’s effectiveness are the quality of the human stock which is to be edu- cated, the effects of educative and mal- educative forces outside the schools, and the efficiency of the schools themselves. Consideration of such factors offers a fertile field for planning by the educa- tional profession and public-spirited cit- izens as well. A NEW OUTLOOK ON EDUCATIONAL POLICY A Program for Pullic, Education /))) qq DUCATIONAL PLAN- Be, NING requires an Mi { orderly and or- y = gganized ap- =® proach on the & part of the plan- ners. Recognizing this, the Educa- tional Policies Commission out- lined soon after its creation a program of study and action designed to encourage the adoption of improved educational policies in communities thruout the land. The scope of this program is sug- gested in the chart on this page. The foundation of the Commission’s program, it will be noted, is that basic interpretation of educational service en- titled The Unique Function of Educa- tion in American Democracy. Growing out of this analysis are four great corner- stones of educational policy, two of which—The Structure and Administra- tion of Education in American Democ- racy and The Purposes of Education in American Democracy—have already been completed. The three documents mentioned are reviewed on the preceding pages. The two remaining cornerstones are now in preparation: one, dealing with the economic basis of school fi- nance, looks upon public education from the standpoint of its effect upon the na- tional productivity and income; the sec- ond, on the nature of the school popula- tion, deals with intellectual and physical characteristics of the generation now in school. Other studies have occupied the atten- tion of the Commission from time to time. Most recent of these is an analysis of The Effect of Population Changes on American Education; this study points out, among other factors, the decline in elementary-school enrolments resulting from lower birth rate and the implica- tions of this and the other trends for the schools. Two earlier statements are A National Organization for Education and Research Memorandum on Educa- tion in the Depression. The first of these was prepared in response to a request [ 246 | From the Shenton drawings from the American Association of School Administrators for an answer to “the problem of effecting a national organiza- tion which shall be representative of the full scope of public education in this country.” The second statement was pre- pared by the Commission for publication thru the Social Science Research Council as one of a series of thirteen bulletins out- lining research which will reveal the effects of depression on various social institutions. As the Educational Policies Commis- sion begins the second half of its five-year term, its program calls for increasing em- phasis on statements which elaborate and make specific for the teacher and admin- istrator the fundamental policies set forth in earlier pronouncements. To illustrate: Just as certain administrative policies recommended in The Unique Function of Education in American Democracy are elaborated in The Structure and Ad- ministration of Education in American Democracy, so are certain of the policies recommended in the latter volume devel- oped and clarified in a statement soon to be published under the title Social Serv- ices and the Schools. This document will describe appropriate relationships of public schools with public health, wel- fare and recreation agencies, and public libraries. This process of breaking down general policies into specific recommen. dations for action, the Commission be. lieves to be a most effective form of im. plementation. In disseminating its statements of pol- icy thruout the educational profession, great reliance is placed on more than 2400 consultants exofficio who are all in positions of professional leadership, These officials encourage the considera- tion and use of Commission pronounce. ments in communities all over the coun. try. In addition to the utilization of consultants and the usual publicity methods for making its work known, the Commission has co-sponsored with thirty leading universities and colleges thruout the country a series of confer- ences designed to acquaint students, edu- cators, and the interested general public with the program of educational plan- ning now being carried on. This sum- mer a field worker has visited other in- stitutions. A series of Institutes on Edu- cational Policy is now being planned at strategic regional centers for the year 1939. These devices serve to bring about critical evaluation of the Commission's work of a type that will encourage the adoption and utilization of the policies recommended. Having no administra- tive authority, the Educational Policies Commission seeks the help of educa- tional and civic leaders in communities thruout the land to effect the educational improvements advocated in its pro nouncements. Educational Policies Priliiinibitdinn CURRENT STATUS OF PROJECTS, The Purposes of Education in American Democracy The Nature of the School Population Special Fields of Learning The Un:que Function of Education in American Democracy Problems of Administration and Structure NOVEMBER 1, 1938 The Economic Basis of Education The Structure and Administration of Education in American Democracy Problems of Organization and Control Memorandum on State School Pianning SERVICE AND PROMOTIONAL ACTIVITIES Annual review of deliberative committees in education (1935, 1936, 1937 published); Educational Policy (6 issues published); nationwide radio programs (2 broadcast and ped lished) : problems pronouncemen 2400 Consultants; 30 regional conferences; 10 conferences on special N. 8B. Efforts in these areas to be expanded as work of Commission progresses. ; semi-annual reports (5 published) ; promotion of ts, magazine articles. 0 T: 7 the cc | nism lands that t] No gave « These spreac secon and t third, WI sprea wher crow there nism com! Lonc front Afte fami shut givil of tl O to g tress tain adn pro; int You velt the wh wh nen- um- r in- “du. d at year bout ion’s - the icies stra- icles uca- ities onal pro- |_| Wl - ION plan of campaign should we map? The answer, as I see it, is to note the conditions under which commu- nism has come to flourish in foreign lands and then do our best to see to it that these conditions never obtain here. Now what were the conditions that gave communism its chance in Russia? These were, I think, three. First, wide- spread misery, poverty, and distress; second, suppression of freedom of speech and the right of meeting and assembly; third, general ignorance. ... When you have abject poverty wide- spread, when people are out of work, when houses are damp, dirty, cold, and crowded, when children cry for food, there you have a soil fertile for commu- nism. It is no accident that there are communists in the suburbs of Paris and London, in Harlem, or along the water front in New York and San Francisco. After a drudging day of despair, the family sick and cold, the doors of hope shut, you can’t blame the unlucky for giving willing ear to the blandishments of the communist propagandist. . . . One way, then, to fight communism is to go into the root of poverty and dis- tress. Whatever you may think of cer- tain aspects of the work of the present administration, you must see that in the program of resettlement, in the WPA, in the CCC camps, and in the National Youth Administration, President Roose- velt and his advisers have been helping the poor and distressed. . . . No matter what the national government does, whether you agree with this program or not, the good American who wishes to fight communism must lend every effort to clean up the slums, to assist the un- lucky, to cure the sick, to care for the widow and the orphan. It is at this point that I wish to point out to you a misunderstanding, a mis- take that many loyal citizens commonly make. There are among us a good many people who by training, taste, inclina- tion, or vocation see much of the poor, underprivileged, and the sick. These are ministers and priests, social workers, YMCA leaders, doctors, nurses, teachers, and professors. They see the effect of the slum. They know what the sweatshop does to body and soul. Their wrath and indignation rises at the practices of some T: PERPETUATE DEMOCRACY ... What Jo PERPETUATE DEMOCRACY against Communism WILLIAM F. RUSSELL Dean of Teachers College, Columbia University of the worst of us. Then’ these men and women who know the seamy side of life, from the pulpit, in the press, from the lecture platform, in the college and university class, point out these evils and struggle to find some way of improving these conditions. Some are wise and ad- vocate gentle and gradual improvement. Some are in a hurry and urge quick re- form. You and I are apt to think they are communists, that their ideas are sub- versive. We may call them “red.” But whenever we do this we had better back up and think. They are not the commu- nists. The communists get a lot of pleas- ure out of our mistake. The commu- nists are glad to see us attack them, to quiz them, to hamper them, to persecute them. Because in a way these zealots are the worst enemy of communism. .. . You have a second condition favor- able to communism when people dare not speak their minds. Let the right of assembly become abridged and sympathy follows the supposedly injured party. If an idea is so subversive that it cannot be talked about openly, how alluring it is likely to be when it is heard in a whis- per.... The people of the United States would not approve and adopt the Constitution until it was explicitly stated that the rights of “freedom of speech, or of the press; or the right of the people to assemble” should not be abridged; and so far as fighting communism is concerned, I think they are right. Noth- ing pleases the communists more; noth- ing advertises them so much; nothing wins them more converts—than viola- tion of these rights. But what the communist is most afraid of is education. . . . So to hit com- munism at its weakest point you must have education. You cannot fight an idea by banishing it. You cannot fight an idea by shooting it. Purges, “red scares,” teachers’ oaths, discharging professors never stopped comrhunism. The only way you can fight an idea is by meeting it with another idea; and the only way you can meet it with another idea is by proper education. VOLUME 27, NUMBER 8; NOVEMBER 1938 It is most fortunate for us that most of our children have a chance to go to school. It is fortunate for us that most of them can finish the highschool course. . . « Let these boys and girls hear of the theories of social improvement. Let them know what communism and fas- cism think they are. -Knowledge is power. ... There is, however, one additional con- sideration. Communism, I am con- vinced, can flourish only when the soul of a people is dead. The wisest men from the time of the Greeks have sensed that we really live in two worlds, the world of sticks and stones, and the world of the intellect, the world of the spirit. . . . There is one world, a dog’s world, a world of bones and kennels and chains and muzzles, and hunts and fights; and there is a man’s world, a world of ideas, of beauty, of thought. The one is base, the other good. In one, men are slaves; in the other they are free. In one, there are oppressed and op- pressors; in the other, all are equal. There is a land of the slave and there is a land of the free, and the passport to this happy land is a liberal educa- tion and a belief in power beyond one- self, « di Relieve poverty and distress. Stand up for the rights of meeting and assembly and freedom of speech, particularly when you do not agree. Support the schools and foster in every way the study of history, government, and social life. Above. all, support a liberal education, an education for men, not dogs, that we may enter and live in a world of ideas, of beauty, of thought. This should be the American program. It will cause the most of discomfort to our enemies; it will do the most to perpetuate and preserve the form of government and the kind of life which the fathers of our country willed to us and to which they were confident we would give our last full measure of devotion—From an address before the 1938 meeting of the New York Department, American Legion. [ 247 ] TRANGE to state, the first thought that comes to me as | look back at fifteen years of school teaching is not subjectmatter, not school spirit, not salary (you knew that before), not power and prestige—bvi associations and personalities. Let’s picture a little country highschool of the post-war period. The highschool classes include forty, the seventh and eighth grades about that many more. The school is a small building with the grades downstairs and highschool up. It has no lights, no water supply, no playground ap- paratus, no clocks, no library—or even a desire for one. Incidentally, it has almost no window panes, for the local citizenry had engaged in target practice the preceding sum- mer and sixty-seven shots had struck the bull’s eye. Such a school and such a teacher! Fresh out of college, the beauty, the forceful rhetoric, and the noble puissance of Ruskin’s essays, clamoring to be taught! Every teacher un- derstands that this year was a training school, equaling, if not surpassing, the college years from the standpoint of practical teaching. One of the most admired boys in the school was a tall, handsome lad of considerable wealth and quite a desire for education. The teacher grew to love this boy so much that one day when a rebuke seemed necessary, both pupil and teacher ended the session in tears. A long difficult report on four ponderous volumes of biography, which the pupil clected to do because he wanted to, is one of the souvenirs of life. The green teacher soon discovered that this school was but a cross-section of life, or perhaps he discovered that later in looking back. Here was the gay, frivolous type who cared not a whit for “Elaine” or “Galahad,” but who perked up considerably over “Becky Sharp” or “Lancelot.” Here was the student who worked because he felt the desire to learn, and the one who worked because the teacher asked it and teachers were to be obeyed! The hey-day of that year was reached in the greatest and worst dramatic performance this teacher ever coached— just crude slap-stick, but what a task for cast and teacher. One of the scenes called for a midnight feast in a college room. The school principal afterwards told me she spent more than five dollars paying the bill for the “eats” of this scene. Five dollars in that community was enough to get married on, or face a winter! From the poorly equipped school in the sparse commu- nity to a strong commuiiity school seemed a big step for- ward. But how I missed the personalities of the first year. Time brought new ones to take their places. Here was big Tom Divine, husky six-footer, ungram- matical, awkward, slow, but with a friendliness to over- come anything. In the senior play he was cast in the lead. Rehearsal after rehearsal went by, Tom stumbling thru his lines, “cutting up.” Dress rehearsal was a mad-house. But you should have seen the performance! Tom did not miss a cue, put everything anybody could ask for into the part, and carried off the show. “Kenzie,” he said, “I’m going to col- lege.” He did just that, and took it in his stride. Another association of that day was Caleb—star athlete, goodlooking hero, half-spoiled at home, and all-spoiled at school. Teacher and pupil clashed consistently for long [ 248 ] months. “The athlete shall not dominate the school,” said the teacher. The lad bucked and fought and squirmed. The young teacher’s superiors were almost vexed. “Kenzie, you are right, absolutely right. But you are so all-righteous, untactful, and absolute in your correctness that for all prac- tical purposes you might just as well be wrong.” That be- came one of the guiding lessons of the teacher’s life. And Caleb, married, a fine upright citizen, is one of the teach- er’s best friends. But now the city school system had an opening and old friends were once more left behind. Another September found new faces in the rows before the young teacher— hundreds of them. And here were real problems, knotty . ones. Classes were crowded—a cross-section of life in a mod- ern industrial community suddenly grown wealthy in the after-the-war boom. Scarcely any of the families in the com- munity whose children sat before him had as little income as did the teacher. There was a brighter side. Winning ath- letic teams, successful school publications, honor students at various colleges, a strong extracurriculum program, for- ward-looking administration had combined with a half cen- tury of service to make a school in which it was a pleasure to serve and one that was a constant stimulus to the begin- ning teacher. Ah, the wealth of personality that began to flow thru the teacher’s classes—and his life—in these new surroundings. Now, more than eleven hundred different young men and women have sat in his classes—so many that he finds it im- possible to remember all faces and names. Doubtless many a real pearl has slipped past. But a few will always remain jewels in friendship’s crown. The first lad that demands recognition was different from the mine run. When I thought I understood him, he bowled me over with a new revelation. Early in life, by ac cident, he had almost gotten into the toils of the law. Now he was over careful, lest someone suspect him. A better lad never lived. He looked with a good deal of suspicion upon those who were light-hearted. To him life was serious and real. Books and vocational trades gave him all the pleasure he wished. Graduating in mid-depression, he has worked almost every day since in a job requiring much skill and ability, and usually held only by those of long experience. Rose first came into my acquaintance in an extracurricu- lum subject club. She immediately impressed me by the THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ried, | work Ho mired of the as ML hood. his fa peopl misin if he just t certai teach be ne may Pro hund way pion grade Kay’ prob Or espe conf The | stray of w ina wha ties, the. som gS ee \ \ he gS, nd ny in nt he ac- yw ad on nd ire nd ce. cue he ON way in which she stood on her own feet. She was a born de- bater. No question in history, however deep or philosophic, would ever swamp this youngster. She was a power for good in the school because she actively crusaded against evils. Since graduation, Rose has attended college, is mar- ried, has risen high in her profession, and continues her work of righting wrongs. How could I forget Jim! For two years or more I ad- mired his quiet attention to duty even as I deplored some of the cocksure attitudes for which I could not blame him as much as a parent to whom he had been tied since baby- hood. Jim, God bless him, will eventually lay aside some of | his father’s narrowness. He already can see that some “nice” people come from beyond the tracks. He was as uncompro- mising as sin. There were certain things one just didn’t do ifhe were a gentleman—and all of Jim’s family had been just that. If we, who were old-timers, remembered hearing certain stories about Jim’s family, we did what every school teacher has to do a thousand times a day—judge not that ye be not judged—for who are we to see how different son may be from father. Probably the most versatile and efficient of the eleven hundred was Kay. Thruout long years she had made her way almost entirely by her own efforts. She was the cham- pion child-tender in her locality almost before she was of gradeschool age. Her scholastic records were high, but Kay’s strongest point was her ability to see other people’s problems. One February afternoon the day’s work was weighing ‘specially heavy. Classes had dragged. Students pressed for conferences between bells. The classroom desk was stacked. The day’s report was yet to be made. Then came the last straw, a sudden emergency teachers’ meeting. Place a score of well-educated specialists all thinking of something else ina discussion in which several points of view recur and what have you but a bedlam of half-baked ideas, pet theo- ties, and childish whims? And these spasms are usually at the end of a hard day—seldom early in the morning when something might be accomplished. At length the session was over. Now the teacher must lie himself back to an hour or more of routine work. But and behold, Kay had been there—had anticipated the Whole situation—and was working like a beaver. Reports Were awaiting a signature. Office was straightened, every- VOLUME 27, NUMBER 8; NOVEMBER 1938 thing in its place. Detail work with five or six students had been attended to carefully. A set of minor papers had been checked. Kay’s only explanation was “I thought you needed help.” So on and on, we might journey together, looking briefly here and stopping longer there, thru fifteen years of the grandest experience it could be anyone’s lot to enjoy. Only yesterday, it seems, one of these personalities who had proved her ability and faithfulness thru every highschool experience stopped by my desk one evening just before graduation. “Kenzie,” she said, “why are you a teacher? Would you advise me to teach?” “Now, Eleanor,” I responded, “let’s begin with the first question. Have you time to go back and see?” So back across the years we went as you and I have. There were the best reasons I could give why I became and—more im- portant—remained a teacher. Nor would I willingly forget those teachers who have meant so much to me. One of these was the exponent of the scientific method. She stiffened our souls and backbones by her good, old- fashioned gospel of work. “Young man,” I can hear her say, “you are partially right, but your preparation is lack- ing. See me after class!” History to her was the story of mankind’s progress—and woe to the man or party that stood in the way of progress. (Personally, I think she at- tributed most of the errors to one party in the United States.) The other teacher to whom some of the credit and blame should go for guiding those steps was the exponent of all that is fine and beautiful and good. Beauty is truth, truth beauty—that is all ye know on earth, and all ye need to know. * * + Hail to thee, blithe spirit! Bird thou never wert, That from Heaven, or near it, Pourest thy full heart In profuse strains of unpremeditated art. * + * For so the whole round world is bound, In every way with golden chains, About the feet of God! Ah, what memories these fragments bring back! Long after this teacher has gone to rest, men and women will be better for having sat at her feet. She lived in her literature and her literature lived in her. What we did for her was a labor of love. And now, Eleanor, perhaps the second question is an- swered in part: “If you are interested first and foremost in the expanding, developing characters of boys and girls, you are called. If teaching to you is a steppingstone to social position or wealth, you do not belong even if you may get on the pay- roll and even the pension list. To none of us may it be pos- sible to reach the heights of those who have gone before. But to any of us, it is possible to find increasing and abun- dant joy in being of service to these, our foster-children. Their joys are our joys; their failures hurt us far more than they realize; and their accomplishments are the reward that we get for the years behind the desk.” [ 249 ] ALBIN JOHANSSON President, Kooperativa Forbundet, Stockholm, Sweden N THE Swedish consumers coopera- tive movement we have learned that there are two absolutely essential factors for the successful operation of the consumers’ own economic enter- prises, namely, knowledge and capital. In consumer cooperative enterprises it is necessary that the members have some economic knowledge and that everybody contribute toward the common capital. In Sweden every citizen can become a member irrespective of occupation, reli- gion, or political affiliations. Politically the Swedish cooperative movement is absolutely neutral. The common pur- pose for all members of the consumer cooperative movement is to lower the cost of living, or, in other words, to raise the standard of living. This means to get more of the good things of life. But to do this the members must have economic knowledge and the necessary capital to operate their cooperative business. It is necessary for the members to study to get the knowledge, and it is also neces- sary that they learn to save systemati- cally. In Sweden we realized quite early that in order to operate successfully it was not enough for members to buy shares to start the cooperative but that ability to manage the business was just as neces- sary. The real strength of a cooperative so- ciety cannot be measured by the size of the capital; it lies in the ability of the members to manage their own private finances and the business of the coopera- tive. The capital increases when man- aged by able members. After some bit- ter experiences we learned this fact in Sweden. That is why education in eco- nomic subjects is one of the most impor- cant activities of the Swedish cooperative movement. We organize our members in study circles; we supply correspond- ence courses; we have a college for train- ing employees and directors. The co- | 250 | ow SWEDISH COOPERATIVES Educate the People operative movément publishes a weekly magazine which has the largest circula- tion in Sweden. We also are the largest publishers of economic literature. It was first necessary to interest the members in putting their own financial affairs in order; for without the foun- dation of a sound family budgeting, co- operative enterprise cannot gain the necessary strength. In other words, the members should not go in debt and should not spend their income before it is earned. The members should buy for cash. To accomplish this the cooperative movement for many years conducted an intense educational campaign to do away with credit business, so that today prac- tically all cooperative business is on a cash basis. It has not been easy for con- sumers to break away from century-old habits of buying on credit and it has required strength of character to stick to the habit of buying for cash. The cooperatives in Sweden follow the same program as their members; they also buy for cash. Cooperatives as well as members pay spot cash. The rule is this: Cooperatives in Sweden do not bor- row money from the banks or the gov- ernment and do not buy goods on credit. They operate entirely on the capital that the members have supplied. Conse- quently many societies at the start con- centrated on only one commodity. The members paid the regular retail price and the profits were credited to the members in proportion to their pur- chases. In this way the capital was built up and the cooperative expanded its ac- tivities to other commodities under the efficient control of the management. The retail cooperatives are in Sweden federated into a central organization, Kooperativa Forbundet. KF functions as a wholesale, and in addition carries on extensive educational activities among the members and the manage- ment. Furthermore KF owns a number of big factories in different lines such as margarine, flour, macaroni, bread, shoes, overshoes, automobile tires, vegetable oils, electric lamp bulbs, and so forth. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Thanks to the manufacturing actiyj. ties of KF, an efficient check agains w monopoly prices has been put in the hands of the consumers. The consumers cooperatives tell monopolies what is q just price. They act as a yardstick for private business. We have no anti-trust law in Sweden. The power of KF js For te based on the accumulated capital of the | For sc local societies and ultimately on the | For # sound finances of the members. The ef. Fat fect of this control is felt not only in For b those fields where KF operates its fac- 4 tories but also in other lines of consum- “a ers’ goods, for private manufacturers For b know that if they try to peg prices at un- Fat reasonable levels, KF both can and will start manufacturing this line. An ex- | for ample will illustrate this: When I left | for 2 Sweden a few weeks ago, I was informed | for / that the linoleum monopoly, which com- | For , prises practically all factories in this Fa field, had decided to reduce its prices in Sweden by 15 percent. This was done | For! because KF had made it known that if | For! the monopoly did not reduce prices, KF | For: was ready to build its own linoleum fac | For: tory. The Swedish consumers will save Fa nearly one million dollars yearly on their purchases of linoleum alone. With this saving the consumers can now buy other Tea necessities, thereby putting more people = to work and speeding up economic ac | 4 tivities all around, including those also obs of the private retailers! — When KF started production of elec | “™ tric lamp bulbs in order to force the “i European lamp monopoly to reduce its yi prices, the result was that the Swedish a people made an annual saving on this | BM article of about two million dollars. It mB meant that the standard of living was nA raised and that more workers were em- ad ployed. Wi The examples could be multiplied; | b they serve to illustrate the general effect | - of KF’s activities in lowering the prices | Wy of food and goods in Sweden and also | sx increasing employment. But lowering No prices does not lower wages. Practically all employees in Sweden are organized in labor unions. Wages are regulated by | Ne friendly agreement between employers and employees. If the parties cannot agree, an arbitrator appointed by the | government must intervene. N Monopoly prices cause unemployment | and poverty. That is why the Swedish .| x cooperative movement organizes to break the power of monopolies. iIso lec- the its lish ‘his It Was ed; fect ices ilso ing ally zed | by yers not the ent lish to [ON in a » * * ELEMENTARY-SCRIOOL SERVICE = « * We TuHank THEE For flowers that bloom about our feet, For tender grass, so fresh and sweet, For song of bird and hum of bee, For all things fair we hear or see— Father in Heaven, we thank Thee! For blue of stream and blue of sky, For pleasant shade of branches high, For fragrant air and cooling breeze, For beauty of the blooming trees— Father in Heaven, we thank Thee! For mother-love and father-care, For brothers strong and sisters fair, For love at home and here each day, For guidance, lest we go astray, Father in Heaven, we thank Thee! For this new morning with its light, For rest and shelter of the night, For health and food, for love and friends, For ev’rything His goodness sends, Father in Heaven, we thank Thee! —RatpeH Wa.tpo EMERSON TEACHING THE ART OF OBSERVATION—Em- erson’s Thanksgiving hymn will help young people to appreciate the art of observation. Most of us go thru life missing many beautiful things for the simple reason that we do not know how to look for them, how to contemplate the significance of the “great, wide, won- derful world” about us. Use the Thanks- giving season for an old-fashioned count- ing of blessings. Discuss such questions as: What do we enjoy today that the Pilgrim Fathers did not have? Do we lack any privileges which they enjoyed? What can we be thankful for in our homes? In the school? In the nation? WHERE TO GET MATERIAL FOR NOVEMBER'S SPECIAL DAYS AND WEEKS: November 6-12, American Education Week —See page A-144 for materials. November 11, Armistice Day — Foreign Policy Association, 8 West 4oth St.,N.Y.; or World Peace Foundation, 40 Mt. Ver- non St., Boston, Mass. November 13-19, Children’s Book Week— Publishers’ Weekly, 62 West 45 St., N. Y. November 24, Thanksgiving Day—“What Does Thanksgiving Mean to You?” Tue Journat for November 1933, p208. INEXPENSIVE BOOKS FOR BOYS AND GIRLS, compiled by the American Library As- sociation, Chicago, lists nearly goo books costing $1 or less. (43p. pamphlet, 50¢) Way nor try THIs?—A midwestern teacher writes: “For several years I have been keeping a ‘personality notebook’ in which I jot down ways to help my pupils correct personality weaknesses, such as: [1] David is of good average ability but does only what is assigned; he follows the lead of others. How can he be helped? [2] Helen is very studious, giving all her time to classwork. How can she be helped to make friends?” You CANNOT LEARN if you are not ready to learn. No teacher can take the place of your own will. —From Your Mind in the Making, Personal Growth Leaflet No. 2. Give a copy to each pupil in your class. Order from NEA, one cent each in any quantity; no orders for less than 25 copies; cash to accompany orders for $1 or less. Is FATIGUE A PROBLEM IN YOUR CLASS?— “I am making a special effort to prevent over-fatigue in my class this year,” a teacher writes. “With less teaching and more student self-activity, interest is kept at a high pitch. When the children be- come restless and inattention seems to spread, we declare a short recess. We substitute singing and manual activities for mental exertion. We open the win- dows, and the children take exercises. Rest periods of five to ten minutes twice a day also help to prevent fatigue.” CoucHs AND coLps (16-page pamphlet, Consumers Union, 55 Vandam St.,N.Y., 5¢) analyzes cold “remedies” for which millons of dollars are spent yearly, many of which are harmful. PrizE BOOKS FOR CHILDREN—In the New- bery medal books, children are making international friendships. Stories of Af- rica, England, China, India, and other countries are in the inviting circle. See page A-150 for a complete list of the Newbery books. Every elementary school may well add these books to its library. THE JOHN NEWBERY MEDAL is awarded each year “for the most distinguished con- tribution to American literature for chil- dren,” written by a citizen or resident VOLUME 27, NUMBER 8; NOVEMBER 1938 of the United States. This year’s award was given to The White Stag, a story of the migration of the Huns and Magyars from Asia to Europe from the time of Nimrod, mighty hunter before the Lord, to Attila “scourge of God.” The book is beautifully written, every word and phrase so well-chosen that the text is like prose poetry. Kate Seredy, born in Budapest, Hungary, is the author. When she came to America in 1922, she had already written several children’s books. She had begun to draw as soon as she was old enough to go to school. Her illustrations for The White Stag are in keeping with the story—heroic and stir- ring in their appeal. But it seems a pity that a book for children with so much artistic and literary merit as The White Stag should be so completely a glori- fication of war and conquest. There is one note of doubt. Old Bendeguz, father of Attila, prays: “Mighty Hadur, I have kept my promise. I have made my son into the most dreadful weapon ever known to men. And now I am fright- ened at my own handiwork. Twenty years of war and millions of dead be- hind him . . . Was it Thy will, Hadur?” Many adults who read this book will be thinking of presentday Europe and the future of America. THE CALDECOTT MEDAL for the best pic- ture book for young children was awarded this year for the first time. The book, selected by a committee of chil- dren’s librarians of the American Li- brary Association, is Animals of the Bible by Dorothy P. Lathrop (Frederick A. Stokes Co., New York. $2). Full-page illustrations make up half the book. The text is selected from King James Bible. Dorothy P. Lathrop, one of a family of gifted artists, has been illustrating books —her own and others—for twenty years. She illustrated Hitty, the Newbery medal book for 1930. Her love and understanding of animals are evident in many of her books and reach a high point in Animals of the Bible. Your paceE—Our cordial thanks go to the many elementary-school teachers who have sent helpful ideas and mate- rials for this page. Have you begun a pioneer project in your school? [ 251 | * te RURAL-SCHOOL SERVICE w w THANKSGIVING THOUGHT The world is so full of a number of things, I'm sure we should all be as happy as kings—Robert Louis Stevenson. The birthday of Robert Louis Stevenson on November 13 comes during Chil- dren’s Book Week. Few authors have a wider appeal to children. Does your school have such books as A Child's Garden of Verse for younger children, and for older boys and girls such stories as Treasure Island and Kidnapped? Other November birthdays are William Cullen Bryant, November 3; John Philip Sousa, 6; Marie Curie, 7; Lawrence Tibbett, 16; George Rogers Clark, 19; George Eliot, 22; Louisa M. Alcott, 29; Mark Twain, 30. A SHELF OF BOOKS FOR A ONE-ROOM scHooL—If you could select only 25 books that every child should have an opportunity to read before leaving the elementary school, what would they be? Such a list appears on page 54 of Rural School Libraries, published by the NEA Department of Rural Education. PERSONAL GROWTH LEAFLETS (Your Life in the Making, Your Mind in the Mak- ing, Future Teachers of America) make excellent Christmas gifts for rural chil- dren. Order from the NEA, one cent each in any quantity, no order for less than 25 copies, cash to accompany orders for $1 or less. How TO IMPROVE YOUR SCHOOLROOM— [1] Let the pupils share in beautifying the room. [2] Hang all framed pictures flat against the wall. [3] Adjust window shades, always leav- ing the room with shades “even.” [4] Accept blackboards at their face value. They are for daily use and do not require any form of permanent or semi- permanent decoration. [5] Do not “put up” too many things. Three things can be shown to better ad- vantage than five. They will also get more attention. [6] In choosing pictures for your room, select those which are appropriate in sub- ject, decorative in purpose, and good in color. Schoolrooms need more color. [ 252 | [7] Have a bulletin board and see that all material displayed on it is arranged with reference to a vertical axis and that the margins and spaces are right. [8] Exercise the same restraint, good sense, and good taste in decorating your room for holidays and special occasions that you use on other days. —Leon L. Winslow, director of art edu- cation, Baltimore, Md. A GOOD CITIZEN TRIES: [1] To control himself. [2] To be courteous. [3] To take care of his health. [4] To be neat and orderly. [5] To be honest and trustworthy. [6] To take care of school property. [7] To be saving. [8] To be prompt. [9] To play fairly. [10] To work out his own problems. —On the bulletin board in a Meshaw- ville, South Carolina, country school. SEND FOR Your FREE copy of Rural Serv- ice Bulletin Number 3, Improving Our Rural Schools, (Division of Rural Serv- ice, National Education Association, Washington, D. C.). It contains playlets, recitations, programs, suggestions for ob- serving American Education Week and other community or PTA events. For example, the following unit for nine pupils may effectively begin a com- munity program: Letters in the word “education” are cut from heavy card- board, twelve inches high and made in red. Pupils wear white. They carry their letters behind them -as they appear on stage. As each mentions his letter, he brings it before him and holds it thus until drill is completed: E is for excellent training we get in school; D is for drills, so we'll remember our rules. U is for urge—that which prompts us to learn. C is for care in all work wherever we go. A means alertness and answers to how to live. T is for teachers, the guidance they give. I is our interest in studies, initiative too; O is the opportunity for us and for you. N stands for “never forget the things we learn to do.” All pupils: “Put all the letters together— they spell Education—the theme of our program tonight.” THE JOURNAL OF WoULD YOU BE STIMULATED, INFORMED, INSPIRED? Read Annie M. Cherry’s ac- count of An Experimental Program in Elementary Education at Spring Hope, North Carolina (Raleigh: State Depart- ment of Education, 78p). Rich in sug- gestions for building a program of crea- tive living for rural children. To supPLEMENT the article, “Our Amer- ican Music,” p232, see the September- October issue of Rural Educator (20 Third Avenue SE, Aberdeen, South Da- kota) which is devoted to “Songs and Dances of America.” Eight or ten rural schools may wish to put on a cooperative music program at some central point such as a village hall. REVENGE is as natural as freckles, and as sweet as an all-day sucker to any third- grader. The reason I know this is that Miss Tomlinson told me so. “And when I came to Billy’s paper I found it delib- erately smudgy and untidy. During the morning I had taken Billy’s marbles from him, and I more or less expected something in the way of revenge. But his method was new to me. At the bot- tom of his paper was a grossly misspelled word, and beneath it Billy had labori- ously written, ‘I done this on purpose.” —Naomi John White in the South Da- kota Education Association Journal. How To MAKE GOOD FUTURE FARMER PIC- TurEs is the title of a 30-page pamphlet available from the Division of Voca- tional Agriculture, State Department of Education, Austin, Texas. Picture-tak- ing made easy. For scHooL LuNcHEs—If vacuum bottles are not available to keep foods hot, bot- tles and jars may be used. Set these in a large pan of hot water until contents are well-heated. Cooked vegetables, soups, baked beans, spaghetti, Spanish rice, cocoa can be handled in this way. May WE HEAR FROM you?—Anne Hop- pock, helping teacher, Belvidere, New Jersey, writes: “A Rural-School Service page in THE JouRNAL seems to me a very fine idea. I shall be glad to help in any way I can.” THe Journat will appreciate suggestions from rural teachers for this page. THE NATIONAL EDUCATION ASSOCIATION In! I- er- Ja- nd ral ve int Sut yri- 2” Ja- 1C- let ca- ak- les ot- na are ps, ice, op- ew ice ny ate his ON —$—_—_—— Pa + FIIGHISCHIOOL SERVICE « For THE BULLETIN-BOARD Youth Chooses Friends—A friendmaker thinks to speak to all, and cheerily. He remembers his friend’s name and calls it. He remembers some little personal inci- dent and mentions it. He remembers birthdays and anniver- sary days and sends a card or flowers. He thinks to express appreciation for little kindnesses and remembers and men- tions them in other years. He speaks of friends to friends. He makes himself agreeable and wel- come on all occasions. His sympathy is ever-flowing and sincere. He studiously avoids hurting or giving offense except when demanded in some righteous cause and even then differen- tiates between the sin and the sinner. His firmness for the right and best things causes admiration; his sincerity inspires confidence; his thoughtfulness, sympathy, and consideration win and hold love and affection. —From Youth Makes the Choice: Voca- tional and Social Self-Guidance, by Henry Eugene Watters | Nashville, Tenn.: Broad- man Press, 1938, 394p. | For AN ARMISTICE DAY ASSEMBLY ON NO- VEMBER II, see the one-act play entitled “Eleven Million,” December 1937 Jour- NAL, p283. A CITIZENSHIP INITIATION CEREMONY for young people reaching voting age was sponsored for the second year on Sep- tember 18 by the Lorain, Ohio, public schools. [See “The Meaning of Amer- ican Citizenship,” November 1937 Jour- NAL, p243-46.] Why not sponsor such a recognition service in your community? Information may be secured from J. S. Masson, assistant superintendent of the Lorain schools. IN DIscUSSING THE ARTICLE ON SWEDISH COOPERATIVES (p250) social studies classes will enjoy Two Georgians Explore Scan- dinavia: A Comparison of Education for Democracy in Northern Europe and Georgia by Ralph McGill and Thomas C. David [Atlanta: Georgia State De- partment of Education, 1938, 120p|. Also in this field are Democracy in Denmark by Goldmark and Hollman [Washing- ton, D. C., National Home Library, 1936, 345p], and two books by Marquis W. Childs: Sweden, the Middle Way and This is Democracy, Collective Bar- gaining in Sweden [New Haven, Yale University Press]. A FILM pirecTory for highschools, listing one thousand free 16mm films from over 250 sources, is available from the com- piler, Lyle Miller, Scienceville High- school, Youngstown, Ohio. SPRINGFIELD, MISSOURI, SCHOOLS have as their central theme: What can the schools do to undergird more effectively American democracy not only for its preservation and enrichment but to make it possible for the individual to share in its values in accordance with his capacity and interest? We hold group meetings thruout the school sys- tem discussing with teachers in an in- formal way such problems as: [1] What is democracy? [2] Why are we interested in preserving and extending democracy as a way of group living? [3] What are tue implications for edu- Use THIs CARTOON in school papers, news- papers, and in special AEW publications. [Available in 334-by-5-inch mat from the NEA, price 35¢] The cartoon, drawn by Stanley P. Gilbert, George Washington Highschool, San Francisco, was awarded Grand Honor in the 1938 American Edu- cation Week cartoon project sponsored by the National Education Association. There were nearly four hundred entries in the cartoon, poster, and printing projects. VOLUME 27, NUMBER 8; NOVEMBER 1938 cation growing out of the democratic way of living? [4] How much democracy do we have in our schools? [5] How may we improve our proced- ures so that we may make each of our schools a miniature democracy? —V. M. Hardin, principal, Pipkin and Reed Junior Highschools, Springfield. SECONDARY EDUCATION CLINIC—Under the leadership of Superintendent Evan E. Evans, the Winfield, Kansas, schools held a clinic on October 7 and 8 in which problems of secondary education were “diagnosed” and remedies pro- posed. Wuat Is your cHoice?—Ask your liter- ature classes to suggest the world’s fif- teen best novels. Send the list to THe Journat. The following were chosen by William Lyon Phelps, American critic and author: Robinson Crusoe—Defoe Gulliver's Travels—Swift Clarissa Harlowe—Richardson Eugénie Grandet—Balzac Three Musketeers (and sequels )— Dumas David Copper field—Dickens Scarlet Letter—Hawthorne Henry Esmond—Thackeray Madame Bovary—Flaubert Fathers and Children—Turgenev Les Misérables—Hugo Anna Karenina—Tolstoi Brothers Karamazov—Dostoevskii Huckleberry Finn—Mark Twain “Don'ts” FOR FOREIGN LANGUAGE TEACH- ERs are outlined by Theodore Huebener, acting director, department of foreign languages, New York City schools: Don’t drill paradigms. Don’t translate English into a foreign language as a formal exercise. Don’t give formal analysis of unimpor- tant language facts. Don’t stress rules and exceptions. Don’t use technical grammar terms. Don’t make grammatical explanations a formidable matter. Don’t interrupt a pupil to make a cor- rection. “Music, games, literature, and plays tell more about a people and a language than many volumes of formal grammar.” [ 253 | x * €OLLEGE AND UNIVERSITY SERVICE «= «|, Tue SoLprer education, for I have seen more than INTERVIEWs WITH OVER A THOUSAND COL- Radic eh seh din shack nuke thie af sig: one mother develop, thru new interests LEGE FRESHMEN REVEALED: That there is de Inc Thee there's some corner of a foreign field and acquaintances during her child’s duplication between college and high. selectit That is forever England. There shall be college years, almost as much as the school studies; that less than half the crimin In that rich earth a richer dust concealed; youth himself——Wahnita DeLong, dean _ students have “learned to study” before | comin} A dust whom England bore, shaped, made of women. coming to college; that students receive | ™4i0' afore A: calser owsowhas-heen organized at little helpful advice or guidance about oa ave, once, her flowers to love, her ways h of the fi h . going to college. These and other facts “ each of the five state teachers colleges in the “I 4 Kn. “of En lana’s. breathing English air, Missouri. Most of these credit unions pot he orted bps - study, The Rele daily | yokes by the A heel 5 yeti of serve all teachers within that district. ae oe ero Experience to Cola) ie : Lit ege Life, by Edwin B. Stevens, professor ; home. Their experience indicates that teachers of education, University of Washinowaann.! And think, this heart, all evil shed away Gp: hesmpar.asgrem: sem fe moncy ae Seattle. ; : "al “a A pulse ie the sternal mind, no less that those, who have used the crecii i Giees sammmehere,heck:tha; thoughts, by ¥2I0B have found it the most satisfactory REORGANIZATION OF SECONDARY-SCHOOL | sunday England given; and economical method of obtaining epucation to include junior colleges as | xsc Her sights and sounds; dreams happy as funds. part of the public-school system and to - her day; ENCOURAGE sTUDENTS to buy carefully ¢4S¢ transition from school to job is Ss And laughter, learnt of friends; and gentle- selected books for their own libraries. recommended by George D. Strayer, om Pg eit Pd Reco or Stiga Let them investigate the services of the ere University. He predicts that net Pais , g consumer-owned Cooperative Book i the future young people will not find | _ tion: . Club, 118 East 28 Street, New York City, employment before age 18 and many | Monda “Teach international friendship thru. which offers savings on book costs and a will find it necessary to continue in sl literature,” writes a history professor. free subscription to Reader’s Observer, school until age 20. buti “Familiarity with the literature of a published ten times a year, an 8-page 4 FOUR-YEAR NORMAL-SCHOOL course for | Wedne nation is a valid foundation for world- guide to current books. all prospective teachers in the elementary mt wide understanding. ‘The Soldier’ by AN ANNUAL COLLEGE Day is set asideeach schools of New York state has been a Rupert Brooke is one of several English March by Lincoln Highschool, Mani- made a requirement by the New York “Ou meme which promote such friendship. towoc, Wisconsin, at which time college Board of Regents. tia Others are: A Song of England by representatives, students who are inter- a Thurs Alfred Noyes, Puck’s Song’ by Rudyard ested in going to college, and their par- SrupvenTs in Illinois State Teachers Col- - Kipling, and Thoughts of England by ents, meet with one another. Pupils are lege [Charleston, Robert S. Buzzard, a James Elroy Flecker. or CORTES dismissed from classes on this day so president | sign the following pledge: “4 a novels and poctry of other countries of ‘Mat they may learn about the colleges “tn consideration of free tution in te | h id which are represented. Plans for College Eastern Illinois State Teachers College, 1 | Sur the world. Day are begun early in the fall. Regis- pledge to teach in the public schools of | or CoLLEcE sTUDENTS will find a readable trars of colleges in Wisconsin, Illinois, Illinois for a period equal to that covered or book in Charles A. Ellwood’s Story of Social Philosophy |New York, Prentice- Hall, 1938, 581p. $3.50] which aims to trace and evaluate the great currents of social thought thru 2200 years from Plato to Lester F. Ward. MAKING FRIENDS FOR THE COLLEGE—Since 1930 we have had at Evansville College (Evansville, Indiana) a Mothers’ Coun- cil in which mothers of all local students are invited to take part. Its purpose is to give parents an opportunity to become acquainted with faculty members and with the program and ideals of the cam- pus. It has no dues and makes no re- quirements of time beyond that given to meetings. Incidentally, the Council might well be termed a means of adult [ 254 | Michigan, Minnesota, and Iowa are in- vited to send representatives and also materials and catalogs explaining their curriculum. Thirty-one colleges and uni- versities were represented last year.—Dr. Franklin R. Zeran, director of testing and guidance. ollege Day at Lincoln Highschool by my attendance at the Eastern Illinois State Teachers College; and I agree to re port annually to the president of the co!- lege the number of months taught in Illi- nois until this pledge is fulfilled. If I do not teach the required time in the public schools of Illinois within five years after leaving college, I promise to pay to the Eastern Illinois State Teachers College at the end of that period tuition at the rate of $15 for each quarter (twelve weeks) of at- tendance for which I have not taught an equal time.” I HavE PosTeD your “College and Univer- sity Service” page from the October Journat on our bulletin board. It looks interesting and helpful.— Charles W. Hunt, principal, State Normal School, Oneonta, New York. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ‘|x * * NOTES AND ANNOUNCEMENTS = * x for ary en ork | an ver- »ber yoks W. ool, Radio Calendar for November yyINCREASINGLY, intelligent people are selecting their radio programs with dis- crimination; and schools and colleges are coming to see that vital contact thru the radio with the living, changing world must be made a part of their service to the on- coming generation. With the exception of the “Farm and Home Hour,” presented daily except Sunday, the calendar below refers to weekly programs: Daily except Sunday, 12:30-1:30 PM EST, NBC (blue network): “Farm and Home Hour,” by Department of Agriculture and leading farm groups—the bulletin-board of agriculture. Sunday (November 6, 13, 20, 27) 12:30-1 PM EST, nsc (red network): “University of Chicago Round-table,” discussion of current affairs by nationally-known persons. I-2 PM EST, NBC (blue network): “Great Plays.” 4:30-5 PM EST, Office of Education over nac (red network): “The World Is Yours,” dramatiza- tions of exhibits at the Smithsonian Institution. Monday beginning Nov. 14 (November 14, 21, 28), 10:30-11 PM EST, Office of Education over css: “Immigrants All—Americans All.” Contri- butions of foreign groups to American culture. Wednesday (November 2, 9, 16, 23, 30) 2:30-3 PM EST, NEA over cBs: “This Living World,” an aid to social science classes. 6-6:15 PM EST, NEA over NBC (red network): “Our American Schools,” what the schools are doing and why. | thrsday (November 3, 10, 17, 24) 2:30-3 PM EST, NEA over cBs: “New Horizons,” an aid to nature study classes. 9:30-10:30 PM EST, NBC (blue network): “Town Meeting of the Air,” vital debates by national leaders on current problems. Saturday (November 5, 12, 19, 26) 10:45-I1I AM | EST, NEA over NBC (red network): “Our Amer- ican Schools,” Florence Hale’s radio column, an intimate chat with mothers and teachers. Association Committee Meetings ¥ Tue Executive Committee of the Na- tional Education Association met at the htadquarters in Washington on Saturday, October 1, with the following members present: Reuben T. Shaw, president; Fred | D.Cram; Myrtle Hooper Dahl; Sidney B. Hall; Amy Hinrichs; R. E. Offenhauer; and Caroline S. Woodruff. | The Executive Committee of the Legisla- ve Commission met at the Washington headquarters on Friday, September 30, for ‘full day’s discussion of the problems in | nnection with federal aid legislation. Those present were: Sidney B. Hall, chair- man; John Callahan; Frank M. Grove; HM. Ivy; Bertram E. Packard; and | George D. Strayer. | The first part of the meeting on Saturday VOLUME 27, NUMBER 8; NOVEMBER 1938 Special Notice to Our Members Because a number of inquiries have been received by our members and officers, your attention is again called to the fact that the National Education Association of the United States has ne connection whatsoever with the National Educa- tional Alliance, Inc., or with the publication of a magazine termed The Popular Educator; nor has any officer of this Association any interest, directly or indi- rectly, in the National Educational Alliance, Inc., or its publications. We again caution our members not to be misled by the use of the initials “NEA” by the National Educational Alliance, Inc. morning was given over to a joint meeting with the Executive Committee of the Legis- lative Commission. A brief report was made by Dr. Hall, chairman of the Legis- lative Commission, summarizing the re- sults of their meeting of the day before and outlining the present status of the proposed bill for federal aid. After a thoro discussion of the fundamental issues involved, the Executive Committee took action approv- ing the report of the Legislative Commis- sion and giving full authority for the Legis- lative Commission to proceed as rapidly as possible in developing plans for the coming session of Congress and in cooperating in every way possible with The President’s Advisory Committee on Education in an effort to secure federal aid legislation dur- ing the coming session of Congress. All members of the Executive Committee ex- pressed themselves as believing that we Miss Bertha Melkoniang president, San Francisco Classroom Teachers Associa- tion, greeting President Reuben T. Shaw of the National Education Association, upon the occasion of Dr. Shaw’s visit to San Francisco, where the 1939 NEA convention will be held. a 4 Bee | a ell Mrs. Myrtle Hooper Dahl, president of the NEA Department of Classroom Teachers, with two of the children in her schoolroom. Mrs. Dahl is also president of the Minnesota Education Association. should have “increased federal participa- tion in the support of public education without federal control of educational policies.” Other items of business were transacted which will be of general interest to our members: Final action was taken selecting San Francisco as our next convention city, the date being July 2 to 6 inclusive. On account of the death of Charles O. Williams, NEA Director for Indiana, Mr. L. V. Phillips, principal of the Lincoln Highschool at Vincennes, Indiana, was selected as Director for Indiana until the coming convention at which time the place will be filled by regular election. The name of the Division of Classroom Service was changed to “The Division of Affiliated Associations.” Both President Shaw and Secretary Givens made reports to the Executive Com- mittee showing that our Association is moving ahead upon its program in attack- ing many of the most vital problems facing the education of children and the welfare of teachers in our democracy. [Continued on page A-148] [ 255 | a a a HE HONOR ROLL consists of Life Mem- bers and county and city public-school systems and individual schools which have enrolled their corps of teachers in the Na- tional Education Association of the United States. New Life Members Received in September CaLirorn1a—I. R. Woodworth ConneEcticut—Vina M. Aherne N. P. Neilson Fioripa—C. E. Duvall Ipano—J. V. LeClair Itttno1is—W. Russell Palmer Inprtana—Ralph R. Stanley Kentucky—M. H. Stopinski MINNEsSoTA—-Jennie M. Owens Montana—Golda May Rhodes Nortn Daxota—A. M. Waller Ou1o—Lloyd Wm. Reese TENNESSEE—Lowell W. Crane Trexas—R. A. Lipscomb WasuHincton—M. L. Martin Wisconsin—Charles G. Stangel Wyrominc—Nellie F. Phelps Completed Enrolments HE FOLLOWING counties, cities, and in- dividual schools renewed their mem- berships 100 percent during September and have continuously enlisted in their national professional organization for the number of years indicated: TWENTY YEARS Ilowa—Keokuk, Elem. Teachers Club, ferson, Lincoln, Torrence, Carey; Sioux City, Hopkins Oxu10—Kenton, Entire System, East, Espy, Kenton Grammar, North, Senior High, West Garfield, Jef- Washington, Wells- EIGHTEEN YEARS CaLiFoRNIA—S. Pasadena, Marengo Ave. CoLorapo—La Yoots, re, High InpIANA—Hammond, Kenwood, Wallace New Yorx—Schenectady, Horace Mann SEVENTEEN YEARS Connecticut—-Stamford, Weaver St. Itt1no1s—E. St. Louis, Rock Jr. High Oxuto—Bellefontaine, Entire System, Central, Ful- ton, High, Hubbard, Lincoln, McBeth, North, Special Teachers & Supervisors SIXTEEN YEARS Ar1zona—Jerome, Entire System, Bldg. C, Clark St., High, Main St. Iowa—Siouxs City, Whittier Kansas—Chanute, Alcott, Cross, Lincoln, Murray Hill, Roosevelt, Royster Jr. High, Senior High, Webster MarYLAnD—Galena, High Soutu Daxota—Mitchell, Eugene Field, Longfellow; Sioux Falls, Irving Wrominc—Worland, Worland FIFTEEN YEARS Connecticut—Darien, Baker DELAWARE—T ownsend, Townsend Dist. No. 81 ILt1no1is—Belvidere, High; Maywood, Emerson Kansas—Cherryvale, Entire System, Central, Jr. High, Lincoln, McKinley, Sr. High Massacuusetts—Brookline, Lawrence, Medford, Os- good New Jersery—Fair Haven, Willow St. New York—Oneida, Washington Ave. Outo—Tiffin, College Hill; Warren, Elm Rd., velt; Youngstown, Jefferson TENNESSEE—Arlington, Arlington Entire System, Fisk St., Roose- FOURTEEN YEARS ALABAMA—Birmingham, Avondale Cotorapo—Fort Lupton, Entire System, Grade, High District or Cotumpia—Washington, Polk MiInNEsOTA—Minneafolis, Clevelaad Missourt—Kansas City, Central Jr. High | 256 | President Lotus D. Coffman of the Uni- versity of Minnesota, who died on Sep- tember 22, was considered by many the greatest University president of his gen- eration. Dr. Coffman was a member of the Educational Policies Commission. New Jersey—Atlantic City, den, Sharp; Grove St. Ouxu1to—Ashtabula Harbor, Entire System, High, ackson, Washington; Bellevue, Ellis, Jr. High, McKim, Pike; Columbus, Main St.; Middletown, Entire System, Central, Garfield, Jefferson, Lin- coln, North, Senior High, Roosevelt Jr. High, Sherman, South, B. T. Washington, Young PENNSYLVANIA—Berks Co., Boyertown Boro Public Schools, Caernarvan Twp. Cumru Twp., District Twp., Douglass Twp., Heidelberg Twp., Jefferson Twp., Kutztown Boro, Maidencreek Twp., Oley Twp., Perry Twp., Strausstown-Upper Tulpe- hocken, Topton Boro, Upper Bern Twp., Wyomis- sing Boro, Wyomissing Hills Boro; Slippery Rock, State Teachers College. TENNESSEE—S pringfield, High Wisconsin—New London, Entire System, High, McKinley, Lincoln, Northport. Boys’ Vocational; Cam- Fair Haven, Knollwood; Montclair, Dixon THIRTEEN YEARS I_t1inots—Shabbona, Shabonna; Wood River, Entire Systeni, Lewis-Clark Jr. High, Lincoln, Washing- ton, Woodrow Witson, Wood River InptaNa—Fort Wayne, Rudisill MINNESOTA—Minneapolis, Fuller New Yorx—Rome, Gansevoort Onto—Bowling Green, Church St., Ridge St., S. Main St.; Youngstown, Bancroft PENNSYLVANIA—Upper Darby, Oakmont SoutH CaroLina— alterboro, Grammar, High South Daxota—Wakonda, Consolidated No. 1 Vircinra—Ocean View, Ocean View Wisconsin—Two Rivers, Entire System, Washing- ton Grade and Sr. High TWELVE YEARS Ar1zona—Holbrook, Holbrook InpIaAna—I ndianapolis, Kendall lowa—W . Liberty, Entire System, Grade, High Kansas—Lawrence, Lincoln, Woodlawn Matne—Camden, Elm St. MassacHUsETTS—Medford, James; Stoneham, South MicH1GAN—Fremont, Fremont Missourt—Kansas City, Foster Opportunity, W. A Knotts Outo—Bellevue, Sr: High; Piqua, Bennett Elem. & }r. # Hg North’St., Spring St., Wilder Elem. & r ena Tencthan, Grim, Jr. College ELEVEN YEARS Cotorapo—Canon City, Roosevelt Jr. High Kansas—Lawrence, inckney MAassacuusEtts—Leominster, Pierce FIONOR ROLL OF THE NEA ~~ Ou1o—Piqua, Entire System, Favorite Hii High, South St., Special Teachers & Sup SouTH Dakota—P. ierre, Entire System, Conall High, Lincoln, McKinley, Sr. High, Wa Texas—Texarkana, Akin TEN YEARS CatrFornta—Soledad, Union Grammar d ILttino1s—Harvey, Entire System, Bryant, Hg Lowell-Longfellow, Whittier q Kansas—Lawrence, Jr. High MassacuHusetts—Malden, Pierce Micuican—Lansing, W. Jr. High as py ar bige azoo City, Entire System, M Jr. & Sr. High New Jersey—Summit, Sr. High New Mexico—Albuquerque, N. Fourth St, New York—Jolnson City, Johnson; Spring Vj Lakeside j Oxuto—Blanchester, Jefferson Twp.; Columbus land; E. Palestine, Entire System, East Ave., Jr. High, Sr. High, Captain Taggart; @ field, batirve System, Elem., McClain Jr, Hig Sr. High NINE YEARS CaLiFrorNia—Stockton, Jackson DELAWARE—W ilmington, DuPont No. 7 ILttino1s—Hillsboro, Edison Inp1ana—Dunkirk, Entire System, Sr. High, § Indianapolis, Charity Dye Iowa—Council Bluffs, Lincoln High MassacHuSETts—Medford, Hervey MicuiGaAn—Lansing, French Jr. High; St. G@ Entire System, Jr. High, Second Ward, Sr. MINNESOTA—M inneapolis, Greeley 2 New Mexico—Albuquerque, Monte Vista North Dakota—Bismarck, Entire System, Richholt, Roosevelt, Senior High, Wachter, Grade and Jr. High; Carrington, High, & Fargo, Oxuto—Findlay, ley Jr. High; High Texas—Texarkana, Central VirGinta—Hopewell, DuPont Wisconsin—Kenosha, Deming Agassiz Jr. High 4 Liberty Twp.; Middletown, Entire System, ' Worthington, EIGHT YEARS Arizona—Gila, Entire System, High, Elem, 9 GErorGia—Griffin, Entire System, Bailey, ro Ward, High, North Side, Third Ward, W. Macon, Bruce Ilowa—Ottumwa, Adams, Agassiz, Dougiallll view, Franklin, Garfield, Hedrick, Irving, son, Lincoln, Orchard, Stuart Kansas—Lawrence, McAllaster, New York MaInE—Brewer, Entire System, Dirigo, N. Brewer, Page, Sargent, Sr. High, S. Brewe: S. Portland, Summer St. Micnican—Battle Creek, Lakeview High, Pram View } Missourt—Boonville, Central; Independence, Girls Parental; Kansas City, Franklin, Garfield NesBRASKA—Omaha, Fairfax New Yorx—Poughkeepsie, Elsworth, Krieger, Thete Yr. High , Bern Twp., Centre 1) PENNSYLVANIA—Berks Co. SEVEN YEARS CaLirornra—Carmel-by-the-Sea, Son & briel, Potrero Heights. Itt1no1is—Freeport, Lincoln; Peoria, Greele Iowa—Cherokee, Entire System, Garfield, Line Webster, Wilson High ns: ‘ertan ers nhlileeteee st. Sunset; Center; Reading, Lowel New Jersey—W estfield, Grant New Yorx—Cambridge, Union High; Corning, Pub lic No. 2; Larchmont, Murray Ave. PENNSYLVANIA—Bucks Co., Buckingham ™ High Solebury Twp.; Milton, Curtin, Lincoln; Mont gomery Co., Upper Salford Twp. Texas—Texarkana, Highland Park West Vircinta—Athens, Concord Training Wisconsin—Milwaukee, Manitoba SIX YEARS Ar1zona—Miami, Bullion Plaza, Lower Ming Cotorapo—Aurora, Aurora Con NEcCTICUT—Greenwich, - Int1no1rs—Auburn, Cons. High; Libertyville, # High Dist. No. 120; Peoria, Garfield InDIANA—I ndianapolis, Public No, 56, Irvi Kansas—Cullison, Entire System; Lawrence, Kentucky—Richmond, Eastern Ky. State T College MassacHusETTs—Malden lesley Hills, Fiske Micnican—Berkley, Riverside , Belmont, Converse; We- Dist. [Cont. on page A-ss2] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION