4 i ; H THIS IS THE INEVITABLE QUESTION WHEN THE PRO- NUNCIATION, MEANING, SPELLING, DERIVATION, OR SYLLABIFICATION OF A WORD IS UNDER DISCUSSION rs a Today, there is a new Webster for Upper School levels made by the oY same authoritative staff of editors who produced Webster's New Interna- _ tional Dictionary, Second Edition This distinctly modern book, STUDENTS DICTIONARY is so attractive in its large, clear, well-spaced and well-balanced type that to look up a word is to be tempted to keep on reading Its vocabulary, based on a nation-wide survey of recent textbooks and of the collateral and outside reading of young people, contains all the words generally needed for reference but is not cluttered up with superfluous definitions or obsolete terms. 1,023 pages Price, $2.48 Indexed, 2.72 Examine: The simplicity and clearness of its definitions e The helpful etymologies © The separate entries for words spelled alike but differing in root and meaning © The use of illustrative examples ¢ The richness of its supplementary tables AMERICAN BOOK COMPANY New York Cincinnati Chicago NEW PROFESSIONAL BOOKS The school administrator can solve many difficult problems before they ever reach him, if he makes available to his teachers these four helpful professional books. @ BETTER PRIMARY READING by Clarence R. Stone 570 Pages... Postpaid $2.25 This book by an outstanding authority contains a comprehensive dis- cussion of the methods and techniques of primary reading instruction. It provides definite solutions to the specific problems most likely to arise. It is practical rather than theoretical. @ BETTER ADVANCED READING by Clarence R. Stone 292 Pages... Postpaid $2.00 This is the companion book to Better Primary Reading. It treats the general aspects of reading instruction in the intermediate grades and suggests concrete solutions to the many difficult problems involved. @ EXTRA-CURRICULAR ACTIVITIES IN THE ELEMENTARY SCHOOLS by Allen, Alexander and Means 604 Pages... Postpaid $2.25 This recent book presents practical and coricrete directions for estab- lishing and administering a successful program of extra-curricular a 2 sane solution is offered for every problem likely to arise in this field. @ ADMINISTRATION OF TOWN AND VILLAGE SCHOOLS by Goodier and Miller 336 Pages... Postpaid $2.00 This new book offers vital aid to the inexperienced administrator in coping with the problems of the small school system. Reference to this volume will help many a promising young superintendent and principal on to success. We will gladly send any or all of these books on apyoeres. They may be returned without obligation if for any reason you do not wish to keep them. WEBSTER PUBLISHING COMPANY 1808 WASHINGTON AVENUE 100A ST. LOUIS, MISSOURI Atlanta Dallas San Francisco The Elementary School Principalship “Many persons believe in the soundness of Dr. Cub- berley’s prophecy, made in 1923, that develop- ments in public education would inevitably result in changing the elementary school principalship into a career of professional importance.” UNITED STATES DEPARTMENT OF THE INTERIOR OFFICE OF EDUCATION Bulletin 1938, No. 8 During the past two decades the elementary school principalship has expanded rapidly in function and exhibited many aspects of growth which characterize a developing profession. To examine these changes and the resulting situation, the investigations re- ported in Bulletin 1938, No. 8, were undertaken. Price 10 cents. Send order with remittance to Superintendent >. 4 of Documents, United States Government Print- ing Office, Washington, D. C. UNITED STATES DEPARTMENT OF THE INTERIOR Office of Education isa of r THI ful of a to; LILTAN F Ler ore VOLUME 27, NUMBER 9 JOY ELMER MORGAN, Editor H. A. ALLAN, Business Manager The Journal goes to all members of the Association. Active membership dues, including Journal $2; including other publications in addition to Journal $5; life membership $100. Entered as second-class matter October 23, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance jor mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921. Between Editor and Reader ECAUSE of the ideals of Christian brotherhood For Such a Day as This ............ . Joseph R. Sizoo 257 B which gave birth to the modern idea of de- : mocracy, December—the month of Christmas— Children and Prayer .. . . «ss a> Mrs. Bertha G. Rames 260 is a good time to consider our relation to the rest =A Serange Chelinatie oi se. eas 2 tee «to Louise Frazier 261 of mankind. The treatment of world affairs in . THE JOURNAL for December 1937 proved so help- A Birdseye View of Our World a ee a ee oe Varian Fry 263 ful to our members and brought so many letters k iP sgmeacintion tit we te a nied sy sees Toward World Cooperation. ...'....... Eugene Staley 267 | The ideals of Jesus Christ are beautifully set forth A Golden Treasury. ....... - + + + + Joy Elmer Morgan 271 : by Dr. Sizoo; Varian Fry outlines our problems — . against the perspective of the centuries; and Dr. Appraising the 1938 Convention .........+ , 273 Staley, brilliant son of an able school superin- Citizenship Education thru the Press. . . . . 2... 2 2 ee ee 274 tendent, shows how our shrinking world de- mands a new mental outlook. “ A Golden Treas- Pedagogy thru Pictures. 2... 1 1 1 eee ee ee eee ee 275 ury of Beauty and Wisdom” offers to those who believe in spreading idealism, a beautiful and in- The Small School... . - 1 eee ee eee ee ee 276 expensive leaflet. In this day when a large part of humanity has caused itself so much pain and suffering by los- CONTENTS FOR DECEMBER 1938 The Classroom Teacher and the Individual Child Herbert R: Stolz 277 ing its sense of values, we do well at Christmas- Safely Se ns es ae ae * Frank W. Hubbard 278 tide to take the long look, to return to those ——" abiding ideas and ideals that for untold centuries Kentucky and West Virginia Go Forward ........-.-- ~— have sustained mankind thru every sort of dis- couragement and disaster. It is this thought that leads us to present “A Golden Treasury” and to make it available at cost to teachers and others who wish their Christmas remembrance to ex- Building the Profession thru Life Membership Elizabeth Donelson Vitalizing and Standardizing School Music. . . . C. A. Rullerton Presidents of Departments of the NEA. . 284 press some of the great truths that are the con- cern of true teachers everywhere. a ss) a. in ho a oat ca eedh cman W. Roy Breg 285 We have been encourages CGgueiwran \ .. . Geer CeLC or 286 perience with a little booklet of poems brought together each year by one of the finest school Elementary-School Service - 287 superintendents of the Middlewest—Superintend- ent L. H. Petit of Chanute, Kansas—and printed | Highschool Service... ©. 6 1 1 ee ee ee ee ee es 288 in the school print shop. That little volume has College and University Service... 2... 2.2 ee ee eee . 289 held its place year after year—preserved, treas- ured, and read again and again, because it carries Dijens OO Anmomneneenm 2k lk a wh kk tlw eee be 290 so much of beauty and wisdom along with the remembrance of a friend. May “A Golden Treas- Honor Roll of the NEA... .. . « «©» «0 0.0 0.6.9.0, m.0.0. 0 010 292 ury” fare as well and like a seed sowing be spread afar. The articles herein printed are the expressions of the writers and not a statement of policy of the Association unless set by resolution Published monthly except June, July, and August by the National Education Association of the United States, 1201 Sixteenth St. N. W., Washington, D. C. Wiiarp E, Givens, Executive Secretary Revsen T. SuHaw, President J. W. Craptree, Secretary-emeritus Directors OF pivisions: Accounts and Records, Mary J. Winfree; Affiliated Associations, Agnes Winn; Business, H. A. Allan; Field Service, Charl Ormond Williams; Membership, T. D. Martin; Publications, Joy Elmer Morgan; Research, William G. Carr, Associate Director, Frank W. Hubbard; Rural Service, Howard A. Dawson; Secretary's Office, Harriett M. Chase. SECRETARIES OF DEPARTMENTS LOCATED AT NEA HEADQUARTERS: Deans of Women, Kathryn G. Heath; Elementary School Prin- cipals, Eva G. Pinkston; Health, Physical Education, and Recreation, N. P. Neilson; Secondary School Principals, Director, Discussion Group Project, Walter E. Myer; School Administrators, S. D. Shankland; Supervisors and Directors of Instruction, Mary F. Hazell. VOLUME 27, NUMBER 9}; DECEMBER 1938 [ A-159 | That School Paper you and your pupils have been hunery to have may now be realized with the neu low-priced Mimeograph 90 ELECT the name. Elect the editor. Pick the staff. “ Send out the sports editor to cover the football game. Report Parent-Teacher meetings. Clip the jokes. Assemble the exchanges. Then put them all down on the Mimeograph Stencil Sheets... roll off the separate pages from the Mimeograph Machine ...gather them—and you have your own School Paper! Produced the inexpensive Mimeograph way ...in rich, permanent black ink (spiced with color, if you wish)... This new low-priced Mimeograph is especially designed for the smaller school. And sturdily built to stand the knockabout treatment of school year after school year of youngster han- dling. And, if there’s a budding Whistler in your Especially designed and moderately priced for the smaller schools of America school, we have a new low-priced Mimeoscope to draw or trace his pictures on. Of course, as modern teachers know, a school paper is just one of the many modern school uses for Mimeo- graph Brand Machines and supplies. Write for more information to A. B. Dick Company, Chicago, or get in touch with the nearest Mimeograph distributor. FREE TO SCHOOLS—A national service for school publica- tions—write Educational Dept., A. B. Dick Co., Chicago. [ A-160 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION) ang ea = adh “ & » = BUSY SCHOOL LIBRARIES NEED THIS | COMBINATION CATALOG AND PICTURE FILE Saues Gloor and Well Space Two vertical picture filing drawers and a ten drawer card catalog section feature this attractive cabinet especially built for growing school libraries where economy of space is necessary. As your library grows this cabinet may be built up by adding units of five, ten or fifteen drawers. These may be purchased separately. The drawers or trays may be removed and replaced quickly and silently. They fit perfectly and are inter- changeable. The vertical filing drawers are furnished iene eabinuns ane tinile af in either legal or correspondence size. Self-locking rods maple or quarter - sawed which prevent the removal of cards by patrons will be white ock. The beck is in supplied at no extra cost, if desired. Write for prices the same finish as the front so that the cabinet may be and further information. used free-standing as well as raiediccivnce? §6=6=SM GAYLORD BROS., INC. REA eg ARMS eR Est. 1896 SYRACUSE, N. Y. Sa SAFETY EDUCATION THRU SCHOOLS Research Bulletin for November 1938 64 pages 25 cents Includes... s . . opinions of 14,000 classroom | 7 ime—Hours spent on various teachers on current practices ; . ’ in safety instruction. operations are major factors in the . lists of organizations supplying | cost of PRINTING. Through care- aids at little or no cost. . lists of motion pictures and ful planning and advanced pro- agencies supplying same. duction methods we have reduced Single copies 25 cents; discounts on quantity orders: 2 to 9 , — copies—10 percent; 10 to 99 copies—25 percent; 100 or | the time element to a minimum. more copies—331¥4 percent. All orders amounting to less than $1.00 should be accompanied by funds. Consult tn~eny shee tel beainils the “Master Printer” we “oes a a 1201 Sixteenth Sweet, NW. JUDD & DETWEILER Washington, D. C. IN THE NATION’S CAPITAL VOLUME 27, NUMBER 9; DECEMBER 1938 [ A-158 } blic ations of 7 gees RESEARCH BULLETINS Salaries of School Employees, 1936-37 es Wi es Sk ks vin cic b Cac ccaccccccsdabes $ .25 Teacher Retirement Systems and Social Security ON ES) a” Se 50 Federal Support for Education; the Issues and the Facts ee we, Oe, oamemienee T9S7.. SS Drs... icin 5 a. oie ss sac cclacwesuinecs 25 Improving Social Studies Instruction ee ee a rr 50 Population Trends and Their Educational Implications ee as i ON I IO ns. oon i oc ows aids owbuiin'e o ceee 50 From High School to College rs es TO MN ores oi bn aa ace wna bee dasa ccaece 25 Why Schools Cost More TE en ee 25 Statutory Status of Six Professions: Accountancy, Architecture, Law, Medicine, Nursing, Teaching Vol. XVI, No. 4, September, 1938. Safety Education Thru Schools ee BO eS ee a ee a ee ae ee 25 DEPARTMENTAL YEARBOOKS Youth Education Today Sixteenth Yearbook, American Association of School Administrators, 1938. SN Rial tl delcilegriora:/phresiarSnaleihaendniaeamareainenbnonie tata amenani - ww NS ~~ YF . >) ee Ww ——— in on on : ry rd ic- ED lo- ar - ith igs | : LET FATHER HUBBARD TAKE YOUR CLASSES WHERE THE SALMON LIVE .. . Father Bernard Hubbard, S. J., well known as the Glacier priest, made for us this gorgeous motion picture, “ALASKA'S SILVER MILLIONS” Here’s a film admirably correlated to conform with classroom work in history, geography and social science. From start to finish it’s a fascinating picture... telling the epic story of salmon... portraying the scenic grandeur of our little- known possession. Pick your date...and tell us when. We will loan you a reel with or without sound . .. at no cost to you except return postage. AMERICAN CAN COMPANY @ WE MANUFACTURE CANS . . . WE DO NO CANNING HOME ECONOMICS DEPARTMENT JN-12, AMERICAN CAN COMPANY 230 PARK AVENUE, NEW YORK, N. Y. Please send me, free of charge, your motion picture film ‘‘Alaska’s Silver Millions’. ST eee ee ee Date film will be returned ---.-.------------ No. of projectors in School. -............-.----.- Send film checked © 35 m.m. Silent @ 16 m.m. Silent @35 m.m.Sound ® 16 m.m. Sound eee Teachers’ Guides. I promise to return the film to you on the date specified above and will prepay the return postage. Ee Tt EE Principal VOLUME 27, NUMBER 9; DECEMBER 1938 s o 7 s : ; H : : 2 . - _ 7 . + : : : Address : H ; : : : : . : : PORTION OF GOLD RECOGNITION EMBLEM FOR LIFE MEMBERS —GREATLY ENLARGED AN IDEAL GIFT for Birthday or Christmas and you pay only one-tenth of the cost each year for ten years! A Teacher recently wrote: I have a brother who is one of the world’s finest young teachers and I should like to give him a Life Membership in the N. E. A., using the $10 a year plan. Do you have a friend, a brother, a sister, a wife or a husband who would appreciate a Life Membership for Christmas? might even give one to yourself! You Life Members receive: the gold recognition emblem; a certificate suitable for framing and hanging on the wall of the home or 1 office; a special membership card; the N. E. A. Journal each month during the school year; the N. E. A. Research Bulletins issued September, November, January, March, and May; the annual Volume of Addresses and Proceediags; and special registration facilities and special badge at N. E. A. conventions. Life Membership in the N. E. A. is one of the most greatly prized credentials available to members of the profession. Use This Application Today! PSSSSSSSSSSSSSSSSHSSSSSSSSSSSSSSSSSSSSSSSSHSSSSSSSSSSSSSSSSE SESE TEESE eee eeeeeeeeer i Wutarp E. Givens, Executive Secretary 1201 Sixteenth Street, Washington, D. C. Association on the deferred payment plan—ten annual payments of $10 each— Enclosed please find $10, first instalment. Kindly send Life Membership certificate, card, gold emblem, and copies of the N. E. A. publications to the address indicated. | ¥ 4 Dear Mr. Givens: Please enroll as a Life Member of the National Education f the person named below. Name Street City and State If the membership is a gift, please add your own name and address here: Name Street Address. City and ee [Cont. from page 291] pital room service benefit of $5 a day, effective with the fourth day of any period of hospitalization, and a second benefit that pays 40 percent of hos- pital costs other than for room service. The first benefit is limited to twenty-five days or $125 and the second to $50 in a fiscal year. Hospitalization must be under the direc- tion of a physician. The benefit is available wherever the teacher may happen to need hospital care. Enrolment is by units. Over a thousand teachers are now enrolled. Phi Beta Kappa Broadcast yy Pur BETA KAPPA sociETY will observe the anniversary of its founding in 1776 with a radio broadcast on December 5, 9-9:30 PM, EST, over NBC blue network. FTA Club Named for Former NEA President yy Mrs. RUTH THomas, sponsor of the Future Teachers Club of Walterboro High- school, Walterboro, South Carolina, reports that this group has chosen for its name, “The David Bancroft Johnson Club.” Dr. Johnson, a pioneer in South Carolina edu- cation, was president of the National Edu- cation Association in 1916. A Means to Peace y& THE ELEVENTH biennial conference of the Cooperative League, which met in Kansas City in October, declared: “We are convinced of the ability of cooperative ef- fort to curb and ultimately eliminate mo- nopolies and their attendant evils.” The Congress urged the cooperative movement to “press toward the early establishment of our own financial institutions and capital structure.” It urged deeper devotion te the cooperative economy as a means to peace and amity. It asked the U. S. Bureau of Census to collect statistics on cooperatives during the 1940 census and urged the U. S. Congress and the governments of the sev- eral states to foster the teaching of coopera- tion by every means available. A Unique Report yx A most uNusuaL and interesting con- vention report was that presented to her colleagues by Isabel Anderson of Lihue, Kauai, Hawaii, a delegate at the New York meeting of the National Education Asso- ciation. The report, written in free verse, was called “My Reactions to the National Education Convention as an Educational Experience.” Miss Anderson writes to President Shaw: “Will you think of your Hawaiian contingent as active and coopera- tive?” Among all the states and territories, Hawaii ranks second gnly to Alaska in the percent of its teachers who are members of the NEA. A coinclusive membership card for professional organization is being used this year in Hawaii. Salary Trends Continue Upward yy Reports on 1938-39 salaries of city teachers, being collected by the NEA Re- search Division, are showing upward trends. An increase of more than 5 percent in average salaries is noted when 1938-39 is compared with 1936-37 for a small sample of 22 cities among the early returns from cities above 30,000 in population. An increase is reported both for elementary and highschools, the rate of increase being slightly higher in elementary schools. A third of the cities report increases in aver- age salaries of more than 10 percent as compared with 1936-37. Board of Education Pays Mileage for Home Visitations yx IN orDER to encourage teachers to visit in the homes of their pupils, the board of education of the Cazenovia Central School District in New York State pays the teach- ers six cents per mile for visitation trips. No written reports from teachers are re- quired, but in order to keep expenses as low as possible, two or three teachers some- times travel together. Wayne Lowe, prin- cipal, reports that the board feels that the visitation plan is a worthwhile part of the educational program. An Evening Prayer for Children yx Fottowinc is the prayer mentioned by Mrs. Bertha G. Rames in her article on page 260. Mrs. Rames teaches this prayer to the children for use at home: Dear God, another day is past, Another night has come at last. Your watchful, tender love will keep Me safely gfarded while I sleep. The quiet night is soft and kind; It rests my body, heart, and mind. The world below, the sky above Hold only restful, healing love. I have no thoughts or things to fear When God and so much love are near. The dreams that come are sure to be God’s night-time messages to me. I'll sleep and rest the whole night long That I may grow both big and strong. God bless and keep my dear ones; then Bless everybody else. Amen. Department of Science Instruction yx PRESIDENT MILDRED FAHY reports a paid membership of 2300 for this NEA Depart- ment. The Department favors a continu- ous program in science from kindergarten to college. “Science is a live subject within Have you paid you's Dues? The January issue of the Journat will be sent only to those whose dues are paid. | A-162 | REMIT Now THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION reac expr con: non grol secu ville inte Pro Fr per: uni are hav cos' ce sit reach of any teacher, and it will enrich the experiences of every child by independent consideration of scientific facts and phe- nomena.” The 1938 Proceedings of the group are now available. Copies may be secured for 50¢ from the treasurer, George J. Skewes, State Teachers College, May- ville, N. D. Membership is open to anyone interested in science. Members receive the Proceedings each year. From a Pennsylvania Principal ye THE ocToBER JOURNAL is worth the ex- perience of a summer school at any good university, but it costs a member only about 20¢. It is not that summer schools are not to be encouraged, but that we may have them every day in the year at so little cost. Our curriculum committees in their work of reorganization have found some TNT in almost every line. You should see how the pages are written full of notes. There is agreement and hearty approval in _ 90 percent of the cases. It should be a source of great satisfaction to feel that by | means of this magazine so many good on aid art- ten hin [ON things may enter even the remotest school. —W. O. Forman, supervising principal, New Salem Independent School District, New Salem, Pa. Copies of “Skylines” May Be Had yy “skyiinzs,” the pageant presented at the New York convention of the NEA, may be secured at 50¢ per copy from Laid- law Brothers, Port of Authority Building, 15th St. and 8th Ave., New York, N. Y. NEA Research Service Helps Local Salary Committee ve WE se.ieve that among the teachers of Hammond there is a growing enthusiasm for the National Education Association. When our new salary schedule was being prepared, the helpful material from the Research Division revealed to Hammond teachers the value of the work done by the National Education Association—C. T. Coleman, president, Hammond Teachers Association, Hammond, Ind. To Deans,C ounselors,and Advisers ve Tue souiparity and growth of the pro- fession contribute to the success of the in- dividual engaged in advisory work; the effectiveness of the individual in her com- munity contributes to the success and the prestige of her professional organization. Professional advisory officers need the ma- terial published in the Journal of the Na- tional Association of Deans of Women. They need to share the interests and ideals of the groups [Cont. on page A-165] VOLU ME 27, NUMBER 9; DECEMBER Study. or more. Picture Study.’’ each month. Madonna and Child. Ferruzzi BOOK MANU Wanted — All subjects, for imme- diate publication. Booklet sent free. Established 1925 Meador Publishing Co. 324 Newsury Sr., Boston, Mass. Complete education for teaching in pon grades, kinder- Sid m and nursery school. Chil- *s demonstration school and observation center. Special summer classes. UL Beautiful resident hall. Located Chicago’s ae lovely North Shorenear lake. Cultural edu- cation plus vocational training. B.E. degree conferred ¢ yrs.), also 3-year diploma and 2-year certificate. rite for list of successful alumnae. of Education National EDNA DEAN BAKER, PRES. X 816-R Are you perplexed— When students or parents ask you for facts about occupations? If so, you need the only complete bibliog- raphy of current literature on oc- cupational opportunities, training, and trends. Annual subscription $5. Free sample. Occupational Index, Inc., 551 Fifth Avenue, New York. 1938 SCRIPTS || EVANSTON, WL. Awarded Four Gold Medals. Send 60 cents for 30 Madonnas, no two alike, 5% x 8, or 30 Art subjects. Aids in Teaching Language, Literature, History, Geography, and Picture ‘The Peyr>Pictures ONE CENT SIZE, 3 x 3%, for 60 or more, TWO CENT SIZE, 5% x8, for 30 or more, TEN CENT SIZE, 10x 12, for 6 or more. Also Miniature COLORED Pictures of any kind, many of them approximately 3% x 4% inches, 400 subjects. ONE CENT and TWO CENTS each for 60 cents’ worth Assorted as desired. All postpaid. A sample Perry Picture of the ONE CENT and TWO CENT sizes and a sample Miniature COLORED Picture and lists of these Miniature Colored subjects, FREE to teachers naming grade and school. CATALOGUE of The Perry Pictures, 1600 small illustrations in the Catalogue, and two Perry Pictures, for 15 cents in coin or stamps. Ask about “Our Own Course in 72 Pictures, 72 Leaflets describing them. One picture for study The Perry Pictures Company, Box 4, Malden, Mass. Most attractive for Christmas gifts! 20% REDUCTION. TO EUROPE > t Educators Reduced rates & Europa — westbound Stve travel Tt. e' july 15. Send fF “Co your local sailing lis 5 Broadway: ee CUNARD WHITE STAR Heckerman’s Good Will Tours Summer of 1939 Offers unusual value and itinerary Sail July ist, then a comprehensive program through England, Czecho- slovakia, Austria, Scandinavia, Central Europe. Today’s history making coun- tries. Personally conducted. Folder on request. Heckerman’s Good Will Tours, Bedford, Pa. summer-long cruise to AK H AMERICA Loge ... 8500 up .¥. July 5, New Orleans fay, 10 specially chartered fon land-America Line =, - — West Indies an an cay cout to Buenos Aires! Planned in conjunction with the Sth Biennial W.F.E.A. Congress in RIO DE JANEIRO to combine rtunity Honal event long cruise! e oppo Ualqeeportant educa’ with a grand summer WRITE FOR INFORMATION. TO orld Federation of Education Ass'ns Ss th St., N. W.,Washington, D.C. [ A-163 | DOCUMENTS WORTH READING prepared by the EDUCATIONAL POLICIES COMMISSION of the National Education Association and the American Association of School Administrators THE UNIQUE FUNCTION OF EDUCATION IN AMERICAN DEMOCRACY Published February 1937 A declaration of the rights and obliga- tions of public education. THE STRUCTURE AND ADMINISTRATION OF IN AMERICAN DEMOCRACY EDUCATION Published June 1938 A forthright statement on questions of administrative policy. THE PURPOSES OF IN AMERICAN DEMOCRACY EDUCATION Published September 1938 Recommendations for constructive im- provement of the school program. Attractively illustrated and bound in cloth and boards. “It is a fine statement, liberal, far- sighted and objective .. . American Sociological Review “There is vision and statesmanship in the report.”’ Progressive Education “Over 700 copies of this booklet have been distributed to school boards throughout New York State and we have been receiving many favorable comments.”’ W. A. Clifford, Exec. Sec., N. Y. State School Boards Association, Inc. ‘“We have based the next month study program of the State Department of Classroom Teachers on this book.”’ Ona C. Raines, Pres., Dept. of Classroom Teachers, Oklahoma Education Asso- ciation Fifty cents the copy. Discounts on quantity orders: 2-9 copies of any volume, 10%; 10-99 copies, 25%; 100 or more copies, 334%. Orders amounting to less than one dollar must be accompanied by cash. Make checks or money orders payable to the National Education Association. Order From THE EDUCATIONAL POLICIES COMMISSION 1201 16th STREET, N. W. WASHINGTON, D. C, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION [Cont. from page A-163] within the Asso- ciation. They need the professional stimula- tion of active participation in the program of the organization, The establishment of a reciprocal relationship is essential for the attainment of common goals, hence the or- ganization needs an avowal of faith in its purpose and active participation in its pro- gram by every woman engaged in student personnel work. Send your application and $5 check today for membership in the Na- tional Association of Deans of Women, 1201 Sixteenth Street Northwest, Wash- ington, D. C. Kentucky Claims a Unique Record yy ALL scHoots in Fayette County, Ken- tucky, have reported 100 percent enrolment in the NEA. Lexington, which is in this county, has also achieved the 100 percent goal, as has the College of Education of the state University located in Lexington. Dr. William S. Taylor, State NEA Director for Kentucky, inquires if any other commu- | nity has a similar record. We know of none. Do you? Dates To Be Remembered | January 15-21—National Civil Service Week will have unusual significance this year, inasmuch as on February 1, barely two weeks after the 56th anniversary of the National Civil Service Act, about 80,000 new federal positions will become a part of the classified civil service system of the United States. This is the largest number of posi- tions ever brought under the civil service at one time. National Civil Service Week has been an annual event since its initiation several years ago by the American Federation of Government Em- ployees. February 25-March 2—Cleveland convention of the American Association of School Adminis- | trators, a Department of the NEA. See page 276. March 27-30—Convention of the Southern District, American Association for Health, Physical Education, and Recreation, to be held in Tulsa, | Okla., with the Mayo Hotel headquarters. Theme of the convention will be “Integration.”” Mrs. Helen Corrubia, Central Highschool, Tulsa, is local con- vention manager. x April 3-G—Annual conventior. of the Ameri- Association for Health, Physical Education, and Recreation, an NEA Department, to be held in San | Francisco. Speakers of national prominence will | appear on the general session programs, on the programs of the Divisions of Health Education, Physical Education, and Recreation, and on the various section programs which appeal to special groups. These programs will be of great value to school administrators, members of parent-teacher organizations, members of the American Legion, and workers in the fields of health education, physical education, and recreation. The conven- tion is being held under the joint auspices of the National Education Association, the Southwest District, and the California State Association. Department of Elementary School Principals yy Miss NELLIE v. LIND, principal, Wash- ington Park School, Denver, Colorado, has been chosen by the president and officers VOLUME 27, NUMBER 9}; DECEMBER 1938 of this NEA Department as the new mem- ber of its Editorial Committee, which pub- lishes its Yearbooks. She will be a member for three years and during the third year will be chairman of the committee. In making a selection for membership on this committee, the Department chooses a prin- cipal who has done outstanding work locally and nationally. AEW Radio Programs yx Specia, American Education Week radio programs sponsored by the National Education Association were planned to include the following: A special events program on the NBC red net- work to originate in the steeple of Old North Church on Salem Street in Boston, dramatically reenacting the midnight ride of Paul Revere. The purpose of the program was to emphasize good citizenship as an objective of education. The principal speaker scheduled for the program was National Commander of the American Legion, Stephen F. Chadwick. A symposium on the relation of education and democracy over a coast-to-coast hookup of the Columbia Broadcasting System. Speakers sched- uled, to participate from their own cities, were: John A. Sexson, president of the American Asso- ciation of School Administrators and superintend- ent of schools, Pasadena; John W. Studebaker, U. S. Commissioner of Education, Washington, D. C.; Daniel L. Marsh, president, Boston Univer- sity; James Marshall, president, New York City Board of Education; Reuben T. Shaw, president of the National Education Association, master of ceremonies from Chicago. Other scheduled speakers included William Mather Lewis, presi- dent of Lafayette College, Easton, Pa., from Chicago, and Alexander J. Stoddard, superin- tendent of schools, Denver, chairman of the Edu- cational Policies Commission. Publications Circular Number 9, November 1938, of the Educational Research Service, “Promo- tion Policies in City School Systems,” is sent to members of the Educational Re- search Service; others may obtain copies at 50¢ each. The 1938 November Research Bulletin is entitled “Safety Education thru Schools.” Sections deal with: The extent to which safety education prevails in the schools; methods of teaching safety; sources of materials used in safety instruction; the future development of safety programs in terms of teacher opinion; some of the con- tinuing problems in safety education; where safety education aids may be ob- tained; reviews of safety films and slides. 64p. Price 25¢ per single copy. Discounts for quantities: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or | more, 33% percent. Send orders to the NEA, 1201 Sixteenth Street, Northwest, Washington, D. C. NEW, LOW PRICES... ®@ A projector for every school use, formerly rea- sonably priced—but now drastically reduced in cost! DeVry’s new policy will make available even to the smallest school the sound or silent projector it desires. There is no reduction in quality—the CHALLENGER 16mm. SOUND PROJECTOR e same, substantially built, pre- Send for Free inter- cjsion-constructed DeVrys that are being used in thous- ands of American schools. New prices affect our complete line of sound and silent motion picture projectors and cameras. We will be glad to supply information, and to arrange a convincing demonstration in your school. Write for details. DeVRY CORPORATION 1101 ARMITAGE AVE. CHICAGO ucation.” Rapi0 MAT Make Your O Slides on Your = Typewriter—use— RADIO MATS Write for free sample RADIO-MAT SLIDE Cco., INC, 1819 Broadway New York, N.Y. Talk from your screen with quickly TYPEWRITTEN MESSAGES = 50 Radio-Mats $1.50 EE =4 White, Amber, Green Ee : Accept no substitute | Listen to N.E.A. RADIO Every Wednesday on NBC(red) 6:00 P.M. Every Wednesday on CBS 2:30 P.M. Every Thursday on CBS 9:30 P.M. Every Saturday on NBC(red)10:45 A.M. Programs are listed on Eastern Standard Time and are given one hour later in each time zone. 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. The Seventy -Seventh Annual Convention of the NATIONAL EDUCATION ASSOCHATION of the UMITED STATES) Will Be Held At SAN FRANCISCO July 2- July 6,:1939 General sessions, representative assemblies, registration headquarters, and exhibits will be located in buildings at the Civic Center. Meet- ings of the departments and allied groups will be arranged in the vicinity of the Civic Center to the fullest extent possible. Headquarters for state delegations generally will be located at the Palace Hotel. Registration, exhibits, and some preliminary official meetings will be held on Saturday, July 1. The convention proper opens Sunday afternoon, July 2, and carries through Thursday, July 6. Hotel arrangements should be made promptly and it will be to advantage to use the reservation form printed below. Reference to street plan shown on other page shows convenience of various hotels to the Civic Center. Practically all hotels listed are easy of access to Market Street either by walking or by street car. On Market Street is excellent double line street caz service to and from the Civic Center. Hotel rates as listed have been furnished by the hotel associations to the National Education J Association Convention Housing Committee of San Francisco. The number of hotels is large but only limited numbers of rooms are available in many cases. Hotel demands during the period of the convention will be heavy due to the oper § ation of the Golden Gate Exposition. USE THIS FORM FOR APPLICATION FOR HOTEL ACCOMMODATIONS Be specific as to dates of occupancy, types of rooms desired, and prices to be paid. If hotel of first choice is unable to accept reservation the Housing Committee will endeavor to comply with your second or third choices in the order named. You will receive confirmation direct from the hotel accepting your reservation. To CnHarrman oF N.E. A. Houstnc ComMiTTEE 200 Exposition Auditorium San Francisco, California Please reserve sleeping room accommodations during the period of my attendance at the convention of the National Education Association as noted below: Arriving July Names of occupants, other than myself, with their addresses, are attached hereto. SIGNED ADDRESS THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION \ - a J . + a . ; , ( e » , . o ae i 4 . & ~ Loe ue - - ( b ° . ‘ | . ’ . ° é . ' i : ; . 9 . . ‘ 8 t ' a, is . ‘ , \ ' é at ~~ ‘ ’ . > m 5 e ‘ x f . ° ° Py . ’ ’ i t ’ im JOURNAL Fox Such a Day as This REVEREND JOSEPH R. SIZOO MINISTER OF THE COLLEGIATE CHURCH OF ST. NICHOLAS, NEW YORK, N. Y. ADAM PRESIDENT, Dr. Givens, distinguished guests, members and friends of the National Education Association: It is a very great honor to have a hare with you in this impressive service, and for that privi- lege I wish first to express my sincere gratitude. What endless satisfaction your profession holds! There is NO career quite so rewarding as that of the teacher. It is ‘to be questioned if anywhere on earth there is a work so enriching and so enlarging as that to which you have given byourselves. It raust be a wonderful thing to take a bit of sgold and a steel spring and a few jewels and make out of sthem a watch that keeps time with the sun. It must be a wonderful thing to take a bit of canvas, a few brushes, and ‘a little color and make of them a Millet’s “Angelus.” It must be a wonderful thing to take a thin pine board and a ifew strings and a pot of glue and make out of them an Mnstrument that can sob out an “Ave Maria.” But nothing in all the world is quite so wonderful as to sit down with a child, enlarge his horizons, push back the foothills, and arich his understanding of the mystery of life. No wonder, en, that when Henry Ward Beecher lay dying and a friend asked him, “Mr. Beecher, if you had your life to live over again, what would you be?” he replied, “I would ibe a teacher.” But it is not an easy profession. There is no work which Tequires such invincible patience, such compassionate good- will, such unconquerable understanding, and such cheerful steadfastness. The Oxford professor who wrote Alice in Wonderland described a croquet game in which the wick- ets were forever moving, in which the ball never ran in the ‘direction to which it was aimed, and in which the mallet fever struck the ball at the place of contact where it was intended. Nothing stayed put. That is peculiarly true in your profession. It is never easy to mold life; and nature in ithe raw is never mild. * * * * W, are living in a world that is on the march. Our gener- ation has determined seemingly to set up a whole new scheme of things. We may not know where we are going, "but we are on the way. New fires are playing in the heart of the earth and civilization is becoming molten again. New seeds are being planted in new furrows destined to bring the world new harvests. New waters are gushing out of /New springs destined to make their way to new and undis- ‘covered seas. Everywhere in the world is a sense of aspira- ition. There is upon mankind the quest for a fuller life. You SLUME 27, NUMBER 9; DECEMBER 1938 may speak of it negatively in terms of revolt and revolution which are rife everywhere in the world, a kicking against the pricks, and an unwillingness to live within the inevita- ble restraints of life. But it is much more honest to speak of it as the quest for a fuller and better life. You may not be in agreement with these aspirations. You may believe they will only further entangle and enmesh the world with deeper dilemmas and disillusionments. You may believe that these aspirations of our generation are contradictory and selfdestroying. You may believe if the aspirations of one are to be realized, the aspirations of another must be defeated. You may believe that that which brings gain to one will bring loss to another. But the fact stands that every- where in the world there is this sense of aspiration: Not since Christ died upon His lonely cross Has life such prospect held of a new birth. Now, it is never easy to live in such a world, When the frost goes out of the ground in springtime the rural roads are always most difficult to travel. It is then that ruts are easily formed, mud clings to the wheels, and travel is. slow. In a world at springtime there will have to be a lot of plow- ing and harrowing. It is a very unrewarding and discourag- ing time. We may never see the harvests of that sowing or toil. Indeed, already misgivings are coming to multitudes of people and the sense of hopelessness is compromised by the feeling of futility. We seem to be like people who walk on streets which have no foundation, who eat food which does not nourish, who live in houses which do not shelter. We seem to be like boats on muddy flats with never a white sail in sight. We seem to be like sailors climbing in the rigging of a sinking ship, always above the water line, but never far from destruction. We seem to be like sleepers, conscious of the dawn, but unable to awaken. Many people are becoming afraid that a different world may not be a better world. We are not quite sure that change will mean improvement. Such is the world in which we are living. It is the only world we will ever know. If we expect to play our part it will be in that kind of a world. We did not make it, but we will have to do something about it. The question therefore arises: How can we live successfully in such a world and how can we play our part so that a different world will be a better world and change will be improve- ment? First, education in democracy must increasingly empha- size the sacredness of personality. Its business is to make individuals, not robots; to cultivate personality that shall [ 257 ] Ee RSS NTE Or ee ae a stand upright and unashamed. There can be no true culture without the cultivation of selfreverence and selfrespect. In- dividuality must come to the fore. We must champion again the right of personal judgment and of personal initia- tive. Man is not a pawn in the lap of kings or a tool in the hands of political charlatans. Have you ever thought that to whatever God has given life, to that He has given indi- viduality? There are millions of spring-tinted leaves in the forests of the hills about us, but every leaf differs from every other leaf in outline, texture, and color. A thousand stars shine out of a winter night sky, but every star differs from every other star in glory. So it is with personality. God casts each life into a different mold and when He has made that life, He breaks the mold. We are not born so much to con- form as to bear witness to a fire that burns within us. Man is an individual inbreathed with purpose, endowed with genius, and enswathed with high adventure. Tiere is no form of government which so needs the leadership of the best as ours. In monarchy nobody needs intelligence except the king, and oftentimes the less the people know, the better for the king. In autocracy nobody needs intelligence except the sheriff or the executioner. In anarchy nobody has intelligence. But democracy is a form of government so high and so exalted that it requires a high level of intelligence to appreciate and a high stand- ard of character to maintain. Yet many people suppose that democracy is the rule of the mediocre, a government which involves a leveling down process. Robert Ingersoll once said that a college is a place where pebbles are polished and diamonds are dimmed. I do not propose in this place to debate the correctness or error of that judgment, but I do know that in the current attitude toward democracy that same opinion all too often prevails. There are two kinds of democracy: There is a democracy of mud and there is a democracy of the stars. Ours is a democracy of the stars and it requires adventurous souls to maintain it. Unless we have the leadership of the best we are lost. One of the grave perils of our generation is crowd- mindedness. An age that has gone in for mass production has come to the dreadful counterpart of mass thinking. We are content with the regimentation of ideas, cultiva- tion of intellectual security, and the surrender of person- ality. Things have come to such a pass that it is no longer in good taste to advance an individual opinion. It is not patriotic. If you do not think with the majority, you are not a good citizen. The glamour of crowd-mindedness has us spellbound. We have learned to follow, not to think; to drift, not to swim. Everything is being standardized today, including thinking. Individual judgments are warped or obliterated by an avalanche of postcards, a wheelbarrow of telegrams, or the decree of a selfappointed Caesar. We are rubbing out the marks of selfdom. We are content to become passive copies of the current mind. We send up trial balloons to find out which way the wind is blowing and teach children accordingly. We want to know what public opinion is before we outline a course of instruction. The individual is terrorized by the majority and hypno- tized by the state. We are afraid of the black mark of majority disapproval. | 258 | Now every bridge has a limit to the number of vibra. tions it can endure. Regiments of soldiers passing over a bridge always break step. It is high time we remember that we cannot violate this ageless law of physics with impunity. A goose-stepping generation with its regimen- tation of ideas and ideology may yet destroy the equilib- rium of the world and lead it to an inevitable smash-up. Let us say to ourselves so clearly it will never be forgotten that there can be no great living apart from concentration and detachment. There is a sentence written of Jesus of Nazareth which always grips me. I cannot read it without a lump rising in my throat. It is this: “He dismissed the crowd.” That is the hardest thing to do. We are unable today to live apart from crowd-mindedness. Public opinion haunts us like a vise and follows us like a shadow. Whether in the eco- nomic world there is room for regimentation I do not know, but in the realm of mind and spirit we cannot keep our selfrespect by goose-stepping. In a day of ready-to-wear clothing, predigested breakfast foods and philosophies, we need to remember that the first business of the teacher is the cultivation of the individual. The words of warning which Jesus raised to His disciples, “Come ye apart,” have a strange significance for us. It is imperative to recall that before God gives a man a great task He always takes him away from the crowd. He sent Moses into the desert, Elijah into the Kedron, Jeremiah into the meadows of Anathoth, Amos to the plowed fields of Tekoa, Paul to Arabia, and Jesus to the wilderness. It is time that we take fresh hold of the Magna Carta of Christianity’s conception of personality. It is so easy to con- form, but the test of civilization lies in its ability to create the individual and develop him as a person. A different world will never be a better world until that day comes. To thine own self be true, And it must follow, as the night the day, Thou canst not then be false to any man. Tiere is another contribution which education must make for such a day as this if a different world is to be a better world. The second objective of education is the integrating of the individual in a society. To personal in- itiative there must be added social responsibility. After all, ragged individualism must not degenerate into ragged individualism. It is all very well to talk about the philos- ophy of selfexpression; obey that impulse; let yourself go; but one is always thrown back upon the question, Have we a self worth expressing? For this reason there is a word which holds increasing emphasis among us. Without that word we shall never come to a braver and better tomorrow. Without that word no cause in all the world is quite so hopeless as the cause of peace. It is the word understanding. It is so easy to play the role of the Pharisee and, seeing a world bloody and broken lying by the wayside, to pass by on the other side. But you never solve problems by calling people names. We all accent different syllables. We are all mysteries to one another. One drop of dew, no matter how large, cannot hold all the glory of the morning sun. Because I have certain political, economic, and social THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION conv those right have Siow: stran for < on tl requ cam wou wou juds casil in o how edu V sho knc con pul sidi cer ra- er ith >n- ib- en on ich ng art ke cO- 10t ep ar es, er ng ve lat im ah th, nd ION convictions is no reason that other people should hold those same convictions. I may be right or they may be right. If I am right it is my duty to convert them, but I have no right to slander them or to shoot them. Among the Sioux Indians there prevailed in the days of the frontier a strange custom. If one of the tribe determined to travel for a little while in areas guarded by other tribes, always on the night before he left his camp the traveler would be required to sit with the chiefs of the Sioux tribe around a campfire and then before it fell back into gray ash he would be asked to arise and, silhouetted against the flames, would lift this prayer, “Great Spirit, help me never to judge another until I have walked two weeks in his moc- casins.” If only now and again in this world we could walk in one another’s shoes, how much better would life be and how much more hopeful our tomorrow! The business of education is to create understanding. Whatever else culture may do for you, always first it should make you sensitive to the needs of the world. To know all is to forgive all. Culture should always lead to compassion and the end of education is understanding. The purpose of knowledge is not to make one arrogant, but con- siderate; not calloused, but compassionate; not uncon- cerned, but understanding; not indifferent, but interested. Bigotry and intolerance are always the inevitable ear- marks of ignorance, while the first fruits of education are sympathy and understanding. Education may make you skeptical, but it can never made you cynical. A skeptic is a man who has lost faith in the power of truth. A cynic is a man who has lost faith in the power of virtue. A skeptic maintains it makes no difference what you believe, while a cynic affirms it makes no difference how you live. Educa- tion may make you skeptical, but never cynical. To know all is to forgive all. To talk about culture without com- passion is like talking about a crooked-straight line. ¥. ow little one sees of this adventurous goodwill in our current world! We seem to be baptized with prussic acid rather than with love for our fellowmen. There is breath- taking need of a Pentecost of compassion. What hate there is in our modern world! Indeed, hate is the modern Ameri- can tragedy. It is gnawing at the lute strings of our national life, haunting us and following us like a shadow. I never knew there was so much hate in the world. We hate the Jew; we hate the German; we hate capital; we hate labor; we hate the old guard; we hate the New Deal; we hate “nine old men”; we hate economic royalists; we hate the Congress; we hate the Constitution; we hate the President. Young people hate old people and old people seemingly return the compliment. We hate races. One section of the country hates another section of the country. It has even crept into religion, for we are apt to hate a shade of truth more than we hate error. We are tumbling apart into broken and brittle bits. The only thing we seemingly have in common is a mutual illwill and distrust. Just at a time when we are in need of a common front to bring in a braver and better day the vengeful spirit of class conscious- ness has gripped people. I do not mean to suggest that there are no wrongs to be righted. It is hard to justify some things. It is hard to justify VOLUME 27, NUMBER 9; DECEMBER 1938 disease in the presence of wellbeing; poverty in the face of plenty; ignorance in the presence of knowledge. I live in a city that has seventeen square miles of slums with sixty- five thousand condemned tenement houses in which there live one million children under fourteen years of age, in which there are one quarter of a million family units with sleeping rooms without windows or doors, one quarter of a million family units wit!:out running water, and one third of a million without central heating. It is hard to justify some things in this world. One wonders if Dosto- yevsky was not right when he wrote, “The only contribu- tion that civilization has seemingly made is to increase our capacity for pain.” We have built our world order upon human suffering rather than upon human understanding. But hate does not solve these problems. It only multiplies them. It does not lessen, but deepens, the barriers. We can- not hate ourselves out of these dilemmas. The pity of it is that men say if we only hate enough we shall bring in a bet- ter tomorrow. Men are going up and down the land saying that we are going to hate ourselves into prosperity. In the last analysis, democracy is a living together for the common good. Such forms of selfgovernment can never last long or be maintained with ugly moods and uglier tempers. Tie world is waiting for the sunrise of those who will see the ten thousand heartaches and disillusionments of our generation, its terrible injustices, its fierce discontent, its sordid shambles, its drugged sensibilities, not in terms of arrogance, but understanding; not in terms of callousness, but compassion. We have so many architects today, but so few builders; we have so many who are anxious to tell us what is wrong, but so few who are willing to make it right. There is scolding enough in our world without another college generation’s joining the anvil chorus in the morn- ing. It is so easy to look upon the dilemmas of our genera- tion and say what a dirty mess it is and then shut the window upon it and walk out. We need more compassion and goodwill. That was the glory of Jesus. He lived in a world much like our own; with economic injustice, financial disarrange- ment, political maladjustment, and religious chicanery. Yet He never lost compassion for His age. After two thousand years men are not yet agreed upon the full meaning and mission of His life, but everywhere men are agreed that only by His way shall a braver and better day dawn to the children of men. We all live for something—some people live for money; some live for fame; some live for power. Jesus lived for love. He asked nothing of the world and the world had nothing to give Him. Wherever He went He dragged the sorrows of His generation across His soul. He could not keep Himself out of the welter and misery of His day. He walked with men thru their shadows. At mid- night it was a Hebrew scholar; at daybreak it was a foun- dering ship; at noonday it was a fallen girl by the well; in the afternoon it was a company of hungry unemployed. Across the threshold of His home in Capernaum there fell the shadows of the limp and the lame, the halt and the blind, and He healed them every one. There are three things which Jesus of Nazareth never took into consideration—three things which meant nothing to Him. Geography meant nothing to Him. He never traveled more than one hundred miles from home, yet what He said was for all ages and all times. Then, too, He never took time into consideration. A thousand years were with Him as a day, and a day as a thousand years. He did not begin His work until He was thirty. In six months He was checkmated and two years later He was dead. Yet when He died He said, “It is finished.” More than all these, the social frontiers which separated and estranged men meant nothing to Him. The hero and the helot; the rich and the poor; the old and the young; the moron and the savant, all found in Him something that satisfied them as they walked back into the world with new purpose and a finer spirit. If we propose to build a new order it must be on the philosophy of One who said, “If any man will come after Me, let him deny himself, take up his cross, and follow Me.” No way of life is quite so rewarding. Nothing so enriches life as an adventurous goodwill toward all people. Great sympathies have a way of making small men great. Because he saw the burden of his people Moses became one of the figures that will always live. Because he carried an ache in his heart Dante in exile became the most moving figure in the twelfth century. Because Bunyan saw the distress of his time he lifted himself into immortality. Because Jesus of Nazareth dragged the sorrow of His world across His soul He became the ageless and timeless Redeemer of the world. The surest way to redeem life from mediocrity and provincialism is to identify it with a great cause. Nothing small or mean can live in a life that is dominated by a great compassion. Not only is this determination to live with compassion the test of education; it is also the test of true religion. Re- ligion may begin with the individual, but it does not end there. It is not a solitary adventure of a lonely soul upon a lonely God, but rather an adventure in the fine art of liv- ing together for the common good. The Christian of the future is not one who has an answer for every question and a solvent for every riddle, but one who lives with a com- passion toward mankind. To say that you love God and do not love your fellowmen is as anomalous as it is untrue. This world is not a “Morro Castle” which shrieks with the cry, “Every man for himself,” but the Father’s house in which we live together for the common good. No one quarrels because faith in God brings peace and serenity to the heart; what galls men is that so little comes of it. If you walk into the world sullen, cynical, and calloused, you will scald your soul and turn your back upon the ad- venture of the true culture. So it all comes back to this: Are there enough of us left who care, determined to live compassionately and with adventurous goodwill; are there enough of us left who will not let it down; are there enough of us left who will not walk out on it; are there enough of us left who will stay with it to the end until the inheritance is won, until Jesus Christ shall see the travail of their souls and shall be satisfied ?—Address, New York Convention of the National Education Association. OUNG CHILDREN are naturally re- ligious. No subject interests them more than the subject of God and their relationship to Him. “All these wonderful things about us in the world show that there must be a power some- where, stronger even than mother, father, teacher, and that this power wants us to work for all the good, beautiful things.” Thus spiritual kinship is affirmed. Atmosphere is of great importance. “God is a kindly spirit.” I say nothing about the children’s participating in the prayers. The responsive ones will do so. Some of the verse prayers are sung, others not. Our prayers occur most frequently at the beginning of the school day, altho it is not infrequent to have a prayer at the close of the day or some fitting time during the day. The spiritual value lies in the significance of the prayer. The monotonous repetition of the same prayer is meaningless or distasteful to children. Prayers used in school should bear some relationship to their interests or needs. In my second grade two types are used—the formal, memorized and the informal, original prayer. [ 260 | “Our Father which art in Heaven” is frequently used. This most famous prayer is always given an interpretation to fit the child’s understanding. One devout little girl said, “Forgive us our desks as we forgive our deskers”—evi- dence of her desire to relate prayers as well as all else to her daily life. Our early morning conversation is often about things in nature children have observed or brought to school. This prayer is a climax to the conversation: God, our Father, made the night, Made the moon and stars so bright, All the clouds far, far away, The shining sun and golden day. God, our Father, made the skies, Birds and bees and butterflies, Tiny flowers and trees that wave— These lovely gifts our Father gave. An evening prayer has been learned by many children for use at home. It is given on page A-162. Our original prayers are of great va- riety—short and simple. One morning after talking of the happy time we had at Christmas a little boy said, “Now let’s thank God for our Christmas.” We THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION CHILDREN <.d PRAYER all felt the appropriateness of the prayer, “Dear God, we want to thank you for our happy Christmas time. Amen.” These prayers represent a natural spontaneous expression of interest, need, or gratitude toward the Giver of all good gifts. We have made petitions like the following: “Dear God, please help Billy to be more kind so that we can love him more. Amen.” I have seen Billy’s uplifted, penitent face glorified thru the tears, at the wonder of his con- duct’s being of such importance to God and his schoolmates. Prayers have been one of the benefi- cent influences for good in my class- room. If there has been objection to this sort of teaching in our public school, I have never heard of it. An unforgettable experience is that of a mother’s telling me that the evening prayer repeated by her child had a remarkable spiritual in- fluence on herself and husband. I am concerned with the school prayer as a child’s natural expression of feeling related to life situations and not as su- perficial, imposed moral education.— Mrs. BertHa G. Rames, teacher, Uni- versity Hill School, Boulder, Colorado. ful tal lat oth ine ch il yer, for ural eed, like lass- this al, I able ling 1 by | in- ayer ling ; su- n= Uni- ado. 1ON | vidual research and class- sale A PLAY BY THE FIFTH— GRADE CHILDREN OF THE HORACE MANN SCHOOL IN WASHINGTON, D. C., 1937, UNDER THE DIRECTION OF LOUISE FRAZIER _ can anything be fully under- stood or appreciated when it is observed detached from its context. Whether the subject of our study be a human being or a piece of machinery, full comprehension of it will not be at- tained unless our study includes the re- lationships and associations it has with other things. Similarly, the functions of industry cannot be fully grasped by the child unless he is given an opportunity to see the processing of a product and observe the workman at work. The children who prepared this Christmas play visited several local fac- lories in relation to their studies. From what they observed there and what the guides said, from indi- toom discussion, they de- veloped it to depict the part the workman plays in industry and, conse quently, in society. The productivity of our hari VOLUME 27, ee nation has been given dynamic meaning by a consideration of all the factors whose functional interplay makes it possible. The difficulties of the man who grows the nation’s grain, the isolated existence of a cowboy who tends our cattle, the hardships endured bytheman who works underground, the dangers and strain of life in a mill,in short,the whole animated pictureofindustrial life madethese studies so vital to the children that they were eager to write aboutit in prose and poetry. Thus, when they thought of the flood of gifts exciting and warm- ing the hearts of young and old on Christmas Day, the image of those who created these things was uppermost in their minds. This play is the result—Louise Frazier, teacher. Tis semester we have been studying about the industries of America. We made trips to the flour mill, paper mill, and newspaper office. When we came back we started thinking about the people who raised the wheat to make the flour, those who made the paper, and the men who molded the steel for the machines that print our newspapers. So we said why couldn’t we have a play about them? But we also wanted to give a Christmas play; so we com- bined the two ideas. All of us helped to write the parts. We used the tunes of different songs and made up the words to go with them. We designed and made our costumes, also the illustra- NUMBER 9; DECEMBER 1938 iuge ‘; helidieial tions. Our teachers in art, music, and physical education helped us. We hope you will enjoy our play—The fifth grade, Horace Mann School. Characters: CHILDREN—Jane, Bob, Mary. THE FARMERS—number unlimited; dressed in full green robes, carrying rake, hoe, spade. THE MEN OF sTEEL—number unlimited; dressed in short gray smocks, wearing black goggles; bare arms and legs. THE MINERS—number unlimited; dressed in short black smocks, wearing head torch- lights made of painted cardboard, one group carrying cardboard torches. THE FACTORY GIRLS—number un- limited; dressed in red and yellow robes, wearing tailor shears of black cardboard suspended from their necks by measuring tape. Setting: Should be very simple; full dark curtains form the back- ground; a Christmas tree at ex- treme right stage; a pile of Christ- mas toys at right front; flights of steps on both sides of front stage. (Curtains open. Jane is seen sitting among her toys, reading a book. Bob runs in from left.) pop—Merry Christmas, sister! Why, what is the matter? JANE—Matter enough! This isn’t a very merry Christmas for me. I didn’t get that bicycle and I had my heart set on it. pop—Well you can’t expect everything. Look! You got a doll, a new dress, books, handkerchiefs, and a new pocketbook. JANE—Well, maybe so, but the pocket- book doesn’t have a monogram and | wanted a doll like Mary Ann’s with real hair. You didn’t get so much yourself. BoB—No, I didn’t. Here’s a book about [ 261 | Peter Pan, while I especially wanted that latest book about Frank Buck. MARY—( entering from right) | want to see what I got for Christmas. spop—Well I wish you better luck than I have had. A leather jacket! I already have a jacket. Another fvotball! Why couldn’t it have been a baseball? MARY—( holding up her stocking) What The iron is melting. Quick, do your job! Red flame leaps from the furnace. All the processes are done, And the steel is made ready for your toys. Hear the Men of Steel. Men of Steel, with force: We are the Men of Steel. croup 1—Is everything right? croup 2—All is safe. att—Light the fuse and run for your life! The Factory Girls move forward. All characters on the stage make a buzzing sound for eight counts. Factory Girls speak monotonously. Others repeat buzzing during fourth and eighth lines. N 1 [i ; Buzzing and whirring all day long; ? > : Te & g y tong; el phn Bong candy? Will you have a We get the = ore trom the big pits in That is the rhythm of the fact’ry song. follow ¢ ; be as : : the mountains. We make books and dresses h: JANE—Let me see if it is the kind I like. j, 3, hard on our hands: Sie . we hi Sil ; aN ; As the whirring and the buzzing and the (Silence for a minute while the children The 1 : “-e ee j of the look at their toys. Bob’s eyes are attracted on oar hands ‘ In toward the end of the hall. He expresses All day long the girls are working; war “ wonder, then amazement.) We who stand guard by the furnace, We work cight hours thruout the day. | racy.’ jaa “1 : : Fanti BoB—( pointing) Oh Jane, Mary. Look! While the heat scorches our faces, Never-sest—we do our best, up a Workers march by twos down center aisle and While the blast furnaces melt the iron for As the whirring and the buzzing goes on | opera enter stage by two flights of steps at sides. The; you, all day. i march in the following order: Factory girls, in We give our lives for you. ing t pairs; behind, farmers on right, steel workers on We are busy making things for you. the fi left; th mers, 1 irs. They sing s ) at first. i thi . ee. We ae exhausted whe the dy i thu | I = , 2 eae ike the world when it was new. : : , j volume. They march up on the stage and form a fe thateee Re teal: So you should be grateful for what we | Briar semi-circle behind the children, singing: Wh rage on sd nr j have done. An Hark, the song the reaper sings! hn srg os ae 1s — Now, let this be a merry Christmas for | many : é e toys for you. ; ; See the ripened sheaves he brings! y y everyone! vain. Victor down the western road Little girls, little boy, The children speak: the ] He bears his shining load. Look at all the hard work Ww — pape Patient toiler day by day, We have done for you. ae: ee natio Pe ES ae thought how hard you worked to make worl " is c . ] s me 2 lous: ] J $ i | Garnered safe from wind and rain, 7, Miners mone cain in two aro these things fr us : - fi Cc : RY J characters sing: ‘ly sack y His meed of golden grain. ; = pop—I like my jacket. a i. : J i is ANE—I’ ‘ cs | So they toil in ev'ry land, oe the ground, the miner is at JANE ae —— books. . ; ' MARY— 4 in Those who strive with brain and hand, N ee Rae) rer Bais h ” teachin I i . Not much joy has he, staying in the earth. sev They who set them with a will Joy : ying Joyously the workers stretch forth their hands to This great world’s need to fill. Toiling all day long; not much pay gets he; /”¢ Antes, whe, ae then Tree eee . Patient ever day by day, He seust be a brave man, staying sailed, the er given below. The workers march off as Basil ead tieae'n their coll obey. td stage, own the center aisle, and out of sight sing- wipe auf vr , g ° ing “The Reaper’s Song.” The children watch h ousan essings Heav’n shall send : ' , them as they disappear into the distance. Bob tosses there * ably st Pick and d h d so dark oo When toil and care shall end. ick and dynamite, in the ground so dark, = 4;; hall, Mary fondly holds her doll, and Jane | Worl H i , Tike, daiinare diam feaitad-cavine, thee e must do his part, down beneath the reads a book. The curtains slou ly draw together. | than and bags of potatoes. Their speech and movements ground. 4-4 sran indicate fatiaue. They sav i oe: SF TS Fie Be OR Ser ae GE ; cate fatigue. They say in unison Joy he never knows; has no | a A ee Se ee Be pi gy” ag ae onl ih es st at le a SS h baba 83 eart for song, ee ee re thes a e toil pee yrgia + raaqgam ‘ Toiling underground, all SS StS Seah tt eee the oO you know the hards Ips we endure, the day long Steel Men:Tap the steel,hear it ring; Bring the hammer, watch it swing, ef ’ pdt — , Children: Thank min - ers of coal; Thank you k- ers of steel, cede In winter’s snow and spring s rainr a: Let = sing, let us sing. Mae the whole wide world ring! hes All kinds of weather, Miners speak: “ Winter, summer, spring, and fall. ener: +—Waernins' _ We grow the fruit you eat today; Ww Pe ql whi ;ROUP 2— ! We grow the popcorn, strung upon your wis a d ar ae all: "Prom the mines, from the fielde,from the fac- t'ries we com. om tree. . oot 1n ept Miners: For we've ga- thered the coal fromthe moun-taine of stone. | Ir T ° - GROUP Wynn Jur boots will Steel Men;It will mold, it will bend, it vill mke toys for you. Wel font the dond'in: epring, : : SS, SESE Secu Soc ae Sow the seed and weed it later. keep us dry. arch . We sweat in the hot summer sun; croup 2—The air is foul exer We get pretty cold in winter; and damp. over But we're doing things for the world! aLL—Keep moving; keep fn del the po the 8, And the fruit and the & cots, Wer . : : : * - chines, We do our part for you. going and we won't catch Pr ell ~ da msn le wth“ Thank 9% fare - ere of 4 woth thee ” x All: Now our du- ty is done, Now it's oe to v ’ The Men of Steel advance with slow but firm cold. Was steps to the center of stage and stand facing the croup 1—There’s the ow audience while all the other characters chant: place. ‘ So Whe Oh great Men of Steel, Group 2—Have you the par With strong and sinewy hands, torch? po i ae A gC en; EY i =, gle - ia! Y ou ork from dawn to dark ALL—We must move this ee ee ae ‘ing Ser a ™ With your strong and mighty hands. mountain of stone. Sie a ek ee ey etek ee pon a opk [ 262 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Vo: ur ers ht ers he ay. Tru. we for ver ake 1s to sing - of ing: atch asses Jane ther. ATT sets, ines, il, he AAAI ION 47 BIRDSEYE VIEW of OUR WORLD lives of individuals, there are differ- ent cycles. A trend sets in; reaction follows. Recently, in the world at large, we have been witnessing such a swing of the pendulum. In 1917 and 1918 we were fighting a war “to make the world safe for democ- racy.” In 1919 and 1920 we were setting up a League of Nations to build a co- operative world. In 1925 we were hail- ing the treaties signed at Locarno as the final guaranties of enduring peace. In 1928 we were saying the Kellogg- Briand Pact had outlawed war forever. And today? Today we are saying— many of us—that the war was fought in vain. That the League is a corpse. That the Kellogg-Briand Pact is a scrap of paper. That there is no law among nations but the law of force. That the world is getting ready for a war that will end civilization. We hear these things said, read them in our papers, every day. Are they true? ls everything lost? Has international co- operation really disappeared altogether ? Was it so thin a veneer that it could be wiped off the map in a few years? Is there really less hope today that the world will ever learn to live in peace than there was when our great-great- grandfathers were boys? Before we can even try to answer these questions, we must glance back at the cycle of world history which pre- ceded the present one. Before we can begin to understand the trend in world affairs today, we must look at the trend Which led to the recent swing of the pendulum. In tue sixteenth, seventeenth, and tven the eighteenth centuries the mon- archs of the Western European states exercised increasingly autocratic power over their subjects. To be sure, there Were exceptions. But on the whole the theory of the “divine right of kings” was accepted, at least so far as the king’s own realm was concerned. And later, When the autocrats were replaced by parliaments, the “sovereignty” they had tnjoyed was transferred to the legis- hture, the state, or the people—philos- ophers could never agree which. Today [' THE History of the world, as in the Varian Fry Foreign Policy Association, 8 West goth Street, New York, New York the world is made up of independent nations each of which claims to be ab- solutely “sovereign”—that is, free to do exactly as it pleases without answering to anybody for its acts. This notion of “sovereignty” is a holdover from much earlier times. But in spite of its origin, and the fact that it scarcely jibes with the hard facts of the world today, it has become a sacred doctrine in the western state system in which we live. Of course, it is obvious that not even the autocrats of the sixteenth century were completely “sovereign.” For how- ever arbitrary they found it possible to be within their own realms, once they came up against their fellow autocrats their powers were necessarily limited, in fact if not in theory, in proportion to the strength of their adversaries. It was probably the realization of this fact which led to the institution of the prac- tices of diplomacy, international law (which, tho lacking an agency to en- force its rules, became at least as power- ful as any recognized social code), and the game of maintaining the balance of power, so that no one autocrat would become powerful enough to impose his will on the others. These institutions, too, we have inherited from the days of the “sovereign” kings. In the Middle Ages there was little or no nationalism. People were loyal, not to the group which happened to speak the same language, but to the manor, the lord of the manor, the church. By the beginning of the six- teenth century, however, distinct na- tional groups had already begun to appear in Western Europe. But these national groups were not yet very close- knit. Later there developed among the various peoples of Europe a growing consciousness of national unity—a con- sciousness which was enormously quick- ened by the French Revolution and the intellectual movements of the latter half of the eighteenth century. In fact, one could almost forget its early roots and say that the seeds of modern national- VOLUME 27, NUMBER 9; DECEMBER 1938 ism were sown in the years just before the French Revolution. Today it is in full flower, and there is hardly a corner of the world where people do not think it right and proper for states to correspond to “nations”— that is, for all who speak the same lan- guage and share the same customs to have the same government and occupy a single, unified piece of territory. In- deed so universal is this belief that we habitually use the words “state” and “nation” interchangeably. And fanat- ical nationalists like Adolf Hitler are evidently ready to plunge the whole world into war in order to make the boundaries of their states correspond with the boundaries of their “nations” —their language groups. In the Middle Ages—or, for that matter, in the six- teenth and seventeenth centuries—that would have seemed about as plausible an excuse for annexing your neighbor’s land as the plea that you wanted to get all the oak trees in the world inside your borders. But modern nationalism is not merely a belief that people who speak the same language and share a common culture should have the same government. It is also a kind of religion, a faith which puts the nation above everything else, which calls on the members of the nation to give unquestioning allegiance to the national state and, in case of war, to subordinate all other allegiances to the needs and demands of the state. The cult of modern nationalism tends, too, to foster the idea that other nations and their peoples and cultures are somehow less worthy than one’s own, that there is no country like one’s own country, no anthem like one’s own anthem, no flag like one’s own flag. In scarcely more than a century and a half this new kind of nationalism has remade the world. It has consolidated the older nation-states of Europe and has called new nation-states into being. It has spread to the farthest ends of the earth, creating strong nationalist move- ments in India, China, and other dis- tant places. It has chopped the world up into a series of competing national states whose boundaries and tariff walls cut [ 263 | across the natural channels of trade and dam up the stream, causing economic dislocation and economic depression far and near. And it has led to a series of nationalist wars far more costly and far more destructive than any the world has ever known before. It is perhaps well to remember that nationalism is found in its most exuber- ant form today in the two Great Powers which have most recently attained state- hood—Italy and Germany—and that in other countries which have had longer to test its merits and to become dis- illusioned with its alleged virtues, it seems already to be waning or at least to be growing older and more sober. The upheavals of the French Revolu- tion and the Napoleonic Wars greatly altered the autocrats’ attitude toward their own power and convinced at least some of them that they would have to cooperate more closely in future if they were to avoid a repetition of the events of the period between 1789 and 1814. For by throwing off the rule of the Bourbons the French people had dem- onstrated that the autocrats of Europe could no longer be sure of remaining on their comfortable thrones unless they cooperated with one another to prevent revolutions from starting or to beat them down, once begun. And by com- ing within a very short distance of making himself the emperor of all Eu- rope, Napoleon Bonaparte had proved that closer and more continuous cooper- ation would be necessary also if the bal- ance of power, or anything like it. were to be maintained. The result of these lessons was the birth of the conference method. When a question affecting only two nations had to be settled, the method of diplomacy was good enough. But when questions arose in which a large num- ber of nations were involved, diplomacy proved cumbersome and slow. For it provided no means whereby the repre- sentatives of all the nations interested in a common problem could meet around a table, discuss the problem, and arrive at a mutually satisfactory conclusion. Such meetings came to be arranged first to settle the issues left over from wars. But after the Napoleonic Wars, Great Britain, Prussia, Austria, and Russia signed a treaty in which they agreed to meet in conference whenever peace or the status quo seemed to be threatened. [ 264 | The series of conferences which followed and the practice of meeting in confer- ence which they established have come to be known as the “Concert of Europe.” The idea was later taken over by the western hemisphere in the series of Pan- American Conferences. Even before the World War the con- ference method was lending itself to the solution or attempted solution of a mul- titude of international problems—social, economic, legal, political. It was limited, however, by two facts: [1] That there was no well-oiled machinery for calling a conference quickly in case of emer- gency; and [2] that decisions had to be reached unanimously. In other words, the nations showed little willingness to surrender their precious “sovereignty” when they went into conference, altho they set up all kinds of machinery for settling disputes between nations, such as arbitration, mediation, and commis- sions of inquiry, which might or might not be used as the disputants chose. In the technical field, on the other hand, commonsense dictated some modi- fications of sovereignty. When, after the industrial revolution, countries were linked to countries by copper wires, steel rails, underwater cables, ship lanes, postal service, automobile routes, radios, and air lanes, and the exchange of raw materials and manufactured goods became an everyday necessity, some kind of con- tinuous international cooperation was obviously needed, if only to keep things straight. International conventions were signed providing that the signatories alter their laws or policies to conform to those of other states. International unions, such as the International Tele- graph Union and the Universal Postal Union, took over the actual government of specialized fields of international re- lations and set up permanent bureaus to carry out the decisions of their gov- erning bodies. If it had not been for the international unions, many difficulties between nations might not have been solved and economic nationalism might have been much more dangerous than it is even now. But the great limitation of the unions was that not one of them touched the issues over which nations sometimes fight. In the comfortable prewar world, how- ever, all this looked to the optimists and pacifists like a hopeful beginning. It looked as if, sooner or later, the-methods which had been developed for the peace. ful solution of some problems could readily be applied to the peaceful soly. tion of all problems. With the cataclysm of the World War, however, these hopes came tumbling about the ears of the idealists. They had to face the cold fact that, tho the machinery for international cooperation was there, the will or the obligation to use it was not. But the war did not put out the lamp of international cooperation. On the con- trary, for a while at least, it made it burn the brighter. For it is one >£ the ironies of history that nations cooperate most closely when they are waging war, or facing the immediate threat of war. Thus, before many months had passed, almost half the nations of the world were cooperating closely as allies, pooling men and materials in a gigantic effort to win. At the same time the mag- nitude of the war’s horrors was making the need for international cooperation to prevent war all the more apparent. It was these horrors which gave a new urgency to the peace movement and led to the establishment of the League of Nations. There is not scope in this brief article for a lengthy discussion of the League, its successes and its failures. But it is perhaps worth noting here that not even immediately after the World War, with all its horrors, were the sovereign states of the world willing to give up com- pletely their right to impose their will on other nations by force. It is important to remember that the Covenant recog- nizes the right of nations to resort to war and specifically states the circum- stances in which they may lawfully do so. Many people have supposed that be- cause the League has failed to prevent war, it has “failed.” But that view is not necessarily sound. It is worth noting, too, that quite early in the game various powers demon- strated that they were willing to use the League only for what it was worth to them individually and that they intended to protect themselves in the old tradi tional ways as well. Within a year after the founding of the League, France and Belgium had violated the spirit of Article 18 of the Covenant of the League, by concluding a secret military alliance. In 1921 and 1922 France made a series of bilateral agreements with Poland, under the terms of which she lent Poland large THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION sun ofh nit hac the Ru an she ba ar! th ace. uld lu ysm Opes the fact onal the amp con- urn Nies Nost , Or had the llies, intic nag- king Nn to t. It new 1 led e of ticle gue, it is even with tates som- will ‘tant cog: rt to y do t be- vent ; not sarly non- > the h to aded radi- after and ticle , by >, In 2s of nder arge Learning in social studies classes the power of an informed public opinion as a factor toward peace. sums of money and supplied her with officers to train her new army, and mu- nitions and weapons with which to equip it. Meanwhile the three nations which had obtained territory from Hungary at the Peace Conference—Czechoslovakia, Rumania, and Yugoslavia—had formed an alliance of their own in case Hungary should ever try to get any of her land back. Known as the Little Entente, this arrangement bound each nation to give the others military aid in case of attack. Realizing that this coalition could be used against Germany as well as against Hungary, France next proceeded to bring it, too, into the alliance system she was erecting. She signed a treaty with Rumania in 1926 and one with Yugo- slavia in 1927. For years thereafter she lent huge sums of money to the nations of the Little Entente. The purposes of these loans were to keep the French allies friendly; and to keep them strong. When Adolf Hitler came to power in Germany in 1933, withdrew his country from the League, and set about creating a new German army and air force, France became alarmed. Her alarm was increased when one of her allies, Poland, concluded a treaty with Germany. For while the treaty did not release Poland from her obligations to France, it sug- gested that Poland could no longer be counted on in case of need. So, in 1935, to strengthen her alliance system against Germany’s growing power, France signed treaties with Italy and the Soviet Union. Now, at last, her ring around Germany was complete, for she had brought into it every nation on the continent of Europe which could be expected to take up arms against Ger- many in case of war. Thus was built up a system of alliances which functioned entirely outside the League and which bore eloquent witness to the Powers’ lack of faith in the League they had created. And how did the system work? It didn’t work at all. Italy deserted the French camp almost as soon as she had joined it, lining up with Germany in- stead. When the test of the French alli- ances came, in September 1938, and Chancellor Hitler of Germany an- nounced that he intended to invade Czechoslovakia (an act which would have obligated France to lend Czecho- VOLUME 27, NUMBER 9; DECEMBER 1938 slovakia military assistance) unless the German-inhabited areas were handed over to him, the French, urged on by Prime Minister Neville Chamberlain of England, told their Czech allies that they would have to give in to Germany’s de- mands or face Germany’s armed might alone. In this way war was averted—for a time, at least—but only by surrender- ing to the threat of force. Germany has been immensely strengthened, not only in prestige, but economically and strate- gically, by her diplomatic victory. And the power and influence of France seem destined, as a result, to sink to a low ebb. Just as the game of power politics has been played alongside the League, so has a system of treaties for the peaceful settle- ment of disputes been erected outside the League. Altho these treaties were con- cluded between lesser Powers, or be- tween lesser Powers and one of the Great Powers, and altho the provisions for set- tling disputes which they set forth have seldom been invoked, they nevertheless constitute in the postwar world a slow but sure development of an older trend— the trend toward cooperation rather than conflict among nations which it seems that only the Great Powers are unwilling to follow. As we look at the record of these Great Powers, we are forced to the conclusion that they have all along, despite the League, despite their high protestations, been following a trend of their own. And it becomes a question whether the events of the past six months in Europe have really come about as a result of.a swing of the pendulum, or whether the pendulum has not been moving in the same direction all along. An emotional Courtesy, Long Beach, California, Public School | reaction there is at present—a reaction from the high hopes of the early twenties —but if these hopes were not founded on any realistic basis, if the policies and aims of the Great Powers were from the beginning in contradiction to the pur- poses of the League, then we can hardly regard recent developments in Europe as a setback for the forces of sweetness and light, but rather as the logical result of an absence of sweetness and light. And in the long run, that may mean that the forces making for international cooperation are just about where they were when they started, at the end of the war, with a good deal less rose-colored hocus-pocus to blind them to the reali- ties of the world we live in. What sort of a balance-sheet, then, can we draw up? On the side of cooperation, we can set a slow but steady growth over the last four hundred years. We have seen how the sovereigns who ruled the nation-states of Europe in the Middle Ages claimed freedom to do exactly as they pleased. We have seen that this idea of “sovereignty” persisted after the per- sonal sovereigns had gone, and that states today still cling to it in theory. But we have also seen that at an early stage in the development of the nation- states it became necessary for them to cooperate—thru diplomacy, thru inter- national law, thru alliances and wars— to maintain the balance of power. Then, beginning early in the nineteenth cen- tury, we have noted the appearance on the world stage of a whole series of new forms of international cooperation: Full- dress diplomatic conferences, technical conventions, technical unions, mediation, commissions of inquiry, arbitration. [ 265 | \ { And we have seen how, in the summer of 1914, the nation-states brushe Aside the methods of international cooperation for peace they had invented and plunged into the bloodiest and most destructive war in all history. But we must also bear in mind that, even during the war, most of the tech- nical international organizations con- tinued to function, and that, within the Allied camp, new and more powerful organs of international cooperation were devised. And we have seen how the peace movement, which began a hun- dred years before, gathered new strength in the latter years of the war and resulted in the most ambitious attempt at inter- national cooperation of all, the League. Looking at the technical work of the League, we find it good; looking at the political work of the League, we find it, for the most part, disappointing. Along- side both, we see a number of other post- war developments in international co- operation which have nothing to do with the League: A world bank, a number of new technical unions, a World Court, two hundred treaties providing for the conciliation, adjudication, or arbitration of all disputes between the signatories, and the acceptance by most of the na- tions of the earth of the general renunci- ation of war and the general agreement to settle all disputes by pacific means contained in the Kellogg-Briand Pact. Thus we realize that an amazing change has occurred in the western state system, a development, or series of de- velopments, which no one living a hun- dred years ago, fifty years ago, even twenty years ago, could possibly have foreseen. The once haughty and some- times insolent “sovereign” states have tried to find means whereby they can live together in peace and security and cooperate to achieve a better life—in- stead of competing and fighting, to the ultimate loss of all. The very fact that this effort has been made is in itself a sign that new forces have entered the western state system which may eventu- ally change it beyond all recognition. But on the other side of the ledger we have to set the unpleasant “realities” of the world of the moment. We cannot forget that nationalism has taken new and more menacing forms in recent years, and that power politics—that most dangerous of all games—is being played today more recklessly, and for higher [ 266 ] stakes, than ever before. We cannot for- get that some states are nursing ambi- tions which they can only achieve by the threat of war and which, to realize, they are willing to break all their past promises. We have to face the fact that large parts of the world are ruled today as dictatorships—those systems of gov- ernment in which, as some wit has re- cently put it, everything which is not forbidden is compulsory—and that these dictatorships lump all forms of interna- tionalism together with “World Jewry” and communism, and denounce them all alike. We have to admit that as a force for peace the League of Nations seems now to have been discarded even by the democracies, to be replaced by “deals” in which the potential aggressors ap- parently get exactly what they demand. We must not forget that in place of the collective security of those hopeful days just after the war the nations of the world have now embarked on the most gigantic armaments race of all time. Last but by no means least, we must re- member that the new and more strident nationalism of these latter years has di- vided the world up into artificial units surrounded by tariff walls and other barriers so high that very little trade can get over them. It may be that in future years the forces of disorder will prevail over the forces of order, the forces of nationalism over the forces ot internationalism. It may be that much, if not most, of the international cooperation the world has so painfully achieved in the past one hundred and twenty-five years will be swept away, and that historians of the future will look upon it as a flash in the pan, as the vain efforts of deluded men to harness forces they little understood and still less controlled. It may be, as many persons predict, that a new and more horrible world war will come, and that it will leave in its wake not inter- national cooperation and order but inter- national anarchy and’barbarism. It may be. But the truth is that no liv- ing man or woman can tell. No one will deny that the future looks dark and stormy. And yet there are one or two rifts in the clouds. In the western hemi- sphere, at least, international relations seem to be improving, and the Good Neighbor policy seems to be dispelling much of the suspicion and distrust of former years. The Hull trade program THE JOURNAL OF has made a beginning in the long, slow task of lowering trade barriers and re- storing normal economic relations be- tween nations, not merely in the western hemisphere, but everywhere. In Europe there are powerful circles even in the dictatorship couutries which do not ap- prove the turn events have recently taken and would prefer to see their nations re- sume the cooperative methods of former years. Moreover, not even the dictators have been able to renounce international co- operation altogether. However much the thought of internationalism may pain them, Mussolini has not withdrawn Italy from the International Postal Union, nor has Hitler forbidden Dr. Schacht to at- tend the meetings of the Bank for In- ternational Settlements. Forces beyond their control may compel these men to accept more rather than less international cooperation in the future. In this connec- tion, perhaps the most hopeful sign of ail is the enthusiastic reception the dictators received from their own people after the Munich conference had averted the threatened war over Czechoslovakia. Altho we may deplore the “deal” that was made at Munich and its results— the uncurbed dominance of Germany in Central and Eastern Europe, the isola- tion of Russia, the loss of prestige of France and Great Britain—we must recognize that the demonstrations which followed it showed that even in the regi- mented dictatorship countries peace is more popular than war. And not even dictators can afford to ignore public opinion altogether. In free countries like ours, public opinion is a powerful force. And an in- formed public opinion is more powerful by far than an uninformed one. That is why it is well to take a broad view of the whole history of international coopera- tion and try to decide for ourselves whether the trend toward an enlight- ened world order is not still to be seen, in reality no weaker than it was, beneath all its fine furbelows, at the end of the war. We shall then ask ourselves whether the present situation was not implicit in the course followed by the peace-loving democracies as well as in that followed by the dictatorships. And we shall be in a position to judge whether there is not in world affairs today rather an emo- tional swing of the pendulum than a real reversal of the trend of events. THE NATIONAL EDUCATION ASSOCIATION with comil move measi thirte unite in 17 of a stude Scho He v pape! coacl speci Offic trans trave table comy mad Bc dista regu tran: tions (wh Yor! in 1 road mor: time pass Atle But thes whi stag Bie Os n, th he er ng ed 10t 10- IN Toward World C. cooperation ow Bic is the world? In miles, it is the same as always, but in hu- man terms its size has changed with the invention of new ways of over- coming space. The whole world, as we move into 1939, is actually smaller measured in time-size than were the thirteen Atlantic seaboard states that united under the American constitution in 1789. That is the startling conclusion of a careful study made by a graduate student in my seminar at the Fletcher School of Law and Diplomacy last year. He went to files of New England news- papers 150 years old and noted the stage- coach advertisements and the published specifications of the young U. S. Post Office when it called for bids on the transport of mails. Then he collected travel data for 1938, using official time- tables of air and steamship and railway companies. Some of his findings are made graphic on the following pages. Both for 1790 and for 1938 the time- distances given are those by the fastest regularly scheduled means of public transportation, under the best condi- tions, assuming perfect connections (whether strictly possible or not). New York is shown as four days from Boston in 1790, but in winter or over the muddy toads of spring it often took a week or more for the journey. The 1938 travel times will be out of date in 1939, for passenger flights will soon span the Atlantic, as they now do the Pacific. But even in the world of 1938 the far- thest cities are only 15 days from Boston, while Savannah in 1790 was 18 days by tage, 7 to 25 days by sea, depending on the winds, if there were a sailing. Travel-time is not the only important social measure of distance. We hope ter to study changes in the cost of tfansporting goods, and in the speed, tequency, and cost of communicating Messages and news. But the comparisons of travel-time shown here can be taken 4a rough, average picture of the extent t0 which modern technology has made literal truth, with profound social con- quences, out of the trite remark that ‘the world is a small place, after ail.” The world is still shrinking under the Magic wands of radio inventors, tele- Vision engineers, sub-stratosphere plane EUGENE STALEY Fletcher School of Law and Diplomacy, Medford, Massachusetts designers, organizers of large-scale in- dustries and of farflung business con- nections. Tho a hundred miles today mean less than ten miles meant in days our fathers can remember, who would deny that a thousand miles may count for less in the lives of our children than a hundred with us? All this seems ob- vious, but very few people, even in high places, have seen clearly what vast social and political readjustments and what vast changes in our thinking it makes necessary. As for our children, will the mental world maps we are giving them today guide them or mislead them in the world of their adulthood? Will those mental world maps (the “obvious facts,” he unstated assumptions, the ready- made attitudes that determine one’s set of mind and one’s response on public questions) fit their times, or will they, like those of most Americans today, still be based on the realities of about 1890? Quite literally, the world has become so small in the human sense that or- ganized cooperation on a world scale is as needful today as was organized cooperation among the thirteen quarrel- some states that got their independence in the American revolution. Federation under the Constitution saved them then. Today, nothing less than world federal- ism will be enough to save our civiliza- tion from the ravages, not only of war itself, but from the economic and politi- cal and spiritual destruction wrought by the constant menace of war and the habit of thinking always in terms of national interest even when problems are inter- national. Our children, if we can’t do it, will have to raise up George Washing- tons and James Madisons of the world. Otherwise their civilization will succumb —supposing that ours squeezes thru. In their task of organizing world co- operation, the federalists of today and tomorrow can get inspiration, courage, and even some lessons in tactics from the federalists of 1781-1789. In that “Critical Period of American History,” as the historian John Fiske called it, the VOLUME 27, NUMBER 9; DECEMBER 1938 ties of war against a common enemy had slackened and new ties of organized government under a federal system had not yet been formed. It was doubted whether they could be formed. The states were joined in a loose league by “Articles of Confederation” that can be compared at many points with today’s League of Nations’ Covenant. Congress had no power to tax and had to de- pend on contributions from the states. There was no federal army except as contingents of troops might be fur- nished by the states in an emergency. Import and export tariffs were ievied by the separate states against each other, and Congress could do no more than the League of Nations today to bring har- mony or moderation into their use. There was no federal judiciary. (Today we do have a World Court, tho the United States stays outside.) There was no federal executive; a sort of executive committee on which each state was rep- resented sat between sessions of Con- gress. Important actions had to be by consent of nine out of thirteen states, and the Articles could only be amended by unanimous consent of all the states. On the other hand, the Articles of Confederation (again like the League Covenant) were broad enough in scope so that a strong central authority might have developed had there been a general will among the states to fulfill their ob- ligations under them. Weaknesses of the Articles should not be overstated. Con- gress had power to regulate the value of coin struck “by their own authority,” to borrow money, emit bills of credit, and dispose of lands. Thus it had a source of revenue. It had power “to build and equip” a navy and to control an army once the states had supplied the troops. Its power to establish special courts might easily have led to regular courts, and the executive committee might have led, thru precedent, to an effective exec- utive authority. Certainly much of our government today is not explicit in the Constitution. However, events in the first part of the critical 1780’s did not move in the direction of federalism. (Nor did they in the critical 1920’s and 1930's.) The power of Congress (like that of the League) declined with each [ 267 | PITTSBURGH ALTOONA i DAYS 9 DAYS succeeding indication of impotence. The Articles (like the Covenant) failed partly because of inherent defects, partly because of mistakes of the men applying them to concrete situations, but mostly because in the whole historical complex of the time people were not yet willing to have them work. In the case of the League Covenant, this unreadiness was expressed most tragically by the non- participation of the United States. The federalists of the 1780's succeeded in building a new structure on the basis of past experience. They proceeded to replace the Articles, around which events had created the precedent of weakness, by an entirely new Constitu- tion, and invested it with the precedent of strength. They were able to per- form this task partly because events had worked a change in popular sentiment: “People were more afraid of anarchy and not quite so much afraid of cen- tralization.” Will our analogy hold in the world history of the next few years? Probably the obstacles in the way of world federalism today are greater than those overcome by the early American federalists. There are language barriers, long traditions of hostility, different cultures and races and social systems, that did not plague the work of Wash- ington and his friends. Yet they did not have plain sailing, either. The way Southerners thought of Yankees and Pennsylvanians of Marylanders was not entirely different from the way French- men think of Americans or Englishmen of Germans. In 1760 Lewis Morris, father of Gouverneur Morris, declared in his will that he wished his son given the best education that could be had in England or America—outside Connecti- cut. The boy must be kept from there, lest he imbibe the “low craft and cun- ning so incident to the people of that [ 268 | | aw READING NEW YORK SPRINGFIELD . WN \" & 6 DAYS 4 DAYS 2 DAYS a eee: Se 4 HARRISBURG PHILADELPHIA HARTFORD 7 DAYS 5 DAYS Je| SCHEDULED TRAVEL TIME. |p|: {s . "| DISTANCE FROM BOSTON |e country.” There were territorial dis- putes, too, many of them. One between Connecticut and Pennsylvania actually led to bloodshed. As for the unneighborly economic regulations of the states, Hamilton feared in the light of the past that they would become more and more “serious sources of animosity and discord.” The import tariffs levied by Maryland, Penn- sylvania, New York, and Massachusetts applied to trans-shipments thru their ports and roused deep resentment in other states. “Our discontents were fer- menting into civil war,” later wrote Fisher Ames. By 1785, New England and most of the Middle States were pro- tecting “home industries” against for- eign imports, and all the duties imposed by the various states applied to each other just as to Europe, unless specific exceptions were made to the contrary. A single instance of commercial war, recounted by Fiske, shows how far things had gone: The city of New York, with its popula- tion of 30,000 souls, had long been supplied with firewood from Connecticut, and with butter and cheese, chickens and garden vegetables from the thrifty farms of New Jersey. This trade, it was observed, carried thousands of dollars out of the city into the pockets of detested Yankees and de- spised Jerseymen. It was ruinous to do- mestic industry, said the men of New York. It must be stopped by . . . a navi- gation act and a protective tariff. Acts were accordingly passed obliging every Yankee sloop which came down thru Hell Gate, and every Jersey market boat which was rowed across from Paulus Hook to Cort- landt Street, to pay entrance fees and ob- tain clearances at the customshouse, just as was done by ships from London or Ham- burg; and not a cartload of Connecticut THE JOURNAL OF SA +8A ¥. firewood could be delivered at the back. door of a country-house in Beekman Street until it should have paid a heavy duty. The New Jersey legislature found a way to retaliate. It laid a tax of $1800 a year on a small patch of ground on Sandy Hook where New York had built a lighthouse. In Connecticut, at a meeting of business men, it was agreed to suspend all commercial intercourse with New York, and every merchant signed an agreement, under penalty of $250 for the first offense, not to send any goods whatever into the hated state for a period of twelve months. “By such retaliatory measures it was hoped that New York might be compelled to rescind her odious enactment. But such meetings and such resolves bore an ominous likeness to the meetings and resolves which in the years before 1775 had heralded a state of war; and but for the good work done by the federal convention, another five years would scarcely have elapsed before shots would have been fired and seeds of perennial hatred sown.” ... Finally, the federalists of the 1780's had to meet opposition of much the same character, wielding much the same type of oratory and argument, as has been met in modern times by men who propose steps in the direction of world union. Foes of the federal Constitution argued that it was a dark conspiracy on the part of one or two powerful states to secure the support of the other states for their selfish ends. North Carolina and Rhode Island, delaying ratification to the last, feared that their boys would be called upon to fight the battles of Virginia and New York. Samuel Adams proclaimed a widely held view that 90 long as the country was divided into “haves” and “have-nots,” merchants of the one hand and laborers on the other, THE NATIONAL EDUCATION ASSOCIATION da 0 a nad it a Irse ant r of end tate ‘By 1 to uch an and 775 but eral wuld uld nial 80's the ime has vho orld ‘ion ates ates lina ion wuld : of ims t so into on her, ION CALCUTTA 11 DAYS - it was useless to try to establish an ef- fective system of national law and order. Patrick Henry pictured the possibility of the entire Senate’s being bribed by Spain to vote away the Mississippi. Washington said of the Anti-federalist publications: “I have hardly seen one that is not addressed to the passions of the people.” In Massachusetts a handbill thus summarized the “Disadvantages of Federalism upon the New Plan”: [1] The Trade of Boston Transferred to Philadelphia; Boston tradesmen starving. [2] The Discouragement of Agricul- ture, by the loss of Trade. [3] People indolent, dissolute, and vi- cious, by the loss of Liberty. [4] A Standing Army, and a Navy at all Times kept up, to give genteel Employ- ment to the idle and extravagant. [5] Importance of Boston annihilated. [6] The wealthy retiring to Philadel- phia to spend their revenues, while we are oppressed to pay Rents and Taxes to Ab- sentees. [7] Liberty of the Press restrained. [8] Trial by Jury abolished. [9] Representatives chosen in such a manner, as to make it a Business for Life. [10] Religion abolished. George Washington and Patrick Henry were both loyal Virginians. Which was the more farsighted and which better served the interests of Vir- ginia— Washington, with his “world- view” which saw the need for merging state loyalties into a common federal loyalty where questions of inter-state importance were at stake, or Henry with his purer localism and his violent Opposition to the new plan for union? Patriotic Americans, like patriotic Frenchmen and Canadians and Ger- mans and Chinese, have to learn a les- son from George Washington today. It is one of the ironies of history that when our modern Patrick Henrys want to jus- gt | SCHEDULED TRAVEL TIME [E || DISTANCE, FROM BOSTON tify aloofness from cooperative action by the largest industrial country on earth in a world smaller than the one Wash- ington helped to unite, they quote Washington’s perfectly reasonable ad- vice about the foreign policy of a feeble United States three weeks removed from Europe. The proverb has it that the devil can quote scripture; that is hardly a greater paradox than a modern isolation- ist’s quoting Washington, the federalist. There is no interest of the United States in world affairs today which ought to transcend, even from the most selfish point of view, our interest in the speedy development of organized world cooperation. No other question in for- eign affairs even remotely affects the welfare of our people so much as this one fundamental issue: Can the world community be organized? Yet our statesmen have to pretend that we care nothing about it. “Parallel action,” co- operation on particular issues, yes, but no permanent commitment to cooper- ate in an organized fashion. We must keep our “freedom of action”—which is the essence of anarchy. Secretary Hull time and again lays down admirable moral precepts about the need for world law and its observance, but, probably because of what is taken as American public opinion, he does not draw the obvious conclusion that the conditions which he declares essential to peace can never be attained except by developing a permanent system of community co- operation to change and enforce law. How can Americans today promote organized, permanent world cooperation —ihat is, world federalism? The pros- pects for making headway in political federalism are not bright at the moment. We threw away our great chance in VOLUME 27, NUMBER 9; DECEMBER 1938 g: RE BSED ZONDON; PARIS-SDAYS BERLIN; ROME-6 pays 1920 when the Senate, under that quirk in our Constitution which requires a two-thirds vote to ratify treaties, refused to ratify the League Covenant. That de- feat has probably set back the cause of world federalism by at least a genera- tion. A successful world federal system to replace the power politics of our times is as unlikely without the active partici- pation of the United States as a suc- cessful federal government would have been without the active participation of Virginia or New York. The United States alone controls between one-third and one-half of the total world output of raw materials on which the ability to wage modern war depends. Its in- dustrial production and manufacturing activity represent 30 to 40 percent of the total on this planet. Just as important is its comparative freedom from age- old traditions of hostility against one side or the other in national disputes that divide the world, and its compara- tive freedom from the need to fear im- mediate armed attack. Both these free- doms would enable the United States, as no other power, to take a fair and dis- interested world view in the councils of a world federation. It can be set down as a political axiom that no organized community can avoid disruption if those who have some special axe to grind are the only ones who take an active interest in community affairs. Es- pecially when quarrels arise, there must be overwhelming support for the view that everybody has an interest in seeing the quarrel justly settled, and not settled by force or threats. The verdict of history may well set down the absence of the United States as the greatest single factor (tho not by any means the only one) in explaining why the League of Nations—thus con- demned to be a “partial” confederation [ 269 | in more senses than one—failed to de- velop into a workable instrument of peaceful change for adjusting the trou- bles of the world or into a workable in- strument of collective security for pre- venting resort to force, and why the League system now lies in ruins with balance of power once more riding high. The United States threw away the vic- tory it had helped to win when it junked the war aims that corresponded to the only real interest the American people had in the struggle—namely, that out of it might come something that could lead toward “a more perfect union” of the world community to substitute law for force. Will the world continue to pass from one crisis to another, as it is doing now and as it did in the years before 1914, until the second world war? That is not at all unlikely. And do not imagine that “neutrality” laws regulating the dealings of munitions makers and bank- ers and raw material producers with nations at war will have much to do with determining whether the United States will stay out of it. Such laws are just as likely to hasten our entry as to keep us out, for they will tend to build up pressure groups at home among persons restrained by them from con- ducting a profitable trade with great nations at war, and are likely to handi- cap the side we want to win, thus help- ing to make its defeat appear imminent. America will most likely get into the next war from excitement in listening to radio reports and from fear (perhaps mistaken fear, but that is immaterial) of the consequences for us if the wrong side wins. We are likely to get in be- cause, whether we like it or not, we are entangled in the world balance of power —because our action can sway the result. Denmark and Sweden may stay out, as they did before, tho their trade was af- fected, because they are less important in the balance of power. The United States can get out of the balance of power only by helping to abolish it, by substituting a world community organizacion. If the chances for progress in world political organization are slim at the moment, should we simply drift with events and pin our hopes on a new Peace Conference after the second world war? That would be folly. Tho public opinion at home and the rise to power of uncooperative governments abroad blocks direct political federation, | 270 | there may be other avenues of approach. The economic is perhaps the most prom- ising. Secretary Hull’s trade agreements program is a good beginning. It needs to be supplemented by vigorous action thru the International Labor Organiza- tion (of which the United States is a member), by monetary cooperation, by active participation in the economic, health, traffic, and other technical or- ganizations of the League of Nations. The U. S. is doing all these things now; they need to be continued and pressed. I should like to see the United States take the lead in proposing a permanent world economic organization, not purely governmental, but, on the model of the International Labor Organization, made up partly of delegates representing labor, management, consumers, farmers, and finance. It could be built around the present economic activities of the League of Nations, but in a semi-autonomous form to make membership possible without assuming political obligations of the League. The essence of world eco- nomic needs is not for measures that will settle problems once and for all— that is impossible in a changing world— but for permanent means of organizing concerted, worldwide efforts on com- mon problems as they arise and before they arise. We need a world economic planning commission, representing peo- ples in their economic groupings and not merely national governments. Attempts at economic cooperation turned out to be important stepping stones toward “a more perfect union” in the critical 1780’s of American his- tory. The Mount Vernon Conference between Maryland and Virginia con- cerning trade on that “international river,” the Potomac, and the meeting at Annapolis to which all the states were then invited for discussing trade and commercial regulations, led directly to the Constitutional Convention at Phila- delphia. Can this history be made to re- peat itself on a larger, worldwide scale in the twentieth century? No one knows. But when reasons for pessimism are so great, perhaps it is worthwhile to note that the federalists of the 1780’s were also pessimistic. “Something must be done or the fabric must fall,” Washing- ton wrote to Jay just before the Annap- olis convention, “it is certainly totter- ing.” And Jay answered: What I most fear is that the better kind of people (by which I mean the people who are orderly and industrious, who are content with their situations, and not un- easy in their circumstances) will be led, by the insecurity of property, the loss of con- fidence in their rulers, and the want of public faith and rectitude, to consider the charms of liberty as imaginary and delu- sive. A state of fluctuation and uncertainty must disgust and alarm such men, and prepare their minds for almost any change that may promise them quiet and security, In modern terms, Jay feared that lack of efficient government, promoted by division of his world into jealous sov- ereign states, would lead to fascist revo- lution! And Washington replied: What astonishing changes a few years are capable of producing! I am told that even respectable characters speak of a mon- archical form of government [read “dic- tatorship” today] without horror. From thinking, proceeds speaking, thence to act- ing is often but a single step. But how irrev- ocable and tremendous! What a triumph for our enemies to verify their predictions! What a triumph for the advocates of des- potism to find that we are incapable of gov- erning ourselves, and that systems founded on the basis of equal liberty are merely ideal and fallacious! Would to God that wise measures may be taken in time to avert the consequences we have but too much reason to apprehend. May we, perhaps, share Washington's hopes as well as his despairs? “As a citi- zen of the great republic of humanity,” such are his words on another occasion, “I indulge the idea that the period is not remote when the benefits of free commerce will succeed the devastations and horrors of war.” Sources for historical facts and the quotations in this article are: [1] Bancroft, George. History of the Constitution of the United States. New York: D. Appleton, 1882. Vol. I, p248-54- [2] Fiske, John. The Critical Period of American History, 1783-1789. Boston: Houghton, Mifflin, 1888. p144-7, 212-21. [3] Nevins, Allan. The American States During and After the Revolution, 1775 1789. New York: Macmillan, 1924. p54; 555-60, 583-90. [4] Warren, Charles. The Making of the Constitution. Boston: Little, Brown, 1928. p15-23, 89-90, 762. [5] “The Study of Relative Time-Dis tances thru Isochrone Maps,” an unpub- lished paper by Huntington Damon. [6] “Ancestors of the Opponents of the League of Nations,” an unpublished papef by Francis Russell. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION -~ T pric cen wil the an ing an cal un as tic th ns! he the ew 54: on: tes 75- 48; vn, is- ub- the per )N AGolden Treasury T HE LOVE of beautiful literature is a priceless achievement. Language is the cement that unites the human race both within the present generation and across the ages. Writing is the most democratic and universal of the arts. A discriminat- ing taste for good writing is a constant and enduring source of joy. Such a taste can be cultivated by occupying the mind daily with great and beautiful thoughts until one does this almost as regularly as he feeds his body. These short selec- tions suggest the treasures that await the literary explorer. Personal Growth Leaflets now available in this gift edi- tion are: Your Life in the Making Your Mind in the Making Future Teachers of America A Golden Treasury of Beauty and Wisdom Order from the National Education Association, Washington, D. C. Life and Aspiration Ww LIVE in deeds, not years; in thoughts, not breaths; in feelings, not in figures on a dial. We should count time by heart throbs. He most lives who thinks most, feels the noblest, acts the best. —Philip James Bailey. Go Nic is grandeur to our dust So near is God to man; When Duty whispers low, “Thou must,” The youth replies, “I can.” —Ralph Waldo Emerson. TRUE WoRTH is in being, not seeming; In doing, each day that goes by, Some little good—not in dreaming Of great things to do by and by. For whatever men say in blindness, And spite of the fancies of youth, There’s nothing so kingly as kindness, And nothing so royal as truth. —From “Nobility” by Alice Cary. Light and Love WHEN Love and skill work together expect a masterpiece.—John Ruskin. OLITUDE is as needful to the imagination as society is wholesome for the character. —-James Russell Lowell. 1E MANNER in which one single ray of light, one single precious hint, will clarify and energize the whole mental life of him who receives it, is among the most wonderful and heavenly of intel- lectual phenomena.—Arnold Bennett. A Golden Treasury of BEAUTY and WISDOM PERSONAL GROWTH LEAFLET Selected by Joy Ermer Morcan Editor, Journal of the National Education Association NUMBER 21 RUDGERY is as necessary to call out the treasures of the mind as harrowing and planting those of the earth.—Margaret Fuller. ND now abideth faith, hope, love, these three; but the greatest of these is love— I] Corinthians 13:13. Purpose and Independence ROM TIME TO TIME I meet with a youth in whom I can wish for no alteration or improvement, only I am sorry to see how often his nature makes him quite ready to swim with the stream of time; and it is on this I would always insist that man in his fragile boat has the rud- der placed in his hand, just that he may not be at the mercy of the waves, but follow the direction of his own in- sight.—Goethe. [00K 70 THIS Day, for it is life. In its brief course lie all the verities and realities of your existence; the bliss of growth, the glory of action, the splendor of beauty. For yesterday is but a dream, and tomorrow is only a vision; but to- day, well lived, makes every yesterday a dream of happiness and every tomorrow a vision of hope. Look well, therefore, to this day, such is the salutation of the dawn.—From the “Sanscrit.” The Spirit of the Worker _ is indeed darkness save when there is urge, And all urge is blind save when there is knowledge, And all knowledge is vain save when there is work, And all work is empty save when there is love; And when you work with love you bind yourself to yourself, and to one another, and to God. And what is it to work with love? It is to weave the cloth with threads drawn from your heart, even as if your beloved were to wear that cloth. : It is to build a house with affection, even as if your beloved were to dwell in that house. It is to sow seeds with tenderness and reap the harvest with joy, even as if your beloved were to eat the fruit. It is to charge all things you fashion with a breath of your own spirit. —From “The Prophet” by KaAlil Gibran. Oath of the Athenian Young Man E WILL NEVER bring disgrace to this, our city, by any act of dishonesty or cowardice; we will fight for our ideals and sacred things of the city, both alone and with many; we will revere and obey the city’s laws and do vr best to incite a like respect and reverence in those about us; we will strive unceasingly to quicken the public’s sense of civic duty; and thus in all these ways we will strive to transmit this city not only not less but greater, better, and more beautiful than it was transmitted to us. Oath of the American Boy Scout N My Honor I will do my best—[1] To do my duty to God and my coun- try, and to obey the Scout Law. [2] To help other people at all times. [3] To keep myself physically strong, mentally awake, and morally straight. My Creed WOULD be true, For there are those who trust me; I would be pure, For there are those who care; I would be strong, For there is much to suffer; I would be brave, For there is much to dare; I would be friend To all—the foe—the friendless; I would be giving, And forget the gift; I would be humble, For I know my weakness; I would look up— And laugh and love and lift. —Howard Arnold Walter. N° BEE can be pure in its purpose and strong in its strife and all life not be purer and stronger thereby —Owen Meredith in “Lucile.” “A Golden Treasury,” one of the new series of Personal Growth Leaflets to be published by the NEA, is now available in a gift edition, printed on attractive India stock, 3 x 5 inches, and with a larger type face than is shown here. The leaflets sell for one cent each in any quantity. No orders for less than 25 copies. Cash to accompany orders for $1 or less. Order from the NEA, 1201 16th St., N. W., Washington, D. C. Whom Do I Call Educated? HoM, then, do I call educated? First, those who control circumstances in- stead of being mastered by them, those who meet all occasions manfully and act in accordance with intelligent think- ing, those who are honorable in all deal- ings, who treat good naturedly persons and things that are disagreeable, and furthermore, those who hold their pleas- ures under control and are not over- come by misfortune, finally those who are not spoiled by success.—Isocrates. Four Things F OUR THINGS a man must learn to do If he would make his record true: To think without confusion clearly; To love his fellowmen sincerely; To act from honest motives purely; To trust in God and Heaven securely. —Henry van Dyke. Books and Libraries r[HE LIBRARY of wisdom is more precious than all riches, and nothing that can be wished for is worthy to be compared with it. Whosoever therefore acknowl- edges himself to be a zealous follower of truth, of happiness, of wisdom, of sci- ence, or even of the faith, must of neces- sity make himself a lover of books.— Richard de Bury in 1344. OME BOOKS are to be tasted, others to be swallowed, and some few to be chewed and digested.—Francis Bacon. HE TRUE university of these days is a col- lection of books.—Thomas Carlyle. FFX B00ks are more than books, they are the life, the very heart and core of ages past, the reason why men lived and worked and died, the essence and quint- essence of their lives—Amy Lowell. Schools and Education I [ T 1s the school, as the creative expression of the aim of the community, which will some day give a new nucleus to the aimless sprawl of our present agglom- erations of streets and houses, the school in the small town, the university in the great one. The university and’ its asso- ciated schools should be the loveliest and greatest mass of architecture in every great town. The common school should not be thought of as merely preparing children for a way of living already de- fined and settled; it should be thought of as giving a direction to the whole life of the people—H. G. Wells. 272 | T® = there was a cause, if ever there can be a cause, worthy to be upheld by all of toil or sacrifice that the human heart can endure, it is the cause of edu- cation.—Horace Mann. Democracy and Freedom EMocRACY is that form of government and society which is inspired above every other with the consciousness of the dignity of man.—Thomas Mann. Justice is as strictly due between neighbor nations as between neighbor citizens. A highwayman is as much a robber when he plunders in a gang as when single; and a nation that makes an unjust war is only a great gang.—Franklin. 1THOUT free speech no search for truth is possible; without free speech no dis- covery of truth is useful; without free speech progress is checked and the na- tions no longer march forward toward the nobler life which the future holds for man. Better a thousandfold abuse of free speech than denial of free speech. The abuse dies in a day, but the denial slays the life of the people, and en- tombs the hope of the race.—Bradlaugh. The Ship of State HOU, too, sail on, O Ship of State! Sail on, O Union, strong and great! Humanity with all its fears, With all the hopes of future years, Is hanging breathless on thy fate! We know what Master laid thy keel, What Workmen wrought thy ribs of steel, Who made each mast, and sail, and rope, What anvils rang, what hammers beat, In what a forge and what a heat Were shaped the anchors of thy hope! Fear not each sudden sound and shock, *Tis of the wave and not the rock; Tis but the flapping of the sail, And not a rent made by the gale! In spite of rock and tempest’s roar, In spite of false lights on the shore, Sail on, nor fear to breast the sea! Our hearts, our hopes, are all with thee, Our hearts, our hopes, our prayers, our tears, Our faith triumphant o’er our fears, Are all with thee—are all with thee! —Henry Wadsworth Longfellow. The Foundations of Civilization KILL, trusteeship, scientific method, these three, which are obviously related to one another, indicate the main sources of strength in modern civilization—L. P. Jacks. | Beg joy, peace, faith, hope, humility: These are the characteristic Christian ideas. Whenever these words threaten to drop out of our vocabulary, or are used with unpleasant affectation, we may be sure we are losing the essence of the Christian spirit—Dean W. R. Inge, [BREE IDEAS stand out above all others in the influence they have exerted and are destined to exert upon the develop. ment of the human race: The idea of the Golden Rule; the idea of natural law; the idea of agelong growth or evolution —Robert A. Millikan. Faith and the Future LEAR, and more clear, out of the dim. ness of coming time, emerge to the vision of faith the myriad hosts of the generations that shall succeed us. These generations are to stand in our places, to be called by our names, and to accept the heritage of joy or of woe which we shall bequeath them. Shall they look back up- on us with veneration for our wisdom and beneficent forecast, or with shame at our selfishness and degeneracy? Our ancestors were noble examples to us; shall we be ignoble examples to our pos- terity? Let us not dishonor our lineage. Let us remember that the fortunes of our children, and of their descendants, hang upon our fidelity, just as our for- tunes were suspended upon the fidelity of our fathers—Horace Mann. E ASHAMED to die until you have won some victory for humanity.—Horace Mann. The Influence of True Teaching AITH in the triumph of right in human society received its impetus very largely from the fact that nearly two thousand years ago a handful of men in Judea, when the whole world was still bar- barous beyond our conception, dared to believe that a different sort of world was possible—one in which truth and love and justice should reign. Humanly speaking, there seemed no sort of chance that the ideals of these early Christians could possibly win out. When Jesus was put to death upon the cross, it must have seemed to all of his enemies and to most of his friends that his teachings, so sub- versive of the political and ecclesiastical order around him, were effectively crushed. Yet for nineteen hundred years His has been the greatest influence working for the establishment of truth, justice, and love in human relations. There are, we believe, scientific grounds for our faith in the possibility and prob- ability of a better human world, in the realization of freedom, justice, and love in human relations.—Charles A. Ellwood. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION HI Ti al constan criticist ment ¢ A com: New * results, will al Franci Appra ] com: its rep bers, a send 1 cisco ¢ —R Am York [1] ucatio: sentin; wife c served the F speak crease io tion. Guarc The intere and < police ventic [3] the N schoo lyn 'T able « thori [4 teen the tion theit size tend vent unit Nat Vo — = mam Soeevraaz he the to the all up- om me Jur Us; )OS- ge. nts, ‘or- lity von ace lea, was ove nce ans was ave ost ub- ical vely ~ars nee ith, ons. nds ‘ob- the ove ON Alpparaising the 1938 Convention HE OFFICERS AND STAFF of the Na- tional Education Association, like all good teachers, welcome and constantly seek the frankest and fullest criticism looking toward the improve- ment of their work in the Association. A committee was appointed to study the New York convention, to appraise its results, and to make suggestions. There will also be such a committee at San Francisco. I congratulate the New York Appraisal Committee on its fine work. Icommend the following summary of its report to the attention of all mem- bers, and invite all who are interested to snd me suggestions for the San Fran- cisco convention. —Revusen T. Suaw, president. Among the high points of the New York convention were: [1] Recognition of the importance of ed- uation and of the NEA as officially repre- senting it—as evidenced by the fact that the wife of the President of the United States served as chairman of the final session and the President himself was the featured speaker. This recognition has doubtless in- creased the prestige of our organization. [2] The official notice paid the conven- tion. Governor Lehman and Mayor La- Guardia addressed the opening session. The mayor was especially generous with interest and time, speaking several times and arranging a special demonstration of police and fire departments for the con- vention. [3] Entertainment by the personnel of the New York City schools. The excellent school pageant, staged in the new Brook- ln Technical Highschool, and the remark- ible exhibit of schoolwork in the Port Au- thority building were notable. [4] The unfailing courtesy and kindli- tess with which President Caroline S. Woodruff met the trying situations which atose in the Representative Assembly. It should be remembered that twenty departments of the Association and seven- ten allied organizations held meetings at the same time and that for a large propor- tion of the teachers in attendance it was their first visit to New York City. The very ize and manifold attractions of New York tnded to distract attention from the con- Wention and prevented it from having the unity and coherence which are so desirable. The collective appraisal made by the tmmittee reflects the oral and written mments of hundreds of members of the National Education Association and a tab- ulation of the audience reports distributed to the 1675 delegates. BEST SPEAKERS The choice of “best speakers” took a wide range, including a total of about seventy persons. Those named most fre- quently were Buck, LaGuardia, Munro, Woolley, Sizoo, Thomas, Bliven, Lehman, and Roosevelt. There was a still more marked divergence of opinion as to out- standing speakers for next year. WAYS OF IMPROVING THE PROGRAM This part of the audience report was richest in suggestions. Some of the more valuable points are: [1] Limit the reports of committee chairmen to the high points of previously printed reports. [2] Some programs were too crowded. Limit them to two main speakers. [3] See that all programs start on time and that speakers are held to the time al- lotted. A signal of “time up” should be arranged on the speaker’s desk so that he cannot fail to see it. [4] Best speakers should come last on a program. [5] There should be more time devoted, in sectional meetings, to the smaller school systems. (6) There should be more meetings de- voteu to organization work and welfare work for teachers. [7] There should be less time taken with the welcoming addresses or greetings at the initial session. [8] There should be more facility in handling items of business and less bick- ering. [9] Less time should be devoted to music. [10] There should be more practical discussions and less of theory. [11] Limit time of luncheon discussions. [12] Have more discussion group pro- grams. [13] Each state headquarters should be hostessed by teachers from that state. [14] Arrange guided tours sponsored by the NEA. [15] A more definite program of letting the “uninitiated” delegates know the most interesting things to see, to attend, etc. [16] There is much “ballyhoo” and too much expenditure of money in the cam- paign for the presidency. [17] All breakfast meetings should be eliminated except the state breakfasts. [18] Have resolutions and other com- mittee work formulated before the regular sessions begin. VOLUME 27, NUMBER 9; DECEMBER 1938 [19] Furnish delegates with more ck tailed and specific information before they arrive. The time is too short after arrival to absorb so much so quickly. [20] The publication and other com- mittees needing to finish their work at once should meet just after the convention and not take convention time. [21] Arrange the voting to take place in connection with the same place where the Representative Assembly meets. [22] Limit the speaking at any one ses- sion to an hour and a half. [23] Utilize music as a break near the middle of the program, rather than at the beginning. Furnish genuinely worthwhile musical numbers. [24] Invite as guest performer at least one truly great author, actor, or singer. [25] Delegates should be furnished with a simplified map, indicating the lo- cation of all places mentioned in the pro- gram and containing directions for reach- ing them most quickly and inexpensively. [26] All differences as to policy arising within a state should be reconciled without being aired and taking the time of the national convention. [27] Delegates ought to receive the en- velope containing all essential information at least two weeks before the convention. [28] The persons in the information booths should be better informed. [29] Printed programs ought to reach local organizations in advance of the con- vention so that delegates may plan their time to better advantage. [30] In the advance publicity material for the convention, list good and unusual places to get meals, with addresses and prices. [31] Major entertainment features, in- cluding banquets, should not be permitted to conflict with general programs. MOST VALUABLE TOPICS FOR DISCUSSION Presentday developments in the use of radio and motion pictures; guidance and its practical application to pupils; democ- racy in schools; mental hygiene; topics of nationwide or worldwide interest; visual education; changing social trends and their implications for education; a philosophy of life and how it may be developed; the American way of life. —Orville C. Pratt, Spokane, chairman; Lillian Broderick, Yonkers, New York; E. B. Couch, Glendale, California; Robert C. Keenan, Chicago; J. Herbert Kelley, Harrisburg, Pennsylvania; Mrs. Inez John- son Lewis, Denver; Mrs. Emery Lively, New Orleans; Daisy Lord, Waterbury, Connecticut; Albert M. Shaw, Los Angeles. [ 273 ] Citizenship Education thru the Press Material on this page illustrates the kind of clippings which might well be kept in school scrapbooks to show the world as it is and to help young people locate the problems with which they must deal as citizens. THE REAL PURPOSE OF MONEY oney has become a business in itself M instead of an adjunct to business. The present system breaks down so often that it is time our financial engineers developed a better model. The present money system, as exemplified by those who manipulate it for profit, is outofdate and is in large meas- ure responsible for recurring business reces- sions. It is a system that seeks to control labor; wants to control government, finance, food, industry, and even the schools. The solution lies in teaching the coming generation the real purpose of money and an understanding of a system that may have been adequate for society’s needs many years ago, but no longer meets its requirements today. A real understand- ing of the money system might well be taught in the schools—Henry Ford quoted in The Washington, D. C., Evening Star. BISHOP ABOLISHES BINGO ISHOP GEORGE CRAIG STEWART, Chicago B Episcopal clergyman, has ordered all parishes under his jurisdiction to abolish gambling devices and games of chance which had been sanctioned by several parishes to raise church money. He con- demned the practice as a “cancerous in- vasion of our social vigor and health. We must unite to stop it at once. The church must hold up a higher standard to the world. When it permits gambling under its patronage or for its benefits, it is lowering its standards to the still lower level of the underworld.’’—The Washington Daily News. A TRAVESTY ON JUSTICE I: AN OLD story now that there is no freedom of speech in Jersey City for anybody except Mayor Hague and his henchmen. New proof of this came a few days ago when James F. Burkitt tried to hold a public meeting. Burkitt, long a political enemy of Hague, sought a permit to speak, was refused one, and went ahead anyhow. He was promptly arrested on a charge of uttering obscene language. Six of Hague’s policemen swore he had done so; twelve disinterested spectators swore he had not. Judge Anthony Botti heard the case. He resolved every doubt in favor of the prosecution and promptly sentenced [ 274 ] Burkitt to the unprecedented term of six months in prison. The whole affair was a travesty on justice; but Mayor Hague and his friends are very fond of travesties.— The New Republic, May 4, 1938. MILK COOPERATIVE ok YEARS, New York City has pur- DP vase practically all its milk from two large companies. Frequently it has been claimed that these companies, since they have a virtual monopoly on the dairy business, charge exorbitant prices and at the same time pay farmers a very small price for their milk. Now a milk coopera- tive is being organized in New York, which will sell milk at the lowest price charged elsewhere in the city. At present, there are a few independent dairies charg- ing 9¢ a quart, altho the big companies charge more. Anyone may join the co- operative by paying 25¢ and by agreeing to buy $5 worth of milk during the year. The cooperative will be operated as any other business, but at the end of the year, any profits which have been made will be divided among the members and among the farmers who supply the milk. Each member will receive a share according to the amount of milk he has purchased dur- ing the year; each farmer will receive a share according to his sales to the co- operative. The purpose of the cooperative is to provide a “yardstick” for privately owned milk companies——The American Observer. WORSE THAN CRIMINALS HERE ARE many persons far worse than John Dillinger who have never had their names entered upon a police blotter or been served with a warrant. They are the higher-ups of crime. The criminals who actually violate our laws are only the com- mon laborers. First, there is the renegade judge, who sells out to a venal politician. He poses as a righteous member of the community; yet he takes bribes involving huge sums. Behind the renegade judge there is the crooked politic’ n who puts him in office. Next, there is the weasel-minded shyster lawyer of crime who sneaks highly techni- cal bills thru legislatures to provide loop- holes for his criminal clients, who advises criminals before they commit their crimes, and who often harbors them afterward, Next comes the “fence” or receiver of stolen goods. He rarely is punished for his misdeeds, yet the criminal world could not exist without him. Prominent on the pages of crime’s “Who’s Who” is the crooked doctor who stands ready to aid the criminal, to change his features by facial operations, to attempy to eradicate his finger-prints—and say noth ing about it. And don’t forget those who work so a siduously to make putty out of prison bars, who collect profits for turning “mad dog” criminals loose upon the world. To this list we must add the renegad of law enforcement—the crooked warde the crooked probation officer, the crooke guard, the crooked officer. It would be a bright day for America if a respect for lawful authority became @ major crusade of our times.—From an afte cle by J. Edgar Hoover in This Week. THE NEED FOR SOCIAL CONSCIENCE EHIND the recent labor violence at } Akron, Ohio, lies the story of a rubber industry which is rapidly decentralizing i self for reasons of economic efficiency, ai of rubber magnates whose social oo sciences are as elastic as their own outp when it comes to meeting their elemental human obligations to the workers whi helped create their profits, and to the com munity which depends on their pay rolls The strikes among the rubber workef were not a demand for higher wages buté demand for security. The rubber com panies are continuing to decentralize amt are blaming it on a labor force which wont let itself be kicked around. Goodyear has bought a big plant at Cumberland, Mary- land; Firestone has made a deal to start 4 plant at Memphis, Tennessee; Goodrich is said to be looking for a plant in the South. In the meantime, employment at Akron ’ has dropped to about 25,000 workers— many on part time. [In 1920 there were | 4 75,000; in 1929, 45,000.] There are 22,000 | 3_ relief and WPA cases in the city, with the prospect of 5000 more to be laid off by | ,_ Goodrich when they start moving South. | People in Ohio are asking this question: "a Has any corporation the right to entice workers into a community and then abat- don them as charges on public relief while | the industry itself moves away to greenef Th pastures? The legal right is clear and um | ™ contestable—Jay Franklin in The Wash- "a ington, D. C., Evening Star, June 7, 193° THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION I—Needed research compiled for making linoleum block prints 2—Drawing planned design 3—Tracing design onto lin- oleum 4—Gluing linoleum to type high block 5—Cutting out the design in the linoleum 6—Squeezing small quantity of printers’ ink on glass plate 7—Inking the block a 8—Wetting paper and come surplus water between towels 9—Mallet printing process 10—Pupil-made printing press 11—Commercial printing press process 12—The finished product This is the fourth in the JourNat series, “Pedagogy thru Pic- lures,” presented thru the cooperation of the Santa Barbara, California, schools. Your school is invited to send us similar taching units told thru photos and legends. Pictures The SMALL SCHOOL CHOOLS IN SMALL COMMUNITIES will be featured at the Cleveland con- vention of the American Association of School Administrators. President John A. Sexson has set aside Tuesday morn- ing, February 28, for consideration of the Yearbook on this theme. Discussion es ; groups in this field will deal with such 1939 Yearbook Commission in session at Chicago, October 22 related subjects as enriching the educa- tional offering, selecting and keeping qualified teachers, and good business THE SCHOOL ADMINISTRATORS AT CLEVELAND management in small school systems. Millions of American children attend February 25—March 2, 1939 schools in communities with popula- tions of less than 5000. It is important, therefore, that administrative, supervi- Saturday, February 25 CONVENTION THEME: “J he Foundations of -American Education” sory, and instructional technics be de- All day—Registration and exhibits—Public Auditorium veloped which are suited particularly to 2:00 PM—Joint conference on teacher education the small schools of the nation. The 1939 8:00 pM—National Society for the Study of Education Yearbook will help to meet this need. The members of the Commission, Sunday, February 26 which has been at work on this volume for the past two years, are wellqualified and keenly interested. At a four-day meeting late in October, they carefully Monday, February 27 reviewed the manuscripts and made final revisions. The members are: 3:30 PM—Vesper Service, “Spiritual Foundations of Education” 8:00 pm—General Session, “Education, Propaganda, and Press Freedom” g:00 aM—“Administrative Foundations of Education” 2:15 PM—Discussion Groups and meetings of allied organizations Superintendent Hobart M. Corning, 8:00 pM—“National Planning” Colorado Springs, Colo., chairman Superintendent Charles Banks, Uni- Tuesday, February 28 versity City, Mo. g:00 aM—‘Schools in Small Communities”—presenting the 1939 Yearbook Theodore J. Berning, State Depart- 11:00 AM—Business Meeting, including committee reports and nomination of ment of Education, St. Paul, Minn. officers from the floor Superintendent John H. Bosshart, 2:15 pM—Discussion Groups and meetings of allied organizations South Orange and Maplewood, N. J. 8:00 PM—Joint Session with the Associated Exhibitors—presentation of the County Superintendent Floyd B. Cox, . American Education Award Morgantown, W. Va. Frank W. Cyr, Teachers College, Co- Wednesday, March 1 lumbia University, New York, N. Y. g:00 AaM—“Social Foundations of Education” Dean F. E. Henzlik, Teachers Col- 2:15 PM—Discussion Groups and meetings of allied organizations lege, University of Nebraska, Lincoln, 6:00 pPM—College Dinners Nebr. 8:00 pMm—“The Reduction of Crime thru Improved Educational Programs” Union Superintendent David J. Mal- colm, Charlemont, Mass. Thursday, March 2 Haskell Pruett, Agricultural and Me- g:00 AaM—“Economic Foundations of Education” chanical College, Sullwater, Okla. 2:15 PM—Final Session—panel discussion summarizing major ideas and delib- State Superintendent Agnes Samuel- erations of the convention son, Des Moines, lowa Dwight Sanderson, Cornell Univer- The Exhibit sity, Ithaca, N. Y. Rich in offerings of practical help in every phase of school equipment and Assistant State Commissioner Alfred classroom tools and aids—open Saturday, February 25, to Thursday after- D. Simpson, Albany, N. Y. noon, March 2 [ 276 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION lib- The CLASSROOM TEACH ER and the INDIVIDUAL CHILD OT LONG AGO a man who had spent a year visiting schools thruout the United States was asked what had impressed him most in his visits. He thought a moment and then said, “The lack of friendliness between pupils and teachers in the class- room.” One might say that friendliness isthe sine qua non of guidance. Unless the teacher looks upon each individual child as a person worthy of her friend- ship, irrespective of his attainments, the basic relation for guidance does not exist. This friendliness implies neither the sentimental attitude of earlier days nor the impersonal objectivity of our more recent scientific era. The teacher must feel with a child to really know him, but she must be careful not to become an apologist for him. There must be enough identification with the child to under- sand him, but not enough to lose per- spective. This means that often a teacher must search in a child for something which she can like. There is unfortu- nately a widespread belief that fairness in the classroom consists in treating all children alike. However, genuine fair- ness in a classroom is lost if a teacher treats all children the same, for it is only thru treating children differently that their individual needs can be met. There are certain times when a child needs a real assurance of this friendly attitude. When a child enters school for the first time, whether it be nursery school, kindergarten, or first grade, he comes into a new and different world. He will rely upon his teacher in school ashe has relied upon his mother at home to protect him, to help him, to interpret for him. It will be under the aegis of this security that he will begin to get ac- quainted with other children and to experiment and explore the interesting things around him. As the weeks go on, he may begin to take for granted this friendly support of the teacher, but he will actively seek it at times of particular stress: When he has a fight with another child; when his mother is sick at home; when he has been absent from school a long time. His seeking may only show by a glance or a relaxed expression when VOLUME 27, NUMBER 9}; DECEMBER 1938 Herbert PR. Stoel; Assistant Superintendent of Schools, Oakland, California the teacher is near, but if she really fulfils her role as the child’s friend he will depend upon her during these very serious times. Altho the need of a child for the teacher-friend is more obvious in these early years, it continues thruout the child’s school life. Re- cently several hundred high- school seniors described the teacher each liked best. Over and over again in these brief descriptions appear such phrases as “she was a friend,” “liked me as a person,” “took an interest in me, sympathetic.” The teacher’s role as a friend of the child may become complicated by the fact that she is responsible for disciplin- ing him. In the broadest sense, discipline is any regulation of a child’s behavior. The purposes of discipline are to protect a child, to give him security, to protect others and their property, and to induct a child into the ways of behaving appro- priate to the society in which he lives. As a child becomes sure of his own abilities, his desire for independence de- velops. Problems between teacher and a child may arise if the teacher cannot constantly change the emphasis and ex- tent of her control over the child as new needs emerge in the maturing indi- vidual. One of the difficulties in arranging an appropriate balance between freedom and discipline in the elementary school is the fact that a child may be very ma- ture in one aspect of development but not correspondingly mature in other aspects. For instance, the five-year-old can make a fire and use matches, but he may not be able to judge of its dangers or to put it out when necessary. A third- grade girl may be able to plan a project in painting or constructing but lack the skill to carry it to a successful comple- ” 6 was tion. This unevenness in the develop- ment of various functions within a child may bring many problems in teacher- child relations. A child usually gains security thru the routines and regulations of the school. He becomes bewildered and afraid when he is left without the emotional support of knowing what is required. The teacher must be skilful to provide this framework of expected activity without jeopardizing the freedom of the child during the rest of the day. It is important also that a teacher recognize the necessity for being flexible in her demands upon the child in times of stress: A boy who smashes a window when he is being chased by a gang; the child who steals money to buy things at the school fair. In fact, one finds that most cases of infraction of rules in school require that the teacher understand the motive and circumstances underlying the deed. It is true that the rights of the individual must be seen in relation to the rights of the group, but this can be done only if the teacher is able to make decisions regarding an offense in terms of the total situation. To properly fulfil her role as friend and as disciplinarian the teacher must practice individual guidance. [This is the fourth of a series of articles by Dr. Stolz, chairman of the NEA Committee on Individual Guidance. | [ 277 | ree nce te eee Courtesy, Long Beach, California, Public Schools 18 YEAR marks the twentieth anni- versary of organized safety educa- tion. In 1918 the first systematic courses were introduced into the public schools of St. Louis. Since that time considerable money and effort have been spent thruout the nation in an attempt to reduce accidents among school chil- dren. Much has been accomplished. The number of fatalities among children under fifteen years of age has steadily decreased during a period in which the accident rate among older persons has been on the upgrade. Yet the vital need for continued and improved safety work is evidenced by the fact that in 1937, 14,000 children under fifteen years of age lost their lives in accidents. Up to the present time leadership in safety education has rested chiefly upon nonschool agencies. As a result, com- mercial organizations, competing with one another for the publicity to be de- rived from safety work, have engaged in an ever-increasing amount of safety promotion. A survey among teachers shows that they have found much of this safety promotion of value in class- room instruction. A great deal of it, however, has been unsystematic and not based upon sound educational prin- ciples. The ultimate end of their work has been so laudable that it is difficult to condemn wholly the advertising and publicity elements involved. But in safety education, which is literally “a matter of life and death,” it is obvious that there is an educational task for the schools which cannot remain indefinitely at the promotional or publicity level. THE ASSOCIATION ENTERS THE SAFETY FIELD That educators realize their responsi- bility and are preparing to meet it is evidenced by the choice of safety educa- tion as the topic of the 1940 Yearbook of the American Association of School Administrators. The Research Division of the National Education Association, with the aid of funds obtained thru the Highway Education Board, has been engaged for over a year in a survey of current safety activities. This work has been largely review and collection in na- ture; the task of evaluation and recom- mendation has been reserved for the members of the Yearbook Commission. The survey of safety activities has been carried on by means of four sepa- rate projects. The first two of these were [ 278 | DONT LOSE YOUR HEAD! » Most Accidents are the | Result of Inattention Courtesy, Hartford Accident and Indemnity Co. questionnaires sent to classroom teachers and to school superintendents for infor- mation as to their activities and needs in safety education. Over 14,000 teachers responded to the first questionnaire. A complete tabulation and analysis of their replies have been made and constitute the major part of “Safety Education thru Schools,” the Research Bulletin for November 1938. The 2600 replies from superintendents in the second investiga- tion also have been tabulated for the Yearbook Commission. The third safety project was based upon one of the needs of the teachers as discovered from their replies. This was the preparation of a list of films and slides dealing with the subject of safety. It is typical of present safety activity by nonschool organizations that, while over one hundred sound and silent films as well as countless slides and film strips have been prepared for school use, there has not existed, until the present time, any list containing the names of even half of them. During the past six months, however, a committee composed of three staff members of the Association and three teachers representing the elementary, junior, and senior highschool levels has met weekly to view and comment upon safety films and slides. Each picture seen by this committee was graded according to its suitability for school use, and a brief review giving a summary of the contents of each film was prepared. The results of the committee’s work, together THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION E isa good Servant buta Courtesy, Automobile Insurance Co. of Hartford, Conn. with a list of several hundred national, state, and local sources of films, are also to be found in the November Research Bulletin. Most of the films reviewed were prepared primarily for adult use; and the chief purpose of many of them was to advertise the products or services of some particular “commercial” group. Consequently, most of the films, while perhaps better than nothing at all, are far from ideal for school use. The fourth project, the assembling of a library of all available publications, is still in progress. This library, which con- tains over two thousand items, ranging from posters prepared by school chil- dren to WPA traffic surveys, has been gathered primarily for the use of Year- book Commission members. The mate- rials in this collection have served as the basis for several mimeographed lists. First of these is a compilation of the names of over fifty national organiza- tions now engaged in supplying teachers with free or inexpensive safety materials. The second list contains annotated ref erences to selected state and local courses of study. Most of the information i cluded in these two lists also has been made a part of the Research Bulletn. A third list prepared by the Research Division is an annotated bibliography of about 750 books and pamphlets deal- ing with safety and classified according to subjectmatter. A companion list of a similar number of magazine articles is n thes the ther they sho ery cat the is \ tee tic tec ou th tu fre id y to BY chool nal, also arch wed use; em "ices up. hile are y of $, is con- sing hil een ear- ate- the ists. the iza- hers ials. ref- rses in- een tin. rch phy eal- ling - of cles [ON Courtesy, American Automobile Association is now being prepared. While both of these lists have been mimeographed for the use of the Yearbook Commission, there is some possibility that eventually they will be issued in printed form, should the demand prove great enough. SOME PROBLEMS IMMEDIATELY AHEAD A start has been made in the discov- ery of what is being done in safety edu- cation. Of even greater importance is the question of what should be done. It is with these two questions that the 1940 Yearbook will concern itself. But in antic- ipation of the Yearbook a preliminary report of one phase of safety activity, that of the classroom teachers, is contained in the November Research Bulletin. The keen interest of the average teacher in the question of safety educa- tion is shown by the fact that 14,000 teachers were enough concerned to fill out a lengthy questionnaire covering their practices. Some idea as to the na- ture of their responses may be gathered from an examination of the teachers’ ideas about the chief problems confront- ing the educator in safety education. Ac- cording to them, there are six areas in which improvement is greatly needed. [1] The uncertain place of safety instruc- tion in the curriculum—To date, safety tducation has been treated as a problem child, and its relation to the regular school courses has been haphazard indeed. It has been given as a separate course, or inte- Courtesy, Aetna Casualty and Surety Co. grated with other subjects, or even as an extracurriculum activity. Each of these methods has its advantages and drawbacks. The final decision as to which is best rests with the individual school system. The point is that safety education must be given a definite place in the curriculum. Inci- dental and accidental teaching alone or the complete neglect of safety altogether can- not be endured much longer. [2] The disproportionate responsibility allotted to classroom teachers—In the pres- ent study only one teacher in ten reported the help of a safety superviser. In too many cases the safety program of a school is delegated to an individual teacher who is expected to donate his time and effort to carrying on safety work in addition to his regular teaching load. One method of giv- ing teachers and principals help with their safety activities is to provide more inservice training programs. It is the responsibility of teacher-training institutions, school su- perintendents, and state departments to organize conferences in which teachers may acquire the necessary familiarity with the safety field. [3] The lack of courses of study—Many teachers who would be willing to teach safety have been kept from doing so by a lack of courses or 6f knowledge of existing sources of such material. This shortage of suitable courses of study has resulted in an overlapping of activity, confusion of aims, and neglect of many excellent local exam- ples useful in safety instruction. [4] Divergence of opinion as to the ad- vantages and limitations of methods of teaching—A school program, to be success- ful, must take into consideration factors such as the age of the pupils, the facilities of the school, and the hazards peculiar to VOLUME 27, NUMBER 9; DECEMBER 1938 the community. One important need in this connection is that for better tests. A course which aims to train the child to meet the conditions of his environment obviously should take into consideration both the emotional and _ physiological makeup of the child. Yet tests designed to elicit such information are virtually non- existent. The opinions of the teachers as reported in the November Research Bulle- tin will help bridge the gap until suitable objective studies can be made. [5] Inadequate instructional materials— Despite the vast amount of work that has been done by nonschool organizations, there is still a shortage of materials for school use. The basic fault of the publica- tions prepared by the private agencies, aside from the advertising element, is that most of these materials have been prepared for an adult audience. Where suitable work has been done, the arrangements for bring- ing it to the attention of the schools are often inadequate. There are two remedies for this situation. The first is the coordina- tion of the efforts of nonschool agencies, and the preparation by them of materials designed to meet the specific needs indi- cated by the teachers; the second is the de- velopment of suitable aids by teachers them- selves. This may be done in connection with inservice training, demonstration classes in teachers colleges, curriculum committee ac- tivities, and local research programs. [6] The need for leadership by educators —Up to the present the stimulus for safety instruction has been supplied largely by outside agencies. The leaders of many of these organizations have indicated that they would like to turn their energies to new fields, leaving the major responsibility for training youth to school people. To whom among educational leaders do classroom teachers think they should be able to turn? According to the Re- search Bulletin, the major sources of aid should be state departments of edu- cation, officers and staff of local school systems—in the school field; the na- tional safety organizations among non- school groups. It would seem, therefore, that the leadership should begin with the state departments, with assistance furnished, where needed, by national safety groups. The work done by them must then be adapted by local adminis- trators and teachers to meet local needs. Upon the care and intelligence with which this task is performed depend the future development and effectiveness of the entire safety education program.— Frank W. Hussar, associate director, Research Division, NEA. [ 279 ] HAT IS A PROFESSION? What are the criteria of a profession? Wherein does teaching fail to measure up to these criteria? It is a wholesome sign that educators are giv- ing increasing thought to these and simi- lar questions. That these questions will be answered with improvement all along the line :f teachers are trained for teacher-profes- sion, teacher-public, as well as teacher- student relationships is the philosophy motivating the plan now being carried out by Charl Ormond Williams, Direc- tor of Field Service of the National Edu- cation Association. Some of the technics and methods now being enthusiastically taught in teacher-education institutions may in time be outmoded. But so long as public schools exist in a democratic society, teachers will need to know how to work effectively with each other and with society as a whole, regardless of the subjectmatcer to be taught or the meth- ods by which it is presented. In seeking ways of promoting this idea of more comprehensive professional preparation for teachers, Miss Williams spent the last two weeks of October in Kentucky. Here Secretary King of the Kentucky Education Association planned a thousand-mile motor trip over the state, and accompanied the Di- rector of Field Service as she visited four state teachers colleges, two universities, two meetings of district education asso- ciations, and held conferences with city K entucky and West Virginia Go Forward and county superintendents, college pro- fessors, principals, teachers, supervisors. The enthusiasm thus aroused culmi- nated in a meeting of exceptional signifi- cance, which is reported in the Novem- ber 1938 Kentucky School Journal. Called together on short notice and from as far away as 200 miles, twenty-three educational leaders gathered on Octo- ber 17 at Lexington. Represented were the Universities of Kentucky and of Louisville, the four state teachers col- leges, city and county superintendents, and highschool and elementary teachers. The committee—in session most of the day, under the chairmanship of the NEA State Director, W. S. Taylor— produced a unique plan for the profes- sionalizing of teaching. A highlight of that plan was the deci- sion of the teacher-education institutions to hold in December in Louisville, under the leadership of Dr. R. E. Jaggers of the State Department of Education, a meet- ing to formulate a course of study for training teachers in the teacher-profes- sion and teacher-public relationships. The committee also agreed that a one- day Institute of Professional Relations similar to that held at Peabody College last summer (see the October 1938 Jour- NAL, p1gg) should be held at the Univer- sities of Kentucky and of Louisville and at the state teachers colleges in the sum- mer schools of 1939. The plan further proposed that teach- ers in training be given an opportunity Miss Margaret Telford (left front), a Richmond, Kentucky, teacher, presents to Charl Ormond Williams a check representing 100 percent membership of Richmond public-school teachers in the NEA. The presentation was made at a meeting, at the University of Kentucky, of representatives of the Kentucky Education Association, the NEA, and teacher-education institutions of the state. [ 280 | to see the profession functioning thru or. ganization activities. The teacher-educa- tion institutions will send to the annual convention of the KEA five young peo- ple chosen by the student body on the basis of “professional attitudes,” who will “cover” the meeting and later re. port on it before their school chapel. In accordance with the plan, the Ken. tucky School Journal will each month carry a short article dealing with the Na- tional Education Association. These arti- cles—together with an all-year exhibit of NEA and KEA publications in the libra. ries of the teacher-education institutions and in the offices of all school administra. tors, and an annual joint festive meeting of city and county teachers to discuss the program and work of the NEA—will help to make membership in national and state associations a moving, vital force in the lives of those who belong to these groups. As the second step in her circuit of twelve southeastern states, Miss Williams went to West Virginia, where she worked with NEA Director W. W. Trent in formu lating West Virginia’s plan for professional action. On October 27 a committee repre- sentative of the entire profession agreed upon a tentative plan for the professional- ization of teaching similar to the Kentucky plan and—in addition—set up state and county machinery for carrying the plan into effect. Representatives of the state as sociations of superintendents, elementary and secondary principals, classroom teach- ers, and higher education, a representative of the state department, the secretary of the state board of education and of the state education association will constitute a state coordinating committee under the chait- manship of State Director Trent. To co operate with this committee and to bring the work closer to the teachers, a com- mittee similarly set up will work in each county. (See the December West Virginia School Journal.) In December, a meeting will be held in Clarksburg of the state's teacher-education institutions to consider courses needed for training in teacher profession and teacher-public relationships. Going from West Virginia, the NEA Dr rector of Field Service will spend two weeks in each of the other southeastern states. Before the twelve-month period has come to an end it is hoped that all of the twelve states will have worked out a plan for the professionalization of teachers suited to their own particular needs and that ma chinery to carry out these plans will have been agreed upon and put into action. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Associ J. W. ever, i ing of tion, fe tution organ eligib! Life ) The was a limite than tion holdi lishin could meag in th terial Assoc and ¢ By 1 callec ciatio $500 lingu order ciatic possi Inc ho : (ope the ' to th serve the J U Asse tain year cons tran mos labo W.. one- tenc with spec Hit Me exp vo pre- eed nal- icky and olan as- ach- itive the state state nair- . CO- ring each ri nia ting ate’s sider cher- hips. \ Di- reeks -ates. some velve r the d to have TION Ruilding the Profession thru Life M. embershiya IFE MEMBERSHIP in the National Education Association owes its existence as a vital force in the Association to the pioneer efforts of J. W. Crabtree in the early 1920’s. How- ever, its roots go back to the very found- ing of the National Teachers’ Associa- tion, forerunner of the NEA. The consti- tution adopted when the Association was organized in 1857 provided that anyone dligible to membership might become a Life Member by paying ten dollars. The National Teachers’ Association was a small, weak group, crippled by limited financial resources, with less than four hundred members. Associa- tion activities—limited chiefly to the holding of annual conventions and pub- lishing proceedings of these meetings— could with difficulty be financed by the meager income. The money which came in thru Life Memberships helped ma- terially but was inadequate to keep the Association from depending upon loans and donations from officers and friends. By 1876 the struggling organization— called the National Educational Asso- dation from 1870 to 1906—was needing $00 badly, and earnestly soliciting de- linquent Life Members to pay soon “in order that the indebtedness of the Asso- dation might be cancelled at the earliest possible date.” Increase of Life Membership fees to ho and creation of a Life Directorship (open to any friend of education upon the “donation of one hundred dollars tothe Association at one time”) did not serve the expected purpose of putting the Association on its feet. Until 1884 the National Educational Association pursued the path of uncer- lain support and limited service. In that year came a convention in Madison, Wis- consin, which was as a veritable blood transfusion injecting new life into the al- most dying organization. Thanks to the hbors and plans of President Thomas W. Bicknell, the meeting was an epochal *e—with an excellent program; an at- ttndance of more than 5000 as compared with the customary few hundreds; and pecial emphasis on Life Membership. Hitherto the money coming in for Life Memberships had been used for current txpenses, and only the receipts of Life Directorships had comprised the Asso- ciation’s permanent fund. The amount of this fund in 1884 was but $200. How- ever, following the Madison meeting there was a surplus of $3000 in the treas- ury. This was transferred to the perma- nent fund and a Board of Trustees created to handle it. In 1895 provision for Life Member- ship was abolished and in 1896 the Life Directorship was made an honorary po- sition open to past presidents of the Association and United States Commis- sioners of Education. From then until the early 1920’s the Association had no provisions for creating a Life Member- ship. During these years there was a persistent demand for the privilege of life connection with the NEA. With the coming of J. W. Crabtree to the executive secretaryship of the Association in 1917 began a new chapter in the history of both the Association and Life Membership. In 1921 Secretary Crabtree extended the invitation of Life Membership to the profession. Leaders representative of all teaching groups im- mediately responded. In 1930 the NEA headquarters, at 1201 Sixteenth Street Northwest, Wash- ington, D. C., “the teachers’ professional home in the nation’s capital,” was en- larged into a seven-story building, whose cost was covered entirely by Life Mem- bership fees in the permanent fund. The names of Life Members were among the records sealed in the corner- stone uf the handsome new headquar- ters which was laid on July 25, 1930. Under the presidency of Uel W. Lam- kin there began a custom which has become traditional—Life Membership dinners—the first being held at the At- lanta convention in 1929. One of the most brilliant of these affairs was the seventh Life Membership dinner in 1935, honoring J. W. Crabtree who had become Secretary*émeritus in January. More and more educators are awak- ening to the value of life enlistment in the greatest educational organization in existence today. The count for Novem- ber 9, 1938, reveals a total of 5989 Life Members. An increasing number of teachers is taking advantage of the ten- payment plan adopted in 1926 which en- ables one to fit the cost into his budget— $10 payments for ten years. Many Life YWOLUME 27, NUMBER 9; DECEMBER 1938 Memberships are given to educators by associates in recognition of outstanding work. Recorded on the list of Life Members are such illustrious names as Mrs. Evangeline Lindbergh, Helen Kel- ler, and Mrs. Franklin D. Roosevelt. Life Membership is a popular Christ- mas gift. A Life Member recently wrote: “Ten years ago my wife presented me with a Life Membership in the National Education Association on the ten-pay- ment plan. For ten years she has been relieved from the necessity of wondering what to get me for Christmas, and for the rest of my life I shall enjoy her gift.” Schools wishing to honor a beloved teacher at a Christmas program can make no more appropriate gift than a Life Membership, which is at once a personal and professional tribute. Among the benefits of Life Member- ship to the individual are: [1] Receiving thruout life the privileges of membership in the NEA, including the right to attend meetings, to vote, to hold office, and to receive THE JouRNAL, the Re- search Bulletins, and the Proceedings. [2] Receiving a certificate, suitable for framing and testifying to lifelong interest in education. [3] Receiving a gold key or pin, a valued symbol of professional spirit. [4] Experiencing the deep satisfaction of making a substantial, permanent contribu- tion to improvement of the profession. Advantages of Life Membership to the Association itself include: [1] An increasing permanent fund to give stability. [2] Wide distribution of the publica- tions of the Association. [3] A means of registering the men and women with substantial life interest in the profession of education. “Life Membership is a prophecy. It means lifelong dedication. It appeals to the finest spirits. It furnishes leadership for new movements. It inspires the younger members of the profession. It emphasizes the permanent character of the teacher’s work. It stabilizes leader- ship of professional organizations. It draws attention to the men and women who can be relied upon to perform im- portant services. It emphasizes the pio- neer spirit. It is a chalienge to renewed zeal on behalf of education for a new world.”—E.izasetH DoneLson. [ 281 | UsIC HAS BEEN in the public schools of the United States for a hundred years. The writer of this article has just completed twenty-five years of laboratory work in music in the one-room schools. A brief report of this experiment will be neces- sary as a background for the discussion that is to follow. It was evident from the first that in order to win the hearty cooperation of pupils and teachers we had to make the music period attractive and also produce good musical results. Twenty-five years ago there were no teaching devices or processes known that would enable the average rural teacher to get good mu- sical results from the average rural school, but the phonograph had just recently reached such a high level of efficiency that the real charm of the song could be transferred thru the rec- ords by the recording artists. At that time I had already spent sixteen years in attempting to give the rural schools the benefit of the best educational procedure of the time in their music program, but the phonograph opened up a new edu- cational world at once. Easy, attractive songs were recorded, and, after listening to the first stanza a few times, the class sang alternate phrases with the phono- graph and later sang the entire stanza very lightly with the instrument. A course of procedure was developed by which we progressed gradually from one easy step to another. The habit of succeeding was developed by under- taking only what could be accomplished well. By the use of the phonograph, every time the children heard a song they heard it sung correctly and every time they sang a song they sang it cor- rectly. Practically all of the elements involved in good singing were included in the first lesson and in every succeed- ing lesson. Those pupils above the third grade who learned to sing a carefully selected list of ten songs exactly as they were recorded made up the school choir. Five primary songs were selected for grades one to three. The singers in these grades were called the junior choir. These songs were to be learned by the entire school but sung in public only by the junior choir. The boys that had quali- fied for the choir constituted the boys’ glee club, and the girls, the girls’ glee club. [ 282 ] cng tne oy ow moa A grand objective test came at the end of the year generally when a county chorus, made up of the school choirs, sang at a music festival or at the eighth- grade promotion exercises. For a more complete statement of the course of pro- cedure that was developed for these schools, see the article entitled “Music in the Rural Schools” in the Fourteenth Yearbook of the Department of Ele- mentary School Principals, p359-63. The phonograph proceeded at once to make the one-room rural school a home for good music. It was a fine edu- cational picture to see the children and the teachers cooperating with the re- cording artists in the social art of sing- ing and growing along together in musical power and appreciation. The music lesson got to the children merely as a pleasing experience. The regular teachers seemed to be able to do the easy thing in the easy way more effec- tively than the specially trained teachers had been doing the easy thing the hard way. In this way ‘unmusical schools were transformed into musical schools. The result was that we had the op- portunity to see what happens when thru a series of years children ignore en- tirely the reading of vocal music note- by-note and rely for their musical de- velopment on singing one good song after another accurately and beautifully. My first great surprise was to note the readiness with which these children THE JOURNAL OF Courtesy, New York City Public Schools SCHOO could learn new songs when the only musical training they had had was following the notes in the book when the phonograph sang the songs, and later when they sang them themselves. Year by year thousands upon thousands of children from one-room rural schools, taught only by their regular teachers with the phono- graph, continued to charm the public with their singing. They sang unison_songs and two-part songs with beautiful tone quality; accurate pitch; light, floating rhythm; and fine interpretation. The success of these children in learning new songs forced us to raise the question as to the neces- sity for teaching children to read vocal music note-by-note in the schools. We were so impressed with the chil- dren’s skill and assurance in singing two-part songs, that we began to inquire from adults as to how many of them think of individual names for notes in learning a new song at a rehearsal. Our second surprise was greater than our first. We interviewed thousands of teachers, and for everyone of them that thought of the names of notes while learning a song there were forty-nine that did not. This discovery brings us face to face with the question: “Is the individual note the unit in learning a new song?” It has been for the past hundred years, but if further investigation shows that we have been on the wrong track—that note-by-note reading in vocal music is something that has been imposed upon us by the analytical, calculating adult mind of a former generation when the alphabet was committed to memory 4S a preparation for learning to read Eng- lish, then the earlier in the coming cen- tury that we abandon the note-by-note reading in the schools the better. THE NATIONAL EDUCATION ASSOCIATION Vitalizing and | $$ ———_———
  • te pe & e é : qa - i ‘ é : > ' ‘ > ry 7 sa m oat a * ’ ff - “4 r f * z 2 . * ' ¢ % a “ ‘ a ‘* ° , a 4 e . t ‘ 4 * » ~ 2 - ‘ . >. : f ~~. oe { . . ’ \ at . + ot « P ° x ~ ‘ . - . - - — - a . ee . & - “s , » a - " | -— . - . 4 < : . > ¢ . e . * a ae ; 4 e : 4 2 ‘ ~ Pa . ‘ 3 “ ‘- ‘i ; ; z : j : ’ s ¢ ‘ a“ Fi . ‘ * * ° wv: D> - i . » 5 ° 4 4 i ~ 3 = ¥ . . : rt - * 4 - o-* di - . — . ; ~ . ry oa , s —-~ s j f H tad o = : . ; : # F H * » eh See < hy - - e Dy * * > ot ‘ ; < . ! a we 4 iid eke - . ‘ af of ; i ; wi val Y ae 7 ra x et R HOTEL RATES—SAN FRANCISCO Following list shows only rooms with baths accommodating one person and two persons. Suites and apartments are available in many of the hotels listed. Some also have rooms without baths at rates lower than those quoted below. Apartments of various sizes also are available and lists of these will be furnished by the Housing Bureau. Numbers in parentheses following names of hotels show total number of rooms in each hotel. ~— per day | Rate per - Be pK with bath a per day | Rate per day for room with bath room accommodatin; i Hotel Ss . persons accommodating TWO persons accommoda ting og ; = ONE person Double bed Twin beds ee Double bed Twia beds Alexander Hamilton (50).....| $3.00 to $3.50 é if Piiges Reh . i . 7 dor (250) " 2 le ( ~~ e sass eae e. Mayflower (108)........ New Olympic (250)........ Ormond (100).......... 2 fe i. Meee Palace (550) FOSS wns? uguy + POW WUD OO eo -» ef 8 8 88 P Se Doe Py wwe wom en S833 8 ES ac ive ka ob 6 a Powell (205).. port President (150)......... Drake- Wil Ritz (102) Edison (117) me Coctez (625)........... 00 WwWrawws WhRO = sees syss sssse 433s Ss8s ss. Federal Fielding (1 Franciscan ee ge aS Sir Francis Drake (600) Somerton (200)......... ts ww cm oe § °°"se8 ‘ 2 APP ‘ |S 8 888 on’ Y: ss: a wna nile, eas SeSSS og Ssss; Terminal Victoria (150)......... ; Virginia (150). ’ Washington (200) Western Women’s Club. Whitcomb (500)....... . . Sane » Peter 8 8888s | we SSPee 8 88338 seuss - sz meee (we |) 888! \& & gus 33°s no ss $3 8 w aad 8s: New Wh : yette (100 N Key to Plan 28 ' 16 32 7 38 —(h68 92 «39 68 |—«SB 70 «52 14 —640 75 59 71 44 93 64 27 50 8 . S 78 a 54 55 48 O4 67 34 6 66 ' lo 22 33 26 10 STREET PLAN OF SAN FRANCISCO ie Ga ee ee a oe Rea 2 = se BEGESes Stace eels WASHINGTON ‘WEBSTER i SM A DE BE ck AE ws Leo oe oe CALIFORNIA ' = ot ~ 5 3 vl JOURN aS RNDS | ‘hei eONEYS THROU! MANY LA =| JOUR NEY: NORTHA AMEN Rie GEOGRAPHY — The First Social Study For this associated life, with its achievements and failures, does not go in the sky nor yet in a vacuum. It takes place on the earth. The geographical setting enters into the very makeup of the social happenings that form history. — John Dewey: Democracy and Education. There is a widespread demand for courses in social studies in the grades. The best results have been obtained by those schools which realize that Geography, properly taught in the best modern manner, is the social study of the grades. The best courses in Geography fuse the subjects of History and Civics and, above all, emphasize interna- tional understanding and good will. The following paragraph by Professor Hatch shows that the real purpose of Geography study is character building: “The real reason we go to school is not to learn just the facts of Geography, or whatever other studies we take up. The facts are important but only as they help us to build a better world, where all men can work together as brothers.” Allyn and Bacon New York San Francisco Boston Atlanta rR if noe ORES NDS i an is MANY ! Chicago Dallas .