JAN 30 1939 his ions eal . a ati, Hhiy ty tty " tay? 5 eh! =e, ea i pat > Cleveland Convention Program, Pages 40-44 Photograph by J. T. Moody, Cleveland. Ohi SOCIAL UTILITY ARITHMETICS By GEORGE D. STRAYER, Professor of Education, and CLIFFORD B. UPTON, Professor of Mathematics, both of Teachers College, Columbia University Published in Three and Six Book Editions ADVENTURES IN ARITHMETIC—W orkbooks—Numbers Three to Eight Each, $.28 ‘Two particular features distinguish these new arithmetics: They represent the social conditions of the times and also the most approved present-day thought in the teaching of arithmetic. This means that these books have the new grade placement, the more useful topics coming first, and the less frequently used topics being taught later. Fewer topics are presented in the primary grades, thus leaving more time for the mastery of the fundamentals. Addition, subtraction, multiplication, division, fractions and decimals in their various steps are now placed accord- ing to their social utility. The aim throughout is to give the greatest service. The problems are modern in character and accompanied by carefully graded, abstract exercises. A complete program of diagnostic and remedial work is included. New features are given in problem solving. The vocabulary has been made with scientific accuracy. AMERICAN BOOK COMPANY New York Cineinnati Chieago Boston Atlanta Dallas San Francisco 2 : ' Cvery pupil vides around the ’ same center of interest adil THE UNIT-ACTIVITY READING PROGRAM The superior pupil can read the ba- sal reader unit, the accompanying supplementary pamphlets for the same unit, and stories from other readers and books on the same topic. HIS new series of text-workbooks will make an immediate appeal to the teacher who believes that language study should be interesting to children. Every principle is approached through familiar child experience and is developed from the child’s point of view. There is no more drudgery in the study of language for either pupil or teacher, for learning becomes a pleasant cooperative experience. There is a book for each grade from one through six. Books VII and VIII are in preparation. Write us for examination copies. WEBSTER PUBLISHING COMPANY 1808 WASHINGTON AVENUE 106 ST. LOUIS, MO. The average pupil can read the ba- sal unit and the unit pamphlets. The slow pupil can master the basal unit. We cordially invite you to visit our booth # D49-51 at the N.E.A. School Adminis- trators Convention in Cleveland. SILVER BURDETT COMPANY New York Boston Chicago San Francisco JOY ELMER MORGAN, Editor VOLUME 28, NUMBER 2 H. A. ALLAN, Business Manager Between Editor and Reader CONTENTS FOR FEBRUARY 1939 A THE TURN of the year we sent a letter to a The Crisis of Democracy ......... . . Harold L. Ickes 33 number of educational leaders, asking for err wie Pitan... 2... 8 4 SS Sea eee Lavang as Piomeers ........+.+2+s- « EgpmaSchoas 36 Superintendent Willis A. Sutton of Atlanta, who, Let's Stake Our Claim - + + + + RobertD. Baldwin 38 tho one of the busiest of men, does not neglect Educational Policy in the Making ..... . . John A. Sexson 40 to cultivate and enrich his mind: “The new The Program for Cheveien®. 6 6 oo 8 38 ee OES Pe ae 42 a brief list of the books read recently which had helped them most. A typical reply comes from biography of Leonardo da Vinci by Antonina Political Education . .......... . +. HarveyG.Humann 44 Vallentin is one of the grandest books I have Needed—A New Course ......... . . WalterE. Rauch 45 ever read, and would be wonderfully helptul to An Experiment in Integration. ......... GayleC. Cole 46 all teachers. Dr. Counts’ Prospects of American Our Purposes ...... . . . Educational Policies Commission 48 Democracy is outstanding. I have reread The P Lining Universe ty Li B: focks; 1 cotnet thick The Religion of the Public Schools . . . . . Bernard C. Clausen 50 of a book that would mean more to the teachers Your Health in the Making ...... . . . Joy Elmer Morgan 51 of this country. Marquis James’ Life of Andrew Education for American Life ......... . Lyle W. Ashby 53 Jackson is another very great book. Science Demonstration Assemblies ..... C. K. Chrestensen 54 Books suggested by others include some of The Principal and Individual Guidance . . . . Herbert R. Stolz 55 those on Dr. Sutton’s list. Additional titles are: q The Coinclusive Membership Plan Grows in Popularity James Henry Breasted’s Dawn of Conscience; Reuben T. Shaw 56 J. B. Bury’s History of Freedom of Thought; Stuart Chase’s The Tyranny of Words; David Coyle’s Roads to a New America; Education for Toward World Understanding ........++++6+++4-2 57 Elementary-School Service .... 2.2 ssccsrccsiscs cre SB Dee eas gun t's trae bse ee ees eee ae American Life, The Regents’ Inquiry; the three books published by the Educational Policies Highschool Service... - 6 1 ee ee ee ee ee ee ee ee 660 Commission; Bertram B. Fowler’s Consumer Co- Peleere Dememens Serene. 2 a cb kk a ee we ee CE eee operation in America; Harry Gideonse’s Higher Membership in Departments of the National Education Associa-: | Learning in a Democracy; Arthur E. Hertzler’s oe: ee ee ee ae re The Horse and Buggy Doctor; Lewis Mum- Honor Roll of the NEA . ford’s The Culture of Cities; Marjorie Kinnan Notes and Announcements s id wdashen ee Rawlings’ The Yearling (a novel); Hendrik Van L ore The articles herein printed are the expressions of the writers and oon’s Our Battle. 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. Revusen T. Suaw, President J]. W. Craptrer, Secretary-emeritus Wittarp E. Givens, Executive Secretary 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 for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921. 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. VOLU ME 28, NUMBER 2; FEBRUARY 1939 [ A-21 | For letdihing ietiere and Building Words—_ Breeder a SHAPE LETTERS it ee ‘ar SHAPE — OSS: ied , ASY i ns PS bts) ; Ng | Your Students, Through Vocational Guidance, Know What They Need! CAN YOU GIVE IT TO THEM? Today, thousands of boys and girls, who would normally be at work or at home, are demanding practical courses from the public schools that over-tax the physical and financial resources of every school system. You can readily meet such needs through the use of SUPERVISED CORRESPONDENCE STUDY This modern educational service offers over 1500 practical subjects S.C 8274 Heavy block letters, one inch high, cut from durable blue | card stock. Excellent material for the beginner to formulate an impression of his A B C’s and for the more advanced pupil to use | as a word builder. These letters have an advantage over the ordinary word builder as the letters are actually ‘‘cut-to-shape,” giving the child a true impression of the structural design of each letter. Price, per box, 25¢ Send for Bradley School Supply Catalog MILTON BRADLEY CO. 70 PARK ST. SPRINGFIELD, MASS. through the combined use of specially written and up-to-date text- books, the written lesson, and your teacher’s guidance. Write for information. Call at our Exhibit Booth, I-63, Cleveland N.E.A. School Ad- ministrators Convention, February 25—March 2, 1939. High School Cooperative Department INTERNATIONAL CORRESPONDENCE SCHOOLS SCRANTON, PENNSYLVANIA Member, National Home Study Council, and National Conference on Supervised Correspondence Study Modtern-Schoo!l Arithmetic New Edition. By Clark, Otis, Hatton, and Schorling. Now ready for grades three through eight. Widely accepted as the most successful series in teaching arithmetic meanings. New concepts are skillfully developed step by step in concrete, familiar situations. Understand- ing of processes is deepened and reinforced by meaningful practice. Skills are fixed by abundant practice and checked by progress and diagnostic tests following each unit chapter. A wealth of taken-from- life activity problems and realistic illustrations in color identify arith- metic with problems of everyday living. Careful editing by a reading specialist assures ease of reading. The new grade placement of topics is based on a consensus of recent research findings. Have you seen the annotated Examination Edition? World Book Company, Publishers, Yonkers, N. Y. Chicago, Boston, Atlanta, Dallas, San Francisco, Portland, Ore. | A-22 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION or ul d- e. id ne- 1g Cs “nl ec. ION The Crisis of Democracy HAROLD L. ICKES, SECRETARY OF THE INTERIOR CROSS THE SEAS a new dark age seems to be well on its yA way, more terrible than any in the past because the resources of modern science are at its disposal. The art of war has become the supreme, all-pervading art of life. No task of military science, however staggering, seems to be beyond the skill and boldness of man, while no task of peaceful adjustment, however small, seems capable of solution by human minds. This is the story of human progress in the year 1938... . “One by one, in other lands, the lamps of reason are going out.” Whether they will be relighted in our time, or in our children’s time, no one may dare to say. Will they grow dim in our own country, too? Five years ago, when the darkness first began to settle over Europe, no intelligent man or woman in this country would have taken this question seriously. Tonight no intelligent man or woman can think of much else. Tonight every one of us might declare with Thomas Jefferson: “I have sworn upon the altar of God eternal hostility against every form of tyranny over the mind of man. . . .” Our times are fraught with a serious threat to democracy as we have known it. Countries that today enjoy the bless- ings of liberty under democratic forms of government tomorrow may find themselves deprived of those liberties by a totalitarian dictatorship. . . . Men and women whose unfortunate lot it is to live under a modern despotism are not permitted to seek happiness as individuals. They are pawns of a totalitarian state, cannon fodder, political robots, sterilized intelligences who may not live their own lives in their own way; who may not express their thoughts freely; who may not worship God according to their own consciences; who may not vote unless prepared to vote “yes.” And let us make no mistake. Totalitarianism is on the march. We are not safe. Totalitarianism is insidiously boring today from within the temple of our own liberties as well as assaulting it from without. It rides the radio waves, spews from the presses, soars thru the air in bomb- ing planes, slinks under the sea in submarines, and crosses the surface of the earth to a chorus of clanking tanks. Never has any foe of civilization moved so mysteriously, so unerringly, with such deadly swiftness, or over so wide a territory. Nations that are powerful and once were proud, with heads humbly bowed, back meekly from its Presence. But if we are men and women worthy of our forebears we will not stop with weeping about what has happened in other nations, or stop with apprehension of what may happen to us. Rather we will begin right here and now to do whatever needs to be done so that it cannot happen to us. What needs to be done? First of all, it seems to me, we need an acid bath of self- examination that will bite thru all false slimes of snobbish- ness, of exclusiveness, of petty jealousies and petty prides of caste, and get down to a clean, hard core of realization that the interests of all Americans are one. . . . Funda- VOLUME 28, NUMBER 2; FEBRUARY 1939 mentally our trust is in each other. Fundamentally ours is an intellectual rather than an emotional allegiance; an allegiance not to a past but to a future; an allegiance to a belief that many peoples, if they are competent and of goodwill, can best serve themselves and each other in a common endeavor; can make a new race and a new people and a new world better than ever were before. America has often been called a melting pot. But the figure is misleading if it means that we are all shaped to a common mold. I prefer to think of America as a sym- phony, in which the sound of each instrument is distinct and valuable for its own sake and yet blends into the total harmony. Our country was founded on this conception. All of us—or our fathers or fathers’ fathers—came here in this hope and came here eagerly. . . . The strength of America is the strength of many strains, gaining in vigor and accomplishment in the free air of a free country. Orr rirsr xine of defense against Fascism is a passionate devotion to the American ideal of fraternity and equality of opportunity for all Americans, regardless of origin or mythical descent. We must implement that belief with the understanding—at the level of action—that the legal reality of the spirit of tolerance is the protection of the civil lib- erties of the individual, and that the civil liberties of the American people are a seamless web in which the injury of the liberty of one is the injury of the liberty of all. Sometimes in our disparities of economic status we forget this. Sometimes the owner of a great newspaper can fly into a tantrum about the freedom of the press on the same day that he gives editorial approval of vigilante action against members of a migratory workers’ union exercising the civil liberty of the right of free assembly in the course of a strike. Such a newspaper owner forgets that if public opinion is led to acquiesce in the denial of the right of freedom of assembly to the migratory worker, public opinion is already halfway led to acquiescence in the denial of the freedom of the press. Today there are countries of Europe where rich indus- trialists in the grip of a dictator have as little civil liberty as a migratory worker has in the grip of a vigilante com- mittee. But those rich industrialists themselves began dig- ging the grave of their own liberty six years ago when they subsidized a dictator on his promise to “solve” their labor troubles by suppressing strikes and depriving workingmen of what we would call their civil liberties. Rich Jews who subsidized campaigns of hate against their own people, in this same thoughtless way, did not sense the subtlety of a dictator who cunningly reasoned that those whom you intend to rob, you should first cause to be hated. Any American who looks ahead—rich man or poor man —to the preservation of the liberty of his country or to the liberty of himself or of his children has no choice but to come to the aid of any group in this country that is vic- [ 33 | timized in the enjoyment of civil rights. Nor is there any use in blinking the fact that there are too many traces in this country of Fascism on a small scale. . . . I» He last twenty-five years government, state and federal, has struggled particularly hard to utilize the powers given it under the Constitution to create eco- nomic conditions under which the great mass of the people would feel convinced of justice and security. These efforts have included attempts at the establishment of minimum wages and maximum hours, the prohibition of child labor, the encouragement of the unionization of labor, the reasonable stabilization of farm and industrial markets, the conservation and development of natural resources, and the regulation of utilities and other public businesses in private hands. Consistently the lawyers representing the interests that wished to block such efforts have invoked the Bill of Rights to protect their clients. Until two years ago, for instance, they had argued successfully that it interfered with the freedom of a charwoman to work if an employer is not permitted to underpay her. .. . More and more the guaranties of civil liberties that are available in no other land and to which minorities in this country have looked for protection depend for real effec- tiveness upon the full use of the affirmative powers given to government to safeguard the life of the nation. Guaran- ties of tolerance written on parchment are nowhere near as important as guaranties that are written in the hearts’ and the character of the American people so long as these are not embittered by economic distress. Tolerance and concern for fair play are virtues which do not flourish in the stony soil of economic want and social distress. They are flowers that grow only when nurtured by a fertile soil and warm sun. . . . In a world of aggres- sion and of sudden and imperfectly understood economic disruptions no minority has any assurance of tolerance and fair play unless, by the affirmative use of governmental power, we succeed in this generation in collaborating with the private processes of economic enterprise so as to enable every class of our society to live at least on a level of civi- lized decency. Those of us whose circumstances lie in for- tunate places are a little too prone to bear with fortitude the hardships of a goodly portion of our fellow countrymen. No one is naive enough to believe that Fascism is simply a congenital meanness of spirit that is somehow born into a generation. The insecurity of great masses of people breeds desperate hopes and desperate measures. The pattern here is similar to the one in certain foreign lands. There the solu- tion for economic security is to exclude the helpless minori- ties from the economic life of the nation and to put the nation on the basis of a war economy. ... Theirs is a tragic confession of the failure of the economic machine to function on a peacetime basis. If we in this country want really to protect ourselves against the insane delusion that only by war can people survive, the road lies open before us. The leaders who today are pouring out their energies to improve the lot of the common man are saviors, not of a class, but of the Amer- ican system itself. Those whose energy is bent on obstruct- [ 34 | ing such efforts must assume a grave responsibility. . . , Farseeing men know only too well the strains upon our way of life of a war abroad and its inevitable economic consequences. It will take cool judgment for our people to appraise the repercussions of economic change in other lands. And only a people completely convinced—at the bottom as well as at the top—that their system of govern- ment best serves their social and economic interests will have such a judgment. It has become one of the elements of our own self-protection that we bring the forces of social justice within our own borders to equilibrium—in time, The state of our law and the state of our sense of social jus- tice have become almost as important items in our scheme of national defense as armaments themselves. They must be made right—in time... . No man who loves his country and his people and his liberty has any intelligent choice but to help with all his energy, with all his money, with all his heart and soul. And no one can escape the responsibility of enlisting on one side or the other in the lines that are forming, as surely as if on a battlefield, to hammer out the answer. . . . The struggle that is going on all over the world today between dictatorship and repression on the one hand and democracy and tolerance on the other is a battle in which there can be no noncombatants any more than when physical war is being waged. “He who is not with me is against me.” The battiefield of politics is indeed a muddy battlefield; a field over which few men of sensitiveness like to struggle. But no man, no matter how fine-grained he may think he is, no matter how culturally superior to his fellows he may consider himself to be, can refuse to fight on any battlefield on which his fellows have to fight when the liberties of all are in danger... . Lex us go back over the trail that we have been unwind- ing. From hatred and intolerance abroad to a new sense of Americanism here; from new beliefs in Americanism here to the protection of the civil liberties of all here; from the protection of civil liberties here to economic justice and stability here; from economic stability here to political sup- port of a bona fide liberal leadership here. How long that trail! But how straight that trail! .. . The most effective something that you can do about it ” here and now is to support with your courage, with your energy, with your time—yes, and with your money which will mean nothing to you without your liberty—the cause of liberalism. Liberalism is the deadly enemy of Fascism. Where liberalism maintains a sturdy growth, totaiitarian- ism with its oppressions cannot take root... . If America has learned one thing from recent events, it is that she must depend upon herself to protect her liberties and maintain her territorial integrity. America wants peace —peace beyond any other earthly thing—but America will guide her course by the knowledge that the only assurance of peace is ability and determination to maintain peace. And as a final guaranty of peace and of the right to live our lives as we see fit, both now and in the future, America knows that she can confidently rely upon the devotion of her daughters and the valor of her sons—From an address before the Hollywood Council for Democracy,Los Angeles. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION LET'S TAN A HIDE Pedagogy thru Pictures 1—We put the small calf bide into a wooden bucket containing two gallons of water, a half gallon of salt, and three ounces of sulphuric acid —and left the hide there for a week and a half. 2—When we took the hide from the sulphuric acid, we used sticks so that we would not burn our hands. We washed the bide in a tub of clean water because sul- bhuric acid is poisonous. 3—We rubbed the hide between our hands to make it soft. 4—After scraping the hide, we rubbed in neat’s foot ol. We poured it on little by littie every day until we had rubbed in a quart, 5—We put the hide on a wooden frame to stretch it. 6—Our teacher brought a half-gallon of gasoline and two stiff brushes. Then we put gasoline on the side which haa the hair. We rubbed and rubbed till the hide was clean. We put neat’s foot oil on the smooth side, so it would not get hard. We put newspaper under it so it would not get dirty. “Ler’s TAN A HIDE,” suggested Bob, and the rest of the class said, “Let’s” in enthusiastic assent. And so a group of fifth graders in Santa Barbara, Cali- fornia, that had been learning about the “basic functions of human living in the United States,” carried out the project described here. The pictures and story—as told by the children— will aid other classes in developing similar units. ee —— LIVING as PIONEERS Emma Schuet; Fourth-Grade Teacher, Jefferson School, Sheboygan, Wisconsin N ouR sTupy of home geography, the boys and girls of the fourth grade became very much interested in the early settlers, who were the children’s ancestors and the people who helped to make our great United States. The children became eager to learn from their parents and grandparents about the struggles and trials of these early people, how the land was cleared, and the kinds of homes, work, schools, food and clothing, and leisure which pre- vailed. [ 36 | Above —“Corn in Colonial Days”; below— miniature covered wagons and Colonial village After a good deal of information had been drawn from the pupils’ parents, grandparents, other relatives, and friends, many interesting stories, experiences, and discussions followed. It was brought out how difficult making a living was in those early days with only crude and home-made tools, no conveniences in the home, very little machinery, and few of the inventions which so many now enjoy. At the same time, the pupils realized that the virgin soil and the primeval forest offered food, fur, and game in abundance. Only the ingenuity of the pioneer and the friendliness of the Indian were needed to make possible food, shelter, and clothing. THE JOURNAL OF The children became eager to know how some of these early tools, which now have been supplemented by our electric-driven machinery, looked and how they were operated. A trip to the museum, which is in charge of the She- boygan County Historical Association, was suggested and arranged. Here the children found displayed a collection of many old-time objects whose operations were ably explained by the keeper. To their delight they saw the old spinning wheels, the looms, earliest clocks, plows, flat irons, hour glasses, costumes, uni- forms, Indian relics, bows and arrows, and yokes of oxen which they had heard their grandparents tell about. THE NATIONAL EDUCATION ASSOCIATION know which y our 1 and to the e She- jation, re the ion of ‘ations *r. To nning slows, , Uni- rrows, heard ATION —— The children brought from the library books telling about pioneer life. They told stories in class from what they had read; they tried to gather more knowl- edge from conversations at home; they told what they had seen in movies re- garding the early settlers; and finally suggested that they had at home in the attic some very old things which they would like to bring to school. The boys and girls decided that they would like to make a log cabin and fur- nish it with many relics which they could find at the homes of their grand- parents and other relatives. With the as- sistance of the janitor, the framework of the cabin, which consisted of narrow strips of wood, whose dimensions were x8xg feet, was constructed in a corner of the schoolroom. Brown wrapping paper, which comes in large rolls, was painted with alabastine to represent logs and used to cover the framework. The room was divided into groups, each having a specific type of work, some doing measuring, others mixing and preparing colors, and others painting. There were crews of painters who, when experienced, trained others as their as- sistants. The strips of paper when pasted together had the dimensions of a side or wall. Each wall was done separately and laid on the floor while being painted and later fastened to the framework with thumb tacks. A window made from wax-paper was set in on one side, corre- sponding to oil-paper used by pioneers. When the cabin was completed, it was furnished with fireplace, big iron kettle, a rocker, spinning wheel, sampler, flat irons, clock, lantern, candle holder and candle, coffee grinder, scale, kerosene lamp, some very old shawls, and hand- woven rug. How happy the children were to see their cabin completed! Every child in the room had helped in the con- struction. It was large enough to hold ten people at one time and sufficiently high for a man six feet tall to enter with ease. Next to the cabin, set against a back- ground of forests and Indians, painted with alabastine on wrapping paper, by the children, were a miniature Colonial village in a sand table, and a scene of the covered wagons on their long trek to the West. The little village, complete with cabins, people, a church, trees and animals, was circled by a stockade built of corrugated cardboard. An Indian set- tlement lay nearby with a little lake and canoes. The human figures and animals were modeled with clay. The covered wagons, drawn by horses, were shown fording a stream. The drivers of the horses were made of clay, and were fol- lowed by their dogs. Women and chil- dren were lingering on the ground, while some of the last wagons were pre- paring to cross the stream. In addition to the art work, there was a display table which had many antiques and which amused and interested the visitors. Each item was brought in by the children. There were a 100-year-old sugar bowl, a jewelry box a century and a half old, cut-glass wine goblets dating far back, a pewter coffee pot, an enor- mous cup and saucer with a capacity many times greater than the average, corn cob dolls dressed by children, a log cabin quilt, old shawls, two vases from the Chicago Centennial of 1876, and old cut-glass dishes brought over from Europe. , There was also a collection of pictures showing pioneer life. These pictures from newspapers and magazines, neatly mounted by the children, showed the homes and experiences of famous pi- oneers like Columbus, Washington. Lincoln, and In addition, there was a display of pic- Right—Interior of the log cabin built by the children; below—the log cabin and collection of antiques. VOLUME 28, NUMBER 2; FEBRUARY 1939 tures which the children had painted in art class showing those phases of pio- neer life which interested them most. These included such pictures as Vikings, people making soap or candles, spinning, weaving, going to church. For visitors who came to see the inter- esting display the pupils presented the play called “Corn in Colonial Days” by M. Louise C. Hastings, and a little “moving picture show.” Every child had taken part in the making of these pictures. As the pictures appeared on the screen, a story in explanation was told by the boys and girls. What a pleasure it has been to the children to have lived this project, and I’m sure it will long remain in their memories. [ 37] LET’S STAKE OUR CLAIM Model of the Mayflower in the U. 8. National Museum, Washington, D. OC, expansion and settlement of the fed- eral domain of half a century ago, the curtain has now all but fallen on the day when one can stake his claim to a share of America’s heritage of surface soil and subsurface wealth. Thus has passed an era fabulous in its material rewards to many for daring courage and magnificent physical strength and en- durance. Paralleling this era of settle- ment and passing of land into private ownership, and promising to continue, other claims have been staked by those who have applied inventive genius to the problem of providing means where- by the vast potential physical resources of America might be made actually available to all of our people. Thus our country has reached the happy place where, according to the considered judgment of economists and engineers of the Brookings Institution and the National Survey of Potential Product Capacity, what we like to think of as an American standard of living can be provided for all of the American people. Unfortunately, however, in spite of splendid advances made within cer- tain groups, there has been no such gen- eral rise in living standards as courage, daring, inventive genius, and accumu- lated capital now make possible. One contributing cause is insufficiency of income of those families which would normally consume what can be pro- vided. Economists indicate that 42 per- cent of the families in the United States had incomes of $1500 or less in 1929. Not only so, but these 12,000,000 fami- [ 38 | T conTRAST with the rapid westward The spirit of pioneering—in which our country founded and expanded—must prevail in the schools. lies had an aggregate income of $10,000,- 000,000 while 36,000 families, or 0.1 per- cent of the total, received $9,800,000,- ooo. Now, it seems reasonably clear that a family can actually consume only about so much food, clothing, shelter, and other ordinary goods and services which go into the American standard of living. What is to be done with the sur- plus income which these 36,000 families in the brackets above $75,000 have to spend? They cannot spend it all. If they invest it, obviously they expect a return more or less handsome upon their in- vestment. But already many are idle. The physical plant of the United States produces now more goods than con- sumers, most of them with limited in- comes, can take from the market. Thus the low incomes of large numbers of families not only prevent these families from maintaining the American stand- ard of living, but actually, when invest- ment thus becomes unprofitable, under- mine the very foundations of capital and the capitalistic system. At this juncture it may pay to recall the considered judgments and states- manlike foresight of some outstanding figures of American history: “We are free today substantially, but the day will come when our Republic will be an impossibility. It will be an impossibility because wealth will be concentrated in the hands of a few.” “I see in the near future a crisis ap- proaching, that unnerves me and causes me to tremble for the safety of my coun- try. As a result of the war, corporations was have been enthroned and an era of corrup- tion in high places will follow, and the money power of the country will endeavor to prolong its reign by working on the prejudices of the people until all wealth ¢ aggregated in a few hands, and the Repub. lic is destroyed. I feel at this moment, more anxiety for the safety of my country than ever before, even in the midst of war.” “The masters of the government of the United States are the combined capitalists and manufacturers of the United States. The government of the United States at present is a foster child of the special in- terests. It is not allowed to have a will of its own. The government, which was de- signed for the people, has gotten into the hands of bosses and their employers—the special interests. An invisible empire has been set up above the forms of democracy.” Do you regard these the hasty and il- considered views of the typical soap-box orators? The first speaker is James Mad- ison; the second, Abraham Lincoln; and the third, Woodrow Wilson. Let us follow this matter farther, to discover what really were the founda tion stones of the fathers who erected the first permanent white settlement on the shores of North America and sought to establish a type of government which might lean away from old world aristoc- racy and build American democracy. Said Daniel Webster at the two hun dredth anniversary of the landing at Plymouth Rock: “They came to a new country. There were as yet no lands yielding rent, and no tenants rendering services. The whole soil was unreclaimed from barbarism. They THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION corrup- ind the ndeavor on the realth is Repub- it, More ry than war.” t of the pitalists | States. tates at ecial in- will of was de- into the ers—the pire has ocracy.” and ill- oap-box es Mad- In; and ther, to founda erected nent on | sought t which aristoc nocracy. yo hut ding at . There and no ole soil . They [ATION Gold prospectors—from an old print were themselves, either from their original condition or from the necessity of their common interest, nearly on a general level in respect to property. Their situations de- manded a parceling out and division of the lands, and it may be said that this neces- sary act fixed the future frame and form of their government. . . . The consequence of all these causes has been a great subdi- vision of the soil and a great equality of condition; the true basis, most certainly, of popular government. . . . The best gov- ernment, if it could exist, would not be long acceptable, if the tendency of the laws were to create a rapid accumulation of property in a few hands and to render the great mass of the population dependent and penniless.” Please note Webster’s interpretation of the foundations of American govern- ment as the parceling out and division of the lands, a great subdivision of the soil, a great equality of condition, the true basis, as he says, of popular govern- ment. Not to belabor this point, it yet seems clear that always in the minds of our most penetrating and democratic statesmen has lurked the definite and articulate fear that American democracy might some time perish because riches might supersede justice and the power that riches tend to give might override political equity. Perhaps we may revert to the sugges- tion implicit in our title. In the past the claims staked have been concerned pri- marily with the discovery, the acquisi- tion, and the exploitation of material re- sources, so that now we stand at a point where a truly American standard of liv- ing is within the grasp of all. But the Promise has not been fulfilled. Precisely at this juncture the teacher enters the current scene. For the claims now to be staked, if our American tra- ROBERT D. BALDWIN College of Education, West Virginia University, Morgantown dition of pioneering is to persist, lie in the realm of the social. If the potential material benefits are to be realized, our schools must drive deep the social claim- stakes of truth, justice, freedom, and clear-visioned patriotism. They must en- able youth today to solve the problem of the more even distribution of income and wealth, and others which thus far America has failed to solve. They must do this not by violent revolution and overthrow of our American government and economy. The pattern ahead is not clear enough to warrant such action. But, within the framework of American traditions for blazing new trails, they can help youth of today to see American social and economic life more clearly than we appear now to see it. Specifi- cally, what truths can American youth be taught which hold promise of a not- too-distant better day? Teachers can do the following specific things: [A] They can fairly and fearlessly present the facts: [1] That the United States, at least, can produce enough economic goods to go around. [2] That the Adam Smith “economic man” is by no means the acme of hu- manity’s achievement. [3] That liberty cannot be absolute. [4] That regimentation is always with us, increasingly as society becomes more complex; that no more of it would exist under social and economic planning democratically arrived at than there is now; that such regimentation would limit chiefly man’s acquisitive activities and free his personality for socially intel- ligent, creative, spiritual adventure and endeavor; that freedom here would be attained by paying for it with some loss of freedom in economic enterprising; that, to gain the material benefits which careful, democratic planning can yield, we must surrender some of our vaunted freedom to acquire and accumulate. (Of course the benefits derivable from sound, democratic, cooperative planning might conceivably obviate the present need to acquire and accumulate, beyond the ob- vious necessity that each accept the obli- gation to carry his share of the common burden of producing the wealth neces- VOLUME 28, NUMBER 2; FEBRUARY 1939 sary to sustain the general standard of living.) [5] That the permanence of the cap- italist system and of the institution of private property as now interpreted rests ultimately on the ability of this system to make good, that is to say, on its ability so to distribute income or to adjust the price level that the products which im- proved machinery and communication daily make potentially more abundant and available, can be consumed; that only thus can private property avoid atrophy and sterility, and achieve dy- namic life; that, conversely, all effort to control volume of production to main- tain price must react eventually, not only to eliminate profit from capital, but also, what is more significant to democracy, first to freeze the standard of living at the level already reached, and then to shrink it to successively lower levels; that great riches and incomes for the few far in excess of ordinary consumptive requirements not only react against the common wealth but are economically suicidal. [B] Teachers can make clear: [1] The necessity for maintaining a tolerant, open mind toward all sugges- tions for social-economic improvement. [2] The essential interdependence of individuals and groups that make up society. [3] The principle that all effort which contributes to the wealth and happiness of society is worthy; that dignity at- taches to all constructive labor and ab- hors only sloth, idleness, and nonpartici- pation in the creation of wealth—failure to get into the game and play. Having done these things, perhaps teachers must be content to let the issue rest on our American faith in the funda- mental soundness of judgment of ordi- nary men and women. This is the faith of democracy. This is the hope of the future, provided only the common man and woman have access to clear, transparent, and unprejudiced facts. As Woodrow Wilson once said, “Let Truth and Error grapple. Who ever. knew Truth to come off second best?” In this faith America was born. In this faith it has grown to be the nation that we now know. In this faith we may expect it to continue to make its contri- butions not only to its own progress but perhaps to the greater growth and prog- ress of all mankind. [ 39 | CLEVELAND IN PICTURES oO HISTORICAL Left, statue of Moses Cleaveland, founder of the city; below, Dunham Tavern, oldest buildings, re- cently restored as a museum. EDUCATIONAL POLICY in the Making JOHN A. SEXSON President, American Association of School Administrators fered in the United States, teachers have not lost faith in education as the best guaranty that democratic institutions shall prevail; nor do they feel that the American people have lost this faith. Prompted by a desire to maintain and build upon this faith, the American Association of School Ad- ministrators in 1935 joined the National Education Association in creating the Educational Policies Commis- sion, which was assigned the task of charting the relation- ships of the schools to free self- government. As the Commis- sion passes its third anniver- sary, some of its important goals have been achieved. It has defined the functions of education in democracy, out- lined the structure and admin- istration of American schools, enumerated the essential pur- poses of free universal educa- tion. Drie the reverses which education has suf- ne of Cleveland's The sixty-ninth annual meet- ing of the AASA will be held in Cleveland, Ohio, February 25-March 2, 1939. The pro- EDUCATIONAL Lower left, Miles Standish Elementary School; right, on the campus of Western Reserve University gram will be based upon the findings and pro. nouncements of this Commission. The Commission has emphasized the responsi- bility of the schools in laying the foundations of good citizenship. In keeping with this objective, the school administrators are dedicating the vespers on Sunday afternoon to the spirit in which the American people enter upon the discharge of their civic obligations, a spirit which determines to a great degree the strength and integrity of our na- tion. America has a fine tradition of loyalty and devotion to democratic ideals. No problem of citizenship is of greater current importance than the maintenance of our freedoms —of conscience, speech, thought, and the press, On the Sunday evening program, representatives of news-distributing agencies will join with eduv- cators to lift into clear perspective the issues in- volved in keeping public and private channels of communication open and free from interference and designing propaganda. The press and the radio and the school have common cause in the freedom of communicating facts and ideas. The press need not expect to remain free in a society where teachers are denied freedom to search out and proclaim the truth; and, likewise, teachers may not expect the right to teach the truth in a society which denies press, radio, church, or other institutions freedom of expression. The publication of the Policies Commission, The Structure and Administration of Education in American Democracy, inspires the program of the Monday morning session. The structure of our school systems is weak and ineffective at many points. The proper allocation of duties and responsibilities among administrators, supervisors, and teachers is incomplete. Issues of educational administration will be discussed from two stand- points—that of the school administrator and of the public official. The Monday evening session will emphasize a national program of sound pa triotism, which includes as one of its primary ob- jectives conservation of natural and human re- sources. Problems of the schools in small communities and open country neighborhoods will have the 1 pro- ponsi- ms of ctive, espers h the f their $s toa ur na- y and urrent -doms press, tatives 1 edu- les in- annels erence id the in the 3. The society ch out achers h ina - other ‘ission, ication ‘am of ure of ive at es and “VISOTS, ational stand- ind of session nd pa- ury ob- an re- unities ve the spotlight at this convention. Perhaps the most tragic result of the depression is the havoc it has wrought in the educa- tional institutions of the smaller com- munities. America has been and still is a nation of homes and neighborhoods which have by kindliness, cooperation, and sacrifices’ built for themselves a rich, nourishing culture resting solidly upon local resources. Within two decades these resources have receded. Now there are encouraging signs that they will be restored and conserved. The seventeenth yearbook of the American Association of School Admin- istrators will deal with problems of schools in the open country and in the smaller cities and towns. Featuring the presentation of the yearbook on Tues- day morning, there will be a “Village Revue,” a dramatic portrayal of the cultural resources of villages and rural life, such as school, church, youth organ- izations, radio, and cinema. Tuesday evening will be turned over to the Associated Exhibitors, who will substitute this general session for their annual banquet program, long a most popular feature of the meeting. A gen- erous portion of this session will be de- voted to entertainment in the inimitable style of the Associated Exhibitors. A high spot of the evening will be the an- nouncement of the annual American Education Award, to be presented to Payson Smith of Harvard University, one of the few educational leaders to have been chief executive of more than one state school system, a man whose personal courage and professional abil- ity have long been recognized by his colleagues. The award will be made by Alexander J. Stoddard, chairman of the Educational Policies Commission. Wednesday’s program will be devoted to the social foundations of education. Speakers will present the fundamental thesis upon which rests the case of pub- lic education in our democracy. The Wednesday evening session will deal with America’s crime problem and with the challenge which it offers to the school. Prison wardens and other ex- perts in reform will join discussion with those who have responsibilities in crime prevention. On Thursday morning representatives of business and industry will discuss the production of social income essential to HOSPITALITY The auditorium, convention headquarters the support of a rich and satisfying cul- ture. The contribution of education to increased material production, as well as the part the schools should play in the education of intelligent consumers, will be stressed. Monday, Tuesday, and Wednesday afternoons will be given over to group conferences. Seven divisions, dealing with areas of major interest, have been set up, so organized that there will be a continuous presentation for three days of the problems in each area. Eight se- ries of informal conferences, extending thru the full duration of the conven- tion, have also been arranged. Delegates will assemble on Thursday afternoon to summarize and appraise their convention. An able panel will guide the discussion, and a_ printed summary of convention addresses will be in the hands of those present. The printed summary will include an ap- praisal of the meetings prepared by especially selected persons, a descrip- tion of the exhibits, and a suitable press release for use upon return home. The convention will close on Thurs- day evening with the extension of the audience, thru the medium of radio, to include citizens in every corner of the nation. America’s Town Meeting of the Air will be moved from Town Hall in New York City, to the large Music Hall of the Cleve- land Auditorium. Convention delegates will hear discussed by wellknown men and women a con- troversial question of consequence in national life, and afterward will COMMERCIAL Right, the Hi-Level Bridge over Cuyahoga Valley interrogate speakers in Town Meeting style. The exhibitors are planning one of the most spectacular and representative dis- plays of school supplies and equipment ever shown at a winter meeting. This convention is planned to meet the current needs of those responsible for management of the nation’s schools. No effort has been spared by officers and staff to secure the best talent available to justify the advance hotel reservations which had exhausted the sleeping ac- commodations of the principal Cleve- land hotels four months ahead of the convention date. CULTURAL The Cleveland Museum of Art A ny ae £ I Ewing Galloway Photo Schools in small communities such as this furnish the theme for the 1939 yearbook to be presented at the general session Tuesday morning. iat a SE . ? Set - ~ WPA Photo Tentative General Sessions Program for the 69th Annual Convention of the American Association of School Ad- ministrators, Cleveland, February 25- March 2, 1939. Saturday, February 25—All Day Registration and exhibits in the Cleveland Public Auditorium Saturday, February 25 2:00 pM—Joint conference on teacher education 7:00 pM—‘Americans at Work”—CBS broadcast, open to visitors 8:00 pm—National Society for the Study of Educa- tion Sunday, February 26, 3:30 PM Spiritual Foundations of Education superintendent of schools, Pasadena, Calif., president of the Asso- ciation Organ—Vincent H. Percy Singers Club of Cleveland, Boris Goldovsky, con- ductor; Alfred R. Willard, assistant conductor Presiding—John A. Sexson, In Memoriam—conducted by E. C. Fisher, super- intendent of schools, Peoria, III. Invocation—Reverend Victor Phillips, Church of the Master, Cleveland The Spiritual Quality of Democracy—Theodore Soares, professor of religious ethics, California Institute of Technology, Pasadena, Calif. Hymn and Benediction Baptist Sunday, February 26, 8:00 pm Education, Propaganda, and Press Freedom Cleveland All Highschool Orchestra, J. Leon Rud- dick, conductor People’s Platform—a panel discussion Lyman Bryson, Teachers College, Columbia University, chairman J. R. Drummond, Christian Science Monitor Wilbur S. Forrest of the New York Herald Tribune who will partici- pate in the Peo- ple’s Platform Sunday evening. The Program por Cleveland Wilbur S. Forrest, New York Herald Tribune Malcolm S. MacLean, University of Minnesota Clyde R. Miller, Institute for Analysis And others Propaganda Monday, February 27, 9:00 AM Administrative Foundations of Education Presiding—John A. Sexson, president of the Asso- ciation Invocation—Rabbi Abba Hillel Silver, The Tem- ple, Cleveland Presentation of Gavel—Charles H. Lake, superin- tendent of schools, Cleveland Greetings—Mrs. J. K. tional Congress of Parents and Teachers A United Profession—Willard E. Givens, executive secretary, National Education Association Pettengill, president, Na- Changing Conceptions of Educational Adminis- tration—George D. Strayer, Teachers College, Columbia University The Relation of Administration to Instruction Sidney B. Hall, state superintendent of public instruction, Richmond, Va. Monday, February 27, 2:15 pm Discussion groups—first session Allied departments and organizations Monday, February 27, 8:00 PM National Planning Cleveland Highschool Festival Chorus of 1ooo voices, Russell V. Morgan, conductor Human Resources and their Development—Mary B. McAndrew, ] superintendent of schools, Carbondale, Pa. Natural Resources, their Use and Conservation— Harold L. Ickes, Secretary of the Interior American Youth Looks at Its E. Day, president, Cornell University, Ithaca, a a Future—Edmund THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION une ota ida 2 SO- ‘m- rin- Na- tive nis- ge, blic 000 lary 1 01S, es und IN Tuesday, February 28, 9:00 AM Schools in Small Communities Festival Chorus of 2500 voices from Cleveland Elementary Schools Invocation—Rt. Rev. Msgr. John R. Hagan, super- intendent of Catholic schools, Cleveland Greetings—Reuben T. Shaw, president, National Education Association Schools in Small Communities, the 1939 Year- book—H. M. Corning, superintendent of schools, Colorado Springs, Colo., chairman of the Commission. The Village Revue—A group of highschool stu- dents from small communities will discuss their activities and opportunities—conducted by Roy W. Hatch, State Teachers College, Upper Mont- clair, N. J. Business session—Reports of committees, nomina- tion of officers from the floor Tuesday, February 28, 2:15 PM Discussion groups—second session Allied departments and organizations Tuesday, February 28, 8:30 PM Special Feature Program for All This evening members of the American Associa- tion of School Administrators and of the Na- tional Education Association will be guests of the Associated Exhibitors. Presiding—Frank Gregor, Jr., president, Associated Exhibitors, NEA Greetings—John A. Sexson, president, American Association of School Administrators Presentation of American Education Award to Payson Smith—by Alexander J. Stoddard, super- intendent of schools, Denver, Colo. The Unknown Quantity—Payson Smith, lecturer, Graduate School of Education, Harvard Uni- versity Entertainment features Wednesday, March 1, 9:00 AM Social Foundations of Education Festival Chorus of 2500 voices from Cleveland Junior Highschools Invocation—Dean Chester B. Emerson, Trinity Episcopal Cathedral, Cleveland The Purposes of Education from the Standpoint of Society—Harry Elmer Barnes, editorial writer, New York, N. Y. The Purposes of Education from the Standpoint of the Individual—L. Thomas Hopkins, cur- riculum specialist, Lincoln School, New York, nM. ¥. The Purposes of Education from the Standpoint of the School—Ben G. Graham, superintendent of schools, Pittsburgh, Pa. Wednesday, March 1, 2:15 PM Discussion groups—third session Allied departments and organizations Wednesday, March 1, 6:00 PM College dinners Wednesday, March 1, 8:00 PM The Challenge of Crime Presiding—William E. Grady, associate superin- tendent of schools, New York, N. Y. Cleveland Highschool Festival Band, Harry F. Clarke, conductor The Answer of the Community—Honorable Har- old H. Burton, Mayor of Cleveland John A. Sexson, superin- tendent of schools, Pasa- dena, Calif.; president, American Association of School Administrators. The Answer of the Prison War- den—J. A. Johnston, warden, Al- catraz Prison, San Francisco, Calif. The Answer of the Sociologist— Austin H. MacCormick, Com- missioner of Correction, New York, N. Y. Thursday, March 2, 9:00 AM Economic Foundations of Education Detroit Schoolmen’s Club Chorus, Howard A. Love, director Invocation—Reverend Dilworth Lupton, First Uni- tarian Church, Cleveland Report of the Committee on Resolutions—E. W. Jacobsen, superintendent of schools, Oakland, Calif. National Aid for Education—Fletcher Harper Swift, University of California, Berkeley The Role of Business in the Production of the Social Income—Allen A. Stockdale, represent- ing the National Association of Manufacturers Education and Wealth—L. John Nuttall, Jr., su- perintendent of schools, Salt Lake City, Utah Thursday, March 2, 2:15 PM Summarization and Implementation An unusual panel meeting, summarizing major ideas and questions brought out during the con- vention Presiding John W. Studebaker, U. S. Commis- sioner of Education, Washington, D. C. Panel: John L. Bracken, Clayton, Mo. Lyman Bryson, Columbia University William G. Carr, Washington, D. C. Prudence Cutright, Minneapolis, Minn. J. B. Edmonson, University of Michigan N. L. Engelhardt, Columbia University John Guy Fowlkes, University of Wisconsin Florence Hale, Darien, Conn. Paul R. Hanna, Stanford University Vierling Kersey, Los Angeles, Calif. Mary B. McAndrew, Carbondale, Pa. Ernest O. Melby, Northwestern University Hobart M. Corning, su- perintendent of schools, Colorado Springs, Colo.; chair- man, 1939 yearbook commission. VOLUME 28, NUMBER 2; FEBRUARY 1939 Paul R. Mort, Columbia University Jesse H. Newlon, Columbia University Reuben T. Shaw, Philadelphia, Pa. Alexander J. Stoddard, Denver, Colo. Kate V. Wofford, Buffalo, N. Y. Report of the Board of Tellers—Raymond C. Bur- dick, superintendent of schools, Huntington, LL. is ee Introduction of newly elected officers Thursday, March 2, 8:00 PM America’s Town Meeting of the Air Moderator—George V. Denny, Jr., president, Town Hall, New York, N. Y. First presentation outside of New York City of this popular NBC radio feature. America’s Town Meeting of the Air has received various awards as the program best serving the interests of justice, freedom, and democracy in the United States. It is a revival of the little town meetings of old New England, at which voters gathered to hear arguments on their common problems and to question speakers. IMPORTANT Hotel Reservations—Write to Mark Egan, chairman, Housing Bureau, 1604 Terminal Tower, Cleveland, Ohio. Convention Headquarters, registration, postoffice, and exhibits are located in the Cleveland Public Auditorium. Charles H. Lake, super- intendent of schools, Cleveland, Ohio; host to the conven- tion. [ 43 |] POLITICAL ILL THE sCHOOLs play a part in the crucial years that lie imme- diately ahead of us in world af- fairs? What part will schools have in formulating intelligent foreign policy? Our schools have always taught the superiority of democracy, its flexibility and workableness. But the long years of democratic indoctrination can be washed away in a single crisis if the highschools and colleges do not help bring about an American mind versed in the art of poli- tics. The formulation of a foreign policy cannot long be held in abeyance. When and if war becomes imminent, the na- tion as a debating society must give way to solid unanimity. This is the issue about to be decided: Shall the United States act concertedly with the large and lesser democracies of the world in curbing aggression and treaty violation? Or shall it adopt a strict isolationist policy and guard only our shores and those of the Western Hemi- sphere? With each alternative we may be called upon to pay a high price. The challenge to Americans and their schools is: Shall we exercise democracy in routine matters of national concern and fail to act democratically in a cru- cial problem of foreign policy and let the state decide the issue for us? If we fail to make the decision, we shall have evidence that after 150 years our democ- racy still has not attained maturity. We might discover that democracy is, after all, limited and unworkable in times of greatest urgency. Democracy is only as strong and responsible as its citizenry is informed in the issues to be decided. What are the schools doing about the problem? Have they set in motion a pro- gram for making their students con- scious of the national and international issues, the possible decisions of those problems, and their consequences? The schools are the only institutions where the millions of all classes of young Amer- [ 44 | EDUCATION HARVEY G. HUMANN W yandotte Highschool Kansas City, Kansas icans can be reached simultaneously for regular and unbiased study of the af- fairs confronting the nation. For over 150 years democracy has been studied in our schools. Students have been taught what democracy is, how it works, and what its comparative virtues are over other forms of government. Democracy has had its tests but time for vindication is here again. Students must be trained to make intelligent decisions on matters of policy and prepared for competence in the making of political decisions. What highschool courses are being taught to more specifically inform stu- dents in world affairs? The social sci- ence courses—history, American prob- lems, international relations, and other similar courses—have all been a means of showing how a democratic society functions and should function, and how other forms of government work. This has all been of inestimable value in strengthening and tempering our cit- izenry. We have now arrived at a time, however, when definite emphasis must be placed upon the study of current political problems themselves. Courses must give the student an understanding of world affairs as they develop from day to day and week to week. Current developments in economic and political maneuvers in Europe, South America, and elsewhere must be followed lest a crisis come upon us and find our stu- dents and citizens ignorant of the prob- lem. Under such conditions it would be much the wiser policy to let our govern- ment heads, rather than the people, make the national and international decisions. The democratic method is superior only when its members are capable of deci- Courtesy, Los Angeles Public Schools sions based upon experienced and re- sponsible thinking. The students must be made acquaint- ed with the background of the general European unrest. They must know the economic and political philosophy be- hind the Japanese policy of aggression and the German program of expansion. They must know the prewar and post- war geography of Europe and the na- tions and national forces tiat changed the boundaries of Europe. They must be acquainted with the general political realignment of the nations, their political philosophy, strength, and character. Students should be taught the devious devices and purposes of political propa- ganda and the doubtful authenticity and purity of news in any form. They must be taught the methods of finding the facts in the maze of distorted evidence. They must become familiar with the re- alities of pressure groups and learn to distinguish between minority and na- tional interests. Students must gain the background that will show these events and problems as a series of meaningful causes and results all interrelated in a world society. All this cannot be left to a once-a-week current events discussion, but must be- come a positive and integrated part of a regular course that meets five days a week, thirty-six weeks a year, required for graduation. Furthermore, the teach- ing must be of such emphasis that stu- dents will carry on their reading during the summer months. There is no better way to leaven intel- ligent opinion among Americans than this gradual permeation of facts, truths, and sound thinking on public affairs that will come from our schools. The obligation rests with the schools to bring into American public opinion the sound thinking, tempered minds, and wise con- clusions that will balance America when it faces a crisis. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION hools d re- laint- neral vy the y be- ssion sion. post- > na- nged must itical itical vious ropa- >and must - the ence. € re- n to na- | the rents ful in a veek t be- of a ys a lired ‘ach- stu- ring ntel- than iths, fairs The ring und con- rhen ‘ION Oficial photograph, U. 8. Navy ince the World War, the volume ¢Y of subjectmatter in modern Euro- pean history, American history, and economics courses has increased so tremendously that many teachers now find it necessary to cut the content of the beginning work in order to complete re- quirements. For instance, modern his- tory teachers are now hurriedly covering the story of Europe up to 1815, really starting the course with the Congress of Vienna, or they are still beginning around 1500, skimming the entire course. But they still find it almost im- possible to include contemporary Euro- pean history. Cutting or skimming def- nitely decreases the value of the courses because it weakens the foundation for subsequent study. A second problem is one of interrela- tion of subjects. Perhaps the American history, the economics, and the senior English teachers try to cover the essen- tial material of the New Deal, attacking the problem from different viewpoints. The history instructor presents the facts with a limited explanation; the econom- ics teacher explains the developments in the light of economic theory; the Eng- lish teacher takes up editorials or com- mentaries. But the students either fail to see the interrelation or assume that they are getting useless repetition. A third problem is the development of real study habits and the earnest de- sire for knowledge. Many pupils are graduated from our secondary schools without true study habits and with little desire for concrete knowledge. They as- sume that anything in their textbooks or which their teacher may have said is beyond the realm of question. They have not learned to evaluate conflicting infor- mation. They do not know how to read a daily newspaper. They show a grave lack of interest in current events. They are still complex mechanisms of preju- dice without the ability to solve daily problems as rational human beings. Al- tho at least two social study courses en- deavor to cover contemporary material, most teachers find that the lack of suf- ficient time forces them to “cram” the pupils for the last week or two with a dry outline of recent occurrences. This does not develop any real interest or train pupils to evaluate conflicting infor- mation and reach the truth. There is no single solution to the fore- going problems, but a new course would greatly alleviate some of the difficulties. This subject could be either one or two semesters in length and cover the con- temporary world since the World War. Just where the break would come be- tween this new course and the old could be left to each individual school system. The development of a new course will, first, end the difficulty of over- crowding the regular three social study courses. These classes will then have a set amount of material and there will be no need for skimming or hurrying. The students will be given a firm foun- dation in these subjects. Second, this new course will foster interrelation because it will contain major developments in America, Europe, Asia, Africa, South America, and Australia. Thus the high- school pupil will actually be given a course showing the connection between all world problems, a complete pano- ramic view of his own universe. Third, this course cannot be taught from one textbook. It must be taught thru refer- ence material, magazines, and news- VOLUME 28, NUMBER 2; FEBRUARY 1939 Photo by U. 8. Army Signal Corps WALTER E. RAUCH Social Science Department, Mepham High- school, Bellmore, Long Island papers. Students will be given oppor- tunity to study and evaluate conflicting contemporary information. The very nature of the subject would make a constant change in content es- sential. There are, however, several top- ics so fundamental as to be constantly included, altho comparative weight would vary with each year. Some of these sections would include: [1] The League of Nations, its organi- zation, success, and failure. [2] Reparation, war debts, and world depression — economic theories involved, their interrelationship, possible solutions. [3] Development of Soviet Russia—the work of Kerensky, Trotsky, Lenin, Stalin; economic development thru the five-year plans; military and political development. [4] Germany—the work of Ebert, Scheidemann, Liebknecht, Luxemburg, Prince Max, Hindenburg, Ludendorff, Hit- ler, Goering, Stresemann; Nazi develop- ment and platform; Nazi foreign policy. [5] Italy—Mussolini and Fascism; in- ternal improvements; political and eco- nomic development; foreign relations. [6] Great Britain—Lloyd George, As- quith, Baldwin, MacDonald, de Valera, Eden, Chamberlain; Irish Home Rule; Em- pire development; political and social legis- lation; foreign policy. [7] United States—Wilson, Harding, Coolidge, Hoover, and F. D. Roosevelt; the depression; developments and economic interpretation of the New Deal. [8] War areas—Spanish Civil War; the Sino-Japanese conflict with a discussion of Russo-Japanese relations; Chaco dispute. [9] Contemporary world culture—mod- ern developments in physics, medicine, psychology, painting, music, architecture, literature; some names to be emphasized: Amundsen, Byrd, Lorentz, Einstein, Stein- metz, Kendall, Banting, Best, Sperry, Wat- son, Freud, Stravinsky, Mann, Zweig. [ 45 | Courtesy, Pittsburgh Public Schools f ( & a> » Was there snow on the mountains of South America?” asked the principal. The boy hesi- tated. “It was so cloudy that 1 couldn’t see.” AN EXPERIMENT IN INTEGRATION 128-DAY WORLD CRUISE 4-MONTH HOLIDAY ROUND THE WORLD! GAYLE C. COLE Teacher of Social Science, Robinson Junior Highschool, Toledo N OUR SCHOOL a Travel Club was or- ganized as an eighth-grade elective class. The children planned and took trips to countries in which they were interested. The purpose was to be- come familiar with the mechanics of travel and to stay long enough in each country to become acquainted with its people—their backgrounds, cities, coun- tryside, spots of scenic and historic in- terest, occupations and products, contri- butions to world culture, famous people, and common folk. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION south hesi- ” see. iS OF- ctive and they O be- -s of each h its ‘oun- c in- yntri- ople, TION Each traveler had a copy of Peoples and Countries by Krueger and Rugg. Our library furnished us a number of travel books. Copies of Travel and Na- tional Geographic were much used and enjoyed. The materials most sought after by the children were the attractive pamphlets put out by the steamship companies. We pored over itineraries. We compared the advantages and lux- uries of various boats and lines. We found information in the pamphlets about the places of interest in the coun- tries we were to visit. We referred to them for details about passports and visas. Practically every child wrote to at least one travel bureau for pamphlets so that he might have his own collection. The class was divided into groups, each of which studied a different coun- try under the leadership of a student chairman. After a few study periods, each group planned a presentation for the class. These proved to be varied and interesting. One group set up a travel bureau. A few prospective travelers entered and asked intelligent questions. On the staff were a number of experts from the coun- try to be visited. One talked on the art of the country, another on the history, and so on. The clerk in charge was pre- pared to quote prices, times of sailing, length of trip, whether visa was needed. One boy preferred to take a trip alone. He gave us an interesting account of his life on shipboard as he sailed down the eastern coast of the United States, thru the Parama Canal, and down the west- ern coast of South America. His prep- aration had been carefully made, and he was proud of the result. When he finished, the principal, who was visiting the class, asked him if he could see any mountains when he sailed along the coast of South America. He hesitated only a moment before answering “Yes.” When asked if there was snow on them, he looked helplessly about for a mo- ment, then regained his confidence. “I don’t know. It was so cloudy that I couldn’t see.” The group which visited Ireland found that one of the faculty members had spent the summer there. They invited her to come and speak to the group. She loves Ireland and described the people, cities, and countryside with a fervor that created a genuine interest. She told about the clothing, food, sports, schools, and what we should probably be doing that very minute were we in Ireland. Some of the children sang Irish melodies, and then the teacher himself sang. We were touched by the plaintiveness and by the gaiety of the music, and learned some- thing of the spirit of whimsicality and of fancy that is Ireland’s. Those who planned the cruise to the Jand of the midnight sun used the lan- tern and showed lovely colored pictures of the fiords of Norway which they had found in magazines. They introduced us to Ibsen and Grieg. They told the story of Peer Gynt and then took us to the auditorium where we listened to Grieg’s music. The group that visited the Nether- lands made a beautiful travel book which contained interesting and well- written descriptions, maps, graphs com- paring the area and population of the country with that of the United States, and pictures. These children also pro- vided themselves with costumes and did a Dutch dance which the physical edu- cation teacher had taught to them. Following their study of England and her many great poets, one group wanted the principal, who knows a great deal about poets and loves poetry, to read some poems to them and to tell more about the authors. The principal ac- cepted their invitation, and for a few hours at least, Tennyson, Browning, Noyes, Masefield, and others became real people to the children. That group also knows why England VOLUME 28, NUMBER 2; FEBRUARY I939 is dependent upon the rest of the world, why she is so anxious to keep her em- pire, why she wants a large navy, and at least some of the reasons why she does not want war. When we studied Brazil, one girl con- sulted her art teacher and, with her help, made a mural which showed the occu- pations, costumes, and characteristic fea- tures of the country. The Latin teacher, who had visited Italy and Greece, was invited to tell us about those countries. She brought many pictures, and from her we caught an awareness of the beauty which she ap- preciates so keenly. Our guides to the West Indies, find- ing that another faculty member had been there, invited her to visit the club. She brought a collection of character dolls, which stimulated much interest in the natives. When we visited China, Young Fu of the Upper Yangtze and Ho-Ming ap- peared in costume and visited with each other. From them we got a good picture of the life of a Chinese boy and girl. Incidentally, twelve members of the class read one or both of these books during their leisure time at home. The books were not presented as an assignment, but were read voluntarily. The boys and girls read about the cooperatives of Denmark and Sweden. The question arose as to whether the standard of living in those countries is higher than in ours. There was a great difference of opinion which resulted in a close lookout for evidence to support each side. Practically every department of the school made a contribution to the club. The integration of knowledge was val- uable because it came about in a natural way. The interest of the group was grat- ifying. The second semester members of the first club brought in material which they thought would be of interest to the new group. HE ACHIEVEMENT of democracy thru education is the most urgent and intensely practical necessity facing the teaching profession today. Industrial and cultural changes con- front the world with perplexing issues. Some modern states are dealing with these problems by means which are repugnant to democratic ideals. Amer- ica must never follow in their stumbling, blood-stained footsteps. The safety of democracy will not be assured merely by making education universal. The task is not so easy as that. The dictatorships have universal schooling and use this very means to prevent the spread of democratic doctrine. It is the purposes and spirit of universal public schools which work for or against democracy. OUR PURPOSES Nor will the safety of democracy be assured merely by building great armaments, desirable and necessary tho these may be for our defense. But the greatest menace to the ideals and institutions we desire to perpetuate is within our own borders. Some of the wellmeaning friends of democracy are likely to become its worst enemies. We can- not protect democracy by the methods of the dictator. We need something more than military and naval defense. The critical element in our national program of preparedness is the intelligence, goodwill, and loyalty of our citizens, A liberal education (the education suitable for a free man) is democracy’s first line of defense. American education enacts at this moment a role of worldwide importance. The resistance to be hurled in this and future generations against the menace of dictatorship in its proposed re-conquest of the world will stem chiefly =p Yee 2 egy THE OBJECTIVES OF SELF-REALIZATION The Inquiring Mind. The educated person has an ap- petite for learning. Speech. The educated person can speak the mother tongue clearly. Reading. The educated person reads the mother tongue efficiently. Writing. The educated person writes the mother tongue effectively. Number. The educated person solves his problems of counting and calculating. Sight and Hearing. The educated person is skilled in listening and observing. Health Knowledge. The educated person understands the basic facts concerning health and disease. Health Habits. The educated person protects his own health and that of his dependents, Public Health. The educated person works to im- prove the health of the community. Recreation. The educated person is participant and spectator in many sports and other pastimes. Intellectual Interests. The educated person has mental resources for the use of leisure. Esthetic Interests. The educated person appreciates beauty. Character. The educated person gives responsible di- rection to his own life. Za 6 Se — "eet i mt Sa gS ie? See Geo LE THE OBJECTIVES OF HUMAN RELATIONSHIP Respect for Humanity. The educated person puts human relationships first. Friendships. The educated person enjoys a rich, sin- cere, and varied social life. Cooperation. The educated person can work and play with others. Courtesy. The educated person observes the amenities of social behavior. Appreciation of the Home. The educated person ap- preciates the family as a social institution. Conservation of the Home. The educated person con- serves family ideals. Homemaking. The educated person is skilled in home- making. Democracy in the Home. The educated person main- tains democratic family relationships. [ 48 ] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION y by tho € to thin ls of can- We The Iness ens, an) e of this ship Liefly | Ss TION f Statement by the Educational Policies Commission from the idealism, from the clarity of thinking of the American citizen. If schools are to help in defense of the democratic ideal, their purposes must be defined in terms of that ideal, and their activities must be resolutely directed toward it. Those who administer and teach in the schools must regard the achievement of democracy as their first professional responsibility. In its book, The Purposes of Education in American De- mocracy, the Educational Policies Commission has stated what, in its view, the schools of the United States ought to try to accomplish and what must be done if these purposes are to be realized. The panels below present the recom- mendations in outline form. The Commission urges that the teaching profession begin at once to carry this program for the defense of democracy into effect. Time presses. Start today. Check your own THE OBJECTIVES OF ECONOMIC EFFICIENCY Work. The educated producer knows the satisfaction of good workmanship. Occupational Information. The educated producer understands the requirements and opportunities for various jobs. Occupational Choice. The educated producer has se- lected his occupation. Occupational Efficiency. The educated producer suc- ceeds in his chosen vocation. Occupational Adjustment. The educated producer maintains and improves his efficiency. Occupational Appreciation. The educated producer appreciates the social value of his work. Personal Economics. The educated consumer plans the economics of his own life. Consumer Judgment. The educated consumer de- velops standards for guiding his expenditures. Efficiency in Buying. The educated consumer is an informed and skillful buyer. Consumer Protection. The educated consumer takes appropriate measures to safeguard his interests. teaching methods and materials against these purposes. Devote one or more teachers club or faculty meeting to them. Purchase copies of the book for your general and professional libraries. Have it re- viewed in your local newspapers, discussed over your local or neighboring radio stations. Present copies to mem- bers of boards of education, officers of parent-teacher groups, civic clubs and service clubs, to clergymen, to editors, to business and labor leaders, and to other influen- tial groups. Use it for your curriculum revision programs. Include it in reading circles and professional study groups. Above all, teach as tho the future of democracy in this country and in the world depended on your efforts, as indeed it does. THE OBJECTIVES OF CIVIC RESPONSIBILITY Social Justice. The educated citizen is sensitive to the disparities of human circumstance. Social Activity. The educated citizen acts to correct unsatisfactory conditions. Social Understanding. The educated citizen seeks to understand social structures and social processes. Critical Judgment. The educated citizen has defenses against propaganda. Tolerance. The educated citizen respects honest dif- ferences of opinion. Conservation, The educated citizen has a regard for "the nation’s resources. Social Applications of Science. The educated citizen measures scientific advance by its contribution to the general welfare. World Citizenship. The educated citizen is a co- operating member of the world community. Law ea The educated citizen respects the aw. Economic Literacy. The educated citizen is economi- cally literate. Political Citizenship. The educated citizen accepts his civic duties. Devotion to Democracy. The educated citizen acts upon an unswerving loyalty to democratic ideals. VOLUME 28, NUMBER 2; FEBRUARY 1939 “I am a preacher but a con- stant reader of your Journal.” HE scHoots obey a religion of Fun The life of Jesus prayed what his lips once uttered, “I pray thee that they may all be one.” We have repeated his words with impressive solemnity, while we split into scores of proud, self-contained, self-perpetuat- ing, futile divisions over infinitesimal issues. There are over 150 major denom- inational fragments in modern Protes- tantism. Meanwhile, our school system—incor- porating many ideas, many methods, many types—has been able to work out the experiments together. Suppose schools dotted the landscape in doctrin- aire rivalry as churches do. Suppose Froebel and Dewey, Pestalozzi and Counts, had disciples in education who would not speak to each other. Suppose parents were so loyal to their kind of school that their children were never allowed to talk freely with children of other schools. Suppose teachers must be certified for orthodox educational con- formity, like candidates for ordination to the ministry. The school system would fall apart, in silly, futile bickering. And this is what has happened to our religion. With all our enthusiastic devo- tion to the independence which splits off from others for the sake of absolute sin- cerity, the result has been denomina- tional groups, so split by differences in- side each group, that there are Baptists far more opposed to other Baptists than they are opposed to Methodists or Pres- byterians. Suppose the church should cease making a virtue of fragmentary disunity, and should slowly draw to- gether, by doing in harmony the things on which we can agree, then we might be worthy of approaching the unity we find, when we look with respect upon the religion of the public schools. It is a religion of equality. The schools are not committed to maintaining the stability of our present inequality. With- out talking about it, they are making inroads on inequality for the sake of a more even-handed justice. We have the texts, “Bear ye one another’s burdens. The strong must bear the burden of the weak.” But the schools show the spirit in practical reality. When a family has twelve children, they are all welcomed to school, whether or not the father pays [ 50 | The RELIGION of the Public Schools BERNARD C. CLAUSEN Minister, First Baptist Church Pittsburgh, Pennsylvania any tax. When a family has no children, it nevertheless pays a tax. The system of public education is an authentic gesture of social responsibility. The man that has most, must pay most. The child that needs most, gets most—the best teach- ing, the longest patience, the finest equipment, the best trained skill. Will the time ever come when the best medical treatment will be available not to the richest child, but to the sick- est? When the best food will be allotted not to the wealthiest child, but to the palest and the thinnest? Until that time comes, the church must plead guilty to neglect. When that time comes, our faith may come within hailing distance of the religion which motivates the public schools. It is a religion of consecration. I look upon teachers with awe, upon principals with deep respect, upon schoolboards with genuine gratitude. They have long ago decided that they do not expect ever to be rich. Small salaries, with a com- paratively unimportant spread between the top and the bottom scales; a tenta- tive tenure of independence from poli- tics; a promise of a moderate pension; and a hope of security—these things are enough to purchase the most faithful service available in the modern world. Let the schools refute the foolish claim that only the hope of speculative profit can make the wheels of the world go round. Nine-tenths of the workers of the world are affected by speculative profit only when it is sweated out of their efforts for the purpose of enriching the gambling absentees. The hardest work of the world is done without any thought of such profit and school life is a sample of it. The spirit of modest reward for honest work is spreading across the life of our land. Let the church encourage public service, label it success, before it dares to scorn the religion of the public schools. But are these traits religious? Com. mendable they may be, and significant to our society. But the schools do not call them religious. The teachers would hardly be able to recognize themselves in this word picture. It takes a preacher’s mind to find the texts which can be fitted to these paragraphs of description. We in the church have the texts; the schools have the reality. If I had to choose, I should select the practice that has been developing within the school system, so quietly as to avoid notice and comment. A faith has been proclaiming itself without the necessity of words. It has been implicit in every devoted edu- cator’s life, unmentioned but discover- able, in every forthright educational transaction, unaccompanied by texts, but eloquent with deeds. It is in no small part responsible for the gusty daring which is now starting to change the coast line of our moral continents with the in- vincible force of a hurricane. It is a religion of brotherhood. Our churches quote the texts, “God hath made of one blood all the peoples of the earth.” But the schools live that truth. Almost alone among the institutions of modern society, the school will welcome all, with no questions asked, no barriers raised. Before the vast treasures of the community’s shared knowledge, come rich and poor,:black and white, un- abashed, not supercilious, on an absolute level of equal opportunity. Suppose the conscience of our churches could be tor- tured with remorse, until the variegated humanity of our community could be made to feel as much at home in our church life as our children do when they go laughing, with whole-hearted com- radeship, down the corridors of our highschools. The spirit is making its first tentative approach to the edges of church life. I do not claim to foresee the future of our country, but I dare to hazard a guess. When America is redeemed and takes upon itself the likeness of the Kingdom of God, it will turn back with gratitude toward the teachers and the leaders of our children, and acknowl- edge its debt to the religion of the public schools. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ding the label | the 2om- icant » not ould elves her’s n be tion. ; the d to that ‘hool - and ming ds. It edu- over- ional s, but small aring coast 1¢ in- Our hath »f the ruth. ns of come rriers f the come , un- solute e the ¢ tor- gated ld be n our 1 they com- f our ig its xes of ure of ard a d and f the ; with d the nowl- public ATION Your Ideal of Health A stronG, graceful, and active body; an alert, inquisitive, and discriminat- ing mind; a sincere, happy, and gen- erous spirit—these are the evidences of sound health and they are not separate but one. Even tho for convenience we speak of body, mind, and spirit, they do not exist apart on this earth and can- not be separated. It is the whole man, the unit of life, that walks, thinks, feels, acts, meditates, inspires—and weakness at any point in his being lessens his total effectiveness. Look at your health in this comprehensive way and try to give yourself a chance. Try not to do things which will make it impossible to be your best tomorrow, but, no matter what the crowd does, to hold fast to ways of daily living which are right and which will enable you to realize your highest self. The following pages will help you to understand yourself. The March of the Generations fi UNDERSTAND your own health and vigor you should if possible know about your forbears. Were they strong or weak, afflicted or healthy, long-lived or short-lived? The fact that you are here is proof that your stock has sur- vived the ups and downs of the centu- ries. Consider the human heritage that lies back of you. There are two parents; four grandparents; eight great-grand- parents; then 16; 32; 64; 128; 256; 512; 1024; and so on back. Going back even a few hundred years you have an amaz- ing number of direct ancestors. What a mighty and inspiring endowment! What a trusteeship! The web of life runs forward as well as backward and if you are strong and true your blood may in time add to the strength of thou- sands. One’s life is not his own. It is a link in the endless chain of aspiration and upward struggle. The Nature of Health I: HEALTH the various parts of one’s being are working in harmonious thythm. One has a sense of vitality, of buoyancy, and of joy in being awake and active. At such times we do not think of pain or of the functions of the various bodily organs. And yet the sense of excellence comes because each part of the body is performing its assigned task. The bones and muscles support the structure; protect the vital organs; give motion and power. The digestive sys- tem provides nourishment. The circu- latory system takes this nourishment to Your HEALTH in the Making PERSONAL GROWTH LEAFLET By NUMBER Joy Ermer MorGcan Editor, Journal of the National Education Association THREE PERSONAL GROWTH LEAFLETS Publication of these leaflets is made possible by the Hugh Birch-Horace Mann Fund. Titles now available are: Your Life in the Making Your Mind in the Making Your Health in the Making The Planning of Your Life Future Teachers of America Shall I Become a Teacher? A Golden Treasury of Beauty and Wisdom A Golden Treasury from the Bible Selections from Ralph Waldo Emerson Selections from Abraham Lincoln Shall I Go to College? Learning To Be a Leader Franklin's Plan of Selfimprovement The Tyranny of Bad Habits Horace Mann's Letter to Young Americans The Code of the Good American Readers are invited to suggest subjects for future leaflets. Order from Tue Nationa EpucaTion AssociaTION Washington, D. C. every cell and carries away wastes. The respiratory system supplies oxygen and removes poisons. The glands maintain balanced growth and energy flow. There is balance between activity and rest; hunger and eating. Body wastes are eliminated with dependable regularity. One has a sense of wellbeing. Four Fundamentals of Health [= ARE fresh air and_ sunlight; proper food and correct eating habits; regular vigorous activity; adequate rest. Fresh air and sunlight are free and to be had by planning for the day, the week, and year to allow for these essentials. Sunlight is best in the middle of the day between ten and two. The right food enjoyed leisurely in an atmosphere of good cheer would more than halve our suffering from indigestion. Know what foods agree with you. Avoid eating when tired or emotionally upset. Rest before meals. Health requires muscle tone which is built thru activity. Effort is the law of growth. Without exercise we do not breathe fully. Most Ameri- cans are too constantly under nervous stimulation. Full days plus full nights drain reserve and result in chronic fa- tigue, early breakdown, and often pre- mature death. Follow the fundamentals. The Importance of Nutrition HERE Is an old saying that man is what he eats. One cannot build a house without materials, nor can one’s body withstand strain and resist certain diseases without the necessary variety of foods. During the World War when Germany was on a limited diet, the death-rate from tuberculosis rose 65 per- cent in Berlin. Certain diseases such as rickets, scurvy, pellagra, beri-beri, night blindness, tooth decay, and some forms of anemia, are associated with dietary deficiency. With improvement in diet during the nineteenth century, stature increased three inches in the Scandina- vian countries and five inches in the Netherlands. Newer methods of prepar- ing and distributing food often destroy its vital elements—as in polished rice. Much study is being made of vitamins essential to health. Be sure you under- stand nutrition. The Care of Your Body A WELL-PROPORTIONED body in good health and well-cared for is one of nature’s noblest works. In such a body the posture and carriage are erect and graceful. The flesh is firm and well- rounded—not skinny or excessive. The skin is clean and of good color—reveal- ing rich blood in full circulation. The hair is clean and free from dandruff; well-trimmed. Toe and finger nails are kept at proper length, clean, with the cuticle pushed back at the base. Corns and unnecessary skin blemishes are not tolerated. Teeth are clean and in repair. Elimination thru bowels, kidneys, skin, and lungs is regular and keeps the body clean inside. A suitable variety of food is eaten in proper amounts at appro- priate times. Infectious and contagious diseases are avoided. A sensible daily routine gives security and strength—a feeling of physical and mental well- being. “Your Health in the Making,” another in the new series of Personal Growth Leaflets to be published by the NEA, is now available in a gift edition, prin:ed 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. How to Know Yourself EARN TO OBSERVE yourself carefully. If you are not at your best try to under- stand why. Keep accounts on your health as you do your finances and plan for it as systematically. Keep a record of your weight. Occasionally keep a record of all your activities, food, and drink for one week. Note which foods and activities agree with you and which do not. Try to sense the onset of trouble before it becomes acute. If you are sub- ject to the common ailments—colds, constipation, chronic fatigue, headaches —seek to find the deeper causes by not- ing dates, duration, and relation to your whole way of life. By taking command of yourself and giving attention to your health as you do your job, you can greatly reduce the common ailments or avoid them entirely. But do not expect to overcome in a month ailments re- sulting from years of neglect. Habits Harmful to Health [= ARE certain habits widely prac- ticed by otherwise good and intelli- gent people which affect health ad- versely. The body will stand much abuse and has great power of adjustment so that many people follow wrong habits with seemingly little immediate harm. But they would be better and stronger without these habits. It is no accident that deaths from heart-failure have in- creased with the spread of the tobacco habit; that insurance losses and auto ac- cidents have gone up with liquor drink- ing; that as “night life” increases, the divorce rate grows; that gambling and crime are associated. These have the re- lation of cause and effect and one who would be at his best should refuse to be the dupe of advertising untruths re- peated endlessly by those who are seek- ing to profit by spreading harmful hab- its among the people. The Choice of 2 Physician Cnn the fact that we often put our very lives or the lives of those dear to us into the hands of physicians and surgeons, it is important to select them with care. Do not wait until you are sick to make the choice of a personal physician. In choosing, obtain the judg- ment of several people in whom you have confidence. Trust your physician and when necessary talk with him about the most intimate details of your life. The information you give him will be held strictly confidential. If need arises for special medical service get his advice [ 52 ] about it. Select your dentist with like care. In every case of dental, medical, surgical, hospital, or nursing service, in- quire in advance what the charge is going to be. Do this even in the gravest emergencies. It is only fair to all con- cerned and will safeguard you against unexpected charges. The Community Nature of Health EALTH CONCERNS all the people. In- fection and contagion spread from one to another like fire in a forest. The control of epidemics and plagues re- quires a small army of trained scientists. The high cost of ill health in lost time, lessened efficiency, and premature death, is a large factor in every industry, busi- ness, and profession. The standard of living cannot rise if people are so poor in health that they cannot earn a living wage. Great medica! centers require large sums of money which in the end are paid by the labor of all the people. The development of efficient public- health service for all the people at rea- sonable cost may well be one of the major achievements of the twentieth century. You can safeguard your own health only by doing your part as a citi- zen to see that the community as a whole maintains high standards. Problems of Health Care | © ATTACH great importance to posi- tive health and prevention of disease. [2] To control the sources of infection and contagion. [3] To teach all the people more about health and how to maintain it. [4] To so organize dental, medical, and hospital services as to bring them within the reach of all the people at reasonable and uniform charges. [5] To so control the making and sell- ing of drugs that harmful products will not be sold. [6] To so control the production and distribution of food as to safeguard its vitality and purity. [7] To provide thru parks and play- grounds and thru vacations with pay for the building of positive health among the people. As a citizen you will wish to do your part in helping solve these problems. A Word to the Handicapped Se PEOPLE are“born short” and many suffer accidents or diseases which per- manently impair their bodies. Such peo- ple often accomplish much and enjoy life more than people who have a better start. Their very weakness forces them to give attention to essentials. They learn to avoid the distractions and wastes of life. They make up in mental and spiritual stature what they lack in physical excellence. One thinks of Theo. dore Roosevelt who turned his child. hood weakness into health, vigor, joy, and accomplishment. Or again of George Herbert Palmer—always physi- cally weak—who became a great and beloved teacher at Harvard. Helen Kel. ler is a heroic example of triumph over handicaps. Unknown millions have won out over personal limitations. So if you belong to the handicapped, make the most of the precious talents you have, The Meaning of Mental Health M™ BODILY ILLs are aggravated by mental states of fear, worry, envy, jealousy, anger, and hatred. Bodily func- tions are helped by love, goodwill, friendliness, laughter, and confidence. In full mental health we meet each day’s demands easily and adequately and have a reserve of strength to meet the emer- gencies of life; we adjust ourselves hap- pily to the demands of living in an or- derly progressive civilization; we seek to see situations as they appear to others and to practice the Golden Rule; we endeavor to understand ourselves as we really are, to correct our weaknesses and to make the most of our talents; we do not worry over what we cannot help; we seek to understand the laws that gov- ern our emotional and mental life and to obey them; we cultivate wholesome activities so that there is something in- teresting to look forward to each day. Your Spiritual Health [== IT STRANGE that, knowing as we do the power of spirit in human life, we spend so little time and effort to im- prove our spiritual selves? Essentials of spiritual health include: [1] Faith in God and in a universe of law and order; in the triumph of right. [2] Love of fellowmen recognizing the universal brotherhood of mankind. [3] Love of truth, goodness, beauty. [4] Sustained effort to apply the Golden Rule in one’s personal living and in the management of public affairs. [5] Persistence in doing right in the face of temptation and trial. [6] Devotion to a cause greater than oneself; willingness to sacrifice for it. [7] Meditation on the mysteries of life and the universe. In such essentials you will find inner peace for each day and for those great moments when man must face eternity. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION They and ental *k in heo- hild- ; joy, 1 of hysi- and Kel. over won f you e the have. ed by envy, func- Iwill, lence. day’s have emer- hap- in or- seek others swe as we s and ve do help; t gov- e and some 1g in- | day. we do ce, we oO im- als of rse of right. ig the 1, ty. olden in the n the than for it. of life inner great ‘rnity. \TION Education por American Life A NEW PROGRAM FOR THE STATE OF NEW YORK pp to the secondary-school program beyond the twelfth grade new cul- tural courses and new subprofessional courses. This is one of many recommendations appearing in the report of the Regents’ Inquiry into the Character and Cost of Public Education in the State of New York. Owen D. Young was chairman of the Special Committee on the Inquiry. Recently issued was the general sum- mary volume, Education for American Life, prepared by Luther Gulick, Di- rector of the Inquiry. The report is simple, clear, direct, as titles of the three chapters in Part I in- dicate: Growing Schools for a Growing World, The Schools New York State Wants, A New Educational Program. In a forthright statement the report says: Our educational system is not all we want it to be; it is not fully doing the task we have assigned it. Six underlying causes are given: [1] The educational system has not yet adjusted its program to the increased load, particularly in the secondary schools. [2] School work has not been rede- signed to fit boys and girls for changing work opportunities. [3] The school program does not sufh- ciently recognize the increased difficulties of good citzenship. [4] The schools have not caught up with the flood of new scientific knowledge. [5] The schools have not been replanned to meet changes in other social institu- tions. [6] The citizens and the school leaders of the state of New York do not have a specific, agreed-upon goal. What kind of schools does New York want? It wants and needs universal educational opportunity, a democratic—not a class— plan of education, character-building educa- tion, good teachers, useful and uptodate schooling, the removal of obstacles to adult education, home rule and freedom in education, and at all times, efficiency and economy. These together represent the edu- cational objectives toward which the state should now direct its undivided energies. How does the Inquiry Report propose to achieve the kind of schools New York wants? Only a few of the recommenda- tions can be abstracted here: In the secondary school: Begin the secondary-school program with the seventh grade. .. . Make general education the central objec- tive of the secondary-school program. . Recognize that the school has a distinct responsibility for character education. . . . Establish a guidance service in each school system equipped to give educational and vocational help to boys and girls in highschool and to those who have finished but have not found a satisfactory first job. Permit a pupil to leave school at sixteen years of age, it he has a real job... . Include general vocational education in the program of every comprehensive high- school... . Gradually add to the secondary-school program beyond the twelfth grade new cultural courses and new subprofessional courses which will prepare boys and girls to enter the technical and semiprofessional occupations. . . Base highschool graduation on readiness to leave school. ... End the Regents’ Examinations as gradu- ation tests, and transform them into exami- nations designed to discover*the weak spots in curriculum or teaching. .. . Emphasize in the school health and physical education program mental, emo- tional, as well as physical health. . . . Give more attention specifically to gifted youth and to handicapped youth. . . . Improve libraries. . . . In the elementary school: Pre-primary, or kindergarten work should be a part of the regular school program. ... End the elementary school thruout the state with the sixth grade or at about the pupil’s twelfth birthday. .. . Make character development a central aim of the school program. .. . Emphasize the importance of the basic mental tools—reading, writing, speech, and arithmetic—and expect every normal pupil to have a mastery of them by the end of the sixth grade. ... Organize instruction so as to provide more adequately for differences in the abilities of children. . VOLUME 28, NUMBER 2; FEBRUARY 1939 Strengthen the educational provisions for mentally and physically handicapped children. .. . Take steps to make available for teachers more adequate and uptodate instructional supplies, materials, and equipment... . As to the teacher: Introduce competition thru Regents’ rules, into the selection and promotion of teachers thruout the entire state. . . Extend tenure to the 20,000 teaching positions not now covered by law. . . Increase minimum salaries in the rural areas from $800 to $1200. . . . Establish twenty annual Regents’ Fel- lowships for teachers, each worth $500 plus the present salary . . . the purpose be- ing to recognize outstanding teaching wherever it may be found, and to permit a year of travel, further study, or rest. Strengthen teacher supervision. . . . Reduce the number of prospective teachers admitted annually to the state teacher-preparing institutions. . Bring the teacher-preparing institutions into closer touch with the schools. . . . Select staff of teacher-preparing institu- tions with special reference to scholarship and leadership. Increase top salaries. . . . Reduce the number of teacher-preparing institutions and increase the annual budgets to cover salary increases and im- provements in equipment, for those which are continued. Recommendations are also made con- cerning school district organization, economies in school costs, state aid, col- leges and universities, adult education, and the state education department. Concluding Part I: This program, d:awn up by the Inquiry, is based upon the experience of this state and the suggestions and criticisms of many individuals and organized groups. It is presented here not as the final word, but as the basis for full discussion, practical revision, and then action. Such discussion, revision, and action should not be post- poned, if the state of New York is de- termined to advance the welfare of the rising generation and to preserve American democracy. Part II of the report deals with ele- ments of administration and finance. A series of supporting volumes on various phases of the program has also been published. Information concerning these and copies of the volume discussed on this page may be secured thru the McGraw-Hill Book Company, New York City, publishers of the reports. —Ly.e W. Asuey. [ 53 ] a HE SCIENCE ASSEMBLY should have a more important part in our school program. While advances in science are continually adding new information to our knowledge, the public school falls behind in disseminating the importance of these discoveries. The charge is often made that scien- tific men are too interested in the techni- cal side of science, forgetting that much of this technic is uninteresting to the student. Such an attitude on the part of the teacher tends to give the impression that science is difficult. The student, con- sequently, is apt to shy away from the subject or exhibit only passive interest. A great many schools engage travel- ing magicians or lyceum entertainers as a substitute for the school-developed demonstration. Many times these pro- grams have little scientific value or rela- tionship to classroom instruction. Pro- gram development, as a side issue of science instruction, adds novelty to the daily routine, gains pupil interest, and supplies an outlet for displaying class- room work. It might be advisable to extend the science demonstration program to in- clude students of the lower grades. Such preliminary training would make the student more alert to the values of science in the junior and senior high- school period. In order to make this plan more effective, the progressive school system might retain a_ well-qualified science teacher to give weekly demon- strations to grade-school children. Let us examine some of the methods used in originating the school science program. One method used by the writer permits students to originate their own procedures in the classroom or club, later pooling their combined efforts in an assembly demonstration. Since younger students need considerable this method sometimes resolves itself into a cooperative instructor-student ef- fort, in which the teacher gives the stud- direction, Photo, courtesy of Pittsburgh Public Schools [ 54 | C. K. CHRESTENSEN Clairton Highschool, Clairton, Pennsylvania ent assistance in developing the program. It is well, occasionally, for the science teacher to develop or present the entire program. The instructor who can pre- sent a good assembly demonstration will be amply repaid by greater interest and respect in the classroom. There are many sources of supply open to the teacher-originating science programs. The public library, with its prolific periodical literature and its books on science, provides almost unlimited material. Many of the larger industrial companies are frequently willing to co- operate with instructors in obtaining in- formation for science demonstrations. The nature of these programs will vary. Let us take, for example, a group which has been studying about volca- noes. The students may build a small cone-shaped miniature with lime and sand, which when thoroly dried should be filled with ammonium bi-chromate. It may then be ignited with a mag- nesium wire fuse to simulate an erup- tion. If this experiment is first per- formed in the classroom or club, what student would not have an urge to pre- sent it as part of an assembly program? Another experiment suitable for stu- deit presentation is the smoke screen. It is a simple matter to mix the chemical combination for the production of this effect. Small amounts may be set off in an auditorium without causing discom- fort to the audience. This experiment shows how smoke screens are used and how airplane skywriting is accom- plished. As assembly program material it will leave a vivid impression in the mind of the student and is sure to bring out interesting topics for discussion. In the student-teacher demonstration method, liquid air furnishes an inter- esting diversion. Since this substance is dangerous, the teacher should use cau- tion in permitting students to handle it. The best method is for the student to aid in obtaining materials and the teacher to perform the demonstration. This form of assembly entertainment never fails to create interest among the younger stu- THE JOURNAL OF Srience Demonstration fissemblies dents, while to those of junior high- school age, it provides thought-provok- ing questions. The older highschool stu- dents can learn a useful lesson in study- ing the effects of this cold liquid on elec- trical conduction, its various chemical effects, and its scientific relationship to the gas laws. In another program of this type, one which provides excellent material for the assembly is the ultra-violet light demonstration. In general science and physics it fits especially well into the study of wave lengths and the theory of light. In the biological sciences, the short- wave violet light may be used to explain the effect of short wave radiations on the germ plasm. The chemical sciences also may take part in this program. If the program is developed as a co- operative effort, the help of the various school departments may be enlisted. The physical science and electrical shop stu- dents may aid in obtaining the ultra- violet light source. The chemistry de- partment could be made responsible for the production of fluorescent paint mate- rials. Even branches of study outside the sciences could aid in building the pro- gram. For example, the art and mechani- cal drawing departments could make fluorescent posters and signs. Most highschools do not advance money for research experimentation. This leaves the teacher the iecessity of meeting the expense of the demonstra- tion, which may keep many science teachers from launching out in this field. The writer has met the cost of equip- ment in a number of such programs. A special effort was made to make the program as interesting and appealing as possible. As a result, after the demon- stration had been given in the high- school, civic organizations asked to have the program presented before their mem- bers. One program has paid for itself. It is the hope of the writer that other science teachers will make greater use of the demonstration assembly. Successful achievement in developing the programs serves the triple purpose of enlightening the community to the values of science, of allowing more student self-expres- sion, and of creating greater interest within the classroom. THE NATIONAL EDUCATION ASSOCIATION ok- stu- lec- ical » to one for ght and the y of ort- lain on ices co- ous The stu- |tra- de- for jate- the pro- ani- ake ince ion. V of stra- “nce eld. uip- s. A the gz as non- igh- have 1em- If. ther se of ssful ‘ams ning nce, pres- erest TION The PRINCIPAL and Individual Guidance HERBERT R. STOLZ Assistant Superintendent of Schools, Oakland, California HERE THERE is a principal- teacher in a school, his attitude toward individual guidance of pupils will usually determine the prac- tice among the other teachers. When a principal is genuinely interested in what is happening to each boy and girl in his school, his attitude will tend to permeate the thinking of his teachers, will be re- flected in the conferences he has with them, will modify the disciplinary pro- cedures thruout the school, will deter- mine the general quality of parent- teacher relations, and will leave its mark upon curriculum and administrative practice in that school. This is true of large or small schools, of schools in cities or in rural surroundings. Without the wholehearted participation of the princi- pal the program of individual guidance in any school will remain inadequate de- spite the best efforts of the teachers, the plans of the superintendent, and the skilled assistance of guidance specialists. Many principals take pride in know- ing a good deal about each pupil in the school. In a school of two hundred or less, this is no great task; in a school of five hundred it requires a good deal of time and effort, systematically applied; in a school of a thousand or over it can- not be done. One of the most serious indictments of the large elementary school is that in it there is no provision for the continuous supervision of each child’s career by one person. It is obvious that the size of the school population and his teaching load will determine the amount of direct guidance to individual pupils that the principal can give. Most principals, I think, prefer to retain some of this direct guidance for the satisfac- tion it gives them and so that they will hot get to be too far removed from the problems which confront their pupils and teachers. But no matter how large his school is, every principal should accept the respon- sibility of helping his teachers to under- stand individual children. The very closeness of his contact with his pupils which makes a teacher the pri- mary agent in individual guid- ance,enhances his need to talk over individual pupil problems with the principal. Moreover, the principal frequently does know more about a child’s past or family than the teacher does and he can help the teacher to see the pupil’s present behavior against a wider back- ground or a longer perspective. In the case of a child whose overt behavior seems to show marked differences which are but varied symptoms of a chronic emotional insecurity, this long- term view is particularly valuable. In any case the teacher often needs the principal’s encouragement in handling a difficult pupil even tho he cannot sug- gest the right answer. There is a place for group discussion of practical technics of observation and guidance, and many principals use this method, but as an educative procedure such group conferences or faculty meet- ings cannot take the place of teacher- principal conference over the needs of individual youngsters. In a school which believes individual guidance is important, the principal not only gives leadership but also sees that the necessary time and facilities are pro- vided for observation, conferences, re- cording, and coordination. In larger schools which use a variety of guidance specialists, this is particularly necessary. The additional diagnostic and treat- ment services which the school physi- cian, the school nurse, the corrective speech teacher, the individual mental tester, the visiting teacher, and the clini- cal psychologist perform cannot be focused to the best advantage unless the principal makes administrative arrange- ments to coordinate them. Often the limitations of the school plant and the required curriculum for group instruc- VOLUME 28, NUMBER 23; FEBRUARY 1939 Staf’ photo—George McCauley tion leave scant space or time appro- priate for the mechanics of coordinated individual guidance and the principal’s ingenuity is the deciding factor upon which success will depend. The principal’s coordinating activities are not restricted to the intramural field. He must bear a considerable part of the burden in getting the teacher to under- stand the parent and the parent to un- derstand the teacher so that both may pull together in guiding a child. Every principal knows how important this is— and how difficult it can be. Sometimes there are other social agencies besides the home and the school to be drawn in, and in most cases it is the principal who has to steer their combined effort. In addition to his direct and coordi- nating functions for the benefit of indi- vidual pupils, the principal naturally assumes the responsibility for the inter- pretation to organized groups of parents and to the community at large of the school’s program of individual guidance. The scope of services expected of the elementary school has increased consid- erably during the last decade and the public continually expects more and more in the field of individualized edu- cation. At the same time the adult mem- bers of our society view with alarm any deflection of effort from the instruction of pupils in traditional school subjects and, as taxpayers, resist any increase in cost. It devolves upon the principal to explain to his community leaders this changing emphasis and its implications. | This is the sixth in a series of articles on individual guidance by Dr. Stolz, chairman of the NEA Committee on Individual Guidance. | [55 ] The COINCLUSIVE MEMBERSHIP PLAN Grows in Poyaularity REUBEN T. SHAW President, National Education Association R. CLIFFORD P. ARCHER of the Uni- versity of Minnesota, newly elected president of the Minnesota Edu- cation Association, recently wrote: I personally believe we are weak in our present organization. There should be local associations, state, and national, but so set up that one who joins the local, auto- matically becomes a member of the state and national associations. I personally be- lieve the time has come for a change into a more closely unified organization. Mr. Irving F. Pearson, the new execu- tive secretary of the Illinois Education Association, also wrote recently: “If I have my way, next spring or fall will see the presentation of an all-inclusive mem- bership plan for Illinois.” The idea of a coinclusive membership plan by which a teacher may join local, state, and national professional associa- tions at the same time was born a long time ago but during recent years it has been growing definitely in popularity. Ten states and Hawaii have experi- mented with it more or less successfully and numerous local communities are using it regularly.Connecticut, Iowa, Minnesota, Montana, Nevada, New York, Oregon, Pennsylvania, South Carolina, and Washington have adopted coinclusive enrolment plans. Ten years ago the Pennsylvania State Education Association at the suggestion of its Executive Secretary, J. Herbert Kelley, adopted the coinclusive member- ship plan on a statewide basis. The state association distributes, before the be- ginning of the school term in the fall, to the secretary of each of its 295 local units, enough coinclusive enrolment cards for each teacher. These coinclusive cards are four 3x5 enrolment cards attached to one another in a strip a foot long. The teacher receives a strip, fills it out and enrolls himself in all three organizations —local, state, and national—at one time. The local secretary countersigns one as the member’s receipt, keeps one for his own record, and sends the other two to the secretary of the state association and [ 56 ] to the secretary of the national Asso- ciation. In New York State the state and na- tional cards are not attached. They are similar in size and design but differ in color. They are sent by the secretary of the state association early in the fall to the superintendents and other local leaders who handle the enrolment cam- paign. The Hilo Teachers Association on the Island of Hawaii has gone further than any other organization by adopting a regulation to the effect that no teacher may join the local association who does not also join the Territorial Association and the NEA. This step, logically and professionally correct, suggests the di- rection along which other organiza- tions will doubtless move in the near future. Among the local associations which are using the coinclusive enrolment plan are the following: Jefferson School, Glendale, Calif.; Fremont Highschool, Oakland, Calif.; California Teachers Association, Southern Section; Colum- bus, Ga.; Overton, Nev.; Palmyra, N. J.; Rochester, N. Y.; Carroll County, Ohio; Columbus, Ohio; Tulsa, Okla.; Phila- delphia, Pa.; Dallas and Houston, Texas; Wood County, W. Va. The appeal of the coinclusive enrol- ment plan rests largely on two bases— the logical assumption that educators ought to be members of their profes- sional organizations all along the line— local, state, and national; and the desire for a simplification of the enrolment procedure by which enlistment may be accomplished in all three organizations Why join the NEA?— You would not wish your city to remain apart from the Unitea States, a city without a country. Nor would you wish to be a man without a country. If you value your political citizenship in the nation, why not value your professional citizenship in the nation? —Superintendent Harry H. Clark, Knoxville, Tennessee. by a single operation thus eliminating the irritations which sometimes arise from numerous separate solicitations, Eventually, some form of coinclusive enrolment will probably be adopted by all wide-awake local and state associa- tions. Leaders in Houston, Texas, where the plan was adopted for the first time last fall, are enthusiastic about it as is evidenced by the following paragraph which appeared in the November 1938 issue of their Bulletin: We believe that this plan meets the needs of the Houston teachers better than did the plans previously used, and thus we urge you to send your reactions and to offer any constructive criticism relating to its use by the Houston Teachers Associa- tion. The NEA Committee on Interna- tional Relations proposes that an item of 5 to 25¢ for the World Federation of Education Associations be included by local and state associations which adopt the coinclusive enrolment plan. I heartily approve of this suggestion. I should like to urge, also, that an item of from 1o0¢ to $1 be included for the purpose of paying a part, at least, of the expenses of delegates to the an- nual state and national conventions. We should bear in mind that no other national organization collects its dues on the basis of local or state or national; it should be considered professional en- rolment and therefore include local and state and national. I believe that a very important step in this direction will be the use of the all-inclusive membership card which the NEA bylaws now authorize. The Execu- tive Committee of the NEA is now working upon the form of a member- ship card which will be distinctive and which might be used as the membership card for local, state, and national asso- ciations. A very important matter in connection with securing prompt and complete en- rolment is the selection of the time to conduct the membership campaign. A number of local units have found that April or May is the best time because the teachers are usually best able to pay at that time. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION erna- item on of d_ by adopt artily at an d for least, ie ane ns. other dues ional; al en- | and t step »f the *h the -xecu- now mber- e and ership asso- ection te en- me to mn. A 1 that se the yay at Toward WORLD UNDERSTANDING Many a teacher today is asking him- self, “How can I make some contribu- tion—small tho it may be—to help bring order, justice, and peace to this confused and war-torn world? If general war comes and America is drawn in,I would do all I could, and would be required to do much to help carry the burden. Isn’t there something I can do now which might help to bring understanding and goodwill before the worst comes?” In keeping with the resolution adopted at the 1938 NEA convention in New York, directing the officers to undertake a more active campaign of world good- will thru the Committee on International Relations in cooperation with the World Federation of Education Associations, President Shaw has been working on a plan to enable teachers who wish to do so, to take part in such an enterprise. He has announced his plan in a letter and circular to NEA state directors from which the following is taken: HE INCLOSED LEAFLET, Toward World Understanding, is a four- page statement concerning the ac- tivities of the National Education Asso- ciation and the World Federation of Education Associations in the field of international goodwill. It sets forth the situation in this field up to November 19, 1938. On that date a very important con- ference of the Committee on Interna- tional Relations of the National Educa- tion Association was held at NEA headquarters. Members of the NEA core committee present were Annie C. Woodward, chairman, Somerville, Massachusetts; W. P. King, vice- chairman, secretary of the Kentucky Education Association; Grace Koerner, secretary, East Orange, New Jersey; and Mrs. Louise B. Simmons, Tulsa, Okla- homa. Representing the World Federa- tion of Education Associations was its president, Paul Monroe of Columbia University. The new Division of Cul- tural Relations of the Department of State was represented by Ben M. Cherrington and Richard F. Pattee. The National Education Association was represented by Reuben T. Shaw, presi- dent, and by staff members Frank W. Hubbard and T. D. Martin. United States Commissioner of Education, John W. Studebaker, had intended to partici- pate but was unavoidably detained. It was brought out that very little ma- terial describing our American schools had been translated into other languages. The desirability of having such material prepared for distribution among other countries of the Western Hemisphere was emphasized. Plans were started whereby the groups represented would cooperate in preparing such material. There appeared to be no funds in any budget that could be used to make this material available. The carrying out of this and certain other projects represents an emergency need. I am, therefore, writing to you to ask you to advise me as to how the mat- ter can be best presented to the teachers of your state so that they may have an opportunity to help at the earliest pos- sible date. Would the following be a workable plan in your state? Publish in your state journal the en- closed article entitled “An Emergency Appeal to Teachers Interested in Our International Relations,” together with a very brief statement from you urging that someone in every school in your state take the initiative and send the money directly to the NEA head- quarters. Please bear in mind that this plan is only a suggestion and that it should be modified in whatever way seems best to you. At the November meeting, Dr. Cherrington of the State Department indicated that he was planning to estab- lish contacts with a number of the government officials of the other Ameri- can Republics on behalf of the program of Cultural Relations of the Department of State. At the present writing, he is in South America and has indicated again that it would be highly desirable to have such material as soon as it can be made available. May I summarize the needs for which such funds are urgently needed? More and more it has become clear that the individual members of the profession generally have little knowledge concern- ing the aims, purposes, and achievements of the World Federation of Education Associations and the part that the Na- VOLUME 28, NUMBER 2; FEBRUARY 1939 tional Education Association is supposed to have in supporting the international relations program of the Federation. I should like, therefore, to draw your at- tention to the following needs: [1] To print and distribute thousands of copies of the leaflet Toward World Un- derstanding. [2] To print and distribute booklets giv- ing a complete account of the aims, accom- plishments, and plans of the National Edu- cation Association International Relations Committee and the World Federation of Education Associations. [3] To translate and print for distribu- tion to the teachers of South America pam- phlets describing some of the principal features of our American schocl system in connection with the World Federation of Education Associations convention next summer. [4] To meet emergency needs which may arise in preparation for the 1939 WFEA meeting in Brazil. [5] To provide for a second meeting of the core committee of the NEA Interna- tional Relations Committee in the spring of 1939 to further these projects. Dr. Monroe has pointed out that if every teacher in the United States would give five cents to this Emergency Fund it would provide more than seven times the amount usually available for carry- ing on the work of the World Federa- tion of Education Associations. We must act at once if we are to be able to carry out the activities outlined above. It is my request that either the principal or the teacher-association representative in every school in the United States act at once as a receiver of contributions of from five cents to twenty-five cents from every teacher. After the facts have been presented, the teachers should be left en- tirely free to give or not to give. It is my hope that the money will be collected at the earliest possible moment and for- warded directly to the National Educa- tion Association, Washington, D. C., marked “Emergency Fund for Joint Enterprise.” Some groups, somewhere in the world, must keep hammering away at this prob- lem until at last mankind shall forge a will and a plan for permanent peace. Let the teachers of America lead in the cause! [57] x * * BLEMENTARY-SCHIOOL SERVICE « *« » The Washington Monument Unfailing beacon to all clouds that soar And all the wings that fly, White sea-mark on the waveless azure shore, Great guide-post of the sky! At times thou seemest that eternal tree With worldwide spreading root. The flying storms are foliage for thee, The sun and moon thy fruit. With feet on earth and head among the stars, Unsleeping sentiné, Thou makest answer to the gusts and jars, “Midnight, and all is well.” Whatever realm the hostile years o’erthrow, Shall not the Union rise Like thee, still grappled by the rock below, Still counselled by the skies? WENDELL PHILLIPs STAFFORD, Noted Jurist, Washington, D. C. Teaching Patriotism thru Biography— In February we turn in grateful memory to three of our national heroes, Washing- ton, Lincoln, and Susan B. Anthony. No formal celebration of their birthdays can take the place of a sense of com- panionship with them which every child may acquire from wide and careful read- ing. A life story speaks directly to other lives. We gather strength from reading of the struggles and achievements of others. The young Lincoln was pro- foundly influenced by a meager account of the life of Washington, which fell into his hands. What may not be expected from the children of today if they learn to enjoy the great wealth of material now available on our American patriots? Suggestions for the teaching of patri- otism thru biography will be found in the November 1935 Journat in an 8-page feature entitled “Our American Heritage of Leadership.” This article includes pic- tures and brief biographies of the great Americans in the Hall of Fame at New York University. In this connection, read also “The Challenge of the Hall of Fame” by Mary S. Holland in the Jan- uary 1938 JourNAL, p4-5, which suggests a seventh-grade unit on the ideals of great Americans, having for its aim char- acter education. [ 58 ] George Washington (Born Feb. 22, 1732; died Dec. 14, 1799) Washington’s is the mightiest name of earth—long since mightiest in the cause of civil liberty; still mightiest in moral refor- mation. On that name no eulogy is ex- pected. It cannot be. To add brightness to the sun, or glory to the name of Washing- ton, is alike impossible. Let none attempt it. In solemn awe pronounce the name, and in its naked deathless splendor leave it shining on.—Abraham Lincoln. A few especially readable books on Washington for boys and girls are given below (from The Right Book for the Right Child, prepared by the American Library Association, John Day Com- pany, publisher) : On the Trail of Washington by Frederick T. Hill (Appleton). Boys’ Life of Washington by Helen Nic- olay (Century). Also Boys’ Life of Abra- ham Lincoln (same author and publisher). George Washington by Horace E. Scud- der (Houghton). Traits of leadership. Abraham Lincoln (Born Feb. 12, 1809; died April 15, 1865) Our children shall behold his fame, The kindly-earnest, brave, foreseeing man, Sagacious, patient, dreading praise, not blame, New birth of our new soil, the first American.—James Russell Lowell. Note on page 51 of this JourNnat that Selections from Abraham Lincoln—in- cluding his Gettysburg Address and other material— is now available in the penny Personal Growth Leaflets. Give a copy to each student in your school and recommend that it be read aloud by the family on Lincoln’s birthday. Books on Lincoln (also quoted from The Right Book for the Right Child) include: The Perfect Tribute by Mary Shipman Andrews (Scribner). Abe Lincoln Grows Up by Carl Sand- burg (Harcourt). The first 27 chapters of the author’s Abraham Lincoln: His Prairie Years. Boy Scouts’ Life of Lincoln by Ida M. Tarbell (Macmillan). THE JOURNAL OF Susan B. Anthony (Born Feb. 15, 1820; died Mar. 13, 1906) Abraham Lincoln and Susan B. Anthony were the two representative champions of freedom during the nineteenth century.— Senator Robert F. Wagner. An eloquent tribute to Susan B. Anthony by Senator Wagner before the United States Senate, is published in the February 1938 Journat under the title “She Changed the Mind of a Nation.” The same article quotes from Rheta Childe Dorr’s great life of Susan B. Anthony (published by Stokes). Co-worker of Miss Anthony was Anna Howard Shaw (born February 14, 1847), noted preacher and lecturer who spoke in every state in the Union on behalf of equal opportunities for women. Also a pioneer in the higher education of women was Alice Freeman Palmer (born February 21, 1855), public-school teacher and president of Wellesley Col- lege. She can be made real to children thru the story, “Tell Us How To Be Happy,” in the February 1937 Journat. Historic Pilgrimages— February is a good time for delegations of school chil- dren to make a pilgrimage to statues of great Americans if such monuments are located conveniently near, and to renew their pledge of service to the Union which they founded. Following this pil- grimage, the children may write ac- counts for the school or local paper. A list of Lincoln statues (life size or larger) has been issued by the Lincoln Historical Research Foundation at Fort Wayne, Indiana. The December 1938 Kansas City (Missouri) School Service Bulletin is entitled The Statue of Lin- coln in Kansas City’s Outdoor Gallery of Art and includes pictures and infor- mation about other statues of Lincoln. Other February Birthdays—James Rus- sell Lowell was born on February 22, 1819. Part of his beautiful poem on “Our Martyr-Chief” is quoted on this page (from Our Holidays in Poetry, H. W. Wilson Company, publisher). February 27, 1807, is the birthdate of Henry W. Longfellow whose poem, “The Ship of State,” is especially suitable for recitation in connection with February patriots. THE NATIONAL EDUCATION ASSOCIATION Dt 906 ) rony is of yo 1 B. - the | the title on,” heta n B. nna 47), oke half Also n of imer hool Col- dren » Be NAL. is a chil- es of s are new nion s pil- » ac- r. re or 1coln Fort 1938 rvice Lin- llery nfor- coln. Rus- y 22, ‘Our page . W. ‘uary r W. ip of ation riots. TION tr a a RURAL-SCRIOOL SERVICE *« *« * A Country Town If I could ever settle down, I'd choose a cozy country town. A town that lies just in between The throbbing world and fields of green. There folks would know me as I am, Without pretense, false pride, or sham. No mad crowds milling everywhere; Soft drowsiness hangs in the air. With friends enough to pass the day And while the winter nights away. Few strangers wander down the street, You speak to everyone you meet. I like the friendliness that chats In gardens on the ways of cats; The kindliness that gives and takes Raisins and flour, fresh pies and cakes. One day a week in Sunday clothes The whole town seeks divine repose: Then peace and silence o’er me brood And make me feel that life is good. If ever I should settle down, I'd find a friendly country town. —Carv S. WEIstT [For the school bulletin-board. ] Rural Youth: Their Situation and Pros- pects (by the Division of Social Re- search, Works Progress Administration) surveys education, leisure, employment, and marriage opportunities of rural young people from ages 16 thru 24, of whom there are almost ten million in rural areas. Government Printing Office, Washington, D. C. 167p. A good rural school—The other day when I left Greenwood | Mississippi | I came by the Sidon school. I saw there a close approach to my idea of a good Negro school—a neat, clean, four-room schoolhouse; a nice teachers’ home; a good barn and shed for a car; a poultry yard with two poultry houses with a yard full of chickens; a good garden with a wide variety of growing vege- tables; a pantry of canned goods for winter; a good dairy cow on pasture; growing porkers for the meat supply; school grounds covered with attractive flowers and shrubbery. As a result of this type of school, the tenant farmers of the community are growing more gar- dens, more chickens, more flowers and shrubbery. The farmers are living better and are more contented. They are mov- ing around less in the community and out of the community. The white people are more interested in the colored peo- ple and are doing more for the school.— P. H. Easom, state agent, Department of Education, Jackson, Mississippi. Relief maps from cornstarch and salt— Two recipes are given by the Bureau of Rural Education, Kansas State Teachers College, Pittsburg, Kansas, E. E. Stone- cipher, director: [1] Use one pound of ordinary corn- starch and two quarts of table or stock salt. Moisten starch with a very little water and after heating the salt mix the two together and bake in the oven until thick enough to mold. Then knead the mixture and wrap in a damp cloth until needed. The hands should be kept wet while working with the mixture. Draw the outline map on heavy paper or prefer- ably thin cardboard and cut around the outline. Cover the map with the mixture and work up a desired relief effect. When done the map may be baked in an oven or left to dry for 24 hours after which it may be removed and used as desired. [2] Mix four tablespoons of flour and five tablespoons of salt, add water, and mold into shape. Dust with dry salt. Let stand or bake in sun several hours. For a planto enrich the rural highschool curriculum, see “Highschool Service,” page 60 of this issue. For class discussion—How should I budget my leisure time? With fifteen or twenty hours of leisure a week, how many hours should be given to the fol- lowing activities? What other activities should be added to the list ? —hours voluntary service to others. —hours group play (outdoor games, etc.) —hours individual play (puzzles, etc.) —hours individual study and develop- ment (such as reading). —hours picture shows, radio, watching others play. How does your school compare ?—Physi- cal education equipment for rural schools should include balls, bats, goal posts, nets, racquets, and official courts adequately marked. An official volley- ball net, a paddle tennis net, and wooden paddles (which children can make) VOLUME 28, NUMBER 2; FEBRUARY 1939 should be in every school. Rope, wire fencing, or grain sacks can be used as substitutes for nets. Old leather ball casing may be stuffed with straw or paper for use in numerous games. The following minimum list of sup- plies and their approximate cost is given so that schools may have a standard from which to build: SC DRM 8 5) AX $ 5.25 BGs SO) Scidds Soe 3-15 1 rubber soccer ball............... 1.90 ee en eae 2.15 4 Indian clubs (14% Ibs. each)..... 3.00 2 six-inch playballs, rubber........ 1.30 3 shuttlecocks (rubber tipped) = a 3 shuttlecocks, kid (lead weighted) .96 2 soft ball bats ($1.25 and $.70) 1.95 2 soft balls (12-inch smooth seam). 2.20 1 soft ball (rubberized).......... 85 1 tube patch set AU REN 15 1 inflator (foot pump) . 90 1 wooden handled lacing needle. . .07 4 paddle tennis paddles........... 6.00 4 paddle tennis balls............. 1.00 1 scale for weighing it. 2 1 tenikoit (ring deck-tennis)...... .60 1 teacher’s whistle 35 2 basketball back stops and goals (official specifications) (with- out standards) ...........:. 60.00 es $95.37 Optional equipment: © Bult: sive tides Uf $ 7.35 1 set horseshoes and stakes 2.15 1 set table tennis equipment (ping pong) * 2.65 1 50-foot cloth tape............. 50 Total $12.65 —From Physical Education in Small Rural Schools, State of California, Depart- ment of Education Bulletin, April 15, 1938. Sacramento, 75p. 25¢ (plus 1¢ sales tax). For school listening—‘The National Farm and Home Hour,” broadcast daily except Sunday by the United States De- partment of Agriculture (NBC, 12:30- I:15 PM EST) may well be made a part of the curriculum in every rural school. To Hold This Soil is an attractively il- lustrated story by Russell Lord of the Soil Conservation Service on how to pre- vent wastage of farm lands and forests (Government Printing Office, Washing- ton, D. C., 45¢). [ 59 | * * ox HIGHSCHOOL SERVICE « * Only 10 percent of the graduates of 231 small highschools in Wisconsin com- plete a four-year college course, yet 70 schools offer nothing outside of the tra- ditional academic subjects. These and other facts are published in a notable curriculum bulletin by the Wisconsin State Department of Instruc- tion under the title, 4 Study of Small High Schools in Wisconsin, summariz- ing a three-year survey by a committee of members of the state department, teachers colleges, and university, in co-’ operation with teachers and superin- tendents thruout the state. Highlights from this study are given here to encourage other localities to make similar surveys. The committee points out that “the problems presented by the small highschool [six or less teachers] are increasing in importance. Future increases in highschool enrolment will affect the present small highschools to a greater extent than the large city high- schools. To draw village and farm young people into a school unsuited to the lives they will probably lead would be tragedy.” The curriculum should be based upon pupil needs such as these revealed by the survey: NuMBER AND CHARACTER OF SCHOOLS— Of 443 Wisconsin highschools, 231 had six or less teachers. Four out of five of these small schools are in rural areas. CurricuLuM—188 schools offer no courses in agriculture; 174 none in home- making. Seventy offer little beyond tradi- tional academic subjects. Grapuates—More than half the girl graduates marry within 7 years of gradu- ation. Of employed girl graduates, 40 per- cent are in teaching, 20 percent in offices and stores, 10 percent in nursing. Of em- ployed boy graduates, a fourth are on farms, a third in commercial occupations, and a twelfth in teaching. The percentage of graduates going on to other schools is decreasing. Agriculture—Content should be adapted to agricultural activities of community and state. National problems should be included. Distribution and marketing as well as production should be studied. Appreciation of rural life should be de- veloped. One or two semesters should be planned for inclusion of girls. Four semesters should be the minimum. [ 60 J Homemaking —Emphasis should be on problems of the home in the small com- munity and on the farm. Social, eco- nomic, and educational problems of the home should be studied as well as tech- nics of sewing, cooking, and the like. One or more semesters should be planned for boys. Four to six semesters. Business training—Two semesters may be used for developing technics such as typing, shorthand, bookkeeping; two semesters should be given to study of general business problems with em- phasis upon village and farm activities. Typing should be a ninth-grade subject so that the skill may be used thruout the school years. Four semesters of business training are recommended. Industrial arts should be centered about the manual activities of home, farm, and small repair shop. One semester should be planned for girls. Four semesters. Music and fine arts —Appreciation, band, orchestra, and choral work are probably most appropriate to village and rural community. Probably 2-3 teacher schools can offer music and fine arts only when a parttime teacher can be found in the local community. Two to four semesters are advised. Physical education—Classwork should be offered to all students thruout their 4-year course. It is well to organize the classes for two separate meetings of boys and girls and one joint meeting weekly. Recreational activities to which the com- munity is well adapted should be stressed. Outofdoor activities should be fully utilized. Allow one semester of credit for each two semesters of work. Language and literature —About half the work should emphasize language technics, especially oral and written re- ports, speaking to an audience, remedial reading and spelling, business and per- sonal letter-writing. Village and rural activities should be drawn on for con- tent. The other half should develop reading as a recreational activity and appreciation of literature as a source of ideas on life problems. Contemporary as well as classical literature is essential. Four to six semesters. Mathematics should be correlated with agriculture, homemaking, business train- ing, the sciences. Quantitative aspects of community and school life should fur- nish the foundation for two years’ math. Natural science should include basic concepts in physics and chemistry. It should center about problems in home and community life; the school lab- oratory should supplement the greater laboratories of home, farm, and com- munity. Human health problems should have an important place. Two semesters of physical science and two of biological science should be offered. Social science should use current hap- penings in community, state, nation, and world as starting points of study. Important movements should be inter- preted in terms of their historic origins. Four semesters are recommended. Special units —Safety education, con- servation of natural resources, coopera- tives, and the like—should be included as special units in almost every course and in the home-room program. To make such a curriculum effective, the Wisconsin report recommends an individualized curriculum providing for work-study rooms and hours rather than for recitation and study periods. For ex- ample, an agricultural study and work hour may include pupils—ranging all the way from the first to the fourth year —working individually or in groups upon a variety of problems. Pupils may work an hour or all day in one work- room at one or related problems. When a pupil enters school, a general plan for his four years will be made, to be revised as needed. Account will be kept of his activities so that progress toward completion of his plan will be known to him and his parents and teachers. Graduation will be based upon four years of conscientious work on an individual program, not upon units of subjectmatter. The needs of the 10 to 20 percent who expect to enter college will be met more satisfactorily; the present neglect of the 80-90 percent who do not enter college will be unnecessary. | The Committee on Small High Schools in- cluded C. E. Ragsdale, chairman, G. P. Deyoe, John Kolb, Glenn H. Nelson, E. T. Smith, E. L. Walters; State Super- intendent John Callahan. | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION on- era- ded irse ive, an - for han eX- rork all year ups may ork- eral e, to il be xTess ll be and Ipon n an ts of to 20 will esent » not | The Is in- G. P. Ison, u per- The Story of Future Teachers of Am- erica—One hundred years ago, on July 3, 1839, the first public normal school in America was opened at Lexington, Mas- sachusetts, with 3 students. By the end of the year 25 had enrolled. From this simple beginning, schools for the prepa- ration of teachers have grown into four- year colleges and their students are num- bered by hundreds of thousands. These events and others in the early history of the American schools were celebrated during the Horace Mann Centennial sponsored by the National Education Association from 1937-39. A new movement growing out of the Cen- tennial is the Future Teachers of Amer- ica, composed of young people in the highschools and colleges. This organiza- tion sponsors activities thru which young people can improve themselves and look forward to useful careers in teaching. Future Teachers of America is based upon the important fact that the future of mankind is in the youth of today. How To Organize—W rite to the Na- tional Committee, FTA, 1201 Sixteenth Street Northwest, Washington, D. C., for the leaflet, “Future Teachers of America,” which describes the plan for organizing in both highschools and col- leges and explains how a charter and library may be secured. Attractive pro- gram materials may also be had free on request from the National Committee. The Future Teachers Library—In the belief that the Future Teacher’s reading is of vital importance, the National Com- mittee furnishes to each chartered club a valuable library. The library is planned to meet three needs of the Future Teacher: [1] Personal Growth Leaflets such as “Your Life in the Making” and JouRNAL reprints such as “The Begin- ning Teacher” aid the student in the development of finer character and per- sonality. [2] A generous supply of such books as Horace Mann: His Ideas and Ideals, Go Forth and Teach, and Our Public Schools gives professional and historical background; college clubs also receive the trilogy on education and American democracy recently published by the Educational Policies Commission. {3| Thru research bulletins, Teaching as a Man’s Job, and similar publications, the student is enabled to make a survey of teaching as a career. Hugh Taylor Birch, ninety-year-old honorary chairman of the National Committee, Future Teachers of America, is the only living person who knew Horace Mann in the flesh. Mr. Birch has retained thru the years the inspiration which as a boy he re- ceived from Horace Mann at Antioch. Thus there ts a direct human connec- tion between Horace Mann and the FTA movement. With wise counsel and financial encouragement, Mr. Birch has given powerful support both to the Horace Mann Centennial and to Future Teachers of America. A Birdseye View—FTA organizers are at work in thirty of the states; addi- tional organizers will be appointed soon. South Carolina was the first state with ten FTA clubs, thus becoming the first to be eligible for a state charter from the National Committee. Among the other states taking the lead in this significant movement are Arkansas, Georgia, Iowa, Kentucky, Louisiana, Michigan, Mis- souri, Nebraska, North Carolina, Ohio, Pennsylvania, Texas, and Wyoming. VOLUME 28, NUMBER 2; FEBRUARY 1939 FUTURE TEACHERS SERVICE « *« « The Future Teacher's Pledge The good teacher requires: Physical vitality. 1 will try to keep my body well and strong. Mental vigor. 1 will study daily to keep my mind active and alert. Moral discrimination. 1 will seek to know the right and to live by it. Wholesome personality. 1 will culti- vate in myself goodwill, friendliness, poise, upright bearing, and careful speech. Helpfulness. 1 will learn the art of helping others by doing helpful things daily in school and home. Knowledge. 1 will fill my mind with worthy thoughts by observing the beautiful world around me, by read- ing the best books, and by associa- tion with the best companions. Leadership. 1 will make my influence count on the side of right, avoiding habits that weaken and destroy. These things will I do now that I may be worthy the high office of teacher. In Teachers Colleges—Members of Fu- ture Teachers Clubs in teachers colleges and schools of education are junior mem- bers of the National Education Associa- tion and receive its JourNAL regularly. Membership in the college FTA groups is open to all classes, from freshmen to senior. The Future Teacher’s Pin—A\\| mem- bers of chartered clubs in good standing are entitled to wear the Future Teach- ers of America pin. The pin is attractive and made of sterling silver with the torch in red enamel and the letters “FTA” against a black background. The pin is equipped with a dependable safety clasp. Order from the National Committee, Future Teachers of Amer- ica. 50¢ each. A Typical Letter—We have organized in the Fort Gaines, Georgia, High- school a Future Teachers of America Club. The group is named for Willis A. Sutton, superintendent of the Atlanta schools and past president of the NEA. Future Teachers is a great movement; we plan to give it all that we have.— Superintendent H. S. Shearouse. [ 6x | Membership in Departments of the National Education Association, 1938 PREPARED BY THE DIVISION OF RESEARCH Amer- A a | ae | | | | ican mer- mer- tione } | em p mn pone fog Ele- “nu | Com, ood | | Se pon ‘or ssn. ssn. | men- ; | cil o Sci- ond ls States and territories — Health,| _ of | of | Educa- | _ Art | tary | Home | Lip Assn. | “ad. | Goun- | Rural ence ary | 2nd Di- | Visual u- tional | Educe- | Eco- | Read- of cil for | Edu- rectors | Instruc. - Phys. | School | Teach- ; School minis Instruc- | School uc cation q | Re- tion - nomics ing Deans the cation of In ti | Edn. Ad- | ers amma Prin- | of trative | const | tion Prin ‘on and minis- | Col- | “Agen cipals Women | “Omen! Studies cipals — — trators leges BY | | | a — — = —| an eee use — — 1 2 3 4 5 é+-+4 o-+ 9 1--@4—-# a 1-43 14 15 16 17 18 Total... 2,223" 9.1372) 4,299, 197| 463 | 59%c| 5,681d) 409 163| 948 269 2,085, 236 2,295 7,176 1,185 6095 Alabama. ....- 16 137| 52 4 5 9 54 1 3 10 | 9 3 166 12 Arizona 12 36 23 2 as Shbce's« 24 sees ~ 10 1 4 | 23 4 Arkansas , 29 | 32 | 2 1 3 25 | ee a 4 9 1 15 48 2 California... . 68 | 534] 144 | 6 35 45 560 6 71; @ 73 16 217 640 | 185 5 Colorado. . - 10 | 69 51 3 6 13 68 2 2 | 17 61 15 2 8 88 20 5 Connecticut 23 141 81 5 7 a 109 4 23 53 1 | 1] 186 19 10 ielaware 6 a: 2 2 10 1 ; 3 1 | 3 | 11 12 4 peat of Columbia “ y ro 2 . ; one 23 : 20 35 8 73 81 26 11 orida } | 4 7 6 | 12 40 9 Georgia 6 | 86 63 | 2 a 15 129 11 3 9 10 3 | 36 19 i Idaho. . 4} 18 12 Q | 1 3 4 : 1 2 18 | 9 IHinois 124 | 1,030 | 300} 8 | 41 43 281 6 6 | 52 163 13 | 157 631 54 39 inclone a rea = : ob P : | 5 30 1 52 2 124 194 2° 12 owe... | | 1 | 24 60 8 39 121 13 9 Kansas | 17) 196) 86) 4 - 4| 109 ° ghee) ee | 20 3 301 11 6 Kentucky... ... | 40| 66] 51 5 | a 58 1 19 24 1 3} 142 17 4 — F | 40; 125 | 51 2 3 43 66 27 13 10 2 33 24 11 ea 1 39 27 1 cea natd 8 2 14 11 8 2 244 1 Maryland 5 | 76 | 64 | 3 8 5 110 3 ae 10 28 2 211 84 28 3 Massachusetts 32 275 190 7 16 8 181 10 15 | 57 2 110 4 186 49 60 Michigan. . 218} 319 200 | 5 34 80 372 13 22 31 86 19 43 268 53 20 Minnesota 7 | 244 87 | 6 15 11 70 6 3 | 18 61 11 44 183 44 13 Mississippi 5 35 38 | 2 it 1 35 ed ‘ 4 7 1 75 4 1 Missouri . 6 192 146 8 7 38 194 5 1 | 28 89 7 40 207 20 9 Montana. . 4 | 27 16 1 os 7 21 1 os al 2 15 2 11 24 4 Nebraska | 4) 6) 43 | @ 4; 61 & 2 | a 25 nt 9 54 Se evada..... | 4 oid : , 3 ona 1 1 3 3 24 } New Hampshire 1 | 25 32 2 sn 1 14 a al 1 7 | 17 1 1 18 New Jersey. . 32 510 277 6 10 25 282 41 | 4 27 1 80 10 38 247 44 18 New Mexico : 16 | 20 | i) eee 2 20 +++ s+] 4 24 7 3 5 21 5 | 1] New York 335 | 1414| 448) 13 81; 24| 549) 119 28) 105) 135) 351 29} 564| 738 120 | 176} ee fapetine 98 | 83 } 65 4 | 5 | 4 102 10 21 11 5 6 60 16 5 | orth Dakote . 2 43 17 | 5 | 2 | 15 | 3 | 1 11 3 38 20 7 3 hio. . 457 476 230 10 40 39; 275} Q1 | 9 | 75 114 4 98 398 32 48 Oklahoma 23 118 61 6 | 3 2 120 | 2 | 3 17 1 23 3 124 10 1] | } | | } Oregon 7 113 15 | 3 | 18 63 | 4} 3 | 3 18 7 4 1 33 6 3 Pennayivenia. . 30 | 636| 345 14 | 95 6| 2997| 8] 5 78 209 5 24} 503 49 97 Rhode Island 6 | 33} 42) 1 1 32 | 6 1 - 11 22 17 6 1 South Carolina 17 | 37 39 | F 1 2 17 | 2 | wal K 7 2 26 2 | 4 South Dakota 2 | 36 20 4) 8 | 29 | 7 7 1 76 49 4 | 2 Tennessee 5 | 75 | 39 | 5 9 | 5 | 41 2 | 2 10 15 9 1 53 40 7 it % at = Y } * 9 296 2 | 1 26 25 19 4 18 159 36 17 te | | 1 | 3 2 42 8 3 Vermont 1 21 28 2 | 1 1 | 3 1 6 1 5 10 1 125 6 3 Virginia 28 87 61 | 4 | 2 | 6 100 2 18 11 2 17 35 48 1 Washington 54| 125| 93 a} s| st] 1] wi] 2 9 45 33 16 18 West Virginia 285 94 51 7 | 3 1} 110 3 12 16 1 164 4 1 Wisconsin . 5 236 | 128 10 | 14 121 2 9 22 63 16 195 121 32 13 Wyoming 19 12 1 3 14 3 2 1 13 Y Outlying Possessions |. ee 2 1 10 1 1 Q 3 1 Canal Zone 2 1 1 | Hiewaii.... .. many 2% 1 3 1 54 1 | 9 1 12 1 2 Philippine Islands 3 5 3 3 4 Puerto Rico... aera 6 3 1 3 4 Virgin Islands. . 1 | PRED. hdd de daddies dsess | 2); 268 16 1 | 10 | 6 12 1 13 90 j i i i i i i IS TABLE shows membership by states in seventeen depart- ments of the National Education Association. All the depart- ments which are included above have separate, extra membership fees. Except when otherwise footnoted, figures are for the last complete membership year. This type of material illustrates the farflung interests of the Association and shows how widespread is the membership in every department. The table should be read as follows: Alabama has 16 members in the Department of Adult Educa- tion; 137 members in the American Association for Health, Physical Education, and Recreation; 52 members in the American Association of Schoo! Administrators; 4 members in the American Association of Teachers Colleges; 5 members in the American Edu- cational Research Association; 9 members in the Department of Art Education; 54 members in the Department of Elementary School Prin- cipals; 1 member in the Department of Home Economics; 3 members in the Department of Lip Reading; 10 members in the National Asso- ciation of Deans of Women; 9 members in the National Council for the Social Studies; 3 members in the Department of Rural Education; 166 i ' i i i i } i members in the Department of Secondary School Principals; and 12 members in the Department of Supervisors and Directors of Instruction. Read table similarly for other states, territories, and foreign countries. Encourage your associates to join these departmental groups. Membership in the Association comes first and helps to maintain a broad program of national progress in education. It keeps teachers in touch with all phases of the profession. Membership in the departments is also vital. It lays the foundation for professional advance at pivotal points in the education enterprise. * Includes 52 libraries not distributed by states. 6 Membership as of April 15, 1938, and includes 48 members in outlying pos- sessions not distributed. b Includes 4,115 members who paid dues for the year 1938, 6 honorary members, 174 life or twenty-five year members, and 4 six-year members. c Membership as of December 16, 1938. d Includes 170 life members. e¢ Members in good standing as of November 26, 1938. f Membership as of December 15, 1938. g Membership as of December 19, 1938. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Ww s, ATION x os > FIONOR ROLL OF THE NEA «= * «x R, WILLIAM S. TAYLOR, State NEA Director for Kentucky, has organized an aggressive NEA Membership Committee for Kentucky, with each member assigned responsibility for a particular sec- tion of the state. Superintendent Henry H. Hill, Lexington, who is responsible for the central area of the state, recently inclosed the following state- ment with his letter to the superintendents in his territory: Why I Belong to the National Education Association [1] I expect to spend my life in the teaching pro- fession. I want to be a good citizen of my profession, carry my load, and help a bit to carry the other fellow’s load. [2] From the NEA have come retirement legisla- tion, tenure legislation, single salary schedules, better conditions for teachers. I can possibly secure these benefits without paying my $2 membership fee but I prefer to pay my share. [3] I like the NEA Journat. It alone, if read and used, is worth the $2. [4] Of 1,000,000 teachers in the United States about 200,000 belong. I want to help bring the membership up, for in doing this I help myself become a better member of the pro- fession and I help the teachers and children. [5] If federal aid comes to provide more funds and better schools, it will come because of a strong and united NEA. [6] I live in the Blue Grass, a favored region of Kentucky. I want to see the Blue Grass lead. By joining the NEA, I join the growing num- ber of Blue Grass teachers who already belong. New Life Members Received in December Ataska—Howard Trueblood Itt1no1s—Leander W. Binna, Thomas M. Kennedy, Ben A. Sylla Micuican—Clarence E. Hinchey Minnesota—Harold J. Sand Missouri—Davis H. Acuff New Yorx—Helen E. Woodin PENNSYLVANIA—Joseph W. Forsyth Ruove Istanp—Harold F. King Texas—Kay W. McMillan, Jr. Vermont—S. D. Miner Wisconstn—Hugh S. Bonar Completed Enrolments — FOLLOWING COUNTIES, cities, and individ- ual schools renewed their memberships 100 percent during December and have continuously enlisted in their national organization for the num- ber of years indicated: TWENTY-ONE YEARS Missouri—St. Joseph, Entire System TWENTY YEARS Cotorapo—Pueblo, Minnequo NINETEEN YEARS Min NEsota—Minnea olis, Hay New York—Mount Vernon, William Penn EIGHTEEN YEARS Arizona—Tucson, Drachman, Dunbar Jr. High, , Miles, Ochoa, Roosevelt Cotorapo—La Junta, Entire System Connecticut—East Hartford, Burnside OUISIANA—Grand Cane, Grand Cane Sr. High New Jersey—W est New York, Public School No. 3 SEVENTEEN YEARS ARIZONA—T ucson, Mansfield Jr. High, Mission View, Roskruge, Roskruge Jr. High, Tucson Sr. _ High, University Hghts. CaLirornta—Berkeley, Washington; Santa Ana, Roosevelt R. E. OrFeNHAUER, president of the Bowling Green State University, Bowling Green, Ohio, and treasurer of the National Education Association, was killed December 29, 1938, in an automobile accident. Mrs. Offenhauer was seriously injured. The two were returning from the meeting of the Ohio State Education Association at Columbus. President Reuben T. Shaw of the NEA gave the following tribute at the funeral of Dr. Offenhauer on January 2: Dr. R. E. Offenhauer was long identified with the work of the National Education As- sociation. He contributed greatly toward the upbuilding of the interest of the Ohio edu- cators in the «tional aspect of our American Educational System. He helped the teachers of Ohio and the nation to become conscious of educational needs beyond the confines of their own classrooms and to recognize the exalted position in which the teacher is properly held in every community. He rendered great as- sistance in the solution of the accounting prob- lems involved in our constantly growing asso- ciation. His loss will be deeply felt in all these fields. It has been my privilege to know Dr. Offen- hauer personally since June, 1934.1 found him to be broad and openminded, thoro in his in- vestigations, deliberate and fair in his judg- ments, and wise in his counselling. I have always been much impressed with the candor and sincerity with which he approached the problems which came before him. He achieved remarkable results in all his endeavors. These results will always be a source of inspira- tion to those who follow. He was highly approachable. He made his associates feel at once that he was deeply inter- ested in the solution of their problems. Someone has said: “There are two kinds of people on earth today, Just two kinds of people—no more, I say. Not the good and the bad, for 'tis well under- stood The good are half bad and the bad half good, Not the rich and the poor, for to count a man’s wealth You must know the state of his conscience, and health, No, the two kinds of people on earth that 1 mean Are the people who lift, and the people who lean. Wherever you go, you will find the world’s masses Are divided in just these two classes. And, oddly enough, you will find, too, 1 ween, There is only one lifter to twenty who lean.” Dr. Offenhauer was a “lifter.” He was al- ways carrying more than his portion of the labor and worry and care. To those of us who had the opportunity of working with him personally there seemed to be but one word which accurately character- ized the man and that is the word “friend.” Shakespeare said: “A friend is a rare book of which only one copy is made,” and Dr. Offen- hauer was the rarest of friends. Massacuusetts—Beverly, Manual High ‘ New Yorx—Mount Vernon, Columbus OxKLaHoMs—Muskogee, Entire System Vircinta—Norfolk, James Monroe Training Jr. SIXTEEN YEARS Catitrornta—Long Beach, George Washington Jr. High; South Pasadena, El Centro St. re ery Creek, Cripple Creek Elem. Dist. No. 1, Cripple Creek Sr. High; Victor, Victor Sr High, Washington Dist. No. 1 Inp1iaNa—South Bend, Entire System FIFTEEN YEARS Ca.irornia—Monrovia, Monroe (Orange Ave.) DeL_aware—Delmar, Delmar NeprasKa—Omaha, Beals New Jersey—New Brunswick, Livingston Oxn1to—Alexandria, Alexandria Elem. PENNSYLVANIA—Greenville, Margaret Brown, Co- lumbia, Washington; Pottstown, Entire System FOURTEEN YEARS Ca.tirornta—Davis, Davis Joint Grammar; Long VOLUME 28, NUMBER 2}; FEBRUARY 1939 Beach, Horace Mann; Los Angeles, Garvanza; San Francisco, Franklin Int1no1is—Cicero, Sherlock; East St. Louis, Long- fellow Kentucky—Louisville, Emmet Field New Yorx—Oneida, North Broad Street Oxn10—North Baltimore, Entire System PENNSYLVANIA—Abington, Entire System; York, Entire System TENNESSEE—Memphis, Humes High Texas—Dallas, Sam Houston THIRTEEN YEARS \r1zoNA—Tucson, Entire System CaLirornia—Anaheim, George Washington; Dinuba, Entire System; Modesto, Washington ILtt1no1s—Cicero, David Burnham, Wilson InpIANA—Fort Wayne, Hanna MASSACHUSETTS—Piymouth, Knapp Oxu1to—McDonald, Entire System TWELVE YEARS ALABAMA—Birmingham, Barker Ca.Lirornia—Los Angeles, Fletcher Drive; Modesto, Franklin FLoripa—Lake Worth, North; Lantana, Lantana [ 63 | Int1no1s—River Forest, Lincoln, Roosevelt, Wash- ington Inpiana—Fort Wayne, Franklin; Seymour, Emer- son, Lincoln, Riley, Washington New JersEy—Alloway, Alloway; Ridgefield Park, Lincoln Outo—Ashtabula, Chestnut Ave. . PENNSYLVANIA—Bradford Bradford Sr. High; Fourth Ward, Fift ard, Hobson Place, Sixth Ward, Third Ward; Dormont, Kelton Utan—Logan, Entire System ELEVEN YEARS Catirornia—Long Beach, Longfellow; Los Angeles, Aldama, Heover St.; Pasadena, Andrew Jackson; Santa Ana, Thomas A. Edison Cotorapo—Pueblo, Danforth Hawati—Hauula, Oahu, Kaaawa en McKinley; Gurnee, Warren Twp. ig InpDIANA—Fort Entire System Wayne, Bloomingdale; Newcastle, TEN YEARS AraznaMa—Valley Head, Valley Head Cons. Arizona—Phoenix, Phoenix Jr. College CaLiForNIa—Coronado, Coronado; South Pasadena, Las Flores CoLorapo—Gunnison, Entire System Connecticut—East Hartford, Center, Silver Lane Itt1nois—DeKalb, DeKalb Twp. High; River For- est, Entire System New York—Mount Vernon, Nathan Hale Texas—Dallas, Arcadia Park NINE YEARS Arizona—Tucson, Carrillo, Safford Catirornia—Claremont, Claremont; Elsinore, Elsi- nore Union; Lakeside, Lakeside Union; Riverside, Independiente; Santa Ana, Delhi; South Pasadena, Oneonta; Stockton, Jefferson Int1no1is—Cicero, Columbus, Drexel, Jones; Evanston, Evanston Twp. High Missourt—Kansas City, Hale H. Cook Nevapa—McGill, McGill Elem.; Ruth, Ruth New JerseEy—Bridgeton, Junior Ou1o—Toledo, Wynn PENNSYLVANIA—Abington, Cedar Rd.; Red Lion Sr. High; York, Arch St. EIGHT YEARS ArIzon4—Tucson, Government Hghts. CaLirornia—Happy Camp, Happy Camp High; Los Angeles, Annandale; Riverside, Magnolia ILLtino1is—Cicero, Lincoln; Lebanon, Entire System Inptana—Seymour, Entire System MINNESOTA—Minneapolis, Riley Missouri—Kansas City, Mark Twain, St. Joseph’s Home, Westport Jr. High New Yoas—New Paltz, Rochester, Ridgewood Oxn1to—Centerville, Washington Twp. PENNSYLVANIA—Benton, Benton Joint High; York, Phineas Davis ‘. High, Duke, Theodore Roose- _velt, Edgar F. Smith Jr. High Trxas—Dallas, T. C. Hassell, Thomas J. Rusk Wisconsin—Milwaukee, Thirty-eighth Street SEVEN YEARS CaLirornia—Santa Ana, Hoover, Wilson ItLt1no1s—Cicero, Woodbine; Lebanon, Grade, Leb- anon Com. Sr. High Onto—Toledo, Coy Elem.; School for Girls PENNSYLVANIA—A bington, Ardsley TENNESSEE—Bristol, Entire System Trexas—Dallas, San _— Richard Lagow Wisconsin—Milwaukee, Girls’ Trade and High, Solomon Juneau High Goodwin, Red Lion, State Normal School; Willoughby, Andrews Tech. SIX YEARS CaLiFornia—Glendale, Eugene Field; Long Beach, Whittier; Santa Ana, Logan Co.torapo—Pueblo, Bessemer, Columbian, Edison School Dist. No. 20, Keating Jr. High Dist. No 20, Lake View FLoripa—Tampa, A. L. Cuesta GrorGc1a—Macon, Alexander No. 4 ILLino1s—Elmwood Park, John Mills [np1ANA—/ ndianapolis, Whittier No. 33 MassaACHUSETTS—W inchester, Noonan Missouri—Nevada, Entire System New York—Rochester, Abraham Lincoln Oxu1to—Cable, Wayne-Cable PENNSYLVANIA—Greenville, coke, Entire System Soutn Daxota—Sious Falls, Lincoln Texas—Dallas, James Bowie; El Paso, Lamar West Vircinta—Culloden, Culloden Entire System; Nanti- FIVE YEARS Catrrornta—Berkeley, John Muir, Oxford; Los Angeles, Gravois Ave.; Modesto, Enslen; Santa Ana, Lincoln; South Pasadena, Junior High FLor1pa—Tampa, V. M. Ybor Hawati—Honolulu, Thomas Oahu, Helemano Ipano—Pocatello, Roosevelt, Tyhee, Whittier ILtt1no1s—Mendota, Blackstone Inptana—I ndianapolis, Ben High, School No. 6 lowa—Sioux City, Bancroft Kansas—Oil Hill, Oii Hill Cons. Massacuusetts—Brookline, Heath Jr. High | 64 | Jefferson; Wahiawa, Davis Public Micuican—Detroit, Fairbanks Missouri—Kansas City, Bancroft .. New Jersey—Atlantic City, Venice Park New Yorx—Schenectady, Euclid Ave. Ou10—Toledo, Clay Elem. PENNSYLVANIA—Beaver Springs, Beaver Springs High, Spring Twp. Cons.; Beavertown, Beavertown Boro; Beate. Franklin, Lehigh, Traill Green, Vanderveer, Washington, Webster; Edinboro, Edinboro State Teachers College; Freeburg, Free- burg; Middleburg, Kreamer, Middleburg, Middle- creek Twp.; Mt. Pleasant Mills, Fremont; Pa-r- tonville, Pentonville: Shamokin Dam, Shamokin Dam Jr. High; Washington, Eighth Ward Texas—Dallas, Alamo, Leila P. Cowart, Benito Juarez Uran—Emery, Emery; Ferron, Ferron Elem., South Emery High; Huntington, Huntington Elem., North Emery High; Orangeville, Orangeville Vircinta—Richmond, Robert E. Lee West Vircinia—Salem, Hattie Harden Wisconstin—Eau Claire, Eighth Ward, Fourth Ward, Junior High, Ninth Ward, School for A-Typical Children, Second Ward, Tenth Ward, Third Ward, Vocational; Milwaukee, Center St., Hi-Mount Blvd. FOUR YEARS ALABAMA—Birmingham, Elyton, Graymont Ar1zona—Tucson, School Amphitheater, Dist. No. 10 CaLiForn1a—Compton, Janie P. Abbott, Thomas Jefferson, Mark Keppell, Theodore Roosevelt, George Washington; Glendale, John Marshall; Gridley, Gridley Union High; Long Beach, U. S Grant, Robert E. Lee, Theodore Roosevelt; San Pedro, Bandini St.; Santa Ana, John C. Fremont, —- McKinley, John Muir, Spurgeon; Tw? ock, Lowell CoLtorapo—Cripple Creek, Entire System; Fort Col lins, Entire System DELAWARE—W oodcrest, Henry C. Conrad High Hawait—Honolulu, Aliiolani, Robello; Wahiawa, Oahu, Kipapa I_L1no1s—Barrington, Barrington Jr Entire System; Elmwood Park, Kansas—C offeyville, Entire System Kentucky—Elizabethtown, Entire System Missouri—Kansas City, Kansas City Orphan Boys’ Home; St. Louis, Gallaudet NeBRASKA—Omaha, Highland New Jersey—Atlantic City, Richmond Ave.; den, Mickle; Ridgewood, High New YorKk—Mount Vernon, DeWitt Clinton, DeWitt Clinton Jr. High, Robert Fulton, James M. Grimes, Hamilton, Lincoln No. 2, Part-time, Francis Pen nington, William Wilson Elem.; Troy, Haskell, Powers Ouxn10—Baltimore, Liberty Union; Newark, Newark Twp. Cons.; Niles, Garfield, Harrison, Jefferson, Lincoln, Monroe, Roosevelt; North Canton, Entire System; Portage, Portage Twp.; Toledo, Clay High Orecon—Marshfeld, Bunker Hill Dist. No. 85 Soutu Daxkota—Sious Falls, Lowell Texas—Dallas, Stephen F. Austin, David Crockett, High; Dolton, entire System Cam Benjamin Franklin Jr Margaret B. Henderson, Lida Hooe, Oran M Roberts Utran—Castle Dale, Castle Dale Elem., Central High; Elmo, Elmo West Vircinta—Huntington, Ensign; Milton, West Building; Slaty Fork, Seneca Trail Cons Wisconsin—Eau Claire, Senior High; Milwaukee, Wm. T. Sherman THREE YEARS ALasKa—Aniak, Aniak; Chitina, Chitina; Gustavus, Territorial; Tanana, Tanana Territorial CaLirorNia—Alameda, Alameda High; Laguna Beach, Entire System; Long Beach, Burnett, Lowell, McKinley; Los Angeles, Carpenter Ave (N. Hollywood); Modesto, Wilson; Monrovia, Mayflower, Santa Fe; Moorpark, Moorpark Union; Oakland, Stonehurst; Pomona, San Antonio; St. Helena, Union High; Santa Ana, Lowell; Wil- mington, Fries Ave Cotorapo—La Salle, Big Bend; Pueblo, Lincoln A seminar group in the Rus- sian room of the University of Pittsburgh’s Cathedral of Learning, one of seventeen “nationality” classrooms de- signed to create appreciation of the culture of other lands and times. Sponsored by na- tionality groups in western Pennsylvania, the nationality classrooms have been created with the help of foreign governments and artists. DELAWARE—Middletown, Middletown No. 120 C FLoripa—Miami, Shenandoah, Shenandoah Jr. High; Tampa, Jackson . Hawatt—Honolulu, Kalihi-waena, Leahi Home Ipano—Pocatello, Bonneville ILtino1is—Galena, Galena; Rockford, Nelson; Seq. ton, Seaton Cons. InpIANA—I ndianapolis, Public School No. 37; Viy. cennes, Frichton School Dist. Louistana—Ascension Parish, Entire System; Union, White Hall 4 Maine—Heartland, Hartland Academy; Rockland, McLain Bldg.; Westbrook, Warren MaryLanpo—Elkton, Providence, Union Elem, Massacuvusetts—Brookline, William H. Lincoln Micuican—Bay City, Kolb; Detroit, Capron MinnEsota—Stillwater, Nelson Missourti—Kansas City, Carlisle, Washington; St. Joseph, Junior Opportunity NevaDa—Beowawe, Beowawe; Eureka County, Ep. tire System New Hampsuire—Claremont, Bluff New Mexico—Portales, Senior High New York—Mount Vernon, Charles E. Nichols Jr, High; Schenectady, Nott Terrace, Yates PENNSYLVANIA—Bradford, Entire System; Easton Entire System; York Springs, York Springs Faxon, é Mount College, Krug Texas—Dallas, Colonial Utran—Emery County, Entire System; Pinte County, Entire System; Salt Lake City, Blaine, Columbus, Lincoln School Granite Dist. West VirGinia—Bluefield, Beaver High; ington, Harveytown Hunt. TWO YEARS ALABAMA—Birmingham, Wilson Avaska—Craig, High School; Fortuna Ledge, For. tuna Ledge; Nenana, Franklin K. Lane Arizona—Tolleson, Tolleson Union High CaLirornia—Berkeley, Le Conte; Beverly Hills, Hawthorne; Glendale, Home; Long Beach, Signal Hill; Los Angeles, Farmdale; Monrovia, Wild Rose; Pasadena, Grover Cleveland, Linda Vista; Redlands, Entire System; San Francisco, San- chez; Tracy, Tracy High Cotoravo—Denver, Edison; Gunnison, County High; Pueblo, Central FLoripa—M iami, Shores; Miami Mulberry, Mul berry Public Schools; Tampa, Seminole Hghts. GrorGia—Wesley, Wesley Hawatt—Honolulu, Kalihi-uka Ipano—Pocatello, Emerson Ittinois—Muddy, Muddy; Springs, Taylor Springs Inp1ana—Brazil, Alabama, Jackson, Lambert, Merid- ian, Pinckley; /ndianapolis, Daniel Webster No. 46; Jeffersonville, Chestnut St.; Valparaiso, En tire System Kansas—Merriam, South Park Dist. No Kentucky—Pikemlle, Entire System Lovutsiana—Tangipahoa, Tangipahoa MaryYLanp—Chesapeake City, Chesapeake City Elem.; Earleville, Fingerboard; Elk Miils, Elk Mills; Elkton, Fair Hill Massacuusetts—Brookline, Edith Baker; East; West Springfield, Kings Highway Peoria, Douglas; Taylor go, Walker Stoneham, Micuican—Detroit, College of Education (Wayne University) Missouri—Kansas City, Graceland Nespraska—Omaha, Clifton Hill New Jersey—dAtlantic City, Massachusetts Ave.; Hackensack, Hackensack High, Longview Ave No. 7; Ridgefield Park, Grant, Washington Irv ing New York—Johnstown, Perry St., Warren St. NortH Caro_ina—Matthews, Providence Onito—Canton, Garfield, Stark; Cleveland, Walton; Suffield, Suffield Cons OreGon—Gresham, Gresham Union Soutu Daxotra—Nisland, Nisland TENNESSEE—Memphis, Peabody Texas—Dallas, City Park, Stephen J. Hay, George Pew body, Ascher Silberstein, T. G. Terry, Vickery Pl High [ Cont. on page A-42] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION il Dist, . High; me nm; Sea- 17; Vin. System; ockland, chols Jr. _ Easton, ings Piute _ Blaine, >; Hunt. ige, For- 'y Hills h, Signal ha, Wild la Vista; co, San- ity High; ry, Mul Hghts. 3; Taylor t, Merid- yster No aiso, En », Walker ke City fills, Elk ‘toneham, (Wayne eorge Pea ickery Pl CIATION yy = like plants, require food for growth. Yet from an edu- cational point of view all too often they are expected to grow without an adequate supply of that im- portant essential to growth, Vita- min T — textbooks. According to the most recent official figures (as of 1930) America spends more than 10 times as much yearly for new school buildings as for textbooks. All too familiar today is the story of large new school buildings in which are children struggling along without enough books, using dirty or ragged books, or trying to get a picture of the modern world New from books hopelessly out of date. GINN Elementary = , : . Seri y Yet wise school administrators and teachers recognize, as did the Series Thirtieth Yearbook of the National Society for the Study of Educa- tion, the simple truth that, next to teachers, the textbook is the most important educational item,— that books broaden individual experience . . . that books provide the essential background for thinking and for culture . . . that love of books is a lifelong asset. BusSWELL-BROWNELL-) OHN: Daily-Life Arithmetics ANDRESS-GOLDBERGER- DotcH-HALLock: Safe and Healthy Living For the past eight vears, in spite cf reduced textbook budgets and the temptation to cut expenditures, Ginn and Company have each year put aside a certain amount of money for new publishing enter- prises. As a result we are today better equipped than ever to serve you. The World of Music Rucc-Kruecer: Social Science Course Atwoop-THOMAS: Geographies, Revised To increase the textbook budget 25% would mean an almost negligible increase in America’s total school bill. It would mean a very marked increase in the efficiency of America’s schools. LyMAN-JoHNSON: Daily-Life Language Series BUCKINGHAM: The Children’s Bookshelf GINN AND COMPANY BOSTON NEW YORK CHICAGO LONDON ATLANTA DALLAS COLUMBUS SAN FRANCISCO VOLUME 28, NUMBER 2; FEBRUARY 1939 | A-27 | professional quality. HOLMES low intensity are lamp Many exclusive features place the HOLMES in a class by itself, yet this quality projector costs only slightly more than ordinary kinds. COMPARE the professional features with other makeshifts. Write for catalog today HOLMES PROJECTOR CO. Manufacturer of 16mm and 35mm 1815 ORCHARD STREET A SURPRISE is in store for you when you see a HOLMES 16mm project a 24-foot picture more than 125 feet and hear sound reproduction of HOLMES Ax PB high intensity are lamp cient service. graceful tables. bookracks. graceful table. priced. chairs. Box 6 CHICAGO Use PEABODY TABLES For HIGH SCHOOLS—GRADES—PRIMARY Table No. 250 Individual classroom tables meet the modern education demand for flexible seating that will give years of effi- Peabody Tables are strong, sturdy, rigid, There are no cross pieces to interfere, giving maximum clearance under the table. Above is pictured a two-student table equipped with Note the clean cut design of this rigid, Made in all sizes. Very attractively Send TODAY for PEABODY Catalog Our new catalog illustrates our complete line of Li- brary, Classroom, Cafeteria, Kindergarten and Typing Tables, as well as our full line of lightweight metal Write for it. PEABODY SEATING COMPANY North Manchester, Indiana * *« * NOTES AND ANNOUNCEMENTS = « « Single-Salary Schedules on the Increase sv SALARY SCHEDULES based on level of preparation instead of differences in school position appear to be gaining favor, ac- cording to reports received by the Research Division of the NEA. When 180 new schedules (adopted in 1936, 1937, or 1938) were classified, it was found that 55 per- cent were of the preparation or single- salary type, as compared with 31 percent in a group of schedules adopted between 1928 and 1934. San Francisco Meeting, American Association for Health, Physical Education, and Recreation 3 THe FoRTY-FOURTH annual convention of this NEA Department will be held in San Francisco, California, April 3-6, 1939. The meeting is sponsored jointly by the national association, the southwest dis- trict association, and the California state association. General sessions, divisional and sectional meetings, and exhibits and demonstrations will be held in the Civic | A-28 | Auditorium, which with the Hotel Whit- comb will be headquarters for the con- vention. You are invited to enjoy romantic and fascinating California in April. San Fran- cisco promises to show you not only true western hospitality but a “treasure island” undreamed of, when you attend the Golden Gate Exposition on Physical Edu- cation Day and see typical Californian activities demonstrated. Reasonable hotel rates have been fur- nished to the convention’s housing com- mittee; make reservations early. For in- formation write to the convention publicity chairman, Bertha M. Keller, San Francisco Junior College, or Convention Manager J. C. McGlade, Civic Auditorium, San Fran- cisco. An Honor to Teachers ye THe nomination of Felix Frankfurter, professor of the Harvard Law School and one of America’s most distinguished teach- ers, to be an Associate Justice of the Su- preme Court, is a high honor to teachers and to teaching. American Education Week Cartoon Project yx Tuts project in connection with the 1939 observance of American Education Week is open to any highschool student. Awards will be given those submitting the best cartoons, many of which will be pub- lished. Write to the Division of Publica- tions, NEA, 1201 Sixteenth Street North- west, Washington, D. C., for full details. The Teacher's Pronunciation yx A THEORY of pronunciation definitely at variance with that of Albert Ridout in the October JourNaL (p209) is expressed by W. B. Fagan of the faculty at Iowa State Teachers College, Cedar Falls. Mr. Fagan writes: “The erroneous conception which underlies Mr. Ridout’s article and practically all public-school teaching about the English language is that there is some authority, some body that tells us what is correct English usage and what is not. There is no such authority. The only au- thority is simply the usage of all English- speaking people. It varies [Cont. on A-30] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION — tely t in ssed owa Mr. tion and yout yme it is AC) ALWAYS WANTED-AT A BIG SAVING! THE SOUND SYSTEM YOU'VE RCA VICTOR SCHOOL SOUND SYSTEM —for 20 to 120 room schools—yours at lower cost than ever before! With this new De Luxe RCA Victor School Sound System you merely flick a switch and your pupils— in any or all classrooms—are hearing an educational radio program. Or you simply slide back the desk top, turn on the RCA Automatic Victrola concealed beneath, and the students are studying music, drama or speech with the aid of Victor Records. Not only does this equipment permit you to trans- mit whatever educational material you wish, but it also is ideal for announcements, instructions, class and drill signaling, or for countless other similar purposes. For further details, just fill in and mail the coupon below. Listen to the "Magic Key of RCA" every Sunday, 2 to 3 P. M., E. S. T., on the NBC Blue Network. Youare cordially invited to attend our exhibit at the NEA Convention, Cleveland, February 25th to March 2nd, Booths D-23 to D-31. KOA Va SOUND SERVICE FOR SCHOOLS Educational Department — RCA Mfg. Co., Inc., Camden, N. J A Service of the Radio Corporation of America VOLUME 28, NUMBER 2}; FEBRUARY 1939 Only this RCA Victor School Sound System offers you so many valuable features Engineered and styled in the modern, functional manner Designed for schools from 20 to 120 classrooms—with individual communication facilities. Has two RCA Victor High Fidelity, 12-tube Electric Tuning Radios and built-in RCA Automatic Victrola which plays 10” and 12” records. Separate circuits for communicating with any room without interfering with distribution of programs to other rooms on same channel. Includes high grade Electric Clock and visual volume control indicator. Provision to plug in for instantaneous recording. Modern schools stay modern with RCA radio tubes in their sound equipment. Educatj Onal D - €Partm Manufacturing Cor oon is -» Ca Wotations a ; a d info _ oh RC Victor Schoe rooms, Name_ © send me detai : mden, N. J New Publications STUDIES IN PROSE AND POETRY, a complete literature program for Grades 7 to 12. A JUNIOR ANTHOLOGY HIGH SCHOOL ANTHOLOGY World Literature Literary Types American Literature English Literature OUR DEVELOPING CIVILIZATION, a series of social studies textbooks. The Story of Ancient Times—a story of mankind from pre-historic days to the fall of the Roman Empire. Fourth grade level BS fo $1.00 The Middle Ages—an interesting and accurate picture of European civilization from the decline of Rome to the begin- ning of modern times. For the inter- mediate grades $1.20 The Background of Modern Nations —a text dealing with the historical back- ground of the nations of the world today 5 $1.44 The United States of America—writ- ten specifically for upper grades and junior high school with emphasis on the causes and effects of the great events in American history $1.68 Fundamentals of Citizenship—a civics text which will inform, inspire, and challenge pupils to their sense of duty and responsibility. . THE MERTON-McCALL READERS, a series of introduetory readers which provides a firm foundation in reading and makes easier the process of learn- ing to read. Ready now: Paper Cloth Bob and Jane $0.36 $0.60 At Work and Play.. .40 72 From Day to Day... .44 80 Here and Away .80 In preparation: Books for Grades 4 to 6. A COMPREHENSIVE TEST PROGRAM, a complete, well-rounded testing pro- gram for use in grades 3 through 9. In packages of 25 tests, one manual and scoring sheet with norms. Intelligence Test Comprehensive Test School Practices Questionnaire 1.00 Educational Background Questionnaire Achievement Write for further information about these books and also about our Pupil- Activity Textbooks in English, Spelling, Arithmetic, and Art. See these publications in Booth F-34, LAIDLAW BROTHERS, Inc. New York Atlanta San Francisco Chicago Dallas [| Cont. from page A-28] as between Eng- lish speaking countries, as between large sections of one country, as between small sections, as between members of one fam- ily, even as between the different speeches of the same person pronouncing the same words on different occasions. Of the seven- teen words beginning with a in Mr. Rid- out’s list, Webster's New International, Second Edition, gives variant pronuncia- tions for thirteen. Out of ten other words which I picked at random from the rest of Mr. Ridout’s list Webster gives variants for seven. For several other words in the list for which Webster gives only the pro- nunciation given by Mr. Ridout, other pronunciations are used by millions of people, educated and uneducated. Web- ster’s dictionary is not an authority in the sense that it professes to dictate the correct pronunciation. The editors of that in- valuable book are not so naively unschol- arly as to make any such claim. They are simply recorders of what, to the best of their abilities, they believe to be the pro- nunciation which people do use. The phenomena of the English language sur- round the public-school child. It is pres- ent to him as sound and print in a hun- dred forms, an almost free laboratory, fully equipped and kept uptodate. And the public-school teacher, apparently wholly unaware of this laboratory, teaches pro- nunciation and grammar out of textbooks full of antiquated prudery.” National Council of Education yey Louis A. Pecusretn, president of the National Council, announces that this group will hold two sessions and a busi- ness meeting at the Cleveland convention. At the first session, February 27, Carter V. Good will speak on “Educational Prog- ress during the Past Year” and George S. Counts will lead a discussion on “The School and the State in American Democ- racy.” At the second session, February 28, Chairman Floyd W. Reeves wil) lead a discussion of the “Report of Advisory Committee on Education and Impending Legislation.” The Joys of Living yx Torsrot in War and Peace describes how Peter, the richest man in the Russian Empire, learns during his captivity during the French invasion, the joys of living: Here only, and for the first time, he appreciated, because he was deprived of it, the happiness of eating when he was hungry, of drinking when he was thirsty, of sleeping when he was sleepy, and of talking when he felt the desire to exchange some words . . . Later in life he always recurred with joy to this month of captivity, and never failed to speak with enthusiasm of the powerful and ineffaceable sensations, [Cont. on page A-33]| New Methods of Correlating Teaching and Practice in ... Safety ... Health and Play + . Language ... Arithmetic Everypupil Correlators approach the subject of correlating classroom teaching and practice drill from an entirely new angle. Based on the wide experience of teachers, supervisors, and educators of national reputation, plus thorough test in the actual classroom, these inexpensive books present their subject matter more inter- estingly and effectively, give better opportunity for exercise and original effort, and can be used with any regular .text. Moreover, each correlator is specifically designed for a particular grade, with full consideration of the word usage, sentence structure, and mental capacity of the child. Physically, these books are equally advanced . printed on paper that takes both pen and pencil . . . bound with new-type wire bind- ings to open perfectly flat—no elbow weight- ing required to keep them open. And more, they’re less expensive even than hand duplicated exercises, and far easier to read. Examine Everypupil Correlators, to be shown for the first time at the Cleveland Convention, Booth No. B-44. Or, let us send you full details by mail. But whatever you do, get all the facts about Everypupil Correlators before you plan your next season’s work. Schuyler Dobson Company Publishers 305 North Front Street Columbus, Ohio School Suppliers for 25 Years OA A MRO a THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 1¢ ti Donoso TOUCH® ng ject Stice the and ugh sive iter- nity used Underwood offers a choice of three typewriters— the Standard, the Noiseless and the new Master. The Master offers Dual “Touch gned Tuning”’, Champion Keyboard and the new Sealed Action Frame, yn of providing quieter operation and greater protection against dust. ental The “touch” of the new Underwood Thus, on the new Underwood Master Master gives the operator an easier each of the forty-two keys is indi- business world, are including these ma- yar typing day, gives the executive in- vidually taned to the finger tips and, chines in their regular training equip- an A . ~ " sind- creased typing production, finer, clean- as an added feature, the typist can ment. One school has already purchased ight- €f-cut typemanship and safeguards him control the tension of all keys from one hundred and nineteen of them. nore, a rains eo ‘ > > > eu : - = “8 3 those a afternoon ag > a y A ~e of a Why not telephone the nearest Under- su , 2¢ , y ‘ y11e y Z y ° ° y result from typing fatigue. nger. That’s Dual Touch Tuning wesc Willner Widiiae Bani Sora ‘tens sili Years ago Underwood discovered that Schools everywhere, sensing the trial and see for yourself how much tion, “touch” was as individual as a thumb place that the new Underwood this newest Underwood adds to the _ print and then did something about it. Master is destined to attain in the art of typewriting. acts S plan Adding Machines .. Carbon Paper. . Ribbons and other Supplies One Park Ave., New York, N.Y. © Sales and Service Everywhere Underwood Elliott Fisher Speeds the World’s Business Copyright 1939, Underwood Elliott Fisher Company Master T Y P E W R 5 T — uv VOLUME 28, NUMBER 2; FEBRUARY 1939 [ A-31 | ny Typewriter Division © UNDERWOOD ELLIOTT = THE Unde t wood FISHER COMPANY © Typewriters. . Accounting Machines (&®) N EW TION LIFE MEMBERSHIP af uo extra cost If you now carry a $5 membership in the National Education Association you enjoy full active membership privileges, including a year’s subscription to the Journal, the Research Bulletin, and the annual Volume of Addresses and Proceedings. In 20 years you will have paid $100 and received full value for the invest- ment, BUT by paying $10 a year for ten years you will receive the same publica- tions for LIFE and IN ADDITION you will enjoy the honor and distinction of being a LIFE MEMBER, an ambition of all members of the profession. USE THIS APPLICATION TODAY WILLARD E. GIVENS, Executive Secretary, 1201 Sixteenth Street, Washington, D. C. Dear Mr. Givens: Please enroll me as a Life Member of the National Education Association on the deferred payment plan— ten annual payments of $10 each. I understand that membership dues ($2 or $5) already paid for the current year, 1938-3% may be applied on the first payment. Enclosed please find $8 or $5 balance necessary for my first instalment. Kindly send my Life Membership certificate, card, gold pin and copies of the N. E. A. publications to me at the address indicated below. Name ee A eS oe City and State... | A-32 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION \ TION [ Cont. from page A-30] and especially of the moral calm which he had experienced at this epoch. When at daybreak, on the morrow of his imprisonment, he saw the mountains with their wooded slopes disappearing in the grayish mist; when he felt the cool breeze caress him; when he saw the light drive away the vapors, and the sun rise majestically behind the clouds and cupola, and the crosses, the dew, the distance, the river, sparkle in the splendid, cheerful rays—his heart overflowed with emotion. This emotion kept con- tinually with him, and increased a hundredfold as the difficulties of his situation grew graver .. . He learnt that man is meant for happiness, and that this happiness is in him, in the satisfaction of the daily needs of our existence, and that unhappi- ness is the fatal result, not of our need, but of our abundance .. . Selective Admission of Future Teachers sx THE FOLLOWING STATEMENT from the catalog of the Illinois State Normal Uni- versity, Normal, is interesting in the light of selective admission requirement trends: Students seeking admission to the Uni- versity should make application to the School Commissioner of the county in which they reside, and are required: [1] To be, if males, not less than 17, and if females not less than 16, years of age. [2] To produce a certificate of good moral character, signed by some responsible person. [3] To sign a declaration of their intention to devote themselves to school-teaching in this state, in form as follows: “I hereby declare my intention to become a teacher in the schools of this state; and agree that for three years after leaving the University I will report in writing to the principal thereof, in June and December of each year, where I have been and in what employed.” [4] To pass a satisfactory examination, before the proper officers (County School Commissioners), in reading, spelling, writing, arithmetic, geography, and the elements of English grammar. A Veteran Teacher yy Miss IDA IMOGENE BURT, a teacher in the Wayzata, Minnesota, schools for twenty- three years, and a member of the National Education Association, passed away on November 9, 1938. Miss Burt served as a public-school teacher for an uninterrupted period of fifty-two years. Dr. Crabtree Honored Ww J. W. CRABTREE, secretary-emeritus of the National Education Association, was honored in October by the presentation of the following testimonial from officers of the World Federation of Education As- sociations: The officers and directors of the World Federa- tion of Education Associations, in session at the Seventh Biennial Conference at Tokyo, Japan, take this opportunity of placing on record their high appreciation of the valued services of Dr. J. W. Crabtree to the World Federation of Education Associations. Following up the great work of the founder of the World Federation of Education Associ- ations, the late Dr. [Cont. on page A-34] Vocational Education— can be effective only if you have up-to-date information on the chang- ing requirements for entrance to all occupations. Write for free sample of Occupational Index. Occupational Index, Inc., 551 Fifth Avenue, New York. BOOK MANUSCRIPTS Wanted — All subjects, for imme- diate publication. Booklet sent free. Established 1925 ‘SPECIAL SCHOOL OFFER at gre the famous John Rogers’ Lincoln FOR ONLY $1.00 FREE with every $1.00 order “STATUARY THROUGH THE AGES” A fascinating, profusely illus- trated, thumb-nail history of the world’s greatest sculpture, in- cluding illustrated catalog of statuary for school use. A book especially written for teachers. For book alone, send 25¢, in coin or stamps. Meador Publishing Co. 324 Newsury Sr., Boston, Mass. IT COSTS SO LITTLE to be » 38 ...and Costs so MUCH The Safest Place for Teachers Is Under the T.C.U. Umbrella Perhaps some people can afford to belong to the “happy-go-lucky” crowd who refuse to worry about “rainy days.’’ But most teachers are not that fortunate. They have to be sure of an income when disabled by sickness, ac- cident or quarantine. Bad Luck Hits 1 Out of 5 Teachers Every Year Records show that each year one out of every five teachers loses time, due to illness, accident or quarantine. You can’t afford to take the risk. The better way is to share your risk at small yearly cost, with thousands of other teachers. Then you will automatically share in all the financial protection and benefits of this great organization of teachers for teachers. Be Safe — Get Under the T.C.U. Umbrella It’s such a comfortable place to be, even when you are well, because you have no worries. But when trouble comes, it’s like being in a cyclone cellar while the tornado rages outside. T. C. U. Protec- tion is then priceless. Send the Coupon Today If you will act now and send the coupon, we will tell you how you can get under the T.C.U. Umbrella. Send the coupon today. No agent will call. Teachers Casualty Underwriters 676 T.C.U. Building, Lincoln, Nebr. VOLUME 28, NUMBER 2; FEBRUARY 1939 FOUNDED 1$99 CHICAGO STATUARY CO. 403 Des Plaines St. Chicago, Ill. All These Benefits Are Yours at a Cost of Less Than a Nickel a Day $50 a Month when you are totally disabled by confining sickness or accidental injuries (including auto- mobile accidents). $50 a Month when you are quar- antined and your salary has stopped. $25 a Month for illness that does not confine you to the house, but keeps you from your work. In ad- dition, hospital and operation benefits. $333 te $3000 for major accidents, or for accidental loss of life. Double these benefits for travel accidents sustained in railroad, street car or steamboat wreck. Policies paying larger benefits will be issued you if you so desire. ALL CHECKS SENT BY FASTEST AIR MAIL ah mR Om me FREE INFORMATION COUPON To the T.C.U., 676 T.C.U. Building, Lincoln, Nebr. I am interested in knowing more about T.C.U. Protective Benefits. Send me, without obligation, the whole story. Name Address MO AGENT WILL CALL [ Cont. from page A-33] Augustus O. Thomas, and sharing his conception of the real service to humanity possible thru this world union of teachers, Dr. Crabtree brought to his task an ex- tensive and intimate personal acquaintance with the leading teachers and educational officials of the United States. The gratifying increase in the en- rolment, as associate members, of state and local teachers associations, is striking evidence of the success of Dr. Crabtree’s efforts. In sincere appreciation of his whole-hearted de- votion to the development of the World Federation of Education Associations, we express to Dr. Crab- tree our warmest thanks, and trust that for many years he may continue his labors of love for the welfare of his fellowmen. Commencement Helps ye Tue 1930 Vitalized Commencement Packet prepared annually by the Division of Publications is now available for dis- tribution at the customary price of 50¢. Order from the NEA, 1201 Sixteenth Street Northwest, Washington, D. C. It will con- tain summaries of a large number of 1938 programs grouped around a variety of themes and also the complete text of sev- eral programs. An Example of Cooperation yy PEnNy-A-MEMBER contributions recently made possible care of the trees and land- scaping of the grounds at the headquarters of the Illinois Education Association at Springfield. Educational Background yx Tue 82,200,000 adults in the United States making up the total population over eighteen years of age have an‘educational background as follows: EE I ar See aa 4,100,000 Grammar school or less............ 49,590,000 Incomplete highschool ............. 15,130,000 EL Ree eee 6,100,000 Pebeeamiete collewe « ... 6 oss sien ccs 4,900,000 Rag age yea, 2 SPP Br 2,380,000 Deans of Women To Meet yy THE TWENTY-THIRD annual convention of the National Association of- Deans of Women will be held at the Hotel Statler in Cleveland, February 21-25, 1939. One of the outstanding general sessions will Be the formal banquet to be held jointly with the National Association of Principals of Schools for Girls, at which Rabbi Abba Hillel Silver of The Temple in Cleveland will speak. On Tuesday evening there will be a symposium on “The Place of Physical Education in Social and Academic Ad- justment,” with Dean M. Eunice Hilton of Syracuse University presiding. Speakers before other sessions will include Sarah M. Sturtevant of Columbia University and Thyrsa W. Amos of the University of Pittsburgh. At The tions may be easily found in it. other reference work. IN ONE STURDY VOLUME [ A-34 | DO NOT FAIL TO EXAMINE A COPY OF THE NEW 1938 EDITION OF The Lincoln Library of Essential Information N. E. A. School Administrators Convention | AT CLEVELAND, OHIO | Booths No. F-46-48 This Modern Reference Book completely serves modern needs. It contains a vast amount of carefully selected, well-organized, accurate, and up-to-date information. The answers to nearly half a million practical ques- Many teachers say that they use it more than any TWELVE COMPLETE BOOKS | Price [ $16.50 THE FRONTIER PRESS COMPANY Dept. 39), Lafayette Bldg., Buffalo, N. Y. The University Section, under the direc. tion of Dean Lucy Franklin of Boston University, has planned three unique sec. tion meetings. These meetings, which are an outgrowth of the University Exchange (question and answer program) in Atlantic City last year, are to be in the form of workshops. A record of requests for Uni- versity Exchange data was kept thruout the year and the five topics on which in. formation was solicited most frequently will be the subjects for the workshops: Housing, Orientation, Marriage, the Dean’s Relation to the Personnel Office, and Sororities. A dean, serving as foreman, and her assistants will be on hand at each workshop during the three different periods for consultation on the individual prob- lems of university deans which relate to the five topics. Bibliographies, other mimeographed material, and some exhibit material will be available or on display, These sessions offer members an excep- tional opportunity to get assistance from other deans, who by training and expe- rience are experts in these five fields. The College Section, under the direc- tion of Helen Dalton Bragdon, dean, Hood College, will discuss the “Essential Ob- jectives in Higher Education for Women” and “The Function of the College Dean in relation to Proposed Objectives.” Time— Hour spent on various operations are major factors in the cost of PRINTING. Through care- ful planning and advanced pro- duction methods we have reduced the time element to a minimum. Consult us—any size job interests the “Master Printer” JUDD & DETWEILER IN THE NATION'S CAPITAL THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | direc. oston > sec. h are lange lantic m of Uni- ruout ‘h in- ently hops: Jean’s and ‘man, - each *riods prob- ite to other xhibit splay. excep- from expe- direc- Hood | Ob ymen” Dean [ATION Do you know these 9 men . Saas Representative ATF Printing Education Service | American Type Founders CARL py Fastern Rep ~—— Department of Education | has devoted 45 years exclu- sivelytotheservice ofschool | printing plants, and the de- velopment and building of printing equipment. You'll find its staff ready and willing to assist in the planning of your department... advise in the selection of units best suited to your needs... help you in solving any difficulties in the layout or organization of your printshop. Feel free to call on them whenever you need help. Their services are available without obligation, of ——— _-_ course. Simply write your nearest ATF Branch office. Free e A handy booklet giving fundamental educa- tional benefits of printing courses. Write for your copy. AmericanType Founders Department of Education 200 ELMORA AVENUE « ELIZABETH, N. J. Branches and Selling Agents in 24 Principal Cities Types used: Lydian and Lydian Italic and Stymies VOLUME 28, NUMBER 2; FEBRUARY | Riley on | for active members as follows: 1939 The College of Education and Teacher Training Section, under the chairmanship of Dean Helen Hall Moreland, New York State Teachers College, will hold discussion groups on such topics as pur- poses and program of a teachers college, and faculty cooperation in a guidance program. A joint meeting with the Amer- ican College Personnel be held Friday afternoon. The Secondary School Section, under the chairmanship of Edna L. Dugan, assistant principal, John Marshall Highschool, Cleveland, will hear addresses by Charles H. Lake, on “The Work of the Dean in the Modern Highschool”; by Philip L. “The Function of the Dean in the Organization of the Health Program in the Highschool”; by Lydia E. Rebert on “Planning a Personnel Program for Girls”; Emma G. Brelsford on “Health Projects”; and Thyrsa W. Amos on “Practical Courses in Individual Psychology for the High- school Senior and the College Freshman.” For a complete program of general ses- sions, joint meetings, and social events, write to Kathryn G. Heath, executive secre- tary of the Department, 1201 Sixteenth Street Northwest, Washington, D. C. This Projector Serves Schools Six Ways Association will a = 142 FOR CLASSROOM OF AUDITORIUM * Shows sound movies * Shows silent movies * Serves auditorium * Serves classrooms * Can be used as public address system * Can be used to amplify phonograph recordings ERE’S an asset for any school—the new, moderately me bom 16 mm. Filmo- sound 142. Light and compact, it is readily moved from one classroom to another. Yet it is amply powerful to serve in large school auditoriums as well. al he sap oe Filmosound 142 projects both sound constitution, providing for a fulltime execu- | and silent films. It has a still- -picture clutch, tive secretary beginning January 1, 1940, -— a apne oes peas peguatiog ; cs , hi | ences for emphasis. Provision for : xing annus ) und fixing the annual membership dues | adding a micsOnhann pereita celen thle ma as a public address system. And with a phonograph turntable it will The Maine Teachers Association vy AT THEIR CONVENTION held October 26-28, 1938, the members of the Maine Teachers Association amended their ANNUAL Stated annual salary less than $1000 $2 provide music for school affairs. Stated annual salary $1000 to $1249 $2.50 Built with typical Bell & Howell pre- Stated annual salary $1250 to 92249 $3 cision, Filmosound 142 gives lastingly de- Stated annual salary $2250 to $2999 $4 pendable service. Standard equipment in- Stated annual salary $3000 or over $5 |cludes 750-watt lamp, fast F 1.6 lens, “blimp” case for quiet operation, speaker- hiss eliminator, “‘ ‘foating film’’ protection, and “metered lubrication.” Write now for | complete details. There are other Bell & Howell projec- tors, too, from low-cost silent film projec- tors to the Filmoarc for sound or silent film presentations in the largest school auditoriums. Ask also for new list of 2800 sound-on- film reels available for rental or purchase. Bell & Howell Company, Chicago, New York, Hollywood,London. Established1907. MAIL COUPCN BELL & HOWELL COMPANY Do We Love Our Neighbors as Ourselves? x How rar suort we fall of this standard (loving our neighbors as ourselves) was made vivid to me this week by some figures displayed at the National Convention in Chicago. 1932-37 W penditures for jewelry 24 Stewardship For the e Americans increased our ex- years percent, for theatres 41 percent, for tobacco 43 percent, for automobiles 188 percent, for whiskey 100 percent, for radio sets 220 percent, and |] 1854 Larchmont Ave., Chicago, Ill. swea2-39 | for beer 600 percent. During the same |] ae eee ™ New Filmosound rtd period of 1932-37, we decreased our giving |] aan O new list of sound films. | to the churches 19 percent, to church | seg ss ss ws wssessseessessereeeee A benevolences 28 percent, and to community |] AUDIO... .osnssnvnrsacseosconnescenssees 1 chests, including hospitals, 22 percent. i Se nS Without discussing the worth of some of the items for which our money went, this fact stands out with [Cont. on page A-36| BELL & HOWELL | A-35 | ALBERT Teachers’ Agency 25 E. Jackson Bivd. Chicago, Ill. Cor. Agencies: 535 5th Ave., N. Y. Hyde Bidg., Spokane, Wash. Established 1885. General Placement Bureau. Public Sehool, Teachers’ College, University. Special demand for Elementary, High School, Art, Music, Commercial and Home Economics teachers for Suburban and City Schools. Folder on request. NATA. There are better opportunities for qualified teachers than ever AG cy pong a, we, ues parereny for teachers who ave the educational training, experience, and excellent qualifi- CHICAGO cations in personality. " — UR SERVICE Early registration is an advantage. Member N.A.T.A. 1S NATIONWIDE Address 1200-11 Steger Bidg., 28 E. Jackson Bivd., Chicago OREGON SUMMER SESSIONS Cool summer sessions between the mountains and the sea—University of Oregon, Oregon State College, Portland Center, three Normal Schools, Marine Biology Field Courses. Ocean beaches, mountains, forests, lakes, and rivers within easy reach. Low tuition fees. Address Director, Dept. B, 814 Oregon Building, Portland, Oregon. < & ak om Ge © Safety Education Thru Schools November Research Bulletin, | 64 p., 25c. Opinion of 14,000 classroom teachers on current practices in safety teaching, lists of sources of aids, and lists of films on safety topics. © Safety and Safety Educa- tion: An Annotated Bibliography COLORADO presents a summer program for serious and effective study. It provides excellent buildings, libraries, laboratories, and a faculty of nationally recognized compe- tence. Located in the foothills of the Rockies, a mile above sea level, in sight of perpetual snow, the University has a superior environ- ment for summer study, with unsurpassed climatic and recreational advantages. Organ- ized hikes, week-end outings, visits to glaciers, excursions to the Rocky Mountain National Park, and mountain climbing. y i Ae 19 to July 21 July 24 to Aug. 25 Courses in Arts and Sciences, Medicine, Law, Education, Home Economics, Business, Jour- nalism, Art, and Music. Special Mountain Camp for Geology and Biology. Maison Frangaise. Casa Espafiola. Deutsches Haus. University Theater with special instruction in Dramatic Production. Complete system of Demonstration Schools — Nursery to High School. Many special courses for teachers, supervisors, and administrators. Special op- portunities for graduate work. Organ recitals January report of Safety Educa- tion Projects of Research Division, 64 p., 25c. Comprehensive list of available books, bulletins, and magazine articles. | Discounts on quantity orders: 2 to 9 cop- | ies—10 percent; 10 to 99 copies—25 per- cent: 100 or more copies—33% percent. All orders amounting to less than $1.00 must be accompanied by funds. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 16th St., N.W., Washington, D. C. MILLS COLLEGE | Summer Session for Men and Women makes attendance possible N. E. A. Convention | Golden Gate International Exposition | and a program of Work—Study—Play—in the San Francisco | Bay Region and public lectures. Educational Conferences. | Educators in all fields—Teachers, Students, | Deans, Counselors, Artists, Musicians, a Pg ee eyo eee ana Dancers—find here opportunity for creative study with graduate or undergraduate credit. June 20-30—Institute of International Re- | lations. June 25-August 5—Summer Courses in Art, | Child Development, Education, “La Maison j Francaise,” Music, Workshop on “Cre- ative Leadership in Education” for High School and College Deans and Teachers in Guidance and Counseling. July 1-August 11—Bennington School of the | Dance at Mills College. UNIVERSITY OF COLORADO BOULDER, COLORADO Dean of Summer Quarter (Dept. S) Please send complete information and Bulletins checked: Summer Quarter Catalog (including Graduate School) CJ Summer Recreation Bulletin (] Field Courses in Geology and Biology For Bulletin, write | DIRECTOR OF THE SUMMER SESSION | Mills College, Oakland, California |Cont. from page A-35] stark clarity that during recent years we in America haye been vastly increasing the amounts we spend on ourselves while at the same time tragically decreasing the gifts to others — Dr. Ralph W. Sockman. The CIO on Youth Wuereas, {1] The burden of depres. sion and unemployment has fallen with peculiar weight upon the young men and women of the country who have been de. prived of opportunities for education and of the independence which comes with full- time employment; and [2] It has been part of the history of reaction in other countries that anti-labor and anti-democratic political and economic forces have appealed to the discontent of unemployed youth for the purpose of cre. ating the foundation of the anti-democratic movements; therefore, be it Resolved, [1] That this convention ex- presses deep concern with the fate of the younger generation; |2] That it indorses the New Deal measures designed to aid youth, such as the National Youth Administration, the CCC camps, and the WPA, and calls for their continuation and extension under civilian control; and [3] That it asserts the willingness of the CIO to collaborate and cooperate with all youth organizations and movements whose object is to secure the loyalty of young people to democracy and progress; [4] That it favors the development of a comprehensive system of apprentices, and vocationa! training under trade union and governmental auspices, and the enactment of appropriate federal and state legisla- tion to that end.—Resolution unanimously adopted by the First Constitutional Con- vention of the Congress of Industrial Organizations. Consumer Education Association sv A CONSUMER ASSOCIATION has been formed by teaches of consume education courses, to carry out purposes EDUCATION such as improving these courses, devel oping a central bureau to collect informa tion, and becoming a force for the greater welfare of young and adult consumets. For further information address the Asso ciation at 45 Sunnyside Avenue, Brook- lyn, N. Y. From a Letter to Headquarters ve Wuen 1 First entered the teaching pro- fession three years ago and at the same time received my first copy of THe Jour NAL, nothing in my previous training equalled the inspiration I received from THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ty that a have its Wwe ¢ time hers — depres. 1 with *n and en de- Mm and th full- ory of ‘i-labor nomic rent of of cre- ocratic iON ex- of the Deal 1 as the : Oe r their “ivilian less of e with -ments ilty of ogress; nt of a ‘s, and yn and ctment legisla- nously | Con- lustrial ‘ton IATION sumer Ir poses devel- forma- yreater umers. - Asso Brook- Ss ig pro- - same - Jour- aining _ from ATION nl FRANCE: 16mm. SOUND FILM A comprehensive color pic- ture of French life in city and country, with John Martin, commentator. Also available in silent version. 4 reels. Apply for rental rate. Send for catalog of over 1200 Enter- tainment and Educational subjects. WALTER 0. GUTLOHN, Inc. 35 West 45th St., Dept. A-2, New York Attend this summer’s W.F.E.A. CONGRESS in Rio de Janeiro! Summer-long cruiseto West Indies and South America (14 ports), sponsored byW.F.E.A, 53 pays $500 UP Sailing from Wew York July 5 (from New Orieans July 10), returning to New York August 27 $.S. “ROTTERDAM” N. E. A. Delegates to San Francisco may join cruise at New Orleans July 10 For details see your travel agent, or write us: World Federation of Education Associations 1201 Sixteenth St., N.W., Washington, D.C. A B & 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. Bausch ¢ Lomb VOLUME 28, NUMBER 2; FEBRUARY the scholarly and sympathetic discussions that appeared in your splendid publication. With every issue I have esteemed it more highly; it compensates for my financial inability at the present time to take addi- tional training at the university. Another Teacher-Heroine | ¥¢ Tue South Dakota Education Associa- tion Journal for October 1938 honors Mrs. | Max Van Orman, a substitute teacher of that state, for her courage in saving the lives of Landeau ‘Sool children. Eleven boys and girls were trapped in a small frame school building, when nearby Snake Creek overflowed following a cloudburst on September 5. “Mrs. Van Orman calmed her frantic brood and kept them inside the building while the water swirled all around and crept up to within four inches of the windows. Thru these windows the children watched trees, posts, wreckage of build- ings, and other debris float by. The pupils became panicky when the depot was washed away, but Mrs. Van Orman was successful in quieting their fears. The chil- dren stayed in the building until late that night.” The heroism of Mrs. Van Orman recalls | that of two other teachers to whom tribute has been paid in THe Journat of the NEA: Virginia Sappington of Kansas whose cour- age and quick thinking during a tornado saved the life of the children in her charge (see the October 1938 JouRNAL, p202); and Annie Louise Keller of Illinois who saved sixteen children but sacrificed her own life when a tornado demolished her school in 1927(see the February 1930 JouRNAL, p66). Homogeneous Grouping yy Tere ts nothing more repulsive to me | and nothing more unwarranted than to single out little tots, under 12, put them in a separate room and label them. Show me the teacher who says she is a specialist in | problem children and I'll show you a teacher who could not make her marks in any major subject. Before you give a child the Binet test, be sure to give him first the | Borden and Shefheld test, and for the bene- | fit of out-of-towners, by the Borden and | Sheffield test, I mean find out if they get enough milk—just plain cow’s milk.— | Mayor LaGuardia before a meeting of the National Association of School Secretaries. A Reminder to Teachers yx IN writinc to textbook companies, do you always mention your position? This information is particularly essential in securing keys and manuals and is a defi- nite aid to intelligent handling of all orders. [| Cont. on page A-38] 1929 education for teaching Graitoctes grades, kinder- Sird and nursery school. Chil- *s demonstration school and observation center. Special summer classes. Beautiful resident hall. Located Chicago’s 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. National College of Education EDNA DEAN BAKER, PRES. BOX 916-B EVANSTON, iLL. RapiO MAT Talk from your screen with quickly WRITTEN Make Your Own Slides on Your Typewriter—use— RADIO MATS Write for free sample water eg SLIDE 1819 Brosdway New York, N.Y. MESSAGES em 50 Radio-Mats $1.50 = White, Amber, Green K Accept no substitute . OrTEeN a cold is the start of more serious illness. If you’re unfortunate enough to “take cold,” maybe miss several weeks’ teaching, | who will pay your sick-time expenses? TPU will—if, like over 27,000 other wise teachers, you have protected your income against sickness, accident and quarantine. TPU’s Peerless Certificate pays you $25 a week for as long as 25 weeks of confining sickness— ($10 for first week). Yet the pro- tection costs only a few cents a day. @ TPU has certificates ranging from $6 to $30 a year that protect you all year ‘round. One of them will suit your needs and income. Write for information. ® Teachers Protective Union TPU Building Lancaster, Pa. | Continued from page A-37] Wisconsin Credit Union Future Teachers of America y& THAT THE CREDIT UNION is fulfilling a real need of Wisconsin teachers is shown by its unprecedented growth during 1938, In the first nine months of the year loans aggregating $51,338 were made. Stock held amounted to $36,815. Altho these figures Membership Suggests Progressive | 2% more than double those of any previous Spirit year, they represent only loans made for provident or productive purposes: Tuition fees, payment of doctor or hospital bills, insurance, taxes, mortgage payments, fam. yy For FREE INFORMATION concerning this significant movement, write to the Na- tional Committee, FTA, 1201 Sixteenth | Street Northwest, Washington, D. C. yy A SUPERINTENDENT recently wrote: “I feel that those schools that tend to keep a high enrolment in the National Education | Association have better professional spirit and attitude and more information on what is going on over the country than do those schools that do not.” | Will Teachers Do Their Duty? ? | sf Wen America’s keenest minds are Are Teachers Professionally “a srcer etm einen Minded? | using the newspapers, magazines, movies, and radio to entice youth to drink whiskey, smoke more cigarettes, and make heroes ily emergencies, home improvements, pur- chasing for cash to receive discounts, and the combining of numerous annoying bills, yx “Yes,” answers Bess E. Van Deusen, | who to prove her point gives the following | of criminals, these youth should hear the | information concerning a college extension | other side of the argument by someone.— class which she conducts at Asheville, | Rocer Basson. North Carolina. Some of the 31 students come over a hundred miles over roads of Cleveland Meeting of the Depart. ment of Art Education hairpin curves, starting for class long be- fore daylight. The average number of miles | yy THis pepartMeNt, under the presi- travelled per student is 27. In addition to dency of Clara MacGowan, Northwestern taking college work on Saturdays thruout | University, will meet on the afternoons of the school year, members of this class have | February 27-28 at the Carter Hotel, Cleve. | attended 79 summer schools during the | land. Tickets for the banquet ($1.75 per past four years. | person) to be held on the evening of the ro => SAN FRANCISCO ~..tron FOR THE 77TH ANNUAL CONVENTION OF THE NATIONAL EDUCATION ASSOCIATION~-JULY 2-6, 1939 * * Combine convention attendance with interesting travel or summer school study. * * Use diverse routings of railroads—they cost little or no more than direct routes. * * Arrange for stop-offs at national parks, resorts, dude ranches and interesting cities. * * Visit Oregon and Washington and all of California—their attrac- tions are numerous. * * Explore San Francisco—a city with few rivals in its attractions to visitors—and, of course, visit the Golden Gate Exposition. * * * While you are West why not take that trip to Alaska, Hawaii, Western Canada or the Far East that you have dreamed of? * * And for professional improvement, a summer course in one of the fine western colleges or universities will provide a most profitable and pleasurable study experience. The Journal of the National Education Association carries in its advertising columns announcements of summer schools, railroads, and steamship companies that will help you specifically in your plans. Write to these advertisers for information. You will not place yourself under obligation. BOOK YOUR PASSAGE NOW! And then, too, is the matter of hotel reservations at San Francisco, which should be made promptly. Write to the Chairman of the N. E. A. Housing Committee, 200 Exposition Auditorium, San Francisco, for list of hotels and rates. YOU CAN HAVE A WONDERFUL TIME GoiInc TO »> SAN FRANCISCO ~<~« cominc FROM THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION lling a shown 3 1938. r loans k held figures revious de for Tuition i bills, s, fam- Ss, pur- ts, and ig bills, ty? ids are novies, hiskey, heroes ear the -one.— é part- presi- western oons of _ Cleve- ‘75 per of the IATION a7th are obtainable from Mrs. Dora Hat- field, treasurer, Lindbergh Junior High- school, Kenmore, N. Y. The theme of the convention is: “A comparative study of art in American schools at all age levels.” Official programs may he sorued frees Mrs. Annabel J. Nathans, secretary, 703 Carondelet St., New Oceans. Count Me in L. A. Wiemers, superintendent of schools, Hemingford, Nebraska, recently wrote: We need more and more forceful unity to achieve our goals. Every now and then, I meet up with an individual that is reluctant to join the NEA on the basis of, “My salary is too low.” That person has stepped into the best argument | can offer as to why all teachers should become NEA members at once, because whenever we can get the feelings and voice of all teac hers into one great organization, our reasonable requests are going to be heard with favor, including higher salaries War, Children, and the Schools yy A outet and perhaps unconscious dram- atization of the ever-present threat of war abroad and its effect on the schools is sug- gested by the November 16, 1938, issue of the British publication, Teachers World and Schoolmistress. A greeting from the Lord Mayor of London expresses thanks to and admiration for those London teach- ers “upon whom fell the duty of arranging for the possible evacuation of the children during the recent crisis.” Much discussion by various educators is devoted to a pro- posal to set up garden villages for town children as a solution to the evacuation problem. Kappa Delta Pi Dinner yz Dr. EDWARD LEE THORNDIKE will speak before the annual dinner of Kappa Delta Pi, to be held at the Hotel Cleveland, Cleveland, Ohio, February 28, 6:30 PM. Because of the significance of this ad- dress, “Education as Cause and as Symp- tom,” an invitation is extended to non- members as well as to members of the so- ciety. Reservations should be made soon. Order tickets ($1.75 each) from E. I. F. Williams, Heidelberg College, Tiffin, Ohio. The Ravages of Alcoholism vy THAT Ligvor-Brep crime has shown a radical increase since repeal of the 18th Amendment is revealed in two independ- ent judicial reports of surveys recently made by Judge Joseph T. Zottoli, Associ- ate Justice of Boston Municipal Court, and John T. Medin, { Cont. on page A-40] VOLUME 28, NUMBER 2; FEBRUARY b] Route Across America: -- 3 : 5 s: S = = e Mg = : yy 8 : ty 1 7YJ)+ + SUNOLUNOYA, 49 PUL OOOI: « - WPM, UABYIWOY, A Going Wat ? To California... National Parks ... Yellowstone ... Rainier... Alaska... Washington . .. Oregon . .. Montana-Wyoming Dude Ranches? We commend to you the North- ern Pacific Railway’s air-conditioned North UY? POMS INO} UY? POUL 2INOY Coast Limited, whose route of a thousand miles of mountains and rivers is unsurpassed for scenic beauty. Tell us what you’d like to include in your western trip and we'll send you free litera- ture and accurate information about three classes of fares. Address E. E. Nelson, 231 Northern Pacific Railway, St. Paul, Minn. SAN FRANCISCO THE Aiz Conditioned. IN ! Quin fs tapestin COAST LIMITED and N.E. A. Convention. as Circle the West — One Way via North Pacific Coast from, uInyAToY, J1INMh, UIBYATAY, 4) 1939 [ A-39 ] THE ALASKA RAILROAD a Ae Pan LN ee, ee 4 4 NOTE: Alaska’s smooth, mountcin- sheltered cruise seas distinguish an Alaska from almost any other sea voyage in the world by providing scenery-as-you-sail. In Alaska ecean steamers cruise mountain canyons. ILE-ON-MILE Alaska’s magic is spread before you .. . skyscraping, snow-crowned mountains towering sheer from the water’s edge; blue glaciers, shimmering beneath Alaska’s warm May-through-September sun; silent, suniit fjords; bustling, modern towns whose streets speak of the dramatic past; brightly colored, weirdly carved totem poles. Come to the land of the Midnight Sun! Your vacation begins the moment you board a modern, completely air-conditioned train. Enjoy scenery from train windows on your way to Seattle and in Alaska’s Interior as you visit Matanuska Valley, Mt. McKinley, and Fairbanks. Enjoy scenery-from-a-deck-chair from Seattle as your one-class All-American steamer heads north on sheltered seas. Rail and all-inclusive steamer fares are low, with a complete choice of cruises and cruise-tours, and sailings several times weekly. This is truly a “western” year— plan your Alaska cruise so that, en route to or from Alaska, you may attend the N.E.A. Convention in San Francisco and see the Golden Gate International Exposition. For fascinating FREE Alaska literature and Good-Natured Alaska Map (latter free to teachers only) mail coupon to Alaska Steamship Co., Room 908, Pier Two, Seattle; and BOOK EARLY THROUGH ONE OF THE LINES LISTED BELOW. pr sco eat get a et te AT SASS | THE MILWAUKEE ROAD SOUTHERN PACIFIC NORTHERN PACIFIC NORTH WESTERN LINE BURLINGTON ROUTE UNION PACIFIC GREAT NORTHERN ALASKA STEAMSHIP COMPANY rac Ey | SOT 2h By vy a If student state grade [ A-4o | Name Address ‘ “CH eer TRAVEL SAFELY tat “os “ty enevete - - AIR-CONDITIONED COMFORT | [Cont. from page A-39] Judge of the Cjp. | cuit Court, Second Judicial Circuit, Sioux Falls, S. Dak. The Boston Judge found jp | his survey of persons arrested for drunkep. ness that prohibition was more effective than license in lessening the flow of alco. holic victims to public institutions, Judge | Medin reports that 94.4 percent of the lag 198 persons sentenced for felonies in his court were drinking men and most of them under the influence of liquor when they committed the offense. Life Members in Ohio Celebrate yx NEA Life Members in Ohio haye adopted the custom of holding an annual breakfast in connection with the convep. tion of the State Teachers Association. The breakfast this year was held at the Neil House, Columbus, December 28. H. § Ryder, superintendent of the Sandusky County Schools, was in charge. The special guests of honor were: Dr. Harvey C. Minnich, dean emeritus of the School of Education, Miami University, Oxford, Ohio, who has been a member of the NEA continuously since 1902 and a Life Member since 1930; and Dr. William Adelbert Cook of the University of Cin. cinnati, who has the distinction of being the first NEA Life Member under the new plan established in 1921. Dr. T. D. Martin, director of member. ship, representing the NEA headquarters office in Washington, and “Dusty” Miller, a local humorist of unusual ability, were the other speakers on the program. State Secretaries Confer yy ExEcuTIVE sECRETARIES of state educa tion associations of the Midwest met in the offices of the Chicago Division of the Illinois Education Association, November 14, in the first regional conference ever held by the group. Secretaries from the fol lowing states were present: North Dakota South Dakota, Nebraska, Minnesota, Iowa Kansas, Wisconsin, Illinois, Michigan, Ie diana, and Ohio. Subjects such as th following were discussed: All-inclusive dues; federal aid; membership; and public relations programs. New Jersey Education Association sx THE NEW JERSEY STATE TEACHERS ASS cIATION has changed its name to the New Jersey Education Association at its annua 512 VAGATIONS—from $i Get an unusual vacation this year Go farther, see mor save money when you know EVERYTHING you can @ Hundreds of travel opportunities most people know nothin about. Via freighters, cargo-passenger ships, and other cost routes. Romantic Mississippi River cruise, $18; ® Mexico, $30; to Europe, $65-$79. Learn how you can se? lot of the world for a few dollars. Send 25¢ (coin or stamp® for COMPLETE Freighter Booklet (which now also it cludes a Complete Low Cost Travel Guide) HARIAY PUBLICATIONS, Dept. PG, 270 Lafayette St., N. ¥. © THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION the Cir. | , Sioux ound in | runkep. fective | of alco. | bs Judge i the las | s in his of them en they lebrate iO have - annual conven. on. The he Neil .HE andusky ere: Dr. is of the Liversity, mber of 2 anda William of Cin of being the new member. quarters ” Miller, ity, were im. te educa t met in yn of the Jovember nce ever n the fol 1 Dakota, ota, Lowa, igan, In h as the -inclusive nd public ociation 1ERS ASSO the New its annua m St er, see mor you can @ know nothing and other lo uise, $18; # you can see4 yin or stamp# now also it ) HARIAY N. ¥. 6 St., CIATION meeting in November 1938. More than half the state associations now carry the word “education” rather than “teachers” in their name. The Journal Index yx THE INDEX for 1938 is now available on request from the National Education As- | sociation, Washington, D. C. Professional Training s Tue incentive for participation in local organizations, the functions of education, and the problems of the profession should | | | | | be a required course during the last year | of training in every teachers college. A symposium and conference along these | same lines should be given during every summer session.—Myrtle Hooper Dahl, president, Department of Classroom Teach- ers of the NEA, 1938-39. Dates To Be Remembered February 23-25 of the International Council for Exceptional Chil- dren to be held in Detroit. For information address Edward H. Stullken, 655 W. February 25-March 2 the American Association of School Administrators. See pages 40-44. March 30-April 1—National manship Teachers and Supervisors will meet in Seventeenth Annual Convention 14th St., Chicago. Cleveland mecting of Association of Pen- Cincinnati. Information may be secured from Ida S. Koons, Public Schools, Fort Way ne, Ind. July 2-6—77th annual convention of the Na- tional Education Association in San Francisco. ‘Publications yy Busy scHoot propte who lack easy access to the thirty or forty national delib- erative committee reports issued every year, or who lack the time for reading them in full, will welcome the annual summary of National Deliberative Com- mittee Reports of 1938, recently published by the Educational Policies Commission. This is the fifth of a series of annual sum- maries of this kind. The 1938 summary contains more complete and helpful digests than any previous one. The price is 50¢ per copy, with the usual NEA discounts on quantities. The Research Division has recently pre- | pared a memorandum on fact-finding pro- cedures for the use of committees that are working on salary scheduling. A copy of this memorandum is being mailed to every local association affiliated with the National Educational Association. Additional copies may be obtained at 1o0¢ per copy. The Review of Educational Research for October 1938, “The School Plant and Equipment,” represents the third cycle of treatment of the school plant and equip- ment. The material reviewed covers in general the period [Cont. on page A-42] VOLUME 28, NUMBER 2; FEBRUARY 1939 Three Good Ideas. .. For SUMMER 1. Attend the N. E. A. Convention in San Francisco ll. See the World’s Fair on Treasure Island Ill. Go to Summer School June 26 to July 29 at SAN JOSE STATE COLLEGE IN SAN JOSE, CALIFORNIA An Hour’s Ride From San Francisco. Cool, quiet, beautiful San Jose State College offers an outstanding five week summer program for elementary teachers. Write Registrar for Summer Session Bulletin. WHEN ANOTHER OPPORTUNITY LIKE THIS! EUROPE! For $320-N.Y. to N.Y. $320 tour includes Scotland, English Lakes, Shakespeare Country, London, Holland, Belgium, and France. Other tours everywhere, $298 to $700. Bicycle Tours, Forums and Seminars. Many attractive offerings in Britain, Scandinavia, Alaska and Mexico. Specialist's tours emphasizing English Literature, Home Economics, Industry and Com- merce, Gardens, Photography, Physics and Chemistry, Music, Radio, The Classics, etc. Distinguished Leadership Staff includes—Mrs. Wm. M. Barber, Granville Hicks, Reinald Werrenrath, Strickland Gillilan, Upton Close, Russell Wright, Marston Balch, Thos. Oo. Sheckell, Susan F. West, Irina Khrabroff, Ralph P. Boas, John B. May, John E. Millea, etc. Send for Announcement A WILLIAM MALTBY BARBER Babson Park, Massachusetts oH This Year Visit LAKE JOSEPHINE Glacier Park San Francisco Fair @ At Glacier National Parkevery dayoffers new enjoyments. Ride or hike enchanting trails. Go boating or fishing. Play golfior swim. See majes- tic peaks, sparkling lakes, streams and waterfalls, glaciers and wild flower meadows from the mile- high motor road. @ Stay at picturesque hotels or chalets—excel- lent meals—5 o’clock par- ties and evening dancing. ®@ Then on to the Pacific Northwest, Alaska, San Francisco’s Golden Gate Exposition. Ask about All-Expense Tours. A. J. Dickinson, Room 923 Great Northern Railway Building St. Paul, Minn. Send me further information about a trip Address City MAIL COUPON : (If student, state grade ~~) RIDE THE EMPIRE BUILDER ALASKA FABULOUS IN FACT AND STORY @ See sights you'll find in no other vacation land. Visit Gold Rush cities where pioneers carved vivid history. Alaska—with its June-like summer climate, totem pole villages . . . land of the Midnight Sun. 2000 scenic miles on the sheltered Inside Passage famous for its high fjords, live glaciers. Go this year on a Princess liner for ship life gay with music, dancing and deck games. 9-DAY cruises . . . from $95 To Skagway ... Sailing from Vancouver each week. sPEciAL 11-DAY cruises . trom $115 Via Sitka and Skagway... from Vancouver June 21 and July 3. Fares from Vancouver, Victoria and Seattle include meals and berth except at Skagway. See Banff... Lake Louise... COLUMBIA ICEFIELD HIGHWAY ENROUTE a Fast Canadian Pacific transcontinental trains... air-conditioned. Low round-trip summer fares to North Pacific Coast points and California. Ask Your Travel Agent or Canadian Pacific ..- 41 Offices in U. S. and Canada WORLD'S GREATEST TRAV [ A-42 | | Cont. from page A-41] from April 1935 to April 1938. The Review may be obtained for $1 from NEA headquarters. Discounts for quantities on NEA publications are as follows: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more, 33'% percent. Send orders to the NEA, 1201 16th St., Washington, D. C. HONOR ROLL OF THE NEA [Cont. from page 64] Uran—Junction, Junction School VERMONT—Poultney, Central WasHincton—Bellingham, Franklin West VirGinta—Huntington, Meadows, Merritts Creek; Le Sage, Cox Landing; Milton, Balls Gap, Hite, Milton Center Wisconsin—Eau Claire, Entire System CURRENT YEAR ALaBAMA—Burnside, Burnside Elem. ALaska—Anchorage, Kodiak; Bethel, Bethel, Public School; Golovin, U. S. Government; Healy, Healy Territorial; Hoonah, Hoonah; Nenana, Mission; Noatak via Kotzebue, Noatak; Squaw /J/larbor, Territorial Ar1zona—Tempe, Tempe Dist. No. 3 Arkansas—Jonesboro, E. B. Barrett; Russellville, Entire System CaLirornia—Alameda, Office of County Supt.; Berkeley, Cragmont, Hawthorne, Hillside; Bez erly Hills, Horace Mann; Burbank, Abraham Lincoln; Corona, Norco; Glendale, Board of Edu cation, Benjamin Franklin, Glenoaks; La Cres- centa, La Crescenta, Lincoln: Long Beach, Bryant, Clifford, Starr King, Abraham Lincoln; Los Angeles, Arroyo Seco, Burnside Ave., El Sereno, Hyde Park, Office of Supt., Selma Ave., Soto St., Vermont Ave., Washington, Western Ave.: Oak- land, Hoover, Lincoln; San Francisco, Farragut, Francisco Jr. High, Kate Kennedy, Irving M. Scott; Santa Cruz, Branciforte; Hi’est Les Angeles, Fairburn Ave. Cororavo—Fort Collins, Rockwood Connecticut—Danbury, Locust Ave.; Waterbury, Slocum, Welton District or CocumBra—W ashington, Crummell FLoripa—Graceville, Live Oak; Miami, Ellis M. Blanton, W. J. Bryan Jr. High GrorGcia—Atlanta, Laura Haygood Hawaii—Honolulu, Moanalua Ipano—Pocatello, Franklin Jr. High Itt1no1s—Barrington, Barrington High; Chicago, Armstrong, Howe; Cicero, Hawthorne; Eldorado, Jefferson; Harrisburg, Horace Mann; Peoria, Calvin Coolidge; Rockford, Hall Inp1ana—Brazil, Entire System; Fort Wayne, En- tire System; Lafayette, Centennial, Ford, Lincoln; Terre Haute, McKeen; Winchester, Public School Kansas—Alexrander, Alexander Cons. High No. 1 Kentucky—Carroliton, Entire System; Fort Thomas, Entire System; Glendale, Glendale Cons.; Louis- ville, Cedar St.; Newport, East Clifton, Ninth St., Tenth St., York St.; Versailles, Mt. Pisgah Louistana—Amite, Amite, Shiloh: Baton Rouge Baton Rouge Jr. High; Chesbrough, Chesbrough; Folson, Uneedus; Hammond, Hollywood; Hobart, Galvez; Lake, Lake; Logansport, Logansport High; Natalbany, Natalbany; Port Allen. West Baton Rouge School Board; Tickfaw, Tickfaw; Zwolle, Zwolle High Matne—Boothbay Harbor, Boothbay Harbor Sr. High; Southport, Boothbay Cons., Public School MaryLanpo—Elkton, Cherry Hill, Hart’s MicuHican—Hamtramck, Dickinsow MinnEsota—M inneapolis, Windom Missourt—Kansas City, Whittier NEBRASKA—Omaha, Minne Lusa Nevapa—Mineral County, Entire System New Jerstvy—Elizabeth, Continental; Morristown, George Washington; New Brunswick Lincoln; Woodbury, Mantua New YorK—Jamaica, Public School 142; Schenec- tady, Elmer Ave., Fulton Pleasant Valley, Seward Nortu Carotina—Charlotte, Hickory Grove, Sev- ersville, Sunshine; Marshville, Fairfield Ou1o—Findlay, Entire System; Fremont, Fremont Ross Sr. High; Lenox, Lenox Centralized: Marion, Grand Prairie Twp.; Niles, Jackson; South Eu- clid, Victory Park; Van Wert, Entire System OreGon—N yssa, Oregon Trail PENNSYLVANIA—Kreamer, Thompsontown Boro High; McClure, W. Beaver Twp. Cons.;: Port Treverton, Port Treverton: Selinsgrove, Monroe Twp. Cons., Selinsgrove High: Snyder County, Entire System; Washington, Washington Sr. High SoutH Carortina—Allendale, Allendale Grade & High TEN NESSEE—Clifton, Frank Hughes High Texas—Dallas, William Lipscomb, Ben Milan, Wil- liam B. Travis, Winnetka Vermont—Barre, Upper Graniteville Vircinta—McLean, Franklin: Roanoke, Jamison, Virginia Hghts.; West Norfolk, West Norfolk West Vircinta—Barboursville, Barboursville High; Port Gay, Spruce; Huntington, Fetty Wisconsin—Milwaukee, Hawley Ave. EUROPE « MEXICO “SOVIET UNIONe You see how life is really lived—you meet the people —you travel with compan- ions of your own mental age in a small informal group— those things best done to- gether are done coopera- tively; otherwise you pursue your own interests—services are generously inclusive. COOPERATIVE EUROPE. Auspices Cooperative League of U.S.A. Leader: Dr. J. Henry Carpenter. Denmark, Swe- den, Finland, Norway, Scotland, England, a § ailing July 2. Back Septem- >) ee et SERRE HR 675 INTERNATIONAL RELATIONS IN. QUIRY under leadership of Dr. Wesley M. Gewehr. Paris, Brussels, Bem, Geneva, Rome, Florence, Venice, Prague, Berlin, Stockholm, Copenha en, London. Sailing July 1. Back September 5... 5698 PUBLIC HOUSING IN EUROPE AND THE SOVIET UNION under leadership of Irving Brant, Vice-Pres., National Public Housing Conference. England, Denmark, Sweden, Finland, viet Union, Czechoslovakia, France, Holland. Sailing June 22. $ Back August 10 598 SCANDINAVIA, SOVIET UNION, BALKANS under leadership of Julien Bryan. London, Sweden, Aland Islands, Finland, Leningrad, Moscow, Kiev, Rumania, Bulgaria, Dalmatian Coast, Venice. Sailing July 3. $ Back August 31. 765 THE SOVIET UNION (third season) under leadership of Robert Magidoff, an American writer resident in the Soviet Union for the past 5 years. London, Copenhagen, Stockholm, Helsingfors, Leningrad, Moscow, Ukraine, Caucasus, Black Sea, Crimea. 5498 Sailing July 1. Back Sept. 5 MEXICO IN PROGRESS (second season) under leadership of Herbert Weinstock. An unusually com- plete survey. | Back August FF an nee * +468 Steamship Passage Third Class except for ‘Mexico in Progress’. For information regarding itineraries, social and cultural programs, etc., on these and other frips address: THE OPEN ROAD Bw.40™ST. % Dent. 4 NEWYoRK ¥ Cooperating in the Soviet Union with Intourist THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION