Harold M. Lambert, Philadelphia ¢ 4) new, rich introduction to Social Studies the History Geography AMERICAN BOOK COMPANY New York Boston Cincinnati Atlanta San Francisco appy reading willl Chicago Dallas FRANCES CARPENTER’S Our Little Neighbors at Work and Play Here, There, Then, and Now 240 pages $0.96 This activity-approach to the Social Studies pictures life in our past history with relation to our modern world and shows how people today adapt themselves to their environment, whether the climate be hot or cold, dry or wet. Throughout the stories, children are made the center of interest. Some of the themes stressed in the book are: How we make use of nature in supplying our food, shelter, clothing, transportation, etc., how we manage to live in all kinds of climate, ete. The dramatic quality of the narrative, the author’s exceptionally charming style, the numerous pictures in black and white and colors and the wide range of meaningful activities make this an important book for third or fourth grade pupils. We Announce the... THE UNIT-ACTIVITY READING PROGRAM for teachers and pupils alike because the program is Easy—the vocabulary is carefully con- trolled. Stimulating—every pupil in your group reads around the same center of interest to the limit of his ability. Interesting—the material, based on social studies and science at the primary child’s level and balanced with fanciful stories, is marked throughout by a genuine literary quality. We will be glad to send upon request “The Diagnosis, Remedy, and Prevention of Reading Difficulties” pamphlet, and comprehensive cir- cular No. 7-1-38. SILVER BURDETT COMPANY New York Boston Chicago San Francisco JOYFUL READERS By Clarence R. Stone A New BASIC SERIES This series is based on the Webster Readers by the same author, and retains all the essential values of its predecessor. Yet the Joyful Readers are truly a new series, not a revision. Many new and fascinating stories have been added. The vocabulary has been simplified. The books are completely and gorgeously re-illustrated. All first grade material is now ready—pre- primer, primer, first reader, chart, workbooks and manual. The material for second and third grades will be published soon. If you are considering a change in your basic reading program or the purchase of supplemen- tary readers, write us for further information. WEBSTER PUBLISHING COMPANY ST. LOUIS SAN FRANCISCO DALLAS JOY ELMER MORGAN, Editor VOLUME 28, NUMBER 4 H. A. ALLAN, Business Manager ——— —— —<—— — —— Between Editor and Reader CONTENTS FOR APRIL 1939 HE AMERICAN ASSOCIATION OF TEACHERS COL- ado a Department of the NEA, met at Cleveland, February 24 and 25, with an excep- Education from the Standpoint of Society “ Harry Elmer Barnes 99 tionally strong program, under the able presi- dency of Frank W. Thomas, head of Fresno (California) State College. The meeting of the Seid GiGi is kk sc 0 ole eo 8 ee M «bie eee ee eee AATC this year took on added significance be- The Challenge of a United Profession .. . . Willard E. Givens 103 cause 1939 marks the beginning of the Centen- nial of Teacher Education. The brilliant Cleve- The Meeting I ie 4. 6 gece eel iS 6 se tele eee land address of Payson Smith, which is the first On Your Way to the San Francisco Convention ....... . 107 of a series of events in the Centennial, will appear in full in THe Journat for May. A committee of the AATC, under the chairmanship of R. L. Progress toward Federal Aid. . . . . . . . Howard A. Dawson 109 West, president of the State Teachers College, Trenton, New Jersey, is in charge of the Cen- tennial celebration, which will include activities American Youth Learn by Doing. . . . . . . Howard W. Oxley 111 in cach teachers college thrvout the ore py ee ee ee eer The first state normal school in America, now at Framingham, Massachusetts, opened its doors REGUROR GTO 2 wn et he ths 2 te eee a eee in Lexington on July 3, 1839. Sponsored by Hor- Are You Going to Rio with the WFEA? ............ 114 ace Mann, who had begun his historic leadership as secretary of the Massachusetts Board of Educa- Franklin’s Plan of Selfimprovement .............. 115 tion two years before, this school set the pattern Sixty Educational Books of 1938. ...........e.0e-. 117 of state responsibility for teacher education—a mighty victory for democracy. The normal Education for Democracy ........ . . . Bertrand Russell 97 The Effect of Community Forces upon the School Harold Benjamin 101 The Sen ee a, ww ttt ttt thee el ee Activities of Education Associations... ..........-.-. 110 How St. Louis Schools Serve Their Bright Pupils . Mata V. Bear 121 schools have now grown into four-year teachers = Elementary-School Service. . . .........4+.2+2+.2. 122 colleges and it is a prophetic circumstance that at ; . Cleveland they adopted standards to govern Rural-School Service... . 2 6 6 1 ee ee ee ee ee ee + 123 themselves in granting the Master’s degree. It is Highschool Service . eo) 9: ae a far cry from that little beginning of three stu- dents (only 25 the first year) at Lexington in 1839 to the thousands of young men and women Toward Cultural Understanding with Other Nations who today graduate each year from these colleges Reuben T. Shaw 126 with a Bachelor’s degree. The school at Lexing- ton was established amid great difficulties, and from the first had to fight for its very life. Those ioneer Rate GG Bee 6, gk ss a leten a 6 es oe eee eee eee who labor against odds today may well take heart as they contemplate the fruits of this early The articles herein printed are the expressions of the writers and not a statement of policy of the Association unless set by resolution ee ere OE Noses ene Aas. gg kk cs ole blele i BER ape victory on behalf of education and democracy. Published monthly except June, July, and August by the National Education Association of the United States, 1201 Sixteenth St. N. W., Washington, D. C. Reusen T. Suaw, President J. W. Crasrresr, 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. VOLUME 28, NUMBER 4; APRIL 1939 [ A-73 ] In 1938 the publishers of the Encyclo- paedia Britannica announced a NEW vol- NS ume ... THE BrItANNICA Book OF THE YEAR. Priced at only $10, the success of this book among discriminating readers was instant and gratifying — even the pub- lishers were surprised! The 1939 volume is now ready for dis- tribution. New facts, new faces, new articles, a completely new book . . . an indispensable annual encyclopaedia de- signed to keep you in touch with the times. Over 500 eminent contributors, 1200 articles, 768 pages and 500 illustrations; the entire volume is written by Britannica experts for intelligent readers ... and the price is still onLy $10, If not available at your bookstore, write for further information to Encyclopaedia 20 N. Wacker Drive, Britannica. Inc.. | Ni CLEAMWLINESS OF NEW And even if greater smoothness of texture, striking brilliance, and cleanliness leave you cold, you'll want Alphacolor Colored Chalk be- cause of its package alone. The 24-stick and 12-stick Handi-pak is more than a colored chalk box . it’s a complete working pal- ette. Every Alphacolor is pro- tected, yet there’s no sawdust and no mess. Send for “The Road to Greater Color Expression” folder. It ex- plains the many possible Alpha- Dept. JN-439A: Enclosed find 50¢ for trial box (24-stick Handi-Pak) of your new Alphacolor with complete range of 24 Alphacolors. Send prepaid. Name Address ee ee ee YOULL DELIGHT IN THE FREE EASY STROKES, THE GREATER BRILLIANCE, AWD THE ADDED USE the COUPON To Get This Trial Box of ALPHACOLORS color projects and tells how Alphacolor has been de- signed for more practical classroom use. The folder is free to teachers, supervisors, and superintendents. WEBER COSTELLO co. MANLFACIUDERS - - CHICAGO HEIGHTS, ILL. THE JOURNAL OF THE NATIONAL Chicago, Ilinois. Y. Ca thooks For Classtoom Teachers Fit To Teach A COMPREHENSIVE STUDY OF THE HEALTH PROBLEMS OF SCHOOL TEACHERS. PUBLISHED IN 1938, 276 PAGES, $1.00 PER COPY. Implications of Research por the Classroom Teacher SUMMARIZES WHAT RESEARCH HAS TO SAY ON MANY EDUCATION- AL PROBLEMS. PUBLISHED IN 1939,318 PAGES,$1.00 PER COPY. ORDERS SHOULD BE ACCOMPANIED BY FUNDS IN PAYMENT. DISCOUNTS ON QUANTITY ORDERS OF THE SAME PUBLICATION: 2-8 COPIES, 10 PER- CENT; 10-89 COPIES, 25 PERCENT; 100 OR MORE COPIES, 33'; PERCENT. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET, N. W., WASHINGTON, D. C. EDUCATION ASSOCIATION g | shal preset we th want able. day, ' way | it see fore ’ sider to be It very moct the « worl tion or vi quir But men con catic pitt: hav pa ri Education por Democracy SHALL TAKE IT FOR GRANTED that democracy is a desirable thing, assuming that it can be worked. | shall assume that we should like to preserve democratic government, that we think it is a good thing, and that we want to know how it is to be made work- able. It is subject to a challenge in our day, which is surprising in view of the way that during the nineteenth century it seemed to be carrying everything be- fore it, and therefore we have to recon- sider the foundations of it and how it is to be defended. It is quite clear that education has a very large part to play in making de- mocracy a workable system. To start at the extreme point, you certainly cannot work a democracy when your popula- tion is illiterate; if citizens cannot read or write, all the machinery which is re- quired for democracy does not work. But I am not concerned with this ele- mentary portion of the matter. I am concerned rather with what kind of edu- cation is necessary if one is to avoid the pitfalls into which many democracies have fallen and which have led in many parts of the world to dictatorships. There is a curiously difficult line psy- chologically to be drawn if democracy is to succeed, because it needs two things that tend in different directions. On the one hand, every man needs to have a certain degree of selfreliance and self- confidence, a certain willingness to back his own judgment and to set forth his own point of view, to defend it, to do propaganda for it, to organize the prop- aganda if necessary, and so on. But then, on the other hand, if democracy is to be workable, a man must be willing to sub- mit to the authority of the majority when that authority goes against him. You find that one or the other of those two things is very apt to fail. Either men become too subservient and follow some vigorous leader into dictatorship; or they are too selfassertive, they do not submit to the majority, and lead their country into anarchy. One or the other of those opposite dangers faces democracy, and the business of education in relation to democracy is to try to produce the type Bente ND Rosse of character which is willing to advocate its own opinion as vigorously as may be, but also willing to submit to the ma- jority when it finds the majority going against it. There are two different parts of what education has to do in this matter, as in most other things. There is on the one hand the relation to character and the emotions, and on the other hand the intellectual part. The part that has to do with character and the emotions I should like to say something about, altho it is in the main not a matter for schools; it is much more a matter that is determined in the home. It is so im- portant that one cannot pass it over, but in this respect schools for parents are as much needed as schools for children. J: vemocracy is to be workable, the population must be as far as possible free from the fiercer emotions of hate and destructiveness and also from the emotions of fear and subservience. Now, those are emotions which are inculcated in very early childhood. A parent of average ferocity begins with his or her child by the attempt to teach him com- plete obedience, and makes him either a slave or a rebel, and neither a slave nor a rebel is what is wanted in a de- mocracy.... It is clear that too much discipline is not a good thing if you want to pro- duce a population capable of democracy. If you want to get people into the habit of initiative, of thinking for themselves, and not taking over their opinions from others, you must get them into the atti- tudes of neither subservience nor rebel- lion against authority which is natural in the man who feels that he is part of what makes authority. Everybody in a democracy ought to have in a greater or less degree a por- tion of the governmental mentality. The governmental mentality, where you do not have a democracy, is that of masters toward dependents, which is out of place in a democracy. In a democracy what is needed is equal cooperation, which in- volves assertion of your opinion up to a point but not further. VOLUME 28, NUMBER 4; APRIL 1939 This brings us to a source of trouble to a great many democrats, namely, what is called “principle.” It is wise to scan rather skeptically most talk about prin- ciple, about selfsacrifice, heroic devotion to a cause, and so on. There is always more of what appears like heroic, un- selfish devotion where the cause is bad; and if you apply a little psychoanalysis to it, you find it is not what it appears to be. It is really people’s pride, or hatred, or desire for revenge, that has got itself idealized and collectivized and personified in the nation as a noble form of idealism. That is extremely dangerous. When you find a man patriotically de- voted to his country, ask yourself, “Now what is it that he is willing to do for his country?” It appears that what the Nazi is willing to do is to kill people. That is the reality of the “unselfish devotion” that he shows for his country. Killing people, if you do not say you are doing it for your country, is not considered admirable, and it does not seem to me to be any better because a lot of people do it all together. If this activity is one that does harm to mankind, you may be pretty sure that the passion which in- spires it is really not a good one. If you had a kindly population, a population who in their childhood had been well- treated and happy, who had grown up imagining the world a friendly place, they would not have had that particular sort of idealism... . The temper of intelligence that is needed to work a democracy is exactly analogous in practical life to what the scientific temper is in the intellectual life. The man of science lives in a sort of half- way house between complete skepticism and complete dogmatism. . . . I do not mean to say that there are no sacred causes, but I do say you want to be very careful before you claim that your particular nostrum is a_ sacred cause and the other man’s is something devilish and horrible. We have to have a kind of tolerance one towards another, and that kind of tolerance is much more easy to have if you think, “Well, I may after all be mistaken. This is how it | 97 | seems to me, but people have been mis- taken in the past. Human beings are fallible, and I am a human being. It is just conceivable that I may be wrong.” J sour LiKE TO SEE people exposed in schools to the most vehement and terrific argumentation on all sides of every ques- tion. . . . If you had opposite points of view put on every kind of thing, the opposite propagandists would neutralize each other, and in the end you would get people who might be capable of listening to eloquence without being carried away by it. That is one of the most important things—to learn to be immune to eloquence. You will not be that by never hearing eloquence; you have to hear a lot... . The whole modern technic of govern- ment in all its worst elements is derived from advertising. Advertisers are the practical psychologists of our day. ... Somebody puts up a simple statement beside a railway line, mentioning some- body’s soap, and the mere fact that that name is there in the long run causes you to think that it is a very good soap... . The advertisers led the way; they dis- covered the technic of producing irra- tional belief. What the person who cares about democracy has got to do, I think, is deliberately to construct an education designed to counteract the natural credu- lity and the natural incredulity of the uneducated man... . I do not want to teach people one opinion or another opinion; it is not the business of education to do that. The business of education is to teach pupils to form opinions for themselves, and they need for that purpose to be rather impervious to eloquence and _ propa- ganda, to be on the lookout for the things that are intended to mislead, and to be able to pick out what really is an argument and base themselves on that. ... You cannot get any kind of improvement in the world, or any kind of good life, without a basis in the emo- tions. But you have to be sure that that basis is the right one. I think that the only sort of emotional basis is what 1 should call kindly feeling, that is to say a wish, not only in regard to your friends and the people you know, but in regard to mankind at large, that as far as pos- sible they should be happy, enlightened, able to live a decent sort of life. When you find other ideals, as you very often [ 98 ] do, strongly recommended in terms that sound like lofty morality, such ideals as national greatness, the victory of this or that cause, or any kind of thing that in- volves the suffering, the destruction, the misery of some large group of mankind, then say, “That is not an ideal that I care for or that any democrat can care for, because it is of the essence of de- mocracy that we think every human being counts alike... .” The emotion that must inspire our purposes is an emotion of pain in the suffering of others, and happiness in their happiness. Given that, you then want a belief that it is possible to make human life happier. Many people are so pessimistic that they feel as if it were no use to struggle. I cannot and do not take that view. Whatever the immediate future may be, I do not feel any doubt that human beings will emerge into a world very much happier than any that we have known in the past, a world in which ordinary men, women, and children will be finer than they were before, freer, healthier, less destructive, and n ore kindly. We ought both to get peo- ple into that kindly frame of mind where they will not feel violent hatred of an- other group, and also into the intellec- tual state where they will see how ab- surd the arguments are in favor of acting against other groups... . While I have said that what I want is as far as possible something like the scientific attitude, I do want also besides that some capacity to feel what are the ends of life and what makes life im- portant to human beings. That is a matter for the cultural side of education. I do not think that is to be obtained merely by knowing facts. It is to be obtained in different ways by dif- ferent people. Many get it from music or poetry. Some people get a great deal from astronomy. I sometimes think that if people would reflect upon the size and antiquity of the stellar universe, they would perhaps feel that some of the controversies upon this rather insignifi- cant planet are not so important as they seem to some of us, and perhaps that might take a little of the acerbity out of our disputes. We need negatively the realization that our disputes are not so important as they seem, and positively, thru art, thru music, thru poetry, and so on, the feeling that there are things really valuable that human beings can enjoy and achieve, and that these are differen; things from the ones that come in the clash of politics, not the sort of things | that happen on a battlefield, but ind}. vidual things, things that happen in you; own mind, important feelings, €motions, and insights. All these things are to he kept alive, things not to be sacrificed to the collective, organized life of the com. munity. That life is necessary, it has to go on, but it is not the highest par | of our life. The highest part of our life | is more analogous to what the religious teachers have always spoken of, It js | something more individual. I think per. haps that is the deepest quarrel I haye | with the people who believe in the corpo. ! rate state and all the rest of it, that they | seem to think that our highest life is jn | collective activities, and I do not believe that at all. I think our highest life js something more personal, and that where we cooperate in large groups, altho cooperation is immensely impor- tant and necessary, it is not as a rule | with the very highest part of our nature, | because we all of us reach our best in somewhat different things, so that where we all work together it is hardly possible that we can each of us reach quite the best that our nature is capable of. Sa a J wx all education ought to bear that in mind and ought to be very con- scious of the possibility of individual ex. cellence in the future. For that reason much the most important of all qualif- cations in a teacher is the feeling of spon- taneous affection toward those whom he teaches, the feeling with each one of them, “This is a person with certain ca- pacities, a person who can do certain things, who has a right to his place in the world,” and not “This is a soldier in the army,” or “This is material for prop- aganda,” or “This is one of the persons out of whom I can make a great power which can do this, that, or the other.” That is not the way to use the material which you teach. The right way is one much more analogous to the religious way, which realizes that each human being has in himself certain excellencies and certain possibilities, and that the business of education is to bring those out.—From an address before the Cleve- land convention, NEA Department of Secondary-School Principals, February 25, 1939. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ¢ art life Us us IN EDUCATION FROM THE STANDPOINT OF AILURE to become alert as to the responsibility of education for bringing about a constant read- justment in the structure of society and an improvement in our social thinking has helped to create the outstanding so- cial crisis of our generation, namely, the tremendous and ever-widening gulf be- tween our mechanical equipment on the one hand and our social ideas and in- stitutions on the other. We stand today with our mechanical foot in an airplane and our social foot on an oxcart. ... This gulf between our material cul- ture and our institutional life imposes upon mankind the most critical respon- sibility in the whole history of the race. If we bridge the gulf, by bringing our social thinking and institutions upto- date, we cannot evade the realization of a material Utopia. On the other hand, if we fail to do this, we are likely to drift into economic collapse, world war, bar- barism, and chaos, including perhaps the extinction of a large portion of the race itself. Mankind has never before been faced with a direct and immediate choice between Utopia and catastrophe, but such is precisely the alternative which is offered to western civilization today. .. . The responsibility of education to so- ciety today boils down to three major phases of educational activity: [1] A highly selective conservation of the so- cial heritage; [2] thorogoing and fear- less social criticism; | 3] resolute and in- formed social planning. . . . The outstanding responsibility of edu- cation to society, right now, is the prep- aration of the blueprint of a better social system and a realistic indication of how we may bring it into existence in a grad- ual, peaceful, and intelligent fashion. This is not merely an academic responsi- bility of education. It is a highly imme- diate and practical necessity. The guid- ance of society by realistic education ap- pears to many to be the only guaranty that society, in the parting of the ways which lead to Utopia or to chaos, could choose the road to Utopia. Certainly, it is the only reasonable hope that this choice can be made without violence and destruction. Education has a very defi- nite selfinterest in this matter on its own account. Education must save civiliza- tion if it is to save itself... . mY ociety Harry Eimer Barnes EDITORIAL WRITER, SCRIPPS-HOWARD NEWSPAPERS In those countries where education failed to assume its social responsibility in time, it has been subordinated to propaganda and dogma, its independ- ence and dignity shorn away, and its personnel reduced to servility and in- timidation. If American educators evade their responsibilities in like manner, it is hardly to be expected that they will be preserved from a similar fate. . . . When I refer to “a better social order for the future,” I am not even remotely implying the imitation of Soviet Russia or even the creation of a moderate so- cialist regime. I have in mind only the very minimum reforms which might possibly make American democracy and capitalism workable for at least a gen- eration. ... To maxe pemocracy workable we would have to introduce a number of sweeping changes. Some type of weighted or selective suffrage system will be required, whereby the vote of an able and well-educated person will count for considerably more than that of an illiterate moron. We must greatly extend the civil service system, so as to cover candidates for every type of office, execu- tive, legislative, and judicial. No man should be allowed even to be a candidate for any important office unless he can formally qualify for the responsibilities of the post in question. Our present archaic system of territorial representa- tion must be supplanted or supple- mented by vocational and proportional representation, in order to introduce real- ism and democracy into our system of representative government. The power of the Supreme Court to set aside fed- eral legislation must be greatly curtailed, if not entirely eliminated. A system of responsible cabinet government must be introduced. There is not the slightest chance that we will be able to survive as a democratic nation if we attempt much longer to operate as three independent VOLUME 28, NUMBER 43 APRIL 1939 and balanced departments—a monstros- ity taken over by the inexperienced Fathers of 1787 from a misinterpretation of the British government by an ill- informed French publicist who wrote a generation before the American Rev- olution. To give capitalism the slightest pros- pect of survival and efficiency we would have to bring about reforms even more sweeping and drastic than we have sug- gested with respect to democracy. Our system of banking and credit will need to be as thoroly nationalized as our monetary system is today. Holding com- panies, “the machine guns of the cor- porate racketeers,” will need to be speed- ily legislated out of existence. The sabo- taging of potential production and tech- nological efficiency by such policies as the rejection of inventions, limitation of output, monopolistic restrictions, and the like, must cease. And the price struc- ture must be overhauled to conform with the opportunities afforded by the mass-purchasing power of the citizens. State capitalism will need to be greatly extended so as to include the federal ownership and operation of railroads, electric utilities, coal mines, and perhaps the heavy industries. Truly adequate legislation will have to be provided to insure much higher minimum wages and a far more adequate scheme for the spreading of work. We must look for- ward to a far greater range and volume of public works. Collective bargaining must be legalized in fact as well as in letter. We must have a type of farm legis- lation which will insure enough profit- able farm production to provide every- body with a liberal diet—something which only one-tenth of the American families have been able to enjoy, even in Coolidge days. Our laudable beginnings in social insurance legislation must be greatly extended to provide really ade- quate unemployment benefits and to give better protection to old age. If per- sons over 40 cannot find employment, which is already the case, the govern- ment must either support them by old age pensions, or provide work for them on public-works projects. Twenty-five years is too long to wait on an empty stomach. The government must see to it that the benefits of scientific medical [ 99 ] care are made available to every Ameri- cm... To support these indispensable exten- sions of governmental activity, we must provide for a literal scheme of taxation in proportion to capacity to pay. The human budget must take precedence over the treasury budget. Finally, there must be a marked development of co- operative economic enterprise to supple- ment both state and private capitalism. These reforms may stagger many, but even they do not give any promise of permanently solving the problems of capitalism. We face an unpredictable degree of technological unemployment and an enormous increase in the effici- ency of farming methods. We can pro- duce all the food needed for a high standard of living with one-fifth of the personnel now engaged in agriculture, cultivating one-fifth the land now being actively farmed. ... If this brief summary of minimum reforms proves at all terrifying, let those who are scared turn to Germany or Rus- sia and find out if they prefer conditions there to those changes which I have out- lined. There is no alternative. If we are to follow the “middle way”’ between fascism and communism, then we must not hesitate to adopt the middle way. If we hesitate too long, we shall have no opportunity to do so. As Max Lerner has warned us, “it is later than we think.” We can save ourselves from fascism only if we move resolutely within less than a decade... . Lx us sEE how well education is meas- uring up to its major social responsi- bilities. Viewed in any broad and funda- mental way, we must honestly admit that education blindly conserves the her- itage of the past without any important pretense to critical selection, save in the field of science and technology. With respect to our basic institutions and be- liefs our educational system conserves the past as completely and religiously as did the primitive council of elders and the tribal medicine men. Any resolute attempt to reject or discard fundamental items in our cultural heritage would im- mediately place in jeopardy any educa- tional system or any body of educators. Even our most daring educational re- forms are essentially only superficial sug- gestions for improving the structure and administration of an educational system [ 100 | committed primarily to reverent trans- mission of our ancient heritage. There is amazingly little criticism of our social order, tho such criticism is absolutely indispensable if we are to dis- cover those weaknesses which threaten the very existence of free and orderly society and to recognize the alterations which are essential if civilized decency is to prevail. ... The function of social criticism has been allowed to go by default to govern- ment investigators, journalists, and free- lance economists and publicists. .. . Not so long ago it was my privilege to give a series of lectures before graduate stu- dents of education in our foremost school of education. I was surprised to find that the students were thrilled over information that should have been a commonplace to them in the junior highschool, if education were fulfilling its function in social criticism... . Not only does organized education as a whole fail to execute its indispensable function of social guidance; it even as- sumes an attitude of savage hostility and professional intolerance toward the few educators who realize their responsibility along this line and make even a faint- hearted effort to do their duty... . Democratic and capitalistic society must be reformed and made workable if it is actually to be preserved. We shall get nowhere merely by parroting the thread- bare phrases of traditional democratic propaganda. If democracy is not recon- structed in such a fashion as to adapt it to the responsibilities of our age, no amount of rhetoric can preserve it... . There is a still further obstacle in the way of using education as an instrument for operating and maintaining democ- racy. I believe it is not at all unfair to observe that the Carnegie Foundation for the Advancement of Teaching would itself be acutely and vastly alarmed over the introduction of a curriculum which would make democracy operate effec- tively. As Horace Coon has suggested in his important study of Foundations, Money to Burn, truly democratic gov- ernment and education bring forth from Foundations the cry that we are trying to destroy both education and research. Indeed, the whole conception of edu- cation in the role of social leadership constitutes definite paradox. Education is supported, for the most part, by those who wish to preserve the present social and economic order intact. How can we expect those who support education to encourage teachings which will under. mine and modify this order? Obviously, only by convincing them that essential reforms are the most certain way of pre. serving what can be saved from the im. pending wreck of the present social order—that reform is the safest way. . . , We cannot save democracy thru edu- cation, unless we are willing to teach in our schools the material which is essen- tial to the salvation of democracy. Evvcators face two very distinct and realistic alternatives. They can arouse themselves as to the social responsibility of education, teach realistically and courageously those things which are es- sential to the preservation of democratic civilization, and organize themselves with sufficient coherence to make sure of their tenure while thus engaged. They may not succeed, but they can go down fighting, having the satisfaction of knowing that they have “kept the faith and fought a good fight,” that they did not abandon their ship while under fire. If our educators refuse to take such steps while there is yet time, it is almost inevitable that some form of regimenta- tion, roughly similar to European fas- cism, will settle down upon us. Then the condition of American educators will be unhappy indeed. Many will lose their positions, for under fascism education is a much more simple and direct affair than under democracy. No such exten- sive and diversified personnel is re- quired. Those who remain will be par- rots in the classroom and professionally a cross between “kicked dogs and scared rabbits.” And this condition is not far off. When I was personally familiar with Germany and the Germans a decade ago Adolph Hitler was inconspicuous in Germany when compared with the re- pute in America today of even our sec- ond-rate protagonists of fascism... . What I have said this morning may be offensive to many in the audience. But I venture the guess that my remarks may appear more cogent and acceptable to such persons, in case they rub elbows with me in a concentration camp ten years hence. But then it will be a little too late—From an address before the Cleveland convention, American Asso- ciation of School Administrators, a De- partment of the NEA, March 1, 1939. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION CLT AT AT ol ity Se aR A Re anion otitis HE MOST impressive thing about man is his ability to change his ways; the most depressing thing about him is the poor use he makes of that ability. ... Man has many forms of explanation for his failure to use his tough and com- plex nervous system more wisely. .. . He claims he cannot avoid his difficul- ties because he is plunged into them by social forces beyond his control... . But no matter whether he speaks of the will of the gods, the decree of fate, the fortunes of war, national honor, stern economic necessity, or the manifest des- tiny of a people, he is always presenting the same argument—the argument that he cannot order his own ways properly just because he is blocked by his own peculiar behavior. . . . Mysterious, complex, uncontrollable, unpredictable, dangerous, these social forces may be, but, after all, social forces are merely men in action together for the attainment of goals which they set up in action. In dealing with social forces in a community, therefore, the first step is to discard all the traditional claptrap which makes social forces out to be mysterious and dangerous. The task of directing social forces is merely a task of modifying human behavior— a hard task surely, but not a particularly mysterious or impossible one. . . . Much of our difficulty in making any commu- nity educational system effective arises from the fact that our little formal edu- cational system has its efforts nullified by other behavior-changing systems in the community which are very much under the control of men... . There are three main lines of attack on any attempt to make the public school a more effective behavior-changing in- strument. . . . First, the attackers shake their heads solemnly and say, “Human nature is always the same. You can’t change human nature.” Second, they maintain that public education cannot possibly be as effective an instrument for changing human ways as are other instruments over which the public has little if any control. Third, they claim that it is financially impossible to sup- port a public education system complete enough to change the ways of a commu- THE EFFECT OF Community “Forces UPON THE SCHOOL Harosp Bensamin DIRECTOR, COLLEGE OF EDUCATION, UNI- VERSITY OF COLORADO, BOULDER, COLO. nity against opposing social forces. . . Against the notion that human nature cannot be changed there is opposed the evidence of the tremendous diversity of cultures which has been almost endlessly documented by the anthropologists. A particular type of human behavior is found to be nonexistent in one society; in another society it is so dominant that practically every social situation is or- ganized and comprehended only in terms of that behavior. ... Men can change their ways in literally thousands of opposed directions. .. . In face of the claim that public edu- cation cannot possibly be as effective an instrument for community change as are other instruments hidden under the convenient disguise of mysterious social forces, we must reply that the force of education is dependent upon the clear- ness of its goals and the effectiveness of its procedures, and that opponents of public education have worked indefati- gably to keep its goals clouded and its procedures restricted... . The most dangerous question which can be repeated in the face of any auto- cratic system of human living is this question of who should have the right to tell how the ways of the people are to be changed. There are in every community groups of persons, often very important and powerful persons, wlio do not want the masses of the people to consider such a question at all. They want to set be- havior-changing goals for the people, not for the people’s benefit, but for the bene- fit of particularly privileged groups. . . . These powerful special groups have taken part in every battle for the devel- opment of a democratic school system in America, and they have always been on the wrong side. .. . As the masses of the people—the farmers, the working- men, the professional men, the small merchants and tradesmen—came to real- ize the true motives and characters of this opposition, they rose up and smacked the opposition down... . One of the chief defenses of the op- VOLUME 28, NUMBER 4; APRIL 1939 position in recent as well as in earlier times has been associated with the claim that it is financially impossible to sup- port a system of public education on a truly democratic basis. . . . Since the property tax and the sales tax are most carefully designed to lay a disproportion- ate share of tax burden on the less-than- wealthy members of the community, this economy argument has been most effec- tive of all. It seems difficult for the peo- ple to recognize the absurdity of this argument in a country which still spends vastly more for a few luxury articles than for public education, in a country whose most vociferous objectors to the crushing burden of taxation often spend more money for hard liquor than they spend to help support public schools. . . . It may well be urged that the quality of the public education we now offer is not of so high an average as to warrant lasting faith in its power to direct com- munity changes wisely even if it were given the opportunity. Yet I must con- fess to a strong optimism in this regard. When public education steps out and observes the people of its community carefully and sympathetically, when it forgets its subjectmatter superstitions and studies the needs and desires and longings and abilities of the masses of men, when it can take all its people up on the heights of selfanalysis and self- understanding and show them their own hearts—then public education will be the most powerful social force in the community. Then the masses of men will come more and more to see that the direction of social forces in any com- munity is a matter of changing all the ways of all the people, and they will in- sist that the direction of so important a process should be carried on by the peo- ple themselves thru executives responsi- ble to them. They will confide to their own public educational system their hopes for a better community in the future, and the public education system will use all its resources to educate them in the direction they indicate. “And if any man seek to set them at naught,” the public education system will fight him at any weight and in any ring.— From an address before the Cleveland convention of the AASA, Feb. 28, 1939. | rox | — Said AT CLEVELAND .e-. HE GREATEST SERVICE to the cause of democracy which the United States of America in general, and the educators of youth in particular, can do is to make the youth realize the overwhelming ad- vantages of democracy over every other system of government. Democracy has its shortcomings, its slowness, its drab- ness—but these are our fault. It is within our reach to make democracy every bit as attractive to our young as the other system has been made by its opponents. But let us do it by intellectual independ- _ ence instead of regimentation; by base- ball instead of continuous marching; by training for dignified peace instead of preparation for horrible slaughter; by religious liberty instead of making God out of either an individual or a state; by love instead of hate; by truth instead of lies—JAN MASARYK, former Minister to England from Czechoslovakia. Democracy is such an organization of social life as shall progressively afford each individual the largest opportunity of [1] the development of his own personality, [2] the contribution of his best to the common good, [3] participation in the selfdirection of the society, [4] the free acceptance of the guidance of the ex- pert. It means education, service, control, discipline; what he gets, what he gives, how he governs, how he is guided. It is the recognition of man as a person, a con- tributor, a legislator, a disciple-—-THEO- DORE GERALD SOARES, professor of ethics, California Institute of Technology, Pasa- dena, California. Wuart is america? God built a conti- nent of glory and filled it with treasures untold. He carpeted it with soft rolling prairies and pillared it with thundering mountains. He studded it with soft flow- ing fountains and traced it with long winding streams. He graced it with deep shadowed forests and filled them with song. These treasures would have meant little if thousands of people, the bravest of their race, had not come, each bearing a gift and a hope. They had the glow of adventure in their eyes and the glory of hope in their souls and out of [ 102 | them was fashioned a nation, blessed with a purpose sublime and called “America.”—MARY B. MC ANDREW, super- intendent of schools, Carbondale, Penn- sylvania. Security and loyalty depend in the in- dividual mind on an understanding of the movements and trends in governmental control. Citizens want to be constructive in their vote. They strive to see clearly what is happening and to act wisely in projecting possible consequences. They do not want to be the victims of propaganda or unscrupulous misuse of communication devices. They want to know about and see the significance of public activities and political leadership.—L. JOHN NUTTALL, jR., superintendent of schools, Salt Lake City. Youtu mirates. Youth emulates. Youth is active. Youth is restive. Youth is curi- ous. Youth is venturesome. Youth is rebellious. Youth is the time of lawless- ness. Criminal tendencies assert them- selves early in life. The neglected youth, the unsolved problem child, is the gene- sis of crime. It is not beyond our ability to discover the tendencies and to treat them in school days. All we need is the courage to do early what we are obliged to do late. I believe the greatest opportunities are in the schools and that progress made in educational programs and teaching staffs offers our greatest hope.—JAMES A. JOHN- STON, warden of the United States Peni- tentiary, Alcatraz Island, California. THE SUPERINTENDENT must be a student of government. He must see education as a governmental enterprise in relation to all other services of government. Only as he recognizes the unique function of edu- cation in our American democracy will he have a sound basis for his advocacy of such legislation as will remove the ad- ministration of schools from partisan poli- tics and place the control in the hands of those who would serve society thru edu- cation.—GEORGE D. STRAYER, professor of education, Teachers College, Columbia University. Topay, the conservation of natural re. sources is the declared policy of the gov- ernment of the United States, and of practically all state governments. Up- fortunately, the declared policy is not always the actual policy. However, this much has been achieved: The goal of protection has been officially set up as a substitute for waste and destruction. But to reach this goal, the path is long and the way is difficult. The first need, both for the states and the nation, is for a real understanding of the problem. The second need is for a better organi- zation of public agencies to deal with the problem.—HaroLp L. 1cKEs, Secretary of the Interior. Ir seems to me that the central issue of our time is the preservation of free in- stitutions. But we can’t defend free in- stitutions with good words. We must de- fend them with good works. The better use of freedom is the only effective de- fense of freedom. Newspaper publishers cannot defend the principle and the right of a free press with words. Newspaper publishers must defend the principle and the right of a free press with a more te- sponsible and trustworthy use of freedom. We need not better words, but better news papers.—J. ROSCOE DRUMMOND, ex- ecutive editor, Christian Science Monitor, Boston. Democracy rests on three assumptions: [1] a profound respect for the worth of each individual; [2] a belief that each individual has a capacity to learn how to act on thinking; and [3] a belief that purposes which guide action should be formulated thru cooperative delibera- tion of those who must abide by such action. This means that the purposes of education should be formulated by chil- dren and adults working cooperatively so as to guide better the living of all. Democracy as a way of life is then the process of education of children and the continued learning of adults. Persons who will destroy democracy hold it aca- demically as a subjectmatter. Many such individuals are a product of the adult purposes which have always controlled education. Children must build democ- racy into their lives by the cooperative interactive process of living if democracy is to be preserved, extended, and im- proved.—L. THOMAS HOPKINS, professor of education, Teachers College, Colum- bia University. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION IN THE Challenge or a United Profession UNITED PROFESSION devoted un- 4 selfishly to promoting public education thruout the nation will be fully developed only when all of us appreciate the fact that the job to be done by education in our democracy is so big and of such vital significance that any division in our ranks results in lessened effectiveness and is little short of treason to our country. To what extent is our present chaotic economic condition due to the failure of our schools to prepare literate citizens in economics? How can we get out of the present situation and lay a sound basis in economics for a better life for our individual citizen except thru edu- cation? The schools must have a large part in it, and our profession, in school and out of school, must lead in develop- ing intelligence in this field. As we look at the international situa- tion we find ourselves surrounded by war “jitters.” We should be intelligent enough to let Europe and Asia settle their own insane affairs. If we go into another foreign war and win, we still lose. If ever any foreign army tries to invade our land, we will gladly take our chances with death to defend it. Has our profession thru education yet developed a sane viewpoint in connec- tion with this problem? If all of us who are engaged profes- sionally in education could be made fully sensitive to the job that is ours, there would be no tendency toward di- vision in our ranks. We cannot effect unity merely by talking about it. We can do it by developing a consciousness of the size of the task education faces. Have we as professional educators done all that can be done toward mak- ing a diagnosis and outlining the best educational program for each individ- ual child in our schools? Could we, if we worked hard enough and thought straight enough, develop programs that would be sufficiently attractive to bring into our highschools the 35 percent not now in them? Can we develop a pro- gram that is vital enough to keep those we already have from dropping out? Public education has before it a job bigger than any that it has heretofore Willard £. Givens EXECUTIVE SECRETARY, NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES undertaken. The task facing us is to develop citizens with the character, knowledge, ideals, and determination needed to solve the problems which face them in this modern world. Future citizens must have the kind of education which will enable them to understand the economic system in all its parts. They must have a better un- derstanding of the relationships existing among educational, social, economic, and political problems. Since these fu- ture citizens come into our American schools, representing all religious faiths, all political parties, all economic levels, and all nationalities, it becomes doubly imperative that no lines of cleavage be allowed to develop in our profession. Our first public institution designed specifically to educate teachers for our democracy is only 100 years old. Our profession has come a long distance dur- ing the past century. We belong to a great profession. We are made up of a cross-section of American life... . These times offer unusual opportunity for heroic achievement, the keynote of which is unselfish devotion to the demo- cratic way of life. All teachers should know more about the functions and purposes of public education in our de- mocracy. Every teacher should sense deeply the nature of the responsibility he assumes in taking charge of a class- room of American children. Education in our generation has a large service to humanity, a great responsibility in safe- guarding liberty. The only real safe- guard of this heritage of ours lies in the developed intelligence and understand- ing of our people. Such a task merits the united, unselfish, and enthusiastic support of every person worthy of mem- bership in our profession. A democracy to live, to move forward and upward, to progress must be guided by honest and intelligent voters. Only education can completely prepare our people for in- telligent suffrage. Our people must have VOLUME 28, NUMBER 4} APRIL 1939 much more intelligence and moral stamina to govern and discipline them- selves than they need if they are content to submit to dictatorial regimentation. Blatant orators of the day say that the American system of constitutional gov- ernment is on trial. It isn’t. The people of America are on trial. The question is: Do we have intelligence enough and character enough to keep on governing ourselves? This depends upon the qual- ity and quantity of the educational pro- gram available to all our people. When nearly a million people in the golden state of California vote as they did last November for $30 every Thurs- day, we need to re-examine the public- school program of Iowa. We are living in a democracy. We cannot withdraw from the scene in order to throw stones. Democracy is an aspiration centering around the belief in the greatest good to the individual. Democracy is an ideal, a process, a method, a way of life, the foundation stones of which are liberty and justice. The challenge America faces is clear- cut. Can we make the democratic ideal and process work in such a way that we can achieve security in a social organiza- tion and still maintain freedom? If we really believe in democracy, we ought to practice it in the administra- tion of our schools. Did you ever see a board member, superintendent, princi- pal, supervisor, or teacher who talked democracy and practiced autocracy? Light travels faster than sound. What we do out-distances what we say. Faith in the development of the individual, faith in education, faith in God consti- tute the foundation for a philosophy of democratic living. The superintendent of schools has a great opportunity for building a united profession and securing the enthusiastic support of his entire school force by democratic planning of administrative policies and educational program. Every superintendent who fails to encourage growth on the part of his fellow work- ers, to create ambition to serve, and to use all of the talent and ability in his school system is failing to get all that he should for his school children. [ 103 ] Se ee a | 4 | H { / | In our complex social organization it is the close-knit, well-organized groups that are effective. We need democratic cooperative professional planning and effective social action. In the midst of changing conditions, social confusion, clashing interests, and the accelerating conflict between the ideals of democratic and dictatorial ways of living, we who hold to the ideal of freedom for devel- opment of the individual thru preserva- tion of our democratic way of life must develop a more closely knit, nationwide, functioning professional organization. If education is as important in a de- mocracy as we believe it is, it then be- comes our duty to forget our petty differ- ences, to develop a program of basic principles to which we will all subscribe and which we can present without any apologies to the public. On March 2 hearings will begin in the Committee on Education and Labor of the United States Senate on an edu- cational bill, S. 1305, which proposes the appropriation of funds to assist the states in providing more effective pro- grams of public education. This legis- lation can be passed this session of Con- gress if we believe in it and are willing to work for it. Many Congressmen have said to me: “Educators can secure for the children of this country anything they need, if they will agree among them- selves as to what they need and will then let us know about it.” So far federal aid to education has waited for aggressive support from a united profession. In developing democratic school sys- tems and in building a united profession devoted unselfishly to promoting public education thruout the nation, one of the great needs is that of being human. There are one million of us engaged in our profession. One of the great chal- lenges in our work is that every posi- tion is bigger than the individual who fills it. Our best teachers are human engineers. The teacher’s work deals with the most delicate material known to the whole world. The skill needed is second to none. The slow process of educating calls for the greatest patience and for perseverance which refuses to yield to any difficulty. There is need for that quality of foresight which in an un- canny manner penetrates the very cur- tains of the unknown. To qualify in this field of service does not require super men and women; it does not necessarily [ 104 ] open the way only to those who are “born” for the service. But the specifications do include the highest type of judgment, the clearest understanding of life, and intrinsic worth as it is portrayed in human character, and those qualities of heart and soul which make great teachers. Our profes- sion requires not only the most technical knowledge of applied science but also an appreciation of the finest of fine arts. We deal extensively with human values. Any loss is irreparable and will check the march of intelligent progress. . . . The best teacher is constantly invest- ing his time, his thought, his ability, and much of his income in girlhood and boyhood, knowing that he will have returns and hoping that he will have great returns. No one who works suc- cessfully with people is ever perma- nently discouraged. If so, his hope has died, a martyr to his doubts. In the final analysis, developing and guiding young people is the most worthwhile activity in which any of us can be engaged. In every school system thruout the length and breadth of this great land are to be found teachers with excellent character, great ability, well-informed concerning the problems of the world, and technically trained in the. science and art of education, people with lofty ideals, teachers who live on high spir- itual planes. Give them a chance to help you build a democratic and human school system. Strengthen their morale by recognition and encouragement. The wise leader does not attempt to minimize the difficulties ahead. Appre- ciating the potential abilities of his fel- low workers, he tells them the truth. He does not fear that their morale will break down at the first sign of trouble. If they know that their hard work is appreciated, difficulty is a challenge that brings out unsuspected qualities. Hard- ships shared can be a unifying force. The most effective way in which a leader can build morale is truly to rep- resent his cause. One of this country’s great leaders, Colonel George Goethals, in speaking many years ago to a group of men espe- cially trained for leadership, said: “Successfully to accomplish any task, it is necessary not only that you should give to it the best that is in you, but that you should obtain for it the best there is in those who are under your guidance. To do this, you must have confidence in your ability to accomplish it in order to inspire that same feeling in them. You must haye not only accurate knowledge of their cq. pabilities, but a just appreciation and 4 full recognition of their needs and rights as fellowmen. ... “A discontented force is seldom loyal, and if its discontent is based upon a sense of unjust treatment, it is never efficient. Faith in the ability of a leader is of slight service unless it be united with faith in his justice. When these two are combined, then and only then is developed that jr. resistible spirit of enthusiasm, that per- sonal interest and pride in the work, which inspires every member of the force to give when need arises the last ounce of his strength to the winning of a victory in the honor of which he will share.” By being human and democratic you build not only a great school system but also a united profession devoted unself- ishly to promoting public education thru- out the nation. For strong unified local professional organizations are the foun- dation upon which a united profession is built. Without them we cannot have strong unified state associations. With- out strong state associations we cannot have a united effective national profes- sional organization. There is no organ- ized force to carry on the battle for better schools and more nearly adequate educational opportunities other than your local, state, and national profes- sional organizations. How many superintendents here today would be proud to have the percentage of his fellow workers who support the work of local, state, and national profes- sional education associations compared and commented upon in his local papers alongside of the percentage of doctors in his city who belong to the American Medical Association ? Democracy, like charity, begins at home. If each superintendent of schools at this convention would take a silent and solemn vow to make his system really democratic, human, and _ profes sional—a system in which each individ ual is encouraged to participate and it spired to give his best—a system im which every service is appreciated and every individual enjoys happy growth, there would be a great surge forward and upward toward a united profession devoted unselfishly to promoting public education thruout the nation—An at dress before the Cleveland convention, AASA, February 27, 1939. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION x “or = a ‘ Rabbi Abba Hillel Silver addressing the Department of Elementary School Principals as Agnes Samuelson (left), and Maude A. Rhodes enjoy the joke of Education, National Society for the Study of Education, National Society of College Teachers of Education. This convention marked one turning point, which is illustrative of the profound change taking place thruout American life. For the first time, as an instrument for carrying a convention to the people of the country, radio quite overshadowed the press in spite of much able work by newspaper men and press associations at Cleveland. Twenty-four nationwide radio hookups over NBC, CBS, and Mutual systems took the convention into the nation’s homes. These included the regular broadcast of America’s Town Meeting of the Air which was staged on the con- vention platform as the final session, around the theme, “Are the Schools Doing Their Job?” Questions from the audience in Town Hall, New York, added to the interest. We close this account of the convention with the state- ment used by Superintendent E. C. Fisher, Peoria, Illinois, as he concluded the beautiful memorial service for those members for whom “schools of life this year closed”: “Potent factors were they in the life of the community. They were upbuilders of character, champions of high ideals, finders of undiscovered minds, founders of lofty ambitions, makers of nobler citizens, lawgivers, and prophets, whose minds, bodies, and souls were dedicated to the worth of personalities, quite as much as to pedagogy, to morality quite as much as mentality, and to individuality quite as much as intellectuality. Gone are they, yet closer than breathing, nearer than hands and feet. True to the principles of the Great Teacher, they have reached the journey’s end. “Our greatest tribute to them is better to do our parts.” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION S: On all way to the (NFRANCISCO CONVENTION | on™ Oinos. H a ARCHES RYC ar OAR wee ang 8 G we S ENERAL GRANT 2I0N Fain 3 ner’ co SLORADO ATIO at \ OaNATI r ONAL PARK Pax fistaka no owituns HO re SPrince N we. woh hy ENWEEP eo Great SAND UR NM £°LORADO NM (JULY 2-6) VERENORYE N. 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CAMUA NL CARLSBAD CAVERNS Cactus N NAT NAL P R Me s 10) L PARK % > 4 = —meaiute yourselh against the mafertic distances: } of the Grand Canyon® a ee . _ = ‘ z —merhajas camp j Ss in leafy solitude Ss This NEA convention gives you one of the best travel opportunities you may ever have. Upper right—Yosemite Falls, Yosemite National Park; center left—The Great Western Divide, Sequoia National Park; center right—Grand Sequoia National Park. Photo copyright by National Geographic Society. Lower center— Camping in Zion National Park. U. S. Depart- Canyon National Park. ‘All three U. S. Depart- ment a Interior photo. Lower right—At the ment of Interior photos. Lower left—It takes Golden Gate International Exposition. Roberts ) +e sutae O er et: —e d ‘ ree nd NODE DDO Roberts and Roberts photo Strolling musicians entertain the crowds on Treasure Island, in the Court of Pacifica. VER 15,000 members of the teaching profession, repre- senting every section of the country, will meet in San Francisco, July 2-6, for the seventy-seventh an- nual convention of the National Education Association. Convention delegates will have the opportunity of at- tending a great convention and at the same time of visiting the Golden Gate Exposition at Treasure Island, as well as seeing one of the unique cities of the United States. In the convention theme, “The Responsibilities of Our Profession,” President Shaw is stressing the idea that if we are to continue to enjoy living under a democratic form of government, we must do everything possible to maintain that government. The teacher plays a threefold part: First as an individual citizen in our own country; second as a teacher of future citizens; third as a citizen of the world. Morning assemblies will parallel the business meetings of the Representative Assembly. In the afternoons more than fifty groups—including NEA departments and allied associations—will meet to discuss educational problems on every level and branch of the school system. In the evening the General Sessions will continue featuring noted speakers gnd special entertainment. An unusually complete exhibit of textbooks, classroom aids, and other school equipment will be on display thru- out the convention. Opportunity for visiting California schools will also be provided. Sunday afternoon, July 2, the convention will open with a Vesper Service, including an hour of remembrance and tribute to members who have died during the past year. To give convention members a chance to get acquainted, no program has been planned for Sunday night. Monday morning, July 3, will open the First General Session, at which Past-president Caroline S. Woodruff will preside. There will be greetings frorn the governor of Cali- fornia and the mayor of San Francisco; a short discussion of the sights and wonders of the Golden Gate Exposition; and President Shaw’s address. [ 108 | On Monday evening, the Eleventh Life Membership Dinner will be dedicated to the founding of the first state normal school in the United States. The program will be held exactly 100 years to the day of the opening of the school at Lexington, Massachusetts, on July 3, 1839. The theme will be the development of teacher education during the past century. On Monday night, the Second General Session will deal with the world situation as it affects the United States. The first address will cover the Oriental crisis, and the second will discuss the totalitarian states and their effect on democ- racy. The President’s Reception at the Palace Hotel will be held following the Session. On Tuesday morning, July 4, will be held the First Business Session of the Representative Assembly. Parallel- ing this meeting there will be three morning assemblies on the following subjects: [1] Use of radio in the schools [2] Program of the Educational Policies Commission [3] Problems of youth The Third General Session on Tuesday night is built around the theme, “Foreign and Domestic Foes of Free- dom.” Speakers will discuss un-American activities and civil liberties. Wednesday morning, July 5, will include the Second Business Session of the Assembly, and ten discussion groups on these topics: Civic education for a democracy Laymen’s conference on education Major issues in teacher education Surveys of state systems of education Economic basis for education Cooperatives and credit unions Salaries and economic status of teachers Tenure Retirement Educational thermometers for secondary schools Avil WN oom! a oo demand toned On Wednesday evening, at the Fourth General Session, there will be an address by an outstanding scientist and demonstrations of some of the wonders of modern science. On Thursday morning, July 6, will be held the Third Business Session of the Representative Assembly, and three assemblies on the following subjects: [1] Intelligence: its nature and nurture {2] Relationships with Central and South America [3] Uses of visual education in forming attitudes of children The Fifth and last General Session on Thursday night will be “California Night,” a program in keeping with the spirit and development of the West. Friday, July 7, following the close of the convention, will be “NEA Day” at the Golden Gate Exposition. On Friday afternoon San Francisco will stage a pageant on “The Winning of the West,” open to all in attendance at the convention. This pageant was prepared especially for the Exposition and for the NEA. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION pr | Da vo tic tre co pa -- aA we Py at tt on ip ite be he he ng ‘al he nd be rst el- On id ps PROGRESS TOWARD EDERAL AID for education was dis- cussed extensively at the recent Cleveland convention of the American Association of School Admin- istrators, including an address before a general session by Fletcher Harper Swift of the University of California. On the final day of the convention (March 2) the following resolution was adopted: Federal Aid to Public Education—The American Association of School Adminis- trators expresses unqualified support of the policy of federal aid for public education. It extends to the President of the United States whole-hearted appreciation of his pronouncement upon the principle of fed- eral aid to education in the various states, based on voiced in his address given at the conven- an equalization program, as tion of the National Education Association in New York City last July. An equaliza- tion program is the essential feature of fed- eral aid since states (and localities within states) are, beyond all possible doubt, ex- tremely unequal in ability to support the educational program so necessary to the continuance of democratic government. The Association urges a forceful cam- paign by educators for the enactment by Congress of legislation that will provide a desirable program of federal aid for the American public schools. We believe that such a program is embodied in Senate Bill S. 1305. On the day the convention closed, hearings began on the Harrison-Thomas Bill for Federal Aid for Education (S. 1305) before the Senate Committee on Education and Labor. Senator Elbert D. Thomas of Utah, chairman of the com- mittee and joint author of the bill, con- ducted the hearings, ably assisted by Sen- ator Lister Hill of Alabama, Senator Allen J. Ellender of Louisiana, and Sen- ator Claude Pepper of Florida. Negotia- tions are now under way to set a time for the hearing on a similar bill by Con- gressman William H. Larrabee of In- diana before the House Committee on Education. The case for federal aid and for this bill in particular was presented by Floyd W. Reeves, chairman of President Roose- velt’s Advisory Committee on Educa- tion, and some of his staff members in a most able and convincing manner. Dr. Reeves presented the factual evidence supporting the need for federal aid and VOLUME 28, NUMBER 4}; APRIL 1939 explained the provisions of the bill. George F. Zook, vicechairman of the Advisory Committee on Education and president of the American Council on Education, made a strong plea in be- half of the bill and showed that all studies in the field of federal aid for education made under both public and private agencies during recent years have arrived at the conclusion that fed- eral aid is inevitable. Technical experts and staff members of the Advisory Com- mittee on Education appearing in behalf of the bill were Paul R. Mort, Teachers College, Columbia University, and Clar- ence Heer, professor of economics, Uni- versity of North Carolina. No federal aid bill has been before the Congress with stronger support from a large number of influential national organizations, both lay and professional. Representatives of the following list of organizations appeared in behalf of the bill, giving it unqualified support: Alabama Congress of Parents and Teachers American Association of School Admin- istrators American Farm Bureau Federation American Federation of Labor American Federation of Teachers American Library Association American Vocational Association (Full support asking for an amendment to safe- guard vocational funds, which is agreed to by NEA Legislative Commission) American Youth Congress Associated Women of the Farm Bureau Federation Congress on Industrial Organization Department of Adult Education, NEA National Association for the Advance ment of Colored People National Council of Chief State School Officers National Education Association National Federation of Business Professional Women’s Clubs National Kindergarten Association National Women’s Trade Union Progressive Education Association Southern Council on Human Welfare Southern Farm Tenants Union Young Women’s Christian Association American and The following organizations appeared supporting federal aid for education, Federal id but proposing one or more amendments to the pending bill: American Protestant Defense League National Catholic Welfare Conference People’s Lobby Southern Jurisdiction of Scottish Rite Masons The National Congress of Parents and Teachers and the American Association of University Women appeared, sup- porting the cause of federal aid but with- out committing their organizations to any particular bill. Persons appearing in unqualified op- position to the pending bill were Major General Amos Fries, retired, US Army, representing “The Friends of Public Schools”; Wilbur Helm, representing the Church League of America; and George E. Sullivan, a lawyer, represent- ing himself. The Harrison-Thomas Bill for Fed- eral Aid for Education (S. 1305) would make funds available for public schools. Certain conclusions are clearly sub- stantiated by the evidence submitted in the hearings: [1] Federal aid to the states is absolutely necessary if a fair standard of educational opportunity is to be maintained thruout the United States. [2] Federal funds should be made avail- able to the states in inverse ratio to their respective abilities to finance public educa- tion. [3] This bill amply protects state and local control of schools. The instruments for guaranteeing honesty, efficiency, and economy in the use of the federal funds are post audits, reports, and pitiless publicity. No substantial objection can be raised to any ‘of the requirements set up in the bill. It is quite evident that the pending bill has an excellent chance of passage. Without doubt this is the time for friends of the schools to give united sup- port to this measure. Write the Presi- dent, your Congressmen, and Senators, and get others to do likewise. If you want further information con- cerning S. 1305 write to the National Education Association, 1201 Sixteenth Street Northwest, Washington, D. C_— Howarp A. Dawson, director of rural service, National Education Association, [ 109 | ACTIVITIES °-¢ EDUCATION ASSOCIATIONS a4 reported by the NEA Department of Classroom Teachers N AN EFFoRT to bring teachers to- gether who are interested in the same field, discussion groups have been formed by the Cabell County Classroom Teachers Association of West Virginia. Each group will be limited to fifteen or twenty teachers and will be selforganized and selfdirected. The group topics include: “Newer Practices in Teaching Reading,” “Music Appreciation,” “The Modern Novel,” “International Relations,” “The West Virginia Tax System,” “Guidance Pro- grams,” “The Educational Policies Com- mission and its Publications,” “Teach- ing Art in Public Schools,” “West Vir- ginia Club Work,” and “Social Service.” PARENT-TEACHER GRouPs, teachers and other citizens, composing the Children’s Program Committee of Highland Park, Michigan, made it possible for the chil- dren of their community to see a produc- tion of the opera, “Hansel and Gretel,” presented recently in the highschool auditorium by the Junior Programs In- corporated of New York. The program was the result of a meeting of a group of people interested in providing cultural entertainment suit- able for children, at popular prices. The program committee hopes to sponsor more such programs in the future. A RESOLUTION passed recently by the executive council of the Louisiana Teachers Association urges presidents of colleges and directors of teacher-train- ing institutions in the state to offer, to all students in teacher-training courses, instruction in the important work of educational associations. THE DEVELOPMENT of counseling, train- ing, and placement service for all young people who have left school was advo- cated by the representatives of the New York State Teachers Association at its first conference on Youth Needs, at which representatives of organizations especially interested in the youth prob- lem met with the representatives of the association to discuss the problems con- fronting youth. It was further recom- mended that placement service should [ 110 | Cleveland Plain Dealer, March 2, 1939 SAFETY FIRST! wherever possible be coordinated with the public employment offices. Recommending the development of an adequate vocational program in the field of agriculture, trade, technical, busi- ness, and homemaking for the post-high- school group, the conference also advised the organization of recreational opportu- nities within the limitation of available school facilities, including gymnasiums, swimming pools, auditoriums, libraries, and the provision of adequate state sub- sidies to make these services possible. PERTH AMBOY, NEW JERSEY, is the latest city to adopt sabbatical leave. For travel and study, leaves of a year or a half year will be granted to school employees working on an annual salary and in con- tinuous service in Perth Amboy for ten years. THE DEPARTMENT of Elementary Class- room Teachers of New Jersey an- nounces that further work on earlier studies, “Teachers Survey Themselves” and “Teacher’s Pet—the Dull-Normal,” is planned. A new committee on teach- ers organizations has recently been ap- pointed. A wicuiTa, KANSAS, school employed a novel method of education when an excursion on the “Rock Island Rocket,” streamlined train, was taken by 75 pu- pils. The trip to Enid, Oklahoma, grew out of the fact that in an enrolment of 425 children, 285 had never ridden on any kind of a train and 406 had never ridden on a streamlined train. In Enid, a tour was arranged by the Enid Cham. ber of Commerce and the youngsters were taken to various places of interest in the city. THE PROFESSIONAL OBLIGATION of each teacher in every department of the school to participate in the guidance functions of teaching was stressed at the annual meeting of the Pennsylvania State Edu. cation Association. UNDER THE INTRIGUING TITLE of “Tofa Samoa! Manuia! Soifua” [“Thank You, Samoa! Long Life! Good Health!”}], the January 1939 Hawau Educational Review describes a summer institute for Samoan teachers, conducted by three teachers from Hawaii under the sponsorship of the Frederic Duclos Barstow Founda- tion, interested in furthering education among the Samoans. Of the 64 Samoan teachers enrolled for the institute all ex- cept one were men. Their ages ranged from nineteen to about fifty-five. A RECREATION COMMITTEE of the Pasa- dena Teachers Association plans and promotes programs of interest to teachers such as a recent trip to a broadcasting studio, and for the athletically inclined, golf tournaments. CLASSROOM TEACHERS have recently been elected to the legislature in Indiana, Oklahoma, Minnesota, and California. News comes from the Philadelphia Teachers Association of a series of broadcasts by the Philadelphia Public Schools, which took place during Feb- ruary and March, four times weekly. Jewish, Italian, and Polish programs were a special feature. Glee clubs, instrumentalists, choirs, drama groups, and orchestras from sen- ior and junior highschools were heard thruout the two months. Discussions on “Your School News paper,” “Student Health,” “Schools Here and Elsewhere,” ‘‘Sensible School Clothes,” and “Forty-five Minutes for Lunch” were typical topics for the broad- casts. " THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION }-*) (enn ae TE a on ee ‘hr a wre ~~ w ~~ eS d rs 8 d, AMERICAN YOUTH Learn by Do ing E CIVILIAN CONSERVATION CORPS celebrates its sixth anniversary on April 6. Born of the depression in 1933, its major purposes at that time were to provide work for unemployed and out-of-school youth and to conserve the rapidly dwindling resources of our country. In June 1937, however, Congress ex- tended the Corps for a period of three years and a third purpose was added, that of providing general and vocational education for the members of the Corps. Furthermore, the law provides that ten hours each week may be devoted to edu- cation; and in addition, at the discretion of the Director, enrolees may be granted leave of absence from the Corps to at- tend an educational institution. That the CCC has succeeded in its first objective is attested by the fact that during the past six years more than 2,500,000 men have been provided with employment at constructive work under healthful surroundings. In the fiscal year, 1938, Over 450,000 men were en- rolled for some time in the organization and the average strength of the Corps during the period was 273,000 men. The enrolees were paid $102,400,000 and of this sum they allotted to their families about $72,260,000. It is the practice of most of the men to allot $25 to their homes, and studies indicate that the average member is helping to care for slightly more than four dependents. Thus the enrolees assisted directly in caring for an average of 1,365,000 persons during the year. The Civilian Conservation Corps has accomplished a tremendous amount of useful work in the conservation of nat- ural resources during the past five years. Experts in these fields state that the Corps has advanced the conservation program by twenty-five years, altho there still remains work to be done for many decades to come. Under the super- vision of such agencies as the Forestry Service, Soil Conservation Service, and the National and State Park Services, this work has been carried on chiefly in reforestation, forest protection and im- provement, soil conservation, wild life restoration, and the development and Howarn W. Orsty DIRECTOR OF CCC CAMP EDUCATION protection of national and state parks. Being a large, mobile, and disciplined force, the Corps has also been of great assistance in a large number of major and minor disasters, ranging from hurri- canes, floods, and fires, to the recovery of a lost child. In addition to being a relief and work agency, the CCC has been designated by Congress as an educational organiza- tion. Nor can the educational activities of the Corps be dissociated from its re- lief and work aspects. The enrolee is not a student, nor is the CCC a school in the traditional sense. Yet the Corps has pos- sibilities of influencing to a profound degree, the development of its members. The typical junior enrolee is a young man, barely twenty years of age, who left school when he was in the eighth grade. He has had little or no work ex- perience and has been bewildered and disheartened by his futile efforts to se- cure a job. A survey made in June 1938 indicated that 56 percent of the men came from rural areas and 44 percent from urban areas. The average man has had no vocational training nor has he received any vocational guidance. When this typical enrolee enters camp, he is subjected to a score of new in- fluences. Work, play, study, the routine and discipline of camp life, association with his fellows and with the super- visory personnel—all of these aid in his development. The whole of camp life, the twenty-four hours of the camp day are, in the best sense of the word, edu- cational, From the regular hours, outdoor life and good food, the enrolee gains a sound body and good habits of health and punctuality. In the daily routine of the camp, he learns cleanliness and neatness, and acquires respect for authority, good manners, and consideration for others. From his work he gains useful skills and information and the consciousness that he is able to carry a man’s share of work eight hours every day. From the fact that he is earning money and assist- VOLUME 28, NUMBER 4; APRIL 1939 ing in the support of his family, he gains selfrespect and a sense of responsibility for those who depend upon him. Travel, contact with the forces of nature, associa- tion with different types of people in various sections of the country have also played an important part in stimulating and developing the men. In addition to these intangible values which arise from the very nature of the camp situation, organized educational activities are provided during leisure time. The program is guidance-centered and is based upon the needs and interests of the men. The extent and kind of edu- cational activities, therefore, vary in each camp. Altho the average enrolee is twenty years of age, 3 percent are totally unable to read and write when enrolled and about 40 percent have not completed the eighth grade. More than two-thirds of the men have never received any voca- tional training and the majority have made no plans as to how they shall earn their living. One-fourth of the men never held any kind of a job before entering the CCC and of those who had been em- ployed, the average enrolee had been jobless for eight months prior to enter- ing the camps. During the past five years, since the organization of the educational program, 70,000 illiterate enrolees have been taught to read and write. More than three- quarters of a million have been enrolled in elementary, highschool, and college courses, and 8838 have obtained eighth- grade certificates; 2307 have graduated from highschool; and 52 have completed college. All of the men have, of course, secured work experience in the camps. The sixty major types of projects in which the CCC is engaged may be broken down into more than 300 jobs for training pur- poses. Most of these jobs are related to forestry, soil conservation, and park de- velopment. Others, such as cooking, clerical work, and truck driving are connected with the administration and [ rrr | maintenance of the camp. The fact that enrolees are working in these jobs for forty hours a week provides an unusual opportunity for vocational training. In most camps, instruction on the job dur- ing work hours is combined with courses in related subjects during leisure time. It is estimated that some 1,100,000 en- rolees have received vocational training of this kind. In addition to these job training ac- tivities, other vocational or pre-voca- tional courses which are not related to the camp jobs, are provided in the camps or in nearby trade schools for those en- rolees who are interested. About 1,000,- ooo men have taken such courses in the camps. There is a variety of other educational activities carried on. All companies, for example, provide instruction in health, first aid, and safety. In many camps, the officers, foremen, enrolees, and others who volunteer as instructors attend teacher training, foreman training, and leader training courses. Libraries are provided in each camp. Each month The CC: On February 1, 1939, Senator Elbert D. Thomas of Utah introduced a bill to make the CCC a permanent institution. The following, quoted from his remarks in the Senate at that time, is taken from the Congressional Record of the same date: S ONE WHO VISITED dozens of yA camps in the first year of their creation and who has been in- terested in the minutest details surround- ing CCC life, may I respectfully invite committee and floor amendments along some of the following lines: First, there is the matter of an educa- tion for the CCC boy. It is not a kind- ness to take a young man who had never finished the sixth or seventh school grade, remove him from a city in which he might with diligence obtain knowl- edge and credits from at least an eve- ning school, and, instead, place him in a forest or its equivalent, thus delaying this opportunity. Again I hasten to give credit to the CCC administrators for at- tending to this duty to the very best of [ 112 ] more than 7000 educational films are shown to the men. An unusual feature of the camp pro- gram is the emphasis placed on the in- formal types of education, such as arts and crafts, dramatics, music, and other hobbies. About 400,000 men have par- ticipated regularly in these informal ac- tivities. In summarizing the present status of the educational program, it may be said that 91 percent of the men participate in the organized educational activities. Fig- ures computed from the monthly reports indicate that the average enrolee who participated in the program spends four hours per week in these activities. With six years of successful experience behind it, the Corps is now well pre- pared to continue its dual program of work and education. By a happy com- bination, the CCC has aided in the con- servation of soil and of men. As time goes on, the Corps will provide a better balance between these two aspects of its work, the conservation of our natural resources and the conservation of youth. their abilities; for we must recognize that, to quote the Director’s annual re- port for 1938: More than half the states have made ar- rangements to award elementary-school or highschool certificates to qualified enrolees. One state, Montana, has designated each CCC camp as a technical highschool for the accrediting of vocational training and related work. Here, too, I must call attention to the practice in some of the camps, allowed under the law, of issuing certificates of proficiency when boys have finished cer- tain activities. These certificates have been in very deed, time and time again, an “open sesame” to a job. This is testi- mony to the work of the organization. It also is testimony to further oppor- tunity on a broader scale; for elsewhere in the report it is implied that the edu- cational level of our CCC boys is what I, as a former educator, would have to term very low. Of 257,697 juniors selected and ac- cepted in the CCC for the fiscal year 1937, it appears that 156,283, or 60.3 per- THE JOURNAL OF cent, had finished only the elementary school or less. I mean that 60 percent of our boys had finished only the first, second, third, fourth, fifth, sixth, seventh, or eighth grades. A figure of 53-87 percent, or a substantial improve. — ment, is reflected in the fiscal year 1938, yet the number was 136,711 out of 4) possible 253,776. This is a challenge to™ the CCC organization and a challenge 7 to Senators. More than half our CCG” boys will never get into highschool of its equivalent unless the CCC makes jt available to them. : I am not complaining. I am merely pointing out the fact that when we ™ turn to do what was done, so far as this” body of Congress was concerned, a year ago—making this institution a perma nent institution—we want to have so basis for its permanency. Shall: we reg the CCC upon the basts of education? Shall we rest it upon the basis of com servation? Shall we rest it upon the basi of military training, as was suggested moment ago by the Senator from Texat [| Mr. Connally|? Shall we find whati the real need and what is the key to this. need and place the CCC upon that basis? Personally, I believe that the greatest influence the CCC has is a human iff fluence, and that in doing that it gives™ to hundreds of thousands of our young ™ men an opportunity for some social ex) periences of which they have been de™ prived, because they never had the ops portunity to go to a highschool or a cok lege, to go into the Army or the Navyg or to do any work in which they are taught teamwork with other mety which, of course, is the very essence 6f any democratic principle. Therefore, inf the establishment of a permanent insté \ tution it might be well for us to think of the various bases upon which we wish to rest it and make that institution whataay the American public want it to become \ I recommend that studies be made and} careful means be developed to make education in the CCC a universal oppor tunity. The CCC may be in a position to struggle thru on its own initiative; M certainly it has made great strides. But if it needs our help in making the propef legislative pattern, it should have Perhaps Senators will find the War Dé partment should be relieved from if position as head schoolmaster to the boys, and the Commissioner of Edu tion given a more direct responsibilityg THE NATIONAL EDUCATION ASSOCIATION | + ? 5 ™ —_— ; ° 53 J edagogy thin Sictures 1—"T'd like to make a beat 2—Viewing a real job on display This unit is furnished thru the coopera- tion of the Santa Barbara, California, public schools. 3—Studying about woods used for boats 4—Checking all materials needed 5—Laying out patterns to scale - 6—Cutting stock to the patterns 7—Glueing up the bull 8—Finishing the hull 9—Painting below and above water line 10—Rigging the ship 11—The completed ship and launch fire you Gong to Rio with thee WFE-Q? So widespread has been the interest jp the 53-day Rotterdam Cruise to Rio de Janeiro in conjunction with the Eighth Biennial Conference of the WFEA, August 6-11, 1939, that a second ship, the Argentina, has been chartered for a 36-day cruise. For information, address WORLD FEDERATION OF EDUCATION ASSOCIATIONS 1201 sIxXTEENTH STREET NORTHWEST WASHINGTON, D. C. uTze as ae oh scenery The steamship Rotterd am me ee Top—The harbor of Rio de Janeiro. Photo by Albert W. scene in the market place. Center right, upper and lower; and Stevens, copyright National Geographic Society. Center, left, lower left—Scenes in South America from photographs fur- and upper—Two views in Caracas, Venezuela: the National nished by the Pan American Union, Washington, D. C.—The Pantheon, an old church made into a national shrine; and a Rotterdam offers a colorful, comfortable, fascinating trip. yn, ae a AT, Franklin’s Plan of Selfimprovement [From his famous Autobiography] t was about this time I conceived the bold and arduous project of arriving at moral perfection. I wished to live with- out committing any fault at any time; I would conquer all that cither natural inclination, custom, or company might lead me into. As I knew, or thought I knew, what was right and wrong, I did not see why I might not always do the one and avoid the other. But I soon found I had undertaken a task of more difficulty than I had imagined. While my care was employed in guarding against one fault, I was often surprised by another; habit took the advantage of inattention; inclination was sometimes too strong for reason. I concluded, at length, that the mere speculative con- viction that it was our interest to be completely virtuous was not sufficient to Working Out the Plan prevent our slipping; and that the con- trary habits must be broken, and good ones established, before we can have any dependence on a steady, uniform recti- tude of conduct. For this purpose I con- trived the following method. In the various enumerations of the moral virtues I found that different writers included more or fewer ideas under the same name. Temperance, for example, was by some confined to eat- ing and drinking, while by others it was extended to mean the moderating every other pleasure, appetite, inclination, or passion, bodily or mental. I proposed to myself, for the sake of clearness, to use rather more names, with fewer ideas annexed to each, than a few names with more ideas; and I included under thir- teen names all that at that time occurred to me as necessary or desirable, and an- nexed to each a short precept. The Virtues and Their Precepts [1] Temperance. Eat not to dullness; drink not to elevation. [2] Silence. Speak not but what may bene- fit others or yourself. [3] Order. Let all your things have their places; each activity its time. [4] Resolution. Resolve to perform what. you ought. Perform what you resolve. [5] Frugality. Make no expense but to do good to others or yourself. [6] Industry. Lose no time; be always em- ployed in something useful. [7] Sincerity. Think and speak justly. [8] Justice. Wrong none by doing injuries, Or omitting benefits that are your duty. [9] Moderation. Avoid extremes. Franklin's Plan of SELFIMPROVEMENT Arranged by Joy Ermer Moacan Editor, Journal of the. National Education PERSONAL| Association GROWTH LEAFLET NUMBER FORTY-TWO 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 Nationat Epucation AssociaATION Washington, D. C. [10] Cleanliness. Tolerate no uncleanli- ness in body, clothes, or habitation. [11] Tranquility. Be not disturbed at trifles, or at unavoidable accidents. [12] Chastity. Clean thoughts and whole- some activities lead to clean living. [13] Humility. Imitate Jesus and Socrates. One Virtue at a Time M: INTENTION being to acquire the habitude of all these virtues, I judged it would be well not to distract my attention by attempting the whole at once, but to fix it on one of them at a time; and, when I should be master of that, then to proceed to another, and so on, till I should have gone thru the thir- teen; and as the previous acquisition of some might facilitate the acquisition of certain others, I arranged them with that view, as they stand above. Temper- ance first, as it tends to procure that coolness and clearness of head, which is so necessary where constant vigilance was to be kept up, and guard main- tained against the unremitting attrac- tion of ancient habits, and the force of perpetual temptations. This being ac- quired and established, Silence would be more easy. This and the next, Order, I expected would allow me more time The Need for Daily Examination for attending to my project and my studies. Resolution, once become habit- ual, would keep me firm in my en- deavors; Frugality and Industry freeing me from my remaining debt, and pro- ducing affluence and independence, would make more easy the practice of Sincerity arid Justice, etc. Conceiving that daily examination would be neces- sary, I contrived the following method for conducting that examination. I made a little book, in which I al- lotted a page for each of the virtues. I ruled each page with red ink, so as to have seven columns, one for each day of the week. I crossed these columns with thirteen red lines, one for each of the virtues, on which line, and in its proper column I marked by a black spot every fault I found upon examination to have been committed respecting that virtue upon that day. Form of the Record Pages TEMPERANCE Eat not to dullness Drink not to elevation [Cleanliness | | | ol Tranquility | | | | | | | | Chastity BME VEE [Humility | | | | | [| | Phe Ee “Franklin's Plan of Selfimprovement” and other Personal Growth Leaflets listed above are now available on attractive India stock 3 x 5 inches. One cen ' 7 » ° , . ee oe fr ke ex 7a each in any quantity or combination. No orders for less than 25 copies. Cash to accompany orders for $1 or less, Order from the NEA, 1201 Sixteenth Street Northwest, Washington, D. C. One Week to Each Virtue DETERMINED to give a week’s strict attention to each of the virtues suc- cessively. Thus, in the first week, my great guard was to avoid even the least offense against Temperance, leaving the other virtues to their ordinary chance, only marking every evening the faults of the day. Thus, if in the first week I could keep my first line, marked Tem- perance, clear of spots, I supposed the habit of that virtue so much strength- ened, and its opposite weakened, that I might venture extending my attention to include the next, Silence, and for the following week keep both lines clear of spots. Proceeding thus to the last, I could go thru a course complete in thirteen weeks, and four courses in a year; till in the end, by a number of courses, I should be happy in viewing a clean book, after a thirteen weeks’ daily ex- amination. The Wisdom of the Ages y Hts my little book had for its motto these lines from Addison’s Cato: “Here will I hold. If there’s a power above us (and that there is, all nature cries aloud thru all her works), He must de- light in virtue; and that which He delights in must be happy.” And conceiving God to be the fountain of wisdom, I thought it right and necessary to solicit His assistance of obtaining it; to this end I formed the following little prayer, which was prefixed to my tables of examination, for daily use: ““O powerful Goodness! bountiful Father! merciful Guide! Increase in me that wisdom which discovers my truest interest. Strengthen my resolutions to per- form what that wisdom dictates: Accept my kind offices to thy other children as the only return in my power for thy con- tinual favors to me.” The Daily Program | HE PRECEPT of Order requiring that every part of my business should have its allotted time, one page in my little book contained the following scheme of employ- ment for the twenty-four hours of the day. MORNING 5 ) Rise, wash, and address powerful ; Goodness! Contrive Question. day’s business and What good take the resolution mat. & de of the day; prosecute this day? : the present study, 7 } and breakfast. FORENOON { 8-11} Work. 12 Read, look over my I accounts, and dine, AFTERNOON { 2-5 } Work. NOON [ 116 | EVENING 6 |} Put things in their Question. 7 | places. Supper. Mu- What good sic or diversion, or have I dong 8 | conversation. Exam- today? 9 } ination of the day. nicht = { 10-4} Sleep. The Art of Virtue [ WILL BE REMARKED that, though my scheme was not wholly without reli- gion, there was in it no mark of any of the distinguishing tenets of any particu- lar sect. I had purposely avoided them; for, being fully persuaded of the utility and excellency of my method, and that it might be serviceable to people in all religions, and intending some time or other to publish it, I would not have anything in it that should prejudice anyone, of any sect, against it. I pur- posed writing a little comment on each virtue, in which I would have shown the advantages of possessing it, and the mischiefs attending its opposite vice; and I should have called my book The Art of Virtue, because it would have shown the means and manner of ob- taining virtue, which would have dis- tinguished it from the mere exhorta- tion to be good, that does not instruct Forbidden Because Hurtful and indicate the means, but is like the apostle’s man of verbal charity, who only without showing to the naked and hungry how or where they might get clothes or victuals exhorted them to be fed and clothed. [James 2: 15, 16.] In this piece it was my design to explain and enforce this doctrine, that vicious actions are not hurtful because they are forbidden, but forbidden be- cause they are hurtful, the nature of man alone considered; that it was, therefore, everyone’s interest to be virtuous who wished to be happy in this world; and I should, from this circumstance, have endeavored to convince young persons that no qualities were so likely to make a poor man’s fortune as those of probity and integrity. [See Personal Growth Leaflet No. 1, “Your Life in the Mak- ing,” and No. 44, “The Tyranny of Bad Habits.” ] Humility Added to My List M: List of virtues contained at first but twelve; but a Quaker friend having kindly informed me that I was generally thought proud; that my pride showed itself frequently in conversa- tion; that I was not content with being in the right when discussing any point, but was overbearing, and rather inso- lent, of which he convinced me by men. tioning several instances; I determined to cure myself, if I could, of this vice or folly, and added Humility to my list, giving an extensive meaning to the word. I cannot boast of much success in acquiring the reality of this virtue, but I had a good deal with regard to the appearance of it. I made it a rule to forbear all direct contradiction to the sentiments of others, and all posi- tive assertion of my own. I even forhid myself the use of every word or expres- sion in the language that imported a Humility Gives Power fixed opinion, such as certainly, un- doubtedly, and I adopted, instead of them, I conceive, 1 apprehend, or I imagine a thing to be so or so; or it so appears to me at present. When another asserted something that I thought an error, I denied myself the pleasure of contradicting him abruptly; and in an- swering I began by observing that in certain cases his opinion would be right, but in the present case there appeared to me some difference. I soon found the advantage of this change in my manner; the conversations I engaged in went on more pleasantly. The way in which I proposed my opinions pro- cured them a readier reception and less contradiction; I had less mortifi- cation when found to be in the wrong, and I more easily prevailed with others to give up their mistakes and join with me when I happened to be in the right. Bre FRANKLIN, one of the most interesting men of history, was born in Boston January 17, 1706. At 8 years of age he was sent to school; at 10 taken out to assist his father; at 12 appren- ticed in his brother’s printing office. At 17 he ran away to Philadelphia. At 23 he became a publisher and at 26 began Poor Richard’s Almanac. That was in 1732, the year George Washington was born. Always a student and an inventor, he studied modern languages and ex- perimented with electricity. He became postmaster first of Philadelphia and in 1753 of the Colonies. He was much in London as agent for the Colonies. He began his famous Autobiography in 1771. He greatly aided the Revolution and helped negotiate the treaty in which it ended. He was a most influential member of the Convention that framed the Constitution of the United States. He died April 17, 1790. [Second printing. Total copies 252,250 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION —— From “‘All the Children,’’ Thirty-ninth Annual Report of the Superintendent of Schools, New York City SIXTY EDUCATIONAL BOOKS 04 1938 HIS LIsT is prepared annuaily for the American Library Association and THe Journat of the National Educa- tion Association, by the Education Department of the Enoch Pratt Free Library, Baltimore, with the cooperation of more than 300 specialists in various educational fields thruout the country. Some goo publications have been examined and hundreds of reviews scanned. From these the final selection has been made, on the basis of the scorings and comments of the cooperators who perform this valuable service each year. As usual, the following types of material were not included: Courses of study, highly specialized monographs of limited appeal, revised editions unless thoroly revised, and organiza- tion yearbooks and proceedings not devoted to a specific subject. There is a widespread feeling that all is not well with pro- gressive education in particular and the educational program in general. Bode and Dewey analyze the theoretical reasons, while such studies as the Learned report, the Regents’ Inquiry, and those of the American Youth Commission reveal unflatter- ing facts. Hopeful signs are the many selfcritical studies and curriculum improvement programs. The idea that the school is only one influence in the life of the child and that the school cannot advance far beyond community standards and ideals is having several effects. The whole child in all his relationships is being studied and the curriculum is built upon the con- cept of community living, with integrated rather than separate subject programs. The need for more adequate interpreta- VOLUME 28, NUMBER 4; APRIL 1939 tion of the meaning of the school in the community is recog- nized. Guidance and interpretation are the key ideas. Democ- racy is entering the classroom both in pupil-teacher and teacher- administration relationships. In the special subjects, there are more titles than usual in physical and health education (for teacher as well as student) and much needed books in business training. Reading con- tinues prominent but there is little in visual, art, nursery, or radio education. The American Association for Adult Education has con- tinued its Studies in the social significance of adult education in the United States which present on the whole an optimistic appraisal of the education activities of parent and drama groups, informal classes, men’s and women’s clubs, and the public library. The general summary and separate reports of the U. S. Advisory Committee on Education are extremely im- portant publications. The Cooperative Study of Secondary School Standards offers further attempts at evaluation. Outstanding revised editions are: Bovard and Cozens, Tests and measurements in physical education; Bennett, Occupations and vocational guidance; and Woodring and Sanford, Enriched teaching of mathematics in the junior and senior high school. Modern language teachers will welcome the second volume of Coleman’s An analytical bibliography of modern language teaching, 1932-1937. Buros continues his valuable service in the measurement field with The nineteen thirty-eight mental measurements yearbook of the School of Education, Rutgers University. The U. S. Office of Education has performed a [ 117 | valuable service in the Classified list of courses of study 1934- 1937, by B. E. Leary, which describes clearly and briefly some 1660 courses—with a subject index. Menefee and Cham- bers’ American youth is the first comprehensive survey and digest of the literature covering attitudes, employment, edu- cation, health, child labor, family life, leisure, citizenship, de- linquency, and many other phases of the youth problem. Rue’s A subject index to readers offers easy access to the contents of school readers for the teacher looking for material to use in specific units. Books especially recommended for teachers and smaller pub- lic libraries have been starred. Librarians will also be interested in Pettus, Subject headings in education because of its uptodate headings and full cross references. The definition of terms is a valuable feature. Mention should be made of the following books which ap- peared too late for adequate consideration: Curti, Child psy- chology; Kandel, Conflicting theories of education; Spencer, Fulcra of conflict; Strang, Problems in the improvement of reading in high school and college. Also valuable, tho too specialized for inclusion, are Ramsey, Educational work in museums of the United States; Laubach, Toward a literate world; and Kandel, Educational yearbook of the International Institute of Teachers college, Columbia University, which this year is devoted to rural education and rural society. All teachers and students of education who are doing inten- sive research in any subject should consult the complete list of titles appearing in School and Society for March 31, 1939, and the similar comprehensive annual lists in School and Society since 1927.—Marion E. Hawes and Rea J. STEELE. ASSP Principles, Philosophy, and Current Tre * BODE, B. H. Progressive education at the crossroads. 128p. 1938. New- son. $1. Without a clearly understood philos- ophy, progressive education can easily become merely a method. It could be the exponent of the democratic way of life if its avowed emphasis upon the oe were changed to a social deal and if its respect for personality were recognized as bringing the “com- mon man” into his own. Such is Bode’s diagnosis of the situation. He offers a program for reform. *cook, L. a. Community back- grounds of education; a textbook in educational sociology. 397p. 1938. McGraw. $3. A “first book” in school and com- munity relations, made concrete by well- selected case studies and personal ex- perience documents. Part I presents sev- eral types of communities and their educational implications; Part [I con- si _ the social forces shaping the child; Part III suggests the integration of od non school, and community. “A field in which Cook has no real rivals.” DEWEY, JOHN. Experience and edu- cation. 116p. 1938. Macmillan. $1.25. Believing that progressive education has too often been an “ism” rather than an education, the “father” of the movement examines the controversy be- tween traditional and progressive points of view to clarify the broader issues. He sees the need for continuity of ex- perience, for linking the present with the past, for the use of organized sub- ctmatter, and for distinguishing be- tween freedom and absence of control. EVERETT, SAMUEL, ed. The commu- nity school (Society for Curriculum Study, Committee on the Community School). 487p. 1938. Appleton-Cen- tury. $2.25. [ 118 | That schools which adapt their pro- gram to local needs and conditions can be active agencies for community bet terment is ably demonstrated in these studies. The actual operation of nine such programs in various types of areas, urban and rural, Indian and immigrant, is presented, together with an analysis of them by the editor and an introduc- tion on community learning by William H. Kilpatrick. JOHN DEWEY society. Educational freedom and democracy; second year- book; ed. by H. B. Alberty and B. H. Bode. 292p. 1938. Appleton-Century. $2.25. A changing world needs something more than a static education. Teachers must be free to teach about the world as it is, if children are to learn to think and act effectively. Teachers must also have a sense of social responsibility and an understanding of the meaning of democracy. What this freedom is, how far it exists and is understood and used at all levels in the educational system is expertly discussed. * NATIONAL EDUCATION ASSOCIATION. EDUCATIONAL POLICIES COMMISSION. The purposes of education in Amer- ican democracy. 154p. 1938. The As- sociation. 50¢. An excellent attempt to translate what the Commission is trying to do into con- crete terms for the classroom teacher and the layman. It vigorously states what the schools ought to accomplish in a democratic society, and describes some of the things which need to be done to realize these aims. The last chapter points to necessary administrative and other reforms. Administration and Supervision BARR, A. S., BURTON, W. H., and BRUECKNER, L. J. Supervision; prin- ciples and practices in the improve- ment of instruction. 981p. 1938. Ap- pleton-Century. $4. Cooperation is the keynote in super- vision today and emphasis is upon lead- ership rather than upon authority. In its greatly extended scope, the new def- inition centers in the teacher-learning situation. The objectives of ediivation, the curriculum itself, the interests and attitudes of pupils, and the evaluation of the effectiveness of supervision find a place in this “‘most complete treat- ment of supervision available.” BRIGGS, T. H. Improving instruction: supervision by principals of secondary schools. 587p. 1938. Macmillan. $3.50. Viewing supervision as leadership— the duty of every principal to help “teachers grow in professional effective- ness’’—the author peter the meaning of supervision and its organization and purpose, with emphasis on principles rather than devices and technics. A simply written account, especially good for beginners. MOEHLMAN, A. B. Social interpre- tations; principles and practices of community and public-school inter- pretation. 485p. 1938. Appleton-Cen- tury. $3. The success of the school depends efficiently it serves commu- and how well its purposes and results are understood by the man in the street. This point of view and the educational policies growing out of it are sketched as a background for placing the whole school personnel in its proper relation to society. Later chapters discuss interpreting relation- ships with other community agencies. Presents a fresh and practical approach for the alert administrator. upon how nity needs * NATIONAL EDUCATION ASSOCIATION. EDUCATIONAL POLICIES COMMISSION. The structure and administration of education in American democracy, by G. D. Strayer and others. 128p. 1938. The Association. 50¢. The “growing economic and socio-cul tural unity of this nation’’ makes fed eral aid mecessary in order to help equalize educational opportunities for all. The Commission, however, points out that control must be left to the states and local units. They also set forth trends in the structure and scope of the public-school system today. NEW YORK [STATE] REGENTS’ IN- QUIRY INTO THE CHARACTER AND COST OF PUBLIC EDUCATION IN THE STATI OF NEW YoRK. 1938. McGraw. An exhaustive two-year survey of the present problems and conditions in the New York school system to “serve as the basis for a comprehensive recon sideration of the educational needs and policies.”” The study was made by a Soenpedinit staff of educators of national note. Their recommendations constitute a significant program suited to present and future needs in any state. Among the several volumes covering personnel, school visual, radio, citizenship, adult, secondary, elementary, and health education, as well as community rela- tions, the following deserve special men- tion: Reeves, Fansler, and Houle, Adult Education (171p. $2) and Judd, Pre paration of School Personnel (151p $1.50). Both educators and laymen should read the general summary by L. H. Gulick, Education for American Life (167p. $2) which presents in clear and forceful English the basic prob lems and suggested changes. costs, Educational Research NATIONAL SOCIETY FOR THE STUDY oF EDUCATION. The scientific method in education; thirty-seventh yearbook, Pt. II. 529p. 1938. Public-School. $4; $3 paper. Specialists here describe the concrete results of the scientific study of educa tional problems, with emphasis upon the influence of research on changes in edu cational practice in the last generation Section I deals with research in particu lar fields: administration, training of teachers, curriculum, etc; Section II, with the methods and technics of such inquiry. History * NoBLE, s. G. A history of Amer- ican education. 440p. 1938. Farrar. $2.50. A new kind of history based on the idea that education is a lifelong “proc. ess of social and individual develop- ment, conditioned by environmentl forces both within and without the schools.’” The author therefore empha. sizes the economic, political, and social trends and movements which have ip- fluenced education. An attractive and readable book because of format as well] as content. Interesting illustrations and well-documented. Child Psychology STRANG, RUTH. An introduction to child study. Rev. ed. 681p. 1938, Macmillan. $3. This ‘‘applied psychology of child- hood”’ presents a nontechnical treatment of development, learning, special prob- lems, and methods of study and guid- ance for each age period from birth to adolescence. A useful handbook for par- ents and teachers who wish research studies translated into practical terms, \ large proportion of these research studies have been made since the last edition was published in 1930. Youth Studies * AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS. Youth education to- day; sixteenth yearbook. 5ogp. 1938. The Association. $2. Not a commentary on the existing economic order, but a study of youth in perspective and a forward-looking pro- gram planned to “stimulate educational leaders to re-examine and reorganize co- operatively for more effective work among the agencies that contribute to the upbuilding of youth.”” The appendix lists private and governmental organi- zations with leisuretime services for youth and outlines the purposes and activities of other youth-serving organi- zations. BELL, H. M. Youth tell their story; a study of the conditions and _atti- tudes of young people in Maryland between the ages of 16 and 24, con- ducted for the American Youth Com- mission. 273p. 1938. American Coun- $1.50. Thirteen thousand five resentative youth speak for their gen eration, revealing their problems at home, at school, at work, at play, and at church Phey identify their most pressing needs as economic security, equality of educational opportunity, and provision for recreation, challenging educators and social workers to coordi nate their efforts in developing pro- grams which will meet these needs. cil on Education. hundred rep- BETTY and LINDLEY, E. K. A new deal for youth: the story of the National Youth Administration. 315p. 1938. Viking. $3. A full picture of human interest stories and statistics describing what the NYA is doing, calculating its cost and its returns. Shows clearly the inequality of educational opportunities, the need for more funds put to better use in “developing the kind of education youth recognizes as serviceable for them.” Altho this experimental program is de- veloping ‘‘outside the framework of edu- cation,” it has much to offer those in- terested in curriculum revision. LINDLEY, Educational Psychology FREDERICK, R. W., RAGSDALE, C. E., and SALISBURY, RACHEL. Directing learning. 527p. 1938. Appleton-Cen- tury. $2.75. “Study, not teaching, is the focal point of the modern classroom” and the keynote of this comprehensive treat- ment of classroom procedure. The au- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION era aE ee ah RAE +. ae thors have broken away from the “reci- tation-learning concept of teaching”’ and centered their attention on problem- solving. Many illustrations and sugges- tions for technic make the book prac- tical. * prRESCOTT, D. A. Emotion and the educative process; a report of the Committee on the Relation of Emo- tion to the Educative Process of the American Council on Education. 323p. 1938. American Council on Education. $1.50. An intensely interesting and thought- provoking book, challenging educators to broaden their thinking about prob- lems of personality adjustment. This study examines the role of “effective behavior” on personality and the edu- cational process, and surveys and eval- uates the experimental work done in the feld of emotions, relating it to the pro- gram of the school. SANDIFORD, PETER. Foundations of educational psychology; nature's gifts to man. 464p. 1938. Longmans. $3.25. Presents objectively the more inter- esting problems raised by modern re- search as well as fundamental principles of educational psychology: heredity, en vironment, behavior, individual differ ences, and the nature and measurement of intelligence and personality. To be followed later by a volume dealing with the psychology of learning Tests and Measurements puROS, 0. K. ed. The nineteen thirty- cight mental measurements yearbook of the School of Education, Rutgers University. 415p. 1938. Rutgers Uni- versity Press. $3. An extremely useful and valuable ref- erence book, well planned to include a vast amount of information otherwise scattered or entirely lacking. Provides for the first time critical analyses of tests by giving “frankly evaluative re- views by able test technicians” and spe- cialists as well as full particulars on test construction, validation, and use. The bibliography of books on measure ment, statistical methods, and research methodology will be of real value. LINDQUIST, E. F. A first course in statistics, their use and interpretation in education and psychology; and Study manual. 226p; 122p. 1938. Houghton. $2.25; 80¢ manual. This text with its accompanying Study Manual is a departure from the usual method of teaching statistics. Us- ing the Socratic method of approach, the student is led by a series of ques tions to work out for himself significant underlying meanings rather than to rely on memorization. Use, rather than me chanics, of statistics is stressed in order to develop a critical attitude in the in- terpretation of test results. Special Education FRAMPTON, M. E. and ROWELL, H. G. eds. Education of the handicapped; vol. 1, History. 260p. 1938. World Book. $2.40. Reveals “the growth, thru the ages, of the care and education of the handi- capped, with stress upon those things in the past which have influenced the pres- ent or may influence the future.”’ Handicapped here includes those who deviate physically, mentally, or socially from the normal. A future volume will liscuss the philosophy underlying their education. School Libraries _ FARGO, L. F. Activity book for school libraries. 208p. 1938. American Li- brary Association. $2.50. Hundreds of practical ideas for pur- poseful activities centering in or hing- ing upon the use of the library have been culled from books, periodicals, pamphlets, and the like, and grouped according to suitability for auditorium and assembly, curriculum subject activ- ities, library clubs and committees, stim- ulation of reading, contests, and pub- licity. Chapter bibliographies and an index add to the usefulness of the book. Teachers and Teacher Training * NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF CLASSROOM TEACHERS. Fit to teach: a study of the health problems of teachers; ninth yearbook. 276p. 1938. The Department. $1. A study for teachers, by teachers, about teachers’ physical and mental health, including information from ear- lier studies and data from recent ques- tionnaires. Covers personal health prac- tices, the effect of factors inside and outside the school, and what communi- ties and professional organizations are doing. A surprisingly readable report, replete with constructive suggestions, tho some of the statistical data may be questioned. Curriculum and Methods of Teaching * HORRALL, A. H. and others. Let's go to school; integrative experiences in a public elementary school. 434p. 1938. McGraw. $3. Proving that a good school is made “not by books, bricks, and gadgets but by the intelligence, imagination, and courage of its teachers,”’ this readable account of the change from traditional to progressive practice under the limita- tions of an average public-school system is both inspirational and practical. Pho- tographs, narratives, and samples of pu- pils’ work enliven the text, and three units are described in detail. MOSSMAN, L. Cc. The activity con- cept; an interpretation. 197p. 1938. Macmillan. $1.50. A teaching-learning method which helps pupils find the way to welcome the adventure of living in the midst of change—this is the imperativ= of mod- ern education. Mrs. Mossman believes the activity method is the answer. She interprets concisely and sanely both the basic principles and practical applica- tions of the activity concept, with atten- tion to its historical evolution. * simon, H. w. Preface to teaching; with a foreword by Abraham Flexner. g8p. 1938. Oxford. $1.50. Teaching—‘‘what the job is” and “how to do it.”” In a book as forceful and compact as these section headings indicate, the author gives sane advice to the beginner which may well be pon- dered and applied by the experienced teacher. The style and language are un- academic, even entertaining Preschool, Kindergarten, and Elementary Schools * HOCKETT, J. A. and JACOBSEN, Er. w. Modern practices in the ele- mentary school. 346p. 1938. Ginn. $2.60. Questions and problems raised by teachers themselves have in general de- termined the scope of this book. It suggests the modern, organic approach in discussing “‘organizing the class for living and learning,’’ units of work, managing the daily program, meeting individual needs, and other specific problems. An unusually readable and very helpful book. * MCKOWN, H. Cc. Activities in the elementary school. 473p. 1938. Mc- Graw. $3. A helpful reference tool for teacher or principal who must originate, super- vise, and evaluate many activities for- merly termed extracurriculum. Assem- VOLUME 28, NUMBER 4; APRIL 1939 WATS: FIs List IS USED { 1} Individual teachers use it to discover the professional books which they should examine, read, or buy. 2 } Instructors in teachers colleges refer their students to these {7 to encourage wide reading. {3 Persons in charge of professional libraries for teachers and students use it as a checklist in making up purchase orders. { 4} Librarians in public libraries use it as a buying list for their teachers’ reading room. { 5 } Librarians in forei countries use it to keep in contact with educational writings in this country. { 6 } Directors of extension courses for teachers study these lists to discover material for reading courses. { 7} Editors use it to seek new ideas for their magazines. Sy bly programs, homeroom activities, clubs, trips, publications, campaigns, music, dramatics, and physical recrea- tion are included in its scope. REED, H. B. Psychology of elemen- tary school subjects. Rev. ed. 582p. 1938. Ginn. $2.40. This revised edition, necessitated by the changing points of view in psychol- ogy in the past ten years, has been largely rewritten, with changes in the- ory as well as content. Greater emphasis has been placed on “organization, mo- tivation, and individual differences,” in keeping with the view that education should ‘“‘develop the individual so that he may take his place in the world.” Practical applications for teachers are given, and chapters have been added on science and health. * UPDEGRAFF, RUTH and _ others. Practice in preschool education. 408p. 1938. McGraw. $3. A narrative, descriptive presentation of the day-by-day activities of the Iowa Preschool Laboratories, where educa- tion is considered a vital preparation for and part of effective living. Theory, principles, and methods are interwoven as integral parts of this realistic and readable account. Helpful material in the appendix includes the list of phono- graph records used and a bibliography for nature study. WRIGHTSTONE, J. w. Appraisal of newer elementary school practices. 221p. 1938. Teachers College, Colum- bia University. $2.25. The purposes of this study are “[1] the survey and analysis of trends in experimental and conventional elemen- tary schools, [2] the construction of new instruments of evaluation, and [3] the application of the newly constructed as well as conventional instruments to matched pupils in experimental and con- ventional types of curriculum pro- grams.’’ Altho the historical survey is interesting, this book is particularly valuable because of the instruments of evaluation developed and the author's interpretation of the objectives of ele- mentary education. Secondary Education * pouGLass, A. A. Modern secondary education: principles and practices (a revision of Secondary Education). 782p. 1938. Houghton. $3. A thoroly revised edition of a stand- ard basic text, with emphasis on the youth problem. Discusses the social pur- pose of education, the importance of health, guidance, and the development of character and personality. Less space is given to the history of secondary education and more to the curriculum in terms of “learning experiences and desired outcomes, rather than of sub- jectmatter.”’ LANGFITT, R. E. The daily schedule and high school organization. 339p. 1938. Macmillan. $2.50. Because much of the best material on schedule-making is “scattered thru many books, magazine articles, special inves- tigations, and other publications not readily available’ this is a welcome volume. It summarizes a variety of technics and procedures and discusses teaching load, curriculum offerings, and guidance in relation to schedule-con- struction. LOGASA, HANNAH. The study hall in junior and senior high schools, 1gop. 1938. Macmillan. $2. The advantages and disadvantages of several types of study halls are given and plans for their control, organiza- tion, and equipment. In addition to the study hall itself the author considers pupil behavior and methods of improv- ing study. A compact and realistic treat- ment of a neglected problem. Reading and Languages * COLE, LUELLA. The improvement of reading; with special reference to remedial instruction. 350p. 1938. Farrar. $1.75. Consideration is given to the prob- lems of speed, comprehension, vocabu- lary, eyesight, interest, and reading readiness as contributing factors in the training of good readers and the im- provement of poor ones. Procedures and materials used in remedial treatment are described in detail. Chapter sum- maries and bibliographies add to the book’s usefulness. * NATIONAL EDUCATION ASSOCIATION. DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS. Newer practises in read- ing in the elementary school (Bul. vol. 17, no. 7). p229-704. 1938. The Department. $2. Reflects the viewpoints of the fifty authors and combines the results of re- search and critical thinking by special- ists, with firsthand experiences of prin- cipals and teachers in the supervision and teaching of reading. The essential elements of an adequate reading pro- gram are outlined in chapter I, and various phases of such a program are treated in subsequent chapters. ROSENBLATT, L. M. Literature as ex- ploration. A publication of the Com- mission on Human Relations, Pro- gressive Education Association. 340p. 1938. Appleton-Century. $2.25. “How can the experience and study of literature foster a sounder under- standing of life and nourish the devel- opment of balanced, humane personal- ities?” From her wide experience and study of literature, sociology, and an- thropology, Dr. Rosenblatt has written a lucid and convincing answer which has relevance not only for teachers of literature but “for any teacher who seeks to illuminate human experiences.” Mathematics and Science a MILLER, D. F. and BLAYDES, G. W. Methods and materials for teaching biological sciences; a text and source- [ 119 | book for teachers in training and in service. 427p. 1938. McGraw. $3.50. A wellorganized textbook for teach- ers of elementary biology from junior highschool to junior college. Essentially practical, it encourages turning from too much textbook teaching to more gen- eral use of other materials and tells how to obtain and prepare such mate- rials. It suggests their uses in the class- room, and fosters “the use of the prob- lem and project method.” * MORTON, R. L. Teaching arithmetic in the elementary school; Vol. 2, Intermediate grades. 538p. 1938. Sil- ver. $2.72. By recognizing the importance of un- derstanding the meaning of arithmetic and by combining this method of study with that of learning by drill, the au- thor has written a helpful and stimu- lating book for progressive teachers of arithmetic for grades 4, 5, and 6. Part of its value lies in its detailed treat- ment of processes, with illustrative prac- tices, and review questions. PROGRESSIVE EDUCATION ASSOCIA- TION. COMMISSION ON SECONDARY- SCHOOL CURRICULUM. Science in gen- eral education: suggestions for science teachers in secondary schools and the lower division of colleges. 591p. 1938. Appleton-Century. $3. This orientation of science to the gen- eral field of education and to the prob- lems of living makes interesting col- lateral reading for science teachers. It shows how, thru science, to meet the needs of adolescents in the basic aspects of living, and in personal, social and economic relationships. Appendices con- tain practical illustrative material. Social Studies KREY, A. c. A regional program for the social studies. 140p. 1938. Mac- millan. $1.25. Insists upon a “thoro preliminary survey of a community for building any curriculum” and emphasizes the im- portance of classroom teaching as the ‘final determining factor in the success or failure of any program.”’ Altho written from the “‘subject-content view- point,’ describing a social science pro- gram for an agricultural region, this study is well worth the careful attention of all interested in curriculum construc- tion, NATIONAL COUNCIL FOR THE SOCIAL stuptes. Utilization of community re- sources in the social studies; ninth vearbook. 229p. 1938. The Council. $2.30; $2 paper. A practical yearbook in its emphasis on the community in teaching the social studies. Many actual examples of ex- cursions, exploring local history, build- ing public opinion, and making com- munity surveys show how teachers are developing technics in the use of com- munity resources, thus putting theory into practice. Business, Industrial, and Vocational Education EASTERN COMMERCIAL TEACHERS’ ASSOCIATION. Modernizing business education; eleventh yearbook. 4o9p. 1938. The Association, 1200 Walnut St., Philadelphia, Pa. $2.50. The development of desirable personal traits in business pupils, their educa- tion as intelligent consumers, and pro- vision for individual differences in in- struction are three of the vital problems considered in this study of the relation between economic and social adjust- ments in the field of business and *hanging philosophies in education. * LEE, E. a. ed. Objectives and prob- lems of vocational education. 2nd ed. 476p. 1938. McGraw. $3.50. [ 120 | Changes in social and economic con- ditions since 1928 and increased inter- est in vocational education and prob- lems of youth adjustment have neces- sitated revision of this important sym- posium. Some chapters have been com- pletely rewritten and all have been brought uptodate and expanded where statistical information and new legis- lation are involved: * sTRUCK, F. T. Creative teaching; industrial art and vocational educa- tion. 623p. 1938. Wiley. $3.50. Primarily useful as a textbook in principles, procedures, and technics for prospective teachers of industrial arts and vocational education, or as an aid to teachers actively engaged in that field. However, the fundamental princi- ples of classroom organization, motiva- tion of learning, lesson planning, teach- ing methods, integration, etc., may be adapted equally well to any _ school subject. Guidance and Personnel Service NATIONAL SOCIETY FOR THE STUDY OF EDUCATION. Guidance in educa- tional institutions; thirty-seventh year- book, Pt. 1. 313p. 1938. Public-School. $2.50; $1.75 paper. The aim of the committee preparing this yearbook has been to define guid- ance as an integral part of every phase of education, to describe its pro- cedures, and to present the latest tech- nics and methods essential to an effec- tive program. Critical appraisal of de- velopments is not lacking. * PATERSON, D. G., SCHNEIDER, G. G., and WILLIAMSON, E. G. Student guid- ance techniques; a handbook for coun- selors in high schools and colleges. 316p. 1938. McGraw. $3. Considering the lack of technically- trained workers an obstacle in the de- velopment of effective personnel pro- grams, the authors have produced a valuable handbook for administrators, teachers, and students in training. They discuss diagnostic technics and the treatment of educational and vocational problems. A considerable portion of the book is devoted to the description, reliability, and validity of a selected list of tests. Health and Physical Education CASSIDY, ROSALIND. New directions in physical education for the adoles- cent girl in high school and college; a guide for teachers in cooperative curriculum § revision. 231p. 1938. Barnes, A. S. $2.50. A “penetrating, realistic discussion”’ of the physical education curriculum based on an organismic viewpoint. Opening with a study of the American adolescent girl and her needs, the au- thor proceeds with plans for coopera- tive curriculum revision designed for use in round-table discussions with teachers. Considers the newer educa- tional theories necessary for any intel- ligent redirection of the physical educa- tion program. * CONRAD, H. L. and MEISTER, J. F. Teaching procedures in health edu- cation. 160p. 1938. Saunders. $1.75. Because “health practice lags consid- erably behind the realization of health knowledge,”’ the authors feel that our health instruction, especially in second- ary schools, needs scrutinizing. They have presented a real teaching aid with emphasis on “learning-by-doing’’ tech- nics. The importance of lesson planning, selection of subjectmatter, and use of visual aids is stressed. *ryaN, w. c. .Mental health through education. 315p. 1938. Com- monwealth Fund. $1.50. The author attempts to answer the question “How does educational prac- tice today ... square with what is known of mental hygiene?” and shows that in many respects there are serious discrepancies. e finds outstanding progress in nursery schools and parent education with greatest complaints in the fields of administration and teach- ers’ attitudes. The constructive criticism offered and the suggestive ‘“‘next steps” to be taken should be a challenge to all teachers. Rural Education * WorForD, K. v. Modern education in the small rural school. 582p. 1938. Macmillan. $2.75. In spite of the consolidation move- ment, 43.8 percent of American chil- dren still attend one- and two-room schools. Their teachers, whether begin- ners or veterans, will find help here in solving the problems peculiar to the rural school. Appendices suggest plans for grouping pupils, for daily programs, record forms, equipment, sources of in- expensive supplies, etc. Higher Education EVENDEN, E.S. and others. Stand- ards for college buildings. 226p. 1938. Teachers College, Columbia Univer- sity. $2.25. The most comprehensive volume on objective standards for college buildings in print, representing the composite judgment of nearly three hundred per- sons familiar with different phases of the problem. It covers site, buildings, service systems, instruction, and other units. A supplement is devoted to stand- ards for normal schools and teachers colleges. HAND, H. c. ed. Campus activities. 357p. 1938. McGraw. $3. Dedicated “‘to all student leaders and faculty advisers who would make the campus a laboratory of democracy,” this volume embodies the findings concerning extracurriculum activities in more than 250 colleges. The surveys by which this information was obtained were con- ducted and reported by members of a seminar for student leaders at Stanford University. HOLLIs, E. Vv. Philanthropic founda- tions and higher education. 365p. 1938. Columbia University Press. $3.50. A significant, if somewhat cautious, study of the history, policies, activities, and organization of some one hundred foundations. In analyzing the type of undertaking in higher: education to which support has been given, the au thor brings out their direct or indirect importance in determining policies in Some institutions. * LEARNED, wW. Ss. and woop, B. D. The student and his knowledge (Bul. no. 29). 406p. 1938. Carnegie Foun- dation. Free. A highly significant report on a Penn- sylvania project occupying ten years. It involved the examination of 26,000 high- school seniors and compared the learn- ing achievements of secondary-school pupils and college students. The study shows how discouraging are the results of present credit standards and marking systems. The report proposes abandon- ing them and reorganizing the curricu- lum for a better understanding of stu- dent needs, interests, aptitudes, and personal endowments. LLOYD-JONES, ESTHER and sMITH, M. R. A student personnel program for higher education. 322p. 1938. McGraw. $2.75. The total personnel programs: Its scope, organization, and functions. The interrelation of emotional, social, and physical aspects of the problem are rec ognized by discussing the selection and admission of students, their orientation and introduction into the social pro- gram as well as their health, extra curriculum activities, and vocational guidance. Adult Education * CHANCELLOR, JOHN, TOMPKINS, p., and Mepway, H. J. Helping the reader toward self-education, IlIp 1938. American Library Association, $1.25. : While written by librarians for libra- rians who would give the reader guid. ance, this clear and simply written jy troduction to the field will be valuable as well for other adult educators and counselors There is a brief and prac tical sketch of day-to-day practice, suy gestions for understanding the reade; and for judging readability, and a de. sign for reading for the hbrarian, * OVERSTREET, H. A. and ovgr- STREET, B. W. Town meeting comes to town. 268p. 1938. Harper. $2.50, The Town Hall in New York is g unique American institution, founded on truly democratic principles to en. courage thinking and speaking on all sides of our common problems. Its latest and perhaps most significant feature js the “Town Meeting of the Air” reach- ing untold numbers of radio listeners This is a spirited account of the birth of this last idea, a history of the insti- tution, and an evaluation of its results, There is much on the technic of manag. ing adult groups. ADDRESSES OF PUBLISHERS MENTIONED American Council on Education, 744 Jackson Pl. N. W., Washington, D. C. American Library Association, 520 N. Michigan Ave., Chicago, Ill. D. Appleton-Century Co., Inc., 35 W. 32nd St., New York City A. S. Barnes & Co., 67 W. 44th St. New York City Carnegie Foundation for the Advance- ment of Teaching, 522 Fifth Ave., New York City Columbia University Press, Broadway, New York City Commonwealth Fund, Division of Publications, 41 E. 57th St., New York City Eastern Commercial Teachers’ Asso- ciation, Walnut St., Phila- delphia, Pa. Farrar & Rinehart, Inc., Ave., New York City Ginn and Co., 15 Ashburton Pl., Boston, Mass Harper & Brothers, 49 E. New York City Houghton Mifflin Co., 2 Boston, Mass. Longmans, Green & Co., 114 Fifth Ave., New York City McGraw-Hill Book Co., Inc., 330 W. 42nd St., New York City Macmillan Co., 60 Fifth Ave., New York City National Council for Social Studies, Harvard Univ., Cambridge, Mass. National Education Association, 1201 16th St. N. W., Washington, D. C. Newson & Co., 72 Fifth Ave., New York City Oxford University Press, 114 Ave., New York City Public-School Publishing Co., 500- 513 N. East St., Bloomington, Ill. Rutgers University Press, New Bruns- wick, N. J. W. B. Saunders Co., W. Washington Sq., Philadelphia, Pa. Silver, Burdett & Co., Everett Bldg., 45 E. 17th St., New York City Teachers College, Columbia Univ., 525 W. 120th St., New York City Viking Press, Inc., 18 E. 48th St, New York City John Wiley and Sons, Inc., 440 Fourth Ave., New York City World Book Co., 313 Park Hill Ave., Yonkers-on-Hudson, New York City 2960 1200 232 Madison 33rd St., Park St. Fifth THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION cl: ac iti bi of W st Cl How St. Louis Schools Serve Theixc BRIGHT PUPILS MATA V. BEAR Assistant, Division of Tests and Measurements, St. Louis Board of Education has not followed the trend to separate bright pupils T. LOUIS into special schools or classes. In- stead, the city’s public schools have oper- ated on the theory that the capacity for leadership and social service of such pupils can be developed best by keeping them with others of the same age and grade. The exceptional child, it is held, should be trained to work with and for his less gifted classmates. Separation will not train him properly for life. This plan, obviously, puts on each classroom teacher the responsibility of adapting instruction to the varying abil- ities of her pupils. A heavy responsi- bility, perhaps! And yet those in charge of the St. Louis school system have al- ways held that the knowledge and skill for dealing with individual differences should be an essential part of the mod- ern teacher’s professional equipment. To weigh this theory by actual class- room practice, a study of specific cases was made last year. Results are described in detail in the annual report of Superin- tendent of Instruction Henry J. Gerling. In the spring of 1938 the Division of Tests and Measurements invited teach- ers to send illustrative case descriptions to the board of education office for study. Replies were received from 283 elementary-school teachers and 46 high- school teachers. Of these, the 254 replies received from teachers of white elemen- tary schools relating to bright children of general ability were selected as the largest and most typical group for de- tailed analysis. They came from more than 50 percent of the city’s schools and represented practically all of its geo- graphic sections and types of social en- vironment. The Division felt justified, therefore, in accepting this sampling as representative of the school system as a whole. It seemed clear, also, from cases examined, that methods of dealing with bright pupils in highschools and schools for Negroes were similar to those em- ployed in white elementary schools. “Teachers listed more than 200 different activi- ties which they had em- ployed to meet the needs of these exceptionally bright pupils,” the report says. “The variety of ac- tivities was greater for the boys than for the girls. For both, how- ever, the activities enumerated were wide enough in scope and different enough in kind to show that teachers are indi- vidualizing their efforts very thoroly to meet the needs of these pupils.” In general, they can be described as activities which the bright child, under the direction of the teacher, initiated and led, but in which other pupils shared. Examples are: Writing an original play for school use; making an enlargement of map for the convenience of the class; keeping a scrapbook of modern scien- tists; collecting science specimens for class use. Teachers tactfully encourage the selection of bright pupils as chair- men of committees, editors of school papers, or leaders in other activities be- cause as exceptionally intelligent adults these same pupils will have the respon- sibility of leadership thruout life. The report gives a complete account of three typical cases. One tells of a twelve-year-old boy, in the eighth grade, with an intelligence quotient of 142, who in addition to high general ability had a special talent for drawing. Without al- lowing him to think of himself as un- usual, his teacher found many ways of helping him to develop his capacities. She encouraged him to make black- board illustrations for science classes, sketch costumes and scenery for a play, give drawing demonstrations, enter poster contests, lead class discussions, and take important parts in school dramatics. The subject of the second case is a ten- year-old boy, in the fourth grade, with an intelligence quotient of 137, who sup- plemented his work in science with spe- cial exhibit pictures, his work in history VOLUME 28, NUMBER 43 APRIL 1939 Courtesy, Pittsburgh Public Schools with a report on Andrew Carnegie and the Palace of Peace, and the like. He also wrote an original play and was a leader of teams in gymnasium stunts. A girl of twelve, with an intelligence quotient of 143, in the eighth grade, was selected for the third illustration. She wrote a series of book reviews and con- ducted make-believe radio broadcasts in which other pupils participated. She rigged up a laboratory in her home and reported her experiments to the science class. She was a leader of a reading club. Of the cases reported by white ele- mentary schools, 143 were girls; 111, boys. The median intelligence quotient was 127 for the girls and 129 for the boys. The median age of the girls was 9.8 years; of the boys, 10.8 years. The me- dian placement for the girls was fifth grade, second month; for the boys, fifth grade, fifth month. It appears, therefore, that the girls have been promoted faster than the boys, altho it is important to note that neither girls nor boys have been promoted so rapidly that they were rushed into high- school without the necessary emotional maturity. The success of the bright girls is, how- ever, an interesting sidelight of the study because not only were they promoted more rapidly than the boys (in spite of the fact that their median 19 was two points lower) but a larger number of them were selected by teachers for case descriptions, altho a summarization of intelligence quotients for all children in the school system shows an equal num- ber of superior boys and girls. This con- firms the recognized fact that bright girls fare better in school than bright boys. [ 121 | * *« * EBLEMENTARY-SCRIOOL SERVICE = « »« Too Fast for Me! I’m trying to write a poem About the cheerful spring. I’ve thought of the bees and birds, But I can’t make up a thing. lve thought and thought and thought! I’ve thought of a long-necked giraffe, A donkey and a horse... . And many other things, But I’m slowly getting worse. Teacher has just told us That ideas are floating in the air. But I can’t seem to catch them Or find one anywhere! —Boy, 4A —From “Rainbow Roads,” a collection of poems written by the teachers and chil- dren of the Bakersfield, California, schools, Lawrence E. Chenoweth, superintendent. From California—The schools of Cali- fornia are noted for their vitality and pioneering spirit. Many teachers will plan to visit these schools in connection with the San Francisco convention. Con- tributions on this page have been gath- ered thru the courtesy of Helen Heffer- nan, chief of the Division of Elementary Education and Rural Schools, California State Department of Education. Other states are invited to contribute to the JourNnaL Service pages. G. E. Men Chase the Outlaws—Is your schoolroom invaded by enemies of Good English? Then call out the G. E. Men to protect the country of Speechland! Fourth-graders used this game to bring their English lessons to life. They grouped the most common enemies of English in one Outlaw Family. The name of each character and his picture, were put on a card. Here are some: Old Man Ain’t Sister Seen Brother Et and Baby Wanna Lemme and Gimme (lazy twins) Aunt Whatcha and Uncle Willya Grandma Yeah and Grandpa Huh Everyone in the room is a G. E. Man. Any time an Outlaw is heard, some alert officer will catch him by placing the Outlaw’s card on the offender’s desk where it remains until someone else for- gets. All cards are collected at the end of the day so that Speechland starts each morning with a clear record—Edith Fox, teacher, Bakersfield, California. [ 122 | THE YOUNG CHILD’s PLAYGROUND should have swings and slides to give him the pulling and climbing his body needs. Packing boxes, kegs, and planks, which may be ob- tained without cost, will give him matert- als to manipulate and arrange into boats, trains, and houses. Guidance, too, is as necessary here as in the classroom and each teacher goes out with her own group to guide them in their play. To avoid overstimulation from too many children, each group uses the playground at a different time—A Los Angeles elementary-school principal. Drawing with colored chalk on wet paper is a helpful technic for all children, especially those with poor coordination. Large sheets of newsprint, 18 by 24 inches, are economical, but any kind of paper may be used. To prevent tearing, two or more sheets are placed together, then dipped in water to be saturated but not dripping. The wet paper is then fas- tened to an easel or a smooth-surfaced board. A damp sponge is useful to smooth out wrinkles or moisten dry spots. The larger poster chalks are easier for little hands to hold and do not break as readily as the ordinary sizes. Colors may be spread with the fingers or damp sponge. Large free designs are especially good.—Mary Edmunds, Honey Lake School, Lassen County, California. What is good voice quality? 1s there a best method of teaching reading? These and other questions are answered in The Implications of Research for the Class- room Teacher, Joint Yearbook of the American Educational Research Asso- ciation and the Department of Class- room Teachers. Order from the NEA, Washington, D. C. 318p. $1. For indi- vidual and group study both in elemen- tary and secondary schools. A Practical Plan—Peter H. Snyder, principal, Washington Elementary School, San Diego, writing in the Sierra Educational News, suggests that teach- ers keep a filing-box (which may be pur- chased from a ten-cent store) on their desks in which to note on 3 by 5 inch cards ways to observe special occasions. Why not clip and mount material from JournaL Service pages, such as the fol- lowing for April and May anniversaries: Pan American Day, April 14, commem- orates each year the bonds of friendship uniting the 21 republics of the Western Hemisphere. Materials for planning a pro- gram may be secured by teachers or group leaders without cost by addressing the Pan American Union, Washington, D. C. World Goodwill Day, May 18, sponsored by the World Federation of Education Associations, Washington, D. C., to foster friendship among the children of the world. Teachers may get helpful program material from the World Peace Founda- tion, 40 Mt. Vernon Street, Boston, and the National Council for the Prevention of War, 532 Seventeenth Street Northwest, Washington, D. C. Horace Mann's Birthday, May 4, is ob- served each year to honor the father of the American free public-school system. His Letter to Young Americans is now avail- able as Personal Growth Leaflet Number 61. Give a copy to each child in your school. For suggestions for observing Horace Mann’s birthday, write to the NEA, Washington, D. C. Mother’s Day, observed the second Sun- day in May, “in honor of the best of mothers—your own.” Let the children write tributes to their mothers suggested by the following: “All that I am, or hope to be, I owe to my angel mother.”—Abraham Lincoln. “A man never sees all that his mother has been to him till it is too late to let her know that he sees it.”—W. D. Howells. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ~aAATE — So oe aan Gees «9 vr w w Making a Garden Man plows and plants and digs and weeds; He works with hoe and spade; God sends the sun and rain and air, And thus a garden’s made. He must be proud who tills the soil And turns the heavy sod; How wonderful a thing to be In partnership with God. —Ipa M. Tuomas. School gardening, one of the best means available for the character development of young people, should be more widely extended. Teachers interested in this field will wish to get in touch with Paul R. Young, secretary, School Garden As- sociation of America, and supervisor of school gardens, Cleveland, Ohio. For a good article on school gardening, see p125 of the April 1937 JourNat. Begin your garden library with the fol- lowing Farmers’ Bulletins, available from the Superintendent of Documents, Washington, D. C.: The Farm Garden. 1936. 68p. illus. 1o¢. Herbaceous Perennials. 1929. 10¢. Growing Annual Flowering Plants. 1929. 6ap. illus. 5¢. Insect Enemies of Flower Garden. 5¢. Diseases and Insects of Garden Vegetables. 1937. 58p. “lus. r1o¢. Soil Management Calendar, by Marvin M. Brooks, secretary, School Garden As- sociation of New York: March 20: Spade in the ground cover, top- dressing, and compost that is well rotted, of leafmold. April 1: Rake and plow (hand plow) and in every second or third furrow “string” along more rotted manure, powdered sheep manure, or a mixture of top soil with pow- dered manure and bone meal plus a very small amount of peat moss. Stir in and rake over. April 15: Plant early peas and other early vegetables and in the bottom of each drill mix in thoroly a very small “string” line of some type of commercial fertilizer. May 10: Work in with a rake commercial fertilizer scattered between rows. Do this every two weeks. Keep a calendar of work and crops. Do not burn plants by placing fertilizer too close. Use sheep manure with bone meal just before school closes. Do not disturb blossoms and growing plants. May 25: Repeat work of May 10; also the roth and 25th of June, July, and August. VOLUME 28, NUMBER 43 APRIL 1939 RURAL-SCRIOOL SERVICE «= *« * Weekly: Cultivate deeply with hoe, weeder, or plow to kill weeds and break up hard- pan. Rake vigorously back and forth before leaving the garden to produce a dust mulch which slows up loss of moisture. July 15: Plant crops for fall harvest. September 15 or later: Abandon garden culture except for fall flowers. Broadcast lime every three years. If no rain, wet down. Spade deeply, gather refuse for dry- ing and burning, or placing in compost heaps. Spade the ashes (potash) in the soil; add bone meal. Do not disturb vegetables still giving crop returns. September 20: Sow cover crop of winter rye and vetch mixed in vacant rows and later broadcast on bare spots. Vetch and rye in rows add beautiful rows of deep green to our fall gardens. Such a cover crop prevents leaching away of plant food in the soil. Vetch fixes additional nitrogen in the soil. Cover crops spaded under in the spring be- come green manure and during the winter prevent erosion. November 20: Top dress or broadcast ma- nure mixed with peat moss. Best mixture is cow manure and horse manure. Send for your copy of Community Re- sources in Rural Schools, the 1939 Year- book of the NEA Department of Rural Education, Washington, D. C. 1ogp. 50¢ (free to members of the Department). Thru Junior Audubon Clubs, boys and girls of school age will enjoy studying about birds and animals and conserva- tion of natural resources. All clubs get News on the Wing, the Junior Audubon Clubs’ newspaper. In addition, clubs of 25 or more members receive during the school year, a free subscription to Bird- Lore, the official bi-monthly publication of the National Association of Audubon Societies. Membership in the Junior Clubs costs each child ten cents a year. For information address the NAAS at 1006 Fifth Avenue, New York City. A Rural Teacher Speaks—It is neces- sary for me to find work during the summer in order to provide fuel to keep my home warm in winter, and sufficient clothing for me to wear when I am teaching. My current expenses keep me at the task so continually that travel or further education during the summer months is out of the question. For the past two years I have been unable to reduce further the doctor and hospital bills incurred in the summer of 1934. The supply of current magazines and professional literature in my house is at a minimum, and many other worth- while things must be entirely eliminated. My car now is six years old and badly needs replacing. These material things may seem unnecessary, and each one alone would possibly be insignificant. Collectively, however, they are of the utmost importance in the life of a teacher. Not only I, but other teachers similarly situated, are having a hard struggle to retain the spirit and selfre- spect that a member of the teaching pro- fession should have—Quoted from The Rural Teacher's Economic Status, Janu- ary 1939 Research Bulletin of the Na- tional Education Association. 25¢. A useful bibliography for rural schools is entitled Government Publications of Use to Teachers of Geography and Science. Price 10¢ from the Superintendent of Documents, Washington, D. C. Don’t miss reading the 1939 Yearbook of the American Association of School Administrators on “Schools in Small Communities.” See page A-93. Rural Arts Number—The March 1939 issue of School Arts Magazine (pub- lished monthly at Printers Building, Worcester, Massachusetts) contains many suggestions which will “give en- couragement to every rural teacher who has little material to work with.” Creative Rhythm thru Music—In our school all the children from first grade thru the eighth enjoy expressing them- selves thru creative bodily rhythm prac- ticed to music. During a unit on com- munication the children wished to de- pict carrying the mail by stagecoach to California, thru such scenes as the load- ing of the mail, hitching the horses, the dash across the prairie, the Indian attack, and the arrival of the coach at a stage stop. The pianist (a mother in the dis- trict) played selections while the chil- dren listened to determine the music best suited for the action they wished to express. Phonograph records may be used if no piano is available—Eunice H. Rush, teacher, Missouri Bend Rural School, Lassen County, California. [ 123 | w axe * FIIGHISCROOL SERVICE « « «x For Class Discussion—What are the measurements of mankind, and why is it that daily some add new treasures to the storehouse of civilization, while others take from and waste the store already accumulated? Many and varied estimates of man’s value have been made. Statisticians reckon the average man’s value at $600 a year. Each worker in wood, iron, or brass stands for an en- gine or industrial plant worth $10,000, producing at 6 percent an income of $600. The death of the average work- man, therefore, is equivalent to the de- struction of a $10,000 mill or engine. The economic loss thru the non-produc- tivity of 20,000 drunkards is equal to one Chicago fire involving two hundred millions—From A Man’s Value to So- ciety by Newell Dwight Hillis. Investing Your Summer in Guid- ance—Instead of attending summer school during July and August, could not teachers work in factories, offices, and shops, and be given credit toward a degree for the time spent in the work- aday world? Many teachers are given vocational guidance duties. Yet how convincingly can a teacher discuss em- ployment problems with his students unless he has actually worked in various places? What percentage of teachers know how to approach the “hiring-on” man in work more or less foreign to their experience? The teacher who was successful in getting and holding a job during the summer would return to school with a keen appreciation of the employment problems facing his stu- dents. A program could be set up whereby a teacher could work and at- tend school alternately for four sum- mers and receive credit equivalent to a Master’s degree. They would work as apprentice, non-salaried employees.— Harry Farkas, senior interviewer, Mich- igan State Employment Service, Detroit; former guidancecounselor, Grosse Pointe and Adrian Highschools, Michigan. Simple friendliness in the schoolroom would seem to be one of those easily at- tainable and obviously desirable condi- tions for any human enterprise having to do with good mental health, but the [ 124 | > Ee Model Shakespearean Theater— An effective appreciation of Shakespeare by highschool students requires a know!- edge of the Elizabethan stage and its architecture. The model in the picture above was built by a pupil. The frame is made from pine, cut by a band-saw. A small lathe turned out the pillars and balustrades. Match sticks, sandpapered and fitted, form the balusters. All joints are glued together; gray and white enamel was the paint used. Small doll figures serve as actors in this model the- ater.—Paul Marsh, teacher of English and theater, Whittier School, Lorain, Ohio. . mm @ i. ph aieren visitor to schools finds it in shockingly few of the places he visits—W. Carson Ryan. On World Goodwill Day, May 138, students may well begin correspondence with young people in other lands. A list of foreign names and addresses may be secured for a small charge from the International Friendship League. For details send a selfaddressed, stamped envelope to the League headquarters, 41 Mt. Vernon Street, Boston. Hobby Fair—Every four years the West Dearborn Teachers Club spon- sors a Hobby Fair in the highschool auditorium and gymnasium at which hobbies from all levels of the school system are displayed. The Fair is open for a three-day period from ten in the morning until ten at night. During the evening, stage programs of movies, music, dancing, fencing, marionettes, and other hobbies, are given. The police department exhibits a safety display and has on duty two men from the finger- printing department to make prints of THE JOURNAL OF the children and adults who crowd about this booth. Three months before the Fair, the central committee, consist. ing of the executive board of the club, starts the work of planning. There were 508 student entries and 102 adult en- tries. For information about the Fair write the West Dearborn Teachers Club, Dearborn (Michigan) Highschool. For Social Studies—The second s¢- ries of radio broadcasts by the United States Department of Commerce on typical American industries is now available in a 150-page pamphlet, Stories of American Industry. Order from the Superintendent of Documents, Wash- ington, D. C., 20¢. “Oh, let him pass! He is not going to need what you are trying to teach him. He already has a job promised him at ... Teachers often receive this senti- mental advice from fellow-teachers and parents. Why does the pupil want to “pass”? To get his diploma. Why does he want a diploma? Because it is a com- pliment to him, often necessary to have in order to get a job. And why is it a compliment and an employment pre- requisite? Because others before him have worked so hard to attain this di- ploma that society and industry recog- nize it as standing for something. To make it worth less is to destroy the in- centive for getting it.—M. P. Gray, Woodlawn Highschool, Birmingham, Alabama. Educating for Democratic Citizen- ship—As teachers it is our obligation to show our pupils how their united judgment can be made to prevail as the working policy of the country. It is our duty to teach them the way to discuss, to interchange views, to clarify propo- sitions, to resolve controversies; in other words, to settle situations and problems in the democratic way. It is our duty to show them the need, if need there be, to appreciate the desirability of change by persuasion and not by force; of tol- erance as opposed to totalitarianism; of brotherhood as opposed to race segrega- tion.—Irwin A. Eckhauser, Washington Junior Highschool, Mt. Vernon, New York. THE NATIONAL EDUCATION ASSOCIATION T/ T/ W By He Hi Ti Fe 0} » »* * BUTURE TEACHERS SERVICE «= * « The Teacher They called Him Teacher, too, That lowly Nazarene Who was the Way, the Truth, the Life itself. By Galilean lakes so blue, serene, ° He in His gentle way And simple form, did share His wisdom with the seekers of His day; The Master of all teachers. Nor did he care For creed or biased opinions, Or pompousness—but love— A simple thing all men must need, And truth and kindliness, To offset hate and lies and greed. These were His texts and tools By which He molded men. The silly rules We fuss and fret about were all so vain To One who had compassion for all men, And little ones. His words, like rain, Fell gently, and like the rain did send New life and hope and love arrayed In robes of tolerance and faith; For so He taught and prayed. I too shall dare to teach Not only texts and ever-changing rules, But these entrusted to my skill; To mold their fresh and unresisting minds To shape their thoughts for good—and still Be mindful that these things abide Above all else—truth, tolerance, and love, Whate’er betide. —K. STEVENSON SHAFFER The Plan in Highschools—In junior or senior highschools, an FTA club may be formed by four or more students. This group, under the sponsorship of an able teacher, will receive a charter upon send- ing application with dues to the National Committee, FTA. National dues are ten cents annually per member, but where there are fewer than ten members a minimum of one dollar per year must be paid by each highschool club to obtain a charter or to keep it in force. This fee covers the cost of a library for each club, as well as individual library service ma- terials for each member. Services to FTA College Chapters— Future Teachers of America in the col- leges aims to bring together in each school one or more carefully selected groups of leaders—both men and women Mrs. Freda Y. Conaway, state FTA organizer for West Vir- ginia, and spon- sor of the Fu- ture Teachers chapter at West Liberty State Teachers Col- lege. —who are ready to work on the prob- lems of the profession. Each organized group of ten or more members upon ap- plication to the National Committee, FTA, accompanied by national dues of one dollar per student, will be issued a charter and a chapter library. In addi- tion, students in the chapter, as junior members of the NEA, are entitled to receive THE JOURNAL. Leaflets Furnished to Future Teachers— Each member of a chartered highschool FTA club receives a copy of the follow- ing Personal Growth Leaflets: Future Teachers of America; Your Life in the Making; Shall 1 Become a Teacher?; Shall I Go to College? ; Franklin’s Plan of Selfimprovement. Each member of a chartered college FTA chapter receives these five leaflets and the following in addition: Your Mind in the Making; The Planning of Your Life; Selections from Emerson; Learning To Be a Leader; Your Health in the Making. The Robert J. Breckinridge Chapter, FTA, Murray (Kentucky) State Teach- ers College—Among the activities of this new FTA chapter are: Furnishing a club room, being responsible for chapel programs at the college and in high- schools of the district, sending delegates to the Kentucky Education Association, and presenting programs conducive to professional growth. Study teaching opportunities in your own state. How many elementary-school teachers are employed in the state? Sec- ondary school? College and university? How many principals, supervisors, su- perintendents? What is the average number of years of professional prepa- ration for teachers now in service? How many qualified teachers are unem- VOLUME 28, NUMBER 4; APRIL 1939 ployed? How many teachers are now being trained in teacher-educating insti- tutions? How many new candidates are certified to teach each year? How many vacancies are there each year? What are the average salaries for teachers? How do teaching opportunities and needs compare with those in other states? In making such a study, write to the state department of education, use NEA Re- search Bulletins, pool your information with other FTA groups gathering sim- ilar data. Send summaries of your study to the National Committee, Future Teachers of America, 1201 Sixteenth Street Northwest, Washington, D. C. Wanted, then, a teacher! Not a recita- tion-post, not a windvane, not a water gauge, not a martinet, not a pedant, not a pedagog—the mere slave to the stu- dent; but a teacher, “one who is a com- bination of heart and head and artistic training and favoring circumstances.” One who has that enthusiasm which never calculates its sacrifices, and is will- ing to endure all things if only good may come. One who loves his work; who throws his whole soul into it .. . who can therefore see more in his work than can any other. . . . One who feels the keenest selfreproach because stu- dents fail to advance.... One who can change the shambling mental gait of the average student into firm and defi- nite and well-ordered activity. One who can take that nebulous, filmy, quivering mass which a boy’s family and friends kindly call his brain, and give it 2 clear- ness of outline and toughen its fiber and make it lithe and sinewy. One who ... has infinite patience and pity for the weak; who will not suffer them to be crowded to the wall... . One who can open the mind of a boy without committing statutory burglary. . .. One who can develop ihe spiritual side of a boy’s nature, his character, the man in him, the man of feeling and emotion which can and will dominate both mind and muscle. ... One who can teach the boy how to get life—a far grander thing than to get a living. Above all, one who feels that as a teacher he is a born leader of men, a kingly citizen, and who does not propose to be degraded from his high estate—Lloyd N. Morrisett. [ 125 | Toward Cultural Unders tanding with Other Nations REUBEN T. SHAW President, National Education Association E HAVE BEEN ACTIVE in urging teachers of the United States to attend, next summer, the bien- nial meeting of the World Federation of Education Associations in Rio de Ja- neiro. In connection with this coming meeting, we have established what is known as the Emergency Fund for Joint Enterprise. A more complete statement regarding the project was published in the February Journat, p57. It is expected that a total of several thousand dollars will be raised for such purposes as the printing and distribution of copies of a leaflet, “Toward World Understand- ing,” the publication of materials de- scribing the aims and accomplishments of the NEA International Relations Committee and of the World Federation of Education Associations, and the trans- lation and printing of pamphlets de- scribing the American school system for teachers of South America. Some of the larger contributions which have been received include $248.10 from the Detroit Teachers Association; $103.01 from the Milwaukee Adminis- trators Association; $55.02 from the Al- toona (Pennsylvania) Education Asso- ciation; $100 from the sth district of the Kentucky Education Association; $98.05 from the North Central Indiana Teach- ers Association; $298.08 from the Lake Shore (Illinois) Education Association; $127 from the New Jersey Teachers As- sociation; $117 from the New Hamp- shire Teachers Association; and $46.65 from the Vermont Education Associa- tion. These amounts were contributed by the teachers of these areas on a strictly voluntary basis. It is hoped that many other groups will contribute. All such funds, either from individual teachers or groups, should be sent to the National Education Association, Washington, D. C., marked “Emergency Fund for Joint Enterprise.” Contributions, great or small, will be helpful. Intense interest in South American relations and the coming World Federa- [ 126 | tion meeting was evidenced at the recent Cleveland convention. Ben Cherrington, formerly of the University of Denver, and now head of the Division of Cul- tural Affairs of the Department of State, arrived at the convention directly upon his return from an extensive tour of South America following the Lima con- ference. He made a number of appear- ances at the convention. The creation of the new Division of the Department of State, which Mr. Cherrington heads, is a source of great satisfaction to educa- tors and others interested in the develop- ment of cultural relations with other countries. Since time immemorial the nations of the world have sought to im- prove commercial relationships—each to its own advantage. The larger perspec- tive of mutual understanding and help- fulness which the new Division of Cul- tural Relations stands for is one of the most hopeful signs on our diplomatic horizon for many decades. It marks the beginning of a new epoch in diplomacy. World Goodwill Day is annually ob. served on May 18. This date offers an opportune occasion to take out or renew associate membership in the World Federation of Education Associations, Any institution or association whose chief function is education is eligible to this membership. The associate mem- bership fee is $10 per year. Five sub- scriptions to World Education, pub- lished six times a year in format similar to The Reader's Digest, are furnished for each associate membership. Individual goodwill memberships are available at $2 per year. Each goodwill member also is entitled to a subscription to World Education. Let the teachers of America dedicate themselves to the cause of world good- will. Let them take positive action by joining with the teachers in other lands to make the World Federation of Edu- cation Associations a living force in the remolding of the world toward peace, Take this step on or before World Good- will Day. a NOTES AND ANNOUNCEMENTS New Personal Growth Leaflets yy Tue wist of Personal Growth Leaflets is being expanded to include 25 numbers. Among titles in addition to those listed on page 115 of this issue are: Education for Democracy—Bertrand Russell The Challenge of a United Profession—Willard E. Givens Community Forces and the School—Harold Benj amin My Pedagogic Creed—John Dewey Education in a Living Universe—L. P. Jacks The American Plan of Education—Educational Policies Commission Your Home in the Making—Joy Elmer Morgan A Parliamentary Primer—F. M. Gregg The leaflets by Bertrand Russell, Willard E. Givens, and Harold Benjamin are based on the material published in this issue of THe JouRNAL. The new leaflets will be available by April 15. One copy of each of the 25 may be had in a single order for 25¢ in cash. Order from the National Education Asso- ciation, 1201 Sixteenth Street Northwest, Washington, D. C. Informal Conferences at Cleveland yy One of the unique features of the Cleveland convention was a series of in- formal conferences with displays of related materials in the following areas: Tests and Measurements, Safety Education, Guidance and Personnel, Planning and Policy-Mak- ing in Education, Reports of Superintend- ents of Schools, American Education Week, Vocational Guidance and Place- ment, Curriculum Problems in Small Com- munities, Curriculum Problems in Large Cities. In connection with these in- formal conferences one hundred special- ists were on hand at appointed times to conduct discussions and confer with any- one interested in the various phases of the field with which the conferences dealt. and A Horace Mann Stamp yy Tue unirep states Post Office Depart- ment is planning a special series of postage stamps which will pay tribute to prominent Americans in the various professions and callings. Assurances have been received at NEA headquarters that education will not be omitted from this series and that the THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | clai ful you | Man: grap at of Shai Abo sy | JouR prop brou of tl gani tion’ hear fore resel stor Was at | wat shot and A <3 | a) ‘| tion acq Th por adv ent me wo! to cre. me gor pre LE) Ev the po 10% claims of Horace Mann will be given care- ful consideration in this connection. If you believe that there should be a Horace Mann stamp in this series, write or tele- graph Postmaster General James A. Farley at once. Shall Boards of Education Be Abolished? sy Unper “Editor and Reader” in Tue JourNAL for March, we referred to the proposal to abolish boards of education brought to a head by the recommendations of the Griffenhagen report for the reor- ganization of the government of the na- tion’s capital. As this issue goes to press, hearings are underway on the report be- fore a committee of the House of Rep- resentatives. The report has brought a storm of protest both from the people of Washington, D. C., and from the country at large. This issue will bear constant watching by all who believe that schools should be kept free from partisan politics and patronage. v Ww Ww A Good Gain in Membership yy UNDER THE ABLE HAND of its veteran executive secretary, Sherwood D. Shank- land, the American Association of School Administrators has steadily increased its membership since 1933. The Department enrolled 1263 members in 1922, 3114 in 1927; 4013 iM 1931; 3110 in 1933; and 4299 in 1938. The 1938 membership was the greatest in the history of the organiza- tion. Education’s Task yy ONE oF THE MosT encouraging things about public education in America is that the educators seem never to be wholly satisfied with their product... . It has been well said that human progress is in large measure the result of the urgings of “divine discontent... .” So thoughtful laymen should welcome the zeal and energy with which the leaders of educa- > tion attack the problems of their own field, as well as many other provocative issues in the affairs of the day. It all helps to show that American education is a vigorous and conscientious enterprise, mindful of its shortcomings, but gloriously alert to the ever-expanding task demanded of it by the changing patterns of American civili- zation.—From an editorial in the Cleve- land Plain Dealer, February 27, 1939. Pennsylvania Leader Retires yy J. Herpserr Kettey retired from the office of Executive Secretary of the Penn- sylvania Education Association on Feb- ruary 28 at the completion of eighteen years of service with the Association and nearly forty-five years of service in edu- cation. Dr. Kelley, thru the years, has been a dynamic professional leader. He was a pioneer among the fulltime state associa- tion secretaries. He developed the Penn- sylvania State Education Association until nearly 100 percent of the teachers of the state are members. [Cont. on page A-78| HONOR ROLL OF THE NEA « * «x “JN UNITY THERE Is STRENGTH.” Many | teachers are not members of the Na- tional Education Association and are not acquainted with what is being done by it. Those who do belong should use every op- portunity to inform non-members of the advantages of membership. Superintend- ents and principals should try to secure the memberships of teachers with whom they work because of the good that will result to the teacher and the school. As we in- crease the percent of our number who are members of the NEA, so our influence for good will increase and we shall see im- proved teaching. —E. M. LENON, principal, Emma Roach School, Evansville, Indiana. Evansville is one of the few cities in the United States with a population of 100,000 or more that have 100 percent enrolment in the NEA. conditions in New Life Members Received in February AtataMa—Kenley J. Clark ALaska—A,. J. Westall Cattrornta—Harold T. L. Frasier, George C. Mann, Paul A. Silvey, Vera Ann Swoboda District or CoLtuMpia—Mrs. Myrtle R. Phillips ILtinois—Clara MacGowan, S. B. Sullivan InptIanA—Iona Ahrens, John V. Maier, E. Thistlethwaite Lovistana— Ralph E. Crocker, Sr. Missourr—W. P. Shofstall New Jersey—lIsabel Hill New Yorx—Ralph P. Bridgman, Sherman G. Cray- ton, Charles E. Harbordt, Margaret A. Lindquist, John J. Pryor, Theodore L. Shull "ENNSYLVANIA Howard P. Bevilacqua, H. K. Rhodes, Walter H. Sauvain PUERTO Rico—J. J. Osuna Texas—Charles M. Rogers, W. W. Wimberly Duane Boothby, Lawrence D. Completed Enrolments HE FOLLOWING COUNTIES, Cities, and individual schools renewed their memberships 100 per- cent during February and have continuously en- listed in their national professional organization for the number of years indicated: TWENTY YEARS CoLtoravo—Greeley, Washington Ou1to—Elyria, Garford NINETEEN YEARS Cotorapo—Colorado Springs, Washington W vominc—Cheyenne, Converse EIGHTEEN YEARS Wyominc—Cheyenne, Gibson Clark SEVENTEEN YEARS Ar1zona—Phoenix, Lowell Con necticut—East Hartford, Union Wisconsin—Kenosha, Durkee New Jersey—New Brunswick, Lord Stirling No. 1 SIXTEEN YEARS CaLtFornN1A—San Jose, Hawthorne Micuican—Grand Rapids, Madison Vircinra—Lynchburg, Biggers FIFTEEN YEARS Cotorapo—Pueblo, Bradford, Centennial Sr. High, Hinsdale, Park View, Somerlid, Thatcher Elem. DELAWARE—Wilmington, Public School No. 9 MaryLtanpo—Church Hill, Church Hill Sr. Sudlersville Sr. High. MInNEsota—M inneapolis, Simmons Outo—Alexandria, Highschool PENNSYLVANIA—M unhall, Munhall Sr. High Utran—Gunnison, Gunnison Sr. High FOURTEEN YEARS Cotorapo—Colorado Springs, Helen Hunt; Pueblo, Park Hill Jr. High Fioripa—West Palm Beach, Palm Beach Maine—Presque Isle, Aroostock State Normal Minnesota—Minneapolis, Whitney Missourt—Kansas City, Sanford B. Ladd New Jersey—Atlantic City, Brighton Ave.; Camden, Read VOLUME 28, NUMBER 43 APRIL 1939 High; Grasonville, Grasonville; Sudlersville, Sudiersville, PENNSYLVANIA——Chester, Harvey, Howell; Reading, Tenth & Green St. Wsconstn—Kenosha, Frank Wyominc—Casper, Casper Jr. High THIRTEEN YEARS Hawati—Hookena, Alae New Jersey—l’entnor, Oxford Ave. Oun1to—Ashtabula, Columbus Grade, Pacific Grade; Columbus, West Broad St. PENNSYLVANIA—Camp Hill, Camp Hill High; Ches- ter, Booker T. Washington; Ward, Village Green W asHinGton—Centralia, Centralia Sr. High Wisconsin—Two Rivers, H. P. Hamilton W yvominc—Cheyenne, Park Addition TWELVE YEARS Cotoravo—Colorado Springs, Columbia Fioripa—South Bay, South Bay Jr. High Hawait—Honokaa, Kapulena; Kawasloa, Kawailoa MicuicAn—W est Dearborn, Dearborn Missouri—Kansas City, McCoy New Jersty—Vlineland, South Vineland Utan—Clearfield, Syracuse Oahu, ELEVEN YEARS ALABAMA—Birmingham, Martin I_ttinois—Silvis, Entire System New YorKk—Rochester, Lewis H. Morgan No. 37 Onio—W illoughby, Memorial Jr. High PENNSYLVANIA—Keading, Fifteenth & Perkiomen Ave Uran—Birdseye, Clinton Wisconsin—Kenosha, McKinley Jr. High TEN YEARS CoLtorapo—Denver, Swansea DeLawarE—New Castle, Rose Hill No. 47 Hawatt—Hilo, Hilo Union, Kaiwiki, Kaumana, Waiakea-kai, Waiakea-waena; Kurtistown, Kur- tistown; Paauilo, Paauilo; Pahoa, Kalapana Itt1no1s—Bellwood, Entire System Missourt—Kansas City, William Cullen Bryant NEBRASKA—Omaha, Benson West PENNSYLVANIA—Arnold, Entire System; Hanover, Eichelberger Elem., Hanover St.; Munhall, Frank- lin, Homestead Park; Williamsport, Benjamin Franklin NINE YEARS Ca.iFrornta—Glendale, Balboa DELawarE—Bear, Eden Hawati—Pahala, Kapapala; Paauhau, Paauhau Itt1no1s—Kenilworth, Joseph Sears MINNESOTA—Saint Cloud, Garfield Napoopoo, Napoopoo; [ 127 ] Nevava—Austin, Simpson Park; Lovelock, Lake Consolidated ; Norta Daxota—Fargo, Roosevelt Jr. High Ouxu10—Chillicothe, Southern OKLaHOMA—Tulsa, Riverview PEenNnsyLvaAnia—Lackawaren, Lakawaxen Nesquehoning, East End, Junior-Senior Shohola, Shohola High : Wisconstn—Kenosha, Edward Bain; La Webster Cons. ; High; Crosse, EIGHT YEARS AtasKka—Cordova, Entire System FLoripa—Tampa, Seminole Hghts. MassacHuusetts—North Attleboro, Towne St. MicH1can—Detroit, Mason Missourr—Kansas City, Jane Hayes Gates Institute, Jackson Opportunity, Thatcher _ New Yorx—Mount Vernon, Washington Jr. High; Solvay, Prospect a: Vireinta—Hot Springs, Valley Sr. High WasHINGTON—S pokane, Mann Wisconsin—Port Washington, Hill, Wisconsin St. SEVEN YEARS CatiFrornra—Fresno, Lowell CoLtorapvo—C olorado Sersnes, West Jr. High Grorcia—Atlanta, Calhoun ILL1ino1s—Bellwood, Wilson; Cicero, Woodbine Missourt—Kansas City, William Rockhill Nelson; St. Louis, Lincoln New York—Oneonta, Mitchell St.; Rochester, Sam- uel Lattimore No. 11 Oxnto—Chillicothe, Eastern PENNSYLVANIA—Allentown, Hokendauqua; Arnold, Junior High; Belle Vernon, Kerr Jr. High; Fay- ette City, La Grange; Forest Grove, Wycombe In- dependent; Fullerton, Fullerton; Hanover, Walnut St.; Hatboro, Hatboro Borough; Hulmeville; Hulmeville - Middletown Twp.; Langhorne, Lang- horne-Middletown Elem., Langhorne-Middletown High; Munhall, Woodlawn; Norristown, Whitpain Twp.; Reading, Buttonwood & Pear St., Eleventh & Pike St., Elm & Moss St., Northwest Jr. High, Park, Seventeenth & Cotton St., Sixteenth & Hawk St., Spring & Moss St., Twelfth & Windsor St., Washington & Rose; Stiles, West Coplay; West Newton, Collinsburg; Woodside, Edgewood Jr. High, Lower Makefield Twp. Wisconsin—Milwaukee, Girls’ Jr. Tech (North), Hill, William McKinley, Morgandale, Mound St., Thirty-fifth St. SIX YEARS ALABAMA—Birmingham, Cunningham CALIFORNIA—Fresno, Lafayette FLor1pa—Homestead, Redland Jr.-Sr. High Greorcia—Atlanta, Williams St. Hawait—Hilo, Waiakea-uka; Honolulu, Pauoa, Wai- kiki; Kukuihaele, Kukuihaele, Irt1no1is—East St. Louis, National City Inp1ANa—ZIndianapolis, Washington Irving No. 14 Kansas—Cullison, Cullison Rural High Minnesota—Minneapolis, Penn Missovuri—St. Louis, Riddick NesrasKA—Omaha, Washington New Jersey—Atlantic City, Pennsylvania Ave. New Yorx—Elmira, Riverside No. 7; Syracuse, Wm. H. Taft Oxu10—Chillicothe, West Fifth St.; Dola, Washing- ton-Cessna; North Olmsted, Butternut Ridge; Youngstown, Haselton; Wooster, Junior High PENNSYLVANIA—Hanover, Eichelberger Sr. High; South Langhorne, South Langhorne Texas—Houston, Cooley Vircinra—Warm Springs, Mitchelltown WasHINGTON—S pokane, Adams, Emerson, Willard Wisconstn—Balsam Lake, Polk County, Office of the Supt.; La Crosse, Washburn; Superior, Frank- lin FIVE YEARS CaLtrorn1A—Fresno, Winchell Hawaii—Ewa, Oahu, Ewa; Hakalau, Hakalau; Hilo, Hilo Standard, Keaukaha; Honolulu, Pohu- kaina Ipano—Pocatello, Washington Ixt1nots—Aurora, Indian Creek, Young Inptana—Evansuille, Benjamin Bosse High lowa—F eokuk, Junior High, Senior High Kansas—Chase, Chase Massacuusetts—North Adams, Johnson; Rutland, Center Micuican—Detroit, Berry MinNnEsota—Minneapolis, Pierce Missourt—Kansas City, Bruce NesraskKa—Omaha, Druid Hill New Jersey—Montclair, Montclair Sr. High New Yorx—Poughkeepsie, Three Year Unit Trade NortH Carotina—Durham, East Durham Jr. High On10—Middle Point, Middle Point; North Olmsted, North Olmsted High; Sylvania, Central Ave., Hill- view PEennsyLvania—Chester, Daniel W. Jefferis, Larkin- Huber, Wetherill; Lewistown, Fifth Ward, Logan St., Wayne St.; Macungie, Red Lion Elem.; New- port, Newport Jr. Sr. High; Tro-xelville, Troxel- ville TENNESSEE—Antioch, Rains; Nashville, Weakley Texas—Dallas, John F. Peeler Utan—Bountiful, Stoker; Salt Lake City, Monroe Jr. High Vircinta—Hot Springs, Thomastown Elem.; Miill- boro, Millboro [ 128 | West Vircinra—Middlebourne, Ellsworth Wisconsin—Milwaukee, Bay View High, Peckham Jr. High Wyrominc—Sheridan, Custer St. FOUR YEARS CaLIFoRNIA—Compton, Entire System; Charles Burckhalter, Melrose, Peralta Cotorapo—Akron, Akron Sr. High, High Prairie Sr. High; Lindon, Lindon High; Otis, Lone Star Sr. High, Otis High District or CoctumB1a—Washington, Paul Jr. High Hawatt—Honaunau, Honaunau; Honolulu, Likelike; Pahala Kau, Pahala; Pearl City, Oahu, Pearl City Itt1nots—Normal, Community Sr. High; Peoria, Washington Iowa—M ustatine, Grant M1InNEsSOoTA—Minneapolis, Van Cleve Mrissourt—St. Louis, Charless NEBRASKA—Omaha, Rosehill Nevapa—Contact, Contact High New Jersry—Atlantic City, Chelsen Heghts.; tua, J. Mason Tomlin; New Brunswick, ington No. 5 New Yorx—Gloversville, Central, Columbia, Kings- boro Ave., Lexington Ave., Park St.; Mount Ver- non, Wilson Jr. High; Troy (Lansingburg), Whipple NortH Daxota—Minot, McKinley Oxun1o—Alger, Alger-Roundhead; Bremen, Ruch creek Memorial High; Elyria, Edison; Forest, Forest-Jackson Rural; Hepburn, Dudley; Mechan- icstown, Public School No. 16; Ridgeway, Ridge- way-Taylor Creek PENNSYLVANIA—Confluence, Confluence High; Kutz- town, State Teachers College; Odgensburg, Od gensburg; Reading, Schuylkill Ave. & Greenwich, Thirteenth and Union Sts.; Roaring Branch, Roar ing Branch; Tresckow, Tresckow; Ulster, Ulster Ind. Sr. High; Upper Darby, Oakmont; Wells- — Marsh Creek Cons.; Wyalusing, Wyalusing Soro Texas—T exarkana, Sunset, Whitaker VirGinra—Alexandria, Woodlawn W asHINGTON—S pokane, Brown, Whittier: Tacoma, Franklin, Oakland West Vircinta—Charleston, Mt. Ovas; Elkwater; Eskdale, Eskdale Wisconsin—Milwaukee, Bartlett Ave., Clarke St., Custer High, Siefert Oakland, Man- Wash- Elkwater ° THREE YEARS AvasKa—Pilot Station, Pilot Unalaska Territorial CaLirornta—Chico, Chapman; Chula Vista, Otay; El Modena, El Modena; Fresno, T. L. Heaton: Goffs, Via Fenner, Essex; Oakland, Allendale, Fruitvale Connecticut—East Hartford, Columbus St. FLorrpa—Miami, Shadowlawn Hawatt—Hilo, Hilo Intermediate; Holualoa, Puua- nahulu; Waipahu, Oahu, August Ahrens Irt1nois—Sherrard, Sherrard Com. Sr. High Inpiana—Evansville, Entire System; Terre Haute, Booker Washington Ilowa—Ames, Welch Jr. High; Emerson, Whittier Kentucky—Corbin, Virginia St.; College Louristana—Luling, Luling MaryYLanp—Elkton, Leeds; Elem. MicHiGan—Alma, Wright Ave.; Bay City, Dolsen; Detroit, Cerveny, Higginbotham Mrinnesota—Minneapolis, Agassiz; Stillwater, Cen- tral Missouri—Kansas City, Dunbar, Lyon Nevabpa—Beowawe, Tenabo New Jersey—Metuchen, Parker New York—Gloversville, Oakland Ave.; Hempstead, Jackson; Montauk, L. I., Montauk Public School No. 7; New Rochelle, Quaker Ridge (Scarsdale No. 2) NortH Caro_ina—Cove City, Cove City Outo—Cambridge, Park; Campbellstown, Jackson Twp. Cons.; Dayton, Gorman; Independence, In dependence Cons.; Kings Mills, Kings Mills Rural Cons.; La Rue, La Rue; Marathon, Marathon; McGuffey, McGuffey-McDonald; Risingsun, Ris ingsun; Unionville, Unionville; Vickery, Townsend Twp.; Wapakoneta, Williamson; Wayne, Mont gomery Twp. PEN NSYLVANIA—Bellefonte, Ferguson Twp.; Chester, Gartside; Chester Heights, Chester Hghts.; Harris burg, L. O. Foose Bldg., Hamilton Bldg., Open Air, Shimmell; Indiana, Senior High, Thaddeus Stevens; Jersey Shore, Jersey Shore Borough; Reading, Elm & Madison Ave., Northmont, Oak brook, Thirteenth & Green Sts., Tyson-Schoener; Swarthmore, Rutgers Ave. Elem.; Wellsbor Stony Fork School; Williamsport, South Williams- port Boro Texas—Dallas, John Henry Brown Uran—South Sanpete District, Entire System; Salt Lake City, Unitah Vircinra—Burnsville, Williamsville Wasuincton—Bellingham, lington, Bemiss, Edison, Roosevelt, Stevens, Webster West Vircinta—Bluefild, Crane Creek Station; Unalaska, Waterloo, Edison, Entire System; Hopkinsville, Murray, Murray State Teachers Warwick, Warwick Longfellow; St. Louis, Edgar No. 3; Trenton, Burnsville; Williamsville, Spokane, Ar McKinley, Lincoln; Madison, Preston; McComas, Wisconsin—Beloit, Gaston; Milwaukee, Town St.; North Fond du Lac, North Fond aa te Senior High TWO YEARS Ar1zona—Glendale, Glendale School Dist. No, 40 ARKANSAS—J onesboro, E. B. Barrett CatiForNia—Alhambra, Granada; Fresno Los Angeles, Ninety-Ninth St: Co.torapo—Cheyenne Wells, County High DELAWARE Farmington, Farmington; Magnolia Magnolia School Dist. No. 50; Ocean View, Gym’ boro District or CotumB1a—Washington, Hubbard FLoripa—Miami, Orange Glade; Miami Springs Miami Springs - Hawatt—Aiea, Oahu, Aiea Jr. High; Hilo, pj. Honomu; , Jackson; honua; Honolulu, Kapalma; Honomu, Keauhou, North Kona, Keauhou; Waialua, Oahy Waialua High : ILLino1is—Pcoria, White INDIANA Columbus, Adjustment, Garfield, Jefferson McKinley, Wilson; Sullivan, Junior High : Kansas—Harper, Harper Kentucky—Benham, Benham High; Middletowy Middletown; Praise, Cumberland Cons. Sr. High Matne—Rockland, Purchase St. Marv! AND—Conowingo, Pilot; Rising Sun, Calvert School Dist. No. 9 MASSACHUSETTS—Greenwich, Greenwich School Micuican—+Hastings, Hastings Missourr—St. Louis, Shepard NEBRASKA—Omaha, Miller Park, Windsor Nevapa—Caliente, Caliente; Cherry Creek, Cherry Creek; Contact, Contact Grammar; Gardnerville Douglas County Sr. High; Mina, Mina New Hampsuire—lalpole, Walpole Sr. High New Jersev—Atlantic City, General Industrial Junior High; Avon, Neptune City Schools; Irving. _ton, Myrtle Ave. No. 12; Lavailette, Lavallette New York—Bedford, Coman Hill (North Castle No. 3); Bellport, Bellport High; Central Islip, Central Islip High; Gloversville, McKinley, McNab: Manorville, West Manorville; Orchard Park, Ep. tire System; Portchester, Ridge St. (Rye No, «) Syracuse, Bellevue Jr. High, Cleveland, Garfield. Grant, Jefferson, Merrick, John Nichols, Pere Lemoyne, John T. Roberts, Salina, Sumner: Tro Public School No. 13; Valley Stream, Union Free No. 13 Onto—Athens, East Side; Branch Hill, Branch Hill Rural; Cincinnati, Central Fairmount, Theo Roosevelt; Elyria, Ely; Frazeysburg, Perry-Pike High; Loudonville, Loudonville Elem.; Toled, Crissey Orecon—La Grande, Riveria PEN NSYLVANIA—C heltenham, George K land; Chester, Graham Voc.; Colonial, Lower Pax- ton Twp.; Elkins Park, Cheltenham Twp. Public School Dist., Elkins Park Jr. High, Benjamin R. Myers, Shoemaker; Hathoro, Prospectville: La Vott, La Mott; Meyersdale, Meyersdale Borough; Mt. Holly Springs, Mt. Holly Springs; Pittsburgh. Lee; Prospect Park, Lincoln, Prospect Park Bor- ough, Washington Ave.; Reading, Chas. S. Foos, Millmont, Amanda FE. Stout, Twelfth and Button- wood Bldg.; Swarthmore, College Ave. Elem: Williamsport, DuBoistown Boro, Porter Twp.; Woodlyn, Leiperville Elem., Woodlyn Elem. Soutn Carotina—lWarrenville, Warrenville Texas—Hearne, Hearne Independent School Dist Utan—Clearfield, Clearfield; La Sal, La Sal; Mt. Pleasant, North Sanpete Jr. High VermMont—Burlington, Pomeroy; Pomfret, Pomfret Virointa—Hot Springs, Ashwood Wisconstn—Madtson, Draper, Lapham; Milwaukee, Windlake Ave. CURRENT YEAR Michael, St. Michael Little Rock, Blue Hill opperopolis, Copperopolis Elem. or Cotumsa1a—Washington, Murch Miami, Pinewood Park Carroll County, Entire System Kapiolani, Puumaile Home; Hono- lulu, Liholiho; Kahuku, Oahu, Kahuku; Kailua, Holualoa; Kapoho, Kapoho; Mountain View, Mountain View; Nanakuli, Oahu, Nanakuli; Olea, Olaa; Opthikao, Opihikao; Pepeckeo, Pepeekeo; Waialua, Oahu, Waialua; Waipahu, Oahu, Wai pahu Innrnots—Chicago, Waller High InpItANA—Anderson, Columbia; Lafayette, Washing- ton: Osceola, Osceola: Richmond, Joseph Moore Ilowa—Sious City, Board of Education Kansas—Fredomnia, Lincoln Jr. High; Leavenworth, lefferson, Sumner Kentucky—Middletown, Middletown Lovistana—Henry, Henry High; Jennings, Jennings Centr al MarYLAND—Corriganville, Corriganville Massacuusetts—Melrose, Washington Missourt—Kansas City, Askew Nortu Caro_ina—C harlotte, Greensboro, Jacksonville Oun10o—Elmwood Place, ville, Entire System PEN NSYLVANIA—Harrisburg, Dorrisville Grade TennesseeE—K noxrville, Park City-Lowry Texas—Dallas, Pacific Ave Vircinta—Bath County, Entire System; Richmond, J. E. B. Stuart i West Vircinta—Dorothy, Dorothy; Oakvale, Entire System Wisconstn—Milwaukee, Forest Home Ave., Girls’ Jr. Tech (South), Thirty-Seventh St. Heller, Row- ALASKA—St. ARKANSAS—WN orth CALIFORNIA—( DistTRIcT FLORIDA (,EORGIA Hawaii—Hilo, Wesley Heights; Elmwood Place; Loudow THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION nd ‘ac Try ile nd, tire rls’ Vlore FOR YOUR TEXTBOOK DOLLAR Today’s textbook dollar gives you more than ever before for your money MORE ILLUSTRATIONS Over 350 illustrations, many in color, in a new arithmetic . . . over 460 in a new high-school science book . . . colorful paintings done by the distinguished artist N. C. Wyeth for new junior-high-school music books — today’s books rise to new heights of attractiveness and color, making study of them tempting. MORE EXPERIMENTATION Over 50,000 children contributing to a nation-wide investigation to determine the content of one of Ginn and Company’s series of readers . . . 2700 pupils testing new early arithmetic materials — today’s books are often proved before published. More material MORE MATERIAL Attractive approach, concrete data, episodes, applications, illustrations, and sum- maries — today’s textbooks are larger, more leisurely books with all the characteris- tics of the best books of any sort. They talk to the pupil not at him. —_ ; wos MORE SERVICE SS i- “2 Frequent changes to keep new printings up to date with a swiftly moving world SS 4-7 ...helpful Teachers’ Manuals for almost every important book or series — today’s in ——__ teachers are helped to better teaching, more effective learning. All these things cost money. All these things cut into publisher’s profits. All these things tend to push textbook prices up, as do increased costs of labor and materials and mounting taxes. Yet, even so, over a twenty-five-year period textbook prices per 100 pages show little change. Thanks to improved methods and machinery and to the economy of including more pages within the covers of a single book, the cost of the bigger, more attractive textbooks of today remains, as always, relatively low. GINN AND COMPANY Boston New York Chicago London Atlanta Dallas Columbus San Francisco VOLUME 28, NUMBER 43 APRIL 1939 [ A-77 ] A New Measure of General Ability Publication of the Pintner General Ability Tests: Verbal Series marks a significant forward step in mental measurement. This series combines all these features: 1 Validity—the tests truly measure scholastic aptitude. 2 Reliability—Successive administrations yield consistent results. 3 Single score scale—scores on different batteries and forms are directly comparable. 4 Discrimination—8 subtests measure recognized components of scholastic ability, 5 Ease of administration, of scoring, and of interpretation. PINTNER GENERAL ABILITY TESTS VERBAL SERIES The Intermediate Test for grades 4 to 9 and the Advanced Test for grade 9 and above are now ready for distribution. Tests for primary grades are in preparation. Yonkers-on-Hudson New York World Book Company 2126 Prairie Avenue Chicago | Cont. from page 127] At the same time he built up the NEA membership in the state until in six of the past seven years Penn- sylvania has had more NEA members than any other state. Dr. Kelley has been a vigorous worker for closer integration of the state associations with the National Education Association. He developed and put into practice the idea of the coinclu- sive membership plan whereby the teachers join local, state, and national associations at the same time, a plan which has worked successfully in Pennsylvania for the past ten years. Responsibility of Administration for Instruction si Wuat seems to be the responsibility of administration for instruction today? It is no longer to prescribe what is to be taught, or how, or when; but to provide the en- vironment most conducive to maximum pupil growth and to work. cooperatively with pupils, teachers, and community to provide a broad and flexible instructional program adapted to the present and future needs of all of the children in the com- munity which the school serves.—Sidney B. Hall, state superintendent of public in- struction, Richmond, Virginia, in an ad- dress before the AASA at Cleveland, Feb- ruary 27, 1939. | A-78 | Convention Publicity By Radio yx A REcorD in convention publicity by radio was established at the Cleveland meeting of the American Association of School Administrators, February 25-March 2, with arrangements for twenty-four coast- to-coast hookups on the three principal radio chains to take convention addresses and activities to the public. Included in the series was a recognition of Washington’s birthday on February 22, when “Our American Schools” presented Walter Hampden on the National Broad- casting Company in a reading of excerpts from George Washington’s Farewell Ad- dress. Another highlight convention radio program was a panel on “The Challenge of Crime” over the Mutual Broadcasting System. Members of the panel were: James A. Johnston, warden, United States Pen- itentiary, Alcatraz Island, California; Aus- tin H. MacCormick, commissioner of cor- rection, New York, New York; William E. Grady, associate superintendent of schools, New York, New York; and Hon- orable Harold H. Burton, mayor of Cleve- land. The radio panel was conducted by Joseph Reis of Station WLW, Cincinnati. The convention radio series closed after the final meeting of the convention with a news summary of the five-day sessions by Lyman Bryson, Teachers College, Co- lumbia University, on the Columbia Broad- casting System. Commencement Packet vv Tue 1939 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. Fifty Years’ Service in the Public Schools yx S. R. Fitz, who retired in February, after fifty years of service as a teacher in the public schools, the last 28 of which were spent as principal and district super- intendent of the elementary schools of the Garden Grove (California) School Dis- trict, has been presented a Life Member- ship in the California Teachers Associa- tion. In a special editorial “respectfully saluting” Mr. Fitz, the News states: “It is hard to imagine how a Garden Grove lifetime could be spent in a more worth- while manner. [ Cont. on page A-80} THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Vbece Pooks THAT MAhE TEACHING MORE INTERESTING ... Highly Educational, Written to Appeal to Students. Send for your FREE copies today. This Seal of Acceptance denotes that the educational material in these books is acceptable to the Council on Foods of the American Medical Association. The Sibty of, Coffee The history, cultivation, preparation for market, and pack- aging of coffee are all described in this interesting 40-page booklet. It is illustrated throughout with photographs. Con- tains a section for home economics teachers on the brewing of coffee, and the Story of Pineapple This 48-page booklet contains an historical description of the Islands, plus the complete story of the origin, cultivation, and canning of pineapple; also contains excellent recipes; illustrated. The cover unfolds into an attractive 4-color map of the Islands. The Story of Salmon This booklet describes the life of the salmon—its beginning in cold Alaskan streams, its mysterious rush to unknown parts of the Pacific—its dramatic return upstream to its birthplace, there to spawn and die. The book contains chapters on salmon fishing, salmon as a food, and methods of conservation, all profusely illustrated. Mail coupon for your free copies today. Home Economics Department AMERICAN CAN COMPANY 230 Park Avenue, New York, N. Y. We Manufacture Cans fe wc) We Do No Canning pf Sm mameewssneanasssesssanssssassooesaanasana Se ee eee na nena eee a ean e essen e nese se aaesasaenna= i ' i MAIL THIS COUPON BN 5 os beth aiken s sc deeekeed ees enanebenen Grade.....+ ' Home Economics Dept. JNE-49, American Can Co. : 230 Park Avenue, New York Be. n.o5s Katine 000000 0dseehake scegnsentawessanaeeanen | Please send me a copy of [|] “The Story of Coffee,” Gielen, £258. bs dies ives caged ween ae ier i [_] “The Hawaiian Islands and the Story of Pine- apple,” [] “Story of Salmon.” 8 PE Ore Te eee Ty Tere TT TTT State. ccccccccces 1 ' ea RE ee eR I ne a ee VOLUME 28, NUMBER 4; APRIL 1939 [ A-79 | } Chening gu "SD clear thinkin arctan ~~ ‘ee = ee a ee ® FACTORS WHICH LEAD TO GOOD TEETH ARE: (1) Proper Nutrition, (2) Personal Care (Chewing gum helps brighten teeth), (3) Seeing Your Dentist and (4) Plenty of Chewing Exercise (Chewing gum daily), is an aid to g The bit of energy-giving sweetness ¥ in a delicious, refreshing stick of gum and the chewing which © speeds up circulation in the head help you continue to be mentally alert. See for yourself and let the young people you are responsible for prove this to their own helpful satisfaction. There’s a reason, a time and a place for Chewing Gum . . . University Research is , the basis of our advertising. |! a allel A THE NATIONAL ASSOCIATION OF CHEWING GUM MANUFACTURERS, ROSEBANK, STATEN ISLAND, NEW YORK |Cont. from page A-78]| Certainly other callings bring greater financial reward; other lines of activity may bring more fame, more recognition, more pleasure per- haps. But down in the heart of a school- master, who has so believed in the worth of his calling that he has stuck to it for fifty years, there must be a deep feeling of satisfaction that men in other walks of life never experience.” NEA Field Service Activities yy A series of regional conferences is being conducted during March and April by the National Education Association and the Educational Policies Commission. President Reuben T. Shaw and Executive Secretary Willard E. Givens of the Na- tional Education Association, and Secre- tary William G. Carr of the Educational Policies Commission will attend these con- ferences: Columbia, South Carolina, March 30; Memphis, Tennessee, April 1; Kansas City, Missouri, April 2; Denver, Colorado, April 3; Salt Lake City, Utah, April 4; Spokane, Washington, April 6 and 7; and Chicago, Illinois, April 1o. Agenda for the conferences will consist principally of three main items: Federal aid for education, professional organiza- tion relationships, and the work of the Ed- ucational Policies Commission. | A-80 ] The Director of Field Service, Charl Ormond Williams, has spent a large part of the past year working in the southern states. Interest of the teachers of the South in professional problems is steadily de- veloping, as shown by the growing mem- bership in the National Education Asso- ciation as well as in the state associations. An Institute of Professional Relations was sponsored last summer at George Peabody College for Teachers. This In- stitute proved so helpful that it is to be repeated and several other similar institutes are being planned. Several will be con- ducted at the institutions of higher educa- tion in Oregon; one at the Universities of Utah, Oklahoma, and Omaha; seven in West Virginia; at least one in Kentucky; two in North Carolina; and probably five in Tennessee. Toward Coordination in Health Education ye Last NoveMBER a conference was held in New York City of representatives of forty organizations in the field of health education. The reports presented gave a colorful picture of the great variety of ways that the different organizations op- erate, of the wealth of diversified ser- vices, of the many different groups that are served, and of the difficulties which hinder the attainment of their objectives. No group expressed entire satisfaction with the services it had been able to render. The need for coordination in this important field was apparent. It was proposed that there be organized a national committee on cooperation in school health education to operate for a three-year period. This com- mittee has been appointed and is now at work. Further information may be secured from N. P. Neilson, executive secretary, American Association for Health, Physical Education, and Recreation, 1201 Sixteenth Street Northwest, Washington, D. C. And They Want To Cut Expendi- tures for Schools vy Torat sares of the five cigarette leaders in 1938 aggregated about 133,000,000,000, as follows: Camel, 43,000,000,000; Lucky Strike, 38,000,000,000; Chesterfield, 35,000, 000,000; Philip Morris, 9,000,000,000; Old Gold, 8,000,000,000. The total figure for 1937 WaS 141,000,000,000. American Education Week 1939 vv AEW will be observed November 5-11. An attractive announcement folder may be secured free from the National Education Association. Committees and administra tors may wish to secure a number of copies for distribution. [Cont. on page A-82| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION - — & a ooo NEW | RESEARCH BULLETINS | The Rural Teacher’s Economic Status Presents facts on the incomes and expenci tures of 10,000 rural teachers. January 1939, 64 pages, 25¢ per copy. Salaries of School Employees, 1938-39 per copy. Orders should be accompanied by funds in payment. Discounts on quantity orders of the same publication: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more copies, 3314 percent. Summarizes the salaries paid in 1850 city one school systems. March 1939, 32 pages, 25¢ “i'm a fittle bit non azy «+s FREE HOME TRIAL! OWN A ROYAL “Just ask your < {tepes about Without risking a penny—right in your own home—prove to your own satisfaction that a Royal Portable will help you (1) get ahead faster, (2) get more work done, (3) have more spare time. “I did. Now I use a Royal Port- able daily in working out proj- ects and reports —for all my let- ters, too.” Royals are scientifically designed for fast, comfortable action. Handsome to look at—great to use. A life-saver to every teacher. READ WHAT ROYAL GIVES YOU! Standard, full-sized keyboard. Easy, effortless action. Touch Control*, Finger Comfort Keys, Gen- uine Dust Protection, Automatic Paper Lock, Touch-set Tabulator and many other office typewriter features. ‘Amazin the work you get done on a Royal!...” “I used to put things off — be- cause I hated writing. Now I find it fun to use a Royal Portable. I clean up my daily routine in a bi br “I like to read, go to movies. A Royal Portable fits into my picture fine. It saves time—I do reports in half an hour that formerly tock twise os lene. SEE what a Royal will do! Then own it on your - a 3 or —_- a whole year, you wish, wit sma carrying Cash or Monthly Payments charge. Mail coupon today for full details of Royal’s offer. No obligation. * Trade- mark for key-ten- sion device "ame aaaapan lattes in tami atamtnte = slams matin spr auaimmaanapciacmnegy ne emamammammmmmammaas | $ ROYAL TYPEWRITER COMPANY, Inc. 4 NATIONAL EDUCATION ASSOCIATION ||: FREE! | coone 1.2 Park Ave, New York,NY. | H . Tell how I hi : OF THE UNITED STATES : fo TYPE RIGHT. latest model Royal Portable_—with FREE HOME TRIAL. ; . . ® INCLUDED with : 1201 Sixteenth Street, N.W., Washington,D.C. = every Royal Portable ee eae oe SEF eee eae . = at no extra cost—a . = handsome Carrying 4 = Case. Ce ccttiocunnmnmneiial Cs ceccwuwenel a . — PPTTTITITILTITITT Lili No he he nt at ee on - Mail Coupon at 4 Now for Y, FREE Catalog , 2 without a care? th Pupils need good recreation . .. the chance to exercise properly out-of-doors and | Don’t let accidents and sickness spoil your vaca- to learn individual and group playground activities . . . without danger of injury. tion time this year. Play safe. Let the protecting Ever Wear Safe , aS a arm of the T.C.U. follow you everywhere—on rm " , car oalety units are durable, economical, and perform definite play and | the road—in the wilderness—in camps, hotels ‘6 r roy 7 ne you want one outfit or complete new equipment... | or on trains—even abroad. see this FREE illustrated catalog of safe playground apparatus before you buy. P . P FILL IN COUPON TODAY. Send Today for Special Pre-Vacation Offer 0, EverWear also manufactures a complete line of modern swimming pool equipment Right now you can buy at a bargain price a com- -y and soundly constructed basketball backstops. plete T.C.U. Policy that will give you protec- 2 tion during the rest of the school year, through ¥ the long summer vacation and well into the Fall id MANUFACTURING COMPANY | — =. ...and you get more! For example, Filmosound “Academy,” pictured, offers - twice the sound volume of similarly priced classroom projectors. That’s why it gives you auditorium service, too! The “Academy” projects BOTH sound and silent 16 mm. films. It has provision for using BOTH a micro- phone and a phonograph turntable. You get exclusive features in the “Academy”: “floating-film” protection; costly three-sprocket construction to eliminate “flutter”; metered lubrica- tion; positive gear drive. These—and many more—all to provide easy oper- ation, low maintenance cost, and last- ing dependability. With powerful 750-watt lamp, 1600- foot film capacity, the “Academy” costs but $298. Complete details on all Filmosounds on request. Rent Hollywood Hits Such grand Universal films as Magnificent Obsession, My Man Godfrey, and Show Boat have been released on 16 mm: film and can now be obtained for school showings through the Filmosound Library exclu- sively. Write today for new, free catalog describing and pricing over 1000 sound films on all sub- jects. Bell & Howell Company, Chicago; New York; Holly- wood; London. Established 1907. MAIL COUPON TODAY Saeaceeaaeesesaeaseaseeee4 BELL & HOWELL COMPANY 1854 Larchmont Ave., Chicago, Ill. _—_ JNEA¢-39 Send details on ( ) Filmosound School Pro- jectors. Include ( ) Filmosound Library Cata- Io of 1000 films. e now have (number and make)........ Seana eaeaanaeeaaee*) we OW a ae oe ee eo PRECISION-MADE BY BELL & HOWELL [ A-85 ] @ Vacation in air-conditioned Oregon on your way to or from your N. E. A. Convention and the San Francisco Exposition. Just across the border from California is Crater Lake, one of the scenic wonders of the world. Itis a miracle in blue, a great sapphire jewelin a setting of precipitous rock walls. A mile and a half above sea level, yet easily reached over splendid highways. Nearby, down paved forest aisles, are the Oregon Caves with their marble halls of strange and beautiful formations. Like Crater Lake, they are in the National Parks system. See all of Oregon. It is a land of cool summer nights, invigorating days. Sultry heat is unknown. Vacations here are inex- pensive. Average expenditure of motorists visiting Oregon in 1938 was less than $3.75 - a day. Send for the State’s free booklet. OREGON STATE HIGHWAY COMMISSION Travel Dept. Room 174, Salem, Oregon Please send me your illustrated booklet on Oregon. NAME ADDRESS CITY [ A-86 ] ~ Car | ag and nursery school. Chil- ren’s demonstration school and observation center. Special summer classes. 3 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-D EVANSTON, ILL. "ROUND SOUTH AMERICA TOURS Personally Conducted—All Expense ist Tour—from New York, June 24th 9 Countries ... 45 days—8S8S85 2nd Tour—from New York, July 15th 10 Countries ... 63 Days—81055 First Class Hotels—wWrite for Bkit. “ERE” BAXTER TRAVEL SERVICE, INC. 522 Fifth Ave. (at 43rd St.), New York City 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 ng, climatic and recreational advantages. Organ- ized hikes, week-end outings, visits to glaciers, excursions to the Rocky Mountain National Park, and mountain climbing. Mek lomittton 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 and public lectures. Educational Conferences. UNIVERSITY OF COLORADO BOULDER, COLORADO Dean of Summer Quarter (Dept. S) Please send complete information and Bulletins checked: Summer Quarter Catalog (including Graduate School) a) Summer Recreation Bulletin (_) Field Courses in Geology and Biology [ Cont. from page A-85]| superintendent of schools, Ann Arbor, Michigan; Hollis [. Caswell, Teachers College, Columbia Upj. versity; and R. D. Lindquist, director of Cranbrook School, Bloomfield Hills, Michi. gan. The latest publications of this Depart. ment are: Eleventh Yearbook, Coopera- tion: Principles and Practices (256 Pages, $2) and Radio in Education (48 pages, 25¢). The Twelfth Yearbook, now in prep- aration, is on Newer Instructional Prac. tices of Promise. The chairman of the year- book committee is Helen Heffernan of Sacramento, California. Officers of Deans of Women s& THE EXECUTIVE BoarRD of the National Association of Deans of Women (an NEA | Department), including those elected at | Cleveland, is as follows: President—Sarah G. Blanding, dean of women, University of Kentucky, Lexington Vicepresident—M. Eunice Hilton, dean of women, Syracuse University, Syracuse, New York Secretary—Esther A. Dayman, dean of under- graduate students, Mills College, Mills College, California Treasurer—Elizabeth B. Oakes, girls’ counselor, Proviso Township Highschool, Maywood, Illinois Executive Secretary—Kathryn G. Heath, 1201 Sixteenth Street Northwest, Washington, D. C. Headquarters Consultant—Mary dean of women, The American University, Wash- ington, D. C. Past President—Harrictt M. dean, Mount Holyoke College, Massachusetts Chairman, Louise Brown, Allyn, South academic Hadley, University Section—Dorothy Ge- bauer, dean of women, University of Texas, Austin Chairman, College Section—Helen Dalton Brag- don, dean, Hood College, Frederick, Maryland Chairman, College of Education and Teacher Training Section—Helen H. Moreland, dean of women, New York State College for Teachers, Albany Chairman, Junior College Section—Amelia E. Clark, dean of women, Colby Junior College, New London, New Hampshire Chairman, Secondary-School Section—Edna L. Dugan, assistant principal, John Marshal! High- school, Cleveland, Ohio Dates To Be Remembered— April 10-14—Annual convention, As sociation for Childhood Education, Atlanta, Ga. For information address this organiza- tion at 1201 Sixteenth Street Northwest, Washington, D. C. April 14—Pan American Day. Sugges tions may be had from the Pan American Union, Washington, D. C. April 29-May 6—Boys and Girls Week. A Manual of Suggestions for carry- ing out the program for this week may be secured from the National Boys and Girls Week Committee, 35 East Wacker Drive, Chicago, Illinois. [Cont. on page A-88] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION seeemeiemeemeneeneen Now on Sale SCHOOLS IN SMALL COMMUNITIES Seventeenth Yearboook, 1939 608 pages A practical treatment of problems in guidance, curriculum, public relations, schoolhouse planning, budgeting, fi- nance, and leadership. A handbook for administrators, teachers, school- board members and citizens in small communities. $2.00 each—ORDER NOW Discounts on Quantities American Association of School Administrators NATIONAL EDUCATION ASSOCIATION 1201 16th St., N.W., Washington, D. C. / i), /NOUIRE NOW rf LY MNvadf; ULLWBTL, T YOUR disposal, the unexcelled facilities of @ great educational! institution—its libraries, laboratories, observatory, museums and recreational facilities. These factors, plus the great cultural advantages offered by Minneapolis and Saint Paul, combine to offer you attractions thet ere unique emong American universities. MORE THAN 800 COURSES OFFERED leading to Baccalaureate or Advanced Dearees in Education. Special new courses and observation facilities for elementary teachers in elementary rural, village and city posi- tions; Tuttle Demonstration School; University High School—demonstration and practice school; curriculum laboratory. New curriculum in radio education, visual education, adult education, safety education, progressive education. Complete offerings of old and new courses in administration, supervision, curriculum methods, surveys. Kindergarten and primary education; courses for rural teachers, rural supervisors and county superintendents. All branches of secondary school education for academic and special subject teachers are represented in the offerings; courses in higher education and teacher training for college teachers. Physical Education, Speech, Play Production, Art, Music, Painting, Sculpture and hundreds of other courses are offered at the Minnesota Summer Session. es | lap A faculty of 400, including eminent visiting professors. TWO TERMS JUNE 19 to JULY 28—JULY 31 to SEPT. 1 Write Now For Complete Bulletin. Address Director of Summer Session 643 Administration Bidg. . UNIVERSITY OF MINNESOTA MINNEAPOLIS . MINNESOTA VOLUME 28, NUMBER 4; APRIL 1939 Vhs Sidon Combine these Wonder Spots in One Grand Vacation “> Your Entire Trip in Air-Conditioned Luxury ... Cost Surprisingly Low This year brings you the opportunity of a lifetime! Four incom- parable Western attractions—all in one grand vacation tour! Ride the famous DENVER ZEPHYR, overnight from Chicago to Colorado. Spend thrilling days in the heart of the Rockies. See Mile-High Denver, Colorado Springs, Pikes Peak, Boulder and the alpine beauty of Estes Park. Then, on to San Francisco and its history-making World’s Fair—through the Colorado Rockies and the Feather River Canyon during daylight hours. Return through the evergreen Pacific Northwest. Then visit either glorious Glacier or Magic Yellowstone, or both. Glacier, with its winding trails, mountain grandeur, beautiful lakes and cozy chalets; its smooth highways over which sightseeing motors glide you to a myriad of breath-taking spots . . . Yellowstone, with its spectacular Cody Road; its amazing geysers; mud volcanoes, boiling pools and awe-inspiring fall and canyon; its array of wild animal life. Burlington’s special low summer fares combined with attrac- tively priced tours and accommodations in the Parks make the total cost of this grand vacation surprisingly low. Travel independently or join a Burlington Escorted Tour with everything arranged in advance, relieving you of every travel detail. Either way, Burlington gives you the greatest travel value. Mail coupon for illustrated booklet and information. Burlington Travel Bureau eu Room 1621, 547 W. Jackson Blvd., Chicago, Ill. Send me free illustrated booklets, rates and infor- mation about a vacation trip to California, traveling one way via Colorado and the other via Glacier or Yellowstone or both. Burlington Houte 0D Check here for special information about All-expense Escorted Tours [ A-87 ] eS oe sean ‘}OSS4 SUMMER SESSION Ea - First Term, June 17 to July 28 F u i iV t e 5 iT¥ OF ah Second Term, July 29 to Sept. 1 20 «ALPS O So / 1S njoy the scenic travel, the cultural advantages and the recreational opportunities incidental to Summer Session study at The University of Southern California. Extensive offerings provide undergraduate and graduate work leading to de- grees. Special opportunities are available in teacher education for professional improvement and teachers’ credentials. A broad program is presented for men and women seeking an understanding essential to satisfactory living in this modern age. The faculty includes distinguished scholars in many different fields from other institutions as well as from The University of Southern California. En route you can see the Grand Canyon, Boulder Dam, Yo- semite, Redwood Forest, the N.E.A. Convention and the World's Fair at San Francisco. During the session you can visit Art Galleries, Museums, Huntington Library and attend Symphony Concerts Under the Stars. Your week-ends can include trips to the Movie Studios, hikes in the High Sierras, drives through Orange Groves, ocean trips and recreation at the beaches. Delightful summer cli- mate, average 70.5°. For Summer Session Bulletin address THE UNIVERSITY OF SOUTHERN CALIFORNIA, LOS ANGELES LIFE MEMBERSHIP ij a symbol of HIGH PROFESSIONAL SPIRIT The N. E. A. Life Membership emblem is frequently seen and always admired at local, state, and national conventions. It represents vision, professional spirit and leadership. Life Mem- bers are proud of it and it costs so little. Annual dues already paid for 1938-39 may be credited as partial payment on the first instalment. 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 1938-39 may be applied on the first payment. Enclosed please find $8 or $5 balance 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. [Cont. from page A-86] May 1—May Day, Child Health Day, The slogan this year is: “The health of the child is the power of the nation.” Mate. rial for the observance in schools is being prepared by the U. S. Office of Education and can be obtained thru the state depart. ments of health. May 4—Horace Mann’s birthday. See page 122. May 7-13—National Music Week. For suggestions, write to the Committee, 39 Rockefeller Plaza, New York, N. Y. May 15-17—Annual Meeting of the American Association for Adult Educa. tion, Niagara Falls, Ontario. May 18—World Goodwill Day. See page 126. June 15-17—Annual School Adminis. trators Conference at George Peabody Col- lege for Teachers, Nashville, Tenn. June 20-23—Annual meeting, Ameri- can Home Economics Association, San Antonio, Texas. Write to AHEA head- quarters, 620 Mills Building, Washington, D.C. June 29-30—Annual Conference on Business Education to be held at the Uni- versity of Chicago. July 2-6—Annual convention of the National Education Association in San Francisco. See pages 107-08. July 8-21—Third Annual Conference on Elementary Education,sponsored by the NEA Department of Elementary School Principals, to be held at the University of California, Berkeley. For information, write to Eva G. Pinkston, 1201 Sixteenth Street Northwest, Washington, D. C. July 8-22—Summer Institute for Social Progress at Wellesley College. July 16-22—World Congress of Work- ers for the Crippled to convene'in London, England. Vivian M. Hackett, Elyria, Ohio, will supply information upon request. August 6-11—World Education Associations in Rio de Janeiro. Federation of | See page 114. Chancellor Lindley Retires | y& E. H. Linptey has retired as Chancel- lor of the University of Kansas after long and faithful service. Chancellor Lindley, one of the outstanding university presi- dents of the nation, has been a friend and advocate of the interests of the people as opposed to special privilege. The Cleveland Resolutions v¥ pEMocrACY—lThe American Asso- ciation of School Administrators re affirms its faith in democracy as the pattern of human relationship most likely to bring [Cont. on page A-go] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION nis- ‘ol- eri- UROPE For $320! $320 tour includes Scotland, English Lakes, Shake- speare Country, London, Holland, Belgium, and France. Other tours everywhere, $298 to $700. Bicycle Tours, Forums and Seminars. Many attractive offerings in Britain, Alaska, Mexico, and Scandinavia, including university women's International Federation Meeting at Stockholm. Specialist’s tours emphasizing Eng- lish Literature, Home Economics, Industry and Com- merece, Gardens, Photography, Physics and Chemistry, Music, Radio, The Classics, ete. Distinguished Leadership Staff includes—Mrs. Wm. M. Barber, Reinald Werrenrath, Strickland Gillilan, Upton Close, Russell Wright, Marston Balch, Thos. 0. Sheckell, Susan F. West, trina Khrabroff, Ralph P. Boas, john B. May, John E. Millea, ete. Send for Announcement A WILLIAM MALTBY BARBER Babson Park Massachusetts Amazing Yellowstone View the little-known gems of scenic grandeur that await the adventuresome traveler. Thrill to a Yellowstone unmentioned in guidebooks...a Yellowstone so different that it defies description. ' Wonderful WYOMING See spectacular "OLD FAITHFUL” and amusing “Handkerchief Pool”... most famous of Yellow- stone’s 3,000 geysers and hot springs. Enjoy the ludicrous antics of the bears . . . watch in cool summer comfort as the sun slowly sinks behind the jagged, snow-capped pinnacles of the mighty Grand Tetons... come to Yellowstone and Grand Teton National Parks. Come this summer! DEPARTMENT OF COMMERCE & INDUSTRY Geo. O. Houser, Exec. Mgr. 606 Capitol Bldg., Cheyenne Kindly send me free information as checked below: C_) YELLOWSTONE (_) Indian Sun Dances NATIONAL PARK C_) Hot Springs C_) GRAND TETON (C__-) Highway Maps and NATIONAL PARK General Information (~) Dude Ranches & Resorts (_) Mountain Camping C) Redeos, Frontier Celebrations and Outdoor Shows NAME. ADDRESS VOLUME 28, NUMBER 4; APRIL 1939 AVE these golden threads into your summer plans, for the happiest, most varied western vacation ever. It can be done so economically and conveniently via Santa Fe! Point your itinerary, of course, at the Golden Gate Exposition. This fascinatingly beautiful and exotic international show, set on its cool green Treasure Island in San Francisco's world-famous harbor, will be the high objective of all western trips this year. All this to enjoy enroute to or from the NEA Convention at San Francisco Traveling via Santa Fe, you can pause a day or more in historic Old Santa Fé, for an intimate Indian-detour by motor through age-old Indian pueblos and primitive Spanish-American moun- tain villages; follow the rim drives and thrilling trails of Arizona's glorious Grand Canyon; explore for miles the hidden witchery of Carlsbad Caverns, in southeastern New Mexico... Now add San Diego, Los Angeles, Hollywood . . . the majestic mountains, waterfalls and giant forests of Yosemite National Park in California's high Sierras . . . and then, beautiful Golden Gate Exposition at San Francisco. @ For full details on planning your trip at the lowest possible cost, just consult any Santa Fe or tourist ticket office. Or, simply mail coupon below. Route of the World's Largest Streamlined Fieet For swift, comfortable transcontinental travel, Santa Fe offers a whole fleet of famous trains. These include the Scout, econ- omy coach-sleeper train; El Capitan, all-chair-car low-cost streamliner that whisks between Chicago and Los Angeles in just 3934 hours; Super Chief and Chief, superb all-Pullman streamliners; California Limited; and Grand Canyon Limited @ There is new Santa Fe streamlined service, too, between San Diego, Los Angeles, and San Francisco. FOR FREE PICTURE BOOKLETS, JUST MAIL THIS COUPON T. B. Gallaher, P.T.M., Santa Fe System Lines, 1242 Railway Exchange, Chicago, Illinois. Send picture booklets and folders: Indian-detours 0; Carlsbad Caverns 0; Grand Canyon 0; California 0; Yosemite Park 0; Golden Gate Exposition 0); All-Expense Escorted Tours QO); and fares ee White ships . . . blue water . . . brilliant ts. This summer become part of this colorful “Caribbean Picture” on a Guest Cruise to the West Indies . . . aboard a snowy, first-class liner especially built for tropic travel. Swing through a fasci- nating program of shipboard activities and shore excursions with gay, conge- nial companions. Delight in the deck sports and open air pool—the comfort of your outside stateroom—the magnifi- cent meals and entertainment which includes a fine orchestra and sound movies. You'll see strange places. . . as bizarre as they are beautiful. . . . Every Saturday there’s a cruise to Costa Rica with 2 calls at Havana and a visit to the Panama Canal Zone (15 Days—$175 up)... Every Wednesday a cruise to Puerto Colombia (Barranquilla) and Cartagena, Colombia, South America with 2 calls at Kingston, Jamaica, B. Ww. 1. and one at the Panama Canal Zone . Alternate Saturdays—tours to the Highlands of Guatemala with calls at Santiago, Cuba and Honduras (26 days, all ex- penses $263 up). Ask about other services from New York, Philadelphia and New Orleans. (1S Days—$175 up). . GAEAT WHITE FLEET Apply any Authorized Travel Agent or United Fruit Co. Pier 3 N. R. or 632 Fifth Ave., New York. Also Chicago, New Orleans, Philadelphia, Boston. [ A-go ] | Cont. from page A-88] about the maxi- mum happiness and wellbeing of all peo- ples. In order to maintain, to uphold, and to apply ever more widely the prin- ciples and ideals inherent in democracy, we urge the educational profession to promote and support a nationwide pro- gram, particularly within the school, to insure that all youth and adults achieve an intelligent understanding of problems democracy faces—social, political, and economic; and thru this understanding, to facilitate the changes which society from time to time finds indispensable to the effective realization of such demo- cratic ideals as the guarantee of life, lib- erty, and the pursuit of happiness; the establishment of social and economic se- curity; the control of public policies by all peoples; the equality of opportunity for each personality; and freedom of expression. The Association recommends an ac- tive recognition of the educator’s respon- sibility in defending and maintaining democracy by building a better world understanding in these days of conflict among nations. The Association insists that it is Utopian to believe that endur- ing world peace can be built upon any system of human relationships other than one which permits the masses of men to order their own ways for their own benefit and makes the state a serv- ant of the individual. EDUCATIONAL POLICIES—The Ameri- can Association of School Administra- tors commends the recent work of the Educational Policies Commission and calls upon’ the membership to aid in carrying out the pronouncements of the Commission that this continuing pro- gram of public education in America shall become operative in a continuously increasing degree thruout the United States of America. In terms of an educational program, the Association urges its members: [a] To make the work of schools in- clude more definitely the study of economic and social realities and the problems of American democracy today. [b] To provide youth, whether in or out of school, with adequate services for adjustment, guidance, and vocational place- ment. Our Association views with alarm the large number of unemployed youth between the ages of 16 and 24 years and calls upon the schools to give special con- sideration to furnishing these services to this group of young people. CALIFORNIAS GOLDEN GATE EXPOSITION df ta ee : HALF DOME, all granite and a mile high wer VERNAL FALL from the Mist Trail < “<> Mee. MARIPOSA BIG TREES, oldest of living things BLUE PICTURE-LAKES abound for fishermen -be tue lo nclbade YOSEMITE ...one of the World’s Most Spectacular Scenic Wonders A pageant of the centuries . . . tremendous glacier-hewn cliffs and domes. . . thunder. ing waterfalls ... the Mariposa Grove of Big Trees, earth’s largest and oldest living things. Easily the most amazing of Califor- nia’s travel experiences, Any travel or ticket agent will tell you how easily Yose- mite can be included on your trip to the Golden Gate Exposition this summer. For folders, write Yosemite Park and Curry Co., Yosemite National Park, California. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION i + ' j ' orce cower ar |c| To coordinate school activities with the activities of many other desirable agen- cies that influence and affect the lives of youth. FEDERAL AID TO PUBLIC EDUCATION— |For this resolution, see page 109. | DUPLICATION OF EDUCATIONAL AGEN- ciEs—Consistent with our historic prin- ciple of the control of education by the states, the American Association of School Administrators warns the Amer- ican people that the development of two public-school systems in this country, one controlled by Washington, the other controlled by the localities and the states will not only result in needless duplica- tion, waste, and inefficiency, but will be particularly dangerous at a time when authoritarianism and regimentation are gaining the upper hand in so many coun- tries. This danger comes from the crea- tion of various federal educational agen- cies which, it is true, perform indispen- sable services. Federal support for these agencies is essential, but federal control is neither necessary nor desirable. Since every state has a going school system, the administration of these services should be lodged in the states. Local and state control is one of the strongest supports of our civil liberties and of intellectual freedom. Similarly, we warn against the grow- ing tendency of federal departments and bureaus to establish educational agencies and quasi-educational activities which function without regard to the legally established federal Office of Education and frequently result in confusion and waste of public funds. The administra- tion of all federal services to education should be lodged in the United States Office of Education. ALLOCATION OF PUBLIC FUNDS—Since the primary obligation of the states and communities is caring for the training, education, and placement of the youth of America, the needs of children and youth should have first consideration in the allotment of ‘public funds. INDEPENDENT EDUCATIONAL CONTROL —The Association recognizes with pride that the American system of electing boards directly by the people to control public education without interference from city councils and commissions has | been responsible for a large share of the independence of schools and the educa- tional achievements of the country. The Association [Cont. on page A-92| VOLUME 28, NUMBER 4; APRIL 1939 Happy adventuring awaits you in Washington Coast on glaciers or pick Alpine flowers on Mt. Rainier; explore romantic waterfronts; bathe on Pacific Ocean beaches; enjoy the hospitality of Seattle or Tacoma. Steamer sailings to Alaska. Visit this charmed land en route to Convention and the Fair at San Francisco. Send for free copy of ‘Pacific Northwest Vacation Suggestions.’ Fun and thrills in beautiful Yellowstone See the wild life, geysers, can- yons and waterfalls of our oldest and greatest National Park. Enter via Gallatin Gateway and enjoy extra miles of mountain motoring without extra cost. Write for free “Yellowstone” booklet describing low costtours. Goincomfort at low cost on the OLYMPIAN Scenically supreme is the route of this famous transcontinental train. 656 glorious electrified miles; open observation cars through spectacular Montana Canyon, over the Continental Divide of the Rockies and across the timbered Bitter Roots. Air conditioned comfort and friendly service. Appetizing meals at low prices—and low fares, too. Our travel experts will gladly help plan your west- ern vacation to include San Fran- cisco. Send for free booklets. F. N. Hicks, Pass’r Traffic Manager Room 230 Union Station, Chicago, IIl. The MILWAUKEE ROAD fr carne S3301A-9 [ A-or | Vuking WONDER CRUISES KUNGSHOLM JUNE 30th...42 DAYS Notth Cape Cruise Visit little known Iceland; climb the North Cape; drink in the beauty of the fjords of Norway under the Mid- night Sun; spend a day in romantic rose-bowered Visby; see the progres- sive “New” Republics of Estonia and Finland; study for yourself the great Russian experiment; * see Copenhagen, Denmark; and Stockholm, ‘$550 GRIPSHOLM JULY 24th...35 DAYS Viking Laan Cruise See the magnificent fjords of Norway; visit quaint Copenhagen in Denmark; the free city of Danzig; romantic Vis- by on the Island of Gotland; Tallinn, capital of Estonia; Leningrad* in Rus- sia; Helsingfors, capital of Finland; oe and Gothenburg, Sweden; and fina ly a. $415 From *If you don’t want to visit Russia you may leave the Cruise at Tallinn and spend more time in Helsingfors and Stockholm. OR PLAN YOUR OWN TRIP For a Holiday in Viking Lands The longer the better, but even if you have only 21 days our regular sailings vill give you a delightful holiday. Let us help you arrange a Viking trip. No obligation. Inquire of any Travel Agent or SWEDISH AMERICAN LINE 4 West Sist Street, New York, N. Y. [ A-o2 J [ Cont. from page A-g1| condemns vigor- ously recent attempts to break down this system by subordinating the control and support of education to boards charged with many other responsibilities in gov- ernment. THE IMPROVEMENT OF ADMINISTRA- TION—The American Association of School Administrators recommends that steps be taken toward setting up study groups or conferences in administrative practice designed for training adminis- trators and for improving administrative practices. The Association urges that schools of education study and adapt courses to the problems of education in small communities. REDUCTION OF POSTAL RATES—The American Association of School Ad- ministrators commends the President's action in reducing the postal rates on books and urges Congress to enact legis- lation making permanent the flat rate now in effect. New Publications “Salaries of School Employees, 1938- -39,” the Research Bulletin for March 1939, summarizes the ninth biennial survey of salaries paid to city school employees. Gives trends, medians, range, and distribution of salaries paid the various types of school employees in 1850 city school systems. Also contains supplement on salaries paid to rural teachers. 32p. 25¢. - ~ “Critical Analysis of Teacher Tenure Legislation” is a report of the Committee on Tenure, issued in January 1939. It deals with the laws of sixteen states regarding provisions for tenure as defined to mean | permanent employment with notice before dismissal and right to a hearing. The 32- page bulletin sells at 25¢ per single copy. » « “The Implications of Research for the Classroom Teacher” is the joint yearbook of the American Educational Research As- sociation and Department of Classroom Teachers. It summarizes what research has to say on hundreds of classroom problems. Invaluable for individual and group study both in elementary and secondary schools. 300p. $1. > « The Review of Educational Research for December 1938, “Educational Tests and Their Uses,” represents the third cycle of treatment of educational tests. The liter- ature reviewed covers in general the period from July 1935 to July 1938. The Review may be obtained for $1. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION EUROPE ¢ MEXICO | *SOVIET UNION | 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. SCANDINAVIA, SOVIET UNION, BALKANS under leadership of Julien Bryan. London, Sweden, Aland Islands, Finland, Leningrad, Moscow, Kiev, Rumania, nee, Dalmatian $ enice ailing July 8 Back Sent 10 765 BOOKLOVERS PILGRIMAGE under leadership of Prof. Lois Place. Literary shrines, book-making and the § gest collections in Sweden, Denmark, - France Switzerland, Ita Sailing July a. ave EUROPE. Auspices Cooperative pegs of U.S. A. Leader: Dr. J. Henry Carpenter. , ga Swe- a Finland, Norway $675 land, En land, France, 4. land. Sailing July 9. BackSept. 3 PUBLIC HOUSING IN EUROPE AND THE SOVIET UNION (fourth season) | under leadership of Irving Brant, Vice- Pres., National Public Housing Confer- ence. land, Soviet Union Czechoslo- vakia, France, Holland. Sail- ing June 22. Back Aug. 10 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, Leningrad, Moscow, Ukraine, Caucasus, Black Sea, Crimea. Sailing July 1. Back Sept. 5. Weinstock. An unusually complete survey. Sailing July 6. Back Aug. 15. Toone pos oe 468 | as ones %sdaies nie Steamship Passage Third Class except for * ‘Book- lovers Pilgrimage’ and “Mexico in Progress’. For information regarding itin- eraries, social and cultural programs, etc., on these and other trips, address: E OPEN ROAD 8 W.40™ ST. NEW YORK Cooperating in the Soviet Union with Intourist y Back $ \ Aug. 31. Tourist Class passage 121 England, Denmark, Sweden, Fin- | +598 | Helsingfors, | $498 | MEXICO IN PROGRESS (second | season) under leadership of Herbert § Standards for Superintendents of Schools js a preliminary report of the Committee on Certification of Superintendents of Schools of the American Association of School Administrators. It summarizes existing standards and qualifications pro- d or required of superintendents of schools: [a] Expert opinion as to the function of the superintendent of schools, [b] state legal requirements, [c] state cer- tification requirements, [d] special train- ing programs offered by colleges and uni- yersities, and [e] standards suggested in codes of ethics adopted by professional or- ganizations. On the basis of its investiga- tions to date the Committee submits tenta- tive recommendations for study and dis- cussion. 64p. 50¢. « 7 Schools in Small Communities is the Seventeenth Yearbook of the American Association of School Administrators. It is a handbook for administrators and school- board members in small communities—a practical treatment of problems in guid- ance, curriculum, public relations, school- house planning, budgeting, finance, and leadership. The report was prepared by a commission of twelve under the chairman- ship of Hobart M. Corning. 608p. $2. » 7 Analysis of the Statutory Provisions for State Teachers Retirement Systems, issued January 1939, is a report of the Research Division and National Council on Teacher Retirement. The report is restricted to the features of laws which establish statewide retirement systems. The 30-page bulletin sells at 25¢ per single copy. ”» « | The National Association of Deans of | Women, an NEA Department, has avail- able a 70-page annotated bibliography, | Guide to Guidance (mimeographed), which contains reviews selected from 877 publications of interest to guidance work ers. 50¢ a copy. » « Just off the press is the Educational Poli- cies Commission publication, Social Serv- wes and the Schools, dealing with the schools’ relationships to public health, rec- reation and welfare agencies, and public libraries. The experience of several typical communities as well as advice of numerous experts in each of the fields represented have been drawn upon in the preparation of this document. A highlight is the Com- mission’s proposal that public recreation, library, and school services be unified un- der a public education authority. Copies are obtainable at 50¢ per copy. Discounts for quantities on NEA publications are as follows: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more, 334% percent. Send orders to the NEA, 1201 Sixteenth Street Northwest, Washington, D. C. VOLUME 28, NUMBER 43; APRIL 1939 OF A LIFETIME! cad EWEST of vacation experiences! The 75-mile motor drive through Jasper National Park right to the spectacular Colum- bia Icefield. It’s only one of the thrills await- ing you here in the heart of the Canadian Rockies. Golf —ride—swim—or just loaf lux- uriously. You'll enjoy the social life at Jasper Park Lodge. Rates, with meals, from $7 a day. WINMIPEG 10 M4, WONTREAL % | VANCOUVER 9 sadper Sam FRANCISCO ST. Pagl Cnicaco NIAGARA FALLS «NEW YORK GOING TO THE FAIRS? Double your enjoyment! Ask your nearest agent about routings via Canada—and include one of these thrilling Canadian National tours — Canadian Rockies, Alaska, Gaspé, or the Maritimes. Boston....... 186 Tremont St. New York....... 673 Fifth Ave. Buffalo.....22 N. Division St. Philadelphia... .1500 Chestnut Chicago..4 S. Michigan Blvd. Pittshurgh.....355 Fifth Ave. Cincinnati... .206 Dixie Term. Detroit...... 1239 Wash. Blvd. Duluth...428 W. Superior St. Kansas City. .414 Fairfax Bldg. Los Angeles, 607 S. Grand Ave. Minneapolis....634 Marquette CANADI To EVERYWHERE Portland, Me.....G. T. R. Sta. San Francisco. .648 Market St. Seattle...... 1329 Fourth Ave. St. Louis...314 No. Broadway St. Paul. .First Nat. Bk. Bldg. Wash., D. C....922 15th, N.W. Montreal, Que..360 McGill St. * PARK LO IN THE CANADIAI Low-Cost All-Expense Tours of Jasper Park TWO-DAY TOUR Includes Sky-line drives to $23.50 up Mt. Edith Cavell, Angel Glacier, Punch Bow! Falls, Pyramid Lake and Maligne Canyon. THREE-DAY TOUR $ -50 up Pyramid Lake, Maligne 37 Canyon, Punch Bow! Falls, Miette Hot Springs, and the worid- famous Columbia Icefield. Includes motor trips to FOUR-DAY TOUR Includes all of the motor $47.50 up drives mentioned in 2- and 3-day tours, plus plenty of time to enjoy your favorite sport. Longer tours also available. All tours Start at Jasper Station and include room and meals at Jasper Park Lodge. Low fares. Come by the through air-con- ditioned Continental Limited, or, if you prefer, come via rail, and Trans-Canada Air Lines services. Call or write any Canadian National Office for illustrated booklets. HISTORY IN THE MAKING . . the dynamic tempo and mas- sive achievement of the Land of the Soviets, unfolding in boundless vistas of progress . . Ge from vast, industrialized Ukraine tion to the storied Volga, a vital] at th world! For 1939, Intourist’s 10th Anniversary, an unprece- > allie dented variety of independent and group itineraries, with ; rates in the USSR only $5 a day. $8 tourist, $15 first class, Civa Write for illustrated booklet 43-A. for See Intourist or Your Travel Agent | Pala ALL-UNION Church of St. Julian le Pauvre on the left bank, Paris AGRICULTURAL EXPOSITION R opens Moscow ce FRANCE (| 2S) in Soviet history— hon 353 acres devoted NEW YORK: 545 Fifth Avenue to USSR’'s massive CHICAGO: 360 No. Michigan Ave thro ’ achievements in LOS ANGELES: 756 So. Broadway agriculture for Stud d Pi " r Study an ay on your a e Wri Summer Vacation | .p and “Tl go and chat with Paris”...its concerts, opera, Louvre, Cluny Do Museum, Luxembourg Galleries...I’ll descend the Boulevard St. Michel to the Sorbonne, centuries-old when Napoleon broadened its sore programme as the University of France...where Cardinal Richelieu is expr buried and Chavanne’s “La Source?’ vast and beautiful, is frescoed in the amphitheater %& Linger in the mysterious past at Fontainebleau, the Franco-American Summer School of Fine Arts set amid the paths — and rocks so articulate of Louis XIV % Major in music at Vichy...relax at the Spas in the Savoyard Alps, shadowed by soaring Mont Blanc. . s Rail fares reduced 40%...favorable exchange Ti iia anaiee an teattens .-. gasoline discounts...lower travel costs operations are major factors in the Under the Pyrénées, Toulouse’s University was flourishing three cen- + turies before Columbus set sail...the seat of Europe’s oldest literary cost of PRINTING. Through care- . society, distributing gold and silver flowers to its laureates % A week at fashionable Biarritz or turn toward Cannes, summer site of the ful planning and advanced pro- College of Aix-Marseilles basking in flowery Riviera mildness * Curious, hilltop Poitiers on the route of the Maid...guarding the duction methods we have reduced as r oldest Christian monument in France, Titian’s priceless self-portrait | | 4 and a University filled with rare manuscripts...and wherever you | the time element to a minimum. ” go, modest inns and pensions built upon reputations for superlative | | food *% Here is a summer vacation of instruction, romance and | play...set upon a cultural background...designed to fit you for | | Consult us—any size job interests “ higher learning and better work at little expense. the “Master Printer” | Your local travel agent has informative literature ...or nrile lo Arr French Government Tourist Bureau | JUDD & DETWEILER | Na 610 FIFTH AVENUE+-NEW YORK IN THE NATION'S CAPITAL | A-94 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | yo — — 2a~ 28S be tine ital vith 78s. | ff ON | The Seventy-Seventh Annual Convention of the TIONAL EDUCATION ASSOCIATION of the UNITED STATES Will Be Held At SAN FRANCISCO July 2- July 6, 1939 General sessions, representative assemblies, registra- Attendance at summer courses may be included in the tion headquarters, and exhibits will be located in buildings convention plans. Write some of the institutions whose at the Civic Center. Meetings of the departments and announcements are carried in the Journal advertising allied groups will be arranged in the vicinity of the columns and obtain information regarding the possi- Civic Center to the fullest extent possible. Headquarters bilities of combining convention attendance and summer for state delegations generally will be located at the professional work. Palace Hotel. Hotel arrangements should be made promptly and it will be to advantage to use the reservation form printed Registration, exhibits, and some preliminary official below. Reference to street plan shown on other page meetings will be held on Saturday, July 1. The conven- shows convenience of various hotels to the Civic Center. tion proper opens Sunday afternoon, July 2, and carries Practically all hotels listed are easy of access to Market through Thursday, July 6. Street either by walking or by street car. On Market Street is excellent double line street car service to and Transportation to the convention is possible by Comm the Chui Contes. ari -s which offer attractive travel features. various routes which offer attractive travel features Hotel rates as listed have been furnished by the hotel ‘rite to > transportation companies whose advertising —* . > . ° 4s Write to the transportation comps “ & associations to the National Education Association Con- appears in the Journal and obtain the helpful schedules vention Housing Committee of San Francisco. The num- and descriptive material that they will send on request. ber of hotels is large but only limited numbers of rooms Do not overlook the additional pleasures of travel that are available in many cases. Hotel demands during the can be arranged so readily with slight, if any, additional period of the convention will be heavy due to the opera- expense. tion of the Golden Gate Exposition. (een as aaa aD ewese Rare USE THIS FORM FOR APPLICATION FOR HOTEL ACCOMMODATIONS ??°°?°-:?:?:>"-ecCc-—- Be specific as to dates of occupancy, types of rooms desired, and prices to be paid. If hotel of first choice is unable to accept reservation the Housing Committee will endeavor to comply with your second or third choices in the order named. You will receive confirmation direct from the hotel accepting your reser vation. To CuairMAN oF N.E. A. Houstnc CommittrEEe 200 Exposition Auditorium San Francisco, California Please reserve sleeping room accommodations during the period of my attendance at the convention of the National Education Association as noted below: Hotel of Ist choice ; ; 2nd choice -_- eee Lee ee . SRI. Ss cneabtn Gan mdgedita oak Room(s) with bath for one person—rate desired... .... 1... 2... cece eee c eee cee cesseceececess ack sind atrases Okc ienawca -- - Room(s) with bath for two persons, double bed—rate desired. ............0000 eee cee eececeees Disccidlghiacsea a — Room(s) with bath for two persons, twin beds—rate desired. ...........002c0e cece ceeeceeeses a Ss cibdeitein nn Arriving July / hour ; ae eee a .> SR i ore caca cack cascernecaeeeeeo Names of occupants, other than myself, with their addresses, are attached hereto. SIGNED- ; én ADDRESS_-____-- icici ine a ar ean eae ema) ee i ne ee ee VOLUME 28, NUMBER 4; APRIL 1939 [ A-95 | HOTEL RATES—SAN FRANCISCO Following list shows only rooms with baths accommodating one person and two persons. Suites and apartment, are available in many of the hotels listed. Some also have rooms without baths at rates lower than those quoted below, Apartments of various sizes also are available and lists of these will be furnished by the Housing Bureau. Numbers jp parentheses following names of hotels show total number of rooms in each hotel. [= ee Rate per day | Rate per day for room with bath for room accommodating TWO Persons with bath crcmumeta a Rate per day | Rate per day for room with bath for room accommodating TWO persons Double bed Twin beds Alexander Hamilton (50)..... ting person ting NE person Ambassador (250) Angel K ge °Ss° seuss": ha ’ $3 §& _ BBes 8 eooo°o; oo; g 8 oeaeaeaaeN gee eneww w $8 8 oe » NN / 88838 & : ow S8S8s : &% pope P ssPetelstsst2ftssee? $88 Ssss $8 8 8 88 88 St niin ve ere 3° 5 332° ok8 g3 fe Pf fe 88 ©8388 $8 8 & 88 ua abuw ww o ue Lankershim (350). . La Salle (150)...... Lombard (125) Ritz (102) Roosevelt (165) St. Francis (1000) Sutter (250)... Terminal Victoria (150) Virginia (150) Washington (200) Western Women’s Club | Whitcomb (500).. : of NeeNWeseehNanNNW Beene $8 See 5°88 a 88 ak hatin ey www wh S$ 8888 $8 2°60 88 Bess 88 $e g ° ° Double bed $3.00 to $3.50 $3.50 5.00 4.00 to 4.50 een) Nee tt $8 WOww WROD SOLS LASS re iat 8 88sss sees e888 eo whwuaw fe Pfere 8s: ass ger etesseoe Saba 83. Twin beds ———— $4.00 to ‘oe 5.00 9.00 te 12.09 - eeRo 8: $888 Be: S8S8; & S885 555g : 88 8 Seeee se e 8 888 a fayette (100)... oe ° i | i aan ae : PHS LA \ @ oC: Be Sk Se Re ae = 3 Q -) Bea fee Se Ae) aN ala ata \ oe KS = OO a 2 ae SUTTER OFARRELL - = fg } rN) ~ : § =a i koa : THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION