‘ TREASURE ISLAND IN SAN FRANCISCO BAY. SEE PAGES 150-153. The Most Umportant Veur Movement in the field of Education during the past thirty years is the teaching of Safety. From the large city systems to the one-room schoolhouse, there is a growing demand for a Safety Program and for Safety Training against the hazards of modern life THE ROAD TO SAFETY BUCKLEY—W HITE—ADAMS—SILVERNALE presents a basic, well-organized program in eight fascinating books for the first six grades. Incidents and experiences that are dra- matic and thrilling but never tragic, arouse the pupil’s interest, and appeal to his imagination. Through this correct psychological method the lessons of safety make a lasting impression. Safety attitudes and safety habits are thus established. The Titles of the Books) AWAY WE GO, $.20; HAPPY TIMES, $.56; IN STORM AND SUNSHINE, $.64; IN TOWN AND COUNTRY, $.72; HERE AND THERE, $.72; AROUND THE YEAR, $.76; ON LAND AND WATER, §.80; WHO TRAVELS THERE, $.88. Workbooks and Teachers’ Manuals. AMERICAN BOOhH COMPANY NEW YORK CINCINNATI CHICAGO BOSTON ATLANTA DALLAS SAN FRANCISCO FOR THE REFERENCE SHELF— En eyel. 02 edia Americana 30 VOLUMES 88,000 ARTICLES 10,000 ILLUSTRATIONS 100 MAPS No reference library is complete without the latest edition of this great American reference work. It is authen- tic, comprehensive, and up-to-date. Special effort has been made by the Editorial Division on the articles dealing with the United States (all State articles completely revised), Foreign Countries, Important Cities, Developments in Science and Industry, Economic Trends, and numerous other subjects which are of great interest to the student of today. ‘Full Value por the Library Dollar! In these days of rigid economy, schools and public libraries can afford to select only the very best books at the lowest prices possible. Cognizant of the need to replace worn-out reference material, and with a sincere desire to meet the requirements of reduced budgets, our company is now offering the “Encyclopedia Ameri- cana” to schools and libraries at a special reduced price. Free literature and information regarding prices and terms will be sent on request. The latest edition of the “Encyclopedia Americana” will be on display at the N. E. A. summer conference in San Francisco. You will be cordially welcomed at our exhibit. AMERICANA CORPORATION 2 West 45th St.. New York City JOY Bet F in 19 Supre | dedic right! insigh is gi’ Instit recei' other of th and won | nifics whic | they ers, 1 an i auth little Justi “T Cout of as and of co subje in th or b | deco be, | bette all.” only Publi | Rev The life 1 jor # wilh eaten MORGAN, Editor VOLUME 28, NUMBER a H. A. ALLAN, Business Manager Between Editor and Reader CONTENTS FOR MAY 1939 ? FRANKFURTER, Who recently gave up Future Teachers and the Centennial . ....... . Editorial 129 teaching to become a member of the United States Supreme Court, published — Educating for Service ina Democracy ..... . .L. J. Hauser 130 in 1938 a book on Mr. Justice Holmes and the Supreme Court (Harvard University Press). He Our NEA Tenure Committee at Work . . . . Donald DuShane 131 dedicated this book “to Mr. Justice Cardozo, rightful successor of Mr. Justice Holmes.” Much insight into Justice Frankfurter’s social conscience OueolDeGi Sis 6 6s nee 2 0 0 es) Mary. Temp 130 is given in this book. He refers to Brookings Institution figures showing that 36,000 families Shall I Become a Teacher? ...... . . . Joy Elmer Morgan 141 received more income in 1929 than 11,000,000 other families. He points out that “the vital share of the Court” in shaping the nation politically | The State Director an Important Integration Factor and economically has largely escaped the atten- Reuben T. Shaw 144 tion of historians and emphasizes the great sig- : nificance of the opinions of Mr. Justice Holmes, Pedagogy thru Pictures . . ©. - - e+e ee ee eee ee ee 145 which have even more influence now than when they were delivered. Of special interest to teach- A Century of Teacher Education. . . .... . . Payson Smith 133 Camping for Democracy ...... . . . .. Norman Drachler 143 ere wc ct Ht we ee os eee) eS BSE | ers, who in their own work accept criticism as Salaries—Eight Th. ¢ 6 s @ » Frank W. Hubbard 147 an important method of improvement, is the author’s observation that the Court has been too little criticized from without. He quotes from Mr. California Calls ............ +... Belmont Farley 150 Justice Brewer, who wrote in 1898: “It is a mistake to suppose that the Supreme Court is either honored or helped by being spoken Proposed Amendments to NEA Bylaws .. . Cornelia S. Adair 154 of as beyond criticism. On the contrary, the life and character of its justices should be the objects “The Importance of Perfect Performance’—An Answer . . . 155 of constant watchfulness by all, and its judgments Milton W. Field and Paul W. Pinckney subject to the freest criticism. The time is past in the history of the world when any living man or body of men can be set on a pedestal and One Hundred Percent Enrolments. ...........+.+.. 158 decorated with a halo. True, many criticisms may be, like their authors, devoid of good taste, but better all sorts of criticism than no criticism at all. The moving waters are full of life and health; The School’s Social Service Relationships ........... 149 Tee Gem Prememsee Preerem «6 ttt tt et to te aD The Best Enroiment Plan ............ 47.D. Martin 157 rr ee 8k ols 8 ole 2 ee eee Ae The articles herein printed are the expressions of the writers and only in the still waters is stagnation and death.” not a statement of policy of the Association unless set by resolution Published monthly except June, July, and August by the National Education Association of the United States, 1201 Sixteenth St. N. W., Washington, D. C. Reusen T. Saw, President J. W. Crastree, Secretary-emeritus Wictarp 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 jor mailing at special rate of postage provided ~s in section 1103, act of October 3, 1917, authorized January 26, 1921. Directors OF DIVISIONS: Accounts ‘aid edith 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 5; MAY 1939 [ A-ror | ib a Doiny ot {x OW TO Gy; ey The Underwood Master which sec- retaries discuss over luncheon teacups today has convinced the world that there 7s something really new intype- writers. For Underwood’s advanced en- gineering has given it the speed that makes the day’s work fly . . . the uni- formity of type impression that lends beauty to the typewritten page... the ease of operation that makes typ- ing fingers grateful. Why not telephone for a free trial? Typewriter Division UNDERWOOD ELLIOTT FISHER COMPANY ® Typewriters.. Accounting Machines .. Adding Machines ..Carbon Paper .. Ribbons and other Supplies @ One Park Avenue, New York, Sales and Service Everywhere Underwood Elliott Fisher irs ee | Ofitelaatveteye Copyright 1939, Underwood Elliott Fisher Company : MASTER TYP EWRITE R The new Underwood Master Typewriter, with the new streamlined Sealed Action Prame, Champion Keyboard and Dual Touch Tuning... two distinct touch adjustment features instead of one. Typists have voted the Underwood “ first’’ for ease of touch. 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Portable for every purse and purpose. three complete Accounting Machine lines. | A-1o2 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION =" Future Teachers and the Centennial T IS FORTUNATE that the Future Teachers of America movement, which grew out of the centennial of Horace Mann’s secretaryship in 1937, should be spreading thruout the nation in 1939, for this year marks the centennial of another event of the greatest significance—the founding of the first publicly supported normal school in Amer- ica, which established a pattern of state responsi- bility for teacher education that has spread to every state and territory to become one of the very corner- stones of our democratic system. It is especially timely that the FTA movement should this year be making great headway in the teachers colleges, where many chapters are being formed this spring, for these chapters will be given special responsi- bilities in connection with the centennial. It will mean much to the students and to the schools in which they operate to have their FTA charters date from the centennial year, for the FTA move- ment may well prove as significant during the next century as the normal school has proved during the past century. Fairly good progress has been made during the past century in training prospective teachers thru practice in their relationships with children. The art of teaching has been developed and in more recent years has been supported by a growing science of education. Relatively little progress has been made in training prospective teachers thru practice in their relationships to each other and to their fellow citizens as these relationships are ex- emplified in professional organization. It is in this field that the FTA movement operates. Organized as an integral part of state and na- tional education associations, FTA gives the pro- spective teacher the privilege of sharing actively in the organizations with which he will be connected thruout his professional life. Members of college Future Teachers chapters become junior members of state and national education associations and, thru the projects on which they work, learn the meaning of cooperation and democracy. No longer need student organizations be blind-alley activities, having little significance following graduation. The FTA chapter, like the training school, has a definite purpose and concrete materials with which to work and these are related to the lifelong needs of the teacher and the community. VOLUME 28, NUMBER 5; MAY 1939 The FTA movement looks toward greater pro- fessional unity and strength. In an age when people are divided in their interests by high specialization, education thru the common schools is the chief force making for unity and stability. It is therefore especially important that there be unity among the professional organizations serving the teaching forces of the nation. This unity needs to cut across local and state lines into a nationwide whole; to cut across departmental lines which divide our schools into compartments according to subject- matter; to cut across the barriers between elemen- tary, secondary, and higher education; to cut across the age levels that separate beginning and younger teachers from older ones. The whole is greater than any of its parts, and loyalty to the profession as a whole and to the country as a whole is the basis of unity and security. The following statement of purposes of Future Teachers of America is taken from “Suggestions for State Organizers”: [1] To interest the best young men and women in education as a life career. [2] To develop among young people in teachers colleges and schools of education an organization which shall be an integral part of state and national education associations. [3] To acquaint teachers in training with the history, ethics, and program of the organized teach- ing profession. [4] To give teachers in training practical experi- ence in working together in a democratic way on the problems of the profession. [5] To encourage careful selection of persons admitted to schools which prepare teachers, with emphasis on both character and scholarship. [6] To seek thru the dissemination of informa- tion and thru higher standards of preparation to bring teacher supply and demand into a reasonable balance. May every school which prepares teachers or- ganize an FTA chapter this spring and give that chapter, as its first project in cooperative action, responsibilities in connection with the Centennial of Public Teacher Education in America! —Joy Elmer Morgan [ 129 | Petar PALES 8 UN TY Nn AO RY OS CN RR SNS. Gna) 5 § : t Educating por Gorvice in a Democracy HEN I was a youngster about W your age, I was very much in- terested in the fascinating story of our country’s and the world’s history. I used to dream about the exciting and adventurous things that happened in the past. How unimportant and insignificant the present seemed to be! How wonder- ful it would have been to have lived in the days when things were really hap- pening, when history was being made, and to have had a part in it! There is no longer any need for anyone to wish for that kind of a past—the present offers all the adventure, opportunity, and chal- lenge anyone could ask for. We are liv- ing in one of the most crucial and im- portant periods in the history of man. The many problems that face our country and the world cannot be solved overnight. Our generation will leave you plenty of problems. You will have op- portunity and obligation to contribute to the successful solution of the difficult problems that face the world today, among which the two most important are the menace of dictatorship and the danger of war. And closely tied up with these problems are the many economic difficulties that face people everywhere; millions of unemployed, the ability to produce far beyond our needs, inefficient methods of distribution. Altho tempo- rary relief has been provided by “pump priming” methods, no permanent basic solution for our economic ills has been established. We are living in an age of real chal- lenge. The opportunity and the need for making worthwhile civic contributions have never been greater. Now is the time for you to make efficient prepara- tion for meeting the many problems which will soon face you as voting citi- zens in our democracy. You have heard grownups say that childhood is the happiest time in a per- son’s life. “If I could only be a child again! Then there would be no worries for me and life would be happy and pleasant again.” What a peculiar thing the memory of man is. Such people are indeed very stupid. As a wellknown speaker recently said, “It is true that when a child is sleepy somebody puts [ 130 | A COMMENCEMENT ADDRESS FOR YOUNG AMERICANS L£. q: Hauser SUPERINTENDENT OF SCHOOLS RIVERSIDE, ILLINOIS him to bed. But it is equally true that when a child is not sleepy, somebody puts him to bed.” I believe most of us would rather have a few worries and go to bed when we please. This is a good explanation of the dif- ference between a dictatorship and a de- mocracy. Under a dictatorship the in- dividual exists for the state. In a democ- racy the state exists for the individual, as a means to an end, and the welfare of the individual is of supreme impor- tance. It is the claim of the Nazi, Fascist, and Communistic dictatorships that the people will be better fed, better clothed, and have less worries if the dictator does all the thinking and planning. But in a democracy we would all rather share in the worries and responsibilities of state, and have something to say about how we are to be governed, fed, and clothed. We hope to attain a life above the mere “pig” level of food and shelter. I wonder if you boys and girls realize how fortunate you are to attend school in a democracy, where you can really re- ceive an education. If you had to attend school in Russia, Germany, Italy, you would scarcely receive an education, but would be exposed to a highly organized system of propaganda. You would be taught to think the way the leaders in power want you to think. In the schools of our country we feel that it is much more important to learn how to think and to think straight than what to think. Instead of exposing you to a particular system of propaganda, it is the function of education to make you more intelli- gent in distinguishing propaganda from truth, so that you cannot be easily misled by misinformation and half truths. We hope that you are learning and will continue to learn that problems can- not be solved merely on the basis of per- sonal opinions, but upon the study and evaluation of the facts. Above all, we hope that you will be tolerant, not only willing but anxious to hear all sides of a question, before you reach a decision, But, of course, you cannot do any real thinking unless you have something with which to think. That is the reason it is so necessary for you constantly to devote yourself to the study of history, because it is upon the experience of the past that the future must be built. In order to help you prepare further for the civic responsibilities of an active citizenship, it has been our aim to give you opportunities for experiencing real civic responsibilities here and now. The school safety program illustrates the point. Your cooperation in the develop. ment of safety rules has proved very helpful. Many of your suggestions have been even more valuable than those made by us, because of your close rela- tionship to the problems. By having a part in the making of the rules, you understand the need for them and co operate in their enforcement. The school patrol offers an excellent opportunity for developing good habits of citizenship. The danger of accidents has been greatly reduced, because of the protection offered. The opportunities it offers the boys and girls for learning to accept responsibility cannot be overem- | phasized. Dependability and punctual. ity are a basic requisite. In spite of bad weather, be it below zero or heavy rain, the patrol must carry on. The students accepted a real civic re | sponsibility last year when they brought about the elimination of certain gam- bling devices in our community. Your class contributed its part in seeing to it that these devices were not allowed to return. The homeroom organizations and the house committees provide additional op portunities for experiencing civic respon sibilities. The orderly and efficient way in which the meetings are conducted is a real compliment to the students. Many important and necessary improvements have been brought about thru these or ganizations. We hope that you realize that your education in citizenship is really just be ginning and that it will never be com pleted, no matter how far you may continue with your formal education. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION you d co- “llent abits dents if the ies it ng to | erem- | ctual- f bad | rain, | ic re | ought gam- Your r to it ed to id the | al op- | >spon- t way ted is Many ments Se Of | your | ist be- Com | may ion. ATION Our NEA TENURE COMMITTEE at Work A NEW DEAL FOR OKLAHOMA CITY Eprror1aL NotE—T he National Education Association 1s actively interested in the welfare of the teachers of the nation. In no way ts this better demonstrated than thru the work of its Tenure Committee, which has a notable record of service in the protection of teachers from mistreatment and injustice. It is the policy of the Tenure Committee, when an investigation shows the unjust discharge of teachers, not merely to make its report but also to do every- thing possible within its authority to rectify the injustice. The following article taken from the Committee's preliminary report, describes its investigation of the discharge of twenty-two teachers at Oklahoma City. Requests for the investigation came to the Committee from a number of teachers of that city, the Oklahoma City Classroom Teachers Association, and the Depart- ment of Classroom Teachers of the Oklahoma Education Association. The NEA Committee on Tenure made a preliminary inquiry at Oklahoma City on August 13-15, 1938, interviewing teachers, schoolboard members, and other citizens, and securing documentary evidence. Having decided to make an investigation, the Committee made numerous in- quiries, secured additional documentary evidence, and made a personal investiga- tion in Oklahoma City on October 21-23, 1938. While in Oklahoma City, the Committee interviewed the discharged teachers, other teachers and school offi- cials, the superintendent of schools, schoolboard members, and a number of other citizens and public offictals. The Committee's preliminary report was issued on March 18 and was widely circulated by Oklahoma City newspapers prior to the primary election held on March 21. The election resulted in the nomination of seven men pledged to estab- lish a new order in school affairs. The five members of the present board who were candidates for election were defeated. ZCAUSE OF RUMORS that numerous teachers were to be discharged without hearing or proper cause, the Oklahoma City Classroom Teachers Council in March 1928 instructed its schoolboard contact committee to ascer- tain from the schoolboard whether, in considering the discharge of teachers, they planned to act in accordance with the provisions of the tenure law. Vari- ous board members resented the pre- sentation of this request by this com- mittee. Somewhat later the treasurer of the schoolboard, charged with the embezzle- ment of $750,000 of school funds, was tried, found guilty, and sentenced to the state prison. The announcement of this embezzlement gave rise to several in- vestigations. The conduct of the school- board affairs was investigated by a grand jury which convened on June 1. On May 12 the teaching force for the following year was appointed, including the twenty-two teachers covered by this investigation. On May 13 all reappointed teachers were notified of their reappoint- ment by letter. On July 3 the grand jury brought criminal indictments against the school- board attorney and two members of the board, Ed Spivey and Rosco Price. All members of the board were charged with illegal contracting for school sup- plies, and with voting for insufficient bond for the school treasurer. The grand jury further recommended that all board members be removed from office, pend- ing their trial. Thereupon, Judge Arnold ordered all members removed from of- fice, and the governor appointed a tem- porary board to carry on school affairs. After a few days, the board secured a restraining order from the supreme court and again took charge of the schools. Shortly thereafter, on July 26, the schoolboard having been privately ad- vised by attorneys that the tenure law would be held unconstitutional, con- firmed its appointment of teachers on May 13, with the exception of twenty- two teachers including the president, vicepresident, secretary, and a number of active members of the Classroom Teachers Association; the wife of Judge Arnold; the sister of the county superin- VOLUME 28, NUMBER 53; MAY 1939 tendent of schools; and the sister-in-law of the county election board secretary. A careful investigation was made by the Tenure Committee of the twenty- two discharged teachers. It was found that they were competent and well pre- pared for their work, that they had been recommended by the superintendent of schools, and that the sole alleged reason for their discharge was their disloyalty to the schoolboard. On August 14, the president of the schoolboard, Mr. Otto Rose, stated emphatically to the chair- man of the Tenure Committee that not one of these teachers would be reap- pointed, and that they were not being discharged because of incompetency or neglect of duty, but because of their dis- loyalty to the board. He revealed a de- tailed knowledge of the affairs of the Classroom Teachers Council and, inad- vertently, the existence of an effective spy system. On August 3 Clay Venable, president, and Elizabeth Irwin, vicepres- ident of the Classroom Teachers Associa- tion, went into court and asked for an injunction restraining the schoolboard from functioning until its legal status had been established by the supreme court; and brought suit for damages un- der the Oklahoma tenure law. On or before October 3, 1938, all of the discharged teachers had been rein- stated, with the exception of Clay Venable; Elizabeth Irwin; Mrs. Ruth Higgins, sister of Miss Irwin; and Mrs. Florence Arnold. At the present all the dismissed teachers have been reappointed, except Elizabeth Irwin. STATEMENTS BASED ON INVESTIGATION [1] Discharge of teachers—The dis- charge of twenty-two teachers was not because of their incompetency or failure to perform their duties. Apparently the majority were discharged because they were active members of the Classroom Teachers Association and because they had been active in attempting to protect their fellow teachers from mistreatment by the schoolboard. Others were dis- charged apparently because of their re- lationship to people who had crossed the will of the majority of the board. Underlying these discharges also is a resentment against teacher organization, teacher tenure, and political freedom of [ 131 ] teachers. A majority of the schoolboard which discharged these teachers is no longer in office. The present board has partially rectified the injury done these teachers by reappointing all but one of them. The one teacher who is not yet reap- pointed, Elizabeth Irwin, is thoroly trained and competent. A graduate of Missouri Valley College, she has a Mas- ter’s degree from Columbia University. Her work is of such quality that she has been appointed as summer instructor in several teachers colleges. At the time of her discharge she was on the summer faculty of the Colorado State College of Education at Greeley. It is probably true that Miss Irwin was disloyal to the majority of the board which discharged her, but this disloyalty was because of her greater loyalty to the welfare of the school children, the school system, and the good name of Oklahoma City. In taking a stand against misconduct of school affairs by the majority faction of the schoolboard, she has demonstrated a hizh type of citizenship. It is to be hoped that the citizens of Oklahoma City will demand her return to her position. [2] Exercise of executive functions— Experience has shown that the best in- terest of the schools is served by the performance of legislative functions by schoolboards and the delegation of school management to wellqualified pro- fessional executives. The Tenure Com- mittee found that in Oklahoma City schoolboard members were performing many executive functions for which they were unfit. A few of the bad practices observed by the Committee: [a] Giving to certain board members a quota of teachers’ and janitors’ vacancies to be filled each year. [b] The desire of vari- ous board members to have teachers call on them with grievances, complaints, and re- quests. [c] The attempts to secure the busi- ness or trade of teachers by certain of the board members. For example, one of the board members, who is a druggist, sent letters without postage thru the school office, inviting all teachers to stop into his store so that they might become better ac- quainted. [d] The operation of the board thru committees, and the delegation to these committees of too much authority. fe] The discharge of school employees without the recommendation of the super- intendent, investigation, a statement of causes, or the right to a hearing. [ 132 ] [3] Improper board practices—The committee received testimony and other evidence indicating the existence of im- proper practices on the part of certain members of the majority of the old schoolboard: In some instances teach- ing and janitorial appointments subject to money payments; a payoff system whereby certain nonprofessional school employees deposited certain sums at a designated place; parties at which cer- tain board members were present where liquor was served and commitments were made as to school contracts; bribery and illegal splitting of commissions. [4] Teacher intimidation—The Com- mittee has investigated many school sys- tems, but it has never found such fla- grant attempts to intimidate teachers as existed in Oklahoma City. There seemed to exist a spy system which brought in reports of teachers’ conversations and detailed accounts of what happened at teachers meetings. At various times teachers were warned not to discuss cer- tain matters, such as the Scroggs’ case. Principals were warned not to allow their buildings to be used for meetings of Oklahoma City teachers with a mem- ber of the Tenure Committee. They were told that this would be disloyalty to the board. Officers of the Classroom Teachers Association who were not in sympathy with policies of the majority of the board were discharged. Attempts have been made to undermine or dis- credit teacher leaders. At the present time, rumors are being circulated that Elizabeth Irwin is a communist. As a matter of fact, Miss Irwin is a member of the Democratic party in good stand- ing and is a staunch advocate and de- fender of democracy. [5| School management—Experience has shown that the best method of school management is thru a small schoolboard, elected at large, at special school elec- tions. The ward method of electing schoolboard members has been tried in many sections of the country and has been almost universally dropped. It en- courages political control, makes the development of a spoils system easy, and often prevents the full and impartial con- sideration of school problems. The bad practices which have been discovered in the school management of Oklahoma City have largely been made possible by the ward system of election. THE JOURNAL OF RECOMMENDATIONS [1] The Committee finds that with a few exceptions the teaching force of the Oklahoma City schools is competent and worthy of public support. The twenty. two discharged teachers were above aver. age in ability and training and would be a credit to the teaching force of any school system in the country. The Committee, representing the teaching profession, demands for the sake of the children in the schools that competent teachers who have proved their ability by service shall not be discharged except for good cause, and until they have had an opportunity to correct their mistakes if any, and until they have had a state. ment of reasons for the proposed dis- charge, and the right to a hearing before the board. It is most unfortunate the Oklahoma tenure law was declared unconstitutional. The Committee urges the people of Oklahoma City to make every effort to secure the passage of a sound tenure law in order to protect their school teachers from political and personal control, and to permit their teachers to do their full duty in the class. room without fear or favor. [2] Elizabeth Irwin should be reap- pointed to her position, not only as a matter of justice, but as an indication to the teachers of Oklahoma City that their rights to organize and work for the best interests of the children of that city will not be again interfered with. [3] It is recommended that the citi- zens of Oklahoma City exercise extreme care in the selection of new schoolboard members in order that bad conditions now existing may be immediately cor- rected, and that their schools which in the past have done excellent work, may be of still better service to the children of the community in the future. [4] The Committee recommends that the ward system of election of school board members be done away with, and that a small board be elected at large, so that it will be more difficult in the future for adverse conditions to come into exist- ence in Oklahoma City. Respectfully submitted, The Tenure Committee of the NEA: Donatp DuSuane, Columbus, Ind, chairman; MyrtLe Hooper Daut, Min neapolis; Frances JeLinek, Milwaukee; Rosert C. Keenan, Chicago; J. Con STANCE K1NGAN, Royal Oak, Mich.; Mary ExizasetH O’Connor, Taunton, Mass. THE NATIONAL EDUCATION ASSOCIATION nty- ver- uld : of The Ling the tent ility cept had akes tate- dis- fore the ared rges rake of a otect and their ‘lass- eap- as a yn to their best will Citi- reme oard tions cor- h in may dren that hool- , and re, $0 ature exist- IEA: Ind., Min- ikee; Con- MARY ass. TION Right, the first normal school at Lex- ington (later moved to Framingham); above, the Horace Mann Portico, State Teachers College, Framingham, Mass. HE MOST IMPORTANT educational T is before the people of our coun- try a century ago was precisely the same one that is before them today. So long as there are schools that issue will remain the most fundamental one. It relates to the qualifications of teachers. In the early part of the last century there was evidently well-warranted dis- satisfaction among citizens about the quality of instruction. This dissatisfac- tion was by no means restricted to Massachusetts, nor was the expression of it confined to the public officials of the Commonwealth. True, Governor Lincoln, in three successive inaugurals, those of 1826, 1827, and 1828, brought the matter to the attention of the Great and General Court. In the same decade, however, the governors of other states, including those of Maine, Vermont, New York, Rhode Island, Maryland, Connecticut, and Ohio, pointedly asked that attention be given to what must have been recognized as an important public question. Various efforts to provide for the professional education of teachers had Courtesy, Worcester Museum r been made. Reverend Samuel Hall had early established in a Vermont acad- emy at Concord a course of instruction for prospective teachers. His work there was extended into other places. He wrote treatises on teacher education which were circulated to some extent among teachers. So well were those treatises regarded that the Massachu- setts legislature proposed that they be printed and sent to the teachers of that state. New York was first among the states to adopt a policy of giving finan- cial support to teacher education. This was done thru legislation authorizing courses in academies with state grants. It remained, however, for Massachu- setts to go the whole way by estab- lishing schools for teachers under full public jurisdiction. This step carried implications of great significance to general policies of education. It settled not alone the question of the part to be taken by the state for the education of teachers. In answering that question the state likewise set an example of’ assuming complete responsibility for establishing and protecting the stand- VOLUME 28, NUMBER 5; MAY 1939 m4 Century of TEACHER EDUCATION PAYSON SMITH Graduate School of Education, Harvard University; Chairman, Commission on Teacher Education, American Council on Education ards and the policies of public educa- tion. It is not probable that the people generally realized all the implications of this policy of state education of teachers. They knew that the schools were badly taught. They desired a affairs. Whether that better condition was to be had by courses in private colleges and acad- emies, or in state schools, seemed to be perhaps a matter of no great conse- quence. better state of It does appear, however, that some of the educational leaders of the time had a wider conception, that they had keener foresight, that they had a con- viction that it does make a great deal of difference to the advancement of democratic education whether or not the state controls the sources of teacher training. One thing is clear, namely, that the leaders of the educational reform move- ments of the first quarter of the last century regarded the institution of some kind of training facilities for prospective teachers as the paramount educational need of the times. All were agreed on that point. Brooks had re- turned from Europe, having been deeply impressed by the schools for teachers, particularly those of Prussia. He brought back not only ideas. He brought what is often more effective [ 133 | for a campaign, that is, a slogan. His famous “Eight Words” [ As is the teacher so is the school} have been sounded from a thousand platforms, and remain even today our most generally accepted, if most trite, expression for describing the commanding place of the teacher in de- termining the quality of the school. The cause was espoused by political leaders and was indorsed by governors of states and other leaders of public opinion. Webster, himself first a teacher, gave his eloquent voice to the cause. John Quincy Adams enlisted in it. When Edward Everett became gover- nor of Massachusetts he brought keen disappointment to the advocates of leg- islation for courses for teachers by veer- ing from that objective which had been adopted by his immediate predecessors and by throwing his strength and influ- ence toward the establishment of a state board of education and of a state school fund. It later appeared that his was probably the course of wisdom, since there must be substantial bases both of prudent administration and of assured support if state-controlled teacher-educa- tion institutions are to be well-organ- ized, well-directed, and permanent. The records of those early efforts, the debates, the sharp conflicts, the bitter opposition of schoolmen and of a large part of the clergy, show that interest was widespread and that feeling was intense. These records are of absorbing interest and are a part of the larger story of those stirrring times when that which had been virtually the estab- lished church of Massachusetts was re- luctantly losing its hold; when the new sense of nationalism was increasing; and especially when the entire intellec- tual life of the Commonwealth was being quickened as it had never been before, and perhaps as it may never be again. Among the forces that were influen- tial in developing sentiment for the better education of teachers, a leading one was the American Institute of In- struction, founded in 1829. A memorial of the Institute was submitted to the Massachusetts Legislature in January 1837. The entire resolution would be well worth reading if time permitted. Portions of it belong here: [ 134 | From ‘‘Horace Mann, Educational Statesman” by B. 1. F. Williams ( Macmillan) Edmund Dwight Benefactor of the first state normal school To the Honorable the Legislature of the Commonwealth of Massachusetts: The Memorial of the Directors of the American Institute of Instruction, pray- ing that provision may be made for the better preparation of the teachers of the schools of the Commonwealth, respect- fully showeth: That there is, thruout the Common- wealth, a great want of well-qualified teach ers; That this is felt in all the schools, of all classes, but especially in the most important and numerous class, the district schools; That wherever, in any town, exertion has been made to improve these schools, it has been met and baffled by the want of good teachers; that they have been sought for in vain; the highest salaries have been offered, to no purpose; that they are not to be found in sufficient numbers to supply the demand; That their place is supplied by persons exceedingly incompetent, in many respects; by young men, in the course of their studies, teaching from necessity, and often with a strong dislike for the pursuit; by mechanics and others wanting present employment; and by persons who, having failed in other callings, take to teaching as a last resort, with no qualifications for it, and no desire of continuing in it longer than they are obliged by an absolute necessity; That those among this number who have a natural fitness for the work now gain the experience, without which no one, what- ever his gifts, can become a good teacher, by the sacrifice, winter after winter, of the time and advancement of the children of the schools of the Commonwealth. . . . For every other profession requiring a knowledge of the principles of science and the conclusions of experience, there are spe- cial schools and colleges, with learned and able professors, and ample apparatus, For the preparation of the teachers, there is al. most none. In every other art ministering to the wants and conveniences of men, masters may be found ready to impart whatsoever of skill they have to the willing apprentice: and the usage of society justly requires that years should be spent under the eye of an adept, to gain the requisite ability. An ap prentice to a schoolmaster is known only in tradition. We respectfully maintain that it ought not so to be; so much of the intelligence and character, the welfare and immediate and future happiness of all the citizens, now and hereafter, depends on the condi- tion of the common schools; that it is of necessity a matter of the dearest interest to all of the present generation; that the com- mon education is to such a degree the pal- ladium of our liberties, and the good con- dition of the common schools, in which that education is chiefly obtained, so vi- tally important to the stability of our State, to our very existence as a free State, that it is the most proper subject for legislation, and calls loudly for legislative provision and protection. The common schools ought to be raised to their proper place; and this can only be done by the better education of the teachers. . . . We believe that you have it in your power to adopt such measures as shall forthwith diminish these evils, and at last remove them; and that this can only be done by providing for the better prepara- tion of teachers. We therefore pray you to consider the expediency of instituting, for the special instruction of teachers, one or more semi- naries, either standing independently, or in connection with institutions already ex- isting, as you shall, in your wisdom, think best. We also beg leave to state what we conceive to be essential to such a seminary. [1] There should be a professor or pro- fessors, of piety, of irreproachable charac- ter and good education, and of tried abil- ity and skill in teaching. [2] A library, not necessarily large, but wellchosen, of books on subjects to be taught, and on the art of teaching. [3] Schoolrooms, well-situated, and af- ranged, heated, ventilated, and furnished, in the manner best approved by experi enced teachers. [4] A select apparatus of globes, maps, and other instruments most useful for il- lustration. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION pe- ind Por r to fers ver ice; hat ap- yin ate, and r to can the our hall last ara- the cial mi- or ink we ary. ro- rac- bil- but ar- ed, eri- aps, ON [5] A situation such that a school may be connected with the seminary, accessible by a sufficient number of children, to give the variety of an ordinary district school. Establish a seminary wherever you please, and it will be immediately resorted to. We trust too confidently in that desire of excellence which seems to be an element in our New England character, to doubt that any young man, who, looking for- ward, sees that he shall have occasion to teach a school every winter for ten years, will avail himself of any means within his reach, of preparation for the work. Give him the opportunity, and he cannot fail to be essentially benefited by his attendance at the seminary, if it be but for a single month. In the first place, he will see there an example of right ordering and manage- ment of a school; the spirit of which he may immediately imbibe, and can never after be at a loss, as to a model of man- agement, or in doubt as to its smportance. In the second place, by listening to the teaching of another, he will be convinced of the necessity of preparation, as he will see that success depends on thorough knowl- edge and a direct action of the teacher's own mind. This alone would be a great point, as many a schoolmaster hears read- ing and spelling, and looks over writing and arithmetic, without ever attempting to give any instruction or explanation, or even thinking them necessary. In the third place, he will see put in practice methods of teaching: and though he may, on reflection, conclude that none of them are exactly suited to his own mind, he will see the value of method, and will never after proceed as he would have done, if he had teaching at all. In the next place, he will have new light thrown upon the whole work of education, by being made to perceive that its great never seen methodical end is not mechanically to communicate ability in certain operations but to draw forth and exercise the whole powers of the physical, intellectual, and moral being. He will, moreover, hardly fail to observe the importance of the manners of an in- structor, and how far it depends on him- self to give a tone of cheerfulness and alac- rity to his school. In the last place, if the right spirit pre- vail at the seminary, he will be prepared to enter upon his office with an exalted sense of its importance and responsibility —not as a poor drudge, performing a loathsome office for a miserable stipend, but as a delegate of the authority of par- (ie Centennial of Teacher Education has just one purpose—to acquaint our citizens in general and our teachers in particular with the significance of our teacher-educating institutions as the foun- dation of our democratic school system, and with the long heroic struggle by which they have been brought to their present plane of excellence, in order that there may be the will to go forward in the im- provement of teacher preparation in keep- ing with the ideals of a free, selfgoverning people. For youth to take part in this celebration adds greatly to its scope and value, for youth have a longer life span ahead of them than do older persons. To aid in planning and carrying out the centennial observance in cooperation with the officers of their colleges may well be one of the first projects undertaken by Future Teachers of America groups.—JEM. ~s2- “aN ents and the State, to form men to the high duties of citizens and the infinite des- tinies of immortality, answerable to them, their country, and their God for the right- eous discharge of his duties. . . . For the elevation of the public schools to the high rank which they ought to hold in a community whose most precious patri- mony is their liberty, and the intelligence, knowledge, and virtue on which alone it can rest, we urge our prayer. We speak boldly, for we seek no private end. We speak in the name and behalf of those who cannot appear before you to urge their own suit, the sons and daughters of the present race, and of all, of every race and class of coming generations in all future times. With the background, then, of popu- lar dissatisfaction with the general con- dition of education; of years of public discussion; of legislative debate; and, at last, of the private donations of Charles Sumner and others, there fol- lowed definite action. We move now to the grand event itself; to that rainy day, the third of July 1839, when Cyrus Peirce and three young women met in a building, still standing opposite Lexington Common, there to constitute the first of that long line of institutions that over a century have, of all forces, most profoundly affected public educa- tion in the United States. We who meet in this place are repre- sentative of various phases of teacher education in all parts of the nation. We are the inheritors of noble tradi- tion; we are the beneficiaries of the work and sacrifices of thousands of men and women who have thought and VOLUME 28, NUMBER 5; MAY 1939 planned and acted in behalf of the better education of teachers. The little group of teacher and pupils has now become scores of centers, with thou- sands of students preparing to enrol with that host of a million teachers who instruct the youth of the nation. There is not now the time; indeed, perhaps here is not the appropriate place even to outline the great number of outcomes of the particular event we here and now celebrate. We are, of course, aware of the expanding and continuing service to the education of teachers given by the colleges of liberal arts; we are mindful of the indispen- sable leadership that has been provided by the schools of education of the en- dowed and public universities. Yet there are likely to be few to dissent from the view that the yeast which has leavened public education in the United States for the past ten dec- ades has been provided chiefly by the institutions that have been an integral part of the public-school system. Clearly, since there is in a century’s record so broad a field upon which to report, on an occasion like this there must be a selection of the things of which one will speak. It may be there are those of you who would wish that choice might be the record of the struggles and contentions that more than once threatened the early destruction of the new schools. It would be interesting to some of you, perhaps, if the choice were to be a retelling of the stories recorded so humanly in the Journals of Cyrus Peirce and his student, Mary Swift. To describe the curriculum of that first school and to note its relationship to the public schools of his time, and to trace that relationship across a span of a hundred years, would open a field of speculation that could end not even with our own generation. To set forth the varied ways in which they went across the country into new fields and new institutions, the philosophies that prevailed in that group of pioneering institutions, might prove the most in- teresting of all things. The modifica- tions and expansions of the original ideals and plans as they were applied in the newer and often more fertile narrow | 135 | From “‘Horace Mann, Educational Statesman’’ by EB. 1. F. Williams (Macmillan) At Bridgewater,’ Massachusetts First state-owned normal-school building in the United States fields of the West bear testimony to the soundness and the vitality of the seed that has been planted in New Eng- land. But I turn from these attractive pos- sibilities that I may indulge myself in setting forth some impressions of what seem to me to have been most far-reach- ing of the results of the decision made in Massachusetts to establish teacher educa- tion as a separate and distinct function of schools of teacher education, to be conducted under full support and con- trol of the state. Obviously, even here a choice must be made, without even extended discussion of the points that will be raised. First, then, the decision mentioned had a prompt, direct, and permanent bearing on the secularization of public education. Now, at the end of the century, we can see in better perspec- tive a fundamental social and political issue that was very much to the front at the start of the last century. It was an issue of distinct concern to those who were then trying to found a system of public education adapted to the require- ments of a new nation that had decided on a complete separation of church and state. Remember, education came to the shores of Massachusetts to serve not as the handmaiden of the state, but as that of the church. The Puritans founded schools primarily for the purpose of pro- tecting and fostering the Puritan faith. For a full two hundred years, well into the first years of the Constitutional Era, this close relation of education to the church was to continue. Clergymen [ 136 | by law were members of school commit- tees, and hence were the supervisors of public education. Moralistic instruction based on ideology of Puritanism per- vaded the schools. As to secondary schools and colleges, nearly all of them for the first third or half of the century were under the patronage and support of religious denominations. While there were a few clergymen who courageously and vigorously supported the proposed reforms of the day, the clergy as a whole, as well as many of the school- masters, sharply opposed every proposal of Horace Mann and his associates on the ground that he and they wanted to turn the schools to atheism. It was no doubt inevitable that sooner or later American public education would be completely separated from church control. There can be no doubt, however, that the period of adjustment was greatly shortened by the decision that the state itself should direct and control the preparation of those who were to teach in the public schools. But this decision had not only its neg- ative aspect. It had likewise a strongly positive one. And so we may list as an- other important outcome of state teacher education the effect of it upon demo- cratic citizenship. For half a century and more, prior to 1830, there had been rap- idly developing on this continent a new conception of human relationships, and with it a new conception of political government. The War of Independence had been fought and won. A Constitu- tion had been written and accepted. A nation had been founded. The patriots of the Revolution and the Founding Fathers had been constant and vigorous in their appeals to the people that they support schools for the education of all the people so that popular government might be made safe, secure, and lasting, In that remarkable decade of the thir. ties the educational leaders were trying to have put into practical effect the prin- ciples that had been expounded. They wanted to create schools that would ac- quaint the youth with the duties and privileges of citizenship, and would help them worthily to fill their places in state and nation. There is, indeed, a significant, if ac- cidental, symbolism in the fact that the doors of the first state normal school in America opened on the eve of the Fourth of July, and that through its open windows blew the winds that had swept across Lexington Green. Happily this point need not be left alone in terms of symbolism, since there can be no doubt that the normal schools of the several states sent increasingly into the public schools young men and women who, with eager wisdom and quickened spirit, have helped to make the American public school what it today is, the strongest of all forces for the protection and the promotion of the “American Way.” With the estab- lishment of each unit of state teacher education has been the starting of a center from which have radiated influ- ences of incalculable value to the pur- poses of democracy. And, thus, it was an important decision for democracy when Massachusetts decided that the state itself was to provide for the educa- tion of its teachers. A third gift of the normal schools to the century of education has been their service in enriching the education of the common man. For many years the ele- mentary school was to provide most of the schooling for the majority of the people. The elementary school at the start of the century was in both content and method a pretty poor thing. This new institution, the normal school, had only one business in hand, that of edu- cating teachers for the common school. Happily it was unfettered by tradition, and was soon to be made the ready vehicle for transmitting new ideas, new principles, and new methods for the THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Ous hey all ent ng. hir- ing rin- hey ind elp ate the ool the its 1ad left ere ols gly ind ind ake for of ab- her fa Alu- ur- vas acy the |Ca- on, Cw he ON use of elementary education. It is easily possible to believe that many reforms that came to education in the past decade would have been long delayed if it had not been for the quick readi- ness of the normal schools to carry the message. For example, there was Guyot, whose contribution to geography liter- ally flowed into the lower schools thru the channels of the normal schools. Or there was Agassiz, who wanted the common man to share the secrets of natural science hitherto open only to the learned. It was the normal school that made it possible for the common schools to open the eyes of children to the wonders of nature. Without con- scious planning on the part of the uni- versities, the normal schools became their agencies of popular enlighten- ment. As with Agassiz, so with James, who, working in a university, yet found not among his colleagues but in the normal schools keen and receptive listeners to his views on the place of psychology as an aid to teachers. It would indeed be interesting to trace in detail’ this broad- ening and vitalizing influence of the nor- mal schools, to discover in how many in- stances it provided the open door of intellectual commerce. Such instances must indeed be very great in number. That this broader service was within the purpose of him who led the first normal school is clearly shown in the letter which Peirce wrote to Henry Barnard in 1851: Dear Sir:—You ask me “What I aimed to accomplish, and would aim to accom- plish now, with my past experience before me, in a Normal School.” I answer briefly, that it was my aim, and it would be my aim again, to make better teachers, and especially, better teach- ers for our common schools; so that those primary seminaries, on which so many de- pend for their education, might answer, in a higher degree, the end of their insti- tution. Yes, to make better teachers; teach- ers who would understand, and do their business better; teachers, who should know more of the nature of children, of youth- ful developments, more of the subjects to be taught, and more of the true methods of teaching; who would teach more philo- sophically, more in harmony with the nat- ural development of the young mind, with From “‘The First State Normal School in America” (Harvard University Press) Cyrus Peirce First principal of the first state normal school at Lexington, Massachusetts a truer regard to the order and connection in which the different branches of knowl- edge should be presented to it, and, of course, more successfully. Again, I felt that there was a call for a truer government, a higher training and discipline, in our schools; that the appeal to the rod, to a sense of shame and fear of bodily pain, so prevalent in them, had a tendency to make children mean, secre- tive, and vengeful, instead of high- minded, truthful, and generous; and I wished to see them in the hands of teachers, who could understand the higher and purer motives of action, as gratitude, generous affection, sense of duty, by which children should be influenced, and under which their whole character should be formed. In short, I was desirous of putting our schools into the hands of those who would make them places in which children could learn, not only to read, and write, and spell, and cipher, but gain information on various other topics (as accounts, civil in- stitutions, natural history, physiology, po- litical economy, etc.), which would be use- ful to them in after life, and have all their faculties ( physical, intellectual, and moral), trained in such harmony and proportion, as would result in the highest formation of character. This is what I supposed the ob- ject of Normal Schools to be. Such was my object. . .. It would be difficult to overestimate the importance of another contribution which state teacher education originally made, and even now for the most part defends. Reference is made to what has often been disparaged by academic edu- VOLUME 28, NUMBER 5; MAY 1939 cation, and, it is to be feared, often accepted with some apologies even by some institutions of teacher education. The practice demonstration and the later experimental schools of normal schools and teachers colleges belong in the very forefront of their activities. It is worthwhile often to recall that nor- mal schools and all later institutions of teacher education are vocational or, if you prefer, professional schools. Their frank, open, and declared purpose has been and is that of producing the best possible practitioners. This central pur- pose is one of dignity, and is no more narrow than that of the medical school in the broad fields of health. For quite the span of the full century teacher edu- cation has been braving the attacks of those who have held to the premise that academic accomplishment alone guar- antees good teaching. If there had prevailed the idea that the education of teachers should be left to the colleges, it is hardly possible to guess at what late date, if ever, the real vitalization of the lower and then of the secondary schools would have be- gun. With emphasis, it may be re- peated, normal schools and teachers col- leges have had their strongest allies for the betterment of public education in the practice and demonstration schools which have made both realistic and inspiring the work of teaching to un- numbered students who were teachers in the making. Finally there remains for mention that primary duty which from the first was enjoined upon the normal schools. Thru the process of producing better teachers for the schools, the schools themselves were to be made progres- sively better. The “Eight Words” were to describe an active and a dynamic principle. Thus it has turned out to be. Let it be recalled that in 1830 the limits of public education were defined within the bounds of the common or elementary school. Not yet were the people generally ready to accept more than the merest responsibility for any education beyond that of common school. It was that school and not the lack of secondary education that was the reason for popular anxiety. It was to improve the quality of the common [ 137 ] An tC Bone ee school that the normal schools were started. It was to the business of that improvement that state education of teachers promptly gave attention. It was to that business to which it was to devote its entire thought and energies for more than half of the century that is now closing. Even now the burden of improvement of the lower schools rests most directly upon the state nor- mal schools and the state teachers col- leges. If there be any slight sense of inferiority because the functions of these schools have been thus restricted, there should be some compensatory thought in the contemplation of the results. No other part of our entire school system has reached so clear an under- standing as the elementary school has reached of its proper objective. No other part has so diligently tried to acquire a knowledge of the needs of the pupils to be served as the elementary school has tried to do. No other part has been more successful in the use of methods designed to promote growth—physical, mental, and moral—than the elemen- tary school has been. No other part of our educational system has had a deeper consciousness of the obligations to society or has been quicker and more eager to meet the changing demands of the changing years. It is not claiming too much for the state normal schools and state teachers colleges to say that they have provided by far the inspiration and the leadership that has brought this elementary school, with all its admitted defects, to a decent state of efficiency. But that influence has by no means ended with the lower schools. The philosophy that has increasingly con- trolled the education of children has extended into upper areas of education and has expanded in all areas. Admit- ting that secondary and higher educa- tion has been improved by forces work- ing from within, and like all education in great measure by forces entirely out- side the schools, yet it remains the fact that the teaching and methods used with elementary children have modified those of the schools to which children have later gone. The line of demarcation between the elementary school and the secondary school has been gradually becoming less marked. Universal education comes now to comprehend secondary as well [ 138 | as elementary education. The common school in a very real sense is now that universal school. Without any serious measure of dissent the public now ac- cepts full responsibility for the educa- tion of all youth thru the secondary- school age. So, it is not surprising that state teacher education has recently been keeping pace with this growing con- ception of the full range of public edu- cation, nor that increasingly state schools of education are playing a greater part in the training of all teachers. It is indeed a noble record, that of the service of the institutions spread across our land, all looking across the century to that small beginning, the end of which might not then be seen, nor even yet may be fully foreknown. Wider and deeper becomes that stream which bears the youth of a na- tion from childhood to a more nearly complete appreciation of the privileges and duties of citizenship in an increas- ingly intricate and complex civilization. Make no mistake about it—all institu- tions that educate teachers will expand in purpose; will increase in scope of service; will grow in strength and influence. A very large part of the service of educating teachers is sure permanently to be performed by other than public institutions. Colleges and universities not under public control have, as said, become more conscious of the possibili- ties of the part they can play in build- ing the profession of teaching. Whether public or private, all of them may pay tribute to that occasion when a tiny candle was lighted there on the edge of Lexington Common. What I have said here tonight may seem to reflect a sense of attained per- fection. Not so. The end of the century finds us than solved problems. There are errors to be with more unsolved corrected; there are pitfalls to be avoided; new courses to be charted; new chal- lenges to be met. Every day sees a new parting of the ways. Each end is but a beginning. On March 13, 1838, Horace Mann sent to the Senate and House of the Massachusetts legislature a letter say- ing that ten thousand dollars had been made available from private sources to promote the cause of popular education. He wrote these words in his private journal: THE JOURNAL OF This appears to be glorious! | think | feel pretty sublime! Let the stars look oyt for my head! .. . «Z Then four years later, on March % this entry appears: The brightest days which have ever shone : upon our cause were yesterday and today, Yesterday, resolves passed the House for © granting $6000 per year for three years to the normal schools; and fifteen dollars to © each district for a school-library, on condp § tion of its raising fifteen dollars for ¢ same purpose. Language cannot express the joy t pervades my soul at this vast accession of power to that machinery which is to carry the cause of education forward, ng only more rapidly than it has ever moved but to places which it has never yet reached. This will cause an ever-widening| circle to spread amongst contemporaries) and will project influences into the futuré to distances which no calculations cag follow. As with Horace Mann, with us there are occasions when we too may look to the stars! In the span of four years confident promise of permanency came to the realization of a great ideal. To us is given the privilege of observing in retrospect across a century how the cause of education has moved forward. of observing how that circle has indeed ever widened. And from the past we gain the confidence that was then felt, that influences may still be projected 7) to distances which no calculations can follow.—An address before the Cleve land convention, American Association of Teachers Colleges, February 24, 19300 For Further Study The First State Normal School in Amer ica; The Journals of Cyrus Peirce and Mary Swift edited by Arthur O. Norton. Har vard University Press, Cambridge, Mass. 1926, 299p. illus. The First State Normal School in Amer- ica. Personal Growth Leaflet Number 15. National Education Association, Washing- ton, D. C. 1939. 16p. Life of Horace Mann by Mary Mann. National Education Association, Washing- ton, D. C. Facsimile reprint, 1937. 600p. Horace Mann, Educational Statesman by E. I. F. Williams. Macmillan, New York, 1937, 367p. Chapter 10, “Educating the Teachers.” “The First State Normal School” by Benjamin W. Frazier. School Life, Vol. 24, p131-32, February 1939. THE NATIONAL EDUCATION ASSOCIATION ‘mrteay | lower pl RAS Aer J 4 ATES ourtery, Farm Security Administration. Above photo by Rothstein. | inwer photo by Lee TOOK ONE last Desi at the room where I had lived so long. It was clean and ready for the next first-grade teacher. Thirty little desks were lined again in three for- mal rows. Nine little chairs waited sedately around a low table. The bare sandbox gaped in crude loneliness. The teacher’s desk towered empty. Was this all the material that I was leaving the next teacher and the next group of children? No. The sight of the small benches rough with scars, sturdily prac- tical, and entirely infor- mal, denied the accusation. Eager young hands had pushed them close against VOLUME 28, NUMBER 5; MAY 193 They left the stump! the wall. They had been scratched by the dance of anxious little feet as their owners climbed up to watch meadow larks feeding just beyond the windows. They had borne the dreamy thought- fulness of six-year-olds seeing the beauty of the hillside thru the changing seasons. They had held the charmed awe of thirty children as they looked at their first snow storm. How could the room ever be bare or formal so long as its windows were open to the great outdoors? I walked out of the front door. It seemed as tho | were walking out of the clouds because the tops of the trees growing on the slope below made a carpet at my feet and I could see the surrounding country. The part of the view that held my attention was the hill itself. It was this hill 9 MARY N. TERRY MILLBROOK, ALABAMA with its varying forms of life that had touched the hearts of my children and had renewed my faith in living. Before me was the clump of pine trees where the children had waited many times to watch for the rabbit that sometimes hid there. It was on these low pines that the children had hung strips of cloth for the birds to use in their nests; and it was near these pines in a plum thicket that Richard found the nest with one of the strips of cloth woven into it. Below me was the grassy plot One hatched during school hours. [ 139 | Farm Security Administration. Photo by Rothstein. We went to see the little plants. where the children liked to sit to listen to the bird chorus in the larger trees be- yond. On this slope there had been johnny-jump-ups and bluets which the girls gathered for their playhouses and which the boys and girls planted in their eggshell gardens. It was in the weedy field near the slope that we found caterpillars consid- erate enough to spin their cocoons in our cage while we watched. These were the first of our moths to emerge in the spring. To the delight of the children, one hatched during school hours and we watched him as he dried his wings and flew away. Beyond the field was the spring that trickled out of the side of the hill and made a tiny branch where ferns grew and crawfish could be found. Around it were the maples that had waved their dainty leaves in the spring. Close by was the sycamore with its twinkling leaves and balls that would turn brown in the fall. In the background stood the ancient oaks, the leaves of which we had pinned together to make hats and belts, and [ 140 | Wear, ~ ‘ev Bae” THE CORNFIELD WAS THE HAPPIEST SPOT OF ALL. under the shade of which we had given our play for our mothers. The happiest spot of the whole hill was the cornfield. When we went to get old cornstalks to make log cabins, we dis- covered that cornstalks made fine horses. All the fall and winter we made trips to the field just for the pleasure of romping on cornstalk steeds. As we romped we were not alone, for cockleburs, Spanish needles, and beggar’s-lice caught rides on overalls and socks. When spring came, we went back to the field to watch the farmer plow and to see the plants as they grew. On the edge of the cornfield stood the stump of the sweet gum tree, a re- minder of the encroachment of civiliza- tion upon our little world of nature. In the fall we gathered the gay leaves of the tree. At Christmas we painted the fancy balls and used them for decora- tions. When the electric company sent a crew of work- men to clear the right of way for the power lines, they left only the stump with its thirty annual rings to show us where the tree had been. As soon as the chil- dren discovered the disaster, they planted other trees which they believed would THE JOURNAL OF We caught two tad- poles and cared for them until they be- came frogs. finally take the place of their friend. The sound of the dinner gong on the farm adjoining our cornfield called my attention to the place where the group had enjoyed many visits, Mrs. Day's pasture. There we had watched cows, horses, pigs, ducks, chickens, and tur- keys. There we had waded in the branch where we found the clay bank, the water hyacinths, and the tadpoles. We caught two of the tadpoles one day in early spring and we cared for them until they became frogs. I stepped into the car, piled high with the sort of equipment that every first- grade teacher acquires. The material was the type that helps the teacher—a bulle- tin board, an easel, pictures, a hecto- graph, charts, and a printing press. I had worked hard to make or buy the arti- cles, but they had not meant nearly so much to my children as the trips to the woods had. In taking my materials | was not leaving the next teacher bereft. She and her group of children would have the life of the whole hillside to watch. They would have association with nature, which is the need of every child, his birthright, and the most in- spiring part of his education. ad . . et _- mel. -_ ~ THE NATIONAL EDUCATION ASSOCIATION Sh - Shall I Become a Teacher? Ws you ask this question you are face to face with the greatest single decision of your lifetime—the use you will make of yourself. Your answer concerns not only you, but in a most vital way the lives of hundreds and even thousands who for better or worse will sit at your feet if you choose to devote yourself to the teaching profes- sion, which both in numbers and influ- ence is one of the major occupations of modern times. The question of your be- coming a teacher has two main parts: First, the opportunities which teaching offers for service, for goodness of life, for security and income. Second, your own purposes, talents, and aspirations. As you consider each of these phases, you will study carefully such questions as those raised on the following pages and talk them over with your parents and several of the finest teachers you know. How Many Teachers Are There? EACHING is the largest of the pro- fessions. It has increased steadily in numbers for generations until the teaching staff of the United States num- bers well over a million. Since most young children are now in school and since the birthrate is slowing down, the number of elementary-school teachers may not change greatly, but the number of teachers required for highschools and colleges and for adult education will probably increase steadily. The economy of the future will require larger num- bers of people in the professions and personal services and fewer in agricul- ture and industry. The trend is sug- gested by the fact that highschool enrol- ment in the United States measured in round numbers grew from 500,000 in 1900 to seven million in 1938. One per- son in four of the total population is now a teacher or a student. What About Teachers’ Salaries? —— the necessities of living and reasonable security for oneself and those dependent upon him, the question of financial income is far less important than that one shall be happy and useful. But it is important and should receive careful study. You can easily learn the lowest, average, and highest salaries for your part of the country and compare them with incomes in other fields. In formation published by the National Education Association gives salaries for different types of positions in each state and may be consulted in your school Shall 9g Become a TEACHER? PERSONAL GROWTH LEAFLET NUMBER By TWELVE Joy Ermer Morcan Editor, Journal of the National Education Association PERSONAL GROWTH LEAFLETS Publication of these leaflets is made possible by the Hugh Birch-Horace Mann Fund. Partial list of titles now available: Your Life in the Making Your Mind in the Making Your Health in the Making Your Home in the Making The Planning of Your Life Future Teachers of America Community Forces and the School The Challenge of a United Profession The American Plan of Education Education for Democracy Education in a Living Universe John Dewey's Pedagogic Creed A Golden Treasury of Beauty and Wisdom Sclections from Ralph Waldo Emerson Franklin's Plan of Selimprovement Shall I Go to College? Learning To Be a Leader A Parhamentary Primer Seven Adventures in Pionccring Send scltaddressed, stamped cnvelop for latest complete list of titles. Order from Tue NATIonaL EpucaTion AssociaTION Washington, D. C. or public library. Since the quality of preparation for teaching is improving, there will probably be a tendency for salaries to approach better levels. The highest salaries go to superintendents, principals, college presidents, and teach- ers who carry special responsibilities or who have exceptional skill. How Are the Schools Organized? [: AMERICA the aim is to keep the schools close to the people and free from centralized political dictation. While the obligation of the federal gov- ernment to aid the schools financially and to equalize opportunity is clearly recognized, their control and manage- ment under our constitutional system are the responsibilities of the states. Much of the states’ authority is delegated to cities and local school districts, which are often too small for efficient service. Each state has a department of educa- tion with a state superintendent or com- missioner at its head. There are also county superintendents of schools and boards of education in cities and towns who employ superintendents, principals, and teachers. Schools are commonly classified as elementary; junior high; senior high; junior college; college; pro- fessional; and university. Do Teachers Lead Happy Lives? sENSE of being useful and help- ful to others adds to one’s happi- ness. If one enjoys teaching and is well- prepared for his work, he will find it the most satisfying of lives. The school is filled with the joy of growth and learning. One’s associates in the profes- sion have high standards of living and thinking. The teacher is honored in the community. He is called upon for lead- ership in movements for the civic bet- terment of his community. Teaching offers mental and moral growth. The vacation period offers an opportunity for travel and study. Some school sys- tems allow sabbatical leave with full or part pay for professional study or travel. The teacher seeks ever to bring the world’s knowledge to the service of the world’s life. Adventure adds zest to life and teaching is one of the great adven- tures. The teacher looks to the future. A Profession for Men and Women ( "viLizaTIon has reached its best de- velopment where men and women have shared jointly in the cultivation of the young. It would be better for the children and for the women and the men in the schools, if teaching were about equally divided between the sexes on all levels and in administration. Un- der that arrangement, children in the school as in the home would have the influence of both sexes, which is espe- cially important in cases where the father is missing in the home. If teach- ing service were nearly equally divided between the sexes, both unmarried men and women in the schools would have a better opportunity to find their mates within their field of common aspiration and interest. Both men and women have attained the highest distinction as teachers, principals, college presidents, and superintendents. “Shall I Become a Teacher?” is now available as a Personal Growth Leaflet. These leaflets sell for one cent each in any quantity. No orders for less than 25 copies; cash with orders for $1 or less. Order from the NEA, 1201 16th St., N. W., Washington, D. C. What Are the Rewards of Teaching? 4: MEN AND WOMEN rise in the scale of living, they become less willing to spend their time and energies on activities that do not benefit their fel- lows. Even in fields where selfishness once ruled, service is rapidly gaining as an ideal. The businessman says, “He profits most who serves most.” The teacher says, “He most lives who serves best.” There is a joy in doing for others. In teaching this joy is immediate and intimate. Every teacher in his later years regards with satisfaction the success of men and women whose lives he helped to build. Teaching is the most fruitful of patriotic services. In a nation dedi- cated to democracy in home, school, in- dustry, and business, intelligent coopera- tion is increasingly necessary. The teacher holds the most sacred trust with- in the gift of society and can do much to improve mankind. What Are Drawbacks of Teaching? | ‘eacHING, like every occupation, has its disadvantages. In dealing con- stantly with immature minds one may miss the challenge of association with equals or superiors; he may lose the power to adjust himself to others who have different opinions. Teachers who repeat the same courses year after year may cease to grow unless they maintain broader interests thru reading and con- versation. People who work constantly with others and who carry the heavy responsibility of the teacher, are subject to mental and nervous fatigue. Salaries are relatively low, especially in small- town and rural schools, in proportion to the preparation and standard of living required. The competition for better positions may make it difficult to ad- vance unless one has exceptional ability. These drawbacks are offset by advan- tages noted elsewhere in this leaflet. Have I the Needed Qualities? OQ way to approach this question is to ask yourself “What makes a suc- cessful teacher?” Analyze the qualities of the teachers you most admire. Study the biographies of a few great teachers. Then make a list of the personal traits you believe necessary for successful teaching. Talk this list over with others and revise it. Arrange the traits in order, putting first the ones that seem most important. Then set down your own points of weakness and strength. Can you qualify by the standards of fitness which you would set for your- self? Here is a tentative list: Genuine [ 142 ] enjoyment of people; intellectual curi- osity and initiative; a purpose to do good; sound health; selfcontrol; high ideals; originality; interest in education; joy in observation, reading, thinking; a sense of humor; patience; enthusiasm; the power of personal growth. Do Not Become a Teacher - IN YOUR HIGHSCHOOL studies you rank below the average of your class. If accumulating money means more to you than service to your fellowmen. Unless you like to work with young people of the age you plan to teach. Unless you are reasonably strong and in good health. If you are not ready to give moral as well as intellectual leadership. Unless you are able to have four years of preparation beyond highschool. Unless you expect and plan to be a life- long student yourself. Unless you are ready to take your part thru organization to improve the pro- fession of teaching. Unless you are broad enough to see that education concerns the whole life and growth of the child and the whole life of humanity. How Much Education Do I Need? | N OUR EARLY History, the training of children was not thought to require highly educated teachers. They were largely drill masters in the three R’s. Today the teacher is concerned with every phase of the child’s growth and development. As education has widened in scope, requirements for entrance into teaching have become higher. It is rec- ognized, too, that teachers of young children should be as well-prepared as highschool teachers since the early years lay the foundation of the child’s char- acter. The minimum standard for all teachers recommended by the National Education Association is four years be- yond the highschool; some schools re- quire five years. Frequently, the teacher returns to summer school or takes a year’s sabbatical leave to study. For ad- ministrative positions and for college teaching, graduate study is necessary. In What Field Shall 1 Teach? | HE BEST ANSWER to this question can be found by visiting the schoois themselves. Arrange to talk with a teacher doing the particular work you would enjoy. If possible, do some tutor- ing or group teaching during vacation. THE JOURNAL OF THE NATIONAL Ask yourself such questions as: Do | wish to teach children of kindergarten age, older children, or highschool boys and girls? Have I special talents fo, teaching music, drawing, or home. making? Would I prefer to teach jp a large school system or in a rural school? Among the fields of work are preschools, kindergartens, elementa schools, junior and senior highschools, rural schools, colleges, professional and graduate schools, adult education, libra. rianship, health, physical education, recreation, school administration, and research. Pioneers in new services soon become the leaders in those fields, Where Shall I Attend School? b domeys COLLEGES and universities differ in the preparation they offer for the various careers in teaching. Some emphasize preparation for elementary. school work; others, rural teaching; others, secondary education. With this in mind, examine the catalogs of the colleges you are considering. These cata- logs can usually be consulted at your library. Your teachers will be glad to explain points which are not clear. Opportunities for selfhelp or scholar- ships may be a factor in your choice, Since requirements for a teaching cer- tificate differ widely in the various states, it will be wise to determine whether the state in which you wish to teach will certify graduates of your college. Most states now maintain one or more teachers colleges especially to prepare young people for the teaching profession. Future Teachers of America |= ORGANIZATION of young men and women in highschool and college who expect to become teachers seeks: To encourage young people to cultivate in themselves the qualities of person- ality and character which are the foun- dation of successful teaching. To acquaint young people with the in- spiring story of the schools; the part free schools have played in the develop- ment of our democratic way of life; the heroic pioneering associated with their establishment and expansion. To provide young people with specific information about the organization, re- quirements, salaries, and opportunities in the various fields of education. If you are seriously thinking of becoming a teacher, it will pay you to join or organize an FTA group. For further in- formation write the National Education Association, Washington, D. C. | Fifth printing. Total copies to date, 469,250-| EDUCATION ASSOCIATION, MAY 1939 1es fer ne ry- ig his he ur nd 6S: ite n- in- in- art )p- he oir 9 ~ - ~ 2 . 2 que 4 4 — The camp council may be a laboratory of democracy. CAMPING fox DEMOCRACY NORMAN DRACHLER TEACHER, DETROIT EING one of those who believe that at present too much cannot be said about democracy, I feel that this discussion should penetrate all educa- tional institutions of our country, both private and public. It is here that the summer camp can play an important role. “What!” I can almost hear some say, “turn the child’s vacation into a forum on issues which confront adults?” No, not that. I don’t want the children to discuss democracy —I want them to practice democracy. The summer camp can contribute its share to this vital problem which is fac- ing the world at large. We must remember, first, that camps, no longer a stranger in this country, are increasing in number; second, that the camp’s influence is great since the child who stays eight weeks in a camp actu- ally spends more hours there than he does in forty weeks at school; third, that character building is becoming an in- creasingly important factor in camp life. Character building is closely allied with citizenship and democracy. In the camp we can practice democracy. Here the child spends twenty-four hours of the day. Here he has his own bounda- ries, his own officers, and his own regu- lations and laws. The camp is the child’s PUBLIC SCHOOLS world—a world in which he acts as a citizen, with all the privileges and obli- gations which come with citizenship. He attends the camp council, where he dis- cusses camp regulations, the program, sanitary conditions. He takes up the matter of Bunk Number Five, which does not do its share in the cleanup. He reports on the work in the garden and considers plans for improvement. He lis- tens to a complaint against a group of campers who have formed a clique and do not participate in group activities. There are some campers who do not want to work. Others are “rugged indi- vidualists” who insist on their “rights,” disregarding the interests of the major- ity. And all of these “internal” problems are discussed at the council, where arbi- tration rather than force is used. The camper also has his racial and “international” problems to solve. Per- haps there are many camps in the neigh- borhood. Shall we practice isolation or cooperation? Shall we play ball with the children in Camp A because they belong to one religious group and ignore Camp B because they belong to another? Is Camp C to be ignored and not invited to our circus because its children pay only $5 a week and not $40, as do the campers of Camp D? VOLUME 28, NUMBER 5; MAY 1939 Altho many camps are models of liv- ing democracies, others have forgotten the real meaning of the word “camp- ing,” which suggests comradeship, co- operation in work and play, and rough- ing it, and, instead, have turned their institutions into juvenile hotels. These are the resorts where the children are only fed and amused; where they are told that theirs is a select group; where special shows are performed on visitors’ days to make an impression upon the parents; and where camp spirit is turned into snobbishness. The camp has so many excellent po- tential qualities that to overlook these is sheer negligence, harmful to the child in spite of the sun tan and the four and a half pounds that he may have gained. We can do several things to bring about a finer democratic camp spirit, and this will result not only in better camps but also in better citizenship. First, the principle of work must be established. The children must realize that work is an essential part of life, to be respected by all. Second, the camper should feel that he is part of a group, working for a common goal, that his cooperation is vital for the success of all, and that this spirit is necessary for good citizenship as well as for successful camping. Third, there should be practiced in the camp a spirit of tolerance and friendship which should extend beyond the camp boundaries to the neighboring camps—bringing with it a closer friend- ship and better understanding. Occa- sional joint religious services with neigh- boring camps of different racial and re- ligious creeds might bring benefits to all. Fourth, the campers should be given an opportunity to govern themselves as much as possible. Camp elections, coun- cils, government are of vast importance both to the children of the present and the nation of the future. Let us in our country pass on to our youth a heritage of tolerance rather than bigotry, of equality rather than superi- ority, and of human justice rather than brute force. This, I believe, our summer camps can help to do. We teachers who work in summer camps must make it our duty to see that democracy is prac- ticed there. [ 143 | THE TATE DIRECTOR AN IMPORTANT UNTEGRATION ‘FACTOR Reuben T. Shaw PRESIDENT, NATIONAL EDUCATION ASSOCIATION HE STATE NEA DIRECTORSHIP is growing in importance. Four fac- tors are responsible for this: [1] The term of office has been changed to three years; [2] the State Directors are assuming more and more responsibility for the NEA membership in their states; [3] the State Directors are being recog- nized more and more as the official rep- resentatives and contact persons of the national Association in their states; and [4] the State Directors receive full ex- penses for the trip to the summer con- vention and therefore feel a growing responsibility to render effective service. Prior to the amendment of the Bylaws changing the term of office to three years the State Directors frequently changed each year. The office was often passed around freely among the repre- sentatives of a state who usually at- tended the summer convention as an honorary gesture of esteem with no rec- ognition of the fact that the position carried great responsibility and that the influence of the state in the national As- sociation depended largely on the effec- tiveness of the work of the State Direc- tor. The result of this arrangement was that State Directors frequently found themselves rotated out of office at the end of a single year before they had dis- covered what their prerogatives and re- sponsibilities were. The present three- year term guarantees time for effective service by giving a year for initiation experiences and at least two years for intelligent work. Before the assets of the Association were large enough to permit the pay- ment of the expenses of State Directors to the summer convention, the number of those who could afford to accept elec- tion to this position was materially lim- ited since many who were competent to serve effectively were not financially able to attend the conventions regularly. The adoption of the plan of paying the expenses of the State Directors has en- larged the list of eligible candidates by removing the financial qualification and [ 144 | allowing the choice to be based solely on ability to serve effectively. The election of the State Director of- fers an excellent opportunity for closer integration between the units of our pro- fessional organization—local, state, and national. The Bylaws of the Association provide that the State Director shall be nominated on Monday of the summer convention by the local and state dele- gates from each state. Many leaders feel that the State Director should be nomi- nated by the state association and thus become an official of both the state and the national organizations. Pending an amendment of the Bylaws to this effect, several states are experimenting in this field by having the state association sug- gest a nominee to be ratified by the delegates at the summer convention. Last December the Connecticut State Teachers Association passed the follow- ing motion recommended by its Board of Directors: That a candidate for the office of NEA Director for Connecticut shall be nomi- nated by the Representative Assembly and that notice of such nomination shall be communicated to the accredited delegates from Connecticut previous to the official meetings of the state delegation as held in connection with the annual NEA conven- tion. That nominations for this candidate shall be subject to the rules for nomination as contained in our Constitution and By- laws. This procedure for nominating the candidate for the office of the NEA direc- tor for Connecticut shall become a part of the Bylaws of the Connecticut State Teach- ers Association and should become opera- tive on and after September 1, 1939. At the New York City convention last year a rule was adopted requiring that in order to be eligible to serve as State Director one must have been a member of the NEA and of the state or district or local association with dues paid for a three-year period immediately preceding election. In addition to this official regu- lation, leaders are coming to recognize that the State Director, in order to serve effectively, should be an outstanding representative of the profession in his state, thoroly familiar with organiza. tional problems and with demonstrated ability to secure the cooperation of state and local leaders. The activities of State Directors yary considerably but usually include: Sery- ing as chairman of the state association Committee on NEA Membership and Relations; representing the national As. sociation at state functions such as state association conventions, dedications of important buildings, and the inaugura- tion of presidents of institutions of higher learning; representing or arrang- ing for speakers to represent the NEA at district and local meetings and at teachers college assembly programs; rec- ommending competent workers for membership on NEA committees; and preparing publicity material each month for the National Education Association page in the state association journal and in publications of local associations. By maintaining a close working rela- tionship with the president and secre- tary of the state association and inter- preting the NEA policies and program thruout the state, the NEA State Direc- tor has a challenging opportunity as well as a direct responsibility for draw- ing local, state, and national associations closer together into the fully integrated professional organization which the ed- ucational interests of this country merit and need. State Directors WHOSE TERMS EXPIRE AT THE SAN FRANCISCO CONVENTION Arizona—Harold W. Smith Arkansas—W. E. Phipps California—Helen Holt Connecticut—Helen T. Collins Florida—James S. Rickards Hawaii—Earl L. McTaggart *Indiana—L. V. Phillips lowa—Fred D. Cram Maine—William B. Jack Montana—M. P. Moe New Hampshire—Lyle Wilson Ewing New Mexico—D. N. Pope Oklahoma—Kate Frank Oregon—C. R. Bowman Tennessee—S. L. Ragsdale Wash‘ ngton—Cora Oleson West Virginia—W. W. Trent Wyoming—H. H. Moyer * Mr. Phillips was appointed to take the place of the late C. O. Williams, whose term would have expired in 1941. Therefore the director for Indiana elected at San Francisco will be chosen for a two-year term. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION i } | MAKING BLUEPRINTS OF WILD FLOWERS FOR NATURE STUDY his Pedagogy thar Pictures Za ed ate iry at Cc- \ | —_— for nd ith on nd Arranging flower artistically on blue- y. Covering with glass l. print paper on 4 board in subdued light . \ Exposing to bright sunlight from one to 5 Immersing in clear water 6 Intensifying in potassium-bichromate (14a ; « two minutes ° - level teaspoonful to e gallon of water), ‘ f i al f t ‘ I Ske, ~ ope ce QS ere 7 Rinsing thoroly in clear water 8 Drying and pressing between paper 9 Sharing the results PHOTOGRAPHS FROM SANTA BARBARA, CALIFORNIA, SCHOOLS VOLUME 28, NUMBER 53; MAY 1939 AMERICAN EDUCATION WEEK THE TIME WHEN THE NATION‘’S SCHOOLS REPORT TO THE PEOPLE IN CONCERT 7? FOUNDERS of American Education Week who paved the way for the first observance in 1921 little dreamed of the tremendous growth in significance and results that it has come to have. Ir Is ESTIMATED that seven or eight mil- lion parents and other citizens visit their schools during the observance each year. This is a visitation that can be matched by no other period in the school year. Millions of other citizens are reached thru the press, the radio, and the public meeting. The latter activities are highly important because of the increasingly large number of adults and taxpayers in America who have no children in school. American Education Week has come to be recognized as the outstanding pe- riod of the entire school year for educa- tional interpretation. It is the time of the year when the nation’s schools re- port to the people in concert. There is a great advantage in this concentrated emphasis. It brings about a readiness upon the part of the nation’s press, radio chains, national magazines, and scores of national organizations for active par- ticipation. The local community can uti- lize not only its own efforts but take advantage of the great impetus brought about thru this national emphasis. AMERICAN EDUCATION WEEK succeeds be- cause it is an enterprise which has the sympathetic cooperation of every group in America concerned with our educa- tional system, and because of state and local school officials who sense the value of tne observance and actively promote the program. Official national sponsors for American Education Week are the National Education Association, the Amezican Legion, the United States Office of Education, and the National Congress of Parents and Teachers. EDUCATION FOR AND AMERICA [ 146 | EDUCATION FOR SELF-REALIZATION HUMAN RELATIONSHIPS ECONOMIC EFFICIENCY CIVIC RESPONSIBILITY GENERAL THEME Education for the €metican Way of Life DAILY TOPICS Sunday, Nov. 5 Monday, Nov. 6 Tuesday, Nov. 7 Wednesday, Nov. 8 Thursday, Nov. 9 Friday, Nov. 10 Saturday, Nov. 11 Scores of other national and state or- ganizations also contribute to the observ- ance. These include the various service, women’s, and business clubs; farm or- ganizations; church and other groups. THE AMERICAN EDUCATION WEEK pro- gram for 1939 is built largely around the spirit and materials of the report of the Educational Policies Commission on The Purposes of Education in American Democracy. The topics for Monday, Tuesday, Wednesday, and Thursday are the four main areas of educational objectives identified by the Commission. Other topics are closely related to them. AMERICAN EDUCATION WEEK Offers the profession an unequaled opportunity to bring this report of the Educational Poli- cies Commission to the people of the na- tion for consideration. Every school can profit by a discussion of these purposes with parents and other citizens. EARLY AND EFFECTIVE PLANNING is the first requisite of a successful observance of American Education Week. Planning in large areas such as states, counties, and cities, as well as by individual schools, is helpful in spreading enthusi- asm and ideas regarding technics and procedures. EDUCATION FOR EDUCATION FOR The Place of Religion in Our Democracy Education for Self-Realization Education for Human Relationships Education for Economic Efficiency Education for Civic Responsibility Cultivating the Love of Learning Education for Freedom Last year the National Education Asso- ciation materials for the first time were developed largely by field committees, A similar plan is being followed for 1939. THERE WILL BE a 16-page folder on the topic for each school day of American Education Week at each of these school levels: Kindergarten-primary, upper el- ementary, junior highschool, highschool, and rural school. IN appITION to these folders prepared by committees there will be a poster, leaflets, stickers, and other materials as in the past. These materials will be ready for distribution August 15 from the Na- tional Education Association, 1201 Six- teenth Street, Washington, D. C. YOUR NATIONAL PROFESSIONAL ORGANIZA- TION makes these materials available to help you in planning your local pro- gram. They are not a substitute for local effort and initiative. Begin your plans for the observance of American Educa- tion Week 1939 in your schools at an early date. Free copies of an attractive folder out- lining the 1939 observance may be se- cured from the NEA. CULTIVATING THE EDUCATION FOR LOVE OF LEARNING FREE DOM THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A- al 1S a- t- “J P UNTIL 1930 we usually spoke of events as happening “before the World War” or “after the War.” With the economic collapse of 1930 a new reference point came into common usage. The term “before the depression” has assumed status along with “seventh heaven” and other descriptions of near perfection. SALARIES OF CITY TEACHERS As a result of the 1938-39 salary survey of the Research Division, we may say that in general teachers’ salaries are close to predepression levels. True enough, median salaries for certain types of posi- tions and in certain size cities are still below the high points of 1930, but the general situation has been one of marked recovery. If present trends continue, we may expect that for most positions in city school systems median salaries in 1940- 41 will equal or even exceed those of 1930-31. It will be seen from the figure thai median salaries of teachers showed a de- cline in 1932-33 from their 1930-31 levels. Still further decreases from the 1932-33 level were shown by the 1934-35 survey (probably the lowest point for the coun- try as a whole was reached in 1933-34). By 1936-37 the trends in most cities and for many types of positions had turned upward. In cities of 30,000 to 100,000 population the median salary of elementary-school VOLUME 28, NUMBER 5; MAY 1939 SALARIES~ Eight Yearr Later Farm Security Administration. Photo by Vachon This brief summary of the salary situation in city school systems is based upon the ninth biennial salary survey of the Research Division. Much credit belongs to the cooperating school sys- tems for the completion of the study. TRENDS IN ELEMENTARY-SCHOOL TEACHERS’ SALARIES, 1930-31 TO 1938-39 1930-31 1930-31 1932-33 1934-35 POPULATION GROUPS Cities Over 100,000 Cities 30,000 to 100,000 Cities 10,000 to 30,000 Cities 5,000 to 10,000 Cities 2,500 to 5,000 1936-37 1938-39 TRENDS IN HIGH-SCHOOL TEACHERS’ SALARIES, 1930-31 TO 1938-39 1932-33 1934-35 POPULATION GROUPS Cities Over 100,000 Cities 30,000 to 100,000 Cities 10,000 to 30,000 Cities 5,000 to 10,000 Cities 2,500 to 5,000 1936-37 Reseerch Division, Nations! Education Association [ 147 ] teachers was $1609 in 1930-31 and $1584 in 1938-39—less than 2 percent retarded. The salaries of senior highschool teach- ers in this city-size group are still behind the 1930-31 level by nearly 4 percent. Junior highschool salaries in cities of 30,000 to 100,000 population are on the average about 1 percent below the me- dian of eight years ago. Recovery has been generally most widespread in cities over 100,000 in popu- lation. The median salaries in these cities are nearly 5 percent above the 1930-31 average for elementary-school teachers; 4 percent ahead for junior highschool teachers. The median salary of high- school teachers lags about 2 percent be- hind the 1930-31 median. Recovery has generally been slower in the smaller communities as shown by the percentages given in the table. For example, the median salary of highschool teachers is almost g percent below the 1930-31 level in cities of 2500-5000 popu- lation; 5 percent behind in the next two groups of larger cities; less than 4 per- x Recent population studies show that the nation is replacing its human resources largely thru the children born in rural areas. Yet a large proportion of these children will receive their early schooling from teachers who receive a mere subsistence wage. —Willard E. Givens. cent retarded in cities of 30,000 to 100,000 population; and 2 percent retarded in the largest centers. This same general con- dition holds for most classroom teaching positions, altho it is less consistently true for administrative positions. SALARIES OF ADMINISTRATORS The median salaries of administrators have followed the general pattern of “decline and rise” previously described TRENDS IN SALARIES PAID IN CITY SCHOOL SYSTEMS, 1938-39 Cities over 100,000 Cities Cities Cities Cities population 30,000-100,000 10,000-30,000 5 ,000-10,000 2,500-—5,000 Percent Percent Percent Percent Percent Type of Median of Median of Median of Median of Median of employee salary change selary change salary change salary change salary change paid in between paid in between paid in between paid in between paid in between 1938-39 1930-31 1938-39 1930-31 1938-39 1930-31 1938-39 1930-31 1938-39 1930-31 and end and and and 1938-39 1938-39 1938-39 1938-39 1938-39 1 2 3 a 5 6 7 8 a 10 11 CLASSROOM TEACHERS Kindergarten. $2208 + 6.31 $1647 + 2.36 a . . Elementary... 22917 + 467 1584 — 1.55 $1405 — 161 $1251 — 3.99 $1096 — 5.68 Junior high. . 2450 + 4.34 1843 — 0.91 1589 — 1.85 1387 — 7.16 1283 - 5.66 Highschool 9672 —216 2099 — 3.88 1779 — 5.17 1607 — 5.02 1410 — 8.86 PRINCIPALS Elementary teach- ing 2633 + 8.09 1966 -— 224 1676 — 3.79 1481 — 644 1301 7.67 Elementary super- vising 3339 -— 512 2467 — 6.76 2231 — 5.02 2098 — 9.42 1928 -11.36 Junior high. . . 4359 — 3.13 3215 -— 412 2667 -— 3.47 20295 — 7.28 1579 -—11.04 Highschool. . 4758 — 6.71 4055 -— 5.28 3309 — 8.41 2597 — 8.07 2156 —10.28 ADMINISTRATIVE STAFF Superintendents 8286 -—-17.14 6125 -— 9.37 4700 — 8.72 3780 — 9.74 3244 — 9.00 Business managers. 4571 —14.74 3500 -— 5.15 2650 -—17.19 92175 -13.00 92050 ...... Directors and assis- tant directors Research . 3417 +050 92580 + 5.31 29967 + 5.44 1850° -—923.71 Health... 3350 + 5.78 2525 +18:82 1700 -— 3.79 1550 — 2.39 1150 —11.54 pee ... 3000 + 4.64 2325 + 0.04 1854 + 1.53 1590 — 5.81 1469 + 1.31 Home economics 3240 + 0.65 22989 -—048 1647 — 413 1435 11.04 1298 -—14.94 OTHER EMPLOYEES Secretaries to super- intendents. ... 2075 -—10.91 1668 -— 810 1357 — 661 1092 — 8.39 921 + 4.07 Nurses... .. . 1739 +140 1649 — 012 1578 -1044 1490 — 920 1360 -—12.03 Attendance officers 29219 + 6.79 1569 — 962 1269 +619 -600> a3 Janitors 1429 1377 — 4.64 1131 —- 327 ove =6©= 3.31 1170 — 8.24 ® Combined with which wes designated “less than $600.” salaries of elementary-school teachers. b The median fell in the lowest step of the distribution, [ 148 | for classroom teachers. The salaries of superintendents, however, are recover. ing more slowly than the salaries of teachers. For example, in cities over 100,000 in population the median salary of superintendents is still 17 percent be- low the median of 1930-31. In this same city-size group the medians of teachers’ salaries are higher than in 1930-31, with the exception of the highschool group (2 percent retarded). In other city groups superintendents’ salaries are on the aver- age below the 1930-31 medians: 30,000 to 100,000—9 percent; 10,000 to 30,000— 9) percent; 5000 to 10,000—I10 percent; and 2500 to 5000—9 percent. As judged from the medians, the sal- aries of principals are not returning to 1930-31 levels as rapidly as the salaries of classroom teachers. On the other hand, principals’ salaries have recovered more than the salaries of superintend- ents. In cities over 30,000 in population principals are usually from 3 to 5 percent below their 1930-31 salary levels; in smaller cities, from 6 to 11 percent below. Salaries of supervisors and directors of instruction show uneven recovery per- haps because of the relatively smaller number of persons involved. In most cases in the largest cities the salaries of supervisors of art, music, penmanship, and manual training are farther from the 1930-31 levels than are the salaries of teachers in the same city-size groups. Di- rectors of research, vocational education, home economics, and physical education appear in the largest cities to have ap- proached or exceeded 1930-31 salary levels. OTHER EMPLOYEES In cities over 100,000 in population the median salary of school nurses is nearly 1'/ percent higher this year than in 1930- 21. In the smaller cities the median for school nurses is still about 10 percent retarded. Secretarial salaries are still generally below what they averaged eight years ago. For some reason the lag seems to be greater in the largest places than in the smaller cities. Janitors’ salaries also ap- pear to have made more recovery in the smaller communities. Further details on the salaries paid to certificated and non-certificated em- ployees are reported in the March Re- search Bulletin, “Salaries of School Em- ployees, 1938-39."—Frank W. Hussarp, associate director, Research Division. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION THE peers : ¢ : ocial ervice HE FUTURE HISTORIAN will prob- ably record the growth of public social services as an outstanding social phenomenon of this age. Educa- tional, recreational, and library services, as well as health and welfare services, have grown and developed in response to wellknown social changes. Govern- ments are today assuming a leading role in the effort to improve the wellbeing of their people. Lines of responsibility have not been so drawn to date as to distinguish appro- priate functions of agencies created to discharge the public social services. Be- cause these services are likely to expand further in the immediate future, the Educational Policies Commission has set forth in the document, Social Services and the Schools, certain policies that have a bearing on these anticipated de- velopments as they affect the schools. Major emphasis is centered upon the relationships of public education to other services that contribute to indi- vidual wellbeing, personal development, and to the advantage of society. The first point of emphasis concerns the home and its position in the social scene. The preservation and improve- ment of family life are important re- sponsibilities of education. Schools and other agencies are providing social serv- ices thru the home and by doing so are strengthening the family as a social unit. The Commission declares that the prin- ciple of constructing social service pro- grams in such a way as to dignify the status of the home and family life is not only sound public policy but essential to the achievement of democracy. By en- couraging the development of family responsibility, the forces of social better- ment at one stroke lighten their own task and strengthen their own efforts. A second point of emphasis is the line drawn between school and home re- sponsibility for the provision of food, clothing, shoes, glasses, and medical care. While school authorities are directly concerned with the needs of every child —because such needs affect his educa- tional progress—the servicing of these needs is not an educational service. The responsibility, therefore, should not be reflected in the school budget, but rather, should be carried by the home or by appropriate social welfare agencies in cases of indigence. Except on a tem- porary and emergency basis, while home and community are preparing to meet the need adequately, the provision of medical care and other necessities by the school cannot be logically defended. A third point of emphasis is the essen- tial unity of library, recreational, and school services as community efforts in the field of public education. The Com- mission foresees the ultimate unification of all such public educational activities in communities or areas of appropriate size under the leadership of a public education authority. This authority will be charged with the administration of a community educational program em- bodying the activities now carried on by library, recreation, and school boards. Its powers will be derived from the state by virtue of existing state responsibility for public education. Its functions will include the provision of a broad educa- tional and leisuretime program for per- sons of all ages. Because it can build on sound traditions firmly established by existing boards of control, the new au- VOLUME 28, NUMBER 53; MAY 1939 RELATIONSHIPS thority will combine the advantages of centralized administration of all public educational programs within the com- munity and decentralized authority within the state. A fourth point of emphasis is the need of planning for the community use of schools. Buildings should be so placed as best to serve the neighborhood com- munity. Wherever possible each building should have a setting of five acres or more of land, part of which can be used as a public park. The structure itself should be planned as the educational center of the neighborhood with facilities for a branch library, recreational activi- ties of many types for both adults and children, and possibly for even a neigh- borhood health clinic. A corollary to the need for planning is the need for using school facilities for the benefit of the whole community. This is perhaps the most important single step that any community can take toward coordinating the formal and in- formal aspects of its educational pro- gram. Sound educational policy requires that public-school properties be opened to public use outside of school hours, subject to such regulation as will safe- guard the public interest. Education is a birthright of all who live in a democ- racy. Widest possible use of schools by the whole community directly increases the scope of educational opportunity. Final emphasis is given to the need for cooperation between school authorities and other public social service agencies. Despite its unique characteristics, edu- cation cannot work in isolation. The schools can gain most and give most thru developing cordial relationships with all public and private social services. [ 149 ] Courtesy, Southern Pacific Co. ef aliforn ia Calls UTTER is the name, sir—Captain John A. Sutter.” A short, heavy-set, trimly clad gentle- man of military bearing and Swiss ancestry begged of Governor Juan Bautista Alvarado the right to settle “somewhere in the in- terior.” The Mexican official advised his petitioner to take out naturalization pa- pers, and granted the request. The place was Yerba Buena, now called San Francisco. The year was 1839. The second invasion of California had begun. Waiting the return of the cap- tain from Governor Alvarado’s palace were the invaders—one German, four other white men, eight South Sea Island- ers, a nondescript Indian boy, and a dog. “Certainly a modest colony,” thought the governor as he watched the caravan file away, perhaps more troubled at being aroused from his siesta than by his violation of repeated orders from Mexico City that foreigners must not be wel- comed as immigrants to Alta California. In a flotilla consisting of a rowboat and two schooners, with three small can- non for military atmosphere, Captain [ 150 | . . . And when thousands of teachers heed that summons to attend the 77th annual convention of the National Education Association in San Francisco, July 2-6, 1939, their visit to the Golden State will be more interesting and more profitable from having recalled the colorful careers of two history-makers who vielded to the lure of that wonderland long ago. For a list of references on California history, see page 160. Sutter and his retinue set out to select a location, his ambitious heart set, perhaps, upon establishing in this wilderness a principality. He did not have far to go, either to choose his property, or to create a domain of feudal character. Where the American River flows into the Sacramento, he built an imposing fort which he called “New Helvetia.” He claimed eleven square leagues of land, and soon owned more than four thou- sand cattle, two thousand horses, and great flocks of sheep. Captain by train- ing as well as by titlke—Sutter was a graduate of Bern Military Academy, Switzerland—he organized and drilled the Indians into uniformed military companies with which he manned his fort, from the ramparts of which twelve pieces of artillery threatened potential enemies. He taught his Indian vassals to weave blankets and make hats, to oper- ate a flour mill and a blacksmith shop, and to cultivate fields of grain and vege- tables. The colony owned a distillery and canned its own fruits. The captain was continually expanding farms and shops. It was an accident of this expansion, indeed, which changed destiny—not only for Captain Sutter, but for Califor- nia and the world. It may have been no accident that “New Helvetia” was on the most popular route from the United States to Alta California. Moreover, it lay where the trail entered the promised land from the high Sierras, an obstacle second only to the dry morass of Hum- boldt Sink in frustrating the spirit and depleting the resources of the pioneers. Exhausted from hunger, physical strain, or illness, the travelers thronged into Captain Sutter’s domain and re- plenished their supplies. Trade was good, at least for Captain Sutter. He and all his minions prospered. His colony grew in numbers. The captain THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION THE WEATHER ' The United States Weather Bu- eau records for the Bay City area = forthe month of July are as follows: Average highest temperature .. . . 65° Average forthe month........ 59° Average lowest temperature .... 53° Bring your topcoat! ' The normal rainfall for July is | 1/100 inch. The heaviest rainfall | for July on record—23/100 inch. Leave your galoshes at home! 'was no less generous than wealthy. Often he staked unfortunate immigrants with food and supplies. He sent rescue | parties at his own expense to aid wagon trains in distress. Sutter was a great man, and his greatness was recognized by the Mexican authorities who made him an oficial of this frontier country, in spite of their fear that he was more loyal to the United States than to Mexico. Then came the accident of riches that fo drove Captain Sutter almost to the rags of poverty. In January of 1848, James . Marshall, one of Sutter’s foremen, was we building a sawmill and found some yel- " low nuggets. A short time later Sam Brannon, an excited storekeeper from 0 Sutter’s fort, rode headlong thru the of streets of San Francisco, a bottle of gold- dust in his hand, yelling “Gold! Gold! Gold! From the American River!” That was a shout heard ‘round the é world! San Francisco suddenly became d a deserted village. Shops and stores were ‘a vacated. Sailors left their ships un- . manned in the harbor. Even the school . teacher locked the door of his tiny hall of learning and fled. The contagion fi spread. A vessel bound from the Sand- 10 " THE PEOPLE d Californians are a race of people; it they are not merely inhabitants of a d | state. They are the Southerners of the le West... i Of course they have in the climate, d an argument that is good for half an S. hour while you are thinking of your il coal bills and heavy underwear. But d as soon as they come to mistake your c- silence for conviction, madness comes is upon them, and they picture the city le of the Golden Gate as the Bagdad 1S of the New World. —O. Henry, A n Municipal Report. VOLUME 28, NUMBER 5; MAY 1939 wich Islands to Chesapeake Bay carried the story east. A Baltimore paper pub- lished it. In the spring of 1849 no less than 50,000 people left Independence, Missouri, on a five-month journey to the gold fields singing: “Oh, Susannah, don’t you cry for me; I’m off to Cali- fornia with my wash-bowl on my knee.” The Forty-Niners who had no taste for campfires and forced marches over parching desert sands and across rugged mountain passes took the easier and quicker journey by way of Panama. The more patient and better financed treas- ure hunters leisurely voyaged around Cape Horn. No matter the route; they arrived in San Francisco. The Bay City did not long remain a deserted village. During the first six months of 1849, the population grew from eight hundred to ten thousand. Before the end of the year, thirty thousand more had piled into the tents and shanties of the Bay City. A motley, shifting*population it was, swarming back and forth from the placer fields, along the American and Sacramento Rivers and their tributaries, bringing nearly a million dollars worth of gold to San Francisco in the first four months.of the mad rush. Prices of every- thing soared to ridiculous heights, and there began an orgy of extravagance, speculation, and gambling. Up at Sutter’s fort, trade was also good—but not for Captain Sutter. His properties were over-run and destroyed. His men left him to hunt gold. His status as a property-holder was changed when California became a state in 1850. Squat- ters claimed under American rights the land granted to Sutter by Mexico. The courts sustained the squatters. The cap- tain was financially ruined. A generous California legislature gave him a pen- sion to soften the blows of ill fortune, but the man from whose vast holdings was sounded history’s most alluring call to easy riches, died poor in 1880 at Wash- ington, D. C. Irony is a daughter of Fate. A his- torian who appraised the political re- sults of the hectic days of ’49, headed his chapter ““Gold Made California!” A Forty-Niner whose account of that color- ful period is one of the most authentic and interesting ever written, wrote his book in a county infirmary. ‘‘East is East and West is San Francisco.” Courtesy, Southern Pacific Co HE FIRST INVASION of California was as unpretentious in equipage and per- sonnel as the sec- ond. The year was 1769. The Mexican sun beat unmerci- fully upon the ton- sured head of an emaciated little padre whose burro picked its way cautiously thru the stubby chaparral and thorny cactus. The trail alternately faded on the rocks and then reappeared in dry ar- royos where the dust raised by the mule’s hoofs was whisked away into a little cloud by the dry wind. Ahead of the mule plodded two soldiers and a young boy. Padre Junipero Serra was no longer young. His foot was so sore and swollen that he was unable to bear his weight upon it. Now and then his wan cheeks brightened into a smile. He was on his way to save California for Christianity. Two much more elaborately outfitted ex- peditions, one by land and another by sea, had gone on ahead to save Califor- nia for Castile. They were all to meet at San Diego. Fray Junipero prayed that they would. The good ships San Carlos and San Antonio were heavily loaded with supplies for the journey up the coast of Baja California. The commis- sary of José de Galvéz, lately appointed visitador general to New Spain by the Crown, had not even forgotten tasty “EnmoecuwvotMm en ee et pe ernie cree > ener a Mission San Diego de Alcald seasoning for the generous rations of His Majesty’s soldiers. The inventory listed one hundred twenty-five pounds of gar- lic among the other comestibles. Fray Junipero felt certain his bread and cheese would last from Franciscan Mission to Franciscan Mission in the lower peninsula until he should over- take the second land expedition. But he was concerned about other articles in the cargoes of those vessels, among which were “seven large church bells, two heavy copper baptismal fonts, eleven pic- SS tures of the Virgin, numerous silver cen- sers, and many images.” Perhaps Fray Junipero reflected with some misgivings on the ways of Spanish soldiers. José de Galvéz was his true friend—he was certain of that. But there had been military expeditions to Alta California before this. First there were the conquistadores. But they found no gold in California. Conquistadores don’t hunt for gold. They take it from the helpless. So they had left no traces of their incursions into that barren land. Later expeditionary forces had fared no better. The half-explored mystery land was open to the inroads of Russia, and rumors that explorers from that nation were interested in California had reached the ears of His Most Catholic Majesty King Carlos III. To protect the outposts of Alta Cali- fornia from Russian encroachment and to provide ports of call for Spanish gal- leons to and from Manila, His Majesty decided to fortify San Diego and Monte- rey. Therefore this significant attempt “to conquer souls for heaven and land for the Spanish King.” First in com- mand for the latter purpose was Don Gaspar de Portola, captain of dragoons and governor of California. First in com- mand for the church was the humble, sweet-tempered, but strong-willed little man who hurried his mule toward the meeting place at San Diego where was to be built the first presidio and the first mission. On the morning of July 1, 1769, the land expeditions, the soldiers and sailors of the San Antonio, and Fray Junipero and his mule met at San Diego. Their first act was to celebrate a mass of thanksgiving, “their music the thunder of gunpowder, its smoke their incense offering” to the patron saint, San José. Their thanksgiving was all the more solemn and probably all the more sin. cere because only one-hundred-twenty. six of the two-hundred-nineteen men who left the peninsula now referred to as Southern California remained to take part in the celebration. The scurvy took all of the crew of the San Carlos except the cook and one seaman. On July 16, 1769, Padre Junipero blessed San Diego de Alcala, his first mission—and struck the plowshare of civilization into California soil. This was a century and a half after the pilgrims had landed at Plymouth Rock and one hundred and sixty-six years after the first Spaniard had set foot at historic San Diego. If Fray Junipero had any fears that the Spanish soldiers would be of little help to him in civilizing California, those fears were well justified. Succes- sors to the capable Gaspar de Portola seemed to hamper the little Padre in every way they could. They almost starved him to death, and frequently made hostiles of the Indians whom the padre had converted into friends. The founding of the chain of missions from San Diego to San Francisco was accom- plished in spite of rather than thru the aid of the Spanish sword, and in a spirit of patience, forbearance, and selfdenial seldom equalled in all the annals of his- tory. Not until the footsore Junipero had trudged his way to Mexico City in the year 1772 did he get even the most urgent needs of his mission brethren cared for. Only the strong will that dwelt in the frail body of Junipero kept him alive until 1784, fifteen years after the in- vasion that brought the arts of civiliza- tion to California, and left behind the symbol of its conquest in a type of archi- tecture that was original, beautiful, and is yet today the most unique characteris- tic of a wonderland that attracts travel- ers from all over the world. Never to have seen its missions is not to have seen California. —BELMONT Far_ey. Mission San Francisco de Asis THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ro eir of der nse sé, re in- ty- en to ike 0k ept ero irst of vas ms one irst yan hat ttle iia, “eS- old in Ost itly the The om ym- the irit nial his- had the rent for. the live in- 1Za- the chi- and TIS- vel- - to een ION THE SAN FRANCISCO PROGRAM Tentative Outline of General Sessions General Theme THE RESPONSIBILITIES OF OUR PROFESSION Sunday, July 2, 4:30 P.M.—Vesper Service The tower of the sun—Brother Leo, Professor of Literature, Saint Mary's College, California. Sunday, July 2, 8:00 P.M.—Da&scussion of Pro- fessional Organizations A meeting for officers of professional education as sociations and those interested in_ professional organization work—local (city, county, regional, and district), state, territorial, and national. Monday, July 3, 9:00 A.M.—First General Session Addresses of welcome—California State and San Francisco City Officials Response—Mrs. Myrtle Hooper Dahl, president, Department of Classroom Teachers of the NEA Golden Gate International Exposition—Publicity representative, Golden Gate International Expo- sition . Address—Reuben T. tional Education Association Shaw, president of the Na- Monday, July 3, 5:30 P.M.—Eleventh Life Membership Dinner Development of teacher education-—Caroline § Woodruff, past-president of the National Edu cation Association Mrs. Susan M. president of the National Education Association Honor guests Dorsey. honorar and Ellwood P. Cubberley, dean-emeritus, School of Education, Stanford University Monday, July 3, 8:00 P.M.—Second General Session The World Situation Totalitarian states and democracy—By an out- standing authority Tuesday, July 4, 9:00 A.M.—Morning Assemblies Radio education—To bx this field Intellige nce its arranged by leaders in nature and nurture—Under the direction of George D. Stoddard, director, Child Welfare Research Station, University of lowa Problems of presentday youth—To be arranged by leaders in this field Tuesday, July 4, 8:00 P.M.—Third General Session Foreign and Domestic Foes of Freedom Un-American activities—By an authority on this subject Civil liberties—By an authority on this subject Wednesday, July 5, 9:00 A.M.—Discussion Groups Civic education for a democracy Laymen’s conference on tolerance thru education Major issues in teacher education ‘Financing of education Reuben T. Shaw PRESIDENT, NATIONAL EDUCATION ASSOCIATION Works Progress Administration educational program Cooperatives and credit unions Salaries and economic status of teachers Tenure Retirement Evaluating of secondary schools Wednesday, July 5, 8:00 P.M.—Fourth General Session The Wonders of Science Address—Edwin G. Conklin, American Philosoph- ical Society, Philadelphia Demonstration of some of the modern wonders of science Thursday, July 6, 9:00 A.M.— Morning Assemblies Publications and program of the Educational Poli- cies Commission—Program to be planned in cooperation with ofhcers of the Commission Relationships with Central and South American countries: Cultural relations Educational relations Trade re lationships Uses of visual education in forming attitudes of children—Under the direction of Mark A. May, Institute of Relations, Yale director, Human University Thursday, July 6, 8:00 P.M.—Fifth General Session Address Will Hays. Motion Producers and Distributors of America president, Picture Movie stars REPRESENTATIVE ASSEMBLY Tuesday, July 4, 9:00 A.M.—First Business Session Report of Committee on Bylaws and Rules—Cor- nelia S. Adair Nominations for President, eleven Vicepresidents, Treasurer, three members of the Executive Com- mittee, and eighteen State NEA Directors Reports: Committee on Economic Status of the Rural Teacher—William McKinley Robinson Committee on Credit Unions—James E. Moran Committee on Salaries—Willard S. Elsbree All-Inclusive Membership—H. E. Gayman National Council of Education—L. A. Pechstein Appraisal Committee, Announcement by Orville C. Pratt VOLUME 28, NUMBER 53; MAY 1939 Wednesday, July 5, 9:00 A.M.—Second Business Session Report of Committee on Academic Freedom— Henry Lester Smith Report of Committee on Individual Guidance— Herbert R. Stolz Report of the Givens Executive Secretary—Willard E. Reports: Joint Committee of the NEA and ALA—Martha M. Parks Joint Committee of the NEA and American Le- gion—Walte r L. Bachrodt Joint Committee of the NEA and NCPT—Mrs. J. K. Pettengill Committee on International Relations—Annie C. Woodward Committee to with the American Teachers Association—S. L. Smith Committee on Code of Ethics—W. P. King Joint Committee on Health Problems in Educa- tion—Charles C. Wilson Educational Policies Commission—aA. J. Stod- dard Cx operate Legislative Commission—Sidney B. Hall World Federation of Education Associations— Paul Monroe Preliminary Report of the Committee on Reso- lutions—W. F. Hall Thursday, July 6, 9:00 A.M.—Third Business Session Reports: Committee on Cooperatives—Albert M. Shaw Committee on Supply, Preparation, and Certifica- tion of Teachers—R. E. Jaggers Committee on Tenure—Donald DuShane Committee on Tax Education—Martin Wilson Committee on Equal Opportunity—Helen Brad- ley National Council on Teacher Retirement of the NEA—George M. Pogue Committee on Resolutions—W. F. Hall Board of Trustees—Joseph H. Saunders Treasurer—B. F. Stanton Auditing Committee— Budget Committee—Helen T. Collins [ 153 | Night scene on Treasure Island, Golden Gate International Exposition PROPOSED AMENDMENTS to NEA Rylaws NOTICE WAS GIVEN AT THE NEW YORK CITY CONVENTION IN 1938 Words or phrases in italics are to be added. Words in brackets [ ] are to be deleted. ARTICLE II, SECTION 1(b) Amend as follows: Provided, however, that any state which has 20,000 or more paid members of the NEA as of May 31 preceding the annual meeting shall be en- titled to a second director. or Provided, however, that any city which has 10,000 or more paid members of the NEA as of May 31 preceding the annual meeting shall be en- titled to a second director in the NEA. or Provided, however, that New York City be given a separate directorship. ARTICLE II, SECTION 1(a) Amend as follows: The officers of the said corporation shall be a President, a First Vicepresident, a Second Vice- president, and twelve Regional Vicepresidents, an Executive Secretary, a Treasurer, a Board of Di- rectors, an Executive Committee, a Board of Trustees, and such boards, councils, committees, and other officers as shall be prescribed in the By- laws. (See Act of Incorporation, section 6, first paragraph.) The Second Vicepresident shall be elected from the United States at large at the same time and in the same manner as is the President of the Associa- tion. In case of a vacancy in the presidency of the Association, the Second Vicepresident shall succeed to this office. On the first day of the annual meeting of the Association, the accredited delegates to the Repre- sentative Assembly from each state shall nominate for Vicepresident one or more members of the As- sociation from their region. The election of the [ 154 | Regional Vicepresidents shall be by the Hare Sys- tem of Proportional Representation. Only accredited delegates from a specified region shall be permitted to vote for a Vicepresident for that region. The twelve regions of the National Education Association are as follows: (1) Maine, New Hampshire, Vermont, Massa- chusetts, Connecticut, Rhode Island. New York, Pennsylvania, New Jersey, Dela- ware. (3) Maryland, Virginia, West Virginia, District of Columbia, North Carolina. (4) Michigan, Illinois, Indiana, Ohio. (5) Kentucky, Tennessee, South Carolina, Ala- bama, Georgia, Florida, Puerto Rico, Virgin Islands (6) Mississippt, Arkansas, Louisiana. (7) Texas, Oklahoma, New Mexico. (8) Nebraska, Kansas, lowa, Missouri. (9) North Dakota, South Dakota, Wisconsin. Minnesota, (10) Colorado, Utah, Wyoming. (11) Washington, Oregon, Idaho, Montana, Alaska (12) Arizona, California, Nevada, Hawau, Philip pine Islands. Provided, however, that the Executive Commit- tee may for good and sufficient reason approve the transfer of a state from one region to another. ARTICLE Il, SECTION 1(b) Amend as follows: The Board of Directors shall consist of the Presi- dent, the First Vicepresident, the Second Vice- president, the Treasurer ARTICLE Ill Amend by adding new Section 2 and renum- bering other sections: The Vicepresidents of the Association shall serve as assistants to the President for such services as may be required of them. OTHER PROPOSED AMENDMENTS To THE BYLAWS Words or phrases in italics are to be added Words in brackets [| ] are to be deleted. ARTICLE I, SECTION 8 Amend as follows: The right to vote, to serve as a delegate jn the Representative Assembly, and to hold office in the Association or in any Department thereof, shall be limited to active members whose dues are paid, The right to vote and to hold office in the Ng- tional Council of Education shall be limited to the membership of the sard Council whose dues ax paid. ARTICLE II, SECTION 9 Amend the last part of this section as follows: The Representative Assembly shall adopt rules of procedure which shall not conflict with the Charter and Bylaws of the Association. It shall recommend an equitable plan for paying some part of the expenses of delegates to the annual busi- ness meeting of the Association. ARTICLE III, SECTION 4(T) Amend as follows: The Board of Directors shall meet in connection with the annual meeting of the Representative As- sembly, and with the meeting of the American Association of may meet in connection annual School Administrators and at such other times and places as may be determined by the President or requested in writing by a majority of the elective members of the Board of Directors | and the Com- mittee on Bylaws and Rules]. ARTICLE XI, SECTION I Amend as follows: These Bylaws may be altered or amended at the annual meeting of the Representative Assembly by unanimous vote, or by a two-thirds vote of the Representative Assembly if the alteration or amend- ment shall have been proposed in writing at the annual business meeting next preceding the one at which action is taken, and due announcement of the proposed action shall have been made in the official publication of the Association; pro- vided, that these Bylaws may be amended at the annual meeting of the Representative Assembly in [1937 and 1938] 1939 by a two-thirds vote if such amendment has been printed in the May Journat of the National Education Association. STANDING RULES, RULE 4 Amend as follows: At the first business meeting of the Representa tive Assembly on the of the annual meeting of the Association, nominations for the second day following officers shall be made: President, a Sece- ond Vicepresident and twelve Regional Vicepres- dents. . On the fourth day of the annual meet- ing, officers shall be elected from the candidates by the delegates to the Representative Assembly by ballot, [ provided, however, that in 1938 this elec tion shall be on the third day] ... The candi | dates for President, Second Vicepresident, Treas § urer, member of the Board of Directors from each state, territory, or district, respectively, in which the term of office expires [and the eleven cand receiving votes shall be declared dates for the office of Vicepresident] the highest number of elected. . . Corne cia S. ADAIR, Chairman, Committee on Bylaws and Rules. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION THE ded. N the all be Paid, ; Na- 0 the Ss am lows: rules 1 the shall ¢ part busi- ction ¢ As- nh the on of S and mt or ective Com- ed at -mbly of the nend- at the e one ement de in pro- at the bly in f such JRNAL senta- nnual or the a Sec- presi: mett- ites by ly by j 5 clec- candi- T reas 1 each which candi- | ceiving clared t, iles. TION “THE IMPORTANCE OF PERFECT PERFORMANCE” E HAVE READ with interest an arti- W cle in the January 1939 JouRNAL entitled, “The Importance of Perfect Performance,” by Julia N. Good- man. To our minds, the author so misses the point of modern educational philos- ophy and practice that we feel compelled to justify some of the practices of present- day schools that she so strongly con- demns. May we say at the outset that we have no quarrel with the author in her plea for instilling in the children the neces- sity for high standards of performance at all times. Pupils should be urged to produce as nearly perfect work as pos- sible, but it is the education involved in the process that is chiefly important. Cer- tainly many disciples of progressive edu- cation in their enthusiasm for attaining some equally important results in the educational process have for a time lost sight of the necessity for maintaining standards of academic accomplishment in keeping with the ability of the indi- vidual child. Our disagreement with the author’s viewpoint is, however, fundamental. Mrs. Goodman believes that we must continue arbitrary grade standards even tho she admits that they must be revised downward. Such a revision would only tend to make the work even easier for the capable pupil without doing away with the evil of the failure. She believes pupils must not be promoted from grade to grade until they have attained mastery of subjectmatter under these grade stand- ards in “certain studies which depend upon fundamental skills.” We agree that no child should attempt to do work de- pendent upon the mastery of certain fundamentals until he has mastered those fundamentals, but neither must a child be allowed to stagnate from year to year in a grade until he is ready men- tally to master some fundamentals arbi- trarily decided upon as standard for a certain grade. A school which gives the child worth- while experiences will develop certain aspects of personality and character Which are not mainly concerned with subject mastery. The accomplishment of some of these important functions is ab- solutely dependent upon the child’s pro- gressing thru school in an orderly man- —Hu Auswer MILTON W. FIELD SUPERVISING PRINCIPAL, ROOSEVELT AND SILVER BEACH SCHOOLS, BELLINGHAM, WASHINGTON PAUL W. PINCKNEY SUPERVISING PRINCIPAL, COLUMBIA AND ROEDER SCHOOLS, BELLINGHAM, WASHINGTON ner regardless of his academic achieve- ment at any given time in relation to the achievement of any other pupil in his group, the group as a whole, or any arbitrary grade standards. Certainly the health, the emotional stability, and the happiness of the child are of far more importance than whether he knows his “two tables” at any particular time. Not more than a decade ago one of the writers of this article became prin- cipal of a school whose program was based upon a philosophy similar to that outlined by Mrs. Goodman in her arti- cle. Pupils, in theory, were promoted only when they had reached arbitrary standards laid down in the course of study. Of course, as Mrs. Goodman says, mastery was not required. A certain arbi- trary passing mark was set up. However, to set a standard of mastery, even tho the amount to be mastered in any grade was small, would not eliminate failures. We would have many of them, as Mrs. Goodman recognizes. In actual practice, the school to which we refer promoted its pupils after two years in a grade whether they had reached the standards set up in the course of study or not. Either this would have to be done in a “mastery” school or we would soon have more retarded pupils than we ever had in a traditional school—unless the amount of material laid out to be mastered was so little as to be a joke. Nearly half the puvils in the above mentioned school had failed of promotion at one time or another and over 10 percent were two or three or more years over-age for their grade. It was not uncommon to find VOLUME 28, NUMBER 5; MAY 1939 sixteen-year-old pupils in the same sixth- grade room with ten- and eleven-year- olds. The results, of course, were anything but successful. These older pupils were discouraged thru repeated failures. Dis- cipline was a real and ever present prob- lem. The teacher was continually faced with the problem of having not only to adapt the work to the ability of the child, but also of having to adapt it to several different ages of pupils. At the best it was a very trying situation for both teacher and pupil, and at worst it became an endless repetition of the same old thing for the over-age pupil. No mat- ter by what name you call it, the failure plan of handling our slow pupils will produce the same type of results when- ever tried. Mrs. Goodman draws a parallel be- tween business and the schools. She says, “In business and industry 70 percent efh- ciency in performance counts for little.” We all hasten to agree, but let’s carry the comparison a little further. When children leave school no one expects them all to do the same things or even to choose occupations that require equal abilities to carry on in a successful man- ner. Many people graduating from or leaving before graduation any sort of a school that we can imagine will never be even “7o percent efficient druggists.” If they tried, they would most certainly fail. They should, rather, be encouraged in school to choose a vocation at which they could have some hope of mastery or success. So in the school. We should do everything possible to determine what the child’s abilities and inclinations are and to see that he makes the best pos- sible use of them. Neither the elemen- tary nor the secondary school is, at pres- ent, doing all or nearly all that can be done in this direction. Of course, it is important what a child is taught, but it is also important how he is taught. Often whether a child knows a certain part or phase of subject- matter is greatly overemphasized in the minds of teachers. We would like to question Mrs. Goodman’s idea of teach- ing formal number drills, for example, before meaningful arithmetic is entered into. We might, rather, substitute the understanding of the arithmetic of the [ 155 | child’s everyday life as one of our first major objectives and thereby lay the foundation for the quantitative thinking of children. If a child needs drill in order to better understand these relationships, then this drill should be provided, if it is meaningful drill. Also with reading. It isn’t just com- prehension and speed in reading with which we should be concerned, but also those extremely important reading ob- jectives such as the pleasure that one gets from his reading and the use to which reading is put in problem-solving that must receive much attention. Dr. John W. Studebaker, United States Commissioner of Education, says, “Our democracy depends not so much on the number of facts our highschool or college graduates remember about Queen Victoria or Napoleon, but upon how competent these young people become in thinking thru the real issues they themselves are going to confront as adult citizens.” What solution would we offer to this problem? Certainly we have no right to criticize Mrs. Goodman’s method of at- tacking this very pressing problem unless we can offer a better solution. We think we can, and in doing so, we claim no credit for originality. Similar plans are being discussed and put into operation all over the country at this time. Pupils should ‘be admitted to the ele- mentary school at about six years of age and should graduate to the secondary school six years later, promotion depend- ing almost entirely upon chronological age, with now and then an adjustment because of physical or emotional factors. Promotion thru the secondary school should be on a similar basis. Every pos- sible facility should be available to the teachers for determining the abilities and interests of the pupils. Each teacher should feel it her responsibility to begin with each child at his level of accom- plishment and to take him as far as pos- sible along the road of education. When the pupils have completed their second- ary education, which should be general education in the same sense that educa- tion at the elementary level is general, some would be ready and more than ready for a college education along pro- fessional lines; some would be ready for entering vocational training along skilled lines; some might be ready for lines of endeavor that require little in [ 156 | the way of academic achievement be- cause they had accomplished little along this line in school. It is easy to see that rigid courses of study with arbitrary grade standards, either of mastery or of “70 percent mastery” would have no place in such a school. Immediately you hear the criticism that such “idealistic philosophizing” has little to do with the situation faced by a given teacher with a particular group of children who, as Mrs. Goodman might say, “have not been taught to make the most of their natural endowments.” Cer- tainly the children should not be failed. Each teacher’s duty at all times is to see that each child in her charge makes the best possible uses of his natural abilities. The place for any teacher to begin is in the situation with which she is faced at any given time. The first step in a situa- tion where as simple a presentation as possible were going right over the chil- dren’s heads would be to throw “The Spectator” or whatever the problem be- fore the class happened to be “out of the window,” Mrs. Goodman to the con- trary. We should then find out as quickly as possible what the children could understand, start with material at their comprehension and interest level, and try our utmost to see that they gained as much as possible in real understand- ing while under our influence. Is it not true that any normal child will read will- ingly and gainfully if the material which he reads is suited to his natural inter- ests, the vocabulary of which is familiar, and the content of which is suited to his maturity level? The knowledges that a child acquires are of importance but growth in knowledge and in wisdom are dependent upon maturation. It is the child’s growth in understanding that should be of major concern to teachers. If we are to live in a democratic so- ciety, if we are to contribute to democ- racy in education, we must come to real- ize that our schools have a much bigger job than simply providing all the pupils with the same sort of an academic edu- cation. Pupils simply are not going to be kept in the elementary school indef- nitely and then be pushed out of school without the benefits of a secondary edu- cation with all that such an education implies. We educators are prone to say that if a delinquent person had stayed in school longer, he probably would not have ended up in a prison. In one of our large penal institutions in this country most of the inmates do not have even q sixth-grade education. Could their lack of interest in subjects they could not mas. ter and the repeated failures that resulted have had anything to do with their leay. ing school so early? Those pupils who have had great diff. culty in learning certain academic mate- rials at the grade level in which these materials have traditionally been placed are going to be in our secondary schools in increasing numbers. Our secondary schools must provide them with an edu- cation regardless of whether that edu- cation is to be our traditional idea of a highschool education, or whether, in a great many cases, it must include much of what we've been led to believe is part of elementary education, or whether it may, in some cases, be entirely different from any of our ideas of public-school education at the present. We believe that the greatest problem facing public education, both elementary and secondary, at the present is the eval- uation of its traditional curriculum in the light of how that curriculum meets the needs of pupils of today, and the drastic revision of that curriculum to meet the needs now faced by public- school graduates. The reader of this article may gain the impression that it is an attempt to defend the “progressive” idea of education in its entirety. Such is not the case. It is an attempt to defend the growing practice in our schools of abandoning the failure as a weapon in scaring our children into doing their best work. Much that Mrs. Goodman has brought out in her ad- mirably presented article must be taken as just criticism. The idea of “mastery” is an excellent one. Certainly our schools must labor with increasing vigor and in- telligence to see that the individual pupil makes the most of his educational op- portunities in order that he may make his contribution as a participating mem- ber of a democratic society, pointing to- ward a goal of discovering the values of life, and then following them out in liv- ing abundantly. However, is this best accomplished by insistence upon perfect performance in the skills to the extent of pupil failure if these skills are not mas tered at a given time, or is it a matter of understanding the child, his needs and abilities, and governing our teaching ac- cordingly ? THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION eo-= fs GF ntry en a lack Nas- ted eav- diff. late- hese iced ools lary *du- >du- of a na uch Dart r it rent 100] lem ary val- ects the 1) to lic. the nd Its an rice ure nto (rs. ad- en ry ols pil Dp- ike to- of 1v- est ect IN THE BEST ENROLMENT PLAN £ ARE ALL looking for a better en- rolment plan. The best is none too good. For fifteen years I have been asking officers of local and state associations what plan they have found most satisfactory for enlisting their as- sociates in their professional organiza- tions. With surprising unanimity they have responded: “At the first meeting of our local associa- tion in the fall we pass a motion that the clerk of the board of education be author- ized to take an amount from our November salary checks sufficient to cover our profes- sional dues in local, state, and national associations.” “But,” someone objects, “I protest! That plan is undemocratic. It is un- worthy of a profession.” These objec- tions, which at first thought may seem valid, fade considerably if not completely on further consideration. Is the procedure undemocratic if the action is voted freely in an open meet- ing by the members of the organization ? Our Revolutionary ancestors rebelled against “taxation without representa- tion.” They did not resent selfimposed taxes. They knew, as we all know, that effective organized action—whether it be political, social, or professional—requires adequate financing and they provided taxes to support their government as we provide dues to support our professional organizations. Few people really enjoy paying either taxes or dues but the more intelligent pay them readily, realizing that returns from them are larger than from any other investments they make. ate. How Much Shall We Pay? UES in local associations vary from gett to $25 and in state associa- tions they range from 75¢ to $3.50. Ten dollars has been proposed as a reason- able fee, to be distributed as follows: $5 for the local association $3 for the state association $2 for the national association Five dollars per member is more than most local associations are accustomed to. However, many locals are weak be- cause they lack adequate financing. If they would collect $5 local dues, they could finance their delegates to state and national conventions and otherwise ex- pand their activities effectively. PROFESSIONAL EDUCATION ASSOCIATIONS Art. Inelusive Membership Signature of Member is an Active Member of the Local, State, and National Professional Education Associations with Dues Paid for the Current Year, 1939-40. Qed F aves. National Edvestion Association. 1201 Sixteenth St. N. W., Washington, D.C. The “all-inclusive” membership card is now available. President Shaw is arranging to have it sent in lieu of the regular NEA card to all who report that they are members of their local, state, and national organiza- tions. Since all members of the community enjoy the services which taxes buy, all pay their share. Since all members of a profession enjoy the benefits secured by the work of the professional organiza- tions, all should pay their share of the costs involved. These are axioms which all fair-minded teachers will accept. The only question at issue, therefore, is: “What procedure is most efficient for the enlistment of the membership and the collection of the dues?” The plan of having the dues collected by the local treasurer works fairly well in many communities, provided the treasurer is by nature or experience a good organizer and a “go-getter,” but it requires hard work on his part and it seems an unnecessary imposition on him, since the more efficient procedure of the “November deduction plan” is available. Many schools, cities, and counties take pride in maintaining 100 percent enrol- ment records in their professional asso- ciations, local, state, and national. An unusually hard-working treasurer can sometimes secure this perfect record under the individual payment plan, but it is frequently hard to get, since almost every large group has at least one or two “hitch-hikers.” These do not, of course, intend to side-step their responsibility; they merely forget to pay! The plan of having the clerk of the board deduct professional dues from the November salary check sometimes de- lays getting the report of names and ad- dresses of the members to the secretaries of the state and national associations in VOLUME 28, NUMBER 5; MAY 1939 time for the early fall issues of the maga- zines. This difficulty can usually be over- come without serious inconvenience if the clerk will simply send the list of names promptly the last of August or the first of September with a statement that the dues will follow early in No- vember. Practically all secretaries are glad to make arrangements for this de- ferred payment plan. Superintendent Henry H. Hill of Lexington, Kentucky, recently reported that the teachers in his city have requested the treasurer of the board of education to deduct profes- sional dues from their last check in the spring and he added this significant com- ment, “The matter is paid and forgotten when school starts in September.” The “deduction” plan for the payment of professional dues is not a rival of the “all-inclusive” enrolment plan which is becoming popular in many sections of the country. It is simply one type of “all- inclusive” plan. Both plans are move- ments toward the same desirable goal— the complete enlistment of the profes- sion. I am not sure that this plan is the best possible plan but it is simple, easy to administer and effective, and it is grow- ing in favor in many communities.— T. D. Martin, director, Membership Division, NEA Headquarters Office. ss A Million Teachers SOMETIMES like to contempuate FD es how it would feel to belong to an organization of teachers with a mem- bership of almost a million, each mem- ber of which paid a fee of $10 per year. If we had such an organization, we would have no trouble in selling educa- tion to America. We would have suffi- cient funds to give daily radio broad- casts over national hookups. We would have enough power and prestige to de- mand all of the newspaper space that we would need, and the general work of such a vast organization would be suffi- ciently important to get a place on the front page of all of our big daily papers. In a few years such an organization of teachers would be able to raise the stand- ards of teaching so high that only the most superior type of individual would be in the teaching business and then teachers would, within a very short time, control the social and economic forces instead of being dominated by them.— L. H. Moore in Texas Outlook. [ 157 | TEACHERS COLLEGES “Yess COLLEGES are beginning to realize their responsibility for intro- ducing their students to the problems and services of professional organizations and they recognize that this can be done most effectively when the members of the faculty set the pace for the students by maintaining memberships in these organi- zations. The 100 percent enrolment records indicated below are for the year, 1938-39. ALaBAMA—Jacksonville, State Teachers College, C. W. Daugette. Arizona—Phoenix, Phoenix Junior College, E. W. Montgomery. ILL1nois—Charleston, Eastern Illinois State Teach- ers College, R. G. Buzzard; Normal, Illinois State Normal University, R. W. Fairchild. Kentucky—Murray, Murray State Teachers Col- lege, James H. Richmond; Richmond, Eastern Kentucky State Teachers College, H. L. Don- ovan. Matne—Castine, Eastern State Normal School, Wm. D. Hall; Gorham, Western State Normal School, Walter E. Russell; Machias, Washington State Normal School, Philip H. Kimball; Presque Isle, Aroostook State Normal School, San Lorenzo Merriman. Missouri—Kansas City, Teachers College of Kan- sas City, J. C. Bond; St. Joseph, St. Joseph Junior College, Nelle Blum; St. Louis, Harris Teachers College, C. GC. Vannest; Stowe Teach- ers College, Ruth M. Harris. NesraskA—Kearney, Nebraska College, Herbert L. Cushing. New Yorxk—Geneseo, State Normal School, James B. Welles; New Paltz, State Normal and Train- ing School, Lawrence H. van den Berg. NortH Daxora—Park River, Walsh Co. Agricul- ture and Training School, E. J. Taintor. Orecon—La Grande, Eastern Oregon College of Education, C. A. Howard. PENNSYLVANIA—Bloomsburg, State Teachers Col- lege, Francis B. Haas; California, State Teach- ers College, Robert M. Steele; Edinboro, State Teachers College, Carmon Ross; Indiana, State Teachers College, Samuel Fausold; Kutztown, State Teachers College, Q. A. W. Rohrbach; Mansfield, State Teachers College, Joseph F. Noonan; Slippery Rock, State Teachers College, Charles S. Miller. SoutH Daxotra—Aberdeen, Northern State Teach- ers College, Carl G. Lawrence. Wisconstin—Ashland, Ashland Co. Normal School. State Teachers Y LIFE MEMBERSHIP in the Na- tional Education Association en- tails a real financial sacrifice for me but it is my way of expressing an ap- preciation for what the Association has done; it is my way of showing high regard for what the organization is doing; and it is a vote of confidence that the Association will bring about in the future those condi- tions in education which all of us hope to see. —John J. Pryor, Sewanhaka High- school, Floral Park, New York. [ 158 | ONE HUNDRED PERCENT ENROLMENTS YU hitch for your ial The rapidly increasing number of schools in cities and counties with every member enrolled has caused your Association to set aside this section of The Journal to record this significant growth. Cro Completed Enrolments HE FOLLOWING COUNTIES, cities, and individ- 4 e schools renewed their memberships 100 percent since last report and have continuously enlisted in their national professional organization for the number of years indicated: TWENTY YEARS Oxnio—Elyria, McKinley FIFTEEN YEARS MarYLanpo—Crumpton, Crumpton Ouio—Rocky River, Garnett THIRTEEN YEARS MINNESOTA—M inneapolis, Washington New Jersey—Duaellen, Whittier School No. | PENNSYLVANIA—Camp Hill, Nathan C. Schaeffer; Media, Crozerville WasHINGTON—-Centralia, Jefferson-Roosevelt Wyrominc—Cheyenne, Johnson TWELVE YEARS New Jersev—Vineland, Magnolia Road, Park and Second Streets Utran—Bountiful, South Junior High ELEVEN YEARS Oxnio—Willoughby, Browning, Lincoln Utau—S panish Fork, Clinton TEN YEARS Kaunakakai Marcus Hook, Molokai, High St.; Hawait—Kaunakakai, PENNSYLVANIA—Hanover, Public NINE YEARS CaLirornia—Fresno, Jane Addams, Chester Rowell; Santa Ana, Franklin Con necticut—East Hartford, Woodland FLor1ipa—Tampa, Seminole Hghts. Missouri—Kansas City, W. W. Yates EIGHT YEARS Minnesota—Minneapolis, Northrup SEVEN YEARS Pennsytvanta—Mansfield, Senior High; Yardley, Lower Makefield Twp. West Vircinita—Pine Bluff, Pine Bluff SIX YEARS Ar1zona—Globe, Central, Noftsger Hill CaLirorNIA—Anaheim, Citron PENNSYLVANIA—Chester, Lincoln Texas—Dallas, John H. Reagan ee Everett, Jefferson; Spokane, Cooper, “ield Wisconsin—Milwaukee, Longfellow THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION COUNTIES JRAL TEACHERS receive on the aver. 4 age the lowest salaries of any group of teachers in the country but they are beginning to realize that those who re. ceive least have the most to gain thru or. ganized action. This year’s list of 100 per. cent counties is the largest in the history of the Association. The county is given . italics. The superintendent’s name follows that of the county. AvasamMa—Chilton, Roscoe Maddox; Cullman, R. E. Moore; Montgomery, C. M. Dannelly; Shelby, J. L. Appleton; Talladega, E. A. Me- Bride. FLormia—Suwannee, W. T. Newsome. McGiboney; Andrew Avery; Emanuel, Arthur Blackburn: Grorcia—Carroll, J. H. Decatur. Glynn, George W. Wannamaker. InpDIANA—Switzerland, Charles B. Noble. Campbell, J. W. Reiley; Fayette, D Y. Dunn: Kenton, Robert Sharon; Lewis, Anna McCreary, William O. Gilreath: W. Hart; Pendleton, Chris Kenrucky— L. Bertram; Nelson, Charles Wilson. Louistana—Acadta, A. T. Browne; L. J. Babin; Avoyelles, L. A. Cayer: Bienville, J. A. Shelby; Catahoula, H. W. Wright; Clai- horne, Theron Hanchey; léeria, L. G. Porter: Jackson, W. H. McLaurin: Sabine, G. C. Reeves; West Baton Rouge, }. H. Bres. MaryLanp—Queen Anne’s, Franklin D. Day. Ascension Nevapa—Clark, Esmerelda, Eureka, Mineral Ormsby. Onto—Allen, Herschel Litherland; Carroll, Ed- ward A. Saltsman; Clinton, Carl H. Shanks; Crawford, K. M. Whaley; Logan, A. G. Wels- E. Ryder. PENNSYLVANIA—Berks, Alvin F. Kemp; Pike, C. B. Dissinger; Snyder, F. S. Attinger; Somerset, Guy N. Hartman; Tioga, Walter G. Clark. himer; Sandusky, H. Allendale, |. D. Lexington, H. Odelle Harman. SoutH CAROLINA Livingston; TENNESSEE—Davidson, W. C. Dodson; Shelby, Sue M. Powers. S. Melvin Wittwer; Box Elder, Hervin Bunderson; Davis, H. C. Burton; Du- chesne, William J. Bond; Emery, W. O. Bick- more: Iron, N. J. Barlow; *Jordan Dist., C. N. Jensen; */uab Dist., Ralph F. Nilsson; Morgan, J. R. Tippetts; Pinte, J. E. Oscarson; San Juan, H. Lloyd Hanson; *South Sanpete Dist., L. E. Anderson; Utah, David Mitchell and Owen L. Barnett; Wasatch, C. Weber, Keith Wahlquist. Uran—Beaver, Ostlund; *Utah operates under a consolidated system. For the most part, counties and school districts are identical. The districts marked with an asterisk represent approximately one-half counties. Virointa—Bath, T. R. Sinclair; Nansemond, H. V. White; Norfolk, James Hurst. a eR pn en seep ee ute oo. aver- roup they O re- or- story N in lows lman, nelly; » Mc- Catur, ‘burn; te, D. Anna reath; Chris nsi0n, nelle, Clai- Porter; Ceves; y. ineral 1, Ed- hanks; Wels- , Com t, Guy \gston; shelby, Elder, 1; Du- - Bick- C. N. organ, » Juan, Le ven L. Keith system. cts are isterisk H.LY. ONE HUNDRED PERCENT ENROLMENTS (Continued) FIVE YEARS trinois—Waukegan, Beach School Dist. No. 5 MissourI—Kansas City, Marlborough New YorK—Batavia, Robert Morris | ENNSYLVANIA Pittsburgh, Belmar WasHincTON—Bellingham, Roeder; Everett, Jackson West Vircinia—Bridye port, Bridgeport FOUR YEARS Catrrornta—Berkeley, Jefferson; Fresno, Parental; Gardena, Los. ingeles, Amestoy Ave.; Los Angeles, Van Ness Ave.; Oakland, Garfield Jr. High, High land, Lafayette, Webster; Sacramento, Donner, Fremont ; y Ittrnois—Roselle, Public School Dist. No. 12 ’ InpianA—Hammond, Harding; Indianapolis, Public School No. 72 Kansas—Manhattan, Roosevelt Maine—Westbrook, Saco St. MASSACHUSETTS—A mierst, South Amherst Missourt—Kirkwood, Adams Ave Orecon—Bandon, Bandon; Portland, Capitol Hill, Hudson , PENNSYLVANIA—Mainesburg, Mainesburg; Morton, Sidney Smedley; Pittsburgh, Lincoln TennesseEE—Memphis, Ford N. Taylor WasHINGTON—Spokane, Holmes, Lincoln; Tacoma, Fern Hill, Grant West Vircinta—Beckley, Skelton THREE YEARS Longwood Ter- Ataska—Kasilof, Kasilof; Ko ritorial liak, Catirornta—Odakland, Hamilton Jr. High; Parker Dam, Parker Dam Elem.; Rice, Rice Elem Hawatt—Kaunakakai, Molokai, Holomua; Pukoo, Molokai, Kilohana InptanAa—Monroe City, Entire System lowa—Waterloo, Kingsley Lourstana—Tickfaw, Antioch W eaubleau, Weaubleau Falion, Churchill County High Missour! NEVADA New Jersty—us' reenold, Broad St. New York—tougihkeepsie, Senior High Oxnio—C incinnatt, Sewing Vocational High Orecon—Bandon, Bandon High; Gold Hill, Gold Hill; Medford, Roosevelt; Portland, Gilbert PENNSYLVANIA—Jeannette, Penn Twp. Schools Uran—Centerville, Centerville; Clearfield, West Point; Huntsville, Huntsville; Kaysville, Kays- ville Wasuincton—Bellingham, Silver Beach, Sunnyland; Spokane, Hutton, Irving, Jefferson, Logan, Sheri- dan, Washington; Tacoma, Madison, Mann; Van- couver, Columbian, Harvey TWO YEARS Avaska—Chignik, Anchorage Bay CaLirornia—Long Beach, Naples; Los Angeles, Avalon Blvd.; Oakland, Markham CoL_orapo—Colorado Springs, Administration Bldg. FLoripa—Miami, Kinloch Park Maitne—Auburn, Walton Jr. High; Castine, State Normal Massacuusetts—Wellesiey Hills, Annie F. Warren Nevapa—Elko, Star Valley New Jersey—Vineland, Kingman Twp.) New Yorx—Syracuse, Gere Nortn Caro_tina—High Point, Oak Hill (Vineland-Landis Orecon—Eugene, Whiteaker; Medford, Jackson, Washington PENNSYLVANIA—Prospect Park, Kedron; Woodlyn, Folsom Elem.; H’ yncote, Wyncote ° TENNESSEE—K norville, Claxton Utran—Salt Lake City, Sherman (Granite Dist.) Vircinta—Cradock, Portsmouth, Cradock High; Richmond. Powhatan WasuHincton—Vancouver, Central West Vircinta—Point Pleasant, Central CURRENT YEAR ALAsSKa—Juneau, Minfield; saan, Kasaan; Kivalina via Kotzebue, Kivalina; Nunachuk, Nunachak: Old Harbor via Kodiak. Old Harbor; Peak Island via Valdez, Peak Island; Shageluk via Holy Cross, Shageluk; Shishmaref Kanatak, Kanatak; Ka via Wales, Shishmaref; Shungnak, U. S. Govern ment; Tetlin, Tetlin: Tyonet, Tyonek; Wacker City via Ketchikan, Territorial Arkansas—Jacksonville, Jacksonville High; Osceola, Entire System Cavirornia—Los Angeles, Cambria High CoLtorapo—Sterling, Entire System Hawaii—Halawa, Molokai, Dison Hoolehua, Mol- okai, Molokai High; Maunaloa, Molokai, Maunaloa ILtinois—Chicago, West Pullman; Harrisburg, Dor- risville Grade; Peoria, Columbia Jr. High, Franklin Inp1ana—Prairieton, Prairieton Public; est Terre Haute, Dresser, Fairview, West erre Haute Cons., Whitcomb Hghts.; Terre Haute, Highland Towa—Clinton, caveng, Louistana—Jackson Parish, Entire System; Mans- field, Lula Elem. Maine—Kingfield, Kingfield Primary Massacuusetts — Holden, Jefferson; Greendale Missouri—Kansas City, Teachers College of Kansas City North Carortina—Newell, Newell Cons. Oxu1to—Cincinnati, Greenhills; Elmwood Place, Elm- wood Place; Painesville, Merrick Hutchinson, Nu: sery Pes PGuvante--t Ramet, Hoskins, Martin, John A atts Utau—Layton, Layton; Woods Cross, South Bounti- ful, West Bountiful Vircinta—Clifton Forge, Griffith; McClung, Dee's West Vircinta—Hinton, Brooklyn; Sissonville, Point Harmony Wisconsin—Milwaukee, East Trowbridge St. Worcester, New Life Members Received Since Last Publishing ILt1no1is—Wesley C. Eastman, Elinor C. McCollom, C. C. MeCormick Kentucky—Maurice F. Seay Mary_Lanp—James A. Waln MicHican—N. J. Martin Oxnto—Merritt C. Nauts, Carl A. Wright Ox.taHnoma—C. Dan Procter PENNSYLVANIA—Frank P. Schomaker Texas—A. L. Weinberger Utan—H. C. Mortensen VermMont—Lyman C. Hunt Vircinia—Lewis A. Ward West Vircinta—John T. Fife, French W. Thompson Wisconsin—J. C. Chapel » « * NOTES AND ANNOUNCEMENTS * = = Attention—Local A fiiliated Associations vy Every tocar affiliated association with dues ($5) paid for 1938-39 is entitled to send one delegate to the Representative Assembly of the NEA for each 100 of its members or major fraction thereof (51) who are NEA members. Place your asso ciation on the map by having at least one oficial representative at San Francisco. Do not let this opportunity pass. Transporta- tion rates were never lower. Ideal summer climate prevails. And between sessions there is Treasure Island with its multitude of attractions. If your local association is not afhliated, write us immediately for fur- ther information. If You Change Your Address vy Any memper of the National Educa- tion Association the school year 1939-40 will be different from his present address should notify us of this change in order that he may receive his September Journat without delay. This Journat will contain a report of the im- portant happenings of the San Francisco convention, whose address for VOLUME 28, NUMBER 5; MAY 1939 To Meet at San Francisco vo NEA DEPARTMENTS—In addition to the National Council of Education, the follow- ing departments will meet in San Fran- cisco, July 3-6: Health, Physical Fdu- American Educational Re- Adult Art Educa- Education: Teachers: Economics: American Association of cation and Recreation: Education: search Association: tion: Business Classroom Elementary School Principals: Home Kindergarten-Primary Education; Rural F.ducation; Lip Reading: Education: Science Instruction: Secondary Secondary-School Principals: Special Education: Supervisors and Directors of Instruc- Visual National Association of Deans of Women: National tion: Instruction: Vocational Education: Council of Administrative Women in Education; and the National Council for the Social Studies. ALLIED ORGANIZATIONS meeting in San Francisco include: Visiting Teachers; American American Association of American Classical League: Industrial Arts Association: National Association of Journal- ism Directors; National Association of School Sec- National State Associations; National Association of Student Officers: National Conference of Student Participa- tion in School Government: National of Teachers of Speech; National Council of Geog- retaries: Association of Secretaries of Association raphy Teachers: National Council of Teachers of English: National Council of Teachers of Mathe- matics: National League of Teachers Associations: National Vocational Guidance Association: School Garden Association of America: and School Public Relations New Life Members To Be Initiated yy THosE WHO HAVE BECOME Life Mem- bers during the past year will be initiated at the Life Membership Dinner which will be held at the Palace Hotel in San Fran- cisco, July 3. Life Members, their friends, Association. and prospective Life Members are eligible to attend. Be sure to get your ticket when you register at the Registration Desk in the Exhibit Hall. Reduced Postal Rate on Books s> THE LOWERED POSTAGE RATE ON BOOKS, in effect for an experimental period be- tween November 1, 1938, and June 30, 1939, is resulting in improved educational and library services. Reports sent to the U. S. Office of Education show that hun dreds of libraries and schools are taking advantage of the reduced mailing fee. In most instances the amount saved in postage [ 159 | is used to buy additional books. Comments on the desirability of the new rates from librarians, school officials, and teachers will have great weight in determining whether this new rate will be continued beyond June 30. Address your letters to the White House, Office of Education, or NEA. A Fine Record ye Secretary J. P. Coates reports that for the second year every white teacher in the state is a member of the South Carolina Education Association. James W. Crabtree Club, FTA ye THE FUTURE TEACHERS CLUB of Hooper Highschool, Hooper, Nebraska, has been named for one of Nebraska’s most distin- guished sons in education, J. W. Crabtree, secretary-emeritus of the National Educa- tion Association. Advice to School Architects They who build a school should ask Magic powers for their task; Basements for school buildings go Thirty decades deep below; Make roofs flexible and free, To grow like a redwood tree; Tho they tower to the skies Higher each year they must rise. Use Aladdin lamps for light, To keep youth's high fancies bright; Ventilating plants create That will rid the air of hate; Murals paint in this fair place That shall beautify each face; Such a heating plant instal As will warm the souls of all; Camelot, the legends say, Rose to music: Build that way, So that work of brain and hands Catch the beat of marching bands. Fix it so that by some grace All may show a happy face. Ye who build a school should ask Magic powers for your task! —CorTLannot W. Sayres, Detroit, Mich. | 160 | The Minnesota Amer- ican Education Week committee in action at its first meeting March 18: Clifford P. Archer, Nina Draxten, R. L. Eddy, W. E. Englund, Bernice Dainard Gestie, O. S. Glover, Edna Murphy, Paul Schmidt, Thomas Pfaender, Alice Corneveaux, Alvin Hal- vorson, and Alice Mc- Carthy. A Master Builder yx T. P. Grwpines, veteran music leader of Minneapolis, was honored on his sev- entieth birthday, February 19, by a party attended by 800 representatives of school and music groups. A check of $2500 was presented by teachers and public to Mr. Giddings for a building at the National Music Camp, Interlochen, Michigan. Mr. Giddings is a cofounder of the Camp, which will be open this year from June 25 to August 20. Dr. Thomas D. Wood, whose fine service as chairman of the Joint Committee on Health Problems of the NEA and the AMA is de- scribed on page A-11 4. Blackstone Studies, New York Fifteenth Yearbook, EPA se “America’s Epucationat Press,” the Fifteenth Yearbook of the Educational Press Association of America, containing a classified list of educational periodicals, listing more than 500 educational maga- zines under 43 classifications, will be off the press June 1. To secure a copy, send 50¢ to the Educational Press Association, 1201 Sixteenth Street, Washington, D. C. Journal Service Pages vy Tue paces for elementary, rural, and high schools, and future teachers, which have proved so popular during 1938-39, will be continued in the fall, beginning with the September issue. The National Council of Education ve Tue Council will meet in San Fran- cisco on Sunday, July 2, at 9:30 am, and 1:30 pM. NEA members are invited to at- tend both sessions. BE SURE TO REGISTER AT SAN FRANCISCO Membership in the National Educa. tion Association is prerequisite to membership in any NEA department. Bring your NEA membership card and register at Civic Auditorium, be- ginning at 9:00 AM, Saturday, July 1, General registration will remain open thruout the convention. Registration of delegates will close at 8:30 AM, on Wednesday, July 5. The badge, which admits you to meetings, and the program must be obtained at the Registration Desk. From the Registration Desk your friends may locate you; telegrams may be readdressed; and committee chair- men may locate the whereabouts of members of committees, A, _ Before the San Francisco Convention vy In preparation for your Western trip this summer, you may wish to supplement the story on page 150 of this JouRNAL. The following are helpful references: Chapman, Charles Edward. Founding of San New York: Macmillan & Co., p373-386. (Reprinted from The Pactfic Ocean in History by H. Francisco. 1917 Morse Stephens and Herbert } Bolton. New York: Macmillan & Co.) . . . Founding of Spanish Caltfornia. New York: Macmillan & Co., 1916. 485p. Engelhardt, Charles Anthony Z. San Francisco or Mission Dolores California Series. Old Mission, Santa Barbara, Cali- Missions and Missionaries of fornia: the Author. 1924. 432p. Fitch, Abigail Hetzel. Junipero Serra. Chicago \. C. McClurg & Co., 1914. 364p. Gudde, Erwin Gustav. Sutter's Own Story. New York: G. P. Putnam's Sons. 1936. 244p. Harlan, Jacob Wright. Caltfornia ’46 to ‘88 Oakland: the Author, 1896. 242p. White, Haven: Yale University Press, 1921. 273p. of the Golden West. The Gate Exposition. This pageant, one of the out Stewart Edward. Forty-Niners. New Cavalcade Golden standing features of the Fair, dramatizes the story ot the West. Another Teacher on the Supreme Court vy IN THE Nomination of William 0. Douglas as associate justice of the United States Supreme Court, President Roosevelt again honors the teaching profession. Mr. Douglas, chairman of the Security and Ex- change Commission, is Sterling Professor of Law at Yale University. Recently ap pointed Justice Frankfurter was also a unt versity professor. Has Your School an Audiometer? sv THe american society for the Hard of Hearing, Washington, D. C., makes at nual surveys of the work done in public, private, and parochial schools for the de- tection of impaired hearing and the pre vention of deafness. The Society asks that all school or health | Cont. on page A-104} ee | | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION { ur ay ir- of NC1SCO ies of _ Cali- New ;olden > out- > story n O, nited sevelt . Mr. d Ex- fessor y ap 1 UNI ter? | ird of S$ al ublic, ie de- pre. ; that -104] | TION | National Education Association Convention — July 2 to 6, 1939 — San Francisco RNIA AT BERKELEY Whether you are working for a higher degree or credential, or wish to increase your pro- fessional skill, you will find a wide choice of courses among the more than 260—in 36 aca- demic departments — offered this summer on either campus —-Berkeley or Los Angeles. More than 50 courses in Edu- cation. Outstanding instructors from leading universities sup- plement the large regular staff. CALIF Golden Gate International Exposition invites you to be a “Guest of the West in ’39.” This color- ful Pageant of the Pacific is only a few miles from the Berkeley campus and is easily reached from the Los Angeles campus of the University of California. California is a “play land” with beaches, moun- tains, redwoods, resorts helping to create its charm. This year there is the added attraction of the West- ern World’s Fair. AT LOS ANGELES Both campuses—at Berkeley and Los Angeles— provide many opportunities for recrea- tion. Special lectures, recitals, drama, organized sports. For Announcement of Courses address: Dean of the Summer Session, University of Califor- nia, Berkeley; or Dean of the Summer Session, University of California at Los Angeles, 405 Hilgard Avenue, Los Angeles, California. UNIVERSITY OF CALIFORNIA SUMMER SESSIONS Berkeley and Los Angeles — June 26 to August 4 SS |, a : MARKS THE SPOT 1 Nurre AN ACCIDENT WAS PREVENTED Even if a child receives a direct or lancing blow from an EverWear Safety Swin at, the injury will be slight. EverWear's exclusive rubber-cushioning prevents disfiguring cuts . . . absorbs shock . . . cushions the blow. You owe it to your pupils and their parents to provide the safest playground swing apparatus that money can buy. Replace old swing seats with EverWear ection ety Swing Seats. Write for Catalog No. 30 Today Address Dept. J Manufacturing Company Dept. J, Springfield, Ohio All edges, ends and corners are deeply cushioned with flexible tubular rub- ber to absorb shocks and biows. Notice how deeply the cushioned rubber ends of the seat ean be bent to prevent any dangerous effects of a blow to the child's head. All seat surfaces are non-slip. Suspension clevises are re- versible so that both sides of seat may be used. Interior frame is strongly braced spring steel. Send for Catalog No. 28-W describing complete line of BEACH and POOL EQUIPMENT VOLUME 28, NUMBER 53; MAY 1939 Ever Wear PEABODY SEATING CO. PEABODY TABLES & CHAIRS GIVE YOU FLEXIBLE SEATING THAT FITS IN WITH MODERN TEACHING IDEAS Peabody Tables are built in a wide variety of sizes to answer your require- ments in kindergarten, grades, high school class- rooms, libraries or cafe- terias. They are strong, sturdy tables with steel pedestals and Birch Ply- wood tops or Linoleum tops. Peabody construc- tion gives full clearance for students’ legs and feet. For complete de- tails on Peabody Tables and Chairs, write for copy of Peabody Catalog Number 38. It's free to school equipment buyers. Class Room Table No. 240 Box 6, No. Manchester Indiana | A-103 | IT SELLS ITSELF Let the audience decide its merits on picture and sound performance. Let any professional Motion Pic- ture Operator decide on its smooth, quiet mechanical action ' —its predominance of machined parts—its dependable beltless drives, ball bearings, etc., and ease of opera- tion, threading, chang- ing all lamps, etc. Ask the Film Owner how slight the film breakage and wear. Projector attached to Amplifier Write for catalog today. ONLY 60 LBS. TOTAL Projectcr—Amplifier—Speaker ASK ABOUT OUR FREE DEMONSTRATION OFFER HOLMES PROJECTOR Co. CHICAGO 1815 Orchard St. The April 1939 tion. Commission School American Research 28 Ibs. | Cont. from page 160] authorities or others who own audiometers for group testing please send a card immediately to the chair- man of the Committee on Hard of Hearing Children, Dr. Warren H. Gardner, Alpha Hall, Bloomington, Indiana, and give the name and type of the audiometer, when purchased, when it was last used, and whether now in use. The Need for a Larger Membership vv I woup LIKE to relate a little incident that happened year before last when a com- mittee of five of us appeared before the House Committee on Education at Wash- ington. We were speaking with Honorable Brooks Fletcher, co-author of the Harrison- Black-Fletcher Bill on federal aid for edu- cation. We told the Congressman that we were from Louisiana, and that we repre- sented our teachers at the request of the National Education Association. Congress- man Fletcher listened to us attentively, and then he said, “You do not represent the teachers of the nation. In fact, you are a minority group that represents only about one-fifth of all of the teachers. How, then, can you say you represent the teachers? Naturally, as co-author of the bill, I am heartily in favor of federal aid for edu- cation, but it is hard to convince some of | A-104 | my colleagues that the bill should be en- acted into law. All who are here are politicians in the true sense of the word, and I for one am proud to say that I am a politician. Minority groups do not receive very much consideration before the Con- gress. Now, my advice to you is that you return home and build up the membership in your National Education Association to seven or eight hundred thousand. Then come back to us not to ask but to demand federal aid for education. There is no ques- tion in my mind but that you will get it.”— J. N. Poche in Louisiana Schools. If You Are Going to San Francisco By Automobile vy Because of the location of the summer meeting of the National Education Asso ciation at the terminus of one of America’s great vacation lands, many teachers will make the trip by automobile. Those who select this method of transportation will be greatly helped by careful advance study of the sightseeing possibilities en route both ways. By special arrangement with the American Automobile Association, Na- tional Education Association conventioners may receive free information about points of interest on the various highways west of the Mississippi River. Requests for this in- should be the formation addressed to THE JOURNAL OF N. E. A. Committees Research Division Educational Policies American Association of Administrators Association Health, Physical Educa- tion and Recreation American Educational Association THE NATIONAL Write now for LIST OF PUBLICATIONS list of publications of the National Education Association is now available for free distriby- More than 150 of the most recent bulletins, year- books, and reports are listed, from the following sources: Department of Classroom Teachers Department of Elementary School Principals Department of Rural Education Department of Supervisors and Directors of Instrue- tion for Department of Deans of Women NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street N. W. Washington, D. C. American Automobile Association, Wash- ington, D. C. The material is available both to members and to non-members of the AAA. Testimonial to E. T. Cameron yx ON JANUARY I E. T. CAMERON retired from the executive staff of the Michigan Education Association. Mr. Cameron was the first fulltime secretary of the MEA, serving from 1921 until 1935. For the past three years he has served as business repre- sentative on a parttime basis. As a testi- monial to the important part he has played in the development of that association, a bound volume of letters of appreciation was presented to him at the Representative Assembly of the MEA on March 31. Teachers’ Incomes Subject to Taxation v& IN THE yournat for March, page A-6o, attention was called to a Supreme Court decision of May 1938 in the Port Authority Case which suggested the possibility of a changed attitude on the part of the Court in the matter of states’ taxing incomes paid by the federal government and the federal government’s taxing incomes paid by the states or their political subdivisions. On March 27 the Supreme Court of the United States handed down a farreaching decision reversing previous | Cont. on page A-106| EDUCATION ASSOCIATION ash- able s of ired gan was EA, past pre- esti- yed 1, a tion tive vw OPPORTUNj7y Two highly interesting films FOR YOUR VISUAL EDUCATION WORK 7 SUMMER CRUISES » SOUTH AMERICA for the 8th Biennial Congress W.F.E.A. Double opportunity for a new kind of vacation. .. cruising to interesting ““Good Neighbor’’ lands, attending this important educational congress, using ship as your hotel throughout. . . all at a cost scarcely more than living athome! Choose the sailing that fits your plans: ay SUMMER-LONG CRUISE By Holland- America Liner**Rotter- dam’’, from New York July 6, re- turning Aug. 28...visiting Nassau, Havana, Kingston, Curacao, Vene- zuela, Pernambuco, Buenos Aires, Montevideo, Santos, 5% days at Rio de Janeiro for the Congress, Bahia, Trinidad, Barbados, St. Thomas, Puerto Rico. College extension courses available. 53 days. Rates from OU’LL find both these educational films excellent for classroom work. Each tells its own story in a way that will capture the interest of every student .. . and each correlates a number of different studies: History, Geog- raphy, General Science and other related subjects. Helpful, well-planned Teachers’ Guides are furnished as required. To get either film—or both—just fill out the coupon and mail it. The only cost to you will be return postage. AMERICAN CAN COMPANY p> We Manufacture Cans—We Do No Canning | | TO GET EITHER OR BOTH—JUST MAIL THIS COUPON Home Economics Department J-59, American Can Company, 230 Park Avenue, New York, N. Y. MID-SUMMER CRUISE By American Republics Liner ‘“*Ar- gentina’’, from New York July 26, returning Sept. 2...visiting Rio de Janeiro (5 days for the Congress), Santos, Montevideo, Buenos Aires. 38 days. All outside rooms on this splendid, modern liner of the famous “Good Neighbor Fleet’’... First Class from $550, Tourist Class from $410 | Please send me, free of charge, your motion picture film: | (Check) [1] JERRY PULLS THE STRINGS (Check) ([] ALASKA’S SILVER MILLIONS Date required.......... ‘ Date required. ... o's Kam eRe ORS Sees b CEES Date film will be returned............. rer s. : Send film checked: [) 35 mm. sound [) 16 mm. sound Send film checked: C) 35 mm. sound () 16 mm. sound (1 35 mm. silent [) 16 mm. silent Date film will be returned Also send Teachers’ Guides Also send Pe eeo. 4. Seed Teachers’ Guides Complete information from World Federation of Education Associations 1201 Sixteenth St.. N. W., Washington, D. C. | I promise to return film(s) to you on the date(s) specified above and will prepay the return postage. Ey 6nd 5 Kh:c40 ented Abts 600000 eRe , : ne Oe ee ee oe ey ee Name of School. ...... 040 ¢seusbadwdabe OU re oe) eee eT ee ne ee ee ee ee eee : Street Address... . TEN s 6 400 S 0 46-55 0466566460046 bake ede et0 ts 059.2540 46 6d ERS Sees VOLUME 28, NUMBER 5; MAY 1939 | A-r05 | | Cont. from page A-104] decisions so that the salaries paid by both the states and the United States are subject to the regular in- come taxes of either states or nation. In the future the salaries of teachers will be sub- ject to the national income tax. A New Science Program in the i Making yy THE NEA DEPARTMENT OF SCIENCE IN- STRUCTION is attempting the construction ofa program in science education that will | | really function in all schools, from grades | one thru fourteen. All national organiza- | tions of science instruction have been in- vited to cooperate in the development of such a program, thru representation on the general committee or the consultant group. Subcommittees have been selected to make a thoro study of science education based on: Philosophy or frame of reference; pres- | entday needs of boys and girls; evaluation of methods and results of teaching; teacher | education; administration. | The committee held its first meeting at Cleveland February 23-24. The next meet- ing of committee and consultants will be in Cleveland May 12-13. Teachers of science ' interested in cooperating in the making of | en eee ig eo egy lng this new science program are invited to get preparing students for Boy Scout| in touch with Ira C. Davis, University test in Printing at A. E. Burr High ? - CLARK UNIVERSITY | SUMMER SCHOOL Worcester, Mass. July 5—August 11, 1939 Special Schools: Geography; His- tory, Economics, Sociology; Biol- ogy; Education; English, Dramat- ics and Speech. For Bulletin and further information address: ROBERT S. ILLINGWORTH, Director Room 312, Clark University Summer School, Worcester, Mass. «a te... School, Hartford, Conn. Highschool, Madison, Wisconsin. COLORADO presets a summer progriad for serious and effective study. It provides Board of Education Pays Part of excellent buildings, libraries, laboratories, and RINTING is unlimited in its edu- NEA Delegate’s Expenses a faculty of nationally recognized compe- tence. Located in the foothills of the Rockies, a mile above sea level, in sight of perpetual snow, the University has a superior environ ment for summer study, with unsurpassed cational cial influence in the - and so y& THE constitution of the local teachers school. Organizing the elements of the | association at Logan, Utah, requests that printed page is a task that challenges the Logan City board of education match climatic and recreational advantages. Organ the student's creative ability and judg- | any sum of money, not to exceed $50, pesnicw ng tg far 7 Pewee ment...widening his field of knowledge which the executive committee may set Park, and mountain climbing. and sharpening his intellectual facul- aside for the purpose of sending a delegate 7 7 to the NEA convention. wo Serms:June 19 to July 21 ties. Active participation teaches the value of cooperative effort andhelpsthe Rotary To Use Policies Commis- individual adjust himself to the needs | sion Report of any group undertaking. The familiar July 24 to Aug. 25 Courses in Arts and Sciences, Medicine, Law, Education, Home Economics, Business, Jour’ nalism, Art, and Music. Special Mountain yy SeELectTion by Rotary International of Gump for Geolesy snd Bisley. Melon “Learn by Doing” principle of modern | the Educational Policies Commission re- Francaise. Casa Espafiola. Deutsches Haus. education is best exemplified in the | port, The Purposes of Education in Amer- University Theater with special instruction practical Laboratory of Printing course ican Democracy, as the subject for one of en en Cones eee $ s sery to Hig its community service bulletins which pro- School. Many special courses for teachers, _ vide program materials for Rotary clubs, | supervisors, and administrators. Special op- portunities for graduate work. Organ recitals marks a new departure in _ of Commis- and public lectures. Educational Conferences. sion publications by laymen. The bulletin | ~~ == Send for free is entitled, “What Are the Marks of an UNIVERSITY OF copy of booklet : thse — Why Teach Printing? | Educated Man? COLORADO BOULDER, COLORADO Dean of Summer Quarter (Dept. S) Please send complete information and Bulletins checked: Summer Quarter Catalog (including Graduate School) CJ Summer Recreation Bulletin (_) Field Courses in Geology and Biology eee City and State................ Teachers in the Front Line yy IN THE LAsT YEAR two Republics have American Type Founders fallen before the advance squadrons of the Nazis . . . They died—not by bullets, but by infection . . . For the new and deadly | Department of Education 200 ELMORA AVENUE * ELIZABETH, NEW JERSEY weapon is propaganda. . . . The two fallen ee - nations teach a great military lesson to Typed anate Teale, Gtyiily ladon and Palle | America. . . . Their | Cont. on page A-108| | | A-106 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION aE ee YOUR disposal, the unexcelled facilities of a great edu- cational institution—its libraries, laboratories, observa- tory, museums and recreational facilities. These factors, plus the great cultural advantages offered by Minneapolis and Saint Paul, combine to offer you attractions that ere unique among American universities. MORE THAN 800 COURSES OFFERED leading to Baccalaureate or Advanced Degrees 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, visuel education, adult education, safety education, progressive education. Complete offerings of old and new courses in administration, supervision, curriculum, methods, surveys. Kindergerten 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 AE of other courses are offered at the Minnesota Summer Session ‘ ee | t visit rofessors. IP A faculty of 400, including eminent visiting p 3h lien TWO TERMS a ii JUNE 19 to JULY 28—JULY 31 to SEPT. 1 > we ¢ Write Now For Complete Bulletin. Address g Director of Summer Session 643 Administration Bidg. UNIVERSITY OF MINNESOTA MINNEAPOLIS ° MINNESOTA a /, £474 @—Hours spent on various operations are major factors in the cost of PRINTING. Through care- ful planning and advanced pro- duction methods we have reduced the time element to a minimum. Consult us—any size job interests the “Master Printer” JUDD & DETWEILER IN THE NATION'S CAPITAL VOLUME 28, NUMBER 5}; MAY 1939 NATIONAL ASSOCIATION OF TEACHERS’ AGENCIES A national organization for the clarifying, standardization and improving of teacher placement procedure in the interests of education . . . Membership open only to agencies conforming with the code of ethics and conducting business along ethical lines . . . School executives and classroom teachers are invited to write to members of the association when in need of the highest type of teacher placement service. CALIFORNIA Frankford Pacific Teachers’ Agency, Los Angeles COLORADO Rocky Mountain Teachers’ Agency, Denver ; Western Teachers’ Exchange, Denver CONNECTICUT Cary Teachers’ Agency, Hartford ILLINOIS Albert Teachers’ Agency, Chicago Clark-Brewer Teachers Agency, Chicago F sk Teachers’ Agency & American College Bureau, Chicego Hughes Teachers’ Agency, Chicago IHiana Teachers’ Agency, Champaign IOWA The Midland Schools Teachers’ Agency, Des Moines Sabins’ Educational Exchange, Des Moines MAINE New England Teachers’ Agency, Portland MASSACHUSETTS a Teachers’ Agency, Spring- el Grece M. Abbott Teachers’ Agency Boston The Cary Teachers’ Agency of Boston Fickett Teachers’ Agency, Boston Fisk Teachers’ Agency, Boston MICHIGAN Detroit Teachers’ Agency, Detroit MINNESOTA Clark Brewer Teachers’ Agency, Mols. Schummers School Service, Mols Western Teachers’ Exchange, Mpls. MISSOURI Clark Brewer Teachers’ Agency Kansas City Specialists’ Educational Bureau, St. Louis MONTANA E. L. Hult Teachers’ Missoula Agency, NEBRASKA Davis School Service, Lincoln NEW YORK Allied Teachers’ Agency, New York American and Foreign Teachers’ Agency, New York Bardeen-Union Teachers’ Agency, Syracuse Clark-Brewer Teachers’ New York Co-Operative Teachers’ Agency, Buffalo Interstate Rochester Kellogg Teachers’ Agency, New York Pratt Teachers’ Agency, New York Schermerhorn Teachers’ Agency, New York NORTH DAKOTA Love Teachers’ Agency, Fargo OHIO Ohio Midland Teachers’ Agency, Columbus Schermerhorn Teachers’ Cleveland OREGON Northwest Teachers’ Association, Portland PENNSYLVANIA Bryant Teachers’ Bureau, Inc., Phila- delphia Great American Teachers’ Agency, Allentown Central Teachers’ Agency, Harris- burg SOUTH CAROLINA Southern Teachers’ Agency, Colum- bie Agency, Teachers’ Agency, Agency, SOUTH DAKOTA Bersagel Teacher Service, Aberdeen Nationa! Teachers’ Exchange, Sioux Falls TENNESSEE College & Specialist Bureau, Mem- phis Southern Teachers’ Agency, Chat- tenooga UTAH Yergensen Teachers’ Agency, Salt Lake City VIRGINIA Southern Teachers’ Agency, Rich- mond WASHINGTON Clark Brewer Teachers’ Agency, Spokane WISCONSIN Parker Teachers’ Agency, Madison OFFICERS President, R. C. Reynolds, Chattanooga, Tenn. Vice-President, T. B. R. Bryant, Philadelphia, Pa. Secy-Treas., H. S. Armstrong, Rochester, New York. Chairman, Publicity Committee, George R. Ray, Madison, Wis. There are better opportunities for qualified teachers than ever before. Executives are searching carefully for teachers who have the educational training, experience, and excelient qualifi- cations in personality. Early registration is an advantage. Member N.A.T.A. Address 1200-11 Steger Bidg., 28 E. Jackson Bivd., Chicago MILLS COLLEGE SUMMER SESSION FOR MEN AND WOMEN | Enroll at Mills this summer for stimulating work with distinguished leaders in art, music, child development, French, international relations, and education; for a rich program of concerts, exhibits, lectures, and recreation. Live on the Mills campus—it’s just half an hour from San Francisco and the Fair. June 20-30—Institute of International tions June 25-August 5—Regular Summer Session Rela- July 1-August 11—Bennington School of the Dance at Mills College For Bulletin, write DIRECTOR OF THE SUMMER SESSION Box 496 Mills College, Oakland, California NEW JERSEY STATE TEACHERS COLLEGE AT MONTCLAIR Summer Session—July 5 to August 11 Devoted Exclusively to Materials and Prob- lems of Secondary Education and School Administration. Regular Undergraduate and Graduate Courses. Special Progressive Workshop Courses. A Program of Study and Recreation on a Suburban Campus of Seventy Acres within Eighteen Miles of New ork and the World’s Fair. Weekly Field Study Trips to New York and the World's Fair. Schoolmen’s Conference on New York State Regents Inquiry and Thirty School Experiment—July 10 to 14 Well-known Authorities as Visiting Lec- turers and Discussion Leaders: Wilford M. Aikin, Thomas H. Briggs. Philip W. L. Cox, H. G. Espy, Will French, Luther H. Gulick, Daniel rod Knowlton, J. B. Nash, Truman Reed, W. Carson Ryan, Harold S. Sloan, Hugh H. Stewart, T. Thayer. Charles C. Wilson, Howard E. Wilson, Caroline B. Zachry, and others. New England-French Canada Field Course August 14 to 24 Tuition Six Dollars a Point—Non-Resident Tuition Eight Dollars—Residence Hall | Rates Moderate—Write for Bulletin. tudy in Comfo University of Denver SUMMER SCHOOL Graduate and undergraduate work in Liberal Arts, Sciences, Com- merce, Librarianship, Education. we Progressive Education Emphasis. Enjey cool, delightful week-ends in snow-capped Colorado Rockies. Cwo Cerms July 24 Department A Denver, Colorado Kindly send me your Summer School Bulletin. ae res = Street & No. = ‘ ae McGill University FRENCH SUMMER SCHOOL Faculty of Arts and Science Montreal June 29—Aug. 9 Students may select courses com- parable to (a) elementary, (b) regular undergraduate course, (c) post-graduate. Co-educa- tional. Certificates and College credit. Only French spoken at all times. Staff includes visiting professor from Sorbonne, Paris. Residence in new Douglas Hall. Inclusive fee $180. Write for booklet to French Summer School, McGill Univer- sity, Montreal, Canada. Secretary, WEST COAST SCHOOL -OF NATURE STUDY | Invites You to Come to California for a Satisfying Summer of Recreation and Study YOU CAN 1. Go to the World's Fair on Treasure Island— 2. Attend the N.F.A. convention in San Fran- 3. Get acquainted with the out-doors, with the beautiful high mountains of the west 4. Earn summer school college credit! June 18 to Julw 15 Take your choice. Dates: Four one-week ses- sions. Places: Fallen Leaf.Lake. Lake Tahoe: Mammoth Lakes; Sequoia National Park Write Dr. P. Victor Peterson. State College. San Jose, California. for further information. BALOPTICONS A B&L Balopticon will prove the most econom- ical as well as the most efficient means of teach- ing visually. There is a B&L Lantern Slide or Opaque Balopticon for every still projection purpose. Write for a catalog. Bausch & Lomb Optical Co., 684 St. Paul Street, Rochester, N. Y. > Bau ol atoms Rejeate THE JOURNAL OF [Cont. from page A-106] fate proves—that unless guarded—a nation’s soul is more yyl. nerable than its coast line. . . . The poison battalions seek no open measuring of forces, . . » With a snake’s cunning they seek to paralyze the nation by injecting hatred and intolerance into its life-stream. . . . And so on the world front our navy is no longer our first line of defense. . . . Our fleet com. bat divisions are the public-school teachers. . . And upon each of them descends q sacred duty. ... For they must forever dispel darkness by giving early light! . They must meet the poison of race hatred with the inoculation of tolerance. . . . They must arm each child invincibly with the Truth! . . . For in the light of international events their horizon has enlarged. . . . The school teachers are no longer merely help. ing children to develop themselves. . They are fighting in the front line trench —for the life—of the republic! — Walter Winchell, Times-Herald (Washington, D. C.), March 22, 1939. Indiana Leads the Nation ve ONE ENROLMENT records are difficult to achieve in large com- munities, rural or urban. Indiana is proud HUNDRED PERCENT of her record. Out of five cities having more than 100,000 population with 100 percent NEA enrolment, three are in In diana: City Population Superintendent Evansville 102,249 ~—J. Ralph Trons Fort Wayne 114,946 Merle J. Abbett South Bend 104,193 Frank E. Allen Tribute to Jule B. Warren yy AT THE North Carolina Education Association in ANNUAL CONVENTION of the March, special tribute was paid to the exee- utive secretary, Jule B. Warren, upon the completion of his seventeenth year of serv- ice to that association. The following state ment was made by President B. L. Smith: By chance I rece ntly came across his first report I was struck by the suggestion and recommenda tion of matters that are this year finding realiza- tion and receiving emphasis. He proposed teacher retirement. That is one of our major legislative objectives this year. He called for increased membership in the Associa tion. It was 8000; it has reached a high record this year with 17,595 and is virtually 100 percent of our teaching profession. He advocated a wider reading of the magazine which we did not at that time own, but which he advised that we pur chase. The subscription list then was 3000; toda! it is 17.595. He recommended a local unit pre gram of activities. Our first handbook was issued for that purpose this year. He recommended dix trict meetings. The idea is in practice. He advo A depart ment has been organized and special emphasis is cated the bolstering of rural education. being given that field of work. When he came with us, | Cont. on page A-110) THE NATIONAL EDUCATION ASSOCIATION om In New York's ~: | Popular West Side | ger m- es HOTEL Isa “ HAMILTON re i 141 WEST 73rd ST. the | A Modern Distinctive Address mal The elp. nich alter ton, (ENT -om- roud 2 ving - ~ a: Re —— in = — = 100 re ee | Cee n Your =n SS t -- — i a 7 5 a ee « oe eee TRIP L . “Se a ae — ons = 43a s: 3555 >= bbett a = — = 2 eS eon len = SS =I * to the SSS < —— be - 2 = E: N c A the » a e « nin exec: ¢ Only 3 Minutes to Times Square . C 0 N V a N ' | 0 N 1 the oink ® | Block from Central Park | state: ® | Block from New Riverside Drive Park | This may be the first and last chance in transportation nith: | GRAND Cl RC LE history to travel so many miles for so little money— . ® World’s Fair Grounds can be reached TOU Rg . in strictly modern, streamlined comfort. You can actually — lbh f if go from your home town to the New York World’s Fair, cod in 72 hour tor Sf vere then cross-continent to San Francisco's Golden Gate Ex- lize B Oo T H F A | R S position (and the N. E. A. Convention)—then back home, a ° $ all for $69.95! A friendly tip: if World’s Fair-bound, only 9 5 purchase Greyhound expense-paid tours to assure hotel s a Excellent Restaurant—— e reservations and carefree enjoyment. ir. 39 : PRINCIPAL GREYHOUND INFORMATION OFFICES: ssocia Attractive Roof Garden | New York City . 245 West 50th St. San Francisco,Cal........... we" Cleveland, 0. . East 9th & Superior... . Pine & Battery Streets an > This all-time-low rate allows 90 days eng hy pom Bt eg LY ercemt | to visit both the New York World's Fair one neta SEF Saimin Gineinnatl Obie.” 630 Walnut St. wider and the Golden Gate Exposition on a .. . «. 1408 New York Ave.,N:W. Richmond, Vs. .". 412 E. Broad St. Spacious Rooms—Modernly thrilling swing around America” over Da > 4. + ake * Memphis. Tenn. . . 627 N. Main St. not at a | your choice of scenic routes, You can . . Washington Blvd. at Grand River NewOrieans, La.,400N.RampartSt. e pur and Beautifully Appointed easily make the trip in as little as two neapolis.Minn..609SixthAve .N. igetaten, Ky. . ies Lane one weeks, if you wish. SE ons ao oer London, E is 6 d'un ot ie 0 today | $ , .. . Broadway & Delmar Boulevard A. B, Reyn , 48 Leadenhall St! t pro | af Per Person for 2 in a room issued Per Day FREE: Bright Pictorial Booklets, Facts about Both Fairs “d dis This coupon brings most attractive pictorial and informational folders, all about the $ ose NEW YORK WORLD'S FAIR CO, or San Francisco's GOLDEN GATE EXPOSITION CD. advo | —_ for each additional Person Check the one you wont —no cost or obligation. lepart | Per Day asis is Name | \-110) = | ET Se OME SSeS eS TION VOLUME 28, NUMBER 5; MAY 1939 [ A-109 | Call or write any Canadian National Office for illustrated booklets. ee ee 186 Tremont Street Buffalo..........22 North Division Street GRIN kde esas 4 South Michigan Blvd. Cincinnati. ...206 Dixie Terminal Building Detroit....... 1239 Washington Boulevard Duluth......++++ 428 West Superior Street Kansas City......... 414 Fairfax Building Los Angeles..... 607 South Grand Avenue Minneapolis........ 634 Marquette Avenue SPO ere 673 Fifth Avenue Philadelphia......... 1500 Chestnut Street Pittsburgh..............355 Fifth Avenue Portland, Maine.......... G. T. R. Station San Francisco.......... 648 Market Street p RET Te 1329 Fourth Avenue St. Louis............314 North Broadway St. Pant... First National Bank Building Washington, D. C...922 15th Street, N. W. Montreal, Quebec.......360 McGill Street FROM NEW YORK’S WORLD'S FAIR—srep overnight into this ideal vacationland. Call or write your nearest Canadian Na- tional office for information on conve- nient all-expense tours. Swift, comfort- able train service and delightful hotel accommodations. THIS SUMMER .7 The charm of the old world calls you to East- ern Canada where primitive ox carts are still in use in some sections...and bread is baked in outdoor ovens as was done a century ago. See America’s only walled city, romantic Que- bec... Gaspé... Percé Rock and famed bird sanctuary...picturesque fishing villages in the Maritimes. And that's only part of the fun! For here, too, are cool lakes fringed with pine, sun-kissed beaches, golf courses, trout streams...every facility for enjoying your fa- vorite sport in an inspiring new setting. 10 ALASKA 10 Gasré ano MARITIMES PRINCE RUPERT WINMIPES VANCOUVER OTTAWA * JASPER ST Paul CHICAGO «=MIAGARA SAN FRANCISCO fALLs «NEW YORE 722 EASTERN CANADA | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | Cont. from page A-108] we had no headquarters building, no magazine, no district Meetings, no local unit program, no field secretary, no money. All these and more, we now have. Jule Warren has helped us get them. I am personally indebted to him for great assistance in the work of the year. Only those who work closely with him know the load of details and the amount of re- sponsibility he carries. An Invitation to South Dakota yy SECRETARY s. B. NISSEN of the South Dakota Education Association calls atten. tion to the interesting scenic opportunities of the Black Hills and Bad Lands of South Dakota for teachers passing thru the Mid. west on their way to the NEA meeting in San Francisco. And Utah Invites You v& Lovis—E HENDERSON of Salt Lake City calls attention to the following as some of the beautiful and interesting spots of Utah which teachers en route to the San Fran- cisco convention will not want to miss: Bryce, Cedar Brakes, and Zion Parks; Salt Lake City, Great Salt Lake, the LDS Tab- ernacle; the copper mines near Bingham; Bear Lake; and Utah’s seven distinctive canyons. Enriching the Curriculum for the Elementary-School Child yy Tuts ts the title of the Eighteenth Year- book of the Department of Elementary School Principals, which will be ready for distribution September 15, 1939. Chapter headings will be: The nature and signifi- cance of curriculum enrichment; enriching the content of courses of study; methods of teaching that vitalize learning; enrich- ment thru school materials and equipment; making use of community resources; meas- urement and guidance in relation to cur- riculum enrichment; vitalizing the curricu- lum under various types of school organ- ization; other administrative aspects of curriculum enrichment; contributions of research to curriculum enrichment. Education for Family Life vy Tuts witt se the topic of the 1941 Yearbook of the American Association of School Administrators. Superintendent E. W. Jacobsen of Oakland, California, 1s chairman of the commission which will prepare the Yearbook. Other members of the commission are: Lawrence K. Frank, vicepresident, Josiah Macy, Jr. Foundation; Ernest R. North Carolina; Mrs. Kate W. Kinyon, director of home economics, Denver Public Schools; Gertrude Groves, University of Laws, chief, Bureau of Parent Education, Califor- nia State Department of Education; Superintendent DeWitt S. Morgan, Indianapolis, Ind.; Flora Thurs- ton, Cornell University; Superintendent Worcester Warren, Bridgeport, Conn. larters Ss, No loney, /arren lebted \f the him of Te- outh tten- Lities outh Mid. ig in City ie of Jtah ‘ran- Niss: Salt Tab- tive 941 . of 4s will _ of acy, : of r of ude for- lent urs- ster ON ee NEA Department of Business Edu- cation in Action THE DEPARTMENT Ss summer convention will be held in San Francisco, July 3-6. Plans include general sessions, sectional meetings, round-table discussions, lunch- eons, and breakfast. The “Delta Queen” River Cruise for business educators and their guests will be a never-to-be-forgotten feature of the convention. In making reser- yations for the convention, write to the chairman of NEA Housing Committee, 200 Exposition Auditorium, San Francisco. | Ask for accommodations at the Whitcomb, and be sure to identify yourself as a mem- ber of the NEA Department of Business Education. With its present membership of 4000, the Department of Business Education is | one of the largest NEA departments. Pres- ident Joseph DeBrum predicts an increase of 1000 members by June. Vernal Car- | michael, Ball State Teachers College, Mun- cie, Ind., is national membership director. The National Business Education Ouar- terly, Jessie Graham, Los Angeles, editor, is treating in symposium style such topics | as “What’s New in Business Education” and “Personality.” A professional news- | paper, The National Business Education News, issued under the direction of Clyde E. Rowe of Pittsburgh, supplements the Quarterly as an additional membership service. Increase in Affiliations sx THE NEA DIVISION OF AFFILIATED ASSO- CIATIONS reports an increase of 115 local affiliations since June 1, 1938, making a total of almost 800 teachers organizations | that have established this relationship. This Division was organized at headquarters | last October for the purpose of increasing the services of the Association to these groups. One of the privileges of affiliation is the sending of delegates to the Represen tative Assembly, the policymaking body of the Association. Notices concerning cre dentials of delegates to the San Francisco convention have already been sent to afhli- ated groups that have paid their dues this year. See page 159. Dates To Be Remembered May 7-13—National Music Week. For infor mation write to C. M. Tremaine, 30 Rockefeller Plaza, New York, N. Y. May 18—World Goodwill Day. June 18-24—Convention of the American Li- brary Association in San Francisco. July 2-6—Annual convention of the National Education Association in San Francisco. See Pages 150-53. July 3-6—San Francisco convention to be con- ducted jointly by the National Student Officers and the [Cont. on page A-112] Association of | VOLUME 28, NUMBER 5; MAY 1939 @ Think of it — you can visit Bora Fairs — circle the entire United States from coast to coast and back home for only $69.95 round trip. You can also include the N.E.A. Convention in San Francisco July 2-6. See all America this summer for a penny a mile or less. Your choice of scenic routes with unlimited stopovers at places you have always dreamed of. Tickets on sale April 20, good for 90 days— final return limit December 29. Mail coupon today for interesting Vacation Literature. See BOTH FAIRS San Francisco and New York (Include the N. E. A. CONVENTION in San Francisco July 2-6) Complete Round Trip Transportation New Luxury DieseLiners READY EARLY IN JUNE Burlington Trailways’ new fleet of ultra- modern Diesel-powered buses will operate on fast through schedules over short scenic routes between Chicago and California. Completely air-conditioned, more “‘leg- room"’— only 28 seats in space for 37, with five restful reclining positions. Baggage catried inside, always handy. Wide double- pane windows and Venetian-type blinds. Plan your Vacation to ride these new luxury DéeseLiners at no extra cost. LOW ROUND TRIP FARES TO EITHER FAIR OMAHA TO NEW YORK CITY $345 | Example CHICAGO TO SAN FRANCISCO $5612 CORRESPONDINGLY LOW FARES TO IN THE WEST—Black Hills, Colorado, Yellowstone Park, Southern California, Hollywood, Pacific Northwest. IN THE EAST— Niagara Falls, Canada, Atlantic City, Washington, Mt. Vernon, Philadelphia, New England. Jilatl COUPON FOR HELPFUL VACATION FOLDERS Burlington Trailways Travel and Tour Bureau Dept. J-1, 547 W. Jackson Blvd., Chicago, Ill. Please send me Vacation Literature on a trip to ([] Also send Booklet on All-Expense Tours Name . AMERICA’S GREAT VACATIONLANDS ALL-EXPENSE TOURS — Hotel reserva- tions and other details arranged in advance —one low cost covers every- thing except meals. To both World's Fairs and America’s Vacationlands. Special Tour Booklet. Burlington | TRAILWAYS | eee eee ee eee ere eee ee ee When you vite CALIFORNIA'S GOLDEN GATE EXPOSITION AS Casy lo. S€e YOSEMITE Just turning a corner on your California trip—by train or auto— brings you Yosemite’s panorama of mighty walls, giant peaks and plunging waterfalls— grandeur ac- knowledged by travelers as one of the won- ders of the world. Your travel agent will tell you how easily a Yosemite stop-over can be included on your transcontinental tickets. For scenic folders giving full details, write to Yosemite Park and Curry Co., Yosemite National Park, California. CALIFORNIA'S SCENIC WONDERLAND Gen all year A-112 | [ Cont. from page A-111} National Conference on Student Participation. Intormation may be cured from Adeline M. Smith, Bloom Township Highschool, Chicago Heights, IIlinois. July 7-9—Stanford University School of Edu- “Educational Frontiers.”’ In- se- cation Conference on | formation may be secured from Paul R. Hanna, Stanford University. July 8-21—Third Annual Conference on Ele- mentary Education, sponsored by the NEA De- partment of Elementary School Principals, to be held at the University of California, Berkeley. information write to Eva G. Pinkston, 1201 Sixteenth Street Northwest, Washington, D. C. July 10-21—Annual School Executives’ ference under the auspices of the University of California at Berkeley. Professor F. W. Hart at the University will supply further information. July 10-21—Fourteenth Annual League Col- lege of the National League of Teachers Associa- tions, to be held at Stanford University. Inquiries should be addressed to Florence Weschler, 4625 Highview Boulevard, Erie, Pennsylvania. August 6-11—Eighth Biennial Congress of th: World Federation of Education Associations to b held in Rio de Janeiro, Brazil. For information address the WFEA at 1201 Sixteenth Street North- west, Washington, D. C. For Con- Citations for Outstanding Contribu- tions to Educational Research yy Or THE stunts listed in the 1937 vol ume of Review of Educational Research, the Committee on Awards of the American Educational Research Association has se- lected the following as outstanding: In the field of the curriculum—Wrightstone, J] Wayne. Appraisal of Newer Practices in Selected Public Schools. And Appraisal of Experimental High School Practices. New York: Teachers Col- lege, Columbia University, 1936. 117p and rgqp. In the field of school organization—Edwards, | Newton. The Courts and the Public Schools. Chi- cago: University of Chicago Press, 1933. 591Pp. In the field of special methods and the psychology | of the elementary-school subjects—Hardy, Martha | C. and Hoefer, Carolyn H. Healthy Growth. Chi cago: University of Chicago Press, 1936. 360p. Bringing the Convention to the Teachers vy ATTENDANCE is an educational adventure AT AN NEA CONVENTION which every teacher should experience. However, your | school system may wish to work out a plan for “bringing the mountain” to those “Mo hammeds” who cannot attend the San Francisco meeting. The Oakland (Califor nia) Teachers Association has an effective type of reporting on NEA conventions. At one of the teachers meetings for which in- stitute credit is given, delegates report on the convention, the main theme being di- vided up under main topics, each of which is presented by three or more persons. DESP Banquet at San Francisco vy AT THE Hotel at 6:00 pM., Tuesday evening, July 4, Dr. and Mrs. Ellwood P. Cubberley and BANQUET of the Elementary | | School Principals to be held at the Palace | Dr. Susan M. Dorsey will be honor guests. | THE JOURNAL OF THE NATIONAL ALASKA MEXICO SOUTH AMERICA EUROPE Conducted and Independent Tours every- where. Excellentleaders. Trips including both Fairs. Economy Tours to Europe— England, Holland, Belgium and France— 34 days—$298, New York to New York. Bicycle Tours, Forums and Seminars. Spe- cial tours emphasizing Home Economics, Industry and Commerce, Photography, ete, Send for Booklet A WILLIAM M. BARBER Babson Park Mass. i / | WYOMING “YVip-ee! let ‘er buck!” From east to west, from north to south “they ride “em rough and they xeratch ‘em often.” Cowboys, Indians, Bucking Brones...every section of this old-time western land of adventure has its individual, unique out- door show. Each one different, amusing, fascinat- ing.. the visitor anticipates... -yet all are typical, reminiscent—the West the Old West that exists only in Wyoming. From early June to mid-Sep- tember, somewhere there's a show going on... bulldogging, steer-roping, bronco-busting, Indian dances and Ceremonials, sham battles, exhibition riding and roping...thrilling, spectacular, histor- ical entertainments by the World's greatest per- formers. Come to Wyoming for your vacation. ~ DEPARTMENT OF COMMERCE & INDUSTRY Geo. O. Houser, Exec. Mgr. 606 Capitol Bldg., Cheyenne Kindly send me free information as checked below: (C_) Rodeos, Frontier Celebrations and Outdoor Shows C_) Dude Ranches & Resorts (_) Indian Sun Dances (_) Yellowstone Natl Park (__) Hot Springs C_) Grand Teton Nat'l Park (_) Highway Maps and C_) Mountain Camping General Information NAME ADDRESS EDUCATION ASSOCIATION -ouerin DULO AIUD AMERICA'S ROOF GARDEN Wren For sheer magnificence, here is Nature’s all-time World’s Fair! Enjoy the restful, scenic thrills of Nature in DENVER’S glorious, snow- surrounded mountain resorts...midway between both World Fairs.Cross the Continental Divide in High Gear... NEW!... Drive up MOUNT EVANS! America’s HIGHEST Auto Highway UREAU NTION & VISITORS B VER CONVE RAD 7m Denver; ntl aan 4 send free info er i ru compagnie N= Ene + wat NAME xymation —in Denver's famous Mountain Parks. "asain TO a idle 391 | Education, the Backbone of Free Government | 3 Eouarity of opportunity of education tradition. Robert first territorial governor, emphasized the is an lowa Lucas, our necessity of providing for a school system. Asa result, the history of the one hundred years past is resplendent in the develop ment of our schools and colleges. There is are to keep up with the demands of mod- ern life and serve our rising generation. All ot tree y : And we want nothing less. admit that ; education is the backbone govern ment. But it is not enough to say that our state has the least percentage of illiteracy and then blind our eyes to problems need ing We education to advance and to be adequate attention. want our program of to meet presentday needs. Improvement in the financing of our schools, in the welfare of teachers and pupils, and in the complete divorcing of our schools from politics, should no longer be delayed. We would be derelict in our duty did we not pause long enough to pay high tribute to the teachers in our schools and colleges, whose sacrifices and wholehearted devotion have contrib- uted so much toward the enduring values of education. Mistake they are the Sustaining force of free government, the it not, oN VOLUME 28, NUMBER 5; MAY much to be done if the schools and colleges | | bulwark of democracy.—From the inau- | gural address of George A. Wilson, Gov- | teachers ernor of Iowa, January 12, 1939. A Forward Step vy Arruur E. president of the Logansport (Indiana) Public School Fed writes: Moore, eration, “In order to help further the idea of a strong organization and to help make teachers more professionally | minded and organization conscious, also to help place our local association on an equal basis with other civic groups our $10 per teacher per year to our local organiza- here voted to contribute tion. This money is to be used as follows: “$2 for membership in the Indiana State Teach $2 for membership in the NEA; $1 for local and state federation dues; $5 to under- ers Association: write a public lecture course such as has been spon- sored for the past two years, to provide money tor and banquet, to provide money for a scholarship to some worthy highschool sen- an annual social ior, to provide funds to contribute to worthwhile charities.” If You Are a Candidate, Read: 3 TRUE CONFESSIONS OF A PH.D., by Carroll Atkinson, published by the Edinboro Edu cational Press, Box 335, Edinboro, Penn- sylvania. 1939 | du Pont Tax Wipes Out Florida Deficit yx Accorpinc to the Associated Press, payment of $2,927,338.62 inheritance tax by the estate of Alfred I. du Pont has erased Florida’s deficit and given the state a boost toward paying its public-school appropria- tion. Nursery Schools Could Be New Billion Dollar Industry s+ INTENSIVE EDUCATIONAL EXPERIMEN’! and pioneering practice since the World War show that the whole future lives of little boys and girls are greatly benefited by a special kind of schooling for those from two to six. Nursery schools under the guidance of trained teachers, supplement- ing the benefits of the home, bring the chil- dren into a happy, effective world ideally fitted for them... . There are about 600 to 700 private and public nursery schools in addition to the 2000 WPA nursery schools created in the past three years and available only to chil dren of those in the very low income brack- ets. This means that little more than 100,- ooo children are in nursery schools whereas there are some 10,000,000 children of nur- sery school age. Here is material [Cont. on page A-114]| [ A-113 | | Cont. from page A-113] for a great edu- cational expansion, an extension of the edu- cational system into the younger years of childhood in order to have better men and women of the next generation.—Science News Letter, April 1, 1939. Oath of Citizenship yy Berevinc in the United States of America as a government of the people, by the people, and for the people, I do solemnly pledge myself to fulfill the first duty of democracy—that of remaining democratic. Thankful that I am an Ameri- can and that I may enjoy the privileges and duties of democracy, I swear that I will uphold those principles of freedom, equality, justice, and humanity for which our forefathers sacrificed their lives and fortunes. I will love and honor my country, support its constitution, obey its laws, re- spect its flag, and defend it against all enemies. In true loyalty and devotion I will endeavor to uphold in my personal life the high standards of good faith, justice, cour- age, honesty, industry, responsibility, co- operation, and regard for the welfare of my fellowmen. I will keep myself wellin- formed concerning the laws of my govern- ment that I may act with judgment, vote intelligently, and serve my country well.— Oath used in the citizenship ceremony for the youth of Western Kentucky held at Murray State Teachers College on Febru- ary 22. The oath was part of a program for Citizenship Day in which young peo- ple approaching the legal voting age were given the opportunity to learn more about the duty, privilege, and responsibility of preserving democratic ideals. Teacher Credit Union yy Tue nisppinc (Minnesota) Teachers | Federal Credit Union paid a 6 percent dividend to all depositors, including bor- rowers, during the past year. Membership is available to teachers in the Hibbing system thru the purchase of one share cost- ing $5. The Hibbing Teacher in its recent issue reports that the credit union is now able to finance the purchase of new cars at a much lower rate than can be had thru any of the socalled purchase plans. Progress and Achievements of Na- tional Education Association Committees yy Many of the most significant activities of the National Education Association are carried on by committees. Herewith are brief statements regarding the current ac- tivities of a number of the committees. Chairmen of committees were announced in the January JourNAL. Blue skies . . . vast desert plains . . . awe-inspiring Carlsbad Caverns... exotic Old Mexico. . . shimmering beach sands .. . Joint Committee on Health Problems of the National Education Association gnq the American Medical Association—Ong¢ of the most popular publications eyer issued by the National Education Associa. tion has been the report of this committee, Health Education—A Program for Pyp. lic Schools and Teacher Training Instity. | tions. This report is being revised to take the place of the former edition now out of print. This Committee held its twenty. | eighth annual meeting at Cleveland in Feb. ruary, having been active since 1911, A great unselfish service was rendered this Committee and the two sponsoring organ. izations by Dr. Thomas D. Wood, now retired from Teachers College, Columbia University, who served as chairman of the Committee continuously from 1908 to 1938, when he resigned. The committee is now in process of reorganization, in accordance with a set of principles agreed upon by both organizations, looking toward the con- tinuance of the Committee’s unique con- tribution to health education. The National Council on Teacher Re- tirement consists of 25 persons appointed by the NEA President and the officials of fourteen state and ten city retirement sys. tems. At its Feb- |Cont. on page A-116] modern cities . . . giant primeval forests . . . unbelievable Golden Gate International Exposition and N. E. A. Convention, July 2-6, at San Francisco ... snow-capped mountain peaks... majestic waterfalls . . . well-appointed trains with competent staffs to assure your complete comfort—Here are the ingredients for a perfect Western vacation that brings more thrills for your vacation dollars. You may go one way—return another. De luxe GOLDEN STATE LIMITED—/uxury-economy CALIFORNIAN —leave Chicago daily. To make your trip long remembered and completely satisfying .... Go ROCK ISLAND to ice MORE of the WEST A THRILLING LAND—vivid color, dy- namic progress, brilliant achievement and scenic grandeur, in mighty pano- rama! From bustling Baltic ports, down the epic-making Volga, over to the Black Sea—a glorious sweep of cultural, industrial and social advance! Nowhere is travel more exhilarating: nowhere less expensive. For all-inclusive rates give you complete tour-transportation in the USSR, hotels, meals, sightseeing, guide-interpreter service—ALL for only $5 a day, $8 tourist, $15 first class. Write for illustrated booklet 43-B. SEE INTOURIST OR YOUR TRAVEL AGENT —— ) Rock ¢ All-Expense tours are economical, carefree. All of the fun, with none of the responsibilities. W. J. LEAHY, Passenger Traffic Manager, Rock Island Lines 723 La Salle Street Station, Chicago, Illinois Please send illustrated literature and complete travel information about: Francisco World's Fair () All-Expense Tours Into Inc. NEW YORK 545 Fifth Avenue CHICAGO 360 N. Michigan Ave. LOS ANGELES 756 S. Broadway THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Ave. orn TION In the ancient land of the Basques FRANCE * C2 This Vacation LIVE WHILE YOU LEARN!? This summer...live the life you lead! —Study in France...where living is an art and Art is living...come where cobblestones and cathedrals... belfries and bastions...customs and costumes are eloquent lectures in History and the Arts...where a look through the Louvre or the Luxembourg...a stroll through glorious chateaux gardens or along a gay boulevard walk is itself a course in culture...where an evening in Paris means a lifetime of memories % Formal classes with priceless degrees in the great fountainheads of French learning...University of Toulouse; The Sorbonne; Franco-American Summer School of Fine Arts %& Wander through pensive provinces...see the walled city of Carcassonne that mirrors the arts, customs and handicrafts of centuries ago...or behold the France of antiquity, built by the Romans when France was still Gaul...the theater and arena of Arles...the Bridge of Gard...the arena of Nimes...here’s a seminar wide as all France and high as the Pyrénées...come over to study...and play while you work! Rail fares reduced 40%...favorable exchange ---gasoline discounts...lower travel costs Delightful Spas, glittering seaside resorts and tumultuous mountain districts triple the allure of travelling in France...and the quaint way- side inns and hotels ‘petites; with their ample comfort and delicious cuisine make a trip through France a bargain impossible to overlook. Your local travel agent has informative literature...or write to French Government Tourist Bureau 610 FIFTH AVENUE « NEW YORK VOLUME 28, NUMBER 5; MAY 1939 ed Me The, adi ihe te phir Le PACIFIC ‘ a | OV ee | crea UTE The Direct te Ouerland Reute to the °N. E. A. CONVENTION ¢WORLD’S FAIR in San Francisco The magnificent San Francisco World's Fair is an added reason for attending the N. E. A. Con- vention this year. Plan to go on fast, air-condi- tioned Union Pacific trains. Travel the direct Overland Route West. Fares are low! Return via Los Angeles at No Extra Fare You can double the enjoyment of your trip by going one way, returning another. On the way East, make side trips to Boulder Dam and Zion- Bryce-Grand Canyon National Parks. Or return via the Northwest, visiting famous Sun Valley, Idaho, or Yellowstone-Grand Teton National Parks. Salt Lake City and Denver can be included in your trip at no additional fare. For information, write W. S. BASINGER, Passenger Traffic Manager Room 725, Union Pacific Railroad Omaha, Nebraska THE progressive UNION PACIFIC Road of the Sheamelrwe 22 and the ( hallengers [ A-115 | eee FOR SPEED ™ The Spreamliners FOR ECONOMY - Zhe Aetlenger SAN FRANCISCO WORLD’S FAIR The vacation ves ve dreamed about ...a ride on one of the North Western’s famous trains and a visit to the Fair with glorious side trips to the West’s wonderlands. Many routes from ae o pocteass the direct Overland Route &NLW U. P.-S. P.) and low round trip — ber Chicago. SAN FRANCISCO and NEW YORK World’s Fairs on one lorious circle trip, from any — in the — States, by any route you choose—roun ~~ rail fare in coaches, only . . $90. 00 In Pullmans (berth extra)... .. $135.00 PACIFIC COAST-—S22 Francisco, Los Angeles, Pacific North- west. All mo pe spots , the _— Coast on one grand circle tour. Round trip in coaches . . $65. 00 at Mead. En route to BOULDER DAM-, 1 route r from California. Tours from Las Vegas, Nevada, $3 45 estew@s. «6 « « ¥ e's COLORADO— Sublime mountain vacation- land Gopenighe, oom Chicago. Aslowas . . . $31. 10 YELLOWSTONE — Matic land of geysers, ? Pallasans’ (ber eanpess. Roun _ in Pullmans ¢ ert * $49.30 extra). . ZION, BRYCE, GRAND CANYON NAT'L PARKS —See all three awe- — sing. wonder- Ced —_ gh ans (berth trip to edar City in Pullmans rth extra) $50. 60 BLACK HILLS, SO. DAK.—Hiehes: mountains east of the Rockies. Picturesque. Romantic. Site of Mt. Rushmore Memorial. $ ASTGE . 4. -*% 26.45 SUN VALLEY, IDAHO F2m0us moun- head aa eG resort on the edge o merica’s “Last Wil- derness.” Round trip in coaches $54. 90 CANADIAN ROCKIES — 504, Lake Louise, ¢ . e Pacilc gee En route to or from the Pacific Coast. Round trip in Coaches $65. 00 — Midnight Sun Lindh ALASK 7 $95.00 Round trip from Seattle NORTH WOODS of. Wisconsin, Upper - ; eee ceenunete —Forest playground of the Middle $9.35 West. Aslowas .. ‘ ——=—MAIL THIS COUPON=——— R. THOMSON, Passenger Traffic Manager l Chicago & North Western Ry. : Dept. 45—400 W. Madison St., Chicago, III. Please send information about a trip to | 0D Also all-expense tours If student, please state grade ---- . - | Cont. from page A-114]| ruary meeting are discussed technical aspects of administering state and local teacher retirement plans. During the NEA summer convention the Council sponsors exhibits and meetings designed for classroom teachers. In co- operation with the NEA Research Division the committee issued in January 1939 a 32-page bulletin entitled Analysis of the Statutory Provisions for State Teachers Re- tirement Systems. Tenure Committee—See pages 131-32. Equal Opportunity—The general pur- pose of this committee is to study discrim- inatory practices within the teaching pro- fession. Reports now being prepared deal with salary schedule discriminations affect- ing men and women and methods used by local organizations to prevent unfair dis- criminations in the employment of women. Salaries—A report of this committee cov- ering the principles of salary scheduling is being prepared for presentation at the San Francisco convention. Academic Freedom—This committee, in | cooperation with the Research Division, is making a study of opinion with regard to the amount of freedom desirable for | teachers. Opinionnaires were sent to school- board members, lawyers, physicians, house- wives, realtors, and teachers. A report is expected by the San Francisco meeting. Credit Unions—A report on the status of the movement is now being made for | the committee by the Research Division with the help of the Farm Credit Admin istration. Data will be presented on the financial status of both federal and state chartered groups. At San Francisco one discussion group will be devoted to the problems and possibilities of credit unions and cooperatives. International Relations—This commit- tee, with the cooperation of the NEA Re search Division and the U. S. Office of Edu- cation, is preparing a pictorial booklet on schools of the United States for South American teachers, especially for use in connection with the forthcoming biennial conference in August of the World Fed- eration of Education Associations at Rio de Janeiro. Copies of the booklet in English, Spanish, and Portuguese will be available from the Government Printing Office about July 1, 1939. In addition, the committee is sponsoring a handbook of organizations distributing materials dealing with peace, international goodwill, and similar sub- jects. This guide should be of interest to teachers who are seeking free and inex- pensive instructional aids. THE JOURNAL OF THE NATIONAL AME Sheer sorcery . . . the way a Guest Cruise whisks you from the classroom into the exciting Caribbean! For. tressed Spanish ports, historic seas and intriguing bazaars are your text. books . . . gay companions your col. leagues . . . and a snowy liner your cool inviting home in this storied, different world. Outside staterooms, outdoor pools, orchestras, movies, un- excelled cuisine and the hospitable en- tertainment of the Great White Fleet fill days and nights with more abun- dant pleasure. . . . Every Saturday there’s a cruise from New York 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 Barranquilla and Cartagena, Colombia, S. A., with 2 calls at Kingston, Jamaica, B. W.L and a visit to the Panama Canal Zone (15 Days—$175 up)... Alter- nate Saturdays Guatemala Tour in- cluding calls at Santiago, Cuba and Puerto Cortes, Honduras with one week exploring in Highlands of Gua- temala and one week on-your-own. 26 Days, all expenses, $263 up. Ask about other services from New York, Philadelphia and New Orleans. GREAT WHITE FLEET Apply any Authorized Travel Agent or United Fruit Co. Pier 3 N. R. or 632 Fifth Aoenue., New York Also Chicago, New Orleans, Philadelphia, Boston. EDUCATION ASSOCIATION illa VOLUME 28, NUMBER 5S; : EUROPE - MEXICO f Sailing July 1. ) Travel arrangements First Class. ‘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. EGYPT AND GREECE under leadership of Dr. Victor Robinson, author of “Story 0 IMedicine,”’ etc. The antiquities of the | Mediterranean -_ particular reference l to the origins of medicine. h Travel arrangements First Class. | Sailing June 17. Back Aug. 15. ) SCANDINAVIA, SOVIET UNION, $975 TURKEY, BALKANS, GREECE under leadership of Prof. Colston E. Warne. 14,000 miles: London, Copenhagen, Stockholm, Helsingfors, Leningrad, Mos- cow, Kha oe Kiev, Odessa, Bucharest, Istanbul, Athens, Salonika, Belgrade Budapest, Paris. $698 Sailing July 6. Back Sept. 5 COOPERATIVE EUROPE. Auspices Cooperative League of U. S. Leader: > J. Henry Carpenter. Denmark, Swe- ge Norway Scotland, England, France, Switzerland. $ England July 2. Back Sept. 3 675 SCANDINAVIA, LAPLAND, FIN- LAND. Leader to be announced. Denmark, Sweden, Norway, North Cape Cruise, Lapland, Finland London. Op- Soviet tional extention Union. Sailing poy 1. Back $ ae 576 THE SOVIET UNION (third season) } under leadership of Robert Magidoff, | an American writer resident in the Soviet London, Helsingfors, *498 Union for the past 5 years. Copenhagen, Stockholm, | Leningrad, Moscow, Ukraine, Black Sea, Crimea. Back Sept. 5. Caucasus, | MEXICOINPROGRESS(secondseason) under leadership of Herbert Weinstock. An unusually complete surve Sailing July 6. Back Aug. 15. 5468 Steamship. Passage Third Class except for * ‘Egypt and Greece’ and “Mexico in Progress.” For informa- tion regarding itineraries, social and cultural pro- grams, efc., on these and other trips, write for descrip- tive catalogue, “The Open Road in Europe, Mexico and the Soviet Union.” THE OPEN ROAD Dep't 4 8 West 40th Street New York Cooperating in the Soviet Union with Intourist MAY 1939 Cooperatives—The preparation of an ex- tensive report on the subject of coopera- tives and consumer education is well un- derway by this committee. The 1938 re- port attracted much attention from teach- ers at the New York convention. Tax Education—This committee held its first meeting at the Cleveland convention. Among the activities under consideration are: [1] Preparation of articles on the subject for professional journals, [2] prep- aration of material emphasizing the inter- dependence of schools and business (pos- sibly a revision of the NEA’s earlier bulle- tin, The School and Business, published in 1930 and out of print), [3] preparation of study guide materials for highschool classes studying the purposes, principles, and technics of taxation. Supply, Preparation, and Certification of Teachers—One of the promising problems now before this committee is the prepara- tion of a handbook of technics for making supply and demand studies. It is hoped that this handbook can be issued late in 1939 and that it will encourage most of the states to carry out studies of supply and de- mand during the next five-year period. The committee is preparing a platform or series of principles to be presented to the San Francisco convention. Economic Status of the Rural Teacher —This committee has been at work for two years. A partial report of the com- mittee’s findings was published as the Jan- uary Research Bulletin of the National Ed- ucation Association. The complete report of the committee’s study was published in April 1939 in a 128-page document which will be officially presented at the San Fran- cisco convention. The report is now avail- able from the National Education Associa- tion for 50¢. Plans are being developed for the publication of brief popular reports based on the committee’s findings. Joint Committee of the Nationai Edu- cation brary Association and the American Li- Association—Three leaflets have been prepared by the committee: “Mr. Superin- tendent,” “The School Library Is. ..,” and “Elementary School Libraries.” The latter leaflet thru pictures and text interprets the library as an active force in the educative process. Teachers and parents who read this leaflet will understand better the li- brary’s value to children. Distributed by the American Library Association, 520 North Michigan Ave., Chicago; $2; 500, $7.50; 1000, $13. 100 copies, Individual Guidance—This committee, thru the chairman, has provided a pop- ular series of articles on guidance for THE Journat of the [Cont. on page A-118] hattdt> tease go on the Olympian via the PACIFIC NORTHWEST to San Francisco EE TWICE as much on your western vacation. Ride the famous OLYMPIAN to the Pacific Northwest—then on to the San Francisco World's Fair and the N. E. A. Con- vention, returning via another route. Rail fare is the same as direct to San Francisco from most of the United States and Eastern Canada. En route visit the geysers of Yellowstone... Spokane’s peaceful lakelands. .. mighty Grand Coulee Dam. Explore the romantic waterfront of Seattle; see the glaciers of Mt. Rainier; cruise picturesque Puget Sound. And then, the myriad wonders of the World's Fair. Comfort at Low Cost The OLYMPIAN is air-conditioned. It carries, during the summer, open observation cars affording close-ups of the spectacular scenery and the chance to breathe deep of healthful mountain air. There’s no soot or cinders, thanks to 656 miles of electrification through the mountains. You'll enjoy this exclusive feature. Get illustrated booklet, “Vacation Sugges- tions—Pacific Northwest and the San Francisco Fair.” It's free. Write for it today. F. N. Hicks, Passenger Traffic Manager Room 239, Union Station, Chicago, fh Thee MILWAUKEE « oO A D The OLYMPIAN elias The HIAWATHA LWAUKEE ), [ A-117 | How to SAVE MONEY on your trip to the SAN FRANCISCO WORLD'S FAIR and see twice as much! You may think a train trip to the San Fran- cisco World’s Fair costs a lot of money, but it doesn’t on Southern Pacific. We have two economy trains to Califor- nia that are very easy on the budget—the Californian and the San Francisco Chal- lenger. You'll be amazed at their modern chair cars and tourist sleeping cars, their comfortable lounge cars for tourist passen- gers, their private chair cars for women and children, theirfriendly diners,serving break- fast for 25¢, lunch for 30¢, dinner for 35¢. Best of all, these trains speed to California over two entirely different scenic routes. You can go on one, return on the other and see twice as much of the West for not 1¢ extra rail fare (from most eastern and mid- western places). Here’s all it costs from Chicago to California Round trip in chair cars $65.00 ee a ae 4.10 eee eee $69.10 Also low fares in tourist and standard Pullmans. N. E. A. CONVENTION SAN FRANCISCO - JULY 2 to6 MAIL THIS COUPON today for booklets describing Southern Pacific’s economy trains and the San Francisco World’s Fair. | | | | Address O. P. Bartlett, Dept. JO-5, 310 | So. Michigan Avenue, Chicago. | | | | | | Name Address —— Southern Pacific Lnscnsneimmasnatibeanenhat>am enceus saben caseomems ———— [| A-118 | | Cont. from page A-117| National Educa- tion Association during 1938-39. Plans are being made for collection and dissemina- tion of descriptive statements of guidance practices. Ethics—The NEA Committee on Eth- ics is now at work preparing a uniform code of ethics which it is hoped will be adopted by the National Education Asso- ciation and the state education associa tions. The following Core Committee on Ethics has just been appointed. W. P. King, executive secretary, Kentucky Edu- cation Association, Louisville, Ky., chairman; H. Claude Hardy, superintendent of schools, Whit. Plains, N. Y.; Ward G. Reeder, Ohio State Uni- versity, Columbus, Ohio; Kathora Remy, 216 Primera Drive, San Antonio, Tex.; Mrs. Autie C. Sanford, superintendent, Rusk County Schools, Ladysmith, Wis. Cooperation with the American Teach- Association—This committee of the NEA to cooperate with the national organ ization of Negro teachers was organized in 1926. Its purpose is to facilitate coopera- tion between the NEA and the American Teachers Association. ers Personal Growth Leaflets ye Tue ist of Personal Growth Leaflets (see page 141) has been expanded to in- clude 25 titles. The leaflets sell for 1¢ each; no orders for less than 25 copies. Cash to accompany orders for $1 or less. The com- plete list includes: Your Life in the Making Your Mind in the Making Your Health in the Making Your Home in the Making The Planning of Your Life Future Teachers of America Shall I Become a Teacher? Community Forces and the School The Challenge of a United Profession The American Plan of Education Education for Democracy Education in a Living Universe John Dewey's Pedagogic Creed 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 A Parliamentary Primer Horace Mann’s Letter to Young Americans The Code of the Good American Seven Adventures in Pioneering , . ee Re ° - Neu |, $Publications Twenty-three states now have some form of legislation to set minimum salaries for teachers. A recent memorandum on Minimum-Salary Legislation for Teachers, 1937 and 1938, compiled by the Research Division of the National Education Asso | Tk. cation plus vocational training. B.E. degree conferred 4 .), also 3-year diploma and 2- i Wlte fo f ~~ EDNA DEAN BAKER, PRES. Complete education for teachi in eamanare grades, icindhose SP ra garten and nursery school. Chil- ‘a dren’s demonstration school and observation center. Special Summer classes, Beautiful resident hall. Located Chicago’ lovely North Shorenear lake. Culturalety. r list of successful alumnae. National College of Education I ES. BOX 916-E EVANSTON, ny. REST AND PLAY J ay Tap gh MOUNT ELBERT LODGE Twin Lakes, Colorado Most beautiful spot in Rockies American—$3.00 per day Write for Information | a OE EE ere ei” Exchange your home with some other teacher during the summer. You may spend your vacation in New York, Washington, D. C., or anywhere you choose without paying additional rent. For complete details, write te National Teachers Home Exchange Bureau, Box 4216, Bellevue Branch, Pittsburgh, Pa. Include Oregon, the Air-Conditioned State, in your Far Western summer plans. Summer schools: Institute of Ma- rine Biology and University of Oregon, June 12-July 21; Portland and Oregon State College, June 19-July 28. Address Director, Dept. B, 814 Oregon Bullding, Portiand, Oregon. Save time when making your plans for attendance at the National Education Association Convention in San Francisco, July 2-6, 1939, by consulting the advertisements in the | JournaL. Many suggestions are of- fered on the routes to be used in going to and coming from the con- vention. Go one way and return an- other at no extra cost. Whal te see... Do not overlook the opportunity of making stopovers on your trip to and from the coast, and visit some of the interesting places throughout the country, which you have so often planned to see. : T .& 2? All of this can be arranged for you or suggestions submitted, without obligation, by writing to any of the advertisers represented. EUROPE JUNE 13¢ Very attr. trip, 4 weeks, 8 cities, low rate Similar sailings June 30, July 1, 13, 25. Exc. low rates Sept. 5,.16, all expense. Send for itinerary booklet G-3. METROPOLITAN TRAVEL SERVICE, Inc. Specialista in European Travel £ 260 Tremont St., Boston, Mass. | ' THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION \ TION | VOLUME 28, NUMBER 5; MAY 193 ciation, reports that California, Georgia, and Washington were added to the list during the 1937-1938 biennium. Bills were introduced in several states at the begin- | ning of the 1939 legislative session; the Research Division is asking for informa- tion on the progress of this legislation. » « Circular Number 3, March 1939, of | the Educational Research Service, Salary | Schedule Provisions for Classroom Teach- | ers in 84 School Systems in Cities over | 100,000 in Population, 1938-39, is sent to | members of the Educational Research Serv- | ice} others may obtain copies at 50¢ each. | » « _ Teachers in Rural Communities, pub- lished in April 1938, is the complete re- | port of the Committee on Economic Status | of the Rural Teacher. It presents the results | of a national survey of the professional, social, cultural, and economic status of teachers employed in the open country and | in towns under 2500 in population. Infor- mation is given for both white and Negro | teachers. 128p. 50¢. » <« The March issue of Educational Method is a special number on “Teacher and Com- munity,” which teachers, parents, and even students will enjoy. “We Gave Them Ex- perience,” “Youth Visits Industrial De- troit,” “Students Make a Recreational Sur- vey in Denver,” “A Community Experi- ment in Art Education” are some of the interesting articles in this number. The en- tire series has been reprinted in a small pamphlet at 25¢ a copy. A companion | pamphlet, “Radio in Education,” is also _ available at 25¢. These publications are pre- | pared by the NEA Department of Super- | visors and Directors of Instruction. » a Color posters, size 9” x 12”, summariz- | ing in quotable form the recommendations of the Educational Policies Commission, | have been prepared for display at confer- | ences or on school bulletin boards and for | reproduction in magazines and bulletins. The set is comprised of twelve posters, four | being based on The Structure and Adminis- | tration of Education in American Democ- racy, four on The Purposes of Education in American Democracy, and one each on The Unique Function of Education in | American Democracy, A National Organi- | | zation for Education, The Effect of Pop- | ulation Changes on Education, and Social at 25¢; copies of any single poster are 3¢. Discounts for quantities on NEA publications are as follows: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more, 331/3 percent. Send orders to the NEA, 1201 Sixteenth Street North- west, Washington, D.C. 9 | Services and the Schools. Sets are available | Colorado Rockies AND THE Feather River Canyon _ BY DAYLIGHT \ a EXPOSITION FLYER New Trough Service... Only : Tivo Nights en route Chicago to San Francisco Beginning Junel0 ic Way Across America _— re California—on a sched- ule which gives you 4 —_ of Western scenery by dayilig Mile-high Denver; new _ ca Rockies; colorful canyo . oft og Colorsdo. Lage: Sage . ny; 2 epee = Feather River Canyon; gold country of the forty. niners; orange and olive — of the Sacramento vane. — a glorious climax .-- on Poew ge cisco Bay . . - Treasure 4s — fairylan suspended betwee and water. A Complete Through Train ha ong and a Pull one for all sleeping preaen abn luxurious reclining chair cars; all cars air-condition- ed. No change of cars en route. Stand sengers) ... hostess-nurse ser- ioe ... free pillows. EN ROUTE—— 12:35 pm _ istday Ar. Denver. -----°° atthe 2nd day Coleeato 1 aes a day ther River y Ar. San ge 10:30 pm 3rd dey Th h standard sleeper aad coach 1 ve St. Louis on the General FS. 4 Zephyr at 2:00 Se to Lincoln, rask: = oe Eaposition Five tourist i Chicago via ing car service from ay Gorge. ‘ee | BUIlINOtON Houte | > = q Salles ea ieteieetetetetetete! -- MAIL COUPON TO ---------...- A. COTSWORTH, Jr., Burlington Route, Burlington Building, Chicago, Ll., or H, I. SCOFIELD, D.&R.G.W.R.R., Equitable Bldg., Denver, Colo., or J. G. WHEELER, Western Pacific R.R., Mills Bldg., San Francisco, Calif. Please send me illustrated booklet and complete information about the “Exposition Flyer” way to the Coast. The Seventy-Seventh Annual Convention of the NATIONAL EDUCATION ASSOCIATION of the UNITED STATES SAN FRANCISCO, July 2 - July 6, 1939 General sessions, representative assemblies, registra- Registration, exhibits, and some preliminary official tion headquarters, and exhibits will be located in build- meetings will be held on Saturday, July 1. The cop. ings at the Civic Center. Meetings of the departments vention proper opens Sunday afternoon, July 2, and and allied groups will be arranged in the vicinity of carries through Thursday, July 6. the Civic Center to the fullest extent possible. Head- Hotel arrangements should be made promptly and quarters for state delegations generally will be located at it will be to advantage to use the reservation form the Palace Hotel. printed below. HOTEL RATES—SAN FRANCISCO Following list shows only rooms with baths accommodating one person and two persons. Suites and apartments are available in many of the hotels listed. Some also have rooms without baths at rates lower than those quoted below. Apartments of various sizes also are avail- able and lists of these will be furnished by the Housing Bureau. Num.bers in parentheses following names of hotels show total number of rooms in each hotel. — Rate per day | Rate per day for room with bath Rate per day | Rate per day for room with bath for room accommodating TWO persons for room accommodating TWO persons > aes Sues with bath ERE BR cr accommodating } accommodating ONE person Double bed Twin beds | ONE person Double bed Twin beds Alexander Hamilton (50) J 5 ean | Lankershim (350)... ; | . x $4.00 to $5.00 Ambassador (250) a a ee La Salle (150)... $3.50 | $4.00 Lombard (125) 6.00 Manx (350)... Mark Hopkins (500) Mark Twain (150). . Maryland (100) Maurice (200).. Mayflower (108) New Olympic (250) Ormond (100)... Oxford (150).. | Padre (90)... Paisley (72).. Palace (550) | Pickwick (200) Plaza (300) Powell (205) President (150) | Ritz (102) .. | Roosevelt (165) St. Francis (1000) | San Carlos....... | Senate (96).... | Senator (120) . | Shaw (150) Sir Francis Drake (600 Somerton (200).... Stewart... Sutter (250)... Terminal Victoria (150) Virginia (150) Washington (200) Western Women’s Club Whitcomb (500).. Gs «06s ola A Ss a0 3 888 88 Bellevue (300).......... Biltmore (75)....... Broadmoor (200).... Californian (300) wf oo wh SS, oven _ °8°8°°Sss ve AM 8 $ 88 nau 8888S, 8858, 8888,,,,,88..,., . meee: wm wn nu $8 983 5.8888,,. 88.5.4 ift (500) Colonial (120) Commodore (120)............. Court (132) 88a. Sn uuuts 8°°S8° SSSSS° wo to ww 8$S8 $8 po: Drake-Wiltshire (340) Edison (117) El Cortez (325) Embassy (100) Empire (500)...... Fairmont (500) Federal Fielding (175)....... Franciscan Hotel (175) —— ge) gFegs 888s s8 SSS SSSSS wuoss uous ; — AOnW WUD 38.8 SSRs B88 @N BSS usssso uses uw wows wh ho eee ° $3 3 3 00 00 4 5 5 4.00 4.00 4 4.00 t 6 3.00 5. 4 -50 -50 5. 50 00 -50 .00 2 88ks_ 2 sce SESS uns $s wh DD RH ss SSsss ue eZ ss 88 : SS Qeus: SSSo uu: : 8 Sessa esse Bees 8 $e88,.°.8 : 888i $: S888 BStQrsssses wn, 838,688. gs 8583534835 SSSSo yw Seay Besse A _ [en : 38 ¥ ’ § 8838 Keystone (168)..... ayette (100) 8 USE THIS FORM FOR APPLICATION FOR HOTEL ACCOMMODATIONS To CxHarrMan of N. E. A. Houstnc ComMITTEE 200 Exposition Auditorium, San Francisco, California Please reserve following accommodations during the period of my attendance at the convention of the National Education Association: Hotel of Ist choice ....---.-2nd choice i tek a 3rd choice- image Room(s) with bath for one person—rate desired____-____- $ _. to $- _...Room(s) with bath for two persons, double bed—rate desired _ - ee. $. ; to $_- _.Room(s) with bath for two persons, twin beds—rate desired ; wine as | * Arriving July Names of occupants, other than myself, with their addresses, are attached hereto. [ A-120 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION