IN ENGLISH? See Practice Activities in English—Hatfield, Lewis, Sheldon, Dines, Thomas, and Woody. Grades Two, Three, Four, Five and Six, Each $.24; Grades Seven and Eight, Each $.28 IN ARITHMETIC? See Adventures in Arithmetic—Upton. Numbers Two to Eight inclusive, each $.28 IN READING? See Workbooks for Friendly Hour Readers—Leavell, Breckinridge, Browning, and Follis. Workbook for each textbook, Each $.20 IN SPELLING? See Workbook Spellers—Buckley-White. Grades Two, Three, Four, Five and Six, Each $.24; Grades Seven and Eight, Each $.28 IN SAFETY EDUCATION? See Workbooks for The Road to Safety—Buckley, White, Adams, and Silvernale. Workbooks for first three books, Each $.16; Workbooks for fourth and fifth books, Each $.20; Workbooks for sixth, seventh and eighth books, Each $.24 AMERICAN New York Cincinnati Chicago Two Unique Series Social Science Work-Texts This new series of books performs two functions: 1. Teaches social science 2. Develops silent reading skills. 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BOO K Boston Atlanta Dallas San Francisco So nm Fa N SCIENCEMUSIC TEACHERS Here is what You have been Looking for.. ),, Filling a long felt need, Steck adds to their line of In- If structional Aids, a new type of workbooks on Elemen- tary Science and Music that are more comprehensive and complete than any other similar classroom material available. Designed to make teaching easier and more interesting for both teacher and student with ample material for a full year’s work in each unit. Prepared by authorities—pre-tested —economical. Order a sample set or your complete needs today. ELEMENTARY SCIENCE Each profusely illustrated book provides text material, exercises, activities, study questions and tests for a complete and integrated science course for the given grade. A TEACHERS MANUAL is available for each unit which is a complete teacher-guide book. 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AUSTIN, TEXAS Educa City, Teach Cong! ican f cators the I Britai ferenc which Its pr bia U HA baker. on m: demo work: must whick cope Said 1 clearl propa basic | gover to sol age. * pluses struct need] powe are th N {~ | of the JOY ELMER MORGAN, Editor VOLUME 28, NUMBER 7 H. A. ALLAN, Business Manager Between Editor and Reader CONTENTS FOR OCTOBER 1939 Charles A. Beard and Dorothy Can- field Fisher, before the Congress on Education for Democracy, held in New York Essentials of Democracy ......... . Charles A. Beard 195 City, August 15, 16, 17, under the auspices of Teachers College, Columbia University. This | Women, Education, and Democracy . . Dorothy Canfield Fisher 197 Congress brought together wellknown Amer- ican financiers, industrialists, citizens, and edu- cators, including several representatives from the NEA. There were speakers from Great Britain, France, Sweden, and Poland. The con- Pee en Pe htt ees PR Se eee ference was well reported in School and Society, ; ‘ lk which printed the leading addresses in full. | Handicraft in Chicago Elementary Schools . William H. Johnson 204 Its proceedings are to be published by Colum- bia University Press. £ PUBLISH in this issue addresses by The Teacher’s Personal Program ........ ... Editorial 193 VW/ What Parents Expect of the School. ..... . . Lester S. Ivins 194 Relaxation for School Children . ... . . Eleanor Vore Sickler 199 Teachers Meetings with a Purpose ... . . Kenneth C. Coulter 201 Teaching the Short Story .......... . Isabella Miller 206 Adjustment of School Furniture . ...... . Kelsey C. Atticks 208 T THIS conGREss our able United States Commissioner of Education, J. W.Stude- baker, pointed out eloquently, as he has done A Program of Action for Classroom Teachers . Elphe K. Smith 212 on many another occasion, that if our ideals of ; "ie democracy are to survive, they must be made to A Visit to Your Association Headquarters . . . Amy H. Hinrichs 213 work; that education of both children and adults must give a kind of preparation for citizenship which will enable the people to recognize and to Rural-School Service cope effectively with the problems of our times. Said the Commissioner: “We shall have to see | Elementary-School Service. . . . 1... 2 1 2 ee ee ee ee 219 pe Pee ee ree Projects for Local Associations . .... . . Willard E. Givens 215 ora eoees cia e's 6 Sao 227 _ clearly what threatens democracy. The boastful propaganda of the totalitarian regimes is not the Highschool Service. . . 2-6 6 eee ee ee ee ee ew ee 220 basic menace to democracy. Fundamentally, self- government is being undermined by its failure to solve the crucial problems of the technological Notes and Announcements ...... age. Ten million unemployed, vast farm sur- pluses, unused plant capacity, waste and de- One Hundred Percent Enrolments. . ........+4+++ +. 224 struction of surpluses, widespread and utterly needless poverty in the presence of scientific power for unprecedented productivity—these The articles herein printed are the expressions of the writers and are the factors which threaten democratic life.” not a statement of policy of the Association unless set by resolution Tencie ee OE. 6. s 2 4 4k 6s So & 6. kee 6 $101.4) 0 6 WS wee ee Published monthly except June, July, and August by the National Education Association of the United States, 1201 Sixteenth St. N. W., Washington, D. C. Amy H. Hinricns, President J. W. Crastres, Secretary-emeritus Witarp E. Givens, Executive Secretary The Journal goes to all members of the Association. Active membership dues, including Journal $2; including other publications in addition to Journal $5; life membership $100. Entered as second-class matter October 23, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921. Directors oF pivisions: Accounts and Records, Mary J. Winfree; Affiliated Associations, Agnes Winn; Business, H. A. Allan; Field Service, Charl Ormond Williams; Membership, T. D. Martin; Publications, Joy Elmer Morgan; Research, William G. Carr, Associate Director, Frank W. Hubbard; Rural Service, Howard A. Dawson; Secretary's Office, Harriett M. Chase. SECRETARIES OF DEPARTMENTS LOCATED AT NEA HEADQUARTERS: Deans of Women, Kathryn G. Heath; Elementary School Prin- cipals, Eva G. Pinkston; Health, Physical Education, and Recreation, N. P. Neilson; Secondary School Principals, Director, Discussion Group Project, Walter E. Myer; School Administrators, S. D. Shankland; Supervisors and Directors of Instruction,Edna Simmons. VOLUME 28, NUMBER 73; OCTOBER 1939 | A-141 | JUST IN TIME OF ited Ons LOX OF Ped New Middle-priced Mimeograph duplicators moderate school budgets. These models complete the them now on display. Illustrated above new Mimeograph 92. In shape at right, Mimeograph 91. The Mimeograph 91 and Mimeograph 92 can do practically anything in stencil duplication except tell you what to say. They have a new principle of beauty and engineering. They have staunch-and-sturdy construction. They are priced for modern school needs, modern school work, streamlined Mimeograph family and full Mimeograph price range. Mimeograph distributors have R These new Mimeograph duplicators are something to see a Mimeograph distributor about! You will find engineering principles in them employed in no other dupli- cator. Fewest possible number of parts, which means fewer adjustments and fewer service requirements. Even the red of a smallest push button is red for a reason—so oper- ator sees it instantly, wastes no mo- tion getting to it. Even the deep brown is brown for a reason—less eye fatigue! Feeding apparatus has more-than- human sensitivity—mechanical “‘fin- | Mimeo MIMEOGRAPH is the Trademark of A. B. Dick Company, Chicago [ A-142 | gers” control paper and feed it to the cylinder with just the right force, just the right “bend” and uniform push. Every sheet is actually held, guided and controlled from feed table to re- ceiving tray. This means “eyelash” registration and uniform color. All the accurate sensitivity to meet the demands of today—along with the modern beauty and year-in, year- out sturdiness you expect from Mimeograph “el Soa Mimeograph duplicator for your school int, priced to meet school budgets. any school: growing or great, city or township. Complete fam- ily, from low-priced Mimeograph 90 on up to Mimeograph 100. - THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION There is now just the right- sized, right-priced modern Mimeograph duplicator for A short demonstration from the Mimeograph distribu- tor in your city will give other highlights of these models and the full Mimeograph line. A. B. Dick Co., Chicago. raph Registered in the U. S. The “Teacher's (P -rsonal (P rogiam N TALKING the other day with a teacher who has been unusually happy and successful, we made mental note of the factors responsible for her suc- cess. She did not speak of a program and seemed hardly conscious of having one, so completely had her many activities been fitted into the system of daily habit, but the plan of life and work was there. It ran something like this: First, to maintain myself in the best possible con- dition thru a routine of diet, exercise, work, rest, recreation, and worship, that experience has proved suitable to my individual needs. Second, to do my part to bring happiness and suc- cess to each member of my immediate family. Third, to perform my daily work as a teacher with the greatest possible skill, endeavoring constantly to do some personal work with each youth in my care, that he may be awakened to purpose and aspiration and put into possession of his best self. Fourth, to do my full share both as an individual and as a member of the organized teaching profes- sion to improve its standards and status, that the schools may command support and education go forward. Fifth, to encourage the best young men and women to consider teaching as a career, and to take a sustained personal interest in at least one young man or woman who is planning to become a teacher. Sixth, to keep in personal touch with at least a few of the young people who pass thru my classes each year, following them into maturity and active life, that I may see how my teaching may be im- proved by noting its longtime effects. Seventh, to take my part as a citizen to encourage intelligence, goodwill, and effective cooperative ac- tion in keeping with American ideals of democracy. Eighth, to provide for my own growth as a teacher, a citizen, and a good human being thru systematic attention to methods of growth. Ninth, to plan my expenditures, savings, and in- vestments for the year and for my life as a whole so as to give modest security against the inevitable rainy day and the later years. The elements in such a program are closely inter- woven so that each strengthens the other. They are fundamentals that good teachers have always sought to achieve. Little wonder that such teachers succeed. They have learned from their parents, or wise teach- ers, or observation and their own experience to fix attention on the things that count most and to keep it there. From sheer habit they weed out the trivial and the irrelevant. They have acquired the arts of command and concentration. The days are packed so full of deeds that one marvels that they can all be fitted in, but there is no sense of hurry or pressure. The very presence of such a teacher in a classroom or a community has a profound influence. She radiates serenity, goodwill, and intelligence as the sun gives heat and light. The encouraging thing about our profession is that there are many such master teachers and an in- creasing number of beginners who have the purpose to become masters. A still further encouragement is that these habits that make the master teacher can be cultivated. The number of such teachers can be multiplied. It was a stirring realization of this truth that led Horace Mann to exclaim of the first normal school whose centennial we this year celebrate, “Coiled up in this institution, as in a spring, there is a vigor whose un- coiling may wheel the spheres.” Had Mann lived later, he might have exclaimed likewise on the grow- ing science and art of democratic school adminis- tration, and still again on the power of profes- sional organization. For these three—discriminating teacher education, democratic administration, and cooperative professional action—are the main sources of vigor in our schools. The fall months are a good time to emphasize organization and to make a concerted attack on our common problems. As Secretary Givens points out in “Projects for Local Associations” | see page 215|, professional organiza- tion affords every teacher an opportunity to include constructive participation in his personal program of achievement, Sfoy Elmer Morgan. VOLUME 28, NUMBER 73 OCTOBER 1939 [ 193 | ee Courtesy, Federated Council of Cincinnati Teachers Organizations F WE really desire to learn what par- if ents expect of the school, we must consult the parents. This does not mean just a few members of some select group but it does mean parents from all walks of life in the different income groups, of various nationalities, and from all parts of the country. The writer was approached by a group of men at an NEA meeting to make such a survey covering all parts of the nation and to report it thru a publication of wide circulation. The first effort, completed in 1934, contained some surprising facts. It was thought best to get a check on the 1934 findings by conducting a similar study at a later date. The second study in- cluded at least 70 percent of the first group of parents to see if they had changed their minds. The second study also included a greater number of in- come groups as well as a larger repre- sentation of nationalities and more com- pletely covered the entire nation. The 1938 results were even more con- vincing than the 1934 answers in show- ing the desire upon the part of parents of the nation for greater opportunities for their children in religious training that will improve the ethical and moral be- havior of children in the public schools. Comments frequently made by par- ents in spaces left for suggestions were: “Our schools are sending out pupils | 194 | What Parents Expect of the School LESTER S. IVINS DEAN, DEFIANCE COLLEGE, DEFIANCE, OHIO religiously illiterate and spiritually un- dernourished.” “Schools should revise their courses of study so as to provide in some way for greater opportunities for religious education.” “It is not so much the failure of the church to pro- vide this instruction in a greater degree as it is the lack of opportunity of the church to assist the pupils, because their time is so completely monopolized by the public schools.” The questionnaire asked parents: “What are the most desirable lessons to be taught?” Their answers are listed be- low, rated in their rank order: [1] Lessons that will impress the value of a good character. [2] That may prevent selfishness to- ward others. [3] That will improve or produce good manners. [4] That teach the value of honesty and truthfulness. [5] That will aid in good sportsman- ship. |6] That will teach respect for the church, other pupils, and authority, as well as for the proper kind of government offi- cials. [7] To impress the value of cooperation with others. {8] Worthwhile lessons from the text- books. |g] Facts from magazines and library books that contain a lesson of importance. [10] To show why great men did suc- ceed. No mention of textbook material is made until we reach statement 8. Num- bers 8 and g were the only two of the ten that made specific reference to what we usually think of as standardized subject- matter as taught in the elementary and secondary schools. Reading the replies, one is impressed with the fact that parents are deeply concerned over developments which they called “secularization of modern life” and “the stress schools place upon the spectacular in education to the detri- ment of programs that will improve the manners and morals of children.” Parents say, “A part of our difficulty is the result of teacher-made courses of study.” Parents think the school admin- THE JOURNAL OF istration should receive more sugges. tions from parents when revising courses of study. Parents are decidedly of the opinion that the teacher is the greatest factor in the success of any school. Their an. swers as to characteristics they expect from a good teacher are these: [1] One who commands the respect of the pupils and the community by the life he leads. |2] One who teaches the value of a good character, good health, and good citi- zenship. [3] One who stands for honest and thoro work by the pupils. [4] One who shows respect for the less fortunate. [5] One who teaches respect for author- ity. [6] One who is a good American citizen and who believes in a democracy. [7] One who teaches his pupils the proper respect for the church and the rea- sons for regular attendance upon the sery- ices of some church. [8] One who shows patience toward retarded pupils. g| One who possesses a thoro college training as well as common sense. |10| One who is industrious and eager to advance in his profession. Their comments added: “The teacher should have a four-year college course but he should have also a sympathetic attitude toward some church and the program of the church.” “Schools should have as teachers those persons who are sympathetic toward the Christian and democratic way of life.” The outstanding difference between the answers received in 1934 and 1938 reflected a decided change in favor of a stronger program of religious educa- tion for our public-school children. A change was noticed also in that parents expect schoolboards to employ teachers who are sympathetic toward the success of the church and interested in its pro- gram, teachers who will give more at- tention to the promotion of religious education and to a type of training that will give boys and girls better manners and improve the moral standard that exists in many communities. THE NATIONAL EDUCATION ASSOCIATION >> - - - S- ESSENTIALS of DEMOCRACY HEN WE concentrate our thought upon experience in the United States, we find six enduring ele- ments now intertwined under the prev- alent conception of democracy: popular government within a span of time, efh- ciency in function, sustaining economy, civil liberty, appropriate education, and the spirit of humanity and enlighten- ment which lifts men and women above the beasts of the field and confers upon them moral rights and social duties. These six elements are inseparable parts of the whole. Neglect or failure of one imperils the fortunes of all. It is true that democracy is often de- fined narrowly as the “form of govern- ment in which the sovereign power re- sides in the people as a whole and is exercised either directly by them .. . or by officers elected by them.” But this definition leaves out of account specific conditions of life and economy indis- pensable to the existence and function- ing of democracy. Both in conception and practice pop- ular government in the United States transcends any superficial definition of form at a given moment. It is dem- ocratic in the sense that all high pub- lic authorities endowed with political power over lives and properties are chosen directly or indirectly by popular vote, and in the-long run the sustained and matured will of the duly constituted majority is allowed to prevail. Here pop- ular sovereignty and the time span are combined. Under this system, no mere majority of men and women at any momentary election of public authorities or in any given legislative assembly can immediately compel the enaction and enforcement of any law they are pleased to demand amid the heats and tumults of a single campaign. If such immediacy is an essential element of democracy, then America has never been and is not now a democracy. Only in limited mat- ters do simple majorities or pluralities control the decisions and actions of gov- ernment. In all sovereign matters, as the Constitution of the United States prescribes, extraordinary majorities are required and a due process calling for an extension of actions in time must be followed. In no sovereign matter does the snap judgment of a majority or a VOLUME 28, NUMBER 73; OCTOBER Cuartes 4. ZearD NOTED HISTORIAN AND INFLUENTIAL CITIZEN ASS plurality given at a mere moment have the force of law. Our system, in respect of great issues, allows for the time ele- ment and guarantees that prudence and daring,conservatism and radicalism,may each have its day in court, that discus- sion and education may intervene, that pleas and counter-pleas may be heard, and that decision may be matured. The declaration of popular will, even if matured, is only the beginning of democratic government; in action its function is the discharge of concrete duties. Government in action deals with issues of finance, economy, health, util- ities, conservation of resources, human relations, national defense, foreign af- fairs, and the general welfare broadly and realistically conceived. If it is to endure, government must grapple with these issues competently, efficiently. Is popular government a guarantee that a democratic government can and will dis- play this competence, this efficiency? If it were, then surely the elected parlia- ments of so many nations would not have vanished in our own time. Unless the agencies of popular will can legis- late appropriately and administer efh- ciently, then democratic forms will per- ish, no matter what flowers of eloquence bloom in their defense. When, therefore, the test of efficiency is applied to democracy in the United States, an inescapable question arises: Is popular government, as now consti- tuted, really competent to deal effectively with the general functions common to all governments, and, more especially with the specific issues forced upon this government by giant technology, by the power of enormous private corporations, by huge urban aggregations unlike the cities of earlier times, by organized la- bor, by the decline in freehold agricul- ture, by periodic crises in economy, by the complications of internal rivalries? Here is a question of the hour which challenges all talents and powers. Can popular government come to grips with 1939 these issues, overcome them, and efh- ciently administer its decisions? Already in our smaller laboratories of popular experimentation—cities and states—has appeared a profound convic- tion that many of our inherited insti- tutions are not adapted to the require- ments of the age, are in fact inefficient. In all our great cities the double cham- ber council has been abolished, a single chamber installed, and the mayor en- dowed with broad powers in his own right. In 650 cities the mayor-and-coun- cil system has been discarded and the city-manager plan substituted for it. In a majority of the states the inherited scheme of administration has recently been abrogated, in whole or in part, and the power of the governor over finance and the conduct of public business has been materially increased. In several states an attack has been made on the weaknesses of legislatures, and a legis- lative council instituted for the purpose of concentrating research, knowledge, and imagination on public questions. This quest for efficiency in govern- ment extends to national affairs. Already critics are saying that in the Congress of the United States a zeal for spending borrowed money, placating special in- terests, and framing bills against dissi- dent minorities outruns the capacity to concentrate powers of mind upon the supreme issues of the time. In allowing some validity to these criticisms, no aid and comfort need be given to the carping censors who fondly imagine that they can set the clock back to 1928 or 1898, or any other year in the past, and thus find instantaneous solutions of our pressing problems of efhciency in government. Most of the measures now urged upon the federal administration by its detractors are the identical measures which were in full force during the regime of golden pros- perity, socalled, which exploded with such a devastating crash in 1929. Why repeat the very origins of our present calamity? Both experience and reason suggest that the search for efficiency in government be turned to the invention of new devices for concentrating talents and wills on needs now clearly before us. Bound up with popular government and its functioning is the economy of [ 195 | the people who are supposed to control the form and process. Nothing is truer than the old adage: An empty meal sack cannot stand up. All governments have economic foundations. This axiom of politics does not come from armchair philosophers or demagogs or agitators. It comes from the founders of the na- tion, leaders of large vision, wide expe- rience, demonstrated capacity in great affairs. In words that admit of no equivoca- tion these great of old who instruct us from their tombs declare that politics and economics are forever united. Ring- ing thru utterances like the tones of a clear bell is the warning thesis: A wide diffusion of property and a general equality of condition are the very foun- dation stones of popular government; a high concentration of wealth is incom- patible with universal suffrage; a broad distribution of opportunity and assur- ance to labor is necessary to the security of republican institutions; the revolu- tions which have shaken other societies to pieces have sprung from the antago- nism of private interests and popular power, fired by ambitious leaders. These findings, wrought out of hard experi- ence, are set forth in many places by American statesmen of early times—no- where more trenchantly than in the writ- ings of James Madison, justly called the Father of the Constitution. In 1830 Madison, with amazing vi- sion, forecast the primary features of the economic scene as they appeared one hundred years later, in 1930. The propor- tion of farmers who are tenants has in- creased rapidly until it is now more than 40 percent of the total number; and at least one third of the nominal owners are heavily burdened by debts. In the great cities the major portion of the in- habitants are without property sufficient for assurance if not entirely without hope of acquiring it. About ten million workers are unemployed and losing faith in the possibilities of employment. There have been grand gestures in the direc- tion of economic security, but grave doubts are entertained respecting the underlying strength of that assurance. Our economic machine, on which all the people rely for sustenance and the gov- ernment depends for its very existence, rumbles along in uncertainty at about one half of its full capacity. Such are the axioms of experienced [ 196 | statesmen. Such are glaring economic facts of our present situation. The crisis in national life forecast long ago has arrived. This is the age in which the wisdom of the wisest patriots, as Madi- son warned us, is required for the reso- lution of the dilemma. If we are to learn from the instruc- tions bequeathed to us by the founders and builders of the Republic, it is idle gossip to speak of the longterm prom- ise of democracy unless leaders in gov- ernment, business enterprise, agricul- ture, and labor can cast off their hate- born formulas, rise to the occasion as did the creators of the republic, unite upon methods and measures that will ex- pand production, enlarge and steady the domestic market, and assure the wide distribution of employments, goods, and services essential to the stability and progress of a democratic society. But at a given moment government may be popular in form, efficient in ad- ministration, competent to provide the condition necessary for a wide economic security, and yet by its conduct of affairs undermine those civil liberties upon which democracy depends for its long- run existence. It may destroy that free- dom which brings knowledge and wis- dom to bear upon its operations, supplies criticism, and furnishes constructive thought for new occasions and measures. In operation popular government is gov- ernment by public opinion and decision, enlightened by discussions that permit all causes and parties to be duly heard, even those hateful to the majority. With- out freedom of press, speech, and person from arbitrary power, popular election becomes a farce, government a tyranny, and administration an agency of personal vengeance. It is not enough that the maxims of civil liberty be spread upon paper and celebrated by sunshine patriots. They are futile unless made dynamic in govern- ment itself. They are mere trash unless supported by citizens in daily conduct. More is needed: systematic instruction in the subject by the public schools and a deeprooted respect for the tolerances of civil liberty among the people upon whom rest the fate of their government. In connection with the functioning of democracy, in its public and private as- pects, education may point the way up- ward or downward. It may prepare the people for the fulfillment of a great mis- sion or for subjection to sheer force, If education is to be effective in strength- ening all phases of democracy, it must be appropriate to the exigencies of Amer. ican civilization. While it has a precious heritage to guard, education has a duty to assemble and diffuse the knowledge required by citizens and their leaders in operating popular institutions, in mak- ing them effective in every sphere, and in preserving civil liberties. No longer can education proceed safely on the as- sumption that, by training youth for the successful pursuit of private interests, it will automatically insure the general wel- fare and the perpetuity of democracy, Universal suffrage, efficient govern- ment, material foundations, declarations of rights, and education alone cannot guarantee the safety of civilization against the storms of passion and the lust of men for power. Behind all benef- icent institutions of society, ever helping to sustain them, is that elusive but po- tent force known as the humane spirit. This spirit has been associated with all great religions. Trampled upon by power, crushed by the organization of interests, the humane spirit endures in many forms, under varied professions of faith, and offers the strength of jus- tice and mercy against the effronteries of tyranny and the angers of brute de- struction. Without it even democratic government is an empty shell. If our powers are to be effectively ap- plied in sustaining the forms and achiev- ing the ends of popular government, this humane spirit must be cherished and quickened, and ever brought to bear as a dynamic element in the enrichment of life. Knowledge is not enough. Sci- ence is not enough. Both may be em- ployed to kill as well as to heal. Accu- mulated facts, tho high as mountains, give us no instruction in human values and the choices of application. It is the humane spirit that points the way to the good life. To reiterate the maxims of this spirit, to restate them in terms of new times, to spread them thru educa- tion and daily intercourse, to exemplify them in private conduct, to incorporate them in public practice, to cling to them despite our infirmities and hypocrisies— this too is a task of all who fain would make government by the people and for the people endure upon the earth— From an address before the Congress on Education for Democracy. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION as far as emotional human adjust- ment to change goes, no longer than a snap of the fingers, the work which was women’s contribution to so- ciety, and which they had always done inside the home, has been drained out by the irresistible suction of our machine- using industrial society and scattered abroad to be done in places for which there were not, a century and a half ago, names in any language—like steam-laun- dries, factories, public schools, homes for the aged, colleges for women, insane asy- lums, hospital schools for trained nurses. During the first rushing phases of this change, those women of the wage-earn- ing class so poor that the new way of living did not fully reach their homes, kept their moral and physical health about as it always had been, but those women of the more welltodo classes, whose work as educator, nurse, man- ufacturer, laundress, cook, protector of infancy and old age, had been whirled out of their hands by the hurricane of change, collapsed for a couple of gener- ations, stunned, upon the mid-Victorian nervous invalid’s sofa. From this they began to rise in the seventies and eight- ies, to learn their way out from their emptied homes to where their work was to be found, to take it up again, to as- sume their adult share of responsibility for what needs to be done, to grow out of infantilism to maturity. Gg: A CENTURY and a half, which is, For note that women with a dramatic unanimity which can but be instinctive since it certainly is not due to any pre- concerted plan, have only sought out the work they have always done. What is school-teaching but a transposition of what mothers, grandmothers, aunts, older sisters always did in the home? What are these white-capped, book- trained nurses doing but what their un- lettered greatgrandmothers did by the hearth? These girls in canning factories, these armies of women who run and fetch and carry and give personal serv- ices in shops and offices, who run looms in woolen and cotton mills and sewing machines in garment-making establish- ments—they are only doing in the mod- ern way what women have always done —producing and serving. It can no more be said of them that they have left their old work to take up new than it could be said of the farmer that he is no longer the producer of food be- VOLUME 28, NUMBER 7; OCTOBER Women, EDUCATION. and DEMOCRACY Dorothy Canfield Fisher NOTED AUTHOR AND EMINENT CITIZEN 7 cause he reaps his wheat with a ma- chine, not with a sickle. With the same astonishing unanimity women have abstained from attempting to enter an enormous and quite open field of human activity which did not correspond to anything that they had done inside the home. This is the field of commerce, of profit-making. To buy low enough so that selling will bring in a profit—that women never did; that they still do not do. The manufacturing and serving which they formerly did for the inmates of the home did not have any connection with profit-making, nor have modern women, accused by fas- cists and obscurantists of taking away the work of men, stepped one fooc upon this age-old and vastly spacious mascu- line field of the merchant. During the later nineteenth and early twentieth centuries, they made their way painfully, against prodigious opposition, into schools, colleges, hospitals, normal schools, where they could get the train- ing they needed to go on in the new way with their old services. These girls brought up by prudish mothers who blushed at a chance word, where did they get the steely, stoic bravery to face down the sneers and slurs against their character rained on them when they first tried to learn how to do, in the only way the modern world would let them, the service for the sick, for infants, for the old, which women had always done? They deserve no more praise for cour- age than do the men and women shut up in the Calcutta Black Hole, passion- 1939 ately straining for air to keep them alive. They too were fighting their way to the only air they could breathe. All this to show that altho when su- perficially considered, women’s work in the modern world looks like something newfangled, it is literally and accurately exactly what it always has been, what the experience of the race, ancient be- yond compare has decreed. The danger is in that surface aspect of newness, which makes possible a variety of at- tacks upon the health of the race. The most obvious attack is of course the lowering bull-headed fascist conten- tion that modern women must be ex- pelled from modern fields of activity and sent back to do their old work in the home. Of all the many attempts of the fascists to turn the clock back, to force winged creatures back inside their split cocoons, this is perhaps the most picturesquely imbecile. So picturesquely, in fact, that it is not worth taking time to discuss it with any intelligent American. But to realize this is not enough. There are other dangers in the situation of women in modern democracies which have the dangerous invisibility of things taken for granted. One of them is the exploitation by capitalism of the uncer- tainty of society and of women them- selves about their situation. As fascism has learned from modern research in psychology how to excite to fever the qualities in men which will forward the intentions of dictatorships, how to suffo- cate, crush, and kill those human quali- ties opposed to fascist ideals, so modern business has learned from the same lab- oratories how to play upon the covetous- ness, material-mindedness, greed, van- ity, envy, and fear (of which women have their full human share) which can be counted on to create more purchasers of goods, and how to mute and silence and chill the creative instincts, the gen- erous human impulse to help and serve of which women also have their full share and which, flowering into expres- sion would keep the possessive instinct down to its natural lesser place in hu- man life. Everybody knows that the crux of the late-capitalistic phase is dif- ficulty in the distribution of the goods so magically turned out by its machines and its marvellous business organiza- tions. What we do not all so clearly see is that a desperate grab at women is being made to ease this difficulty by [ 197 | making their life work the productive occupation of superfluous buying. Such is the role constantly held up to them by the subtle skill and inexhaustible in- genuity of those propagandists of our times—the advertisement writers. The ideal of the fascist order is the woman who is nonexistent except to produce boy-babies to grow up to be soldiers. The ideal of the business world is the woman who is non-existent, ex- cept as a spender of money. She is held up to praise who buys the most furni- ture, household gadgets, cosmetics, clothing, hats, shoes, automobiles, and she is constantly told by all the devices of our commercial propaganda that only thus can she be accepted by society and admired and cherished by husband, chil- dren, acquaintances, hotel-keepers, stew- ards on ocean liners, passersby, and other sound judges of human values. It seems to me that educators alone have wits keen enough and a position in society far enough away from profit- making to be objective about the fever- ish anxiety of commerce to find means to go on undisturbed in its old ways. It is therefore for educators to feel an especial responsibility for the education of women which will open the door to that full maturity of character, which makes it impossible for either the fascist return to literal barbarism or the capi- talistic over-emphasis on material pos- sessions to push women back to infan- tilism. Not for their sakes. For the wel- fare of all the race. Are you mentally protesting, “But this need not be said in 1939! The doors are open to women, They are being edu- cated.” Schooling is opened to them, yes: the tools of education are not forbidden them. The more forceful, the more gifted, those with unusual divination of where reality lies find the way to go for- ward into maturity. But the responsi- bility of education is not to educate those especially gifted natures which would find their way forward in any case. Far too large a proportion of women in our day, as they grow up into physical ma- turity still look out at life bewildered and unguided—the road to truly crea- tive life almost hidden in a tangle of old prejudice, stupidity, reactionary conserv- atism, and deliberate misrepresentation by the commercial instinct, while the road to triviality, passivity, unproduc- tive, noncreative life stretches out clearly | 198 | marked, wide, trodden to smoothness by many feet. Education does not create around women all thru their youth the moral atmosphere which would make it as natural for them to become truly mature in character as it is for men. In the old days, when the education of women was done at home, this moral atmosphere was around them. Every girl (with the exception always an excep- tion to rules of character-health, the neg- ligible minority of the idle classes) was expected by those who educated her to grow up to take on her full arduous share of producing and serving. In the warm sunshine of this general expecta- tion, girls grew naturally to be strong women. Industrial society puts the women of all but its poorest classes into a cellar of twilight uncertainty as to what is expected of them, allows it to be understood that only exceptions among them need make the struggle to escape thru the windows opened by schooling into the sunshine of productive power and usefulness. For far too many of them, the unspoken word is passed along (uncontradicted by their education) that it is quite all right to twine about in the dim light in long, pale, strength- less, sterile sprouts of bridge-playing, beauty-parlor frequenting, superfluous buying and buying and buying, with an occasional touching attempt to grow out of those white strengthless stems a few tendrils of imitation culture, a leaf or two of haphazard social service. Are you thinking me naive to state over again so obvious a truism about women and education? Is it so obvious? Is it obvious enough to be acted on? Here is a test case which we see tried out, over and over again, the attempt to expel married women from useful serv- ice outside the home. Educators must know that the idea of retiring married women from active work in order to make more jobs for those who need work is pure pretense, or the effort would be made to retire from active work anyone—man or woman—with income enough to live without a job. They must know that this is a tentacle of the octopus of fascism flung out to seize and strangle what it can of demo- cratic society. But do we see educators leap up in a body to repel hotly this flank attack on human freedom to give useful service where it is needed by those who can give it well? THE JOURNAL OF Again, it is wellknown to educators, as to all informed intelligent people, that fascism must have, as the only | medium in which it can work, wide © spread infantilism among its victims, It” offers certain childish trivial rewards for the practice of civic infantilism, rewards” which democracy cannot and would nog offer. Hence democracy must educate itg people not to value these foolish rewar For two reasons women of our time are especially vulnerable to the tempta.” tion to return to infantilism. First, indus.” trialism has taken away many of wo | men’s older opportunities for maturing the character thru vital work and sery- ice; and, secondly, in the fascist home (of which there are always many even ina democracy) she is always offered the trivial and mean fascist rewards for re- maining immature and docile. Hence it is natural that—as always happens— she should be the first of our race who in great numbers are singled out for special attack by the attempt to estab- lish fascism in a nation. It should be as natural for educators, bulwark and only hope of democracy as they are, to keep open the way to full maturity for women, in life as well as in schools, for if the way to maturity is not open to them in life, educating them for the practice of maturity will be futile. Do you ask, you educators, why I should consider it your part to correct in the education of women the mistakes of society? What else are educators for? It is now in your hands that the modern world puts the total training of our young. Educators know, as all informed people know, that it is dangerous for the whole body politic to hamper the free development of any class or race to the dignity of complete maturity and use- fulness. They should know that it is potsonously dangerous so to hamper the growth to maturity of women. Shut out Jews from education, from the hope of having their fair share of leadership and authority, from freedom to develop by action the best and most useful of their traits, we all know that you create a ghetto that is a plague-spot in a nation. So shut out women, tho ever so subtly, and your plague-spot ghetto is half of | man’s life, is the whole of the life of all | young children who represent the fu- ture of the nation—From before the Congress on Education for Democracy. an address THE NATIONAL EDUCATION ASSOCIATION Courtesy, New York City Public Schools SERENITY ANY SCHOOL TEACHERS sooner or later become aware of a need for some form of com- plete relaxation to offset nerve strains. Unrelieved tensions often result in men- tal or physical disorders, with loss of effi- ciency, and impairment of that zest for living which is so essential a component of the balanced life. Most physicians number of teachers who suffer from various kinds can bear witness to the of nervous ailments, from nervous in- digestion to nervous prostration. The remedy is to learn and regularly to practice some simple and effective method of relaxation, unkink the tight muscles and with them the tight nerves, and at the same time to cultivate a men- tal attitude of quiet and serene accept- ance of one’s work and its necessary conditions. Two types of objections will arise at this point. The first is, “I can’t relax!” That means you are already in a bad way! The answer is, “You can learn.” The other objection usually goes this way: “Oh, I know fow to relax, but it doesn’t do any good!” The answer to that one is, “If it doesn’t do any good, you don’t know how to relax; you only think you do.” To those who may be seeking an effective method of physical relaxation, one which will also help to cultivate a mental attitude of serenity toward un- avoidable working conditions which may not be ideal, an article published VOLUME 28, NUMBER 7; OCTOBER in Your Life (Feb- ruary 1939), is here- by recommended. The writer is Dr. Donald A. Laird of Colgate University, who gives a stimu- lating presentation of the subject of re- laxation as used by Dr. B. K. Bagchi, late of the University of Iowa. Dr. Bag- chi presents the Hindu doctrine of quies- cence as an escape from the tension ills of Western civilization, as well as a source of renewed vitality growing out of regularly practiced periods of com- plete relaxation. After reading this excellent article, the thought was rather forcibly borne in upon the present writer that the time may be ripe to publicize some experi- ments in relaxation, -not only for teach- ers, but for children, which have been carried on for more than six years in an elementary school at Christmas, Arizona. I had long been interested in the art of relaxation, but had not seriously pur- sued it until I came to the Christmas School district about eleven years ago as principal-teacher. At that time physical, professional, and family stresses threat- ened to burden me beyond the limit of safety, and seeking some basis of seren- ity and strength, I took refuge in a sys- tem of relaxation which, persisted in with continuity and perseverance, has proved a life saver to me. I had had the good fortune to meet Dr. Bagchi, who has since done notable work at the University of Iowa in the field of relaxation, from whom I learned some simple technics of relaxation which worked a revolution in my ap- proach to my problems and enabled me to carry on my work with compara- tive equanimity. After a few months of 1939 RELAXATION for School Children ELEANOR VORE SICKLER Princtpal-Teacher, Public Schools, Christmas, Arizona practice I had become an enthusiastic convert to the gospel of relaxation. Later, the idea naturally suggested itself that what was conducive to poise and vitality for the teacher should be equally helpful for the pupil. So began an experiment which has become a vital part of our program. Definite problems arose. First, the dif- ficulty of taking time out of the crowded curriculum of a rural school for something not included in the course of study. This we adjusted by charging time taken out for our quiet periods against time allowed for physi- cal and mental hygiene, to both of which categories relaxation belongs. Next, if time were to be taken, how much time? Considerable trial and er- ror finally fixed the duration of relaxa- tion according to the age of the pupils. Grammar-grade pupils can devote five minutes to the period, only about three of which will consist of real relaxation and inner quiescence, as there will be a certain amount of shifting of position and dying away of restlessness before the quiet becomes deep and general. For primary children from one to two minutes of real quiet seems best. When all grades are in one room, the time must be adjusted according to the aver- age age of the class. We find it best to break the silence gently as soon as small stirrings begin to be manifest. Muscular quiescence prolonged beyond the point of enjoyment is not advisable for chil- dren. We take four periods a day with a total time of three minutes for each. These periods come immediately upon taking up school after any recess, and the first is a part of our regular morn- ing exercises. Posture was the next consideration. It must be restful and not inconvenient in the classroom. We find it possible to rest comfortably in a sitting position, provided the seats are correctly adjusted. [ 199 | This is important. The feet should be flat on the floor; the spine straight, al- lowing free circulation and correct breathing; the hands loose on desk or in lap; and the eyes preferably closed, so as to shut out distracting visual im- pressions. In this posture all muscles except those holding the spine erect can be comfortably relaxed. Our last difficulty proved to be no problem. The matter of enlisting the co- operation of the class which I had ap- proached with more dubiety than any other was surprisingly simple. With very few exceptions the children have always taken to it as if it were their native ele- ment—as indeed it may be. There are always some who do not care for the period and who do not therefore really relax, but the quiet is good for them just the same. The ma- jority like the experience, complain if for any reason it is missed, and many tell us they keep it up at home during vacations. Some of the older ones were selfconscious at first, but that passed. Two other teachers who have shared in the experiment and who are now carrying it on in other systems than ours, report that their new groups, whose background is very different from ours, are reacting satisfactorily. Both remark on one common result— “no discipline problems.” Our children are more selfcontrolled and less restless since we introduced re- laxation practice, and some very nervous ones show marked improvement at home and at school. Our boys and girls are lively, normal, healthy children, full of mischief and high spirits. We have not seen any wings sprouting! Still, they seem to be rather unusually rea- sonable human beings, too, and that is a real gain. We find them quick in wholesome response to life situations which present themselves in our small community, and in the adjustments they make with so little strain I believe I see one of the results of our relaxa- tion. Our sympathetic and enthusiastic county superintendent, school nurses, visitors from the state department, and others, comment favorably and gener- ously upon our children’s attitudes, their work, and the atmosphere of the school. There are definite, positive physio- logical and psychological reactions to proper relaxation, which can be abso- lutely depended upon to operate, espe- [ 200 ] cially if the relaxation instruction is attended by a parallel indoctrination in the tenets of practical idealism. I once heard Dr. Bagchi make the following statement to a class of students: “If you daily follow a routine for the realization of a given mental or spiritual ideal, God’s law and your own nervous system will do the rest! We supplement our relaxation with the best we can offer of spiritual values in connection with every aspect of our work. As a man thinketh in his heart, so is he, may be trite, but triteness doesn’t make it less true. The influence of the ideas with which a child occupies his mind during periods of quiescence cannot be over- emphasized.” It may be added that our experience seems to point to the conclusion that habitual periods of quiet withdrawal from activity tend to create in time a controlled and balanced attitude toward circumstances and events; quieter nerves; a storing up of energy; and the ability later to channel it into daily tasks. There is also the possibility of developing better powers of concentra- tion if the practice is conducted over a period of years, as we have done it here. In conditioning the child to regular periods of mental and bodily quiescence we are laying hold of a fundamental law of nature—the law of alternation. We set over against the concentrated activ- ity of playground and classroom alter- nate periods of rest. In the compensa- tion between the two reactions (for rest is a kind of reaction, too) he will pres- ently begin to sense a point of balance— a something poised—an over-self, in effect, that is behind both his activity and his rest. He finds in this equilib- rated self something that rests him, that commands respect, that makes him feel more himself than before, yet that he can bring under his control because he can revert to it at will. Thus he becomes acquainted by di- rect experiential knowledge with the meaning of selfrespect and selfcontrol. Presently he begins to think for himself out of this inner center which he has discovered. He will thereafter relax and rest and concentrate because it will have become an integral part of his experi- ence to do so, and he will also learn. Perhaps the clearest way of showing how we “tie in” our relaxation with the rest of our program is to give here the program we use for our first twenty- minute morning exercises. In this we try to correlate certain universal ideal. istic principles. [1] Flag salute [2] Children clean lungs by emptying, slowly draw three deep breaths, assume relaxation posture. [3] Teacher: Let us be quiet—feet still, hands still, eyes still—minds still. [4] Class, in concert: May our eyes be filled with His beauty. May our ears be filled with His music. May our minds be filled with His truth. May all unlov- ing thoughts go away from our hearts, May we follow what is good, noble, and truly beautiful. [5] Outet [6] Teacher begins to break the relaxa- tion. [7] Class: Where the mind is without fear, and the head is held high; Where knowledge is free; Where the world has not been broken up narrow do- mestic walls; Where words come out from the depths of truth; Where tireless into striving stretches its arms towards per- freedom, my Father, let my country awake! Into fection; Into this heaven of this heaven of freedom, my Father, let my country awake! [ Abridged from Ra- bindranath Tagore’s Gitanyjalt |. [8] Music Other suitable introductions of altru- istic value can be substituted to please individual taste—the Lord’s Prayer, the Twenty-third Psalm —the possibilities are manifold. Whatever carries a sense of peace and beauty is valuable in in- ducing a happy mental rest. For the remaining quiet periods of the day—one after each intermission— no verses are used. The teacher reminds the pupils to think of something that rests them. It is very important that the teacher should rest with the children—her re- laxation a part of theirs. There should be a sense of rest in the room such as to be an almost tangible experience. After the allotted time is past the teacher quietly says, “That was a good rest,” of “Let us go to work quietly now.” There should be no drowsiness or sluggishness as a result of this relaxation—rather a resurgence of stored-up energy. We make no claims for this relaxa- tion as a panacea for all teaching ills. We feel it has been good for us. We confidently recommend it to anyone who will give it a fair and consistent trial. Will you? THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION neg, fes fol by an scl tes to hi th: TEACHERS MEETINGS with a PURPOSE URING THE PAST YEAR, we have carried on a series of nine pro- fessional teachers meetings, following a plan suggested by Dr. Thomas H. Briggs in a class on “Administration and Supervision of the High- school.” In too many instances teachers meetings are a bore to the teachers and a burden to the supervisor—called by him because he has a feeling that duty demands such gatherings. Teachers are present only because their corporeal attendance is required. One value of these “principals’ meetings for teachers” may be that teachers learn to be courteous tho bored, a social accom- plishment often needed. Some faculty meetings are unprofitable because they pertain to announcements that might well have been mimeographed and handed out. Other meetings are used by the principal to unload his tribulations on the teachers or to complain to all in order that the shortcomings of a few may be corrected. Then there is the meet- ing where the principal, in his omnipo- tent role, lectures to the. teachers. We must distinguish between “pro- fessional” teachers meetings and those called for business purposes. A profes- sional meeting has as its prime purpose an attempt to learn more about the work in which we are engaged, that of teach- ing youth. A “non-professional” deals with organization and administration. The motivation back of the profes- sional meetings described here was to avoid objectional meetings, to keep the meetings on a high professional plane, and to provide teachers opportunity to discuss—in their own way—phases of the work in which they were interested. The place of the principal in this setup is clearly defined. It is his duty to provide a time and place for the meetings and take care of the details of organization. He may sometimes act as chairman of the meetings. As long as he uses his chairmanship to avoid conflict of per- sonalities, to lead the discussion thru to March of Time photo ‘Kenneth C. Coulter SUPERVISING PRINCIPAL, JAMESBURG HIGHSCHOOL, JAMESBURG, N. ¥ some conclusion or statement of prin- ciple, and refuses to inflict his ideas in opposition to the general trend of the thinking, he need not be afraid of defeat- ing his own ends. Soon after the beginning of the school year each teacher was asked to rate this list of forty proposed topics for meetings: Professional reading Supervision How to make teachers happy The curriculum Correlation between subjects Textbooks, selection and uses Supplementary and illustrative ma- terials Lesson planning Classroom procedures Project teaching The socialized recitation Assignment Motives and incentives Study What I consider a thoro preparation of a. lesson Rational home study requirements Study hall problems Uses of the library The laws of learning and of retention How children learn; habit formation Questioning Mastery, reviews and drills Testing: Prognostic, diagnostic, and measuring Taking notes and making outlines Caring for individual differences Problems of exceptionally dull and bright pupils; the retarded and the accelerated Demonstration lessons What I learned at summer school Experimentation VOLUME 28, NUMBER 73; OCTOBER 1939 une Me significant teaching that I have observed Pupils’ ideas of a good teacher idl Constructive and reme- dial discipline Student participation in government seen Eextracurriculum ties o a Assembly programs oa Special aims for the year What this school stands for os The special functions of our school Some recent developments and trends in secondary education School publicity Professional reading Some lessons I have learned from pupils Professional ethics Time schedule, shortened or omitted periods Handling supplies Economies with materials Marking systems Failures Discipline ... Teacher rating schemes alae Retention, promotion, and discharge activi- Ten topics, listed below in order of teacher preference, were chosen: Mark- ing systems; caring for individual differ- ences; assignment; classroom procedure; lesson planning; failures; special aims for the year; correlation between sub- jects; assembly programs; discipline. The topic selected for the first meeting was “marking systems” and teachers were assigned certain phases to discuss either on the basis of their knowledge in that particular field or on the basis of their evident need to do some work on that particular subject. If a teacher were weak on the subject of “marking,” to have him prepare a discussion on it for presentation to his fellow teachers would result in reading and study in that field. In meetings after the first, teachers were selected as leaders of discussion by their co-workers or by a volunteer method. The meetings were profitable to the principal and teachers and were eagerly attended by all. [ 201 ] Pedagogy thru Pictures YOUTH STUDIES AVIATION : Living in an environment rich in oppor- “+ 4. ‘ Pe or . waeet tunity for firsthand experiences, students : a § sg. in the Burbank, California, schools—from ' et: Caran Ww -¢ . ; — the first grade thru the adult classes— study units of work on aviation. corres prophet » tile same FIRST-GRADE CHILDREN integrate reading, art, and other activities with building a block airplane (pictures 1-5). 1—Visiting an airport 2—Art work and reading FIFTH-GRADE CHILDREN build an airport on the floor (pictures 6-8). = JUNIOR HIGHSCHOOL é‘ ‘alk ; BOYS AND GIRLS are interested in how industry works. An eighth-grade class builds a model air- plane factory (pictures 9- 11). A junior high science class studies weather and radio instruments ( pictures 12-14). Another makes an illuminated relief map of air routes (pictures 15-17). 7—Reading maps 8—Using picture models 15—Gathering data 20—Figuring problems 21—Assembling model plane 22—Testing results 23—Forming firsthand opinions 24— Making interviews 10—Sharing findings OLDER STUDENTS study economic, techni- cal, and vocational as- pects of aviation. Senior high and adult students study actual airplane con- struction (pictures 18-22). Others explore economic and vocational possibil- ities (pictures 23-27). 25—Studying vocations 26—Learning actual operations 19—Drawing plans 27—Interpreting data HANDICRAFT in Chicago Elementary Schools WILLIAM H. JOHNSON Superintendent of Schools, Chicago, Illinots ODERN EDUCATORS know that chil- M dren learn thoroly only when they have the opportunity to take part actively in lifelike experiences. Altho school subjects have had their origin in the practical needs of life, they have tended to become separated in the school curriculum from the out-of-school situations in which they are needed and for which they are of use. Students lose sight of the relationship between the subjectmatter taught in school and its application in their out-of-school experi- ences. To counteract this lack of associa- tion, teachers have recognized the value of introducing handwork in their classes as a device to help make meanings clear and to give the reality of personal ex- perience to school learning. Handwork should grow out of the work of the school, out of the many problems in geography, history, and arithmetic, and should serve to intensify interest and to promote understanding and appreciation. Learning thru personal participation by handling materials, recognizing the problems that arise, and contributing to their solution, gives pupils an under- standing—a sense of personal acquaint- ance—that can be achieved in no other way. The handicraft method thus often serves as an approach to more advanced forms of industrial studies as well as the means to carry such studies forward with greater comprehension. Left—Boys like to make models in their craft clubs. Right—A pioneer Colonial home ts reproduced. Over three hundred thousand Chicago boys and girls in grades one to eight have had an opportunity to use craft- work. This handwork may be divided into two types. One division is handwork integrated with school subjects growing out of problems in geography, history, arithmetic, art, or other subjects and used to intensify interest and promote understanding or appreciation. The sec- ond division of handwork activities is the craft clubs in which the aim is to provide the child with a manipulative form of creative leisuretime expression. Altho English, reading, science, and social studies are most often made vivid by the use of handicraft, there are ex- cellent examples of integrated activities in every subject. A recent analysis of the classwork of 977 teachers in 28 ele- mentary schools involving 36,400 pupils shows the following percentage relation- ship: Social science, 44 percent; elemen- tary science, 20 percent; English, 16 percent; art, g percent; mathematics, 8 percent; music, 3 percent. Science classes in the Chicago ele- mentary schools recently displayed their handicraft activities at a citywide science exhibit. The projects built at the Pruss- ing School illustrate the type of work carried on in the elementary grades. In the study of electricity, electrical projects such as buzzers, magnets, crystal radios, motors, and bell connections were made. Periscopes and pin hole cameras were constructed during the study of light. In city schools, every means must be used to impress children with safety rules. Handwork in posters, table scenes and diagrams was frequently effective. Both the Audubon and the Caldwel] Schools have effectively used puppets in a safety assembly to emphasize the neces. sity of careful observance of traffic rules, The types of handwork used in these integrated projects have been listed by teachers who have developed them: Bookmaking, block printing, blue print. ing, child-size projects, clay modeling, dioramas, lantern slides, leather tool- ing, maps, metal working, modes and apparatus, pottery, paper construction, puppets and marionettes, soap carving, sewing, table problems, toy making, weaving. Children are fascinated by puppets or marionettes. Crude or elaborate, their creators are able to transpose them into any character and recreate the life of any period. Children of every grade are suc- cessful at making some kind of puppet. Boys and girls all thru the elementary school profit from the oral expression which a puppet dramatization involves, Handwork in addition to being an im- portant part of the teaching method in all subjects offers pupils many opportun- ities for leisuretime activities thru craft clubs. These handwork clubs constitute the second phase of handicraft developed in the Chicago elementary schools. The encouragement ‘of craft clubs in the Chicago schools has resulted in an increased interest in handicraft. A recent survey shows that a large majority of the schools in Chicago—7o percent of those reporting—use craft technics in their club work. All but 16 percent of the schools sponsor activities with similar objectives. Of all the types of clubs that engage in craft work, 72 percent are organized primarily for the craft work itself and for the interests it promotes. Art clubs and science clubs make the next greatest use of the craft technics Social science, English, mathematics, and music clubs also make some use of handicraft in their yarious activities. The greatest number of clubs is found in the sixth (12 percent), seventh (25 percent), and eighth (23 per- cent) grades. The average number of craft clubs in each of the Chicago elementary schools is three. The number in the various schools ranges from one to nine. Nearly one-third of all craft club activity is some type of needle- work. Woodcraft ranks second, while weaving and basketmaking, paper and cardboard construction, metal work and ceramics rate consecutively in popularity. The Girls’ Handcraft Club at the Reinberg Elemen- tary School was organized to help the girls with instruc- tion and new ideas in needlework so that they might turn to it in their leisure time. The members at first brought any sewing they wished—embroidery, knitting, crocheting, and weaving. During the first semester the board of education furnished the club with enough ging- ham to make table covers. During the last semester cross- stitch material was obtained and purses made. Several members wished to learn dressmaking, so patterns were studied and garments were cut out and basted during club time. The machine work was done at home. Thru- out the year there has been a spirit of helpfulness among the members, and the club has filled the need for this kind of work among the girls. Children are encouraged to work out their problems at home and to make other articles of a similar nature on their own initiative. Thus profitable use is made of out-of-school hours and the way paved for home work- shops and permanent leisuretime pursuits. The craft club satisfies a need of the growing child by giving him the place, time, and assistance for creating something with his own hands. School becomes more real and lifelike to him when he is allowed to work at activities of vital interest to himself. Club work may motivate the regular classroom work and often has re- sulted in improved teacher-pupil relations. Upper right—Children take a great interest in the city fire department. Upper center—The construction of models illustrates processes with a definiteness that cannot be attained by pictures or written description. Lower center— The puppets are made, the plays written, and the scenes staged by the children. Lower right—The making of masks and decoration of figures find places in the craft clubs. Below—Handwork gives opportunity for the child to think vividly and concretely in contact with realities. love of stories about saints. Students can appreciate how use- ful these stories were to the church. These simple, charming stories, so direct in treatment, help students to un- derstand the method of composition of the more complex story of our own time. From the be- Courtesy, New York City Public Schools GETTING READY TO WRITE HE FOLLOWING plan may offer some suggestions for teaching the short story in a practical way. It is a method intended to give background, familiarity with the best short stories, and a working basis of criticism. At the same time it offers an opportunity for oral and written composition, applica- tion of grammar, and perhaps some creative thinking. When the student is first introduced to the short story as a definite literary form, a brief review of the development of this form may be interesting. Appre- ciation may be quickened when earlier stories are read to show how the technic of writing has improved since story tell- ing began. Early stories such as were written in medieval times illustrate the form and material that amused the reader. Chaucer’s Prioresses Tale and the story “About the Peasant Who Got into Heaven by Pleading” from the Gesta Romanorum may be read to the class to illustrate the Conte Devot, those little pious narratives which originated with the Greek and early Christian literature. These miraculous happenings were later told in Latin and improved upon by the French. They indicate a growing ad- miration for the Virgin Mary and a [ 206 | ginning, the student can see the oneness of purpose of the short story. To show the variety of subjects treated by the early writers, other medieval stories should be examined. The main purpose is to show how old is the art of story telling, how the form was improved, and to acquaint the student with several stories which are worthwhile back- ground material. The later forms of the short story will appeal to the student because they are more realistic. The periodical literature of the 18th century, which gave much space to essays dealing with fashions and human nature, found the short narrative a sugar coating for the less pleasing moral or criticism of manner the writer wished to present. Addison’s “Vision of Mirzah” and Dr. Johnson’s “Lingering Expectations of an Heir” typify the short story, incorporated in the essay to em- bellish and enliven an otherwise dull platitude. In these essay-stories the char- acters and scenes were generally taken from contemporary life. Periodical literature from that day to this has found the short story admirable for its use. When the 1gth century writer turned to romance and fiction, this revived form needed only to be improved and ex- tended. Teaching ths SHORT STOR Gsabella A (iLler NEW KENSINGTON, PENNSYLVANIA Scott, Irving, Poe, and Hawthorne can be studied more intelligently when this background briefly been rambling, whimsical, and romantic tales may be material has reviewed. Irving's contrasted with the exquisitely con- structed short stories of Poe. With Poe the student can turn to a closer exami- nation of the technic of writing the short story. Suggestions for the study of the short story might be made more comprehen- sible by giving the students mimeo- graphed copies of the following outline: OUTLINE FOR STUDY What to look for in the short story intro- duced that are not absolutely necessary to the story. QUESTIONS TO ASK YOURSELF WHILE READING the many or few? Which are the most im- portant? From which class of society are they drawn? Are they lifelike? In what way? Are they braver, more fortunate, CHARACTERS—No characters are THE sToRY—Are characters more beautiful, or more wicked than peo- ple in real life? Are any historical? Has the author kept to known facts about them, or does he use his imagination? How? Is the character distinctly good or bad? Are these traits mingled? Is the character con- the same or get better or worse? In what way? sistent? Does character remain the What do you admire about the main char- acter? sETTING—There should be little or no change of scene. The setting should aid in determining the action or in understand- ing the characters. The setting may create atmosphere, or it may bring out an emo tional idea by harmonizing or contrasting with the emotions of the character. QUES tions—Does the setting help to place the story geographically? How does this knowledge help us to understand the peo ple or action? Is the setting merely decora- tive? Was the setting necessary, or could the story happen anywhere? Does the set- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION \- = Oo TF nm ting influence character? How? Does it determine action? How? Are the emotions of the characters in harmony or in contrast with the physical background? In what way? pLot—The action should be presented in the shortest possible time. The story should not be complicated by more than one major narrative event. The action should not drift. guEsTrons—In what way is the story interesting? Does the interest lag at any point? Where? Is the story prob- able? Does the action rely too much on coincidence? If there are improbable events, do they spoil the story? Is there more than one major narrative? Is there a minor story? Is it well connected with the major event? Does the story ramble? What unnecessary material is added? Is the plot retarded too much by description? Does the action progress steadily from beginning to end? Does the action begin with some event which is explained later? What event? When is it explained? Does the story progress to a climax? Where is the climax? Does the unraveling of the story occur at the climax? What was the out- come? What devices were used to create suspense? Are you prepared for the out- come by events at the beginning? Does the story end happily or unhappily? Was the ending natural, or was it manipulated to suit the author? Is the plot just another “happy-ending”? THEME—Every story should have some theme. The theme may be definitely stated as a moral or some truth, or you may have to figure it out. The theme should grow naturally out of the story and appear logi- cal when the story is finished. If the theme is humor, it should not depend upon puns or jokes, but should grow out of cleverly contrived situations and dialog. It should have intellectual appeal. guestrons—What is the theme or lesson of the story? Is it definitely stated or implied? What situa- tion or type of character was used to de- velop the theme? Has the author sup- ported his theme with false evidence? Was the theme worth developing? Was it trivial or silly? If the theme was to amuse, what devices were used? styLE—A good short story should have one narrative effect or one strong impres- sion. The effect may be humor, fear, pity, admiration, or sympathy. No irrelevant material should be used, /.c., no dialog de- scription, or action which does not have a direct bearing on the theme. The opening paragraph, even the opening sentence, should set the mood or pace of the story. The story should end when this purpose is accomplished. The language should suit the characters. The style of writing— VOLUME 28, NUMBER 7; OCTOBER choice of words and the way they are used —should be sufficiently varied to appeal to the imagination. QUESTIONs—What emo- tion or mood was created by the author? How was this done? What words in par- ticular helped to create the effect? Was there unnecessary conversation, descrip- tion, or incident? What were they? What examples can you find to show how the author revealed his characters, action, or setting quickly? Did the opening sentence set the pace for the story? Why do you think so? Did the opening paragraph do it? Did the author end his story when he had finished with his purpose? If not, what material was unnecessary? Did the author vary his style of writing? Find examples of good figures of speech, good imagery, color, sound, which helped to contribute the right atmosphere. Plan of Study: [1] Read ten short stories and report on them by filling in the outline blanks. [2] Write a brief synopsis of five of the stories. [3] Write an analysis of one of the stories by Poe, O. Henry, Hawthorne, or de Maupassant. Select a topic from the above list and develop a composition by answering the questions. Be prepared to discuss the others orally in class. Be con- cise. Present enough evidence from the story to support your opinions. [4] Read a short story from any current magazine. Write a paper analyzing the story, using the questions on character, plot, as a guide. [5] If you do not select item 4, write a short story of your own. The story need not be long, but it should show an under- standing of all the essentials of a good short story. Before you begin, select some theme and devise some plan for develop- ing it. When this has been approved, try the story itself. Pay attention to your own style, grammar, and composition. During the time the background ma- terial is being studied in class, and some dictation has been given on essential points, the student should have been as- signed outside reading. The following outline blank may be used as reference later when stories are analyzed in class. OUTLINE BLANKS FOR THE SHORT STORY Title Author Setting: Time Place Importance of setting in the story: Gives atmosphere Local color Aids action Influences character 1939 Plot: How are the characters involved in an interesting situation? At what point in the story is the outcome most uncertain? How does it end? ae” Character: What are the typical traits of the most important character? What are the individual traits? How was character revealed? Theme: Is it definitely stated or implied? State the theme What is your reaction to the story? At least ten short stories, selected from the best American or European stories to illustrate various types, should be- come the familiar property of the stu- dent. The study of one short story in class, using the “outline for study” as a guide, will familiarize the student with the technic of writing a short story and will provide a basis for future analysis “Cask of Amontil- lado” makes an excellent laboratory se- lection. From the opening sentence to the end, every line contributes to the final effect. However, any well-con- structed story would do for the initial analysis. With this working background, the student can finish the study of the short story by applying his knowledge to the story he has selected from some modern magazine. Even a story from a pulp magazine might be valuable, so that the student can see for himself its in- ferior quality. By using the questions in the “outline for study” as a guide, the student can demonstrate his understanding of the short story either in oral discussion or a written composition. This gives him an opportunity to show that he can organ- ize and write concisely a composition of more than ordinary theme length. For the student who lacks creative ability, this type of composition offers a chance to demonstrate his skill in handling a definite problem. For the student with imagination, an original short story will not only be an inspiration to write, but it will test his knowledge of the short story itself. These two plans, as well as the study of the background material, pro- vide the student with information on the subject as well as a reasonable pur- pose for composition, either written or oral. and criticism. Poe’s [ 207 | ADJUSTMENT of SCHOOL FURNITURE BSERVATION Of schools and of pic- tures in school literature has led me to conclude: [r] That most school furniture is not and much cannot be properly adjusted. [2] That the elevation of the desk above the seat is usually wrong. To the best of my knowledge, there is no ade- quate literature to which teachers and fur- niture manufacturers can go for guidance. [3] That little attention has been given to the effects of having the desk too high above the seat. [4] That the effects of this wrong ad- justment on eyesight, reading, writing, and posture are such that the matter de- serves serious consideration. Direct results when a desk is too high above the seat—The pupil will pull him- self up against the desk and bend over so that he can look directly at a paper that is on the desk. This usually places the eyes from four to eight inches from the thing at which he is looking. Often when one is writing, the eyes will not only be too close to the point of the pen, but the two eyes will not be equidistant from it. Effects on eyesight when the desk is too high above the seat—When looking at a distance, the line of vision is directly in front of the eye. In order that both eyes may focus on a letter or word when reading, muscular contro! must cause them to converge on the thing seen. The closer an object is to the eyes, the greater the angle of convergence necessary. We are told that children should read with their books at least twelve inches from the eyes. While most children can see clearly at less than twelve inches, as they grow older there is less ability to converge the lines of vision at a short distance. Glasses are usually fitted for a reading distance of fifteen inches. Habits that do not cause serious eyestrain for children in the lower grades may do so in highschool or in college. When looking at an object close at hand, not only must the two eyes con- verge on one particular point, but also each eye, thru muscular control, must be focused for the particular distance of the object of vision from the eyes. We are told that, in recent years, myopia has [ 208 | KELSEY C. ATTICKS HEAD OF THE COMMERCIAL DEPARTMENT, BROOKLINE HIGHSCHOOL, BROOKLINE, MASSACHUSETTS increased considerably among school children. Those who have studied the problem feel that it is due to the fact that children are doing more reading and other desk work in schools than formerly. It is reasonable to believe that if, while working in school, a child keeps the eyes focused for a distance of four to eight inches instead of a normal distance, there will be a tend- ency on the part of the muscles of each eye to allow it to retain the shape in which it is held for such focus, and near- sightedness may be the result. j ee —. | | | | j j j see | rif es } | \ || | i ofl | ey++—, \ \\ i \\| | i ILLUSTRATION I ILLUSTRATION 2 Illustration 1: R's represent the points of vision on the retinas of the two eyes. Lines R—A represent the line of viston when look- ing at a distance. Lines R—B show the angle at which the eyes must converge when look- ing at a point 15 inches from the retina. Lines R—C show the angle of convergence when looking at a point 8 inches from the retina. Lines R—D show the angle of con- vergence when looking at a point 4 inches from the retina. Illustration 2: L represents the left eye. R rep- resents the right eye. Lines A—B, C—D, and E—F represent lines of print 4 inches long and 15, 8, and 4 inches from the eyes re- spectively. Angle A-L-B shows the move- ment of the left eye in crossing the page when the book is 15 inches from the eyes; angles C-L-D when 8 inches from the eyes; and angle E-L-F when 4 inches from the eyes. Lines showing similar movements of the right eye are omitted. Effects on reading when the desk js too high above the seat—lf the book js flat on the desk, the pupil must lean over with his eyes close to the print in order to see. The sloping desk does not rem. edy this because sufficient slope would make the desk impractical for other types of work. If the book is held in both hands, the bottom of the book on the desk, a high desk will spread the elbows far apart and bring the book too close to the eyes. In either case, a pupil pulls himself up against the desk instead of sitting back in a normal position, Following from the left side of a line to the right when reading—Illustration 2 shows how much more movement of the eyes (or of the eyes and head com- bined) is necessary when the line of print is four or eight. inches from the eyes instead of fifteen inches. I have seen many pupils in the lower grades turn the head from side to side as they followed across the lines. Inability to follow readily across the line is said to be one of the causes of much reading disability. This in turn accounts for many retarded pupils who have been greatly helped by special work for slow reading groups. Preven- tion is always better than cure. May not proper adjustment of desks with a clear comprehension of the problem on the part of teachers in the lower grades avoid many failures and discipline cases in the upper grades of our schools? Effect on writing when the desk is too high above the seat—When the desk is too high for the seat, pupils naturally take one of three positions: {1] Straight front position; body too close to and bent over the desk; elbows too far apart; eyes too close to the point of writing; in some cases head turned to one side. [2] Left arm off the desk; back twisted; head turned to the side; eyes too close to and not equidistant from the point of writing. [3] Right arm off the desk; back twisted; one shoulder higher than the other; head turned to the side; eyes too close to and not equidistant from the point of writing. For anyone who has observed pen- manship class work, the difficulties met THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION # 1 it in correcting wrong habits formed be- cause of any of the positions outlined above needs no comment. When the eyes are too close to the point of writing or are not equidistant from it, vision is poor. The pupil does not see his faults and therefore cannot correct them. When this position be- comes habit it is very difficult to correct it even when the desk has proper height. If a pupil changes to correct distance, he sees his mistakes, especially wrong slant; thinks he cannot write in that position; crawls down over his work to do better; does worse writing, but be- cause he cannot see properly, thinks the writing is better. This deception of vision, more than any other factor, ac- counts for the fact that so many boys and girls carry even beyond the high- school, habits formed at home and in the lower grades of school. Distance the seat should be from the desk—It is very difficult to give definite instructions for such placement because different makes of furniture have seats that vary considerably in width from front to back. A seat should be far enough from the desk to allow the pupil to bend forward from the hips in good writing position without leaning against the desk. Adjustment of furniture—Most at- tempts to solve this problem have tried to find a direct relation between the height of the pupil and the correct ele- vation of the desk above the seat. Such studies were doomed to failure because they did not consider natural varia- tions in the lengths of arms and legs as compared with the length of the trunk in different individuals and at different stages of development in the same indi- vidual. Actual measurement and trial have shown that a girl five feet tall may need the same elevation of desk above the seat as a boy six feet, two inches in height. A child in Grade I has very short arms and legs in proportion to the length of the trunk and therefore can use a greater elevation of the table above the chair than his height would indicate. Up to the period of adolescence chil- dren grow principally in arms and legs and therefore there is little change in the elevation to be used. In Grade VI, some pupils have grown in trunk so that a decided change is necessary in the VOLUME 28, NUMBER 73 OCTOBER height of the desk while others have not yet arrived at the same stage of development. This accounts for the fact that a variation of g to 10 inches is indi- cated later in this ar- ticle for that grade. Oc- casionally we have a pupil below the sixth grade whose develop- ment requires a gap of 10 inches or one in Grade VII who needs a gap of g inches. It is easiest for a jan- itor in measuring, to use the top of the desk at the edge toward the seat, and the highest point of the seat. The following measure- ments are for such ele- vations: Grade I 8 inches srades II, III], and IV. .8% inches Grade V g inches Grade VI 9 to 10 inches ..9¥% to 1044 inches Grade VII 2 Grades VIII and IX...10 to 11 inches Above Grade IX .10'4 to 12 inches The lowest point of a chair seat is usually about one-half inch lower than the highest point of the seat from which the above measurements are taken. The best elevation, for a majority of pupils in Grade XII is about eleven inches. In Grade II, eight and one-half inches is good for all normal pupils. This indicates a change of two and one-half inches in ten years, an average of one-fourth of an inch a year. When, keeping this in mind, we consider the fact that a desk one-half inch higher or lower than the ideal will not cause seri- ous trouble, it is easy to understand why, with very few exceptions, all pupils of a given grade may be reasonably com- fortable at desks which have the same elevation above the seats. How to adjust furniture: |1] If the room is used for one group only, arrange the pupils as you expect to keep them. [2] While the pupils are in the room, have the janitor adjust the seats as high as possible for comfort. [3] After the seats have been properly adjusted, have janitors change all desks 1939 Courtesy, John V. Jewett, Brookline, Massachusetts to the proper elevation for the particular grade. This can be done best when the pupils are not in the room. In Grade VI, where two different measurements will usually be needed for the larger and the smaller pupils, the teacher must indicate where the gap shall be 9 inches and where 10 inches. The same is true where one room is used for combination of grades. [4] After the furniture is adjusted as indicated, there may be a few pupils whose desks will need further change. The illustration above shows a pupil in good writing position at a desk prop- erly adjusted. Note the angle at which this desk is cut on the side toward the pupil. Most such furniture is more nearly perpendicular on this side. It is difficult to realize how much difference this makes in room for the legs. We have had no additional expense in hav- ing our furniture cut at this angle. Once when I called the attention of a doctor to the fact that many pupils in a school were working with their eyes too close to the work, he said, “That’s the teacher’s fault. She should see that they do not do it.” My answer was that if she were to try to do so where the desks are too high, she would have little time left for teaching. It is very difficult for a teacher to call the attention of pupils to the same fault over and over without impairing the effectiveness of her teaching. Where possible the good teacher removes the cause of the fault. | 209 | = . WY \ Wu \\ S \ a8 oe \ ‘\\ . Baa! N O V. 5 oe | | ™ aa ttn neat ara eI The National Pro gram y ama artic at ta rian arena UU ¢- > eee ea ey” GENERAL THEME Education for the American Way of Life DAILY TOPICS Sunday, November 5 Monday, November 6 Tuesday, November 7 —Tue Pace or RELIGION 1N Our Democracy —EpuUCATION FoR SELF-REALIZATION —EpucaTION FoR HuMAN RELATIONSHIPS Wednesday, November 8 —Evucation For Economic Erriciency Thursday, November 9 Friday, November 10 Saturday, November 11 HE AMERICAN EDUCATION WEEK program for 1939 as outlined above 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 ob- jectives identified by the Commission. Other topics are closely related to them. NEA Resolution—At the San Fran- cisco convention of the NEA the follow- ing resolution was passed: The National Education Association ap- preciates the cooperation of the American Legion, the United States Office of Edu- cation, and the National Congress of Par- ents and Teachers in sponsoring the cele- bration of American Education Week. The theme for 1939, “Education for the American Way of Life,” suggests a means for presenting to the people of the com- munity the part played by schools in per- petuating American civilization. The nationwide observance of Amer- ican Education Week will be of in- creasing importance and significance in 1939 and the next few years. A Serious Situation—Social and eco- nomic changes are calling for expansion of educational services at a time when the schools are confronted with finan- cial pressure from two directions. On the one hand is a growing determina- tion to reduce taxes and public debts. At the same time, increasing demands | 210 | —EpuUCATION FoR Civic RESPONSIBILITY —CUuLTIVATING THE Love or LEARNING —EDUCATION FOR FREEDOM are being made for appropriations for relief, old-age pensions, and armaments. Because of these insistent demands, educational leadership faces an ex- tremely serious situation in the next few years. In many states and communities retrenchment in educational funds is already under way. What To Do—What is to be done? One imperative is increased attention to the problem of keeping the American people—in every community—informed regarding the needs, aims, and achieve- ments of the schools. This program of educational interpretation must be car- ried out from one year’s end to the other. In this age pressure and propaganda upon the people from all sides, there is the added necessity of reaching a climax at least once a year in educational interpretation. of steady American Education Week offers the best single opportunity of the school year for this purpose. The record of past achievements shows what can be done by cooperative action. More than 7,000,- ooo parents and other citizens annually visit the schools on this occasion. No other period in the year can match this visitation. Other citizens are reached thru the press, radio, and public meeting. If, during American Education Week 1939, effective observances are held every community, much can be done to stem the tide of educational retrench- ment. THE JOURNAL OF wanes ew AMERICAN EDIC esti te sacri cen anne ee ceeuccmm, EDUCATION FOR TH: RI This is a reproduction of the Amecan Ed The poster itself is 11% x 17 imi in siz with red and blue colors on wi stock basic design for the 1¥4 x 2 inthither ar entitled “Education for the Amman Wa also in color. Turn to page Md for inf these and other items which antilable THE NATIONAL EDUCATION ASSOCIATION PT hahha atiaatnliaaataatia ata aaah ahahaha ahahaha ahah ahahaha hahahahahaha ahahaha ah chhahahaehhh eh abahedadabehahadh seaats 12a ee nana NICATION WEEK 9}-—~---—> Se RICAN WAY OF LIFE Amman Education Week Poster for 1939. 7 mits in size and attractively produced m wie stock. The drawing is also the inch cher and for the cover of the leaflet Amman Way of Life.” These items are Alii for information regarding prices on yantilable from the NEA. VOLUME 28, NUMBER - / LLL hha wpeasssaseee se 4 Sewn a aa aa ae hahah hehehehehe 1939 d The Local Observance OCAL pROGRAM—The national program for American Edu- cation Week offers an excellent basis for local observances. It is suitable for use in any school system. However, adaptations should be made to local needs if they promise to be more useful in a given situation. Thru American Education Week the teaching profession has an unequalled opportunity to bring the report of the Educational Policies Commission on The Purposes of Education in American Democracy to the people of the nation. More important is the fact that a thoro- going discussion of these educational purposes with parents and citizens will be highly valuable to any school system. Things To Do—Organize a general American Education Week committee. Decide upon the principal features of the program. Appoint subcommittees to carry out various phases of the work such as program, publicity, lay coopera- tion, and exhibits. Secure the support of lay groups. Plan for exhibits and open- houses. Prepare or secure materials for distribution. Aside from plans for gen- eral school and community programs, see that each teacher has materials to aid her in observing the occasion in the classroom, and in Future Teachers and other student clubs. Plan a careful cam- paign of publicity concerning all phases of your program. Utilize community and school papers, posters, the radio, printed messages to homes, and other means of making your community “edu- cation conscious” during American Edu- cation Week. NEA Helps—The materials available from the National Education Associa- tion (see page A-148) will be found helpful to local school systems in plan- ning and carrying out observances. Posters, leaflets, and stickers are at- tractive for use in publicizing your pro- gram. Sixteen-page folders for each ; OCTOBER 1939 day included in the special packets are designed to provide teachers at all levels with specific, practical suggestions for classroom and community programs for each school day of American Education Week. They were prepared by cooper- ating committees of experienced public- school and college workers. In addition to these materials, it is strongly recommended that every school system and American Education Week committee secure copies of the attractive 156-page report of the Educational Pol- icies Commission, entitled The Purposes of Education in American Democracy. Copies may well be distributed to key lay leaders. They are available from the Commission at 1201 16th Street North- west, Washington, D. C., at 50¢ per copy with discounts on quantity orders. Lay Support—The national sponsors of American Education Week have se- cured the cooperation of scores of na- tional, regional, and state organizations. These groups encourage their local units to take an active part in observances of American Education Week. The local units of such organizations, therefore, are ready to cooperate with American Education Week committees. Some Local Objectives—To increase public understanding of the schools; to encourage parents to visit the schools; to secure the participation of the people in improving the schools; to encourage civic groups to give consideration to edu- cation. Local Initiative—A genuinely success- ful observance requires dynamic local leadership with a vision of what can be accomplished in such a celebration. Strong leadership coupled with early planning produces gratifying results in several thousand school systems each year. If this has not been true in your schools before, resolve now to make it so in 1939. The need is great. American Education Week is your opportunity. | 211 | A (Program o Aotion FOR CLASSROOM TEACHERS Elphe K. Smith Tere is nothing of greater im- portance to the American people in the preserva- tion of the Amer- ican way of life than the improve- ment and support of the American pub- lic schools. To make the public aware of this vital need, the classroom teacher, who is near to the child and the parent, has a great responsibility and opportu- nity. Teachers have accepted this chal- lenge, and thru their professional organ- izations have done much to make the schools better. These organizations have grown to importance as factors in public education because of the urge within their memberships to improve the tech- nic of teaching. Higher standards in educational qualifications for teachers, health stabilization of teachers, and pro- gressive undertakings are the result of agitation within the teaching ranks for the betterment of our profession. Much of this work has been accom- plished by teachers who have learned that a united group has greater force than any individual action can attain. Many members of the profession, how- ever, do not realize the need of national solidarity, with its greater scope of achievement. This is due to the failure to see that affiliation with a national or- ganization gives the teacher a greater opportunity of interpreting to the pub- lic, thru widespread mediums, the steps in our educational advance. Education in the public schools can be bettered only thru the improvement in the status of its personnel. One of the great interests of the National Educa- tion Association is the welfare of teach- ers. Its aid in the problems of security of position, retirement, salaries, and the improvement of teaching conditions has been evidenced in important test cases which only a national authority could [ 212 | President, NEA Department of Classroom Teachers initiate. The resultant general benefits are engendering reciprocal loyalty from teachers thruout the country. Unification of educational forces is imperative if maximum results are to be obtained. This cannot be done by local and state groups alone, nor can it be ac- complished by a national organization whose policies are supported by the memberships of only 25 percent of the teaching profession. “Nothing is good or great alone. All are needed by each one,” said a great educator. One branch of the National Educa- tion Association which works for this greater union of the professionally minded in the United States is the Department of Classroom ‘Teachers. Affiliation with the National Education Association makes any group of teach- ers in any part of the country working partners in the national organization. Much splendid work for the improve- ment of education is being amalgamated for the common good thru this relation- ship. The new constitution of the Depart- ment of Classroom Teachers provides six regional directors, thus extending service and bringing director and con- stituents into closer relation. Regional directors cooperate with state directors and assist in forming new teachers or- ganizations. This year, each affiliated group is asked to cooperate in forming new organizations in nearby communities which are without professional repre- sentation in the national association. Guest participation in a well-organized group at work is a fruitful source of in- spiration and mutual benefit. Regional directors have been asked also to promote the Institute of Profes- sional Relations, a movement indorsed by the National Education Association at San Francisco, its aims being to train teachers in their relationships with their students, the members of the other pro- fessions, and the public. Bound by a community of interests, this trinity of ed. ucational units should engender broader vision in teacher training and more pur- poseful tolerance in individualized ep. deavor. With the development of this pro- gram in mind, the Department of Class. room Teachers has a new committee charged with the study of teacher par- ticipation in these relationships. Its ob- jectives will be a study of the purposes of education and the ways and means for its public support; research into the part professional organizations play in protecting and extending public educa- tion; and an assumption of public rela- tion methods to bring the value of pub- lic education to the attention of the citizenry. These purposes stress the relationships of the teacher with the adult world. Confident that a new spread of under- standing will make fruitful these mutual endeavors, the classroom teacher en- trusts their propagation to the new world force, youth. With Horace Mann’s work in the selection and preparation of teachers in mind, the National Educa- tion Association, in representative assem- bly at Detroit in 1937, urged that “there be established in each community, Fu- ture Teachers of America groups which will seek to interest the most promising young people in teaching as a career.” Of these groups, Joy Elmer Morgan says, “The Future Teachers of America is an organization based upon the important fact that the future of mankind is in the youth of today. This organization purposes to establish for young people activities thru which they can improve themselves and look forward to future careers in the greatest of all occupations —teaching.” When the classroom teacher has evolved a nationwide hookup of profes- sional effort, has joined hands with the other professions and the rest of the public of which all are a part, and has set goals which can be stepping-stones for an apprentice generation, other Hor- ace Manns shall be born who will build in the hearts of the American people an abiding faith in education. But “sowing the seed in the mental ground is not enough. You cannot sit down and watch it grow.” There must be sustained planning and cooperative action. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION my ¢ Hea this of yt ing it W E the serv ther tren It is is $ witl Hav the Pue of } as ¢ you that at 1 int sect hav hav attr seel wel day reg Yo est odi Jou ber tio! SO | 000 Jou you anc or clu nu of vo ‘e ~~ @& WHAT DO YOU KNOW ABOUT YOUR NEA? A Visit to Your ASSOCIATION HEADQUARTERS r was my happy privilege this Au- gust to spend nine days at NEA Headquarters in connection with my duties as your president. I had visited Headquarters many times before, but this time my view was consciously that of your official representative. I was look- ing at Headquarters with your eyes, as it were. Everything there is being done with the idea of definite, often immediate, service to you, our members. Everybody there is guided daily by developments, trends, and thought out in “the field.” It is a glorious realization that “the field” is synonymous with teachers laboring with common purpose from Alaska and Hawaii across the forty-eight states to the Canal Zone, the Virgin Islands, and Puerto Rico. Headquarters thinks often of you. Do you think of Headquarters as definitely yours? I think you will if you take a peep with me at the Divisions that serve you there. “There” is a truly beautiful building at 1201 Sixteenth Street Northwest, right in the midst of a historic and important section of your capital city. Its arrange- ments are ideal for its purposes. If you have visited Headquarters, you must have been inspired by our dignified and attractive quarters. If you have not yet seen your Washington home, you may well look forward to visiting it some day. Tue Journat of the NEA is your most regular contact with the organization. You will be interested in a few facts about the magazine, which has the larg- est circulation of any professional peri- odical in the world. Each month THe JOURNAL goes to more than 200,000 mem- bers of the National Education Associa- tion and to several thousand lay readers, so that a grand total of more than 2,000,- 000 copies is printed each year. THE JourNaL staff is always glad to receive your evaluation of articles and issues and your suggestions for improvement or of things you would like to see in- cluded. Other publications of the NEA are numerous and varied. Stacks and stacks of them are kept on the shelves of the mailing department, wrapped and ready VOLUME 28, NUMBER 7; OCTOBER Amy Hf Hinrichs PRESIDENT, THE NATIONAL for addressing and instant dispatch. The day’s mail from the NEA office looks like that unloaded from the train at a sizable railroad station. In addition to Tue Journat, which goes to all mem- bers, the annual Volume of Addresses and Proceedings (1000 pages of official reports and convention addresses) and the five Research Bulletins of the year are sent to those who take out the $5 yearly membership and to Life Mem- bers. Life Members pay $10 per year for ten years. You will always be welcome in the Executive Secretary’s office, to your left as you enter Headquarters, where it will be a pleasure for you to meet our able and cordial Executive Secretary, Mr. Willard E. Givens, and the Chief Assist- 1939 EDUCATION ASSOCIATION ant to the Secretary, Miss Harriett M. Chase, whose knowledge of the history and workings of the National Education Association is unsurpassed. After you have been duly and cor- dially welcomed, you will visit the vari- ous Divisions. It will be an eye-opening and soul-stirring experience. You prob- ably didn’t realize that the work of your Association is so systematized and so farreaching. Miss Mary Jane Winfree presides over the Division of Accounts and Records. There you will find the membership files (both actual at any given moment and potential), with addressograph plates arranged by states, counties, communi- ties, towns, and cities according to size. Miss Wintree’s office does the bookkeep- [ 213 ] OL Piet om ane ing connected with all dues received in NEA Headquarters. A busy, superbly organized, and thoroly efficient office it is. The Division of Affiliated Associations is a new one, with tremendous possibili- ties. It is presided over by Miss Agnes Winn, vivacious, charming, and identi- fied with the NEA for a number of years. The office is the clearinghouse for all information, problems, and activities concerned with some goo state and local education associations affiliated with the National Education Association. Presiding over the Division of Busi- ness you will find Mr. H. A. Allan. Ask him anything about convention business arrangements—your question will not go unanswered. JourNAL advertising, the purchasing of all supplies, arrange- ments with exhibitors at the conven- tions, all outgoing money—these are some of Mr. Allan’s major responsibili- ties. Busy tho he may be, you can always count on unruffled courtesy and intelli- gent conception of your particular prob- lem from Mr. Allan. You may not find Miss Charl Ormond Williams, Director of Field Service, in her office. She is, of course, very likely to be out in the field. Miss Williams has traveled thru the length and breadth of our land acquainting the teachers of America with their national professional organization. A recent development of her work, most valuable and helpful, is the holding of two-day Institutes of Pro- fessional Relations at various colleges and universities, usually during the sum- mer sessions. The Institutes are now in their third year, and have certainly proved their worth. In charge of the Division of Member- ship is Dr. T. D. Martin. Dr. Martin’s concern is membership promotion and analysis of membership statistics. The NEA Directors of the various states con- stitute Dr. Martin’s official family. He keeps in close and constant touch with them, and the results of his and their combined efforts reflect themselves in our / constantly growing membership. With the help of each one who reads this, we hope that this year’s growth will be phenomenal—surpass all others. At conventiors you will find Dr. Martin greeting delegates and other Association members at the official registration booth. If you don’t feel welcome after he has spied you—well, it will be your fault, not his. Mr. Joy Elmer Morgan is editor of Tue JourNnat referred to above, and Director of the Division of Publications. Among the most interesting of the pub- lications with which Mr. Morgan’s Divi- sion is busy at the present time are the Personal Growth Leaflets which along with Future Teachers of America are carried on under the Hugh Birch-Hor- ace Mann Fund, an outgrowth of the Horace Mann Centennial celebration. This fund was given by Mr. Birch, aged g1, who is—so far as we know—the only living person who knew Horace Mann. There are now forty-five Personal Growth Leaflets, distributed over the fields of character and personality; edu- cation and professional organization; citizenship and culture. (See page 223.) The Division of Research is under the guidance of Dr. William G. Carr, Direc- tor, and Dr. Frank W. Hubbard, Asso- ciate Director. The five Research Bul- letins each year are recognized in all educational circles as the last word in their various fields—for instance, teach- ers’ salaries, economic conditions of the profession, rural education, safety edu- cation, tax facts in relation to schools. The Research Division also assists in the preparation of special reports of regular NEA committees, as in the fields of tenure, academic freedom, retirement, and international relations. Dr. Hub- bard, who is noted for getting a great deal done in a quiet, unostentatious man- ner, and whose background of prepara- tion in the social sciences well fits him for his position, has been largely respon- sible for the regular work of the Division for over three years, during which Dr. Carr has been “lent” to the Educational Policies Commission, to serve as its Ex- ecutive Secretary. Dr. Carr, of boyish appearance and dynamic brain, has served the Commis- sion (joint enterprise of the NEA and its Department, the American Associa- tion of School Administrators) thru the publication of four major reports: The Unique Function of Education in Amer- ican Democracy, The Structure and Ad- ministration of Education in American Democracy, The Purposes of Education in American Democracy, and Social Services and the Schools. lf you have not read that most useful volume, The THE JOURNAL OF Purposes, you owe it to yourself to do so at once. The Policies Commission project for this year is a survey and ap- praisal of what is being done in repre- sentative schools in the way of training for citizenship. The publication on tha; subject which the Commission will issye by June 30, 1940, will be a tremendously significant one. The Division of Rural Service, headed by Dr. Howard A. Dawson, furnishes one of the most intimate connections of Headquarters with the field. Its activities touch closely and directly the lives of thousands of teachers and millions of children. Dr. Dawson has ably led a good deal of the National Education Association’s pleading, on behalf of the children of America, particularly rural children, for federal aid for general edu- cation. Careful analysis of the needs of American education inevitably leads to the conclusion that the only way to sup- ply adequate educational opportunity to all is to “tax the wealth where the wealth is” in order to provide the wherewithal to “educate the children where the chil- dren are.” That very sane policy is all the more justifiable because “where the children are” today is in many cases not the place where they will spend their adulthood. The mobility of our popula- tion makes the education of all the peo- ple the concern of all the people. We must leave the Departments, of which six of the twenty-seven are housed at NEA Headquarters, for another ar- ticle; but we must, before we leave the building for this time, look at the tre: mendously interesting material for American Education Week, November 5-11, which has already begun to move into the field. The publications for the Week have been prepared with much care by committees in the field. They deal with Education for the American Way of Life. It is our duty and privilege as educators to use them in making our communities gratefully conscious of the blessings of the American Way. You who have read this, will you not, with me, dedicate this year to the i crease of our National Education Asso ciation membership, to the end _ that united we may as we never can singl) serve the children of America and assist in the development of citizens who wil appreciate and exemplify our great American democracy? THE NATIONAL EDUCATION ASSOCIATION The Cradle of Democracy HE LOCAL ASSOCIATION is the cradle of democracy in professional organiza- tion. It is close to the people and to the conditions which concern the schools. It is the training ground of leadership; a laboratory for cooperative projects. State and national associations gain in strength as professional attitudes and loyalties are built up thru the activities of local associations. Local, state, and national go forward together. Let the ideal be: One hundred percent enrol- ment in local, state, and national asso- ciations, with every teacher at work on the problems of the profession. The projects outlined on the following pages emphasize the perfecting of our associa- tions, the improvement of teacher status, the betterment of the schools, and the enrichment of community life. Let each local association work actively on one or more of these projects. United We Stand | OCAL, STATE, AND NATIONAL education as- sociations are but three phases of one whole. They must advance together if the best interests of the schools are to be served. Our problems are so great that we need the full force of a united pro- fession. Allinclusive membership gives stability and assures support for the im- portant work of our associations. It is suggested that there be allinclusive dues, including whatever sum may be agreed upon for the local and state, plus $2 for the national. An allinclusive member- ship card is now available. A number of local associations have already gone for ward on the allinclusive basis. Let each local association look forward to adopt- ing this plan after full discussion of the problems involved and values to be re- ceived. By wise leadership every teacher can be led to cooperate in putting the plan into effect. State Association Projects FE H STATE ASSOCIATION has a continu- ing program of teacher welfare and educational improvement designed to meet conditions in its state. This pro- gram needs the support of every teacher. Let the local association perfect plans to keep every member informed about the State association program and active in its behalf. Where this program involves proposed legislation, a committee of the local association should keep in touch with local candidates for the legislature before election and with representatives after election. Leading citizens can be interested in improved educational legis VOLUME 28, NUMBER 7; OCTOBER Projects for LOCAL ASSOCIATIONS Willard E. Givens EXECUTIVE SECRETARY NATIONAL EDUCATION ASSOCIATION WASHINGTON, D. C. PERSONAL IGROWTH LEAFLET| NUMBER 55 PERSONAL GROWTH LEAFLETS These leaflets are published under the Hugh tirch-Horace Mann Fund. Among titles now available are: The Challenge of a United Profession The Story of the NEA NEA Platform and Resolutions The Story of American Education Week Future Teachers of America Suggestions for FTA Organizers Programs for FTA Clubs and Chapters The American Plan of Education The First State Normal School in America Our Faith in Education Individual Guidance thru the Schools Your Citizenship in the Making Send_ self-addressed, stamped envelop for latest list of titles or send a one dollar bill asking for a complete assortment of Personal Growth Leaflets issued to date. Order from THe Nationa EpucaTIon ASssocraTION Washington, D. C. lation thru personal conference. They may well be invited to advise with com- mittees of the local association. Without becoming involved in partisan quarrels teachers should use their ballots and in fluence to keep in office true servants of the common welfare. Teacher Welfare Projects OR MANY YEARS the NEA in coopera- tion with state and local associations has led in a program of teacher welfare to which the ablest leaders in the profes- sion have given their best planning. This widening program is reflected in 1939 the work of NEA committees and in the titles of Research Bulletins and other publications. It includes such matters as salaries; tenure; sick leave and sabbati- cal leave; teacher load; and retirement. In each of these fields conditions vary widely in different sections; some areas are more advanced than others. In some cases legislation is required; in others local boards have power to improve con- ditions. Working with the school ad- ministration and with the state associa- tion, the local association can gather facts and formulate a longtime program of action. Call on your state and na- tional associations for help. Educational Interpretation Projects ' | NESE INCLUDE such enterprises as: American Education Week Systematic home visitation by teachers The study of the school in the school School news service to local papers Group listening to educational and civic radio programs Establishing a shortwave school radio station to serve the community Public forums and mass meetings Popular goodwill, understanding, and articulate support are essential to the stability of the schools during this pe- riod when they must compete for public funds with highly aggressive demands for roadbuilding, armament, public em- ployment, and social security on the one hand, and with the campaigns of tax re- ductionists on the other. Not to be ac- tive now may mean much lost ground. Watch Tue Journat or write the NEA for suggestions. Federa! Aid Project EDERAL AID to equalize educational op- portunity is vital to the welfare of the schools and the nation. To obtain fed- eral aid legislation requires vigorous and sustained cooperative action, based upon a thoro understanding of the con- ditions which make such aid necessary. The alert local association will keep its members informed as to federal aid leg- islation under consideration by Con- gress. A special committee may well be given responsibility for organizing the community in support of such legisla- tion. Familiarize citizens with steps the federal government has already taken to aid the schools. Show that federal aid to state school systems is an extension of the principle of state aid to local dis- tricts. Ask influential citizens to keep in touch with their representatives in Congress. Write the NEA for informa- tion and suggestions. [ 215 | The Future Teachers Project Fay TEACHERS OF AMERICA, which grew out of the Horace Mann Cen- tennial, is a project of the National Education Association and its affiliated state and local associations. Its aim is to improve the character of American life by improving the quality of the people who take up teaching as a career. In highschools young people expecting to be teachers form FTA clubs. In colleges young people preparing to be teachers form FTA chapters, whose members are junior members of state and na- tional education associations. By work- ing on projects, FTA groups learn the art of professional and civic cooperation. Local education associations may well sponsor FTA clubs in highschools and hold occasional joint meetings with them. For further information see Per- sonal Growth Leaflets 11, 161, and 162, or write the NEA. Good Fellowship Projects z= Is IMPORTANT for people who are to work together to know and enjoy one another. There may well be several oc- casions each year to bring members to- gether in happy association. These need not be allowed to become a burden in either time or expense. They may in- clude such projects as breakfasts, lunch- eons, or dinners; picnics; social evenings in various homes; afternoon teas. Pro- vision for group singing is one of the best ways to insure the success of such occasions. An association glee club or quartet may be organized. Some local associations have a dramatics section for members interested in studying and giving plays. Others encourage mem- bers to join in reading groups, hikes, nature walks, swimming or dancing parties. Still others have their own bow!l- ing teams, sponsor golf matches, hold tennis and badminton tournaments. Cooperative Projects | agnor thru which teachers work together for mutual help and im- provement include: Maintaining a local association library or reading group. Establishing credit unions, which en- courage systematic saving and facilitate borrowing at reasonable rates. Providing special financial assistance for teachers in need or emergency. Sponsoring group hospitalization. Carrying cooperative group insurance. Organizing or work- ing thru consumers cooperatives for buying books, food, clothing, gas, oil, and supplies. Write to the National Education Association for material on [ 216 | credit unions and cooperatives. Write to the Farm Credit Administration, Washington, D. C., for suggestions on starting and conducting credit unions. For information on cooperatives, ad- dress the Cooperative League, 167 West 12th Street, New York City. Civic Projects é' | "EACHERS by the very nature of their work occupy positions of leadership, and should constantly use their influ- ence to promote community welfare, which opens up a wide range of projects such as: Lecture and entertainment courses Public forums Community Chest campaigns Community cleanup days Development of recreation facilities Community surveys and planning School and community beautification Citizenship Recognition Day Any project which improves living conditions in the community is worthy of teacher support, and the fact that teachers are active in behalf of the com- mon welfare puts them in a better posi- tion to teach citizenship and at the same time attaches public importance to civic responsibility. School and Community Beautification HRU A PROGRAM of school and com munity beautification, the local asso- ciation can make a valuable and lasting contribution. Secure the students’ co- operation in making and carrying out a detailed and careful plan. Work out a schedule so that there will be flowers in bloom on the schoolgrounds thruout the spring and summer. Have an annual ceremony for the planting of trees on the grounds by each graduating class. Sponsor flower shows. Organize school garden clubs whose members will, upon request, go into the community and plant or take care of flower gardens. Cooperate with community garden clubs in improving the appearance of your city. Endeavor to arouse civic pride until the entire community is seeking to make homes, lawns, and public build ings more attractive. This project helps citizens to appreciate the school. Citizenship Recognition Day 0: OF THE most effective civic projects which any local association can spon sor is Citizenship Recognition Day. Such a recognition service should be conducted under the schools, which represent all the people, as a logical climax to their work in civic education. Working in cooperation with other edy- cational, civic, and religious groups, plan a special ceremony for George Washington’s birthday, February 22, at which all youth in the community who have become of age within the year or who will become of age before election day in November, and all naturalized citizens, will receive public recognition, The ceremony may be preceded by spe. cial study groups devoted to a consider. ation of our American ideals and way of life. The local club or chapter of Future Teachers of America may well have a prominent part in this enterprise, Effective Working Arrangements | AVE a headquarters office where busi- ness can be carried on and meetings held. This may well be located in the building from which the schools are administered. Have a system for distributing im- portant information, by means of bulle- tins, letters, or telephone calls. Informa- tion prepares for action. Work with other professional and lay groups in the community on common problems. Actively support worthy com- munity enterprises. Keep a committee at work on a long- time program of projects and goals. Make regular checkups and surveys to estimate progress and discover needs. Assign every member to some project. Systematically train members in par- liamentary procedure and the art of conducting meetings and leading dis- cussions. Cooperative Action the Real Test | | 7 at does professional organization mean to you? Does it mean merely paying dues in one or more associations? Does it mean merely talk? Or does it mean action in a cooperative enterprise to which you give not only your money and your voice but your time and your heart—to the building of a better profession, to the improvement of the schools, to the safeguarding ot American institutions? Rabindranath Tagore, the great teacher of India, de- fines happiness: “Man’s abiding happt- ness is not in getting anything but in giving himself up to what is greater than himself, to ideas which are larger than his individual life, the idea of his country, of humanity, of God. His exist- ence is miserable and sordid till he finds some great idea which can truly claim his all.” | Second printing. Total copies 242,000] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ie eee eee, ee ee, ee ee A f sk w w RURAL-SCRIOOL SERVICE « *« * As A SPECIAL SERVICE to rural schools, THE Journat publishes here Personal Growth Leaflet Number 73, “Teaching Materials for Rural Schools” by Howard A. Dawson, director of rural service, NEA. This and other leaflets may be had in any quantity or combination at one cent each—no order for less than 25¢; cash with orders for $1 or less. Order from the National Educa- tion Association, Washington, D. C. For list of Personal Growth Leaflets issued to date, see page 223 of this JourNAL. Aids for Teachers In coLLectinG free or low-cost teaching materials, seek first the aid of your own state—the agricultural colleges, universi- ties, teachers colleges, state and county libraries, museums, and state departments. For example, the following bulletins are free from the state department of educa- tion: The Community as a Source of Ma- terials of Instruction |Georgia]; and Spe- cial Opportunities of Small Rural Schools [Pennsylvania]. Next find out what na- tional sources can furnish. Two pamphlets by Mary Dabney Davis, Helps for Teach- ers and Teaching Aids for Teachers {both free from U. S. Office of Education, Wash- ington, D. C.] list charts, maps, bulletins, and films available from many sources including the government. Helpful year- books available from the National Educa- tion Association, Washington, D. C., are: Aids to Teaching in the Elementary School [1934, 416p. $2]; Materials of Instruction [1935, 242p. $2]; and Community Re- sources in Rural Schools | 1939, 109p. 50¢ |. Building the School Library A sHELF oF Books for a one-room school and longer lists are given in Rural School Libraries {NEA Dep't of Rural Ed’n, Washington, D. C. 50¢ |. Graded booklists may be secured at low cost from the American Library Ass'n, 520 N. Michigan Drive, Chicago, IIl., price- list on request. From the Ass'n for Child hood Ed’n, Washington, D. C., may be secured: Selected List of Ten-Cent Books [1939, 12p. 15¢] and Bibliography of Books for Young Children |1939, 64p. 50¢]; also a pamphlet on Uses for Waste Materials | 1939, 12p. 20¢|. Aids in Book Selection for Secondary School Libraries may be ordered from Sup’t of Documents, Washington, D. C., 5¢. Good References is a series of leaflet bibliographies on sub- jects of interest to rural schools; single copies free from U. S. Office of Ed’n, Washington, D. C. A Guide to the Litera ture of Rural Life, Federal Council of Churches of Christ in America, N. Y., lists over 500 titles | 1939, 15p, 10¢]. 1936, 9g6p. VOLUME 28, NUMBER 7}; OCTOBER Using Government Publications A LIMITED NUMBER of publications of the federal government are free and may be requested from the agency which pub- lishes them. All material for which a charge is made should be ordered from the Sup’t of Documents, Washington, D. C. Send coin, money, or check. Do not send stamps. Free pricelists of government publications may be secured from the Sup’t of Documents, for example on Education; Foods and Cooking; Health; Farm Man- agement; Plants; Roads; Birds and Wild Animals; Handy Books; and others. The United States Information Service, Wash- ington, D. C., answers inquiries and serves as a clearinghouse for information about the government. It supplies free a chart of the federal government and a Digest of Current Federal Agencies, which reveal sources of material. “New Government Aids for Teachers” is a helpful feature of School Life, monthly magazine of the U. S. Office of Ed’n [subscription $1 a year, Sup’t of Documents |. The Department of Agriculture EVERY RURAL SCHOOL may well write to the U. S. Department of Agriculture, Wash- ington, D. C., for its latest List of Avail- able Publications. This free booklet de- scribes the wealth of free and low-cost material available from the Dep’t and its numerous Bureaus, such as Farmer’s Bul- letins and Leaflets; the Educational Series of the Weather Bureau | free to highschool teachers, 10¢ to others]; consumer infor- mation from the Consumers’ Counsel Di- vision; educational charts on agriculture and home economics; photographs; maps; posters; and loan exhibits. The Extension Service, which sponsors the 4-H Clubs, produces still and motion pictures for loan and purchase; catalog on request, also pricelist of film strips. Copies of many Dep't publications, including the Year- book, may often be obtained free thru a Senator or Representative in Congress. The “Farm and Home Hour” broadcast daily by the Dep’t may well be a part of the rural-school curriculum. 1939 Guidance in the School For ADVICE on guidance aids, write to the Occupational Information and Guidance Service, U. S. Office of Ed’n, Washington, D. C. Consult Wilma Bennett’s Occupa- tional and Vocational Guidance: A Source List of Pamphlet Material [H. W. Wilson Co., N. Y. 1938, $1.25]. Vocational Train- ing for Older Rural Youth is a free bulletin from the Vocational Division, U. S. Office of Ed’n. Young Men in Farming, Bulletin 188, 1936, may be secured for 15¢ from the Sup’t of Documents. Inexpensive leaflets useful in guidance work include: [1] Per- sonal Growth Leaflets, described on page 223 of this JournaL. No. 53 is on “Individ- ual Guidance thru the Schools.” [2] Merit Badge Library, Boy Scouts of America, 2 Park Ave., N. Y., over a hundred pam- phlets on vocations and hobbies, 20¢ each. |3] Guidance Leaflets on many vocations, by the Office of Ed’n. Price 5¢ each from Sup’t of Documents. [4] Occupational Pamphlets, 25¢ each, Occupational Index, Inc., New York University, N. Y. Health, Safety, and Recreation For A FREE LEAFLET on Health Education Material for Teachers, write to the Amer- ican Ass’n for Health, Physical Ed’n, and Recreation, Washington, D. C. Safety Ed- ucation thru Schools |NEA, 1938, 64p. 25¢| has a section on “Where Safety Edu- cation Aids May Be Obtained.” Physical Education in Small Rural Schools may be secured for 25¢ from Calif. State Dep’t of Ed’n, Sacramento. Music Education in Small Rural Schools, | Bulletin 370, 1939 | is free from Dep’t of Public Instruction, Harrisburg, Pa. Pricelists and free material may be obtained from the following: [1 | In Washington, D. C.: the NEA [ask for Health Ed’n Publications pricelist |; Allied Ycuth | temperance ed’n ]; and U. S. Public Health Service of the Treasury Dept. [2] In New York City: Nat'l Recreation Ass’n, 315 4th Ave.; American Social Hygiene Ass'n, Nat'l Society for Prevention of Blindness, and Nat'l Tuberculosis Ass’n, all at 50 W. soth St. [3] Jn Chicago: National Safety Council, 20 N. Wacker Drive. On Geography and History Tue Scuoot Service Dep't, Nat'l Geo- graphic Society, Washington, D. C., will supply, free to teachers, sample copies and pricelists of its materials. For 25¢ postage, schools may get a year’s subscription to the free illustrated weekly, Geographic News Bulletin, of the Society. Highway Trans- portation: Basic Source Material for School Activities is a 52-page bulletin free from | 217 | Ass'n for Childhood Ed’n, Washington, D. C. A useful bibliography for rural schools is Government Publications of Use to Teachers of Geography and Science | Leaflet 31, U. S. Office of Ed’n, 10¢ from Sup’t of Documents]. Free from Sup’t of Documents are pricelists No. 53 on Maps; No. 35 on Geography and Explorations; and No. 50 on American History and Biog- raphy. Sample maps may be secured from the Geological Survey, U. S. Dep’t of In- terior. A catalog of the American Guide series, which includes many states and cities, is free from WPA, 1734 N. Y. Ave., Washington, D. C. On Current Affairs SocIAL sTupiEs materials for rural schools are listed in Understanding Our World, free leaflet by State Ed’n Dep't, Albany, N. Y. The Civic Ed’n Service, Washington, D. C., publishes The American Observer and other school newspapers without ad- vertising. For free pamphlets on coopera- tives, write the Farm Credit Administra- tion, Washington, D. C. Over 600 free or inexpensive pamphlets are listed in Public Affairs Pamphlets, Office of Ed’n Bulletin 3, 1937, and Supplement |10¢ each, Sup’t of Documents]. Low-cost pamphlet series for school use are: [1] Building America [425 W. 123 St., N. Y., monthly 30¢]; [2] Public Affairs Pamphlets | 10¢ | and Head- line Books |25¢| from Silver Burdett Co., N. Y.; [3] American Ed’n Press pamphlets {40 S. 3 St., Columbus, Ohio, 15¢]. Write the publishers for titles. The Radio Calen- dar issued each November |free on re- quest] by the American Ass’n of School Administrators, Washington, D. C., lists programs suitable for school listening. On Science and Nature Study Tue Cornell Rural School Leaflets contain excellent material for upper eiementary grades. A year’s subscription is 50¢ from Office of Publication, College of Agricul- ture, Ithaca, N. Y. The Science Guide for Elementary Schools, published monthly except June and July, is $1.25 a year from the Calif. State Dep't of Ed’n, Sacra- mento. Write to the U. S. Forest Service, Washington, D. C., for its free list of Mate- rial of Interest to Teachers, including bul- letins, posters, film strips, and lantern slides. Science and the Young Child is a 40-page booklet, 35¢ from the Ass’n for Childhood Ed’n. Can you begin a Chil- dren’s Forest in your county? Free from the College of Agriculture, University of Wisconsin, Madison, is a bulletin on For- estry 4-H Club Work. Membership in the Junior Audubon Clubs costs each child 1o¢ a year. Sponsored by the Nat'l Ass’n of Auduton Societies, 1775 Broadway, N. Y., [ 218 | the Clubs study birds, animals, and con- servation. On Conservation Wuar price AMericaA?—the text of radio programs on conservation—is free from U.S. Dep't of Interior. Helps in Teaching Conservation in Wisconsin Schools is a 102-page bulletin free from State Dep’t of Instruction, Madison. Little Waters, an il- lustrated booklet, and other materials in- cluding “Soil Conservation Charts” are free from Soil Conservation Service, Wash- ington, D. C. Conservation in the Educa- tion Program, Office of Ed’n Bulletin 4, 1937, is 10¢ from Sup’t of Documents. Bib- liographies 70, 71, and 72 on “Conserva- tion Education in Elementary Schools” are free from the Office of Ed’n. An illustrated booklet, Birds of the States, may be ob- tained for 25¢ | 10¢ in lots of ten or more | from American Nature Ass'n, 1214 16th St. N. W., Washington, D. C. Free and low- cost material may be obtained from the Emergency Conservation Committee, 734 Lexington Ave., N. Y. Farm Forestry | Office of Ed’n Bulletin 196, 1939] is 15¢ from Sup’t of Documents. Films and Other Visual Aids Tue U. S. Firm Service, Nat'l Emergency Council, Washington, D. C., will supply free a Directory of United States Govern- ment Films. Two films for rural schools are rent-free from this Service, 16 or 35mm: The River and The Plow That Broke the Plains. Other sources of films are state governmental bureaus, college and university extension services, and in- dustrial organizations. The Educational Film Catalog | 1936, $2| and yearly Sup- plements, published by H. W. Wilson Co., N. Y., list over a thousand instructional films. Write to Yale Univ. Press Film Serv- ice, New Haven, Conn., for an illustrated booklet describing The Chronicles of America, historical photoplays. Two pam- phlets by the Office of Ed’n may be ob- tained from Sup’t of Documents: Sources of Visual Aids and Equipment for Instruc- tional Use in Schools |Pamphlet 80, 10¢ | and School Use of Visual Aids | Bulletin 4, 1938, 10¢ |. Many museums will furnish at low cost photographs of their materials. Organizations for Rural Youth Senp for a copy of Rural Youth in Farm Organization and Other National Agency Programs, American ,Council on Ed’n, Washington, D. C., 1939, 30¢. Informa- tion about each organization may be se- cured from the sponsors, such as: The Juvenile Grange, sponsored by the Nat'l Grange, 1343 H St., N. W., Washington, D.C. Farmers Union Juniors, by the Farm- ers Ed’l and Cooperative Union of Amer- ica, Oklahoma City, Okla. Junior Farm Bureau by American Farm Bureau Federa. tion, Washington, D. C. Youth Section of American Country Life Ass’n, 297 4 Ave,, N. Y. |free handbook]. Boys’ and Girl, 4-H Clubs by Extension Service, U, §. Dep't of Agriculture. Future Farmers 0 America by the U. S. Office of Ed’n, Wash. ington, D. C.; and Future Teachers of America by the National Education Ass’p |see Personal Growth Leaflets 11, 161, 162]. Parent-Teacher Associations by Nat'l Congress of Parents and Teachers, 600 S, Michigan Blvd., Chicago, III. Material for Special Days and Weeks American Education Week, Nov. 6-12, 1939. “Rural School Packet” from the NEA, Washington, D. C., 50¢. Children’s Book Week, Nov. 12-18, 1939. Manual free from Book Week Headquar- ters, 62 W. 45th St., N. Y. Arbor Day, March or April—Free Arbor Day leaflet from Dep't of Agriculture. Pan American Day, April 14. Free helps from Pan American Union, Wash., D. C. Child Health Day, May 1. Free helps from Children’s Bureau, Washington, D.C. Horace Mann’s Birthday, May 4. Free helps from the NEA, Washington, D. C. Music Week, first week in May—Helps from Nat'l Music Week Committee, 30 Rockefeller Plaza, N. Y. World Goodwill Day, May 18 {also Armistice Day, Nov. 11|—Helps from Foreign Policy Ass'n, 8 W. 40 St., N. Y. or World Peace Foundation, Boston. A 55- page pamphlet | 25¢ from NEA] is on /n- ternational Relations: Services and Activi- ties of 174 Organizations. NEA Service to Rural Teachers Tue National Education Association serves the rural teacher in many ways: First, thru its Department of Rural Education which publishes many fine bulletins in- cluding: Newer Types of Instruction in Small Rural Schools | 1938, 144p. 50¢ | and Community Resources in Rural Schools | 1939, 1ogp. 50¢]. Second, thru the Div sion of Rural Service at NEA Headquar- ters, and third, thru special committees, such as the Committee on the Economic Status of the Rural Teacher, whose report, Teachers in Rural Communities, may be secured from the NEA for 25¢. A pam- phlet summarizing this report, entitled 4 Fair Start in Life for the Country Child, may be secured for 10¢, quantity discounts. THe JourNnav publishes each month on its “Rural School Service” page, sources of free and inexpensive materials. Radio programs of the NEA are described in free leaflets which may be obtained from the NEA for distribution to parents and citizens. | Second printing. Total copies 242,000] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ELEMENTARY-SCRIOOL SERVICE « * * The Teacher She sees beneath each ugly duckling’s down The shining feathers of the swan to be. She knows there lies some hidden brilliancy Within each chrysalis of dingy brown. She checks no awkward strivings with a frown, But by an understanding smile sets free The prisoned power which, by example, she Directs toward service rather than renown. She plows and harrows, sows the fertile seed And watches till the grain is fairly grown, While always minist’ring to others’ need She never claims the harvest for her own. Now may she teach to others her profes- ston— To guide and love and never claim posses- sion. —Katherine Dummer Fisher This sonnet, which was sent to THE JournAL by Carleton Washburne, superin- tendent of Winnetka, Illinois, schools, was written by an appreciative parent to Marion Carswell, former principal of the Hubbard Woods School in Winnetka. To the Boys of America —“Of course what we have a right to expect from the American boy is that he shall turn out to be a good American man. Now the chances are strong that he won’t be much of a man unless he is a good deal of a boy. He must not be a coward or a weak- ling, a bully, a shirk, or a prig. He must work hard and play hard. He must be clean-minded and clean-lived, and able to hold his own under all circumstances and against all comers. It is only on these conditions that he will grow into the kind of a man of whom America can really be proud. In life as in a football game the principle to follow is: “Hit the line hard; don’t foul and don’t shirk, but hit the line hard.’—Tueopore Roose- veLT, whose birthday is October 27. Other notable birthdays in October are: James Whitcomb Riley, poet, October 7; Richard E. Byrd, explorer, October 25. Give a copy of “The Code of the Good American,” Leaflet No, 62, to each child in your classes. Ask them to compare the Code with Theodore Roosevelt's Message. For in- formation on ordering Personal Growth Leaflets, see page 223 of this JourRNAL. Personal Growth VOLUME 28, NUMBER 7; OCTOBER Practical rather than theoretical is the 1939 Yearbook of the NEA Department of Elementary School Principals on En- riching the Curriculum for the Ele- mentary-School Child. This 480-page book describing the experiences of more than fifty teachers, principals, and cur- riculum experts, is $2 (free to members) from the Department, 1201 Sixteenth Street Northwest, Washington, D. C. Yellow crayon in place of white has been used in many schools for several months, and already in Wisconsin an outbreak of lead poisoning has been found among school children. When the air in the classrooms was tested for lead, the contamination was found to be sev- eral times greater than that which would be tolerated by public health authorities in factories doing processing of lead pig- ments, glazes, and similar materials. Use of yellow chalk in schoolrooms was, therefore, banned in the city of Milwau- kee —Consumers’ Digest, June 1939. Blackboard motto: Do the next thing well. Fire Prevention Week, October 8-14, 1939, is a good time to emphasize correct procedure for fire drills. The Pennsyl- vania Department of Instruction recom- mends this student-conducted drill: When the alarm is sounded, pupils rise and walk out without books, hats, or wraps, walking rapidly but not running. When “United States Fair’’ — Fifth-grade children of Cadwala- der School, Trenton, New Jersey,areshown above with the ex- hibits created for their “United States Fair,” inspired by a visit to the World's Fair. A colorful wall map of the United States, made from a small map, involved scale drawing to en- large the map and arithmetical skill in measuring. From this map hung streamers leading to various state exhibits. Correspondence with fifth-grade 1939 lines are at least fifty feet away from the building and clear of fire hydrants, pupils face the building but remain in line. Room monitors, one for every two windows, close their windows and follow the room lines. Room captains, who stand at the doors of their respective rooms until all pupils and teachers are out, close the door, report the number of the room to the fire marshal, and take their places in the room line. Other captains inspect halls, toilets, and cloakrooms, and report to the fire marshal who is stationed at the main exit with pad and pencil to check all occupants as the building is emptied by numbers given by respective room captains. Hallowe’en—Why not let the children design, construct, and paint their own Hallowe’en masks? Natural clay or plas- ticine is used in modeling the face on a board. When the clay dries, the model is covered with strips of paper toweling or newspaper soaked in water and soaked in paste. The dry clay should be greased with vaseline and then the strips of wet paper carefully laid over the model and pressed in all crevices. Layers may be added to secure the thickness desired. Allow the mask to dry. Remove, trim, cut desired opening, shellac and paint with tempera paints, then shellac the painted surface—From Creative Hands and Purposeful Activities in the Ele- mentary School, Industrial Arts Bulletin 333, 61 pages, 1939, Department of Pub- lic Instruction, Harrisburg, Pennsylvania. children in the capital cities of other states and with state governments brought sample products—Ruth S. Hinterberg, teacher. 219 | w Ww 6 FIIGHSCRHIOOL SERVICE «§ « « Youth’s Oath of - Fidelity—The “Oath of the Athenian Young Man” [see Per- sonal Growth Leaflet No. 21, A Golden Treasury of Beauty and Wisdom, page 7| has been adapted for American youth by Robert T. Hill of the National Youth Administration under the title, “Youth’s Oath of Fidelity”: Upon our honor we will never bring disgrace to our country or community by any act of dishonesty or cowardice. We will strive, alone and together, for our ideals, and for those of our homes and country. We will revere and obey the law, and do our best to incite a like respect and rever- ence in those about us. We will strive un- ceasingly to quicken the civic spirit and public regard for earnest performance of public duty. We will always aim to main- tain and perfect our traditions of public trust and public honor. We acknowledge our inheritance from the past, our privi- leges of the present; we promise to transmit them unblemished to the future. For Business Training Classes—Send for Personal Growth Leaflet No. 121, How to Become an Expert Typist by Stella Willins, international woman champion typist. For a complete list of Personal Growth Leaflets with prices see page 223 of this JouRNAL. Town Hall of the Air—weekly radio broadcast on problems of American democracy—will begin its new series October 5 at 9:30 pm Est. These pro- grams may well be discussed by classes in social science, English, and public speaking. To purchase study guides and other listener aids, write to Town Hall Advisory Service, 123 West 43rd Street, New York City. For Classes in Social Studies—W rite the Treasurer of the United States, Wash- ington, D. C., for copies of The Graphic Story of United States Savings Bonds. The Quiz Assembly Program—The popularity and educational value of such radio programs as “Information, Please,” “Ask-It-Basket,” and “What’s My Name?” inspired us to adapt this method to our all-school assembly pro- grams. The students formulate the ques- tions and a small committee classifies [ 220 | them in certain groups, such as music, local facts, personalities, sports, lan- guages, travel, historic events, and for- eign news. The program must not be overweighted in one specific field. Fac- ulty members also prepare questions in their respective fields. Students act as judges, timekeepers, scorekeepers, and musical “authorities.” We use our public address system and each student is given instruction in using the microphone cor- rectly. If answers are not forthcoming in the allotted time, the audience is asked to give the answer. This contestant- audience participation is a feature of the program that brings about keen atten- tion on the part of everyone. The quiz assembly makes integration of subjects more natural. Students read newspapers and textbooks more thoroly; they are more observing and more critical of their answers.—John ]. Gach, teacher of social studies, Highschool, Janesville, Wisconsin. A plan for enriching the curriculum without unduly increasing the per capita cost of instruction is outlined in Bulletin 291 on Directed Correspondence Study in the Field of Secondary Education, by the Pennsylvania Department of Public Instruction, Harrisburg, 1938, 79p. Free. For History Classes—A useful pamphlet is Headline Book No. 15, Shadow Over Europe: The Challenge of Nazi Ger- many by Shepard Stone, published by the Foreign Policy Association. Single copy 25¢ from Silver Burdett Company, New York City; quantity discounts. For Your Classroom or Study Group— Twenty-four recordings of the outstand- ing educational radio series, “Americans All—Immigrants All” are now ready. For a purchase order blank, write to the Federal Radio Education Committee, U. S. Office of Education, Washington, D. C. If you have a phonograph you can use the recordings. A Handbook and Manual are sent free to purchasers of the recordings; to others the cost is 25¢ for the two publications. Here is a new approach to the teaching of tolerance and goodwill toward all peoples who make up our American democracy. For an Outstanding AEW Observance— Send for a copy of the special High- school Packet which gives plays, assem- bly programs, and other suggestions for making the most of American Educa- tion Week in your school. 50¢. The first bulletin of the Florida Pro- gram for the Improvement of Instruc- tion is now available. Its title is Source Materials for the Improvement of In- struction and includes valuable aids for teachers in grades 7-12. Price 55¢ post- paid from M. L. Stone, Florida Cur- riculum Laboratory, P. K. Yonge Lab- oratory School, Gainesville, Florida. Democracy in Little America —The practice of democracy within the school is not only a splendid thing for the child and for the school; it is the safe- guard of our national democracy. But for the good of the school child, that he may be spared the pains of disillusion- ment, there should be some way to help him understand the difference between the controlled and kindly environment which constitutes the schoolroom democ- racy, and the extremely variable and competitive environment of the world in which we live. It is easy for a teacher, heading a miniature society, to be gener- ous with superlatives when appraising the work of his pupils. Too many gradu- ates have the feeling of complete mas- tery, a feeling nourished by teachers who instead of giving the students more to master, stop at praising them for the perfection with which they mastered their most recent task. It is our respon- sibility to encourage students always. But to withhold superlatives in our ap- praisals, and to substitute additional problems of research and study and activity would be more profitable to all than to cause the young to bristle with selfsatisfaction because of an accomplish- ment which the world will regard with mild favor or ignore altogether.—How- ard C. Aley, teacher, Youngstown, Ohio. Over 30,000,000 young people will enrol in the nation’s schools this fall: 21,750,- 000 in elementary schools; 7,200,000 in highschools; and 1,400,000 in colleges and universities. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION « *« * TEACRIER-EDUCATION SERVICE « « x UNLESS WE CAN AGREE on what the values of life are, we clearly can have no goal in education, and if we have no goal, the discussion of methods is merely futile.— James Truslow Adams, The normal school is now a century old. In that period it has grown from an in- fant institution in a little but historic Massachusetts town to the stature of a giant, one perhaps a bit uncoordinated and lumbering but of a power of which even its partisans are not aware. One sa- lutes with particular fitness those found- ing fathers who brought that infant insti- tution into existence. . . . In its single- ness of purpose, the American normal was from the beginning a professional institution. It envisioned for its students no other prospect but teaching.—A. L. Crabb, professor of education, George Peabody College for Teachers, Nashville, Tennessee. Teaching as a Career—In answer to youth’s inevitable question, “What shall I be?” the Institute for Research, 537 South Dearborn Street, Chicago, is pub- lishing a series of monographs giving a panoramic view of “what there is to be.” One of the most notable of the mono- graphs is number 52, “Teaching as a Career,” which is worthy of study by every prospective teacher. Write to the Institute for prices. The Twentieth Century Teachers College Replaces The Nineteenth Century Normal School 189 179 169 159 149 139 129 Number of Institutions © © 1839 1849 1859 1869 1879 1889 1899 1909 1919 1929 1939 This chart is from the Eighth Annual Report of the President of Wilson Teachers College, Washington, D.C. Future Teachers of America—At its San Francisco convention, the NEA adopted the following resolution: The National Education Association commends the movement growing out of the Horace Mann Centennial, known as Future Teachers of America, and urges leaders in local, state, and national associa- tions to give it their hearty support. For information concerning this move- ment and application blanks for securing a charter for Future Teachers groups, address the National Committee, FTA, 1201 Sixteenth Street Northwest, Wash- ington, D. C. Cooperation in the Improvement of Teacher Education—This statement by the Commission on Teacher Education of the American Council on Education, which is making a study of the educa- tion of teachers “from the time they de- termine to enter the profession to the time they withdraw from it,’ may be secured free from the Commission at 744 Jackson Place, Washington, D. C. American Association of Teachers Col- leges—The current officers of this NEA department are as follows: President—Charles C. Sherrod, presi- dent, State Teachers College, Johnson City, Tennessee; vicepresident, Frank D. Mc- Elroy, president, State Teachers College, Mankato, Minnesota; secretary-treasurer, Charles W. Hunt, president, State Normal School, Oneonta, N. Y.; executive committee, Marvin S. Pittman, president, South Georgia Teachers Col- lege, Collegeboro, Georgia; Frank E. Baker, president, State Teachers College, Mil- waukee, Wisconsin; H. L. Donovan, presi- dent, Eastern Kentucky State Teachers College, Richmond, Kentucky. For American Educa- tion Week—A packet of material to aid teachers colleges in their celebration of American Education Week may be se- cured from the NEA for 50¢. VOLUME 28, NUMBER 7}; OCTOBER 1939 Fellowships for Teachers—One of the recommendations growing out of the Regents’ Survey of the schools of New York State is the establishment of fel- lowships worth $500 plus the teacher’s present salary. The purpose of these scholarships would be to recognize out- standing teaching and to permit a year of travel, further study, or rest. Many deans keep a supply of Personal Growth Leaflets (see page 223) on a table in their outer office for students to read while waiting for conferences or to take with them. Study of Local Institutions—Practical experience in planning and carrying out community field trips is offered to stu- dents at Ball State Teachers College, Muncie, Indiana. Local institutions such as religious organizations, hospitals, po- lice and fire stations, and newspaper of- fices are visited for the cultural value to the college student; for subjectmatter and experiences applicable to school chil- dren to be taken on such excursions by their teachers; to discover the technics and problems, involved in planning, exe- cuting, and evaluating such excursions with school children. In-Service Education of Teachers is the title of a recent publication of the Penn- sylvania Department of Public Instruc- tion. This bulletin lists the following types of inservice educational activity: Constructive supervision, demonstration and school visits, consultative services, follow-up by teacher-education institu- tions, summer study, extension and home study, professional and cultural reading, travel, sabbatical leave, institutes, pro- fessional organizations and meetings, panel discussions, salary increments, re- tirement plans, tenure legislation, re- search investigations, and school survey. Teacher-Education Service—Your co- operation is invited in the preparation of this page dedicated to the service of all those interested in teacher educa- tion, both preservice (including Future Teachers of America) and inservice. A number of the above items were included at the suggestion of Dr. C. A. De Young, professor of education, Illinois State Normal University, Normal, Illinois. In- formation and suggestions from other readers will be appreciated. [ 221 | * *« * NOTES AND ANNOWNCEMENTS « = « Teachers and the War yy Tue war breaking in Europe as this JouRNAL goes to press places added respon- sibility on teachers and teaching in our own country. It multiplies the need here for intelligence, goodwill, alert citizenship, and the poise required to keep our heads amid confusion and propaganda. It is a challenge to our education associations and to every teacher to do his part in them for it emphasizes anew the helplessness of the individual working alone and the necessity of cooperative action to solve common problems. Executive Committee Meets vey THE EXECUTIVE COMMITTEE of the NEA held its regular fall meeting at As- sociation Headquarters on September 30. Congress on Education for Democracy 3 Presipent Hrwricns attended, ofh- cially, the Congress on Education for De- mocracy at Columbia University, August 15-17. She participated in the seminar con- cerned with definite classroom and school procedures in educating for democracy. Institutes on Professional Relations vy More THAN THIRTY colleges and uni- versities thruout the country from Oregon to the Carolinas have cooperated with the National Education Association and their respective state education associations, dur- ing the past summer, in holding Institutes on Professional Relations. Thru spondence and visits, Miss Charl Ormond Williams as a representative of the Na- tional Education Association worked with institutions and associations in the organi- corre- zation of these institutes, and on June 1 distributed questionnaires to the 38 colleges or universities that had indicated an inten- tion of holding conferences. Below are listed the 31 institutions replying. The four colleges marked by asterisks returned only programs, not full questionnaires. A story concerning the work of these institutes will appear in the November JOURNAL. Arkansas—State Teachers a SC. o Education. Kentucky—Eastern Kentucky State Teachers College, Richmond, June 13-16, R. A. Edwards, director, Training School; Kentucky Wesleyan Col- lege, Winchester, June 19, S. W. Grise, dean; Murray State Teachers College, Murray, June 30, Miss Alice Keys; Nazareth College, Louisville, July 7, Sister Mary Ramona, dean; Union College, Bar- College, Conway, June 9, Denney, head, Department of | 222 | dbourville, June 21, C. R. Wimmer, dean; Univer- sity of Kentucky, Lexington, June 20, William S. Taylor, dean; Western Kentucky State Teachers College, Bowling Green, June 16, Lee Francis Jones. Nebraska—University of Omaha, Omaha, June 12-13, L. O. Taylor, head, Department of Edu- cation. Montana—* Montana State University, Missoula, June 28, Freeman Daughters, dean, School of Education. North Carolina—*University of North Caro- lina, Chapel Hill, June 14-15, Guy B. Phillips, professor. Oklahoma—University of Oklahoma, Norman, June 9-10, Leonard Logan, director, Short Courses, Extension Division. Oregon—Eastern Oregon College of Education, La Grande, July 14, Roy L. Skeen; Oregon Col- lege of Education, Monmouth, July 11, Delmer R. Dewey, professor; Oregon State College, Corvallis, July 12, M. Elwood Smith, director, Summer Ses- sion; Southern Oregon College of Education, Ash- land, July 10, Walter Redford, president; Univer- sity of Oregon, Portland, July 11, Alfred Powers, dean, General Extension Division; University of Oregon, Eugene, July 13, W. G. Beattie, professor. T ennessee—George Peabody College for Teach- ers, Nashville, June 22-23, Doak S. Campbell, Professor of Education; *State Teachers College, Murfreesboro, May 19-20, N. D. Beasley, Dean- Registrar; University of Tennessee, Knoxville, June 30, John A. Thackston, dean, College of Education; and I. Nashville (Negro), June 21, George W. Gore, Jr., Director Tennessee A. State College, of Instruction. South Carolina—Winthrop College, Rock Hill, July 19, Willis D. Magginis, head, Department of Education. Utah—University of Utah, Salt Lake City, June Leroy E. Cowles, dean, Lower Division. West Virginia—Concord State Teachers Col- lege, Athens, July 28, J. F. Marsh, president; “Fairmont State Teachers College, Fairmont, July 14, Joseph Rosier, president; Marshall College, Huntington, June 26, Miss Virginia Foulk, De- partment of Education; Shepherd State Teachers College, Shepherdstown, July 7, 1. O. Ash, head, Education Department; West Virginia University, Morgantown, July 12, A. J. 26-27, Dadisman, Director of Summer Session; West Virginia State College, Institute (Negro), July 31, Harrison H. Ferrell, dean; Bluefield State Teachers College, Bluefield (Negro), July 27, H. L. Dickason, president. City Managers vy Own pace A-49 IN THE JouRNAL for March in discussing the threat to free pub- lic education which is in the movement to abolish boards of education involved a sentence was included about organized city managers. The International City Managers Asso- ciation has made a statement concerning their position upon this subject which we are glad to publish: “This Association has never made any studies or suggested any plan of relation- ships that should exist between school sys- tems and manager government.” THE JOURNAL OF School Bells Thruout the land their echo rings, And each clear tone a vision brings; The nation’s strength and hope and pride Thru far-off years shall e’er abide— While school bells ring, Above the din of crowded street, *Mid ceaseless tread of hurried feet, Thru fruitful fields of countryside, Where hamlets hide— *neath the mountain The school bells ring. Their music tells of opened doors To education’s richest stores. The hand is trained, the mind is freed, The heart is stirred by word and deed— Where school bells ring. Where’er young lives are taught aright That truth and honor are man’s might; That character is life’s chief gain, That brain— righteousness tow rs oer. the There school bells ring. Ring out, school bells, across the sky, Proclaim the cause that ne’er shall die. Thru distant time, in ev'ry clime Where men lift eyes to heights sublime— Let school bells ring. —CHARLES G, REIGNER Relief Wages Higher Than Salaries of Rural Teachers vy Tue New scuepuce of monthly se- curity wages for WPA project workers, effective September 1, 1939, sets monthly salaries higher than those paid to many teachers in the public schools. In region I, comprising northeastern and north central states, the monthly wage of professional technical at $68.90, $76.70, $84.50, or $94.90; the lowest is for counties with no municipality as large as and workers is set 5000 in population and the highest for counties containing cities of 100,000 popu- lation and over. In region II, the mountain and Pacific states, the range is from $78 to $94.90; in region III, the southern states, 55-90, the highest $81.90. Salaries of unskilled and skilled workers are at lower rates. the lowest is The lowest figure set for professional and technical workers on relief, in the rural counties of region III, would add up to $670.80 for a year’s work. Few people would regard such minimum wages as higher than necessary for subsistence. But only four of the thirteen states in region III reported average salaries for country THE NATIONAL EDUCATION ASSOCIATION teac state For for equ area for Th tio wil five on of | NE are Th cate Bro EVE Sw teachers in 1936 as high as $650; in two states the average salary was less than $500. For the whole United States the average for country teachers was $827, which just equals a year’s subsistence wages in rural areas of wage region II and is below that for region I. The National Education Associa- tion on the Air in 1939-40 sx THE NATIONAL EDUCATION ASSOCIATION will sponsor for and in behalf of teachers five or more radio programs each week on national networks. Four of them will be in connection with the American School of the Air, three programs of which the NEA sponsored last year. Arrangements are complete for the following programs. They will be presented on the days indi- cated over the network of the Columbia Broadcasting System for classroom use: EVERY TUESDAY 2:30-3:00 PM EST—Folk Music of America A program of music appreciation adapted to children of the upper elementary grades, junior and senior highschools. The Music Educators National Conference will join the National Education Association in the sponsorship of thi program. EVERY WEDNESDAY 2:30-3 pM Est—New Hori- aes A program of geography and natural histor broadcast from the American Museum of Natu ral History, New York City, cooperating with the National Education Association. EVERY THURSDAY 2:30-3 pM Est—Tales From Far and Near A program of literature adapted to clementary grades sponsored by the Association for Arts in Childhood and the American Library Associa- tion in cooperation with the National Educa- tion Association EVERY FRIDAY 2:30-3 pm EstT—This Living World A program describing and interpreting impor- tant economic conditions, human relationships, and governmental functions. Timely discussions of problems that face America today at hom« and abroad Conference on Elementary Education Conference on Elementary Education sponsored by the Department of Elementary School Princi pals will be held at the University of Wis- consin, Madison, Wisconsin, immediately following the NEA meeting in Milwaukee next July. This two weeks’ conference is x Tue Fourth Annual nw being planned for those persons who are interested in elementary education. For American Education week Ww. “Essentiats of Democracy” (see page 195) may well be brought to the attention of parents and other citizens during Amer ican Education Week, perhaps thru pub- lication in the local paper. VOLUME 28, NUMBER 7; y OCTOBER The Book Week poster, in full color, size 17 x 22 inches, is available from Book Week headquarters, 62 West 45th Street, New York City, at 25¢ a copy. Professional Loyalty vy Miss California, has held continuous member- ship in the National Education Association Minnie Townsenp, Glendale, since 1918. Her teaching experience began in 1889. She has served in Vermont, North Dakota, and California, the last thirty-four years being in Los Angeles. On July 1, 1939, Miss Townsend retired from active service. Her membership in the National Education Association would have expired on August 31. In order to keep it continu- ous and because she is just as interested as ever in education and in the program of the Association she has supported so long, she became a Life Member on September 1. Miss Townsend writes “I hope that my re- tirement and the leisure thus afforded may make possible more study and reveal new opportunities for service along educational lines.” Education in America x Tue Grapuic for 1939 is a special issue devoted to “Educa- tion in America,” with articles by E. C. Lindeman, John Chamberlain, Eunice Ful ler Barnard, John Tunis, Alvin Johnson, William Allan Neilson, Farnsworth Crow- der, Ordway Tead, John Palmer Gavit, Carson Ryan, Jr., and Ben Graham. SURVEY October Retirement for Illinois Teachers vy Wuen Governor Henry Horner of Illinois on July 16 attached his signature to House Bill 499, he ended a fifteen-year effort on the part of the Illinois Education Association and other friends of the schools to secure a safer and more adequate sys- tem of retirement for teachers of that state. 1939 Personal Growth Leaflets yy Test Learvets, described by U. S. Commissioner of Education J. W. Stude- baker, as “most interesting in content” and “filling a specific need,” sell for 1¢ each in any quantity or combination. No orders accepted for less than 25¢. Cash must ac- company orders for $1 or less. Order from the National Education Association, Wash- ington, D. C. The following leaflets are now available: Your Life in the Making Your Mind in the Making Your Health in the Making Your Home in the Making Your Citizenship in the Making Your Personality 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 First State Normal School in America The American Plan of Education Education for Democracy Education in a Living Universe John Dewey’s Pedagogic Creed The Growing Teacher A Golden Treasury of Beauty and Wisdom A Golden Treasury from the Bible Selections from Ralph Waldo Emerson Selections from Abraham Lincoln Sclections from Horace Mann Shall I Go to College? Learning To Be a Leader Franklin’s Plan of Selfimprovement The Tyranny of Bad Habits A Parliamentary Primer The Story of the National Education NEA Platform and Resolutions Individual Guidance thru the Schools Association Projects for Local Associations The Story of American Education Weck Our Faith in Education Horace Mann’s Letter to Young Americans The Code of the Good American Teaching Materials for Rural Schools Seven Adventures in Pioneering True Americanism Student Selfgovernment Have You Had Your Vitamins? Shall I Become a Smoker? How To Become an Expert Typist Suggestions for FTA Organizers Programs for FTA Clubs and Chapters Education for the American Way of Life —~ lear thes Gag on ~- Is This Address Correct? Is the address to which this issue of THE JoURNAL was mailed correct? If not, please fill in the blank below and return it to the National Education Association, 1201 Six- teenth Street N. W., Washington, D. C. NEW ADDRESS Name Address City State OLD ADDRESS Address City State Con page 224 Ne Ne wd * * ONE HUNDRED PERCENT ENROLMENTS «: .. Watch for your school. The rapidly increasing number of schools in cities and counties with every member enrolled has caused your Association lo set aside this section of The Journal to record this significant growth. MORRISTOWN TOWNSHIP, N. J., SCHOOLS HAVE BEEN 100° IN NEA MEMBERSHIP SINCE 1918, Hillside—oldest Completed Enrolments HE FOLLOWING COUNTIES, cities, and individual sav toons renewed their membership 100 percent during August and have continuously enrolled in their national professional organization for the number of years indicated: SIXTEEN Oxu1to—Wearren, Roosevelt TWELVE YEARS Utan—Nebo District, Entire System YEARS Roy P. Stillwell, superintendent SEVEN YEARS Itt1no1ts—Peoria, Lincoln, Longfellow Uran—Juab Dist., Entire System; Provo, Jr. H.S. Farrer SIX YEARS Itt1no1s—Peoria, Kingman _ New York—Syracuse, William H. Taft Utran—Provo, Entire System FOUR YEARS AvtasaMAa—Montgomery, Cottage Hill, Sidney Lanier High; Hope Hull, Pintlala Jr. High Itt1no1s—FPeoria, Lucie B. Tyng we Alfred Vail School—newest THREE YEARS ALaBaAMA—Montgomery County, Entire System ILttnois—Peoria, Douglas, White Wisconsin—W inneconne, Winneconne High TWO YEARS Itt1no1s—Peoria, Columbia Jr. High New York—Syracuse, Bellevue Jr. High, Cleveland, Garfield, Grant, Pere Lemoyne, Merrick, John Nichols, John T. Roberts CURRENT YEAR Syracuse, Thomas W. Provo, Joaquin New Yor« UTAH Meachem [ Cont. from page 223] Prayer for a School For a schoolhouse anywhere I send up a silent prayer: “Christ, great Teacher, bless this place; On it shed Thy love and grace. Teach the teachers; let them see That they shape earth’s destiny. Home and church and school—these three Carry on Thy ministry. As from Thee come growth of seed, So to Thee we bring our need: What to plant and how to sow, That is what we pray to know. Let schools be in Thy pure sight Bethlehems of truth and light.” For a schoolhouse anywhere I send up a silent prayer! —CortiLannt W. Sayres NEA Committee to Cooperate with the American Legion sx Presiwent Amy Hinricus announces the appointment of the NEA Committee to Cooperate with the American Legion on educational matters: Charles F. Dienst, deputy state superintendent of public in- struction, Lincoln, Nebraska, chairman; Fred D. Cram, professor of education, lowa State Teachers College, Cedar Falls, Iowa; J. Frank Faust, 524 Montgomery Avenue, Chambersburg, Pennsylvania; J. N. Poché, teacher, Samuel J. Peters Highschool of Commerce, New Orleans, president, Louis- iana Teachers Association, and State NEA Director for Louisiana; James H. Rich- mond, president, Murray State Teachers College, Murray, Kentucky. Chairman Dienst officially represented the NEA at the Chicago convention of the Legion Sep- tember 25-28. President Hinrichs visited the convention as a special guest. also Catalog of Films for Classroom Use ye A pocument which educators will find exceptionally useful is the “Catalog of Films for Classroom Use,” available from Teaching Film Custodians, Inc., 25 West 43rd Street, New York, N. Y., for 5o0¢. The catalog classifies and describes films produced for theatrical entertainment which the Advisory Committee on the Use of Motion Pictures in Education has selected as useful for educational purposes and especially for classroom teaching. Wil- lard E. Givens, executive secretary of the National Education Association, is a mem- ber of the Advisory Committee. Commer cial owners of the films are making them available to schools for an experimental period of three years. Prints will be fur- nished to bona fide educational institutions for exhibitions groups, with the understanding that admission shall never be charged. Rental fees to be paid by the school to Teaching Films, Inc, before classroom cover the cost of making duplicates, cata: loging, evaluating, and distributing. The schedule of fees for black and white 16 mm pictures per reel of about 400 feet, ranges from $5 for a period of two weeks or less to $30 for the entire three-year period. Strike at the Source of Gambling vy A FEDERAL GRAND jury in Chicago which has been studying the business op erations of one M. L. Annenberg, head of a nationwide wire service dealing in race track news, has decided against indicting the news service as a monopoly under the antitrust laws and [Cont. on page A-144] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION and, ‘oha BOSTON NEW YORK CHICAGO ATLANTA DALLAS COLUMBUS SAN FRANCISCO VOLUME 28, NUMBER 7; OCTOBER 1939 | GANS ' ' eM hss c KEN Y [ A-143 | Now you can save b “nen - ent Jilm HOLMES _ Sound-on- Film all sprocket (no claw) PROJECTORS are so easy on the film that it may be run over and over without tear or injury, thereby mak- ing outright purchase of film a great saving. A few features REAR PICTURE SHUTTER —Has been on Holmes Projectors since 1922. BALL BEARINGS give long life and smooth running ADJUSTABLE APERTURE GATE —Absolutely essential for perfect projection. DECIMITTENT SPROCKET MOVEMENT. DIRECT BEAM ON SOUND TRACK AND PHOTO CELL. HOLD BACK SPROCKET— aera essential for per- fect sound FILTERED SOUND SPROCKET—Same as used in theatre machines. GOVERNOR TYPE MOTOR-—Silent and sound speeds. HIGH FIDELITY SOUND LENS. 32 lbs. EXCITER UNIT—Instantly removable for lamp change. LAMPHOUSE—Adaptable to 500, 750 or 1000 watt lamps. DYNAMIC SPEAKER—AMPLIFIER—10 watts output. REELS—400 to 1600 feet. Write for latest catalog. HOLMES PROJECTOR CO. Manufacturers of 16mm and 35mm sound projectors Your money buys a better equipment if it is a HOLMES. | 1815 ORCHARD STREET Cont. from page 224| urged instead that it ought to be destroyed by legislation in Congress on the more straightforward ground that it is engaged in “activities which by their very nature are illegal,” namely, furnishing the raw material for an incalculable amount of gambling in hide- outs and by bookmakers. Mr. Annenberg, it is understood, has already been indicted on charges of defrauding the federal gov- ernment out of $5,500,000 in income taxes. It would be indeed a salutary thing if Congress were to recognize the vicious re- ults of gambling and pass such a law as the Chicago grand jury suggests.—Scottish Rite News Bureau. Supervisors and Directors of Instruction vy Tue Department of Supervisors and Directors of Instruction has expanded its organization in the Headquarters office to take care of the increasing demands for service in the field. Much to the regret of the officers and members of the Depart- ment, Miss Mary F. Hazell resigned executive secretary after long and untiring service with the organization. Her resigna- tion became effective July 1, 1939. Miss Edna Simmons was granted leave of ab- sence from her work in Wilson Teachers | A-144 | "ibrar & AMERIC YL bvalrale A\\\ HISTORY wetlh PICTUROLS Each of these convenient rolls or strips of 35 mm film contains 30 or more still pictures, maps, charts and diagrams which can be projected to any size, for study by the entire Colonial Conflicts CHICAGO class. The following 15 Picturols on United States History are for use in Junior and Senior high school classes. 1. Discovery and Exploration 9. The War for Southern Inde 2. The English Settlement and b endenc 10. The Cot intry 3. The American Revolution War-time and 4. The Beginnings of the Ameri il. aaa can Nation egg pe , = . 12. Big Business and the Farmer- 5. Establishment of the American Labor Protests Nation at Home and Abroad 19. Politica! and Social Reform 6. The Rise of the New West 14. America as a World Power 7. Expansion to the Pacific 15. The United State in the 8. Sectional Conflicts World W Write for the Picturol catalog containing the world’s largest listing of edu- cational film strips. SOCIETY for VISUAL EDUCATION, Inc. Dept. 10 N.E.A., 100 E. Ohio St., Chicago, Ill. College, Washington, D. C., to assume the duties of executive secretary. Miss Lou L. LaBrant will serve as managing editor of Educational Method. No Lifetime Immunization yy Norutnc has handicapped the Amer- ican educational plan more than the tend- ency of American citizens to think of schooling as a kind of vaccination against ignorance and to consider that a concen- trated dose of it in youth makes one im- mune for a lifetime. Actually, the immu- nity lasts only a few years, and unless it is renewed by periodic inoculations of study and thinking, one falls victim to a chronic type of ignorance which is often more dan- gerous than the acute form, because the patient, incompetent to recognize the symp- toms, doesn’t know he has the disease. We meet such chronic sufferers from ignorance everywhere. They look all right on the out- side. They hold school diplomas or college degrees; they present a perfect picture of mental health; their voices are lusty; and they spout opinions as regularly as Yellow- stone's Old Faithful. But inside, their minds are suffering from atrophy. Instead of thinking thru problems in the light of all available facts, they merely supply pattern of opinions based on facts that went out of date along with their yellow- ing diplomas, and liberally garnished with prejudices that have accumulated in their minds like broken furniture in an attic. If democratic individuals are to hold their own against the increasing pressure of totalitarian sycophants, education must Adult education is not merely a substitute for schooling that was missed in youth. Nor is it a type of be a lifetime process. recreation designed to fill the socalled leis ure hours which men and women are coming to enjoy as a result of shorter work ing hours. It is a vital necessity in the preservation of the democratic ideal. Autoc- racies may survive for intermittent periods with populations of “yes men”; but democ- racies need a perennially renewed supply f “know men”—and I spell that “know,” K N 0 w.—Robert Gordon Sproul, presi dent, University of California. Increasing Teacher Efficiency by Physical Exercise ak ¢ Orten the teacher's best role is that of a guide, stimulating and encouraging pupils to perform their own work. It is 90 much easier to do some of the pupils’ work and thus deprive them of valuable exper! ences leading to independence and cont dence. Extra long hours of work may seem to indicate excellent teaching, but some times this may be | Cont. on page A-146| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION VOLUME 28, NUMBER 7}; OCTOBER 1939 HARTFORD CELEBRATES 9 MILLIONTH WHISTLES BLOW, CROWDS CHEER AS UNDERWOOD REACHES THE HIGH-WATER MARK OF TYPEWRITER The Underwood Plant at Hartford, Conn. Largest Typewriter Factory in the World & e 4 te eae Underw The 5 Millionth Underwood ... Grand Prize of Great Nationwide Contest . . . 24 Underwood Portables as Additional Prizes Secretaries, typists, student typists are invited to submit their ideas in 300 words or less on the subject: ‘What are the qualifications of a good secretary?’’ Entries must be mailed to the LP LLL IVE MILLION Standard Underwoods! ever increasing usefulness to ) Underwood Elliott Fisher —a wealthy man killed his sweet- heart. We obtained photographs of the principals, but we did not publish them. We posted them in our office and informed the readers they could call to view them in private. Only four or five came, yet we re- ceived hundreds of letters thanking us for not exploiting the photographs!”—W. H. Shippen, Jr., in the Evening Star, Wash- ington, D. C. President Hinrichs Addresses Delta Kappa Gamma yx Prestpent Amy Hiwnricus addressed the national convention of Delta Kappa Gamma at Asheville, North Carolina, on August 30. She spoke on the work of the National Education Association. Francis B. Haas Succeeds Lester K. Ade vv Governor James of Pennsylvania has appointed Francis B. Haas, president of Bloomsburg State Teachers College since 1927, as State Superintendent of Public In- struction, a post he held from 1925 to 1927. Dr. Haas succeeds Lester K. Ade, who re- signed the position May 29, 1939, when his term expired. Dr. Ade was recently named president of Mansfield State Teachers Col- lege. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a ae ~~ >, 2a 2. a d Ten Tenets of American - - n Democracy % OU C [1] Freedom of speech Be f [2] Freedom of the press 3 [3] Freedom of religion a [4] Freedom of contract the d [5] Right of peaceable assembly J d rs E ost : , lianas | [6] Right ot trial by jury and habeas BESTEREOPTICON $23.00 . u ge , 400 Watt z cospus Shipped on 30 ee as. f thr nd COLOR WHEELS SPOTLIGHT , ‘ Ship . Specify length o' ow anc . : 5 [7] Right of equal opportunity size of image required. $1.75 ” $= 0 ne s- edmretion £ oto Up 4 8] Broad and liberal public education for | BEST SALES SERVICE rs ia, . il all | 15445 Lake Shore Blvd., Cleveland, Ohio formation and folders. Bulb $2.25 Extra [9] Government by consent of the gov- — — ~ ; ————————— — “ erned thru the right of suffrage %: [10] Right of individual protection against < e . — 9 seizure or destruction of real and per- - sonal property. ur 0- Compare these guarantees with what fas- ‘ot cism, communism, naziism, sovietism, and the other “isms” have to offer. Can we afford to sell our democracy short ?>—Lester u- A. Rodes, supervising principal of schools, ‘nt South River, New Jersey. eal ire The Need for Professional Unity ny sy In AN ack when people are divided in * their interests by high specialization, edu- a. cation thru the common schools is the chief ial force making for unity and stability. It is ire therefore especially important that there be 7 unity among the professional organizations ars serving the teaching forces of the nation. ur ve This unity needs to cut across local and et state lines into a nationwide whole; to cut the across departmental lines which divide our én . ~ — schools into compartments according to — for Hapypy L ied subjectmatter; to cut across the barriers be- a tween elementary, secondary, and higher —— a — per F sya re- Lane adnan # y how glad they were education; to cut across the age levels that to be “under the T.C.U. Umbrella” when they tor separate beginning and younger teachers were disabled by sickness, accident or quarantine. rs from older ones. The whole is greater than im... a Brg oan Rees ph dy | nd n iSn- , ’ . ° any of its parts, and loyalty to the profes- it much more than an “umbrella.” You'll say it’s ° . . ‘ . . sion as a whole and to the country as a a rag etn 7 ~aguaal because it provides such whole is the basis of unity and security. ‘ a ee : a , pense tolerate Consider These Two F. The Future Teachers of America move- rit, grand to, be corving 2 | di maerthtneatetensigs . ae : . r.C.U, Policy when an accident — According to past experience one out of every ment asizes p = 7 comes, as mine did d Z vac - b c sed ment emphasizes j rotessional — For tion, when no salary is comine five teachers will this year suffer loss of time, due information concerning Future Teachers, ae Se aoe to sickness, accident or quarantine. 2—By joining ppa address the National Committee, FTA, Most sincerely I appreciate the T.C.U. now you will enjoy the utmost in financial : c fairness a D omptness of e sec s : = 1201 Sixteenth Street Northwest, Wash T.C.U. in settling the claim urity and protection. the ington D C alwey s be glad to speak a kind it Costs So Little to be Safe ; . . word for the T.C.U.’ Cath- qrine i. deme Roodhouse, in Think of it! Y : and So Much to be Sorry Free Textbooks _FAIRNESS WITH SPEED tection under the LC.U. Umbrella for as little as a Nickel «. han = yy oo LL, bi a the small amount you pay out for all “ on : ; . “PY ev 1e f d hac : : : x UNpovuBTEDLY some pe ople in every cutting yet ee — sickness, serious accident or weeks of quarantine if they strike has community will oppose the inauguration of eee? See while you are unprotected. : attac 0 . nl uenza. reedom Send the cou d G 1 . ileal ee , fro 0 $ . pon today. et all the - of a free textbook Sy stem, just as a century bullder.”’—Zula 2 Ccitew Pole facts—by mail. No agent will call. nce ago they opposed free public education. yg TEACHERS CASUALTY UNDERWRITERS, 622 T.C.U. Bidg,, Lincoln, Nebr. In- But if education is to be made really free, WILL BE YOURS —" Gi ase ae j - ~~ . — ee $1,000 to $3,000 for accidental 27. in practice as well as theory, the charges loss of lite? ‘$338 40) $3.000 for To the T.C.U., 622 T.C.U. Bldg., Lincoln, Nebr. ) re- within our public schools must be elimi- when totally disabled by con- I am interested in knowing more about T.C.U. ) 5 . . : fining sickness or accidental in- Protective Benefits. Send me, without obliga- his nated. Provision tor tree textbooks is a juries (including automobile) ; tion, the whole story. mai ’ ial a le : a “a $50 a month when quarantined ned ajor essential of tree, democratic public and salary stopped. Additional Pi ik tie eddie pss inneds400aehe pias atkinnnan d ee . a Hospital and Operation Benefits. Col- education.—From a statement published Policies paying larger benefits 0 by the W; 1 Ed + ‘ bai: will be issued you df you 80 A re ee heer Terr irs e Wisconsin Education Association. desire All claim checks sent 4. Rt tte e eee e eee eee ees ee er [Cont. on page A-150]| by fast air mail. NO AGENT WILL CALL SRSSESSARESHESSRESSESEESERSSESEES ARES c SHRSRHSSASSSSSSESSSHE SEES SHSHE EE ESS ION VOLUME 28, NUMBER 7; OCTOBER 1939 [| A-149 | AMERICAN EDUCATION WEEK “Education for the American Way of Life’ is the gen- eral theme for American Education Week, November 5-11, 1939. The daily topics, as outlined on p. 208, have to do with the purposes or objectives of education. Your schools will profit greatly by a carefully planned observance designed to secure the attention and enlist the support of parents and citizens. Have you made plans for this observance in your school and community? If not, there is still time. The materials listed below will help you. If your plans are already underway, you may need addi- tional supplies. Act now! Order today while there is still ample time to enable you to make the best use of these materials. MATERIALS TO HELP YOU Separate Items Poster—114 x 17 inches in three colors. Price: 40¢ per package of ten. Sold only in packages of ten. Leaflee—“‘Education for the Amer- ican Way of Life.” Four pages, 3 x 5 inches. Briefly answers two questions in simple words: “‘What is the Amer- ican Way?” and “What is education for the American Way?” Cover con- sists of reproduction of poster which includes the title of leaflet and dates of observance, and suggests school visiting. In two colors on white stock. Price: 35¢ per package of 100. Sold only in packages of 100. Leafle—‘‘How Your School Helps Your Child.” Four pages, 3 x 5 inches, built around the report of the Educational Policies Commission, The Purposes of Education in American Democracy. Illustrations and text on the four major areas of objectives pro- posed. In two colors on white stock. Price: 35¢ per package of 100. Sold only in packages of 100. (A reprint of the popular 1938 leaflet.) Sticker—14 x 2 inches in three colors on gummed stock. Use on re- port cards, letters, menus, etc. Price: 25¢ per package of 100. Sold only in packages of 100. Discounts on more than one package of the same item: 2-9 packages 10%; 10-99 packages 25%; 100 or more pack- ages 334%. Combination Packets Each of the five packets listed below contains a classroom supply of post- ers, leaflets, and stickers. They also carry six 54 x 84 inch folders of 16 pages each. One folder in each packet gives general suggestions. Each of the other five deals with one of the daily topics and contains material appropriate to the school level in- dicated by the title of the packet. These folders were prepared by field committees. They contain a wealth of specific practical material and ideas for classroom and community use. The list of packets follows: The Kindergarten-Primary School Packet The Elementary School Packet The Junior High School Packet The High School Packet The Rural School Packet Price of packets 50¢. No discounts for quantities. The six folders in each packet sell separately at 10¢ each and in addition each packet carries an average classroom supply of posters, leaflets, and stickers. A Teachers College Packet has also been prepared which stresses the one-hundredth anniversary of teacher education in the United States. Price: 50¢. Material postpaid on cash orders. Transportation added on billed orders. Funds must accompany orders amounting to one dollar or less. Order from THE NATIONAL EDUCATION ASSOCIATION 1201 16th Street, N. W. Washington, D.C. [ Cont. from page A-149] Dates To Be Remembered: October 22-28—National Hearing Week. Write to the American Society fog the Hard of Hearing, 1537 35th Street Northwest, Washington, D. C. November 5-11—American Educa. tion Week. See page 210. November 12-18—Book Week. Se page 223. February 24-29—St. Louis meeting of the American Association of School Ad. ministrators, a Department of the Na tional Education Association. For infor. mation address the Department at 1201 Sixteenth Street Northwest, Washington, D. C. The chairman of the Housing Bureau is Philip J. Hickey, g10 Syndicate Trust Building, St. Louis, Missouri. April 24-27—Annual convention of the American Association for Health, Phys. ical Education, and Recreation, a Depart. ment of the NEA, to be held with the Mid- west Physical Education Association at the Hotel Stevens, Chicago. CCC Boys Safe from Army Duty vy IN announcinc the recruiting of 100, ooo CCC replacements thru the Associ ated Press on September 11, an aide of Robert C. Fechner, the CCC director, gave assurance that these new recruits would not be inducted into military service. National Vocational Guidance Association yx Raven B. Kenney, formerly voce tional counselor in the Albany, New York, public schools, has been appointed execu tive secretary of the National Vocational Guidance Association. Dr. Kenney will also serve as managing editor of Occupe tions, the Vocational Guidance Magazine,” official publication of the association. Head- quarters have been moved to 425 West” 123rd Street, New York City. For the Teacher’s Library ye Amonc rEcENT books of importance to teachers are: America in Midpassage by Charles A. and Mary R. Beard (Macmillan, $3.50). This 900-page third) volume of the Rise of American Civilization 6” one of the great books of our time. ; Our New Western Front by Stuart Chase and Marian Tyler (Harcourt, $1.50). A lucid exposition of a proposed role for America in world affairs. American Medicine Mobilizes by James Rorty (Norton, $3). Don’t miss the chapter on the American Medical Association and the cigarette business. Books of all publishers may be had thru the Cooperative Book Club, 118 East 28th Street, New York City, whose monthly bulletin, the Readers’ Observer calls atten tion to the latest books. This bulletin is J free to members, who pay $2 for a perma nent membership in the club. : THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION