100, SOCl- e of ctor, ruits tary ce to Mary third ion is e and s 11100 irs. Rorty n the rarette thru 28th nthly atten- tin is ~rma- 8 Winn y NOVEMBER 1939 colonial shoolmaster to the present time. make it delightful reading. in the development of public education. By WILLARD S$ Are You Interested in SCHOOL LIBRARY BOOKS For Elementary and Secondary Schools? If so, please write for our descriptive school library catalog (forty-eight pages with color and convenient order form), which features such leading titles as: PATHWAYS OF OUR PRESIDENTS THE WIZARD OF OZ—Original, Com- plete Oz Book, by L. Frank Baum EUROPE THE GREAT TRADER TOM JEFFERSON—Boy in Colonial Days HALLIBURTON’S FIRST BOOK OF MARVELS HALLIBURTON’S SECOND BOOK OF MARVELS We believe you will be happy to consider our extensive, outstanding and leading list of school library books before placing any order for this school year. THE BOBBS-MERRILL COMPANY 730 N. Meridian St. 468 Fourth Ave. | Indianapolis, Ind. New York City, N. Y. | HERE IS THE DRAMA OF THE American teacher presenting vividly the part education has had in the progress of our country This new book, The American Teacher, gives the reader a clear and faithful idea of the remarkable evolution of the teaching profession from the days of the old It is scholarly, richly comprehensive, and sympathetic in its point of view. Its warm, human qualities and its genial humor Elsbree’s The American Teacher is unique in stressing the part of classroom teachers The social position, income, and security of teachers, development of public understanding and legislation, growth of teacher- training and educational philosophy are among the topics fully discussed. THE AMERIGAN TEAGHER Evolution of a shee seagagge ina Democracy . ELSBREE Professor of Education, Columbia University 575 pages Iilustrated $2.75 AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston Atlanta Dallas San Francisco | The Kind of Bookkeeping That Everyone Needs-- Personal-Use Bookkeeping GENERAL by Dalrymple and Heiges Just Off the Press Reduce Failures—Cut School Costs An easy approach and simplified treat- ment throughout increase interest, reduce failures, and thus cut administrative costs. One Year—Grades 9, 10, or I1 This is a one-year nonvocational course that can be mastered and enjoyed by all | students. Contains functional arithmetic t and systematic record keeping. Nentechuical—~Nonvecational Based on everyday activities, this easy course culminates in a usable knowledge | of bookkeeping principles. Correspondence Invited _ THE GREGG PUBLISHING COMPANY New York Chicago San Francisco Boston Toronto London Sydney RECORD KEEPING | je Wf == eas @ 558 eg. ss a4 1s-- ING ————— NG treat- ~duce costs. ourse »y all metic easy ledge ANY | Sydney — tm JOUANA Lee JOY ELMER MORGAN, Editor VOLUME 28, NUMBER 8 Between Editor and Reader = game EDUCATION WEEK (November 5-11), this year in its nineteenth annual CONTENTS FOR NOVEMBER 1939 American Education and the War in Europe H. A. ALLAN, Business Manager Educational Policies Commission 225 observance, has become a mighty force for the safeguarding and improvement of the schools. I Did Not Like To Bea Principal . . . . . . William A. Miller 228 Related this year to the work of the Educational The Effective Work of NEA Committees . Amy H. Hinrichs 229 Policies Commission, the week has more than : : usual significance and power. It focuses at- | NEA, the Teachers’ Candle , 2 60 0 6m + eee oon tention upon the purposes of American life and Pedagogy thru Pictures. ............. +. Van Burd 232 education. The following statement of the . ; , theme of the week is from a small leaflet—pub- Growth of Institutes on Professional Relations lished by the NEA—which during Education Lucile Watkins Ellison 233 Week will be sent thru the children into hun- = Motive-Centered Education . . . . . Harold Saxe Tuttle 234 dreds of thousands of homes: Children Want To Beh Herlen L. H 236 ildren Want To Behave ...... . Harlan L. Hagman Education for the CAmerican Way of Life : : , WHAT 1S THE AMERICAN WAY OF LIFE? Teaching the Pledge of Allegiance . Carl Joseph Tivel 238 It is a free way, allowing one to live accord- A Book Fair. .........4+4++ +4... « « Esther Babls 239 ing RS een conecionse. A Message from President Roosevelt for American Education It is a peaceful way, settling differences by : i a a eee ee me ere elections and courts. It is a friendly way, judging success by hap- | School Purposes vs. Teacher Load . Frank W. Hubbard 241 Po age. _. A School Dental Clinic . . . G. E. Matthews and B. W. Kinsella 242 It is a cooperative way, emphasizing service to the common good. Realism in Modern Education ....... . . Paul J. Scheips 244 It is a democratic way, based on human your Citizenship in the Making . . . . . . . Joy Elmer Morgan 245 brotherhood and the Golden Rule. Aid from the Air ........ 4... +. + + Belmont Farley 247 AND WHAT IS EDUCATION FOR THE AMERI- CAN WAY? Rural-School Service ........2.-. . Anne Hoppock 248 It . universal, opening its doors to all the — Elementary-School Service . . . . . . . Eleanor Craven Fishburn 249 people. : : It is individual, helping each person to make Highschool Service ........+.. . IT. W. Thordarson 251 the most of his talents. Teacher-Ti@ecetion Gesvics. 20 0s sce eee ce eee we 0 eee : ! oe ne ee ee ee Notes. and AmmOUROENIORNS . ww tk et te cet we A open iscussion. It is continuous, knowing that learning is One Hundred Percent Enrolments. ........+22+2++-+ 255 a lifelong necessity. It is prophetic, looking always toward a bet- ter civilization. The articles herein printed are the expressions of the writers and not a statement of policy of the Association unless set by resolution Published monthly except June, July, and August by the National Education Association of the United States, 1201 Sixteenth St. N. W., Washington, D. C. Amy H. Hiwnaicus, President J. W. Crasrres, 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 8; NOVEMBER 1929 [ A-157 | : DAYAL TEACHERS and Members of the Board meet the THE NEW MIMEOGRAPH 91 AND 92 want to enroll (one or the other, or both) in your school... they are brainy and brawny; streamlined and willing . . . They complete the modern Mimeograph family—a com- plete line of duplicators to do the work schools need, the way schools want it done, at prices to meet budgets of schools large or small. RE: Mimeograph 91: Price, lower middle. Looks, rich brown that won’t show dust. Red accent, nickel trim. Power, motor or manual. Feed, automatic and expert. The Mimeograph distributor has many more features to show you. RE: Mimeograph 92: Price, upper middle. Capacity, => 500 sheets 20 Ib. substance stock. Feed, automatic, with important new lateral-vertical print adjustor. Many more highlights, too, plus all the other Mimeograph features offices have learned to know and love, improved and further refined. Phone the Mimeograph distributor in your city for a demonstration of these new Mimeograph models. Both stands shown, optional equipment. A. B. Dick Co., Chicago. MIMEOGRAPAH isthe trade mark of A. B. Dick Co., Chicago; registered in the U. S. Patent Office. ‘ [| A-158 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION { AMERICAN EDUCATION and the WAR in EUROPE | fs FOLLOWING STATEMENT was adopted by the Educational Policies Commission at Washing- ton, D. C., on October 2, 1939: The declaration of a state of war by several European nations confronts American education with certain new conditions and problems. A statement dealing with these conditions and problems must recognize that the situation in Europe is not fully clarified. An armed truce is a possibility at the moment. Whether or not the declared war evolves into large-scale combat, a struggle has been initiated which is likely to con- tinue in one form or another for a considerable period. Whatever form that struggle may take, it will cer- tainly influence American education, and the problems discussed in this report will remain of urgent concern to the American people. Statements issued by the Educational Policies Com- mission represent the results of investigations, the combined judgment and the sincere convictions of the members of the Commission. In this spirit, we urge the discussion of this document by the teaching pro- fession, by boards of education, and by the general public, with a view to making use of it in the de- velopment of appropriate local educational policies in every part of the United States. Any statement of na- tional policy such as this will require intelligent appli- cation in terms of local problems. During the years 1914-16, educational lit- EDUCATION FOR A DAY OF PEACE to our experience between April 1917 and November 1918, war in Europe seems and is closer to us than in 1914. All elements of the American public, including the teaching profession, are seeking eagerly for means whereby the interests of the American people and of humanity may be safeguarded in the period of strain thru which the world is passing. The policies recommended here rest upon the fact that the United States is at present a neutral nation. It is the conviction of the Commission that under pres- ent conditions the American people will make their greatest contribution to the protection and survival of democratic values by refraining from military par- ticipation in the struggle in Europe. All future deci- sions affecting American neutrality should be reached by full use of democratic methods. These methods, which are in fact the essentials of the educational proc- ess, include full access to the facts, unfettered discus- sion, tolerance for conflicting opinions, and concern for the general welfare. Our foreign policy should not be one of drift, but of deliberate action growing out of democratic procedures. At the present time, Amer- ica can make no greater contribution to the wellbeing of humanity than to place before the world the stirring example of a democracy in action in a crisis. While the recommendations developed here are directed chiefly toward the schools and colleges, they apply with equal force to the other great erature contained little or no reference to the bearing, upon Ameri- can educational policy, of the war then being fought in Europe. A study of the literature reveals that, with few exceptions, neither the American people in general nor the teach- ing profession in par- ticular seemed aware of the responsibilities placed on them by the European conflict. Today the situation is different. Due in part to the improved means of transport and com- munication, and in part i E who are commissioned by society in the service of education should be the last lo capitulate to the forces of hatred, greed, and fear. With the darkness of war falling upon half the world, the United States becomes more than ever a reservoir of hope for a humane and democratic order among men. When peace comes again, as come ut must, the people of the United States ought to be prepared to play their part—sanely, bravely, and generously, in the process of rebuilding a world order from which the threat of war and violence may be removed. Those who are to fulfill that mission can ap- proach their task best of their hands are unstained by blood, their spirits uncorroded by hatred, and their minds uncrippled by months or years of wartime regimentation. AA agencies of public en- lightenment. The co- operation of all agencies is needed in order that the American people may solve their prob- lems in the American way. To develop such cooperation, where nec- essary, is one of the re- sponsibilities of leaders in public education. Stupy and Discussion of Problems Relating to the War Is a Responsi- bility of Education— Probably no events in the past quarter-century have so profoundly stirred the American VOLUME 28, NUMBER 8; NOVEMBER 1939 [ 225 | people as those connected with the pres- ent European war. Youths and adults are eager to share in appraising the signifi- cance of these happenings, anticipating their outcomes, and developing a policy for the American people with reference to them. In such circumstances there are sev- eral courses of action open to those in charge of the educational program. One possibility is to forbid discussion of such issues in the school and in other activ- ities under the control of the teacher. Another possibility is to give free rein to the discussion of this question with neither guidance nor stimulation on the part of the teacher. An adequate sense of professional re- sponsibility will not approve either of these extremes. Neither repression of discussion nor abdication of responsibil- ity is an appropriate policy for Ameri- can education. At such a time as this, the schools should serve as centers of community deliberation with reference to the pending issues. They should not evade any question which is pertinent to a better understanding of the inter- national situation and of America’s re- lation to it. The education of a free people should know no undebatable propositions. Confusion, ignorance, and indifference are not the same as impar- tiality. This is not to say that every class every day must discuss international trends or that the emotions of little chil- dren should be harmfully overstimu- lated by contemplation of the horrors of modern warfare. So to disrupt the or- derly processes of education is neither desirable nor necessary. But in classes dealing with such subjects as contem- porary social and economic problems, current events, geography, history, for- eign languages and literature, due pro- vision should be made for a sane and realistic use of present events as mate- rial for study, illustration, and analysis. Literary and debating societies, forums, assemblies, lecture courses, history clubs, and the like should also be active in this field. Discussion Should Be Kept on an Edu- cational Basis—In this field, as in others, the central task for teachers and other educational workers is to change con- flict of opinion into a search for truth and for a wise course of action. The first [ 226 | tequirétent in this protess is to provide that, with due regard to the maturity and interests of the learners, all view- points receive a hearing before an atten- tive and openminded: audience. More important still, the resources of scholarship should be drawn upon to lend depth and significance to discus- sions of international questions by youths and adults. For example, the modern concepts of nationalism, the political and economic aspects of modern warfare, the question of population pressures in rela- tion to economic resources, the historical roots of the present conflict, and similar questions are seldom fully appreciated by the general public. The peculiar func- tion of education is to place beneath the headlined surface of current events a background of knowledge which will check irrational prejudices, enrich dis- cussion, and lead to wise decisions. Discrmmunatine Judgment Is Essential —All individuals and governments in- volved in the war are naturally anxious to be absolved before the world of re- sponsibility for starting and continuing it. The claims presented by both sides, on these and other issues which will arise as the war progresses, should be submitted to rigorous examination. They should be checked for accuracy, com- pleteness, and bias. Reference and read- ing materials should be abundant and diversified. At such a time as the present the schools can be of great usefulness to the country in teaching adults and chil- dren to make that distinction between “mere rumor” and “verified fact” which the President of the United States re- cently urged upon the American people. This requires some insight into the way in which news is gathered, written, and transmitted; censorship; national propa- ganda; and the reliability of various writers and their sources of information. The time has come to equip the indi- vidual citizen in the democratic state with reasonable defenses against the pressures of mass thinking and feeling exerted nowadays thru billboard and poster, press, radio, and film. A healthy measure of skepticism about social data should reinforce an aggressive search for reliable information. The ability to detect propaganda and to deal effectively with it is always an important qualification for the citizens of a democracy. At this juncture the ab- sence of this ability may easily change the course of human history for the worse. The task of the teacher here js delicate, for he must steer a course be. tween the dangers of gullibility and the equal hazard of a despairing cynicism which believes nothing and refuses to make an effort to deal with the situation in a bold and realistic fashion. Believing nothing may become as harmful as be- lieving everything. Cue Interests of the American People Are Paramount--Those in charge of the education of American youth and adults should guide all discussion of interna- tional issues consistently toward the su- preme question of their bearing on the longterm welfare of the American peo- ple. This welfare cannot be narrowly conceived. The American people inhabit one part of an interdependent world. While everyone is entitled to an opinion regarding the rights and wrongs of the present European struggle, the public schools and other educational agencies of the United States have no obligation to defend the interests of either side, They do have an obligation to be con- cerned unremittingly with the meaning of that conflict for the longterm security and happiness of America. In carrying forward a program such as has been described, it should be made clear by word and action that the schools are not partisan. They are carrying out their proper, normal, democratic func- tion of supplying the processes and ma- terials upon which a prudent public opinion can be formed. AMixorrry Rights Should Be Respected —American schools enrol students who are descended, immediately or remotely, from the people of all the warring na- tions. Children of Polish and German descent, for example, sit side by side in American classrooms. These young American citizens have often acquired, from their parents and from various cul- tural groups, definite opinions and per- haps strong prejudices with reference to the present international conflict. Nor are prejudices and opinions by any means lacking among other children or among adults. Teachers and school administrators should see to it that no pupil is treated unfairly or excluded from school activi- ties because he happens to belong to an THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ion Teg ple the its €0- vly bit on he lic les on de. ng ity ich de ols ut nc- 1a- lic ed ho unpopular minority. Persecution of in- dividuals because they deviate from the majority in their sy:pathies is entirely foreign to the spirit of tolerance and fair play which American schools are obli- gated to foster. Prosiems of Preparedness Need Calm Examination—Under the existing inter- national stress, it is natural that the thoughts of the American people should turn to questions of preparedness for the defense of their own country. In con- sidering this question, however, it is necessary to avoid hysteria and to retain a sense of proportion. Our policy in the Orient, in South America, and in Eu- rope determines to a large degree the ex- tent and nature of the military and naval establishments that are necessary. It is a particular opportunity of the educational profession to help the American people in developing a consistent foreign policy which will contribute most to our safety and wellbeing. With that policy the question of preparedness is inseparably linked. Teachers cannot forget, nor allow others to forget, that the ultimate line of national defense is to be found in the loyalty, intelligence, health, technical skill, economic efficiency, morale, and character of our citizens. The schools, therefore, should continue and intensify their efforts to develop citizens who will- ingly and effectively participate in the processes of democracy, to banish eco- nomic illiteracy, to establish a sense of civic responsibility, to develop habits of healthful living, to encourage apprecia- tion for the intelligent conservation of the nation’s natural resources, and to improve the technical and vocational skills of all the people. In its contribution to such purposes, the American public school is to be regarded as an indis- pensable agency of national defense. Cw Liberties Require Continuous Vigilance—The war situation need not become an excuse for thoughtless or deliberate invasion of the civil liberties promised by our Constitution and by our democratic traditions. Experience indicates that in times of stress it is neces- sary to guard these liberties with un- usual care and that members of the teaching profession in particular are often subjected to unjustified attacks at such times. A body of proposed legislation has been prepared for immediate enactment by the Congress on “M-Day,” that is to say on the day when the government of the United States may at some future time mobilize itself for war. The draft- ing of such legislation is an entirely proper activity for those charged with responsibility for national defense. Mean- while, the remainder of our people need not abdicate their rights in this respect. Now is the time for the American people to examine with care all of the consequences for civil liberty which are likely to precede and follow the entrance of our nation into war. Cooreration with Humanitarian Causes Is In Order—Conditions growing out of the war will probably increase the demands upon the Red Cross and other humanitarian These agencies may look to the schools for cooperation. The Commission recom- mends that schools provide reasonable opportunity for pupils of appropriate ages to hear appeals for assistance of this type, provided that such appeals come from nonpartisan American sources and are not couched in terms which involve a judgment respecting the rights and is- sues of the present conflict. It is prefer- able, under ordinary circumstances, that actual collections of funds be made else- where than on the school premises. Special pleading for financial support organizations. from interested parties in connection with the actual prosecution of the war has no place in American schools. CA procram of Research and Publica- tion Is Needed—We believe that it would be instructive and helpful if the experience of American education with reference to a similar situation twenty- five years ago were systematically studied and analyzed. We recommend that some competent research agency survey the literature and evidence for the years 1914-1917 and make its conclusions avail- able to the teaching profession and to the general public. The time is especially appropriate for careful study in schools and in adult education centers of what happened to us in the World War, how we became involved in it, what the consequences were, and what kind of a peace ensued. The object of this study would not be to keep us out of the present war or to VOLUME 28, NUMBER 8; NOVEMBER 1939 plunge us into it. But a careful study of the course of events from 1914 down thru 1920 and even later is important for the American people and should consti- tute a significant part of the program of the schools in dealing with this situation. More material on these subjects, suitable for general reading, is needed. Rapid and recent changes in the world situation create a definite need for re- liable, factual material concerning the present international conflict. We urge that such materials be prepared by ap- propriate professional organizations and by local school systems, widely dissemi- nated, and used in schools and adult education. Higher educational institu- tions, thru their extension departments or otherwise, may well provide special inservice training on this topic for teach- ers of the social studies in highschools. Such material should include: The facts of physical and human geography which set the stage for the world drama as it unfolds; the distribution of the world’s economic resources and the share of the United States in that allotment; the other economic factors associated with war (e. g., competition for markets, raw materials, and trade routes, foreign in- vestments, war profits and profiteering, depression and unemployment); the rise and nature of modern nationalism; the available mechanisms of arbitration and mediation and the reasons for their apparent weakness; the recent foreign policy and practices of the United States (e. g., President Wilson’s fourteen points, Versailles, the League of Nations, war debts and reparations, the London economic conference, the armament race, Latin-American relations, the Arms Em- bargo); and other materials which will help the American people to understand the present situation and to protect their interests in it. Foreicn Policy Should Not Displace Attention to Domestic Problems—Above all, let us take care that excitement over foreign affairs does not distract attention from the urgent and continuing prob- lems which must be solved soon if our American democracy is to endure and to advance. It would be folly to use an un- settled international situation as a flimsy excuse for deferring consideration and action upon these basic problems of do- mestic policy. Our problems will not solve themselves with the passage of [ 227 | time or with the coming of peace—in- deed, in many cases they are likely to become increasingly acute. The solution of these problems is not the exclusive prerogative of any professional group; it is a responsibility shared by all of the people of the United States. Every agency of public discussion and enlight- enment, including the press, the church, the home, social and political organi- zations, the radio, and the cinema, as well as the school, has an important part to play in equipping the American people to deal with domestic, as well as with foreign, issues. The unsolved problems of democracy are the greatest menace to the institutions and ideals we seek to perpetuate. These internal dangers may be successfully avoided only thru the active cooperation of schools, colleges, and the innumerable other agencies of education. Education, in schools or elsewhere, should develop first an understanding loyalty to demo- cratic principles, and second, an increas- ing competence to deal with poverty, unemployment, insecurity, inefficient government, and the other social and economic problems of our day. Educa- tion, in short, must bend anew to the double task of helping the American people to define their ideals and then to reduce these ideals to the working rules of governmental and economic relations. In these tasks, public-school education must be concerned not only with chil- dren and youths, but to an increasing degree with the entire population of every age and circumstance of life. Currurat Values Should Be Recog- nized and Protected—The schools and other educational institutions should do everything possible to prevent the dis- astrous activities which occurred during the last war when some reputable schol- ars joined with uneducated demagogs in a mad rush to decry and malign the cultural contributions of entire peoples. All the belligerent nations have made significant cultural and human contri- butions to American life. These contri- butions should be emphasized in the discussion of appropriate topics. For ex- ample, it is unwise and unfair to under- value the contributions of a nation to music, art, literature, and science merely because the government of that nation is waging an unjust war. A negative policy, however, is not suf- [ 228 | ficient. The history and geography of the European struggle combine to place upon the American people in general, and upon American educators in par- ticular, certain peculiar responsibilities. Weare a relatively wealthy nation, sepa- rated from the conflicts in Europe and Asia by great oceans, and living on terms of peace and friendship with our neigh- bors in the Western Hemisphere. Our culture, tho derived for the most part from Western Europe, includes impor- tant contributions from all the peoples of Europe, Asia, and Africa. These facts being so, it is possible for us to preserve a certain degree of detachment from the emotions of the war. We have, then, a peculiar opportunity and a special duty for the conservation of the great values that constitute the heritage of mankind at peace. We should also continue to promote, at as nearly a normal level as possible, the cultural contacts between the peoples of the United States and of the other na- tions of the world. Sources for the ex- change of scientific and learned publica- tions should be maintained. Participation of the government of the United States I Did not Like pip Not like to be a principal be- cause I like children. I like them so well that I am sick at heart when I see them come to school sparsely clad against the chill of winter winds. I see their thin bodies and a thought strikes me like a whip across the face. If I earned as little money as the fathers of these children earn, my children would be poorly dressed and under- nourished just as these children are. I like children so well that in the boom years before 1929 I collected clothing and shoes from the homes of the rich and took them to the children on the other side of the tracks so they could go to school. By 1932 these children were coming to school without breakfast and staying thru the noon hour because there would be no lunch at home for them. I liked these children well enough to beg oatmeal, milk, and sugar to feed them once a day. This was only a stop- gap procedure because it treated effects, not causes. I thought it was the work of an educator because I imagine that to study must be difficult with the pangs of hunger gnawing one’s stomach. with other governments in agencies of international intellectual organization should be extended. The American peo- ple should be prepared to lend their influence, even more actively than in the past, toward development of those cul- tural ties among nations which are pre- requisite to an enduring peace. American educators should, by word and deed, give assurance to their col- leagues in all countries of the world, belligerent as well as neutral, that what- ever dark days may lie ahead for human- ity as a result of the international conflict, they will do their part in keeping the torch of culture and of civilization alight. The lamps of learning were kindled long ago. They have burned in caves and log cabins, as well as in great build- ings erected by wealth and power. We may be sure that no barbarism, new or old, can extinguish them forever. Should society enter upon an age of scorn and neglect, even should the wrath of men tear down the very walls of school build- ings, as it burned the library of Alexan- dria, should one or all these lamps be put out, some hands will rekindle them, and will defend them for a better day. To Bea Principal Later I was principal of a school where the children of the welltodo at- tended. I did not like to be principal of this school either, because I like children. I like to see children confident but not overbearing, counseled and cared for by their parents, not by house- maids, and anxious to learn how to make their way in the world, not ex- pecting to get by because their parents are rich. Sometimes I wonder which of the two groups of children was the more unfortunate. I did not like to be a principal be- cause the school makes no serious effort to remedy fundamental economic and social conditions. Oh yes, I know teach- ers talk about such matters and even pass resolutions about them, but they are not really interested in trying to do anything to remedy the situation. I did not like to be a principal because I liked the people with whom I worked. I sympathized with the girl looking for her first position and who, finding the ranks overcrowded, was not able to secure employment. I resented the teacher who was employed because she THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION of ion eir the -ul- yre- ord -ol- ld, \at- an- ict, the ht. led ves Id- Ve or ild en Id- In- yut nd had some family or political connection which was much more important in get- ting the place than were her qualifica- tions. _It always made me sad to see a young teacher full of ideas and deter- mination to make a contribution to teaching, slowly but surely have the en- thusiasm crushed out of her by dry-as- dust teachers unnecessary routine, supervision, and community mectings, prejudice. My heart went out to the middle-aged teachers who had lived a life of frustration and insecurity, now coming toward the end of their period of service with little or no means be- cause of inadequate salaries, and look- ing forward to retirement on a pittance from a pension fund on the verge of bankruptcy. I liked the janitors, too, but it made me furious to know that every year they had to make “certain arrange- ments” with local politicians to hold their jobs. I liked the parents of the children and often wished that my ef- forts had been more successful to help them understand children and the prob- lems of school. I did not like to be a principal because I think children should be well-housed in school. In rural communities near where I was a principal, children spent their days in schools that were not fit for human habitation. Some of the build- ings had to be propped up to keep them from falling over. Often there were no electric lights; furniture was old and unsightly; and library and shop equip- ment just did not exist. Many of the new buildings in the city were out- standing examples of what selfinterest will do. It always seemed strange to me that politicians were so anxious to erect buildings when there were other places where the money was much more needed. I suppose, tho, that the urge for building came out of a love for the little children. Surely there could not be any hope of individual profit in build- ing materials or contracts. I did not care so much for the furnaces which kept the buildings warm because they were fed by the dirty coal furnished by some friend of a political henchman. —WitiiaM A. Miter, Illinois mem- ber of the NEA Representative Assem- bly, 1939, who recently resigned after fourteen years as a school principal. Mr. Miller’s statement was prompted by the article, “I Like To Be a Principal,” in the September JourNat. What Do You Know about Your NEA? The EFFECTIVE WORK of its COMMITTEES AMY H. HINRICHS PRESIDENT, THE NATIONAL EDUCATION ASSOCIATION T WOULD obviously be impossible in the confines of a short article to detail the purposes and accom- plishments of some thirty NEA commit- tees. We shall not even name them all. Rather we shall attempt, by way of illus- tration, to group some under certain general headings and then discuss the committees so grouped. Since the NEA is the great national professional organization of the teachers of the United States, it is fitting that we mention first those committees specifi- cally concerned with our status as a pro- fession and with teacher welfare. Listing them alphabetically, these are the com- mittees on: Academic Freedom; Code of Ethics; Cooperatives; Credit Unions; Equal Opportunity; National Council on Teacher Retirement; Necrology; Sal- aries; Supply, Preparation, and Certifi- cation of Teachers; Tax Education; and Tenure. Perhaps you are not familiar with the practice of having “core committees.” It is ideal from the standpoint of having many points of view represented to have at least one member from each state on every committee; but it would be out of the question for the Association to pay the travel expenses for such a large com- mittee to get together for a meeting. A number of years ago it was decided to have five members on a “core commit- tee” of each committee, who could get together for a meeting once in the year, and at least one member from each state as the “advisory members” on each com- mittee. These advisory members can render most effective and valuable serv- ice by correspondence, at the conference meetings of all members of the particular committee present at winter or summer convention, and thru personal contact with chairman members. It would be a mistake to think that core committees alone could do the work. We shall briefly review the work and or core VOLUME 28, NUMBER 8; NOVEMBER 1939 significance of this first group of Asso- ciation committees: The Committee on Academic Free- dom exists to defend the right of every qualified teacher to teach without dicta- tion from any outside source as to just what he shall teach or how or under what circumstances he may teach it or what point of view he may or may not present. Teachers are professional peo- ple. The American public need have no fear that classrooms will become scenes of wild or unseemly harangues because the NEA has a committee on Academic Freedom. American teachers can be re- lied upon for taste and judgment and appreciation of professional privileges. Every profession should have not only a tradition of ethical relationships, but a clearly expressed Code of Ethics, that can be handed as such to its members— for review by the “oldsters” and for the instruction and inspiration of “noviti- ates.” Such a Code needs to be revised from time to time, as conditions change or as styles in language make the revision desirable. The committee on this subject is at present engaged in code revision. The Committee on Cooperatives is young, and has as yet done exploratory rather than definitive work. It has to do with organization and successful func- tioning of consumers’ buying groups. The Committee on Credit Unions is another concerned with the economic welfare of teachers. Any teachers or- ganization or group of teachers that tries a credit union will never again want to be without it. The credit union is not only a means of borrowing; it is a means of investment for teachers. The Committee on Equal Opportunity is working toward the elimination of the prejudices that make a teacher’s sal- ary and professional recognition or ad- vance less because she is a woman, not a man; or because of considerations of race or religion; or because he or she happens to live outside of a particular city, county, or state; or because the economic level of the family is low—or high; or because the woman teacher marries. [ 229 ] The National Council on Teacher Re- tirement of the NEA was formed sev- eral years ago by the merging of the Committee on Retirement Allowances of the NEA and the National Council of Teachers’ Retirement Systems. Thirty- one states, the District of Columbia, Canal Zone, Hawaii, and Puerto Rico now have statewide teacher retirement systems. The increase has been slow but steady thru the years, accelerated lately. The statistical and promotional services of the Council are recommended to the teachers of those states that have not as yet established retirement systems. I have included the Necrology Com- mittee in this listing because it is fitting that we pay tribute to our departed fel- low-workers as they pass on. The services of the Committee on Sal- aries, in giving information, statistical and otherwise, and by way of organiza- tion and legislative help in the field, have been immeasurable and are always avail- able on request to our affiliated teachers associations, state or local. The Committee on Supply, Prepara- tion, and Certification of Teachers was called into being by the depression, when the supply of persons certificated for teaching positions so far exceeded any possible demand that scientific study of the whole problem was indicated, in- cluding the need of increased prepara- tion on the part of those desiring to teach and the improvement of certification laws and procedures. This committee has made a very good initial attack on a very complicated problem. Its work in the coming year promises to be of great interest. There is no more important committee in our whole setup than that on Tax Education. Public education is the very foundation of an enlightened citizen- ship. Good schools depend on adequate financial support. That support must come from taxation in some form. The public must be led to appreciate the fact that money appropriated for public edu- cation is not in any sense an extravagant gift, but the wisest kind of investment— an investment in good citizenship. No one of our committees is more directly concerned with teacher welfare than the Tenure Committee. Like the Retirement Council, it has seen its ob- jectives established by law in state after state. Thirty-three states now have ten- ure laws. Most of these laws owe their [ 230 | origin to the research work done by this committee; not a few of them owe their being also to the field service, given state or local teachers associations on request to this committee, whose members have been veritable apostles for tenure. There have been numbers of outstanding cases in which the Tenure Committee has been largely responsible for bringing to successful conclusion for the teacher or teachers concerned investigations or liti- gation caused by violation of tenure laws. The second group of committees to which we shall give brief mention con- sists of five related directly to the annual convention in June-July. They are the Committees on Appraisal, on Bylaws and Rules, on Credentials, on Publish- ing, and on Resolutions. It is the inter- esting and stupendous task of the ‘Ap- praisal Committee to “appraise” each convention, to the end that good features may be conserved or extended, less desir- able but necessary ones reduced to a min- imum, objectionable ones eliminated. The Committee on Bylaws and Rules has done much to clarify our bylaws and to systematize our convention procedure. The Committee on Credentials is re- sponsible, at the beginning of each con- vention, for the certification of delegates. The Committee on Publishing certifies the accuracy of the record of convention proceedings before it is printed in the official annual volume of Proceedings. The Committee on Resolutions is the chief means thru which NEA members from all sections of the country may have a part in the formulation of NEA policies. The members of the committee, one from each state, are elected by the delegates at the annual convention. The committee discusses all suggestions and makes its decisions thereon in the demo- cratic atmosphere of general meetings of all its members, held the first few days of the convention. It names an editorial subcommittee of five, including the chairman. After the subcommittee has made its last report to the general com- mittee, the proposed resolutions are dis- tributed in printed form to the delegates the day before the last of the convention. They are voted on at the closing session of the Representative Assembly. The resolutions adopted take their place among the recognized policies of the NEA. Thus the convictions of the mem- bership make themselves felt thru an effectively functioning democratic proc- ess. Many major objectives of the NEA today had their origin in the resolutions of past years. Persons desiring a copy of the Association’s platform and resoly- tions may send a stamped, selfaddressed envelop, asking for Personal Growth Leaflet 52. The NEA has four committees of co- operation in educational matters with other great organizations interested in education. These committees are those to cooperate with the American Legion, the American Teachers Association, the American Library Association, and the National Congress of Parents and Teachers. The Committee on Health Problems in Education is a joint committee with the American Medical Association. The joint committee has in hand at present four studies: A revision of its 1930 pub- lished report on Health Education; an interpretation of the functions of school nurses; a mental hygiene report; and the formulation of a statement on Sug- gested School Health Policies. The Committee on Individual Guid- ance, a newer committee, has as its pur- pose to make available to teachers find- ings in the mental hygiene field to aid in detecting significant individual dif- ferences and in guiding each individual toward the fullest possible development of his particular personality and abilities. The work of the International Rela- tions Committee is of special significance in these troubled times. Its most recent report contains the sentence, “Teachers should have a constructive part in build- ing better world understanding.” The better world understanding that will un- doubtedly some day be achieved can be hastened thru education in appreciation of the contributions of all nations to civilization and in tolerance for all races and conditions of men. Our Interna- tional Relations Committee suggests ways of “implementing” such education. We could write a book each on the work of the Educational Policies Com- mission and of the Legislative Commis- sion. This mere mention must suffice since the work of the Policies Commis- sion was commented on in the preced- ing article of this series and the term “Legislative Commission” is selfexplana- tory. Mere mention must suffice, too, for two committees recently created: those on Affiliated Associations and on In- duction into Citizenship. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION > ns ms ith nt la- ice =nt ers ces na- ‘Sts yse NEA, the TEACHERS’ CANDLE N DARK NIGHTs as travelers cross the deserts of our West the tall cluster of white blossoms of the yucca seem like kindly can- dles lighting them on their journey. The Indians refer to the yucca as God’s can- dle. So it is with our Na- tional Education Associa- tion. When teachers need help and cheer, if they are wise they seek the teachers’ candle—our own NEA. Many times the work of our national Association seems remote as we observe at firsthand the work of our local organi- zation and at secondhand the accom- plishments of our state organizations. Many educators fail to realize the as- sistance given by the national Associa- tion. It is the NEA thru its powerful committees, excellent staff, and efficient research experts, that furnishes the ma- terial with which our local and state associations work. When our salaries need adjustment, we get the latest salary schedules from the NEA. When our state endeavors to pass a retirement law, or to improve an existing one, we send to the NEA and receive not only all the printed material available, but many times a member of the retirement com- mittee or of the NEA staff comes to as- sist the state committee. If we are pre- paring a tenure bill, an expert on tenure may be sent to assist us. Several times when tenure has been violated, the en- tire steering committee of six mem- bers has been sent. If we need advice on curriculum construction or teaching methods the National Education Asso- ciation gives us the assistance we require. The following story tells how the Asso- ciation helped Waterbury. During the summer of 1938 a company of “research and survey experts” was hired by the City of Waterbury to sur- vey all departments and to make recom- mendations in the interests of economy. On October the evening newspapers carried with first-page head- lines the main recommendations of the company of “research and survey ex- perts” along with the action of our board of education in rejecting the recommen- 3, 1938, Daisy Lord TEACHER, WATERBURY, CONNECTICUT; NEA STATE DIRECTOR FOR CONNECTICUT dations and asserting it would continue its policy of strict econ- omy of the previous six years. The main and most vital curtail- ments suggested were: [1] Dismissal of 30 teachers; “figures” showed we had that num- ber too many. [2] Combining grammar schools under one principal and placing the children of the ones eliminated in class- rooms; locations not considered. [3] Nine assistant kindergartners re- moved. [4] All highschool department heads eliminated, as well as some other positions. [5] We had been working with a 10 percent waiver of salary since June 1938, and it was recommended that this be made a permanent deduction and in addition that highschool teachers be given an extra 5 percent cut and grammar school teachers an extra 34 percent cut, both permanent. On that very afternoon the Waterbury Teachers’ Association was holding a regular meeting. We made it a short meeting, but passed two votes: {1] Thanking our board of education and approving its action. [2] Empowering the president of the Teachers’ Association to name a commit- tee of five with full power to act. This committee of classroom teachers was increased by a committee of three principals and we started work. Alto- gether we held twenty-seven meetings, the shortest about two hours in length, and several allday meetings on Satur- days and Sundays. We had many sub- committees. The newspapers gave us plenty of space. They published our reports and news items and also gave us several editorials favorable to the schools. On October 17, the committee decided to seek the assistance of our great na- tional organization—the NEA. Early the next morning, we telephoned to Sec- retary Givens and at that moment the defeat of the report started. Secretary Givens held a meeting of his research people and called us back within an hour VOLUME 28, NUMBER 8; NOVEMBER 1939 to ask several questions and request a copy of the report, which was sent. This was Tuesday, and early Thursday morn- ing a representative of the NEA Re- search Division arrived in Waterbury and spent the day in the schools col- lecting material. In the meantime, the statistical staff and others in the Research Division at NEA Headquarters had been taken off other jobs to work for Waterbury. On Sunday (airmail special) the first answer to the report arrived, and Monday eve- ning our newspapers carried it, with front page headlines. We had called upon the greatest educational authority we had in the country, our national or- ganization, whose facts were truthful and whose comments were authorita- tive. Other reports from the NEA fol- lowed and were willingly published and eagerly read. These were supplemented by articles and reports edited and re- leased by our committees, representing different parts of the school system. We had saved the day thru the help of the National Education Association. Not one recommendation offered by the company of “research and survey ex- perts” was included in the schoo! budget for 1939 as approved by the school and city authorities. We were complimented for our digni- fied campaign and envied by other de- partments for having such a strong na- tional organization. The members of the police and fire departments feel that we saved them, as ours was the first depart- ment report which was released to the public. Leaders in organization work have long contended and rightly, that if the one million educators of the nation be- longed to the National Education Asso- ciation, the power for good the Associa- tion would exercise would be untold. At present, its work is remarkable, but imagine what might be accomplished with five times the number of members and five times the amount of revenue. Just as the traveler wishes there were more yuccas across the desert so we wish there were more members of “the teach- ers’ candle.” [ 231 | (Pz agogy thir Pictures WILBUR IMPROVES HIS READING a PICTURE STORY On reme- dial reading was submitted by Van Burd of Flint, Michigan. The pictures were posed by Wilbur Merrill and Mary Lou Prevost in ¢ the English workshop at Whittier Junior Highschool. Wilbur takes a standardized test to He wants to learn about the m. diagnose his reading difficulties and chanics of reading. He is told to rol} finds he needs improvement. his eyes about—just to prove he ha; eye movement control. Mary Lou counts the average number of eye movements he uses per line. Notice how high Wilbur holds the book. Now she watches him in the mirror to study any regressions, long fixations, and other errors, and records them. Wilbur inspects his score card. Knowl- edge, practice, and frequent testing will make him a better reader. All boys and girls want to be! Wilbur hopes to read more smoothly by moving his eyes in rhythm with the metronone ticking in the center of the group. About 120 movements per minute is normal. Mary Lou thinks perhaps Wilbur reads with his lips. He may not move them outside, but she can't be fooled with her fingers on his throat muscles. we =O — = Growth of INSTITUTES on PROFESSIONAL RELATIONS ARGE GROUPS, small groups, in the open air, in college classrooms, on a May morning in Tennessee or a July noon in Oregon—somehow, somewhere, during the past summer more than 12,000 teachers and laymen (scattered in eleven states from the Pa- cific to the Atlantic) have taken active part in thirty-three informal “Institutes on Professional Relations.” Four states made widespread use of these insti- tutes: Kentucky held eight; West Vir- ginia, seven; Oregon, six; and Tennes- see, five. North Carolina, South Caro- lina, Utah, Oklahoma, Nebraska, Ar- kansas, and Montana held one each. Springing from a single institute in 1938 to a third of a hundred in 1939, the number appears destined for still an- other great increase in 1940; for the ma- jority of colleges and universities spon- soring such conferences last summer in- tend to repeat next year, and numerous other states—among them Michigan, Ohio, Mississippi, Iowa, Washington, Texas—are seeking help on organization plans. Adding impetus to the movement is the fact that the National Education Association at San Francisco in July in- dorsed by resolution “the move for In- stitutes of Professional Relations to train teachers in the following relation- ships: [a] Teacher-student, [b] teacher- profession and [c] teacher-public.” In the wake of this lead, President Elphe Smith, of the Department of Classroom Teachers, is strongly encouraging spon- soring of institutes next summer by re- gional directors of the department. These conferences—an attempt to reach the 300,000 teachers who each year gather in summer schools over the country and to awaken them to their professional needs—are noteworthy for the cooperation inherent in their con- ception. The National Education Asso- ciation, the state association, the spon- soring institution, and sometimes the state department of public instruction and other educational groups, united forces in planning and execution. Representing the NEA in the confer- ences were in many cases one or more officers or members of the headquarters staff, including: Reuben T. Shaw, presi- dent, 1938-1939; Willard E. Givens, execu- tive secretary; Joy Elmer Morgan, director, Division of Publications; Lyle W. Ashby, assistant director, Division of Publications; and Charl Ormond Williams, director, Di- vision of Field Service. Miss Williams, thru correspondence and visits, was the guiding force in the organization of the institutes. The executive secretary and often the president and other officers and leaders rep- resented the respective state associations. But, as is understandable, the burden of organization and program planning fell on the sponsoring institution; and to the hard work of directors and cooperating faculties and those teachers enrolled for summer work goes credit for inspiring results. According to Miss Williams, the pur- pose of the institutes is to further the goals: a unified profession, a democra- tized profession, a profession vocal on its own problems. Members of the teaching group, often ignorant of the humble origin of other professions, have sometimes despaired that teaching would ever attain professional rank. In these institutes, members of the learned professions, invited to participate, mani- fested great interest in efforts of edu- cators to elevate their status and re- counted with frankness and humor details of those days when “lawyer and liar” were deemed synonymous and when not only the medicine man but the barber and others dealt in the stand- ard remedy, bloodletting. From chroni- cles of the long years of tedious develop- ment behind the present high standing of certain other professions, thousands of teachers the land over have this year taken fresh heart and, measuring them- selves against the yardstick of all profes- sions, gained a knowledge of strong points, and weak, of the teaching group. Too, in this endeavor, representatives of the socalled “levels” of the profes- sion, along with invited lay people, have met around the conference table to dis- cuss probems of the profession; most VOLUME 28, NUMBER 8; NOVEMBER 1939 successful were those conferences that had democratic participation of sum- mer school students, the majority of whom were classroom teachers. Two years ago a noted lecturer who travels extensively wrote Miss Williams: “T have been in contact with forty teach- ers institutes—city, county, state—in the last two years. It has been of concern to me that the teacher groups are the only silent groups I meet. Business and community groups ask questions and discuss, but teachers sit mute. I’ve come to the conclu- sion that they are cowed—afraid of their jobs, of their freedom.” George Peabody College for Teachers probed somewhat into the truth of this allegation in its Second Annual Institute on Professional Relations. Following the general theme, “Desirable Professional Relations in a Democratic School Pro- gram,” one group heard teachers fear- lessly charge that the schools are so au- tocratically run that they kill all initi- ative on the part of well-trained, ambi- tious, professionally-minded classroom teachers, while superintendents argued that all administrative duties should be in the hands of the superintendent. After heated discussions the Peabody groups concluded that democracy must not be merely talked but actually prac- ticed in administrative procedures and in the entire school program. In West Virginia and North Caro- lina, the institutes have led to the for- mation of definite professional pro- grams for the entire year. In North Carolina the contribution of a class- room teacher led to the making of the statewide plan. State magazines have directed their attention to definite steps in the prefessionalization of teachers, and many educational groups, notably those of Kentucky, are planning work on this line at fall and winter meetings. At least one institution, Peabody, al- ready contemplates a comprehensive professional course on the problems of organization, administration, and sup- port predicated on the belief that all teachers must contribute intelligently toward the solution. But most impor- tant of all, national, state, and local education associations have focused on summer schools as a natural and logi- cal place for consideration of problems which beset the entire profession. —Lucite Warkins Ettison, NEA Di- vision of Field Service. [ 233 | WO COLLEGE-TRAINED MEN were caught in an attempt to kidnap a relative of a wealthy merchant. In their confession they stated that they had studied criminology with this kid- nap project in mind. A popular student body officer, sup- ported in his campaign by leading fac- ulty members as an exemplary and promising young man undertook the year after graduation to organize an elaborate “racket.” He is serving out a prison term. Boys and girls from the “best fami- lies” in large numbers are among those appearing in juvenile courts. Thousands of broken-hearted parents attest the fact that our education is inadequate in con- duct training. Is this an indictment of college, school, and home? No. It is a recogni- tion that our emphasis is misplaced. We give instruction, assuming that knowl- edge is dynamic. When well-informed individuals misbehave we call them per- verted, forgetting that their motives, as truly as their beliefs, are products of ed- ucation. We assume that knowledge is power, when in fact knowledge is but the machinery thru which the power of motive operates. If we wish to improve conduct we must focus our efforts on motives at least no less than on facts and logic. We must shift from emphasis on knowing about means to at least equal emphasis on caring about ends. If the human race can be induced to care enough about ends having social worth, it will be mo- tivated to find the needed means more effectively than at present. Policies and methods rotate about desires. Knowl- edge is subservient to motive. A century ago Herbart recognized the importance of interests. But he as- sumed that interests grew out of knowl- edge, and built his curriculum around information. His error has been recog- nized in theory, but has not been cor- rected in practice. Lester Ward, pioneer sociologist, insisted that the emotional life was the dominant factor in be- havior. Yet he placed major stress on the intellectual life of the student. [ 234 ] MOTIVE-CENTERED EDUCATION HAROLD SAXE TUTTLE The College of the City of New York In 1918 the National Education Asso- ciation announced its “seven objectives.” In these famous “seven,” adequate lip service was rendered to the effective side of life. Worthy home membership, good citizenship, and ethical character were included in the list; yet in the two decades that have passed, most of the curriculums that have been planned are overwhelmingly intellectual. Even the courses that claim to be built on one of the seven objectives rely primarily on information as frankly as did Herbart. Motives are essential, we say; then we proceed to construct factual curriculums and to test school success in terms of knowledge. In their practices the mental hygien- ists and the experimental education group have set up methods favorable to the development of social motives. They are the pioneers who have opened the way to a psychology which can revolu- tionize education. As the psychology which supports their practices is more clearly understood, it will rapidly spread into education in general. In the school where motive is recog- nized as the goal, and knowledge as the means of attaining it, every step will be tested in terms of the outcome aimed at rather than the mere means. At present too many teachers ask, “Will this step help my pupils to pass the examina- tion?” In the new school the teacher will ask, “Will this step lead my pupils to want social welfare more strongly? Will it cultivate tastes and interests which will enrich their personalities, and in turn enrich the society of which they are a part?” More information will be imparted than at present; for there will be more desire to solve problems. But for every item of information the test will be, “Can this information contribute to the realizing of ideals which the children are forming?” Whatever is included in the content of the curriculum will be selected because and only because jt promises to aid in the expression of wholesome interest on the part of the children. Geography will center around people, not around mountains, oceans, and riy- ers. The several industries will be cen. tered around the lives and happiness of the people who carry on those indus tries. Geography will be a moving drama to every child, because it is a moving drama to those who enact it. | Such a study will reveal to the children the fact that there are giants in the earth in every country. It will bring them to understand sympathetically some of those things which are now amusing peculiarities. Because of the nature of curiosity sci- ence is richly rewarding. But apart from the sheer joy of understanding one's universe, science would—for all stu. dents as it has for certain professions— become the means of improving the conditions of living. To the public school pupil science must be dominantly a means of getting better control of those forces which make for weal or woe in society. If motives for human betterment were strongly cultivated, there would be no need of a Regents examination to stimulate the study of science. The motive of human welfare should be the center of all science teach ing. Knowledge should constantly be made the servant of that motive. For a long time the better teachers of history have recognized that their sub ject is not a series of facts for pupils to remember but a series of human experi- ences to be interpreted. For those who | hold learning to be concerned chiefly | with motives, history will be, beyond | that, a series of experiences thru which to see the farreaching effects of human | choices. The blunders of those in charge of public affairs will be seen as tragedies THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ill be se it mn of f the ‘ople, 1 riy. cen- ss of idus- ving is a ct it, dren earth m to > of Ising y SCI- from one’s stu- ns— the bic. ntly 1 of | 1 or | man ated, | ents | y of | fare | ach- | + be 's of sub- s to er l- who iefly ond rich nan irge dies [ON | to the thousands of people affected. The selfishness of men in high places and the ignorance of those in low will not be looked upon merely as explanations of events but as causes of untold misery. History is human drama; however, it will be studied not for the sake of en- joying the drama alone, but for the sake of cultivating social goodwill, and changing tragedy into celebration. Language under the new interpre- tation will not be taught as a series of exercises in vocabulary or drills in verb endings; rather guage will be thought of as lan- a means of discovering the inner life of races as yet little understood. When one be- gins to think in a foreign language he can begin to think in terms of the emo- tions and problems of the people who speak it. Litera- ture, whether in one’s own or a foreign tongue, offers opportunity of understand- ing men and women of in- sight who have interpreted life. When literature yields in- sipid pleasure it has not all; only when it leads the stu- dent to be more neighborly really been taught at Courtesy, Los Angeles Junior College and to help others live more graciously has it fulfilled its true function. A rigid curriculum made in advance, which the school must transfer to the mind of the child is utterly impossi- ble in the thought of one who recog- nizes that the chief task of education is to build up motives for human conduct. The dietitian thinks of food as means to the health and vigor of the eater; the details of a reforesting proj- ect are all planned with refer- ence to the conservation of water in the hills; it is no less necessary for the educator to keep in constant view the con- duct of the child for whose training education is planned. Of all the wasteful policies of Tne test of a school newspaper, as of other educational. practices, is, “Will it lead stu- dents to welfare more strongly? Will il cultivate tastes and which will enrich their per- want social interests sonalities, and in turn enrich the society of which they are a part?” which the American people are guilty the most indefensible is to impart to children under threat of penalties ten thousand facts the use of which neither teacher nor child knows. Education is devoted altogether too exclusively to im- parting facts, leaving the cultivation of VOLUME 28, NUMBER 8; NOVEMBER 1939 Courtesy, Salem ( Oregon) Public Schools Courtesy, Evansville ( Indiana) Public Schools social motives either to chance or to some mysterious process, which, because of its mystery is called “concomitant learning.” For this there is no longer any excuse. Data regarding the laws of motivation are now available. Social betterment in any field depends upon more than social intelligence. It depends equally on social motive. Not until individuals are conditioned in scores of specific social habits, integrated into a higher social ideal, is there hope of applying the information already at hand to make a better world. The psychology that puts motivation at the center and treats intelligence as a tool may be revolutionary; but it is the kind of revolution which everyone will like because, when so conditioned and integrated, everyone will prefer the bet- ter order. Courtesy, New York Public Schools Children WANT to BEHAVE O NOT READ D *i: article if you have never attempted to teach what you termed “unruly” children, or if you do not know of some teacher who has “disciplinary” troubles, or if you are not concerned by fine distinctions be- tween what constitutes “good” and “bad” behavior. The problem of control in the class- room doubtless is the beginning teach- er’s greatest problem. Probably more teachers fail because of disciplinary troubles than for any other reason. It is true that many teachers of considerable | 236 | experience find con- trol a major prob- lem. That so little has been written re- cently on this prob- lem is possibly due, first, to belief that knowledge of child psychology will make the teacher competent to meet her problems and, second, fear that discus- sion of discipline will mark the partici- pant as a hopeless reactionary in a pro- gressive profession. The importance of sound knowledge of child psychology cannot be mini- mized. But successful application of principles of psychology to classroom situations depends upon experience with An interesting apyaroach to an old problem, by HARLAN L. HAGMAN SUPERINTENDENT OF SCHOOLS, WARRENVILLE, ILLINOIS children in school. One might study an instruction book on how to drive an automobile, yet find that skill in driy- ing comes with experience behind the wheel. Tho the time required to learn to drive may be reduced by pre-study, no amount of study will provide all knowledge needed. Recently, there came to my office a questionnaire from the college from which one of our teachers is a graduate, Among other items listed in an attempt to rate this teacher was this: “Control of the Learning Situation.” Here in polite terminology was an old friend. Where once the might have spoken of “Discipline” or “Making Children Behave,” now he may speak in the broader terms of “Control of the Learning Situation.” Schools have come administrator a long way from the period when a teacher’s success was rated upon his abil- ity to wield a birch rod. Discipline has a harsh sound reminiscent of military control or the “Toe the mark!” of schools of an earlier day. The means and type of control have changed from the day of the Hoosier Schoolmaster and yet the end is theoretically the same —the setting-up of a classroom situation conducive to learning. Opinion as to what that situation is varies consider- ably. The problem is as contemporary as any educational problem, tho viewed in different light than it was a genera- tion ago. Children ought to behave. But how should they behave? Obviously, what is good behavior on the playground may be bad behavior in the schoolroom. The class participating in a social science dis- cussion exhibits a type of conduct per- fectly proper in itself but reprehensible in an arithmetic drill. Schools differ in philosophy and thereby differ in setting up standards of pupil conduct. Confu- sion may exist in the child mind when his behavior meets approval at one time and disapproval at another. Failure of novice teachers to make the transition clear to the pupils often results in class- room disturbances seemingly uncalled THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION to an an iv- he ly, ill ig for. Children want to behave, but to their confusion behavior is good or bad as adult thinking makes it so. Before the teacher can make stand- ards of conduct clear to the pupils, he must form some clear conception of what he himself thinks of pupil con- duct. A philosophy of pupil conduct ought to be formed by each teacher. Necessarily, no one philosophy will serve for every school. The following are suggestive rather than complete. [1] Such order should prevail that learn- ing may take place in an atmosphere con- ducive to study. [2] The teacher should be at all times in complete control (in- conspicuously) of his group of pupils. [ 3] Unnecessary disturbances should be mini- mized. [4] An attitude of courtesy and respect should prevail among pupils and between pupils and teachers. [5] An air of purposeful activity should be apparent. [6] The pupils should be enjoying them- selves in a quasi-democratic society where the restraints are the restraints of ordinary good breeding. Assuming that these suggestions are indicative of a desired conduct situation, responsibility for control lies with the teacher. The school office, the dean, the home-room teacher are counselor, the The question of discipline ts as con- femporary as any educational problem, tho viewed in a different light than in the days of the district schoolmaster. The drawing on the opposite page is Jrom “The Little Grammarian,” repro- duced in “Old Time Schools and School Books” by Clifton Johnson (Macmillan and Peter Smith). at best supplements, tho often valuable. Assistance is many times desirable but shifting the responsibility is sometimes simply running away from the prob- lem which is certain to recur. The per- sonality of the teacher is the final cause of the existence of good or poor control of the learning situation. To help beginning teachers find pro- cedures for correcting difficulties and for analyzing difficult situations the fol- lowing are offered: POSITIVE Be friendly, but not familiar. Be approachable and understanding. Be able to laugh at yoursel’. Be impersonal in reprooi. Be impartial to the “nth” degree. Calm yourself. If you have your favorites, keep the fact to yourself. Be interested in children’s personal prob- lems. Be professional. (This implies much.) Love children. Fit your reproof to the seriousness of the offense. Reprimand briefly and to the point. Have your lessons well-prepared. Sense coming difficulties, and prevent their occurrence. Be courteous if you expect courtesy. Be well-poised. Ignore, when possible, slight offenses which may be annoying to you but not disturbing to others. Carry dignity but avoid stiffness. Use a well-modulated, well-pitched voice. Reprove in private. Be generous and fair. tional activities. VOLUME 28, NUMBER 8; NOVEMBER 1939 Provide interesting func- Be interested in your work. Hold friendly, private conferences. Exhibit your confidence in the child. Discuss your problems with others in the profession, but assume complete responsi- bility for your work. Win respect by displaying good breeding. Be firm, but not unbending. Be a democrat. NEGATIVE Don’t jump to conclusions. Don’t protract reproof or punishment. Don’t harbor resentments. Don’t fear to apologize. Don’t blame the children for conditions arising from your own indisposition. Don’t punish by using school tasks. Don’t omit praise when praise is due. Don’t deny children the respect due them as persons. Don’t punish or scold many for one per- son’s offense. Don’t forget your own childhood. Don’t promise rewards or penalties you can’t inflict. Don’t create martyred students. Make your justice apparent. Don’t set yourself up as an authority be- yond question. An American school should both teach and put into practice the prin- ciples of democracy which characterize our ideology. Pupils of grades and high- schools should be participants in a com- munity where participation is a privi- lege of worthy citizenship. Laws are controls in a democracy as well as in any social order. Most children behave themselves. Disciplinary control in the schoolroom can be democratic and yet be existent. Responsibility must carry authority with it. But school children should learn by experience the controls of a democratic society. Courtesy, Minneapolis Public Schools [ 237 | \ Teaching the Pledge , of ALLEGIANCE . ' CARL JOSEPH TIVEL, Granada School, Alhambra, California HAT THE Pledge of Allegiance is one of the least functional aspects of American education is scarcely to be denied. What sort of attention does it receive? Little, if any, and that of an adverse sort: A few pupils have refused to make the pledge; the Cali- fornia legislature has attempted to leg- islate patriotism. The real seriousness escapes the attention of pupils, legisla- tors, teachers alike: Thousands of chil- dren daily run thru the form of the Pledge without thinking of what they are saying. With so much oath-taking being done abroad under pressure and with so much being done all over in a poll-parroty manner, there is a real need of review- ing the implications of our Pledge. Too many teachers believe in the synonymity of repetition and understanding. Interpretation of the Pledge ought to be functional in intent, permeating in the lower grades, in its more obvious meanings, the whole idea of good citi- zenship, and in the upper grades tying in importantly with the social studies, infusing a new type of meaning and re- defining direction. It is hoped that the teacher will fur- ther explore the implications of the Pledge in the following paragraphs and that he will encourage and discuss the explorations of his pupils. Every child ought to have the opportunity and the encouragement necessary for a critical discussion of that which he repeats from memory so frequently. [ 238 ] Courtesy, Indianapolis Public Schools Obviously the terms of the Pledge, al- legiance, indivisible, liberty, and justice, do not hold at all times and in all places the same implications. The embryonic concept of allegiance is still too often a martial one, “my country right or wrong,” the citizen with a national chip on his shoulder. But the concept is ma- turing, and allegiance is more fre- quently thought of as bearing a solid implication of service toward the prog- ress of humanity. Nor do we now call cowardice the service of working to pre- vent war. Our modern concept of allegi- ance as service embraces a new set of heroes as patterns—those who have less- ened the suffering of man, the great doctors; those who have lessened the drudgery of man, the great inventors; those who have widened and deepened the spirit and thinking of man, the great teachers; those who have taught that “a man’s reach should exceed his grasp,” the great musicians, poets, and painters, As in allegiance, the emphasis on in- divisible is changing. Currently, the stress goes on the desire for unity of spirit, aims, and purposes rather than on the narrower interpretation of the term during periods of stress in our na- tional history. The implications are posi- tive rather than negative. Liberty and justice are terms not so easily dealt with. Certainly liberty con- sists of more than legal rights. The great majority of decisions involving liberty are quite removed from the law’s juris- diction. They are our numerous, daily decisions and, as such, affect the happi- ness of our associates immediately and of the nation ultimately. By mistaking license for liberty, contribution is made to dangerous precedents, which if they reach any extent are often opposed by violence and suffering. True liberty t. compatible only with selfmastery. Thus, we cannot consider liberty without also considering justice and, conversely, were there no liberty, justice would be much limited in meaning. Concretely, the child ought to have uppermost in his mind, when he makes his Pledge, the idea of service. It will be a type of service fitted to him and to his environment. Certainly it should in- clude selfdevelopment to the utmost— mentally, physically, spiritually; an ap- preciation of the progress of mankind and of the glories of science and art and teaching; continuous development of a fine inner sense of right and wrong; a passion for defending, sustaining, and promoting that which he knows to be good; a compelling desire to participate in democratic procedures and within such framework to solve the problems of school and community. That the Pledge must be related to problems both at home and abroad is an inescapable conclusion. Since the fin- est allegiance, or service, demands the best perspective, the pupil should see the worth of interested and unbiased obser- vation and evaluation of other ways of living and thinking. The best type of citizen never identifies intellectual boundaries with political boundaries or shows prejudice against the first because of the latter. Especially thru the appreciation of problems that are pertinent because they remain unsolved in our several com- munities, it is hoped that the child may be led to an awareness and considera- tion of problems wider in scope and more difficult of solution as they move away from the concrete and external to the limitations in the minds and hearts of individuals. Thus, ultimately, thru a thinking consideration of the Pledge, the child may be brought to view the world as extraordinarily complex—a world with few answers, only relatively intelligent approaches; a world in which the need of zeal for responsibility to match the eternal zeal for liberty is acute and insistently demanding. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION aily dpi- and ing ade hey jis us, ilso ere uch ave kes be his st— ap- ind ind of ng; ind vate hin to | is in- the the ser- ays ype ual or use ge, +he ON A AH ricu-not Come to the fair! All the stalls on the green are as fine as can be! With trinkets and tokens so pretty to see. So it’s come, then, maidens and men, To the fair in the pride of the morning. HE MERE MENTION of a fair holds 5 prea as much attraction for chil- dren as does that of a circus, for visions of gayety, color, and music come to mind. Imaginations picture booths and stalls where fascinating things are sold, a stage where dramatic scenes are acted, displays of choice articles, and good things to eat and drink. Deciding to use this rich vein of natu- ral interest, the child librarians in our elementary school planned a Book Fair: [1] To display to better advantage some of our collections of picture and story books, so that children and parents might know the wealth of material available. [2] To awaken and stimulate a new in- terest in books by showing book binders at work, mending and re-binding old and worn copies. [3] To earn money for the purchase of new books for the library, especially for two new sets of encyclopedias needed in the reference room. While the entire school was interested and eager to participate, most of the actual planning and work was done by the fifth and sixth graders, for we felt that too many cooks might spoil the broth. In a smaller school, everybody could help. The inevitable orange and apple crates came into their own as booths, making very acceptable ones when nailed together in rows of five or six, with a long box on each end to give height. In some cases, laths were fast- ened to these, forming a framework at the top from which all kinds of fancy articles and decorations were hung. Other counters were made of card- board boxes piled in modernistic fash- ion on low tables; some were con- structed of laths fastened in lattice effect over higher tables. Each type was deco- rated with crepe or tissue paper, flowers, or an appropriate background. In general, the booths could be di- vided into two classes—cultural and commercial. In the former were: [1] The Hawaiian Booth, where pic- ture and story books on that tropical land BOOK Esther Bahls COMMODORE SLOAT SCHOOL, SAN FRANCISCO, CALIFORNIA were displayed among ukuleles, grass skirts, and leis. Children in costume played the instruments and called attention to the liter- ature on display. [2] The Dog Booth, where over 250 toy dogs of all shapes and sizes, brought from the children’s collec- tions at home, vied with their counterparts in picture and story. This was one of the most popular displays. [3] The Bookbinders’ Corner, presided over by highschool students who were especially clever in the bookbinding class. They brought all their equipment along, as well as some finished products in beauti- fully tooled leather. They mended and bound books and answered questions asked by interested observers. [4] The Old Curiosity Shop—here were exhibited models of the first telephones, lamps tracing the history of lighting from earliest times, samplers, first editions, the very oldest volumes the children could find at home, rare pewter and silver, old clocks, “crazy” quilts, and a trundle bed! [5] The Story-Telling Room—a small storeroom off the auditorium where a few children were admitted at a time, sitting on mats on the floor to hear their favorites. We were fortunate in securing a talented librarian, who donated her services to the cause. At the Old Pioneers’ Booth The commercial or money-making attractions were as follows: [1] Old Pioneers’ Booth, decorated with skins, guns, and books on pioneer life. Children in hunting garb sold Johnny cake, popcorn, and popcorn balls, all made by themselves. [2] The Fish Pond—where everybody wanted a chance. It cost little to stock, since among the “catches” were leather took marks, marble-ized paper book jackets, pen wipers, and other articles made by the children. [3] 4 Flower Stand—this, too, was quickly sold out, for the bouquets and corsages of fresh flowers were attractive and reasonably priced. Large containers filled with water kept the blossoms in good condition. [4] The Ice Cream Booth—bars and VOLUME 28, NUMBER 8; NOVEMBER 1939 FAIR cups went like magic from a cotton- covered Eskimo hut, and the children waiting on the counter were kept more than busy. [5] The Candy Shelf contained homemade products as well as grab bags and chocolate bars. It was attrac- tively trimmed in pink and white. [6] The Silver Tea, served at small tables by the children, in costume. People who were generously inclined left as much as fifty cents for tea, sandwiches, and small cakes. [7] Home-made Cake Booth [8] Handiwork Booth |9] White Elephant Booth—the latter three were made and stocked by the moth- ers, who found that their contributions were greatly in demand. They could have sold twice the amount they displayed. The fair was held in the school audi- torium, gayly decorated with colored paper pennants made by the children. Directly in front of the stage, one hun- dred and fifty chairs were placed in the shape of a triangle, the widest part at the front, thus giving space at the rear of the room for the tea tables. People who bought tickets at ten cents each could sit to watch the stage show, while those in other parts of the auditorium could see it, but not so comfortably. Buglers announced the program, which consisted of Spanish dances by six little girls, a skit from Tom Sawyer by the children, and some Indian ceremonial dances. These last were executed by two college boys who had made a study of certain tribes among the Indians of the Southwest. Their authentic interpreta- tions, aided and abetted by gorgeously colored costumes, captivated young and old alike. A few of the factors that made the undertaking a success were these: At- tractive, colored announcements, de- signed by the children, were sent to each home, and gay posters were placed in the halls at school. Admission was free, but each child had to be accompanied by an adult; and since the fair was held from three to five o’clock, we were as- sured of a large crowd. Finally, because the theme and purposes touched the in- terests of every child in the school, the enterprise was a truly cooperative one, resulting in satisfaction to all. [ 239 | THE WHITE HOUSE © Underwood & Underwood Studio WASHINGTON v4 Message October 2, 1939. ) TO THE PATRONS, STUDENTS, AND TEACHERS OF AMERICAN SCHOOLS: tom Let us take note, as we again observe American Education Week throughout our Nation, that education in our democracy teaches the PRESIDENT practice of reason in human affairs. I refer not only to education that may come fram books. I include education in fair play on the athletic field and on the ROOSEVELT debating platform; I include education for tolerance through partici- pation in full, free discussion in the classroom. Practice in the scientific method by our young people may be more important than learn- ing the facts of science. Fram kindergarten through college our por schools train us to use the machinery of reason; parliamentary practice; the techniques of cooperation; how to accept with good grace the will of a majority; how to defend by logic and facts our deep convictions. This is education for the American way of life. AMERICAN Our schools also bring us face to face with men and women with whom we shall share life's struggles. In their lives and ours, struggle will never be absent; the struggle of every individual EDUCATION against the stream of life; the struggle and competition among in- dividuals, groups, institutions, States, and nations. To the resolu- tion of conflicts and struggles of life, democracy supplies no easy answer. The easy answer, the quick but incomplete answer, is force; WEEK tanks and torpedoes, guns and bombs. Democracy calls instead for the application of the rule of reason to solve conflicts. It calls for fair play in canvassing facts, for discussion, and for calm and orderly handling of difficult problems. These vital skills we Americans must acquire in our schools. In our schools our coming generations mist learn the most difficult art in the world — the successful management of democracy. Let us think of our schools during this American Education Week not only as buildings of stone and wood and steel; not only as places to learn how to use hand and brain; but as training centers in the use and application of the rule of reason in the affairs of men. And let us a bleeding world to supplant force with reason. a ya Oe The cartoon at the left, by Ben Rubinsky, student, Polytechnic High- school, San Francisco, receiwed First Honor Award in the Nation- wide Highschool American Education Week Cartoon Project for 1939 [ 240 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION SS a SCHOOL PURPOSES os. TEACHER LOAD N COOPERATION with affiliated organ- izations, the NEA Research Divi- sion distributed 10,000 questionnaires among groups representing 50,000 teach- ers in city school systems in 40 states. The 4000 replies are summarized in the November 1939 NEA Research Bulletin, upon which this article is based. Why Study Teacher Load?—Why does the teacher load question merit at- tention at this time? The frst reason is the improvement of the health and happiness of teachers themselves. It seems a bit absurd to talk of “health, adjusted personalities, and tolerant at- titudes” as goals of instruction if teach- ers themselves are ruining their health because of excessive responsibilities. To substantiate the claim that health haz- ards are found in teaching, it is only necessary to cite the volume, Fit To Teach, the 1938 yearbook of the NEA Department of Classroom Teachers. A second reason is the trend toward new social and community duties. In many communities during the recent depression years, not only has there been an increase in the number of pupils per teacher, but teachers have been called upon to help with relief and welfare problems. A third reason is to be found in the currently accepted goals of public edu- cation. Altho some studies show that children can acquire certain informa- tion and habits as well in large as in small classes, who today is satisfied with such a meager return? Consider the re- cent report of the Educational Policies Commission, Purposes of Education in American Democracy. No person ac- quainted with the problems of instruc- tion would think for one minute that such goals can be obtained by teachers burdened with excessive loads. A fourth aspect of the background to teacher load is the declining school en- rolment. Here is both a hazard and an opportunity. Some will say: “Let us dismiss teachers and save money.” This policy is obviously shortsighted. So far as enrolment has declined (and it has, in many metropolitan centers), we should avail ourselves of the oppor- tunity to adjust the educational pro- gram to the goals of education and to conserve the vital energies of teachers. What Teachers Think—The ques- tion of teacher load is as old as public education. In the early days attempts were made to meet the problem thru such simple plans as assistant teachers and thru more complicated procedures such as the monitorial schools. Recent years have seen many studies of the possibilities of various sizes of class. For- mulas have been developed by adminis- trators and accrediting agencies designed to bring some reasonable relationship between teacher load and acceptable academic standards. Little or no attempt has been made to discover what class- room teachers themselves regard as the sources of heavy load. It is apparent from the present study that teachers are concerned primarily with finding time to know and to under- stand the individual pupils. As one puts it, “I could do so much more for my pupils, the bright and the dull, if I had more opportunity for individual work. What might be done haunts me.” An- other writes, “Teaching to me is an indi- vidual thing. But there is no time in my crowded program to make personal ad- justments for pupils. They must be treated as a mass.” How many pupils can a teacher handle successfully? In practice today, the aver- age elementary-school teacher has thirty- four pupils enrolled; secondary teachers have on the average thirty-one. Some teachers seem to be able to teach larger classes than others. But there does ap- pear to be a point where, as one teacher puts it, “one must choose between the informal procedures and goals of mod- ern education and the mass technics of the past.” Teacher load is not exclusively a prob- lem of the number of students. Acute pressure upon health and efficiency may develop from crowded rooms, class in- terruptions, clerical work, and commit- tee assignments. Secondary teachers re- fer frequently to the extensive paper work required in social studies and English classes; teachers of special sub- jects are handicapped by lack of equip- ment. To these pressures are often added a “no-failure” program, extraschool ac- tivities, emphasis on pupil guidance, and VOLUME 28, NUMBER 8; NOVEMBER 1939 the demand for participation in com- munity affairs. Most previous studies of teacher load have neglected or minimized the cumu- lative aspects of the problem. As one respondent wrote: “There seems to be a constant increase in the number of special requests. Each new obligation is imposed with the statement, “This will not take much time,’ but cumulatively it all amounts to a real drag on the conscientious teacher.” What To Do—There is still another side to the problem—that of the ad- ministrator. He has to reconcile the total cost of the school program with the available financial resources. His task is complicated by the insistence of schoolboards on efficiency, the demands of taxpayers for increased services at lower tax rates, and the expectation of the teachers that they shall have security of employment, adequate salaries, and sufficient materials of instruction. Obviously the situation calls for co- operative action, for an attempt to un- derstand all phases of the problem, and for a realization that a practical rather than a Utopian solution must be sought. A few steps in this direction are: [r] The questionnaire and procedure used in the present study could be used with profit in many local school systems. What classroom teachers think about the local teacher load situation should be con- sidered in any effort to maintain a reason- able balance between load as measured in number of pupils and the goals of educa- tion in the local school system. [2] School principals and other adminis- trators should give thought to the many annoying practices exemplified by the great number of class interruptions. Many ad- ministrators inadvertently complicate mat- ters by not seeing the problem from the angle of the classroom. [3] Upon all teachers falls a cooperative responsibility for interpreting education to the public. If the public wants a mod- ern system of schools, it must be willing to provide a teaching personnel sufficient in numbers and qualified in preparation so that an intelligent adjustment may be made between the available human resources and the hoped-for outcomes of education. —Frank W. Husparp, Associate Di- rector of Research, National Education Association. [ 241 | A SCHOOL bs, a4 mith | Vicepresident, Central Section New York State School Boards Associa. tion, and president, Board 9 Education, Greece Central School Rochester, New York. and B. W. KINSELLA Viceprincipal, Greece Central School, New York - 4 J , - — a 1 i: Pa. s The dental hygiene teacher keeps an accurate record of the dental defects and corrections. This rec- ord is valuable both to the dentist and to the school in its followup The dental hygiene teacher in- spects and cleans the teeth of the pupils. While doing this she gives “dental pointers” to each child, helping him to become dentistry conscious. The dentist and the dental hygiene teacher work in co- HE CARE Of a child’s health is of y gah importance in a community —a common interest for parents, teachers, doctors, and nurses. When the need for community cooperation is shown sufficiently, it is probable that the people will respond. This statement is well supported by the action of the people of the town of Greece, adjoining Rochester, New York. It was found that there was great need for dental care for children in the MONROE COUNTY VOCATIONAL EDUCATION AND EXTENTION BOARD OEPARTMENT OF DENTAL HYGIENE Dear Parents: Types of record cards: Above, per- manent cleansing card; below, par- ents’ consent card. to the sehool clinic. The County Dental Hygiene Teacher, after cleaning your child's teeth, reports that dental care is needed. The Greece Central School clinic will open on December 10, 1935. Kindly check below in the space provided, whether you wish your own dentist to do the work, or whether you wish to have the work done at Greece Central School at 25¢ for each visit My own dentist will do the work. The school clinic may do the work. ~———tChila’s name) SOS work with parent and child. schools. When the county dental-hygi- ene teacher examined and cleaned the teeth of the public-school children sev- eral years ago, go percent needed dental care. Parents of many of these children had neither the inclination nor the fi- nancial means to correct the situation. Public-spirited and health-minded citi- zens of the town, representing churches, parent-teacher organizations, and town officers, perfected an organization to meet the need of giving dental care, the nucleus for what later developed into the Greece Dental Clinic. Civic groups held card parties and _ similar affairs to provide money for the first dental clinic. The Men’s Republican Group donated (Parent's Signature) operation in accomplishing the aims of the school den- lal clinic. a dental chair. The Democratic Group gave the instruments and the original quantity of supplies. Two resident den- tists of the town donated a foot power drill and a sterilizer. By this time a Dental Committee was working under the Greece Health Serv- ice. A chairman arranged the time when various groups would use the dental chair. The chairman and her committee also aided in establishing new dental clinics or in developing to a greater extent the older organizations. School trustees, seeing the value of these clinics, responded to the request that the district help in financing the work. Each child pays twenty-five cents per treatment. The difference in the amount received from these fees and the amount paid the dentist is supplied by the school district. The Greece Town Board supplies the materials needed. The Town Board also purchased an electric drill to replace the foot drill after a year of use. Each child is examined by the school health officer at the beginning of the school year. Oral defects are recorded on the health cards, as are the other defects. Cards recommending treatment THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ( } are sent to the parents. The county dental hygiene teacher then cleans and closely examines the teeth, She talks to each child while she is cleaning the teeth, giving suggestions as to diet and care of teeth. When cases are urgent, the hygiene teacher talks the situation over with the parent. Her findings are recorded on cards for use of the dentist. Arrangements are made with the den- tal chairman by the school principal for use of the dental chair and materials. Mimeographed letters of information concerning the work are sent to each parent. Blanks are also sent which are to be filled in and returned to the school, as a legal precaution, providing the necessary permission to give dental care to the child. The parent also agrees to pay twenty-five cents for each treat- ment. If the parent of a child is on wel- fare relief, the fee is taken care of by that agency. If, however, the child has no means of paying, the work is done without charge. The work is usually conducted during several mornings of each week. A complete record on each case is filed on permanent record cards. In 1938 our dental clinic opened on January 11 and closed during the first week in February. One hundred sixty- nine children received treatment dur- ing this period. Many had one or two fillings, while others had six or seven. The greater number of urgent cases was in the lower grades where some of the children had not had previous care. Children in the upper grades who had been having their teeth cared for during previous years at the clinic had few cavities. There has been a marked decline in the percentage of urgent cases in the upper grades since the clinic was started, In 1935-36 18 percent of the pupils failed to care for their teeth, while dur- ing 1937-38 only 3 percent had no work done. There was also a decrease in the number of extractions, indicating that preservation goes with care of the teeth. The dentist worked fifteen mornings, receiving $112 for his services. Between 1934 and 1938, dental work was com- pleted at a cost of less than $700 to the school district, which would have cost about $3500 outside of a clinic. Some feel that it would be better to have each child go to his private dentist. But many children have no dentist and unless some means are provided, ORAL EXAMINATION RECORD CODE: C~CARIES, FFISTULAE. M- MISSING TEETH, R-“ROOTS REMAINING, ORAW LINE FROM DEFECT ANG INDICATE CHARACTER AND HUMBER OF EXAM. THUS. C= CAVITY AT FIROT EXAM, PR-Pucr Ramoven AL~Apecase Lance CR-Caccucus Removes T+ Roor Tasareo P=Paormrane K~ Exvaccnon DIRECTIONS:—USE SERIAL NUMBER FOR EACH OPERATIONI.2.3.4 ETC. Dnaw AREAS TREATED ON DIAGRAM GIVING NUMBER AND CODE LETTER (c'. a® ETC). ENTER GAME WITH DATE IM PROPER COLUMN, THUS: 12/6/22. ‘Tres Fone 1s aacommenDED &Y THE University oF Tra STATE OF Naw Yorn. Front and reverse of permanent clinic record the child’s teeth go uncared for. In other instances parents wait until sum- mer to have the child’s teeth cared for, and a great amount of injury to teeth can happen during this period of wait- ing. One of the strongest arguments for conducting a dental clinic in a com- munity is that it causes both parents and children to become dentistry con- scious. With most of the children hav- ing their teeth examined and treated by a clinic, it is only natural that those who would usually place little value on dental care will join in the movement. What does the private dentist think of the practice of establishing clinics of this type? He is in accord with the ideals leading to the establishment of the clinic. In general, however, he feels that only those for whom the clinic is established should take advantage of it. We agree. The school authorities urge that the child have his teeth cared for by a private dentist, but in case the work would otherwise not be done, to go to the clinic set up within the school. VOLUME 28, NUMBER 8; NOVEMBER 1939 Dentists are opposed to misuse of facil- ities offered thru a clinic. They do ap- prove of the practices and attitudes de- veloped in the child toward proper care of the teeth. A child who has built up a desire to have his teeth cared for and has gained confidence in a dentist may return to that dentist even after school days are over. Possibly the dentist thru his willingness to cooperate in such an excellent project now has built up a clientele for the future. In that case, we shall have attained our aim of hav- ing the child continue in the care of his teeth thruout his life. The results of the clinic may be stated briefly as better health; better attend. ance; better school work; an aroused interest by the child and the parent in the value of preventive and corrective dentistry; an economical saving to the taxpayers of the school district; and less likelihood of future citizens’ becoming community charges as a result of ill- ness caused by teeth infection in their youth. [ 243 | REALISM « MODERN EDUCATION les must be realistic if we are to solve pressing problems and move forward as a demo- cratic nation, in which the freedom of the individual is respected and honored within the bounds of humanity. We must learn about our strengths and our weaknesses, so that our virtues may be praised and our vices replaced by wholesome institutions and practices. One of the most serious charges made against old-time education was that it did little to help boys and girls become adults who understood the affairs of their world. Today our schools have be- come imbued with new ideas and ideals. We say we are realistic. Sometimes we as teachers actually try to dig into the social and other problems of the day. And we sometimes meet with sharp rebuffs. If we are sincere, of course, we take them on the chin. Perhaps we change our tactics a little, but we al- ways come back for more. Often these setbacks point out to us clearly that we are on the right track, that the under- standings we are trying to give our fu- ture citizens are basically important. Last November my three classes in highschool freshman citizenship spent two days discussing elections, their sig- nificance and importance in a demo- cratic country, and in going over some of the Indiana election laws. We out- lined the procedure an honest voter fol- lows in casting his ballot, the necessity of first going by the party challengers, and the like. It was hoped that the stu- dents would carry home at least part of the story and thus stimulate their par- ents to cast their ballots. The following assignment was then made: [1] Write about 300 words on, “The Importance of Voting in a Democratic Country like the United States.” Use your textbook and other citizenship books in the classroom library. [2] Either before or after school Tues- day visit the polls in your precinct, and [ 244 ] Paul J. Scheips CENTRAL HIGHSCHOOL EVANSVILLE, INDIANA Photo, Washington Posi observe there (always stay- ing a good fifty feet away) the goings on of party workers on the out- side, cars with banners, and the like. Write at least 300 words on your observations. If you witnessed anything that looked like a violation of the election laws (so far as you could tell from what you have learned in citizenship class) in- clude that information in your paper. [3] Attach to the two papers a map of the precinct in which you live, showing the outside boundaries, the exact location and address of the polling place. Indicate the number of the precinct and the council- manic zone in which it is located. List the names of the election officers in your pre- cinct, indicating which are Democrats and which Republicans. For help consult the Evansville newspapers for November 6. [4] Work this assignment out carefully, so that you may have a better picture of a general election, its importance, and im- provements needed. We must always bear in mind that the battle to improve—even to maintain—our democratic government must, of necessity, involve the ballot box. More than 10 percent of the parents would not permit their children to visit the polls. Among the notes sent me by parents were these: I consider Geraldine to young to visit the Polls, referring to last Tuesday’s elec- tion. To whom this may concern:—Ruth had no opportunity to go to the polls. Kindly excuse her. [By a prominent minister! | Mr. Scheip. I did not permit Carol Mae to go to the voting Polls because I didn’t think it was the proper place for her to go Her Sister To whom this may concern:—Ruth was absent from the polls, because I do not think it was a just place for a young girl of her age at present. Will you please excuse Thelma from her assiment because I don’t think it is any place for children. Mr. Scheips, we do not approve of Mari- lyn going to the voting polls. Mr. Scheip. Please excuse our girl Theresa for not having her subject on election, we did not think it proper for a girl her age. to be at such a place, as you yourself know conditions of things at such a place at that time. Thanks. To Home it May Cocern:—I dont think THE JOURNAL OF at the poles Is No place for young girls as I dont go there my self Yours truly Mr. Scheip—Unless it were—or had been publicly announced previous to students visiting voting booths I prefer Virginia not to be present at these place since there would perhaps be a tendency of their pres- ence being questioned—Respectfully Mr. Scheips. Am sorry to say, Henriet. tas Father & Myself think children her age, should not be at the Polls, as they only would be in the way of people that are old enough to vote, and dont see what she could learn by going think it a very foolish to ask them to go, as for any of my children they will not go to, or near the Polls on Election day till they are 21 years old than I'll insist on them going to vote, Dear Mr. Shieps—The reason we do not like to have Jean visit the poles be- cause the poles are usually in an un- desirable neighborhood in this precinct. Usually in colored or cheap rooming houses. The men and women that usually congregate around the poles are the drink- ing and loose type. with no reflections on the workers as we have found them ladies and gentlemen therefor we did not think it would be a good place for a young girl like Jean to associate with ahalf hour. Sin- cerely Yours I think it is obvious that these parents are acting in what they sincerely believe to be the best interests of their children. The notes, which I have copied without editing, indicate that the majority of these parents are fairly unlettered. They probably do not think deeply on social and political problems. We need adult education in America today. Children from such homes start life under an in- tellectual handicap. It is difficult to solve our problems when many of our people are ignorant and many others are wish- ful thinkers who pale in the face of reality. When people hold that the polls are sink holes of sin and iniquity, then the ballot itself cannot be sacred. If the bal- lot is sacred, something needs to be done to make of the place in which it is cast a governmental shrine, a place of honor which parents can hold up to their chil- dren as a model of democratic efficiency and honor. Future citizens should know about the status quo that as adults they may work for a better order of society. THE NATIONAL EDUCATION ASSOCIATION | | itls een nts Nia ere res- ‘iet- her hey hat hat ery of ear 21 ing do un- ct. ing ally nk- on lies ink yirl yin- ren lve ple sh- of are the yal- ne ast 10F ril- | icy | Ow ey ty. ON Your Many-Sided Life | HE COMMUNITY is your larger self. You cannot be your best without helping to improve the community, which widens out from your home and neighborhood to include all mankind. You have many parts to perform. First, you assume responsibility for your own life and determine to make the most of it. Next, you share in a rich and happy family life. Then you take your part in the neighborhood, which is the larger family. Then comes the city or the state. Above the state stands the nation. With- out good government in them all, the neighborhood and the family suffer. Beyond the nation is the world at large, so tied together by science that the fate of one nation affects all the others. You live in a world of human brotherhood. By doing your part well you help to lift YOUR CITIZENSHIP IN THE MAKING PERSONAL | | GROWTH | LEAFLET NUMBER By Joy Elmer Morgan EDITOR, JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION PERSONAL GROWTH LEAFLETS ; : These leaflets are published under the Hugh and ennoble the common enterprise ol Birch-Horace Mann Fund. Among titles now avail- humanity. able are: Your Life in the Making Your Character the Foundation Your Mind in the Making Your Health in the Making Y CANNOT separate your citizenship from the rest of your life. Your aspira- tions, interests, ideals, tastes, and habits influence the performance of your civic duties. If you are generous, kindly, and intelligent, your civic life will add sweet- ness and light. If you are contentious, noisy, and selfish, your citizenship will add to the confusion. If you are dishon- est in your thinking and indifferent to the wellbeing of others, these qualities will degrade the public life. The world today needs you at your best with such qualities as these: A determination to earn your own way in the world by useful service. A personal interest in human welfare that seizes every opportunity to help others improve their lives. A deep concern for good government combined with sustained study and ac- tion. Begin Your Citizenship in the Home T= FOUNDATIONS of your whole life— physical, emotional, and mental—are laid in the home. The well-ordered home based on love, mutual helpful- ness, and intelligent cooperation is the highest achievement of mankind. It is the cradle of civilization. By living and working together in the home we ac- quire the virtues, habits, and skills needed for the highest success in life. By doing your part in the tasks about VOLUME 28, NUMBER 8; NOVEMBER Your Home in the Making Your Personality in the Making The Planning of Your Life Shall I Go to College? Learning To Be a Leader Franklin's Plan of Selfimprovement A Parliamentary Primer The Code of the Good American Student Selfgovernment Send selfaddressed, stamped envelop for latest complete list of titles or send a one dollar bill, asking for a complete assortment of Personal Growth Leaflets issued to date. Order from The National Education Association Washington, D. C. the home; by helping to keep it clean, orderly, and beautiful; by seeking to make it a peaceful, friendly, and happy place, you learn to think, to plan, and to work with others in ways that will help you to perform well your part in school and community. Exalt, enrich, and beautify your home. It is the foun- dation of your life and happiness; the first school of citizenship and democ racy. Improve Your Home Citizenship M« A List of things which you can and will do to contribute most to the welfare and happiness of everyone in the home, including such items as: [1] Keeping your own clothes and room in order. Being on time for meals. [2] Setting or clearing the table, washing or wiping the dishes, or help- ing with the cooking. 1939 [3] Taking care of the furnace. [4] Taking care of lawn or flowers. [5] Helping to care for young chil- dren or older people in the home. |6] Being careful not to use the radio when it will disturb others. [7] Joining in the family singing, games, or reading. [8] Helping to maintain cheerful, in- teresting, and helpful conversation. [9] Maintaining the democratic atti- tude and the cooperative spirit in work- ing out home problems. Your Heritage the School J se. epucation multiplies every nat- ural power. It lays the foundation for intelligent direction of the entire life. Our forefathers who established this na- tion upon foundations of equality, free- dom, and justice, saw in the common school the surest way to safeguard gov- ernment of the people, by the people, for the people. Without taste, intelli- gence, and integrity, democracy degen- erates into mob rule. The common school is maintained by all the people for the advancement of all the people; it is as symbolic of America as the flag. It lays the foundation for selfgovernment, develops the skills which make industry possible, and conserves the ideals of all the ages. To maintain and improve our schools is one of your first duties as a citizen. To improve the quality of citi- zenship is a first duty of every school. Improve Your School Citizenship M« A List of things which you can and will do to contribute most to the welfare and happiness of everyone in the school, including such items as: [1] Being punctual and regular in attendance and study. [2] Being quiet, neat, orderly, hon- est, trustworthy, and friendly. [3] Helping to care for and beautify the school property. [4] Taking part in worthy projects for the good of the school. [5] Helping younger students to get acquainted and to get started. [6] Helping to maintain the good name of the school by your own conduct and speech wherever you are. [7] Helping to maintain a_ public serftiment in favor of high standards of personal conduct in and out of school. [8] Helping to maintain a whole- some and active school spirit. [ 245 ] Your Heritage of Selfgovernment T= MOVEMENT for selfgovernment has its roots in the brotherhood of man and in the golden rule. The road from despotism to freedom, equality, and mutual helpfulness is a long, hard road, and humanity, even in the more ad- vanced countries, has gone but a part of the way. Democratic selfgovernment is not easy. It requires a high degree of intelligence, patience, tolerance, integ- rity, sacrifice, and willingness to labor for the common good. But the promise of democracy is bright. People learn and grow by assuming responsibility for their own welfare. Civilization has been at its best at the very points where it has been most democratic. A selfgoverning people may make mistakes, but they are in a position to correct them in the light of experience. Mistakes are often the growing points in life. Improve Your Community Citizenship M*= a List of things which you can and will do to contribute most to the welfare and happiness of all in the community, including such items as: [1] Keeping the premises about your home clean, orderly, and beautiful. [2] Obeying traffic rules. [3] Taking an active interest in gov- ernment and public affairs. [4] Taking part in religious, civic, and cultural activities. [5] Maintaining a friendly and co- operative attitude toward members of all races and creeds. [6] Helping to free the community from influences that weaken and de- grade the lives of the people. [7] Voting when you are of proper age and encouraging others to vote for officers who will honestly and efficiently serve the interests of all the people. Your Political Citizenship Y OUR CITIZENSHIP in the political com- munity is made effective thru voting, public sentiment, legislation, and public administration. The two points which are most weakened thru neglect are the government of the locality and the pri- mary election. If people do not take an interest in and learn to control and to manage honestly and efficiently local political affairs, which are nearest them, they will not know how to manage well the larger affairs of state and nation. Political bosses gain control for their own selfish interests by concentrating on the primary, where a few votes often control the result. If they can nominate [ 246 ] candidates favorable to them on all tickets in the primary, they have already won the election. Attend first therefore to local government and the primary election. Working at Civic Problems | HE POINTs of tension in civic life are usually the points at which growth is taking place. Some new need or better way develops to challenge the old order. Interests conflict. Gradually people get their bearings and chart a new course. Note down eight or ten of the most pressing public problems. Arrange them in order of importance. Consider what you know about each; where to go for reliable information; where your repre- sentatives in the legislature or in Con- gress stand and why. Talk these prob- lems over in your family, your school, and in other groups. Try to find the truth and to create an informed public opinion. Look out for dishonest propa- ganda. Consider what you can do to im- prove government. Do not expect to win reforms over night. Whatever is worthwhile is worth years of effort to achieve. How To Build Influence B CONSTANT OBSERVATION, study, and thought, one establishes a sense of values. The good citizen compares pos- sible choices and learns to stand for the best things. He maintains an impartial and judicial attitude of mind. He re- fuses to be a partisan and admits doubt when he does not know. He stands with courage in the face of opposition for what he believes to be right. He makes himself an authority on important pub- lic questions—gathers all the facts he can, talks with others, and listens care- fully. He remains ever on his guard against powerful selfinterest which seeks to misinform and mislead the pub- lic. He cannot be bought by gifts and favors nor will he use these means to dominate others, preferring that his in- fluence shall rest upon truth and merit. Thus is influence built. The Government of Industry [ THE pays when each man owned his farm or shop, people did not need to give much thought to the government of industry. They thought only of politi- cal government. With the coming of large corporations, people came to sce that their lives, liberties, and happiness were involved in the industrial com- munity as much as and sometimes more than in the political community, [p what ways may you have a part in the government of industry? First, thry your political citizenship you can give attention to the charters which create the corporations and the laws and com. missions which regulate them. Second, thru organization as a worker you can encourage justice and fair play. Third, as a consumer, you can patronize only industries which play fair and perform a useful service; and you can join other consumers in the cooperative move- ment. Toward World Citizenship | HE WORLD is being drawn closer and closer together by modern communi- cation and transportation. Races with different ideals, religions, customs, and languages see more of each other. Trade interests cross and often conflict. Dic- tator countries disturb the peace of neighbors. These wider interests must in some way be brought under law and order. Their nature must be better un- derstood. Public sentiment must be cre- ated on behalf of the ideal of fair play. Ideals of mutual respect and helpful- ness must be developed. World ma- chinery must be perfected to deal with world issues. This will require creative thinking and courageous action. Con- sidering what we now have to work with, the problems presented are no greater than those associated with the preparation and adoption of the Con- stitution of the United States. There is Power in the People Deo have discovered the physi- cal force of great masses of people. Democracies must discover and release the intellectual and moral force that re- sides in the people—in their energy, in their aspirations, in their purposes, in their experience, in their love of neigh- bors and dear ones. Jesus built a religion out of the wisdom of plain people. He turned their homely experience into de- votion, faith, hope, and good works. The founders of America instituted the greatest Republic of all time on the con- viction that people could rule themselves better than kings could rule for them. Horace Mann laid the foundations of the world’s noblest school system on the ambition of the common people to im- prove themselves. Release the power that is in the people and out of a great people will come an abundance of in spired leaders. [Second printing. Total copies to date 247,000] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ynly orm ther Dve- and uni- vith and ade Dic- of Lust and cre- lay. ful- ma- vith tive ork no the On- ysi- ves -m. of the m- rer eat 0] Tas THE RADIO becomes an increasingly use- ful classroom tool. Additional thou- sands of teachers each year find a way to use it. Employ- ment of educational radio programs with school classes was demonstrated by skilful teachers at both the New York and San Francisco con- ventions of the National Education As- sociation. Sessions devoted to that pur- pose attracted capacity audiences. Hun- dreds of letters have arrived at NEA Headquarters asking for further infor- mation. During the current school year the Association is well equipped to aid those who are making use of radio. The published materials for this pur- pose are free as well as the radio broad- casts themselves. The Radio Calendar is a bi-annual publication of the American Association of School Administrators and lists edu- cational radio programs that have been carefully culled from the nationwide schedules on the basis of the technical excellence exhibited in their production and the soundness of their value as classroom aids. Columbia's American School of the Air is an 84-page teacher’s manual and classroom guide published by the Co- lumbia Broadcasting System giving ad- vance information about each presen- tation of the American School of the Air together with a suggested lesson plan and appropriate reading references. The National Education Association co- operates with the Columbia Broadcast- ing System in four of these educational productions per week. An_ attractive illustrated poster has been prepared for classroom and school bulletin boards as a convenient and effective reminder of the time to tune in for these programs. The Radio Calendar, the teacher’s man- ual, and the bulletinboard poster may be obtained from the National Educa- AID prom Tine — tion Association without cost in such quantities as may be needed. Adjustments in the time schedule of the American School of the Air will make it available this year to hundreds of schools which formerly were unable to adapt the school program schedule to the broadcasting time. The broadcasts may be heard each day of the school week at the hours indicated in the re- spective time zones: Eastern—9:15-9:45 am Central—2:30-3:00 pm Mountain— 1:30-2:00 pm Pacific—2:30-3:00 pm PROGRAM OUTLINES FoLtk Music OF AMERICA—Every Tuesday For upper elementary grades and junior and senior highschools, this program in- cludes literature as well as music. It points to the foreign origins of American music, illustrating with the CBS Symphony Or- chestra, Bernard Herman, directing. Its repertoire ranges from cowboy songs, sea chanties, and Negro spirituals to outlaw ballads. Schedule of current programs fol- lows: November 14—Songs of the Gold Rush Period “Sweet Betsy from Pike” “The Sioux Indians” “The Days of Forty-Nine” “The Dreary Black Hills” November 21—Forecastle Ballads “The Greenland Whale Fishery” “The Boston Come-All-Ye” “The Beaver Island Boys” “The Bigler” “The Erie Canal” November 28—Lumberjack Songs “The Jam on Gerry's Rocks” “The Ram of Derby” “Brennan on the Moor” “The Roving Shanty Boy” “The Little Brown Bulls” New Horizons—Every Wednesday A geography and science program (Roy Chapman Andrews, director) presenting other noted explorers on weekly visits to different halls of the American Museum of Natural History. Includes much history as well as natural science and geography. Adapted to elementary grades and junior highschools. Schedule of current programs follows: VOLUME 28, NUMBER 8; NOVEMBER 1939 the AIR November 1—Spaniards Cross America November 8—The Seven Cities of Cibola November 15—Men against the Rivers November 22—The Land of the Cod November 29—Canada Joins the Map TALES FROM FAR AND NEAR—Every Thursday A program of literature for the ele- mentary grades presenting modern chil- dren’s stories of many lands with famous authors and story tellers as guests. Sched- ule of current programs follows: November 2—The Merry Adventures of Robin Hood November g—One-String Fiddle November 16—The White Stag November 30—Look-See with Uncle Bill Tuts Livinc wortp—Every Friday For the upper elementary grades and junior and senior highschools, dramatized in the March of Time manner with com- mentary and forums on significant events in the world’s news. Forums are composed of highschool students. The schedule of current programs follows: November 3—Public Relief November 10—Protecting the Nation’s Health November 17—Social Security The teacher’s free manual of the Amer- ican School of the Air lists the programs which will be broadcast thruout the entire school year. Write for free ma- terials to the National Education Asso- ciation, 1201 Sixteenth Street North- west, Washington, D. C. AMERICAN EDUCATION WEEK—A special pro- gram in observance of American Education Week sponsored by the American Legion and the NEA will be presented from the House of Burgesses in the restored State Capitol of Virginia at Williamsburg, over the red network of the National Broadcasting Company, Wednesday, November 8, 6:00 pm Est as the first of a 1939-40 series by the National Educa- tion Association in cooperation with the National Broadcasting Company. —Betmont Fariey, NEA Director of Publicity. [ 247 | w Ww Ww RURAL-SCRIOOL SERVICE *« «*« « Learnin 'g To SEE, To HEAR, To UNDERSTAND Anne Hoppock HELPING TEACHER, WARREN COUNTY, NEW JERSEY OR A NUMBER of years the county f I represent has had underway a program of curriculum develop- ment. We have approximately 110 rural teachers working in forty small schools. These teachers, on the whole, have fine professional attitudes. They feel respon- sible for continually improving the cur- riculum. Working voluntarily in small groups, they meet together frequently to report, share, plan, and observe. Ac- counts of successful projects are mimeo- graphed and distributed. We are not working toward a written course of study, but rather toward developing the kind of teacher who, using all help avail- able, intelligently plans the best possible program for the’ children in her care. These teachers believe there are two aspects to curriculum development: First, what are the needs of the chil- dren we are to serve? Second, how may these needs best be met? Our teachers begin by studying the needs of their children. They visit homes and become well acquainted with the out-of-school environment. They ob- serve the children in the schoolroom, on the playground, in contact with other children. They study doctors’ and nurses’ records. They establish close friendly relations with individual children. You know as well as I the kinds of needs which teachers discover: Children with defective sight, hear- ing, or tonsils. Children with poor pos- ture and awkward carriage. Children who are dirty and ill-groomed. Children who are malnourished as a result not only of want but of ignorance. Chil- dren who are shy, ashamed, inarticulate, afraid, unloved, unsuccessful. Children who cannot learn from books. Children who have special aptitudes which are degenerating from lack of use. Children who live in bare ugly homes, Children who have no time to play. Children who | 248 | have never been more than a mile or two from home. There is no end to this kind of list. Consider children with needs like these being fed upon a diet of fifteen minutes of history—maybe Greek architecture; fifteen minutes of geography—maybe the products of the New England states; fifteen minutes of health—maybe the names of the parts of the eye. How utterly ridiculous this seems and I’m afraid it isn’t entirely an outworn prac- tice. Having discovered what our children’s needs are—a painstaking and never-end- ing job—we ask: What shall the school do, upon what resources shall we draw, to aid the children in the improvement of their living? The rural environment is rich in re- sources for improving the living of chil- dren. It is a tragic thing that rural chil- dren should be starved mentally, spir- itually, socially, when all about them is a wealth of beauty and wonder, when within their simple community are to be found all the threads that go to make up the universal pattern of natural and human living. Many of us who teach children are too busy with textbooks and chalk even to be conscious of the actual world about us—the gully which the rain is washing; the Polish man who can play folk tunes on his accor- dion; the playground which may be a thing of beauty instead of ugliness. There is no end to this list either. Our teachers study the communities in which they teach to become familiar with geology and topography, plant and ani- mal life, work of the people, histori- cal background, human and material sources of help. They also study re- sources in nearby towns and cities. Then they go to work to build the school pro- gram. This program becomes a thing which calls for wide use of books, but we also find children going out to peo- ple to get help and information. We find children on hikes and trips by bus and car. We find them outside, build. ing and gardening and caring for ani. mals, and observing natural phenomena, School isn’t a little walled building any more. It’s as wide and far as feet and motor and radio and newspaper will take eager children, and that’s surpris. ingly far. Children plan and manage many proj- ects concerned with their school living— redecorating the schoolroom, landscap- ing the schoolground, conducting school banks and newspapers, managing thru clubs most of the routine of the school. Children plan and conduct social af. fairs, serving tea to parents and guests, carol singing thru the neighborhood at Christmas, visiting with or entertain- ing neighboring schools, giving plays, puppet shows, musical or folk dance festivals for the community. Children make contributions to less fortunate people, making toys and books for children in hospitals, remembering sick schoolmates, giving entertainments at homes for old people. Children study local ways of living, visiting farms, banks, newspaper offices, CCC camps. An older group study- ing agricultural problems, visited farm agent, state agricultural college, nearby soil conservation camp, a farm experi- menting with terracing, and interviewed many farmers. Children observe and study at all sea- sons of the year in nature plots of their own choosing. Several groups have wild flower gardens at school. Children study local history, getting information from people. Children go to the city to museums and other places of interest. Small chil- dren take train trips to nearby places. Children study the homelands of for- eign people in the community with the help of the foreign people. We are far from having the kind of schools we envision but every year in- creases our conviction that the crying need is to know our children intimately and to help them develop for use in their everyday living what has been well called “the seeing eye, the hearing ear, the understanding heart.” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION We bus ild- ani- na, any and will Iris- sts, I at 1in- ays, nce less oks ing nts ng, ces, dy- rby eri- ved ¢a- eir rild ing ing ely ei vell “ar, ON | x *« * ELEMENTARY-SCRIOOL SERVICE « * * “THE TEACHING OF READING IN THE ELE- MENTARY SCHOOL” is the title of this Per- sonal Growth Leaflet (Number 110) by Eleanor Craven Fishburn, member of Tue JouRNAL staff. Growth thru Reading Di you EveER stop to think what your life would be if you could not read? The power to read was once a luxury of the privileged few; now it is the necessary tool of the many. The school accom- plishes nothing more vital for democ- racy than to put this tool into posses- sion of every citizen. The dictionary defines reading as the ability to per- ceive the meaning, to discover or under- stand. Clearly, reading is associated with all our activities in school and thruout life. Every teacher is a teacher of read- ing, helping young people to find in- formation quickly, to discriminate be- tween truth and propaganda, to love noble ideas and beautiful expression. Failure in reading usually brings dis- couragement, insecurity, and warped personalities. Hence research is con- stantly seeking to improve methods of teaching reading. What Research Tells Us ApproxIMATELY one-fourth of all fail- ures in our elementary schools are due to failure to read well. From 10 to 40 percent of the children in the first grade fail to be promoted. From 8 to 15 percent of the entire school population have varying degrees of reading disability. A large percent of the retarded read- ers have normal or superior intelligence. Among the favored activities of high- school pupils, reading is seldom men- tioned. More than half our college stu- dents do no optional reading of books; 16 percent occasionally read unassigned newspapers and magazines. Studies of the voluntary reading of adults indicate preferences of relatively low quality. Fifty percent of the adult population does not enjoy reading. Five Growth Periods ALTHO CHILDREN vary widely in reading progress, the following stages of growth outlined by the National Society for the Study of Education serve as helpful teaching guides: [1] The preparatory period (kinder- garten and early part of Grade I) to provide background experiences and ac- tivities for learning to read. [2] The period of initial instruction (Grade 1) in which the child is intro- duced to reading as a thought-getting process. [3] The period of rapid improve- ment in reading attitudes, habits, and skills (normally Grades II and III). [4] The period of wide reading to develop a variety of reading interests (Grades IV, V, and VI). [5] The period of refinement of spe- cific reading attitudes and tastes (junior and senior highschool). An Ounce of Prevention SUCCESSFUL TEACHERS are emphasizing prevention of reading difficulties rather than correction. They are grouping chil- dren in terms of readiness for a given reading program on any of the levels of growth. They study each child, seek- ing answers to such questions as: “Does he like to read? What are his hob- bies, skills, vocational ambitions? What reading materials will be most closely related to his present activities and needs?” Teachers are stressing correc- tion of physical and emotional handi- caps. They attempt to provide a cheer- ful, inviting room rich in books and in learning situations, and with movable chairs to facilitate grouping. They give well-deserved praise for achievement to prevent fear of failure. Thus they are reducing the number of remedial cases in highschool. When Shall Reading Begin? Wuy po so many primary children fail in reading? As in walking and talking, children vary in the ages at which they read. Forcing them to read before they are ready often creates a dislike of read- ing which persists thruout life. A child from a cultured home may already have keen interest in words and stories when he enters school. Another child, equally intelligent, is still a “baby” phys- VOLUME 28, NUMBER 8; NOVEMBER 1939 ically and emotionally. Several good tests of reading readiness are available. Intelligence tests are helpful in deter- mining mental maturity. Research tells us that the child should not be intro- duced to reading until his mental age is from six to seven years. During the pre-reading period, he learns to speak with ease; he shares in experiences which he will later read about in books; he acquires a genuine desire to read. Diagnosing Pupil Difficulties IN ANY READING SITUATION, the teacher may first give a general survey test to determine the ability of the pupils. She then studies each child, diagnosing his reading needs as the doctor diagnoses his health needs. She considers the home background of the pupil, since unsat- isfactory home conditions frequently cause failure in school. Physical handi- caps such as defects in vision or hearing often cause failure in school. The un- dernourished, fatigued child cannot make the sustained effort required. Emotional factors, such as dislike of subject, unhappy relations with school- mates or teachers, delay progress. The teacher creates an atmosphere of mutual trust in which the pupil regards her as a counselor and friend. [See Individual Guidance thru the Schools, Personal Growth Leaflet 53.] Remedial Programs MANY REMEDIAL. PROGRAMS are being car- ried on successfully by classroom teach- ers who do not have access to clinics or special equipment. Essentials of a re- medial program include: [1] Revise the pupil’s reading activi- ties at the first sign of failure. [2] Gain the child’s confidence. In- vite him to share in cooperative activi- ties which his own needs determine. [3] Organize small groups where each can progress at his own rate. [4] Provide varied and attractive ma- terials at a level of difficulty suited to the child’s ability. [5] Provide materials not too long or difficult to be completed so that the pu- pil may enjoy success. [6] Give frequent informal tests. En- [ 249 | courage pupils to keep individual prog- ress charts. Give generous praise for achievement. Silent Reading IF YoU WILL review your activities dur- ing a single day, you will be surprised at the number of situations which call for silent reading. No matter what the activity or hobby may be, reading will inevitably be involved in its develop- ment. Because of the universal need of rapid silent reading, successful teachers take great care to develop this ability. The importance of speed and compre- hension—as well as ability to discrimi- nate between what is worth reading and what is not—is apparent when we realize the vast amount of books, news- papers, and magazines now available. Ways to improve comprehension in- clude: [1] Always read for a specific purpose; [2] practice reading for a va- riety of purposes; [3] improve the read- ing vocabulary; [4] practice finding the central thought, following directions, answering questions, and organizing ideas gained from reading. Increasing Speed in Reading Most oF vs are spendthrift readers. Owing to faulty reading habits we waste from ten to thirty minutes of each hour of reading. Speed of reading can be increased thru the development of larger reading vocabularies, thru the elimination of vocalization, line follow- ing, and other faulty reading habits. A few simple rules are: [1] Force your- self to read more rapidly than feels comfortable. [2] Do not read by syl- lables or even by words, but by groups of words, phrases, and sentences. [3] Do not allow the eye to break its for- ward sweep by wandering back to pick up something you have missed. [4] Do not pronounce the words as you read or even allow your lips to move silently, as this slows up reading. [5] Discrimi- nate among types of reading. Some ma- terials can be hastily scanned; others deserve careful study. What about Oral Reading? ALTHO MORE ORAL READING is done in the first grade than in later grades, prac- tice in oral reading should not be neg- lected. Oral reading develops a good speaking voice, and correct enunciation [ 250 | and pronunciation. Thru informal dramatization, children share material they have read independently. The full beauty of poetry and drama can best be appreciated when they are read aloud. Effective citizenship in the commu- nity demands that young people be able to speak or read portions of material aloud. Emphasis on public speaking can also be related to the movement for community forums. Reading aloud in the family circle contributes much to home life. Choral speaking and “verse choirs,” long popular in Europe, are beginning to develop in America as a part of community recreation. Encouraging Wide Reading CuipreN like to find things for them- selves. They will search thru many books in their work on a school project, often discovering new hobbies for lei- sure hours. The successful teacher gives instruction on how to use books and li- braries in home, school, and commu- nity. She explains the parts of a book, title page, contents, and index. She shows how books and magazines are organized in libraries so they can be quickly found. She calls attention to the wealth of charts, maps, pamphlets, and other material obtainable from govern- ment and community sources, which the children may write for and file in the classroom or school library. [See Teaching Materials for Rural Schools, Personal Growth Leaflet 73.| Above all, the teacher allows young people time to “browse” and explore books in their own way. Reading for Enjoyment Wuar do people read? Studies of the reading tastes of adults show a marked preference for romance and five- or ten- cent detective magazines. An immense amount of low-quality material is avail- able to children as well as adults in books, magazines, newspapers, radio, and movie. One of the best ways to de- velop discriminating habits and tastes is thru generous provision of good books and magazines in home, school, and community. Children enjoy read- ing material that is read under pleas- ant, comfortable conditions. They en- joy poems or stories that a well-liked teacher herself enjoys. In building hab- its of reading for lifelong enjoyment, surround children with tempting things to read, take their likes and dislikes into account, and guide them in the selec. tion of the best of the world’s literary heritage. Providing Good Materials SUCCESSFUL TEACHERS read widely in the vast field of children’s literature, and also consult guides like those given be. low in selecting the right books for the individual child. They give reading lists to the children to aid them in choosing books at the library. Parents frequently ask teachers for help when beginning libraries for their children or when se. lecting books as gifts. [1] The Right Book for the Right Child. John Day Company, New York. Revised edition 1936, $2.50. Titles are graded for age, sex, reading ability, and interest. [2] Graded List of Books for Children, American Library Association, Chicago, Illinois, 1936, 176p. $1.75. Over 1600 titles for first grade thru junior highschool. [3] Bibliography of Books for Young Children. Association for Childhood Edu- cation, NEA Building, Washington, D. C. 1939, 64p. 50¢. [4] Inexpensive Books for Boys and Girls. American Library Association, Chi- cago, Illinois, 1938, 44p. 50¢. Over goo titles in good editions costing $1 or less. For Further Study Succestions in this leaflet have been taken from the sources below: [1] Better Reading Instruction. Re- search Bulletin, National Education Asso- ciation, Washington, D. C. 1935, 56p. 25¢. The best summary available of research and successful practice. |2] Newer Practises in Reading in the Elementary School. 17th Yearbook, De- partment of Elementary School Principals of the National Association, Washington, D. C. 1938, 500p. $2. Prac- tical suggestions for all teachers. [3] Reading: A Tool for Learning, compiled by Nila B. Smith. Bulletin, As sociation for Childhood Education, NEA Building, Washington, D. C. 1938, 32p. 35¢. Points of view by five authorities. [4] The Teaching of Reading: A See- ond Report. 36th Yearbook, National So- ciety for the Study of Education. Public School Publishing Company, Blooming: ton, Illinois, 1937, 328p. $1.75. Brings up- todate the important 24th Yearbook which is still a classic on the teaching of reading. Education [ First printing. Total copies 237,000] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION gs ito eC- he nd he sts ng tly ng S¢- ld. ed for mn. 30, les en oC- lic g- iP ch g- tr oi w FIGHSCRIOOL SERVICE « * x This Personal Growth Leaflet, Number 75, “Supervised Correspond- ence Study for Highschools,” is by T. W. Thordarson, state director of correspondence study, North Dakota Agricultural College, Fargo, North Dakota. Send selfaddressed, stamped envelop for latest com- plete list of titles or send a one dollar bill, asking for a complete assort- ment of Personal Growth Leaflets issued to date. Order from the National Education Association, Washington, D.C. Equalizing School Opportunity Ir 1s four yearssince the citizens of North Dakota spoke thru the legislature by passing a law for the purpose of equal- izing school opportunities for all the people. The law was based on the known fact that only half of the rural children of the state were receiving benefits from highschool training; that the curricu- lums of its regular highschools were nar- row and entirely inadequate to meet individual needs of the students in order to prepare them for a useful life in a democracy; and that the school system was not reaching the disabled who were shut in at home or in healing institutions without benefits of any kind of training. Instead of speeches, a program was put into operation, with an initial appro- priation of $40,000 to solve these prob- lems in an economical and practical manner for the entire state. Provisions of the State Law Tue act provided, first, that rural chil- dren, when unable to attend an organ- ized highschool, should have the oppor- tunity to continue their education by attending their rural schools, where they would be given a desk and permitted to study highschool subjects thru super- vised correspondence lessons. These stu- dents should attend school regularly and be under the supervision of the local teacher. Second, that disabled children who were unable to attend school be- cause of sickness or other causes, should be allowed to study supervised corre- spondence courses in their homes under the direction of some member of their families. Third, that students attending regular highschools should be given opportunity to study supervised corre- spondence courses in subjects not offered in the regular classes of their school. They were to be assigned definite peri- ods each day for studying their corre- spondence lessons under the supervision of a regular teacher. The law also provided that the pro- gram should be state-supported and that instruction should be free, but that stu- dents should procure their own books and pay a registration fee of one dollar per subject to their teacher, which was the only extra compensation the super- visor could derive from the project. It was made compulsory for every school to provide space for the correspondence study pupils who were placed under the regulations of the local school system. A Study Center was established at the North Dakota Agricultural College at Fargo, where a staff of well-qualified specialists was employed to develop individualized instruction under the program. Highschools To Meet Students’ Needs THE procraM thus provides an economi- cal solution to the problem of enriching school opportunities. It aims: [1] To make highschool available to all farm boys and girls. [2] To provide highschool training for disabled young people. [3] To increase the number of subjects available in highschool. [4] To meet the individual needs of all students. [5] To care for bright as well as dull pupils. [6] To provide vocational and special- ized subjects. [7] To provide worthwhile courses for postgraduates and adults. [8] To reduce the teaching load of over- loaded teachers. [9] To equalize educational opportuni- ties for all the people of the state. Administering the Program AFTER THE ESTABLISHMENT of the state study center, a small curriculum was or- VOLUME 28, NUMBER 8; NOVEMBER 1939 ganized the first year. An announce- ment was broadcast that any rural boy or girl who was unable to attend a regu- lar highschool could have the privilege of studying highschool subjects in his nearest rural school. Every town super- intendent was notified that students in his schools might use this service to study courses not available in their regular curriculums. Disabled people were also informed of their opportunities. Every enrollee was required to be in school fulltime either in a rural school, in a town school, or in a classroom at home. In every instance the student was under supervision of a local teacher and was directed in his studies by a specialist at the state Study Center. The State Study Center AT THE PRESENT TIME thirty-five persons at the state Study Center are devoting their entire time to vitalizing individual instruction for more than 7000 enrol- ments from every county in the state. As soon as new material is prepared it can thus be made available immediately to hundreds of local communities. All text- books, lesson materials, and equipment are worked out and selected in such a way that an average child can learn to educate himself under the supervision of a local teacher, supplemented by the ex- pert technic of a specialized faculty at the Study Center. Reports on every les- son come to the Study Center where each student is given individual help by the written method. To make the courses still more purposeful, a testing and guidance department with a rental reference library has been made an in- tegral part of the state program. Preparing the Curriculum THE MOST IMPORTANT problem facing any study center is the preparation of every part of the program to meet the highest standards of the profession. First, the directions and lessons must be of the best type from every stand- point. Second, the people who teach by this method must be selected with even greater care than classroom teachers be- cause their work is recorded for the use [ 251 | | ! ' ; fi of hundreds of teachers thruout the state. This type of individualized in- struction thru written words demands accuracy, conciseness, and originality. Poor penmanship, grammar, or spelling stand out like sore thumbs for both stu- dent and teacher. Third, the program should have a philosophy aimed at help- ing the school system to meet individual needs of students and to prepare them for useful lives in a democracy. Over a Hundred Courses Offered Durinc the four years in which the pro- gram has been in operation, the Super- vised Correspondence Study curriculum has been expanded to include over a hundred courses, comprising subjects like blacksmithing, carpentry, radio serv- icing, retail store management, piano playing, violin playing, harmony, gas en- gines, Diesel engineering, farm courses, home economics, geology, and chem- istry. For those who have any scru- ples about the name “Correspondence Study,” it is well to explain that in this program “correspondence” refers to the method of conveying reports between students and teachers. Otherwise the method of learning and teaching is a type used in many of our best high- schools under the name of “contract plan,” “laboratory method,” or “indi- vidualized instruction.” A Senior Who Liked To Draw SEVERAL EXAMPLEs will make clearer the nature of the enrichment program. A certain boy was a senior in a small high- school. He liked to draw but he had never had an opportunity to take a course in art. During his last year in school he enrolled in supervised corre- spondence study in art. This work be- came part of his regular school course. He was under supervision of one of the teachers, studying the subject by himself not less than eighty minutes a day. A great aptitude and interest in art was discovered in the boy. As a result he en- rolled the following year in a large art institute where he developed into one of the best students the institute has ever had. His family says that if it had not been for his correspondence course in art, he would most likely have gone thru life aimlessly without discovering his great talent. [ 252 ] A Boy Who Hated Bookkeeping THEN THERE was the lad who refused to conform to a stereotyped school pro- gram. He was unhappy and restless. He enrolled in bookkeeping, among other subjects, in his junior year. After four weeks of instability and trouble-making, he came to the superintendent and said he would quit school in spite of his parents and teachers because bookkeep- ing was the last straw. He hated it and school work had no interest for him. The superintendent replied, “I am sorry that I have no other subject to offer you, but let’s think this problem thru.” It was apparent that the boy was interested in making farming his life work. He was permitted to drop his bookkeeping and to substitute a correspondence course in agriculture. From then on he was not a problem case; he was interested in his work and graduated from highschool with honors. Rapid Growth of the Program THE GRowTH and success of the program have been outstanding. The first year 2087 enrolments were received; the sec- ond year, 4569; the third year, 5043; and the fourth year, 6132. Out of a total of 600 highschools, 50 used the service for enriching their curriculums the first year; 150 the second year; 300 the third year; and almost 400 the fourth year, or two-thirds of all highschools in the state. The completion rate averaged almost 80 percent and the attendance record has been better than g2 percent. The public, students, and teachers have become com- pletely sold on the value of this program and the state legislature has increased the appropriation for it at each session, making it $100,000 last winter in spite of the fact that almost all other appro- priations had to be reduced. The Plan in Other States OTHER sTATES are endeavoring to work out similar programs. Montana passed a state law last year. Pennsylvania, Utah, Florida, Iowa, and Ohio plan such pro- grams for the coming year. The Uni- versity of Nebraska has been a pioneer in the development of supervised corre- spondence courses. The Study Centers at the University of Nebraska and at North Dakota Agricultural College are both happy to cooperate with new centers in developing materials. States which al- ready have a supervised Study Cente; include: Massachusetts Department of Education; University of Michigan, WPA project in the Extension Division; also the Benton Harbor Highschool in Michigan; Oklahoma State University, Phoenix, Arizona, Highschool; and the California State Department of Educa- tion program for CCC camps. In Other Countries THE SPARSELY settled provinces of west. ern Canada and Australia and New Zealand have developed the supervised correspondence method of instruction to a high degree of efficiency. Outlying districts in these countries have been de- pendent entirely on this program for education of their children from first grade thru highschool. Harold C. Etter, superintendent of education, Manitoba Province, Canada, and secretary of the Second International Conference on Correspondence Education, says that “it is safe to assume that a method which in so many countries and specific situa- tions is serving effectively under public aegis to bring education to thousands who might otherwise have access to little at all, or to those for whom the quality is at present inferior, merits wide recog- nition among educators today.” For Further Study Butietins and information may be se- cured from the Study Centers already named. The following references are also helpful: [1] Economical Enrichment of _ the Small Secondary-School Curriculum. De- partment of Rural Education, NEA, Wash- ington, D. C. 1934, 50¢. [2] High-school Instruction by Mail. A Potential Economy, by Walter H. Gaum nitz. U. S. Office of Education Bulletin 13, 1933 Government Printing Office, Washington, D. C. 10¢. [3] Good References on Supervised Correspondence Study in High Schools. U. S. Office of Education Bibliography 54, 1937, Washington, D. C. Single copy free. [4] Directed Correspondence Study in the Field of Secondary Education, Depart- ment of Public Instruction Bulletin 291, 1938, Harrisburg, Pa. Single copy free. [5] Preparation of Supervised Corre- spondence Courses, by Platt and Gibson. University of Nebraska, Extension Divi- sion, Publication 107, Lincoln, 1934. | First printing. Total copies 237,000] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION iter of an, on; ty; the ICa- Cst- sed ion ing de- for irst ter, aba the on hat ich ua- slic ids tle ity Og- dy are the Ye- im tin ce, sed on. Vi- IN eink Ff “Who Dares To Teach Must Never Cease To Learn’’—is the quotation over the main entrance to the New Jersey State Teachers College at Newark. “Qne Hundred Years of Teacher Edu- cation,” 2 booklet prepared for use in connection with American Education Week, is one of the many helpful items in the AEW packet for teachers colleges. The booklet alone is worth the packet price of 50¢. Order this packet from the National Education Association, Wash- ington, D. C. There are 169 teachers colleges and 62 normal schools in the United States. In 1936 these institutions had an enrolment of 145,467. Essentials of a Good Teachers College— Edwin R. Embree, president of the Julius Rosenwald Fund, describes the perfect teachers college of the future as having: [1] Rigorous selection of students. [2] Sound general education as the base on which to build the professional studies. [3] Understanding of the arts and sci- ences underlying the profession: Psychol- ogy, child growth and development, tech- nics of teaching, the social structure of which the school is a part. [4] A wisely planned interplay of the- ory and practice, learning and experience. [5] Continued study and experiment to increase knowledge and understanding in the field. Current Controversies in Higher Educa- tion—In his challenging new book, The College Charts Its Course, (McGraw- Hill, 1939, $3) R. Freeman Butts cites the following differences of viewpoint to illustrate the conflicting opinions of edu- cators active in shaping college policies in the United States today: Culture ver- sus cash; the ivory tower versus the watchtower; intellectualism and book- mindedness versus intelligence and per- sonality; discipline versus freedom and interest; the great tradition versus ex- perimental naturalism; traditional stud- ies versus modern studies; artistocratic versus democratic conception of the col- lege; religious versus secular conception of the college; general education versus specialization; elective prescribed curriculum. system versus For Orientation Courses in Teachers Col- leges— Personal Growth Leaflets offer a new resource for orientation courses. They are inexpensive, flexible, vital, and can be used to round out texts in exist- ing courses or to develop new types of courses. A packet of the following twenty-five leaflets is available from the National Education Association for 25¢. Ask for Special Leaflet Offer Number Two. For personal orientation: Your Life in the Making Your Mind in the Making Your Health in the Making Your Citizenship in the Making Your Personality in the Making Franklin’s Plan of Selfimprovement The Growing Teacher For professional orientation: The Story of the National Education Association NEA Platform and Resolutions The Challenge of a United Profession Future Teachers of America The American Plan of Education John Dewey’s Pedagogic Creed The Story of American Education Week For civic orientation: Education for the American Way of Life Education for Democracy The Code of the Good American True Americanism Seven Adventures in Pioneering Community Forces and the School For cultural orientation: A Golden Treasury of Beauty and Wis- dom A Golden Treasury from the Bible Selections from Ralph Waldo Emerson Selections from Abraham Lincoln Selections from Horace Mann Traffic Safety Course—A dual control car is being used at the Kansas State Teachers College, Pittsburg, for a three- credit course in driver education. Teachers Must Talk— Pointing out that speech is one of the major factors in a teacher’s work, The College Eye (pub- lished by students at Iowa State Teach- ers College, Cedar Falls) suggests that there is a place in the teachers college speech program for training in informal round table and radio forum discussions. VOLUME 28, NUMBER 8; NOVEMBER 1939 TEACHER-EDUCATION SERVICE « « x Future Teachers Biography Project— Purpose: To encourage the study of biography as a guide to living and to develop for use by Future Teachers and others an inexpensive biographical lit- erature around the lives and work of leaders who have made significant con- tributions to the cause of education. The Plan: This project is open to any member of a chartered FTA club or chapter and may be undertaken at any time, the manuscripts to be submitted to the National Committee as soon as ready. Subjects: These may be either living or dead and may include such personali- ties as Horace Mann, Charles B. Aycock, Frances E. Willard, Susan M. Dorsey. Length: Sufficient to fill 14 pages of a Personal Growth Leaflet—22 lines to each page, an average of 38 letters and spaces to each line. Publication: In local periodicals or as Personal Growth Leaflets. Tying the Interests of Teachers College, Rural School, Child, and Parent To- gether—The State Teachers College at Mayville, North Dakota, teaches its stu- dents to use a small soil testing kit with which they can, when they go into rural communities as teachers, determine how much potash, phosphates, etc., the soil lacks, The mechanics are so elementary that a child in the intermediate grades can learn the operation. Inasmuch as the problem of soil conservation is of vital significance to citizens of the state, par- ents as well as children are interested in the demonstration. “The Improvement of College Teaching” is one of the main themes this school year within the faculty of the Central Missouri State Teachers College, War- rensburg, Missouri. All members of the faculty were on the campus one week before the opening of the school year for faculty and council meetings at which were considered such professional prob- lems as student personnel service, col- lege curriculum, library service, and im- provement of faculty service. Teachers College Faculty Members, Fu- ture Teachers, and others are invited to submit items for this page. [ 253 | « *« * NOTES AND ANNOUNCEMENTS « « « New Life Members CALIFORNIA—Minnie Townsend Fiorma—J. Clarence Hill I:trnois—Fairy Alene Graves, Robert M. Mann- schott, Linda K. Miller, Arthur H Steinhaus Kansas—Donald A. McConnell Kentucky—aArchie Riehl Louistana—Loretta R. Doerr New Yorx—Esther Marion Nelson Texas—Mrs. Marie H. Spence Vircinta—John David Meade WasHinctron—Arthur Bonney, Alfred B. Loop West Vircinta—T. Smith Brewer At Thanksgiving Time For all good things in which I share— For wind and rain and sunshine fair, For snow and sleet which shroud the earth, For moon and stars, for each day’s birth— Let me give thanks. For precious thoughts of former days, For grief which still my spirit flays, For heights of joy which I’ve surveyed, For pastures green in which I’ve strayed— Let me give thanks. For ties of home, for tender care, For love which shields me from life’s glare, For little fingers pressed in mine, For all ’round whom my hopes entwine— Let me give thanks. For friends with whom my lot is cast, For each kind act that holds me fast, For health and strength, for daily fare, For sleep and rest which bind up care— Let me give thanks. For work to which I’ve set my hand, For mind to do the tasks I’ve planned, For will to meet life’s daily call, For faith in Him who knoweth all— Let me give thanks. —Cuar.es G. REIGNER. NATIONAL EDUCATION ASSOCIATION Membership Enrollment for 1939-40 To be sont with dues to Willerd E Givens, Executive Secretary, 1201 Sixteenth * N. W., Washingtoa, 0. C. : (Please Print Name) Raymond J. Kelly, National Commander of the American Legion CoMMANDER Ketty will repre- sent the American Legion in the pres- entation of a spe- cial American Ed- ucation Week ra- dio broadcast from historic Williams- burg, Virginia, sponsored jointly by the Legion and the NEA, Wed- nesday, November 8, 6:00 PM EST on the red network of the NBC. Home Economics Program for American Education Week vy Tue Department of Home Economics of the NEA has prepared a special program for use during American Education Week. The theme is “Home Economics Educa- tion and the American Way of Life.” The four skits included in the program show contributions of home economics to the four main areas of educational objectives identified by the Educational Policies Com- mission: Education for selfrealization, for human relationships, for economic efh- ciency, and for civic responsibility. The bulletin containing this program is now ready for distribution and will be mailed immediately to those who enrol in the Department for 1939-40. Nonmembers may purchase the bulletin by sending 25¢ to Clara Lee Cone, Girls Highschool, Atlanta, Georgia. Home economics teachers may enrol in the Department by sending an- nual dues of one dollar to the treasurer, Nell M. Waddington, Wichita High- school East, Wichita, Kansas. vy THREE YEARS AGO the officers of the New York State Teachers Associa- tion approved a cooperative enrolment plan by which the state association prints and distributes an NEA enrolment card similar in form to the card employed for the enrolment of teachers in the state association. This adaptation of the “‘allinclusive’’ enrolment plan has been a significant factor in helping New York State achieve the largest NEA membership enrolment of any state in the Union. The enrolment card is reproduced above. 254 | — Newbery Medal Book yy TuHiMs_e suMMER, written and illys. trated by Elizabeth Enright, is the lates Newbery medal book, the award being made each year for “the most distin. guished contribution to American litera. ture for children.” Thimble Summer [Far. rar & Rinehart, New York, $2] is a jolly book about Garnet Linden, halfway be. tween nine and ten. Her home is a Wis. consin farm. The story of her family and friends, their work and recreation, par- ticularly her own escapades, makes lively, enjoyable reading. A ten-year-old boy, when he finished Thimble Summer, said, “I wish I had two more like it!” The illus. trations are line drawings [see drawing below] and several full page pictures in color. See page A-164 for a complete list of the 18 Newbery medal books. Caldecott Medal Book yy THE CALDECOTT MEDAL is awarded annually for the most distinguished pic- ture book for children. Mei Li by Thomas Handforth | Doubleday Doran & Co., New York, $2], which received the award in 1939, is the second to be given this honor; Animals of the Bible by Dorothy P. Lath- rop [Stokes, New York], being the first. The artist, Thomas Handforth, has lived in the Orient since 1931. While working in Peking, he discovered Mei Li, a little Chinese girl living in the next compound. His picture book tells the story of the way Mei Li and her brother celebrated New Year’s day. The beautiful lithographs in this book are gay, full of life and humor | see below |. Protection in Sticking Together sy “Wuen the banana leaves the bunch, its gets skinned. Better stick with the bunch.”—Slogan of [ Cont. on page A-160] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION x * ONE HUNDRED PERCENT ENROLMENTS * « 2 Watch for your school. The rapidly increasing number of schools in cities and counties with every member enrolled has led your Association to set aside this section of The Journal to record this significant growth. llus. atest — Completed Enr olments c aia ia ae eee oe Training stin- . Babi) a Serene SouTH nes ay ae System Wisconsin—Milwaukee, U. S. Grant Be ere ees Sr SEVEN YEAR cll _ apraenged and ye non es val Cattrornta—Fortuna, Fortuna Union High; Sole- Inprana—Indianapolis, "Washington poy School ro in their national professional organization dad, Soledad Union Grammar NO. 14 fo Wis. for the number of years indicated: De_aware—New Castle, Minquadale School No. 47, Rose Hill School No. 47; Odessa, Odessa; Saint Georges, Commodore MacDonough School Dist. Kansas—Lawrence, Cordley Kentucky—Paris, Entire System MassacHusetts—Beverly, Centerville; Malden, Bel- and | TWENTY-ONE YEARS No. 53 ments ow Hills, L. Allen Kingsbury; Win- ' , : Kansas—Lawrence, Lawrence Jr. High chester, Noonan par- | eel yar a Inpiana—Dunkirk, Entire System; Indianapolis, | Oxn1o—Greenfield, Entire System ee - - : - ist | Charity Dye School No. 27; Terre Haute, Warren SIX YEARS | : Ilowa—Council Bluffs, Abraham Lincoln High : : A SEVENTEEN YEARS MassacHusetts—West Medford, Medford, James sasmene——Aneeoe, (Boctdtes, inion Crock; Chi Arizona—Jerome, Building C, Clark St., Jerome A. Hervey 4 f cago, Van Viissingen; Mendota, Lincoln; Sterling, : Micuican—St. Clair, Entire System Central, Lincoln School Dist. No. 11. High - , >) * oo Bl : Fairvi Iktinotis—Princeton, Princeton Twp. High New Mexico—Albuquerque, Monte Vista NDIANA—DSloomington, Fairview ner 7 . Whitt North Daxota—Fargo, Agassiz, Agassiz Jr. High lowa—Ottumwa, Entire System par, lle gg em. Ceti Lincoln. Murray On10o—Middletown, McKinley Jr. High; Worthing- Kansas—Anthony, Entire System; Lawrence, Entire Hill, Roosevelt, Royster Jr. High, Senior High, ton, Entire System System; Valley Falls, Entire System Webster Pairs i PENNSYLVANIA—Pike County, Entire System ee Adams, Houghton; Welles- c Mitchell, E Field, Longfellow; 7 Se : , ; gg dg = age on, Sugene Fue oe NINE YEARS Micuican—Holland, Junior High; Marshall, Entire ; Wisconsin—Kenosha, Weiskopf System ded pic- Wyominc—W orland, Worland Grade SIXTEEN YEARS Artzona—Flagstaff, Entire System Connecticut—Darien, Baker DeLawaRE—Townsend, Townsend School Dist. No. 81 Inano—Idaho Falls, Eagle Rock, East Side, River- side Georc1a—Macon, Charles H. Bruce lowa—Ottumwa, Adams, Agassiz, Douglas, Fair- view, Franklin, Garfield, Hedrick, Irving, Jef- ferson, Lincoln, Orchard, A. W. Stuart Kansas—H utchinson, Grandview; Lawrence, Mc- Allaster, New York Massacuusetts—Wellesley Hills, Alice L. Phillips Jr. High Missouri—Boonvilie, Entire System New Jersey—Highiand Park, Lafayette School No. 1 Missouri—St. Louis, Adams Nespraska—Kearney, Kearney Jr. High New York—Hudson Falls, Entire System Oxuto—Bay Village, Parkview Sr. High; Miamis- burg, Entire System; Middle Point, Hoaglin-Jack- son; Nashport, Nashport; North Olmsted, North Olmsted Sr. High OKLaHoMa—Okmulgee, Entire System South Dakxota—Lennoz, Entire System mas Kansas—Cherryvale, Entire System ro aie sig vo ‘— sm Normal FIVE YEARS Jew Massacnusetts—Brookline, Lawrence Elementary ee ae ee oe - ie ALaBaAMA—Atmore, Entire System New Jersev—Fair Haven, Entire System - CaLironnia—Berkele Columbus: Col | in New York—Oneida, Washington Ave. EIGHT YEARS “Union High yactey, Columiuec; Coluss, Coluss On1o—Tifin, College Hill; Warren, Elm Rd. Cartrornia—San Gabriel, Potrero Heights DeLtawarE—Delaware City, Delaware City High 10F; South Carotina—Laurens, Ford High ILtinots—Freeport, First Ward, Junior High, Lin- Georcia—Atlenta, Highland; Cochran, Entire Sys- ath- aa coln, Union; Peoria, Greeley tem ; : FIFTEEN YEARS Iowa—Cherokee, Entire System peer be rae ang *: erettes wid oe irst. > _ Massacuusetts—Paston, Paxton Center; Reading, NDIANA—I ndianapolis, ublic chool No. 20; rst pnenete Fert mpton, Entire System Lowell St. Noblesville, Third Ward; Vincennes, Harrison, ved ea F a. a .- New Jersev—Westfield, Grant Tecumseh; Wolcottville, Wolcottville Cons. cel aa os John — New York—Corning, Public School No. 2 lowa—Estherville, Entire System; Muscatine, Ing oo — G ae Forbes OKLaHomMa—El Reno, Irving _ Grant; Sious City, Hawthorne ttl New Jersty—Montclair, Grove St. PENNSYLVANIA—Buckingham, Buckingham Twp. Kansas—Blue Rapids, Entire System ittie Onlo—Middletown, Entire System ; High F : Kentucky—Maysville, Entire System ind. — “Slippery Rock, State Teachers Col Soutn Daxota—Wakonda, Entire System MassacuusEeTts—Arlington, Locke way Wyominc—Laramie, Nellie Iles Jew FOURTEEN YEARS KENTON, OHIO, SCHOOLS HAVE BEEN in ILt1no1s—Shabbona, Entire System; Wood River, 100 PERCENT IN NEA MEMBERSHIP SINCE I9QIQ Entire System nor Minnesota—Minneapolis, Cavell Nevapa—Carson City, Entire System New Yorx—Rome, Gansevoort PENNSYLVANIA—Berks County, Entire System South Carotina—Walterboro, Entire System TENNESSEE—K norville, Oakwood Utan—Alpine District, Entire System Vircinta—Ocean View, Norfolk, Ocean View Wisconsin—Two Rivers, Entire System THIRTEEN YEARS Arizona—Holbrook, Entire System Ps oS ILL1no1s—Oak Park, William Beye, Emerson, Wil- liam H. Hatch, Hawthorne, Oliver W. Holmes, Washington Irving, Lincoln, Henry W. Long- fellow, Lowell, Horace Mann, John Greenleaf Whittier InptIANA—Fort Wayne, J. N. Study lowa—W est Liberty, Entire System Kansas—Lawrence, Lincoln, Woodlawn Texas—Texarkana, Grim, Texarkana Jr. College i TaH—Logan, Entire System = — aia This $300,000 new highschool building in Kenton will be ready for occupancy Cc h, TWELVE YEARS : ; BB : : the K , the last of December. “Along with practical education,” writes superintendent ANSAS—Lawrence, Pinckney , y. ae . : . ” 50 | MaryLanp—Westernport, Hammond St. LL. E. McKinley, “we aim to hold up scholarship to the highest standards. ON VOLUME 28, NUMBER 8; NOVEMBER 1939 [ 255 ] Nesraska—Kearney, Entire System Nevapa—Overton, Educational Dist. No. 1 New JerseEy—Ridgewood, Union St. New Yorxk—Mount Vernon, Longfellow On10—Bluffton, Entire System; Columbus, Siebert St.; Gratis, Entire System; Mansfield, Prospect; Youngstown, Harrison OrEecon—Milwaukie, Wichita PENNSYLVANIA—W yncote, Thomas High Trexas—Texarkana, Whitaker Vircinta—Newport News, John Marshall West Vircinta—Charleston, Mt. Ovas Wisconsin—West Milwaukee, Pershing; Sheboygan, Jefferson Williams Jr. FOUR YEARS ALABAMA—T7 uscaloosa, Entire System CaLiForN14‘—Miranda, South Fork Union San Francisco, Douglas DeLawarE—Delaware City, Entire System; Lincoln, Lincoln (White) District or CotumBia—Washington, Dent Grorcia—Atlanta, J. Allen Couch : Itt1nois—Bridgeport, Seed, Tracey; Edwardsville, Edwardsville Jr. High; Galena, Entire System; Waukegan, Washington : Inp1ana—ZIndianapolis, Public School No. 24; Muncie, Blaine Jr. High; Vincennes, Clark, Clark Jr. High, James Whitcomb Riley lowa—Ames, Entire System Kansas—Dodge City, Dodge City Jr. High; Olathe, Entire System; Sedan, Entire System Kentucky—Louisville, James Russell Lowell Massacuusetts—Union of Erving, Leverett, Shutes- bury, Wendell, Entire System; Malden, Faulkner; Norwood, Shattuck he MicuicaNn—Holland, Entire System; Inkster, Entire System MrnNnEsota—Minneapolis, Tuttle New HampsHire—Center Sandwich, Quimby : New Jersey—Perth Amboy, Middlesex Co. Voc. School No. 2 . New York—Blodgett Mills, Blodgett Mills School No. 11; Mattituck, High School Dist. No. 9; Wantagh, Entire System Ou1to—Bay Village, Entire System; Beaverdam, Beaverdam Village; Crestline, Jefferson Cons. ; LaFayette, LaFayette-Jackson Sr. High; Lima Perry Rural; Lowellville, North Side, South Side; McConnelsville, Malta-McConnelsville High; Mowrystown, Whiteoak Rural; North Robinson, North Robinson Cons.; The Plains, The Plains Public; Warren, Garfield; Youngstown, Harding PENNSYLVANIA—Johnstown, Cypress Ave. VermMont—Fair Haven, Fair Haven Graded West Vircinta—Norton, Norton; Proctor, St. Joseph Wyrominc—Casper, Jefferson; Rock Springs, Roose- velt High; THREE YEARS ALABAMA—Le-ington, Lexington High Arxansas—Blytheville, Lange CaLirornia—Santa Cruz, Grant; Spadra, Spadra DEeLAwarRE—Clayton, Clayton School Dist. No. 119; Delaware City, Delaware City Elem.; Frederica, Frederica School Dist. No. 32 Itt1nois—W aukegan, Jackson ' Inp1aNA—Atlanta, Atlanta High; Evansville, String- town: Marion, Fremont; Terre Haute, Thompson Iowa—Davenport, Buchanan, Fillmore, Garfield, Johnson, Monroe, Oral Deaf, Sudlow Kansas—Chanute, Entire System Kentucky—Campbell County, Entire System; Fay- ette County, Entire System; Stearns, Entire Sys- tem Louistana—Avoyelles Parish, Entire System Matne—Castine, Castine High MarRyYLanp—Jessup, Jessup Massacuusetts—Hanover, Salmond; Swampscott, Machon; Wellesley, John D. Hardy; Wellesley Hills, Annie F. Warren New Jersey—Belmar, Entire System New York—East Hampton, Entire System; Hicks- ville, East St. Elem.; LeRoy, Entire System; Oneida, Elizabeth St.; Valley Stream, Union Free School No. 13 Oxun10—Cincinnati, Central Fairmount; Collinsville, Collinsville; Lima, Shawnee Rural; Milford, En- tire System; Millersport, Walnut Twp. Cons.; Tontogany, Washington Twp. High OrEGon—Eugene, Washington PENNSYLVANIA—Cheltenham, Geo. K. Heller, Row- land; Edge Hill, Edge Hill; Elkins Park, Entire System; Glenside, Glenside; La Mott, La Mott SoutH CAROLINA —Columbia, Hamrick, Logan, Fannie C. McCants, A. C. Moore, Schneider, F C. Withers; Lexington, Entire System; Harren- ville, Entire System Utan—Monticello, Monticello VermMont—Fair Haven, Entire System; Wells, Wells Vircinta—Portlock, Norfolk, Portlock High; Ports- mouth, Deep Creek West VirGinta—Charleston, Lincoln; Danese Wisconsin—Green Bay, Chappell Danese, TWO YEARS ALaBaAMA—Leeds, New Hope; Montevallo, Monte vallo Elem., Montevallo High; Pelham, Pelham; Shelby, Shelby; Shelby County, Entire System; Vandiver, Vandiver; Vincent, Vincent Elem.; Wilsonville, Wilsonville; Wilton, Wilton Cotorapo—Longmont, Columbine Connecticut—East Lyme, Entire System FLoripa—Suwannee County, Entire System Georcia—Anugusta, James L. Fleming Ipano—Arco, Entire System Ittino1s—Havana, Riverview; Libertyville, Entire System; Shirley, Ben Funk Cons.; Sterling, Entire System InpiANAa—Peru, Holman; South Bend, Wagner; Washington, Walnut St. Grade; Wolcottville, En- tire System Iowa—Davenport, Dept. of Education Administra tion Office, Young Intermediate Kansas—Fredonia, Entire System; Ness City, En tire System . KentucKky—Harlan, Central Elem., High; Livermore, Entire System Lovuistana—Bienville Parish, Entire System; Nex Orleans, McDonogh School No. 23 MassacHusetts—Pembroke, Central Micuican—Detroit, Dubois MINNEsota—Mankato, Franklin Grade Misstss1pP1—Belzoni, Four Mile Cons.: Fernwood High MonTANAa—T urner, Turner Public Nesraska—Hemingford, Entire System New HampsHire—New Market, Primary New YorK—Oneida, Seneca St.; Pelham, Hutchin son NortH Carotina—Mount Airy, Bannertown Ounio—Allen County, Entire System; Defiance, En- tire System; Greensburg, Greensburg; Green- hills, Greenhills; Jefferson Village School District, Harlan Sr Fernwood, Entire System; Lowellville, Entire System; more, Sycamore Cons. PENNSYLVANIA—Pinegrove, High Soutn Carotina—Columbia, Arden, Taylor, Wat kins TENNESSEE—Clifton, Frank Hughes High; Knop ow McCallie; Summertown, Summertown Sr. ig . Texas—Amarillo, Alice Landergin VeRMontT—Graniteville, Lower Graniteville Wisconsin—Clintonville, Clintonville; Monroe Lin coln Jr. High * W vominc—Sheridan, Hill, John S. Taylor Syca. : CURRENT YEAR ALAaBAMA—Tarrant, Jefferson Co. High CaLirornia—Santa Ynez, College Cortorapo—Longmont, Bryant Connecticut—Taftville, Taftville FLoripa—Paola, Wilson ILttnois—Aurora, Abraham Lincoln; Freeport, Johp W. Nemey; Galena, Central, Galena High, Junige High, Seminary Hill; Peoria, Whittier; Springer. ton, Springerton; Sullivan, Sullivan Twp. Sr High; Warrensburg, Warrensburg Sr. High, _ InpIANA—Atlanta, Atlanta Cons. High; ndian. apolis, Public School No. 77, Christian Pag School No. 82; Lynn, Entire System; M uncie Royertown; Peru, South Peru; Tell City, Troy Cons.; Terre Haute, Sandison Iowa—Davenport, Grant, Jackson, Lincoln, Pierce, _ Special, Taylor, Washington; Oskaloosa, Webster Kansas—Elsmore, Entire System Kentucky—McLean County, Entire System; Made son County, Entire System Lovistana—Lincoln Parish, Entire System; Marke ville, Red River; Moncla, Moncla; Moreaupil Kleinwood; Reeves, Reeves High; W oodside Woodside j Maine—South Portland, Edward C. Reynolds MaryYLanp—Waldorf, Waldorf Cons. Micuican—Holland, Board of Education, Sy visors of the Board of Educ.; Muskegon Hei : Central Grade, South Park MississipP1—Louise, Louise Cons. Missour!—Joplin, South Jr. High; Shelbina, Sheb bina Sr. High New Jersev—Haddonfield, J. Fithian Tatem New Mexico—Tucumcari, Tucumcari Sr. High New York—Elmont, Elmont; Millbrook, Entin System On1o—Caledonia, Caledonia Cons.; Cleveland, Lawn: Mansfield, Carpenter; Mentor, Mentor Elem; North Olmsted, Coe; Willshire, Willshire Village OKLAHOMA—Seiling, Entire System PENNSYLVANIA—Carnegie, Rosslyn Farms; Hones dale, Lincoln Bldg.; Pottsville, County Supt. Office SoutH Caro_ina—Blythewood, Blythewood; Colum bia, Bowman, Jamison, McMaster, North, Wood ford; Eutawville, Eutawville; Rowesville, Rowes ville High; Wagener, Sawyerdale Sovuta Daxota—Miller, Entire System TENNESSEE—Newport, Sunset Gap Texas—Falfurrias, Falfurrias; Waco, Dean-High land Utran—Millard County, Entire System VirGinta—Triplet, Triplet West VirGcinta—Dunbar, Dunbar Wheeling, Washington Jr. High Wisconsin—Cudahy, Washington; Green Bay, Bay view School Dist. No. 6, Elmore, Jackson, Oppor tunity, Roosevelt, Whitney, Nicolet Elem.; Ls Crosse, Jefferson Third Ward; KENTON, OHIO, HIGHSCHOOL is proud of two of its students, Edward and George Steiner, who— under the of their vocational direction agriculture teacher— raised an official two- ton litter of cham- ptonship hogs in 180 days. [ 256 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION o®o a bb —_> he <-> 1 &t wet OClCUrhlUC SCC Why, Teacher... 1 can See ight through it! TRANSPARENT IZ MENDS: Books, sheet music, office records... ” ; transparent materials ... window shades ... . maps. ; ea HOLDS: Papers to blackboards . . . scrapbook ya . clippings . . . snapshots in albums... posters and bulletins . . . materials in project work. P - SEALS: Packages ... bulky envelopes .. . has so many handy uses in classroom om, labels to bottles, racks, desks . . . protects and office that it is today “standard F\ “4 ncn tae equipment” in schools everywhere. . Made in U.S.A. by MINNESOTA MINING & MFC. CO. : <¥ Wes aI itt ath ase vilken ee Here is the fast, effective way to mend w): 3 poses ; LER D N BELOW torn book pages, hold papers to black- NEeK NICPENGCER cvilumtenconeserse teteginmnent: sneime : : ‘A MINING & MFG. CO. boards, seal packages, and do easily ‘ horing emerge oe ay hl DEPT. NEA 119, Saint Paul, Minn. many other troublesome tasks. pore Gentlemen: 296 inc! . nae tem * Scotch Cellulose Tape seals instantly ae me the unil checked 7 7 7 P oO —r Dispenser and 300 inch x %4” without moistening, and it's strong — : made of heavyweight Dupont “Cello- phane”, Write today for introductory order of this “magic tape”! VOLUME 28. NUMBER 8; NOVEMBER 1939 and HOLIDAY IDEAS LPHACOLOR, new colored chalk, unmatched for brilliance and smoothness of texture, brings new interest and individuality to Holiday classroom projects. Thanksgiving, Christmas—the entire calendar of Fall and Winter festivities take on increased enthusiasm when your pupils use these smart, ultra-modern tools of color expression. Send 10¢ for Project Sheet illustrating and describing live, interesting and purposeful Holiday activities for Address Dept. JN-1139 your classes. HOLIDAY COLORS much. Catalog will be sent on request WEBER COSTELLO CO, MANSELFACIULELES = © | Cont. from page 254] Washington Ward teachers at Norfolk, Nebraska. Committee on Induction into Citizenship ye THE FALL MEETING of the Executive Committee of the NEA was held at Wash- ington Headquarters on Saturday, Sep- tember 30. One of the important items was the authorization of a Committee on In- duction into Citizenship. The main func- tion of this Committee is to encourage school people to take the lead in arranging appropriate exercises in recognition of those individuals who have met the re- quirements to become American citizens. The National Association of School Secretaries yx THIs ORGANIZATION, whose member- ship numbers 1600, is developing a service program that will make the secretarial positions in these school systems a profes- sion requiring specialized training and experience. The theme for this year, “The Secretary in a Public Relations Role,” was developed at a panel discussion held at the time of the annual convention of this organization in San Francisco, California, this past July. Miss Louise Henderson, president of this organization, announces the following meetings for 1939-40: | A-160 | qpiec ace PEM, Wb. Eastern sectional meeting at Atlantic City, New Jersey, November 11-12, 1939. Mid-year meeting at St. Louis, Missouri, February 24-25, 1940, at the time of the meeting of the American Association of School Administrators. Annual meeting at Milwaukee, Wisconsin, July 1940, in con- nection with the summer convention of the NEA. Alaska Board of Education All NEA Members sv A FRIEND of education in Alaska be- lieves that NEA membership, including subscription to THE JourNAL, is worth- while for schoolboard members and has forwarded a remittance covering dues for the five members of the Alaskan Territorial Board of Education. Dates To Be Remembered November 5-11—American Educa- tion Week. November 12-18—Book Week. November 24-25—Nineteenth an- nual fall meeting of the National Council for the Social Studies to be held at the Hotel Muehlebach, Kansas City. For in- formation address Guy V. Price, Teachers College, Kansas City, Missouri. February 24-29—St. Louis meeting of the American Association of School Ad- THE JOURNAL OF SOUND and PICTURE FIDELITY makes HOLMES Sound-on-Film Projectors outstanding favorites for the better class of assembly room and class room instruction. In Auditoriums holding audiences of 2000 or more, Holmes Projec- tors with portable arc lamps are comparable with machines costing two to three times as HOLMES PROJECTOR COMPANY 1815 Orchard Street CHICAGO 16 mm Portable, Mazda or Are Lamp. 35 mm Portable, Mazda or Are Lamp. 35 mm Imperial for Auditoriums, Ss ministrators, a Department of the National Education Association. See page A-165. April 24-27—Annual convention of the American Association for Health, Physical Education, and Recreation, a De. partment of the NEA, to be held with the Midwest Physical Education Association at the Hotel Stevens, Chicago. For infor. mation address the Department at 1201 Sixteenth Street Northwest, Washington, D. C. NEA President Addresses Legion and Auxiliary yy On SepremsBer 27 and 28 in Chicago President Amy Hinrichs addressed the conventions of the American Legion Aux iliary and the American Legion on the subject of cooperation in educational mat- ters, particularly with regard to federal aid for general education. Proceedings of the Congress on Education for Democracy 3 Tuts 500-page book is being published by the Bureau of Publications of Teachers College, Columbia University, New York, rather than by the Columbia University Press, as stated in the October JouRNAL. was | Cont. on page A-162| THE NATIONAL EDUCATION ASSOCIATION 1g0 the ———— Be hot ee Classroom eachers Fit to Teach A practical volume showing what ills befall today's schoolroom workers and why. It tells what teach- ers themselves, the communities in which they | 276 pages work, and teachers’ professional organizations can do to promote that vigor and energy which are the signs of good health. NINTH YEARBOOK partment of Classroom Teachers $1.00 each The Implications of Research for the Classroom Teacher Summarizes what research has to say on hundreds of classroom problems. Invaluable for individual and group study both in elementary and secondary schools. Joint yearbook of the American Educational Research Association and Department of Classroom Teachers 300 pages $1.00 each NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street, Northwest Washington, D. C. Time—Hours spent on various operations are major factors in the cost of PRINTING. Through care- ful planning and advanced pro- duction methods we have reduced the time element to a minimum. Consult us—any size job interests the “Master Printer” JUDD & DETWEILER IN THE NATION’S CAPITAL VOLUME 28, NUMBER 8; NOVEMBER 1939 A MODERN RCA SCHOOL SOUND SYSTEM designed and priced for small schools! Now...take advantage of the administrative and edu- cational benefits offered by one of these outstanding systems—yours at a price your budget can afford! ERE isthe centralized sound system that small schools everywhere are installing! A system with features that dis- tinguish much more costly units—yet which is available at a price that comes well with- in limited school budgets. Give your school the bene- fits this system offers. Its edu- cational value alone would make it a worth-while pur- chase. But even more impor- tant is its value to you in the speedy administration of school affairs. We'll be glad to tell you how this equipment lightens your administrative burdens. For a demonstration, additional in- formation and price quota- tions, just send the coupon. Look at These Valuable Features! Designed for schools up to 20 classrooms, easily adapted to schools up to 40 classrooms, plus sound amplification for the school auditorium. Has 12-tube High Fidelity RCA Victor radio, built-in Victrola, complete 2-way communication system. Speech, music, radio and recorded pro- grams may be sent to any room or group of rooms. Beautiful wal- nut cabinet—only 42 inches long, 18-3/4 inches high and 14-3/4 inches deep. Modern schools stay modern with RCA radio tubes in their sound equipment. Trade-mark “RCA Victor” Reg. U. S. Pat. Off. by RCA Mfg. Co., Inc. SOUND SERVICE FOR SCHOOLS Educational Dept., —_-- tions on Inc Dept Inc. ce aa RCA Manufactur- A Manulactoriee sited informangchool ing Co., Inc., Camden, N. J. A Service of the Radio Corporation of America. Victo a RCA s\ [Cont. from page A-160| — Tear this out — — — — — 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 Pe ees ea a Address Co a City State OLD ADDRESS Address City State “* America’s Educational Press’’ y& THE FIFTEENTH YEARBOOK of the Edu- cational Press Association, “America’s Edu- cational Press,” is available at 50¢ a copy from the Educational Press Association, 1201 Sixteenth Street, Washington, D. C. Commencement Suggestions Wanted yy THE Division oF PUBLICATIONS of the NEA will issue the Vitalized Commence- ment Manual for 1940 on or before Janu- ary 1, 1940 (price 50¢). From two to three thousand school systems find this Manual of value each year. We urge every secon- dary school which has not already done so to send us a copy of its 1939 commence- ment program together with comments which would be useful in summarizing it for use in the 1940 Manual. American Education Week sx Wuen this Journat reaches readers, American Education Week, November 5-11, will be close at hand. The National Education Association is anxious to secure reports regarding observances from school systems thruout the country. Send in an account of your observance, including the number of people visiting the schools of your town or city, together with materials prepared locally for the observance of American Education Week in your school system. American Education Week Radio Programs ye WEDNESDAY, NOVEMBER 8, 6:15 PM EST red network, National Broadcasting Com- pany—This program will originate from the House of Burgesses in the restored State Capitol of Virginia in Williamsburg and will feature the House of Burgesses as a cradle of the American ideals which constitute “The American Way of Life.” The program will be partly from the re- stored capitol building, and partly from the studios of Radio City. Research is the basis of our advertising. There’s a reason, time and place for Chewing Gum [ A-162 ] s =F LK Four Factors toward Good Teeth are: Proper Food, Personal Care, See Your Dentist regularly and Plenty of Helpful Chewing Exercise. a / 4 b oe “ih JO THE NATIONAL ASSOCIATION OF CHEWING GUM MANUFACTURERS, ROSEBANK, STATEN ISLAND, NEW YORK SATURDAY, NOVEMBER ITI, 7:00-7:30 py est. “The People’s Platform.” Columbj, Broadcasting System—The topic of “Thy People’s Platform” is “American Education and the War in Europe.” Members of th Educational Policies Commission will par. ticipate together with laymen, if possibk with some who may take issue with th EPC viewpoint. TUESDAY, NOVEMBER 7, 10:30-I1:00 py est. Columbia Broadcasting System—Pie. entation of excerpts from the American School of the Air which are in keeping with the American Education Week topic, The program will show how the schools teach American ideals and how the radio can help. Thirty-One States Have Authorized “All-Inclusive” Membership Card 24 Tue “All-Inclusive” Membership Card used this year for the first time has already been approved by the following thirty-one state associations: Alabama, Arkansas, Colorado, Delaware, Georgia, Idaho, Illi. nois, lowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michi- gan, Minnesota, Missouri, Montana, New York, North Dakota, Ohio, Oklahoma, Pennsylvania, South Carolina, Texas, Utah, Virginia, Washington, West Virginia, Wis. consin, Wyoming. |Cont. on page A-164| Many dentists tell their patients to right ahead and enjoy chewing gum It’s a Beneficial Pastime With many dentists doing it, you too can approve of Chewing Gum for your young people. It’s a wholesome, healthful pleasure that adds much enjoyment to work, play and sports. And at the same time, the chewing helps do a good job of stimulating circulation in the gums and of cleansing the teeth. University a . iy ee a. , THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION °30 py slumb, f “The UCation + OF the ill par. 0SSible ith the 00 Py —Pres. 1eTican ceping topic, chools Fadio d ; Card ready 'y-one ansas, , Ili. siana, Aichi New oma, Utah, Wis. 164) — )N —__— Last Call for AMERICAN EDUCATION WEEK November 5-1! hi CAD Use Air Mail, Special Delivery, Telegraph MATERIALS TO HELP YOU Combination Packets Each of the five packets listed below contains a classroom supply of posters, leaflets, and stickers and a sixteen page folder 53 x 84 inches in size for each of the five school days of American Educa- tion Week plus a folder of administrative sug- gestions: Kindergarten-Primary School Packet Elementary School Packet Junior High School Packet High School Packet Rural School Packet A Teachers College Packet has also been pre- pared stressing the one hundredth anniversary of teacher education in the United States. Price of Packets: 50c. No further discounts for quantities. Discount allowed in the 50c price due to the generous supply of materials included. Separate Items Poster—114 x 17 inches in three colors. Price: 40c per package of ten. Sold only in packages of ten. Leaflee—‘‘Education for the American Way of Life.” Four pages, 3 x 5inches. Briefly and simply answers two questions: “What is the American Way?” and ‘‘What is education for the American Way?” Gives dates of observance and suggests school visiting. In two colors on white stock. 35c per package. Sold only in packages of 100. Leafle—‘‘How Your School Helps Your Child.” Four pages, 3 x 5 inches. Built around The Pur- poses of Education in American Democracy. In two colors on white stock. 35c per package. Sold only in packages of 100. (This is a reprint of the popular 1938 leaflet.) Sticker—14 x 2 inches in three colors on gummed stock. To be used on report cards, letters, menus, etc. Sold only in packages of 100; 25c per package. Discounts on more than one package of above materials: 2-9 packages 10 percent; 10-99 packages 25 percent; 100 or more packages 334 percent. Cash must accompany orders of less than $1.00. Order Today THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street, N. W. Washington, D. C. VOLUME 28, NUMBER 8; NOVEMBER 1939 The Greater Convenience ie od (ON 08) 0) Be and Pupils Learn Faster These rolls of 35 mm. film, containing series of still pictures are light, easy to handle and easy to store. SOCIAL STUDIES New sets of Picturols, com- piled by leading authorities on History, Geography, and other phases of Social Studies are available at low cost for perma- nent additions to your school library. Write for the S. V. E. catalog on these and the new recently en- larged Vocational Guidance sets! SOCIETY FOR VISUAL EDUCATION, Inc. Dept. 11 NEA, 100 E. Ohio St., Chicago, Ill. Don’t Get Caught in “A Storm of Bills’ without your T.C.U. Umbrella It’s bad to be caught in a downpour—but how it helps to have your um- brella with you. So it is when the bills for Doctor, Nurse, Hospital and all the other “‘extras’’ come pouring in on you during sickness, accident or quarantine. It Costs So Little to be Safe... and So Much to be Sorry! For 40 years T.C.U. has been the tried and true friend of thou- sands of teachers everywhere. By fastest air mail, checks go to them in time of need. If you are not already under the T.C.U. Umbrella, by all means send this convenient coupon today. SEND COUPON TODAY—No Agent Will Call The T.C.U. employs no agents, so you will not be annoyed by personal calls. All facts are plainly given in writing. You will like the generous T.C.U. policy and especially its low cost. Teachers Casualty Underwriters, 613 T.C.U. Building, Lincoln, Nebr. eee eee ee ee ee & & & FREE INFORMATION COUPON! @ @ e#e@eaa a) To the T.C.U., 613 T.C.U. Building, Lincoln, Nebr. ! I am interested in knowing more about T.C.U. Pro-, ' ' 2 ' tective Benefits. Send me, without obligation, the, : whole story. ' | : ee ee Se ee ' ' FOUNDED Address —— ee ee ' ie 1399 ga ee ee Pea ee : ‘ No Agent Will Call ’ [ Cont. from page A-162] Victory in Tenure Case ve A peciston for the plaintiffs in the cases of Julie Downing, Velma Arpan, Catherine Gohla, Lue Gannon, Sidney B. Belt, and Von Donahue versus Independ- ent School District No. 9 of Nashwauk- Keewatin (Minnesota) has been rendered by Judge Alfred L. Thwing of Grand Rapids. The cases were heard in court at Grand Rapids Thursday, September 7, with the plaintiffs represented by Oscar Hallam, who was retained by the Minne- sota Education Association in their behalf. The cases were taken under advisement for further study with the decision reached September 13. The blanket dismissal of all school teachers of the Nashwauk-Keewatin dis- trict on March 8 last with the subsequent rehiring in May of all but the six named above caused the Minnesota Education Association to bring suit on the ground that the schoolboard in its action had vio- lated the language and intent of the con- tinuing contract law, which provides that a teacher’s contract continues in effect until the schoolboard by a majority vote at a meeting prior to April 1 of any year termi- nates the contract, the purpose being that status of all teachers currently employed be definitely determined before then. Judge Thwing in his conclusions de- clared that the contracts of the above teachers have not been terminated and are still in force and effect and awarded them costs and disbursements including statutory costs. In his memorandum he points out that the purpose of the law is to enable teachers to know whether their employment is to continue with the same salaries early enough in the year to enable them to seek positions elsewhere before vacancies have been filled, and that the law does not unreasonably hamper the discretion of the governing bodies. He adds that a wholesale termination of con- tracts might be conceivably permissible if closing of schools or discontinuance of departments or any change of policy were contemplated, but that the board should be obliged under the act to determine its policy as to the ensuing year before the April 1 deadline. He questioned the intent of the board to discharge all the teachers in the blanket dismissal and pointed out that actually the termination of the con- tracts of each of the individual teachers named had not been effected by a majority vote of the full membership of the board. The decision is one affecting the siatus of every teacher in Minnesota and marks the first step in clarifying the continuing contract for the guidance of teachers and The Thrill of a Life -Time! schoolboards alike, declares Walter E. Englund, executive secretary of the Minne. sota Education Association. In an ej. torial appearing in the October Minne. sota Journal of Education he states that the purpose of the MEA is “to go forward jp behalf of education in our state, to resort to court action when necessary, to seek public support whenever possible, to work humbly for democracy’s greatest strength, the untrammeled, free public school.” Great Plays yy Tue THirp season of “Great Plays” js being presented by the National Broad. casting Company. For twenty-eight weeks the plays are broadcast each Sunday from 2:00-3:00 PM EsT. The November sched. ule is listed below: November 5—Marlowe’s “Edward II” November 12—Shakespeare’s “Romeo and Juliet” November 19—Shakespeare’s “Much Ado about Nothing” November 26—Shakespeare’s “‘Macbeth.” Correspondence should be addressed to Blevins Davis, Great Plays Series, NBC, 30 Rockefeller Plaza, New York, N. Y. A study manual is available for 25¢. Newbery Medal Books yy THe E1cHTEEN books [see page 254] are: The Story of Mankind |Liveright] by “Enclosed please find check for $10, final payment on my Life Membership’’—this statement, frequently accompanying final payment, carries with it a suggestion of supreme satisfaction. Ten payments of $10 each are not a heavy burden and they give a life-time of satisfaction—pride of Life Membership, joy of con- tributing to the Permanent Fund of a worthwhile organization, and regular receipt, without annual pay- ment of dues, of the Journal, the Research Bulletins, and the annual Volume of Addresses and Proceedings. Why not treat yourself to this thrill? Use this application today Wicvarp E. Givens, Executive Secretary, National Education Association of the United States, 1201 Sixteenth Street, N. W., Washington, D. C. Dear Mr. Givens: Please enroll me as a Life Member of the National Education Association on the deferred payment plan—ten annual payments of $10 each. I understand that this will entitle me to receive FOR LIFE the N.E.A. Journal, the Research Bulletins, and the annual Volume of Addresses and Proceedings, also an engraved certificate, membership card and - emblem. Kindly send these to me at the address indicated below. Enclosed please find $10 for first instalment. Name Street City and State THE JOURNAL QF THE NATIONAL EDUCATION ASSOCIATION Iter Minne. an edj. Minne. that the ward jn O resort to seek tO work tre eng lays” js Broad- : weeks 'y from sched. ind lo about ” ssed to BC, 30 YA TION Hendrick Van Loon; The Voyages of Dr. Doolittle [Stokes] by Hugh Lofting; The Dark Frigate |Little, Brown] by Charles Boardman Hawes; Tales from Silver Lands [ Doubleday, Doran | by Charles J. Finger; Shen of the Sea |Dutton] by Arthur B. Chrisman; Smoky [Scribner’s] by Will James; Gay-Neck [Dutton] by Dhan Go- pal Mukerji; The Trumpeter of Krakow {Macmillan | by Eric P. Kelly; Hitty, Her First Hundred Years |Macmillan] by Ra- chel Field; The Cat Who Went to Heaven [Macmillan] by Elizabeth Coatsworth; Waterless Mountain |Longmans, Green| by Laura Adams Armer; Young Fu of the Upper Yangtse |Winston] by Elizabeth Foreman Lewis; Invincible Louisa | Little, Brown] by Cornelia Meigs; Dobdry [Vi- king Press | by Monica Shannon; Caddie Woodlawn |{Macmillan] by Carol Ryrie Brink; Roller Skates | Viking Press] by Ruth Sawyer; The White Stag | Viking Press] by Kate Seredy; and Thimble Summer |Farrar and Rinehart] by Eliza- beth Enright. Schools can add these books to their libraries with the assurance that they are getting the best. Civilian Pilots to Be Trained yy THE FEDERAL GOVERNMENT'S undertak- ing to build up a vast reserve of air pilots in this country got under way on Septem- ber 11 when the Civil Aeronautics Author- ity notified 166 colleges and universities thruout the nation that their applications to participate in a civilian pilot training program had been approved.—Evening Star, Washington, D. C., Sept. 11, 1939. rs cy ared of Elementary l Principals vy Presipent Irvin A. Whitson an- nounces that the Department will hold two general sessions on the afternoons of February 26 and 27 at the St. Louis con- vention. Isabel Tucker, local chairman of arrangements for the St. Louis meeting of the Department, is making plans for the DESP banquet to be another convention highlight. This banquet will take place Monday evening, February 26. The Fourth Annual Conference on Ele- mentary Education to be sponsored by the Department of Elementary School Princi- pals will be held July 8-19, 1940, at the University of Wisconsin, Madison, im- mediately following the NEA convention. J. Murray Lee, assistant professor of edu- cation, University of Wisconsin, will be coordinator for the University, and Fred S. Schnell, Sheboygan, Wisconsin, who has attended several of the previous confer- ences, will be the representative of the Department. Shall School Systems Be Independent of Other Government Agencies? yx In a comine issue of School Life, of- ficial journal of the United States Office of Education, this question will be discussed in a panel forum. Willard E. Givens, executive secretary of the National Edu- cation Association, answers “Yes” to the question and gives reasons for his affirma- tive answer. Jerome Gregory Kerwin, dean of students in the division of social sciences, University of Chicago, answers “No” and presents his viewpoints. Two Hundred Billion Dollars yx THE NaTion’s Loss because of idle men and machines in the depression years has been estimated at $200,000,000,000 by the National Resources Committee. If work- ing men and machines had been concen- trated on housing, a new $6000 house could have been provided for every family in the country. Marriage Courses yx THE NEA DEPARTMENT OF DEANS OF WOMEN has assembled information con- cerning marriage and human relations courses offered in thirty-eight institutions of higher education thruout the country. The Department will be glad to send these data to persons interested in establishing such courses or to persons teaching them and will be glad to receive additional in- formation from other institutions offering courses. A selected bibliography on mar- riage and family relations will be avail- able soon. Please send 5¢ to cover mailing charges. Order from the Department, 1201 Sixteenth Street Northwest, Washington, D. C. American Association of School Administrators yy THE CONVENTION EXHIBIT COMMITTEE of this NEA Department met in St. Louis on Thursday, September 28. The Depart- ment’s Executive Committee met on the following Saturday, September 30. At each of these meetings consideration was given to plans for the convention of the Amer- ican Association of School Administrators to be held at St. Louis, February 24-29, 1940. The opening Vesper Service will be held in the St. Louis Municipal Auditorium on Sunday afternoon, February 25. There will be eleven general sessions during the con- vention period. One will feature Safety Education, the topic of the 1940 Yearbook of the Association. Another will offer a dramatic presentation of the objectives of education, and will be in charge of the Edu- cational Policies Commission. The final ses- sion of the conven- [Cont. on page A-166 | VOLUME 28, NUMBER 8; NOVEMBER 1939 This One Projector Provides Six TikisatiadtelaloL mc tier “MASTER” ae] Mae E>) foley Mol a tlislpgel Tit ILMOSOUND “Master” will earn its way in any school, for it serves in so many ways. It projects both sound and silent films. Being light and compact, it is easily moved from one classroom to another. Its extra power is ample for large auditorium pres- entations, too! A still-picture clutch and a reverse switch permit repeating sequences for emphasis. By adding a microphone, this Filmosound can be used as a public address system. And with a phonograph turntable, it can be used to provide music for school affairs. Built with typical Bell & Howell pre- cision, the “Master” gives lastingly de- pendable service. Write today for details. Other Filmosound and Filmo Silent Pro- jectors for every need. New Sound Film Catalog Get this new catalog describing over 1700 sound films especially selected and edited for school use. It’s free to owners of 16 mm. sound projectors, 25c to others. Non- descriptive /ist is free to everyone! Bell & Howell Company, Chicago; New York; Hollywood; London. Est. 1907. MAIL COUPON! ee a re oe ee BELL & HOWELL COMPANY 1854 Larchmont Ave., Chicago, IIL. Send ( ) details on new Filmosound “Master”; ( er sound film projectors; ( ) silent projectors. We now have........ (number ) o (make) sound jectors. paceede 1 log, ( _ ) list of new school fil PRECISION-MADE BY BELL & HOWELL [ A-165 ] Do You Have These? Opinions on Tenure: Schoolboard Members and Superintendents Report of the Committee on Tenure, May, 1939. 22 pp. $.25 Critical Analysis of Teacher Tenure Legislation Report of the Committee on Tenure, January, 1939. 31 pp. $.25 Court Decisions on Teacher Tenure Reported in 1938 Report of the Committee on Tenure, 1939. April, 1939. 46 pp. $.25 Micccibies also available for the years 1932-34, 1935, 1936, and 1937 @ $.25 each.) The Teacher Looks at Teacher Load Research Bulletin, Vol. XVII, No. 5, November, 1939. $.25 Organizations Interested in International Relations Research Bulletin, Vol. XVII, No. 4, September, 1939. Tax Legislation Affecting State School Revenues, 1934-38 Research Bulletin, Vol. XVII, No. 3, May, 1939. 59 pp. $.25 Status of the Married Woman Teacher Report of the Committee on Equal Opportunity, June, 1938. 29 pp. $15 Variations in Personnel Practices Affecting Teachers 23 pp. Report of the Committee on Equal Opportunity, June, 1938. $15 A Fair Start in Life for the Country Child Report of the Committee on the Economic Status of the Rural Teacher. Tone, 1939. 15 pp. $.10 Community Resources in Rural Schools Yearbook of the Department of Rural Education, February, 1939. 109 pp. $.50 Schools in Small Communities Seventeenth Yearbook of the American Association of School Admin- istrators, 1939. 608 pp. $2.00 Enriching the Curriculum for the Elementary-School Child Eighteenth Yearbook of the Department of Elementary School Principals, 1939. 500 pp. $2.00 The Implications of Research for the Classroom Teacher Joint Yearbook of the American Educational Research Association and the Department of Classroom Teachers, 1939. 318 pp. $1.00 Fit to Teach Ninth Yearbook, Department of Classroom Teachers, 1938. 276 pp- $1.00 Safety and Safety Education: An Annotated Bibliography Prepared by the Safety Education Projects, January, 1939. 64 pp. $.25 ORDER NOW Discounts as follows: 2-9 copies 10%; 10-99 copies 25%; 100 or more copies 33% % (Funds must accompany orders amounting to one dollar or less) NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth St., N. W. Washington, D. C. | A-166 | 60 pp. $.25 | | Cont. from page A-165] tion, on Thursday evening, will be “America’s Town Meeting of the Air,” conducted by George V.Denny, Jr., and broadcast on the National Broad. casting Company’s coast-to-coast network. The discussion group meetings, to be held on the afternoons of Monday, Tues. day, and Wednesday, at St. Louis, will be organized under six general headings, coy. ering selected fields of current educational interest. Superintendents in charge of the six divisions are: John A. Sexson, Pasa. dena, Calif.; Jesse H. Mason, Canton, Ohio; J. W. Ramsey, Fort Smith, Ark.; William J. Hamilton, Oak Park, II. Homer W. Anderson, Omaha, Nebr.; and J. C. Cochran, assistant superintendent at San Antonio, Texas. Do You Know That— yx 30,000 poverty-stricken school districts serving 3,000,000 children are forced to curtail their school year by three months? 2400 schoolhouses are actually locked for the year? 12,000 more schoolhouses will be locked if teachers demand full payment of salaries? 1,400,000 pupils sit in schoolhouses con- demned as unsafe or unsanitary? 1,000,000 attend classes in tents, lodge halls, stores? 500,000 go to school only half a day be- cause of lack of space? 800,000 attend no school because their neighborhood is too poor to provide one or they are too poor to go?—Survey Gra- phic, October 1939. | Inadequate Library Service yx THE AMERICAN LIBRARY reports that 44.2 percent or about 53 mil- ASSOCIATION lion of the 120 million people in this country are without library service. Thirty percent of our counties have no library. | In twenty states more than 50 percent of the people have no public library service. The problem of library extension is great- est in rural sections. American Education and the War in Europe—At a special meeting held in Washington, October 2, the Educational Policies Commission drafted a statement on American Education and the War m Europe. This statement—which appears on pages 225-28 of this JournaL—repre- sents the results of investigations, the com- bined judgment and the sincere convictions of the members of the Commission. In this spirit, the Commission urges the dis- cussion of this document by the teaching profession, by Consultants, by boards of THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION irsday -eting lenny, sroad- work, to be Tues- vill be 3, COV- tional of the Pasa- anton, Ark.; , Ill: 5 and ent at istricts ed to ynths? ed for -ked if aries? $ COn- lodge ay be- - their le one y Gra- IATION 53, mil- n this Thirty ibrary. ent of service. great- Var in eld in ational tement War in appears —repre- 1e Com- victions ion. In the dis- -aching ards of IATION i WV 4 ™ ospiy As _ Oe A OZ Be ee i= ~~ awe if a ~~ GOLF ‘am \ ta LUXURIANT LIVING 17 CENTRAL FLORIDA on PENSION INCOMES a” Make the next years the best years in the FISHING land of heart's desire, Orange County, Fla. Comfortable homes, marvelous cli- i mate, sports, entertainments, in 24 urban t orrural communities. Write for literature; letus help you plan your Florida home. ORANGE COUNTY enc: CO MMERCE edhe 90 County Building u Sultursl” ORLANDO, FLORIDA DON’T MISS THE BEST PART OF YOUR TRIP — Read Go abroad without leaving American soil. But first read this new, complete guide to what to SEE, DO and BUY in Mexico. 41 photographs. $3.50 at bookstores, or from PRENTICE-HALL, Inc.,70-5thAve.,N.Y.C. A PRENTICE-HALL BOOK Complete education for teaching in elementary grades, kinder- 54m DAG. wa RDO garten and nursery school. Chil- dren’s demonstration school and observation center. Special summer classes. Beautiful resident hall. Located Chicago's lovely North Shore near lake. Cultural edu- cation plus vocational training. B.E. degree conferred yts.), also 3-year diploma and 2-year certificate. rite for list of successful alumnae. National College of Education EDNA DEAN BAKER, PRES. BOX 916-P EVANSTON, tL. CHRISTMAS SEALS Help to Protect Your Home from Tuberculosis Christmas Cards FRENCH LATIN, GERMAN - SPANISH, | | | ——=—=== = PT Wanted — All subjects, for imme- diate publication. Booklet sent free. Established 1925 Meador Publishing Co. 324 Newsury Sr., Boston, Mass. | BOOK MANUSCRI education, and by the general public, with a view to making use of it in the develop- ment of appropriate local educational policies in every part of the United States. Copies may be obtained at 10¢ each, with the usual quantity discounts. » © Syllabus on the School in American Democracy—Many schools of education and teachers colleges are using one or more of the Educational Policies Com- mission publications as textbooks in va- rious courses. To assist the instructors in these courses and to encourage an even wider use of the Commission’s volumes in this manner, a Syllabus on the School in American Democracy has been prepared and distributed to all Consultants. The Syllabus includes thirty units based on the major reports of the Educational Policies Commission, a series of suggested topics for discussion or for term reports, and a selected bibliography. Copies may be ob- tained at ro¢ each, with quantity discounts. > « “Newer Instructional Practices of Prom- ise,” the Twelfth Yearbook of the Depart- ment of Supervisors and Directors of In- struction, will be available December 1. The reader will find working illustrations of the newer classroom practices in this yearbook. Some of the discussions presented are: the importance and implications of the newer trends; wider utilization of environ- ment; procedures for developing an in- tegrative curriculum; newer practices in | volving industrial arts, dramatic play, and creative arts; newer practices in literature, in the use of the library in the school pro- gram; adaptation of instructional practices | to the needs of children; evaluation of newer instructional practices, as well as supervisory technics adapted to these prac- tices. This yearbook is a practical guide to supervisors, administrators, and teachers in achieving growth and improvement in teaching. e << The Eighteenth Yearbook of the Depart- ment of Elementary School Principals, “Enriching the Curriculum for the Ele- mentary School Child,” has been sent to all members for 1939-40. A Study Outline has been prepared for this to be used in college classes, faculty meetings, principals clubs, and the like, where the Yearbook is used as a text. The price of the Yearbook to nonmembers of the Department is $2. The Study Outline sells for 25¢. Discounts for quantities on NEA publications are as follows: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more, 33% percent. Send orders to the NEA, 1201 Sixteenth Street Northwest, Wash- ington, D. C. No orders for less than $1. VOLUME 28, NUMBER 8; NOVEMBER 1939 FREE CATALOG Shows How to Make Classrooms More Cheerful . . » More Healthful Big 24-page booklet tells how proper window shad- ing pays good dividends in sight-saving . . . promotes better study and posture habits . .. cleaner, better ventilated, gayer classrooms. Fully describes and iliustrates correct Draper Shades for your school windows. For FREE catalog mail this ad to LUTHER O. DRAPER SHADE COMPANY Dept. J-11 Spiceland, Indiana Make Your Own Slides on Your Typewriter—use— RADIO MATS Write for free samples RADIO-MAT SLIDE Cco., INC. 1819 Broadway Dept. E New York, N. Y. Talk from your screen with quickly TYPEWRITTEN MESSAGES 50 Radio-Mats $1.50 White, Amber, Green Ea Accept no substitute SEND for these FREE Motion Picture Catalogs 16 mm. silent containing descriptions and rental prices on 813 educational films, 1,945 short subjects, 427 features, and see how help- ful they are in planning and executing your programs for the coming year. Write today to Dept. 4J. INCORPORATED 234 CLARENDON STREET, BOSTON, MASS. BALOPTICONS A B&L Balopticon will prove the most econom- ical as well as the most efficient means of teach- ing visually. There is a B&L Lantern Slide or Opaque Balopticon for every still projection purpose. Write for a catalog. Bausch & Lomb Optical Co., 684 St. Paul . Street, Rochester, N. Y. Bausch s Lomb ~- “has [ A-167 | | General sessions, representative assemblies, registration headquarters, and exhibits will be located in the Milwaukee Auditorium. will be arranged in buildings convenient to the Auditorium. State headquarters will be located at the Schroeder Hotel. Meetings of departments and allied groups Registration, exhibits, and some preliminary meetings will be held on Saturday, June 29. The convention proper MR. CHESTER SCHULTZ, Chairman Room 517, N. E. A. Housing Committee 611 N. Broadway, Milwaukee, Wisconsin below: Hotel of 1st choice Qnd choice Room(s) with bath for one person—rate desired........ Room(s) with bath for two persons, twin beds—rate desired Suites or large rooms for persons—rate desired Arriving June...... hour A. M. Be specific as to dates of occupancy, types of rooms desired, and prices to be paid. is unable to accept reservation the Housing Committee will endeavor to comply with your second or third choices in the order named. You will receive confirmation direct from the hotel accepting your reservation. Room(s) with bath for two persons, double bed—rate desired.................. The Seventy-Eighth Annual Convention of the June 30—July 4, 1940 MILWAUKEE opens Sunday afternoon, June 30, and carries through Thursday, July 4. Make hotel arrangements promptly, using reservation form printed below. Alll hotels listed are either within easy walking distance of the Auditorium or are within the taxicab zone with fare of $.25. Parties of three or four persons can be cared for very economically and comfortably in suites and large rooms. for room accommodating TWO persons suites Aa bad Hotel with bath ies accommodating THREE and F ONE person Double bed Twin beds persons *Abbot Crest, 1226 W. Wisconsin Ave. 2.50** $4.00** *Ambassador, 2308 W. Wisconsin Ave $2.50 to $3.50 $4.00 to $6.00 $7.00 Antlers, 614 N. seg . 3.00** 2.50 to 3,00*** * Astor, 924 E. Juneau Ave 5.00 to 6.00 7.00 $12.00 Belmont, 750 N. Fourth St. 2.50** 3.50to 5.00** 6.00 8.00 , 147 E. Wells St... .... 1.75** 3.00** ' $4.00 to $4.50 » 1120 N. Milwaukee St. 1.50** 4.00** 5.00 3.00 to 4.00 *Colonial, 826 N. Cass St... . . 1.75 to 2.00 3.00to 3.50 5.00 y, 636 N. Van Buren St. 2.00 to 2.50 3.00 to 3.50 ' Globe, 803 E. Wisconsin Ave... ams 3.00** 3.00*** 5.00 J , 807 E. Wisconsin Ave 2.50°* 4.00** 5.00 Saisie Ua n.dn'v.e a ve aie'e cee ans wae pa 55