rough form easy xicab rsons DECEMBER 1939 The Foundation of a Good School Even a Second Grade pupil will be able to master the basic facts of addition and subtraction if they are taught to him by means of number re- lationships. There is nothing like teaching the pupil to swim— in arithmetic—when he is very young! This is the method in UPTON’S BOOK TWO of Adventures in Arithme- tic, a series which extends through Grade 8. Work in English isn’t what it used to be with all its old formalities. Today, the pupil pro- gresses rapidly in his English classes because he enjoys the games, contests, clubs, debates, school newspapers, dramatizations, story-writing, etc., etc. ENGLISH ACTIVITIES is the only series extending from Grade Three through the Senior High School which makes the instruction genuinely functional. If children are to grow up and escape injuries and accidents they must all learn early to keep their eyes open and to think and act quickly. They must be led to cultivate safety habits until these become automatic. The best way to train them is through the use of THE ROAD TO SAFETY —eight attractive books and an inter- esting W orkbook for each book. En this changing age many a child has surprised his parents with his knowledge of the geography and peoples of foreign countries—that is, if he had been studying OUR WORLD AND OURSELVES. Now. with the 1939 edition, brought down in text and maps to the beginning of the present war, he will have a still better background for understanding today’s world conditions. AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston SYRACUSE, N. Originators and Makers of Better Library Furniture and Supplies “ You can depend ~ oe GAYLORD Products are Always Right ... EVEN to the minutest detail Every day we receive letters from librarians tell- For example, shelf labels in the past were plac ed ing us how much they appreciate the care exercised under celluloid covers. More than a year ago we learned the exact needs of librarians —~ and the im- effort we make to keep portance of being CORRECT ~— even to the small- Gaylord library furniture est detail. But we are not satisfied to stop there! and supplies in tune with We constantly strive to originate new ideas which the ever-« hanging needs will make Gaylord products BETTER than ever. of the modern library. 3AYLORD BROS., Ine. Established 1896 STOCKTON, CALIF Atlanta Dallas San Francisco in the manufacture of our library furniture and developed a new label laminated with water prool supplies. For over 40 years we have specialized in cellophane, which entirely eliminates the need for service to libraries. During these years we have the celluloid cover. This is typic al of the constant JOY = Bet 4 come: the o any t ets ¢€ On t hope back aspiri form mids ages lum hum tator reap “dict Fror seed: the | W Chri racy birt! pern of tl larg His the love us I hav Rul the wh: are “Al but m SUILITAN A Letra VOLUME 28, NUMEER 9 | Jov ELMER MORGAN, wand Jubieh | Between Editor and Reader H. A. ALLAN, Business Manager CONTENTS FOR DECEMBER 1939 CE EE 4 GLADSOME SPIRIT of the Christmas season The Significance of Citizenship Recognition Day . . . Editorial 257 comes upon a world of strange contrasts. On the one hand, more men under arms than at he Challenge of the Hard Road . . Clarence Dykstra 258 any time in history, with cancerous war budg- _— Citizenship Recognition Day . . - Hugh S. Bonar 259 ets eating the very life out of civilization. Seeking Peaceon Earth ...... . Anna P. Shoemaker 261 On the other hand, a great upsurge of human . : ° hope and aspiration that reaches to the most Saving the Sight of School Children . Pauline Bartlett 263 backward peoples of the earth. We believe that | Children and Money. . . . . Sarah Bloch 265 aspiration will win and that our democratic Pedagogy thru Pictures. . . Edward T. DeVoe 266 an 2 wal survive and expend. We live in the Better Salaries for Better Schools . . . - Hazel Davis 267 midst of THE GREAT TRANSITION, and unstable . . : ages have always been great ages. The pendu- If America Were Like Europe . . Stuart Chase and Marian Tyler 269 lum swings violently this way and that as Inequality of College Opportunity . Helen B. Goetsch 271 humanity secks to chart a new course. Dic- The 6-4-4 Plan at Work. .... . Paul Thomas Scott 272 tatorships arise and old discredited brutalities Safety Ed i 2 reappear. But as Eduard BeneS reminds us, afety Education at St. Louis : = 273 “dictatorship is always a temporary regime.” |The United States Office of Education os 274 From the beginning it carries within itself the Our Common Diseases . Thomas Parran 275 seeds of collapse. The great aspirations and = -Fenure Comes to Alabama ... 2. 277 the great ideals abide. 4 £ De f the NEA We need to remember as we enter this Presidents o partancats or tas - ++ + 278 Christmas season that the birth of our democ- What Do You Know about Your NEA? “ Amy H. Hinrichs 279 facy goes back nineteen hundred years tothe The Librarian Chats with the Faculty - Maud Minster 281 pam ot sangre wPetraghe: teachings, gradually A Golden Treasury on the Art of Living . . . Joy Elmer Morgan 283 permeating the minds and hearts of the people : of the Western world that led to a demand for Elementary-School Service 285 larger liberty and justice. It was His teachings, Rural-School Service 286 His life, His example that led humanity to see Highschool Service 287 the value of personality and the supremacy of her-Ed aot Sa love over force as a motive in human life. Let Teacher-Education oeiiintl , . - + 288 us never forget that our democratic institutions American School of the Air a. €c nies ke eee have their foundation in the ideals of the « solden A Teacher’s Influence W. G. Montgomery 289 Rule and the brotherhood of man as set forth by dees adil Ribena’. 290 the Great Teacher; and that the faith and love which created these institutions in the first place One Hundred Percent Enrolments - 291 are sufficient to set them on their new course. “And now abideth faith, hope, love, these three; but the greatest of these is love.” 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. Hinricus, President J. W. Craprres, 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 —— at special rate sath postage vor nded for in section 1103, act of October 3, 1917, authorized January 26, 1921. DirEcToRS OF DIVISIONS: Accounts ‘iad ‘Saserdel 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 Wome. , 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 9; DECEMBER 1939 [ A-171 | _ Two Big Gifts for Teachers —from the new Mimeograph duplicators Two gifts teachers need and want. Two gifts Mimeograph duplicators have to give. More time for planning work and for relaxation—because they put your ideas into practice more quickly. Fuller expression for your ideas—be- cause they can turn out anything from an illustrated lesson sheet for a single class to a complete newspaper for the entire school—and save money while they do it. It all adds up to helping you be a bet- ter teacher in fewer hours—per day. That’s what these new Mimeograph du- plicators were designed to do for you. NOTE: If you are using the Unit of Study method, here are a few typical examples of materials the Mimeograph duplicator can help you prepare: Content outline of unit; work sheets and lesson sheets; maps, illustrations, and self-study materials; tests. The new low-priced Mimeograph Stories, poems, songs, and factual ma- 90 duplicator—big school efficiency for terial developed and created by the limited school budgets. group—for each member’s notebook. FREE —Send for free copy of new Tangible evidence of progress made illustrated folder, ““The Mod- for children to take home to parents; ern Way to Happier Teaching Days.” news letters to parents describing the The complete story of the school serv- work of the group. ices available for users of Mimeograph Other forms and record blanks. duplicators. A. B. DICK COMPANY, Dept. A-129 720 W. Jackson Blvd., Chicago, Illinois s Send mea free copy of ““The Modern Way To Happier Teaching Days.” MIMEOGRAPH IS THE TRADE MARK OF A. B. DICK COMPANY, CHICAGO. REGISTERED IN THE U. S. PATENT OFFICE THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION IN The Significance of CITIZENSHIP RECOGNITION DAY sN’T it strange that with more than two mil- lion young men and women reaching voting age each year, we have no public occasion to dignify and ennoble that event, no community effort to fix in the minds of the new citizens a sense of the signi- ficance of citizenship in a selfgoverning republic?” Thus ran an editorial in THe Journat for Novem- ber 1937. Since 1932 such a proposal has been in the platform of the National Education Association, which reads: “Provision should be made to receive ALL persons into citizenship with suitable cere- mony.” The United States Constitution includes as citizens: “All persons born or naturalized in the United States, and subject to the jurisdiction thereof.” President Amy H. Hinrichs of the NEA has ap- pointed a Committee on Induction into Citizen- ship, charged with responsibility for carrying out the above mandate of the Association. This is a most important step. It should mark the beginning of a new epoch in education for citizenship in the United States, where the privileges and duties of citizenship have been too little appreciated. Such a movement by its very nature should be nationwide and, since it includes all citizens in their fundamental relationship to government, should be undertaken in every state and community by the free public education authority, which is in a posi- tion to bring together in joint sponsorship repre- sentatives of every important interest in the com- munity. It is fitting that leadership and encourage- ment should be given to this civic enterprise by the National Education Association, the largest and most representative body of public servants in the world. Leaders in adult education and in the Natu- ralization Service of the U. S. Department of Labor will find this movement helpful to their important work. To the chairmanship of the Committee on Induc- tion into Citizenship the Association has called a man who has led in the development of the move- ment in Wisconsin. [See page 259.] Chairman Hugh S. Bonar, who is superintendent of schools at Manitowoc, and his able committee may be ex- pected to give a sustained leadership to this far- reaching enterprise. VOLUME 28, NUMBER 9; DECEMBER 1939 This movement, like American Education Week, will have the support of the teaching profession and ’ of leading citizens thruout the country. It will re- ceive special impetus from the confusion of our times, which makes ever more apparent the impera- tive need for intelligent and responsible citizenship actively devoted to the highest interests of humanity and civilization. Steps in the Committee’s work may well be: First, to develop in every state education associa- tion an active committee corresponding to and working with the NEA Committee. The move- ment already has some headway in Wisconsin, Ohio, Indiana, Kentucky, Louisiana, and Alabama. Second, to acquaint the teaching profession and citizens with the purposes and ideals of the move- ment thru articles such as those which appear in this issue of THE Journat. Third, to secure in every state suitable laws pro- viding for the establishment of Citizenship Recog- nition Day and setting up the machinery necessary to make the day effective. Fourth, the development of satisfactory practices in the preparation of prospective citizens for this important event in their lives. Mere perfunctory ceremonies will mean little unless fortified by sub- stantial programs of civic education during the months and years preceding induction. Under this plan the active responsibility of the school for the civic education of all youth is extended up to age twenty-one. A fifth step requires the development of a body of popular, inexpensive printed material available at cost in large volume on a nationwide scale. Here the Committee will be in a position to call upon the NEA, whose staff has proved what can be done thru its service to American Education Week. This inscription graces the entrance to the beauti- ful state capitol at Lincoln, Nebraska: The safety of the state is watchfulness in the citizen. May Citizen- ship Recognition Day come to be enshrined in the hearts of our people as the free public school now is and may it inspire all our citizens to be ever watchful of our heritage of liberty under law. oy Elmer Morgan [ 257 ] CITIZENSHIP RECOGNITION THE CHALLENGE OF THE HARD ROAD UR TRIBAL ANCESTORS recognized the transition from boyhood to manhood with solemn ceremo- nies. The dedication of young men to the service of the tribe and the assump- tion of responsibilities by individuals for the social group were the climax in the lives of the youth. Trials and tor- tures of many kinds preceded the initia- tion ceremony. During this period of preparation the young braves were made thoroly familiar with tribal history, cus- toms, and rituals. The initiation rites were sacred under- takings of a deeply religious character. Their significance was attested by the fact that from that moment on the initi- ate was presumed to be invested with a new purpose and a new strength. As an earnest of this new life the youth was given a new garment and a new name as the tribe, amidst wild rejoicing, pro- claimed him a man. Vestiges of such ceremonies persist in most societies today, particularly in churches and fraternal organizations. Young men and in these days young women participate in them, make their pledges, and take their vows. In our democratic society, which threw over- board all ritual, we have done nothing to impress upon our young people that at twenty-one they become responsible voting members of the body politic. This ceremony at Manitowoc today is an attempt to repair this long omission. Here is youth, 700 strong, about to as- sume the burden of adulthood in a free society. You have experienced a period of training for this new enterprise. You have caught a new enthusiasm for dem- ocratic processes and possibilities. You know something of your obligations as citizens. You are organized as a con- vention of young voters. As you look about, as you read your papers, you realize that our govern- ments in many places have become cor- rupted and are no longer representative of the whole citizenship. Small groups of partisans (and sometimes one person) use the political device which we call “government” for exploitation and even for personal gain. Such a course is not wholesome; nor is it wise for a democ- [ 258 ] PresiwENT CLARENCE DyksTRA University of Wisconsin racy to allow the perversion of its own processes or aims. The aims of a democratic society lead to the good life for all thru the partici- pation of all according to their talents and their merits. They proceed upon the theory that if opportunity is afforded and guaranteed to all, the general good will be approximated. In accordance with this principle we have provided universal public educa- tion so that each individual may make the most of his talents. But to make the most of one’s talents does not carry with it the license to exploit others or to trample upon the rights of our fellow- men. It carries with it rather the deep obligation to see to it that all are fairly dealt with and that all are allowed to live their lives as individuals and as men. Deeply imbedded in our legal and social history are the general doctrines of the rights of men. It is the manifest duty of Americans to protect these in- dividual rights as the occasion demands. We must defend to the uttermost our ancient freedoms—free speech and as- sembly, and the right to worship as we will. We must defend life and liberty * Mx YOU as sovereign citizens carry- ing upon your shoulders the responsi- bility for selfgovernment, ever be watch- ful of this priceless and hard-won heritage. May you build into your lwes as men and women the best that mankind has thought or dreamed thru- out the ages, knowing full well that of your lives are right, your citizenship will be worthy. Citizenship ts at ds best only when one’s political influence and acts are the expression of a generous and wholesome way of life. May you ask yourself again and again thru the years, “What kind of a country do I really want? What kind of a life for myself and my loved ones?” May you ever realize that all human institutions, in- cluding government, must be born anew in the hearts and minds of each gener- ation. In that fact lies the significance of Citizenship Recognition Day. May we all accept our trusteeshtp and treasure up in our hearts government of the people, by the people, and for the people—From an editorial in THE JouRNAL for November 1937. and what Jefferson called the pursuit of happiness. In modern terms this last phrase means the right to make a living thru access to opportunity to work and care for a family. This is a difficult thing to do in the modern world. But it is incumbent upon us to work at it—to bring it to pass. The validity and the perpetuation of democracy are bound up in a solution of this problem. Certain challenges face you—who to- day assume citizenship obligations: [1] You must see to it that you have the personal integrity which is expected of the intelligent adult. [2] You must exercise that integrity and your best judgment besides in the interest of the community in which you live. [3] You must be loyal to the commit- ments made to the democratic way by our forefathers. [4] You must be diligent and honorable in exercising the voting trust with which you are now invested. [5] You must realize that patriotism is a quality or attribute which requires daily cultivation and daily service. It is not a cloak to be worn for occasions and cast aside for individual gain or glory. It is a badge of opportunity. Today the democratic way is chal- lenged the world over. Millions—hun- dreds of millions—have turned their backs upon it. They are persuaded that it is easier to cast their burdens upon someone who will carry the load and give the orders. They have sacrificed their freedoms by so doing. You are a portion of the youth of America who eventually will decide the question as to whether our complex problems can be solved by a democratic process which preserves our freedoms. Democracy is the hard way—the difficult road. Today I commend to you the hard road. Your fathers have traveled it for centuries. Continue upon it and keep it open. Millions still to be born have the right to be born free—you cannot sell their birthright for a mess of pottage. Today set out with courage and stout hearts. Sing, you marching sons. Hold high the banner. Let freedom ring! Yes, let it ring—but also, let freedom live and work.—Address at Manitowoc, Wiscon- sin, May 21, 1939. [See next page. | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION —EEE a nietiitheenes Sut Wi. mit nifi the you tic dot abc err tio Pr ter spe tez fes vi: ni ar al ) )- Hucu S. Bonar Superintendent of Schools, Manitowoc, Wisconsin, and Chairman, NEA Com- mittee on Induction into Citizenship OR MANY YEARS teachers, editors, and officials have talked about dramatizing the sig- nificant event of new voters arriving at the age of twenty-one, the age when young people legally begin actual par- ticipation in government. But we have done little more than talk and write about it. In an adult class in municipal gov- ernment, offered by the Manitowoc Board of Vocational and Adult Educa- tion, this suggestion was again made by government Professor R. J. Colbert, university ex- tension teacher. This time a definite re- sponse came from the class composed of teachers, city officials, business and pro- fessional people. Out of this class came the movement to plan, under the super- vision of the school, a program of recog- nition and induction for all young men and women in Manitowoc County who become twenty-one years of age during any one year. The third Sunday in May was chosen as the day for the final ceremonies. It was agreed that many people would at- tend the day’s events on a Sunday who could not leave their work on other days. There were three reasons for choosing a day late in May. We wanted to complete the project while school was in session; we wanted good weather; and we wanted to remove the day as far as pos- sible from the spring elections. The first of these reasons we consider very important. Such these should be under the direction of the schools to keep them as free as possible programs as of partisan politics. An pointed by school administrators of the executive committee was ap- county cooperating with a committee from the class in which the project was conceived. To insure thoro community participation this central executive com- mittee was composed of representatives from the county board of supervisors, municipal governing units, central labor council, federated women’s clubs, cham- Ler of commerce, county agricultural agent, and the county press in addition to the school administrators. The di- of the Manitowoc Vocational School, the school in which the adult class in municipal government was held, was made chairman of this executive committee. The committee held many meetings to preclude any ill-advised pro- cedure and to permit much discussion. The local press gave fine publicity to rector these committee conferences, which in turn aroused lively interest in the project thruout the county. The complete organization which was finally developed by the central execu- tive committee included the following subcommittees: Ways and means; pro- VOLUME 28, NUMBER 9; DECEMBER 1939 CITIZENSHIP RECOGNITION CITIZENSHIP RECOGNITION DAY A Project in Maintaining the Democratic Form of Government Twenty-one-year-ola voters march in the parade; the chief justice of the Wisconsin Supreme Court administers oath of allegi- ance to the new voters; a typical float. [ 259 | CITIZENSHIP RECOGNITION gram; publicity; directory; decoration; traffic, safety, and emergency; and rec- ords. Professor Colbert and his assist- ants prepared a booklet in which were outlined the duties of the various corh- mittees. This was published by the Uni- versity Extension Division and made available to all who were interested not only in Manitowoc County but thruout the state and nation. Lists of young men and women who had become twenty-one years of age during the past year were prepared. These young voters were invited to at- tend a series of meetings thruout the county. At these meetings the project was explained, local government dis- cussed, and plans for the ceremonial day completed. These meetings were held in school buildings and town halls in the city wards and townships for the spe- cific purpose of emphasizing this basic unit in our plan of government. Citi- zens in charge of these meetings in- cluded teachers and business and profes- sional leaders. A brief outline of gov- ernment with particular attention given to local government had been prepared by Professor Colbert as a guide for some instruction during these gatherings. While some instruction was offered in phases of local government and in the beginning voting citizen’s responsibility and opportunity in this basic unit in democratic government, little more than intezest arousing could be accomplished in these three countywide unit meet- ings. Greatest value was believed to accrue from meeting with these young people in their own voting precincts and arousing in them a desire to have a part in the induction ceremonial. A parade was planned as a part of the culminating day’s events. This had significance and contributed to the valu- able byproduct of the project, rekin- dling in the hearts of the thousands of citizens who thronged the streets for several miles a new devotion to demo- cratic processes and a resolve to be less indifferent toward government. Each voting precinct was invited to enter a float in the parade. The program committee had recommended the plan of using some one theme each year so that over the years there would be some sequence and little duplication. This year the Bill of Rights was the theme for the floats. Floats represented free- dom of speech, freedom of worship, [ 260 | freedom of press, right of trial by jury, and the like. The parade ended at the Lincoln Highschool, whose eighteen-acre campus on the shores of Lake Michigan made a fitting setting for the induction cere- monies. Here Dr. Clarence A. Dykstra, president of the University of Wiscon- sin, gave the principal address. [See page 258. ] Judge Marvin B. Rosenberry, chief justice of the Wisconsin State Supreme Court, administered the oath of allegiance to the young voters. He spoke briefly, particularly stressing the effect of the program and ceremonies upon others. He said, in part: “All over the nation there has come a creeping sense of con- fusion and indifference. You have not only pointed the way out of these stu- pefying fogs; you are leading the way. You are leading to a rediscovery of the blessings and richness of what it means to be an American; to appreciate, under- stand, and use the instrumentalities of selfgovernment.” Certificates of Citizenship were pre- sented to the new voters. Here again was a physical symbol which served well the objective of recognition. Members of the state legislature were so impressed with the project that they placed on the statute books a law re- quiring school authorities in all counties to develop a similar program and hold recognition and induction ceremonies on the third Sunday in May each year be- ginning in 1940. The university exten- sion division, at the request of the state department of public instruction, will offer instructional leadership to ail coun- ties of the state that desire it. While much instruction in citizenship is offered in the schools of the nation from earliest grades thru highschool, there is a real need to bridge the gap that exists for most young men and women between highschool graduation and arriving at the age to vote. For mil- lions this period represents four years of wandering. It is a dangerous condition. After disillusionment following inability to get regular employment these young people become easy victims of the prom- ises of advocates of isms, or join the masses who cry, “What’s the use?” Citi- zenship Day and the program of events preceding may be just enough to help turn indifferent and disillusioned citi- zens into interested and informed voters. The fact that the nation’s leading newspapers gave the project such pub. licity, that NBC broadcast a part of the program over a nationwide hookup, that one of the popular radio magazines devoted the leading illustrated article in one issue to the project, and that one of the nation’s news weeklies gave space to a story of the day, indicates that a con- dition exists, the gravity of which most people do not realize. These great me- diums of expression seemed to grasp at the project as the embodiment of a hope that at long last something was actually being done to meet a need that until now had been just written and talked about. Dr. Dykstra, speaking as president of the National Municipal League in con- vention at Baltimore, called the nation’s attention to this need. He said: “We have taken for granted the perpetuation in America of the democratic process. In these latter days, nonetheless, we are finding many who say they are disillu- sioned. Faith in the democratic experi- ment is not as strong even in the United States as it was a decade ago. Moreover, our traditional way of life is being as- sailed from the outside. The short-wave radio broadcasts from other shores and the activity of propagandists here and there in local communities are raising questions in the minds of many Amer- icans which make us wonder sometimes just how invulnerable to world move- ments America is. “Dictators . . . are cultivating a com- mon interest and a new goal. They are teaching the doctrine that to save one’s life, one must lose it in devotion to a common social ideal. They are using every available educational facility for pounding home this ideal. They are making zealots out of citizens and arous- ing for the new order an enthusiasm which passes our understanding. They are bringing up a generation which is confident of itself and ready to dare any- thing for the accomplishment of a na- tional goal.” This is a fair statement of the condi- tion and the need. What are we as cit- izens of the United States doing about it? In what ways can the nation’s schools serve to meet this need? We tried Citizenship Day in Manitowoc County. It has great possibilities in lead- ing the way in maintaining our demo- cratic processes. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ing ub- the nes > in > of ace on- ost ne- ) at ype lly til ed SEEKING PEACE ON EARTH —A Christmas Play Principal characters: Santa Claus; Mrs. Santa; Elf Brownie; Chairman of Meet- ing; Spirit of Peace; Mars, God of War. Minor characters: Speakers, entertainers, children of the nations. The play is adapt- able to groups of any number. As written it was played by a junior highschool group in twenty minutes. SCENE I Scene: The home of Santa Claus. Mrs. Santa is busy preparing gifts for the girls. Around her may be seen dolls, books, skates, a small tree, and trimmings. Santa —surrounded by toys, all warlike, as guns, pistols, cannon—is packing a big bag. Elf Brownie, radio announcer, is seen at one side of the room helping with toys. Micro- phone is nearby. MRS. SANTA—Santa, do you think that there will be a place in your bag for these dolls? You have so many toys and gifts for the boys that you seem to have forgotten the girls. (Hears the click of a gun.) By the way, what have you there? I am surprised at you! Have you stopped to think that all those toys are dangerous, warlike weapons? MR. SANTA—T hat is what the boys have asked me to carry to them, toys like the weapons their fathers are using. Many fathers are fighting in various parts of the world. So the boys are asking for soldiers. Yes, other boys are requesting cannon which will load just like the big ones their fathers are firing on battle fronts. Rifles, why so many of my boys have asked for these! You see, Mrs. Santa, I always try to take to the boys just those things which they ask me to carry to them. (Santa packs toy cannon, guns, rifles, into his bag.) MRS. SANTA—Yes, Santa, you are right, but ... (hesitates). MR. SANTA—What is wrong, my good wife? MRS, SANTA—I want this season of the year to be a gay, joyous time for all boys and girls. Yet I wish that their requests had been for skates; these would give exercise, health. Then, good books— mean friends and pleasant memories forever (walking toward a window, thinking aloud). Guns, cannon, soldiers —war with these. There can be no peace on earth. ANNA P. SHOEMAKER Teacher, Junior Highschool, Ventnor City, New Jersey MR. SANTA—What would you have me do, disappoint thesé boys and girls who have waited so long for my visit? Cancel the trip? No, I'll write letters urging each boy to make a new list asking for only those gifts which will remind him, his parents, brothers, and sisters of peace. MRS. SANTA—Fine, Santa, but why wait to send letters? Why not use your new short wave radio set? MR. SANTA—Just the thing. Where is my announcer? Here, Elf Brownie. ELF BROWNIE (busy with toys)—Yes, Santa. On the air? (Steps to micro- : } 3 { ; 3 VOLUME 28, NUMBER 9}; DECEMBER 1939 phone.) This is station xmas, North Pole. Your announcer is Elf Brownie, introducing the friend of all boys and girls, Santa Claus. MR. SANTA (takes place at microphone) —Good evening, my little friends. I am asking that all of you who believe there is a Santa Claus draw your chairs close to your radio. You have been sending me letters, requesting certain gifts. Suppose I leave rifles, for which so many of you have asked. What may happen to you, your neighbor, or mem- bers of your family? Have you stopped to think how sad many mothers, fathers, and little children are today, because some one has placed rifles, cannon, and other war weapons in the hands of fa- thers and brothers, who were once boys like you, but who now are trained sol- diers? Many homes are saddened today because where there are rifles, cannon, poison gases, soldiers on the battle field, there can be no peace. Over 1900 years ago a message was given to the people of the world, but time after time it has been forgotten. I am asking you to help to keep the Christmas spirit as it was meant to be kept. Won’t you rewrite your letters to me suggesting ways boys and girls may help to bring peace on earth, goodwill to men? Don’t forget, write soon. Goodnight, all. ELF BROWNIE (stepping to micro- phone)—Won't you make Santa happy by sending him those letters? Station XMAS signing off. SCENE II Scene: A club room. This scene may be expanded or condensed to meet local con- ditions. Speaking parts should be widely distributed so that each member of the group may participate. FIRST SPEAKER—Will someone nomi- nate a chairman to preside at this meet- ing? There is a serious question which Santa wishes to have considered. (Chair- man is nominated.) CHAIRMAN—It is not necessary to tell you why we are here. You heard Santa’s broadcast. He sounded so worried, so unhappy. He asked us to find ways and means to turn this upside-down, war- [ 261 | torn world of ours into the world which it was meant to be, Has anyone a sug- gestion as to how we can help Santa? SECOND SPEAKER—Mr. Chairman, don’t you think that Santa is asking too much of us? If our parents, grandparents, and ancestors have not been able to keep peace, how can we be expected to keep or restore it? THIRD SPEAKER—I asked Santa for a cannon, a tank, a set of soldiers, and a soldier’s suit. My dad doesn’t care, for he tells me how he used to enjoy such playthings when he was a boy. FOURTH SPEAKER—Mr. Chairman, just the point. Someone, hundreds of years ago, established a habit of making toy soldiers, cannon, and guns. Boys have played soldiers and war games ever since. Later many of these boys were sent to the battlefield. As Santa said, mothers and fathers do not like to raise their boys to be soldiers. My mother says as long as there is war, there can be no peace on earth. (Pupils agree audibly. Chairman raps for order.) FIFTH SPEAKER—And Mr. Chairman, wouldn’t it be fine if at this meeting a way could be found so that boys and girls all around the world could join hands and encircle the earth with peace? I move that instead of Santa’s bringing gifts to us, we surprise him by offering ways to spread living gifts of cheer here at home and to other boys and girls in all parts of the world. (Motion ts sec- onded.) CHAIRMAN—Now for suggestions. (Two pupils step forward, each carrying a violin.) SIXTH SPEAKER—On our street is an old lady who is confined to her room with rheumatism. She enjoys music, but has no opportunity to hear any. Helen and I might arrange to make a living gift. We could take our violins and play for this old lady at least once a week. That would remind her of Christmas cheer many times during the year. CHAIRMAN— That is fine, girls. Won't you play for us at this time? cirts — Yes, Mr. Chairman. (Girls play.) CHAIRMAN—Splendid! May we hear other suggestions? SEVENTH SPEAKER—Mr. Chairman, I was thinking of a little boy who lives on our street. He is a cripple, cannot at- tend school or run around and play as we do. He is anxious to learn to read. [ 262 | I will send a message saying that I'll teach Johnny. CHAIRMAN—Excellent. Another liv- ing gift to spread sunshine. Who is next to join our class of giving? EIGHTH SPEAKER—Mr. Chairman, sev- eral boys and girls of this class are mem- bers of the school glee clubs. We might give our part in song. Nearby we have many unfortunate little folks in hos- pitals and other institutions. We might secure permission to sing for these boys and girls. (A Christmas carol is sung by glee club boys.) CHAIRMAN—I believe we all feel what was in Santa’s heart when he broadcast to us, and know what he wants us to do. Some of you have not told your plans. I am sure that you have wise ones. We must try to help dear old Santa. Let us show him that we wish no warlike gifts, but instead we desire to spread sun- shine, love, and cheer until we have peace on earth. NINTH SPEAKER—Mr. Chairman, please, all of these gifts are fine. No one has asked so far for warfare toys. All have suggested giving to nearby boys and girls and others who are unfortunate. But what of little children in war-torn countries? There Mars, the god of war, is busy. Can’t we send a message to these children that the boys and girls of the United States pledge their sympathy, love, and efforts to establish peace on earth? TENTH SPEAKER—Yes, Mr. Chairman. I believe that the boys and girls of our country should write letters to all mer- chants asking them neither to display nor sell any warlike toys at the Christ- mas season or any months of the year. ELEVENTH SPEAKER—Yes, let the boys and girls of this great nation declare a boycott on all toys which may help to foster the desire for war. CHAIRMAN—I now believe that Santa’s wish is fulfilled. Go to your homes. Write your letters, believing that from this meeting a new era may have its beginning—a real peace on earth. I now declare the meeting adjourned. SCENE III Scene: A public square or market place. Mars, god of war, enters in armor, carrying gun, wearing sword. He gives exhibit of marching, then takes his place near en- trance where children of the nations will pass him. As they enter in groups, Mars endeavors to interest them by offering his weapons. The children scorn the offer, pass. ing him by unnoticed. During the re. mainder of the scene Mars centers his in. terest on the children. When the Spirit of Peace recites “Strife at last is ended,” Mars sulkily slips away. Santa appears from a chimney in the background, where he can be seen watch- ing the children. Dressed in costumes of the nations which they represent and carry- ing large silver letters at the right side spelling “PEACE ON EARTH,” the children gather on the platform, discussing Mars, From the rear the “Spirit of Peace” en- ters, wearing crown and long, white robe, with wand in hand. Passing to the right where she can view the children, who are now watching her, she is heard to speak. SPIRIT OF PEACE—What is the meaning of this? Who are these children? ONE OF THE GROUP (stepping forward) —We are the children of the world. SPIRIT OF PEACE—Why are you here? CHILDREN (in unison)—We are seck- ing peace. (As the word “peace” is pro- nounced, silver letters should be brought forward, spelling “PEACE ON EARTH.” ) SPIRIT OF PEACE (stepping forward)— I am the Spirit of Peace. What may I do for you? ONE OF THE CHILDREN (carrying large box)—Oh, dear Spirit of Peace, these children of many nations have wan- dered far to find you. On their pilgrim- age they met Mars, who tried to turn them back by weapons. But we would not hear him, offering his favorite for in this box we are bringing to you a gift from the children of all nations. To you we are presenting our living gifts of cheer, kindness, love, friendship, and goodwill for all people. We leave with you our gifts which we trust will help to bring and to keep peace on earth. (Places box at feet of the Spirit of Peace.) SPIRIT OF PEACE (with wand uplifted)— Strife at last is ended, Stilled the din of war. Wearied men are resting, Pledged to fight no more. May this vow of friendship Keep us all from ill— Peace on earth forever And to men goodwill. Scene ends as all members of the class quietly assemble at the rear of platform where all join in singing appropriate carol. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION SAVING THE SIGHT of School Children ky Pauline Bartlett Roanoke, N EVERY STATE and nation there a many handicaps affecting many children. Some of these may be treated generally or together, but the visual handicap is a peculiar problem within itself, requiring in every instance special and separate care for the correction, alleviation, and treatment of the handicapped, and for educational and social training. The problem which confronts educa- tors dealing with children having seri- ously defective vision—yet not totally blind—is to make possible an education, first, for those who possess too little vision to profit by the traditional school procedure, and, second, for those who because of progressive eye difficulties would jeopardize both their health and VOLUME 28, NUMBER 9; DECEMBER 1939 Virginia Teacher, Sight-saving Class Above: A sight-saving class in Roa- noke. Notice the size of the writing on the blackboard. Miss Bartlett's name and address at the left are reproduced actual size, as printed on one of the typewriters used in the class. Below is shown a sheet of notebook paper used by students in the sight- saving classes. The cream-colored unglazed paper, eight by eleven inches in size, is ruled with green lines three- fourths of an inch apart. sight by being forced to meet the same standards and use the same equipment as the unhandicapped child. To provide schooling for these chil- dren, twenty-seven states have estab- lished sightsaving classes, the aims of which are threefold: First, to educate pupils with the least possible eyestrain; second, to teach them to conserve the vision they already possess; and third, to give them some vocational guidance. The method of detecting and select- ing pupils who require the facilities of these classes is an important phase of our sightsaving work. At the present time candidates are discovered by an oculist in his private or clinic practice; by the school or county nurse; and by the regular classroom or sightsaving teacher. In general, children having vis- ual acuity of 20/70 or less in the better eye after refraction are referred to the sightsaving supervisor. In addition, the following are recommended as poten- tial candidates: [a] Children having four or more diop- ters or myopia; [b] inactive, subsiding, or regressive cases, such as interstitial or phlyc- tenular keratitis, optic neuritis, trachoma, etc. in which some irritation may be pres- ent, providing the approval of the attend- ing physician is given; [c] any child, who, in the opinion of the ophthalmologist, would benefit by assignment to a sight- saving class. Once a candidate has been recom- mended, there appears the problem of a satisfactory method of testing mental- ity. It is assumed that all children as- signed to sightsaving classes have nor- mal mentality, but the most conscien- tious and experienced person has difh- culty in determining whether the child’s sense of inferiority, timidity, and retar- dation is due to poor vision or to a sub- normal mental condition. It is of para- mount importance, therefore, to ascer- tain this accurately if the high standard of the classes is to be maintained. Altho special attention is naturally given to the physical environment of the feeble-sighted child, yet ideal con- ditions for him should be the same as for any other child. Too little attention has been given in the past in all class- rooms to adequate natural and artificial lighting and elimination of glare, and one of the accomplishments of this spe- cial group of classes is making regular teachers and those interested in educa- tional work “eye conscious.” This added emphasis on eye conservation will un- doubtedly have farreaching results in minimizing the number needing this special type of instruction. One must not get the idea that sight- savers are “a thing apart.” Just as the ideal physical surrounding should be the same for the child with normal sight and for one with impaired vision, so do the same educational standards and same curriculums apply to both groups, with the exception that in the sightsaving classes changes are made in the method of instruction. The marked differentia- tion between the two groups is that in the special classes more attention is given to eye care and special equipment is pro- vided. This equipment consists of books in large, clear type; heavy, soft lead pencils; unglazed paper with wide rul- ing; maps without detail; typewriters in [ 264 ] large type; Hygeia-For-Sight chalk; and other materials usable or adaptable to weak eyes. Since these pupils are enrolled in both the regular and the sightsaving classes, schedules must be worked out where- by vision is conserved without losing touch with regular classroom procedure. Teachers of both classes must cooperate, and special rules must be worked out if full benefit is to be derived. These rules, tho simple, mean a great deal to a pupil, and he is usually careful to carry out the following instructions: [1] Take the same part in oral recita- tion as does the child with normal vision. [2] Do no written work in classrooms unless permission has been given to write from dictation. [3] Work with light coming over the shoulder or from the back. [4] Never try to read from the black- board unless standing directly in front of the board or at a proper distance. It is the work of the sightsaving teacher either to read or to outline all lessons, using the large print typewriter. Individual attention is an absolute neces- sity, as the natures of the visual difficul- ties are varied. The enrolment in these classes tends to vary in different states, but the Vir- ginia Commission for the Blind limits the number to twelve. When we con- sider that seven grades, on an average, are taught in each class and that the amount of necessary individual instruc- tion is, therefore, large, it is evident that this number gives as heavy a load as one teacher can efficiently carry. In my par- ticular class, nine grades are taught, at present, and some vocational guidance is being given. It is interesting to visit these special groups and observe the various and help- ful activities. Think of children ranging from seven to seventeen years of age learning how to type on absolutely blank keys, and eventually mastering not only the specified typing exercises but dicta- tion as well. Some pupils, especially boys, prefer basketry and rug-making. Others like printing, clay modeling, wood and soap carving, while the crea- tion of dolls, doll clothes, and hot dish mats has proved popular with the girls. This is the most enjoyable phase of classwork to the pupil. His original ideas are often beautifully carried out. Com- petition is keen and each child takes much pride in his particular project, Recently one of my pupils won firs prize in a citywide handiwork exhibit in basketry. It is indeed gratifying to know how many sightsaving pupils are able to re. turn to regular grades after eyestrain has been relieved by special care. While the eye condition remains the same in some cases, it is very seldom that the condition grows worse. This is undoubtedly due to our insistence, in this state, that every child have an examination annually, and that progressive cases have an examina- tion twice a year. Solving the problem of the visually handicapped child residing in rural com- munities and small villages is difficult. At present we are helping a number of children scattered thruout the state whose homes are inaccessible to a sight- saving class. Altho our efforts to aid these children fall far short of what we would desire, we are furnishing clear- type books, sightsaving paper, and maps without detail, and are working with the regular teachers in an effort to secure as much special attention for the child as pessible, and we are advising as to the most beneficial way of handling such cases. In 1925 there were 260 classes in the United States. According to our latest information, there are 589 fulltime and five parttime classes representing two hundred cities, twenty-seven states, the District of Columbia, and Hawaii. While we justly feel a sense of gratifi- cation for what has already been accom- plished, we realize that only the begin- ning has been made. It is estimated that one in every five hundred of the school population has some defect of sight which seriously handicaps him in the regular school work, but has too much vision to enter a school for the blind. Figuring on that basis, one may easily see that many more sightsaving classes are essential to the health and future of our children. Interest in this work has become al- most universal. The National Society for the Prevention of Blindness is doing ex- cellent work and each year goes forward on more and better methods of aiding the handicapped. Let us hope that the interest and devotion of educators, social workers, and all lovers of humanity will continue to conserve the vision of our school children. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION pean mee enema RITE 1 inte hof it ¥ the wa ate ht- aid we ar- ips ith ire epee Photo by Charles Morgan HE ENDLESS DIATRIBES that have been hurled against the material- ism of our age have failed to take into consideration the one source of hope for the future—the children. Yet it will avail us nothing to strive to turn the thoughts of the adult world to- ward a more spiritual ideal unless some means are found to reorient the aspira- tions of the young. Both in intelligent homes and in some of the “progressive schools” emphasis is placed on adjusting the child to the world as it is. Teaching him to face re- ality, it is called. There is little evidence of effort to help create a finer reality. One of the realistic factors in life fre- quently chosen as an educative medium is money. It is felt that if the child learns to handle money intelligently, he will gain considerably in character develop- ment. He is never too young to begin. Since the wise use of money offers one of the most complex problems to the men and women of today, it seems incredible that educators should believe that its secrets can be taught to the very young. Yet an authoritative writer on child training has said, “The child of five or six is already fit to begin han- dling a fixed allowance” and further, “the claim to the allowance may be justified on the same grounds as the claim to food, clothing, shelter,” and that “thru it children are helped to face reality, an important process in char- acter development.” Three points are stressed. The first that the child will learn the limitations of the dollar. The intrinsic value of that bit of realism escapes me. But there is no unreality in the anxiety that may fol- low when the precious allowance fails to encompass the desired treasure. Of what value is that kind of frustration? SARAH BLOCH Formerly a teacher in the Washington, D. C., schools Does it build up his character in that he will learn to hold on to the allowance of today, so that next week when it has been doubled he can buy his bauble? It is against all our understanding of child psychology, for little children live in a world of immediacy. What they want they want on the moment, because the future is but a mist in their minds. We err when we try to transfer our adult capacity for anticipating pleasurably to that of a youngster. We have done worse than that. We have lifted thrift, whose importance is only that of expediency, into the plane of the moral virtues, put emotion where only intelligence is necessary. On this level it is easy for thrift to become mi- serliness and the miser soon learns to withhold not only his money but him- self from the services of his fellows. Point one, the knowledge of the limi- tations of the dollar, and point two, the capacity to save, are followed by the argument that the child gets a sense of power thru handling his own allow- ance. But one must inquire into the na- ture of this feeling. One glance at the adult world should convince us that this kind of power is no instrument for the enlargement of our character, but a common tool, a whip which he who possesses uses as a threat to all less favor- ably supplied. Where grown men and women fail so miserably, there is cer- tainly little hope that children tutored by us would do better. It would be best if we could forget al- together this nonsense about the edu- cational value of the allowance. Let the youngsters have spending money if they want it. They will pretend they are men. It is a pleasant game, but it is not an educational experience. Worse than the “educative allow- ance” is the giving of wages for the performance of home services. The mere selection of jobs for this purpose is difficult enough. Shall we pay the child for making up his bed, which is naturally his concern, or only for those acts which are of benefit to us? Shall VOLUME 28, NUMBER 9; DECEMBER 1929 we pay him for the distasteful chore, and shut our eyes to the ugly aspect of money as a palliative? Or shall we just make arbitrary distinctions? How will the child explain to himself the vagaries of our choice? A rather astute young miss confided to me that both she and her friends considered all home wages as bribery plain and simple, which they willingly accepted with tongue in cheek. Far more serious than the question of judgment is the insidious destruction that takes place in the very character of the family relationship. The home is the last stronghold, the one place left where mutual love and mutual service can function uncorruptedly. It is no fit center for bargaining or for the balanc- ing of accounts. It is the one spot where giving and receiving should be as un- conscious and as joyous as breathing; where gratitude and obligation, twin debasers of noble living, are unknown. This is cooperation in its purest es- sence. It thrives where children are happy in the security of parental love, a security more satisfying than any ma- terial variety. It will not breed thrifti- ness, but it will develop a spirit that is generous. There is tragic need of it. Given a healthy sense of values, with the temperateness and feeling for bal- ance that this implies, we need not concern ourselves with the danger that our children will fail to face the reality called the proper handling of money. It is not a problem aloof or different from other life problems. It yields to common sense as do most other prob- lems. It requires intelligence and sound judgment, but it does not require virtue, nor is a man more virtuous for using it well or possessing it in large degree. That is a lesson well worth learning, but it is served best by methods of in- direction. When it is learned we may well lay aside some of our fears for the future, for our children will be equipped with a stability and a security that we never can have given them thru cau- tion and prudence and a premature con- centration on details of petty figuring. We need to widen the horizon of our thinking. We need to give our imagina- tion a grander scale to play upon. The needs of the world are of epic propor- tions, requiring the services of heroicmen. [ 265 | Thaddeus Stevens junior High School ARCEY ESTAR FEN Wifiamsport, Pennsytvaria MINGTEEN MUNDPED THIRTY Nine 2 ON TU wD TO om SAT ren r i ' iieahd Thaddeus Stevens Junior High School HARVEY A STARR PECL Wittamaport, Pennsyh nia NINETEEN HUNDRED THIBTY Thaddeus Stevens Junior High School AE OST A PAL NINETEEN HUMDSED THIBTY Nine 27 28 2930 3 We see here the twelve calen- dar sheets (8 by 5 inches each), the linoleum blocks, and the participating stu- dents as a group and at work. For explicit directions on how to make linoleum blocks, see page 275 of the December 1938 Journal. J (Pz agogy thru P, totures | A JUNIOR HIG CALENDAR This unit—submitted by Edward T. Dey, printing instructor, Thaddeus Stevens Im. Highschool, Williamsport, Pennsylvania—j; ds scribed on the envelop (below) in which 4) calendars were distributed. A School Project SNE SERINE ASD deen enigteeg gem ie deus Seevens Jr. High School deaded to publish a school calendar which would reflect a great amount of pupil interest as well as pupil activity. Schoo! arusts under Miss Bubb's supervision submitted sketches for the various acuvities, These designs were finally approved and transferred to linoleum. The tedious job of cutting these linoleum blocks took infinite time and panence Finally they were completed and sent to the print shop where the boys’ directed by Mr. DeVoe, ran the orange color first and then printed each sheet a second time co produce the black areas, a total of 30,000 impres fons. Other boys stapled the calendars, folded envelopes, and performed a most heipful service in completing the proyect. The result is now im your hands. It is « composite picture of a year's work in a pumsor high school—designed and produced by those very pupils Use wt as ¢ was untended-as a calandar and as an inspiration to you through out 1939 VENS PRESS ures | GH oy —_ ” ti Lj ##i fist atif Ap etm at BETTER SALARIES for BETTER SCHOOLS Hazel Davis, assistant director of research, National Education Asso- ciation, 1s the author of this Personal Growth Leaflet, Number 57. Send selfaddressed, stamped envelop for latest complete list of titles or send a one dollar bill, asking for a complete assortment of leaflets issued to date. Order from the NEA, Washington, D. C. Why Talk about Salaries? ScHOOL MONEY buys nothing more valu- able than personal service. The work of individual school employees—teach- ers and others—largely determines the quality of education in a community. And in the long run, the salary policy is one of the most potent influences in determining the quality of the individ- uals who work for the schools. High salaries alone will not draw good people to the school service but low salaries and unstable policies may keep some of the best people out of it. The intangible re- wards of teaching always will be rich for the master teacher. But teaching is a profession, not a freewill offering from individuals whose material needs are met thru other sources of income. The person who is qualified to serve society as a teacher is entitled to an adequate salary, paid according to a fair and con- sistent policy. What Can One Teacher Do? Any member of a teachers association who believes that the local salary situa- tion should be improved is the one who should persuade the association to begin work on the salary problem. The teacher can share in organized efforts once they are begun. If appointed to a committee on salaries, he can be an active member. He will welcome opportunities to help in local studies by reviewing salary pro- posals or answering salary question- naires. Every teacher, whether on a com- mittee or not, can inform himself on salary trends and important issues of salary scheduling. He can help to de- velop public understanding of the situa- tion. He will not be apologetic about discussing school salaries with out-of- school friends and acquaintances; he can help them to see that a fair salary policy in the schools will make for a better community. VOLUME 28, NUMBER 9; DECEMBER 1939 W hat Local Organizations Can Do Loca education organizations can study salary policies and take the lead in call- ing attention to needed improvements. They can cooperate in special salary studies sponsored by school authorities. A standing committee on salaries can be useful. Salary questions seldom are settled permanently: Authorities may grow lax in administering the schedule; prices may go up and salaries remain static; school funds may be cut and the salary schedule be threatened. Salaries can be studied most realistically not as a personnel problem alone but as a fiscal problem also. Basic defects in the fiscal structure may have to be corrected be- fore real progress is possible. Teachers associations must analyze local and state tax systems and local budgetary policies in order to speak with assurance on pos- sible lines of action. What State Associatians Can Do StaTE education associations are doing outstanding work toward improving school finance systems and thereby are indirectly improving salaries. Acute as the need is for better salaries in most city school systems, conditions are still less favorable in the country. Rural schools in particular are helped by the work of state associations. State laws which broaden the basis of taxation, enlarge units of school administration, and provide state aid to local units on the basis of need ‘are steps toward bet- ter salaries. State-guaranteed minimum- salary schedules are another line of prog- ress marked out by state associations. Many of these associations are ready to help local salary committees with infor- mation and advice; they render an in- dispensable service in promoting basic reforms which lead to better salary policies, How the NEA Helps EveRY OTHER YEAR since 1923 the Na- tional Education Association has made a nationwide survey of school salaries. No other occupational group is so well provided as teachers with basic facts on salaries, collected by their own NEA Research Division, and published in the Research Bulletin and Special Salary Tabulations. Other reports are available on principles and procedures in salary scheduling. Committees of the Associa- tion make authoritative studies and pro- nouncements on issues in salary sched- uling. The Research Division welcomes inquiries on salary problems; it cannot solve questions of local policy but it can provide facts, lend source materials, and report on the experience of other sys- tems. Any local group at work on salary problems can strengthen its efforts by using the assistance available from the NEA. Ask These Questions about Salaries AN apprAaIsaL of the local salary policy should begin by asking: Do the employees concerned have a voice in planning the salary policy? Are salaries paid on a definite schedule, adopted by the board of education? Are salaries high enough so that teachers can maintain themselves in dignity on a plane of living suited to their professional responsibilities? Does the schedule emphasize the value of high professional qualifications? Are service increments provided as a means of normal progress from minimum to maximum salaries in each class? Are salaries of various groups of em- ployees fair in relation to each other? Are the facts on salaries studied and made available to the community? When these questions can be answered “ves” the foundations of sound salary policy have been laid. Toward Cooperative Planning THE DEMOCRATIC PRINCIPLE that those directly affected by a policy should share as they are able in framing the policy applies to salaries. The board of educa- tion has legal responsibility for adopting a salary schedule; it cannot delegate this duty. The superintendent has _profes- sional responsibility for recommending the salary schedule; he should not shirk this duty. But within this framework [ 267 ] cern dO 0° Smmtmnamananaee there is ample room for staff participa- tion, with a better schedule to be ex- pected as one result. The conference method is put to a severe test when ap- plied to the thorny issues of salary sched- uling. But when the project is under- taken in a spirit of reasonableness, with the permanent welfare of the commu- nity as the aim, a cooperative study of salaries is an opportunity for individual growth in the technics of democratic relationships. A Salary Schedule Is Essential A scHEDULE of minimum and maximum salaries and specified increments, cov- ering all positions, formally approved by the board of education and followed closely in practice, helps both the school system and the teachers. Even a poor schedule is better than none at all. A definite schedule relieves schoolboard and staff from the unwholesome situa- tion that arises when aggressive teachers get raises by using influence and per- suasion, while other equally deserving teachers lose out because they fail to use pressure tactics. A schedule substi- tutes stability and orderly processes for individual bargaining; it encourages harmony and confidence and hence bet- ter teaching. To pay salaries on a sys- tematic schedule improves morale and helps both teachers and school district to plan their budgets on something more than a year-to-year basis. A Professional Standard of Living Economists recognize many “stand- ards” of living, from mere subsistence to luxury. Teachers, like others who enter the public service, abandon any hope of luxurious living when they choose their vocation. But teachers can- not perform professional duties on sub- sistence wages. The beginning teacher should be able to maintain himself in health and decency on his initial salary, with a margin for professional growth and savings. The experienced teacher at the maximum of the schedule should be able to meet the normal expectations of American adult life—ownership of a home and maintenance of a family. In addition, there should be money for per- sonal growth. Children can be taught best by persons who bring to their teach- ing the fruits of travel, study, reading, drama, music, and other phases of a broad cultural experience. [ 268 ] High Professional Qualifications For Many years the NEA has held that four years of education above highschool should be a minimum qualification for teaching. Beyond the minimum, the sal- ary policy should encourage further pro- fessional growth—growth being inter- preted to include study and other broad- ening experience on a professional plane. The single-salary schedule recognizes high qualifications by basing salary classes on preparation, with higher sal- aries for better training. Schedules of any type can encourage further study by added increments for training levels above the minimum. Where salaries are large enough to justify the demand, the schedule may require additional profes- sional study or its equivalent at intervals. All such provisions rest on the theory that added training brings better service to the children in the schools. Service Increments SALARY INCREMENTS should be large enough to make a difference in the teacher’s budget and should continue over a substantial part of the total teach- ing career. Increments usually are given each year; sometimes the interval is longer. Morale and professional growth appear to be higher where increments are automatic during satisfactory serv- ice, rather than dependent on efficiency ratings. A teacher so incompetent that his right to a salary increment is ques- tioned probably should give up teaching. Regular increments on a salary schedule are not only a reward for improved service, but they are a device for getting the teacher from the low salary which is appropriate for the young person with few responsibilities to the higher salary that is set as a maximum for the mature teacher who has heavy personal and professional obligations to meet. Equal Pay for Equal Service THE NEA PLATFORM urges that teachers of equivalent training and experience should receive equal pay regardless of sex or grade taught, and should not be discriminated against because of race, color, or marital status. Progress will not come by a process of leveling down but by narrowing the margin of differ- ence until the ideal of equality can be reached. Other groups likewise should be paid at levels that are fair in relation THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION to each other. The schedule for nop, teaching workers at the lowest should provide a health and decency standard of living and should range upward jp | terms of responsibility and skill. The strategic importance of the principalship | © and other positions of leadership should , ° ‘ be recognized. These offices call for abil. | ii? ity and vision far above average; the sal. of aries paid should be appropriate for such Th qualifications. an W hat Facts Are Needed? i THE PLANNING of a salary schedule should be based on a thoughtful study of the local situation. Such items a; a these deserve attention: Salaries already paid to local teachers; school salaries in A other communities; salaries in other oc. ire cupations where training is similar to ni school employment; professional and} _ th economic status of the present staff; esti. | = w mated costs of any proposed new salary be policy. Some communities have the W money but are not willing to spend it on n: schools; others are eager for better stand- it ards but lack the funds. When money A is lacking it may be due to unwise use b of existing funds or to an actual lack fe of resources. To explore such questions} 4d takes time, skill, hard work, and wis- I dom in interpretation. A preliminary study by the teachers association some- t times leads to official action by school a authorities. The Community Profits Most —— rr — fF5 on a consistent policy, for one basic reason—the better teaching service that good salaries will buy. No one can do his best work, even tho it be a manual skill, when he is troubled over debts and the needs of his family. If such thoughts reduce the skill of a craftsman, how much more will they keep a teacher from his best? The teacher’s work calls for acute and sympathetic attention to the needs of each child, complete con- centration on the work at hand, and a buoyant enthusiasm which the children may share. Such service cannot be given when the mind is harassed by financial worries. American parents and taxpay- ers are just and reasonable persons; when they see that better school salaries bring better service for their children, they make effective efforts to provide the needed public funds. Teacuers should be paid good salaries, [Second printing. Total copies to date 245,000] Non- ould dard rd in The Iship ould abil. | € sal. such ries, ASIC that do ual ebts uch lan, her alls on- da ren ven cial ay- ns; “es en, ide IN ee RN setts ener SOS ee eR nr mma If America Were EprrortaL Note—To help Journat read- ers visualize the task that faces those who would have America join the European War as a way of bringing order in Europe, we use here with the courteous permission of the author and publisher, material from The New Western Front by Stuart Chase and Marian Tyler (Harcourt, Brace, 1939, $1.50). The book is being revised, bringing it up to the first month of the present war. Europe. I am a citizen, let us say, of Atlantica, a small nation without coal or iron deposits, in the northeast corner. A navy is being rushed to completion at the capital city of Boston, and men are working three shifts to build a fleet of bombing planes at Springfield. To the west and south of Aélantica lies your nation of Hudsonia. It has just increased its standing army by 150,000. New York, Albany, Buffalo, Philadelphia, Pitts- burgh, have complete anti-aircraft de- fense systems and monthly blackout drills. We are historic enemies, you and I, pledged to each other’s destruction. Long Island used to belong to Aflan- tica. In the last great war, Hudsonia annexed it, and my country has nursed a spirit of revenge ever since. When we look across the Sound and see the white dunes of Long Island, we clench our fists. Our people over there, ground under the brutal heel of an oppressor. We will rescue them, if it takes our last brave soldier. riven the United States were like Look at the twenty hypothetical coun- tries on the accompanying map. Every one of them has a big army and a mas- tariff wall. powers of Hudsonia and Huron there is a “Maginot Line” of steel and concrete forts, running from Lake Erie to the Ohio. It is said to have cost three billion dollars. My country has an alliance with Huron, but Hudsonia doesn’t know it. It is a secret treaty. We will attack from both sides when Der Tag comes. We will crucify those Dutchmen. sive Between the great The standing armies of the twenty nations total almost four million men. In addition, million reservists are ready to spring to the colors, twenty sets of colors, remember. The total budget for armaments is sixteen trained Like Europe CANADA 6—Huron 7—Blue Grass 8—Prairie 9—Superior 10—Cedar 1—Atlantica 2—Hudsonia 3—Piedmont 4— DeSoto 5—A ppalachia 1—Norway 2—Sweden 3—Finland 4—FEstonia 5—Latvia 6—Lithuania 7—Poland 8—Czechoslovakia 9—Hungary 10—Rumania 11— Bulgaria 12—Turkey 13—Greece 14—Albania 15—Yugoslavia 16—Italy 17—Austria 18—Germany 19—Switzerland 20—France 21— Spain 22— Portugal 235 —- Engla nd 24—Irish Free State 25— Belgium 26—Holland 27—Denmark twelve billion dollars a year. It takes, however, several hours of calculation to translate the various currencies into dol- lars. The spondulik of Yellowstone with its three different values, is especially hard to calculate. Every nation bordering on the coast has a navy. Hudsonia has ten battle- ships and Sierra has twelve. Can Hud- soma tolerate this inferiority? It cannot. Three superdreadnoughts have been VOLUME 28, NUMBER 9; DECEMBER 1939 11—Delta 16—Pueblo 12— Bronco 17—Columbia 13—Texahoma 18—Firland 14— Yellowstone 19—Sierra 15—Brigham 20—Angelica laid down, at $60,000,000 each. The Yonkers navy yard is blazing with ac- tivity. The six nations which have no access to the sea or to the Great Lakes are very unhappy. Their sovereign rights are threatened by hostile neighbors. They plot and threaten and scheme to Win a seaport. “The free city of Baltimore is a tradi- tional bone of contention between Pied- mont (capital, Richmond) and Hud- | 269 | een A rr sonia. Appalachia also casts an imperial eye on Baltimore. Citizens of that dis- tressed city can hardly sleep for the rival bands, bombs, and parades of the orange shirts, lemon shirts, and prune shirts of the three rival powers. Observe poor Bluegrass, cut in two by the “Mississippi Corridor,” which now belongs to Delta. Delta and DeSoto combined against Bluegrass in the late war, and beat her badly. She had to cede the Corridor to give Delta access to the sea, and also a large strip of coast and the valuable port of Mobile to DeSoto. But the dictators of Bluegrass and Huron have entered into an alliance known as the Ku Klux Axis. All Negroes and Jews have been shorn of their property and banished from these nations. The axis forms a solid strip from the Gulf to the Great Lakes. Its leaders hope to liquidate the Corridor, push Delta into the hinterland, and also halt the “Drive to the West,” which is an historic policy of Hudsonia. Your great nation has long yearned for the oil fields of Texahoma and the wheat fields of Superior. Can she be stopped? It took the lives of a million soldiers to stop her the last time. Nine nations battle for their rights on the Mississippi River. (Count them on the map.) The geographical unity of this great basin is torn to ribbons by conflicting economic interests. Armies, planes, gunboats, stand ready to back the several claims. Four nations have fought and will fight again for the con- trol of the Colorado River. The only thing they can agree upon is a joint war against Mexico. The Ohio River is known as the Rhine of America. Its banks are drenched in the blood of many wars. The navies of five nations, including Canada, dispute the control of the Great Lakes. Submarines lie ready for action in Cleveland, Buffalo, To- ronto, Detroit, Chicago, Duluth. Beyond the Lakes, the nations of Sw- perior, Prairie, Cedar, and their neigh- bors, have been called the “Balkans of America.” They are subject to the acute diplomatic pressure and propaganda of Pan-Canadianism from the vast nation above them (the Great Bear of the North). The goal of Pan-Canadianism is the control of the Mississippi River and the port of New Orleans (a win- dow on the Gulf). As you know, this is also one of the ancestral missions of [ 270 | Hudsonia, The unhappy “Balkan” peo- ples have an agent at each ear. Little Brigham cultivates its irrigated gardens around Great Salt Lake. It is held in affection as being the only na- tion on the continent ever to pay its war debts. Its state religion, however, is a fertile source of political upheaval. Po- lygamy shocks and excites the citizens of countries to the east, where the state religion is Methodism. Columbia and Firland in the north- west are at swords’ points over fishery and irrigation rights on the Columbia River. Mexico is about to make her fifth great military attempt to reconquer Texahoma. Twice she has had it, and twice she has lost it. The minorities problem along the Rio Grande is a sim- mering volcano. Down in the southwest corner is the little country of Angelica. It has the noisiest artillery, the most resplendent diplomatic corps, and the silkiest female spy system of them all. Its dictator has forty-seven uniforms, and is the only dic- tator on the continent without an Anti- Semitic policy. A carload of oranges con- signed from Angelica to Atlantica must cross eight armed frontiers (count them) and be inspected, sampled, searched for bombs, checked, cross-checked, double- checked, in duplicate, triplicate, quad- ruplicate. Look at the map again. Not one na- tion of the twenty can feed itself, altho a few, like Cedar, come near it. Not one but is short of most of the raw materials for its industries. The great Hudsonia has coal, but no iron. This she imports from a colony she holds in North Africa. Not one but lives in deadly fear of hav- ing its essential supplies cut off by tariffs, embargoes, or war. Fearing, they arm to protect their vital interests. Every man, woman, and child on the continent has been equipped with a gas mask. They sleep fitfully, these people, for they know not at what hour the sirens will cry their dreadful warning, and New York, Atlanta, Memphis, St. Louis, Denver, San Francisco, go down in flames. * * . We have our problems in the United States, but thank God. we do not have that problem. Europe has precisely that problem. It follows that the several na- tions of Europe will continue to get into one jam after another, until somehow they get together. ... Here is Eng- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | | land; here is Germany; here are France, Italy, Japan. Here is the United States of America. Six separate nations; six of the seven great powers. Look at them on a map—a real map this time. What do you see? You see that England and Japan are islands, and not especially large islands. You see that Germany, France, and Italy are fragments of the | continent of Europe, with boundaries that have little economic justification, Now look at the United States. It js a clean band, one thousand miles from north to south, straight across the con- tinent of North America. The night- mares of Hudsonia and Angelica are washed out of it. The waves of the At- lantic come tumbling in on one side, the long rollers of the Pacific on the other, To the south is a big muddy river, and beyond it a dark people of a very ancient culture. This boundary makes some sense. To the north lies more United States in the great territory of Alaska, and an imaginary line, without a gun or a fort along it, beyond which is Canada. It doesn’t make much sense, but fortunately it doesn’t cause much trouble. Pioneer peoples are on both sides, with a common language. This broad continental band is far larger than Germany, France, Italy, England, and Japan combined. You could put any one of them comfortably in the state of Texas. The band is larger than the whole continent of Europe, out- side of Russia. You could put all the 27 nations of non-Russian Europe in the United States, and they would take up only two-thirds of the area. Do you see what I am driving at? It is bound up in that term United—the United States, the United Nations, of America. Our forty-eight states should not be compared with a single nation in Europe. . . . The people of the United States are one hundred and fifty years ahead of the people of Europe in political and economic unity. We ended our career as a group of quarrel- ing nations, and began our career as an integrated continent in 1789... . People in other countries . . . may have to fight before they can think. We can wait. We can think. We can choose a course. Here on our broad continent, with salt water to east and west, we have a chance to see what is best to be done—best for ourselves; best for the world. V ice ates : of On ? It -the » of ates igle ~ of and ope We ‘rel- ; an nay We OSE ent, we » be the ION Inequality of College Opportunity Blakeslee-Lane Photo OST AMERICANS subscribe to the idea that everyone should have a right to the complete develop- ment of his native capacity, regardless of his religion, race, nationality, social class, or economic status. An acceptance of this principle makes it necessary to discard the idea that a college education ought to be a privi- lege reserved primarily for young peo- ple of wealthy parents. It is essential that the capacities of all gifted young people be developed. No one with abil- ity should be forced to discontinue his schooling because of unfortunate eco- nomic circumstances. Educators frequently talk about the educational ladder, consisting of pri- mary, secondary, and higher schools, as being freely and equally open to all. Some writers give the general impres- sion that the battle for free education has been completely won. Actually, of course, schooling is not really free. It is about as free as fur coats, diamond rings, automobiles, or European tours. Everyone cannot have an unlimited amount of schooling, for it is contingent upon the possession of a considerable amount of money. A recent survey was made by the writer in Milwaukee, Wisconsin, of the further schooling status of 1023 public highschool graduates with intelligence quotients of 117 to 146. The income of the parents was ascertained from state income tax returns. A careful followup study revealed that less than half of these boys and girls are in college. It is not because of lack of interest that many gifted boys and girls are not in college. Strained financial circum- stances account to a large extent for the exclusion of students from the higher rungs of our educational ladder. The most common reasons reported for not being a regular college student are eco- nomic ones. Lack of finances, need of help in supporting the family, or need of help with the work at home accounts for most of the cases who are not con- tinuing in school fulltime. Many gifted boys and girls come from families with incomes too small to provide for higher schooling. The in- come of many parents is so low that the earnings of the boy or girl are necessary at home. The young person is not even free to work his or her way thru college. The parental incomes of the Milwau- kee cases studied were combined into eight groups: $8000 and over; 7999- 5000; 4999-3000, 1999-1500; 1499-1000; 999-500; and under 500. The percentages of students in college full- time for these income groups are: 100, 92, 73, 44, 29, 26, 27, and 20. In general, the ratio of young people in college de- creases as the parental income decreases. The percentages of students not in college fulltime range from 6 percent for the income group over $5000, to 80 2999-2000; percent for the income group under $500. The rate of exclusion from higher learning is very low in the high income divisions and very high in the low in- come groups. Higher education in Milwaukee is largely a matter for individual or family initiative and responsibility, reflecting the inequalities of family income. There is no reason for thinking that this situa- tion is peculiar to Milwaukee, for it is a representative city in its geographical location, population, wealth, nationali- ties, races, and occupational interests. Inasmuch as equality of opportunity is not being provided, what steps should be taken to bring actual practice more closely in touch with the ideal to which mental consent is so freely given? Eight suggestions are offered: [1] There is need of better guidance of bright pupils in the secondary school. It is important for the individual and for so- VOLUME 28, NUMBER 9; DECEMBER 1939 HELEN B. GOETSCH Milwaukee, Wisconsin ciety that the ablest seniors be located and encouraged to continue their education. [2] Education should be given to each individual in proportion to capacity and should be continued until diminishing re- turns begin to operate. To do less entails a deplorable waste of the intellectual re- sources of the nation. [3] Superior students should be directed toward that kind of vocation or profession which is best suited to their intellectual strength, and which is in harmony with their mental interests. [4] There is need in many communities of a junior college or free university. Tuition is not the whole cost of schooling, but higher institutions which do not charge fees help to provide greater educational opportunity than if such do not exist. [5] Institutions which now charge tui- tion could adjust the charges according to the ability of the students. They could charge higher fees to the less capable col- lege students and omit all fees for the espe- cially capable boys and girls. [6] Exemptions should be allowed from state and federal income taxes for children over eighteen years of age who are in col- lege. At present, children who attain the age of eighteen years cease to be consid- ered dependents and deductions for them are no longer permitted. Actually, how- ever, a son or daughter in college is usually a greater financial burden to the family than he or she was while attending high- school. [7] Financial assistance should be made available to capable students from families of low income. The NYA aid should be continued unless something more adequate can be substituted for it. This type of gov- ernment employment makes it possible for many young people to continue in school who could not continue without this aid. [8] More adequate scholarships will have to be made available if higher edu- cation is to be open to all capable persons regardless of their economic status. Public funds in the form of scholarships or main- tenance grants will have to be made avail- able if higher education is to be provided to all qualified for it by capacity and will. Our schools and our society must ac- cept the responsibility of correcting the interference of the economic factor in the higher educational opportunities of bright young people. [ 271 ] 7 Courtesy, Reading, Pennsylvania, Public Schools - « + more equipment for those voca- tional studies with a high per-pupil cost His FALL Parsons, Kansas, a city Ti 15,000, is beginning its fifth year of operation on the 6-4-4 plan. Our aim in adopting this type of organ- ization was to provide a stronger pro- gram of education in our community —to give grades seven thru ten a com- plete junior highschool with an explora- tory curriculum and activity program based on early adolescent interests; to give the junior college a program defi- nitely higher than highschool, with courses for those who wish to continue in a college or university, and courses for those whose formal education will end with graduation from junior college. In 1934-35, the year before the 6-4-4 plan was adopted, the tenth graders par- ticipated in all extracurriculum activities only 94 pupil-unit times. [Pupil-unit is one student’s participation in one activ- ity or program. The number 94 includes repeated performances by a few gifted students.| In the first year the tenth grade was retained in the junior high- schools, its members participated 473 unit times in 53 activities, a gain of 500 percent. The benefits to the students were immediately obvious. All teachers know that the ninth and tenth grades are years of emotional pres- [ 272 ] THE 6-4-4 PLAN AT WORK Paul Thomas Scott TEACHER OF JOURNALISM, PARSONS JUNIOR COLLEGE, PARSONS, KANSAS sure, with dangers of personality mal- adjustment, perhaps disastrous deflation of ego. Since the jugior highschool prin- cipals are permitted to keep their charges one more year, they can ease the early- pubescent students over this difficult period. The principals state that their schools are more successful and inspir- ing with the addition of the tenth grade. For the enlarged junior highschools the board of education has provided a richer curriculum and greater range of activities. More and better equipment was purchased for the libraries, shops, and games. Seventeen electives are of- fered in the ninth and tenth grades, but the seventh and eighth follow more nearly a required core curriculum. In the junior college the dean has or- ganized the eleventh and twelfth grades into the Lower Division and the thir- teenth and fourteenth grades into the Upper Division. Since the enrolment in each division is approximately 400, the groups are of convenient size for details of administration and organization. Altho the double commencement of the twelfth grade and junior college students cannot be avoided for some years to come, greater emphasis has been given to the graduates of the fourteenth grade. They receive the sheepskins and associates-in-arts titles; the graduates from the twelfth grade receive only the traditional diplomas. The junior col- lege graduates wear caps and gowns on commencement day; highschool gradu- ates wear street clothes. Junior high- schools do not offer graduation exercises. Four years ago a twelfth-grade boy remarked to the dean of the junior col- lege, “Being a senior in highschool doesn’t amount to a thing any more.” “Let’s consider this thing historically,” said the dean. “When I was a boy, par- ents wanted their sons and daughters to graduate from the eighth grade. Now what do they say?” “That they want us to graduate from highschool,” the boy replied. “And ten years from now what will they say?” The boy grinned. “That their kids must graduate from junior college, | suppose. Already, with the shifting of emphasis from the twelfth grade to the fourteenth grade, the prophecy has come true. A steady growth in curriculum offer- ing has continued in the junior college, and more adequate equipment has been bought for the commercial department, woodworking, printing, auto-mechanics, and agriculture—those vocational studies where the per-pupil cost is high. This equipment is being used thru all four years by all students. Parsons found the transition from the traditional 6-3-3-2 plan of organization to the 6-4-4 plan easily effected. In 1935 the superintendent of schools invited Dr. Leonard V. Koos, enthusiastic advo- cate of the 6-4-4 plan, to advise us. The board of education, unanimously in favor of the transition, meeting with Dr. Koos, began the campaign of edu- cation for the plan. The city teachers studied the arguments for and against the setup; everyone favored the plan. With one junior highschool on the east side and one on the west side of town near the junior college building, we also found our buildings conveniently situated for the success of the new grouping. Our community is united in the be- lief that the 6-4-4 type of organization is the best for the local educational pro- gram; that it offers the tenth-grade stu- dents an opportunity for expression and leadership in their four-year junior high- schools; that it changes the twelfth- grade students from the traditional group who rest on their laurels as the graduating class to students looking for- ward to their graduation from the four- teenth grade, ready for local jobs, or prepared to enter the upper division of a college. To say that our program has met with no difficulties would be useless exagger- ation. Most of our troubles rise from the fact that few of the schools with whom we carry on exchange relationships are organized along this plan. If, however, “the greatest good for the greatest num- ber” is any criterion of a capable educa- tional setup, then no one in our system would deny the advantages of the plan. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION SAFETY EDUCATION at St. Louis 1940 Yearbook Commission in session at Chicago, October 21 AFETY EDUCATION will be featured at the St. Louis convention of the American Association of School Administrators. President Ben G. Gra- ham has planned a session on this topic for Tuesday morning, February 27, when the Association’s 1940 yearbook, Safety Education, will be formally pre- sented. An extensive exhibit, to be open thruout convention week in the St. Louis Municipal Auditorium, will dis- play new developments in the safety held. Organized safety education has made a remarkable record in saving lives and preventing accidents. In 1922, when attention first became sharply focused upon the need of safety education, 18,576 children under the age of fifteen years lost their lives by accident. In 1938 the accident toll of childhood was 13,500. The reduction was accomplished in spite of the increasing hazards of speed and the machine. Had child fatali- ties increased at the rate of adult fatali- ties in the same span of years, the total number of accidental deaths among children would have been larger than it was by 97,000. Safety organizations and schools working together have been largely responsible for this remarkable achievement. Previous to 1922, the teaching of accident prevention had been confined largely to hazards associated with horse and buggy days. Safety instruction was usually a part of the school courses on hygiene and physiology. Children were taught the antidotes to certain poisons, how to resuscitate a drowning person, and how to bandage a wound. New courses re-emphasized such precautions and added many new ones made neces- sary by the automobile, the wider use of electrical and mechanical equipment in the home and on the farm, increased travel by train and plane, and the rapid tempo of modern living. With a grant from the Highway Edu- cation Board in 1937, the National Edu- cation Association of and the American School Administrators actively entered the field of safety edu- Association cation for children, studying and classi- fying materials for use by the schools. One hundred thousand teachers were queried on what they were doing to teach safety. Among the effective de- vices reported in use were posters, class- room forums, school safety patrols, mo- tion pictures, lectures by specialists, and carefully prepared textbooks. At least forty-three states now have systematic programs in both general safety and highway safety education. The commission which his prepared the yearbook of the American Associa- tion of School Administrators has de- voted its efforts to practical phases of the safety problem. It has raised the question, “What Is the Part of the Schools?” and in response to its own question has summarized the best prac- tices in school safety programs. The book contains chapters for the elemen- tary, secondary, and rural schools, and for adult education. Other topics given major attention are accident statistics, VOLUME 28, NUMBER Q; DECEMBER 1939 driver education and training, preparing school personnel, safety requirements in planning and equipping school build- ings, and the coordination of safety edu- cation programs. The members of the commission, which has been at work for over two years in preparing the yearbook, are leaders in the field of safety education. At a three-day meeting late in October they carefully reviewed the manuscript and made final revisions. The commis- sion members are: Henry H. Hill, Lex- ington, Kentucky, chairman; Homer W. Anderson, Omaha, Nebraska; Wil- liam H. Bristow, Shippensburg, Penn- sylvania; J. E. Bryan, Birmingham, Alabama; H. M. Ivy, Meridian, Missis- sippi; Charles H. Lake, Cleveland, Ohio; Amos E. Neyhart, State College, Pennsylvania; James M. Spinning, Rochester, New York; Albert W. Whit- ney, New York City. @ SEVENTIETH ANNUAL MEETING AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS, NEA St. Louis, Missouri February 24-29, 1940 Registration and Headquarters—be- ginning Saturday morning, Feb- ruary 24. St. Louis Municipal Auditorium. Opening Vesper Service — Sunday afternoon, February 25. Address by Bishop G. Bromley Oxnam. Pageant of Music—presented by St. Louis public schools, Sunday eve- ning, February 25. During the Week—inspiring general sessions, featuring What’s Right with the Schools. America’s Town Meeting of the Air —final convention session, Thurs- day evening, February 29. Broad- cast on NBC coast-to-coast net- work. Carefully Planned Group Meetings —on the afternoons of Monday, Tuesday, and Wednesday. Allied Organizations — specialized programs on research, kindergar- ten, primary, elementary, second- ary, rural, vocational, and college education. The Exhibit — rich in offerings of practical help in every phase of school equipment and classroom tools and aids. Sleeping Room Reservations — ad- dress Chairman Philip J. Hickey, Housing Bureau, Suite 910, Syn- dicate Trust Building, 915 Olive Street, St. Louis, Missouri. NDER the reorganiza- tion plan proposed y President Roose- velt and passed by the Sev- enty-sixth Congress, the United States Office of Edu- cation has been transferred from the Department of the Interior to the newly cre- ated Federal Security Agency. Paul V. McNutt is administrator of this agency, which includes, besides the Of- fice, the U. S. Employment Service, Public Health Service, Civilian Con- servation Corps, Social Security Board, and National Youth Administration. Administrator McNutt has issued a message to educators, in which he states: “The public schools are organized within the framework of government— local, state and national... . And yet, tho a part of government, and rooted deep in the esteem of the citizens who support the government, the schools are in a sense outside the government. While the schools are subject to control by government— mainly local and state government—the people of all political parties need always to understand that in a democracy the schools must be free to educate. Any time that the schools, including the colleges and universities, feel restraint on their freedom exerted by the political leaders in power or by any pressure group, the torch which the schools are expected to hold aloft to light the way of democracy is dimmed. I take pride in the reputation which the U. S. Office of Education has maintained during the 72 years since it was established . . . for non-partisan serv- ice to the cause of education.” The National Education Association has a parenial pride in the achievements and activities of the Office of Education. One of the most significant accomplish- ments of the Association in its early days was the establishment of this na- tional educational office. It was in re- sponse to a request from the National Teachers’ Association and the National Association of School Superintendents (now the NEA and its Department, the American Association of School Admin- istrators) that the bill providing for a [ 274 ] The United States OFFICE of EDUCATION A corner in the U. S. Office of Education exhibit, Department of the Interior Building Department of Education was presented to Congress in 1866 by James A. Gar- field, then a Congressman from Ohio. The bill became a law in 1867. In 1869 the department was made an office of the Department of the Interior. Its title the following year was changed to Bureau of Education. In 1929 the title Office of Education was restored and continues to the present. First Commissioner of Education was Henry Barnard, who for thirty years had led the movement for a federal educa- tion fact-finding agency. Nine Commis- sioners have succeeded Barnard: John Eaton, N. H. R. Dawson, William T. Harris, Elmer E. Brown, Philander P. Claxton, John James Tigert, William John Cooper, George F. Zook, and J. W. Studebaker. In an attractive pictorial presentation of its own work [Office of Education Bulletin 1938, Misc. No. 2, 20¢ from Superintendent of Documents, Wash- ington, D. C.] the Office outlines as its methods of promoting education the following: Thru research—The Office has issued hundreds of investigations made in co- operation with states, universities, local school systems. The biennial survey of nationwide school statistics is one of the Office’s most valuable research activities. Annotated bibliographies on elementary education, school finance, visual aids, and a multitude of other subjects are available from the Office. Thru field surveys—At the request of state or local school authorities, the Office of Education has made over a thousand recommendations growing out of surveys in the field—more than 70 percent of which have been carried out. Thru conferences—Na. tional and regional confer. ences are called by the Office to consider such problems as CCC camp education, con. servation education, public forums, music education. Thru work with organiza. tions and committees—Staff members of the Office of Education actively cooperate with the National Education Association and other na- tional groups in developing activities re- lated to education. Professional and civic leaders from every part of the nation assist in outlining desirable educational policies on specific problems. Thru personal conferences, public ad- dresses, and correspondence staff members of the Office of Education render advisory service to schools in every state. . Thru administering cooperative educa- tional programs and thru demonstrations— An example of the former is the advisory service given in administering educational programs in CCC areas. An example of the latter is the radio broadcasts of the Office, demonstrating effective use of radio in education. Thru financial assistance with federal funds—This Office is the medium of finan- cial assistance given by the federal govern- ment to states, institutions, and commvu- nities. Assistance is given thru regular grants-in-aid, as for vocational education and rehabilitation, and for special projects, as to communities to aid in conducting public forums for adult civic education. Thru information service—Publications of the Office of Education are widely distributed: School Life, an illustrated monthly journal; an average of 30 bulle- tins a year; the Biennial Survey of Educa tion, a standard reference; the Educational Directory, an invaluable list of schools and school officials. Thru its excellent library containing over 235,000 volumes on education the Office serves members of its own staff, and other research workers, educational specialists, librarians, students. For a complete survey of educational activities of the federal government, con- sult the recently published document of the Educational Policies Commission, Federal Activities in Education. {Order from NEA, Washington, D. C., 50¢.] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Yo he: rec an the Cal thi its sta yo So ple an for di: Gi in Na- fer- fice ; as on- dlic za- taff of rate ion re- iViC Sist cles TS Ory 4Ca- s— ory nal - of the dio 1an- ions dely ated alle- uca- onal and over fice ther ists, ynal -on- t of ion, rder ION OUR COMMON DISEASES Surgeon General Thomas Parran Your Attitude toward Disease D iscase takes every day a huge toll of health, wealth, happiness, and life. To reduce this toll requires intelligence and care from both the individual and the community. To prevent—to find the causes and remove them—is always the first aim. Once the disease has struck, to heal with the least damage and loss is our constant care. Here are some things to remember: Every disease has its cause, Which we should seek to under- stand and avoid. Your best protection against disease in general is to maintain yourself in good health by right living. So far as possible keep away from peo- ple who have diseases that are catching. Watch carefully the sources of your food and water. Ask your personal physician for expert advice on how to avoid disease and keep well. [See Personal Growth Leaflet Number 3, Your Health in the Making.| Common Cold Ax ACUTE inflammation of the upper respiratory tract, ordinarily lasting for 7 to g days, and frequently accompanied by serious complications. No immunity is conferred; 60 percent of susceptible persons have several colds a year. Colds are associated with quick changes in weather, crowding in warm stuffy rooms, chilling of the body, and wet feet. The actual cause is probably a virus, spread by sneezing and hand-to- mouth contact. Symptoms include stufh- ness of nose and throat, chilliness, fever, aching muscles and joints, and depres- sion. There is no satisfactory vaccine for prevention and no specific treatment. Prevention is avoidance of crowds and predisposing causes. When symptoms are severe, go to bed and stay in bed until the doctor permits you to get up. The best treatment is rest and drinking much water. based on Constipation ie OF THE MOsT common of human ailments, constipation has many alleged causes and many recommended “cures.” Also, it is charged with being at the UNITED STATES PUBLIC HEALTH SERVICE bottom of many disorders with which it has no real relationship. It is influenced by irregular habits ahd inattention to “calls of nature,” over-refined foods, nervous tension, lack of fresh air and exercise, and the frequent use of cathar- tics. Constipation may cause no symp- toms or there may be loss of appetite, headache, depression, skin disorders, rheumatism, or neuralgia. The treat- ment includes adjustment of diet; the establishment of correct habits and tim- ing of stools; and the correction of piles and other intestinal abnormalities. An enema is better than a purgative. Consti- pation usually is a bad habit; proper habits, if carefully and persistently main- tained, give relief. Measles (a a virus disease, measles is dangerous because of complications af- fecting lungs, ears, and sinuses. Most common before age 15, most fatal be- fore 5. Can be recognized 2 days before rash comes by locating bluish-white spots | Koplik | in mouth at level of first molar. Red, watery eyes, running nose, and fever appear 10 to 12 days after ex- posure. Most infectious at this stage. About the fourteenth day rash appears, first behind ears and on neck. Covers body in 36 hours. As rash fades all symp- toms subside. Scaling follows. Serum from convalescent case will protect child for about 6 weeks. No specific treatment has yet been developed. Control depends on early recognition, isolation, sympto- matic treatment of the case, and care to prevent complications. Clothing, bed- ding, and utensils should be cleaned, aired, and sunned. Scarlet Fever Ge ACUTE INFECTION of childhood due to one type of streptococcus. Infection follows 2 to 5 days after contact, direct or indirect, with discharges from nose, throat, or ears of case. Begins to rise as schools open and becomes epidemic in fall and winter. Onset is abrupt, with nausea, sore throat, intense headache, and high fever. Flushed face is accom- VOLUME 28, NUMBER 9; DECEMBER 1939 panied by characteristic pallor around mouth. Rash appears 6 to 24 hours later, first on neck, behind ears, and on chest. Ears, sinuses, kidneys, and joints fre- quently affected. Scaling is typical, and in proportion to severity of rash. It begins 3 to 10 days after rash disappears and continues for several weeks. Control depends on prompt isolation of case, testing contacts, and immunizing sus- ceptibles. Antitoxin gives excellent re- sults in treatment and helps reduce seri- ous complications. Diphtheria A DANGEROUS INFECTION resulting 2 to 5 days after exposure to the germs of diphtheria. Spread by direct contact with a case of “carrier,” or indirectly by articles soiled by a case. Symptoms, both local and general, due to a toxin or poison against which the young child has but little natural defense. More than half of cases and 80 percent of deaths occur before the fifth year. Prompt treat- ment with antitoxin is the only way to prevent damage to heart, lungs, kid- neys, and nerves. Antitoxin will protect exposed children and will cure every case if enough is given in time. Three doses of toxoid during first year of life will probably protect for life. There is but little excuse for a child to have diphtheria—death from this disease is inexcusable. Every infant should re- ceive toxoid between the age of six months and one year. Lobar Pneumonia OA. ACUTE INFLAMMATION of the lungs due most often to the pneumococcus. Most prevalent and fatal of infectious diseases, pneumonia menaces the very young and very old. Age, economic con- dition, environment, occupation, fatigue, hunger, and previous attacks predispose. Disease characterized by sudden onset, chill, fever, cough, pain in the side, and rusty sputum. Laboratory aids to diagno- sis are typing sputum, blood culture, blood count, and X-ray. Disease spread by discharges of nose and mouth and enters body by same routes. To prevent, [ 275 | improve health, avoid predisposing causes, and carefully treat minor re- spiratory disorders. No preventive vac- cine of proved value. Treatment depends on type of organism causing the infec- tion and chief reliance is placed on serum and certain of the newer chemical sub- stances. Smallpox Gi VIRUS DISEASE which appears from 7 to 21 days after exposure; averaging 14. The virus from the lesions [sores | of a case is transferred by personal con- tact or by infectious material from the patient. An unvaccinated person may contract the disease at any season of the year. One of the most painful and dis- abling diseases, several weeks are re- quired for full recovery. Vaccination is safe, cheap, and should no longer cause severely sore arms. In spite of this, 14,763 cases of smallpox occurred in the United States in 1938. Every child should be vaccinated in infancy and again just before entering school. Add to this the vaccination of adults every 5 to 20 years and smallpox would soon be eliminated. The continued presence of smallpox in epidemic form in the United States is a national disgrace. VACCINATE! VACCINATE! VACCINATE! Tuberculosis A. INFECTIOUS DISEASE due to the tu- berculosis bacillus. Spread by contact with case and drinking raw milk from tuberculous cows. Sputum from case is chief source of danger. Frequent expo- sures at short intervals principal factor in infection. Not inherited but hereditary traits modify course of disease once in- fection occurs. Poverty with its hardships of poor food, bad housing, crowding, overwork, and worry, lowers resistance to tuberculosis. Prevention is based on [1] avoiding infection and [2] improv- ing resistance. The first includes early diagnosis and segregation of cases; avoid contact with case; drink pasteurized milk or milk from tested cows. Resist- ance is built up by food, fresh air, sun- shine, rest, and sleep; freedom from worry; work relieved by recreation. Taken in time, every case of tuberculosis can be cured. Appendicitis A. INFLAMMATION of the appendix which, after the first year of life, is the [ 276 | most common of the acute abdominal diseases. Characteristic symptoms are cramplike abdominal pain in the right lower quarter, localized tenderness and rigidity over the site of the appendix, nausea, vomiting, and varying degrees of fever. The diagnosis is confirmed by the laboratory, a high white blood-cell count being the rule. Symptoms in the child are the same as in the adult but are less definite and may be overlooked. Abscesses and rupture with peritonitis are dangerous complications. Immediate surgical treatment with operation to re- move the inflamed appendix is essential. Acute abdominal pain, especially if nausea is present, is a serious warning. Call a doctor at once. DO NOT GIVE A LAXATIVE. To do so may rupture the appendix if it is inflamed. Athlete’s Foot y Hey of the foot due to fungi |molds| normal to the skin, which cause inflammation under certain cir- cumstances. Predisposing causes include tight, unaired shoes, soiled hose, and unwashed feet. Infection is often spread by walking barefooted on warm, moist floors of gymnasiums and public baths. The clean, well-cared-for foot; clean, dry hose; and an extra pair of dry shoes tend to protect against infection. Shoes may be sterilized overnight by placing a wad of cotton saturated with formalin in each shoe and tying in a paper bag. Dusting powders and footbaths contain- ing 10 percent sodium thiosulphate are recommended. A 2 percent strength of compound solution of cresol should be used in wading pans in public baths. The same ringworm affects the groin, armpit, and hands. Diagnosis is made with the microscope. Gonorrhea A DANGEROUS INFECTION, usually of the adult genital tract, due to a germ, the gonococcus. Is most often spread by sex- ual contact, but children may innocently contract an infection of the eyes at birth, or of some other organ thru later contact with infected persons or articles soiled by their discharges. Probably two mil- lion persons in the United States now have gonorrhea in some form. Grave complications of the disease in adults are sterility and arthritis. Every case is serious and should be promptly and thoroly treated by a doctor to prevent complications. While the drug sulfanil- amide has shown promising results in certain cases, in others it may be ex. tremely dangerous and should be used only under the direction of a physician, By spreading knowledge about preven- tion and treatment of the disease, much suffering can be avoided. Syphilis A SPECIFIC infectious disease caused by a spirochete, the Treponema pallidum, Most often due to sexual intercourse but may be spread by kissing or other direct contact. An untreated or incompletely treated syphilitic mother can infect her unborn child. Syphilis is always a dan- gerous disease which involves the entire body. The nervous and circulatory sys- tems may be gravely affected and the gumma, a tumor which is characteristic of late syphilis, may appear in any part of the body. In the United States, about 100,000 persons Gie of syphilis each year and 60,000 babies are born with it. One out of 10 cases of insanity and one out of 7 cases of blindness are due to this infection. Prompt, continuous, and pro- longed treatment will cure syphilis and prevent the distressing complications which take such a toll in health, happi- ness, and even life itself. Public Health Service Is 1798 coNncrREss created the marine hospitals to care for American merchant seamen. The succeeding 141 years saw the steady growth of this hospital serv- ice into a national health organization —the United States Public Health Serv- ice. In July 1939, the Service went into the Federal Security Agency, created by the President to coordinate the health, education, and welfare programs of the government. Under the direction of the Surgeon General, the Service gives med- ical care to its beneficiaries as provided by law; investigates diseases of man- kind; prevents the introduction of dis- eases from foreign countries and the interstate spread of disease; and aids states in promoting public health. Special activities include cancer research and control, venereal disease control, a men- tal hygiene program, and health educa- tion. [This material is available as Personal Growth Leaflet Number 102. Second printing, 250,000 copies. For list of leaflets with prices see page A-175.] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION pre 19; ent nil- ex- sed an, ich ys- the stIC art out ear ne ut his ro- nd ms pi- cL soeeeeadaienmeee ee ‘lenure Comes to Alabama TENURE COMMITTEE, under the leadership of Superintendent H. G. Greer of Monroeville, Ala- bama, has been working on the tenure problem in the state of Alabama since 1935- The fact that the state association has kept practically the same committee intact over a period of years has made possible a much more effective program of work than could have been achieved otherwise. The first problem confronting the committee was to acquaint the teachers of the state with the need and benefits of sound tenure legislation. In fact, at the outset some members of the state ten- ure committee themselves raised points of doubt and misgivings concerning the need and advisability of teacher tenure for Alabama. Several superintendents in the state voiced distrust of the matter of tenure. During the four years of serious study and agitation of the tenure ques- tion in Alabama, Superintendent Greer reports that the objections and doubts voiced by a few superintendents, legis- lators, and certain board members cre- ated the main difficulties leading to the enactment of a tenure bill. How these original doubts and objections were finally almost completely dispelled is an interesting story. Careful studies of tenure practices, along with local and state laws relating to same, were made by the committee. Briefly summarized, the following preva- lent conditions were found to exist in Alabama: [1] Boards of education employed teach- ers for one year only. [2] Teachers were the only kind of pub- lic employees subject to annual rehiring. [3] No schoolboard was required to give notice of intention not to employ a teacher. [4] The board of education might re- fuse to reemploy a teacher without any reason whatsoever. [5] Holding up teacher assignments and contracts until the end of the summer seemed to be a favorite way in some counties of “holding the club over the teachers’ heads.” [6] Thousands of efficient teachers in Alabama were each year subject to the fear of dismissal. [7] Efficient teachers long in service could be discharged without notice and inexperienced “cheap” teachers employed. For four years the state tenure com- mittee has had the hearty cooperation of the Alabama Education Association in interpreting and acquainting the teaching force and the public with the above conditions. To begin with, the state association was able to have Su- perintendent DuShane, chairman of the Tenure Committee of the National Ed- ucation Association, attend the state as- sociational meeting in the spring of 1936. At this meeting Dr. DuShane stressed the needs and achievements of tenure legislation in various states of the Union. In the months and years following, various methods of presenting tenure needs to the profession and the public were used. A definite place on district educational and PTA meetings was pro- vided for a full and frank discussion of the tenure problems. Local organiza- tions were encouraged to devote at least one full meeting to a study of the mat- ter, and to pass on any suggestions to the state committee. From time to time different members of the tenure com- mittee were responsible for the publica- tion of timely articles in the Alabama School Journal. A suggested tenure bill was prepared by the tenure committee and the asso- ciation’s attorney more than a year in advance of its proposed introduction in the legislature. The widest possible pub- licity was given to the proposed bill. In VOLUME 28, NUMBER 9; DECEMBER 1939 addition to a discussion of the proposed measure in the district and state meet- ings, copies of the committee’s proposed bill were sent all principals and adminis- trators in the state. Criticisms and suggestions for im- proving the bill were openly invited. Some worthwhile suggested changes were made and accepted by the com- mittee. In the final stages of the procedure the tenure committee had the heartiest co- operation of the state association’s presi- dent and legislative committee in getting the bill enacted. That a thoro job was accomplished by all parties concerned was evidenced by the fact that the tenure bill was adopted in the Senate by a vote of 28-1, and in the House by a vote of 68-1. The measure as finally passed was in some respects a compromise of cer- tain provisions of the bill as originally drafted by the Alabama Committee on Tenure, but retains the primary purpose of the bill, namely, to give teachers a greater measure of security in their posi- tions and to protect boards of education from gross violation of contract upon the part of teachers. The tenure committee and the off- cers of the National Education Associa- tion appreciate the splendid achievement of the Alabama Tenure Committee under the leadership of Mr. Greer. Every state that enacts tenure legislation is adding to the protection of teachers already on tenure in other states, and is contributing much to the development of a real teaching profession in the United States. Tenure protects the children by protecting the teachers [ 277 | PRESIDENTS of DEPARTMENTS of the L. A. Pecusremn Inez Jounson Lewis The Department of Music Education is being Geoacs C. Maw Ciara MacGowan wi National Council of Education Administrative Women in Education reorganized and officers have not yet been elected Adult Education Art Education Frances D. Nortu Exceue K. Sucre Saran G. BLANDING Bess GooprKxoontz Invin A. Witson Paut H. Jonzs Business Education Classroom Teachers Deans of Women Educational Research Elementary School Principals Garden Education we et et At OOS > US UP » J Marcanet Bett Frepa G, Winninc Wnuasm E. Brare Ernetyn L. Mrrcnett Maay E. Van Hoan Norman Faost | ’ : : : Health,Phys.Education,and Recreation Home Economics Journalism Directors Kindergarten-Primary Education Lip Reading Rural Education , ; , ' s Ben G. Granam Mnprep Fany Georce R. Ranxm K. J. Crare Ruta West Rosemarie Dacey School Administrators Science Instruction Secondary Teachers Secondary-School Principals Social Studies Special Education Juua L. Hann Cartes C. SHerrop A. Craic Bamp J. E. Hansen Mack Sroxer Supvurs. and Dirs. of Instruction Teachers Colleges Teachers of Speech Visual Instruction Vocational Education (AN What Do You Know about Your NEO? THE DEPARTMENTS EPARTMENTS are groups of NEA members organized along the lines of their particular profes- sional interests. There are now twenty- seven departments. Their status is set forth in Article V of the bylaws of the Association. A listing of the departments will no doubt be enlightening to many. It will be good for all to review and contemplate the varied educational fields in which NEA members make their contributions to the general good. The departments are: Adult Education American Association for Health, Physical Education, and Recreation American Association of School Adminis- trators American Association of Teachers Colleges American Educational Research Association Art Education Business Education Classroom Teachers Elementary School Principals Garden Education Home Economics Kindergarten-Primary Education Lip Reading Music Education National Association of Deans of Women National Association of Journalism Direc tors National Association of Secondary-School Principals National Association of Teachers of Speech National Council for the Social Studies National Council of Administrative Women in Education Rural Education Science Instruction Secondary Teachers Special Education Supervisors and Directors of Instruction Visual Instruction Vocational Education Photographs of department presidents appear on the opposite page. A good way to get a picture of a de- partment will be to take up seriatim the ten sections of Article V. Section 1 lists the departments. Section 2 deals with the qualifications and privileges of members. The funda- mental requirement is that to be eligible to any department a person must be a member of the National Education As- sociation. There is also the proviso that AMY H. HINRICHS President, the National Education Association all active members of NEA may attend the professional programs and discus- sions of any department. The depart- ment may require any additional or special qualifications of its members for electing officers and for transacting its business in general. Section 3 requires that each depart- ment meet annually at the time and place of the meeting of the Association (the convention in the summer), unless an exception is made by the NEA itself thru its bylaws, standing rules, action of its Board of Directors, or action of its Executive Committee. Section 4 prescribes the object of the departments as “the discussion of ques- tions pertaining to their respective fields of educational work.” It further states: “The programs of these meetings shall be prepared by the respective presidents under the general direction of the Presi- dent of the Association.” The number of meetings of each department is lim- ited to two program meetings and one additional meeting for business or round table conference. Section 5 deals with number, election, and terms of the departmental officers. Cover of souvenir program for the testimonial banquet given in honor of President Hinrichs by educators and laymen of New Orleans. VOLUME 28, NUMBER 9; DECEMBER 1939 Section 6 ties the departments very definitely in with the parent body by prescribing that the secretary of each department shall furnish to the Execu- tive Secretary of the NEA for publica- tion a copy of the proceedings of the de- partment meetings and that “no de- partment shall establish an office outside of the general headquarters of the Asso- ciation without the consent of the Board of Directors.” Section 7 declares for equality of rights among the departments and provides for the maintenance of an accurate list of departments in Section 1, as new ones may be added and others discontinued. Section 8 details methods of estab- lishment and discontinuance of depart- ments. For creation of a new depart- ment, recommendation of the Board of Directors and a two-thirds vote of the Representative Assembly are necessary. These must be preceded by a written ap- plication, presented at the annual meet- ing the year before, signed by at least 250 members working in the field of the proposed department. An additional qualification is that the group admitted as a department must have held con- structive meetings for at least three successive years. Discontinuance of a de- partment is effected by a two-thirds vote of the Representative Assembly, follow- ing announcement of purpose to discon- tinue at the preceding annual business meeting of the NEA. The Board of Di- rectors may recommend the discontinu- ance of a department when it has failed to hold a regular meeting for two suc- cessive years. Section g deals with payment of fees. Section 10 provides for the adoption of bylaws by departments and the ap- proving of such bylaws by the NEA thru its Board of Directors. The list and the bylaws show, then, that the departments are the professional discussion groups of the NEA, the pro- fessional growth agencies in their spe- cific fields for the members of our great national Association. Some of the depart- ments are groups on the basis of divi- sions of the educational staff. Such are the departments of Classroom Teachers; Elementary School Principals; National [ 279 | Association of Secondary-School Princi- pals; Secondary Teachers; the American Association of School Administrators; Supervisors and Directors of Instruction ; the National Council of Administrative Women in Education; and the National Association of Deans of Women. Other departments are on the basis of type of education. Such are the depart- ments of Business Education; Kinder- garten-Primary Education; Rural Edu- cation; and Special Education. Some are devoted to particular parts or aspects of the curriculum. Such are the American Association for Health, Physical Education, and Recreation; Art Education; Home Economics; Lip Reading; Music Education; National Council for the Social Studies; Science Instruction; National Association of Teachers of Speech; Visual Instruction; Vocational Education; National Associ- ation of Journalism Directors; and Gar- den Education. Two of the departments may be said to deal with adult education: The Amer- ican Association of Teachers Colleges; Adult Education. The American Educational Research Association is devoted to research in ed- ucation. The following departments charge dues and issue publications which are sent to all members and are available to others at cost: Adult Education—Bulletin American Association for Health, Physical Education, and Recreation—Journal of Health and Physical Education and Re- search Quarterly : American Association of School Adminis- trators—Yearbook and Official Report of Annual Convention American Association of Teachers Colleges —Yearbook American Educational Research Associa- tion—Review of Educational Research and Official Report Business Education—OQuarterly and Na- tional Business Education News Elementary School Principals—Yearbook and The National Elementary Principal Garden Education—Garden Digest Home Economics—Occasional Bulletins Lip Reading—The Lip Reader National Association of Deans of Women —Quarterly Journal and occasional Mon- ographs National Association of Journalism Direc- tors—Occasional Bulletins [ 280 ] National Association of Secondary-School Principals—Bulletin and Yearbook National Association of Teachers of Speech —Quarterly Journal of Speech and Speech Monograph (biannually) National Council for the Social Studies— Social Education and Yearbook Rural Education—Yearbook and Bulletin Science Instruction—Yearbook Secondary Teachers—Secondary Education Supervisors and ‘Directors of Instruction— Yearbook and Educational Method Visual Instruction—Educational Screen The yearbooks of these departments are outstanding in American educational literature. Their annual appearance is eagerly awaited, not only by members but by the educational world generally. The yearbooks of the American Asso- ciation of School Administrators are a nationwide cooperative enterprise on which the best minds of the profession are focused. The early series devoted to the curriculum of elementary schools and junior and senior high marked the beginning of a new day in curriculum construction. In 1939 the AASA pub- lished its seventeenth yearbook, Schools in Small Communities. The 1940 year- book, Safety Education, will be pre- sented at the St. Louis convention next February. [See page 273. Because of the demand for yearbooks of the Department of Elementary School Principals, reprints are often necessary. “Best sellers” include: Aids to Teaching in the Elementary School, 1934 Appraising the Elementary School Pro- gram, 1937 Newer Practises in Reading in the Ele- mentary School, 1938 The eighteenth yearbook, now being distributed, is rich in material for Enrich- ing the Curriculum of the Elementary- School Child. The ninth yearbook of the Depart- ment of Classroom Teachers, entitled Fit To Teach, published in 1938, made an outstanding contribution to health education of teachers. Other important yearbooks of this Department are: The Economic Welfare of Teachers, 1931 The Classroom Teacher and Character Ed- ucation, 1932 Teacher and Public, 1934 The Implications of Research for the Class- room Teacher, 1939 ( With the American Educational Research Association) In addition to Educational Method, published eight times a year, the Depart- ment of Supervisors and Directors ¢ Instruction issues yearbooks which help to improve the quality of instruction thruout the schools. The eleventh year. book presented timely materials fo, teaching cooperation in the schools, The current twelfth yearbook is on Newe Instructional Practices of Promise. Since 1932 the Department of Rural Education has published yearbooks which bring help to teachers who are working to adapt the curriculum to the everyday needs of rural boys and girls, No progressive rural teacher can afford to be without these vital yearbooks: Economical Enrichment of the Small Sec. ondary-School Curriculum, 1934 Rural School Libraries, 1936 Adjustments in Rural Education, 1937 Newer Types of Instruction in Small Rural Schools, 1938 Community Resources in Rural Schools, 1939 Six departments are housed in the NEA Headquarters building in Wash. ington. Five have fulltime executive sec- retaries. These departments are: Classroom Teachers— Deans of Women—Kathryn G. Heath Elementary School Principals—Eva G. Pinkston Health, Physical Education, and Recre- ation—N. P. Neilson School Administrators—S. D. Shankland Supervisors and Directors of Instruc- tion— The Department of Secondary-School | Principals, which employs a fulltime secretary (Harry V. Church), has head- quarters at 5835 Kimbark Avenue, Chi- cago, Illinois. Walter E. Myer, director of this Department's Discussion Group Project, has offices at NEA Headquar- ters in Washington. Just as the literature of the depart ments is a veritable goldmine of profes- sional information, stimulation, and aid, so are the meetings of the departments at annual conventions repositories of professional wealth untold. The bewil- dered and covetous convention-goer-- bewildered by manifold opportunities and covetous of the wealth there that he cannot reach if he decides to take the wealth here—finds himself wishing that he could be in many places at the same time and even that conventions could last thruout the year! THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION & = yy oe TS of help ICtion year. 5 for - The ewer Rural 00k; 2 are O the girls, ford | See. Rural 10ols, the ‘ash- S€c- i G, ecre- land ruc- 100! -ad- vhi- >tor yup Jar- art- fes- id, nts aw Courtesy, Public Schools, Oakland, California Take your classes to the library for laboratory work The Librarian Chats with O BE ABREAST with modern edu cation, one must be library minded. The teacher who has the library habit is the teacher who in- spires the library habit. The faculty forms the link which unites the pupil and the library, which helps the pupil become library conscious. The better understanding the librarian and the teacher have of each other’s work, the more value each can be to the school. Pupils may be discouraged or encour- aged in using the library, by the way as- signments are given. Much time can be wasted looking for material on “aqua- rums” if the pupil is looking for the “acquariams.” Even a dictionary is a poor tool if we cannot spell. For the teacher to spell words of which pupils may be in doubt is a help in making assignments. In assigning references in magazines, the best plan is to go to the library and learn in what form the magazines are kept. If the magazines are bound, then give the references in terms of volume numbers and pages. If the magazines are kept on the shelves, or arranged in pamphlet boxes, give the references in terms of months, dates, and pages. If a reference is given as “Scholastic, March MAUD MINSTER Librarian, Senior Highschool, Altoona, Pennsylvania, and Instructor in Temple University Summer School of Library Science, Philadelphia 13, 1938, page 3,” the pupil may not be able to locate it, if the library has it in the form of “Scholastic, Volume 30, 1938." When assignments are made by chap- ter headings, unless titles are empha- sized, pupils ask for the chapter head- ing as if it were the title of a book. Pupils frequently ask for a book by just the author, “Hays, page thirty.” Schools need to teach pupils to state specifically what they need. A high- school girl asked for games to play at a party in a home. Naturally she was given games for highschool age. After much searching and questioning, it was learned that she wanted games for a party of six-year-old children. A girl asked for material on Christmas. She was given stories, plays, customs of vari- ous countries, but nothing suited. Fi- nally she said she wanted recipes of cookies baked at Christmas time in vari- ous countries. A boy was assigned the story, “The Black Cat,” by Poe. Instead of asking for this story at the library he asked if the complete works of Poe VOLUME 28, NUMBER Q; DECEMBER I939 the Faculty were in the library. When he was told they were not, he reported to his teacher that “The Black Cat” was not in the library. In order that there be time to col- lect, borrow, and purchase, the librarian likes the teacher to inform her in ad- vance the materials to be needed. When a number of pupils are to use the same materials, it is desirable to ask to have these placed on reference at a certain time and also taken off reference at a certain time. The manner in which work is as- signed means much in the library. One teacher assigned the same reference ma- terial to three classes. They were to have three days to get the work and there were three books in the library. She told the students to get to the library the first thing after school and get those books. Anyone who did not have the reading done in the time given would have his grade cut. Some pupils asked to be excused from the last class two minutes before the bell rang so they could get to the library. There was a buzzing outside the library door, and as soon as the signal rang, a mob rushed in, falling over each other, and then toppling books over. The first three got [ 281 | ing cut up a five-dollar book to paste pictures in a_ scrapbook. The girl was given the highest grade in the class. Was the scrap- book or the book destroyed better worth the five dollars? The atti- tude in cutting up a valuable book would certainly counteract any benefits received from mak- ing a scrapbook. To teach the love for books and learning, and at the same time directly or indi- rectly encourage the destruction of books, seems to be defeating the purpose. Schools may well set up standards for illustrative ma- terials for making projects. One school accepts no materials taken from books or magazines, noth- ing but newspapers. Another school insists on pupil-made il- lustrations, claiming that cutting and pasting is an activity which belongs to the lower grades and is of no educational value to a DB BURR eps me Courtesy, State College for Women, Montevallo, Alabama Learning how to find material is of more value to the highschool pupil than the material located. the books and the others, probably eighty-five, were discouraged. Another teacher made a similar as- signment. She went to the library to learn what materials there were avail- able on the subject. She found not only the three books, but also many maga- zine references and several clippings. She had these placed on reference and announced to the pupils the material would be in the library all day and they should use it during a vacant period, activity period, or after school. Those whose names began with A to M were to get their material from Monday to Wednesday noon. Those whose names began with N to Z were to get their material from Wednesday noon until Friday. There was no commotion in the library. The pupils got their work and no one was discouraged. The librarian needs the help of the teacher in trying to eliminate book theft and mutilation. If books are few in number, assignments limited in time, the number using them large, pressure is placed on getting, and a reward held out for winning, the pupils will be tempted to break rules to be among the successful. One school bragged of a pupil’s hav- highschool pupil. To have the pupils make graphs, cartoons, time lines, maps, is of educa- tional value, Make arrangements to take your classes to the library for laboratory work. Have the librarian point out pos- sible sources of material for the project on which they are working and explain how to go about using them. From time to time hand the librarian titles of books you would like to have placed on her list for “first purchase.” Ask pupils to bring any pamphlets or magazine articles that will be of value in the library files. Teach care of library property. Be familiar with the system of checking attendance and for lending books. The following statements and ques- tions have been heard at a school library desk. Assignments sometimes change color between the classroom and the li- brary. If teachers hear some of the re- quests, as they are stated in the library, it will help them in making assign- ments and also help them in under- standing some of the results of reference work. “What author writes translations?” “I want the red pamphlet that came in the gray folder of material for Edu- cation Week.” “Have you any magazines left over from 1932?” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION “For chinaware should I look under ‘china’ or under ‘ware’? I looked under chinaware and it just gave, ‘see porcelain.’ ” “I want the book Afloat in a Dishpan | Adrift on an Ice Pan|\.” “There is no material here on visual education; I have looked everywhere under the word ‘pictures’ as my teacher suggested.” “Have you the book, Forty Ways to Amuse a Dog? | Forty Days with Musa Dagh r “My boy friend just returned the book, The Stone Deer [The Marble Faun| and I would like to get it.” “Is the Eyelid for Boys and Girls in? | The Iliad |.” “I have been looking for Authors Dead and Alive | Authors Today and Yesterday | and it is not on the shelf.” “Last week I returned a blue book which had my report card in it.” “When I looked in the magazine in- dex I found Cur Hist 32:384. What does all that mean?” “The material on universal language is not in the information file; I have been looking under the word ‘univer- sal’ for the last week.” “I would like to get The Doll's House, the story of Lincoln’s life.” “Where will I look for material on the responsibilities of the past? She didn’t say in what field.” “I am returning this book; it has the wrong story in it.” “How can we bring about our ideals of freedom? I don’t know if it means freedom of the press, radio, transporta- tion. He didn’t say.” “I want to read a book a man started to write then he and his daughter finished it.” and died How to go about finding material is of more value to the highschool pupil than the immediate material located. Facts will be forgotten, but how to lo- cate them will remain. The school aims to acquaint the pupils with the many helps in the book world, teach how to use them, and develop a love for books and reading. No student can, while in school, get enough information to last thru life, but the school can train the pupil to be selfhelpful and to know where and how to secure the informa- tion, inspiration, and knowledge that the daily life demands, Cre () Wi Id I fi Isl I der ked pan sual ere her , to usa the ble lors and 0k in- hat age ave /er- ll’s yw la- A Little Song of Life Lap THAT I live am I; That the sky is blue; Glad for the country lanes, * And the fall of dew. After the sun the rain, After the rain the sun; This is the way of life, Till the work be done. All that we need to do, Be we low or high, Is to see that we grow Nearer the sky. —Lizette Woodworth Reese Creativity = THE SUN RISES, I go to work; When the sun goes down, I take my rest; I dig the well from which I drink; I farm the soil that yields my food. I share creation; kings do no more. —An old Chinese folk poem, 2500 B.C. A Persian Proverb = KNOWS NOT And knows not that he knows not Is a fool. Shun him. He who knows not And knows that he knows not Is a child. Teach him. He who knows And knows not that he knows Is asleep. Waken him. He who knows And knows that he knows Is wise. Follow him. What Makes a Saint? ce we WERE THE SAINTS saints? BECAUSE they were cheerful when it was difficult to be cheerful; patient when it was difficult to be patient; AND BECAUSE they pushed on when they wanted to stand still; and kept silent when they wanted to talk; and were agreeable when they wanted to be disagreeable. THAT WAS ALL. It was quite simple, and always will be. cA GOLDEN TREASURY on the Art of Living SELECTED BY Joy Elmer Morgan EDITOR, JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION PERSONAL GROWTH L'EAFLET NUMBER 23 “A Golden Treasury on the Art of Living” is now available as a sixteen- page Personal Growth Leaflet. Many teachers will wish to give copies of the leaflet as Christmas gifts to stu- dents and other friends. For prices and a complete list of leaflets, see page A-175 of this JouRNAL. By Faith OW: Live by Faith; but Faith is not the slave of text and legend. Reason’s voice and God’s, Nature’s and Duty’s, never are at odds. —John Greenleaf W hittier A Collect for All Women Kup us, O God, from pettiness: let us be large in thought, in word, in deed. Let us be done with faultfinding and leave off selfseeking. May we put away all pretense and meet each other face to face, without selfpity and without preju- dice. May we never be hasty in judg- ment and always generous. Let us take time for all things: make us to grow calm, serene, gentle. Teach us to put into action our better impulses, straightfor- ward and unafraid. Grant that we may realize it is the little things that create differences: that in the big things of life we are at one. And may we strive to touch and to know the great common VOLUME 28, NUMBER 9; DECEMBER 1939 human heart of us all: and, O Lord God, let us not forget to be kind. Amen. —Written by Mary Stuart, Queen of Scots, while in prison, some time between the years 1568 and 1587. The Way of Life C3 BE HONEST To be kind To earn a little To spend a little less To make upon the whole A family happier for his presence To renounce when that shall be neces- sary And not be embittered To keep a few friends But these without capitulation Above all on the same grim condition To keep friends with himself Here is a task for all that a man has Of fortitude and delicacy. —Robert Louis Stevenson My Symphony Cx LIVE content with small means; To seek elegance rather than luxury, and refinement rather than fashion; To be worthy, not respectable, and wealthy, not rich; To listen to stars and birds, babes and sages with open heart; To study hard; To think quietly, act frankly, talk gently, await occasions, hurry never; In a word to let the spiritual, unbidden and unconscious, grow up thru the common— This is my symphony. —William Henry Channing J counT this thing to be grandly true: That a noble deed is a step toward God. —Josiah G. Holland The Human Touch May EVERY souL that touches mine— Be it the slightest contact, Get therefrom some good, Some little grace, one kindly thought, One aspiration yet unfelt, One bit of courage for the darkening sky, One gleam of faith To brave the thickening ills of life, [ 283 | One glimpse of brighter skies beyond the gathering mist, To make this life worthwhile, And Heaven a surer heritage. —Author Unknown I's just the little human touch That makes the game worthwhile. The little helpful word of praise, The small and cheery smile. —Edmund Leamy My Creed a LIVE as gently as I can; To be, no matter where, a man; To take what comes of good or ill And cling to faith and honor still; To do my best, and let that stand The record of my brain and hand; And then, should failure come to me, Still work and hope for victory. To leave some simple mark behind To keep my having lived in mind; If enmity to aught I show, To be an honest, generous foe, To play my little part, nor whine That greater honors are not mine. This, I believe, is all I need For my philosophy and creed. —Edgar A. Guest [From “Collected Verse.” Used by permission] Happiness Wis0 sEEKs afar for happiness Will find it not. It stands a guest unheeded at thy very door today, Open thine eyes to see, Thine ears to hear, Thy heart to feel, The call for touch of human sympathy; In answering this there enters And close beside thee sits The guest thou soughtst in vain afar. —Caroline S. Woodruff Selfreliance I; is EASY in the world to live after the world’s opinion; it is easy in solitude to live after our own; but the great man is he who in the midst of the crowd keeps with perfect sweetness the independence of solitude. —Ralph Waldo Emerson [ 284 | Sayings of the People Ccs HELPs THEM that help themselves. Diligence is the mother of good luck. Well done is better than well said. It is easier to prevent bad habits than to break them. Genius without education is like sil- ver in a mine. Sell no virtue to purchase wealth, nor liberty to purchase power. A good traffic rule is: When you meet temptation on the road of life, turn to the right. Some people grow under responsibil- ity: others only swell. Politeness is to do and say the kindest thing in the kindest way. A wise old owl lived in an oak. The more he saw the less he spoke. The less he spoke the more he heard: Why can’t we all be like that bird? Rest Reasr is not quitting The busy career; Rest is the fitting of self To one’s sphere. "Tis the brook’s motion Clear, without strife Fleeting to ocean After its life. "Tis loving and serving The highest and best; "Tis onward unswerving And this is true Rest. —Wolfgang von Goethe gang Today Sa HERE hath been dawning Another blue day: Think, wilt thou let it Slip useless away? —Thomas Carlyle This Is the Law fear CLEANLY. Eat wisely. Sleep adequately. Exercise regularly. Study methodically. Save systematically. Invest judiciously. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION So—and only so—may you attain health, wealth, and wisdom, if you have them not; or retain them if you have them now. No exceptions can, or will, occy,. No halfway measures will suffice. No jn. tentions, however good, will compen. sate. None but those who obey these dictates may live—happily. The reg must fail, in one way or another. Ip. exorable, harsh, unyielding, cruel, per. haps, but nevertheless: It is the law! —From the Boy Scout Handbook Per Aspera Cam GOD, a man can grow! He is not bound With earthward gaze to creep along the ground; Tho his beginnings be but poor and low Thank God, a man can grow! The fire upon his altars may burn dim, The torch he lighted may in darkness fail, And nothing to rekindle it avail, Yet high beyond his dull horizon’s rim, Arcturus and the Pleiads beckon him. —Florence Earle Coates A Prayer on help me to grow— Not to stand still, and fret, and chafe At Life; help me to grow. —George W. Turner My Life Lex ME but live my life from year to year with forward face and unreluctant soul; not hurrying to, nor turning from the goal; not mourning for the things that disappear in the dim past, nor hold- ing back in fear from what the future veils; but with a whole and happy heart that pays its toll to Youth and Age, and travels on with cheer. So let the way wind up the hill of down, o’er rough or smooth, the journey will be joy; still seeking what I sought when but a boy, new friendships, high adventure, and a crown, my heart will keep the courage of the quest, and hope the road’s last turn will be the best. Henry van Dyke | Second printing. T otal copies to date 250,000| + For i terial ers j more VOL the low lim, Ness ir to ‘tant rom ings old- ture eart and ll or rney | ught high will hope oo] TION x « * BLEMENTARY-SCRIOOL SERVICE « «= « For the Blackboard— For somehow, not only for Christmas, But all the long year thru, The joy that you give to others Is the joy that comes back to you. —W hittier Christmas in the Schools—A medley of emotions stirred the onlooker while at- tending an annual Christmas ritual at Central School, South St. Paul, Minne- sota. The procession of carol singers thru the candlelit halls was beautiful and colorful. The singers were led by an angel in white and were robed in the richly varied costumes of Biblical times. The lower grades “bearing gifts” for the Christmas baskets for the less fortu- nate stirred real emotion. In solemn procession these little children filed down to the gymnasium, each to place his gift of food on the long table, where members of the school police efficiently sorted the offerings. Some donors had nothing but a potato to give, because they were themselves objects of the charity which they joyfully if solemnly contributed —Minnesota Jour- nal of Education. to A Strange Christmas is the title of a play for fifth-grade children which was pub- lished in the December 1938 JourNnat, pages 261-262. Christmas helps, available from the As- sociation for Childhood Education, NEA Building, Washington, D. C.: [1]. Toys ... What... When, six- page leaflet for parents. Revised 1939. Price 15¢; 25 or more copies, 10¢ each. [2] The December 1938 Childhood Ed- ucation which contains Christmas ma- terial prepared by more than seventy teach- ers in eighteen states. Price 30¢; 25 or more copies, 25¢ each. Tips to Toy Shoppers— [1] Toys should recognize age differ- ences. A ten-year-old will be bored with a two-year-old’s toy and vice versa. [2] Children should be encouraged by their toys to do things, not to watch them. [3] Toys must be durable, able to stand wear and tear. And, of course, they must be safe. [4] To give a child too many toys is to bewilder him with his own wealth. —Consumers’ Guide. As the Christmas season approaches, children can be asked to write short statements on “Books I Would Like To Own.” There can then be discussion of worthwhile books and how to select them, with emphasis on the joy of hav- ing a fine personal library. Our Bicycle Club, to which all owners may belong, has helped to solve bicycle safety and traffic problems. The school secretary types a driver’s card for each member which carries his signature, the serial number of his bicycle, and “Ten Rules of the Road.” At club meetings the boys and girls discuss such topics as “Safe Brakes” and’ “Accessories for Night Riding.” Inspection of bicycles follows these discussions. A committee called upon the chief of police inviting him to speak to the club. The chief sent a list of “Don’t’s for Bicycle Riders.” After his talk the chief came to the play- ground where each driver demonstrated his ability to balance his bicycle in a narrow lane, to guide around a circle, and mount and dismount properly. The physical education teacher directed the demonstration, which was later staged as a parade for the townspeople. This fall at the opening of school, a businessman presented each bicycle owner with a card case in which to keep his identification card. The police chief now registers all serial numbers of bicycles at the police station.—Cleaves M. Reece, training teacher, Public Schools and State Teach- ers College, Indiana, Pennsylvania. VOLUME 28, NUMBER 9; DECEMBER 1939 For School Patrons—Know Your Mod- ern Elementary School, Leaflet 52, issued by the United States Office of Education, is an excellent study guide. Price 5¢ from the Superintendent of Documents, Washington, D. C. Tree Planting Project — The city of Springfield lost 17,000 trees as a result of the hurricane last fall. We decided to use the catastrophe as an opportunity to give children the experience of con- tributing to the beauty of the city, thus fostering civic pride as well as an interest in trees. Our Park Department agreed to furnish the small trees and workers to oversee the planting. Boys in groups of twenty from junior high and grade schools were trained in methods of handling and planting trees. They did the heavier work of digging the holes and carrying loam. These boys then di- rected small groups of elementary chil- dren in planting the trees. About 8000 small evergreen trees were planted in three of our city parks; more than 3000 children took part in the planting. Al- ready an increased interest in the care of our city parks is being noticed. In one school more than seventy children have visited the trees they planted. Reports come in constantly of children who have carried water for considerable distances to water their trees during the dry sum- mer.—Dorothea Clark, supervisor of science, Springfield, Massachusetts. For Music Teachers and Supervisors— A helpful manual published by the Cali- fornia State Department of Education, Sacramento, is entitled Music Education in the Elementary School | 152p.1939,$1 |. Tomato juice is apparently an effective addition to the best-known methods of preventing tooth decay in young chil- dren. Vitamin C in the juice makes cal- cium and phosphorus available in the body for building teeth and bones.—Dr. Mark D. Elliott, Boston, Mass. In your school, have you had unusual success with a new report card? With a new method of teaching reading? Share your ideas with other teachers. Write a brief paragraph and send it to THE Journat for this page. [ 285 ] w ww " RURAL-SCHIOOL SERVICE Ww Ww ¥ For Christmas Gifts to Students — Give copies of Personal Growth Leaflets. See page A-175 of this issue of THE JouRNAL for a list of titles and prices. Especially suitable is the Golden Treasury series: A Golden Treasury of Beauty and Wisdom A Golden Treasury from the Bible A Golden Treasury on the Art of Living For Christmas Buying —To encourage the giving of books as Christmas gifts, teachers may suggest titles from these lists of inexpensive editions: Selected List of Ten-Cent Books, Asso- ciation for Childhood Education, NEA Bldg., Washington, D. C., 1939, 12p. 15¢. Inexpensive Books for Boys and Girls, American Library Association, Chicago, Illinois, 1938, 44p. 50¢. Over goo titles in editions costing $1 or less. For Guidance Workers—Why I Want My Boy To Be a Farmer by O. E. Baker, is a mimeographed, sixteen-page pam- phlet free from the Extension Service, Department of Agriculture, Washing- ton, D. C. For Class Discussion—“Social Prob- lems” pamphlets, which present reliable nontechnical information, are available free from the Works Progress Adminis- tration, Washington, D. C. Titles in- clude: Number 1— Depression Pioneers by David Cushman Coyle, 1939, r9p. Number 2—Rural Youth by David Cush- man Coyle, 1939, 35p. Number 3—Rural Relief and Recovery by Rupert B. Vance, 1939, 32p. Farm Tenancy in the South — Since the 1870's, when the sharecropper method of working the land took form, the num- ber of farm tenants has increased until today there are in the South 1,831,000 tenant families—a total of more than 9,000,000 men, women, and children. When the South’s farm wage hands are added, the number rises to over 11,000,- ooo. These landless farm people have a population equal to the entire popula- tions of South Carolina, Georgia, Ala- bama, Mississippi, and Arkansas. They struggle for the bare necessities of life in the midst of plenty—From The South’s Landless Farmers by Arthur Raper. Commission on Interracial Co- operation, 710 Standard Building, At- lanta, Georgia, price 10¢. | 286 | Recording Growth of Wheat—A second- grade project in keeping a graph of the weekly growth of wheat, comparing it with that of alfalfa, develops accurate concepts of the use and value of graphs. —From Their First Years in School, Los Angeles, California, County Board of Education, 1939, 282p. Ten Novels about land problems and rural life: Barren Ground by Ellen Glascow Time of Man by Elizabeth Madox Roberts Giants in the Earth by Rolvaag Free Land by Rose Wilder Lane Marginal Land by Horace Kramer Trumpets Calling by Dora Aydelotte Tobacco Road by Erskine Caldwell This Body the Earth by Paul Green | Was a Sharecropper by Harrison Kroll Grapes of Wrath by John Steinbeck —Caroline Sherman, Bureau of Agri- cultural Economics, Washington, D. C. You and Your Co-op Series —The Farm Credit Administration, Washington, D. C., is preparing a series of pamphlets for teachers of vocational agriculture and farmers’ study groups. Pamphlets are free on request from the FCA: The Story of Farmers’ Cooperatives Using Your Co-op Creamery Using Your Livestock Co-op Using Your Co-op Gin Using Your Co-op Elevator A Symposium on Rural Problems is an effective program for county meetings and local teachers meetings. It includes a chairman and four to six members of the community, each presenting one phase of the main topic. An hour allows thirty to thirty-five minutes di- vided equally among symposium mem. bers, with three to five minutes for the leader’s introduction and the same for his summary. A timekeeper may warn each member one minute before his time is up. Topics may cover: Contributions to curriculum improve. ment in our schools by [1] county public health service, [2] parent-teacher associa- tion, |3] farm bureau, [4] home. Contributions to the curriculum of [1] a school beautification project, [2] a trav- eling art exhibit, [3] traveling libraries or bookmobiles, [4] a well-balanced club pro- gram. Lessons the rural school might learn 2] NYA pro gram, [3] 4-H Clubs or Future Farmers of America. —Roben J. Maaske, president, Eastern from [1] CCC program, Oregon College of Education, LaGrande. Free to Teachers — Bibliographies of | health education texts for elementary, junior, and senior highschool may be secured from the American Association for Health, Physical Education, and Rec- reation, NEA Building, Washington, D. C. Also references on the rural-school health program, the school lunch, and dental health. A Science Center must be a living part of school activities, related to the chil- dren’s present needs and interests: [1] Building a feeding table or plan- ning a Christmas tree for the birds. This will mean a study of our winter birds and their food habits. [2] An exhibit of Christmas greens. Our Michigan conifers are pine, spruce, fir, hemlock, larch, arbor vitae, and juniper. “Trees” by Julia Rogers helps to identify conifers. It is fun to make things from cones. IsT ratic ban! 1 the the com I | thus witl l Wa; tune I drau kitcl 1 orig! Frer I Shal Decl Gett thirc On « ture | tion | Pros | | [3] Weather record chart. A wind vane | will be needed. The daily record will show relationship of wind to snowfall and temperature. To record time of sunrise and sunset, erect a shadow post in the yard; keep a record of shadow direction and length at nine, twelve, and four oclock. Explain winter solstice. —From The Appleblossom, Central State Teachers College, Mt. Pleasant, Michigan. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION prop ond: ifty time jects. wou educ Press For ¢ Com pamy ports and nical by tl | Was! Title Pla Ou Poy Re; Th Tec Wa Ou: The VYOLL eS of e ur li- he or m ne ve- lic 1] av- or r0- arn \rO- ; of ern de. of ry, ion Lec- ‘on, ool and part hil- lan- This and sens. , fir, iper. ntify ones. vane will and - and yard; and lock. State a * * HIGASCRIOOL SERVICE a w * Is This Education?—| can solve a quad- ratic equation, but I cannot keep my bank balance straight. Ican name the kings of England since the War of the Roses, but I do not know the qualifications of candidates in the coming election. I know the economic theories of Mal- thus and Adam Smith, but I cannot live within my income. I can recognize the “leitmotif” of a Wagner opera, but I cannot sing in tune. I can explain the principles of hy- draulics, but I cannot fix a leak in the kitchen faucet. I can read the plays of Moliere in the original, but I cannot order a meal in French. I can hundreds of lines of Shakespeare, but I do not know the Declaration of Independence, Lincoln’s Gettysburg Address, or the Twenty- third Psalm.—sBeERNADINE FREEMAN. recite On a Fifty-fifty Basis—In the Inglis Lec- | ture of 1939, entitled Secondary Educa- tion and Life, the author, Charles A. Prosser, director of Dunwoody Institute, proposes that the curriculum of the sec- ondary school be reorganized on a fifty- fifty basis, 50 percent of each student's time to be spent on “life education” sub- jects. Students not going to college would be permitted to elect more “life education” courses. [ Harvard University Press, g2p. $1. | For Class Study—T he National Resources Committee is publishing a series of pamphlets summarizing its technical re- ports in the various fields of physical and human resources. These nontech- nical, readable pamphlets are for sale by the Superintendent of Documents, | Washington, D. C., price 10¢ each. Titles include: Planning Our Resources Our Cities Population Problems Regional Planning The States and Planning Technology and Planning Water Planning Federal Relations to Research Our Energy Resources The Northern Lakes States Region Does Guidance Pay?—The director of guidance of the Worcester, Massachu- setts, Boys Club selected one hundred boys who had received guidance and one hundred who had not received system- atic guidance. At the end of five years he checked on the two groups. About twice as many of the boys who had re- ceived systematic guidance were success- ful and in higher paid occupations than the boys who had not received help from guidance counselers. The average monthly salary of the group who had received guidance was nearly $15 higher than that of the other group. In our own city schools, records show that nearly all the graduates of the Knoxville High- school in 1938 have jobs or are in school, due to our systematic guidance program. —Curtis Gentry, director, Department of Guidance, Knoxville, Tennessee, Pub- lic Schools. For Current Events Classes—Congress at Work is a 32-page illustrated booklet published by the Scholastic Magazine, Chamber of Commerce Building, Pitts- burgh, Pennsylvania, 25¢ a copy; class supply of 20 or more, 15¢ each. A Fourfold Program—The National As- sociation of Secondary-School Principals, a Department of the NEA, has devel- oped a long-range program for the im- provement of the American highschool. The program is being promoted thru the democratic processes of discussion and cooperative thinking. The follow- ing steps have been taken or are being taken: [1] A study of the issues and objectives of secondary education. The results are published in two bulletins: Issues of Sec- ondary Education and Functions of Sec- ondary Education. These bulletins may be secured from H. V. Church, 5835 Kim- bark Avenue, Chicago, price 55¢ each to members of the National Association; to others $1.10 each. {2} The discussion of these issues and objectives. Thousands of principals and teachers thruout the nation are now taking part in this organized discussion. Discus- sion group materials may be obtained without charge from Walter E. Myer, Dis- cussion Group Project, 1201 Sixteenth Street Northwest, Washington, D. C. VOLUME 28, NUMBER 9; DECEMBER 1939 [3] A national survey of best practices in highschools thruout the country, which are asked to report to the Group Discus- sion Project, using a questionnaire which will be sent on request for that purpose. [4] An appraisal of the most promising practices in the various fields of secondary education, with suggested programs of action. The Institute for Propaganda Analysis, a nonprofit organization to help students and citizens detect and analyze propa- ganda, publishes monthly bulletins and special studies. The October bulletin is entitled The War Comes. A year’s sub- scription is $2; 10 or more subscriptions to same address, $1.50 each, 20 or more, $1 each. Clyde R. Miller, secretary, 40 East 49th Street, New York City. Suggested Teaching Unit on the Vita- mins, including a Vitamin Chart, will be sent on request to teachers of food and nutrition in highschools, colleges, and universities, by the Wisconsin Alumni Research Foundation, Madison. Making Democracy Work: How Youth Can Do Ii, is an 86-page pamphlet by Walter E. Myer and Clay Coss [Civic Education Service, Washington, D. C. 1939, 15¢]. The authors believe that young people should be encouraged to develop habits of group discussion which will carry over into adult life. For Home Economics Classes—Many Americans, rich and poor, fail to buy the food they need because they do not know the basic principles of diet. This Problem of Food, a Public Affairs Pam- phlet by Jennie I. Rowntree, professor of home economics, University of Wash- ington, tells how to get the most for your food dollar. (Silver Burdett Com- pany, New York, 10¢; quantity dis- counts. ) Protestant, Catholic, and Jewish pupils of Lincoln Junior Highschool, Minne- apolis, Minnesota, celebrated the school’s joint Christmas and Hanukkah festivals the week before Christmas. As symbols of the observances, a sparkling Christ- mas tree and the lights of the Hanukkah candelabra shone on either side of the school doorway.—Minnesota Journal of Education. [ 287 | * *« * TEACHER-EDUCATION SERVICE « « « Nationwide Interest in FTA—Each day’s mail brings to the National Com- mittee, Future Teachers of America, ap- plications for highschool and college charters. Chapters have recently been chartered in the following institutions of higher education: Junior College, Long Beach, Calif. State Teachers College, Danbury, Conn. Georgia State College for Women, Mill- edgeville Northwest Nazarene College, Idaho University of Kentucky, Lexington Margaret C. Hanson Normal School, New Orleans State Normal School, Gorham, Maine Montcalm County Normal, Stanton, Mich. State Teachers College, Kearney, Nebr. State Teachers College, Wayne, Nebr. Teachers College, Asheville, N. C. State Teachers College, Huntsville, Tex. Dixie Junior College, St. George, Utah State Teachers College, Radford, Va. State Teachers College, Shepherdstown, W. Va. University of Wyoming, Laramie Nampa, For Professional Orientation—The fol- lowing Personal Growth Leaflets are being found especially useful for teach- ers college classes in professional orienta- tion. They may be ordered from the NEA, Washington, D. C., for a cent apiece, no orders for less than 25¢. The Story of the NEA 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 Crucial Issues in American Education. In all our plans for general education of teachers—and others as well—we must insist upon the right of participa- tion in real experience as over against verbalization. The idea still prevails in many liberal arts colleges that it isn’t educational to do something but only to read about it. Some people still seem to think that play production, for ex- ample, with all that it involves of cre- ative activity, is not “college education,” and that analyzing the words in Shake- speare’s plays is——W. Carson Ryan, staff associate, Carnegie Foundation for the Advancement of Teaching, New York. [ 288 ] Direct Experience for Prospective Teachers—The State Teachers College at Montclair, New Jersey, arranges ten field trips each semester in order that prospective and inservice teachers may study at firsthand the human relations and activities of the New York metro- politan area. Students learn geography and history, explore living and working conditions, housing, transportation, com- munication, industry, and the like. Teacher - Education Journal is a new quarterly published by the Eastern-States Association of Professional Schools for Teachers, Ambrose L. Suhrie, editor. Subscriptions (50¢ a copy, a dollar a year) may be sent to Roy L. Shaffer, State Teachers College, Jersey City, N. J. FTA Extension Project — This project appeals especially to FTA chapters in colleges, teachers colleges, and schools of education in universities, the authori- ties of which are always eager to keep in touch with the most promising high- school students in their service area. Purpose: To form FTA clubs in neighboring highschools and to aid them in the development of worth- while activities. How to proceed: Select one or more highschools in the college service area. Write the FTA National Committee about your plans, asking for material to be used in organization. Talk with the principal, teachers, and students in the highschools chosen, working out plans, selecting carefully a suitable group of candidates for the FTA club. Make application for a national charter. Keep in touch with the highschool club and entertain its members at the college. Teachers College Faculties — Accord. ing to the accrediting committee of the American Association of Teachers Col. leges, the median training of faculties of teacher-educating institutions was 4.32 years beyond highschool in 1927; 5.4 in 1938-39. College Teachers of Education —The officers of the National Society of Col lege Teachers of Education are as fol- lows for the current year: President—L. A. Pechstein, University of Cincinnati Secretary-T reasurer—Fowler D. Brooks, DePauw University Executive Commiteee—M. R. Trabue, Pennsylvania State College; C. F. Arro wood, University of Texas; Willis L. Uhl, University of Washington; Ernest Horn, University of Iowa. A History of Education Chart by Lester B. Sands and John C. Almack has re- cently been published by the Stanford University Press, price $1. Students in- terested in the history of education will welcome this topical outline which is arranged in chronological order from 1000 B. C. to the present. The chart covers aims of education, schools de- veloped, curriculum offered, leaders and contributions, teaching methods, classes educated, political and social events. The Peabody Journal of Education for September 1939 contains proceedings of the Second Annual Institute on Profes sional Relations held at Peabody College June 22 and 23. May We Hear from You?— Send usa brief description of a pioneering enter- prise in teacher education in your school. Mary Jane Dilwork Club, Future Teach ers of America, Webt County Highscho Ogden, Utah used | schoo more Int this ¢ Broad profes ment. Amer W.C lumbi many pert 9 That : a rept The s or mo the te: gang The cature over h of lau | then a ; slate— whole Whe boy w the gar chief Waitin; tween insulte surely They few mi ing, sn THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION VOLU? ue, rro- Thi, orn, ster re- ord will h is rom hart de- and for rs of ofes lege usa nter- 1001. worth ‘cath Weber choot. TION AMERICAN SCHOOL of the AIR THE AMERICAN SCHOOL OF THE AIR, sponsored by the National Edu- cationAssociation and presented by the Columbia Broadcasting Sys- tem every school day, is now being used by nearly 200,000 teachers to enrich shool studies and to make instruction more effective. Sterling Fisher In the preparation of each program of this educational feature the Columbia Broadcasting System employs high-grade professional staff and technical equip- ment. The Board of Consultants of the American School of the Air, headed by W. C. Bagley of Teachers College, Co- lumbia University, wellknown author of many books on education, provides ex- pert counsel from the profession of Time Schedule MONDAY TO FRIDAY EASTERN 9:15-9:45 am CENTRAL 2:30-3:00 PM MOUNTAIN 1:30-2:00 Pm PACIFIC 2:30-3:00 PM Nore: Some local stations have shifted the broadcasting time of the American School of the Air to other than the above listed periods. Educational directors of local radio stations welcome consultation with teachers regarding the suitability of the time siete teaching. The work of radio technicians and professional educators is coordinated by Sterling Fisher, educational director of the Columbia Broadcasting System. Increased interest in radio education is indicated in the number of demon- strations of this tool of learning which are being offered during the current year at conventions of state teachers asso- ciations. Among associations planning demonstrations of the American School of the Air for 1939-40 convention pro- A TEACHER'S INFLUENCE T Was a good many years ago when a teacher came to a village school in the state of Indiana. That school was quite run-down. It had ireputation of getting rid of teachers. The school was gang-ridden by a dozen or more rough boys. . . . The first day the teacher discovered the leader of the gang drawing rude pictures on a slate. The teacher realized the crude cari- ature was of himself. The boy—bent oer his slate, drawing between spasms of laughter, looking up at the teacher, then around the room, and back at the \ slate—was attracting the attention of the whole school. When school was out for the day, this boy was requested to remain. He was the gang leader, and his partners in mis- thief gathered around the building, Waiting to see what would happen be- tween him and the new teacher. He had insulted the teacher the first day, and surely something drastic would be done. They were disappointed when after a ftw minutes he emerged from the build- ing, smiling, and with a new book in his hand, made straight for home. This boy had never thought enough about books to carry one home. But something had really happened to that boy. He had met a truly great teacher. That teacher had said to him: “James, I see that you have in you the making of a great artist or painter, maybe a poet. You have something every boy doesn’t have. Here’s a book. Take it home, read it, then draw for me the characters in the book as you see them.” That was all. The boy was waiting for the teacher the next morning. “Did you read any of the book ?” asked the teacher. “Any of it? I read all of it. Here’s your drawing, too.” That teacher had done something to that boy—who was JAMES WHITCOMB riLEY—and this experience was the turn- ing point in his life. It was the influence of this one teacher that saved the Indiana genius who, all the neighbors said, “would come to some bad end.” The years went on, and Riley had be- come famous and greatly loved all over the land. He was living in Indianapolis, VOLUME 28, NUMBER 9; DECEMBER 1939 grams are: Minnesota, Missouri, New Mexico, Illinois, Tennessee, Wyoming, Texas, Mississippi, South Carolina, and Oklahoma. Free Aids TEACHERS MANUAL — Suggested lesson plans, reading references for every broadcast so that classes may be prepared in advance. ANNOUNCEMENT POSTER — A memory-tickler for every school bulletin board so that confusion as to topic and hour may be avoided. RADIO CALENDAR—A time sched- ule of good educational, non-commer- cially sponsored network programs on all the chains, so that the alert teacher need not miss opportunities to make use of programs which may occasionally or regularly be helpful to classroom work. The radio calendar is published semi- annually by the American Association of School Administrators for limited distri- bution. HOW TO GET—Write to the National Education Association, Washington, D. C. Ask for free copies of these aids in such quantities as you need. each day going to his office on an upper floor of a hotel in an elevator. The ele- vator boy said to him one day, “Mr. Riley, I understands you writes poetry.” “Well, yes, I suppose; that is, I try.” “I, too, writes poetry sometimes,” answered the obscure boy. “Guess it’s no good, but I likes to write it. My mother reads it, then I burns it.” “Bring your next poem to me,” re- plied Riley, as he stepped out of the ele- vator. The boy was elated that the great Riley noticed him. Within a few days the boy was knocking at Riley’s door. He showed Mr. Riley some poems he had written. Trembling and too fright- ened to say anything, he thrust them at the poet and tried to get out; but Mr. Riley closed the door and kept him in. He remained with that boy a whole hour. The boy was PAUL LAURENCE DUN- Bar, and Riley’s influence that day lifted that boy out of an elevator into the big world where he could be heard and in turn influence thousands of other lives. A teacher of good influence becomes eternal in the lives of his students, Could anyone wish a greater reward?—W. G. Monrcomery in The Church School Magazine. [ 289 | * *« * NOTES AND ANNOUNCEMENTS * * « |, , New Life Members Received in October Arxkansas—W. D. McClurkin CaLirorNia—Frank R. Johnson ConNneEcTicut—Caroline C. Jourdan District oF CotumB1a—Kathryn G. Heath IpaHo—E. Norman Vaughn, Harvie Ellis Walker Ittinois—Anna L. Ondesco, Wiley Simmons, Sophie Annette Theilgaard, Clem O. Thompson, Ada Helen West InpDIANA—Mrs. Ida Harder Ilowa—Floyd A. Davis, Paul Byron Sharar Kentucky—Bettie M. Robinson Louistana—Beryl M. A. Barnes MassacHusEeTTs—Charles A. Cockayne Missourt—Anson B. Barber, Joseph G. Bryan NesrasKkKa—Paul D. Haynie, Effie M. Noll, Ella Noll, Lillie E. Peterson New JerstEy—Elsie D. Bahrenburg New Mexico—Lawrence Wade Clark, R. L. Da- vidson New Yorx—Clare C. Baldwin, Joseph Greenberg, Irving Lorge, Harold B. Wood Onto—Fredrick F. Cameron, Jr., L. Maurice Crotty, Stanley Malys, William J. Tabscott OKLAHOMA—E. Clay Venable Orecon—Dora Gallagher PFNNSYLVANIA—Randolph Shriver SouTH CaroLina—Mowat G. Fraser TENNESSEE—Frances Woolley Texas—S. F. Fenner Vircinta—Beatrice V. Ball, Alice A. Parrish W asHINGTON—Clifton A. Crook West Vircinta—Robert H. Fergusoa Wisconsin—Sam M. Essock, Ruth Mae Hansen B. Harvey, Paul D. ch Ipnay thee, Lord, my sou tokeep Py ss ) And inthemornng , when | wake, 4, Be ey a ~~ ake ‘Sowers The wellknown child's prayer is offered here ina revised form, from the “Greater Miami |Florida| School Digest.” Preserving Folklore ve Wayne university students are col- lecting and recording the folklore of the various national groups in Detroit. Unre- corded, the traditional lore of these groups, which is being assimilated into American life, might in another generation be lost. [ 290 | Has your state rati- fied? Twenty states have not yet ratified the federal Child Labor Amendment, as shown in the map which is taken from a pam- phlet by the National Child Labor Commit- tee, “Child Labor Facts 1939-1940.” To make a careful study of this and other re- ports, and to secure early ratification .of the Amendment, may well be a praject of 100 percent schools, working with state and local education asso- ctations, in accordance with the Platform of the National Education Association which states that: “The Constitution of the United States should be amended to provide for the prohibition of child labor.” To quote the National Child Labor Com- mittee’ s report: ““ The reluctance of state legis- Volunteers Are Wanted— yx To HELP EVALUATE THE JouRNAL from month to month as an aid to the editorial staff in their search to discover what kind of content readers desire to have in THE Journat. This is open to every member. It is hoped especially that those in their first years of teaching will take part in the enterprise. Write the editor saying, “I hereby volunteer for the JourNaL evalua- tion service,” giving full name, position, and address. Each month so long as you continue in this service you will receive a special blank to be filled out and a copy of one of the latest Personal Growth Leaflets. | Address the editor at 1201 Sixteenth Street Northwest, Washington, D. C. | A LETTER FROM AN OBSERVANT YOUNG CITIZEN “Our teacher showed us the pictures on page 175 in the September number of your maga- zine. We noticed the flag had a red stripe at the bottom of the blue field, which is not the way the flag ts made. Our principal taught us a_ little rhyme so we would always get the stripes right. It is on the paper enclosed. Yours truly, Ray Durfee,” B-4 Class, Angeles Mesa School, Los An- geles, California. polled ir for the : CoLoRAD’ PEenNnSYL ° ° ° ° . ,, | CALIFORD latures to ratify is in direct conflict wih) Cooran public opinion. A nationwide poll conductej| (P8'°" Marx E— by the American Institute of Public Opinigg) Massace in the spring of 1937 showed a mae a tee for the amendment in every state of thi Sew Ae n10—M Union. For the country as a whole 76 pa\ wee cent voted for ratification.” The pamphlé may be secured from the Committe, 419 Fourth Avenue, New York City, % AgrZ0N A- a copy. COLORADC LLINOIS- _ No. 11 A Project in Helpfulness eee : , Marne— vx In THe Southern Appalachians ar eo many promising children who lack prope Massac ° ut educational advantages. The public schoolf yevaoa— of this section are slowly winning an _— hill fight under devoted leadership, b local resources, energy, and ability new supplementing if these mountain childraj #70"*- are to have the chance at an educatig]{oravo VON NECT! which as Americans they merit. huwots- — . _ . sh IsptaNa- The Save the Children Federation #iows—s, , ; , ant, C rendering effective service to these und@] Lowell, privileged children in cooperation wit} Mots! teachers and children in schools thruot —_ the nation, thus creating between childit} ano» ° e . igh, of the mountains and the contributing bop} Pussy iC downe, | ont, on page 294 Vinci 1A: Wiscons! Irving, and girls a sense of Ort2_ Aim Thrace ' cBour, and a CO Pre THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIAT#) VoL yy |x * ONE HUNDRED PERCENT ENROLMENTS « « 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. Completed Enrolments HE FOLLOWING COUNTIES, Cities, and individual F vhools reported 100 percent memberships thru October 28 and have been continuously en- plied in their national professional organization for the number of years indicated: TWENTY-ONE YEARS Cocorapo—Pueblo, Minnequo PENNSYLVANIA—A/toona, Entire System TWENTY YEARS Entire System CatiFORN1A—Piedmont, 2 ; Buena Vista, Wash- with | Covconavo—C ‘olorado Springs, ington {uctea guxe—Mapleton, 7 Nigg| MassACHUSETTS Brookline, Pierce Elem. ° te MinnesoTa—Minneapolis, Hiawatha J New JerseyY— Bridgeton, Vine St. if New —_ Mt. Vernon, William Penn io—Marietta, Marion, Norwood Viacinta—Norfolk, Henry Clay Entire System nphie nilter t, NINETEEN YEARS Entire System Aryada k Waukegan Twp. igizona—Prescott, CororaDO—A rvada, lutmwois—Waukegan, No. 119 High Dist. Isnrana—Hammond, Kenwood, Wilson lowa—Siour City, Floyd Yaixte—Portiand, Butler, Chapman, Nathan Clif- s am ford, Emerson, Heseltine, Peaks Island, Saunders St., Shailer, Rosa E. True John Ope apvene setts—Brovkline, Edward Devotion, Runkle hook hed Vegas, Las Vegas Omio—East Cleveland, Maytair n Up Vincinta—Lynchburg, Floyd », Wu EIGHTEEN YEARS ildre Astzona—Tucson, Mansfield Jr. High CarrrorN1a—Bakersfield, McKinley catice (aorapo—Boulder, Highland Coxwecticut—East Hartford, Meadow luino1is—W innetka, Entire System A lsptana—Terre Haute, McLean Jr iON BH lowa—Burlington, Entire System; Si ant, Crescent Park, Emerson, unde Lowell, Washington wit Wicwican—South Haven, Entire System Ontio—Bellefontaine, Entire System; 1ruoL Pleasant Ridge; Oberlin, Entire System; Bowman St. High ma City, Bry Everett, Hunt, Cincinnati, W ooster, ildres ee nahapee, Irving, Washington, West High, Whittier g bor PinnsyiLvANIA—Biglerville, Entire System; Lans- downe Fernwood e 201 Vincix1a—Norfolk, James Monroe Wisconsin—Kenosha, Durkee, Lincoln; JHausau, Irving, Schofield SEVENTEEN YEARS Cotoravo—Boulder, Whittier; Colorado Springs, Whittier DELAWARE—W ilmington, Public. School No. 13 | I_t1no1is—Pekin, Douglas, Franklin, Garfield, Jef- ferson, Lincoln, Roosevelt, Washington Jr. High Inptana—Fort Wayne, Jefferson Iowa—Council Bluffs, Longfellow; Sioux City, Riverview Matne—Caribou, High School; Oakdale, Vaughan St. MaryLanp—Galena, Galena High Micuican—Grand Rapids, Madison MINNESOTA—M inneapolis, Harrison New Mexico—Roswell, Washington Ave. Onto—Columbus, Eighth Ave.; East Caledonia; Wooster, Beall Ave. Vircinita—Lynchburg, Biggers, Portland, Morrill, Cleveland, Garland-Rodes SIXTEEN YEARS Cotorapo—Colorado Springs, Midland, Steele; Pueblo, Bradford, Hinsdale, Irving School Dist No. 1, Park View, Somerlid, Thatcher Elem. DeLawarE—Wilmington, Public School No. 9, P.S. Ipano—Pocatello, Jefferson Ittinois—Belvidere, Belvidere High; dee-Carpentersville Jr. High, Dundee High; Jacksonville, Franklin, Jefferson, David Prince Jr. High, Washington; Emerson; Naperville, Entire System Inp1iana—Fort Wayne, Riverside; La Porte, System Kansas—Leavenworth, Lincoln Matne—Portiand, Isabella Garvin, Libby, Lincoln Jr. High, McLellan, Presumpscot, Roosevelt, Sher- man St. Kindergarten, Walker Manual Training, West, Willard MASSACHUSETTS—M ilford, High and Elem.; Melrose, Roosevelt Micuican—Grand Haven, Entire System Minnesota—Minneapolis, Irving, Simmons Missouri—Clayton, Entire System New Jerstevy—Bernardsville, Bernards High; Sum- mit, Brayton, Lincoln, Roosevelt Oxu10—C olumbus, Medary; Findlay, Detwiler, J. C. Donnell Jr. High, Firmin, Glenwood Jr. High, Lincoln, McKee, Washington; Youngstown, Jef- ferson PEN NSYLVANIA—Lehighton, ton, Entire System Ruove Istanp—J/Jamestown, Utran—Jordan District, Vircinra—Lynchburg, Wisconsin—W ausau, High, Lincoln W yominc—M idwest, tral Dundee, Dun- Community Lafayette, Maywood, Entire Osgood Jr. Entire System; Palmer- Carr, Clarke Entire System Miller Park Central, G. D. Jones, Junior Entire System; Sheridan, Cen- FIFTEEN YEARS Arizona—lV inslow, Entire System CoLtoravo—C olerado Springs, Garfield, Helen Hunt, Ivywild; Pueblo, Dist. No. 1, Entire System Itt1no1s—Evanston, Dewey, Willard; Jerseyville, Jersey Twp. Sr. High InpIANA—Fort Wayne, Culloch Harmar Intermediate, Mc- 100 PERCENT FOR TWENTY-ONE YEARS VOLUME Bellows Columbus, Miss Alma principal—has been 100 percent in NEA enrolment since 1918. Sch ool Ohio— Jagsch, 28, NUMBER 9; DECEMBER 1939 Kentucky—Louisville, I. N. Maitne—Portland, Allen, MASSACHUSETTS—N ewton, Plymouth, Hedge MicHiGan—Grand Rapids, Auxiliary Bloom Staples, Summit St. Lincoln-Eliot, Stearns; Missouri—Kansas City, Leeds; University City, Flynn Park New Jersey—Bernardsville, Bernardsville Gram- mar; Camden, Sharp New Voun—Avdsley, Ardsley High No. 5; Ken- more, Washington Ou10—A shtabula (Harbor Schools), bul Entire System; Bellevue, Ellis, Junior High, McKim, Pike; Co- lumbus, Avondale, Main St.; Hoytville, Jackson Twp. High; Lancaster, Lancaster High; Lima, Central High, Emerson, Faurot, Franklin, Gar- field, Irving, Jefferson, Lincoln, Longfellow, Lo- well, Horace Mann, McKinley, Roosevelt, Wash- ington, Whittier; Lorain, Clearview; Mansfield, Bushnell; Marietta, Washington; North Baltimore, Entire System; Tiffin, Columbian Sr. Orecon—North Bend, Entire System PENNSYLVANIA—Lehighton, Packerton Jr. Reading, Muhlenberg Twp. High; son Utran—Murray, Entire System WasHINGTON—Spokane, Rogers High Wisconstn—-New London, Entire System; tosa, Wilson High High; Warren, Jefter- Wauwa- FOURTEEN YEARS Ar1zona—Clarkdale, Entire System CoLtoravo—Frederick, Entire System ILtt1nois—Wheaton, Entire System Inpr1ana—Fort Wayne, Nebraska, Rudisill; apolis, Public School No. 39 Kentucky—Ashland, Ashland Sr. Cole Jr. High, Hager, Hatcher, Matne— Portland, Thomas B. Reed MASSACH USETTS—W inchester, George Washington Micnican—Detroit, Coolidge MINNESOTA—M inneapolis, Fuller, Willard Nevapa—Carson City, Carson City Elem., City High New Jersty—Hightstown, Grammar Ou1to—Bowling Green, Ridge St.; Columbus, Felton, Leonard; Lakewood, Hayes; Lancaster, Entire System; Lima, Entire System; Logan, Entire Sys- tem; Mansfield, Newman St.; Marietta, Marietta Jr.-Sr. High; Warren, Frances E. Willard; Youngstown, Bancroft PENNSYLVANIA—Lansdowne, East ough; Wayne, Wayne Elem. Utran—Duchesne, Duchesne High & Elem.; Moun- tain Home, Mountain Home; Myton, Myton; Neola, Neola; Roosevelt, Roosevelt Elem.; Tabi- ona, Tabiona High & Elem. Wisconsin—Kenosha, Washington, High; Manitowoc, Cleveland, Indian- High, Bayless, Means Carson Lansdowne Bor- ‘Washington Jr. Garfield, Jefferson THIRTEEN YEARS Artzona—Clemenceau, Entire System; Prescott, Jefferson, Lincoln, Miller Valley CoLorapo—Arvada, Entire System; Colorado Springs, Columbia, South Jr. High Fiortpa—Riviera, Riviera Jr. High Grorcia—Atlanta, Georgia Ave., Lee St., Frank L. Stanton Itt1nois—Belvidere, Logan, Washington Inptana—Fort Wayne, Franklin; Jndianapolis, Cal- vin Kendall No. 62; Seymour, Emerson, Lincoln, Riley, Washington Kansas—H utchinson, Winans Kentucky—Ashiand, Entire System Matne—Camden, Elm St.; Portland, Long Island MASSACHUSETTS—Athol, Main St.; Medford, James; Stoneham, South MicH1Gan—Fremont, Entire System Minnesota—Rochester, Entire System New JerseY—Alloway, Alloway; Bernardsville, Ol- cott; Plainfield, Evergreen; Vineland, Magnolia Rd., Park & Second Sts., South Vineland New Mexico—Albuquerque, University Hghts.; I Van Houten, Entire System New Yorx—Kenmore, Harding, Lincoln. NortH Daxota—Fargo, Franklin Oxnto—Bellevue, Entire System; Canton, Washing- ton, Woodland; Marietta, Harmar, Willard; Ra- venna, Entire System Orecon—Roseburg, Entire System PENNSYLVANIA—Hollidaysburg, Entire System; Ty- rone, Entire System Texas—Texarkana, Phew High Utran—Bountiful, South Jr. High; Farmington, Farmington; Layton, Syracuse; Wasatch County, Entire System Vircinta—Newport News, Newport News High, George Washington, Woodrow Wilson; Norfolk, Larchmont; Richmond, Grace Arents [ 291 ] Wisconsin—Shorcwood, Entire System; Whitefish Inp1ana—Fort Wayne, Adams Jr. High; Seymour, PENNSYLVANIA—/ianover, Eichelberger Sr. High Bay, Entire System; Wauwatosa, Washington Entire System TENNESSEE—K noxville, Giffin on1o—A Wrominc—Sheridan, Coffeen Ave. Kansas—Arlington, Arlington Rural High; Topeka, Utan—Altonah, Altonah; Duchesne County ie Gage tire System; Lucin, Lucin; Riverside, Rivers TWELVE YEARS Maine—Brewer, Entire System; Portland, Bethel VerMONT—Burlington, Ira iin : a on, ont Peary ee Jr. High ene gate hte Entire System ae ' . ‘ se ARYLAND—Hagerstown, Sout otomac Jr. Hig ISCONSIN—Jefferson, tntire System; K 1 Cosmase—Canen City, Roosevelt Jr. High; Pueblo, MassacHusEeTTts—Adams, Commercial St.; Arling- Roosevelt; Superior, Franklin, Itasca — ora: Connecticut—Darien, Hindley 6 ee i, Wyrominc—Sheridan, Linden Avenue lersvill I.uinois—Belvidere, Entire System; Cicero, Roose- New JERsEY—Summit Jeffe . 7 . Harris yelt; Rockford, Kishwaukee 0 ens woenat desma ay : Twp.} veit; es" .. ‘ New Mexico—Albuquergue, Lincoln Jr. High, SIX YEARS boty iemans ~Fort HW i ae, —_ Rd Washington Jr. High; Hot Springs, Entire System West fassacHUSETTS—H orcester, Thorndyke Rd. New York—Geneva, High St.; Kenmore, Special CALIFORNIA—Alameda, Porter; Daly City, Jeffers, | Bids; Micuican—Flint, Durant Teach & 8s visors: Monticello. Entire Sys Union High Lyme, Missourt—Maryville, Entire System; Webster Se 3 Sees a Ider. Enti - #K System aeeet Ladiceed ” , , tem; Rochester, Laurelton Grammar Franklin, oh Pa eo a rh Fort Collin, Mentor , 11. ™ : re. ; . ‘| Me New Jersey—Livingston, Central, Squiertown Ry erg my | Be *. is. MF Te ve., Washington; Gres benville New Yorx—Kenmore, Roosevelt : Columbus, Douglas; Madison, "Homer Kimball: Georcia—Atlanta, J. C. Harris Pleasar lumb Ch A Lak d, Mad . : ant ee Petnsdne West Carveliion Es. Warren, Dickey Ave.; Willoughby, McKinley ee are, Center, Oak Park; Chicago, Bey P 4 son; He. son; ¢ , 4 PEN NSYLVANIA— t E System: wick School; Mendota, Blackstone; Woodstock, Cla EGON— . tire Seem: ee py Palclseten, Valle Ton. High’ , InpiaANA—Evansville, Highland; Indianapolis, A System meee Ef ey gas Ad i iiee: diciiiinsites Vigenanetiep Springs, vee Sr. High; mesen, > org 1% —s a 31, Rivers ieee " . . . : > me? Cae N lk, Norview High; Portsmouth, Thomas NO. 44, Fublic School No. 45, lliam Penn Ne Collinston; Corinne, Corinne; Fieldinj, Fielding; paths . Publ 5 lo. 78: Terre Mansfi | 4 ne, ; ae efferson 49, Public School No. 78; Terre Haute, Colley a Gorland, Garland; Howell, Howell; Mt. Emmons, WasHiNcTon—Millwood, West Valley High Deming, Thornton Jr. High | Oakmo Altamont High, Mt. Emmons Elem.; ymouth, Wisconsin—Manitowoc, Woodrow Wilson: Mil- lowa—Council Bluffs, Avenue B, Harrison Sourn C P a P . 7 Both ISCONSI} anitowoc, odrow ilson; Mil p : » Mad | > Sr Mieed: Upaleo 7 Geeke "Wachakte Wz. waukee, Thirty-eighth St. son, Roosevelt, Second Ave.; Sioux City, Bay = ell, wood; U r > . ° ; croft, Grant, Irving astle shakie Kansas—H utchinson, Fourth Ave Dewey’ Vermont—Bellows Falls, Atkinson St.; Enosburg Kenrucxy—Owensboro, Entire Sy Boothe : ° ED 0, & System ‘ othe mk oy Bankhead Magruder ney Aes Massacuusetts—Belmont, Mary Lee Burbesk eeeste I -« , ) " is P - WN este! ‘ Arizona—Eloy, Eloy Grammar, Eloy Jr. High; Brookline, Heath Jr. High; North Adams, Jom} Patagonia, Patagonia School Dist. No. 6; Ray, on, ne, Entire System; Waltham, Samu , Lincoln . waren * sce ELEVEN YEARS Cotoravo—Colorado Springs, West Junior High gap yg sosits Dixon, Hubert, Mo ees . : Twi : sEORGI1A—Atlanta, Calhoun nier, Wilkins, oaginaw, Stone “hf CaLirornia—Centerville, Washington Union High a SSE ee Py ye "he Missouri—Maplewood, West Richmond Shebdo) Couenane—Gunnison, Entire System; Walsenburg, ee puns ide Wrest Cileage, Be = ansentn—Petemeath, New Paskill —- uerfano Co. High _ ee InpIANA—Fort Wayne, Miner, J. H. Smart, Loui New Jersey—ZIrvington, Clinton Ave. No. 1; Lip | ¥YOMIN ee ae vem, Se. Same, C “Ward: Indinapolis, Pub ic School No. Ey coln Park Borough, Lincoln Park; Red Bank, Rei Sescmpenh--aienedh Dean St I Washington School No. 55 R N ~~ = 7 Washingt M r : . < ? . , owa—Council Bluffs, Gunn, Rue NEW ORK —Datevia, ASHINgtON, IW Cmareae TBublic Schaal No, 1s. Pendleion, Entire Systems” Massacnuserts Holden, Chafins: Rutland, High Daniel Warren: Cleon, Public ‘School Na. g sets edt Dinah ; Mississ1pP1—Clarksdale, Entire System SERERETERD, SIVSCEy . a ALASKA— ipase — seae = Russell New ‘Hauremtne—Derrs Village, Pinkerton Acad- Oxn1to—Canton, John K. Baxter; Clyde, Entire Sye | Catiror> a gy Seay eT ° ° ’ New Jersey—Hopewell, Hopewell; Leonia, Leonia -ockland, rington; London, Entire. System, | west J o_o lis. Garfield New YorK—Cambridge, Cambridge Union High; Middle Point, Middle Point; Pemberville, Pen CoLoranc sees Siegel ge , Glens Falls, Big Cross St.; Mechanicville, Public berville High; Toronto, Entire System; Young] Vernos New HampsHire—Winchester, Thayer Sr. High . > - 2 _ New Jersty—Basking Ridge ‘podiion Ridge: Ber- School No. 4; Penn Yan, Chestnut St.; Ronnie, as noes City. Ent = District Ms . vee : L ’ : Barringer GON-——Uregon wy, En ire Sys em GEORGIA eee ag agg ee oe Neate — a Hawthorne Pennsytvania—DuBois, Entire System; Mile LuINots: oe ee er Sees Sateen, Ouxuto—Madison, Madison Rural School Dist.; Perry, _ Grant Bidg. : ; Eldora. New Maxseb—-libaantenbe North Fourth St Perry; Willoughby, Garfield; Wooster, Pittsburgh — net age oe se pa ayy Cental oo ere: gs atin es Bs aE Ave. —DOUntifus, Stoker, - vy, Centra eru, — Pe agg 7 Harry L. Johnson; PEenNsyLvanra—Hanover, Walnut St.; Lansdale, Emery, Emery; Ferron, Ferron Elem., Sout INDIAN A- N p " * dt E th Entire System; Lansdowne, Entire System; Mil- Emery High; Garland, Bear River Sr. High} Union ortH Daxota—Fargo, Emerson H. Smit ton, Curtin Bldg., Lincoln Bldg.; Newport, Fourth Huntington, Huntington Elem., North Emery Hi} ster; / a rns ps eg Raby a: Se St. Bldg. ; Norristown, Black Horse, Ivy Rock \ Lynn, Junction; Orangeville, Orangeville. ville, | arksville-V ernon igh; inton ounty, Entire Plymouth Cons., Plymouth Twp. Public Schools: "ERMONT—Burlington, Champlain, Converse Nappa: ray eee orgy Ley wn Bary Fy reer Solebury, Solebury Twp.; Waynesboro, Entire \ ———— prane, Saaewe Elem.; Lynch _, - , 72 . ’ 4 System urg, For ill; Mi: ro, Millboro urcel! Wayne Twp.; Marietta, Entire System; Martins- Ten —Bristol, Eatire Syst Wasuincton—Chehalis, West Side; Seattle, Dunlg} lowa—C ork: ee vat ogg ro os Wendentan—diestitcene, ‘Lincoln “Hi h; Milwaukee, West Vircinta—Buckhannon, East Main Sti} City, | Tevncecies Post t'diten ‘Liberty Twp a Tieccediie’ Wm. McKinley; Wauwatosa, Hawthorne Jr. High, oa Bridgeport; South Charleston, Zog pas ’ , A .? y° ome ’ e ville Reesville; Sabina, Sabina; St. Paris, Christian- Jefferson Wisconstn—Jefferson, Elementary; Manitowoc, Be] Kextuci p pn © -prer meee a a >. meet SEVEN YEARS tire System; Wausau, Entire System field, | EN NSYLVANIA——M oun ebanon, ntire ystem W vominc—Laramie, Stanton Kento Uran—Bluebell, Bluebell; Roosevelt, oosevelt ain F High; Salt Lake City, Sumner Ar1zona—Miami, Bullion Plaza, Inspiration Addi- . Vircinta—Newport News, Thomas Jefferson, Walter tion, Lower Miami; Phoeniz, Alhambra FIVE YEARS ie. ; Cotorapo—Denver, Gove Jr. High; Golden, Entire Habet: Wisconstn—Edgerton, Entire System System; Greeley, Central Platoon; Pueblo, Besse- Cattrornta—Chula Vista, Chula Vista Union Gat] Crow) mer, Columbian, Edison School Dist. No. 20, mar; Covelo, Round Valiey Union Hi; Monte) Field. Keating J. Dist. No. 20, Lake View; Ster- Del Monte; San Pedro, Bandini St.; Westwood Orlean TEN YEARS ling, Franklin Westwood Jr.-Sr. High sae Con necticut—Darien, Holmes Cotorapo—Akron, Akron Sr. High, High Praim ee Cotorapo—Fowler, Fowler High, Park Georcta—Atlanta, Williams St. Sr. High, Washington Co. High; Fort Collit) yygyr,) Georcia—Americus, Wheatley Ipano—Naf, Clear Creek, Standrod Sue M. Barton, Lincoln, Remington, Semi] Wacsacy ILLinois—Cicero, Grant, Jones; Peoria, Harrison; Itutinors—East St. Louis, Maplewood (Dist. No. High; Greeley, Cameron; Lindon, Lindon High; Sumne Stockton, Entire System 190); Libertyville, Libertyville Twp. High Dist. Merina, Roosevelt High; Otis, Lone Star Sr. High} Yicuic, Kansas—Holton, Entire System No. 120 Otis High Cadill: MASSACHUSETTS—Southwick, Consolidated Inp1ana—I ndianapolis, Public School No. 56, Pub- De.taware—W ilmington, Charles B. Lore; Wot ae a Micuican—Lansing, Walter French Jr. High; Sagi- lic a - — School No. 87; Sullivan, crest, Henry C. Conrad High Robins naw, Otto Roeser Central; Terre Haute, Rea Frioripa—Miami, Southside Hav Missouri—Webster Groves, Bristol, Goodall lowa—Council Bluffs, Dodge, Eighth St., Franklin, Georcia—Glynn County, Entire System Sneoae Ngvapa—A ustin, High School No. 1, Simpson Park; Washington ILLt1no1is—Momence, Entire System; Normal, Cel Nevan,— Battle Mountain, Battle Mountain; Las Vegas, Kansas—Cullison, Entire System; Hutchinson, tral, Community Sr. High, Eugene Field, Berit] New y, Manual Arts, North Las Vegas, West Side Roosevelt : dine Orme Smith; Princeton, Entire System! New Je New Jerstey—Morris Plains, Alfred Vail Jr. High Maine—Houlton, Entire System; Portland, Cum- Raymond, Raymond Commercial High; Rostlt! Cleme: ~_ Bp one Pe System; Aenmore, og ne Jamann, [eles ———- a ; Public School Dist. _ 12 ; lis, Jo 9, Gri indbergh; Oneonta, Chestnut St. Massacuusetts—W altham, *hineas Lawrence ; NDIANA—Hammond, arding; Indianapolis, Montc Norta Daxota—Bismarck, Entire System; Fargo, Wellesley Hills, Fiske McCormick No. 30, Oliver Perry Morton No. 4 a Lincoln Platoon, Roosevelt Jr. High Micuican—Detroit, Nichols, Ruthruff Public School No. 43, Eleanor Skillen No. i Pub) New Mi Oxnito—Green Springs, ae Springs; Findlay, Mississipp1—Greenville, Central; Meridian, Entire lic School No. 85; Vincennes, LaSalle, Wasbitt) New Y; Liberty Twp. Cons.; Lakewood, Lincoln; Lan- System ton No. 1 caster, Cedar Hghts; Lindsey, Washington Twp.; Missouri—Kirkwood, W. W. Keysor; University Iowa—Sioux City, Joy, Roosevelt Oakla: Madison, North Madison; Nelsonville, Entire City, Daniel Boone Lovu1s1ana—Morse, Morse High Washi System Nevapa—Las Vegas, Entire System , Matne—Portland, Longfellow Nortu | PENNSYLVANIA—Berwick, Fairview Ave., 14th St. New Jersty—Franklin, Entire System; Irvington, Massacuusetts—Lexington, Hancock; Plymouth) » Tre Texas—Texarkana, Central Augusta St.; Manasquan, Entire System; Tenafly, Manomet; Waltham, Thomas R. Plympton NortH ( Vircinta—Hopewell, DuPont; Newport News, John Browning ; ; h- Micuican—Detroit, Angell Onto Daniel, Stonewall Jackson, Booker Washing- New Yorx—lIlion, West Hill; Mechanicville, En- Minnesota—Minneapolis, Van Cleve; Owatom@) p,., want ened, Bay View, tae Gatonent - tire System; ‘one Somat: mages 4 — a L - Laie V High bellsto Jisconsin—Kenosha, Edward Bain; ‘auwatosa, YortTH Daxota—Valley City, Entire System ississipP1—Horn Lake, Horn e Voc Cant Mckinley Ouxuto—Akron, Hotchkiss, Lincoln; Bucyrus, Holmes- Missouri—Kansas City, Kansas City Orphan Boy ~ ' Liberty Cons.; Columbus, Olentangy; Delphos, Home; Kirkwood, Henry Hough, John Pitma) 4,; | NINE YEARS ores Dola, Washington-Cessna; Fremont, George R. Robinson; Webster Groves, Avery Bigelo iley Twp.; Lakewood, Grant-Wilson; Ohio City, New Jersev—Westfield, Woodrow Wilson Ottert A.aska—Cordova, Entire System Ohio City-Liberty Sr. High; Port Clinton, Entire New Mexico—Jal, Entire System Bowm Arizona—Clifton, Entire System System; Spencerville, Jennings Twp.; Toronto, New York—Corning, Northside Grammar; Freep) pri: CoLor Fort Collins, Laurel St.; Greeley, Horace Central, Franklin, Lincoln oosevelt; Warren Archer St., Cleveland Ave., Grove St., Seam — oravo—Fort Collins, Laure .; Greeley, Ho entral, nklin, ncoln, a , rcher St., Clevelan ve., ve ed ent Mann Tod Ave.; Wickliffe, Entire System; Willoughby, Ave.; Gloversville, Central, Kingsboro At eee Itt1no1s—Lisle, Lisle School Dist. No. 70; Naper- Longfellow; Wooster, Entire System Columbia, Lexington Ave., Park St.; Malvent Philag ville, Granger Cons. School Dist. No. 90; West Oxecon—Oregon City, Barclay, Eastham, Mount Lakeview; Ossining, Roosevelt; Penn Yan, South Chicago, Community High Pleasant, Senior High erty St. New [ 292 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATIO VOLU s ek SF FE Friger FE ic, Ee on1o—Alger, Alger-Roundhead; Barnesville, En- tire System; Baltimore, Liberty Union; Canton, Cherry, Clarendon, Theodore Roosevelt; Carroll- ton, Harlem Ae ai Mechanicstown; Cleveland Heights, Boulevard; Columbus, Milo, Stewart Ave.; Dellroy, Dellroy; East Canton, Entire System; Findlay, Huber; Forest, Forest-Jackson Rural; Fostoria, Entire System; Gibsonburg, Rol- lersville; Hooven, Berea; Lakewood, Garfield, Harrison; Leesville, Leesville; Luckey, Troy TwP.; Malvern, Malvern; Mansfield, Brinkerhoff, West Fifth; McConnelsville, McConnelsville Bldg.; Mechanicstown, Public School No. 16; New Lyme, Entire System; North Canton, Entire System; Olio City, Entire System; Painesville, Mentor Ave.; Sawyerwood, Sawyerwood; Steu- benville, Lincoln; Van Wert, Anthony Wayne, Pleasant Twp. Cons.; Woodville, Woodville; Wren, Wren Village; Youngstown, J. G. Butler Oxecon—Bend, Allen Platoon; Forest Grove, Entire System; Marshfield, Bunker Hill School Dist. No. 85; Medford, Lincoln PennsYLVANIA—Duke Center, Otto Twp. Jr. High; Mansfield, State Teachers College; Oakmont, Oakmont SovtH CaroLinaA—Clinton, Entire System Uran—Brigham City, Box Elder High; Castle Dale, Castle Dale Elem., Central Hi; Deweyville, Deweyville; Elmo, Elmo; Promontory Station, Boothe Valley; Tremonton, Thatcher; Yost, Yost Vinginta—Lyon Park, Henry Clay; Norfolk, Chesterfield Hghts. West Vircinta—Charleston, Littlepage; South Charleston, Central Wisconsin—Jefferson, Jefferson High; Madison, Brayton; West Milwaukee, West Milwaukee High; Sheboygan, Horace Mann; Superior, Carpenter, Nelson Dewey Wyominc—Rock Springs, Lowell FOUR YEARS Ataska—J uneau, High CairorNta—Chula Vista, Otay; Livermore, Arroyo Del Valle; Monterey, Oak Grove; Nestor, South- west Jr. High Cooravo—F owler, Entire System; Pueblo, Lincoln; Vernon, Vernon High Distaicr oF CotumBia—Washington, GeorcGia—Americus, Entire System hitnois—Berwyn, Irving; Dundee, Entire System; Eldorado, Lincoln; Enfield, Enfield; Harrisburg, Bayliss, Jr. High, Logan; Jerseyville, Jerseyville; Peru, Entire System Inpiana—Freelandville, Entire System; Greentown, Union Township Consolidated; Hammond, Mun- ster; Indianapolis, Public School No. 52; Jefferson ville, Port Fulton; Monroe City, Entire System Nappanee, Entire System; Ragsdale, Aliceville; Terre Haute, Crawford, Davis Park; Vincennes, Purcell, Francis Vigo, Vincennes Twp lowa—Council Bluffs, McMillen, Pierce St.; Sious City, East Jr. High, Webster, West Jr. High Kansas—Buckiin, Entire System; Spearville, Spear- ville Kentucky—Ashland, Putnam Jr. High; Bloom field, Entire System; Hopkinsville, Virginia St.; Kenton County, Entire System; Louisville, Benja- min Franklin Lovistana—Branch, Branch; Church Point, Bozy- one, Church Point, Richard; Crowley, Ebenezer. Habetz, Lyons Point, North Crowley Elem., South Crowley; Eunice, Pitreville; Evangeline, Oil Field; Georgetown, Georgetown Jr ligh; New Orleans, P. A. Capdau, Gumbel; Paulina, Paulina; Fairbrother Rayne, Mier; Romeville, Romeville Sr. High; Vacherie, Vacherie MaryLanp—Thurmont, Creagerstown MassacnuseTts—Orange, Cheney St.; Springfield, Sumner Ave MicniGan—Detroit, Barstow, Beard, Burgess, Cadillac, Columbian, Craft, Higginbotham, North ville Open Air, Parke, Pasteur, Pestalozzi, Pierce, Robinson, Thirkell, Webster, Williams; South Haven, Central Elem. Missourr—Kansas City, Paseo High Nevapa—Goodsprings, Goodsprings New Hampsuire—lWhitefield, Entire System New Jexrsey—Camden County, Berlin, Watsontown Clementon Boro; Irvington, Berkeley Terrace No 9, Grove St., Mt. Vernon Ave. School No. 5; Montclair, Edgemont; Moorestown, Lenola; Piains boro, Plainsboro School No. 1 New Mexico—Portales, Sr. High New York—Eggertsville, Eggertsville School Dist No. 13; Freeport, Entire System; Gloversville, Oakland Ward, New Ward; Houston, Eliot vongres Urau High; Leeds, Leeds; Magna, Whittier; County, Entire System; Rockville, Rockville; § -Enterprise, Enterprise Elem., Enterprise § aember Seve George, St. George Elem., Woodward Jr. Hj 1] TT Santa Clara, Santa Clara; Springdale, Springdake : Toquerville, Toquerville; Veyo, Veyo; Washi i democ ton, Washington [2] Te Vermont—Norwich, New Boston; Rochese, he Unite Rochester High VirGcinta—Alexandria, Lee-Jackson High; Hernda jeep our Herndon Sr. High & Elem.; Lynchburg, Yode ) T Norfolk, Robert E. Lee; Winchester, John Kel ©). WasHincton—Puyallup, Clover Park High y which West Vircinta—Charleston, Robins, Watts: Du bar, Dunbar Second Ward; East Gulf, East Gd Elem.; Flat Top, Camp Creek; Grafton, Cental -Resol Flemington Central; South Charleston, § Hill; Wayne, Smith School No. 25 “7 Board Wisconstn—De Pere, Entire System; Green Bay , 193¢ Bayview School Dist. No. 6; Lake Geneva, Entin|?’ System; Milwaukee, 36th St., West State & Neenah, Kimberly, Lincoln, McKinley, Roosevel Washington; Sheboygan, Central High, Linco Educat Sheridan, South Side Jr. High, Washingt: Wauwatosa, Lincoln W yvominc—Midwest, High, Midwee} 7 Mr Sr. High, Natrona Co feasure ‘ation, Withers, dean emeritus, School of Edug ne dat tion, New York University, and H. Clauk|™™0" Hardy, superintendent of schools, Whit|""*P* Plains, New York, who are co-chairmend ‘nited the schools relations committee. ennon | scontin ant occ Midwest Jr High Centennial Number, Hawaii Educational Review vv THe year 1940 marks the end of ong hundred years of public education t Hawaii. To observe this centennial a sf cial number of the Hawai Educato Review is being prepared. This 100-pag book, profusely illustrated with old-tim pictures and those showing steady develo ment to the present day, will be printe early in 1940. Place your order early bf sending $1 to the Department of Publi Instruction, Honolulu, T. H. | I A Golden Treasury on the Art of Living sx PersonaL GRowTH LEAFLET Numbé 23 | p283] is designed for use as a Chris] mas remembrance to students and friend# A Golden Treasury of Beauty and Wit dom, the leaflet published in THe Journil for December 1938, which continues wo be highly popular, | Cont. on page A-17} YOLU) hing | |Cont. from page 294| is also available for ; De Phristmas use as are any or all of the Per- “ nal Growth Leaflets. [See page A-175.] town Matching envelops, which sell at the same Mam, f Ci ice as leaflets, are available for use in dis- Ea ibuting leaflets. le, Me it demns W n WWCPT Condemns War nequal & Tue Nationat Concress of Parents ee Eslind Teachers condemns war as an instru- Sai nent for settling disputes. Believing firmly athe ability of the Congress of the United | in tes to keep this nation in an honorable Sleace, we, the National Congress of Parents ind Teachers, urge the President and the Ha longress of the United States to exert their ‘™*\ most efforts to keep us out of war. ‘King | The Board of Managers of the National Centra longress of Parents and Teachers urges its rise & Inembers— Sena lle; S . Higk} [1] To live in accordance with the principles "aching democracy on which our country is founded [2] To ask the President and the Congress of che te t¢ United States to exert their utmost efforts to ‘ernda \ep our nation in an honorable peace. vos [3] To study the causes of war and the methods in Ker 7 y which a permanent peace may be secured. (3 Dus st Gu . Cent Resolution adopted by the Sptoard of Managers, NCPT, a 0, 1939. ite St osevell, . " P Lincola|Education Week in Canada Lington: Midwelig? Mr. C. N. CrutcHrrecp, secretary- masurer of the Canadian Teachers Fed- ——|mtion, reports that beginning this year dug (*@ dates for Education Week in the Do- Maud funion of Canada have been changed to mrespond with the dates observed in the inited States. It is hoped that a close coop- mtion may be worked out, looking toward jcontinent-wide observance of this impor- mt occasion. National September nen @ of one! on i a spe tor )-pag J-time velop rinte rly by Publi America First Not merely in matters material, but in things of the spirit. Not merely in science, inventions, mo- tors, and skyscrapers, but also in ideals, principles, character. Not merely in the calm assertion of rights, but in the glad assumption of duties. Not flaunting her strength as a giant, but bending in helpfulness over a sick and wounded world like a Good Samaritan. Not in splendid isolation, but in cou- rageous cooperation. Not in pride, arrogance, and disdain of other races and peoples, but in sym- pathy, love, and understanding. Not in treading again the old, worn, bloody pathway which ends inevitably in chaos and disaster, but in blazing a new trail, along which, please God, other nations will follow, into the new Jerusa- lem where wars shall be no more. Some day some nation must take that path —unless we are to lapse once again into utter barbarism—and that honor I covet for my beloved America. And so, in that spirit and with these hopes, I say with all my heart and soul, “AMERICA FIRST.’’ —-BISHOP G. ASHTON OLDHAM Copies of this statement in postcard size may be obtained from the National Council for the Prevention of War, 532 Seventeenth Street Northwest, Washington, D. C., for $6 a thousand, 75¢ a hundred, or a cent apiece, postage extra. Dr. D. B. Waldo Dies Dwight B. Waldo, founder of the Northern State Teachers College at Mar- quette, Michigan, in 1899, and Western State Teachers College, Kalamazoo, Michi- gan, in 1904, died of pneumonia on Octo- ber 29. President-emeritus of Western STC, Dr. Waldo has been a Life Member of the NEA since 1926. Have YOU paid your Dues tor this year? -------- Tear this out -------- Is This Address Correct? Is the address to which this issue of Tue JouRNAL was mailed correct? If not, please fill in the blank below and return it to the National Education Association, 1201 Six- teenth Street Northwest, Washington, D.C. NEW ADDRESS | iS = =—hcU PG usiates niin oe ae City SERB. bane ok SP. OLD ADDRESS Address \nbtoxice oni City SE Department of Supervisors and Directors of Instruction yy THis NEA Department has as the theme for its 1940 yearbook, “Implications for Classroom Practice of the Report: The Purposes of Education in American De- mocracy.” The yearbook committee is planning a publication which will suggest practical ways of realizing in American schools the purposes set forth in the Edu- cational Policies Commission volume, The Purposes of Education in American De- mocrdacy. Free Recordings x In KEeEPINc with the American Educa- tion Week objective of interpreting activi- ties of the modern school, the Columbia Broadcasting System, in cooperation with the National Education Association, dem- onstrated on a coast-to-coast hookup the use of the radio as a tool of learning. This dem- onstration presented portions of selected broadcasts from the [ Cont. on page A-174 | The January issue of the N. E. A. Journal will be sent only to imbef ne iends Wis ORNAL les © if those whose dues for 1939-40 are paid. ox |'LUME 28, NUMBER 9; DECEMBER 1939 REMIT NOW [ A-173 | nursery school. Chil- 2 a school and center. Special summer classes. ac. Beau tifa re resident hall. Located Chicago's , lovely North Shorenear lake. Cultural edu- — ee pe ny conferred , also 3- - certificate. Wiletrte cfeeumdi ieee National College of Education EDNA DEAN BAKER, PRES. G8OX916-R EVANSTON, ILL. Make These Sight-Saving Tests ON FREE Samples oF Dratex Shade Cloth HOLD'DRATEX TO LIGHT against window vey at arm's length. See the percent- age of daylight that comes through this translucent yet sturdy cloth . . . giving maxi- mum natural illumination in classrooms. HOLD DRATEX TO SUN against window pane at arm's length. See Dratex stop all glare . . . diffuse only soft amber light that rests eyes, prevents squinting and unnecessary strain. Dratex sight-saving Shede Cloth is used in every Draper shade. And every Draper shade is adjustable. . . Complete education for teachi in “yo! grades, Fee: (Ser ueble top-of-window light and tial to healthful classroom conditions. For FREE Sample, Address Dept. J12 LUTHER 0. DRAPER SHADE COMPANY spicecano, imoiaNna 109398 Be iat HRIST MAS — wo MOUTH HEALTH of SCHOOL CHILDREN Report of a Joint Committee of the N.E. A. and the A. M. A. giving practi- cal suggestions for developing, preserv- ing and restoring mouth health in children. The report is divided into the following three sections: I. What We Should Know II. What We Should Do III. What Has Been Done (Cash must accompany orders of $1.00 or less) Order at $.25 per copy from NATIONAL EDUCATION ASSOCIATION of the United States 1201 Sixteenth St., N. W. WASHINGTON, D. C. [ A-174 | affording the val- | good ventilation so essen- | Cont. from page A-173| American School of the Air together with a classroom prep- aration and followup for those broadcasts. Participating in classroom discussions were students who regularly receive the Ameri- can School of the Air as a feature of their classroom work, under the direction of Margaret Harrison, author of Radio in the Classroom. The demonstration has been recorded and the transcriptions are avail- able free for demonstration in teacher train- ing institutions, at school faculty meetings, at teachers associations, and other edu- cational groups interested in this new medium of teaching. Write to the National Education Association, 1201 Sixteenth Street Northwest, Washington, D. C. Other Radio Teacher Aids For information concerning the NEA radio broadcasts, see page 289 of this issue. The Office of Education announces that listener aids are now available for two broadcasts. For the weekly supplement to “The World Is Yours” program (every Sunday, 4:30-5:00 PM EsT, red network, NBC) subscription rates are $1 for ten issues. Listener aids are free for the “Democracy in Action” programs (every Sunday, 2:00- 2:30 PM EST, CBs). English teachers may wish to correlate the nec program, “A Pilgrimage in Poetry,” with their classroom teaching of poetry. Each Sunday afternoon (1:00 Est, blue net- work, npc) Ted Malone, poetry commen- tator, visits the historic shrines of famous American poets. Teachers of art will find helpful as a supplementary teaching device “Art for Your Sake” (ewery Sunday, 10:30-11:00 AM, EST, blue network, nsc) sponsored by the National Art Society. Each program ties in with a series of color reproductions of paintings which the National Art So- ciety (30 Broad Street, New York) makes available to listeners at nominal cost. De- cember programs: December 2—E ugéne Delacroix—“Hamlet and Horatio” December 9—Honoré Daumier—“Third Class | Carriage” December 16— Paul Women” December 23—Franz Marc—“The Blue Horses” December 30—Mary Cassatt— “Mother and Gauguin —“Tahitian | Child” The December “Great Plays” (Sundays, 2:00-3:00 PM, EST, blue network, nBc) in- clude: December 3—Jonson’s “Volpone” December 10—Moliere’s ““Tartuffe”’ December 17—Gay’s “Beggar’s Opera” A study manual may be obtained for 25¢ from Blevins Davis, npc, 30 Rocke- feller Plaza, New York. “What Price América?” —a weekly series on conservation—will continue to be spon. sored by the Radio Section of the Depan. ment of the Interior (every Saturday, 1:39 PM, EST, CBS). re as yw of Elementary School Principals yy Miss Isapet Tucker, principal, Festus Wade School, Missouri, and Local Chair. man for Arrangements for the Depart ment of Elementary School Principals at the St. Louis convention, February 24-29 announces that the entertainment at the banquet, Monday, February 26, Statler Hotel, will be a “Showboat Program,” Make your plans now to be among thos present at this gala affair. The Missouri Elementary Principals under the leadership of their president, Frank Gorman, will have charge of the Tuesday afternoon general session of the Department of Elementary School Prin. cipals at the St. Louis convention. At this meeting visiting principals and their friends will have the opportunity of learn- ing about the fine work which the ele mentary principals of Missouri are doing in the public schools. A Correction ye Kennetu C. Courter, author of “Teachers’ Meetings with a Purpose” in the October JourNAL, is supervising prin- cipal of the Jamesburg Highschool, James. burg, New Jersey, and not New York, as was stated in the October issue. psa, any County Approves Membership in Contract sx Montcomery County, Alabama, takes pride in its continuous 100 percent enrol- ment record in state and national profes sional organizations. It has had a 100 per cent NEA enrolment record continuously for the past three years. In order to com} tinue this fine professional record from| year to year, Superintendent Dannelly re-| ports that arrangements have been made for writing into the contracts of the teachers a clause requiring membership in professional organizations. This is done be- cause the majority of the teachers of the? county believe that membership i in profes-| sional organizations is a legitimate pre requisite for practicing the profession in| Montgomery County. New Jersey Principal Honored yy Irvin A. Witson, president of the De partment of Elementary School Principals, | has selected Dr. Walter Jacob, Jr., pri cipal, Public School No. 3, Jersey City, | New Jersey, as the new member of the Department’s Editorial Committee. Dr THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Jacob for th will b excell Perso x } Have write: fully and | quant ceptes pany Natic ton, | availa Your | Your ! Your | Your |] Your | Your | The P Future Shall } Comm The C The F The A Educa’ Educa‘ John | The G A Gol A Gol A Gol Selecti Selecti Selecti Selecti Shall I Learni Frank! Frank! The T A Par The S' NEA |] Indivi Projec' Better The S Our F Horaci The C Allied Teach: Super Seven True . Studer Have Our C Shall | The T How ’ Sugge Progr: What Educa Crucia Loca x] schoc VOL ries On art. +30 ent, the the rin- this heir arn ele. ing of rin- nes- , a akes irol- | ofes- | per usly con- | rom te ade the p in the? ofes-| pre 1 in De pals, | yrin- City, the Dr. ION Jacob will be a member of this committee for three years, and during the third year will be chairman. This committee edits the excellent yearbooks of the Department. Personal Growth Leaflets sj Mrs. BERTA M. HILL, dean of girls, Haverhill (Massachusetts) Highschool, writes that she finds these leaflets “delight- fully written and filled with inspiration and help.” They sell for 1¢ each in any quantity or combination. No orders ac- cepted for less than 25¢. Cash must accom- pany orders for $1 or less. Order from the National Education Association, Washing- ton, D. C. The following leaflets are now available: Your Life in the Making Your Mind in the Making Your Health in the Making Your Home in the Making Your Citizenship in the Making Your Personality in the Making The Planning of Your Life Future Teachers of America Shall I Become a Teacher? Community Forces and the School The Challenge of a United Profession The First State Normal School in America The American Plan of Education Education for Democracy Education in a Living Universe John Dewey's Pedagogic Creed The Growing Teacher A Golden Treasury of Beauty and Wisdom A Golden Treasury from the Bible A Golden Treasury on the Art of Living Selections from George Washington Selections from Ralph Waldo Emerson Selections from Abraham Lincoln Selections from Horace Mann Shall I Go to College? Learning To Be a Leader Franklin's Plan of Selfimprovement Franklin’s Personal Growth Recordbook The Tyranny of Bad Habits A Parliamentary Primer The Story of the National Education Association NEA Platform and Resolutions Individual Guidance thru the Schools Projects for Local Associations Better Salaries for Better Schools The Story of American Education Weck Our Faith in Education Horace Mann’s Letter to Young Americans The Code of the Good American Allied Youth: A School Club Teaching Materials for Rural Schools Supervised Correspondence Study in Highschools Seven Adventures in Pioneering True Americanism Student Selfgovernment Have You Had Your Vitamins? Our Common Diseases Shall I Become a Smoker? The Teaching of Reading in the Elementary School How To Become an Expert Typist Suggestions for FTA Organizers Programs for FTA Clubs and Chapters What It Means To Be a Future Teacher Education for the American Way of Life Crucial Issues in American Education Local Leadership Counts w E. E. Lireguist, superintendent of schools, Fulton, [Cont. on page A-176] VOLUME 28, NUMBER 9; DECEMBER 1939 The Bath Department Combining unusual health and recreational! facilities, The Greenbrier is recognized as a truly unique resort a spa with all the advantages of a metropolitan hotel and country club! During the winter season it offers the ideal spot fora vacation and “rest-cure’’—and, in addition, at that time you can take advantage of a very special low rate. Call your travel agent or representative below—for complete information af Off ; 3 — he Greenbrier Hotel L. R. JOHNSTON, GENERAL MANAGER WHITE SULPHUR SPRINGS, WEST VIRGINIA ES, she is one of 130,000 teachers in one-room rural schools, the average of whom sinks deeper into debt, struggles to support dependents, tries to forget modern conveniences, faces stagnation in isolated communities—all for an aver- age annual salary of $668. PUBLISHED by the N.E.A. Committee on the Economic Status of the Rural Teacher, Teachers in Rural Communities presents complete facts on the pro- fessional, social, cultural, and economic status of this “one-room teacher” as well as all other classes of rural educators through its 127 pages and 109 charts and tables—invaluable to rural education departments—highly informative to teachers. Price 50¢. TEACHERS IN RURAL COMMUNITIES DISCOUNTS on quantity orders: 2-9 copies, 10 percent; 10-99 copies, 25 percent; copies, 334% percent. Orders for $1.00 or less must be accompanied by cash. Send to NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth St., N. W. Washington, D. C. 100 or more [ A-175 | | Cont. from page A-175| Illinois, recently Commissioner Frank P. Graves To Retire edit forwarded NEA dues for a large propor- Lae edit St tion of the teachers in his system. His letter w Havin been Commissioner of Educa T oS aa of transmittal carried the following signifi- “0” and President of the University of the | offic 2§ a cant paragraph: “The enclosed draft covers St of New York since September 1} cati g _ oO a roo percent enrolment for one of our 1921, Dr. Graves is scheduled to retire in Jud 2 ts schools. This success is due to the untiring July 1940. The Board of Regents is search suc & > efforts and cooperation of the principal of ing the nit Sid for a person, man “ acct eo §& = that building—a wonderful teacher.” — qualified ws naeek the demands . Boa . 2-— this unique position, requiring the highest os = Educational Policies Commission standards—educational, cultural, civic, and Sen 2 gue xx Durinc the months of October and judicial. w g = - November, members of the Commission’s a “3s oD staff have visited a group of selected Let Each of Us Say: 6 5 ZY * 8 ° 4 schools in Virginia, Pennsylvania, New xx I aM only one. But still I am one. | ~ soa = > = _— York, Massachusetts, Ohio, and Michigan cannot do everything. But still I can do ven O = = So < in connection with the Commission’s Per}- something. And because I cannot do every. mai SB Gee || yeinmoineczenincucion hig, wl nt ret the |e om © ; : men ~ thing that I can do.—Edward Everett Hale, cole — 23 A ms eg Atom in — rs Mw] et merican ucation and the ar in : : sal SSE 5 | zerop: the sem ised bythe Com lary Peel for Stay of Regional | x ii Es 55 O mission early in October | see pages 225-28, 3 5-5 = A | November Journat] has been used ex- y& A panet of educators and research Cor < 5 0 (5 >= =r tensively by superintendents, principals, specialists of the Tennessee Valley area Ww as sn Or E | teachers, and study groups. Approximately has been formed to study possibilities in an a “a a ar ‘Sf | sateee cops of the document, including the development of regional materials of Hor ~ = ‘= = O16 & reprints, are in circulation. Many boards instruction related to the needs. problems, nat es? ea) a | of education, in both large and small school and potentialities of the area. Walter D,| for Z, weg s —]Z > |] | systems, have purchased this statement in Cocking, dean, College of Education, Uni-| stu a O $e > sufficient quantities to distribute to every versity of Georgia, has been elected chair-}| ‘1 N= Hz 55 e | teacher and other instructional employee. man of the advisory panel; Ellis F. Hart mo 5 = 3 ‘ a - O — || | The Star Spangled Banner Sa Fee SY. Ps (aa sz PS QD 5 S a O say can you see, you who glory in war, Pyblic Power Plants Support aro cs 2 o On 3 All the wounded and dead of the red Government wo O 2: © ee battle’s reaping? . | : | bet TAL 4 <= Can you listen unmoved to their agonized %< IN ciTIEs over 50,000 population, the ing 4 ea 2 < 1 Z 5 groans, average monthly bill charged for 25 kilo As: ~ “S_e = ae = Hear the children who starve, and the Watt hours of electricity by the private sio 53 a6 ~ Z F pale widows weeping? utilities is $1.45. For the same amount of on a os = 8 LO a Henceforth let us swear electricity, public-owned plants charge an Un a S fer shes! S | Bombs shall not burst in air, average of $1.11. Until now, the private Fr z S35 oo) = Nor war's desolation wreck all that is fair, utility people have loudly and widely de- soc v 3 ns ca But the star spangled banner in friend- fended these charges on the grounds that arc ie = == a ship unfurled they pay taxes whereas the public plants Ru 2. S D op < Shall give hope to the nations and peace to don’t. Now it's hard to tell what theyll | for Ss A p £ Z the world. say. —— » pe ape published | of — a2 O 3 report of the Federal Power Commission,| — Ly C) o> = - O work toward the future when all wars é public-owned plants contributed 17.3 Ex C) > €£ < shall cease, percent of gross revenues to the cost of E. a) Die Z And the watch fires of murder no more government whereas private power plants | apy “sé a ¢ , shall be lighting, paid only 13.2 percent of gross revenues in | 62 “ When —_ ignorance, poverty, dirt,and tayes-—From Consumers Union Reports. | “ == 1sease, | Sw ‘ty’s brat vals , os oy eee ee ene Reems New Editors of State Association ie od & iititimakte~cG }§ “= va » so en the world shall be fair, | Aft Powers of earth, sea, and air, vv C. Louise Bornrincer, for a quarter rec ¥ S “a Shall bow before science, their secrets lay century editor of The Arizona Teacher,| NI =o & bare. official journal of the Arizona Teachers As} tio im ih. = Then the star spangled banner as a peace sociation, has resigned. The association, p c - flag shall wave, which formerly published the magazine co ’ ar The whole world shall be home of the free operatively with her, has acquired it in its Ww and the brave. entirety and now provides the editorial) PF —Karuerine Devereux Biake. leadership. Nolan D. Pulliam is managing | Ili THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | VC do ne- ale. rch rea ot ms, Jni- air- art: the ‘ilo vate t of an vate de- that ants ey'll | hed | ion, | 73 | t of ants | sin! rts. 3 Zz editor and Mary Cunningham, assistant editor. The New Jersey Educational Review, oficial publication of the New Jersey Edu- cation Association, has as its new editor Judy Graves from the Pathfinder staff. She succeeds Arthur Fletcher, who resigned to accept the position of editor to the Newark Board of Education. Semi-colon Boys ye Arter much fruitless effort to make more rapid progress in New York’s hous- ing and slum clearance program in the face of petty legal technicalities, Mayor La- Guardia, whose address at the NEA con- vention of 1938 will be remembered by many with pleasure, has dubbed the law- yers “semi-colon boys,” because the semi- colon is followed by “whereases” and “wherefores” instead of the forthright action which the emergency clearly de- mands. Commission for Education and Resources | THE Ww TION and the National Education Associa- PROGRESSIVE EDUCATION ASSOCIA- tion are jointly appointing an important “The for Education and Resources,” which will national commission, Commission study the problem of making the elemen- tary and secondary schools and the colleges more effective in utilizing human and physical resources. There is reason to be- lieve that such a Commission can rally around it a great number of agencies to work with educators in bringing about a better balance among all the factors mak- ing up our national life. The Progressive Association has appointed to this Commis- sion: C. L. Cushman, American Council on Education; Paul R. Hanna, Stanford University; Lewis Mumford, New York; Fred Redefer, executive secretary of that as- sociation. The NEA has appointed: How- ard Odum, University of North Carolina; Ruth West, president of National Council for Social Studies and highschool teacher of social studies, Spokane; President Ray Lyman Wilbur, Stanford University; and Executive Secretary of the NEA, Willard E. Givens. The Associations will jointly appoint three more members. Dr. Cherrington To Head NEA Committee vy Dr. Ben Cuerrinorton, chief, Division of Cultural Relations, United States De- partment of State, Washington, D. C., has recently been appointed chairman of the NEA Committee on tions. International Rela- President Hinrichs in the Field vv Durinc October Amy H. Hinrichs, president of the NEA, gave addresses in Illinois, Minnesota, |Cont. on page A-78| | BOUNDARY LINES AND THE MODERN TEACHING APPROACH HELP your classes understand what is happening in Europe to- day by using Weber Costello Maps and Globes . . . the maps and globes that are strictly up- to-date. But Weber Costello maps and globes are really more than up- to-date — they are modern — ex- pressly designed to meet today’s teaching requirements. They show both the “where” and the “why” of political boundary lines. These are the modern and up-to- date maps you need for your classes. Write Dept. JN-12 for your copy of “Geography Teach- ing Aids.” Free to teachers, prin- cipals and superintendents. WELLER COSTELLO CO. MANSLFACIULDLEDS - 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 BOOK MANUSCR Wanted — All subjects, for imme- diate publication. Booklet sent free. i Established 1925 Meador Publishing Co. 324 Newsury St., Boston, Mass. ACH BPEIMGHIS, EL. Fe eee oat i barn LUXURIANT LIVING in CENTRAL FLORIDA on PENSION INCOMES Make the next years the best years in the land of heart's desire, FISHING range County Fla. Comfortable homes, marvelous cli- a, mate, sports, entertainments, in 24 urban we orrural communities. Write for literature; ©) letus help you plan your Florida home. \ } CHAMBER OF Q TN) + ORANGE COUN COMMERCE oe Or aid 90 County Building Culturel ORLANDO, FLORIDA Attractions 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. VOLUME 28, NUMBER 9; DECEMBER 1939 SEND for these FREE Motion Picture Catalogs os 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. 16 mm. sound 16 mm. silent INCORPORATED 234 CLARENDON STREET, BOSTON, MASS. [ A-177 | [Cont. from page A-77] and Alabama, interpreting NEA program and _ policies and discussing education for democracy. October 24 Miss Hinrichs was honored by teachers and other citizens in her home city of New Orleans, at a testimonial ban- quet, the souvenir program of which ap- pears on page 279. On November g and 10 she attended the Conference on Inter- American Relations in the Field of Educa- tion called by Secretary Cordell Hull in Washington, D. C. Community Forests yy THe oLpest community forest in the United States is situated at Newington, N. H., and dates from 1710. Since 1832 records have been kept on the productivity of this stand of timber. It has provided fuel for the poor, for the church, and for the town hall. It has earned enough money to pay $5238 on an old debt, to improve village buildings, and to help toward the erection of a library and schoolhouse. Seattle has the largest community forest in America. The city on Puget Sound owns about 67,000 acres of forest land on the Olympic Peninsula. More than $1,000,000 worth of timber has been sold; this repre- sents far beyond the original cost of the land and trees. Wisconsin urges counties within its borders to go in for forest-own- A LIFE MEMBERSHIP for CHRISTMAS! The ten-payment plan makes a ten-year gift which lasts a lifetime! mother, a husband or wife, a brother or sister who is a teacher and who would like it? ing, and to that end pays 1o¢ an acre a year as a loan to each county, expecting that this amount will be repaid when the community forest comes into production. Twenty-five, Wisconsin counties have 1,700,000 acres in forests on which they have planted 35,000,000 trees.—The Chris- tian Advocate. Teacher Absences ye Aw anacysis of teacher absences in the Oakland, California, public schools reveals that on an average day 2 percent of all teachers are absent. More teachers are absent on Monday, fewer on Friday. There are more absences on a day following a holiday than preceding a holiday. There is a greater percentage of elementary teach- ers absent than either junior or senior high teachers. Neu Publications The Review of Educational Research for October 1939, “History of Education and Comparative Education,” reviews the literature for the three years ending April 1939. Earlier literature in this field was reviewed in Volume 6, Number 4. Order from the National Education Association; $1 to nonmembers of the AERA. The November issue of the Research Bulletin is entitled, “The Teacher Looks at Teacher Load.” In it, the opinions of nearly 4000 classroom teachers are sum- marized with regard to the reasonableness or unreasonableness of their respective as- signments and with reference to the speci- fic duties, responsibilities, and irritations which contribute to heavy teaching loads. Should the problem of teaching load be re-examined in your school system? If so, this bulletin will help you. Single copies 25¢; quantity discounts. The Twelve-Month Plan of Paying Teachers’ Salaries is reported upon in Edu- cational Research Service Circular No. 10, November 1939. More than one-third of the city school systems of the United States are now using the twelve-month plan in some one of its many variations, details of which are discussed in the report. The Circular is sent to members of the Educa- tional Research Service; others may obtain copies at 50¢ each. Discounts for quantities on NEA publi- cations are as follows: 2-9 copies, 10 per- cent; 10-99 copies, 25 percent; 100 or more, 334% percent. Send orders to the NEA, 1201 Sixteenth Street Northwest, Washing- ton, D.C. Cash must accompany orders for less than $1. Have you a father or You might even give one to yourself! “Jy wife gave me mine,’’ writes one Life Member, ‘‘and J enjoy tt more than any other gift she ever gave me!” Life members receive a gold emblem, a special membership card, an engraved certificate suitable for framing and hanging on the wall of the office or home as well as a lifetime sub- scription to the N.E.A. Journal, Research Bulletin, and the annua! Volume of Addresses and Proceedings. plan—ten annual payments of $10 each—the USE THIS APPLICATION TODAY Wittarp E. Givens, Executive Secretary National Education Association of the United States 1201 Sixteenth Street, N. W., Washington, D. C. Dear Mr. Givens: Please enroll as a Life Member of the National Education Association on the deferred payment rson named below. Enclosed find $10, first instalment. indly send Life Membership certificate, card, gold emblem, and copies of the N.E.A. publications to the address indicated. Name City and State Name.. City and State —_— Street If the membership is a gift, please add your own name and address here: THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ‘a : “One year—6 times a week of without interruption or mechanical replace- m- ment. A HOLMES Portable Sound-on-Film ess Projector transported over rough, mountain- : as- ous roads—voltage 85 to 150, and encounter- a | ci. ing both A. C. and direct current ... 16 ae on foot picture at 100 feet when used with ay ‘ HOLMES Portable Arc Lamp.”’ Ti be That’s the Kind of C 7 = rn experience reports | | that makes— * ng ] 4471 @—Hours spent on various Once a HOLMES, lu- | ; . ; Always a HOLMES 10, | operations are major factors in the Projector customer. e: cost of PRINTING. Through care- ‘eaten es a : Catalog, in | ful planning and advanced pro- Deloss ils | P and near- he | duction methods we have reduced est dealer. ‘a- |i - a : - HOLMES PROJECTOR “ io a the time element to a minimum. COMPANY . 1815 Orchard Street \ li- |} Consult us—any size job interests +. the “Master Printer” e 16 mm Portable, , Mazda or Are 4, 35 mm Portable, JUDD & DETWEILER Mazda or Are ys 54) amp. va «635 mm Imperial r IN THE NATION’S CAPITAL for Auditoriums. R For the Lay Friends of Education: — As the year 1939 draws to its close, are there not many friends of the schools who should receive some expression of appreciation for their cooperation? You can help your community leaders to appreciate and understand the work of the public schools by placing in their hands copies of the attractively bound and illustrated reports of the Educational Policies Commission. The following are especially suggested: The Unique Function of Education in American Democracy | The Structure and Administration of Education | in American Democracy The Purposes of Education in American Democracy Price per copy fifty cents, with following discounts when ordered in quantity: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more copies, 331% percent. Orders amounting to $1.00 or less must be accompanied by cash. Write the Commission for a complete list of its publications. EDUCATIONAL POLICIES COMMISSION 1201 Sixteenth Street, N. W. Washington, D. C. VOLUME 28, NUMBER 9; DECEMBER 1939 | A-169 | N. E. A. PUBLICATIONS Listed below are a few of the publications available for your use. A list of more than 150 miscellaneous publications will be sent free on request. Also avail- able for free distribution is a special list of Health Edu- cation Publications. Salaries of School Employees, 1938-39 Research Bulletin, Vol. XVII, No. 2, March, 1939. 32 pp. The Preparation of Teachers’ Salary Schedules: Part Il—Drafting the Schedule Research Bulletin, Vol. XIV, No. 2, March, 1936. 48 pp. Administrative Practices Affecting Classroom Teachers: Part Il—The Retention, Promotion, and Improvement of Teachers Research Bulletin, Vol. X, No. 2, March, 1932. 44 pp. Administrative Practices Affecting Classroom Teachers: Part I—The Selection and Appointment of Teachers Research Bulletin, Vol. X, No. 1, January, 1932. 32 pp. Classroom Growth Record A wall chart for classroom records of height and weight through the school year Signs of Health in Childhood By Hugh Chaplin, M. D., and Edward A. Strecker, M. D. Weighing School Children and Nutritional Status Measure- ment Two articles reprinted from Child Health Bulletin Open Air Classrooms, 1937 The Teacher Looks at Teacher Load Research Bulletin, Vol. XVII, No. 5, November, 1939 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%; 100 or more copies 3314% (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. 10-99 copies 25%; =~ /VINSTON —_ W015 ef CHRISTMAS CARDS have }, come so much a part of American kh that it is difficult to realize that less thy a century ago they were non-existey In 1846 Sir Henry Cole of England orig, nated and sent the first. Not until 1g was the idea popularized here by , lithographer of Roxbury, Mass. hi year your best card is the special gif edition of Dickens’ immortal CHRIsTmy CAROL with a foreword by Lionel Barr. more. Boxed with six full-color ily trations from the book on 10” x 1 mounts for framing, this is a ‘“‘Christms EXTRA” at a net price of only $2.4 “~~ EASY GROWTH IN READING, the new series which WINSTON wij release January 1, 1940, is all that th title implies—a series which actually teaches reading by easy steps. te all LAND OF LIBERTY! Realix tion of the international situation give these words a new significance. Now, of all times, Americans appreciate th privilege of being American. To create and nurture right social concepts us THE YounG AMERICAN Civic READER —Community HeELpers, Grades 3+ Community Activities, Grades 4-4; Community INTEREsTs, Grades 5-6. — EARLY ROMANS swore by the twin Gods, Castor and Pollux. Ther favorite oath was ““By Gemini.” Chil dren of today use the corrupt form “By Jimminy”’ to express delight. THe Wr- STON Dictionary, Advanced Edition, names, defines and illustrates mor mythological terms than any other school dictionary. —— ENJOY your cup of “Java” each mom. ing but thank Brazil for producing it. “_—_ THOMAS JEFFERSON, ix 17%, said, ‘“The republican is the only form of government which is not eternally at open or secret war with the rights of man- kind.” In Democracy aT WorRK, a new streamlined civics, the workings of our government are investigated. All facets | of all questions are carefully examined. or ULTIMATE success or failure of the important function of vocational educa- tion will rest upon the conduct of the program. How To Reap AIRCRAFT | BLUEPRINTS by Owens and Slingluff, just released, is the WINSTON contri- bution to the governmental program for developing aviation workers. “~~ FREE for the asking: Tue Soc t Securiry Act—an illustrated r discussing this legislation as it is trated in BOOKKEEPING FOR PERSONAL AND Business Use by Kirk, Alleman, and Klein. The JOHN CAY'AT Ky ge] SB COMPANY WINSTON BLDG. ~~~ * ~~ PHILADELPHIA PA CHICAGO T ATLANTA T DALLAS | LOS ANGELES THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Audit will & State *Abbo an- ew ; our = od. he "a- he FT ff, gS? aot —=-" — The Seventy-Eighth Annual Convention of the June 30—July 4, 1940 MILWAUKEE General sessions, representative assemblies, registration opens Sunday afternoon, June 30, and carries through headquarters, and exhibits will be located in the Milwaukee Thursday, July 4. Make hotel arrangements promptly, using reservation form printed below. All hotels listed are either within easy walking distance of the Auditorium or ere within the taxicab Auditorium. Meetings of departments and allied groups will be arranged in buildings convenient to the Auditorium. t vail | toc c + : - State headquarters will be located at the Schroeder Hotel. zone with fare of $.25. Parties of three or four persons Registration, exhibits, and some preliminary meetings will can be cared for very economically and comfortably in be held on Saturday, June 29. The convention proper suites and large rooms Rate per day Rate per day for room with bath Rete per day for for room accommodating TWO persons suites or leas abems Hotel with bath pss iss SRO accommodating accommodating THREE and FOUR 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. Second St. 2.00** 3.00** 2.50to 3,00*** *Astor, 924 E. Juneau Ave. 5.00 to 6.00 7.00 $12.00 Belmont, 750 N. Fourth St. 2.50** 3.50 to 5.00** 6.00 8.00 Bletz, 147 E. Wells St. 1.75** 3.00** $4.00 to $4.50 *Cariton, 1120 N. Milwaukee St. 1.50** 4.00** 5.00 3.00 to 4.00 *Colonial, 826 N. Cass St. 1.75to 2.00 3.00 to 3.50 5.00 Eastway, 636 N. Van Buren St. 2.00 to 2.50 3.00 to 3.50 ore eye Globe, 803 E. Wisconsin Ave. 3.00** 3.00*** 5.00 Juneau, 807 E. Wisconsin Ave. 2.50** 4.00** 5.00 Kilbourn, 624 N. Third St. 4.50** 5.00 "Knickerbocker, 1028 E. Juneau Ave. 3.00 to 4.00 5.00 6.00 to 7.00 10.00 to 20.00 "La Salle, 729 N. Eleventh St. 5.00 5.50 to 6.00 8.00 *Marquette, 1628 W. Wisconsin Ave. 2.50 3.50 to 4.50 4.00 Martin, 707 E. Wisconsin Ave. 2.50to 3.00** 4.00** 5.00 6.00 Maryland, 625 N. Fourth St. 3.00 to 3.50** 4.00 Medford, 607 N. Third St. 2.50to 3.00** 3.50to 4,50** 5.00 to 6.00** Miller, 723 N. Third St. 2.50to 3.00** 3.50 to 5.00** 6.00 Milwaukee Athletic Club, 758 N. Broadway 3.00** 5.00 Pfister, 424 E. Wisconsin Ave. 3.00 to 5.00** 5.00 to 6.00** 6.00 to 8.00 9.00 to 10.00 Plankinton House, 609 N. Plankinton Ave 3.00 to 4.00 4.00 to 5.00 5.00 to 8.00 6.00 to 12.00 *Plaza, 1007 N. Cass St. 3.00 4.00 5.00 6.00 Randolph, 649 N. Fourth St. 2.50°* 3.50to 4.00** 4.50 to 5.00 6.00 Republican, 907 N. Third St. 2.50** 3.50** 4.50** 6.75 to 8.00 Royal, 437 W. Michigan St. 3.50** 5.00** 6.00 "St. Lawrence, 1026 N. Jackson St. . 4.50 Schroeder, 509 W. Wisconsin Ave. 3.00 to - 7.00 6.00 to 8.00 6.00 to 10.00 10.00 to 25.00 *Seven-Seventy Marshall, 770 N. Marshal! St. 4.50 hea é "Shorecrest, 196 N. Prospect Ave. 4.50 to 5.00 6.00 12.00 "Stratford Arms, 1404 W. Wisconsin Ave. 2.50 3.50 | "Tower, 716 N. Eleventh St. 3.00 to 3.50 4.50 to 5.00 5.00 to 6.00 Wisconsin, 720 N. Third St. 3.00** 4.00 to 5.00* 5.00 to 6.00 | 7.50 to 10.00 “Indicates apartment hotels. **Rooms without bath also are available at lower rates than quoted. ***Rooms without bath. ------------- USE THIS FORM FOR APPLICATION FOR HOTEL ACCOMMODATIONS -———————————- Be specific as to dates of occupancy, types of rooms desired, and prices to be paid. If hotel of first choice is unable to accept reservation the Housing Commit tee 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. MR. CHESTER SCHULTZ, Chairman Room 517, N. E. A. Housing Committee 611 N. Broadway, Milwaukee, Wisconsin Please reserve sleeping room accommodations during the period of my attendance at the convention of the National Education Association as noted delo Hotel of 1st choice Qnd choice 3rd choice Room(s) with bath for one person—rate desired $ to $ Room(s) with bath for two persons, double bed—rate desired $ to $ Room(s) with bath for two persons, twin beds—rate desired $ to $ tes or large rooms for persons—rate desired $ to $ Arriving June hour A. M. P.M. Leaving Names of occupants, other than myself, with their addresses, are attached hereto. SIGNED ADDRESS AND STATE C) = < JOURNEYS THROUGH - MANYLANDS | , p) OUR WORLD TODAY ADVENTURES IN LANGUAGE \DVENTURI S IN LANGUAGI ADVENTURES IN LANGUAGI TODAY | JOURNEYS THROUGH NORHE AMERICA OUR WORLD TODAY LEADING ELEMENTARY TEXTBOOKS in Language, Reading, and Geography Today's world crisis gives new importance to the teaching of toler- ance, international good will, and the ideals of peace. 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