JAN 22 i949 ‘| NATIONAL EDUCATION ASSOCIATION OF THE UNL Zee TES en P —— : eee eg lind am aol a 28 ae ae 7 % i JANUARY 1940 Junior Business Plus Functional Arithmetic Our Business Life By LLOYD L. JONES GOALS } IN | SPELLING Here’s a series of text-workbooks that will raise those spelling grades that have been hovering in the 70’s and low 80's. GOALS IN SPELLING will help you reach the four great goals of spelling instruction: e CORRECT PRONUNCIATION e CORRECT SPELLING e CORRECT MEANING e CORRECT USE Write for Complete Information WEBSTER PUBLISHING CO. ST. LOUIS -+- DALLAS + SAN FRANCISCO A Junior Business Text . That includes correlated functional arithmetic, handwriting, and vocabulary training. . That explores the field of business, offers guidance, and develops all the social values of this rich subject. . That makes the student aware of the business forces and busi- ness practices that affect his life from early youth to old age. . That is on the eighth and ninth grade vocabulary level, and holds the student’s interest. 5. That makes future commercial studies more meaningful, more effective, more valuable. 6. That is supplemented by a teacher’s methods book, an optional workbook program, and modern tests that are impressive. NEW YORK CHICAGO SAN FRANCISCO BOSTON TORONTO LONDON SYDNEY 226 THE GREGG PUBLISHING CO. “RIE 2 were ae SN (ee A RARER ETE ETE AT TAT EE RN cReE ENS re Sr tee JOY ELMER MORGAN, Editor Between Editor and Reader oe MOST IMPORTANT BOOK OF 1939—In these troublous times the stream of printed VOLUME 29, NUMBER 1 H. A. ALLAN, Business Manager CONTENTS FOR JANUARY 1940 matter that flows over an editor’s desk is almost | Cultural Cooperation with Latin America. . . Herbert E. Bolton 1 a torrent. It is not easy to separate the trivial i dhe eialilin th cima = ee RT EF By the People, for the People ....... . . Belmont Farley 5 ing. But now and again there comes a really Old Room—New Room. ........ . . Lester McCracken 6 great idea or an utterance of such farreaching , significance that one wishes the entire people of Pedagogy thru Pictures. ....... ee BR a ee RE. 8 America could stop the mad rush long enough —_— Federal Aid for Education. ........ . Sidney B.-Hall 9 to meditate deeply thereupon—to find their souls and get their bearings. It was such a feel- Parks and American Culture. ...... Raymond Morrison 11 ing that led the editor a year ago to refer to 3 : wilcses thesis Thr esi < -shee of De. Allied Youth, A School Club .......... .W. Roy Breg 13 mocracy as the most important book of 1938. The Story of Civil Service... ........ James B. Burns 15 We have examined many books during 1939 in search of one that in our opinion could be Sex Education—A Challenge. ob « ee ee 0 oe Ee ee oe called most important. Many an admirable book . ‘ we have ndded to our library to treasure thru The St. Louis Gonvention. . .--..-. ++ s+ +e ee es 18 the years, but not until the Christmas season It Isn’t My Job—But Is It?........2. 2... . Mack Stoker 20 came the volume that really satisfied our search and now we have it. We nominate The Ameri- Appraising the San Francisco Convention ........... 20 = mee by sage angen comes i a a Committee Appointments for 1939-40 .. . . AmyH. Hinrichs 21 Boston University the most important book of 1939. President Marsh selects, publishes, and Mienionnnte Gapeen Genes, 2 ttt eek oe ee. BF interprets against their historic backgrounds seven writings as the foremost, significant, and Highschool Service... .....+.++ +++ +4. P. Smith 23 accepted expressions of the American spirit. . . =i alae mb tie the Moesibewer rag Rural-School Service ... . Margaret Lingenfelser 25 the Declaration of Independence, the Constitu- pe ea eee ee ee eee tion of the United States, Washington’s Fare- well Address, the Star-Spangled Banner, Lin- | Personal Growth Leaflets .. ©... 6 1 6 6 eee ee ee ee 27 coln’s Second Inaugural Address, Woodrow Wiens unit Mabie. |g «ks oiled ea ete Wilson’s “Road away from Revolution.” The American Canon is published by the One Hundred Percent Enrolments. .......2..4242+2+++2+ 30 Abingdon Press, 150 Fifth Avenue, New York, and sells at the popular price of one dollar. It deserves a place in the permanent working library of every American teacher. It is the bible of a sturdy and intelligent American patriotism. 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. Crastree, Secretary-emeritus Wivarp 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; lite membership $100. Entered as second-class matter October 23, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921. Directors oF pivisions: Accounts and Records, Mary J. Winfree; Affiliated Associations, Agnes Winn; Business, H. A. Allan; Field Service, Charl Ormond Williams; Membership, T. D. Martin; Publications, Joy Elmer Morgan; Research, William G. Carr, Associate Director, Frank W. Hubbard; Rural Service, Howard A. Dawson; Secretary’s Office, Harriett M. Chase. SECRETARIES OF DEPARTMENTS LOCATED AT NEA HEADQUARTERS: Deans of Women, Kathryn G. Heath; Elementary School Prin- cipals, Eva G. Pinkston; Health, Physical Education, and Recreation, N. P. Neilson; Secondary School Principals, Director, Discussion Group Project, Walter E. Myer; School Administrators, S. D. Shankland; Supervisors and. Directors of Lastruction, Ruth Cunningham. [A5| VOLUME 29, NUMBER I}; JANUARY I940 New Light on Seeing An important announcement by the makers of the Mimeograph duplicator [A] The Visibility Meter, developed by Dr. M. Luckiesh and F. K. Moss, scientifically tests the visibility of duplicated copies. It determines which copies are suitable for classroom use ... which constitute a real reading hazard. Of vital interest to school execu- tives is this new scientific devel- opment which makes possible a great forward step in educational standards. Now duplicated classroom ma- terials can be scientifically tested for visibility. With the Luckiesh- Moss Visibility Meter, readability of duplicated copies can be accu- rately measured and standards of visibility can be set just as stand- ards are set for text books. Check the duplicated work used by pupils in your schools. Some of it may place as great a burden on children’s eyesight as this line which is set in six-point type. With the new Mimeograph duplicators copies may be pro- duced equal in visibility to the pages of a text book —. Fe your pupils are not getting proper eyesight protection with your present duplicator, find out The new Mimeograph 91 duplicator (shown at right), one of a complete streamlined family of versatile, all-purpose machines to fit every school need and almost any school budget. Let one of these new duplicators help maintain and/or improve the standard of visibility in your classrooms. Mimeograph REGISTERED IS THE TRADE MARK OF A. B. DICK COMPANY, IN THE U. &. PATENT OFFICE THE JOURNAL OF THE NATIONAL how the new Mimeograph dupli- cators help keep normal young eyes normal. Write to A. B. Dick Company, Chicago, or call our nearest rep- resentative for complete details. FREE The Visibility Yardstick can help you measure the visibility quotient of your present dupli- cated materials. Send for your free copy of this important new folder. “ = ® ee @ ' P———} } 0 A. B. DICK COMPANY, Dept. A-10 720 W. Jackson Blvd., Chicago, IIl. Send me a free copy of “The Visibility Yard- stick.” eoeeserseeeeeesesseseeeel EDUCATION ASSOCIATION < TION Cultural Cooperation with T ATIN AMERICA HERBERT E. BOLTON Head of the Department of History, University of California, Berkeley Courtesy, Pan American Union Historic National University, Guatemala T MAY BE desirable to begin my re- marks with a definition of terms. Cultural cooperation between na- tions implies a mutual interest in, a mutual desire to understand, and a mu- tual effort to disseminate knowledge of each other’s civilization. Viewed from our side of the question, cultural coop- eration with Latin America implies on our part a desire to understand the civili- zation of our southern neighbors, and a friendly willingness to assist interested Latin Americans ing ours, toward understand- A nation’s culture comprises the whole body of its civilization; its way of life; its modes of thought; its religious mold; its social structure; its manner of artistic, spiritual, and intellectual expression. It embodies the sum total of the nation’s heritage from the remote and the less remote past. If we as educators regard history as useless baggage, as some of us profess, then the subject of culture is no concern of this conference. For a people’s culture is the sublimation of its history. But I am sure that such spokesmen rep- resent only a small minority of our mem- bership. It is not necessary before this audience to enumerate the reasons for wishing to understand another people’s culture. We may study it in an effort to find the roots of our own civilization, or we may prize it for its contrasts with our own. Best of all, we go to it for stimu- lation and for breadth of outlook upon the great world of which any one of us is so infinitesimal a part and of which any one nation’s civilization is but a minor portion. We.learn from the world in order to be modest about our- selves. Then there is a political consideration which cannot be overlooked. Interna- tional understanding makes for friend- ship. And, God knows, just now every nation needs friends. Most of our dis- likes are based on lack of acquaintance. Someone said, “I hate that man, and I don’t want to get acquainted with him for fear I shall like him.” What is true of neighbor individuals may be equally true of neighbor nations. Our interests in Latin American cul- ture are analogous to our concern with the culture of other parts of the world. We want to see the best that mankind has produced thru the ages and to un- derstand ourselves in relation to other peoples. We travel in Europe, study Old World history—its art, literature, and institutions—for the fine things they represent, to copy or to adapt or at least to appreciate, and that we may become intelligent. We go to Greece, as to the fountain- head of our own cultural life. We visit the Parthenon and the temples at Olympia. Sublime in themselves, we perceive in them also the patterns which VOLUME 29, NUMBER I; JANUARY 1940 our own architecture has repeated thru- out the centuries. We go to Rome, as to the embodiment of power, of empire, and of eternity. There we see not one city, but many cities, built one upon another, and get thereby a longer perspective on the past of mankind. To learn from the Mohammedan world, we journey to Agra, to see that incomparable monument which Shah Jahan raised to his queen—the Taj Mahal, that silver-white fabric of marble which rests so lightly upon the earth that it seems forever about to soar into the sky. Paris beckons us. Here we visit the Louvre to view the Titians in the Grand Gallery, and to wander in the halls of sculpture, where Venus de Milo has her special shrine. We visit the tomb of Napoleon, now perhaps in the light of recent events getting from it a revised notion of military glory. In London we visit the British Mu- seum, to view the delicate scroll-work of the Flemish manuscript-makers and to marvel at the rare book treasures that are more precious than rubies and dia- monds or than silver and gold. We wander down Fleet Street, sit in the Cheshire Cheese, haunt of Johnson and Goldsmith. Or of an evening in Chelsea, with the Thames rippling under Batter- sea Bridge, we watch the light glowing thru the blue mist and hope that, if only in some slight degree, we may under- stand Whistler. We study the masters of European lit- erature: Socrates, who equipped thought with a new method; Dante, who re- created Heaven and Hell; Shakespeare, who laid bare all the emotions of the human heart. [1] Latin America, as well as Asia and Europe, has much of value for us Nor- dics. Our Southern neighbors have a superb civilization. With them we have many things in common because of common or analogous origins; but in a thousand ways their culture comple- ments our own and offers the stimulus and enrichment that spring from con- trast and variety. But we in the United States could not approach appraisement of Latin Ameri- can civilization in a right frame of mind until we had divested ourselves of many false ideas, bred in our bones, thru the distorted and chauvinistic writing and teaching of Western Hemisphere his- tory. For, of course, our notions of Latin American culture were colored by those of Latin America’s past. Till recently we all were taught that Spain and Portugal failed as colonizers in the New World; that the Span- iards came to America as gold-seekers, whereas the English came to build homes; that the Spaniards and Portu- guese did not colonize but merely ex- plored; that they killed off all the In- dians; that Columbus discovered Amer- ica, Ponce de Leon reached Florida, St. Augustine was founded in 1565, and that was the end of Spain; that most of Spain’s colonies in America were con- quered by the always victorious England and the United States. Now, of course, we know better. Now we know that all the old homes built by Europeans in America—that is, all the sixteenth century homes—are in Latin America, in the Caribbean Islands, in Mexico, Panama, Bogota, Asuncion, Santiago, Bahia—and not in Jamestown, or Boston, or Philadelphia, or Charles- ton. We used to call St. Augustine the oldest city in America. But now we know that there are a hundred older ones still in existence. Now we know that Spain and Portu- gal colonized America extensively and permanently. Columbus himself brought to America two thousand colonists, the Mayflower only a hundred—prolific of descendants, it is true. By the end of the sixteenth century there were 200,000 Spaniards living in America, before either England or France had a single settler in the Western Hemisphere. Spain and Portugal colonized America so permanently that two-thirds of the entire Western Hemisphere are still [2] Spanish and Portuguese in speech, insti- tutions, culture, and to a large extent in race stock—all the way from the Rio Grande to the Strait of Magellan. Now we know that the Spaniards did not kill off all the Indians, and that, quite to the contrary, about the only places where there are any Indians left are those regions occupied by Spain and Portugal. It was the English, my ances- tors, who so ruthlessly killed off the natives, and the Latin peoples who pre- served them. This explains why Mex- ico, Ecuador, and Peru still have so large an Indian element in their popu- lation. Now we know that Spain did not lose all her colonies by conquest at the hand of the divinely-chosen Nordics. England and the United States merely shaved off the northern fringes of Spanish Amer- ica—the region of our southern border- lands, which at best were only defensive and missionary outposts of Spain. This area was merely the tail of the Spanish- American dog. The real Spanish Amer- ica lay between the Rio Grande and Patagonia. This vast area was lost to Spain not by foreign conquest but by revolution, just as the Thirteen Colonies were lost by England. We have been given exaggerated no- tions of the relative importance of early English America, as contrasted with the colonies of Portugal and Spain. So it shocked us to learn that as late as the opening of the nineteenth century only two of the ten largest cities of America were in the United States; that until that date Mexico City was the metropo- lis of the entire Western Hemisphere; that Mexico, Lima, Buenos Aires, and Bahia all stood ahead of Philadelphia and New York in population; that Bos- ton then stood twenty-sixth in the list, below Kingston, Jamaica, and below more than a score of Latin American cities. Now we know that Harvard was not the first college founded in America, but that there were a dozen older than she; that the first astronomical observatory was not operated in the English colonies, but in Bogota, queen city of Colombia. The historical background of Latin America, by which its culture has been shaped, has many things in common with our own. This makes it easier for us to understand and to appreciate our southern neighbors. THE JOURNAL OF All the presentday American nations began as colonies from the Old World, Europeans settled on the land, trans planted their institutions, and adjusted themselves to a New World environ ment. This was true alike of Spanish,” Portugese, French, Dutch, and English” America. Governments were set up, cities founded, natives and natural re sources utilized, religious institutions perpetuated, schools and colleges begun, The Spanish and Portugese colonies as well as those of England, participated in the American Revolution, an epoch which lasted not seven years but fifty, from 1776 to 1826. In that half century Washington freed thirteen of the thirty English colonies; Bolivar, San Martin, Hidalgo, Morelos, and Iturbide liberated the Spanish colonies; and Pedro I estab lished the independence of Portuguese America. Thus Spanish, Portuguese, and English America have the common tra dition of an American struggle for inde. pendence from Europe. It is this com mon history and common _ ideology which has formed the basis for a West ern Hemisphere political doctrine. It was this which made possible a success ful Lima Conference. This common experience is even closer than I have intimated. On the one hand, Latin America much of its revolutionary impulse from our Saxon ancestors. On the other hand, we owe to our Latin American forefathers the inde pendence of about a fourth of our own territory. We have been taught that the American Revolution was fought and won by Washington and his comrades in arms. Now we know that Washington liberated only a very small fraction of America. Territorially considered, the imbibed greater American Revolution was in Latin America. Washington freed from Europe only the eastern third of the United States, as far west as the Missis- sippi River. The middle third was lib- erated by Napoleon, when he tossed the great prairies and plains into Jefferson’s lap by the socalled Louisiana Purchase. Poor Kansas! Poor Minnesota, and all those prairie states! No Declaration of Independence, no George Washington, no Revolutionary heroes, except by adop- tion! The rest of the United States and all of America from Oregon to Pata- gonia was freed by our Latin American forefathers—by Pedro I, of Brazil, by Bolivar and San Martin of Spanish THE NATIONAL EDUCATION ASSOCIATION ' ‘ Ng ury rin, ted Courtesy, Pan American Union Above into a Colombian patio; upper right—cos- mopolitan Rio de Janeiro; pyramids in Old Mexico; the Buenos Aires waterfront; lower right—La Compania Church in Peru looking thru Spanish archways South America, and by Hidalgo, More- los, and Iturbide of Mexico. Independence was first celebrated in California, for example, not in 1776, but in 1822. California, like all our South- west, has two Liberty Bells—one in Phil- adelphia, which we Westerners revere, but possess only thru our adoption; and one in Mexico City, the one which was rung for our freedom by Hidalgo in 1810. In a large portion of our country we have two independence days, one on the 4th of July thru adoption, and one on the 16th of September in our own right. For we in all the Southwest owe VOLUME 20, NUMBER I}; JANUARY our independence from Europe to our Mexican forefathers. By this greater American Revolution a score of American nations came into existence. Since separation from Europe they all have been traveling at varied paces along the same road; all have been striving on the one hand for national solidarity, political stability, economic and social wellbeing, and on the other hand for a satisfactory adjustment of 1940 COLORFUL LATIN AMERICA—WHERI THE TWENTIETH- CENTURY INDUS- TRIALISM IS FLA- VORED BY THE CULTURE OO} DAYS GONE BY relations with each other and with the rest of the world—that is, for a place under the sun. All these nations alike, in the nine- teenth century, achieved their economic development largely thru foreign immi- gration and foreign capital. One result of this immigration is that English America is no longer English, Spanish America no longer Spanish, and Portu- guese America no longer Portuguese. [3] All the way from Chile to Canada new race stocks have mingled themselves and their cultural traits with those of the founders. Culture is the epitome of history. And from each of these great historical epochs America south of us has a precious cultural heritage well worthy of our appre- ciation. Latin America has antiqui- ties which can be mentioned alongside of the most remarkable of Asia, Africa, or Europe. There is Chichén Itza in Yucatan, holy city of Kukulcan, the god of the feathered serpent; there is Teoti- huacan, the Place of the Gods, the glory of the Toltec age and of Mexican arche- ology. More impressive still are pre- Inca Machu Picchu; and Cuzco, capital of the Inca Empire, with its Temple of the Sun. Colonial Latin America everywhere produced exquisite cities which now combine the old culture with the new: Mexico, long the metropolis of the New World; Bahia, oldest city of continuous existence in mainland America, a Por- tuguese Mecca, with “a church for every day in the year”; Antigua, first capital of Guatemala, one of the finest flowers of colonial civilization, embellished by public buildings, plazas, and a univer- sity, and by half a hundred sumptuous churches and monasteries. And even the great earthquake of 1773, which left the place in ruins, could not wholly destroy the beauty of such structures as the Cloisters of La Merced. It was here that Dr. and Mrs. Popenoe effected their re- markably sympathetic reconstruction of an old colonial mansion, whose story is told by Louis Adamic in The House of Antigua. Latin America has produced an im- pressive literature, colonial and modern. In the sixteenth century Ercilla y Zufiga in Chile wrote La Araucana, one of the great epic poems of all time; and the Mexican woman, Sor Juana de la Cruz, for her poetry was called the “Tenth Muse.” The revolutionary era spoke elo- quently thru Heredia, Cuba’s great bard. Argentina’s José Hernandez established in letters for all time the place of the Gaucho; Mexico’s Gutiérrez de Najera was the precursor of the Modernist School, and Nicaragua’s Rubén Dario [4] ae Piet Old Spanish ramparts is its unchallenged master. To the list of American novelists, Uruguay contrib- uted a celebrated trio. Chile’s Blest Gafia well merits his title of the American Balzac. In Peru, Clorinda Matto wrote the Uncle Tom’s Cabin of the Indian; in Mexico, Azuela, using the novel as his medium, continues to de- pict the revolution of the twentieth century. Mexico has always been famous for its painters. Echave was called the Mexican Titian, and Ibarra, for his brilliant color- ing, was dubbed the Western Hemi- sphere Murillo. Today Mexico City has become the center for what is called the only important genuinely American style of painting developed since colonial days. Rivera and Orozco, chief expo- nents of this school, conceive art as pri- marily a vehicle for education. The Rivera fresco in the Palace of Mexico, by the way, is a copy of the panel in Radio City destroyed by the Rockefellers. It is noteworthy that among the highlights of art of Treasure Island are the murals of Covarrubias, the young Mexican painter, in Pacific House, the theme pavilion of the Golden Gate Exposition. Our sister republics have many mod- ern centers for scholarly research and for artistic and literary instruction. There are distinguished universities, law schools, and medical schools. Of medical science and practice Dr. William J. Mayo, of Rochester fame, was able to write some fifteen years ago: “After a trip to South America, where I visited some of the important surgical clinics of Peru, Chile, Argentina, and Uruguay, ...I take this opportunity to pay merited homage to these men of science, learned in sur- gery. ... Their hospitals and operating rooms are the equals of any representa- tive group from any country in the world. They have the intuitive clarity of thought and facile mastery of technic which we associate, and rightly, with the French and Italian schools. . . . Their medical schools are splendid institutions with a seven-year course and are the equals in equipment and methods of theoretic teaching of any in the world. . . « The hospital records are the best I have ever seen.” Latin America has great libraries, im- mensely rich archives of church and THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ‘CHA state, and superb museum collections unique of their kind: Mexico’s Nation Museum, in its field without an equal in the world; Lima’s Archeological Mu — seum, comparable to that of Cairo; the Natural History Museum of Buenos Aires, rich in both science and histo the Mitre Museum of Fine Arts; ° Botanical Garden at Rio de Janeirg established in the colonial era by Ki John VI, and said to be equalled o by that of Juitzenzorg in Java. Out of this unparalleled colonial back ground—unparalleled in all the history of colonial expansion anywhere in the Edt world in any period of time—has come — cvrtew,# lusty, vigorous, thriving twentieth-cen- tury Latin America, with fabulous nat. daand ural resources, a population of a hundred Ye million, and great centers of industrial Vin life. Santiago, modern and gay, with its ane million people, its handsome new build. es ings, and its cosmopolitan atmosphere, testifies to Chile’s remarkable vitality in ] the face of the depression of the last “i decade. Sao Paulo, chief coffee center of of the world, with its nearly two million ii citizens, its huge factories, and its tre. an mendous building program, as a compli- fo ment to its northern sister, is called “the pl Chicago of Brazil.” Rio de Janeiro, in setting and coloring so beautiful that of superlatives remain inadequate, is one hi of the most sophisticated of all the world’s capitals. Buenos Aires, by virtue : of its three million inhabitants the third at city of the Western Hemisphere, is a ec metropolis whose cosmopolitan charac: h ter is indicated by its seventy-two daily o! papers published in Spanish and twenty- n three in foreign languages. o1 With such a past and such a present, c: a vital and distinctive twentieth-century Oo culture is being forged in the lands that it lie south of the Rio Grande. Such are hit and miss suggestions of a the splendid tradition underlying the is civilization of the Latin American Re 4 publics, neighbors whose assets we have b never fully appreciated. How to share in v them is the problem before this confer- li ence. The answer to the problem is— get acquainted by every available means, t with the people, their languages, their f land, and their culture—An address t before the Conterence on Inter-Amer- a ican Relations in the Field of Education, 0 held in Washington, D. C., under the \ auspices of the Division of Cultural Re- \ lations of the Department of State. VC ’ Houghton Mifflin Co.: Cubberley, coulis Education in the United States”’ From this cnc Yesterday, the whipping postwas a symbol of school discipline. Today, parents and teachers confer on constructive discipline. 1. soft... impractical . . . costs too much . . . sus- versive . . . SUPERFICIAL!” Sharp voices in criticism of schools and education pierce the melange from the American loudspeaker, along with the appeals, protests, and imprecations of a free people exercising the right of free speech for or against every public cause invoked or public service in effect. More often than not reception is blurred by the static of misunderstanding. Even when the critic is sincere and his purpose constructive, oftimes what he says is irrelevant or incorrect. A magazine of national circulation dedicates an issue to interpreting the American schools. The leading article by a recognized philosopher states the objectives of education in the ideology of Friedrich Froebel, who wrote his most important book on education in 1826. The head of a great commercial organization and a successful busi- nessman refers in his presidential address to the financial outlay for education in this country. If his carelessness in calculating school costs had been applied to the operation of a peanut stand, the vendor would have been bankrupt in a few months. The schools, by and large, are more talked about than any other popular enterprise—and rightly so, because there is no other undertaking which so clearly symbolizes the aspirations of the people, is so jealously and closely guarded by the people, so entirely in the service of the people. It would be tragic indeed if the people did not have the liveliest concern for them. The fact that the schools are seldom discussed with de- tachment and freedom from emotion is an urgent reason for intimate and concise information of wide scope about them. Such knowledge is of special importance to fathers and mothers. To meet this need, the National Congress of Parents and Teachers has issued Schools for Democracy. Within the 239 pages of this cloth-bound, gold-lettered volume is the most complete story of education ever as- Courtesy, Los Angeles Public Schools Jé. &ae VOLUME 29, NUMBER I; JANUARY 1940 sembled for 25¢. Its fifteen chapters were written by authors whose years of meaningful experience in educa- tion have given them unusual opportunity to know the history, the needs, the processes, the costs, and the achieve- ments of the schools. The names on the contents page would make a good beginning for the card catalog in any library of education—Beard, Counts, Courtis, Strayer, Knight, Wofford, Donovan, Reavis, Holy, Merrill, Kline, Studebaker, Pettengill, Givens, Samuelson. The volume was compiled and edited by Charl Ormond Williams and Frank W. Hubbard of the NEA Headquarters staff. Schools for Democracy is an aid to anyone who should know the schools. It describes in clear and forceful lan- guage the great strides already made in education, and the still unrealized possibilities toward achieving the Amer- ican ideals of equality and the advancement of the com- mon people. The book is suitable for both student and lay readers. “Across the water the dictators are wise,” says Dr. Courtis in the chapter of the book devoted to “Yesterday, Today, and Tomorrow.” “There, groups of the most capable men have been brought together to improve their education and have formulated a definite plan. There, governments take no chances... . The loyalty and enthusiasm of a generation of young people who have been reared to be- lieve in fascism fanatically, almost as a religion, are factors to be reckoned with, particularly when democracy has not yet seen the vision of what democratic social control and a forward-looking, democratic, problem-solving education might achieve.” Schools for Democracy points to the vision of democratic social control and to what achievements lie ahead for democratic, problem-solving education in schools that are “of the people, by the people, and for the people.”— BELMONT Far ey. - « « IN EDUCATION The hornbook was one of the early tools of learning. A well-stocked library ts essential equipment in the modern school. Courtesy, Smithsonian Institution From this . . « £0 this et Courtesy, Detroit Public Schools [5] Left—the west wall as it now looks. Right— the same wall before work was started in 1936, RE THE WALLS and woodwork in your building dark and dingy? Are your windows unattractive? Do you have an extra room that is not giving its full value? If so, you may be able to profit from our experience at the Whitman School. When the seventh and eighth grades were moved into the junior highschool building, we were left with two unoc- cupied rooms. In a short time they were far from being a place you showed when someone visited your school. Outside or- ganizations used them for meetings of one sort or another, and tho the organ- izations were worthy, the continual go- ing in and out of the rooms, the loud talking and smoking at all times of the day were a source of interruption. The problem was discussed several times in our faculty meetings, and we finally decided that the only way to im- prove the situation was to put the room into use ourselves as a library. The li- brary books were kept in my office—an arrangement inconvenient and unsatis- factory. To have a separate room for our library books, and a place where pupils could sit down and enjoy them, seemed almost too good to be true. When school opened in September, the room was singularly unattractive, as can be seen in the two “before” photos above, which were taken in the fall of 1936. The blackboards had to be taken out, more shelves built in, the walls calcimined, the floor refinished, tables provided. Everywhere we looked things had to be done. Here was our [6] biggest problem: Who was going to do this work, and from where was the money to come? If we hired workmen, the cost would be prohibitive, so it was suggested that we do the work ourselves. Teachers, janitor, and pupils felt that they could saw, nail, sandpaper, and paint. We had a woman working at our school from the WPA Recreational Project who was artistic, a good leader, and resourceful. She could plan the color schemes, direct the work, and super- vise the pupils while they were work- ing. The teachers could help with the plans and work at odd times. The jani- tor would do the calcimining of the walls and help with the building and finishing. Thus everyone was to have a part. The supervisor drew plans or pic- tures of each wall and colored them with water colors and show-card paint. Most of the pupils wanted to work all the time. We found that five or six pupils working for not more than an hour at a time got best results since then there was better order, closer supervision, and less chance of fatigue. We began by tearing out the black- boards and patching the walls under- neath. A plasterer was hired to patch the walls—the only work not done by us. The janitor calcimined the walls a pale apricot color. The dark and dingy wood- work was sanded and painted to match the walls. Between the window casings, flowers and pots were painted. Brackets for holding flower pots were fastened to the casings. We used potted plants and Old Room- LESTER McCRACKE) Principal, Whitman School, Lewiston, Idaho artificial flowers in these. The old, dusty, dark-colored Venetian blinds were taken down, torn apart, washed, and _ then painted a spring blue, and the tapes _ dyed a dark blue. When these were put up again, the room began to show that the results would be more gratifying than we had anticipated. The boys built a bookcase five feet high and fifteen feet long, with each section shorter than the one below. The old shelves were remodeled and com partments with drop doors made along the bottom for storing magazines and pamphlets when not in use. The interior of the bookcases was painted blue t match the shutters. In the center of one bookcase we made a small stage. The different grades have taken turns in pre paring scenes and settings to be placed in it. This has made an excellent cree tive art project. The maps on the wall over the bookcase were outlined in per cil and then painted with show-card paint and calcimine. The building had been in use over thirty-five years, and the floor was % badly worn that in many places it was impossible to smooth it down. We scrubbed it several times with strong s¢ lutions,and then scraped it with scrapers glass, and wire brushes to get the old accumulated oil and dirt out so that we could use the sander on it. When inter THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION es W SC p oO! lc W < EN Sty, iken then apes put that ying each The om Ic yng and rior e 0 one The pre: aced “rea wall pen card over s 9 was We ers, old Y we iter TION est and enthusiasm waned on this job, we blocked the floor off into sixteen-inch squares and encouraged races among the pupils to see who could clean his square first. We used an electric sander to help smooth the uneven places and then put on two coats of filler paint before put- ting on a deep maroon coat for the base color. Then we stippled on colors to match those found in the room—blues, tans, and Oriental red. The stippling helped to hide the unevenness of the floor. This was followed with two coats of varnish and then waxed. The floor looks as tho it were covered with lino- leum, and people have asked us where we were able to get such a large rug. It was necessary to leave a safe and secretary's desk in one corner of the room, so we built a large screen out of ply-board. It is made to represent a Mother Goose Book, and the pictures on it were sketched from illustrations by Fern Bisel Peat in one of our library books. Painting the screen was one of the most delightful pieces of work that the pupils did. The tables were made over from some discarded by the senior highschool. A few new boards to replace some in the tops, some plastic wood to fill up initials and other carvings, plus the stippled finish, and we had tables which no one would have guessed had been discarded. Old benches and chairs were. smoothed up and painted dark blue, trimmed in Oriental red. Last year we got enough new chairs to seat our largest classes. We worked the greater part of the | | ! = =< .>S= = i Left—there was room for improvement in the southeast corner. Upper right—it looks better now. Right— painting the screen. school year on this project; and each year since, we have done a little building, painting, and touching up. We plan to build more shelves this term. The effect of the bright colors upon the atmosphere of the room is almost unbelievable. We were so well pleased with the results that in the last two years we have remodeled four classrooms and one that is used for assemblies and a place for serving hot lunches. We painted the woodwork, desks, furniture, and Venetian blinds. A different color scheme was used for each room. The first grade is in greens; the second, in cream and blue; the third, coral and forest green; the fourth, in blue and gray. Plans are being considered for carrying out our program in the remain- ing classrooms and perhaps in the halls. We feel that this has been an art proj- worthwhile The pupils feel that the library is theirs. They are proud of their work, and many of ect with outcomes. them can still point out pieces of work which they did. What better chance could there be for them to learn coopera- tion, consideration of others, and stick- to-it-iveness, while at the same time they learn how to do manual tasks which VOLUME 29, NUMBER I}; JANUARY I940 may be of benefit to them thru life? Each class has a library period in which they go to the library to read and enjoy themselves in an environment which they have helped to create. If children wish to borrow books for home reading they may get them each morning before school, when the library is open for all pupils. The number of books borrowed has increased by at least half in the last two years. The community interest in our school has picked up, and we have been able to make more money for li- brary purposes than we otherwise could have done. The parent-teacher associa- tion has helped with several projects for obtaining books, and we have had a number of donations. We are glad that we worked out our difficulty in the way we did. If money had been available to pay for hiring this work done, it is doubtful if the same re- sults could have been accomplished. Everyone has had a finger in the pie and there is a pride in ownership and a deeper appreciation of its beauty that is due to the active participation in the building, cleaning, and painting. There is joy in a problem solved, satisfaction in a task well done. smoothing, 4, 5—A mighty sail for so thin a mast 7—Making shields for the rowers 8—Finishing the “Reindeer of the Waves’’ PEDAGOGY THRU PICTURES A Viking Unit Fourth-grade pupils of Ivy Rock School, Plymouth Township, Conshohocken, Pennsylvania, taught by Eliz: ibeth Noon, relived many Viking experiences while engaged in the unit pictured here. Back of the building of the ship was an underlying pro- gram of social control and integrated knowledges. Photos were taken by J. Maurice Strattan, supervising principal. ———————— FEDERAL AID for Education SIDNEY B. HALL State Superintendent of Public Instruction, Richmond, Virginia, and Chairman, NEA Legislative Commission The Education of Two Families Cue FIVE CHILDREN of the Taylor fam- ily attend a dilapidated one-teacher school in the Southeast. Their teacher, a graduate of the village highschool twenty miles away, gets $40 a month. Their course of study consists of the Three R’s. They will not go to high- school; there is none for them. The two Thomas children attend school in a beautiful building in a suburban section of the Northeast. Their teachers are uni- versity graduates. They will go to high- school, prepare for college, and study music, art, and homemaking. The chil- dren of these two families are equally good physically and mentally, citizens of the United States, unequal only in op- portunity. When two of the Taylor chil- dren grow up, they will move to the city where the Thomas children live. Should the federal government do anything to improve schools for the Taylor children? Aid for Elementary and Highschools ae can be made a force to equalize the conditions of men. It is no less true that it may be a force to create class, race, and sectional distinctions.” In New York State $135 a year per pupil is spent for schools; in Mississippi $25. In New York State an average teacher gets $2500 for a year’s work; in Mississippi a rural teacher gets $520. City children go to school nine or ten months a year; a million rural children cannot go to school even six months. In Washington State nearly all children attend high- school; in Mississippi only one in three can do so. These inequalities would be greatly reduced by the Harrison-Thomas Bill which would appropriate immedi- ately $40,000,000 in federal funds to be used by the states to improve elementary and highschools where the need is great- est. In six years the amount would in- crease to $140,000,000. Aid for Teacher Preparation A. THE TEACHER so the school” is a well-worn but true saying. The work of teaching boys and girls, making useful and intelligent citizens of them, requires knowledge, skill, and personality of the highest type. One-fourth of the teachers in our one-room schools have themselves never gone beyond highschool. Surely it is as important that the nation be as con- cerned with the education of its teachers as with army and naval officers, farmers, mechanics, scientists, and engineers. Yet our teachers colleges are the most poorly supported of all higher institutions of learning. Under legislation now before Congress an annual appropriation of $2,000,000 increasing in six years to $6,- 000,000 would be made to the states for the improvement of their teacher-educa- tion institutions. This aid would go to the states in proportion to their need for additional funds. Stronger Departments of Education Frverar aip should go to the states without federal control of the schools. A sure safeguard against federal control is an efficient, adequately staffed and equipped department of education in each state, one that can really see that federal and state funds are joined to wipe out unfair inequalities in schools for all the children. The President’s Ad- visory Committee has found that in most states the departments of education are not adequately supported. Accord- ingly it is proposed that a federal ap- propriation of $1,000,000 the first year, increasing in six years to $2,000,000 an- nually, be made to the states for salaries and other operating expenses in state de- partments. The funds would go to the states in proportion to their need for ad- ditional aid for elementary and high- schools, except that each state would receive at least $5000 per year. Aid for Consolidated School Buildings € ive OUT oF FIvE of our school build- ings were built over thirty years ago. Over 2,750,000 children attend school in wornout, unsafe, or temporary school- houses. Thousands of small districts now VOLUME 29, NUMBER I; JANUARY I940 made obsolete by highway and motor- bus, ought to be consolidated. These dis- tricts are responsible for poorly paid teachers, limited courses of study, lack of supervision, and the worst school build- ings. They produce poor results at high cost. Consolidation depends largely upon funds to pay for new buildings. It is pro- posed that federal appropriations of $20,- 000,000 increasing to $30,000,000 an- nually be made to the states, according to need, to pay for construction of new buildings rendered necessary by con- solidations made according to statewide plans by the state departments of educa- tion in cooperation with local school officials. Aid for Adult Education Cr NEED for education is lifelong. Certainly new opportunities are needed for the half of our adult population who did not finish elementary school; for il- literates still more numerous than col- lege graduates; for the one-fifth of our adult population too poorly educated to read a newspaper or write a simple letter. Among our 4,300,000 aliens large num- bers need elementary education and al- most all need further training in Amer- ican citizenship. New interests, new studies, personal and social growth, and new civic and vocational needs call for classes for adults. Under the Harrison- Thomas Bill the federal government would appropriate $5,000,000, increasing in three years to $15,000,000 a year, to the states for support of adult education, to be apportioned in proportion to popu- lation twenty years of age and over in the respective states. Aid for Rural Libraries Cure PUBLIC LIBRARY iS a most impor- tant educational, recreational, and cul- tural agency. Yet only a third of our peo- ple have adequate public libraries; an- other third have none; another third, chiefly in small cities and larger towns, have meager service. As with schools so with libraries—rural people are the most underprivileged. Poverty of local re- sources and inadequate public revenues are largely responsible for this condition. For library services primarily for rural inhabitants the Harrison-Thomas Bill would make available an initial appro- priation of $2,000,000, increasing in three years to $6,000,000 annually, to be ap- Lo] portioned to states on the basis of the number of persons living in towns and villages of less than 2500 inhabitants and in the open country. Administration of libraries would be under state and local authority. For Children on Federal Reservations Soprose you were employed by the fed- eral government and lived in a national park, at a naval station, an army canton- ment, or foreign station, and that you had children of school age. Would Uncle Sam provide schools for your children? He would not. Would your children have a legal right to go to public schools in the vicinity without paying tuition? They would not. Your children and some 30,000 others similarly situated would be the only children of the United States not entitled by law to free public- school facilities. Under the proposed fed- eral aid law, funds not to exceed $3,000,- 000 annually would be made available to provide free public schools for children on federal reservations. These funds would be administered by the U. S. Commissioner of Education, in many cases being paid to state or local school authorities in lieu of tuition. Aid for Educational Research Cwo BUSHELs of corn can now grow where only one formerly grew. This is no accident. Millions of dollars have been used by our U. S. Department of Agriculture for research, experiments, and demonstrations to improve farming. Other millions go for discovery and demonstration of the best methods of conserving our natural resources. Only a pittance is spent to discover best meth- ods of teaching our children. The Har- rison-Thomas Bill would make available for this purpose $2,000,000, increasing in six years to $6,000,000 annually. Sixty percent of these funds would be avail- able for cooperative educational surveys, research, and demonstrations under the direction of state departments of educa- tion, state planning boards, colleges and universities; the other 40 percent for similar work directed by the U. S. Office of Education. An Imperative Need Fever aip for education is needed now. “Unless the federal government participates in the financial support of [ 10 | schools and related services, several mil- lions of children in the United States will continue to be largely denied the educational opportunities that should be regarded as their birthright. The educa- tional services now provided for a con- siderable percentage of the children are below any level that should be tolerated in a civilized country.” This is the con- clusion of President Roosevelt’s Ad- visory Committee on Education. So long as millions of children are huddled to- gether with a few wornout textbooks, in the merest shacks, taught by poorly paid and poorly trained teachers, com- mon humanity, the common defense, and the national welfare make federal aid for education necessary. The whole nation must be concerned. The Country Has More Children Poor SCHOOLS iN some areas are not the result of little effort to support schools. The rule is that the poorer states and districts pay the highest taxes. They also have many more children per fam- ily to send to school. Each 1000 adults in the Southeastern states have nearly twice as many children as the same number of adults in the far Western states. In the nation as a whole, the average farm family has nearly twice as many chil- dren to rear and educate as the average family in a large city. This condition affects the entire nation. For example, about half the children from the poorer areas will migrate to the cities to take the places of city residents who die with- out having reared children to take their places. Cities do not reproduce them- selves. Every large city must each year recruit tens of thousands from outside or shrink in population. The City Has More Income Scxtoot CHILDREN and school money are now too often in different places. The parents with the most children live in communities and states with the least money for schools. Mississippi has nearly twice as many school children in pro- portion to her adult population as Cali- fornia. California has $10,596 in wealth per child enrolled and Mississippi only $2818. California has $3088 income per child enrolled and Mississippi $495. The farmers of the United States have 31 per- cent of the school children, but they receive only g percent of the national income. The total number of school chil- dren in the urban Northeast is only twice as large as the number in the farm areas of the Southeast, but their share of the national income is 21 times as great. Under such conditions only the federal government can equalize edu- cational opportunities. How To Get Federal Aid GFrevenat aip for education can be ob- tained only thru action by the United States Congress. It is essential that Sen- ators and Representatives know of the needs of the schools and the desires of their constituents. Friends of the schools and especially teachers, principals, and superintendents should: [1] Become informed about facts re- lating to needs and issues. For additional literature write the National Education Association, Washington, D. C. [2] Write your Congressman and two Senators why you favor federal aid and ask them to support S. 1305. If you have done that before, do it again. Ask in- fluential lay leaders to write also. [3] Organize local discussion groups; work thru civic, professional, labor, and other organizations; and get favorable resolutions sent to the President, Sena- tors, and Congressmen. The NEA and Federal Aid Orcanizen in 1857, the NEA has a long, consistent record of advocating federal aid for education. In its early days it supported the policy of land- grants; then money grants and devel- opment of landgrant colleges. In the 1870's and 8o’s it urged federal appropri- ation for common schools. Following the World War it proposed federal aid and creation of a federal department of edu- cation. As the depression closed thou- sands of schools, the Association again took the lead for federal aid. In 1936 the NEA Legislative Commission came for- ward with new proposals, followed by appointment of the Advisory Commit- tee on Education by President Roose- velt. The Harrison-Thomas Bill, based on recommendations of that committee, is actively supported by the Legislative Commission. When federal aid comes, as come it must, it will come largely as a result of years of work by the NEA. |For information concerning this Per- sonal Growth Leaflet (Number 56), see page 27 of this issue.| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION we PARKS and American Cultugg RAYMOND MORRISON EFORE the entrance of man into the drama of life, the world was a park. Before the white man put foot on the North American continent, America was a park. It was a work of art, beauti- ful in its simplicity, amazing in its vast- ness, interesting in its variations. There was the serenity of the New Hampshire intervale with tree-clad mountains shrouded in distant haze; the surrounded ruggedness of the storm-beaten Maine coast; the splendor of New England’s fall coloring; the unchanging form of the midwest prairie; the great forests of the South and West; mountains, can- yons, waterfalls, lakes, and a blue sky. This was a land of beauty—America, the beautiful; America, a park, a big park. But America was also a warehouse, a big warehouse of natural resources, abounding in minerals, wild game, fer- tile soils, and vast stretches of timber. The way newcomers, white men, looked upon America, whether as a park to be enjoyed by all and to be willed to their children for them to enjoy also, or VOLUME 29, NUMBER I; JANUARY as a warehouse of riches to be looted, de- pended upon their vision, hopes, ambi- tions, hatreds, and their love of country. It depended upon their emphasis of values, their culture. What is culture? Is it something high- brow? Can we afford it? Does America have it? Bernard J. Smith in his book, Town Building, defines culture as “a flavor and an atmosphere that can be sensed as belonging to a group of people who have fought intensely, worked in- tensely, and produced mightily, until their possessions, their articles of wear, utility, or luxury, the houses they live in, the schools they studied in, the streets they walked in, and the laws they made are stamped for eternity with the inten- sity of their living.” Culture, thruout history, has been es- sentially a balance of values, spiritual and material. Civilizations decay when balance is lost. Remember how Jeremiah wept, in Biblical times, when he saw soil erosion and trees cut down. He loved his country when he said, “The whole land is made desolate, because no man layeth it to heart.” And in Denmark, some fifty years ago, Bishop Grundtvig saw 1940 his land made desolate and rebuilt it thru adult education. Of one thing we are sure, culture is not a veneer or sophistication. Nor is it a thing handed down to people. Culture is of the people. It springs from their struggle to mold out of stubborn earth something for the common good, from their searching thru bewilderment for ways to solve common problems, from their sorrows and their joys, from their living fruitfully, purposefully, and with respect for land and the forces of nature. Culture develops with cooperative ac- tion. There is an aim. Goals are clarified. The road to its ends may not be well- marked and the people may be divided en route. But they are united by their objectives—even in a big country like America. Culture is not a limiting factor but a creative urge. It gives birth to the artist and does not alienate him for what he is. There is common understanding, love, devotion. Constructive effort is inspired. When there is abiding culture, civic achievement is not “forced.” The long- range point of view is common because there is concern for the future genera- tion and love of country. Quick returns on investment do not dominate the scene. Spiritual values come first and balance material values. To summarize, there are seven marks of a great culture: [1] There is balance, an appreciation of values. [2] There is creative spirit. [3] There is an aim. [4] There are plans—blueprints. [5] There is cooperative action. [6] There is love of beauty. [7] There is love of country— a respect for land, for a higher power. It is absurd to ask, “Does a nation have culture?” What we want to know is whether or not there is universal ap- preciation of values—whether there is balance. When a nation’s culture be- comes unbalanced, certain signs appear. If the swing is too strong in the direc- tion of spiritual values, if spiritual values are conceived as capable of divorcement from creative passion, you have a back- ward, fanatic race. If excessive emphasis is given to material values, men become slaves to money. Gold becomes the stand- ard of all values. People are herded into cities; they concentrate as money con- centrates; slums break out on the land- scape; crime increases; the birthrate drops; community spirit dies out; forces [ 11 | CO SS. Oe of nature are ignored; there is unem- ployment; exploitation is the order of the day; long-range planning has no appeal; forests are slashed and not re- placed; the soil erodes; there is contempt for government. Where stands America? What score can we give American culture? We all know what Americans have done with America. We know that 60 percent of our people live in urban areas, that com- munity spirit has pretty well broken down, that crime costs each one of us $10 per month, that we have slums, big slums. We know we have covered the land with billboards, hot dog stands, and a lot of junk, and that we have failed to terrace our soil and to practice sensible farming. “Get rich quick; the future will take care of itself. Get all you can today.” Epitomizing our “get business” stands the skyscraper, a temple of money, a monument to financial power —and to America’s warped mind. All this sounds bad, but there is another side to America, a side that em- phasizes spiritual values, a side that longs for sane living. Symbolizing this side, which tends to balance the material em- phasis, is the great American park. There you have it—a skyscraper and a park. If the two ever get balanced, his- tory will record civilization’s greatest culture—the American culture. The park, as it has evolved thru his- tory, has had several functions—a hunt- ing ground, a luxury of the rich, a com- mon meeting ground for the public, a sanctuary, a play area, and a retreat from something oppressing. Today all these uses may be important, but there is a new conception of the value of parks. One thinks of a park as an eternal spring, giving forth intangible values which constantly enrich and ennoble the corporate life of any people. Parks in- spire a love of country. We think of parks as works of art, art out-of-doors, Nature’s art, where the rich and the poor can find serenity, calm- ness of mind, peace of soul, poise. That man longs for these values midst a mad rush to make money, there is little doubt. There is in most humanbeings a strong desire to commune with nature and to learn from her as a student learns from a great teacher. No one, unless his mind is too stilted and his spirit atrophied, can linger in a natural grove of trees or view a peaceful valley or landscape without [ 12 ] enrichment. This power to enrich is ever present, ever free, and it cannot be de- pleted by proper use. In fact, natural beauty cannot be destroyed except tem- porarily. Nature heals and builds anew. It is important that we think of parks as great teachers because it is a universal appreciation of nature—a love of coun- try—that builds a great culture. To feel in tune with a greater power is the foundation for greatness. No individual and no nation can build an abiding cul- ture upon superficial values or empty frustrating words. Where there is a sound culture based upon a love of nature, manifestations break out in all sorts of forms. Music, literature, art, drama, town planning, and zoning abound and they spring from the bottom up, not from the top down. The park is brought into the town. It is not something way out there or a thing to stop crime. It is part of the peo- ple—it permeates their lives. Where the park spirit prevails there is no looting. You cannot love America, you cannot “lay it to heart,” and loot it at the same time. Nor will you con- sider humanbeings as “raw material for a bank account,” nor will you build shacks on the landscape. You will build from the soil something of beauty. There will be reverence. Nor will all towns be alike. Landscape character will be re- flected in the lives of the people and in what they build. Let us see what Americans have done in the park field thru their government, the National Park Service. This Service now has under its administration 20,- 817,465 acres of America. This is a big slice and it represents some of the world’s choicest scenery and natural wonders. It includes historic spots preserved as hallowed places in memory of those who died for us. It includes parkways and drives so we can travel midst beauty unmarred by billboards and scarred land- scapes. Our nation’s record in acquiring land for preservation and conservation is thrilling to know. Today America is at the crossroads. A continuation of over-emphasizing ma- terial values will lead us to a state of disintegration. Only a strengthening of spiritual values can save us. You may ask, “What can we do?” You can help in a vast mobilization of all available forces to shape public opin- ion to the end that the park spirit of zestful, creative living may guide us in our town building, so that towns may be places of beauty as well as financial fortresses. Education of adults must be extended and more effective education made available to all youth. Town-build- ing discussion clubs can be formed, Radio, newspaper, and magazine can cooperate. Religion can apply to life here. Planning our future must be de- manded by the people. Technicians and planners have come up against a big wall of universal ignorance and uncon- cern. They have come to see that in a democracy plans cannot be imposed upon the masses. The park spirit must be advanced, not to save us from disaster, but to give us life and to enrich our experiences. Gen- erally speaking, a town whose towns- men have built a model park system is also a fine town in other respects. The park spirit must be American cul- ture; it is the spirit of bigness and spa- ciousness as opposed to littleness and narrowmindedness, providing vistas for a war-torn world to see life that is good. It builds democracy for men who would be free; creates beauty where there is ugliness; restores hope where there is despair. The park spirit is cosmic. Thru it a people can soar to heights of glorious achievement; they can emerge from themselves into something finer. Worries and tenseness drop off; the people are re-created; they are of the universal spirit. The park spirit is universal. It broods over all lands pointing the way. It is simplicity, genuineness, sincerity. It challenges America’s over-emphasis of material values. Let everyone climb a mountain—a big mountain. And when we have reached the peak, beyond where any living thing grows, where there is only clear, fresh wind blowing, and a blue sky overhead, let us stand there in silence and look at America. Let us strive for a perspective, a sense of balance. Let us watch the sun go down in the evening and as darkness comes upon us, let us think. Let us think what we, Americans, have done with America. Let us think all night long and be not afraid, for nothing can harm us— save ourselves—and the sun will come up fresh and clear in the morning Paradise regained—America restored the dawn of American culture on the horizon. | Available as Personal Growth Leaflet 98; see p27 of this issue.| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION => ow -_- Allied Youth: A School Club A UNIQUE NEWCOMER among American youth organizations of national scope is one specializing in a progressive form of alcohol education. The Allied Youth Post, now to be found in many a high- school, earns the favorable attention of teachers and other friends of highschool students on several scores. Even before one evaluates methods used in forming and conducting a Post and the materials made available to it, his interest is aroused by other characteristics. Unlike many school clubs, Allied Youth has equally strong appeal to boys and girls. It presents a program that is based on utilizing a number of skills and ap- proaches, not depending on a student’s enthusiasm for and excellence in some one phase of the highschool curriculum. It acquaints students with their own communities and aids them to develop leadership. Clear-cut Position on Alcohol Foremost among the objectives of Allied Youth’s active members is the one ex- pressed in the movement’s Platform: We stand for the liberation thru edu- cation of the individual and soctety from the handicaps of beverage alcohol. Many young people gladly and speedily enter into the spirit of this Platform, joining to it their personal Declaration of Pur- pose to abstain. For others, saying “No” to alcohol and “Yes” to the wholesome alternatives comes only after they have acquired the facts about alcohol such as Allied Youth discovers and appraises. Allied Youth Posts offer active member- ship solely to declared abstainers. But any who accept the spirit and standards of this alcohol-free fellowship are wel- comed as associate members. In that capacity they share fully in the Post’s educational and recreational events. Aids Intelligent Choosing THOSE HIGHSCHOOL boys and girls who are not definitely recognized and com- mitted as voluntary abstainers frequently face opportunities to choose for or en are spent each year in advertisjng intoxicants in ways that ap- peal to youth. At a party, at a chum’s home, as a gratuity for some kindly act, a young person is frequently and cor- dially offered a drink. Allied Youth training prepares its members and their HLUIED YOUTH A School Club a PERSONAL GROWTH LEAFLET NUMBER W. ROY BREG Executive Secretary, Allied Youth, Inc. National Education Association Building Washington, D. C. Information concerning this and other Personal Growth Leaflets is given on page 27 of this JouRNAL. friends for the split-second decision that seems essential at such times. Will the young person seem to question the mat- ter of taking a drink—and then give in? Will he so refuse as to make it seem that sometimes, in other company, he would indulge? Will he take a drink he does not need or want, lacking courage to refuse? In no such case does the youth’s “Yes” satisfy him or his host. And now—a contrast! Learning How, and Why, To Say “No” A.uep YoutH members are never en- couraged to act as if drinking is dis- graceful, immoral, and beyond the in- terests of respectable persons. On the contrary, Allied Youth spokesmen and publications frankly state that a large number of respectable, responsible people drink. The example for alcoholic in- dulgence is strong! But young people of today are equipped with scientific facts and observations about alcohol which the earlier generations did not have. Allied Youth Posts found their program and purposes on the idea that many young people, once they know why they need not and should not choose alcohol, will gladly make a practice of saying “No” to alcohol. The polite re- fusal, always possible to any nondrinker, becomes second nature to Post members. “I'm Allied Youth,’ they say, fully ex- plaining a refusal. VOLUME 29, NUMBER I; JANUARY I940 Seeking Health in Nature’s Drinks Earty in their acquaintance with Al- lied Youth, members of Posts come into possession and use of such facts as these: Alcoholic beverages as a group are not thirst-quenchers. They have little food value, and this is nullified by the toxic character which alcohol gives them. The fruit juices, unfermented, and milk are nature’s drinks. On the contrary, any alcoholic beverage results from a process thatchanges or eliminates natural whole- someness in ripe fruit or grains. Com- mercial canning alone now makes 80 million gallons of unfermented fruit juices available to Americans. Tho milk consumption in our land is at a lower per capita rate since repeal, the use of milk and of drinks containing milk is being rapidly popularized among stu- dents. Allied Youth parties afford many opportunities to promote these healthful drinks. A New Problem for Youth Nor A FEW ADULTS, including many par- ents and teachers, may wonder just how frequently and persistently the young people they know best, face such prob- lems of choice. For a host of boys and girls, opportunities to drink occur many times each week; for others, on notable occasions only, as at a wedding, birth- day dinner, or celebration of the school team’s victory. No other young genera- tion has been growing up in a high- power, high-speed age among a genera- tion of adults who so casually take alcohol for granted. Correspondingly, no other generation has enjoyed such ready access to scientific facts which condemn alcoholic drinks and habits as handi- capping man’s highest powers and pos- sibilities. Schools do well to present the facts as attractively and progressively as alcohol’s appeals for “sociability” are set before youth. A Voluntary Fellowship OsviousLy, the classroom of a public highschool has access to the same facts that Allied Youth Posts impart in their semi-monthly meetings of alcohol edu- cation and character training. The school library could supply numerous refer- ences to aid students to understand the role of alcohol in the modern world. Why, then, a school club to deal with such facts? An important reason for the [ 13 | 4 : Allied Youth Post is that it becomes a voluntary fellowship. The school is its sponsoring institution; ateacher is chosen as Post sponsor—yet the club is the stu- dents’ rather than the school’s. Discus- sion and fact-finding flow along the level of daily experiences and felt needs. The recreation program of the Post, closely related to the educational proc- esses, is a continuous demonstration of the fine fellowship provided in alcohol- free activities. To the Community for Facts Auttiep Youtu Posts, in their alcohol education activities, like to go to the community as much as to textbooks for facts about alcohol’s social effects. The Post verifies textbooks and clears points that have been raised in its discussions by means of a localized form of fact- finding. A committee goes into the area close at hand, searching for evidence about alcohol and, say, public health or traffic safety or industrial efficiency. The Post makes good use of local authorities and nearby educational institutions. The sponsor, a teacher, supervises these ven- tures. The students who share in the report, framing it or discussing it, seek to bury prejudice and offhand opinions beneath the evidence now at hand. These “Show Me Tours” have an important bearing, it will be seen, on the entire matter of using proved facts to establish one’s choices. A Philosophy of Recreation Atmost as soon as the first Allied Youth Posts were launched, it was seen that their program must include a recrea- tional schedule planned and presented on a high level. It is not enough that good times be wholesome and of course free from the use of intoxicants; they should also be demonstrations of the originality, variety, applied democracy, and training values that may be had in highschool students’ fun and fellow- ship. A major service of the national headquarters of Allied Youth is in recre- ation. The movement circulates to schools and to Posts useful books on recreation. Its monthly periodical fre- quently explains principles and methods of “better recreation.” The fellowship and athletic facilities of schools are more widely employed, with definite gains in physical and mental fitness, in many schools having Posts. [ 14 ] How May Posts Begin? First, a school administrator invites Al- lied Youth, Inc., Washington, D. C., to send a representative to meet with his young people. Second, this representa- tive explains the program of alcohol edu- cation in a highschool assembly. Third, young people who want to know how they can share in alcohol education meet the Allied Youth representative to con- sider steps in forming a Post. Fourth, a typical and wellattended meeting of this sort results in the formation of an organizing committee, and these stu- dents circulate a petition asking for a Post charter to be granted by Allied Youth. Fifth, when fifteen or more members apply for membership, pay a modest initiation fee, and choose their officers and sponsor, a Charter is granted and the program begins. In most cases, many more than the minimum of fifteen become charter members. National Organization and Leadership A.uiep Youtu, Inc. is an organization specializing in the field of alcohol edu- cation. It assists students and teachers of highschools to acquire facts about organ- izing and program planning; charters and serves local Posts in highschools or communities; encourages better recrea- tion; stimulates and directs study of the alcohol problem as it affects youth; spreads knowledge of these approaches and methods among teachers, school ad- ministrators, parents, and other citizens; conducts research; prepares and distrib- utes literature, including The Allied Youth [monthly magazine] and Alco- holfax Educational Service {monthly digest in packet form], timely bulletins, and other publications; serves libraries; and otherwise conducts an extensive program for equipping youth with de- pendable facts and high motives of con- duct and activity. Helps Recommended by Allied Youth ANY OF THE HELPs listed below may be secured from Allied Youth, Inc., Na- tional Education Association Building, 1201 Sixteenth Street Northwest, Wash- ington, D. C. Alcohol and Man, edited by Haven Emerson, M.D. $3.50. A Review of the Effects of Alcohol on Man,British Medical Research Coun- cil. $4.25. Alcohol: Its Effects on Man by Haven Emerson, M.D. Student edition, 8o¢, What about Alcohol? by Emil Bogen and L. W. S. Hisey. $1.50. [Set of 17 slides, keyed to text, $12.75. | Youth Faces the Liquor Problem by Bert H. Davis. Discussion leads on six common questions of youth. 25¢. What's the Difference? by Roy E. Dickerson. Model panel discussion. 25¢, Let's Organize Allied Youth, Manual. 10¢. Five plays, 35¢ each. The Allied Youth. Monthly except August. $1 a year, 10 subscriptions for $5. Articles deal with new scientific ma- terials, recreation standards, interviews with coaches and other leaders of youth. Definite suggestions for alcohol educa- tion programs and activities. Post news, book reviews, pictures. Alcoholfax Educational Service. Issued nine times within the school year. Com- plete sample package $1. Yearly sub- scription $10. Current findings and in- terpreted statistics, mostly in looseleaf form; also pamphlets and books. Allied Teacher's Introduction to Youth. Selection of material, 25¢. BOARD OF TRUSTEES, ALLIED YOUTH, INC. J. Roscoe Drummond Daniel A. Poling Mrs. Saidie Orr Dunbar Homer P. Rainey Ernest Stacey Griffith Russell E. Singer John R. Mott A. J. Stoddard W. Roy Breg, executive secretary You can get along with a wooden leg, but you can’t get along with a wooden head. It is the brain that counts, but in order that your brain may be kept clear you must keep your body fit and well. That cannot be done if one drinks liquor, which breaks down the com- mand of the individual over his own life and his own destiny —Cnar es Mayo, noted surgeon. ALCOHOL is a depressant, appearing as a stimulant mainly because it checks the highest nerve operations first. Its in- fluence impinges on the chief mental functions: sensation, reason, motion. It leaves its subject uncertain as to what he sees or feels, hazy as to cause and effect, and unsteady as to resultant ac- tion. No one of high purpose can afford to endanger in any degree the validity of those mental processes which register his contact with reality—Davip Starr JorpAN, noted scientist and university president. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ERHAPS the most amazing thing about this great country of ours has been its dynamic growth. From thirteen sparsely populated colo- nies along the Atlantic Coast it has grown to a nation of over I 30,000,000 people, perhaps the greatest of world powers. In the course of this transition the administration of the nation’s affairs has changed greatly. In George Wash- ington’s day, the President appointed all the civilian employees of the, govern- ment. Since he named appointees with whose experience and abilities he was fa- miliar, positions were generally awarded on a basis of merit. Before many years had sped, a real per- sonnel problem had begun to develop. The growing importance of political parties accentuated this problem, for the principle of rotation in office was well- grounded in American tradition and re- garded as essentially democratic. The parties flatly contended that the men who had won an election were those to whom the government thereafter should be entrusted. The doctrine of rotation in office became transformed into the theory that “to the victor belong the spoils,” and the spoils system developed into a menace to good government. Spoilsmen began to fill government jobs, and more often than not there was little attempt to place qualified men in office. The question in the case of each applicant was: How much had he done to win the election? Government em- ployees believed themselves entitled to sinecures, and any work connected with their offices was regarded as incidental. There were many expressions of dis- satisfaction, so far as the public was con- cerned, and occasionally murmurs of revolt. But spoilsmanship continued to fill government offices with incompe- tents, and Abraham Lincoln was forced to the observation: “If the government itself is ever completely demoralized, it will come from this incessant wiggle and struggle for othce.” Senator George H. Pendleton and Dorman B. Eaton drafted a civil service law, based on the principle that posi- tions should be awarded and held on merit, but all their efforts might have failed had not an assassin’s bullet decided the matter. When a disappointed office- seeker shot President James A. Garfield, he turned public opinion so violently against spoils that the National Civil The Story of CIVIL SERVICE JAMES B. BURNS President, American Federation of Government Employees f Service Act became law on January 16, 1883, over the signature of Chester A. Arthur, Garfield’s successor. But placing a law on the statute books does not always solve a problem. Politi- cians hampered and sabotaged the civil service; only in recent years have they come to realize that patronage is a double-edged sword and that for every man they place in a job they make “ten enemies and one ingrate.” The public realizes the value of civil service, which opens government jobs to open competi- tive examination and selects the persons shown to be best qualified to fill the positions. So strong is public opinion, in fact, that the opposition has been driven underground, but it still makes itself felt. For example, politicians, discovering that government employees prohibited from political activity under civil service could do nothing more for them in win- ning elections, lost interest in them. The employees were neglected; pay and working conditions declined; and at- tempts to organize for mutual protec- tion brought repression and _ reprisals. Leaders of employee organizations were discharged, and employees could not even ask aid of their own congressmen. The Lloyd-LaFollette Act, passed in August 1912 made possible organization among government workers, who, how- ever, were told that they must not strike. Today the government employee is no longer helpless; yet there is no means whereby a self-perpetuating bureaucracy might be built up, to the detriment of the Republic. Government employees, except for re- strictions on political activity, now en- joy the same rights as other citizens, and have thereby won fair wages and work- ing conditions for themselves, and made the service attractive enough to bring in competent young men and women who see in it the opportunity for a career. Had repression continued, positions would have gone only to those who took them as a last resort. For years after their shackles were removed, their own efforts were still insufficient to obtain satisfactory conditions for all govern- VOLUME 29, NUMBER I; JANUARY 1940 iy aad J ment employees—for instance, during the World War, when unskilled labor could command $10 a day, the Civil Service Commission sought hopefully for scientific aides at $540 a year! Today, the merit system is solidly es- tablished. Government employees are free men and women, able to exercise the rights of petition and organization like other citizens, and the way has been opened for constant improvement in the service, tho much remains to be done. For one thing, there is a serious misap- prehension on the part of the public about government jobs—“a swivel-chair job with comparatively little work.” That is incorrect. The government em- ployee earns his pay. Of the total of about 900,000 federal employees, about a third are doing the work of the postal service. About another third are build- ing battleships or public roads or other- wise adding to the wealth of the nation. The trouble is that the average Ameri- can seldom thinks of his postman, his lighthouse keeper, his weather forecaster, the immigration man who guards the border, or the Agriculture Department county agent, as a government employee. The really highly-paid jobs are few, and they are held by the line and staff officers of the civilian army. Today the service needs extension of the merit system to all positions not policy-forming. It needs position classifi- cation—which means equal pay for equal work—except in the case of cer- tain mechanical jobs, where pay is deter- mined by wages in private employment. The civil service should provide careers for ambitious young people. Employee groups are working toward this end, aided by such organizations as the Na- tional League of Women Voters and the National Civil Service Reform League. On January 16, 1940, the National Civil Service Act marks its 57th birth- day, and that week will be observed as National Civil Service Week. Teachers may obtain information from the Civil Service Commission, Washington, D. C., or from the American Federation of Government Employees, goo F St. N.W., Washington, D. C. [ 15 | U.S. Public Health Service Schools and health officers accept mu- tual responsibility for student health Far AND WIDE, by all the mod- ern media of communication, information is being disseminated about the ways in which syphilis and gonor- rhea are caught and spread, found and cured, We are far from having reached the millennium, however. In the control of venereal diseases the job has just begun. Voluntary agencies, local and state health departments, and the U. S. Public Health Service must continue to tell people what the venereal diseases are, how they are caught, spread, and cured. People must know that syph- ilis and gonorrhea—untreated—are two of the most deadly hazards of modern life. Cooperation of physicians, hospitals, and health departments is necessary to increase treatment facilities and to make them available to all sections of our population, rich and poor alike. We must iterate and reiterate that syphilis and gonorrhea draw no lines of color, creed, or social status, but until treatment facilities are greatly extended young peo- ple will continue to be the vast reservoir out of which comes over 50 percent of new syphilitic and gonorrheal patients. There is, however, another problem— DR. PARRAN [ 16 ] Thru physical recreation, schools prepare youth for healthy adulthood D U ® A I ] C) N National Youth Administration Phot Youth's need for selfexpression is being met by today’s schools my \ Challenge By Surgeon General THOMAS PARRAN U. S. PUBLIC HEALTH SERVICE closely related to the problem of the ve- nereal diseases but separate, distinct, and broader in its aspects—in which the work of public health officials is, of ne- cessity, secondary to that of the parent and the educator. We have reason to congratulate ourselves on the strides made in attacking venereal diseases, but toward education in biology, physiology, and hygiene, especially if it relates to the sexual system and its functioning, our attitude is still forbidding. Because of taboos which are just now in the process of breaking down, many young people enter adulthood, poorly prepared men- tally and emotionally for the wider hori- zons of maturity. In large measure, we fail to educate our young to the place of sex in life; we fail to give them a healthy attitude toward sex; we fail to give youth the ethical guidance and knowledge nec- essary so that the sex force can be di- rected toward socially desired ends. Fear alone will never control the ve- nereal diseases any more than fear of punishment alone deters crime. We must aid youth in its quest for a positive basis for sexual morality and social living, and we must carry on this education thru all the means at the command of church, school, official and voluntary agency. THE JOURNAL OF In helping to substitute knowledge for ignorance, health authorities can help the schools, but in translating knowledge into a dynamic, positive basis for socially desirable patterns of living, schools must lead and health agencies cooperate. It has been announced recently that the Public Health Service is interested in the field of sex education. Knowing that sex education is not primarily within its province, and is a different problem in scope from that of the venereal diseases, one may well ask why the Public Health Service is interested in this field. From a narrow Public Health Service point of view, the byproducts of in- formed, welladjusted youth will ulti- mately have their effect in our attack on the venereal diseases. From a broader point of view, all of us have a responsi- bility in the transition of young people into socially, mentally, and physically healthy adulthood. Most of us are now agreed that some kind of sex education is necessary. Some people believe, however, that if the schools undertake it, they rush in where generations of parents, medical men, and teachers have feared to tread. Many parents need and demand the assistance of the schools in helping their children bridge the needlessly hazardous gap between childhood and adulthood. Many parents have neither the back- ground nor the technic for carrying on THE NATIONAL EDUCATION ASSOCIATION ti hs in tic th scl we ex ad: kn dit for pet wa age tha bec Vo — Boy-girl rela- tionships Will schools do more to help youth bridge the gap between child- hood and adulthood? this education without academic assist- ance. Many have not overcome the in- hibitions of a training which makes them emotionally incapable of carrying on an education which intellectually they recognize is essential to modern life. In the absence of school help, many turn to their health authorities and such agencies as the American Social Hygiene Association, which give factually correct information, but cannot solve educa- tional problems lying behind requests for help. Some people argue that, “Life is a continuous process. Young people have always become men and women. They’ve married and brought children into the world, generation after genera- tion, and have done a pretty good job on the whole without sex education in the schools. Most people turn out pretty well, some not so well, but you can’t expect perfection in a real world.” But adjustments would be made easier if knowledge were more widely available. Within our lifetimes, moreover, con- ditions have so changed that the need for sex education carried out by com- petent agencies is greater than it ever was before. Two generations ago, the age of marriage was considerably lower than it is now. Our civilization has become tremendously complicated, highly industrialized, and the simpler life of our grandparents has gone forever. Even thirty years ago—a period which for many of us has the vividness of yesterday—educational needs were simpler than they are today. Half the adult population of that period had dropped out of school at the age of thirteen and had not gone beyond the fifth grade. Since it was easier to get a job, the lag between physical maturity and the ability to establish and support a family was relatively short. Today boys and girls at an age when once they would have been husbands and wives are still in school, still at home, without the guidance and knowledge needed to meet mental and physical problems brought on by physical maturity. Some people have taken the position that since more and more students are graduating from highschools and col- leges, the problem can be solved by having courses for senior students in the colleges and perhaps in the high- schools. In spite of our educational ad- vances, many still drop out of school long before the diploma stage, either in the secondary school or the university. They, too, must be taught, because the lag between physical and economic ma- turity can be just as great a problem for those who drop out of school as VOLUME 29, NUMBER I}; JANUARY I940 National Youth Administration for those who continue their schooling. Where should sex education begin? In my opinion, it should begin early and simply in the home and progress steadily with the aid of the primary schools, the secondary schools, and the universities. Whenever a child or a student asks questions, he should be given unemotional and intelligent an- swers. Every teacher has opportunity to bring to his subject an attitude of mind, an awareness of need, and the knowl- edge that sex is a part of life which can- not be ignored out of existence. No one authority can tell every teacher what to do in each situation. Conditions vary with the schools, the environment, and the heredity of the students. A technic which is satisfactory for one commu- nity is unsatisfactory for another. Sex is not a phenomenon which can be isolated or neglected. Sex has its ef- fects on social customs, behavior, and manners. It is an important and natural force, but not the only important force which makes us what we are. Only if all of us cooperate—parents, teachers, clergy, and physicians—can our young people be given the ethical and moral support needed to carry them over into adulthood free from fears and mis- givings, and with the ability to control this foree toward socially desirable ends. [ 17 | The HE SEVENTIETH annual Mr chessixe of the Amer- Birthplace of Eugene Field ican Association of School Administrators, a Department of the National Education Association of the United States, is to be held in St. Louis during the last week in February. Registration and exhibits will open on Saturday, February 24, in the Municipal Auditorium. The convention will close on Thursday evening, February 29, with the broadcasting of “America’s Town Meeting of the Air.” St. Louis’ welcome to the nation’s educators will be given tangible form on Sunday evening, February 25, when “Musica Americana,” a dramatic portrayal of American music, will be presented in the Municipal Auditorium. About 2700 highschool pupils will take part in the perform- ance which will combine music, dancing, and dramatics in a beautiful and convincing demonstration of what integra- tion of the arts subjects can mean in genuine entertain- ment. The work is an original compilation of Ernest Hares, instrumental supervisor of the St. Louis public schools, and is being produced under his direction. The original presentation of “Musica Americana” was given in 1938, when the Music Educators National Confer- ence held its convention and music festival in St. Louis. In the audience at this performance were 12,000 music educators. It was the spontaneous enthusiasm of this group which caused Superintendent Henry J. Gerling to have the production repeated for the school administrators. All the effectiveness of dancing and pantomime, and all Under the arch of the Lads Bridge at St. Louts ST. LOUIS Convention the facilities of modern staging and lighting are used to tell the story of American music, beginning with the times of the Indian, the Puritan, and the Cavalier. In succeeding episodes, the musical history of America is traced from the time of the early Negro work songs, thru the days when the country sang and whistled minstrel songs, marched to Civil War music, grew sentimental over the heart songs of the ’go’s, to the modern works of Gershwin and Kern. The program of the American Association of School Ad- ministrators will open with the Vesper Service on Sunday afternoon. “What Is Right with the Schools?” is the topic announced by President Ben G. Graham for the general session on Monday morning. At the Associated Ex- hibitors’ program on Tuesday evening, William Lyon Phelps, professor-emeritus of Yale University, will receive the American Education Award. The general topics and division chairmen of the after- noon discussion groups are as follows: Educational Policy—John Sexson, Pasadena, California Public-School Business Admuntstration—Jesse H. Mason, Canton, Ohio The Small School—J. W. Ramsey, Fort Smith, Arkansas Secondary Education—William J. Hamilton, Oak Park, Illinois Occupational Omaha, Nebraska Special Education—J. C. Cochran, San Antonio, Texas Homer W. Adjustment Anderson, Educational interest will begin to center in St. Louis several days before the opening of the School Adminis- trators’ convention. As early as Tuesday, February 20, a few groups will be in session. A number of organizations will meet during the latter part of that week. Important among these groups are the National Association of Deans of Women, the National Vocational Guidance Association, and the American Association of Teachers Colleges. This year marks the one hundredth anniversary of the founding of the first state normal school at Lexington, Massachusetts—later moved to Framingham. In striking contrast to the three students who gathered a century ago at Lexington are the hundreds of thousands of students who this year are attending teachers colleges or schools of education thruout America. In keeping with the widen- ing interest in the preparation of teachers, the Commission on Teacher Education of the American Council on Edu- cation, the American Association of Teachers Colleges, and other groups will sponsor, on Saturday afternoon, Feb- ruary 24, in the St. Louis Municipal Auditorium, a meet- ing featuring major issues in teacher education. At the Michael School for Crippled Children, St. Louis hi ve S} in V “What Good Educational Practices Can Be Found in our Elementary Schools” will be the theme for the Monday afternoon meeting of the Department of Elementary School Principals. On the following afternoon, the Missouri Elementary School Principals’ Association will conduct the meeting. This Department’s annual banquet is scheduled for Monday evening, February 26, at the Statler. A real showboat performance is promised, with melodrama, a glorified hero, a dark-browed villain, and singing deck- hands—reminiscent of glorious days on Ole Man River. Intelligence: Its Nature and Nurture, the thirty-ninth yearbook of the National Society for the Study of Educa- tion, will furnish the themes for the two St. Louis sessions of that Society—the first to be held Saturday evening, Feb- ruary 24, the second on the following Monday afternoon. For school administrators the convention exhibit is of high value. Many superintendents list it first among con- vention activities. Altho every available square foot of space in the huge St. Louis exhibit hall is to be used, it is impossible to meet the full demand for representation. Within the ten-day period provided for receipt of applica- Children love the baby giant panda al the St. Louis zoo tions, more space was applied for than the total area avail- able. About 250 different firms and organizations will par- ticipate and the displays will include the showings and demonstrations of all types of school equipment and class- room tools. The exhibit will be comprehensive and attrac- tive, with so many directly helpful features that it should be thoroly visited by all who attend the convention. % > * Wa aie, % wa ve PO a It Isn't MY Job—But Is It? MACK STOKER WAS VISITING a teacher once and he was telling me a lot of things that should be done in his school. Some good ideas he had, too. I asked him why he didn’t do some of those things. “It isn’t my job,” he said. How many times have you heard that? How many times you see otherwise excellent teachers hiding behind that wellworn excuse! It isn’t my job. Are you sure? Just what are the limits of your job? Is your job something that can be marked out like an acre of land—and have a bull- proof fence built around it? Who was the surveyor that ran such fixed lines and set up such immovable corner markers? How do you know his transit didn’t slip a degree or two down on that southeast corner? And when the survey was completed, who built the fence? Who else but you? That weed growing just across the fence, what’s going to happen when the seed pod ripens and the wind scatters the seeds? Will they all fall on the other side of the fence? It might not be so bad if the land across the fence were being cultivated. In the great and as yet not wholly ex- plored domain that is our educational system not all the land has been home- steaded. There is frontier left. In due time some other pioneer will come along to lay out his claim and secure squatter rights in a little tenure right next to yours. If this newcomer is a good farmex, everything may be all right— except that posterity will thank Aim for clearing out the weed patch. Also it may be a long time before he comes along. And he may not see the possibilities that you saw, the fine work waiting to be done. Or if the land across your fence is oc- cupied by a fellow worker, are you go- ing to sit back and let him make a mess of cultivating it? Right away I can hear a bunch of it-isn’t-my-jobbers saying, “But he resents it if I butt in.” Why shouldn’t he? Don’t butt in; just go over and help him. And do it when nobody is looking, so he can get the credit. You will have the satisfaction of [ 20 ] “seeing your ideas carried out. Always remember the old slave’s prayer as he asks “de Lawd’s” blessing on a Christ- mas dance: “De sinfulness of sin lies not so much in what you does as in the spirit you goes and does it in.” Then there are other fellow settlers to think about. If you crawl thru the fence and cut a few weeds now and then, maybe they will all have better crops. Your community will prosper and grow. As it grows your land will become more valuable; the rewards for your labors will increase. Maybe some of your fellow workers have weed patches growing across their fences, Maybe the community will decide that it would be wise to have somebody supervise all the weed cutting. Having seen you start it, maybe they will decide that you are the logical man to promote to director of weed cutters. Even if you don’t make more money, even if you don’t get promoted, isn’t it just possible that the feeling of having done .something that was not required of you might sweeten your sleep a little? It isn’t my job—or is it? Think it over, [President of the Department of Voca- tional Education of the National Educa- tion Association, Mr. Stoker is assistant supervisor of the Division of Vocational Education, University of California, Berkeley. | Appraising the San Franasco Convention "Oh wad some power the giftie gie us To see oursel’s as others see us!” nen year the National Education As- sociation appoints a committee to study its current convention and to make suggestions for improving those of the future. The Appraisal Committee for the San Francisco convention sought, from the 1489 delegates present, information as to best speakers, most valuable topics, selection of convention city, and ways of improving the program. The topics discussed at this conven- tion which were considered most vaiu- able, as indicated by the appraisal blanks filled in by the delegates, were: Educa- tion for democracy, tenure, youth and the curriculum, international relations, un-American activities, retirement, and financing schools. The most popular speakers were Congressman Noah Ma- son, Brother Leo, Dr. Edwin G. Conk- lin, and Senator Elbert D. Thomas. For the most part, delegates expressed satisfaction with the program of the San Francisco meeting. But among sug- gestions for improvement were the following: Topics—[a] More outstanding speak- ers, [b] reduction in number of confer- ences, [c] utilization of more practical classroom topics, [d] less reading of re- ports printed in Manual, [e] more par- ticipation by the public, [f] less reading of speeches, [g] shorter reports, [h|] more national and international topics. Discussion groups—[a] Better plan- ning by leaders, [b] reduction of con- flicts with time of delegates’ official meet- ings, [c] more time for discussion, [d] more panel discussions, [¢] fewer speak- ers, [f] more practical suggestions for teaching. Exhibits—[a]| Show more schoolwork, [b] use more centralized schools and classrooms for exhibits, [c| educational exhibits were too small or too few. Time—[a] Free the delegates from too frequent business sessions, [b] pro- vide staggered schedules for more im- portant events, [c] arrange for after- noon discussion groups, [d] close more sessions early to avoid conflicts, |e] avoid meeting on July 4, [f] avoid conflicting with departmental meetings. Entertainment—[a| More music, [b| more use of students in pageants, [c| more equal distribution of tickets to special events, [d]| less expensive dinners, [e] less entertainment conflicting with business. The members of the Appraisal Com- mittee for the San Francisco convention were: Orville C. Pratt, chairman, Spo- kane, Washington; Edith E. Armitage, Auburn, New York; Lillian Broderick, Yonkers, New York; Robert C. Keenan, Chicago; Mrs. Emery Lively, New Or- leans; Daisy Lord, Waterbury, Connec- ticut; Birdine Merrill, Gresham, Ore- gon; Ona C. Raines, Tulsa; Albert Shaw, Los Angeles. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION o\ we OV = a wo OoO7 re ~~ et ot rsa m=. GZ What Do You Know about Your NEA? COMMITTEE APPOINTMENTS for 1939-40 AMY H. HINRICHS President, National Education Association discussed “The Effective Work of NEA Committees,” pointing out that the Association’s large commit- tees are made up of a core committee and a group of advisory members. The chairman and other members of the small core committee are responsible for planning and carrying forward the work. At least one person from each state is represented on the group which serves in an advisory capacity. The following core committees have been appointed for 1939-40: Academic Freedom—William S. Tay- lor, Lexington, Ky., chairman; William H. Kilpatrick, New York; Rena B. Rockwell, Elmira, N. Y.; Ruth West, Spokane; Edith Shields, Seattle. Affiliated Associations — Reuben T. Shaw, Philadelphia, chairman; Karl Berns, Columbus, Ohio; Junius Allison, Asheville, N. C.; Emily Tarbell, Syra- cuse, N. Y.; Mrs. Pauline Merchant, Garden Grove, Calif. Code of Ethics—W. P. King, Louis- ville, Ky., chairman; H. Claude Hardy, White Plains, N. Y.; Ward G. Reeder, Columbus, Ohio; Kathora Remy, San Antonio, Tex.; Mrs. Autie Curry San- ford, Ladysmith, Wis. Cooperatives—H. G. Lull, Emporia, Kans., chairman; Mary McAndrew, Car- bondale, Pa.; Harold F. Clark, New York; A. R. Mead, Gainesville, Fla.; Oma Clare Lafferty, Charlotte, N. C. Credit Unions—James FE. Moran, Waterbury, Conn., chairman; Florence E. Dixon, New Orleans; J. C. Howell, Detroit; Leslie A. Pinkney, Kansas City, Mo.; J. P. Sherrard, Buffalo, N. Y. Equal Opportunity—Mary E. Morris, Denver, chairman; Florence E. Bam- berger, Baltimore; Helen Bradley, Cin- cinnati; R. L. Hunt, State College, N. Mex.; Mrs. Frances W. Kroner, Mt. Vernon, N. Y. Individual Guidance—Herbert R. Stolz, Oakland, Calif., chairman; Edwin A. Lee, New York; Elizabeth Woods, Los Angeles; Mildred Biddick, Denver; P. H. Griffith, Baton Rouge, La. I’ THE November 1939 Journat, I Induction into Citizenship—Hugh S. Bonar, Manitowoc, Wis., chairman; Lucile Batdorf, Oakland, Calif.; Mrs. Johanna Lindlof, New York; Orville C. Pratt, Spokane; D. A. Van Buskirk, Hastings, Mich. International Relations—Ben M. Cherrington, Washington, D. C., chair- man; Annie C. Woodward, Somerville, Mass.; Rachel Anderson, New York; Grace Koerner, East Orange, N. J.; Helen Messenger, DeKalb, Il. Legislative Commission—Sidney B. Hall, Richmond, Va., chairman; John Callahan, Madison, Wis.; Ben Graham, Pittsburgh, Pa.; Frank L. Grove, Mont- gomery, Ala; H. M. Ivy, Meridian, Miss.; Bertram E. Packard, Augusta, Maine; George D. Strayer, New York. Salaries—Willard Elsbree, New York, chairman; Dennis H. Cooke, Nashville, Tenn.; John Guy Fowlkes, Madison, Wis.; Clara L. Jahnke, Spokane; Lillian M. Johnson, Norfolk, Va. Supply, Preparation, and Certification of Teachers—R. E. Jaggers, Frankfort, Ky., chairman; Mrs. Emery Lively, New Orleans; J. Orin Powers, Wash- ington, D. C.; Joseph Rosier, Fairmont, W. Va.; John A. Spargo, Nutley, N. J. Tax Education—Martin L. Wilson, White Plains, N. Y., chairman; Cecile Dacey, Detroit; LeRoy A. King, Indi- ana, Pa.; James W. Martin, Lexington, Ky.; J. R. Mahoney, Salt Lake City. Tenure—Donald DuShane, Colum- bus, Ind., chairman; Mrs. Myrtle Hooper Dahl, Mound, Minn.; Frances Jelinek, Milwaukee; Robert C. Keenan, Chicago; Mary E. O’Connor, Arling- ton, Mass. National Council on Teacher Retire- ment—Robert H. Hougham, Indian- apolis, chairman. NEA representation on committees cooperating with other organizations: Joint Committee of the NEA and the National Congress of Parents and Teach- ers—Agnes Samuelson, Des Moines, Iowa; Ralph Irons, Evansville, Ind.; Carmelite Janvier, New Orleans. To Cooperate with the American Teachers Association—S. L. Smith, Nashville, Tenn., chairman; Mildred B. Babcock, New York; N. C. New- VOLUME 29, NUMBER I; JANUARY 1940 bold, Raleigh, N. C.; Garnet C. Wilkin- son, Washington, D. C.; Fannie C. Wil- liams, New Orleans. Joint Committee of the NEA and the American Library Association—Edith A. Lathrop, Washington, D. C., chairman; Chloe C. Baldridge, Lincoln, Nebr.; William H. Bristow, Shippensburg, Pa.; B. Lamar Johnson, Columbia, Mo.; Betty Ratcliffe, Muskogee, Okla. To Cooperate with the American Le- gion—Members appointed by the NEA —Charles F. Dienst, Lincoln, Nebr., chairman; Fred D. Cram, Cedar Falls, Iowa; J. Frank Faust, Chambersburg, Pa.; J. N. Poche, New Orleans; James H. Richmond, Murray, Ky. Joint Health Committee—There are now five members appointed by the NEA and five by the American Medical Association. Those appointed by the NEA are: Charles C. Wilson, Hartford, Conn., chairman; N. P. Neilson, Wash- ington, D. C.; Fanny B. Shaw, Atlanta, Ga.; George D. Stoddard, Iowa City, Iowa; Anne Whitney, Milton, Mass. Convention Committees—The Asso- ciation committees on Credentials, Ne- crology, and Resolutions consist of a member from each state, elected at the convention by the state delegation. Each chooses its own chairman. E. B. Har- grave, Indianapolis, is chairman of the Credentials Committee; H. A. Wise, Springfield, Mo., Necrology; Helen Bradley, Cincinnati, Resolutions. The Auditing and Elections Committees are appointed just before the convention. Members of the Publishing Committee are elected by the Representative As- sembly. William B. Jack, Portland, Maine, elected by the Board of Directors, is the new member of the Budget Com- mittee. Cornelia S. Adair, Richmond, Va., was re-appointed to the Bylaws and Rules Committee and chosen chairman by the committee. The Appraisal Committee works dur- ing the convention. The appointments for this year are: To fill out an unexpired two-year term—Harold Benjamin, Col- lege Park, Md.; three-year terms—Harry Clark, Knoxville, Tenn.; Sarah T. Muir, Lincoln, Nebr.; N. Elliot Willis, Win- throp, Mass. [21] « *« * ELEMENTARY-SCRHIOOL SERVICE « *« » The Geography Teacher Day after day, upon my classroom walls I spread these maps and pictures; with these tools, With books and globes, striving to build a world Within the understanding of a child. While I teach them, may I have the power To clear away the mists that still arise, Born of old ignorance and prejudice, Around these children! May my soul and mind Become so broad, so all encompassing That building on the old foundation stones Location, surface, crops, cities, trade, 1 rear, firm, steadfast, clear in each child mind, A world of other people like himself Swayed by the selfsame longings, high and low, Loving their homelands, as we love our own. May I feel that I have failed unless I teach each child to seek in every race The common traits of brotherhood; to feel Within his breast the heartbeats of the world. —Author unknown. Sent to THE JourNAL by Ida M. Keigwin, Colchester, Connec- ticut, a retired teacher and member of the NEA for many years. A timely reminder — May we remind you: That the first three months of the year always bring the greatest menace to the health of school children. That children who have good health habits are less likely to catch cold or other communicable diseases than those who are not so careful. That among good health habits are: Regular sleep—at least ten hours a night. Regular meals—plenty of milk, vege- tables, fruits, cereals, eggs, water. Regular play—in the fresh air and sun- light when possible. That children should be kept away from persons with sore throats and colds. —From a leaflet sent to patrons of the Oakland Public Schools, California, E. W. Jacobsen, superintendent. Give a copy of Personal Growth Leaflet 102, Our Common Diseases, by Surgeon General Parran, to each teacher in your school. For a complete list and prices of Leaflets, see page 27 of this issue, [ 22 | A New Use for Your Projector—A sim- ple technic for using an opaque pro- jector and a translucent silk screen aroused keen interest in our fifth-grade social studies class. Children were al- ready familiar with the use of magazine pictures enlarged for the classroom by the projector. Then why not use original pictures made by the pupils? We started with silhouettes which are simple to make and thus enable pupils of lower intelligence or artistic skill to enjoy them. Sheets of heavy white paper were cut to fit the lantern and upon these the children pasted black cutout figures por- traying themes from “The History of Man,” such as Greek athletes, Roman arches, and cuneiform writing. As each image was flashed on the screen, the child who made the original gave a brief explanation —Margaret-Mary Love and Helen Draper Skinner, Williams Demonstration School, Detroit. See also “Making Lantern Slides To Illustrate Class Reports,” Pedagogy thru Pictures, October 1938 JourNat, p1g8. Delightful Stories To Read and Tell— Told Under the Magic Umbrella is the fourth in the series by the Literature Committee of the Association for Child- hood Education, Washington, D. C. It is dedicated to “children who love wonder, magic, and fun.” Its companion volumes are Told Under the Green Umbrella, a collection of 26 folk and fairy tales; Told Under the Blue Umbrella, thirty-eight “realistic stories”; and Sung Under the Silver Umbrella, a verse anthology. Or- der from the publisher, Macmillan Com- pany, New York City, $2 a volume, dis- counts to members of the Association for Childhood Education. The teacher may help the shy child by asking him to assist another pupil. To improve the safety program in your school, order a copy of Checklist of Safety and Safety Education, prepared by the Safety Education Projects of the Research Division, National Education Association, Washington, D. C. 30 pages, 25¢. The Checklist gives over 200 ques- tions which will aid principals, teachers, THE JOURNAL OF and parents, in evaluating the safety pro- gram in elementary or highschools. Let’s Go to the Park is the title of a well-illustrated book by R. C. Morrison and Myrtle E. Huff (Wilkinson Printing Company, Dallas, Texas, 1937) which may well be in the library of every school. Dr. Morrison is the author of “Parks and American Culture,” page 11 of this issue. Also by Dr. Morrison is a 48-page pamphlet, Organizing Our Town and The Town Score Card, free from Holland’s Southern Institute for Town Service, Dallas, Texas. For Class Discussion—Do you know: [1] How the name of your state origi- nated ? [2] What is the state flower? [3] When was the first public school opened ? [4] Where the parks, state or national, are located? Suggestions for observing Child Labor Day, January 27-29, may be secured from the National Child Labor Com- mittee, 419 Fourth Avenue, New York. A Conservation Project—Last fall pupils and teachers of E. L. Wright School, Hancock, Michigan, began to plan the year’s work around the study of wild life, particularly of birds native to this section. Conservation not only of wild life, but of all natural resources, was in- cluded. Students brought in birds’ nests which they identified and classified. Books and pictures were borrowed from state and county libraries. The nests were fastened on a large bulletin board with pictures and descriptions of the birds. This collection is now a permanent dis- play at the school.—Principal B. J. Mc- Mahon. Twenty minutes is as long as children can stand without fatigue, it was found during the measuring of American chil- dren for standardizing clothing sizes.— Science News Letter. What are the 25 children’s classics which every child should have an oppor- tunity to enjoy before leaving elementary school? Send your list to THE JourNAL. THE NATIONAL EDUCATION ASSOCIATION i | co of Op en SIX fill tio SIX us cal ne to we dre Highschool Movie Production é at Hugh Morson did not quite know exactly what we were set- ting out to accomplish, beyond a simple experiment in science, when we introduced a program of amateur mov- ing picture production into the school. In fact, we were not even sure that it could be done at all. But if the true spirit of the highschool science teacher is an openmindedness to new methods of sci- entific expression and experiment, then we considered it our duty to attempt the making of movies in the school to ascer- tain whether anything of educational value could be accomplished. The school is equipped with a good sixteen millimeter projector, which is generally accepted as the standard size film and the most effective for educa- tional work. To use our projector the sixteen millimeter size film had to be used. But to equip the school with a camera of a dependable make and the necessary photographic accessories, not to mention the cost of a supply of film, would have run in excess of three hun- dred dollars. By agreeing to purchase A. P. SMITH Hugh Morson Highschool, Raleigh, N.C. from him the film needed for the proj- ect, we induced the representative of a camera company to lend the school for a few weeks the most expensive essentials of movie making—a sixteen millimeter camera, tripod, and photo-electric light meter. Equipped with only these bare essentials we would have been enabled to make only outdoor pictures in fair weather. But we especially desired to re- cord the vital scenes and activities in- doors that are the school’s very life and reason for existence. This brought us face to face with the technical problem of artificial photo- graphic lighting. Students from science classes and the photography club lent to the school light-stands and _ sockets they could spare from home and rigged up the wiring properly for photographic lighting. A local camera shop supple- mented the needs and supplied the pho- to-flood lamps and other miscellaneous essentials at a considerable discount. The success of any school project can VOLUME 29, NUMBER 13; JANUARY 1940 Filming scenes from a dramatic club pro- duction Students projector during a operaling showing of a movie they have made them- selves be enhanced if adequately preceded by interest-building. At the next meeting of the photography club the students de- cided to attempt as their first trial a short comedy around two hundred feet in length, which would enable them to learn the rudiments of movie making without spending too much money on ruined film, and at the same time would stimulate interest of the studentbody. The idea of economy is no small consid- eration—when a one-hundred-foot spool of movie film retails at six dollars. Run- ning the projector at a normal speed, thirty minutes of screen time requires a minimum of eight hundred feet of film. Now granting that all your pictures de- velop perfectly, with no necessity for deleting or retaking a single frame— which is wellnigh an impossibility—for the thirty minutes of showing time you invest forty-eight dollars for film alone. Students lost no time in bringing their suggestions for comedy scenes before the club members. They had discovered a boy majoring in home economics, and they wanted a comedy scene of this fel- [ 23 ] low in the agony of threading a needle while the girls jeered at his efforts. Fi- nally he was to throw down the needle and thread in disgust and join the girls for primping with powder and rouge. They rounded up the fattest two boys and the thinnest little girl they could find in the school and seated them in the cafeteria where they proceeded to film a gluttonous scene in which the little girl had no chance of getting a single morsel. At the showing it evoked howls of laughter. We took a number of other such scenes as well as a football game between our school and a rival. It was necessary to have division of labor so that students could be assigned definite responsibilities. One student was to operate the camera, another to set up the tripod to correct height and in proper position, several to place the lights for best effects, one to handle light cords and watch fuse boxes, one to take light readings on the exposure meter and compute camera stops from the readings and emulsion speeds, others to place and direct actors and run er- rands. This crew took pride in its re- sponsibilities. And the mere sight of all this bustling efficiency and the glaring of floodlights set off the curiosity of even the most disinterested little freshman. Were we really taking moving pictures? Were we going to show them in the school? News of this sort travels fast. Interest mounted to mammoth propor- tions. At one time or another practically all our thousand students sought mem- bership in the photography club! After we had invested nearly thirty- five dollars, we thought it was time to have a show and liquidate our debt-— and we did at a five-cent admission price. After this encouraging success, we decided to undertake the real task which we had had in mind from the be- ginning—making a picture that would permanently record major constructive activities of the school—curriculum and extracurriculum. To present school activities in a log- ical sequence that would tell a story we decided to film events as they might occur thruout a typical day, beginning in early morning with arrival of teach- ers and students at the building and ending with afternoon athletic events and school programs at night. We have pictures of the dramatics, athletics, schoolboard meeting, teachers annual [ 24 ] banquet, outstanding PTA _ workers, glee club, classes, and the like. The skill of the camera crew has become expert enough to launch upon color work, and we have scenes in Kodachrome color that any school would be proud to pos- sess. The picture bears the title signifi- cant of the theme, “Activities of a Typ- ical Hugh Morson School Day.” Science and other teachers might well be allowed more time and money to engage in progressive and constructive activities of this sort. Moving pictures should be used to further the educa- tional program of the school and not as a toy or source of income. By showing such pictures at banquets, religious and organizational meetings, and other pub- lic gatherings, they may be used to inter- pret school policies to parents and other citizens. It is a quick way of telling a long story to a great many people at the same time. In forty-five minutes or an hour the school patron can gain a more accurate impression of school purposes and activities than that usually formed by an actual visit to the school. The pic- tures may be lent to other schools for professional study with a view to im- proving their own educational work. Further, the pictures sell the school to its own students—stimulate them to more active participation in the valu- able activities. Over a period of years they will become a part of a film library, a permanent record of the work and progress of the school. The science pro- gram of the school benefits—in increased enrolment, new demand for new courses, and keener interest in such standard sub- jects as chemistry and physics. It takes time.te do a good job with moving pictures. The average teacher with no camera experience has the vague notion that you run down the hall some afternoon for a few minutes, grind your camera at her class in action, and come off with perfect movies. The movie maker must several days in ad- vance inform teachers with whom he is planning to work of the great amount of time and careful preparation neces- sary. Sometimes it takes hours to film a simple scene that lasts only a fraction of a minute on the screen. Then there are those disconcerting times when after hours of setting up the camera, lights, and other accessories some member of the cast must suddenly go home and the whole thing has to be called off. THE JOURNAL OF So much time and planning are neces. sary that to make successful movies of educational value the program should last thruout the school year. From year to year invaluable pictures of the school’s work would accumulate. Because of their exorbitant expense, klieg and mercury vapor lights are not available to the average school, and it becomes necessary to fall back upon tungsten lighting. For adequate general lighting of a scene many photo-flood lamps must be used. With each of these using around fifteen hundred watts ex- treme caution must be exercised not to overload fuse boxes, melt wires, and create serious fire hazards. This diff- culty can often be avoided by leading the current in from several fuse boxes, care being taken not to exceed the limit of the central fuse box. It is, then, the movie maker’s job to acquaint himself thoroly with the building’s plan of wir- ing. Photo-flood lights retail at 50¢ each and are guaranteed for a burning span of six hours at the most. What with adjusting the lights and trying out spe- cial effects, the lighting bill may rise to serious proportions. Careful planning in the purchase of film can cut expenses in half. To make a successful picture it is necessary that you be thoroly informed in such matters as speeds of the camera, shutter speeds, lens speeds, and emulsion speeds of the film being used. Learn the limits of your indoor candlepower so that in purchasing film the correct emulsion speeds can be obtained. For pictures in- doors those films with the fastest emul- sion speeds available should be pur- chased. This enables one to cut down on stops and increase the sharpness of the pictures and depth of focus. Slower emulsion speeds may be used to advan- tage out-of-doors, but here arises the difficulty of having the camera loaded with the correct type of film at the right time. Sometimes it is necessary to film a scene that cannot be repeated, such as a banquet, and if the camera happens to be loaded with outdoor film, the only way out is to shoot up the balance of that left in the camera—gen- erally wasted footage. It is best to be equipped with a camera having a one- hundred-foot film chamber. This works to good advantage, being neither too much nor too little, and it is excellent to use in planning the length of scenes. THE NATIONAL EDUCATION ASSOCIATION lege nec edu the ten: of ' Fai obs org in ¢ tak E my carr Fai whi roo! met fere C tot ope: trus pen of c one to b day mu mul ing thin and thes inte will trus pare sche ents nity trus' days the at \V and wer A typi VOL S. Ww * w RURAL-SCRIOOL SERVICE *« * x A Rural-School Experiment ducted in the Fairview rural school, near the campus of Clemson Col- lege, Clemson, South Carolina, in con- nection with a college course in rural education. Objectives were set up thru the cooperation of the county superin- tendent, the dean of the Clemson School of Vocational Education, trustees of the Fairview school, and others. The college class of student teachers observed every step of the improvement, organization, and teaching method used in our demonstration school; no step was taken without felt need by this class. Each day the student teachers were in my classroom on the Clemson College campus two hours; they observed in the Fairview school for three hours, after which followed a conference with the room teachers for thirty minutes; they met for both group and individual con- ferences during the afternoon. Tu FOLLOWING experiment was con- Our first objective was to demonstrate to the student teacher how to get the co- operation of parents, children, and local trustees. The children had made a pig pen and pig trough. This called for a pig, of course, and Kenneth offered to bring one to school. Kenneth’s father helped to bring the pig to school and spent the day there. He told our college class how much the school had meant to the com- munity. “Why, the children are learn- ing by doing. My children are learning things they can use at home.” From this and other object lessons, the class reached these conclusions: [1] Get the children interested and the parents and trustees will follow. [2] Encourage parents and trustees to visit the school. [3] Make the parents want to do something for the school. [4] Visit the homes of the par- ents. [5] Live in and know your commu- nity. To help the student teacher get trustees and parents interested, three days were set aside for visiting days at the Fairview school. A dinner was held at which over three hundred trustees and superintendents of nearby counties were present. As our second objective was to have a typical rural school, we asked the three regular rural teachers, who were enrolled as students in this class, to remove all evidences of good teaching. Nothing was left in the school but the bare walls and the old-type desks nailed to the floor. Our next objectives were, third, to work slowly in order to make the stu- dent teacher feel the need of all changes made; fourth, to demonstrate to the stu- dent teacher how to get the child to want a clean and beautiful place in which to work; fifth, to teach the student teacher when and how to ask for materials and how to take care of and use to greatest advantage the materials he has; séxth, to use in our experiment only equipment and materials any teacher could secure. Thru skilful teaching the three room teachers showed the student teachers how children planned to clean up and beautify their school. The children brought soap, cloths, buckets, newspa- pers, mops, wrapping paper, scraps of lumber, nails, and tools from home. As my class looked on, it saw the transfor- mation into a colorful, clean, and attrac- tive place in which to study and play. After a visit of the Anderson County Traveling Library, the children saw the need of bookcases. They planned and made beautiful bookcases out of scraps of lumber and boxes. The children made one hall inviting by putting in it a home- made table, some flowers in an attractive vase, and a few colorful pictures they had painted. In the other hall they put flow- ers, pictures, and a bookcase which they had made of drawers from a discarded desk. They made one of the small rooms into an attractive conference and study room for my class and transformed the other into a teacher’s workroom. Meanwhile, my class made a study of the seating problem. Since the seats could not be adjusted, they were uncomfort- able for some of the children. Student teachers sawed a few inches off the legs of several chairs. To permit informal grouping of the desks, they were un- screwed from the floor and the runners cut shorter. Seeing the need of science shelves, lockers, tables, and more chairs, students measured and planned just VOLUME 29, NUMBER I; JANUARY 1940 what was needed, and WPA services were secured to make them at low cost. While the student teachers learned how to use the materials found in the schoolroom, they also learned how to work with other materials; to make home-made hectographs; to work with papier-maché; and to make marionettes. One Saturday the class dug clay out of the bank of a creek about a mile from Fairview school, removed the sand, learned how to manipulate and mold it. As our seventh objective, we wanted the student teacher to know how to meet the needs of both children and commu- nity. A few procedures used in studying these needs were trips into the commu- nity and conferences with individual children and the regular room teachers. At the same time the class saw the need of social grading. For example, a boy twelve years of age was in the first grade. After the class observed the harm being done to both the boy and the other chil- dren, he was promoted to the fourth grade. Since he could not read, he was given pre-primers containing stories re- lated to the center of interest in the third and fourth grades. At the end of six weeks he could read first readers. We used similar procedures—class dis- cussions, special lectures, and demon- stration lessons at the rural school—to achieve the rest of our objectives: Eighth, to let the student teacher ob- serve each step in the development of a unit, so that he might see that a center of interest must not be forced, but that it must grow from the needs of the child. Ninth, to demonstrate to the student teacher how to beautify schoolgrounds. Tenth, t& help the student teacher see the need for organized play and to dem- onstrate how to carry it out. Eleventh, to demonstrate the use of an informal analysis of rural, social, and economic needs of a community, county, and state as a basis for building a rural- school program. Twelfth, to show that these local needs and problems have a state and nation- wide relationship educationally, socially, and economically. —Marcaret LincENFELsER, Eastern Kentucky State Teachers College, Rich- mond. [ 25 ] x « * TEACHER-EDUCATION SERVICE *« * « FTA College Chapters—Charters have been sent this month to chapters in the following colleges: State Teachers College, Flagstaff, Ariz. College of Idaho, Caldwell, Idaho Clarinda Junior College, Clarinda, Iowa Ashland Junior College, Ashland, Ky. University of Michigan, Ann Arbor Alcorn A & M College, Alcorn, Miss. Eastern New Mexico Junior College, Por- tales East Carolina Teachers College, Greenville Rio Grande Jr. College, Rio Grande, Ohio Muskogee Jr. College, Muskogee, Okla. Southern Oregon College of Education, Ashland Duquesne University, Pittsburgh, Pa. Hardin-Simmons University, Abilene, Tex. State Teachers College, West Liberty, W. Va. FTA Veteran Teacher Project — Pur- pose: To recognize and honor the long and faithful service of veteran teachers and to maintain closer association be- tween younger and older members of the profession. Plan: There are in many communities teachers who have served thirty, forty, or even fifty years. Often they are living in retirement and miss the active contact with young life which meant so much to their teaching years. FTA clubs and chapters can seek out and honor these veterans—have them as honor guests at a luncheon or dinner, or range for a reunion with former upils. A suitable writeup in the local paper adds to the interest in the occasion and often brings letters from former pupils who have moved elsewhere. To honor worthy veteran teachers is to honor the cause of education and attach importance to the school. The training of teachers should be for the most part on a graduate level so that those who come to it will already be educated and fairly mature persons. The problems of education must now be con- ceived in a larger way, in a way which indicates more clearly than ever before their social and their psychological difh- culty. I do not believe you can train seventeen- and eighteen-year-old people to do more than routine work in the schools. You cannot bring them up to the point where they exercise full pro- fessional responsibility as teachers in the classroom, in the community, and [ 26 | in professional organizations—Henry Holmes, dean of the Graduate School of Education, Harvard University. The Future Teacher: Has a purpose in life; gets an early start; gets practice in the art of action; makes worthy friends; develops useful projects; builds up a personal library; wears a_ distinctive pin; attends conferences and conven- tions; has a lifelong connection with state and national education associa- tions—From “What It Means To Be a Future Teacher,” Leaflet 165. Personal Growth The climax of the American Education Week celebration at the Asheville (North Carolina) Teachers College was a pag- eant based on the life of Horace Mann, presented by the Aycock Chapter, Fu- ture Teachers of America. The chapter also sponsored a series of daily broad- casts during the week. A Parable for Teachers —The late Dean Nathaniel Butler, of the School of Edu- cation of the University of Chicago, used to tell each of his graduate classes the story of the little boy, about two years old, who once fell out of bed in the mid- dle of the night. In answer to his moth- er’s question as to how he happened to fall out of bed, the boy answered—more profoundly than he knew—‘“I don’t know, Ma, unless it was because I fell asleep so near to where I got in.” A National Commission on Teacher Ex- aminations is developing examinations for applicants for teaching positions. The Carnegie Corporation has made a grant of $75,000 to the American Coun- cil on Education for this commission, made up of school superintendents from Picture taken at Horace Mann Memorial, Yellow Springs, Ohio, at birth- day celebration at An- tioch College honoring Mann—May 4, 1939. Shown with officers of the Washington Court House FTA FTA State Organizer, Charles W. Howell; Principal A. B. Mur- ray, Washington Court House; Hugh Birch; Joy Elmer Morgan; Superintendent L. W. Reese, Washington club are Court House. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a number of localities, to develop and administer examinations to new appli- cants, and to act as a center of informa- tion concerning all types of such exami- nations. Headed by Superintendent A, J, Stoddard of Philadelphia, the commis- sion plans to give examinations in twelve cities on March 29-30. The Centennial of Teacher Education was celebrated at the meeting of the Missouri State Teachers Association in St. Louis in November. Features of the exhibit included a continuous showing of lantern slides depicting the history of teacher education in Missouri; a repro- duction of the first normal school; charts and pictures portraying activities of Mis- sour} teachers colleges. The Wandering 1.Q.—‘If heredity sets limits for mental development, these limits are broad indeed.” If you agree— or disagree—with this statement, read the November 1939 issue of Educational Method. This issue, under the special editorship of Paul Witty, has as its theme, “Intelligence in a Changing Uni- verse.” Copies at 50¢ each may be ob- tained from the NEA Department of Supervisors and Directors of Instruction, 1201 Sixteenth Street Northwest, Wash- ington, D. C. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Gee eee ee ee, eee eee eee eee eee eee ee ee ee eet |} ON eres ee ee ee es me me me ee ce ee re ON reious ~e — <= ae ae ae come = — ee ee ee ee ee ee PERSONAL GROWTH LEAFLETS —com prehensi ve — compact — readable — attractive Each month many thousand personaL Stuart Chase, Justice Brandeis, John attractive India paper. The low price of GROWTH LEAFLETS are distributed thru- Dewey. PERSONAL GROWTH LEAFLETS are — this unusual service depends on mass dis- out America and in foreign countries. published by the National Education As- tribution. Bring this service to the atten- Authors include: Franklin, Washing- sociation under the Hugh Birch-Horace — tion of others. Ask for order blanks for ton, Lincoln, Horace Mann, Emerson, Mann Fund. Size 3x5 inches, printed on distribution to friends and students. Please send me at one cent each [1] Your Life in the Making..............005 [2] Your Mind in the Making................ [3] Your Health in the Making.............. [4] Your Home in the Making. .............. [6] Your Citizenship in the Making........... [7] Your Personality in the Making........... [9] The Planning of Your Life.............45- [11] Future Teachers of America.............. [12] Shall | Become a Teacher?............--- [13] Community Forces and the School......... [14] The Challenge of a United Profession....... [15] The First State Normal School in America... [16] The American Plan of Education.......... [17] Education for Democracy. ...........0006- [18] Education in a Living Universe............ [19] John Dewey's Pedagogic Creed........... [20] The Growing Teacher.............2.0008: [21] A Golden Treasury of Beauty and Wisdom. . [22] A Golden Treasury from the Bible......... [23] A Golden Treasury on the Art of Living.... [25] Selections from George Washington........ [26] Selections from Ralph Waldo Emerson...... [27] Selections from Abraham Lincoln.......... [28] Selections from Horace Mann............. ae [41] Learning To Be a Leader..............5- [42] Franklin's Plan of Selfimprovement......... [43] Franklin's Personal Growth Recordbook..... [44] The Tyranny of Bad Habits............... [45] A Parliamentary Primer..............0055 [51] The Story of the NEA.......cccccccccess [52] NEA Platform and Resolutions............ [53] Individual Guidance thru the Schools....... [55] Projects for Local Associations...........- [56] Federal Aid for Education..............+- [57] Better Salaries for Better Schools........... [59] The Story of American Education Week.... [60] Our Faith in Education. .............+-++- [61] Horace Mann's Letter to Young Americans. . [62] The Code of the Good American.......... [65] Allied Youth: A School Club............. [73] Teaching Materials for Rural Schools. ...... [75] Supervised Correspondence Study.........- [91] Seven Adventures in Pioneering..........- SE GE PINES ogd.bndaccvccecaccecess [98] Parks and American Culture.............- [99] Student Selfgovernment.............-++5+ [101] Have You Had Your Vitamins?........... [102] Our Common Diseases. .........0-202000e [103] Shall | Become a Smoker?.............05- [110] Teaching of Reading in the Elementary School [121] How To Become an Expert Typist.......... [156] The Government Takes a Census........... [161] Suggestions for FTA Organizers........... [162] Programs for FTA Clubs and Chapters....... [165] What It Means To Be a Future Teacher...... [171] Education for the American Way of Life.... [172] Crucial Issues in American Education. ...... [173] The Economy of Abundance.............. [176] Social Imagination in Education........... Matching envelops for use in distributing leaflets... . Total VOLUME 29, NUMBER I; JANUARY I940 TELL YOUR FRIENDS ABOUT PERSONAL GROWTH LEAFLETS How You Can Use Them Order in quantity and keep a supply always on hand. Just the thing [1] For simple, inexpensive gifts to students [2] For gifts to teachers and principals [3] For use with Future Teachers of America [4] To send to school patrons and citizens [5] For gifts in Sunday school or church [6] For class study and discussion [7] For personal work in guidance [8] As a coat pocket or automobile library [9] To eaclose in correspondence HOW TO ORDER PERSONAL GROWTH LEAFLETS sell for 1¢ per copy in any quantity or combination. Envelops are also 1¢ each in any quantity. No orders accepted for less than 25¢. Cash must accompany orders for $1 or less. To take advantage of get-acquainted Special Offer Number One, fill out and return the blank below or write a letter asking for this Special Offer. To order an assortment of your own selection, fill in the number of Leaflets wanted opposite each title in the lefthand column of this page, fill in the blank below, and send the entire page with your remittance. FILL IN THE BLANK BELOW NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street Northwest, Washington, D. C. L] SPECIAL OFFER NUMBER ONE—Please send me get- acquainted special assortment of 100 or more Personal Growth Leaflets, including one or more copies of each title now available, for which I enclose a $1 bill. L] REGULAR ORDER—Please send me a total of Per- sonal Growth Leaflets and envelops as indicated in the lefthand column of this page, for which I enclose $ ERE SME ARR RS SRE PITT DAT Sat Sa Se Position Street City instant Se iiisevsenhaalliphds State ‘ q | Saar ee OLR amet id we x x * NOTES AND ANNOUNCEMENTS « * x Life Members Received in November CALIFORNIA—Edith Vernon CONNECTICUT—Friedrich G. Roth FLORIDA—Arthur R. Mead IDAHO—W. H. Handley INDIANA—Douglass Brown, E. L. Norris, Dwight Prather KENTUCKY—Joe W. Austin, Everett Howton LOUISIANA—Milton Stokes MASSACHUSETTS—Alice G. Bry- ant, Lena Cushing, Benjamin C. L. Sander, Walter P. Sweet MICHIGAN—Walter B. Postula MINNESOTA—Guy L. Bond NEW HAMPSHIRE—Mildred Evelyn Taft NEW YORK—Ralph Horn, Harley E. Salisbury OHIO—Robert G. Barnett, Hazel A. Larsen PENNSYLVANIA—Anne J. Hene- hen, Stanley Prey SOUTH CAROLINA—William Thomas McKinnon VERMONT—William W. Fair- child, Garfield A. Jamieson American Education Week sv EpucaATION FOR THE COMMON DEFENSE was selected as the general theme for American Education Week 1940 at a meet- ing on November 13, 1939, of representa- tives of the four national sponsors—the National Education Association, the Amer- ican Legion, the United States Office of Education, and the National Congress of Parents and Teachers. The complete program follows: General Theme: Education for the Com- mon Defense Sun., Nov. 1o: Enriching Spiritual Life Mon., Nov. 11: Strengthening Civic Loy- alties Tues., Nov. 12: Financing Public Educa- cation Wed., Nov. 13: Developing Human Re- sources Thurs., Nov. 14: Safeguarding Natural Re- sources Fri., Nov.15: Perpetuating Individual Liberties Set., Nov.16: Building Economic Se- curity The scope and significance of American Education Week have been greatly in- creased by the decision of the Canadian Teachers Federation to observe Education Week at the same time that it is observed in the United States. Mr. C. N. Crutchfield, secretary-treasurer of the Canadian Teach- [ 28 ] ers Federation, was present at the meeting described above. It is probable that the Canadian Teachers Federation will utilize the theme and daily topics adopted for ew Bear's Greetings The Officers and members of the Headquarters staff of the SVational Education Association send hearti- est wishes for a happy New Year to cach member of the A:sociation and to the host of friends of the profession. 1940 in the United States. Plans are already underway looking toward the possibility of an international radio hookup for Amer- ican Education Week 1940, involving joint programs between the United States and Canada and perhaps other nations in the western hemisphere. It is highly fitting that such a union of the educational forces of these two great nations should take place on the occasion of the twentieth anni- versary of American Education Week, which the 1940 observance will be. The 1939 observance last November, as judged by distribution of materials from the NEA and by returns which have been coming in since, was highly successful. Built around the report of the Educational Policies Commission on The Purposes of Education in American Democracy, it was utilized as a time for presenting and dis- cussing the purposes of education in thou- sands of school systems thruout the United States. At least seven million parents and citizens visited their schools during the observance. Progress toward Professional Levels of Teacher Preparation ye THE AVERAGE city teacher in the United States is a college graduate, reports the NEA Research Division. Figures compiled recently for more than two hundred thou- sand city teachers show that the median level of preparation is 4.2 years above high- school. Five years of preparation are re- ported for 16.4 percent of the teachers. Volunteers Are Wanted— y& 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 Tue 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 Jour- NAL evaluation service,” giving full name, position, and ad- dress. 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. | Commencement Manual vy Tue 1940 Vitalized Commencement Manual—containing summaries of 1939 graduation programs thruout the country, complete texts of several programs, and other materials—will be available for dis- tribution January 1 at the cost price of 50¢. Order from the National Education Association, 1201 Sixteenth Street North- west, Washington, D. C. Teachers and the Federal Income Tax ye ON apRIL 12, 1939, the President ap- proved the “Public Salary Tax Act of 1939.” The terms of this act require teach- ers to file federal income tax returns in ac- cordance with the general provisions of the law. Prior to 1939 teachers who were pub- lic employees were exempted from the federal income tax. Returns on income for the year 1939 may be filed beginning January 1, 1940, and must be filed not later than March 15, 1940. Forms for filing returns and detailed printed instructions to guide you in making out your return should be secured from the Collector of Internal Revenue for the district in which you live. re scary owed of Elementary School Principals yy& PresIDENT IRVIN A. WILSON announces that the theme of his Monday afternoon program, February 26, 1940, St. Louis, will be “What Good Educational Practices Can THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Be M: Ge dis tar Gr ins sch cus the cip: yet Is’ Ww ma! at l Th Ww will eacl the ausy The velo Imp ae ena vital voir ernn a sp been Com tive. dang prolc plus lhe year VOLt —_ mre 7” 2 be Be Found in Our Elementary Schools.” Dr. Maycie Southall, professor of education, George Peabody College for Teachers, will discuss interesting practices in the elemen- tary school, and Dr. William H. Burton, Graduate School of Education, Harvard University, will talk on the curriculum and instructional practices in the elementary school. Ample time will be given for dis- cussion from the floor. The Department is cooperating with many state groups in making a survey of the status of the elementary school prin- cipalship and is urging those groups not yet making the study to participate. Is This the Result of Diet? yy Accorpinc to Science News Letter, many Japanese students in California are at least six inches taller than their parents. The Pay Envelop yy STUDENTS OF HOUSEHOLD economics will find valuable a program broadcast each Monday morning 11:00-11:15 EST on the Mutual Broadcasting System under the auspices of the U. S. Department of Labor. The title of the program is “The Pay En velop.” Imperative for the National Welfare yy SincE EVEN a war boom would not enable private enterprise to supply the jobs vitally needed for the nation’s vast reser voir of unemployed youth, the federal gov ernment must provide them in the form of a special program of public work, it has been recommended by the American Youth Commission. Some such action is impera tive for the national welfare because of the dangerous effect on American youth of prolonged and widespread unemployment, plus the strain of the present war crisis. [he Commission points out that its four year investigation of the American youth JOIN THE NEA EUROPE Cartoon by Harry George, student at West Technical Highschool, Cleveland, Ohio problem shows that one-third of the na tion’s unemployed workers are young peo- ple between fifteen and twenty-four years of age. Whether in war or at peace, any nation interested in selfpreservation must see to it that the young have a proper chance to grow into useful citizens. Committee on Affiliated Associations sx THE core committee of the NEA Committee on Afhliated Associations met at the NEA Headquarters in Washington, December 2, and outlined plans for in creasing the number of local associations afhliated with the NEA and for cooperat ing with local associations already afhli ated, to the end that each part of the pro fession shall become more fully cognizant of the services and responsibilities of other parts and that each part must carry its share of the responsibility for the advance- ment of the interests of the profession as a whole. |Members of the core committee are listed on page 21 of this issue. | At the meeting Mr. Allison reported that he had found a small ex- hibit of NEA pub- lications Junius useful at his conferences with local as- The ex- hibit case at the left leaders of sociations. was made and pre sented to him by his uncle, a cabinet mak- er, who was interested VOLUME 29, NUMBER I; JANUARY 1940 in making a contribution to the develop- ment of the teaching profession. Single-Salary Schedules and Teacher Qualifications yy ELEMENTARY TEACHERS in cities where single-salary schedules are in effect are bet- ter qualified, in terms of years of prepara- tion, than teachers working under tra- ditional schedules, according to the Re- search Division of the NEA. In 50 single- salary schedule cities, 54.6 percent of the elementary teachers had completed the equivalent of four-year college graduation as compared to 30.1 percent in 42 cities having salary schedules based on position. The Educational Policies Commission yx THE commission announces the publi- cation early in 1940 of a major statement of educational policy, dealing with education and national economic welfare. The report was approved by the Commission at its meeting in Atlantic City in November. The Staff of the Civic Education Project is completing its field work in forty schools, which are among those doing outstanding work in promoting an active, intelligent loyalty to democratic ideals. The results of this study of civic education by the Educa- tional Policies Commission will be issued about May 1940. It is expected that by the time this Jour- NAL is off the press, the Commission will have available its leaflet summarizing the reports of the National Deliberative Com- mittees in Education for 1939. “The National League” at St. Louis yx THE NATIONAL LEAGUE OF TEACHERS’ AS- SOCIATIONS announces a program in con- nection with the convention of the Amer- ican Association of School Administrators in St. Louis Sunday, Monday, and Tues- day, February 25-27, with headquarters in the Hotel Statler. Persons interested in the details of this program may obtain copies by writing to the president of the League, Jean A. MacKay, 121 Highland Avenue, Highland Park, Michigan. The Newspaper in the Classroom yy IN THEsE pays of intensive and subtle propaganda and new psychological tech- nics for fooling the masses, the one hope ot democracy seems to rest on the capacity of the rank and file to possess the power of independent thinking and critical analysis. Many teachers look to the newspaper as a convenient means for broadening the child’s outlook and keeping him conver- sant with worldwide movements. Yet un- less the teacher is wise he is placing reliance upon the very medium which checks inde- pendent thinking and [Cont. on page 32] [ 29 | * x ONE AUNDRED 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. LAFAYETTE SCHOOL, STOCKTON, CALIFORNIA HE FOLLOWING COUNTIES, cities, and individual perers reported 100 percent memberships thru November 28 and have been continuously en- rolled in their national professional organization for the number of years indicated: TWENTY-TWO YEARS New Jersty—Bridageton, South Ave. Oxun10o—Columbus, Bellows Wisconstn—Madison, Lowell TWENTY-ONE YEARS CoLorapo—Greeley, Washington Missourt—Sedalia, Horace Mann, Mark Twain TWENTY YEARS Itt1no1s—Decatur, Roach; Moline, Lincoln, Wil- lard; Rock Island, Washington Jr. High Missouri—Sedalia, Entire System Texas—Beaumont, Junker Wisconstn—Wauwatosa, Roosevelt NINETEEN YEARS Arizona—Tucson, Drachman, Dunbar Jr. High, Miles, Ochoa, Roosevelt CaLiroRNiIA—San Francisco, Madison Co.torapo—La Junta, Entire System ILt1nois—East St. Louis, Hawthorne; Moline, Logan InpiIana—Hammond, Riverside Louisi1ana—Grand Cane, Grand Cane Sr. High Oxn1to—Lorain, Brownell, Harrison, Lowell; Science- ville, Entire System Vircinita—Lynchburg, White Rock EIGHTEEN YEARS Arizona—Tucson, Mission View, Roskruge, Rosk- ruge Jr. High, Tucson Sr. High, University Hghts. Connecticut—East Hartford, Union Itt1nots—Decatur, Oglesby; Moline, Central Jr High, John Deere Jr. High, Garfield MassacHusetts—Beverly, Farms New Yorx—Mount Vernon, Columbus Omer serain, Hawthorne Jr. High, Whittier Jr ig OxK.LaHoMa—Muskogee, Edison PENNSYLVANIA—D rexel Hill, Garrattford Vireinta—Lynchburg, Frank Roane Wisconsin—Kenosha, Lincoln Jr. High SEVENTEEN YEARS Arizona—Phoenix, Wilson Cotorapo—Rocky Ford, Entire System lIttinols—Decatur, Roosevelt Jr. High; Maywood, Melrose Park; Moline, Ericsson, Irving, Mc- Kinley, Moline Sr. High, Roosevelt; Pontiac, Entire System InpIANA—Fort Wayne, Washington; Huntington, Entire System; South Bend, Entire System Massacuusetts—Beverly, Charles S. Brown Missourt—Kansas City, Milton Moore New York—Binghamton, Thomas Jefferson School No. 8, Lzurel Ave., Florence Nightingale School No. 4, \ 2odrow Wilson [ 30 | . « « Which has been 100 percent in NEA enrolment since 1918. The principal of the school is J. H. Ute. Oxnto—Lorain, Irving, Irving Jr. High, Longfellow, Longfellow Jr High; Rossford Rossford High, Walnut St.; Zanesville, Entire System SIXTEEN YEARS Cotorapo—Englewood, Hawthorne Ittino1is—Elmhurst, Lincoln, Roosevelt; Moline Entire System; Rock Island, Edison, Grant, Hawthorne, Irving Inp1aANA—Fort Wayne, Forest Park, Hamilton, Lakeside; Indianapolis, George W. Julian School No. 57; Michigan City, Harrison, Jefferson Kansas—H utchinson, Northside MarYLaAnpD—Queen Anne's County, Entire System Massacuvusetts—Everett, E. E. Hale Micuican—Adrian, Jefferson, Lincoln, McKinley Primary New Jerstey—Rutherford, Lincoln New Mexico— Albuquerque, Lew Wallace New YorK—Binghamton, Christopher Columbus School No. 5, Thomas A. Edison, Abraham Lincoln, Henry W. Longfellow, George Wash ington School No. 1 Oun10o—Brecksville, North Royalton Cons.; Chagrin Falls, Beechwood; Columbus, Fairwood. Hey! Ave.; Logan County, Entire System; Lorain, Entire System; Marion, Greenwood: Olmsted Falls, Olmsted Falls; Solon, Solon Cons.; Zanes field, Zanesfield Rural PENNSYLVANIA—Chester, Morton; Clearfield, Fourth Ward, _s High; Mahonoy City, Coles, Ma honoy City Sr. High, Mahonoy Twp. Jr. High, Yatesville-Mahonoy Twp. Texas—W aco, Brook Ave. Utran—Gunnison, Gunnison Sr. High Vircinra—Lynchburg, Ruffner, John Wyatt Wyominc—Casper, Grant FIFTEEN YEARS ALABAMA—Birmingham, Avondale Catirornia—Davis, Davis Joint Grammar, Davis Joint Union High; Oakland, Charles Burckhalter GeorGia—Atlanta, Whitefoord Ave. ILt1no1is—Evanston, Lincolnwood; Rock Island, Franklin Jr. High, Lincoln Jr. High Kentucky—Louisville, Emmet Field Massacuusetts—Beverly, Cove; Malden, Judson; Plymouth, Cornish Micuican—Adrian, Entire System MINNESOoTA—M inneapolis, Whittier Missourt—Kansas City, Central Jr. High, Sanford B. Ladd New Jersey—Camden, Read; North Plainfield, Somerset New YorKk—Binghamton, Daniel S. Dickinson, East Junior High, Eldredge Park, Benjamin Franklin School No. 7, Alexander Hamilton, Health Edu- cation, Theodore Roosevelt School No. 11, West Jr. High Outo—Y oungstown, Elm PENNSYLVANIA—New Kensington, Entire System TENNESSEE—S pring field, High: School Wisconsin—Wauwatosa, Longfellow Jr. High FOURTEEN YEARS Aritzona—Tucson, Entire System CaLirornia—Santa Barbara, Montecito Union Elem. CoL_orapo—E nglewood, Lowell Connecticut—Bristol, Clarence A. Bingham THE JOURNAL OF Itt1no1s—Decatur, Dennis, Mary W. French, Gar field, E. A. Gastman, Johns Hill Jr. High, Oak land, Riverside, Ullrich, Warren; Elmhury Hawthorne; East St. Louis, Jetterson, Signal Hill Inp1ana—-Fort Wayne, Hanna; Michigan City, Cen. tral, Eastport, Elston, Isaac C. Elston Jr. High, Isaac C. Elston Sr. High, Garfield, Park Kansas—Norton, Entire System; Paola, Paola Sr High MINNESOTA—M inneapolis, Washington New Jersey—Bridgeton, Irving Ave., Monroe St: Carney's Point, John J. Pershing; Hightstown Hightston High; Ventnor, Oxford Ave. New York—Schenectady, Brandywine Ave. Ounto—Ashtabula, Columbus Grade, Pacific Grade Bowling Green, Church St.; Columbus, West Broad St.; McDonald, Entire System; Rittman, Entire System PENNSYLVANIA—Broomall, Marple Twp.; Chester Lower Chichester Twp., P. acinie Borough, Trainer Borough; ( learfield. Entire System; Clifton Heights, Clifton Hghts, Clifton Hghts. Boro, Clifton Hghts. High; Drexel Hill, Drexel Hill; Gettysburg, Entire System; Glenolden, Glen-Nor Sr. High, Glenolden; Marcus Hook, Elementary; Vedia, Crozerville, Elementary, Media High, Sandy Bank; Middletown Twp Lima, Park mount; Norwood, Norwood; Oakmont, Oakmont Sharon Hill, Bethel Central, Sharon Hill Sr High; Springfield, Central; Summit Hill, Entire System; Upland, Upland Boro; Upper Darby Essington Tran—Salt Lake City, Garfield IRGINIA—Lynchburg, West End “no THIRTEEN YEARS CALIFORNIA inaheim, La Palma; Needles, Entire System; Pomona, Washington FLoripa—Daytona Beach, Lenox Ave.; Lake Worth North Int1no1ts—Decatur, Centennial Jr. High, Durfee, Grant, Lincoln, Pugh. Washington InprANA—Hammond, W oshiaaban : Indianapolis Public School No. 3 Matne—Machias, Washington State Normal Massacuvusetts—Brookline, Michael Driscoll Jr High; Melrose, Calvin Coolidge, Ripley, Winthroy MinNESOoTA—Minneapolis, Audubon, Cooper New Jersevy—North Plainfield, Harrison New Mexico—Albuquerque, Eugene Field Oun1o—Ashtabula, Columbus Jr. High, West Avenue Grade; Cincinnati, Chase; Columbus, Hubbard Ave.; Goshen, Entire System; Lockland, Entire System; Marion, Forest Lawn, Oak St., Olney \ve., Pearl St.; Piqua, Bennett Elementary, Ben nett Jr. High, North St., Spring St., Wilder Elem., Wilder Jr. High PENNSYLVANIA—Dormont, Kelton TEN NESSEE—Knoarville, Lincoln Park Wyominc—Casper, Roosevelt TWELVE YEARS Itt1nois—Decatur, Entire Systen Evanston Foster; Rock Island, Frances Wi illard InptaNa—Indianapolis, Francis Willard School N So Kansas—Merriam, Shawnee Mission Rural High Wichita, Carleton, Kellogg, Lowell, Park, Skinner, Washington Matne—Waterville, Myrtle St. Missouri—Kansas City, J. C. Nichols New Jersev—Atlantic City, Senior High; Bradley Beach, Bradley Beach; Camden, Yorkship New York—Hartsdale, Hartsdale Outo—East Cleveland, Rozelle; Marion, North Main St., Oakland Hghts.; Piqua, Entire System; Willoughby, Entire System PEN NSYLVANIA—Middletown, Central Grammar TENNESSEE—S pringfield, Junior High, Main St. Woodland St. Wisconsin—La Crosse, Hogan ELEVEN YEARS ALaBsaMA—V alley Head, Valley Head Con Arizona—Phoenix, Phoenix Jr. College CaLirornta—Pismo Beach, Pismo Connecticut—East Hartford, South Grammar Ituino1is—Elmhurst, Old Field, Washington; Harvey Whittier Kansas—lWiichita, College Hill, Lincoln, Sunny- side, Waco, Woodland Minnesota—Minneapolis, McKinley New Jersey—Atlantic City, Venice Park; Bridge- | ton, Bank St.; Summit, Summit Sr. High; Vent- nor, Ventnor Ave - New York—Mount Vernon, Nathan Hale NortuH Carotina—Durham, Holloway St. THE NATIONAL EDUCATION ASSOCIATION Mis NE\ Cal Col Con De FLo Iu INb Ka) Ke) Ma: Ne\ VO ue rd ire ey en ler on, zh er, ley ain St., ny- ge: N Oxn1o—Canton, Henry S. Martin; Columbus, field, Highland; Rossford, Eagle Point PENNSYLV Anta—M iddletown, Susquehanna Bldg. Gar- TEN YEARS Arizona—Tucson, Carrillo, Safford CaLiFoRNIA—Claremont, C laremont; Entire System; Stoc¢ kton, Jefferson CoNNECTICUT— East Hartford, Woodland National City, Froripa—St. Petersburg, Child's Park; Tampa, Seminole Hghts. Georcia—Atlanta, Inman Park Int1nois—Puffer, Puffer School Dist. No. 69; Rock Island, Denkmann Kansas—Hutchinson, Allen; Wichita, Fairmount Massacuvusetts—Beverly, Ryal Side; Springfield, White St. Minnesota—Saint Cloud, Garfield Missouri—Kansas City, Hale H. Cook Lincoln Lander Co. NesraskaA—Grand Island, Nevapa—Battle Mountain, High No. 2; McGill, McGill Elem. New York—Johnson City, Theodore Roosevelt NortH Dakota—Carrington, Entire System On1to—Toledo, Wynn Orecon—Rainier, Rainier Grade School No. 13 PennsYLvANia—Halifax, Halifax Boro School Dist.; Mauch Chunk, Entire System; Nesquehoning, East End, Junior Senior High; New Kensington, Mar- tin, Valley Hghts. TENNESSEE—Springfield, Entire System Wisconsin—Kenosha, Deming NINE YEARS Arizona—Gila Bend, Entire System; Tucson, Gov- ernment Hghts Catirornia—Calwa City, Calwa; Riverside, Mag- nolia; Ventura, Mound Cotorapo—Denver, Rosedale Georcia—Grifin, Entire System Intino1s—Elmhurst, New Field; Lebanon, Entire System InpIANA—Crawfordsville, John Beard, Junior & Senior High, Horace Mann, Mills, Tuttle, Willson Kansas—H utchinson, Central Matne—South Portland, Reynolds MASSACHUSETTS—North Andover, Bradstreet; Wal- tham, North Jr. High MicHiGaNn—Detroit, Mason Minnesota—M inneapolis, Lyndale, Northrup Missouri—Kansas City, St. Joseph’s Home, E. F. Swinney, Westport Jr. High; St. Louis, Hamilton New Jersev—Atlantic City, Administration Bldg.; Camden, Starr New Yorx—Endicott, George F. Johnson; Genesco, State Normal School; Solvay, Boyd, Intermediate, Prospect On1o—Dayton, Fort McKinley; Zanesville, Special Teachers and Supervisors PENNSYLVANIA—Grove City, Central, ington; Knoxville, Knoxville Boro; Lawrenceville, Lawrenceville Boro; New Kensington, Fifth Ave., Fourth Ward, Mt. Vernon, Parnassus Jr. High Vircinta—Norfolk, Coleman PI. Lincoln, Wash- EIGHT YEARS CaLirornta—Anaheim, Horace Mann; Sunnyvale, Sunnyvale CoLtorapo—Denver, Milton Ittrnois—Decatur, Special Teachers and Super- visors, Woodrow Wilson Jr. High; Rock Island, Entire System; Urbana, Lincoln InpiaNA—Fort Wayne, Hoagland Kentucky—Louisville, Emma Dolfinger Matne—Portland, Cliff Island Missourt—Kansas City, Gladstone, Norman; St. Louis, Lincoln Nevavpa—Boulder City, Entire System New Jersty—Princeton, Princeton New YorKk—Endicott, George Washington; Roches ter, Samuel Lattimore School No. 11; Rome, Columbus On1to—Canton, Allen; East Cleveland, Prospect; Toledo, Coy Elem.; Willoughby, Andrews School East igh Putnam-Covington Joint Lower Pottsgrove Twp.; Huntingdon Valley, Lower Moreland Elem.; Mans- field, Senior High; Terrace, Mifflin Twp. Wisconsin—Milwaukee, Solomon Juneau High for Girls; Youngstown, PEN NSYLVANIA—C ovington, School; Guilbertville, SEVEN YEARS CaLirorn1a—Anaheim, Benjamin Franklin; Oakdale, Oakdale Union CoLorapo—Englewood, Entire System Connecticut—Greenwich, Riverside DELAWARE—Kenton, Kenton FLortpa—Miami, Riverside Itttno1is—North Chicago, Central, Lindbergh InpIANA—Fort Wayne, South Wayne; Indianapolis, Stephen Foster School No. 67; Mongo, Springfield Twp. High; Rushville, Belle Gregg Kansas—H ichita, Finn, Irving, Longfellow, Robin- son, Willard Kentucky—Richmond, Eastern Ky. College Massacuusetts—Beverly, McKay; son; Waltham, Nahum Hardy New Jersey—Atlantic City, Monterey Voc. School, Pennsylvania Ave., Rock, R. E. Byrd State Teachers Gloucester, Bab- . Ave. Girls’ Texas Ave.; Glen VOLUME 29, NUMBE JANUARY Onio—Akyron, Harris; Marion, Glenwood, Mark, Sil- ver St.; St. Bernard, St. Bernard; Wyoming, En- tire System Penn High; PENNSYLVANIA—Greenville, Millerton, roses Twp.; W ellsboro, Wellsboro Sr. & Jr. ligh; West Home stead, West Homestead Borough Soutu Dakota—Sioux F alls, Longfellow Utan—Salt Lake City, Onequa Vircinta—Lynchburg, Thomas C. Miller; Richmond, Nathaniel Rees Wisconsin—Milwaukee, Carleton SIX YEARS A.Laska—Sitka, Sitka CaLirornia—Berkeley, Oxford; San Bernardino, Arrowhead, Marshall CoL_orapo—Grand Junction, Washington District or CoLtumBia—Washington, Benning, Buchanan FLoripa—Miami, Buena Vista; St. Petersburg, Mt. Vernon GrorGia—Atlanta, Jerome Jones , Young; Champaign, Entire System; Charleston, Eastern lll. State Teachers Celine: Mendota, Mendota Twp. High; Payson, Seymour pps — ae a Inp1ana—Bloomington, Hunter; Fort Wayne, +f Irwin; Indianapolis, Henry P. Coburn Schoo No. 66, Ben Davis High; Rushville, Graham; Wichita, Entire System Lovisiana—New Orleans, John J. Audubon Elem. MASSACHUSETTS—Brookline, George S. Baldwin; Gloucester, Point Grammar; Holden, Rice; Win- chester, Mystic. Micuican—Adrian, New McKinley MINNESOTA— Minneapolis, Madison MississipPi—McComb, Entire System Missouri—Kansas City, Ashland, Bancroft, mount an "alana ae Nebraska State Teachers Col- leg a White Pine Co. High School No. 1; Reno, Billinghurst i. High, Northside Jr. High, Southside; Sparks, Mary Lee Nichols New HampsHire—Portsmouth, Whipple Fair- New Jersey—Red Bank, Mechanic St., River St. New YorKk—Oneonta, Center St.; Schenectady, Edi- son Nortu Carotina—Durham, East Durham, Lakewood Oxn1o—Canton, Market; Delphos, Lincoln; Marion, Vernon Hghts. Jr. High; Steubenville, Washing- ton; Toledo, Clay Elem., Clay High; Youngstown, Roosevelt PENNSYLVANIA—Chambersburg, Entire System; Ches- ter, Larkin-Huber; Middletown, Entire System; Pittsburgh, Penn; Port Allegany, Entire System; Washington, Eighth Ward Vircinta—Richmond, Robert Fulton WEsT Vircinta—Barboursville, Deshourevite: Clarksburg, Carlile, Towers; Hinton, Greenbrier Wisconsin—Milwaukee, Roosevelt Jr. High FIVE YEARS Avaska—Haines, Haines Arizona—Tucson, School Amphitheater Dist. No. 10 CatirorniAa—Burbank, Burbank; Long Beach, U. S. Grant; Vallejo, Farragut Cotorapo—C olorado Springs, North Jr. High FLoripa—Miami, Miramar Greorcia—Atilanta, East Lake, Slaton; Clisby Ittinois—North Chic ago, South Kansas—Coffeyville, Entire System; Dodge City, Lincoln; Hiawatha, Entire System; Junction City, Departmental School; Paola, Entire System Kentucky—Elizabethtown, Entire System Lovistana—Grand Chenier, Grand Chenier High MASsSACHUSETTS—P/ymouth, Mt. Pleasant; Waltham, Thomas R. Plympton Micn1GaAn—Albion, Entire System; Detroit, Vetal MIN NESOTA— Minneapolis, Loring, Lowell, Morris Park; Oak Park, Oak Park Nevapa—Contact, Contact High; Elko, Elko County High; Reno, Mary S. Doten, Orvis Ring; Sparks, Robert H. Mitchell, Senior High, Sparks Jr. High New Jersev—New Brunswick, Washington School No. - New Yorxk—Endicott, George H. Nichols; Glovers- ville, Oakland Ave.; Mt. Vernon, DeWitt Clinton, DeWitt Clinton Jr. High, Robert Fulton, James M. Grimes, Hamilton, Lincoln School No. 2, Francis Macon, Joseph Pennington, Wilson pr. High, William Wilson Elem.; Port Chester, Park Ave. On1o—. Akron, Forest Hill; Alexandria, St. Albans School Dist.; East Cleveland, Chambers; Elyria, Edison; Toledo (Oregon Twp.), Entire System; Youngstown, Kyles Corners, Wilson High OKLAHOMA- —Tulsa, Sidney Lanier PEN NSYLVANIA—Antrim, Duncan Twp.; Arnot, Bloss Twp.; Blossburg, Blossburg Boro; Elkland, Elk- land Boro; Gaines, Gaines Boro; Jmperial, Findley Vocational; Liberty, Liberty Boro; Little Marsh, Chatham Twp.; Mainesburg, Mainesburg; Mans- field, Mansfield Jr. High; Marcus Hook, Entire System; Middlebury Center, Middlebury Cons.; Morris, Morris Twp.; Morton, Sidney Smedley; Nelson, Nelson Twp.; Odgensburg, Odgensburg; Osceola, Osceola Twp.; Rutland, West Rutland; Sabinsville, Clymer Twp.; Tioga, Tioga Boro; Wellsboro, Asaph, Charleston Twp., Marsh Creek Cons.; Westfield, Westfield Twp. Cons. South Daxota—Sioux Falls, Hawthorne, Lowell Texas—Texarkana, Dunbar High Utan—Morgan County, Entire System Vircinta—Lynchburg, Fairview; Richmond, Thorpe George 1940 WasHINGTON—Bellingham, Bellingham Administra- tive Bldg.; Seattle, Whittier Wisconsin—Madison, Randall; Racine, Stephen Bull, Garfield, William Horlick Sr. High, Jeffer- son, Knapp, North Racine, Washington Jr. High W YoMING—Granger, Granger FOUR YEARS Araska—Skagway, Skagway Public; Valdez, Ella- mar Arizona—Mesa, Entire System CaLirorn1a—Alhambra, Marguerita; El Segundo, El Segundo; Grass Valle Grass Valley High; Pescadero, Pescadero Union High; Piru, Piru; Placerville, Placerville; Pomona, San Antonio: St. Helena, St. Helena "Union High Co.Loravo—Englewood, Washington; Windsor, Wind- sor Elementary Platoon DeL_awarE—Ellendale, Ellendale School Dist. No. 125; Wilmington, S. G. Elbert Dye xv CotumBia—Washington, Bunker Hill, sogan Froripa—Miami, Earlington Hghts., Santa Clara; Miami Beach, Central Beach Grorcia—Atlanta, Morningside; Macon, Bellevue I.tinois—East St. Louis, Cannady; Edwardsville, Entire System; Evanston, Miller; Gavin, Gavin School Dist. No. 37; Monmouth, Central, Garfield; Rockford, Nelson InDIANA— Mitt Bees Lincoln; Fort Wayne, Harrison Hill, Frances Slocum; Indianapolis, Pub- lic School No. 35; Muncie, Harrison; Terre Haute, Booker Washington; Vincennes, Lincoln Sr. High Kansas—Arkansas City, Washington; Dodge City, Entire System; ingsdown, Entire System; Wichita, Boys Farm Kextucky—Louisuille, Albert S. Brandeis, George Rogers Clark Louisiana—Grand Chenier, Grand Lake High Maine—Westbrook, Warren MaryLaAnp—Baltimore, Henry Highland Garnet Massacuvusetts—Brookline, William H. Lincoln; Melrose, Franklin Micuican—Adrian, Washington; Bay City, Tromb- ley; Detroit, John J. Bagley, Bellevue, Breitmeyer, Capron, Cerveny, Edgewood, Jacoby, Wayne; Saginaw, Houghton Minnesota—Minneapolis, Agassiz, Hale; Stillwater, Nelson Nesraska—Potter, Senior High Nevapa—Fallon, Churchill County High New Hampsuire—Candia, Moore; Farmington High New Jersey—Linden, Linden High; North Plain- field, East End, West End; Plainfield, Irving, Jefferson, Lincoln New Yorx—Mt. Vernon, Charles E. Nichols Jr. High; Schenectady, Hamilton, Nott Terrace, Yates; Solvay, Senior High Oxn1o—Canton, Cedar, Dueber, Liberty; Galion, North; Independence, Independence Cons.; Ritt- man, Rittman Jr. High; North Bloomfield, Bloom- field Centralized; Salem, Columbia St., McKinley; Farmington, Troy, Edwards, Forest, Kyle, Heywood, Troy High; Wyoming, Hillcrest PennsyLvanta—Bellefonte, Ferguson Twp.; Dau- hin, Middle Paxton Twp.; Harrisburg, Penbrook 30ro; High Spire, High Spire Boro; Hummels- town, Entire System; Jersey phew. Jersey Shore Borou h; Middletown, G. W. Feaser, foam don- derry Twp.; Millersburg, Millersburg Boro; Ober- lin, Swatara Twp.; Partang, Paxtang Boro; Rut- ledge, Rutledge Borough; Shinglehouse, Shingle- — South Williamsport, South Williamsport oro Uran—South Sanpete District, Sterling, Sterling Vermont—Ludlow, Black River Academy Vircinta—W esthav en, Westhaven West V IRGINIA—Blue field, Glenwood Jr. High Wisconsin—Delavan, Entire System; North Fond du Lac, North Fond du Lac Sr. High Entire System; THREE YEARS ALaraMa—Baileyton, Hulaco School No. County, Entire System; Hancev ille, Cnsiee School No. 31, Pleasant Hill School No. 29; Vinemont, Enon School No. 20 Arizona—Inspiration, Benjamin Franklin; Tolleson, Tolleson Union High Cacirornia—Corcoran, Corcoran Union Sr. High; Cummings, Leggett Valley; ; San Bernardino, Met- calf; Santa Cruz, Laurel DELAWARE — Farmington, Farmington; Houston, Houston; Laurel, Blades; Ocean View, Gumboro District or CotumBpia—Washington, Bryan FLor1ipa—Miami, Miami Shores; South Miami, Coco- nut Grove; Tampa, Grover Cleveland Georcia—Atlanta, I. N. Ragsdale Itt1no1s—Canton, Central, McCall; Chicago, Peirce; East St. Louis, Lansdowne Jr. High; ‘Havana, Oak Grove; North Chicago (Dist. No. 64), Entire System; Rock Island, Central Jr. High, Lincoln; Warrenville, Seraph Warren Holmes InpIANA—Columbus, Adjustment, Garfield, Jefferson, McKinley, Wilson; Danville, Central Normal College; Indianapolis, Public School No. 12; Union City, Entire System Kansas—Coats, Coats Rural High; Ford, Entire System; Topeka, Quinton Hghts.; Winona, Entire Chilton System KentucKky—Boston, Boston Cons. Sr. High; Cox’s Creek, Cox’s Creek, High Grove; Howardstown, Howardstown Jr. High; Louisville, John Marshall; [ 31 | i : : : Nelson County, Entire System; New Haven, Boonesmill, Nelsonville, New Haven; New Hope, New Hope Jr. High Lovisiana—Varnado, Varnado High Micuican—Hastings, Entire System; Crary-Lincoln MiInNEsoTA—Minneapolis, ae Mawr, Clinton Mississippi—Jackson, Barr, Duling, Robert E. Lee, . L. Power Nevapa—Caliente, Caliente; Cherry Creek, Cherry Creek; Contact, Contact Grammar; McGill, Entire System; Mina, Mina; Reno, Mount Rose New HampsHire—Hinsdale, Bridge St.; Portsmouth, Farragut New Jersey—Hackensack, Hackensack High, Long- view Avz. School No. 7; Lavallette, Lavallette; Milford, Milford; New Providence, Entire System; North Plainfield, Entire System; Plainfield, Wash- ington; Union, Jefferson New Mexico—Portales, Entire System New YorKx—Binghamton, North Senior High; Endi- cott, George W. Johnson; Great Neck, Arrandale; Johnstown, Perry St., Warren St.; Purchase, Pur- chase (Harrison No. 2) Nortn Carotina—Durham, Morehead, North Dur- ham Ou1o—Canton, Garfield, Elizabeth Harter, Stark; Dover, South Ave. Bldg.; Loudonville, Loudon- ville Elem.; Marion, George Washington; Salem, Fourth St.; Stoutsville, Clearcreek Twp.; Tiffin, Monroe PEeNNsSyLvaNi1Aa—Berlin, Berlin-Brothersvalley; Colo- nial, Lower Paxton Twp.; Elizabethville, Eliza- bethville Boro; Hershey, West Hanover Twp.; Highspire, Entire System; Indianola, Indianola; Prospect Park, Prospect Park Borough; Tioga County, Entire System; Verona, Verona Borough; Williamsport, Porter Twp. Soutn Caro.tina—Goldville, Joanna Jr. High TENNESSEE—K noxrville, Lockett Uran—St. George, Woodward High; Salt Lake City, Lowell; Tooele, Tooele Central VerMONT—Burlington, Pomeroy VirGin1ta—Amonate, Baldwin; Richmond, Stonewall Jackson WasHi1nGctTonN—Bellingham, Fairhaven Jr. High West Vircinra—Belle, Belle Elem.; Huntington, Peyton; Sissonville, Sissonville Wisconsin—Madison, Harvey Saginaw, TWO YEARS ALABAMA—Cullman County, Entire System Acaska—Ninilchik, Ninilchik; Seward, W. H. Se- ward; TJetlin, Tetlin ARKANSAS—Greenbrier, Little Rock; Blue Hill CaLirorNiA—El Segundo, Entire System; La Verne, Bonita Union High; Littlerock, Keppel Union; Or- land, Capa; Pomona, Alcott, Abraham Lincoln; San Bernardino, Cajon DeELAwARE—AMilton, Milton School Dist. No. 8 FLoripa—Miami, Pinewcod Park; Tampa, MacFar- lane Grorc1a—Macon, Fort Hawkins Itt1no1is—Berwyn, Emerson; Chicago, West Pull- man; Clifton, Clifton High; Clinton, Clinton Com- munity High; Decatur, Oak Grove; Harrisburg, Horace Mann; Havana, Rockwell; Lanark, Lanark Public; Marshall, Marshall High; Rockford, Hall; Sherrard, Community High Inptana—I ndianapolis, Public School No. 50, Public School No. 53; Lafayette, Tippicanoe Kentucky—Newport, East Clitton, Ninth St., Tenth St., York St.; Pendleton County, Entire System; Russeliville, Entire System Louisiana—Johnson Bayou, New Orleans, Merrick; Sulphur, Hackberry High Maine—Anson, Garret Schenck MaryLanp—Salisbury, East Salisbury Massacuusetts—Brookline, Sewall; Holden, Jeffer- son; Melrose, Lincoln, Washington Micuican—Detroit, Division of Instruction of the Detroit Teachers Assn., Hillger, Pattengill, Pu- laski, White Special, Wingert; Hastings, Senior High; Saginaw, Jones MINNESOTA—Minneapolis, Douglas Nevapa—Goldfield, County High; Mineral County, Entire System; Wells, Wells New Hampsuire—Lyme, Lyme Plain; Portsmouth, Atlantic Hghts., Lafayette New Jersey—Linden, Public School No. 8 New YorK—Cornwall, Cornwall Sr. High; Geneva, Cortland St. Nort Carotina—Mount Airy, North Main St. Ou10—Ashtabula, State Road; Canton, Hartford: Carey, Entire System; Dover, Second St. Bldg.; Elmwood Place, Entire System; Lockland, Spring dale; Loudonville, Loudonville Sr. High; Nez Lexington, Entire System; Petersburg, Spring field Twp. High; Salem, Prospect, Reilly; Zanes- ville, Bell PENNSYLVANIA-——Somerset County, Entire System; Upper Darby, Aroniminck; Washington, Wash- ington Sr. High Sourn Caro_ina—Allendale, Allendale Grade & High; Elko, Elko; Goldville (Joanna Schools), Entire System Soutn DaKxota—Sious Falls, Bancroft TEN NESSEE—K noxrville, Brownlow, Mountain View, Park City-Lowry, Staub Texas—San Antonio, Herff School No. 18 Uran—Mayfield, Mayfield Jr. High Vircinta—Roanoke, Jamison, Morningside, Virginia Hghts. Wisconstn—Madison, Marquette; Milwaukee, Ben- jamin Franklin; Racine, N. D. Fratt, Howell, Centerville Cons.; North ohnson Bayou Cons.; laquemine, Crescent; [ 32 | anes Elem., Mitchell Jr. High, Henry Mitchell lem., Theodore Roosevelt, Washington Elem., Winslow Wyominc—Casper, Park CURRENT YEAR ALABAMA—Birmingham, £ io Snotent Dept. N-40, 2 Park Avenue, New York, N. Y. H 3 wich “5 astan ( ) Send me free color booklet on the New Royal Portable. : | Typing Chart. ( ) Tell me, without obligation, how I can try a New § : NO EXTRA COST MAGIC Margin Royal Portable in my own home FREE i * - ,’ : . . & hendeome, all- Ere ry Te Te TTT ee TeT ere T CTT TTT TT TTT eT TTT | $ weather Carrying Case. | STREET.............. Pe a 4 ’ » pennnnncceesccscsececesencccccncccecssnscnsesesssscccccessccescesecessscescsesccacesst THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 12% eat gan gan and Poi ane dev by . Edt ican Put pan Th se on Assi Sch Ww tion read Stuc 193° Jour i a Stati NE. Dir Ww catic Instr tical and prov those soun ters tiona nics cially VOL {s wa ’ ’ e = eee eeeeene= ae, sess ION izations of the city. The project, which each year grows in popularity, has proved to be a popular and fertile source of public relations. Otis A. Crosby of the Division of Informational Service writes, “We have literally won battles and gained ground thru the personal contacts of the Speakers’ Bureau, which has addressed more than 100,000 people during the ten months of the school term. We also have a student Speakers’ Bureau operating under our mu- nicipal university of Wayne.” Topics in- clude: The Detroit Public-School System, Education Keeps Pace with Social Change, What We Get for Our Taxes, What Art Instruction Offers the Child, New Trends in Reading Instruction. New Teacher Credit Unions yy THERE ARE twenty teacher credit unions in Texas for white teachers and three or- ganizations for Negro teachers. These or- ganizations include about 6000 members and have assets totaling $600,000. Political Science in American Colleges and Universities, 1636-1900 yy Tuis 1s THE TITLE of a history of the development of political science, written by Anna Haddow, who is in charge of the Educational Research Service of the Amer- ican Association of School Administrators. Published by D. Appleton-Century Com- pany, this 308-page volume sells for $2.50. The Journal Index on request from the National Education Association, Washington, D. C. School Taxes xy THE NEA COMMITTEE on Tax Educa- tion calls to the special attention of JouRNAL readers an article on “School Study in Misinformation” in the October Taxes—A | 1939 issue of the Nebraska Educational | Journal. The article was written by Archer L. Burnham, executive secretary, Nebraska State Teachers Association. NEA Department of Supervisors and Directors of Instruction yy THE DEPARTMENT announces the publi- cation of its Twelfth Yearbook, “Newer Instructional Practices of Promise,” a prac- tical guide to supervisors, administrators, and teachers in achieving growth and im- provement in teaching. Included are only those practices found to be practical and sound in the progressive school. The chap- ters on the evaluation of newer instruc- tional practices and the supervisory tech- nics adapted to these practices are espe- cially significant to [Cont. on page A-10] VOLUME 29, NUMBER I}; JANUARY 1940 “Rapid and recent changes in the world situation create a definite need for reliable, factual material concerning the present interna- ; oe ae tional conflict. Educational Policies Commission’s “American Education and the War in Europe” For classroom, assembly, discussion groups—wherever the far- reaching movements of contemporary world events are studied. THE SOUND OF HISTORY: Then Came War: 1939 A dramatic, yet scholarly and impartial recording of the events preceding the declarations of war on September 3. The voices of CHAMBERLAIN, DALADIER, and HITLER, in historic ; 2 a r 3 > | i 4 a : ® M . | speeches, recorded from short-wave broadcasts, are an important xy THE INDEX FoR 1939 is now available | part of the script. The factual comments which supply continuity are impartial, unprejudiced, reasoned, yet electric in their effect. Here is a new teaching instrument which, in addition to supplying a vivid account of a world crisis, brings to the study of history a new realism and significance. With notes on educational use by Alexander J. Stoddard Superintendent of Schools, Philadel- phia, and Chairman, Educational Policies Commission of the N.E.A. a Edited and introduced by Elmer Davis Author and News Commentator WORLD BOOK COMPANY Yonkers-on-Hudson, New York 2126 Prairie Avenue, Chicago. THEN CAME WAR: 1939 25 minutes of History in the Making. Album of 3 twelve-inch records, 6 sides—with notes on educational use. $6.50 20% discount to schools Boston Atlanta Dallas San Francisco Portland [ A-o | Metropolitan Achievement Test, Courtesy World Book Company —Prerequisite : MAP-READING SKILL Half to three-quarters of all standard geography questions test your pupils’ map-reading skill. This proportion reflects the emphasis leading teachers place on map study. | Understanding of maps is a means to one of ‘the most important objectives in geography—t enables the child to orient himself in a complex world. To do this, he must form images for such abstracts as distance and direction. He must recognize both the form and meaning of environmental and cultural patterns. He can develop these understandings only through the study of maps and pictures. Send for a Social Studies Unit Free oe ee ee ye | A. J. NYSTROM & CO. “| | 3333 Elston Avenue | 1 Chicago, Illinois. 1 | i Please send me a Geography Unit Book for [) The World 1 North Central States | (Check one) 1 | | | 2 a ae a on | | | Bel cctcetecccnceaiecerneecinacatsteie f | | | City .... ni I prrieresiimencnenn il we — oe ES A. J. NYSTROM & CO. 3333 Elston Avenue Chicago, Illinois officials to assist in every way possible in | |Cont. from page A-g| the supervisor and || administrator. The Twelfth Yearbook will be discussed at a joint session with cooperating organ- izations at the morning session on Tues- day, February 27, at the St. Louis conven- tion. The yearbook will be evaluated by a representative of the Society for Curricu- lum Study, Department of Elementary School Principals, Department of Rural Education, and Association for Childhood Education. Resolution Adopted by Kiwanis yy Wuergas, service to under-privileged children has long been one of the major activities of Kiwanis International, and... WHEREAS, we note with regret that cer- tain liquor and tobacco interests seek, thru | widespread publicity by press and radio, | and particularly thru the use of pictures and quotations of outstanding athletic and professional notables, to convey to the minds of youth the benefits to be obtained | thru the use of their products, therefore be it Resolved, by Kiwanis International, in its Twenty-First Annual Convention as- sembled at Indianapolis, Indiana, June 21, 1937, that we deplore and condemn these insidious practices, and call upon Kiwanis Clubs in states and provinces where there are no prohibitory regulations, to actively assert themselves in an effort to combat said influences, by every legal means, and we further urge the public and all public the suppression of all these destructive in- fluences. Prices of Electricity yy Berore tva, the power companies paid $2.18 for Wilson Dam current and sold it for $86.10. Today the city of Florence pays TVA $6.62 for the same amount of power and sells it for $10.50. Profit to the govern- ment is $4.44. Saving to the consumer is $75.60—From Land of Liberty, The United States Today: A Regional Story. Correctional Education Today ye THE BAsIC AND ULTIMATE aim of the correctional institution may be stated to be “the social and economic rehabilitation of inmates.” This is certainly the major objective of education in correctional insti- tutions. Delinquents and criminals are socially and vocationally maladjusted. They represent a definite and special prob- lem for adjustment. ... Education in correctional institutions aims first, to sec that as large a percentage of inmates as possible do not repeat criminal acts, and second, to enable the individual to live THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION efficiently, and with sufficient interest sg that he will adjust and contribute to the welfare of society—From the First Yeay. book of the Committee on Education of the American Prison Association. For jp. formation concerning this volume, address Walter M. Wallack, director of education, New York State Department of Corree. tion, Albany, New York. How Large Should a School Be? 4x THE REGENTS 1NQuiry of the New York State schools recommends that twelve or thirteen hundred should be the maximum size for secondary schools, with perhaps half that many for elementary schools. In our judgment, this recommendation looks in the right direction. A school can, of course, be so small that it is impossible to offer the varied curriculum essential to modern education, but there is no reason why a wellrounded program should not be offered in any community in a highschool that enrolls from six to twelve hundred pupils. . . . Two types of schools ought to be virtually abolished in this country: the inordinately large school with thov- sands of children and, in most areas, the little one-, two-, and three-teacher schools, —The School Executive. International Correspondence yx Boys anv cirts all over the United States are constantly receiving letters from children in other lands who have become their personal friends. The correspond- ence is carried on thru the International Friendship League, 41 Mt. Vernon Street, Boston. An inquiry to the League Head- quarters will bring a prompt response with all descriptive material. Ethics Committee yx THE NEA CORE COMMITTEE ON ETHICS met recently at the NEA Headquarters of- fice and developed the following three- point program: |a]| To secure suggestions from members of the Association for im- provement of the NEA Code; [b] to secure the cooperation of leaders in local and state associations and teacher-training institu- tions to develop plans for widespread dis- cussion of problems of professional ethics; |c] to encourage local and state associations to develop committees on _ professional ethics whose function would be to suggest improvements in our Code, to interpret the Code, and to secure its enforcement.—T he Kentucky School Journal, November 1939. Teacher Retirement vx Durine THE 1939 sessions of state legis- latures, more than thirty bills were consid- ered in the field of [Cont. on page A-12] Vol *« The Teacher * P Looks at Teacher Load 3707 classroom teachers tell why and where teacher load causes difficulty. +z An excellent study guide for local groups of teachers. +z A stimulating report for superin- tendents and principals. 25c Discounts for quantity orders. All orders of less than $1.00 should be accompanied by funds in payment. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street, N. W. Washington, D. C. Time—Hour spent on various operations are major factors in the cost of PRINTING. Through care- ful planning and advanced pro- duction methods we have reduced the time element to a minimum. Consult us—any size job interests the “Master Printer” JUDD & DETWEILER IN THE NATION'S CAPITAL VOLUME 29, NUMBER I; JANUARY I940 A MODERN RCA SCHOOL SOUND SYSTEM designed and priced for small schools! Now...take advantage of the administrative and edu- cational benefits offered by one of these outstanding systems—yours at a price your budget can afford! ERE isthe centralized sound system that small schools everywhere are installing! A system with features that dis- tinguish much more costly units—yet which is available at a price that comes well with- in limited school budgets. Give your school the bene- fits this system offers. Its edu- cational value alone would make it a worth-while pur- chase. But even more impor- tant is its value to you in the speedy administration of school affairs. We'll be glad to tell youhow this equipment lightens your administrative burdens. For a demonstration, additional in- formation and price quota- tions, just send the coupon. Look at These Valuable Features! Designed for schools up to 20 classrooms, easily adapted to schools up to 40 classrooms, plus sound amplification for the school auditorium. Has 12-tube High Fidelity RCA Victor radio, built-in Victrola, complete 2-way communication system. Speech, music, radio and recorded pro- grams may be sent to any room or group of rooms. Beautiful wal- nut cabinet—only 42 inches long, 18-3/4 inches high and 14-3/4 inches deep. Modern schools stay modern with RCA radio tubes in their sound equipment. Trade-mark “RCA Victor” Reg. U. S. Pat. Off. by RCA Mfg. Co., Inc. SOUND SERVICE FOR SCHOOLS Educational Dept., RCA Manufactur- ing Co., Inc., Camden, N. J. A Service of the Radio Corporation of America. aooem —- -_- 1 2 camden. NJ; Sdetiled infor ror Se vi on o Re oms! | ealelelitian celta taleseme tele celelttien 7 “€ inseparable Teach Printin oe it is one of America’s most rofitable industries! | Added Value Over Cost* | @ PRINTING AND PUBLISHING 69 % eo EET NEI a ‘\ ‘\ 42 % ® FOOD _ + = ESE... .. * U.S. Census of Manufacturers Two and a half billion dollars’ worth of printing is produced in the | U.S. every year...nearly seventy | percent, or 134 billions, of which is added value over cost. This means that printing is a highly lucrative | business for those engaged init...an important reason why every secondary school Send for your copy of this in- teresting free booklet today ! American Type Founders | Department of Education 200 Elmora Avenue « Elizabeth, N. J. Types used: Garamond Family You're invited to visit cur booth at the N. E. A. CONVENTION | Cont. from page A-10| teacher retirement. Several were statewide teacher retirement bills introduced in states where no retire- ment system has existed heretofore. The Wyoming bill was passed but was vetoed by the governor. The Alabama bill was passed but will not become effective until the gov- ernor certifies that there is enough money in the fund to pay the state’s contribution provided in it. South Dakota and West Virginia bills were enacted into law. Florida passed a retirement bill also, but the general revenue fund may not be sufhi- cient to retire all teachers who apply for re- tirement during the first year. Revisions | were made in existing retirement systems | in seventeen states. Bills introduced in Ari- zona, Delaware, Idaho, Iowa, Missouri, Nebraska, North Carolina, Oklahoma, Oregon, and Tennessee were defeated. A Life Member at Sixty yy CHARLEs R. CocKAYNE of the Technical Highschool, Springfield, Massachusetts, writes: “Tho I am sixty years of age, I hope that I have ten of the best years of my teaching ahead. For a number of years, I have been a member of the Association, paying $5 dues annually. The appeal to become a Life Member interests me. En- closed herewith please find $10, the first instalment, provided, of course, that in case of my death the unpaid balance does not involve a claim upon my estate.” It does not. | Hotel Reservations at St. Louis yy THE AMERICAN AssocIATION of School Administrators (see page 18) announces that advance hotel reservations indicate a larger attendance than ever before. Altho St. Louis is well-provided with big modern hotels, accommodations of every sort in the downtown section are exhausted. Those who are still in need of sleeping-room reser- vations are advised to write soon to Philip J. Hickey, chairman, Housing Bureau, Suite g1o, Syndicate Trust Building, St. | Louis, Missouri. “All-Inclusive” for Twenty Y ears vy Harry C. Srtn, president of the Al- toona (Pennsylvania) Education Associa- tion, recently wrote: “It pleases me to inform you that the Altoona Education | Association at its business session Septem- ber 6 established the unique record of joining the three education associations unanimously 100 percent, the National Education Association, the Pennsylvania State Education Association, and the local association for the twentieth consecutive year.” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION AVIATION or HUMAN FLIGHT THROUGH THE AGES By Ernest E. WALKER Master’s degree, Harvard University; Director of Aeronautics Education Foundation A clear presentation of human flight from the dreams of yesterday to the achievements of today. Authoritative, instructive, beautiful lit- erary style and attractively illustrated. This | book is endorsed by leading educators as ex. | ceptionally valuable for schools } Cloth binding, $3.00 postpaid AERONAUTICS EDUCATION | FOUNDATION Post Office Box 447 Washington, D. C. Complete education for teaching in elementary grades, kinder- garten and nursery school. Chil- dren’s demonstration school and observation center. Special summer classes, Beautiful resident hall. Located Chicago's lovely North Shore near lake. Cultural edy- cation plus vocational training. B.E. degree conferred Gr yrs.), also 3-year diploma and 2-year certificate, rite for list of successful alumnae. National College of Education 5G th ear EDNA DEAN BAKER, PRES.T BOX 016-A EVANSTON, tL. interested in: Administrative Problems Adult Education Character Education and Guidance Curriculum and Classroom Aids Financing Education Health Education International Relations Research in Education Rural Education Safety Education Supervision Teacher Welfare Publications are available from the Association dealing with all of the above subjects. Write now fora copy of the List of Publications (free on request) so that you may select the titles in which you are most inter- ested. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth St., N. W. Washington, D. C. BALOPTICONS A B&L Balopticon will prove the most econom- ical as well as the most efficient means of teach- ing visually. There is a B&L Lantern Slide or Opaque Balopticon for every still projection purpose. Write for a catalog. Bausch & Lomb Optical Co., 684 St. Paul Street, Rochester, N. Y. The sy FB ing 1 the ¢ corel Such centl (Wil pilati tiona answ in hi ligior by Ww the f a tea High Pati A f. To edu and asa vo The Way Out There are better opportunities for qualified teachers than ever before. Executives are searching carefully for teachers who have the educational training, experience, and excellent qualifi- 4 RECENT YEARS have found an increas- cations in personality. : ; Early registration is an advantage. Member N.A.T.A. ing number of our intellectuals coming to Address 1200-11 Steger Bldg., 28 E. Jackson Bivd., Chicago the conclusion that what the world most The WORLD FAMOUS Perry Pictures 2250 subjects 3 sizes: 3x 3%, 5% x8, 10x12. 3 prices: One Cent—Two Cents—Ten Cents each for 60 cents’ worth or more, of any size, assorted as desired Postpaid. PICTURE STUDY. Are you acquainting your Girls and Boys with the world’s great paintings? It costs so little; it means so much. Ask about “Our Own Course in Picture Study.’’ FREE information about this Course, to teachers, a sample picture and an outline of the Course for eight years, if you name grade and school. WRITE for it TODAY. grely needs today is a return to religion. Such is the thesis of Harold G. Black’s re- cently published volume, The Way Out (Willett, Clark Co., $1.50). It is a com- lation of twelve articles written by na- tionally known Southern Californians in answer to the question raised by Mr. Black in his preliminary chapter: “What has re- ligion—particularly Christianity—to offer by way of solving world problems?” For ie past twenty years Mr Black hes bern The Perry Pictures Company, Box 4, Malden, Massachusetts a teacher of English in the Hollywood Highschool, Los Angeles, Order February Pictures NOW. Washington, Lincoln, Long- Mother and Daughter tesren fellow, Lowell, Dickens, their homes, etc. Keep Out of War sy Members of the Central Missouri Dis trict Teachers Association in convention at Warrensburg went on record as being opposed to Our country’s participating in the present war in Europe or taking up arms unless this continent is invaded. They further asked that such sentiments be con- veyed to their members of Congress. A Wish for the New Year A little laughter when the day is done, A little carefree, self-forgetting fun, A little, too, of music just to charm the hours away, And jesting once-a-while to make you gay- A little labor and a little play— I wish for you. | 4 ~ , 5 — Kind thoughts and noble—ways that never a How FAST they Eat Up Your Savings Far from the harbor of a peaceful home— Friends who are true. Loved ones who min unless you are T.C.U. protected! ister with tender hands. : When you have to figure so closely month after month to meet the normal World’s goods enough for all its stern de- “a : e ; S 5 expenses of living, what do you think would happen if suddenly “Bad Luck” mands. : : mn , rr \ should leave you with a staggering lot of extra bills? That’s worth thinking And one good pal at least who under- : : cas lal. seriously about—right now. Tomorrow may be too late. Forty-one years ago a group of Teachers, feeling the hardships that so often come, started a low cost plan for protection and financial aid in time of sick- Patience, good temper, fine ideals andclean, | ness, accident or quarantine. They said “By dividing the risk and the expense A faith to face the future all serene: among many, none will feel the small cost.” Since then three generations of A broader view that sees beyond the trivial | teachers have delighted in the protection, financial aid and peace of mind I wish for you. to the whole, it has brought. What T.C.U. Will Do for.You A trust that knows heaven’s goodness in Costs Less than a Nickel a Day SEAS? te yoy a control to Keep Worry Away { major accidents; $50 a month And God to guide you—body, mind, and | Surely you can find a place in your budget for an TT ickeae or aoaiaall iene Rael amount so small. You won't miss the few pennies Cy cluding automobile): $50 a month : you set aside for T.C.U. Protection—but how when quarantined and salary stopped. I wish for you. you will rejoice in the assistance that comes in sone veg oye ~ —e we - o mae a enents olicies paying larger Dene- —Witrrep REEvEs | time of greatest need. : fits issued if you so desire. | J : re | invites you, in your own interest, to con- All claim checks sent by fast air mail. ae < : ; | sider this matter carefully now—without obliga- Toledo Takes Time Out tion and without pressure. That is the T.C.U. pocene CRREy Soe eeeanennny Seay cane eee ae ° . : ; To the T.C.U., 665 T.C.U. Building way of doing. No agent will ever call on you. Lincotn, Nebr. bie ON JANUARY I, 1940, a new board of You alone decide after you get all the facts. The 4 am interested in knowing more about, T.C.U. : a ‘ ; ben coupon mail " P . oases ~m. oe rotective enefits. Send me, without obligation, education will take office in Toledo, Ohio, coin ed today will bring them. Writ esti nt ; ' y- Meth atk cvs ddénacwanndeenesonckoeaineel and will at once face as crucial a problem — i | 1] ‘ | TEACHERS CASUALTY UNDERWRITERS MAE Aso cnentniavensdesernienes ceaiicks as any board has ever | Cont. on page A-14| | 668 T.C.U. Building, Lincoln, Nebraska A nmummmenns § TSS hee NF VOLUME 29, NUMBER I; JANUARY 1940 [ A-13 | Ry the teacher For the teacher Do you have copies of the following yearbooks of the Department of Classroom Teachers? They have proved to be helpful to thousands of classroom teachers. If you do not have these vs on your book- shelf, order now. Implications of Research for the Classroom Teacher Joint Yearbook of the American Educational Research Asso- ciation and the Department of Classroom Teachers, 1939. Fit To Teach Ninth Yearbook, 1938. 276 pp.... Teacher and Public Eighth Yearbook, 1934. 240 pp Classroom Teacher and Character Education Seventh Yearbook, 1932. 244 pp Economic Welfare of Teachers Sixth Yearbook, 1931. 244 pp. Teaching as a Creative Art Fifth Yearbook, 1930. 307 pp. Discounts as follows: 2-9 copies 10%; 10-99 copies 25%; 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. FROM STUDY HALL T0 — BOARD UNIVERSITY OF SUMMER SESSION 1Y Here it is just a few minutes trom class room to cool green surf at Waikiki... where you'll play and relax on the world’s most famous beach! Summer Session at this fully accredited university is an opportunity you'll never forget. You'll find a distinguished faculty from both sides of the Pacific .. . grad- uate and undergraduate courses ... including many Oriental studies and those of the fascinating “Polynesian Culture” taught here where South Sea lore is at every hand. IMPORTANT BOOK PASSAGE NOW SPACE AT A PREMIUM COST: As little as $300 all-inclusive. Round trip MAIL THIS COUPON TODAY Director of Summer Session, University of Hawaii, Dept. A, Honolulu, T. H. Please forward to me complete information about courses and instructors for your 1940 Summer Session. Nome (PRINT) soles steamer fare, board. room and tuition Address [Cont. from page A-13]| faced—how top. open the public schools, which will hay, by that time been closed for six weeks, Th day before Thanksgiving 44,000 boys an girls trooped out of their schoolrooms, ng to return until after the new year begin if then. Teachers and other school employ. ees faced the enforced vacation not onh with income stopped, but with some yp certainty about collecting salaries still yp, paid for October and part of September, Commenting on the situation, the Cle», land Plain Dealer says: “Last week Toled voters rejected 2 to 1, their board of edy cation’s request for 4 mills in school taxe; . Other special levies were voted dowy in 1936 and 1937. . . . In effect, the board of education is calling the bluff of anti-ta | groups which, opposing the levies, hay | continued to insist that the schoo will ‘get along somehow.’ . . . Curious) enough, the same real estate interests whic promote the groups opposing school taxes) are often most ready to point with pride t| ‘our fine schools’ when it helps their bus ness. Perhaps it is necessary to see ‘our fin schools—closed’ in order to impress «| many communities their obligation towar(| public education.” To Nip Crime in the Bud vy Wirn its persuasive human interes stories drawn from the author’s experienc as chairman of the Parole Board in thi nation’s capital, Parole with Honor b Wilbur LaRoe, Jr. [Princeton Universit Press, $3] is a book of importance to edu cators, for as the author points out, “ton other group is a better opportunity ai forded to nip crime in the bud.” A Challenge sv Ir witt nor po for us, as Carl warned America long ago, to sit idly ca cusing and ballot-boxing upon the grav of our ancestors, saying “It is well, it well.” Rather it is for us to look with cle eyes upon the welter before us, to curb ou hates and passions, to forget our trivid slogans and party distempers, to clariff and purify our hearts and minds, to dis cover or invent, by concerted effort, the best means for coping now with the cen tral issues raised amid indubitable factd It is for us to find the common denom inators of faith, interest, and action neceg sary to success in applying the conclusion of our earnest searching, and, equipped with all the strong instruments of civiliza tion, march upon the goal we have set be fore us, remembering that those who labo thoughtfully in this undertaking labor um der the eye of eternity in a cause of thi greatest talents and the noblest wisdom Charles A. Beard in the National Parent Teacher. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATIO} bet bro we bro ma bra bra An we tio! ma bre Ph: anc Saf ac qui ject pre qu cor tio! ma ing bus saf tio! I are 25 | 0 Wa or ~ Vo | This English jy “I BEcIN to understand your language . better,” said my French friend, “but your yerbs trouble me still. You mix them up so with the prepositions. “I saw your friend, Mrs. Berky, just now,” he continued. “She says she intends to break down her school earlier than usual. Am I right there?” “‘Break up her school,’ she must have said.” “Oh yes, break up her school.” “Why does she do that?” I asked. “Her health is broken away.” “Broken down?” “Oh yes. And indeed, since fever has broken in in her town—” “Broken out.” “She thinks she will leave it for a few weeks.” “Will she leave her house alone?” “No, she is afraid it will be broken— broken—how do I say that?” NEW FEATURES MARK RETURN OF “Cavalcade of America” Noted Authors Prepare Stories; Yale Professor As Historical Consultant; Radio Dramas Now On NBC Network With its recent return to the air, the famous Cavalcade of America, winner of many radio awards, promises unexcelled entertainment for all members of the family. The brand-new series is featuring many little-known stories of notable characters and high-spot events in American history. Radio’s best dramatists and actors are cooperating in the production of vivid, informative dramas. One interesting feature, continued by popular demand, is the brief story of chemical research, at the close of the program. Advance synopses of Cavalcade dramas are available to teachers on re- quest. Write Du Pont, Wilmington, Delaware. SERVING as historical consultant and super- visor for all Cavalcade programs is Professor Frank Monaghan of the Department of His- tory at Yale University and Fellow of Calhoun “Broken into....Is her son to be ‘cr bus| married soon?” ur fin, “No, that engagement is broken— ess ai broken—how do I say that?” towar| Broken off.” | “She is very sorry about it. Her son only broke the news forth to her last week. Am I right? I am anxious to speak English interes well—” erieny “He merely broke the news; no preposi- in thi tion this time.” nor by “It is hard to understand. That young versity man, her son, is a fine young fellow—a to edu; breaker, I think?” “ton “A broker, and a fine one. Good day.”— ity al} Philadelphia Evening Public Ledger. Carl lly ca grav ll, it th cl urb ou trivia clarify to dis ort, t he cet e fac denom n neces clusion juippet civiliza > set be 10 labor bor uti - of t ;dom.4 Parent IATIOD AY 7h . Publications Just off the press is “Checklist of Safety and Safety Education,” prepared by the Safety Education Projects of the NEA Re- search Division. This unusual document is a carefully prepared, arranged list of 214 questions covering all aspects of the sub- ject, by which schools can check their own protective and teaching procedures. The questions cover general administration, condition of structures, grounds, and sta- tionary equipment, school routine and maintenance, fire exit drills and fire-fight- ing equipment, personnel, street safety and bus transportation, special activity rooms, safety instruction, and community rela- tionships. The price is 25¢. Discounts for quantities on NEA publications are as follows: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more, 333 percent. Send orders to the NEA, 1201 Sixteenth Street, Northwest, Washington, D. C. Cash must accompany orders jor less than $1. MARQUIS JAMES, famous author and twice the winner of the Pulitzer Prize for biography, is a new member of the Cavalcade staff. He is the author of The Raven, a Biography of Sam Houston; Andrew Jackson; They Had Their Hour; and other important books in the field of American historical biography. He is also a frequent contributor to leading magazines, including The Saturday Evening Post. Mr. James is supplying unusual and stirring story material for Cavalcade dramas. CARL CARMER, noted author who now aids the preparation of Cavalcade, is an able story- teller whose best sellers include Stars Fell On Alabama; Listen For A Lonesome Drum; and The Hudson. Mr. Carmer has also been a col- lege professor and editor, and is well known as a popular lecturer. To Cavalcade Mr. Carmer brings a fresh and exciting approach to Amer- ican history. VOLUME 29, NUMBER I}; JANUARY 1940 College. Dr. Monaghan, who has written and lectured widely on American history, was for- merly assistant editor of the Dictionary of American Biography. John Jay: Defender of Liberty and French Travellers in the United States are notable among his publications. Selected N BC Stations COAST-TO-COAST (Consult your daily newspaper) TUESDAYS AT: 9 P. M. Eastern Time 7 P.M. Mountain Time 6 P. M. Pacific Coast Time EAST & MID-WEST Follows “Infor- mation Please” on same stations SOUTHWEST & FAR WEST Follows “Pot o’ Gold” on same stations Allied Youth, Inc. Allyn and Bacon Americana Corp. American Art Clay Company American Automobile Association American Book Company American Crayon Company, The American Education Press, Inc. American Home Economics Associa- tion American Library Association American Medical Association American Optical Company American School Publishing Corp., The American School Service Co. American Seating Company American Type Founders Ampro Corporation, The Appleton-Century Company, Inc., D Arlington Seating Company Association for Childhood Education Austral Sales Corp. Automatic Pencil Sharpener Division Balfour Co., L. G. Bausch & Lomb Optical Co. Beckley-Cardy Company Bell & Howell Company Binney & Smith Co. Bobbs-Merrill Company, The Bowling Green College of Commerce Bradley Co., Milton Bradley Washfountain Co. Brodhead-Garrett Company Bruce Publishing Company, The Bureau of Publications, Teachers Col lege, Columbia University Burroughs Adding Machine Co. California Test Bureau Caproni Galleries Inc. Coleus Corporation, The Center for Safety Education Central Scientific Company Chevrolet Motor Division Chicago Apparatus Company Christian Science Monitor, The Cincinnati Time Recorder Company The Civic Education Service Clarin Mfg. Company Colgate-Palmolive-Peet Company Collegiate Cap and Gown Company Columbia Broadcasting System Columbia School Furniture Corp. Compton & Company, F. E. Cram Company, The George F. DeMoulin Bros. & Co. Denoyer-Geppert Co. DeVry Corporation Dick Company, A. B. Dictaphone Corporation Ditto, Incorporated Dixon Crucible Co., Joseph Dobson-Evans Company, The Dolge Co., The C. B. Doubleday, Doran & Company, Inc Draper Shade Co., Luther O Dudley Lock Corporation Eagle Pencil Co. Economy Company, The Ediphone, The Educational Test Bureau Erpi Classroom Films Inc. Esterbrook Pen Company Evaporated Milk Association Faber Pencil Company, Eberhard Films Incorporated Finnell System Inc. Follett Publishing Company Ford Sales Co., J. B Forse Corporation Frontier Press Company, The Gallinger Crafts Gaylord Bros., Inc. Gel-Sten Supply Co., Inc. Ginn and Company Girl Scouts, Inc. Glynn-Johnson Corporation Goldsmith Sons, Inc., The P. Gregg Publishing Company, The Grolier Society, Inc., The Gutlohn Inc., Walter O. Hale and Company, E. M. Hamilton Manufacturing Co Harcourt, Brace and Company Harper & Brothers Harter Publishing Company, The Heath and Company, D. C Heywood-Wakefield Company Higgins & Co., Inc., Chas. M. Hillyard Sales Co. Holden Patent Book Cover Company Holiday House Holliston Mills, Inc., The Holmes Company, Warren S. Holt and Company, Henry Holtzer-Cabort Electric Company, The Houghton Mifflin Company Hunt Pen Co., C. Howard Huntington Laboratories, Inc. Ideal School Supply Company Iiluminating Engineering Society International Business Machines Cor- poration International Textbook Co. Iroquois Publishing Company, Inc. Irwin Seating Company THE EXHIBIT ae SAINT LOUIS American Association of School Administrators—National Education Association MUNICIPAL AUDITORIUM—SAINT LOUIS—FEBRUARY 24-29, 1940 THE EXHIBIT is an outstanding feature of the convention and includes most complete displays of equipment and classroom tools. * * * Experts in charge are prepared to give helpful advice and instruction. The cooperation of the participating firms and organizations listed below is cordially acknowledged Junior Literary Guild Corp., The Kent Company, Inc., The Kewaunee Mfg. Co Keystone View Co. Laidlaw Brothers Inc. Laurel Book Company Levison & Blythe Mfg. Co. Linguaphone Institute of America Inc Lippincott Company J. B. Little, Brown & Company (Inx Lyon Metal Products, Incorporated Lyons & Carnahan Macmillan Company, The Maico Company, Incorporated, The Manual Arts Press, The McCormick-Mathers Co., The McGraw-Hill Book Company, Inc McKnight & McKnight Medart Mfg. Co., Fred Merriam Company, G. & C Metropolitan Life Insurance Company Midland Chemical Laboratories, Inc Monroe Calculating Machine Com pany, Inc Moore Company, E. R. Multiplex Display Fixture Co Nation's Schools Publishing Co., Inc., The National Agencies National Broadcasting Company National Child Weltare Association, Inc. National Conservation Bureau National Education Association Pub- lications National Geographic Society National Lock Co. National Safety Council National Woman's Christian Temper- ance Union Nelson Corporation, The Herman Nelson & Sons, Thos. Nesbirt, Inc., John J. Neumade Products Corporation Norton Door Closer Co. Nystrom & Co., A. J. Association of Teachers’ Owen Publishing Company, F. A. Palmer Company, The A. N Peabody Seating Company, The Peterson & Co., Inc., Leonard Pierson Studio Pocket BOOKS, Inc., Publishers Popular Science Publishing Co. Inc. Porter Corporation, J. E Prentice-Hall, Inc. Project Globe & Supply Company Public School Publishing Company TIT] Quarrie Corporation, The Rand McNally & Company RCA Manufacturing Co., Inc. Remington Rand Inc Rice & Co., Chas. W Row, Peterson and Company Royal Metal Mfg. Co Royal Typewriter Co., Inc. Sanborn & Co., Benj. H. Scholastic Corporation School Products Bureau Scott, Foresman and Company Scribner's Sons, Charles Sheldon & Co., E. H Silver Burdett Company Singer Sewing Machine Company Smith and Co., Turner Society for Visual Education, Inc Southern Teac hers’ Agenc y South-Western Publishing Co Spencer Lens Company Spencer Turbine Co., The Standard Electric Time Company, The Standard School Equipment Company Strathmore Company, The Tifin Scenic Studios Inderwood Elliott Fisher Co Iniforms by Ostwald In« Iniversity of Chicago Press, The niversity of lowa niversity of North Carolina Press, The University Publishing Co., The U. S. Office of Education Vestal Chemical Laboratories, Inc. Victor Animatograph Corporation Vonnegut Hardware Co Wallace Pencil Company Wallace & Co., J. D. Walraven Book Cover Company, A.T. Ward Company, The C Weber Costello Company Webster Publishing Company Welch Manufacturing Co., W. M Welfare Engineering Co West Disinfecting Co. Wetmore Declamation Bureau White Sewing Machine Company Whitman & Company, Albert Williams Pivot Sash Co., The Wilson Company, The H. W Winston Company, The John C. World Book Company Wright Company, E. A Yale & Towne Mfg. Co., The Zaner-Bloser Company, The FE THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION / '