} ? H i ; FEBRUARY “— 1940 New Light on Education Problems ADMINISTERING THE SECONDARY SCHOOL By LEONARD V. KOOS and WILLIAM C. REAVIS, De- partment of Education, University of Chicago, and J. MONROE HUGHES, School of Education, Northwestern University, and PERCIVAL W. HUTSON, School of Education, University of Pittsburgh This exceptionally well-balanced treatment covers the problems of organization and management in secondary schools. Practice is emphasized particularly but not to the neglect of essential theory, questions, research work, and reading are included. The authors have had a broad ME. si cc cciscbeccesesecoees $3.25 FUNDAMENTALS OF DEMOCRATIC EDUCATION An Introduction to Educational Philosophy By ROBERT ULICH, Professor of Education, Harvard University Following modern scientific thought, this book draws on various fields of knowledge. It brings together aspects of sociology, psychology, education and philosophy to enable the teacher-in-training or the teacher-in-service to under. stand the relation between the complex problems of edu- cation and modern democracy. Aims at a_ constructive synthesis which will embody the results of a modern re- examination of past philosophical ideas........... $2.25 THE EMERGING SECONDARY-SCHOOL CURRICULUM by HAROLD SPEARS, Director of Research and Secondary Education, Public Schools, Evansville, Indiana Written by one actively engaged in high-school curricu- lum organization, this book discusses the factors to be considered in improving the curriculum and gives a de- tailed review of the promising experiments now under way. Liberal, definite, practical, it shows the need of greater co-operation between all those who are associated in high school work. Present-day weaknesses are pointed out and suggestions given for their remedy........ $2.50 AMERICAN BOOK COMPANY ADMINISTRATIVE PRACTICES IN LARGE HIGH SCHOOLS By N. WILLIAM NEWSOM, Professor of Education, Teachers College, Temple University, and R. EMERSON LANGFITT, Assistant Professor of Education, School of Education, New York University, and Others A compilation of chapters on important aspects of high school management by two professors of education in schools of education and by several principals of large high schools in various parts of the country. The manner in which these administrative problems have been actually worked out is illuminating and of much value... . .$3.25 New York Cincinnati Chicago Boston Atlanta Dallas San Francisco For Testing, Teaching, and Practicing the Basic Skills in ARITHMETIC and AAAs | A new, motivated method . . . a source of abundant test and exercise material in all Arithmetic and Language skills, grades 2 through 6. Pupil’s mastery of a skill is determined by inventory tests. Pupils practice only on needed skills. vps sew 1S is provided by transparent test and practice sheets placed between the two films of an intriguing PRACTICE Pte. Pupils write as they would on paper. After work is checked, scores errors recorded, two films are lifted and writing disappears. Test and practice material so constructed, pupils find their errors, note improvement, are impressed and stimulated by success. Can be used with any text- book. Provides all the material needed for thorough mastery. FREE PRACTICE SLATE —send today for FREE Practice Slate (actual size), transparent test and prac- tice sheets and illustrated brochure. Address Dept. E. THE STRATHMORE CO. EDUCATIONAL DIVISION “AURORA, ILLINOIS ee ee Bt ge SN ee eu erat. | ww |g UNE STRATHMORE PLAN a ee ——__ }SCHOOL Teachers jer sr BRADLEY'S WATER COLORS ano CRAYONS For best results in every art use... from Kindergarten to College! Start your “young hopefuls” off right— by insisting on the quality and economy of genuine Milton Bradley art supplies— Embeco crayons, Neptune and Bradley poster colors and water colors—long fa- mous as the preferred materials for art teachers and students everywhere. Send for complete information con- tained in the Neptune color chart or the complete Milton Bradley catalog, de- scribing outstanding values in school sup- plies of every description. MILTON BRADLEY COMPANY SPRINGFIELD, MASSACHUSETTS 1S Ww in vc ws S'S SF ae m™ JOURNAL JOY ELMER MORGAN, Editor VOLUME 29, NUMBER 2 Between Editor and Reader HIS MONTH we carry here for the first time Members of the Journal Editorial Staff: Lyl e W. Ashby; Ethel Blake; Eleanor Fishburn; Erle Prior; Mildred Sandison CONTENTS FOR FEBRUARY 1940 H. A. ALLAN, Business Manager the names of members of the JourNnat edi- Children First in Our Democracy .......... Editorial 33 torial staff. It is well-deserved recognition of — Developing the School’s Social Service Relationships faithful service and proved ability. Dr. Ashby, Adviaa Ho Neder 34 assistant director of the Division of Publications Federal Relati 4 : since 1928, is in charge of Association printing, ederal Relations to Education ...... Howard A. Dawson 36 is director of American Education Week, has The Government Takes a Census .. William Atherton Du Puy 37 pioneered Vitalized Commencements, and is A Post Gee UID 6 ww Coe ee 89 secretary-treasurer of the Educational Press As- : : sociation of America. Miss Blake, with the Culture-Conflict and the Public School. . . . . Otto G. Hoiberg 40 NEA since 1925, handles manuscripts submitted The Code of the Good American .... Pee ae) for publication in THe JourNat, the systematic i reader checkup, and Future Teachers of Amer- Bulkhead Thinking and Human Welfare . . Edward G. Olsen 43 ica in colleges and universities. Mrs. Fishburn, | The Sea of the Prairie Schooners . Belmont Farley 44 on the NEA staff since 1931, prepares THE Program — St. Louis Se. Tes a Bs eeaw « 44 JouRNAL’s service pages and is in charge of pub- _ " : ; lication of Personal Growth Leaflets. Much of Membership in Departments of the National Education Asso- the effectiveness of the Horace Mann Centen- COMER, EPDM sc + 2 oe os ws MG - + + Statistics 48 nial, which was serviced by the Journat staff, | A Third Grade Operates a Real Store was due to her untiring efforts. Erle Prior, who Frances Ross and Wilhemine Mohme 49 came to the NEA in 1934, is the artist responsi- ble for the typography and design of JourNnaL pages and other NEA publications. His work speaks for itself. Mildred Sandison, with the NEA since 1931, is the makeup editor who fol- lows thru as each issue of THE JourNAL passes from manuscript. to galley proof to pageproof and on to the highspeed presses. She also pre- pares Notes and Announcements and carries important responsibilities in the pioneering of Future Teachers of America. The Journat staff spends much time estimating manuscripts, writing and rewriting articles, criticizing re- sults, and formulating plans in keeping with Association policies, and with the help of other members of the headquarters staff and a host of JourNAL readers whose letters and sugges- tions are most valuable and welcome. Qualifications of City Teachers ..... . Hazel Davis 51 Community Life-—Today and Yesterday . . . . . MildredGreen 52 Looking to the 1940 Commencement ...........2.24. 53 Secretaries of State Associations. . . The Affiliated State Associations. . . ... . . AmyH. Hinrichs 55 Elementary-School Service ........ Rural-School Service .......... . Iman E. Schatzmann 57 Highschool Service. .......... . « & Qe Ri tae eee Teacher-Education Service ...... + ee.) eee a ae es OO Notes and Announcements . One Hundred Percent Enrolments... . 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. Hrnaicus, President J. W. Crastres, Secretary-emeritus Witarp E. Givens, Executive Secretary The Journal goes to all members of the Association. Active membership dues, including Journal $2; including other publications in addition to Journal $5; life membership $100. Entered as second-class matter October 23, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921. Directors oF pivisions: Accounts and Records, Mary J. Winfree; Affiliated Associations, Agnes Winn; Business, H. A. Allan; Field Service, Charl Ormond Williams; Membership, T. D. Martin; Publications, Joy Elmer Morgan; Research, William G. Carr, Associate Director, Frank W. Hubbard; Rural Service, Howard A. Dawson; Secretary's Office, Harriett M. Chase. SECRETARIES OF DEPARTMENTS LOCATED AT NEA HEADQUARTERS: Deans of Women, Kathryn G. Heath; Elementary School Prin- cipals, Eva G. Pinkston; Health, Physical Education, and Recreation, N. P. Neilson; Secondary School Principals, Director, Discussion Group Project, Walter E. Myer; School Administrators, S.D. Shankland; Supervisors and Directors of Instruction, Ruth Cunningham. VOLUME 29, NUMBER 2; FEBRUARY I940 [ A-2r ] of Library Experience is Available to You! eit wh. Gaylord Planning and Designing Department Let Us Help You Plan Your New Library In the 44 years we have actively worked in the field we have learned the requirements and preferences of librarians all over the world, and have accumulated a vast amount of prac tical information and knowledge which we will be more than glad to share with you and your architect. During these years we have specialized in the manufacture of library furniture and sup- plies. There have been no other interests to divide our attention. Whether you are planning to modernize or enlarge your present library — or to build a new library — we will be glad to furnish specilic ping the modern library for school or community arrangement suggestions. Simply send a blue- It's full of helpful suggestions print or rough sketch of space available. GAYLORD BROS., Inc. Established 1896 ’ Syracuse, N. Y. STOCKTON, CALIF. Send for this free brochure on planning and equip 7 Originators and Makers of Better Library Furniture and Supplies A Healthful Pleasure Everyone Ane atI> brighten them. See for yoursel f. National Association of Chewing Gum Manufacturers, Staten Island, New York * | A-22 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION TION CHILDREN FIRST in Our Democracy lems as these from Association members in various parts of the United States: T' our NEA staff come constantly such prob- What can be done to help a situation in a city where schools are closed for want of funds? What can be done to help in a state where the legislature has failed to make the usual provision for necessary school finance? What can be done to save the schools in a city where their service and efficiency are threatened by a drive of real estate interests to reduce taxes? There is gradual encroachment of other tax-con- suming activities upon the regular funds of the schools. This will not grow less but greater during the next few years. The underlying conditions in America and in the world are such that competi- tion for funds is certain to increase and the educa- tional staff of the Republic faces a challenge which it dare not ignore if we wish to preserve our democ- racy. In facing this challenge we do well to keep these things in mind: Children come first! On a sinking ship we would strike down a man who attempted to save himself at the expense of a child. There is age-old wisdom in this tradition of children first, for they are the tomorrow of the race. The very existence of all that we hold dear depends upon keeping children first, upon finding some way to restrain in ourselves and those about us the mad impulse to crowd in and take what we want even if the race goes down and the temple of civilization itself perish. Without the children—carefully guided by right education—we shall have no one to care about tomorrow; no one even to take care of us in our sunset years; no one to give value to our dollars which derive their true worth from their power to serve people. The schools must be saved and made better! The teachers must take the lead in saving the schools. No one else will. If teachers who see every day the miracle of child growth under wise guid- ance, who know the power of the school and the needs of the school, are not sufficiently interested and intelligent to lead in this matter, who else can be expected to lead? Teachers hold a special trustee- ship for childhood. They are selected, educated, cer- tificated, and employed by the people to maintain VOLUME 29, NUMBER 2; FEBRUARY I940 that trusteeship just as soldiers are employed to d our borders. There must be an awakening of every teacher everywhere to do his part. The schools belong to the people, who have a right to know about them. The people want their children to have a chance in life. They want good schools now more than ever because they know that the young people must have the best preparation to face the difficulties of today’s world. The people take pride in their schools and are willing to pay the cost of keeping them strong and efficient, if _they have the information and leadership. Those who shape public policy must be led to see that people want good schools and will insist on having them. The work of saving the schools is best done be- fore the storm breaks. When issues become con- fused and people lose their tempers in partisan conflict, fundamental values are often lost sight of. One does not establish his house upon the sand and wait till the storm breaks to build the foundation. Good schools are built upon the bedrock of intel- ligent public understanding and loyalty. Schools are having least difficulty in areas where there has been a comprehensive, sustained, and consistent program of educational interpretation permeating the entire community. There have never been more avenues for reaching the people than now and the schools have never had a better case to present. So far as possible, the schools must perfect public rela- tions before serious trouble comes. And finally it is well to keep before ourselves and the public the fact that our power to produce is great and capable of being steadily increased; that there are wealth and skill enough in America to finance our necessary enterprises. That is what money is for. Its value is not in hoarding but in service. Money, like the blood in the human body, gets its strength from circulation. Its great function is dynamic, not static. Granted a proper organiza- tion of methods of taxation, it is not necessary to starve the unemployed, or neglect the aged in order to provide adequate schools. We can and must keep children first and still do the other things demanded by social justice and common sense. coy Elmer Morgan [ 33 | The WPA sewing center makes. ~ 4. costumes for the school plays. ODAY IS AN AGE in which long-estab- lished social agencies find it necessary to broaden their scope of activities in order to keep up with the ever-expand- ing demands made upon them; an age in which new social agencies develop al- most daily to care for the wellbeing of the citizenry; an age in which the American home, unable alone to cope with the complexities of modern life, is forced to rely more and more upon both old and new social agencies to help with the solution of problems. The school finds itself confronted with a threefold duty: [1] To include in its program many functions which form- erly it did not consider its responsibility; [2] to cooperate with social agencies whose work overlaps its own; [| 3]| to help preserve and improve the American home by encouraging the development of family responsibility. The school must develop its social service relationships to the utmost. “Just how can our school carry out such a development?” many schoolmen are asking. In answer the Educational Policies Commission published _ last spring a document called Social Services and the Schools, wherein the Commis- sion defined policies that it believed “fundamental to effective relationships between education and other public social services.” During the past four years our two schools at New Lexington, Ohio, a town of 3901 population, have developed a program such as the Commission recom- mends. This program was developed under the leadership of Superintendent of Schools N. P. Blatt, Principal Myron Fowler of the highschool, and Principal E. A. Holcomb of the grade school, with the cooperation of teachers and the board of education. The New Lexington program grew up before the Commission’s recommen- dations were published. However, since [ 34 ] Developing the School's SOCIAL SERVICE the fundamental objectives behind the planning of the Commission and the work of local school officials were the same, our program fulfils twelve of the Commission’s sixteen recommendations. The New Lexington program is here presented as an illustration of how ade- quate social service relationships may be developed in one locality under one set of social conditions. This program was built around the following points: [1] Encouraging community use of the school plant—Formerly a charge of $15 was made each organization which used the highschool auditorium. In 1936 the board of education voted to allow any non-commercial group free use of the auditorium, charging only a slight fee to pay for janitor service and for heat and light. Boy Scout, Girl Scout, church and social groups, and WPA recreational groups have free use of the highschool gymnasium. Parochial-school students make use of handicraft and recreation rooms at the grade school. All WPA adult education classes and several NYA classes have been held in our building since 1936. These groups use commercial equipment, including typewriters and a mimeograph machine. Tho no charge is made, students have contributed funds toward payment for light and heat. [2]. Cooperating with agencies for community and student welfare—The older of two grade-school buildings has housed during the past four years the fol- lowing WPA agencies: A nursery school, book repair project, nutrition project, sewing center, household aid project, recreation and handicraft project. For the past three summers the school has sponsored a garden project, the first Relationships ADRIAN F. NADER Teacher of English and Journalism New Lexington, Ohio, Highschool of its kind in Ohio at the time of its establishment in 1937. This project offers an excellent illustration of how national, state, and local agencies can cooperate to bring about welfare work which singly none could accomplish. The school buys seeds and other sup. plies and secures donations of land. WPA adult education workers super- vise the gardening, which is done by NYA youth. Produce is canned by women of the nutrition project, who then use this food in a free cafeteria for indigent school children which is sup- ported by county funds. During school months 160 students of grade, high, and parochial schools are fed at this cafe- teria. Each year the school leads in a cam- paign to raise money and clothing for needy children. Thru the cooperation of local organizations $150 and many suit- able garments were collected last year. Each Thanksgiving churches donate union service collection money to the school welfare fund. Included under these activities should be mentioned the school’s part in pro- moting student health. Full cooperation is given the county health officer, who conducts yearly examinations of all new students, and to the health worker, who visits both schools regularly. county Special examinations are made of stu- dents suspected of having eye troubles or other afflictions that would hinder their academic work. The school has arranged to secure half rates from eye specialists in surrounding cities. Super- intendent Blatt or the county health THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ho Ip- ate ald ro- ion ew Ith rly. stu- bles ler as “ye er- Ith School children enjoy using the community swimming pool. worker takes students to see these spe- cialists when parents cannot provide transportation. Several town organiza- tions contribute to a fund to buy glasses for needy children. The Lions Club makes this project a major activity. [3] Cooperating with agencies for community recreation—Public use of the school auditorium, gymnasium, and recreation rooms already has been men- tioned. In addition, the highschool opens its tennis courts to the public thruout vacation months. During the summer of 1938 the board of education employed the highschool coach as director for all town recrea- tional activities. In other years the school has cooperated closely with WPA rec- reational leaders. A recent campaign for the erection of a shelter house and play- ground at the community park was sup- ported actively by the school. Two mem- bers of the board of education serve on the park board. By contributing publicity indorsing a campaign for a community swimming pool, the school helped secure the pas- sage of a bond issue which made pos- sible the building of this much-needed recreational facility. The pool was opened last July, the only public swim- ming center in the entire county. |4| Aiding in development of com- munity library service—Public library facilities at New Lexington virtually had ceased to exist during early years of the depression. Then in 1935 a library board was formed, thru the cooperation of city and school authorities. Superintendent Blatt has served as president of this board since its reorganization; a junior highschool teacher has been a member. The new board worked to establish a countywide library system, with a central library at New Lexington and branches in six other villages. Today this system has become firmly established. It receives a yearly appropriation from the county; trained librarians conduct it. The local branch now places its re- sources at the disposal of the schools. The state department of education rec- ognizes this additional library service as a part of the school facilities. |5| Developing home-school relation- ships as an aid to student guidance— Each school day, student guidance is undertaken as a part of the highschool home-room program. Teachers are en- couraged by the administration to call at homes of retarded or problem students whenever possible. Parents are invited several times during the year to visit the superintendent’s office to discuss any difficulties their children may be having. To acquaint parents fully with the manner in which their boys and girls adjust themselves to the school program, a report card is used which gives, in addition to the usual marks, a list of nine character traits graded on a scale of excellent, average, and below average. VOLUME 29, NUMBER 2; FEBRUARY I940 Extracurriculum activities of the student also are listed, and any skills for which he shows a special aptitude. To acquaint parents with the program the school carries on, visitation days are conducted during American Education Week and each spring at both grade and highschools. A weekly section of school news is published in the local paper; a yearbook is issued at graduation time. For the past two years a spring bulletin has been distributed free. This bulletin enables parents to help their children select suitable courses of study. During 1936 a placement bureau to aid graduating seniors was established as a function of the principal’s office. This bureau was discontinued, but the aid of a faculty committee still was ex- tended to students looking for work. A similar bureau will be established soon as a part of project work undertaken in Business English. Thus have our New Lexington schools developed necessary social service rela- tionships thru the five-point program given here—a program which is in no sense completed at this date but which will be expanded each year as local con- ditions permit. Many benefits—chief among them, increased community interest in the school—have accrued to our schools as a result of this program. Town groups cooperate willingly in projects the school helps to sponsor. Voters passed a three- mill levy needed by the schools altho similar levies had been turned down in several surrounding districts. The town council built the new swimming pool on land adjacent to the highschool, specify- ing that the pool may be used free by physical education classes. Public interest in band concerts, ath- letic contests, plays, and similar school events reaches a high peak. This interest is reflected daily in the local paper, which gives premium space and display to stories of school activities. Proper development of a school’s so- cial service relationships is not only de- The school that follows recommendations contained in Social Services and the Schools is doing its part toward betterment of so- cial conditions in its community, state, sirable—it is good policy! and nation. At the same time that school gains for itself an immediate reward— stronger support from its own patrons. [ 35 | FEDERAL RELATIONS to Education HOWARD A. DAWSON DIRECTOR OF RURAL SERVICE NATIONAL EDUCATION ASSOCIATION cation has published the last of nineteen staff studies following its general report issued in February 1938. These technical studies are readily grouped into six general areas, altho there is some overlapping in such clas- sification. Seven of the studies deal in general with a broad description of the status of education in the states. Three deal with the need for federal aid to education and with certain issues in- volved in that proposal. A third group deals with the present federal grants for vocational education, vocational re- habilitation, and landgrant colleges. The fourth comprises two reports on tem- porary federal emergency activities in education—the NYA and the WPA educational programs. The fifth deals with certain federal activities which are presumably permanent and continuous; namely, the educational work with In- dians and the work of the United States Office of Education. A final group of studies deals with education in special areas—the District of Columbia, federal reservations, and the territories and in- sular possessions. The report and studies of the Advi- sory Committee are the most recent link in a long chain of events showing the federal interest in education: The early land grants, pronouncements of statesmen, the establishment of land- grant colleges, the cooperative agricul- tural service, the vocational education acts, the movement for federal aid fol- lowing the World War, the work of President Hoover’s Advisory Council on Education, the strong support of the Harrison-Fletcher Bill in Congress 1937, and President Roosevelt's Advisory Committee “to study the experience under the existing program of federal aid for vocational education.” In April T: Apvisory CoMMITTEE ON Epu- [ 36 ] 1937 the President enlarged the assign- ment of his Advisory Committee to in- vestigate “the whole subject of federal relationship to state and local conduct of education.” It is a matter of interest to members of the National Education Association to know that Senate Bill 1305, known as the Harrison-Thomas Bill for Fed- eral Aid to Education, now pending in the United States Senate, and sponsored by the Association, is based on the major recommendations of the Advisory Com- mittee. The Committee has established be- yond any reasonable doubt certain gen- eral conclusions with regard to federal relations to education. It has shown: [1] That there are a number of areas in which public education is clearly inade- quate; [2] that among these areas are lib- rary service, education in the rural areas, school buildings in reorganized local ad- ministrative units for rural schools, teacher education, state departments of education, and the education of Negroes; [3] that the primary cause for these inadequacies is the lack of financial resources on the one hand and, on the other, comparatively large numbers of children in proportion to adults in the very areas with the least financial ability to support schools; [4] that the provision of additional financial resources is, in a large number of cases, not reason- ably possible on the basis of local and state effort alone; [5] that the federal govern- ment ought to take prompt and appropriate measures, including the granting of finan- cial aid largely on the basis of objective measures of need, to relieve this situation; [6] that the administration of schools should be reserved explicitly to state and local agencies. Other important conclusions indicated in the staff studies of the Committee are: THE JOURNAL OF [1] That federal control in the voca- tional education status should be lessened; [2] that present grants for vocational re. habilitation, vocational education, and land- grant colleges should be continued; [3] that federal grants should be made for the education of children residing on federal reservations and at foreign stations; [4] that the Office of Education should have more financial support and greater free- dom; [5] that a national youth service ad- ministration should be established to in- clude NYA and CCC; [6] that the board of education of the District of Columbia should be made more nearly autonomous; |7] and that funds should be granted the Department of Labor to conduct an occu- pational outlook survey. The conclusions of the Committee are not the offhand opinions of a small group of professionally interested per- sons. They are the deliberate judgments of a broadly representative group of citizens who have had before them one of the finest collections of evidence re- garding the American school system that has ever been assembled. These conclusions are, to all intents and pur- poses, the unanimous conclusions of the entire Committee, representing labor, religious groups, women’s organiza- tions, business, agriculture, education, and government. The staff studies present ample evi- dence to support even a larger program of federal aid than that proposed by the Committee. The means of administer- ing federal aid objectively with full state autonomy has been amply demonstrated. It should no longer be possible for people to dismiss the arguments for fed- eral aid to education with casual re- marks about the need for the states to put their own houses in order, or about the impropriety of educating Alabama children with New York money, or about the impossibility of federal money for education without a federally con- trolled program. The Committee has effectively disposed of these shallow ex- cuses for inaction in an area of great social and economic importance. The Committee has done its job with tech- nical skill and broad social vision. The next move must come from people of the United States and their repre- sentatives in legislative and executive branches of the federal government. For a list of publications of the Ad- visory Committee on Education, see page A-26 of this issue. THE NATIONAL EDUCATION ASSOCIATION in pe tw in} ze! THE GOVERNMENT Takes a Census WILLIAM ATHERTON DU PUY Noted Author The Need for Facts Cuat the government constantly may increase its efficiency it is necessary that it have many facts with relation to its people. There are lesser ventures be- tween times but every ten years it takes acensus which is the greatest fact-gather- ing undertaking in all history. In this way it finds out the number of its citi- zens, their ages, the degree of their edu- cation, the sort of homes in which they live, the crops they grow, whether or not they are out of work, whether they have permanent homes or are drifters, and many other vital facts. The findings go to Washington where they will be organ- ized, tabulated, and published, over a period of two years. They will appear in impressive volumes that will find places on the shelves of the reference libraries of the world to furnish a cross section of conditions as they exist in the United States of America in 1940. The First Census © om MAKERS of the Constitution wrote it into that document that the popula- tion should be counted every ten years. The task was turned over to the seven- teen U. S. Marshals then in office and the returns were made directly to the President. The findings were printed in a single volume of 56 pages. Virginia was the most populous state; New York, with 33,000, was already the biggest city. There were a few people in a settlement called Detroit. The total population was then less than four million. The unfold- ing of the nation was shown by a popu- lation of g million by 1820; 23 million by 1850; 50 million by 1880; g1 million by 1910; 122 million by 1930. Tho the rate of increase is lessening because of a decrease in the birthrate and in immi- gration, it is estimated that 1940 will show about 132 million people in the United States. The 1940 Census Cur SIXTEENTH CENSUS is to be a huge undertaking. Beginning April 1, 1940, approximately 150,000 enumerators will go into the field, will visit each house- hold, will ask many questions. They will set down the names, ages, birthplaces, degree of education of each member of the family. They will ask if the family has moved recently. How big is the farm? Is there a tractor? Are any hands hired? Is the crop sold cooperatively ? Is there a telephone? Are any cowpeas plowed under? The enumerators will want the facts of occupation. What sort of work does each person do? Has he worked regularly? This will show which occupations have suffered most. The government is worried about its farmers. Special attention will be given to those on farms. Are the farms being deserted? Is suburban farming increas- ing? How are soy beans coming along? Help the Census Taker I IS IMPORTANT that everybody help toward making the census complete and accurate. All questions should be an- swered freely and carefully. Some peo- ple may feel that the census taker is prying into their private affairs and not want to answer. The questions may seem very personal. The answers, how- ever, will never be used for any other purpose than in census tables. Even if some fact were revealed that might have to do, for example, with the payment of taxes, it could not be given to any other agency because the census taker is sworn to secrecy. The census belongs to the peo- ple. They are taking it that they may better govern themselves. All who un- derstand will want to help. They can do so by cooperating with the census taker and by helping friends and neighbors to understand the aims and purposes of this most important civic enterprise. The Teacher and the Pupil © wa is probably no medium for the removal of this doubt that is equal to that offered by the school. If the teachers VOLUME 29, NUMBER 2; FEBRUARY I940 of the nation would explain the census to their classes, its purposes, its advan- tages, the need of citizen cooperation, they would in the first place transmit a very timely educational idea to their pupils. If they would urge them to take the message home and to expound it to their parents, they might prove to be the means of reaching a large percentage of those who will be called upon to answer the questions that will form the basis of the imposing books that the government will be publishing in the months to come. Many a pupil might here get a first experience in the performance of a primary duty of citizenship. Happily it would be a duty that would have to do with making a shelf of books that will live forever. Fewer Children in the Schools ON O BETTER EXAMPLE of the importance of these figures could be found than in showing the falling off of the birthrate and its effect on the schools. In 1921, for example, 2,621,000 babies were born. In 1937 only 2,203,000 were born. In the first eight years after 1920 there were 2,200,000 more babies born than in the second series of eight years. This means that there will be 2,200,000 fewer chil- dren in the grades accommodating those of one period than of the other. There will be fewer children in the elementary schools of the future than in those of the past. This furnishes information that should be valuable to those who study school problems of the nation. It illus- trates the purposes in gathering such facts. Such broad purposes extend all thru the work of the census. Only the government could gather, organize, and publish such information, Population Growth Slows Cus MATTER of measuring the popula- tion tendencies of the nation is one of great importance. The census found that in 1915 in each block of 1000 inhabi- tants, 25 babies were being born. In groups of the same size in 1937 only 17 . babies were arriving. Decline in the birthrate, together with the cessation of immigration, meant such a slowing up in the growth of the country as to give a new aspect to many matters of funda- mental importance. Vast fortunes in the [ 37 | United States have grown from an in- crease in real estate values based on in- creasing population. Growth of many businesses is based on increasing num- bers. In the future we will have to figure on a different basis. The new census will show how closely we are approaching a static condition where population is con- cerned. A fundamental fact of American life is undergoing a change. Death Takes a Holiday Is THE YEAR 1900 people were dying as fast as they were being born in 1937. If the death rate had not been materially decreased thru the conquest of disease in this generation we already would have reached a condition of no popula- tion growth whatever. If tuberculosis had been killing people as fast in 1937 as it did in 1900, about 190,000 more would have died. Diphtheria was killing 20 times as many per 100,000 a genera- tion ago as at present. At the old rate 50,000 more would have died in 1937. The decrease in typhoid deaths saved 44,000. Science has made such advances in fighting 15 of the deadly diseases, in- cluding typhoid, smallpox, scarlet fever, influenza, diarrhea, that the total lives saved each year over 1900 now amounts to 700,000. The census keeps track of science’s valiant effort to counteract such devastations as war. Jobs Grow Scarcer (Rie MAN can now harvest as much wheat as 67 could 100 years ago. Ma- chines on the farm have driven half the workers to the cities. Machines in cities have left fewer jobs in industry. So is the nation’s most difficult problem set up —providing a way out for some 10,000,- 000 workers who find their occupations gone. When a difficult situation must be faced, the first necessity is to get all the facts. The coming census will do just this. The color, sex, age, education, oc- cupation of every nonworker will be set down. All this information will be brought together in such a way that whoever wants to know how many un- employed miners there are in Ohio, where the supply of Mexican beetfield workers is densest, where stenographers who can speak Italian are to be found, where most people have been out of work, can get facts from the census. [ 38 | How about Houses? Tn CENSUS will ask a whole series of questions about the houses in which we live. It has never done this before but it considers that the times require people to be more social-minded. It will want to know if the occupant owns or rents his dwelling place, what it costs, if he is the sole occupant of a palace or one of seventeen living fa grass shack in Pago Pago, if there is running water, a bath- tub, and what is used for lights. It will want to know how much the fuel costs, if there is a mortgage and the rate of interest that is being paid. Is the house on a farm and is it built of stucco, wood, or brick? The government has been put- ting up many dwellings for its people. Private builders have been studying the possibilities of carrying better housing to the multitude. Thére is no telling what will be accomplished by marshaling all the facts. Isn’t It Odd? Cie cENsus réVeals many peculiar facts. Fifty years ago, probably because he lived more strenuously, each citizen consumed annually 61 pounds more wheat and 96 more of corn. He threw away his cotton seed from which he now takes $100,000,000 worth of oil a year. The number of orange trees and the acreage in gardens has doubled in ten years. Four times as many tomatoes are grown since their juice began to be put in cans. But the number of horses and mules shrank from 30 to 15 millions in the 15 years that followed 1920. Cork stoppers are disappearing while paper cartons boom. Because of quantity pro- duction, the beds on which the multi- tude sleeps cost only half as much as they did. The product of the silkworm has been replaced by fabrics born in the laboratory. What surprises will the new figures reveal? Men on the Move Cue cENSus, recording the movements of the people, indicates prosperity or the reverse. When times are good and the wheels of industry humming, people go from the country to the cities as birds fly north in the spring. When the mills shut down, like the bobolinks in the autumn they reverse themselves. The temper of the times may be told by their drift. Sections where business is bad lose population and those that are prosperous gain it. The flattening out of cities, made possible by the automobile, and semi. agriculture in the suburbs is a growing phenomenon. The past decade has been a most unusual era. It has been difficult to measure its most unusual movements, Only a great governmental agency could do this. In combing the whole of Amerj- can life as the census does, no telling what indications of new emergencies of the future may be uncovered. Census Work Never Ceases Cu 150,000 census takers, men and women, schedules in hand, will swarm forth on April 1 and within a month will have visited each of the 33,000,000 dwell- ings of the nation and at each will have asked some 200 questions. The returns will go to Washington and the fact-gath- ering army will disappear. The infinite task of tabulation and publication will begin. When the resulting 4o books find their places on the shelves of the libraries of the world, there will have been pro- vided the most exhaustive supply of source material ever brought together by any single effort of man. Yet this is but part of the census activity of the great de- mocracy. There are censuses of business, manufacturing, mines, agriculture, taken at other times. Counting the returns of births and deaths never ceases. A self- governing people thus performs one of its fundamental purposes. The Role of the School Cue CENSUS TAKER hopes that he may find a welcome and cooperation wher- ever he goes. Those in important school posts can exert much influence to that end. School superintendents are urged to participate in community activities in preparation for census taking and to en- courage its study in the schools. School principals are reminded of the timeliness of census taking as a topic for assembly discussion and as a theme that may be introduced into classwork bearing on citizenship. Faculty meetings might well discuss this event which is to bring the | federal government to every door and consider how the lesson of it may be | presented in the different grades. Much might be made of this incident of gov- ernment that makes a permanent record, setting out many facts, with relation to | every individual living within the far- | flung boundaries of the nation. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A Post Office for St. Valentine PEDAGOGY THRU PICTURES These photographs of a February activity of second- and third-grade pupils of the Christine, Texas, public schools were sent to THE JouRNAL by Mrs. Marie Hays Spence, who calls herself “highschool English teacher and amateur photographer.” L. L. Tubbs is superintendent of schools; Sadie Perry, teacher of the pupils shown here. ee 2—We make money to buy stamps 4—We make labels for cach department 5—We learn how to make Valentine letters 7—We make fancy letters 8—And we make them plain 9—A postal clerk sorts the mail 1O—A rural carrier goes to each room 1l—General delivery by the postmaster Culture-Confl WPA Photo Learning at school the folk dances of their parents’ native lands UMEROUS COMMUNITIES still exist thruout the United States in which children of foreign-born parentage predominate in the schools. In many such communities the parents themselves no longer use the mother tongue but have swung entirely to the English language. Not infrequently, however, one encounters localities in which not only the parents but the chil- dren as well understand and to some extent still use the non-American lan- guage. It seems that educators and school- boards have frequently lacked breadth of vision with regard to the language question in communities of the latter type. In a community where a foreign language is still spoken in a large pro- portion of the homes, school authorities are faced with a situation requiring careful consideration. Too often our pub- lic schools have developed their curricu- lums and activity programs without the slightest regard to the cultural back- ground of the surrounding population. How many German, Danish, Polish, or Italian communities, for example, are found where the European culture in question is given very little recognition, if any, in the local public school, or is, in fact, even suppressed? This lack of recognition has led chil- dren to look down upon the culture of their parents and has often engendered a sense of shame or timidity regarding the use of the ancestral tongue. Is it not [ 40 | OTTO G. HOIBERG Superintendent of Schools, Askov, Minnesota odd that a democratic educational insti- tution should have become party to creating a feeling of shame in any Amer- ican youth because of his ability to speak a foreign language? We are informed by sociologists that the disproportionately high crime rate among children of foreign-born parents is due largely to the conflict of cultures in the immigrant home. The plastic na- ture of the child is rapidly Americanized thru his daily contacts outside the home, but the ideas, behavior patterns, and language of his parents change more slowly because the roots here are deeply imbedded in a European past. The younger generation has difficulty in rec- ognizing the significance of this differ- ence and tends to lose patience with the parents because of the latter’s slow prog- ress. A loss of respect for the elders en- sues, seriously weakening that vitally important socializing influence—paren- tal control over offspring. This problem is undoubtedly most aggravated in local- ities where extreme differences exist be- tween the ancestral culture pattern and our typical American standards. The public schools have in this con- nection passed up an excellent oppor- tunity to foster cooperation and _har- mony in home situations otherwise apt to be characterized by internal strife. Might not this knotty social problem have been ameliorated somewhat if more public schools in these transitional com- munities had given formal recognition to the foreign language of the area thru club activities, group singing, or actual classwork in such language? Certainly a policy of this character would have indicated clearly to pupils that America really values worthwhile cultural contri- butions from immigrant groups. And the ability to speak two languages might have become a source of pride and satis- faction to the pupil, instead of a thing to be regretted. A case in point is found in the small rural community of Askov, Minnesota. There virtually every adult one en- counters on the street speaks fluently the ict and the Public School Danish as well as the English language, and over go percent of the pupils en- rolled in the public school understand the Danish tongue, many of them speak- ing it also. While the culture-conflict between old and young in Scandinavian communities seldom reaches serious pro- portions, the problem does, nevertheless, exist. This group of Minnesota Danes has gone a long way toward solving the problem by offering in each elementary grade in the public school a half hour of instruction daily in the Danish lan- guage and by providing a two-year course in Scandinavian composition and literature in the senior highschool. In addition, assembly periods are devoted to singing our better American songs and Scandinavian folk songs and Christ- mas carols. Scandinavian folk dances and gymnastics are enjoyed regularly by the highschool student body. The Askov community is not attempt- ing thereby to establish a “little Den- mark” on American soil. On the con- trary, English is clearly recognized as the native language of the rising genera- tion. It is felt, however, that so long as a relatively strong Danish background exists in the community, the public- school Scandinavian program will make for a better understanding between the younger and older elements of the social group. Incidentally, it is difficult for these people to see why their highschool stu- dents should struggle with the totally foreign Latin, French, or Spanish lan- guages when, with the same expendi- ture of time and effort, the children can gain intimate contact with an abun- dance of the best Scandinavian prose and poetry. It is maintained that where young people are able to read Ibsen, Bjornson, and Hans Christian Ander- sen in the original, it is culturally wise to give them opportunity and encourage- ment to do so. It is so easy to cry “Americanize!” In the rush, however, many of our pub- lic schools may have overlooked oppor- tunities whereby a better parent-child relationship, a deeper appreciation of ancestral culture, and a more genuine toleration of the other fellow’s ideas and ways might have been developed in this great American melting pot. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION L C M he ti th r a re es DITORIAL NOTE—TAis material is available as a Personal Growth Leaflet | see page 62| and 1s a best seller. Commonly known as “The Children’s Morality Code,” it was prepared by Wil- liam ]. Hutchins and was awarded first place and the prize of $5000 in a na- tional competition conducted in 1916 by the Character Education Institution of Washington, D. C. The Code was pub- lished in revised form in 1926. This edt- tion seeks to combine the best features of both the 1916 and 1926 verstons. Let every child be given a copy and encour- aged to understand and live by it. The various laws may be dramatized before a school assembly. Or attractive posters, with each of the laws in large type, may be made by printing classes for class- rooms and bulletinboards. February is an appropriate time to emphasize pa- triotism in connection with the birthdays of Washington and Lincoln. The Laws of Right Living Boys axpv cirts who are good Amer- icans try to become strong and useful, worthy of their nation, that our coun- try may become ever greater and better. Therefore, they obey the laws of right living which the best Americans have always obeyed. [1] The Law of Selfcontrol THE GOOD AMERICAN CONTROLS HIMSELF Cuose who best control themselves can best serve their country. I will control my tongue, and will not allow it to speak mean, vulgar, or pro- fane words. I will think before I speak. I will tell the truth and nothing but the truth, I will control my temper, and will not get angry when people or things dis- please me. Even when indignant against wrong and contradicting falsehood, | will keep my selfcontrol. I will control my thoughts, and will not allow a foolish wish to spoil a wise purpose. I will control my actions. I will be careful and thrifty, and insist on doing right. I will not ridicule nor defile the char- acter of another; I will keep my self- respect, and help others to keep theirs. y.? Col, of the vod pe ae ARRANGED BY JOY ELMER MORGAN Editor, Journal of the National Education Association PERSONAL GROWTH LEAFLET e NUMBER StxTy-Two [2] The Law of Good Health THE GOOD AMERICAN TRIES TO GAIN AND KEEP GOOD HEALTH Cue welfare of our country depends upon those who are physically fit for their daily work. Therefore: I will try to take such food, sleep, and exercise as will keep me always in good health. I will keep my clothes, my body, and my mind clean. I will avoid those habits which would harm me, and will make and never break those habits which will help me. I will protect the health of others, and guard their safety as well as my own. I will grow strong and skilful. [3] The Law of Kindness THE GOOD AMERICAN IS KIND 9s america those who are different must live in the same communities. We are of many different sorts, but we are one great people. Every unkindness hurts the common life; every kindness helps. Therefore: I will be kind in all my thoughts. I will bear no spites or grudges. I will never despise anybody. I will be kind in all my speech. I will never gossip nor will I speak unkindly of anyone. Words may wound or heal. VOLUME 29, NUMBER 2; FEBRUARY 1940 I will be kind in my acts. I will not selfishly insist on having my own way. I will be polite: rude people are not good Americans. I will not make unneces- sary trouble for those who work for me, nor forget to be grateful. I will be care- ful of other people’s things. I will do my best to prevent cruelty, and will give help to those who are in need. [4] The Law of Sportsmanship THE GOOD AMERICAN PLAYS FAIR (EAN pLay increases and trains one’s strength and courage, and helps one to be more useful to one’s country. Sportsmanship helps one to be a gentle- man, a lady. Therefore: I will not cheat, nor will I play for keeps or for money. If I should not play fair, the loser would lose the fun of the game, the winner would lose his self- respect, and the game itself would be- come a mean and often cruel business. I will treat my opponents with cour- tesy, and trust them if they deserve it. I will be friendly. If I play in a group game, I will play not for my own glory, but for the suc- cess of my team and the fun of the game. I will be a good loser or a generous winner. And in my work as well as in my play, I will be sportsmanlike—generous, fair, honorable. [5] The Law of Selfreliance THE GOOD AMERICAN IS SELFRELIANT Sevrconceir is silly, but selfreliance is necessary to boys and girls who would be strong and useful. I will gladly listen to the advice of older and wiser people; I will reverence the wishes of those who love and care for me, and who know life and me bet- ter than I. I will develop independence and wisdom to think for myself, choose for myself, act for myself, according to what seems right and fair and wise. I will not be afraid of being laughed at when I am right. I will not be afraid of doing right when the crowd does wrong. When in danger, trouble, or pain, I will be brave. A coward does not make a good American. [ 41 ] [6] The Law of Duty THE GOOD AMERICAN DOES HIS DUTY Cue suiexer and the willing idler live upon others, and burden fellow-citizens with work unfairly. They do not do their share, for their country’s good. I will try to find out what my duty is as a good American, and my duty I will do, whether it is easy or hard. What it is my duty to do I can do. [7] The Law of Reliability THE GOOD AMERICAN IS RELIABLE Ovr country grows great and good as her citizens are able more fully to trust each other. Therefore: I will be honest, in word and in act. I will not lie, sneak, or pretend. I will not do wrong in the hope of not being found out. I cannot hide the truth from myself and cannot often hide it from others. Nor will I injure the prop- erty of others. I will not take without permission what does not belong to me. A thief is a menace to me and others. I will do promptly what I have prom- ised to do. If I have made a foolish promise, I will at once confess my mis- take, and I will try to make good any harm which my mistake may have caused. I will so speak and act that peo- ple will find it easier to trust each other. [8] The Law of Truth THE GOOD AMERICAN IS TRUE J wut se stow to believe suspicions lest I do injustice; I will avoid hasty opinions lest I be mistaken as to facts. I will stand by the truth regardless of my likes and dislikes, and scorn the temptation to lie for myself or friends; nor will I keep the truth from those who have a right to it. ] will hunt for proof, and be accurate as to what I see and hear; I will learn to think, that I may discover new truth. [9] The Law of Good Workmanship THE GOOD AMERICAN TRIES TO DO THE RIGHT THING IN THE RIGHT WAY Je wevrare of our country depends upon those who have learned to do in [ 42 ] the right way the work that makes civilization possible. Therefore: I will get the best possible education, and learn all that I can as a preparation for the time when I am grown up and at my life work. I will invent and make things better if I can. I will take real interest in work, and will not be satisfied to do slipshod, lazy, and merely passable work. I will form the habit of good work and keep alert; mistakes and blunders cause hardships, sometimes disaster, and spoil success. I will make the right thing in the right way to give it value and beauty, even when no one else sees or praises me. But when I have done my best, I will not envy those who have done better, or have received larger reward. Envy spoils the work and the worker. [10] The Law of Teamwork THE GOOD AMERICAN WORKS IN FRIENDLY COOPERATION WITH FELLOW-WORKERS Owe atone could not build a city or a great railroad. One alone would find it hard to build a bridge. That I may have bread, people have made plows and threshers, have_ built and mined coal, made stoves and kept stores. mills As we learn better how to work to- gether, the welfare of our country is ad- vanced. In whatever work I do with others, I will do my part and encourage others to do their part, promptly, quickly. I will help to keep in order the things which we use in our work. When things are out of place, they are often in the way, and sometimes they are hard to find. In all my work with others, I will be cheerful. Cheerlessness depresses all the workers and injures all the work. When I have received money for my work, I will be neither a miser nor a spendthrift. I will save or spend as one of the friendly workers of America. [11] The Law of Loyalty THE GOOD AMERICAN IS LOYAL Je our america is to become ever greater and better, her citizens must be loyal, devotedly faithful, in every rela- tion of life; full of courage and regard. ful of their honor. I will be loyal to my family. In loyalty I will gladly obey my parents or those who are in their place, and show them gratitude. I will do my best to help each member of my family to strength and usefulness. I will be loyal to my school. In loyalty I will obey and help other pupils to obey those rules which further the good of all. I will be loyal to my town, my state, my country. In loyalty I will respect and help others to respect their laws and their courts of justice. I will be loyal to humanity and civili- zation. In loyalty I will do my best to help the friendly relations of our coun- try with every other country, and to give to everyone in every land the best and if | can, some good for the civilization into possible chance. I will seek truth wisdom: I will work, and achieve which I have been born. If I try simply to be loyal to my family, I may be disloyal to my school. If I try simply to be loyal to my school, I may be disloyal to my town, my state, and my country. If I try simply to be loyal to my town, state, and country, I may be disloyal to humanity. I will try above all things else to be loyal to humanity; then I shall surely be loyal to my coun- try, my state, and my town, to my school and to my family. And this loyalty to humanity will keep me faithful to civili zation. He who obeys the law of loyalty obeys all of the other ten laws of the Good American. ies AMERICAN’S CREED—I believe in the United States of America as a government of the people, by the people, for the people, whose just powers are de- rived from the consent of the governed; a democracy in a republic; a sovereign nation of many sovereign states; a per- fect union, one and inseparable, estab- lished upon those principles of freedom, equality, justice, and humanity for which American patriots sacrificed their lives and fortunes. I therefore believe it is my duty to my country to love it, to support, its Constitution, to obey its laws, to respect its flag, and to defend it against all enemies—WILLIAM TYLer Pace. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ee . su pr be PR su m ity Ww SO fr. di Vi ~- 0] to ili od in yle, de- gn CT - ab- m, for cir to Ws, nst Bulkhead Thinking and Human Welfare EDWARD G. OLSEN Colgate University, Hamilton, New York HOW THE NATIONAL INCOME IS DIVIDED uw So w 8 } 2 O atte p een &% eee ane om sone oO Each group of figures represents a tenth of the number of families in the nation, the tenth with the lowest income being at the left, the tenth with the highest income being at the right. Each pile of coins represents the share of the national income received by each group of families. The chart, showing income of 1935-36, is based on figures of the National Resources Committee and is reproduced from the New York Times. E AMERICANS point with pride to our standards of impartial and objective thinking. To be sure, we can easily spot the assorted prejudices of others, but we remain stub- bornly convinced that our own habits of thought are free from emotional bias and always are wholly rational. Doubt- less it is this very blindness which pre- vents us from realizing that our minds —in government We believe that political power should be exercised by the many. We maintain that the right to govern should always rest upon the consent of the citizens. We insist that political power should never be used for personal advantage. We are convinced that a free people will always demand political democracy. PROFOUND WISDOM OF 1820—“Universal suffrage could not long exist in a com- munity where there was great inequal- ity of property. The holders of estates would be obliged in such case either in some way to restrain the right of suf- frage, or else such right would ere long divide the property.”—Statement by Daniel Webster WATER-TIGHT BULKHEAD: The name applied to the various sides of the numerous compart- ments into which it ts customary to divide tron vessels. —THE OXFORD DICTIONARY are often like the iron vessel—divided by stout bulkheads of prejudice into idea- tight compartments. Under those con- ditions an idea which penetrates into few. one division of the mind’s storehouse cannot easily come into contact with ideas in another compartment because of the intervening mental bulkheads. Perhaps this is why we Americans usually see nothing inconsistent in hold- ing simultaneously these obviously anti- thetical conceptions concerning the two most significant areas in our contem- porary culture: —in business We think that economic power should be wielded by the We assume that the right to control need never depend upon the consent of the workers. private benefit. FACTUAL FINDINGS OF 1930—The 11,653,- ooo families with incomes of less than $1500 received a total of about 1o bil- lion dollars. At the other extreme, the 36,000 families having incomes in ex- cess of $75,000 possessed an aggregate income of g.8 billion dollars. Thus it ap- pears that 0.1 percent of the families at the top received practically as much as VOLUME 29, NUMBER 2; FEBRUARY 1940 We assert that economic power should always be used for We are certain that a free people will never propose eco- nomic democracy. 42 percent of the families at the bottom of the scale.”—Brookings Institution Was Wesster ricHt? Can political de- mocracy and economic oligarchy long continue to exist side by side? Or must Americans choose between policies of socializing the property or restricting the suffrage? Is not this an imperative chal- lenge to American thinking today? [ 43 | TRAILWAYS TO THE WEST The Sea of the PRAIRIE SCHOONERS Their wagons are rust, Their bodies are dust: Their souls are with the saints... I trust.—cosster TRETCHING WESTWARD to a vaguely defined “crest of the Rockies” more than 880,000 square miles of terrain waited for the iron-clad felloes of the prairie schooners to carve the deep ruts of historic trails. Thomas Jefferson had sent James Monroe to Paris to buy New Orleans and a small slice of Florida. He and Ambassador Robert R. Livingston had brought back an empire. It can hardly be said that the acquisi- tion was a triumph of American diplo- macy. Napoleon practically forced the Louisiana Purchase upon the United States. Yet in accepting it without hesita- tion in the face of admitted unconstitu- tionality and the opposition of the Fed- eralist Party, Thomas Jefferson paved the way for American economic inde- pendence. He deserves the recognition being accorded to him in 1940, which properly may be termed a “Jefferson year.” On the banks of the Tidal Basin in Potomac Park of Washington is rising a three-million-dollar memorial to Thomas Jefferson. Members of the American As- sociation of School Administrators who gather for their seventieth annual con- vention in St.Louis, February 24-29, 1940, may see wreckers at work demolishing 37 blocks of Mississippi waterfront busi- | 44 | ness buildings where the Jefferson Na- tional-Expansion Memorial is to com- memorate the Louisiana Purchase of 1803. Control of the Mississippi had always been the goal of nations having am- bitions in the New World. La Salle claimed it for France in 1682. Iberville appropriated it to France when he colonized Louisiana 1700. Bienville founded New Orleans, its principal port, as a French city in 1718. The fleurs-de-lis were the blazon of the delta country until 1762. Then Spain claimed all of Louisiana. The Spanish were easy neigh- bors. American products from Western Pennsylvania and the Northwest Terri- tory barged down the Ohio and Missis- sippi to New Orleans, where they were re- loaded on ocean-going vessels that cleared for the great seaports of the world. But Britain was looking with envy at the Father of Waters. Napoleon’s dream of empire also included a vast Ameri- can dominion which was to regain for France a united with the French possessions in the West Indies. When in 1802 the Spanish port authority withdrew the privilege of depositing on New Orleans docks the cargoes of Mis- sissippi rafts and flatboats, the American government was alarmed. It was ru- mored that France was negotiating with Spain for the cession of Louisiana. No one expected the First Consul to be any- thing but an even harder master than the Spanish at the Mississippi gate to the Louisiana Map byw Lee Warthen, courtesy, National Park Service; drawing by Erle Prior oceanways. The settlers in Kentucky and Tennessee were ready to go to war. Then came an exciting moment in the age-old game at which nations play, called “Colony, colony, who’s got the colony?” Napoleon had moved first, of- fering Charles IV of Spain a Duchy in Italy for Louisiana. After Napoleon had gone too far in the deal to retract, he had bad news. A man named Toussaint L’Ouverture had in San Do- mingo and San Domingo was lost. Brit- m4¢ ved ain moved and war between France and that country was inevitable. Napoleon feared that unprotected Louisiana would be clipped from his domain as the first military movement of the British. Already Ambassador Livingston had been knocking in vain at the door of French Foreign Minister Talleyrand in an attempt to purchase New Orleans, or in some way guarantee the United States right of entrepot at the docks of that city. To give added importance to the nego- tiations President Jefferson sent James Monroe to aid Livingston. The French treasury was running low. Suddenly Na- poleon decided to take the cash and let the credit go—if cash he could get. Talleyrand called in the American Ambassador. “Mr. Livingston, you wish to purchase Before Monroe arrived, New Orleans?” ~ xe, Sif. “We will sell you Louisiana—all or nothing. Take it or leave it!” Livingston gasped, but being a good Yankee, he recovered himself in time to haggle over the price. He had hoped to close for the city of New Orleans at THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION THO Courtesy, 0- in or THOMAS Courtesy, National Park Service $2,000,000. For $15,000,000 he bought all the territory drained by the western tributaries of the great river on which New Orleans stood. It had cost about four cents an acre. And so Monroe, who went to Paris to help the American Ambassador secure, at the minimum, right to dump hides and wheat on New Orleans docks, came home with a territory nearly as large as all the rest of the United States put to- gether. Unknown territory it was largely, and Jefferson asked his friend Meriwether Lewis, with Captain William Clark, to explore it. Their famous expedition up the Missouri and down the Columbia to the Pacific was under way so quickly that the explorers witnessed the cere- mony of raising the American flag at St. Louis upon its transfer from France to the United States. Later Zebulon Pike pushed more directly westward into the new country, climbing the peak that bears his name, and then moving south- ward to the Rio Grande. Then came the wagon wheels. In Lancaster County, Pennsylvania, is a creek named for the Conestoga In- dians who once erected their tepees on its banks. In that valley settled in the early 1700’s skilled artisans whom Wil- liam Penn had invited from the Rhine country to help people his American colony. These Pennsylvania Germans won great fame for the excellence of their covered wagons. JEFFERSON MEMORIAL WASHINGTON, D. C. The six-horse bell teams of the Conestoga wagons plied the turnpikes from east to west for a hundred years in what is undoubt- edly the world’s most ro- mantic epoch of transporta- tion. Trails and taverns and a breed of horses bore the name of Conestoga, and many a poem and story was dedicated to the color- ful, intrepid drivers who raced each other with their eight-ton loads from Phila- delphia to Pittsburgh over Indian trails that became macadam and fords that became ferries and then bridges. When the Conestoga began at last to help settle the Louisiana Purchase, join- ing the long trains that moved from Missouri out over the Santa Fe and Oregon and California trails, the curved boat-like body of the wagon was flat- tened and squared and the bows were raised to make the prairie schooner on which civilization took its voyage to the Pacific. Over the placid prairies, un- dulating foothills, sharp crested moun- tain billows rode the prairie schooner, descendant of the Conestoga, to make Jefferson’s vision of a greater America come true. Somewhere in the vast memorial soon to rise on the Mississippi should be a mighty monument to the covered wagon conquering chariot of the West. Under its linen-covered hickory bows came to the pioneer life, death, romance—as Fate Courtesy, Virginia Conservation Commission MONTICELLO Jefferson's mountaintop home, Charlottesville, Virginia passed each in his turn; but waiting at the end of the trail was independence and peace and home, without which no people ever became great or long en- dured. In this memorial, of course, will be various means of commemorating the conquistadores, the long hunters, the explorers and trappers, prospectors, rail- road builders, settlers, miners, and states- men, the cast of America’s own great drama. But there should be some shrine as well to the stage props and scenery used in the play. None will establish for itself greater prominence than that which brings back the dimming memo- ries of the long-gone prairie schooners, gray ghosts of the Conestogas, their white bonnets bobbing over the hum- mocks as they wind in great caravans over now faded trails, bearing their liv- ing freight to the land of enchantment. —Beimont Far ey, director of publicity, National Education Association. Photo by Alezander Piaget, St. Louis With the passing of years “Ole Man River” still means much in trade and pleasure to the Mississippi Valley Tentative General Sessions Program for the zoth Annual Convention of the American Association of School Admin- istrators, St. Louis, Mo., February 24-29, 1940. Saturday, February 24—All Day Registration and exhibits in the St. Louis Municipal Auditorium Saturday, February 24 2:00 pmM—Joint conference on teacher education 8:00 pmM—National Society for the Study of Edu- cation Sunday, February 25, 4:00 PM Character Building for Future American Citizenship Presiding—Ben G. Graham, superintendent of schools, Pittsburgh, Pa.; president, American As- sociation of School Administrators St. Louis A Cappella Society Presentation of Honorary Life Memberships [ 46 ] CONTEMPORARY CRUCIFIXION AND CRUSADE—Rev- erend G. Bromley Oxnam, resident bishop, The Methodist Church, The Boston Area, Boston, Mass. Sunday, February 25, 8:00 PM Music’s Contribution to American Culture “MUSICA AMERICANA,” a dramatic portrayal of American music, will be presented by the St. Louis public schools. About 2700 highschool students will participate. Thru music, dancing, and dramatic art the story of American music will be told, beginning with the time of the Indian, the Puritan, and the Cavalier. In suc- ceeding episodes the musical history of America will be traced to the modern works of Gershwin and Kern. Monday, February 26, 9:00 AM What Is Right with the Schools? Presiding—Ben G. Graham, president of the As- sociation WHAT IS RIGHT WITH THE ELEMENTARY SCHOOLS? Edgar G. Doudna, secretary, State Board of Regents of Normal Schools, Madison, Wis. THE JOURNAL OF Program WHAT IS RIGHT WITH THE SECONDARY SCHOOLS?— Francis T. Spaulding, associate professor of education, Harvard University, Cambridge, Mass, WHAT IS RIGHT WITH AMERICAN YOUTH?—Willis A. Sutton, superintendent of schools, Atlanta, Ga, Monday, February 26, 2:15 PM Afternoon discussion groups—first session Allied departments and organizations Monday, February 26, 8:00 PM The National Scene Presiding—Ben G. Graham, president of the As- sociauion Detroit Schoolmen’s Club Chorus, Howard A, Love, director THE VITAL DIPLOMATIC FRONTS—James G. Mc- Donald, chairman, President Roosevelt's Ad- visory Committee on Political Refugees; and president, Brooklyn Institute of Arts and Sci- ences, Brooklyn, N. Y. ADpDREss—Paul V. McNutt, administrator, Federal Security Agency, Washington, D. C Tuesday, February 27, 9:00 AM The Contribution of Safety Education to Good > Citizenship in the Age of Speed Presiding—Ben G. Graham, president of the As- sociavion Showing of Safety Films Platform Guests—Members of the “Safety Edu- cation”” Commission, The 1940 Yearbook INDUSTRY AND SAFETY EDUCATION IN THE SCHOOLS— Paul G. Hoffman, president, Automotive Safety Foundation, South Bend, Ind. THE HOME AND SAFETY EDUCATION IN THE SCHOOLS Willie Snow Ethridge, author, Louisville, Ky. THE OBLIGATION OF THE SCHOOLS FOR SAFETY EDU- caTtion—Henry H. Hill, superintendent of schools, Lexington, Ky.; chairman, 1940 Year- book Commission BUSINESS SESSION—Unfinished business, nomination of officers from the floor Tuesday, February 27, 2:15 PM Afternoon discussion groups—second session Allied departments and organizations Tuesday, February 27, 8:00 PM Program Presented by the Associated Exhibitors This evening members of the American Associa- tion of School Administrators and of the Na- tional Education Association will be guests of the Associated Exhibitors. Presiding—James A. Campbell, president, Asso- ciated Exhibitors of the National Education As- sociation TRIBUTE TO THE RECIPIENT OF THE AMERICAN EDUCATION AWARD——Ben G. Graham, president, American Association of School Administrators PRESENTATION OF THE AMERICAN EDUCATION AWARD TO WILLIAM LYON PHELPS—James A. Campbell, president of the Associated Exhibitors RESPONSE—William Lyon Phelps, author; professor emeritus of English Literature, Yale University, New Haven, Conn. THE NATIONAL EDUCATION ASSOCIATION of ass, Ga, As- Ac ° nd Ci- ral -$t. Louis Meeting IN LIGHTER VEIN—Irvin S. Cobb, author and humorist VOCAL SELECTIONS—Walter Jenkins, Rotary Interna- tional baritone; Nancy Yeager Swinford, Houston Symphonic Orchestra soloist St. Louis Municipal Opera Orchestra, Benjamin Rader, conductor The American Education Award was first presented in 1928. It has since been an annual feature of the As- sociated Exhibitors program at the American Associa- tion of School Administrators convention. Those who have received the Award are: J. W. Crabtree, Mrs. Susan M. Dorsey, Randall J. Condon, P. P. Claxton, A. E. Winship, Amos Alonzo Stagg, Walter J. Dam- rosch, Jame Addams, Lorado Taft, William Mce- Andrew, Charles H. Judd, Payson Smith. Wednesday, February 28, 9:00 AM Superintendents Tell Their Stery A symposium on critical educational problems in which several superintendents of schools will participate. REPORT OF AUDIT COMMITTEE—Louis Nusbaum, asso- ciate superintendent of schools, Philadelphia, Pa., chairman REPORT OF COMMITTEE ON CERTIFICATION OF SUPERIN- TENDENTS OF scHoo_s—Otto W. Haisley, superintend- ent of schools, Ann Arbor, Mich., chairman Wednesday, February 28, 2:15 PM Afternoon discussion groups—third session Allied departments and organizations Wednesday, February 28, 8:00 PM A Mammoth Stage Revue “The Purposes of Education” Directed by—E. W. Jacobsen, superintendent of schools, Oakland, Calif. Cast provided by—School systems of Clayton, University City, and Webster Groves, Mo. Introducing an American “Mr. Chips.” Known merely as Grandad, he is a kindly and lovable retired school superintendent, who interprets the purposes of educa- tion to his granddaughter, Sally, an earnest and in- telligent college girl who wants to become a teacher. In a series of episodes, there will be presented a modern stage interpretation of the Educational Policies Com- mission’s book, The Purposes of Education in Amert- can Democracy. Around the thread of this central theme are woven colorful and dramatic scenes with tuneful songs, full choral effects, and orchestral back- grounds. Vividly drawn characters, chosen from many walks of life, give human interest to the Revue: Joe, a middle-aged laborer, whose love for his son and his confidence in the boy's future are shown in sharp contrast to the empty, hopeless lives of two younger laborers who have no use for education. A farmer, outwardly gruff, who reveals a fine and beautiful spirit kept aglow by the successes of his children at school and the promise that the future holds for them. Three foreign-born women—Irish, Jewish, and Italian—who depict, in a tenement scene, their deep appreciation for the opportunities and bene- fits their children are receiving in America’s public schools. Many other characters—including three teachers, pleasant and sympathetic young women who under- stand the hopes and heartaches of their pupils, the serious and carefree sides of their natures. The entire cast of students and teachers will be drawn from the threé nearby suburban cities of Clayton, University City, and Webster Groves. The direction, sergpt, and music for this Revue has originated in Oakland, California. Superintendent Jacobsen's hobby is the stage, and for years he has directed the local Scottish Rite plays. Jean Byers of Oakland's Fremont Highschool has written the script. Beatrice Burnett of the same school is casting and directing the production. Glenn H. Woods, supervisor of music in Oakland, has composed the music. The committee in charge of local arrangements consists of Superintendents John L. Bracken, Clayton, Mo.; Charles Banks, University City, Mo.; and Willard E. Goslin, Webster Groves, Mo. Mechanical arrange- ments in the Municipal Auditorium are being handled by Assistant Superintendent F., J. Jeffrey of St. Louis. Thursday, February 29, 9:00 AM Second Performance A Mammoth Stage Revue “The Purposes of Education” In order to have the proper lighting and sound effects for the stage revue, “The Purposes of Education,” it is necessary tose the Opera House of the Municipal Auditorium rather than the larger Arena. To accom- modate all who wish to see the Revue, it is planned to have two performances, the first on Wednesday evening and thé second on Thursday morning. ee February 29, 2:15 PM Keeping the United States Out of War Appress—William F. Russell, dean, Teachers College, Columbia University, New York, N. Y. Appress—C. Wayland Brooks, attorney-at-law, Chicago Jury Panel Discussion REPORT OF BOARD OF TELLERS—H. Claude Hardy, super- intendent of schools, White Plains, N. Y. Thursday, February 29, 8:00 PM America’s Town Meeting of the Air Moderator—George V. Denny, Jr., president, Town Hall, New York, N. Y. The popular radio program, “America’s Town Meeting of the Air,” ordinarily presented from New York City, will be broadcast for the convention from the stage of the St. Louis Municipal Auditorium. — Hotel Reservations can be secured thru Philip ]. Hickey, chairman, Housing Bureau, Suite 910, Syndicate Trust Bldg., St. Louis, Mo. Convention Headquarters, general ses- sions, registration, exhibits, post office, and press room will be in the St. Louis Municipal Auditorium. Railroad Rates—With the general lowering of rates about three years ago, special conven- tion rates were discontinued. On some rail- roads, however, roundtrip winter tourist tickets are available. Consult your local ticket agent. VOLUME 29, NUMBER 2; FEBRUARY I940 Profesor William Lyon Phelps Chairman Henry H. Hill [ 47 ] nee 7 “. | | | | Amer- | | N N Na | N ican |Amer- |Amer- | | Ne- é- at | | Ne- Super Assn. ican icen " Ele- | | tional | tione! yy —, tional P visors Adult for Assn. | Assn. lEduce-| Art | Busi- | men- Gar- Home| Lip | Com. ro. a Assn. | Coun Rural | Spe ahd Vie. Stet — Edu. |Meelth| of of ltional | Edu- | Des | tary | den | Eco. | Read- |, | Of | See. of cil | Fay. | fia! | Diree- | ual a an | Phys. |School | Teach-| “5? | Edu- | School} Edu- lina | Deans | Jour. | Teech.| (OF , | Edu- | tors |Instrue- cation | 54? | Re- | cation nomics} ing | ondary) Teac ) | cation Edin. | A ers | h cation | Prin- | cation | of | nalism Schaal | em of Soci eation | of In ti6n | and | minis- | Col- i | cipals Wom- | Direc- | Brie ct h Stud | strue | Recre-| trators | leges cool | } en | tors | \ oon | tion | | ation } } | | cipals | | ah a Sa Ss ean : : “ —— |_| —_—_— |__|. —— il 1 Cee es | 4 | 8 oe ae 9 so | @ | 1 93.) 064.1 8.1 wl oe 18 19 | 20 | of | MRS ic% his coi a Me ela 13,7542 |8,333b 4,359c) 186d 485 | 530¢|4,501¢ 6,104 1553) 4756) 115h1,011¢) 118) 8,112 |4,395) 2,451k) 255 | 198m 1,287n) 469 | | | | | | | | | | | Alabama............. --| 44] 116 55 4 4 11 30 61 1 2 11 168 | 45 | 7 4 15 4 | PP wand | 13 30 95 | 2 | 3 1 39 2° 1 9 28 90 | 1 3 3 9 | Arkansas aia elon 2 36 31 | 2 1 1 18 | 23 24 6 61 34 94 3 1 4 1 California. . a ee 997 |1,024 144 4 39 41 798 650 15 85 12 42 8 672 262 80 33 30 RO6 24 | RS eee . ) 48 3 7 8 32; 76} 2 1 17 6 92 63 14 1 19 6 | Connecticut............ 34 | 119 76 5 7 58 | 104 1 18 1/ 212 36 46 1 1 7 | Delaware ON ANTE So 5; 93 20 1 2) 26} 5 1 3 14 4 2 14 1 | District of Columbia... .. | 34] 113 69 2 32 1} 109} 69 29 4 17 2 93 40 50 4 ? 29 a8 | Florida... ; pai | 10 | 54 22 3 1 46 | 117 | 2 11 1 10 67 50 6 1 8 6 Se 47 62 63 | 2 5 6 36 | 145 21 8 2 7 1 40 34 12 4 23 5 SE ree 4| 91 9 2 1 1 14 13 3 1 18 16 1 1 Jaa - 258 | 625 328 | 7 46 65 299 319 1 5 8 61 11 707 290 173 9 4 59 34) | SS eee | 17 | 376 106 3 7 a 260 187 3 8 3 37 6 221 152 70 2 3 46 41 oO ae ae 13 | 179 93 1 12 7 79 103 4 21 6 140 139 96 13 9 9 aa 61] 151 98 4 8 3 51 105 11 1 13 287 116 47 5 10 6 | Kentucky retedhe- lai aiwcate 28 86 58 5 4 3 72 72 1 11 19 155 45 34 3 18 1 RANI. «0k 60.0 300 150 52 2 3 76 69 - 1 | 29 12 1 36 57 16 2 1 23 30 Maine ee 1 36 7 1 19 22 |. 2 11 257 24 10 3 3 Maryland cece | 8 78 63 3 7 2 78 106 1 3 1 13 137 23 1 p4 1 | Massachusetts. ......... 18 320 169 3 15 179 189 4 10 | 16 54 1 198 113 111 5 40 42 | Michigan avg alle ae 2 60 267 219 5 34 87 291 392 12 | 9 56 21 281 283 78 14 5 48 18 | Minnesota « eines 12 174 110 6 17 6 22 86 1 6 3 5 170 131 78 12 2 59 11 | Mississippi... .... 62 30 41 2 1 11 44 3 4 1 52 30 1 ‘ 1 eee | 5 191 139 8 8 17 112 179 | 3 2 21 3 244 171 130 6 1 17 6 ae = 26 15 1 “i 1 3 24 25 15 1 1 5 Nebraska...............1 43] 70] 46] 4] 3] 5] 95] 82 |-am 2} 1] 4) 4/119! 65] 95| 4] 1] 13] 3 Nevada andcoree ee 927 4 11 1 1 27 3 1 2 New Hampshire... .. . 1 21 28 2 1 | i 4 1 6 43 14 18 2 1 New Jersey........ 2° 299 249 | 6 11 6| 354 288 1 20 3 24 1 268 98 72 7 4 41 13 New Mexico........... 1 2° 2° 2 1 12 21 1 4 3 65 13 8 + 7 1 New (ee 193 |1,018 424 11 81 13 292 510 | «81 31 12 113 1 746 530 453 26 131 110 96 North Carolina... .. . | 135 85 56 4 7 4 52 109 |}, 5 24 72 34 4 5 15 9 North Dekota.......... | 2 27 15 5 3 30} 17) 4 2 23 17 9 4 4 3 6 OSs » ae oneren } 125 479 266 go 36 169 176 | 311 7 84 8 131 11 450 292 149 7 32 35 CI Saviivccaccsac | 22 99 60 6 4 1 30 139 1 1 1 1 1 191 89 36 2 9 2 . ree | 79} 117 21 3 1 1 40 64 | 9 1 6 39 40 9 3 5 2 Pennsylvania. .......... | 33] 510| 353 14} 97| 98| 177| 311 1 27 3| 72).4 536 | 239) 151 4 3; $8] 2 Rhode Island.......... 27 37 1 1 26 32 4 7 15 22 11 5 1 South Carolina...... P 3 37 37 2 4 16 27 1 8 35 18 y 1 2 6 Se 2 41 21 4 4 19 24 1 5 2 65 37 9 2 5 1 | SS Se ee 24 59 40 5 9 25 72 1 3 10 1 123 58 57 - 47 5 Texes : lide Ss | 568 223 227 7 9 2 59 247 1 2 2 24 197 194 78 2 1 33 11 oo is cee: Diara ed 3 90 24 ‘ 1 31 39 1 3 43 35 4 9 5 Vermont waver & 2 18 27 2 1 28 5 1 7 130 7 7 9 5 3 RS Pere 60 73 62 4 3 3 49 132 2 15 1 100 50 11 4 2 49 Weshington.............. 41] 93] 26 3 5 s5| 70] 131 9 1 8 7| 971 66| 47 1 7 9 West Virginie...... } 2925 63 53 7 3 a 29 113 3 13 2 159 42 27 a 2 Wisconsin , 39 145 136 10 15 2 64 142 } 2 6 19 5 143 174 88 21 35 » Wyoming.......... | 4 14 13 1 2 15 12 1 3 1 19 14 4 : Outlying possessions | Alaske . : 2 10 1 2 1 American Samoa. . Canal Zone... . 1 4 1 Guam | Hawaii | 1 2 1 24 48 1 1 12 9 1 | Philippine Islands 4 9 4 5 | Puerto Rico 6 42 7 3 4 Virgin Islands | Foreign 2 267 17 1 4 10 7 8 44 19 @ Membership as of August 31, 1939 d Membership es of December 31, 1938 j Membership as of December 15, 1938 | b Membership as of June 1939 and includes 46 e Membership as of July 31, 1939 k Membership as of December 1, 1939 Membership in Departments of the National Education Association, 1939 } Prepared by the Division of Research members in outlying possessions not distributed c Includes 4175 members who paid dues for year 1939, 6 honorary members, 174 life or twenty-five-year | members, and 4 six-year members. f Membership as of May 31, 1939 g Membership es of December 8, 1939 h Membership as of June 1939 i Membership as of October 1, 1939 m Membership as of November 1939 n Membership as of December 31, 1938 and includes 25 members in outlying possessions and foreign coun tries not distributed HIS TABLE shows membership by states in twenty departments za the National Education Association. All the departments which are included above have separate, extra membership fees. Except when otherwise footnoted, figures are for the calendar year 1939. This type of material illustrates the farflung interests of the Association and shows how widespread is the membership in every department. The table should be read as follows: Alabama has 44 members in the Department of Adult Educa- tion; 116 members in the American Association for Health, Phys- [ 48 | ical Education, and Recreation; 55 members in the American Association of School Administrators; and so on. At the time of going to press, membership figures had not been received from the National Council of Administrative Women in Education, which had a membership of 269 in 1938; the De- partment of Science Instruction reported a total membership of 2112 but did not give a state-by-state distribution; the Depart- ment of Secondary Teachers reported a membership to date for 1939-40 of 1502 members but information was not available by states for the preceding complete membership year. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ) A THIRD GRADE Operates a Real Store EACHERS in the elementary field who believe in the modern philosophy of education, that children learn most easily when facts are closely linked with real experiences, are constantly searching for activities which will be vital to their children. But their greatest difficulty lies in the problem of finding worthwhile TABLET PENCIL: These third graders have found it fun to be either customer or storekeeper in their own store. experiences that really seem important enough for children to wish to develop. For instance, let us look at the many play stores which we find in the primary grade. After the kindergarten period where the store has been an important feature of the community life, it soon begins to be highly artificial when built VOLUME 29, NUMBER 2; FEBRUARY I940 And does it efficiently and enthusiastically, say their principal and teacher. . . FRANCES ROSS and WILHEMINE MOHME Shafor Boulevard School Oakwood, Dayton, Ohio again in the first and second grades. Children very early in life want real things to market, as is evidenced by their selling projects—such as lemonade and flower stands—planned away from the atmosphere of the school. The young salesman usually displays his wares in a conspicuous place on a busy highway. The modern generation of eight and nine, feeling able to use real money, is no longer interested in “pretend” money. Since the selling interest seems to be a dominant one in the lives of most children, and since the modern child of the third grade usually knows the dif- ferent coins such as a penny, a nickel, a dime, a quarter, sometimes the half dol- lar, and often a bill, we decided to ask our third-grade boys and girls if they would be interested in managing a store for the school. When the question was brought up before the class for discussion, the chil- dren enthusiastically indorsed the plan. They realized that a store in which the children could buy their supplies would be a real asset to the school, as it is located about a mile from any busi- ness center. So the “felt need” was an actual one. Next, they listed the supplies that should be ordered to take care of the demands of the 350 children. The articles named were tablets, notebooks, rulers, pencils, penholders, pens, ink, erasers, crayons, and scissors. The problem of determining prices soon arose and it was decided to keep [ 49 | Ge aca! them the same as those asked by the local merchants. The merchants, in turn, co- operated with the school authorities by ordering the three types of tablets recom- mended by the board of education. Thus thru the cooperation of all parties the boys and girls were able to buy their materials when and where it was most convenient. The money made from the store was put aside for a petty cash fund. How- ever, the children did not seem to be much interested in the money-making side. Their satisfaction seemed to come from the pleasure gained in taking re- sponsibility and in making correct change. As soon as the list of supplies had been decided upon and the prices fixed, the children were told that all of the articles which they needed could be bought thru a local paper firm. The local firm was then called by the school secretary and asked to send a representative out to the chool. When the agent arrived, he re- ported to the office but was immediately directed to the third grade where he was initiated into the new plan for the year and given an order for seventy- two dozen tablets. As soon as the differ- ent supplies were received at the office, they were sent to the third grade where the children checked them with the in- voices and carried them to “The School Store.” Here the various articles were carefully and conveniently arranged on shelves. Every two weeks new clerks were chosen to take the places of the two who had finished taking their turn. The clerks were appointed not because they were “the best” in arithmetic but because of their improvement. They also had to be children who had a sense of responsibility. However, in order to make the transactions move a little more smoothly—for no teacher was in the store to help out—a child who could handle money easily was always put with one who occasionally needed as- sistance. As a result each boy and girl was given several opportunities during the year to serve, provided he could be at the building by 8:30 am and 12:45 pM. The hours of business for the store were from 8:30 to g:00 aM and from 12:45 to 1:00 PM. [ 50 | One boy who had always found it difficult to reach school on time was told that his position would depend upon his ability to arrive early enough in the morning to take care of the customers. The young man assured his classmates that he would be there in plenty of time to take part in the enterprise. He proved his point by buying an alarm clock and as a consequence he. was usually the first clerk to arrive, which gave him the added privilege of getting the key and opening the store. At the end of the month the local agent was asked to deliver more tablets and also to bring the bill for the first order. The experience which the chil- dren gained in preparing to pay the bill was valuable. First, they again examined their invoice and found that they would need $30.24. Since.they had charged five cents for each tablet, they had taken in $43.20. This gave them a balance of $12.96. Then they opened the large money box in which they kept most of their money, since they used only a small box for their daily change. When the change was spread out on a large table, the children were overwhelmed with the sight of so many pennies, nickels, dimes, quarters, half-dollars, and bills. Nancy gasped and said, “My! if I had all of that money, I would be rich! I would be so rich that I could buy a bicycle.” But when the money was counted and the part which they owed was taken out, she found that there was not nearly enough to buy the much de- sired bicycle. Next, certain children were given the task of sorting the money and putting it into piles. The pennies were stacked into piles of ten and then the tens put into the fifty-cent tubes which had been procured from the bank. The forty nickels were pushed into the two-dollar tubes and the fifty dimes into the five- dollar tubes. When the delivery man ar- rived, he presented his bill to the two storekeepers who were on duty. They checked it against their invoice and, find- ing it correct, they handed him their neatly wrapped tubes of money. The man was both surprised and _ pleased with their businesslike methods. He re- ceived the money with thanks and re- ceipted the bill in the presence of the entire class. By the end of the year the children had sold 4294 articles and had accounted for $215.72. The Third-Grade Report 3042 tablets @ $.05 $152.10 315 notebooks @ 05 15.75 38 rulers @ 05 1.90 311 pencils @ 05 15.55 24 penholders @ 05 1.20 72 bottles of ink @_ .10 7.20 302 erasers @ oo 3.02 162 crayons @ .10 16.20 28 scissors @ .10 2.80 215.72 The experience of having a real store brought to the children a variety of problems. For instance, one day a mem- ber of the faculty sent a child to the store with a dollar bill and a note for ten tablets. This meant that the store- keeper must not only multiply but also subtract. One day a child returned to his room greatly elated and said, “I have just sold five tablets to one of the teachers, and I knew right away that | should get twenty-five cents. I didn’t need to add five, five times, this time!” Occasionally someone would go to the store to have a five- or ten-dollar bill changed. But the most thrilling moment of the year was when a grownup asked the clerks to change a twenty-dollar bill. This necessitated getting out the “big money box” and doing a great deal of hard thinking. Both storekeepers felt it such an important event that they stopped nearly everyone whom they met during the day to say, “We had to change a twenty-dollar bill this morn- ing.” At the end of the school year when the children were being thanked for carrying on the store so successfully, they were asked if the last days of school had been busy ones. One of the clerks immediately volunteered her re- actions, “Oh, no,” she said, “yesterday was a very poor day! We made only ten cents. The best time of school is in the fall when the boys and girls need many things. Then we make a lot of money.” So we learned that even a third-grade store has its seasonal periods of good business and “very poor business” the same as does the business world of the grownups. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION pT - nome ©@ © LIS O-= OOUlUlU" OULU COD} = ._ en ed +10 75 55 .20 1.20 02 1.20 .80 72 ore of m- the for yre- Iso to the it | in’t e!” the bill the the vill, big of felt hey net to rn- ren for lly, of the day ten the any ade 0d the the [ON ST TE TET Qualifications of City Teachers HE TEACHER of today is also the teacher of the future, at least of the near future. Thus the quali- fications of today’s teachers deserve at- tention as a major factor in continued educational achievement. The January 1940 Research Bulletin of the National Education Association pictures in broad outline the qualifications of some two hundred thousand city teachers today, showing the facts in relation to salaries paid. Questionnaires to city superintend- ents of schools provided the basic infor- mation. This bulletin, “City Teachers: Their Preparation, Salaries, and Experi- ence,” reports striking progress over earlier years in teachers’ qualifications. Findings such as the following, for the school year 1938-39, are given: [1] The median city teacher has com- pleted 4.2 years of educational prepara- tion beyond highschool graduation. The corresponding level in 1920 was 2.5 years. The 1938-39 figure is 3.4 years for elementary-school teachers; for teach- ers in senior highschools it is 4.8 years. [2] The median level of preparation is the same in small cities below 5000 in population as in large cities above 100,000 in popuation—4.2 years. But in large cities there is a higher propor- tion of teachers who have completed five years of college work. [3] Fourteen years of teaching experi- ence has been completed by the median city-school teacher. Levels of experience are much higher in large cities than in small ones. [4] Differences in the average salaries paid to teachers in seven regions of the country are greater than the regional differences in preparation and experi- ence. (The map on this page illustrates regional variations in preparation, ex- perience, and salaries of teachers for the cities reporting.) Professional levels of preparation and long tenure of service are becoming typi- cal of city teaching. But there is no room for complacency. Quality of prep- aration and experience, as well as quan- tity, should be scrutinized. Such basic needs as the following continue to de- mand attention: [1] Selective admission to the teach- ing profession [2] Enriched curriculum for prospec- tive teachers [3] Local school administrative prac- tices adapted to the needs of professional teachers [4] Better social and economic recog- nition of teaching [5] Constructive program of profes- sional growth in service [6] Increased participation by teach- ers in community living. Thoughtful effort toward the solution of these problems, in the light of state and local conditions, is essential to con- tinued improvement in the service ren- dered by teachers—Hazet Davis, As- sistant Director of Research, National Education Association. REGIONAL DIFFERENCES IN PREPARATION, EXPERIENCE, AND SALARIES OF TEACHERS IN CERTAIN CITY-SCHOOL SYSTEMS, 1938-39 (alll ll ll lh RRR RRRRE Ga G3 Gs Gs é Preperetion— a —each symbol! represents one year in the median preperation of teachers Experience— & —each symbol represents two years in the median experience of teachers. Seleries— FFF K€ RRRRERE APEX Ke RRRRRE} &3 —each symbol represents $500 in the average salary of teachers. (Selery in Middle Atlentic region would be higher if New York City were included.) VOLUME 29, NUMBER 2; FEBRUARY 1940 CPE He BERRRRE G2 3 626 OP FE RRRRRRE Research Division, National Education Association COMMUNITY LIFE—Today and Yesterday © INTEREST a group of slow, under- privileged sixth-grade children of meager background, in the topic prescribed in the history course of study as “How Civilization Has Developed” was a problem. What is meant by civilization? What kind of civilization have we? To under- stand and appreciate how our modern mode of life has evolved from the past, we must first know what our mode of life is. Consequently, the first step we undertook was to find out in what type of community we were living. The class decided on the following topics for ob- servation: Types of homes in our com- munity; kinds of work being done in it; recreational opportunities; provision for religious worship; means of protection, fire, police, safety; communication, trans- portation facilities; health conditions. After defining the community boun- daries, we started out with our check- lists to make the survey. It took four trips of one hour each to cover the terri- tory. Interest was 100 percent. The crowded and substandard hous- ing conditions in our community were instantly apparent. Reasons for such con- ditions were partially explained by the proximity to the railroad and numerous industries. The fact that it was an old community was brought out in its his- tory and partially accounted for some of the houses’ lacking modern conven- iences. This lack of conveniences caused lower rents, which in turn accounted for the crowded conditions. The study of the history c* this area, which is adjacent to the Capitol grounds, showed it to be the residence of congress- men and society leaders in the early days. This historic background seemed to prevent any stigma’s being attached to living in such a dilapidated neighbor- hood. Maps made by the Council of Social Agencies gave figures which of- fered a picture of conditions in this area. These reports verified our own observa- tions. This study offered an excellent medium for groundwork in elementary learnings of sociological and economic questions. The charts accompanying the maps presented information in percent- age form, furnishing a functional intro- duction to that arithmetical subject. [ 52 ] MILDRED GREEN Teaching Principal, Blake School, Washington, D. C. After comparing ‘this area with the other sections of BS city, it was noted that the city had spfead out in successive rings or circles of development, always seeking more space and newer homes. These characteristics of our city and its growth were.applied to other modern cities and found to be common to all: Crowded industrial centers with homes near work; stores to provide necessities for these people; suburban areas, less crowded, small stores to meet needs; quick and adequate transportation and communication; péfice and fire protec- tion; recreational facilities; efficient sani- tation; democratic government. Important cities in the United States and other countries were located and the reasons for their gr@wth discussed. The generalization was formed that cities get started in one of these ways: [1] Waterways determine the location of cities. [2] Natural resourcéause the concentra- tion of population. [3] Accessibility to trade and transporta- tion routes for the distribution of goods affects growth of population. [4] Unusual scenery or favorable climatic conditions attract population. [5] Inventions and new industries affect the growth of cities. [6] Definite planning, as in case of Wash- ington, D. C., and Greenbelt, Maryland. Has man always lived in cities? The solution of this problem was our second step. Here it was necessary to examine the past. This led naturally into the study of man’s struggle thru the ages to better his living conditions in the suc- cessive periods of civilization. Culminating activities connected with the study included making a guide- book of our community and reporting on the findings of the survey at the PTA meeting. Plans for a mural depict- ing the growth of cities or community life thru the ages, were formulated. The class decided upon the following chapters for its guidebook: Our bound- ary; history of our community; our homes; work in our community; recre- ational opportunities; provisions for care of health; means of protection; trans. portation and communication facilities; public buildings. The children divided themselves into committees of four or five to work on the various chapters, Each committee wrote its chapter and made accompanying illustrations. Lack of sufficient recreational oppor- tunities was readily noticed and formed the basis of an appeal for action on be- half of the adults of the community, Committee chairmen reported on their topics at the PTA meeting. The report on recreational opportunities resulted in the formation of a Camp Fire Circle by several parents and a Boy Scout gather- ing at Opportunity House. The study is rich in developing the following desirable outcomes: [1] Teamwork thru shared activity |2] Critical and scientific analysis: Respect for community resources; criticism of short- comings |3]| Constructive participation in present- day community life [4] Realization of personal responsibility for community welfare [5] First-hand appreciation and under- standing of basic sociological and economic principles that influence the mode of life in each civilization. For those who feel that developing at- titudes and understandings is not sufh- cient, we point to the growth in such major skills and knowledges as taking notes; organizing material; expressing oneself orally in good English, speaking in a clear voice, and presenting a pleas- ing appearance; expressing oneself in writing with good English, legible writ- ing, and correct spelling; drawing maps to scale; reading and interpreting tables, charts, graphs; using percentage in a really functional situation; reading to gain information; creating designs for book cover with proper lettering; recog- nizing our neighborhood trees and rocks. This fresh approach to the study of community life, past and present, has brought about appreciation of the value and problems of group living and has offered opportunity for practice within the schoolroom of those habits of co- operation and responsibility necessary to effective harmonious living. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION fu an th th st cle s ha tu! th or- ed re- ty. eir yrt by Cr- he ect rt- nt- ity Ips ooking to the HE courAGE of presentday youth is revealed by the graduation pro- grams with which they conclude their highschool education. These young people have faith in the future but it is no blind faith. They are aware of the difficulties which confront them. Many of them are better informed than citizens generally. The graduating students who gave the introductory and dosing talks at the program of the Abraham Lincoln Highschool, Council Bluffs, Iowa, said in part: “American youth has a priceless herit- age of opportunity. Nowhere else in the world is the privilege of selfdeter- mination enjoyed by youth to a similar extent. We have our public schools, founded in liberty and dedicated to the principle of developing every individual to the limit of his personal capacity.” “The trial and strain of a period which has seen the destruction of law and cul- ture by irresponsible leaders have sapped the life stream of the great democratic system. An influx of new blood is the greatest factor to which America can look for its preservation.” No one could examine a large number of the 1939 commencement programs without the conviction [1] that the pres- entday philosophy of these programs is that they should be democratic student projects, [2] that they deal with prob- lems of significance to the graduates and to the school and community, [3] that they are valuable in their interpretation of school activities and achievements. More of the 1939 programs dealt with democracy than any other one theme. Other popular themes were the purposes of education, school and community his- tory, youth problems, and interpreting various aspects of the school program. Programs of the latter type have special value at the present time when school revenues are endangered by the pressure of the tax reductionists on the one hand and new and increasing demands for governmental funds on the other. About seventy-five 1939 graduation Programs are summarized in the 96-page 1940 COMMENCEMENT Vitalized Commencement Manual for 1940 just issued by the Division of Publi- cations of the National Education Asso- ciation, 1201 Sixteenth Street Northwest, Washington, D. C., and available at 50¢ per copy. A number of complete scripts and an annotated bibliography of more than thirty articles dealing with gradua- tion programs appearing in educational magazines during 1939 are also included in the Manual. Following are glimpses from a few of the 1939 programs. An Anniversary Program—Observing the fiftieth anniversary of the first gradu- ation exercises of the Delta (Colorado) Highschool, the class selected the theme “Fifty Years in Delta Highschool.” Brief speeches were given on selected chapters from the history of the school. One was given by a member of the graduating class on the history of the school in gen- eral. Following this a member of the classes of 1889, 1899, 1909, 1919, and 1929 VOLUME 29, NUMBER 2; FEBRUARY 1940 Harold M. Lambert, Philadelphia gave brief talks. The program concluded with talks by members of the 1939 class on studies, activities, and vocations. Our Country—As the special feature of its 1939 program the East Highschool, Sioux City, Iowa, developed a musical pageant based on Carl Sandburg’s The People, Yes, published by Harcourt Brace and Co. Eight members of the class served as interpreters of the pro- gram augmented by a speaking choir of sixty voices, a singing choir of 120 voices, and an orchestra of 80 pieces. A Community History Program— The 1939 program of the Taft Junior Highschool in Washington, D. C., was based upon the theme, “The Story of Our Towns.” It depicted episodes in the history of the community in which the school is located. Many school depart- ments contributed to the program as did citizens of the community who were interviewed for history and traditions. [53 ] Frank L. Grove ALABAMA James §. Rickards FLORIDA F. L. Pinet KANSAS Adelbert W. Gordon MAINE Martin P. Moe MONTANA *R. M. Prizer ALASKA Ralph L. Ramsey GEORGIA Hugh Nixon MASSACHUSETTS Archer L. Burnham NEBRASKA C. M. Howell OKLAHOMA Milton B. Ta ylor UTAH Nolan D. Pulliam ARIZONA Me Taggart Earl L. HAWAII Roy W. Cloud CALIFORNIA > John I. Hillman IDAHO W. B. Mooney COLORADO Irving F. Pearson ILLINOIS SECRETARIES of State Associations Secretaries shown here are fulltime except those whose name ts pre- ceded by an asterisk. For a tribute to the state secretary, see page 61. A. J. Phill, MICHIGAN NEW JERSEY E. F. Carleton OREGON Francis Chase VIRGINIA Photos have het yet been received from the secre- taries of the Arkansas, District of Columbia, Louisiana, Maryland, Nevada, New Hamp- shire, Puerto Rico, Rhode Island, and Ver- mont associations. R. J. Mullins NEW MEXICO Harvey EF. Gayman PENNSYLVANIA Arthur L. Marsh WASHINGTON Walter FE. Englund MINNESOTA Arvie Eldred NEW YORK J. P. Coates SOUTH CAROLINA R. B. Marston WEST VIRGINIA Francis FE. Harrington CONNECTICUT Robert Wyatt INDIANA Walter N. Taylor MISSISSIPPI Jule B. Warren NORTH CAROLINA S. B. Nissen SOUTH DAKOTA O. H. Plenzke WISCONSIN *Nellie §. Collisoy DELAWARE Thomas J. Walk MISSOURI M. E. McCurdy NORTH DAKOTA A. D. Holt TENNESSEE SSEE erney ING WHAT DO YOU KNOW ABOUT YOUR NEA? The Affilated State Associations AMY H. HINRICHS President, National Education Association HE RELATIONSHIP of the state and territorial education associations to the National Education Asso- ciation is that of affiliation. The NEA has no direct jurisdiction over them. Yet they work harmoniously with the na- tional Association for the advance of education, the welfare of childhood and youth, and the good of the teaching pro- fession. This joint effort is a fine exam- ple in our great American democracy of how effective is the democratic way—a functioning, growing, developing way. Affiliated state associations function in and thru the NEA primarily thru their delegates in the Representative Assembly of the national organization. Says Ar- ticle II, Section 2 of NEA Bylaws: “... Each Afhliated State Association shall be a state unit in the organization of the National Education Association and as such shall be entitled to representation in the Representative Assembly. . . - The an- nual dues of an Affiliated State Association shall be $10. Said Association shall receive without application, or other condition, all regular publications of the National Edu- cation Association. . . .” Article II, Section 5 provides that: “Each Affiliated State Association shall be entitled to elect one delegate and one alternate to the Representative Assembly [at the annual meetings of the NEA] for each one hundred of its members, or major fraction thereof, who are active members of the National Education Association, up to five hundred such active members, and thereafter one delegate and one alternate for each five hundred of its members, or major fraction thereof, who are active members of the National Education Asso- ciation. Such delegates shall be designated State Delegates.” Every elected delegate to the Repre- sentative Assembly represents either a state association or a local association. There was a total of 1489 delegates in the 1939 Representative Assembly.When we realize that the Representative As- sembly is the policy-adopting body of the NEA, we appreciate how great is the influence of the state associations in shaping the policies and directing the activities of the national organization. Another channel thru which the influ- ence of the state associations flows into the national is servi on NEA commit- tees. [See January 1940 JouRNAL, p21.| The democratic contribution of the ad- visory members of the committees—rep- resenting each state and territory—thru correspondence and thru informal con- ferences at NEA conventions is abso- lutely essential to the effective work of the executive core committees. It is usual that the membership of teachers of a state in their state association is al- most roo per cent. It is likely that per- sons named to a committee, whether as core or advisory members, have “won their spurs” by work in their: states, often done thru or for the state associa- tions. Before naming the committees, the NEA president asks for suggestions from state and local affiliated associations and individuals in the state. Possibilities for a state association to make its in- fluence felt thru,national committee work are therefore almost unlimited. The records of the state associations in their own states give sure indication that their influence in the NEA will be exerted in line with the purposes of the national Association. Section 2 of our Charter defines our purposes as “to ele- vate the character and advance the inter- ests of the profession of teaching and to promote the cause of education in the United States.” The state associations have been pioneers in teacher welfare activity. Professional teacher preparation and certification laws, tenure, retirement allowances, and salary schedules that look in the right direction—these are the major accomplishments in regard to the professional status of the teachers that have engaged the state associations thru- out their existences, and more specifi- cally since their organization with full- time secretaries. Certainly all state asso- ciations have done much to make teach- ing a profession. The state education associations are active in their states in pressing forward for legislation beneficial to the schools VOLUME 29, NUMBER 2; FEBRUARY 1940 and in seeking to prevent passage of ob- jectionable bills. Much advance in mod- ern curriculum matters and in rural edu- cation, for instance, is largely attribut- able to the legislative activities of the state organizations. Most state associations have an an- nual convention, the business part of which is a delegate assembly. Some states with large numbers of teachers, how- ever, have found one annual all-state convention unwieldy or impracticable, and so have district conventions, usually one after the other so that prominent speakers may address all the sections. A state may have two or three sectional conventions; it may have seven or eight. Some states have all-state conventions and sectional conventions in alternate years. In cases where there are sectional conventions only, there are usually large and active all-state executive boards or other delegate bodies composed of mem- bers from the sections. Nearly all state and territorial associa- tions now have fulltime executive sec- retaries. Some own their headquarters buildings: Illinois, Kansas, Louisiana, Michigan, Missouri, New York, North Carolina, Pennsylvania, West Virginia, and others. Some state associations rent space in office buildings. The Kentucky Education Association, for instance, has an imposing suite in a prominent office building in Louisville. An associa- tion office often has quite a staff of workers. A number of the states have systems of retirement allowances for these workers. It is interesting to see the different forms and dresses of the journals of the state associations. It is gratifying, en- couraging, and inspiring to scan their contents. The teacher who feads care- fully and regularly his state professional magazine should certainly have [1] abundant knowledge of the activities of the association and therefore clear con- ception of what the individual can do to help, [2] invaluable professional guid- ance, and [3] insight into many prob- lems of our world today. Use your state association and its affili- ation with the NEA to the full! Your efforts to improve yourself professionally and to contribute to the cause of educa- tion both in your state and in the nation can certainly find no larger or more im- portant areas in which to make then.- selves felt. [55 | * *« * ELEMENTARY-SCHOOL SERVICE « * « Washington on Character—To be under but little or no control may be pleasing to a mind that does not reflect, but this pleasure cannot be of long duration. If your fortune is small, supply the want of it with a well-cultivated mind, with dispositions to industry and frugality, with gentleness of manners, obliging temper, and such qualifications as will attract notice and recommend you to a happy establishment for life. € Be courte- ous to all, but intimate with few; and let those few be well tried before you give them your confidence. { Integrity and firmness shall never forsake me, altho I may be deserted by all men. € It is a fixed principle with me that what- ever is done should be well done. {1 never wish to promise more than I have a moral certainty of performing. ¢ The love of my country will be the ruling influence of my conduct.—From Selec- tions from George Washington, Personal Growth Leaflet 25, by Laurance H. Hart. Heroes of Our Nation—February as birth month of Washington, Lincoln, and other great Americans, is a fitting time to encourage wide and careful reading of biography, of which there is an in- creasing wealth for young people. Many of the biographies on this page will also be useful in citizenship and naturaliza- tion classes. New citizens welcome an introduction to America’s leaders thru simple, well-illustrated biography. On Washington and Lincoln—Outstand- ing is Jeanette Eaton’s Leader by Des- tiny: George Washington, Man and Pa- trict [Harcourt Brace, New York, 1938, 402p] for junior and senior highschool age, as well as for adults. For younger children is the lively story of Washing- ton and the Lafayettes by Frank and Cortelle Hutchins [Longmans, Green, New York, 1939, 211p]. ig G8 [ 56 ] The “picture books” on George Wash- ington and Abraham Lincoln by Ingri and Edgar Parin D’Aulaire, will appeal to every child—and adult—interested in our nation’s history, [Doubleday Doran, New York, price $2 each. | Also in colored pictures with large type is Sanford Tousey’s Daniel Boone | Rand McNally, New York, 1939, 36p]. For a vivid picture of early days in our country, elementary-school children will enjoy Tom Jefferson: A Boy in Colonial Days by Helen Albee Monsell [ Bobbs- Merrill, New York, 1939, 168p]. The beginnings of a library collection on American patriots can be made thru the penny Personal Growth Leaflets, in- cluding: Selections*from [25] George Washington; [26] Ralph Waldo Emer- son; [27] Abraham Lincoln; [28] Hor- ace Mann. For a list of leaflets with prices, see page 62. The 1940 postage stamp series in honor of 35 Americans who achieved fame in the arts and sciences gives fresh interest to reading of biography. To be honored: Authors—Ralph Waldo Emerson, Sam- uel L. Clemens [Mark Twain], Washing- ton Irving, Louisa May Alcott, and James Fenimore Cooper. [See panel below. | Poets—Henry W. Longfellow, James Whitcomb Riley, Walt Whitman, John Greenleaf Whittier, James Russell Lowell. Artists—James Abbott McNeill Whistler, Daniel Chester French, Augustus Saint- Gaudens, Gilbert Stuart, Frederic Reming- ton. Educators—Horace Mann, Charles W. Eliot, Booker T. Washington, Frances E. Willard, and Mark Hopkins. Inventors—Alexander Graham Bell, Eli Whitney, Samuel F. B. Morse, Elias Howe, and Cyrus H. McCormick. Com posers—John Philip Sousa, Edward A. MacDowell, Stephen Collins Foster, Victor Herbert, and Ethelbert Nevin. Scientists—Luther Burbank, Dr. Craw. ford W. Long, Dr. Walter Reed, John James Audubon, and Jane Addams. For Stamp-Collectors — These stamps will be placed on sale during 1940, The series on authors is now available, Stamp-collecting is a worthwhile hobby which encourages interest in American history. For information about stamps, address the Philatelic Agency of the U.S. Post Office Department, Washing- ton, D. C. Two pamphlets may be se- cured from this Agency: [1] A Descrip. tion of U.S. Postage Stamps 1847-1939, price 25¢; and [2] a junior edition of the same booklet for 1893-1939, price 104, Fascinating biographies of several Amer- icans in the stamp series include: [1] Youth's Captain, The Story of Ralph Waldo Emerson by Hildegarde Haw. thorne. Longmans, Green, New York, 1935, 205p. Also by the same author and publisher, The Happy Autocrat, A Life of Oliver Wendell Holmes, 1938, 213p. [2] Wizard of the Wires: A Boys’ Life of Samuel F. B. Morse by Helen Nicolay. Ap- pleton-Century, New York, 1938, 326p. [3] Invincible Louisa by Cornelia Meigs. Little, Brown, Boston, 1936. 26o0p. [4] Audubon by Constance Rourke. Har- court Brace, New York, 1936, 342p. Children who prefer short biographies will enjoy such books as: American Sei- entists by C. J. Hylander [ Macmillan, New York, 1935, 186p] which includes Audubon and Burbank; A CAild’s Book of Famous Composers by Gladys Burch and John Wolcott {[A. S. Barnes, New York, 1939, 184p]| including Foster and MacDowell. What are the ten most readable biogra- | phies of American patriots for use in | naturalization and citizenship classes? Send your list to THE JourNAL. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | 1eS an, des 0k rch ew ind Ya eS Ff aa vx w ke RURAL-$¢CRIOOL SERVICE «= « x Schools Unknown and What They Do An ounce of actual performance is worth a pound of theory.— Noelle Davies tT was a bitterly cold but gloriously clear day in March. Snow still cov- ered the ground, but the air was full of promise of a new spring. It was a joy to be out in the woods miles away from cities. While the car tried to forge its way thru the labyrinth of the deep ruts of a country road which the noonday sun had softened, little cabins peeked thru the wide Minnesota woods, and isolated inhabitants looked in surprise at the unusual sight of a passing car. Did these people enjoy living in primi- tive huts, frequently covered with tar paper? How did they keep warm? How did they feed themselves at a seventeen miles’ distance from the nearest village? What sort of a living could they make in this gorgeous wilderness? Could they keep reasonably healthy without the help of a doctor? Where were their children? The answers to these and many other questions were soon to be received from the well-informed rural-school teacher. There it was, on the edge of the woods on “the point” of Leech Lake, not the traditional “little red schoolhouse,” but an attractive white frame building. A “teacherage,” people called it, because the teacher and his wife lived there all year round. Altho he was the one to draw the salary, his wife was a normal- school graduate and just as capable as he. What a sight to behold when the door opened! Was this a school, a workshop, or a happy home? Instead of twenty-five children neatly seated at their traditional desks, twiddling thumbs, yawning, and waiting for their turn to recite a mean- ingless lesson, each was busily doing something important. The large, bright room was humming with strange noises. Two girls were at the sewing machine and, while one dili- gently treaded the wheel, bent on finish- ing her pretty gingham dress that day, the other was basting the khaki overalls she had just cut out for her little brother. Three older boys were making a chair. Another group of youngsters was clus- tered around a large table, each intent on carving out with a scoop a picture he had drawn on a square piece of wood about an inch thick. Hunting scenes seemed Four second- and third-graders were at an- other closest to their hearts. birds mounted on long sticks; these were to be used later in their gardens at home, but meanwhile were to serve as Easter gifts for parents. table, painting wooden VOLUME 29, NUMBER 2; FEBRUARY 1940 IMAN E. SCHATZMANN Executive Secretary, The Committee on Rural Education Left—A glimpse of the Squaw Point School. Above—Robert stands at his rostrum to read. Ordinarily bashful, this way he knows that he has an audience and he uses his voice accord- ingly. Thirteen-year-old Fern and fifteen- year-old John were confronted with arithmetic problems. They were in charge of the “community grocery store” located in the schoolroom. John and Fern were entirely responsible for run- ning the store. This included ordering and purchasing supplies; filling orders and making bills correctly; measuring, counting, and weighing the goods pur- chased or delivered; keeping account books, records, and cash to determine whether or not the store would be “in the red” at the end of each month. With genuine pride in the honesty of their classmates, the storekeepers stated that neither a penny nor a candy bar had been missing all year! Clattering of dishes indicated that the children must have had their luncheon at school. Sure enough! Two girls were washing dishes in the kitchen. Assisted by others, they had prepared a hot meal for the whole group under the direction of the teacher’s wife. The teacher’s home was the commu- nity cemter because of the fine leadership assumed by him and his wife. Young, (571 full of enthusiasm, wanting to serve, they had found a challenging field of opportunities. They had first established friendly relations with the widely-scat- tered members of the Squaw Point com- munity. Once the people had made their own trails to the teacherage, they dis- covered that this young couple knew not only the dark mysteries of learning contained in textbooks, but more tales about fishing, hunting, gardening, plant- ing, and reaping than the woodsmen did themselves. Why, they even knew how to can berries, fruits, and vegetables. Besides, the teacher had a great variety of tools and knew how to use them in and around the schoolhouse—and in other people’s homes, while calling on a sick child or bringing a new blanket and hot soup to a shivering grandmother. Under his influence shacks took on a new air of selfrespect and so did their inmates. The community soon discovered that the school no longer closed at 3:30. There was twenty-four-hour service at the teacherage and whoever dropped in was welcome. This man was a friend, coun- selor, doctor, dentist, farmer, hunter, chauffeur, artist. Untiringly and capably, his wife took his place when more urgent community matters called him away from the school premises. The two transformed the community into a practical workshop. First, the “school acres” were started, and each child was made responsible for a garden plot. The land was carefully chosen and fertilized and community members in- vited to help. Many did come. Others started gardens at home, in response to a better-gardens campaign, but the “school acres”—more scientifically planted and better tended—gave better yields. Potatoes, carrots, beets, turnips, red and white cabbages, and onions were grown. To make them last for the winter, a first-rate root cellar was built on the school premises, with the coopera- tion of some adults. Once the generous harvest was stored away, the pupils dis- covered that there was a market in the community for the fruits of their toils. The storekeeper and his partner in- vestigated food prices at the village store and began to advertise their “own grown” vegetables. It was a lucrative enterprise. The school did not have to buy the vegetables for the noonday meals until along in March, and Fern [ 58 ] and John sold at a profit and fair prices to school patrons and to other schools. Net gains were so considerable that new hopes and ambitions were kindled. Plans were made for the coming spring and autumn. The best seeds had to be bought for the gardens. Fertilizers and new tools were necessary, but still about $27 was left after all deductions had been made. The children knew that various items of food were needed at Squaw Point which were too expensive to be bought each day. Couldn’t they get a pair of goats to secure milk and build some chicken-coops to raise chickens and bee- hives to get honey? Plans are underway. The people could raise enough on the land to provide a livelihood for them- selves thruout the year. Very few inhabi- tants are farming-minded, since most have lived by hunting, fishing, and part- time jobs. Yet seeing is believing. En- thusiastic reports made by youngsters of results achieved thru their gardens have done more to convince parents of the value of farming than any talks could have done. Many wanted to find out why their own gardens had not done so well as the “school acres.” Slowly but steadily, with the patient and intelligent help of the friendly teacher and his wife, standards of living of the thirty fami- lies—with their yearly average cash in- come of $300—are being raised. The school has within two years grown to be the community activity cen- ter for these isolated woodsmen and their families. Already there is a semi-antique, semi-fragile conveyance called “school bus” helping the children to have more regular attendance. Now that going to school means doing things, little coaxing needs to be done. Besides, who would want to miss a good hot meal at school, if staying at home means eating a scanty lunch? A continuous lack of food had resulted in a lack of culinary knowledge in the homes. Therefore while in school the youngsters must not only be well fed, but taught how to prepare whole- some, simple dishes properly. They must not only be clothed, but taught how to make sensible clothing out of old or new goods. They must learn how to make a living after the eighth grade, for only the exceptional child goes to highschool. Past records show that no child from this school ever graduated from high- school. But already Fern wants to go to highschool and become a public nurse to serve her own people. John has visions of being an apprentice in a store. For these shy and unapproachable woodland youngsters to want to acquire the neces. sary tools and knowledge for making a decent living is a true adventure and shows real progress. Formerly they would have had no other ambition save that of selling kindling wood, berries, and bullheads in the summer! Don’t the pupils learn the Three R’s in school? Of course! The child who struggles with “reading, ’riting, ‘rithme- tic” is not chided, but encouraged. If he is a little slow with his books, what’s the hurry? He is good at other things. No pupil is “failed” at the end of the term, for all have progressed in one way or another. Mary may not know how to deal with intricate problems in arith- metic, but she has learned when and how to wash and press her dirty frock. Joan may not know the names of all the rivers in the United States, but she can cook a wholesome meal. Should Tom be “flunked” because he can’t recall each part of the Constitu- tion? Why, he is “tops” in gardening and assists and teaches the little fellows when the teacher is busy. He is the true promotor of codperation in the school community. He is in charge of bulle- tinboards and sees that current events are given proper attention. He is keenly interested in baseball and, if he has his way, it won’t be long before pupils and parents will build a playground and ac- quire equipment for a baseball team. After all, he knows plenty of sugar maple trees which can be tapped for the having, and there is always a market for maple sugar. By setting many to work, a neat amount of money could be earned. The Squaw Point School is seething with doings and learnings. The com- munity asked that the store be kept open during summer vacation and the store- keepers consented, since the store is an asset to the school. Three hundred chicks will be bought with the profits made and will be raised by ten children, each of whom will be held responsible for his own flock. These will be the first chick- ens ever raised at Squaw Point. Thus new hopes, new courage, new ambitions | are nurtured thru new outlooks on new | possibilities. The lives of a whole com- munity are being enriched just because | of one rural teacher and his wife! THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Vy 7 .S 10 he he am. gar the for k,a red, ing om- pen ore- ; an icks and h of his rick- “hus ions new -om- ause TION sr * * FIIGRISCRIOOL SERVICE «= *« x Youth Make Their Own Jobs—The National Youth Administration of Illi- nois gave each youth in that state a chance to create a job and win a reward for thinking of it. A total of $50,000 con- tributed by businessmen, employers, and civic groups was granted to 300 of these young people, Prize-winning ideas in- cluded: A young nature-lover conceived a plan to collect biological specimens and _ sell them to schools. A group of four young men formed a woodworking firm and even became in- corporated. Another idea in the mechanical field was to make cabinets for kitchen tools. —From Vocational Trends, a magazine for young people, published monthly by Science Research Associates, 600 South Michigan Avenue, Chicago, 25¢ a copy. The Horlick Herald, published by the William Horlick Highschool, Racine, Wisconsin, includes as a regular feature a “Parents’ Page” which is designed to present items of special interest to yarents and patrons.—School Activities. } Phonograph Record Service—Any mem- ber of the consumer-owned Cooperative Book Club, 118 East 28th Street, New York City, may use the Club’s phono- graph record service at no additional cost. The Reader's Observer, the Book Club’s monthly periodical for members, will carry news of recordings and re- views by music authorities. Encourage your students to join this cooperative purchasing plan. The Government at Your Service by Archie Robertson is an expert guide for teachers and other citizens to the amaz- ing array of federal services | Houghton Mifflin Company, Boston 34op. $2.75]. A free bibliography on Materials for Consumer Education is available from the Consumers’ Counsel Division, Agri- cultural Adjustment Washington, D. C. Administration, High Schools and Sex Education, a manual by the U. S. Public Health Serv- ice, outlines a course on sex education and suggests reading lists, pamphlets, and visual aids. ment Order from Govern- Printing Office, Washington, VOLUME 29, NUMBER 2; FEBRUARY I940 D. C. 1939, 110p., 20¢. See also “Sex Education—A Challenge” by Surgeon General Thomas Parran in the January 1940 JOURNAL, pages 16-17. Useful for social studies is a bulletin listing Selected Pamphlets, available from the Federal Council of Churches of Christ in America, 297 Fourth Avenue, New York City, 8 pages, 1o¢. Such series as the Headline Books, World Affairs Pamphlets, Public Affairs Pamphlets, and Foreign Policy Reports are listed. Dictators, Democracy and the Future is the title of a short pageant fer high- schools, by Stella and Janet Burt. Price 50¢ from the authors, Box 23, Rochester, New York. Supervised Correspondence Study as a means of enriching educational oppor- tunity is the subject of the December 1939 Phi Delta Kappan | published by Phi Delta Kappa Fraternity, 2034 Ridge Road, Homewood, Illinois, $1.50 per year, 25¢ per copy]. See also Personal Growth Leaflet 75, Supervised Corre- spondence Study for Highschools in the November 1939 NEA Journat. Sciences for the Blind—Physiology, gen- eral science, some chemistry, and physics may be enjoyed by blind highschool stu- dents who do the same work in class- room and laboratory as their seeing col- leagues. Blind students write experi- ments and keep notes in Braille, using calculators for mathematical problems. Several have made amazing progress in practical applications of sound and elec- tricity. The illustra- tion shows a blind student learning the Morse Code in the physics class. A blind technical graduate is earn- ing his living as an expert radio elec- trician and repair man. In biology the blind students raise their own plants and animals and make their own dissections. They study microscopic material with their fingertips, using dia- grams or models in clay, wood, or card- board.—Arthur H. Bryan, Baltimore City College, Baltimore, Maryland. Teachers who supervise the education of physically handicapped children will be glad to see George T. Stafford’s Sports for the Handicapped | Prentice-Hall, 1939|. Activities and games by which the individual can improve not only his physical condition but also his outlook on life are given. Is the nonacademic student a problem in your highschool? Then read That All May Learn by B. L. Dodds, a handbook for teachers who are seeking to adjust the highschool program to the needs of all youth. Published by the National As- sociation of Secondary-School Principals, 5835 Kimbark Avenue, Chicago. $1.10 postpaid, rates for quantities over five. Also valuable for teachers interested in a program of general education as dis- tinguished from college preparatory or vocational, is the 1939 Yearbook of the New Jersey Secondary School Teachers’ Association. Its title: Tentative Steps Toward General Education. More than thirty examples of classroom practice in such fields as homemaking, consumer mathematics, and practical biology are given. F. M. Raubinger, Glenfield School, Montclair, New Jersey, is chair- man of the Yearbook committee. Copies at 25¢ each may be secured from Mr. W.C. Compher, New Brunswick High- school, New Brunswick, New Jersey. w TEACHER-EDUCATION SERVICE «= « « Future Teachers of America—FTA chapters have been chartered at the fol- lowing colleges within the past month: Teachers College of Connecticut, New Britain Southern Illinois Normal University, Car- bondale Hutchinson Jr. College, Hutchinson, Kans. Murray State Teachers College, Murray, Ky. Georgetown College, Georgetown, Ky. State Teachers College, St. Cloud, Minn. Oberlin College, Oberlin, Ohio Northwestern State College, Alva, Okla. Eastern College of Education, La Grande, Ore. Austin Peay Normal School, Clarksville, Tenn. Corpus Christi Jr. College, Corpus Christi, Tex. University of Utah, Salt Lake City State Teachers College, Farmville, Va. State Teachers College, Athens, W. Va. An exhibit appropriate to the Centennial of Teacher Education is being arranged for the St. Louis meeting of the Ameri- can Association of School Administra- tors by the American Association of Teachers Colleges with the cooperation of the Commission on Teacher Educa- tion of the American Council on Educa- tion. It will include pictures of activities and buildings of American teachers col- leges; charts and historical materials; and the showing of lantern slides por- traying the history of teacher education. The theme of the exhibit will be “The Relation of Teacher Education to the Development of Public Education.” A wealth of material on the history of public teacher education in this country appears in the teacher-education centen- ntal numbers of the Teacher-Education Jo-:rnal (December 1939) and the Edu- cational Forum (November 1939). Benjamin Franklin’s plan of selfim- provement is worthy of study by pres- ent and Future Teachers. The plan is given in Personal Growth Leaflet 42; the companion leaflet, 43, contains a per- sonal growth recordbook. For further information see page 62 of this JouRNAL. The number of volumes in teachers college libraries doubled in the years be- tween 1927 and 1938-39. [ 60 ] A bronze plaque of Francis Wayland Parker was dedicated at a memorial program at the Chicago Teachers Col- lege during American Education Week 1939. Colonel Parker, principal of the Chicago Normal School, 1883-99, be- lieved that “character constantly realiz- ing itself in practical citizenship, in com- munity life, in complete living is the im- mediate, everlasting, and only purpose of the school.” Pioneering Leadership— Many reforms that came to education in the past ten decades would have been long delayed if it had not been for the quick readi- ness of the normal schools to carry the message. For example, there was Guyot, whose contribution to geography liter- ally flowed into the lower schools thru the channels of the normal There was Agassiz who wanted the common man to share the secrets of natural science hitkerto open only to the learned. It was the normal school that made it possible for the common schools to open the eyes of children to schools. the wonders of nature. Without con- scious planning on the part of the uni- versities, the their agencies of popular enlightenment. —Payson Smith. The College of Education, Wayne Uni- versity, Detroit, is conducting for the normal schools became second consecutive year its Secondary Curriculum Workshop, providing op- portunity for teachers and administra- tors in the metropolitan area to work in- tensively upon problems of the improve- ment of instruction. The Training School— its work, its re- lationship to the pupil, the practice teacher, the college, and the community —is discussed in the December 1939 Bulletin of East Carolina Teachers Col- lege, Greenville The FTA News Service Project gives valuable training in writing and is a service to your school and its students. Purpose: To maintain a close tie be- tween the school and the people who support it, by spreading information about the school, its work, and the ac- tivities of its students. How to proceed: If the school has a press service of any kind, work in cooperation with it; other. wise see the head of the school and make plans to send news items to newspapers in the service area. It means much even to the smallest county weekly or to the local highschool paper to have occasional news about a student who is away at school. Write the editor telling of your plans and asking what kind of material will be acceptable and when it should reach the news office. Write the FTA National Committee for suggestions. To Encourage Personal Libraries— President Uel W. Lamkin of the State Teachers College, Maryville, Missouri, is offering an annual prize of $25 to the senior student who during his college years has [a| formed the best personal collection of books in one or more de- partments in which the student is in- terested; [b| given evidence, by the dis- criminating use of his books, of his ap- preciation of the joy of ownership; [c] demonstrated in oral interview with the judges proof of familiarity with and interest in his books. Specialization even within levels of the school system which leads to disunity and separateness within the broader pro- fessional group is of questionable merit. Rather should specialization be the par- ticular threshold from which one enters the common courtyard there to share in the struggle for social improvement thru increasing rational control of the world in which we live. Unless we can come to understand that we are first educators joined by a common purpose, pledged to a common goal, and that then we may think of ourselves as elementary teach- ers, supervisors, principals, or college in- shall the strength of national professional unity which is so much needed today.—J. W. structors, we not achieve Studebaker, U. S. Commissioner of Ed- ucation. It is clearly possible to advance at once on a nationwide front to a full four- year program of post-highschool educa- tion for all public-school teachers. In at least nine states today this is the legal minimum. The policy of selective admis- sion to the professional schools should be adopted on a nationwide scale —Wil- liam C. Bagley. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Al D1 Iu IN! M: M: M: tie fir cat the Pr ass 19) lov yea tio! pre of mo cat tun vis! exe tea ser tho ena eye tear nee suc fess the: this the anc imy Th the an ; ven sect reac den VO) “Ww al te ri, he ge ral de- lis- a p- the ind nice our- uca- n at egal mis- yuld Nil- ION EE SE or x x * NOTES AND ANNOUNCEMENTS « « x Life Members Received in December 1939 Ataska—John G. Gordon, Clyde Spears CatirorNiaA—B. F. Enyeart District oF CotumBia—Alden H. Struble Inuinois—Angela M. Cylkowski Inpiana—J. P. Girard, James I. Mills Kansas—Carl A. Maine—George M. Carter MARYLAND—Eugene W. Pruitt MassacHuseTTs—W. J. Crotty, Thelma B. Foster NortH CaroLtina—J. R. McDonald On1o—Carl A. Coffeen PENNSYLVANIA—Abel R. Cunningham Texas—B. C. Watts VerMOoNT—Allan J. Heath, Josiah S. McCann, George R. Stackpole WasHINGTON—Marguerite E. Cross James The Fulltime State Secretary yy Tuts year we are celebrating the thir- tieth anniversary of the employment of the first fulltime paid secretary of a state edu- cation association. The first state association that employed a secretary was California. Previous to state education associations employed fulltime secretaries: California, 1909; New York, 1910; Illinois, 1919, seven 1913; Kansas, 1914; Missouri, 1915; and lowa and Oklahoma, 1918. During the ten years which followed, twenty-seven addi- tional States employed them, and at the present time forty states and the Territory of Hawaii have fulltime secretaries. The executive secretaryship is one of the most strategic and important of state edu- cational positions. It gives unlimited oppor- tunity for leadership and requires unusual vision, vigor, courage, and diplomacy. The executive secretary is an employee of all the teachers of his state and, therefore, their servant; yet he must possess and exercise those qualities of leadership which will enable him to represent effectively in the eyes of the public the great profession of teaching. The early fulltime secretaries were pio- neers. They blazed the trails which their successors have followed. The teaching pro- fession in America owes a great debt to these loyal leaders who during the past thirty years have contributed so largely to the progress which our profession has made and it now looks to those who hold these important offices for continued leadership. They are the heirs of a great tradition and the bearers of a large responsibility —From an address given at the San Francisco Con- vention by Willard E. Givens, executive secretary, National Education Association. [In connection with this tribute, JouRNAL readers will be especially interested in Presi- dent Hinrichs’ discussion of “The Affiliated State Associations” on page 55 and the photographs of state secretaries on page 54 of this issue. | NEA Life Members Honored yy NEA ire MemBerRs were platform guests at the second géneral session of the Louisiana Teachers Association, November 19-22, 1939. This courtesy arranged by ofh- cers of the Louisiana association is a signifi- cant step toward the development of closer integration between state and national asso- ciations. Volunteers Are Wanted— yx To HELP EVALUATE THE JOURNAL from month to month as an aid to the editorial staff in their search to discover what kind of content readers desire to have in THE JournaL. This is open to every member. It is hoped especially that those in their first years of teaching will take part in the enter- prise. Write the editor saying, “I hereby volunteer for the Joumnat evaluation serv- ice,” giving full name, position, and ad- dress. Each month so long as you reply to the letter sent, you will receive a special blank to be filled out and a copy of one of the latest Personal Growth Leaflets. [ Ad- dress the editor at 1201 Sixteenth Street Northwest, Washington, D. C. |] In enroling for this volunteer service, Elizabeth E. Beaver, RFD #1, Verona, Pa., states: “This is, I hope, an opportunity to repay you in a small way for the help the NEA Journat has been to me.” The Department of Elementary School Principals yy Tue resruary National Elementary Principal will carry the complete program of the social meetings and general sessions of the Department of Elementary School Principals at St. Louis, February 24-29, 1940. On Monday morning an acquaint- ance breakfast will be held in Parlor A, Statler Hotel, at 7:30. The semi-annual banquet of the Department will take place Monday evening, February 26, in the Ball- room, Statler Hotel, 6:00. Mrs. Dorothy Canfield Fisher will be a special guest to tell the group about her “Children’s Cru- sade for Children.” A Showboat Program is being planned by the St. Louis principals under the leadership of Isabel Tucker, principal, Festus Wade School, St. Louis. The theme for the Monday afternoon pro- gram, February 26, Auditorium, Bishop Tuttle Memorial Hall, will be “What Good VOLUME 29, NUMBER 2}; FEBRUARY 1940 Educational Practices Can Be Found In Our Elementary Schools.” The Missouri Elementary Principals, under the leader- ship of Frank Gorman, president, have planned the program for the Tuesday afternoon general session, February 27, around the theme of “The Role of the Elementary School Principal as Director of a Workshop for Citizenship.” “Enriching the Elementary School Cur- riculum” is the general theme for the Fourth Annual Conference on Elementary Education to be sponsored by the Depart- ment of Elementary School Principals at the University of Wisconsin, Madison, July 8-19, 1940. The program will include in the morning a series of demonstrations and observations. The afternoon program will include a variety of ninety-minute seminars on the most important problems related to the enrichment of the curriculum. The February National Elementary Principal will carry details. Michiganders Want Their Schools Adequately Supported yy A REcENT pot. of public opinion in Michigan indicates clearly and definitely that the citizens of that state do not ap- prove of the drastic curtailments that have been made in revenues for their public schools, according to a most interesting report in the Michigan Education Journal for December 1939. A large majority con- demned the 11 percent cut in state aid made by the 1939 legislature. The replies were: Disapproval of cut, 68 percent; ap- proval, 19 percent; no opinion, 13 percent. Seventy-six percent favored as much money for schools this year as last, even if it meant a tax increase. Teachers at Play yy THE LOS ANGELES FACULTY SPORTS LEAGUE is now in its fourteenth year, with teachers from all of the city’s schools com- peting in eight sports: Goif, volleyball, handball, pistol shooting, badminton, ten- nis, bowling, baseball. The climax to the year’s activities is the Annual Faculty Sports League Banquet. Two trophies, one for volleyball and one for baseball, are made by the school which is host for the banquet. Personal Growth Leaflets yy “THE GOVERNMENT TAKES A CENSUS” | page 37 of this issue] and “The Code of the Good American” [page 41] are avail- [ 61 ] able as Personal Growth Leaflets. Each month many thousands of these leaflets are distributed thruout America and in foreign countries. Size 3x5 inches, printed on at- tractive India paper, the leaflets sell for a cent apiece. No orders are accepted for less than 25¢. Cash must accompany orders for $1 or less. A special assortment of 100 or more leaflets, including all the titles now available, may be secured by asking for Special Offer Number One. Or the follow- ing leaflets may be ordered by title from the National Education Association, 1201 Sixteenth Street Northwest, Washington, D.C.: [1] Your Life in the Making [2] Your Mind in the Making 3] Your Health in the Making [4] Your Home in the Making Your Citizenship in the Making [7] Your Personality in the Making The Planning of Your Life Future Teachers of America Shall I Become a Teacher? Community Forces and the School The Challenge of a United Profession [15] The First State Normal School in America The American Plan of Education 17] Education for Democracy [18] Education in a Living Universe 19] John Dewey’s Pedagogic Creed 20] The Growing Teacher [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 [31] Shall I Go to College? [41] Learning To Be a Leader [42] Franklin’s Plan of Selfimprovement 43] Franklin’s Personal Growth Recordbook 44] The Tyranny of Bad Habits [45] A Parliamentary Primer [51] The Story of the NEA 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 Weck [60] Our Faith in Education [61] Horace Mann’s Letter to Young Americans 62] The Code of the Good American Allied Youth: A School Club Teaching Materials for Rural Schools 75] Supervised Correspondence Study Seven Adventures in Pioneering 92] True Americanism Parks and American Culture Student Selfgovernment Have You Had Your Vitamins? Our Common Diseases Shall I Become a Smoker? Teaching of Reading in the Elementary School How To Become an Expert Typist The Government Takes a Census Suggestions for FTA Organizers Programs for FTA Clubs and Chapters What It Means To Be a Future Teacher Education for the American Way of Life Crucial Issues in American Education The Economy of Abundance Social Imagination in Education Unless We Act yy We can either educate the people of this Republic to know and therefore to value and therefore to preserve their own democratic culture, or we can watch the people of this Republic trade their demo- cratic culture for the ignorance and the prejudice and the hate of which the just and proper name is fascism. These are the alternatives our time presents us. They are not alternatives which will remain forever open. We may accept them now or lose them now. “History,” says Wystan Au- den— “History to the defeated “May say Alas, but cannot help nor pardon.” History can say Alas to this American civilization of ours as well as to any other. Unless we save it. Unless we act, not only with our words but with our minds, to save it.—Archibald MacLeish, Librarian of Congress. Education and Economic Wellbeing in American Democracy yy THE report of the Educational Policies Commission, which will be issued in March 1940 under the title, “Education and Eco- nomic Wellbeing in American Democ- racy, will deal with such questions as the following: [1] What kind and amount of education will result in the greatest economic wellbeing for the American people? [2] What contribution, does education make to economic productivity ? [3] To what extent are children and youths of superior ability denied educational opportunity because of lack of family finances? [4] Has the nation basic economic limitations require us to restrict the further development of free education? Or does it appear wise and practical from a purely F view to extend further the ideals of reached a period when economic point of educational American equal opportunity? Affiliated with the NEA sv AGNEs wINnn, the director of the NEA Division of Affiliated Associations, reports more than 100 new affiliates since June 1, bringing the total to 973 as of January 1, 1940. There are five states—California, Massachusetts, New Jersey, New York, and Virginia—that have more than 50 associa- tions affiliated with the National Education Association. Available for Classroom Use yv Tue association has on hand a limited supply of the four-page preprint from the January Journat, “Cultural Cooperation with Latin America,” by Herbert E. Bol- ton. These preprints, particularly useful for social studies classes, may be secured free for classroom use. Write to the NEA, 1201 Sixteenth Street Northwest, Washington, D.C. expression of THE JOURNAL OF When Art Begins at Forty sy Tue parntines of Floyd Amburn were exhibited at the Knoxville (Tennessee) Highschool December 7-15. Mr. Amburn, former principal of the Rule and Boyd Schools, Knoxville, resigned because of tuberculosis. To divert his mind, he then took up art after forty years of age. Super- intendent Harry Clark writes that Mr, Amburn paints beautifully. He can be ad. dressed at the United States Veterans Hos. pital, Oteen, North Carolina. A New Emphasis Needed in American Education sv I stncereEty Hope that the National Education Association will drive home to the teachers of the land the need of making several things evident to youth today: [1] That unless youth prepares itself for the adult responsibilities in government, this type of government must die; [2] that along with a full stomach must go a full mind and a full heart; | 3] that material success will never insure continuance of democracy since only he who grasps, as William James has said, “the inner mys- tery” can serve himself, his God, and his country; [4] that there is nothing in daily living which can be made a substitute for hard work labor (he who would live by his wits dies); | 5] that while and_ honest life must be lived strenuously, it should be lived cheerfully; [6] that no one really lives unless he has a fine sense of humor; | 7] that egoism destroys more fine material than any other one ism we have to com- bat—Sam H. Cohn, deputy superintend- instruction, Sacramento, ent of public California. Safety Education Association yy For inrorMATION concerning the newly organized Safety Education Association, write to Howard G. Dantord, secretary- treasurer, 20 Washington Square North, New York. Drinking by Women ye MartTIN secretary of the Keeley Institute at Douglas, Illinois, stated in a recent press report that drinking NELSON, among women is increasing at a rapid pace. From January 1 to December 1, 1938, the number of women taking “the cure” at the institute showed a gain of go percent over the corresponding period in 1933 when the prohibition law was still in effect. Mr. Nelson said, “Today public com- placency about women’s drinking at bars is making the problem of the woman in- ebriate tragically serious.” Eighty percent of the institute’s |Cont. on page A-26| THE NATIONAL EDUCATION ASSOCIATION T thru enre tion Mis New Cau} MIN Cat Thu Mas New Ont Ariz Mas: - al of as /S- Lis ly or ho ito, wly on, iry- th, « * ONE AUNDRED PERCENT ENROLLMENTS « « Watch for your school. The rapidly increasing number of schools in cities and counties with every member enrolled has led your Association lo set aside this section of The Journal to record this significant growth. 100 PERCENT IN NEA MEMBERSHIP SINCE 1918 Completed Enrolments FOLLOWING COUNTIES, cities, and individ- HI ual thru December 30 their schools reported 100 percent membership and have been continuously enrolled in national professional organiza tion for the number of years indicated TWENTY-TWO YEARS Missour! St seph, Entire System New Jersey—Morris Township, Entire System TWENTY YEARS Cattrornta—Long Beach, Fremont MINNESOTA linneapolis, Hay NINETEEN YEARS CaLiIrorNta—South Pasadena, Marengo Ave ILtinots—C hicag Pullman Maywood, Lincoln, Washington Massacuusetts—Springfield, Homer St New Yor Schenectady, Horace Mann Ont Bedford, Entire Systen EIGHTEEN YEARS Arizona—Phoenix, Entire System Massacuvusetts—Beverly Manual Training Jr High PENNSYLVANI Doylestown Doylestown Grade, ‘ A Doylestown High SEVENTEEN YEARS CatirorntAa—Long Beach, George Washington Jr High ld, Irving SIXTEEN YEARS CaLirornNiA—Monrovia, Monroe (Orange Ave.); Oakland, Emerson; San Jose, Grant; South Pasa- lena, Lincoln Park DELAWARE Delmar. Delmar Kansas—Kansas City, Abbott, L. M. Alcott, Argen- tine Sr. High, Attucks, Bancroft, Clara Barton, Bryant, Central, Central Jr. High, Chelsea, Co lumbian, Cooper, Douglass, Dunbar, Emerson, John Fiske, Franklin, Garrison, Grant, Hawthorne, Major Hudson, J. J. Ingalls, Irving, Kealing, Library, Lincoln, Longfellow, Lowell, Macco- chaque, Horace Mann, McKinley, Morse, North east Jr. High, Northwest Jr. High, Park, Parker. Phillips, Noble Prentis, Prescott, Quindaro, Riv erview, Roosevelt, Rosedale Sr High. Snow, Stanley, Stowe, Sumner High, Mark Twain, Eu gene Ware, B. T. Washington. Whitmore, Whit- tier, Frances Willard, Wyandotte High and Jr. College Massac HUSETTS—Melrose, Whittier NesrasKa—Omaha, Beals, Jackson New Jerstey—Englewood, Franklin; New Bruns- wick, Livingston School No. 4 On10—Columbus, Fourth Street PENNSYLVANIA Pottstown, Entire System VIRGINIA Richmond, John Smith VOLUME 29, NUMBER 2; 2; FEBRUARY 9 4 1g... This is the fine record of the Lowell School, Madison, Wisconsin, Miss Annie D. Axtell, principal. FIFTEEN YEARS Ca.irornia—Long Beach, Horace Mann; San Jose, W oodrow Wilson Jr High FLoriva—Daytona Beach, Seabreeze High Intinotis—East St. Louis, Longfellow; North Side, South Side Min NneEsota—M inneapolis; Cleveland Missourt—Kansas City, Greenwood New Jersty—Asbury Park, Asbury Bond St., Bradley; Atlantic City, tional New Yorxk—Schenectady, Howe Onio—Walbridge, Lake Twp. High PEN NSYLVANIA—A bington, Abington Sr. York, Entire System TENNESSEE—Memphis, Humes High Texas—Dallas, Sam Houston Wisconsin—Madison, Hawthorne Watseka, Park Boy s’ High, Voca- High; FOURTEEN YEARS New Jersey—Asbury Park, Entire System Oun1o—Youngstown, Sheridan PENNSYLVANIA—Camp Hill, Camp Hill High, than C. Schaeffer; Clairton, Entire System V irGinta—Richmond, Oak Grove Wisconstn——-Ashland, Ashland Co, Na- Normal; La Crosse, Hamilton THIRTEEN YEARS Ittino1is—River Forest, Lincoln, Roosevelt, Wash- ington Missouri New Jersey Lincoln Kansas City, Foster Opportunity, McCoy Plainfield, Evergreen; Ridgefield Park, TWELVE YEARS CaLtrornta—San Jose, Hester, M. R. Trace ILurnois—Cicero, McKinley; Silvis, Entire System New Jersey—Pitman, Elwood Kindle, W. C. K Walls New York—lI/thaca, Central, East Hill, Fall Creek, Open Air, Reconstruction Hlome, Saint John, Belle Sherman, South Hill, West Hill W vominc—Casper, Willard ELEVEN YEARS ArRIZONA— Phoenix, Madison CaLirornia—C oronado, Coronado; San Diego, Ben- jamin Franklin, Andrew Jackson Connecticut—East Hartford, Silver Lane Itt1nois—Bellwood, Entire System; DeKalb, De Kalb Twp. High; Lombard, Entire System; May wood, Entire System; Melrose Park, Robert Louis Stevenson; River Forest, Entire System New Jersty—Atilantic City, Richmond Ave PENNSYLVANIA—Northampton, Entire System Texas—Dallas, Arcadia Park TEN YEARS Riverside, Oneonta ILri1no1is—Springfield, Hay-Edwards Inp1ANA—I ndianapolis, Public School No. 64 MississipP1—Drew, Entire System Nevapa—Ruth, Ruth New Yorx—lIthaca, Oxn10—Homerville, CALIFORNIA dena Independiente; South Pasa Entire System Homer Rural Cons 1940 PENNSYLVANIA—Bloomsburg, State Teachers Col- lege; California, State Teachers College; Morris- ville, Capitol View, Wm. E, Case, Manor Park; York, Arch St. Vircinta—Hopewell, Highland Park NINE YEARS Cattrornia—San Diego, Alice San Jose, Horace Mann Kansas—Hays, Lincoln, Washington MinnEsota—Minneapolis, Calhoun Missouri—Kansas City, Franklin, Garfield, Thacher, Mark Twain New York—Ilrondequoit, Seneca; Ithaca, Atypical; Poughkeepsie, Christopher Columbus, Edward Elsworth, High School, George W. Krieger Oxu1o—Centerville, Washington Twp. Texas—Dallas, T. C. Hassell Vircinta—Richmond, Bellevue, John B. Chimborazo, Helen Dickinson West Vircin1ta—Owings, Owings 3irney, John Muir; Cary, EIGHT YEARS CaLirorNta—Anaheim, Lincoln; Riverside, Glena- von; San Jose, Herbert Hoover Jr. High, Long- fellow ILLINOIS Bellwood, Wilson Massacuusetts—Acushnet, M. S. Howard Missouri—Kansas City, Lowell, Manchester, William Rockhill Nelson, John J. Pershing New Jersey—Palmyra, Spring Garden New YorKk—Amsterdam, McCleary Oxn10—Willoughby, Andrews School for Girls PENNSYLVANIA—Allentown, Hokendauqua;' Belle Vernon, Kerr Jr. High; Catasauqua, West Cata- sauqua; Cementon, Butz’s; Coplay, Cementon, North Coplay; Fayette City, LaGrange; Forest Grove, Wycombe Independent; Fullerton, Fuller- ton; Hulmeville, Hulmeville-Middletown Twp.; Langhorne, Langhorne-Middletown Elem., Lang- horne-Middletown High; Stiles, West Coplay Texas—-Dallas, Richard Lagow, San Jacinto Vircinia—Hopewell, ““B” Village, Patrick Cope land Wisconstn—Milwaukee, Thirty-fifth St. SEVEN YEARS CatirornrA—Long Beach, Whittier; Newport Beach, Newport Harbor Union High; Riverside, Palm FLoripa—Homestead, Redland Elem., Redland Jr.- Sr. High Grorcia—Macon, Alexander School No. 4 I_tinois—Aurora, East High InpIANA—Evansville, Baker, Delaware, Henry Reis, Howard Roosa; J/ndianapolis, Whittier School No 33 Micnican—River Rouge, Ann Visgat MississipPi—Vicksburg, Missouri—Kansas City, Entire System NesrasKkKa—Omaha, Washington New Jersey—Atlantic City, Junior High; Palmyra, Cinnaminson Ave.; Pitman, Entire System Carr Central Sr. High Henry C. Kumpf; Nevada, New York—Wellsville, Martin Ou1o—Greenford, Greenford High OreEGoNn—Portland, Woodmere PENNSYLVANIA System SoutH DaKkota—Sioua TenNeEssee—Nashville, Texas—Dallas, Utan—Jordan WISCONSIN burn Chester, Lincoln; Nanticoke, Entire Falls, Lincoln Central High James Bowie, John H. Reagan Dist., Entire System La Crosse, Franklin, Roosevelt, Wash- SIX YEARS ALABAMA—Birmingham, Minor (New) Ca.tirornia—Long Beach, Lafayette; Oakland, Jef ferson, Maxwell Park FLoripa—Tampa, V. M. Ybor Ipano—Lewiston, Whitman INDIANA vansville, Chestnut, Walnut, Wheeler; -etersburg, Entire System Kansas—Hays, Entire System Matne—Old Orchard Beach, Old Orchard Beach Elem., Old Orchard Beach Jr.-Sr. High, Old Orchard Beach Public; Saco, Entire System MaryYLAND—North East, North East High MASSACHUSETTS—Swampscott, Stanley Micuican—Bay City, Wenona Mississtpp1—Gulfport, Entire System Missouri—Kansas City, Horace Mann, Marlborough NesprasKA—Omaha, Druid Hill New JerseYy—Red Bank, Oakland St New York—Rochester, Indian Landing PENNSYLVANIA—Easton, Franklin, Traill Green, Washington, Webster TENNESSEE—Davidson County, Entire System | 63 | } f " 4 Texas—Dallas, Alamo, Leila P. Cowart, Benito Juarez, John F. Peeler Utan—Salt Lake City, Highland Park VirGcinta—Richmond, Franklin, Robert Springfield West Vircinta—Morgantown, Pursglove E. Lee, FIVE YEARS ALABAMA—Birmingham, Elyton; Brewton, W. S. Neal High Avasxa—Haycock, Territorial Cattrornia—Burbank, Burbank; Chico, Central; El Modena, Lincoln, Roosevelt; Long Beach, U. S. Grant, Robert E. Lee, Theodore Roosevelt; Oakland, Anthony Chabot, Fremont Sr. High, Garfield Jr. High, Hawthorne, Highland, Lafay- ette, Laurel, Lazear, Manzanita, Melrose. Mont- clair, Parker, Peralta, Redwood Hghts., Sequoia, Elizabeth Sherman, Webster, Whittier; Palos Verdes Estates, Entire System; Pomona, Hamil- ton; San Diego, Euclid, Fremont, Loma Portal, Rest Haven; San Jose, College Park, Edison High, Lowell, Washington; San Pedro, Barton Hill; Stockton, Monroe; Turlock, Lowell CoLorapo—lIdalia, Idalia High Irtinois—Danville, Washington; Dolton, Entire System . Inpr1ANA—Evansville, Emma _ Roach; Rushville, Webb Cons. Iowa—Siour City, Hobson Kansas—Kansas City, Prairie MassacHusetts—North Chelmsford, Princeton St. New Jersey—Palmyra, Entire System New YorKk—(Lansingburg) Troy, Haskell, Powers, Whipple Oxu10—Columbus, Mound Jr. High; Delaware, East; Niles, Lincoln, Monroe; Portage, Portage Twp. PENNSYLVANIA—Yeadon, Bell Ave. TeENNESSEE—Knoxville, Beaumont Texas—Addison, Addison; Dallas, Stephen F. Aus- tin, David Crockett, Margaret B. Henderson, Lida Hooe, Oran M. Roberts; Texarkana, Sunset Vircinta—Hopewell, Entire System; Norfolk, Ingle- side WasHINGTON—Tacoma, Grant West Vircinia—Slaty Fork, Seneca Trail Cons. FOUR YEARS Catrrornia—Chico, College Elem.; Hermosa Beach, Entire System; Laguna Beach, Entire System; Long Beach, Avalon, Burnett, Lowell, McKinley; Monrovia, Santa Fe; Moorpark, Moorpark Union; Oakland, Allendale, Fruitvale, Hamilton Jr. High, Horace Mann, Rockridge, Stonehurst; San Diego, Chollas, Sunshine Connecticut—East Hartford, Second North DELAWARE—Middletown, Middletown School Dist. No. 120C Froripa—Miami, Comstock; Tampa, Jackson ittinois—Des Plaines, Central, North, West; Har- risburg, McKinley; Peoria, Irving Inptana—Decker, Decker Chapel High; Elwood, Osborn; Evansville, Entire System; Indianapolis, Public School No. 37, Public School No. 86; Vincennes, Frichton Kentucky—Burdine, Burdine; McRoberts, Mc- Roberts Jr. High; Somerset, Parker Luuts1anA—Estherwood, Estherwood High; Iberia Parish, Entire System; Loreauville, reauville High MatnE—Camden, Public School; Saco, Saco Kinder garten f oy MaryYLanp—Elkton, Providence, Union Elem.; Warwick, Warwick Elem. MasSACHUSETTS—Melrose, Melrose High; Swamp- scott, Clarke; Waltham, Royal E. Robbins Micuican—Bay City, Kolb, Woodside; Detroit, Gardner, White; River Rouge, Furgason Missourtr—Kansas City, Longfellow, Mount Wash- ington; St. Joseph, Junior College, Krug Oppor- tunity Nevapa—Eureka, Consolidated School No. 1, Eu- reka High New YorK—Oneonta, East End; Cannon St. Outso—Bartlett, Wesfield High; Galion, Entire Sys- tem; Johnstown, Johnstown-Monroe; Mansfield, Western Ave. PENNSYLVANIA—Easton, Entire System; 7 ylersport, Salford Twp. TENNESSEE—Memphis, Peabody Texas—Dallas, John Henry Brown, Colonial Utran—Salt Lake City, Columbus Vircinta—Nansemond County, Richmond, Ginter Park WasHincton—Seattle, Maple Leaf No. 164 West Vircin1tAa—Raysal, Raysal Poughkeepsie, Entire System; School Dist. THREE YEARS ALaBaMa—Jacksonville, State Teachers College CaLiroRNi1a—Alhambra, Granada; Fl Monte, En- tire System; Monrovia, Wild Rose; Oakland, Markham; Pasadena, Grover Cleveland, Linda Vista; Pomona, Emerson Jr. High; Redlands, En- tire System; San Diego, Central, Edison, Ocean Beach, Ocean View, Vauclain Home; San Jose, Anne Darling, Lincoln Glen, Willow Glen; Tracy, Tracy High Connecticut—New Haven, Lovell FLor1pa—Kendall, Kendall; Miami, Orange Glade, Silver Bluff; Sarasota, Bay Haven Intinois—Danville, Garfield, Jackson [ 64 | Inp1ANA—Brazil, Alabama, Jackson, Junior High, Lambert, Meridian, Pinckley; Evansville, Wash- ington Kansas—Kansas City, Roseland School Dist. No. 92; Merriam, South Park School Dist. No. 90; Parsons, Entire System Kentucky—Pikeville, Entire System Loutstana—Lake Charles, Grand Lake Sr. High MaryYLanp—Conowingo, Pilot; Elk Mills, Elk Mills; North East, North East Public Schools; Rising Sun, Calvert School No. 9 MassacHusetts—Brookline, Edith Baker; Revere, Theodore Roosevelt MisstsstpP1—Blaine, Blaine Cons.; Jackson, Ed- ward L. Bailey Jr. High Missouri—Kansas City, Graceland, Irving, Seven Oaks NeEBRASKA—Omaha, Clifton Hill, Miller Park New Jersey—Absecon, Entire System; Atlantic City, Massachusetts “Ave.; Pemberton, Entire System; Ridgefield Park, Grant New York—Auburn, Division St., Genesee St. Oxn10—Cincinnati, Theo. Roosevelt; Columbus, Pil- grim; Trenton, Trenton Cons. PENNSYLVANIA—New Cumberland, Entire System TENNESSEE—Kno-xrville, Bell House, Flenniken, West View Texas—Dallas, Stephen J. Hay, George Peabody, Ascher Silberstein, T. G. Terry, Vickery PI. VermMont—Poultney, Central Vircinta—Norfolk, LaFayette; Portlock, Portlock High; Richmond, William Fox, Patrick Henry TWO YEARS ALaBAMA—Ozark, Dale County Jr.-Sr. High; Tal- ladega County, Entire System ALasKa—Stebbins, Stebbins ArIzona—Tempe, Tempe School Dist. No. 3 Evans St., CaLiFoRNIA—Burbank, Abraham Lincoln; Long Beach, Bryant; Oakland, Bella Vista, Luther Burbank, Clawson, Cleveland, Cole, E. Morris Cox, Crocker Highlands, Detention Home, Durant, Grant, Bret Harte Jr. High, Hoover, Piedmont Ave., Toler Hghts.; San Diego, Me- Kinley; San Francisco, Kate Kennedy; San Jose, Olinder Cotorapo—Joes, Joes Sr. High & Elem. Itt1no1s—Chatsworth, Chatsworth; Eldorado, Jef- ferson; Peoria, Calvin Coolidge Inp1IaNA—Brazil, Entire System; Fort Wayne, North Side Sr. High; Hammond, Edison, May- wood; Lafayette, Centennial; Terre Haute, Wel- dele; West Terre Haute, Fairview Iowa—Sioux City, East Sr. High Kentucky—Camp Dix, Laurel High; Jenkins, Dun- ham High, Jenkins High; Livermore, Livermore; Louisville, Victor H. Engifhard Maitne—Dayton, Burnham Grammar, Clark, Frank lin, Lincoln, Union; ennebunkport, Burnham Grammar; North Ken nkport, Burnham Pri- mary School, Durell, [Tron Bridge, Irving, N. Chapel; Sacv, Ferry, Nonesuch, Sawyer MaryLanp—Elkton, Cherry Hill, Hart's MassacHusetts—W orcester, Greendale Micuican—Detroit, McKerrow Missourt—Kansas City, Teachers College of Kan- sas City NesRASKA—Omaha, Harrison, Minne Lusa NortH Carotina—Greensboro, Jacksonville Oxnto—Canton, Summit; Colebrook Colebrook Cons.; Fremont, Fremont Ross Sr. High; Lenox, Lenox Centralized; Monclova, Entire System; Niles, Jackson; Youngstown, Chaney Elem., Taft PEN NSYLVANIA—C arnegie, - Lincoln TENNESSEE—Knoxville, Christenberry Jr. High, Belle Morris, Mynders, South Knoxville; Mem- phis, A. B. Hill Texas—Dallas, William Lipscomb, Ben William B. Travis, Winnetka Milan, CURRENT YEAR ALABAMA—Valley Head, Valley Head High \taskA—Dillingham, Snag Point Aritzona—Phoenix, Dunbar, Roosevelt School Dist. No. 66, Whittier CaLiForNia—Burbank, Joaquin Miller; Dinuba, Dinuba Elem.; Long Beach, Columbia, Frances E Willard; Los Angeles, Pacific Lodge High; Mo- desto, Monte Vista, Ransom, Shiloh; Oakland, Dewey, Franklin, Glenview, Longfellow, McCly- monds Sr. High, Prescott Jr. High, John Swett, Tompkins, Washington; Presidio, Junior High; San Diego, Balboa, Bay Park, Brooklyn, Cabrillo, Curriculum Project of Board of Education, En canto, Garfield, Mission Beach, Pacific Beach, Sherman; San Francisco, Franklin, Jefferson; San Jose, Lincoln, San Jose Tech. High Connecticut—Branford, Center District or CotuMsia—Washington, Cook FLoripa—Miami, Little River Jr. High; West Palm Beach, Detention Home ILtinois—Chicago Heights, Franklin, Jefferson, Washington Elem. & Jr. High; Colfax, Colfax Community High; Danville, Cannon, Collett, Daniel, Douglas, Edison, Elmwood, Fairchild, Franklin, Grant, Hooton, McKinley, Oaklawn, Roselawn, Tilton; Evanston, College Hill School Dist. No. 75; Havana, Central; La Grange, Oak Ogden; Peoria, Columbia Elem.:;: Sublette, Sub lette Public; Waukegan, Entire System Inpiana—-Brazil, Zeller; Evansville, Campbell, Caze, Harper, Lodge, Mechanic Arts, Schmadel, THE JOURNAL OF Tekoppel, Third Ave., Vogel, White; Indian. apolis, Austin H. Brown, Public School No. 38: Jeffersonville, Chestnut St., Ingramville, Spring Hill; Muncie, Forest Park; North Terre Haute Otter Creek High; Sullivan, Gymnasium; Terre Haute, Maple Ave., Woodrow Wilson Jr. High: Vincennes, St. Thomas Cons.; West Terre Haute. Sugar Creek Cons. f Kansas-—Eureka, Entire System KentucKy—Somerset, Columbia, Elem. Loutstana—Cameron Parish, Entire System Matne—South Portland, Hutchins Marytanp—Colora, Colora; Rising Sun, Rising Sun MassacHusetts—Malden, Ayers, Maplewood; New. ton Lower Falls, Hamilton MicuHiGcan—Elberta, Elberta; River Rouge, Dunn Missourt—Kansas City, Linwood, John K. Stark; Nevada City, Lincoln Elem. NeBRASKA—Omaha, Brown Park, Monmouth Park. Robbins, Saunders Nevapa—/ mlay, Imlay New Jersey—Glen Rock, Entire System; Hights. town, Primary; New Brunswick, Nathan Hale School No. 2 New Mexico—Taos, Taos Municipal New York—Poughkeepsie, Trade; Rochester, Ap. drew J. Townsend School No. 39; Schenectady, Woodlawn NortH Carortina—Mt. Airy, Rockford St. Oun1to—Akron, Bryan; Canton, Archibald McGregor; Cincinnati, Linwood; Fremont, Entire System: Hamilton, Fairfield Twp., Port Union, Venice; Ironton, Central; Somerville, Somerville Oxvtanoma—Oklahoma City, Emerson, Wilson Orecon—Portland, Buckman, Chapman, Highland, Portsmouth, Rose City Park, Sitton, Sunnyside, Terwilliger, Woodlawn PENNSYLVANIA—Lemoyne, Herman Ave., Washing. ton Hghts.; Yeadon, Yeadon Jr.-Sr. High Soutn CaroLtina—Cope, Public School TENNESSEE—K noaville, Perkins Texas—Almeda, Almeda Elem., Almeda Jr. High; Dallas, Cockrell Hill, Stonewall Jackson, Obadiah Knight; Orange, Black Bayou Utran—Ogden, Washington Elem. Vermont—Ludlow, Rutland Vircinta—Hopewell, Dupont; land Park, Matthew Maury West VirGinta—Charleston, Kanawha; Rosemont, Rosemont; Wheeling, Centre, Madison, Ritchie, North Warwood, Triadelphia, Warwood High, Washington, Webster, West Liberty, Woodsdale Wisconstn—Janesville, Adams, Garfield, Roose velt; La Crosse, Lincoln, Logan Sr. High, Wash- ington Fourth Ward Richmond, High From Letters to Headquarters vy “On January 27, 1939, I had the honor to pay you a visit. The NEA is certainly a wonderful institution. Many students of education in the world are indebted to it for its valuable publications of educational knowledge. . . “After visiting your honorable country | went to England in February, and I spent almost three months to visit the universi- ties and secondary schools there. After that I went to Germany and spent one month in that country to study the educational work of the Nazi’s regime. I returned to China two months ago. . . . The United States is still the most advanced country in the study of education. I feel that NEA is largely responsible for it.’—Pu Hwang, dean of School of Education, Hua Chung | Central China| University. i vy “Betnc a Life Member of the NEA is | something of which I’m proud, and Tue Journat, Bulletins, and Proceedings have helped me. When I study them, I get a tremendous thrill out of being in the same | group with the outstanding educators of America. I am a better teacher because of my small part in our professional organi- zation. I teach in a one-room school, with a yearly salary of $800, and the price of my membership has been a real sacrifice for me.” —A rural teacher. THE NATIONAL EDUCATION ASSOCIATION VOL ION q444 ager for life and learning thousands of boys and girls of all ages come each September to school. They — and even more than they the less alert and the less able children — deserve the stimulation and the essential help which an adequate supply of textbooks can give them. Yet all too often into their hands go books with torn or missing pages or books shockingly out of date; all too often the scarcity of textbooks requires an all-around unsatisfactory “ sharing” of books. Latest official figures of expenditures in city school districts throughout the country show that the average expenditure for textbooks per pupil during 1932 was $1.35; for 1934, 95 cents; for 1936, $1.12. The figure today from all signs marks a declining not a rising trend. Commenting on these figures, an important educational journal says editorially : ‘* When one examines the needs of our city school instructional programs . . . the conclusion is inescapable that expenditures for text, reference, and library books are still dangerously low. It is doubtful if these needs can be marginally met for less than $1.50 per capita and a more reasonable expenditure would be $2.00.” If you are thinking in terms of fewer failures, of the most effective use of teachers’ time, of a better break for children, start making sure of More Textbooks from 25% to 75% in text- to bring textbook efl- schools up to even a point. in 1940 now. Increases of book budgets are needed ciency in most of our reasonably high BOSTON NEW YORK CHICAGO LONDON ATLANTA DALLAS COLUMBUS SAN FRANCISCO VOLUME 29, NUMBER 2; FEBRUARY I940 [ A-25 } [ Cont. from page 62] women patients are married. More patients—both men and women—were treated at the Keeley Insti- tute from the end of 1935 thru 1938 than through State School Funds. Newton Ed- wards and Herman G. Richey. 55p. 15¢. Selected Legal Problems in Providing Fed- eral Aid for Education. Robert R. Hamilton. 7p. 15¢. Vocational Education. John Dale Russell Vocational Rehabilitation of the Physically Disabled. Lloyd E. Blauch. rorp. 15¢. The Land-Grant Colleges. George A. Works and Barton Morgan. 141p. 25¢. Library Service. Carleton B. Joeckel. 107p. Special Problems of Negro Education. The National Youth Administration. Pal- mer O. Johnson and Oswald L. Harvey Educational Activities of the Works Prog- ress Administration. Doak S. Campbell, Blair, and Oswald L. Harvey. Public Education in the District of Co- lumbia. Lloyd E. Blauch and J. Orin Public Education in the Territories and Outlying Possessions. Lloyd E. Blauch. 24 3p. Education of Children on Federal Reserva- tions. Lloyd E. Blauch and William L. Educational Service for Indians. Lloyd | Research in the United States Office of Education. Charles H. Judd. 133p. 20¢. Report of the Committee. 243p. 35¢. at any other time in more than 30 years— _ [8] Scottish Rite News Bureau. [9] and associates. 325p. 40f- 9 Publications of the Advisory [10 Committee on Education [11 s& THE FOLLOWING PUBLICATIONS of Presi- 15¢. > ° ~ ° if > dent Roosevelt’s Advisory Committee on (|!? ; Rgowen : a‘ P . ; Joxey A. Wilkerson. 171p. 25¢. Education will be of special interest to ,,, ee ‘ : 113 those who read “Federal Relations to Edu- cation” on page 36 of this issue. Copies 121p. 15¢. of any of these publications can be ob- [14 tained from the Superintendent of Docu- Frederick H. ments, Washington, D. C., except #21, 185p. 25¢. which can be had from the American’ [15 Council on Education, Washington, D. C. Powers. ggp. 20¢. [1] Education in the Forty-eight States. Payson [16] Smith, Frank W. Wright, and associates. 199p. 30¢. 35¢. [2] Organization and Administration of Public [17] Education. Walter D. Cocking and Charles H. Gilmore. 183p. 20¢. Iversen. 145p. 25¢. [3] State Personnel Administration: With 18] Special Reference to Departments of Edu- Blauch. 137p. 25¢. cation. Katherine A. Frederic. 271p. 35¢. [19] [4] Federa! Aid and the Tax Problem. Clarence Heer. 1o1p. 15¢. [20] [5] Principles and Methods of Distributing [21] Federal Aid for Education. Paul R. Mort, Eugene S. Lawler, and associates. g9p. 20¢. [6] The Extent of Equalization Secured Equal Educational Opportunity for Youth. Newton Edwards. Revision of a preliminary staff study by Dr. Edwards for the Advisory Committee on Educ ation. 189p. $2 Bath County Has “‘Allinclusive” Plan yy Tue reacuers of Bath County, Vir. ginia, have developed an “allinclusiye” enrolment plan. They pay a $5 fee, which covers dues for local, state, and national associations. Salaries are paid on a tep. months’ basis, and deductions for profes. sional dues are made $1 per month for five months or 50¢ per month for tep months. New Building Dedicated yy SUPERINTENDENT L. 0. MURRAY of Aitkin, Minnesota, reports the dedication of a new school building to meet the needs occasioned by the growth of the Aitkin public schools during the past decade. Ten years ago there were 33 seniors in the highschool; today, 125; then, 80 freshmen; today, 189. Ten years ago the school buses covered an area of 150 square miles; today, 1000 square miles. It is a happy occasion when a new school building is completed in a community where it is greatly needed. For Exclusive Use of Education vv THE UNIVERSITY OF KENTUCKY has ap- plied to the Federal Communications Com. mission for a license to build and operate a broade: asting station |Cont. on page A-28| YOU ARE INVITED MINNESOTA Summer Session sessions is their large cmxclitear More sie ‘800 courses cover all fields of interest, with especial em- * phasis upon those leading to Baccalaureate or Advanced Degrees in Education. ® More than 500 educators, many of national and interna- tional reputation, plus advantages of the Uni- versity’s great Library, Laboratories, and Research facilities, create an outstanding opportunity. e Two terms—the first begin- ing with registration Monday and Tues- day, June 17 and 18...registration for second term, Monday, July 29. Write NOW for complete Bulletin DIRECTOR OF SUMMER SESSION ? oa 660 ADMINISTRATION BUILDING UNIVERSITY of MINNESOTA MINNEAPOLIS ° MINNESOTA | A-26 | Lo visit SPACE K10, L11, and L12 N. E.A.-A. A. S.A. CONVENTION ST. LOUIS—FEB. 24-29 TO SEE the Latest in VISUAL EDUCATION EQUIPMENT Continuous demonstrations of the New Economies—Wide Utili- ties and Applications that will | interest every educator. VICTOR THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION V of tion eeds tkin Ten the nen: Uses day, sion leted ded. of i- TION FOR THE REFERENCE SHELF— En eyel opedia (Ameticana “SECOND CENTURY EDITION” 30 VOLUMES 88,000 ARTICLES 10,000 ILLUSTRATIONS 100 MAPS No reference library is complete without the latest edition of this great American reference work. It is authen- tic, comprehensive, and up-to-date. Special effort has been made by the Editorial Division on the articles dealing with the United States (all State articles completely revised), Foreign Countries, Important Cities, Developments in Science and Industry, Economic Trends, and numerous other subjects which are of great interest to the student of today. Full Value por the Library Dollarz! In these days of rigid economy, schools and public libraries can afford to select only the very best books at the lowest prices possible. Cognizant of the need to replace worn-out reference material, and with a sincere desire to meet the requirements of reduced budgets, our company is now offering the “Encyclopedia Ameri- cana” to schools and libraries at a special reduced price. Free literature and information regarding prices and terms will be sent on request. The latest edition of the “Encyclopedia Americana” will be on display at the N. E. A.-A. A. S. A. Convention in St. Louis. You will be cordially welcomed at our exhibit. AMERICANA CORPORATION "2 West 45th St... New York City IT COSTS 50 ~~ LITTLE Time—Hours spent on various The SAFEST Place for TEACHERS is under the T.C.U. Umbrella Perhaps some people can afford to belong to the “happy-go-lucky” crowd who refuse to worry about “rainy days.” But most teachers are not that fortunate. They have to be SURE of an income when disabled by sickness, accident or quarantine. Bad Luck Hits 1 out of 5 Teachers Every Year Each year one out of every five teachers loses time, due to illness accident or quarantine. The very nature of your occupation in- creases the health hazard. Why not be safe—why not get under the T.C.U. Umbrella? Write today to know what the T.C.U. will do for you. No agent will call. TEACHERS CASUALTY UNDERWRITERS, 636 T.C.U. Bidg., Lincoln, Nebr. Pes sessssceccssseggsssssssssssssssssessassssssssssesesasescesasss: FREE INFORMATION COUPON To the T.C.U., 636 T.C.U. Bldg., Lincoln, Nebr. I am interested in knowing more about T.C.U. Pro- tective Benefits. Send me, without obligation, the whole 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. (This magazine is from our presses) JUDD & DETWEILER, Inc. WASHINGTON, D. C. story. PROUD «oo 0icwsnciesebeedse sete s sen Ee Wh ee aeeenat ° FOUNDED | No printing job too smal]—none too large 1899 PER oii. on 0 KRNKADER RS ARR OA bK Oe ko sbueeen NO AGENT WILL CALL VOLUME 29, NUMBER 2}; FEBRUARY 1940 [| A-27 | Setelelercas celtrer telomere Gereleniony are inseparable Teach Printing ...lt is one of America’s highest paid industries* | Total Yearly Salaries and Wages Printing and Publishing .$955,122,000 Forest Products ...... . $763,613,000 Oil and Coal.. eeeees + $221,591,000 a] *U.S. Department of Commerce Figures Printing pays its skilled workers a higher average weekly wage than any other major industry. That means that ...year in and year out...craftsmen in the printing industry maintain a uniformly higher standard of living... an impor- tant reason why the basic training of young people for this well paid industry should begin in the vocational schools. Send for your copy of this interesting free booklet today! @ Visit ATF’s Booth @ Nos. E21-23 at the @®CONVENTION @of the A. A. S. A. American Founders Department of Education 200 Elmora Avenue - Elizabeth, N. J. @ Types used: Onyx and Bodoni Family [ A-28 | | Cont. from page A-26] on one of the ultra- high frequencies set aside for the exclusive use of education. These frequencies are al- ready being used by the public-school sys- tems of Cleveland, Ohio, and New York City. They should be used by cities, coun- ties, and states thruout the nation. Write to the United States Commissioner of Educa- tion, Washington, D. C., for full informa- tion. Horace Mann Movie vy In Her “Hollywood” column in the Washington Evening Star, Sheilah Graham asserts that James Roosevelt and his re- cently formed “Globe Productions, Inc.” are planning to make a movie based on the life of Horace Mann, father of the Ameri- can public-school system. Recession Predicted sv Epiror E. R. BOWEN of Consumers’ | Cooperation, who predicted the June 1937 | recession two months before it hit, again predicts a recession “for the simple reason that farmers’ and workers’ incomes cannot absorb the present amount of production.” According to Bowen, the present degree of | activity can be maintained in only three ways: First, by war. Our economy is now geared to | war. Our production will be determined by war so long as it lasts, but when the war is over we will again collapse unless we adopt other economic policies than we seem likely to do. Second, by taxation. If we would tax the few in the higher income brackets enough and dis- tribute the amount to the lower income groups thru social insurance and relief programs, instead of continuing to dodge the day when we must tax-as-we-spend, we could maintain a_ higher degree of business activity. But there is little in- dication that we are yet. ready to do this and we will again collapse if we do not tax. Third, by increasing farmer and worker incomes. This is the only way by which business activity can be permanently increased. But it will be a gradual and not a sudden increase as now. The Efficiency of Government sv Tue unirep states Bureau of Recla- mation has built 156 dams, large and small, and none has ever been a failure. Case of Fritz Thyssen y& Ir 1s povstrut if Adolph Hitler could have risen to power in Germany—certainly at the time he did—if it had not been for the support, and particularly the financial backing, of Fritz Thyssen. It is ironic in- deed, that the great industrialist has now been compelled to flee from the Reich be- cause of his opposition to the Nazis and the war. Fear of a communist revolution origi- nally led Herr Thyssen and other wealthy THE JOURNAL OF AVIATION or HUMAN FLIGHT | THROUGH THE AGES 1 By Ernest E. WALKER 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 educators and aviation spe- cialists as exceptionally valuable for schools, Cloth binding, $3.00 postpaid | AERONAUTICS EDUCATION FOUNDATION Post Office Box 447 Washington, D. C. Sa fety Education Safety Education is to be one of the main themes at the American Asso- ciation of School Administrators’ Convention at St. Louis. An exhibit dealing entirely with safety education materials will be on display at the Convention. The Eighteenth Yearbook of the American Association of School Administrators will be presented and discussed. This yearbook un- der the title of “Safety Education”’ will go on sale February 20 and may be purchased at the Conven- tion or may be ordered by mail from the N. E. A. at price of $2.00 per copy. Other publications on safety edu- cation now the National Education Association are: Safety and Safety Education: An Annotated Bibliography. January, 1939. 64 pp Checklist of Safety and Safety Edu- cation. November, 1939. 30 pp. $.25 Safety Education Thru Schools. Vol. XVI, No. 5, 1938. 64 pp Safety in Pupil Vol. XIV, No. 1936. 44 pp Orders which amount to $1.00 or less must be accompanied by cash. Carriage charges will be prepaid on cash orders but orders not accompanied by cash will be billed with carriage charges included. available from November, pe. Zo Transportation. 5, November, ORDER NOW NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street, N. W. Washington, D. C. THE NATIONAL EDUCATION ASSOCIATION Master's degree, Harvard University; Director ||| = ~~ * we om SD Olle ee SO te lO el a —.2& ch & oa ha aa. oo ene oe ot’ on a vi | RECENT PUBLICATIONS that hawe received wide acceptance OUR DEVELOPING CIVILIZA- | TION, a series of social studies text- books based on history. | The Story of Ancient Times, by | McClure, Scheck, and Wright—a story of mankind from pre-historic days to the fall of the Roman Empire. Easy enough for the fourth grade, but interesting to any age. $1.00 The Middle Ages, by McClure, Scheck, and Wright—an interesting and accurate picture of European civilization from the decline of Rome to the beginning of modern times. For the intermediate grades. $1.20 The Background of Modern Nations, by McClure, Scheck, and Wright—a text dealing with the background of the na- tions of the world today. $1.44 The United States of America, by McClure and Yarbrough—written spe- cifically for upper grades and junior high school with emphasis on the causes and effects of the great events in American history. $1.68 Fundamentals of Citizenship, by Blough and McClure—a civics text which will inform, inspire, and challenge pupils to their sense of duty and re- sponsibility. $1.20 STUDIES IN PROSE AND POETRY, a complete literature program for Grades 7 to 12. For Upper Grades—Two Books Studies in Prose and Poetry, by Wellons, McTurnan and Smith Seventh Grade $1.12 Eighth Grade 1.20 For Junior High School—Three Books A Junior Anthology, by Wellons, McTurnan, and Smith Book One $1.48 Book Two 1.56 Book Three 1.64 For High School—Four Books High School Anthology World Literature, by Wellons, McTurnan, and Smith $1.64 Literary Types, by Sharp, Tigert, Mann, and Dudley 1.80 American Literature, by Sharp, Tigert, Mann, and Dudley 1.80 English Literature, by Sharp, Tigert, Mann, and Dudley 1.80 PURPOSEFUL MATHEMATICS, a series which stresses the importance of mathematics in everyday life. Algebra, First Course, by Breslich $1. Plane Geometry, by Breslich 1. Algebra, Second Course, by Breslich 1.2 Solid Geometry, by Breslich 1.1 Trigonometry, by Breslich and Stone 1.60 See these and other Laidlaw publications on display in Booth E-14 at the St. Louis meeting. LAIDLAW BROTHERS INC. Chicago New York San Francisco Dallas Atlanta Rhineland magnates to throw their influ- ence back of Hitler. But they were increas- ingly disillusioned with the passing of the years as they witnessed the Nazis take over control of business, as well as the political power. We do not know when they came to realize that they were in a movement just as revolutionary as that of the com- munists, but the deal with Red Russia was probably the last straw. The case of Fritz Thyssen deserves the thoughtful study of any American indus- trialists and businessmen who ever had any leaning toward fascism as an antidote for communism. Actually the two isms are only slightly different forms of the same disease and they are aimed to destroy both capitalism and democracy.—Brooklyn Eagle. Teaching by Telephone ww IN WATERLOO, 10Wa, instruction by tel- ephone to physically handicapped shut- in children is being started. The Waterloo Courier describes the system as follows: The instruction will be given over a telephone hookup from the classroom to the home of the child. A microphone will be set up in a school- room from which the imstruction will be given. The words of the teacher will be sent, via a speaker, to the child in his home. Thus all of the teacher's instruction will be given to the crippled child just as it is to those in the schoolroom. The child in his home can ask questions of the teacher over the hookup and the broadcasting equipment can be taken from one sehool building to another and plugged in on telephone lines. First Woman President of | Phi Beta Kappa | ¥y For THE First TIME since its establish- | ment in 17 76, Phi Beta Kappa will have a woman president. Dean Marjorie Nicolson of Smith College has been nominated | (tantamount to election) to succeed Frank Pierrepont Graves, New York State Com- missioner of Education. 100 Percent Membership Pays | ¥y A. £. Moopy, superintendent of schools in Bedford, Ohio, recently forwarded $124 covering NEA dues for members of his staff. The following paragraph expresses his conviction regarding the importance of organized action: We have had 100 percent enrolment in mem- bership for the entire system of Bedford since 1921 in the NEA, the Ohio Education Association, and the Northeastern Ohio Teachers Association as well as our own Local Teachers Federation. We believe that it has paid us in every case. Our teachers have kept up our 100 percent enrolment during the darkest days of the depression, even when their salaries were delayed as much as 5 months, and in all cases have felt it eminently worthwhile. Times are now much better for the schools and the organized forces of education are largely responsible. [ Cont. on page A-30] VOLUME 29, NUMBER 2; FEBRUARY I940 The Three 4é R’s a7 of Modern Education eRESEARCH eREASONS eRESULTS THE equipment requirements of the modern school are as advanced as the educational requirements of its staff. Today, books, quills and copy sheets are couhauamel with Weber Costello charts, maps, globes and other aids to visual education . . . all expertly de- signed for functional education . . . equipment that allows the student, him- self, to find out the what, where and why of past and present occurrences. n investigation of Weber Costello Visual Teaching Aids will readily con- vince you of their splendid adaptability to your school system . . . convince you, too, that they can't help but result in better teaching. Weber Costello Headquarters at the 1940 N.E.A. Convention will be Booths G21 and G23—the ‘welcome mat’ is out. Tryon Series American History Maps Reality Political-Physical Maps Globes H oes, Sterling, Velvastone Black- ar Greensite Pabtantng Boards) Alphasite ht-saving chalk) Alphacolors (Colored chalk) Sans ( — art paper) Scena Drawing "a a gg WEBER COSTELLO CO. MANUFACTURERS & PUBLISHERS CHICAGO HEIGHTS: 1 BOBBY BREEN’S Newest 16mm. Sound Release Musical drama of boys’ camp in great North Woods, with Basil Rathbone and Marion Claire. é JACKIE COOPER in the inspiring film STREETS OF NEW YORK The tense, exciting drama of an ambi- tious idealistic youngster known as the “Abe Lincoln of 10th Avenue.”’ NOTE: Visit our Booth J 34 at the NEA-AASA Convention. Send for catalog of over 1500 Enter- f tainment and Educational Subjects. WALTER 0. GUTLOHN, Inc. 35 West 45th ee. om! A-2, New York The Foundation Book of Education | THE NEW MERRIAM-WEBSTER Encyclopedic: your finger tips. information on every subject, at Up to date: twenty-five years newer than any comparable dictionary; 122,000 more entries. | Economical: the acquisition of Webster's New International Dictionary lessens the need for | investment in supplementary reference books. Free Booklet: to educators who request it, ‘The New Merriam-Webster; What it will do for you.” MAK We train you and make for 90 days; $150 for 60 days. detailed information. and equip you Educational Distributors 307 Fifth Ave. MONEY & TRAVEL to money during vacation. Dept. A New York, N. Y. G. & C. MERRIAM CO., Dept. 79 SPRINGFIELD, MASS. sell $270 DRATEX The Extra 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 Write for a catalog. Bausch & Lomb Optical Co., 684 St. Paul Street, Rochester, N. Y. purpose. Reynolds Value Shade Cloth Obtainable only in DRAPER SIGHT- SAVING SHADES Sample and Catalog FREE Address Dept. J-2 Visit us at the American Association of School Administrators Convention—Booth D-37 LUTHER 0. DRAPER SHADE CO. Spiceland, Ind. Write for = = re 2 ee ee No obligation. EDUCATORS ASSOCIATION “BOOK MANUSCRIPTS Wanted — All subjects, for imme- diate publication. Booklet sent free. Established 1925 Meador Publishing Co. 324 NEwBUR RY Sr., Boston, Mass. Reproductions of the World's Great Paintings Aids in teaching Language, Literature, History, Geography, Picture Study THE WORLD FAMOUS — Perry Pictures ONE CENT SIZE, 3 x 3%, for 60 or more, TWO CENT SIZE, 5% x 8, for 30 or more, TEN CENT SIZE, 10 x 12. for 6 or more Also Miniature Colored Pictures of any kind, many of them approxi- mately 3% x 4% inches, 400 subjects ONE CENT and TWO CENTS each for 60 cents worth or more Assorted as desired All postpaid A sample Perry Picture of the ONE CENT and TWO CENT sizes and a sample Miniature COLORED Picture and two lists of Miniature Colored pictures, FREE to teachers naming grade and school. CATALOGUE of The Perry Pictures 1600 small illustrations in Catalogue. and two Perry Pictures, for 15 cents in coin or stamps. Ask about ‘“‘Our Own Course in Picture Study.’’ 72 Pictures 72 Leafleta deacribing them One picture for study each month The Perry Pictures Company Box 4, Malden, Massachusetts Order February pictures now: Washington, Lincoln, Longfellow, Lowell, Dickens, their homes, etc. 30 pictures, 5‘ x 8, for 60 cents, assorted as desired. Or 60. 3 x 3%, for 60 cents the THE JOURNAL OF | Cont. from page A-29] Immediate Action Is Necessary yy THe was adopted by a conference of leaders jp business, labor, and education called by FOLLOWING STATEMENT Paul V. McNutt, administrator of the Federal Security Agency, and held ; Washington, D. C., on December 13 and 14, 1939, to consider the activities of the National Youth Administration and the general problems of youth. Among those participating in the conference were Secre. tary Willard E. National Educa- Association, Floyd W. Reeves, American Youth Commission. Givens, tion and director, There is in the United States an urgent problem from the The unemployment of firmly convinced , , , arising widespread youth. conference is that immediate and vigorous action is necessary jf very serious consequences to the nation are to be One-third of the between the of this and 25 who are employment. At between avoided. young people country ages of 16 out of school are unable to secure least 4,000,000 young people these ages are out of school and unemploved. This constitutes between one-third and one-half of the total unem- ployed in this countr All young people who are out of work and out of school must be provided with opportunities for employment or with opportunities for assistance to in school. so tar as continue I mployment should, provided b business, industry, enterprise does not provide jobs a ssible, be and privat agriculture. the extent to which private for youth who are out of school, unemployed, and seeking lic employment should be provided. When work, pub- young people are employed thru the use of public funds, work projects should be selected, so far as possible, vhich are not in competition with private enter- prise. These work projects should contribute to the oa of youth and to the public welfare. The program provided by the educational system in all its branches should be so organized as to emphasize useful work experiences gained thru cooperation with business, agriculture, and public employment. The realization of adequate program for work participation by the development of an the the plan of and training here outlined requires not only federal government but also participation in local citizens who will possible the youth that nmunities of representative co et so tar as situations with regard to unemployed take effective action to me exist in these communities. It is quite impossible to meet the urgent needs of unemployed young people of the present time with out the r sums of public money expenditure of large than are now devoted to the solution of the em ployment problems of young people The conference recommends that an investiga tion be conducted by a committee of this conference the recommended for the enlargement of the of the National Youth shall not be as it now is, in providing fof to determine amount which can properly be pre wram Administration so that t limited, unc mploy ed youth. Complete education for teaching 5G th in elementary grades, kinder- ear garten and nursery school. Chil- + dren’s demonstration school and observation center. Special summer classes Beautiful resident hall. Located Chicago's lovely North Shore near lake. Cultural edu- cation elas vocational training. B.E. degree confe' | W yrs.), also 3-year diploma and 2-year certificate. rite for list of successful alumnae. National College of Education EDNA DEAN BAKER, PRES. BOX 016-B EVANSTON, ILL THE NATIONAL EDUCATION ASSOCIATION you tior Nev lish At th s F —oo e cod —_— VOL aa re. ca- es, lem ages utes icimn- out s for ce to ar as istry, ivate DO are pub- oung unds, sible, ‘nter- o the stem as to thru yublic n for ining ny the local » will le the h that | eds of - with money ie cm estiga- ference rly be ogram that tt ng for Youre . to | BELL € HOWELL Motion Picture Service! ss ke yi 125 Visual Education Specialists Are Always Ready to Help You! HEREVER your school is located, chances are you're closest to Bell & Howell service. For B&H maintains 125 Visual Education Specialists in strategic points throughout the nation. When you want help, a specialist can be at your door within a few hours! These 125 men are fully informed about motion picture equipment, about school films, and about the application of motion pictures to teaching needs. Their know!- edge and their services are yours for the asking. And behind these specialists is the Bell & Howell Company, supplying a complete school service—(1) the finest projectors in such diversity that there’s one exactly suited to your requirements, (2) a con- stantly growing library now numbering more than 1,400 films, and (3) competent factory service stations in New York, Chi- cago, and Hollywood. Should your visual education program be expanded? Let a B&H specialist help you. Mail the coupon today—no obliga- tion. Bell & Howell Company, Chicago; New York; Hollywood; London. Estab- lished 1907. Atthe convention in St. Lovis, February 24to 29,see the Bell & Howellexhibit of the newest in visual aids, Booths A-40,42,44. mese==MAIL COUPON=<<<<8% ' 1 BELL & HOWELL COMPANY nea 2-40 q 1854 Larchmont Ave., Chicago, III. ’ § Without obligation, please have your near- § # est Visual Education Specialist help me with § ! hi v g this problem:............sesccscccececccecs ' ee LETT TCT CT TEL EET TCT ‘ q ' DT ce cccsncccccsccvcccccscccccccscecoscceceos s © Include details on © Filmosound School : t Projectors; ( Filmo Silent Projectors. ' ' : DE ort cckadchckes ed j & ' 8 f COLORADO presents a summer program for serious and effective study. It provides excellent buildings, libraries, laboratories, and a faculty of natio recognized compe- tence. Located in the foothills of the Rockies, a mile above sea level, in sight of perpetual snow, the University has a superior environ- ment for summer study, with unsurpassed climatic and recreational advantages. Organ- ized hikes, week-end outings, visits to glaciers, To T.P.U. members who meet with income-cutting excursions to the Rocky Mountain National sickness, accident or quarantine, T.P.U. Park, and mountain climbing. promptly sends the mailman with “good news”—a generous check. For every mem- j F j " ber holding a Peerless Certificate who has id erms:June 1 ‘ toJuly 19 been hospitalized, T.P.U. adds a 50% in- July 22to Aug. 23 crease to these liberal benefits. ; ' , Courses in Arts and Sciences, Medicine, Law, When regular pay stops, these prompt Education, Home Economics, Business, Jour- T.P.U. checks are "good ry _ for _— nalism, Art, and Music. Special Mountain Over 27,000 teachers enjoy T.P.U.’s peace- Camp for Geology and Biology. Maison of-mind protection all year ‘round, at home Frangaise. Casa Espafiola. Deutsches Haus. or abroad, even after they stop teaching. It University Theater with special instruction costs only a few cents a day. in Dramatic Production. Complete system of Demonstration Schools — Nursery to High School. Many special courses for teachers, supervisors, and administrators. Special op- portunities for graduate work. Organ recitals a P ty and public lectures. Educational Conferences. Teachers Protective Union @ UNIVERSITY OF g TPU Building COLORADO BOULDER, COLORADO Lancaster, Pa. Dean of Summer Quarter (Dept. S) Please send complete information and Bulletins checked: (CD summer Quarter Catalog (including Graduate School) a Summer Recreation Bulletin (J Field Courses in Geology and Biology Be wise—join them. Mail coupon for full details. [Cont. from page A-31]| ee Tear this out ———~——_ Is This Address Correct? Is the address to which this issue of Ty: JouRNAL was mailed correct? If not, please fill in the blank below and return it to the National Education Association, 1201 Sjx. teenth Street N. W., Washington, D, ¢ NEW ADDRESS BE shes eek 5 Caos | Address ae. State OLD ADDRESS Address City State SUES NEESER Superintendent Graham Re-elected yy As THE JOURNAL goes to press, word comes that Ben G. Graham, president of the American Association of School Ad. ministrators, has just been re-elected to the Pittsburgh, Pennsylvania, superintendenc for a six-year period. The Pittsburgh board of education recently adopted unanimous) the recommendation of Superintendent Graham, providing that credits toward highschool graduation be allowed for te. ligious instruction offered by various faiths to the young people in their denominations. Highlights in Science's 1939 Progress yy Lone arter the war of 1939 is forgot. ten, the splitting of the uranium atom with release of energy, hinting practical produc. tion of power from within the atom, may be listed as the year’s outstanding achieve- ment. In the air, wings across the Atlantic, 500-miles-per-hour planes in the making. From the past, the oldest dated American monument; a Neanderthal skeleton from Turkestan. From the sky, new stellar super- explosions, an unusual number of comets. In the realm of life, a deep-sea fish sup posedly extinct since the dinosaurs. For our health, more chemical conquests of disease. For our minds, quickened appreciation ot propaganda’s effect.—Science News Letter. To Help the Investor sv Firreen MILLION Americans hold st curities of various sorts. There are 39,000; 000 savings-bank accounts, 124,000,000 life insurance policies. Nearly all of these im vestors, depositors, and policy-holders are ignorant of the essential facts about the enterprises into which they have put theif money. Millions of people have been robbed of many billions of dollars by unscrupulous or incompetent financiers. Millions moft have lost money in life-insurance schemes that failed because they were badly planned, . . . Banks invest the funds of their de positors in enterprises of which those de positors know nothing, enterprises the THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION uo Sa pa the de Bu ma Or bef on Te feat Loc cer ava me} toa cost the vo THE ~ase the Six. word Mt of Ad- © the lency oard ously ident ward ir fe. faiths tions. SS Or got- with ‘oduc- , may hieve- antic, aking. erican from super: omets. nh sup or out 1sease, ion of Letter. old se: 9,000; oo life- ese if ers are yut the it their robbed pulows mort ~-hemes anned, rir de se de s they ATION might strongly disapprove if they knew the facts. New securities nowadays are regis- tered with the SEC, which gives many people a false sense of safety—false since the SEC does not guarantee the obligations recorded with it. Even a statement by a certified public accountant may be mean- ingless—remember McKesson and Rob- bins! To help remedy this situation, the Ameri- can Investors’ Union has just been formed. A nonprofit membership corporation, it will seek to give the small investor who becomes a member the service, and even more than the service, now available only to persons of great wealth. Its experts will study the reports of corporations and re- | duce them to nontechnical language within the understanding of the average man. They will analyze the savings plans and insurance programs of individuals. New securities and savings schemes will be in- vestigated. When possible, the AIU will try to get representation on boards of direc- tors. It will seek stronger legislation and enforcement of existing laws. In addition to special reports, it will publish a monthly magazine for its members, whose annual dues will be $3 a year. Inquiries can be addressed to the AIU at 10 East Fortieth Street, New York City —The New Repub- | lie. President Hinrichs in the Field ty Amy H. HINRICHs, president of the NEA, delivered four addresses at the con- vention of the Louisiana Teachers Associa- tion on November 19-21. On November 23 and 24 she addressed the Louisville Education Association and the Fifth Dis- trict of the Kentucky Education Associa- tion. The following day she visited the University of Kentucky as guest of Dean Sarah Blanding, president of the NEA De- partment of Deans of Women. December 1 and 2 President Hinrichs represented the NEA at the tenth anniversary of the dedication of the Social Science Research Building at the University of Chicago. She made two addresses at the Gulf States Vocational Guidance Conference in New | Orleans on December 5 and 6, and spoke before the Illinois Education Association on December 28. Tennessee Valley Material Available Ww Reprints of the special sixteen-page | feature entitled The Tennessee Valley Looks to the Future published in the De- cember 1934 issue of THE JouRNAL are still available. As long as the supply lasts, ship- ments of reasonable quantities will be sent to anyone desirous of securing copies at the cost of transportation. Send your request to the National Educa- | Cont. on page A-34] } | $40 to ‘100 a Week THIS SUMMER if you can meet these qualifications N unusual vacation position open to teachers who can meet these qualifications . . . a position that will pay $40.00 to $100.00 a week de- pending on ability, effort and length of time you can work. Age 25 to 45. Normal School or College Training. At least 3 years’ teaching experience with good record and standing among associates. If your teaching has been in the Social Studies, Reading or the Sciences, or with new type curriculum work, your application will be given preference. Must be ambitious to make money, resourceful, and have the type of per- sonality to enjoy solving problems, seeing new places, meeting new peo- ple, working and traveling with con- genial teacher companions. Sales or personnel experience an asset but not necessary. A pleasing personality and initiative most important. Teachers selected will be given valuable franchise, backing andassist- ance, and opportunity for advance- ment. Don't confuse this position with any “‘vacation proposition’’ you ever have been offered. It is a position that will be equal in new experiences, new contacts and opportunity for personal advancement to the best summer school you ever attended. If you qual- ify, you will be prepared to succeed and will have the backing of one of the largest, strongest, and most pro- gressive educational publishing in- stitutions in this field. Number of openings limited. Write today stating age, education, teach- ing experience, sales or personnel experience if any, date your school closes, length of time you can work, and if you are free to travel. Personal interview will be arranged. All appli- cations kept confidential. F. E. COMPTON & COMPANY Compton Building, 1002 N. Dearborn Street, Chicago, Illinois A Good Sow Vlanniieg..\ A HELP TO HARD STUDYING SUMM ER SESSION Famep Waikiki Beach is “just around the corner” from this American campus! Here you'll play in the surf and brown in the sun ... relax as you’ve never relaxed before. This fully accredited university offers both graduate and undergraduate courses ... including studies of the Oriental.or Polynesian Culture, which has fascinated students the world over. Plan to study and play this summer in the Paradise of the Pacific ... Hawaii! a OM EES CE SEN NERY CE Cem ENS Ee, ee ee 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) Address VOLUME 29, NUMBER 2; FEBRUARY 1940 IMRORTANT BOOK PASSAGE NOW SPACE AT A PREMIUM COST: As little as $300, all-inclusive. Round trip steamer fare, board, room and tuition. FOLLOW SMART WORLD TRAVELERS’ LEAD Double Enjoyment of Pacific Coast Trips With Bt “Sea Canadian Kockits. - a LAME LOUISE VICTORIAS ‘oo ‘om "we SEATTLE fasr PORTLAND al CANADA WELCOMES : U.S. CITIZENS . . . NO_ PASSPORTS SAN FRANCISCO LOS ANGELES 3 VACATIONS IN ONE 1, BANFF... beautiful Banff Springs Hotel . .. ...mile-high golf, swimming, riding, hiking, dancing, excellent meals. ee) 2. CHATEAU LAKE LOUISE . .. skyline rides, hiking, mountain climbing, swimming. Mi, oe 3 2 ie Shea ae a 3. EMERALD LARE CHALET. .. Swiss-like charm, informal comfort, boating, riding, hiking. ALL-EXPENSE TOURS... So much to see . . . so much to do... at so little cost. Tours start June 8. ® 2 Glorious Days . . . . from $37.50 © 3 Spectacular Days . . from $47.25 © 4 Colorful Days .. . . from $57.00 © 6 Wonderful Days . . . from $74.50 Tours begin at Banff and include hotel accommodations and meals at Banff and Lake Louise, with visit to Emerald Lake, and 126 miles of mountain motoring; or in_ reverse direction from Field. Add rail fare to Banff (or Field). Spectacular motor tours from Lake Louise to the Columbia Icefield and return at moderate cost. Low round-trip Summer fares to or from Pacific Northwest and California via Canadian Pacific transcontinental trains...air-conditioned. 165-mile steamship trip included on your ticket between Vancouver and Seattle, stopping at Victoria. Ask Your Travel Agentor Canadian Pacific OFFICES IN U. S. AND CANADA WORLD'S GREATEST TRAVEL SYSTEM [| A-34 | [Cont. from page A-33] tion Association, 1201 Sixteenth Street Northwest, Wash- ington, D. C. Dates To Be Remembered February 11-17—Negro History Week. For information address the Association for the Study of Negro Life and History, 1538 Ninth Street Northwest, Washington, D. C. February 18-25 (week of Washington’s birth- day)—Brotherhood Week. “Democracy at its best is brotherhood in action. To remind ourselves of this is timely. There aré voices being raised among us that teach group prejudice. All who love our nation and desire liberty must set their faces in another direction. In these United States, every man must be free to worship God at his own altar and to share equally with all others in the oppor- tunities and responsibilities of citizenship.”—From a statement by the National Conference of Chris- tians and Jews, the organization sponsoring Broth- erhood Week. Inquiries should be directed to Her- bert L. Seamans, 300 Fourth Avenue, New York. February 20-24—Convention of the American Council of Guidance and Personnel Associations and affiliated organizations to be held in St. Louis. For information address Donald S. Bridgman, 195 Broadway, New York. February 24—National Council for the Social Studies to meet in St. Louis. Information may be secured from R. O. Hughes, director of citizenship and social studies, Public Schools, Pittsburgh, Pa. February 22-23—Annual Meeting of the Na- tional Council of Teachers of Mathematics at St. Louis. For details “write to 525 West 120th Street, New York. February 24-29—St. American Association .of School Administrators. Louis meeting of the See the program on pages 44-47. March 17-23—National Wildlife Restoration Week. For informationsgoncerning the Fifth North American Conference ‘and the Wildlife Poster Stamps, write to the National Wildlife Federation, 410 Normandy Building, Washington, D. C. April 24-27—Annual convention of the Amer- ican Association for Health, Physical Education, and Recreation, a Department of the NEA, to bx held with the Midwest Physical Education Associa tion at the Hotel Stevens, Chicago. For information address the Department at 1201 Sixteenth Strect Northwest, Washington, D. C. April 29-May 3— 7th Annual Study Confer- ence of the Association for Childhood Education to be held in Milwaukee. Information may be secured from the Association for Childhood Educa- tion, 1201 Sixteenth Street Northwest, Washing- ton, D.C. June 30-July 4 National Education Association, to be held at Mil- waukee. For information, address the NEA, 1201 Sixteenth Street Northwest, Washington, D. C. Annual convention of the NEA Department Honored yy Worp has recently been received by the national office of the American Associa- tion for Health, Physical Education, and Recreation, that on January 23, 1939, the Welfare and Public Health of the Czechoslovak Republic pre- Minister of Social sented Medals of Merit to the Association and to N. P. Neilson, executive secretary; E. D. Mitchell, editor; and F. W. Cozens, president, 1938-39, in recognition of their distinguished work in the field of physical education in the United States of America. THE JOURNAL OF School Masters’ Rotary Luncheon ve Tus LUNCHEON will be held Wednes. day noon, February 28, with the §t. Louis Rotary Club, at the Statler Hotel, Superintendent E. E. Oberholtzer, Hous. ton, Texas, is president; Superintendent §, T. Neveln, Austin, Minnesota, secretary- treasurer. President Homer P. Rainey, of the University of Texas, will be the speaker, Price of the luncheon is $1.02. Tickets will be on sale at convention headquarters and at the Nation’s Schools Booth. Sale of tickets will close Tuesday at 5:00 pM. The Library's Bill of Rights x Topay indications in many parts of the world point to growing intolerance, sup- pression of free speech, and censorship, affecting the rights of minorities and indi- viduals. Mindful of this, the Council of the American Library Association publicly affirms its belief in the following basic policies which should govern the services of free public libraries: [1] Books and other reading matter selected for purchase from the public funds should be chosen because of value and interest to people of the community, and in no case should the selection be influenced by the race or nationality or the political or religious views of the writers. [2] As far as available material permits, all sides of questions on which differences of opinion exist in the books and other reading matter purchased for should be represented fairly and adequately public use. [3] The library as an institution to educate for democratic living should especially welcome the use of its meeting rooms for soc ially useful and cultural activities and the discussion of current public questions. Library mecting rooms should be available on equal terms to all groups in the com- munity regardless of their beliefs or affiliations. “a * SPublications AY Heartening progress is reported toward permanence of service and_ professional levels of training of city teachers. The January 1940 Research Bulletin of the Nw tional Education Association, “City Teach} ers: Their Preparation, Salaries, and Ex perience,” presents figures covering some 200,000 teachers in both large and small The median city teacher in this group has completed 42 years of preparation beyond highschool city-school systems. graduation and has been teaching for 14 years. Salaries show only slight relation ship to levels of preparation. The bulletia discusses needed future developments that look toward qualitative as well as quant tative improvement in the professional equipment of teachers. Single copies 25 Discounts for quantities on NEA publications am as follows: 2-9 copies, 10 percent; 10-99 copies, percent; 100 or more, 33% percent. Order from the NEA, 1201 16th St., N. W., Washington, D.G Cash must accompany orders for less than $1. 4 THE NATIONAL EDUCATION ASSOCIATION, f