ia d for rosen f the “ction r the sides exist n the d for te for re the | and urrent ild Be * cOMm- ons. Lib) ward ional The e Na ‘each 1 Ex} some | small | city} d 4.2) chool or if ation illetin s that uantk sional S 256 ons art NCS, 25: “y from RSs ™ Harold M. Lambert, Philadelphia ° By Mabel O’ Donnell Al | SI N GIN 5 WHEELS 4 Basic ws Reader The Alice and Jerry Books ~ ++... carrying the Alice and Jerry basic reading program into the fourth grade to con- tinue the teaching of reading at this level with xoOwTss . . . THE EFFECTIVENESS AND SUCCESS of The Alice and Jerry method, which has P established the superiority of this series . ... . THE BEAUTY of The Alice and Jerry illustrations, which have come to be a cri- terion ~ « « « « « « THE CHARM of The Alice and Jerry Style, which has endeared this series to you see ee ee ~~ THE COMPELLING CHILD-INTEREST APPEAL, which you have come to depend upon in all Alice and Jerry Books 384 pages . . . List Price $1.08 Usual discount on quantity orders ROW, PETERSON & COMPANY New York EVANSTON ILLINOIS San Francisco C A 7 the ist Ke L, Ww to see how it will fit your needs! have found MANY USES for this “Time-saver. desk... . as a Departmental Charging Desk in large’ public and college libraries. . in small School Libraries as Libra- [ a rian's Desk. Note the large work-top . . . the . . . as Librarian's [~ deep drawer which contains two re- Office Desk. a movable charging trays .. the slid- . as Information ing shelf-bin for books and the Desk. j ample center drawer that has tray for , — . asReaders’Ad- [ pens, clips, stamps, etc. Drawers can visor's Desk. be had on either left or right hand . as Student's Desk for training classes. side. Choice of finishes in either oak or maple . . wood or linoleum Specifications neces) saeaes icsleate in Width 27 in. Height, either 3014 or 3214 in Sliding Shelf-bin—1434 in. wide, 223% in. deep. top. Get more information, inc luding . as Attendant's | Desk in Circula- | tion, Reference or other Departments. ... as School Librarian's Desk in Library where stu- | dent assistants care for charging desk. prices, on this useful Gaylord ei ime saver. Library Desk TC IDAY! GAYLORD BROS., Inc. Syracuse, N. Y. - Stockton, Cal. Originators and Makers of Better Library Furniture and Supplies since 1896 the pa to or ha no to As ar lez th V JOY ELMER MORGAN, Editor VOLUME 29, NUMBER 3 H. A. ALLAN, Business Manager Members of the Journal Editorial Staff: Lyle W. Ashby; Ethel Blake; Mildred Sandisén Fenner; Eleanor Fishburn; Erle Prior ¥ 2n Editor and Reader CONTENTS FOR MARCH 1940 )NAL GROWTH LEAFLETS, which began ’ a development about a year ago under The Outlook for America ............. + Editorial 65 the 1 gement of the Journat staff, have Best Books of 1939 ....... ...... . Asa Don Dickinson 66 passed « experimental stage. People delight / ’ al , to tell ti ir friends about them and write for Education and Economic Wellbeing in American Democracy order blanks to distribute. Leaflet circulation John K. Norton 67 has had an amazing growth so that thousands Children in a Democracy, the 1940 White House Conference . . . 69 now go wut daily, serving a variety of uses. (Note the list on p89.) They promise especially - 71 to add ngth to the committee work of our Badger Land Calls .............. .LyleW. Ashby 72 Associ: . The great care which noted authors are wil to give to the preparation of these leaflets sows the value which they place on Your Personality in the Making . . . . . . . Joy Elmer Morgan 75 their wi.- circulation. The problem now as the list of leaflets ex- COS ae. pands is to keep the standards high—to obtain Democracy and the Classroom Teacher .... John H. Cooper 78 manuscripts sufficiently well done to justify Pe CI bw oe 6 ee 6 obs 0 ee 8 eee Affiliated Local Associations . ...... . . .AmyH. Hinrichs 74 Clee COMPERRD .c ce hie tee ww OM The Profession and the Legislature .... . William L. Fidler 79 sich publication. Readers are invited to sub- mit manuscripts. Most of the manuscripts that | Children’s Crusade for Children . . . . Dorothy Canfield Fisher 80 Cone however, have to be returned. They Fourth Annual Conference on Elementary Education ...... 81 are too hurried in their preparation; too lacking in broad comprehensiveness; too verbose; too NEA Safety Projects. . 2-6 6 6 ee eee ee ee ee ee ee 82 abstract, uninteresting, and technical. Before The Journal’s Annual Roll Call. . . . . submitting material for a leaflet, it is well to go over it with others, reading it aloud to Elementary-School Service 2. @ es B's: 6 O'S eS Um UW UC eee. ae SB 88 friends and neighbors in different walks of life Pusssell Gam Gites 6. 4 ds kw 4 Ss 4 2S Es to get che common touch. ; : The field of educational biography—so im- Rural-School Service ........2..2....M. M. Gubin 90 portars to Future Teachers—is yet untouched Highschool Service . ......... +. + « Armin Gerhardt 91 n the ‘eaflets. Rural education needs much inexpensive material. There is room - 92 ries of leaflets on curriculum revision, | Notes and Announcements ..........+42ee2020e842 93 each level—lower elementary, upper junior highschool, senior highschool, r college, college, teachers college. A page vecifications” for writing leaflets will be TB onc cs ik ok ss &. 4 ee oe os One Hundred Percent Enrolments ...........2.08+622 95 The articles herein printed are the expressions of the writers and n request. not a statement of policy of the Association unless set by resolution I shed 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. Hrwricns, President J. W. Crastree, Secretary-emeritus Witiarp 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 2¢ ~UMBER 3; MARCH 1940 [ A-41 | = THE AUTHORS EUNICE K. CRABTREE INSTRUCTOR IN READING AND ENGLISH, MARYLAND STATE TEACHERS COLLEGE, TOWSON, MOD. LUVERNE CRABTREE WALKER PRIMARY SUPERVISOR, WASHINGTON, D. C DOROTHY CANFIELD AUTHOR AND LITERARY CRITIC THE FIRST GRADE BOOKS TELL ME A STORY A Book of Stories to Tell to Children. Written by Dorothy Canfield MY FIRST BOOK | A Readiness Picture Book RUNAWAY TOYS Ali A Pre-Primer TO SCHOOL AND HOME AGAIN | A Primer IN THE CITY AND ON THE FARM A First Reader Workbooks and Teacher's Manual Accompany These Books LINCOLN NEW YORK DALLAS ANNOUNCING ™ CRABTREE-CANFIELD READERS A BASIC SERIES Che Aniversity Publishing Company KANSAS CITY ‘40 to ‘100 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 Write today for complete information on washable, demountable Draper Sight-Saving Shades Address Dept. J3 Ask About Our Darkening Shades For Visual Education Rooms LUTHER 0. DRAPER SHADE COMPANY Dept. J3 Spiceland, Indiana | SY. afety Education The Eighteenth Yearbook of the American Association of School Administrators, ‘Safety Education’, may be ordered by mail from the N. E. A. at price of $2.00 per copy. —and at 25c pret single copy: Units in Safety Education: Grades land Il. February, 1940. 68 p. Problems and Topics in Safety Instruction. January, 1940. 32 p. Visual Aids in Safety Education. January, 1940. 32 p. Safety and Safety Education: An Annotated Bibliography. January, 1939. 64 p. Checklist of Safety and Safety Edu- cation. November, 1939. 30 p. Safety Education Thru Schools. Research Bulletin. November, 1938. 64 p Safety in Pupil Transportation. Research Bulletin. November, 1936. 44 p. 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 NATIONAL EDUCATION ASSOCIATION | OF THE UNITED STATES 1201 Sixteenth Street, N. W. Washington, D. C. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ION She Outlook for America ACH YEAR for some time we have returned to this theme to examine our outlook on the state of humanity. Much has happened since the edi- torial last March—the outbreak of war in Europe; the alliance between Hitler and Stalin, quite disillusioning to American partisans of either naziism or commu- nism; the rape of Poland and Finland. In America we have had the continued drive to stifle criticism, which is the lifeblood of democracy; our reversal of policy on arms embargo; our fantastic program for naval spending; our failure to balance the federal budget; billions of dollars idle in the banks, millions of youth idle in the streets; liquor and indulgences destroying wealth that should go into education and housing; the unwillingness of some politicians to subordinate par- tisanship to the general welfare; many people occupy- ing places of leadership, but unwilling to give leader- ship to the people; the increasing evidence that the magnitude of our problems will require more far- reaching change in our institutions than most people are now willing to concede. It is not a reassuring pic- ture. It might at first seem foolhardy to write of out- look in such a time of world chaos and domestic confusion, when change is so rapid that old landmarks disappear with every passing day. But it is in just such times as these that the need for prophecy and planning is greatest and it is in just such times, too, that the great plans—for example, the American constitution and our free school system—are born. The prophet may be sure of this: Beneath uncer- tainty there lies abiding certainty. Time brings men back to the ancient truths and the changes are seen to be not in fundamentals but in the outward aspect of things. The habit of perspective is hard to acquire in our world of immediate pressures, but it deserves cultivation. If one asks what should America do during 1940, he encounters the conflicts of opposing parties and ambitions. If one asks what should America do during the next century, the feeling of conflict is less, because most of us do not expect to be here a hundred years from now, and we are forced to take an impersonal view. If one asks what should America do during the next millennium—and if intelligence means anything that is not an unreasonable question—the immediate and the personal fall far into the background, and one is forced to think in terms of fundamental quali- ties of human stock; the saving or building of the soil; VOLUME 29, NUMBER 3; MARCH I940 the conservation of irreplaceable minerals; and the preservation of such great ideals as human brother- hood and the golden rule. These things transcend our daily worries. They go beyond partisanship and even the form of government itself to the great realities of human existence, to man’s place in the world of nature, whose laws he must understand and obey if he is to survive. And man may be serene in the faith that if he obeys the eternal laws all will be well. There are in these times of worry and failure and despair, great beginnings that are not heralded in newspapers or over the radio; beginnings that could not be identified with certainty, but be sure they are there, pointing the way to a brighter dawn. Christian- ity itself was born in such a time as this—and may be even now entering a new birth. The two forces that are producing the present up- heavals are of immense significance and full of hope. They operate thruout the world. They are human aspiration and scientific technology. Aspiration is the stuff that civilization is made of. Under its upward thrust empires tumble and old institutions break up. Aspiration may be leading men of confused values to follow for a time wrong leaders, or to want wrong things, or to seek them by wrong methods, but the fact of aspiration cannot be ignored. It is a force for good to be brought into harmony with truth and law. Scientific technology—so disturbing to the old order —is both the creature and the servant of aspiration and some day will be made to do its bidding and to reward the worker for his labor. We may be sure of this: The individual may go down, but the people will go forward. They will climb and fall and lose ground, but never all the ground. Leaders will weaken and pass, but new ones will take their places and humanity will go forward and will not fail. America today is between two sets of leaders—the older going in every walk of life, the newer seeking to find themselves. We have faith in these oncoming leaders in home and school and church and state; in agriculture, industry, and business; in education, law, medicine, and engineering; in the cooperative move- ment, and in political statesmanship. The going is not easy, but the new leaders will find their way and we shall learn to follow them. We have faith to believe that America will go forward! coy Elmer A (organ | 65 ] : - * 3 E aa | : > - < ‘i . z . ; : : 2 vel : : - ‘ oe e : = : . “ a i “ = : he z a ° - ‘ Pe 2 be ; - . : ‘ . a : i de She Outlook for America theme to examine our outlook on the state of humanity. Much has happened since the edi- torial last March—the outbreak of war in Europe; the alliance between Hitler and Stalin, quite disillusioning to American partisans of either naziism or commu- nism; the rape of Poland and Finland. In America we have had the continued drive to stifle criticism, which is the lifeblood of democracy; our reversal of policy on arms embargo; our fantastic program for naval spending; our failure to balance the federal budget; billions of dollars idle in the banks, millions of youth idle in the streets; liquor and indulgences destroying wealth that should go into education and housing; the unwillingness of some politicians to subordinate par- tisanship to the general welfare; many people occupy- ing places of leadership, but unwilling to give leader- ship to the people; the increasing evidence that the magnitude of our problems will require more far- reaching change in our institutions than most people are now willing to concede. It is not a reassuring pic- ture. It might at first seem foolhardy to write of out- look in such a time of world chaos and domestic confusion, when change is so rapid that old landmarks disappear with every passing day. But it is in just such times as these that the need for prophecy and planning is greatest and it is in just such times, too, that the great plans—for example, the American constitution and our free school system—are born. The prophet may be sure of this: Beneath uncer- tainty there lies abiding certainty. Time brings men back to the ancient truths and the changes are seen to be not in fundamentals but in the outward aspect of things. The habit of perspective is hard to acquire in our world of immediate pressures, but it deserves cultivation. If one asks what should America do during 1940, he encounters the conflicts of opposing parties and ambitions. If one asks what should America do during the next century, the feeling of conflict is less, because most of us do not expect to be here a hundred years from now, and we are forced to take an impersonal view. If one asks what should America do during the next millennium—and if intelligence means anything that is not an unreasonable question—the immediate and the personal fall far into the background, and one is forced to think in terms of fundamental quali- ties of human stock; the saving or building of the soil; F: YEAR for some time we have returned to this VOLUME 29, NUMBER 3; MARCH 1940 the conservation of irreplaceable minerals; and the preservation of such great ideals as human brother- hood and the golden rule. These things transcend our daily worries. They go beyond partisanship and even the form of government itself to the great realities of human existence, to man’s place in the world of nature, whose laws he must understand and obey if he is to survive. And man may be serene in the faith that if he obeys the eternal laws all will be well. There are in these times of worry and failure and despair, great beginnings that are not heralded in newspapers or over the radio; beginnings that could not be identified with certainty, but be sure they are there, pointing the way to a brighter dawn. Christian- ity itself was born in such a time as this—and may be even now entering a new birth. The two forces that are producing the present up- heavals are of immense significance and full of hope. They operate thruout the world. They are human aspiration and scientific technology. Aspiration is the stuff that civilization is made of. Under its upward thrust empires tumble and old institutions break up. Aspiration may be leading men of confused values to follow for a time wrong leaders, or to want wrong things, or tc seek them by wrong methods, but the fact of aspiration cannot be ignored. It is a force for good to be brought into harmony with truth and law. Scientific technology—so disturbing to the old order —is both the creature and the servant of aspiration and some day will be made to do its bidding and to reward the worker for his labor. We may be sure of this: The individual may go down, but the people will go forward. They will climb and fall and lose ground, but never all the ground. Leaders will weaken and pass, but new ones will take their places and humanity will go forward and will not fail. America today is between two sets of leaders—the older going in every walk of life, the newer seeking to find themselves. We have faith in these oncoming leaders in home and school and church and state; in agriculture, industry, and business; in education, law, medicine, and engineering; in the cooperative move- ment, and in political statesmanship. The going is not easy, but the new leaders will find their way and we shall learn to follow them. We have faith to believe that America will go forward! coy Elmer Morgan [ 65 ] BEST BOOKS of 1939 ASA DON DICKINSON Librarian, Brooklyn College; Author, One Thou- sand Best Books, Best Books of Our Time, Best Books of the Decade, 1926-1935 EST means selected by a consensus of B expert opinion as most important and interesting to the average intelligent Ameri- can adult. This list is a composite of the year-end suggestions of The Nation, New Republic, Time, The Commonweal, Pub- lishers’ Weekly, New Yorker, Saturday Re- view of Literature, New York Times, and Current History. The starred items are those most suitable for highschool libraries. SCIENCE AND ART yx CRAVEN, THOMas, ed. Treasury of Art Masterpieces. Simon. $10. Color reproductions (144) from Giotto to the moderns, with able, zestful comment upon each. The art book of the year. LEVY, HYMAN. Modern Science. Knopf. 33. Covers only the principal sciences. Good but not easy, despite the 154 helpful dia- grams. History, exposition, and interpre- tation—736 pages. PUBLIC AFFAIRS yy GUNTHER, JOHN. Inside Asia. Har- per. $3.50. Absorbingly interesting and _ well-bal- anced survey of public affairs in Asia today. yy HITLER, ADOLF. Mein Kampf. Reynal, $3; Stackpole, $3. The vicious, vulgar, and violent gospel of the modern Machiavelli. Panting and screaming, he states his methods and aims with a frankness that implies insanity. ( There is little to choose between the trans- lations. The Stackpole edition pays no royalty to Hitler.) sj RAUSCHNING, HERMANN. Revolution of Nibilism; warning to the West. Alli- ance. $3. Inside story of the Nazi regime and of Hitler’s illimitable aims. It bears the stamp of truth which it will be perilous to ignore. j¥ SHEEAN, VINCENT. Not Peace but a Sword. Doubleday. $2.75. Storm and stress in Europe. A literary reporter tells what he saw in Spain, Aus- tria, and Czechoslovakia between March 1938 and March 1939. sy SOUVARINE, BorIS. Stalin; a Critical Survey of Bolshevism. Alliance. $4.50. A founder of the communist party in France, but no admirer of Stalin, writes the life of the Man of Steel, and tells the story of Bolshevism from 1900 to 1937. sx MOLEY, RAYMOND. After Years. Harper. $3. Here is the low-down on the New Deal, by one who was its ghost-writer for seven Seven [ 66 ] years. They call it “The Sour Grapes of Wrath.” “Like it or loathe it, you cannot ignore it.” y¥ STREIT, c. K. Union Now; a Proposal for a Federal Union of the Democracies of the North Atlantic. Harper. $3. This is no book for the cynical, the world-weary, the hopeless. But if you are on the side of the angels and can believe in sunrise even during a blackout, you had better read it. The world owes much to those whom men have called visionaries. HISTORY, TRAVEL, DESCRIPTION ye BEARD, CHARLES A., and BEARD, MARY R. America in Mid passage. Macmil- lan. $3.50. Contemporary social history from the Coolidge boom (1924) to 1938. (Vol. 3 of The Rise of American Civilization.) vy CARMER, CARL. The Hudson. Farrar. $2.50. Treasure-trove of history, description, legend, and anecdote of the Hudson River valley from Tear-in-the-Clouds to the Nar- rows, from Father Jogues to Father Divine. YY COMMAGER, HENRY STEELE, and NEVINS, ALLAN, eds. Heritage of America. Little. $4 and $2.40. Fascinating sourcebook of American his- tory from Leif Ericson to now. yy DURANT, WILL. The Life of Greece. Simon. $3.95. The best history of Greek civilization for today’s general reader. Scholarly, highly readable, well-illustrated. vy KEITH, AGNES NEWTON. Land below the Wind; Sketches by Author. Little. $3. American wife of a British official tells about life in North Borneo. A gay book and a witty one. Aunt Parthenia might think it a bit rowdy till told it had won an Atlantic prize. BIOGRAPHY BAKER, R. S., ed. Woodrow Wilson, Life and Letters, v. 7-8. Doubleday. $5 each. These final volumes cover the period of America’s war participation, April 1917 to November 1918. Unlike the others they are strictly chronological in arrangement: a sourcebook for history. CANBY, H. S. Thoreau. Houghton. $3.75. Here for the first time this great Ameri- can writer is set before us, credibly, as a real man, not as just “a queer stick.” PRINGLE, HENRY F. Life and Times of William Howard Taft. 2v. Farrar. $7.50. Intelligent, dignified, and authorized, but not at all stodgy, in spite of its subject. The true picture of a good man. s& sANDBURG, CARL. Abraham Lincoln: the War Years. 4v. Harcourt. $20. Get the right author to develop a great theme. Sometimes a great book results— like this one. By common consent, for Americans, this is the most important book of the year. BELLES LETTRES EMERSON, R. W. Letters [1813-1881]; ed. by Ralph L. Rusk. 6v. Columbia Univ. Press. $30. This monumental work of scholarship is a major event in the history of American literature. Of the thousands of letters here, the greater part are new to print. yy FROST, ROBERT. Collected Poems. Holt. $5. Six of the author’s books are here placed within a single pair of covers. “One feels on every page, in every line, the healthy, earth-tang soundness of the man—like a ripe Baldwin apple, plucked in its prime.” LAWRENCE, T. E. Letters; ed. by David Garnett. Doubleday. $5. About 600 letters are extremely well edited in these 850 pages. “They read as though sparks flew from the pen as he wrote. Personality electrifies them . . .” but do they solve the enigma that was Lawrence? yy SAINT EXUPERY, ANTOINE DE. Wind, Sand and Stars. Reynal. $2.75. A poet-philosopher tells us some of his flying adventures—some of his thoughts about flying. A bracing, purifying book for a bad age. Perhaps it is the best-written book of the year. yy VAN DOREN, MARK. Collected Poems, 1922-1938. Holt. $3.50. “Distinguished interpretation in verse of the American scene.”—Forum. yy WALN, Nora. Reaching for the Stars. Little. $3. A gentle American Quaker lady—her culture and sympathy worldwide—tells what she saw and felt during four years’ residence in Nazi Germany. Paradoxically, it might move us less if it had more anger and less compassion. FICTION MARTIN DU GARD, ROGER. The Thi- baults; trans. by Stuart Gilbert. Viking. $3. One of those immense French novels of indubitable importance. A chronicle of the breakup of a middleclass family in the pre-war years, it is of the naturalistic tradi- tion and it won a Nobel prize. STEINBECK, JOHN. Grapes of Wrath. Viking. $2.75. Story of the hapless Joad family, mi- grants from the Dust Bowl to Golden Cali- fornia. Unquestionably the novel of the year. It is “a fiery document of protest and compassion,” blasphemous, indecent, and, one hopes, beneficent. y¥ VANCE, ETHEL, pseud. Escape. Little. $2.50. A genuine melodramatic thriller about Nazi Germany, but with good characteri- zation. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION for 0k 1]; liv, p is can ere, ms, ced eels thy, ea ” 1e. vid vell | as he ” was ind, his rhts for ten rse ars. -her ells ars’ lly, ger "bi- ing. s of the the adi- ath. vali- the and ind, tle. out eri- [ON EDUCATION By JOHN K. NORTON Professor of Education, Teachers College, Columbia University, and Member, Edu- cational Policies Commission sion made for the support of edu- cation has often been determined by immediate financial expediency. There has been relatively little considera- tion of thelong-range effects on economic wellbeing of the kind and amount of education provided. Accordingly, the Educational Policies Commission shortly after its appoint- ment initiated an extensive investigation of the inter-relationships of education and economic wellbeing. More specifi- cally, the Commission sought authorita- tive answers for the following ques- tions: Has the nation reached a period when it appears that basic economic limitations require restriction of the fur- ther development of free and universal education? Or does it appear wise and practical, from a purely economic point of view, further to extend this expres- sion of the American ideal of equality of opportunity? The result of the Commission’s study of these vital questions has just come from the press. What are its conclusions as to the relationship of education to economic wellbeing? First, education aids in increasing na- tional productivity by improving the oc- cupational effectiveness of the individual worker. Trained workers generally pro- duce more than unskilled laborers. The schools and colleges of the nation for many decades have helped progressively to increase the vocational skill of our employed population. A growing num- ber of highly trained physicians, lawyers, engineers, chemists, teachers, and other professional workers provide technical services which are essential to a civiliza- tion such as ours. Agriculture has devel- oped from relatively unskilled work to the place where it increasingly requires general economic knowledge as well as [l= the depression decade, provi- and ECONOMIC WELLBEING in American Democracy EDITORIAL NOTE One of the leaders of the progressive movement in education recently made the statement that he had read every publication of the Educational Poli- cies Commission while on his vacation last summer. His comment was: “They compose the most significant series of publications in the history of American education.” Just off the press is another of the major publications of the Com- mission, entitled “Education and Economic Wellbeing in American Democ- racy.” It was prepared for the Commission by one of its members, Dr. John K. Norton of Teachers College, Columbia University, who summarizes here some of the principal ideas set forth in the report. We have long believed that the schools are an economic investment, not an economic liability. This report puts the case in more forceful manner than ever before and suggests the tre- mendous latent possibilities of education waiting to be realized. It is important not alone to the school administrator and finance worker. It should be read by every classroom teacher—and by laymen. This attractive 217-page stiff- bound book is available for 50¢ from the Educational Policies Commission, 1201 Sixteenth Street Northwest, Washington, D. C. specialized training. Industry demands not only general literacy but a growing number of semiskilled and skilled work- ers. An economy such as ours would be impossible without the increasing num- bers of trained workers which schools and colleges have helped to supply. Seager in his Principles of Economics | Holt, 1923] concludes that “the invest- ment of capital in educational oppor- tunities tending to add to the indus- trial capacity of boys and girls is a certain means of adding to the collective wealth.” Second, education aids in increasing national productivity by promoting oc- cupational mobility. When the door of educational opportunity is kept open workers may obtain the training per- mitting them to transfer from unskilled, overcrowded, and lowpaid callings to those in which their service is of greater economic value. The highest productiv- ity is achieved when this process is facili- tated by providing free educational op- portunity to all youths of capacity and energy. Bye and Hewett in their Ap- plied Economics [Knopf, 1928] state that “without education one is likely to VOLUME 29, NUMBER 3; MARCH 1940 be limited to unskilled occupations. With education he is able to find more remunerative employment.” Third, the provision of educational op- portunity encourages workers to rise thru personal effort. When opportunity depends more upon individual effort, and less upon social and economic posi- tion of family and similar factors, a powerful incentive is provided. Carver and Lester in This Economic World and How It May Be Improved | Shaw, 1928] conclude that the “greatest stimulus that can be given to the human spirit is to serve notice upon it that its achievements are to be limited solely by its own native power.” Taussig further emphasizes this point in his Principles of Economics [ Macmillan, 1939] by stating that “the removal of all artificial barriers to choice of occupation is the most important goal of society.” Fourth, education contributes to eco- nomic wellbeing by providing the gen- eral economic intelligence essential for effective work in a complex, industrial economy. Production in the United States increasingly involves large busi- ness enterprises in which thousands of [ 67 ] Our educational and economic life are inter-related. workers must cooperate. Chester I. Barnard, president of the New Jersey Bell Telephone Company, concludes that “the effectiveness of individual ca- pacity to produce, or to manage produc- tion, is determined by the degree of so- cial cooperation, and that this coopera- tion depends primarily upon education. High productive efficiency is impossible without widespread education.” Fifth, schools and colleges contribute to economic welfare thru consumer edu- cation. The quality and the amount of satisfactions received by consumers de- pend upon the knowledge and intelli- gence which enter into the economic votes cast each time a purchase is made. The whole pattern of a democratic na- tion’s economy is a reflection of the ideals of its consumers. If standards are pitched at a low level, production sched- ules will be planned accordingly. Qual- ity of goods and services is also largely determined by the consumer. If shoddy goods and inferior services find a ready market, they will be produced in large quantity. A study by the Twentieth Cen- tury Fund states the matter thus: [ 68 ] Under our present economic system the main directing source of all economic ac- tivity is expenditure by consumers. To the extent that their choices are irrational and uninformed, the system fails to reach its optimum performance. Wellordered habits of purchasing and consumption, therefore, tend both to in- crease productive efficiency and to maxi- mize satisfactions. Sixth, education promotes economic wellbeing thru the development of broad social intelligence on economic prob- lems. A high degree of economic lit- eracy is required so that citizens may have the ability to criticize and intelli- gently appraise the economic goals and policies of society. The rank and file must achieve that degree of economic intelligence permitting them to under- stand the meaning of the new forms which capital now takes, and to exercise the controls which will increase the assets and decrease the liabilities which it brings to mankind. This involves something more than a retreat to ancient shibboleths no longer appropriate in a machine economy. The Educational Policies Commission warns against either exaggerating or minimizing the economic effects of edu- cation. Education is only one of several factors responsible for the fact that the volume of goods produced and con- sumed in the United States during the last seventy years has increased three times as fast as population. The assump- tion that even a minor fraction of this unprecedented increase in productivity can be credited to the cumulative ef- fects of education would more than amortize its cost. The relation of education and produc- tivity is most clearly understood when one looks upon them as complementary. The existence of a high level of produc- tivity makes possible the financing of an extensive system of schools and colleges, Adequate provision for education is essential to a high level of productivity. Each makes the other possible. Modern economic productivity and popular edu- cation have developed concurrently and both are requisite to the maintenance and improvement of the nation’s eco- nomic wellbeing. The Commission is not content with an analysis of the past contributions of education to economic wellbeing. Most of its report is devoted to an examination of the kind and amount of general and occupational education which is essential if its economic effects are to be maxi- mized in the future. An extensive analy- sis of economic and social trends in the United States is presented as a basis for substantial revisions in both general and vocational education. From the economic viewpoint it is wise public policy to offer the kind and amount of education which will result in the largest total income after paying the cost of the education to individuals and to the nation. There are sound eco- nomic reasons for making it possible for larger numbers of young people to con- tinue their schooling for longer periods. The nature of our economic system is such that it calls for and is able to trans- late increasing amounts of economic intelligence and technical skill into in- creased productivity and income. The point of diminishing returns has not been reached in the United States in expanding educational opportunity. Tens of thousands of youths each year are foolishly being thrown into the over- crowded ranks of casual and unskilled labor who could have qualified for call- ings which demand more and pay more. They have both the capacity and the ambition to so qualify. But we permit fortuitous forces beyond their control to sentence them to thirty or forty years of lowgrade and lowpaid service. The youths thus condemned by an uneco- nomic social policy will earn less than they could have earned, and the nation’s income will be less than it might have been. Wise public policy urges that this undemocratic and uneconomic situation be corrected as rapidly as possible thru the right kind of effectively free edu- cation, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ary. luc- F an ges. iz rity. lern >du- and ince eco- ION ee (Children im a GDemocracy AVAILABLE AS PERSONAL GROWTH LEAFLET NUMBER 95 The White House Conference Once EVERY TEN YEARS, Since 1909, a White House Conference has reviewed what is being done, and what ought to be done for the nation’s children. The White House Conference on Chil- dren in a Democracy, meeting in 1940, and composed of parents, teachers, doc- tors, social workers, and representatives of many labor, farm, and civic interests, adopted a general report which is sum- marized in this leaflet. The full report can be obtained from the Children’s Bureau, U. S. Department of Labor. Children Our Greatest Asset Eveny CHILD in America is important to every citizen, because he holds a part of the nation’s future. Any ragged urchin may grow to be a scientist who will add billions of dollars to the nation’s wealth, or a criminal who will cost the nation millions. More probably he will be an ordinary citizen, wise or unwise. All to- gether, today’s children will make the world in which your own sons and daughters must live. It is fitting that every ten years the President of the United States should call a Conference to report on the con- dition of the nation’s children. The Conference of 1940 found many signs of progress since 1930 in the health and care of children and the public ser- vices for their benefit. But it reported also that much more would be required to make the nation’s future reasonably secure in the year 1950. Each Child in His Own Family A CHILD grows best in a secure and happy family. There he can receive not only material shelter and food, but love and understanding. The child needs to find in his family life first a sense of security, then courage, tolerance, self- sacrifice, by which he is made fit for the life of a free citizen in a democracy. The home comes first in child welfare. The Conference recognized that in a democracy responsibility for the care of children centers in the family. But if too many of the families live in poverty and uncertainty as to the future, the nation’s children will be weak and sickly, poorly educated, and ill-prepared for respon- sible citizenship. Our nation dare not neglect to strengthen by every means possible the security of its families, on which the future soundness of its own citizenship will be founded. Families Need Income Cunen, for their proper growth, need to live in a family that can give them a good place to live, good food, suitable clothes, and medical care. The majority of American families have incomes of less than $1200 a year. More than half the children in our coun- try live in families with not enough in- come to give children what they need. This condition is dangerous to the nation, and lays a responsibility on our government. The national government has the duty of strengthening our economic system by securing a better balance between agriculture and industry, with fair re- turn to farmers and wage-earners; and by assisting the states to provide services that will either assure greater stability of family income or will promote di- rectly the health and growth of the on- coming generation. Some Families Must Have Help Ewen in good times there will always be many thousands of families that cannot support themselves, because of sickness, or the death of the breadwinner, or other misfortune. The number of families with no income rises in hard times to millions. Our tradition is that no one shall be left to starve. But beyond that, as the Conference pointed out, national safety requires that health, skill, and morale must not be broken. Children must be protected for the public good in spite of the misfortunes or even the “un- worthiness” of their parents. Public agencies are therefore bound to provide by social insurance, public work, and sufficient relief, that families without income may save their children from lasting harm. The safety of chil- dren is not charity but a necessity for national selfpreservation. VOLUME 29, NUMBER 3; MARCH I940 Where Children Live A CHILD’s HOME is first his house, and then his neighborhood. Good housing means more than a safe, sanitary, and comfortable dwelling. It means easy and safe access to play areas, schools, and other community services. The Conference found that 3 million farmhouses and 4 million other dwell- ings are not fit places for bringing up children. Many of these dwellings are rickety, leaky, and unsanitary. Children in slum neighborhoods are menaced by disease, by fire, by traffic, by evil associations. Slums lay heavy bur- dens not only on those who live in them, but on all taxpayers. All levels of government should work to promote good low-cost housing as an important way of serving the general welfare. Much of the expense will be made up by savings in the cost of disease, delinquency, and crime. Religion Is Necessary Caines WASHINGTON said: “Reason and experience both forbid us to expect that national morality can prevail in exclu- sion of religious principle.” Religion helps us to maintain a balance between freedom and social unity and it enriches every part of our lives. Children get their first ideas about re- ligion at home. The church and other social organizations share with the home responsibility for the religious growth of children and youth, in accordance with the accepted principle of separation of church and state. Today about half the children in this country are given no organized religious teaching. The Conference urged all who deal with children to recognize the place of religion in American culture, and recommended greater efforts to bring the resources of religion to children and youth. Democracy Depends on Education — AMERICAN PEOPLE decided long ago that education is so necessary for national wellbeing that it must be pro- vided at public expense. At the same time, democracy requires that the schools be controlled and man- aged by local authorities. The poorer districts, however, cannot afford good schools, and they have the largest proportion of children. [ 69 |] Almost half the adults in this country did not get as far as the eighth grade. Nearly a million children of elementary- school age are not in school. The Conference proposed, as part of the remedy, the consolidation of small school districts as a means of providing better schools. It also recommended state and federal grants to local school systems. In these ways children in every part of the country may be given a fair chance for an education. Every Child Needs Play (Mux life was simpler and play cost little or nothing, it was less important to consider the recreational needs of chil- dren. Play in these days often costs money for space, equipment, and leader- ship. The expense is more than many families can afford to pay. Human beings require recreation es- pecially in youth, to train both mind and body, to meet the need for com- radeship, and develop ability to cooper- ate with others in work as well as play. Today, in the opinion of the Confer- ence, provision for recreation should be recognized as a public responsibility, shared by private agencies. Recreational facilities include parks, playgrounds, libraries, athletic fields, museums, camp sites, and trained super- vision. A large extension of these facil- ities will in the long run prove a profit- able investment. Child Labor Cansezn are future citizens and work- ers in process of development. Their education should give them the founda- tion for a successful work life; and when they begin work it should be under conditions that will not harm them but will make them better citizens and workers. Child labor laws are designed to keep children from work that interferes with their health, education, and happiness. There are still about half a million chil- dren who leave school before the age of 16 to look for jobs. The Conference recommended that no child under 16 should leave school for work, that all young workers should be protected against employment in dan- gerous occupations, or at very low wages, or for over-long hours, or at night, and that the enforcement of child labor laws should be strengthened. [ 70 ] Out of School, Out of Work Ik 1939, about four million young peo- ple were out of school and in need of employment, but with no job. About one-third of the total unemployed were under 25 years of age. The CCC and the NYA together gave work and training to less than a million young people at any one time. True, they had also made a beginning in ad- vising young people and placing them in jobs. But the majority of those need- ing help were untouched by these pro- grams. No good end can be served by blam- ing youth for failing to find work, so long as the number of jobs falls far short of the number seeking employment. The responsibility rests squarely on the adults who govern the nation and con- trol its industry. For its own safety the nation must provide work and training for youth who have no private employment. Health Costs Less Than Sickness century ago children died because no one knew how to save them. Today most of them can be saved, and are saved where there are money and re- sources. The great progress made in ten years is illustrated by the fact that of the babies born in 1938, 41,000 lived who would have died in 1928. But nearly a quarter of a million babies were born with no doctor at hand. Tens of thousands of children die for no other reason than lack of a doctor’s care. Yet it would cost less to save them than to pay the cost of illness and death. The Conference recommended that the federal government increase its work for health and medical care in coopera- tion with state and local agencies. The benefits of such work are proved. In the light of medical knowledge, no child should be asked to give his life for a false economy. Children under Handicaps Cis WILL always be some children crippled in body or mind. With expert attention and a little money, a large number of handicapped children can be helped to be useful and happy, and many can even become selfsupporting. Children whose handicaps arise from unhappy or broken homes need to be studied and treated, within their own homes if possible. For children who re- quire care away from home, foster home care or institutional care adapted to their needs must be provided. The Conference believes that good public services for handicapped children should be available to all, regardless of race, creed, or residence status. Public and private agencies, and local, state, and federal governments, should work together to provide for all such children whose families cannot afford to give them needed care. Children in Minority Groups € a CHILDREN of Negroes, Jews, Mexi- cans, Indians, and the foreign-born often suffer under severe handicaps. Their parents are often ill-paid or unemployed. They may receive an unequal share in school, recreation, health protection, and medical care. They may grow up feeling that America is hostile to them because of their color or their race. Democracy is endangered when large numbers of people are shut off from full membership and participation in the life of the community. The Conference urged that all re- sponsible Americans in public agencies, labor organizations, churches, and schools make a constant effort to secure a fair chance for racial and national minorities. Of especial value is the train- ing of children to regard all Americans as having a right to equal opportunity and friendly treatment. Call to Action faune procREss has been made in de- veloping private and public services needed for the protection of American children. Much still remains to be done. No real economic obstacle stands in the way of the extension of proved methods of protection to all the children in the country. The cost of protection is much less, in the long run, than the costs that flow from neglect. The security of the nation and of democratic institutions depends in part on military defense and conservation of material resources. But the most critical line of defense is the health, skill, and morale of the successive generations of the people. The national policy for 1940-50 should be to use to the full every tested method to assure the sound- ness of the population both for the pres- ent and for the future. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION PEDAGOGY THRU PICTURES 1—Formulating plans 2—Making a chair 3—Painting furniture 4—Classifying books S—Tidying the library corner 6—Reading in the room library 7—Sharing reading with others 8—Widening reading contacts at the public library These photographs were taken in the second grade, Copeland School, Brockton, Massachusetts, Alice Bar- telli, teacher; Marion E. Wiles, supervisor of primary grades. Developing a Classroom Reading Center Badger Land Calls — HE BADGER STATE—land of many na- tionalities, progressive government, and recreational opportunities—is to be host to the seventy-eighth annual convention of the National Education Association, to be held in Milwaukee, June 30 to July 4. Paul Bunyan, according to legend, took a high dive from the top of Rib Mountain to the waters of the Wiscon- sin River flowing nearby. So great was the splash that the lakes which dot the state were formed then and there. It’s a good story despite the claim of scientists that glaciers were responsible. Few portions of the world are so largely covered by lakes as are parts of Wiscon- sin—about 8000 have been counted and 4000 mapped. Many of them are famous as summer resorts. The French explorers, hunters, and missionaries who came to the Wisconsin area in the middle of the seventeenth century left many place names such as Prairie du Chien and Eau Claire. Wis- consin became a territory of the United States in 1836, including land now com- prising Iowa, Minnesota, and parts of North and South Dakota. In 1848 Wisconsin became a state. Meanwhile, events were transpiring in Europe which were to affect her destiny. In the same year a great liberal move- ment in Germany went down to defeat. The Wisconsin pioneers, eager to en- courage the development of their new state, had made provision that any per- son expecting to become a citizen could vote and hold office after only one year’s residence. This combination of circum- stances brought to Wisconsin a flood of German immigrants seeking a place where they might share in the privileges and duties of selfgovernment—a govern- ment that was in the making. There was also a stream of immigration from other North European countries and older sections of the United States. Thus Wisconsin embarked upon a career of pioneering in political science. She was the first state to develop the direct primary and the third to ratify the equal suffrage amendment. The philos- ophy of government developed in Wis- sonsin, largely around Robert M. La- Follette, came to be known as the “Wis- consin idea.” The essence of the “idea” is “a willingness to experiment in meet- ing the changing needs of the economic order.” Wisconsin has pioneered in several educational areas. The first kindergarten in the United States was founded by Mrs. Carl Schurz at Watertown in 1856. The state holds a position of leader- ship in vocational education. It was one of the six states which, previous to the passage of the federal Smith-Hughes Act in 1917, had legislation providing state aid to vocational education. The Milwaukee school system is noted for its strong vocational education program, The University of Wisconsin has a well-deserved reputation for public serv- ice. In 1894, following labor trouble growing out of the depression, Richard T. Ely, head of the Graduate School of Political Science and History at the Uni- versity, was investigated for alleged sub- versive activities. (How history repeats itself!) With rare insight the university board of regents exonerated him with these words, “Whatever may be the lim- itations which trammel inquiry else- where, we believe the great state of Wisconsin should ever encourage that continual and fearless sifting and win- nowing by which alone the truth can be found.” Milwaukee is sometimes called the Naples of America. Three rivers—the Milwaukee, the Menominee, and the Kinnickinnic flow thru the city into Lake Michigan. Up these streams to the very heart of the city comes the lake trafic. Most of the Milwaukee lake frontage is municipally owned and has been developed by the city into scenic drives, parks, and public beaches. Mil- waukee is a city of many bridges, as will be noted in the pictures below. You will be safe in Milwaukee—prob- ably safer than in your home town. The consistent winning of numerous na- tional awards has given Milwaukee rec- ognition as the nation’s safest city. The police department, separate from _pol- has nic Ail- vill ob- The na- rec- The ol- Acro-Graph Corp. Photo itics, has an international reputation for eficiency, Milwaukee having the lowest crime rate in the country. An interna- tionally famous system of supervised playgrounds and social centers is con- sidered responsible in part for the city’s comparative freedom from crime. The NEA convention program is be- ing planned by President Amy Hinrichs. An innovation will be three national seminars on Protection of School Funds for Educational Purposes, Education and Economic Wellbeing in Our Democracy, and Building Stronger Professional Or- ganizations. There will be one partici- pant from each state in each seminar. These seminars will report findings to the entire convention at later sessions. The final session will be devoted to the political scene with representatives of the major parties taking part. Among other topics that will receive attention at the convention are: Amer- ica’s place in the world situation, edu- cation for gifted children, modern pro- cedures in the teaching of reading, Mil- waukee’s program of vocational educa- tion, safety education, health education, meeting the needs of the individual pupil, newer instructional practices of promise, trends in curriculum develop- ment, the place of music in the culture of the world, Pan-American relations in education, education in human rela- tions, classroom use of war news and war problems, relationship of city schoolboards to central municipal au- thorities, the NEA program of teacher welfare, the use of human and natural resources in education, audio-visual aids in education, the purposes of education in American democracy, and the youth problem. Teachers wishing to combine summer school attendance or vacation plans with the convention trip will find the facil- ities of this region ample. The great north country abounds in woods and lakes. A few weeks spent resting, swim- ming, fishing, and hiking in upper Wis- consin, Minnesota, or Michigan will bring one immeasurable freshness of body and spirit. Get out your map now. Decide upon the general area where you would like to vacation. Then write the From left to right: Mil- waukee’s Court of Honor— ils memorial to all veterans; Wisconsin Avenue Bridge as it opens to permit the passage of a boat; an air view of part of Milwaukee's looking north along Lake Michigan and Lincoln Memorial Drive showing part of Mil- waukee's famed waterfront; a fisherman about to take in a gamey rainbow in the rapids of one of Wiscon- win's famous trout streams; Jorest-bordered lakes of Wisconsin like the one to downtown area; the right appeal to vacation- ers and fishermen, too. Chamber of Commerce of the nearest city for information on resorts, cottages, prices. They will gladly supply you. Those who wish to continue their pro- fessional study at summer school ses- sions will find ample facilities enroute to or in the Milwaukee area. Write to the institution in which you are inter- ested for complete information as to courses, living arrangements, and other factors. Now is the time to make your plans for a profitable summer of personal and professional growth. —Ly.e W. Asuey. WHAT DO YOU KNOW ABOUT YOUR NEA? Affihated Local Associations AMY H. HINRICHS President, Netional Education Association uo the work of both state and na- tional education associations is de- pendent upon and is accomplished by the individual teacher’s active par- ticipation, the local professional associa- tion seems nearer to the average mem- ber of the teaching profession. The rea- son is not only the geographical factor, but the fact that the local association is usually chronologically first in the teach- er’s expression of professional interest thru service. It would be rare to find one who is prominent in the work of state or national association who had not begun as an earnest member of a local association, perhaps in committee work or as an officer in that association follow- ing interest and effort in behalf of the profession in the particular community. The local association is, then, the very source of our professional activities. Many of its activities tie up with those of the national association thru the state association. Many of our leaders envision a time when local, state, and national as- sociations will be so federated that mem- bership in a local association will carry with it state and national membership. Whether or not such close organic relationship comes soon, the working relationship of affiliation of local or state association with the NEA is of tremen- dous mutual benefit. Last month we considered our affiliated state associa- tions. Let us now scan our affliated local associations. To quote from our Bylaws: ARTICLE II Section 3—A local educational associa- tion or teachers organization within a state, territory, or district may affiliate with the National Education Association and shall be designated an affiliated local association. Each affiliated local association shall be a local unit in the organization of the Na- tional Education Association and as such shall be entitled to representation in the Representative Assembly as hereinafter pro- vided. The annual dues of an affiliated local association shall be $5, which shall entitle said association to receive without application, or other condition, all regular L 74 | publications of the National Education As- sociation, including the volume of Pro- ceedings, reports of committees, and all bulletins and announcements when issued. Section 4—Each affliated association, both state and local, shall be furnished a certificate of membership. Section 6—Each affiliated local associa- tion shall be entitled to elect one delegate and one alternate to the Representative As- sembly for each one hundred of its mem- bers, or major fraction thereof, who are active members of the National Education Association. Such delegates shall be des- ignated local delegates. Section 7—Only active members of the National Education Association shall be eligible to be delegates to the Representa- tive Assembly, and to vote in the election of delegates in a state or local afhliated asso- ciation. An active member shall be per- mitted to vote for the election of delegates in but one affiliated local association. For determining the apportionment of dele- gates, an active member may be counted in two afhliated associations, and no more: and that one of these shall be the state association. Certainly here is the opportunity for the closest kind of relationship between the NEA and “the folks back home.” Think of the opportunities in affiliation of helping to shape the policies of our great national professional organization. The NEA now has 940 affiliated local associations. Among them are city and rural, county and regional groups. Some of them are allinclusive organizations, in which nursery-school teacher and graduate-school professor, kindergarten teacher and superintendent, grade-school teacher and her principal and super- visors, work side by side on their com- mon professional problems. Some of them are specifically classroom teacher groups or principals clubs, for example. Every field of educational endeavor has an organization whose membership is restricted to persons of that interest. Whether its membership is allinclusive or homogeneous, three great values of the local association are: [1] Its usefulness in bringing about defi- nite measures concerned with teacher wel- fare, [2] the professional companionships and cultural advantages that it develops and fosters, and [3] its value as spokesman in interpreting education to the public. No one pattern could be given for type of organization, or character, length, and frequency of meetings of local as- sociations. Each must follow the plan of organization that experience proves best. Many associations publish fine maga- zines, journals, bulletins, or news sheets. Value of such publications is twofold: [1] Direct and regular contact with the individual members, and [2] legitimate ad- vertising to the world, both lay and profes- sional, as to what an organization is doing. The publications of the NEA and the results of its research are, of course, available to all its members. But the relationship of affiliation between local and national makes easier the flow of information, results of research, and statistical material from the NEA Head- quarters to usefulness in the field, be- cause the local association is one of the most important channels thru which all this influence flows to its absorption in the Sea of Public Opinion and _ the Oceans of Effective Functioning and Definite Accomplishment. To facilitate this flow and otherwise develop the fine results of affiliation, the NEA has at Headquarters the Division of Affiliated Associations, with Miss Agnes Winn as Director. A former teacher, with many years of experience also in NEA Headquarters, Miss Winn works zealously to give maximum help- fulness to our affiliated associations. Feeling the need of further study of all phases of the relationship of affillia- tion, involving, as it does, almost limit- less possibilities for service to the profes- sion, to education, to youth, the NEA last year created a Committee on Affili- ated Associations. The personnel of the core committee, Reuben T. Shaw, im- mediate past president of the Associa- tion, chairman, was included in the list of committees in the January JourNAL. The Committee on Affiliated Associa- tions, the Division of Affiliated Associa- tions, and the NEA itself, are at the serv- ice of its affliated associations. Teachers, thruout the United States of America, develop your local associa- tions, have them affiliate with the Na- tional Education Association, and thus augment the influences working for the improvement of education, the advance- ment of the profession, and the welfare of children and young people. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION an nn Ip- of ia- it- ire IN You Belong to Others Consras the number of times that your happiness and your place in the world have involved the estimate that others place upon you. They like you or do not care for your company; find you easy or hard to work with; employ you or pass you by; raise your salary or fail to pro- mote you; seek you in marriage or busi- ness partnership. In the long run this estimate that people place upon you de- pends upon what you are—your inher- ited gifts; your cultivation of those gifts; your ability to make the most of your strong points, to correct or minimize your weaknesses. You live not in isola- tion or even in the family or neighbor- hood circle, but in a widening world of people with whom you must be in happy and effective relationship if you are to make the most of your life. Cultivate the habits and qualities that help you to get on with others. Have a Purpose and a Plan J F you ARE the kind of person who does what the crowd does, having no mind or standards of your own, you cannot develop personality. The first step in the cultivation of personality is a strong pur- pose to be somebody and to make the most of yourself. If you have such a pur- pose and act in harmony with it, you will find that people take you at your own valuation. The impression one makes on others springs from many fac- tors, chief of which is that deeper in- tegrity and excellence commonly called character—the outcome of high ideals, right habits, and sustained cultivation. For a famous method of character cul- tivation, see Personal Growth Leaflet Number 42, “Franklin’s Plan of Selfim- provement.” Character finds outward ex- pression in many ways, some of which are discussed in this leaflet. Note factors in your personality you can improve. Be Friendly and Helpful ‘Ue CANNOT BE your best by with- drawing into your shell like a turtle. You were made to be friendly and to cooperate intelligently with mankind. It is intelligent cooperation that lifts man above the lower forms of life. Here are a few tests: Are those with whom I associate in home, school, church, neighborhood, and Your PERSONALITY in the making PERSONAL GROWTH LEAFLET NUMBER SEVEN By JOY ELMER MORGAN Editor, Journal of the National Education Association For information see page 89. vocation happier, wiser, and better be- cause of my association with them? Do I speak to people by name when I meet them, and make friendly inquiries about relatives and friends? Do I take my part without seeking to monopolize conversation? When adjustments are to be made, do I yield pleasantly and cooperatively ? Do I write full, careful, and interest- ing letters to absent ones? Do I seek constantly to extend and en- rich my acquaintance and friendship? To Meet People Easily A WHOLESOME PERSONALITY is at home in the presence of all kinds of people —rich and poor; ignorant and learned; young and old. In meeting people easily there are several matters which might seem unimportant, but which in reality are of the utmost importance. When you are introduced to a person, let the eyes meet in a friendly smile. The eye is the most unchanging physical factor in per- sonality and therefore the best to observe closely and to remember people by. Eyes that fail to meet ours squarely leave an impression of weakness. Likewise an in- different handshake may mar an other- wise excellent impression. A friendly, firm, warm handclasp, with the eyes meeting squarely in mutual confidence, and a kindly word spoken with sincerity are outward signs of character and per- sonality. If you are not sure on these points, practice them with a friend. VOLUME 29, NUMBER 3; MARCH 1940 Improve Your Posture and Bearing Owe wHo carries himself firmly and gracefully erect with head up, shoul- ders well back, chest out, stomach held in, weight on toes, with arms and legs swinging easily, gives an impression of purpose, dignity, power, and inner mas- tery. Slouchy posture and bearing give the opposite impression of indifference and weakness. To attain right posture and good bearing requires practice every day, with enough exercise to maintain muscle tone and vigor. At least an hour of walking daily in the open air is desir- able. Study your posture, movements, mannerisms, and facial expression in a full-length mirror. Study the way others stand, walk, and sit. Observe the best examples you can find and practice them until they become natural and easy. Have regular times each day for a check- up and practice until the correct forms become habitual. Are You Well-Groomed? [1] Is your body clean and in good con- dition inside and out? [2] Is your hair trimmed in a style be- coming to you, and well-brushed? [3] Are your hands clean; nails well- kept? [4] Are you properly shaved, if a man, or if a woman, have you used cosmetics with restraint and commonsense? [5] Are your teeth and mouth clean and free from infection? [6] Do you remain at home when you have a cold? [7] Is your breath free from objection- able odors? [8] Have blemishes and warts been re- moved where possible? [9] Are your clothes of good quality, suited to you; well-kept and in keeping with the occasion? [10] Are such accessories and jewelry as you may wear in good taste? Improve Your Voice ‘eee voice reveals your condition as the clouds reveal the weather. It is quick to register weakness or strength, fear or courage, grief or joy, hate or love. It also reveals your background of fam- ily, race, and country; your breeding and personal cultivation. Your voice can be improved with training by a good teacher and thru practice. The first step is to maintain a high level of physical, [ 75 | mental, and emotional fitness; the sec- ond to become conscious of your voice— to learn to listen to it, to hear it as others do, to discover its defects and correct them; the third is to learn to breathe deeply, using the diaphragm and keep- ing the voice under control; the fourth is systematic, daily practice on- difficult passages with careful, resonant pronun- ciation and clear enunciation of every tone. Take a course in public speaking. Enrich Your Conversation 5 ARE THE QUALITIES that make conversation enjoyable? Among them are these: your ability to put yourself in the place of others and to acquaint yourself with what appeals to them; the habit of listening carefully and of speak- ing only when it is your turn; the ability to draw out the other party or to spread the conversation to all if there are more than two; freedom from the spirit of contention; fairness in recognizing vari- ous points of view; quickness to sense and avoid depressing or irritating topics; the ability to. keep attention on worth- while rather than trivial topics; clear, vivid, easy presentation of what you have to say; a cultivated voice; humor; rich- ness of illustration; careful use of facts. Thru reading and conversation fill your mind with interesting and useful infor- mation. Keep in touch with current af- fairs. Have something to talk about. Cultivate a Sense of Humor 5 en and good cheer are impor- tant to health and happiness. A hearty laugh relaxes and tones up the body and clears the mind. We all value one who can change the mood of the company from gloom to wholesome gayety. We work together better after we have laughed together. A discriminating sense of humor is associated with the deepest spiritual appreciation. Ribaldry is sometimes mistaken for a sense of humor. Low characters see fun in lewd stories and in the misfortunes of their fellows. Such are not true humor. They degrade taste and weaken personality. A sense of humor can be cultivated. One can train himself to see the fun in the day’s work and in the ups and downs of life even when the joke is on him. Pleas- ant incidents and clever anecdotes can be remembered and used at meals or to start the day off in fine spirit. [ 76 |] The Importance of Good Manners ANNERS are the traffic rules of social life which well bred people generally accept and practice. They help to avoid confused and unregulated conduct. One cannot expect to be well-received if he is ignorant of these rules or indifferent to them. Make your home a laboratory of good manners. Keep a book on eti- quette at hand for frequent reference. One should know: How to make and receive calls. How to introduce people to each other. How to accept or decline invitations. How to conduct himself at the table. Good form in using the telephone. What to wear on various occasions. How to apply for a job. The rules of good sportsmanship. About tips in hotels and on trains. Good manners in driving an auto. How to apply the Golden Rule in all life’s relationships. Be Yourself ae learn much by imitation. Thus they acquire the accepted ways of mankind. With increasing maturity, the ego or self awakens and develops so that one acquires tastes, insights, judgment, and standards of his own. By seeking the highest and best in life and being ever true to the light of his own experience and meditation, he becomes different from others. Because it is peculiarly his own there is a constant quality in his in- dividuality which adds to the charm and value of all his personal relationships. Here is no mere shadow of other per- sonalities, but an abiding integrity that shines by its own light. The way to de- velop originality is to be original; to make yourself sensitive to the prompt- ings of your own taste, imagination, and conscience; to cultivate a courage that avoids sham and pretense—in a word, to be sincere. Desirable Personality Traits [1] Flexibility—The ability to change and grow, to listen, to question, to fit in with the plans of others. [2] Cheerfulness—The habit of enjoy- ing life and of expecting the best. [3] Potse—The ability to keep serene amid trying circumstances. [4] Loyalty—The habit of being faith- ful to friendships and responsibilities. [5] Enthusiasm—Capacity for believing in the success of worthwhile things. [6] Initiative—The power to think out things to do and to go forward. [7] Dependability—The habit of being on time and of keeping engagements. [8] Industry—The habit of staying at tasks until properly finished. |9| Courage—The moral stamina to stand firmly for right, truth, and justice. [10] Good judgment—The ability to consider evidence, to weigh carefully and tolerantly; to decide wisely. Ways To Improve Your Personality [1] Spend at least two hours per week calling on friends and neighbors, taking an interest in them and their lives. [2] Become an active participant in church, club, or community affairs. [3] Arrange and maintain a schedule of varied exercise suited to your needs. [4] Read aloud or recite from memory ten minutes daily, giving special care to enunciation, grouping of words, and melody of tone. [5] Learn five good anecdotes and prac- tice telling them with variations until you find the most perfect form. [6] Take a discriminating friend with you when you go to buy clothes. [7] Memorize a verse from the Bible every night before going to sleep. [8] Make a list of your weak points and work for a month. to improve each in turn, keeping a careful record and seek- ing always to hold ground gained. Character the Foundation -_ the people who make an abid- ing impression of strength and good- ness and you will see that their personal attractiveness and force are rooted in fundamentals of character. They have the physical vitality, endurance, and courage that come from right living. They have the mental stamina and pene- tration that come from facing up to one’s problems however difficult and from keeping one’s mind on things that really matter. They have the moral power that comes from an active sense of right; from doing their part to make truth, justice, and beauty prevail in the world. They have the inner peace and grace that go with cultivated religious feeling and understanding. People like to be with them, trust them, depend on them in emergencies. They are the salt of the earth. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION yut ng at to ce, to lly ek ng id- »d- nal ive ON 2 hicago Convention Physical Education, and Recreation, a Department of the NEA, will as- semble in its 45th annual convention at Chicago April 24-27, 1940. The physical educators, familiar with the practice of presenting honor awards annually to members of their own Asso- ciation and others who have made out- standing contributions toward the wel- fare and health of youth, will hear them- selves as a group lauded for their services to education, by authorities of a foreign government. This unusual honor, in the form of a decoration to three of the or- ganization’s officers and a general cita- tion for the Association, comes from the Czechoslovakian government. The order for the decorations was signed January 23, 1939, less than two months before German troops marched into the Czech republic. The citations and medals did not arrive in the United States until a year later, when after traveling by some devious route they were delivered thru the Czech Minister in Washington to the American Association for Health, Physical Education, and Recreation and the following officers: F. W. Cozens, past-president, University of California at Los Angeles; N. P. Neilson, executive secretary, Washington, D. C.; and Elmer D. Mitchell, editor of the journal of the Department, University of Michigan. Between three and four thousand dele- gates are expected at the Chicago meet- ing, which will bring together represent- atives of such varied fields as sports, nu- trition, therapeutics, medicine, camping, dancing, health education, and safety education. An elaborate entertainment program is being prepared under the direction of A. H. Pritzlaff, Chicago public schools, convention manager. Hospitality in- cludes dancing, and presentations by the recreation department of the city of Chicago and by various societies of that city interested in recreation and physical welfare. A high spot in the entertain- ment program will be a banquet Thurs- day evening at which Delbert Oberteuf- fer, professor of physical education, Ohio State University, is to be the master of Tn American Association for Health, A scroll and a medal come to the American Association for Health, Physical Education, and Recreation to memorialize a citation by the Czechoslovakian government. ceremonies. Receptions and states’ lunch- eons are scheduled for each day. The Chicago convention is being man- aged jointly by officials of the general organization and by the Midwest Dis- trict of the American Association for Health, Physical Education, and Recrea- tion, of which Helen Hazelton, director of physical education for women, Pur- due University, is president. A convention innovation will provide for individual consultation of delegates with expert leaders in the various educa- tional fields represented. Consultants will be available each day of the con- vention on physical education facilities, including gymnasiums and swimming pools; on women’s athletics in discus- sions of standards, rules, and the partici- pation of women in competitive sports. The intramural program of athletics will be a popular topic for consultation. Safety education with emphasis upon protection against accidents in sports and recreation, the general physical edu- cation program, health instruction, nu- trition, corrective programs are among topics for these personal conferences. Preconvention meetings include a two- day dance conference when instructors will discuss and demonstrate technics of the modern dance. Sessions will be led by nationally known authorities in the folk dance, social dance, and rhythmic bases of movement. The group plans to VOLUME 29, NUMBER 3; MARCH 1940 Ee ee ee ee present Lloyd Shaw’s cowboy dancers from the Cheyenne (Wyoming) Moun- tain School, at one of its sessions. The Society of State Directors will also hold a session in advance of the con- vention, presenting a program arranged by James E. Rogers, secretary, New York City. Mr. Rogers is a representative of the National Recreation Association. The convention will place special em- phasis upon safety education. A section devoted to that topic will review the 1940 Yearbook of the American Associa- tion of School Administrators, entitled Safety Eaucation. Among speakers on the Physical Education Division of the organization are: J. B. Nash, New York University; and Ira Thomas, chief talent scout of the Philadelphia Athletics. Convention exhibits will be devoted to educational work including activities of the American Red Cross, youth hostels, and camping institutions as well as to displays of commercial equipment and supplies used in physical education and health programs. Exhibits will be in the display rooms of the Stevens Hotel at which convention sessions will be held. Hotel officials will provide unusual “dormitory” accommodations for dele- gates. The plan permits four or more persons to share a room at a minimum cost of $2 each per day. Reservations are being made directly with the Stevens Hotel by members of the organization. [77 | OW DID IT START? H —With the flow- ing together into one broad stream_—_ off thought and emotion inside the minds and hearts of innumer- able Americans: Wide World Photo [1] The passionate wish to preserve our national neutrality; [2] an equally passion- ate feeling that that neutrality must not de- generate into mere selfish, ignoble compla- cency over being safe while so many of our fellowmen are in agony; [3] a “decent con- cern for the opinion of mankind,” to prove to ourselves and to the world that our far- flung democracy is a strong united nation, as capable in 1940 as ever, of making a noble gesture of that humane idealism which is one of its most living traditions; [4] compassion for the plight of the chil- dren—Chinese, German, Spanish, French, Austrian, Czech, Polish—driven from their homes for no fault of theirs, and an alarmed realization that they represent the future of our race and must be saved from ruin not only out of ordinary human decency, but for our collective future; [5] an equally concerned feeling that our own American young people, like all of us, have been so troubled by our economic difficulties as to ignore, with a forgetful indifference which is a danger to our country, the magnificent political success of our incomparable fed- eration; [6] a heart-felt old-American con- fidence that our public schools preserve in- tact the old-American capacity for idealistic fervor along grandly broad lines of broth- erly, comradely, human feeling. Who is behind the Children’s Cru- sade?—lf all their names were set down here, there would be nothing else on the page. Here are a very few: Ex-president Angell of Yale; William Green; S. D. Shankland; Raymond Gram Swing; William Russell; Pearl Buck; Theodore Roosevelt; Walter Damrosch; Charles A. Beard; Irvin A. Wilson; Dor- othy Thompson; Helen Hayes; Harry Emerson Fosdick; Charles B. Glenn; George A. Buttrick. President Conant of Harvard; Justice Frankfurter; Secretary Givens of the NEA; U. S. Commissioner Studebaker; Archibald MacLeish are help- ing with good counsel. What is the Children’s Crusade?— After a nationwide campaign (outside the schools) of newspaper, magazine, radio, movie publicity about what we [ 80 | Children’s Crusade for Children SOME QUESTIONS AND ANSWERS BY Dorothy Canfield Fisher have to be thankful for and to guard and work for as Americans, and a period (inside the schools) of centering the regular lessons in American history, current events, social sciences, and the like, around the same idea, a mite-box thank-offering of pennies will be taken during the fourth week in April (Mon- day, April 22 thru Tuesday, April 30) among American children to go to the children without a country, wherever they are on the globe. How will this money be distributed? —Mrs. Eleanor Roosevelt; Monsignor Ryan, director of the National Catholic Welfare Conference; Caroline Wood- ruff, former president of the NEA; William Allen White; and Superintend- ent Charles B. Glenn, Birmingham, Alabama, and Chief Justice Irving Leh- man of the New York Circuit Court of Appeals, have accepted membership on the independent jury of award. To whom will they apportion the money?—To responsible, well-known, well-organized relief organizations al- ready operating in Roman Catholic, Jewish, Protestant, and nonsectarian fields. The Quakers are to be responsible for non-sectarian relief. Won't a great deal of the collection go for overhead?—Not a penny of it. All expenses are guaranteed from a source outside the collection. A clear way is thus opened from child to child. How can one learn more details?— By writing to Director, Children’s Cru- sade for Children, Empire State Build- ing, New York City. Remember that we are longing for suggestions as to how to be most. effective. How about safeguarding the feelings of our poorer children?—There will be no set hour or day for the collection. The mite-box will stand, available to all pupils during each school day of that week in April. No one need know whether a child has given anything. Perhaps no children will profit more, spiritually, by this opportunity to make a humane and generous gesture than our less welltodo. When even a penny means real help to real flesh-and-blood children, in desperate need, the poorer of our own children can, for once, have their share of the dignity and joy of helping others. Isn’t this exploiting our American children?—The statistics as to the con- sumption of chewing- gum, candy, and tickets to the movies, vividly sug- gest that most American children can give up the price of one bar of chew- ing-gum without undue deprivation. If a small temporary sacrifice is involved— so much the better. Since when has a small temporary sacrifice been consid- ered unwholesome for the human spirit? One of the anxieties of all edu- cators and parents has long been that our American children have so much done for them, with so few demands on them to do for others. After the special publicity given both to the rea- sons (our Constitution, our Federation), why our own children are not refugees fleeing bombs, and to the plight of chil- dren who are without a country to protect them, our children will feel compassion for others, and wholesome thankfulness for their own safety. We know that it is psychologically sound to provide an outlet in action to aroused emotions. How about our own destitute Ameri- can children?—In the first place, they are in a haven of safety compared to the children of exiles. The nation to which the destitute American child belongs is remorseful because he does not have what he needs, is trying hard to take better care of him, to open the door to a decent future for him. The nation to which the refugee child formerly be- longed has slammed shut the door to his future. And in the second place, because you have a sick child in your home, do you feel justified in not stir- ring to help a child who has been knocked down by an automobile and is lying helpless in front of your home? No, you open your heart wide to the need of both children, and try to live up to the magnificent opportunity thus forced on you for the deepening of your spiritual life. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Courtesy, East Orange, New Jersey,Public Schools Orange, blic Schools HAT 1s 1r?—A two weeks’ con- ference-course sponsored by the NEA Department of Elemen- tary School Principals and the School of Education of the University of Wiscon- sin. Where?—University of Wisconsin, Madison. When?—July 6-19, 1940. Who is invited?—Teachers, principals, superintendents, and others interested in elementary education. Theme—“Enriching the Elementary School Curriculum.” The program—In the mornings from g:00 to 10:00 there will be a series of demonstrations. There will also be op- portunity for observation in the summer elementary laboratory school. From 10:15 to 11:45 will be held a general assembly planned to give a well-rounded presentation of problems of interest to those in the field of elementary educa- tion. Between 1:15 and 2:45 study and seminar groups will meet. The evenings are reserved for a general conference. Fees and credits—Registration will take place on Saturday morning, July 6. Students completing the course for credit will be allowed two semester hours. The registration fee of $16 includes regular registration in the University, the report of the proceedings of the conference, use of the student recreation building, and the services of the student infirmary in case of illness. The faculty—The course will be un- der the general direction of J. Murray Lee, assistant professor of education at the University of Wisconsin. Among educational leaders who will participate in the program are: Assistant Superin- tendent Prudence Cutwright, Minne- apolis Public Schools; Howard A. Daw- son, director, NEA Division of Rural Service; C. A. Dykstra, president, Uni- versity of Wisconsin; W. S. Gray, pro- fessor of education, University of Chi- cago; Executive Secretary Willard E. Givens of the NEA; John Hansen, chief, Bureau of Visual Instruction, Uni- versity of Wisconsin; William H. Kil- patrick, professor emeritus, Teachers College, Columbia University; Bernice Leary, visiting lecturer, University of Lincoln Terrace, University of Wisconsin, Madison Fourth Annual Conference on Elementary Education Wisconsin; Mrs. Lois Nemec, state ele- mentary supervisor, Madison; Superin- tendent Paul Misner, Glencoe, Illinois; Edwin H. Reeder, professor of educa- tion, University of Illinois. Recreational opportunities—There are unusual recreational opportunities and special trips of considerable interest. Fishing, swimming, and boating will be available. Housing accommodations—Members of the conference will be housed in three dormitories on the lake front, with meals in an adjoining dining room. Meeting places are near the living quar- ters. The housing rate, including room and meals for the two weeks, will be $25. If accommodations are desired in the dormitories, the application blank be- low, accompanied by a deposit of $5 (made out to the University of Wis- consin) should be mailed to Eva G. Pinkston, 1201 Sixteenth Street North- west, Washington, D. C., before May 25. Make your reservations early. If accommodations other than dor- mitory are desired, write directly to J. Murray Lee, School of Education, Uni- versity of Wisconsin, Madison. VOLUME 29, NUMBER 3; MARCH 1940 APPLICATION BLANK Fourth Annual Conference on Elemen- tary Education, July 6-19, 1940 Department of Elementary School Prin- cipals 1201 Sixteenth Street Northwest Washington, D. C. [] I wish to become a member of this conference ["] I wish college credit [_] I do not wish college credit Inclosed is a $5 check (made out to the University of Wisconsin), Kindly make a reservation in the dormitory for me. ONE Sih ied ee | A RTE ln a RI Life may be moulded—taken warm and young; Life may be shaped to new endur- ances. Fate leaves the choice tous... Shall we choose Chance, Or visioning farther, staunch her bleeding stroke, Take Knowledge for our guide, and give the race Far in the future, deeper potencies? —THOMAS WOOD STEVENS ANY ORGANIZATIONS and agencies—public, semipub- lic, and governmental—are joined today in an ef- fort to promote safety. In the past century of the public school, teachers have given attention to “safety” in education. The National Education Association has fur- thered many activities in the safety field. Over a period of years THE Journat has published articles on instructional practices in safety. In 1925 the Committee on Schoolhouse Planning issued its significant report. The extensive use of school buses led in 1936 to the publication of a Research Bulletin, “Safety in Pupil Transportation.” In 1937 the Highway Education Board and the Auto- motive Safety Foundation offered to provide the National Education Association financial aid for the preparation and publication of safety materials for teachers. Expendi- ture of these funds was assigned to S. D. Shankland, execu- tive secretary of the American Association of School Ad- ministrators; and Frank W. Hubbard, associate director in charge of the NEA Research Division. Most of the work has been carried out thru the Safety Education Projects of the Research Division. TEACHERS REPORT PRACTICES The first step was to secure information regarding - safety instruction in the schools. More than 14,000 teach- ers cooperated. The results showed that while safety in- struction was widespread at the elementary-school level, it was given unsystematic attention in junior and senior highschools. Teachers were impressed with the possibility of visual aids in safety education and with the effectiveness of relating safety to the use of school equipment and mate- rials. Essay contests, excursions to the scenes of accidents, and library reading of safety booklets were thought by the teachers to be among the least effective methods. The results of this survey of instructional practices were pre- sented in the Research Bulletin for November 1938, en- titled “Safety Education thru Schools.” It includes an ex- [ 82 | tensive list of organizations supplying aids to teachers as well as nearly 100 reviews of safety films (64 pages, 25¢ per copy). SAFETY MATERIALS LISTED Since the growing interest in safety instruction has cre- ated a demand for information as to how safety may be taught, the second project was the preparation of a bibliog- raphy. More than 1400 items published in recent years were collected, examined, and annotated. Classified under more than three dozen headings, these references are readily available. In a letter received from a state supervisor of safety, this comment was made: “Your annotated bibliog- raphy is the best that I have been able to obtain.” [Safety and Safety Education: An Annotated Bibliography, 64 pages, 25¢ per copy.| FOR CHECKING PRACTICES IN YOUR SCHOOL Upon the principal and teachers of an individual school falls much of the responsibility for the safety program. To help these people discover the strengths and weaknesses of their activities, a checklist covering all phases of school safety was developed. In preliminary drafts the checklist was sent to several hundred teachers and administrators for criticism and was also submitted to technical authori ties of the federal government and various safety organiza- tions. The final result was @ list of 214 questions. More than 10,000 copies of this publication have already been distributed. Why not check your school against it? | Check- list on Safety and Safety Education, 30 pages, 25¢ per copy. | YEARBOOK ON SAFETY EDUCATION The 1940 Yearbook of the American Association of School Administrators is entitled Safety Education. This 544-page volume reviews the status of safety education in public-school systems. There are chapters indicating what can and should be done in elementary, secondary, and adult education and in teacher training. Attention is given to the hazards and the preventive measures in the individ- ual school. Emphasis has been placed upon the possibilities of coordinating the many community efforts to increase THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION safety. Included is a list of 70 organizations distributing free and inexpensive materials and a list of more than 130 agencies from which teachers may obtain films. Perhaps one of the most helpful sections for schools which still do not have a comprehensive safety program is the “Point of View” of the Commission itself. The yearbook was pre- pared under the chairmanship of Henry H. Hill, superin- tendent of schools, Lexington, Kentucky, with the assist- ance of a Commission of wellknown superintendents and authorities in safety education. The yearbook may be ob- tained from the American Association of School Adminis- trators for $2 per copy. VISUAL AIDS IN SAFETY EDUCATION Since the first study of the Safety Education Projects showed that classroom teachers weve particularly interested in visual aids, much time and effort have been spent in reviewing available safety films. The majority of these are sound motion pictures. A few of the older films are silent. Some tendency has been noted of the development of film slides, both with and without sound. For the purpose of making the reviews a committee was appointed, con- sisting of an elementary-school teacher, a junior high- school teacher of social studies, and a highschool teacher of science. These persons met with members of the NEA staff over a period of a year and a half for the purpose of seeing the visual aids. ‘Vhe evaluation of each motion picture has been summarized in a brief paragraph de- signed to tell the teacher whether or not the film will meet her needs. Gruesomeness of scenes, advertising, and other undesirable characteristics have been noted. There are listed in this report 156 motion picture films, 24 sound films, 14 silent film strips, and 18 lantern slides as well as the distributors from which these various items may be obtained. | Visual Aids in Safety Education, 32 pages, 25¢ per copy. | SAFETY INSTRUCTION CONTENT The charge has sometimes been made that safety edu- cation is an area that lacks content. Teachers complain that it is difficult to think of the items, methods, and VOLUME 29, NUMBER 3; MARCH 1940 Illustrations are from “Safely Education,” 1940 Yearbook of the American Association of School Ad- mintstrators. activities which can be grouped together into effective instruc- tional units. That there is sufh- cient content material is shown by a bulletin reporting an analysis of 271 courses of study. The courses analyzed deal with most aspects of safety education with the exception of driver training and have been issued by city-school systems, state departments of education, and nonschool state and na- tional agencies. | Problems and Topics in Safety Instruction, 32 pages, 25¢ per copy.| UNITS IN SAFETY TEACHING Primarily for the purpose of showing how safety units may be developed in accordance with modern patterns, the Research Division has prepared twelve units for class- room teachers. Four of these units have been designed for teachers of the first two grades; four are for the third and fourth grades; and four are for the fifth and sixth grades. At the present time these units are being tried out by classroom teachers in a number of school systems. The four units for the primary grades have been re- vised in the light of the criticisms offered and will soon be available in printed form (now in_ press). The other units will be revised and printed during the spring of 1940. WHAT OF THE FUTURE? The publications issued to date and those now being prepared will accomplish nothing if they are allowed to gather dust on shelves. These bulletins are handbooks designed to assist the individual classroom teacher and cur- riculum committees. Several thousand copies of each bulle- tin are being placed in the hands of principals and superin- tendents who have the responsibility of passing them along to those who largely determine the effectiveness of safety instruction. Altho the experiences and training of many teachers have not included systematic safety education, any teacher may become familiar with the best that has been done to date thru the publications reviewed on these pages. They may help you to prevent an accident—or to save a life. [ All publications mentioned in this article may be ordered from the National Education Association, 1201 Sixteenth Street Northwest, Washington, D. C.| [ 83 ] THE JOURNAL'S nnual CRoll Call A CONTINUING RECORD OF EDUCATIONAL PROGRESS HIs is the eighteenth year that THE fy oot has gathered reports sum- marizing the educational situation. Let- ters were sent to three persons in each state—the state superintendent of edu- cation, the NEA state director, and the secretary of the state education associa- tion. From the replies received, the fol- lowing facts have been compiled. No report was received from Colorado, Mississippi, New Hampshire, New Mexico, and Rhode Island. Local edu- cation associations or faculty meetings may well use THe Journat’s Annual Roll Call as the basis for study. We shall be interested to hear of ways in which this material is used. ALABAMA School legislation: An appropriation of ap- proximately $2,400,000; teacher tenure and retirement; statutes guaranteeing prompt payment of teachers’ salaries; new index of the taxpaying ability of local school units to be used in distribut- ing state equalization funds. To these may be added continuation of the curriculum program, increase in average daily attend- ance, new buildings, statewide observance under PTA auspices of Citizenship Recog- nition Day for those young people becom- ing 21 years of age. ALASKA Most significant achieve- ments were legislative establishment of a mini- mum wage law for all teachers, with no differentiation between grade and high, city and rural, and completion of prelimi- nary work on course of study for elemen- tary schools. ARIZONA A fulltime secretary has been employed by the Arizona Education As- sociation. The Arizona Teacher has been made the official organ of the AEA and [ 84 | the State Congress of Parents and Teachers. Teacher retirement legislation passed one house, died on the calendar of the other. Some illadvised legislative proposals affect- ing education were defeated. Increased ap- propriations were secured for free textbooks and for safeguarding the permanent school fund. The year brought a closer federal- state tie-up in Indian education, inaugura- tion of a pre-secondary teaching certificate, much school building construction. Educational achieve- ments included: Mak- ing permanent the retail sales tax; increased equalizing funds; teacher retirement system in full operation after a two-year preparatory period; wide- ARKANSAS STATE EDUCATIONAL LEADERS State Superintendent or Commissioner NEA Director State Secretary ee Pe Rane Sic ecsscnccie L. Frazer Banks... .. wee. es. Frank L. Grove Alaska....... Anthony E. Karnes.......... . .Everett R. Erickson............R. M. Prizer ers IIS 655600 os sais wane Harold W. Smith....... -Nolan D. Pulliam ee 2 SU ee rererern. A Se vee e sees s+ Willie Lawson ae A rere Leonard L. Bowman........... Roy W. Cloud ee | ee ES divs 00 care Owais W. B. Mooney Conn.........Alonzo G. Grace. . ....+. Daisy Lord...................Francis E. Harrington e.........00 Vi Pialiowy. ...... |” ee Mrs. Nellie S. Collison _*. Se . .Frank W. Ballou... .. eee. 3 .....+..Mrs. Anne Thrasher Fle...... AAO 0c cb eke e a . James S. Rickards...........-. James S. Rickards ee SS ee MA. O. Collins... .... .. .Ralph L. Ramsey Hawaii.......Oren E. Long........ .....Earl L. McTaggart... . Earl L. McTaggart Idaho...... .John W. Condie.............W. D. Vincent. . .John |. Hillman ee pS ee John W. Thalman.... .....leving F. Pearson a Floyd |. McMurray............ Se WINS iS iiwcactssece Robert Wyatt NG ie a acckaseiard Jessie M. Parker. ..... ......-Fred D. Cram.................Agnes Samuelson | ae George |. McClenny.... iota EAS 649 6s ave sso Sits: 2058 John W. Brooker.............William S. Taylor... ... ...W. P. King Sree ef. eee See). ; .. .H. W. Wright BGrcsesenee Bertram E. Packard............ ye eee Adelbert W. Gordon Md... .. Albert S. Cook. . .. Eugene W. Pruitt......... ... Walter H. Davis Mass... . ... Walter F. Downey...... ..Annie C. Woodward......... Hugh Nixon Mich.. . . Eugene B. Elliott. eo” ee ee .A, J. Phillips Minn... ... . . John G. Rockwell. . ....Daisy Brown... .. : E ... Walter Englund ee code So VORGIVET...... ie. We GRRE. cc... . .Walter N. Taylor eed a 2 eee -Everett Keith... . . Thomas J. Walker Mont....... .Ruth Reardon..... ; aes ci scccs ...M. P. Moe Nebr.........Charles W. Taylor. . .Alice Robinson. .... ...Archer L. Burnham Nev.........Mildred Bray..... J. R. Warren... . .Dwight L. Dilts ve. 4... . .James M. Pringle....... -Lyle Wilson Ewing. .John W. Condon WN. J.........Cherles H. Elliott... .... Serdh O. Whitlock. ............ S. C. Strong N.M... Mrs. Grace J. Corrigan. . j RI ie bawkSuiee owas R. J. Mullins 7... .Frank P. Graves. er Law Ceo eee eee Avvie Eldred pe. C.. Clyde A. Erwin. . . Elmer H. Garinger............ Jule B. Warren MM D.........A. 6. Wompeon...... Hae PONS. oS 06 ac enis eure M. E. McCurdy Gite. .......E. i Biateh....... L. W. Reese.................Walton B. Bliss Okla... + «es Be RANE. «os . Kate Frank. .... : weeeeeee-C. M. Howell Ges... .Rex Putmam....... Marie A. Lessing... .. E. F. Carleton ae Francis B. Haas. . . B+ ina Thee pa = Harvey E. Gayman ey Jose M. Gallardo............. Francisco Rodriquez-Lopez..... Francisco Lebron R.1..........James F. Rockett. . ; James F. Rockett... . ...+..Raymond J. Betagh 2, <. James H. Hope....... re .. .J. P. Coates See 5 le SII aS da: « ao-4p0:8 5,00 S. B. Nissen Tenn.........B. O. Duggan... . SI asi a Sisce0 a tas wale A. D. Holt _ See ae ee ‘ ...Rush M. Caldwell. ........... B. B. Cobb Utah . ...Charles H. Skidmore... ..N. Howard Jensen.......... Milton B. Taylor as. 0 eee Francis L. Bailey....... Joseph A. Wiggin........... Raymond E. Bassett Sa ll, le Mrs. Edith B. Joynes. . .....Francis S. Chase Wash. . . Stanley F. Atwood. .. John Rushing. ...... . Arthur L. Marsh 7. Wek... ..0e. We. OM... .W. W. Trent... . .R. B. Marston Wie..........John Callaghan. ... ; Amanda H. Schuette...... ...O.H. Plenzke eee Esther L. Anderson...... er ee O. C. Kerney THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION t- spread participation in highschool evalua- tion program; provision of state budgetary supervision of local school districts; expan- sion in vocational education program; con- tinued trend toward state certification of teachers; marked improvement in financial affairs of local school districts; continued growth in enrolment and attendance. The California Teachers Association has created an educational policies and plans committee, which is sponsoring local professional study groups. Preschool activities have been extended. The state supreme court has declared constitutional establishment of local teacher-retirement systems; this will encourage formation of additional local systems. CALIFORNIA CONNECTICUT _ The year has seen broad- ening and improvement of the retirement act; groundwork for adoption of a continuing contract type of tenure; enactment of a law establishing credit unions; appropria- tion of funds to continue teachers colleges and trade schools pending further study; defeat of unfavorable educational legisla- tion. DELAWARE The state legislature re- stored the principle of increments for all teach- ers. A bill for teacher retirement failed and the budget for adult education was reduced by 50 percent. A bill was passed ending practice of setting aside definite sources of revenue for school purposes. Other devel- opments included passage of a vocational rehabilitation act, improvement of guid- ance procedures, expanding of curriculum and preparation of reading and social study bulletins, continuation of discussion groups on problems of secondary education, use of evaluative criteria of the cooperative study of secondary education. DISTRICT OF COLUMBIA Most significant develop- ment during the past two years is a curriculum re- vision program still under consideration by a committee of school officers and teach- ers, and rapidly expanding to cover all levels of the system. A new school code, re- organizing school laws, was adopted by the legis- lature. A teacher retirement system was put into operation. A comprehensive state curriculum program was _ inaugurated. School faculties thruout the state are evalu- ating objectives of their school program. FLORIDA GEORGIA The Advisory Commit- tee on Teacher Educa- tion and Curriculum is working on a program for preservice and inservice training of teachers. The state has been facing a financial crisis and the school program was left, at the close of the school term and after the adjournment of the legislature, with a deficit of about four million dollars. No appropriation bill was passed. HAWAII Compulsory school age now extends from the sixth to the sixteenth birthday. Commissioners of public instruc- tion were authorized to set up safety stand- ards for school buses. The major activity of the Hawaii Education Association is to work for a single salary schedule for teach- ers. Plans are afoot for a federal survey of education in Hawaii. IDAHO An unfortunate tendency has been the avowed in- tention of the state legis- lature to put the public schools in direct competition with the relief program and to put the two on the same basis so far as the state taxing program is concerned. More favorable developments have been perfec- tion of a working statewide curriculum organization; promotion of safe school transportation; progress in consolidation; enactment of a junior college law, and organization of two colleges; expansion of vocational education; improvement of edu- cational opportunities afforded by the NYA, WPA, and CCC; initiation of evalu- ations of secondary schools. ILLINOIS Legislation provided state transportation as- sistance for the first time; an increase from $26,057,000 to $29,494,000 in the state distributive fund; increased levy limits for non-highschool districts; lower levy requirements for equalization in unit districts (grades one thru twelve); an increase of $3,000,000 in the Chicago pegged levy; a new actuarial reserve teacher pension system; and greater efficiency in distribution of state school funds. Transportation assistance is now legal. Appropriations for the state univer- sity and teachers colleges have been in- creased. There has been increased inter- est in development of a new curriculum program. INDIANA Educational _—_develop- ments center about con- solidation and elimina- tion of one-teacher units; expansion of facilities for education of youth over six- VOLUME 29, NUMBER 3; MARCH 1940 teen; a new retirement law; increased in- terest in ethical practices; closer coopera- tion among educational organizations in the state; provision for establishment of a research division within the state teachers association; appointment of a commission to make recommendations for reorganiz- ing secondary teacher training. A minimum term of nine months for all pub- lic schools was made mandatory by the legislature. There was increasing interest in state support for pub- lic schools. The teacher retirement bill passed the senate but did not come up for vote in the house. Attendance at the state teachers association eclipsed all records. There has been continuous interest in cur- riculum revision and improvement of in- struction thru continuance of the statewide program for improvement of instruction. Iowa’s longterm program of improvement is becoming apparent in the higher scores made by pupils in silent reading tests. Midland Schools, official organ of the ISTA, is serving the profession more effectively. IOWA A concurrent resolution was adopted by the legis- lature, asking that the state school laws be recodified before the next session. The legislative research de- partment was requested to study teacher retirement and free textbooks. A depart- ment of legislation, public and professional relations was established as part of the state teachers association. Effort is being made to unite educational forces in a longterm program for educational improvement and advanced teacher welfare. KANSAS KENTUCKY About 25 highschools and 760 one-room ele- mentary schools have been eliminated and their children trans- ported to consolidated schools. Nearly twenty million dollars has been spent for new school buildings in the last four years, as compared with less than four million in the previous four years. LOUISIANA The system of state- operated trade schools was expanded from three to nine, with an additional investment in plant and equipment of $770,000. A new staff of officers has been elected for the Maine Teachers Associa- tion in accordance with the constitutional amendment calling for employment of a fulltime executive secretary. The associa- [ 85 J MAINE tion has appointed a committee to formu- late a teacher tenure law. The scope of the equalization law was broadened by the legislature and a constructive bill enacted permitting teachers to be elected under contract for a period not exceeding five years. This has been a year of steady edu- cational growth. MARYLAND The legislature adopted a minimum salary sched- ule for county teachers, based on preparation and providing incre- ments for experience every two years up to the seventeenth year of service. State appro- priation was provided for night schools. The legislature authorized the governor to appoint a commission to survey the pub- lic elementary and highschools and state teachers colleges. Thirty-two county high- schools were surveyed with “evaluative criteria.” The state department published highschool bulletins in English, science, and social studies. Highschool instruction in art and physical education, and library and guidance services reached larger num- bers of county highschool pupils. MASSACHUSETTS The compulsory school attendance law has been improved so as to reduce to a minimum the leaving of school before age sixteen. The law on school appropria- tions has been improved. The department of education is making a statewide study of problems of Massachusetts youth. A court fight is on to test whether school committees shall be upheld in their exclu- sive right to say what teachers’ salaries shall be, regardless of wishes of appropriating authyrities. Appointments to all permanent positions in the department of education are now made under a new procedure with- out political restrictions. MICHIGAN The Michigan Institute of Public Surveys, or- ganized and supported by the Detroit Teachers Association and the Michigan Education Association, con- ducted a poli of public opinion concerning state school financial support. The results have real significance for future school leg- islation. Citizens overwhelmingly expressed themselves in favor of adequate financial support of public schools. MINNESOTA Following are significant developments: Coopera- tion of the Minnesota Education Association with the state legis- lature’s interim education committee on a study of all phases of the public-school problem; favorable court decisions in- volving principles of continuing contract [ 86 | law; enroling profession in statewide study of curriculum; record enrolment in MEA; department of research with director added to the association’s services. The legislature increased state aids $1,470,000 over the pre- vious biennium. Control over establish- ment of junior colleges has been placed directly with state board of education. The school census law was amended to provide for a complete census of all youth up to age 21. An Indian folk agriculture school for out-of-school youth was established on an experimental basis. MISSOURI Educational _— develop- ments include _installa- tion of revised elemen- tary courses of study and development of reorganized curriculum for highschools; installation of uniform financial accounting forms in the schools; forum education; re- organization of school libraries; extension of vocational courses. The general assem- bly continued appropriation of one-third of the general revenue fund for support of public schools. MONTANA Highlights were the passing of a bill provid- ing for establishment of junior colleges; provision for vocational centers financed as are highschools and open to students 16 to 21; increased appro- priation for teacher retirement by one- third and opening retirement law to higher institutions; killing of bill which would have thrown all school funds into a general fund so that school people would have had to battle every legislative session for the school’s share of money. The state corre- spondence school has been established to extend and equalize educational oppor- tunities. NEBRASKA The legislature appropri- ated $7500 to promote improvement of the state’s highschool program, the first appro- priation of its kind in the history of the state. Findings of an educational survey under the auspices of the state planning board may be the basis for legislation next session. NEVADA Presentation to all sec- ondary principals and teachers of the purpose and value of the evaluative criteria; enlist- ment of all elementary teachers in a project wherein pupils write community histories; appropriation of $103,800 additional by the legislature to the elementary schools so that statutory apportionments may be made— are outstanding features of the 1939 educa- tional program. NEW JERSEY The reorganized state education association is continuing development of mutual understanding between the state association and other organizations inter- ested in taxes as related to education. The association helped hold school finances at a steady level in spite of intense pressure groups. NEW YORK Regulations have been adopted requiring five years of training for sec- ondary-school teachers and four years for elementary teachers. Elementary teacher- training institutions have all adopted a four-year course. The legislature, desiring economy, reduced the state aid program for education 1o percent. Ill effects are now being felt, but there is reason to believe that the legislature at its next session will grant full state aid as provided in the statutes. A bill destroying all state control over educa- tion was defeated. There has been much study of the Report of the Regents’ Inquiry; increasing emphasis on closer relationships between home and school; more apprecia- tion of the importance of a broad general education with increasing stress on citizen- ship; greater understanding of the function of health and physical education; first steps in a long-range program of progress testing. The state has sufficient money to pay every teacher for the full mini- mum term and this year will spend more money than ever before on the schools. The state association has its largest and most active membership. NORTH CAROLINA NORTH DAKOTA Money is the most im- portant school problem. The legislature appropri- ated more than taxes will yield. The sales tax, previously earmarked largely for the schools, has been thrown into the general fund, and schools will not get their share. But thru the closing of oneroom schools and small highschools and providing for transportation to a neighboring school, the department of public instruction changed a deficit of $1,500,000 to a surplus of $300,000. OHIO The state subsidy of $49,000,000 for schools was paid in cash each quarter for the first time since the state foundation law was enacted. The accumu- lated deficit of $18,000,000 has been re- funded and provision made for its gradual retirement with the state assuming the in- terest charges. Ohio availed herself of fed- eral money in constructing hundreds of new school buildings. Ohio teachers are THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION te nt te 1e re § l- i — me bee taking a decided interest in the NEA and FTA. A program of conservation educa- tion has been started. Curriculums in the teacher-educating institutions have been re- vamped to meet presentday needs and changes in the certification law. OKLAHOMA Passage of legislation providing for a_nine- months’ term in_ all schools of Oklahoma is something which comes up every two years—but is a victory every time. However, state aid was re- duced. Governor vetoed teacher tenure bill passed by legislature. A board of agents was created for the state teachers colleges. More intent study is being given to taxa- tion, tenure, retirement, teacher education, curriculum, and guidance. OREGON The Oregon State Poli- cies Commission was formed for the purpose of a joint study of educational problems by laymen and educators. The legislature passed a reorganization law, which may prepare the way for state support of the public schools at the 1941 session. Fundamental features of the tenure act were re- tained in the face of ag- gressive opposition. The law governing the merging of school districts was revised to increase local authority and to provide for initiation of petition at any annual general election. Legislation governing transporta- tion of pupils was broadened. Legislative authorization was given for appointment of three area supervisors in special educa- tion for mentally and physically handi- capped children. A field secretary has been attached to the state education association. The equalization bill growing out of a PSEA committee on survey of school costs did not pass, but it has created statewide interest. PENNSYLVANIA PUERTO The World Federation RICO stopped in Puerto Rico on its South American cruise and held several educational meet- ings. Rules of ethics for the teaching pro- fession have been put into force. New rules for selecting teachers are more effective in selecting the best candidates available. The three-mill school tax was removed from the constitution by the vote of the people, but the general assembly kept it on by legislative enactment. SOUTH CAROLINA SOUTH DAKOTA The legislature adopted a resolution calling for a constitutional amend- ment which would change provisions re- garding the permanent school fund. The state education association is organized to defeat the amendment. The legislature enacted a teacher retirement law but made no appropriation to meet the state’s obliga- tions. Four district conventions were held for the first time in the SDEA’s history. SDEA enrolment increased despite larger membership dues. TENNESSEE Among educational achievements were an increase of 16,212 in ele- mentary and 5971 in highschool average daily attendance; increase of $1,180,780 in total state public-school allotments; free textbooks for grades one, two, and three; defeat of bill automatically extending teachers’ certificates; statewide survey of transportation and consolidation. Increased equalization fund has _ lengthened school term. “School of the Air” has been set up, and radio division created in department of education. Prog- ress has been made in decreasing adminis- trative units and in unifying all educational agencies in building up a better philosophy of education. TEXAS UTAH An Educational Survey Committee was ap- pointed by the governor to study the schools and make recommen- dations to the governor to be submitted to the legislature. Vocational education has been strengthened by addition of teacher train- ing in trade and industrial education at the state university. Several vocational schools and courses have been added thruout the state. Demonstration schools, in connection with the normal schools and the state uni- versity, and statewide guidance service in the selection of prospective teachers have been improved. Other significant develop- ments were the spread of adult education in handicraft classes and public forums; resolution of the state education association pointing to a three-year minimum training requirement for rural teachers in 1941. VERMONT Programs of adult edu- cation and _ vocational training were developed in rural and urban communities. Other accomplishments are statewide nine-month term; improved school library service, in- cluding bookmobiles in many counties; peak in school building; Virginia Educa- tion Association’s study of sources of reve- VIRGINIA VOLUME 29, NUMBER 3; MARCH 1940 nue to support school program; special edu- cation for handicapped children. WASHINGTON The legislature appro- priated for common schools g percent more than any previous legislature. The equali- zation fund of $4,500,000 automatically prorated with basic support in apportion- ment. Teachers’ salaries are highest in his- tory. Reserve plan was adopted by legisla- ture for teacher retirement system and the system was opened to noncertificated em- ployees and teachers in state colleges of education. School administrators are at- tempting to get the point of view of the community concerning the schools. Work of classroom teachers and administrators is being unified. WEST VIRGINIA The year was good to the schools. Salaries for superintendents, princi- pals, and teachers holding masters’ degrees were increased. A greater number of youth were transported to highschools. A begin- ning was made toward tenure, retirement, and free textbooks. School revenues in- creased by approximately two million dol- lars. A few counties completed extensive building programs. Public opinion became more favorable for schools. WISCONSIN Progress was made in school legislation. Out- standing were the laws limiting full state and county aids to schools with ten or more in average daily attendance, legalizing highschool transpor- tation, granting the state superintendent power to consolidate districts with less than $100,000 valuation, and making possible the expansion of city school districts. A more equitable highschool tuition law was enacted. Certification authority was cen- tralized in the department of public in- struction. One-room rural schools were exempted from the teacher tenure law. Administration of classes for handicapped children is to be under a director in the state department. A program of education for those to be inducted into citizenship was made mandatory upon all county superintendents. Legislative appropriations were decreased for state institutions of higher learning. A supreme court decision ruled that marriage is not a cause for dismissal. The retirement bill spon- sored by the Wyoming Education Association passed in both houses but was vetoed by the governor. Membership in the WEA has increased. WYOMING [ 87 | x *« * ELEMENTARY-SCHOOL SERVICE « * x Why I Don’t Like Poetry To me, most poems are a pain. Their thoughts and words do not contain Much reason. For in my youth my time was spent In learning poems, to repent My treason. With book and pencil at my seat I strove to learn the things complete With commas. While teacher walked with manly stride A ruler swinging at her side To warn us. No beauty did that poem hold, On me the punctuation cold Was weighing. I pushed my pencil to and fro To master words, so I could go Out playing. And every time I broke a rule Or caused disturbance in our school, Just ornery The teacher found another book And out of it a poem took To haunt me. My disposition now is fair I don’t put gum in people’s hair For pleasure. But love of poems is the cost That I have paid, and thereby lost A treasure. —Lawrence Tuleen Can children use an English handbook? —Traditionally the answer has been “no.” Elementary-school children have been given a language textbook, not a reference book. But actual experiment with the Handbook of English for Boys and Girls, grades 4, 5, and 6, shows three facts: First, the children /ike to use the handbook and to find things out for themselves. Second, children can use a handbook, and it helps them form the habit of “never guessing,” which means progress and correctness. Third, the children need a handbook as a tool that is always available for use when needed. The Handbook of English was prepared by the National Conference on Research in English [published by Scott, Fores- man Company, Chicago, 60 cents a copy]. A second handbook for grades 7, 8, and g will be presented at the St. Louis meeting of the Conference—E. W. Dolch, College of Education, University of Illinois, Urbana. [ 88 ] The Crabtree Readers—New readers to be introduced at the St. Louis convention of the American Association of School Administrators are named for Dr. J. W. Crabtree, for many years secretary of the NEA, and in their theme, “The Art of Living,” preserve his fine philosophy for the children of America. The authors are his daughters, Eunice K. Crabtree and LuVerne Crabtree Walker. Co- author is the eminent writer, Dorothy Canfield. The Crabtree Basic Series is published by the University Publishing Company, Lincoln, Nebraska. The Garden Service, recently set up by the National Recreation Association, makes available on request the services of a garden specialist to help communi- ties organize programs thru schools, rec- reation departments, or garden clubs. Printed materials, including a Garden Manual, are also available. Requests should be addressed to Reynold E. Carl- son, director of the NRA Garden Serv- ice, 315 Fourth Avenue, New York City. I consider a human soul without edu- cation like marble in the quarry, which shows none of its inherent beauty till the skill of the polisher brings out the colors——Addison’s Spectator. Polly, Put the Kettle On—Thru_ our weekly tea-party for parents, we bring home and school close together. On a shelf in the cupboard that is used by the children are an electric plate, a whistling tea-kettle, colorful dishes, and other sup- plies. Tea is prepared and served by the children to any visitor who can stay at least an hour. In that time the child can show his work to his mother and ask his friends to show theirs. We reserve discussion of problem behavior until another visit, unless the mother volun- teers to talk about it that afternoon. If so, we leave the class to have privacy in which to talk. Friendship begun over the tea-table and continued thruout the year brings rich rewards to child, teacher, and parent—Nan B. Tracy, teacher, Kansas City, Missouri. Every child should have mud pies, grasshoppers, water-bugs, tadpoles, frogs, mud turtles, elderberries, wild straw- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION berries, acorns, chestnuts, trees to climb, brooks to wade in, water-lilies, hayfields and pinecones, rocks to roll, sand, snakes, huckleberries, and hornets, and any child who has been deprived of these has been deprived of the best part of his educa- tion.—Luther Burbank, naturalist, born March 7, 1849. Pioneer Photographer Club—The cam- era club of the Anne Hutchinson School, Bronx, New York, is dedicated to the great American, William H. Jackson, known as the “Pioneer Photographer.” He was instrumental in making Yellow- stone a national park, and has preserved covered-wagon days thru his camera and paintings (see The Pony Express Goes Through by Howard R. Driggs, illus. by Jackson; also The Pioneer Photog- rapher by Driggs and Jackson). Each Christmas and on April 4, his birthday, Mr. Jackson receives a remembrance from the camera club. On his 96th birth- day the children gave him a birthday party at which he showed many of his hand-colored slides. During the summer members were inspired by Mr. Jackson to take pictures of vacation activities. —Madeleine T. Schoenhof. “Literature for Children is the theme of our sixth-grade study this year,” writes Julia N. Clifton, teacher in Spring Street School, Atlanta, Georgia. “The children and I, their parents and friends, have selected the following 25 classics as of first importance”: Alice in Black Beauty Wonderland The Secret Garden Tom Sawyer The Wizard of Oz Huckleberry Finn Little Men Little Women Swiss Family Treasure Island Robinson Robinson Crusoe The Story of Dr. Gulliver's Travels Dolittle Tales from Kidnapped Shakespeare Pinocchio David Copperfield Heidi Just So Stories Hans Brinker Five Little Peppers Dog of Flanders Little Lord Ben Hur Fauntleroy Moby Dick Readers are invited to send material for this page. om WV ee Te! | | | | | | | | | | | | | | | | | | | | | | | | | | , | | | | | | | | | | | | | 4 2 a a a curr Please send me at one cent each Number [1] Your Life in the Making...............005 [2] Your Mind in the Making................. sok eae aN [3] Your Health in the Making............0060 ccc [4] Your Home in the Making................ 5 oe ene Oe [6] Your Citizenship in the Making............60 one. [7] Your Personality in the Making............00 ccc [9] The Planning of Your Life................ swith otaibiel [11] Future Teachers of America...........6006 0 cccccceses [12] Shall | Become @ Teacher? ......02 ccc ccc cecscssesseeeees [13] Community Forces and the School......... Gee [14] The Challenge of a United Profession....... Sere ae [15] The First State Normal School in America... ................ [16] The American Plan of Education.......... [17] Education for Democracy..............+-- ae [18] Education in a Living Universe............ aad [19] John Dewey's Pedagogic Creed........... [20] The Growing Teacher.........eeeeeeeeeee [21] A Golden Treasury of Beauty and Wisdom... ................ [22] A Golden Treasury from the Bible.........0 cn... [23] A Golden Treasury on the Art of Living.... Po [25] Selections from George Washington........ [26] Selections from Ralph Waldo Emerson...... [27] Selections from Abraham Lincoln.......... [28] Selections from Horace Mann............. [31] Shall | Go to College?.............00005: [41] Learning To Be a Leader................. =, [42] Franklin's Plan of Selfimprovement......... Suse [43] Franklin's Personal Growth Recordbook..... nae eae [44] The Tyranny of Bad Habits.............2.0 [45] A Parliamentary Primer................-- sisal [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 Week.... [60] Our Faith in Education........c.ccccceees [61] Horace Mann's Letter to Young Americans.. [62] The Code of the Good American.......... [65] Allied Youth: A School Club............. [66] American Youth Hostels ................. [73] Teaching Materials for Rural Schools........ [75] Supervised Correspondence Study.......... [86] Booker T. Washington at Tuskegee......... [91] Seven Adventures in Pioneering........... i pate ey Se ons 5k cscs sakn0:5.00. 6 01d) ascersiceavens [95] Children in a Democracy—White House Con- ference, 1940 [97] Roads to American Prosperity. ............ [98] Parks and American Culture............... [99] Student Selfgovernment..............055. [100] New Voter Preparation and Recognition.... .............. ; [101] Have You Had Your Vitamins?........... [102] Our Common Diseases. .............0205- [103] Shall | Become a Smoker?................ [110] Teaching of Reading in the Elementary School [111] Art in School and Life..............22005 [112] Teaching Economics to Children............ [121] How To Become an Expert Typist.......... [156] The Government Takes a Census........... [161] Suggestions for FTA Organizers........... [162] Programs for FTA Clubs and Chapters. ...... [165] What It Means To Be a Future Teacher...... iaeaciny [171] Education for the American Way of Life.... ........... [172] Crucial Issues in American Education....... ae [173] The Economy of Abundance.............. i ee [174] Charles A. Beard on Foreign Policy........ sakieahes [175] Thank God, I’m an American.............. ; [176] Social Imagination in Education............ tee [177] Motive-Centered Education............... [178] The Parents’ Part in Education............. Matching envelops for use in distributing leaflets. ... ee ee 2 eres eR neers VOLUME 29, NUMBER 3; MARCH I940 PERSONAL GROWTH LEAFLETS — comprehensi ve — compact — readable — attractive ERSONAL GROWTH LEAFLETS are published by the National Edu- Prrtion Association under the Hugh Birch-Horace Mann Fund. Authors include Franklin, Washington, Lincoln, Stuart Chase, Justice Brandeis, John Dewey. Size 3 x 5 inches, printed on attrac- tive India paper. Bring this service to the attention of others. Ask for order blanks for distribution to friends and students. Order Personal Growth Leaflets in quantity and keep a supply always on hand. JUST THE THING [1] For gifts to students and teachers [2] To send to school patrons and citizens [3] For personal work in guidance [4] For use with Future Teachers of America [5] For class study and discussion [6] For gifts in Sunday school or church [7] As a pocket or automobile library [8] To enclose in correspondence HOW TO ORDER PERSONAL GROWTH LEAFLETS sell for 1¢ per copy in any quantity or combination. Envelops are also 1¢ each in any quan- tity. No orders accepted for less than 25¢. Cash must accompany orders for $1 or less. To take advantage of get-acquainted Special Offer Number One, fill out and return the blank below or write a letter asking for this Special Offer. To order an assortment of your own selection, fill in the number of Leaflets wanted opposite each title in the lefthand column of this page, fill in the blank below, and send the entire page with your remittance. FILL IN THE BLANK BELOW NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street Northwest, Washington, D. C. (J SPECIAL OFFER NUMBER ONE—Please send me get- acquainted special assortment of 100 or more Personal Growth Leaflets, including one or more copies of each title now available, for which I enclose a $1 bill. [CL] REGULAR ORDER—Please send me a total of Per- sonal Growth Leaflets and ............ envelops as indicated in the lefthand column of this page, for which I enclose ................. I Sasso nasccsisinaiiplsinrenieinsa antaianitinalinliaiattdineiciianiiediiae eal I ITIIITI <~svescacisssusosicceiihiliintsaeneicebi chien daltneadhendnidenaldldnaadaneadaaaianmnaaia” Io :s/ssrcsvesesnclegeonainisinigibaissiparcileiibipsinearhsteeadhamsibipeaenataaaaaeanadaas NII cilchnscrsisdesthchsschdecneeinesieenhipiammeniniiaia UD iisie ch teiiasoniie [ 89 ] XG Ste Sh, * a * RURAL-SCHOOL SERVICE = *« «x Auto Driving Course for Rural Pupils M. M. GUHIN Supervisor Rural Demonstration Schools Northern Normal and Industrial School Aberdeen, South Dakota HE TRAGIC RECORD of highway acci- dents in the United States indicates that one child in every three is destined to be in an auto accident. For this rea- son the Rural Division of Northern State Teachers College has begun a course in auto driving for grammar- grade children in the Rural Demonstra- tion Schools associated with the college. A secondary objective is to give training in an activity in which, according to estimates of the automobile dealers in South Dakota, fully 95 percent of the children will eventually be engaged. The objection that children in the grades are too young is nullified by our finding that 30 percent of the grammar-grade children in our schools had already driven a car or truck to some extent. As a prerequisite to taking the course each child signs an application blank stating that neither the course nor the certificate issued on its completion will enable him or her to drive a car inde- pendently until the minimum age of fifteen years required by state law is reached. The application sets forth the work involved in the course. It must be signed by the critic teacher in charge and by both parents of the child. The schoolboard also approves the course be- fore any child is eligible to take it. Initial work in the course includes driving a small practice car five miles. This little car, with a speed limit of nine miles an hour, is a homemade toy- [ go | like auto which a businessman had con- structed for his children. By practice with it the children learn to control the driver’s wheel, keep on the right side of the road, watch for traffic, and assume to some extent driving responsibility. The little car carries two passengers; each child rides for a time as a pas- senger before driving. The police com- missioner has authorized us to place safety-zone signs to mark the practice route. Drivers are asked to stop at all street intersections before crossing. Driv- ing the practice car is considered a great treat by the children. Each child taking the course is re- quired to keep a notebook in which ac- counts of accidents, clipped from news- papers, are pasted. A section of the notebook is devoted to cartoons, pictures, and other graphic representations teach- ing highway safety. The notebook also has a section on safety slogans and rules, and each child writes in his own words an auto driver’s code. Some notebooks have original drawings and cartoons. Each driver is required to attend one lecture by an auto mechanic and one by a traffic policeman, and to write a synopsis of the lectures in his notebook. A copy of Man and the Motor Car by Albert W. Whitney (published by the National Conservation Bureau, New York City, 256p., 1937) is placed in each school library. Material on highway safety is also provided each school, ob- tained from the National Safety Coun- cil, insurance companies, auto dealers, police departments, and other organiza- tions promoting safety. Tests given to persons applying for a driver's license in other states (South Dakota does not have a driver’s license law) are being collected and a test will be given the children as they complete the course. Each child is required to drive a standard car, accompanied by an instruc- tor, at least twenty-five miles and at the same speed of nine miles an hour as on the practice car. Before driving, chil- dren practice shifting gears and operat- ing the mechanism. The pupil is cau- tioned to observe all rules of safety. Mechanics of driving are a minor part of the course. Emphasis in every lesson is placed on driver responsibility and safe driving. The reaction of children has been most gratifying. An absolute limit of thirty miles an hour is placed on all child drivers, even where the child has had considerable experience in driv- ing the home car. Thus far, children have kept within the twenty-five-mile limit, even when told they might drive a few miles faster. Children discuss accidents daily re- ported in newspapers and condemn carelessness which causes accidents. They are learning that safety on the highway is largely a matter of good citizenship—courtesy, consideration of others, assumption of responsibility for the lives of passengers, pedestrians, and other motorists, law observance, and strict attention to the work at hand. A certification of completion of the course will be awarded each driver at the demonstration-school picnic in May— attended by officers, teachers, parents, college students, and children. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION W tt P nn od ON FIIGRISCHOOL SERVICE « «= x | Conservation Club Work HE NEENAH Highschool Conserva- tion Club, organized about two years ago under the direction of the writer, is now one of the most active clubs in the highschool and has a mem- bership of 110 boys and girls. Two other teachers are now assisting in the guid- ance program. The club attempts to have students be- come conscious of the necessity of con- serving and preserving all wild life if Wisconsin is to remain a worthwhile state in which to live; the opportunity for constructive participation in a worth- while school and outofschool activity. The club also helps to give boys and girls an interest in the outofdoors. These individual interests may be an outgrowth of some group discussion. While there are cooperative group activities, each member is given the opportunity to dis- cover and develop some individual in- terest. Among the club activities—which have as their objective preservation and conservation of all wild life contribut- ing to the welfare of the state as a whole —are the following: Food planting—Wild duck food has been planted along swamps near the city. This food includes pickerel plant roots, wild duck millet seed, and wild life upland game food mixture, which is good for pheasants. Wild celery and other deep- water foods are being planted for some of the wild life. More food is to be planted on reserves, so that the ducks will get the full benefit of the planting project. Tree planting—This has been a major activity of the group. This planting of seeds and young trees suitable to Wiscon- sin has been done on a plot of ground near the school and will be used as the basis for study in general science. There are about two thousand trees of fifteen varieties planted on this plot. The trees when ready are to be transplanted in larger areas. Brooder—The club has a brooder house which has a capacity of 250 chicks. Last year we raised about four hundred chicks from two shipments of day-old chicks. Pheasant eggs are also used, and about 350 ARMIN GERHARDT who teaches in the Neenah, Wisconsin, Highschool, describes here a conserva- tion project that is suggestive for other schools, x4 chicks have been raised. These have been released near Neenah, on land especially suited to the life of the pheasant. Signifi- cantly, club members seemingly care little to hunt such birds after they have spent so much time in rearing them. The club ac- tivities help to bring about in the members an appreciation for the work which some of the wild life perform in elimination of insects injurious to the crops. As many as 121 grasshoppers have been found in the crop of a single bird. When pheasants are found eating the farmer’s corn, we advise the use of crow-repellent mixture, which is effective and costs little. Conservation exhibit—The club sponsors a window display on conservation as one of its yearly activities. This display exhibits the actual activities participated in by club members—tree planting, pheasant feeding, bird banding, and the like. National Wildlife Restoration Week is also observed. This year the dates are March 17-23. Stamps and albums secured from the National Wildlife Federation, Washington, D. C. are sold by the mem- bers of the club. A general assembly is sponsored by the group at this time to help conservation work. Feeding stations—The club has main- tained twenty-five pheasant feeding sta- tions. There have been as many as twenty to thirty birds seen near the stations by our members. The feed is furnished by the state. Small bird feeders made of apple boxes and orange crates are placed in the city. We have placed fifteen such stations and plan to build many more. Film study—Our club secures and shows motion picture films that pertain to the growth and conservation of wild life. Eight of the club members have iearned to run the machine, and are becoming well versed in the explanation of the pictures. The pupils in the grade schools, after seeing VOLUME 29, NUMBER 3; MARCH 1940 such films, are becoming conscious of the purpose and function of the conservation work. They enjoy the films a great deal. Talks—Members of the club are given the opportunity of giving talks on perti- nent phases of the conservation work of particular interest to them. To give a satis- factory talk the person must do some spe- cific research on the subject to substantiate any statement he makes. Bird banding—The bird-banding group has just been started as one of the activities of the conservation study. This group makes preparation before the return of the birds in the spring. This phase of the work will be under the direct guidance of the general science instructor, who has had wide experience in this banding work. Other club activities—The club has raised money to carry on the conservation projects thru various endeavors. One of the financially successful money-making projects was a puppet show. Given for pupils from grades three to six at an after- noon matinee, the performance was re- peated in the evening for older pupils and adults. This was well attended and many were the favorable comments. C. F. Hedges, our superintendent of schools, has supported our club, as have the people of the community. The club feels fortunate to have such capable leadership and whole- hearted community interest and support. Social activities—The club has a few social activities, of which the fisherman get- together is exceptional. At this time prizes, donated by local merchants and the manu- facturers of fishing equipment, are awarded for outstanding work. A good program is presented, and officers for the following year are elected. Summer activities—During the summer the club members raise the pheasants, and at that time I visit each one to see how the birds are coming. When large enough, the birds are banded and at eight weeks old are liberated at suitable places. The club feels that if each member will keep the club motto, he will be a little nearer to the outofdoors and more friendly toward wildlife. The motto is “Be a sport at heart and you will be known as such.” . [or] i ale TEACHER-EDUCATION SERVICE «= « x FTA College Chapters—The National Committee, Future Teachers of Amer- ica, has this month granted charters to chapters in the following colleges: Florida Southern College, Lakeland Pratt Jr. College, Pratt, Kans. State Teachers College, Richmond, Ky. State Teachers College, Kalamazoo, Mich. Central College, Fayette, Mo. Nebraska State Teachers College, Peru State Teachers College, Johnson City, Tenn. Kilgore College, Kilgore, Tex. Texas Technological College, Lubbock Whenever I see students taking edu- cation in other colleges or universities, I can’t stress too strongly the great ad- vantages and the almost necessity of es- tablishing an FTA chapter. The FTA chapter is more than an organization of future teachers whose purposes are ob- jectively expressed; it also has a certain something that causes its members to be not only welleducated men and women, but wellrounded individuals—James C. Aldrich, president, Allen S. Whitney Chapter, FTA, University of Michigan. The Influence of Teachers—In spite of economic distress, the greatest task of a democracy is the education of its youth. The success of the training received by our boys and girls cannot be attributed to fine buildings, beautiful grounds, or modern equipment, vitally important as these are. It is measured by the influence of instructors whose academic training and wellrounded personalities lead students to learn to think and to live rightly. —J. T. Anderson, president, State Teachers College, Wayne, Nebraska. District conventions of the South Da- kota Association in 1939 adopted resolutions indorsing Future Teachers of America and recommend- ing the organization of such groups in all secondary schools and institutions of higher learning. The Louisiana Teach- ers Association, thru resolution, has re- affirmed its belief in and support of Future Teachers. From a New York State Teachers Col- lege— Every year we have five times as Education many people applying as can be ad- mitted. Ten hundred and fifteen stu- dents applied for entrance last year but only two hundred were accepted. [ 92 | FTA Journal Checkup Project— Pur- poses: To give Future Teachers prac- tice in participation in their national professional organization; to aid the editorial staff to discover what readers desire in THE JourNAL. How to proceed: The secretary of the chapter may write to the JourNaL staff, 1201 Sixteenth Street Northwest, Washington, D. C., saying, “Our chapter hereby vdlunteers for the JourNaL evaluation service.” Special blanks for this purpose will then be sent for the current month and there- after so long as the chapter replies. Each month immediately after receiving THE JournaL, FTA members may fill in their checkup blanks individually, these to be collected and sent in by the secretary. Or the current JouRNAL may well be dis- cussed at an FTA meeting, after which group evaluation of the issue may be mailed to THE JouRNAL. Children’s Museum—The Shippensburg (Pennsylvania) State Teachers College is conducting a children’s museum [a] where children and college students may observe displays in connection with cur- riculums; [b] containing materials to be lent to schools as supplements to class- room work; [c| for children’s activities on Saturdays and during their spare time. “Our club has been active in try- ing to acquire a bet- ter knowledge of the teaching profes- sion. A delegation was sent to the state education —_associa- tion meeting at Wheeling to partic- ipate in a panel dis- cussion with mem- bers of the West Liberty FTA chap- ter. Here we joined with West Liberty in trying to interest highschool teachers THE LAKIN F. in starting Future Teachers groups. “We have had several night meetings in the homes of club members where we had teachers as guests, visited other highschools in order to observe the dif- ferent methods of teaching, and tried ROBERTS CLUB, to contribute something worthwhile to each meeting. We are planning a radio broadcast in order to acquaint pupils, teachers, and parents with our club and its place in the teaching profession.”— Elspeth and Lorah Byers, Future Teach- ers, Lakin F. Roberts Club. There were in 1900 in the United States 313 college students for each 100,000 population. In 1930 there were 897 per 100,000 population. Valuable for Curriculum Workshops— A number of universities report distri- bution of Personal Growth Leaflets to participants in their Curriculum Work- shops, and their widespread use by the group. For information concerning these leaflets, see page 8g. “Grand Old Man” of Murray State Honored—Dr. John W. Carr, dean, State Teachers College, Murray, Ken- tucky, was honored on his 8oth birthday, when the John Wesley Carr Health Building was informally dedicated. Dr. Carr is a founder of the FTA chapter at Murray. The Indiana State Teachers College, Terre Haute, for the first time in its history has more men than women en- rolled. FUTURE TEACHERS OF AMERICA at the University Demonstration Highschool, Morgantown, West Virginia, was the first highschool FTA club in that state Any existing group in a college—such as the Education Club—that meets the requirements for Future Teachers of America, may be chartered as a Future Teachers chapter, without losing its identity. There may be several FTA chapters in one college. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 9) e ts ON « *« * NOTES AND ANNOUNCEMENTS *« « « Life Members Received in January 1940 ALABAMA—C. F. Newell CaALIFORNIA—Florence Emily Neppert Connecticut—Frank Piazza District oF CotuMBiA—Maude E. Aiton Hawaiu—Donald I. Gustuson INDIANA—Ross C. Lyons Kentucky—Harry W. Peters Maine—Mrs. Anna Howard Dority New YorK—Mrs. Emma A. Morsch, Myrna I Schuck On1o—Margaret Meredith, Carl W. Toepfer, Mil- dred J. Wiese PENNSYLVANIA—John A. Muscalus Texas—Henry A. Horton, Jr., Frank M. Jackson Uran—Mrs. Jennette E. Atkin VerMONT—Raymond Anderson, Tobin Haggerty Have You Filed Your Income Tax Return? yx Have you filed your federal income tax return? The deadline for filing is March 15. Anyone who has a gross income of $5000 or over, or net income of $1000 or over if single or $2500 or over if married and living with husband or wife, must make a return. If you have not received the necessary forms, they may be obtained from the nearest internal revenue office. If you do not know where it is located, consult your postmaster or banker. Most teachers will use form 1040A. However, form 1040 should be used if net income is over $5000 or if income is in part from such items as rents or gains from sale ot property. Teachers whose sole income is in the form of salary will experience little difh culty in making out the forms if the printed instruction sheet is carefully fol lowed. In many larger cities, the problems An editorial from Collier's: Cut School Money Last of the income tax have been covered by memorandums to teachers. Since teachers generally receive only modest salaries the federal income tax will not be great. Many will not be required to file at all. Others who are required to file will frequently find that exemptions and deductions will be great enough so that, while they must file a return, there will be no tax to pay. Teachers who are re- quired to pay a tax on their income will be paying on exactly the same basis as other citizens. The income of most teachers is almost entirely from public tax funds. Teachers will Le in a better position to urge adequate financing of the schools if they pay taxes on the same basis as do other citi- Zens. The following statement, directly affect- ing income-tax deductions of teachers and other public-school employees, is quoted from a news article released by the Bureau of Internal Revenue: “These taxpayers (state officers and em- ployees) are entitled to the same deduc- tions and credits as are other taxpayers (explained in the instructions which ac- company the income-tax returns, forms 1040, distributed thru the offices of the collectors of internal revenue). 1040A and Dues paid by teachers to professional socie- ties, the price of their subscriptions to edu- cational journals connected with their pro- fession, and traveling expenses, including railroad fares and meals and lodging, in- curred in attending teachers’ conventions in the United States, if they are not reim- bursed for such expenses, are deductible from the compensation received by them as teachers in determining net income for federal income-tax purposes. Records of such expenditures should be kept to sub- stantiate the deductions claimed.” The St. Louis Convention yy THE MARCH JOURNAL goes to press in advance of the winter convention, a report of which will appear in the April issue. Allinclusive Membership Card yy THE FOLLOWING sTATEs have approved the use of the allinclusive card for member- ship in local, state, and national education associations: Alabama, Arizona, Arkansas, Colorado, Connecticut, Delaware, Georgia, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mis- souri, Montana, Nevada, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Da- kota, Texas, Utah, Virginia, Washington, West Virginia, Wisconsin, Wyoming, and the District of Columbia. Studying the Census in the Schools yy THE BUREAU OF THE CENSUS suggests the following activities for students during the time that the decennial census is being taken: [1] Discuss in detail with parents the problem of taking the census. [2] Read and discuss articles on the census in local and state papers. |3] Write articles for class and school newspapers. [4] Urge a discussion of census-taking by parent-teacher associations. National Education Association views the next few years with alarm, as regards the schools. She says: Pxetionat AMY H. HINRICHS of the There are few public enterprises so economically managed as schools. On the average, throughout the United States, counting in all expenses of instruc- tion and supplies, it costs less than $900 to send a child through one entire twelve years of grade and high school. It is hard to see how the amount could be decreased without reducing the advantages of education. Yet there are organized forces trying to curtail support. Tax levies are being cut. School funds are being diverted. No sooner had the schools survived from the blows of economic depression than they were hit by demands for revenue from the increasing number of public welfare agencies such as old-age pensions and relief. ‘Deficit’ vacations will be enforced in some of our wealthiest cities in 1940. Schools will close early in thousands of rural communities. Collier's for February 10, 1940 VOLUME 29, NUMBER 3; MARCH 1940 Here is the punch line in Dr. Hinrichs’ state- ment: Unfortunately, those services of the schools which mean most to the maintenance of democratic gov- ernment are often eliminated first in the name of democracy. We don’t know that we can add much to that—except to advise interested readers to clip this Coliier’s editorial for any use that may suggest itself when their local politicians pro- pose to lop off another school service. After the heavy spending of the thirties, we’re more than likely to have todosome heavy economizing in the forties, if our financial setup is to remain solid. But the last institutions on which economy should be practiced are the schools. And by schools we mean all the edu- cational institutions from kindergarten to col- lege, inclusive. [ 93 | [5] Write and enact a play based on the coming of the census-taker. [6] Use the census theme in art classes in posters, cartoons, and sketches that con- vey the idea to the public. [7] Take a census of the class or school. [8] Have a bulletinboard on which cen- sus information is posted. [9] Collect newspaper items, magazine articles, and pictures on the census. Make a census scrapbook. [10] Find in the Constitution and pro- duce in class the authority for taking the census. [11] Make a study of how the popula- tion spread to the west. [12] Report on attitudes the public should show toward the census-taker— courtesy, patience, cooperation, truthful- ness, others. [13] What changes may the census show should be made in your own school because of a change in the number of children in the grades? [14] Define your community’s problem of the census and find out how the public library can help to present it clearly to the public. [15] Ask the advice of the librarian as to what you may do toward informing your community as to the problems in- volved in taking the census. [16] Call to the attention of your class- mates and associates whatever magazine articles, charts, graphs, slides, movies, you may see that bear upon the census. [17] Make a measure of how your com- munity can best prepare for the taking of the census and find out if it is following the proper course. Is This Address Correct? Is the address to which this issue of THE JouURNAL was mailed correct? If not, please fill in the blank below and return it to the National Education Association, 1201 Six- teenth Street N. W., Washington, D. C. NEW ADDRESS Commencement Is Coming yy SPRING COMMENCEMENT plans are un- derway in many communities, and the 1940 Vitalized Commencement Manual containing summaries of 1939 graduation programs thruout the country is available for 50¢ from the National Education Asso- ciation as an aid to teachers. To Study the Junior College yy THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES has received a grant of $25,000 from the General Education Board to finance a series of exploratory studies in the general field of terminal education in the junior college. Approximately 500 ac- credited junior colleges are now found in the United States besides another hundred which are not yet thus recognized. About two-thirds of the 175,000 students enrolled in these institutions do not con- tinue their formal education after leaving the junior college. The new study will be concerned particularly with courses and curriculums of a semi-professional and cul- tural character designed to give this in- creasing body of young people greater eco- nomic competence and civic responsibility. It is anticipated that the exploratory study, which will include a large proportion of the junior colleges in the United States, will reveal the need and the opportunity for a series of additional studies and ex- perimental investigations and demonstra- tions which may cover several years of continuous effort. Immediate responsibility for the study will be vested in an executive committee consisting of Roscoe C. Ingalls, chairman; Doak S. Campbell; and Byron S. Hollinshead. Director of the study will be Walter Crosby Eells, executive secre- tary, American Association of Junior Col- leges, Washington, D. C. Why Not More Salary Schedules? yy Tue apvantaces of a.salary schedule for teachers, in preference to the policy of fixing salaries on the basis of individual bargaining, are well recognized. But of the 1850 cities reporting to the National Edu- cation Association Research Division on salaries paid in 1938-39, more than a third, or 630 cities, reported that no schedule was being followed. In some places schedules were set aside during the depression years, with many inequities in individual salaries as the result. A resumption of the salary- schedule principle is urgently needed in many school systems today. The White House Conference yy THE jourNat is happy to present in this issue the Personal Growth Leaflet, “Children in a Democracy” | pages 69-70 |, which tells the story of the 1940 White House Conference on Children in a De. mocracy. Executive Secretary Willard E, Givens of the National Education Associa- tion and Secretary William G. Carr of the Educational Policies Commission were members of the conference, which met in Washington January 18-20. It is encourag- ing to note that the recommendations of the conference are in general ones which the NEA has been and is working for. The impetus of the White House Conference should help us to achieve them. Mars in Civilian Disguise! yy Tuis 1s THE TITLE of a pamphlet expos- ing “the military purposes underlying the student pilot training program being ad- ministered by the Civil Aeronautics Au- thority.” Written by Edwin C. Johnson, the pamphlet is published by the Commit- tee on Militarism in Education, 2929 Broadway, New York City. In the fore- word, John Dewey states, “the vast major- ity of American citizens are opposed to in- volving this country in a foreign war. The Opposition is as sincere as it is deepseated. In spite of this opposition, militarists are taking advantage of the feelings of fear and insecurity which develop in wartime to increase the size of our army and navy to unheard-of proportions. Public moneys are needed for the peaceful maintenance of an industrious and prosperous citizenship. But they are being diverted to the cause of war. The facts adduced by Mr. Johnson raise the question as to whether the fed- eral government's student pilot training program is not a camouflage for a defi- nitely militaristic project.” Horace Mann Movie yy Worp HAs BEEN RECEIVED that Mr. James Roosevelt and his recently organized Globe Productions are going forward with plans for the production of a movie based on the life of Horace Mann and have en- gaged Mr. Houston Branch to prepare the production. Summer Conferences yy THE NEA DEPARTMENT of Supervisors and Directors of Instruction is sponsoring two summer conferences, one at North- western University, Evanston, Illinois, July 8-19, and the other at the University of California at Berkeley, July 15-27. The theme of the conference at Northwestern will be, “Understanding and Enriching the Interrelation of the Growing Child and Community Living.” Meaningful commu- nity experiences have been planned for the participants. The theme of the conference at the University of California is “Evalua- tion of Instruction.” [Cont. on page 96| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION De wtwew Mr. zed ith sed the ‘ION « * ONE AUNDRED PERCENT ENROLMENTS « « Watch for your school. The rapidly increasing number of schools in cities and counties with every member enrolled has led your Association lo set aside this section of The Journal to record this significant growth. Completed Enrolments HE FOLLOWING COUNTIES, cities, and individ- , ie schools reported 100 percent membership thru January 31 and have been continuously en- rolled in their national professional organization for the number of years indicated: TWENTY-TWO YEARS CALIFORNIA—Stockton, Lafayette TWENTY-ONE YEARS Cotorapo—Denver, Perry lowa—Keokuk, Entire System TWENTY YEARS Wisconsin—Fond du Lac, Entire System NINETEEN YEARS Connecticut—East Hartford, Burnside MassacH USETTS—Belmont, Chenery New YorkK—Mount Vernon, William Wilson Elem Oxuto—Norwood, Sharpsburg EIGHTEEN YEARS Catirornia—Berkeley, Roosevelt Missouri—Kansas City, Scarritt OxL_aHoma—Muskogee, Entire System Washington; Santa Ana, SEVENTEEN YEARS CaLirornia—South Pasadena, El Centro St. : Cotorapo—Cripple Creek, Cripple Creek Elem School Dist. No. 1, Cripple Creek Sr. High SIXTEEN YEARS ALaBAMA—Birmingham, Powell Cotorapo—Denver, Barnum, Bromwell, Ebert, Fair- mont, Thatcher, Wyatt, Wyman Nevapa—Bunkerville, Virgin Valley Sr. High; Mesquite, Mesquite; Moapa, Moapa; Overton, Moapa Valley High New Jersey—Summit, Central Jr. High New York—Mount Vernon, Wilson o. High; Rye, Public School Dist. No. 3 On1o—Alexandria, Entire System PENNSYLVANIA—Greenville, Columbia; Steelton, En- tire System TENNESSEE—Shelby County, Entire System WasHINGTON—Bellingham, Roosevelt Wyominc—Casper, McKinley FIFTEEN YEARS Cotorapo—Denver, Alameda New York—Oneida, North Broad St. Oxun10—A shtabula, Washington PENNSYLVANIA—Abington, Entire System Wisconsin—Kenosha, Jefferson FOURTEEN YEARS CaLiFornia—Atascadero, Atascadero Elem.; Dinuba, Entire System Cotoranpo—Denver, Asbury, South Denver High, University Park Hawaii1—Lahaina, Maui, Honokowai Micuican—Dearborn, Southwestern New Jersey—Dunellen, Lincoln School No. 2, Whit- tier School No. 1; Northfield, Mill Road Pennsytvanita—-Braddock, Braddock High, Car negie, Copeland, Hamilton, Henning; Camp Hill, Entire System Wyrominc—Cheyenne, Johnson THIRTEEN YEARS CaLtrornra—Alameda, Mastick Cotorapo—Denver, Adams St., Baker Jr. High, Bryant-Webster, Grant Jr. High, Lake Jr. High, Stedman, Teller Froripa—Canal Point, Canal Point; South Bay, South Bay Jr. High Massacn usetts—Everett, Hancock MIcHIGAN- -Dearborn, Whitmore-Bolles New Jersey—Northfield, Entire System HIS SCHOOLS HAVE BEEN ONE HUNDRED PERCENT FOR TWENTY-ONE YEARS R. L. REID Superintendent of Keokuk, Iowa, schools. The left photo was taken around 1908; the other, recently. The Keokuk schools have been 100 percent in Association membership since 1919, TWELVE YEARS CaLirornia—Santa Ana, Thomas A. Edison Cognese—Deaee, Cheltenham, Colfax, Smiley Jr. igh Hawatt—Hauula, Oahu, Kaaawa Inp1IANA—Newcastle, Entire System Micu1Gan—Dearborn, Entire System New York—Rochester, Lewis H. Morgan School No. 37 ELEVEN YEARS Cororapo—Denver, Beach Court, Swansea Connecticut—East Hartford, Center Hawatt—Hilo, Kaiwiki, Waiakea-kai, waena; Kalapana, Puna, Kalapana; Kauai, Koolau; Kurtistown, Kurtistown New Jersey—Atlantic City, Chelsea Hghts.; Lace renceville, Lawrenceville New Mexico—Albuquerque, John Marshall Ounto—Columbus, Everett Jr. High VermMont—Bellows Falls, Wells St. Waiakea Kilauea, TEN YEARS CaLtrornia—Glendale, Balboa; Santa Ana, Franklin CoLtorapo—Denver, Ellsworth District or Cotumsbia—Washington, Takoma Hawatt—Pahala, Kapapala ILt1no1s—Evanston, Evanston Twp. High; Glen Ellyn, Entire System OKLAHOMA—Tulsa, Riverview PENNSYLVANIA—Abington, Cedar Rd.; Ambridge, First Ward Vermont—Ludlow, Black River Academy Delhi, NINE YEARS Cotorapo—Denver, Ashland, Boulevard, Elyria Itt1no1s—Highland, Entire System MASSACHUSETTS—Williamstown, Broad Brook, Wal ter G. Mitchell, South Center MicuiGan—Dearborn, Edison Missouri—Kansas City, Allen, Edwin C. Meservey, Woodland New Mexico—Albuquerque, Coronado New York—Poughkeepsie, Warring; Ridgewood PENNSYLVANIA—Ambridge, Harmony, Liberty Rochester, EIGHT YEARS CatiFrornia—Santa Ana, Hoover, Wilson Co.torapo—Denver, Columbian, Mitchell, Reynolds, Steck VOLUME 29, NUMBER 3; MARCH 1940 ILLino1s—Freeport, Harlem Missour1—I ndependence, Bristol; Kansas City, Bor- der Star Nevapa—Ely, White Pine County Highschool No. 1 New Yorx—Larchmont, Murray Ave. PENNSYLVANIA—A bington, Ardsley; Bergey, Upper Salford Twp.; Narberth, Narberth Woatsuntn-iiilientes, Cass St., Girls’ Jr. Tech. School (North), Green Bay Ave., Greenfield, Hart- ford Ave., Sixty-eighth St., State St. SEVEN YEARS CaLirornia—Santa Ana, Logan CoLtorapo—Denver, Lincoln, Washington Park Connecticut—Waterbury, Bunker Hill District or CotuMBia—Washington, Seaton Hawati—Hilo, Waiakea-uka; Honolulu, Waikiki; Waiakoa, Maut, Kealahou ILL1no1s—E/lmwood Park, Elmwood, John Mills Missouri—University City, Nathaniel Hawthorne New Jersey—Camden, Mulford New York—Pine Plains, Entire System; Rochester, Abraham Lincoln Oxuio—Youngstown, Haselton PENNSYLVANIA—Norristown, Roosevelt; South Lang- horne, South Langhorne Soutu Dakota—Sioux Falls, General Beadle Wisconsin— Milwaukee, Humboldt Park, Silver Spring SIX YEARS Avaska—Juneau, Entire System a 7 =~ lease Haight, Lincoln; Santa Ana, .incoln Cotorapo—Canon City, Wilson Jr. High; Denver, Emerson District or CotumB1a—W ashington, Gales, Shepherd Hawati—Hamakuapoko, Maui, Hamakuapoko; Hilo, Keaukaha; Honolulu, Thomas Jefferson, Pohu- kaina; Lihue, Kauai, Huleia Iitt1nots—Charleston, Franklin InDIANA—Indianapolis, Catherine Merrill School 25 Micuican—Detroit, Fairbanks New JerseEy—Neptune Township, Entire System Oxu1to—Warren, McKinley PENNSYLVANIA—Willow Grove, (Upper Moreland Twp.), Entire System Wisconsin—Eau Claire, School for A-Typical Chil- dren, Seventh Ward Vocational; Milwaukee, Bin- ner School for the Deaf, Hi-Mount Blvd., Eight- eenth St., Fratney St., Peckham Jr. High, Philipp, Story FIVE YEARS ALABAMA—Birmingham, Graymont CALIFORNIA—Berkeley, Jefferson; Compton, Janie P. Abbott, George Washington; E/ Centro, Hard- ing; Glendale, John Marshall; Santa Ana, John C. Fremont, Jefferson, McKinley, — Muir CoLorapo—C ripple Creek, Entire System Hawatt—Honolulu, Robello; Pearl City, Oahu, Pearl City; Wahiawa, Oahu, Kipapa ILt1no1is—Elmwood Park, Entire System; Peoria, Washington InpD1aANA—I ndianapolis, Kokomo, Douglas MassacHusetts—Gloucester, Point Primary — alee capea gy Thomas Lowry NEBRASKA—Omaha, Rosehill Nevapa—Dry Lake, Dry Lake School Dist. No. 1; Logandale, Logandale School Dist. No. 1; Overton, Educational Dist. No. 1 Onto—Lakewood, McKinley Orecon—Estacada, Union Highschool Dist. No. 6; Portland, Capitol Hill Harrison School No. 2; PENNSYLVANIA—Tresckow, Tresckow; Wyalusing, Wyalusing Boro West Vircinia—Eskdale, Eskdale Wisconstn—Milwaukee, Custer High, Pleasant View, West Brown St. FOUR YEARS AtasKa—Naknek, Naknek School (North) CaLirornia—Berkeley, Whittier; Santa Ana, Lowell CoLtorapo—Denver, Columbine, Crittenton Connecticut—East Hartford, Hockanum District or CoLtuMs1a—Washington, Orr School FLoripa—-Miami, Robert E. Lee Jr. High, Shadow- lawn, Shenandoah Jr. High Grorcia—Atlanta, Connally Hawati—Holualoa, Puuanahulu; Honolulu, Leahi Home ILL1nois—Bridgeport, Entire System InDIANA—V incennes, Entire System [ 95 ] Kentucky—Louisville, George D. Prentice MsryYLanp—Dorsey, Dorsey Micuican—Detroit, Burbank Mrissouri—Kansas City, Carlisle Oxun10—Akron, Milheim; Columbus, Entire System; East Cleveland, W. H. Kirk Jr. High PENNSYLVANIA—Ambridge, Anthony Wayne; I/n- diana, Horace Mann, Senior High, Thaddeus Stevens; Wayne, Rosemont Public West Vircinta—Bluefield, Beaver High Wisconsin—Milwaukee, Hawley Ave., Tippecanoe, Townsend St. THREE YEARS AtaBAMA—Geraldine, Entire System AvasKa—Eagle, Eagle; Nenana, Franklin K. Lane Arizona—Phoenix, Roosevelt School Dist. No. 66 Catirornta—Los Angeles, Eijighty-seventh St., Ninety-ninth St. Cotorapo—Denver, Cole Jr. High, Edison, Globe- ville, Garden PI. FLorripa—Miami Springs, Miami Springs Grorcia—Atlanta, Milton Ave. Hawait—Haiku, Maui, Halehaku; Honolulu, Kalihi- uka, Kapalama; Kthei, Maui, Kihei; Lahaina, Maui, Puukolii; Makawao, Maui, Makawao; Ulu- palakua, Maui, Ulupalakua Int1no1s—Bloomington, Edwards; Pinckneyville School No. 50 Kansas—Eskridge, Rural High; Ottawa, Entire Sys- tem Lourst1ana—Enterprise, New Enterprise High & Elem.; Harrisonburg, Harrisonburg High & Elem. ; Jonesville, Block High; Larto, Larto; Manifest, Manifest High; Mayna, Boggy Bayou, Island Bayou; Sicily Island, Sicily Island High Maine—Axuburn, Walton Jr. High MaryLanp—Chesapeake City, Chesapeake City Elem. ; Fruitland, Fruitland; Northeast, Northeast Elem. MASSACHUSETTS—W illiamstown, Entire System MississipPi—Jackson, Galloway, George New JerseEy—Lyndhurst, Jefferson; Oakhurst, Oak- hurst NortH CaroLtina—Charlotte, Central Sr. High Oxn1o—Columbus, Mifflin High; Youngstown, Grant Jr. High PENNSYLVANIA—Ambridge, Fou th Ward; Twp. Cons.; Westville, Washington Twp. Vermont—Websterville, Lower Websterville VirGinta—Richmond, East End Jr. High, Powhatan Pinckneyville, Eldred, West VirGinta—Milton, Balls Gap, Milton West; Pratt, Pratt Jr. High Wisconsin—Milwaukee, Burbank, LaFollette, Wind- lake Ave. TWO YEARS Ataska—Kaltag Public School Ca.irornia—Berkeley, Cragmont; Glendale, Frank- lin, Glenoaks; Harbor City, Harbor City; La Crescenta, Lincoln; San Francisco, John Muir CoLorapo—Denver, Whittier FLoripa—Miami, W. J. Bryan Jr. High Hawati—Eleele, Kauai, Eleele; Hatku, Maui, Huelo; Hilo, Kapiolani, Puumaile Home; Kahakuloa, Maui, Kahakuloa; Kaupo, Maui, Kaupo; Nanakuli, Oahu, Nanakuli; Opihikao, Opihikao Inpiana—Fort Wayne, South Side Sr. High; Ko- komo, Palmer; Winchester, Public School Lovuisiana—S pring Creek, Spring Creek Sr. High Matne—Southport, Public Schoo! MicHican—Detroit, Estabrook, Hally MississipP1—Jackson, Enochs Jr. High Nevava—Baker, Consolidated School No. 1 New Jersey—Camden, Liberty; /rvington, Madison Ave.; Lawrenceville, kntire System; Montclair, Mt. Hebron Jr. High New Yorxk—Nanuet, Public School Dist. No. 8 NortH Carotina—Charlotte, Glenwood; Cornelius, Cornelius High ————™. Entire System; Orwell, Orwell ons. PENNSYLVANIA—A mbridge, Second Ward Texas—Amarillo, Pleasant Valley West VirGinia—Bluefield, North Side; Dunmore, Dunmore; Pratt, Pratt Elem. Wisconsin—Milwaukee, East Trowbridge St., Lee, Madison St., North Twenty-seventh St. CURRENT YEAR ALaBAMA—Greenhill, Greenhill Public AvasKa—Council, Council Territorial; McGrath, McGrath Territorial; Tee Harbor, Juneau, Tee Harbor Territorial CALIFORNIA—Alhambra, Ramona; Anaheim, Broad- way; Glendale, Cerritos, Thomas Jefferson Cotorapo—Bennett, Dist. No. 29, Entire System FLoripa—Miami, Allapattah Elem., Wm. J. Bryan Elem., Ada Merritt Jr. High Georcia—Atlanta, Goldsmith Hawait—Honolulu, Lunalilo, Shriners Hospital}. Kailua, North Kona, Kailua; Kealia, Kawia, Ma’ helona Hospital; Kunia, Oahu, Kunia; Makawelj Kauai, Makaweli; Waianae, Oahu, i 4 Wailuku, Maui, Wailuku ILLinois—Aurora, Domeire; Catlin, Catlin; Franj fort, Frankfort High; Hoopeston, Honeywell, Lin. coln, Maple; La Salle, Campbell School of Arts Waianae: Jackson, Lincoln, Matthiessen; Mansfield, Public School Inptana—Bluffton, Columbian; Elkhart, Central Jr. High; Fontanet, Fontanet High; /onesville, Jones. ville; Martinsville, North School; Modoc, Entire System Kansas—Hillsboro, Hillsboro Ir. High Massacuusetts— Malden, Emerson, Glenwood, Lin. den; Medford, Hancock MicuiGan—Dearborn, Harvard NeEvapa—Austin, Walsh New Jersey—Trenton, Moses New Mexico Eagle Nest, Moreno Valley School Dist. No. 25 Oxnto—Cleveland, Buhrer, Walton; Dayton, Franklin, Grace A. Greene, Ruskin; Youngstown, Hillman Orecon—VPortland, Alameda, Binnsmead, Fulton Park, Glencoe, Holladay, James John, Vestal, West Portland PENNSYLVANIA—Indiana, Entire System; Lemoyne, Entire System; Pricedale, Lebanon Twp. Cons, SoutH Carorina—Allendale, Allendale Public; Furman, Entire System TENNESSEE—K norville, Meade; Nashville, Cheer- field Farm, Cripple Children’s Hospital, Oakville Sanatorium Uran—Salt Lake City, McKinley VeRMONT—Barre, Brookside; Ludlow, Ludlow Graded VirGcinta—Middletown, Senior High; Petersburg, Giles B. Cooke; Roanoke, Tinker Creek WasHincton—Yakima, Madison West VirGinta—Charleston, McGwigan; Decota, Decota; Dunbar, Dunbar First Ward; Grafton, Bluehill, First Ward, Park View, Rosemont, Thornton, Webster; J/zydale, Ivydale; Kingwood, Kingwood; Spring Hill, Washington Dist. High Wisconstn—Cushing, Cushing Trade; Leadmine, Leadmine State; Milwaukee, Elm, Rutherford B. Hayes, Albert E. Kagel, Maryland Ave., North Fighth St., North Fifth St., Steuben Jr. High, Thirty-first St., West Hopkins St., Wisconsin Ave. | Cont. from page 94| Opportunity will be provided for extensive observation in the demonstration school. Programs for these conferences may be obtained by writing to the Department at 1201 Sixteenth Street, Northwest, Washington, D. C. Education for Civic Responsibility s& Tue civic EpucATION staff of the Edu- cational Policies Commission completed in January its field studies of school pro- grams of education for civic responsibility. The 80 highschools visited were selected from more than 1200 whose programs were recommended to the Commission for consideration; they are distributed in all parts of the country. A casebook of effec- tive practices in civic education is now be- ing prepared for publication late in the spring. The Civic Education staff, headed by tke secretary of the Educational Policies Commission, William G. Carr, includes: G. L. Maxwell, assistant secretary, on leave from the School of Education, University of Denver, and for the last three years as- sistant director, Education Program, WPA, Washington, D. C.; Howard E. Wilson, consultant (Social Studies), on leave from the Graduate School of Education, Har- vard University; Samuel Everett, consult- ant (Community Relations), on leave from the School of Education, Northwestern University; Oliver H. Bimson, consultant ( Administration), on leave from Assistant | 96 | Superintendency of Schools, Lincoln, Ne- braska; and Harold Benjamin, parttime consultant, dean, School of Education, Uni- versity of Maryland. Children’s Theater ye Tracuers will be interested in an article, “Children’s Theater,” in Holland’s, the Magazine of the South, for February, 1940. The article tells the story of Clare Tree Major and the Children’s Theater which she founded and directs. This year celebrating its sixteenth anniversary, the theater has six companies of adult profes- sional actors presenting children’s plays on tour. Elective Bible in the Knoxville City Schools vv Brsce Teacutnc in the Knoxville, Ten- nessee, schools is a church project initiated, financed, and supervised by the churches of all Protestant denominations in the city, and working thru the Ministerial Associa- tion which elects and pays teachers and agrees upon what is to be taught. Other religious groups that wish to do so may organize classes for their children. The principle of separation of church and state is rigidly followed. The schoolboard fur- nishes vacant classrooms and gives credit for graduation as it does for other electives. Emphasis is on the cultural and historical, with denominational issues avoided. One- half credit is given for each term’s work, a full unit for the year’s course. Then Came War: 1939 yy THE EDUCATIONAL POLICIES COMMISSION in its statement on “American Education and the War in Europe” { November 1939 JouRNAL| pointed out that the European war created new problems and responsibili- ties for American education. To aid in the provision of suitable teaching and study material, the World Book Company has produced an album of three phonograph records. The subjectmatter of these records, entitled “Then Came War: 1939,” is the events leading to the outbreak of war in 1939. The album contains three twelve- inch records—six sides—and is priced at $6.50 with a 20 percent discount to schools. For information, address the World Book Company, Yonkers-on-Hudson, New York. The Committee on Rural Education ye Acommirttee on Rural Education with offices at 600 South Michigan Avenue, Chi- cago, has recently been appointed by the American Country Life Association. Ros- coe Pulliam, president, State Teachers Col- lege, Carbondale, Illinois, is chairman; Agnes Samuelson, secretary, Iowa State Teachers Association, is vicechairman; ex- ecutive secretary is [Cont. on page A-46| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a. eli, nk An rts, ic ies ire lin, n ton tal, on 39 an jas Is. ok th hi- New RCA 16mm. Sound Film Projector! See the exclusive features which put this simplified unit for schools YEARS AHEAD! Built by the company with the world’s greatest experience in sound recording and reproduction—the company that not only makes the sound recording equipment used by Hollywood studios, but the RCA Photophone Magic Voice of the Screen repro- also ducing equipment now in thousands of theatres—this new 16 mm. sound film projector gives you perform- ance, convenience and ease of opera- tion that mark it the finest equipment of its type ever made! Yet the low price is within reach of every school! Modern schools stay modern with RCA Radio Tubes in their sound equipment. AUDIO-VISUAL SERVICE Educational Dept., RCA Mfg. Co., Inc., Camden, N. J. « A Service of the Radio Corp. of America VOLUME 29, NUMBER 3; MARCH 1940 | ' Educational Dept. a RCA Manufacturing ©O~ Camden, New Jersey- Please send me ¢ cerning the new Projector. WAYS "is Wags © <> projector uses a specially designed optical system and large objective lens (f.1.65) which provides 10 to 20% greater screen illumination with 750 watt lamp. 2. BETTER, SIMPLER THREADING. With thread- ing line cast on projection block, this pro- jector is as easy to thread as silent equip- ment. Has large 16-tooth sprockets which engage four to five sprocket holes, increasing life of films. 3. BETTER, MORE EFFICIENT COOLING. Blower scroll in this compartment cools lamp, ampli- fier and aperture gate. Lamphouse is only slightly warm while projector is operating, thus increasing lamp life. Lamp may be quickly and easily removed. 4. BETTER REEL TAKE-UP AND REWIND. This is an exclusive RCA feature. Separate motor eliminates spring belts, assures equal tension on 400, 800, 1200 and 1600-foot reels. Reel rewind is simple and rapid. 5S. BETTER EQUALIZATION. The film take-up equalizer, between take-up reel and lower sprocket, greatly reduces magnitude of jerks and uneven pull of reel. 6G. BETTER CONVENIENCE. The sound optical units are mounted on single casting with swinging bracket for easy cleaning. Exciter lamp may be quickly changed. 7. BETTER OPERATING EASE. All controls conveniently located and grouped for easy operation. Loss of film loop quickly adjusted without stopping projector. S&S. BETTER INPUT PERFORMANCE. Input jack permits use of high impedance microphone or Victrola attachment with magnetic or crys- tal pick-up. Speech input may be used with either sound or silent films. 9. BETTER REPRODUCTION. 10. BETTER FRAMING. 11. BETTER TONE. 12. BETTER ACCESSIBILITY. 13. BETTER VERSATILITY. 14. BETTER LUBRICATION. 15S. BETTER LAMP SERVICE. 16. BETTER PORTABILITY. Trade-marks “RCA Victor,” “Victrola” Reg. U. S. Pat. Off. by RCA Manufacturing Co., Inc. Inc. information con- omplete Sound Film RCA 16 mm. monstration. +7 should like de FIRST NUMBER BOOK—SECOND NUMBER BOOK Easy work in the basic number concepts for first and second grades — planned supplements to the child’s natural number experiences. A variety of simple draw- hand in hand. ings is provided and around these are built the learn- ing activities. Reading and number skills are developed PRIMARY ARITHMETIC THROUGH EXPERIENCE A course of study and methods guide for the first two grades, presenting methods for meeting the pupil’s daily needs and for making each encounter with arithmetic contribute to a basic body of knowledge. by John R. Clark, Arthur S$. Otis, Caroline Hatton, authors of MODERN-SCHOOL ARITHMETIC A series distinguished by the way it builds meanings. Yonkers-on-Hudson New York WORLD BOOK COMPANY 9196 Prairie Avenue Chicago [ Cont. from page 96] Miss Iman E. Schatz- mann. The new committee is giving initial attention to the Mississippi Valley and to the cultural and spiritual values of life on the land. It views education as directly re- lated to the vital interests and needs of the people and as involving initiative, partici- pation, and support on the part of the local community. In formulating its program for the improvement of rural education the committee is taking a strong stand for fed- eral aid for rural schools. For information concerning the committee and its work, address the executive secretary. Radio Series on Economics yy “THE NEXT sTEP FORWARD,” a series of dramatic radio programs based on the fac- tual findings of investigations in current economics, is being presented by the Twen- tieth Century Fund over the Red Network of the National Broadcasting Company each Wednesday evening, 11:15-11:30, EST. May 19, Citizenship Day yy Unper the leadership of the NEA Committee on Induction into Citizenship (Superintendent Hugh S. Bonar, Mani- towoc, Wisconsin, chairman) plans are go- ing forward for the nationwide observance of Citizenship Recognition Day on May 19. The day is to be observed each year on the [ A-46 ] third Sunday in May, which is late enough to accommodate open-air ceremonies and early enough to come before the closing of schools and the rush of commencement activities. The Immigration and Naturali- zation Service of the U. S. Department of Labor, which had planned for a celebra- tion centered around naturalized citizens at a later date, has accepted the third Sun- day in May. It is hoped that within an- other year all the various groups which have made plans for Citizenship Recogni- tion will be in a position to come together on the uniform date of the third Sunday in May, which is already fixed by law in Wisconsin. Can You Help? ve A LETTER just received from John R. Dillon, principal, Central High and Gram- mar School, Wartburg, Tennessee, indi- cates that the school building burned on January 19. The county school financial situation is such that it will be impossible for the county to replace the building or equipment without aid. The school library was completely destroyed. If any reader has spare books that would be suitable for the library of a consolidated school (elementary and highschool ), they would be greatly ap- preciated by the children, teachers, and citizens of this community. Appreciates Life Membership Publications s& Miss stzicta w. weston of San An- tonio, Texas, recently wrote: “No publi- cations received during my entire life so far have brought me as much pleasure, in- formation, and professional spirit as have those I have received from the NEA since I became a Life Member.” Insurance on School Buildings yy Avasama makes it possible for county boards of education to insure school build- ings in the State Insurance Fund on a non- profit basis. Practically all county-owned school property is insured by the state at a net saving of approximately 40 percent of commercial insurance rates. Alabama’s plan of insuring school buildings is one of the best in the nation.—Education Bulletin of the Alabama Education Association. Pedagogy thru Pictures vy In ovr humble opinion “Pedagogy thru Pictures” is one of the outstanding depart- ments of THe Journat of the NEA. But, of course, we are known to be prejudiced whenever visual aids are used to clarify instruction, so you might like other features just as well, or even better.—The B. C. Teacher, official organ of the British Co- lumbia Teachers Federation. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION t ] I ty n- ed ta an he ON Dates To Be Remembered sr March 30-April 5—Biennial Con- vention of the Music Educators National Conference to be held in Los Angeles. In- formation may be had from C. V. Buttel- man, executive secretary, 64 East Jackson Boulevard, Chicago. April 14—Pan-American Day. To as- sist groups planning to observe this day, the Pan-American Union, Washington, D. C., has free material for distribution. May 10-18—Eighth American Scien- tific Congress, Washington, D. C. For in- formation, write the Secretariat of the Eighth American Scientific Congress, De- partment of State, Washington, D. C. May 18—World Goodwill Day. June 30-July 4—Convention of the National Education Association in Mil- waukee. See pages 72-73. Doctors Only Ten Years Ahead sy THE AMERICAN MEDICAL ASSOCIATION was formed at Philadelphia in 1847, just ten years before the National Teachers’ Association, forerunner of the National Education Association, was organized in the same city. British Labor's Six Points for Peace yy Tue sritish Labor Press Service for January 3, 1940, gives British Labor’s six points for peace: [1] No dictated peace. Restitution to victims of aggression, but all ideas of re- venge or punishment excluded. [2] All nations must have the right to live and develop their own civilization. Germans must recognize the rights of Poles, Czechs, and Jews to a “place in the sun”; Britain must grant the same right to Africans and Indians. [3] Aggression and armed force must be abandoned. [4] Rights of national, racial, and re- ligious minorities must be recognized. [5] Recognition of an international au- thority superior to individual states. [6] Abandonment of imperialism; and equal access for all nations to markets and raw materials. Should Americans accept less? —People’s Lobby Bulletin. Results of Organized Activity yx In 1870, teachers earned about $200 a year. By 1931, the average salary had grown to over $1400 a year. All of this was due to the organized effort to awaken both teachers and schoolboards to the value of education and trained teachers as national forces in society. It puzzles the friends of teachers that despite [Cont. on page A-48] VOLUME 29, NUMBER 3; MARCH 1940 THAT MAhE TEACHING MORE INTERESTING .-» Highly Educational, Written to Appeal to Students. Send for your FREE copies today. The Seal of Acceptance denotes that the educational material in these books is acceptable to the Council on Foods of the American Ths Sly of Gf The history, cultivation, . aration rape om and = ing of coffee are all described in this interesting 40-page booklet. It is illustrated and the Story of Pineapple This booklet contains thee ge ne ae complete story 6S eee canning i ; also con- tains it recipes; illus- of the Pacific—its dramatic re- turn upstream to its birthplace, chave te wn and die. The book contains chapters on salm- on ing, salmon as a food, and of conservation, AMERICAN CAN COMPANY 230 Park Avenue, New York, N.Y. ecececccccccecececccccsesscesesewewer We Manufacture Cans WeDoNo Canning MAIL THIS COUPON | Home Economics Dept. J-30, American Can Company, 230 Park Ave.,New York | | Please send me « copy of (“The Story of Coffee,” (] “The Hawaiian Islands | i and the Story of Pineapple,”’ () “Story of Salmon.” ' EE. are aeted iieninbniannatininen ' Strett..cwsseseseceeess eneccssescsossceccses eecccese seecccccccocccoce =f | ER eed Ee oe ee ee oss, Alincasexteutee j | COLOR Br 1O Mig in 16mm. Film “Xy 7 7) Yeas e TRAVELS e THE PHILIPPINES Latest release! 2 Reels. Silent. FINLAND e SWEDEN (Silent) FRANCE e TIBET (Sound) 0 CARTOONS e | New group in Sound—THE MERRY KITTENS: PARROTVILLE FIRE DEPARTMENT; SUNSHINE MAK- ERS; PASTRYTOWN WEDDING and others. Send for catalog of over 1500 Enter- tainment and Educational Subjects. WALTER 0. GUTLOHN, Inc. 35 West 45th St., Dept. A-3, New York Combine summer school with vacation in Oregon. Summer sessions: University of Oregon; Portland; Institute of Marine Biology—-June 17 to July 26. Oregon State College, June 24 to August 2. Send for announcement listing courses in all sessions. Address Director, Dept. N, 814 Oregon Bldg., Portland, Oregon. BALOPTICONS A B&L Balopticon will prove the most econom- ical as well as the most efficient means of teach- ing visually. There is a B&L Lantern Slide or Opaque Balopticon for every still projection purpose. Write for a catalog. Bausch & Lomb Optical Co., 684 St. Paul Street, Rochester, N. Y. a BOOK MANUSCRIPTS Wanted — All subjects, for imme- diate publication. Booklet sent free. Established 1925 Meador Publishing Co. 324 Newsury St., Boston, Mass. Superintendent or Principal WANTED AS ASSISTANT MANAGER E are looking for several key men to fill several responsible managerial positions with our or- ganization in charge of service to homes. The man selected for each position must be a superintendent, or principal, 28 to 40, with at least five years of school experience and a good record and reputation behind him . . . a man who knows the needs of the new courses of study . . . who is successful in han- dling his teachers and pupils. Sales experience will be an advantage, but not necessary if the man has a sales personality. Earning possibilities of $3600.00 the first year, with rapid advance- ment to the management of a branch office, and a profit sharing partner- ship in the business with no money investment. There will be no gamble for the man selected .. . He need not give up his school position until he can test his ability and prove his liking for this business in the vacation period this summer. During this time he can earn $350.00 to $1000.00 depending upon his ability and the length of his vacation. On September 3, if he has made good and wants to go ahead in this business, we will give him a con- tract as manager, and bring him to Chicago at our expense for man- agerial training. If you can qualify, write giving complete information. State age, nationality, education, school posi- tions held, sales or business expe- rience if any, whether you are mar- ried or single, your home and school telephone numbers, the date your school closes and the date you could start this summer. Enclose a recent snapshot of yourself. Your reply will be kept in strict confidence and a personal interview will be arranged as quickly as possible. Address C. E. Snell, Vice-President F. E. COMPTON & COMPANY Compton Building, 1008 North Dearborn St., Chicago, Illinois [ A-48 ] | Cont. from page A-47| the fact that organ- ized efforts have increased salaries by 700 percent in about 60 years, still less than one- fifth of American teachers belong to the NEA, the greatest organization for teach- ers.—Ernest C, Folsom, Lincoln, Nebraska. A Problem for the Schools yy Dearness is one of the outstanding un- solved public-health problems. It is just be- ginning to be tackled. Seven states only— New York, New Jersey, Pennsylvania, Oklahoma, California, Indiana, and New Hampshire—require yearly examination of | public-school children for signs of impaired hearing. School children to the appalling number of one million-odd are hard-of- hearing. We are all thinking these days about the necessity of making America a fine place to live in. Making America a happy place for those children wouldn’t be a bad way of getting specific about it. Deafness in a child is prison, prison often with solitary confinement, a cruel affair. A measure has been introduced in Congress, the Pepper- Boland bill, to “enable each state to estab- lish, extend, and improve services for edu- cating physically handicapped children.” It should be passed. Laws prescribing peri- odic hearing tests for every school child should be on the statute books of forty-one other states—Byron Dexter in The New | Republic. PWA and the Schools vv Forty-rour PERcENT of the nonfederal projects of the Public Works Administra- tion since 1933 have been for educational facilities. More than 7000 such projects, in- volving construction, improvement, and re- pair of 12,702 buildings, have been com- pleted, at a cost of over a billion dollars. Toward Informed Citizenship vy As AN ANTIDOTE to snap judgments and biased opinions, the New Jersey College for Women, New Brunswick, is adding a new course, “Background of the War.” Upperclass students may take it for credit. All interested students and faculty mem- bers may “sit in” on the lectures. A New Use for Personal Growth Leaflets sy HELEN ef. cveaves, director of manual arts, the School Committee of the City ot Boston, writes: “Leaflet Number 23 [See page 89 of this issue.| is a wonderful ex- ample of compact richness of thought. We hope to use the leaflets as a source of inspit- ing quotations for |Cont. on page A-50| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION SSS, || | ae an- 700 mne- the ach- ska. MINNESOTA Summer Session * 4 Me the value of Minnesota’s sur sessions is their large enrollment. More than 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. » 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 660 ADMINISTRATION BUILDING UNIVERSITY of MINNESOTA MINNEAPOLIS ° MINNESOTA SUMMER SCHOOL at the Duluth State Teachers College in | DULUTH, MINNESOTA The ‘Air-Conditioned’ City Where the average summer temperature ranges from 68 to 82 degrees. For the past 20 seasons less than a score of days have seen mercury columns rise to 90 de- grees. This is an ideal climate for study and vacation— no sultry, torrid days; no stuffy, sleepless nights. STUDY VACATION Courses for: On the shores of Lake Superior Boating and fishing Scenic parks, iron mines Golfing, swimming Unsurpassed recreational op- portunities SUMMER SCHOOL IN DULUTH, THE SUMMER CAPITAL OF AMERICA First Term: June 17 to July 26, 1940 Second Term: July 29 to August 30, 1940 High school, junior high, Elementary, rural teachers Address the Registrar DULUTH STATE TEACHERS COLLEGE DULUTH, MINNESOTA VOLUME 29, NUMBER 3; MARCH 1940 Summer Study In a Scenic Vacation Setting At the foot of Pikes Peak COLORADO COLLEGE SUMMER SESSION June 17 to July 26, 1940 OLORADO COLLEGE schedule of summer courses in- cludes the usual subjects leading to attainment of degrees —the general fields of Mathematics and Sciences, the Social Studies including Education and Psychology, Music and the other Fine Arts, also Languages and Literature. Special lectures. and conferences on parent education and other subjects. Concerts and recitals. Affiliated institutions are the Colorado Springs Fine Arts Center, Griswold Crafts Shop and the— Rocky Mountain School of Languages Professor J. M. Hernandez, Director (University of Oklahoma, Norman, Oklahoma) First Session Second Session June 17 to July 26, 1940 July 29 to August 16, 1940 The work of the Rocky Mountain School of Languages provides instruction for beginners, but is intended primarily for language teachers and for advanced undergraduate and graduate students. Comforts and Recreation Assured Work in Summer Sessions at Colorado College is accom- plished in a climate famed for its comfort, and with much scenic grandeur quickly accessible. The Garden of the Gods is in the city park system, Pikes Peak dominates the Rampart Range of the Rockies immediately west of the city and round trips by auto to the gold mines of Cripple Creek and Victor and to the Royal Gorge of the Arkansas River may be made easily within half a day from the college. Several National Parks are within a day’s motor drive from Colorado Springs. For Summer Session Bulletins and other Information Address DIRECTOR OF SUMMER SESSION 131 Cutler Hall, Colorado College, COLORADO SPRINGS, COLORADO Who Will Pay the Doctor, the Nurse and the Board Bill —when You are Sick or Injured? The Teachers Casualty Underwriters is a national or- ganization of Teachers for teachers. For the small cost of less than a nickel a day, it will assure you an income when you are sick or accidentally injured. It will also pay you Operation and Hospital Benefits. Send Your Name = No Obligation Just fill out and mail the coupon. We will then mail you full particulars of how we protect teachers. Please do this today. No agent will call. Teachers Casualty Underwriters, 647 T.C.U. Building, Lincoln, Nebr. FREE INFORMATION COUPON To the T.C.U., 647 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 story. RRs dina adhe weds + SERRE Raa ek es seed eheeke FOUNDED 1899 NO AGENT WILL CALL | A-49 | icsi-esiabinsienibanital T. [ A-5o | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION scl th bri the re\ e ’ col } £/1@—Hours spent on various : , , the ; operations are major factors in the a cost of PRINTING. Through care- “ f ful planning and advanced pro- , LE-USE EQuiPMENT : rl MULTIP aratus duction methods we have reduced pr rovides s app Ww de . es Sound proiector the time element to a minimum. du silent and auditorium. Pe room & ities —— “yy VICTOR MODEL 40 Thi aod \ ANIMATOPHONE (This magazine is from our presses) pos See novel demonstra- ee tions at eg cooley cel St. Louis Convention! JUDD & DETWEILER, Inc. : thi For Catalog No. 40, WRITE TODAY to— WASHINGTON, D. C. ne ANIMATOGRAPH CORP. ee 2 N IM Cb. DAVENPORT, IOWA No printing job too small—none too large cul Distributors throughout the World 7 [Cont. from page A-48] practice in good Am Honor and a Service For Schools and the Public co ; ‘ ag 5 ; rie —— hay, oom getting ideas aS ye LitTLE ROCK, ARKANSAS, teachers have Ye THE SMITHSONIAN INSTITUTION is pub- 7 well as skil. ‘ : ; ane : ' d ee honored their superintendent, R. C. Hall, lishing a group of weekly articles on his- se by placing in the public library a collection toric. scientifi ace foe low weadions & " We Must Do More Than r. ; g ” aie The *R , scientific subjects for lay reade s and P luti of professional books in his name. The “R. schools. The articles are published in a ass Resolutions C. Hall Professional Book Shelf” renders a raion A . ; - Stall Frotessional boo en renders = new periodical, The World Is Yours. Titles: ve KATHERINE DEVEREUX BLAKE writes: service in the field of education to teachers and dates of issue correspond to those of kg o 4 > , , , ‘" . . . J 2 . mm We talked in 1923 about what tes knew and parents of Little Rock and neighboring the weekly Smithsonian radio programs of the should be done, and passed resolutions on communities. The project is sponsored by the same name | 4:30-5:00 EST, Red Net- the it, but having done that, we thought our classroom teachers of the city. New books work, NBC |. The U. S. Office of Educa- mz whole duty was done and did nothing will be added each year during Book Week. tion produces the radio series, now in its ev a She suggests that teachers actually Mrs. R ee fourth year. For information address the mé work tow ard the achievement of the rs. Roosevelt on Public Education U. S. Office of Education, Federal Security sas ideal expressed in the following resolution te More anp More, as I listen to young Agency, Washington, D. C. the passed by the Chicago Division of the people talk, I realize the important part inc Illinois State Teachers Association in 1923: played by the public schools in our coun- The Rockford Town Meetings eve We reaffirm our belief that the health of the try. They should have the interest and 2 hans — an Ac child is of first importance as a national asset and support in every community of all citi- Ww A sertEs of town meetings, + pocenas: de: that physical education and sports rather than mili- zens in order to make it possible for the by Rockford College, Rockford, Illinois, fai tary training should be an integral part of every ; : - anda large group of civic organizations, : hg? ; pat t teachers to accomplish the maximum of t Mes. 207 cal child’s life. We are convinced that if the present . . a have been attracting capacity audiences to Gelliediin % te elem, we diet setetalte the good, particularly along the lines of train- ee ee ee ste great importance of education for peace rather ing tor future citizenship. We have done : f ‘ ous . for than for war. As there are many peacetime pur- sq much to improve the structures in vital presentday problems. The poses a sults which develop virile qualities and offer which our children are taught, but because consist of several provocative talks fol- Ey opportunities for bravery, heroism, and selfsacri- ’ ff lowed by an open discussion program. h fice, we believe that the inculcation of peace ideals it See a oe e oe he our part the and the emulation of peace heroes should be placed tO KNOW about the people and the curricu- ‘ : ron s in their proper relation; therefore, we favor de- lums in our schools we often neglect that Front Life of Defense Co veloping such subjectmatter and conduct as will most important side of education. Often a se SurvEY cRapuic for February 1940, is exalt the peace worker. Furthermore, we assert f : a ‘ pei J hd ' ; - great part of the community has no touch devoted to “Homes: Front Life of Defense Me that the truth should be taught about the causes of a. : hs : once ell gaan : the the war end its terrible consequences, and thet Wi2 its public schools and this makes the for American Life.” The issue will be use- “se texts, the whole world over, should be designed task of the public-school teacher doubly ful for social studies and homemaking ; so as to outlaw war firmly and finally. hard.—Eleanor Roosevelt in “My Day.” classes. - Vo The School Librarian THE scHOoL expects six things of the school librarian: [1] Making the library a workshop for the pupils. [2] Instructing pupils to utilize the li- brary as a workshop. [3] Keeping teachers fully informed of the latest professional literature. [4] Participating actively in curriculum revision. [5] Providing a room, an alcove, or a corner for leisure reading. [6] Administering the school library on the theory that it is an agency of instruc- tion rather than a repository of books.— Lester A. Williams, professor of education, University of California. The NEA Has a Heart yy Wuen tHE December 1 bills for NEA dues reached the teachers of Olyphant, Pennsylvania, their superintendent wrote: “We have 18 memberships in Olyphant and our teachers, sorry to say, have not re- ceived pay for May or June last year and thus far no pay this year. You can see from this that we are broke. We intended to re- new those 18 memberships but if you must cut them off, then I suppose the mutual assistance between us must terminate.” — The memberships of these teachers, of course, were not dropped. They were car- ried “special” pending the arrival of better days, and their dues were paid on January 12, 1940! Take the Columbia Ice- field Drive in Jasper A Tribute to Our American Schools National Pork. of vy I rHanx God for the American schools of that made available to me a share in STOP OVER AT IN THE CANADIAN ROCKIES et- the intellectual and cultural heritage of a mankind. Education has checked and will its eventually defeat tyranny wherever it Callor write any Canadian National WO glorious vacations in one! Take that long he manifests itself in this land. Free schools Office for illustrated booklets. dreamed-of trip to Alaska this summer but don't : : . miss the thrills of the Canadian Rockies en route! ity are the only guarantee of a free people; Boston.... ae - eee Street Stop over at Jasper and enjoy a grand new Alpine : ? Buffalo..... 22 North Division Street . 2 ¥ . 7 they are the only means whereby every Ye ‘ South Michigan Avenue setting for your favorite sport, amid the mightiest peaks “ -¢ Cincinnati....206 Dixie Te | Buildi +P -ki ~ ar 75-mi individual may prepare himself for what Desrall.«..... 1a Gach Maciel of the Coveven Se pe pa ag ee eg te mile : A ; of 1 Sieee Ramnehen Mine motor drive right to the Columbia Icefield. Rates at ever achievement and service he is capable. a j o ais Fairfax Building Jasper Park Lodge from $8.00 a day, with meals. Ask Adequate educational opportunity is now Los Angeles......607 South Grand Avenue about low cost all-expense tours of Jasper Park and ed : ° Minneapolis....... 711 Marquette Avenue . “ . > 4 denied millions of youth, it is true, but a New York......+++. ...673 Fifth Avenue Canadian National's circle tours of high spots of the NS, ? “a Pag. satis Philadelphia......... 1500 Chestnut Street Canadian Rockies, » lair start in life for every child is an Ameri- Pittsburgh.........00+00! 855 Fifth Avenue Then—on to Vancouver or Prince Rupert where you ’ on 2 : Portland, Maine..........G. T. R. Statio : ae Be apie * ie Me can ideal toward which we have been Paty eo glad soe is teen board a palatial Canadian National “Prince” steamship i steadily moving for a century. All the Dies cacKicccans 1329 Fourth Avenue for the delightful 1000-mile cruise through the pro- ot fo : f ‘al ; , “1 St. Louis.........-..314 este, Renate tected Inside Passage to Alaska. Round trip fare $105 ‘ ¢ 2 a we y tf. PQUl...«.«- ite a o » « n . . ms —= oe oe See interest will not Wichdeanen, D. C....922 15th ieonat "N. w and up from Vancouver, Victoria or Seattle to Skagway. ol prevent the full attainment ot that ideal.— Vontreal, Ouehec.......360 McGill Street All outside staterooms. ‘ Executive Secretary Wi 2. Give e Secretary Willard E. Givens of the National Education Association. County Councils in lowa 1S nm ah i IN THE BeLter that its strength lies in oil the working interest of local groups, the ng lowa State Teachers Association is consid- ering the organiza- | Cont. on page A-52| ” VOLUME 29, NUMBER 3; MARCH 1940 [ A-sr | 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 approximately 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 pic- tures, FREE to teachers naming grade, school, and this Journal, Box 4. CATALOGUE of The Perry Pictures. 1600 small illustrations in the Cata- logue, and two Perry Pictures, for 15 cents in coin or stamps. isk about ‘‘Our Own Course in Picture Study.’’ 72 Pictures. 72 Leaflets describing them. One picture for study each month. The Perry Pictures Company Box 4, Maiden, Massachusetts Bird Pictures in Colors, 7x9. Three Cents each for 20 or more, Song of the Lark Breton Large Pictures for Framing. On paper 22x 28. $1.50 each. There are better opportunities for qualified teachers than ever before. Executives are searching carefully for teachers who have the educational training, experience, and excellent qualifi- cations in personality. Early registration is an advantage. Member N.A.T.A. Address 1200-11 Steger Bidg., 28 E. Jackson Bivd., Chicago OSCAR THE MODEL MAKER by FOR RENT OR PURCHASE CURT GRUNZIG High School Caps and 187 Pages, Cloth, $2.00 Gowns This book develops a plan for a model museum in College Caps, Gowns and each community built by young people. Highly Hoods praised by prominent reviewers. , Meador Publishing Co., Caps and Gowns for Eighth Grade or Junior High Boston, Massachusetts —- Graduation. Write for Samples and Rental IDEA VACATION woRK For Principals and Teachers We absolutely guarantee $270 for 90 days of work; and large additional earn- ings for successful work. Write for full information. EDUCATORS ASSOCIATION Educational Distributors 307 Fifth Ave. Dept. A New York, N. Y. ates. Gowns for a cappella Choirs and Glee Clubs. Uniforms for School y and College Bands. Write for Catalog Dept. NEA. THE C. E. WARD CO. Inc. 1905 NEW LONDON OHIO NIVERSIT , an , UNIVERSITY OF AND Cducation GO HAND IN HAND SUMMER SESSION JUNE 24 TO AUGUST a campus within a few minutes of world-famed Waikiki Beach! Imagine a fully accredited university located almost in the shadow of stately Diamond Head! That is the University of Hawaii . . . where facilities for play are equalled with facilities for study. A distinguished faculty from both sides of the Pacific ... both graduate and undergraduate courses . . . a never-to-be-forgotten vacation with students from the world around. IMPORTANT MAIL THIS COUPON TODAY BOOK PASSAGE NOW Director of Summer Session, University of Hawaii, SPACE AT A PREMIUM Dept. A, Honolulu, T. H. : Please forward to me complete information about COST: As little as $300, courses and instructors for your 1940 Summer Session. all-inclusive. Round trip steamer fare, board, room and tuition. Name (PRINT) a —_ - ni ee THE JOURNAL OF | | [Cont. from page A-51] tion of county | councils which will [a] make it possible for | each teacher to have a voice in determining | the program of the association; [b] assure | more complete representation in the dele. | gate assembly of the state association. Tyg | Journat will be interested in knowing what other states are doing toward organi- | zation “at the grass roots.” Great Plays yy Tue series of great dramas which the | National Broadcasting Company is present. | ing each Sunday afternoon from 2:00-3:00 EST will feature for March: March 3—Pincro’s “The Second Mrs. Tanqueray” March 10—Gillette’s “Secret Service” March 17—Rostand’s “L’Aiglon” March 24—Fitch’s “Captain Jinks” March 31—Chekhov's “The Three Sisters” Community Forest vy SEATTLE HAS THE largest community forest in America—66,000 acres, according to the Science News Letter. Cooperative Life Insurance xv To THE Lonc List of commodities and services handled by New York consumers thru their own cooperatives has been added cooperative life insurance. The Farm Bu reau Life Insurance Company has been granted a license to operate in New York State, according to an announcement by the Cooperative League of the USA. For information address the League at 167 West Twelfth Street, New York City. So They Won't Work? vy Tue NEw repustic adds a footnote to the theory that the unemployed are just| a lot of lazy bums who wouldn’t work if} they got a chance: Ninety thousand per sons have applied for a group of 2000 jobs in the municipality of New York City. Each job pays about $40 a week. My Schoolbooks Ww NATURE DOES NOT BELIEVE in shortcuts and I have learned that it pays in the end not to try and be any smarter than nature So Heaven preserve us from the school- book that is based upon that circuitous route which we sometimes call a “short cut.” But I am grateful that I have lived to see the coming of the dawn of the sort of textbooks upon which the author, th publishers, and the manufacturers have spent as much time and thought as the} would bestow upona best-seller in the con mercial field. There is still a lot of work to be done before this better sort of text books will find universal distribution thre | THE NATIONAL EDUCATION ASSOCIATION out oul pot fin wh an’ pre ha’ uo yo be: to bu ed sit bo gut the land. And it is a pity that many of ible fe. | our school officials still allow themselves mining t0 be so completely carried away by new ©} juildings, new auditoriums, swimming — vols, and athletic fields that they suddenly n. Tus | fnd their budgets depleted to the point nowing where they cannot possibly hope to buy ® | any of these much needed and greatly im- Organ proved textbooks. For these books will have a much greater influence upon the lives and thoughts of the coming genera- tions than the marble halls thru which the ich the | youngsters pass on their way to those yresent- heautiful desks which are made according 00-3:09 to the very latest scientific specifications but which in too many cases fail to carry queray" 4 argo of that most important of all our educational ingredients—an armful of sen- sibly written and sensibly printed text books—Hendrik Willem van Loon. Food for Thought sy INTEREST PAID on the national debt, munity according to Ernest K. Lindley, now takes ording only 1.45 percent of the national income, whereas in March 1933 it took 1.63 percent. Such is the effect of lower interest rates. In New York State les and yy WHATEVER SHORTCOMINGS may other- sumers wise exist in our educational system, the added | selection of a chief executive and a de- m Bu. partmental staff by a central board (the 5 been regents) for an indefinite term upon a York nonpartisan and nonsectarian basis is emi- a by nently sound. This policy has long pre- \. For vailed here. Nearly a century and a quar- at 107 ter ago when Gideon Hawley sacrificed | ry his professional position upon the altar of | ‘ae og public education, the entire state without " Sea F Nf reference to party arose in its wrath and => alll ws hoe anil destroyed the politically-minded council on a “ ~ re just| @PPointment. Such an attitude might well ‘ , ork i be adopted by our neighboring states. Dur- ® Glorious Glacier Park in Montana is a re the nineteen years that the present chiet wonderful place to spend your vacation. It s America $ most spectacular 10 jobs| state officer, a professed Republican, has mountain area. Great Northern's famous train, the Empire Builder, takes City. held the even tenor of his way,” undis you direct to both the east and west entrances. : turbed by the succession of Democratic ; governors and has received all possible For your comfort—picturesque hotels and chalets at moderate rates. For aid and encouragement from each one your enjoyment—sightseeing from open-top motor coaches, lake launches, of them, the state of New Jersey has had walking or saddle horse trails, golf, swimming, camera hunting. rtcuts four official heads of education, Ohio five, 1p ei Peak P From here you can follow the lure of scenic beauty to nearby Waterton a ee Lakes Park, Banff, Lake Louise, Columbia Icefields and Jasper Park, all in ature ont Graves. : : ; ae re : the Canadian Rockies. Or continue west to Pacific Northwest, Alaska, aa : = California. Ask your ticket agent or travel bureau, or mail coupon. ce *, ode 4 . ‘short Newu'® | Publications TRAVEL ON THE EMPIRE BUILDER lived ee ee eee ik Tirtarcercenenr nate cne rR ae ame a Education and Economic Wellbeing in | A.J. Dickinson, Passenger Traffic Manager : the American Democracy by the Educational Room 840, Great Northern Railway Bldg., St. Paul, Minn. eal Policies Commission. This fourth volume Send me information about a trip to..__............-----..-.-------- a crmme “Mammon im Asnececiin Ciie fe racy” series |see pages 67-68 of this Jour- > con ; y - OO TE ALE. Fe INO ee. Se ee en oil NAL] has been written largely by John K. Route of the : oat Norton of Teachers College, Columbia OI inn oxsnneininsennsssteesstnnnandenel won nnn ee eee ene nee neee- Empire Builder “eal ; pee University, on the | Cont. on page A-54] ICL A IONE LI EAE eS oe Re eee ees VOLUME 29, NUMBER 3; MARCH 1940 [ A-53 | TION _" NORTHWESTERN UNIVERSITY Summer Session JUNE 24—AUG. 17, 1940 All the facilities of a great University — 30 min- utes from Chicago's educational and recreational advantages. Graduate and undergraduate courses in: LIBERAL ARTS EDUCATION SCIENCES L SPEECH MUSIC SOCIAL WORK (June_24—Aug. 2) JOURNALISM For Catalog Address: Director, Summer Session 260 Lunt Bidg., Evanston, Ill, ON THE SHORE OF LAKE MICHIGAR COLORADO presents a summer program for serious and effective study. It provides excellent buildings, libraries, laboratories, and a faculty of nationally 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, excursions to the Rocky Mountain National Park, and mountain climbing. ie ya June17toJuly 19 July 22 to Aug. 23 Courses in Arts and Sciences, Medicine, Law, Education, Home Economics, Business, Jour- nalism, Art, and Music. Special Mountain Camp for Geology and Biology. Maison Frangaise. Casa Espafiola. Deutsches Haus. University Theater with special instruction 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 and public lectures. Educational Conferences. UNIVERSITY OF ga COLORADO BOULDER, COLORADO Dean of Summer Quarter (Dept. S) Please send complete information and Bulletins checked: Summer Quarter Catalog (including Graduate School) CL) summer Recreation Bulletin (-] Field Courses in Geology and Biology | Cont. from page A-53]| basis of full discus- sion in meetings of the Commission and consultations with economic experts over a period of three years. The Commission examines the American ideal of free and equal educational opportunity for all and finds that all Americans are not sharing the benefits of education for economic rea- sons. The interdependence of education and economic welfare, considered in terms of both production and consumption of economic goods and services, is given much attention. The central recommendation of the report is that all economic barriers to the fullest educational opportunity from which youth can benefit should be re- moved. Illustrated and bound in cloth and boards, the price is 50¢ per copy. » « Safety Education is the title of the Eight- eenth Yearbook of the American Associa- tion of School Administrators. The year- book clearly states the part the schools should play in the safety movement. Spe- cific chapters indicate the possible organi- zation of the content in elementary and secondary schools, in adult education, and in pre- and inservice teacher training. The safety factors in the construction, mainte- | nance, and administration of school build- ings are handled with precision. Emphasis is placed upon the procedures for coopera- tion between all agencies interested in safety. For further information, see pages 82-83 of this JouRNAL. » « The Safety Education Projects of the Re- search Division has completed the follow- ing three bulletins in a series designed to supplement the material contained in the 1940 yearbook of the American Association of School Administrators: Problems and Topics in Safety Education (32p; 25¢), Visual Aids in Safety Education (32p; 25¢); Units in Safety Education for Grades One and Two (approximately 64p; 25¢). For a description of this material see pages 82-83 of this JouRNAL. University of CALIFORNIA Summer Sessions July 1 to August 9 Berkeley and Los Angeles \ IDEchoice of courses on esther campus. Visit- ing professors of note. Special lectures, recitals, drama, athletic events available to students — many without charge. Enjoy Sierras, seaside, redwoods, Hollywood motion picture industry, and other famous California attractions. * For announcements of courses, address: Dean of the Summer Session, University of California, Berkeley; or Dean of the Summer Session, University of California at Los Angeles, 405 Hilgard Avenue, Los Angeles, California. San Francisco Worid’s Fair —1940 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | PERFECT YOUR FRENCH in Hospitable French Canada! McGill University FRENCH SUMMER SCHOOL June 27 - August9 The McGill Summer School is e long established school. Its courses of study are of university standard for undergrady. ates, teachers, and graduate students who are working for the McGill M.A. degree; others qualified to take the courses are welcome. Certificates show equivalent semester hours for university credit. Co-educational. Residence in new Douglas Hall. French staff. French alone spoken at all times. Conversation and practical work with the language in a natural French atmosphere. Fee (tuition, board and lodging), $180.00 (Canadian). Canade welcomes American visitors. Write today for booklet— | Sec'y., French Summer School, McGill University, Montreal, Can. Address Dept. M. garten and nursery school. Chil- dren’s demonstration school and Complete education for teaching 54th in elementary grades, bes Gear, rite for list of successful alumnae. National College of Education WHEATON COLLEG SUMMER SCHOOL Rare blending of profitable study, vaca- tion pleasure, and Christian fellowship. Popularity Growing Teachers, administrators, college students, and Christian workers now enrolling. Inter-session, begins June 10 and two 4-week terms beginning June 22 and July 20 Complete Liberal Arts curriculum—varied ac- tivities. Unusually interesting bulletin free. Address: ENOCK C. DYRNESS, Box JE-30 Wheaton College Wheaton, Illinois Sturt N | a NDOITIONET OMEORT University of Denver fe, EE Graduate and undergraduate work in Liberal Arts, Sciences, Com- merce, Librarianship, Education ites »~ = ds Siressed Fees determined hy courses taken TWO TERMS: June 17 to | July 22 te July 19 Aug. 23 UNIVERSITY OF DENVER Department A Denver, Colorado \ hindly sead me your 1940 Summer School Bulletin. NAME_ Street & No. City & State ____ ay ie observation center. Special summer classes, Beautiful resident hall. Located Chicago's lovely North Shore near lake. Cultural edu- cation plus vocational training. B.E. degree conferred ¥ yrs.), also 3-year diploma and 2-year certificate, BOX 016-C EVANSTON, iL. E —- — TION Jncrease Enjoyment of PACIFIC COAST CANADA WELCOMES U. S. CITIZENS ... No Pas wv co. oe - a LAKE LOUISE a a wcTORIAg VANCOUVE BANFF SEATTLE fasy vom VACATIONS IN ONE Go or return to the Pacific Coast through the Canadian Rockies SAN on your vacation. 165-mile FRANCISCO steamship tripincluded between Vancouverand Seattle,stopping at Victoria. LOS ANGELES 1. Banff. . Baronial Banff Springs Hotel Alpine setting. Mile-high golf, swimming, riding, hiking, dancing, delicious food. . loveliest of 2. Lake Louise - glacial lakes ... the charming Chateau, skyline rides, hiking, mountain climbing, swimming, gay social life. 3. Emerald Lake craret... informal Swiss-like atmosphere, boating, riding, hiking. ALL-EXPENSE TOURS 2 GLORIOUS Days . from $37.50 4 COLORFUL Days . from $57.00 3 SPECTACULAR Days.from$47.25 6 WONDERFUL Days.from $74.50 Tours begin at Banff, June 8 and include hotel Grinmmnnletions, meals at Banff and Lake Louise, 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 over newly completed Columbia Icefield Highway to Columbia Icefield and return at moderate cost. e Low rail fares to or from Pacific Northwest and California via Canadian Rockies on Canadian Pacific through transcontinental trains . . . air-conditioned. Ask your travel agent or nearest Canadian Pacific Office in NEW YORK + BOSTON * PHILADELPHIA * WASHINGTON ATLANTA * BUFFALO * CLEVELAND * DETROIT* PITTSBURGH CINCINNATI * CHICAGO * ST, LOUIS * KANSAS CITY * OMAHA DALLAS * MINNEAPOLIS * ST. PAUL * SEATTLE * PORTLAND SAN FRANCISCO * LOS ANGELES * MONTREAL * and other cities in U.S. and Canada... or write Manager, Banff Springs Hotel, Banff, Alta.. or Chateau Lake Louise, Lake Louise, Alta. Camadian Pacific WORLD'S GREATEST TRAVEL SYSTEM The Department of Classroom Teachers has issued a guidebook for teachers or- ganizations entitled, How To Organize. The purpose of the booklet is stated in the foreword by President Elphe K. Smith: “Only thru strong local, state, and national associations can teachers hope to achieve the economic and professional goals to- ward which they are striving. We might look upon the three as an educational struc- ture and the local associations as the foun- dation stones on which the state and na- tional associations rest. It is therefore important that we make this foundation strong and secure. Altho this guide is writ- ten especially for groups that wish to or- ganize we believe that local organizations desiring to work out more effective pro- grams will also find it helpful.” The guide- book may be obtained free from the NEA. The Superintendent of Schools and His Work is the final report of the Committee on Certification of Superintendents of American Association of School Administrators (Otto W. Haisley, chairman). It summarizes a field study of Schools of the twenty-six superintendents of schools to discover factors associated with their suc- cess. Beginning with the introduction and ending with the summary, the report in- cludes the objective evidence secured by the investigator, Lawrence E. Vredevoogd. The final section of conclusions and recom- mendations, presenting the general point of view of the Committee, is an extension of the tentative recommendations presented in the Committee’s 1939 report. 48p. 25¢. A Decade of Court Decisions on Teacher Retirement: 1930-1939 Inclusive is the lat- est report by the Research Division and the National Council on Teacher Retire- ment. While their earlier studies have been concerned directly with the legislative, financial, and administrative status of local and state retirement systems, this bulletin focuses attention upon some of the prob- lems and inarticulations which have re- quired judicial review. From a study of these court decisions it should be possible to see where existing and future legisla- tion may be drawn so as to avoid many controversies. Part I is a digest of findings; Part II, abstracts of cases. There is also an index of cases. 30p. 25¢. Discounts for quantities on NEA _ publications are as follows: 2-9 copies, 10 percent; 10-99 copies Order Washing- Cash must accompany orders for $1 25 percent; 100 or more, 33% percent. from the NEA, 1201 16th St., N. W.., ton, D. C. or less. VOLUME 29, NUMBER 3; MARCH 1940 yac ations -°* ashington and the Pacific Northwest Folks who have “been everywhere” vote for Washington. You can have a grand time visit- ing the snow fields and Alpine meadows of Mt. Rainier and Mt. Baker . . . cosmopolitan Seattle, seaport for Alaska . . . the untouched forests, and Pacific Ocean beaches of the Olympic Peninsula across Puget Sound... . Grand Coulee Dam near beautiful Spokane. Stop off at Yellowstone Park en route west. Low cost luxury on the electrified OLYMPIAN Traveling on The Milwaukee Road’s Olympian adds to your pleasure. 656 smokeless, soot- less, cinderless miles through rugged Mon- tana Canyon and over the Rockies, Bitter Roots and Cascades. Enjoy the unique thrill of riding in special open observation cars during summer months. Free illustrated booklet Plan your trip from “Pacific Northwest Vacation Suggestions.” It tells how much you can see and do at low cost. Write today to F. N. HICKS, Passenger Traffic Manager Room 820, Union Station, Chicago, III. 8501A~4 The MILWAUKEE Roap [ A-55 | hes ONE Combine these Wonder Spots in One Grand Vacation ... Cost Surprisingly Low This year brings you the opportunity of a lifetime! Four incom- parable Western attractions—all in one grand vacation tour! Ride the famous DENVER ZEPHYR, overnight from Chicago to Colorado. Spend thrilling days in the heart of the Rockies. See Mile-High Denver, Colorado Springs, Pikes Peak, Boulder and the alpine beauty of Estes Park. Then, on to San Francisco and its history-making World's Fair—through the Colorado Rockies and the Feather River Canyon during daylight hours. Return through the evergreen Pacific Northwest. Then visit either glorious Glacier or Magic Yellowstone, or both. Glacier, with its winding trails, mountain grandeur, beautiful lakes and cozy chalets; its smooth highways over which sightseeing motors glide you to a myriad of breath-taking spots ... Yellowstone, with its spectacular Cody Road; its amazing geysers; mud volcanoes, boiling pools and awe-inspiring fall and canyon; its array of wild animal life. Burlington’s special low summer fares combined with attrac- tively priced tours and accommodations in the Parks make the total cost of this grand vacation surprisingly low. Travel independently or join a Burlington Escorted Tour with everything arranged in advance, relieving you of every travel detail. Either way, Burlington gives you the greatest travel value. Mail coupon for illustrated booklet and information. ma Hay of (a Lphyrs Room 419, 547 W. Jackson Blvd., Chicago, Ill. Send me free illustrated booklets, rates and infor- mation about a vacation trip to California, traveling one way via Colorado and the other via Glacier or Yellowstone or both. J Burlington Travel Bureau } Burlington Houte 2 Check here for special information about All-expense Escorted Tours | unprecedented success of the tours $$ OHHH HH HH HH HHH SOSH o¢ In the interests of the GOOD NEIGHBOR MOVEMENT the World Federation of Education Associa. tions offers, through the W.F.E.A. Travel Bureau these Low-cost Summer tours to chartered trains leave each week for eight weeks, beginning Sunday June 30. Arrangements can be made to travel by Coach, Tourist or First Class or to extend your visit in Mex- |} ico as you like. Go at your own convenience. Special | Teachers, educators and their friends from all over the country will make these trips. For here is foreign travel without an ocean to cross—a Good Neighbor pilgrimage to a colorful land where great things are taking place in the fields of education, the GAY SOCIAL LIFE But these are gay trips, too. For es- sentially you are on a holiday, and interesting provisions are made for a round of social life and lighter enter- tainment. So... brush up on your | tango and your rhumba! Some Additional Points to Remember You'll find Summer in Mexico’s high altitude cool and delightful * * * “on your own,” you'll find When you're exploring between sightseeing tours, English generally understood. * * * Your assurance of the ‘“‘Rightness’’ of every detail of these trips is the MEXICO CITY "Teaver abroad to a friendly and foreign country on 11-day trips that will be priced at a fraction of the usual cost of such tours. For the tre- mendous group purchasing power of the World Federation of Education Associations will be used to bring prices to levels never before possible, Through special chartering of cars, and even complete trains, substantial economies are made and savings passed along to you in the form of lowest rates ever announced for such a tour. COMMUNITY OF INTEREST arts and social science. You are as- sured of congenial travelling com- panions with mutual interests—and special features of the trips will ap- peal to every person interested in the exchange of educational viewpoints and problems. Plaza De La Constitucion FREE INFORMATION And send, right now, for further informa- tion, yours without the slightest obligation, For the more you know about these grand trips, the more they will appeal to you. Use the coupon below | , . - rT KSSSSSSSSCS CESSES SERRE EES SESS Eee EEE EEE ETERS EeE arranged by the W. F. E. A. Travel § ‘ . ; Bureau in previous years. : — ef Céuation Associations 8 B ° ° . = 1201 Sixteenth St. N. W. : UEL W. LAMKIN, Secretary General . Washington, D. C. : W.F.E.A., 1201 Sixteenth St. N.W. § You may send me further information regarding § ; s the World Federation of Education Associations § Washington, D. C. s Vacation Tours to Mexico City : . y * J DOVEUNAUAONAAANAEONU AON EO EEE NAME ‘s $0e4¢04¢0¢006:°00" 5 s CITY STATE an HULUUNTUAAEDUAAEOTUAETUUEE ETA EETT TED ETTAT TTT Peeenenennenessenccssssscnsssenssssccssssessse® THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ee veneer.