orma- zation grand you . . . 7 ” nm Sesceasececcseseassese i ee a Au Ideal... .. . to contribute, through textbooks of integrity, success, and stability, to the greater education of AmericanY outh. Write for information about our texts in these fields Student Dictionaries Elementary Arithmetic High School Mathematics Elementary Social Science High School Social Science TT. In Reading . « THE ALICE AND JERRY BOOKS Basic and Readiness Readers: Grades I, Il, Ill Complete testing program and teaching equipment NOW! An ALICE and JERRY READER for Fourth Grade Readers for Fifth and Sixth Grades—in preparation ROW, PETERSON & COMPANY New York EARNING\ £o COMPUT * SCHORLING + CLARK - * POTTER * DEADY ° Individualized self-instruction Survey Tests Inventory Tests Practice Exercises Two booklets presenting a program of individualized practice in the arithmetic fundamentals. Each pupil practices to correct his own weaknesses. Provision is made for progress on three ability levels. Book I covers all processes up to and including decimals. Book II re- views Book I and gives practice on new processes up to and including per cent, ratio, business arithmetic. For grades 5 to 9 and for remedial work in high school. WORLD BOOK COMPANY Yonkers-on-Hudson, New York EVANSTON, ILLINOIS BOOK » lle. TWO marae Balance Simplicity Interest the JOYFUL READERS by Clarence R. Stone Set a New Standard This new basic series for the primary grades marks a notable advance in presenting a bal- anced, flexible reading program. Mr. Stone has succeeded in fusing all sound instructional techniques into this basic course. Workbooks, chart material and teachers’ manuals are available. Write for further information. WEBSTER PUBLISHING CO. ST. LOUIS DALLAS SAN FRANCISCO pri ha: Di a LFRNF Ler wail ELMER MORGAN, Editor VOLUME 29, NUMBER 4 H. A. ALLAN, Business Manager Members of the » Journal Editorial Staff: Lyle W. V. Ashby: Ethel Blake; Mildred aDanitein Fenner; Seek adidas Erle Prior ——_ — R 4 Between Editor and Reader CONTENTS FOR APRIL 1940 — EDUCATION WEEK, which has be- Contemporary Crucifixion and Crusade .. . G. Bromley Oxnam 97 sage one weg" the yon ps enget enter- —_ Education in the Decade Ahead . Paul V. McNutt 98 prises in the civic life of our country, this year : : > tes gath checrvance Newsiber s0-a6, tt is What Is nig =e the maneaneanty School? — G. operas 99 highly appropriate that the Life Membership What Is Right with the Highschool? Francis T. Spaulding 101 Dinner at the Milwaukee convention will build Said at St. Louis SS ge eee . 102 its program around the development of this On Our Way...... rrr a tant movement. 95% ; , Obligation of the Schools ne Safety Deninion . . Henry H. Hill 104 Here is one enterprise upon which the whole :; as bd” ; The St. Louis Convention . estan ae . 105 country can unite. The needs of the schools are pressing and are closely related to the needs of The Educational Editor in the Present nbietin democracy. The general theme is “Education Dorothy Canfield Fisher 106 for the Common Defense.” [See page A-66. | The Present Status of Federal Aid . i pec. 3 067 The materials, which are being prepared All-Inclusive Card Proves Popular . T. D. Martin 108 under the direction of mage a of the Pedagogy thru Pictures . Hildred M. Pennell 109 JouRNAL staff, are especially fine this year. i a i ree ne AEW offers an opportunity for teachers in i every level and branch of education from kin- Future Teachers of America. ...... . Amy H. Hinrichs 111 dergarten thru university, CCC, and adult Why I Became a Teacher ........ Willis A. Sutton 112 education, to join forces with citizens in a Sixty Educational Books of 1939 .. . a ee a ee great crusade for education and democracy. ; cY Lif EI a Let every school and college faculty, every The Planning of Your Life ...... - Joy Elmer Morgan 117 local education association, every FTA club Personal Work Pays 119 or chapter, appoint a committee now to begin Elementary-School Service .. . . Paul H. Jones 120 plans for the observance in November. There ‘ are nearly a thousand local associations affili- Rural-School Service - Agnes Jean Douglass 121 ated with the NEA; over 7000 schools with Highschool-Teacher-Education Service 100 percent faculty enrolment in the NEA, Eleanor Fishburn and Mildred Sandison Fenner 123 Hue ot what it would'mean if eachet@ee. 4 tints Calld Shall Lesd Them . Heloise Brainerd 125 would take the lead in behalf of an AEW observance that would reach every nook and Notes and Announcements - 125 corner of the country with an inspiring presen- One Hundred Percent Enrolments . 127 tation of the schools’ contribution to our demo- cratic way of life. The articles herein printed are the expressions of the writers and not a statement of policy of the Association unless set by resolution Published monthly except June, July, and August by the National Education Association of the United States, 1201 Sixteenth St. N. W. Amy H. Hrwnricns, President , Washington, D. C. 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. J. W. Crastree, Secretary-emeritus Directors oF pivisions: Accounts and Records, Mary J. Winfree; Affiliated Associations, Agnes Winn; Business, H. A. Allan; Field Service, Charl Ormond Williams; Membership, T. D. Martin; Publications, Joy Elmer Morgan; Research, William G. Carr, Associate Director, Frank W. Hubbard; Rural Service, Howard A. Dawson; Secretary's Office, Harriett M. Chase. SECRETARIES OF DEPARTMENTS LOCATED AT NEA HEADQUARTERS: Deans of Women, Kathryn G. Heath; Elementary School Prin- cipals, Eva G. Pinkston; Health, Physical Education, and Recreation, N. P. Neilson; Secondary School Principals, Director, Discussion Group Project, Walter E. Myer; School Administrators, S.D. Shankland; Supervisors and Directors of Instruction, Ruth Cunningham. VOLUME 29, NUMBER 4; APRIL 1940 [ A-61 | A Many Purpose Shelving to Fit the «wn je moun mf brary 3 You'll find many uses for this attractive counter-height shelving . . ®@ Beside the Use free standing double-faced shelving Charging Desk. ss, ”» ®@ Convenient about the room for handy islands”, convenient eH + | he Partitions iti nay 8 8 partitions between departments or to supplement waite 3 Sanne the charging desk space... use single-faced shelving, to fit against the wall. You have three types of tops to choose from — flat tops serving as a counter, trough-shaped tops for book display, and the sloping shelf type for holding large books. Counter-height shelving comes in quarter- sawed oak with standard light or dark finish. If you prefer maple we can give you your choice of finish. Write us for more complete informa- tion and prices — there’s no obligation. Gaylord Bros., Ine. Established 1896 Syracuse, N. Y. Stockton, Calif. Shows one orig- inal and one ad- | Originators and Makers of Better Library Furniture and Supplies ditional double- faced section. Wholesome Chewing Gur is an aid to mouth health. It helps cleanse and exercise your |] Good Teeth: ‘ ¥ . Right Food, teeth and is an inexpensive, healthful Pte pastime that gives pleasure to everyone. |} pentelCare J ewing X« Enjoy some Chewing Gum yourself / ercise Daily. am There’s a reason, time and place for ‘af + Chewing Gum .. University Research da is the basis of our advertising. « National Association of Chewing Gum ee Manufacturers, Staten Island, N. Y. vad [| A-62 ] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ATION Contemporary Crucifixion and Crusade G. BROMLEY OXNAM A tribute to American education by the Resident Bishop, The Meth- odist Church, The Boston Area, Boston, Massachusetts AASA CONVENTION, ST. LOUIS ENTURIES have passed since the tragedy enacted upon Calvary. A broken figure hung from a cross. The Caesar of yesterday thought he was done with a troublesome Jew. The Man was crucified. Contemporary Caesars cannot crucify the Man, but they would destroy His He said. They command, “Hate thine enemy.” With propaganda they would nail His teachings to the tree. ideas. “Love thine enemy,” weapons of “He who would be greatest among you must become the servant of all.” “No,” they declare, “he who would be greatest must become the mightiest.” Pilate could not know that the cross on Calvary would appear on Constan- tine’s banners. He could not, by pro- phetic imagination, behold a scene when the king and queen of France would kneel so that St. Bernard might press the crucifix to their brows and the cru- sading soldiers of France would cry, “Crosses, give us crosses!” Nor can ruth- less rulers today know that crusaders of the spirit will be marching when the crucifiers of the flesh are dead. Like the broken-hearted at the foot of the cross, we behold contemporary cru- cifixion. But we must turn from con- temporary crosses to the coming cru- sade. It is to be a crusade marching irresistibly to victory of the spirit. It is well to note the amazing distance that mankind has traveled, in spite of its scourges and scavengers. From the caves to the cathedrals! From the days of enslaving superstition to the days of emancipating science! These are dis- tances no man can measure. In the cour- age born of the progress of the cen- turies, man moves to the crusade. Courage is not enough. A fundamen- tal decision must be made. Is man to live in freedom, or is he to exist under tyranny? Two kinds of social order con- front us. We must choose. America could not exist half slave and half free. Neither can the world. The totalitarian state admits of no sovereignty beyond that of the state—not even moral sover- eignty. The state mobilizes every instru- ment of education to the end that every impact upon the rising mind develops the predetermined philosophy. Must man be shackled politically in order to solve his economic problem? Americans have believed that govern- ment is an instrument to be used by the people for the purpose of enriching per- sonality. They have assumed that gov- ernments derive their just powers from the consent of the governed. They in- sist that it is only as men are free that they can find the truth that in turn makes them free. The political freedom which is the heritage of the American must be used in sacrificial crusade to the end that the political ideal of democracy may become an economic reality. Life, liberty, and the pursuit of happiness must become real in bread, in health, in housing, music, art, literature, flood-pre- vention, conservation, education. If the free state is to survive, and the robot state is to die, we must educate for freedom. This, American education has done. With democracy challenged thru- out the world, with paid propagandists of totalitarian regimes seeking to under- mine faith in democracy, the American people, struggling thru the severest de- pression in American history, have evi- denced no desire to turn from democ- racy to totalitarianism. This ts the su- preme tribute to the American educa- tional system. American education has trained the generation to believe in free- dom, and that generation has refused to desert it. But a new generation is to be trained. If the hundreds of thousands who are to leave our schools in the next decade are to believe in democracy tomorrow, it is imperative that educational oppor- tunity be equalized. This is a national task. Administration must be decentral- ized; but there must be sufficient help for those sections of the country unable to provide education to insure equality of opportunity. The goal must be an education adequate to bring American children to maturity equipped in the VOLUME 29, NUMBER 4; APRIL I940 light of their ability; ready to use and preserve democracy; and able to live richly among their cultural treasures. The crusade demands that economic practices be judged by ethical criteria, that the supreme objective of social en- deavor shall be enrichment of personal- ity, that the economic order shall be re- garded as made for man, rather than man for the order. It is a crusade to bring more abundant living to all our people; a crusade that is to begin here but is not to end until world law and order have supplanted international anarchy; that seeks to remove barriers economic nationalism places between us and an unimpeded world market; that seeks to remove the fear and insecur- ity lurking in the mind of the worker during every waking hour; that seeks to deepen in our people emotional response to the worldwide demand for more abundant living; that revitalizes the wills of the American people to the end that ideals may be translated into actu- alities, that action may follow thought. Underlying all this is the imperative necessity of reconciling the interests of the one and the many. Is it possible to develop a synthesis whereby the creative initiative that has flowed from Ameri- can individualism may be conserved and the benefits that lie in collective action appropriated ? If one lifts his eyes to the hills of Greece and beholds liberty, to the hills of Rome and beholds law, it is to a hill outside Jerusalem, Calvary, that one looks to behold the ideal of love. This is the principle of unity. Law and liberty are reconciled in love. Men are unified by a force that is eternal. Class is a concept too small to unite men for social emancipation. National- ity is too small. Race is too small. The ideal must be large enough to include all men. It is the ideal of brotherhood that roots fundamentally in love. Centuries ago, they crucified the Christ. Dispirited men turned from that heart-broken hour to a crusade. It was a crusade based upon the principles which He had incarnated. Men must turn once again to the ideal of the Cru- cified One, if we would move in cru- sade to victory over those who would re-crucify mankind. [ 97 | Education in the Decade Ahead PAUL V. McNUTT A look ahead into the education of the 1940's by the Administrator of the Federal Security Agency, Washington, D. C. AASA CONVENTION, ST. LOUIS HAT ARE THE PURPOSES to which American education must de- vote itself in the decade ahead if it is to safeguard democracy? How may the schools be made more adequate for the performance of their unique and indispensable function? First, the schools must continue to put human personality first. Democracy recognizes the unique value of the in- dividual person. In this education, the humanities, history, literature, ethics, philosophy, the arts, all have an im- portant place. Second, the schools must prepare for civic responsibilities. Man shares recipro- cal responsibilities with his neighbor. He has the moral obligation to deal with others in the immediate and more far- flung community in terms of their best interests as well as of his own. Democ- racy must be rooted in the Golden Rule. The schools must train their pupils in a method of attack upon solution of social issues. This means more and more emphasis upon the use of knowledge, judgment, and skill in dealing with problems concerning which the learner has an immediate moral responsibility. It means increased participation in com- munity activities. For the education of the citizen in the democratic state is not an education of him to fit the govern- ment; it is an education to be the gov- ernment. In a democratic society this participation not only takes the form of discussion, but of cooperative action. If well begun in the schools, the habit of civic participation will be continued in adulthood—in forum, in club, in union, grange, church, political party. More than half the education of the citizen must come after school days are over. Adult civic education, however, must be built upon the solid foundation of a realistic school education. The strategic situation of organized educa- tion for promoting adult civic education, [ 98 | for the clarifying of public opinion thru the free discussion of issues, affords an opportunity which must not be longer neglected. Third, the schools must prepare for participation in economic life. Public education cannot dodge its responsibility for a realistic grappling with the prob- lem of vocational education. I am espe- cially conscious of the problem of voca- tional education because three of the im- portant divisions of the Federal Security Agency are intimately concerned with it—the CCC, the NYA, and the Office of Education. I am glad to report an in- creasingly close cooperation of these youth-serving agencies at both federal and state levels. Eventually this cooper- ative action will result in a unified pro- gram for youth in every locality. Vocational training alone will not solve the problem of unemployment. A great expansion in private industry is needed for regular industrial or agri- cultural work for all our unemployed youth and adults. But under expert edu- cational guidance all American youth should have the opportunity to secure that specialized training they need for the vocational purposes they hold. The discharge of these obligations calls for even more generous financing of public education than it has had. The fear is sometimes voiced that in the com- petition for support from a tax-conscious public, the schools are likely to fare badly because of extended provisions for the aged, the infirm, and the unem- ployed. I am confident that this fear is ill-founded. America’s faith in education is too profound, too deep-seated to tol- erate neglect. We realize too well the essential relation of public education to democracy to permit any weakness to develop in our defenses against the ene- mies of popular government. The Amer- ican people will make still greater sacri- fices for the attainment of our educa- tional ideals. No problem of the next decade is more vital than that of equalizing educational opportunity for American youth. It is necessary that there be a reasonable dis- tribution of educational facilities and that they be made available to all the youth of the land. It is probable that educational oppor- tunities can best be equalized in the sey- eral states thru a program of federal- state cooperation. The equalization of differences within localities, certainly up to the point of a satisfactory minimum state program, is primarily the responsi- bility of the states themselves. But the federal government has a vital and proper interest in the equalization of educational opportunities between states. This problem of equalization can be solved without impairment of state con- trol of the scope and content of the edu- cational program, by grants of federal funds to those states in greatest need of financial assistance. We have in hand today such a plentiful array of facts con- cerning the fiscal and administrative needs of public education that I predict the 1940’s will see substantial progress. Inequalities in educational opportu- nity arise not only from the lack of fa- cilities in certain communities but also from the fact that the low income of cer- tain families makes impossible school attendance. Continual attack must be made on this problem by continuing work along the lines of the NYA student aid programs. Further progress should be made in developing scholarships, stu- dent aid, and parttime work oppor- tunities for young persons enrolled in secondary schools and colleges. The problems of rural childhood and youth merit special attention. Half of our rural youth are destined to become a part of our industrial urban population, if pres- ent trends continue. Technical and voca- tional training in regional institutions must be made available to them. Education alone will hardly usher in the millennium during the 1940's. But education, reorganized, revitalized, ade- quately supported, and having found its own bearings, can point the way to a happier and fuller life for the masses of youth born into a world which threatens to lose all sense of value and direction. It can go far toward achieving that vision of the founders of the republic; a vision which saw in ordinary men and women extraordinary possibilities; and which sought by universal, free, public educa- tion to give to those possibilities scope, direction, and fulfillment. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION V- al- of up 1Si- the ind of tes. be on- du- ral | of ind on- rive dict CSS. rtu- fa- also cer- 1001 be ing lent yuld stu- por- 1 in The yuth ural t of ores- ‘OCa- 1Ons or in But ade- d its to a es of itens tion. ision ision ymen ‘hich Juca- cope, TION What Is Right with the Elementary School? HE elementary schools are far from what we want them to be, but they are as good as we have any right to expect them to be, all things considered. I think sometimes parents and taxpayers feel like one of my farm neighbors in the early days. He took his hogs to town and somebody asked him what he got, and he said he didn’t get as much as he ex- pected to, but then he didn’t expect to. We cannot ignore the average fathers and mothers who send their children to the public schools. They would like to understand what is being done for their children. Last fall the Saturday Evening Post had on its Postscript page the fol- lowing lament to “DEAR TEACHER: I am neither old nor stuffy; I was tutored post-McGuffey. But I cut my second dentals On the good old fundamentals, And I’m puzzled by the new pills Swallowed sweetly by your pupils, Can’t you tip me off this autumn On the latest dope you taught ’em, Just to ease my nightly dome work Doing little Willy’s homework? Thanking you for all the bother, I remain A BAFFLED FATHER. If a teacher really cared she could say: “Thank you for your kindly letter; Sorry we don’t know you better; Methods change in schools, you know; Otherwise we couldn't grow. Homework shouldn’t be a bother; It’s for Willy, not for Father.” Parents recall the schools of their day and they compare the changes that have taken place and are very much con- cerned. Except, however, for some in- effective grouching, they can be de- pended upon to support the schools. They are the people to whom I am ulti- mately speaking. Education on the elementary level is now free, universal, and generally com- pulsory. Elementary education, being the basis of advanced education, culture, and social progress is, like the landscape, taken for granted. It doesn’t make the front pages of the public press. It cannot be spectacular. Perhaps this is all to the good, for quietly, unostentatiously, and almost universally the elementary school has improved its organization, its cur- riculum, its methods, and above all the personnel of its staff and the quality of its teaching. In the first place there has been an astonishing expansion of schools both outward and upward, horizontally and vertically. Education today does not stop at the sixth grade, and pressure on the elementary school is therefore greatly relieved. It no longer has to be organized as if everything thought necessary as preparation for adult life by every type of pupil has to be put into the program of subjects of an eight-grade common school. The curriculum has been both simplified and enriched and it will un- dergo more changes if and when sec- ondary education reaches the 30 or 40 percent of the boys and girls of second- ary age who are now outside of high- schools. Better buildings, playgrounds, equip- ment, libraries, shops, laboratories,admin- istrative organization, and an extended school year are evidences of progress so obvious that it is unnecessary to describe them. Changes which have taken place within the schools, however, are not so easily comprehended by the layman. Educational development in the ele- mentary school was accelerated by its early acceptance of the results of scien- tific experimentation in such common school subjects as spelling, reading, arith- metic, and penmanship. Here we had the beginnings of an objective study of edu- cational problems which has produced such fundamental changes in curricu- lum, content, organization, and method. When one considers what has happened in spelling, say, since the days when we conned the lists of useless and strange words of the old spelling book, he has to admit progress. The teaching of spelling, mechanical as it is, has a basis in observ- able and measurable procedures which are fundamentally scientific. We who learned thousands of words which we have never been called upon to spell regret more than we can tell our inabil- ity to spell the common words which are now so well taught. Some of us puzzle over whether or not we should put a “tc” in “which.” What I have said of spelling is in a large degree true of arithmetic, reading, and language. And it’s because of these VOLUME 29, NUMBER 4; APRIL 1940 EDGAR G. DOUDNA “There is a great deal more right than wrong,” says the Secretary of the State Board of Regents of Normal Schools, Madison, Wis- consin AASA CONVENTION, ST. LOUIS changes that little Willy’s father and even more his grandfather have difficulty in comprehending what the school is doing. In home or community life they accept modernization due to scientific and technological changes, but it seems pretty difficult for them to understand that corresponding changes in the schools have resulted from the influence of the scientific approach. Closely associated with the scientific movement is the advance in our under- standing of child nature and the learn- ing process. The old faculty psychology and its educational derivatives, the doc- trine of formal discipline and belief in universal transfer of learning, have been displaced by educational psychology which has profoundly affected the ele- mentary school. There may have been a too ready acceptance of the IQ as fixed once and for all and as unchangeable as the laws of the Medes and Persians, but except when the radical reformer over- did it, it helped the teacher to under- stand more objectively the limitations and the possibilities of her pupils. The elementary school has made con- servative use of the contributions of the psychologists and has reorganized and changed its curriculum content and methods of teaching in the light of this knowledge. Individual instruction is taken for granted. In the primary grades unbelievable progress has been made. When one compares these grades wath those of a half century ago, the results seem almost miraculous. Not only are the textbooks and read- ing materials improved, but methods of teaching have been correspondingly de- veloped. The reading growth of children in the lower grades is little short of phe- nomenal. Reading is no longer consid- ered as a subject apart. Every teacher is a teacher of reading who has to be fa- miliar with the basic habits, skills, and [ 99 | attitudes essential for intelligent growth. It has long since passed the stage where word recognition was the goal, and when meaning, interpretation, and the like were incidental. Who of my generation had ever heard of “reading readiness,” “diagnostic testing,” “remedial instruc- tion,” or “standards of achievement”? Of course, the teaching of reading is far from perfect, and the elementary school is not content with present achievements, great as they have been. We could take one by one each subject and find similar changes and equal alert- ness to unsolved problems, altho greater progress has been made in the socalled tool subjects than in those whose aims are growth in knowledge, social intelli- gence, and appreciation. But here the schools have not been marking time. The old history with its emphasis upon wars and politics, arouses memories of dismal hours of memorizing names, places, dates, and events without meaning or interest. The sterility and academic for- malism of such history teaching devel- oped positive antagonisms where it was supposed to arouse interest and instil love of country. So in geography, civics, and science. Generally they were pre- sented to children as knowledge in the raw, and “learning was neither preceded by appetite nor followed by digestion.” Study was externally motivated. John Muir described his early teachers as stating the first law of memory to be: “There is a close connection between the skin and the memory, and a vigorous stimulation of one has a most wholesome effect upon the other.” The modern school may not regard memory sufh- ciently—it’s an open question—but there is no doubt as to the soundness of the doctrine of interest, for interest is the mother of attention and the grandmother of memory. Parents are nearly always enthusiastic about the opportunities which their chil- dren have as compared with the limited curriculum of their own school days. Without neglecting the “good old funda- mentals” the elementary school finds ways and means to make learning more significant and the approach to the arts natural and easy. I suppose the greatest progress has been in the field of health and provision for the handicapped. The old, formal, descriptive, anatomical, and moralistic teaching with its dreary naming of | roo | bones, cataloging of muscles, tracing the circulation of the blood, reciting empiri- cal hygienic formulas, and learning many fantastic rules for healthful living has given way to a really scientific treatment. What with doctors, dentists, health clinics, physical training, safety education, and the growth of athletics, games, hikes, and the like, the health of school children is enormously improved. Asafetida and charms have been replaced by serums and sanitation. Some day the educational historian writing of this pe- riod may point to the saving of little children from the physical results of our economic ignorance and stupidity as one of the proudest achievements in a mag- nificent record. Gone are the mathematically arranged desks and seats since the baffled parent went to school. Rigid and military or- ganization has become flexible and in- formal. Classrooms are workrooms, liv- ing rooms, home rooms. The relation- ship of pupil and teacher is not that of master and man, of ironclad caste; it is normal, natural, and easy. Control is no longer imposed without reason, and blind obedience is no longer a virtue. The days of “lickin and larnin” belong to ancient history. Discipline is there, to be sure, but it is the self-imposed dis- nurses, cipline of a democratic society. What I have been reviewing here is true thruout the elementary school, in- cluding the one-room rural school as well as the best of the most progressive schools of the most wisely directed city systems. The difference has been one of degree, not of kind. The rural school has not been insulated from progress and in some instances has done an even better job than those which are theoretically better situated. The transition from the old to the new has, of course, resulted in some losses, and every change hasn’t been a synonym for progress. But the net result amounts to little less than revolution. The elementary school has evolved be- cause it has been comparatively free from external pressures and controls. It has been unhampered by college entrance requirements, and it has never been po- liced by standardizing and accrediting agencies. A second reason for successful adapta- tion of the elementary school to the pur- poses of general education is the accept- ance of supervision as an integral part of its organization, not as something im- posed by higher authority. A third factor is the education and point of view of teachers. They are trained to teach children, not subjects: to deal with life situations as well as with books. They are free to cut across sub- jectmatter lines. The elementary school early recognized the need for teachers who know children, who understand subjectmatter, and who know how to teach. And that is what makes all the rest possible, for schools are as good or as bad as their teachers. Normal schools, teachers colleges, and colleges of educa- tion have never lost sight of their obli- gation to the elementary school. We are only indicating here how the schools have advanced in light of their understanding of the ultimate goals of a democratic society. The elementary school never was and never can become aristocratic or privileged, for it serves all the children of all people. The teachers who are the least advertised, poorest paid, most responsible group in Ameri- can education have made the elementary schocl of America something unique in educational history.. They know that their schools are still imperfect, that their problems become daily more com- plex, and that they not infrequently baffle educators as well as parents. The pathway marked out for the ele- mentary school must be widened, deep- ened, straightened, and pushed farther ahead. The school population is decreas- ing; it is shifting under the influence of economic migration; and it is changing in character. Thirty percent of the fam- ilies of America belong to the dispos- sessed and the marginal subsistence groups. This 30 percent in a decade will furnish 60 percent of the children in the elementary schools. Mrs. Joad defined the problem by saying at the end of The Grapes of Wrath: “We're the people that live. Can’t nobody wipe us out. Can’t nobody lick us. We'll go on for- ever. We're the people.” The only chance these children will have of achieving the equality they learn about in the Declaration of Indepen- dence is in the schools. The survival of democracy may be determined by what the schools can do to raise their social intelligence and thus protect America from an ignorant, apprehensive, and in- competent citizenry. Education is the only equalizer in sight. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION m- ind are Cts: ith ub- ool lers and r to the 1 or rls, uca- »bli- the heir S of tary ome s all hers rest neri- tary le in that that com- ntly - ele- leep- rther reas- ce of ging fam- spe )S- rence - will n the fined ~The eople out. . for- will learn epen- yal of what social rerica id in- s the \TION What Is Right with the Highschool ? oys AND GIRLS leaving highschool in America have attained, as a group, a higher level of literacy than has ever been the possession of any compara- ble group of youth at any period in the history of the world. Critics may point out that young people’s present level of literacy leaves much to be desired. But the average highschool pupil in America can read and write and use arithmetic better than could his parents when they left school. He has learned more about history and science and literature and art than had his parents. His school work has given him a broader background of knowledge, more thoroly acquired—than any other nation has even attempted, let alone achieved, for more than a fraction of its young people. The literacy has been effective outside of school. Largely thru the influence of the schools, America has become a nation of readers—not of classical literature, it is true, but interested and habitual con- sumers of newspapers, magazines, and current books. At least in part because of the influence of the schools, America has become a tremendous user of many things that make for higher standards of living—labor-saving devices in the home, services of hospitals and physicians on a scale which lends strong popular support to the movement for socialized medicine, paintings by the masters reproduced for the enjoyment of hundreds of thousands of people, the music of great composers recorded by the best of the world’s art- ists and orchestras. The secondary schools can claim credit for the wholesome physical habits of most American boys and girls. By and large, American boys and girls leave school with firmly fixed habits of bath- ing, washing their teeth, brushing their hair, keeping their clothes clean. They have learned to demand clean water, clean food in restaurants, clean stores, clean railroad cars and buses. They sup- port laws which are gradually bringing great cleanliness to streets and public buildings, and which have already made most American communities notably healthful places. The schools have given boys and girls certain more positive habits of health. The average young American likes physical sports, likes to be outofdoors, and indulges both these likings in ways good for him. As an off- set to the unhealthful conditions which urban living often brings with it, the contribution of the schools toward pro- ducing a nation of healthy people has been important. More than any other single institution the secondary schools have helped to minimize class distinctions and to keep class lines fluid. Bringing together rich and poor, the children of unskilled workers and of professional families, youth from the hill and from the other side of the railroad tracks; offering all these young people an opportunity for continued education; providing a way of living within the school which attaches real importance to what a boy or girl does or can do, and not just to the back- ground from which he comes—thru these means the secondary schools are making a contribution to American living which is as fundamentally “right” as, anything in America today. But beyond what secondary education has already accomplished there ought to be set down to its credit certain things it is on its way toward accomplishing. First, schools in increasing numbers are devising new methods of teaching, new instructional materials, and new programs of study thru which they may offer a better education to boys and girls whose interests and abilities are different from these of the hypothetically average pupil. Various schools have been actively at work on programs for exceptional pupils at both ends of the academic scale. The new curriculums and new methods of teaching being tried out in the schools cooperating in the eight-year program of the Progressive Education Association furnish one example of progress toward a better education for young people of unusual talents. For boys and girls not gifted in the kinds of ability which sec- ondary schools have required in the past, new curriculums and new methods are being similarly devised—in schools like those of Pennsylvania, where the high- school principals of a whole state are working together on the problem; in many vocational schools; in the school systems which are beginning a program VOLUME 29, NUMBER 4; APRIL 1940 FRANCIS T. SPAULDING . A professor of education at Har- vard describes achievements of the American secondary schools AASA CONVENTION, ST. LOUIS of experimentation under the joint aus- pices of the Office of Education and the NYA. The flexible school organizations provided by the junior highschool and the junior college offer an especially valuable proving-ground for these ex- perimental programs. Second, our highschools are dealing more and more directly with the educa- tional and vocational guidance. No cur- riculum will serve its full purpose unless, along with it, the schools provide means for seeing that every boy and girl chooses these parts of the curriculum which are most appropriate for him individually. The groundwork for an effective pro- gram of guidance is already being laid in the study of individual pupils by edu- cational psychologists, in the develop- ment of more accurate means of educa- tional measurement, in the gathering of more searching information about the varied educational demands of out-of- school work and out-of-school living. The groundwork is being laid also in a sharpening of the concern of school peo- ple everywhere for what becomes of pu- pils after the schools are thru with them. Social and economic conditions out- side the schools have in the last few years placed a heavy strain on our whole edu- cational program. The strain has fallen most heavily on the highschools. As an inevitable consequence, recent attempts to discover what the highschools need now to do that they did not need to do a few years ago, have revealed numerous present defects. It is to the notable credit of secondary-school people that they themselves are concerned about those de- fects and are actively working to remove them. Without a concern for what is wrong with secondary education, pres- ent achievements would rest on no sub- stantial foundation. With that concern the secondary schools can be counted on to meet the new demands now placed upon them. [ ror | From “Musica Americana,” pre- sented by St. Louis boys and girls. Said at St. Louis It Is HIGH TIME that we all realize that no so- ciety which leaves its youth helpless can con- tinue. Capital and la- bor, the schools, and government should all join forces in closing the present gap be- tween the school and the job. Employment should, as far as pos- sible, be provided by private business, indus- try, and agriculture. Industry should reconsider its policies of employment. From the standpoint of the nation’s future, it may be more im- portant that youth of sixteen to twenty have employment, if they are not or should not be in school, than that per- sons of sixty or over have jobs. Dictator- ships have little attraction for older peo- ple. For youth they might offer oppor- tunity for recognition. This fact might be worth keeping in mind when considera- tion is given to the distribution of avail- able employment in the United States. —BEN G. GRAHAM, superintendent of schools, Pittsburgh; president, Ameri- can Association of School Administra- tors, 1939-40. YounG PEOPLE of the adolescent age want to be selfsupporting and economi- cally independent. Remote rewards and abstract honors do not satisfy them, espe- cially if they belong, as many of them do, to families that have an annual income of less than a thousand dollars. Any social order that denies to an adolescent boy or girl some measure of economic security and financial independence is badly organ- ized.—CHARLES H. JUDD, director of the education program, National Youth Ad- ministration. IN THE POSTPONEMENT Of gainful employ- ment, youth has lost the benefit of prac- tical work experience. Boys and girls may now attend school for twelve or thirteen years, and college for four years more without having experienced the disciplinary values of real work. This is not their fault but it does not mitigate the loss to them and to the seasoning of our national fiber. It is no argument for child labor, which all of us despise, to [ 102 | say that the ripening effect of real work is one of the most important educational values that can come to any young per- son. That value is now totally absent from the lives of countless thousands of American youth.—worTH MCCLURE, su- perintendent of schools, Seattle, Wash- ington. To KEEP us out of war, we must be strong—strong to resist armed attack, strong to resist the attack of ideas. We need the armor of military power, the armor of physical health, the armor of religious belief, and the armor of love, abiding love, in our country and in the American dream.—wWILLIAM F. RUSSELL, dean, Teachers College, Columbia Uni- versity. MENTAL TESTING as a standard procedure in schools should be allowed to decline. Testing for intelligence is like using a fever thermometer—a good practice for the nurse or clinician, but a perplexity for the individual parent or teacher. It may be better to turn to measures of special abilities, relying for insight as to general ability on cumulative records of scholastic achievement. This plan would avoid the bad error of labeling a child as permanently dull, average, or bright. Mental tests would be reserved for re- search and clinical purposes. With such safeguards, they could be properly inter- preted and utilized.—cEorcE D. STODDARD, University of Iowa. Ir THE AMERICA we know and love is to be maintained, there must be the closest cooperation between dynamic education and enlightened business leadership. Thru the mutual effort of these two forces, the inseparable privileges of free enterprise and free thought can be rededicated as the heritage from our generation to all Amer- icans of the future—PAUL G. HOFFMAN, president, Studebaker Corporation, South Bend, Indiana; and president, Automotive Safety Foundation, New York City. We memesers of schoolboards are those whom our friends and neighbors have chosen to find a schoolmaster, and then to keep an eye on him, to see that he tends to business, uses common sense, counts the pennies, and runs a good school, that he’s fair and tolerant and human, awake and uptodate and on his toes, that he does a good job. They won’t THE JOURNAL OF like it very well if we hire someone's wife’s brother, or pick a man because he trades at so-and-so’s grocery store. They want a schoolmaster to teach their chil. dren. They leave the matter of expense to us. They are willing to pay if we ex. plain things to them—and they want their money’s worth. They expect us to know what it’s all about—to tell them how things are going and what we need, But they do not expect us to teach the school, to chop the wood, or build the fires. Ours is a simple task, but if we do — it right it’s a mighty big one!—Franers J. BRADY, chairman, School Committee, Providence, R. I. LET us PREPARE our children for contro- versy by training them soundly, by edu- cating them efficiently. Let their school life be a period of calm, in order that they may, with the same calm and equanimity, face the confusion and turmoil of later years.—C. HAROLD CAULFIELD, president, San Francisco Board of Education. YOUNG PEOPLE cannot be taught to deal competently with controversial problems without being permitted actually to dis- cuss such problems. You simply cannot expect to teach a person to swim entirély by exhortation, explanation, illustration, and examination. The learner must get into the water and practice the manipu- lation of his faculties. The most practical means of teaching youth to discuss con- troversial issues is to give them well- guided practice in the discussion of the controversies most interesting to them and most appropriate to their respective age-levels.—J. w. STUDEBAKER, U. S. Com- missioner of Education. IF THE average superintendent would take as much time in thinking about how be can guide the character of the youth of his school as he does to the finances, you wouldn’t have to deal with finances at all in another generation.—wiLLis A. SUT- TON, superintendent of schools, Atlanta, Georgia. WE Have acceptep the theory of the whole child as a learner, with his physi- cal ills, his emotional complications, his intellectual interests. The whole child goes to school, we say. But it is equally true that the whole teacher is there, too, and a wellplanned, purposeful, cheerful, rich school program is the reflection of such characteristics in the teacher.—BESs GOODYKOONTz, Assistant United States Commissioner of Education, Washing- ton, D. C. THE NATIONAL EDUCATION ASSOCIATION ec bi of w he Ww tir ctive Yom- take w he th of , you at all SUT- lanta, f the shysi- is, his child ually e, too, eerful, ion of — BESS States shing- ATION On Our Way CATCHY TUNES, graceful dancing, colorful costumes, humor, pathos, and homely dialog—out of these are fash- ioned the Educa- tional Revue, “On Our Way,”’’ pre- sented at St. Louis. An interpretation of the Educational Policies Commission’s report on The Purposes of Education in American De- mocracy, “On Our Way” is entertain- ment of high order. It is sound edu- cational philosophy, passing in living review with vividness which stamps the major purposes of education unforget- tably on the spectator’s memory. Grandad Brown, a warm-hearted re- tired school superintendent, is the inter- preter, as he seeks to share the experience of a lifetime in education with his granddaughter, Sally, who stands on the threshold of her first teaching experi- ence. His counsel is portrayed in drama, song, and dance by a company of stu- dents, teachers, and parents. The four parts of the revue correspond to the four major purposes of the report —self-realization, human _ relationship, economic efficiency, and civic responsi- bility. Three tenement mothers proud of their children’s talents, a day laborer who is happy because “anyway, the kid, he’s got a chance,” a gifted poor girl with a yearning for the beautiful, a timid new boy, and a “stuck-up” who learned that “when everyone works to- gether it’s fun’—are among the chief characters of the dramas. “Economic efficiency” is presented thru the adventures of Fay and Bob, just graduated and deeply in love, who face life haunted by nightmares of em- ployers, advertisers, and loan sharks. But education comes to their aid, and the scene ends optimistically and tune- fully. Grandad Brown himself is a con- vincing spokesman for “civic responsi- bility,” and the revue closes with an impressive tableau of the youth of Amer- ica affirming their loyalty and dedicating their services to the principles of Amer- ican democracy. The author, director, and musical composer, all teachers in the Oakland, California, public schools, produced the revue under the supervision of Superin- tendent E. W. Jacobsen of Oakland. The cast was drawn from the public schools of Clayton, University City, and Webster Groves, Missouri. With suitable local adaptations, any schoolinthe United States may carry its stirring message to the people of every community. The script, to be printed and avail- able about the first of April, will be sold at a nominal price by the Educational Policies Commis- sion, 1201 Six- teenth Street N. W., Washing- ton, D. C. Obligation of the Schools for Safety Education HENRY H. HILL An address by the superintendent of schools, Lexington, Kentucky, who served as chairman of the 1940 Yearbook Commission of the American Association of School Administrators AASA CONVENTION, ST. LOUIS HERE Is TopAy probably a greater chance for a citizen to be injured or killed by an automobile than there was for a citizen in colonial days to be scalped or shot by an Indian. There were not more than 150,000 Indians liv- ing during the early pioneering days in what is now the United States and they probably killed less than 10,000 per- sons from 1607 down thru the French and Indian War. By motor vehicles alone we killed during 1939 more than three times as many as did the Indians in over one-hundred and fifty years. If we compare the accident situation among children in the year 1922 with 1938, we can notice a significant drop in the number of fatalities. Nearly 20,000 children under the age of fifteen lost their lives in accidents in 1922 as com- pared with less than 14,000 in 1938, «in spite of the increasing hazards of speed and machine. Had child fatalities in- creased at the rate of adult fatalities in the same span of years, the total number of accidental deaths among children would have been larger than it was by nearly 100,000. Safety organizations and schools, working together, have been largely responsible for this remarkable achievement. It is clear that the schools have already shown their professional competency to teach safety to children, especially to those below highschool age. It follows that the schools have a definite obliga- tion to continue safety instruction and to do an even better job during the next decade. We need better instruction but even more urgent is the adoption of matured and tested plans by all school systems. There are still hundreds of sys- tems which as yet do not keep accident records and do not systematically teach safety. Whatever your curriculum phi- losophy, the compelling necessity is to teach safety. What difference does it [ 104 | make whether a child be taught under ultra-progressive or conservative meth- ods if he is to be killed in an accident which could have been prevented by safety instruction? The primary aim of the schools is to produce good citizens. The schools therefore have a share in any kind of education which produces good citizens. In 1940 a citizen can remain neither good nor alive without knowing how to behave in an age of speed. Driver education, that is, classroom instruction, and driver training, which refers to road practice, constitute the most recent development in safety edu- cation. It seems probable that around this core curriculum will be centered much of the development in highschool safety teaching during the next years. The schools must provide driver edu- cation but they share the responsibility of driver training with the community. When the local community determines that the highschool should undertake driver training and provides the funds, or when a whole state so determines, then the schools will provide the instruc- tion, which is in their field of profes- sional competency. An illiterate is a person above the age of ten who can neither read nor write. A safety illiterate is a person sixteen years of age or older who does not know and practice the commonsense rules of safety. He can neither drive a car safely nor walk carefully in pedestrian cross- ways. In addition he rarely ever reads labels on bottles, or follows directions for safe construction of homes or safety in his work. The longterm obligation of the schools is to reduce the new supply of safety illiterates as rapidly as the com- munity will provide the support. But all is not safe which deals with safety. The safety movement snowball has become so big it has picked up in its path some ugly looking debris which doesn’t belong. There are individuals and interests more concerned with their selfish advancement blocking a rival organization, than with service and research in safety education. While the safety movement is not unique in this respect, yet the excellent work accomplished and the bright pros- own and_ with pect for the future will stand only if such selfishness is eliminated. The part of all of us who are advocates of safety and safety education is to keep our eyes on the longterm goal of building an Amer. ica in which children and adults shall not lose their lives from preventable causes. Our great democracy was founded upon the thesis that here in America mankind might find a haven of security and safety. Our forefathers braved the dangers of cold and hardship and hun. ger, and the terrors of the wilderness, that their children and their children’s children and millions of immigrant citi- zens might enjoy a freedom and secur. ity they were themselves in large meas ure denied. Shall we, the heirs of the good things they made possible, be un willing to sacrifice a few of our socalled personal liberties on the highways and in our homes in order that our children may live to enjoy some of the benefits we accept so thoughtlessly ? We ought in 1940 to rededicate our selves to restore America as the haven of security and safety our fathers made it. It is not and cannot be a haven so long as we cast so lightly on the altar of human sacrifice the lives and limbs of our own children and those of our fathers and mothers and friends. We should not create of our machinery and hurried living a modern Moloch, a pro- totype of the ancient god who demanded and received human sacrifices. Can't we in 1940 seek to recapture a bit of the fine art of living together, a recess from the squirrel cage of more money and more responsibility, more breakdown and worst of all, many thou sands of lives lost annually because we ape the machines and go too fast? As the machines speed up, can’t we slow down? Their purpose is to give us leisure and there is no leisure and no real safety in hurrying. » If our country were invaded today, all of us, if necessary, would be willing to die for it. Mr. President, in presenting to you our yearbook, Safety Education, | speak the hope of the Safety Commis sion that its use may help make thou sands of Americans willing to live for America. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION uch f all and son mer- shall ‘able ided erica urity | the hun- ness, ren’s ’ Citi- ecur- neas- f the e ul called ; and Idren nefits - our raven made en 90 altar limbs yf our . We y and a pro- d nded ture a her, a more more , thou- ise we st? As e slow ive us ind no day, all ling to ting to ition, | ommis “ thou- ive for [ATION The St. Louis ITH THE FRIENDLY COMPETENCE and quiet efhciency which have made his work as superintendent of the Pittsburgh schools outstanding, Ben G. Graham, president of the School Administrators, thru the St. Louis convention, from careful planning to successful conclusion. These NEA conventions are huge enterprises, and carried when they turn out well, it is no acci- dent. There are ten thousand things that can go wrong and when they go right, it is because hundreds of people under watchful leadership have kept faithful to their appointed tasks. On every hand at St. Louis we heard expressions of ap- preciation and they have been reflected in the correspondence since. This from our good friend Superintendent L. H. Petit of Chanute, Kansas, is typical: vs came away feeling that I had received more than at any other meeting I ever attended. This is one time that I really got my little bucket full.” The St. Louis programs had more drama and music, with fewer and better speeches than most general sessions. “Musica Americana”—a dramatic por- trayal of American music from Indian days to now—was presented by a cast of nearly 3000 children from the St. Louis schools under the direction of Su- pervisor Ernest Hares. Leaving the hall, one heard such comments as this: “All America can be proud of a school system that can do a thing like that.” The Educational Policies Commission continued its great work by presenting an educational revue—“On Our Way.” The World’s Fair experts of New York and San Francisco could well take les- sons from these two “shows.” Indeed, they might well include them in their 1940 attractions. “On Our Way” is espe- cially designed for repeated use thruout the country. “Safety Education,” the 1940 yearbook of the American Association of School Administrators, furnished the theme of one general session. It tells how safety is taught and ought to be taught in the best American schools. It adds another book to a shelf that has become “first reading” for every uptodate superintend- ent in America. Dorothy Canfield distin- guished author and charming daughter Fisher, CARROLL R. REED Superintendent of the Minne- apolis public schools, who has been chosen president of the American Association of School Administrators for 1940-41. Dr. Reed has been active for many years in professional or- ganization. He is at present a member of the AASA Com- mittee on Certification of Super- intendents of Schools. of the great educator and NEA builder, Dr. Canfield, who has chosen to do her part by turning her literary gifts into the Children’s Crusade, presented that great cause with sense and skill on all occa- sions. The Crusade is a good chance for schools to teach thru action. The Secondary-School Principals, who next year come to the 25th anniversary of their organization, are working stead- ily on the problems of the changing highschool to meet the needs of a vast enrolment of around 7,000,000 youth. The Department of Elementary School Principals, now nearing its 20th birthday, had an attractive series of meet- ings and a wellattended banquet built around the popular theme, “Show Boat.” Secretary Eva G. Pinkston reports a membership of 5857, a new high looking toward a goal of 6700. The American Association of Teach- ers Colleges had an excellent series of meetings under its genial president, ¢ C. Sherrod, State Teachers College, Johnson City, Tennessee. Among prob- . se lems discussed were admission of stu- dents, the trend of teachers colleges to- ward general colleges, student personnel work, cooperative study of teacher edu- cation, training of school librarians. VOLUME 29, NUMBER 43 APRIL 1940 Convention “Supervision as a Guide in Develop- ing Learning Experience” was the theme of the meetings of the Department of Supervisors and Directors of Instruction. Meetings of the Deans of Women cen- tered about “Education in Search of a Goal.” President Amy H. Hinrichs and Sec- retary Willard E. Givens of the NEA reported plans well advanced for a strong program at the Milwaukee convention June 30-July 4. Convention exhibits filled the vast spaces in Exposition Hall and were a most instructive and useful part of the convention. Hats off to the skilled man- agement that makes such an exhibit pos- sible and to the initiative, ingenuity, and artistic skill of the people who create the marvelous textbooks, supplies, and equipment now available. Those interested in securing a more complete report of the convention may secure from the American Association of School Administrators, 1201 Sixteenth Street Northwest, Washington, D. C., a copy of the Official Summary of the convention for 10¢ or a copy of the Official Report of the convention for $1. The latter contains the addresses made at the general sessions. In our personal experience at St. Louis, there are two impressions that stand out. First, the increasing spirit of goodwill and unity among the educa- tional forces of the nation, combined with growing recognition of the necessity for giving every possible support to the National Education Association in its great work of safeguarding the schools. Second, the many evidences that super- intendents, highschool principals, and citizens are becoming aware that we have in the United States around four million young people between the ages of fifteen and twenty-four out of school, looking for work, and unable to find a job of any kind. That is a staggering challenge to face our problems, to act, to do something before it is too late. Here is an uprooted population greater than the combined population of our American colonies, when George Wash- ington led them thru confusion and des- peration to nationhood. Here is enough unused talent to accomplish wonders! —Joy Ermer Morcan [ 105 | bg The Educational Editor in the Present Situation I suppose the real question in the mind of the edu- cational editor is what to do about propaganda, dread word, and how can one be sure that the news which one is passing on is even approximately correct? Your situation and that of the world affords the best possible opportunity for strengthening in your readers one of the most invaluable of all intellectual skills, that which is directed by the hypothesis- making instinct. In these days all any of us can do is to make as reasonable hypotheses as possible out of the infor- mation we get, and then not let them harden into dogma and doctrine but hold them ready to shape and alter as new information comes up. Could you make a better use of your opportunity than to present the news, the issues of the day, as constantly re- newed invitations to examine the evi- dence? And then the next day to re- examine it? That anybody will be mentally upset and troubled, as late nineteenth-century generations were by the idea that they can’t believe everything in print, that they must be on their guard against dis- honest propaganda—that, I think, is an old person’s notion, the idea of people who once thought they could rest solidly on dogmatic statements and never have recovered from the jolt of learning that they could not. May I suggest that at the time in the history of our race when we rose up from four solidly planted feet, balance on which was so complete that one could go to sleep standing up, the older genera- tion cried out on the instability of trying to get from one place to another by the process of perpetually falling from one foot to the other. And that the younger generation, rejoicing in the new ability to get around and at the same time carry [ 106 | DOROTHY CANFIELD FISHER things, defended their new gait, unstable tho it seemed, by pointing out that they really couldn’t see any advantage in be- ing able to go to sleep standing up. Isn’t it possible that the older genera- tion, not wonted to this easy-minded carrying on perpetually of the process of re-examination of premises, are like old- time pedestrians who could not conceive of any possible balance perched on two revolving wheels? But youngsters, brought up to balancing themselves on two wheels, learn at the age of five and under to swoop along with easy grace on their scooters, and when they come to the age of bicycles, use them with the same unthinking certainty of balance which older people feel about putting one foot before the other. So I should say my first comment is to urge you to indoctrinate your readers without fear of unsettling anybody, in the one doctrine on which it is safe to lean hard—the doctrine that the only way to get truth out of facts is to keep examining them with an open mind. My second guess would be to suggest that you do not fall a victim, as people in the purely literary world so constantly do, to whatever is the prevailing literary fashion. From 1920 to 1930, sex was the prevailing literary fashion; and writers, like the proverbial hen with her beak to the chalkline found it difficult to present anything else as of importance in human life. But fashions never stay put. From 1930 to 1940 the literary fashion has changed to focusing on economic difh- culties as the whole of life. During the period when all comments on human life assured us that without normal sex-satisfactions nobody could have an instant of sane or sound—let alone enjoyable—life there were, scat- tered all around us, people without those satisfactions, who had quite sound, nor- mal personalities and were in one way and another getting a great deal of pleas- ure out of living. But literary fashion assured us that they could not exist. We are now literarily obsessed in the THE JOURNAL OF same way with economic troubles, and in the same way cannot see—because the writers who now have the floor are those who limit their sympathy to people living in economic uncertainty—that a great many people living in economic difficulties yet have normal personalities and often manage to get a considerable amount of enjoyment out of life. No people ever lived in a narrower eco- nomic straitjacket than the oldtime tene- ment house dwellers of Naples. Yet many of them had more joy in living than many a Babbit who never dreamed he might be economically insecure. It is a mistake to let any literary fash- ion make us think that any one of the infinitely variegated elements in our complicated life is all there is to living. I have been a member of the Ameri- can Youth Commission for five years. | have been struck by the fact that almost none of the hundreds of thousands of youth with whom contact has been made, has said a word of recognition of what America does for its young people. They have difficulty in finding jobs—or in finding jobs they like. There is nothing else in life for them. That they are in complete safety, thanks to our magnificent American political sys- tem, with our federation really succeed- ing, they never think of. That their coun- try has provided free schooling for them, in many cases free health service, free library service, in all cases anxious com- punction for lacks in their life, eager and remorseful effort to get them what they want—their minds have never moved from the chalkline long enough to per- ceive these fairly sizable facts, let alone appreciate what they mean. Young, in reasonably good health, in personal safety, free to do whatever they like so long as it does not cost money—they cannot think of anything that anybody would like to do except those things which cost money. Just to make your readers turn their eyes away for an instant from that fixed gaze on what the fashion of the ume decrees is all-important, to the all sorts of everything else which really surrounds us—that is something any educational editor would do well to do. [Mrs. Fisher then discussed the Chil- dren’s Crusade for Children. For infor- mation about it, see page A-66. |—From an address before the St. Louis meeting of the Educational Press Association. THE NATIONAL EDUCATION ASSOCIATION our ng. eri- s. | 10St ; of een rion ung ling here "hat s to Sys- eed- oun- 1em, free om- and they oved per- lone g, in sonal Ke $0 -they body hings their fixed time sorts yunds ional Chil- infor- From eeting on. ATION HE FOLLOWING STATEMENT Was unanimously adopted by the Legis- lative Commission at its meeting in St. Louis February 26, 1940, and was read to the convention: The Advisory Committee on Educa- tion appointed by President Roosevelt, after an extensive nationwide study, unanimously concluded that federal aid for education is both desirable and necessary. The Committee presented in- disputable facts to support its conclu- sions. The Advisory Committee states that: “The facts presented in this report indi- cate that no sound plan of local or state taxation can be devised and instituted that will support in every local community a school system which meets minimum ac ceptable standards. Unless the federal gov ernment participates in the financial sup- port of the schools and related services, several millions of children in the United States will continue to be largely denied the educational opportunities that should be regarded as their birthright.” The conclusions of President Roose- the offhand opinions of a small group of profession velt’s Committee are not ally interested persons. They are the de- liberate judgments of a broadly repre- sentative group of citizens who have had before them one of the finest collections of evidence ever assembled regarding the American public schools. They are, to all intents and purposes, the unani- mous conclusions of the entire commit- tee, representing labor, religious groups, women’s organizations, business, agri- culture, education, and government. The White cently convened by President Roosevelt unanimously arrived at this conclusion: House Conference re- “The educational opportunity of children in economically less fortunate areas can be brought up to the desired level of oppor- tunity only by federal financial assistance to the states, so rendered as to reduce edu- cational inequalities.” This is in keeping with the conclu- sions of every authoritative body investi- gating educational finance during recent years: The National Advisory Commit- tee on Education, 1931, appointed by President Hoover; the American Youth Commission, composed of some of the nation’s greatest business and industrial leaders, which for over four years has investigated the total situation facing youth; the Educational Policies Com- mission; and the Research Division of The Present Status of Federal Aid A STATEMENT BY THE LEGISLATIVE COMMISSION OF THE NEA the National Education Association, which has for years conducted research in educational finance. On June 30, 1938, President Roose- velt, in an address before the National Education New York City, strongly emphasized the need for federal assistance for education: Association in “No one wants the federal government to subsidize education more than is abso- lutely necessary. “But we know that in many places local government unfortunately cannot ade- quately finance either the freedom or the facilities to learn, and there the federal gov- ernment can properly supplement local resources. In the President’s recent White House address he stated his conclusion that the lack of adequate schools in many sec- tions of the nation is to be solved by im- proving the economics of the poorer sections. The desirability of such im- provement is unquestioned and there is small doubt that a higher economic level in the poorer sections would result in more local financial support for schools. We respectfully submit, however, that regardless of what else is done to im- prove economic conditions in the poorer sections, no program that neglects the education of the people affected can hope to be successful. It is a vicious circle; the people are ignorant because they are poor; they remain poor because they are ignorant. Poor education and poverty go hand in hand. According to studies of the Works Projects Administration, nearly one-fifth of the heads of rural families on relief are entirely illiterate; two-fifths have never gone beyond the fourth grade; and nine-tenths have never finished elementary school. It would seem a good investment to maintain adequate schools with federal funds to the extent necessary, as partial insurance against federal relief in the future. The federal government has found it necessary to spend billions of dollars for relief, attempting to amelio- VOLUME 29, NUMBER 4} APRIL 1940 rate a condition which can be prevented or cured only by adequate educational opportunity. The President in his recent White House Conference address rightly pointed out that adequate national de- fense calls for educated, healthy, and happy citizens no less than for adequate munitions and implements of war; that no American child, merely because he happens to be born where property values are low and local taxes do not support good schools, should be placed at a disadvantage in his preparation for citizenship; that our future is endan- gered when nearly a million children of elementary school age are not in school. The President’s inaction, however, in behalf of public education in face of the known need and the facts established by every recent study is a matter of dis- appointment to everyone interested in the work of the public schools in our democracy. His failure to act in support of public education seems out of accord with his social liberalism in other fields that prior to his day had not even been considered the prerogatives of govern- ment. The National Education Association has supported Senate Bill 1305 based on the major recommendations of the President’s Advisory Committee on Edu- cation and carrying out the idea of the President that the money should go to the states on the basis of need. We are strongly of the opinion that action on the proposed legislation should no longer be delayed. We urge the Presi- dent to lend this measure his active sup- port, to grant to public education an open and democratic consideration, and to secure as soon as possible the enact- ment of legislation in substantial agree- ment with the pending Senate Bill. Such action will strengthen the fortresses of economic security, reinforce the bulwark of good government, give vitality to the national defense, and show abiding faith in the long future of American de- mocracy. [ 107 | Al-Incluswe Card Proves Popular used this year for the first time, has been received with enthusiasm by leaders in almost every section of the country. It fills a longfelt need; it is evi- dence of progress; and it symbolizes the ‘Lo ALL-INCLUSIVE MEMBERSHIP CARD, unity of the profession. This special card has been officially approved by the following forty states as well as by the District of Columbia and Hawaii: Alabama, Arizona, Ar- kansas, Colorado, Connecticut, Dela- ware, Georgia, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michi- gan, Minnesota, Missouri, Montana, Ne- vada, New Mexico, New York, North Carolina, North Dakota, Ohio, Okla- homa, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Texas, Utah, Virginia, Washington, West Virginia, Wisconsin, and Wyo- ming. The all-inclusive membership card and the all-inclusive enrolment plan are re- lated but are not identical. The all-in- clusive membership cards are sent from the NEA Headquarters Office when the agent who forwards the NEA dues re- quests them and certifies that the teach- ers are members of their local and state associations as well as of the NEA, while the all-inclusive enrolment plan is de- veloped by state and local associations. Leaders have, for a long time, been trying to devise an efficient enrolment procedure. In 1924 J. W. Crabtree, then secretary of the NEA, wrote to secre- taries of state associations and _ state NEA directors as follows: A few years ago the National Education Association undertook to put membership on the budget basis for local, state, and national associations. A plan was carefully worked out; cards and report blanks were printed. The plan was explained and urged for adoption. The supplies were sent out at considerable expense to the national As- sociation. Not more than ten schools acted favorably on the recommendation. The movement fell flat. Why? Simply because the profession was not ready for it. We got at it in the wrong way. We tried to force the adoption before the need was felt down among the teachers. We are now get- ting the all-inclusive budget plan without [ 108 ] putting out expensive forms and without urging. It is coming largely from groups of teachers themselves, and it is coming in democracy’s way of doing things. That which comes out of the ground has a better flavor for the American teacher than that which comes from above. It is a develop- ment of the 100 percent drives. When a school secures a 100 percent enrolment in the local association, it wants to take the next step and then the next until it has 100 percent in local, state, and national as- sociations. The all-inclusive budget then becomes convenient and necessary. In 1936 Dr. J. W. Studebaker, United States Commissioner of Education, de- plored the inefficiency of the enrolment plans maintained by teachers associa- tions. He said: Most of the plans employed for enlisting teachers in the professional organizations are antiquated. Usually the treasurer of the local association puts on a membership campaign early in the school year. A few weeks later some local representative of the state association organizes a drive for membership in that organization, and a little later a campaign for membership in the NEA is staged. Each of these drives costs considerable time and energy. There is much lost motion and wasted effort. Teachers become irritated. They don’t like to be asked to pay dues so often. They realize that dues, like taxes, are necessary, but they resent too many solicitations. For- tunately there are signs of improvement. Various coinclusive enrolment plans are now in force. Thru these, teachers may join their local, state, and national associations in a single transaction. Twelve states, the District of Colum- bia, and Hawaii are now using some form of the all-inclusive enrolment plan. These states are: Connecticut, Illinois, Iowa, Minnesota, Montana, Nevada, New York, Oregon, Pennsylvania, South Carolina, Washington, and West Vir- ginia. Leaders in many local communities have also developed all-inclusive enrol- ment plans. In some places it consists merely of a motion passed by the local association authorizing the board of ed- ucation to deduct a stated amount from the salary check for payment of profes- sional dues. In others a special enrol- ment sheet or card is prepared to facili- PROFESSIONAL EDUCATION ASSOCIATIONS Alf. Inclusive Membership is an Active Member of the Local, § National Professional Education PreverF with Dues Paid for the Current Year, 1939.49, Com te Herne tan National Education Association, 1201 Sixteeath St., N. W., Washington, D.C, later ht by yntrol. ransi- | make x with ro im- ws, tO ce and f your art in of the g may -ntieth jan be- he life idivid- | dd, the yrld, is | a new ys that ve pro ird. ATION Please send me at one cent each the following Personal Growth Leaflets [1] Your Life in the Making...............05- [2] Your Mind in the Making................. [3] Your Health in the Making............... [4] Your Home in the Making................ [6] Your Citizenship in the Making............ [7] Your Personality in the Making............ [9] The Planning of Your Life................ [11] Future Teachers of America............... [12] Shall | Become a Teacher?................ [13] Community Forces and the School......... [14] The Challenge of a United Profession....... [15] The First State Normal School in America... [16] The American Plan of Education.......... [17] Education for Democracy...............4. [18] Education in a Living Universe............ [19] John Dewey's Pedagogic Creed........... [20] The Growing Teacher................000. [21] A Golden Treasury of Beauty and Wisdom.. [22] A Golden Treasury from the Bible......... [23] A Golden Treasury on the Art of Living.... [25] Selections from George Washington........ [26] Selections from Ralph Waldo Emerson...... [27] Selections from Abraham Lincoln [28] Selections from Horace Mann............. [31] Shall | Go to College?...............000. [41] Learning To Be a Leader................. [42] Franklin's Plan of Selfimprovement......... [43] Franklin's Personal Growth Recordbook..... [44] The Tyranny of Bad Habits............... [45] A Parliamentary Primer................-- 51) The Story of the MEA... ..ccccccccccces [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.................5. [61] Horace Mann's Letter to Young Americans. . [62] The Code of the Good American.......... [64] The Rabble Rouser................--005. [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. .......... ee ee INS 5s a 6 5.6.5.0.4.5:4416 brkeie. ane FR” FF ge Are Pe [94] Economic Systems in the United States..... [95] Children in a Democracy—White House Con- ference, 1940 [96] The Challenge of the Hard Road.......... [97] Roads to American Prosperity............. [98] Parks and American Culture............... [99] Student Selfgovernment.................. [100] New Voter Preparation and Recognition. ... [101] Have You Had Your Vitamins?........... MOR] Cor Common Disbnets<. 2. ccc cccccccccess 103] Shall | Become a Smoker?.............45. 1110] Teaching of Reading in the Elementary School [111] Art in School and Life.........-seeeeeeee [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...... [171] Education for the American Way of Life.... [172] Crucial Issues in American Education....... [173] The Economy of Abundance.............> [174] Charles A. Beard on Foreign Policy........ [175] Thank God, I'm an American.............- [176] Social Imagination in Education............ [177] Motive-Centered Education............... [178] The Parent's Part in Education............. Matching envelops for use in distributing leaflets. ... Total VOLUME 29, NUMBER 4; APRIL 1940 Personal Work Pays— Teacuers who take a personal interest in each student grow in understanding, power, and influence. The fact that a teacher is enough concerned about an individual student to present him or her with a Personal Growth Leaflet, accompanied by a friendly word of encouragement, may have farreaching effects. Personal Growth Leaflets are carefully designed to meet a wide variety of vital needs—personal growth and self-realization; pro- fessional awakening and advance; civic idealism and leadership. Leaflets are 3 by 5 inches in size, printed on attractive India paper. They are just the thing —For gifts at commencement time —To send to school patrons and citizens —For personal work in guidance —For use with Future Teachers of America —For class study and discussion —For gifts in Sunday school or church —As a pocket or automobile library —To enclose in correspondence How to order Personal Growth Leaflets sell for 1¢ per copy. Envelops are also 1¢ each. No orders accepted for less than 25¢. Cash must ac- company orders for $1 or less. To obtain the latest complete set of the Leaflets, fill out and return the blank below or write a letter asking for Special Offer Number One, enclosing a $1 bill. 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. CL] 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. (] 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 $ Signed Position Street S84 eee eS OOO eee ONES EEO REE EEE ESSE EEE EOE EELS HE EES ESE SGEEE EERE EE EEESSESEEEEENSE SS TEESE EEPRESSSESSES OOOO SORES ESS OSSeESOSeeEe * * * BLEMENTARY-SCHOOL SERVICE = « « The Realm of Garden Service PAUL H. JONES Curator, Horticultural Gardens, Fordson Public Schools, Dearborn, Michigan; and President, NEA Garden Education Department ARDEN EDUCATION embraces a wide range of services to so- ciety. It may well begin with the kindergarten in the elementary school and end with a program of adult education. There are many ways in which schools have developed programs of garden education. In keeping with the trend that schools must endeavor to be more practical, much that has been done needs to be modernized. The outstanding virtue of garden edu- cation, revealed from years of experience and study, lies in the practical gardening program which should be a part of the plan for any school. Such experience should begin with the fifth grade in the elementary school and conclude with a well-planned course in the first year of junior highschool. Gardening should be the introductory science course in the junior highschool. Experience on indi- vidual garden plots can furnish the basis for all science courses which follow. Individual garden plots should be large enough to command the respect of the pupil and also of his parents. Vege- tables and a few flowers are usually se- lected for this gardening program. The course should be conducted ac- cording to the climate in which the school is located. Most communities need to carry their gardening program thru- out the summer months. There are many reasons to justify such a practice. Educa- tion in a subject of this character should conform to nature’s plan. Man must con- form to nature in the life of growing plants. A garden school has all the possi- bilities for the education of a child that can be found in any educational situa- tion. He can learn to read, write, spell, and do mathematics in the well-planned gardening program. Recreation and character training thru gardening ap- proach the ideal situation. Today educators are alarmed as to the future of all education. Income for schools in many states is not adequate to keep schools open. Whatever the out- come children must be occupied in self- disciplinary and character building work. To meet this need a gardening program offers an excellent solution. A well- planned program does not need the maintenance services of engineers, jani- tors, carpenters, laborers, and the like, for the work can be done by students. The program can be run for many months of the year and the child’s learn- ing processes will not suffer. Such a pro- gram will gain the goodwill of parents. Garden education in the community can be continued. In times of emergency a garden is the economic refuge of people and all society. Why not of schools? The realm of garden education con- tinues thru the senior highschool courses in biology, chemistry, horticulture, and physics. Horticulture in the curriculum can serve to show how all science is ap- plied and its function in the business re- lations of the world. It has much to offer of service to home life and helps bridge the gap between adult interests and those of young people. For students of this generation who will be tomorrow’s citizens, training in learning how to accomplish work in adult life is as necessary as to know the Constitution of the United States or the history of their ancestors. Such cultural and practical knowledge as can be gained thru garden education will make better citizens. The Garden Education Department of the NEA suggests the following to assist you with your gardening program: NEW GARDENING BOOKS [1] Gardening — School, Home, and Community. National Recreation Associa- tion, 315 Fourth Avenue, New York City, 1940, 50¢. [2] The School Garden, a Laboratory of Nature by Van Evrie Kilpatrick. School Garden Association of New York, 121 East 51 Street, New York, 1940, 134p. $1. [3] The Gardener's Yearbook, for 1939 and 1940. Condé Nast Publications, Inc, Greenwich, Conn. 35¢ each. INTERESTED ORGANIZATIONS |1] Federated Garden Clubs of America, 598 Madison Avenue, New York City, [2] Local garden clubs. [3] Garden Education Department of the NEA, membership $1.50 per year; oficial publication, The Garden Digest. [4] Garden Service, National Recreation Association, 315 4th Avenue, New York. [5] Extension Service of the U. S. De- partment of Agriculture, which sponsors 4-H clubs. INTERESTED PUBLICATIONS [1] The Argonaut, 544 Market Street, San Francisco, California. |2| Better Homes and Gardens, Mere- dith Publishing Co., 1714 Locust Street, Des Moines, Iowa. [3] The Flower Grower, Albany, New York. [4] The Garden Digest, Pleasantville, New York. [5] Horticulture, 300 Massachusetts Avenue, Boston, Massachusetts. COMMERCIAL ORGANIZATIONS INTERESTED IN GARDEN EDUCATION FOR CHILDREN [1] Children’s Flower Mission, Templin Bradley Seed Co., 5700 Detroit Avenue, Cleveland, Ohio. [2] Ferry-Morse Seed Michigan. [3] Hygrade Seed Co., Fredonia, New York. [4] National Garden Bureau, James H. Burdett, 407 South Dearborn Street, Chicago, Illinois. Film and scien- tific information; also lecture service. [5] Vaughan’s Seed Store, 601 West Jackson Blvd., Chicago, Illinois. Co., Detroit, director. INFORMATION, SLIDES, AND FILMS [1] Write to the U. S. Department of Agriculture, Washington, D. C., for its List of Available Publications; and to the Extension Service for its catalog of films. {2} Consult your local State Agricul- tural Experiment Station. PUBLIC SCHOOLS CONDUCTING GARDEN EDUCATION PROGRAMS SUCCESSFUL For information address the superin- tendent of schools: Los Angeles; Sacra- mento; Atlanta; Indianapolis; Louisville; New Orleans; Jamaica Plain Highschool, Boston; Fordson Public Schools, Dearborn; New York City; Cleveland. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION W ts IN of its he ns. ul- in- lle; vol, rn; ON + ww a RUWRAL-SCRIOOL SERVICE « = « coursE entitled “Art in Rural Life” offered for our rural teachers was too broad a subject to be consid- ered in its entirety during a short sum- mer session. Members of the class, given an opportunity to choose some particu- lar phase of the study, decided to con- centrate on the matter of art and the rural school. It seemed to the class that the school and its surroundings could be made of vital interest to all the par- ents as well as pupils and teachers in rural communities. The students felt that rural citizens could visualize art principles applied to the one- or two- room school as a more tangible and simplified first undertaking than art ap- plied to the various homes of the com- munity with their widely different prob- lems. They also felt that if children could be housed for several hours each day in a room which they themselves had helped make convenient and at- tractive, their attitudes and appreciations would be so stimulated as to become an influence for improvements in homes where it was needed. Suggestions from the class pointed away from formal study of art princi- ples and theory. The requests were for something concrete, which might when presented to parents and pupils stimu- late an interest in beautifying their school and a desire to participate in the undertaking. Ideas were formulated for developing interior arrangements thru working out floor plans and for proper planting plans thru building dioramas. This made it necessary for each student to obtain definite and accurate informa- tion in regard to her own school. Each member of the class made her own schoolroom floor plan to scale and added folding side walls upon which windows, doors, and all stationary fur- nishings were recorded in a paper-cutting method. Rectangular forms to represent movable furnishings including chil- dren’s and teacher’s desks, radio, read- ing tables, were cut from paper. This allowed for rearranging the furniture forms upon the floor plan until the best location for each piece was discovered. The best location satisfied two impor- tant considerations—practicability and Beautifyg the Rural School AGNES JEAN DOUGLASS Art Instructor, State Teachers College, Platteville, Wisconsin convenience; suitability and attractive- ness. To overcome the existing incon- venience was not always easy and ap- plication of art principles to produce at- tractiveness presented added difficulties. An artistic room must have a bal- anced, harmonious, and rhythmic ar- rangement of well-proportioned furnish- ings with the accent properly placed. No one hoped to satisfy completely all these requirements in the average rural schoolroom, but realizing that much could be done to improve the interiors, all set about shifting paper rectangles as if they were arranging real pieces of furniture. A careful distribution of mov- able objects did not always give satis- faction and it was sometimes necessary to change the position of large cup- boards and even the stove to overcome lack of balance with all the heavy objects on one side or in one corner of the room. Harmony of shape and color is the law of agreement. A striving for shape harmony should result in an orderly ar- rangement of all rectangular furniture forms within a rectangular floor space and likewise in having pictures, bulletin boards, and the like hung in agreement with the rectangular wall spaces. Thus a disregard of harmony brought about by having rows of seats placed diago- nally across the room, teachers’ desks and book cases cutting corners, and pic- tures hanging stairstep fashion up the wall was definitely eliminated. The con- sideration of color disclosed real need for painting dull, dark walls a lighter, more cheerful tint; for replacing old gray and black pictures with colored prints and wall hangings; and for the addition of a colorful plant or a jar of bright leaves or berries to bring cheer into a gloomy room. Nicely decorated, inexpensive screens, drapes, and wall hangings were planned to screen the necessary but often un- sightly and over-prominent equipment VOLUME 29, NUMBER 4; APRIL 1940 and materials. This allowed for the em- phasis in the room to rest upon the more pleasing objects. The feeling of rhythm resulted from orderly repetition of rows of seats and pleasing distribution of color accents supplemented by a beauti- ful curve in a piece of pottery or in a spray of berries. Children should not only be housed in a schoolroom as artistic as circum- stances will allow but they should ap- proach their school home in a setting of well-arranged trees and shrubs. After looking at snapshot pictures of their own schools and of many others in nearby districts no one questioned the statement, “It is a pity and almost a disgrace that great numbers of rural schools in a beautiful state like Wiscon- sin appear so barren and forsaken.” Chalk sketches of some of the most for- lorn situations were so easily trans- formed into pleasing pictures by the ad- dition of trees, shrubs, and flowers that all the students were anxious to see what could be done with schoolgrounds like theirs and were ready for the second phase of the course. The pictures of dio- ramas [see next page] constructed to show school settings before and after planting explain the method followed. Students worked in groups according to their interests in types of their own school locations and surroundings. Sev- eral taught in schools located on level ground, others in schools on hilltops, and still others came from schools in the valley with wooded hills or a barren rock formation for a background. Each group had special problems to solve but certain practical problems and matters of convenience were common to all sit- uations and the art principles of bal- ance, accent, rhythm, and harmony which had been applied to the interior arrangements served also as a safe guide for the general planting of all the grounds. The similar practical problems [ 121 | Typical dioramas constructed io show school settings before and after trees, shrubs, and flowers are planted. Rural teachers may find in such dio- ramas an easy and enjoyable way of planning beautification of their schoolgrounds. included the building of fences or stone walls for privacy and for protection of plantings, the convenient placement of gates, and the building of walks or step- pingstone paths about the grounds. A third consideration was the matter of setting aside small and larger open areas to serve as playgrounds for younger and older pupils. The state law stipulates certain requirements in regard to the location of outbuildings and sheds but these regulations, we found, did not interfere with making such placements to the rear or side of the grounds, using shrubs and vines as screens. The general principles of landscaping applicable in most situations were next considered and the following points noted. Before starting a planting plan the placement of all trees or shrubs al- ready growing on the grounds should be studied with the idea of having them become a part of the finished plan with all plantings balanced either formally or informally. This consideration is impor- tant since only a balanced arrangement can result in a feeling of repose and sat- isfaction. Large trees placed along the back or side of the grounds produce a background for the building, and shrubs and trees properly located in the fore- ground may form a frame for the entire picture. Shrubs growing about the foun- dation of the schoolhouse produce a transition between building and ground unifying the two, while the taller plant- ings placed about the entrance to a building give the proper accent. Care- fully chosen shrubs may add much in the way of beautiful color in branches and berries thruout the winter and will form warm color contrasts when used with evergreens. The best color accents come thru flowers and flowering bushes chosen for fall and spring blooming. Fence row borders of bushes and vines Solving an unusual school location problem growing in clumps, some high, some low, produce a feeling of rhythm and hide the monotony of a barren fence or soften the hard contour line of a stone wall. It is well to have some of the bushes chosen for their winter berries and seeds upon which birds may feed and have these planted near places where winter bird shelters may be tucked away in secluded spots. With these general suggestions as a foundation, the groups developed the dioramas and solved all individual prob- lems of the various situations as they became apparent. Many interesting in- dividual circumstances did arise. In one case a school had as a background a barren, colorless rock cliff which needed to be screened with tall, slender trees, One fortunate school had a spring flow- ing from a rocky ledge where the plant- ing of an overhanging willow, some ferns, and water plants would produce a spot of beauty. Another school had a small rustic bridge could be built. These were but a few of the individual cases used as a basis for group and class discussions and experiments. All this helped to and strengthen an artistic judgment which twenty stream across which a develop rural teachers planned to apply in a real situation as soon as possible. It is the hope of all lovers of order and beauty that some- enthusiastic how many times this number may be inspired to beautify our rural schools. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ey stic Dut sa ons TION HIGHSCHOOL-TEACHER-EDUCATION SERVICE They Dared To Teach A PLAY HONORING EDUCATORS REPRESENTED ON U. S. POSTAGE STAMPS By Eleanor Fishburn and Mildred Sandison Fenner Scene 1: Joint meeting of the stamp club and the Future Teachers of America club, Characters: HIGHSCHOOL STUDENTS. The U. S. Post Office De- partment has issued a series of postage stamps honoring Americans who have CHAIRMAN achieved fame in the arts and sciences. The Stamp Club has already devoted a meeting to the first and second groups of Americans thus honored — authors and poets. At later meetings we shall pay tribute to the scientists, composers, artists, and inventors whose photos ap- pear on the new stamps. ceorGE—How many are there in all? Thirty-five. Today we have invited members of the FTA Club to tell us about the educators included in the Famous American Series. (Turns CHAIRMAN the meeting open for discussion.) FTA PRESIDENT—Teachers and friends of the schools are pleased by this recog- nition paid five eminent educators—the first such tribute ever paid teachers. CHAIRMAN—Who are the educators? FTA PRESIDENT—Well, on the one-cent stamp is the picture of Horace Mann, called the father of free public schools in the United States. Fifty million of these stamps have been issued. pon—Never heard of him. HELEN—A hundred years ago the pub- lic schools were attended only by poor children whose parents could not afford to send them to expensive private schools. Many school buildings were shacks. Teachers were poorly paid. Worst of all, people didn’t believe in free schools as they do now. So when Hor- ace Mann became first secretary of the Massachusetts Board of Education, he had a hard road ahead of him. HELEN—But he dared to teach thru press and platform that every child has a right to a free public education. In twelve years of devoted service, he turned the tide in favor of free schools not only in Massachusetts but thruout the nation. And in so doing he became one of our greatest Americans. FTA PRESIDENT—Another distinguished educator—his picture appears on the two-cent stamp—was Mark Hopkins. DON (amused)—Now | have heard of him. Didn’t he sit on one end of a log? And why should we commemorate any- one just for sitting on a log? GEORGE—Mark Hopkins was president of Williams College and a great teacher of the nineteenth century, whose stu- dents loved and respected him. You must be thinking of the poem— Mark Hopkins sat on one end of a log, And a farm boy sat on the other. Mark Hopkins came as a pedagog And taught as an elder brother. I don’t care what Mark Hopkins taught— If his Latin was small and his Greek was naught— For the farmer’s boy he thought, thought he— All thru the lecture time and quiz, “The kind of a man I mean to be Is the kind of a man Mark Hopkins is.” poN—Reminds me of Mr. Chips. GEORGE—He was widely known for his abilities in science, literature, and philos- ophy. But he is remembered best by his influence on his students, whom he in- spired to do great things. FTA PRESIDENT— Charles W. Eliot, whom the three-cent stamp commem- orates, was president of Harvard for forty years. He was born in Massachu- setts in 1834, three years before Horace Mann was to begin his work for public schools. Eliot’s life covered the span between the America of yesterday and today, for he lived until 1926. pon—lIs his picture on the stamp just because he was president of Harvard? There have been other presidents. FTA PRESIDENT—Colleges of today have a broader course of study because of Dr. Eliot’s reorganization of the Harvard program. But his interests weren’t lim- ited to Harvard. At the time when VOLUME 29, NUMBER 4; APRIL 1940 highschools were mere college prepara- tory schools, he dared to urge that they offer modern and practical courses which would be useful to students not going to college. He favored music, drawing, vocational and physical education. yean—Aren’t there any women hon- ored in this stamp series? FTA PRESIDENT—Yes, Frances E. Wil- lard appears on the five-cent stamp. There are only two other women besides her in the entire series—Louisa May Al- cott and Jane Addams. yEAN—I thought Frances Willard was a temperance leader. MARIE—Tho she is chiefly remembered for her leadership in temperance and woman’s suffrage, she was dean of women at Northwestern University. FRANCES—I’m proud to be named for Frances E. Willard. She dared to speak and write and work for her beliefs. She saw in the Women’s Christian Temper- ance Union a chance to make the influ- ence of women count, not only against liquor but against other evils that threaten home and family life. MARIE—I remember we celebrated the centenary of her birth in 19309. FRANCES—T he centenary was observed in 52 countries. Three times the U. S. Congress has paused to honor her. And now she has been honored in this stamp series—an achievement for one who in her lifetime was laughed at and called “strong-minded.” MARIE—Business girls of today have her to thank not only for the campaign she waged for suffrage and the right of women to hold property, but for their freedom from trailing-in-the-dust skirts and whaleboned “wasp waists.” FTA PRESIDENT—One of the most inter- esting persons of the entire Famous American series is the educator whose picture appears on the ten-cent stamp— Booker T. Washington. GEORGE—Few people saw the need or wisdom of educating the Negro after the Civil War. But Booker T. Washington dared all the criticism and distrust. He was determined to give the young people of his race a chance to learn trades and become useful citizens. So he founded Tuskegee Institute, today one of the greatest Negro educational institutions. [ 123 | yEAN—How long ago was that? You didn’t tell us when he was born. cEorcE—In his autobiography, Up from Slavery, he says, “I was born a slave on a plantation in Franklin County, Virginia. The year was 1858 or 1859. I do not know the month or day.” yEAN—Did he have any education? crorcE—He had to work night and day as a janitor to earn his way thru Hampton Institute. To save money he slept for many nights under a board sidewalk in a city where he was later honored as a national figure. FTA PRESIDENT—But before he died in 1915, his school which he had “created out of nothing” was endowed with more than two million dollars. poNn—If these people were teachers, the place where their influence must be felt is in the schools. I, for one, can’t see they’ve done much for our own school. FTA PRESIDENT—I have an idea for a way to answer you. As you know, next Friday while the faculty is at the state teachers meeting, members of the Future Teachers club are to serve as teachers and I’m to be acting principal. Why don’t you act as my assistant and per- haps together we can discover, in Mr. Diemer’s office, what these great edu- cators have done for our school? pon—(laughing) Dubious, but de- lighted. Scene Il: The principal's office. The FTA president and Don are seated at the principal's desk, as Dorothy and Eliza- beth enter. porotHy—Why, Mr. Diemer, how you have changed! I need some help in ar- ranging next semester’s program. I’m transferring to night school. FTA PRESIDENT—JToo bad, you'll miss some of our FTA meetings. poroTHY—I'll be sorry to miss them, but I really need this job to help out at home. In fact, I’m lucky that there zs a night school. ELIZABETH— | hey didn’t even have day [ 124 | schools a hundred years ago, only private schools for the rich, and girls were not welcome at them. poroTHY—In colonial days the school- master used to teach the girls two hours each day, but only before or after school hours or on afternoons when the boys had a half-holiday. The first girl’s high- school was not opened until 1826 and it was soon closed because it was so popular there was not room for all! ELIZABETH—My grandmother says that when she was young only one person in every 2000 graduated from highschool and few of them were girls. FTA PRESIDENT—But now, thanks to Horace Mann and others, one person out of every 130 is a highschool graduate. poroTHYy—Oh look, here’s Beatrice— she’s been out for over a month. ELIZABETH—Auto accident, wasn’t it? pon—Yes, hit by a drunken driver. BEATRICE—Hello, everybody. (Others ask about her health) \'m fine but I had a narrow escape. Any mail for me? (Takes letter handed by president.) The new stamps are out, I see. Here’s one of Frances E. Willard—whatever did she do to rate a stamp? FTA PRESIDENT—If we practiced more of her ideas today, there wouldn’t be so many drunk people driving cars. ELIZABETH—I remember she famous temperance crusader. poroTHy—Well, I’m glad they teach us the facts about alcohol in this school. It’s about as sensible to drink alcohol and then try to drive as to clown with a loaded revolver. HARRY—(comes in whistling) Who's got a copy of next semester’s program? FTA PRESIDENT — (handing copy) Haven’t you made out your program? HARRY—Yes, I made it out with Latin which I detest, but Mr. Diemer told me I could take an art class instead. pon—Doesn’t your father object? HARRY—No, he’s glad; says they didn’t have such courses when he was in school, and he'd like to know who finally Was a THE JOURNAL OF waked up to the need for them. FTA PRESIDENT—Charles W. Eliot had a lot to do with it—he’s one of the edu- cators honored on the new stamps. HARRY—Well, whoever he was, I’m strong for him. Hello, Jesse. yessE sMiTH (tall, Negro lad of schol- arly mien)—Hello, Harry. I came to see about getting my credits transferred. I’m really going to college—my dreams have come true. (Others congratulate.) HARRY—Where are you going? jEssE—To Tuskegee, of course—to Booker T. Washington’s school. pon—Why, he’s in the stamp series. yEssE—Yes, the first of our race to be thus honored. pon—But not the last, eh Jesse? Wait until you get out of school. What are you going to study? yesse—Farming. Thanks to Washing- ton I know there is as much dignity in tilling a field as in writing a poem. But I may change my mind after I get there. Mr. Diemer says they teach a variety of occupations and trades. (Bell rings and students go out, leaving FTA president and Don.) FTA PRESIDENT— You know, Mr. Diemer is doing a wonderful job in helping the students in this school. That’s why I'd like to be a teacher or a principal. Mr. Diemer planned to be an engineer but changed his mind—decided he’d rather build people than bridges. poNn—He’s like Mark Hopkins in the stamp series. They said he was a doctor but gave that up to become a teacher. FTA PRESIDENT—Or like Horace Mann, who gave up a good law business in order to work for public schools. poN—I guess we are the ones who really profit from their work—Jesse, who can go to college; Harry and his art. . . . FTA PRESIDENT—You don’t seem as du- bious as you were yesterday. pon—“Those who came to scoff .. .” There must be something to teaching after all. Say, how do you get into the Future Teachers club? THE NATIONAL EDUCATION ASSOCIATION ad lu- ol- see ed. ms ea to ait are ing- y in But ere. y of and dent Mr. b in hool. or a ye an -ided es. 1 the octor er. {ann, ss in who who a és ” ching oO the \TION « x * NOTES AND ANNOUNCEMENTS * « x “A LITTLE CHILD SHALL LEAD THEM” N MANY SIDES we hear pleas for “union now” thru. some sort of world organization which shall unite, in friendly co- operation, nations that are in economic conflict and even those that are now at war. From Chile a_ twelve-year- old boy makes a simple, heartfelt appeal to the boys and girls of the Americas to join together in a sort of juvenile league of friend- ship and peace. Here it is: Brothers of America: Like the long and mighty chain of mountains which traverses the whole of America from north to south, should be the spirit of peace in the children of America. Mighty as that mountain range which physically unites the countries should be the unity of spirit among all the American peoples. By it nature seems to give us an object lesson in unity; let us imitate it! How can we make this union stronger and make sure that peace will always reign in America? This is the way I think it should be: [1] Form a great “Society of Children of the Americas” to work for peace and union. [2] Publish an international American magazine in which all the children of America could write articles on harmony and peace. [3] Have all children of the Americas write to each other, exchanging ideas, magazines, and books. If these ideals can be carried out, I am sure we can keep the specter of war from American soil. We shall feel like one single great nation and ir all our fields and towns we shall always cultivate the beautiful LISANDRO BRAVO Valparaiso, Chile flower of peace.—Lisanpro Bravo, 5-B, Boys’ School Number One. Lisandro must be an un- usually thoughtful boy to ex- press himself so beautifully, but the boys and girls of Val- paraiso, Chile, have practiced for several years putting on paper their ideas about peace and friendship with other countries. The Peace Circle of that city, organized over seven years ago, holds a com- petition every year among the pupils of the schools, for the best “peace message,” mak- ing the award on World Goodwill Day in a big pub- lic ceremony. Last May Lisandro’s mes- sage was judged the best, and it is reproduced here because of its appro- priateness at this time when we are looking forward to Pan American Day (April 14) and World Goodwill Day (May 18). The Peace Circle of Valparaiso carries on many forms of peace education in the schools; emphasizes thru meetings and radio programs the importance of international cooperation; celebrates in a special manner days of international significance, particularly such events as the ending of the Chaco War between Bolivia and Paraguay; shows courtesies to visiting foreigners; and in many other practical ways promotes friend- ship between Chile and other nations. More power to it, we say!—HELoise BRAINERD, chairman, Committee on the Americas, International League for Peace and Freedom. Women’s Life Members Received in February 1940 Arizona—Thomas R. Weitzel CaLtrornia—Mrs. Florence C. Porter Connecticur—Lester A. Kirkendall ILLinois—Gertrude K. Rice New Jersey—Charles A. Brown Onio—Pliny H. Powers PENNSYLVANIA—Marguerite S. Garrett Wisconsin—Anthony J. Scholter VOLUME 29, NUMBER 4; APRIL Significant Testimony yx IncLosep find $10 money order to com- plete my payments for the Life Member- ship. It has been hard to pay some years because of illness but it is well worth it and I’m glad I did it. Good luck to the NEA.— From a letter recently received at NEA Headquarters. 1940 Teacher’s Day My time is planned for today As a thrifty woman lays a pattern On a cloth of fine design Shifting bits of tissue here and there, Changing and pinning— When she is ready to cut, Not a bit of the precious stuff is wasted— Not for me A single, precious, carefree scrap of time. Fern H. Bowes, Teacher, Brightwood School, Washing- ton, D. C. New Leaflet Titles yx Nore that the list of Personal Growth Leaflets given on page 119 contains the fol- lowing new titles: [64] The Rabble Rouser [93] A Primer of Taxation [94] Economic Systems in the United States [96] The Challenge of the Hard Road Leaflets To Be Put into Braille yy THe Iowa Commission FoR THE BLIND is planning to transcribe into Braille the Personal Growth Leaflets. They will be placed in the library of the Iowa School for the Blind or the Iowa State Traveling Li- brary, where they will be available to any blind child or adult in the state. Elementary School Principals yy Cecerta Garvin, Indianapolis, chair- man of the editorial committee for the 1940 yearbook of the NEA Department of Ele- mentary School Principals, announces that the title for the yearbook is, “Meeting Spe- cial Needs of the Individual Child.” It will be ready for distribution in September. The Department of Elementary School Principals will hold two general sessions, a breakfast, and a banquet at the summer meeting of the NEA, Milwaukee, June 30-July 4, 1940. President Wilson is plan- ning a splendid program for the Monday afternoon meeting, July 1, and the Wis- consin Elementary Principals Association, under the leadership of President Laura Kellar, will have charge of the Tuesday afternoon meeting, July 2. A complete report of the meetings of the Department at St. Louis, February 24-29, will be published in the April National Elementary Principal, which will be sent to members the first of April. The Rich Still Growing Richer yy THe number of million-dollar incomes increased from 49 in 1937 to 55 in 1938. [ 125 | Milton C. Potter, who will be host to the National Education Association at its Milwaukee convention June 30-July 4, has recently been re-elected for another three-year term as superintendent of the Milwaukee schools. A Story with a Sting si Tue British CotumBia TEACHER tells the story of the driver who was expert at picking off flies which annoyed his horse, but carefully avoided any conflict with a nest of hornets because they were organ- ized! If You Change Your Address yy THe Journat is not published during the months of June, July, and August. If your JourNaL address for the school year 1940-41 will be different from what it has been during this year, please send us your new address by August 15 in order that you may receive your September JourNAL promptly. Please fill in the blank below and return it to the National Education Association, 1201 Sixteenth Street North- west, Washington, D. C. NEW ADDRESS Name Street City State OLD ADDRESS Street Bert City State ... [ 126 | Education and Economic Wellbeing yy OnE oF THE important discussions at the St. Louis convention centered around “education and economic wellbeing ia American democracy,” which was covered by John K. Norton in Tue Journat for March, pages 67-68. Teachers Are Invited To Write x Tue Hovucuton Mirriin Company is offering prizes of $2500 each for true, book- length personal histories reflecting signif- cant aspects of American life. The com- pany hopes that one of the first prize win- ners will deal with the life of an American teacher or educator and urges the partici- pation of teachers in this project. Teachers interested in competing are urged to write for information and an application form to Life in America Editor, Houghton Mifflin Company, 2 Park Street, Boston. Phi Sigma Sigma Officers vx Tuomas J. WALKER, executive secretary of the Missouri State Teachers Association, was at St. Louis elected president of the Phi Sigma Sigma fraternity, composed of education association secretaries. E. M. Hosman of the Municipal University of Omaha was re-elected secretary-treasurer. Indiana’s National Records yy EpucaTIONAL LEADERS in Indiana are proud of the fact that their state holds two national records. The midyear membership count made December 31, 1939, showed that NEA membership in Indiana had in- creased by 1722 during the past year, the largest increase made by any state. Indiana also holds the national record of having three cities of more than 100,000 popula- tion which have reported roo percent NEA enrolments for 1939-40: Evansville, Ft. Wayne, South Bend. Congratulations to Indiana! SIXTY-THREE YEARS ago William Van- Cleave Casey began teaching school and has been prodigi- ously at it ever since. He has the distinction of hav- ing served longer as teacher and admin- istrator in the same school system than any other living school administrator in the United States. Forty- seven of his years of service have been in the capacity of superintendent and super- intendent-emeritus of the Boulder, Colo- rado, schools, the latter position being con- ferred upon him in June 1934. The city of Boulder, thru its townspeople and Dr, Casey’s colleagues, has recently honored him on his eightieth birthday. He has ad- ministered the Boulder schools virtually from their infancy. Under his direction the enrolment has increased 700 percent. The community has grown from an uncouth frontier village to a modern progressive university city—V. M. Rogers, superin- tendent, Boulder Public Schools. American Association of School Administrators y& Orricers for 1940-41 are: President—Carroll R. Reed, superintendent of schools, Minneapolis, Minn. First Vicepresident—Ben G. Graham, superin- tendent of schools, Pittsburgh, Pa. Second Vicepresident—Hobart M. Corning, superintendent of schools, Colorado Springs, Colo. Executive Secretary—Sherwood D. Shankland, 1201 Sixteenth Street Northwest, Washington, D. Cc. Executive Commiuttee—Jesse H. Mason, super- intendent of schools, Canton, Ohio: J. W. Ramsey, superintendent of schools, Fort Smith, Ark.; Wil- liam J. Hamilton, superintendent of schools, Oak Park, Ill.; Homer W. Anderson, superintendent of schools, Omaha, Nebr | Continued on page A-66| The Future Teachers of America chapter at Eastern New Mexico College, Portales, was the first FTA chapter in the state. It bears the name of the prest- dent of the college -the Donald William MacKay chapter. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION lly the “he uth sive rin- t of erin- ning, Colo. land, gton, uper- nscy, Wil- Oak nt of TION x * ONE HUNDRED PERCENT ENROLMENTS * « Watch for your school. The rapidly increasing number of schools in cities and counties with every member enrolled has led your Association to sel aside this section of The Journal to record this significant growth. 100 PERCENT SINCE 1918 Completed Enrolments be FOLLOWING COUNTIES, cities, and individ- ual schools reported 100 percent membership thru February 29, and have been continuously en- rolled in their national professional organization for the number of years indicated. TWENTY-ONE YEARS Greorcta—Americus, Americus TWENTY YEARS Egbert W CaLiFoRNiA——Piedmont Beach, Wild wood Maine—Mapleton, Castle Hill Public School, Chap man Public School Nesraska— Lincoln, High, Willard Wyvominc—Cheyenne, Converse Bancroft, Capitol, Everett Jr NINETEEN YEARS Cattrornta—Santa Barbara, Roosevelt Ittino1is—Elgin, Columbia Nepraska—lLincoln, Belmont, Elliott, Hartley, Ran dolph, Saratoga New Jersey—HW est New York, Public School No. 3 Ounto—Norwood, Allison Street Wrominc—Chevenne, Gibson Clark EIGHTEEN YEARS Cattrornia—Berkeley, Whittier-Univ. Elem Connecticut—Stamford, Weaver St ILtinois—Elgin, Franklin, Garfield, Lowrie Minnesora—Duluth, Nettleton OKLaAHOMA—Muskogec, Entire System PENNSYLVANIA—Doylestown, Entire System SEVENTEEN YEARS Arizona—Jerome, Entire System ILLinois—Elgin, Lincoln NepraskaA—Lincoln, Prescott New Yorxk—Rome, Jay St On10—Norwood, North Norwood SIXTEEN YEARS Cotorapo—Denver, Montclair, fourth St. Ittinois—Elgin, Elgin High, Sheridan, Washing- _ton, Wing Nesraska—Lincoln, Clinton, Huntington, Irving Jr. High, Jackson Sr. High, Lincoln Sr. High, _Riley, Sheridan, Van Fleet New York Rye, Public School Dist. No. 3 On1to—Norwood, Williams Ave.; Rocky River, Fair- view Sr. High PENNSYLVANIA—Greenville, Margaret Brown, Wash ington; Pittsburgh, Bane; Steelton, Entire System FIFTEEN YEARS CaLtrornta—Los Angeles, Garvanza; San Fran cisco, Franklin District or Cotumpia—Washington, Polk ILLINors— Cicero, Sherlock New Jersey—Atlantic City, Brighton Ave New York—Binghamton, Central Sr. High, Con tinuation School No. 2, Open Air School No. 7 and 9 Stevens, Twenty The South Avenue School, Bridgeton, New Jersey, Nor- man A. Wright, principal, has been 100 percent in NEA membership for twenty-two years. On1o—Cincinnati, Commercial Vocational High PENNSYLVANIA—Chester, Howell; Reading, Tenth and Green Sts., Yocum; Temple, Muhlenberg Twp. School Dist. Wisconsin—Kenosha, Frank W yominc—Casper, Casper Jr. High FOURTEEN YEARS CaLirornia—Modesto, Washington; Oakland, Frick Jr. High Cotorapo—Denver, Byers Er High Nevava—Ormsby County, Entire System New Mexico—Roswell, East Side School PENNSYLVANIA—Chester, Booker T. Washington; _ Folcroft, Folcroft Jr. High; Upper Darby, Lester Texas—Houston, Park Place Wash tncton—Centralia, Jefferson-Roosevelt Wisconstn—Kenosha, Columbus; Madison, Emer- son THIRTEEN YEARS Catirornia—Alameda, Washington; Los Angeles, Fletcher Drive; Modesto, Franklin; Santa Bar bara, Harding Cotorapo—Denver, Evans FLortpa—Lake Worth, South ILtino1s—Oak Park, Entire System MicuiGan—West Dearborn, Dearborn Missouri—Kansas City, William A. Knotts New York—Binghamton, Entire System PENNSYLVANIA—Bradford, Fifth Ward, Fourth Ward, Hobson Piace; North Wales, North Wales Boro Utan—Heber, Wasatch Jr. High Wasuincton—Everett, Longfellow TWELVE YEARS Catitrornia—Long Beach, Longfellow; Los Angeles, Aldama, Hoover Street ILt1no1is—Gurnee, Warren Twp. High New Jersey—Montclair, George Inness Jr. High Outo—Lakewood, Taft PENNSYLVANIA—Hatfield, Hatfield Boro and Twp School; Reading, Fifteenth and Perkiomen Ave W aAsHINGTON—Spokane, Libby Jr. High ELEVEN YEARS CALIFORN1A—Alameda, Amestoy Ave CoLtoravo—Denver, Moore, Smedley DeELAWARE—Stanton, Stanton School Dist. No. 38 District or CotuMBp1a—Washington, Blake InpiANA—Terre Haute, Fairview Missouri-—Kansas City, William Cullen Bryant Nepraska—Lincoln, South College View New Jersey—Atlantic City, Indiana Ave. Girls’ Oxnto—A shland, Entire System PENNSYLVANIA—Arnold, Leishman Ave., Victoria Ave. Platoon; Hanover, Eichelberger Elem., Han over Street, High Street; Williamsport, Benjamin Franklin Wasuincton—Bellingham, Columbia TEN YEARS Sadler; Versailles; Los Angeles, CaALirorni1a—Alameda, Fresno, Chester Rowell CoLtoravo—Denver, Ashley, Fairview DeL_aware—Bear, Eden MassaACHUSETTs—Greenfield, Abercrombie New Yorx—New Rochelle, Daniel Webster On1to—Chillicothe, Southern OKLAHOMA—Tuilsa, Riverview PENNSYLVANIA—Shohola, Shohola Cons. Wisconsin—Wausau, Marathon County Normal VOLUME 29, NUMBER 4} APRIL 1940 NINE YEARS Ca.irornta—Los Angeles, Annandale CoLorapo—Canon City, Madison; Denver, Eagleton MicHican—Battle Creek, Prairie View Missourt—Kansas City, Benjamin Harrison, Jack- son Opportunity Nepraska—Lincoln, Wavelock Central, Norwood Park New Yorx—Mount Vernon, Washington Jr. High PENNSYLVANIA—Grove City, Entire System WaASHINGTON—S pokane, Mann EIGHT YEARS Cotorapo—Denver, Central, Franklin I_tt1no1is—Elgin, Edward H. Abbott; Freeport, Henney Massacuusetts—Wellesley Hills, Gamaliel Bradford Sr. High Missouri—Kansas City, Hamilton Opportunity Nespraska—Lincoln, Havelock Sr. High New Yorx—Oneonta, Mitchell Street; Rome, East Rome School Oxu10—Chillicothe, View PENNSYLVANIA—Ambler, Mattison Avenue; East Greenville, East Greenville Boro; Emaus, Upper Hanover Twp.; Hatboro, Hatboro Borough; Hunt- ingdon Valley, Lower Moreland High; Kulpsville, Towamencin; Norristown, Lower Providence, Whitpain Twp.; Pittsburgh, Fulton; Reading, Buttonwood and Pear Street, Eleventh and Pike Street, Elm and Moss Street, Northwest Jr. High, Park, Seventeenth and Cotton Street, Sixteenth and Hawk Street, Spring and Moss Street, Twelfth and Windsor Street, Washington and Rose; Red Hill, Red Hill Boro; Souderton, Chest- nut Street; Stowe, West Pottsgrove Twp.; West Newton, Collinsburg; Woodside, Edgewood Jr. High; Yardley, Makefield Wisconstn—Milwaukee, Girls’ Trade and Tech. High, Manitoba, Alexander Mitchell, Morgandale, Mound Street, Twentieth St., Wright Street. SEVEN YEARS Ar1zona—Globe, Noftsger Hill Ca.tirornia—Alameda, Longfellow; Alhambra, Ra- mona; Fresno, Lafayette; Modesto, Lincoln Cotorapo—Aurora, Entire System; Denver, Berke- ley; Sterling, Lincoln Itt1no1is—Auburn, Auburn Cons. High; Aurora, Brady; Peoria, Garfield MassacHvusetts—Malden, Converse, Leonard Mississippi—Vicksburg, Clay Street Missourt—St. Louis, Marquette New Yorx—Elmira, Riverside No. 7; Martin Street On10o—Akron, Schumacher; Chillicothe, West Fifth Street; Newark, Franklin, Hazelwood, Keller, Lincoln, Riverside; Venedocia, York Twp. Cen- tralized PENNSYLVANIA—Greenville, Entire System; Pitts- burgh, Larimer; Telford, Telford Texas—El/ Paso, Lamar Uran—Salt Lake City, Granite Jr. High Vircintra—Warm Springs, Mitchelltown WasHINnGTon—Spokane, Adams, Cooper, Emerson, Field, Willard West Vircinta—Culloden, Culloden Wisconstn—Polk County, Entire System; Milwau- kee, James Whitcomb Riley SIX YEARS Eastern; Norwood, Norwood Wellsville, CaLirorniA—Fresno, Winchell; Oakdale, Entire System CoLtoravo—Denver, Alcott District or Corumsi1a—Washington, Benning, N. P. Gage, Pierce FLor1pa—Orlando, Memorial Jr. High Grorc1a—Atlanta, Faith Ipano—Pocatello, Washington Itt1nois—East Aurora, S. N. Dieterich, Jr. High; Mendota, Entire System; Normal, Illinois State Normal Univ.; Payson, Entire System; Waw kegan, Beach School Dist. No. 5; West Harvey, Garfield InDIANA—Bloomington, Banneker Kansas—Chase, Chase Missourt—Kansas City, Blenheim, Humboldt, Swit- zer New Yorx—Batavia, Robert Morris; Poughkeepsie, Three Year Unit Trade Ounto—Sylvania, Central Ave., Hillview PENNSYLVANIA—Beaver Springs, Beaver Springs High; Chester, Daniel W. Jefferis, Wetherill; Lewistown, Logan Street; Middleburg, Kreamer; Newport, Newport Jr.-Sr. High; Pittsburgh, Bel- mar, Clayton, Greenfield Regent Square; Reading, St. Lawrence Elem. TEN NESSEE—Madison, Stratton Utan—Granger, Monroe Jr. High Wasuincton—Bellingham, Roeder; Everett, Jack- son West Vircinia—A pple Grove, Sunnyside; Backus, Glendale; Hinton, Central Wisconsin—Eau Claire, Eighth Ward, Fourth Ward, Jr. High, Ninth Ward, Second Ward, Tenth Ward, Third Ward; Milwaukee, Center Street; North Fond du Lac, Entire System; S«- perior, Howe | Wyominc—Sheridan, Custer Street FIVE YEARS CALIFOoRNIA—Compton, Entire System; Los Angeles, Eagle Rock, Van Ness Ave Co.torapo—Fort Collins, Entire System District oF CotumBpia—Washington, Paul Jr. High Inp1ANA—I ndianapolis, Thos. A. Edison School No. 47, Ralph Waldo Emerson No. 58 Matne—Westbrook, Saco Street MaAsSACHUSETTS—A uburndale, Hamilton Nevapa—Overton, Entire System New Jersey—Madison Boro, Lucy D. Anthony; Mantua, J. Mason Tomlin; Wenonah, Wenonah School No. 1 NortH Dakota—Minot, McKinley Ou10—Helena, Helena Dist. School; Kilgore, Kil- gore; Kirkersville, Newark Twp. Cons.; Niles, Garfield, Harrison; Painesville, Madison Avenue OKLAHOMA—Tulsa, Sidney Lanier Orecon—Bandon, Bandon PENNSYLVANIA—Allison Park, Hampton Twp. School; Confluence, Confluence High; Pittsburgh, Boggs Ave., Bon Air, H. B. Davis, Irwin Ave. Girls Trade, Liberty, Lincoln, Manchester, Over- brook Jr. High, Troy Hill, Wickersham; Reading, Schuylkill Ave. and Greenwich; Roaring Branch, Roaring Branch Utran—Ogden, Weber County Sr. High WasHincton—Seattle, Univ. Heights; Spokane, Holmes School, Lincoln, Whittier; Tacoma, Bryant, Fern Hill, Franklin, Lowell, Oakland West VirGcinta—Beckley, Skelton; Elkwater, Elk- water Wisconstn—Eau Claire, Sr. High; Milwaukee, Bartlett Avenue, Clarke Street, Fifth Street, Wm. T. Sherman FOUR YEARS ALasKka—Moose Pass, Moose Pass CaLirornia—Alameda, Alameda High; Chico, Chap- man; El Modena, El Modena; Essex, Essex School; Fresno, John C. Fremont, T. L. Heaton; Los Angeles, Carpenter Ave. School (N. Holly- wood), Rockdale; Parker Dam, Parker Dam Elem.; Rice, Rice Elem.; Wailmington, Fries Avenue Cotorapo—La Salle, Big Bend District or CotumBia—Washington, Cranch, Den- nison Vocational, Crosby Noyes DeLaware—Hockessin, Hockessin Grorcia—Atlanta, Peeples Street; Climax, Mt. Pleasant Vocational Hawati—Kohala, Makapala Itt1nots—Harrisburg, East Ledford; Monmouth, Willitts; Roodhouse, Grade School Dist. No. 72 72 InptANa—Evansville, Harwood lowa—Weaterloo, Edison, Irving, Whittier Kentucky—Benham, Benham High; Dunham, Dun ham; Murray, Murray St. Teachers College; McCreary County, Entire System Louis1ana—Luling, Luling; Paradis, Rayne, Rayne High MaryLanp—Brunswick, Brunswick High School Dist. No. 25, East Brunswick School, West Bruns- Paradis; wick Dist. No. 25; Elkton, Leeds; New Market, New Market MicHiGAN—Alma, Wright Ave.; Battle Creek, Lakeview Cons. Schools Missourt—Kansas City, Faxon, George B. Longan, D. M. Pinkerton New Jersev—Harrisonville, Harrisonville; Madi- son Borough, King’s Road; Metuchen, Edgar School No. New YorkK- era Sight Saving; //unting- ton Station, Roosevelt; Montauk, L. I., Montauk Public School No. 7; Poughkeepsie, Sr. High; White Plains, Quaker Ridge School (Scarsdale No. 2) Oxuto—Delaware, West; Madison, Madison Me- morial High; Marathon, Marathon Orecon—Bandon, Bandon High; Central Point, Central Point High; Rogue River, Rogue River High PENNSYLVANIA—Chester, Gartside; Elizabethville, Jefferson Twp. School; Harrisburg, L. O. Foose Building, Hamilton Building, John Harris Sr. High, Shimmell; Overton, Overton Twp.; Pitts- burgh, Beechwood, Cargo, Fort Pitt, Homewood, Westwood; Reading, Elm and Madison Ave., Northmont, Oakbrook, Thirteenth and Green Streets, Tyson-Schoener; Shanksville, Stonycreek Twp. Cons. High; West Conshohocken, West Con- shohocken Boro Sch.; York Springs, Entire System SoutH Caro_ti1na—Allendale, Entire System Utan—Clearfield, West Point; Manti, Manti Elem.; Salt Lake City, Blaine, Lincoln (Granite Dist.) VerRMontT—Center Rutland, Center Rutland WasuHincton—Bellingham, Silver Beach; Spokane, Arlington, Bemiss, Edison, Hutton, Jefferson, Logan, Madison, McKinley, Roosevelt, Sheridan, Stevens, Webster; Tacoma, Madison, Mann; Walla Walla, Washington West Vuircinta—Bluefield, Preston; Charleston, Tiskelwah Wisconsin—Beloit, Walker Jr. High Gaston; Milwaukee, Berger, W vominc—Casper, | 128 | Harding THREE YEARS ALABAMA—Birmingham, Wilson Acaska—Craig, High School Ca.iFrornia—Berkeley, Le Conte; Beverly Hills, Hawthorne; Fresno, Jackson; Long Beach, Naples; North Fork, North Fork Union; San Diego, Flor- ence, Lincoln CoLoravo—Arapahoe, Arapahoe Branch High; Chey- enne Wells, County High DeELAwARE—Magnolia, Magnolia School Dist. No. 50 District or CoLtuMB1a—Washington, Brookland, Bryan, Eaton, Hubbard, Magruder, Powell, Ran- dle Highlands, Sumner, Woodridge FLoripa—Miami, Morningside GeorGia—Atlanta, Luckie Street, Opportunity Hawait—Hawi, Kaauhuhu InpIANA—I ndianapolis, Daniel Webster No. 46; Jef- fersonville, Chestnut Street; Muncie, Forest Park Iowa—Clinton, Clinton Sr. High; Davenport, Adams; Dubuque, Fulton Kansas—Eskridge, Eskridge Rural High; Merriam, Walker School Kentucky—Bardstown, Balltown, Culvertown, Oak- land Ridge, Sutherlands; Glendale, Glendale Cons.; Vine Grove, Vine Grove Cons.; Whitley City, Entire System Lovurts1ana—Addis, Levert-Addis; Grand Isle, Grand Isle; Jonesville, Catahoula Parish, Entire System Matne—Camden, Senior High MaryLanp—Union Bridge, Johnsville School No. 17 MAssACHUSETTS—Stoneham, Entire System Missovuri—St. Louis, B. T. Washington Vocational; Springfield, Boyd School NEBRASKA—Omalha, Windsor New HampsHire—llalpole, Walpole Sr. High New Jersey—Atlantic City, Madison Ave. Nevapa—Minden, Cons. School Dist. “A” New York—Bell/port, Bellport High; Delanson, De Dist. lanson Sr. High; Scotia, Sacandaga Dist No. 2; Syracuse, Jefferson; Troy, Public School No. 13 North Caroiina—High Point, Oak Hill Oxn10—Holland, Crissey School; Kenton, Hardin Central Dist. School OKLAHOMA—T ulsa, Jefferson OrEGoN—Gresham, Gresham Union High; La Grande, Riveria PENNSYLVANIA—East Greenville, Green Lane-Marl- boro Cons. School; Hatboro, Prospectville; Li brary, Bethel Twp. Sch.; Meyersdale, Entire Sys- tem; Pittsburgh, American Ave., Bellefield Girls Voc. High, John Burroughs, Departments of Board of Education: Art, Elem. Education, Handwriting; Garfield, é: M. Logan, Horace Mann, Schaeffer, Sterrett, Daniel Webster; Prospect Park, Washing ton Ave.; Reading, Chas. S. Foos, Hillmont, Amanda E. Stout, Twelfth and Buttonwood Build- ing; Warren, Lacy Soutn Carotina—Lesxington County, Entire Sys tem; Swansea, Entire System; I Columbia, Entire System Texas—Houston, Hawthorne Uran—Salt Lake City, Sherman (Granite Dist.) VirGinta—Hickory, Hickory High WasHINGTON—Bellingham, Franklin; Halla Walla, Edison West Vircinta—Coalburg, Chesapeake; //unting- ton, Meadows Wisconstn—Eau Lapham Claire, Entire System; Madison, TWO YEARS ALaska—Anchorage, Entire System; Healy, Healy Territorial School; Juneau, Entire System ArRKANSAS—Greenbrier, Centerville Schools; Jackson- ville, Jacksonville High CaLirornta—Alameda, Entire System; Buena Park, Lindbergh; Long Beach, Starr King; Los Angeles, Burnside Ave., El Sereno. Hyde Park; Oakland, Edison, Sante Fe, Westlake Jr. High; San Diego, John Adams, Emerson; San Francisco, Bay View, Irving M. Scott; Santa Barbara, Peabody; Santa Cruz, Branciforte; Turlock, Entire System Cotorapo—Denver, Albion; Fort Collins, Rockwood Con necticutT—HW illimantic, Windham Street De_LawareE—Marshalltown, Harmony; Newark, Pleasant Valley; Nezport, Newport School Dist No. 21 District or CotuMs1a—Washington, Kingman FLortpa—Miami, West Little River Georcia—Atlanta, Murphy Sr. High; Columbus, Eleventh St., Linwood. MclIlhenny, North High- lands, Rose Hill, St. Elmo, Sixteenth St.; Whites- burg, Whitesburg Sr. High Hawatti—Kawathae, Maui, Kawaihae Ittino1is—Aurora, (East Side) Entire System; Charleston, Franklin; Harvey (West), Entire System; Hillsboro, Hillsboro Jr. High; Peoria, Theodore Roosevelt Jr. High; St. Anne, St. Anne InptaNa—Fort Wayne, Entire System; I/ndian- apolis, Abraham Lincoln; Lafayette, Lincoln; Mis- hawaka, Fulmer; West Terre Haute, Sugar Creek Cons. Iowa—Mason City, Roosevelt Kentucky—Alexandria, Entire Butler Cons. Sr. High Lovurs1ana—Belmont, Belmont Sr. High; Claiborne Parish, Entire System; Converse, Oak Grove Sr. System; Butler, High; Folsom, Uneedus; Logansport, Logansport High; Zwolle, Zwolle High Matne—Boothbay Harbor, Boothbay Harbor Sr. High; Saco, Locke; Southport, Boothbay Cons. MASSACHUSETTS—Taunton, Fremont Micuican—Detroit, Gillies, Longfellow; Ham- tramck, Dickinson THE JOURNAL OF Misstssippi—Louise, Consolidated Sch. Missourt—Aansas City, Askew Nesraska—North Platte, Jefferson New Jersey—Haddonfield, Sharp; Newark, Miller St. School; New Brunswick, Lincoln New York—Bay Park, E. Middle Island Sch; Cornwall, Roseton Grade : Nortu Caroitina—Charlotte, Hickory Grove Outo—Columbus, Linden; Malvern, Entire System Orecon—Estacada, Estacada School Dist. No, ;o8: Eugene, Whiteaker Elem.; Milwaukie, Entire System PEN NSYLVANIA—Chester, Hoskins, Martin; Packer. ton, Packerton Jr. High; Pittsburgh, Friendship Prospect Elem., Prospect Jr. High, Washington Vocational High; Selinsgrove, Monroe Twp. Cons School; Thompsontown, Thompsontown ; High; Upper Darby, Brookline, Preston Soutu Caroiina—Blythewood, Blythewood High TEN NESSEE—K noxville, McCampbell, McMillan Meade, Van Gilder; Memphis, Bethel Grove F Texas—Dallas, Pacific Ave.; Houston, Southland Vircinta—Norfolk, Washington-Gatewood W ASHINGTON—Hamilton, Hamilton Grade West Vircinta—Colcord, Colcord Elem.; Fort Gay, Spruce; Glen Alum, Lindsey; Hinton, Riverview; Milton, Keaton; Oakvale, Entire System; Squire, Boro Public School Wisconsin—Clintonville, Entire System; Madison Franklin; Milwaukee, Dakota St. School, Forest Home Ave. School, Girls’ Jr. Tech School (South), Thirty-seventh St. School; Racine, Gil bert Elem.; Sheboygan, Sheridan CURRENT YEAR \LABAMA—Birmingham, Baker ALaska—Alakasgik, Alakasgik Territorial: Ellamar Ellamar Territorial; Homer, Homer Territorial: Independence, Independence Territorial; Nushagak Nushagak Territorial; Takotna, Takotna torial; Wainwright, USIO Day ARKANSAS—Jonesboro, D. T lona High CALIFORNIA terprise Jr Ter Tl Rogers; Okolona, Ok Alameda, Independent; High; Los Angeles dale, Lone Tree, Oakdale Union Sr lock, Mitchell, Mountain View, Washington Compton, En Northridge; Oal High; Tw Turlock Sr. High, CoLoravo—A urora Watkins; Rennett Bennett Grade and High; Fort Collins, Boxelder, Har mony, Public School Dist. No 35; Sugar Creek Entire System; Thatcher, Thatcher High District or Corumera—Washington Eckingtor Fillmore, Hardy, Hilton, Jefferson Jr High, Maury, Peabody, Stanton, Tyler GeorGia—C olumbus, Jordan Vocational High Hawatti—Waiku, Honolulu, Waikii ILtinois——Anna. Anna Jonesboro High; Bardolph Bardolph Community § S: High: Bloominaton Washington; Carterville, Northside, Park; Deca tur, Upper Ridge Rural School; Gurnee, Gurnee Elem.; Henry, Henry Twp. High; Hooepesto Entire System; South Pekin, South Pekin; West Harvey, McKinley InpiANA—Bedford, Junior High, Madden; Elkhart, Beardsley, Lincoln, Rice, Roosevelt Jr. High South Side, Weston; /ndianapolis, Public School No. 47 Terre Haute, Sugar Grove; Vincennes Sisters of St. Benedict Kansas——//illshoro, Hillshoro High KENTUCKY Beattyville, Lee County High; Je nkins, Entire System Lourstana—-Brusly, Brusly Sr. High: Chamberli Devall Cons School; Homer, Homer School, Oil Field School; Loranyer, Loranger; Minden, Har ris Cons. High; Ponchatoula, Champ Cooper; Port Allen, Port Allen; Spring Creck, Spring Creek Maitne—Levwistown, Garcelon; Monhegan, Monhegan Public School MaryLanp—Boonshor Boonsboro High Massacuvusetts——Malden, Lincoln Elem.; Medford, Hancock; Stoneham, Junior High School MICHIGAN MINNESOTA Bay City, Washington Minneapolis, Webster Missourt——-Overland Buder, Marian, Overland: St. Louis, Marvin, Midland (Ritenour Dist.) New Hampsuire—Pittsfield, Pittsfield Sr. High New Jersev—Highland Park, Hamilton; Roseland, Public School New Mexico—Tucumcari, Tucumcari Sr. High New York—Binghamton, Acre Place. Columbus School No. 5, Calvin Coolidge. Hawleyton, Jarvis Street, Nimmonsburg, Port Dickinson Union Jr High, Public School Dist. No. 3, J. E. Rogers, Stella, Union Center School Nortu Carotina—Matthews, Bain Cons. School Onto—Cleveland, Chesterfield; Cloverdale, Clover School; Dayton, Whittier, Willard Barnard, Eliot, Lee, Longfel dale Cons. OKLanomMa—T ulsa, low, Pershing Orecon—Milwaukie, Ardenwald Building, Milwau kie Building, Milwaukie Union H. S. Dist. No PENNSYLVANIA— Braddock, Entire Svstem; Harris burg, Riverside, Steele; Indiana, Entire System; Malvern, Frazer Elem. Utran—Clarkston, Clarkston West VirGinta—Grafton, met; Hard, Ward Wisconsin—Milwaukee, Frederick J. Gaenslen, Thomas Jefferson, North Twentieth Street School; Sheboygan, North High; West Allis, Irving School Dist Astor; Marmet, Mar NO. 5 THE NATIONAL EDUCATION ASSOCIATION ler Horn and Others ch, ; < ROGRESS IN RE G = | | PRC : ADIN hip A pre-primer, primer, and six books which through = carelully devised guidance exercises and tests based Boro on interesting reading develop the skills and abilities hes essential for successtul use of books. The work of a reading expert in collaboration with elementary- school teachers, this series does not duplicate in con- oer, tent or purpose other recent readers. Send for circular ire, No. 732. lison nd orest chool Gil Craig and Others _ | | NEW PATHWAYS IN = | SCIENCE Ok En | A primer and six books for the elementary grades rT which present basic scientific principles in an in- High teresting and provocative manner. Books to open —_— children’s eyes and minds to the world around them tren and to help in adjusting to it. Send for circular No. na 692. Young eAmerica sae Andress—C 10ldberger—Dolch—lI lallock Marches On ie SAFE AND HEALTHY — — Whatever the future may hold, edu- ae LIN ING cation remains the safest, surest prep- iberlin, | Published last year and already widely introduced, aration for it. Four new series make a this new series is outstanding lor its finely integrated practical 7 your schacla” tha ‘heat Sasiae treatment of all important phases ot health, includ- Pe ing salety; lor its engaging presentation ; and for in modern educational thinking. Let all N, os illustrations. Send for chart of content young America progress and prepare iglet with them. Let More Textbooks in Dat} 1940 be your watchword. ead Buswell—Brownell—John Ligh jumbus io DAILY-LIFE Civ ARITHMETICS G N N lard — A series that better than ever before puts meaning AND COM PANY Milwau , : : . ‘ . . Nos into learning arithmetic and ties arithmetic to life. arms ' ¥ System; | Attractive colorful illustrative material. Books for the Basten . New Yeek . Charnes Atlanta . - 2 N . A ; . y ag oa c c 7 first two years; books for grades 3-8; workbooks. ar . . —~ - - , . , Send for new circular No. 562. Dallas . Columbus . San Francisco “Schad x School ATION VOLUME 29, NUMBER 4; APRIL 1940 [| A-65 | @ He’s one of Bell & Howell’s 125 Visual Education Specialists A B&H Visual Education Specialist Is Within a Few Hours of Your Door! ROM Maine to Miami, coast to coast, Bell & Howell maintains a staff of 125 Visual Education Specialists . . . men who know motion pictures and how they can best be used for teaching. Their knowledge and experience are yours for the asking. Let the nearest Specialist help you select equipment and films and help you plan a successful visual education program. This ser- vice costs you nothing. It is another plus divi- dend you get when you choose Bell & Howell Projectors. These 125 Specialists are the local repre- sentatives of the complete Bell & Howell school service, which includes (1) precision-built projectors for every school need, (2) a con- stantly growing library now numbering more than 1400 films, (3) cameras for use in making school films, and (4) competent factory service Stations in New York, Chicago, and Holly- wood. Mail coupon to obtain services of near- est Specialist. Bell & Howell Company, Chicago; New York; Hollywood; London. Est. 1907. FREE! New Film Catalogs SOUND — Catalog Supplement 1940-A. Free to registered sound projector owners. Standard size, punched for loose-leaf refer- ence with big, 92-page Filmosound Library Catalog. SILENT—New 1940 revision of catalog of 16 mm. silent films for rental and sale. Con- tains many new releases. BRAY FILMS—Now available from Bell & Howellisthe large, well-known Bray library of educational films, sound and silent. BELL & HOWELL COMPANY 1854 Larchmont Ave., Chicago, Ill. Please have your nearest Visual Education Specialist call to help me with this problem : Send free 1940 catalog of ( ) sound films; ( ) 16 mm. silent films; ( ) Bray Educa- tional Films. Name.. ae Oe oe Se ow ee ow oe ee ee ee ee ee em oe oe oe oe oy 2) g . 8 z M4 t PRECISION-MADE BY BELL & HOWELL [ A-6 | [Continued from page 126) Classroom Teacher Summer Conference ye THE NEA DEPARTMENT OF CLASSROOM TEACHERS will hold an Educational Study Conference July 8-19 in cooperation with the School of Education, Northwestern University, Evanston, Illinois. The theme of the conference is “Problems of Public Education in a Democracy.” sions, study groups, school visitation, com- munity excursions, curriculum laboratories, educational exhibits, educational and so- cial motion pictures, and social-recreational activities will be features of the conference. The tuition is $20 to persons registered for two hours credit; $15, noncredit. For regis tration blanks or additional information, write to the Department of Classroom Teachers, 1201 Sixteenth Street North west, Washington, D. C. General ses- American Education W eek yx Now is the time to begin laying plans for your 1940 observance of American Education Week. The program for this twentieth observance is as follows: General Theme Education for the Common Defense Sunday, November 10 Enriching Spiritual Life Monday, November 11 Strengthening Civic Loyalties Tuesday, November 12 Financing Public Education Wednesday, November 13 Developing Human Resources Thursday, November 14 Safeguarding Natural Resources Friday, November 15 Perpetuating Individual Liberties Saturday, November 16 Building Feonomic Security Materials for American Education Week are being prepared which will provide a background of information appropriate tor the various school levels and will suggest ways to interpret to the public the contri- bution of the schools to our American life in the areas of the topics for the observance. Any reader who has developed useful materials in the areas which the American Education Week topics cover is invited to send them to the Division of Publica- tions of the National Education Associa- tion, 1201 Sixteenth Street Northwest, Washington, D. C. Individual Guidance Pays xx A stupy of individual guidance in a CCC camp shows that such guidance more than doubled the amount of time enrollees gave to educational work and more than doubled the quality of the work. High- THE JOURNAL OF schools could learn much from this report, United States Office of Education Bulletin 1939, Number 7, “Individual Guidance jn a CCC Camp.” What's in a Name? xy SUPERINTENDENT LANGWORTHY of Glo. versville, New York, tells this one: “About 1g00 in the University of Iowa a teacher took a hen into the class and, while this was a good deal of an innovation, it was simply a hen. About 1g10 this hen had be- come a ‘problem’. About 1915 it had be- come a ‘project’. About 1919 this hen was a ‘unit of work’. Around 1925 it was an ‘activity’. In 1930 it became the basis of ‘an integrated program’. And lo! in 1936 this poor hen had become a ‘trame of reference’.” Jobs for Sale yy Pertopicatcy there are rumors of extra- legal financial arrangements in connection with New Jersey teaching positions. Usu- ally these are mere rumors, incapable of confirmation. Recently, however, there has come to our attention convincing evidence of at least one case of this—a teachers col- lege graduate was asked for a thousand dollars to insure an appointment in a spe- cific community. Unfortunately the evi- dence was not complete enough to satisfy a court of the guilt of a particular indi vidual. This sort of thing fills decent persons with a sick horror. Not only is the selling of public positions a criminal offense; this is an attempt to trafhe in the education of children, which of all public activity should be most sacred. Placing someone who tries it behind the bars would be most salutary. Any teacher who knows of such an attempt or has op- portunity to aid in the gathering of evi- dence which might satisfy a court is urged to contact the association at once. The asso- ciation could perform few greater services than making an example of some such mis- guided super-salesman.—Editorial in the New Jersey Educational Review, February 1940. Children’s Crusade for Children vy THe AMERICAN AssocIATION OF SCHOOL ADMINISTRATORS at St. Louis passed a reso- lution expressing “sympathy for a program of assistance to children made homeless in many lands by the exigencies of war and the hope that the schools will cooperate with the Children’s Crusade for Children.” The Crusade offers the schools a chance to dramatize for the [Cont. on page A-68} THE NATIONAL EDUCATION ASSOCIATION and undergraduate courses in Li- | beral Arts, Education, Business and Engineering. | | Pre-Medical and Pre-Dental courses. Special courses in Fine Arts, Music and Drama. Courses also for Superintendents, Supervisors, Principals and Teachers. Demonstration Schools. Excursions under University management. BENNETT C. DOUGLASS, Director Burlington Vermont / OE yA ONDITIONE STUDY EN University of Denver 5 a Graduate and undergraduate work in Liberal Arts, Sciences, Com- merce, Librarianship, Education. Whodern i = ds Shressed Fees determined hy courses taken. TWO TERMS: a June 17 te July 22 te 4 - 19 Aug. 2% { Department A Denver, Colorado Kindly sead me your 1940 Summer School Bulletin. NANG ________ Street & No. City & State _—__ 3 ——_———+ 4 [ A-74 ] [Cont. from page A-72] ington, D. C. 1937, 25¢. [5] “Our American Heritage of Leader- ship,” Journat of the National Education Association, November 1935, p249-56. Briet sketches with photos of Horace Mann and Mark Hopkins. [6] Personal Growth Leaflets, National Education Association, Washington, D. C. One cent each in any quantity; no orders accepted for less than 25¢: [28] Selections from Horace Mann; |61| Horace Mann's Letter to Young Americans; |86| Booker T. Washington at Tuskegee Institute. National Association of Secondary- School Principals ye Orricers for 1940-41: President—Oscar Granger, principal, Haverford Twp. Highschool, Upper Darby, Pa. First Vicepresident—John E. Wellwood, principal, Central Highschool, Flint, Mich. Second Vicepresident—Virgil M. Har- din, principal, Pipkin and Reed Jr. High- school, Springfield, Mo. Executive Secretary—Harry V. Church, 5835 Kimbark Avenue, Chicago, III. Executive Committee—K. J. Clark, prin- cipal, Murphy Highschool, Mobile, Ala. (1941); Truman G. Reed, principal, Lewis and Clark Highschool, Spokane, Wash. (1941); Hugh H. Stewart, principal, Davis Highschool, Mount Vernon, N. Y. (1942); E. R. Jobe, state supervisor of highschools, Jackson, Miss. (1943). The Best Buy sv AMoNG THE MEDIUMS available to those who want to accumulate savings, the very best today is United States Savings Bonds. Since March 1, 1935, when they were first offered, approximately two and a quarter billion dollars have been invested in these securities. According to the Treasury De- partment, they are now the most widely held security in the United States—Your Investments, February 1940. John H. Finley yy Dr. JOHN H. FINLEY, educator and edi- tor-emeritus of the New York Times, died in his sleep early March 7. Dr. Finley, who often spoke before conventions of the Na- tional Education Association, had been president of Knox College; on the editorial staff of the S. S. McClure Co.; editor of Harper's Weekly; professor at Princeton; president of the College of the City of New York; New York State Commissioner of Education; a member of the editorial staff, then editor, and finally editor-emeritus of | the New York Times. THE JOURNAL OF 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 LAW (June ore, 24) SPEECH COMMERCE MUSIC SOCIAL WORK (June 24—Aug. 2) JOURNALISM For Catalog Address: Director, Summer Session 260 Lunt Bidg., Evanston, Ii, ON THE SHORE OF LAKE MICHIGAN MOUNTAIN VIEW HOUSE and Cottages Mountain View, Franklin County, New York In the Adirondack Mountains on Moun- tain View Lake. Private Golf Course Tennis—Bathing—Boating. Restricted clientele. Rooklet on request SCHOOL OF LIBRARY SCIENCE DREXEL INSTITUTE OF TECHNOLOGY offers A one year course for college graduates leading to degree of Bachelor of Sciece in Library Science Accredited by Board of Education for Librarian- ship. Special late afternoon classes for those ac tively engaged in library work. For information address: Dean of the Library School DrexetINstiTuTE oF T ecHNOLocy, Philadelphia, Pa. ‘| EDUCATION AND | ECONOMIC WELL-BEING AMERICAN DEMOCRACY Educational Policies Commission Tells How ~— Education increases productivity! Education creates new markets! | Education brings economic literacy! WE SUGGEST ORDERING AN EXTRA COPY TO PLACE IN THE HANDS OF SOME INFLUENTIAL LAY PERSON _| Illustrated with woodcuts by Lynd || Ward. Bound in cloth and boards. $.50 the copy with usual discounts ORDER FROM EDUCATIONAL POLICIES COMMISSION National Education Association and } American Association of School Administrators 1201 Sixteenth St.,N.W.,Washington,D.C. Orders amounting to less than one dollar should be accompanied by funds. THE NATIONAL EDUCATION ASSOCIATION | Horace Mann and Our Schools: Essays by Payson Smith, A. k. Winship, and William T. Harris. American Book Co., New York, 1937, ioop. $1. [8] Horace Mann and the Common School Hinsdale. New York, reprint 1937, 326p. $2. Rerival in the United States by B. A. Scribner's, [9] Testament of Faith, Horace Mann play by the Antioch College Faculty 6 East 39th St.. New York City. 75¢, ] royalty ice of $10 a Dramatists Play MTVICC, performance A Wise Plan for Any Town vy Accorptne to the Columbus Dispatch, detectives of Columbus, Ohio, plan to con fer with juvenile court and schoolboard authorities on the introduction of an ordi nance betore the city council prohibiting theaters from admitting children during school hours or late at night shows unless accompanied by their parents. World Federation of Education Associations vy Tue pirectors of the World Federa- tion are considering the possibility of hold ing a regional meeting in the Philippine Islands this summer. After the meeting in the Philippines and a cruise via the South Sea Islands, the WFEA would stop at Honolulu for a two-day meeting with the teachers of Hawaii. If the idea of a cruise such as is proposed here appeals to you, write to the WFEA, | Cont. on page A-76| VOLUME 29, NUMBER 4; APRIL 1940 FOR RENT OR PURCHASE High School Caps and Gowns College Caps, Gowns and Hoods Caps and Gowns for Eighth Grade or Junior High Graduation. Write for Samples and Rental tes. Gowns for a onapaite Choirs and Glee Clubs. Uniforms for School and College Bands. Write for Catalog Dept. NEA. THE C. E. WARD CO. Inc. 1905 NEW LONDON OHIO One Shade ... or a Thousand You Get More Value From DRAPER SIGHT-SAVING SHADES These are the shades used so con- sistently by both rural and metro- politan schools ... shades that let ALL the light in, yet keep out the sun’s glare. They cost you no more. FREE SAMPLE! Send for free sample of Dratex Cloth and make these sight-saving tests: Hold sample to light. Dratex diffuses daylight perfectly. Hold it up to sun. Dratex eliminates ALL glare. Address Dept. J4 Ask about our Darkening Shades for Visual Education Rooms Luther O. Draper Shade Co. Spiceland, Indiana ..» THEN LET ME DRIVE YOU THERE COMFORTABLY AND ECONOMICALLY” INERS Nin-Conditioned, Dieoel-Powered ROOMIEST, MOST LUXURIOUS BUSES ON THE HIGHWAYS Ride the ‘‘DieseLiners’’ this summer and enjoy all the pleasures of a cross- country motor trip without the strain and expense of driving your own car. Choice of routes—unlimited stopovers. You'll find the ‘‘DieseLiners’”’ restfully smooth riding and ever so comfortable because they include all the latest achievements in “‘comfort engineering.” Truly, they set a new standard of excel- lence and at no additional cost. Let BURLINGTON TRAILWAYS help you plan a wonderful, low-cost vacation. Wal coston ror S2ee Burlington Trailways Travel and Tour Bureau Dept. N, 547 W. Jackson Bivd., Chicago, Ill Please send me Vacation Literature on a trip to (0 Also send Booklet on ALL-EXPENSE TOURS. Ee wale), Be) Se) 3 LOW ALL-EXPENSE TOURS TO EITHER WORLD'S FAIR and AMERICA'S GREAT VACATIONLANDS —A wide choice of carefree tours with all arrangements made in ad- vance—hotel reservations, interesting side trips, etc. One low cost covers everything except meals. SEE BOTH FAIRS 5 ont $6995 non Think of it—you can visit both San Francisco and New York, travel more than 7,000 miles and back home for less than a penny a mile! Burlington TRAILWAYS } j OPP eee CO ee ee ee ee ee ee ee ee ALBERT TEACHERS’ AGENCY Room 1513-25 E. Jackson Blvd., Chicago Established 1885. When in search of candidates, write or wire us. Care and prompt- ness assured. Corr. Agencies: 535-5th Ave., N. Y. C.; Hyde Bldg., Spokane, Wash. Member National Association Teachers’ Agencies. before. There are better opportunities for qualified teachers than ever Executives are searching carefully for teachers who have the educational training, experience, and excellent qualifi- cations in personality. Early registration is an advantage. Address 1200-11 Steger Bidg., 28 E. Member N.A.T.A. OSCAR THE MODEL MAKER by CURT GRUNZIG 187 Pages, Cloth, $2.00 This book develops a plan for a model museum in each community built by young people. Highly praised by prominent reviewers. Meador Publishing Co., Boston, Massachusetts ALASKANA by Marie Drake An attractive fifty-page book of condensed infor- mation on the history, size, population, etc., of ALASKA and its cities. Set in readable, open type, with 52 illustrations and ALASKA’S flag in color on the front cover. Price, 50 cents, postpaid. MARIE DRAKE Juneau, Alaska. | BOOK MANUSCRIPTS | Wanted — All subjects, for imme- diate publication. Booklet sent free. Established 1925 Meador Publishing Co. 324 NEWBUE A LIFE-SIZE PORTRAIT OF THEODORE ROOSEVELT Free To ScHoors, Lisraries, PLaces or ARMORIES AND OTHER Pustic AssEMBLY That T heodore Roosevelt's straight whole of Americanism may be carried to every town the forward, hearted creed and city in country, the Amer- ican Defense is giving to the pub lic schools, without charge, life-sized por- traits of the former President, bearing his last message on Americanism. The message was ad- dressed to the Society and was read at its meet- ing in the New York Hippodrome, on January 5. 1919, only a few hours before Col. Roosevelt's death. One stipulation accompanies the gift—that suit able frames be provided by the pupils, in order to make the picture a lasting memorial, and that the occasion of the hanging of the picture be observed with appropriate celebration. Society American Derense Society, Inc., 225 Firrn Avenue, New Yorx Crry, N. Y. Please send, FREE OF CHARGE, copies, life-size portrait of Theodore Roosevelt. It is agreed that an appropriate frame will be fur nished for each picture and each one hung with a suitable ceremony. Name (Please print) Address PRRRRRRRRRRRARARARA Dual Purpose FILMS An important function of sound film in audio-visual education, in addition to subject matter, is to accustom the ear to the finest diction. The Gutlohn 16 MM. sound film library includesthe world-famed voices of: Lowell Thomas * Alois Havrilla John Martin @ Gayne Whitman H. V. Kaltenborn Send for catalog of over 1500 Enter- tainment and Educational Subjects. WALTER 0. GUTLOHN, Inc. 35 West 45th St., Dept. A-4, New York SS$SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSE Jackson Bivd., Chicago 3 : $ MAKE AND TRAVEL ¢ DURING MONEY VACATION $ We train you, equip you and guarantee you g $150 for 60 Days’ Work, $270 for 90 Days’ $ Work or $1200 for 300 Days’ Work. We $ like teachers. They learn to earn in short 2 order. Teachers say they like us, too, be ¢ cause we have enjoyed 29 mutually happy and 3 prosperous years of business dealings with $ some of the best of America’s educators. For instance, let us send you Mrs. Willey’s letter ~ She will tell you exactly what and how she ?% earned. And others will tell you their ex- & periences. Have a happy, prosperous summer 2 Write today for these “True Ex- perience Stories.” 2 EDUCATORS ASSOCIATION z Educational Distributors z @ 307 Fifth Avenue Dept.A NewYork,N.Y. © S$$SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSIS$SS 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. |Cont. from page A-75| 1201 Sixteenth Street Northwest, Washington, D.C. Such expressions will be helpful to the American directors in securing approval of the direc- tors located in other parts of the world. Morning Schoolroom Prayer yy HEAVENLY FATHER, we now pray For Thy guidance thru this day; Praise and thanks to Thee we bring For the good in everything. Help us think before we speak. Mold our minds that we may seek Beauty, wisdom, love, and light. May we live this day aright. —lIvaleen Hough Smith Health, Physical Education, and Recreation yy AN IMPORTANT SYMPosIUM on the prob- lems of the school program in health, phys- ical education, and recreation as it funce- tions in California appears in the February California Journal of Secondary Education. Organized by W. H. Orion of the Cali- fornia State Department of Education, it contains articles from nine other leaders in the field. A 32-page reprint is available at 35¢ per copy, or 20¢ per copy in quantities of 10 or more. Junior College Enrolment vv ExrotmMeEntT in junior colleges in th United States has doubled in the last seven years, according to the 1940 Junior College \ the Association of Junior Colleges. Enrolment Directory, just issued by American has increased from 155,588 to 196,510 in the last year, which is 26.4 percent, the greatest ever reported. There are now 575 junior colleges. California leads the nation with 64; second is Texas, with 4o. American Education Award to William Lyon Phelps wy Ww fessor-emeritus of English Literature, Yale WILLIAM LYON PHELPs, author and pro- University, was the recipient this year ot the American Education Award presented annually by the Associated Exhibitors of the National Education Association to the educator who contributed outstanding serv- ice to the cause of public education in the United States. Radio and Mass Instruction vy By MEANs oF special air-wave hours for school children, British boys and girls evacuated from the target areas in the big cities are receiving instruction by means of high-powered specialists hired by an educational council of the British Broad- casting Corporation, according to the New York Sun. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION teenth . Such erican direc- rid. mith e prob- , phys- t func- ‘bruary cation. e Cali- tion, it ders in able at antities in. the t seven Colle ge rerican olment 510 in nt, the WW 575 nation tlliam nd pro- e, Yale year ol esented tors ol | to the ig serv- in the hours id girls the big means by an Broad- ie New [ATION Educational Press Association dy OFFICERS of the Educational Press As- sociation elected at St. Louis for the com- ing year are: President—Hobart Bell, editor, Ohio Schools, Columbus, Ohio. Secretary-Treasurer—Lyle W. Ashby, NEA journal, Washington, D. C. Executive Committee—Frances Mayfarth, editor, Childhood Education, Washington, D. C.; Mrs. J. K. Pettengill, editor, The National Parent Teacher, Chicago; Henry Harap, editor, Curriculum Jour- nal, Nashville, Tenn. The Sound mirror sy More THAN 2500 Students enrolled in speech courses at Hunter College, New York, are working with the Soundmirror, arecently perfected recording magnetic ma chine. The students make one-minute re cordings on a steel tape. Immediate repro ductions are possible, and they may be re peated any number of times without change in quality or volume. Students play the recording, note errors in pronunciation, un pleasant intonation patterns, and _ poor tempo, and correct their speech on the basis ol what they have heard.- Brooklyn Eagle. | CCC Camp Studies Receive School Credits. ty ANNOUNCEMENT that cooperation be | tween the Civilian Conservation Corps and various state departments of education now & e * makes it possible for thousands of enrollees to receive credit toward elementary-school certificates or highschool diplomas by stud ies in the camps, has been made by How ard W. Oxley, director of CCC camp edu cation. The camp instruction is carried on in varying ways, in accordance with state regulations. Studies of this character are voluntary with the enrollees, and are taken in addition to the forty hours of work each week, They Said... %y Quotations from the educators hon ored on United States postage (see pages 123-24): Pour out light and truth, as God pours sunshine and rain. No longer seck knowledge as the luxury ft a few, but dispense it amongst all as the bread of life. Learn only how the ignorant may learn: how the innocent may be preserved: the vicious reclaimed. Collect whatever of talent, or erudition or eloquence, or authority, the broad land can supply, and go forth and teach this people.—From HORACE MANN’S Fourth of July Oration, 1842. What higher conception of virtue can we have than that at every point of a man’s life his con science should demand and he should render that love which is the fulfilling of the law?—mark HOPKINS, A man of quick perceptions, broad sympathies, and wide affinities; responsive but independent; selfreliant, but deferential; loving truth and can dor, but also moderation [Cont. on page A-78} VOLUME 29, NUMBER 4; APRIL 1940 [ A-77 | | | | | | | INCLUDING STOPOVERS AT THE (Milwaukee—June 30—July 4) and BOTH WORLD'S FAIRS Oo NLY Whether you're planning a trip just to the Conven- tion or a much more extensive vacation trip with S G5 Milwaukee only one of your ports of call—go Grey- “ hound. You'll save enough at Greyhound’s low fares to enjoy extra pleasures wherever you go— for the Circle Trip you'll see more, have more fun. IN THE MEANTIME LISTEN TO “THIS AMAZING AMERICA” It’s Greyhound’s sparkling, wit-testing new radio program with fun unlimited—and cash prizes! Over NBC Blue Network (Friday evenings, most stations). See your newspaper for dates and hours. PRINCIPAL GREYHOUND INFORMATION OFFICES New York City 245 W. 50th Street San Francisco, Cal., Pine & Battery Sts. Richmond, Va. 412 E. Broad Street Cleveland, 0. East 9th & Superior Minneapolis, Minn., 509 Sixth Ave., N. Memphis, Tenn. . 527 N. Main St. Philadelphia, Pa. Broad St. Station Boston, Mass. 60 Park Square New Orleans, La., 400 N. Rampart St. Chicago, til. 12th & Wabash St. Louis, Mo.,Broadway & Delmar Bivd. Lexington, Ky. . . 80: N. Limestone Washington, D. C. Ft. Worth, Tex. . 905 Commerce Street Windsor, Ont. . . 403 Ouellette Ave. 1403 New York Ave., N. W. Charleston, W. Va. . 155 Summers St- Lenten, Gog . ... «+ s+ sees Detroit Mich., Wash. Blvd. at Gr. River Cincinnati, 0. . . 630 Walnut Street A. B. Reynoldson, 49 Leadenhall St. THIS COUPON WILL BRING YOU TRAVEL FACTS AND FIGURES Please send me rates, routes and information about a Greyhound trip to the N. E. A. CONVENTION at Milwaukee (1), a Circle Tour of America including the CONVENTION and BOTH WORLD'S FAIRS (), a trip to ; [ Please check which one and mail to the nearest Greyhound Information Office listed above. Name aiid. csnsccnrnintititneanetinatizaiaatiatiaitins mail iiiaaataiientmeeiieiea [Cont. from page A-77] and proportion; coura- geous, but gentle; not finished, but perfecting.— From CHARLES w. ELIoT’s “New Definition of the Cultivated Man,” presidential address before the National Education Association, Boston, July 6, 1903. Resolved, That recognizing our cause is and will be combated by mighty, determined, and relentless foes, we will, trusting in Him who is the Prince of Peace, meet argument with argu- ment, misjudgment with patience, denunciation with kindness, and all our difficulties and dangers with prayer.—Resolution written by FRANCES E. wILLarD for the organizing convention of the Women’s Christian Temperance Union, 1874. We shall prosper in proportion as we learn to dignify and glorify labor and put brains and skill the life —From BOOKER T. WASHINGTON’s address delivered at the Atlanta Exposition, September 18, 1895. into common occupations of The Personal Growth Leaflets ye Your tone ist of leaflets makes a profound impression upon me. Every one that I have read is a gem of selection and condensation. Every child in the schools of this country should have the opportunity to read every one of them. Many of them should be learned by heart. If the ideas they contain could be put into practice generally, we would be living in a differ- ent world when the children who read those leaflets grow up.—Ernest Hesse, treasurer, World Book Company. VACATION THRILIS The Challenge of Underconsumption yx WE HAVE LEARNED how to make two blades of grass grow where one grew be- fore, and we don’t know where to sell the extra blade of grass. Yields of lint cotton, for example, are now 35 percent greater per acre than they were ten years ago. Yields of corn in the ten corn belt states during the years 1936-39 were 22.8 percent above the 1929-33 average.—Milo Perkins, president of the Federal Surplus Com- modities Corporation. NEA Department of Rural Education yy Orricers for 1940-41: President—Frank W. Cyr, associate professor of Education, Teachers College, Columbia University, New York City. Vicepresident—Mrs. Daisy E. Howard, Genesce County School Commissioner, Flint, Mich. Executive Secretary—Howard A. rector of rural service, NEA. Recording Secretary—Lois M. Clark, adviser, Early Childhood and Elementary Education, De- partment of Public Instruction, Harrisburg, Pa. Representative, American Council on Education —Roscoe Pulliam, president, Southern State Normal University, Carbondale, III. New Members, Exective Committee—Chloe C. Baldridge, director, Rural Education, State De- partment of Public Instruction, Lincoln, Nebr. (five years); Dwight L. Bailey, director of Rural Education, State Teachers College, Macomb, II! (hive years). Dawson, di- Illinois on request. black Summer Conference on Supervision and Community Culture yy A CONFERENCE on Supervision and Community Culture will be sponsored by the NEA Department of Supervisors and Directors of Instruction at Northwesterp University, Evanston, Illinois, July 8-19, | The theme is to be “Understanding and Enriching the Interrelation of the Growing Child and Community Living.” The program of the conference will be built around community excursions with discussions of the implications of observed | social conditions for educational principles | and practices. The. trips planned include visits to juvenile court, “hobohemia,” ar galleries, theaters, and schools. For information regarding the Confer. ence, address the Department at 1201 Six. teenth Street D. C. Northwest, Washington, Up the Ladder to Out-of-Doors yx Investicators who sought to determine the needs of Negroes suffering from effects of the January cold wave in Florida still are talking about this one, according to the Associated Press: A woman, asked the ages of her four children, declared she couldn't remember. Pressed, she finally said: “Well, I got one lap child, one creeper, one porch child, and one yard young’n.” HEALTH EDUCATION These selected publications on health education are available from the Association. of all health education publications will be sent free A complete listing Classroom Growth Record (Size 2334” x 19”).. Wall chart for classroom records of height and weight through the school year. Children's Charter (Size 17” x 19”) Printed on white paper in gold, blue and black Printed on ivory-colored stock, in Chinese red and $.10 10 ‘THs summer enjoy the added thrills that only the glorious West can give you. Visit the GOLDEN GATE INTERNATIONAL EXPOSITION. Go the Scenic Colorado Way—return by the Golden State Route on the de luxe Golden State Limited or the economy- luxury Californian. The new Diesel-powered ROCKY MOUNTAIN ROCKET, havi every luxury known to rail travel, serves the vacation nt a both Denver and Colorado Springs. No Extra Fare. Ask about Rock Island Escorted and Independent All-Expense Tours to Colo- rado, California, the Southwest, Yellowstone and the Canadian Rockies. A NEW HIGH IN STREAMLINED LUXURY A. D. MARTIN, Passenger Traffic Manager Rock Island Lines, 723 Salle Street Station, Chicago, Il. Please send travel information: ~) Colorado and the Rocky Mountain Rocket 0 California 0 Yellowstone () All-Rapense Tour to. . ....cccccaccescos I een ck eb eas em Gb mak sh ve scan a BER cc cacesndereswencossnncceccsocesesasessce OS ia tei citiercntninmeninse ee nibieneail Mouth Health of School Children A necessary aid to mouth hygiene. Health Education Test Forms Story, Matching, True-False, Five Sample Set (without scoring keys) $.25 64 p. 1938. Rules, Time. Each Test may be secured in lots of 50 with scoring key as follows: Story Test Matching Test True-False Test Five Rules Test Time Test. . 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. Discounts on quantities 2.9 copies, 10%; 10-99 copies, 25%; 100 or more copies, 3344%. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street, N. W. Washington, D. C. | | | 1S: THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION and and d by > and stern 8-19, - and Wing ill be with erved ciples clude : att onfer- t Six- igton, rmine effects a still to the e ages uldn’t “Well, porch [ATION Article of Faith Against brutality and wrong Build us a fortress pledged to song! Against the tyrant and the knave, The vicious lord, the venal slave, Against the darkness and the grave, Against the horrors of the hour, Jeast passion and the lust for power— Build us, oh, build the singing tower! Now that the world is drenched with blood, And truth is trampled in the mud; Now that the quest for beauty dulls, And buzzards blacken o’er the skulls, And man is once more crucified, And the sky splits from side to side, And the Four Feverish Horsemen ride— Build us a temple where the treasur« Of heart and mind in noble measure May stand, tho every house be shaken, Endure, tho every tower be taken! And from dead ashes reawaken Once more in man’s impatient breast Hungers no death can put to rest The Dream, the Courage, and the Quest! JosePpH AUSLANDER New State Superintendent vy THe RECENTLY ELECTED state superin tendent of public instruction of Kentucky is John W. Brooker. Seven Fires a Day vy ScHooL FIRES average seven a day in the United States with a total fire loss esti mated at more than $6,000,000 annually, according to the March issue of Nation's Schools. The loss of life per fatal school hre is high, 13.8 persons. National Citizens’ Committee 3x AcTING UPON a recommendation of the White House Conference on Children in a Democracy, Secretary of Labor. Frances Perkins, conference chairman, has ap- pointed five members of a National Citi- zens’ Committee which, together with a federal inter-agency committee, will be re- sponsible for developing a followup pro- gram for the conference. One of the mem bers is Secretary William G. Carr of the Educational Policies Commission. The Will to Constructive Effort yy I cannot think of any form of legiti- mate instruction in which it is the business of a teacher to give an unbiased view on controversial questions. | cannot imagine an inspiring teacher conforming to this insipid recipe. | do not know of any body of accepted belief promoted in this way. The accepted technic of teaching chemistry does not imply that the phlogiston theory has as much to be said for it as the atomic theory. The belief that an education which aims at unbiased treatment of controversial topics can help to solve the problems of [|Cont. on page A-8o| democracy _ is VOLUME 29, NUMBER 4; APRIL I940 YOU CAN SEE YELLOWSTONE AT LOWEST COS7 iw HISTORY For the 1940 season, the standard tour of Yellowstone National Park, via de luxe hotels, has been reduced to $36—less than ever before! And the sightseeing Park tour ‘ ris : : - ~ in modern buses now requires only 2% days. Yellowstone e Tour Freight’n.p.” may be included more conveniently than ever on a trip —wrae to or from the Pacific Coast. The Northern Pacific serves Gardiner, Cody, Red Lodge and Bozeman—Gallatin. Go in one gateway—out another, getting the most for your travel dollar. Going to the Golden Gate Exposition in San Francisco in 1940? Don’t miss Yellowstone! Costs nothing to get all the facts—just mail the coupon. NORTHERN PACIFIC RAILWAY \ E. E. NELSON 7 I am interested in Western Summer School 1 1 303 Northern Pacific Railway i ! St. Paul, Minn. at —s ! ! ; I i Please send literature and complete yy, ,, 1 ! information about the new Yellowstone ~ ; Tour. I am planning a trip by train to Street i ! ys City 1 ! : 7 I ~ i iene ciate State } ROUTE OF THE 4 m fi. j 4.) J Aur -Landiliaued NOR TT COAST TLE [ A-79 ] see Vello wstone at lowest cost in history! also uisit Cattle Ranches Morrison Cave Ghost Towns in the Montana Rockies LHICAgS MILWAUKEE ST PAUL hacrpil Tour costs in Yellow- stone are reduced. Yet you see all the highlights of the Park —geyser basins, Old Faithful, mountain- girdled Yellowstone Lake and the Grand Can- yon with its thundering waterfalls. Also happy days in the Montana Rockies [|Cont. from page A-79| psychologically false and could only defeat its ostensible aim. It is psychologically false for two reasons. One is that the unbiased teacher, if he exists and if time permitted him to state every possible argument for and against every proposition advanced, would be in- sipid and uninspiring. The other is that education which can help to salvage de- mocracy is not exclusively a matter of in- formation and reason. It has to stimulate the will to constructive effort—Lancelot Hogben in Dangerous Thoughts (Norton, 1940). | School Masters’ Rotary s& THE NEW PRESIDENT of the School Mas- ters’ Rotary Club is S. T. Neveln, super- intendent of the Austin, Minnesota, public schools, who for seventeen years has served this club efficiently as secretary. Superin- tendent Ray Burdick, Huntington, Long Island, was elected secretary-treasurer to succeed Mr. Neveln. The St. Louis meet- ing of the club, under the chairmanship of Superintendent Oberholtzer of Houston featured an inspiring address on youth by President Homer P. Rainey of the Univer- sity of Texas. National Association of Journalism Directors vy Wituiam E. Brake, president of this NEA Department, has announced a com- | mittee to make plans for the second sum- Gateway Inn. Your stay includes visiting his- | toric ‘ghost towns” of gold rush and vigilante days... exploring newly discovered Morrison | Cave... fishing racing mountain streams... riding the range with honest-to-goodness cow- boys. It’s all a part of your Yellowstone vaca- tion via The Milwaukee Road. Go on the Electrified OLYMPIAN Extra luxury without extra cost on this great train. See Indian ceremonials at Mobridge. | Enjoy the scenery in beautiful Montana Canyon from special open observation cars. Get the facts about this new kind of low cost | vacation. Write today for free literature. F. N. HICKS, Passenger Traffic Manager Room 829, Union Station, Chicago, Ill. 3601A-12 The MILWAUKEE Roap [ A-80 | | mer institute of journalism; letters should be addressed to the chairman, Harriet Blum, East Highschool, Detroit. A com mittee on teacher load is obtaining facts concerning the number of class periods in- cluding journalism and the schedule of teachers who act as publication advisers. A third group is formulating a plan for the establishment of departments of journal ism in highschools where the subject is still not fully recognized. Department members who have not paid their dues of Didew eee Gallis conte host hone ct Golictio | $1.50 are reminded to send remittances to | Thelma McAndless, the new In the Nation’s Capital yy Basep on liquor stamp sales, the liquor consumed in the District of Columbia an- nually has a retail value of roughly $26,- 000,000 or twice the total cost of the public- school system. The District has almost as many stores where hard liquor is sold as the whole state of Pennsylvania, which does not have the license system. In the nation’s capital, instead of having reason- able restriction of the liquor traffic, sales even of hard liquor are permitted not only in liquor stores but in drug stores and grocery stores. treasurer, | Roosevelt Highschool, Ypsilanti, Michigan. | SWIFT COACH-SLEEPER TRAIN “ealifornia , @ Delicious Fred Harvey meals, for only 90c a day! @ Free and friendly service of a courier-nurse. @ Modern new stainless-steel chair cars; (there's a special one for women and children). @ Tourist sleepers, quiet and spacious; and the beautiful lounge car for sleeper patrons. , + fares all it costa! The Scout’s one-way coach fare from Chi- cago to Los Angeles, San Francisco, or San Diego, is only $39.50; round-trip, $65... one-way tourist-sleeper fare, $49.90; round trip, $74 (plus berth charges) @ On your California round-trip ticket from Chi- cago, via Santa Fe both ways, you may include Los Angeles, San Diego, and San Francisco with its exotic Golden Gate Fair at no extra ticket cost! e « « For new Scout booklet of Natural Color Photos, just mail coupon T. B. Gallaher, P. T. M., Santa Fe System Lines 1365 Railway Exchange, Chicago Send the new Scout and E/ Capitan booklets, and fares from THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Dates To Be Remembered April 7-13—American Conservation Weck. Suggestions may be secured from the Educational Conservation Society, 28-12 Forty-third Strect, Long Island City, New York. April 14—Pan American Day. Write to the Pan American Union, Washington, D. C. for program materials. April 24-27—Chicago convention of the American Association for Health, Physical Edu- cation, and Recreation. April 25-27—Seventh Annual National Folk Festival, sponsored by the Washington Post Folk Festival Association, at Constitution Hall, Wash- ington, D. C. “We are eager to have again the most genuine traditional folk expressions of the country on our program. We urge that each group leader make plans for community or state folk festivals preliminary to the national. Let us know how we can help. Please let us know about the folk songs, music, and dances of your section. What may we expect from you this year?’’—Sarah Gertrude Knott, national director, 1329 E. Street Northwest, Washington, D. C. April 29-May 3—Association for Childhood Education to mect in Milwaukee. April 27-May 4—National Boys and Girls Weck. For suggestions, address Chairman John L. Grifith, Room 950, 35 E. Wacker Drive, Chicago, Illinois May 5-11—National Music Week. Address the National Music Week Committee, 30 Rockefeller Plaza, New York City May 10-18—Fighth American Scientific Con- be held in Washington, D. C., under the gress to auspices of the government of the United States ot America. May 18—World Goodwill Day. June 18-20—Eleventh Annual School Ad- ministrators’ Conference to be held at Peabody College. Information may be had from Dennis H. Cooke, George Peabody College for Teachers, Nashville, Tennessec June 23-27—Annual meeting of the Amer- ican Home Economics Association to be held in Cleveland, Ohio. Information may be obtained from that association, 620 Mills Building, Wash yh {/ wf } ington, D. C. an" a “hn » June 30-July 4—Milwaukee convention of the National Education Association. See prio. July 8-19—Fifteenth Annual League College ry By Presidential proclamation, 1940 is ‘‘ Travel America Year’’— spons “db the Nati al Leag Teache AS- : ® ‘ RES Ne Ene ee See eS Se the summer for a real vacation. Go on Great Northern's famous train, sociations to be held at the University of Chicago. . ; ; ; i For information write Jean Armour MacKay, 121 the Empire Builder, direct to Glorious Glacier Park, Montana, and Highland Avenue, Highland Park, Mich. adjoining Waterton Lakes Park in Canada. A Spectacular Record for Cooperative | You'll enjoy the picturesque hotels and chalets and appreciate their Business moderate rates. You'll be thrilled by motor coach tours, launch rides le oad ; on beautiful lakes, hiking and horseback rides on wonderful trails, trout vy THe Eastern CooperaTiIvE WHOLESALE, fishing, golf, swimming, evening parties. Then visit nearby Canadian owned and operated entirely by consumers aa ‘ RE Rockies, Pacific Northwest, California, Alaska. Attractive low cost and serving consumer cooperative stores ' 4 ; from Maine to Maryland, in 1939 handled all-expense tours available. Mail coupon for full-color pictorial map of business passing the million dollar mark. Glacier Park and vacation information. This was a 49 percent increase over 1938. RIDE THE EMPIRE BUILDER Western Hemisphere Encampment for | ~~~~~~~7 77777 -~— ‘hag eae as Sma aaa a i Girl Scouts A. J. Dickinson, Passenger Traffic Manager Room 841, Great Northern Railway Bldg., St. Paul, Minn. S& Girts Scouts this summer will hold an Send free pictorial map of Glacier Park and information about a encampment at Camp Andree, Pleasant- - ville, New York, August 14-28, to which - bars : : DNNON 5 oon oo hi avincies tote ws & aches hk Rei tate weahserieess Su ee ee ee are invited delegates from Argentina, Bar- bados, Bermuda, Brazil, British Guiana, | Address. -------------------- coaches aceieianeaealntateaemeteett Hoh as eee Rn ee Canada, Curacao, |Cont. on page A-82| | City VOLUME 29, NUMBER 4; APRIL 1940 [ A-81 ] School's ended. A joyous farewell to classroom routine. Free for your holiday sailing, free to en- joy gay cool days and nights in enchanting South America. SAIL ON UNITED STATES FLAG 33,000-TON LUXURY LINERS 5. $. BRAZIL * S. S. URUGUAY S. S$. ARGENTINA 38-Day Cruises from New York for BARBADOS « RIO DE JANEIRO SANTOS + MONTEVIDEO BUENOS AIRES ° TRINIDAD SAILINGS: June 14, June 28, July 12, July 26, August 9. CRUISE RATES: $360 Tourist; $550 First Class. Consult your TRAVEL AGENT or MOORE- McCORMACK Lines 5 Broadway, New York [| A-82 | [Cont. from page A-81] Guatemala, Ja- maica, Martinique, Mexico, Newfound- land, Peru, Trinidad and Tobago, Uru- guay, and Venezuela. The Juliette Lowe Memorial Fund will be used to bring the delegates to Andree, where girls from the United States will act as hostesses. There will be opportunity to discuss problems and to get better acquainted by sharing work and play. Visitors are asked to bring sam- ples of the crafts of their countries and musical instruments they can play. The Legal Battle over Cooperative Medicine yy ANOTHER Pace has been written in the history of one of the great battles in the legal, medical, and social history of Amer- ica. The United States Court of Appeals on March 4 upheld the indictment against four bodies of organized medicine and 21 doctors, which was returned in December 1938 by the federal grand jury. The indict- ment is against the medical societies and the doctors for conspiracy in restraint of trade of Group Health Association and Washington, D. C., hospitals. The District Court in July 1939 dismissed the indict- ment, holding medicine not a trade. The Supreme Court on October 23 refused to review the case on direct appeal. The gov- ernment appeal was argued January 13 in the Court of Appeals. Three principal issues were involved in the case. The first was whether the practice of medicine falls within the purview of the Sherman Anti-Trust Act. The second was whether, if the law is applicable, the re- straints charged in this case were unreason- able and therefore illegal; and thirdly, whether the indictment was defective in form. The Court of Appeals held the anti- trust act to be applicable, ruled that the question of the reasonableness or otherwise was a matter to be proved at trial, and de- cided that the indictment was not defective in form. Said the Court of Appeals: “The charge, . is that the medical societies combined and conspired to prevent the successful op- eration of Group Health’s plan, and the steps by which this was to be effectuated were as follows: [1] To impose restraints on physicians affiliated with Group Health by threat of expulsion or actual expulsion from the societies; [2] to deny them the essential professional contacts with other physicians, and [3] to use the coercive power of the societies to deprive them of hospital facilities for their patients. Sufh- cient facts are stated to demonstrate that, unchecked, this exertion of power will necessarily accomplish the abandonment of the cooperative plan of medical service as well as destroy the livelihood of dissident doctors.” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION kk kk READ— While traveling or af summer school . Safety Education—the 1940 Year- book of the American Association of School Administrators. 544 pages, $2 per copy. —and at 25c pet 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. KaKKKKKKK Horace Mann League | ¢y SUPERINTENDENT A. J. Stopparp of the Philadelphia schools was elected president of the Horace Mann League at the St. Louis meeting, and Carroll Pearse, secre- tary. New \Pablications The December 1939 Review of Educa- tional Research, “Methods of Research in Education,” includes five types of material: New developments in research technics; evaluative studies of research technics; new types of applications of given technics; illustrations of current uses of technics: and notes on needed research, especially that which is contingent upon the development of new approaches. The Review may be obtained for $1 from NEA Headquarters. “The Status of the Teaching Profession,” the March 1940 Research Bulletin, outlines the current professional status of teaching. Statistics are presented thru __ pictorial graphs. The bulletin includes information on the following phases of the status of classroom teachers: General composition of the teaching population; educational reparation and certification; professional xperience and mobility; salaries and economic condition; professional load; pro- visions for tenure; provisions for retire- ment; professional associations of teachers; mental and physical health; and academic freedom. A final section suggests certain current trends which have a bearing on the future status of classroom teachers. 32p. 25¢. The Educational Policies Commission announces early publication of the illus- trated script of “On Our Way,” a pageant based on the Commission’s publication, The Purposes of Education in American Democracy. This two-hour pageant with original music was written and staged for the St. Louis convention of the American Association of School Administrators by the Oakland, California, public schools with the assistance of teachers and students from the school systems of Clayton, Uni- versity City, and Webster Groves, Missouri. With dialog, music, and pictures taken during the original presentation, the script will be available about the first of April for use by large school systems or groups of smaller schools in their public relations programs. Copies can be ordered at a nomi- nal charge from the Educational Policies Commission, 1201 Sixteenth St. N. W., Washington, D. C. Discounts for quantities on NEA publications are as follows: 2-9 copies, 10 percent; 10-99 copies 25 percent; 100 or more, 33% percent. Order from the NEA, 1201 16th St., N. W., Washing- ton, D. C. Cash must accompany orders for $1 or less. VOLUME 29, NUMBER 4; APRIL I940 ho JASPER . Nationa Park Inviting motor roads and saddle trails disclose the marvels of this alpine vacationland. peer in a modern air-condi- tioned train to a dazzling al- pine wonderland of violet-hued mountains, lovely lakes and glittering glaciers—to Jasper, largest National Park on the Continent. Here’s everything. A paradise for loaf- ing. Yet sports galore for those who do things. Fish, swim, play golf or tennis, or shoot rare wild life poses with your cam- era. Hike or ride to adventure over sky- line trails. Motor through alpine passes to the world-famous Columbia Icefield, An- gel Glacier, Maligne Canyon. Your vacation dollar goes farther in Canada this year. No passports required. As always, a friendly welcome at the Border and throughout the Dominion. Come by the air-conditioned Continental Limited. Through sleeping cars from Montreal, Toronto, St. Paul, Minn. to Jasper and the coast. Or come by rail and Trans-Canada Air Lines, lace of the Low-Cost All-Expense Tours of Jasper Park TWO-DAY TouR Inclu'des gh drives to Mt. Edi $28 up = Cavell, Angel Glacier, Punch Bowl Falls, Pyramid Lake and Maligne Canyon. THREE-DAY TOUR Includes motor trips to Pyra- $42. mid Lake, Maligne Canyon, 435° uP = Punch Bowl Falls, Miette Hot Springs, and the world-famous Columbia Icefield. FOUR-DAY ToUR Includes all of the motor drives i in 2-and 3-day tou $EE.50 mentioned in an y tours, 55 uP plus plenty of time to enjoy your favorite sport. Longer tours also available. All tours start at Jasper Station and include room and meals at Jasper Park Lodge. LOW SUMMER FARES—Liberal Stopovers Call or write any Canadian National office for illus- trated booklets of J asper, Canada and Alaska Tours. New York....673 Fifth Ave, Philadelphia . 1500 Chestnut Pittsburgh. ..355 Fifth Ave, Portland, Me..G. T. R. Sta. San Francisco .648 Market St. Seattle. ...1329 Fourth Ave. St. Louis.314 No. Broadway St. Paul . First Nat. Bk. Bldg. Wash., D. C..922 15th, N.W. Montreal, Que., 360 McGill St. Boston..... 186 Tremont St. Buffalo. ..22 N. Division St. Chicago.4 S. Michigan Blvd. Cincinnati.206 Dixie Term. Detroit...1239 Wash. Blvd. Duluth .428 W. Superior St. Kansas City, 414 Fairfax Bldg. Los Angeles, 607 S. Grand Ave. Minneapolis. .711 Marquette arg 1 TO EVERYWHERE IN CANADA Jasper is easily reached from ail U. 5. points. Fast modern services also to Pacific ond Maslin i tae a [ A-83 ] headquarters, and exhibits will be located in the Milwaukee Auditorium. will be arranged in buildings convenient to the Auditorium. State headquarters will be located at the Schroeder Hotel. Registration, exhibits, and some preliminary meetings will be held on Saturday, June 29. The convention proper *Abbot Crest, 1226 W. Wisconsin Ave * Ambassador, 2308 W. Weeenein 4 Ave Antlers, 614 N. Second St... ‘Knickerbocker, | 1028 E. Juneau Ave.. 1~~ _ § *La Salle, 729 N *Marquette, Miller, 723 N. Third St. Milwaukee Athletic Club, 758 N. Broadway Pfister, 424 = Wisconsin Ave. . Plankinton H _ 609 N. Plankinton Ave.. | General sessions, representative assemblies, Meetings of departments and allied groups 5 *Seven-Seventy Marshall, TION. ‘Marshall St. *Shorecrest, 196 N. _ *Stratford Arms, 1404 “Wisconsin Ave *Tower, 716 N. Eleventh ‘St. Wisconsin, 720 N. Third St. Rooms *indicates n apetnet hotels. without bath also are available at lower rates than quoted. "Rooms without beth. The Seventy-Eighth Annual Convention of the June 30—July 4, 1940 MILWAUKEE registration opens Sunday afternoon, June 30, and carries through Thursday, July 4. Make hotel arrangements promptly, using reservation form printed below. All hotels listed are either within easy walking distance of the Auditorium or are within the taxicab zone with fare of $.25. Parties of three or four persons can be cared for very economically and comfortably in suites and large rooms. Rate per day for room with beth Rate per day for for room accommodating TWO persons suites or large rooms with bath eccommodatin accommodating THREE and FOUR ONE person Double bed Twin beds persons $2.50** $4. $2.50 to $3.50 $4.00 fe O86. 00 $7.00 2.00 3.00** 2.50to 3.00*** 5.00 to 6.00 7.00 $12.00 | 2.50** 3.50 to 3; 0o** 6.00 8.00 1.75** 3.00** $4.00 to $4.50 1.50** 4.00** 5.00 3.00 to 4.00 eee 1.75 to 2.00 3.00to 3.50 5.00 2.00to 2.50 ES SO Mien wire gee ie eo Po co ace 3.00** 3.00*** 5.00 2.50** 4.00** 5.00 atl We ; 4.50** 5.00 ; 3.00 to 4 sell 5.00 6.00 to 7.00 10.00 to 20.00 PRE pee oN 5.00 5.50to 6.00 8.00 2.50 3.50to 4.50 4.00 2.50 to 3.00** 4.00** 5.00 6.00 Sy eee Pee 3.00 to 3.50°* 4.00 2.50 to 3.00** 3.50to 4.50** 5.00 to 6.00** maleas 2.50 to 3.00** 3.50 to 5.00** 6.00 3.00** . + 5.00 = 5 ee 3.00 to 5.00** 5.00 to 6.00** 6.00 to 8.00 9.00 to 10.00 3.00 to 4,00 4.00 to 5.00 5.00 to 8.00 6.00 to 12.00 shleotecadeahats 3.00 4.00 5.00 6.00 2.50** 3.50 to 4.00** 4.50 to 5.00 6.00 eee ee 2.50** 3.50** 4.50°* 6.75 to 8.00 i otaccas 3.50** 5. — 6.00 3.00 to 7.00 6.00 ta "8.00 6.00 to 10.00 10.00 to 25.00 4.50 to 5.00 6.00 12.00 3.50 4.50 to 5.00 4.00 to 5.00** 7.50t0 10.00 USE THIS FORM FOR APPLICATION FOR HOTEL ACCOMMODATIONS Be specific as to dates of occupancy, types of rooms desired, and prices to be paid. If hotel of first choice is unable to accept reservation the Housing Committee will endeavor to comply with your second or third choices in the order named. You will receive confirmation direct from the hotel accepting your reservation. MR. CHESTER SCHULTZ, Chairman Room 517, N. E. A. Housing Committee 611 N. Broadway, Milwaukee, Wisconsin Please reserve sleeping room accommodations during the period of my attendance at the convention of the National Education Association as noted below: PR Oe NN oe cccccnseccassescencarvndscccadec Ee er: ...3rd choice ulaccakiadenieek one Room(s) with bath for one person—rate desired... $ to $ sincnaibbaaieciehuncaen Room(s) with bath for two persons, double bed—rate desired......... $.. to $ iis aerated Room(s) with bath for two persons, twin beds—rate desired. .............cccccccccceeseeeeeeeeene $.. to $ icihicalpaii eicigecoeeeee mules or lerge rooms for...................:... SGTOORO— TONE GOB. 0.0. ccsccceccnccosesecscsvsessecnssssnasersssnscarcseesocees to $ PTR Bi Bcvccsrsstisnn cesses RE iced A. M... ESR oP a ee RT ne scecsdatiniliniibeseniaaiaaaa : Names of occupants, other than myself, with their addresses, are attached hereto. SIGNED ADDRESS CITY AND STATE... [ A-84 ] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION