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Write us for further information about this splendid new double- cycle history series for grades 4-8. A request to Dept. J. N. 54 will bring a copy of this Catalog to you absolutely free. Write today. WELER C OSTELLO OD MANUFACTURERS - - CHICAGO HEIchis, it. WEBSTER PUBLISHING CO. ST. LOUIS SAN FRANCISCO Library Adhesive These New Gaylo containers are de- signed to bring you two advantages—the handy quart size is ridged for quick, sure gripping—the large gallon jar - a con- venient bail for carrying. The new air-tight screw top protects the fresh “live” quality of Gaylo paste. Proved especially adaptable to book re- pairing and general library use . . . this concentrated form of paste g vives a smooth, creamy consistency when thinned to the degree desired. No objectionable odors no repasting. The old and the new Gaylo is shown here in ils new quart and allon size glass jars 1 ° ° . pom ri ot The same high quality Gaylo comes to you in these new containers at the same low prices—90c per quart, $2.50 per gallon, postpaid. Lower prices in quantity GAYLORD BROS., Inc. | T . . > as — SYRACUSE, N. Y. Established 1896 STOCKTON, CALIF. Use Gaylo in the new containers—it’s the smooth adhesive that stays put. replacing metal con- tainers. Originators and Makers of Better Library Furniture and Supplies 35 | | | | Me as ee ee | JOY ELMER MORGAN, Editor VOLUME 29, NUMBER 5 H. A. ALLAN, Business Manager Members of the Journal Editorial Staff: Lyle W. Ashby; Ethel Blake; Mildred Sandison Fenner; Eleanor Fishburn; Erle Prior —_ Between Editor and Reader CONTENTS FOR MAY 1940 HIs YEAR marks the beginning of a nation- , - wide movement which in time may easily The Awakening South ........... +... Editorial 129 become one of the most important projects of our local, state, and national education associa- tions—Citizenship Recognition Day. Now that Beginning and Eternal Ending Congress by joint resolution has set aside the : ‘ third Sais in May each year for this observ- Relaxation for Teachers ....... . [Eleanor VoreSickler 133 ance, the different groups interested in the preparation and recognition of new voters may be expected to join forces in each community, The School as a Social Agency. . «+220 William Brady 137 working toward a longtime program. Cicmneiiities whith lave tisk eibanepd See America’s Role in the World ....... . . Alfred Bingham 139 an observance this year on the third Sunday, Speech Education for Every School. ...... . . Ollie Backus 141 which falls on May 19, may well begin now to make plans for 1941. State and local education Coronado Marches Again. ......... . EddieSherman 142 associations which have not appointed commit- tees on Citizenship Recognition Day may well do so at once. It means much to the schools to Education for the Common Defense ........ take the lead in important civic movements. Chairman Hugh S. Bonar of the NEA Com- My Stewardship a a Amy H. Hinrichs 147 mittee on Induction into Citizenship, and his associates on the Committee, are giving a fine leadership to this cause and are getting results. | Select Your State Director with Care. ...... 7T.D. Martin 150 One early May assembly program in high- schools and colleges may well be given over to a discussion of Citizenship Recognition Day and its purposes. The following Personal Growth Leaflets are especially useful in connection with The Milwaukee Convention Program ee ee ee ee ee ee 154 this movement for better citizenship: [100] New Voter Preparktion and Recognition Proposed Amendments to NEA Bylaws .......++++++ 156 Pedagogy thru Pictures. .......... + Lois McMillan 130 seo e ene 6 we eee § me Developing an Enriched Curriculum. . . . . Norman E. Watson 135 Local Retirement Systems . 0... 2c ccc ccc cs ee sce 144 Summer Conferences of NEA Departments - 149 For Convenient Summer Reading .........+.+++++-+ 151 Om, Wisteetis 20 ttt tt to 3h « ~BelmentRaviey 152 [96] The Challenge of the Hard Road a a rr a a eee) | (64] The Rabble Rouser [41] Learning To Be a Leader One Hundred Percent Enrolments. .......-+++++++ 159 [6] Your Citizenship in the Making [25] Selections from George Washington [27] Selections from Abraham Lincoln The articles herein printed are the expressions of the writers and lor] Seven Adventures in Pioneering not a statement of policy of the Association unless set by resolution Published monthly except June, July, and August by the National Education Association of the United States, 1201 Sixteenth St. N. W., Washington, D. C. Amy H. Hinricus, President J. W. Crastrer, Secretary-emeritus Wiiarp 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 $s; life membership $100. Entered as second-class matter October 23, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921. Directors oF pivisions: Accounts and Records, Mary J. Winfree; Affiliated Associations, Agnes Winn; Business, H. A. Allan; Field Service, Charl Ormond Williams; Membership, T. D. Martin; Publications, Joy Elmer Morgan; Research, William G. Carr, Associate Director, Frank W. Hubbard; Rural Service, Howard A. Dawson; Secretary's Office, Harriett M. Chase. SECRETARIES OF DEPARTMENTS LOCATED AT NEA HEADQUARTERS: Deans of Women, Kathryn G. Heath; Elementary School Prin- cipals, Eva G. Pinkston; Health, Physical Education, and Recreation, N. P. Neilson; Secondary School Principals, Director, Discussion Group Project, Walter E. Myer; School Administrators, S. D. Shankland; Supervisors and Directors of Instruction, Ruth Cunningham. VOLUME 29, NUMBER 5; MAY I940 [ A-87 | -- red Orchids to you, Miss Secretary . . to you and your Underwood Master Typewriter . . . for the job you do every business day. You’ve teamed up with the Underwood in producing everything from routine letter to annual report. You've used the Underwood to do a finer typing job with greater typing speed . . . less typing effort. You've helped create a demand for more than 5,000,000 Underwoods to Se fill. You’ve helped make Underwood the Typewriter Leader of the World! UND. RWCOD MASTER TYPEWRITER SERIAL NO. 5,000,000 N your own tactful way, Miss Secre- tary, you have brought Leadership to Underwood. Year after year you have asked for the right to work on the Underwood as the machine of your choice. And Underwood, in return, has not only developed the basic features of speed, accuracy, durability and simplicity but has given your favorite typewriter far greater operating ease. It was in your interest that the Champion Keyboard was developed . . . for your comfort that the Underwood was given Front Controlled Margin Stops—for your ease of touch that Dual Touch Tuning was created. Executives... ! If, by chance, you haven't seen the newest Underwood —the famous Master — telephone or write and we'll slace it on trial. Here is your opportunity ) PP y Wouldn’t you like to read the winning answer to the question: ‘What Are The Qualifications Of A Good Secretary?’ Write for free booklet entitled—"'Patty Perfect’’—featuring prize essay in recent "'S Millionth Underwood’’ Contest. Typewriter Division... UNDERWOOD ELLIOTT FISHER COMPANY .. . Typewriters, Accounting Machines .. . Adding Machines... Carbon Paper, Ribbons and other Supplies . . . One Park Avenue, New York, N. Y.. . . Sales and Service Everywhere Underwood Elliott Fisher Speeds the World's Business to try this greatest of all Underwoods under your own working conditions with- out obligation of any kind. Copyright 1940, Underwood Elliott Fisher Company | A-88 ] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION T be Patty ntest. rivers, ‘ION dhe Awakening South \ \ T¥ HAVE just returned from a 2000-mile school journey by auto into Southern states and schools. We visited the headquarters of state education associations in the four state capitalsk—Richmond, Raleigh, Columbia, and Atlanta; schools of all types from nursery school thru graduate school, including the universities of North Carolina, South Carolina, and Georgia; and met with Future Teacher groups in Farmville, Virginia; Greenville and Greensboro, North Carolina; Blythewood and Anderson, South Carolina; Atlanta and Milledgeville, Georgia. This is the fourth successive year we have made such a jour- ney in late March and early April. The transition from the old order to the new is so marked in the South that it offers a good field for study of educational, economic, and social forces. Con- ditions are spotted and there are great extremes of wealth and poverty, beauty and ugliness, ignorance and enlightenment, which can be corrected only by sustained effort over a long period of time. The strug- gle between political democracy and economic autoc- racy pictured in Dixie Demagogues by Allan A. Michie and Frank Ryhlick [ Vanguard Press, 1939] is clearly evident. The South has a great people, who are seen at their best in the schools. One finds widespread among them a devotion to home life and this is reflected in the homemaking courses in the colleges. At Winthrop College, Rock Hill, South Carolina, the building de- voted to education for homemaking is a marvel of design and completeness. There is in the South a great love of beauty that touches every phase of life and finds expression in music, in literature, in lovely gar- dens, and in gracious manners and hospitality. Reli- gious feeling is deeply rooted and much importance is attached to the work of the churches. This interest in things cultural has a marked influ- ence on the schools and is a source of strength. It is also a source of weakness. There is danger that in their devotion to things of the mind and the spirit, they may under-emphasize the dignity and importance of labor. Labor is a great liberator and a scientific age requires the highest coordination of brain and hand. There is much fine educational leadership in the South, often combined with wide civic interest and influence. One thinks of such men as Superintendent VOLUME 29, NUMBER 5; MAY 1940 Willis A. Sutton of Atlanta and Superintendent A. C. Flora of Columbia. College and university presidents are almost uniformly men of culture and power. The state education associations are doing a great work; local associations are growing in influence; the Future Teachers movement is making substantial progress. Many unknown teachers and principals in small towns and villages are doing a noble work with resources too small for the best results. What a godsend federal aid would be to the South! The soil of the South has been terribly abused for generations by two crops that impoverish soil—tobacco and cotton—but with modern knowledge of chemistry, soil can be rebuilt. There is enough left to furnish a foundation for prosperity, for the South has two req- uisites for plant growth—rainfall and sunshine. One occasionally passes a forest with a sign explaining that it is a joint project of some highschool and the state department of forestry. Every school in the South might well have attached to it a forest and a garden to teach the love of the soil and joy in working in it. One of the great needs of the South is a diversified agriculture that will help to free it from the domina- tion of absentee industrialists. The U. $. Department of Agriculture is doing a great work in the South to encourage contour and strip farming along with other modern soil-saving, soil-building practices. A new interest in public affairs is making itself felt in the South. A good expression of it is found in the work of the Atlanta Housing Authority, whose vast projects to provide decent homes for low-income groups of both whites and Negroes, are an inspiring evidence of what can be done when there is a will to go forward. An awakened and prosperous South offers greater opportunities for trade and commerce than exist over- seas, and can be developed at far less than has been spent to foster overseas trade—never, except during World War years, over 10 percent of our total trade. If the progress which we have observed in the South during the past four years can be continued for an- other fifteen or twenty years, a new South will have been born both culturally and economically and the importance of that new South to the nation will be very great. Soy Elmer Morgan [ 129 ] The Newspaper Goes to School PEDAGOGY THRU PICTURES “Read your daily newspaper, but read it intelligently,” _—_ class was reading only headlines and comic strips— says our eighth-grade English class. Our newspaper § Lois McMillan, teacher of English, Peabody Demon- project began when a questionnaire showed that the __ stration School, Nashville, Tennessee. ee aa SST ee ee I—Reading the morning paper results in forum discussions of civic 2—Having seen local cartoonists at work, pupils strive to express their problems. The paper's campaigns for civic improvements are followed. ideas in original cartoons. 3—Clippings of statements of TVA customers in other cities show old 4—Reading editorials on local problems interests pupils in interviewing and new rates. Students compare their light bills with proposed TV A rates. city authorities and recording the information. 5—A group scans paper and reduces important news to brief radio script. 6—Newspaper study leads to an interest ina Southern agricultural problem. The radio is turned on and their script compared with the morning broadcast. Here is a classroom exhibit of information on the tobacco industry. LES ss their viewing Ww Making the sparks fly in a Remedial English class * express myself with English words. They would have made me their tool. Instead, I’ve tried to make them my tools—whether I see the tools right or wrong—and I use them instead of letting them use me. I have tried to teach stu- dents something about this language. I've tried to show them how, in a small way, they can make these working tools bend at their commands. I have found it a difficult task, but a task full of fun. I’ve tried to induce the students to use these working tools without their knowing that they are using them. I’ve tried to tell them not to try to squeeze these beautifully colored tools until they lose their colors. Highschool principals and highschool English teachers have helped squeeze the living juice from the English lan- guage. They have helped deprive it of its beauty and power by slicking it down, slicking it down, polishing it, and polish- ing it until it shines. They have stressed exacting English for the poor student who doesn’t know what the English lan- guage is all about. They have made stu- dents slaves to the language. They have forgotten that it is better to have some- thing to say and say it in poor English than it is to have nothing to say and speak it in properly executed words. Never before have I had so much fun with English students as I have had this year in Portsmouth Highschool. Among our 1937 students, you know that there are many who fail to use their work- ing tools properly. They find a haven in my English classes—known here as Remedial English. My textbook has been a copy of the Portsmouth Times, supplemented by Life Magazine, Time Magazine, Esquire, Harpers Magazine, New Republic, Good Housekeeping, Scholastic, The Household Magazine, Columbus Dispatch, Ohio State Journal, Cincinnati Enquirer, Louisville Courier- Journal, New York Times. I HAS TAKEN ME years to be able to VOLUME 29, NUMBER 5; MAY 1940 B egrmmng and Eternal Ending JESSE STUART Poet, Writer, Teacher; Portsmouth, Ohio The Portsmouth Times comes daily to our little room. We get forty copies each morning. Four classes use this paper—approximately 140 students. My number of students has varied this year. Many have been returned to classes where textbooks are used. Many have come from these classes to ours. In these Remedial English classes we have some little system to our work. We have striven for variation. On Mondays we have “current events.” The student can tell anything he wishes to tell. He can hear a news dispatch over the radio and retell it in class. He can tell about an article from a magazine or newspaper. Tuesdays we have spelling. We select fifty words from the editorials of the Portsmouth Times—and the average run of words is selected from the editorials. The student writes his spelling and ex- changes his paper with another student. The words are spelled aloud and he grades his fellow student’s paper accord- ingly. He has a better opportunity to learn to spell the everyday, usable words and not the selected, hard words. Many times we have divided classes and have had old-time oral spelling matches. The students get as pepped-up as they would over a football game. Wednesdays we spend hunting for mistakes in the paper. We take simple sentences. We hunt for that thing called the subject. Ask my students and they'll tell you the subject is the thing in the sentence that you are talking about. Then they start searching for the word that acts for the subject, the predicate verb or verb phrase. Often there are one or more verbs lined up to supplement the predicate verb. Next we know that adjectives—and my students like them— stick to their nouns. They influence the nouns. They modify the nouns—add color to them as a dress adds color and beauty to a girl. But what helps the verbs? My students know the adverbs stick to the verbs. They know that strange little infinitive—a verb preceded by the little word “to.” They like the ‘ verb ending in “ing” that is used as a noun and has the strange name of gerund. They know the other form of verb ending in “ing” and used to modify the noun. They know it is a participle. We remodel the newspapers’ sentences— however, if the news item has a lot of life and ginger in it, we pay more at- tention to what it has to say than we do to the use of the words and the strange breed of fighting cats to which they be- long. Then we practice oral reading of these colorful words. We stand and read. We discuss. We take our time and work slowly. Just somehow, a little of this called grammar—just a little bit, let us say—comes to the students. But pick up a textbook and write sentences from its pages on the blackboard—start discuss- ing them—go percent of my students rebel. This book whose pages they have striven over—whose pages they have flunked because they were lost in this strange sea of words—ah, it gives them anger that colors their faces! Thursdays we have memory work. Our poems run from twelve to forty lines. We find what we think is a good poem—perhaps branded as a semi-classi- cal poem. We cut a stencil, mimeograph enough copies to go around among the students and an allowance for boys who constantly lose poems. The student stands and recites his poem. But in the meantime, the author of the poem is dis- cussed. The meaning of the poem, mood, rhythm, setting have been discussed as a hawk flies many times above and around a chicken before he sweeps down to get his prey. We find it is better to know a little about a poem—to feel the power of its words—the beauty of them, the music of them. We have memorized such poems as “In Flanders Fields,” “Crossing the Bar,” “Invictus,” “The Spires of Oxford,” “Grass,” “Keep A- Going,” and “I Have a Rendezvous with Death.” Fridays have been our great days. This is the day when every student in the Remedial English classes tries his hand [ 131 | at the written command of the English language. For once, behind the brick walls of this schoolhouse sit students with power at their command. They can create. They can write about anything they choose. Often we take our “hits” from one Remedial English class to another and have their authors read them. On one occasion we went over and entertained a class of crack stu- dents. We had so much to say that they didn’t stump their toes and protest our grammatical errors. Once we enter- tained the city’s populace and allied com- munities over the local radio. We re- ceived many telephone calls about our program. The students did everything. This was a joyous night. Such has been our program. At the first of the year we could get thru with a class at a single sitting. As time went on, students became more interested. Now it takes two days to get thru with the current events. It takes two days to get thru with the themes. Students who failed public speaking now stand beside their desks and argue. They stand and speak in a flow of English that is often choked with snags, rocks, shoals, and reefs. But the swiftness of the river will eventually partly cleanse it from these obstacles. When they get enough force and the will to act, they will clean their channel beds of all this debris. When we get a raw recruit in Reme- dial English, the first thing we ask him is to stand up and testify. We want to know why he is in our midst. We find William Shakespeare ran him out only too often. “I just can’t understand King Lear. I can’t understand Shakespeare’s plays. They are too hard for me.” I tell my students that Coleridge said it was just about as hard to add or detract from Shakespeare’s plays as it would be for one to take his bare hand and shove a huge stone from one of the Egyptian Pyramids. I tell them—and I am honest about it—that Shakespeare’s plays are too hard for highschool students. Once a boy read a poem in Remedial English. I just couldn’t believe that he had written it. The words of this poem kept running thru my mind after he had finished reading it. There wasn’t a single comment made by a student or by me. When the recitation was over, I called Bob Tucker over to me. “It’s a fine poem you read, Bob,” I said. “Thank you,” he answered. [ 132 ] “Why did you write it?” “Mr. Stuart,” he said, “I played Schu- bert’s immortal ‘Serenade.’ I played it over and over again on a phonograph. It did something to me. I had to write.” I immediately became interested in Bob Tucker. I wondered what he was doing in Remedial English. I checked his intelligence record. I found he rated (if intelligence tests give an index to the powers of one’s brain) in the genius bracket. Yet Bob Tucker had failed in his English course. He had slept his way thru his math classes. He was a lost student—yes, lost in the entanglement of a sea of words with a beginning and an eternal ending. Since that time Bob Tucker has handed me poem after poem. “Your poems are outstanding for a highschool boy,” I said. “Ah, Mr. Stuart, did you know that William Cullen Bryant wrote ‘Thana- topsis’ at seventeen? My work is noth- ing. But someday——” Another boy told me how he loved poetry. I couldn’t believe him. He was continually going around making noises deep in his throat like Donald Duck. Yes, he not only loved poetry but he turned out crude poems rapidly. Once he stood before a class of the best Eng- lish students and recited five hundred lines of poetry without making a mis- take. “Why isn’t he in our English class?” a student asked. “What is he doing in Remedial English?” “Because I like it,” says Dave. “I fell out with my teacher on purpose to get out of that class. My teacher is all right. I just didn’t like the textbooks. The stories are too dead. I like life in stories. I hate literature dry enough to burn. To me it isn’t literature.” One boy would take up the entire hour if we would let him, solving the problems of the world, offering sugges- tions. Once he came to me and said, “I have the unemployment problem solved for America.” His method of solving this great problem was too long for me to remember, but he had it all worked out. When he came to the room that morning he was walking proudly on steps of wind. We have had every sort of an argu- ment in class. I’ve had to be a mediator more times than one when the English working tools got hot and the sparks started to fly. There was life, color, opinions—there was something that was fascinating to me. It was a glorious moment in my life to see this variety of human beings clash in opinions. I gave them freedom to speak as they saw a situation. Once I knew a fight had to come. “Wait until after school, boys,” | said. “I hate to stop you here, but the superintendent’s office is just beyond that thin wall over there.” “You don’t have to tell us to wait, Mr. Stuart,” said King. “We are going to fight this thing out.” That afternoon as soon as the bell rang, the boys ran behind the school- house. The grass flew from beneath their feet. The cops separated Hardyman and King. One was out of school five days with a bad eye. The other managed to remain in school with shiny spots be- neath his eyes. Many of my students have told me how to teach the class. I have deeply ap- preciated this. I have felt that the student feels his importance upon this sea of English words. Many of his commands and suggestions are exceedingly sensible. It is a part of youth that I am missing since time has put a little bridge be- tween the student and me. I want to keep these bridges out. I want to be with the student and not above him, not telling him this is right and that is wrong, not saying he should read this and that because it is literature. It is hard to measure the results of what my students have accomplished. I believe they can spell with the average of the studentbody. Tests given to the entire school showed this. Their written work will stand above the average high- school student’s theme. Their grammar is under the average in this school, al- tho many from the Remedial English classes have far surpassed students from the other classes in what is known as the “Every Pupil Test” given in this highschool. Tho their words have not been highly polished, these Remedial English students can rise from their seats, stand on their toes, fling their hands, and tell the world what is wrong. They use the language—yes, they use it. The language and the thoughts tied up in the English language mean some- thing to the student. Tho they often cannot spell a word, conjugate a verb, or decline a noun, they can put the har- ness on them and work the life out of them. Language becomes the servant. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION tC was rious ty of gave aW a id to ys,” | it the yond wait, Zoing : bell -hool- their 1 and days ed to ts be- d me ly ap- udent ea of nands sible. issing re be- int to to be him, hat is 1 this Its of ished. erage ‘oO the ritten high- mmar ol, al- nglish from vn as 1 this e not nedial their their yrong. use it. s tied some- often verb, e har- nut of ant. ATION REL fos a THE PUBLICA- TION of my ar- ticle, “Relaxation for School Children,” in the October 1939 Jour- NAL, I have received letters of inquiry about relaxation from teach- ers and others in dif- ferent parts of the country. More than half the writers seemed AATIO Teachers ELEANOR VORE SICKLER to be chiefly interested in methods of relaxa- tion for their own use. Physical relaxation alone is not enough to secure fullest permanent benefit. Re- laxation must be motivated. The higher the motivation, the more farreaching Harold M. Lambert, Philadelphia Principal-Teacher, Public Schools, Christmas, Arizona the effect. If one is merely seeking muscular control and quieter nerves, he may have them. If he looks farther to a stable mind and increased ability to put concentrated at- tention on his work, these will come. If his goal is to achieve a poised serenity of soul, that too is within his reach—all at a price. The price is steady, patient practice not only of the physical method thru continuous, which the goal is ap- proached, but also of those mental attitudes which furnish the in- spiration for the effort. Whatever the indi- vidual goal, each must begin with some tech- nic of physical relaxa- tion, laying hold on his Here ts the upswing of life's energy ... Farm Security Administration, photo by Locke In relaxing, hold to any idea that may be especially connected in your mind with restfulness world by the instrument nearest him— his muscles. He learns to control them by relaxing them until the entire body is inert, even to the tiny muscles of the eyes, lips, and those inside the throat. So’ interdependent are muscles and nerves that if this be done quietly, placidly, without trying too hard—the mind merely watching the process with inter- ested attention—the nerves, too, gradu- ally come under control. With nerves and muscles quiet, attention should next be directed to some restful idea and held there with gentle insistence if possible, until only the idea persists in conscious- ness, so completely should the organism be forgotten. Naturally this effect is not obtained until after considerable practice, but is worth working for. Physicians, psychotherapists, and _ re- ligionists have been advocating one or another method of relaxation for many years, the latter for ages. In America the best known exponent is probably Dr. Edmund Jacobsen, a_ practicing physician, whose popular presentation of his method, You Must Relax, was a nonfiction best seller a few years ago. The purpose of Dr. Jacobsen’s relaxa- tion is physical and mental rehabilita- tion, and its end-product is.sleep. Any- one possessed of plenty of time, intel- ligence, and persistence can use the method with much benefit. For those who have only a limited amount of time, and yet who really want to do something about relaxation, I sug- gest the method mentioned in my former article. I present it here, with the permission of Dr. B. K. Bagchi, late of the University of Iowa, just as it was given to me. In this experiment you are to relax your body completely. This is to be done by degrees. Lie down as comfortably as possible, feet crossed, spine straight, arms easily disposed at your sides. Use a small pillow under your head if you wish. Breath deeply, slowly, naturally, six times. Close your eyes and slowly, without mental strain, pay attention to the sur- face of your face. With quiet attention “let go” of all the muscles of your face until they feel perfectly relaxed. Start with the forehead. Then relax the eye- lids, then cheeks, then lips, then other muscles of chin and neck, front of throat, inside of throat, if you can, and back of neck. At the beginning it may take you more than five minutes to do this. Next repeat the process with the right arm—upper muscles, forearm, and fin- gers—then the left arm, until both feel perfectly limp; then the trunk of the body, front and back; then one leg; then the other. Feel all over your body the passivity that usually comes before sleep, but don’t fall asleep. Instead, retain your awareness of the relaxed condition of your body. This is important. But put forth no effort in doing this. At the beginning this awareness may be accompanied by a vague visualiza- tion of the whole body, but gradually it should dissolve into a sort of general consciousness of relaxation without vis- ual or other sensory elements or floating ideational processes. At this point repeat the word “rest” or hold to any idea that may be especially connected in your mind with restfulness. Repeat mentally in slow tempo and as many times as possible without actually counting. This should be done after you have gone over the whole body once with relaxed at- tention, as explained above. Let the repe- tition of the word used become auto- [ 134 ] matic. Or, instead of repeating a word you may just watch your own natural breath in a quiet detached way, think- ing how it flows in and out of your body as a stream of vital energy. Soon you will feel that you are actu- ally im that state of relaxed general awareness. Try to remain in that state for some time. Do not be discouraged if it takes you some days to get naturally into it. At least fifteen minutes should be devoted to the practice every day. Make sure that you will be undis- turbed by anyone or anything. Do not try until you can be sure of no outer distractions. It is a shock to be disturbed suddenly when relaxed. After you have been relaxed for a little while, you may feel a glow pass thru you; you may become warm from the top of your head to the tips of fingers and toes. This does not always happen, but if it does, here is the gift of your life energy to you. Reciprocate. Give yourself to it wholly. My way is to float the word that to me means utter rest upon the equilibrium of its current made manifest in my own breathing. Presently you will enter another phase of relaxation in which you will no longer notice physical reactions because they will have become so balanced. Now you will feel sleep stealing over you. Don’t go to sleep! After some time you will probably notice your body again, in a sort of or- ganic reaction against any more relaxa- tion. There comes an urge to move. All right, stop now. That is the law of alter- nation speaking. Heed it. Time for the tide to turn! Contract your muscles slowly; turn; twist; stretch; and yawn luxuriously like a healthy child awaking from an afternoon nap. Then get up and go about your business. You'll be surprised how much better you will work. It may be that you will get better re- sults at first than after you have been practicing for several weeks. At first, while the experiment is novel, you natu- rally give the whole process more ab- sorbed attention than later when it be- comes habitual. You have the stimula- tion of enthusiasm or curiosity, so your attention is better, and attention is the key to success. Another reason is that if your practice is correct and consistent, your whole organism will have become so much more equilibrated that you will THE JOURNAL OF not notice so much contrast between your state in relaxation and your state under ordinary circumstances. Then you'll know you are getting somewhere, Having then a specific method given, let us see what other aids we can dis. cover to the end of achieving serenity, For serenity is not only a goal; serenity is a way of life. Try to cultivate a “mental set” toward relaxation. Have quietness in every- thing. Eliminate unnecessary frictions and avoidable conflicts. Be fearless. Be- lieve that your soul is stronger than any environment. Rest in your own integ- rities. Acceptance, adjustment, and reci- procity are important attitudes in the relaxation behavior pattern. Human beings are like little vessels compounded of great weakness and un- plumbed strength, carrying a cargo of consciousness on an ocean of cosmic force. Each time we turn our conscious attention from the vehicle and identify it with the element in which it has its being, we become increasingly aware of the direction in which we move and of the directing force. So the key word in all relaxation practice is attention. Those attitudes, those goals, to which we give the emphasis of our attention make our heaven or our hell. Shall we, whose privilege and responsibility it is to shape the destiny of tomorrow in the plastic mold of youth, neglect to use so powerful a tool toward constructive and idealistic ends? That our consciousness on its higher levels becomes one with a Something More than mere cosmic force, is, per- haps, known to mystics and children— to the former by experience, to the latter by intuition. But, alas, the children lose their sense of the wondrous so early unless it be fed and fostered! May we not find in our responsibility so to feed and so to foster the strongest of moti- vation for a practice by which we may discover for ourselves what truth may be in the experience of the mystic and the intuition of the child? Physical relaxa- tion may be the “open sesame” to un- counted treasure. Thru the avenues of a relaxed body and a serene mind we may approach the illimitable repose of the soul. In that repose there is enough po- tential expansive force to remake a world. Can we begin too soon to train ourselves and our children in a path of peace and power? THE NATIONAL EDUCATION ASSOCIATION tween ’ State Then vhere, given, n dis- renity, renity oward every- ictions ss. Be- in any integ- d reci- in the vessels id un- rgo of Osmic scious lentify has its aware ye and word ntion. which ention ll we, it is to in the use so ve and higher ething $, per- dren— - latter ‘n lose early ay we o feed moti- e€ may nay be nd the relaxa- to un- es of a re may of the gh po- ake a ) train ath of ‘ATION Travel backgrounds bring the new viewpoints that every teacher needs. issue in curriculum development is the relationship existing between the administration of the school and the teachers. The attitude of the administra- tion toward the curriculum, the attitude toward teachers, and then the attitude toward teachers and their share in cur- riculum building—these are the back- bone of what you will do with curricu- lum building. Administrators are frequently con- demned as unyielding, autocratic, and jealous of their authority. This may be true in a rapidly diminishing group of cities. The general attitude among pro- gressive administrators is usually the opposite. There should certainly be a pleasant, easy atmosphere of confidence existing between administration and the class- room. If it does not exist, the fault may lie at either end. Teachers are often as much to blame as the supervisors. There must be a mutual understanding and a definite desire on the part of both groups to solve the problems. There must be no autocratic domination of ideas. No atti- tude can satisfactorily exist except one which is devoted definitely to a search for the better way. There then develops a feeling of ownership, a feeling of be- longing. There are to be no shirkers. There will be many leaders because of the diversification of interests, abilities, backgrounds, and training. With this as a general philosophy for work, committees may be assigned and work started. A general survey of the local environment from which your chil- dren come might be as follows: Pie the most important single [1] The geographical setting [2] History—past and emerging [3] How the people make a living [4] Homemaking [5] Unorganized educational agencies [6] Organized educational agencies Groups of teachers may be assigned to these various topics. It is amazing and most interesting to see what the geog- raphy teacher will discover and likewise what the history teacher will find of in- terest in this study. When this survey is completed, match it with a similar survey of your school, perhaps like this: VOLUME 29, NUMBER 5; MAY I940 Developing an ENRICHED CURRICULUM NORMAN E. WATSON Superintendent of Schools, Northbrook, Illinois [1] Building, grounds, equipment, ma- terials, textbooks, courses of study [2] Organization—staff, human rela- tionships [3] Community [4] Child participation in school work [5] Evaluations, records, reports, promo- tions These outlines have been used in many different forms but are very valu- able for adaptation to your community. Now that these two surveys are made, let us get one attitude definitely fixed in our minds. Let us forget entirely about writing a course of study. As this work develops there must of necessity be a development and discus- sion of core areas, integration courses, and the like. To foster and assist this, the supervisor will be wise to forget most of the textbooks on supervision. Allow sensible freedom. Let each person charged with the supervision of teachers read widely the professional literature. Suggest to each teacher when possible and practical those articles and books she should read. Save time for her. Stimu- late her by these suggestions. If she has taught a few years, don’t bother her with your presence in her classroom. She probably knows enough about technics. Build up a desire on her part to come to you for a discussion of what she has read. Let the teacher appreciate this scouting for pointed material. With our experimental point of view forever in mind and with our feet al- ways on the ground, let us consider cer- tain highly stimulating and valuable phases of curriculum development. What is our attitude regarding the field trips, visiting day, provision for travel, supplementary material, visual educa- tion, radio, clerical assistance, and con- sumer education? The field trip may be an asset or a dis- tinct liability. Children love them but are not always concerned with them as educational contributions to their experi- ence. If a favorable attitude has been de- veloped in a school toward the field trip, children will quickly ask, “When do we get to take a trip?” They may see no value in it at all. It is merely release to them. It may be only a balancing of their privileges with the room next door. [ 135 ] Field trips need not necessitate trans- portation altho they very frequently do. Very often walking trips in the immedi- ate vicinity can be arranged. For dis- tances, school bus, chartered bus, truck, or private cars will be used. It may mean effort but we must develop the attitude that education is not confined to the schoolroom walls. Field trips must be organized with these principles and warnings in mind, however: [1] The trips must be based upon a defi- nite goal growing out of group activity or study. [2] After the trip has been taken, it must be linked to the work which follows. [3] It must not be just a trip. [4] Careful organization is necessary to prevent accidents. [5] Students must be instructed that they are guests or visitors wherever they go. [6] The students must be taught to re- spect the rights and property of others. [7] No samples or souvenirs are to be collected without permission. [8] Loud talking, whistling, singing, screaming are not desirable. [9] On all-day trips lunches must be made. [10] The community at large must be helped to see the value of field trips. [11] Often teachers will find trips tir- ing. They must plan for them. provision for “Visiting days,” when teachers visit other schools, may be valuable or they may be an utter waste of time. Why visit a school where the environment and teaching may be inferior to your own? If the observation does not im- prove you, challenge you, or inspire you, why go? Find a place where you will get what you wish, where you will have your problems solved, or your questions answered. Go there; spend the day; then make a definite report to your fellow teachers. Shall we go to school this summer or travel? If our training needs to be brought up to an established standard, if we wish to secure education above the average, or if we feel a longing for that “brush-up” course, we may elect summer school. Up to a certain point schooling is decidedly essential. But is it possible that going to school may become a habit? One is often impressed by two types of teachers on summer campuses. One is alert, inspired, thrilled with her opportunity, avid for more training. She is enthusiastic and vital. Another is over- worked, drab, wornout. She is thread- [ 136 | bare, tired, and utterly without inspira- tion. Many things may enter into a com- plete analysis of these types but it may be better for the uninspired teacher to take a trip on a tramp steamer to un- usual places. Boards of education and superintendents should make provision for an opportunity for the teacher to travel. Did you ever reach the place where anything resembling a student’s paper or a textbook brought you close to tears? Did you ever feel that you wanted to go so far from the trials and tribula- tions of the classroom that it would take ten dollars for a postal card to reach you? If so, a little travel will do you a world of good. When the bell rings again in September, you will find your- self hurrying toward its toll. And the in- terests you will have collected! Pictures, samples, collections—or just plain, un- adorned experiences. You will be a dif- ferent person. If a teacher is to teach well and richly, she must have many materials of instruc- tion today. The day of the single reader into which was crammed all the educa- tional experiences of the child has long since disappeared. Search the school laws of any state and you will be amazed at the number of things “required by law.” You may not be.teaching them as such but in all probability you have tucked them neatly into some area so that the requirements of the law are met. This being as it is, many supplemen- tary materials are necessary. Boards of education and superintendents must pro- vide a liberal amount of all types of sup- plementary materials. There is an amaz- ing array available if you investigate —some free, some for sale, some expen- sive but many items available to every purse. Never in the history of education has there been such a wealth of materials available. You must have such supple- mentary material if you are to teach well. A rich source of material lies in the curriculums of other cities and states. Much of this is in printed form and may be secured at little cost. A wide sampling of this material will prove invaluable to you and need in no way destroy your creative urge. One of the best sources of curriculum development is in the field of visual and radio education. In schools which do not have public-address systems and radio provision in each room, the inexpensive midget radios may be within financial reach. Visual education, whether it be mo. tion pictures or still pictures, is necessary today. Vast sources of commercial films, as well as state and community libraries of films, are available. Schools that do not own projectors may rent them. Safety education is so vital a portion of our curriculum that a considerable amount of material is already available and more is appearing constantly. [See “NEA Safety Projects” in the March 1940 JouRNAL. | These areas are important. They will take careful planning, however, if they are really to contribute. With rackets and racket “busting” taking a prominent place in our news- papers and the constant din of radio ad- vertising in our ears, something must be done regarding consumer education. Children need to be trained to sift the good from the bad, to be less gullible than we are. Excellent material is avail- able in the field of consumer education and propaganda analysis. This is a “must” in the education of the future. With old vocations and products being eliminated by our new civilization, new products, ideas, and vocations will de- velop. New citizens must be trained for the new life, and nothing seems more desirable than the ability to choose from the heterogeneous mass with which we are all constantly bombarded. And finally, what provision is made to release teachers from the drudgery of making reports, practice material, tests? Teachers are expected to do much work that girls of comparatively little train- ing can do well. It is inexpensive to secure really efficient clerical service and yet teachers, and administrators too, are often expected to do this work. Young women with highschool training in commercial subjects are available and anxious for school office positions. They can make themselves invaluable in re- lieving teachers of much of the routine work, allowing them more time and energy for other tasks. Teachers have the physical limitations of other human beings and we should not expect the impossible of them. If we are continually to revise and reconstruct our curriculums, we shall all find it necessary to think, act, and study curriculum. Let us go into the field and live it. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 1cial mo- sary ims, aries t do rtion rable lable [ See [arch will they ting” 1eWws- 0 ad- must ition. t the llible avail- ‘ation is a iture, being , new ll de- ‘d for more from +h we made cry of tests? work train- ive to ‘e and 0, are Young 1g in e and They in re- outine e and . have juman ct the e and all all study id and ATION vec ea The School as a Social Agency WILLIAM BRADY Principal, Washington School, East Orange, New Jersey ODAY governments -local, state, and federal—are participating to improve the general wellbeing of all our people. And the school, as an integral unit, should do its part to Cco- operate in measures for constructive social action. Are we able to work to better advantage under a public educa- tion authority, embracing the different agencies, or under a plan made up of separate boards? The Educational Poli- cies Commission, in its recent report, Social Services and the Schools, indicates a preference for the former: “That the administration of public school, public library, and public recreation services be ultimately unified under the public edu- cation authority.” Possibly one of the most convincing arguments for a public education author- ity is the existence of a “twilight zone” within which the various boards are for- bidden by law or custom to enter. If these boards are not specifically for- bidden by law to spend money in cer- tain areas, they are oftentimes reluctant to act because the power to cooperate has not been expressly granted. The fol- lowing report attempts to emphasize a VOLUME 29, NUMBER 5; MAY 1940 number of satisfactory results, derived from the efforts of the various independ- ent agencies, in spite of the existence of the “twilight zone,” and the part our schools are taking in this program of public welfare. The East Orange Recreation Commis- sion, established in 1907, has rendered an outstanding service to the city during the past thirty-three years. The budget for the year 1939 Was $47; 00. This amount is raised by taxation and in- cluded in the total city budget. The three commissioners serve without salary, and devote their time to a specific task—the needs of recreation. There are two paid officials, the secretary, and the director, who are experts in this field. School children use the playgrounds for baseball, football, soccer, and tennis during the season. The Recreation Com- mission operates a baseball league of twenty teams and a touch-football league of eighteen teams, replacing the former intramural leagues operated by the schools. A number of school playgrounds are staffed and operated by the Recrea- tion Commission during the summer. The commission also uses the school East Orange playgrounds are under supervision seven months each year gymnasiums after school hours, unless a particular school has a full program. The gymnasiums are used at night for adult programs under the management of the Recreation Commission. School children during 1938 made 1,102,067 visits to our playgrounds. Easter vacation is determined by the date when the playgrounds can be opened in order that the children will be kept off the streets and afforded a safe place to play. A number of instruc- tors on the public-school staff are used by the Recreation Commission during the summer on the playgrounds. Joint meetings and conferences are held by this commission and the board of edu- cation, so that the policy of each is known to the other. Cooperation has characterized the deliberations of these boards. The East Orange Health Department was organized on May 30, 1881, and has well served the city during the past 59 years. The budget for 1939 was $45,500, included in our general tax bill. The five commissioners are appointed by the mayor and serve without salary. In the Inter-Chamber Health Conservation Contest this city won the First Award in 1929 and 1932 for health services in cities of comparable size. [ 137 ] A daily list of quarantined cases of communicable diseases is released to the schools. A diphtheria control program, started in the schools by joint action of the boards of health and education, has eliminated this scourge. Preschool clinics are conducted in the public schools one day each week. Health and safety ex- hibits from the Health Department are given in the schools. Public health lit- erature—21,243 pieces in 1938—is freely distributed thru the schools. Schools now purchase vaccine and diphtheria toxoid at Health Department prices. Classes frequently visit offices of the Health De- partment to learn at first hand of the services rendered. There were 1583 school children quarantined for measles, German measles, mumps, whooping cough, scarlet fever, diphtheria, and chickenpox during 1938. There were 2543 preschool children who benefited by the child hygiene program in our school clinics during the past year. The East Orange Free Public Library was established in January 1903. The budget for 1938 was $84,000. The annual budget, met by general taxation, is ap- propriated by the City Council. The five members of the board of trustees serve without pay. They are appointed by the mayor who, in turn, is an exofficio mem- ber of the board. The superintendent of schools is, also, by virtue of his office, a member of the board. The schools and the libraries work in close cooperation. Classes visit the libra- ries for instruction in the use of the library, for book talks, story hours, and reference periods. Librarians give book talks and story hours in the schools. Classroom libraries are sent to the schools situated at distant points. Half the salary of the school librarian is paid by the board of education and half by the library board. The school librarian works directly with the schools. She contacts principals and teachers, shares in library instruction and book talks, sends a monthly letter to teachers, and reports monthly to the superintend- ent of schools and the chief librarian. She compiles book lists, helps teachers select books, and recommends books for purchase. In 1938, over 7700 boys and girls registered in our libraries. East Orange is one of the few cities in the United States that has pioneered in establishing a Shade Tree Commission. This commission, whose three members [ 138 ] are appointed by the mayor and serve without salary, was established in 1904. The budget for the year 1939-40 is $22,- 500. The operating expenses are allo- cated by the City Council from the gen- eral tax receipts. Since 1904, the Shade Tree Commis- sion has planted 11,000 trees, and there are now 24,000 trees in the commission’s charge. The East Orange ordinance covering the protection, care, and plant- ing of city trees has been used by shade tree boards in every state of the union, and by foreign countries, as a model from which they have fashioned their own ordinances. East Orange is called “The City of Beautiful Trees”—merited recognition partly due to the fact that the schools cooperate with the Shade Tree Commis- sion in the care and protection of trees. Under the supervision of the commis- sion, the proper kinds of trees have been planted on all the schoolgrounds; Arbor Day has been fittingly observed; and in- formation pertaining to unusual condi- tions, such as the Dutch Elm disease, is freely distributed thru the schools. After the hurricane which struck our city, the pupils in the upper grades and in the highschools cooperated with the depart- ment in clearing the streets and helped to salvage those trees that could be saved. Many specimens of trees, twigs, and branches were brought to the schools and studied at that time. Our interest in trees has motivated the study of con- servation in the social studies. The Welfare Federation was estab- lished in 1919. The amount expended during 1938 for family care, medical care, and group work was approximately $400,000. The source of revenue, insofar as funds appropriated to agencies are concerned, is from public contributions raised in one campaign each year. The schools and the Welfare Federa- tion have a number of contacts. Prac- tically all teachers contribute each year to the campaign fund and are leaders in the drive. School doctors and school nurses are in regular contact with the health division of the Welfare Federa- tion. Before free services can be obtained for school children or their families, school doctors and nurses must give their approval or recommendation. Boys and girls in our schools must meet cer- tain requirements before they can take advantage of the YMCA, the YWCA, the Boy Scouts, and the Girl Scouts, During 1938, nine hundred thirty-four school boys enrolled in the YMCA and 746 school girls enrolled in the YWCA, During the same year, 760 school boys joined the Boy Scouts and 423 girls, the Girl Scouts. At the same time 120 chil- dren were given free care in our day nurseries. Three hundred ninety-four school children, during 1938, profited by the watchful care of the Children’s Aid and Protective Society, a division of the Welfare Federation. Another division, the Community Dental Service, aided 411 school children during 1938. Our school system also maintains three free dental clinics. The Orphan Home of the Welfare Federation and this school have cooperated for a period of twenty years, Orphans of school age attend this school, To prevent duplication of effort, all cases in school needing help are cleared thru the Welfare Exchange, where an uptodate card index system gives the necessary information concerning the status of the family needing help. Quite often our schools furnish additional valu- able information for these files. Before glasses or dental care is furnished, these files are consulted. At Thanksgiving and at Christmas, information from the Wel- fare Exchange is helpful to the schools that send baskets and other gifts. There is no complete segregation of interests in a wellrounded program of public welfare. There is a joint responsi- bility which involves the action of the various agencies. For example, a Wel- fare Exchange, maintained by public subscription, is used by public health authorities and by public-school authori- ties. When we desire to solve the prob- lems of an individual child, we may secure information and help from a number of agencies. Our watchwords, then, should be correlation and coopera- tion with all agencies that serve the pub- lic good. Our school programs are en- riched and complemented, and our use- fulness as teachers is broadened, when we dare to make the public school a living force in community life. East Orange experience with separate boards of public service, including the schools, would seem to indicate that these agencies for social welfare can probably function to better advantage if they remain separate as the fingers yet one as the hand in all things essential to human progress. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION couts, -four \ and VCA, boys S, the ) chil- r day y-four ed by 's Aid of the ision, aided . Our e free of the | have years, chool, rt, all leared ere an es the Zz the Quite 1 valu- Before , these 1g and e Wel- chools ion of ‘am of sponsi- of the 1 Wel- public health uthori- e prob- may rom a words, popera- ne pub- are en- ur use- , when -hool a eparate ing the te that ire can ntage if yers yet ssential IATION America’s Role in the World A READING LIST by Alfred Bingham of Commonsense Magazine PERSONAL GROWTH LEAFLET 208 America’s Role in the World Fn CHIEF QUESTION of American for- eign policy today is what to do about the war in Europe and the peace that must some day follow it. We have other prob- lems, in Latin America, and across the Pacific where Japan and China are at war, and our interests run to all parts of the world. Yet Europe commands our chief attention. The contrast between our American ways and those of commu- nism and fascism, the clash of democ- racy and dictatorship, make us feel deep concern over the European conflict. At the same time fear of what war might do to American democracy inspires a widespread isolationism. This reading list of current books is intended to pro- vide a background on the wider issues, as well as a familiarity with specific proposals for American foreign policy. America cannot avoid playing a part in the world. The General Background Waar KIND of a world is it in which America must make up its mind? Ken- neth Gould’s Windows on the World [Stackpole, 421p. $3] gives the layman a view of all important aspects, thru the early months of 1940. Particular aspects are discussed in War in Our Time, ed- ited by Hans Speier and Alfred Kahler | Norton, 362p. $3]; Diplomacy by Har- old Nicolson [Harcourt, Brace, 264p. $2]; Foreign Policy in the Making by Carl Joachim Friedrich [ Norton, 296p. $3]; the still timely Merchants of Death by Frank C. Hanighen and H. C. En- gelbrecht [Dodd, 308p. $2.50]. The world’s underlying economic problems are unravelled in World Econ- omy in Transition by Eugene Staley [Council on Foreign Relations, 340p. $3] and the more conservative Economic Planning and International Order by Lionel Robbins [ Macmillan, 330p. $2.50 |. VOLUME 29, NUMBER 5; MAY I940 The American Background Cn BEST recent survey of America’s interests and contemporary development is undoubtedly America in Midpassage by Charles A. Beard and Mary R. Beard [ Macmillan, 977p. $3.50], tho biased to- ward “isolation.” There is no single vol- ume study of our European policy, but A. Whitney Griswold’s Far Eastern Policy of the United States | Harcourt, Brace, 530p. $3.75] is outstanding for the Pacific view. The Way Forward by Francis Bowes Sayre [ Macmillan, 230p. $2.75] is a persuasive statement of the case for the Hull trade pacts as a policy, by the former Assistant Secretary of State. Two readable estimates of our re- lation to the present war, tho the former predates them, are America and the Strife of Europe by Fred Rippy [Univer- sity of Chicago Press, 264p. $2] and Am- erica’s Chance of Peace by Duncan Aik- man, Blair Bolles [ Doubleday, 161p. $1]. Europe Divided Against Itself Giw TRY to write about Europe’s blood feuds without bias, but newspaper corre- spondents are at least trained for facts. Among the best of their pictures are [n- side Europe by John Gunther [ Harper, 531p. $3.50]; What Has Happened to Europe by Geoffrey T. Garratt [Bobbs Merrill, $2.75, a 1940 book |; Betrayal in Central Europe; Austria and Czecho- slovakia: the Fallen Bastions by G.ER. Gedye [ Harper, 4g99p. $3.50]; Not Peace but a Sword by Vincent Sheean | Double- day, Doran, 367p. $2.75]; and Days of Our Years by Pierre Van Paassen | Hill- man-Curl, 520p. $3.50]. Northern and Southeastern Europe are specially high- lighted in Sweden, the Middle Way by Marquis W. Childs | Yale University Press, 184p. $2.50]; and World Without End, a survey of the Danubian and Bal- kan region by Stoyan Pribichevich | Rey- nal, 4o8p. $3.50]. Is Communism a Menace? Chena has had virtually no defen- ders in America, but Russia has had a number. An engaging and persuasive book is Corliss Lamont’s You Might Like Socialism | Modern Age, 308p. 95¢). An older, solid two-volume work is Soviet Communism: A New Civilisa- tion by Sidney and Beatrice Webb [Scribner, 2 vol. $7.50]. A reasonably objective critical descrip- tion is Toward an Understanding of the U.S.S.R. by Michael T. Florinsky [ Mac- millan, 245p. $2.50]. Stalin by Boris Souvarine [ Alliance, 6g0p. $4.50] is an ex-communist’s inside history of the Bolshevik movement. Recent critical analyses of socialist theory include Stalin’s Russia and the Crisis of Soctalism by Max Eastman [ Norton, $2.50] and Marxism, an Au- topsy by Henry Bamford Parkes [Houghton Mifflin, 300p. $3]. Is Naziism a Menace? Is AMERICA Once more goes to war, it will be to “save civilization” from fas- cism or communism. Perhaps the best insight into the for- mer is to be gained from Stephen Raush- enbush’s The March of Fascism |Yale University Press, 355p. $3]. The Vam- pire Economy by Guenter Reimann | Vanguard, 350p. $3] tells what Naziism means for private business. Hitler Is No Fool by Karl Billinger [Modern Age, 198p. 50¢] is a handy sourcebook for Hitler’s ideas, tho the unexpurgated American edition of Hitler’s own Mein Kampf [Reynal & Hitchcock, gg4p. $3] is naturally most authoritative. The two most quoted books, aside from Mein Kampf, are Hermann Rausch- ning’s Revolution of Nithilism | Alliance, 300p. $3] and Peter F. Drucker’s The End of Economic Man {John Day, 268p. $2.50], both studies of fascism. Across the Pacific Wax WITH JAPAN has been a peren- nial topic in discussions of American policy. Today our attitude is dependent on what we think of Japan’s attack on China, tho communism is an issue in Asia too. John Gunther’s Inside Asia | Harper, 599p. $3.50| is a penetrating and colorful survey book. Chaos in Asia is by another newspaperman, Hallett Abend [Ives [ 139 ] Washburn, 313p. $3]. Freda Utley’s two books, Japan's Feet of Clay |Norton, 393p. $3.75] and China at War [John Day, 310p. $3.75] are especially con- cerned with the common people. The rousing of China to a militant nationalism, partly under the stimulus of the socalled communists, is the theme of Edgar Ansel Mowrer’s The Dragon Wakes |Morrow, 242p. $2]; and Red Star Over China by Edgar Snow [Ran- dom, 52o0p. $3]. Our Own Hemisphere Wrrn wars raging in Europe and Asia our eyes naturally turn south to Latin America. The hard-boiled see us taking over others’ markets and investment op- portunities. The idealistic hope for a true “good neighbor” policy. The most complete and scholarly of the recent books is Latin America by F. A. Kirkpatrick [Macmillan, 456p. $3.75]. Katherine Carr’s South American Primer |Reynal & Hitchcock, 208p. $1.75] is livelier and from a more ad- vanced point of view. Even more pun- gent, tho now a little outofdate, is Carle- ton Beals’ The Coming Struggle for Latin America |Lippincott, 4o1p. $3]. The Mexican Challenge by Frank L. Kluckhohn [Doubleday, 296p. $2.50] pictures the conservative’s alarm at the progress of the Mexican revolution. Mexico Marches by J. H. Plenn [ Bobbs Merrill, 386p. $3] is a good account. Democracy versus Dictatorship Crm have been several brilliant an- alyses of the nature of the challenge to freedom. The New Democracy and the New Despotism by Charles E. Merriam [Whittlesey House, 278p. $3] is out- standing among them. Communism, Fascism, or Democracy? by Eduard Heimann | Norton, 288p. $2.50] has par- ticular insight into the economic aspects of the problem. Among books by dis- tinguished Europeans none are more relevant than Eduard Bene’? Democ- racy Today and Tomorrow | Macmillan, 244p. $3] and Ignazio Silone’s School for Dictators |Harper, 336p. $2.50]. Dictatorship in the Modern World by Guy Stanton Ford [University of Min- nesota Press, 362p. $3.50| is provocative; while Max Nomad’s Apostles of Revolu- tion |{Little, Brown, 467p. $3.50] and 3ertrand Russell’s Power { Norton, 305p. $3] probe the motives of the dictators. [ 140 ] Another Crusade To Save Democracy Cin risE of Hitler brought a flood of books urging America to take a firm stand abroad in helping check aggres- sion and enforce “collective security.” Tho the Nazi-Soviet pact and the com- ing of war changed the picture, the fol- lowing books contain the arguments that will be used for our going to war if the Allies seem to be losing: Men Must Act by Lewis Mumford [Harcourt, Brace, 176p. $1.50]; | Our Battle by Hendrick Willem van Loon [Simon & Schuster, $1]; This Peace by Thomas Mann |Knopf, 38p. 75¢]; When There Is No Peace by Hamilton Fish Armstrong |Macmillan, 236p. $1.75]; It Is Later Than You Think by Max Lerner [ Viking, 260p. $2.50]; Let the Record Speak by Dorothy Thompson [Houghton, 408p. $2.75]. More solid is Frederick L. Schuman’s Europe on the Eve | Knopf, 573p. $3.50]. The Isolationists Ox THE OTHER SIDE of the great cleav- age in American opinion is the view that we should keep out of Europe’s war. One of the bibles of the isolationists is Walter Millis’ The Road to War {Houghton Mifflin, 466p. $3], a thoro study of how we got into the last war. For the rest we have: The New West- ern Front by Stuart Chase and Marian Tyler [Harcourt, Brace, 196p. $1.50]; England Expects Every American To Do His Duty by Quincy Howe [Simon & Schuster, 238p. $2]; The Deadly Par- allel by C. Hartley Grattan [Stackpole, 210p. $2]; Keep America Out of War by Norman Thomas and Bertram Wolfe [Stokes, 184p. $1.50]. More extended statements of American policy appear in The Open Door at Home { Macmillan, 331p. $3] by Charles A. Beard and G. H. E. Smith; and Jerome Frank’s Save America First {| Harper, 432p.$3.75 |. Europe Goes to War I: IS STILL too early to find many books evaluating the European war itself. Sir Arthur Salter’s Security: Can We Re- trieve It? |Reynal & Hitchcock, 391p. $3.50] appeared just before war broke out, but it presents England’s case ad- mirably. Why England Is at War by Harold Nicolson [Penguin, 25¢| is a good statement of war aims. How War Came by Raymond Gram Swing | Nor- ton, 266p. $2] gives beginnings. An ex- cellent reference book of facts is Hand- book of the War by DeWilde, Popper, and Clark [ Houghton Mifflin, 248p. $2], For military background, with special reference to American defense, George Fielding Eliot’s Bombs Bursting in Air |Reynal & Hitchcock, 173p. $1.75] and The Ramparts We Watch |Reynal & Hitchcock, 370p. $3] are vital. Oswald Villard criticizes our defense policy in Our Military Chaos | Knopf, 202p. $1.75]. Building a New World oe war be abolished? Should Amer- ica help when the time comes for peace? The most positive answer is Clarence K. Streit’s Union Now | Harper, 315p. $3 of democracies. A somewhat similar plea is made in the monumental World Order by Lionel Curtis |Oxford 1053p. $3.50]. The United States of Europe by Alfred M. Bingham | Duell Sloan and Pearce, $2 , urging us to join a world federation presents another angle. Less ambitious discussions are The Way Out of War by César Saerchinger | Macmil- lan, 125p. 60¢] and War, Peace and Change by John Foster Dulles | Harper, 170p. $1.75]. proposals are War Without Violence by Krishnalal J. Shridharani Brace, 351p. $2.50| stressing Gandhi's method; and The New World Order by H. G. Wells [Knopf, 145p. $1.50], urging revolutionary changes, Among the more radical | Harcourt, Enawns have been moving so rapidly that books quickly become outofdate. Several organizations are available to furnish current material, particularly pamphlets. The “Headline Books” of the Foreign Policy Association are es- pecially recommended for lively popular discussions. The Policy Association will furnish a list of its publications, as will such organizations as the Council on Foreign Relations, League of Nations Association, Pacific Rela- tions, and Carnegie Endowment for In- ternational Peace, all in New York City. a * * All the books listed in this leaflet may be had postpaid at the prices indicated Institute of from a nonprofit agency organized to stimulate wide buying and reading of books: Consumers’ Book Cooperative, Inc. 118 East 28 Street New York City THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 1 €x- and- oper, $2]. ecial orge | Air and al & wald cy in 1-75]. \mer- eace? rence 3I5p. ration r plea V orld 1053p. pe by n and m Less y Out acmil- e and larper, -adical nce by rcourt, indhi’s Order $1.50], rapidly ofdate. ible to cularly ks” of are es- yopular on will as will acil on Nations Rela- for In- rk City. let may dicated ized to ding of e, Inc. CIATION SEIS CA EDUCATION Or Every School OLLIE BACKUS Chairman, Department of Speech, State Teachers College, Slippery Rock, Pennsylvania PRINCIPAL of an elementary school read an article telling how a special teacher of speech correction can contribute to edu- cation in elementary schools. He wrote to the author this challenging appeal: “That article wasn’t written for schools like mine. We cannot afford to hire a specialist in speech, yet no school could need speech education more than we. Isn’t there some other way?” HE SUPERVISING It is the purpose of this article to de- scribe a practical program of speech edu- cation that can reach the children in every single school in the country. First of all, every school must have access to adequately equipped and staffed clinics for the diagnosis of speech disorders and for consultation about therapy. Clinics have already been estab- lished in many universities and teachers colleges. They should be made available in all such state institutions. In areas where the distance to these centers is too great, the state department of special education could well send out “traveling clinics” to reach every school. Since rehabilitation can be achieved only by regular and persistent instruc- tion, most schools are unable at present to follow up the diagnostic and advisory service because they lack adequately trained teachers. The second step in the program, therefore, is the requirement that all elementary-school teachers have a basic knowledge of speech re-educa- tion. This plan is now in operation in western Pennsylvania. All students ma- joring in the elementary curriculum in the State Teachers College at Slippery Rock are required to take the course in VOLUME 29, NUMBER 5; MAY 1940 “Speech Problems.” They study the more common speech defects and meth- ods of correction, are taught to recog- nize the cases which they may safely treat and those for which they must secure the aid of a specialist, obtain prac- tical experience in the clinic, and re- ceive instruction in other phases of speech education. Many students elect the advanced courses leading to certifi- cation in the field of speech. That the program is effective is evi- dent from direct observation and from reports of the teachers themselves, school officials, and parents. Experienced teach- ers who have taken the course in “Speech Problems” during a summer session have agreed that instead of be- ing overburdened by the extra work en- tailed, they have found their task easier. It is less of a problem for any teacher to take a few minutes a day to correct a speech defect in a relatively short time than to be burdened over a long period of time with a child whose most urgent need is speech rehabilitation. From the point of view of the child, it is certainly more desirable to have the deficiency removed before it has impaired normal academic achievement and social adjust- ment. The fact that speech re-education can be successfully carried on by elementary- school teachers in no way eliminates the need for special teachers of speech wher- ever possible. Indeed, the remarkable re- sults achieved by some of the teachers in this area have been responsible for Courtesy, Washington Post the creation of four parttime speech correction positions within two years. Important as it is for teachers to be able to correct the speech defects of some 20 percent of all elementary-school chil- dren, they should not ignore the needs of the other 80 percent. Many children not only go thru school with defective speech, but also are unable or afraid to recite orally, do not talk loudly or dis- tinctly enough, or have trouble in ex- pressing themselves adequately in con-, versation and group discussion. Educa- tion should teach the child [1] to make the best use of his abilities, [2] to get along with others, [3] to earn a living, [4] to be a good citizen. The aims of education cannot be reached effectively unless speech is part of the curriculum. It is clear that teachers themselves must be trained. The mere going thru the motions of teaching speech will not result in any real contribution to the educational program. Routine drill on tongue-twisters will not correct defec- tive articulation. An exposition of the vocal mechanism will not improve bad voices. The mechanical pronunciation, word after word, from a book will not unfold the joy of reading aloud. The occasional “piece” or speech in an over- crowded class will do little to develop confidence or skill in speaking. Effective teaching demands a background of knowledge on the part of the teacher, not just in speech correction for some children, but in phonetics, speaking, oral reading, and drama for all children. [ 141 ] By EDDIE SHERMAN Jor the United States Coronado Exposition Commission . PAGES of col- orful Southwestern history this year will be turned back four centuries for commemoration of “7 ag the saga of Fran- cisco Vasquez de Coronado, whose gaily clad expedition of Spanish noble- men and Mexican-Indians sought in vain the Seven Cities of Cibola. This year, four hundred years after the dashing Spanish nobleman arrived in what is now New Mexico, the state’s residents are joining with the Coronado Cuarto Centennial Commission to bring to life again the most picturesque scenes in his exploits. The traditional Spanish ceremonies, along with those of the Southwestern [ 142 ] Indians, still are being carried on in this great area. Against the backdrop of his- tory in a land of ancient customs will be set the stages for thousands of visitors to live in the spirit of 1540—and watch history in the making. No longer would Coronado consider his travels a failure could he see the elaborate preparations which have been made to “receive” him again. Little did he know when he marched out of Com- postela, his gold-plated armor and breast- plate gleaming in the sun, that his ex- ploits would be the subject of historical remaking. After all, Coronado’s foremost thought as he led his three hundred brother- noblemen and seven hundred Mexican- Indian warriors into the wild country north of the Mexican border, was gold for the viceroy. The viceroy, of course, Coronado was more interested in the powers that would be bestowed upon him by the King of Spain if an expedition of his making discovered and conquered the mythical Seven Cities, bringing back the wealth which tellers of tales had ip- formed him abounded there. Coronado’s efforts were the actual be- ginning of history in the great South- west, for he brought back to the viceroy, not gold and precious stones, but the first coherent account of the simple agricul- tural people and their customs to be found in this area. Likewise he paved the way for the future inhabitation by the Spanish people by introducing the use of sheep, cattle, and horses to the Indians. This was to mark a great step toward a new agricultural era for the Indians. Of vital interest to the educators of the United States is the reconstruction of Coronado’s travels in the many authentic pageants to be presented in New Mexico this year, along with the traditional folk festivals and Indian ceremonies which are celebrated every year in much the same manner as they were when Coro- nado saw them and seven hundred years before that. Just where the Conquistadores, headed by Coronado, entered the United States, seems to be a matter of conflict and is being studied by a group of historians on an expedition to retrace the footsteps of the gladiator. Among those re-explor- ing the Southwest along the trail of Coronado are Dr. George P. Hammond, dean of the University of New Mexico Graduate School, and Dr. Herbert E. Bolton of the University of California, an authority on Spanish-American history. Out in the great Southwest where the dashing young Spaniard carried on the first exploration recorded for posterity, the natives are planning a fitting tribute to his accomplishments. From May 29 thru June 1, New Mexico will “return to 1540” to present this pageantry. The setting is perfect. In New Mexico 52 percent of the population still speaks the Spanish language. The state abounds in the traditional folklore and, notwith- standing progress in industry, life goes THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 0 that y the f his 1 the k the d in- al be- outh- ceroy, e first rricul- to be paved on by ig the to the at step or the of the ion of thentic Mexico al folk which ch the . Coro- d years headed States, and is storians otsteps -explor- trail of nmond, Mexico bert E. nia, an history. rere the on the osterity, r tribute May 29 eturn to Mexico 1 speaks abounds notwith- life goes CIATION Marches Again on much in the same manner as it did in the days of Coronado. The Spanish de- scendants and the New Mexico Indians still dance the same ceremonial fetes and present the same folk plays, and the color of the rhythmic Indian feast day dance still goes on. Here the dream of a history teacher, in particular, comes true. Thruout all of 1940 the pageantry depicting Coronado’s travels and life will be carried on and the host of folk festivals, Indian cere- monials, school programs, and the rich traditions of the Spanish people will further enhance the value to those who teach the background of American his- tory, as well as to those who will witness the program for its sheer beauty. The authenticity of the pageantry is doubly assured thru the efforts of widely- known authorities on early Southwest- ern history and those whose forefathers have passed the traditions and legends on to them. The result is a practical dramatization of history. In addition, leading authorities on the type of cloth- ing worn in the days of the Conquista- dores will supervise the making of these costumes to add to the touch of realism. Of all the educational leaders who visit the Southwest during the Coronado cele- bration, the American Association of Teachers of Spanish will probably be most affected by the programs. To them it will mean fraternizing with the people of whom they teach, absorbing the actual tradition of the true Spanish people, and witnessing their many colorful celebra- tions and fiestas. In New Mexico, the Spanish language was taught at the little pueblo of Tiguex, where the modern city of Bernalillo now stands just north of Albuquerque, as early as 1540 when Coronado and his followers spent the first winter in the new world north of Mexico. The brave friars, ever on the alert for new disciples to whom the Christian faith could be taught, set up schools and taught Spanish and Christianity to the Indians who, for the most part, readily accepted the new mode of life. In 1541, when Coronado returned from his adventures in Kansas and western Texas, he found the friars had been carrying on their duties along with the little band of soldiers which Coronado had left at the pueblo to insure an outpost for the viceroy. And now, an estimated 500 teachers of Spanish in the United States will visit ruins of this same pueblo and with only a little imagination may visualize this ancient landmark as it must have been in the days of the friars. To other teachers who will make the journey into the colorful Southwest will go the opportunity of witnessing the pageantry which Coronado’s entrance into this section of the United States made possible. A better insight into the ancient Spanish customs will be gained from this experience and those who fol- low the celebrations thru the various towns will have more groundwork on which to base their teachings. From city to city will move the huge stages upon which will be presented the pageants, each depicting a different phase of Coronado’s journey. Remindful of the ancient traveling minstrels and troubadours of old Spain are those in charge of the scenic backgrounds which will be transported from city to city. They will cover 2500 miles in their jaunts. The Coronado Cavalcade begins in Albuquerque May 29 and continues thru June 1; then the pageantry moves to Clovis for a two-day celebration, June 5 and 6; from there in succession pageants will be presented in the following towns: Pampa, Texas, June 13-15; Santa Fe, New Mexico, June 28-30; Espanola, July 1 and 2; Clayton, July 3; Las Vegas, July 12- 13; Roswell, July 17-19; Taos, July 25-26; Tucumcari, August 1-3; Dalhart, Texas, August 5-6; Amarillo, Texas, August 15- 17; Fort Sumner, New Mexico, August 20-21; Hot Springs, August 24-26; Silver City, August 30-31; Farmington, Septem- ber 6-8; Hobbs, September 13-15; Portales, September 19-20; Socorro, September 28- 29; Las Cruces, October 4-6; Lubbock, Texas, September 30-October 5; and Phoe- nix, Arizona, October 31-November 2. By following the entire celebration from city to city the spectators may gain a vivid picture of the complete travels of the Conquistadores with the authentic background of Spanish-speaking people and ancient Spanish and Indian customs. — a eo Wa (oe wah sing a aay Rk ae Photos by New Merico State Tourist Bure u Courtesy, Los Angeles Public Schools Grow old along with me! The best is yet to be, The last of life, for which the first was made. —Rosert BRownING UBLIC-SCHOOL TEACHERS do not bene- fit from the retirement provisions of the federal Social Security Act. This fact has produced heated discussions. Some contend that the Act should be amended to include teachers. The possi- bility of this amendment is remote since the federal government cannot tax the states or their instrumentalities. Others point to the benefits available from exist- ing sound teacher retirement systems. It is argued that these advantages should not be hastily thrown aside or endan- gered for the admittedly lower return under the present Social Security law. Several NEA reports have given atten- tion to statewide retirement plans for teachers and other school employees, but little notice has been taken of the many local retirement systems operating inde- pendently of state systems and in states where there is no statewide system. The May issue of the Research Bulletin of the Research Division of the National Edu- cation Association presents an analysis of the provisions of sixty-five local retire- ment systems. Some of these local sys- tems have larger membership than the small statewide systems. In all, approxi- mately 105,000 school employees are cov- ered by Jocal retirement provisions. Thirty-nine local systems have been established in thirteen states under per- missive state laws; sixteen systems by special state legislation; six by city char- ter provisions; and four by schoolboard [ 144 ] Local Retirement Systems resolution without state legislation. The Research Bulletin gives a tabular outline of the detailed provisions of these sixty- five local systems under headings such as: Legal bases in general; type of plan, whether joint-contributory or pension; the administration of the system; and the benefits thereunder. Fifty-two systems are joint-contribu- tory and thirteen are pension plans. Employees contribute a percent of their salary in forty-eight of the fifty-two joint-contributory systems. Eleven sys- tems permit a contribution as high as 5 percent of the salary but most set a maxi- mum lower than 4 percent. With such small contributions demandable, the al- lowance paid in most systems must nec- essarily be low. Twenty-three plans set a maximum allowance, ranging from $300 to $1200 a year. Eleven systems pro- vide for a set amount payable as retire- ment allowance, ranging from $300 to $900 a year. Several systems provide for an allowance which, if under the maxi- mum, will be equivalent to a proportion of the member’s active salary. Twelve plans provide for an allowance based on actuarial equivalents. In addition to the sixty-five local retire- ment systems analyzed in the Research Bulletin, there are various pension and old-age assistance schemes. For example, the Mobile Teachers Association has long maintained a mutual benefit plan paying annuities and sick benefits. Fort Worth, Texas, provides for an allowance of $50 to be voted annually to disabled teachers after twenty-five years of serv- ice, if the teacher is without other means of support and provided the financial condition of the school system warrants the expenditure. San Antonio, Texas, has had local provisions for a teachers sick benefit association and a teachers retirement association on a mutual bene- fit plan. Richmond, Virginia, pays a local pen- sion of $600 a year to teachers who qual- ify for retirement under the statewide law. Waterbury, Connecticut, pays a pension which is authorized by city charter and in no way connected with or affected by the Connecticut state re- tirement system. THE JOURNAL OF Several states have passed enabling legislation which no local district has accepted. In Missouri, cities having a population of 300,000 or more are per- mitted to establish a local retirement system by state law, but Kansas City has preferred to establish a mutual benefit plan to which teachers are required to contribute $10 a month. St. Louis has established a system whereby teachers over 65, incapacitated for fulltime sery- ice, may be placed in the rank of half- day assistant at a salary of $1000 a year, with nominal duties such as giving indi- vidual instruction. Idaho also has a permissive law which applies to any independent school dis- trict employing thirty or more teachers, Altho no district has established a local plan under this enabling act, the 1939 legislature enacted certain which revise the charters of Lewiston measures and Boise so that they may adopt the state enabling act in the future. In 1937 Georgia passed an act whereby the City of Savannah and County of Chatham may establish either a joint- contributory or a pension plan for teach- ers and other school employees; no local action was taken. However, for twenty- five years past, the teachers of Savannah have been retired on a maximum of half- pay after twenty years of service or on lesser amount at the board’s discretion. As a general rule, a statewide retire- ment system is more efficient than a local retirement system in that a large mem- bership spreads the insurance risks and the work and life expectancy of members may be more accurately computed. This, of course, does not apply to large city systems where conditions may justify a local retirement system in addition to a statewide system. In most states, local systems have been established because legislation for an adequate statewide system could not be enacted. In situa- tions where such conditions exist, a state system set up at some subsequent date should make special provisions either to absorb the membership of local systems in the statewide plan without loss of equity or to continue the local system on a sound independent basis.—Staff of the NEA Research Division. THE NATIONAL EDUCATION ASSOCIATION ing has y a Der- ent has efit 1 to has hers erv- ralf- rear, ndi- hich dis- hers. local 1939 sures iston the reby y of oint- -ach- local enty- nnah half- yr on tion. etire- local nem- ; and nbers This, > city tify a on to local ‘cause ewide situa- 1 state + date her to ‘stems OSS of em on of the ATION History and Purposes MERICAN Education Week grew out of the World War. Twenty-five percent of the men examined in the draft were illiterate; 20 percent were physically un- fit; many were foreign-born and had little understanding of American life. During the War, the schools were drained of teachers, especially men. In the fall of 1920, thousands of schools were closed for want of teachers. A cam- paign of public information was needed to correct this situation. A long-range program for the extension of education was needed to reduce illiteracy and physical unfitness.) Members of the American Legion consulted with educa- tors and, as a result, the first American Education Week was observed in 1921. The broad purpose of American Edu- cation Week has become that of ac- quainting the people with the needs, aims, and achievements of the schools. Twentieth Observance November 10-16, 1940 GENERAL THEME Education for the Common Defense DAILY TOPICS 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 Economic Security SPONSORS OF AMERICAN EDUCATION WEEK The National Education Association of the United States The American Legion The United States Office of Education The National Congress of Parents and Teachers Education for the Common Defense WHAT DOES AMERICA HAVE TO DEFEND? A spiritual heritage, the most precious gift from our forefathers. A people’s government, conceived by heroic men determined to be free. A great people, over 132 million souls of many races and creeds. A vast wealth, found in our natural re- sources from sea to sea. A hopeful future, to leave to our chil- dren and to generations unborn. VOLUME 29, NUMBER 5; MAY 1940 Education for the Oe De ‘ense AMERICAN EDUCATION WEEX 1 Gee '@ Religion, morality, and knowledge being neces: sary to good government and the happiness of mankind, schools and the means of education shall be forever encouraged.—FROM THE ORDI- NANCE OF 1787 ESTABLISHING THE NORTHWEST TERRITORY. PERSONAL GROWTH LEAFLET NO. 58 WHAT IS EDUCATION FOR THE COMMON DEFENSEP It is individual, helping each person make the most of his talents. It is universal, seeking to educate all the children and all the people. It is practical, helping prepare people to earn a good living. It is civic, preparing individuals to be wise and loyal citizens. It is spiritual, recognizing the eternal dignity of human personality. A System of Universal Public Education Ils the Greatest Common Defense the Amer- ican People Have Erected or Can Erect TOPIC FOR SUNDAY, NOVEMBER I0 Enriching Spiritual Life 5, ee was founded upon a spiritual foundation by earnest pioneers seeking to govern themselves and to worship God in their own way. On this founda- tion a great nation has been built. A rich spiritual life quickens aspirations, stabil- izes conduct, supports family life, im- proves the community, and fortifies the state, Great teachers of all faiths in schools, public and private, encourage religious feeling and practice as the foundation of moral conduct. The schools guide pupils to enriched spiritual living thru the development of character, the en- couragement of right conduct, the open- ing of minds to new horizons, the prac- tice of tolerance, a steady emphasis upon the sacredness of human personality, and a constant leadership in the search for truth, goodness, and beauty. TOPIC FOR MONDAY, NOVEMBER II Strengthening Civic Loyalties J F AMERICA is to remain a strong beacon of freedom in a world where many lights are burning low, civic loyalty must be persistently cultivated. Good citizenship calls for intelligent action, not mere lip service. It requires practice in the art, technics, and spirit of self- government—constant effort to improve community and country. Altho govern- ment of the people, by the people, and for the people has not solved all our problems, who would exchange it for the tyranny and force which prevail to- day in so many parts of the world? The school is the pro*ing ground of citizenship. In the school, the child takes his place in a community of equals. Here he learns to give and take, to cooperate, and to practice selfgovernment. The de- velopment of good citizenship is a pri- mary aim of the American school. TOPIC FOR TUESDAY, NOVEMBER 12 Financing Public Education C. public elementary and secondary schools of the United States cost two billion dollars a year. While this gives an average of $75 per pupil per year, the figure ranges from $135 in New York State to $25 in Mississippi. School costs have risen during recent decades because more and better school services have been provided to more pu- pils, and because the purchasing power of the dollar has been greatly reduced. Expenditures for relief and old-age pensions are a relatively new demand on government. Few would disapprove of meeting these needs, but as such costs mount there is also widespread insist- ence upon tax reduction. It would be folly to scuttle the schools to meet either type of demand. Education is an eco- nomic asset, an investment in human resources, TOPIC FOR WEDNESDAY, NOVEMBER 13 Developing Human Resources OPULATION in the United States grew rapidly until recently. Now immigration has been greatly reduced and the birth- rate, which in 1915 exceeded 25 babies per 1000 population each year, has drop- ped to 17. The United States has a small population compared to its vast re- sources. Our people have achieved a high standard of living compared to other nations thru the development of [ 145 ] these natural resources. Yet millions are unemployed; hunger exists amid plenty; crime takes a vast toll; ill health ravages the underprivileged. These conditions need not exist in a wealthy nation. They can be corrected by improving the indi- vidual and promoting the general wel- fare, which the schools seek to do. They are guiding 30 million youth and many adults to more abundant living and a better understanding of human needs. TOPIC FOR THURSDAY, NOVEMBER 14 Safeguarding Natural Resources F ONE has the materials and skills needed to build a house, he can build it; without materials, he cannot. Likewise, to enjoy abundant living, a people must have resources. The United States has vast resources. With only 6, percent of the world’s people, it has 45 percent of the world’s wealth. The natural re- sources of our nation were so vast that waste was unnoticed until recently. Now that one-third of our top soil, most of our forests, and much of our mineral wealth and animal life are gone, the loss is felt. America cannot continue to waste her substance and endure. There is still time to safeguard re- sources so that we shall have plenty if we consistently strengthen the conser- vation movement. The schools will be a mighty factor in this vital educational campaign. TOPIC FOR FRIDAY, NOVEMBER 15 Perpetuating Individual Liberties (Mis is liberty? In America it means freedom to speak and write, to live where one wishes, to work at the job of one’s choice, and to have a part in self- government. But the mere declaration of rights does not constitute liberty. Academic rights count for little. Is a man free who cannot find a job? Whose family is thereby hungry and unclothed ? In a civilized nation, liberty does not mean freedom to do entirely as one chooses. There are rights of others each must respect. We find true liberty by denying ourselves smaller privileges in order to secure great basic rights for all. Education perpetuates individual liber- ties by developing a people able to govern themselves and determined that America shall remain the land of the free and the home of a people unafraid of duties that liberty entails. [ 146 | TOPIC FOR SATURDAY, NOVEMBER 16 Building Economic Security ANY PEOPLE in America do not have economic security. Some are without jobs; some have jobs which do not pay a living wage; some who have jobs are not secure in them. How shall we build economic security for all? Certain broad objectives are generally agreed upon as necessary, including |1] conservation of natural resources, [2] upbuilding of human resources, [3] extension of tax- ation according to ability to pay, [4] fair play between capital and labor, [5] social security, and [6] unemployment insur- ance. Ignorant people cannot achieve eco- nomic security. Selfish people want it only for themselves. Social intelligence and conscience are needed to place us on the road toward economic security for all. To help develop these qualities in all the people is the task of the schools. Know Your America lll UNITED STATES possesses 45 percent of the world’s wealth and 60 percent of the monetary gold. Of the annual world supply of oil it produces 62 percent; of iron, steel, copper, lead, zinc, and coal, 3314 percent; of cotton, 50 percent; and of wheat, 20 percent. Such resources are the heritage of our 132 million people. The great problems of our country seem small when measured against these vast resources. People are more important than things. What of our people? In 1790 our population was nearly all rural; today it is more urban than rural. In 1880 four- teen percent of the population was under 5 years of age; in 1930, only 9 percent. More than 2 million babies are born each year. The birthrate in cities is too low to maintain their population. Only the influx from rural areas where the birthrate is higher enables cities to survive. Know Your American Schools Neos THAN one American out of four finds his major fulltime interest in the schools as pupil, teacher, or custodian. School enrolments are: 21,750,000 in public elementary schools 7,200,000 in public highschools 1,400,000 in colleges and universities 2,690,000 in private & parochial schools Over 3 million young people 16 to 24 years of age are out of school and out of work. Altho highschools are expand- ing rapidly, 3 of every 10 persons of highschool age are not enrolled. More than a million teachers staff the schools. One in 5 of them are men. The school term in cities averages 181 days a year; in rural areas, 163 days. There are 124,000 one-teacher rural schools. School buildings are valued at over 12 billion dollars. The cost of American education is less than 10 cents a day for each person of voting age. Education for the American Way of Life WHAT IS THE AMERICAN WAY OF LIFE? It is a free way, allowing one to live ac- cording to his own conscience. It is a peaceful way, settling differences by elections and courts. It is a friendly way, judging success by happiness and growth. It is a cooperative way, emphasizing service to the common good. It is a democratic way, based on human brotherhood and the Golden Rule. WHAT IS EDUCATION FOR THE AMERICAN WAY?P It is universal, opening its doors to all the people. It is individual, helping each person to make the most of his talents. It is tolerant, seeking truth thru free and open discussion. It is continuous, knowing that learning is a lifelong necessity. It is prophetic, looking always toward a better civilization. Such Are the Ideals of American Life and Education Our Schools _ of the vision of the first settlers, nurtured by the hands and hearts of the pioneers, improved and expanded by the tireless efforts of those who thru the years forged the isolated school into a great system of free public education, made effective by the demands of succeeding generations of parents and teachers, the school in America has be- come the pride and center of the com- munity. It awakens aspirations, develops fundamental skills, and frees the mind from the bonds of ignorance. It is the universal temple of childhood; the hope of parenthood; the forum of free discus- sion; the inspiration of the arts and the professions; the servant of agricul- ture, industry, and commerce; the gar- den of friendship; the common meeting ground of all races, creeds, and condi- tions—in short the symbol and servant of a free, intelligent, democratic people. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATICN ¢ WHAT DO YOU KNOW ABOUT YOUR NEA? My Stewardship as President AMY H. HINRICHS President, National Education Association of the United States T HAS BEEN my privilege for ten months now to be president of the National Education Association. By the time this article appears in print, my field service will be practically completed and my thought will be absorbed in the coming big event, my convention, June 30-July 4, in Milwaukee. July 4, 1940 will signalize for me the end of a year of opportunity, the scheduled relinquish- ing of the privilege of a lifetime. It will be fitting and pleasant to review here certain aspects of my administration—a typical one I think it is—before we turn from the JouRNAL pages to vacation and before I step back from my representa- tive capacity to private life again. The work of the president does not lack variety. In fact, its very variety sometimes interferes with continuity of effort in a given direction. The very first morning after my in- stallation in San Francisco it was my duty to preside over the meeting of the Board of Directors. The thoughtful dis- cussions of the Board of Directors meet- ings and the devoted work and whole- hearted cooperation of the directors indi- vidually are among the joys of a presi- dent’s life. The NEA cannot but grow and prosper as it does from year to year, with such a spirit of confidence and helpfulness. The Executive Committee was my next assignment that morning. Its ac- tivities were not new to me, since my taking hold as president was the begin- ning of my third year of service on that important agency of our Association. now most demo- cratically constituted, with five elected members (three by the Representative Assembly and two by the Board of Directors) in addition to the exofficio members: the president; the first vice- The Committee is president, who is the immediate past president; the treasurer; and the chair- man of the The Executive Committee is your governing body in the interim between conven- tions, at which time both the Represent- ative Assembly and Board of Directors Board of Trustees. VOLUME 29, NUMBER 5; MAY I940 meet. The Executive Committee meets at the conventions, too, and makes recommendations to the Board of Di- rectors. The wealth of subjectmatter that comes up before Executive Com- mittee meetings is abundant evidence of the farflung implications and connec- tions of the Association’s activities. The number of letters that come to the president is legion. As for the out- going correspondence, the president writes and writes and dictates and dic- tates and still never really catches up with the postman. In all seriousness, this inability to keep abreast of corre- spondence is the most troublesome and conscience-smarting part of being presi- dent. The field work is perhaps the most vital and intimate part of the work of the presidency. The personal contacts with our members in all parts of the country are the electric currents, as it were, thru which travel the influence of the NEA and the gospel of its work and accomplishment. It is a glorious thing to meet and greet and work with our people thruout the length and breadth of this great land of ours. Service results from the mileage—service to the teach- ers and the children of America and the promotion of NEA growth—there is no doubt of that. Indeed the evidence is ample in every stop that one makes. And personally to the president, these visits, “as of a bishop visiting the churches,” are the experience of a life- time. By the end of April, I shall have spoken to groups, chiefly of state or local affliated organizations, in the following states: Alabama, Arizona, Arkansas, California, Florida, Illinois, Indiana, Iowa, Kentucky, Louisiana, Michigan, Minnesota, Missouri, New Mexico, Ohio, Tennessee, Texas, and Washing- ton, and in the District of Columbia. Each experience is a precious memory, and I shall find abundant pleasure next year in watching the coming to maturity of the fruit of membership and of active participation in the NEA that the vari- ous meetings in which I was privileged to participate so abundantly promised. I found that my address, from thirty to fifty-five minutes as the occasion re- quired or permitted, on The National Education Association: What It Is and Does—A Review for Those Who Know —An Interpretation for Those To Be Introduced, met with enthusiastic, in- deed grateful, reception. Our members want to be informed concerning details of the vast work of the NEA in the study and advance of education, in the interpretation of education to the Ameri- can public, in teacher welfare, and in cooperation with other organizations working for the welfare of childhood and youth, and for the realization of the highest type of American citizen- ship. I wish here to express my deep and heartfelt appreciation to all who had any part in the arrangements for my visits and in the numerous and gener- ous courtesies that were extended to me everywhere. I appreciate them person- ally, as expressions of warm friendship. I appreciate them officially, since it was my privilege as president to receive ycur homage to our great Association. I wish I could have written to each one per- sonally as the days and the weeks and the months have gone by. Since that hasn’t been possible, I ask you each one to accept this as written record of the appreciation which I shall always feel. It falls to the lot of your president to represent you at various conferences, conventions, and other gatherings, often actively participating in your behalf. I attended the Congress on Education for Democracy at Columbia University in August; the national convention of the American Legion in Chicago in Sep- tember, addressing both the Legion and the Legion Auxiliary along the lines of our common interest in education; the Conference on Inter-American Relations in Regard to Education called by Secre- tary Hull during November in Wash- ington; the Armistice Day exercises at Arlington under the auspices of the Dis- trict Legion posts, the National Com- } [ 147 | mander speaking; the two-day confer- ence at the University of Chicago in celebration of the tenth anniversary of the opening of its Social Science Re- search Building in December. I expect to attend the Section on Education of the Eighth American Scientific Congress in Washington in May. Invitations to this Congress have been issued by Presi- dent Roosevelt to the other American republics, who will by their participa- tion assist in celebrating the fiftieth an- niversary of the founding of the Pan American Union. Your president has also had the op- portunity to preach to lay organizations the gospel of education as the very foun- dation on which our government rests. For instance, I have spoken before Rotary and other service clubs and pa- rent-teacher groups. I have stressed the fundamental importance of education in our national life and the consequent need of adequately supporting it with funds as well as with the moral support, as it were, of public opinion and popular favor. Such has been the reception ac- corded my remarks in every case that I am more convinced than ever that the interpretation of educational purposes, programs, and needs to the public, is just about the biggest and most urgent task that our membership everywhere is obligated to do. Interpret, interpret, interpret in your community, to the peo- ple with whom you come in contact. When enough of us do it often enough, not only in large assemblies, but to indi- viduals and in small groups, we are, I believe, going to see education getting adequate support. In addition to writing “greetings” and other bits for state and other educa- tional magazines and this series for the NEA Journat, it has been my privilege to write several articles for lay maga- zines, including the American Legion magazine, in connection with American Education Week. The editorial promi- nence that Collier’s gave to the comment on the urgency of public support for education was gratifying to all who would “put first things first” by provid- ing suitable appropriations for educa- tion. My work with our Educational Polli- cies Commission, along these lines of the interpretation of educational needs to the public, has been an interesting and significant part of this year’s work. [ 148 J By the end of May I shall have “put in” five periods, varying from two days to almost two weeks, at Headquarters in conferences with our Executive Sec- retary and other members of the staff and in doing general office work in con- nection with Association interests and activities. And soon will come the convention over which it will be my privilege to preside in Milwaukee June 30-July 4. If I could secure my fondest wish for each one of you, my friends and readers, my fellow-teachers and fellow-members of NEA, it would be that you might at- tend an NEA convention, the one in Milwaukee, of course, for “the sooner the better.” And if you come to that one you will certainly want to attend again and again and again. The inspiration of our getting together with other teachers (and to me teacher means any educa- tional worker) from all over the coun- try; the strength that comes from work- ing out our problems together; the great educational feast of addresses, discus- sions, demonstrations; the additional purely cultural features of the program; the broadening influence of getting ac- quainted with a part of the country other than your own; the fun of going to the convention as part of a vacation or summer school experience with your “pals”—these are only some of the values of a convention for you. From the Asso- ciation’s standpoint, we need you. The broader the base of participation, the sturdier and stronger will be the build- A Venetian riverfront in downtown Milwaukee, NEA Convention City — June 50, July 4 ing of our cooperative accomplishment, Our convention program for this year, now in the making, about three-quarters finished, I should say, will include some novel and unusual features. You will not want to miss them. Preliminary an- nouncements appear elsewhere in this JournaL. One innovation will be a day- and-a-half post-convention conference of state NEA directors and the secre- taries of the state education associations. Beginning to plan for next year’s work thru such a conference should be par- ticularly helpful to new directors and secretaries. If you haven’t been to an NEA con- vention, you can hardly realize what a tremendous thing it is. The exhibits, a veritable World’s Fair of things used in connection with schools, from books to buses, are worth crossing a continent to see. The housing both of exhibits and of persons attending the convention is an undertaking of large proportions. Mr. H. A. Allan, our business manager, who attends to all these things, has a unique occupation and superb qualifi- cations for it. It is a privilege to pay tribute to him here. Milwaukee is easily reached from all parts of the country. It is in the midst of an ideal vacationland. It has not only the great University of Wisconsin, but other fine summer schools within easy distance. Come to Milwaukee! Whether you have been to NEA conventions be- fore or often or whether this will be your first, give yourself one of the most profit- able summer experiences an American teacher can possibly have! I hope to see you there. And on the evening of July 4 in Mil- waukee will end for me this year that you have given me of opportunity to serve education, to serve you, the teach- ers of America, to serve American child- hood and youth in very specific ways. It has been a year of great responsibility and of sometimes driving work. It has also been a year of the greatest privileges and the deepest satisfactions that any- one could have. I have tried to work intelligently; I assure you I have worked devotedly. I feel a tear coming as I pre- pare to say “goodby” as president. As long as I live it will not be “goodby” as private NEA member or in service, inso- far as I can give it or may be called upon to give it, to education and to American teachers, children, and young people. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION SUMMER CONFERENCES of N&A DEPARTMENTS DEPARTMENT OF Classroom Teachers HIS DEPARTMENT will sponsor an Educational Study Conference, July 8-19, 1940, at Northwestern University, Evanston, Illinois. The theme of the conference will be: “Problems of Public Education in a Democracy.” Purposes of the conference are: [1] To give teachers the opportunity to make a cooperative analysis of signifi- cant educational problems. [2] To help teachers extend their un- derstanding of crucial problems affect- ing the welfare of children and teachers. [3] To demonstrate problems and technics involved in group discussion and study. [4] To provide observation of newer practices in classroom procedures. [5] To help teachers prepare them- selves more adequately for leadership in classroom and community. [6] To provide a professional course for teachers who find it inconvenient to attend a summer school. [7] To extend and enrich social par- ticipation among teachers. Special lectures, excursions, and for- ums are being arranged for the general meetings. Each study group will formu- late its program of activities in terms of group interests and needs. The gen- eral plan for each day includes one general meeting and one group session for the morning, group sessions, excur- sions, consultation services for the after- noon. The evening program offers panel discussions, community excursions, se- lected movies, lectures, and social activ- ities. Special provisions will be made for visiting schools and adult educational centers. There will be abundant oppor- tunities and facilities for recreation, Northwestern University offers two semester hours’ credit to persons regis- tered for credit and who complete course requirements. Persons may attend con- ference without registering for credit. Fees—credit, $20; noncredit, $15. For registration blanks, information concerning the conference or hotel ac- commodations and rates, write the De- partment, 1201 Sixteenth Street North- west, Washington, D. C. VOLUME 29, NUMBER 5; MAY I940 DEPARTMENT OF Elementary School Principals HE FourtH ANNUAL CONFERENCE bh Elementary Education, spon- sored by this Department in cooperation with the University of Wisconsin, will be held at the University, Madison, July 6-19, 1940. The theme of the conference is “Enriching the Elementary-School Curriculum.” Each morning there will be a series of general demonstrations conducted by experts and opportunity to visit a care- fully planned demonstration in the sum- mer laboratory school. Later in the morning general sessions will be held, giving a well-rounded presentation of problems of interest to those in the field of elementary education. The afternoon program will include a variety of seminars on the most im- portant problems relating to the enrich- ment of the curriculum. There will be a prominent educational leader in charge of each seminar. Specialists will be brought in from day to day as resource leaders to contribute to the thinking of the group. The evenings have been reserved for a general conference of the group. Ex- hibits, curriculum materials, and libraries will be available. Registration will take place on Satur- day morning, July 6. Students complet- ing the course for credit will be allowed two semester hours’ credit. The fee of $16 includes regular registration, pro- ceedings of the conference, use of the student building, and services of the student infirmary. There are unusual recreational oppor- tunities and special trips of considerable interest. Members of the conference will be housed in three dormitories on the lake front. The meeting places are near the living quarters. The housing rate, including room and meals for the two weeks, will be $25. If accommodations are desired in the dormitories, the ap- plication blank accompanied by a de- posit of $5 should be mailed before May 25 to Executive Secretary Eva G. Pink- ston, 1201 Sixteenth Street Northwest, Washington, D.C. The $5 check should be made out to the University of Wis- consin, DEPARTMENT OF Supervisors and Directors of Instruction WO SUMMER CONFERENCES will be f goose by this Department—one at Northwestern University, Evanston, Illinois, July 8-19; the other at the Uni- versity of California, Berkeley, July 15-27. The theme of the Northwestern con- ference will be “Understanding and En- riching the Interrelation of the Growing Child and Community Living.” Each day will be divided into four areas of activities. The morning will be devoted to special lectures, school visitation, and group study. The afternoon will provide group study, community excursions, consultation services, special movies. For the evenings, forums, panel discus- sions, lectures, night excursions, con- certs, theater performances, social get- togethers are arranged. A variety of recreational activities offered include swimming, golf, tennis, informal teas, boating, horseback riding. Persons may take the course for two semester hours’ credit ($20) or without credit ($15). Arrangements have been made with local hotels for special con- ference rates. The theme for the conference at Berkeley will be “Supervision of Ele- mentary Schools.” In the mornings there will be directed observation in the demonstration school, and study and discussion sections devoted to critical evaluation of classwork observed. In the afternoon selected specialists will address the general assemblies. Registration will take place on Satur- day morning, July 13. The tuition fee is $12, for which two semester hours’ credit may be had. Make your reservations early. If accommodations are desired in the Whitecotton Hotel, where members of the conference will stay, most the reservation, accompanied by a de- posit of $5, should be mailed to J. Lev- ingston, manager, before May 31. Indi- cate the type of room desired. If you are interested in obtaining pro- grams and advanced registration blanks for either conference, write to the De- partment at 1201 Sixteenth Street North- west, Washington, D. C. [ 149 | SELECT YOUR State CDutrector WITH CARE IGHTEEN State NEA Directors will be chosen at Milwaukee. They will be elected by the Represent- ative Assembly but they will be nom- inated by the delegates from the seven- teen states whose Directors’ terms expire this year and from the state of Wash- ington whose Director, Miss Cora Ole- son, has resigned. State Directors are elected for a three- year term, one-third each year, and are eligible to succeed themselves. The By- laws stipulate that any person to qualify to serve as Director shall have been an active member with dues paid in the National Education Association and in a state, or district, or territory, and a local association, if organized, for a three-year period immediately preceding the election, provided, however, that the requirement of membership in a state association for a candidate for NEA Director from a city having 10,000 or more National Education Association members as of May 31 may be waived by a majority vote of the NEA delegates present from that state. Only delegates who are active members of the Na- tional Education Association and whose dues have been paid in a state, or dis- trict, or territory, or a local association, if organized, respectively, have the right to vote for such Directors. The selection of State Directors is an important responsibility. The Represent- ative Assembly is the policy-forming body of the Association but the Bylaws place important duties on the shoulders of the State Directors, and the prosperity and welfare of the Association depend in large degree on the high character and ability of the members of this board. One of the most important duties of the State Director is the development of effective membership enrolment cam- paigns. In carrying forward this respon- sibility the Director cooperates with the Headquarters staff at Washington. The regular routine enrolment procedures consisting of a series of letters from the Headquarters office to superintendents, [ 150 ] principals, and officers of local associa- tions have, over a series of years, built up a substantial foundation membership of approximately 200,000. Experience indicates that further growth of membership will depend in large measure on the State Directors who serve as chairmen of the Enrolment Committees in their respective states. It is of extreme importance, therefore, that State Directors should be outstanding leaders of demonstrated ability who know how to organize and put into effect successful enrolment campaigns. To do this involves ability to select for the State NEA Membership Committee outstanding local leaders and to inspire them with enthusiasm. It also requires ability to publicize the work of the As- sociation effectively in the official mag- azine of the state teachers association, in the publications of local associations, and in local and state newspapers; as well as to present or arrange for the presenta- tion of greetings from the NEA at the annual state and district conventions of the state teachers associations and at county and city association meetings. The development of effective enrol- ment campaigns is, however, only one of the responsibilities of the State Direc- tors. The Bylaws stipulate that they shall have charge of the general interests of the Association excepting those entrusted to the Board of Trustees, the Executive Committee, and the Representative As- sembly. They elect annually one Trustee for the term of four years, and two members of the Executive Committee. They approve all bills incurred by the Association and its officers and appro- priate from current funds, amounts of money ordered by the Representative Assembly for the work of all special committees of research and investiga- tion. They approve the Bylaws of the National Council and of the depart- ments and recommend the establish- ment or discontinuance of departments. They also determine the time and place of the annual meeting. Members of the Board of Directors are also responsible for the arrangement of exhibits of NEA publications at state and local conven- tions, for the presentation of the NEA program of service at the teacher-train- ing institutions of the state, for the pro- motion of FTA clubs and chapters, and for the development of institutes on pro- fessional relations at summer schools. While State Directors are officially nominated by the Delegates to the Rep- resentative Assembly from their respec- tive states, many of them are actually named by their state associations prior to the summer convention. This proce- dure is growing in popularity since it makes the Director more definitely an officer of the state association and tends to give closer integration between the state and national associations. The State NEA Director might well be a member of the Board of Directors of the state association. The State Directors receive no finan- cial remuneration for their services, Theirs is a labor of love. They do, how- ever, when successful, receive the re- ward of satisfaction which comes to all those who render well an important service. They also enjoy the privilege of attending the summer convention with all expenses paid—T. D. Martin, direc- tor of membership. State CDirectors WHOSE TERMS EXPIRE AT THE MILWAUKEE CONVENTION Alabama—L. Frazer Banks Alaska—Everett R. Erickson Colorado—W. B. Mooney Delaware—H. V. Holloway Idaho—W. D. Vincent Loutstana—]. N. Poche Maryland—Eugene W. Pruitt Massachusetts—Annie C. Woodward Michigan—Grover Stout Minnesota—Daisy Brown Nebraska—Alice Robinson North Carolina—Elmer H. Garinger Rhode Island—James F. Rockett Texas—Rush M. Caldwell Vermont—Joseph A. Wiggin Virginia—Mrs. Edith B. Joynes *Washington—John Rushing Wisconsin—Amanda H. Schuette * Mr. Rushing was appointed to take the place of Cora Oleson, resigned, whose term would have expired in 1942. Therefore the director for Washington elected at Mil- waukee will be chosen to fill the unex- pired term. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 4 FOR Convement Summer Reading Please send me at one cent each [65] Allied Youth: A School Club—w. Roy BREG.... the following Personal Growth Leaflets Number [66] American Youth Hostels—EDNA V. GRODMAN.... *(1] Your Life in the Making......... ee [73] Teaching Materials for Rural Schools— *(2| Your Mind in the Making {OUR Sila os, «12, rr. im ISV-ARD 6, THAI 0 sk doses oe aoe ik *(3] Your Health in the Making................... ...... [75] Supervised Correspondence Study in Highschools [4] Your Home in the Making. .................. T. W. THORDARSON..........+++055- ee *(6| Your Citizenship in rr eee [86] Booker T. Washington at Tuskegee isalttete.... 4... *(7| Your Personality in the Making............... [91] Seven Adventures in Pioneering—H.A.OVERSTREET _........ #19] The Planning of Your Life.................... [92] True Americanism—JUSTICE LOUIS D. BRANDEIS. _........ [11] Future ion “OR ea [93] A Primer of Taxation—DAVID CUSHMAN COYLE... _........ [12] Shall I Become a Teacher?................... [94] Economic Systems in the United States—coyLe. ........ {13] Community Forces and the School— [95] Children in a Democracy— AMER) DUTARIIN . «i coax bac cocceseccccacns WHITE HOUSE CONFERENCE 1940. ............ 0 ccsssose [14] The Challenge of a United Profession— [96] Challenge of the Hard Road—c. A. DYRGIRA.... ccun ee a Rea [97] Roads to American Prosperity— [15] First State Normal School in America— DAVID CUSHMAN COYLE. ......0c000tbceess> sommes ELEANOR C. FISHBURN...................... [98] Parks and American Culture—R. C. MORRISON... ........ [16] The American Plan of Education— [99] Student Selfgovernment—RICHARD WELLING.... ........ EDUCATIONAL POLICIES COMMISSION . ae [100] New Voter Preparation and Recognition— [17] Education for Democracy—BERTR ~ RUSSELL. . HUGH S. BONAR... 0 eee pene eee eee ee eee cenenens {18} Education in a Living Universe—L. P. JACKS.... [101] Have You Had Your Vitamins?—H. N. HOLMES... ........ {19} My Pedagogic Creed—jOHN DEWEY. [102] Our Common Diseases—THOMAS SEE, »s'0, ote ~ een {20} The Growing Teacher—MILDRED SANDISON . *(103] Shall I Become a Smoker?—a. H. STEINHAUS.... _........ [21] A Golden Treasury of Beauty and W isdom..... [110] Teaching Reading in Elementary Schools— *(22)| A Golden Treasury from the Bible... .. ELEANOR C. FISHBURN........0+-----seeeeee — cosenee *(23] A Golden Treasury on the Art of Living. [111] Art in School and Life—LEoNn L. WINSLOW...... «0.24. {25 Selections from Geor e W ashington—L. H. HART {1 12) Teaching Economics to Children Terre ry SS ee ee ee [26] Selections from Ralph Waldo Emerson... . [121] How To Become an Expert Typist— 27| Selections from Abraham Lincoln.......... * STELLA WILLINS. .. 1... sees ee cece ee eeeeees [28] Selections from Horace Mann............. x [156] The Government Takes a Census—w. A. DUPUY.. _........ #(30] The Significance of Friendship—br. J. D. FARRIS [lol] Suggestions for FTA Organizers...............0 0 cesses [31] Shall I Go to College?................ [162] Programs for FTA Clubs and Chapters. See a esses {41} Learning To Be a BN. aoinncassnse ne [165] What It Means To Be a Future Teacher. . eoveGte ckiies [42] Franklin's Plan of Selfimprovement....... [171] Education for the American Way of Life— [45] Franklin’s Personal Growth Recordbook. . a EDWIN G. CONKLIN....... se eeee ood eee eeeee, nevetens {44 The Tyranny of Bad Habits........... [172] Crucial Issues in American Education— {45] A Parliamentary Primer—r. M. GREGG. a JOHN W. STUDEBAKER. .... 2.22000 e eee eee en ceneeee [51] The Story of the NEA—MILDRED SANDISON. [173] The Economy of Abundance STUART CHASE.... ........ (52) NEA Platform and Resolutions. ...... [174] America’s Foreign Policy —CHARLES A. BEARD... ......0. [53] Individual Guidance thru the Schools 175] Thank God, I’m an American!— HERBERT R. STOLZ... .. cc cccccccccccccce.. _ WILLARD E. GIVENS....... Pritt tae [55] Projects for Local Associations— [176] Social Imagination in Education— WEELARD TH. GEVIIUB.. . 6 sed k cc ccccecénme orcs sal CHARLES A. ELLWOOD. eee eee eee ee eee [56] Federal Aid for Education—sIDNEY B. HALL [177] Motive-Centered Education—HAROLD S. TUTTLE. ........ [57] Better Salaries for Better Schools—HaAzEL DAVIS. . [178] Parent’s Part in Education—GEORGE G. BRUNTZ.._........ #({58] Education for the Common Defense- *(208] America’s Role in the World Today: Read- American Education Week 1940 . ing List—ALFRED BINGHAM ............+-4-, [59] Story of American Education Week—t. w. ASHBY Matching envelops for use in distributing leaflets. ..... {60} Our Faith in Education—LyLe w. ASHBY. oi oe (61) Horace Mann’s Letter to Young Americans. Total. 2.2.0... .cceeeeceeeeceeeceeeseens *(62| The Code of the Good American [64] The Rabble Rouser—ROLLAND H. UPTON........ * Best sellers March 1940. # New titles added during April. Personal Growth Leaflets are just the thing for convenient summer reading. Sev- enty-eight titles by wellknown authors are now available. All are listed on this page. Give them to your students for vacation reading. Use them at summer school. Tuck them into your automobile or boat for leisure moments. 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 accompany orders for $1 or less. To obtain the latest complete set of the Leaflets, fill out and return the blank at the right 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 list at the top of this page, fill in the blank at the right, and send the entire page with your remittance. VOLUME 29, NUMBER 5; MAY 1940 Fill in this blank NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street Northwest, Washington, D. C. (] 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 City , State [ 151 | Docile herds of Holsteins, Jerseys, Ayrshires, Guernseys, and Brown Swiss graze today in the coulees of Hamlin Garland’ s “Middle Border.” HE CHINESE learned to eat roast pig when an unhappy young porker was accidentally barbecued in the flames that consumed a dwelling. For some time afterward home fires mys- teriously associated with the savor of cracklings were kept burning so fre- quently as to threaten the science of architecture. At least that is Mr. Charles Lamb’s story, and he will stick to it. A similar legend recounts the dis- covery of butter. A tribesman carrying a goatskin of milk behind his saddle found the neck of the rawhide bottle choked by an oleaginous substance that tasted even better than the milk itself. For countless years butter was made by jarring milk roughly in skin pouches slung over the backs of trotting horses. When the use of butter began, no one ‘knows. The Greeks are supposed to have adopted it from the Scythians or Thracians, the Romans from the Ger- mans. Father Abraham on the plains of [ 152 | Mamre entertained some unexpected guests, “And he took butter and milk and the calf which he had dressed, and set it before them; and he stood by them under the tree, and they did eat.” Cheese, too, comes down to us from unremembered antiquity. The athletes who participated in the Olympic games sat at training tables where the chief articles on the menu were fresh cheese, dried figs, and wheat mush. Plutarch spoke of cheese as one of the most nour- ishing foods, and Plinius tells us that Zoroaster—1000 B.C.—lived for twenty years on cheese alone. Dairying is one of mankind’s oldest occupations. Persisting thru the cen- turies, from the faraway days of no- madic shepherds to the modern era of drive shaft and electric motor, it has nourished man in all his seven ages from infancy to second childishness. In few places of the world is the dairy industry of such importance as it is in Wisconsin. Teachers travel intelligently. Many of the thousands who journey to Milwaukee for the 78th annual conven- tion of the National Education Associa- tion will take advantage of their visit to inspect the development of one of Amer- ica’s essential industries and its effect upon the economic and social life of the people who are engaged in it. Such a study may well lay the foundations for a year-long classroom project of great significance. Cheese is a magic word in the Badger State. Time was when a hundred billion feet of white pine stood in Wisconsin’s splendid forests. For more than two dec- ades the song of the rip saw echoed across the tree-girt lakes and down the grand coulees, giant smokestacks belch- ing sparks from the slab and sawdust fuel that stoked great boilers night and day. One by one the mighty boles wa- vered and fell, and in frenzied haste were hurried in log or lumber to exchange for gold. The invaders grew rich. Mean- time, Wisconsin butter was contemp- tuously quoted on the eastern market as “western grease,” and cheese from that state had to be labeled with eastern names to sell at all. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION in W lic The day came when the woodlands were only stumps hovered over by whis- pering aspens and white birches, and men turned from ravishing nature to earn a living with the skill of their hands. The men equipped to do so had been arriving. The migration of Swiss from Canton Glarus to New Glarus in Green County in 1845 is a modern saga. These stout- hearted Swiss, and the Scandinavians who were finding along with them a homelike environment in Wisconsin, began to make a livelihood by tilling the soil. But the price of wheat tumbled. Hillsides fields washed away. Chinch bugs returned year after year to eat up the wheat crops. eroded and_ arable “Either cheese or nothing,” says Con- rad Zimmerman writing his history of New Glarus in 1884, “and happily we got cheese. The old wheat fields were seeded with clover and grass. Cows were put on were built.” The Swiss returned to the arts of their fathers with some misgivings them. Cheese factories because cheese-making is hard work. But today Green County, Wisconsin, is the Swiss cheese center of the New World. Thruout the entire state dairying be- came a popular farm vocation. In 1939, million pounds of cheese—more than was made Wisconsin manufactured 265 in all the other states combined. In 1937, Wisconsin freezers turned out nine mil- lion gallons of ice cream, and produced Hoistinga 200-pound wheel of Swiss cheese in the curing room of a Swiss cheese factory at Monroe,Wisconsin This tubful would “butter a lot of pars- nips” 37 percent of the nation’s casein, now the raw material of a variety of products ranging from combs to artificial wool. In one year the condenseries of Wiscon- sin produced 865 million pounds of canned milk and milk powder. The state ranks third in butter production. Of course Wisconsin does not live by milk alone. It produces many things in categories as widely separated as cran- berries and automobile frames. But the story of dairying in Wisconsin is a story of conquest. It is a story of cooperative production and marketing, of tranquil relationships between employer and em- ployee. It is a story in which education has played an important part. The Wis- consin Department of Agriculture and Markets is famous. The College of Agri- culture at the University is nowhere excelled. In its laboratories have worked Stephen Moulton Babcock, inventor of the butter fat tester that bears his name, and a score of others whose names are highlights in the history of animal hus- bandry and agriculture. The story of dairy progress in Wisconsin is a story of labor in cooperation with education— a story every teacher should be glad to know and proud to relate. —Betmontr Fartey, director of pub- licity, National Education Association. Where crystal waters are purled by glistening paddles or broken by a silver flash that is a lake trout AMY H. HINRICHS Principal of the Audubon School, New Orleans, Louistana, and President of the National Education Association of the United States From the bluffs overlooking Lake Michigan in Milwaukee Tentative Outline of General Sessions Sunday, June 30, 4:30 PM—Vesper Service Address by Dr. Daniel L. Marsh, president, Boston University, Boston, Massachusetts Monday, July 1, 9:00 AM—First General Session Addresses of welcome—Wisconsin State and Mil- waukee City officials Response—Elphe K. Smith, president, Department of Classroom Teachers, NEA The lure of Wisconsin—Edgar G. Doudna, secre- tary, Board of Normal School Regents of Wis- consin Address—Amy H. Hinrichs, president of the Na- tional Education Association Monday, July 1, 2:00 PM—National Seminars Each Seminar is composed of a chairman, five as- sociate chairmen, a coordinator, and one repre sentative from each state and territory. These Seminars will Monday, Tuesday, and Wednesday afternoons, and are open only to the members of the Seminar. Findings and recom- mendations will be made to the convention on Thursday morning. meet [1] Protection of school funds for educational pur- poses Chairman—Ben G. Graham, superintendent of schools, Pittsburgh, Pennsylvania THE JOURNAL Education and ¢conomic we democracy Chairman—Frederick M cellor, Oregon State System of Higher Education, Eugene, Oregon [3] Building stronger professional organizations Chairman—Willie A secretary, Arkansas tion, Little Rock, Lawson, executive Education Associa- Arkansas Monday, July 1, 5:30 PM—Twelfth Life Membership Dinner dedicated to the 20th anniversary of American Education Week, veloped during the past 20 years since the con- Program which has been de- vention last met in Milwaukee. Representatives of the four organizations sponsoring American Education Week will participate in the program. Monday, July 1, 8:00 PM—Second General Session The World Scene America’s place in the world situation—By an out standing authority Tuesday, July 2, 9:00 AM— Morning Assemblies Visual aids in education—To be arranged by the officers of the Department of Visual Instruction of the National Education Association OF THE NATIONAL EDUCATION ASSOCIATIC ATIO The teacher and educational policy—Program to be planned in cooperation with officers of the Educational Policies Commission The future belongs to youth—Addresses by leaders in this field, followed by general discussion Use of human and natural resources—Program to be planned in cooperation with the Joint Com- mission on Education and Resources Demonstrations in the field of radio education— Program to include demonstrations by the NBC and CBS Tuesday, July 2, 8:00 PM—Third General Session The Place of Music in the Culture of the World Contribution to the culture of the world thru the music of various countries, and a dis- cussion of the place of music in American education—Howard Hanson, director of East- man School of Music, Rochester, New York Concert of selections from music of various coun- tries, closing with a typical American com- position by the Milwaukee Young Peoples Civic Orchestra—Milton Rusch, head of the Music Department of the Milwaukee State Teachers College Wednesday, July 3, 9:00 AM—Dziscussion Groups American education and juvenile delinquency Classroom use of war news and war problems Education in human relations Garden education Health education Meeting the special needs of the individual child Newer instructional practices of promise NEA's program of teacher welfare Pan American relations in education Safety education Wednesday, July 3, 8:00 PM—Fourth General Session The National Scene Critical problems facing our nation—Clarence A. Dykstra, president, University of Wisconsin Educating youth to meet national problems—John W. Studebaker, U. S. Commissioner of Edu- cation Thursday, July 4, 9:00 AM—Morning Assemblies Education for gifted children—Program to consist of addresses followed by discussion from the floor Milwaukee's Program in charge of William Rasche, director- principal, Milwaukee Vocational School. This program of vocational education— will show the program of the school with all its facilities. Center, Milwaukee Journal photo VOLUME 29, NUMBER 5; MAY 1940 Modern procedures in the teaching of reading— Program to consist of addresses, followed by dis- cussion from the floor Presentation of the findings of the three national Seminars—Each Seminar chairman will be given 30 minutes to present the findings and recom- mendations of his Seminar, after which there will be discussion from the floor. Shall functions of schoolboards be absorbed by central municipal authorities? —Program to con- sist of addresses followed by discussion from the floor. Thursday, July 4, 8:00 PM—Fifth General Session The Political Scene Presentation of the principles and issues of the major political parties. The speaker representing each political party will be allowed 40 minutes to make his presentation and 5 minutes for re- marks after all have spoken. REPRESENTATIVE ASSEMBLY Tuesday, July 2, 9:00 AM—First Business Session Amendments to Bylaws—Cornelia S. Adair Nominations for President, eleven Vicepresidents, Treasurer, three members of the Executive Com- mittee, and eighteen State Directors Reports and Discussions: Committee on Credit Unions—James E. Moran Committee on Salaries—Willard S. Elsbree Right— harbor en- trance, Milwaukee; center ---a popular Milwaukee pas- time; lef{t—the pub- lic museum and library. Committee on Tax Education—Martin Wilson National Council of Education—L. A. Pechstein Committee on Afhliated Associations—Reuben T. Shaw Committee on Academic Freedom—William §S., Taylor Wednesday, July 3, 9:00 AM—Second Business Session Reports and Discussions: Educational Policies Commission—A. J. Stoddard Committee on Cooperatives—H. G. Lull Legislative Commission—Sidney B. Hall Committee on Equal Opportunity—Mary E. Morris Committee on Individual Guidance—Herbert Stolz Committee on Code of Ethics—William P. King Committee on International Relations—Ben Cherrington Massachusetts Delegation Stunt Reports and Discussions: Joint Committee on Health Problems in Edu- cation—Charles C. Wilson National Council on Teacher Retirement—Louis Taylor Induction into Citizenship—Hugh Bonar Joint Committee of the NEA and ALA—Edith Lathrop Joint Committee of the NEA and American Le- gion—Charles Dienst Preliminary report of the Committee on Resolu- tions—Helen Bradley Thursday, July 4, 9:00 AM—Third Business Session Reports and Discussions: Committee on Supply, Preparation, and Certifi- cation of Teachers—R. E. Jaggers Committee on Tenure—Donald DuShane Joint Committee of the NEA and the American Teachers Association—S. L. Smith Committee on Resolutions—Helen Bradley Music by the Hawaiian Delegation Reports: Executive Secretary—-Willard E. Givens Board of Trustees—Joseph H. Saunders Treasurer—B. F. Stanton Auditing Committee—Mrs. Frances North Budget Committee— 4 | Proposed Amendments to NEA Bylaws NOTICE WAS GIVEN AT THE SAN FRANCISCO CONVENTION IN 1939 Words or phrases in italics are to be added. Words in brackets [ ] are to be deleted. ARTICLE Il, SECTION I (a) Amend as follows: (Concerning a Second Vicepresident) The officers of the said corporation shall be a President, a First Vicepresident, a Second Vice- president, and eleven other Vicepresidents, an Executive Secretary, a Treasurer, a Board of Di- rectors, an Executive Committee, a Board of Trus- tees, and such boards, councils, committees, and other officers as shall be prescribed in the Bylaws. (See Act of Incorporation, section 6, first para- graph.) The Second Vicepresident shall be elected from the United States at large at the same time and in the same manner as is the President of the Asso- ciation. In case of a vacancy in the presidency of the Association, the Second Vicepresident shall suc- ceed to this office. (Concerning Regional Vicepresidents) The officers of the said corporation shall be a President, a First Vicepresident, and twelve Re- gional Vicepresidents, an Executive Secretary, a Treasurer, a Board of Directors, an Executive Committee, a Board of Trustees, and such boards, councils, committees and other officers as shall be prescribed in the Bylaws. (See Act of Incorpora- tion, section 6, first paragraph.) On the first day of the annual meeting of the Association the accredited delegates to the Repre- sentative Assembly from each state may nominate for Vicepresident one or more members of the Association from their region. The election of the Regional Vicepresidents shall be by the Hare Sys- tem of Proportional Representation. Only accredited delegates from a specified region shall be per- mitted to vote for a Vicepresident for that region. The twelve regions of the National Education Association are as follows: (1) Maine, New Hampshire, Vermont, Massa- chusetts, Connecticut, Rhode Island. (2) New York, Pennsylvania, New Jersey, Delaware. (3) Maryland, Virginia, West Virginia, District of Columbia, North Carolina. (4) Michigan, Illinois, Indiana, Ohio. (5) Kentucky, Tennessee, South Carolina, Ala- bama, Georgia, Florida, Puerto Rico, Vir- gin Islands. (6) Mississippi, Arkansas, Louisiana, Zone. (7) Texas, Oklahoma, New Mexico. (8) Nebraska, Kansas, lowa, Missouri. (9) North Dakota, South Dakota, Minnesota, Wisconsin. (10) Colorado, Utah, Wyoming. Canal (11) Washington, Oregon, Idaho, Montana, Alaska. (12) Arizona, California, Nevada, Hawaii, Philippine Islands. Provided, however, that the Executive Commit- tee may for good and sufficient reason approve the transfer of a state from one region to another. (Note: If one of either of the above amend- ments is adopted, the wording of the other will need to be modified before final consideration, and changes in other Bylaws will be necessitated.) ARTICLE Il, SECTION 1 (b) Amend as follows: The Board of Directors shall consist of the Presi- dent, the First Vicepresident, the Second Vice- president, the Treasurer... . ARTICLE II, SECTION 3 Amend as follows: A Lecal Educational Association or Teachers Organization within a state, territory, or district, [ 156 ] may affiliate with the National Education Associa- tion and shall be designated an Affiliated Local Association. Within a given jurisdiction or political or ad- ministrative subdivision of the state, the local Ed- ucation Association maintaining an affiliation with the State Education Association shall be the sole local National Education Association affiliate; pro- vided, however, that any existing affiliation of Local Associations shall not be terminated because of the above provision, and provided also that the Executive Committee may, after due consideration and consultation with the existing local and state affiliate or affiliates of the National Education Association, approve for affiliation additional Local Associations. Each affliated local Association shall be a local unit in the organization of the National Educa- tion Association and as such shall be entitled to representation in the Representative Assembly as hereinafter provided. The annual dues of an affiliated local Associa- tion shall be $5, which shall entitle said Associa- tion to receive without application, or other con- dition, all regular publications of the National Education Association, including the Volume of Proceedings, reports of Committees, and all bulle- tins and announcements when issued. ARTICLE II, SECTION 3 Amend as follows: A Local Educational Association or Teachers Organization within a state, territory, or district, may affiliate with the National Education Associa- tion and shall be designated an Affiliated Local Association. Each affiliated local Association shall be a local unit in the organization of the National Education Association and as such shall be entitled to repre- sentation in the Representative Assembly as herein- after provided. The annual dues of an affiliated local Associa- tion shall be $5, which shall entitle said Association to receive without application, or other condition, all regular publications of the National Education Association, including the Volume of Proceedings, reports of Committees, and all bulletins and an- nouncements when issued. Any local Association whose membership is 100 percent in the National Education Association shall be entitled to all privi- leges of any other affiliated local Association with- out payment of the $5 fee. ARTICLE III, SECTION 6 (c) Amend as follows: The Executive Committee shall fill all vacancies occurring in the body of officers of the Association, except as otherwise provided for in the Act of In- corporation or in these Bylaws. Except as otherwise provided, the Executive Committee shall determine the rank of the Vicepresidents. ARTICLE VI, SECTION 3 Amend by deleting the entire section which now reads: “There shall be a Publishing Committee con- sisting of five members elected by the Representa- tive Assembly by the method known as the Hare System of Proportional Representation. Nomina- tions shall be made by petitions signed by ten delegates and presented to the Executive Secretary on the second day of the annual meeting. The election in 1936 shall be held on Thursday by printed ballot. Provision shall be made by the Rules Committee for the nomination and election in 1937 to be held on the first day upon which the Representative Assembly meets. This Com- mittee shall be responsible for editing and pre- paring that portion of the minutes of the Repre- sentative Assembly which shall be published in the printed Proceedings.” THE JOURNAL OF ARTICLE XI, SECTION I Amend as follows: These Bylaws may be altered or amended at the annual meeting of the Representative Assembly by unanimous vote, or by a two-thirds vote of ie Representative Assembly if the alteration or amend- ment shall have been [proposed in writing at the annual business meeting next preceding the one at which action is taken, and due announcement of the proposed action shall have been made ip the official publication of the Association.] printed in the May Journat of the National Education Association. STANDING RULES Rule 4 (a)—Amend as follows: At the first business meeting of the Representa- tive Assembly on the second day of the annual meeting of the Association, nominations for the following officers shall be made: President, g Second Vicepresident and twelve Regional Vice- presidents. . . . On the fourth day of the annual meeting, officers shall be elected from the candi- dates by the delegates to the Representative As- sembly by ballot, [ provided, however, that in 1938 this election shall be on the third day]. . . . The candidates for President, Second Vicepresident, Treasurer, member of the Board of Directors from each state, territory, or district, respectively, in which the term of office expires [and the eleven candidates for the office of Vicepresident] receiving the highest number of votes shall be declared elected. Rule 4 (b)—Amend as follows: On the first day of the annual meeting of the Association, the delegates of each state, territory, and district of the United States, in which the term of office expires, shall nominate one person for member of the Board of Directors, except that any state which has 20,000 or more paid members of the National Education Association as of May 31 preceding the annual meeting shall be entitled to a second director. The name of such person or per- sons shall be reported to the Representative As- sembly at the first business mecting upon roll call of the states. (See Article II, Section 1 (b) of the Bylaws.) Rule 4 (b)—Amend the last sentence by de- leting the initials “NEA” in three places. Any person to qualify to serve as Director. Provided, however, that the requirement of mem- bership in a State Association for candidates for [NEA] Director from a city having 10,000 or more [NEA] members in the National Educa- tion Association as of May 31 may be waived by a majority vote of the [NEA] delegates present from that city. Rule 4 (d)—Amend by deleting: [The Executive Secretary and the Treasurer shall enter upon their duties at a date which shall be determined by the Board of Trustees and which shall not be later than the first of October, and shall continue in office during the term for which they are separately chosen and until their successors are duly elected.]} OTHER PROPOSED AMENDMENTS ARTICLE VI, SECTION 3 Amend as follows: There shall be a Publishing Committee con- sisting of five members elected by the Representa- tive Assembly by the method known as the Hare System of Proportional Representation. Nomina- tions shall be made by petitions signed by ten delegates and presented to the Executive Secretary on the second day of the annual meeting. [The election in 1936 shall be held on Thursday by printed ballot. Provision shall be made by the Rules Committee for the nomination and election in 1937 to be held on the first day upon which the Representative Assembly meets.] The election shall be by printed ballot and held at the same time as the election of the officers of the Association. This committee shall be responsible for editing and preparing that portion of the minutes of the Rep- resentative Assembly which shall be published in the printed Proceedings. (Recommended by the Executive Committee.) THE NATIONAL EDUCATION ASSOCIATION I he « x * NOTES AND ANNOUNCEMENTS « « « Life Members Received in March 1940 I:t1Nois—Dew Dailey Kentucky—Sara Wells MaryLANp—William M. Brish MassAcHusEeTTs—Everett J. McIntosh Micu1cAN—Robert O. Blasier TENNESSEE—Maycie K. Southall Vircinta—C. J. M. Kyle Mrs. Roosevelt and “Schools for Democracy” s¢ IN HER cocumN, “My Day,” for April 3, Mrs. Franklin D. Roosevelt made spe- cial mention of Schools for Democracy, compiled by two NEA staff members: “While on planes and trains these last few days, I have been going thru a number of articles and books which have been sent me to read before I left Washington. I am going to recommend one small book to you, for I think it should be read by all thoughtful people and it will be a useful handbook in families and study groups. This little book is called Schools for De- mocracy. It is published by the National Congress of Parents and Teachers and it was compiled by Miss Charl Ormond Wil- liams and Frank W. Hubbard. “I have always been an advocate of com- munity forums and study groups because I believe that communities must know their own problems and learn how to do something about them if democracy is to be a success. This book is designed to give us knowledge about one of our most cher- ished institutions—our public schools. It tells how schools are organized and what part non-school agencies play in our scheme of education. It shows that larger participa- tion by the federal government is necessary in order to equalize opportunities between the poorer and richer sections of our coun- VOLUME 29, NUMBER 5; MAY I940 Hear Ye, Hear Ye! THE 78TH ANNUAL CONVENTION MEETS IN MILWAUKEE, WISCONSIN Convention Hall June 30-July 4, 1940 This is a membership convention Admission to assembly by badge only Registration starts Saturday, June 29, at 9 aM. A large attendance is urged. [1] Present your National Educa- tion Association membership card at the registration desk in order to secure a badge and program. [2] If you have lost your card, send for a duplicate immedi- ately. [3] If you are not a member, you can attend the convention by joining at the registration desk and paying the membership fee of $2 or $5. [4] There is no registration fee. eweww try for the education of our children. I have always believed this and was particularly interested in the clarity with which this is stated in this book.” Why Not Label Every School? yy Few scnoots have legible signs giving even their names. Signs cost little. Why not label every school clearly, giving in- formation of interest to the passerby? This is a good project for FTA groups and local teachers associations. A Century of Peace Kiwanis Interna- tional has erected 17 Boundary Peace Tablets along the United States-Cana- dian border to ex- press the friendly relations which have existed between the two nations for over a hundred years. Clara MacGowan; Dora V. Hatfield yy Frienps of Clara MacGowan, _presi- dent, and Dora V. Hatfield, past secretary- treasurer of the NEA Department of Art Education, will be giad to hear that they are making progress toward recovery from the serious automobile accident which they experienced in San Francisco last July while attending the NEA convention. Miss MacGowan is assistant professor of art at Northwestern University, and Mrs. Hat- field is art instructor in the Lindbergh Junior Highschool, Kenmore, New York. Mrs. Hatfield visited NEA Headquarters during her spring vacation. THE HIGH COST OF KILLING —What the World War cost the U. S.— Operating Navy Department: $3,401 343,000 Federal control of transportation: = $1,634,118,000 _ EE War risk insur- ance: $504,773,000 Bathrooms for 5,750,000 farm O WHET ers 20.00 Interest paid on war debt: $11,563.057,000 expense: $2,592.531,000 Wartime loans to Fised end ol other nations: tion pee $6,319,852.000 compensation $1,823,493.2900 Paid to aliens and | foreign nations un- der War Claims Act of 1928: $88,000,000 $18.687,354,000 econo! SZ BET iee a. cent a combined resulting from League of Nations and World Court: $718,376,000 war: $18.830.878,000 Grand Total $50,879,730,000 Grand Total $50,879,730,000 Death debit—where the money for the war went gone Human credii— where it could have —Reprinted from The Review for February 29, 1940 [ 157 | American Education Week yy EcsewHere in this Journat will be found a Personal Growth Leaflet devoted to a discussion of the program for Ameri- can Education Week November 10-16, 1940. Other interesting materials for distri- bution in connection with the 1940 observ- ance are now being prepared. The help of JouRNAL readers on two types of materials will be appreciated. First, dramatizations, study units, and other classroom materials at all school levels are being sought in the different areas covered by the topics for AEW. Second, suggestions will be appreci- ated regarding the practical conduct of American Education Week programs. Send ah account of what you do in your com- munity to observe this occasion. If you do things which so far as you know are un- usual, write a detailed account of them. Send your suggestions to the National Edu- cation Association. Special Notice yy THE yournat is not published during June, July, and August. Please notify us by August 15 of your address for 1940-41, in order that you may promptly receive the September Journat, which is of great value to all members. Please fill in the blank be- low and return it to the National Educa- tion Association, 1201 Sixteenth Street Northwest, Washington, D. C. NEW ADDRESS Name Street OLD ADDRESS The Schools and the Fairs Teaching Aids at the New York World's Fair — The World’s Fair of 1940 in New York, which will reopen May Il, recognizes its responsibility to school-children visitors and their teachers. 4 Department of Public Education has been formed to help Fair guests select exhibits they wish espe- ctally to see. The Department has organized a special service for teachers. This consists of pam- phlets and guide-material about classroom subjects to be issued in advance of the Fair, the planning of special itineraries for teachers and students, and the arranging of group conferences with resident authorities at the various foreign and indus- trial buildings. Six teaching leaflets have been issued: The Fair’s Themes; Science at the Fair; Exhibits for the Elementary-School Child; Social Studies at the Fair; Food, Decora- tion, and New Products; and Art at the Fair. These have been prepared with the cooperation of the board of education of New York City, and are designed to relate the exhibits closely to classroom work. These are available to all teachers and school officials. For teachers who wish to bring student groups to the Fair, the Department will plan special tineraries. The Depart- ment is under the direction of Rudolf Kagey, assistant professor of philosophy, New York University. An Opportunity for Teachers yy THE METROPOLITAN OPERA ASSOCIATION is making a plea for funds. It would be a fine tribute to the cultural life of America if teachers were to respond to this plea. Henry Klonower, director, Teacher Edu- cation and Certification of the Pennsyl- vania Department of Public Instruction, writes: “We, as teachers, have a close re- lationship to such organizations as the Metropolitan Opera Association and the effective work which it does to advance the love of music and to enrich the cultural life of the American people. The oppor- tunity to share in the permanent establish- ment of weekly broadcasts of opera thru an agency that brings the greatest artists of the world into our homes is worthy of the support of the teachers of America.” Teachers who wish to support this enter- prise may do so by sending $1 or more to the Metropolitan Opera Association, New York City. $80,000,000 Penmanship vx Poor HANDWRITING cost American busi- ness last year an estumated total af $80,000, ooo—thru misunderstoed er wnreadabile sales slips, receipts, and other records. Curtis as president, C. V. executive secretary. Visual Education on Treasure Island— The Golden Gate International FExposi- tion, which opens on Treasure Island in San Francisco Bay on May 25, has arranged for a preview of the Fair for teachers. Competent guides will conduct teacher groups during the week of May 11 to May 18 thru the exhibit palaces without charge and the new features of the“ stream- lined” 1940 Exposition will be explained in detail so that educators will be able to pass on the information to their classes when they visit the Fair during the regular season, which ends on September 29. Special rates of admission have been an- nounced for pupils of elementary- and secondary-school age. Comprehensive student tours are now being planned to be used in connection with study courses in the state curriculum. They will take the form of suggested routes about the Fair grounds, timed to bring classes to the many demonstrations coinct- dent with the opening of the next sched- uled “‘show.” That visual education may also be good entertainment is evidenced by the featured pageant of the World's Fair of 1940, “Americal Cavalcade of a Nation!” More than half a million school children found a new inspiration in the history of the West after seeing the Cavalcade of last year. The Music Educators National Conference, a Department of the NEA vx ON aprit 3, 1940, the Music Educators National Conference voted to become the Department of Music Education of the NEA. This organization will be known as the Music Educators National Conference, a Department of the National Education Association. The Conference has national headquarters at 64 East Jackson Boule- vard, Chicago, Illinois. Louis Woodson Buttelman is [Cont. on page 160| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION « x ONE HUNDRED PERCENT ENROLMENTS « « Watch for your school. The rapidly increasing number of schools in cities and counties with every member enrolled has led your Association to set aside this section of The Journal to record this significant growth County Units Are Proud of Their Perfect Enrolment Records HE FOLLOWING counties have reported that all of their teachers are mem- bers of the NEA this year. The name of the county is in italics; the number in brackets indicates the consecutive years of 100 per- cent enrolment; the superintendent’s name follows. ALaBaMa—CAilton [3], Roscoe Maddox; Cullman 2], R. E. Moore; Montgomery [3], C. M. Dannelly; Shelby [2], J. L. Appleton; Talla- dega [2], E. A. McBride DecawarE—Eastern New Castle [10], Ella J. Holley Fioripa—Suwannee [2], W. T. Newsome Grorcia—Glynn [15], George W. Wannamaker InDIANA—Switzerland {2}, Charles B. Noble Kentucky—Boyd [1], A. H. Turman; Bullitt [1], William H. McFarland; Campbell [3], J. W. Reiley; Fayette {3}, D. Y. Dunn; Hardin {1], G. C. Burkhead; Kenton [4], J. A. Cay- wood; Madison [1], J. D. Hamilton; McCreary [4], William O. Gilreath; McLean [1], O. W. Wallace: Nelson [3], Charles W. Hart; Pendle- ton [2], Chris Wilson LouistaNAa—Avoyelles [3], L. A. Cayer; Bienville [2], J. A. Shelby; Cameron [1], T. W. McCall; Catahoula {3}, C. C. Elkins; Clathorne [2], Theron Hanchey; Iberia [4], L. G. Porter; Jackson [2], W. H. McLaurin; Lincoln [1], H. L. Campbell; St. Charles [1], J. B. Martin; St. James |1], E. L. Roussel Frederick [1], E. W. , Franklin D. Day Eureka [4]; MARYLAND Pruitt; Queen Anne's | 1¢ NEVADA Lander [1]; Mineral [2]; Ormsby {14}: Storey [1] Nortn Carotina—Washington [1], H. H. Me- Lean Onto [4], Edward H. Shanks; Dic. mm. SB Whitman PENNSYLVANIA 10], C. B. Somerset |2]|, Clark Lexington [3], H. O. Harman TENNEsSEE—Davidson [6], W. C. Dodson; Shelby [16], Sue M UTAH fllen [2], Herschel Litherland; Carroll A. Saltsman; Clinton {11], Carl Crawford | 3], Glen C. West; Logan Welshimer; Sandusky |9], W. A Berks [4], Alvin F. Kemp; Pike Dissinger; Snyder |2]|, F. S. At- tinger; Guy N. Hartman; Tioga 3], Walter G SoutH CAROLINA Powers S. Melvin Wittwer; Box Elder [3], Hervin Bunderson; Davis [2], H. C. Bur- Beaver [2], ton; Duchesne [7], William J. Bond; Emery [4], W. O. Bickmore; *Jordan District [7}, C. N. Jensen; */uab District [7], Ralph F. Nils- son; Millard [1], W. A. J. R. Tippetts; Paxton; Morgan [5], Piute [4], J. E. Oscarson; San Juan [3], H. Lloyd Hanson; Sevter [1], A. J. Ashman; *South Sanpete District [4], L. E. Anderson; Uintah |1], L. G. Noble; Utah, David Mitchell [14], and Owen L. [12]; Wasatch [13], C. [1], Milton E. Moody Vircinta—Bath [2], T. R. Sinclair; Nansemond [4], H. V. White; Norfolk [2], James Hurst * Utah operates under a consolidated system. For the most part, counties and school districts are identical The districts marked with an asterisk represent approxi- mately one-half counties. Barnett stlund; Washington VOLUME 29, NUMBER 5; MAY 1940 COMPLETED ENROLMENTS Ta FOLLOWING COUNTIES, cities, and individual schools reported 100 percent membership dur- ing the month of March and have been continu- ously enrolled in their national professional organ- ization for the number of years indicated. If any schools have been omitted this year, it is because definite information has not reached us. TWENTY-ONE YEARS Oun1o—Elyria, McKinley; Kings Mills, Entire System TWENTY YEARS Nesraska—Lincoln, Hayward, Hawthorne, Whittier Jr. High NINETEEN YEARS NEerASKA—Lincoln, Park SEVENTEEN YEARS NeprasKka—Lincoln, Lake View SIXTEEN YEARS Nepraska—Lincoln, Entire system FIFTEEN YEARS Detaware—Hollyzille, Hollymount I_ttino1is—Watseka, Entire System New Jersey—Carney's Point, du Pont School No. 1 FOURTEEN Hookena, Alae Centralia, Centralia Sr. High YEARS Hawall WASHINGTON THIRTEEN YEARS Detroit, Guest Rome, Harvey E MICHIGAN New York Alter TWELVE YEARS Titrnots—Hillsboro, Burbank WASHINGTON—S pokane, Havermale Jr. High ELEVEN YEARS Hawatt—Hilo, Hilo Union, Kaumana; Kaunakakai, Kaunakakai Irt1no1is—Bellwood, Entire System Nepraska—Lincoln, College View Senior High PENNSYLVANIA—Arnold, Fourth Avenue TEN YEARS Hawatt—Naalehu, Naalehu New Jersey—Carney's Point, LaFayette NINE YEARS Cacrrornta—Happy Camp, Happy Camp High MassacHusETTs—W illiamstown, Broad Brook, Wal- ter G. Mitchell, South Center Nepraska—Omaha, Fairfax EIGHT YEARS Ar1tzona—Marana, Marana High SEVEN YEARS Cotorapo—Denver, Washington Park Hawau—Kilauea, Keakealani Kansas—-Wichita, Irving Wasuincton—Everett, Jefferson SIX YEARS Cattrornta—Berkeley, John Muir; El Centro, Mc- Kinley Hawatt—Hilo, Hilo Standard InpIANA—/ndianapolis, Brookside, Lowell, Public School No. 60 Lovuis1tana—Tickfaw, Tickfaw Elem. PENNSYLVANIA—Mt, Pleasant Mills, Fremont TENNESSEE—Nashville, Buffalo West Vircinta—Middlebourne, Ellsworth James Russell FIVE YEARS Hawati—Honaunau, Honaunau Inp1ANA—ZI ndianapolis, Public School No. 74 [Continued on page 160] Teachers College Faculties Set the Pace for Their Students NsTITUTIONS which prepare teachers for their professional work are be- coming aware of the need for giving these prospective teachers definite introduction to the work of their professional organiza- tions—local, state, and national. They are also becoming aware of their responsibility for setting them an example of active partic- ipation in these associations. The teacher- training institutions included in the list be- low are proud of the fact that during 1939- 40 all members of their faculties were mem- bers of the NEA, their national profes- sional association. The number in brackets following the name of the school indicates the number of years which the school has reported 100 percent enrolment consecu- tively. ALaBAMA—Jacksonville, State Teachers [3], C. W. Daugette Arizona—Phoenix, Phoenix Junior College [11], E. W. Montgomery Ipano—Albion, State Normal School [7], R. H. Snyder ILt1no1s—Caharleston, Eastern Illinois State Teach- ers College [6], R. G. Buzzard; Normal, Illi- nois State Normal University [6], R. W. Fair- child Inp1ana—Dantville, Central Normal College [3], Virgil Hunt Kentucky—Ashland, Ashland Junior College 2], H. C. Hazel; Murray, Murray State Teach- ers College [4], James H. Richmond; Rich- mond, Eastern Kentucky State Teachers College [7], H. L. Donovan Maine—Gorham, Western State Normal School 3], Walter E. Russell; Machias, Washington State Normal School [13], Philip H. Kimball; Presque Isle, Aroostook State Normal School 3], San Lorenzo Merriman Missourt—Kansas_ City, College Teachers College of Kansas City [2], J. C. Bond; St. Joseph, St. Joseph Junior College [4], Nelle Blum; Sz. Lous, Stowe Teachers College [2], Ruth M. Harris Nesraska—Kearney, Nebraska State Teachers Col- lege [6], Herbert L. Cushing New Yorx—Geneseo, State Normal School [9], James B. Welles; New Paltz, State Normal and Training School [9], Lawrence H. van den Berg NortH Daxota—Park River, Walsh County Agri- culture and Training School [4], E. J. Taintor PENNSYLVANIA—Bloomsburg, State Teachers Col- lege [10]; Califormia, State Teachers College [10], Robert M. Steele; Mansfield, State Teach- ers College [5], Lester K. Ade; Slippery Rock, State Teachers College [15] South Daxota—Aberdeen, Northern State Teach- ers College [7], N. E. Steele Wisconsin—Ashland, Ashland School [14], Matthew J. Hart County Normal [ 159 ] Completed Enrolments—Continued Nortu Daxora—Minot, Lincoln PENNSYLVANIA—Pittsburgh, Birmingham Oun1o—Malvern, Malvern; Ridgeway, Taylor Creek Schools Wasuincton—Walla Walla, Baker, Sharpstein Ridgeway- FOUR YEARS Atasxa—Chitina, Chitina; Egegik, Egegik; Napa- mute, Napamute; Pilot Point, Pilot Point; Port- lock, Portlock; Tanana, Tanana Territorial Cotorapo—Denver, Gilpin Hawati—Hilo, Hilo Intermediate; Kaunakakai, Holomua; Pukoo, Kilohana Intermediate TIowa—Waterloo, Emerson Kentucky—Corbin, Entire System Wasuincton—Bellingham, Lincoln; Vancouver, Co- lumbian THREE YEARS AvtasKa—Kachemak Bay, Newhalen, Indian Hawam—Hilo, Piihonua; Keauhou, Keauhou; Ookala, Ookala Louistana—Tangipahoa, Tangipahoa MASSACHUSETTS—Wiilliamstown, Williamstown Sen- ior High New YorKk—Manorville, West Manorville PENNSYLVANIA—Pittsburgh, Extension Dept. of the Board of Education VermMont—Pomfret, Pomfret Wasuincton—Walla Walla, Paine Via Homer, Kachemak; Education TWO YEARS AtasKa—Minto, U. S. Gov't School; Port Graham, U. S. Gov’t School; St. Michael, St. Michael: Shungnak, U. S. Gov’t Sch.; Valdez, Highschool; Wacker City, via Ketchikan, Territorial Hawatr—Halawa, Halawa; Hoolehua, Molokai; Mau- naloa, Maunaloa; Mountain View, Mountain View Ilowa—Clinton, Irving New HampsHireE—Nottingham, Gebig New Yorx—Travis, S. I., Cartaret Oxuto—Caledonia, Claridon Twp. Rural Cons. School TENNESSEE—K noxville, Meade Utan—Cedar Fort, Cedar Fort VERMONT—South Barre, Public School; Upper Websterville WasHInGTON—Hamilton, Hamilton Websterville, CURRENT YEAR AvasKa—Tundra, U. S. Gov’t School CaLiForNiA—Etiwanda, Etiwanda; Los Soto Street District or CotumMB1a—Washington, Charles Young Platoon Grorc1a—McBean, McBean Hawat!t—Holualoa, Honokohau; High & Elem. Itt1nots—Chicago, McKinley; Danville, Entire Sys- tem; Mount Vernon, Eugene Field; Palatine, Pala- tine Elem. Inptana—Bedford, Stalker; Frankfort, Frankfort Twp. High; Kokomo, Willard Kentucky—Paducah, Hanifan Massacuusetts—Granville, Granville Village MINNESOTA—Minnea polis, Corcoran NortH CaroLtina—Charlotte, Bethune, Plaza Road Oxnto—Cleveiand, Willson Jr. High SoutH Carotina—Norway, Two Mile Utan—Uintah County, Entire System Vircinta—Richmond, Albert H. Hill Elem. WasHINnGTON—Centralia, Entire System West Vircinta—Charleston, Capitol; Enoch, Grose Hollow; Reedsville, Reedsville Wisconsin—Ladysmith, Rusk Co. Normal; Mari- nette, Ella Court, Garfield, Lincoln, Menekaune, Merryman, Park; Milwaukee, Walker Jr. High: Stevens Point, Training School of Central State Teachers College Angeles, Waimea, Waimea Ww From a Letter to the Association We are proud that we have eight Tulsa schools which are 100 per- cent in NEA enrolment. I wish that it could be three times that number. We haven’t given up try- ing and never will until we are 100 percent for the whole city. —D. Epna CHAMBERLAIN, President, Tulsa Classroom Teachers Association, Tulsa, Oklahoma [ 160 ] Notes and Announcements [Cont. from page 158] Recordings of Cavalcade of America yy ARRANGEMENTs have been completed by the Association of School Film Libraries with E. I. duPont de Nemours & Com- pany, sponsors of “Cavalcade of Amer- ica,” to make disc recordings of twelve selected broadcasts from this series of his- torical radio programs and to sell these recordings to schools, colleges, and univer- sities. For information as to size, cost, and programs available write to Association of School Film Libraries, 9 Rockefeller Plaza, New York City. World Goodwill Day yy May 18, the day set aside to commemo- rate the establishment of the Hague Tri- bunal, has been designated in the United States as World Goodwill Day. It seems to me that, even tho war is ravishing among nations, it is fit and proper for all men of goodwill to join in solemn com- memoration of the purposes for which that day was established and to rededicate themselves to the development of a pro- gram thru which the schools of all nations may help in building a social concept in the minds and hearts of pupils so that the generations to come will hate war. In the development of such a program it is my hope that the World Federation of Educa- tion Associations may play a role. In former years we have broadcast pro- grams on nationwide and _ international hookups. Some of you may remember the hookup in 1931 when children of all lands of both hemispheres spoke with each other. This year no such program is planned. The air is being filled with messages of death and destruction, and there is no time to broadcast the message we wish to be given. We trust that next year we may again have children from all parts of the world join in an international hookup re- joicing that all the nations of the world are at peace. Would you please send to us any reports of any recognition given this day in or thru the schools for the observance of World Goodwill Day?—Paul Monroe, president, World Federation of Education Associations, 1201 Sixteenth Street North- west, Washington, D. C. Public Affairs Pamphlets vy VALUABLE SUPPLEMENTARY reading ma- terial for social studies and other classes is found in the ten-cent pamphlets issued by the Public Affairs Committee, 50 Rocke- feller Plaza, New York City. Recent pam- phlets include “Safeguarding Our Civil Liberties,’ “The Homes the Public Builds,” “Adrift on the Land.” Is Our Pedagogy Soft? yy A JOURNAL READER who agrees with the letter in the April issue from Superintend- ent G. H. Sanberg of Rochester, Minne- sota, writes: “When most of the school time is oc- cupied with activities that the children would normally engage in at home with- out adult incitement—such as playing house, store, postoffice, and firemen, sew- ing doll clothes, and giving circuses, it is not to be wondered at that, as Mr. Sanberg says, parents find the schools shifting the responsibility of accomplishment in basic skills onto the homes. “Acquiring the skills means hard work, much repetition and frequent drills and these things aren't showy—they can’t be written up easily or pictured for publica- tion.” —F. P. B. Yellow Crayon Not Necessarily Poisonous si Since puBLIsHING in October a warn- ing of lead poisoning from use of yellow crayon, THE JourNAL has learned that such chalk as manufactured by several of the leading firms is free from lead chromate and absolutely non-toxic. Maine Association Elects Secretary sv RucnarD B. Kennan of the University of Vermont will on June 1, 1940, become the first fulltime secretary of the Maine State Teachers Association. Candidate Dewey on Foreign Policy si Tue onty way this country can remain genuinely neutral is for the government to give all its attention to procuring domestic recovery and keep its hands wholly out of the European war, and out of any negoti- ations that may take place between war- ring nations, now or at any other day.— Thomas E. Dewey in an address in Wis- consin, March 30. Norman Thomas, Socialist Candidate sy THE NATIONAL CONVENTION of the So- cialist party has again nominated Norman Thomas as its Presidential candidate on a platform strongly opposing American participation in another World War. Census Uses for School Administrators vo THE BUREAU OF THE CENSUS suggests that the following checklist may assist busy school administrators in making the most advantageous use of 1940 Census data. Population—The 1940 Census will pro- vide the first population data in ten years, breaking the material down by age groups. Thus the administrator will see exactly how many children of school age there are in a community, and how many can be ex- pected to reach [Cont. on page A-go| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION NATIONAL ASSOCIATION TEACHERS’ AGENCIES A national organization for the clarifying, standardization and OF improving of teacher placement procedure in the interests of education . . Membership open only to agencies conforming with the code of ethics and conducting business along ethical lines... . School executives and classroom teachers are invited to write to members of the association when in need of the highest CALIFORNIA Frankford Pacific Teachers’ Agency, Los Angeles COLORADO Rocky Mountain Teachers’ Agency, Denver Western Teachers’ Exchange, Denver CONNECTICUT Cary Teachers’ Agency, Hartford ILLINOIS Albert Teachers’ Agency, Chicago Clark-Brewer Teachers’ Agency, Chicego Fisk Teachers’ Agency & American College Bureau, Chicago Hughes Teachers’ Agency, Chicago liliana Teachers’ Agency, Champaign IOWA Clinton Teachers’ Agency, Clinton, lowe The Midland Schools Teachers Agency, Des Moines Sabins’ Educational Exchange, Des Moines MAINE New England Teachers’ Agency, Portland MASSACHUSETTS American Teachers’ Agency, Spring held Grace M. Abbott Teachers’ Agency, Boston The Cary Teachers’ Agency of Boston Fickett Teachers’ Agency, Boston Fisk Teachers’ Agency, Boston MICHIGAN Detroit Teachers’ Agency, Detroit MINNESOTA Clark - Brewer Mols Teachers’ Agency, ls Schummers School Service, Mpls Western Teachers’ Exchange, Mpls MISSOURI Clark-Brewer Teachers’ Agency, Kansas City Specialists’ Educational Bureau, Louis MONTANA t l Hu Teachers’ Agency, Missoula NEBRASKA Davis School Service, Lincoln type of teacher placement service. OFFICERS President, George R. Ray, Madison, Wis. NEW YORK Allied Teachers’ Agency, New York American and Foreign Teachers’ Agency, New York Bardeen-Union Teachers’ Agency, Syracuse Clark-Brewer Teachers’ Agency, New York Co-Operative Teachers’ Agency, Buffalo Interstate Teachers’ Agency, Rochester Kellogg Teachers’ Agency, New York Pratt Teachers’ Agency, New York Schermerhorn Teachers’ Agency, New York NORTH DAKOTA Love Teachers’ Agency, Fargo OHIO Ohio Midland Teacher * Columbus Schermerhorn Cleveland OREGON Northwest Teachers’ Association, Portland PENNSYLVANIA Bryant Teachers’ Bureau, Inc., Phila- delphia Great American Teachers’ Agency, Allentown Central Teachers’ Agency, Harris- burg SOUTH CAROLINA Southern Teachers’ Agency, Colum- bia SOUTH DAKOTA Bersage! Teacher Service, Aberdeen National Teachers’ Exchange, Sioux Falls TENNESSEE College & Specialist Bureau, Mem- phis Southern Teachers’ Agency, Chat- tanooga UTAH Yergensen Teachers’ Agency, Salt Lake City VIRGINIA Southern Teachers’ Agency, Riche mond WASHINGTON Clark-Brewer Teachers’ Agency, Spokane B. F. Westmore Teachers’ Agency, Spokane WISCONSIN Parker Teachers’ Agency, Madison Agency, Teachers’ Agency, Vice-President, T. B. R. Bryant, Philadelphia, Pa. Secy-Treas., H. S. Armstrong, VOLUME 29, NUMBER 5, Chairman, Publicity Committee, Henry D. Hughes, Chicago, III Rochester, New York. MAY 1940 5 — — coms System Time! This RCA Victor unit is the one that schools are cheering! This summer, while pupils are away, add the countless ad- ministrative and educational advantages provided by this sound system to your school! Designed for schools with 10 to 40 classrooms, it is priced well within your means! No other time of the year is as suitable for school moderniza- tion as summer. And no other type of modernization is as well worth your consideration as this RCA School Sound System! Designed and priced for mod- erate-sized schools, this unit has features that distinguish much more costly systems. The bene- fits it provides are numerous. Its educational value alone would make it a highly desirable pur- chase. Even more important in its value to you is the way it aids in the speedy administration of school affairs. We are eager to tell you how this RCA School Sound System can be of help to you. Ask us to give you some examples of the way it will lighten your admin- istrative burdens. For a demon- stration, additional information and price quotations, send the coupon below. Modern schools stay modern with RCA radio tubes in their sound equip- ment. Trademarks “RCA Victor,” “Victrola,” Reg. U. S. Pat. Off. by RCA Manufacturing Co., Inc. Look at These Valuable Features! Equipped for schools with 10 to 20 classrooms, easily adapted to schools up to 40 classrooms, plus sound amplification for the school auditorium. Has 12-tube High Fidelity RCA Victor radio, built-in Victrola, complete 2-way communication sys- tem. Speech, music, radio and recorded programs may be sent to any roora or group of rooms. Beautiful walnut cabinet— only 42 inches long, 18% inches high and 14% inches deep. = KOA Victor AUDIO VISUAL SERVICE Educational Department RCA Manufacturing Co., Inc Camden, N. J A Service of the Radio Corporation of America Educational D ary rept. (NE-5) Camden, Naf. arind Con Ine Pi pe alpen me detailed infor- Roa vane Price quotations on . tctor School Sound Sys. rooms. me the new Audio log. ans School__ Address [Cont. from page 160] school age in a given period. Answers to a new question on place of residence of each person five years ago will help in forecasting size of the school population. Degree of education—Census-takers are asking the highest grade of school com- pleted by each person, securing statistics which will be significant in measuring the need for adult education classes. Employment status—Economic condi- tions are compelling school administrators to give increasing attention to the relation- ship between education and employment, in vocational courses, vocational guidance service, and the like. The detailed census coverage of employment status should be welcome. Nationality—Place of birth, and for a 5 percent sample, language spoken in the home in earliest childhood will be ascer- tained. This information helps show where courses in citizenship and English for adults are required. The Pacific Northwest Resources and Education Workshop yy Tuts workKsHop is scheduled at two centers—Reed College, Portland, Oregon (June 17—July 19), and the University of Washington College of Education, Seattle (June 17—July 17). The Workshop, in the fields of natural and human resources, has the active support of the Commission on Resources and Education composed of official representatives from the NEA, the Progressive Education Association, and the U. S. Office of Education. American Youth Hostels ye THe purpose of the American Youth Hostels is “to help all, especially young people, to a greater knowledge, understand- ing, and love of the world by providing Youth Hostels for them in this country and by assisting them in their travels both here and abroad over bicycle trails, foot- paths, and byways.” In aiding students to plan their summer vacations, teachers will find helpful the information on hostels in Personal Growth Leaflet Number 66. [See page 151]. Department of Elementary School Principals yx A 96-pacE MoNocRAPH on Visual Edu- cation, prepared by the Visual Education Committee of this Department, has been sent to all 1939-40 Department members. It contains articles on use of visual aids in the elementary school, sources of films, and extensive bibliography. The committee consists of Harry H. Haw, chairman; Fred W. Orth, Eugene Herrington, and Ruth Livermon. President Irvin A. Wilson is completing plans for the Monday afternoon program, July 1, at Milwaukee. President Carroll Reed of the American Association of School Administrators will speak. The Wisconsin Elementary Principals Association has completed arrangements for the Tuesday afternoon program, July 2, President Laura E. Kellar, reports. E. T, McSwain of Northwestern University will address the group on “The Modern School, A Workshop for Citizenship.” J. Murray Lee of the University of Wisconsin will speak on “Adjusting the Curriculum to the Capacity of the Child.” A complete program of Department meetings in Milwaukee will appear in the June National Elementary Principal. Letting Children Discover the Leaflets yx I take a few Personal Growth Leaflets to school each day and put them across the front of my desk. The children read them at their leisure and on their own initiative. I’ve never mentioned anything about them because I wanted to see if they would arouse interest and enthusiasm and they have! The children ask questions about them. I am thrilled over their reaction. I shall be alert to new ones and keep my “library” uptodate-—Muriel Greer, Fort Worth, Texas. Attend Summer Session in Vacationland CALIFOR MIA You are combining a longed-for vacation with a Stephens Union Berkeley campus Whether you are working for a higher degree or credential, or wish to in- crease your professional skill, you will find a wide choice of courses, especi- ally in Education and in related fields—oOffered this summer on either campus—Berkeley or Los Angeles. Outstanding professors from other leading universities sup- plement the large regular staff. real opportunity for study when you attend either of the University of California Summer Sessions. Such famous attractions as Yosemite, the red- woods, high Sierras, the Hollywood motion-picture industry, the beaches, and “Symphonies under the Stars” may be visited while you are in California. This is also the last summer to see the Golden Gate International Exposition on Treasure Island, in San Francisco Bay. Kerckhoff Hall Los Angeles campus Both campuses—at Berke- ley and Los Angeles— provide many opportu- nities for recreation. Foo lectures, recitals, rama, athletic events— many without charge to students, For Announcement of Courses address: Dean of the Summer Session, University of California, Berkeley; or Dean of the Sum- mer Session, University of Cali- fornia at Los Angeles, 405 Hil- gard Avenue, Angeles, California, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION I of ts A Prayer yx Lorp, make me an instrument of Thy peace; where there is hatred, let me show love; where there is doubt, faith; where there is despair, hope; where there is dark- ness, light; and where there is sadness, joy. O divine Master, grant that I may not so much seek to be consoled as to console; to be understood as to understand; to be loved, as to love; for it is in giving that we receive; it is in pardoning that we are pardoned; and it is in dying that we are born into Eternal Life. Amen.—St. Francis of Assisi. The Last Day A GAY BOUQUET of “lassie pinks” And a wilted apple stand Upon my desk, placed there just now By Bill’s small, grass-stained hand. He waits before me, and thru his grin I am secretly aware That the offering, brought for me alone, Is his tangible, childish prayer. For this is the hour for which we've toiled— Our school term's last great day, When joyousness pulses into a sob In the heart—it is life’s own way. Unconsciously Bill, in his proffered gift, Has uttered his urgent plea That when the reports are all made known, His judge may generous be. As the joyous notes of laughter rise In our dear, familiar room, Time weaves a picture for my eyes Upon his timeless loom. And it mirrors a thought in my inner heart— A thought that has turned to a prayer— “O, Teacher in the skies,” I ask, “How does my record stand—up there?” —Mae Tratwer, Everton, Mo. Teacher Retirement in Kentucky ty THE KENTUCKY sCHOOL JouRNAL for April 1940 announces that after a quarter of a century of effort, Kentucky has a workable retirement law. An editorial de- scribing the steps thru which this was achieved will be useful to other associations working for teacher retirement. New Life Members To Be Initiated yy THosz wHo HAVE become Life Members during the past year will be initiated at the Life Membership Dinner at the Schroeder Hotel in Milwaukee, 5:30 pM, July 1, 1940. Life Members, their friends, and prospec- tive Life Members are eligible to attend. The program will be dedicated to celebra- tion cf the twentieth | Cont. on page A-g2| VOLUME 29, NUMBER 53; MAY 1940 THE PENNSYLVANIA STATE COLLEGE SUMMER SESSIONS INTER-SESSION—June 11 to June 28 MAIN SESSION—July 1 to August 9 POST-SESSION—Aug. 12 to Aus. 30 Offering courses in Academic, Vocational and Professional subjects, especially designed for teachers, supervisors and administrators requiring credits for certification, advanced and baccalaureate degrees. Observation and demonstration courses covering virtually all educational activities and especially adapted to teachers responsible for practical classroom work. THE PENNSYLVANIA WORKSHOP Under the auspices of Progressive Education Association A new educational project dealing with the problems of the non-college pupil. BURLINGTON, VERMONT Widely diversified program of undergraduate and gred- on Lake Champlain uate courses leading to Bachelor's, Master's, or Doctor's | degrees. Special Techeres include Institute of French J U L Y 6 t re} AU G 1 6 | Education, Institute of Music Education, Band and Orches- ° tra School, and the Nature Camp. Exceptional recreational advantages combined Recreational opportunities abundant. Excellent living with graduate and undergraduate courses in Li- accommodations, expenses moderate. For catelogue, beral Arts, Education, Business and Engineering. Address: Pre-Medical and Pre-Dental courses. Special iit te 7 Fine Arts, Music and Drama. Courses DIRECTOR OF SUMMER SESSIONS also for Superintendents, Supervisors, Principals Room 301 Education Bullding eS —————e eee THE PENNSYLVANIA STATE COLLEGE BENNETT C. DOUGLASS, Director State College, Pennsylvania Burlington Vermont UNIVERSITY OF VERMONI SUMMER SESSION FOR RENT OR PURCHASE 1940 Edition High School Caps and Curriculum Records Gowns of the Children’s School ° wns National College of Education College Cs, Se and NOW READY Caps and Gowns for Eighth Over 500 pages of records and photo- Grade or Junior High graphs showing the results of an exper- Graduation. imental attack on curriculum problems. Write for Samples and Rental This book contains copies of both group and individual records from nursery school through sixth grade, and has proved a helpful guide to teachers and supervisors. NATIONAL COLLEGE OF EDUCATION Evanston, Ill. ates. Gowns for a cappella 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 SUMMER SESSION’ A Unique Program in a Unique- Cultural and Recreational Center The comprehensive program Th dents in all fields of collegiate study University of Southern C Special! attention has been given to the mer Session att ° han 7000 needs of students in a number of fields students from all states and many for including Art and Music. Adequate eign lands. Provisions are made for provision has been made for the 4500 both undergraduate and graduete stu students who enroll for graduate study exposition Southern California is rich in its scenic, cultura and recreational opportunities. The Los Angeles climate is moderate and delightful during summer A bulletin giving full information on Summer Session program and. an ustrated , pamphiet sketching \c al and tecreational opportunities | be sent o quest. Address, The University ; nia, Los Angeles, California OPENING DATES J 8 Weeks Division, June 17 & Weeks Division, July | Weeks Division, Aug. 8 / ay du leletotcas celtterteleyemreelemerreleniony are inseparable teach fainting it is one of America’s leading industries in Number of Establishments* and PUBLISHERS . . 22,151 BD anuracturers . 20,616 EX EU EREVEIEY DEVENEIEE MANUFACTURERS oie 3,364 *U. S. Census of Manufactures " Ee This major industry, with print- ing establishments in practically every community throughout the United States, | | Summer Recreation Program provides more opportunities for employ- ment of young Americans. Now, when American industry is in need of better trained workers along specialized lines ... it is important that the basic training of the future craftsmen in printing should begin in the vocational schools. Send for your copy of the instructive free booklet "Why Teach Printing ?” today ! American Type Founders Department of Education 200 Elmora Avenue « Elizabeth, New Jersey Types used: Grayda, Bodonis and Alternate Gothic oe Ht | A-92 | | ordered from the Health Section Secre- | tariat, 200 Fifth Avenue, New York City. | Cont. from page A-91] anniversary of the founding of American Education Week and will include J. W. Studebaker, U. S. Commissioner of Education, as toastmaster, : cation plus vocational training. B.E. degree conferred and addresses by Raymond J. Kelly, na- | (4 yrs), also 3-year diploma and 2-year certificate, rite for list of successful alumnae. tional commander of the American Legion, National College of Education and the new president of the NCPT. Get EDNA DEAN BAKER, PRES. BOX 016-E EVANSTON, ILL. your tickets when you register at the Reg- istration Desk in the Exhibit Hall. garten and nursery school. Chil- dren’s demonstration school and observation center. Special summer classes. Beautiful resident hall. Located Chicago's lovely North Shorenear lake. Cultural edu- Complete education for teachin in elementary grades, iene SGth Established private school, co-educa- tional, non-sectarian, would cede sub- stantial interest to teacher able to share growing responsibilities and to make moderate investment for expansion, Address: ALBERT M. NEWMAN 1334 Euclid Ave., Miami Beach, Florida For Schoolboard Members yy THE ILLINOIS ASSOCIATION OF SCHOOL- BoARDs has purchased for the study of its members a large number of copies of the Educational Policies Commission’s new re- port, Education and Economic Well-Being in American Democracy. The Commission suggests that thru state schoolboard asso- ciations or state education associations a | similar distribution might be helpful in other states. Says a Canadian Visitor: vv THE GREAT work being done by Ameri- can schools in maintaining and improving the American nation heartens every visi- tor to the United States. One gets from the daily press and magazines a most unfair picture of American youth. My observa- tion, based upon visits to American schools and cities, gives me a very different picture. ocsce HE UNIVERSITY OF > oe]; f ADO presents a summer program One aa help feeling that the future of | for serious and effective study. It provides the United States is being shaped for very excellent buildings, libraries, laboratories, and high ends in her public schools——E. A. a faculty of nationally recognized compe- tence. Located in the foothills of the Rockies, ‘ a mile above sea level, in sight of perpetual tion, Toronto. snow, the University has a superior environ- ment for summer study, with unsurpassed climatic and recreational advantages. Organ- ized hikes, week-end outings, visits to glaciers, yx Proceepines of the 1939 summer meet- excursions to the Rocky Mountain National , ; . Park, and mountain climbing. ings of the Health Section, World Federa- tion of Education Associations, may be | py Ae 17toJuly 19 July 22 to Aug. 23 The price is 60¢, including postage. | Courses in Arts and Sciences, Medicine, Law, Education, Home Economics, Business, Jour- nalism, Art, and Music. Special Mountain Camp for Geology and Biology. Maison Francaise. Casa Espafiola. Deutsches Haus. yx A COMPREHENSIVE summer program— University Theater with special instruction in music, shop, dramatics, artcraft, and in Dramatic Production. Complete system of . oe Demonstration Schools — Nursery to High athletics—for the youth of Maryville, Mis- School. Many special courses for teachers, souri, was last year inaugurated thru the | supervisors, and administrators. Special op- cooperation of the public schools, the local portunities for graduate work. Organ recitals “- “igi? and public lectures. Educational Conferences. college, civic organizations, churches, and the city administration. Hardy, chairman of the board of educa- | Health Section Report, 1939 UNIVERSITY OF COLORADO BOULDER, COLORADO Dean of Summer Quarter (Dept. S) Please send complete information and Bulletins checked: Summer Quarter Catalog (including Graduate School) CT Summer Recreation Bulletin Field Courses in Geology and Biology The Community a Laboratory in Social Studies vy THe proscems of American Democracy class in Hillside (New Jersey) Highschool is gaining practical experience in citizen- ship, according to Weyman O. Steengrafe in the New Jersey Educational Review. In November, student committees inter- viewed candidates |Cont. on page A-94| Name va ae City and State THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION “By The Shining Big-Sea Water” < STOP READ and CHECK... ... the list below for the subjects which are of \’ . iz a : 3-4 <\ . "Se we BQ = Say \ 2 s bye particular interest to you. Write for free List of Publications of the National Education Association containing more than 200 titles covering these and other subjects. Administration Rural Education Adult Education Safety Education Character Education | and Guidance Supervision of Beautiful Lake Superior OMBINE pleasure and profit in a summer course at Duluth State Dacian aati Salaries and Economic W if Teachers College, whose buildings crown the hillside overlooking Administration elrare the sparkling waves of the largest body of fresh water in the world. . Study in comfort where nights are always cool and days are never Health Education Teacher Retirement hot or sultry ...in an invigorating climate air conditioned by P : nature. * * * Many interesting Special Courses—Astronomy for Teach- Youth Problem . . Nie International Relations $ ers in a well equipped Observatory, Safety Education, Preventive and Remedial Reading, Activity Units with Laboratory-School Dem- A sv onstration, Audio-visual Aids, Contemporary Education, Physical yy Education, Choral Reading, Music. * * * Also regular summer school courses, a program for Senior, Junior High, Elementary and Rural teachers, in a friendly college atmosphere. * * * Two sessions; June 17th to July 26th—July 29th to August 30. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth St., N. W. Washington, D. C. Write early for dormitory reservations DULUTH STATE TEACHERS COLLEGE DULUTH MINNESOTA Chewing Gum to wholesome fun Sx -_ ro 5 in, a . children enjoy this healthful pleasure Enjoy Chewing Gum yourself There’s a reason, time and place for Chewing Gum. University Research is basis of our advertisin P ig g The National Association of Chewing Gum Manufacturers, Rosebank, Staten Island, New York VOLUME 29, NUMBER 5; MAY 1940 REASONS, ATTEND SBA UATE AND UNDERGRADUATE PROGRAMS | ~/\s ‘ AlN AMERICAS SUMMER PLAYGROUND ) ATTENTION TO INDIVIDUAL NEEDS rN p o j £/714@—Hours spent on various operations are major factors in the cost of PRINTING. Through care- , COMFORTABLE CLIMATE +LOW FEES ful planning and advanced pro- duction methods we have reduced the time element to a minimum. | Ist Term. June 17-July 24 I 2nd Term. July 25-Aug 30 | 940 ‘THE COOLEST SUMMER SCHOOL IN AMERICA [Cont. from page A-g2] for the position of township tax collector, summarized the re- sults of the survey, and provided their par- ents with nonpartisan, impartial informa- tion to assist them in voting intelligently. Last May the class debated the proposed amendment to the New Jersey State Con- stitution to legalize parimutuel betting at race tracks. The class is now attempting to measure Hillside public opinion regarding the European war. To a Six-Year Old I see you on that first glad day of school Sitting, so freshly scrubbed, in your small chair; Your eyes, upturned to mine in eager stare, Clear as the waters in a quiet pool. They asked, by their expectancy, a rule Of life that had been tried and proven fair, A shining armor, courage-strong, to wear, And for each task to come, a keen-edged tool. Today I watch you go. What I gave you I wonder; but your gift to me I know: For as the wanderer kneels before a shrine, Day after day I shrived myself anew Of selfish things and small, that I might grow To meet those clear eyes lifted up to mine. —Mae Knicut CLarkK [ A-94 ] wl FOR COMPLETE INFORMATION AND ILLUSTRATED RULLETINS ADDRESS O € SCHWIERING DIRECTOR UNIVERSITY OF UW YOMING LARAMIE Commencement Time Is Near svIr you HAvE NoT already obtained a copy of the 1940 Vitalized Commencement Manual, you will wish to do so at once in order to have it as an aid in planning your graduation program. This attractive 96- page Manual may be had for 50¢ from the NEA, 1201 Sixteenth Street Northwest, Washington, D. C. Are Basketball Tournaments Educational? yx “Yes,” says Weston Mitchell, basket- ball coach, Central Highschool, Minne- apolis. “No,” answers C. E. Hagie, super- intendent of the Biwabik (Minnesota) Public Schools. Read both sides of the question in the April 1940 Minnesota Jour- nal of Education. The Department of Secondary Teachers yy THIs NEA DEPARTMENT is studying the influence of junior highschool organization and curriculum on attitudes of pupils toward further education and civic duty and on emotional adjustment. A limited number of schools are included in the first unit of study. Harold S. Tuttle of the Col- lege of the City of New York is coordi- nator. THE JOURNAL OF (This magazine is from our presses) JUDD & DETWEILER, Inc. WASHINGTON, D. C. No printing job too small—none too large Northeastern Regional Conference sv CLAssroom TEACHERS of the Northeast- ern states will hold their first regional con- ference at Yale University, New Haven, Connecticut, on Saturday, May 25, under the sponsorship of the NEA Department of Classroom Teachers. All teachers, administrators, members of boards of edu- school cation, and representatives of the press in the following states are invited to attend: Maine, New Hampshire, Vermont, Massa- chusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Dela- ware, Maryland, and District of Columbia. The general theme will be Teacher Rela- tionships. In the morning the delegates will have their choice of six working confer- ences and in the afternoon they will as- semble in famous Woolsey Hall on the Yale campus where a summary of the morning conferences will be presented by the chairmen of these discussion groups. Following this a number of outstanding speakers will address the Assembly. Mrs. Mary D. Barnes of Elizabeth, New Jersey, northeastern regional director of the De- partment, is in charge of the conference. A printed folder giving further informa- tion will be sent upon request. Address NEA Department of Classroom Teachers, 1201 Sixteenth Street Northwest, Washing ton, D. C. THE NATIONAL EDUCATION ASSOCIATION — wy If You Go to Summer School sj Have you TaucHT one subject for so long that you have completely forgotten your initial difficulties in learning it? A Pittsburgh teacher, Carsten Ahrens, sug- gests that a good way to jog the memory is to take a summer-school course in a difficult subject completely new to you. In the new course you may feel as lost, indifferent, and “dumb” as do some of the students in your own classes. You may come out of the course a better teacher, less smug and criti- cal, with renewed understanding of pupil difficulties. Bulletin, Department of Art Education yy THE BULLETIN of the NEA Department of Art Education for 1939 is a record of the Department’s conventions at Cleveland and San Francisco. It contains forty-five papers by outstanding art educators in all parts of the United States. The whole field of art education is discussed. At the elementary level, notable papers are contributed by Jane B. Welling and L. | Elston Glenn. A group of seven papers ex- amines “Goals in Secondary Art Educa- tion.” Another section is devoted to “Guid- ing the Young Art Teacher.” A third deals with “The Education of the Art Teacher.” Problems, aims, procedures, and art edu- cational philosophy at college, university, and adult levels are considered by such distinguished personalities as Ray Faulk- ner, Grace Baker, Stephen C. Pepper, L. Moholy-Nagy, and Eugene E. Myers. | Thomas Munro, Grace L. McCann-Morley, | and Richard E. Fuller are concerned with what the art museum can do in their com- munities. George J. Cox contributes a thought-provoking letter on “Art in the Modern World.” Other subjects—“The Basis of Criticism of Modern Art” (Estelle Stinchfield ); “The Modern Dance” ( Agnes Jones); “Marionettes” (Marjorie Batch- elder); “Art in the Village” (Idella Church); “Prints” (Roi Partridge); and “Quilts” (Elizabeth W. Robertson )—also appear. This 188-page publication is an attempt to get at basic problems, to give art educa- tion a sound basis in general education, and to present a statement of progressive aims, procedures, and developments in this field. It should interest not only art edu- cators but the general educator as well. It was edited by Clara MacGowan, as- sistant professor of art, Northwestern Uni- versity, and president of the NEA Depart- ment of Art Education. Copies may be secured at $1 a copy plus 10¢ postage from Miss MacGowan, 1554 Howard Street, Chicago. [Cont. on page A-96] VOLUME 29, NUMBER 5; MAY I940 desired. The Perry Mother and Daughter LEBRUN Bird Pictures in Colors, 7x 9. 20 or more, The WORLD FAMOUS " _Perry Pictures 2250 subjects One Cent, Two Cent and Ten Cent Sizes, and three lines of MINIATURE COLORED Pictures at One Cent and Two Cents each for 60 cents’ worth or more. Postpaid. In May, Free, a Catalogue of each line of these Miniature Colored Pictures to teachers naming grade and school, and this Journal, “Box 4.” Beautiful Catalogue of the Perry Pictures, 1600 minia- ture illustrations in it, for 15 cents in coin or stamps. Assorted as Pictures Company, Box 4, Malden, Mass. Three Cents Each for Assorted as desired. sossssssssssssssssssssssssssssseeseseses TURN YOUR VACATION INTO 8 8 8 8 $ $ $ We train you, equip you and guarantee you $ $150 for 60 Days’ Work, $270 for 90 Days’ S Work or $1200 for 300 Days’ Work. We like teachers. They learn to earn in short S ~ order. Teachers say they like us, too, be- $ cause we have enjoyed 29 mutually happy and $ prosperous years of business dealings with g 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. $ $ 3 $ $ $ Write today for these “True Ex- perience Stories.” EDUCATORS ASSOCIATION Educational Distributors 307 Fifth Avenue Dept.A New York, N.Y. th *h th th th th th th th th *h th th th th th th th S$SSSSSSSSSSSSESSESSSSSSSSSSSSSSSSSESIS SAFETY EDUCATION 5 latest publications on SAFETY EDUCATION Safety Education, 1940 Yearbook of the American Association of School Administrators. 544 p. $2.00 Teacher Liability for Pupil In- juries. April 1940. 24 p. $.25 Units in Safety Education: Grades land Il. February 1940. 68 p. $.25 Problems and Topics in Safety In- struction. January 1940. 32 p. $.95 Visual Aids in Safety Education. January 1940. 32 p. $.25 Orders which amount to $1.00 or less must be accompanied by cash. Carriage charges will be repaid on cash orders but orders not accompanied > cash will be billed with carriage charges included. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street, N. W. Washington, D. C. There are better opportunities for qualified teachers than ever before. Executives are searching carefully for teachers who have the educational training, experience, and excellent qualifi- cations in personality. Early registration is an advantage. Member N.A.T.A. Address 1200-11 Steger Bidg., 28 E. Jackson Bivd., Chicago <¥ DEMOUn, 40 CTANTLY 4 BE KEPT Ch CLEAN \ Write today for complete information on washable, demountable Draper Sight-Saving Shades. Address Dept. J5 Ask About Our Darkening Shades For Visual Education Rooms LUTHER 0. DRAPER SHADE COMPANY Dept. J5 Spiceland, Indiana BOOK MANUSCRIPTS Wanted — All subjects, for imme- diate publication. Booklet sent free. Established 1925 Meador Publishing Co. 324 Newsury Sr., Boston, Mass. 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. Treat yourself to a post-convention tri to the glorious West. Chicago and Nort Western offers comfortable air-condi- tioned trains and low round trip fares from Chicago or Milwaukee. Read this list of vacation suggestions. SAN FRANCISCO and NEW YORK World’s Fairs on one glorious circle trip, from any poms in the —¥ States, by any route you c pase — sae me rail fare in coaches, only . $90 .00 In Pullmans (lower berth incl. ) $180.00 For routing in one direction via the Canadian Rockies, additional charge of $5.00 will apply. —San Francisco, Los PACIFIC COAST Ang a Pacific North- west. All the high spots of the pan Coast on one grand circle tour. Round trip in coaches, from Chicago . $65. 00 BOULDER DAM—L2ke Mead. En route to or from California. Tours from Las Vegas, Nevada, ata nominal charge. COLORADO — Sublime mountain vacation- land overni os nae Chicago, as low as . " . $31. 10 YELLOWSTONE—™asic er of geysers, Rosana Pullians’ (bere canyons. ound trip in mans extra), from Chicago. . . $49 30 ZION, BRYCE, GRAND CANYON NAT'L — See all three awe-inspiring wonder- — — § on — tour. ‘ert trip to edar City in Pullmans rt extra), from Chicago. . . $50. 60 BLACK HILLS, SO. DAK. —Highest mountains east of the Rockies. Picturesque. Romantic. Site of Mt. Rushmore - a from Chicago, as low as ’ $26. 45 SUN VALLEY, IDAHO Famous moun- tain resort on pe edge of America’ hess Wilderness.” ound trip in coac es, rom Chicago . . $54: 90 CANADIAN ROCKIES — B04, Alin Louise, Vancouver. En route to or from the Pacific Coast. Round trip in 4 aes — ' $65. 00 pee Se $105.00 ALASKA — Midnight pt Land. Round trip from Seattle of Wisconsin, Upper Michigan, Minnesota NORTH WOODS — Forest playground of the Middle West, from C a as low as . . $9 35 fr" == = MAIL THIS COUPON= = = j R. THOMSON, Passenger Traffic Manager Chicago and North Western Ry. | Dept. 107—400 W. Madison St., Chicago, III. Please send information about a trip to | l (1 All-expense tours. 1 If student, state grade | ¥¢ THIS YOUNG KENTUCKIAN, [Cont. from page A-95]| We Believe in Spring yy We sevieve that in the spring the teacher and her children should go to the country to look at the new wobbly calf and the new pink litter of pigs. We believe that children can feel the nearness of God thru nature by finding the wild flowers just beginning to push thru the ground. We believe that the rain has a different smell and sound and is pleasant to feel fall- ing in your face as you walk leisurely to school. We believe that the cardinal dons his brighter coat so as not to be outdone by the festive colors of all surrounding nature. We believe in sitting outside at twilight and listening for the sleepy twittering of birds preparing for their night’s rest. We believe that nature saves yellow for spring and uses it “only scantly and selectly” in planning the earth’s color. We believe in cleaning and painting the rooms in which children live all day, in giving them a scrubbed, fresh look. We believe in helping children arrange spring flowers in a suitable container so that their beauty may change a drab corner into a pleasant spot where children may satisfy their longing for beauty. We believe that principals should wear spring flowers in their button-holes. We believe that teachers should wear colorful spring dresses in keeping with the glorious world outside, which has changed from drab browns and blacks to delicate greens, yellows, pinks, and blues. We believe in spring that teachers should change inside; they should laugh and play more; they should grow every day, lest growing children and the growing world in spring find them somber individuals. —Kathryn Dougherty in the Tennessee Teacher. Schools in U. S. Prisons v& AN INTERESTING Discussion of the edu- cational program -for prisoners carried out by the Department of Justice appears in School Life for March 1940. Meet Jesse Stuart who wrote the article, “Beginning and Eternal End- ing” (pages 131-32), is the author of nu- merous short stories and poems. His first novel, “Trees of Heaven” (Dutton), has just appeared. Need for Modernizing Our Geographies vv Our maps may show us Florence in Italy, but if you try to buy a railroad ticket to such a place, you will get nowhere. To THE JOURNAL OF your surprise, you finally learn that the real name of the place is Firenze. Likewise, you eventually learn that what is named Prague on your maps is actually Praha when you get there. When the Germans entered Poland, we heard about the fighting along the Vistula River, which runs thru Warsaw. On in- specting a genuine Polish map, we saw that the name of the river was actually Wista, and that the Polish capital was War- szawa. Suppose it is pronounced like “Warsaw”; that does not give us the right to change the spelling, so that our maps are hopelessly inaccurate. Many of the foreign names have not been spelled on our maps to make them easier to pronounce, however. It would be just as simple for us to say Roma, as the Italians do, instead of Rome. Lisboa is just as easy as Lisbon, when we go to Por- tugal. Antwerp is Anvers and Brussels is Brux- elles, in Belgium; Bucharest is Bucurest, in Roumania; Athens is Athena in Greece; and Seville is Sevilla, in Spain. The world is getting smaller each day, and we talk of these European places as tho we were speaking of Chicago or New Orleans. We listen to radio broadcasts from these cities, and we board air liners to visit them. We should agree on what these places are to be called, and every country in the world could use the same name for them. It would seem logical that the name on every map should be the same name that is used in the country concerned. Names of the continents and countries themselves could be made uniform.—John Harvey Furbay in School and Society. School Finances yy Teacuers of Parsons, Kansas, have this year made a study of school finances. An interesting “Tax Primer Primer” was pre- pared as a text for the unit. Dr. Jacobsen to the University of Pittsburgh vy E. W. Jacossen, superintendent of the Oakland, California, schools has been chosen as dean of the school of education at the University of Pittsburgh, effective September 1. He will be succeeded by William F. Ewing, who has been assistant superintendent at Oakland. The Oakland Post-Enquirer comments: “It is gratifying that the Oakland schools develop men and women who win national recognition as educational leaders. One reason, the big reason, for this is the intelligent attitude of the people of this city toward their pub- lic schools. A successful public-school sys- tem must have enlightened public support. Such support has [Cont. on page A-98| THE NATIONAL EDUCATION ASSOCIATION is c f~ ig is g le $= | Ww Fly UNITED TO THE MILWAUKEE CONVENTION JUNE 30-JULY 4 Fast, frequent flights in luxurious United Mainliners to Chicago, direct or by connecting airlines, from the East and from “Everywhere West.” Overnight sleepers, scenic daylight flights. After the convention, fly to your favorite vacation resorts on United. Enjoy extra days there—not trav- eling. Economical fares include all costs aloft. 10% round trip reduction. For information and reser- vations call or write United Air Lines in your city, or consult your travel agent. Be sure to ask for United’s new 24-page booklet—‘‘Mainliner Vacations.”’ UNITED AIR LINES RAVEL on the new streamlined diesel-powered ROCKY MOUN- TAIN ROCKET is a thrilling experience. Exquisitely appointed Diner-Cocktail Lounge, Observation Car, improved reclining seat Chair Cars, latest type Pullmans—roomettes, double bedrooms, com- partments and sections. Stewardess-Nurse Service. No extra fare. Go the Scenic Colorado Way to the Golden Gate International Exposition. Return by the Golden State Route on the de luxe Golden State Limited or the economy-luxury Californian. Ask about Rock Island Escorted and Independent All-Expense Tours to Colorado, Yellowstone, the Southwest and California. A NEW HIGH IN STREAMLINED LUXURY A. D. MARTIN, Passenger Traffic Manager Rock Island Lines, 723 La Salle Street Station, Chicago, Ill. Please send travel information: 0 Colorado and the Rocky Mountain Rocket 0 Yellowstone 7 (C0 California Cy SN ST, os Ko cnt ens endanmed VOLUME 29, NUMBER 5; MAY 1940 sland oa — Rock 4 Thrilling Days in Mexico City with visits to Pyramids of Tenayuca Ancient Palace of Cortez Ruins of Teopanzolco Famous Floating Gardens of Xochimilco Desert of the Lions Old Convent Catacombs The Cities of Cuernavaca, Taxco, Cholula and Pueblo and other points of interest | For Coast-to-Coast Travelers —an ideal Stop-over Side Trip You can join these tours at San Antonio or at other points listed below. Minimum round trip all- expense-inclusive Coach fares from various points are: San Antonio .......... $ 95 Pe, WE secccscccces $108 New Orleans .......... $ii6 ee $iis Kansas City ... s« Sea St. Louis - co. Pullman accommodations also available. TOURS LEAVE each Satur- day beginning June 29 for eight consecutive weeks. From San Antonio following day. SOSSSSSSSSSSSCSSSSSOSSOSSOSSSOSOSOSOOS / } 7 6 ae yi d iVib ‘f/ iy ‘Q/ "SOUTH OF THE BORDER DOWN MEXICO WAY’ In furtherance of the GOOD NEIGH- BOR MOVEMENT, the World Fed- eration of Education Associations Travel Bureau, Inc., offers an outstand- ing travel value. 12 DAY all-expense-inclusive TOURS MEXICO CITY This is the year for Mexico! And these eight trips, leaving at convenient in- tervals during the Summer, provide a delightful and inexpensive way of visit- ing Mexico under most auspicious cir- cumstances. Special courtesies await the members of these W.F.E.A. Travel Bureau tours—and the group purchas- ing power of teachers is utilized to bring costs to most attractive levels without sacrifice of entertainment or sight-seeing features. BRING YOUR FRIENDS—These tours are by no means limited to members of the teaching profession. They are ap- pealing to all who are interested in Mexico and the Good Neighbor Move- ment. COOL WEATHER—T opographic profile shows how quickly the route rises to cool altitudes of a mile or more. Aver- age Summer temperature in Mexico City is 62°F. 7 NF MEXICO CITY SAN LUIS POTOS from your own travel agent— or use coupon at right. UEL W. LAMKIN Secretary General 1201 Sixteenth St., N. W. Washington, D. C. cae er er ee ee eee ere ae aera eee | World Federation of (A | | Education Associations | Travel Bureau, Ine, | 1201 Sixteenth St., N. W., Washington, D. C. | | | garding the Vacation Tours to Mexico City. | | : » You may send me further information re- | | Eee. fener | ep Se | g CHEy.... crcccccccccccerces I ta inatite | 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 5. $. 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-o8 | [ Cont. from page A-96]| been forthcoming in Oakland. “The people of this city have not tried to balance budgets at the expense of their schools and their school children. We have recognized that good schools are a good public investment; we have even asserted our belief that the best public-school sys- tem is the dest kind of a public investment, and we have tried to build the best schools in the nation. “One measure of our success is the grab- bing of our local leaders for key positions in the field of national education. An even better measure of our success is the fact that our schools are giving our children the fair educational start in life that should be the birthright of every American child.” NEA Department of Art Education xy AT THE WINTER CONVENTION of this De- partment at St. Louis in February Presi- dent Clara MacGowan announced that Dr. Ray Faulkner has accepted the chairman- ship of the new “National Committee on Research in Art Education of the Depart- ment of Art Education of the NEA.” This committee, whose full personnel will be determined in the future, will have an initial life period of ten years. It will ex- amine the whole field of art education, formulate problems which need solution, and define areas in which research must be done before intelligent programs can be planned. A preliminary statement will ap- pear in the Department’s 1940 Bulletin, to be published in the fall of 1940. Advertising Honesty yy THE ADVERTISEMENTS in a current mag- azine have been catching my eye. Glowing colors, fancy photography, tricky layout, the skill of the finest artists that money can buy—these combine to make alluring the products being glamorized, among them beer, whiskey, and cigarettes. They leave one with the feeling that if a person has just these, he can be healthy, wealthy, wise, and sought after by all the members of the opposite sex. The copybook maxims of an earlier day had other points of view. Those copybook maxims taught a morality directly opposed to the luxurious waste and selfish indul- gence taught by these current educational devices. I find myself comparing the codes of conduct and the agencies by which they are taught. I find myself wishing that somebody would “sell” honesty with the same diligence that tobacco is advertised, that somebody would “sell” kindness and other ideals of character using the same glowing colors, fancy photography, trick layouts, and superb art now devoted to these baser uses. Which are of more worth THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION One of the World’s Wonders in California Spectacular waterfalls cascading over sky-high granite walls —famous Big Trees, earth's oldest and largest living things — tremendous glacial cliffs and gorges —these Yosemite sights, globe- trotters say, are unsurpassed anywhere. A wonderful vacation, easily included on your California trip—swimming, golfing, tennis, danc- ing, “pack trips,” nature walks, all in a magnifi- cent setting. For details, write Yosemite Park and Curry Co., Yosemite National Park, California. to fi cc to society? Which are more worthy our finest resources in education?—R. L. Hunt, contributing editor, The Mississippi Edu- cational Advance. Dates To Be Remembered May 10-18—Eighth American Scien- tific Congress to be held in Washington, D. C., under auspices of the U. S. govern- ment. May 18—World Goodwill Day. June 23-27—Annual meeting of the American Home Economics Association to be held in Cleveland, Ohio. June 30-July 4—Milwaukee conven- tion of the National Education Association. See pages 152-55. July 8-19—Fifteenth Annual League College sponsored by the National League of Teachers Associations to be held at the University of Chicago. For information write to Jean Armour MacKay, 121 High- land Avenue, Highland Park, Mich. Information about post-convention con- ferences to be held by NEA departments appears on page 149. What Do You Desire in The Journal? | sy VoLUNTEERs are wanted to help evalu- ate THE JouRNAL from month to month as an aid to the editorial staff in their search to discover what readers want in THE JourNAL. This is open to every member. Write the editor saying, “I hereby volun- teer for the JourNAL evaluation service,” giving full name, position, and address. Each month so long as you reply to the letter sent, you will receive a special blank to be filled out and a copy of a late Per- sonal Growth Leaflet. ( Address the editor at 1201 Sixteenth Street Northwest, Wash- ington, D. C.) Miami School Survey sy Unper THE pirecTION of the Florida Department of Education, a survey of the schools in the Miami area has been com- pleted. A report of the survey is available to teachers thru the Department of Edu- cation, Tallahassee, Florida. Comprising the staff of the survey were representatives of various institutions in Florida who took advantage of the opportunity to work out solutions for pressing problems in the Florida schools. An Active V icepresident > Dr. Harry Crark, superintendent of schools in Knoxville, Tennessee, and a vice president of the National Education Asso- ciation, believes that NEA vicepresidents should be active promoters of the member- ship and program of the Association. Under the inspira- [Cont. on page A-100] COME N. E. A. ONLY 69° For the Circle Trip To the Convention | and BOTH WORLD’S FAIRS ON ALONG! MILWAUKEE and the CONVENTION See the strange, the unbelievable, the fasci- nating wonders of America this summer... combine them with a trip to the Convention! Greyhound takes you in air-conditioned com- fort wherever you want to go...at a frac- tion the cost of driving. Never before such travel opportunities as this year! Never such easy riding comfort, such convenient schedules —at such welcome savings. Just compare Greyhound’s lower fares to the Convention alone or around America with those of any other transportation! PRINCIPAL GREYHOUND INFORMATION OFFICES: New York City Cleveland, O. Philadelphia, Pa. Chicago, Il! Boston, Moss. ..... Ft. Worth, Tex. . pete sen: as EYHOUN ~~ —j satus |} . . . 245 West 50th St. . East 9th & Superior . . Broad St. Station 12th & Wabash 60 Park Square Minneapolis, Minn., 509 Sixth Ave., N + « 905 Commerce St. San Francisco, Cal., Pine & Battery Sts. EE rr . . Washington Blvd. at Grand River oo SO ee - «+.» » HNO New York Ave., N. W. DUNES i cca we 6 6 oss - Broadway & Delmar Boulevard Cincinnati, Ohio . . 630 Walnut St. Richmond, Va. . . . 412 E. Broad St. Charleston, W.Va. . 155 Summers St. Memphis, Tenn. . . . 527 N. Main St. New Orleans, La., 400 N. Rampart St. Lexington, Ky. . . 801 N. Limestone Windsor, Ont. . 403 Ouellette Ave. THIS COUPON WILL BRING YOU TRAVEL FACTS AND FIGURES Please send me rofes, routes and information about a Greyhound trip to the N. E. A. CONVENTION ot Milwaukee (], a Circle Tour of America including the CONVENTION and BOTH WORLD'S FAIRS L), a trip to cht bbe Dendbtbeescb enue (). Please check which one and mail to the nearest Greyhound Information Office listed above. cove eresesseas Name Address City State NEA-5 VOLUME 29, NUMBER 5; MAY I940 [| A-99 ] Mr. World Traveler says: “Your vacation dollar buys move thrills. "Washington and the Pacific Northwest ee rere me ® Puget Sound ®@ Olympic Peninsula ® Naval Bases ® Pacific Ocean Beaches ® Ports of the seven seas ® Sea food par excellence @ Ice capped Mt. Rainier ®@ Snow clad Mt. Baker ® Grand Coulee Dam ®@ And last, but not least, the glorious trip to Seattle on the electrified OLYMPIAN. You'll be astounded at how low the rail fares and travel costs are!” Send for free books Heed this expert advice. For help in planning your trip send for our free booklet, ‘Pacific Northwest Vacation Suggestions.”” Covers Yellowstone, Alaska, San Francisco Fair, too. F. N. HICKS, Passenger Traffic Manager Room 839, Union Station, Chicago, II. N. B. From every direction Milwaukee Road trains serve Milwaukee, Wis., Convention City for the N. E. A., June 30 to July 4. 3601A-27 The MILWAUKEE Roap DIRECT ROUTE TO THE N. E. A. CONVENTION [ A-roo ] [Cont. from page A-gg| tion of his leader- ship, NEA membership in Knoxville has increased from 288 in 1936 to 494 in 1939, the largest membership of any city in Ten- nessee and almost 100 percent. Dr. Clark’s weekly bulletin to teachers always includes a paragraph about services of the NEA and privileges of membership. He is serv- ing as an active member of the State NEA Enrolment Committee. After 576 Years.... yx Science News Letter reports that Europe’s second oldest university, at Kra- | kow, has been closed by German officials, after an unbroken career from 1364. Write Your Own History te An American History crass at the Williams Memorial Institute, New Lon- | don, Connecticut, has written a history of New London to be used by future history | classes. Thru individual research and class reports, students cooperatively prepared a | volume of nearly a hundred typewritten pages. Their teacher, Catherine B. Avery, reports in the Connecticut Teacher that they developed remarkable initiative in tracking down sources and showed increas- ing ability to select the most important and interesting facts. NEA Department of Social Studies vy Tuts DepartMeENntT (incorporated as the National Council for the Social Studies) will transfer its headquarters office on June t from Harvard University to NEA Head quarters in Washington, D. C. The newly created position of Executive Secretary for this organization will be filled by Wilbur | F, Murra, formerly instructor in education | at Harvard. The department now has over | 2800 members, who are for the most part teachers of social studies in elementary and secondary schools. Upon payment of the annual dues of $3, each member receives the yearbook and bulletins, in addition to the monthly magazine, Social Education. A Correction | ¥& Lroyp SHaw’s cowboy dancers, who | performed at the Chicago convention of the American Association for Health, Phys- ical Education, and Recreation, in April, are from the Cheyenne Mountain School, Colorado Springs, Colorado, and not from Cheyenne, Wyoming, as announced in the March JourNat. Local Affiliated Associations s& Tue numper of local associations affili- ated with the National Education Associa- tion has reached 1000 as of April 15, ac- cording to Agnes Winn, director of the THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION See FLORIDA This Summer | Come to St. Petersburg on the Cool Gulf Coast lh world is now discovering what Floridians have long known—that the Florida Climate is pleasant in the sum- mer and St. Peters- burg is a grand place for a summer vacation. Average temperature for hottest month The highest temperature Re- freshing breezes, cool nights, happy out- is 83 degrees. ever recorded here was 97 degrees. door days. St. Petersburg offers a wide variety of recreation and entertainment. Wonder- ful fishing. Golf, tennis, boating. Twenty | . ° miles of white sand beaches. Many points of interest nearby. | . Excellent accommodations at attractive summer rates. Plan now to come. See Florida’s beauty spots, its historic shrines, Mail the its famous resort centers. coupon for free booklets. Ct Petersbure FLORIDA “TJhe Sunshine City BOOKLETS: O. O. Neat, Chamber of Commerce, St. Petersburg, Florida—Please send illustrated booklets about St. Petersburg. Name Address q | IR HE st IN NEA Division of Affiliated Associations. With the state and territorial associations numbering 52 this makes a grand total of 1052 NEA affiliates. Nearly 200 organiza- tions have established this relationship since June 1, 1939. Commission on Health Education sx Tue 1942 yearbook of the American Association of School Administrators will be prepared by the Commission on Health Education, appointed at the St. Louis con- vention, as follows: John L. Bracken, superintendent of | schools, Clayton, Missouri, chairman W. W. Bauer, M.D., director, Bureau of Health Education, American Medical Association, Chicago, Illinois Margaret Bell, M.D., director and pro- | fessor of health and physical education and medical advisor for women, University of Michigan, Ann Arbor Robert G. Bernreuter, associate pro- fessor of psychology, Pennsylvania State College, State College, Pennsylvania John E. Burke, M.D., assistant superin- tendent of schools in charge of health, pub- lic schools, Schenectady, New York A. C. Flora, superintendent of schools, Columbia, South Carolina William J. Hamilton, superintendent of schools, Oak Park, Illinois Daniel J. Kelly, superintendent of schools, Binghamton, New York Bernice Moss, director of health, physical education, and recreation, State Depart- ment of Public Instruction, Salt Lake City, Utah C. E. Turner, professor of biology and public health, Massachusetts Institute of Technology, Cambridge, Massachusetts Charles C. Wilson, M.D., director of health education, public schools, Hartford, Connecticut. physical and New |} 4Publications Educational Policies for Community Rec- reation brings together in pamphlet form the substance of published statements by the Educational Policies Commission that deal with recreation. The materials are taken largely from The Purposes of Educa- tion in American Democracy and Social Services and the Schools. The principal subjects dealt with are the school approach to leisure education and the place of the school in the community recreation pro- §fam. 32p. 10¢ per copy. » « Provisions for the May 1940 Re- search Bulletin, gives a tabular outline of the detailed pro- [Cont. on page A-102] “Analysis of Local Teacher Retirement,” VOLUME 29, NUMBER 5; MAY I940 OTE WEST & ON THE FIRST BALLOT! Western Vacations Are the People’s Choice This year take a vacation out West! See the San Francisco World’s F air—experience magic Yellowstone _ the lowest tour rate in history )—live the life of a Dude on a ranch in the Montana- Wyoming Rockies —sail to Alaska—explore the Pacific Northwest — or visit the movie capital of the world— Hollywood! And enjoy your trip as well as your des- tination— take the scenic route Weet—the route of the Northern Pacific North Coast Limited—past 28 mountain ranges, along rivers for a thousand miles! We'll gladly send full information on escorted tours or planned individual trips. Just write us a letter or mail the coupon. NORTHERN PACIFIC RAILWAY Sunrise Valley, Rainier National Park E. E. NELSON, 338 Northern Pacific Railway, St. Paul, Minnesota Please send information on trip by train to___ — —_______ Route I am interested in [_] escorted tour () independent trip (check Your which, please). Freight Name_ i —. a.“ Address ae City. State VO CAST LUD [ A-ror | ROUTE OF THE is SATE, hate OF PUA -LandilLaned Containing a special announcement about new, low summer roundtrip fares to the Orient, Between May 15th and July 31st, American President Lines offer regular First Class Orient Cruise passage at specially reduced Cruise- Season rates. For example: You may cruise to Japan and back, via Hawaii for $480 and be home again in as little as four weeks. Or go via Honolulu along the Sunshine Route to Japan, China and back for only $548 roundtrip. Or via Hawaii to Japan, China and the Philippines in as little as six weeks for $630 roundtrip— First Class all the way. PU ae ™ — —— Three weeks to Hongkong STOPOVER AS YOU CHOOSE These special Cruise-Season fares allow you all the privileges that usually go with President Liner tickets at regular rates. All President Liner tickets let you stopover wherever, whenever you choose for as longas you like. Then, continue on the next or another of these grand ships with almost identical accommodations: The same high, amidship staterooms, the fun of broad sundecks and pleasant, spacious public rooms, and outdoor swimming pools and the same grand President Liner food. The only special requirement is that you return to San Francisco within ninety days of your departure. * * * * Hawaii Direct Cruises from New York let you travel every mile in a new kind of soft, warm sun. Via Havana, Panama, Los Angeles and San Francisco, with stopovers if you choose. First Class from $335. CALIFORNIA, ROUND AMERICA Your President Liner ticket includes rail trans- portation from your home town to New York, @ sunny 17-day cruise through the Caribbean with stops at Havana, Cristobal and Colon, to Los Angeles and San Francisco,and your train trip home again. $304 is the complete First Class fare (only train meals and Pullman not in- cluded), And you may stop over to see both Worlkd’s Fairs (San Francisco and New York), [ A-ro2 | American President Lines’ go-as-you-choose cruises are made possible by President Liner sailings from Los Angeles and San Francisco to Hawaii and the Orient every other week and Round-World sailings every fourth week along the same Sunshine Route as far as Manila. All President Liner tickets are inter- changeable, allowing you to stop over in any country that you choose at no extra fare. ¥; aS ROUND THE WORLD—85 DAYS Complete globe -circling cruises on American President Liners allow you to sail from New York, Los Angeles or San Francisco, via Hawaii, Japan, China, the Philippines, Straits Settle- ments, Ceylon, India, Egypt, Italy and home again across the sunny South Atlantic. First Class fares are from $1143 ($1049 if you cross America by train). And you may stop over any- where; take any time from a minimum of 85 days up to two years. You see the Tropic Malay Caast See your own Travel Agent for full information. Or write or call on us at 604 Fifth Avenue, New York; 462 Boylston St., Boston; Transportation Bldg., Washington, D. C.; 110 So. Dearborn St., Chicago; 514 W. Sixth St., Los Angeles; Skinner Bldg., Seattle; or 311 California St., San Fran- cisco (Head Office). AMERICAN PRESIDENT LINES Round-World Service [Cont. from page A-101] visions of 64 local retirement systems under headings such as: Legal bases in general; type of plan, whether joint-contributory or pen- sion; administration of the system; and benefits thereunder. 25¢ per copy. » « Court Decisions on Teacher Tenure Re- ported in 1939 is the sixth annual review of court decisions affecting teacher tenure. Part I presents a brief digest of effects of court decisions upon specific phases of the tenure field. Part II consists of court de- cisions reported for the calendar year 1939 —question involved, court’s decision, and reason for judgment. Cases are indexed by title and by subject. 25¢ per copy. » « Length of School Sessions and Class Pe- riods in Public Schools, 1938-39, Ed ca- tional Research Service Circular No. 2, 1940—This questionnaire study determines current practices on time schedules in 270 cities. Detailed tables report information on length of school year, length of school day, class periods in secondary schools, and teachers’ daily schedules. Medians for length of school day and teaching day for both elementary and secondary schools; number of class periods and length of class periods in secondary schools are shown in summary tables. 72p. $1. (Planographed). » « Discounts for quantities on above NEA publica- tions are as follows: 2-9 copies, 10 percent; 10-99 copies 25 percent; 100 or more, 334% percent. Order from the NEA, 1201 16th St., N. W., Wash- ington, D. C. Cash must accompany orders for $1 or less. . @ Selected Test Items in American History, a bulletin of the NEA Department of So- cial Studies, recently published in a new edition, contains 746 objective test exercises which have been validated by use in the Iowa Every-Pupil Tests. The classification of the items and an introduction serve to aid teachers in selecting from this rich res- ervoir those items most suitable for their own testing purposes. The bulletin was prepared by H. R. Anderson, E. F. Lind- quist, and H. D. Berg. gop. 75¢. » « Housing America: A Source-unit for Teachers, to be published about May 15 by the NEA Department of Social Studies, will contain a digest of materials on hous- ing, suggestions to teachers, and bibliogra- phies. It is being prepared by John Haet- ner, University Highschool, State Univer- sity of Iowa, in collaboration with officials of the United States Housing Authority. About 75p., illustrated, 50¢. » « Discounts on publications of the Department of Social Studies sell at a 50 percent discount on orders of five or more copies. Order from the NEA. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a eT