2 G@BNEKAL L UNIV. OF MIG, NATIONAL EDUCATION OF THE UNITED STATES | 1940 ~ bs Li 5 Le EMBER oe - fd Wri” se ’ - LOFT or on the A ground . . . note the Underwoods wher- ever you go. They're everywhere. Underwood has pro- duced more than 5,000,000 standard office-size typewriters Ty4 Stewardess Sally McBee demon- because executives and = "4%. TWA service t0 4 passenger : doing his typing aloft on an secretaries have de- Underweed Portati. manded the features that Underwood offers . finer writing qualities, sturdier construction and easier Operation. We invite you to try the new Underwood Master. Just telephone our nearest Branch. 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. le, Flight Cabtain Pope of TWA stands by while Radio Operator Brady types essential flying data on the Underwood that is always at his elbow. Note the accessibility of all Underwood H d py of “P Perfect,” th x ot eek : - ) ave you received your copy o atty Perfect,”’ the instruc- controls. The visible Margin Stops areself locking. They can be set with a mere flick of the finger. tive little book that lists the qualifications of a good secre- Copyright 1940, Underwood Elliott Fisher Company tary? Just write for your free copy today. UNDERWOOD — Typewriter Leader of the World! JOY ELMER MORGAN, Editor VOLUME 29, NUMBER 6 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 SEPTEMBER 1940 pegs possident of Ge alan Education and the Defense of American Democracy ...... 161 Education Association for 1940-41, is superintendent of schools, Columbus, Indiana. | Critical Problems Facing Our Nation. . . Clarence A. Dykstra 169 He has achieved distinction both as educator ‘ and citizen. Born at South Bend, Indiana, ss eee eee + + Daniel L. Marsh 171 June 5, 1885, he has come up thru the schools EI Gs cs 5 be ep ee oS Amy H. Hinrichs 172 of that state as student, teacher, principal, and Educating Youth To Meet National Problems superintendent, having served at Columbus John W. Studebaker 173 since 1918. As college teacher and author he P : ‘ has made many contributions to the educa- National Seminars at Milwaukee ....... os 0% es See tional advance. He has served professional or- Said at Milwaukee . Aa Ag ra me yanization in various capacities in both state : ae nation, including the presidency of the I. . 5s 6 5 6 « 6 6 6.0 6 & siulttemaayn ee Indiana State Teachers Association. His six A Challenge to United Action .... . Donald DuShane and years of service as chairman of the NEA Com- Willard E. Givens 177 mittee on Tenure have been dynamic and out- _ . Statistics 178 standing. He has won over opposition that a decade ago would have seemed insurmount- NEA Officers for 2. 6 «eee +i w ace wren eeee 179 able and has leid the foundation for further The Shegheed ips .............. . ThemesCory 100 progress. His leadership as a citizen has in- were cluded several presidencies—the Indiana Tu- Teacher, Take It Easy ............ .T. P. Giddings 181 berculosis Association; the Indiana Society of Mental Hygiene; the Indiana Conference of : Social Work—and important service as a Elementary-School Service. . member of the Indiana Crime Commission. ; ‘ As I visited him in his home in early May, : , : : I was impressed with his sound educational Highschool Service ............ + Matilda Bailey 187 philosophy and could see how it has been Future Teachers of America ...........+.++.2+.+.. 188 ee a — Pprg Education for the Common Defense, American Education Week, — - URN GUS. kk uk sn ab 4 ne de 0 me waukee without opposition and comes to the NEA presidency with the good wishes of the Notes and Announcements. ..........6++++++s 190 entire profession. He takes this leadership at a time when his broad vision, great energy, and fine qualities of heart and mind will be espe- . ee: . The articles herein printed are the expressions of the writers and cially valuable to the profession and the nation. : pe , not a statement of policy of the Association unless set by resolution The American Canon . . Membership in Education Associations, 1940 . Toward a New America. . 6 kp ee : 4 ee eee A oes ae One Hundred Percent Enrolments ..........+.+.+. +. 192 Published monthly except June, July, and August by the National Education Association of the United States, 1201 Sixteenth St. N. W., Washington, D. C. Donato DuSuane, President J. W. Crastrer, Secretary-emeritus Wittarp E, Givens, Executive Secretary The Journal goes to all members of the Association. Active membership dues, including Journal $2; including other publications in addition to Journal $5; life membership $100. Entered as second-class matter October 23, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized January 26, 1921. Directors oF pivisions: Accounts and Records, Mary J. Winfree; Affiliated Associations, Agnes Winn; Business, H. A. Allan; Field Service, Charl Ormond Williams; Membership, T. D. Martin; Publications, Joy Elmer Morgan; Research, Frank W. Hub- bard; Rural Service, Howard A. Dawson; Secretary’s Office, Harriett M. Chase. SECRETARIES OF DEPARTMENTS AND COMMISSIONS LOCATED AT NEA HEADQUARTERS: Deans of Women, Kathryn G. Heath; Educational Policies Commission, William G. Carr; Elementary School Principals, Eva G. Pinkston; Health, Physical Education, and Recrea- tion, N. P. Neilson; Secondary School Principals, Paul E. Elicker; School Administrators, S. D. Shankland; Social Studies, Wilbur F. Murra; Supervisors and Directors of Instruction, Ruth Cunningham. VOLUME 29, NUMBER 6; SEPTEMBER 1940 | A-109 | The more-than-a-billion dollar annual budget of American public schools includes substan- tial amounts for sight protection. Text- books, lighting, paints and papers—all must come up to sight-saving standards. For duplicated classroom materials there are visibility standards, too—standards set by the Mimeograph duplicator and its working partners for schools, Mimeograph brand supplies. Recent scientific tests showed that mate- rials produced with adequate skill on the Mimeograph duplicator had a visibility rating 30% greater than poorly duplicated copies—a difference in visibility equivalent to that between the standard textbook type and the type commonly used for footnotes. Yet you pay no more for these sight- protecting copies—and in many schools the savings a Mimeograph duplicator brings are a definite factor in the economi- cal administration of the school budget. To maintain and improve visibility standards in your schools, you need the Mimeograph duplicator. For full informa- tion on the low-cost sight protection it gives, write A. B. Dick Company, Chicago, or telephone our representative in your city. They fit every school need—and almost any school budget—these handsome new Mimeograph duplicators. Model 92 (shown here) and Model 91 (in the picture above) are able members of the complete streamlined Mimeograph family, ready to help save sight and save money in schools all over America. [ A-r1o | Send me a free copy of the folder checked: O)“The Visibility Yardstick” (C)“The All-Purpose Duplicator for Schools” MIMEOGRAPH IS THE TRADE-MARK OF A. B. DICK COMPANY, OPZQntZasiOn .... 6. sree ee eeenenenenns CHICAGO, REGISTERED IN THE U. ' al 4 standards. Use it to check duplicated copies in your schools—keep them FREE New edition of ‘‘The Visibility Yardstick’’ shows recommended visibility up to sight-saving standards. New descriptive booklet, ‘‘The All-Purpose Dupli- cator for Schools,’’ shows the versatility and econ- omy of Mimeograph equipment. Send for your free copies of these interesting new folders. A. B. DICK COMPANY, Dept. A-940 720 W. Jackson Blvd., Chicago, Ill. eats tints oun addcad eae ss a0t. S. PATENT OFFICE City State. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION EDUCATION and the Defense of American Democracy nN October 1939 the Educational Poli- cies Commission is- sued a statement on American Education and the War in Eu- rope. The cataclysmic events of the interven- ing period, and par- ticularly of recent weeks, have created a new situation and aroused in the Amer- ican people grave con- cern regarding the fu- ture of their way of life and even of their existence as an inde- EDITORIAL NOTE fn Educational Policies Commission is perform- ing a signal service to the country by issuing a series of clear and challenging statements dealing with the present crisis in the nation’s life. The first of these, “American Education and the War in Europe,” was published in THE JOURNAL for No- vember 1939. The second, ‘For These Americas,” appeared in June 1940 in pamphlet form. We publish here the complete text of the third pamphlet, “Edu- cation and the Defense of American Democracy.” It should be read and reread by every teacher; dis- cussed in faculty meetings and institutes; presented to members of boards of education and leading laymen; and studied in classes in highschool and college. Each of the three statements may be had in quantity in attractive pamphlet form from the National Education Association, 1201 Sixteenth Street Northwest, Washington, D. C., at 10c per copy, less discounts of 10 percent for 2-9 copies; 25 percent for 10-99; and 33% percent for 100 or more copies. Cash must accompany orders for $1 or less. tarian strength has been met by unex- pected weakness in many democratic countries. Rich and powerful states have been invaded, overrun, and conquered within a few days or weeks. Of the democracies on the continent of Eu- rope but two remain; and these two, Sweden and Switzerland, live at the mercy of the military masters of the Old World—tiny islands in a vast totali- pendent nation. Al- ready last October seems to belong to an- other epoch. There are many factors in the national and world scenes of today which were not present, or even pre- dictable, nine months ago. Most of these new factors directly affect American education and call for pro- nouncements on educational policies not included in the Commission’s earlier statement. The present re- port will be concerned with these new conditions and new policies and is the second of a series of statements to be issued as occasion demands dealing with educa- tion and the defense of American democracy. Totalitarian Power Has Swiftly Gained Dominion over Most of Europe and Asia ie yao recent months the cause of free men has suffered disaster after disaster. Surprising totali- VOLUME 29, NUMBER 6; SEPTEMBER 1940 tarian sea bearing anguished _ testimony to an order that has passed into eclipse. Thru the collaboration of the dictators of Europe and Asia, the treachery of “fifth columns” in the free societies, and the incredible might of German mecha- nized arms, one democracy after another has been de- stroyed. Even France, renowned thru the centuries for her military prowess and symbol for a hundred and fifty years of human freedom, is gone. The picture which the world presents to the friends of democracy is ominous and terrifying. Totalitarianism, with its scorn of the doctrine of human brotherhood, its mockery of the democratic principle of equality among men, its denial of the dignity of the individual human being, its derision of the ideal of peace among the nations, its glorification of war as man’s noblest pursuit, its conversion of the citizen into a pawn of the state, its inculcation of the sentiments of national [ 161 | i ‘ i \ | i } f } v and racial bigotry, its elevation of dictatorship into a moral and religious principle—totalitarianism, the military state in its contemporary form, holds Europe in thrall and casts its lengthening shadow over the whole earth. Many are fearing that a new Dark Age may be descending upon mankind. How extensive, profound, and abiding the changes wrought by the armies of the dictators will be is a question that cannot be answered at this time. It would be folly, however, for America to follow in the footsteps of European democracies and underestimate the determination, ambition, ruthlessness, and power of the Nazi government and its satellites. The small states of the Baltic and North Seas assumed that their very innocence and defenselessness would serve to guarantee their safety and independence. The French assumed that the Maginot Line constituted an im- pregnable defense against which Nazi legions might beat in vain. The British assumed that the battleship ruled the air above the seas and placed their faith in the power of the Grand Fleet. The first and second assumptions have been proved false; the third, al- ready heavily assaulted, is about to be put to the final test. Free men everywhere await anxiously the decision. The American People Should Be Prepared To Stand Alone as Guardians of Freedom HE American people must not repeat the mistakes ta the European democracies. Without becoming victims of hysteria, they should resolutely refuse to nourish pleasing illusions and should proceed in all haste to prepare for the worst. Altho Britain may rise to supreme heights and turn back or check the totali- tarian tide, the United States should prepare to face the consequences of a possible defeat of the British fleet and the dismemberment of the Empire. Altho a victory for the dictators in the Old World may not be fol- lowed by a military attack upon the New, we should prepare to resist an attempt to invade the Western Hemisphere by force of arms. Altho the dictators, if triumphant in war, may devote their energies to re- construction at home and in their new empires, we should prepare to meet a powerfully organized eco- nomic invasion of the Americas. Altho the “new order” established by totalitarian power may quickly disintegrate thru the rivalries of dictators and the resistance of oppressed peoples, we should prepare to live in a world shaped for decades by a settlement im- posed by totalitarian fiat. In a word the American peo- ple should renounce all wishful thinking and gird themselves to face the darkest period of their history. Even if Britain succeeds in defending herself against the seemingly overwhelming hosts which beset her, [ 162 | the great hope which has moved millions of the present generation, the hope of a world of democratic nations adjusting their differences by orderly proc- esses and living together in relative peace and har- mony, must be relegated for a time to the land of dreams. More probably the world which lies ahead will be a world bereft of mercy and compassion be- tween nations, a world whose moral pattern will be set by the victorious totalitarian powers. More probably it will be a world dominated by a few great military states in which all disputes among peoples will be de- cided by stark military might and in which world courts and leagues of nations will have no place. It will be a world hostile to the idea of a common hu- manity. In this world a people must be strong or perish. If the British Empire should be destroyed and the United Kingdom shorn of its power or reduced to a condition of vassalage, the outlook will be yet more critical. Unprotected by the British fleet and without many of the powerful friends of the past, America must assume vastly increased responsibility for the de- fense of democracy and human freedom. The present generation must rise to the intellectual and moral stature of the men and women who founded the re- public. The age demands nothing less of them. The Imperatives of National Defense Are Military, Economic, and Moral HE situation calls for a bold and comprehensive ‘hae for the defense of American democracy. This program must assume three aspects—military, economic, and moral. Without the loss of a single day the American peo- ple should move to achieve the greatest possible mili- tary strength in the shortest possible time. If the totali- tarian states should eventually triumph thruout the Eastern Hemisphere and if American democracy should resist successfully their first onslaughts in the West, the task of building a longtime program of de- fense, probably involving universal military training in some form, would require major attention. But at the moment the country faces a grave emergency. Time is the essence of the problem. Caught in a con- dition of relative unpreparedness because of the unex- pected fury, power, and triumph of Nazi arms, the nation is forced to improvise. The first imperative is the gearing of industry to the production of the new mechanized engines of war; the second is the training of men to operate these indispensable weapons. Pre- cisely what the requirements are here, only the student of military science can calculate. The point to be em- phasized is that the American people should not hesi- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION re tate to make any sacrifice, however heavy and exact- ing, in order to establish a thoroly effective system of military defense. Their continued existence as an in- dependent nation may depend on their readiness to do this. At the same time every effort must be made to achieve a fair distribution of the tax burden and efficiency in the expenditure of funds. The second aspect of an adequate program of de- fense is economic. The European democracies were greatly weakened in their struggle with the totalitarian powers by their failure to organize their energies, set their people to work, and utilize fully the resources of technology. Britain continued her vast army of un- employed down to the fall of the Chamberlain gov- ernment. The conflict now in progress is certain, sooner or later, to have economic effects, on the United States and on the world, of a most profound and dis- turbing character. Modern war is an economic as well as military struggle. Its conduct, when great industrial nations are engaged, involves the consumption of fabulous quantities ot munitions of war, of mechanical energy, of food and provisions, of transportation serv- ices. A program. of defense, therefore, requires not only the gearing of industry to the production of tanks, airplanes, warships, guns, and explosives, but also the efficient operation of every branch of economic life. The economic depression must be mastered be- fore the American people can feel safe in the world. This will involve putting the millions of unemployed to work. The full utilization of the capital reserves, labor force, productive resources, and organizing genius of the country, together with enthusiastic popular cooperation, will make possible am adequate program of military defense with the maintenance of the highest possible standard of living consistent with the national defense. The third division of the program for the defense of democracy, the most difficult of all, is moral or spirit- ual in nature. If, in the process of achieving the mili- tary and economic objectives of their program, the American people should abandon the ways, the values, the ideals of democracy; if they should abolish the civil liberties, embrace a spirit of bigotry and intoler- ance, engage in the persecution of minorities, force the individual into subjection to the state, amd establish the pattern of dictatorship; even if they should do all these things in the name of democracy, they would be achieving the speedy triumph of totalitarianism in the land. This is not to say that after full and free dis- cussion they should not decide to surrender certain rights or privileges for a period in the interest of some more general or lasting good. The making of such decisions is always implicit in the democratic process and indeed in all rational conduct. In times of severe VOLUME 29, NUMBER 6; SEPTEMBER 1940 crisis like the present the subordination of immediate and more special to more remote and general con- siderations becomes particularly imperative. At the same time, however, the American people must be ever watchful lest in the process of defending the great heritage of democracy and human freedom they lose sight of their goal and betray the genius of their history and institutions. The Educational Policies Commission knows that in the defense of American democracy our system of education must play a central role. A true product of that democracy, from the kindergarten to the uni- versity and from the smallest rural district to the United States Office of Education, it stands ready to throw its resources into the balance. It can share in laying the physical and mental groundwork for ef- fective military service. It can take a large part in providing the vocational and technical training which the conduct of modern war requires. It can help to achieve national unity by clarifying national goals and by inculcating loyalties to the values basic to a society of free men. It can assist in releasing and or- ganizing productive energies. It can aid adult citizens to reach sound conclusions on the urgent questions of national policy. Military Preparation Is Needed for National Defense HE modern soldier must have both physical and ‘Raedeeead maturity. The school system can help to lay the foundations of such maturity by fostering full intellectual development thru effective gen- eral education; by providing health instruction, peri- odic health examinations, and physical education; by emphasis upon adequate training in basic technical skills; and by inculcating abiding loyalties to Ameri- can ideals. If, in the present emergency, adequate national de- fense requires a considerable increase in the.number of men trained for service in the armed forces, this Commission favors a fair and impartial system of selec- tive compulsory military training and service, as the method of meeting this requirement most consistent with democracy. In the judgment of this Commission, such compulsory military training and service should be limited to men twenty-one years of age and over. This Commission opposes any plan for compulsory military training which is not based on actual needs for defense by armed forces. This Commission also opposes any compulsory labor training program or any compulsory program of home defense training for youth which does not place control of such civic and vocational education as the [ 163 | program includes, in the hands of the regularly estab- lished federal, state, and local agencies of education. Occupational Training Is Needed for National Defense HE American people have an investment of one and be quarter billion dollars in- more than 1200 voca- tional and technical schools and colleges. The pro- gram of trade and technical education which this investment makes possible is carried on by an experi- enced administrative organization and a staff of 35,000 skilled teachers. The facilities for defense training now provided by these schools and colleges could not be duplicated in many years. The plants, equipment, and personnel of the vocational and technical schools and colleges of the country are at the service of the national defense program, and should be utilized to the full extent required for meeting the nation’s need for trained workers. These schools and colleges can make far greater use of their present plants and equipment to turn out trained workers. Fortunately some federal funds for the training of workers in defense industries have al- ready been made available for vocational schools of less than college grade. Under the effective leadership - of the United States Office of Education these insti- tutions have quickly expanded their training programs thru additional shifts in late afternoon and night periods and thru summer sessions. The existing appro- priations, however, will use only a portion of the po- tential capacity of these institutions, and their facilities are ready for further expansion, if needed, without ad- ditional capital investment. Except to a limited extent, the resources for ad- vanced training in higher institutions have not yet been utilized by any special appropriations. The use- fulness of technical schools of collegiate rank, for training the more highly skilled workers needed for the defense program, should not be overlooked. Altho the supply of teachers of technical subjects is now limited, there are available numerous estab- lished institutions -with personnel and facilities for the training of vocational instructors. These agencies can, in a relatively brief period, prepare skilled workers for emergency service as instructors. _In the case of persons residing at some distance from centers of population where suitable vocational edu- cation can be secured, transportation to such a center, together with tuition, and, if necessary, full or partial maintenance should be provided. The Work Projects Administration and the National Youth Administra- tion, in a number of cases, are utilizing the services of established agencies of public education for providing [ 164 J training in vocational skills, while WPA and NYA provide wages and work experience. This practice is to be commended. The program of vocational and technical training which occurs under public auspices should be ad- ministered thru the United States Office of Educa- tion and the established state and local educational agencies in close coordination with agencies respon- sible for the national defense. In the interests of economy, speed, and efficiency, federal funds appro- priated for vocational and technical training should be expended thru the established schools and colleges which already have a vast plant and, on the whole, adequate equipment. Under these conditions, federal money can be used largely for the actual training with- out the delay and expense involved in constructing new plant and equipment. The occupational training should include the prep- aration of both skilled workers and semi-skilled workers in the numbers and fields of work demanded by the defense program. The occupations related to human conservation such as homemaking, nursing, health services, and the care of children and other persons in the civilian population are an essential part of the national defense. Occupational education, wherever possible, should be accompanied by a defi- nite program looking toward the development of civic and economic responsibility and understanding among those receiving the education. Schools and colleges should develop cooperative re- lationships with other agencies concerned with occu- pational education. Cooperation with industry in pro- viding adequate training and retraining is essential. The legitimate interest of labor in this area should also find expression. Moral Defense Requires Understanding of the Nature and Goals of Democracy T is agreed on every hand that a new and dynamic I national unity is needed. How shall that unity be achieved ? In times of crisis and in times of peace our system of universal education is the principal means by which the diverse and far-flung interests of all the people are coordinated and reconciled. Other countries may use for this purpose a single political party, a state religion, government contral of the press, or national regimentation of youth. These methods are alien to the American spirit and would inevitably destroy our ideals and institutions in the very act which pur- ported to protect them. The discipline which has made America a great nation and which will maintain the ideals for which America stands is the discipline of teamwork, a dis- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION SEES AES NE cipline which prizes and develops the resourceful- ness, initiative, and responsibility of each individual, a discipline which directs the efforts of individuals toward social goals which all have a voice in choosing. This is the discipline of American education at its best. This is the discipline which is needed today as a bulwark of moral defense. How shall the schools and other agencies of education foster an American dis- cipline? In the moral defense of democracy the first require- ment is that the American people achieve a clear understanding of the nature of democracy and of the goals to which this democracy aspires. Coasting on the achievements of their ancestors and experiencing an unparalleled success in the realm of material things, they have taken their blessings for granted and as- sumed that the catastrophes which have visited other peoples will pass them by. As a consequence they lack a clear perception of what is at stake. That they are capable of profound political interest and thought is evident from their performance at critical periods in their history. They must again think their way thru the problem of the individual and society and put vital content into the great words of human liberty, equality, and dignity which come so easily to their lips but which have lost much of their meaning. They must study earnestly the new conditions of life which science and technology have brought into being and seek the economic and political inventions thru which democracy can live in the age of industrialism. Education can help to clarify the nature and goals of democracy. It can portray the American dream of a nation with liberty, justice, and opportunity for all in the broad sweep of history from the time of the nation’s founders. It can promote understanding of the civil liberties and the political institutions thru which the democratic ideal finds expression. It can focus the searchlight of free and constructive inquiry on those economic and social problems, which, if allowed to remain unsolved, threaten to disintegrate democracy from within. It can confirm that faith in the worth and improvability of each individual which is the basic tenet of democracy. It can provide opportunities to live democracy, in the school and the home, in the workshop and the market place. Slogans, rituals, and appeals to emotion are not enough. Knowledge, re- flection, and the master teacher, experience, are essen- tial to moral defense. Moral Defense Requires Deep Loyalties and Devotion to the Building of a Better America F ipa requirement in the moral defense of de- mocracy is the development in all citizens, from VOLUME 29, NUMBER 6; SEPTEMBER 1940 the earliest years, of deep and abiding loyalties to the central values of democracy—to the conception of the dignity and worth of the individual; to the principle of human equality and brotherhood; to the processes of free inquiry, discussion, criticism, and group de- cision; to the canons of personal integrity, honesty, and fairness; to the idea of the obligation and nobility of labor; to a concern for the good of the community. The young should be taught to love these values, to struggle to make them prevail in the world, to live and, if need be, to die for them. Out of these values and the realities of the age the adult generation is under obligation to create and set before boys and girls a vision of a society of free men and women—a vision designed to give meaning, pattern, and direc- tion to their lives. Perhaps the supreme tragedy of the present epoch is the fact that the friends of democracy in many lands, tho holding in their hands the sub- stance of man’s most splendid and abiding hopes, have failed to present to their children a great and enno- bling goal toward which to strive. As a consequence they have permitted this opportunity and responsibility to pass by default to men of tyrannical temper and pur- pose who have directed the noble passions of youth to the overthrow of free institutions and the founding of regimes of violence and repression. The survival of democracy in the world demands that this oppor- tunity and responsibility be not evaded by the Ameri- can people. The dictatorships have demonstrated that youth will respond to a challenge. The apparent enthusiasm and loyalty of youth in totalitarian states are not simply the products of regimentation and propaganda. Their deeper source is found in the fact that these systems have given youth work to do, work which seems significant because it contributes to the attainment of national goals. The appeal of American democracy to our youth is potentially far more powerful than that of any dicta- torship. The hope of a free nation with employment and opportunity for all can energize the youth of America into hard thinking, personal sacrifice, and disciplined action. But youth will not accept empty words as a substitute for the reality. For millions of young people our society has found no place. Some have been denied a reasonable equality of educational opportunity; some have been unable to find useful work at a living wage; some have been cut off from achieving the adulthood represented by the attain- ment of a home and of economic independence; some have suffered from lack of health and medical atten- tion. With months or years of such experiences fresh in mind, youth can hardly be expected to rally briskly around vague promises and generalities. We may ask [ 165 | a5 om aeEer Rm ORD Se aces emi ON ROU on eh them to defend their country against aggression and they will loyally do their part. But if the adult genera- tion will also summon youth to the building of a finer America and will show that it means business by in- dicating at least the outlines of a definite workable plan, the youth of America will respond with un- bounded enthusiasm. It is a vital function of education to develop a strong motivation to work for the achievement of national goals and to make whatever sacrifices are necessary for their attainment. Education looks forward as well as backward. It sees the roots from which our institu- tions have grown, but sees these institutions as still growing and fraught with unrealized possibilities. It can help youth to see in these possibilities the goals toward which the rising generation can strive. It can celebrate with enthusiastic appreciation, not only the achievements of the past but each new victory of the forces of progress—the clearing of a slum, the control of soil erosion, the decline of unemployment, the im- provement of relations between employers and labor— whatever at the moment is a step toward the con- summation of democratic ideals. Education, however, cannot accomplish the full task alone. In order to rouse youth to action, goals must be accompanied by plans for their attainment, and these plans must give promise of being workable. Furthermore, youth must be given assurance that the sacrifices necessary to build a better nation and to defend it will be borne equally by all, without dis- crimination or favor. Educators alone cannot deter- mine the goals of American life. Educators alone can- not frame the plans of action. Educators alone cannot assure the equitable sharing of costs. Leaders in govern- ment, industry, agriculture, labor, and religion, as well as education, must help to set the goals and shape the plans. The educators of America will accept the major share of responsibility for building strong national loyalties in youth, but they can build loyalties which will endure, only if consistent progress is made toward the translation of ideals into practical achievement. Moral Defense Requires the Maintenance of Conditions Conducive to National Unity orAL defense requires also that we shall be on M guard against internal conditions which threaten our national unity. If the United States is weak in the face of this emergency, that weakness arises primarily from our failure to solve the domestic problems of unemployment and from other economic dislocations. The persistent unemployment of millions of workers must be overcome. A way must be found, and found [ 166 | soon, to restore the full momentum of our national economy. No absorption in the course of events abroad should be allowed to obscure either the urgency of this problem or its close relation to the nation’s morale. Education must resolutely address itself to help in the solution with every resource at its command. Times of public stress and excitement often prompt unnecessary invasion of the civil liberties. The ap- parently successful use in Europe of “fifth column” methods as a preliminary means of aggression has naturally excited the apprehension of the American people. A number of consequences, some wholesome, some dangerous, follow from these fears. Skepticism toward foreign propaganda and a greater alertness to the possibilities of sabotage and espionage, among both law-enforcement officers and the public gen- erally, are wholesome outcomes. On the other hand, the nation’s recent history has been stained by the record of a few cases of mob violence and of quite un- necessary and illegal restrictions on the civil liberties enumerated in the Bill of Rights. While such cases are as yet isolated and involve only a few people, they give us warning of impending danger. The general effect of such actions, if multi- plied and long continued, will be to break our na- tional unity. They will play upon our prejudices, our fears, our hates. They will trade upon our loyalties and our unthinking patriotism. They will seek to exploit our discontent and failures. Suspicion and mistrust will be fomented. Far from protecting the nation, such actions will leave us a house divided against itself—a condition intolerable at this time when, above all others, national unity is a necessity. Public uneasiness also provides a tempting oppor- tunity for any pressure group to make a bid for public support by identifying its opponents with a “fifth column” movement. The American people, as in- dividuals and as organizations, should resist this tendency to take advantage of a national crisis in order to attain partisan objectives. To rouse unfounded sus- picions, to fan hatreds into flame, to stir up religious prejudices, to aggravate personal and class hostilities, are essentially unpatriotic acts at this time when efforts should be directed toward a unity of purpose centered upon the realization and protection of democratic ideals. The teaching profession is particularly vulnerable to such attacks since much of the daily work of edu- cation involves the processes of deliberation, impartial collection and weighing of evidence, and discussion of alternatives. A school which fails to provide prac- tice in such activities of democratic citizenship is fail- ing to do its full duty. A community which forbids the schools to engage in these processes has already THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION invaded the first line of defense for American de- mocracy. Education has a great responsibility to help youth and adults alike to meet this danger with level-headed deliberation. It is folly to propose that a citizen who in good faith offers critical comments with reference to questions of public policy is, for that reason, to be stigmatized as an enemy of his country. There never was a greater need for a thorogoing public discussion of debatable issues than there is today. Far from being unpatriotic, such discussion, however sharp and pene- trating it may be, is an evidence of good citizenship. Education has also the responsibility both to teach and to demonstrate that the enjoyment of civil liberties places obligations upon the citizen to exercise these liberties under canons of goodwill, fairness, and devo- tion to the common welfare. The person who abuses his liberties for malevolent, unjust, or selfish ends jeopardizes the civil rights of all citizens. The teacher, above all others, should stand as an example of the responsible use of civil liberties. Moral Defense Requires Adherence to Democracy in Shaping National Policies AN the United States, faced with a multitude of e: questions of national policy on which decisions must be made quickly, continue to act thru democratic processes? Can matters so intricate, so grave, so urgent as those which now confront us be decided by the elected representatives of the people, responsive to the opinions of their constituents? Can the conflicting interests in.our population be reconciled with sufficient speed and agreement to permit the effective action which the situation.demands? Or must the American people, for the period of the emergency, place the au- thority to decide issues bf national policy in the hands of a few persons clothed with power to act for the nation and to compel adherence to their decisions? Facing this supreme question of policy, the Educa- tional Policies Commission records its sincere convic- tion that the democratic processes of government can meet the tremendous demands now placed upon them, and that the maintenance of the spirit as well as the forms of democratic government will itself be a powerful influence in strengthening the moral defenses of the nation. Democracy is the heart of the American way of life which the nation seeks to defend against the actions of rulers responsible only to themselves. If, in time of crisis, we suspend the processes of de- mocracy and adopt the methods of dictatorship, for the sake of an assumed but as yet unproved advantage in efficiency, we yield up the chief rallying point of our deepest loyalties and confess that, for the crucial VOLUME 29, NUMBER 6; SEPTEMBER I940 test the way of the adversary is superior to our own. If this were a nation of illiterate, uninformed people, the Commission could not affirm this profound faith in the adequacy of democracy. Fortunately, however, since the days of its founders, this nation has recog- nized that its security rests upon an educated citizenry. It has placed universal public education in the front rank of national needs, and today the United States stands first among the large nations of the world in the educational level of its adult citizens. It is our firm belief that the great majority of the citizens of the United States possess the intelligence, the mental train- ing, and the patriotic devotion essential to prompt and wise decisions on matters of national policy. Education is never a dispensable luxury; and a period of national crisis, far from lessening the need for educational services, underlines the necessity for main- taining these services at a high point of effectiveness. The provision of adequate education for all the people has an essential place among the national defense ac- tivities in which the nation is now engaged. It is not enough, however, that citizens shall be intelligent, literate, and civic-minded. They must also be intellectually competent to deal with the specific questions before the nation at this time. They must know precisely the issues of policy which confront them. They must have access to the most reliable in- formation pertinent to these issues. They must have opportunity to clarify their thinking thru private study and public discussion. They must know how to register their convictions effectively, so that their rep- resentatives may be informed of their views. Above all, they must be able to discern the national welfare above every lesser claim advanced by partisan groups, whether political, economic, or sectional. To foster this intellectual competence is now, as it has always been, the primary function of American education. But the requirements of the nation for moral defense call for educational services and for efforts on the part of educators far beyond those of ordinary times. The educational needs growing out of the war situation are so immediate and so urgent that they cannot be met thru the education of children alone. National policies which will affect the welfare of this nation for many decades will be determined in the near future by the judgments of adult citizens. If education is to contribute constructively to the for- mation of these policies, it must do so at once thru services to adults. Every Resource of Education Should Be Used for the Defense of Democracy MERICAN education faces a momentous decision. If it so chooses, it can continue in the wellworn [ 167 | paths of accustomed practice. But it can, if it will, come to grips with the needs of the hour, and direct its vast resources to the task of increasing the civic under- standing, the loyalties, and the intellectual competence of millions of citizens, with speed and efficiency matched to the exigencies of the time. Every secondary school and college in the nation can, without delay, become a citizens’ study center, without interfering with its regular program. Teaching personnel can be organized, use of buildings scheduled, and library services arranged to provide leadership, places of meet- ing, and study materials for adult and youth groups. Services of libraries, churches, radio stations, and many other agencies can be enlisted to cooperate in every community. Leaders can be quickly trained, with the assistance of those most experienced in conducting public discussion. Prompt action and sacrificial service on the part of educators are the conditions of achievement. The educational system as it now stands, with its strengths and its imperfections, must be used to the full. Extra efforts during the emergency can, for a time, largely offset defects of organization, finance, or program. Some personnel and some funds can be diverted from customary uses to meet the more pressing needs. Vol- untary service of incalculable value can be rendered by thousands of administrators and teachers while con- tinuing their usual work. If American education re- sponds at once and demonstrates its competence to lead in strengthening the nation’s moral defenses, it will be possible to give serious attention to means of providing the effective organization, adequate sup- port, and equalization of opportunity required for the long pull ahead. There is no national minister of propaganda to compel the educators of America to render the services described in this statement. There are no secret police to see that they conform to authoritarian edicts. There is no harsh punishment prescribed for those who fail to do their part. These services will be given volun- tarily, in response to need rather than to command, and as a contribution of free education to the defense of a free country. This Commission has faith that educators will respond to the nation’s call to a heroic task, and will help America prove that in time of crisis this nation can act promptly, efficiently, and wisely, without departing from the fundamentals of democracy. The Call of the Hour Is for Unity of Aims and Cooperative Action _ efforts of the schools and of the teaching pro- fession should be only one part, albeit an im- | 168 | portant one, in a program of home defense which should speedily develop in every American commu- nity. In this program there is a place for every youth and adult, for every organization and agency. There is a place for churches, patriotic societies, agencies of public information, public officials, youth groups, and civic and service clubs, as well as for the institutions of organized education. These agencies should, for the duration of the emergency, lay aside interests of a secondary nature, submerge petty competitive rival- ries, and concentrate a wide range of procedures upon providing for the common defense. With all the in- genuity that can be mustered, the leaders of each com- munity must contrive to stimulate individual respon- sibility and achieve that community cohesiveness which first wrenched our democracy from oppression and which has broadened and guarded it thru the decades. The home defense which the American peo- ple must now organize, requires a strategy which is more subtle than the blunt appeal to armed might. It requires, to be sure, close attention to direct military preparedness, as such. It requires also the training of every worker to the highest possible level of effective- ness, and the useful employment of every worker in tasks of importance. It requires confidence in the sin- cerity and reliability of one’s fellow citizens and com- radeship in the common search for solutions to the nation’s problems. It requires, above all, that common understanding of aims and procedures which leads to united and effective action. Of such elements is the de- fense of our democracy to be built. In the building of it the schools of America are ready and determined to play their part. * Ww * * * For schools which accept as their role in the present crisis not merely passive acceptance of this statement, but positive action, the Com- mission suggests the following steps: Appoint a committee to engage all local educative and public opinion forming agencies in a unified program for the defense of democracy. Organ- ize discussion groups to aid adults to reach sound conclusions on the urgent questions of national policy. Revitalize the citizenship teaching in the school. Secure the coopera- tion of the newspapers in advancing the whole program. Use the radio to dramatize the American struggle for selfdetermination. Bring the program to the attention of the public thru American Education Week, No- vember 10-16; the theme is ‘Education for the Common Defense” [see page 189]. Write to the Educational Policies Commission for other suggestions. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ee eee eeremenenecenrremnaanseees ich nu- uth e is of ind ons the ary ve- in in- the on to de- to IN Critical Problems Facing Our Nation — IN AMERICA face critical na- tional problems on several fronts —economic, social, political, eth- ical, educational, and military. We face a new world environment to which we have to adapt ourselves. We cannot face it complacently and without rigorous selfanalysis. We cannot wish ourselves again into the nineteenth century. There are lessons for us to learn from the plight of France and England, tradition- bound and overly sure of themselves. [1] What of the economic front? Ours is a money economy backed by gold. Money came into use because it was a convenient medium with which to carry on trade. This medium in time became a commodity desired for itself because it could bring income thru interest. In the course of time we thought that with- out money nothing could happen in the economic world. We declared that na- tions could not conduct a war without this international medium. We fondly believed that Germany could not fight because it had no gold. We have recently discovered again that there is such a thing as barter, even international barter, and that an eco- nomic system can run if only there are men and materials. Wealth is goods and goods are created by the application of labor to materials. We had forgotten this when we insisted that nations needed gold. We have discovered re- cently that the nation with the bulk of the world’s gold supply can have the greatest incidence of unemployment, that a nation without much gold may threaten the international trade of a country with billions. We have discovered, moreover, that a nation of unemployed is a nation im- perilled. The lesson of Europe is plain —idleness, discontent, loss of confidence in those who are in office, disintegra- tion of morale, organization of dis- gruntled groups, loss of unity, and then a sense of futility, the appearance of the demagog with his gospel, and then the pied piper with his promises, the capture of youth and the firing of imaginations, the appeal to a new day, an army on the march, a new nationalism born—all of this in progression moving with a fresh religious fervor whither, who can CLARENCE A. DYKSTRA President, University of Wisconsin, Madison know? Do we need further demonstra- tion that we here must get our people back to work and, particularly, must find jobs for our young people? [2] We face social movements of worldwide scope to reckon with. There are those who since the last war have been counting on new ideologies to capture the imagination of the world— Lenin, Mussolini, Hitler. Insofar as these philosophies can attain the char- acter of religious revivals of a dominant sweeping character, they have poten- tialities which we cannot minimize. Mahomet demonstrated fourteen hun- dred years ago that a new, militant re- ligion could carry almost everything before it. The new religions of Europe which merge the individual into an enterprise, provide not only the resig- nation and selflessness of the Oriental belief but the drive and power that go with the doctrine of dynamism. They provide further a common emblem and single leadership which minister to something the race seems to crave. It gets us nowhere to call names and decry systems of “isms.” To say that a new Caesar is on the march or that a wild beast has escaped from his cage is just a combination of words. In the coming months we shall be treated to another battle of words. We shall view with alarm; we shall take pride; we shall appeal to everybody and appease anybody. It is not enough. The hope of democracy rests on things done which other systems get done, on houses built, on jobs provided, on crops raised and materials manufactured, re- sources conserved, on opportunities for the people to come to their best selves, on the development of national goals and unities, on the development of self- respect and that intangible thing we call morale. It is no longer enough to say, “Oh, yes, the democratic device is slow, is inefhicient, is bungling, but we like it and we muddle thru.” It must compete VOLUME 29, NUMBER 6; SEPTEMBER 1940 today with instruments which perform with perfection. This is the day when a democracy must plan on a_ national scale, operate promptly, and do well the necessary things which bring. satisfac- tion to the people. [3] Thus we come to the political challenge of the day. Ours is too often the accidental leadership which may or may not prove worthy. And yet the call on every hand is for leadership that understands the need of the time. We in the United States have found no sure way by which natural leadership can be trained in the national arena for the national purpose. We are plagued by problems of doubtful states, of “being too wellknown,” of having made ene- mies by having convictions, of sectional jealousies. We must find a democratic process which more nearly assures us of getting what we need. This is but one example of our many difficulties. All lead to the suggestion that we are sorely in need of invention on our social and political fronts. This generation must therefore produce in- ventors in the fields of human organi- zation. We have been ingenious beyond compare in the world of mechanics and science. Advances have come from a composite of small contributions from many sources. In the natural sciences each generation stands on the tallest shoulders of the last. In the science of society we are tempted to kneel before the seers of the past, to worship pre- cedent, to suspect the experimental method. If we try and fail, we fear to try again. It is difficult in society to at- tempt a “controlled experiment.” We deal not with white rats but with hurnan beings with emotions, prejudices, and ignorance. Nonetheless, we must get at our task of invention if we are to make democracy operate under rapidly chang- ing conditions. If democracy cannot ride out a storm, then some other way of life will crowd it aside. We best defend democracy by making it adequate for modern de- mands. [4] We come thus inevitably to the special challenge that faces American education. American problems today all lie in the field of education. We ap- [ 169 | eee >¢ pene A EDA LTTE NN | | proach significant economic, social, and political questions with much of our citizenship illiterate in these fields. We vote, relying on catchwords and out- worn formulas; capitalizing on group animosities; appealing to passions; call- ing names and challenging the motives of those with whom we disagree. Weare seeing how easy it is for whole peoples to slip down the ladder up which they have climbed with infinite pain thru many centuries. We are dis- covering how difficult it is to make wise choices. We are embarked on the hard road, the democratic way. If ever we needed civic competence, it is today. Man must achieve mastery of himself as well as of the material world if civili- zation is to be maintained thru the next troubled years. We are a genera- tion that lives in one of history’s great crises and it would seem that some- where there is knowledge enough to resolve it without a long blackout. Education carries a heavy burden to- day. It must survey its responsibilities and its resources and gird itself for a supreme effort. It must deal with all who are citizens of our democracy. Per- haps it is time even to change our termi- nology. Our superintendents of schools should actually be superintendents of education and have the whole commu- nity—not just the children—as their re- sponsibility. In the field of civic educa- tion the adult responsibility is perhaps the greater. Civic enlightenment is the condition precedent to successful self- government. A program of cooperation ought to work as well as a dictated pro- gram if we are willing to do the things necessary to success. We must know and make generally known what is the ethical content of democracy just as thoroly as the dictator makes his ethic of the state a general conception. Germany seized upon the psychological penchant of youth for or- ganization to work out a vast extra- curriculum program of youth education. We have youth organizations in this country. It is impossible to keep them down. Our manifest opportunity is to aid them to serve objectives which we believe in. Many municipal police de- partments struggling with juvenile de- linquency have discovered that the gang spirit in our youth can be cap- italized upon by providing boys and girls with something to do. Do our [ 170 ] youth, and our people for that matter, know where they are going? “The world stands aside for the man who knows where he is going.” This is happening in Europe today. One problem of American education today is to discover and teach a unify- ing bond which will weld us together, without the loss of individual freedom, in a conception that a government may be the servant of man. It is being done elsewhere with the horrendous concep- tion that the state is the master of man. We are appropriating billions for arma- ments to defend the American system and millions to train skilled workers and technicians. This will not create a national unity, nor will hysterical witch hunts. Our unity and security will depend upon a real devotion to our way of life and a willingness to make sacrifices other than heavy taxes to make it work. One mobilization we cannot neglect in our haste to prepare is the girding up of our spiritual, moral, and intellectual reserves. One percent or even one-fourth of one percent of the new appropriations for national defense devoted to citizenship training among adults would make a vast difference in our national morale. It would bring men and women together to discuss pos- sibilities of the American way of life. Our inclination at such a time is to spend our money lavishly for the big things. The temptation will be to cut expenditures at other spots, in educa- tion for instance. Dictators did not make this mistake. They stepped up their kind of education to strengthen the line behind the line. Let us learn from these realists this item for the protection of our sacred heritage. We must know what we are prepared to fight for as well as against. Is it territory, a continent, or a hemisphere? Or is it a principle to which we pledge our lives, our fortunes, and our sacred honor? History is a hard taskmaster. It is useful if we are willing to learn from it. The tragedy is that we seldom do. Said a workman in a defeated nation: “One of the causes of our misfortune is that we have lacked an ideal. We came to imagine that the proper duty of man was to arrange an easy way of life, indi- vidualistic to the point of selfishness. We were all democratic in spirit but in reality we were too much concerned with self. It was to a great extent the fault of our institutions, which tended to breed polj- ticians instead of statesmen and which set party interests before those of the nation, We are all responsible. We saw no fur. ther than the parish pump and we were well satisfied when our representatives brought home the gravy.... We are about to become slaves but adversity will weld the nation. Perils will befall democ. racy everywhere when it forgets that free men have duties as well as rights.” An historian wrote of the downfall of another democracy: “The cause of all these evils was the love of power, originating in avarice and ambition, and the party-spirit which is en- gendered by them when men are fairly embarked in a contest. Each man was strong only in the conviction that nothing was secure; he must look to his own safety and could not afford to trust others. Inferior intellects generally succeeded best. For, aware of their own deficiencies, and fearing the capacity of their opponents, they struck boldly and at once. But the cleverer sort, presuming in their arro- gance that they would be aware in time, and disdaining to act when they could think, were taken off their guard and easily destroyed.” The first explanation for the downfall of a democracy—the recent debacle in France—was made by a seventy-three- year-old Frenchman. The second is a quotation from Thucydides, explaining the downfall of Athenian greatness after its defeat by Sparta more than 2300 years ago. The same sentiment runs thru both tho they were uttered more than two millenniums apart. They reinforce any plea that may be made just now for citizenship education and understand- ing. We have a military preparedness chal- lenge to face on a national front. We hope and expect that this is being given proper attention. This is the responsi- bility of professionals in another field. Shall we, in our own professional baili- wick, do our job in the field of intel- lectual and moral preparedness so that this democracy shall have unity, a na- tional goal, and a loyal citizenship which believes that law, equality, and justice are worth any necessary sacrifice? We must be certain that the enemy we face is not within us. If we can be sound in- ternally, we are twice armed as we watch lightnings on the horizon and hear the roll of distant guns——From an address before the Milwaukee conven- tion, NEA, July 3, 1940. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION h set tion, fur. were tives are will moc- free nfall the and ; en- airly was hing own rers. best. and nts, the rro- ime, yuld and fall ree- is a ing fter ears oth two any for ind- ON The American Canon DANIEL L. MARSH President, Boston University inspired have long been known as “the canon.” There are certain American writings so significant, so in- spired, so esteemed by Americans, so durably valuable to the American peo- ple, so pregnant with the essence of the American spirit, so revelatory of the genius of America, that, taken together, they constitute the authoritative rule of Americanism—the American Canon. The Bible has a universal appeal and application, and its canon is sacred, The seven writings to which I refer have an American appeal and application and, of course, are secular. However, let me sustain the analogy with the canonical books of the Bible: [1] The genesis of American democ- racy is in the Mayflower Compact. In the beginning was the Pilgrim colony with that positive, original, social Com- pact which is the legitimate source of government. [2] Our exodus is in the Declaration of Independence. That immortal docu- ment marks the going out of the Amer- ican people from tyrannical bondage to the promised land of liberty and self- government. [3] Our book of the law is the Consti- tution of the United States. The counter- part of the Mosaic Ten Commandments in the political history of America is our Bill of Rights, the first ten amendments to the Constitution of the United States. The Ten Commandments of the Old Testament uttered their “thou shalt not’s” to individuals. In our American ten commandments, the people issue “thou shalt not’s” to their government. [4] We have our major and minor prophecies, the greatest being George Washington’s Farewell Address. Both as a foretelling and forthtelling document, that thundering prophecy bears a rela- tion to the American people comparable to the utterances of Isaiah and Jeremiah to the Hebrew people. [5] Our national psalms are not nu- merous; but in spite of the fact that it Bi OF THE BIBLE recognized as is made the butt of ridicule and shallow criticism, “The Star-Spangled Banner” bears a relation to our national feelings not unlike that which the greatest of psalms of David bore to the feelings of the people who first sang them. [6] The gospel of true Americanism was spoken by the savior of America. I refer to Abraham Lincoln’s Second In- augural Address. It was good news when first uttered; it is good news still. [7] We have our epistles, the greatest being the last article by Woodrow Wil- son, “The Road away from Revolution.” It will endure as long as our present system endures, the vision and judgment of the man who possessed the clearest insight and finest analytical mind of any national leader in the history of America. It is important that the ideas and the ideals of the Founding Fathers of our republic should be rehearsed to each new generation—and especially to the present generation, for the world is confronted today with two irreconcilably divergent theories of government. On the one hand is the totalitarian state. In it the powers and responsibilities of govern- ment are precisely focused in one person, the dictator. He has waded to his seat of authority thru crimson seas of car- nage. He holds his power by physical force and violence. The firing squad and the concentration camp have put the quietus upon freedom of speech and freedom of the press. The pulpit is sub- servient to the whims of the dictator— being required to render unto Caesar the things that are God’s. Education is tram- meled to serve the ends of the totali- tarian state. Bigotry and intolerance, proscription and persecution are all ac- cepted under the illusion of efficiency. On the other hand is democracy. It may not be as efficient at a given mo- ment as a dictatorship; but the only way to develop a people is to shoulder them with the responsibility of direct- ing their own affairs, of shaping their own objectives, and of determining their own progress. The alleged efh- ciency of a dictatorship is bought at a frightful cost—a cost that no sane peo- ple will ever voluntarily pay. Democracy rests upon the theory that governments derive their just powers VOLUME 29, NUMBER 6; SEPTEMBER 1940 from the consent of the governed. It holds that government is made for man, not man for the government. It assumes that the people need institutions, and that in time of institutional crisis the people can be trusted to save, or modify, or remake their institutions. It protects liberty of opinion and freedom of speech and of the press as its very breath of life. It guarantees the free exercise of religion, knowing that religion inheres in the nature of man and is vital and intelligent only when it is called forth by the experiences of life. It safeguards the freedom of the pulpit, learning therefrom its moral sense of direction. It defends the academic freedom of the schools, recognizing that democracy’s real problem is to develop an intelli- gence equal to its social responsibility. Otherwise men are likely to regard democratic institutions as ends in them- selves, keeping them static instead of dynamic, holding the parchments of historic documents as worth more than the gains they record. The marks of an American whose life squares with the doctrines of the American Canon are these: He will be tolerant. He has no place for musty prejudices, whether they be racial, reli- gious, social, or otherwise. He will be true to democracy, knowing that in our American democratic system, we con- ceive of government as the servant of the people, subject always to the en- lightened will of the people. He will stand for equality of opportunity and equality before the law. He will give himself to due and reverent obedience to the laws of his land. He will stand for education and will insist that edu- cation shall not be regimented, know- ing that the surest way to get rid of a bad idea is to supplant it with a good one, and that the effectual way to dis- seminate the right idea is by education. He will defend freedom of worship and will himself be a worshiper of God. No people’s rule over itself can ever be safe unless there be intelligence, mo- rality, and a great faith in God—From an address before the Milwaukee con- vention, NEA. Readers interested in pursuing further the theme of this ad- dress will turn to Dr. Marsh’s book, The American Canon | Abingdon Press, 150 Fifth Avenue, New York, 1939, $1], which was reviewed in the January 1940 JouRNAL, page A-5. [ 171 | The Task before Us Presidential Address of AMY H. HINRICHS mck 1857 the National Education Association has been the great na- tional professional organization of the teachers of the United States. From the very beginning the vision of its membership and policies has been wide and clear. It is no wonder that from a membership of 43 in 1857 it has grown to a membership of 203,429. The breadth of vision and the scope of accomplish- ment have been truly amazing. The research into educational mat- ters and conditions that the NEA con- stantly pursues and publishes is the rich loam, as it were, which nourishes the harvest of improved standards of edu- cation, longer school terms, increased salaries, teacher tenure laws, teacher retirement systems, reasonable teacher load. The research work of the NEA has functioned in the upbuilding of American education and to the advan- tage of the teaching profession on the “give-the-people-light-and-they-will-find- the-way” principle. The professional dis- cussions presented at NEA conventions and in NEA publications have fur- nished inspiration to countless thou- sands of earnest educators. The biggest and most urgent task before us today is the interpretation of the objectives, programs, procedures, and needs—particularly the needs—of our educational systems to the public. It is our prime obligation as educa- tors to preach thruout the length and breadth of this beloved land of ours that adequate education of all the chil- dren of all the people is the greatest in- surance we can take out against foreign isms. We must make the public see that universal education is the founda- tion, the first line of defense, the very bulwark of American democracy. As a fine tool to use in this work of inter- pretation I recommend to you one of our Personal Growth Leaflets | No. 60], “Our Faith in Education.” To carry out what it conceives to be a mandate upon it in this matter of the interpretation to the American people of the fundamental importance of edu- cation, the NEA has a number of spe- [ 172 ] cial agencies. There is American Edu- cation Week, for instance, a joint project of the American Legion, the United States Office of Education, the National Congress of Parents and Teachers, and the NEA. The work of the Educational Policies Commission in the interpreta- tion and public relations of education is vast in amount and tremendous in significance. For many years the Asso- ciation has used radio programs effec- tively as means of publicizing education. The biggest task before teachers and public combined, the task for which the financial wherewithal must be fur- nished by an understanding public, is education for citizenship, the training of the children and youth of America in “the ways of democracy.” Our schools are veritable laboratories of democracy. Another great task in connection with citizenship training faces us with regard to young people just entering upon the voting privilege. Our Com- mittee on Induction into Citizenship is encouraging the holding in commu- nities all over the country of exercises for new voters. Another large area of the task before us concerns continuing the work of cul- tivating the professional attitude in those about to enter the teaching pro- fession and the greater professionaliza- tion of the workers already in our ranks. Tremendous service in the pro- fessionalization of teachers has been ren- dered by the Future Teachers of Amer- ica movement, by the Professional Re- lations Institutes teachers colleges and universities, and by our Division and Committee on Affiliated Associations. A most important aspect of the task before us is to be informed. There are several definite trends in our present life that involve threats to the schools, in that the unscrupulous or the misin- held in numerous formed can so easily use them as ex- cuses for cutting school appropriations. One is the smaller number of young children in our country at present. The study of population trends is an absorb- ing one that no teacher should neglect. Another is the growth of social serv- ices, particularly old-age pensions. The last thing in the world that teachers THE JOURNAL OF would be found doing is crusading against social services, for they of all people are in a position to be sympa- thetic toward human needs. It is their privilege to make people aware of edu- cation as the first and most imperative claim on public funds, to make them see that the schools should help to build up a social order in which some of the evils that have to be corrected now will not exist. Then there is the still-unsettled mat- ter of the equalization of educational opportunity for all the children of America thru federal aid to general education on an equalization basis. Every student of that vexing problem comes inevitably to the conclusion that federal aid is the only possible solution. The NEA is committed to the policy of seeking Congressional action author- izing such aid. Our efforts continue. And now the last few weeks have brought vividly to the fore another set of problems, namely, the relation of education to our imperative program of national defense. School people every- where, of course, stand ready to do their duty as good Americans. We yield to none in our zeal truly to serve the great land that we love. Another important item in the task make children thoroly familiar with and proud of the before us is to our resources, natural and human, of our great country. A major accomplishment of the NEA this year is the organizing, with the Progressive Education Asso- ciation, of a Joint Commission on Edu- and The sion is engaged in research and pubhi- cation Resources. Commis- cation concerning the resources of the various regions of our country. It will study not only natural resources but also human resources, and particularly the relation of the resources of a region to the training of its youth. The challenge to intelligent and un- tiring service in education, the first line of defense of our democracy, is unmistakable and insistent. The mil- lion teachers of America working sep- arately and independently can hardly secure for education adequate public support, but the united strength of all the teachers can so represent and in- terpret their schools to the public that generous and even enthusiastic aid will From an address be- fore the Milwaukee convention, NEA. be forthcoming. THE NATIONAL EDUCATION ASSOCIATION ll he ur 2, O- is- li- he ill ut rly on p- lly Lic of in- rat vill be- Educating Youth To Meet National Problems EMocracy the world around is engaged in a fateful struggle with the forces of despotism and reaction. All the fruits of more than a century and a half of effort to develop the democratic way of life are at this moment in deadly jeopardy. Mindful of the perils without, and of the prob- lems within our land, we reaffirm as a nation our faith in democracy, pledge ourselves anew to lift high its banner, if need be to man its ramparts, con- vinced as were our fathers of old that democracy is worth defending with our lives, fortunes, and sacred honor. Can we give our youth such a vision of the meaning and possibilities of this democratic way of life as to capture their loyalties and channel their enthu- siasms? To communicate that under- \standing and to inspire that exalted vision of democracy is the primary task of public education today. The dictators appeal to youth by say- ing there is a job to do—more jobs than there are hands trained to do them. Youth likes that kind of talk because it assures them that they are needed. If the democratic idea is to survive, it must assert the realities that men and materials are the basis of the good life and that it is the business of democratic leadership and organization to help all the men to keep in contact with the creative job of transforming materials and serving one another. We cannot educate youth to meet national prob- lems except in this philosophical frame of reference. The goal of the educative process is active participation in the life and work of the community. The cur- riculum if not determined in relation to this goal becomes a meaningless ab- straction. In recent years education has been try- ing to maintain its traditional purposes of making youth productive, creative, ready to build things, organize, serve. Society has been building fences to keep youth out of the arena of creative work, to prevent them from flooding the coun- try with products of trained energies. Suddenly the picture has changed. In the name of national defense, opportu- nities are opened up. Factory man- agers find that there are not enough JOHN W. STUDEBAKER United States Commissioner of Kducation skilled workmen to go around. They say to the schools: “Train them and quickly.” This is the kind of message that answers in part the question—edu- cation for what? This is a temporary emergency answer, but it offers an in- tegrating purpose around which to re- unite education and society. During the next year millions of people will know that they must hurry their preparation because there is a place for them. While we hurriedly train youth and adults to meet the primary problem of national defense it is also the task of education to prepare them for a citizen- ship capable of making democracy work in solving the complex problems re- lated to the central issue of organizing men and materials efficiently. This does not depreciate the part of education which is concerned with the apprecia- tion of culture, music, and beauty. We must recognize, however, that culture dries up in a community where the people are forced into idleness. Some of the problems to which mod- ern educators must address themselves: [1] The complex issues of citizenship cannot longer be assigned merely to high- school and college courses in political sci- ence, civics, and history. The school system must be organized for adults as well. [2] The educational systems must be organized and reorganized in relation to the changing nature of the community in the technological civilization. For example, we need perhaps two or three completely uptodate, first-class, thoroly-equipped, spe- cialized schools in a given state where young people may be efficiently trained in all the printing and allied occupations. To try to teach printing and its compli- cated allied arts in every community would require a wasteful expenditure on build- ings, equipment, and instructors. [3] Some practical means must be found to enable students to pursue spe- cialized education in schools located away from their homes. [4] We must recapture the balanced educational scheme which began to de- velop in our agrarian democracy and which provided for both study and work VOLUME 29, NUMBER 6; SEPTEMBER 1940 in proper correlation. This means open- ing the windows of the school and saying in effect to many youth, “Out there are millions of tasks that need to be done, services to be performed. You can go out there parttime and do your share.” [5] Then there is the problem of mak- ing America ready for a fruitful use of leisure. Recreation is significant only when it supplements creative exertion. The new leisure, therefore, must include the oppor- tunity for creative work. We have been following the will-o’- the-wisp notion that humankind wants to retire, be entertained, enjoy life, be served, avoid dangers and difficulty, and let the rest of the world go by. This false Valhalla of the prolonged vaca- tion has been rudely challenged by the dictators. They have gone back to the primitive reality that man wants to cre- ate, organize, work, risk, struggle, build, plant, grow, harvest. The fact that they have harnessed this fundamental notion to a diabolical war machine in the in- terest of a regimented ant-hill system of society should not blind us to the fact that their followers respond to the call to create something. Their education, bad as it is from many points of view, has one great merit—everybody knows that at the terminus there is a job to do. The ideals of democracy, of selfgov- ernment, of fair play, of personal lib- erty can be preserved only if we organ- ize ourselves to give practical expres- sion to the fundamental human urge to work and create. We educators can do remarkable things with the educa- tional machinery we have built up if we can set before the community the ideal of creation and release it from the stultifying fear of surpluses. If demo- cratic leadership cannot say to youth under peacetime conditions as well as in wartime crises—“You are needed; prepare well; the way to the top is open”—democracy cannot in my judg- ment survive the challenge of modern dictatorship. Genuine loyalty to the democratic ideal cannot ultimately be induced merely by indoctrinating youth with academic arguments in favor of the free society}From an address before the Milwaukee convention, NEA. [ 173 | National Seminars at Milwaukee A unique feature of the Milwaukee convention of the National Education Association consisted of three national seminar groups set apart to give inten- sive study to crucial questions confronting education. One person from each state and territory was selected as a member of each seminar; no others were admitted. The seminars met on Monday, Tuesday, and Wednesday afternoons of the convention—July 1-3. The findings of each seminar were reported on Thursday to a general session and to the representative assembly. Excerpts from the seminar reports are given below. NATIONAL SEMINAR ON EDU- CATION FOR ECONOMIC WELLBEING Freperick M. Hunter, chancellor, Ore- gon State System of Higher Educa- tion, Eugene, chairman WiiuiaM G. Carr, secretary, Educational Policies Commission, coordinator Remove youtH from the labor mar- ket by fixing a school-leaving age of 16 years, at least, in every state. Encourage qualified youth, by schol- arships and other forms of assistance, to continue their education beyond the legal school-leaving age. Make good on the claim that America is a land of equal opportunity by state and federal funds for lessening inequal- ities of education. Provide education to make the con- sumer intelligent and effective in the management of his income. Provide education for the conserva- tion and wise use of natural resources. Develop the vitality and stamina of the people by a continuing program of health education. Develop local, state, and national vo- cational guidance services and informa- tion to assist all youths and adults in the choice of their occupations. Strengthen vocational education by providing adequate equipment, person- nel, and funds for this purpose. Provide vocational re-training, as nec- essary, for workers displaced by illness, accident, or technological changes. Remove economic illiteracy by en- couraging the study and discussion of economic conditions and issues in schools, colleges, and adult classes. Help citizens to understand that under democratic institutions of popu- lar government, taxation is a method whereby the people purchase for them- , selves certain goods and services which, acting individually, they could not pos- sibly enjoy. [ 174 ] NATIONAL SEMINAR ON BUILD- ING STRONGER PROFES- SIONAL ORGANIZATIONS Witz A. Lawson, secretary, Arkansas Education Association, Little Rock, chairman Cuart O. WiiiaMs, director of Field Service for the National Education Association, coordinator Professional attitudes of teachers should be developed during the period of training for the profession. Faculties of teacher-education insti- tutions, both by precept and example, play a major part in the development of these attitudes. State education associations should work closely with the institutions which educate teachers. In order to raise the status of the teaching profession, increasing attention should be paid to the selection of those who would enter its ranks. A profession cannot be evolved in poverty.... By giving the teacher a more secure place in society, public wel- fare is served. True organization will be achieved only thru member participation devel- oped to a high degree. Cooperation and better working rela- tionships of local, state, and national professional organizations are highly es- sential. Respective programs and policies of local, state, and national organizations should originate from democratic co- operative conferences, thereby eliminat- ing wasted effort and inefficient pro- cedure. The work of the National Education Association in the field of national and state legislation should be strengthened, and cooperation with state associations and colleges and universities in Insti- tutes on Professional Relations should be continued. THE JOURNAL OF NATIONAL SEMINAR ON PRO- TECTICN OF SCHOOL FUNDS FOR EDUCATIONAL PURPOSES Ben G. GraHaM, superintendent of schools, Pittsburgh, Pa., chairman Hazet Davis, assistant director of Re- search Division, National Education Association, coordinator A couracgous, informed, articulate, and united educational leadership must be exercised to help the public to iden- tify and defend the vital values repre- sented in the schools. The individual teacher needs to be well informed the needs of the schools and of the general community. Both the spiritual and the tangible values of education must be made plain. Modern technics of studying and in- fluencing public opinion should be used in behalf of the schools, and used with skill and effectiveness. Efforts to reduce school funds in order to increase pensions and relief represent an unwillingness to face the just claims of the state on the income of the people. This country can afford to pay for schools and also for the re- lief of destitution. Tax pressure groups striking at the schools should be faced squarely with sound facts and able service. No defense program can be truly effective that does not provide a full measure of support for public education, Every state should discharge its re- sponsibility of guaranteeing a mini- mum program of schooling for all its children. Unceasing efforts should be made to broaden the base of taxation and to im- prove the plan of tax administration so that every form of wealth and income may contribute to the costs of govern- ment in proportion to ability to pay. The nation’s urgent need for a com- petent citizenship makes it imperative that federal aid for education be pro- vided as a basis for equalizing a mini- mum of educational opportunity for all children. Legislative bodies like to pass the laws that the people want passed. When de- fensible programs of school support have been taken to the people and are thoroly understood and approved by the people, the necessary legislative sup- port is almost sure to come. on THE NATIONAL EDUCATION ASSOCIATION of ion ate, ust en- yre- the ity. ble ‘in. sed ith EAcH the young people that the time has come for them to serve the country which they love. The time has come when they will have an opportunity to give much, for in the years that lie ahead there will be sacrifice for all of us. Times are not going to be easy. They’re going to be hard, but they’re going to be worthwhile—much more challenging, much more stimu- lating, much more bracing in every way than these fat and easy and lazy and soft days that lie behind us. We can meet this challenge—H. v. KALTENBORN, stu- dent of international affairs and radio commentator, New York. We HAVE what we call the American way of life. We have the intelligence to note that it has deficiencies, but we also believe that this same intelligence will enable us to solve these problems. This American way—the creed of a free and liberty-loving people—can survive only if ut possesses the strong and abiding loyalty of the individual citizens of our republic. With our schools rests the great responsibility for the con- tinuance of this loyalty —RAYMOND }. KELLY, National Commander of the American Legion, Indianapolis, Indiana. Pernaps in no period of our history has there been a greater need than today for cooperative action amongst the nations of the Western Hemisphere in order to preserve the principles on which they were founded. The contrast between the spiritual unity and peaceful collabora- tion the American republics have jointly achieved and the tragedy of the brutal events in other continents should not be cause for smug satisfaction. Cooperative peace is not a static international con- dition. It was not created by hoping for it nor can it be maintained by extollings. Pan-Americanism is a living movement; it requires continual and progressive co- operation to sustain it.—BEN M. CHER- RINGTON, speaking as director, Division of Cultural Relations, U. S. Department of State, Washington, D. C. WE know that the war in Europe will not permanently solve any problems for Amer- ican young people. And come what may, we agree that America must be strong. This means not only military power and arma- ments, but also genuine internal soundness. In this, there is no more important element than the correction of our glaring deficiencies Said at Milwaukee in employment, education, guidance, and health for youths.—HOWARD Y. MC CLUSKY, associate director, American Youth Com- mission, Washington, D. C. ONLY BY PROLONGED and penetrating work can our educational system ab- sorb the purposes of education in Amer- ican democracy and provide our chil- dren with a clear and safe guide for living. American Education Week, then, becomes a technic for realizing, so far as possible, our alluring goal. Have we the will amidst strife and con- fusion to unite and meet the supreme test which lies before us—to live the purposes of education, to see them alive and functioning in every school in our United States ?—Mrs. WILLIAM KLETZER, president, National Congress of Parents and Teachers, Portland, Oregon. AMERICAN public-school children are re- ligious. American educators, in the main, have been reverent of the reverences of youth. No institution in American civilization ts more sincerely concerned with the ethics, the spiritual values, and the character of the youth of the United States, than is the public- school system.—EVERETT R. CLINCHY, direc- tor, National Conference of Christians and Jews, New York, N. Y. Tue practices of agriculture and land use that have been passed from father to son in this country have resulted in the appalling problems of soil erosion and forest waste that face us today. We need to teach the best facts we know by the best methods we can command so that the future citizens of an American democracy will be better informed of their responsibility to the land. We can not begin too early to establish attitudes in the human mind. Respect for plant life, consideration for others’ property are as much a yield of gardening as the finest flowers or fresh vegetables that grace the family table—rrances M. MINER, Brooklyn Botanic Gardens. THOUSANDS of the more progressive schools of our country have taken hold of the problem of safety in a constructive way. They do not teach safety as a separate object to be taken on, for example, like a coat when they go into the street. They teach safety as an atti- tude, as a habit of mind, that applies thru- out every study subject and every life ac- tivity.—w. H. CAMERON, managing direc- tor, National Safety Council, Chicago. VOLUME 29, NUMBER 6; SEPTEMBER 1940 DonaALpD DuSHANE President of the National Education Association ANnp so as educators we are coming to realize that the education of the emo- tions must go along with that of the mind; that the spirit and the intellect must be cultivated so that each is the willing partner of the other. We are realizing that the development of sensi- tivity to beauty is of prime importance; that beauty is the handmaiden of the spirit; and that art reaches its highest fulfilment when it ministers to the soul of men, singing its age-old song of com- passion and tenderness, preaching its eternal gospel of the brotherhood of men.—HOWARD HANSON, director, East- man School of Music, University of Rochester, New York. To CONSERVE means to save. As applied to resources, natural and otherwise, con- servation means their use in such a manner as to be of the greatest benefit to the greatest number of people over a long period of time. Conservation is especially necessary in the use of the unreplaceable natural resources, which are the metals and mineral fuels— coal, oil, and gas—and, most important of all, the soil; also the resources which, tho renewable, take a long time to renew. The most important of these are the forests.— M. W. TORKELSON, director, Wisconsin Planning Commission, Madison. OuR LATIN AMERICAN youth have never become compromising, pampered, and soft, and have been ever ready for great sacrifices. That, I believe, is the heart, the most inspiring feature in our Latin American life.—mrs. CONCHA ROMERO james, chief, Division of Intellectual Co- operation, Pan American Union, Wash- ington, D. C. [ 175 ] PEDAGOGY THRU PICTURES We Learn about Flax A project in the Santa Barbara (California) schools I1—We planted flax seeds on a blotter and watched them sprout. 2—We kept flax plants in the room. 3—We rippled the flax (took off the leaves and seeds from the stalks) on a board with nail points sticking up thru il. 4—We broke flax with a hand- breaker, a box with a ridged lid hinged onto the edge of the end. We put the flax on the box and brought the lid down on it several times, moving the flax along each time. 5—We also broke flax by placing THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION it in a notched board and beating it with a stick. We combed our flax with a hand hackling machine, a long board with a handle at both ends, with many natls sticking up in the middle. We stuck one foot in the handle at one end and held the other handle with one hand. Then we pulled the flax over the nails, separating fibers and re- moving broken straw. We did our spinning with a spindle, twisting the flax into yarn. A Challenge to United Action TO THE TEACHERS OF AMERICA: HE INCREASING DIFFICULTIES that face America from within and without the nation are set forth in this issue of THe Journat by able educational leaders. Daily reports from press and radio flood our minds with evidence that these are no ordinary times. Shall we con- template the situation in a spirit of pessimism and defeat or shall we, as great Americans have always done in times of crisis, turn our difficulties into victory and achievement ? To the educational staff of America, working in schools of every grade and kind, the challenge is clear and unmis- takable. Teachers who, by their entry into our profession, dedicate themselves to the finer and more abiding things of life, must hold firm the faith, renew their strength, and carry forward the banner of American idealism and democracy. The teachers of America—the largest body of teachers in the world free from political dictatorship— are in a central position of influence and power. They are in a position to make the advantages of our American way of life so clear that our nation will go forward stronger than ever. They are in a position to establish in the minds of the people the advantages of freedom over tyranny. They are in a position in their own professional group to demonstrate the spirit and methods of democ- racy. By working at their problems and by a strong example of sacrifice, loyalty, and unity, they can exert a mighty force toward constructive achievement. The organized profession has made farreaching prog- ress since the beginning of the last World War. Local, state, and national associations have come together into one united body. Membership has multiplied many fold. A substantial headquarters office has been established in the nation’s capital. Most of the state associations have established headquarters. Local associations have mul- tiplied in number and effectiveness. Professional staffs have been set up to manage our growing enterprise with expert care. Conventions, publications, research, legis- lative activities, and public relations have been steadily improved. We may well take pride in these achievements and extend our gratitude to the earnest men and women, living and dead, who have made them possible. But our gratitude is an empty gesture if it is not expressed in a new will to dream and to do; in renewed devotion to the task before us; in deeper appreciation of our pro- fessional responsibilities and opportunities. We call upon every teacher and school officer to support and take part in local, state, and national associations. Thus shall we give evidence of our devotion to democracy and thus shall we meet the challenge to united action. Your national Association enters the new year with a - determination to meet the situation thru cooperative effort. During 1939-40 your Association has: [1] Enrolled and directly served thru its JourNaL more than 200,000 members. [2] Maintained a broad program of research into teacher welfare and educational problems. [3] Carried the cause of education to the people thru American Education Week, Association publications, conventions, radio programs, the press, and coopera- tion with other civic and educational groups. [4] Given leadership and service to special fields of educational enterprise thru its twenty-seven departments. [5| Worked at a wide range of problems thru its thirty committees. [6] Helped to unify the profession thru the outstand- ing leadership and publications of the Educational Policies Commission. During 1940-41 the Association will maintain the activities and services of former years and will give special attention to professional unification and to the problems growing out of the present crisis in the nation’s life. At the beginning of this school year it is our pro- fessional obligation to increase materially our member- ship in local, state, and national associations. At this critical time when the protection of our democ- racy is more than ever dependent upon the work of the teaching profession we are confronted with widespread attempts to curtail financial support for schools and with the efforts of minority groups, for selfish purposes, to control and restrict sound American teaching. The only way by which the teachers can fully serve their high purpose in this crisis of our democracy is by mutual protection thru effective organization. Donald DuShane PRESIDENT Willard £&. Givens EXECUTIVE SECRETARY New stANDARDS FOR VICTORY HONOR ROLL—The Representative Assembly at Milwaukee re- vised the standards for the 1940-41 Victory Honor Roll, making them more flexible and putting them within the reach of more states. The standards are: {a} Those states which have enrolled in the NEA 90 percent or more of their teachers; |b| any states which have increased their membership 500 or more over their record of the preceding year; |c\ all other states which have increased their NEA membership 10 percent or more over the record of 1959-40. May the number of states earning a place on the Vic- tory Honor Roll this year be greater than ever beforel VOLUME 29, NUMBER 6; SEPTEMBER 1940 Membership in Education Associations—1940 Membership in National Education Association Number of teachers States and other units May 31 1939 May 31, 1940 Membership in State Associations Percent of Percent of Life Mem Releti teachers rship May 31, May 31, teachers ts — members y 31 1939 1940 members 1940 1940 1940 1 8 9 10 11 Total... .. 928,499 201,682 203,429 22 5,047 782,270? 790,705? 86° Aleabame..... . “PE RAP ae ; : 19,803! 2,581 2,816 14 36 68 16,605 18,556! 94 25 Alaska. . , ‘ 303 334 339 112 1 16 325 182 60 48 Arizona. 3 " 3,364 1,790 1,956 58 5 42 3,742 3,843 11410 1 Arkansas... . . 12,361 681 804 7 51 48 8,054 9,906' 80 41 IS Nig fo a-iic'x 5 snahaicd ani 42,180 17,762 18,160 43 8 470 36,457 37,098 88 33 Colorado... 9,287 3,801 3,796 41 10 74 9,138 9,186 99 16 Connecticut. . 10,361 1,749 1,692 16 32 66 10,171 10,275 99 15 Delaware.... 1,688 786 775 46 7 16 1,654 1,658 98 18 District of Columbia : : 3,158 1,540 1,739 55 6 104 2,402 2,586! 82 38 Florida... ... - : 13,346 1,541 1,445 11 40 59 12,673* 11,6078 87 35 ee : ‘ 22,773 2,066 1,633 7 49 60 16,867* 14,578! 64 47 Hawaii... . . 2 3,100 2,483 2,348 76 3 117 2,567 2,564 83 37 | 4,634! 789 789 17 27 28 4,621 4,622 100 12 Illinois. . . . 48,080 12,147 13,706 29 16 263 44,500° 46,785 97 20 indiene...... 22,956 7,570 8,970 39 11 147 16,343 16,764 73 44 POEs «16.6 24,795 3,328 3,789 15 33 87 22,032 21,874 88 32 Kansas... .. 19,126 3,634 3,884 20 22 53 17,799 18,124 95 23 Kentucky. . 18,860 3,237 3,572 19 25 63 18,858! 19,047* 10110 10 Louisiana. . 14,115 3,114 2,788 20 24 48 13,750* 13,798" 98 19 Maine... . ; 6,202 1,436 1,440 23 21 49 6,494 6,300 10Q1¢ 8 Maryland. . 8,962 1,317 1,486 17 28 52 4,977* 4,877’ 54 50 Massachusetts........... 26,148 3,920 4,334 17 29 122 21,200 21,000¢ 80 39 Michigen 33,524 7,665 8,017 24 18 127 33,693 34,097 10g! 7 Minnesota ; : 21,603 2,707 2,855 13 37 78 16,244 16,428 76 43 Mississippi... .. . . ‘ 16,326 1,050 1,082 7 50 22 11,850 11,642 71 45 Missouri... . . . 26,346! 5,660 6,256 24 19 120 26,130 26,196 99 13 Montana... . 5,316! 566 567 11 41 31 5,086 5,046 95 21 Nebraska 13,791! 1,883 1,750 13 38 94 12,115 12,231 89 31 Nevada... 912! 698 771 84 2 6 703 828 91 28 New Hampshire oP ae < 2,957 474 443 15 34 17 2,912 2,921 99 17 New Jersey. .. 28,096 7,794 7,510 27 17 183 27,846 27,872 99 14 New Mexico... . 4,288! 577 710 17 30 37 4,200° 4,661 10910 3 New York... ... 90,014 22,854 14,816 16 31 342 48,1178 47,618° 53° 518 North Carolina. ........ 25,370! 1,869 1,918 8 48 56 2° ,405' 23,662' 93 26 North Dakote...... 7,947! 570 668 8 46 39 4,775 4,550 57 49 Ohio. .... ; 42,815! 17,734 18,207 43 + 452 40,528 40,583 95 22 Oklahoma. . . 20,507 1,531 1,624 8 47 58 20,467* 20,5618 100 11 Oregon. 7,642! 2,380 2,507 33 13 57 5,829 6,030 79 42 Pennsylvania 63,987! 20,979 20,638 32 14 402 57,627 57,641 90 29 Puerto Rico. 6,058 64 164 3 52 ey - vincdteiens xno Rhode Island. 4,263 218 445 10 42 14 4,500¢ 4,5008 106!" 6 South Carolina. 14,467 1,461 1,719 12 39 27 14,969" 15,449" 107” 5 South Dakota. . 8,293 727 704 8 45 33 7,530 7,706 93 27 Tennessee... . 22,367 2,108 2,154 10 43 57 18,381 19,206' 86 36 Mah 'g 0 v4.08 47,386 3,739 4,083 9 44 280 30,495' 31,313? 66 46 | rr 4,632 2,744 3,270 71 4 27 5,004 5,004 1081 4 Vermont..... i 2,749 643 554 20 23 32 2,950 3,140 11410 2 Ns X:0 0.0.5. 17,795 3,051 3,333 19 26 82 17,827' 18,036' 10110 y Washington 11,559! 3,871 3,610 31 15 47 10,670 10,168 88 34 West Virginia 16,491 1,424 2,407 15 35 68 14,6553 14,755! 89 30 Wisconsin. . . 22,580 6,112 7,518 33 12 123 21,379 21,370 95 24 Wyomin . : 2,816 667 659 23 20 24 2,154 2,261 80 40: Other U S. possessions........ ; 92 84 27 : dee a a [6] Your Citizenship in the Making. . . 17] Your Personality in the Making. .. (9] The Planning of Your Life........ TEACHER GROWTH AND DEMOCRACY [11] Future Teachers of America...... [12] Shall | Become a Teacher?....... [13] Community Forces and the School. . {14] Challenge of a United Profession. . {15] First Normal School in America. . . [16] The American Plan of Education. . 117] Education for Democracy......... THE NEA AND ITS WORK [51] The Story of the NEA...........0 w0. [52] NEA Platform and Resolutions.... ...... {53] Individual Guidance thru Schools. ...... *(54] Projects for NEA Life Members... ...... [55] Projects for Local Associations.... ...... [56] Federal Aid for Education....... ...... [57] Better Salaries for Better Schools... ..... [58] American Education Week 1940... ...... [59] Story of American Education Week ...... 60] Our Faith in Education.......... me ee also Leaflets 11, 14, 135, 140, 170 CITIZENSHIP AND AMERICAN IDEALS [61] Mann's Letter to Young Americans [62] The Code of the Good American. 164] The Rabble Rouser.............. : [65] Allied Youth: A School Club.... ...... [66] American Youth Hostels......... BETTER TEACHING SERIES [110] Teaching Reading in Ele. Schools... ...... [111] Art in School and Life..........0 .00... [112] Teaching Economics to Children.. .. *[113] The New Commercial Program.... ... *(114] Propaganda Analysis............ .... *(120] Seltsupervision for Teachers. ..... a [121] How To Become an Expert Typist... ... *1125] How | Found My Job.......... *(135] Ethics for Teachers.............. wished *(140] NEA Information [32 pages]..... ... *[144] Teacher, Take It Easy............ ie *[145] In Praise of Teaching............ 0 ..... *[147] Heirs of Democracy.............0 cue *(148] Creative Democracy—John Dewey ...... *1150] The Place of Religion in Education. ...... *[155] Youth and Social Security........ ...... FUTURE TEACHERS OF AMERICA [161] Suggestions for FTA Sponsors.... ...... [18] Education in a Living Universe. . . [19] Dewey'sPedagogicCreed[32pages| [20] The Growing Teacher........... GOLDEN TREASURY SERIES [21] AGolden Treasury, Beauty & Wisdom [29] Golden Treasury from the Bible. . . [23] Golden Treasury on Art of Living. [25] Selections from George Washington [26] Selections from Emerson......... [27] Selections from Abraham Lincoln... . [28] Selections from Horace Mann.... [30] The Significance of Friendship.... ...... COLLEGE AND CULTURE [32] Shall | Attend a Junior College?. . *(33) The College of the Future........ ...... *[36] How To Use These Leaflets...... ...... LEADERSHIP [41] Learning To Be a Leader......... ...... [42] Franklin s Plan of Selfimprovement. ...... [43] Franklin's Pers’l Growth Recordbk. [44] The Tyranny of Bad Habits....... [45] A Parliamentary Primer........-. 0 cco. PUBLIC AND PERSONAL HEALTH RURAL EDUCATION AND AMERICAN LIFE [73] Teaching Materials for Rural Schools . *(74] Elementary Correspondence Study. [75] Highschool Correspondence Study [86] Booker T. Washington at Tuskegee. . CIVIC PROBLEMS AND NATIONAL WELLBEING [91] Seven Adventures in Pioneering. . [92] True Americanism-Louis D. Brandeis [93] A Primer of Taxation............ [94] Economic Systems in the U. S..... [95] White House Conference 1940... [96] Challenge of the Hard Road..... ak [97] Roads to American Prosperity.... . [98] Parks and American Culture...... Pe [99] Student Selfgovernment.......... ... [100] New Voter Recognition. ........ 0. [162] Projects for FTA Clubs..........0 0... [165] What It Means To Be FTA....... ...... *(166] FTA at Work in Colleges........ ...... [170] Future Teacher Ideals & Purposes. . ...... TOWARD A NEW AMERICA [171] Ed’n for the American Way of Life ...... [172] Crucial Issues in American Ed'n... ...... [173] The Economy of Abundance—Chase ....... [174] America’s Foreign Policy—Beard.. ...... [175] Thank God, I’m an American!..... ...... [176] Social Imagination in Education... ..... [177] Motive-Centered Education...... ...... [178] The Parent's Part in Education.... ...... *(179] Critical Problems of Our Nation. . ...... *(180] The Challenge of Unemployment... ...... [208] America’s Role in the World..... ...... OTHER TITLES *[911] The Elementary Teachers Library... ...... *[991] Newbery Medal Books..........0 .0... *[346] Education in West Virginia...... ...... Matching envelops for leaflets......... «..... [101] Have You Had Your Vitamins?... ...... cme [102] Our Common Diseases...........0 -.0 WOE cot 2k era eee: Coe *New titles added during summer. How To Use Personal Growth Leaflets Teachers are the standard bearers of ideals and skills. If democracy is to advance, its ideals must be taught in home, school, and community. There are now more than 100 PERSONAL GROWTH LEAFLETS which provide inexpensive material for personal guidance, curriculum enrichment, and other uses. The list above suggests possibilities. A reader says: “If the ideas the Leaflets contain could be put into practice generally, we would be living in a different world when the children who read those Leaflets grow up.” Leaflet 36, How To Use Personal Growth Leaf- lets, suggests a variety of ways by which your school can use these materials in working toward a better America. Over a million Leaflets were sold last year. One friend tells another. Ask for free order blanks for distribution to friends and associates. Order in quantity and keep a supply always on hand. Low in cost; rich in uses. VOLUME 29, NUMBER 6; SEPTEMBER 1940 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 below or write a letter asking for Special Offer Number One, enclosing a $1 bill. To order an assortment of your own selection, fill in the number of Leaflets wanted opposite cach title in the list at the top of this page, fill in the blank below, and send the entire page with your remittance. 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, 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 columns above, for which I enclose $ Signed Position Street *« « * ELEMENTARY-SCHOOL SERVICE « «= « This Personal Growth Leaflet—No. 211—‘The Elementary Teachers Library” was prepared by the Faculty of Southern Oregon College of Educa- tion, Ashland. The preparation of similar leaflets for teachers in the highschools and other levels is a worth- while project for other faculty groups. Teachers Professional Library em SELECTED BIBLIOGRAPHY of profes- sional books is recommended as a guide to beginning teachers who wish to make use of their limited time and funds in selfimprovement in the profession. Only a few volumes of proved usefulness are included, because long lists are fre- quently formidable and discouraging to beginners who feel the need of counsel and advice. All books listed herein may be had postpaid at prices indicated, from Consumers’ Book Cooperative, Inc., 118 East 28 Street, New York City. Arithmetic Morton, Robert Lee, Teaching Arith- metic in the Elementary School. Vol. 1, Primary grades, Silver, 1937, 410p. $2.40. Vol. 2, Intermediate grades, Silver, 1938, 538p. $2.72. Wheat, Harry Grove, The Psychology and Teaching of Arithmetic. Heath, 1937, 591p. $2.80. “What the pupil should learn rather than what the pupil should avoid is the theme.” Art and Drama Brown, Corinne, Creative Drama in the Lower School. Appleton, 1930, 226p. $2. Practical and unusually suggestive. Subject bibliographies. Ficklen, Mrs. Bessie A., Handbook of Fist Puppets. Stokes, 1935, 329p. $2. Simple and useful for teachers of grades one to six. Gardner, Helen, Art through the Ages; rev. ed. Harcourt, 1936, 795p. $3. An easily understood history of art. Lemos, Pedro Joseph, The Art Teacher. Davis Press, 1931, 491p. $8. Art sugges- tions for all grades and highschool. Williams, Mawhood, and_ Trilling, Art Activities in the Modern School. Macmillan, 1937, 379p. $3.25. Emphasis thruout is placed on integration of subjects. [ 184 | Payant, Felix, Design Technics. De- sign Pub. Co., 1934, 52p. $2. Material gleaned from Design Magazine. Biological Sciences Hegner, Robert William, and Heg- ner, Jane, Parade of the Animal King- dom. Macmillan, 1935, 675p. $5. Brief treatment of representative species. Well illustrated. Holland, William Jacob, The Butter- fly Book; new and rev. ed. Doubleday, 1931, 424p. $10. Both popular and scien- tific. Covers United States and Canada. Ward, Henry Baldwin, and Whipple, George Chandler, Freshwater Biology. Wiley, 1918, 1111p. $7. Includes large and microscopic plants and animals. The best material in each field will be found in lists of regional books. Ex- amples for the Pacific coast include: Essig, Edward Oliver, Insects of West- ern North America, Macmillan, 1926, 1035p. $10; Hoffmann, Ralph, Birds of the Pacific States, Houghton, 1938, 353p. $3.50; and Ricketts, Edward F., and Calvin, Jack, Between Pacific Tides, Stanford University Press, 1939, 320p. $6. Curriculum and Education Hildreth, Gertrude, Learning the Three R’s. Educational Publishers, 1936, 824p. $2.40. “A modern interpretation.” Hockett, J. A., and Jacobsen, E. W.., Modern Practices in the Elementary School. Ginn, 1938, 346p. $2.60. An at- tempt to weave together both theory and practice. Lee, J. M., and Lee, D. M., Child and His Curriculum. Appleton-Century, 1940, 652p. $3. A practical book. National Education Association, De- partment of Supervisors and Directors of Instruction, Materials of Instruction; 8th Yearbook. NEA, Washington, D.C., 1935, 242p. $2. Palmer, George Herbert, The Ideal Teacher. Houghton, 1910, 32p. 80¢. Stevens, Mrs. Marion P., The Activi- ties Curriculum in the Primary Grades. Heath, 1931, 440p. $2. Geography, History, Social Studies Booth, Mary Josephine, Material on Geography; 5th rev. ed. Author, 1931, THE JOURNAL OF 108p. 50¢. “Including commercial prod- ucts, industries, transportation, and ed- ucational exhibits which may be ob- tained free or at small cost.” Goode, John Paul, School Atlas; rey, and enl. ed. Rand, 1937, 287p. $4.40. “Political, physical, and economic atlas of the world.” Kelty, Mary G., Learning and Teach- ing History in the Middle Grades. Ginn, 1936, 694p. $2.40. Includes many organ- ized units. Storm, Grace Emily, The Social Stud- ies in the Primary Grades. Lyons & Carnahan, 1931, 596p. $2.50. Includes sample lessons and lists of books. Thralls, Zoe A., and Reeder, E. H., Geography in the Elementary School. Rand, 1931, 441p. $2.40. Organization of subjectmatter and methods. Health Conrad, H. L., and Meister, J. F., Teaching Procedures in Health Educa- tion. Saunders, 1938, 160p. $1.75. In- cludes selection of subjectmatter, build- ing of units, and lesson planning. Grout, Ruth Ellen, ed., Handbook of Health Education. Doubleday, 298p. $2. “A comprehensive program for projects, for courses of action, and for many different patterns of healthful liv- ing in the rural school and home.”— Booklist, December 1936. National Education Association, De- partment of Classroom Teachers, Fit To Teach; Ninth Yearbook. NEA, Wash- ington, D. C., 1938, 276p. $1. “A study of the health problems of teachers.” Williams, J. F., and Shaw, F. B., Methods and Materials of Health Edu- cation. Nelson, 1935, 331p. $2. It deals with healthful school living, health serv- ice, and health instruction. 1926, Language and Literature Dalgliesh, Alice, First Experiences with Literature. Scribner, 1932, 162p. $1.25. A lively discussion of the subject with illuminating illustrations. Depew, Ollie, Children’s Literature by Grades and Types. Ginn, 1938, 706p. $3.25. Clearly defines the many types of literary lore and indicates good material for each grade level. THE NATIONAL EDUCATION ASSOCIATION ev, 40. las ch- 1n, in- On Hollowell, Lillian, ed., A Book of Children’s Literature. Farrar, 1939, 942p. $3.75. Emphasis on literature for first six grades; some junior highschool material. Johnson, Edna, and Scott, C. E., comps., An Anthology of Children’s Literature. Houghton, 1935, 914p. $3.50. Excellent selections for grades one to nine. McKee, Paul Gordon, Language in the Elementary School; rev. ed. Hough- ton, 1939, 500p. $2.25. A practical treat- ment of the subject. Library Detroit Board of Education, Coarse of Study in the Use of the Library for Grades 1 to 6. Board of Education, De- troit, Michigan, 1931, 197p. $1.25. Fargo, Lucile Foster, Activity Book for School Libraries. American Library Association, 1938, 208p. $2.50. Emphasis is on the junior and senior highschool level but the elementary-school librarian will find it very useful. Johnson, Margaret F., Manual of Cata- loging and Classification for Elementary and Small Highschool Libraries; 2d ed. rev. Wilson, 1935, 47p. paper 50¢. Wilson, Martha, School Library Man- agement; 6th ed. rev. and rewritten by Althea M. Currin. Wilson, 1939, 169p. $1.25. ALA, Section for Library Work with Children, Book Evaluation Committee, Inexpensive Books for Boys and Girls; 2d ed., ALA, 1938, 43p. 50¢. Graded List of Books for Children, compiled by a joint committee of the ALA, NEA, and National Council of Teachers of English. ALA, 1936, 161p. paper $1.75. Over first grade thru junior highschool. Mahony, Bertha E., and Whitney, Elinor, comps. Five Years of Children’s Books. Doubleday, 1936, 599p. $3.50. Morse, Mary Lincoln, comp., Selected List of Ten-Cent Books; rev. ed. Asso- ciation for Childhood Education, Wash- ington, D. C. 1939, 16p. paper 15¢. 1600 titles, for the Dictionaries Practical Standard Dictionary of the English Language; rev. ed. Funk, 1938, 1309p. cloth $5; buckram $6. Over 140,000 words and_ phrases. Webster's Collegiate Dictionary; 5th ed. Merriam, 1936, 1274p. cloth $4; buck- ram $5. VOLUME Music Bauer, Marion, and Peyser, E. R., How Music Grew. Putnam, 1925, 602p. $4.50. A brief, authentic, and very read- able history of music. Dole, Nathan Haskell, Famous Com- posers; 3d ed. rev. and enl. Crowell, 1929, 801p. $3.75. Covers the 16th—19th centuries. Fox, Lillian Mohr, and Hopkins, L. T., Creative School Music. Silver, 1936, 326p. $3. An excellent book dealing with the newer technics of teaching. Glenn, Mabelle, and Lowry, Mar- garet, Music Appreciation for Every Child. Primary grades, Silver, 1935, 72p. 76¢; Intermediate grades, Silver, 1935, 76p. $1; Junior highschool, Silver, 1930, 68p. 70¢. Teacher’s manuals. Murray, Josephine, and Bathurst, E. G., Creative Ways for Children’s Pro- grams, Silver, 1938, 396p. $2.40. Almost a “must have” for teachers. Physical Education Crampton, Charles Ward, comp., The Folk Dance Book. Barnes, 1909, 81p. $2.40. Suitable for all grades. Hofer, Mari Ruef, Children’s Singing Games; rev. ed. Flanagan, 1914, 42p. paper 50¢. Good rhythmic work for the first three grades. La Salle, Dorothy, Physical Education for the Classroom Teacher. Barnes, 1937, 209p. $2. For the teacher who has had only a little training in physical educa- tion. Gives teaching technics and ma- terials and lesson plans. Mason, Bernard Sterling, and Mit- chell, E. D., Active Games and Contests. Barnes, 1935, 600p. $3. Neilson, Neils Peter, and Van Hagen, Winifred, Physical Education for Ele- mentary Schools. Barnes, 1930, 365p. $2. The most complete course of study for teachers of physical education. Psychology Cole, Luella W., Psychology of Ado- lescence. Farrar, 1936, 503p. $3. Mini- mum of theory; emphasis on under- standing of youth’s problems. Pressey, Sidney Leavitt, Psychology and the New Education. Harper, 1933, 5094p. $2.75; school ed. $2.25. Full of practical school problems. Ragsdale, C. E., Modern Psychologies and Education. Macmillan, 1932, 407p. $2.25. For advanced students. 29, NUMBER 6; SEPTEMBER 1940 Shaffer, Laurance Frederic, Psychol- ogy of Adjustment. Houghton, 1936, 6oop. $3. “An objective approach to mental hygiene.” Strang, Ruth May, An Introduction to Child Study; rev. ed. Macmillan, 1938, 681p. $3. An “applied psychology of childhood,” practical and readable. Woodworth, Robert Sessions, Psychol- ogy; 3d ed. Holt, 1934, 546p. $2.70. A readable general psychology. Reading Harrison, M. Lucile, Reading Readt- ness; rev. and enl. Houghton, 1939, 255p. $1.40. Gives suggestions concerning ma- terials and technics. McKee, Paul Gordon. Reading and Literature in the Elementary School. Houghton, 1934, 592p. $2. The value of scientific research is emphasized. National Education Association, De- partment of Elementary School Princi- pals, Newer Practises in Reading in the Elementary School; 17th Yearbook. NEA, 1938, 5oop. $2. Practical. National Society for the Study of Edu- cation, The Teaching of Reading: A Second Report; 36th Yearbook. Public School Publishing Company, 1937, 442p. paper $1.75. Storm, G. E., and Smith, N. B., Read- ing Activities in the Primary Grades. Ginn, 1930, 376p. $2. Practical informa- tion and methods of procedure. Periodicals Childhood Education, Association for Childhood Education, Washington, D.C., $2.50. Monthly except June, July, and August. Elementary English Review, The Ele- mentary English Review, Detroit, Mich. $2.50. Monthly October thru May. Horn Book, The Horn Book, Inc., Boston, Mass. $2.50. “Magazine of books and reading for children and young people.” Published six times a year. Journal of Health and Physical Educa- tion, American Association for Health, Physical Education, and Recreation, NEA, Washington, D. C., $2. Monthly except July and August. Journal of the National Education As- sociation, NEA, Washington, D. C., $2. Monthly except June, July, August. School Arts Magazine, Davis Press, Worcester, Mass. $3. Monthly except July and August. [ 185 | a ox ww | RURAL-SCHOOL SERVICE « « «x PARTING . My whole world reeled that bright au- tumnal day, As with an aching heart I saw him march away, His shoulders squared, his head held high, A questioning wonder in his boyish eye. His work forgotten, his games all laid away. The law had claimed him and I could not bid him stay, But when he turned to wave a last good- bye *Mid all my loneliness I sat me down to cry, Yet, crying, tried my feverish grief to cool— ’T was but my little son’s first day at school. —Muiiute Rutu Turner Farm Folk School—The recently organ- ized farm folk school at North Dakota Agricultural College offers unique op- portunities for young men. The school not only provides courses in agricul- ture but also in the social, cultural, and economic relationships of rural life. The SN only entrance requirement is an inter- est in agriculture. An “extra room” in a two-teacher school, Bethlehem Central Schools, Delmar, New York. Grades 4, 5, 6 have converted ut * into a library and reception room for visi- tors. Here pupils go for story hour.—Anne Holdford, elementary supervtsor. The course of study covers two winter periods of 15 weeks each, divided into three terms of five weeks. A total of 51 subjects is offered, of which 36 must be completed for final certification. Stu- dents select 6 subjects per term. Those completing the required 36 credits are encouraged to return for a third winter to study optional subjects. Room, board, and health service are available to members of the farm folk school on the same basis as to other col- lege students. Special dormitories have also been provided for those desiring low-cost housing. Most students enrolled during the past two years have devoted approximately one-half time to study and half to outside projects, including remodeling of their dormitory. Federal funds, made available thru the NYA, have aided the entire project—Ralph E. Dunbar, State College, North Dakota. Free to teachers is A Bibliography of Lists of Free and Inexpensive Aids for Teachers of Adults. Write the Federal Works Agency, Washington, D. C., for Community Service Circular No. 3. Visual Aids in Safety Education, a 32- page bulletin by the Safety Education Projects, NEA, contains annotated ref- erences to motion pictures, sound slide films, silent film strips, and lantern slides. Price 25¢ from the NEA. Our National Resources: Facts and Prob- lems is a compact summary of find- ings of the National Resources Planning Board. In readable type and with maps and charts, this pamphlet gives the latest data on such resources as population, land, education, and tells how we can best conserve them. Price 10¢, discount of 25 percent in lots of 100 or more, from Superintendent of Documents, Wash- ington, D. C. 1940, 45p. Single copies free to teachers on request to the Board. A Vacation Poetry Project—The Com- munity Library at Old Hickory, Ten- nessee, sponsored a poetry project for younger children during the summer. Each child who learned ten poems was given a copy of Marjorie Barrows’ One Hundred Best Poems for Boys and Girls. Forty-seven children were given books. One little girl said when she got her book, “I never had a book of poetry before."—Ruby Ethel Cundiff, George Peabody College for Teachers, Nash- ville, Tennessee. In your school are you beginning a project in community recreation? In conservation? In beautification of the schoolgrounds? Write a paragraph of 100-200 words describing your plan and send it to THe Journat for this page. To enrich your school library at low cost, send for Edith A. Lathrop’s book- list entitled One Dollar or Less: Inex- pensive Books for School Libraries. U.S. Office of Education Pamphlet 88, 1940, 16p., price 5¢ from Superintendent of Documents, Washington, D. C. County superintendents, grade and rural teachers, as well as parents, will welcome the booklist prepared by Nora E. Beust, entitled 500 Books for Children [U. S. Office of Education Bulletin 1939, No. 11, Superintendent of Documents, Wash- ington, D. C. 89p. 15¢]. For social studies classes are two recent Public Affairs Pamphlets: First, Amer- ica’s Children, a summary of the 1940 White House Conference on Children in a Democracy. Second, Adrift on the Land, which warns that conditions de- picted in The Grapes of Wrath may become more widespread. These pam- phlets are 10¢ each from Silver Burdett Company, 45 East 17 Street, New York. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION le of xr Ww oe One Way ‘To Bridge the Gap ACH YEAR about the second week of September the following con- versation can be heard: First teacher—How are the seventh graders this year? Second teacher—Terrible, as usual. They’re good youngsters with normal intelligence. But they seem not to know what to do with themselves and so get into trouble. The first teacher’s parting remark is probably, “Well, try to tame them be- fore they get to me.” And there the problem drops. Nine chances out of ten the problem is one of maladjustment. These “terri- ble” seventh graders have come from an elementary school in which all of their subjects are taken in one room. Here they worked and studied and lived. ‘Their teacher blended all their subjects into a pattern and they were not particularly conscious that this was reading and that, language. Suddenly they were catapulted into a new world—junior highschool. They found themselves in a new regime made up of many separate segments. It requires a broad view of relation- ships when in a single day a seventh grader studies South America in geog- raphy, the Middle Ages in history, and “Rip Van Winkle” in English. If the subjectmatter of these three courses could be brought more closely together, the problem of adjusting the seventh grader to his new work in the junior highschool would be minimized. Working on this thesis, the junior highschool department in our labora- tory school began molding the three segments—history, geography, and Eng- lish—into a more obvious pattern. With history as our point of departure we revamped our English and geography courses so that one subject might sup- plement the other. European history is the starting point of seventh-grade work. Around five major periods, we wove the following: Unit One: Days in Old Greece and Rome Tanglewood Tales, Hawthorne MATILDA BAILEY State Teachers College, Slippery Rock, Pennsylvania Ben Hur, Wallace Friend of Caesar, Davis The Iliad for Boys and Girls, Homer A Day in Old Athens, Davis Unit Two: Medieval Times Tod of the Fens, Whitney Girl in White Armor, Paine When Knights Were Bold, Tappan The Prince and the Page, Yonge The Black Arrow, Stevenson Crusades, Lamb Connecticut Yankee, Twain Men of Iron, Pyle White Company, Doyle Unit Three: The Renaissance Dorothy Vernon of Haddon Hall, Major Master Skylark, Burrill When Knighthood Was in Flower, Major The Prince and the Pauper, Twain Kenilworth, Scott Unit Four: The French Revolution Scarlet Pimpernel, Orczy Reds of the Midi, Gras Scaramouche, Sabatini Napoleon, the Little Corsican, Hathaway Adventures of a Younger Son, Trelawny Unit Five: England of Nineteenth and Twentieth Centuries David Copperfield, Dickens Jeremy at Crale, Walpole Tom Brown’s School Days, Hughes With Lawrence in Arabia, Thomas In the eighth grade, American his- tory is the theme: Unit One: The Indian Hiawatha, Longfellow Unit Two: Early Days in America To Have and To Hold, Johnston Miles Standish, Longfellow Plains of Abraham, Curwood Arundel, Roberts Glengarry School Days, Gordon Unit Three: Revolutionary Period Janice Meredith, Ford Alice of Old Vincennes, Thompson Green Mountain Boys, Thompson Richard Carvel, Churchill Drums, Boyd VOLUME 29, NUMBER 63; SEPTEMBER 1940 FIIGHSCHOOL SERVICE *« *« * Unit Four: Westward Expansion Covered Wagon, Hough Cimarron, Ferber Oregon Trail, Parkman Hoosier Schoolmaster, Eggleston The Long Rifle, White Unit Five: Civil War Period Abraham Lincoln, Drinkwater The Crisis, Churchill The Perfect Tribute, Andrews Forever Free, Morrow Red Badge of Courage, Crane Little Shepherd of Kingdom Come, Fox Unit Six: The Changing World of Today Skyward, Byrd We, Lindbergh Story of My Life, Keller Up from Slavery, Washington At School in the Promised Land, Antin Such stories as Curwood’s and Fox’s are placed on the shelves in the hope that they may be used as steppingstones. With a shelf filled with many books, different in content yet similar in theme, the fast reader finds ample op- portunity to read to capacity, while the slower reader can set his own pace. This system of reading motivates it- self. Increased information gleaned in history and geography classes stimu- lates interest in English class. The pupils themselves are the best agents for motivation. Someone will probably say, “Have you read The Reds of the Mid1? It tells all about the peasants’ march to Paris, and it’s wonderful!” And someone else will answer, “I haven’t read that one yet, but I have read The Scarlet Pimpernel.” As fast as one reads a book, he trades it for an- other. Class discussions are spontaneous, for each has a wealth of material to offer. Intensive reading gives place to ex- tensive. No longer are six weeks spent dissecting one book. During that time a number of novels, short stories, poems, and biographies are read, thus produc- ing a breadth of understanding. The enthusiasm spreads to other de- partments. Soon the home economics teacher, being an opportunist, talks cos- tumes with her classes; the art teacher directs the making of pictorial maps; and the music teacher uses the songs of the different periods. [ 187] « *« * PUTURE TEACHERS OF AMERICA * * « HE FTA MOVEMENT, which grew out of the Horace Mann Centen- nial, is now two years old in high- schools and one year old in colleges and universities. Its field of devolopment is the million or more young people in highschool and college who are consid- ering education as a career. The culkti- vation of this field is one of the most important opportunities of local, state, and national education associations. The purposes of Future Teachers of America are: [1] To interest the best young men and women in education as a life career. [2] To develop among young people in teachers colleges and schools of edu- cation an organization which shall be an integral part of state and national education associations. [3] To acquaint teachers in training with the history, ethics, and program of the organized teaching profession. [4] To give teachers in training prac- tical experience in working together in a democratic way on the problems of the profession and the community. [5] To encourage careful selection of persons admitted to schools which pre- pare teachers, with emphasis on both character and scholarship. [6] To seek thru dissemination of in- formation and thru higher standards of preparation to bring teacher supply and demand into a reasonable balance. On June 1, 1940, there were 64 college and university FTA chapters in 33 states, with a membership of 1565; 116 FTA clubs in highschools in 27 states with 2088 members. The movement promises to make even greater head- way during 1940-41. The National Committee, FTA, an- nounces four improvements for 1940-41: [1] A revised and extended litera- ture, giving a rich content to the move- ment. [2] A simplified plan for chartering and serving highschool clubs. [3] A merit point system for recog- nizing work done on FTA projects. [4] The coinclusive plan by which members of college FTA chapters are junior members of both state and na- tional associations. The revised literature includes the [ 188 | following Personal Growth Leaflet titles dealing with the FTA movement: [11] Future Teachers of America—FTA movement from its beginning to 1940 [161] Suggestions for FTA Sponsors —Practical ideas for teacher leaders [162] Programs and Projects for FTA Clubs—Suggestions for month-by-month planning [165] What It Means To Be a Future Teacher—A personal message to FTA members [166] FTA at Work in Colleges and Universities—Manual for college chapters [170] Future Teacher Ideals and Pur- poses—FTA aims and expectations to- gether with objectives and ideals of edu- cation Altogether there are now over 100 Personal Growth Leaflets available for FTA work, covering such fields as: Character and selfrealization Educational philosophy and practice The NEA and state associations National wellbeing and citizenship Publication of a leaflet on Education in West Virginia marks the beginning of a series to be issued in cooperation with various state education associations. The simplified plan for highschools requires only a $1 fee for each club, regardless of the number of members. For this fee the club receives a national charter or charter renewal and its choice of 100 Personal Growth Leaflets. The purpose of FTA in highschools is ex- ploratory, prevocational, and character- forming. The work of organizing FTA clubs in highschools is carried forward by school faculties; local teachers asso- ciations; FTA chapters in colleges; state departments of teacher certification. The merit point system gives added force to the emphasis which the FTA places on training in cooperative pro- fessional and civic action. This empha- sis on accomplishment as a means of developing skill and testing the power to plan and to do centers around proj- ects in which each FTA member is ex- pected to take part. Projects include such enterprises as school and commu- nity beautification; boy and girl scout leadership; and Sunday school service. The amount of work done is measured in merit points—a merit point being one hour’s work on an approved proj- ect. It is expected that each member will earn some 50 merit points a year, The coinclusive FTA plan marks a big step forward. It has been adopted by more than half the state education associations, including several that here- tofore have had no plan for serving col- lege students. Under this plan each member of an FTA college chapter pays $2 annual dues—$1 going to the state association and $1 to the national. Service provided to each member in- cludes the Journals of state and national associations and a choice of 20 Personal Growth Leaflets. State and national as- sociations will join in promoting and serving college FTA chapters. A mini- mum of ten paid-up members is re- quired to secure or maintain a charter, This makes it possible for the small college to take part. Larger institutions enrol chapters ranging from 40 to 100 members. Emphasis is placed on getting an early start in FTA work and in making each chapter thoroly representative of the best young men and women in each of the four college classes. By or- ganizing at once colleges will bring to their students the special feature, “Edu- cation and the Defense of American Democracy,” which appears in_ this issue of THe Journat. In a number of colleges and universities Education Clubs are being reorganized into FTA chapters with a more active program. The unique importance of being a member of a college chapter of FTA is in the fact that it is not a blind-alley organization, having little or no sig- nificance after the student finishes col- lege; but is an important part of the great state and national education as- sociations, which for nearly a century have been the prime moving forces in the development of American educa- tion. Everyone who enters the teaching profession benefits from the labors of these organizations which have helped to improve the curriculum; to extend the preparation of teachers; to perfect school administration; to develop lead- ership; and to secure increased public support for education. Thru FTA let us prepare leaders for tomorrow by tak- ing youth into partnership now. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION der ar, ted ion re- ‘ol- ich ter the val. in- nal nal as- nd ni- er. all Ns [OO an ng of in Or- to lu- an his of on Education for the Common Defense AMERICAN EDUCATION WEEK, DUCATION FOR THE CoMMoN De- FENSE is the general theme for the twentieth annual observance of American Education Week, November 10-16, 1940. The daily topics for the ob- servance are: Sunday, November 1o—Enriching Spirit- ual 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 In- dividual Liberties Saturday, November 16—Building Eco- nomic Security Elsewhere in this issue of Tue Jour- waL is published the recent statement of the Educational Policies Commission entitled “Education and the Defense of American Democracy.” The Commis- sion states that “in the defense of Amer- ican democracy our system of educa- tion must play a central role.” American Education Week 1940 is the opportunity of a generation for the Pictured here are a few of the American Education Week publications prepared for the 1940 observance. Left to right: Cover of Handbook; cover of booklet “Education for the Com- and a reproduction of the three-color poster. mon Defense;” schools of the nation to interpret the manifold ways in which education con- tributes to the common defense by help- ing to enrich spiritual life, to strengthen civic loyalties, to develop human re- sources, to safeguard natural resources, to perpetuate individual liberties, and to build economic security. Armaments for the defense of the na- tion are needed but even they can be effective only as they are supported by a skilled people who have unbounded faith in the cause for which the nation girds itself. The greatest common defense the American people have erected, or can erect, is a system of public education adequate to meet the problems of this democracy. In addition to the critical problems of education in the defense program, there is need for strengthening pro- grams of school-public relations. According to the National Seminar on Protection of School Funds sponsored by the National Education As- sociation in July 1940, “taX pressure groups EDUCATION ; J . Common Def ense 1940 striking at the schools should be faced squarely with sound facts and able serv- ice. Their claims should be analyzed, and refuted when incorrect; their sources of support should be reported to the public.” What better opportunity is there than American Education Week to depict the “central role” of education in the defense of the nation and to defend the schools against the attacks of the tax reductionists? Let every school system plan a comprehensive American Edu- cation Week program that the people may know what the schools are doing, and can do, for the common defense. Plan now for the participation of your school and community in the twen- tieth observance of American Education Week. The illustrations below show some of the materials available to assist you in planning your observance. Turn to page A-120 for a more complete de- scription of the items that are available. x *« * NOTES AND ANNOUNCEMENTS « « « Arizona Adopts All-Inclusive Card Sv THE ARIZONA EDUCATION ASSOCIATION is this year employing for the first time an all-inclusive enrolment card by which teachers may enrol in local, state, and na- tional associations at the same time. Eleven other states and the District of Columbia are experimenting with similar plans. American Association of School Administrators yy THE sEVENTY-FIRsT annual convention of the School Administrators will be held in Atlantic City, February 22-27, 1941. Advance sleeping room reservations indi- cate a large attendance. Over 3500 rooms have already been reserved. Single rooms in all Boardwalk hotels are now exhausted. Excellent twin-bedded accommodations are still available, however. Requests for reservations should be addressed to A. S. Chenoweth, chairman, Housing Bureau, 16 Central Pier, Atlantic City, N. J. The final meeting of the Commission on Education for Family Life, which is preparing the 1941 Yearbook of the Amer- ican Association of School Administrators, is to be held at the Monticello Hotel, Char- lottesville, Va., October 20-23. The vol- ume will be ready for distribution at the Atlantic City convention next February. Charles A. Thomson Succeeds Ben M. Cherrington sy CHARLES A. THOMSON, assistant chief of the Division of Cultural Relations, Depart- ment of State, since February 1939, has been appointed chief of this division to succeed Ben M. Cherrington. Dr. Cherring- ton, who has headed the division since its creation in July 1938, has returned to the Foundation for the Advancement of the Social Sciences of the University of Denver, from which he had been granted a two-years’ leave of absence. Post-Convention Conference, July 5-6 yy On Fripay and Saturday following the Milwaukee convention, officers of the Na- tional Education Association and state teachers associations held a significant con- ference with NEA staff members at the Hotel Schroeder in Milwaukee. Problems of mutual interest were discussed with un- usual frankness and profit. Among the questions were: What can be done to unify the nation’s teachers into more powerful, more professional, and more militant or- ganizations? How important are active [ 190 ] local associations of teachers? How can we encourage the institutions that are edu- cating teachers to do more effective work in the field of professional teachers organ- izations? How can we best raise our pro- fessional standards? What are the most important problems facing public educa- tion in our country and how can profes- sional organizations of teachers best help in solving them? 1940 Victory Honor Roll Yy THE FOLLOWING sTATEs increased their NEA membership 10 percent or more dur- ing the past year: Percent of State State Director Increase P.R. [2]. ..Francisco Rodriquez-Lopez..... 156 Rds... 50a F. Betet...... . 104 ee Ae ee 69 N. Mex.....R. J. Mullins......... acias eke Wis. .....-Amanda MH. Schocte.......... 23 Oe Ge Re ere 19 oO” ee N. Howard Jensen............ 19 OED Fy ces Wa a ec ewes vetenis 18 a vin Bb Ee EEN Av ven cle ndswe ends 18 Oe Oe eee eee 17 Se ree ea eee 14 eae ae ee ra 6 aes John W. Thalman............ 13 _ eee Eugene W. Pruitt............. 13 BR. ews Annie C. Woodward a atioky ~e Gaia a el Te re : ie. fa) ...wee G, Taptet............5. 10 Nev eee ee eee 10 The figure after the name of the state indicates the number of years which it has been consecu- tively on the Victory Honor Roll. Teachers Contributed to Success of Census ve M. L. austin, director of the Census, has written to the editor of THE JouRNAL as follows: “The cooperation extended by school officials, teachers, and nearly everybody connected with school systems gave such pronounced results that I feel that they should know how forceful they can be in an enterprise of this kind. “We have a great many letters from Census District Supervisors and enumer- ators saying that in thousands of homes, particularly in the homes of the foreign born, the well-informed school pupil of seven and eight years of age stood by and helped his less-informed parents in ren- dering an intelligent enumeration of the family.” National Registration of Aliens yy ANoTHER way in which teachers can help is thru giving to the children in their classes and to citizens in the community THE JOURNAL OF information about the nationwide registra- tion of aliens which is being conducted from August 27 to December 26, 1940. All aliens 14 years of age or older, including those with first citizenship papers, are re- quired to register. Alien children under 14 years must be registered by their parents, For information write to the Alien Regis- tration Division, U. S. Department of Jus- tice, Washington, D. C. Educational Policies Commission yy THe Commission held a special meeting in Washington July 12-13 to discuss the re- lationship between education and national defense. At this meeting the Commission drafted a statement, Education and the Defense of American Democracy, available in pamphlet form at 1o¢ a copy. A full text of the statement appears on pages 161-68 of this JouRNAL. At the Milwaukee meeting of the NEA, William G. Carr was appointed Associate Secretary of the Association in addition to his duties as Secretary of the Policies Com- mission. Dr. Carr, formerly director of the Research Division of the NEA, has been succeeded in this position by Frank W. Hubbard, formerly associate director of this Division. G. L. Maxwell, who has been in charge of the citizenship education study con- ducted by the Commission during the past year, will continue to serve as Assistant Secretary of the Commission. In addition, Belmont Farley, director of Public Rela- tions, NEA, has been appointed Assistant Secretary of the Commission in charge of its publicity. Learning the Ways of Democracy: A Case-Book of Civic Education will be avail- able in printed form in September at $1 a copy. Orders may be placed now for de- livery as soon as the document is off the press. This volume will present descrip- tions of successful school practices in edu- cating youth for civic responsibility based on the intensive study made by the Com- : mission in go selected secondary schools during the past year. Ernest W. Butterfield vv ErNnEsT w. BUTTERFIELD, who died on April 28, 1940, of pneumonia following an operation, was a former vicepresident of the NEA. Superintendent of the Bloom- field, Connecticut, schools at the time of his death, he had formerly been state com- missioner of education in both New Hamp- shire and Connecticut. THE NATIONAL EDUCATION ASSOCIATION \ll of Our Constitution and Government © sc THE IMMIGRATION AND NATURALIZATION servicE, U. S. Department of Justice, an- nounces the publication of “Our Constitu- tion and Government,” a new federal text- book on citizenship. The new textbook will be sent free upon request for the use of applicants for naturalization attending public-school classes, if ordered by public- school teachers. Persons not eligible to re- ceive free copies may purchase the book from the Superintendent of Documents, Government Printing Office, Washington, D. C., for 50¢. Committees planning study groups in connection with Citizenship Rec- ognition Day will find the book useful. Quantities of «en or more may be pur- chased at 25¢ a copy. What Is Educability? sy ScteNcE NEws LETTER tells of an epoch- making case reported at the recent Cin- cinnati meeting of the American Psychi- atric Association. The case is of “Eugene,” 17 of whose 23 years have been spent in an almost continuous epileptic fit. By tak- ing the new epilepsy remedy, dilantin, Eugene has not only escaped from the im- prisonment of the disease but has made remarkable mental achievement. In No- vember 1939, his mental age, according to the Stanford Binet test, was 6.7 years. After five months of the treatment, his mental age was 10.2. Thru careful guid- ance he is being transformed from a six- year-old who could hardly feed himself into a well-mannered, socially mature young man. An 18 Percent Gain yy NEA MEMBERSHIP on May 31, 1940, was 203,429. There were 172,354 members on May 31, 1930. This increase of 31,075 makes an 18 percent increase for the decade. The Present Emergency yy At its Milwaukee meeting the NEA on July 4 adopted the following resolution: The National Education Association suggests these fundamental considerations which should guide the profession in the present emergency: [A] The NEA points out that peace is the normal status among nations and that educational systems should continue to pro- mote the ideal of peace among men. At the same time, the Association strongly ad- vocates such preparedness as will make the United States fully able to defend itself. [B] Since education is essential to the maintenance of democracy, the National Education Association insists that the de- fense needs of the country can and must iat Bec Mrs. Concha Romero James of the Pan American Union and H. V. Kaltenborn, A 4 radio commentator, who spoke before the Milwaukee convention of the NEA. be met without injuring youth by inter- rupting normal and necessary educational services. The ultimate line of national de- fense is to be found in the loyalty, intelli- gence, health, technical skill, selfdiscipline, and character of the citizens, and not in the regimentation of youth characteristic of totalitarian systems. [C] The Association strongly condemns subversive propaganda which seeks to un- dermine our democratic ideals. Schools should continue to turn the searchlight of truth on alien ideologies so that Ameri- cans may know wherein democracy is su- perior. This same search for truth will enable us to locate weaknesses in, and to strengthen our democracy. [D] The Association advocates the full protection of the liberties guaranteed to all citizens by the Bill of Rights, at the same time recognizing the principle that liber- ties are preserved only by the acceptance of accompanying responsibilities. Democracy cannot be successfully defended if these essentials are abandoned. [E] The Association urges all teachers to redouble their efforts to develop in every youth an active, intelligent, and profound loyalty to American ideals. Other resolutions and the NEA platform are available in Personal Growth Leaflet 52. Samuel L. Ragsdale vv Tue NEA State Director for Tennes- see, Samuel L. Ragsdale, died on June 8. He had been with the Memphis school system since 1906, principal of Humes Highschool since 1925. Active in profes- sional organization, Mr. Ragsdale had served as president of the West Tennessee Education Association. He was a Life VOLUME 29, NUMBER 6; SEPTEMBER I940 Member of the NEA. He is succeeded as Tennessee State Director by Superintend- ent Harry Clark of the Knoxville schools. You Can Read It On Page 171 yy “Hearinc that speech was worth a trip across the continent,” remarked one of the teachers who heard Daniel Marsh’s ad- dress on “The American Canon” at the Milwaukee convention. “They re Laughing” yy WE NEVER see a group of boys playing in the street without thinking of the ex- perience of two teacher friends in a cen- tral New York community. As they ap- proached a cluster of boys playing on the corner, one boy was heard to say to the others, “Look out for the ladies!” A sec- ond boy responded, “Them ain’t ladies! They’re teachers!” These teachers pos- sessed that treasure to be guarded by all pedagogs—a sense of humor—and they smiled. Whereupon Small Boy Number 1 said, “They ain’t teachers; they’re laugh- ing." —New York State Education. Membershi tions an O in Professional Organiza cial Credential yy THE STATE DEPARTMENT OF EDUCATION of West Virginia includes this year mem- bership in local, state and national profes- sional organizations in its list of standards for classified elementary schools. This offi- cial recognition of the value of professional memberships is a significant index of mod- ern trends. Progressive leaders recognize that membership in professional organ- izations is an important prerequisite for a successful teacher. [Cont. on page A-112| [ 191 | « * ONE HUNDRED PERCENT ENROLMENTS «: . Are published the second month after we recewe them. 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 as CoMPLETED ENROLMENTS TWO YEARS New Life Members New York—Syracuse, Meacham The following Life Memberships haye been received since the May 1940 Journay Sine FOLLOWING COUNTIES, cities, and went to press: individual schools have reported 100 CURRENT YEAR percent membership since April 30 and Arasama—Bessemer, Laceys Chapel, Wilkes; Bir- . . ° : mingham, Patton Chapel; Ensley, Sylvan Springs; . aS bs : “1° > have continuously enrolled in their = Maben, Bessie; Morris, Sardis Connecticut—Mrs. Elizabeth J. Kelly j i izati th InDIANA—Cannelton, Entire System; Greencastle ; LK f . a tional professional a ation for . Greencastle High, Maple Heights, Ridpath, Jones, District or CotumBia—Stuart Givens number of years indicated: Miller; Sellersburg, Grade, Silver Creek High; ; y South Bend, Lydick; Speed, Grade InpIANA—Orville Robert Foster 7 Kentucky—Augusta, Public EIGHT YEARS New York—Syracuse, Croton, Frazer, Salina MassacHusETTts—Helen A. Murphy . , : : oe NortH Caroiina—Charlotte, Bethune, Plaza Road; Kentucky—Le. t Arlington; P E . ; , T * ¢ ENTUCKY—Lesington, ‘Arlington; ‘aris, intire Hickory, Brookford, Green Park, Oakwood, View- New JErsEY—Lehman C. Shugart System mont 8 New Yorx—Syracuse, Wm. H. Taft Tennessre-—Knosville, Hill New York—Frank J. Arnold, Irwin A ais VirGinta—South | Norfolk, Entire System : , SIX YEARS West VircGinta—Emmons, Emmons Eckhauser a : ; Wisconsin—Menasha, Butte de Morts; Milton, . a Kentucky—Le-zington, Cassidy State Graded; Stoughton, Martin Luther; Thiens- Oun1o—H. a Aultman, ae R. Welbaum, ville, State Graded y: nage 9p liganas Arthur Lawrence Wilson FIVE YEARS The following schools reported 100 per- a Francis Rush H Kentucky—Lexington, Ashland, Maxwell ENNSYLVANIA—Francis ush omer cent for 1939-40 but were not published: : : 39-4 i VermMont—Max W. Barrows, Margaret FOUR YEARS ALaska—Fairbanks, Entire System— 4 years : PENNSYLVANIA—Shanksville, Stonycreek Twp. Cons. R. Kelley, Albert D. Lawton, A. Court. Kentucky—Levington, Entire System H. S.—4 years aie ‘ rp New York—Syracuse, Bellevue Jr. High, Cleve- VirGcinta—Norfolk, Norfolk Highlands—3 years ney Parker, Guy W. Powers, John W, land, Grant, Huntington, Merrick, Nichols, Rob- Wisconstn—Burlington, Burlington High, Lincoln U ‘ h: erts, Sumner —I year rqunhart MEMBERSHIP BY STATES IN THE NATIONAL EDUCATION ASSOCIATION . eo MAY 31, 1940 i - WASHINGTON Tr, NEA po 3610 / i >=, — 100% choo — = as TRO “aw oe - AAUP ues 2 4 ) saitiliaedtii TOC.----—-- alt m 443 NEA Mem 1440 \ NEA lem 7 ' 2s chooks 104 ‘ c 2 ~ | NOSTH DAKOTA 1 r ‘ - S 100% one : ; NEA Mem. 668 / | hools 98 J x es 4 MINNESOTA Ge. j Te NEA Mem. 285 Schools 59 t = 100% Cries ; — WAHO | - aaa “7 WSC ONIN —,, NEA Mem. 789 heal rt ad (QUTH DAKOTA NEA Mem. 7518 i Schools 19 | NEA Mem. 704 Schools 961 100%; Cit 2 j H " 79 100% Cites 9 / ae (3 ' WYOMING j 100% Ca _ . i » A 59 T MICHIGAN ~~. NEA Mem. 659 I Oe | @ [Schools 36 ; —— — NEA Mem 8017 --—~ ' WO% Cities 4 100% Shook 174 r] — we bes 4 ' : OR ASE AM 7 ‘ NEA Mem. 3789 ° NEVADA | NEA Mem. 1 D aan Hahei 199 aiid * _ NEA Mem. 771 t a L _ (Schools 58 WOR Cities 9 } NEA Mem. 1 Schools 65 / TAH -——_— 100%) Cines 3 | ' * , 00% Cites = A 7. C mes ati \. 100% re ; i NEA pov 3270 ! 1 ’ RLINOS A A'Men a. "8 a Lae s es _—_— 0 Count \ School 286 . ' cena NEA Mem. 13706.NEA Mem pam ay | a corcenvo he vasa nk CALIFORNIA \ i 100%} Counties 7 | NEA Mem. 3796 H a NEA Mem. 18160". / Districts ! 100% Schools _— ! KANSAS nassOun! 100% Schools 384 \ J j Cities ' NEA Mem. 3884 NEA Mem 6256 - oes 7 s - hools 239 x hools FOS \ ' | 100% Cite ves «637 100% ‘¢ we \ eee | % ea . 3 th \, | Oe ee ae ee ae ee irate ARIZONA ‘ ae eee NEA Mem. 21! ’ 19¢ ORLAHOMA Schools 137 eo ee i New MeCO t NEAMem 1624 % manga ging 100%/@iner 15 NEA Mem. 710 | 100%/Sehools 35 \ NEA Mem 804 S.C 1 | 100% {Schools 26 ; O07 \Cines 3 2 Sche col ‘ 00% | Cities 4 _ ? eamee | ‘ p< | ' ». « — ~ ‘ TEXAS | NEA Mem 4083 _—e —-..j | Schools 79 100% Cues 3 FLORIDA NEA Mem 1445 Schookh 63 100% Counties 1 Division of Accounts and Records, NEA eo” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION [ 192 ] have 'RNAL * ly Tim @—Hours spent on various operations are major factors in the cost of PRINTING. Through care- | ful planning and advanced pro- n A, duction methods we have reduced aum, the time element to a minimum. r garet (This magazine is from our presses) ‘Ourt- ‘| | JUDD & DETWEILER, Inc. WASHINGTON, D. C. No printing job too small—none too large How You Can Get a full year's supply of Art Teaching Ideas for only $3 Subscribe to the SCHOOL ARTS MAGAZINE 10 big 9” x 12” issues fully illustrated—one for each school month—a grand total of over 360 pages of art teaching lessons, projects, ideas and inspiration—now being used successfully by teachers in their classes New Teaching Ideas—you get them first in your SCHOOL ARTS. Help for drawing, correlating, designs, paper work, posters, panels, murals, et You use materials you have—crayons, pencils, pens, chalk, ink, colors, paper. New Issue each month on a different school subject; September is Holidays Number; October, Nature, etc. New Inspiration—you teach better day after day with the “‘lift’’ that comes to you from other teachers through SCHOOL ARTS You asso- te: ciate with the leaders You are a member of % kv. the liveliest group of teachers in the country { * You just naturally teach better when you work » Fo with people like these La : iu ‘ Special Section for Grade Work gives you ‘€ y the best grade art work that can be found. From Vv. lt 12 to 16 pages in each issue solely devoted to ae =» work which teachers like to use in the grades “S \ Get the Holidays Number as Your First Copy Use Coupon—Pay Later MAIL THIS COUPON — BEGIN WITH SEPTEMBER No Money Now—Pay Later SCHOOL ARTS MAGAZINE, 809 Printers Bldg., Worcester, Mass. Please enter at once my subscription to the SCHOOL ARTS MAGAZINE (] Enclosed find $3.00. [) Send bill—I will pay Oct. 15, 1940. | ‘ | | | l | | Name | 4 School City or Town iON VOLUME 29, NUMBER 6; SEPTEMBER 1940 HERE ARE LATEST VICTOR RECORDS FOR SCHOOL USE— KINDERGARTEN TO COLLEGE Language Records: Records 26548, 26549, 26550; French songs from “First Year French” (Ginn and Company) Records 26551, 26552, 26553, 26554; French spoken records from “First Year French” (Ginn and Com- pany) Historical Records: Ballad for Americans—Paul Robeson and chorus—Album P-20 Cavalcade of American Presidents— Speeches of seven American Presi- dents, 1901-1940, Album PS-1 Patriotism: Patriotic Songs of America— Victor Mixed Chorus—Album P-24 Songs and Stories for Children: Records 26527, 26528; Songs from various grade books of ““The Music Hour’ course (Silver-Burdett & Company) Stories for Children—“‘It's Perfectly True” and “The Tinder Box” by Hans Christian Andersen—Album BC-24, by Paul Leyssac Folk Songs: Record 26600—“Turkey in the Straw” and “Irish Jigs and Reels” by Alfredo Campoli and Orchestra Record 4502—"“Chester” and “Ar- kansaw Traveler” by Boston “Pops” Orchestra Early American Ballads, Album M- 604, by John Jacob Niles, Moun- taineer Tenor Speech and Dramatic Records: Abe Lincoln in Illinois, Album M- 591, by Raymond Massey Music Tests and Measurements: Seashore Measures of Musical Tal- ents, Album E-65, by Dr. Carl E. Seashore eon Re RA Vitor AUDIO VISUAL SERVICE Educational Department RCA Manufacturing Co., Inc Camden, N. J Authentic Primitive Music: African Music, Album P- 10, recorded by Laura C. Boulton on the Straus West African Expedition Music Appreciation : L’ Arlésienne Suite (Bizet), Album M- 683, Boston “Pops” Orchestra Lyric Suite (Grieg), Album G-13, London Philharmonic Orchestra Sleeping Beauty Ballet (Tschaikow- sky), Album M-673, Sadler Wells Orchestra Petite Suite (Debussy), Album M-674, Coppola and Symphony Orchestra Four Units of Records for “Making Friends with Music’ (Ginn and Company) * b gwny: Victor Records for use in schools, are de- signed to help students in classes all the way from kin- dergarten to college. They in- crease student interest in les- sons, make learning easier and more thorough. Many other educational Victor Records are also available. Send cou- pon for free complete list. Modern schools stay modern with RCA Tubes in their sound equipment Trademark “Victor” Reg. U. S. Pat. Off. by RCA Mfg. Co., Inc. Educational D i lept. (NE. RCA Manufacturin ‘ Camden, N. J & Co., Inc. PI i case send mea list of recent ictor Reco r “ . schools, ds for use in Name School Address A Service of the Radio Corporation of America VITAL To present a clear picture of trade develop- ments in the Western Hemisphere The New Reality Political-Physical Map of SOUTH AMERICA Relationships between cultural and natural features are “How Would You Help A Child Like This?” A manual for teachers which presents in problem form some of the most common situations of child behavior in classroom and on playground and which offers selections of solutions which seem best in the light of the mental health problems involved. quickly distinguished because all man-made features such Just issued by the Joint Committee on Health Prob- lems in Education of the National Education Asso- ciation and the American Medical Association with the cooperation of the National Committee for Mental Hygiene, Inc. and the American Ortho- psychiatric Association, Inc. as cities, boundary lines, railroads, steamship routes and canals are shown in red. On the Life and Latitude Chart which accompanies this new South American map, symbols are used to designate area cultivation of all major crops as well as areas where silver, copper, nitrate and petroleum are produced. Other charts show temperature ranges and frequency of precipitation. To promote better understanding of our inter-continental relations, this new map is invaluable. series maps, the map of South America was designed and edited by Edith Putnam Parker. Write for free descriptive folder to Dept. JN-94 WEBER COSTELLO CO. CHICAGO HEIGHTS, ILL. MANUFACTURERS - = - | Cont. from page 191| Thomas Cory yy R. C. Bouman, principal of the Claw- son School, Oakland, California, who sent to THe Journat the article, “The Shep- herd Pipe,” [p180], writes about the author: “Thomas Cory, custodian of our school, is one of the most interesting and worthwhile men I have ever known. Born in Cornwall, he was brought up in the slate quarries with practically no schooling. His entire family is musical and he was given training on the cello, violin, and clarinet. Since the death of his wife, some thirteen years ago, he has reared his four girls entirely by himself. On his way to work, he used to put his baby on the han- dlebars of his bicycle and bring her to the school nursery.” New Life Members yy THe 179 new Life Members received last year, June 1, 1939-May 31, 1940, came from the following states and territories. Ala. s Kens... 2 M.H. : $Dek...2 Ariz. 2 Ee... Bee .s 4 Tee. 2 hak. . © Ta. eee...2 Tems.. § Calif. ..15 Maine.. 2 N.Y...12 Utah... 2 Cian © ME. i... 2 BC... A tea Int... 4 Mass. ..12 Ob... 19 Ve. i. % Fla. 2 Mich... 2 Okla. 1 Wash... 4 Idaho.. 3 Minn... 1 Ore :s W.Va. 2 in....t2 Me.... 2 %.... ee we Ind. 7 Nex...4 B83... | ee: 6 lowa 2 Nev.... : &C.... 32 Hawaii. 1 [| A-112 | Like other Reality cash. cluded. MENTAL HYGIENE IN THE CLASSROOM 70 pp. paper bound Price 20 cents per single copy Discounts on quantities Orders which amount to $1.00 or less must be accompanied by Carriage charges will be prepaid on cash orders but orders not accompanied by cash will be billed with carriage charges in- NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street, N. W. Washington, D. C. Beat the “War Jitters” s¢ To meet and beat the “war jitters,” William Moulton Marston, noted psychol- ogist, suggests: If you can’t help the people you feel sorry for, think about something else. Face the worst thing that can happen and prepare for it. Recognize that strong might often con- quers weak right, and remember that you can neither kill nor reform the devil. Remember the wars Americans have jittered themselves into and put a stern check-rein on your hates and enthusiasms. Relieve your unhappy war feelings by doing something—work for Red Cross and refugees; keep tabs on how our defense billions are spent.—Your Life Magazine. NEA Department of Elementary School Principals vy MEETING SPECIAL NEEDS OF THE INDI- VIDUAL CHILD, the 19th Yearbook of the Department, will be mailed to all 1940-41 members of the Department September 15. Besides this excellent yearbook, mem- bers receive the five issues of The National Elementary Principal and the services of the Department. The October National Elementary Principal will carry a report of the Milwaukee convention, June 30- July 4. Write to headquarters, 1201 Six- teenth Street Northwest, Washington, D. C., for further information. Six hundred and seventy-five persons from 40 states attended the Fourth An- nual Conference on Elementary Educa- tion, which was sponsored by this Depart- ment and the School of Education of the University of Wisconsin, Madison, July 8-19. Plans are now going forward for the Fifth Annual Conference to be held im- mediately following the NEA convention in Boston, during the summer of 1941. Officers for 1940-41: President—\sabel Tucker, St. Louis Vicepresidents—Iirvin A. Wilson, LaGrange, IIL; Marjorie Walters, Cedar Rapids, lowa; Lester J. Nielson, Salt Lake City; Laura E. Kellar, Milwau- kee; Florine H. Howes, Mamoroneck, N. Y. Executive Committee—Arnold Gregory, Lincoln Park, Mich.; Sarah L. Young, Oakland, Calif.; Elizabeth R. Malcolm, New Haven, Conn.; Robert H. Edgar, Pittsburgh, Pa. Certification Diviston—Cassie F. Roys, Omaha, Nebr. Life Membership Division—Herbert C. Hansen, Chicago Professional Relations Diviston—Mason A. Strat- ton, Atlantic City Executive Secretary—Eva G. Pinkston, 1201 Sixteenth Street Northwest, Washington, D. C. We Live Longer Vv THE AVERAGE LIFE sPAN in this country, according to the Metropolitan Life Insur- ance Co., is 62.78. In Americans could expect an average life of 49.24. Igo! THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION », Ils ter J. iwau- ncoln valif.; obert naha, nsen, Strat- 201 I itry, \sur- cans ION Centro de Estudos Pan-Americanos sy THE U. 8S. DEPARTMENT OF STATE has re- ceived thru the Embassy at Rio de Janeiro a communication from the Centro de Estudos (Ave. Afonso Pena, 759, 30, andar, Bello Horizonte, Minas Geraes, Brazil), announcing its in- auguration and requesting that the cul- tural, scientific, and artistic associations of the United States be informed of its desire to correspond with them and initiate cul- tural interchange. Pan-Americanos Earning and Learning sy AtHEeNs cotiecr, Athens, Alabama, has established a silk hosiery mill to fur- nish employment for 150 young people, who work four hours each day to meet the expenses of their college education. Dates To Be Remembered— s September 30-October 4 — asth National Recreation Congress to be held in Cleveland, Ohio. Information may be secured from T. E. Rivers, secretary, Rec- reation Congress Committee, 315 Fourth Avenue, New York, N. Y. November 10—16—American Educa- tion Week. See page 189. November 10-—16—Book Week. For in- formation address the Publishers’ Weekly, 62 West 45th Street, New York, N. Y. November 21-23 — Twentieth An- nual Meeting of the National Council for the Social Studies, a Department of the NEA, at Syracuse, N. Y. Information may be had from the Department at 1201 Six- teenth Street Northwest, Washington, D.C. December 16-18 — Convention of the American Vocational Association to be held in San Francisco. For information ad- dress J. P. Nourse, superintendent of public schools, San Francisco. February 22-27, 1941—American As- sociation of School Administrators to meet in Atlantic City. See page 190. April 30-May 3, 1941—NEA De- partment of Health, Physical Education, and Recreation to hold convention in At- lantic City. For information write to the Department at 1201 Sixteenth Street North- west, Washington, D. C. June 29-July 3, 1941 — National Education Association to meet in Boston. The Future of Civilization yy Iv ts THE GENERAL cliché in America that the future of western civilization in gen- eral, and of democracy in particular, hinges upon the outcome of the battle now raging. Both sides seem to agree upon the point— but that does not make it true. We may be reminded that Napoleon ruled Europe, that France was beaten in 1870, and Ger- many was crushed in 1919. These military events had enormous [Cont. on p. A-114] | garten and nursery school. Chil- dren’s demonstration school and 4 Wetec for list of successful alumnae. National College of Education BOX 016-L EVANSTON, ILL. BOOK MANUSCRIPTS Wanted— Meritorious works of public in- terest on all subjects. Booklet sent free. MEADOR PUBLISHING COMPANY Boston, Mass. EDNA DEAN BAKER, PRES. 324 Newbury Street observation center. Special summer classes. Beautiful resident hall. Located Chicago’s : lovely North Shorenear lake. Cultural edu- cation plus vocational training. B.E. degree conferred Ts.), also 3-year diploma and 2-year certificate. in clementary grades, ‘enacts (Sp2% | One Shade... or a Thousand You Get More Value From DRAPER SIGHT-SAVING SHADES These are the shades used so con- sistently by both rural and metro- politan schools .. . shades that let ALL the light in, yet keep out the sun’s glare. They cost you no more. FREE SAMPLE! Send for free sample of Dratex Cloth and make these sight-saving tests: Hold sample to light. Dratex diffuses daylight perfectly. Hold it up to sun. Dratex eliminates ALL glare. Address Dept. J9. Ask about our Darkening Shades for Visual Education Rooms Luther O. Draper Shade Co. Spiceland, Indiana Here isWhat T.C.U. Will Do for You (For Less Than a Nickel a Day) | FOUNDED 1899 | Pay $1,000 to $3,000 for accidental | loss of life. | Pay $333 to $3,000 for major accidents (loss of sight or limb). Pay $50 a month when totally dis- abled by confining sickness or accidental injuries (including automobile). Pay $50 a month when quarantined and salary stopped. Pay certain Hospital and Operation Benefits, Travel Identification Benefits, Surgeon’s Bills for Minor Accidents, Optional Benefits for Certain Complete Fractures and Dislocations. Policies paying larger benefits will be issued you if you so desire. All Checks Sent by Fast Air Mail TEACHERS CASUALTY UNDERWRITERS 116 T.C.U. Bldg. Lincoln, Nebr. VOLUME 29, NUMBER 6; SEPTEMBER I940 Will you, too, hear this Happy Message when “bad luck” comes your way? When you figure so closely month after month, to keep within. your income, isn’t it tragic to have ac- cident, sickness, or quarantine strike you like a thunderbolt? The force of the shock will be broken, however, if you are under the T.C.U. Umbrella. You Always Know What Your T.C.U. Protection Will Cost T.C.U. can never assess its members. You know right from the start just what your protection is going to cost you. No matter what accident may be- fall a group of member-teachers at one time—and no matter how severe and wide-spread an epidemic may be—this strong organization (more than 40 years old) meets the situation fully—fairly—promptly. For less than a nickel a day you can be under the T.C.U. Umbrella. Send the Coupon —No Agent Will Call Get all the facts. Learn what other Teachers have to say about the fair and generous treatment they re- ceive. Then without any pressure whatever (because T.C.U. has no agents anywhere) you alone decide. Why not send the coupon and get all the facts— without obligation today. aaae: FREE INFORMATION COUPON :@2=«=.=— To the T.C.U., 116 T.C.U. Building, Lincoln, Nebraska. I am interested in knowing more about T.C.U. Protective Benefits. Send me, without obligation, the whole story. ee ee ee ee ee ee ee name NO AGENT WILL CALL aoeeee [ A-r13 | The Leading Reader Series In Winning New Adoptions THE CURRICULUM READERS FOR sets ag GRADES Clara Belle mie ‘nies Dean Baker, Mary Maud Reed FOR INTERMEDIATE GRADES By Clara Belle Baker and Edna Dean Baker Editorial Adviser—J. R. McGaughy The readers of this series are used in over 6000 independent city and county school sys- tems over the country; also have already won the official state adoptions in twelve states. Please write to the publisher concerning your reader needs. Timely In Election Year— For Intermediate and Junior High School Grades PATHWAYS OF OUR PRESIDENTS By Floyd I. McMurray “One true picture of America is given in the lives of our Presidents. They are of our blood. They are of our upbringing. They repre- sent the considered judgment and therefore the essential character of the American people.” From Introduction by William Lowe Bryan. Net Wholesale School Price, $0.96, f.o.b. Publisher. TWO NEW AND OUTSTANDING PROFESSIONAL BOOKS EVERYCHILD AND BOOKS By Jean Betzner and Annie E. Moore, Teachers College, Columbia University An outstanding professional book, by distin- guished authorship, offering new and vitally needed contributions to everyone interested in children and books. The culminating point of the whole pro- cedure of reading—the development in child- hood of a genuine enjoyment of books and of a finer taste in their selection—receives for the first time in the elementary school field the pri- mary attention it deserves. Emphasis is placed on how to enlist the total reading power (po- tential and demonstrated) which children pos- sess at any given stage and to direct it toward their own immediate and enduring pleasure and profit. All chapters show children moving about normally in the book world: I, Books in a Par- adise of Childhood; II, The Child’s World: III, Fields to Explore; IV, Home the Point of Departure; V, The School’s Expanding Out- look; VI, The Library—Chief Expert in Books; VII, Best-Loved Books; VIII, Books Go into Action; IX, Reading in Relation to Personality. Catalog List Price, $2.13. Net Wholesale School Price, $1.60, f.o.b. Publisher. THEY ALL WANT TO WRITE By Treut and Others (Four Classroom Teachers) A professional book by teachers and for teachers. A study of children’s growth in writ- ten English from first through sixth grade. Should be on the desks of supervisors, adminis- trators, and all elementary school teachers. Catalog List Price, $2.54. Net Wholesale School Price, $1.90, f.o.b. Publisher. SCHOOL LIBRARY BOOKS Please write for our descriptive school library catalog—fifty-eight pages with colored illustra- tions and a convenient order form. THE BOBBS-MERRILL COMPANY 730 N. Meridian St. 468 Fourth Ave. Indianapolis, Ind. New York, N. Y. | A-114 ] [ Cont. from page A-11}3] consequences, but civilization did not rise or fall with them. Wisdom, the fruit of an intelligent mind activated by a high heart, is not made ir- relevant or obsolete by changes in the po- litical structure, in the economic scheme, or any other environmental change—even disastrous defeat in war. That is why the conspicuous changes technology makes in our lives are often essentially superficial, while the wellsprings of life are not deeply affected. ... The future of civilization depends more upon the creation of a well- rounded and selfreliant culture than upon the outcome of even such world-shattering events as the European war.—Henry M. Wriston, president, Brown University. Spanish, Our Second Most Important Language s& ONE oF THE THINGs that must be done if we are going to develop the good neigh- bor policy satisfactorily is to make the Spanish language the second language learned by every school child in this coun- try. We elders had better do what we can, too, no matter how haltingly, to learn this | language spoken by so many people whom we must understand—Mrs. Franklin D. Roosevelt. Antioch’s Health Service Plan yx AntiocnH coiiece, Yellow Springs, Ohio, provides complete medical care for its students under an insurance plan cost- ing the students $15 a year. This fee pays for professional services, medicines, and the use of a fully equipped infirmary. The college physician may call in specialists for consultation or refer the students to outside physicians at the college’s expense. Antioch runs on a cooperative plan, and its health service covers periods off-campus as well as on. Outside coverage, however, is limited to emergencies and to the extent of $200. Seven hundred and fifty Antioch students made 10,000 visits to their clinic last year, receiving for the most part pre- ventive treatment.—Samuel F. Harby, as- sistant professor of health and_ physical education, Antioch. Interests versus Needs sv In Fottowinc the “interests” of chil- dren, extreme progressivism has made a real mistake. It has ignored both organic and cultural imperatives. What difference does it make whether a child is interested in protecting his body against bacteria? He must if he would live. What difference does it make whether he is interested in reading? He must be able to read in pres- entday America.—Lloyd Cook, Ohio State University. THE JOURNAL OF (11 * 14 inch) Health Posters HYGEIA’s Special Offer Attractively printed in two colors on heavy paper, the posters pictured above vividly portray important health messages suitable for any grade. You can have these eight beautiful posters free with a special six-month subscription to HYGEIA for only $1.00. Think of it! Six issues of HYGEIA and eight health posters. The copies of HYGEIA alone would cost you $1.50 at the newsstand. HOW HYGEIA AIDS YOU IN YOUR WORK HYGEIA supplies you with new, authentic information about health. Articles by lead- ing authorities give you a wealth of material for outside reading, health projects, oral and written topics, health stories, text correla- Don't miss this valuable offer. Fill out the subscrip- tion coupon below, en- close $1.00, and mail to- day. HYGEIA, The Health Magazine 535 N. Dearborn, Chicago, Ill. Send me those eight Free Health Posters and enter my name at once for the next six issues of HYGEIA. I am enclosing $1.00. Name Address City State NEA-# THE NATIONAL EDUCATION ASSOCIATION Brose TION Dorothy Canfield Fisher Honored “Tue NATIONAL COUNCIL OF ADMINIS- TRATIVE WOMEN in Education, meeting in Milwaukee in July, awarded its Ella Flagg Young Medal of achievement to Dorothy Canfield Fisher for her contributions to the children of this nation and the suffer ing children of Europe. As a result of Mrs. Fisher’s activity in connection with the Children’s Crusade, the children of our nation contributed $127,000 in pennies to assist the children of Europe. Proposed Youth Reference Service “| A pitt to establish a Youth Reference Service that would “furnish bibliographi cal, research, and reference assistance to interested persons and organizations with respect to the needs, problems, interests, activities, and attitudes of young people in America” has been introduced by Repre- sentative Jerry H. Voorhis in the House (H.R. 9763] and Senator Claude Pepper in the Senate |S. 3987]. At this time there is no library which attempts to collect all the relevant material in the youth fieid and make it continuously available to persons and organizations interested in youth. The Library of Congress seems the logical place for a Youth Reference Service of national significance. Teachers may well write to their Congressmen, urging passage of the bill. The First Major Casualty vy IN PARLIAMENTARY DEBATE an English lord remarked that “the first major casualty of the war was the national system of edu- cation”. ... The “total war” means a complete disruption of all civil life in the combatant nations. A million children had to be moved in England in three to four days . . . one of the greatest mass migra- tions in all history. . . . Schools without school buildings, teachers without all their pupils, pupils without their own teachers, all without the accommodations of homes they were accustomed to enjoy, children sans books and school supplies, teachers without equipment or aids—all these ex ceptional events, and more, were the every- day problems of the authorities. . . . Edi- torially, the London Times ruefully admits the large amount of part-time instruction, and its columns teem with complaints from schoolmasters about the “partial pa- ralysis” of education thru the breakdown of compulsory education. ... The uni- versities have not escaped the pinch of war. University College dropped from 2000 to below 1o00: Oxford trom 5000 to 2700. - +. England seems well aware that in the “schools in exile” an entire generation, if not ultimate victory, can be imperiled.— Harry N. Rosenfield, Board of Education, New York City. |Cont. on page A-116]| VOLUME 29, NUMBER 6; SEPTEMBER Ig40 1 SEND TODAY FOR G-E’s | NEW SCHOOL PROJECTS ! Oc BRINGS YOU COMPLETE ‘‘NEW STORY OF LIGHT’’ PROJECT FOR INTERMEDIATE GRADES ! O meet the requests of thousands of "Wonaene General Electric announces a complete, newly revised and enlarged school work project . . . “The New Story of Light” developed in cooperation with experienced educators. Use the handy coupon below to order yours today while the supply lasts! “The New Story of Light” includes a big 32-page book, illustrated with more than 40 photos and drawings; an abridged 12- page booklet for distribution to your pupils; and two 38” x 50” double-faced wall charts designed for classroom use. Three of the charts are printed in two colors, and the fourth in four colors. The project is planned for the intermediate grades, as an introduction to the study of These two large double light and seeing. It is a useful tie-in with faced wall charts (38” x regular courses in Social Studies, Geo- 50"), a 32-page book, graphy, History, Health and Safety! Com- and an abridged 12-page — nlete project, only 10c to cover mailing. booklet form the project for intermediate grades. | 10¢ BRINGS YOU “LIVING WITH LIGHT” PROJECT FOR 7 | JUNIOR & SENIOR HIGH SCHOOL SCIENCE CLASSES = [ iui ] Includes 28-page illustrated manual for teacher and 30 copies of 4-page Lighting Quiz Sheet for students—designed to fit General Science and Physics courses. Produced by General Electric in collaboration with recognized educators. GENERAL @ ELECTRIC (Extra copies of 12-page booklet, 2c each). PR EEE EEE EEE EERE EEE ER . ' : General Electric Co., Lamp Dept., 166-JE-I ’ . Nela Park, Cleveland, Ohio : T t A R ©) U T « (Note: This offer is limited to the United States and Possessions) : 4 Please send me (1) ““New Story of Light” Project 10c ’ P (2) “Living with Light” Project 10c : ' ele} ti te), i: Se PURE 6 0 0.0 0 600666600600 60600 00:00060606000069:0060000000066660000 ' ' ' ' : ' ne) ) @ IL... 5 n00cdi6bS6sbs60600660000006) 2a Se 6a6a60 5860S Ren0ENS : D ;-3 4 Ee Pere ee errry rr Tre eT Teer | Teer eT err : lace eee e eee ee eee “see ee ee = Oe eal -=seeet [Cont. from page A-115] Is Your Address Correct? y¢ Dm you recetve this issue of THE JoURNAL at your correct address? If not, please fill in the blank below and return it to the National Education Association, 1201 Sixteenth Street Northwest, Wash- ington, D. C.: NEW ADDRESS Name. Street City. State OLD ADDRESS Name (if changed) Street ee State The Economic Lessons of the War yy Manxkinp everywhere is more or less blindly struggling toward the ideal of a Free Society. To achieve that goal the people have set up four great social organi- zations: religious, educational, political, and economic. A free society is the mas- ter—these four social organizations are the servants. Sometimes the church, school, government, and business forget they are the servants and think they are the masters. Sometimes one organization thinks it should control another. In the past the church and the state were in conflict for control. Today business and the state are in conflict for control. Just as neither of the four social organizations can usurp the sovereign power of a free society, so can neither control the others. All are inde- pendent of one another but interdependent; dependent upon the will of a free people. The farthest advance in social organiza- tion is brotherhood in religion, freedom in education, democracy in government, and - cooperation in economics. In America we have more nearly reached these goals in religion, education, and government than we have in economics. We are indebted to our forefathers for applying the principles of freedom and equality to the church, school, and government—it remains for us to apply these principles to economics.—E. R. Bowen, editor, Consumers’ Cooperation. Dr. Sutton Honored sy WiLLIs A. suTTON, superintendent of schools, Atlanta, Georgia, and a past pres- ident of the National Education Associa- tion received on June 10 from Emory Uni- versity the honorary degree of Doctor of Laws. Dr. Sutton has been unanimously reelected as Atlanta superintendent and his term extended from three to four years. d. THE e. THE f. THE ten annual payments of $10 each. Name. [| A-116 | WILLARD E. GIVENS, Executive Secretary National Education Association of the United States 1201 Sixteenth Street, N. W., Washington, D. C. BEGIN THE NEW YEAR RIGHT! Every progressive teacher aspires to have a Life Membership in the N.E.A. Veterans covet it as a symbol of achievement, beginning teachers, as a symbol of their ambitions. so much. Every Life Member receives: a. A GOLD PIN OR LAPEL BUTTON b. A LIFE MEMBERSHIP CARD—one of the most greatly prized identification creden- tials available to members of the teaching profession. c. A SPECIAL LIFE MEMBERSHIP CERTIFICATE able for framing and hanging on the wall of the home or office. N.E.A. JOURNAL each month during the school year for life. N.E.A. RESEARCH BULLETINS, five issues a year, for life ANNUAL VOLUME OF ADDRESSES AND PROCEEDINGS of important and inspiring educational information. The cost is $10 a year for 10 years with no interest charged on deferred payments. the new year right by using the attached application blank today? Dear Mr. Givens: Please enroll me as a LIFE MEMBER of the National Education Association on the deferred payment plan I understand that this will entitle me to receive FOR LIFE the N.E.A. Journal, the Research Bulletins, and the annual Volume of Addresses and Proceedings, also an engraved certificate, membership card and gold emblem. Kindly send these to me at the address indicated below. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION beautiful, significant and suit- Ein 26a, Peewee Enclosed please find $10 for first instalment. , oe te, ss War Propaganda and the United Stg | yy Tuts Book, off the press the middle June, is by Harold Lavine and Jame, Wechsler. Based on the work of the Jy stitute for Propaganda Analysis, it a facts and names. (Yale Univ. Press, $2.75) Democracy and the Classics yy Tue creeks had a problem of deme racy, but it was not our problem. Greg, civilization was founded on slavery, and; maintained a robust contempt for the pra: tical arts. Both Plato and Aristotle hay gone on record on this point. The chief « cupation of the free man, therefore, was cultivate his own mind, to seek selfperfec) tion. He was, indeed, concerned to proted his spiritual freedom against tyranny at the part of government or ecclesiasticisn| or tradition. In this sense—and it is an im portant sense—the great minds of ancier Greece were democratic. But democracy g that quality of life which grows out of tk cultivation of common interests and py poses is quite another matter. The Greek certainly never proposed this kind of & mocracy as a pattern for culture. As fara I am aware, they never even thought o discussing it. Concentrating on the classics, therefore, is not a method of solving ou problem but a device for avoiding it- Boyd H. Bode. It costs so little and brings 1,000 pages Why not start —_- ~~ - CA nA ited Stay m iddle a ind Jame of the [py Ss, it gives SS, $2.75 of deme ™M. Greg ry, and} : the Prac. ‘otle hay > chief q& re, Was te sel fperfey to Protege ranny q Slasticisp is an im f ancien ocTracy a ut of the and Pur. e Greek; id of & As far a nught of > Classics VIN our ng it— IATL ila alits Promoting World Goodwill in High Schools and thru the Activities of Teachers Organizations is the 1940 report of the Committee on International Relations. Sec- tion I describes practices and activities in highschools in which the world citizen- ship program seems unusually successful. Section II presents a brief summary of the activities of teachers’ professional organi- zations for world goodwill. 39p. 25¢. » « How To Organize Teacher Credit Unions is the report of the Committee on Credit Unions, issued in May 1940. This publication is designed for those interested in forming teacher credit unions. 31p. 15¢. Consumer Cooperatives is the report of the Committee on Cooperatives, 1939 and 1940. The first section of the report is con- cerned with consumer cooperatives and democracy; the second presents illustrative units and a study guide on consumer co- operatives. 39p. 25¢. » « In Married Women Gainfully Employed (June 1940) the Committee on Tenure at- tempts to set forth the actual facts of the problem and the arguments that have been advanced in favor of and against the gain- ful employment of married women. Out of the available data it may be possible to suggest a socially sound policy. 31p. 25¢. The Effect of Tenure upon Professional | Growth (June 1940) is the report by the Committee on Tenure of a survey of ex- | perience, and contractual preparation, inservice training, status of 1500 summer The survey clearly indi- cates that teachers in tenure states are not professionally stagnant, that those who par- ticipated in the study have obtained more inservice college preparation than have teachers working in states where little or no tenure protection exists. 16p. 25¢. session students. According to a recent report of the Re- search Division, public-school employees are to some extent protected by workmen’s | compensation laws in 42 states and D. C. | Workmen's Compensation Provisions for | Public School Employees, issued in May 1940, presents tabular material showing variations in the benefits provided by state ‘Just a minute, young feller! "TN « a-wiaen VO . S2GORS. *e.& "Rocke Pll figure the financing cost myself” THE GENTLEMAN IS WISE. He knows that when you buy a car on time — as most folks do— it’s sensible to take the precaution of figuring the cost yourself. Then you know in advance just what you get for what you pay... You see just how and where you can save money. It’s easy now to figure the cost of the car you want. Just send for the free GMAC Payment Chart that has helped thousands of other car buyers. It gives you the whole financing story in dollars and cents . puts all the details of financing and insurance right out in the open and — no salesman will call. Within a few minutes, in the privacy of your own home, you can figure your whole transaction— based on the amount of time you want, and the amount you wish to pay monthly. And you will plainly see that the General Motors Instalment Plan saves you money. So, before you buy any car... Know What You Get, Know What You Pay . send the coupon below and get your GMAC “Figuring Chart”... first! SPECIAL TEACHERS’ PLAN General Motors has a special plan for school teachers. Under this plan no payments need to be made during the summer vacation months. See your local General Motors dealer, or mail attached coupon. GENERAL MOTORS ACCEPTANCE CORPORATION 1775 Broadway, New York W-1 Please send copy of the Teachers’ Plan GMAC Payment Chart for car checked below. 0 CHEVROLET () PONTIAC [] OLDSMOBILE workmen’s compensation laws. 42p. Mim- Jems C§eatmss (Geman eographed. 15¢. Nome nope » « j ee a Units in Safety Education, Grades II] This plan is available only through dealers in j City DST tn ths wie : 11C 1-118 CHEVROLET, PONTIAC, OLDSMOBILE, 4 ee. << ac 2. Me an is the second [Cont. on page A-118] | BUICK, LA SALLE and CADILLAC cars. | —— County—___ State U.S.A TION VOLUME 29, NUMBER 6; SEPTEMBER 1940 [| A-117 | BELL & HOWELL Announces A Practical Solution to Visual Education Problems of School Executives In the new 3-S Plan Bell & Howell offers a personalized program to help school executives adopt or improve motion pic- ture Visual Education. There is a B&H Visual Education Specialist near you who will explain equipment improvements, film sources, and application methods under the Bell & Howell 3-S Plan briefly outlined here: 1. SURVEY The B&H Vis- ual Education Specialist will survey (1) your plans for use of motion pic- tures and what you propose to accomplish, (2) lo- cation in which you propose to use equipment, (3) any existing need to pay for equipment on any of three convenient B&H payment plans. 2. SUGGESTIONS The B&H Vis- ual Education Specialist wiil set forth rec- ommendations which fit your requirements. He will explain suggestions in detail and provide on information 01 equipment, film sources, and literature. 3. SERVICE Once you de- cide to install Bell & Howell motion picture Projection compen, the B&H Visual Education Specialist will supervise in- stallation, instruct operators, and consult with staff members. Because he is permanently located in your territory, he will provide complete “after-the-pur- chase” service. 16 mm. “ACADEMY” Filmosound DESIGNED ESPECIALLY FOR SCHOOL USE Projects both sound and -¥ - p Boe on s. ff eS Equipped with new — Bp i and Constant- = eee tension take-up Precision- butlt by the makers;| of Hollywood’ s = professional ‘ - movie equip- (a ment. $298. Use coupon be- low to secure complete in- formation. Bell & Howell Compan York; Hollywood; London. Establishe eee BELL & HOWELL COMPANY 1854 Larchmont Avc., Chicago, Ill. Please have your nearest Visual Education Specialist present the B&H 3-S Pian to help solve this problem: oy Chicsgo: New Send details On projectors for ( ) sound film; ( ) silent film. Send free 1940 list of ( ) sound films; ( ) 16mm. silent films. PRECIS BELL & HOWELL 1ON-MADE BY \ |Cont. from page A-117| of a series of three to be issued especially for teachers in elementary schools. Prepared by the Safety Education Projects of the Research Divi- | sion, April 1940. 64p. 25¢ » « Teacher Liability for Pupil Injuries (April 1940) was prepared by the Safety Education Projects of the Research Divi- sion because of the many inquiries received as to whether or not teachers are liable in case of accidents. The first part of this re- view deals with legal hazards arising from the use of corporal punishment. The sec- ond treats negligence in school manage- ment and instruction. The third part dis- cusses whether or not schoolboards may be sued. Attention is given to legal problems involved in liability insurance. 24p. 25¢. The February 1940 Review of Educa- tional Research, “Social Background of Education,” may be obtained for $1 from NEA headquarters. The April 1940 Review of Educational Research, “The Language Arts,” presents the first of a group of five new topics adopted by the Editorial Board of the American Educational Research Associa- tion to cover subject fields in the school curriculum. The Review may be obtained for $1 from NEA headquarters. The June 1940 Review of Educational Research, “Teacher Personnel,” reviews the research studies made in that field since the issue of the Review of June 1937. It may be obtained for $1 from the NEA. Staffs and Salaries of State Departments of Education, 1939-40, Educational Re- search Service Circular No. 5, May 1940, gives information on salaries paid in 1939-40 to employees of state departments of education. Facts are given also on cer- tain personnel procedures affecting these employees. 42p. Planographed. 50¢. The 1940 report of the Committee on Salaries is entitled Problems and Principles in the Scheduling of Teachers Salaries. The Committee examined the available studies of teachers’ salaries and salary scheduling; selected what seemed to them to be the more important problems involved; and drafted this statement of principles for use by teachers’ committees, boards of educa- tion, and administrators in their efforts to improve salary arrangements. 36p. 25¢. Discounts for quantities on NEA publications are as follows: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more, 331% percent. Send orders to the NEA, 1201 16th St., Washington, D. C. Cash must accompany all orders for $1 or less. American Educators! Adopt NOW in your courses THE AMERICAN CANON By DANIEL L. MARSH President of Boston University A unique book which has been praised by historians, physicians, judges, statesmen, and educational leaders. Its uses are va- ried, but above all it will help make more loyal and intelligent American citizens. PRICE $1.00 Write for detailed information At the Better Bookshops THE ABINGDON PRESS NEW YORK CINCINNATI CHICAGO Boston Pittsburgh San Francisco Detroit Kansas City Portiand, Ore. FREE TO TEACHERS An illustrated book- let the growing, harvesting, of cranberries— describing and canning Send For Your Copy Today Let “My Cranberry Scrapbook” tell your students about one of New Eng- land’s largest industries. CRANBERRY CANNERS, Inc. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION HANSON, 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. 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