- NOVEMBER § 1940 EYE AND EAR FUN PHONIC WORKBOOKS by Clarence R. Stone Here’s a sure-fire solution to a difficult problem —that of teaching the reading skills of word analysis and word recognition. The books are excellent for both retarded and normal groups. THE SERIES List Price Book I, Grade 1-A or 2-B, 64 pages. . . .... . 24¢ Book II, Grade 2-A or 3-B, 64 pages ...... . 24¢ Book III, Grade 3-A or 4-B, 64 pages. . .... . 24¢ Samples furnished to prospective users. WEBSTER PUBLISHING COMPANY ST. LOUIS — DALLAS — SAN FRANCISCO NOW...Servwe Tiiece as Man @ Avoid congestion and give faster, uninter- rupted book service this simpler way. By intro- ducing a second Gaylord charging desk as shown in the Kenmore Library, you serve twice as many borrowers easily and accurately. The borrower simply enters the door and steps to the desk on his right to discharge books. On his way out he charges at the other desk. This common-sense plan offers new speed, new ease, and greater efficiency to many libraries. Saves on cost, too, because a student assistant can be employed at the disc harge point. To make this service complete, you can rent a Gaylord Charging Machine for only $35 a year. Avoids costly errors — unnecessary losses You'll be surprised to learn how easy this modern Gaylord equipme at fits into your bud get Start now to modernize by adding new pieces to your library. WRITE TODAY for your free copy of our Broc hure on Plan- ning and Equipping the Modern Library. PEM RIIT iti ee toe SYRACUSE, N. Y. © STOCKTON CALIF. Originators and makers of Better Library Furniture and Supplies Machine with date What DoI Do Now? A Guide to Correct Conduct and Dress for Business People By Mildred M. Payne A Seasoned Textbook. For several years prior to publication the author refined the manuscript for this book in her Business Ethics classes for office workers and teachers at State Teachers College, Kearney, Nebraska. The Contents. Fifty-five exercises, grouped into ten units. The topics covered in these units are: Personality, Habits That Annoy, Background, Personal Appearance, Faring Forth, At Dinner, Voice and Conversation, Introductions, Travel, and Correspondence. The Workbook. Contains exercises, tests, references, and a bibliog- raphy. The Teacher’s Key covers both the workbook and the text. List Prices: text, 76¢; workbook, 80 The charge for single copies will be refunded upon classroom adoption. The Gregg Publishing Company New York Chicago San Francisco Boston Toronto London Sydney y y y Borrowers @ A new idea to speed up traffic Note the TWO Gaylord desks — for charging and discharging — as introduced in the Senior High School Library Kenmore, N.Y. All the furniture and supplies, in cluding charging machine, were furnished by Gaylords. Charging card holder. eo Gaylord Sec tional ( ‘harging Desk. V design. Easiiy adapted to changing requirements, cos 3) | will face issues of deep gravity and far-reachin | that most directly affect young people are JOY ELMER MORGAN, Editor VOLUME 29, NUMBER 8 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 \/: AS A NATION are now on the eve of one CONTENTS FOR NOVEMBER 1940 of the most important elections in our history. The officers elected on November 5 a EE The Twentieth Observance—and After ...... . Editorial 225 significance. Major emphasis in the campaign Education for the Common Defense... ........+.++ + 226 has been on the choice of President. The Con- ressional elections are even more important. The highest integrity, intelligence, courage, The Rabble Rouser .......... ... Rolland H. Upton 229 and competence are needed in the rank and ‘The First Five Years of Life. ......... . ArnoldGesell 231 file of Congress during the next few years. This is a time when emotions are deeply stirred. Teachers, who must serve all the peo- The Schools and the War ....... ... . Donald DuShane 235 ple impartially, cannot afford to become active partisans. Their role is to foster goodwill, ; intelligent discussion, and fair play. Two issues This Is Not Treason. ........... +. WilliamG. Carr 237 Education and Human Relations .. . . . . Everett R. Clinchy 227 Ethics for Teachers ......... ... Theodore D. Martin 233 Aagelo Pessige dhe “1. QE 6s oie ow 2h «Oe ew oe + ee Ped hru Pi Tse. Otte ee [1] American participation in the war, and ee = [2] federal aid for free public elementary and Influence ofa Great Teacher... . . . . . . Josephus Daniels 239 highschools. The people should know where their representatives stand on these issues. ‘ Ae When the election is over—no matter which Planning for Effective Discipline... . . . . . William Shriner 241 party comes into power—the Administration Elementary-School Service... ........ . . Hazel Davis 242 has a right to the united support of our entire people in every worthy enterprise. This is no s+ ++ 244 time for a divided nation. We shall all have Rural-School Service ............ . Ivan A. Booker 246 Future Teachers of America .......... ie ee oe ae more in the end if we sacrifice some of our self- ish advantages for the common good. We in the schools are dedicated to the impor- Mecses ead Almpoumcemneett« 6 ow 6 6 0 eH ote oe Ow SE — task of establishing = all youth an intel- Children’s Crusade for Children . . . . Dorothy Canfield Fisher 250 ligent, sincere, and responsible patriotism. This does not mean mere flag waving. Patriotism | One Hundred Percent Enrolments ............. 251 cannot be forced. If we wish young people to Institutes on Professiona! Relations, 1940 Charl Ormond Williams 240 Highschool Service ..... Publications of the National Education Association ...... 253 love America, we must make America lovable. We must demonstrate in school and commun- ity the power of honest discussion, fair play, The articles herein printed are the expressions of the writers and and loval support for leaders who are elected to not a statement of policy of the Association unless set by resolution posts of responsibility. 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 DuSHane, President Witcarp E. Givens, Executive Secretar WituiaM G. Carr, Associate Secretary J. W. CraBtree, Secretary-emeritus y y 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 8; NOVEMBER 1940 [ A-14r | Common Sense of Sight Protection c By scientific definition, reading is a severe task of near vision. In a sense, l | reading for long periods is an unnatural task of seeing imposed by — — civilization. Undue strain and fatigue of the eyes have long been known to be directly injurious to the eyes. Isn’t it reasonable, then, to take every possible step to ease the task of seeing— especially in the duplicated classroom materials so essential to modern teach- ing methods ... materials used every day by the teachersand pupilsin yourschools. Scientific tests of the visibility of duplicated materials have been made with the Luckiesh-Moss Visibility Meter CHICAGO, REGISTERED | A-142 J and confirmed by other tests in the rate of blinking and the speed of reading. These tests showed that materials pro- duced on the Mimeograph duplicator were equal in visibility to standardized textbooks, far superior to some copies which were so low in visibility as to be a real reading hazard. Modern schools are giving teachers and pupils the low-cost sight protection of new Mimeograph equipment. They are also getting economies in adminis- trative costs that credit “dollars saved” to new Mimeograph equipment. For complete details, write A. B. Dick Company, Chicago, or telephone our representative in your city. M h MIMEOGRAPH IS THE TRADE-MARK OF A. B. DICK COMPANY, IN THE U. Se PATENT OFFICE THE JOURNAL OF THE NATIONAL Protecting normal young eyes, helping teach- ers make full use of ideas in shorter tin bringing new economies in administration that’s what the Mimeograph duplicator is do ing in schools all over the country. Model 92 (shown here) and Model 91 (in the picture above) are two new members of the modern family of Mimeograph duplicators—fitting every school need andalmostany school budget. 7 i F Check the materials now be- ing used in your schools with “The Visibility Yardstick”’ to see if they meet accepted visibility standards. Find out about the versatility and econ- omy of Mimeograph equipment. Send for a copy of new booklet, “The All Purpose Duplicator for Schools.” A. B. DICK COMPANY, Dept. A-1140 720 W. Jackson Blvd., Chicago, IIl. Send me a free copy of the folder checked: 0 “The Visibility Yardstick”’ 0 “The All-Purpose Duplicator for Schools” Organization City State EDUCATION ASSOCIATION THE TWENTIETH OBSERVANCE HE THEME for this the twentieth observance of American Education Week was arranged a year ago in a conference of the sponsors, with a repre- sentative of the Canadian Teachers Federation as a participating guest. The theme could not have been more prophetic of the need of this hour had it been selected yesterday. The events of the past year have shown a condition of world affairs unparalleled since the breaking up of the Roman Empire. The civilized order of the cen- turies is on the defensive, and we are impelled to iook well to our military power in the technical sense and to that more abiding strength which resides in the culture, character, and institutions of a people. Let every child, every teacher, every home, every citizen give attention during the week of November 10-16 to the issues raised by the AEW theme: “Education for the Common Defense.” We cannot emphasize too much the principles upon which our democracy is established and the kind of common schools required to maintain those principles. American Education Week is an example of the kind of social invention and dramatization needed in the democracies. The plans for establishing American Education Week were laid at the Des Moines convention of the National Education Association in 1920. Associated with its beginnings are such names as J. W. Crabtree of the NEA, Henry J. Ryan of the American Legion, Philander P. Claxton and J. J. Tigert of the U. S. Bureau of Education—as the Office of Education was then known. These men had seen the effect of the World War on our educational enterprises. The war had emphasized deficiencies in the schools. It was plain that the nation had not done its full duty by the men drafted into the army camps. There were large num- bers of illiterate adults; many foreign-born in need of educational guidance; widespread physical defects needing correction; inequality of educational oppor- tunity; shortage of properly prepared teachers. It took several years for the American Education Week movement to gain headway, but it has grown steadily both in the scope of the observance and the quality of its themes. It deals with fundamentals. Canada now joins in the enterprise. This would be a good time to widen the scope of the observance still VOLUME 29, NUMBER 8; NOVEMBER 1940 —and AFTER further to make it truly American in the broad sense of including all the nations in the western hemisphere. Any military and economic unity which may be set up to meet the present crisis can endure only on the basis of closer cultural relations. The educators of the two continents have much in common, including the memory of Horace Mann, whose friendship with the great Sarmiento formed a cultural bond of deep signifi- cance. The inspiring vision of Horace Mann and his practical commonsense in working out a system of free public education had a wide influence in South America. Some of the strongest of the early graduates of Horace Mann’s first normal school became leaders in South America. Like the period during which Horace Mann and Sarmiento did their great work, these times require the long look. We are kept so close to the disasters of the war that they weigh heavily on our spirits and often bring personal tragedy as dear ones go down in the struggle. But this is an occasion for faith, initia- tive, and sacrifice; not pessimism. The human race has faced trials before and while individuals or even nations may go down, humanity will survive; the torch will be taken up by strong young hands and carried to greater glory. Let those of us who are older never forget that our security as individuals and as a nation is not in banks, or bonds, or insurance policies, or even in armies, but in the total character and culture of the people. A nation to be strong must live for great ends—for justice, truth, beauty, human brotherhood, and the Golden Rule. It must look well to its youth and the abiding values of life. This war, too, will pass. Those who survive of the fifty million men who now fight or make weapons, must find a new life—must hope and love and laugh and labor and build. And how shall they learn again to do these things? There must be teachers who amid all the shot and shell have kept the faith. The teacher, whether parent, pastor, or school- master, is the real maker of history and the ultimate defender of the citadel of human aspiration, liberty, and justice. When we think of the nation’s defense and its future, we do well to exalt teaching and the school. , Joy Elmer Morgan [ 225 ] i ! me ee ee a —education for the THE WHIT TO THE PATRONS, STUDENTS , cation for rae relationship with other the es behind the adopts States was "to pr for the common interests of all. We have now had one ovide for the casmon defense." was strife among the thirteen panne mmndred and fifty years to ce ’ r — 7" ‘eile pe —E HOUSE WASHINGTON october 1, 1940 AND TEACHERS OF AMERICAN SCHOOLS : edge — k this year was 5 tion in its cared too little build a defense. however, strong foundation for The Cmery we find that the way of Life Te ditions outside cur om © this year nore their cherish stands in jeopardy the schools to play our ge men for work —— before tha = + of an appreciation schools do may prove a other factor in preserving in this country stand in support of the great public school systens colleges and universities, are render ense activities. _ chools should in the long run to be note democracy? How va ef the Bill of Rights? in the States, including ing invaluable service im Snir But it is more important now give serious attention — traditional veg ene than cherish. of our the form of Government we dill Af m M facrevet— NATIONAL ARCHIVES PHOTO The National Archives Building in Washington, D. C., home of historic documents on whose pages is wrilten the continuing story of our great nation. Wat the schools do may prove in the long run to be more deci- swe than any other factor in preserving the form of Govern- ment we cherish.” The National Education Association has prepared materials to assist local the ance of American Edu- schools in observ- cation Week. See page A-148. s+ nA a et O << ing of ges my ion red cal Ju- ape HO ARE WE OF THE UNITED STATES ? —The American dream is that the many national, racial, and religious subgroups will blend to p-o- duce like symphonic music the most civilized cultural ensemble in the his- tory of human relations. We of the United States are: One-third of a million, Indian One-third of a million, Oriental, Filipino, and Mexican 60 million, Anglo-Saxon; 10 million, Irish 15 million, Teutonic; 9 million, Slavic 5 million, Italian; 4 million, Scandinavian 2 million French; 13 million, Negro 1 million each, Finn, Lithuanian, Greek In addition, we are: 2 million, Anglican Episcopalian 40 million, Evangelical Protestant 1 million, Greek Catholic 4% million, Jew Two-thirds of a million, Mormon One-tenth of a million, Quaker 22 million, Roman Catholic One-half million, Christian Scientist CULTURAL DIVERSITY OF AMERICA—Cul- tural diversity has characterized Amer- ica ever since its discovery. In the last 100 years this land has witnessed the most glorious pageant of immigration in all history. America has welcomed the sons and daughters of every frag- ment of age-old civilization. Together we are destined to create a new kind of republic—a democracy of cultures as well as a free society of individuals. At our disposal are the values and ideas, the arts and knowledges, the laws and technics of the people of every civilized tradition. ELEMENTS IN THE NEW WORLD COM- position—Dorothy Thompson lists as elements in the New World composi- tion: The deathless attachment to free- dom which is the glory of the British; the classic humanism which is the dig- nity of the French; the penetrating imagination of the Slavs; the robust poetry of the Irish; the diligent, meticu- lous orderliness of the German; the fu- rious love of justice which is the mission of the Jew. Let America speak: To the English among us, “Temper your pride”; to the French, “Widen your sympathies”; to the German, “Relax your stubbornness”; to the Slavs, “Real- ize your dreams”; to the Irish, “Forget past wrongs”; to the Jew, “Abandon your fears, which are so easily trans- formed into arrogance”; to the Negro, “Give us your innocent faith in life and “We must create a de- mocracy of cultures...” says the director of the National Conference of Christians and Jews, 300 Fourth Avenue, New York Courtesy, Los Angeles Schools Education and Human Relations EVERETT R. CLINCHY God.” To each of us: “Take pride in the sources of your Old World tradi- tions, but identify yourself with Amer- ica. Keep alive the beautiful, true, and good in your ancient culture, that you may contribute it to the common wealth of America, as an American.” The American schools have yet to rear a generation equipped to live in a New World country composed of citi- zens from 47 Old World nations, of all racial strains and religious traditions! AMERICAN CULTURE PROBLEMS— | rouble has arisen time after time in American history when one culture has tried to live as tho others did not exist. Case 1: In Massachusetts in the 17th century 64 Quakers were imprisoned by Puritans; 40 banished; 40 publicly whipped; 1 branded with a hot iron; 3 had their ears cut off; 4 put to death. Case 2: “Hate immigrants” was the cry that frightened native-born people in the 1830's. Frenzied mobs set fire to newly arrived immigrants’ buildings. Hate spread like an uncontrolled forest fire. That was the “Nativist Movement.” Business, farmer, industries suffered. Case 3: The “Know-Nothing Move- ment” of the 1850’s, directed against the Catholics, polarized thousands of Amer- icans in every region into a magnetic field charged with hate explosive in the destruction of civil rights, property, and even lives of a “different” culture. Case 4: Consider the long ordeal Ne- groes still endure in their efforts to be treated in accord with the Constitution of the United States—“All men are cre- ated equal.” Recall, too, the trail of social ostracism and terrorizing perse- cution of Mormons in their trek from upstate New York to Utah. VOLUME 29, NUMBER 8; NOVEMBER 1940 Case 5: The KKK organized hate in 45 states in the 1920’s, fooled 2'4 million otherwise good citizens. Said one adver- tisement: “How to tell a Klansman? He is a white man. He is a Protestant. He is a Gentile. He is a native born. He is a loyal American. He believes in Klan- nishness among his kind.” How did Klansmen get that way? What was lack- ing in their education in home, school, and church which left them gullible, permitted them to deny civil liberties, left them willing tools of propagandists to persecute culture groups of Amer- icans? Case 6: There are today 30 million Americans who are the children born in the U. S. of immigrant parents. They bump against racial prejudices, are called Hunkies, Dagoes, Wops, Sheenies, Kikes. Unlike their parents, they have no powerful feeling of association with the Old World. They may learn in school about Pilgrims, Lexington, Lib- erty Bell, but these historic traditions are not echoed in their homes. Their vital American background is Ellis Island, city slums, sweatshops, some, more for- tunate, on farms. Ashamed of their par- ents, they float on popular American currents which they do not understand. Old stock Americans can incorporate the new stock differences in tempera- ment, aptitudes, and backgrounds into a more satisfying Americanism. Mean- while, the 30 million new citizens can be cultivated and accepted on a parity as Americans. FACTORING OUT THE PROBLEM—States- manship is the art of dealing with a sit- uation while the factors are still man- ageable. Seven factors indicate possible educational procedures: [ 227 ] The anthropological factor—All indi- viduals are bred in a culture group in whose superiority they firmly believe. People of one culture group figuratively tend to build fences between themselves and outsiders. If the primitive tribe lived by the rule of “Live, and annihilate out- siders,” is the second rule of “Live, and let live” adequate? Or can educators in- troduce a third—“Live, and help live”? How can teachers of almost every sub- ject play a part in a child’s experience in picturing democracy as that society wherein all individuals of all groups contribute freely and receive freely the peculiar value, quality, and distribution of every other individual and culture in the community? The sociological factor—How can the school aid the various groups making up its community: [a] Understand the ends and means, one group of the other? [b] Make each group aware that it has some ends in common with all others? [c] Multiply experiences wherein all groups cooperate for the general wel- fare? The use of the records of the “Americans All—Immigrants All,” broadcasts of the United States Office of Education, helps. Every school and every community has potentialities for a controlled experiment in inter-cul- tural relations. Selected individuals from as many cultural strains as there are in the society might meet once a fortnight for a round table, a “clearing house,” a “Chamber of Commerce of Cultures.” Shared study of cultural de- mocracy will tend to remove prejudice and discrimination and will be an edu- cational experience in itself. The historical factor—The degree of one’s advance in the civilizing process might be measured by his grasp of all that has been thought and said and done in the tradition of every strand in the tapestry of history. The commission appointed by the American Historical Association to investigate the teaching of social studies “deems possible and desirable the steady enlargement of sympathetic understanding . . . among diverse races, religions, and cultural groups which compose the American nation.” Can teachers of geography, mathematics, physics, literature, lan- guages, music, and art do this as well as historians? In his essay on Civilization, James Harvey Robinson points to the mutual indebtedness one culture owes to [ 228 ] every other for arts, sciences, technol- ogies. He shows that the awareness of in- debtedness learned thru the history of peoples cements the unity of mankind. The educational factor—As a society is made up of individuals, so a com- munity is made up of subgroups .. . families, the Anglo-Saxon tradition, a Masonic Lodge. An individual nor- mally shares the experience of more than one subgroup. Education as a so- cializing process is the business of help- ing subgroups to see their relation to the whole. A subgroup is like a spoke in a wheel; loyalty to a subgroup can be made the strength of a larger loyalty. Education in human relations can cul- tivate not only the participation of every subgroup in the life of the whole, but also teach each group to respect the rights of all the others. If differences characterize cultures, as differences mark every other aspect of life, then edu- cators would better prepare American children to live satisfactorily in a cultur- ally pluralistic society. Can schools do | this, or must teachers colleges act first? The emotional factor—Education for better human relations has to do with the emotions as well as the intellect. Here is a college professor whose only experience in Paris was two days of cold and rain, when he was cheated out of $1.30, and lived in a cheap hotel with terrible food. How he hates Paris! A psychologist taught a child to fear a rabbit and love a snake and then pro- ceeded by the same methods to make him have exactly opposite attitudes. Can the schools condition desirable emotional attitudes for successful living in a de- mocracy characterized by cultural plu- ralism? Assembly programs, social oc- casions when students meet admirable persons in other cultures, visits to inter- esting culture centers, use of manifold opportunities for education in human relations thruout the curriculum are suggested by the Bureau for Intercul- tural Education, 300 Fourth Avenue, New York. The economic factor—There is a high correlation between depressions and areas of hate. In Valentin’s book on Anti-Semitism he tells of the tribe which lived on the fruit of the bunga- bunga tree. When it was plentiful, strangers were invited to share the crop. When fruit was scarce, strangers were excluded. When the crop failed, the tribe ate the stranger. The schools can speed up a general disillusionment with the whole thesis of hate. Hate of class, race, creed, or nationality measurably slows up the solution of every economic prob- lem. Again, schools can equip citizens with the scientific method in attacking economic problems, expecting a plural number of approaches to each. Schools can prepare people to be tolerant of other sincere people with diverse economic views, eager for communication with them, honestly encouraging free inquiry and experimentation in economics. The religious factor—American pub- lic-school children are religious. No in- stitution in American civilization is more sincerely concerned with the ethics, spiritual values, and character of youth than is the public-school system. School people would do well to encourage and aid the churches. If the vitality of the churches becomes decadent, the politics, economic structure, and schools of a free people are doomed. School leaders can: Inculcate appreciation for the sig- nificance of the relatively recent gain in civilization—religious freedom; pre- pare youth to disagree agreeably in re- ligious matters; point out, without abro- gating American practice of separation of church and state, the importance of religious convictions and disciplines; develop with churches procedures for elective weekday religious instruction in the faith of a student’s own choosing. SACRIFICE FOR THE GENERAL WELFARE The four catchwords of totalitarian dic- tators are: “Believe! Obey! Sacrifice! Die!” If the citizens of the American republic have no convictions with re- gard to the values in which they believe, democracy will be supplanted. If Amer- icans will not voluntarily obey the dis ciplines of morality, immoral forces will discipline us. If the spirit of sacrifice of the individual for the general welfare is lost, the American way of life will dis- appear. If the citizens of this nation have no ideals they would die to preserve, then surely despotism and darkness will totally overcome the western hemisphere as they threaten to envelop Europe totally. rt The public schools and the churches | must work out together the salvation of the spiritual life of this people. The free- dom of these two institutions will en- dure or fall together. [This article is available as Personal Growth Leaflet 149. | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Deed the race, lows rob- Zens king [ural 100ls ther omic with uiry pub- ) in- n is hics, outh hool and the itics, of a ders Sig- gain pre- 1 re- ibro- ition e of nes; for n in ig. RE dic- fice! ican . re- leve, mer- dis- will e of re is dis- have then ——— a tally | eas ally. ches n of free- en- le is 49.) ‘ION © THREE HUNDRED THOUSAND constit- uents, James M. Baxter was known as Congressman Baxter. To Jack Owens he was Uncle Jim. Jack had al- ways admired his mother’s distinguished brother and it was his own avowed in- tention to go into politics as a life work. “I’m glad you feel that way,” his uncle had once said by way of encouragement. “This country needs lots of bright young fellows who will definitely plan a career of public service early in life.” “I’m not only picking my highschool courses with that in mind,” Jack told the Congressman, “but I’m going to get some practical experience in vote-getting next fall.” “That so? How?” “You are looking,” boasted Jack, “at the next president of the Brighton Highschool Studentbody.” “Hm!” said James Baxter, “you seem pretty confident.” “More than that. Positive!” Jack had, indeed, every reason to be sure of victory in the annual fall student body election. There were eleven hun- dred votes in Brighton Highschool. Jack’s plan would win more than six hundred of them to his banner. It was simple, but strong in its appeal, The highschool district included not only the town of Brighton, but several smaller villages and rural settlements as well. And the school population from the out- lying districts was somewhat in the ma- jority. Jack himself was one of those who lived outside of Brighton. “Hicks” was the title often applied to such as he. Jack’s idea was simply to organize the “hicks.” Brighton Highschool had never had a studentbody president who lived out- side of Brighton. This was clearly so unfair that Jack saw an opportunity to make excellent political capital of it. Working thru Evan Roberts, his chum and campaign manager, the seeds of dis- content were carefully sown. “Isn’t it about time the rural districts got a little recognition in studentbody affairs?” Evan would say to an audience of rural hearers. “This town bunch has had control of things long enough. Of course I’m only a hick, but if I had any- thing to do with student government affairs around here. . . .” Beyond doubt such talk had a definite effect. With the opening of school in Sep- tember, Jack and Evan began the organ- VOLUME 29, NUMBER 8 ; NOVEMBER 1940 VOTE FO tems ‘ere e The Rabble Rouser ROLLAND H. UPTON Superintendent of Schools, San Gabriel, California ization of their real political machine. “What we need,” said the young candi- date to his campaign manager, “is an ac- tive, hardworking committeeman from each of the The thing that counts most in politics is rural communities. organization and personal work.” “What do these local committeemen have to do?” Evan asked. “Personally canvass every student in their district and show him why he ought to vote for me. Most of the rural pupils feel that the Brighton bunch are snobs. At least they can be easily talked into feeling that way. You just keep hammering on that theme and the elec- tion is as good as won.” Evan was a bit doubtful. “You can’t hope to get 100 percent of the rural vote,” he objected. “Herbert Pennington has lots of friends.” “I know he has,” admitted Jack, con- ceding the strength of his chief rival, “but we'll get most of it. And don’t for- get I’ve got lots of friends in town.” When Jack heard, the day before the election, that his Uncle Jim was home for a short visit, it seemed that his joy was complete. More than anything else, he wanted his distinguished relative to witness his triumph. As soon as school was out he hurried to Mr. Baxter’s fa- vorite retreat when home—his green- house. told last spring about our studentbody election?” James Baxter nodded. “Well, rather,” he replied, “I’m almost as much inter- ested in your career as you are. How did things go? Were you elected?” “Practically.” “Practically?” “Remember what I you “Well, the election isn’t until tomor- row but I’ve more than enough votes promised to win.” “You must have had a good platform lo get so many votes!” “Platform?” Jack asked. “Yes. Plans for your year of adminis- tration. What do you propose to do for the studentbody while you're in office?” For the first time in any discussion of his political ambitions, Jack was at a loss tor words. “Well, you see,” he explained lamely, “I haven’t had much time to think about that. I’ve been pretty busy getting the votes lined up.” Uncle Jim faced his nephew in genu- ine surprise. “But how did you line up these votes without something to offer in the way of service?” “Why—why, I didn’t need to offer 29 | Courtesy, J. H. Matteson j ET a ES » anything. I had a better idea. You see, there are about six hundred rural pupils in school and only about five hundred who live in Brighton. I just lined up the country against the town.” Uncle Jim looked at Jack intently. “And that was the only issue?” he asked. Jack could not see what the other was getting at. “Well—why not? Don’t you want me to be elected?” “Not that way, Jack,” replied the Con- gressman soberly. “Not by resorting to the world’s cheapest political trick.” Jack was astonished. “What trick?” “Prejudice. Setting one class against another for your own selfish ends. Think, Jack. If you should be elected, would you be president of just the rural students or the whole studentbody?” “Why, the whole studentbody.” “Then why didn’t you appeal to the whole group? Oh, you can win by the method you’ve chosen. It’s been done lots of times. But you admit your ideal isn’t to serve your school. The loftiest motive in your whole campaign seems to have been merely to help one side get even with the other.” Jack was silent. He had no defense against his uncle’s argument. For the first time he saw his actions as another might see them. “I was mighty proud of you, Jack, when you chose public service as your life’s work,” continued his uncle. “You could perhaps be a statesman, not just a—a—do you know what they call a politician who appeals to prejudice to get votes?” “No.” “A rabble rouser.” “But Uncle Jim, honestly, I’m more than that. After I’m elected I'll be a good president. You admit I have ability.” James Baxter looked at his nephew ap- praisingly. “Yes,” he conceded without enthusiasm, “you have ability.” Jack walked home slowly. His disap- pointment was keen. He had gone to his uncle proudly, in a mood to accept con- gratulations for a clever political stroke. He had met with just the reverse. The joy of victory was gone. It was the custom at Brighton High- school, on the morning before the an- nual studentbody election, to give the candidates an opportunity to speak to the assembled students. The speeches began with the candidates for minor [ 230 ] offices. It was not until the latter part of the meeting that the rivals for the office of president were introduced. Ap- plause marked the introduction of both Herbert Pennington and Jack. The demonstration was louder and more pronounced when Jack rose to take his bow, but he experienced no thrill of pride. Somehow his uncle’s words had taken care of that. Herbert was speaking. “I wish to out- line briefly what I hope to accomplish should I be elected to this office. First of all I hope to put our school news- paper on a paying basis—” Herbert had definite ideas as to how this could be done. He spoke convinc- ingly and left little doubt as to his ability to accomplish the aim. He then dis- cussed how the student stationery store would be managed under his leadership. His ideas were good and their execution well worked out. Herbert was finishing his speech. “In conclusion,” he said, “if I am elected I will represent every student in school to the best of my ability. I will serve those I do not know as well as I will my clos- est friends. If you would like to see the kind of administration I have outlined, and if you have confidence that I can give such an administration, then I ask your vote.” Hearty applause greeted the closing words but a few boos and cat-calls testi- fied to the bitter feeling Jack and Evan had stirred up among the rural students. Jack could feel no pride in what he had done. He had driven a wedge between two factions in the school. What had he permitted his personal ambitions to do to his school? The damage was done. But was it—? He heard his name called and thun- derous applause shook the auditorium. Jack took his place at the speaker’s stand. “Before I start my speech,” he said, “IT want to thank everybody who has worked for my election. They’ve worked hard for me without ever asking any- thing in return and I appreciate it. That’s why the thing I have to say now comes pretty hard. It would be a mis- take to elect me president.” A shocked silence met the announce- ment. Evan half rose in his seat. What was this? If it was some new plan— why hadn’t he been informed? “My whole campaign,” continued Jack, “has been based on personal bitter- ness. I purposely chose the biggest group in school and appealed to their prejy. dice to elect me and defeat the other group. Every vote for me would be a vote for a divided studentbody. I've just now discovered that I don’t want future students in this highschool to remember me as the originator of the town-country feud, so please don’t vote for me.” He swallowed. “As a matter of fact, I’m withdrawing right now from the elec. tion. Again I want to thank those who were fooled into working for me.” Amid stunned silence, Jack sat down, | For almost half a minute no sound could be heard and then someone started the applause. It began as a little ripple somewhere in the balcony and spread thruout the great room. Every student knew the issue at stake and what it had cost Jack to say what he did, He had done the only thing possible to preserve the unity and fellow-feeling that had always been a part of life at Brighton High. It was probably the first time in the history of the school that a defeated man received as many congratulations as the victor. Jack was surrounded by fellow students when the meeting was over. And foremost among them was Herbert Pennington himself. Defeated? No, the word didn’t fit here. Looking down at the audience, catching Evan’s eye, Jack thought at first that it did. Evan was disappointed. But | then, amidst the shouts of acclaim and hearty applause, Evan’s face took on an- other light. Slowly he came up to Her- bert and shook his hand. “Good luck, you're the man of the day, now.” Herbert grinned and looked in Jack’s direction. “There’s the real man of the day!” Uncle Jim and his wife, Aunt Ella, were dinner guests at Jack’s home that evening. Jack did not mention his day’s activities but near the close of the meal the Congressman looked across the table at his nephew. “How did the election turn out?” he asked. “Herbert Pennington unanimously.” was elected “That’s fine,” beamed Uncle Jim. | “That’s great! I knew you’d win!” [This material is reprinted from Young America, by courteous permis- sion of the publishers, New York City. It is available as Personal Growth Leaf- let Number 64. ] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Ci fi the nan the low ver. bert fit nce, first But and an- Ter- uck, ick’s the Ella, that lay’s neal ‘able tion cted Jim. rom ‘mis- City. eat. TION HE SIGNIFICANCE OF EARLY CHILD- Hoop—After a lecture by the late Francis W. Parker, great Chicago educator, a woman asked: “How early can I begin the education of my child?” “When will your child be born?” “Born?” she gasped, “He is already five years old!” “My goodness, woman,” he cried, “don’t stand there talking to me—hurry home; you have lost the best five years.” From zero to five or six years man’s life moves at a furious pace never to be equaled in a like period. Study of hun- dreds of preschool children has been made for 15 years by the Yale Univer- sity Clinic of Child Development. The Clinic has built up a running story of child growth invaluable to teachers, who can be most effective with older children only when they understand the total process of child development. Only by knowing typical patterns of develop- ment can we weigh the individual child’s deviations of behavior. Intra-uterine Life—In the human em- bryo at the fourth week the heart beats. Cells penetrate a pair of stumps just be- hind the neck region of the trunk. The stumps elongate. Some of the cells change into a framework of three seg- ments—future arm, forearm, and hand. The outer segment assumes the shape of a paddle, on which lobes appear. A skeleton penetrates each lobe and pro- vides it with bony segments. Thus the paddle transforms into a hand. Muscles and tendons attach themselves to the skeleton; nerve fibers penetrate the tis- sue. Soon arms, fingers, and also legs will make characteristic movements. The mind has begun to grow! For what are such movements but patterns of be- havior? And mental growth is a process of behavior patterning. By the time the fetus is 5 lunar months old, it has an astonishing repertoire of behavior pat- terns. The Neonatal Period—Newborn in- fants display significant individual dif- ferences in physiological processes; in their reactions to stimuli, in their pat- terns of feeding, sleeping, and waking activity; and in perceptivity—end prod- ucts of the mental growth accomplished before birth. Sucking and swallowing were within the neonate’s capacity even before birth. Frequently he seems to be in a twilight zone between sleeping and waking; it takes time for the rhythms The First Five Years of Life of sleep and of open-eyed attention to define themselves. The infant is grow- ing so rapidly in all fields of behavior that he shows fluctuations from day to day. He is ill-suited to an over-rigid routine, The neonatal period lasts about four weeks; in a sense the infant is not fully born until he is four weeks old. By that time he is well advanced in physiological adjustment to postnatal environment. Four Weeks Old—The four-weeks- old baby when awake lies on his back with head averted, his arm extended on the side toward which his head is turned, the opposite arm flexed with the hand resting near the head-chest region. Occasionally he lashes the air with symmetric windmill movements of the arms. The most active and adept muscles are those of mouth and eyes. The infant is gaining control of the twelve tiny muscles which move the eye- balls. He pursues with combined eye and head movements a ring dangled within his field of vision, thru a small arc of less than go°. If one touches his hand with the handle of a rattle, the hand either clenches or opens. He is heedful of sounds, notices the tinkling of a hand bell. He cries, mews, and makes small throaty noises. He tends to soothe when picked up or when snugly wrapt—feels a dim sense of security from calm handling. Sixteen Weeks Old—The infant is already graduating from the cozy con- fines of the bassinet. He has longer and better defined waking periods; he may even demand social attention by fussing. His traits of individuality are becoming more obvious. The head is more mobile, as are arms and hands. The dozen di- recting muscles of the eye have made enormous gains. He looks attentively at a rattle and may reach out for it. When held in a supported standing position, his legs sustain a fraction of his weight. He enjoys propped-by-pillow sitting, and holding up his head, which no longer needs a prop. He bubbles, coos, chuckles, gurgles, and laughs. He may turn his head on hearing a familiar sound. He pays heed to the human voice. He “rec- ognizes” his mother, is capable of a vivid VOLUME 29, NUMBER 8; NOVEMBER 1940 ARNOLD GESELL Professor of Child Hygiene and Director, Clinic of Child Development, Yale University smile on social approach, and may sober at the sight of a stranger. Twenty-Eight Weeks Old—Gradu- ated from the crib to a chair, the infant is becoming a sitter, needing only slight support. He will soon sit alone. He reaches for a cube promptly on sight, grasps it, thumb participating, transfers from one hand to the other. He can perceive a string, but is inept at pluck- ing it, inspects it, brings it to his mouth. He crows and squeals, In the last twelve weeks he has indulged in abundant spontaneous vocalizations, producing vowels, consonants, syllables, and diph- thongs. He is almost ready for defined utterances of mu, ma, and da. He has amassed a wealth of socialized acquaint- ance with persons in his environment, with their expressions and gestures, at- titudes, with routine domestic events. He is relatively self-contained, with a creditable command of eyes, head, mouth, arms, and hands. So he does not give too much attention to onlookers. Forty Weeks Old—The baby raises himself to a sitting position, leans, re- covers balance, shifts from sitting to PICTORIAL FEATURES, ST. LOUIS prone and prone to sitting; he creeps. He can stand if he holds to his pen. He uses his inquisitive index finger and can pick up a crumb. He still brings objects to his mouth. He imitates gestures, facial expressions, sounds; shows responsive- ness to his name; understands “No! No!”; has one or two words in his ar- ticulate vocabulary. He sleeps thru the night, takes two naps and three or four bottles a day, holds his own bottle. He is accustomed to solids, feeds himself a cracker. Able to play by himself for an hour or more, he likes to have people around. He performs nursery tricks like pat-a-cake, smiles at his own mirror image. He enjoys short expeditions into the outside world, but may be timid when greeted by a stranger. One Year Old—The one-year-old child can creep, can pull himself to standing position unassisted, but ordinarily can- not walk without support for four more weeks. He can thrust a finger into a round hole, place a cube into a container. He can feed himself with his fingers, cooperates in dressing. His bowel move- ments are regularized. He listens with new intentness to words, obeys such commands as “Give it to me,” and may have added two or more words to his own vocabulary. He tries to attract at- tention by a cough or squeal, if not by words. Beginning dimly to feel his own self-identity, he repeats performances laughed at. He is capable of fear, anger, affection, jealousy, anxiety, sympathy. He responds to music, laughs at surprise sounds and startling incongruities. Per- ceiving others’ emotions, he can influ- ence and adjust to them. Eighteen Months Old—At eighteen months the child sleeps thirteen hours, usually with one nap. His gait is stiff, wobbly, flat, not true running but better than toddling. He can pull a wheeled toy. With help he can walk upstairs, unassisted can descend stairs. He knows where things belong and likes to do errands of fetch and carry about the house. He is imitative, pretends to read the paper. He points to pictures of a car, a dog; to his nose, eye, hair, on request. He can pile three blocks in vertical alignment. He waves bye-bye with a sense of termination. Often he boasts a vocabulary of ten words. He seeks to avoid sudden changes by lying down, backing away, screaming, or beating the air. He cannot be reached by scolding [ 232 ] or verbal persuasion; words mean too little. He is self-engrossed (not selfish) because he does not perceive other per- sons as individuals like himself. Two Years Old—rwo sleeps about thirteen hours, with a nap. He can run, needs no assistance with stairs, can build a tower of six blocks, string beads with a needle, help dress and undress him- self. He pushes a chair, climbs into it to attain an object out of reach. He re- calls events of yesterday; senses oneness versus many. Able to distinguish be- tween black and white, he makes no color discriminations tho he may use color names. He likes to talk, uses scores of words. He makes verbal distinction between bladder and bowel functions; “accidents” are rare. He likes Mother Goose and stories about himself. Play- ing with other children, he is still self- centered. He shows affection sponta- neously, exhibits sympathy, modesty, and shame. He dawdles when motiva- tion is low; delights in rough and tum- ble play. Joyful emotions he expresses with dancing, clapping, laughter. Three Years Old—rurte likes to use crayons, builds a tower of ten cubes, can fold paper lengthwise and crosswise but not diagonally. He runs smoothly; turns sharp corners; goes upstairs unaided, alternating his feet; can stand on one foot; can pedal a tricycle; feeds himself and spills very little. He has almost goo words in his vocabulary and soliloquizes to hatch words and phrases. You can bargain with him since he knows he is a person and you are one; he will sacri- fice immediate satisfactions for later privilege. He can be managed by dis- traction and reasoning. Jealousy may cause him to scream and kick, but he gets over tantrums more quickly than he did. Altho interested in playing with other children, he still likes solitary play. He can toilet himself during the day- time. He still takes a nap, but in going to sleep is less dependent upon dolls and animal toys. Four Years Old—rour can make a running and a standing broad jump and skip after a lame duck fashion. He can button his clothes and lace his shoes with ease, comb his hair, brush his teeth. He can count to four or more, but his number concept barely goes beyond one, two, and many. He has meager compre- hension of past and future. His mind is lively and covers much ground. His as- THE JOURNAL OF sertiveness—with hundreds of words— may deceive us into thinking he knows more than he does. He asks questions almost endlessly. Use of such words as “but,” “something,” “too,” imply rela- tional and abstract thinking. He tries to put off going to bed at night but falls asleep in a short time. He prefers to play with two or three children. He supplies alibis, thus denoting awareness of others’ opinions. He is unable to distinguish realistically between truth and fable. Five Years Old—rive skips smoothly and jumps well, is a ready pupil in dancing and physical exercises. He likes to finish what he has started. He draws a recognizable man, carries a plot and a melody. Using over 1000 words, he talks without infant articulation, His answers are to the point. Unlike Four, he asks questions for information and not for social intercourse or practice in speak- ing. His imagination is not so footloose as a year ago, or as it will be later. He distinguishes his own left and right hand, but not others’. Normally he gives little trouble in sleep, toilet habits, dress- ing. He is conscious of differences in the sexes. He is protective toward younger children. He displays self-assurance, con- fidence in others, social conformability, persistence, generosity, pride in clothes and accomplishment. He prefers asso- ciative play to solitary. These characterizations are adapted from a volume by A. Gesell (et al) en- titled THE FIRST FIVE YEARS OF LIFE: A Guide to the Study of the Preschool Child, including a pictorial survey of preschool development, examination technics, and summary accounts of motor, adaptive, language, and personal- social behavior. New York: Harper & Bros., 1940. 393p. $3.50. SELECTED BIBLIOGRAPHY Alschuler, Rose H. and associates. Two to Six. New York: Morrow & Co., 1937. 177p. $2. Habits, books, music, play. Gesell, A. et al. Biographies of Child Development. New York: Hoeber, Inc., 1939. 328p. $3.75. Mental growth careers of 84 infants and children. Gruenberg, Sidonie. We, the Parents. New York: Harper, 1939. 296p. $2.50. Meek, Lois Hayden. Your Child's Development and Guidance. Philadel- phia: Lippincott, 1940. 166p. $2. This material is available as Personal Growth Leaflet Number 181. THE NATIONAL EDUCATION ASSOCIATION "a ee ee er N- ty, )- ed ol on es. ay. ild 1C., ers 50. d's lel- nal ON —_er™ personal crowtl LEAFLET NuMBER 135 ma” 7 ete DESIRE to improve the level of professional and business rela- tionships has characterized the twentieth century. This interest has been expressed among and industrial groups by the adoption of codes of ethics professional and standards of practice. The American Bar Association adopted its “Canons of Professional Ethics” in 1908. In 1912 the American Medical As- sociation adopted its “Principles of Med- ical Ethics,” and in 1923 the “Canons of Judicial Ethics” was prepared. The American Academy of Political and Social Sciences, the Federal Trade Commission, and the International As- sociation of Rotary Clubs have been active in promoting this movement. The latter has urged every group rep- resented in its membership to prepare and adopt a code of ethics or an official statement of standard practices. Ethics for Teachers Sue First state code of ethics for teachers was adopted by the Georgia Education Association in 1896. Since then, 36 other state associations have adopted similar documents, and hun- dreds of codes have been prepared by individuals and local groups of teachers. The National Education Association ap- pointed a committe on ethics in 1924 which, after five years of careful study, prepared a national code for teachers which was adopted in 1929. A committee of the Association is now at work pre- ice.— James paring a revision of this code. A preliminary report of this commit- tee recommends that each institu- tion for the training of teachers see to it that every student is ac- quainted with our code of profes- sional ethics and that local, state, and national teachers associations establish committees on _profes- sional ethics to interpret and en- force the code. Instruction in Ethics On LEADERS agree that prospective teachers should be acquainted with the ideals and standards of the profession, but they differ in their opinions as to how and when this instruction should be given. Some professional schools depend entirely on incidental instruction. Others, believing that incidental instruc- tion is usually accidental instruction, provide ethical instruction as definite units of broader courses. Still others, feel- ing that prospective members of the pro- fession cannot be trained adequately in the ideals and standards of the profession without separate courses in the subject, provide special courses in ethics and pro- fessional organization. The policy of treating professional ethics as definite units in other courses provides syste- matic training without adding another course to the already crowded curricu- lum. The NEA Code of Ethics ADOPTED IN 1929 Prerrvenrs—In order that the aims of education may be realized more fully, that the welfare of the teaching profes- sion may be promoted, that teachers may know what is considered proper pro- cedure, and may bring to their profes- sional relations high standards of con- duct, the National Education Associa- tion of the United States has developed this code of ethics. VOLUME 29, NUMBER 8; NOVEMBER I940 Ws. want lawyers, physicians, teachers, engineers, bust- nessmen, who not only know how to do things but who will also insist on doing them right—men who, conscious of their ability as leaders, are yealous of their professional honor; men who will readily sacrifice personal gain to up- hold the dictates of conscience in their professional serv- ", Russell. [1] The schoolroom is not the proper theater for religious, political, or per- sonal propaganda. The teacher should exercise his full rights as a citizen but he should avoid controversies which may tend to decrease his value as a teacher. [2] The teacher should not permit his educational work to be used for partisan politics, personal gain, or selfish propa- ganda of any kind. Relations to Pupils [3] In instructional, administrative, and other relations with pupils, the teacher should be impartial, just, and professional. The teacher should con- sider the different interests, aptitudes, abilities, and social environments of pupils. [4] The professional relations of the teacher with his pupils demand the same scrupulous guarding of confidential and official information as is observed by members of other long-established pro- fessions. [5] The teacher should not tutor pupils of his classes for pay. [6] A teacher’s own life should show that education does ennoble. [7] The teacher should seek to estab- lish friendly and intelligent cooperation between the home and the school. Relations to the Profession [8] Members of the teaching profes- sion should dignify their calling in every way. The teacher should en- courage the ablest to enter it, and dis- courage from entering those who are merely using the teaching profession as a steppingstone to some other vocation. [9] The teacher should maintain his efficiency and teaching skill by study, and by contact with local, state, and na- tional educational organizations. [10] While not limiting his services by reason of small salary, the teacher [ 233 | SIE. A A yr should insist upon a salary scale suitable to his place in society. [11] The teacher should not exploit his school or himself by personally in- spired press notices or advertisements or by other unprofessional means, and should avoid‘innuendo and criticism par- ticularly of successors or predecessors. Relations to Associates [12] A teacher should avoid unfavor- able criticism of other teachers except such as is formally presented to a school official in the interests of the school. It is also unprofessional to fail to report to duly constituted authority any mat- ters which involve the best interests of the school. [13] A teacher should not interfere between another teacher and a pupil in matters such as discipline or marking. [14] There should be cooperation be- tween administrators and classroom teachers, founded upon sympathy for each other’s point of view and recog- nition of the administrator’s right to leadership and the teacher’s right to selfexpression. Both teachers and ad- ministrators should observe professional courtesy by transacting official business with the properly designated person next in rank. Securing a Position [15] The teacher should not apply for a specific position unless a vacancy exists. Unless the rules of the school otherwise prescribe, he should apply for a teaching position to the chief execu- tive. He should not knowingly underbid a rival in order to secure a position; neither should he knowingly underbid a salary schedule. [16] Qualification should be the sole determining factor in appointment and promotion. School officials should en- courage and carefully nurture the pro- fessional growth of worthy teachers by recommending promotion, either in their own school or in other schools. For school officials to fail to recommend a worthy teacher for another position because they do not desire to lose his services is unethical. Salaries and Commissions [17] The teacher should not apply for another position for the sole purpose of [ 234 ] forcing an increase in salary in his present position. [18] School officials should not pur- sue a policy of refusing to give deserved salary increases to their employees until offers from other school systems have forced them to do so. [19] The teacher should not act as an agent, or accept a commission, royalty, or other reward, for books or supplies in the selection and purchase of which he can influence or exercise the right of decision; nor should he accept a com- mission or other compensation for help- ing another teacher to secure a position. Testimonials and Contracts [20] Testimonials regarding a teacher should be frank, candid, and confi- dential. [21] A contract, once signed, should be faithfully adhered to until it is dis- solved by mutual consent. In case of emergency, the thoughtful considera- tion which business sanction demands should be given by both parties to the contract. [22] Due notification should be given by school officials and teachers in case a change in position is to be made. Problems for Study and Discussion Is IT ETHICAL? [1] To apply for a teaching position unless one has at least 4 years’ profes- sional training beyond highschool? [2] To use teaching as a stepping- stone to another profession or vocation? [3] To apply for a position in a sys- tem where no vacancy is known to exist? [4] To bid or underbid for a position ? [5] To accept a position from which the immediately preceding occupant was unjustly dismissed ? [6] To make requests for appoint- ment, promotion, or other special favors direct to a board of education member? [7] To accept a position in a school system where a relative is superintend- ent or board of education member? [8] To apply for a position thru a commercial teachers agency? [9] To pay a fee to a superintendent or board member for a position? [10] To fail to withdraw other appli- cations after accepting a position? [11] To break a contract in order [a] to accept a position at a higher salary, or [b] to get married? [12] To fail to be a member of profes. sional organizations, local, state, and national? [13] To criticize the profession? [14] To fail to maintain the highest standards of personal conduct? [15] To engage in personal indul- gences to which school patrons object? [16] To reside outside the community in which one teaches? [17] To fail to participate in activi- ties for community betterment? [18] To do more than vote for can- didates in a political campaign? [19] To pay “levies” to support the campaign treasury of a political party? [20] To tutor for remuneration pupils from one’s own class? [21] To discuss pupil’s deficiencies in such a way as to embarass them or their parents? [22] To accept gifts from pupils? [23] To criticize an associate before his students or before other teachers? [24] To fail to defend members of the profession unjustly attacked? [25] To censure and disclose unpro- fessional or immoral conduct, including ineficiency within the profession? [26] To fail to support a regulation, issued by the administration, which one believes detrimental to the welfare of the children under one’s care? [27] To write testimonials endorsing books or other school supplies? [28] To solicit sample textbooks from publishers ? A Few Good References Adventures on the Borderlands of Ethics by Richard C. Cabot. Harper & Brothers, New York City, 1926, 152p. $2. A Goodly Fellowship by Mary Ellen Chase. Macmillan Company, New York City, 1939, 305p. $2.50. Codes of Ethics by Edgar L. Heermance, 241 Lawrence St., New Haven, Connecti- cut, 1924, 525p. $4. The American Canon by Daniel L. Marsh. Abingdon Press, New York City, 1939, 126p. $1. Ethics in the Teaching Profession. Re- search Bulletin, National Education Asso- ciation, January 1931, 89p. Out-of-print; see copy in your library. The Ideal Teacher by George Herbert Palmer. Houghton Mifflin Company, Bos- ton, Massachusetts, 1910, 32p. 80¢. Trades and Professions by George Her- bert Palmer. Houghton Mifflin Company, 1914, 36p. 80¢. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION fes. and hest dul- ct? nity Vie can- the ‘ ty? pils sin heir fore ; of oro- ling ion, one - of ing “om hics ers, llen ork nce, ecti- city, Re- $s0- ‘int; bert Bos- ter- any, ION THE SCHOOLS AND THE WAR By Donald DuShane PRESIDENT OF THE NATIONAL EDUCATION ASSOCIATION BRING to the American Legion greet- ings from 800,000 American teachers who are members of the National Education Association and its afhliated state associations. We have deeply ap- preciated the interest and constructive work of the Legion in the field of child welfare. We have a common purpose with you in conserving the principles of American democracy; in frustrating insidious totalitarian propaganda; in de- veloping a universal loyalty to American principles of government, to democratic freedom, and to the rights and obliga- tions of American citizenship. One of the important permanent committees of the National Education Association is the Committee to Cooperate with the American Legion. For twenty years our two organizations have cooperated in sponsoring American Education Week. In this greatest crisis in our history, when all that we cherish is threatened, I deeply appreciate this opportunity to discuss with you some of the problems, purposes, and responsibilities confront- ing the teaching profession in its attempt to do its part in the defense and per- petuation of American democracy. The course of my talk to you today has been somewhat determined by an article in the September 1940 issue of The American Legion Magazine, en- titled “Treason in the Textbooks.” In reading this article I was surprised to note the following statements: “Legionnaires are parents—most of us. Our children average from four to fifteen years. The older groups are in junior and senior highschool. It’s time we learned that our children are being taught, in the name of civics, social science, and history, doctrines so subversive as to undermine their faith in the American way of life. “All out of textbooks and courses adopted by public highschools in the good old U.S.A.—by state and local school authorities that likely do not know they have been taken for a ride by the most insidious attack of un-Americanism yet perfected by the Trojan horsemen. “It’s a case for the Dies Committee on Un-American activities, and with the Vigorous cooperation of the American Legion, the Dies Committee has turned its attention to these subversive activities in our schools. But it’s more than that. It’s a case for the personal attention of every parent who would like to preserve American ideals and institutions. ““Catch ‘em young!’ That’s the motto of the radical and communistic textbook writers who all too evidently have been in control of the field.” The author of these statements has cast suspicion on a million American teachers, and the authority he cites is his casual conversation with one teacher in whose class his son is enrolled. He has indicted the courses of study and text- books of thirty thousand highschools be- cause of a few random quotations lifted out of the context of a few textbooks. For a number of years I have had un- usual opportunities to learn the prob- lems, attitudes, and loyalties of Ameri- can teachers. Let me assure you that no group is more loyal to democracy or more determined to preserve American liberty and procedure than the teachers of this country. We do not condone or seek to protect any teacher who attempts to destroy democracy. Nor would we de- fend or knowingly use any textbook or course of study seeking to substitute communism or fascism for American democracy. There may be a few teachers whose beliefs and teachings are anti- democratic. There may be courses of study in a few communities which are subversive. These should be dealt with individually, without undermining pub- lic confidence in the loyalty and effec- tiveness of the great mass of American teachers. There are a few citizens who are un- duly alarmed by exaggerated statements about our schools’ being controlled by radicals. I hope the American Legion will assist us in maintaining the public confidence in our schools which is ab- solutely necessary if the teachers are to take their full share in defending and perpetuating our democratic ways. The American Legion has given its support to education. I wish to assure you that this support is justified. The educational journals of the country are VOLUME 29, NUMBER 8; NOVEMBER 1940 earnestly discussing how we may better teach our youth about democracy. Hun- dreds of teachers meetings this fall are considering more effective methods of developing loyalty to our American liberties and ideals. The various teachers associations of the country are adopting resolutions urging “teachers to redouble their efforts to develop in youth an active, intelligent, and profound loyalty to American ideals.” Democracy as it existed at the out- break of the first World War could exist only if the masses of each generation were taught to value its liberties, to as- sume the full responsibilities of citizen- ship, to abide by the decision of the ma- jority, to respect the rights of minorities, to fight when the country went to war. The major burden of this teaching fell on the schools and was reasonably well done as shown by the conduct of our armies and non-fighting citizens during the last war. However, viewed from present educational standards the school- ing of 1917 was most inadequate. The average citizen had less than a seventh- grade education; he had studied no civics, only a smattering of rudimentary history, had no vocational training, and no understanding of the fundamental principles of democracy or economics. When the conscription law of 1940 goes into effect, it will be found that the young men of today have a much better education than those of 1917. The aver- age youth of today has completed the second year of highschool. He has done a great deal of reading and has a much better understanding of history and civics. He has had both manual and physical training. There has been an in- crease of over 350 percent in highschool enrolment since 1917, so that over 65 percent of all our young people of highschool age are now attending high- school. Our army of 1940 will be better educated than any army ever assembled in the world. If and when our armament program is carried out, democracy in America will be safe insofar as it can be saved by arms, ships, and airplanes. However, democracy as it exists in [ 235 | 1940 is threatened in many new ways. The depression of 1929 has caused great unemployment, hopelessness, and inse- curity, particularly among the adult youth of our land. The rise of totalitar- ian governments in Europe with their antagonism to democracy, their fifth columns, and their highly organized worldwide propaganda has profoundly affected the thinking of many of our poorly educated and discouraged citi- zens. Many of us are convinced that de- mocracy cannot be saved by arms alone. Even if we are not drawn into the war, even tho England may avoid defeat, the causes that destroyed the democracies of Europe will still be at work. Totalitar- ianism, as it exists today, is the outcome of the prolonged unemployment, the economic hopelessness, the perverted training, and the sense of insecurity of the great masses of adult youth. Insofar as the teachers of America can save and perpetuate democracy, it must be by preparing our youth for the changed world of today. We must have nationwide vocational training of the most practical nature. We must re-study democracy. We must train our youth to value its liberties and to fit the principles of democracy into the new conditions of today. We must prepare our students to meet modern anti-democratic propa- ganda by methods the schools are now developing, and we must show them how a reasonable economic security can be maintained under a democratic form of government. In remolding their pro- cedure, in retraining teachers to meet the new educational needs of the times, in providing new equipment and person- nel, the schools have an immense task ahead of them. They are already work- ing under tremendous handicaps. Hun- dreds of thousands of our teachers are working under unthinkable conditions, with salaries under $50 per month, sub- ject to discharge without cause, and sub- ject to unjust criticisms both in and out of school. Tens of thousands of our school corporations are inadequately financed to carry out their present pro- grams, and are constantly being fought by minority groups of taxpayers who do not fully understand the necessity of education in a democracy. The youth of Italy and Germany have been taught thoroly, tho falsely, to serve the purposes of their totalitarian states. [ 236 | Angelo Patri N LQ. can be a useful tool in the hands of the expert psychologist and teacher. It can be a danger- ous nuisance if it is handled by an ama- teur. Only the skilled, thoroly trained specialist should attempt to take the 1.9. of any child and only the trained teacher should make use of it. At its best, the 1.9. is an indication of the state of the child’s mental powers, in the tested fields, at a certain hour on a certain day, under certain conditions. To make sure that it is accurate, it should be taken several times under as close a likeness to the conditions of the original test as possible. After it has been found, what then? If you will take my word for it, put it aside, go ahead as if you had never taken it, and wait to see how the child heads up. Don’t let it make you do anything drastic about the education or manage- ment of the child until you have taken the test three times and have worked with the child under ordinary condi- tions for a year. If after that the child’s behavior justifies the 1.9., change his courses to meet his apparent needs. Children grow and in growing change, for which we are truly thank- ful. It is not well to despair of a child because he has a low 1.9. until time and experience verify the rating. A feeble- minded child’s 1.9. will not change much year after year. But a child who is retarded by deprivation will improve when the deprivation is removed. I mean by this that a child who was born normal-minded, but who lived under conditions that did not stimulate Their loyalties to their leaders have been developed to a point of fanaticism. And the successes of both Hitler and Musso- lini have been due largely to their de- bauched but efficient school systems. We of the teaching profession appeal to the American Legion and all other good citizens to increase your support of the schools, to encourage us by your con- fidence and backing, that we may do our full part in saving and perpetuating de- mocracy. We need protection against minority group pressure and unjust dis- charge. We need more money, particu- THE JOURNAL OF on the “l. Q.” his growth, offered no experiences to develop his mind, would be backward and his 1.9. would be low. Give that child a better chance, a better home, a better school and he will improve. There are so many factors in the growth of a child that no mark can cover. We must be on guard to protect children from any blanket scheme of education. They are individuals and need individual training. If they de- velop evenly, we might classify them at certain stages of their growth and teach them in groups with success. But no two develop at the same time and in the same way. We have children who are born to be dull, slow, fast, backward, intelligent, geniuses, and feeble-minded, We can soon select the genius and the feeble of mind, but the great group in between gives us all we can do to get them to the stage of perfection that their endowments promise. We never know how far a child can drive a line of development. It may be a very short line; it may be a long and deep line that leads to genius. We can only teach to make the most of what the child has, strong in the faith that he has much more than ever he or his imagine. teachers The 1.0. is a useful tool in the hands of the expert. It is a misleading and consequently dangerous symbol in the hands of the inexpert and uninformed. No good ever comes of labeling a child. He is likely to do his best to live down or up to that label and as it is usually a mistake, the result is a failure—From The Evening Star, Washington, D. C. larly in rural and sparsely settled com- munities and states. We need better trained personnel. We need new build- ings and equipment. But most of all we need public confidence, encouragement, and protection. If these needs are met, our schools can train our youth in the ways of truth, efficiency, and loyalty; can defeat anti-democratic propaganda; can perpetuate democracy; can eliminate the danger of totalitarianism in America.— An address before the American Legion Convention, Boston, Massachusetts, Sep- tember 25, 1940. ASSOCIATION THE NATIONAL EDUCATION > to ard that ve the can tect of and 1 at ach no the are rd, led, the get hat ver ine ort hat 1as, ich ers ids nd the ed. Id. wn ya THIS IS NOT TREASON schools and colleges, including their textbooks, teachers, and stu- dents, has been called into open ques- tion. National magazines and the official organs of several influential groups in American life have published articles de- claring that the schools shelter anti- democratic forces and ideals. One of these articles goes so far as to speak of treason, a term which means “betrayal, treachery, or breach of allegiance toward the government.” The current attacks on the civic de- votion of the public schools have no ade- quate basis in fact. Indeed, within a few days from the date of publication, the author and publishers of the article charging treason withdrew several of their accusations in light of facts pre- sented to them. No one who really knows the principles which guide the American school system, no one who has seen at first-hand the work of the American teaching profession, no one who knows the idealism of American youth will give a moment’s credence to the fantastic charges which are being circulated. Unfortunately, however, a considerable part of the American pub- lic, having little direct and reliable infor- mation about its schools, may be misled. The public school is an American in- stitution, an essential part of the tradi- tion to which this country is dedicated. Irresponsible attacks upon it are as harmful as an attack on any other part of our heritage of freédom. Democracy, more than any other society, requires a broad and untrammeled education for its people. Any unwarranted attack which might lead to a crippling of the services of education at this critical pe- riod of our history is subversive and un- American, however lofty may be the motives, however great may be the pres- tige of the individuals or organizations who sponsor it. The American school system, with thirty million children and youth in its care, staffed by one million teachers, and guided by half a million schoolboard members, is today loyally and vigorously engaged in an enterprise essential to the national defense and the general welfare. These schools strive to accomplish an ea the loyalty of American equal educational opportunity for all the people, thereby maintaining and dis- seminating the knowledge and attitudes essential to effective citizenship. They give instruction in American ideals, in their history, and in the ways and means whereby they may be defended and ex- tended. They give practice in activities which develop ideals of fair play, broad participation, and civic responsibility. They equip youth with information about the social and political problems of the day and with a disposition to take constructive action to solve these prob- lems. Let it not be supposed that it is un- patriotic for a citizen to criticize the schools. All such comments and criti- cisms, whether in praise or blame, whether from the humblest individual citizen or from the most powerful pres- sure group in the community, should re- ceive sympathetic and open-minded at- tention from school officials. However, no teacher or school official should be browbeaten or stampeded into modify- ing instruction or teaching materials until careful examination of the evidence has been completed and the validity of any charges has been fairly and calmly assessed by the responsible bodies. The choice of textbooks, the selection of teachers, and the planning of the course of study are professional responsi- bilities which, in the public schools, are conducted under the general supervision of duly elected or appointed state and local boards of education. The approved legal and administrative methods for se- lecting teachers and textbooks provide ample protection for the public interest thru the orderly processes of democratic government. The invasion of these re- sponsibilities by special interest groups is fraught with grave danger to the efh- ciency of the schools. Under the American plan of school control, every citizen should be free to examine and evaluate the system of pub- lic education, provided that the action is taken in good faith, that it constitutes a constructive suggestion for the improve- ment of the schools rather than a de- structive attack upon them, that the criticisms are based on careful study and accompanied by substantial evidence, VOLUME 29, NUMBER 8; NOVEMBER 1940 and that remedial action is sought thru the official bodies in charge of public education rather than thru an appeal to the mob spirit. Such restrained caution and responsible procedure have not characterized the current attacks on the public schools. In their eagerness to defend democ- racy against deadly military, economic, and moral threats, the people of the United States must achieve a clear understanding of the essential nature of the democracy which they wish to pre- serve. Lacking such comprehension, un- able to distinguish friend from foe, they will labor under the continuous peril of striking down the very institutions which are their strongest allies. When we read these carelessly made charges of “treason” in connection with the schools, let us remember that: It is not “treason” to teach that Amer- ican ideals require a fair chance for everyone in terms of economic, social, and educational opportunity. It is not “treason” to teach that these ideals are not yet fully achieved and te stir the enthusiasm of youth to attain these ideals more fully. It is not “treason” to teach that the current developments in our economic life put great strain on the institutions of democracy and to summon up youth- ful vigilance and courage to meet the challenge. It is not “treason” to teach that many different races and peoples have made a worthwhile contribution to our Amer- ican culture. It is not “treason” to teach the impor- tance of the civil liberties, nor to give practice in the responsible use of these liberties in dealing with debatable public questions. It is not “treason” to teach that the United States can learn some useful les- sons from the experience of other coun- tries. It is not “treason” to teach important truths, even tho those truths be distaste- ful to powerful interests in the com- munity; not treason yet, not yet in the United States of America. —Witiiam G. Carr, associate secre- tary, National Education Association. [ 237 ] PEDAGOGY THRU PICTURES Student Voting Project Pupils of Ada Merritt Junior Highschool, Miami, Florida, selected their student council officers, using the voting machine as their parents do. The plan was developed thru the cooperation of J. H. Matteson, civics teacher; Albert L. Isaac, principal; and Nell Edmonds, student council sponsor. {1| Students inter- viewing county supervisor of elections. [2| Making registration books. |3| Making cards to be worn by those who vote. [4| Present- ing homeroom candidates. [5| Learning about the voting machine. [6] Practicing on it. [7| Signing the identification slip. [8| Voting. [9] Counting votes. HAT WASHINGTON was to North \Y/ ares, Simén Bolivar, the Great Liberator, was to South America. They were brothers in aspira- tion and achievement. The distinction of Simén Rodriguez which won him high place in South American history is that he was the teacher and inspiration of Bolivar. The teacher early sensed that his pupil had rare qualities which, if directed in right channels, would make him a lib- eral leader in a changing era and on a continent emerging from feudalism into democracy. He set himself to be the political mentor as well as instructor of the richly endowed youth committed to his guidance. When Bolivar fell heir to a fortune, his teacher obtained from him the promise that his wealth, as well as his life, should be devoted to the cause of independence. The promise was soon, but temporarily, forgotten as the young Bolivar yielded to the temptation to have his fling in Paris, living like a pleasure- loving prince in the fashionable world. His teacher followed him to Europe. Rodriguez watched and waited while his pupil plunged into the whirl of self- indulgence, never doubting that in due time he would win him back to con- secration to his pledge, which would lead Bolivar to the heights of glory. The faithful teacher said to Bolivar: “There are other things in the life of man besides pleasure.” The teacher was right. Sensing the destiny that awaited him, Bolivar settled down to prepare. His mind opened as he absorbed knowledge in quick draughts like a thirsty animal. With Rodriguez he explored the beloved books of his preceptors: Rousseau, Montesquieu, Hobbes, Helvetius, Holbach, and Spi noza. In 1805 the two, master and pupil, set out on a walking tour of Europe, stopping on the roadside, reading, thinking, talking of the rights of man and of political independence for Latin America. Reaching Rome one afternoon, the two climbed to the low hill of Monte Sacro, overlooking the Tiber. It was to be the Mount of Dedication. For a long time the younger man lay on the ground listening as the teacher beguiled him with stories of the imperial city, empha- sizing the notable dreams of democracy which had germinated in the minds of Influence of a Great Teacher THE HONORABLE JOSEPHUS DANIELS Ambassador from the United States to Mexico patriots in that environment, not neg- lecting to stress that in selfgovernment lay the only hope for his far-off country- men in South America. In the whirl of love and enjoyment of European fashion and frivolity, Bolivar suddenly on the mount came to himself. The wisdom of his preceptor wrought a change of heart. He rose to his knee, his eyes moist, his face flushed, and uttered to his teacher these words of consecration, which he always called “My Oath”: “I swear by the God of my forefathers; I swear by my forefathers; I swear by my native land, that I shall never allow my hands to be idle or my soul to rest until I have broken the shackles which bind us to Spain.” Bolivar was twenty-three years old, and from that hour of consecration he was never to be disobedient to the vision and the call to win independence for his country. He was to realize his dreams. He tore himself away from a love that had been dear to him and set sail for his native land. The story of his com- plete dedication to his solemn oath, in victory and defeat; his disappointments and heartaches; and the goal of his glory which beckoned him constitute an epic without parallel in Latin America. At the height of his fame, Bolivar gave credit to the teacher who had set his feet on the path to glory. His tribute to his preceptor was contained in a letter of affection which brought the highest happiness and compensation that any teacher can receive; He wrote: “You have shaped my heart for liberty, for jus- tice, for everything that is great and beautiful. I have followed the path you showed me.” Here you have the ideal relation be- tween the teacher and the taught—the older man pointing the way and giving the urge to greatness to the pupil whose genius he early perceived. Wise is the teacher who recognizes the divine spark of greatness in the gangling youth he is privileged to guide in formative days. Fortunate the lad in whom distinction lies dormant, blessed by a teacher who VOLUME 29, NUMBER 8; NOVEMBER 1940 recognizes the latent powers of the spirit and can summon them forth. Rodriquez set the pace for teachers in every land in dealing with his highly en- dowed student. They await in confi- dence the hour for the awakening of the ambition they foster, having appraised the qualities of greatness before the youth was aware of their existence. Rodriguez lives today only in the career of his brilliant student, and Bolivar at- tained the heights only because his feet were set on the road to glory by an in- spirational teacher. Blazing new trails one hundred and fourteen years ago, Bolivar in 1826 sum- moned delegates to meet at Panama for the formation of a Congress made up of all the American republics. He believed that the future of this continent was wrapped up in “Unity, Unity, Unity.” The Liberator’s devotion to democracy had been proved when he refused a crown and declared he hated the very name of dictator. The constitution he drafted called for complete civil liberty, freedom of religion, and forbade slavery. Bolivar’s dream—and it was more than a dream, for it was statesmanship —was a century ahead of his time. His great dream was that all the republics of America should form a united front for mutual assistance against encroach- ment by what he regarded as the deca- dent philosophies of the Old World. He envisioned a permanent Congress of Panama “to treat and discuss in the high interests of peace or war with the nations of other parts of the world.” Bolivar’s conception of the Panama Congress was not too great. Like Moses, he was not permitted to enter the Promised Land which his eyes beheld, but his admirers tell us that his military exploits precipitated the Monroe Doc- trine, gave constitutional liberty to the whole of northern South America, fore- casting a Pan America united, consoli- dated in spirit and purpose to safeguard the Western Hemisphere from penetra- tion or conquest. Bolivar justified the faith of his old teacher and proved de- votion to his OathI—From an address before Texas State Teachers Association. [ 239 | | ! Institutes on Professional Relations OOPERATION of educational agen- cies, a keynote long stressed by the National Education Associa- tion, has found concrete expression in the movement for Institutes on Profes- sional Relations. Begun in 1938 with one conference, the idea spread in 1939 to 34 institutions in 11 states, and 1940 witnessed fruition of 50 Institutes scattered over 20 states from Washington to the Carolinas and from Arizona to Vermont. More than 100 educational institutions or groups cooperated in this summer activity. The National Education Association, active in organizing the first of these Institutes, during the past summer sent 14 members of the headquarters staff to 41 of the Institutes to lend help in every way possible, speaking, leading panels, serving on committees. The many testimonials (which one director calls “prejudiced but honest”) reaching the NEA Division of Field Service have expressed enthusiasm. None have expressed doubt of basic ideas on which the Institutes are founded: i.e., [1] cooperation of educational agen- cies, or unity within the profession; [2] democracy within the profession; [3] articulateness on educational prob- lems. Mistakes to be avoided, as pointed out in questionnaire returns, are mainly involved with the failure to put into practice one of the primary conceptions of these Institutes—that the venture be cooperative and democratic from the earliest meeting of a planning commit- tee. The program itself should be founded on teacher participation, with panels and discussion groups and forums as the backbone, and not on the generally accepted plan of importing speakers to whom teachers merely listen. Success of the Institutes might be rated in direct proportion to adher- ence to this concept. As widely varied in organization as they were separated in geography, the 1940 Institutes were “centralized” in some states by the department of educa- tion. In others the state education asso- ciation took the initiative. But in far the majority of cases, the institution itself, thru the person most concerned with teacher-education, indicated a desire, [ 240 ] — 1940 — wrote for materials, set up a planning committee. In the judgment of NEA workers, the last is the preferable pro- cedure. Leading in the work of the Institutes has been West Virginia. In 1939 that state was first in number with 8 In- stitutes; in the summer of 1940, 13 Institutes were held in 11 colleges or universities. The State Coordinating Committee, active in work with county and local units, published a 100-page summary of 1939 Institutes and will publish a similar volume for 1940. Kentucky (which, with West Vir- ginia, led the states in 1939) held two Institutes in 1940. In addition, at a five- day fall conference of 100 selected edu- cators, the subject of professional rela- tionships was discussed each day, and says the state secretary: “We have kept alive in a very vital way this whole question of professional relations and have at the same time projected it into the permanent program of the state to be carried on in the next four years.” Oregon used a plan of organization somewhat different from other states. For 15 days, a representative of the Na- tional Education Association, together with representatives of the Oregon Edu- cation Association and officials of the Oregon State System of Higher Edu- cation, toured the state, spending an average of two and a half days at each of six institutions. The Institutes in- cluded university and college convoca- tions and assemblies, conferences with various lay groups (service clubs, labor councils, PTA’s, leagues of women vot- ers), as well as many panels and other discussion groups. Both Arkansas and Tennessee held four Institutes each. In Arkansas they were cooperatively organized and planned thru the Arkansas Education Association. Peabody College, pioneer in this field, held its third annual In- stitute, and the dean of the graduate school writes: “More and more I am getting reactions to the effect that pro- fessional relations should become a part of our regular program, with intensive interest in the Institute merely being a sort of culminating activity. I believe this is a wholesome thing.” For a list of Institutes and a list of free Institute material, see page A-146. Institute attendance generally was small, averaging between two and three hundred; but, indicative that suc- cess cannot be measured by attendance, were the noticeably higher participat- ing percentages of the small groups. Campus leaders were employed in 1940 to a much greater extent than in 1939. Several directors reported plans drafted for the Instituté a full year in advance, and at the close of the confer- ence appointed a committee to build during the year on results, with long- range plans for next summer’s confer- ence.—CuHart Ormonp WILLIAMS, di- rector of Field Service, NEA. eo ‘{ ” Oy eer @. oy Tole i e 6) Nesigtsiness _ Pra 8Q i — ! oe \, 1938 ~ 1 Institute in lstate Wj 1939 v< 34 Institutes in 11 states 1940 50 Institutes in 20 states (27 of these holding either second or third Institute) / L ‘ | See ”, ‘conference was a. great SUCCESS - ( ; =, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ee IN PLANNING FOR EFFECTIVE DISCIPLINE RE THE MANY OPPORTUNITIES for dis- ciplinary guidance being utilized to the best advantage in our class- rooms? Most educators will agree that the aim of discipline is so to instruct pupils that they will be able to decide for themselves the correct behavior de- manded by the various situations with which they are confronted, As yet dis- ciplinary instruction is largely un- planned and incidental. For most sub- jects of the curriculum, courses of study have been organized to assist teachers in the logically and psychologically cor- rect presentation of the subjectmatter. Very little has been done, however, toward creating such an organized plan for the teaching of discipline. A well- organized plan should assist students in the solution of their own behavior problems. An analysis of the types of discipline for which the schools provide experi- ences would recognize the following types of situations: [1] The audience situation, where mem- bers of the class are expected to give their undivided attention to a speaker or per- former. [2] The study or work situation, where pupils are individually expected to work out quietly the solution to a problem or exercise. [3] The committee or conference situa- tion, where members of the class divide into groups to work on the parts of some large problem or project. |4] The recreational or play situation, where students are expected to engage co- operatively in some form of sport or en- tertainment. [5] The social situation, where pupils engage either individually or collectively in conventional forms of social expression or amusement, such as parties or conver- sations. [6] The type of situation where pupils, as users of community property, are ex- pected to use it with care and respect. This classification of behavior situa- tions for which instruction is or should be provided in the schools corresponds closely to behavior situations faced by adults. If, then, a systematic attempt can be made to teach pupils effective re- sponses to these types of situations, not only will the problem of classroom William Shriner TEACHER, MONTCLAIR ELEMENTARY SCHOOL, OAKLAND, CALIFORNIA management become less difficult, but more important—students will be grad- uated who are better able to meet the problems of everyday life. As the next step in organizing a plan for the teaching of discipline, a sug- gestion sheet for teachers might be worked out, on which would be listed possible means to be utilized in provid- ing disciplinary experiences for each of the six situations. Such a form as the following might be developed: SUGGESTIONS FOR TEACHING CORRECT BE- HAVIOR—Opportunities are given pupils to decide and practice the correct behavior demanded by the following types of be- havior situations: [1] The audience situation [a] Pupils are given assignments where their only task is to listen to a speaker or performer. [b] Situations are provided where it is necessary for students to enter or leave the room while the program is in progress. [c] Opportunities are given boys and girls to question speakers or to express their differences of opinion. [d] Pupils are allowed to express their approval by proper means of applauding. [e] Speakers are provided who present statements with which pupils do not agree. [2] The study or work situation [a] Students have assignments for which the entire class must cooperate to maintain an atmosphere of quiet and study. |b] Pupils are given opportunity to en- ter and work in a library while others are working there. {c] Pupils are taught correct study methods. |d] They are given a part in the plan- ning and evaluation of the work. 13] The committee or conference situa- tion [a] Students are given opportunities to form their own committees, select their own chairmen, and conduct their own meetings. [b] Opportunities are given committees to study and recommend plans and pro- cedures to the class for its consideration. [4] The recreational or play situation VOLUME 29, NUMBER 8; NOVEMBER 1940 [a] All students have the experience of being a member of a team. |b] Teams are so organized that all are at times on both the winning and losing sides. [c] Pupils are given the opportunity of being partisan spectators at a contest. [5] The social situation [a] Pupils are allowed to serve as hosts and hostesses to visitors and at room parties. |b] They are given opportunity to par- ticipate in conversations and discussions. [c] They are allowed to introduce friends and guests. [6] The situation where pupils are users of community property [a] Pupils are made directly responsible for the use of school supplies and equip- ment. [b] They are given a share of the re- sponsibility of arranging the room. |c] Arrangements are made whereby students visit public buildings containing articles of value. Not only is it necessary that teachers be cognizant of the types of situations to be dealt with and of the means for dealing with them, but it is of equal importance that pupils be made aware of them. It will also prove pedagogically sound to give the young people the op- portunity of setting up their own rules and standards for meeting the problem. More significant results will come from such instruction if students understand clearly that the behavior situations with which they are being confronted in the classroom are common, everyday situa- tions. In carrying out any such program, the necessity for consistency on the part of the teacher can scarcely be over- emphasized. Significant results cannot be expected if teachers have aims or standards of discipline which vary from day to day. The maximum values from such a program will be realized only in proportion to the extent that pupils are led to set high standards of behavior for themselves. After such standards have been ac- cepted by the class, it is necessary for the teacher to insist that they be consistently observed. Further, the teacher must pro- vide ample opportunities for pupils to have practice in meeting them. [ 241 | A CE NT eR ET * *« * ELEMENTARY-SCRIOOL SERVICE « « « America, the Beautiful HIS PLAY was sent to THE JOURNAL by Hazel Davis, supervising teacher for Grade II, Woodruff School, Ypsilanti, Michigan. Woodruff is an elementary school affliated with the Michigan State Normal College. Floyd L. Smith is principal. The songs, read- ings, and tableaux were produced by children and teachers of this school, as- sisted by the music department (Roland Schafer, director) of the city. public schools. The script for the production was written early in the year by one of the Woodruff teachers and her pupils, then improved upon by the rest of the faculty and the children. The scenes grew out of the regular work of the social studies and language classes. They were ar- ranged for presentation after much reading for information. Some of the speeches and songs were adapted from “A Strange Christmas” by Louise Frazier in Tue Journat for December 1938. Grade 4 formulated statements re- garding the contribution to our country by immigrants. The speeches of the sci- entists and industry were written volun- tarily by pupils of Grade 6, then de- veloped to final form thru criticism of the other children. Since all scenes were worked over by the children of the vari- ous rooms, only three rehearsals were necessary. Piano accompaniment be- tween scenes carried out the theme and continuity. [ 242 ] America, the Beautiful cHoRUsEs— America, the Beautiful.” SCENE I READER—In the land of America, the beautiful, stands Woodruff School, the pride of a community. On the play- ground a group of children play the games of childhood. (Kindergarten and first-grade children play singing games.) SCENE II READER—As we watch, a group of chil- dren, loaded with toys for play, appears. See the girls with their dolls and doll house and the boys with their trucks and wagon. Ah, they are imitating the life they see about them. The milkman brings health-giving milk for the doll children. (Dramatization and singing of “Dairy Maids” from Music Hour, Book Il, Silver Burdette.) The postman brings welcome letters to the small parents. (Dramatization and singing of “The Postman” from Tuning Up, Ginn & Co.) A policeman helps traffic as he di- rects children and cars across the street. (Dramatization and singing of “The Traffic Cop” from Music Hour, Book I.) But what is all the stir and excitement? A fire in the tiny city! Here comes help, the firemen, efficient and brave. (Drama- tization and singing of “The Firemen,” from Music Hour, Book I.) rEADER—A delightful picture this. It reflects adult life in our land. SCENE III cHorus (before rising of curtain )}—“In the Land of the Sky Blue Water.” READER—Was it always thus in the land of America? No, Where we walk to school each day Indian children used to play, All about our native land Where the shops and houses stand. And the trees were very tall, And there were no streets at all, Not a church and not a steeple— Only woods and Indian people. (“Indian Children”—Annette Wynne) (Tableau of an Indian village scene.) The Indians found this land not only beautiful but productive, and often they felt the desire to thank the Great Spirit for what the land gave them. (Posing of prayer scene and singing of “Great Spirit” from Treasure, Song Program of Youth, Ginn.) SCENE IV READER—But finally there came to this continent a man named Columbus, an Italian leader of Spaniards, brave and daring. (Scene posed and the song, “The Vision of Columbus,” from Tunes and Harmonies, Ginn.) SCENE V READER—As time moved on, there came other people, equally brave and daring—pioneer men and women, who sought places to build their homes, churches, and schools. Farther and farther westward they moved, clearing the land, bridging the rivers, scaling mountains, crossing the deserts, and brav- ing the Indians—a brave, industrious, friendly, cooperative people, well fitted to found a nation. (Pioneer scene and the song, “The Pioneers” from Tunes and Harmonies.) SCENE VI READER—These settlers, like the In- dians, found the new land productive, so productive, especially in the Southland, that they could not bring forth the wealth fast enough to satisfy their desire; so they brought from far-away Africa, the Negro, to help build the nation. In THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION bx nne ) ne.) only they pirit & of reat n of this , an and The and lere and vho nes, and ing ing rav- DUS, ted ind nes , SO nd, the re; ica, ON the fields, in their homes, and in their churches these Negro people sang of a God they loved, in their beautiful spiri- tuals, that have become some of Ame;- ica’s best known folk songs. (Negro chil- dren dressed in choir robes sing: “Go Down Moses,” “I Gotta Robe,” and “Swing Low, Sweet Chariot.” ) SCENE VII READER—Did other peoples help to build the nation? Yes, from many lands across the seas came many peoples to share their culture, strength, and bravery. Ah! Here is Miss Columbia and representatives from these different peo- ples. Let us learn what they have con- tributed. (Tableau, statements of representa- tives and songs. A sample: “Miss Colum- bia, we are of the Italian race. We came to America and became builders of large and beautiful buildings, bridges, and roads. We love beautiful music and art and many of our people are famous musicians and painters. The song, ‘Santa Lucia,’ tells of fishing and sailing on Italian waters.” Sings “Santa Lucia.” At the end of all the statements, Miss Co- lumbia loosens the folds of the flag, and the new citizens salute.) SCENE VIII READER—From forest, mine, soil, river, and sea, the workers of the land took raw materials and made from them life- sustaining products and other sources of wealth for the nation. Hark the songs the workers sing! See the many tools they bring! Patient toilers day by day, Earth and machine their wish obey, As from materials raw They make products fine. FARMERS—We are the farmers; We toil from sunrise to sunset. Many are the hardships we endure In winter’s snow and spring’s rain; But we're happy helping man. Hear the song we sing. (“My Garden” from Rhythms and Rimes, Ginn.) MEN OF sTEEL—We are the men of steel. The heat scorches our faces while the blast furnace melts the iron of man. The fire is hot, white hot! It hurts our eyes to look when the molten steel is poured to make products strong. Hear the song we sing. (“Cling Clang” from Rhythms and Rimes.) cirLs—Buzzing and whirring all day long! That is the rhythm of the factory song. All day long the girls are working, Ever busy making things for man; Never rest . .. We do our best, As the whirring and the buzzing And the cutting goes on. OFFICE PEOPLE—In the office we labor, Guiding the work of the toilers. Before hours and after, With thought and with care, We plan that the needs of man may be met. aLt—“Song of the Laborers” (For music, see page 262 of THE JouRNAL for December 1938): aALL—Let us sing! Let us sing! Make the whole world ring! From the mines, from the fields, From the factories we come. Now our duty is done. Now it’s time to have fun And be glad on this festive day. MINERS: Now your factories are full Of our much-needed ore For we've gathered the iron from the mountains of stone. FARMERS: All the grains and the nuts and the sweets We have brought from the farms of the land. MEN OF STEEL—Tap the steel! Hear it ring! Bring the hammer. Watch it swing! It will mold; it will bend; it will make things for man. circs: And the whirr and the buzz of the milling machines Mean the workers are working for us. privers—By the horse, by the train And by truck we transport Materials crude and machine products fine. OFFICE FORCE—So the workers can work well for man. att—( Repeat first stanza. ) SCENE IX READER—While workers brought forth the necessities of life and sources of wealth for the nation, scientists and in- ventors labored to make from the raw materials new products, new sources of wealth. These products, once made, must be carried to the people. Inventors produced and improved the train, the steam boat, the automobile, the airplane. Messages, too, must be carried to the people. Inventors gave to the nation the telephone, the telegraph, the cable, the radio. | Tableau built up as inventors, labor, and industry speak and as the reader VOLUME 29, NUMBER 8; NOVEMBER 1940 continues. Sample of talks: “For many years man had been trying to build an iron locomotive that would run of its own power and take the place of a horse. He had hardships and failure, but fi- nally succeeded in making a locomotive that would run from twenty to thirty miles an hour, faster than people had ever ridden before in a four-wheeled car- riage. Now trains are longer and carry a larger load of people and baggage. Man has stretched tracks from coast to coast. People may travel across our broad land in trains such as these. (Shows model of a later train.) Now in the past years of the twentieth century, man has built a new iron horse, the big stream- liner, not run by wood or coal, but by Diesel engines which burn fuel oil and make the train wheels go round. (Shows model of streamlined train.) There will be much more improvement on these new trains, but it doesn’t seem possible when we look at the iron horse of today.” | READER—Let us hope that, aided by industry and invention, in the future as in the past, under the influence of peace, education, and religion, she may join hands with her sister nations to bring justice and liberty to her own land and to the whole world. Then will she truly be America, the beautiful. CHORUSES AND AUDIENCE—‘God Bless America” OUTCOMES Greater appreciation of our country. Greater appreciation of the contributions of other peoples, labor, industry, science, and invention. For children of the fifth and sixth grades, an experience summarizing the his- tory of the country. Audience situations for oral reading and language. Improvement of the oral reading and oral language of some children and the setting of higher standards for all. Understanding of the characteristics of a pleasing picture or tableau. Creative opportunities in written expres- sion and in posing the scenes. A chance for the children to see the ad- vantages of cooperation among several groups in the production of a piece of work. Greater enjoyment in singing and greater appreciation of music and what it may mean in life. The response from parents indicated that the whole program had definitely val- uable public relations significance. [ 243 | * 2 *« FIIGHSCHOOL SERVICE «§ *« «x What the Highschools Ought To Teach HERE ARE a great many pupils in secondary schools today for whom the courses now adminis- tered are not appro- priate. Even where par- ticular courses are en- tirely defensible, the complete curriculum is inappropriate because of its emphasis on items that do not ac- cord with the ability or the outlook on the future of the majority of the students. While it would be a mistake to make sweeping charges as to the ineffective- ness of all secondary education, it is legitimate to urge fundamental recon- sideration of the curriculum. Reforms of the curriculum must go further than changes in the content of courses. We must create among young people an appreciation of the values of education, an understanding of the value of the free public secondary school—or the education given by these schools will fail of its purpose. READING AS A SUBJECT OF INSTRUCTION The mistake has long been made of assuming that pupils are not in need of post-elementary instruction in reading. Yet a great many highschool pupils have reading abilities of the fourth- grade level. Frequently, too incompe- tent in their reading to keep up with assignments, they fail in history and science. Pupils need years of practice in the higher forms of reading and interpre- tation in order to cultivate methods that will make them fluent, independent readers. They need to learn how to distinguish between different types of reading materials and appropriate meth- ods of dealing with them—for example, how to look thru a reference book for a single desired fact; how to be critical of testimony presented by a biased writer; how to supplement an impor- [ 244 ] tant but not fully under- stood statement by reading other sources. The teacher who helps students learn to read properly is often con- tributing more to their intel- lectual progress than the teacher who insists on ex- cessive analysis and com- plete mastery of detail. At the present time an enormous amount of teach- ing effort is devoted to polic- ing learners and making sure one day that they have read and analyzed minutely the assignments given them the day before. If pupils were once to gain the idea that they are themselves responsible for their own intellectual progress thru the proper use of recorded experience, a great burden would be lifted off the schools. Pupils would devour with avidity reading ma- terials that they now never encounter because they believe they have done their full duty if they slavishly follow the assigned lesson requirements. Free reading in libraries, with some guidance as to good methods of using books, would result in the cultivation of powers of inestimable value to the indi- vidual pupil. No other contribution to general education can be of equal im- portance to that which would be gained by making pupils competenf readers. Adoption of this recommendation would transform many of the high- school courses in literature. In spite of continued instruction in literature, a shocking amount of cheap and vicious reading material in pulp magazines is consumed by adolescent readers. Be- cause of the analytical treatment the best books receive in highschool class- rooms, good literature fails to be appre- ciated and enjoyed. What the schools need is widespread emphasis on library methods, introducing pupils to interest- ing materials that appeal to their indi- vidual tastes and curiosities and giving them training which will make them independent readers. WORK AS A PART OF THE CURRICULUM Schools give courses that describe occupations; supply occupational guid- ance, frequently thru special counselors; cooperate with employment agencies in placing young people in jobs. But the schools have not really accepted work as a factor in the educational program. And since parents cannot adequately train their children in work as they have done in the past in agricultural occupa- tions, manual work is no longer a part of the education of many young people. The adolescent needs opportunities for work if he is to make the transition into adulthood efficiently. Training in work habits cultivates physical stamina. Constructive handling of tools and ma- terials gives the pupil insight with re- gard to his relations to his environment that he cannot gain in any other way. If all young persons were mobilized to do service for the country for a reasonable period during adolescence, a long step would be taken in the direction of solv- ing some of the most urgent youth prob- lems of the present time. Those who are to enter the professions need to labor at some period in their lives in order to gain an understanding and appreciation of what labor is. Those who are going to earn their living by labor have a right to be trained under competent supervision so that they may enter on their careers under the most favorable conditions possible. In recent years the federal govern- ment, thru providing work for many young people, has provided for a need of adolescents which the schools have never been able to meet—the payment of wages to young people for the labor they perform. Except for this contribu- tion to the economic adjustment of boys and girls thru the National Youth Ad- ministration, work for wages has been almost unknown as a phase of school operation. The school can introduce productive work without wages into its program if it convinces young people that it is their THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION UM ribe uid- ors; S$ in the d duty to contribute to community wel- fare. By instituting projects designed to make extensive improvements in com- munity equipment and _ beautification, schools can help young people to de- velop feelings of social loyalties and cultivate at the same time genuine com- petency and appreciation of labor. If the schools are to adopt work as a genuinely acceptable part of their pro- gram, they will often be obliged to make provision for instruction in such a way that it will be possible for pupils to work a number of full days each week for employers. The school can cooperate with industry in alternating school at- tendance with periods of work. THE SOCIAL STUDIES Our schools have in recent years be- come conscious of the necessity of ex- panding their program of instruction in the social studies to provide effective education for citizenship in a democ- racy. History as usually taught is a chronological account of happenings re- mote from the environments and lives of pupils. Emphasis has often been on ancient history and on the mere me- chanics of government to the exclusion of modern problems and fundamental concepts of social organization. To be sure, there has been a great deal of training in social habits thru contacts outside of classrooms and in classrooms, where orderly procedure and recognition of the rights of others are demanded in the name of manners and ordinary school discipline. Experiments with courses which will make young people intelligent with re- gard to social institutions have been handicapped by the fact that most social discussions deal with subjects on which opinions and class interests are sharply divided. If a teacher brings up, for ex- ample, the relation between laborers and employers, reverberations are likely to be heard in the community, and school authorities may forbid repetition of the discussion. There must be a concerted effort on the part of the whole teaching profes- sion if a more effective program of social studies is to be accepted as a part of the curriculum. A few examples of topics which should replace some of the material now being used in many his- tory and civics courses include: Hous- ing; conservation of natural and human resources; community planning; coop- eratives; pressure groups and _ their methods of influencing legislation; the stock exchange; corporations; labor or- ganizations; the industries of the nation; various forms of municipal government; governmental services, such as those of the Departments of Agriculture, Com- merce, and Labor; the origin and nature of money and systems of exchange; in- ternational relations; consumers’ needs; and investments. One serious problem which must be solved with respect to the social studies is that of arranging the topics in the order in which they can properly be presented so as to correspond to the maturity of pupils. While controversial topics can with propriety be discussed with older pupils, it would be disquiet- ing to younger pupils to attempt to un- derstand some of the intricate and fre- quently unsolved problems of social life about which violent disagreements exist. INSTRUCTION ON PERSONAL PROBLEMS Perhaps the most urgent of these prob- lems is that of maintaining one’s physi- cal and mental health. It is possible to teach the findings of psychology in a way which will give to secondary-school pupils an understanding of themselves as biological and mental organisms which will save them from an infinite number of the mistakes that contribute to human unhappiness. And the gain to modern society from a factual scientific study of what one can properly eat, if one’s income compels economical selec- tion of food materials, would be greater than that resulting from some of the studies now required in secondary schools. * Family life is a problem on which young people need instruction. There is need for consideration of family prob- lems on the basis of facts that can prop- erly be supplied by specialists in biology and sociology. CRITICISM OF CONVENTIONAL SUBJECTS English—The present courses in Eng- lish composition do not seem satisfac- torily productive; they are deficient in producing mastery of writing technics; and they do not contribute as they should to the enlargement of the con- tents of pupil experiences. Mathematics—Everyone should un- VOLUME 29, NUMBER 8; NOVEMBER 1940 derstand how to plan for and keep rec- ords of his own financial transactions. Everyone should study community fi- nance—how money comes into the local community, how it goes out, for what spent. Everyone should be taught the principle of an equation and how to translate a table of figures into a graph which shows trends at a glance. If attention were concentrated on such fundamentals, we could eliminate from the highschool curriculum some of the highly specialized mathematical manip- ulation which now confuses pupils. Foreign languages—Teachers of for- eign languages say that no young person has any clear idea of the structure of language until he has studied some language other than his vernacular. Pupils need to understand languages of other nations, it is said, in order to gain a sympathetic understanding of strange cultures. Why not serve these needs di- rectly, thru a course in general language, without attempting to secure that slen- der and doubtful degree of mastery which is the only outcome for most pupils of the present courses? Natural sciences—Courses in the nat- ural sciences now far too often fill the memory with facts rather than stimulate pupils to scientific thinking. Only when these courses are made the means of vital, effective thinking can their reten- tion in the curriculum be justified. This material is taken from “What the Highschools Ought To Teach,” the report of a Special Committee on the Secondary-School Curriculum, prepared for the American Youth Commission and other cooperating organizations. The 36-page report, which proposes major changes needed in the curriculum of American secondary schools, can be secured from the American Youth Com- mission, 744 Jackson Place, Washing- ton, D. C., 25¢ paperbound (discounts: 10-49 Copies, 22¢; 50-99 copies, 20¢; 100 or more, 15¢) or 50¢ board (10 or more copies, 10 percent discount). Members of the committee which prepared this highly significant report were: Ben G. Graham, chairman; Thomas H. Briggs; Will French; Oscar Granger; Charles A. Prosser; Francis T. Spaulding; A. J. Stoddard; George D. Strayer; Willis A. Sutton; Ralph W. Tyler. The material as it appears here is available as Per- sonal Growth Leaflet Number 115. [ 245 ] Ww 2 a RURAL-SCHOOL SERVICE x > > High and Low S pots im Rural Education T THE TURN of a new decade 13 mil- A lion boys and girls again are look- ing to the nation’s rural schools for learning opportunities and instruc- tion. From the open country and from 20,000 hamlets and villages they come— some to the one-teacher schools; some to larger eler entary and highschools or separate hiyhschools. How well prepared are the rural schools to resume this heavy responsi- bility? What are the high spots in rural education, the resources at their com- mand? What are the low spots, the handicaps to be eliminated? A FEW OF THE HIGH SPOTS “Excellent pioneer work in social studies is being done in the ____ rural junior highschool,” writes one country superintendent in describing the most outstanding recent achievement in rural education in his county. Similarly, better instruction in some specified department or subject area is cited more frequently than any other accomplishment in the reports from 1050 county and other rural superintendents with reference to the recent progress and present status of rural schools in their districts. The com- plete summary appears in the September 1940 Research Bulletin, “Progress in Rural Education.” Especially prominent in these citations is reference to better music instruction, and improved work in health education, vocational education, reading, art, speech work—including choral reading, science and nature study, dramatics, and con- servation. Marked improvement in teaching pro- cedures is another noteworthy trend— not merely better procedures in teaching music or reading, but better ways of handling the whole program. “Activi- ties” and “meaningful experiences” are being introduced in place of academic routines once so generally followed. Curriculum development is moving forward, too, with long strides. Thru numerous local, countywide, and state- wide programs, the work of the rural [ 246 ] schools is being vitalized and adapted to the interests, needs, and experiences of pupils in their respective communities. A fourth area of achievement has been the extension or improvement of health services such as immunizations; dental service; vision tests; hearing tests; tuber- culin tests; periodic general health ex- aminations; the regular professional services of doctors and nurses; improve- ments in school sanitation; and the pro- vision of hot lunches, often under condi- tions where regular school cafeterias are impractical, A health measure which sometime may be widely adopted is de- scribed as follows: “In the middle of the day there is a rest period for first- and second-grade pupils who come to school on buses and must remain all day. In- dividual cots are provided in a quiet room with plenty of fresh air.” A fifth achievement has been a wide- spread improvement in rural library service, especially thru the introduction of some form of traveling library. In one state seventy-four counties now have circulating libraries, many with library trucks to transport books from the central library to the schools. Some small districts have worked out plans for cooperative purchasing and book ex- changes. In one community the local Kiwanis Club sponsors a traveling li- brary housed in the county superintend- ent’s office. Another high spot is a pronounced upgrading in rural teaching staffs. Su- perintendents attribute this improve- ment chiefly to additional training, higher standards of certification, exten- sion of supervisory service, special proj- ects looking to the inservice growth of teachers, and effective work on the part of teachers organizations. A FEW OF THE LOW SPOTS Lowest of the low spots in rural edu- cation in 1940 is the matter of teachers’ salaries. In only 13 percent of 1000 rural counties and districts has there been any marked improvement in the average salary of rural teachers since 1930. In 35 THE JOURNAL OF percent of these districts the average salary in 1940 is actually lower than that for 1930. How strangely inconsistent it is that as teachers become better pre- pared for their work, as they build better programs and use better classroom pro- cedures, their salaries are reduced! Small wonder that under these circumstances little progress has been made during the past ten years in reducing the amount of turnover among rural teachers—a sec- ond low spot that should be noted. Part and parcel of the foregoing trends is the fact that better methods of financ- ing rural schools have been but slowly achieved, and relatively few counties have materially increased their per pupil expenditures on rural education since 1930. This accounts, too, for many of the other low spots in rural education, such as short school terms, lack of suitable equipment and supplies, and unsatisfac- tory school housing. Some of the worst housing situations were described as fol- lows: “a small weather-beaten building often mistaken for a woodshed”; “build- ing a mere shack”; “using an old tumble- down squatter’s cabin”; “a frame build- ing built in 1826”; “no drinking water —carry it about one-half mile.” Schools with too few pupils for effec- tive work constitute another low spot in rural education. A few one-pupil schools and large numbers of schools serving fewer than ten pupils still exist. Con- versely, the overcrowded rural school often creates a problem, as for example the one-teacher school which last year had 61 pupils in grades one thru eight, 31 of them one or more years over age for their respective grades. Still another problem is community indifference if not open hostility to any proposed improvement in rural schools. This attitude, combined with a lack of vigorous effective leadership, has been and continues to be a chief barrier to the consolidation of small districts into satis- factory administrative units and to many other of the potential improvements in rural education.—Ivan A. Booker, assist- ant director, Research Division, NEA. THE NATIONAL EDUCATION ASSOCIATION oe be rage that it it pre- tter pro- nall ices the t of sec- nds inc- wly ties upil nce the uch ible fac- orst fol- ing ild- ble- ild- ater fec- t in ls ing ON « « * FUTURE TEACHERS OF AMERICA * * « The Philosophy of the Future Teachers Movement—The philosophy of the FTA movement is based on some simple facts which anyone can observe: First, schools are expanding less rapidly than formerly and teachers remain longer in the service, so that the need for new teachers is diminishing. There is now an opportunity to raise standards and to select more carefully and train more thoroly the young people who are to enter this greatest of the professions. It will be harder and harder to find a place in the teaching pro- fession. Second, the work of advancing education is carried on by local, state, and national professional organizations. If young peo- ple are to take their part effectively in this great common enterprise, they must learn to do so during their college days. They have a right to become familiar with the history, ethics, and working program of the teaching profession—and any school for teachers which fails to give them this background is neglecting an important phase of their preparation. The FTA plan is now so simple and inexpensive that any student who can afford to be in school at all can afford to take part. The joint fee of $2—of which $1 goes to the state and $1 to the national—is less than students often spend on a single football game. And yet this $2 brings the student both state and national association journals, 20 Per- sonal Growth Leaflets, a chapter library, and a system of projects and merit points which will help him establish himself in the profession to which he plans to give his life. Third, our schools today are excessively verbal and there is a call for a more active program to make up for the changing character of home life, which now pro- vides fewer chores and other activities than formerly. If the schools are to have a more active program with increasing emphasis on working at civic and community enter- prises instead of merely talking about them, teachers in training must have experience as well as theory in cooperative activities. Thru projects and merit points FTA pro- vides a system of activities. A Letter of Appreciation—I wish to be- come a full-fledged member of the Na- tional Education Association, and to receive the NEA Journat regularly. For the last two years, as a member of the Martin Chapter, FTA, at the Nebraska State Teachers College in Kearney, I have received THe Journa, and I have come to lean upon it as a guide, as a source of spiritual inspiration, and as a friend. May I add my voice to the thousands of young men and women thruout the United States who thank the National Education Association for its efforts in bringing into existence Future Teachers of America work in American colleges and highschools—Dale D. Best, princi- pal, Junior Highschool, Bridgeport, Ne- braska. [THe Journat is glad to hear from members of other FTA chapters now at work in the educational service. | The FTA Charter—Each year this un- usually beautiful charter grows more valuable as gold seals are added, showing that the chapter is in continued good standing. Future Teachers Preferred—FTA is a longtime program. The young people who take part in it will reap benefits all their lives as citizens and teachers. Let the aim be to have as Future Teachers young people of such outstanding char- acter and resourcefulness that school- boards will prefer them when employing teachers. FTA on the Coinclusive Plan— The Future Teachers movement is going for- ward rapidly this fall under the impetus given to it by the adoption of the coin- clusive plan, under which the members of a college or university chapter, Future Teachers of America, are junior mem- bers of both state and national education associations. This plan is set forth in Personal Growth Leaflet Number 166, a copy of which will be sent free on re- quest. The following suggestions for FTA chap- ters are taken from the National Chair- man’s Letter Number 5, sent to Future Teachers chapters: [1] Make yourself thoroly familiar with the FTA Leaflets, Numbers 11, 12, 161, 162, 165, 166, 170. These have been re- vised during the summer and contain new plans and policies. [2] Have dues paid promptly and char- ter renewed. [3] Recruit new members to fill the places of 1940 graduates. Try to gain as much as possible in both quality and num- VOLUME 29, NUMBER 8; NOVEMBER 1940 bers as well as in the distribution of mem- bership thru the various college classes. [4] See that each member has his copies of Association JourNALS. Call attention to the importance of keeping one’s file of these Journats for future reference. They form a history of education in our time. [5] See that the 20 Personal Growth Leaflets are ordered and distributed to each member. They provide a valuable individ- ual library and are an important part of FTA work. [6] Plan for chapter activities and proj- ects so that every member has training in the art of planning and doing worthwhile things. Let the goal be for each member to earn one merit point per week. [7] The school is your larger self and its spirit is the climate of your own intellec- tual and social growth. FTA is noted for its contribution to school spirit. Let every FTA member every day do something to improve the tone of the school. No school is so poor that there is not something to praise; none so good that it cannot be made better. Let every FTA member be a builder. [8] Keep in touch with your national chairman. Write in about your plans, prob- lems, and achievements. Pioneers Lay Foundations—It is not easy to establish an FTA chapter and to make a success of it. Sometimes in the struggle with the little things that come up to obstruct our progress, we forget how far we have come along the way. We must never lose sight of the fact that we are pioneers and that every step we take makes the way easier for those who will follow after. FTA Merit Points for Achievement— A point is earned by an hour’s work on an FTA project. It is hoped that FTA members will average 50 merit points each year, so that a student who is a Future Teacher during four years in college would earn 200 or more merit points. Toward the end of the year the FTA sponsor will give each member a signed statement as to the number of merit points earned during that year. Statements for all students who have earned 200 or more merit points may be forwarded to the National Committee, FTA, which will issue certificates of merit to these Future Teachers. Keep in mind that these merit points represent service to the school or community. [ 247 ] * *« * NOTES AND ANNOUNCEMENTS « * x New Life Members Received in September Arizona—Sara H. Clardy, Stanley Poe Connecticut—Floyd Gilbert Wood District of CotumBia—A. Grace Lind Grorcia—T. Aldine Carmichael ILtino1s—Hazel H. Ort, Augusta L. Peter- son Inpiana—Albert E. Harshbarger, Charles P. Turpin Ilowa—Sylvan George Kramer Loutstana—C. C. Colvert, Mrs. Bettie F. Davis MassacHusetTts—Archibald B. Shaw New JersEy—Wilma Johnson New York—Mrs. Margaret F. Ingram Nortu Carotina—Herbert Hucks, Jr. Nortu Daxota—Herbert Frasch Oxnto—Mark Hillary Ox.taHoma—Mrs. J. A. Johnson, Joe W. Mosley PennsyLvania—Albert Lawley, A. Clair Moser, Raymond C. Webster Soutn Daxota—Albert Luker VrerMont—Emma Agnes Kimball West Vircrnia—Lloyd H. Elliott National Preparedness Act for Health yey On ocroser 3 Congressman P. L. Schwert of New York introduced in the House of Representatives a bill (HR 10606) entitled “National Preparedness Act of 1940 for Health Education, Physi- cal Education, and Recreation in Schools and School Camps.” The primary pur- pose is “to assist in making adequate provisions for health education, physical education, and recreation in schools and school camps . . . without federal con- trol over educational policies of states and localities.” For the first fiscal year ending June 30, 1941, $50,000,000 would be appropriated. This would increase $10,000,000 a year until 1946, after which $100,000,000 would be provided an- nually. The bill is sponsored by the American Association for Health, Physi- cal Education, and Recreation, a Depart- ment of the NEA, to which persons in- terested may write for information. NEA Publications yy THE NATIONAL EDUCATION ASSOCIATION is one of the largest publishers of educa- tional literature in America. The list of Association publications on pages 253-56 has special significance as a cooperative en- terprise of the teachers of the nation. [ 248 ] The Vitalization of Local Associations SECRETARY FRANCIS S. cHASE of the Virginia Education Association has undertaken a vigor- ous program for the vita- lization of local associa- tions in his state. Divid- ing the state into four sections, he arranged one-day conferences of officers of local associa- tions. The conferences began at 10 A.M. One hour was taken for pre- liminary announcements, introduction of dele- gates, and presentation of the problems which confront the profession. At 11 oclock delegates divided into committees to discuss projects. At the Wytheville conference the PTA provided an excellent lunch at 50¢ each. Two guest speakers were allowed fifteen minutes apiece. The afternoon session, which convened at 2 oclock, consisted of discussions of the reports presented by the four committees. The picture of the dele- gates attending this conference was taken on the steps of the combination “city and school library.” The opinion seemed to be unanimous among the 75 delegates that it was one of the most profitable educa- tional conferences they had ever attended. MILO J. WARNER, of Toledo, Ohio, who was elected National Com- mander of the American Legion at its 1940 meet- ing in Boston. An Opportunity for Music Teachers s Tue epitors would like to add to the Personal Growth Leaflets a buying list of music recordings suitable for the average home which wishes to build up a well- balanced music library. Manuscripts are in- vited; write for leaflet specifications. Dean of the State Secretaries yy F. L. Ptnet has been reelected secretary of the Kansas State Teachers Association for the year ending August 1, 1941, when at his own suggestion he will retire. Mr. Pinet, fourth among the state secretaries to be elected on a fulltime, salaried basis, is now dean of this group. On retiring, he will have served Kansas teachers 25 years. World YWCA at NEA Headquarters vv Heapovarters of the World YWCA remain in Geneva, Switzerland, but it has been found impractical to continue all work from that city and temporary head- quarters have been set up in the NEA building in Washington. M. Marianne Mills and Pearl Carruthers of the Geneva staff; Marcia Dunham, former member of the staff of the National Lina Willis, formerly a secretary in China; and Board: three clerical workers, make up the per- sonnel. American Education Week Radio Programs vv WEDNESDAY, NOVEMBER 13, 2:45-3 PM Est, on the NBC network from the Lincoln Memorial, Washington, D. C., with promi- nent speakers participating. Presented in cooperation with the American Legion. SATURDAY, NOVEMBER 16, 7-7:30 PM EST, on the CBS from Fraunces’ Tavern in New York City where General George Wash- ington gave a farewell dinner to American army officers at the close of the Revolution. Presented as the “People’s Platform” under the direction of Lyman Bryson. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION tary ition vhen Mr. es to iS, 1S r, he ears, ors VCA t has > all \ead- NEA anne neva er of Lina and per- . PM rcoln ‘omi- d in EST, New / ash- rican ition. inder TION | NEWBERY AND CALDECOTT MEDAL BOOKS The Newbery Medal Book sv DanrEL BOONE, written and illustrated by James Daugherty, is the latest Newbery medal book, the award being made each year for “the most distinguished contribu- tion to American literature for children.” The illustrations are in color, virile and pic- turesque, like the rugged pioneer, Daniel Boone. Daugherty’s story [| Viking Press, New York, $2.50] is like epic prose. Every paragraph gives an understanding and feeling of the America of Boone’s day—“a world almost as new as Genesis.” Young people who read this book will better ap- preciate the forces that helped to make our democracy. The other Newbery medal books are: The Story of Mankind [Liveright] by Van Loon; The Voyages of Dr. Doolittle [Stokes] by Lofting; The Dark Frigate | Little, Brown] by Hawes; Tales from Sil- ver Lands {| Doubleday, Doran] by Finger; Shen of the Sea [Dutton] by Chrisman; Smoky [Scribner’s] by James; Gay-Neck [Dutton] by Mukerji; The Trumpeter of Krakow | Macmillan] by Kelly; Hitty, Her First Hundred Years [Macmillan] by Field; The Cat Who Went to Heaven [Macmillan] by Coatsworth; Waterless Mountain |Longmans, Green] by Armer; Young Fu of the Upper Yangtse [Win- ston] by Lewis; Invincible Louisa { Little, Brown] by Meigs; Dobry [Viking Press] by Shannon; Caddie Woodlawn {Mac- millan] by Brink; Roller Skates {Viking Press | by Sawyer; The White Stag | Viking Press] by Seredy; and Thimble Summer [Farrar and Rinehart] by Enright. Schools can add these books to their libraries with the assurance that they are getting the best. Personal Growth Leaflet 221 is devoted to the Newbery medal books. FOR CHILDREN The Caldecott Medal Book vy THE CALDECOTT MEDAL is awarded an- nually for the most distinguished picture book for children. Abraham Lincoln by Ingri and Edgar d’Aulaire [Doubleday, Doran, New York, $2] is the latest book to receive the award. The end papers and 28 of the pages are beautifully illustrated in 5 colors. As many other pages carry pictures in black and white. Many of the pictures are full-page; others trail gayly along the margins in the text. All of the pictures are true to the character of Lin- coln, depicting humor, simplicity, honesty, pathos. The text is a vivid story of Lincoln. This book is worth a place in a school or a child’s own library. The other Caldecott medal books are: Animals of the Bible by Lathrop [Stokes]; and Mei Li by Thomas Handforth [Doubleday ]. Mobilizing Kansas Schools in the Interest of National Defense yy On aucust 29, Governor G. Payne Rat- ner of Kansas summoned to Topeka some 40 representatives of the state teachers as- sociation and members of the state depart- ment of education. A representative of the Educational Policies Commission of the NEA was present to give the background of developments in Washington and recom- mendations of the Commission for educa- tion and the national defense. From this conference was established the Governor’s Commission on Education and the Na- tional Defense, to encourage and coordi- nate programs of education in the local school systems of the state which will con- tribute to the defense and improvement of democracy. The program adopted by the conference under Governor Ratner’s active and inter- ested leadership included the development of vocational training in order to prepare workers for employment in the defense industries and the improvement of the pro- grams of citizenship education in elemen- tary, secondary, and higher institutions. Superintendent F, L. Schlagle, Kansas City, Kansas, NEA director for Kansas, was named chairman, and C. O. Wright, assistant secretary, Kansas State Teachers Association, was named secretary of the Governor’s Commission. Kansas has thus cleared the decks for action whereby every school district of the state may render maxi- mum service in this critical period. New Connecticut State Secretary yy THE sECOND executive secretary of the Connecticut State Teachers Association is newly appointed Arthur L. Knoblauch, who succeeds Francis E. Harrington. Glenn Frank Killed in Car Accident 3 GLENN FRANK, formerly president of the University of Wisconsin, and his only son, Glenn, Jr., were killed in a car accident on September 15. Dr. Frank was campaign- ing for the Republican nomination for the VOLUME 29, NUMBER 8; NOVEMBER I940 United States Senate. He had been a fa- vorite speaker at NEA conventions. His address on “Education and the Social Wel- fare,” made before the Detroit convention, was published in the April 1936 JourNnat. Is Your Address Correct? yx Dim you receive this issue of THe JouRNAL at your correct address? If not, please fill in the blank below and return it to the NEA, 1201 Sixteenth Street North- west, Washington, D. C.: NEW ADDRESS Name Street City State OLD ADDRESS Name (if changed) Street City 4 ee State | Cont. on page 250| [ 249 | Children's Crusade for Children DOROTHY CANFIELD FISHER Crusade for Children is going out by mail in the near future to the schools, so this brief statement about its financial aspects to teachers, school ad- ministrators, and others interested will be supplemented later by a complete story of the Crusade, with facts of inter- est to children and young people. It will be remembered that the tin mite-boxes of the Children’s Crusade were to be taken to the nearest bank, opened by the cashier, the contents counted and sent to the Citizens Na- tional Bank of Emporia, Kansas (if the school was west of the Mississippi) or to the County National Bank of Ben- nington, Vermont (if the school was east of the Mississippi). From these banks the Jury of Award (Mrs. Eleanor Roosevelt, Monsignor John A. Ryan, Justice Irving Lehman, Miss Caroline Woodruff, Dr.Charles B.Glenn, William Allen White, and myself) were to trans- fer the money direct to American refu- gee-aid committees. The New York City schools deposited their pennies in the Colonial Trust Company in that city. In addition, some contributions were sent direct either to the New York office of the Children’s Crusade, or to me here in my Vermont home. Those sent to the New York office were deposited in the Chemical Bank & Trust Company; those sent to me were deposited in the County National Bank of Bennington, Vermont. The total of the children’s contribu- tions to date has been $139,682.88. Of A DETAILED REPORT on the Children’s this, $21,611.26 was received by the Emporia bank, $82,307.77 by the Ben- nington bank, and $35,763.85 by the two New York banks. The apportionment by the Jury of Award was made thus: To committees aiding Polish, Chinese, Jewish, and English children, $22,500 each; the same amount to the Quakers working in France, which includes Spanish refugee children as well as French. To Com- mittees aiding Finnish, Dutch, and Belgian children, $7500 each. To Nor- wegian children, $2000. This makes a total of $137,000 already distributed. The balance of the children’s contri- butions—amounting to slightly less than $3000 at this date—will be apportioned by the Jury in later awards. In the report to the schools will be set down the names and addresses of each organization to which money has been given, together with the details of just how this money is to be used for the children of each country. As had been promised in all of the published statements of the Children’s Crusade for Children, every penny con- tributed by children went direct to refu- gee children. Not so much as one tele- phone call or one postage stamp was paid for from money that came from children. All expenses—and they were large because of the great cost of print- ing and sending out hundred thousands of the teachers’ handbooks, the two patriotic plays written especially for the Crusade, and other printed material— [ Cont. from page 249| A Contest for Young People vy TEAcHERs may wish to call to the atten- tion of their students the contest being sponsored by the American Business Men’s Research Foundation. The contest calls for the writing of an essay of not more than four hundred words on either: [1] “I be- lieve that the use of intoxicating liquor is as harmful as is taught in highschool and in Sunday school.” [2] “I do not believe that the use of intoxicating liquor is as harmful! as is taught in highschool and in Sunday school.” Entries should be mailed [ 250 ] to the Foundation, 111 West Jackson Boule- vard, Chicago. For the Hard-of-Hearing Child yy THE AMERICAN SOCIETY FOR THE HARD OF HEARING and 170 local organizations, pledged to the conservation of hearing and the rehabilitation of persons with impaired hearing, are conducting a sticker campaign to help finance the work. For information about the sale of these stickers (at $1 for a sheet of 100), address the Society at 1537 35th Street Northwest, Washington, D. C. There are three million children in the pub- lic schools whom this program may benefit. THE JOURNAL OF were paid for entirely by contributions from adult friends of the Crusade. A detail connected with this aspect of the enterprise which has been distract. ingly troublesome to us is the fact that in the financial report required each month by the State Department from money-collecting agencies, we were not allowed to add the few words necessary to state that the money used for expenses came from adult friends of the Crusade, and not a penny of it from the children’s contributions. This extra—but to us s0 essential—addition did not fit in with the State Department’s official printed forms, and altho we begged at least to have a footnote of a few words put in, which would explain this point, this was refused because it was considered necessary to fol- low the fixed official forms. In another re- spect, also, these official forms had to tell an incomplete story of the Crusade’s ac- tivities,in that contributions to war-strick- en children in“non-belligerent” countries could not be included. For example, the $22,500 given for Chinese children could not be included in the State Department report because diplomatically China is not accounted a “belligerent.” In spite of the tremendous amount of work involved, all we who have given a year of our lives to this effort feel it more than worthwhile. The thousands of wonderful letters from American teachers and school children, the warm- hearted cooperation from so many of our finest superintendents, the large sum of money raised to help alleviate the misery of helpless child victims of war and persecution, the new realization on the part of hundreds of thousands of our school children of what it means to be born under the American flag—yes, yes, it has been well worth it! Social-Studies Curriculum To Be Featured at Syracuse Meeting SYTHE TWENTIETH ANNUAL MEETING of the National Council for the Social Studies (a Department of the NEA) will be held on November 21-23 at Syracuse, New York. A symposium on the social-studies cur- riculum, led by Edgar B. Wesley of the University of Minnesota, occupies the cen- tral Friday afternoon position on the pro- gram. This session will summarize a year of discussion and experimentation based on The Future of the Social Studies, published by the Department in November 1939. Speakers on the sym- [ Cont. on page 252] THE NATIONAL EDUCATION ASSOCIATION ions t of ract- that -ach rom not sary Nses ade, en’s S SO the ‘ms, lave rich sed fol- r re- tell ; ace ick- ries the vuld ent a is t of “na 1ore of ican our 1 of sery and the our » be yes, the « x ONE HUNDRED PERCENT ENROLLMENTS * « Are published the second month atter we receive 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 HE FOLLOWING COUNTIES, Cities, and individual fpr have reported 100 percent member- ship, from September 7 thru September 29, and have continuously enrolled in their national profes- sional organization for the number of years in- dicated : TWENTY-TWO YEARS On1o—Kenton, Entire System TWENTY-ONE YEARS CatrrorntA—Long Beach, Fremont Minnesota—Minneapolis, Hiawatha TWENTY YEARS Cotoravo—La Junta, Jr. High Inttno1s—Maywood, Lincoln, Washington Oun1o—Scienceville, Warren Richey NINETEEN YEARS Itt1nors—East St. Louis, Rock Jr. High InpiANa—Terre Haute, McLean Jr. High lowa—Sioux City, Cooper, Emerson EIGHTEEN YEARS Artzona—Jerome, Entire System Itt1no1is—Maywood, Garfield, Irving, Melrose Park; Princeton, Princeton Twp. High lowa—Council Bluffs, Longfellow Kansas—Chanute, Alcott, Cross, Lincoln, Murray Hill, Roosevelt, Royster Jr. High, S: High, Webster MaryLanp—Galena, Galena High Soutn Dakota—Mitchell, Eugene Field, Longfel low; Sioux Falls, Irving SEVENTEEN YEARS Con necticut—Darien, Baker Ittinots—Maywood, Emerson Inptana—LaPorte, Entire System Kansas—Cherryvale, Entire System Massacuusetts—Brookline, Lawrence Elem.; Med ford, Osgood Jr. High and Elem Minnesota—Minneapolis, Irving New Jexsty—Fair Haven, Entire System; Summit, Brayton New Yorx—Oneida, Washington Avenue Ou1o—Alerandria, Entire System; Tiffin, College Hill; Warren, Elm Road PENNSYLVANIA—Mahanoy, Township Schools Soutu Caroiina—Lawrens, Ford High SIXTEEN YEARS CoLtoravo—Fort Lupton, Entire System New Jersey—Camden, Sharp; Fair Haven, Knoll wood; Montclair, Grove St Ounto—Bellevue, Ellis, Jr. High, McKim, Pike; Middletown, Entire System; North Baltimore, En tire System; 7ifin, Columbian Sr. High Pennsy_vaniAa—Berks County, Boyertown Borough, Caernarvon Twp., Cumru Twp., District Twp., Douglass Twp., Heidelberg Twp., Jefferson Twp., Kutztown Borough, Maidencreek Twp., Oley Twp., Perry Twp., Spring Twp., Topton Borough, Up per Bern Twp., Wyomissing Borough, Wyomissing Hills Borough; Warren, Jefferson Utran—Murray, Entire System Wyominc—Laramie, Nellie [es FIFTEEN YEARS Itt1nois—W’ood River, Entire System Nevapa—Ormsby County, Entire System New Yorx—Rome, Gansevoort Oxnto—Bowling Green, Church Street; Rittman, En- tire System PEN NSYLVANIA—Upper Darby, Oakmont Soutn Caro.ina—Walterboro, Entire System Soutn Dakxota—Wakonda, Entire System Vircinta—Norfolk, Ocean View Wisconsin—Two Rivers, Entire System FOURTEEN YEARS ARIZONA -Holbrook, Entire System FLoripa—Riviera, Riviera Jr. High Maine—Camden, Elm Street Massacuusetts—Medford, James MicnicGAN—Fremont, Entire System MINNESOTA Rochester, Entire System New Jersey—Livingston, Roosevelt; _ Evergreen New Yorx—Rome, H. E. A. Thomas Street. Plain field, Oun1o—A shtabula, West Avenue Grade; Bellevue, Entire System Exas—Terarkana, Grim THIRTEEN YEARS I_tino1s—Rockford, Kishwaukee InpiANA—Newcastle, Entire System MarYLAND—Weesternport, Hammond St. M ASSACHUSETTS—Leominster, Pierce New JerseY—Bradley Beach, Bradley Beach; Liv- ingston, Central. Squiertown On10o—Dayton, Jefferson Twp Texas—Texarkana, Akin, Texas Sr. High TWELVE YEARS Ca.irornia—Soledad, Soledad Union Grammar DeLawareE—New Castle, Minquadale No. 47, Rose Hill No. 47 GrorGcia—Atlanta, Capitol View Itt1no1is—Maywood, Entire System; Woodstock, Dean Street InpiANA—Terre Haute, Fairview MassacHUSEeTTs—I pswich, Shatswell Micuican—Lansing, West Jr. High; St. Clair, En- tire System MississippP1—Yazoo City, Entire System New Jersey—Livingston, Entire System New Yorx—Spring Valley, Lakeside North Dakota—Fargo, Jefferson Platoon Oun1o—East Palestine, Entire System; Kent, Entire System; St. Paris, Christianburg-Jackson PENNSYLVANIA—Berks County, West Reading Bor- ough Elementary Utran—Salt Lake ( ity, Sumner Vermont—Bellows Falls, Wells ELEVEN YEARS Ca.trornia—Stockton, Jackson DeLtaware—W ilmington, Alfred I. DuPont No. 7 InpIANA—I ndianapolis, Charity Dye No. 27; Terre Haute, Warren Towa—Council Bluffs, Abraham Lincoln High New Mexico—Albuquerque, Monte Vista Norta Daxota—Bismarck, Entire System; Car- rington, Entire System; Fargo, Agassiz, Agassiz Jr. High Oun10—Middletown, McKinley Jr. High Texas—Texarkana, Central Wisconsin—Wausau, Marathon County Normal TEN YEARS Ilowa—Ottumwa, Adams, Agassiz, Douglas, Fair view, Franklin, Garfield, Hedrick, Irving, Jeffer- son, Lincoln, Orchard, A. W. Stuart Kansas—Arlington, Arlington Rural High Maine—South Portland, Reynolds Massacuusetts—North Attleboro, Towne Street; Wellesley Hills, Alice L. Phillips Jr. High Missouri—Boonville, Entire System New Mexico—Albuquerque, Lincoln Jr. High New York—New Paltz, State Normal Onto—lV'an Wert, Ridge Twp. PENNSYLVANIA—Benton, Entire System; Berks County, Bern Twp., Center Twp.; Fallsington, Falls Twp. High NINE YEARS Intinotis—Peoria, Greeley lowa—Cherokee, Entire System; Council Bluffs, Gunn MassacHvusetts—Paston, Paxton Center; Reading, Lowell Street New Jersey—Palmyra, Spring Garden New Yorx—Corning, P. S. No. 2 OKLAHOMA—El Reno, Irving PENNSYLVANIA—Buckingham, Buckingham Twp. High; Waynesbore, Entire System TENNESSEE—Bristol, Entire System Texas—Texarkana, Highland Park EIGHT YEARS Ar1zona—Miami, Bullion Plaza, Inspiration Addi- tion, Lower Miami Irt1no1s—Peoria, Garfield INDIANA—I/ ndianapolis, Washington Irving No. 14 Iowa—Council Bluffs, Dodge Massacnusetts—Wellesley Hills, Fiske, L. Allen Kingsbury Micuican—Dowagiac, Entire System Mississipp1—Vicksburg, Carr Central Sr. High New peed ong = Cinnaminson Ave. New Yorx—lIlion, West Hill NortH Daxota—Valley City, Entire System Oun1o—Elida, Entire System; Toronto, Central, Franklin, Lincoln, Roosevelt; Warren, Tod Ave Soutn Daxota—Mitchell, Entire System Texas—Burkburnett, Entire System SEVEN YEARS Cattrornta—Daly City, Jefferson Union High CoLorapo—Canon City, Wilson Jr. High FLor1pa——Orlando, Memorial Jr. High Itt1no1s—Mendota, Blackstone; Payson, Seymour Public Schools InpIANA—Terre Haute, Collett Iowa—Council Bluffs, Avenue B, Harrison, Mad- ison, Roosevelt; Ottumwa, Entire System Kansas—Anthony, Entire System Massacuusetts—North Adams, Houghton; Welles- ley, Hunnewell Micuican—Holland, Jr. High Mrinnesota—Minneapolis, Madison MisstsstpP1—Gulfport, Entire System; McComb, Entire System Nesraska—Kearney, Kearney Jr. High New Jersey—Z/rvington, Clinton Ave. No. 1 New Yorx—Hudson Fails, Entire System; Schenec- tady, Riverside Oxnto—Miamisburg, Entire System; Middle Point, Entire System, Hoaglin-Jackson Rural; Toronto, Entire System PenNSYLVANIA—Berks County, Amity Twp., Bally Borough, Bethel Twp., Birdsboro Borough, Exeter Twp., Greenwich Twp., Longswamp Twp., Lower Alsace Twp., Marion Twp., Mount Penn Borough, Ontelaunee Twp., Pike Twp., Richmond Twp., Robeson Twp., Shillington Borough, South Heidel- berg Twp., Tulpehocken Twp., Union Twp., West Leesport Borough, West Reading Borough High; Du Bois, Entire System Soutnu Dakxota—Lennox, Entire System West Vircinta—Buckhannon, East Main Street SIX YEARS ALABAMA—Atmore, Entire System Cattrornia—Berkeley, Columbus 9 Me Ae eat HOPKINS SCHOOL, SIOUX CITY, IOWA Has been 100 percent in local, state, and national education associations for 22 years. J. E. Fitzgerald is principal. VOLUME 29, NUMBER 8; NOVEMBER I940 [ 251 | Georcia—Atlanta, Highland; Glynn County, Entire System Irt1no1s—Normal, Entire System; Palestine, Entire System Skillen No. 34; Inp1ana—Indianapolis, Eleanor Rushville, Webb Consolidated; Vincennes, Har- rison Kansas—Blue Rapids, Entire System; Junction City, Departmental Massacuusetts—Malden, Faulkner MinneEsota—Owatonna, Entire System Nesraska—Kearney, Entire System New Jersty—Palmyra, Entire System; Ridgewood, Union St.; Upper Montclair, Bradford New Yorx—Mount Vernon, Longfellow Ounto—Alger, Alger-Roundhead; Bluffton, Entire System; Luckey, Troy Twp., Mansfield, Prospect; McConnelsville, Malta Grade, McConnelsville; Painesville, Madison Ave., Mentor Ave.; Wren, Wren Village; Youngstown, Harrison PEennsyLvanita—Allison Park, Hampton Twp.; Berks County, Alsace Twp., Bechtelsville Bor- ough, Earl Tee. Fleetwood Borough, Hamburg Borough, Lower Heidelberg Twp., Mohnton Bor- ough, Penn Twp., Robesonia Borough, Sinking Spring Borough, Tilden Twp., Washington Twp., érnersville Borough, Womelsdorf Borough Texas—Texarkana, Whitaker Wisconsin—Sheboygan, Jefferson FIVE YEARS AvaBpaMa—Hope Hull, Pintlala Jr. High; gomery, Cottage Hill, Sidney Lanier High Ca.irornia—Miranda, South Fork Union High; San Francisco, Douglas Georcia—Atlanta, J. Allen Couch; Macon, Bellevue Ittinots—Harrisburg, Logan; Peoria, Lucie B. Tyng; Waukegan, Washington Inp1ana—Decker, Decker Chapel High; Vincennes, Clark, Clark Jr. High, James Whitcomb Riley, Francis Vigo lowa—Ames, Entire System Kansas—Bucklin, Entire System Kentucky—Hopkinsville, Virginia Street; Lexing- ton, Russell Cave Consolidated, Johnson, Lincoln, Isaac Shelby, Wolf Run Lourst1aNa—Georgetown, Georgetown Jr. High MassacH USETTS— Union of Erving, Leverett, Shutesbury, Wendell, Entire System Micuican—Holland, Entire System MINNESOTA—Minneapolis, Agassiz New HampsHire—Whitefield, Entire System New Jersey—Perth Amboy, Middlesex Co. Voca- tional No. 2 New Mexico—Portales, Sr. High New YorKk—Mattituck, Mattituck High; Entire System Oxu10—Bellevue, York Township; Lowellville, North Side, South Side; Mansfield, Bowman; McCon- nelsville, Entire System; Mowrystown, Entire System; North Robinson, North Robinson Cons.; Risingsun, Entire System; Rittman, Rittman Jr. High; The Plains, Entire System; Urbana, Salem Rural High; Van Wert, Union Centralized; Warren, Garfield; Wayne, Montgomery Twp. Public PENNSYLVANIA—Berks County, Johnstown, Cypress Avenue West Vircinta—Norton, Norton; Joseph Wyrominc—Casper, Jefferson; Mont- Wantagh, Entire System; Proctor, St. Laramie, Lincoln FOUR YEARS ALtaBAMA—Montgomery County, Entire System Arizona—Inspiration, Benjamin Franklin Arkxansas—Blytheville, Entire System CoLorapo—C he yenne Wells, County High; Cortez, Cortez High DELAWARE—Frederica, Frederica Georcia—Macon, Pearl Stephens Itt1no1is—Waukegan, Jackson, McAllister InpiANA—I ndianapolis, P. S. No. 19 lowa—Clinton, Clinton Sr. High Kansas—Chanute, Entire System; Eskridge, Esk- ridge Rural High; Minneapolis, Entire System Kentucky—Fayette County, Entire System; Stearns, Entire System Matne—Presque Isle, Aroostook State Normal MarYLanp—Jessup, Jessup MassacHUSETTS—Stoneham, North; Marshall L. Perrin New Jersey—Belmar, Entire System; Irvington, Florence Ave. No. 2 New Mexico—Portales, Entire System New Yorx—Le Roy, Entire System; Oneida, Eliza- beth Street; Valley Stream, Union Free No. 13 Oxnto—C hatfeld, hatfield Consolidated; Grand Rapids, Entire System; Mantua, Entire System; Millersport, Walnut Twp. Consolidated; Tiffin, Monroe Orecon—Eugene, Washington South Carotina—Columbia, Hamrick, Logan, Fan- Wellesley, nie C. McCants, A. C. Moore, Schneider, F. C. Withers; Norway, Norway Grammar; Warren- ville, Entire System TEN NESSEE—Kno-rville, Bell House West Vircinia—Vallscreek, Hartwell Wyrominc—Rawlins, Rawlins Sr. High; Rock Springs, Lincoln THREE YEARS CoLtorapo—Cortez, Entire System Connecticut—East Hampton, Center; East Lyme, Entire System [ 252 ] Grorc1a—Augusta, James L. Fleming IpaHo—Arco, Entire System ILLinois—Shirley, Ben Funk Cons.; Waukegan, Central InptanaA—Peru, Holman; Scircleville, Scircleville; Terre Haute, McKeen; Washington, Walnut St. Grade Iowa—Clinton, Irving; Council Bluffs, Grove; Mason City, Roosevelt Kansas—Fredonia, Entire System; Ness City, En- tire System; Russell, Entire System Kentucky—Carrolton, Entire System; Fort Thomas, Entire System; Island City, Island City Lovistana—Bienviile Parish, Entire System MassacHusetts—South Medford, Lincoln MisstsstpP1—Fernwood, Fernwood High Nesraska—Hemingford, Entire System New HampsuireE—New Market, Primary; mouth, Atlantic Heights New YorkK—Nanuet, P. S. No. 8; Snyder, Amherst No. 18 Ou1o—Beach City, Entire System; Defiance, En- tire System; Greenhills, Entire System; Jefferson, Entire System; Lowellville, Entire System; Or- well, Orwell Cons.; Painesville, Nursery PENNSYLVANIA—Pinegrove, High Soutn Carotina—Columbia, Watkins TENNESSEE—Clifton, Frank Hughes High; Knosx- ville, McCallie, Van Gilder; Summertown, Sum- mertown Sr. High Texas—Amarillo, Forest Hill Terrace; Nash, En- tire System Wisconsin—Clintonville, Entire System Wyrominc—Casper, Park; Sheridan, John S. Taylor Walnut Ports- TWO YEARS AvcaBaMA—Carbon Hill, Entire System; Planters- ville, Dallas County High; Tarrant, Jefferson County High CALIFORNIA—Richmond, Grant ILt1no1s—Hoopeston, Honeywell, Lincoln; Spring- erton, Springerton; Yorkville, Yorkville Consoli- dated Inp1IANA—Arcadia, Walnut Grove Cons. High; Indianapolis, Florence Fay No. 21; Muncie, Eu- gene Field; North Terre Haute, Otter Creek Grade, Otter Creek High, Otter Creek Twp. No. 8; Peru, Elmwood; Sullivan, Gymnasium; Terre Haute, Maple Ave., Mont Rose Iowa—Algona, Entire System Kansas—Junction City, Franklin, Washington; WaKeeney, City Grade Kentucky—Bullitt County, Entire System; Madi son County, Entire System; McLean Couniy, Entire System Maine—Gardiner, Central Street MicuiGan—Muskegon Heights, Central Grade, South Park MinNEsota—Minneapolis, Minnehaha Missouri—Shelbina, Shelbina Sr. High MontTana—T urner, Entire System New Jersev—Haddonfield, J. Fithian Tatem; Roselle Park, Roselle Park Jr. High New York—Canton, Canton Grammar; Elmont, Elmont; Millbrook, Entire System; Valley Stream, P. S. No. 24 Oxn10—Caledonia, Entire System; Hamilton, Liberty Twp., Stockton; Mansfield, Carpenter; Middletown, Mayfield; Mineral City, Mineral City Cons.; Mount Victory, Mount Victory-Dudley; Willshire, Entire system OxK.LaHoMa—Seiling, Entire System ere, Burns; Johnstown, Meadow- vaie Ruove Istanp—Cranston, Cottage Street SoutH Caro.t1na—Columbia, McMaster; Eutaw- ville, Eutawville; Jva, Antreville; Salley, Entire System ; Texas—Falfurrias, land Utran—Sevier County, Entire System Vermont—Norwich, New Boston West VirGcinia—Ivydale, Ivydale Wisconsin—West Milwaukee, Pershing CURRENT YEAR AvasaMa—Birmingham, Crestline Heights Arizona—Miami, Miami High ArKansas—Norphiet, Entire System; Wilson, Wil- son Sr. High Catirornta—Oakland, Alameda Co. Detention Home; Santa Maria, Blochman Union; Vallejo, Mariano Guadalupe Vallejo Jr. High; Warner Springs, Warner Binion GrorGia—Brunswick, Arco, Sea Island; La Fayette, A. R. Fortune Grammar; Royston, Entire System Itt1no1is—Brighton, Brighton; Chicago, Hartigan, Hayes; Creston, Creston Public; Des Plaines, Maine Twp. High & Jr. College; Harrisbury, Dorrisville Grade; Monticello, Monticello Elem.; Steeleville, Steeleville High; Stockland, Stock land Community Cons.; Williamsville, Williams- ville Twp. Sr. High Inpiana—Kirklin, Sugar Creek Twp. High; North Terre Haute, Otter Creek Twp. Schools; Peru, Grant, Jr. High. Iowa—Clinton, Hawthorne, Kirkwood, Des Moines, Adams, Meredith Kansas—Junction City, Entire System; Sitka, Sitka Kentucky—Alva, Black Star High; Carrollton, Dunbar Colored Matne—Augusta, Webster Mary_tanp—Williamsport, Downsville MassacHvusetts—Holbrook, Franklin; Maynard, Woodrow Wilson; New Salem, New Salem Acad- Falfurrias; Waco, Dean-High- Whittier; emy, New Salem Center; Newton Highlands Hyde; Waltham, Thomas Hill; Westboro, jj Whitney; West Springfield, Riverdale; Winchey. don, E. Murdock Micuican—Muskegon Heights, Edgewood, dale, Lindbergh, Roosevelt, Sr. Hi MInNESOTA—Minneapolis, Sidney Missouri—KAansas City, Penn New JerseY—Bay Head, Bay Head New York, Amagansett, P. S. No. 3 Onto—Ashtabula, West Jr. High; Bettsville, Betts. ville Village; Bowling Green, Entire System: Bradley, Bradley; Bryan, Entire System; Cairo. Cairo Village; Columbus, Southwood; Excello Amanda Public Schools; Miami County, Entire System; Monroe, Entire System; Reily, Reily Centralized; Tiffin, Miami % Orecon—Colton, Elwood; Eugene, Condon; River, Park Street; Portland, Whitaker PenNsyLvANita—Bristol, Laurel Bend; Erie, Jones; Penfield, Huston Twp. Soutn Carotina—Blaney, Blaney Senior High: Columbia, Bowman, North; Greer, Entire System: Orangeburg, Entire System; Salem, Salem High; West Columbia, Congaree Grammar TENNESSEE—Cottage Grove, Cottage Grove Texas—Sash, Sash VermMont—Bellows Falls, George Street; Sheldon, Sheldon Jr. High Vircinta—Campbell County, Entire System; Nor. folk, Ballentine West VirGcinta—Salem, Shirley Wisconstn—Kimberly, Entire System Wyominc—La Barge, La Barge; Rawlins, Jr. High Glen. h Pratt, Rosedale Hood Hattie Harden; Shirley, [ Cont. from page 250| posium include R. O. Hughes, William M. Alexander, Horace T. Morse, and Mary Harden. A banquet at the Hotel Syracuse on Friday will be followed by an address by Edmund E. Day, president of Cornell Uni- versity. Howard R. Anderson, Ernest Horn, Theodore Blegen, and Dixon Ryan Fox are among the other speakers at gen- eral sessions. The newly published year- book of the Council, Economic Education, will be presented and appraised. A sixteen-page printed program of the meeting will be sent on request. Write to Wilbur F. Murra, 1201 Sixteenth Street Northwest, Washington, D. C. The Teacher of America: A Poem yy Take THE following poem to the local newspaper and suggest that it be featured for American Education Week: I hold a torch within my hand— A lamp to light the earth And kindle into flame some spark Of grandeur and of worth. I deal in destinies of men And bargain for their souls; I formulate their varied creeds And mark ahead their goals. Mine is a task unsung, unmarked By all the striving throng; Yet I send out to lead the world An army, thousands strong. I hold within my hand the torch Which leads that army on— However dark the night, I hold The promise of the dawn. —Jerssie M. Lemon, Lawrence, Kansas World Federation Regional Conference vy AT A RECENT MEETING of American members of the Board of Directors of the World Federation of Education Associa- tions, it was voted to accept the invitation of the Cuban edu- | Cont. on page A-144]| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ——o Te lands » Eli chen. Glen. edale Betts. stem; airo, cello, Ntire Reily Hood ones; Tigh; stem; ligh; Idon, Nor- irley, High R. race on by Jni- nest yan ren- ear- on, the » to rect cal red sas an he on 4 | IN GENERAL Addresses and Proceedings, Volume of. Included in Life and $5 memberships. Cloth. Published annually. Approx. 1000p. $3 Journal of the National Education As- sociation. Included in Life, $5, and $2 memberships. Published monthly except June, July, and August. Single copies, 25¢ A RESEARCH BULLETINS [Published five times a year.] A-58 Progress in Rural Education. Sept. 1940. S6p. 25¢ A-57 Analysis of Local Provisions for Teacher Retirement. May 1940. 48p. 25¢ A-56 The Status of the Teaching Pro- fession. March 1940. 32p 25¢ A-55 City Teachers: Their Prepara- tion, Salaries, and Experience. Jan. 1940. 48p 25¢ A:54 The Teacher Looks at Teacher Load. Nov. 1939. S56p 25¢ A:53 Organizations Interested in Inter- national Relations. Sept. 1939. 60p.. 25¢ A-52 Tax Legislation Affecting State School Revenues, 1934-38. May 1939. 64p 25¢ A-S1 Salaries of School Employees, 1938-39. March 1939. 32p. 25¢ A-50 The Rural Teacher's Economic Status. Jan. 1939. 64p 25¢ A-49 Safety Education thru Schools. Nov. 1938 64p. 25¢ \°48 Statutory Status of Six Profes- sions: Accountancy, Architecture, Law, Medicine, Nursing, Teaching. Sept. 1938. S6p. 25¢ A-47 Why Schools Cost More. May 1938. 56p 25¢ A-46 From High School to College. March 1938. 64p 25¢ A-45 Population Trends and Their Ed- ucational Implications. Jan. 1938. 60p 50¢ A-44 Improving Social Studies Instruc- tion. Nov. 1937. 76p. 50¢ A-43 Federal Support for Education: The Issues and the Facts. Sept. 1937. 32p 25¢ A-42 Teacher Retirement Systems and Social Security. May 1937. 64p. 50¢ A-41 Salaries of School Employees, 1936-37. March 1937, 32p. 25¢ A-40 Financing Public Education. Jan 1937. S6p. 50¢ A-39 Safety in Pupil Transportation. Nov. 1936. 48p. 25¢ A-38 A Handbook on Teacher Tenure. Sept. 1936. 32p. 25¢ A-37 The Efforts of the States to Sup- port Education: As Related to Ade- quacy and Ability. May 1936. 64p.. .50¢ NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES This list includes the major publications of the National Education Association and its departments and committees published during the last decade and currently available in stock. See page 256 for instructions on how to order publications. If interested in a particular topic, the subject classification on page 256 will be helpful. On each item in this list is a key number enabling ready reference from the subject classification. 4-36 The Preparation of Teachers’ Salary Schedules. Part II: Drafting the Schedule. March 1936. 52p....... 25¢ A°35 The Preparation of Teachers’ Salary Schedules. Part I: Administrative and Fact-Finding Procedures. Jan. 1936. 48p. 25¢ A-34 Better Reading Instruction: A Survey of Research and Successful Prac- tise. Nov. 1935. 56p. 25¢ A-33 The Teacher's Economic Position. Sept. 1935. 108p. 50¢ A°32 Creating Social Intelligence: A Descriptive Bibliography. May 1935. 94p. . .50¢ A-31 Salaries of School Employees, 1934-35. March 1935. 32p... 25¢ A:30 The Nation’s School Building Needs. Jan. 1935. 36p. 25¢ A:29 Modern Social and Educational Trends. Nov. 1934. 48p. 25¢ 4-28 National Deliberative Committees in Education. Sept. 1934. 96p. 25¢ -27 Education for Character. Part II: Improving the School Program. May 1934. 64p. 25¢ A-26 Education for Character. Part I: The Social and Psychological Back- ground. March 1934. 40p.... . .25¢ A-25 Five Years of State School Reve- nue Legislation, 1929-33. Jan. 1934. 40p. 25¢ A-24 Current Conditions in the Na- tion's Schools. Nov. 1933. 24p.....25¢ A-23 Constructive Economy in Educa- tion. Sept. 1933. 40p. . .25¢ \-22 Salaries in City School Systems, 1932-33. March 1933. 16p. 25¢ A-21 Facts on School Costs. Nov. 1932. 36p. 25¢ A-20 Crime Prevention through Educa- tion, Sept. 1932. 76p. 25¢ A-19 Estimating State School Efficiency. May 1932. 60p. 25¢ A-18 Administrative Practices Affect- ing Classroom Teachers. Part II: The Retention, Promotion, and Improvement of Teachers. March 1932. 48p... 25¢ A-17 Administrative Practices Affect- ing Classroom Teachers. Part I: The Selection and Appointment of Teachers. Jan. 1932. 34p. 25¢ A-16 Teacher Demand and Supply. Nov. 1931. 104p. 25¢ A-15 The Outlook for Rural Education. Sept. 1931. 76p. 25¢ A-14 Salaries in City School Systems, 1930-31. May 1931. 68p. 25¢ 4-13 Current Issues in Teacher Retire- ment. Nov. 1930. 68p. 25¢ A-12 Investing in Public Education. Sept. 1930. 56p. 25¢ A-1l A Self-Survey Plan for State School Systems. Part II: Handbook. May 1930. 76p 25¢ 4-10 A Self-Survey Plan for State School Systems. Part I: Checklists. March 1930. 36p. 25¢ A-9 The Questionnaire. Jan. 1930. 52p. ; 25¢ VOLUME 29, NUMBER 8; NOVEMBER 1940 A-8 Salary Scales in City School Sys- tems, 1928-29. May 1929. 68p.....25¢ A:7 The Principal and Progressive Movements in Education. Mareh 1929. 60p. ; , 25¢ A-6 Can the Nation Afford To Educate Its Children? Nov. 1928. 48p......25¢ A:S Practices Affecting Teacher Per- sonnel. Sept. 1928. 5S2p... .25¢ A-4 The Advance of the Teacher Re- tirement Movement. May 1928. S6p..25¢ A-3 Creating a Curriculum for Adoles- cent Youth. Jan. 1928. 80p.........25¢ A-2 The Advance of the American School System. Sept. 1927. 32p. 25¢ EDUCATIONAL POLICIES COMMISSION [National Education Association and American Association of School Administrators] B-15 Learning the Ways of Democracy: A Casebook of Civic Education. 1940. 486p. . $1 B-14 Education and the Defense of American Democracy. 1940. 23p. 10¢ B-13 For These Americas. 1940. 15p. 10¢ B-12 Educational Policies for Commu- nity Recreation. 1940. 32p. 10¢ B-11 Education and Economic Well- Being in American Democracy. 1940. 227p. _.50¢ B-10 On Our Way. An Educational Revue based on the report of the Educa- tional Policies Commission entitled ‘‘The Purposes of Education in American De- mocracy.”’ 1940. Script, 58p; Music, 48p. Single copies, free. Additional copies, 10¢ for both script and music. B-9 Deliberative Committee Reports, 1939. 1940. 56p. 50¢ B-8 American Education and the War in Europe. 1939. Lip. 10¢ B-4 The Purposes of Education in American Democracy. 1938. 157p...50¢ B-3 The Structure and Administration of Education in American Democracy. 1938. 128p. 50¢ B-2 A National Organization for Edu- cation. 1937. 48p. Gratis B-1 The Unique Function of Education in American Democracy. 1937. 129p. S0¢ C COMMITTEES OF THE NATIONAL EDUCATION ASSOCIATION [Committees marked with an as- terisk (*) no longer active] ACADEMIC FREEDOM CA:‘1 The Limits of Academic Free- dom. 1939. 32p. 25¢ COOPERATIVES CB-2 Consumer Cooperatives. 1940. 40p. .. . .25¢ CB-1 Report of the Committee on Co- epevatives. 1036. 33m. ......csceece. 15¢ CREDIT UNIONS CC-2 How To Organize Teacher Credit Unions. 1940. 32p. 1S¢ CC-1 Status of Teacher Credit Unions. 1939. 48p. 25¢ ECONOMIC STATUS OF THE RURAL TEACHER CD-4 A Fair Start in Life for the Country Child. 1939. 16p. 10¢ CD-3 Teachers in Rural Communities. 1939. 127p. 50¢ CD-2 The Economic Status of Rural Teachers. 1938. 32p. 25¢ CD-1 The Teacher’s Economic Posi- tion: Facts and Recommendations. 1935. 103p. . .50¢ EQUAL OPPORTUNITY CE-4 Progress and Problems in Equal Pay for Equal Work. 1939. 30p.....25¢ CE-3 Protecting the Employment Sta- tus of Women. 1939. 32p... . .25¢ CE-2 Status of the Married Woman Teacher. 1938. 32p. 15¢ CE-1 Variations in Personnel Prac- tices Affecting Teachers. 1938. 24p.. .15¢ GRAMMATICAL NOMEN- CLATURE * CF-1 Report of the Joint Committee on Grammatical Nomenclature. 1923. 75p. 25¢ HEALTH PROBLEMS IN EDUCATION (Joint Committee of NEA and AMA) CG:6 Mental Hygiene in the Class- room, 1940. 70p. 20¢ CG:5 Mouth Health of School Chil- dren. 1938. 66p. 25¢ CG:4 Home and School Cooperation for the Health of School Children. 1937. 32p. 20¢ CG:3 Open Air Classrooms. 1937. 14p. 10¢ CG-2 School Health Policies. 1935. 64p. 20¢ CG:1 Health Inspection of School Chil- dren. 1933. 24p. 10¢ (See also Sections DB and EB) INTERNATIONAL RELA- TIONS CH:2 Promoting World Goodwill in High Schools and thru the Activities of Teachers Organizations. 1940. 40p. 25¢ CH-1 Promoting International Cooper- ation thru Education. 1938. 32p. 25¢ [ 253 | JOINT COMMISSION ON THE EMERGENCY IN EDUCATION* CI-4 Final Report. 1935. l6p...... 10¢ CI-3 Schools and Taxes. 1935. 16p. 25¢ Ci-2 Evaluating the Public Schools. aS pare 15¢ CI-1 Report of the National Conference on the Financing of Education. 1933. DE pant rec bweneenOtbbeed 64h 6s 25¢ RETIREMENT CJ-3 A Decade of Court Decisions on Teacher Retirement: 1930-39 Inclusive. 1940. 32p. . .25¢ CJ-2 Analysis of the Statutory Pro- visions for State Teachers Retirement Systems. 1939. 32p...... 25¢ CJ-:1 How To Establish a Sound Teachers’ Retirement System. 1938. 19p. a 15¢ SALARIES CK-1 Problems and Principles in the Scheduling of Teachers Salaries. 1940. 36p. 25¢ SCHOOL HOUSE PLANNING * CL:-1 Report of the Committee on School House Planning. 1925. 164p.. .$1 TENURE Effect of Tenure Upon 25¢ Married Women Gainfully Em- 1940. 32p... 25¢ Court on Teacher 1940. 36p. 25¢ on Teacher 1939. 48p. ‘ 9 ...25¢ Critical Analysis of Teacher Tenure Legislation. 1939. 32p.......25¢ CM-16 Opinions on Tenure: School- board Members and Superintendents. See Meee 2a, tee ee 25¢ CM-15 Report of the Committee on Tenure. 1939. 12p.... 10¢ CM-14 Tenure of School Administra- tors. 1939. 24p... CM-13 The First Five Years of Teach- ing Experience. 1939. 24p......... 25¢ CM-12 Analysis of Schoo'board Rules: 40 Cities over 100,000 Population. 1938. | a Ee reer aia 25¢ CM-11 Court Decisions on Teacher Tenure Reported in 1937. 1938. 36p. wines 25¢ CM:-10 Report of Committee on Ten- ure. 1938. 16p... . .10¢ CM-9 The Status of Teacher Tenure. 1938. 32p. 25¢ CM:-8 Court Decisions on Teacher Ten- ure Reported in 1936. 1937. 36p. 25¢ CM-7 Mandatory State-Adopted Con- tract Forms. 1937. 32p.... ..25¢ CM-6 Minimum-Salary Laws for Teach- ers. 1937. 40p... 25¢ CM:5 Teacher Tenure Legislation 1n 1937 to Date. 1937. 40p. 25¢ CM-4 Court Decisions on Teacher Ten- ure in 1935. 1936. 48p.. 25¢ CM-3 Teachers’ Contracts: With Spe- cial Reference to Adverse Conditions of Employment. 1936. 32p. 15¢ CM-2 Recent Court Decisions on Teacher Tenure. 1935. 64p.. 25¢ D DEPARTMENTS OF THE NATIONAL EDUCATION ASSOCIATION Unless otherwise indicated, address all communications regarding de- partmental publications to the De- CM-21 The Professional Growth. 1940. 16p. CM:-20 ployed. CM-19 Tenure Decisions CM-18 Tenure Court Decisions Reported in 1938. CM:-17 [ 254 ] partment concerned, 1201 Sixteenth Street, N. W., Washington, D. C. Membership in the National Edu- cation Association is a prerequisite to membership in departments. ADULT EDUCATION DA-:1 Adult Education Bulletin. Four issues a year: Oct., Jan., April, June. With $1 membership. Single copies, 25¢. AMERICAN ASSOCIATION FOR HEALTH, PHYSICAL EDUCA- TION, AND RECREATION DB-8 A Teaching Unit for Tennis Type Games. 1939. 16p.... 25¢ DB-7 Motion Pictures in Sports. 1939. 36p. ; 25¢ DB-6 Special Events in the Physical Education Program. 1939. 44p... 50¢ DB-5 Sports Bibliography Supplement. (Jan. 1936 thru Dec. 1937) 1938. (Mimeo.) 105p. .... 50¢ DB-4 The Doctor Answers Some Prac- tical Questions on Menstruation. 1937. (Mult.) 10p. ; 15¢ DB-3 Standards in Athletics for Girls and Women. 1937. S6p. 60¢ DB-2 The Research Quarterly. Four issues a year: March, May, Oct., Dec. Subscription, $3. Single copies, 75¢. DB-1 The Journal of Health and Phys- ical Education. Ten issues a year: Sept.- June. Subscription, $2. Single copies, 35¢ Membership of $5 includes subscriptions to DB-1 and DB-2 AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS (Formerly Department of Superintend- ence) DC-20 Safety Education. Eighteenth Yearbook. 1940. 544p. $2 DC-19 Schools in Small Communities. Seventeenth Yearbook. 1939. 608p... $2 DC-18 Youth Education Today. Six- teenth Yearbook. 1938. 512p... ee Department of Superintendence DC-17 The Improvement of Education. Fifteenth Yearbook. 1937. 328p. $2 DC-16 The Social Studies Curriculum. Fourteenth Yearbook. 1936. 480p. $2 DC-15 Social Change and Education. Thirteenth Yearbook. 1935. 384p. $2 DC-14 Critical Problems in School Ad- ministration. Twelfth Yearbook. 1934. 384p. a DC-13 Educational Leadership. Elev- enth Yearbook. 1933. 532p. $2 DC-12 Five Unifying Factors in Amer- ican Education. Ninth Yearbook. 1931. 544p. $2 DC-11 The Superintendent Surveys Su- pervision. Eighth Yearbook. 1930. 472p. : $2 DC-10 The Articulation of the Units of American Education. Seventh Year- book. 1929. 616p. 4g. $2 DC-9 The Development of the High School Curriculum. Sixth Yearbook. 1928. S84p. ee DC-8 The Junior High School Curricu- lum. Fifth Yearbook. 1927. 562p......$2 DC-7 The Nation at Work on the Pub- lic School Curriculum. Fourth Yearbook. 1926. 560p. ‘ $2 DC:6 Official Report, St. Louis Con- vention, 1940. 232p. $1 DC-5 Summary of the St. Louis Con- vention. 1940. 32p. 10¢ DC-4 The Superintendent of Schools and His Work. Report of Committee on Certification. 1940. 48p. 25¢ DC:-3 Standards for Superintendents of Schools. Preliminary Report of Committee on Certification of Superintendents of Schools. 1939. 64p. 50¢ DC-2 The Village Revue, Reprint from Official Report. 1939. 24p.. . .10¢ DC-1 The Expanding Program of In- dustrial Education. Papers presented at Atlantic City Convention. 1938. 48p..25¢ AMERICAN ASSOCIATION OF TEACHERS COLLEGES DD-1 Yearbook. $1. Institutional dues, $50. Apply to the secretary, Charles W. Hunt, State Normal School, Oneonta, N.Y. AMERICAN EDUCATIONAL RESEARCH ASSOCIATION Review of Educational Research. Five issues a year: Feb., April, June, Oct., and Dec. With $5 membership in this Department. Annual subscription, $4. Single copies, $1. Orders for one or more complete volumes of the Review, compris- ing five issues, regularly priced at $5 may be had at the special price of $4 per vol- ume. Titles available are: DE-53 Teacher Personnel. June 1940. 120p. DE-52 The Language Arts. April 1940. 102p. DE-51 Social Background of Education. Feb. 1940. 72p. DE-SO Methods of Research in Educa- tion. Dec. 1939. 224p. DE-49 History of Education and Com- parative Education. Oct. 1939. 116p. DE-48 Psychology of Learning, General Methods of Teaching, and Supervision. June 1939. 80p. DE-47 Pupil Personnel, Guidance, and Counseling. April 1939. 110p. DE-46 Mental and Physical Develop- ment. Feb. 1939. 142p. DE-45 Educational Tests Uses. Dec. 1938. 104p. DE-44 The School Plant and Equip- ment. Oct. 1938. 128p. DE-43 Psychological Tests and Their Uses. June 1938. 152p. DE-42 Finance and Business Adminis- tration. April 1938. 110p. DE-41 Psychology and Methods in the High School and College. Feb. 1938. 102p. DE-40 Special Methods and Psychology of the Elementary-School Subjects. Dec. 1937. 160p. and Their DE-39 School Organization. Oct. 1937. 90p. DE-38 Teacher Personnel. June 1937. 120p. DE-37 The Curriculum. April 1937. 124p. DE-36 Educational Sociology. Feb. 1937. 112p. DE-35 Mental Hygiene and Adjust- ment. Dec. 1936. 120p. DE-34 History of Education and Com- parative Education. Oct. 1936. 104p. DE-33 Mental and Physical Develop- ment. Feb. 1936. 152p. DE-32 Educational Tests and Their Uses. Dec. 1935. 96p. DE-31 The School Plant. Oct. 1935. 108p. DE-30 Psychological Tests. June 1935. 148p. DE-29 Finance and Business Adminis- tration. April 1935. 64p. DE-28 Special Methods and Psychology of the Elementary-School Subjects. Feb. 1935. 120p DE-27 Psychology and Methods in the High School and College. Dec. 1934. 120p. DE-26 School Organization. Oct. 1934. 92p. DE-25 Teacher Personnel. June 1934. 100p. DE-24 The Curriculum. April 1934. 132p. DE-23 Methods and Technics of Edu- cational Research. Feb. 1934. 12Ip. DE:22 The Legal Basis of Education. Dec. 1933. 114p. DE:-21 Psychology of Learning, Gen. eral Methods of Teaching, and Super. vision. Oct. 1933. 90p. DE-20 Pupil Personnel, Guidance, ang Counseling. June 1933. 96p. DE-19 Mental and Physical Develop. ment. April 1933. 102p. DE-18 Educational Tests and Their Uses. Feb. 1933. 80p. DE-17 School Buildings, Grounds, Equipment, Apparatus, and Supplies, Dec. 1932. 100p. DE-16 Tests of Intelligence and Apti. tude, Oct. 1932. 72p. DE-15 Tests of Personality and Char. acter. June 1932. 88p. DE-14 Finance and Business Adminis. tration. April 1932. 88p. DE-13 Special Methods on High-School Level. Feb. 1932. 94p. DE-12 Psychology of the School Sub. jects. Dec. 1931. 128p DE-11 Special Methods in the Elemen- tary School. Oct. 1931. 80p. DE-10 School Organization. June 1931, 84p. DE-4 The Nature and Investigation of Intelligence. Official Report of 1949 Meeting. St. Louis, Mo. 1940. 192p, $1.50 DE-3 Research on the Foundations of American Education. Official Report, Cleveland. 1939. 215p. $1.50 DE-2 Practical Values of Educational Research. Official Report, Atlantic City. 1938. 216p. $1.50 ART EDUCATION DF-2 Record of the Conventions at Cleveland and San Francisco. 1940. 188p. $1 DF-1 Report of the Atlantic City and New York Conventions. 1938. 68p. 50¢ Apply to Clara MacGowan, 1554 How- ard Street, Chicago, 1. BUSINESS EDUCATION DG:2 National Business Education Quarterly. Four issues a year: Oct., Dec., March, May. With $1 membership in the Department. DG-1 National Business Education News. Four issues a year. With $1 mem- bership in the Department Apply to the secretary, Harold T. Ham- len, Morristown High School, Morristown, | ee CLASSROOM TEACHERS DH-8 How To Organize: A Guidebook for Teachers in Organization Work. 1940. 20p. Free on request. DH-7 The Implications of Research for the Classroom Teacher. Joint Year- book with American Educational Research Association. 1939. 318p. $1 DH-6 Fit To Teach. Ninth Yearbook. 1938. 276p $1 DH-5 ‘Teacher and Public. Eighth Year- book. 1934. 240p. $1 DH-4 The Classroom Teacher and Character Education. Seventh Yearbook. 1932. 272p $1.50 DH-3 The Economic Welfare of Teach- ers. Sixth Yearbook. 1931. 244p. $1 DH-2 Teaching as a Creative Art. Fifth Yearbook. 1930. 307p. $1.50 DH-1 News Bulletin. Three issues 4 year: Nov., Feb., May. Free on request. ELEMENTARY SCHOOL PRINCIPALS DI-20 Meeting Special Needs of the Individual Child. Nineteenth Yearbook 1940. 510p. ee DI-19 Enriching the Curriculum for the Elementary-School Child. Eighteenth Yearbook. 1939. 480p. . $2 DI-18 Newer Practises in Reading in the Elementary School. Seventeenth Year- book. 1938. 480p. me THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION uper. and velop. Their unds, Plies, Apti- ninise chool Sub- men- 1931, on of 1940 192p. 51.50 ns of port, 51.50 ional City. 51.50 s at 1940. $1 and 50¢ low- ition Jec., | the ition nem- lam- wn, 00k ork, arch ear- arch $1 $1 ear- $1 and 1.50 ich- $1 |.50 ; a est. the ok pI-17 Appraising the Elementary- School Program. Sixteenth Yearbook. Modo 5 ca ans vcnees ah oom | $2 DI-16 Personality Adjustment of the Elementary-School Child. Fifteenth Year- book. 1936. is. <0. 5d bhi DI-15 Socializing Experiences in the Elementary School. Fourteenth Yearbook. eT See eee ee DI-14 Aids to Teaching in the Ele- mentary School. Thirteenth Yearbook. 1934. 416p........ wey DI-13 Elementary School Rabeaitien, Twelfth Yearbook. 1933. 464p.....$1.50 DI-12 The Principal and His Com- munity. Eleventh Yearbook. 1932. 496p. $1.50 DI: u “The “Principal and Supervision. Tenth Yearbook. 1931. 524p. $1.50 DI:10 Good Administration Precedes Good Supervision. Ninth Yearbook. 1930. 604p. $1.50 DI-‘9 Activities of the Principal. Eighth Yearbook. 1929. 400p. $1.50 DI-8 The Elementary School Princi- ued Seventh Yearbook. 1928. 512p. $1.50 DI? Projects in Supervision. Sixth Yearbook. 1927. 260p. $1.50 DI-6 Study Guides for the 17th, 18th, and 19th Yearbooks @ 25¢ each. DI-3 A Study Outline for the Entire Field of the Teaching of Reading. 1938. (Mimeo.) 14p. gi DI-2 Annotated Bibliography of the First Fifteen Yearbooks. 1937. 77p..50¢ DI-1 The National Elementary Princi- pal. Five issues a year: Oct., Dec., Feb., April, June. 25¢ for single copies except for Oct. and April, which are 50¢ each. The $3 membership includes The National Elementary Principal and the Yearbook, issued in July. GARDEN EDUCATION DJ:1 Garden Digest. Published monthly. With $1.50 membership. Apply to the secretary, C. F. Palmer, 935 East 42nd Place, Los Angeles, California. HOME ECONOMICS DK-1 Occasional bulletins. With $1 membership. Apply to the treasurer, Neil M. Waddington, Supervisor of Home Eco- nomics, Wichita Public Schools, c/o Wichita High School East, Wichita, Kan- sas. KINDERGARTEN-PRIMARY EDUCATION DL-1 Views and News from the Child's ee 25¢ LIP READING DM:1 The Lip Reader. Three issues a year. With $1 membership. Apply to the secretary, Louise Padon, 150 North Meridian St., Indianapolis, Ind. NATIONAL ASSOCIATION OF DEANS OF WOMEN DN-9 The Head Resident on College and University Campuses. 1940. 12p. 10¢ DN-8 Guide to Guidance. Vol. II. Annotated bibliography of 1939 publi- cations on guidance. 1940. (Mimeo.) 92p. 50¢ DN:7 Guide to Guidance. Vol. I. An- notated bibliography of 1938 publications on guidance. 1939. (Mimeo.) 70p. 50¢ DN-6 Human Relations Bibliography. 1939. (Mimeo.) 9p. 5¢ DN:S Marriage Courses. (In 38 Col- leges) 1939. (Mimeo.) 17p. S¢ DN-4 The Dean of Girls in the High School. 1938. 12p. S¢ DN-3 The Dean of Women in the In- stitution of Higher Learning. 1938. 16p. S¢ DN-2 Bibliographies relating to dean's work, Annually—1933-37 ..... ..15¢ DN-1 Journal of the National Associa- tion of Deans of Women. Four issues a year: Oct., Jan., March, June. With $5 membership. Subscription, $2.50. Single copies, 75¢. NATIONAL ASSOCIATION OF JOURNALISM DIRECTORS DO:1 Occasional bulletins. With $1.50 membership. Apply to the _ treasurer, Thelma McAndless, Michigan State Normal College, Ypsilanti, Michigan. NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS DP-9 Occupational Adjustment. Nov. 1940 E $1 DP-8 Promising Practices in Second- ary Education, Oct. 1940. 130p. $1 DP-6 That All weed Learn, 1939. 235p. $1.10 DP-5 icletlons of School Principals to the Central Administrative Office in Large Cities. 1937. 368p....... . .$1.50 DP-4 Functions of Secondary Educa- tion. 1937. 266p. $1.10 DP-3 Issues of Secondary Education. 1936. 372p. .. $1 DP-2 Student Life. Eight 1ssues a year: Oct.-May. $1. DP-1 Bulletin of the National Asso- ciation of Secondary-School Principals. Eight issues a year: Oct.-May. With $2 membership. NATIONAL ASSOCIATION OF TEACHERS OF SPEECH DQ:1 Quarterly Journal of Speech. Four issues a year: Feb., April, Oct., Dec. With $2.50 membership. Apply to the secretary, R. L. Cortright, Wayne University, Detroit, Michigan. NATIONAL COUNCIL FOR THE SOCIAL STUDIES DR-19 Selected Items for the Testing of Study Skills. 1940. 72p.. 50¢ DR-18 In-Service Growth of Social Studies Teachers. Tenth Yearbook. 1939. 188p. Paper, $2; Cloth, $2.30 DR-17 Utilization of Community Re- sources in the Social Studies. Ninth Yearbook. 1938. 230p. Paper, $2; Cloth, $2.30 DR-16 The Contribution of Research to the Teaching of the Social Studies. Eighth Yearbook. 1937. 240p. Paper, $2; Cloth $2.30 DR-15 Elements of the Social Studies Program. Sixth Yearbook. 1936. 208p. $2 DR-14 The Historical Approach to Methods of Teaching the Social Studies. Fifth Yearbook. 1935. 204p. $2 DR-13 The Social-Studies Curriculum. Fourth Yearbook. 1934. 228p. $2 DR-12 Classroom and Administrative Problems in the Teaching of the Social Sciences. Second Yearbook. 1932. 232p. $2 DR-11 Some Aspects of the Social Sciences in the Schools. First Yearbook. 1931. 176p. $2 DR-10 The Future of the Social Studies: Proposals for an Experimental Social-Studies Curriculum. 1939. 178p. $1.50 DR-9 Selected Test Items in American Government. 1939. 68p. 50¢ DR-8_ Bibliography of Textbooks in the Social Studies for Elementary and Secondary Schools. 1939. 79p. 50¢ DR-7 Selected Test Items in Econom- ics. 1939. 74p. 50¢ DR-6 The Constitution Up To Date. 1938. 48p. 50¢ DR-5 Selected Test Items in World History. 1938. 93p. 75¢ DR-4 Pamphlets on Public Affairs for Use in Social-Studies Classes. 1937. 80p. 50¢ DR-3 Bibliography of American Biog- raphy, Selected and Annotated for Secondary Schools. 1930. 64p. 75¢ DR-2 Tests in the Social Studies. ee ee? eer pee sree $1 VOLUME 29, NUMBER 8; NOVEMBER 1940 DR-1 Social Education. Eight issues a year: Oct.-May. Subscription, $2. Mem- bership fee of $3 includes Social Educa- tion, Yearbook, and all Bulletins. RURAL EDUCATION DS:10 A Policy for Rural Education in the United States. 1940. 48p....... 25¢ DS-9 Community Resources in Rural Schools. Yearbook. 1939. 109p..... . .50¢ DS:8 Newer Types of Instruction in Small Rural Schools. Yearbook. 1938. OG. + crn s sch wnh 4.60 ecenken wed 50¢ DS-7 tasers in Rural Education. 1937. 120p. ..... Heh pers 50¢ DS-6 Rural School Libraries. 1936. 112p. ORES, Hae 50¢ DS-5 Economical Enrichment of the Small Secondary-School Curriculum. S46: Cbs. suede ice DS-4 Organization of Curriculum for One-Teacher Schools. 1933. 48p....25¢ DS-3 Agencies Contributing to Rural Education, 1932. 52p......... soe DS-2 Special Problems in the Educa- tion of Rural Children, 1931. 64p.. .25¢ DS-1 Rural Education in the South. GE SS gs et on ney 15¢ SCIENCE INSTRUCTION DT-1 Yearbook. With 50¢ membership. Apply to the secretary, Helen M. Strong, Soil Conservation Service, U. §. Depart- ment of Agriculture, Washington, D. C. SECONDARY TEACHERS DU-1 Secondary Education. Five issues a year: Jan., March, May, Sept., and Nov. With $1 membership. Single copies, 35¢ SUPERVISORS AND DIREC- TORS OF INSTRUCTION DV-18 Mental Hygiene Practices in the Classroom. Thirteenth Yearbook. 1940. 380p. (Available Jan. 1941) DV-17 Newer Instructional Practices of Promise. Twelfth Yearbook. 1939. 379p. . .$2 DV: 16 Dreeetine "Principles and Practices. Eleventh Yearbook. 1938. DO seins nn teins cin ction seers «eae $2 DV-15 The ‘Changing Curriculum. Tenth Yearbook. 1937. 339p........ $2 DV-14 The Development of a Modern Program in English. Ninth Yearbook. ee aie ain .$2 DV-12 Scientific Method i in deaeaiente Programs. Seventh Yearbook. 1934. 178p. $1 DV-11 Effective aetna Leader- ship. Sixth Yearbook. 1933. 183p. $2 DV-10 Evaluation of Supervision. Fourth Yearbook. 1931. 18Ip. oa. ee DV-9 Current Problems of Supervisors. Third Yearbook. 1930. 252p...... $1 DV-8 Intelligence in a Changing Uni- verse. 1940. 64p. 50¢ DV-7 Personal Growth of the Teacher. 1939. 40p. a! 25¢ DV-6 Radio in Education. 1939. 47p. : R 25¢ DV-S Redirecting Supervision. 1939. 46p. 25¢ DV-4 Teacher and Community. 1939. 46p. ; . .25¢ DV-3 Arithmetic. (Reprint from Educa- tional Method. Jan. 1937) SOp. 25¢ DV-2 Leadership in Instruction. 1935. 32p. ; 25¢ DV-1 Educational Method. Eight issues a year: Oct.-May. With $4 membership which also entitles the members to a copy of the current Yearbook. Subscription, $3. Single copies, 50¢. VISUAL INSTRUCTION DW:1 Educational Screen. Ten issues a year: Sept.-June. With $2 membership. Apply to the secretary-treasurer, Ward C. Bowen, chief, Bureau of Visual and Radio Aids, State Education Department, Al- bany, N. Y. SPECIAL PUBLICATIONS FINANCE EA:4 State Aid to Private and Sec- tarian Schools, 1939. (Mimeo.) 43p..15¢ EA:3 School Finance Systems: Sum- maries describing plan of state support for schools in 46 states. 1934-35... .$2 Revised School Finance Systems, No. SB FM We cherokee sc cccas .. -d5¢ Revised School Finance Systems, No. SD OS, Bs nh kas wes ne hbee 30¢ Summary for a single state (any state oucept -DEMMOUIEN 6 sss ci aecia...- 5¢ EA:2 The Corporation Income Tax and Its Relation to School Revenue Systems. Se We. «conse kebea ben eiieh cs» 4 10¢ EA-1 The Personal Income Tax and School Support. 1931. 20p.......... 10¢ HEALTH PUBLICATIONS (Stocks of the American Child Health Association transferred to the National Education Association in 1936) EB-20 Signs of Health in Childhood. Se GO, cunewsseneen dasstasaee 20¢ EB-19 An Evaluation of School Health Procedures, 1933. ~—_ Paper, 90¢; ..Cloth, $1.15 EB- 18 Athletics for Girls. 1933. 16p. Pp on 10¢ EB- 17 A Fundamental Difficulty in Achieving an Integrated School Health oo Se eee 10¢ EB-16 An Integration of Educational Effort To Promote the Health of the School Child. 1932. 12p............ 10¢ EB-15 Health Section Report, World Federation of Education Associations, S008. 20th. WS. tl $i EB-14 Influence of Social and Econom- ic Factors on the Health of the School Child. 1932.. 144p. Paper, $1; Cloth, b ateaneta 5. SEBS EB-13 Basic Principles in the Pesy- chology of Learning. 1931. 10p.....10¢ EB-12 Health Trends in Secondary Education. 1931. 161p. ........... $1 EB-11 A World Panorama of Health Education. 1930. 256p. ........... 50¢ EB-10 Public Health Aspects of Den- tal Decay in Children. 1930. 12Ip. ew oy .. Paper, $1; Cloth, $1.25 EB-9 School Health Progress: As Re- corded at the Health Education Con- ference, votenangs L. L, 1929. 1930. 343p. , EB-8 Weighing School Children and Nutritional Status Measurement. 1930. 16p. —— acess «cae EB-7 Health Dasiation nr 1929. ..70p. Paper, 60¢; Cloth, 90¢ EB-6 Physical Measures of Growth and Nutrition. 1929. 138p...........$1 EB-S Play Day—The Spirit of Sport. 1929. 77p. SPER ee PP 35¢ EB-4 Health Education Test Forms: Five Rules Test. 2p.....50 copies, $.36 Matching Test. 4p......50copies, .55 Story Test. 16p. ..50 copies, 1.80 Time Test. 2p.........50copies, .36 True False Test. 12p...50 copies, 1.50 EB-3 Classroom Growth Record. Wal! chart 19” x 24” oe 3¢ EB-2 The Children’s Charter. Poster 17” x 19” in two colors........... 10¢ SAFETY EC-8 Teacher Liability for Pupil In- eS. Se a eee 25¢ EC-7 Units in Safety Education. (Grades V and VI). 1940. 68p.... 25¢ EC-6 Units in Safety Education. (Grades III and IV). 1940. 64p.....25¢ EC-5 Units in Safety Education. (Grades I and II). 1940. 68p......25¢ EC-4 Problems and Topics in Safety Instruction. 1940. 32p............ 25¢ | | | | EC-3 Visual Aids in Safety Educa- NE 6 or os S's 50s o's Ue aioe 25¢ EC-2 Checklist of Safety and Safety Education. 1939. 30p. ........... 25¢ EC:-1 Safety and Safety Education: An Annotated Bibliography. 1939. 64p..25¢ SALARIES AND TEACHER WELFARE ED-3 State Minimum-Salary Stand- ards for Teachers, 1940. Oct. 1940. (Mimeo.) 95p. .25¢ ED-2 Minimum-Salary Legislation for Teachers, 1937 and 1938. 1939. (Mimeo.) 25p. SPECIAL OCCASIONS EF-2 American Education Week is ob- served annually from Sunday thru Satur- day of the week in which Armistice Day falls. Materials are prepared each year to assist schools in this observance. Packets for the various school levels together with posters, leaflets, and stickers are among the materials prepared. These publications are ready each year by September 1. A specia: price list is available each year from the National Education Association after August 1. EF-1 Vitalized Commencement Man- ual, Published annually on January 1. Approx. 96p. e558 cones OTHERS EE-10 Latin American Backgrounds; a Bibliography of 497 References. Oct 1940. (Mimeo.) 74p. 25¢ EE-9 Ethics in the Teaching Profes- sion. (Codes of State and National Edu- cational Associations) 1939. (Mimeo.) eta. 1S¢ EE-7 Educational Interpretation. (Bib- liography on Public Relations and School Publicity) 1938. (Mimeo.) 16p.....10¢ EE-6 The Future of Our Country. (Reprint from Journal of the NEA. Jan. 1938) 16p. a 25¢ EE-S Teachers’ Oaths. 1937. (Mimeo.) F-4 Employees. 1933. (Mimeo.) 5S5p. 10¢ EE: tions: a Syllabus for College Classes or Other Study Groups. F-6 Horace Mann at Antioch. 608p. $2 F-S Go Forth and Teach. An Oration by Horace 1937. Life of Horace Mann. (Facsimile 29p. oe .15¢ of 1865 Edition). 1937. 611p. $1 EE-4 Today’s Youth Problems. (Re- print from Journal of the NEA. Jan. F-3 Those Who Bear the Torch: 4 i ie ee ane ......15¢ Pageant. 1937. 160p. Paper, 50¢; Cloth, EE-3 The Current Status of the Kine ““"'''*’ ee | dergarten. 1934. lop. ............15¢ F+2 Horace Mann: His Ideas and EE-2 Compensation for Injured School Ideals. 1936. 150p. 25¢ F-1 Personal Growth Leaflets, A ger. ies of 103 16-page leaflets 3 x 5 inches in size in the fields of guidance, profes. sional problems, and social-economic js. sues. Publication of this series began jn F 1938 and new titles are added from time to time. Leaflets are one cent each jp quantities of 25 or more, cash with order. No orders accepted for less than 25 cents. Send self-addressed, stamped envelop for latest list of titles; or send a $1 bill asking for “Special Offer Num- ber One’’—a get-acquainted collection of 100 leaflets including one or more copies of each title issued to date. Teachers Professional Organiza- 1932. 28p. 25¢ HUGH BIRCH-HORACE MANN FUND 1938. Mann, and other materials SE Satna Natese ee eee es 50¢ SUBJECT CLASSIFICATION Since the publications in the above list are classified by producing agencies, the following subject classification has been prepared to assist those interested in particular professional problems. Each item in the list has been given a key number. Ii interested in “administration,” look up all items for which the identification numbers following “administration” are given. ADMINISTRATION: A-7, A-10, A-11, A-18, A°19, A-23, A-45, B-3, CM-12, CM-14, DC-1-DC-20, DE-10, DE-26, DE-39, DI-1-DI-19, DP-1-DP-9, DV-16. ADULT EDUCATION: DA-1. BUILDINGS AND EQUIPMENT: A-°30, CL:1, DE-17, DE-31, DE-44. CHARACTER AND GUIDANCE: A:-20, A-26, A:27, A-46, DE-20, DE-35, DE-47, DH-4, DI-15, DI-16, DN-1-DN-8, F-1. CURRIC- ULUM AND CLASSROOM AIDS: A:°3 - DE-37, 2 DH-2, DH-7, DI-13, DI-14, DI-17-DI-20, DJ-1, DK-1, DL-1, DN-6, DO-1, DP-2, DQ-1, DR-1-DR-18, DT-1, DU-1, DV-3, &, DC-7, DC-8, DC-9, DC-16, DE-24, , A-7, A-34, A-44, B-15, CF-1, DC- DE-52, DF-1, DG-1, DG-2, DV-6, DV-13, DV-14, DV-15, DW- EE-3, EE-6, F-1, F-3. EDUCATION: PHILOSOPHY, HISTORY, SOCIOL- OGY: A-2, A-29, A-32, A-45, B-1, B-4, B-8, B-13, B-14, CI-4, DC-15, DE-34, DE-36, DE-49, DE-51, EE-6, F-2, PRETATION: B-10, B-11, C-12, DC-2, FEDERAL GOVERNMENT AND EDUCATION: A-°6, F-3. F-4, F-5, F-6. EDUCATIONAL INTER- DI-12, DV-4, EE-7, A-37, A-43. DC:17, DH°S, FINANCING EDUCATION: A-12, A-21, A-24, A-25, A-40, A-47, A-5S2, B-11, C-11, C-13, DE-14, DE-29, DE-42, EA‘l, PHYSICAL EDUCATION, AND RECREATION: B-12, DB-8, DE-19, DE-33, DE-46, DH-6, DV-18, EB-2-EB-20. EA-4. HEALTH, CG-1-CG-6, DB-1- INTERNATIONAL EA:2, EA-3, RELATIONS: A-53, CH-1-2, EE-10. LEGISLATION AND LAW: A:25, A°52, ORDER BLANK Enclosed please find $--.-----. following titles. (Check-Cash-Money Order) in payment for publications of the DE-22, EA:5. METHODS IN EDUCATION: DE-11, DE-12, DE-13, DE-21, DE-27, DE-28, DE-40, DE-41, DE-48, DH-2, GI-13, DM-1, DS-8, DV-16, DV-17, EB-13. PERSONNEL PRACTICES AND PROBLEMS: A:5, A°16, 4-17, A-18, A-54, DE-25, DE-38, DE-53, DV-7. RESEARCH IN EDUCA. TION: A-9, A-28, B-9, DE-1-DE-52, DH-7. RURAL EDUCATION: A-15, A-50, A:58, CD-1, CD-2, CD-3, CD-4, DC-19, DS-1-DS-10. SAFETY EDU. CATION: A-39, A-49, DC-20, EC-1-EC-8. SALARIES AND ECONOMIC WELFARE: A°-8, A-14, A-22, A-31, A-33, A*35, A-36, A-41, A-50, A-51, A-55, CC-1, CK-1, CM-6, DH-3, ED-2, ED-3, EE-2. SPECIAL OCCASIONS: EF-1, EF-2. RETIREMENT: A-4, A-13, A-42, A-57, CJ-1, CJ-2, CJ-3, ED-3 SUPERVISION: DC-11, DE-21, DE-48, DI-7, DI-10, DI-11, DV-1, DV-2, DV-5, DV-9, DV-10, DV-11, DV-12. TEACHER WELFARE: CA-:1, CB:1, CB-2, CE-1, CE-2, CE-3, CE-4, EE-S. See also “Personnel Practices,”’ ‘‘Salaries and Economic Welfare,’ “Retirement,’’ and ‘‘Tenure..’ TEACHING PRO- FESSION: A-48, A-56, B-2, DH-1, DH-8, EE-1, EE-9, F-1. TEACHER EDUCATION: A-16, A-55, DD-1. TENURE: A-38, CM-2-CM:-21. TESTS, MEASUREMENT, AND INTELLIGENCE: DE-15, DE-16, DE-18, DE-19 DE-30, DE-32, DE-33, DE-43, DE-45, DE-46, DR-19, DV-8, EB-4, EB-6, EB-7. YOUTH PROBLEMS: A-3, DC-18, EE-4 HOW TO ORDER Order publications by title and date of issuance. Do net order by classification number be accompanied by cash. Carriage charges will be prepaid on cash orders but orders not ac- companied by cash will be billed with carriage | | | I ' | Orders which amount to $1 or less must | | I charges included es cat eR es alas cecaaechpes sennsentenn sepeneiin | | All checks should be made payable to the : National Education Association of the United cinweit CORES Ob... cinscsinsscccccvccccsevsecscecssccccoecccsecccessccscsecescceesDenenee fg States. copies of $ | Prices quoted, except where otherwise speci- esacce p COO OOOE HOES EOHO CES OCOCEHOESOSCOEOECESOOOEESOSESES eeece ------ | died, ate Sie cheat eebtik. Thee tee ede | discounts on quantity lots of the same item 5 Ss | and issue as follows | 2-9 copies 10% | 10-99 25% se. acl e dO R A PE ACEC Lhe REMET EDR ennce send nnaeees | 100-or more 33U% | Necessary adjustments must be made within Mailing OT 5 i ls Sb Lined bdiendbscomsonumiiecwane | 30 days. If material is returned in course of | adjustment it must be received in its original ; condition to insure credit. Ce aetna ile oee dt eeiianamate PR... comdentiicandnningucadianwns | ' (Funds must accompany orders emounting to one dollar or less.) (Make checks or money orders payable to National Education Association, and mail this order to 1201 Sixteenth St., N. W., Washington, D. C.) [ 256 | | Unless the description of the item desired | indicates that the correspondence should be | sent elsewhere, address all orders to The National Education Association 1201 Sixteenth Street, N. W. Washington, D. C. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION acsimile $1 rch: A Cloth, $l 18 and 25¢ A ser. inches profes. mic js. egan in mM time ~ach in h with 3S than tamped br send t Num- tion of copies assist ' look JE-21, V-16, A: 16, WUCA. A:15, EDU. OMIC A-55, ‘ONS: ED-3 DV:2, CB-1, alaries PRO. [HER RESTS, E-19 EB-6, ite of cation must $s will ot ac- rriage o the nited speci- “ct to item ithin se of ginal sired d be [ON each Printing .. let students Students setting type at the Thos. A. Edison Vocational School Elizabeth, New Jersey James E. Smetps, Printing Instructor B, combining the applications of English, Mathematics, History, Geography, Art and Science. . medium of instruction through which students . printing provides the ideal can" Learn by Doing.” At the same time, printing allows natural exercise of all these functions... planning, initiative, stick-to-it-iveness and un- derstanding of human reactions to the printed page... which develop the complete personality. For almost half a century ATF has been the leading school printing equipment supplier. This service also includes furnishing engineering lay- outs, advice and educational cooperation on all your school printing problems. This service is available without obligation, and we invite you to consult with members of our Education Department any time you wish. Send for “Vocational Statistics”... or “Why Teach Printing”... or both. They’re free! > OFFSET or LETTERPRESS for complete school printing equipment... ask ATF American Type Founders 200 ELMORA AVENUE, ELIZABETH, NEW JERSEY Branches in all Principal Cities Type used: Stymies and Bodonis VOLUME 29, NUMBER 8; NOVEMBER ’ - oe Higuring chart \ | : Fopae A when we figure our own car financing” These young people are smart. With their eyes on their budget -they just naturally want to save all they can when they buy a car on time. And they have every right to know, before they buy, just what they get and what they pay. With the new GMAC “Figuring Chart,” you, too, can see exactly what your financing cost will be in advance, based on the amount of time you want and the amount you wish to pay monthly. If you intend to buy a car on time, the General Motors Instalment Plan offers you both low financing cost and broad insurance protection for your car. In addition, you will get a lot of personal satisfaction from the liberal and friendly treatment that is an integral part of the General Motors way of purchasing out of income. So, before you buy, send the cou- pon below for your free GMAC “Figuring Chart” and see how much you can save, Special Teachers’ Plan — GMAC 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 mention ““Teachers’ Plan’’ when mailing the attached coupon. GENERAL MOTORS Lee INSTALMENT PLAN This plan is available only through dealers in CHEVROLET + PONTIAC « OLDSMOBILE ¢ BUICK and CADILLAC cars ab ab Gh gy a an aa gehen elena en eRe eae {iqurinng GENERAL MOTORS ACCEPTANCE CORPORATION w-2 ' 1775 Broadway, New York Please send me copy of the GMAC “‘Figuring Chart”’ for car checked below. () CHEVROLET CD PONTIAC L) OLDSMOBILE i () BUICK () CADILLAC i Nome a 4 Address_ = Send for this Free | City “Figuring Chart”’ NO SALESMAN WILL CALL County —__ ” - State U.S.A. 1940 “BOY! Look at the money we save [ A-143 | 1940 REVISION of a Famous Test STANFORD ACHIEVEMENT TEST FORMS DEF € iH: - KELLEY .- RUCH :- TERMAN For a valid measure of the contemporary curriculum. For reliable, meaningful, national norms. For complete comparability of forms and batteries. For greater accuracy in measurement. For facility in administering, scor- ing, interpreting. For most effective use of test results. A completely new series incorporating basic features which make possible an evaluation of pupil and group achievement to an extent hitherto impossible. Prepublication admin- istration in more than 200 units, in 33 states, Primary, Intermediate Grades 2 and 3 FORM D READY a program. validity. Grades 4 to 6 involving over 350,000 children represents the largest single group ever tested in such Careful research and thor- ough experimentation assure curricular & Advanced Batteries Grades 7 to 9 NOVEMBER 1940 Forms E F G H to be published at appropriate intervals WORLD BOOK COMPANY | Cont. from page 252| cational organiza- tions and Cuban government officials to hold a regional conference in Havana. The meeting is to be held December 26-28, with an open general session the evening of the 25th. The Commercial and Economic Sec- tion of the WFEA will build a program around “The Educational Implications in Commercial and Economic Education in and for the Americas Today.” A generous social program is being planned. Transpor- tation arrangements to and from the place of meeting are to be handled by the WFEA Travel Bureau, 500 Fifth Ave., New York. May We Hear from You? yz In january 1941 THE JourNaL will begin its 21st year of service, having been first published in January 1921. THE Jour- NAL staff would appreciate hearing from readers who have followed Tue Journac during those 20 years, as to their impres- sions of its development and service. The NEA and Safety yy Userut For local meetings, institutes, and state conventions is a film [“The NEA and Safety,” 16 mm., 1 reel, color] pre- pared by the Research Division. The pic- ture reproduces NEA safety bulletins and indicates their uses in school systems. The film will be loaned without cost. Since the number of copies is not large, make reser- vations far ahead of the showing date. [ A-144 ] Yonkers-on-Hudson, New York 2126 Prairie Avenue, Chicago Youth and Work yy ' THE FOLLOWING RECOMMENDATION from the report of the Committee on Youth Needs of the New York State Teachers Association is of particular interest in con- nection with the article “What the High- schools Ought To Teach” on page 244: “Youth need to learn to work. Accord- ingly a work program is advocated as a fundamental part of the curriculum of the public schools. Systematic labor is an essen- tial part of each citizen’s responsibility to himself and to the society of which he is a part. This proposal to emphasize orderly work activities is presented not only be- cause it contributes to the economic ad- justments of youth but chiefly because it contributes to sound educational practice.” The Department of Elementary School Principals yy IN cELEBRATION of the 20th anniversary of the Department, the officers are sending to all its 1940-41 members a complimentary copy of a useful 100-page monograph on “Radio in the Schools,” prepared by the Department's Radio Committee. Jane Monahan, principal, Public-School 92, The Bronx, New York City, is chairman. All 1940-41 Department members have the privilege of purchasing the Fifth thru the Eleventh Yearbooks of the Department at 50¢ per copy. Cost tonon-members, $1.50. Members of the Fifth Annual Conference on Elementary Education, which is being sponsored by the Department in coopera- tion with Harvard University, July 7-18, 1941, will be housed at Radcliffe campus. Scholastic’s Twentieth Anniversary yy ScHOLASTIC, THE AMERICAN HIGHSCHOOL WEEKLY, is celebrating its 20th anniversary. Thru Scholastic Awards more than $60,000 has been distributed to outstanding student authors, artists, and composers, and scholar- ships have been provided for more than 170 talented highschool art students. New Editor of the National Parent-Teacher vy Mrs. EVA GRANT has been elected editor of the National Parent-Teacher, official magazine of the NCPT. Talking to the People! sic Witvarp A. BERGH of the Seattle schools gives in a recent issue of School and Society quotations from superintendents’ reports to emphasize the need for simpler writing and speaking. Here is a sample: “The nor- mal non-variant often excels as a scholar. A traditional scholasticism here renders him signal honors. At the same time the deviates are constantly counted that none may be lost. The | Cont. on page A-146| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION CHEWING GUM Tastes so good — say the children A splendid cleansing aid — sas the dentist A wholesome pleasu FC — agrees the physician It’s easy and inexpensive to decorate with bright, colorful packages of Chewing Gum... Delicious Chewing Gum is especially welcome during this holiday season of general overeating. Everyone appreciates and enjoys this light, refreshing bit of sweet. 4 For your holiday celebrations, remember that ah Chewing Gum plays a double role —a gay ia eo, decoration . . . a wholesome pleasure. spear i te h eetn: 4. tg Good 4 Aids Clean Teeth, Nutrition, 4 of Daily Care and plent Exercise- a time and pl Propet Dentist’ s Chewing There is areaso™ Chewing Gum ace 4 @6for Tim @—Hours spent on various The SAFEST Place for TEACHERS is under the T.C.U. Umbrella Perhaps some people can afford to belong to the “happy-go- lucky” crowd who refuse to worry about “rainy days.” But most teachers are not that fortunate. They have to be SURE of an income when disabled by sickness, accident or quarantine. Bad Luck Hits 1 out of S Teachers Every Year Each year one out of every five teachers loses time, due to illness, accident or quarantine. The very nature of your occupa- tion increases the health hazard. Why not be safe—why not get under the T.C.U. Umbrella? Write today to know what the T.C.U. will do for you. No agent will call. TEACHERS CASUALTY UNDERWRITERS, 366 T.C.U. Bidg., Lincoln, Nebr. operations are major factors in the cost of PRINTING. Through care- | ful planning and advanced pro- duction methods we have reduced the time element to a minimum. (This magazine is from our presses) SSSSSSSSSSSSSSESSSSSSSSSESCSSCSSSSSCSSSESEREE EERE E ESSE ESE eeeEe FREE INFORMATION COUPON To the T.C.U., 366 T.C.U. Bldg., Lincoln, Nebr. I am interested in knowing more about T.C.U. Protective Benefits. Send me, without obligation, the whole story. JUDD & DETWEILER, Inc. WASHINGTON, D. C. \ No printing job too small—none too large = = NO AGENT WILL CALL VOLUME 29, NUMBER 8; NOVEMBER 1940 [| A-145 World-Famed A\rtists Make Music Films For Schools A triumph for audio-visual education is this series of 16 mm. sound programs, expressly produced for school use, under the direction of Rudolph Polk, Vice-President of the Columbia Broadcasting Artists JOSE ITURBI Bureau with cooperation by Dr. John Erskine. Each program con- tains 3 One Reel subjects. The first group to be released features: COOLIDGE STRING QUARTET playing Andante from String Quar- tet in E Flat Major, by Carl Von Dittersdorf. Fugue from Quartet in C Major- Opus 59-No. 3, by Beethoven. beniz. JOSE ITURBI Pianist, playing Sevilla, by Al- Fantasie Impromptu, by Chopin. MILDRED DILLING Harpist, playing The Fountain, by Albert Zabel. Fireflies, by A. Hasselmans. The Forest Pool, by Marcel Tour- nier. Other musicians featured in later releases are: Albert Spalding—Emanuel Feuverman—Gregor Piatigorsky Vronsky and Babin—Helen Jepson—Richard Bonelli—Gladys Swarthout—Frederick Jaegel—Charles Kullman— Ka*herine Meisie—Frank Chapman—Nino Martini. Send for information and catalog of 2000 Entertainment and Educational subjects for rental and sale. WALTER O. GUTLOMN, Inc. 35 West 45th Street, Dept. A-11 White, Amber, Green Eg @ Ravi0-Mar One Shade... or a Thousand You Get More Value From Draper Sight-Saving Shades These are the shades used so consistently by both rural and metropolitan 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 sam- ple 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. J11. Ask about our Darkening Shades for Visual Education Rooms Luther 0. Draper Shade Co. Spiceland, Indiana (Patented) Rapi0- MAT Talk from your screen with quickly Make Your Own Slides on Your TWPRADIO MATS TYPEWRITTEN Write for free samples MESSAGES ae io-M 5 ba 50 Radio-Mats $1.50 1819 dway A ept. = New York, N.Y. BALOPTICONS A B&L Balopticon will prove the most econom- ical as well as the most efficient means of teach- ing visually. There is a B&L Lantern Slide or Opaque Balopticon for every still projection purpose. Write for a catalog. Bausch & Lomb Optical Co., 684 St. Paul Street, Rochester, N. Y. New York, N. Y. BOOK MANUSCRIPTS Wanted— Meritorious works of public in- terest on all subjects. Booklet sent free. MEADOR PUBLISHING COMPANY 324 Newbury Street Boston, Mass. THE ART OF UNDERSTANDING By Harry J. Baker, Ph.D. Director, Psychological Clinic Detroit Public Schools Both teachers and parents will gain valuable insight in understanding the feelings, emotions and attitudes of ehildren as well as their own backgrounds It is clear and non-technical, yet inclusive, timely and informative From Your Bookstore $3.00 The Christopher Publishing House Boston Elementary PHONICS For Primary Teachers In this book of seventy-one word lists, blends are graded and repeated into a gen- eral foundation for all reading. Price $1.00. PRESSCRAFT Marshall, Indiana Complete education for teaching S55 th in elementary grades, kinder- Car garten and nursery school. Chil- dren’s demonstration school and observation center. Special summer classes. Beautiful resident hall. Located Chicago's _ lovely North Shore near lake. Cultural edu- cation plus vocational training. B.E. degree conferred ¢ yrs), also 3-year diploma and 2-year certificate. rite for list of successful alumnae. ‘ National College of Education EDNA DEAN BAKER, PRES. GOX016-P EVANSTON, ILL. MEETING SPECIAL NEEDS of the INDIVIDUAL CHILD 19th Yearbook—Price $2 Discounts on quantity orders Children have certain educational needs in common, but many pupils have spe- cial needs which require individual at- tention. Pertinent articles in these fields have been contributed by eminent edu- cators for this 1940 Yearbook. Department of Elementary School Principals National Education Association 1201 Sixteenth St., N. W. | Washington, D. C. |Cont. from page A-144| academic cold winds are carefully tempered to the trou- bled and afflicted lambs. A profound regard for pathological and dispositional factors, together with a tenacious sympathy for each and every variant child, is largely re- sponsible for | this city’s] schools’ numerous variations from the normal.” Material on Professional Institutes yy Amonc publications available gratis, as long as they last, to those interested in organizing Institutes on Professional Rela- tions, are: The Peabody Journal of Education, September 1938, 1939, 1940, containing proceedings of the Peabody Institutes. Four reprints from the NEA JourNaL. Tentative Statement on Institutes on Profes- sional Relations, a mimeographed bulletin on aims, purposes, setup. (Also reprints from the Utah Educational Review.) Plans of West Virginia, Kentucky, Mississippi— reprints from state journals. Programs from Institutes. New York State Education, October 1940— teachers’ professional and public relations. Requests for this material should be sent to Charl Ormond Williams, 1201 Sixteenth Street Northwest, Washington, D. C. Institutes on Protessional Relations yy In 1940 fifty Institutes were held in twenty states. Items below include state, institution, place, dates, member of faculty directing Institute, NEA representative: Arizona—State Teachers College, Tempe; June 12-13; John O. Grimes; William G. Carr. State Teachers College, Flagstaff; June 14; T. J. Tormey; Mr. Carr. Arkansas—State Teachers College, Arkadelphia; June 24; S. C. E. Powers; Ruth M. Cunningham. Arkansas Polytechnic College, Russellville; June 27; G. R. Turrentine; Miss Cunningham. State Teachers College, Conway; June 25; C. C Denney; Miss Cunningham. University of Arkansas, Fayetteville; June 26; H. G. Hotz; Miss Cunningham. lowa—Coe College, Cedar Rapids; April 27; Harold Templeman; Amy H. Hinrichs. Kentucky—Kentucky Wesleyan College, Win- chester; June 24; S. W. Grise. Union College, Barbourville; June 20; C. R. Wimmer. Massachusetts—State Teachers College, Bridge- water; June 14-15; John J. Kelly; Charl Ormond Williams. Mississippi—University of Mississippi, Univer- sity; June 18-19; F. E. Farquear; Lucile Ellison. Montana—University of Montana, Missoula; July 10-12; W. R. Ames. Nebraska—University of Nebraska, Lincoln; June 27; Cecil Winfield Scott; Kathryn G. Heath. Municipal University of Omaha, Omaha; June 12-13; L. O. Taylor; Miss Heath. New Mexico—Eastern New Mexico College, Portales; June 17-18; Floyd D. Golden; Miss Cun ningham. New Mexico Normal University, Las Vegas; June 20-21; H. W. Marshall; Miss Cunningham New York—Cornell University, Ithaca; July 19; J. E. Butterworth; Willard E. Givens. Syracuse University, Syracuse; July 18; Harry S. Ganders; Mr. Givens. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION n d North Carolina—Duke University, Durham; June 25-26; Holland Holton; John W. Carr, Jr.; Hazel Davis. University of North Carolina, Chapel Hill; June 26-27; Roy W. Morrison; Miss Davis. Oklahoma—Oklahoma A. and M. College, Still- water; June 17-18; N. Conger; Miss Heath. Oregon—Eastern Oregon College of Education, La Grande; July 15; Roy L. Skeen; Mr. Carr. Oregon College of Education, Monmouth: July 29-30; Delmer R. Dewey; Mr. Carr. Oregon State College, Corvallis; July 16; 24-26; M. Ellwood Smith and Carl W. Salser; Mr. Carr. Southern Oregon College of Education, Ash- land; August 1-2; Arthur S. Taylor and Wayne W. Wells; Mr. Carr. University of Oregon, Eugene; July 17-19; Dan Clark and J. R. Jewell; Mr. Carr. University of Oregon, Portland; July 22-23: Alfred W. Powers, Birdine Merrill, and E. F. Carleton; Mr. Carr. {Meetings also held at Salem, Albany, and Independence, Oregon. | South Carolina—Winthrop College, Rock Hill; June 17-19; Willis D. Magginis; Mildred Wharton. Tennessee—Austin Peay Normal School, Clarks- ville; July 12; P. P. Claxton; Ivan A. Booker. George Peabody College for Teachers, Nashville; June 25-26; Doak S. Campbell; Miss Williams. State Teachers College, Murfreesboro; July 10-11; N. C. Beasley; Mr. Booker. University of Tennessee, Knoxville; July 8-12; John A. Thackston; Mr. Booker. Texas—University of Texas, Austin; June 21; Frederick Eby; T. D. Martin. Utah—-University of Utah, Salt Lake City; June 24-25; Milton Bennion and Leroy E. N. P. Neilson. Vermont—University of Vermont, Burlington; Cowles; July 16-17; Bennett C. Douglass; Miss Williams University of Washington, Seattle; August 6; Edgar M. Draper; Mr. Carr. Wa hi ngfon Western Washington College, Bellingham; Au- gust 5; W. W. Haggard; Mr. Carr. West Virginia (Negro); Morgan. State Teachers College, Athens; July 22; J. F. Marsh; Mr. Morgan. State Teachers College, Glenville; May 1 and July 11: H. L. White. Marshall College, Huntington; July 9; Virginia State Teachers College, Bluefield July 23: H. L. Dickason; Joy Elmer Foulk: Belmont Farley. Morris Harvey College, Charleston; July 8; A. C Blackwell. New River State College, Montgomery; July 12; Edward S. Maclin. State Teachers College, Shepherdstown; June 26; A. D. Kenamond and I. O. Ash; Mrs. Ellison. West Virginia University, Morgantown: July 18; A. J. Dadisman; Mr. Morgan. West Virginia Wesleyan College, Buckhannon; July 17; Roy McCuskey; Mr. Morgan. State Teachers College, West Liberty; May 9 and July 10; Paul N. Elbin; Mr. Farley. What to do when they won’t pay attention @ THE THING TO Do when your class won't pay attention is ... make *em. And we don’t mean discipline them either. Just get them interested . . . Show them something like the two educational movies we've made. They're entertaining enough to make the day-dreamiest youngster pay at- tention. But, they’re more than entertaining ... They’re full of useful facts about history, geography, natural history, and science. One of them, “Jerry Pulls the Strings,” tells the story of coffee, its discovery, its history, its cultivation, and all about it. The story is charm- ingly told with marionettes! And the other, “Alaska’s Silver Millions,” gives a colorful panorama of ruggedly beautiful Alaska while it depicts the dramatic life of the sal- mon. (With the pictures, you get . . . teachers’ guides.) And here’s an important point... You pay no rental at all for the two 40-minute films. The only cost to you is return postage. So fill out the cou- pon and let your class see natural his- tory, geography, and science in action, MAIL THIS COUPON Home Economics Department N-1140, American Can Company, 230 Park Avenue, New York, N. Y. Please send me, free of charge, your motion picture film: (Check) F] JERRY PULLS THE STRINGS West Virginia State College, Institute (Negro); PT Er ere Date film will be returned........... oc ccccccceccccccce Harrison H. Ferrell. Send film checked: [] 35 mm. sound [] 16 mm. sound RRND GRBs 0 0 6650.0 90 00005. 006686s Seden shee 8 05044560846550000p0bsnb A aeRO EE Teachers’ Guides ‘ . (Check) [1] ALASKA’S SILVER MILLIONS Fall-Winter Radio Calendar Date required........ccecsseceeees Date film will be returmed............0cccccccecseceese yy THE FALL-wInTER, 1940-41, Radio Cal- Send film checked: [] 35 mm. sound [] 16mm. sound [] 35 mm. silent [] 16 mm. silent ee ee nd . he A i Remnctenian of (MRS ichenerssecsesesnssngesssanssuassnenannmensesoentssteeeaes Teachers’ Guides endar otf the American Association of I promise to return film(s) to you on the date(s) specified above and will prepay the return School Administrators will be issued early postage. in November: one copy will be mailed to Name and Title eeeeeee COREE EERE EEE EEE EEE EEE EEE EEE EEE EE EEE EE EEE EEE EEE SEH OEE EEEES . each member of that organization. Single Naan OF BORG. occ ccvcccesceccccccccceccncebeessccesbhewbabenedéeatesenaenucsennsees a. : ‘ *¢ S BN a0 id 40 0 on. 6 bos bac nb d46s 9 iw bandh es OO ebReha bees bokeh edbndeaaoe es copies will be sent free to non-members if on Soe CRN GE Bs 060 600.60 00000660660 880ceseese 2 ie the requests are ac- | Cont. on page A-148| [ A-147 ] VOLUME 29, NUMBER 8; NOVEMBER 1940 Ramee ae. ne Ft EOE By ANS DI St EP TO [Cont. from page A-147] companied by stamped, self-addressed, long envelops. Ad- ditional copies will be sold at one cent each. Remittance may be made in postage stamps. Requests should be addressed to the School Administrators, 1201 Sixteenth Street Northwest, Washington, D. C. School of the Air of the Americas Sy THE AMERICAN SCHOOL OF THE AIR on October 7, 1940, became the School of the Air of the Americas. Presented each school day by the CBS with the cooperation of the NEA, this school of the air has been endorsed by many state departments of education as a valuable supplementary aid to classroom teaching. This series of pro- grams is also an important contribution to the interchange of culture between the Americas. It will be broadcast to Central and South America via short wave. Scripts will be translated into the appropriate lan- guage for re-broadcast in these countries under the direction of their chief national school officers. The Teacher’s Manual is available free in English and may be ob- tained by any teacher who writes to the educational director of the CBS station serving his community. The Manual is also printed in Portuguese and Spanish for the use of teachers in the countries where these languages are spoken. The daily schedule of the School of the Air of the Americas is as follows: Monday—“Americans at Work’—Where our commodities come from and the lives of those who make them available. Tuesday—‘Wellsprings of Music”—Folk music and art music, and their relation to literature and our daily lives. Wednesday—“‘New Horizons”—‘Waters of Life” in the geography, history, and natural science of the Americas. Thursday—‘Tales from Far and Near’—Fasci- nating stories from around the Americas, in mod- ern literature. Friday—*This Living World”—History, current events, current problems, and the inter-relations of the Americas. HEARD IN THE UNITED STATES Eastern Time...... Q:15- 9:45 AM Central Time 2:30- 2:55 PM Mountain Time... .9:30-10:00 AM Pacific Time....... 2:00- 2:30 PM Write to the NEA, 1201 Sixteenth Street Northwest, Washington, D. C., for bulle- tinboard announcement posters of these programs. One poster for each school in a school system will be furnished free until the supply of posters is exhausted. Fireside Forums yy A UNIQUE MOVEMENT, called the Fire- side Forum, has taken root in Gary, In- diana. Here in the friendly, informal at- mosphere of numerous typical American homes a dozen to twenty citizens come together—men and women: Jews, Catho. lics, and Protestants; whites and Negroes: Germans, Italians, Russians, Finns, Swedes, and Slovaks—for discussion of anything that challenges their interest— unemployment, sharecroppers, the war, cooperative hospitals, how to rear children, The Educational Policies Commission yy THe commission held its fourteenth meeting September 29 to October 1, in Washington. The Commission, which was appointed jointly in December 1935 by the NEA and the American Association of School Administrators for a five-year pe riod, will complete its work December 31, 1940. A Professional Obligation and Opportunity sv SUPERINTENDENT WILLIS A. SUTTON, in his bulletin of November 1, 1939, to At- lanta principals and teachers, stated: “I am writing to ask that by the roth of November we send our membership to the National Education Association. I have never intended to exert undue pressure upon our teachers, but I feel that a school system that has had its automatic increase and increments restored and has a full salary schedule and is now being paid twelve months in the year, should be ex- ceedingly thankful for the blessings which LAST CALL FOR AMERICAN EDUCATION WEEK Theme: Education por the Common Defense There is still time to obtain materials as long as the supply lasts USE AIR MAIL, SPECIAL DELIVERY, TELEGRAPH COMBINATION PACKETS Packets are available for these four school levels: Kindergarten-Primary School Upper Elementary School Junior High School High School Each packet carries the three-color poster, a one- color bulletin board poster with messages on one side and illustrations on the other, a classroom supply of stickers, a classroom supply of leaflets ““Education for the Common Defense,”’ a copy of the Handbook, a copy of the 32-page booklet ‘“Education for the Com- mon Defense,”’ and a copy of an eight-page folder of suggestions for activities at the school level indicated by the name of the packet. Some of these items are described at the right. Price: 50c per packet. No discounts. POSTER Three colors on a substantial (not stiff) white stock 12 x 18 inches in size. Use in schools, clubs, churches, public buildings, store windows, and elsewhere. Price: 40c per package of ten. Sold only in pack- ages of ten. BOOKLET “EDUCATION FOR THE COMMON DEFENSE” A unique publication 54% x 84% inches in size, 32 pages long. Every second page consists entirely of original line drawings with about 20 ideas depicted per page. e cartoon and one text page present ma- terials on each topic in general. A second cartoon page and a second text page show how the schools con- tribute to individual and general welfare in the prob- lems suggested by each topic. Pupils, teachers, par- ents, laymen, speakers, and writers will find this book- let of great value. Price: 25c per single copy. STICKER Two colors on white gummed stock, 14% x 2 inches Comes in sheets of ten, perforated like postage stamps. Use on report cards, letters, menus, messages to homes, etc Ask business houses, clubs, and others to use them. Price: 25c per package of 100. Sold only in pack- ages of 100. LEAFLET “EDUCATION FOR THE COMMON DEFENSE” A four-page, 3 x 5 inch, leaflet printed in red and blue ink on white stock. Attractive typogra ohy. Send into homes just before or during American Edu- cation Week or distribute at community meetings. Answers two questions in simple words: “What does America have to defend?”’ and ‘““What is education for the common defense?” Also urges parents to visit their local schools. Price: 35c per package of 100. Sold only in pack- ages of 100. Discounts on more than one package or copy of all materials, unless otherwise specified, are allowed as follows: 2—9 copies, 10%; 10-99 copies, 25%; 100 or more copies, 331/3%. Materials postpaid on cash orders. Transportation added on billed orders. orders payable to National Education Association. Address your order to bunds must accompany orders amounting to one dollar or less, Make checks or money THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET, N. W., WASHINGTON, D. C. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ho- eS: ns of t— ‘ar, en. ath Vas the ot 31, in At- the ive ool ase ull eX- ich 1¢s ps. es, rim. und du- gs. oes ion isit ies, rey i IN To Inspire Children with True Americanism Let them listen to CAVALCADE AMERICA * EVERY WEDNESDAY 7:30 P.M. Eastern Time 6:30 P.M. Central Time 7:30 P.M. Mountain Time 6:30 P.M. Pacific Time NBC RED NETWORK * Special Recordings now can be bought for School Use 12 outstanding historical dramas now ready. Others to be added. The Constitution of the United States Francis Scott Key and “The Star Spangled Banner” Oliver Wendell Holmes Abraham Lincoln (starring Raymond Massey) Robert E. Lee (starring Philip Merivale) Benedict Arnold (starring Claude Rains) Sam Houston (starring Walter Huston) Thomas Paine—Revolutionary Patriot Jane Addams of Hull House (starring Helen Hayes ) Nancy Hanks—Mother of Lincoln Susan B. Anthony (starring Cornelia Otis Skinner) Walter Reed and His Fight against “Yellow Jack” HOW TO GET THEM: Information about Cavalcade of America records, including Prices, may be obtained from Association of School Film Libraries, 9 Rockefeller Plaza, New York City. REG. u.s. pat OFF I * are ours. And many of these blessings have come to us thru our own NEA. Its Re- search Division has aided us; its JourNAL has brought us wonderful messages. With the combined influence of all the state edu- cation associations back of it, it has been able to help us with the federal govern- ment. Now Georgia is making a tremen- dous effort to secure further federal aid. If that aid is secured, it will be largely thru the NEA and allied organizations.” Deans of Women yy THe THEME of the Atlantic City con- vention of the National Association of Deans of Women, which will be held at Chalfonte-Haddon Hall, February 18-21, 1941, will be “Facing the Future of Wom- en’s Education in a Reorganized World.” Since this conference is the twenty-fifth anniversary, special plans are being made. Our Common Ailment sy Unper THE TITLE, Our Common Ail- ment: Constipation—Its Cause and Cure ($1), Consusners Union of the United States publishes a book by Harold Aaron, M.D., especially helpful to persons suffer- ing from this tribulation. By spending more money for sound medical infor- mation and less for highly advertised but useless and even harmful products, it is possible to save both money and health. Dates To Be Remembered— November 10-16—American Educa- tion Week. See page 225. February 22-27, 1941—American As- sociation of School Administrators to meet in Atlantic City. Write to the association at 1201 Sixteenth Street Northwest, Wash- ington, D. C., for information. April 30-May 3, 1941—NEA De- partment of Health, Physical Education, and Recreation to hold convention in At- lantic City. For iffformation write to the | Department at 1201 Sixteenth Street North west, Washington, D. C. June 29-July 3, 1941—National Edu- cation Association to meet in Boston. “Resolved: That the Power of the Fed- eral Government Should Be Increased” s Tuts proposition selected by the Na- tional University Extension Association for its members will be debated during the coming school year in highschools. What's in a Name? | s% Asks Illinois Education, which was until its September 1940 issue known as the Illinois Teacher. The new title subscribes to the ever-widening reach of the services | of the association. [Cont. on page A-150| VOLUME 29, NUMBER 8; NOVEMBER I940 | Before You Buy a Projector £ THESE OY y) 1. Witness a Filmosound Demonstration Filmosound invites your most critical compar- ison. Only by bearing and seeing a Filmosound demonstration can you appreciate its superior sound and picture quality, its amazing audi- ence-handling capacity. Demonstrations to suit your convenience. 2. See This Portfolio It shows you why Filmosound Projectors give better performance... why Bell & Howell pre- cision engineering insures long, trouble-free life and low maintenance... why Filmosounds are so easy to operate... why sound reproduc- tion is free from distracting variations in pitch ..» why valuable films are safer in Filmosounds. 3. Learn About the B&H 3-S Plan The B&H 3-S Plan is designed to help you fit motion pictures into your program—and to improve Visual Education results. It provides: (1) An intelligent SURVEY of your problem, to determine ones needed; (2) SUG- GES IONS on film sources, subjects, litera- ture, etc.; (3) complete after-purchase SERVICE. FILMOSOUND “ACADEMY” (16 mm.) A two-case sound film projector, precision-built by the makers of Ragreess professional motion picture equipment. The speaker is in one case, pro- jyector and amplifier in the other. Projects sound or silent pictures. Fully gear-driven mechanism—with- out belts or chains. 750-watt illumination, Standard two-inch lens interchangeable with special lenses for every situation. New SAFE-LOCK SPROCKETS. CONSTANT-TENSION film take-up. High-speed power rewind. Film capacity—2000 ft. Price, $298. Other B&H 16 mm. sound and silent projectors for every conceivable requirement, from $139 to $1275. EDUCATIONAL FILM CATALOG Now ready—the Filmosound Library's new Educa- tional Film Catalog. Gives detailed descriptions of 920 one- to three-reel ‘‘shorts’’—two- thirds in sound, the others silent. Spe- cially selected for school use, classified by subject field. Send for your copy. ‘ t BELL & HOWELL COMPANY ' § 1854 Larchmont Ave., Chicago, Ill. | § Send ( ) detailed information about Filmo- ft § sound “Academy” Projector; ( ) complete {§ § information about the B&H 3-S PLAN. 4 a () Arrange to demonstrate a Filmosound 4 ; Projector at the school, - i on (date). ' = Name... ' > ; ’ 8 Address.. + - School... ‘ - s City -esaeeeee State... JNEA 11-40 § PRECISION-MADE BY BELL & HOWELL [ A-149 | WORLD FAMOUS erry Pictures 2250 subjects Reproductions of the World's Great Paintings Aids in teaching Language, Literature, History and Picture Study ONE CENT SIZE, 3x 3's, for 60 or more, TWO CENT SIZE, 5% x8, for 30 or more, TEN CENT SIZE, 10x12. for 6 or more. Also Miniature Colored Pictures of any kind, many of them approximately 3% x 4% inches, 400 subjects. ONE CENT and TWO CENTS each for eents worth or more. Assorted as desired All postpaid. A sample Perry Picture of the ONE CENT and TWO CENT sizes, and an abridged Catalogue of the Perry Pictures, and a sample Miniature COLOREL Picture and two lists of Miniature Colored pictures, FREE to teachers naming grade and school. CATALOGUE of The Perry Pictures. 1600 smal! illustrations in the Catalogue and two Perry Pictures, for 15 cents in coin or stamps Ask about “Our Own Course in Picture Study,’’ 72 Pictures 72 Leaflet describing them One picture for study each month The Perry Pictures Company, Box 4, Malden, Mass. Order, Pilgrim Pictures, etc., for November, Thanksgiving. ete Al Perry Pictures for December. Our Set of 30 pictures for November, and December, Size 5% x 8. no two alike, for 60 cents Call it the November—December Set Mother and Daughter IF GW value appreciation! By the thousands, teachers from coast-to-coast have joined our association...a smart move, which makes it possible for each teacher to apply for the advantages of low cost Group Insurance. Yours ...the mass buying power of thousands! Bringing you, individually, what we believe to be the most liberal, completely satisfactory protection at the lowest cost consistent with its vital safety, generous benefits. Compare with any insurance you know; use COUPON for complete information. No obli- | gation. No cost. No agent will call. More than $8,000,000.00 paid out in claims. Our insurance is underwritten by two of nation’s finest companies: assets over $169,000,000.00. pee =6CLIP AND MAIL Age limit is 60 yrs. for new members P.O. Box 245I- K Denver, Colorado Without obligation, mail membership information for study at my convenience. Address - —- —-——-—-- JOIN US; HELP EXTEND THE MERIT SYSTEM THROUGHOUT ALL GOVERNMENTAL SERVICES, [| A-150 | | Cont. from page A-149| What Sort of an Army? yy Now that Congress has passed the cop. | scription bill, what sort of army are we going to conscript? Very few people haye been asking that question, and yet the his. tory of this nation for the next ten years may depend on how it is answered. , , , Back in 1917, the American generals were trying to impose English or Prussian class distinctions on an army conscripted from | an entirely different society. In civilian life the officers and men were often classmates or next-door neighbors. In the army they were treated as if they belonged to entirely | different races, only one of which was fully human. ... The American army during the last war was in some ways the worst possible training for life in a democracy.— Malcolm Cowley in The New Republic. , SE, : a‘ 4 Neu §, (Publications! Economic Education is the title of the Eleventh Yearbook of the National Coun. cil for the Social Studies, scheduled fog publication November 1. The book is con cerned not only with formal instruction ing economics courses but also with the eco nomic content of other branches of instrue tion. The concluding chapters deal with} | concrete suggestions tor using motion pic tures, graphs, charts, pamphlets, and field] trips in economic education. $2 paper; $2.36 cloth. | Not subject to NEA discounts. | ) Learning the Ways of Democracy: A able at $1 per copy. This volume presents Case Book in Civic Education is now avail | | descriptions of successful school practices in educating youth for civic responsibil based on the intensive study made by the : : : Educational Policies Commission in 90 | selected highschools during the past year] Education and the Defense of American Democracy, issued by the Educational | Policies Commission in July 1940, which} outlines the response of education to na- tional defense needs, is receiving wide- spread publicity. Many superintendents have purchased the leaflet in sufficient quantities to supply copies to each teacher. A third printing of 15,000 copies has just | been made. 10¢ per copy. “Units in Safety Education: Grades V and VI”—the third publication in the series prepared for elementary-school teach- ers by the Safety Education Projects, Re- search Division, is now available. 68p. 25¢. » «@ Discounts for quantities on NEA publications are as follows: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more, 333 percent. Send orders to the NEA, 1201 16th St., Washington, D. C. Cash must accompany all orders for $1 or less. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION semen a ieee ee a ee ae ,