€ con- re we , have 1€ his. years were 1 class from an life mates they ntirely Ss fully luring worst | acy.—4 blic. Its of the Coun- ed for is COn- 10n Mm 1 CCO nstrue 1 with MN pic d held 2.36 resents tices if sibility by the in 9g t year, rerican ational which to na- wide- ‘ndents ficient eacher. as just srades in the teac h- ow DECEMBER 1940 FOR THE REFERENCE SHELF— En eyel. 0/2 edia Americana THE GREAT AMERICAN REFERENCE WORK 30 VOLUMES 88,000 ARTICLES 10,000 ILLUSTRATIONS 100 MAPS No reference library is complete without the latest edition of this great American reference work. It is authen- tic, comprehensive, and up-to-date. More than 3,000 specialists have contributed to this latest Edition. It is reliable, comprehensive and easy to use. Special attention has been given to the articles on military subjects, neutrality, international relations, developments in science and industry, finance, and numerous other subjects of vital interest today. ‘Full Value por the Library Dollar! In these days of rigid economy, schools and public libraries can afford to select only the very best books at the lowest prices possible. Cognizant of the need to replace worn-out reference material, and with a sincere desire to meet the requirements of reduced budgets, our company is now offering the “Encyclopedia Ameri- cana” to schools and libraries at a special reduced price. Free literature and information regarding prices and terms will be sent on request. AMERICANA CORPORATION 2 West 45th St., New York City 2. Jor Moving Books ‘ x So +. ’ \ “5 Two-Purpose Book Truck —, ° TN 1. Zor Portable Display Rack WH Kaas ®@ This new two-purpose book truck brings you two advan- tages. First, it introduces an added convenience to your library as a portable display rack. Makes it possible to keep books constantly on display anywhere you choose. Excellent to use as a timely reminder for required reading, to display new books, special collections. @ Secondly, it helps at the charging desk, catalog, or other departments. The sloping shelves let you read titles easily, enable you to make quick arrangements for rapid shelving before going back to the stacks. The lower shelf is flat so that books may be piled on it the regular way. This new book truck comes with cushion or solid rubber tires. It is furnished in light or dark oak or standard maple finish. Write for prices and complete information. JOY ELMER MORGAN, Editor VOLUME 29, NUMBER 9 H. A. ALLAN, Business Manager Members of the Journal Editorial Staff: Lyle W. Ashby; Ethel Blake; Mildred Sandison Fenner; Eleanor Fishburn; Erle Prior Between Editor and Reader CONTENTS FOR DECEMBER 1940 UR WESTERN CIVILIZATION is built uponthe The Hope of Tomorrow. ............ . Editorial 257 =. Ne soc gh a teaching —_ Recent Verse for Children . . Selected by Miriam Blanton Huber 258 as contained in the an ew lestaments : of det Bible. Our cynem of free education grew Heirs of Democracy . = ee . W.W. Charters 259 out of that teaching. Every one of the nine col. | The Christmas Treat. . . Millard Kennedy and Alvin F. Harlow 261 leges in the American colonies was established | A Golden Treasury from the Bible ...........4.4+.4 4. 263 to support the Christian faith. Horace Mann, I Whipped an Enemy. ( . . Jesse Stuart 265 founder of the American free school system, Ed ‘on I Cc di ia Lin emphasized the Christian spirit and Christian ucation Is My Commodity . - W. D. Mac Quarrie 266 living as the heart of both elementary and § Education, the Basis of Pan Americanism . . Paul J. Scheips 267 higher education. In the present crisis what bet- Intercultural Education . - + + + + « Jeanora Don Wingate 269 tee contribution could teachers make en S- Making Photographic Christmas Cards ... . . . Henry Frankel 270 emphasize anew the fundamental teachings of . ot the Bible to which our schools owe their exist- Essentials of Mental Health. . . William H. Burnham 271 ence? The Universities and the War Crisis . Harry Woodburn Chase 273 = = — to 3 ag we 4 meetin Ger Demier Gale. 2 5 ws 8s 8 est ete be eee y t J ’ ° . ; ‘er ae swage Baha. a ia Bible,” pares ., State Directors of the National Education Association ..... 276 Personal Growth Leaflet Number 22. This The Joy Ob Weret «..s Nicholas Murray Butler 277 leaflet is widely used in the schools with pupils | Music Educators National Conference ... .C. V. Buttelman 278 ot ail ages fsom elementary echesls thee otk. - cay Spiritual Gifts for Christmas. . .......+.+++++ 279 lege. Month after month it holds its place as : y ‘ / one of the best sellers in the list of more thana 4Junior Highschool Harmonica Band . . « Kenneth Kline 280 hundred leaflets. Miemmomenrp-Gchoel Service... 22s wt wt te eee ee «62BR _ Think what it would mean at this Christmas = Rural-School Service . . Dorothy Inman and C. L. Eggert 283 time if every teacher in America would dis- sailed Mead R NTE ] 4 tribute as a personal remembrance 100 copies Highschool Service - - Russell J. Forawst 28 of this Golden Treasury. Where else could a i er Aeeeiee 2... gw ce tee emia. ee dollar be used with greater effect than in such Notes and Announcements. .........+..2.e4-eee-824-e 286 a seed sowing? In this way it would be possible Cid Seana Percent Ressimans. .« . a ii. nk 2 to reach every home represented in the Amer- ican schools, The articles herein printed are the expressions of the writers and not a statement of policy of the Assoctation unless set by resolution Published monthly except June, July, and August by the National Education Association of the United States, 1201 Sixteenth St. N. W., Washington, D. C. DonaLp DuSuane, President Witrarp E. Givens, Executive Secretary WituiuM G. Carr, Associate Secretary J. W. CraBrree, Secretary-emeritus 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 9; DECEMBER I940 [ A-155 | Christmas Candles and Candle Power Big Christmas candles are fine decorations this month— but you wouldn’t think of asking teachers or pupils to read by them. Yet, oddly enough, we still measure illumination for visual tasks in terms of “‘footcandles,” the illumination on a small area of vertical surface one foot from an ordinary candle. Reading, by scientific definition, is a severe task of near vision. With every in- creased critical use of the eyes, such as learning to read, efforts should be made to ease the task of seeing. That’s the big gift the Mimeograph duplicator offers your schools. Classroom materials produced with Mimeograph equipment have been read faster and with less eye fatigue than poorly duplicated copies— because Mimeograph copies have a visibility rating 30% greater. Yet the cost of producing duplicated copies and materials of high visibility with the Mimeograph duplicator is unusually low—and the savings Mimeograph equip- ment brings in many schools will buy plenty of Christmas candles. For full details on how you can help protect the sight of teachers and pupils in your schools, write A. B. Dick Company, Chicago, or telephone our representative in your city. c RE New folder, “The Visibility Yard- stick,” shows you what adequate visibility standards are, helps you check ma- terials now being used in your schools. To set and maintain and/or improve visibility standards in your schools, call New booklet, “The All-Purpose Duplicator on Mimeograph equipment. New for Schools,” tells you how versatile and eco- Model 91 duplicator, shown here, is nomical Mimeograph equipment can help your one of a complete streamlined er teachers be better teachers in less time family now helping many pene Tees — ; schools get low-cost - ~ Send for your free copies. sight protection. A. B. DICK COMPANY, Dept. A-1240 720 W. Jackson Blvd., Chicago, Ill. , Send me a free copy of the folder checked: OO “The Visibility Yardstick” 0D “The All-Purpose Duplicator for Schools” Name. , o¢s cece Organization......... MIMEOGRAPH IS THE TRADE-MARK OF A. B. DICK COMPANY, . ; aii acalrat nial niin tare siZedll State... CHICAGO, REGISTERED IN THE U. Se PATENT OFFICE | A-156] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION THE HOPE OF TOMORROW OMEWHERE in a schoolroom today under the care of an unknown teacher is a child who in his own time, grown to maturity, will lead the world away from war and toward peace. The affection planted in that child’s life by wise guidance; the sense of right values with which he is constantly surrounded; the integrity and initiative that are fostered in his unfolding life will come to fruition in a mighty service to the human race. It is a wise providence that no one can tell which of the two million babies born in our country each year is to be this savior of tomorrow. We are done with king-children and their pampered training to maintain a class system. We want the children of the people, of all the people— rich and poor of every race and creed—to have their chance. And when thru honest growth, proved merit, and wise leadership the pilots of tomorrow take their places at the helm, we want them to be sur- rounded and supported by their fellows likewise schooled in the simple and abiding principles of democracy. With this purpose and in this faith, the teachers of America carry on. This faith was good enough for the founding fathers who launched this ship of state in even more troubled seas than we now face. This faith has been good enough for the teachers and prophets of all ages who have understood the power of human aspira- tion and growth. It is the faith of Jesus—the Golden Rule and the brotherhood of man. It is the faith that for 1900 years has held aloft thru good times and bad the torch of eternal truth. As we come this year to the Christmas season, let us renew our faith in this destiny of the individual human soul lifted by true teaching thru the leavening power of God’s grace to nobility and wisdom. This faith of the teacher— Z, your faith and mine as we look into the eager faces of youth—is the hope of tomorrow, a hope that cannot fail. It is bigger than all the fears and partisanships of our time. Let us renew and deepen our faith as we celebrate Christmas in 1940. Joy Elmer Morgan ATION VOLUME 29, NUMBER 9; DECEMBER 1940 [ 257 ] Recent Verse for Children HESE SELECTIONS of new poetry were made for THE JournaL by Miriam Banton Huser, who is compiler and editor of the recentiy published anthol- ogy, Story and Verse for Children. The books from which these poems are taken are covered by copyright, and special acknowledgment and thanks are due the authors and publishers. If children are to grow to love poetry, they need to hear it. The teacher who reads well-selected verse pleasantly, of- ten casually, but always well, will have an audience of appreciative children. Among her selections will be poems loved for generations. Others, such as the following, will be by contempora- ries. OVER THE GARDEN WALL Eleanor Farjeon Over the garden wall Where unseen children play, Somebody threw a ball One fine summer day; I caught it as it came Straight from the hand unknown Playing a happy game It would not play alone. A pretty ball with bands Of gold and stars of blue; I turned it in my hands And wondered, then I threw Over the garden wall Again the treasure round— And somebody caught the ball With a laughing sound. {From Over the Garden Wall by Eleanor Farjeon. Copyright 1933, Stokes. ] MICE Rose Fyleman I think mice Are rather nice. Their tails are long, Their faces small, They haven’t any Chins at all. Their ears are pink, Their teeth are white, They run about The house at night. They nibble things They shouldn’t touch And no one seems To like them much. But I think mice Are nice. [From Fifty-One New Nursery Rhymes by Rose Fyleman. Copyright 1932, Doubleday Doran.] [ 258 ] WASHING John Drinkwater What is all this washing about, Every day, week in, week out? From getting up till going to bed, I’m tired of hearing the same thing said. Whether I’m dirty or whether I’m not, Whether the water is cold or hot, Whether I like or whether I don’t, Whether I will or whether I won’t— “Have you washed your hands, and washed your face?” I seem to live in the washing-place. Whenever I go for a walk or ride, As soon as I put my nose inside The door again, there’s someone there With a sponge and soap, and a lot they care If I have something better to do, “Now wash your face and your fingers too.” Before a meal is ever begun, And after ever a meal is done, It’s time to turn on the waterspout. Please, what is all this washing about? [From More about Me by John Drinkwater. Copy- right 1930, Houghton Mifflin. } CHILDREN OF THE WIND Carl Sandburg On the shores of Lake Michigan high on a wooden pole, in a box, two purple martins had a home, and taken away down to Martinique and let loose, they flew home, thousands of miles to be home again. The birds let out began flying north, north-by-west, north, till they were back home. How their instruments told them of ceiling, temperature, air pressure, how their control-boards gave them reports of fuel, ignition, speeds, is out of the record, out. Across spaces of sun and cloud, in rain and fog, thru air pockets, wind with them, wind against them, stopping for subsistence rations, whirling in gust and spiral, these people of the air, these children of the wind, had a sense of where to go and how, how to go north, north-by-west, north, till they came to one wooden pole, till they were home again. [From The People, Yes by Carl Sandburg. Copy- right 1936, Harcourt, Brace. |} THE MILL Elizabeth Coatsworth In the mill the spider webs are whitened And the dark walls and beams are light. | ened With the dust of flour; in the mill The cat walks on white feet, alert and still, And the miller sits in silence with old memories, And the tide comes whispering inland from the seas And runs out with a shimmer, faint and green, Glimpsed thru old boards that have long cracks between, And the world seems far, far off and of * no concern, And bent Time stops to listen where the great stones thunder and turn. [From The Littlest House by Elizabeth Coats. worth. Copyright 1940, Macmillan. | CIRCUS PARADE Rachel Field This is the day the c:rcus comes With blare of brass, with beating drums, And clashing cymbals, and with roar Of wild beasts never heard before Within town limits. Spick and span Will shine each gilded cage and van; Cockades at every horse’s head Will nod, and riders dressed in red Or blue trot by. There will be floats In shapes like dragons, thrones and boats, And clowns on stilts; freaks big and small, Till leisurely and last of all Camels and elephants will pass Beneath our elms, along our grass. [From Branches Green by Rachel Field. Copy- right 1934, Macmillan. | MOTHER TO SON Langston Hughes Well, son, I'll tell you: Life for me ain’t been no crystal stair. It’s had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor— Bare. But all the time I’se been a-climbin’ on, And reachin’ landin’s, And turnin’ corners, And sometimes goin’ in the dark Where there ain’t been no light. So, boy, don’t you turn back. Don’t you set down on the steps "Cause you finds it kinder hard. Don’t you fall now— For I’se still goin’, honey, _ I’se still climbin’, And life for me ain’t been no crystal stair. {From The Dream Keeper and Other Poems by Langston Hughes. Copyright 1932, Knopf. | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION itened 0 light. , still, ith old inland int and ve long and of ere the 1 Ce vats- drums, ar its | boats, i small, |. Copy- air. floor— | stair. EMS by f. | ATION NCE UPON A TIME a strong man died. All his life he had worked hard, cleared lands and _ built buildings, planted crops and reaped har- vests, built factories and manufactured goods. He helped his neighbors and did much to make his community better. His possessions were substantial, not only the goods he had developed but the undeveloped assets which he had wisely acquired. When he passed on to lie with his fathers he left three sons as heirs to his vast domain who were to take his wealth and his place in society and carry on from where he had left off. The oldest son, of the easygoing kind who take whatever comes to them, did not understand about the energy and labor that his father had put into his estate to make it develop. Not in- terested in the critical moments when his father had to fight for what he be- lieved to be right, he accepted his por- tion of his inheritance and began to spend it; allowed someone else to look after his affairs, and busied himself with his own interests. He thought that things would run along as when his father was alive. When, as always hap- pens, his inheritance began to dwindle because of lack of care, he decided to take a hand in its management. Without business experience he began to look for quick ways of making money, buying new inventions that salesmen said would revolutionize the world, untried inven- tions that were green and costly to de- velop. And in the end he lost his inherit- ance because he did not appreciate its worth, had not learned that new pro- grams must be seasoned and that this seasoning takes blood and brains and industry. The second son belonged to a differ- ent breed. He had deep reverence for his father because he had absorbed the tales of his wisdom and enterprise. He felt that than he, and came to believe that it would be difficult, disrespectful, and un- wise to change the methods of business that his father had found so successful. So as times changed, as old products and services were no longer used by peo- ple, and as new conditions arose with labor, raw materials, and markets, he refused to change, and in the end he, too, like his carefree brother, lost his his father was much wiser HEIRS of EMOCTACY Ww * Ww W.W. CHARTERS Director, Bureau of Educational Research, Ohio State Univer- sity, Columbus inheritance because he was unwilling and unable to change. The youngest son, as often happens, was different from his brothers. He studied his inheritance. Comparing it with other properties he learned to ap- preciate its important values. He under- stood about the industry and intelligence his father had lavished upon his projects. He knew the possibilities that lay within the undeveloped assets that his father had assembled. And he absorbed his father’s good ideals of social service. But he had something neither of the brothers possessed. He understood the new world in which he lived. Convinced as he was that his father had built wisely, he made no impulsive changes in the business. Instead he carefully studied what had been left him and patiently modified the business to be in keeping with the demands of his times. Then when he in turn came to lie with his fathers, the inheritance was more valu- able than when he acquired it because he had the intelligence to recognize his assets and the wisdom to use them for new service as they were needed. The citizens of the United States of America are also the beneficiaries of a vast inheritance. For centuries millions of men and women have labored with intelligence to improve raw resources of unparalleled richness. One by one they VOLUME 29, NUMBER 9; DECEMBER 1940 have made their little contributions based so soundly that others could build upon them. They have specialized upon inventions and have been unique in putting new ideas into practical use. But particularly they have concen- trated upon a social program. Assem- bling ideas from forward-looking pio- neers of the spirit in the Europe from which they emigrated, they invented an indigenous pattern of living which has come to be known as the democratic way of life. Invention of this pattern was not a simple matter. It was something more than getting an idea and recording it in the Patent Office in Washington. Its characteristics were the product of in- genuity backed by patience and com- promise, fed with iron in the blood, It was hammered out on the anvil of ex- perience by sweating craftsmen of the social order. It had its battles, its heroes, its defeats, and its victories. The characteristics of this democratic pattern of life are well described in the Declaration of Independence, the Con- stitution of the United States, the Bill of Rights, and the writings of statesmen who have followed after. Cataloged by many people they run as follows: [1] Respect for the dignity and worth of the individual human personality. [2] Open opportunity for the individual. [3] Economic and social security. [4] The search for truth. [5] Free discussion; freedom of speech; freedom of the press. [6] Universal education. [7] The rule of the majority; the rights of the minority; the honest ballot. [8] Justice for the common man; trial by jury; arbitration of disputes; orderly legal processes; freedom from search and seizure; right to petition. [9] Freedom of religion. [10] Respect for the rights of private property. [11] The practice of the fundamental social virtues. [12] The responsibility of the individ- ual to participate in the duties of democ- racy. These are the assets which our chil- dren of today, are receiving as their in- heritance from a long line of anonymous ancestors who have worked that they may enjoy, refine, and improve them for their descendants. [ 259 | Thirty million children in the schools today have had this inheritance be- stowed upon them merely because of the fact that they were born in the United States of America. How they will de- velop this spiritual wealth cannot be left to chance. That is an essential responsi- bility of the public schools of the nation which are established to develop an in- telligent citizenry. Children may take the attitudes of the three brothers in our story. Like the oldest son they may treat their inherit- ance lightly. With no intimate knowl- edge of the wisdom and industry of their ancestors, they may accept the demo- cratic ways of life as matters of course, unaware of the fact that continuous vigilance is essential to continued pos- session. Then when they find security slipping, they strike out at random in a panic and try out flashy innovations that are presented by plausible salesmen. They fail because they are ignorant: irresponsibles in the making. Or like the second son, others may never progress beyond an infantile stage of maturity. They glory in the resources that nature has poured out upon this nation. Appreciating and over-estimat- ing the wisdom of the men of earlier days they idolize their ancestors and base their security for the future upon the familiar foundations of their past. For them there are no new solutions to new problems; there would be no new problems, they say, if the ancient meth- ods had been sincerely followed. Change and evolution are not accepted as neces- sary elements of life; they are some- thing to regret and fight against. These people will be the ultra-conservatives. The welfare of democracy rests squarely with the breed of the youngest son. They know the price that was paid for the characteristics of democracy as they were accomplished one by one. They have a wholesome respect for the great leaders who with their weaknesses and virtues consolidated the gains of anonymous men. They understand the potential resources of the nation and feel an obligation to do their share to maintain and increase the national her- itage. Better, however, than the others, they also know their present. They see world wars bring new problems of which their ancestors were not aware. They witness the closing of the frontiers, the millions [ 260 J of unemployed, and the drift from coun- try to city. They know that here and now they face problems which only prophets among their ancestors could have foretold and they were silent. Profoundly differing from the other groups, these people use their intelli- gence. Believing in the fundamental bases of democracy both by logic and by long and satisfying conditioning, they study its fundamentals on the one hand and the current problems on the other. And as they study they bring all their intelligence to bear to solve the prob- lems within the framework of their be- liefs. Modifications of the methods of democracy are sought to meet the new problems. When they find a characteris- tic that does not work completely, they first try to raise ideals and improve prac- tice rather than cast it overboard. When a new solution outside the framework is proposed, they patiently weigh the evidence before they are willing to adopt it and even then the new is modified when it is brought within the democratic frame. For them democracy is an evolu- tion in a changing world in which elastic foundations are adjusted to maintain the principles and modify the details. Their guiding aim is to sustain “the dignity and worth of the individual human per- sonality.” This superior type of citizen does not just happen. He is the product of edu- cation in home, community, and school. Of all these agencies the schools’ re- sponsibilities are the greatest because they are maintained by the state pri- marily for its own protection. Democ- racy without education is “but the pro- log to a farce or a tragedy or perhaps both,” said one of the Founding Fathers. The duties of the school are described from three directions. The first respon- sibility of the school is to lead its chil- dren to appreciate their inheritance. It tells them the dramatic stories of the crises from which developed the struc- ture of democracy. In telling these stories it neither glorifies nor belittles the ac- tors; it makes them real persons and describes them as potent forces in their times. In the current theater of world affairs, it distinguishes the opportuni- ties afforded to the youths of a democ- racy from those in other nations with other patterns of life. It makes an honest case for democracy in which it acknowl- edges defects but maintains the funda- mental soundness of the democratic base. In doing this the school is influenc. ing the beliefs and attitudes of the young and as such leaves itself open to the charge of indoctrination. But that criti. cism is not necessarily serious. Indoctrj- nation is a fact wherever communica. | tion exists. If the child asks the mother, “Is stealing a sin?” and the mother says “Yes” or “No,” indoctrination has oc- curred to the extent that the child be. lieves the mother, who is responsible for telling the truth as she sees it. The basic problem is not whether or not indoctrination is practiced. The fundamental issue is the kind of indoc- trination. Influence exerted by appeals to prejudice, passions, authority, and other considerations which are irrele- vant and illogical is bad. Indoctrination based upon mature judgment, logical arguments, and honest convictions is good. It is not only good but necessary if the things we believe in are to be passed on to our children for their guid- ance. What has proved useful to us is likely to be useful to the young. From another direction, the school has a responsibility to acquaint the young with the society in which they live. Sociology, economics, political science, and history in all their combi- nations in the problems of democracy must be familiar to youth. In this respect the highschools and colleges have failed in their responsibilities. Such is inex- cusable in a democracy. Youth must be made aware of the world about them for otherwise they will not recognize those current problems which require an adequate solution. Adequate solutions are safeguarded by the third responsibility of the school. It must teach the young the technics of intelligent thinking. Methods of defin- ing social problems, collecting data, ex- ploring hypotheses, finding solutions, checking on their validity, and using them in improving practice are matters supremely important in the school. It, better than any other agency, is equipped to develop the artistry of intelligent thinking. When the school combines re- spect for the inherited assets of democ- racy with a sensitive awareness of cur- rent times and provides practice and skil in thoughtfully devising solutions which will work, it will then be performing its essential functioninademocracy.—A vail- able as Personal Growth Leaflet 147. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION > base, luenc. /oung o the criti- loctri- 1Nnica- other, r says IS Oc- d be- le for er Or The ndoc- peals and rrele- ation gical ns is ssary to be guid- us is chool + the they litical ymbi- cracy spect failed inex- ist be them ynize quire irded hool. cs of lefin- 1, €X- ions, ising atters 1. It, pped igent 2s re- moc- cur- skil hich g its vail- 147. rION ... stared in astonishment at the spectacle Eprror1aL NoTE—Schoolmaster of Y es- terday is the story of a dynasty of school- masters—the three-generation story of Thomas, Benjamin, and Millard Ken- nedy, who held sway in Indiana district schools for ninety-nine years. Millard Kennedy (in collaboration with Alvin F. Harlow) is the author of Schoolmaster of Yesterday, published by Whittlesey House (1940, $2.75). He tells of Thomas Kennedy, who started teaching in 1820 when there were no textbooks, little paper, and few slates. The schools were isolated log cabins with earthen floors and backless benches. By the time Thomas’ son, Ben, began to teach, shortly before the Civil War, things had become a little better organ- ized. He even had to get a teacher’s certificate. The examiner asked him to give the gender of “boys.” “Masculine,” UST WHEN and where and how the notion arose that the master must squander a part of his little stipend on a Christmas treat for his pupils, I do not know. But somewhere or other, one or more teachers must have balked at doing it, whence came the practice of taking possession of the schoolhouse and refusing to admit the teacher until he promised a treat. After a time the bar- ring out came to be almost a fixed cus- tom, because it afforded opportunity for a romp and a tussle of wits with the teacher. There is no doubt that much joy was taken out of the school term if he said quietly, “Yes, I'll treat.” Even if he made a practice of treating, the pretense was always assumed that he must be forced to do it; and he, for his part, if he enjoyed such a contest, Ben answered promptly. “Girls?” “Feminine.” “Children?” “Common.” “Books?” “Neuter.” The certificate was duly issued. When Ben’s son, Millard, began his teaching days, the equipment of the schools had progressed to the extent of providing McGuffey’s Readers in the desks and furnaces in the cellars, but he still taught in a one-room school- house, where one class recited while the others conned their lessons. But even during Millard’s career the old country customs continued. The schoolmaster played Fox and Hounds with his pupils, took the boys on coon hunts, and at Christmastime was ex- pected to allow his pupils to “force” him into treating them. Let Millard Fillmore Kennedy himself tell the story of “barring out” at Christmas: always refused to commit himself when youngsters began throwing out feelers two or three weeks before Christmas. His reticence forced them to put the pressure on him. Thru more than half of the nineteenth century this was done by seizing possession of the schoolhouse before dawn and keeping him out until he capitulated. The assumption was that inside the schoolroom the teacher was the Law, and could not be subjected to compulsion. But catch him outside the building, and he became a mere layman, a mortal shorn of power, and could be forced. Later on, youngsters in some neighborhoods developed the more row- dyish idea of seizing the master if he was obdurate, and ducking him in some nearby water until he gave in—some- times having to cut thru ice to do it. VOLUME 29, NUMBER 9; DECEMBER 1940 All this ado was made in the earlier years over a matter of a bushel of apples and a few pounds of candy. But perhaps I’m wrong there; the youngsters would have said that it wasn’t the treat they fought for—it was the principle of the thing. There were never more than two kinds of store candy seventy-five years ago. One was the striped-stick variety, the other a mixture of hard stuff made of sugar and chalk; and many country stores didn’t carry either kind. Perhaps two or three gallons of cider might be added to the treat—and by Christmas some of it might be getting pretty hard. Peanuts began to appear in the rural Midwest in the fifties, and thereafter a bait of them might be a part of the treat; and later on, even one small orange to each pupil! We Kennedys all went thru these monkeyshines time and again. The larger pupils would coach certain of the little ones to begin sounding the teacher around the first of December, and his replies would be carefully pondered. If he proved obstinate or noncommittal, he might look for trouble. When Father was teaching in Union Township in the late fifties, at a time when he had many adult pupils on his roster, he was approached one December by a committee of little girls, evidently sent by the older pupils, to ask whether he was going to give a treat. “Why, I might treat the younger schol- ars,” he replied, as if the question were new to him, “but I would never think of treating grown men and women. They might not like it.” This was a new line of evasion, and when the little girls’ report was made, it was taken seriously. Two or three days before Christmas, a ten-year-old boy said to Father, “Teacher, are you goin’ to treat?” “T hardly think I will,” replied Father with elaborate casualness, as if the matter had scarcely entered his mind. “If you don’t, the big boys’ll lock you out,” warned the youngster. “Is that so?” said Father, still absently. “When?” “Early in the mornin’, before you git here,” was the news. Now, “early in the morning,” in the vernacular, meant “early tomorrow morning.” The little boy, as Father quickly guessed, was no emissary. He was just gratifying his desire to gain the [ 261 | teacher’s notice by tattling something which he had heard the big boys saying to each other. The threat immediately aroused the teacher’s love of fun. That afternoon, when he went home to his boarding place, he told his hostess that he would not be there for breakfast, and asked her to make up a package of food sufficient for two meals. About midnight he rose and dressed, took his double lunch and his books and hurried to the schoolhouse. There he started a nice fire going and sat down to await results. He had little expecta- tion of any invasion before daybreak, but just wanted to be on the safe side. Along towards dawn, when the fire had burned down to a heap of glowing coals, he withdrew to the shadows in a corner of the room. Presently, sure enough, he heard voices, and in came six or seven of the older males. It was a schoolhouse, you see, which was seldom locked, be- cause there was never anything left in- side that was worth stealing. Father had hidden himself under a seat in his dark corner. The boys poked up the fire, threw on more wood, and sat down around it, talking of the im- pending crisis. Some of them rose to jam the windows tightly with billets of wood and bar the door. They tried to guess how the teacher would meet the chal- lenge, tried to plan counter-strategy—a difficult thing to do, for as one of them remarked, Ben Kennedy was as tricky as the devil. At last, one of them, who had been a bit uneasy all along, said, “Boys, didn’t it strike you when we came in that there was a lot of fire here and the room was mighty warm for five or six oclock in the morning? Maybe he’s here already, hid up in the loft.” The suggestion struck them speechless for a moment. “That’s so,” finally ad- mitted one. “He might be.” “Well, if he’s here,” remarked an- other, “he’s heard aplenty about hisself and what we're goin’ to do.” “When it gets a little lighter,” said the first, “we better search the loft.” Father deemed the time ripe for his appearance. “Boys,” said he, rising up in his corner, “I declare, I’ve never known scholars so punctual; never heard of boys so anxious to get at their books that they went to the schoolhouse before daylight.” Some of them had started to their feet at thie sound of his voice; all stood glum and speechless. [ 262 | “Let’s sit down and talk this thing over,” said he. But they were in no mood for talk. Their coup had failed, and they were out of humor. Some one of them mut- tered that they might as well be gittin’ home to breakfast. He tried to detain them, but they would not be detained. But as they shuffled out, he thought he saw something sinister in their eyes, in the glances they exchanged with each other, even in that remark that they were going home to breakfast. As they went out of the door, they muttered to each other, and watching from the win- dows as they moved away in the dim light, he saw that they had their heads together and were talking eagerly. They didn’t come back after break- fast; in fact, they didn’t even go home, but lay in wait in a thicket alongside the road to the teacher’s boarding house, expecting to capture him when he went to his breakfast. Much to their surprise, he didn’t pass by. He, on the other hand, guessed what was up when they didn’t come back to school. He ate not only his breakfast, but his noon lunch at his desk. They, finding that he did not pass at noon, finally gave it up and dispersed, but they waylaid the other pupils after school was out and laid plans for the night. This time they really circumvented the teacher; for when he appeared at school next morning, he found himself barred out, and with not only all the older pupils, male and female, inside, but many of the younger ones as well. This time they seemed really to have gained control of the situation, but he refused to admit it. He held a parley with the garrison thru a window and was told that the only thing left for him to do was to promise the treat. He was still obdurate. So were they; they told him they'd stay there until spring rather than yield the point. At last he said, “I'll tell you what I'll do. If any of you can catch me before noon, I'll stand treat tomorrow. ...” for the next day was Christmas. The enemy held a conference on that proposition. “He’s just trying to tole us away from the schoolhouse so he can make a roundance and come back here and get possession,” was the opinion of the majority. They eventually decided to pick six of the fastest runners among the older boys and accept his challenge. While the six pursued him, the reg _ would hold the fort. They announced e . ° | this thru the window to him, where. | upon he prudently withdrew several yards—and it was well that he did, for almost immediately the half-dozen pur. suers burst out of the building and took after him. Father headed eastward along the main road toward Franklin, eight miles distant. Along the first mile or so of the road, he was well known, and observers thought it was just Ben Kennedy and his boys playing another of those Fox and Hounds games, tho it did seem a queer time of day to be at it; but maybe be- cause it was Christmas Eve. But as they got farther along the road, they came into less familiar territory; as they overtook and passed jogging farm wagons and buggies or met others going westward, the drivers as well as people in farmhouses by the roadside stared in astonishment at the spectacle of a young man skimming along the road at nine or ten miles an hour, with half a dozen others pounding over the frozen earth from three hundred to eight hundred yards behind him. All parties involved seemed to be in good humor, however, and asked for no help, so nobody interfered, tho several un- answered questions were shouted at the speeding contestants. There was no breath to waste on replies. Mile after mile they reeled off. The boys had good staying powers, and as for their teacher, if he had been forty years younger when the Olympic Games began, I’d have backed him to hold his own with any of them in the 10,000 meters or the marathon. They ran the eight miles to the environs of Franklin in good time. Just outside of town, Father, tho still good for many more miles, slowed up to a walk—he didn’t want to lick them too badly—and when the foremost of the boys caught up with him, he said, smiling, “You win.” Teacher as well as pupils was red- faced and sweating as if in midsummer, and some of the boys were well-nigh winded, and wanted to sit down. “We'll wait till the rest catch up with us,” said Father, “and then go on into town.” “Into town? What for?” gasped one. “Why, to buy the treat, of course,” said Father. “And you all can help me carry it back home.” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 1e rest 2uNnced where. several id, for N pur- d took ig the - miles of the servers nd his X and queer be be- road, ‘itory; gging others ell as idside ctacle g the with *r the “d to . All good help, | un- it the $ no The id as forty ames d his 0,000 1 the akin own, more idn't vhen with red- mer, nigh with into one. ” | rse, me ION w The Lord Is My Shepherd Cur Lord is my shepherd; I shall not want. He maketh me to lie down in green pastures: he leadeth me _ beside the still waters. He restoreth my soul: he leadeth me in the paths of righteous- ness for his name’s sake. Yea, though I walk thru the valley of the shadow of death, I will fear no evil: for thou art with me; thy rod and thy staff they comfort me. Thou preparest a table be- fore me in the presence of mine enemies: thou anointest my head with oil; my cup runneth over. Surely goodness and mercy shall follow me all the days of my life: and I will dwell in the house of the Lord for ever.—Psalm 23. The Golden Rule Cwererore all things whatsoever ye would that men should do to you, do ve even so to them: for this is the law and the prophets.—Matthew 7:12. The Ten Commandments © ew sHALT have no other Gods before me. [2] Thou shalt not make unto thee any graven image. Thou shalt not take the name of [3 the Lord thy God in vain. [4] Remember the Sabbath day, to keep it holy. [5] Honor thy father and thy mother. [6] Thou shalt not kill. [7] Thou shalt not commit adultery. {8] Thou shalt not steal. [g] Thou shalt not bear false witness against thy neighbor. [10] Thou shalt not covet anything that is thy neighbor’s—Exodus 20: 3-17. The Beatitudes Drums are the poor in spirit: for the kingdom of heaven. Blessed are they that mourn: for they shall be Blessed meek: for they shall inherit the earth. theirs is comforted. are the Blessed are they which do hunger and thirst after righteousness: for they shall be filled. Blessed are the merciful: for they shall obtain mercy. Blessed are the pure in heart: for they shall see God. Blessed are the peacemakers: for they shall be called the children of God. Blessed are they which are persecuted cA Golden Greasury trom the BIBLE THE IMPORTANCE OF THE BIBLE The Bible expresses the highest aspirations of mankind. In it are the ideas that have inspired, com- forted, and lifted humanity for generations. for righteousness’ sake: for theirs is the kingdom of heaven. Blessed are ye, when men shall revile you, and perse- cute you, and shall say all manner of evil against you falsely, for my sake. Rejoice, and be exceeding glad: for great is your reward in heaven: for so persecuted they the prophets which were before you.—Matthew 5:}3-12. God’s Love and Peace Fun God so loved the world, that he gave his only begotten Son, that whoso- ever believeth in him should not perish, but have everlasting life—jJohn 3:16. Chxw Jesus said unto them, I am the bread of life: he that cometh to me shall never hunger; and he that believeth on me shall never thirst—John 6:35. Cur HEAVENS declare the glory of God; and the firmament showeth his handy- work. Day unto day uttereth speech, and night unto night showeth knowl- edge.—Psalm 19:1-2. ND HE Shall judge among the nations, and shall rebuke many people: and they shall beat their swords into plow- shares, and their spears into pruning- hooks: nation shall not lift up sword against nation, neither shall they learn war any more.—Isaiah 2:4. IJ aM the true vine, and my Father is the husbandman. Every branch in me that beareth not fruit he taketh away: and every branch that beareth fruit, he purgeth it, that it may bring forth more fruit. Now ye are clean thru the word which I have spoken unto you. Abide in me, and I in you. As the VOLUME 29, NUMBER 9; DECEMBER I940 x branch cannot bear fruit of itself, except it abide in the vine; no more can ye, except ye abide in me.—John 15:1-4. bu Nor your heart be troubled: ye believe in God, believe also in me. In my Father’s house are many man- sions: if it were not so, I would have told you. I go to prepare a place for you. And if I go and prepare a place for you, I will come again, and receive you unto myself; that where I am, there ye may be also. And whither I go ye know, and the way ye know.—John 14:1-4. A Tree of Life Feast is the man that findeth wis- dom, and the man that getteth under- standing. For the merchandise of it is better than the merchandise of silver, and the gain thereof than fine gold. She is more precious than rubies: and all the things thou canst desire are not to be compared unto her. Length of days is in her right hand; and in her left hand riches and honor. Her ways are ways of pleasantness, and all her paths are peace. She is a tree of life to them that lay hold upon her: and happy is everyone that retaineth her. The Lord by wisdom hath founded the earth; by understanding hath he established the heavens. By his knowledge the depths are broken up, and the clouds drop down the dew.—Proverbs 3:13-20. (Was is a mocker, strong drink is raging: and whosoever is deceived thereby is not wise.—Proverbs 20:1. Prayer and Benediction Ch even THIS MANNER therefore pray ye: Our Father who art in heaven, hal- lowed be thy name. Thy kingdom come. Thy will be done on earth as it is in heaven. Give us this day our daily bread. And forgive us our debts, as we forgive our debtors. And lead us not into temp- tation, but deliver us from evil. For thine is the kingdom, and the power, and the glory, for ever. Amen.—Mat- thew 6:9-13. Ax Let the beauty of the Lord our God be upon us: and establish thou the work of our hands upon us; yea, the work of our hands establish thou it— Psalm 90:17. [ 263 | Cu Lord bless thee, and kecp thee: The Lord make his face shine upon thee, and be gracious unto thee: The Lord lift up his countenance upon thee, and give thee peace-—Numbers 6:24-26. The Good Neighbor A CERTAIN MAN went down from Jeru- salem to Jerico, and fell among thieves, who stripped him ... and wounded him, and departed, leaving him half dead. ... There came down a cer- tain priest that way: and when he saw him, he passed by on the other side. And likewise a Levite ... came and looked on him, and passed by on the other side. But a certain Samaritan . . . came where he was; and when he saw him, he had compassion on him, And went to him, and bound up his wounds . . . and set him on his own beast, and brought him to an inn, and took care of him. And on the morrow when he de- parted, he took out two pence, and gave them to the host, and said ... Take care of him; and whatsoever thou spend- est more, when I come again, I will re- pay thee. Which now of these three, thinkest thou, was neighbor unto him that fell among the thieves?—Luke 10: 30-36. The Greatest Thing in the World Gwen I speak with the tongues of men and of angels, and have not love, I am become as sounding brass, or a tinkling cymbal. And though I have the gift of prophecy, and understand all mys- teries, and all knowledge; and though I have all faith, so that I could remove mountains, and have not love, I am nothing. And though I bestow all my goods to feed the poor, and though I give my body to be burned, and have not love, it profiteth me nothing. Love suffereth long, and is kind; love envieth not; love vaunteth not itself, is not puffed up, Doth not behave itself un- scemly, seeketh not her own, is not easily provoked, thinketh no evil; Rejoiceth not in iniquity, but rejoiceth in the truth; Beareth all things, believeth all things, hopeth all things, endureth all things. Love never faileth: but whether there be prophecies, they shall fail; whether there be tongues, they shall cease; whether there be knowledge, it shall vanish away. For we know in part, and we prophesy in part. But when that [ 264 ] which is perfect is come, then that which is in part shall be done away. When I was a child, I spake as a child, I under- stood as a child, I thought as a child: but when I became a man, I put away childish things. For now we see thru a glass, darkly; but then face to face: now I know in part; but then shall I know even as also I am known. And now abideth faith, hope, love, these three; but the greatest of these is love. I Corinthians 13. SH: HATH SHOWED thee, O man, what is good; and what doth the Lord require of thee, but to do justly, and to love mercy, and to walk humbly with thy God?—Micah 6:8. A Living Sacrifice J BESEECH you therefore, brethren, by the mercies of God, that ye present your bodies a living sacrifice, holy, ac- ceptable unto God, which is your rea- sonable service. And be not conformed to this world: but be ye transformed by the renewing of your mind, that ye may prove what is that good, and acceptable, and perfect, will of God. For I say, thru the grace given unto me, to every man that is among you, not to think of himself more highly than he ought to think; but to think soberly, according as God hath dealt to every man the measure of faith. For as we have many members in one body, and all members have not the same of- fice: So we, being many, are one body in Christ, and every one members one of another. Having then gifts differing according to the grace that is given to us, whether prophecy, let us prophesy according to the proportion of faith; Or ministry, let us wait on our ministering: or he that teacheth, on teaching; Or he that exhorteth, on exhortation: he that giveth, let him do it with simplicity; he that ruleth, with diligence; he that showeth mercy, with cheerfulness. Let love be without dissimulation. Abhor that which is evil; cleave to that which is good. Be kindly affectioned one to another with brotherly love; in honor preferring one another; Not slothful in business; fervent in spirit; serving the Lord; Rejoicing in hope; patient in trib- ulation; continuing instant in prayer; Distributing to the necessity of saints; given to hospitality. Bless them which persecute you: bless, and curse not. Re- joice with them that do rejoice, and weep with them that weep. Be of the same mind one toward another. Mind not high things, but condescend to men of low estate. Be not wise in your own conceits. Recompense to no man evil for evil. Provide things honest in the sight of all men. If it be possible, as much as lieth in you, live peaceably with all men, Dearly beloved, avenge not yourselves, but rather give place unto wrath: for it is written, Vengeance is mine; I will repay, saith the Lord. Therefore if thine enemy hunger, feed him; if he thirst, give him drink: for in so doing thou shalt heap coals of fire on his head. Be not overcome of evil, but overcome evil with good.—Romans 12. yn now thy Creator in the days of thy youth, while the evil days come not, nor the years draw nigh, when thou shalt say, I have no pleasure in them.—Ecclestastes 12:1. B: strRoNG and of a good courage; be not afraid, neither be thou dismayed: for the Lord thy God is with thee whithersoever thou goest.—Joshua 1:9. Scsum little children to come unto me, and forbid them not: for of such is the kingdom of God.—Luke 18:16. Bisa» Is THE MAN that walketh not in the counsel of the ungodly, nor standeth in the way of sinners, nor sit- teth in the seat of the scornful. But his delight is in the law of the Lord; and in his law doth he meditate day and night. And he shall be like a tree planted by the rivers of water, that bringeth forth his fruit in his season; his leaf also shall not wither; and whatsoever he doeth shall prosper. The ungodly are not so: but are like the chaff which the wind driveth away. Therefore the un- godly shall not stand in the judgment, nor sinners in the congregation of the righteous. For the Lord knoweth the way of the righteous: but the way of the ungodly shall perish.—Psalm 1. Editorial Note—“A Golden Treasury from the Bible” is available as a 16-page Personal Growth Leaflet. Many teachers will wish to give copies of this leaflet as Christmas gifts to students avd friends. Matching envelops are also available. For prices and a complete list of leaflets, see page 279 of this JouRNAL. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION > and of the Mind > men r OWn vil for sight ich as men. selves, for it [ will thine thirst, thou d. Be € evil 1 the days nigh, asure e; be ayed: thee | 129. > me, s the 1 not nor r sit- it his and and nted geth also r he are | the un- 1ent, the the the sury page hers t as nds. For see ION | Whipped ogacco is the slave-driver of man. I don’t care what advertisements say about “good taste” and “settle your nerves.” There’s nothing to it. Tobacco doesn’t settle anyone’s nerves unless you have already started using tobacco and it gets a hold on you and you get nervous and have to have a smoke. Why be a slave to tobacco? If you use it, that’s what you'll eventually be. After I had been superintendent of county schools for one year, and prin- cipal of two large public highschools, and had warned hundreds of boys and girls of the bad influences of tobacco, I started using it myself. I didn’t really know what the “bad” influences of to- bacco were. 1 had never experienced them. I was talking thru my hat to my students but yet I was giving them good advice and didn’t know it. This is how it all came about. I went to my home in W-Hollow one Friday evening after school was out. My brother told me that there had been a wedding in W-Hollow and that we ought to go to the belling. Bellings have always been delightful social functions to attend among the hills. James and I took our automatic-shotguns, saddled our mules, and rode to the belling. The young mar- ried couple stood on the porch and watched us circle around the house— fifty boys or more with our guns pointed high in the air with blazes of fire shoot- ing skyward from their muzzles. After we'd fired our guns until they got so hot we couldn’t hold them any longer, the Captain of our “Bell Crowd” asked for our treat. We were given cigars and candy. I didn’t care for the candy. The two cigars that had been given to me were long-green two-for-a- nickel cigars. They were better known among cigar smokers as “Twofers.” I looked at the cigars and wondered how the little weed that I had helped grow all my life in W-Hollow could enslave millions of people. A weed that is pretty growing in winding rows around the east-Kentucky mountain slopes. “What’s the matter, big boy?” a small, pale-faced boy asked me. “Can’t you smoke that cigar? Ain’t you a man yet? If you can’t smoke it, let me have it!” an Enemy says JESSE STUART who is—according to Scholastic Maga- zine—“‘a husky and versatile young man who finds time to write a great deal 4 creative literature; run his farm at iverton, Kentucky; teach al the Greenup Highschool; and thoroly enjoy life.” “Thank you,” I said. “I can smoke a cigar.” “You can’t do it,” he said. “I dare you.” After he’d moved along, what he said stirred me. He had dared me to smoke a cigar. He had said that I couldn’t. I didn’t like it. I wouldn’t take a dare. I wasn’t a sissy. I have never been. I re- member the boys in the past who had dared me to smoke and I had never smoked. Not one had ever called me a sissy, tho. They knew that I wasn’t be- cause they played football with me. I believe now that it was because I had never smoked that made me so long- winded and tough on a football field. I didn’t know what it was to tire. I walked five miles to school and five miles home. And before I left home I fed twenty hogs and milked four cows. When I came home, I milked four cows, fed twenty hogs, and cut wood for our cookstove and fireplace. Yet, during that day I had played a hard game of football and I was not tired. Now a weakling had dared me to smoke and I had accepted his chal- lenge. My brother and I rode our mules home up the hollow with our guns across our shoulders. 1 smoked both cigars. 1 didn’t feel a bit dizzy. The smoke hadn’t bothered me. I felt fine, and I had that feeling of supreme con- fidence that I had conquered something. “Jesse, when did you start smoking?” James asked me as we rode the mules home thru the moonlight. “I started tonight,” I said. “It seems like you've started with pretty strong tobacco,” he said. “It smells strong enough to knock you down— those old cheap “Twofer’ long-green cigars. How can you stand that stuff? Looks like it would make you sick.” “It doesn’t bother me,” I said. “I can take it on the chin.” “If I were your age and had never VOLUME 29, NUMBER 9, DECEMBER 1940 smoked,” James said, “I wouldn’t start it now.” I laughed at James’ advice He was nine years younger than I. I had taught him in school and had given him advice about smoking. I didn’t take his advice any more than he had taken mine. It was in 1936 that I attended the bell- ing in W-Hollow and smoked my first cigars. That was the beginning. I started smoking. I made men move away from me on buses. I made old seasoned smokers leave the smoking compart- ments on trains. I smoked like this for four years and eighty-nine days. I was a one-man furnace. I'll give you approximately the num- ber of cigars that I smoked while I was a slave to this weed. I averaged no less than ten cigars a day and some days I smoked as many as twenty-five cigars. I craved them. I had to have them. And not only did I like the smoke but I chewed the ends of the cigars. I had to light another cigar—chew the end of it and smoke it at the same time. At a low estimation I smoked 15,490 cigars. The smoke from all these cigars went into my system. My lowest estimate of cost for my four years of enslavement to the cigar habit was $875.50. This would have paid up a small insurance policy. Now smoking cigars was not all for me. While I was in England on a Gug- genheim Fellowship, I learned to smoke a pipe. Cigars were quite small there as compared to the American cigars—and they were much dearer in price since all tobaccos were imported. Many days I have smoked a tin of tobacco in a day. I smoked at least 516 tins of tobacco at a cost of fifteen cents per tin. That made an extra $77.40 added to my cigar cost. This does not include the three rock- ing chairs that I went to sleep in and woke up to find on fire. I had to pay for these. Nor does this cost include the one bed I set on fire and had to pay for. Nor does this include the six suits and two overcoats of my own that cigar ashes set on fire and burnt holes in and I had to have fixed. I looked in the mirror at my once- white teeth, now as yellow with tobacco stain as an October pumpkin. It made me sick to look at them. People had commented about my white teeth. They didn’t comment now. All of my life, I had fought against the control of people. I had bragged [ 265 | certainly about my independence. I was an in- dividualist, and now I had bowed not to man, but to a weed. I got to the place that I had to break away from my master. I couldn’t be a subject any longer. I'd gotten into this thing myself and I would be man enough to quit it. I wouldn’t stand it any longer. I began to feel the harm it was doing my body. It was ruining my teeth. It had spoiled the taste in my mouth. It had coated my tongue. | didn’t have the life and the pep that I'd once had. If I had run one-hundred yards at topspeed, I would have fainted. I had run everything from the two miles up in college. I said 1 would quit tobacco and I meant to quit it. 1 would hate to be too weak-willed to quit a thing that was hurting me. It hurt me when I wanted tobacco and wouldn’t let myself have it. But I wouldn’t turn to it—no matter how much I suffered. I determined not to touch it. The first day I was so on edge when I couldn’t get tobacco that if a person said a thing to me I didn’t like, I wanted to fight that person. If a person said a thing to me that was the least bit funny, I laughed and laughed hysteri- cally—and once at a sad thing someone said, I wept. I couldn’t even write a letter that day. I couldn’t do anything. It was the hardest day I’ve ever lived in my life—that day that I quit tobacco. But the next day I suffered less and the third day I suffered still less. I never went back to tobacco. I didn’t retract. Since I have quit tobacco, I feel like a new man. I am my old self again. The surge of youth—swift as a mountain stream—runs in my veins. My teeth, tho not white as they once were, don’t look like the backwall of a furnace. I can sit down at a typewriter now and never get up until I have finished a ten-thousand word short story. I can run a mile with- out fainting. I am myself—strong as a lion, hearty for food as a hounddog. I feel like shouting to the boys and girls of this nation to “lay off” tobacco. They will sooner or later learn what it will do to the only bodies they will ever have. They will learn it is an expensive habit. I am not a crusader and I am not a fanatic. I am not a sissy or a softie among men. I am one of the toughest. I know what I’m talking about by actual experience.—Reprinted from Scholastic, October 14, 1940. [ 266 ] Education Is My Commodity W. D. MAC QUARRIE Machine Shop Instructor, Washington Junior Highschool, Pasadena, California VER THE past few years I have studied with interest the tech- nics used by publishers, adver- tisers, radio, and movies to get the public to react in a predetermined way, say, to buy a certain brand of breakfast cereal. A few of the more important attention- getting factors are selection of the vitally interesting material; color; variety; pro- pinquity; uniqueness; evidence of care- ful planning; anticipating reactions; and creating a want. Many of these technics can be used by teachers who wish to make classwork more meaningful to their students. One reason education sometimes does not reach the learner is that the above mediums are giving it so much compe- tition and succeeding at the expense of the schools. I am a teacher in a machine shop, the kind of a shop which one ordinarily thinks of as noisy, dirty, and altogether difficult to make into something delight- ful and meaningful in the eyes of the student. The thing that impressed me when I first visited it was the obvious lack of color. How could active boys enjoy and respect a class which was drab and lacking in color even to the point of being depressing? Taking a tip from nature and from business advertising technics, we decided that the most im- portant thing that could be done for the room was to make generous use of the color spectrum. It was felt that much use could be made of color in orienting new students to the various features of the room, and at the same time bring about a real sense of orderly neatness into the thinking of older returning students. The results have been most interesting. At first criticism was voiced by students and teachers that all the color would dis- organize and create a discordant psycho- logical condition, but such has not been the case. Instead of there being too much color, there is an apparent need for more. All power machinery was painted a bright orange because of the attention- getting qualities of this hue. All fur- naces and heat-treating equipment were THE JOURNAL OF painted aluminum. We made work benches a light green to harmonize with the medium dark green of the walls. Al] electrical outlets and switches became a gala bright red, as did all oily waste and waste paper cans. To focus attention on the demonstration table, we painted it canary yellow. Yellow-orange chalk was used on the blackboard because of its exceptional readability against a black surface. Lids of the refuse cans were each painted the color of the objects they were to remain near. For instance, the top of the can near the lathe machinery was painted orange; the one near the fur- naces, aluminum; the one by the work benches, light green. The result has been that these objects have always remained where they were originally placed. It is just as essential to have good room layout as it is for business to concentrate on good advertising layouts. This is true for two reasons. First, centers of interest should be arranged to reduce confusion when students move about the room. Second, this orderly layout has an addi- tional psychological factor in that it cre- ates strong, however subconscious, pa- cific tendencies in the youngsters. In any activity classroom there is a direct relation between layout and con- fusion, and in the case of the shops, the relationship goes still further in that ac- cidents become a factor. By improved layout in our shop, accidents were re- duced 75 percent. By centering inter- ests and activities, confusion was re- duced to such a degree that discipline and settling disputes, which had been the rule before, became the exception. There is a happier classroom situation for everyone, including the teacher, who now has time to enjoy the highly excit- ing adventure of really living with jun- ior highschool students. The business world lives by its ability to create new wants, to package its prod- ucts attractively, and to advertise them forcefully. We in education will do well to apply some of their well-tried rules for success. For when consciously studied and adapted to our particular needs, their technics can make education the most appealing and useful commodity offered to youth today. THE NATIONAL EDUCATION ASSOCIATION | | | | : | ' | J work With s. All ime a e and oN On ted it < Was of its black each were op of Was - fur- work been uned room itrate true erest ision 00m. addi- r cre- , Ppa- is a con- , the it ac- oved e re- nter- $ re- pline been tion. ition who XCit- jun- vility rod- hem well ules died heir nost ered ‘ION ITH great regions of the world in agony today, the twenty-one re- publics of this hemisphere have been more closely drawn together in bonds of fra- ternity. The Eighth International Conference of American States, meeting in Lima, Peru, in December 1938 brought forth two remarkable documents. In the Dec- laration of Lima the American republics pledged themselves to joint consultative action in the case of aggression from without the hemisphere in order that they might maintain and defend Amer- ican independence and democracy. In the Declaration of American Principles these same countries agreed, in a docu- ment that contains the guiding princi- ples of the Pan American movement, that “each [Latin American] state is interested in the preservation of a world order under law, in peace with justice, and in the social and economic welfare of mankind.” The Meeting of Foreign Ministers of the American Republics held in Panama September 23-October 3, 1939, for the purpose of considering problems growing out of the present European war, is another indication of the desire of the governments of this hemisphere actively to cooperate. International friendships are not built in a day, however, or at any conference alone, or by great and competent states- men by reason of their own efforts un- aided. International friendships, stable friendships, are built and maintained by the peoples of the countries involved, as they think in their schools and on their streets, as they write and travel, as they engage in foreign commerce, as they whole-heartedly support their statesmen who strive for friendship. In the United States, the number of colleges offering courses in the field of Latin American subjects is increasing, but the trend should be greatly accele- rated, In secondary education in our country, Latin America is too little studied. This is unfortunate, because so many of our boys and girls do not attend college. If Education, the Basis of PAN AMERICANISM PAUL J. SCHEIPS Central Highschool, Evansville, Indiana fundamental facts about Latin America are not taught and if wholesome con- structive attitudes are not inculcated in our highschools, many of our people will come to maturity with an unfortunate educational lack. This will greatly in- hibit the forward movement of the intel- lectual cooperation which is so impor- tant to a virile Pan Americanism. It was not until 1919 that Professor Sweet published the first college text- book in Latin American history, A His- tory of Latin America, which was re- vised in 1929. In 1936 Professor A. Curtis Wilgus of George Washington University published, for the Pan Amer- ican Union, his Syllabus for the Teach- ing of Latin American History in the Highschool. We must get underway in our high- schools work concerning the people of Latin America, their history, culture, and government. We must redouble our efforts in this connection in our colleges and universities. We should teach not less of Europe but more of Latin Amer- ica and the other too-long neglected areas of the world. Within our own hemisphere we need to build understanding sympathy for the other peoples, our neighbors, beyond our frontiers. Such sympathy makes for a solid foundation of brotherhood and goodwill, which are at once the root- stuff and the sturdy trunk of interna- tional peace and amity. As education is the basis of democracy, so it is the basis of Pan Americanism. In our schools we should teach more Spanish and Portu- guese, while the Latin Americans should teach more English. The radio, lecture platform, the schoolroom, and the peri- odical should be used more extensively to develop the bonds of friendship in this hemisphere, as well as thruout the world. More Pan American programs should be fostered by clubs, schools, young people’s groups, and other civic VOLUME 29, NUMBER 9; DECEMBER 1940 organizations and institutions. People should be encouraged to study the sub- ject of Latin America both in the public forum and in the smaller discussion group. Debates concerning aspects of the general subject may well be held. In the Evansville Public Schools we have not yet added to our curriculum a course in either Latin American history or inter-American relations. However, at both Reitz and Central Highschools there are classes in Spanish. Students from our Bosse Highschool recently broadcast a program on Pan American- ism over a local radio station as a part of their work in connection with Amer- ican [United States] problems. At Cen- tral Highschool we have made a definite attempt to bring Latin America to the attention of our students. In part, our approach to Hispanic America has been thru a study of Puerto Rico, that United States territory which is more and more serving as a cultural bridge. We take advantage, also, of opportunities in teaching United States or world history to dwell upon inter-American relations. At Central we have made use of maga- zines, moving pictures, lectures, and the Spanish classes. Back copies of the Puerto Rico Herald, from the library of the writer, have been turned over to the Spanish classes and the Spanish Club. Miss Irma Schmidt, instructor in Spanish, points out that the Herald is useful because of the articles in English, which give news of Puerto Rico, and because of the articles in Spanish, which give excellent practice in translation. Other similar publications can be made available. A Spanish-language school paper is in everyday use in the Spanish classes in our school. [In this connection, see on page A-162 a description of the way the Davis Junior Highschool, Mt. Vernon, New York, uses the Spanish edition of the Reader’s Digest.| [ 267 | Thru the courtesy of Mr. Walter Koch of the International Steel Company, we have been able to see some excellent moving pictures of Puerto Rico. These pictures have been shown, with explan- ations, to both the Spanish classes and to a number of social studies classes in our highschool. Thru them constructive interest in Puerto Rico was apparently created, and many of our boys and girls learned worthwhile things about an American territory that is all too little known by students in the central part of the United States. Travel and more. serious talks con- cerning Latin America have been made before the Spanish Club at Central. Books on Latin America have been re- viewed. Superior students in advanced Spanish classes have worked on special projects, involving much reading, con- cerning the people and governments of Latin America. In 1930 the fourteenth of April was officially set aside as Pan American Day, a day upon which, annually, each of the members of the Pan American Union, might honor and emphasize the high ideals of Pan Americanism. With the help of the Pan American Union many schools have instituted special celebra- tions. For several years, now, Central Highschool has taken advantage of this special opportunity for making Pan Americanism real to its students. One of our recent celebrations, for example, involved an assembly presentation of each of the flags of the twenty-one re- publics. This was followed by an address on Pan Americanism. All during the week the flags and other articles were on display. The display aroused much interest on the part of students and fac- ulty members. On Pan American Day the writer, as a representative of the De- partments of Social Studies and Spanish, gave a fifteen-minute talk over a local radio station. Latin American music, as well as dancing, has generally found a place in Central’s programs. Again this year Central Highschool is planning for a proper considevation of our hemis- pherical neighbors during the week in which Pan American Day falls. Central Highschool’s library has made a start in the direction of providing mate- rials for use in a study of Latin America. For some time now, the library has re- ceived the Bulletin of the Pan American Union, a monthly publication. It can be [ 268 | obtained by application to the Pan American Union, Washington, D. C., $1.50 in English, $1 in either Spanish or Portuguese. The Hispanic American Historical Review, published by Duke University, would be a valuable addition to any library. Today the literature on Latin America is voluminous. There is a wide list of books from which library selection can be made. The Educational Policies Commission has an unusually fine pamphlet, “For These Americas,” which is worthy of study by highschool and college stu- dents. The price per copy is 10¢, with discounts for quantity. Order from the Commission at 1201 Sixteenth Street Northwest, Washington, D. C. “The Good Neighbors, the Story of the Two Americas” is the title of one of the Headline Books published by the For- eign Policy Association, 8 West goth Street, New York City. Single copies, 25¢. The Pan American Union provides pamphlet material about its members, some of it free—particularly that for use in connection with a celebration of Pan American Day—and some for sale at cost. Among the latter is a particularly useful series, the American Nation Se- ries, containing a separate pamphlet on each of the member nations. Also avail- able at the same price—5¢ each—are the pamphlets in the American City Series and the Commodities Series. Travel in- formation can be obtained from the Union by addressing its travel service. Motion pictures can be borrowed by educational groups willing to pay the carrying charges. The United States Government has available a great deal of material on Latin America which may be had at cost from the Superinten- dent of Documents. Teachers and others ought to travel more in Latin America and more Latin Americans should visit this country. Such travel, of course, should be en- riched and enlightened by study and tolerance, as well as by a sincere effort on the part of the travelers to understand and appreciate the aspirations and ideals of the people in each of the countries visited. This can go a long way toward a sound development of intellectual co- operation, moral disarmament. The U. S. Office of Education is co- operating with the Division of Cultural Relations, Department of State, in de- veloping a program for exchange of students and professors between the United States and governments of othe American republics. Five South ag Central American countries have already made such exchanges—Chile, Costg Rica, the Dominican Republic, Panam and Venezuela. The Office of Educatie states that “the exchanges are the result of a belief expressed at the Inter-Ameri can Conference for the Maintenance of Peace at Buenos Aires in 1936 that the promotion of cultural relationships ig one of the most practical means of de veloping in the American republics a public opinion that will strongly support the maintenance of peace thruout the western hemisphere.” Some years ago the American Associa- § tion of University Women began serious study of Latin American affairs. [A list of publications on this subject may be secured free from the AAUW, 1634 Eye Street Northwest, Washington, D. C.] In Evansville the AAUW has recently sponsored several Latin American pro- grams. Other community organizations —notably the Evansville Society of Fine Arts and History and the Evansville Public Forum—have sponsored addres- ses on Pan American Day. If we can but multiply the organiza- tions and individuals already interested in Pan Americanism by countless others in all this hemisphere, if we can but in- crease the number of teachers and other citizens in the New World, who are today rendering great service to west- ern humanity, then we can truly build for a Pan America that can do much toward bringing to the world a peace- ful and prosperous order. ; Brotherhood is all-encompassing, all- seasonal. With war now abroad in Eu- rope, with international partisanship rampant, our schools must teach a lib- eral and wholesome attitude toward all the peoples of the world. It is, neverthe- less, more important than ever, in these uncertain times, that the peoples of this hemisphere should stand shoulder to shoulder in genuinely firm friendship. The schools in America have a vital part to play. May our teachers pass on to the youth of our land an understanding of the basic stuff of which international cooperation is composed—man’s indi- vidual admiration and respect for in- dividuals regardless of race, color, creed, or flags! THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION nce of at the Ips ig of de. lics ai Ipport it the By JEANORA DON WINGATE SOCia- F erious A list From many lands came the costumes and dishes for ay be the international luncheon. ntercultural . C.] ently | pro- ‘ tions re Education sville ldres- niza- ested ITH THE sTART of the school panded to include our coat-room and thers year, my fifth-grade class de- bookshelves, for the children brought it in- cided to create an “Around many articles of wearing apparel such as other the World Museum.” The children a beautifully hand-embroidered night- y are brought many interesting objects from gown of Grecian design and a Hunga- vest- foreign lands for our classroom exhibit rian peasant costume. The bookshelves yuild table. In discussing these contributions, acquired Polish and Greek Bibles; books auch we learned that twelve foreign national- published in all the languages repre- eace- ities were represented among the thirty- sented; and newspapers from England, . two children in the class. Sweden, Italy, and Portugal. all Two children were foreign-born and Our little refugee contributed a pic- Eu- told about their country of origin. Ulli, ture of his school and classmates in ship our German refugee, described Ham- Hamburg and explained the great dif- lib- burg, Germany. Walter told us of Stock- ference between that strictly disciplined 1 all holm, Sweden. Dorothy, who had just classroom and our informal procedure. the- returned from a visit to Germany, de- His lack of oratory was compensated hese scribed her grandmother’s farm there. by his enthusiasm for his newfound free- this These informal talks were so educational dom. Dorothy brought us a new Ger- to and interesting that we decided to devote man primer showing Hitler and the hip. a half hour of every social study period army as the predominating motif in Ger- part to intercultural discussion. man education. Maria furnished us with the I asked the children to search in the stereoscopic views of Fascist Italy and r of library and at home for stories of other Mussolini. a lands, and to question their foreign-born In December we discussed ways in idi- parents about their original homeland. which Christmas is celebrated in foreign ne Without exception the parents were re- lands and learned how to say Santa ed, céptive and cooperative. Claus in the foreign tongues. Outgrowing the table, our museum ex- The children sent to consuls of nations ON VOLUME 29, NUMBER 9; DECEMBER 1940 Trinity Place School, New Rochelle, N.Y. represented in the class, letters request- ing descriptive literature and posters. We mounted the posters on cardboard and hung them on the walls. With the assistance of the art teacher, each child made a decorative and informative pos- ter, using easel paint on colored Manila paper 24” x 36”. The homemade post- ers were decorative and informative. Our home-arts teacher told us of foods that we relish in America, whose origin lies in Europe. This phase of our inter- cultural activity developed into our much-publicized international luncheon planned and prepared in its entirety by the class. The menu follows: Tomato juice—American Smorgasbord—Swedish Meat pie—English Spaghetti—Italian Spring salad—Portuguese and Spanish Stewed fruits—German Oatmeal cookies—Scotch Cocoa—Holland The lunchroom was attractively dec- orated with the posters, and children in their native costumes served the class. Between courses we sang foreign songs: “Tic-e-tic-e-toc” for Italy “My Spanish Guitar” for Spain “Oh, Dear, What Can the Matter Be?” for England “Auld Lang Syne” for Scotland “Jolly Winter” for Sweden We had solos in German, Spanish, and Irish. The luncheon ended with the chil- dren’s rising to sing, “God Bless Amer- ica,” led by a colored boy. This activity, while teaching European culture, also developed tolerance. The children learned about foreign contribu- tions to our own culture and gained a new and healthy respect for their play- mates with foreign names and for their own foreign-born parents. The class awakened to the fact that American cus- toms were evolved from customs origi- nating in the Old World, that America is the melting pot, the best and safest place in the world to live. The children came to appreciate the many blessings previously taken for granted, blessings that only foreigners usually appreciate. [ 269 | PEDAGOGY THRU PICTURES MAKING PHOTOGRAPHIC Mitr | (Christmas (ards Dishes and i . throughout Henry Frankel, Washington Junior Highschool, Mt. Vernon, New York, sent this unit to THE JouRNAL. We see here: the Pear [Z] Taking the picture. The lights were built by the boys. |2| De- veloping the film in a bakelite tank. Developer (Agfa 47) is poured in and allowed to remain eight minutes with the temperature at 70, being shaken every two minutes. The developer is emptied; water run in and poured out; Hypo poured in and allowed to stand 15 density of the negative. [6| Developing the picture. After it is de- minutes. |3| Drying the film—after it has been washed for half an veloped (in Nepra or M. Q. solution), it is put into short stop (ten hour—by hanging with clips in the dark room for overnight. |4| seconds), then put in Hypo and agitated for about 15 minutes. Arranging the two negatives—one the greeting, the other the por- |7| Washing pictures 30 minutes in cold running water. {|8| Drying trait—squarely in the print box. |5| Printing the picture in the the pictures, placing on a paper towel and pressing with a roller. print box made by the boys. Each prints his own card, exposing it Put on electric dryer for 10 minutes. |9| Flattening the cards ina to the light whatever length of time is needed, according to the hand press. |10) Coloring them. |Upper left) A finished product. n, es de. ed 0, fer Three Essentials of Mental Health (Waar ARE the minimum essential conditions of mental health—conditions universal for all, young and old, rich and poor, educated and uneducated, the individual with robust health and the invalid alike? The answer may be given quite simply: The essentials without which a person cannot be quite sound mentally, and with which—apart from accident, infection, or heredity—one can have no serious mental disorder are three: A task, a plan, and freedom. The task includes everything from the con- crete goal of the moment to the high ideals and aims of the future. A plan is necessary to make the work purposive activity. It must be one’s own task; hence freedom is necessary. What are some of the conditions under which these three essentials of mental health and effective personality can best be achieved ? One Day at a Time Cn most fundamental of the higher mental functions is what we call atten- tion, especially attention to the present situation, One’s ability to concentrate on the present, ignoring past and future, is in a sense a gauge of one’s sanity. “Sufh- cient unto the day is the evil thereof,” or as Osler puts it, “The freshest, the oldest, the usefulest” of all rules, for mental health is to live one day at a time. Of course, we must provide for the future, but the situation at hand is always related to past and future, so that we can ignore neither past nor future in attending to the present. The habit of caution, deliberation, prevision is really a form of worry. Many persons under stress of great duties would be able to work better by casting caution to the wind, acting spontaneously with atten- tion fixed on working out the best solu- tion of the present problem. Orderly Association a to the present situation implies orderly association, the next con- dition of efficiency and mental health. The desire for clearness and _ straight- forward action is so great that it be- comes a ruling motive in human ex- perience. All the thousand activities in ordinary life mean, if done efficiently, ESSENTIALS OF MENTAL HEALTH DR. WILLIAM H. BURNHAM PROFESSOR EMERITUS OF EDUCATION AND SCHOOL HYGIENE, CLARK UNI- VERSITY, WORCESTER, MASSACHUSETTS For information about the Personal Growth Leaflets, see page 279 success in the psychological sense. Put- ting anything in order, even the most ordinary matters about one’s own room or one’s own daily routine, means or- derly thinking and real success as far as it goes. Efficient activity in any con- structive task means success, however trivial and banal the task may be. Still further the daily practice of successful activity means the development of a habit of success with its stimulus and its mental attitude of confidence and cour- age. Thus, order is an important index of personality. Mental Work Cu THIRD CONDITION of mental health and efficiency is the mental work itself. The nerve cells must function or they do not develop; mental function is as important as physical function; and thus work is a most important condition for mental health. The older hygienists sought to protect the individual from the evil results of work. They failed to see clearly that the great preventive of injury to the organism, body and mind alike, is to be found in normal habits of work. From the impulse to activity it is easy to develop habits of regular and systematic work without crushing out the instinctive pleasure in work for its own sake. It is not too much to say that the development of healthful habits of work is the safeguard of health, of san- ity, of morals. Mental work, systemati- cally carried on, is even more important than physical work. VOLUME 29, NUMBER 9; DECEMBER 1940 Alternation of Work and Rest Cm FOURTH CONDITION of mental health is proper alternation of work and rest. Suitable mental work is never in- jurious if it does not last too long and is followed by adequate rest. A tendency to rhythmic activity is a law of our na- ture. The carpenter, the thrasher, the oarsman keep time at their work. The life of the well man is divided into alter- nate periods of labor and rest. A careful ear detects the rhythmic articulation of our speech. Conformity to a normal law of rhythm is of great hygienic value. In the control of emotion a coordination of the fundamental activities of the organ- ism, especially pulse, respiration, and perhaps attention, would aid greatly in developing habits of work, both physical and mental. Coordinated rates of activ- ity will be found among the important habits by which efficiency and success in work can be achieved. Normal Reaction to Feeling CNonmat REACTION to feeling appears to be essential for the health of the in- dividual; otherwise protective attitudes arise. The affective and emotional tend- encies are vitally significant in the per- sonality. Feeling is the ordinary stimu- lus to action. Maximum stimulation and response are necessary for the health of the individual. In the child the great fundamental instincts—the impulse to activity, fear, rage, love, and the social instincts are the great motive forces. It is strange that we so largely seek to thwart these forces instead of giving them op- portunity for legitimate function. The vigorous explosion of nervous energy seems to be an essential for thoroly nor- mal functioning. Excitement even seems to be necessary. It is a tonic to the mind like vigorous exercise for the body. The emotional life of the individual repre- sents the deepest springs of action. An Active Attitude Cu SIXTH CONDITION of mental health is an active attitude in the face of diff- culties. Occasions of worry, fear, and rage represent opportunity for impor- tant training. The physiology of these emotions indicates the hygienic re- sponse. An increased secretion of adren- alin into the blood serves as an emer- [ 271 | gency call; all energies are mobilized for action; an increase in heart rate, blood pressure, and in sugar secreted from the liver; the stopping of digestion, are some of the provisions for action. Vigor- ous action is normal; repression of ac- tion means nervous strain. A child on occasion of fear, for example, may run away from the object of emotion or attack it. The latter is morally better and usually more healthful. By attempt- ing always to meet a difficult situation, a habit of utmost importance for men- tal health is soon developed. Control C wnsesx should be trained to control their activities and impulses, not by re- pression but rather by indirect substitu- tion. We control one action by doing something else, one interest by develop- ing other interests. We stop thinking of one thing by thinking of something else. Every interest is potentially a means of selfcontrol. Control means the utiliza- tion of nervous energy in developing a new and healthful form of activity that may take the place of injurious emotions and unwholesome activities or mental attitudes. Control means coordination, wholeheartedness, and unity of person- ality. It is fully developed only by the education of a lifetime. Selfcontrol should be developed to improve the civic character of the American people, as well as to foster the maximum health and wellbeing of individual citizens. De- mocracy requires individual selfcontrol. Confidence T CONFIDENCE that results from ac- tion and an ordinary degree of success is an essential condition of mental health. In every activity, in swimming, boxing, and similar forms of bodily exercise; and in all accomplishments of skill, both in manual activity and the fine arts, the great advance comes when the learner acquires confidence. In all forms of learning, confidence is an atti- tude essential for success. Normal Social Relations Cm NINTH CONDITION of mental hy- giene concerns normal social relations. To act with others as follower or leader, to serve, to cooperate, to resent, to fight, represent healthful attitudes and forms of activity. To deceive, to act cruelly, to [ 272 ] be suspicious, to hold a grudge, repre- sent unhealthful as well as unsocial mental attitudes. Adjustment ( to environment sums up all conditions of mental health and ef- fective personality. And adjustment of society to the individual is desirable as well as adjustment of the individual to society. In the long run, the mental health of an individual depends largely upon obtaining the proper balance be- tween his strength and the demands of his environment. Many children will develop into useful, healthful members of the community if too great stress is not placed upon them, but drop into the class of the mentally unsound or defec- tive in a too strenuous environment. Hence this principle demands proper adjustment of society and industry to individual variations in ability and en- ergy; and for the individual the solution of the problem of adjusting himself to his environment and his work to his ability and energy. A Normal Sense of Dependence A CHILD’s sENSE of dependence and his attitudes of confidence and security in a good home constitute an important condition of healthful personality devel- opment. Such dependence is perhaps the essential element in religion. Its social significance is also great. It tends to cement domestic ties and to stabilize the home. Altho this sense of dependence is a child’s attitude, yet something of it should persist in adolescence and adult life. If it is not eradicated but trans- formed into a permanent attitude of confidence, security, and dependence on something higher—the Deity, some force that makes for righteousness and development, the orderly course of na- ture, an objective trust in scientific truth, the authority of duty, or the like— it provides an anchor of health in many of the intolerable crises which are bound to occur in most people’s lives. Facing Reality Cue MOsT important condition of men- tal health is the attitude of facing reality. This applies to all men everywhere in all situations, but it is a hard saying. To face reality is dificult enough when we know what it is; but in a world like ours, with its kaleidoscopic interplay of THE JOURNAL OF conditions and events, we often do not know what reality is. Thus the individ. ual faces complexity, suspense, problems, mystery. Facing reality soon develops into an attitude of trying to find reality, In the child at school we call it the learning attitude; in the scholar, the scientific attitude. A large amount of training is required to develop the | scientific attitude because it is directly 7 repugnant to certain tendencies in hu- | man nature—to follow the law of iner- tia, to hide one’s face from disagreeable things, and to avoid difficulties or the mental stress of conflict and decision. The Scientific Attitude Is THE scientific attitude we have the highest development of the normal mind in its willingness to face reality; not merely in the limited field of science so- called, but in hygiene, medicine, edu- cation, and business. The spirit of the learner is a prime essential of mental health and development. While in the early years this means open-mindedness and the attitude of the learner, it devel- ops into a habit of always correcting one’s thinking by reference to the facts of experience. It means not merely use of the scientific method, firsthand ob- servation, study under controlled condi- tions, and verification; but it means a general attitude toward life and the world. It means control and correction of emotional reactions and the vital in- sight that, after all, our feelings have nothing to do with facts, except as they themselves are significant mental facts. The Quest for Mental Poise _ ed Normal Mind: An Introduction to Mental Hygiene and the Hygiene of School Instruction, by William H. Burn- ham. Appleton-Century Company, New York City, 1924, 702p. $2.75. The Wholesome Personality: A Contri- bution to Mental Hygiene, by William H. Burnham. Appleton-Century 1932, 713p. $2.75. What Men Live By: Work, Play, Love, Worship, by Richard C, Cabot. Houghton Mifflin Company, Boston, Massachusetts, 1914, 341p. $1.50. Autobiography of a Philosopher, by George Herbert Palmer. Houghton Mifflin Company, 1930, 138p. $2. Mental Hygiene in Modern Education, by P. A. Witty and C. E. Skinner. Farrar and Rinehart, New York City, 1939, 539p. $2.75. ~~ Company, THE NATIONAL EDUCATION ASSOCIATION Photo by Harold M. Lambert, Philadelphia to rmn- CW TI H. ry, The UNIVERSITIES and the War Cnisis HARRY WOODBURN CHASE Chancellor, New York University HE AVERAGE CITIZEN knows very little about the army, its personnel, or the effectiveness of its methods. Most of us have no way of judging how good a mechanism it is. We know very little about the character of its officers or their familiarity with modern conditions of warfare. We do not know how effec- tively they are equipped to handle the type of army which now begins to be created. During the last conscription period the issues involved were too immediate and too vast to allow of much reasoned judgment about such matters. An army of the sort which is now proposed will bring into service under the selective conscription act many men of education and experience and maturity of judg- ment. After all, men in their late twenties and early thirties are not boys. Many of them are capable of forming reasoned opinions based on considerable knowledge of the world. The result should in the end be the creation of an informed public opinion VOLUME 29, NUMBER 9; DECEMBER 1940 with regard to the officer personnel of our own professional army, its com- petence, its training, its methods of dis- cipline, and the general level of its abil- ity. That for the first time in our his- tory our professional army will come to be so judged imposes on it a heavy obligation which it has never before been called upon to meet. The young men who are called to the army will come out of it at the end of their service with a definite opinion about men and methods and these opin- ions in turn will count very heavily as the years go by in shaping public opin- ion with regard to the usefulness of our present system of military education and the type and quality of officers that the army has produced. Within the last decade the world has been given a brilliant demonstration of what can be done by regimented educa- tion. The totalitarian powers have taught us what can happen when school, press, and radio are all focused on the inculcation of one series of ideas. It has been with them an amazingly efficient task. I have had some apprehension lest, as the emergency sharpens, we might be tempted to emulate them. The necessity for the defense and the preservation of democracy is so compelling that it is to some people an attractive idea that it might be saved by drawing up a series of formulas which could be driven into the minds of school and college stu- dents every day between eleven and twelve. Such attempts, it would seem to me, miss the whole point at issue; namely, that there can be no single definition of democracy, that it is essential that peo- ple who live under it differ in their ideas and their opinions, and that the aim of education in a democracy is to open people’s minds, not to seal them her- metically once and for all. We must safeguard jealously the free- dom of speech and of teaching which has characterized universities. These are of the essence of the democratic process. I do not mean for one moment that we should tolerate the tactics of those who take shelter under the aegis of democ- racy in order to try to destroy it. I do [ 273 | mean that in time of public excitement there is always the danger that differ- ences of opinion concerning the type of democracy we should strive for and the best means of attaining our ends may be construed as attacks on democracy itself which is a very different matter. I conceive it to be the business of edu- cational institutions in a free society to try to help maintain that freedom. I do not see otherwise why they should be maintained. But efforts to maintain freedom do not mean that institutions of learning should become advocates of narrow and partisan causes. Colleges and universities anxious to cooperate in the defense program have encountered difficulties because of the lack of a central governmental au- thority. Like all democracies our preliminary gestures toward defense have been lum- bering and slow. There has been much confusion and much delay. In particu- lar, intelligent men, regardless of politi- cal affiliation must deplore the fact that a national defense commission with powers and authority has not yet been set up by the government. Perhaps nothing would give greater confidence on the part of the public as a whole in the government’s determination to go forward with its defense program and to release in this way the full drive which could be put behind this program almost over night. It has been very difh- cult during the summer for educational institutions to find out with whom they should cooperate and how they should cooperate in doing what they are anx- ious and eager to do for the defense program. But at any rate it becomes more and more apparent that we are setting our hands to the task and that we will carry on with an increasing measure of in- telligence and speed. Public opinion in America, so markedly apathetic during the first months of the war, has increas- ingly tended toward a definite realiza- tion of the fundamental issues of civili- zation which are at stake. My own chief concern at the moment is not that we will not defend ourselves but, rather, that in the atmosphere created by a growing emphasis on defense we may lose sight of the very values which that defense is trying to preserve. Typical of those values which we in America have built up over generations [ 274 ] is our great system of opportunity thru education. School, college, and univer- sity have become the great agencies thru which we, as a democratic nation, can keep open the doors of opportunity for our youth. I have never been much in sympathy with those who would restrict higher education to a small number of hand- picked individuals. There are, to be sure, colleges and universities which do so restrict it. But the picture of higher edu- cation in America as a whole is not that. We have made a more serious at- tempt than any other nation has ever made to carry forward to higher levels the education of great numbers of our young people. We have done it because on the whole we have believed that was the democratic thing to do. We have believed in it not only because it bene- fits the individual but because we have held it of great social importance that a democracy of the type we are trying to operate should be made up of people who have some understanding of the kind of world in which they live. Not only have we developed in this country an education which is broadly based, but we have tried to keep it reasonably free from bias and propa- ganda. We have not always succeeded. But we have kept before us an ideal which we have at any rate tried to approximate. While there are many things that col- leges and universities can do to aid in the defense program, there are also many things which they should not do. I cite as a case in point the 1917 experi- ment of transforming campuses into military training camps. It is, I think, the recollection of those of us who par- ticipated in that experiment that there was hearty goodwill and a desire to cooperate on both sides. It was also the general conviction of both military and educational people that the experiment should not be repeated. Many colleges and universities main- tain reserve officers’ training corps units. The work of these will go forward, altho of necessity the officer personnel which has manned them is somewhat dispersed. But aside from this specific sort of military training, the values of universities to the national defense are to be found in other directions. They lie, for example, in the work which goes quietly forward in research laboratories all over the country.So far as that work | has to do with physics, chemistry, and engineering, it is headed up in a na- tional committee, while professional as- sociations and other organizations of various types are striving to define their part in the general program. Members of university faculties as individuals will be of great service in many capacities as they were in the last emergency. Engineering schools will be called upon to do useful things. Our own College of Engineering, with its highly developed Guggenheim School of Aeronautics and its growing strength in other directions, will play no small part in such a program. A suggestion has recently been made that in our School of Commerce there should be established courses for the training of men for the Quartermaster’s Corps. So far as our faculties are con- cerned, there is scarcely one among us who does not feel a renewed sense of obligation toward transmitting the ideals of the democratic way. Every uni- versity needs to survey its resources and to mobilize them where it can in a joint effort for the common welfare. But when all has been done, the great task of universities remains what it has always been thruout the generations. It is that of training intelligent and well- disposed citizens for life in the demo- cratic state and of forwarding the wel- fare of that state and of the world thru its contributions to truth. These are the reasons our universities exist. The fact that our national defense must be strengthened and that a certain propor- tion of our youth must serve for a time under military discipline will not alter the fundamental objectives of university life itself. It has been well said of universities that they are among the true immortals. They have outlived nations and forms of government. Their task is essentially the undramatic and long-range task of diffusing light and leading among man- kind. Without them democracies are crippled. They are themselves as inte- gral a part of the national defense as our arms and soldiers. They deal with the ideals which we must defend and all that strengthens them strengthens the foundations of democracy itself—From the seventh annual report of Chancellor Chase to the Council of New York University, October 28, 1940. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION work > and a Nna- al as- is of their -S as ce in e last ill be Our h its -hool ngth ‘mall nade here the ter’s con- z us ense the uni- and oint reat has . It vell- mo- vel- hru the Fact be or- me ter ity ies ils. of lly of n- re A em Education for Family Life OT SO MANY YEARS Aco, the educa- tion of the average person con- sisted of “readin’ and ’ritin’ and ‘rithmetic—taught to the tune of a hick’ry stick.” In a life which revolved around the family circle, schooling was incidental. A startling revision of this fundamen- tal pattern of life has taken place, al- most within one generation. Miracles of electricity, easy transportation, fast com- munication, moving pictures, and radio have combined to make our everyday life very different from that of the hick’ry stick era. It has been difficult for family life to readjust itself to these sudden innovations, and the situation was complicated by the depression. In an effort to schools can do to revive the importance of the family in modern living, and to offer a plan of action which may be fol- lowed at all levels of education, a com- discover what the mission of the American Association of School Administrators has for two years been conducting studies in the field of family life. The preparation for national defense, which present intensive program of is affecting the lives of nearly everyone in the country, makes a study of educa- tion for family life especially timely. In the midst of national activities which may engulf the lives of individual citi- zens, everything possible should be done 1941 Yearbook Commission in session at Charlottesville, Virginia, October 21 to preserve the stabilizing influence of the home and family. The family’s place in the nation, the school’s potential contribution to fam- ily life, and the parent’s point of view in a program of education for family life are among the aspects of the prob- lem discussed in the report, which will be issued as the 1941 Yearbook of the American Association of School Ad- ministrators. It will be ready for distri- bution at the convention in February. The commission which is preparing the volume includes parents, sociolo- gists, homemaking experts, and super- intendents of schools. Members are: Dean E. W. Jacobsen, School of Edu- cation, University of Pittsburgh, chairman Mrs. Carol Ryrie Brink, author, St. Paul, Minn. Vicepresident Lawrence K. Frank, Josiah Macy, Jr. Foundation, New York Ernest R. Groves, Institute for Re- search in Social Science, University of North Carolina Mrs. Kate W. Kinyon, director of home economics, Public Schools, Denver Gertrude Laws, director of education for women, Public Schools, Pasadena Superintendent DeWitt S. Morgan, Indianapolis, Ind. Flora M. Thurston, Cornell Uni- versity Superintendent Worcester Warren, Bridgeport, Conn. Atlantic City Convention AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS, NEA February 22-27, 1941 General Theme—“To Provide for the Common Defense: To Promote the General Welfare: To Secure the Bless- ings of Liberty.” Registration and Headquarters—begin- ning Saturday morning, February 22. Atlantic City Auditorium. The Exhibit—tich in offerings of prac- tical help in every phase of school equipment and classroom tools and aids. Open during entire convention. Opening Vesper Service—Sunday after- noon, February 23, at 4:30 oclock. Address by Rev. Ralph W. Sockman, pastor, Christ Church, New York. Sunday Evening Concert—Philadelphia Madrigal Singers, directed by Henry Hotz, with Jeno Donath’s Concert Orchestra. 8:00 oclock. During the Week—ten inspiring gen- eral sessions, developing the general theme day by day. Final session Thursday afternoon, February 27. Thirty-six Carefully Planned Group Meetings—breaking down the general theme for discussion of its implica- tions for the schools. Monday, Tues- day, and Wednesday afternoons. Education for Family Life—topic of the Wednesday morning general session, as well as of the 1941 Yearbook. Allied Groups—specialized programs on research, elementary, secondary, rural, vocational, and college education. Sleeping Room Reservations—address Chairman A. S. Chenoweth, Housing Bureau, 16 Central Pier, Atlantic City. VOLUME 29, NUMBER 9; DECEMBER 1940 [ 275 ] L. Frazer Banks Everett R. Erickson Harold W. Smith W. F. Hall Leonard L. Bowman W. B. Mooney ALABAMA ALASKA ARIZONA ARKANSAS CALIFORNIA COLORADO STATE DIRECTORS OF idee io & ‘ National Education Association of the United States a le H. V. Holloway ; : A. Grace Lind DELAWARE Photos of Lyle W. Ewing, N. H.; Sarah O. Whitlock, N. J.; and James F. Rockett, R. 1., have not been received. DIST. OF COLUMBIA ; James S. Rickards M. D. Collins Earl L. McTaggart John W. Thalman L. V. Phillips Fred D. Cram FLORIDA GEORGIA HAWAII ILLINOIS INDIANA IOWA F. L. Schlagle William S. Taylor William B. Jack Eugene W. Pruitt Everett J. McIntosh Grover Stout KANSAS KENTUCKY LOUISIANA MAINE MARYLAND MASSACHUSETTS MICHIGAN BA eae | Daisy Brown H. V. Cooper Everett Keith M. P. Moe Pearl Donoho J. R. Warren R. J. Mullins MINNESOTA MisSISSIPPI MISSOURI MONTANA NEBRASKA NEVADA NEW MEXICO rie ‘te 8 Rested Feedeich Houk Law Eine H. Gorge G. W. Hass Marie A. Lessing NEW YORK NEW YORK NORTH CAROLINA NORTH DAKOTA OREGON ‘ . ee 4 - ‘ P \. ; . Harvey E. Gayman Helen Maxwell F. Rodriguez-Lopez A. C. Flora S. B. Nissen Harry Clark Rush M. Caldwell PENNSYLVANIA PENNSYLVANIA PUERTO RICO SOUTH CAROLINA SOUTH DAKOTA TENNESSEE TEXAS Joseph A. Wiggin Mrs. Edith B. Joynes John Rushing W. W. Trent Charlotte Kohn H. H. Moyer VERMONT VIRGINIA WASHINGTON WEST VIRGINIA WISCONSIN WYOMING rd —_ ind | ee Se = Ey > am rg ww wa - > well ie he ecome é@ omoxker , and [45] A Parliamentary Primer. . [109] Essentials of Mental Health ION. + se snes Rao wae eee Oe se ae “neral ; have lences Fill in this bl TO ORDER PERSONAL GROWTH LEAFLETS~ n and ul in this bian ; Use this order blank in either of two ways: NATIONAL EDUCATION ASSOCIATION ; ; ; : “ . : , To get acquainted with the entire series, ask for 1201 Sixteenth Street Northwest, Washington, D. C. ; CTORS, Special Offer Number One, simply attaching a one ICE a . , ; ms [] SPECIAL OFFER NUMBER ONE—Please send me a dollar bill to this page. r Dp : Aas — F : : , Voods, tan set of Personal Growth Leaflets, for which I enclose To order in quantity one or more titles, fill in the rew G. a $I . ; : ‘ Music blanks opposite the titles listed above, attaching the Keller, x na, (] REGULAR ORDER—Please send me a total of.........Per- amount called for. — sonal Growth Leaflets and envelops as indicated in the Personal Growth Leaflets are a service to youth . wW.; : y Band columns above, for which I enclose $ . without royalty or profit. They sell for 1¢ per copy. n Div. Envelops are also 1¢ each. No orders accepted for less Grant, ee! ke Wales Tile Nee es ee than 25¢. Cash must accompany orders for $1 or less. SIs novi cinspathdteatslistibeietantaiidadilesainaianionnioeiliniblessantitniieite aaa exec. ° ° ° . . C. V. oe Starred titles in the list above are especially suitable cal — UR SP >< erent eee re as Christmas remembrances to students and friends. us, pre: — The full text of Leaflet 22, 4 Golden Treasury from chestra the Bible, is given on pages 263-64 of this issue of res, ’ " City ve ee eluiiuns ee ot oe THE JOURNAL. { ; TION VOLUME 29, NUMBER 9}; DECEMBER 1940 [ 279 ] A Jumor Highschool Harmonica Band KENNETH KLINE Lincoln Junior Highschool, Coldwater, Michigan T WAS GETTING LATE. As the teacher reached the outer door of the school building, he paused a moment to listen to strains of music so well mas- tered that he decided to find out who was playing. He discovered a junior highschool boy playing joyfully on a harmonica. The teacher sat down on the step beside him and asked him to play the melody again. The boy did so with extreme confidence and ability. The two discussed the tech- nic used to master the instrument and music suitable for the harmonica. After a parting word of encourage- ment the teacher proceeded on his way. Several ideas came to his mind: Is not this harmonica playing an excellent di- version? Aren’t there many other boys in our school who would enjoy it? Har- monicas are inexpensive and are com- paratively easy to master. Would it be feasible to organize a harmonica band in our junior highschool? A few days later a general announce- ment was made concerning the possi- bility of having a harmonica band. From the number of boys present at the first meeting it was evident that there was a definite interest in such a project. All were willing to devote one evening after school each week for practice. Within two months the band was ready for its first performance. The band enjoyed a successful season. It appeared on the school assembly pro- gram, several exchange assemblies with other schools, PTA programs, and per- formed at many public occasions both in the home town and other communities. In reality the term “harmonica band” as described here is a misnomer. The band is not entirely composed of har- monicas but includes jew’s-harps, jugs, drums, guitars, and the piano. Such a variety of instrumentation came about because some of the boys who wished to be in the band had very little natural ability in playing music, but possessed some ability in rhythm. As a result these boys were given rhythm instruments. Two definite playing sections were [ 280 | formed—the music section and the rhythm section. The former, composed of the greater number of individuals, is subdivided into several units, each with its special purpose. The melody unit is the most important. Its members ought to have some natural ability in music. They play harmonicas and in al- most every case have strictly the melody. This unit needs special practice in order to accomplish its part successfully. A chromatic harmonica is recommended for individuals playing in this unit. However, if these instruments are too expensive, a “C” or “G” harmonica may be substituted. In this case all music for the band is transposed to the “C” key. The harmony unit is also important. As in most bands, members of this unit carry the harmony to the melody. This unit carries the tenor, alto, baritone, occa- sionally the obbligato parts, and after a time, solos or other special melody or accompaniment parts. Because this unit handles some of the most difficult parts in the entire band, the best musicians should be placed here. Much special practice is needed for perfect execution. The chromatic harmonica is necessary, as straight-keyed harmonicas cannot handle the sharps and flats in most harmony parts. A tenor or baritone harmonica gives excellent background effect. The addition of one or two guitars to this section is effective. The piano is also needed in this section. It provides a firm foundation for all units and gives needed stability to the entire band. The rhythm section, the most easily trained and the simplest in arrangement, consists of three separate parts, the jew’s- harp unit, the jug unit, and the bass drum. All units in this section support the melody. The jew’s-harp can give a good effect in almost any type of music. The jug unit is entirely for bass ef- fect. Any jug is suitable for the players, provided that when blown it will give a sound to harmonize with the “C” chord, i.e., to notes “C,” “E,” or “G.” The sound can be produced two ways. One method is by blowing air across the jug at an angle necessary to produce a deep tone. Some experimentation is needed on the part of the player to THE JOURNAL OF discover the proper angle to blow, Another method is to vibrate the lips and blow the sound into the jug from above. As a finishing touch to the rhythm section, the bass drum gives a definite life and provides an actual time rhythm for the entire band. The drum is played by hand. Other attachments such as the tom-tom, tambourine, whistle, bells, and cymbals provide the incidental sounds needed in many compositions, With the entire band assembled, each section playing its parts, it is indeed sur- prising what variety of music can be played—and how interestingly. One should consider music that has a strong appeal to the members of the band and also to the audiences before which the band is likely to present programs. Pieces should have a definite strong rhythm and a minimum of sharps and flats, especially if the harmonicas used are in the key of “C.” College marches such as “Notre Dame,” “On, Wisconsin!” “Anchors Aweigh,” “The Victors,” “ and others can be successfully played. Old-time melodies appeal to boys of the junior highschool age and _ usually are received with much enthusiasm by audiences. In this list can be found “Polly-Wolly-Doodle,” “The Old Gray Mare,” “Pop! Goes the Weasel,” “The Girl I Left Behind Me.” Waltzes such as “The Waltz You Saved for Me,” “Home, Sweet Home,” “Dreams of Love,” “When You and I Were Young, Maggie,” meet with approbation as does Stein Song” patriotic music. Popular pieces are welcomed by band and audience and also have a certain rhythm that gives spice to the program. Beware of those which have too much broken time and difficult harmony. “Alexander’s Ragtime Band,” “Dark- town Strutters’ Ball,’ “Whispering,” “Caroline,” can be played. For more dignified music, semi-clas- sical and classical pieces may be at- tempted. After patient practice, the band can play such wellknown numbers as “Grandfather's Clock,” “ La Cucaracha,” “Melody of Love,” “The World is Wait- ing for the Sunrise,” “Liebestraum,” “Minuet in G,” and “Traumerei.” THE NATIONAL EDUCATION ASSOCIATION blow, he lips g from rhythm definite -hythm played . as the , bells, idental sitions, d, each ed sur- can be One strong id and ch the Pieces hythm 1 flats, ed are ‘Notre nchors Song” layed. oys of isually sm by found | Gray “The uch as Home, Love,” ‘oung, is does + band ‘ertain gram. much mony. Dark- ring,” ‘i-clas- re at- band ers as acha,” Wait- ” 1um, ATION x * * ELEMENTARY-SCHOOL SERVICE « « « Books Gvery Child Should Know SELECTED BY THE STAFF OF THE CLEVELAND PUBLIC LIBRARY, CLEVELAND, OHIO HE LOVE of good reading is a pre- cious gift which every wise parent desires for his child. Most children like to read and the task of parent, teacher, and librarian is to keep the child surrounded by the right books, a quiet place to read, and good light. The sense of ownership is strong in children and adds to their joy in reading. The child may easily be taught to value his books and keep them in order. Certain books have so stood the test of time that every child should know them. Their charac- ters and imagery have become part of our common heritage. Such are the books in this list. Because this is a brief buying list, only one edition is given for each title, altho there may be many admirable editions. Librarians, teachers, and bookstores will suggest other books for birthdays and Christmas. It pays to buy books for the child’s own library. For Children Three and Four Years Old Little Black Sambo by Helen Banner- man. Stokes, 50¢. What befell little Sambo when he went for a walk in the jungle. Pelle’s New Suit by Elsa Beskow. Harper, $1.50. The making of a suit from the wool of Pelle’s pet lamb is described in this informational picture story. The Golden Goose Book by L. Leslie Brooke. Warne, $3. Contains four beau- tifully illustrated nursery favorites: Golden Goose; The Three Bears; Three Little Pigs; Tom Thumb. Johnny Crow’s New Garden by L. Leslie Brooke. Warne, $1. Humorous rhymes and pictures about the animals and birds that visited Johnny Crow’s garden. Hey Diddle Diddle and Baby Bunting by Randolph Caldecott. Warne, 60¢. A nursery rhyme book published almost sixty years ago, which is still beloved by children for its vigorous drawings and humorous verses. Angus and the Ducks by Marjorie Flack. Doubleday, $1. The bewildering experiences of a Scotch terrier puppy, whose barking aroused the ire of a neighbor’s ducks. The Story about Ping by Marjorie Flack. Viking, $1. Ping, a Chinese duck- ling, strays far away from his family and almost fails to return. The Night before Christmas by Clem- ent C. Moore, il. by Clarence Biers. Rand, 10¢. Rich with the excitement of the holiday season is this poem of Saint Nicholas written over a century ago. The Real Mother Goose by Mother Goose. Junior edition. Rand, 75¢. A gaily pictured edition containing sixty- eight favorite rhymes. The Tale of Peter Rabbit by Beatrix Potter. Warne, 75¢. The misfortunes of a little rabbit who disobeyed his mother. For Children Five to Seven Years Old The Fables of Aesop, ed. by Joseph Jacobs. Macmillan (Children’s Classics) $1. Age-old animal tales, each with its adage for wiser living. Poppy Seed Cakes by Margery Clark. Doubleday, $2. Exciting adventures of Andrewshek and Erminka with Auntie Katushka from the old country. Once on a Time by Alice Dalgliesh and Katherine Milhous. Scribner, $1.50. Fifteen colorfully illustrated folk tales for little children. Millions of Cats by Wanda Gag. Mc- Cann, $1.50. The gay, repetitive tale of a lonely old man and woman who wanted a kitten, and had to choose from “millions and billions and trillions of cats.” The Cock, the Mouse, and the Little Red Hen by Félicité Lefévre, il. by Tony Sarg. Macrae, $1. The old familiar folk tale of the hen whose wit saved her household from the wicked fox. When We Were Very Young by A. A. Milne, il. by E. H. Shepard. Dutton, $1. Charming verses written by a well- VOLUME 29, NUMBER 9; DECEMBER I940 known English author for his own little boy, Christopher Robin. The Little Gardeners by Elizabeth Morgenstern. Whitman, $1. Colorful picture story of two small children who plant and care for their first garden. The Christ Child by Maud and Miska Petersham. Doubleday, $2. A picture book of the birth and childhood of Jesus, based on the Biblical text of Matthew and Luke. Sing Song by Christina Rosetti. Mac- millan (Little Library) $1. A pocket- sized book of gay, lilting verses. A Child’s Garden of Verses by Rob- ert L. Stevenson, il. by Jessie W. Smith. Scribner, $1.50. Full-page colored illus- trations add to the appeal of these poems of imaginative childhood. For Children Eight and Nine Years Old Adventures of Pinocchio by Charles Collodi, il. by Mussino. Macmillan (Children’s Classics) $1. The pranks of an impulsive little wooden marionette. Memoirs of a London Doll by Rich- ard Henry Horne. Macmillan (Little Library) $1. Maria Poppet, a doll of long ago, describes her busy life with six little mistresses in nineteenth century London. English Fairy Tales; ed. by Joseph Jacobs. Putnam, $1.75. Forty-three Eng- lish folk tales especially good for reading aloud. Just So Stories by Rudyard Kipling, il. by Gleeson. Doubleday, $2.50. How the elephant got its trunk and other non- sensical nature tales. Little Pear by Eleanor Lattimore. Har- court, $2. The amusing adventures of a five-year-old Chinese boy are climaxed by his rescue from the Yellow River by a houseboat family. Story of Doctor Dolittle by Hugh Lofting. Stokes, $1.50. Mirth-provoking tale of a village doctor and his household pets, who go to Africa to cure sick monkeys. Winnie-the-Pooh by A. A. Milne. Dut- ton, $1. Christopher Robin leads an ab- sorbing life with his toy animals, espe- cially Pooh, the teddy bear. The Little Lame Prince by Dinah M. Mulock. Macmillan (Little Library) $1. [ 281 ] A fairy godmother’s gift of a traveling cloak brings happiness to Prince Dolor in his prison tower. Heidi by Johanna Spyri. Macrae (Washington Square Classics) $1. The happy outdoor life of a little Swiss girl who tends goats in the high Alps. East o’ the Sun and West o’ the Moon by Gudrun Thorne-Thomsen. Row, 68¢. Spirited and humorous versions of twenty-two Norwegian folk tales. For Children Ten and Eleven Y ears Old Fairy Tales by Hans C. Andersen. Macrae (Washington Square Classics) $1. Modern fairy stories rich in imagi- native and philosophic qualities. Little Women by Louisa M. Alcott. Little, Brown (Orchard House) $1. The beloved family story of Meg, Jo, Beth, Amy, and lonely Laurie from next door. Arabian Nights ed. by Padraic Colum. Macmillan (Children’s Classics) $1. Aladdin, Sinbad, Ali Baba, and other favorites of oriental folklore. Peter and Wendy by James M. Bar- rie. Scribner, $2.50. The flight of Wendy and her brothers to enchanted Never- land, led by Peter Pan. Alice’s Adventures in Wonderland and Through the Looking-glass by Lewis Carroll. Macmillan (Children’s Classics) $1. The immortal story of seven-year-old Alice who ventures into the wonderland of her own imagination. The Iliad for Boys and Girls by Alfred J. Church. Macmillan (Children’s Clas- sics) $1. Achilles and the Trojan War. The Odyssey for Boys and Girls by Alfred J. Church. Macmillan (Chil- dren’s Classics) $1. The wanderings of Ulysses and his men after the fall of Troy. The Adventures of Tom Sawyer by Samuel Clemens, il. by Brehm. Harper, $1. Hilarious adventures of one of America’s best-known fictional charac- ters. The Prince and the Pauper by Sam- uel Clemens. Harper (Modern Classics) $1. When young Prince Edward Tudor and the beggar boy, Tom Canty, ex- changed clothes, neither foresaw the tragi-comic mishaps in store before they could regain their proper identities. Robinson Crusoe by Daniel Defoe. Macrae (Washington Square Classics) $1. The amazing experiences of a soli- tary castaway on an uninhabited island. [ 282 | Hans Brinker; or The Silver Skates by Mary M. Dodge. Scribner, $1.50. Winning the silver skates brings good fortune to Hans and Gretel. The Wind in the Willows by Ken- neth Grahame, il. by E. H. Shepard. Scribner, $1. The amusing adventures of Toad and his friends Mole, Rat, and Badger. Excellent for reading aloud. The Peterkin Papers by Lucretia P. Hale. Houghton (Riverside Bookshelf) $2. Nonsensical stories of the Peterkin family who solve their simplest prob- lems in the most difficult way. The Heroes by Charles Kingsley. Macmillan (Children’s Library) $2. Greek myths of Perseus, Theseus, and Jason and the Argonauts. The Jungle Book by Rudyard Kip- ling, il. by Kurt Wiese. Doubleday, $2.50. About the boy Mowgli and his animal companions of the jungle. Wonderful Adventures of Nils by Selma Lagerléf. Grosset, $1. Turned into an elf, Nils in his flight north ac- quires knowledge of his native Sweden and learns needed lessons on kindness. Tales from Shakespeare by Charles and Mary Lamb, il. by Price. Nelson, $1. Colorful story versions. Princess and the Goblin by George Macdonald, il. by Bedford. Macmillan (Children’s Classics) $1. Curdie, a min- er’s son, rescues little Princess Irene from malicious goblins. The Boy’s King Arthur by Sir Thomas Malory, ed. by Sidney Lanier, il. by N. C. Wyeth. Scribner, $1.50. A popular, well-illustrated version. The Merry Adventures of Robin Hood by Howard Pyle. Scribner, $3. (Abridged ed.; Some Merry Adventures of Robin Hood. Scribner, 76¢). Rollick- ing tales of Robin Hood. Wonder Clock by Howard Pyle. Har- per, $2.50. These “four and twenty mar- velous tales,” based on old folk stories and legends, are retold and illustrated with inimitable humor. Swallows and Amazons by Arthur Ransome, il. by Helene Carter. Lippin- cott, $2. Exciting holiday of two groups of English children who, in a spirit of high adventure, camp on Wild Cat Island near their home. The King of the Golden River by John Ruskin. Macmillan (Little Li- brary) $1. Punished by his spiteful brothers for a generous deed, Gluck is rewarded by the dwarf king of th Golden River. The Home Book of Verse for Young Folks by Burton E. Stevenson, comp, Holt, $2.75. An anthology for children of all ages, with representative selections from past and presentday poets. Gulliver's Travels by Jonathan Swift, ' Macrae (Washington Square Classics) $1. A chronicle of adventure in the land of little people, giants, and other strange creatures. Paul Bunyan and His Great Blue Ox by Wallace Wadsworth. Doubleday, $2, Tall tales of a legendary American lum- berjack of remarkable strength and size, Rebecca of Sunnybrook Farm by Kate Douglas Wiggin. Houghton (Riverside Library) $1. The trials of eager, impul- sive Rebecca Rowena whose impover- ished family send her to live with stern Aunt Miranda. Tales of Laughter by Kate Douglas Wiggin. Garden City, $1. Sixty-seven humorous fairy stories selected from both European and Oriental folklore. , Swiss Family Robinson by Johann Wyss. Rand (Windermere series) $1. An ingenious family, shipwrecked on an island near New Guinea, adapt the ma- terials at hand to create a real home for themselves. Buying Books for Children The books listed below will be helpful to parents, teachers, and librarians in selecting and buying books for children: [1] First Experiences with Literature by Alice Dalgliesh. Scribner, 1937. 162p. $1.25. [2] Reading with Children by Anne Thaxter Eaton. Viking, 1940. 354p. $2.50. [3] 500 Books for Children by Nora Beust. U. S. Office of Education, Bulle- tin 1939, No. 11. Government Printing Office, Washington, D. C., 1940. 8op. 15¢. [4] What Books for Children? by Josette Frank. Doubleday, 1937. 363p. $2. [5] My Roads to Childhood by Anne Carroll Moore. Doubleday, 1939. 399p. $2. All books listed herein may be had postpaid at prices indicated from Con- sumers’ Book Cooperative, Inc., 118 East 28th St., New York City. This material is available as Personal Growth Leaflet number 222. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION > of the or Young N, COmp, children selections in Swift, ' Classics) the land r Strange Blue Ox eday, $2, can lum. and size, by Kate Liverside - impul- mpover- ith stern Douglas ty-seven d from olklore. , Johann ies) $1. don an the ma- »me for helpful lans in ildren: erature 7. 162p. + Anne ». $2.50. y Nora Bulle- rinting 9. Sop. | n? by 3p. $2. Anne | 399P- e had Con- 8 East rsonal ATION yr a a RURAL-SCHOOL SERVICE « « * Hot Lunches for Health N MANY RURAL schools—particularly I in large consolidated school districts where all children are transported by bus to remain thruout the day—there is a need for hot noon meals or, at least, a hot dish to supplement the cold lunches brought by the children. The home eco- nomics department, thru careful plan- ning of lunch service, can make vital contributions to the health of the school child—aiding in the correction of poor food habits and providing balanced meals for the underprivileged. The cooking class should not be lim- ited in its work to the repetitive proc- esses involved in preparation of the noonday meal. Where the one-room home economics department laboratory is used for the lunch preparation, changes may have to be made in the schedule of classes and the arrangement of units. Class food preparation, experi- mentation, and demonstration cannot be done with optimum benefit to the class in the same room at the same time as the preparation of lunch. Therefore, inasmuch as the greatest need for the hot lunch comes when the cooler weather has set in, the opening of the cafeteria may be deferred until the foods preparation units have been cov- ered during the first month of school. Non-food units of work do not cause as much conflict and other arrangements for them may be provided more easily. A laboratory stove, convenient to refrig- erator, sink, and storage space may be allocated to the lunch cook, which will reduce interference with classwork. The menu can be planned as a plate lunch: a hot main dish; a sandwich, muffins, or biscuits; dessert; and milk or cocoa. This may be varied to consist of a main dish, salad, bread and butter, des- sert, and cocoa. Many school lunches operated on a non-profit basis, provide a balanced menu at ten cents a plate. Weiner sandwiches are offered sepa- rately at five cents each. A minimum of additional equipment necessary for such a menu includes two large kettles with lids, and one large- quantity double boiler. Or a pie pan in which holes have been punched may be inverted in a dishpan to support a large kettle when indirect heat is necessary. Enamel canners may be used for cocoa. A rectangular covered pan for refrigera- tor storage, or for heating sandwiches in the oven, and two large skillets will com- plete the cooking utensils to be added to regulation laboratory equipment. The plate lunch eliminates the necessity of trays and cuts the dishes to a minimum to include plates, cups, glasses, sauce dishes, chili bowls, knives, forks, and spoons. Tables placed end to end can be ar- ranged in the laboratory to facilitate the filing in and out of children for food service. Collecting the money at the be- ginning of the line aids in preventing delay. Girls from the home economics classes usually enjoy helping with the serving. One girl assigned to each item on the menu, and two or three girls to assist little children will keep the service moving rapidly. The plate, dessert dish, cup or glass, and silver (wrapped in the paper napkin) can easily be carried to homerooms by even the small children and returned to the laboratory after the meal. Dish breakage is small. The cost of securing outside help varies with the community. A _ local woman will probably charge from $1 to $2.50 a day for planning, buying, and preparing the meal, and washing dishes. Perhaps WPA aid may be secured, either in the provision of free lunches to needy children or in the employment of a cook. NYA students may do the dish- washing.—Dorotuy INnMaN, Washing- ton School, Lewistown, Ohio. Suggestions for Orienting the Beginning Rural Teacher HE RURAL TEACHER seldom has any- ‘Tan in the building to whom she may turn for guidance and encourage- ment. She fears to talk about her prob- lems in general institutes lest she be labelled a poor teacher. Often she suffers severely from lack of confidence. With these facts before us, we set out to help the beginning teachers of our county. As superintendent of Kenosha County (Wisconsin) schools, I had the aid and cooperation of the county super- VOLUME 29, NUMBER 9; DECEMBER 1940 visory staff in a three-year orientation program for beginning rural teachers. First, we urged teacher-education in- stitutions to insist on seniors’ attending county teachers meetings. Second, we kept the problems of the beginners before our experienced teachers, suggesting that they assume a friendly, understanding attitude toward the beginners. Third, shortly before the opening of schools, we invited the new teachers and those who had completed one year of teaching in our county to an informal “get acquainted” dinner as guests of the county office. No formal program was arranged and no speeches made. We were careful to see that everyone was introduced to everyone else. An experi- enced teacher was seated between two beginners. About a month before the dinner, the county office had contacted each teacher in the county with a year of experience, explaining the reason for the dinner and suggesting that she recall several of her most serious problems as a beginner and ways in which these dif- ficulties were finally overcome. Such experiences volunteered by the one-year group at the close of the dinner formed the basis for a roundtable discussion. The beginners left with a more friendly and congenial feeling that here was a group of teachers very close to themselves in age and facing similar sit- uations. Here also were more experi- enced teachers to whom they might go and unburden themselves. And here were supervisors trying to help. It is well for schools with beginning teachers to open in the fall two or three days later than neighboring schools, thus giving the beginner an opportunity to visit experienced teachers and see first hand how they handle school the first day or two. After one or two visits by the supervisors, and after the begin- ner has had an opportunity to size up her own situation, schoolboards are urged to allow a visiting day. Beginners can thus observe teachers doing good work in the field of the newcomer’s greatest weakness.—C. L. Eccerr, di- rector of rural education, State Teachers College, River Falls, Wisconsin. [ 283 | x4 Ww FIIGHSCHOOL SERVICE Ww His List of teaching materials for teachers of occupations classes, edu- cational and vocational counselors, and librarians, was compiled by Russell J. Fornwalt, instructor in occupations, Wilson Highschool, Easton, Pennsyl- vania. VOCATIONAL GUIDANCE MONOGRAPHS. Seventy-five professions and trades are described, each in a separate monograph. Circular free. Commonwealth Book Co., 80 East Jack- son Blvd., Chicago. CAREERS MONOGRAPHS. There are 107 monographs, covering 612 definite types of jobs. Complete list and prices upon request. CAREER SURVEY MANUAL. Provides oppor- tunity for survey of a definite occupa- tion; space for personal analysis. CAREER CHARTS. Spirally-bound, loose-leaf book of 30 charts showing organization and lines of promotion in occupations. Sample free. Institute for Research, 537 S. Dearborn St., Chicago. 55 MONOGRAPHS OF VOCATIONAL INFORMA- TION. Morgan Dillon & Co., 5154 North Clark St., Chicago. ; occupations, the Vocational Guidance Magazine, is published monthly, Octo- ber thru May. Annual subscription, $3.50. Membership in the National Vo- cational Guidance Association includes a subscription. Occupations, 425 West 123rd St., New York City. OCCUPATIONAL ABSTRACTS. Appraisals of literature on 64 different occupations. Write for complete list and prices. OCCUPATIONAL INDEX. A continuous bib- liography of uptodate references on oc- cupations. Published monthly. Annual subscription, $5. Samples free. GUIDANCE AND PERSONNEL BOOKS OF 1939, by Robert Hoppock and Samuel Spiegler. A selected, annotated bibliog- raphy. Six pages, mimeographed. Single copies, 25¢. Occupational Index, Inc., New York University, New York City. [ 284 J Radio script booklets from the Columbia network series, AMERICANS AT WORK. Sound occupational information pre- sented in dramatic form. Send for list. Americans at Work, Radio Committee, NVGA, 425 West 123rd St., New York. VOCATIONAL GUIDANCE DIGEsT. A digest of material in current periodicals and in unbound form. Published September thru June. $2.50 per year. OCCUPATIONAL TRENDS IN THE UNITED states. by H. Dewey Anderson and Percy E. Davidson. $6.50. Stanford University Press, Stanford Uni- versity, Calif. The Society has a series of 42 film strips (PIcTUROLS) on vocational education. Strips on 16 additional vocations are now in production. Write for complete list, evaluation report, study outlines. Society for Visual Education, Inc., Dept. 12V, 100 E. Ohio St., Chicago. POSTERS: WOMEN OFFICE WorRKERS. In colors, size 32 x 24 inches or larger; 15¢ each. PROGRAMS OF GUIDANCE by William C. Reavis. National Survey of Secondary Education, Monograph No. 14; Bulletin, 1932, No. 17. 144 pages. 20¢. STATISTICAL ABSTRACT. Published annu- ally. $1.50 per copy. MINIMUM ESSENTIALS OF THE INDIVIDUAL INVENTORY IN GUIDANCE by Giles M. Ruch and David Segel. 15¢. Superintendent of Documents, U. S. Government Printing Office, Wash., D. C. OCCUPATIONAL EXHIBITS of various kinds will be loaned to schools, providing they pay transportation charges. Write for list of charts and maps pertaining to occupations. Women’s Bureau, U. S. Department of Labor, Washington, D. C. GUIDANCE TESTS, PERSONALITY INVENTORIES, INTELLIGENCE TEsTs. Send for catalog. Psychological Corporation, 522 Fifth Ave., New York, N. Y. VOCATIONAL cHarts. Agricultural, extrac- tive, and manufacturing occupations; THE JOURNAL OF transportation, trade, domestic, and per. sonal service; public service occupations; and clerical and professional occupa. tions. Three charts available. A. J. Nystrom and Co., 3333 Elston Ave., Chicago, IIl. REFERENCE MANUAL OF GOVERNMENT POSI- tions. Information on Civil Service posi- tions and examinations, including spe- cific requirements. Sixth ed., completely revised, 1939. Cloth bound, $1, 1938-1939- 1940 BOOKS FOR CIVIL SERVICE EXAMINA- TIONS. Priced at from $1.10 to $2. Send for complete 1940 price list. Pergande Publishing Co., 3331 N. Bart- lett Ave., Milwaukee, Wisconsin. THE PICTURE FACT BOooKs. A new series, presenting in text, pictorial charts, and photographs facts about jobs in which boys and girls today are most interested. For ages 10 to 16. Send for list of titles. Price of each book, $1. Harper and Brothers, 49 East 33rd St., New York, N. Y. INDEX TO vocaTIons: A Subject Index to 1950 Careers. 122p. 1938. $1.25. By Willo- deen Price and Zelma E. Ticen. H. W. Wilson Co., 950 University Ave., New York, N. Y. Secure BOOKS IN GUIDANCE AND RELATED suByEcTs, which give special price list of guidance and occupational publica- tions. McGraw-Hill Co., 330 West 42nd St, New York, N. Y. Books aBouT joss. A bibliography of oc- cupations listing about 8000 references, by Willard E. Parker, 1936. VOCATIONS IN FICTION. An annotated bib- liography by Mary Rebecca Lingen- felter, 1938 (second edition). American Library Association, 520 N. Michigan Ave., Chicago. OPPORTUNITIES IN GOVERNMENT EMPLOY- MENT by L. J. O’Rourke. 32o0p. $1. Garden City Publishing Co., New York. COMMON PROBLEMS IN GROUP GUIDANCE by R. D. Allen. Inor Publishing Co., 207 Fourth Ave., New York, N. Y. THE NATIONAL EDUCATION ASSOCIATION ® ——., ind per- rations; occupa. EI Ston NT POSI- ce Posi- ng Spe- ipletely 38-1939. AMINA- 2. Send N. Bart- series, ts, and which rested, f titles, 3rd St., dex to Willo- y Ave. ELATED ice list ublica- nd Stn of oc- rences, ~d bib- ingen- 20 N. APLOY- I. York. ‘cE by Ave., ATION - x « * FUTURE TEACHERS OF AMERICA « * x National Chairman's Letter Number 6 was sent to members of FTA Chapters thruout the United States, on November I, 1940: The FTA movement is making a healthy growth this year. New groups are being formed and older groups are reporting increased membership. There are three trends in FTA chapters that are highly encouraging: First, the chapters are perfecting their organization and getting underway earlier in the school year. Second, the chapters are tending to reach down more into the sophomore and fresh- man classes for members so that there will be a younger leadership in training to take the place of upper classmen who grad- uate next spring. Third, there is more emphasis on activ- ities and projects. The November NEA Journat will reach chapters about November 1 and in the coinclusive states, state association journals will arrive about the same time. These furnish a wealth of material for reading and discussion. November is a great time for educa- tion because it marks the annual ob- servance of American Education Week, which is the most widely observed occa- sion in America, bringing some eight million parents into the schools. If this occasion is not yet observed in your school and community, this year is a good time to begin. You will find useful materials in the journals of state and national education associations and in Personal Growth Leaflets 58, 59, and 60. Amazing progress—In Pennsylvania the number of teachers with four years of preparation beyond highschool has advanced from 7.7 percent in 1920 to 44.5 percent in 1939, according to a statement by Albert Lindsay Rowland in the Har- vard Educational Review for May 1940. Here is a paragraph from the Ken- tucky Education Journal for October: “There are employed each year in Ken- tucky about 19,000 teachers. Approximately 2700 new teachers are being given diplo- mas annually. Normally we employ only 1000 new teachers each year. This leaves a balance on the side of supply of more than 1700 teachers.” What is the teacher-supply and de- mand situation in your state? Get the figures from the state education associa- tion or the state department of educa- tion. What bearing do such figures have on the need for a well-organized FTA movement? Many Americans do not understand the seriousness of the war situation. They look at developments as they might a play, “but it won’t mean any- thing to me.” It will mean something to everyone and very soon. We have had registration. Next comes conscription with long lines of young men going to camp for a year. And next year other long lines. And then? The National Committee will seek to keep FTA members informed of the situation as it affects the schools. In the Field— Let every former mem- ber of an FTA chapter who is now in the active teaching service take a per- sonal interest in extending the FTA movement. In planning the year’s program for the FTA chapter, let provision be made for a presentation of the work of both state and national education associations. One way to do this is to invite the secretary or the president of the state education association or someone whom they will send to address the chapter. Each state has an NEA state director (see page 276), who may also be invited to present the work of the NEA. Or if the NEA president or some other friend of the Association happens to be in your lo- cality, it may be possible to have him as the guest of the chapter. Be sure to ask that the talk tell specifically about the work which is being done and be pre- pared to ask questions. The test is this: If these older leaders were to lay down the work of these organizations, could you take it up and carry forward? Re- member that if democracy is to go for- ward, all our institutions must be born anew with each generation. An Adventure in Beautification—F uture Teachers may find the following sug- gestive: “One of our most interesting projects was the planting of a mile of VOLUME 29, NUMBER 9; DECEMBER 1940 flowers along the new gravel road lead- ing to the school. I bought bridal wreath. We dug up wild plum trees from neighboring thickets, and planted them alternately every four fence pan- els. Between, in every panel, we planted iris, jonquils, and narcissus—more than a thousand beds of flowers in all. Most of the school took part.”—Lily Peter, principal, Connel’s Point School, Phil- lips and Monroe Counties, Arkansas, in the Journal of Arkansas Education. What Is Ahead in Teacher Education? —Raleigh Schorling, School of Educa- tion, University of Michigan, lists eleven promising trends in the education of teachers: [1] More emphasis on scholarship— raising the cultural life of the prospec- tive teacher. [2] More attention to a curriculum that shall stress the mental health of a teacher—the teacher as a person. [3| More emphasis on social maturity in a beginning teacher—experiences in social movements such as camps, scout- ing and the like. [4] More familiarity with the inter- play of the school’s problems and the community’s interests. [5] More attention to personality in the selection and training of would-be teachers. [6] More care in the academic and professional guidance of prospective teachers—wiser selections of majors and minors and fields of teaching work. [7] A closer tie-up between theory and practice—a real correlation of the two aspects. [8] A lengthened and broadened pro- gram of the student teaching or student participation work. [9] A broader conception of methods —emphasis on making the pupil the point of departure in all instructional procedure. [ro] A more accurate system of ap- praisal, basing judgments in part, at least, upon intangible elements in the growth concept and giving the pupil a part in the appraisal process. [11] A parttime apprenticeship period after graduation and before permanent appointment to his place. [ 285 | * * * NOTES AND ANNOUNCEMENTS * « = New Life Members Re- ceived in October ARIZONA—R. A. Ganoung, Ples Harper CALIFORNIA—M. Elsie Cotter, Harvey Harrison Ferris CONNECTICUT—Glenn W. Moon 1nAHO—Maye Anita Johnson iL1Nots—Ralph Bates, Catherine Behrens, Mrs. Mary B. McQuade, Ethel M. Reed INDIANA—Noel H. Whittern KANsAS—R. C. Hunt LOUISIANA—Mrs. Sue Stewart Keelen, G. A. Zernott MASSACHUSETTS—Lulie Mae Crockett missourRI—Lillian J. Boesenberg, Marian Culpeper, Florence Higgin- botham NEW JERSEY—Harold E. Andrew, Sister Agnes Cyril NEW yorK—Leon C. Friel ou10o—H. L. Boda, Norah M. Covert, P.G.Gunnett, Charles A. Thornton OKLAHOMA—Elizabeth Wells PUERTO RIcCO—Luis A. Duprey TExas—Hubert Lawrence Mills, Alma Phathana Whatley WASHINGTON—Warren R. Flanagan, Chester C. Frisbie, Ernest E. Newland, John R. Rushing, Mau- rice J. Thomas WEST viIRGINIA—Frances Eagan Maine Teachers’ Digest yy THE MAINE TEACHERS ASSOCIATION published in October 1940, the first issue of its official magazine, Maine Teachers’ Digest. Richard B. Kennan, secretary of the association, is editor. Nominees for the AASA Presidency 3 THE BOARD OF TELLERS met at Washing- ton, November 2, to count the primary preferential ballot for president of the American Association of School Adminis- trators for the year beginning March 15, 1941. The nominees receiving the highest number of votes and whose names will ac- cordingly appear on the final ballot are: Supt. Homer W. Anderson, St. Louis Supt. Nicholas Bauer, New Orleans State Supt. Sidney B. Hall, Richmond Supt. Worth McClure, Seattle Supt. W. Howard Pillsbury, Schenectady The final preferential ballot will be mailed to members early in December and the name of the successful candidate will be announced at the Atlantic City conven- tion in February. [ 286 | The officers and members of the Head- quarters staff of the National Educa- tion Association extend Christmas sreetings to each member of the Association and to the host of friends of the profession. Territories Rank High sv EverETT R. ERICKSON, state NEA direc- tor for Alaska, has recently called our at- tention to the fact that the territories and the District of Columbia lead the nation in the percent of teachers enrolled as Life Members in the National Education As- sociation. Territories and states which have enrolled one percent or more of their teachers as Life Members in the NEA are: Alaska, 5.2; Hawaii, 3.7; D. C., 3.2; Ari- zona, 1.2; California, 1.1; Vermont, 1.1; Ohio, 1. Teacher Credit Unions in New Jersey sv THe . TWENTY-EIGHT teacher credit unions of New Jersey serve gooo teachers. With assets of more than $1,000,000, they have in five years granted more than $2,- 000,000 in loans. School Response to Defense Needs Jv Joun w. srupEBAKER, U. S. Com- missioner of Education, reports that plans are well advanced for launch. ing the fourfold plan authorized by Congressand signed bythe President, by which American vocational schools, rural schools, highschools, universities, and colleges are called on to train by June 1941 more than 700,000 youths and adults as workers to speed up defense industries and government services. Many schools are operating 24 hours a day in order to meet defense needs. The fourfold plan, for which Congress appropri- ated $60,500,000 in the supplemental appropriations bill, carries the fol- lowing provisions: [1] Continuation of pre-employ- ment refresher courses and supple. mentary courses for defense jobs in industry. [2] Short courses in engineering colleges and universities to meet the shortage of engineers in fields essen- tial to national defense. [3] Training of rural and non- rural youth for national defense. [4] Vocational and related or nec- essary instruction for young people employed on work projects of the NYA. AnImportant Point vy Prorestants as well as Catholics are rightfully concerned about those Chris- tians who, when confronted with both com- munism and fascism, appear to choose fascism rather than oppose both.—Benson Y. Landis. Convention of the Deans of Women Sv THE HONORABLE FRANCES PERKINS, Sec- retary of Labor, will give the banquet ad- dress at the twenty-fifth annual convention of the National Association of Deans of Women. She will speak at the banquet to be held jointly with the National Associa- tion of Principals of Schools for Girls on February 21, 1941. The theme of the twenty-fifth anniversary celebration will be “Facing the Future of Women’s Education in a Reorganizing World.” General session topics will include “Governmental Plans for the Future of Women’s Education,” “Plans of Institutions for Women in a Reorganizing World,” and Educational THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION nse . Com- ts that aunch- zed by sident, ational chools, called e than orkers °s and schools 1 order urfold propri- nental ie fol- nploy- upple. obs in eering et the essen- non- se. ir nec- veople of the holics Chris- .com- hoose enson men , Sec- "t ad- ntion ns of let to sOCcia- ls on «the ill be ation ssion Plans ion,” for and TION eS RE REINA ERE “Plans of Business and Professional Women for Educational Needs in a Re- organizing World.” Among other prominent speakers will be Dean Francis T. Spaulding of the Grad- uate School of Education, Harvard Univer- sity, who will speak on the New York State Regents Inquiry and Mrs. Eugenie A. Leonard of The Catholic University of America, who will report on her study at the Office of Education on the Guidance Inventory. Mrs. Leonard will address the Secondary-School Section. From the NEA President's Correspondence SvTHE MICHIGAN TENURE LAw is statewide, but does not apply to any school corpora- tion until it has been adopted by a popular election. Prior to the voting by citizens of Flint, Michigan, on the question of teacher tenure on November 5, President Donald DuShane—at the suggestion of the Flint Teachers Club—sent the following letter to Charles Wright of that city: “My attention has been called to the fact that the city of Flint is soon to pass on the question of tenure for your school system. I hope for the sake of the school children of your city and for the integrity of your schools that the decision will be favorable to tenure. “The National after a careful study of this question for many years, has come to the conclusion Education Association, that tenure is the minimum protection necessary for the development of an eflec- tive teaching profession, and for the pro- tection of the schools and children from politics and from their domination by minority groups. “The public in general approves civil service provisions for government em- ployees. Tenure provides considerably less protection for the most important of public employees, namely, the teachers in our public schools. The schools are performing such a vital function in protecting and perpetuating democracy that when the public fully understands tenure, it will insist that this necessary protection be given to the schools. “There are many misunderstandings about tenure, often created by those who wish to control the schools for their own ends. Tenure does not give anyone a life job. It does not prevent or discourage the removal of incompetent teachers. It does not permit or encourage the teaching of heresies or untruths. On the other hand, tenure does encourage competent and public-spirited teachers to make a life career of teaching. It frees teachers from unnecessary worries and permits them to devote their entire thought, energy, and VOLUME 29, NUMBER Q; DECEMBER I940 time to their professional work. Careful investigation has shown that teachers on tenure are better prepared than non-tenure teachers. Tenure helps to prevent political domination of the schools. It also helps to prevent the domination of education by selfish and unworthy minority groups. “During the depression and hard times of the past ten years it has been very notice- able that in the states having tenure for teachers, there has been less overcrowding of classrooms, less financial strangulation of the schools, less injury to necessary school programs and courses of study, and a better school morale than in states not having tenure. “There is frequent misunderstanding of what tenure really is. Following is a simple but accurate explanation of tenure: Any teacher who is licensed and qualified under state laws can be employed by a community only on probation. If, after serving the pro- bationary term, it appears that this teacher is successful and desirable, he may be placed on tenure by the schoolboard, which means that thereafter he may be removed for incompetency, unfitness, neglect of duty, or other good cause; but he may not be removed for political, religious, per- sonal, or other unworthy reasons. “Again let me repeat that tenure is the minimum protection needed for the devel- opment of a worthy teaching profession and for the protection of the schools against many abuses which prevent their proper functioning and which injure the children enrolled in them.” Doctoral Dissertations yy Since the first annual list of Doctoral Dissertations Accepted by American Uni- versities was compiled seven years ago, the number of dissertations has increased each year. The current list, 1939-40 (H. W. Wilson Co., N. Y. 126p. $2) records 3088 with chemistry leading, education second, English literature third. School buildings and the facilities of American education were widely used for the national selective service registra- lion on October 16. Thousands of schools suspended regular class- es for the day and school slaffs gave voluntary assistance to local selec- live service boards. This photo was taken at one of the 103 Pittsburgh, Pennsylvania, schools, in which about 2000 teachers took an active part in registration, CLARENCE A. DYKSTRA It is a compliment to the effectiveness of educational administration that President Roosevelt selected President Dykstra of the University of Wisconsin to serve as Direc- tor of Selective Service. Dr. Dykstra is a member of the Executive Committee of the National Committee on Education and De- tense, organized in August under the auspices of the National Education Asso- ciation and the American Council on Education. Department of Elementary School Principals Jy THE NUMBER of reservations for the Fifth Annual Conference on Elementary Education being sponsored by the Depart- ment at Harvard University, July 7-18, 1941, has so far exceeded expectations at this early date, that Dean Francis T. Spaulding has selected the Harvard Busi- ness School to house the group. Living accommodations, classrooms, auditorium, and dining halls are all in the same block, and there will be unlimited parking space. The banquet of the Department at the meeting of the School Administrators, February 22-27, Atlantic City, will be held in the Grand Ballroom, Traymore Hotel. The December National Elementary Principal, which will have “Later Child- hood Problems” as its theme, will carry articles by Beryl Parker, Worth McClure, Mrs. Mary D. Barnes, and other prominent educators. NEA Department President Dies vv WiLu1AM A. BRANDENBURG, president of the State Teachers College at Pittsburg, Kansas, died on October 29. Dr. Branden- burg was president this year of the Amer- ican Association of Teachers Colleges, an NEA Department. He had served five years as a member of its committee on accrediting and classification. He was president of the Kansas State Teachers Association in 1938. A Thought for Christmas vy To BE HONEST, to be kind—to earn a little and to spend a little less, to make upon the whole a family happier for his presence, to renounce when that shall be necessary and not be embittered, to keep a few friends but these without capitula- tion—above all, on the same grim condi- tion, to keep friends with himself—here is a task for all that a man has of fortitude and delicacy—From Robert Louis Steven- son’s “Christmas Sermon.” Lending The Journal yy WE cet two copies of THE JourNat in this family. This year we are lending one to our minister so that he can see that our professional organization is solidly behind religious training. I feel that the sense of defeat in the junior highschool children is due to lack of religious training definitely planned to keep before the children the promises of the eternal force that tran- scends men and their promises.—Elmer A. Finch, science teacher, Amityville, New York. Is Your Address Correct? yy Dw 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 Namoe............. Street City. OLD ADDRESS 8) RAE OD Street [ 288 | A Teacher to Her Pupils You helped me stretch our schoolroom walls With open little minds and hearts, And bring inside to live with us And teach us all their ways and arts Small folk like you from o'er the globe. A rabbit hutch Pierre helped us build, And Heidi let us milk her cows, We loved Tonino’s carved wood toys, And Ting Fang charmed us with his bows. Our hearts beat time to Guillaume’s flute, Warm hands sowed Russian Peter’s beets, We learned to row on Greta’s fiords With Karl explored clean German streets. Your spirits met in work and play, You talked with smiling eyes and song, My triumph came—you said to me, “We're all just folks, and all belong!” But now you come to me and beg, “Teacher, tell us it’s not true That Jeanie’s flowers aren’t blooming now.” Your eyes plead so, your hearts plead, too. “How could one harm poor Moni’s goats? “They frighten easily, you know. “And Hans should never loose the dikes! “He knows his polder home is low! “Why do all of them make war? “Just folks like us they were, you said. “Why, oh, why, do they drop bombs? “Why do they wish each other dead?” Please stop, my dears, don’t ask of me, And take away your eyes—please go! I cannot answer you because I do not know; I do not know! —G.apys Pratr White, Kanawha County Schools, West Virginia Educational Policies Commission yy REGIONAL CONFERENCES ON CITIZENSHIP EDUCATION—The Commission is planning to hold a series of thirty regional confer- ences on citizenship education in centers thruout the United States. These confer- ences will be sponsored jointly by the Edu- cational Policies Commission and appro- priate local and state educational agencies and will be held between January 10 and May 30, 1941. Learning the Ways of Democracy—This most recent of the Commission’s publica- tions is receiving widespread acclaim by school people thruout the country. Copies are available at $1 each, with quantity discounts. On Our Way—This educational revue which was so successfully produced last February at the St. Louis convention of the AASA has been since that time pro- duced by many hundreds of school sys- tems. On October 22 the revue was pre- sented to an audience of approximately 700 children in the Alliance, Nebraska, city schools; the program was later re- peated before an audience numbering over THE JOURNAL OF a thousand members of the local com. munity. Said Superintendent Partridge, “Nothing that our school has ever done has created as much favorable comment as this production.” “There are those who say that there hasn’t been a theatrical pro. duction on Broadway for many years that could compare with ‘On Our Way,’ ” com. | ments the Educational Bulletin of the Pennsylvania State Education Association, Over 10,000 copies of the script and music for the revue have been distributed. Single copies are available gratis; additional copies, 10¢ each. Former Chairman of NEA Board of Trustees Dies yy WALTER R. SIDERS, executive secretary of the Omaha Teachers Forum of Omaha, Nebraska, passed away suddenly from a heart attack on October 25. In 1922 Dr. Siders was elected Chairman of the Board of Trustees of the National Education As- sociation, which position he occupied until 1931. It was during his chairmanship that the seven-story addition to the NEA head- quarters in Washington, D. C., was built. This spacious Headquarters building is a monument to his planning and work. Dr. Siders’ interest in education was interna- tional. He served as field representative of the World Federation of Education As- sociations from 1927 to 1932. For Students of Crime Problems sx “Detinouency of the Second Gener- ation of Adults in America” is the title of a 66-page monograph of the National Com- mission on the Enrichment of Adult Life of the NEA Department of Adult Educa- tion. The price is 75¢. Orders should be addressed to James A. Moyer at 217 State House, Boston. Tributes to John W. Abercrombie ve THE ALABAMA for October 1940 reserved a special section for tributes to John W. Abercrombie, “educa- tor, statesman, gentleman,” who died at his home in Montgomery on July 2. “What Horace Mann was to the public schools of Massachusetts, Henry Barnard to the pub- lic schools of Connecticut and Rhode Island, John W. Abercrombie has been to the public schools of Alabama.” Effective Field Work yy Maine is working for a teacher tenure law. Executive Secretary Richard Kennan of the Maine Teachers Association re- cently wrote to the other state secretaries: “Week before last we discovered that the superintendents were about to debate the proposed law at their state conference. In response to my SOS, [Cont. on page 292] SCHOOL JOURNAL THE NATIONAL EDUCATION ASSOCIATION —— eel al com- artridge, er done omment ose who ical pro. ars that ” com. of the Clation, d music . Single 1 copies, Board ecretary Omaha, from a 922 Dr. > Board ion As- =d until \ip that A head- s built, ng is a rk. Dr. nterna- ‘ntative ion As- ems Gener- title of | Com- lt Life Educa- uld be 7 State m bie \L for ion for ‘educa- lied at “What ools of e pub- Rhode een to tenure ennan yn re- taries: at the te the e. In ° 292] \TION * * ONE HUNDRED PERCENT ENROLMENTS « « Are published the second month after we recewe them. Watch for your school. The rapidly increasing number of schools in cities and counties with every member enrolled has led your Association to set aside this section of The Journal to record this significant growth Completed Enrolments HE FOLLOWING counties, cities, and "Tindividual schools have reported 100 percent membership, from September 30 thru October 31, and have continuously enrolled in their national professional organization for the number of years indicated : TWENTY-TWO YEARS Cotoravo—Greeley, Washington : ; ; lowa—K eokuk, Entire System; Sioux City, Hopkins Oxn1o—Elyria, McKinley TWENTY-ONE YEARS CaLirornia—Piedmont, Entire System Cotoravpo—Colorado Springs, Buena Vista, Wash- ington Maine—Mapleton, Entire System MassACHUSETTS—Brookline, Pierce Elem. MinNESoTA—Minneapolis, Hay Ou10o—Marietta, Marion, Norwood Vircinta—Norfolk, Henry Clay TWENTY YEARS Arizona—Prescott, Entire System; Tucson, Dun- bar Jr. High CaLirornrta—San Francisco, Madison Cotorapo—Arvada, Arvada InpIANA—Hammond, Columbia, Kenwood, Wallace Lov1stana—Grand Cane, Grand Cane Sr. High Massacuvusetts—Belmont, Chenery Nevapa—Las Vegas, Las Vegas , On1to—East Cleveland, Mayfair; Norwood, Allison, Sharpsburg NINETEEN YEARS Connecticut—East Hartford, Meadow; Stamford, Weaver Iowa—Burlington, Entire System Ittino1is—Winnetka, Entire System MicuiGan—South Haven, Entire System. ; Oxnto— a Entire System; Cincinnati, Pleasant Ridge; Greenfield, Entire System; Ober- lin, Entire System; Wooster, Bowman PENNSYLVANIA—Biglerville, Entire System; Lans- downe, Fernwood Vircinta—Norfolk, James Monroe b Wisconstn—Kenosha, Lincoln Elementary; Wau- sau, Irving, Schofield EIGHTEEN YEARS Cotoravo—Colorado Springs, Whittier; Rocky Ford, Entire System Dectaware—Wilmington, P. S. No. 13 ILtinois—Pekin, Entire System; Pontiac, System InpIANA—Huntington, Entire System Massacu usetts—Beverly, Charles S. Brown Entire Missourt—Kansas City, Milton Moore New Mexico—Roswell, Washington Avenue On1o—Columbus, Eighth Avenue; East Cleveland, Caledonia; Norwood, N Norwood; Wooster, Beall Avenue; Zanesville, Entire System Vircinta—-Lynchburg, Garland-Rodes Wisconsin—Kenosha, Weiskopf Wyominc—Worland, Entire System SEVENTEEN YEARS Cotoravo—Colorado Springs, Midland, Denver, Ebert Ipano—Pocatello, Jefferson ; ILtinois—Belvidere, Belvidere High Steele; Inptana—Fort Wayne, Hamilton; Indianapolis, Geo. W. Julian Kansas—H utchinson, Northside MASSACH USETTS—Melrose, Roosevelt MicuiGgAn—Grand Haven, Entire System Missourt—Clayton, Entire System New Jersev—Bernardsville, Bernards High; Ruth- erford, Lincoln; Summit, Central Jr. High, Roosevelt New Mexico—Albuquerque, Lew Wallace On1o—Cleveland, Fairview Public Schools; Colum bus, Heyl Avenue, Medary; Findlay, Detwiler, Firmin, Glenwood Jr. High, J. C. Donnell Jr. High, Lincoln, McKee, Washington; Norwood, Williams Avenue; Warren, Roosevelt; Youngs- town, Jefferson PenNsYLVANtaA—Lehighton, merton, Entire System Entire System; Pal- Ruopve Istanp—Jamestown, Carr, Clarke Wisconsin—Wausau, Central, &. D. Jones, Jr. High, Lincoln Wyrominc—Casper, Grant; Midwest, Midwest; Sheridan, Central SIXTEEN YEARS Ari1zona—Winslow, Entire System Cuanee te olorado Springs, Garfield, Helen Hunt, vywi ILtino1s—Evanston, Willard; Twp. Sr. High Inp1ANA—Fort Wayne, McCulloch Kentucky—Lowuisville, John B. McFerran Massacuusetts—Gloucester, Forbes; Plymouth, Hedge MINNESOTA—Minneapolis, Cleveland Missouri—Kansas City, Leeds New Jersev—Bernardsville, Bernardsville Gram- mar; Camden, Read; Carney’s Pointe, du Pont; Ocean Grove, Ocean Grove New York—Ardsley, Ardsley High No. 5; Ken- more, Washington; Schenectady, Howe Ounto—Ashtabula, Ashtabula Harbor Schools; Co- lumbus, Avondale; Hoytville, Jackson Twp. H.; Lancaster, Lancaster High; Lima, Central High, Emerson, Faurot, Franklin, Garfield, Mann, Irving, Jefferson, Lincoln, Longfellow, Lowell, McKinley, Roosevelt, Washington, Whit- tier; Logan, Logan Jr. High, East; Mansfield, ree Marietta, Washington; Youngstown, =lm Orecon—North Bend, Entire System PENNSYLVANIA—Abington, Entire System; Temple, Muhlenberg Twp. Schools; Lehighton, Packerton Jr. High Wisconsin—Kenosha, Frank, Jefferson; tosa, Longfellow Jr. High FIFTEEN YEARS Arizona—Clarkdale, Entire System ILt1no1is—W heaton, Entire System InpiANA—Fort Wayne, Nebraska, Rudisill; Indian- aoplis, P. S. No. 39 MAssAcHUSETTS—W inchester, George Washington Minnesota—Minneapolis, Cavell, Fuller, Willard Missourt—St. Louis, Roe, Wyman New Jersey—Ocean Grove, Neptune Twp. Schools; Ventnor, Oxford Avenue New Mexico—Roswell, East Side Jerseyville, Jersey Horace Wauwa- Ounto—Ashtabula, Pacific Grade; Bowling Green, Ridge Street; Columbus, Felton; Lakewood, Hayes; Lancaster, Entire System; Lima, Entire System; Logan, Entire System; Mansfield, New- man Street; Marietta, Marietta Jr.-Sr. High; McDonald, Entire System; Warren, Frances E. Willard PEN NSYLVANIA—Gettysburg, Entire System; Lans- downe, East Lansdowne Borough; Wayne, Wayne Elem. Wasuincton—Centralia, Centralia Sr. High, Jef- ferson- Roosevelt Wisconsin—Kenosha, Columbus, Washington; La Crosse, Hamilton; Manitowoc, Cleveland, Gar- field, Jefferson, Madison, McKinley, Roosevelt FOURTEEN YEARS Arrzona—Clemenceau, Entire System; Prescott, Jefferson, Lincoln, Miller Valley CoL_orapo—Arvada, Entire System; Canon City, Harrison; Colorado Springs, Columbia FLoripa—Daytona Beach, Lenox Avenue Grorcia—Atlanta, Frank L. Stanton, Georgia Ave- nue, Lee Street Itt1no1s—Belvidere, Logan, Washington; Oak Park, Emerson, Hawthorne, Henry W. Longfellow, Ho- race Mann, John Greenleaf Whittier, Lincoln, Lowell, Oliver W. Holmes, Washington Irving, William Beye, William H. Hatch Inp1ana—Fort Wayne, J. N. Study; Indianapolis, Calvin Kendall No. 62 Ilowa—West Liberty, Entire System Kansas—Hutchinson, Winans; Lawrence, Woodlawn Maine—Machias, Washington State Normal Massacuvusetts—Brookline, Michael Driscoll Jr. High; Stoneham, South Micuican—Detroit, Guest MinneEsota—Minneaoplis, Cooper New Jersey—Bernerdsville, Olcott New Mexico—Albuquerque, University Heights; Van Houten, Van Houten New York—Kenmore, Harding, Lincoln Nortu Daxota—Fargo, Franklin Ounto—Ashtabula, Columbus Jr. High; Canton, Washington, Woodland; Lockland, Entire Sys- tem; Marietta, Harmar, Willard; Ravenna, En- tire System Orecon—Roseburg, High, Rose Lincoln, Benson, Fullerton, Jr. VOLUME 29, NUMBER 9; DECEMBER I940 PENNSYLVANIA—Hollidaysburg, Entire System; Ty- rone, Entire System TENNESSEE—K norville, Lincoln Park TExas—Texarkana, r. High Utan—Bountiful, South Jr. High; Farmington, Farmington; Wasatch County, Entire System; Layton, Syracuse Vircinia—Norfolk, Larchmont Wisconsin—Whitefish Bay, Cumberland, Richards; Shorewood, Entire System; Wauwatosa, Wash- ington Wyrominc—Sheridan, Coffeen Avenue THIRTEEN YEARS ALABAMA—Birmingham, Martin Cororapo—Canon City, Roosevelt Jr. High Con NEctTicut—Darien, Hindley ILLt1no1s—Belvidere, Entire System InpianA—Fort Wayne, Bloomingdale Kansas—Lawrence, Pinckney Maine—Waterville, Myrtle Street MassAcCHUSETTS—W orcester, Thorndyke Road Micuican—Flint, Durant New York—lIthaca, Belle Sherman, Central, East Hill, Fall Creek, Open Air, Reconstruction Home, Saint John, South Hill, West Hill; Kenmore, Roosevelt Oxu10—Columbus, Chicago Ave.; Lakewood, Madi- son, Taft; Steubenville, Jefferson; West Carroll- ton, Entire System; Willoughby, Entire System SoutnH Daxota—Pierre, Entire System Utan—Brigham City, Lincoln, Perry; Collinston, Collinston; Corinne, Corinne; Fielding, Fielding; Garland, Garland; Howell, Howell; Plymouth, Plymouth; Portage, Portage; Tremonton, Both- well, Ellwood; Washakie, Washakie VermMont—Enosburg Falls, Entire System WaSHINGTON—S pokane, Havermale Jr. High, Libby Jr. High ? Wisconsin—LaCrosse, Hogan TWELVE YEARS Arizona—Phoenix, Phoenix Jr. College CaLirornia—Fortuna, Fortuna Union High CoLorapo—Gunnison, Entire System; Walsenburg, Huerfano Co. High District or Cotumspia—Washington, Blake Itt1no1s—Lombard, Entire System InpDIANA—1/ ndianapolis, Oscar C. McCulloch No. 5, P. S. No. 15; Terre Haute, Sandison Kansas—Lawrence, Lawrence Jr. High MassaCHUSETTS—Malden, Pierce; Stoneham, Em- erson MinNnEsOTA—Minneapolis, Garfield New HampsuHire—W inchester, Thayer Sr. High New Jersey—Basking Ridge, Basking Ridge; Ber- nardsville, Entire System; Liberty Corner, Liberty Corner; Millington, Bonnie Brae; Summit, Sum- mit Sr. High New Mexico—Albuquerque, N. Fourth Street New Yorx—Johnson City, Harry L. Johnson Ounto—Ashland, Entire System; Canton, Henry S. Martin; East Cleveland, Superior; Fremont, Lutz; Marietta, Entire System; Nelsonville, Nelsonville Sr. High; Painesville, Roosevelt; Wooster, Wal- nut Ruope IsLtanp—Jamestown, Entire System ELEVEN YEARS Itt1no1s—Cicero, Grant; Glen Ellyn, Entire Sys- tem; Hillsboro, Edison; Peoria, Harrison; Springfield, Hay-Edwards; Stockton, Entire Sys- tem InptaNa—Dunkirk, Entire System Massacuusetts—West Medford, James A. Hervey Micuican—Lansing, Walter French Jr. High Missouri—St. Louis, Mallinckrodt; Webster Groves, Bristol, Goodall Nevapa—Austin, High No. 1; Battle Mountain, Battle Mountain; Las Vegas, Manual Arts, North Las Vegas, West Side New Yorx—Clinton, Entire System; Ithaca, En- tire System; Johnson City, Theodore Roosevelt; Oneonta, Chestnut Street Norta Daxotra—Fargo, Lincoln velt, Roosevelt Jr. High Ou1o—Findlay, Liberty Twp. Cons.; Lancaster, Cedar Heights; Lakewood, Lincoln; Nelsonville, Entire System; Toledo, Wynn; Worthington, Entire System Orecon—Rainier, Rainier Grade No. 13 PENNSYLVANIA—Abington, Cedar Road; Ambridge, First Ward; Berwick, Fairview Avenue, 14th Street; Nesquehoning, Mauch Chunk Twp. Schools; Red Lion, Entire System Vermont—Ludlow, Black River Academ Vircinta—Norfolk, in Robert Wisconstn—Kenosha, McKinley, Roosevelt Wyvominc—Cokeville, P. S. No. 8 Platoon, Roose- b satewood ward Bain ; Wauwatosa, [ 289 ] TEN YEARS CariFrorNniA—Calwa City, Calwa CoLtorapo—Canon City, Madison; Fort Laurel Street; Greeley, Horace Mann Grorcia—Macon, Charles H. Bruce Inp1ANA—Fort Wayne, Adams Jr. High Kansas—Topeka, Gage; Lawrence, McAllaster, New York Maine—Brewer, Entire System MaryLanp—Hagerstown, S. Potomac Jr. High MassacHvUSETTs—W illiamstown, Broad Brook, South Center, Walter G. Mitchell Minnesota—Minneapelis, Calhoun, Northrup Mrssouri—Kansas City, Franklin; St. Louis, Eliot, Hamilton, Herzog, Madison, Pestalozzi, Shen- andoah, Washington New Jerstey—Highland Park, Lafayette No. 1; Summit, Jefferson New Mexico—Albuquerque, Washington Jr. High; Hot Springs, Entire System New York—Geneva, High Street; Ithaca, Atypical; Kenmore, Special Teachers and Supervisors; Monticello, Monticello High Oxnto—Ashland, Central Grade; Ashtabula, Bunker Hill; Canton, Belle H. Stone, Henry S. Belden; Centerville, Washington Twp.; Dayton, Gorman; Warren, Dickey Avenue; Zanesville, Special Teachers and Supervisors, McKinley PENNSYLVANIA—Ambridge, Harmony, Liberty; Ber- wick, Entire System Vircinta—Hot Springs, Valley Sr. High; Ports- mouth, Thomas Jefferson; Norfolk, Norview High WasHINGTON—Millwood, West Valley High Wisconstn—Manitowoc, Woodrow Wilson; Port Washington, Entire System NINE YEARS Artzona—Ray, Lincoln CaLirorn1a—C armel-by-the-Sea, briel, Potrero Heights CoLtorapo—C olorado Springs, West ae High InpiaNa—Fort Wayne, Hoagland, J. H. Smart Kentucky—Louisville, Emma Dolfinger MassacHusetts—Rutiland, High; Wellesley Hills, Gamaliel Bradford Sr. High Missourti—Kansas City, Manchester; St. Louis, Carondelet, Carr Lane, Clay, Clinton, Humboldt, Collins, Sunset; San Ga- Longfellow, Oak Hill, Resident Open Air, Scruggs , ; New Hampsuire—Derry Village, Pinkerton Acad- emy New Jersey—Westfield, Grant New YorkK—Amsterdam, McCleary; Glens Falls, Big Cross Street; Larchmont, Murray Ave.; Penn Yan, Chestnut Street; Rochester, Samuel Lattimore No. 11; Rome, Barringer NortH Dakxota—Fargo, Hawthorne Oxu1o—Canton, Allen; Norwood, Norwood View; Perry, Perry; Toledo, Coy Elem.; Willoughby, Garfield; Wooster, Pittsburgh Ave. PENNSYLVANIA—A bington, Ardsley; Hulmeville, Hulmeville-Middletown Twp.; Huntingdon Vel- ley, Lower Moreland Elem., Lower Moreland High; Lansdale, Entire System; Lansdowne, En- tire System; Milton, Lincoln Bldg., Curtin Bldg.; Solebury, Solebury Twp. Wsconsin—Manitowoc, High; tosa, Jefferson Lincoln W auwa- EIGHT YEARS Ar1zona—Phoenix, Alhambra Cotorapo—Aurora, Entire System; Golden, Entire System; Greeley, Central Platoon Con necticut—Darien, Holmes; Greenwich, River- side; Waterbury, Bunker Hill DeLawArRE—Kenton, Kenton Ipano—Naf, Clear Creek, Standrod Irtt1nors—East St. Louis, Maplewood; Libertyville, Libertyville Twp. High; Peoria, Longfellow InpIANA—Fort Wayne, South Wayne; Indianapolis, P. S. No. 56; Sullivan, Central Kansas—Lawrence, Cordley Martne—Houlton, Entire System MassACHUSETTS—Gloucester, Babson; Phineas Lawrence, Samuel D. Warren MicuicGan—Berkley, Entire System Mississipe1-—Greenville, Central; Meridian, Entire System; Vicksburg, Clay Street Missourtr—Kansas City, Frances Willard: Kirk- mood, W. W. Keysor; St. Louis, Central High, Cole, Grant, Meramec Hills Farm, Mullanphy, Riddick, Turner, Walbridge Nevapa—Las Vegas, Entire System New Jersey—Franklin, Entire System; Irvington, Augusta Street New Yorx—Pine Plains, Entire System; South- hampton, Entire System; Wellsville, Martin Street; West Nyack, Clarkstown No. 7 Oxuio—Akron, Schumacher; Bucyrus, Holmes-Lib- erty Cons.; Columbus, Olentangy; Dola, Wash- ington-Cessna; Lakewood, Grant-Wilson; Logan, Central; Newark, Franklin, Hazelwood, Keller, Lincoln, Riverside; North Olmsted, Butternut Ridge; Ohio City, Ohio City-Liberty Sr. High; Port Clinton, Entire System; Wickliffe, Entire System; Willoughby, Longfellow; Wooster, En- tire System; Youngstown, Haselton Waltham, SoutH DaKkota—Sioux Falls, Riverside, Whittier Jr. High ; Utan—Lucin, Lucin; Riverside, Riverside; Salt Lake City, Woodstock Vircinta—Warm Springs, Mitchelltown Wisconsin—Kenosha, Roosevelt Wyvominc—Laramie, Laramie Sr. High; Sheridan, Linden Avenue [ 290 ] PIEDMONT HIGHSCHOOL The Piedmont, California, schools have been 100 percent in NEA membership since 1920. H.W. Jones is superintendent of schools. SEVEN YEARS Cotorapo—Boulder, Boulder Sr. High, Lincoln, Mapleton, Washington, Whittier; Fort Collins, Franklin, LaPorte Avenue, Washington; Grand Junction, Washington; Greeley, Lincoln Platoon District oF CotumMspia—Washington, Pierce Fioripa—Tampa, U. M. Ybor Georcia—Atilanta, Faith, J. C. Harris, Jerome Jones Ipano—Pocatello, Roosevelt, Tyhee, Washington, Whittier _ Irtino1s—Chicago, Van Vlissingen Inptana—Bloomington, Fairview: Indianapolis, Jas. Russell Lowell No. 51, P. S. No. 31; P. S No. 45, William Penn No. 49; Terre Haute, Collett, Thornton Jr. High Kansas—Hutchinson, Fourth Entire System Massacuvusetts—Belmont, Mary Lee Burbank; Brookline, Heath Jr. High; North Adams, John- son; Rutland, Entire System MicnHican—Marshall, Entire Stone Missourt—Kansas City, Marlborough; St. Lowis, Adams, Bellefontaine Farms, Chouteau, Lafay- ette, Shaw Nesraska—Grand Island, Grand Island Sr. High New Jersey—Lincoln Park, Entire System; Red Bank, Mechanic Street, Oakland Street, Red Bank Jr. High, River Street New York—Batavia, Robert Morris; Mamaroneck, Daniel Warren; Olean, P. S. No. 3; Oneonta, Center Street Ounto—Bay Village, Parkview Sr. High; Canton Market; Clyde, Entire System; Lockland, Arling ton; London, Entire System; North Olmsted North Olmsted Sr. High; Pemberville, Pember ville High; Sylvania, Central Avenue, Hillview; Toledo, Clay Elem., Clay High; Warren, McKin ley; Youngstown, Lincoln, Roosevelt Sovutu DaKxota—Madison, Washington TEN NESSEE—Madison, Stratton Utran—Bountiful, Stoker; Brigham City, Central; Garland, Bear River Sr. High; Lynn, Junction VermMont—Burlington, Champlain Vircinta—Hot Springs, Thomastown Elem.; Mill- horo, Millboro WasHincton—Chehalis, West Side Wisconstn—Eau Claire, Eighth Ward, Fourth Ward, Jr. High, Ninth Ward, School for A-Typ- ical Children, Second Ward, Seventh Ward, Tenth Ward, Third Ward. Vocational; Jefferson, Elementary; Manitowoc, Entire System; Wausau, Entire System Wyryominc—Laramie, Stanton Avenue; Lawrence, System; Saginaw, SIX YEARS ALaBAMA—Birmingham, Henley \caska—Haines, Haines CaLirornia—Colusa, Colusa Union High; Covello, Round Valley Union High; Oakland, Melrose; Stockton, Monroe Cotorapo—Akron, Washington County High; Fort Collins, Entire System DeLawarE—Delaware City, Delaware City Wilmington, Charles B. Lore Grorcia—Atlanta, East Lake; Joseph Clisby ILt1No1s—Princeton, Entire System InpDIANA—/ ndianapolis, John McCormick No. 30, Oliver Perry Morton No. 29, P. S. No. 43; Vincennes, LaSalle, Tecumseh, Washington; W olcottville, Entire System High; Slaton; Macon, THE JOURNAL OF lowa—Estherville, Entire System; Muscatine, (rant Kansas—Hiawatha, Entire System MASSACHUSETTS nomet, Mt. Pleasant MInNESOTA—Minneapolis, Stillwater, Oak Park Missitsstpp1—Horn Lake, Horn Lake Vocational High Missourt—-Airkwood, George R. Robinson, Henry Hough, John Pitman; St. Louts, Buder, Charless, Fanning, Gardenville, Garfield, Gratiot, John H Schroeder, Long, L’Ouverture, Mason, Michael, Special School No. 6, Taussig Open Air, Waring, Woodward; H’ebster Groves, Avery New Jersev—Neptune, Ridge Avenue, Summer field, Whitesville; Westfield, Lincoln, Woodrow Wilson New Mexico—Jal. Entire System New Yorxk—Corning, Northside Grammar; Free- port, Archer, Cleveland Avenue, Grove Street, Seaman Avenue; Geneva Prospect Avenue Malverne, Lakeview; Ossining, Roosevelt; Penn Yan, Liberty Street Nortu Dakota—Minot, Ouio—Baltimore, tire System; Canton, Cherry, 2 T Arlington, Locke; Plymouth, Ma- Lowell, Van Cleve; McKinley Liberty Union; Barnesville, En Bremen, Rushcreek Memorial High; Clarendon; Cleveland Heights ulevard; Columbus, Mound Jr. High, Siebert Street, Stewart Avenue; Elyria, Edison; Findlay, Huber; Fostoria, Entire System; Gratis, Entire System; Lakewood, Garfield, Harrison, McKinley Mansfield, r Brinkerhoff, West Fifth; New Lyme New Lyme; New Philadelphia, West Elem.; North Canton, Entire System; Ohio City, Entire System; Ridgeway Ridgeway-Taylor Creek; Sawyerwood, Sawyerwood; Steubenville, Lincoln; Toledo, Oregon Twp. Public Schools; Van Wert Pleasant Twp. Cons., Anthony Wayne; Youngs- town, Wilson High, J. G. Butler Orecon—Estacada, Union High Dist. No. 6; Forest Grove, Entire System; Medford, Lincoln PEN NSYLVANIA—IJndiana, Sr. High Soutn Caro_ina—Clinton, Entire System TEXAS {ddison, Addison Uran—Brigham City, Box Elder High, Box Elder Jr. High; Deweyville, Deweyville; Morgan County, Entire System; Promontory Station, Boothe Val- ley; Tremonton, Thatcher; Yost, Yost Vircinta—Arlinaton, Henry Clay; Lynchburg, Fairview: Norfolk, Chesterfield Heights WasHtncton—Bellingham, Bellingham Administra tive Blde Wisconsin—Eau Claire, Sr. High; Jefferson, En tire System; Madison, Randall; Milwaukee, West Milwaukee High; Sheboygan, Horace Mann W Yominc—Granger, Entire System; Rock Springs, Lowell FIVE YEARS ALABAMA—Tuscaloosa, Entire System Decaware—Ellendale, Ellendale Dist. No. 125; Wilmington, S. G. Elbert District of CoLu MBIA Vocational, Dent, Orr GrorGia—Atlanta, Connally Ipano—Pocatello, Bonneville ILttinois—Berwyn, Irving; Edwardsville, Sr. High; Eldorado, Lincoln; Jerseyville, Jerseyville; Peru Entire System InviAnA—Freelandville, Entire System; ville, Port Fulton; Monroe City, Entire Syste Muncie, Blaine Jr. High; Nappanee, Entire Sys tem; Terre Haute, Crawford, Davis Park Iowa—Council Bluffs, McMillen Kansas—Sedan, Entire System Washington, Dennison Jeffersov THE NATIONAL EDUCATION ASSOCIATION Z ZZ Zz 0 ine, Ma- mal nryv H ael, ng. ier ow ire 1 n; rt, }S- st n st Kentucky—Bloomfield, Entire System; Louisville, Benjamin Franklin, James Russell Lowell; Mce- Creary County, Entire System MAssACHUSETTS—N orwood, Shattuck; Orange, Che- ney Street MicHiGAN—Inkster, Entire System; South Haven, Central Elem. Minnesota—M inneapolis, son MississipP1—Bilozi, Gorenflo, Howard No. 1, How- ard No. 2 Missourt—Kansas City, Paseo High; St. Busch, City Hospital Sch. No. 1, Dunbar, Edu- cational Museum, Froebel, House of Detention, Laclede, Lindenwood, Virginia Ave. Nevapa—Fallon, Churchill County High; Gardner- ville, Consolidated Dist, “A” New Hampsnire—Candia, Moore New Jersty—Berlin, Watsontown Clementon Boro; Irvington, Grove Street; Montclair, Edgemont; Plainsboro, Plainsboro New York—Freeport, Entire System; Hempstead, L. J., Washington; Lancaster, Colfax Heights Elem., School Street; Oneonta, East End; Penn Yan, Entire System; Solvay, Sr. High Nortu Daxota—Park River, Walsh County Agri- cul. & Training Ou1to—Athens, West Side; Bay Village, Entire System; Bucyrus, Bucyrus Rural, Whetstone Con- solidated; Cambridge, Park S.; Campbellstown, Jackson Twp. Cen.; Canton, J. J. Burns, Cedar, Fairmount, Horace Mann, Daniel Worley; Carroll ton, Entire System; Findlay, Bigelow, Strother; Columbus, Grandview Heights Public Schools; Crestline, Jefferson Consolidated; Delaware, West; East Cleveland, W. H. Kirk Jr. High; Johnstown, Entire System; Lakewood, Franklin, Roosevelt; Lebanon, Otterbein Home; LeRoy, Westfield; McGuffey, McGuftey-McDonald; Mentor, Mentor High, Mentor Salida, North Mentor; New Phila delphia, Front Avenue, Schoenbrunn Elem., South Elem.. Tuscarawas Avenue; New Washington, New Washington Cons.; Pemberville, Entire Sys- tem; /foland, Poland Union; Salem, Columbia Street, McKinley; Jiro, Tiro Consolidated; Tro Tuttle; Stillwater, Nel- Louis, Kyle, Troy High; Van Wert, Franklin, Lincoln, Horace Mann, Van Wert High; Wapakoneta, Williamson; Warren, Laird Avenue; Wlliams- burg, Entire System; Youngstown, Harding Orecon—Medford, Roosevelt; Pendleton, Entire System PENNSYLVANIA—H onesdale, Stourbridge; Indiana, Horace Mann, Thaddeus Stevens; Johnstown, Osborne SoutH Carotina—Newberry, Boundry, Mollohon, Speer Street, West End Tennessee—Memphis, Lions Open Air; Newcomb, Lower Rock Creek; Oneida, Musgrove; Winfield, Embry King Uran—Bear River, Bear River City; Centerville, Centerville; Clearfield, Clinton, West Point; Kaysville, Davis Sr. High, Kaysville; Park Val- ley, Park Valley; Salt Lake City, Lincoln School Granite Dist.; Snowwville, Snowville Vircinta—Burnsville, Burnsville; Lynchbura, Rob ert E. Lee Jr. High; Williamsville, Williamsville Wasuincton—Chehalis, Entire System West VirGcinta—Wardensville, Wardensville Sr. High Wisconstn—Kohler, Entire System; Sheboygan, U. S. Grant W vominc—Cokeville, Entire System; Laramie, Whiting; Rock Springs, Roosevelt FOUR YEARS ALABAMA—Baileyton, Hulaco No 33 Chilton County, Entire System; Hanceville, Center No 31, Pleasant Hill No. 29; Jacksonville, State T eac hers Cc llege Catrrornta—Santa Cruz, Grant, Laurel CoLtorapo—C olorado Springs, Administration Bldg., Bristol; Como, Como N« 9; Greeley, Gipson; Gunnison, County High: Kit Carson, Kit Carson High; Trinidad, Entire System DetawareE--Blades, Blades; Clayton, Clayton Dist No. 119; Farmington, Farmington; Ocean View, Gumboro District or Cotumreta—Washington, Randle High lands, Sumner-Magruder Fioripa—South Miami, Coconut Grove Georc1a—Atlanta, Clark Howell, Lula L. Kings- bury, I. N. Ragsdale IDAH Pocatel Emerson Intinois—Bloomington, Edwards; Elmhurst, York Community High: Havana, Oak Grove; Peoria, Douglas, Glen Oak, Von Steuben; Warrenville Seraph Warren Holmes; Waukegan, Andrew Cooke, North Inpiana—Brazil, Pinckley; Cicero, Entire System: Columbus, Jefferson; Freclandville, Brick P. 8. No. 22, P 46; leffersonville Junior High; Terre City, Entire System lowa—Davenport, Monroe, Bryant, Fulton, Jackson, Lincoln, Marshall Kansas—Kansas_ City, Evansville, Stringtown; Consolidated; I/ndianapolts, S. No. 76, Daniel Webster No Chestnut Street; Sullivan, Haute, Thompson; Union Oral Deaf; Jefferson Jr Dubuque, High, Roesland Dist. No. 92: Kiowa, Entire System; Topeka, Quinton Heights Kentucky—Campbell County, Entire System; Louisville, John Marshall Lourstana—Addis, Levert-Addis; nado High Maine—Camden, Sr. High Varnado, Var VOLUME 29, NUMBER Neemanp Chesapeake City, Chesapeake City tlem. Massac H USETTS—Hanover, Salmond; Stoneham, East; Swampscott, Machon; Wellesicy, John D Hardy; Wellesley Halls, Annie F. Warren; West Springfield, Kings Highway; Williamstown, En- tire System MississipPi—Jackson, Barr, George, Poindexter, Whitfield Missouri—Kirkwood, Entire System; St. Banneker, Emerson, Henry, Shepard, Springfield, Boyd Nevapa—Lovelock, Pershing County High; Minden, Consolidated Dist. “B” New Jersey—Elizabeth, William Livingston No. 10; Helmetta, Helmetta No. 1; Irvington, Chan- cellor Ave.; Moorestown, Moorestown Jr. High; New Providence, Entire System; Oakhurst, Oak- hurst Davis, Galloway, Louis, Woerner; New Mexico—Albuquerque, Longfellow , New Y orK—Great Neck, Arrandale; Hicksville, East Street Elem.; Malverne, Davison Avenue, Lindner Place; Olean, Entire System NortH Carotina—Charlotte, Central Sr. High Nortu Dakota—Park River, Entire System Onto—Bucyrus, Central, Crawford, Kearsley, Kil- bourne, Lincoln, Norton; Canton, Gibbs; Cleve- land Heights, Taylor; Columbus, Mifflin High, Pilgrim, Sunbury; Crawford County, Entife Sys- tem;Dover, South Avenue; East Cleveland, Shaw High; Findlay, Adams Sr. High; Holland, Cris- sey; Medina, York Cons. Rural; Milford, Entire System; Salem, Fourth Street; Sulphur Springs, Sulphur Springs Cons.; Warren, First Street Orecon—Eugene, Whiteaker; Gresham, Gresham Union High; Medford, Jackson, Washington PENNSYLVANIA—Ambridge, Fourth Ward Soutn Caro_ina—Clearwater, Clearwater; Island, Johns Island High; Lexington, System; Newberry, Jr. High, Oakland TENNESSEE—K noxville, Claxton, Lockett, Lonsdale; Memphis, Riverside Texas, Amarillo, Wolflin; Dallas, Idlewild School of Dallas County; Houston, Hawthorne Johns Entire Utan Box Elder County, Entire System; Clear- field, Clearfield; Enterprise, Enterprise; Hurri- cane, Hurricane Elem., Hurricane Sr. High; St. George, Woodward High; Salt Lake City, Sherman, Woodrow Wilson; San Juan County, Entire System Vircinta—Hot Springs, Ashwood; Norfolk, J. E. B. Stuart; Portsmouth, Deep Creek; Warm Springs, Warm Springs; West Norfolk, West Norfolk Wasuincton——-Tacoma, Clover Park Jr.-Sr. High Wisconstin—Eau Claire, Entire System; Green Bay, Chappell; Madison, Longfellow Wvominc—Rock Springs, Rock Springs Jr. High, Washington THREE YEARS AtasaMa—Cullman County, Entire System; Ozark, Dale County Jr.-Sr. High; Shelby County, Entire System A.aska—Buckland, Buckland; Nenana, Mission Arizona—Williams, Entire System é ArKANSAS—Osceola, Entire System; Russellville, Central Ward Catirornia—Littlerock, Keppel Union Connecticut—Greenwich, Byram Covtorapo—Leadville, Central, Leadville Sr. High DetawarE—lVilmington, Alexis I. DuPont Special School Dist FLoripa—Miami, Coral Way Elem. Georcia—Atlanta, Fair Street; Macon, Fort Haw- kins Ipano—Pocatello, Franklin Jr. High Int1no1is—Beardstown, Beard, Lincoln, Washing- ton; Berwyn, Emmerson; Chatsworth, Chatsworth Twp. Sr. High; Chicago, West Pullman; East St. Louis, Alta Sita; Gurnee, Warren Twp. High; Havana, Riverview, Rockwell; Marshall, Marshall High; Neponset, Neponset Twp. High; Peoria, Whittier; Waukegan, Glen Flora, West Inpiana—Ft. Wayne, Central High; Griffith, Grif fith Public; Hammond, Edison, Maywood; In dianapolis, P. S. No. 32, P. S. No. 70; Lafayette, Washington; Prairieton, Prairieton Public; South Bend, Wagner; Terre Haute, Weldele, Fairbanks lowa—Davenport, Admin, Office, Young Inter- mediate Kentucky—Harlan, Central Elementary, Harlan Sr. High; Louisville, Cedar Street; Newport, East Clifton, Ninth Street, Tenth Street, York Street; Russellville, Entire System } Maine—Saco, Nonesuch . Belchertown, Belchertown bCenter; Charles A. Daniels; Melrose, "D. W. Pembroke, Central; Wellesley Hills, Sel- Brown; Worcester, Greendale Detroit, White Special; Saginaw, Hoyt Minneapolis, Monroe jiloxi, Entire System; Louise, solidated; Moss Point, Entire System Missourt—Kirkwood, North Glen Dale; St. Louis, Nottingham Avenue. St. Louis Childrens Hospital, Southwest High, Special School No. 10, West Belle New Jersev—Hillside, Saybrook; Newark, Waverly Avenue; Trenton, Franklin; Union, Union Sr. High; Westfield, Franklin New Yorxk—Cornwall, Cornwall Sr. High; East Hampton, Entire System; Geneva, Cortland Street; Huntinaton, L. 7., Entire System: Lancaster, En- tire System; Oneida, Seneca Street NortH Carorirna—Charlotte, Glenwood, Hickory Grove, Seversville; Greensboro, Jacksonville; Win- ston-Salem, West End MASSACHUSETTS Malden, Gooch; don L MICHIGAN MINNESOTA MISSISSIPPI Con- 9; DECEMBER 1940 NortH Daxota—Fargo, Clara Barton Oxni0o—Ashtabula, State Avenue; Bucyrus, Entire System; Canton, Hartford, Summit, Wells; Cleve- land Heights, Noble; Columbus, Linden; Dover, Second Street; Elmwood Place, Entire System; Findlay, Entire System; Lakewood, Harding Jr. High; Mentor, Mentor Village; Painesville, Con- cord Community, Merrick Hutchinson; Pickering- ton, Violet Twp.; Rocky River, Beach; Salem, Prospect, Reilly; Sycamore, Entire System; Van Wert, Entire System; Zanesville, Bell OrEecon—Nyssa, Nyssa Public SoutH CaroLtina—Columbia, Arden, Taylor TENNESSEE—K nosville, Sequoyah, Staub; Memphis, Bethel Grove Texas—Amarillo, Alice Landergin Utan—Blanding, San Juan High; Bluff, Bluff; Davis County, Entire System; Monticello, Horse- head, Ucolo VirGinita—Bath County, Entire System; Clifton Forge, Deeds; Petersburg, D. M. Brown; Ports- mouth, Sixth Avenue; Roanoke, Jamison, Virginia Heights WasHINGTON—Opportunity, Opportunity Dist. No. 162 Wisconstn— Sheboygan, Longfellow, Sheridan; Ve- rona, Verona Union High TWO YEARS Avaska—Dillingham, Snag Point; Nome, Entire System; Wainwright, U. S. I. O. Day Aritzona—Patagonia, Grammar; Peoria, Dysart; Phoenix, North Union High Co.torapo—Colorado Springs, Lowell; Hayden, Edi- son; Leadville, Entire System; Sugar City, Entire System Connecticut—Essex, Public DeLaAwarE—Laurel, Sycamore District or CoLumBpia—Washington, Hardy Georcta—Atlanta, Sylvan Hills ILt1no1s—Beardstown, Central; Bloomington, Wash- ton; Colfax, Colfax Comm. High; Dixon, Love- land; Havana, Central; Highland Park, Ravinia; LaGrange, Oak, Ogden; Reddick, Reddick Grade; Warrensburg, Warrensburg Com. High; Wauke- gan, Entire System Inp1ANA—Anderson, Hazelwood; Bluffton, Colum- bian; Hammond, Gene Stratton Porter; /ndianapo- lis, Booker T. Washington Jr. High, Christian Park No, 82, Speedway Public Schools; Lafayette, Highland; Lakeville, Lakeville High; Lynn, En- tire System; Muncie, McKinley Elem., Royertown; Selma, Selma Consolidated High; Southport, Southport High; Sullivan, Entire System; Tell City, Troy Consolidated; Terre Haute, Honey Creek High, Maryland; Washington, Entire Sys- tem; Winchester, Morton Bldg. Iowa—Davenport, Grant, Lincoln, Taylor, Washing- ton; Newton, Lincoln Kentucky—Columbia, Entire System; Harlan, En- tire System; Hopkinsville, Belmont; Newport, Entire System Lovistana—Chamberlin, Devall Consolidated; Port Allen, Port Allen Matne—Rockport, Rockport Senior; South Portland, Hutchins MaryLanp—Poolesville, Poolesville Sr. High; Wal- dorf, Waldorf Elem. Massacuvusetts—Leominster, Bennett; Lexington, Franklin; Medford, Hancock; Springfield, School Street; West Concord, Harvey Wheeler-West Con- cord Micuican—Detroit, M. M. Rose; Jackson, Pleasant; Saginaw, Emerson, Longfellow MississrppP1—Drew, Wade Consolidated Missourt—Richmond Heights, West Richmond; St. Louis, Bryan Hill, Cupples, Fremont, Koch Hos- pital School, Lowell, Scullin, Special No. 5. Special No. 9, Special No. 12; St. Louis County, Bel Nor, Garfield, Harrison, Jefferson, Lincoln, McKinley, Washington; Webster Groves, Douglass High Montana—Glendive, Lincoln Bldg. New Hampsnire—Ossipee Center, Ossipee Center New Jersty—Belleville, Magnolia Street S. No. 4; East Orange, Elmwood; Hiahland Park, Irving S No. 3; Springfield, Jonathan Dayton Regional High New Mextco—Taos, Taos Municipal New Yorx—Hicksville, Nicholai Street; Hillburn, Hillburn Union; North Tonawanda, Pine Woods, Wurlitzer; Tuckahoe, Waverly; Wellsville, Brook- lyn Nortu Caro_tina—Kannapolis, Entire System North Dakora—Minot, Roosevelt On1o—Andover, Entire System; Cambridge, Mar- quand, Oakland; Canton, West North; Cleveland, Garnett. Longmead, Gilles Sweet; Cleveland Heights, Canterbury, Coventry Elem.; Columbus, Fulton, Mt. Vernon; Convoy, Entire System; Day ton, Ruskin; Elyria, Allen; Hamilton, Fairfield Township, Union Twp.; Holland, Springfield Twp. Schools; Macedonia, Macedonia Rural; Mentor, Mentor Elem.; Pierpont, Pierpont Rural; Pros- pect, Entire System; Salem, Entire System; Somerville, Somerville; Van Wert, Marsh; Wapa- koneta, Second Ward; West Alexandria, Lanier Twp. Rural; Willoughby, Kirtland High; Youngs- town, Oak, South Ave. OxKtanoma—Oklahoma City, Wilson Orecon—Ashland, Jr. High; Eugene, Lincoln;, Nyssa, Entire System; Wailowa, Entire System PEN NSYLVANIA—JIndiana, Entire System; Johnstown, Horner, Maple Park, Roxbury; Pottsville, County Supts. Office: Royersford, Royersford Borough Ruope Istanp—Westerly, Elm Street [ 291 | Sovtn Carotina—Bethune, Bethune; Bowman, Bowman; Elloree, Entire System; McColl, McColl Grammar; North, Sawyerdale; Norway, Willow High South Daxotra—Aberdeen, Entire System; Miller, Entire System Texas—Amarillo, Sam Houston Jr. High, McKin- ley, Wilson UtaH—Millard County, Entire System; Salt Lake City, Lafayette; Washington County, Entire Sys- tem VirGinta—Glen Allen, Short Pump; Norfolk, Camp- ostella Heights, Robert E. Lee; Winchester, John Kerr WasxHincton—Centralia, Entire System; Puyallup, Clover Park High West Vircinta—Huntington, Jefferson; Ward, Ward Wisconsin—Green Bay, Bayview Dist. No. 6, El- more, Nicolet Elem.; LaCrosse, Washington; New Holstein, Entire System; Sheboygan, Central High, Lincoln, North High, Washington; Wawu- watosa, Lincoln Wyrominc—Midwest, Midwest Jr. High CURRENT YEAR ALaBaMa—Birmingham, McDonald Chapel; Walker County, Entire System Avaska—Bethel, Bethel Territorial Arizona—Phoenizx, Entire System; Ray, Entire System Arxansas—El Dorado, Sandy Land Sr. High; West Ridge, Mississippi County High CaALIFoRNIA—Carmel, Carmel High; Fairfax, Fair- fax; Livermore, Livermore Elem.; Los Angeles, Santa Barbara Ave.; Montebello, Greenwood; Suisan, Crystal Elem.; Vallejo, Grant Cotorapo—Dove Creek, Cedar Point, Urado; Estes Park, High; Fort Collins, Mame R. Harris; Grand Junction, Emerson, Lincoln; Greeley, Greeley High; Sopris, Las Animas County High Connecticut—Essex, Ivoryton; Greenwich, Glen- ville; Christiana, Christiana; Frankford, Houston; Hartly, Hartly; Millsboro, Millsboro Public; Rox- ana, Roxana; Smyrna, John — Moore: Wil- mington, P. S. No. 5, P. S. No. 21 District oF Cotums1a—Washington, Blow, Health, Jackson, Jesse Lee Reno, Military Rd. Greorcia—Americus, New Era Cons.; Atlanta, Formwalt, Home Park Ipano—Hailey, Hailey; Pocatello, Entire System Itt1no1s—Barrington, Entire System; Chicago, Froebel, Jackson, Mayfair; Chillicote, Pearce Grade; Grand Tower, Grand Tower Com. High; La Grange, Entire System; Livingston, Living- ston; Mansfield, Community High; Mt. Carmel, Longfellow; Ohio, Ohio Grade; Sidney, Sidney Community High: Spring Valley, Logan; Wau- kegan, Whittier; Westchester, Westchester Public Inp1ana—Anderson, North Anderson Elem. & Jr. High, Shadeland; Biuffton, Allen-Bluffton High, Central, Washington Park; Bruceville, Aliceville; Chalmers, Chalmers; Columbia City, McLallen; DeSota, Delaware Twp.; Gaston, Harrison Twp.; Howe, Scott High; Jeffersonville, Jr. High, Rose Hill; Knightstown, Central; La Fayette, Lang- lois, Lincoln; Mishawaka, Twin Branch; Napo- leon, Entire System; New Augusta, Pike Twp. Cons.; North Liberty, Entire System; Terre Haute, Youngstown; Whiting, South Side; Win- chester, Entire System Iowa—Davenport, Jefferson, Madison, McKinley; Des Moines, Oak Park Kansas—Emporia, Maynard, Union; Girard, Office of the County Supt.; Colby, Entire System; Hor- ton, Entire System; Medicine Lodge, Entire Sys- tem; Topeka, Potwin Kentucky—Louisville, George W. Morris, George Washington; Newport, Grandview, Newport Jr. High, Special Tchrs.; Wallins Creek, Entire System Lovuistana—Port Eads, Port Eads Maine—Bangor, Fairmount; Castine, Eastern State Normal Mary_anpo—Fairland, Fairland; Laytonsville, Lay- tonsville Elem.; Silver Spring, Glenmont Elem. MaAssacHuUsetTts—Carver, Carver Center; Lexing- ton, Adams; Melrose, Warren; Middleboro, West Side; Milton, Tucker; Newtonville, Newton High; Springfield, Samuel Bowles; West Springfield, ohn Ashley, Main Street, Memorial Avenue, Mittineague, Park Avenue Micuican—Dearborn, Robert Oakman; Detroit, Clippert, Huber- Dwyer; Kaleva, Kaleva; Saginaw, Jessie Loomis MinnEsota—Minneapolis, Bremer, George Bancroft, Horace Mann, John A. Johnson, John A. Logan, Motley, Portland, Ross, Windom; Rochester, Rochester Jr. High MississipP1—Greenville, Court; Pascagoula, Entire System; Ruleville, Entire System; Vicksburg, Bowman Ave. Missourt—Kansas City, Martin; St. Louis, Ames, Benton, Carr, Columbia, Dessalines, Dozier, Gund- lach, Horace Mann, Kennard, Lyon, Penrose, Shriners Hospital School, Special No. 3, Special No. 4, Wheatley Nevapa—Austin, Smith Creek; Lovelock, Lake Con- solidated New Hampsurre—Alstead, Vilas High; Reed's Ferry, McGaw Normal Institute New Jersey—Glassboro, South Glassboro; Summit, Hamilton; Trenton, McClellan; Wanamassa, Wanamassa New Mexico—Albuquerque, Jefferson Jr. High; Roswell, Highland; Taos, Entire System New YorK—Corning, Public S. No. 1; Great Neck, Lakeville; Marion, Central; North Tonawanda, Col. Payne; Westhampton Beach, Entire System Nortu Caro.tina—Charlotte, Elizabeth, Plaza Road, Wesley Heights; Rocky Mount, Entire System; Winston-Salem, Ardmore, Admin. Bldg., Chil- dren’s Home School, Fairview, Forest Park, Gran- ville, South Park North Daxota—Fargo, Horace Mann, Woodrow Wilson; Minot, Jr. High, Sunnyside, Washington Outo—Akron, Fairlawn, Margaret Park, Rimer, Windemere; Ashtabula, Jackson; Brookville, Pyr- mont Special, Wengerlawn; Cambridge, Glass Plant, Ninth St.; Camden, Entire System, Israel Twp.; Cincinnati, Vine; Clayton, Clayton Cons.; Cleveland, Landon, Thomas Jefferson Jr. High; Cleveland Heights, Roxboro Elem.; Collinsville, Milford Twp. Elem.; Columbus, Mifin Twp. Schools; Dayton, Fairmont High, Longfellow, Wayne Twp., Wogoman; Delaware, North; Dover, Dover Avenue Bldg.; East Canton, Osnaburg Twp. High; Elyria, Ely, Franklin, Gates Hosp. School for Crippled Children, Jefferson Jr. High; Englewood, Randolph Village; Euclid, Noble; Germantown, Germantown Village; Hartville, Lake Twp.; Jamestown, Ross Twp. Centralized; Lakewood, Admin. Bldg., Emerson Jr. High: Marion, Dallas Rural, Scott Twp.; Marshallville, Baughman Twp.; Meeker, Montgomery Twp. Rural Cons.; Middletown, Maple Park: Milton Center, Milton Twp. Rural Cons.; ; Newark, Cen- tral, Cherry Valley, Conrad, Hudson Ave, Mound, Texas, Woodrow W ilson Jr. High, Wood: side; Newcomerstown, High, Jr. High; New Leba- non, Johnsville-New Lebanon, Perry Twp.; New Middletown, New Middletown; New Philadelphia, Joseph Welty Jr. High; Norwood, Entire System; Okeana, Morgan Twp.; Oxford, Stewart Sr. High; Painesville, Leroy Rural; Ross, Ross Twp. Rural; Roundhead, Roundhead Rural; Steuben- ville, Harding, Roosevelt; Struthers, Sexton Street; Sylvania, Maplewood; Toledo, Glann, Glendale, Martin, Mt. Vernon; Trenton, Entire System, WwW ayne Twp.; Wapakoneta, Blume High; West Middletown, West Middletown; Whitehouse, Entire System; Wickliffe, Lincoln Oxtanoma—Ohklahoma City, Bath, Gatewood, Har- mony, Lafayette; Ponca City, Roosevelt; Tulsa, Osage Orecon—Ashland, Entire System; Eugene, Edison, University Sr. High: Forest Grove, Central, Lin- coln; Hardman, Hardman Union High; Pendle- ton, Pendleton Tr. High; Stayton, Entire System; The Dalles, Colonel Wright PENNSYLVANIA—Bristol, Edgely Elem.; Buck Run, Buck Run; Coplay, Egypt Public; Croydon, Croy- don, Maple Shade Bldg.; Downington, Downing- ton Industrial; Driftwood, Gibson Twp.; Empo- rium, West Ward; Feasterville, Lower South- ampton Twp.; Garrett Hill, Rosemont; Johnstown, Somerset Street; Langhorne, Langhorne Manor, South Langhorne; Newportsville, Newportsville; Newton, Newton Boro; Richboro, Northampton Twp.; State College, Ferguson Township; Yard- ley, Yardley High Ruope Istanp—Cranston, Princess Avenue Sovutu Carotina—Greenville, Hayne, Stone; McColl, McColl High TENNESSEE—Clarksville, Austin Peay Normal; Nashville, Central Texas—Falfurrias, Falfurrias High; Houston, Jef- ferson Utan—Bacchus, Bacchus; Central, Central Elem.; Clearfield, North Jr. High; Gunlock, Gunlock Elem.; Holladay, Holladay, Irving, Oakwood; Iron County, Entire System; Monticello, Locker- by; Murray, Monroe; New Harmony, New Har- mony Elem.; Salt Lake City, Admin. Office, Cyprus Jr. High, Garfield, Madison, Roosevelt, William Penn; Virgin, Virgin Elem Vermont—Burlington, Lawrence Barnes Vircinta—Armstrong, Wilderness; East Falls Church, Chesterbrook; Norfolk, Patrick Henry; Portsmouth, Cooke Street, Westhaven; Roanoke, Oakland Wasnincton—Maple Valley, Maple Valley Grade; Port Angeles, Clallam Bay; Tacoma, Collins Dist. No. 107; Yakima, Council of Supervisors West Vircinta—Big Chimney, Big Chimney; Camp Creek, Camp Creek; Clarksburg, Summit Park Jr High; Ghent, Ghent; Huntington, Cox Landing; Vivian, Vivian Elem. Wisconsin—Green Bay, Jefferson; Ripon, Entire System; Sheboygan, Franklin; Wauwatosa, Super visors Wyrominc—Buffalo, Johnson County Sr. High; Casper, Washing ston; Wheatland, Wheatland Sr. High [Cont. from page 288] Secretary Givens sent Howard Dawson of the NEA to our aid. Dr. Dawson gave a splendid talk and was vigorous and effective in the discussion that followed. The result was that the vote stood 86 superintendents in favor of tenure and only 10 opposed, whereas previous to the debate we had a clear indication of a large majority opposed to any form of tenure. Here is a clearcut instance of the direct, important service the NEA can give in time of need.” Dr. Cody Honored vy THE THURSDAY EVENING meeting (Oc- tober 24) of Region One of the Michigan Education Association was dedicated to Frank Cody, superintendent of Detroit public schools, and past president of the Michigan association and of the Depart- ment of Superintendence of the NEA. The Golden Jubilee meeting was in honor of Dr. Cody’s fifty years of service in educa- tion. [ 292 ] School Employees and the Draft y¥v THE NATIONAL COMMITTEE ON EDUCA- TION AND DEFENSE, after conferences with the Selective Service officials, advises that schoolboards, as employers, may properly request local draft boards to grant de- ferment of selection of any of their em- ployees whose removal would jeopardize fundamental operations of the school sys- tem. In making such requests, it is sug- gested that schoolboards observe the fol- lowing policies: [1] In the case of an employee whose service in the schools would probably con- tribute more fully to “maintenance of the national health, safety, and interest” than his service in the armed forces, the school- board should feel free to take the initiative in requesting deferment without prejudice to the patriotism of the board or of the employee. [2] No considerations of mere admin- THE JOURNAL OF istrative convenience would justify a re- quest for deferment of an employee. [3] No request for deferment would be justified if a reasonably competent tem- porary substitute for the employee can be secured. No forms for furnishing information regarding occupational deferment of teach- ers will be available. It is recommended that a brief letter be written to the local draft board, setting out the essential in- formation regarding the individual’s activ- ities and the request for deferment. Preparing for the Boston Meeting Many of our readers will combine their journey to the Boston convention of the NEA with a pilgrimage to historic shrines. Such a trip can be made doubly fruitful by reading and study in advance. A de- lightful recent book in this connection is 4 Southerner Discovers New England by Jonathan Daniels. Macmillan, 1940, 398p. $3. [|Cont. on page A-158]| THE NATIONAL EDUCATION ASSOCIATION le vp. on en- »d- ba- ew ia, yr. vp. on in, ire se, 73 percent of the public think education is not overempha- sized. 85 percent think that youth today receive a better educa- tion than their parents got. The November Research Bulletin presents the results of a nationwide poll of public opinion. The American Youth Commission arranged for the American Institute of Public Opinion to collect and tabulate the facts. This work was completed early in the fall of 1940. The results are made avail- able thru the NEA Research Division. What People Think about Youth and Education November 1940 25 cents Research Bulletin 36 pages DISCOUNTS ON QUANTITIES: 2-9 copies, 10 percent, 10-99 copies, 25 percent; 100 or more copies, 331/4 percent. Orders which amount to $1.00 or less must be accompanied by cash. Carriage charges will be prepaid on cash orders but orders not accompanied by cash will be billed with carriage charges included. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street, N. W. Washington, D. C. VOLUME 29, NUMBER 9; DECEMBER 1940 A SUPERLATIVE SET FOR THE CLASSROOM...1S THIS NEW KOA Uctor with Electric Tuning This new,1941 Table Model has many great features, includ- ing not 4 or 5, but 6 RCA Victor Preferred Type Tubes! Excellent volume and tone. Surprisingly low in cost! Here is a radio for your class- room that is an outstanding value! RCA Victor Model 16T-3 is the result of months of RCA research. To give you so much radio at this set’s amazingly low price, engi- All These Great Features Electric Tuning (5 stations) 6 RCA Victor Preferred Type Tubes R-F stage for better sensitivity Big, 2-band, Edge-lighted Dial Plug-in and switch for Record Player Attachment Powerful 6” Electrodynamic Speaker American and foreign reception Built-in Magic Loop Antenna Big knobs for easy tuning Automatic volume control 12 to 1 vernier tuning 2-point, high frequency tone control Automatic Tone Compensation Underwriters’ Approval Re As RA’ AUDIO VISUAL SERVICE Educational Department RCA Manufacturing Co., In \y y Von Camden, N. J neers, designers, production men and purchasing agents virtually performed miracles! When you see and hear this radio you will agree their efforts were well worthwhile. For it gives you Electric Tun- ing for five stations, Amer- ican and foreign reception, built-in Magic Loop Antenna, adequate volume for any classroom, and many other great performance and con- venience features! In addition, Model 16T-3 is amazingly low in cost. Visit your RCA Victor dealer—or mail coupon! Modern Schools stay modern with RCA Tubesin their sound equipment. aca VICTOR peereenen tres Baro tues | Trademark “RCA Victor” Reg. U. S. Pat. Off. by RCA Mfg. Co., Inc. Educational Department (NE-12) RCA Manufacturing Co., Inc. Camden, N, J, Please send me info base rmation about RCAVictorModel 16T-3~—and other 1941 RCA Victor Radios. Name ioscan School Address _ A Service of the Radio Corporation of America [Cont. from page 292] NEA Affiliation si THE NATIONAL EDUCATION ASSOCIATION thru its officers, its Headquarters staff, its publications is prepared to help local teachers associations with their professional problems. This help may be secured thru afhliation of a local group. It is, therefore, timely to urge that all teachers associations affiliate directly with the NEA. The an- nual dues are $5. Affiliation will bring to your association the following: The NEA JourNat (Q issues) NEA Research Bulletin (5 issues) Annual Volume of Proceedings News Bulletin and Official Report of the Depart- ment of Classroom Teachers. There are now more than 1000 local groups that have established this relation- ship. If your organization has not taken this step, a cordial invitation is extended to you to take this important step at once. Write to the NEA Division of Affliated Associations, 1201 Sixteenth Street North- west, Washington, D. C., for further in- formation. The Lesson of Visionary Courage yy Iw 1848 the U. S. waged war on Mex- ico. In 1849 Henry David Thoreau, living at Concord, Mass., wrote an essay “On the Duty of Civil Disobedience,” voicing his disapproval. He further demonstrated his disapproval by refusing to pay his poll tax. cis a consequence, he was arrested and had to spend one night in jail. No one, of course, gave much attention to the event. Some of his friends doubtless thought it was a shame that such an able naturalist should make a spectacle of himself. Others called him a publicity seeker; today we might say a “crackpot.” Let’s shift the scene now to India some eighty years later. Webb Miller, foreign correspondent, is interviewing Mahatma Gandhi: “Did you ever read an American writer named Henry D. Thoreau?” Gan- dhi’s eyes brighten. “Why, of course, I read his Walden first in 1906 and his ideas influenced me greatly. I adopted some of them. Why, I actually took the name of my movement from Thoreau’s essay, ‘On the Duty of Civil Disobedience.’ ” Several years later, Webb Miller stood beside Thoreau’s grave at Concord and wondered: “What would Thoreau think if he could know that his ideas and one night in the Concord jail had directly in- fluenced the current of history and the lives of 350,000,000 Indians three generations later?”—From the annual report of the president of the Lansing (Michigan) Dis- trict Teachers Club. | A-158 | Parents Appreciate the Journal yx Do you ENcouracE the parents of your students to read the JourNaL? A mother recently wrote: “I should like to subscribe to the NEA Journat. I have read several issues of it and consider it as invaluable to parents as to teachers!” What Shall We Do To Increase the Health and Physical Fitness of Our Youth? ye’ A commirrTee of the American Asso- ciation for Health, Physical Education, and Recreation (an NEA Department) recommends a plan of action providing: [A] Health Education—in every school, under direction of school authorities. [1] Health service—for all boys and girls in school: [a] Health appraisal—including both physical and mental aspects of a whole- some organism. [b] Follow-up—to secure correction of defects, changes of regimen, adjustment of outlooks and attitudes. The school must see that the needed health service is rendered. [2] Healthful school — living—school housing and sanitation; schedules of work and recreation; proper rhythms of strain and relaxation; happy, cordial relation- ships between teachers and pupils. 13] Health ing and supervision by worthy exemplars instruction—expert teach- of the teaching in all the grades, including the highschool, of scientific health facts with their personal interpretation. |B] Physical Education—In every school under direction of school authorities: {1] Liberal time allotments for vigor- ous physical play in elementary schools. |2] A minimum of 60 minutes a day in secondary schools, utilizing the after- noon hours for sports, hikes, constructive physical work, and conditioning exercises; under medical supervision, with adequate facilities and teaching personnel. [3] The provision of school camps; for vacation experiences, week-end hikes, and physical work activities such as soil con- servation, camp construction, forest pres- ervation, road and trail building. |C] Recreation: |1| Preparation of rec- reational leadership for Army and Navy needs. [2] Preparation of recreational leader- ship for communities. [|D] Federal Aid—allotted to the states to provide for teacher preparation; im- provement of facilities; salaries for admin- istration, supervision, and teaching; con- struction, operation, and maintenance of school camps. THE JOURNAL OF Dr. Malcolm Price yy Is THE NEW PRESIDENT of the Iowa State Teachers College at Cedar Falls. He sue. ceeds President O. R. Lathrop, who died during the summer. Program of the National Congress of Parents and Teachers Sy THE BoarD oF MANAGERS of the National Congress of Parents and Teachers at its meeting in September adopted for 1940-41 a national legislative program which in cludes: Abolition of compulsory block booking and blind selling of motion pic- tures; federal aid for education, federal funds to be spent with minimum federal control and maximum local support for equalization of educational opportunity among the several states on a basis of need while maximum effort is encouraged by the states; adequate support of federal edu- cational services; election of a school-board by the District of Columbia; opposition to advertising of intoxicating liquor; and op- position to legalizing a national lottery. A Good Project for Local Associations sv VIRTUALLY EVERY CHILD in America is reading color “comic” magazines—a _ pot- sonous mushroom growth of the last two years. Ten million copies of these sex-horror serials are sold every month. One million dollars are taken from the pockets of Amer- ica’s children in exchange for graphic insanity. Frankly we were not perturbed when we first heard about the rise of the action “comics.” We imagined (as do most par- ents) that they were no worse than the “funnies” in the newspapers. But a careful examination of the 108 periodicals now on the stands shocked us into activity. At least 70 percent of the total were of a nature no respectable newspaper would think of ac- cepting. Save for a scattering of more or less innocuous “gag” comics and some reprints of newspaper strips, we found that the bulk of these lurid publications depend for their appeal upon mayhem, murder, torture and abduction—often with a child as the vic- tim. Superman heroics, voluptuous females in scanty attire, blazing machine guns, hooded “justice,” and cheap political propa- ganda were to be found on almost every page. The old dime novels in which an occa- sional redskin bit the dust were classic literature compared to the sadistic drivel pouring from the presses today. . . . Un- less we want a coming generation even more ferocious than the present one, par- ents and teachers |Cont. on page A-160| THE NATIONAL EDUCATION ASSOCIATION tate »UC- lied 349 bulletins, reports, yearbooks in the following subject classifications are included in the latest List of Publications of the National Educa- tion Association and its departments. Administration Adult Education Buildings and Equipment Character and Guidance Commencement Material Curriculum and Class- room Aids Educational Interpreta- tion Federal Government and Education Financing Education Health, Physical Educa- tion and Recreation International Relations Legislation and Law Methods in Education Personnel Practices and Problems Research in Education Rural Education Safety Education Salaries and Economic Welfare Retirement Supervision Teacher Welfare Teaching Profession Teacher Education Tenure Tests, Measurement, and Intelligence Youth Problems Copy of this List of Publications will be sent on request, without charge. National Education Association of the United States 1201 Sixteenth St., N. W. Washington, D. C. Please send me list of publications of the Association and its depart- ments. Address VOLUME 29, NUMBER 9; DECEMBER 1940 . Free Enterprise . The Price of Freedom Paper 50¢—cloth 75¢ The National Home Library Foundation ANNOUNCES New and Important Titles On the General Welfare at Amazingly Low Prices . Our Democracy In Ac- BM iaiv' Franklin D. Roosevelt 50¢ Wendell L. Willkie 50¢ Henry A. Wallace 25¢ . Rural America Lights Up Harry Slattery 25¢ . Now They Are Men.... J. J. McEntee 25¢ . Protecting Your Dollars. Gerhart A. Gesell 50¢ . The Common Defense. .George Rowe 25¢ . Our Forests. . David Cushman Coyle 25¢ . G. Hovah Explains Donald Richberg 15¢ . You And I Rufus Gunn King, Jr. 15¢ . Do You Know Labor _. James Myers 50¢ 2. A Search For A Happy M. F. Washburne 50¢ Also A Beautiful Christmas Edition of the Famous Biographical Study of Jefferson Country By ALBERT J. Nock Gift edition, boxed, $1.00 THE NATIONAL HOME LIBRARY FOUNDATION Washington, D. C. het C teal A limited quantity of the 1939 Bulletin of the Department of Art Education of the National Education Association is now available. Containing 45 papers, this book includes records of the De- partment’s meetings at both the Cleveland and San Francisco con- ventions. Edited by Clara MacGowan, Northwestern University. Art Education is discussed at the elementary, secondary, univer- sity and adult levels. A section of the Bulletin also deals with “Guiding the Young Art Teacher,” and another with “Education of the Art Teacher: Four Years of Undergraduate Work”. Some of the other subjects discussed are—what the art museum can and should do in its commumity to be as useful as possible? Art in the Modern World, The Basis of Criticism of Modern Art, Marionettes, Art in the Village, Modern Dance, Prints, Motion Pictures, etc. This publication will be of immediate interest not only to art educators, but also to all those interested in the educational philosophy and continued growth of the fine arts in Americaa culture. Price $1.00 Copies of the 1937 and 1938 Bulletins of the Department of Art Education are available, the former at 40¢ and the latter at 188 pages SO¢ a copy. Orders which amount to $1.00 or less must be accompanied by funds. Carriage charges will be prepaid on cash orders but orders not ac- companied by cash will be billed with carriage charges included. Order from THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth St., N. W., Washington, D. C. [Cont. from page 158] thruout America must band together to break the “comic” magazine. But, of course, the children must be fur- nished a good substitute. There is nothing dull about Westward Ho or Treasure Is- land. . . . The classics are full of humor and adventure—plus good writing. And never before in the history of book pub- lishing have there been so many fine new books for children, or better edited chil- dren’s magazines. The shame lies largely with the parents who don’t know and don’t care what their children are reading. It lies with unim- aginative teachers who force stupid, dull twaddle down eager young throats, and, of course, it lies with the completely im- moral publishers of the “comics”—guilty of a cultural slaughter of the innocents. But the antidote to the “comic” magazine poison can be found in any library or good bookstore. The parent who does not ac- quire that antidote for his child is guilty of criminal negligence—Sterling North (edi- torial in Chicago Daily News, May 8, 1940). On the Air yy Great prays—The National Broad- casting Company is continuing its presen- tation of “Great Plays.” They may be heard each Sunday afternoon at 3 P.M. EST over the Blue Network. The December schedule follows: December 1—“‘Revenge Tragedies” December 8—Corneille’s “The Cid” December 15—Moliere’s “Imaginary Invalid” December 22—‘Second Shepherd's Play” December 29—Galsworthy’s “The Pigeon” The American Pilgrimage—Each Sun- day afternoon from 2 to 2:15 Est Ted Malone broadcasts from the homes of Have you paid YOUR DUES noted American authors, over the blue net- work of the NBC. Here is the December schedule of the American Pilgrimage: December 1—Home of Nathaniel Hawthorne in Salem, Massachusetts December 8—Home of William Dean Howell in Kittery Point, Maine December 15—Home of O. Henry at 55 Irving Place, New York City December 22—Home of Henry van Dyke in Princeton, New Jersey December 29—Home of Louisa May Alcott in Concord, Massachusetts Music Appreciation Hour—The Na- tional Broadcasting Company is presenting for the thirteenth uninterrupted season the NBC Music Appreciation Hour—each Friday thru April, 2 to 3 p.m., est. Walter Damrosch will follow his well-established plan of dividing the concerts into four series of half-hour programs, to be heard on alternate weeks. Don’t Miss It svInx nis NEw BookK—Idle Money, Idle Men; How To Put Them Both to Work (Harcourt, Brace and Company, $2)— Stuart Chase makes fact more interesting than fiction. Problems of population, sav- ings, investment, taxation, planning, and public policy are presented simply and clearly. The description of the Grand Coulee Dam on the Columbia River is especially well done. For Journal Evaluation yy Votunterrs are wanted to help evalu- ate Tue Journat from month to month. This service is open to every member. Write the editor saying, “I hereby volun- teer for the Journat evaluation service,” giving full name, position, and address. Each month so long as you reply to the letter sent, you will receive a special blank to be filled out and a copy of a recent Per. sonal Growth Leaflet. A Correction sy ELizABETH JANE PorRTER, author of “Judging Reading Readiness in the Be. ginning Child,” in the October 1940 Jour. NAL, Is a supervisor in the Rochester, Mich- igan, public schools, rather than Rochester, Minnesota, as was stated in the October issue. “Greater Love Hath No Man” yy Heroism and tragedy are recorded in this Associated Press dispatch from Jack- son, Kentucky: “Dessie Scott, 24-year-old teacher, joined in death yesterday the nine little girls whose lives she tried to save early yesterday when fire swept a moun- tain mission school at Little, in a remote section of Breathitt County. Miss Scott succumbed to burns in a hospital here.” Pride in Our Profession vvI wisn that I could persuade every teacher in an elementary school to be proud of his occupation—not conceited or pompous, but proud. People who intro- duce themselves with the shameful remark that they are “just an elementary-school teacher” give me despair in my heart, con- fusion in my brain, and a pain in my neck, Did you ever hear a lawyer say depre- catingly that he was only a little patent attorney? Did you ever hear a physician say, “I am just a brain surgeon’? I beg of you to stop this miserable, humiliating habit of apologizing for being a member of the most important section of the most important profession in the world. You, as teachers, can face anyone in the world RENEWAL BLANK Willard E. Givens, Executive Secretary National Education Association of the United States 1201 Sixteenth Street, N. W. Washington, D. C. nos sa -— Aw ses as Dear Mr. Givens: Enclosed, herewith, please find my dues for the current year, 1940-4]. for this year? Name The January issue of the N.E.A. Journal will be sent only to those Street whose dues for 1940-41 are paid. City and State THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION blank it Per. or of ie Be. Jour. Mich. lester, ctober led in Jack- ar-old > nine save noun- mote Scott ” ec. every 0 be “d or ntro- nark ‘hool con- 1eck, -pre- itent cian beg ting nber nost i, as orld without a feeling of inferiority. You should begin now to do that very thing. The grandeur of your profession can, if you will let it, clothe you like a splendid cloak. Pull it around you; draw up to your full height; look anybody squarely in the eye; and say, “I am a teacher.”—William G. Carr, secretary, Educational Policies Com- mission. Peace Hath Her Victories sj AtrHo we have been forced by others to conscript manpower and to rearm for national defense, may we never—even if we are drawn into war—lose sight of the following thought: What this world needs is not more battleships or airships, but rather more friendships. For “peace hath her victories no less renown’d than war.” — C. Arthur Dahl, supervising principal, Bolivar, Pennsylvania. Secondary-School Principals yy THE NATIONAL ASSOCIATION OF SECOND- ARY-SCHOOL PRINCIPALS will observe its twenty-fifth anniversary with four sessions at Atlantic City, February 22-26. The meetings will be centered around the gen- eral theme, “Secondary Education and National Needs—Our Part.” Saturday evening, February 22—Dinner Meeting at 6 p.m. Twenty-fifth anniversary observance. Topic: Secondary Education Looks Forward Monday afternoon, February 24—The Democratic Spirit in Educational Practice Tuesday afternoon, February 25—The Association at Work on Our National Needs Wednesday afternoon, February 26— Junior Highschool Section—Junior High- school Pupils Evaluate the Junior High- school; Senior Highschool Section—Work Experience—A Phase of Education; Junior College Section—Junior College and the National Defense. Outstanding leaders in secondary edu- cation, including Thomas H. Briggs, Charles H. Judd, and Charles E. Mann, will be on the program. Department head- quarters will be at the Haddon Hall Hotel. Death of Michigan Educator yy WEBSTER HOUSTON PEARCE, president of Northern State Teachers College, Mar- quette, former state superintendent of public instruction in Michigan, and an NEA Life Member, died on October to. Home Beautification yy Our HOMEMAKING ctass planned and made a girl’s bedroom suite—a chair from a barrel; dressing table and stool from orange crates; footstool from a nail keg; bookcase and desk from scrap lumber; laundry hamper from a bulk coffee con- tainer. We remodeled an iron bedstead with lumber and artificial leather. Eight of the girls are now remodeling their own bedrooms, some picking cotton to get the necessary money. They are eager for more attractive homes but lack the imagina- tion to use resources they have at hand. —An Oklahoma teacher. Dates To Be Remembered— December 16-18—Annual convention of the American Vocational Association in San Francisco. December 25-28—Pan-American Ed- ucational Conference to be held in Havana, Cuba. For information write to the WFEA, 1201 Sixteenth Street Northwest, Washington, D. C. December 26-28 — National Confer- | ence on Family Relations to meet in Chi- cago. Address the Conference at 1126 E. 59th Street, Chicago. December 26-29—National Council of Geography Teachers to meet at Baton Rouge, Louisiana. Further information can be secured from Floyd F. Cunning- ham, State Teachers College, Florence, Alabama. February 13-15, 1941 — American Camping Association to meet in Washing- ton, D. C. Write to Ross L. Allen, 330 South State St., Ann Arbor, Michigan. February 22-27, 1941—American As- sociation of School Administrators to meet in Atlantic City. See page 275. February 27-March 1, 1941—Meet- ing of the American Association of Junior Colleges, to be held in Chicago. Write to 730 Jackson Place, Washington, D. C. April 30-May 3, 1941—NEA De- partment of Health, Physical Education, and Recreation to meet in Atlantic City. Write to the Department at 1201 Sixteenth Street Northwest, Washington, D. C. June 29-July 3, 1941—National Edu- cation Association to meet in Boston. July 8-12, 1941—Meeting of the As- sociation for Childhood Education in Oak- land, California. Address the ACE at 1201 Sixteenth Street Northwest, Washington, D. C. Why? yy History wILt HAVE one question to ask | of our generation—why did the scholars | and the writers of our generation in this country, witnesses as they were to the de- struction of writing and of scholarship in great areas of Europe and to the exile and | the imprisonment and murder of men whose crime was scholarship and writing— witnesses also to the [ Cont. on page A-162| VOLUME 29, NUMBER 9; DECEMBER 1940 How to get CAVALCADE °* AMERICA recordings for school use... Selected historical dramas from Caval- cade have been transcribed on phono- graph records for school presentation. See list below—and write for full infor- mation, including prices, to Association of School Film Libraries, 9 Rockefeller Plaza, N. Y. C. 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” * Listen to CAVALCADE 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 Presented by GU POND REG. U. 5. Pat. OFF [ A-161 | [ Cont. from page A-161] rise in their own country of the same destructive forces with the same impulses, the same motives, the same means—why did the scholars and the writers of our generation in America fail to oppose those forces while they could— while there was still time and still place to oppose them with the arms of scholarship and writing?—Archibald MacLeish, Li- brarian of Congress, in The Nation. Are Christmas Greetings W orthwhile? x SEvERAL pays after Christmas the fol- lowing conversation was overheard in an elevator in a public office building. Two men of perhaps thirty were speaking. Said one: “I had a fine thing happen to me this Christmas. My eighth-grade teacher whom I haven't seen since leaving school sent me a card. How she got my address I don’t know. She was the finest teacher I ever had—took a personal interest in each of us. It did my heart good to know she still thought of the boy who didn’t do so well in school.” In these days when people move about frequently, uprooting them- selves from old contacts and associations, it is good to hear from old friends and to know they have not forgotten us. Personal Growth Leaflets offer a wealth of material to teachers and others who wish their Christmas and birthday greetings to ex- press some of the great truths that are the concern of true teachers everywhere. For a complete list of leaflets with prices, see page 279 of this Journat. Spanish Version of “Education and the Defense of American Democracy” x Jose GALLARDo, Commissioner of Edu- cation, San Juan, Puerto Rico, has made arrangements for the printing in Spanish of 10,000 copies of the Educational Policies Commission’s statement, “Education and the Defense of American Democracy” (published in the September Journac). Dr. Gallardo plans to place copies of the Spanish version in the hands of the teach- ers of Puerto Rico and to distribute the remainder in Latin America. A Project in Pan Americanism yy THE READER’s DIGEST is now publishing a Spanish edition on a non-profit basis. American citizens wishing to send this edition to persons in South America may do so on the basis of $1 per year. To subscribers for delivery within the United States, the rate is the same as for the regular edition—$3 a year. In order to help in the Good Neighbor policy of fostering | friendly relations with South America, teachers and students of the Spanish classes at the Davis Highschool, Mount Vernon, New York, are sending sixteen subscrip. tions of the Digest to Latin American teachers. Dean Grace T. Lewis writes, “We are using these subscriptions to moti- vate our work in Spanish. Our advanced students will write letters to our new friends, telling about our school, the sub. scriptions, etc. We expect to get copies of the Spanish edition for our own use, also | to study the countries to which we have sent subscriptions.” Dr. Beard at Hopkins yy Cuarves A. BEARD has been appointed professor of American history at the Johns Hopkins University, Baltimore. _ —_ — Neu | (Publications “What People Think About Youth and Education,” Research Bulletin, November 1940. 36 pages, 25¢. The American Youth Commission arranged for this Gallup poll of public opinion. The results are made available thru the NEA Research Divi- sion. Perhaps it is not surprising that 73 percent of the adult population does not think that education is overemphasized today or that 85 percent think that youth Life Membership in the — — | A Popular Christmas Gift NATIONAL EDUCATION ASSOCIATION Give one to your father, mother, wife, husband, or sweetheart—if they are teachers—or to yourself. The ten-payment plan makes a ten-year gift which lasts a lifetime! | Life Members receive a gold emblem, a special membership card, an engraved certificate suitable for framing and hanging on the wall of the office or home as well as a lifetime subscription to the N.E.A. Journal, Research Bulletin, and the annual Volume of Addresses and Proceedings. Use This Application Today WILLARD E. GIVENS, Executive Secretary National Education Association of the United States 1201 Sixteenth Street, N. W., Washington, D. C. Dear Mr. Givens: Please enroll as a Life Member of the National Education Association on the deferred payment plan—ten annual payments of $10 each—the person named below. Enclosed find $10, first instalment. Kindly send Life Membership certificate, card, gold emblem, and copies of the N.E.A. publications to the address indicated. Name 2 Street . | City and State____ If the membership is a gift, please add your own name and address here: Name Street City and State [ A-162 | THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 1 Classes Vernon, ubscrip. merican Writes, O moti. lvanced Ir new he sub. Pies of se, also e have ointed - Johns h and ember Youth p poll made Divi- lat 73 S not sized youth IN Comfortable Living On Pension Incomes. Marvelous Climate, Comfortable Homes, Entertainments, Sports. Let Us Help You Plan Your Florida Home. Write For Booklet GE COUNTY o} Oe oe COUNTY BUILDING ORANGE COUNTY FLORIDA 2 Complete education for teaching (55th in elementary grades, kinder- Year 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 C yrs.), also 3-year diploma and 2-year certificate. rite for list of successful alumnae. National College of Education EDNA DEAN BAKER, PRES. BOX 016-R EVANSTON, lL. LAUGHTER and LEARNING? Do your students learn better when they laugh? I wish to hear from those who have evidence that laughter makes learning more enjoyable and more en- during. I will be grateful to you for full expression of your views on the value of humor in education. J. M. WALSH 1709 North Vassar Wichita, Kansas BOOK MANUSCRIPTS Wanted— Meritorious works of public in- terest on all subjects. Booklet sent free. MEADOR PUBLISHING COMPANY 324 Newbury Street Butt... . THOUSANDS SHARE IT! y remembering one . . . she's helping thousands! Because her gift is decorated with a Christmas Seal! Your purchases of Christmas Seals will enable your Local Tuber- culosis Association to continue its year-round campaign. Since 1907, this campaign has helped to re- duce the death rate from Tuber- culosis by 75%! But the fight is not yet won. Tuberculosis still takes on annual toll of 64,000 lives! So from now 'til Christmas, mail no letter—send no package—unless it is decorated with the Christmas symbol that saves lives. BuY CHRISTMAS receive a better education today than their parents got. It is somewhat surprising, however, to find that nearly 30 percent of the people, realizing that some states are too poor to have good schools, are willing to pay higher federal taxes in order to pro- vide federal aid to the poorer states; 72 percent believe that government aid should be given to poor families in order to keep children in highschool; 67 percent think that teachers should discuss controversial topics with highschool students. The sur- vey indicates possibilities for improving programs of educational interpretation. In August 1940 Senator Wagner intro- duced into Congress a bill (S. 4269) pro- viding for the inclusion of local and state public employees under the old-age and survivors’ insurance sections of the federal social security program. Representative McCormack introduced a companion bill (H. R. 10384) in the House of Repre- sentatives. Members of the NEA staff began an immediate investigation of the purposes and possible effects of the pro- posals. The NEA Research Division pre- pared two mimeographed information bulletins and a dozen special sheets setting forth the facts and attempting to allay un- necessary fears. Thousands of these bulle- tins have been mailed to officers of local and state teachers associations and to ad- ministrative officials. As long as the supply lasts, any member of the Association may have copies. Address Research Division, NEA, 1201 Sixteenth Street Northwest, Washington, D. C. State Minimum-Salary Standards for Teachers, 1940—Twenty-four states have enacted minimum-salary laws for teachers, the four most recent adoptions being in California, Georgia, Oklahoma, and Wash- ington. The Research Division has just issued a report that summarizes these stat- utes and discusses questions that arise in framing and administering state minimum standards for teachers’ salaries. ( Mimeo.) g5p. 25¢. Latin American Backgrounds, a Bibli- ography of 497 References, has been pre- pared by the Research Division to meet the demand of classroom teachers for references on Latin America. 74p. 25¢. (Mimeo.) Dramatizations in Safety Education: An Annotated Bibliography—The Safety Edu- cation Projects of the Research Division has just completed a comprehensive anno- tated listing of more than four hundred safety plays and scripts. 25¢. Discounts for quantities on NEA publications are as follows: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more, 33% percent. Send orders to the NEA, 1201 16th St., Washington, D. C. Cash must accompany all orders for $1 or less. VOLUME 29, NUMBER 9; DECEMBER 1940 MUSIC OF THE MASTERS 2nd Program in 16 mm. Sound Film Series with World-famed Musicians features VRONSKY and BABIN piano duo EMANUEL FEUERMANN cellist IGOR GORIN, baritone PROGRAM NO. 1 Presents Jose Iturbi, pianist— Mildred Dilling, harpist—Coolidge String Quartet. Write for complete information. Send for catalog of 2000 Entertainment and Educational Subjects. WALTER 0. GUTLOHN, Inc. 35 West 45th St., Dept. A-12, New York One Shade... ora Thousand You Get More Value From DRAPER SIGHT-SAVING SHADES These are the shades used so con- sistently by both rural and metro politan schools . . . shades that let ALL the light in, yet keep out the sun's glare. They cost you no more. FREE SAMPLE! Send for free sample of Dratex Cloth and make these sight-saving tests: Hold sample to light. Dratex diffuses daylight perfectly. Hold it up to sun. Dratex eliminates ALL glare. Address Dept. J12. Ask about our Darkening Shades for Visual Education Rooms Luther 0. Draper Shade Co. Spiceland, Indiana 125,000 VOICES and events broadcast since 1935 recorded on unbreak- able 12° aluminum records playing any phonograph WILL ENRICH YOUR LIBRARY MAKE THRILLING CIFTS 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. > 5 | Bau Yel alto Meyeale [ A-163 | 7 ce of the UNITED STATES BOSTON 79th Annual Convention NATIONAL EDUCATION ASSOCIATION June 29 to July 3, 1941 General sessions, representative assemblies, registration comfortable hotels with moderate prices. Many of these hotels headquarters, and exhibits will be located in the Mechanics can economically accommodate parties of three or four per- Building which is conveniently located and within easy access sons in suites or large rooms. to all hotels as listed. Meetings of the departments and allied groups will be arranged in halls and buildings as convenient to the Mechanics Building as is possible. Note that all hotel accommodations are to be cleared through the convention Housing Committee. Those plan- ning to attend are advised to file applications promptly. It Registration, exhibits, and some preliminary official meet- is expected that Boston will attract an unusually large con- ings will be held on Saturday, June 28. The convention vention attendance. proper opens Sunday afternoon, June 29, and carries through Thursday, July 3. Many attending the convention will plan to devote Friday, July 4, to the visitation of some of the his- toric shrines in the vicinity of Boston. Those interested in arranging for breakfasts, luncheons, dinners, or social functions should deal directly with the hotels involved. If suggestions as to places are desired, in- quiries may be addressed to Mr. J. Paul Foster, Chamber of ; , Commerce, 80 Federal St., Boston. List of hotels with their rates is shown on the opposite ; page. Reference to the map on that page will show their Headquarters for state delegations generally will be located relative locations. Boston furnishes a large group of very at the Hotel Statler. wane nnn nn nnnns oon nnn nnnn ne ee ne eeeeeneeee USE THIS FORM FOR APPLICATION FOR HOTEL ACCOMMODATIONS (nn Be specific as to dates of occupancy, types of rooms desired, and prices to be paid. If hotel of first choice is unable to accept reservation the Housing Committee will endeavor to comply with your second or third choices in the order named. You will receive confirmation direct from the hotel accepting your reservation. Mr. Harry S. Batpwin, Chairman Room 1314, N. E. A. Housing Committee 80 Federal Street Boston, Massachusetts Please reserve sleeping room accommodations during the period of my attendance at the convention of the National Education Association as noted below: 0 Fg eee OS ee gh ei eS tA OE RE Ee Pe OS ae Pee Se ee ete ae aS eee aeeeete) Weeees Cees Bor ee Mile esifed..... on nn ewe nccan sess er, eS FP er cocina atlanta Room(s) with bath for two persons, double bed—rate desired_____._.___----------- a silk enn ro ee A ov gl ee Re ae ee + ee ee en ee a oe | Pe A Ce: Large room(s) with bath for three or four persons—rate desired______.___-- eee 2. Fe . — a ee NE Tn cela on nceene nemmetacatiepacinon Ba eee RM. du icesiiennd P.M. Leaving Names of occupants, other than myself, with their addresses, are attached hereto. SIGNED ES ER Ee ES Se ee ee ne eae ee City AND STATE [ A-164 ] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION | HOTEL RATES—BOSTON Use the form on the opposite page in applying for hotel accommodations. Be sure to give three choices of hotels and to be as specific as possible as to types of rooms desired, prices to be paid, and dates of occupancy. The application should be forwarded to the Housing Committee but you will receive confirmation direct from the hotel accepting your reservation. Numbers in parentheses fol- lowing names of hotels show total number of rooms in each hotel. —_—— = : -- ——— - ~ = ———— | Rate per day | Rate per day for room with bath | Rate per day | Rate per day for room with bath Key | for room accommodating TWO persons | Key | for room accommodating TWO persons to Hotel with bath =| poe ott || to | Hotel with bath Plan accommodating | Plan accommodating ONE person Double bed | Twin beds ONE person Double bed Twin beds | 1 | Avery (135) ; $2.50 to $4.00 | $3.00 to $4.50 | $4.00 to $5.00 || 27 | Huntington (55) | $2.00 to $3.00 | $2.50 to $3.50 | $3.50 to $4.50 2 |\*Beacon Chambers (men only) | | 28 | Kenmore (400) 3.50 to 6.00 5.00 to 6.00 5.50 to 8.00 (370) , ; $2.50 $2.25 || 29 |t*Lafayette . ; Pin eah ; ieee we ins 5 ee 3 | Beaconsfield (200) 3.00 5.00 | 30 | LaSalle Hotel. 2.00 to 2.50 50 3.50 to 4.00 4 |*Bellevue (300) 3.50 to 5.00 |. 4.50 to 6.00 | 6.00to 8.00 || 31 |*Lenox (250) 3.00 to 5.00 | 3.50to 6.00 | 4.50 to 7.00 h Is 5 | Bradford (333) 3.00 to 4.00 | 4.50to 5.50 5.00 to 7.00 || 32 | Lincolnshire (150) 3.00 to 3.50 5.00 6.00 to 7.00 ote 6 | Braemore (225) ; | 5.00 to 6.00 6.00 to 7.00 || 33 |*Lucerne (78) $2.50 3.50 earee 7 | Brandon Hall 3.50 $4.00 - . || 34 | Manger (500) 2.50 to 4.00 | 3.50to 5.00 | 4.50 to 5.00 r per- 8 |*Brigham’s (74) 1.50 to 2.50 | 2.50 to 3.00 | 3.00 35 | Milner (150) 1.50 2. $3.00 9 |*Broadway (120) 2.00 to 2.50 3.50 | 4.00 36 | Minerva (80) 2.00 to 3.00 3.00 to 3.50 4.00 10 |*Brunswick (250) 3.00 to 4.00 | 4.00to 5.00 5.00 to 7.00 | 37 | Myles Standish (530) 3.00 to 3.50 4.00 to 5.00 5.00 11 |*Buckminster (100) 2.50 to 3.00 4.00 to 4.50 5.00 | 38 | Paramount (100) 3.00 to 4.50 4.50 to 6.00 5.00 to 7.50 12 | Canterbury (138).. 2.00 to 2.50 3.00 to 3.50 3.50 to 4.00 | 39 | Parker House (600).. 3.50 to 5.50 5.00 to 6.50 6.00 to 9.00 d 14 | Charlesgate (175) 3.00 to 4.00 4.00 to 6.00 || 40 |*Peter Bent (100) 2.50 to 3.00 4. 5.00 eare 15 | Commander (320) 3.00 to 4.C0 4.00 to 5.00 5.00 to 6.00 41 | Puritan (200) 4.00 eS a ae 7.00 16 |*Commonwealth (200) ; 3.75 4.25 42 | Ritz-Carlton (300) 4.00 to 8.00 8.00 to 10.00 8.00 to 10.00 plan- 17 | Continental (200) 3.00 4.00 5.00 _|| 43 | Riverside Apt. 2.50 and up | 3.00and up | 4.00 and up 18 | Copley Plaza (500) 4.00 to 7.00 6.00 to 8.00 7.00 to 10.00 || 44 | Sheraton (220) apace e tnt i pe beeemibae 64 5.00 to 7.00 y. It 19 |*Copley Square (160) 3.00 to 3.50 5.00 6.00 || 45 | Somerset (300) 7 ee PRS ay ERP 7.00 20 | Essex (400) ‘ 3.00 4.00 to 5.00 5.00 to 6.00 || 46 | Statler (1300) 3.50 to 8.00 5.00 to 10.00 6.00 to 12.00 21 | Fensgate (150) 3.50 6.00 6.00 47 |*Technology Chambers (men con- 22 | Franklin Square House only) (265) S00 te: BOO t i. «s. cveiias 3.50 (women only) (660) 2.00 3.00 48 |*Touraine (300) 4.00 to 5.50 5.50 to 7.00 6.00 to 7.00 24 \t*Gralyn (150) || 49 | Vendome (240) 3.00 to 3.50 4.00 to 5.00 5.00 25 | Hampton Court (50) | 2.50 to 3.50 | 4.00 4.50 to 6.00 || 50 | Victoria (150) 2.50 to 4.00 4.00 5.00 26 | Hemenway (240) 2.50 to 3.50 3.50 4.00 to 5.00 | 51 | Westmins‘er (250) 2.50 to 3.00 4.c0 5.00 to 6.CO eons, =" — . . eke ers she a ‘ th *Rooms without bath also are available at lower rates than quoted. c {Suites and large rooms only. 1, in- er of ‘ated CAMBRIDGE ‘low: | BOSTON TREMONT @) Inoicares Locarion oF HOTELS sind ® SuBWAY AND TUNNEL STATIONS WASHINGTON IN ADVENTURES IN SCIENCE JOURNEYS THROUGH OUR WORED-TOPAY GEOGRAPHY OLR -WORED LODAY ADVENTURES IN ENGL ASH BURLESON CASH ADVENTURES IN LANGUAGE aed Aa ADVENTURES in SCIENCE | ADVENTURES || INSCIENCE 2 WITH JAB ELEMENTARY TEXTBOOKS Social Studies, Reading, and Language Today's world crisis gives new importance to the teaching of tolerance, neighborliness, democracy, and peace. These are the basic objectives of Stull and Hatch's Our World Today, the most practical series for social studies in the grades. Science is a subject which fires the imagination of pupils and parents alike. The new Rainbow Readers, Adventures in Science, are the simplest and most attractive science readers for the elementary grades. In the year since the appearance of the first Rainbow Reader these books have been adopted for use in five states—Kentucky, Georgia, South Carolina, Louisiana, and Oklahoma. Perhaps the most important of all subjects of instruction is reading. The new Quinlan Readers, a basal series, have shown in one year an unparalleled record of success. Four states, Georgia, New Mexico, Oklahoma, and South Carolina, have adopted the Quinlan Readers, the first three taking the entire primary series. Adventures with Winky, reading activity books, parallel the Quinlan Readers and furnish an improvement on the traditional reading workbook. Adventures in Language, by Burleson, Cash and McCorkle, have solved the difficult problem of language instruction in the grades. Adventures in English for Grades 4, 5, and 6 are the textbooks which parallel the above-named workbooks in these grades. Allyn and Bacon Boston New York Chicago Atlanta Dallas San Francisco | ADVENTURES with WINKY DAY * DAY 4 (4Mfh MMhk FACES ano PLACES ‘ ~ < . {- ay : Ry 4 ~ Pe j : é ri a r ' ~ 5) ¥2 J - j ? y 4 : Tain ; ‘ F jt 5 ’ 4 a y» , 4 3 A ‘ Y ‘