the child and on the public.' The Daily Herald called the affair 'melodramatic and

and hoping you will try to fill this little order to the best of the Department's

PARLIAMENT ON INDOCTRINATION

Because it touches on a school issue not unknown in the United States, we take pleasure in reproducing a recent dispatch to the State Department from Ray Atherton, London Charge d'Affaires ad interim:

"A 'storm in a teacup' was caused by the tremendous publicity which was given to a report that a school inspector had criticized a young girl for writing in an essay that England was better than any other country. It appeared, after Sir Oliver Stanley had explained the case in Parliament, that the inspector had been misquoted or misunderstood. Sir Oliver hoped that while we were just as patriotic as anywhere else, we did not allow patriotism to degenerate into injustice.' One member stated that the debate had done good, for it had emphasized that 'it was the duty of the teacher to teach the child to think and not what to think, and that if a teacher or an inspector used his position officially to influence young minds with political propoganda he was guilty of betraying his trust.' The Manchester Guardian said that Mr. Morgan Jones did not speak too strongly when he called the whole affair 'a monstrous imposition on

portion.' On the whole there was little encouragement for those who believed in the necessity of an exaggerated sense of patriotism."

SPEAK FOR THEMSELVES School pupils frequently write to the Federal Office of Education for information and publications. A recent day's mail brought two notes to the Office. One, well typed, and signed in ink, pleasingly legible, came from a pupil in a large city junior high school which enrolls 1,658 pupils. The other, written in poor pencil scrawl, came from a boy of junior high school age living in a rural mid southwest community.

The first letter reads: "I am a pupil of Winthrop Junior High School in Brooklyn, and would like to obtain some booklets on the following subjects: Education for All, Financing Our City, Making United States Laws, Carrying Out Our Laws, Work of the Courts, New York City's Water Supply, Protecting the Food of the City, Disposal of Wastes, Guarding the Health of the Public, Public Provision for Recreation, Public Regulation of Buildings, City Planning and Civic Beauty, Communication and Transportation, Regulation of Work, Welfare of the Unfortunate, Protection of Life and Property, Correction of the Delinquent, The Citizen as a Voter. Thanking you in advance

The post card note from the other boy of junior high school age, who gives an R. F. D. no. 1 address, reads as follows: "I am a boy of 13 year old I want a list of things that will make me big and healthy what should I eat yours truly J. W." One of these boys attends a first-class large city junior high school. The other, doubtless goes to a small rural school. Their notes to the Office of Education speak for themselves.

William John Cooper

"The United States lost an educational statesman of first rank with the death of Dr. William John Cooper, eighth Commissioner of Education." This statement was made by John W. Studebaker, present United States Commissioner of Education shortly after the passing of Dr. Cooper became known. While driving to California with Mrs. Cooper, in their car, Dr. Cooper was stricken near Kearney, Nebr. on September 10. He died on September 19. Funeral services were held in St. Mark's Church, Berkeley, Calif., followed by cremation at Oakland. Three great national educational surveys stand as living memorials to Dr. Cooper: Teacher Education, School Finance, and Secondary Education. Other of his many educational accomplishments will be reported in November SCHOOL LIFE.

AMERICAN EDUCATION WEEK.

W

NOVEMBER 11-17, 1935

Education and Democracy

ILLIAM MCANDREW has shown in his brittle, direct writing the real reason why our forefathers established public schools. They voted for schools to save democracy. With our practical predecessors the welfare of the individual was important; but it counted less in the scales than the welfare of our form of government. Without education-without an intelligent electorate able to master its own destiny, we would, they recognized, slip into dictatorship by default. So I say to you who teach children, young people, and adults, and to you who support schools with taxes, you are defending a great cause, democracy.

During American Education Week it is well for us to look beyond the daily service of schools to John and Jane to this greater service through which schools safeguard the Nation as a land where John and Jane can grow up free men and women in a free Nation. That is a precious thing. Let us, when we visit our schools during this week, consider that we are making a pilgrimage to the sacred shrine of American democracy.

J. V. Standshaha
Starded

가.

Indian Education

THE California Legislature recently passed two acts for the benefit of Indian education. The first permits the territory in any Indian reservation of the United States Government to be formed into an elementary school district or be included, in whole or in part, in any existing or new elementary school district. This law was necessary because a legal doubt existed as to whether or not land owned by the Federal Government in trust for the Indians as a reservation could be included in a State school district.

The second law prohibits the governing boards of the school districts of the State from establishing separate schools exclusively for Indian children who are wards of the United States or children of other Indians who are descendants of the original American Indians, thus guaranteeing the right of Indian children to attend public schools for white children throughout the State.

About a fourth of the 1,200 Indian Girl Scouts in the United States live in Oklahoma, the first State to have all-Indian Girl Scout camps. Not fewer than 17 States have one or more troops of Indian Girl Scouts.

Nursery schools in the Indian Service are now being conducted in practically all the larger boarding schools and in many of the smaller ones, and are being sponsored by the home-economics departments. The instructors have been homeeconomics teachers who have had special training in child care, child development, and parental education. The older Indian girls receive instruction in child care and child development.

Pageantry holds an important place in the school program of the Indian Service by portraying the history and culture of the American Indian. A few of the pageants presented during the past year: Coronado's Quest. Presented by the Albuquerque Indian School, Albuquerque, N. Mex.

Indian Progress of the Washita Valley. Presented by the Riverside Indian School, Anadarko, Okla.

The Pageant of the Wa-Ka-Rusa celebrating the fiftieth birthday of Haskell Institute, Lawrence, Kans.

"Indian day schools as well as the resident ones relate Indian art to other classes", writes Dorothy Dunn, of the Department of Painting and Design, United States Indian School, Santa Fe, N. Mex. "Children illustrate their own poems or stories, or paint their conceptions of other things which relate to their tribal life or which they learn through various activities. The graphic arts help greatly in surmounting bilingual difficulties among younger children who nainly comprise the attendance of the day schools. Their paintings are spontaneous and delightfully naive and fresh, almost without exception, because the majority of day school children have had fewer foreign art influences than many of the older ones attending the resident schools. Most of their work is done on a large piece of wrapping paper, or sometimes on the wall with native earth colors".

The S. E. C.

sus

ON SEPTEMBER 3 the Securities and Exchange Commission, better known as the S. E. C., issued a stock order " pending the effectiveness of the registration statement" filed by the National Educators Mutual Association, Inc., of Nashville, Tennessee. In issuing the order the S. E. C. made the following statement:

"Despite the registrant's consent to the issuance of a stop order, the nature of this case, in essence, an enterprise to deal in an irresponsible fashion with the small savings of city and county school teachers, makes it not only desirable but imperative to file these findings and this opinion, so that the untruthfulness and the unfairness of the registrant's officers should be a matter of public record.

there is set forth. . . a list of 31 "advisory directors", all residents of Tennessee, and with few exceptions, all having designations such as "Dean", "Principal", "Superintendent ", etc. Obviously, this array of names-one hopes innocently lent was intended to give an air of respectability and educational "mutuality" to an enterprise that fortunately for the protection of the investing school teachers of Tennessee and other States sought to register under the Securities Act of 1933.

"Since the organization of the registrant its principal business appears to have been the solicitation of subscriptions for so-called "endowment bonds" which were sold in units described as "5 annual payment 12-year endowment bond with 5 shares bonus stock." As of the date of hearing, the registrant had received subscriptions for approximatly 1,000 of these "bonds" from residents of Tennessee. As of April 30, 1935, the date of the balance sheet, the registrant had received $53,

272.61 on account of these subscriptions, of which sum $35,943.58 or 70 percent was disbursed for "sales expense". According to the evidence the purchaser of the foregoing units is to pay $750 in 5 annual installments, or the equivalent thereof in monthly, quarterly, or semiannual payments, and will receive at the end of 12 years $1,000 in cash and 5 shares of the no par common stock of a "stated" value of $50 each. This was alleged to be the stated value despite the fact that shares of the same class, issued to the organizer of the company, were paid in at the price of 10 cents per share. "The record discloses that the name, National Educators Mutual Association, Inc., was adopted in 1930. ... Our finding is that the particular combination of words chosen for the name of the registrant is misleading and was used primarily for the purpose of creating in the minds of the public the erroneous impression that it is affiliated with the National Education Association."

For further details write to the Securities and Exchange Commission, Washington, D. C., for a copy of File No. 2-1447 "In the Matter of National Educators Mutual Association, Inc.'

Public Forums

[Continued from page 33]

In the last place, these public forums should strive to attain the ideal of education which is to aid the learners to learn. This means that the management of the program should be as far removed from political manipulation as possible. I see the value in the use of the forum technique by partisan groups to aid in diffusing an understanding of their principles to their audiences. But the kind of forums I am pleading for must be free from partisan objectives. They must be sponsored, therefore, by an agency which has as its goal real education and not a point of view to promote. I think that public education comes nearest to being that agency. Where it is not objective and free, it should be, and an enlightened citizenry with his hand on the pulse of educational authority will soon come to demand that public education must be impartial in managing the learning procfor children as well as for adults. In brief, this is what I mean by public forums.

ess,

The Office of Education has prepared a vest-pocket size bibliography titled: Good References on Discussion Meetings, Open In Forums, Panels, and Conferences. writing, ask for Bibliography No. 30.

College of William and Mary in 1922. Who's Who account of his accomplishments and biography lists more than a score of memberships in official connections with local, State, national, and

TH

is outstanding as an organizer and representative of labor. In 1916 he was an organizer of the American Federation of Labor, and the following year president and general organizer of the Wisconsin Federation of Labor. Born March 16, 1873, Ohl was educated in the grammar school. He has been affiliated with the labor movement for many years. In 1906-7, Mr. Ohl was a special international representative of the allied printing trades. He has done much writing in the field, is author of "The Labor Movement", reports of conventions published in proceedings of the Wisconsin Federation of Labor, and has been editor of The Bulletin, The Typo, The News Letter, and other important labor publications. In 1912 Mr. Ohl was deputy city clerk in Milwaukee, and in 1917-18 was a member of the Wisconsin Legislature. His home is in Milwaukee, Wis.

Lincoln Filene

is treasurer and chairman of the board of the well-known apparel store of William Filene's Sons Co., Boston, Mass. Mary La Dame, of the Department of Industrial Studies, Russell Sage Foundation, wrote a book on "The Filene Store" in 1930, a study of employees' relation to management in a retail store. Mr. Filene, born in Boston April 5, 1865, attended grammar and high schools in Lynn and Boston. In 1916 he received an honorary Master of Arts degree from Dartmouth College, and an honorary Phi Beta Kappa from the

HE UNITED STATES SENATE, on August 16, confirmed the appointment by President Roosevelt of three men to fill vacancies on the Federal Board for Vocational Education. These men are Lincoln Filene, of Massachusetts, to represent manufacturing and commercial interests until July 17, 1936; Clarence Poe, of North Carolina, to represent agricultural interests until July 17, 1937, and Henry Ohl, of Wisconsin, who will represent labor as a member of the Board until July 17, 1938. The Federal Board for Vocational Education, created in 1917 as the national agency of cooperation with the States in building up public vocational-training programs of less than college grade, consists of representatives of labor, agriculture, and commerce, as well as ex-officio members including the United States Secretaries of Agriculture, Commerce, Labor, and the Commissioner of Education. At present the Board members act as an advisory board without compensation.

SCHOOL LIFE * October 1935

is among the many writings credited to this new member of the Federal Board for Vocational Education. His homes are in Boston and Weston, Mass.

Clarence Poe

is an editor

and publisher, at present the editor of The Progressive Farmer, a position he has held since 1899. The Progressive Farmer has one of the largest, if not the largest circulation of any farm periodical in the country. To Mr. Poe in 1912 went the Patterson cup for the best literary production in his State of North Carolina from 1909 to 1912. His writings include: Cotton-Its Cultivation, Marketing, and Manufacture; A Southerner in Europe, 1908; Where Half the World is Waking Up, 1911; Life and Speeches of Charles B. Aycock, former Governor of North Carolina, his fatherin-law; How Farmers Cooperate and Double Profits, 1915; Farm Life Problems and Opportunities, and Culture in the South. Born in Chatham County, N. C., January 10, 1881, Poe went to public school, He holds the following degrees: Litt. D., from Wake Forest; LL. D., from the Univ. of North Carolina, and Washington College, Maryland. In 1929-30 he was master of the State Grange in North Carolina. His home is in Raleigh, N. C.

S

OME interesting experiments were made by the State Department of Vocational Education in Virginia last year in testing out types of programs and teaching methods for part-time, out-of-school youth classes.

A State-wide survey of out-of-school youth was made by the department. With the information thus obtained as a guide, a teacher-training program for those who will be responsible for out-of-school youth classes was organized. One hundred and twenty-five men and women— teachers and principals-from different sections of the State and representing all fields of vocational education, met at the Virginia Polytechnic Institute during the summer for a four weeks' training course. Committee work on different phases of the out-of-school youth problem, a study of special methods, and a study of the results of the survey of out-of-school youth, were the highlights of the training conference.

Home-economics teachers were given special training in crafts and home industries, particularly adapted to different Virginia communities. Some of the teachers were those eligible for employment under the Emergency Education Program, while others were regular highschool teachers who will act as supervisors and coordinators of county programs.

Recreation was emphasized and practical demonstrations in this field were conducted by Miss Ella Gardner of the United States Extension Service.

Cooperation

Close cooperation between State vocational rehabilitation boards and public employment officers, created under the Wagner-Peyser Act, is evidenced in annual reports of State rehabilitation boards now being forwarded to the Federal Office of Education. A well-formulated plan of cooperation is reported from Massachusetts. Physically handicapped persons, who are sufficiently well trained for specific positions, are referred to a staff member of the public employment office, assigned for the purpose, who endeavors to establish a contact for them with an industry. The public employment office,

in turn, refers to the rehabilitation section of the State board for vocational education, physically handicapped persons who appear to be in need of further training in order to qualify for and hold employment under present conditions.

Farm abilities stressed

What might be called a "building-forthe-future" program has been set up by those responsible for the program of instruction in vocational agriculture in the Southern States. It's not a 1-year program. It is measured in terms of longtime objectives.

It is founded on the idea of developing in vocational agriculture students, abilities to solve specific problems with which they will be confronted in their farming operations. Instruction designed to teach farm boys these abilities covers problems pertaining to soils, production, farm organization, marketing of farm products, capital and in vestment, and sociology. The instruction program aims to develop among other things, ability to: Determine the adaptation of particular types of soils for particular crops, pastures, and timbers; select and use appropriate methods of building up and maintaining soil productivity; produce and handle livestock economically; produce crops of desired quality according to market demands; select the farm enterprise which will make the farm organization as a whole most productive; obtain maximum utilization of labor, capital, and land resources; make adjustments in production, on the basis of probable market conditions, relation between supply and price, business conditions, and competition between producing regions; evaluate the advantages and limitations of marketing agencies accessible to the farmer; and to cooperate in economic, social, and civic activities. A large order yes. But it must be remembered that this instruction program is set up in terms of long-time objectives. It aims to carry the vocational agriculture student not simply through the 4-year period of his agricultural course, but through his future period as an established farmer.

School places students

An excellent plan for finding employment for graduates has been worked out by the Arthur Hill Trade School, Saginaw, Mich. Under this plan, graduates are referred by the school to some of the largest plants in the city, with whom a cooperative arrangement has been perfected. A graduate who is out of employment is given a personal letter by the school coordinator to the employment manager of the plant where it is thought employment may be found. This letter is enclosed in a school envelop. Gatekeepers have been instructed to pass bearers of such envelops along for an immediate interview, thus saving them the time and discouragement of waiting in the job line. In many instances such boys are taken on at once; or if not their names and applications are taken and they are called as soon as a job develops. Phone calls are received almost daily by the school asking for some trained boy for a particular job. Recently, according to the school coordinator, it was necessary to interview a number of boys before one could be found who was not employed and could take a job at a local plant.

Part-time objectives

Three objectives should be set up by teachers of part-time vocational agriculture classes, John B. McClelland specialist in part-time and evening classes in agriculture, Federal Office of Education, believes. The part-time instructor's first objective, Mr. McClelland declares, should be to provide the type of instruction which will assist boys and young men to establish themselves in farming. This he can do by helping them to get started on a small scale with a crop or livestock enterprise on the home farm or on rented land, or by helping boys and their fathers to work out a farm partnership. His second objective should be to meet the needs of out-of-school farm boys, who because of agricultural conditions or their interest in other types of work-hope to obtain employment elsewhere at some later date. These boys need training to enable them to be proficient farmers during the time they are employed on the farm, as well as training which will enable them to earn