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i'*1 Virginia

TEACHER

October, 1938

Nila Banton Smith on Trends in Reading Instruction

Leroy Lewis on Speech Educatio in the Modern Curriculum

Dean William F. Russell of Teachers College, New York, Explains

How to Beat Communism THE VIRGINIA TEACHER

Volume XIX OCTOBER, 1938 No. 7

CONTENTS

Trends in Reading Instruction Nila Banton Smith 141 Speech Education in the Modern Curriculum Leroy Lewis 145 How to Tell a Communist and How to Beat Him William F. Russell 151 The Teacher's Joe Miller 157 Educational Comment 158 The Reading .Table 159 News of the College Mary Catherine Lyne 161 Alumnce News Rachel F. Weems 162 Film Estimates 1^4

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D. C. HEATH AND COMPANY 180 Varick Street, New York City The Virginia Teacher No. 7 Volume XIX OCTOBER, 1938 "The Catechism," and certain religious TRENDS IN READING verses. As a natural corollary of the in- INSTRUCTION tent to acquaint children with these selec- ALL fields of education are under- tions as a part of their religious life, we going change at the present time. find the same selections in their readers. So The field of reading instruction we see how this out-of-school goal conti oil- along with other fields is taking new direc- ed the content of reading instruction. tions, assuming new functions, developing What about method? Well, if these se- new techniques. The purpose of this ar- lections were to serve their purpose they ticle is to sum up a few of these new must be memorized, learned "by heart. trends and point out their practical appli- Consequently, the teacher spent the most of cations in the classroom. But before em- her time having children "learn" the readei barking upon a discussion of these modern selections. trends, I should like to review briefly some Oral reading played an important role in of the great movements which have taken the lives of these people. There was a place in reading instruction in the past. great dearth of reading materials during the American reading instruction has been colonial perioa. The Bible, generally speak- marked with a series of emphases, each ing, was the only book which the home li- of which has been sufficiently strong to braries contained, and many families did have controlled both content and method not even have a Bible. Furthermore, illit- during the period of its greatest intensity. eracy was highly prevalent, so it was cus- These changes have often come about as tomary for the uneducated members of the the result of the changing social, economic family to gather in little groups in the even- and political conditions of our country. ings and on Sabbaths to listen to the oral Our first period of reading instruction reading of the scriptures by one who had was marked with a religious emphasis. The mastered the art of reading. Thus, we find earliest settlers in America were actuated memorization and oral reading both meet- with religious purposes. They had come ing a real need in the lives of the colonists here to seek religious freedom. Religion outside of school; therefore, memorization was the one big controlling motive in their and oral reading were the order of the day lives and it was only natural that we should in teaching children in the classroom. find religion permeating and directing in- So we can understand why we had the struction in the schools of the time, and that kind of reading instruction which we did is exactly what it did. Let us see how this have in the first 150 years of life in religious emphasis affected reading instruc- America. tion. All readers ran along under this religious There were certain religious selections influence until about 1776, when they ex- which it was deemed necessary for all chil- perienced their first radical change in con- dren to learn while their minds were tent and method. By the latter part of the "green and tender." These selections con- eighteenth century the vividness of the early sisted of "The Lord's Prayer, The Ten strife for religious freedom had been dim- Commandments," "The Apostles' Creed, med in the birth of new generations who had learned of the bitter struggles of their A talk made in Wilson Hall on June 23, 1938, forebears only through hearsay, and whose during the Reading Institute at Madison College. 142 THE VIRGINIA TEACHER [Volume 19, No, 7 own hearts and minds were completely oc- changed again with a strong emphasis upon cupied with the new struggle for political literature and literary appreciation as a freedom and the task of developing a young result of Herbartian influences. It was nation, strong, unified and harmonious. about 1918 that we departed sharply from While the greatest concern of the church this cultural influence and became obsessed had been that of instilling religious convic- with a strong, sometimes exaggerated em- tions, the foremost goal of the state was phasis upon the utilitarian type of reading that of building national strength and mak- and silent reading techniques. Then in 1925 ing good citizens, thus the content of read- the Twenty-Fourth Year-book of the Nat- ers was now given over to selections which ional Society for the Study of Education would instill patriotism. With this new goal appeared, and was one of the strong in- of building a strong young nation, the whole fluences in bringing about a new era of content of readers changed. They now reading instruction marked by broader ob- came to contain the fiery speeches of pat- jectives than those toward which we had riotic orators, informational selections on previously striven. Education has changed American geography and history, patriotic so rapidly during this last decade, however, poems, etc. that the Twenty-Fourth Yearbook seemed The new emphasis affected method also. no longer to gear in with new trends, and Eloquent oral reading came to be the order so a committee of the society prepared of the day. If these selections were to be another yearbook on reading which was effective, they must be read in a way which distributed last year. would move the listeners to tears or laugh- Now with this brief background in mind, ter or exalted heights of patriotism, as the let us consider some of the strong new case might be. Hence, we find all of those trends which are reshaping reading instruc- rules about inflection, pause, accent, ca- tion at the present time, and which will dence, etc.; and the big objective in reading probably guide and direct its course dur- method came to be that of developing elocu- ing the next few years. We have been tionary expression. making progress all through the past, but Readers went on under this patriotic in- we have also been making mistakes. What fluence from 1776 until about 1840 and then are these mistakes? What is the outlook suddenly all was changed again, as the re- for correcting them? What are the com- sult of certain educational principles which ing trends? were undergoing much agitation in Ger- TRENDS IN READING many at that time. German schools were As a Tool for Learning: Reading has no doing a lot of experimentation with Pesta- subject matter of its own. It is simply a lozzi's ideas. Horace Mann and others tool to be used in getting and understand- were taking trips to Germany to study edu- ing the content of geography, history, civics, cation and then coming back here and dif- science, literature, art, music and arithmetic. fusing the information that they had glean- To the extent that we understand reading ed through addresses, magazine articles, etc. to be a tool for learning, to that extent will I won't take time to explain what changes we provide our pupils with content that is entered into reading instruction at this time, real or imaginative and satisfying to them. but will merely state, in the interest of As a Continuous Growth Process: We brevity, that changes did take place as a have come to think of reading as a continu- result of these German-Pestalozzian in- ous growth process extending throughout fluences. life. With this long-time view, more em- Then at about 1880 reading instruction phasis is being placed upon the building of 143 October, 1938] THE VIRGINIA TEACHER other way are written by teachers 01 stu- permanent interests and the development of dents for their particular groups. Some- life-time reading habits and tastes. In- times materials from more difficult souices terests and tastes have assumed equal im- portance with the mastery of skills—the are re-shaped to fit the age level which is ready to delve into them. Sometimes it is three go on simultaneously. necessary to put together original source Children's interests and activities in the material concerning pioneers of aboriginal elementary school are centered primarily inhabitants. At other times, teachers pre- upon people—how and where they live, pare accounts of particular sectional de- what they do and what they have and the velopments—geologic, industrial, social, cul- natural and physical world about them. tural, economic. Sometimes teachers ic- Therefore, the practical application of this write accounts in dramatic form for chil- trend of reading as a continuous growth dren who are following through their own process means that for much of their read- group interests and activities. ing content we may turn increasingly to the In addition to these reading materials social, natural and physical sciences which created by children and teachers, the prac- form the basis of children's activities and tice of organizing reading instruction interests. As a child matures and develops, around child interests calls for wider and so do his interests and activities. His read- more varied reading from books. In carry- ing content must keep pace with his expand- ing forward activities growing out of group ing interests. His skill in the use of the interests, children search for information reading tool will be developed through the to answer their questions; for realistic reading of his expanding interests and ex- stories having a bearing on the subject of periences and will therefore help him better study; for folk tales of the people or to understand and appreciate these interests country, and for poems having to do with and experiences. To this end the reading the interests of the group. The activity program is being enriched. may not only provide a need for wide read- The increasing practice of giving children ing, but it may call for work with different many first-hand experiences, based upon types of materials; magazines, newspapers, their many interests, is calling forth hitherto encyclopedias, as well as books containing untapped possibilities, thus enriching their informative and literary selections. All of reading. A wealth of reading mateiials these help to build new concepts and prac- grows out of and accompanies these ex- tices which give ever-increasing momentum periences, planned by the children under the to an enrichment of the reading program. guidance of their teacher. They record on charts or in notebooks the plans for their As a Medium for Developing Social Con- undertakings; the questions for which they cepts: The social significance of reading wish to find the answers; lists of books to in our changing civilization is one which which they wish to refer; accounts of ex- is giving concern. The radio, the sound periences; accounts of experiments in picture, the forum are probably exerting a science; stories—group and individual much greater influence in molding public which they prepare for booklets; plays and opinion and in acquainting people with so- songs; labels for construction work, ex- cial issues than is reading. We could use hibits, posters; items of class or school or reading very much more effectively than world interest for the newspaper; recipes we do in giving information, developing for cooking; directions for making things. broader vision and understanding, and in Materials which may be procured in no building right social attitudes. 144 THE VIRGINIA TEACHER [Volume 19, No. 7

Perhaps one of the most important needs We cannot achieve tolerance and under- at the present time is that of developing standing so long as we continue to point individuals who are thoroughly acquainted out the "queer" and "strange" things which with the society in which they live. Cer- are really ingenious adjustments that these tainly, a responsibility devolves upon the peoples have made to their environments, primary teacher to begin to orient her and which should be recognized and com- pupils to life about them. Children need to mended as such, rather than held up to un- know about the various life activities which favorable comparison with modes of life provide the family with its food, clothing, in our continent where environmental con- shelter, and recreation; to know something ditions are quite different. Let us take of the ways in which men earn their living, great care to place before children stories and to become aware of the natural and and poems which contribute to tolerant un- physical world. derstandings, not those that militate against Meeting the need for developing right at- them. titudes toward our changing civilization is With these viewpoints in mind, perhaps part of the responsibility of the new read- we can provide a type of reading content ing program. Teachers should select read- which will make a direct contribution to ing materials which tell about workers in our national and international life. In the different fields; which tell about inventors earliest period of American history, read- and inventions; which tell about primitive ing materials were marked with a strong peoples and their society; which tell about religious emphasis and served life outside methods of preparing food, clothing and of school only. Immediately following the shelter in the olden days. 1 f reading mater- period of religious emphasis (1776-1840), ials are carefully selected, and if teachers reading content was marked by a patriotic keep themselves alert to opportunities for emphasis. It was used to build enthusiasm pointing out changes which are taking for young America, which was needed in place in our civilization, much can be done developing the new nation. But after a through reading to develop awareness of time we became so concerned with the peda- and constructive attitudes toward a chang- gogy of teaching reading, that we hid our ing civilization. heads in the sand and concerned ourselves There is another important need of so- only with the process of reading as an end ciety which our reading could serve much in itself. better than it usually does; that is the need Many believe that there was never a time for developing attitudes of tolerance and in our natural history in which the prob- understanding of other points of view, lems of American life were more crucial other cultures, other peoples. The use of than now, not even when our Pilgrim fath- stories, plays, poems, and songs which de- ers were struggling for religious freedom; scribe customs and cultures different from not even when the patriots of 1776 were our own is one medium through which struggling for political freedom. Why teachers may develop sympathetic under- shouldn't we, as well, use some of the standings of other peoples. Unfortunately, reading content as a medium for helping many stories, plays, poems, and songs to meet the needs in our present day so- simply point out the super-qualities of our ciety? As teachers, let us look over and own civilization as compared with the beyond and above reading as a process, and "queer things" which are done by other glimpse its function in building a better peoples. America. Nila Banton Smith 145 October, 1938] THE VIRGINIA TEACHER did not seek to communicate ideas. Rather SPEECH EDUCATION IN THE he sought to put on a show; we tired of MODERN CURRICULUM him because of his artificiality and affecta- THERE are at least three broad ob- tion. Today we teach speech skills not for jectives of modern speech educa- the purpose of demonstrating our wares; tion. These three objectives in the but rather that we may more effectively order that I shall discuss them are the communicate our ideas to our listeners. Our scientific, the aesthetic, and the practical. emphasis is on naturalness and sincerity. I hope there is no one in our audience this We say to our student, "Be yourself." afternoon who thinks that speech education The first general objective in modem is a single elementary course in public speech education is the scientific objective. speaking, and no one who thinks it is elocu- What is the "scientific" in speech? "Scien- tion. Neither constitutes speech education tific" means roughly the remedial work done in the sense that we understand such train- for speech defectives, sometimes referred ing today. Speech education is much more to as the rehabilitation of speech. These than that. Speech education trains the ab- teachers of speech are primarily concerned normal as well as the normal person. It with the various causes and cures for stam- helps the stammerer and the stutterer to mering and stuttering; they are interested acquire something that approximates nor- in the problem of voice; they are interested mal speech. It develops personality by tak- in the hard-of-hearing and the totally deaf. ing the timid, the reticent, and the aggres- Two years ago, a twenty-year-old minister- sive and readjusting those personalities to ial student enrolled in one of my beginning fit into the home and society. Speech edu- courses in public speaking. He stuttered. cation today trains individuals for more As a minister, speech was to play a definite adequate self-expression. It provides train- part in his life. And he wanted something ing in citizenship that should make for a done about it. He worked hard for a full more effective participation in democratic year, much of the time by himself. I think living. Speech education today, through we accomplished something. This is neither oral interpretation and dramatics, seeks to the time nor the place to discuss the tech- provide a greater appreciation of good lit- niques and methods employed in the remed- erature. Through argumentation and de- ial work given him. The important point for bating, it seeks to train the mind in logical you public school teachers, especially those and reflective thinking. In fact, speech edu- of you in the elementary grades, is that you cation seeks to train the whole man for the should know the basic techniques and meth- fullest development of all those faculties ods of correction of these minor speech de- that make for complete living. fects. I think it criminal negligence to be The supreme objective of all speech train- charged against elementary and secondary ing is communication. It matters not wheth- education that my young ministerial friend er we are thinking of the scientific, the should have been allowed to go for twenty aesthetic, or the practical. The objective of years with absolutely no remedial work, each is communication. The stutterer seeks "But who was there to do it?" you ask. to communicate his ideas. The oral inter- And that is a fair question. Most doctors preter of literature and the actor seek to are not trained for such work. Neither are communicate ideas. And the practical man the teachers in our school systems. We too—the banker, lawyer, or salesman—seeks have been told for a long time that stam- to communicate his ideas. That is why the mering Mary and stuttering Johnny will elocutionist died twenty-five years ago. He outgrow their speech defects, and we pro- ceed immediately to forget all about them. A talk made during the Reading Institute at Madison College on June 22. But why all this excitement about speech 146 THE VIRGINIA TEACHER [Volume 19, No. 7 defectives ? Aren't there only a few of disorders? Offhand, I would suggest three them in comparison with other types of ways in which educators and administrators defective children? Well, I'm not so sure can render real assistance. First, they may about that. Perhaps you would like to look set up speech laboratories presided over by over some figures released recently on han- men who are trained scientifically to treat dicapped children in the United States. I cases of speech disorders. Second, univer- hope you will note particularly where the sities should require that all prospective speech defective ranks on that list. The teachers be given a rudimentary knowledge following figures are an approximate esti- of the common speech disorders that the}' mate of handicapped children of school age may recognize and help correct them. Third, in the United States: 6,000 blind; 25,000 public school leaders should realize that the deaf; 50,000 partial sighted; 300,000 crip- number of elementary and secondary stu- pled; 300,000 mental defectives; 3,000,000 dents who have speech defects is appalling- hard of hearing; and 4,000,000 speech de- ly high, and should employ trained teachers fectives. This means that there are over who can correct those problems. A great seven and one-half million handicapped deal is being done now. For example, in the children of school age in the United States state of Pennsylvania, all of the teachers' today, and over half of them are speech colleges are required to offer a course called defectives. Speech Problems; the objective is to equip What is being done about it? A very the prospective teacher with the knowledge large part of what is being done is the and technique necessary to correct speech remedial work done in our universities. De- defects. It seems to me that the least we partments of speech have organized labora- can do in our colleges and universities is to tories and trained technicians and are not train the prospective teacher in this work, only teaching stammerers and stutterers to and then urge upon public school adminis- speak intelligibly, but are also giving trators the need for such specialized train- to the hard-of-hearing, and even to the ing in the elementary and secondary schools. totally deaf, a form of vocal speech. True, I think there is wisdom in the move taken in the case of the totally deaf, the speech by the state of Pennsylvania. I recommend acquired is rough and not speech as we such action for other states that are con- understand normal speech. But it helps. I sidering an attack on this speech problem. know of a case in a university where a Our second objective in modem speech totally deaf young man of thirty years of education is the aesthetic objective. And age was taught enough vocal speech that what can we mean by the "aesthetic" in he could order a meal from a restaurant speech? The aesthetic in speech ordinarily menu. Why, even one of our students here suggests dramatics, play production, oral in Madison College this summer has been reading, expression, or choral reading. I telling me of her interesting experiment in must warn you again that even the aesthetic teaching choral reading to students in a in speech has nothing to do with elocution. school for the deaf. And she does not We have a few, only a few, thank good- teach choral reading by signs but by a form ness, oral interpreters among us today who of vocal speech. insist on those gorgeous dramatic effects As a speech teacher who is proud of the of the elocutionist of yesterday. Shortly work being done by our departments of now, the elocutionist will be completely ex- speech, I am impelled to ask this question: tinct. I am trying hard to make this point: How can higher education more effectively that while we do teach our students to ac- aid these departments of speech in caring quire skills in reading and acting, we insist for handicapped children who have speech that it is more important by far for them October, 1938] THE VIRGINIA TEACHER 147 to communicate to others and to acquire an feel that a disproportionate amount of lit- appreciation of literature for themselves. I erature should be memorized. This becomes have a feeling growing out of my experience boresome and frequently destroys, rather of teaching teachers this summer at Madi- than creates, an interest in literature. An- son College that practically all teachers of other reason for lack of appreciation may English in our summer session here are in- be traced to the monotone voices of some terested in this particular aspect of speech teachers who read literature to their classes. education. Many of you have asked me These teachers may have voices that are about the relation of our course in oral harsh, shrill, strident, thin, flat, monotonous. interpretation to your various courses in Many of them merely pronounce words; literature. More specifically, you are inter- they can't even read, let alone interpret ested in how you can arouse in your stu- literature. The final cause of dislike for dents an appreciation of good literature. I good literature is silent reading. As a mat- suppose the one question that has been ter of fact, silent reading may be the worst asked me more times this summer than any cause of all. Silent reading may be the other question is, "How can I arouse in my guiltiest of all offenders. students an appreciation of good litera- This Reading Institute is devoted, as I ture?" Further evidence of your sincere understand it, very largely to a thorough interest in this question is the fact that discussion of that problem. Silent reading twenty out of thirty-four students in my is very good for giving the reader the in- oral inerpretation class are doing summer tellectual content of a selection. Frequently projects seeking an answer to that question. a selection should be read silently several And I'll wager that a part, at least, of the times till the intellectual content is clear to answer to that question will be found when the reader. But I object strenuously to the you learn the approaches of the teacher of teacher of literature who insists that all speech in the oral interpretation of litera- should stop there. During the last week, ture. three teachers have told me that their super- I have some notions on how you can visors would not allow any oral reading at teach literature effectively by employing all in their classes. Can you imagine that? speech techniques. Before telling you about Absolutely no oral reading! I should like them, however, I want to suggest a few to refer those supervisors and any others reasons why high school students, and some- who share their view, to a recent statement times even college students, don't like litera- of the U. S. Bureau of Education: "The ture as it is taught today. And I am confi- opinion of experts is emphatically that oral dent that many students don't like litera- expression is of first importance in our ture. You have told me so yourselves. Why schools." don't they like it ? One reason may be scan- I am sure you see clearly that our teach- sion. Too many teachers are more inter- ing of literature has had its weaknesses. But ested in iambic pentameter or iambic hex- how, you ask, can we teachers of literature ameter than they are in real understanding increase the appreciation of our students in and appreciation of the selection itself. A good literature through speech? What second cause of dislike is the emphasis specific speech techniques could we teach- sometimes placed on dictionary definitions. ers of English utilize that would materially "Look up all the words that are new to you improve it? I want to suggest some of the in the next twenty pages," says the teacher. most popular and successful methods. First, How can the youngster enjoy the poem or through choral reading. This technique prose selection ? Another hurdle to literary seems to catch the fancy of youngsters from appreciation is memorizing. Some teachers the elementary grades clear through high [Volume 19, No. 7 148 THE VIRGINIA TEACHER school. As a matter of fact, it works well ing, and through carefully, acted roles in in college and university. In one large pub- play production classes and on the high lic school system, choral reading was so school and college stage. popular in the elementary grades that one Alongside these tested speech techniques teacher was employed just to teach the for teaching literature, how can we look technique of choral reading to other teach- with anything but suspicion upon such ers in the school system. They found that whiskered creatures as scansion, definitions, the reading choir was the best way not only memorizing, monotone voices, and silent to create an interest in literature but also to reading? The teacher of literature must discover speech defects. The aesthetic and have a knowledge of literature. But that the scientific objectives in speech thus be- isn't enough. The teacher of literature must came merged in the reading choir. possess not only a knowledge of literature A second speech technique for teaching but also a knowledge of reading problems, literary appreciation is dramatics. Shakes- some knowledge of speech problems, and peare isn't alive today because high school some skill in reading. The aesthetic object- and college students study Shakespeare in ive in speech is one in which we try to the English literature class; Shakespeare is teach speaking and reading skills, to be alive today because of the stage. The stage sure; but more than that, we try to teach a makes the play live. The movies today are knowledge of and an appreciation of good bringing to life great authors, great plays, literature. great historical events. It is the dramatic The third broad objective in modern production on the professional stage, on the speech education is the practical objective. silver screen, and in the high school and I do not mean to suggest that the scientific college amateur theatre, that makes litera- and the aesthetic in speech are not practical. ture live again. Another method of teach- They are. Who can think of anything more ing literature through speech is oral inter- practical than teaching Johnny to overcome pretation. One good interpreter of litera- his stuttering? Or teaching Mary to ap- ture from the platform or stage will create preciate good literature? But there is anoth- more interest and appreciation of literature er sense in which we think of the practical than a classroom of a thousand silent read- in education. We might call it the dollars- ers. Only teachers of speech or teachers of and-cents angle to an education. The busi- English, trained in speech, which gives ness man asks, "How can public speaking special training in voice, voice control, va- help a student after he graduates?" Or to riety, range, directness, pauses, contrasts, put it more bluntly, he may say, "What real and other vocal effects, will be able to teach good will training in speech do a man in to best advantage the course in oral inter- his business or profession?" Many teachers pretation. I am sure that my appreciation do not think this a fair question. I do. I of Carl Sandburg and Lew Sarett, two am always interested in the business and modern poets, comes not because I have professional man who insists that higher read over and over again their poems. Nor education teach young men and women to even because I have read with interest do something. And I always become inter- much of their lives. It comes rather be- ested in the college administrator who meets cause I have heard them read their poems, the challenge of the outside world by in- and I have seen them do it, and at times sisting on practical dividends for every I could almost feel them do it. I am pro- dollar expended for courses and professors. foundly convinced that appreciation of What can we say for ourselves in speech? literature can be taught through oral inter- Do our courses measure up? What is our pretation of literature, through choral read- answer to the outside world that wants to 149 October, 1938] THE VIRGINIA TEACHER know if our courses in speech offer any superiors. During the time we worked to- real, practical advantage to the student who gether, he told me several times that if he takes them ? To find an answer to that ques- expected to get ahead in his organization, tion, I should like to go directly to the he would have to become an effective speak- business and professional world itself. er. I asked him what speech had to do with I think the answer comes in no uncertain gasoline. He told me how important public speaking was in the refining business by terms from all branches of the business and professional world. From bankers associa- showing me the number of classes in pub- tions, automobile manufacturers, refining lic speaking sponsored by his organization. companies, and many other groups, come He said that training in speech was a def- inite part of the training of their employees the answers. Various universities offer evening courses. Usually the students tak- for executive positions. I do not know that public speaking did it, but I do know that ing public speaking among these adult within the last year this district manager groups far outnumber those in other has had a substantial promotion with his courses. organization. Last winter I taught classes in public Several years ago a well-known dietician speaking for business and professional men came to me for some work in public speak- and women. In these classes I found sev- ing. She explained that she had accepted eral bankers, several lawyers, several sales- an invitation to speak on some phase of her men, a purchasing agent, a taxi-cab work before a state convention of nurses. operator, a Salvation Army officer, a pho- tographer, a grain elevator operator, two Since accepting the invitation she had wor- insurance men, two teachers, a social wel- ried so much that she had forgotten almost fare worker, and many others. Since our all she ever knew about dietetics. I told her audience this afternoon is primarily fem- she was welcome to join our evening class for adults. She went two courses of twelve inine, I want you to know there were women weeks each. She spoke for five minutes in those classes too. I remember two teach- each meeting on some phase of dietetics. ers, a club worker, two secretaries, and one At the end of twenty-four weeks, she was who insisted she was just a housewife. ready for her half-hour speech before that These men and women were interested state convention of nurses, dieticians, and primarily in one thing. They wanted to hospital supervisors. She may not have acquire a reasonable degree of self-con- made the greatest speech ever made on fidence in conversation and in speaking dietetics, but she gave a creditable per- before small groups. They felt it would be formance with grand evidence of poise, self- a practical asset in their work. control, confidence. And most of all she Four years ago, the district manager for enjoyed it. a large refining company came to me for In the eight years I have taught these special work in speech. He was very timid classes to business and professional men and asked for private work rather than class work. While T do not ordinarily do and women many interesting people have private work, I did make an exception in taken the work. I could tell you many in- his case. For two months we worked on teresting stories of their experiences. There one single ten-minute report he was to was the civic club president who took the make at a district meeting of his organiza- course that he might preside more intelli- tion. He was very much concerned about gently over luncheon meetings. There was the presentation of this report because it the banker who was to become president was to be presented in the presence of his of his banker's association; he wanted to ISO THE VIRGINIA TEACHER [Volume 19, No. 7 acquire poise and confidence and a knowl- there is a single person among us this after- edge of parliamentary procedure. Minis- noon who has not at some time said, "Well, ters, lawyers, salesmen, many of them, have Professor So-and-So knows his stuff, but taken one, two or even three courses to he certainly can't put it over." The general build up their confidence, expand their public expects the lawyer, preacher, and vocabularies, and adjust their personalities teacher to be effective speakers. While, on till they felt themselves capable of doing the one hand, the need for well-trained their best work. What these men have done speakers among our lawyers, ministers, and for themselves through my speech classes, teachers is very great, it is nevertheless true, thousands of men and women throughout on the other hand, that our graduate and the country are doing for themselves in professional schools are doing almost noth- scores of other public speaking groups. For ing about it. If you will examine the re- example, one of my speech friends is teach- quirements of our graduate schools for ing a class in public speaking to the mem- teachers, and of our seminaries and our bers of the police department in a middle- law schools, you will find that very little western city. Another of my speech friends training in public speaking is required. Why in a northern city teaches public speaking don't our professional and graduate schools to the salesmen and the junior and senior and our undergraduate colleges take their executives in the automobile industry. An- cue from the demands made by the business other friend is teaching such a course to a and professional world? The last fifteen group of nurses in training. years, the business world has made even What are these successful men and wo- greater demands of its workers than have men anxious to secure from instruction in other professional groups. For junior and public speaking? What do they demand of senior executives, for personnel workers, for the teacher of speech? Primarily, they salesmen, for men in all aspects of business want to overcome fear. Fear is the number life, training in speech is almost indispen- one problem in the beginning course in sable. Just a few weeks ago I heard the public speaking. They must overcome fear, national president of an engineering group timidity, and self-consciousness. Self-con- advise a convention of engineering students fidence must be acquired. Frequently, per- that the most important subject outside of sonalities must be adjusted. These men and straight engineering courses was public women must learn to move more easily and speaking. With these demands for train- with more poise in their various human ing in speech being made by the business relationships. Speech is an adjunct to their and professional world, how can anyone abilities in other fields. With good speech deny the importance of speech in the train- they are more able, in their own spheres, to ing of young men and women in college for influence human behavior. Most of us are usefulness in the world tomorrow? As a familiar with the minister who has a knowl- matter of fact, it seems to me that the col- edge of theology but who speaks so poorly lege administrator who seeks to tie up col- in the pulpit that his appeal to and influence lege training with training for life will take over his listeners is reduced by a consider- his cue from the business and professional able margin. There is also the pitiable plight world, and will provide adequate training of the lawyer, who admittedly has a keen in speech for all college men and women knowledge of the law, but who is ineffective who desire it. in his human relations. T doubt whether Leroy Lewis Octobek, 1938J THE VIRGINIA TEACHER 151

the door. "Good evening," he said, "My HOW TO TELL A COMMUNIST name is Wax. I did a year of graduate AND HOW TO BEAT HIM work in the States. Until last month, I I AM a professor, but I am not here to was the Bolshevik Commissar, here in give you "book learning." I am here Vladivostok." You can imagine my sur- to set before you, The American Leg- prise. I said, "Come on home with me. ion, a problem which concerns all of us What is Bolshevism?" And this is the tale who love democracy and the ideal of liberty he told to me. for which it stands. The problem is "How Communism is not new. There have to check Communism." When I talk about been forms of Communism since earliest Communism I know what I am saying. I times, even in America. Note the tribes have had a lot of experience with this men- on the Indian reservations. But Communism ace. I know where it is most likely to ap- as we know it was formulated by Marx, pear, where it is most likely to take hold, Engels and others less than a hundred years and I think I know the best way to fight it. ago. They saw something wrong with the It was before The American Legion was world. The few had too much, the many formed, in fact it was in August 1918, that too little. As Wax said that night, "Why 1 met my first Bolshevik. We didn't call should the rich have all the beautiful them Communists in those days. There had houses, pictures, rugs ?" He even said wives. been a big rain, that day, in Vladivostok, Karl Marx saw every few years that there and down across the street car tracks, on was a depression. Wars were almost con- Bolshei Ulitza (Russian for big street or stant. The doors of opportunity were shut. Broadway) were tons of gravel and sand, Oppressed peoples and races were practi- a foot high, washed down from the steep cally slaves. The Communists thought that unpaved streets that climbed the hill. I such conditions need not exist. There could watched the Korean porters busily packing be peace on earth, good will to men, the the debris in baskets, carrying it up, and good things of life could be more evenly patting it back into place to await the next divided, if only men would apply their rain. I climbed past them, on up to the brains to the conduct of their lives. great commercial school, where I was to This man Wax was making quite a sales lecture on American education to a great talk. It sounded pretty attractive so far. crowd of teachers, patrons, parents who "How do you plan to do this?" I asked. were all school board members. I started "Well," he said, "the trouble today is that at five. My interpreter finished at seven. men are divided into two classes—those Late into the night the questions continued. who own and those who earn:—capitalists These people had revolted with Kerensky. and workers. They had welcomed the Bolsheviks. But "There is an inevitable war between the they appeared happy to have been con- two. There can be no compromise, no truce, quered by the Czecho-Slovaks and glad at no armistice, no peace. It will be a battle the moment to be under inter-Allied rule. to the death. Men are fools to love the I was curious about Bolshevism. What Fatherland, the Patrie. The workers of one was the idea? What was it like? What country should be better friends with the did Lenin and Trotsky want? I was not workers of other lands than with the cap- long in suspense. italists of their own, who are their only After the lecture, a man stopped me at enemy." "Workers of the world, unite!" An address at the New York Department Con- read the Communist Manifesto. "You have vention of The American Legion at Endicott, nothing to lose but your chains." "Part of New York, August 12, 1938. 152 THE VIRGINIA TEACHER [Volume 19, No. 7 the trouble," continued Wax, "'is in the hungry to have the energy, too subservient churches. Men go to church, and what do to dare." "And surely the Czar won't!" they learn?—to be humble—to be patient— said Bullard. "No," said Lenin. "Then, forgiving, to look to the future life. All who will?" asked Bullard. "I will," said this is grand for the capitalist. So down Lenin. The way they worked their way with religion, shut the churches, banish the to the seizure of power was as follows: priests." This done, the Communists talk about peace, talk about social equality, thought, and the decks would be cleared so especially among those most oppressed. they could build a new world. Talk about organization of labor, and pene- "And how are you going to defeat capi- trate into every labor union. Talk on soap tal?" I asked Wax. "How are you going boxes. Publish pamphlets and papers. to win for labor?" "Very simple," he re- Orate and harangue. Play on envy. Arouse plied. "We will use the idea of the Soviet. jealousy. Separate class from class. Try First we organize all the workers into un- to break down the democratic processes ions—unions of carpenters and masons, from within. Accustom the people to pick- plumbers and railroad men, stenographers, eting, strikes, mass meetings. Constantly cooks, librarians, teachers, nurses, profes- attack the leaders in every way possible, so sors, doctors, clerks;—everybody in fact that the people will lose confidence. Then except capitalists. Then each local sends in time of national peril, during a war, on its delegate to a larger council, and councils the occasion of a great disaster, or on a to the highest council. There is no need general strike, walk into the capital and for congress, legislatures, or elections. seize the power. A well-organized minority Everything can be accomplished by the can work wonders. unions. Lenin has organized a system by Now the Communist leaders have stead- which the few can rule for the many. This ily insisted that Communism cannot live in is what we call 'Dictatorship of the Prole- just one country. Just as we fought to tariat.' The Proletariat chooses its dictat- make "the world safe for democracy," so ors. After that it is dictated to!" "But they are fighting to make the world safe what about the rich? The capitalists?" T for Communism. They are fighting this asked. "Where do they come in?" "Oh," fight today, twenty years after my talk with said Wax, "that is the cleverness of the Wax. Every country must become com- idea. They have no unions, and if they munistic, according to their idea. So they formed them we wouldn't recognize them." have sent out missionaries. They have Of course you and I remember how after supplied them well with funds. They have this time the Kolchak government failed in won converts. These converts have been Siberia, how the Bolsheviks took complete organized into little groups called "cells," control. They never made any pretense of each acting as a unit under the orders of a democracy. They seized the power. My superior. It is almost a military organiza- friend Arthur Bullard, who was chief of tion, They attack" where there is unem- the group with whom I served in Russia in ployment. They stir up discontent among 1918, said he was talking with Lenin in those oppressed, particularly among the Switzerland in 1905. Lenin had outlined Negroes and Jews. They work their way the whole Bolshevik ideal. Bullard said, into the unions, where they form compact "How are the Russian people going to do blocks. They publish and distribute little this? They cannot do it for themselves, papers and pamphlets. At the New York can they?" "No," replied Lenin, "they are Times they pass out one called "Better too ignorant to know what to do, too Times." At the Presbyterian Hospital it is 153 October, 1938] THE VIRGINIA TEACHER called "The Medical Worker." At the Col- Now what were "the conditions that gave lege of the City of New York it is called Communism its chance in Eussia ? These "Professor, Worker, Student." At Teach- were, I think, three. First, widespread ers College it is called "The Educational misery, poverty and distress; second, sup- Vanguard." These are scurrilous sheets. In pression of freedom of speech and the one issue I noted twenty-nine errors of fact. right of meeting and assembly; third, gen- After a recent address of mine they passed eral ignorance. These are the thiee condi- out a dodger attacking me, with a deliberate tions that give Communism a chance to error of fact in each paragraph. These flower and flourish. pamphlets cost money, more than $100 an When you have abject poverty wide- issue. The idea is to try to entice into their spread, when people are out of work, when web those generous and public-spirited houses are damp, dirty, cold and crowded, teachers, preachers, social workers, and re- when children cry for food, there you have formers who know distress and want to do a soil fertile for Communism. It is no ac- something about it. These Communists cident that there are Communists in the know what they are doing. They follow suburbs of Paris and London, in Harlem, their orders. Particularly they would like or along the water front in New York and to dominate our newspapers, our colleges, San Francisco. After a drudging day of and our schools. The campaign is much despair, the family sick and cold, the doors alike all over the world. I have seen the of hope shut, you can't blame the unlucky same articles, almost the same pamphlets, for giving willing ear to the blandishments in France and England as in the United of the Communist propagandist, who says States. that Russia is a happy land with golden You see, when it comes to fighting com- gates, flowing with milk and honey. When munists I am a battle-scarred veteran. But men are down they'll sell their birthright after twenty years I cannot tell one by either for a mess of pottage or for a pot looking at him. If only he were a tall dark of message. man with bushy black whiskers, a bomb in One way, then, to fight Communism is to his hand, a knife in his teeth, and a hand go into the root of poverty and distress. grenade in each pocket of his smock, I Whatever you may think of certain aspects could recognize him. However, only the of the work of the present administration, leaders proclaim their membership. The you must see that in the program of re- clever are silent, hidden, anonymous, bor- settlement, in the W. P. A., in the C. C. C. ing from within. You can only tell a Com- Camps, and in the National Youth Admin- munist by his ideas. istration, President Roosevelt and his ad- Now the Legion loves loyalty. It up- visers have been helping the poor and dis- holds the American Way. It seeks to per- tressed. Some think we can never pay for petuate democracy. As a patriotic power, it. Some think that conditions will be worse alert to alien www, it justly considers Com- in the long run. We must admit, however, munism subversive, and has taken up the that what they have done for the poor has fight. What tactics should we adopt ? What been the most powerful blow against Com- plan of campaign should we map? The munism. No matter what the national answer, as I see it, is to note the conditions government does, whether you agree with under which Communism has come to flour- this program or not, the good American ish in foreign lands and then do our best who wishes to fight Communism must lend to see to it that these conditions never ob- every effort to clean up the slums, to assist tain here. the unlucky, to cure the sick, to care for 154 THE VIRGINIA TEACHER [Volume 19, No. 7 the widow and the orphan. the alley. When you cannot meet in the It is at this point that I wish to point out open, you conspire in the cellar. Then you to you a misunderstanding, a mistake, that hear only one side. Then you think you are many loyal citizens commonly make. There a martyr, and you may be willing to die are among us a good many people who by for a belief which, because it has never training, taste, inclination or vocation see been effectively opposed, may be half-form- much of the poor, under-privileged, and the ed and ill-considered. Ideas expressed sick. These are ministers and priests, social openly are, of course, subject to the law of workers, Y. M. C. A. leaders, doctors, treason, slander, or morality. The people nurses, teachers and professors. They see of the United States would not approve the effect of the slum. They know what and adopt the Constitution until it was ex- the sweat-shop does to body and soul. Their plicitly stated that the rights of "freedom wrath and indignation rises at the practices of speech, or of the press; or the right of of some of the worst of us. Then these the people peaceably to assemble" should men and women who know the seamy side not be abridged; and so far as fighting of life, from the pulpit, in the press, from Communism is concerned, I think they are the lecture platform, in the college and uni- right. Nothing pleases the Communists versity class, point out these evils and more, nothing advertises them so much, struggle to find some way of improving nothing wins them more converts, than these conditions. Some are wise and advo- violation of these rights. cate gentle and gradual improvement. Some But what the Communist is most afraid are in a hurry and urge quick reform. You of is education. I do not mean any kind and I are likely to think that they are Com- of education, because you will naturally munists, that their ideas are subversive. We think at once of this Communist who is a may call them "red." But whenever we do college graduate, that Communist who is a this we had better back up and think. They Doctor of Philosophy, groups of college are not the Communists. The Communists students who support and uphold Commun- get a lot of pleasure out of our mistake. ism. Conversely, you can recall at once The Communists are glad to see us attack many an unschooled illiterate who holds to them, to quiz them, to hamper them, to per- the American Way. There will always be secute them. Because in a way these zeal- impractical intellectuals who look to the ots are the worst enemies of Communism. speedometer, not to the brakes. But Com- It we could clear up the worst of the slums munism cannot flourish where all, or almost and give help to that part of the population all, the people know a good deal about his- which is in genuine distress, which is what tory, political science, and sociology. Com- these zealots want, we should in one step munists advance their ideas as if they were have removed the most likely converts new. They try to make people think that from the contamination of Communism. their plans are practical and workable. They You have a second condition favorable to don the sheep's clothing of democracy try- Communism when people dare not speak ing to deceive the ignorant, when they have their minds. Let the right of assembly be- not the slightest belief in democracy at all. come abridged and sympathy follows the The person who knows history will know supposedly injured party. If an idea is so better. The fallacy in Communism is not subversive that it cannot be talked about in the ultimate goals which they borrow, openly, how alluring it is likely to be when like peace, prosperity, social justice and it is heard in a whisper. vVhen you cannot human brotherhood, as in their practical speak on the public square, you gossip down plans for realizing these goals. The per- 155 October, 1938] THE VIRGINIA TEACHER So to hit Communism at its weakest son who knows history and political science point you must have education. You can- and economics knows that these plans have not fight an idea by banishing it. You can- been tried repeatedly, and repeatedly they not fight an idea by shooting it.^ Purges, have failed. The same plans, and much the "red scares," teachers oaths, discharging same tactics, failed in Trance in 1789. Thev professors, never stopped Communism. The failed again in 1848. They failed in Ger- only way you can fight an idea is by meet- many since the War, they failed in Hun- ing it with another idea; and the only way gary, they failed in Spain, they failed in you can meet it with another idea is by Russia itself. They sought peace; they got proper education. war. They sought fraternity; they divided brother from brother. They sought social It is most fortunate for us that most of justice; they achieved more poverty, more our children have a chance to go to school. misery, more distress. As one learned It is fortunate for us that most of them can Frenchman said, "Communism can destroy finish the high school course. Let us make capitalism but cannot replace it." very sure that these boys and girls have a chance for a good education for modern The person who is educated in the man- times, especially in the controversial and ner I describe learns to take a long look at difficult fields of government and social life. the world. He sees the age-old aspirations It does not make much difference to me as of man for prosperity and well-being, for an American what sort of Latin or Spell- liberty of conscience, speech, property, free- ing or Algebra they study, but I do hope dom to earn and to spend, for equality be- that they will learn what democracy is and fore the law, and an equal opportunity for why we have it; what life was like when youth. He has watched the gradual devel- our ancestors lived under tyranny, and what opment of these ideals, now advancing, now life must be like today in Russia and Ger- retreating, now advancing again. He knows many, in Spain, Japan and Italy; what these how the Fathers of our Country caught a liberties are that we prize ; what these rights new vision, how by compromise and adjust- are that we must maintain; and what our ment they devised a new form of govern- corresponding duties must be. Let these ment and a new form of relationship be- boys and girls hear of the theories of social tween man and man. Of course it was improvement. Let them know what Com- not perfect. The idea was to build a little munism and Fascism think they are. Let at a time in the hope that what they had them go right down to the bottom. Knowl- done would persist. The educated person edge is power. knows that social changes come very slow- DeWitt Clinton, who built this school ly. If you are in a hurry, as in Germany system, had it right when he said that these from 1919 to 1933, or in Spain, there is schools were the "Palladium of our free- revolution and reaction. If you try dic- dom . .. the huhvark of our liberties." Since tatorship, as in Nazi Germany or Italy or his time these schools have grown in power Soviet Russia, of course everybody has and confidence. Every child has his chance. work but then you are only a serf. Up to We have a strong and competent State De- now those who have been socially secure partment of Education. We have the best in this world have been only the slaves. system of school financing in the Union. The educated man moves slowly. He is Our school board members are able and in no hurry. The educated man moves competent. We have a grand force of steadily and persistently. He will not be teachers. Hold up their hands. Give them lulled to sleep. encouragement. Protect them from the 156 THE VIRGINIA TEACHER [Volume 19, No. 7 narrow-minded zealot who would hamper You of the Legion recognize the enemy. them. That's the way to cut down the How shall we beat him? Relieve poverty Communist. and distress. Stand up for the rights of Meeting and Assembly and Freedom of There is, however, one additional con- Speech, particularly when you do not agree. sideration. Communism, I am convinced, Support the schools and foster in every can flourish only when the soul of a people way the study of history, government, and is dead. The wisest men from the time of social life. Above all, support a liberal edu- the Greeks have sensed that we really live cation, an education for men, not dogs, that in two worlds, the world of sticks and we may enter and live in a world of ideas, stones, and the world of the intellect, the of beauty, of thought. This should be the world of the spirit. When I was a boy I American program. It will cause the most used to walk down the halls of Teachers of discomfort to our enemies; it will do the College, and there on the wall was an old most to perpetuate and preserve the form engraving of the New Jerusalem. There of government and the kind of life which were high walls, closed gates, and up the the Fathers of our Country willed to us steep sides, out of the mud and muck crawl- and to which they were confident we would ed and climbed the poor mortals in search give our last full measure of devotion. of heavenly bliss. When I see that picture William F. Russell it makes me think of what education should do. There is one world, a dog's world, a ENGLISH TEACHERS WILL HOLD world of bones and kennels and chains and NATIONAL CONVENTION muzzles, and hunts and fights; and there ' I ''HE twenty-eighth annual meeting of is a man's world, a world of ideas, of beauty, of thought. The one is base, the the National Council of Teachers of English, to be held at the Hotel Statler, St. other good. In one, men are slaves, in the Louis, November 24-26, will devote consid- other they are free. In one, there are op- erable time to appraisals of English cur- pressed and oppressors; in the other, all are ricula. "Evaluating the Program in Eng- equal. There is a land of the slave and lish" is the general theme chosen by Mar- there is a land of the free, and the passport quis E. Shattuck of Detroit, president of to this happy land is a liberal education and a belief in power beyond one's self. the Council, for the convention. Among those who will discuss recent im- I hope for a world with bigger bones and portant surveys and experiments and their better kennels, but I despair if that is all implications for teachers of English are men want. Our people will perish unless Dr. Wilfred Eberhardt of Ohio State Uni- we re-incorporate in our life the statement versity, English consultant in the evalua- made one hundred and fifty years ago in tion study undertaken by the Progressive our Northwest Ordinance, "religion, know- Education Association; Dr. Dora V. Smith ledge and morality, being necessary to the of the University of Minnesota, specialist welfare of mankind, schools and the means in English in the New York State Regents' of education should forever be encouraged." Inquiry; and Dr. Harold Spears, Director This accomplished, in this spirit, by the of Research and Curriculum, Evansville, schools and by all other means of education Indiana. —colleges, churches, clubs, organizations, museums, libraries, theatre and the press,— All youngsters know some things their we shall have a happy people. We shall fathers are too busy to learn.—Fred B. never be Communists. Barton. 157 October, 1938] THE VIRGINIA TEACHER

THE TEACHER'; JOE MILLER

boners from history papers BONERS OR HOWLERS OR BOTH Chaunticleer and Pertelate were two Ital- The Monroe Doctrine was, that no European County could take any more land ian writers who influenced Chaucer. west of the horrizon. A sonnet is a little son. Incongruous refers to a man who is in The population of the U. S. in 1790 was $4,000,000. congress. The purpose of the Hartford convention The feminine of bachelor is lady-in- waiting. was to disgust about the War of 1812. Civil service is when one helps another The Arctic Circle is the circle in the Arc- in time of distress. It is civil to be of tic region where it is day all day long. service. A stethoscope is a spy-glass for looking Alexander the Great also was born in into people's chests with your ears. Athens during the absence of his parents. A sincere friend is one who says nasty Lincoln wrote his famous address while things to your face, instead of saying them riding from Washington to Gettysburg on behind your back. Money is useful and also it is not useful. an envelope. Oliver Cromwell had an iron will and a If a man has money it is useful, but if he large red nose, but underneath were deep has no money it is not useful. religious feelings. Germs are sort of small insects that swim in you when they can get in. Some are Liberty of conscience means being able called measles but you can't see them. to do wrong without bothering about it Saturated is a term used for gentlemen afterwards. who are full up. Rhubarb is a kind of celery gone blood- FROM A LATIN II CLASS shot. Consul—the big shot of Rome. Prevailing winds are winds that always Calvary—the name of a mountain. blow when other winds have stopped blow- Ides of March—Caesar's off day. ing. Infantry—a place for infant children. The split infinitive means the crack of HOWLERS doom. A tantrum is a cycle made so that two Relative poverty—means their friends or people can ride on it. relations are also broke but have the op- Oliver Twist was a great contortionist. portunity. A fusillade is the bones of an airplane. Chivalry—a medical system of knight- Transverse is crazy poetry, written while hood in the Middle Ages. the poet is in a trance. Arabs gave us our figures. A hassock is a Russian cavalryman. There are pillows all around the Parthe- Triumph is three snorts on a tuba. non. A kaiser is a stream of water jumping Gothic was an accident architecture. up and down and disturbing the earth. The Kings got their crowns from their Cannibal is two brothers who killed each fathers by heresy. other in the Bible. The guilds were a small group of peas- Seersucker is a material with a crippled ants who would start out as bakers and raise families and they would continue. surface. 158 THE VIRGINIA TEACHER [Volume 19, No. 7

"hives." One man's meat is another man's The Virginia Teacher poison, in literature as well as in food. Published monthly, except June, July, and August, by It was a certain Jack Spratt who had an Madison College at Harrisonburg, Virginia. allergy to fat; and it was Mrs. Spratt who, Entered as second-class matter March 13, 1920, at the on the other hand, could eat no lean. Fam- postoffice at Harrisonburg, Virginia, under the act of March 3, 1879. ily harmony was insured by their varied tastes; it would have been disastrous if Jack had insisted that his wife's appetite and tastes should accord with his own. eou^0^4|||^|r^Soci/vrioN OF AMERICA Let reading, then, proceed as the reader's inclination would direct. It is a very fact Conrad T. Logan, Editor Henry A. Converse, Business Manager that one will do better to look about him in Clyde P. Shorts, Circulation Manager a library and make his own selection rather ADVISORY BOARD than have his reading chosen for him by Katherine M. Anthony Bessie J. Lanier the World's Greatest Authority—whoever Otto F. Frederikson Amos M. ShoWalter that may be! Manuscripts offered for publication from those interest- ed in our state educational problems should be addressed to the editor of The Virginia Teacher, Madison College, Harrisonburg, Virginia. A STILL SMALL VOICE AN eloquent appeal for federal assist- EDUCATIONAL COMMENT ance in the enrichment of library facilities appears in the current issue of "CAN YOU TELL ME WHAT The Kansas Teacher. Not the building TO READ?" but the books, points out the editorial, con- It was the dogmatic Dr. Johnson who tributes most "to the development and made the pronouncement; "Sir, a man growth of the human spirit." ought to read just as inclination leads him, Fortunately, in Virginia the State Board for what he reads as a task will do him of Education has already adopted a policy little good." In his presence, Men were of improving school libraries; and a start Mice, no doubt, and agreed; but the good has now been made. doctor's authority has shriveled with the Here is the still small voice from Kansas; years, and today we can speak back: "Very "With all our pride over new school good, Dr. Johnson!" we may say. "But, buildings, new school auditoriums, new Sir, if the task be je//-imposed!" Though school gymnasiums, and new athletic fields dead and gone, Dr. Johnson would have the that have come to us in recent years last word: "Self-imposition, Sir, is but a largely through the beneficence of a fed- corollary of inclination." So be it, let a man eral Santa Claus, we need to do a little follow his inclination in reading. invoicing in certain other matters. Among Then we must know, not what his in- these may be pointed out the school li- clination should be, but what his inclination brary. For in most of the city school sys- is. This practice we follow when we enter- tems, the school library is the Cinderella tain guests for dinner, planning not what of the family. This is not as it should our friends should eat, but what our friends be. When thousands and hundreds of do eat and enjoy. thousands are spent on school architecture For reading is like a great feast spread and only a few paltry pennies per pupil are on the banquet table. And there is always spent on books, something is greatly wrong. the possibility that the literary food which Costly and imposing school buildings con- you find wholesome may give me the tribute but little to the development and 159 October, 1938] THE VIRGINIA TEACHER growth of the human spirit. A wealth of THE READING TABLE books contributes much. It is a wise Reading For Fun. (A reading list for toys and superintendent who would rather have a girls in elementary schools). By Eloise Ram- sey, Chairman and Editor. 211 West 68th shabby school building with rich library Street, Chicago: National Council of Teachers facilities than an ornate and boastful school of English, 20 cents; 15 cents in lots of ten or more. building which is poverty stricken in the What shall we read to the children? matter of books. It is high time for school What shall they read to themselves? Pa- administrators to diminish their zeal for rents and teachers who have been asking WPA building grants and consider the need this question for years now have a most of the children in the matter of books. Let s colorful answer in Reading for Fun, an at- have a renaissance in regard to books and tractively illustrated and annotated reading school libraries." list. It is not merely a book list. The annota- DR. PETERS SPEAKS IN KANSAS tions are addressed to the children, and one glance at its pages will send them straight DR. D. W. Peters, president of the Rad- to the library to find "the very book" they ford State Teachers College, will make want. The books are grouped around the an address on "The Unit as a Basis of Pupd things children like to read about. If it is Experience in Curriculum Development, elephants they need to find out about, a before two sections of the Kansas State whole page is devoted to them, opening with Teachers Association. Dr. Peters before the remark, his appointment as president of the Rad- "Babar is the gayest elephant in books. There ford college was Director of Instruction are three beautiful books about his _ funny ad- ventures, and those of Celeste, his sister; The for the Virginia State Board of Education Story of Babar, The Travels of Babar, and Babar, and had general supervision over the Vir- the King by Jean dc Brunoff. ginia Curriculum program. He will speak These are for little folk. Another whole at Wichita on November 4 and at Hutchin- page tells the wonders of elephants for son on November 5. older boys and girls. So it goes, for ninety-five fascinating pages, from Our Friend the Horse, Ships BOOK WEEK and Trains, Automobiles and Airplanes, BOOK Week will be observed this year Puppets and Marionettes, to Gay Handker- from November 13 to 19. "Accent on chiefs and Wooden Toys in Czechoslovakia Youth," a 16-page booklet for booksellers, and Christmas Everywhere. No subject of librarians, scout-leaders, and teachers, list- interest to boys and girls is forgotten, and ing all the suggestions, hints, and ideas that in each case the list is carefully chosen by may be useful in the observance of Book recognized teachers of children's literature Week, is available for free distribution. who have actually tried them out with children. The manual also contains a good list of Each section such as Old 1 ales and Brave plays suitable for presentation. Requests Deeds, Magic and Poetry, Animals Every- should be sent to Book Week Headquarters, where, and City, Country, and Travel is 62 West 45 Street, New York. introduced by an enticing page of pictures Book Week has helped to promote read- done in blue and black by a clever artist ing for fun and enlightenment in schools, who includes everything from the Potatoes' libraries, and homes the country over, say Dance to the Monkey's Tail. those who endorse it. This is a reading list to make readers of [Volume 19, No. 7 160 THE VIRGINIA TEACHER Teaching Procedures in Health Education. By boys and girls, and to give them a good time Howard L. Conrad and Joseph F. Miester. in the doing of it. One could wish that Philadelphia; W. B. Saunders Company. 1938. every boy and girl in America between the 160 pp. $1.75. ages of six and fourteen might have a copy This book lays special emphasis on learn- of Reading for Fun. It is a lovely "gift ing-by-doing techniques. It is planned for book" in appeal as well as in purpose. At use in the secondary schools and is of value only twenty cents a cpoy, hundreds of to teachers in that field. The authors dis- children should have that good fortune. ■ cuss and give examples of the different types of units. Suggestions for visual aids Dora V. Smith are given and the subject is well covered. The testing of outcomes is discussed from The United States at Work. By Maud Cot- various directions. tingham Martin and Clyde Edwards Cooper. New York: D. C. Heath & Co., 1938. Pp. Rachel Weems, M. D. 6S6. $1.96. Teachers Manual, Pp. 37. 16 cents. Review Course in Algeria. By W. E. Sewell. The broad informational background of New York; D. C. Heath and,Company. 1938. the authors and the development of the text 143 pp. $1.20. in classroom use strengthen the contents. "Adapted for use in the latter part of The four popular-speech divisions are ex- the high school curriculum, or in any sit- uation where the usual high school unit amined as production regions: the East, the requirements in algebra have been complet- South, the Middle West, and the West. ed but need to be reviewed" seems to the The idea that Virginia and Maryland have writer to suggest use with college fresh- gradually become a part of the industrial men. East will stimulate discussion. The book contains ample exercises for The text is predominantly commendable, review in all subjects of high school alge- but it seems that too agreeable or kind- bra which may be needed in college work, hearted critics checked the material. For and could be advantageously used in the instance, it is stated that Omaha is at the fourth year of high school as a requirement mouth of the Platte (p. 440) and that the for all students who wish to enter college, entire Virginia portion of the Great Valley and might be used as a part of the first is known as the Shenandoah (p. 104). term's work in college algebra in order to Furthermore, the use of "Fall Line" instead tie up the loose ends of the subject before of the more accurate expression "Fall Belt," more advanced work is begun. H. A. C. the occasional use of the traditional but misleading expression "temperate zone, Plane Trigonometry. By George M. Hayes and and the soil classification given on pp. 81 Murray J. Leventhal. New York: Globe Book and 82 all indicate that the authors or the Company. 1938. 245 pp. Although the authors claim that they publishers hesitate to accept recent obser- have endeavored to bridge the gap between vation or research. But in the hands of a educational theory and practice, the reader teacher well-prepared in geography, the finds only the elementary portions of trig- text would be truly helpful for seventh or onometry. The four place table of logar- eighth grade study. ithms does not give the student the ability The attempt to develop the habit of con- in the use of logarithms which a college tinuing the study of different industries in student should have, especially if he at- each division after completing the text is tempts to carry mathematics further. to be commended. One is glad to see that mention is made Raus M. Hanson of the slide rule, though not sufficient ex- October, 1938] THE VIRGINIA TEACHER 161 planation of its use is given to be of value in the Randolph-Macon Woman's College to the student. H. A. C. at Lynchburg and in Mary Baldwin College, Staunton. Friendly Dogs. By Louise Schawe. Yonkers, Miss Ambrosia Noetzel (A. M., Iowa N. Y.: World Book Co. 1938. 170 pp. 88 cents. State College) becomes assistant professor Sixteen true stories in which dogs are of home economics. the principal characters, moving against a Miss Josephine Walker (M. A., Colum- background of everyday life in fourteen bia University) becomes supervisor of different countries. Among them are home economics, following the resignation Pierre in Canada, who helps his master of Miss Frances Houck to accept a posi- farm and fish; Ney, who lives near a Mex- tion as supervisor of home economics train- ican serapo factory; Waldi, a little dach- ing at the Farmville State Teachers Col- shund, who became a hero in the Black lege. Forest; Zanna, the foster mother of two Miss Ruth Cooper (M. A., George Pea- lion cubs in the Brussels zoo. The stories body College for Teachers) becomes sup- have action and spontaneity, with a style ervisor of the second grade in place of and spirit unusual in books tor third or Miss Marie Alexander, who is at Colum- fourth grade children. bia University completing work for the doctor's degree. NEWS OF THE COLLEGE The establishment of a department to Following the liberalization of college train women for business is the result of curricula to permit students to graduate this college's effort to meet the demand with either the B.A. or B.S. and either with many young women are making for busi- or without student-teaching experience, and ness training. Emphasis is placed on the following the extension of the course in four-year course in commercial education, business education, the enrolment this fall but the State Board of Education has au- surpassed all previous figures and reached thorized the granting of junior commercial a total of 1081. diplomas for completion of the two-year Approximately 900 students use the col- course. lege dining rooms, but the residence halls What will some day be looked back to as do not provide accommodations for so a major event in the history of Madison many. About 75 students are therefore College got under way without fanfare of rooming in private homes near the college. trumpets when the Harrisonburg Building There are over 100 day students who live and Supply Company broke ground for the in the city or nearby. erection of a new library building on Oc- To care for new courses offered this tober 17. The building, which will stand year for the first time and for additional on a line with Wilson and Reed Halls, fac- sections necessitated by the larger enrol- ing west, will occupy the site of the tennis ment five new appointments have been courts, to the north of Reed Hall, made to the faculty of Madison College, as The library will eventually house 80,000 follows: volumes, with reference rooms, reserve Robert E. Slaughter (M.S., University of book rooms, browsing room, several sem- Southern California) becomes professor of inar rooms, and a children's book room. commercial education. The basal contract price for the building Fernando Q. Martinez (Ph. D., Univer- is $118,000, and for furniture and equip- sity of Virginia) becomes assistant profes- ment $15,000. Architect's fees and other sor of Spanish. Dr. Martinez has taught costs will absorb the remaining $7,000. [Volume 19, No. 7 162 THE VIRGINIA TEACHER

The construction of the new library ferson, Federalsburg, Md.; Louise Eliza- building and a new heating plant is being beth Parks, Bedford; Sue Ann Crockett, financed with the aid of P. W. A. grants. Oceana; Marjorie Hope Kryske, Mt. Ver- Excavation has already been completed by non, N. Y.; Margaret Adelia Eaton, Suf- the contractors, the Nielson Construction folk; Julia Kiipatrick, Glen Allen; Mar- Company, of Harrisonburg, for the heat- garet Schrader Shelton, Pearisburg; Jane ing plant, which will stand near the Chesa- Watts Sites, Covington; Patricia Rhoe peake Western Railway just east of the Johns, Arlington; Nan Kathryn Walker, Home Economics Practice House. The Norfolk; Virginia Milliah O'Sullivan, Ivy; heating plant will cost about $72,000, and Harriet Long, Harrisonburg; Mary Lee will supplant the present unit south of the Utley, Norfolk; Ethel Lois Williams, Senior Dining Hall. Church Road; and Catherine Funkhouser, Harrisonburg. Entertainments scheduled for the fall have been announced in part. The Clare Since the State Board of Education an- Tree Major Children's Theatre, which ap- nounced that no new teachers will be cer- peared at the college last session in "Hansel tified to teach after 1942 who have not had and Gretel," returned on October 15 to four years of college training for their present "Five Little Peppers"; on Decem- work, the college has instituted Saturday ber 10 another of the Clare Tree Major classes for teachers in service interested in companies will offer "Cinderella." These meeting these requirements. These Satur- plays are being presented under the joint day classes will be conducted for fifteen auspices of the college and the Parent- weeks and will carry each three quarter- Teachers Association of Harrisonburg. session hours credit. Classes now being The Wagnerian Festival Singers, to ap- offered are a course in Tennyson by Miss pear in Wilson auditorium on November Elizabeth P. Cleveland, a class in First Aid 14, will be one of the most expensive and by Miss Dorothy Savage, American Colon- elaborate entertainments ever presented at ial History by Mr. John Mcllwraith, and the college, it is said. An ensemble of five Public School Music by Mrs. Clifford T. world-famous voices will sing favorite con- Marshall. cert selections from the operas of Wag- ner, as well as parts from operas by other ALUMNAE NEWS composers. MISS YOWELL IS NAMED SUPERVISOR FOR The English Placement Test given to N. Y. A. Freshmen at the end of their first week on Miss Nettie Tucker Yowell, of Boyce, the campus showed for the 396 students has begun her duties as home-making sup- examined a median score of 140 as com- ervisor of the National Youth Administra- pared with a national median of 129, ac- tion in Virginia, with headquarters in Rich- cording to Mr. Conrad Logan, head of the mond. She will supervise N. Y. A. home- English department. making centers, N. Y. A. sewing rooms, The following twenty-one girls make up and N. Y. A. school lunch rooms through- the highest five per cent of the group: out the state. Margaret Beauford Warwick, Monterey; Miss Yowell has been a teacher of vo- Anne Warren Anderson, Arlington; Susan cational home economics at Berryville High Annette Bowles, Louisa; Pauline Richie School for the past three years and is a Barfield, Martinshurg, W. Va.; Mrs. Vivian native of Clark County. She received her Berry Fauver, Staunton; Alice Mary Grif- B. S. in home economics at Madison Col- fith, Gaithersburg, Md.; Evelyn Louise Jef- lege, Harrisonburg, in the class of 1930. October, 1938] THE VIRGINIA TEACHER 163

MISS DUNBAR WINS ORGAN SCHOLARSHIP she refereed the Old-Girl—New-girl basket- ball game. Miss Emma Dunbar, of Dunbar, West Rebekah Bean, '38, who is teaching the Virginia, gifted young organist and grad- first grade in Buchanan, Virginia, recently uate of Madison College in 1937, has been spent the week-end on the campus. awarded a four-year scholarship at Curtis Josephine Acton, '38, now teaching near Institute of Music in Philadelphia. Norfolk, and Helen Shular, '38, now teach- At the May meeting of the Augusta chap- ing in Waynesboro, were guests on the cam- ter of Madison College Alumnse Ethel pus the week-end of October 15. Driver '37, of Mount Sidney, was elected MARRIAGES vice-president and Mary Spitzer, '36, of Class of 1921: Gertrude Smith, of Java, Waynesboro, treasurer. Pittsylvania County, to Mr. Hezzie Ander- son, of Long Island; in the home of Rev. Eleanor McKnight, '37, is in charge of E. Y. Poole, Lynchburg, June 23. Mrs. the dietary department of the Milford Anderson has been a member of the School- General Hospital, Milford, New Jersey. field High School faculty. She recently finished her course at the Class of 1927: Helen Bernice Yates, of Pennsylvania General Hospital in Phila- Harrisonburg, to Mr. Archibald A. Mc- delphia. Fayden, Jr., on July 12, in Shanghai, China. Elvira Rudasill, who last year was teach- Mrs. McFayden has been a missionary un- ing in the Harrisonburg city schools, has der the Baptist Board. Mr. McFayden is accepted a position in the Bethesda, Mary- in the Consular service. land, public schools. Miss Rudasill grad- Class of 1930: Robena Newman, of uated from Madison College in 1935. Dayton, to Mr. Carl Clinger Pennington, Katie Wray Brown, '33, who was secre- of Edora; in the Methodist Church, Har- tary to the dean of women for the past risonburg, on August 22. Mrs. Pennington five years, has resigned to accept a posi- has taught school in Rockingham County tion teaching in Danville, Virginia. for several years. Mr. Pennington is em- Virginia Blain, '38, president of the Stu- ployed by the Rockingham Milling Com- dent Government Association last session, pany. succeeds Miss Brown as assistant to Mrs Class of 1920: Naomi Pearl Scott, of Cook. Port Republic, to Mr. Henry Hilton Al- Julia Duke, '32, after teaching several mond, of McGaheysville; in the home of years in the State Teachers College, Silver the bride, in September. City, New Mexico, has just accepted a po- sition as acting head of the physical educa- OUR CONTRIBUTORS tion department in the Louisiana Polytech- NILA BANTON SMITH is professor of educa- nic Institute at Ruston, Louisiana. tion in the University of Indiana. In addition ALUMNAE RETURN to her writing on problems in the field of read- ing, Miss Smith is author of the Child Activity Eleanor M. Bobbitt, '36, was a recent series of basal and supplementary readers. visitor on the campus. Miss Bobbitt maj- LEROY LEWIS, who offered courses in speech in Madison College last summer, is an instruct- ored in English here and is now teaching or in speech at Duke University, Durham, N. English in the Clifton Park Junior High C. Mr. Lewis is also business manager of the Southern Speech Bulletin, official publication School in Baltimore. of the Southern Association of Teachers of Leslie Purnell, '38, is teaching Physical Speech. Education this year in Staunton and Way- WILLIAM F. RUSSELL is dean of Teachers College, Columbia University, New York. nesboro. Miss Purnell returned to the DORA V. SMITH is professor of children's lit- campus the week-end of October 8, when erature in the University of Minnesota. [Volume 19, Nn. 7 164 THE VIRGINIA TEACHER FILM ESTIMATES The National Committee on Current Theatrical Films gives three ratings: A, for discriminating adults; Y, for youth; and Q for children. These estimates are printed by special arrangement with The Educational Screen, Chicago. Birth of a Baby (American Committee on Ma- My Lucky Star (Sonja Heinie, Richard Greene) ternal Welfare, Inc.) Unusual presentation of (Fox) Sonja's marvelous skating probably com- human birth from start of pregnancy through pensates for fatuous story with preposterous col- delivery and infant care (showing to general legiate background. Heroine is sent to college to public in theatres). Serious, scientific, utterly model clothes, gets involved in cheap divorce suit, frank, dignified. Stresses proper medical care, and an ice carnival (in department store!) dangers of artificial abortion, etc. , , , . , straightens things out. _ (A) Novel (Y) and (C) Parents should decide (A) Perhaps (Y) Prob. entertaining (C) Fair Boy Meets Gikl (O'Brien, Cagney, Bellamy) Passport Husband (Stuart Erwin, Pauline (Warner) Fast, delirious burlesque of Hollywood Moore) (Fox) Laughably absurd farce-thriller. people and methods, built solely for loud laughs, Over-dumb hero gets mixed up with two girls, its humor broad and rowdy, subtlety discarded tricked by crook gang into marrying wrong one, Central situation built around approaching and but finally marries right one after capturing whole ultimate motherhood of studio waitress aptly gang by ridiculously impossible coup. Some cheap acted by Marie Wilson. risque touches. „ ^ (Y) Amusing of kind (Y) Better not (C) No (A) Feeble (Y) No (C) No Safety in Numbers (One of Jones Family Four Daughters (Lane sisters, Rains, Garfield) series) (Fox) Homely, human, pleasantly com- (Warner) Vivid, realistic portrait of one happy plex, really climactic story of how small-town folk family of four daughters, and the joy,_ sorrow thwarted attempted swindle by city crooks and tragedy that romance can bring. Fine cast, through faked proof that local swamp was val- notable characterizations, Garfield outstanding. uable mineral water. Good fun for all but the Exceptional film despite artificial touches- over-critical. (A) Excellent (Y) Mature but good (C) Beyond (A) Good of kind (Y) (C) Thoroughly amusing Four's a Crowd (Flynn, de Havllland, Russell, Secrets of an Actress (Kay Francis, Geo. Conolly) (Warner) Fast, furious, clever romantic Brent) (First Nat'l) Unpretentious, dignified, farce, hilariously exaggerated out of any sem- well-knit little triangle with actress heroine, hero blance to life. Breezy dialog^ zigzag motivation, and his self-sacrificing friend, finely played by Ian unconvincing reversals, toy trains, dog chases. Re- Hunter. Troubled romance, numerous reversals. lated to real drama as "swing" is to music. Simply and convincingly done save for maid's (A) (Y) Very gd of kd (C) More or less funny labored comedy. , ^ Higgins Family, The (Jimmy, Lucille and (A) Good of kind (Y) Mature (C) No Russell Gleason, Lynn Roberts) (Republic) hirst South Riding (R. Richardson, Edna Best, Ed- of a new "Family" series. Rather too farcical tor mund Gwcnn) (U. A) Fine, mature, leisurely realism, with Russell over-prankish as the _ m- British film, expertly acted, rich in character in- ventor-son, but elementary, amusing situations terest. Impressive realism and restraint in ab- and some simple, homely values will prove enter- sorbing human drama built round community taining to the not over-critical. problems and leaders' individual lives. Charming (A) Fair of kind (Y) Mostly good (C) Mature rural settings. ^ ^ I Am the Law (Robinson, Beal, Kruger) (A) Excellent (Y) Mature (C) Too mature (Columbia) Far-fetched, but lively, suspenseftil Spawn of the North (Fonda, Raft, Lamour) melodrama, lightened by appealing humor. Col- (Para) Impressive backgrounds, fine camera shots lege law professor on sabbatical leave, becomes and a trained seal provide chief interests in special prosecutor and by highly original methods clumsy, rambling melodrama of Alaskan salmon smashes the racketeers. Not over-violent except fishing. Long sequence of gruesome sea fighting. for prolonged fist-fight and grim suicide. Grim climax. Fine acting by Barrymore and Tamiroff, rest of cast ineffectual. (A) Very good of kind (Y) Good (C) No (A) Fair of kind (Y) Strong (C) No Keep Smiling (Jane Withers, H. Wilcoxon) Three Loves Has Nancy (Gaynor, Montgom- (Fox) Another fixer role for Jane, more credible ery, Tone) (MGM) Breezy, sophisticated, well- and appealing than usual. Helps uncle, once ace acted, farce. Clever dialog and amusing, uncon- director, make comeback and gets m movies her- ventional situations when guileless small-town self Lively, substantial plot, exposing grimmer heroine invades the penthouse apartment of a con- side of Hollywood, well balanced with Janes ceited New York author and his publisher, who amusing antics. Fine work by cast- become rivals for her hand. _ (A) Fairly good (Y) and (C) Amusing (A) Very good of kind (Y) Sophisticated (C) JNo Marie Antoinette (Shearer, Power, and notable Youth Takes a Fling (Andrea Leeds, Joel cast) (MGM) Lavish, beautiful and very long McCrea) (Univ) Inappropriate title for pleasing, picture of French court life under the Louis, cen- convincing little story of hero who yearns to go tered around Marie Antoinettes glitteiing career to sea, and earnest, romantic heroine who has from wedding to guillotine. Heroine's tragic faults found her love and finally wins him. Slight, much softened, hence final tragedy heavier. Splen- simple, but excellently acted, directed and pro- didly done. Shearer outstanding. duced. (A) Excellent (Y) Mature (C) No (A) Good of kind (Y) Good (C) Little interest C Ml.

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MADISON COLLEGE A STATE COLLEGE FOR WOMEN HARRIS ONBURG, VIRGINIA

MEMBER SOUTHERN ASSOCIATION OF COLLEGES AND SECONDARY SCHOOLS MEMBER AMERICAN ASSOCIATION OF TEACHERS COLLEGES ACCREDITED BY VIRGINIA STATE BOARD OF EDUCATION

Confers A.B. and B.S. degrees. Faculty of 65 well-trained and experienced college teachers. Annual enrolment, 1,300. Established by the General Assembly 1908. Both city and rural training schools Total value of college plant, $2,000,000. Eighteen college buildings. Campus of 60 acres. Well-equipped recreation camp on Shenandoah River. Two gymnasiums. Nine-hole golf course. Two swimming pools (indoor and outdoor) Athletic fields and tennis courts. Auditorium with full stage equipment. Four-manual pipe organ. Standard sound motion-picture equipment. Laboratory equipment for remedial work in reading and speech training.

Located in the heart of the Shenandoah Valley at an elevation of 1,300 feet, Harrisonburg enjoys a beautiful mountain environment. Its 9,000 inhabitants, people of culture and refinement, are deeply interested in the welfare of the College and its students.

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