'■"VIRGINIA

Teacher

February, 1933

Our Nation faces the acute responsibility of provid- ing a right-of-way for the American child. —Herbert Hoover

We must take an aggressive attitude toward schools if we are to keep them open. It is not a matter of passing resolutions but a matter of fighting. Fight through! Fight highways! Fight politics! .... It is worth while. -—Ray Lyman Wilbur, Secretary of the Interior

Published at the 1 f"* CENTS STATE TEACHERS COLLEGE 15 of Harrisonburg. Va. THE VIRGINIA TEACHER

Volume XIV FEBRUARY, 1933 No. 2

CONTENTS Education in the Present Crisis 21 The Library's Part in Educational Progress C. W. Dickinson, Ir. 22 Statement of the State Committee on Secondary School Social Studies Point of View R. E. Swindler, Ch. 25 The New School (A Quotation) 28 Good Food for Little Money Lucy H. Gillett 30 Educational Comment 31 Seen in the Public Prints 34 The Reading Table 37 News of the College 39 Alumnae News Dorothy S. Garber 41

$1.50 a Year Published Monthly except June, July, and August 15 Cents a Copy The Virginia Teacher is indexed in the Education Index published by the H. W. Wilson Co.

Complete Elemenianf-Scbool Health Procjram

MALDEN HEALTH SERIES

By C. E. Turner and others

Developed from ten years' classroom experimentation. . . Uses growth, with emphasis on weighing and measuring regu- larly, as a motivating factor. . . Due attention to mental, social, and emotional health. . . Carefully worked out prac- tical projects. . . Health habits stressed in lower grades. . . Health attitudes in the upper years. . . .

State Adopted Supplementary Health Books in Virginia.

D. C. HEATH AND COMPANY 180 Varick Street, New York City The Virginia Teacher No. 2 Volume XIV FEBRUARY, 1933

EDUCATION IN THE PRES- more significant for the industrial age in which we live than they were for his own ENT CRISIS time. THIS open letter to members of state legis- latures has been prepared for distribution "Three considerations are basic to the by the editors of the School Executives educational bills which you will consider Magazine, in the January issue of which it first appeared. For its sensible and logical statement during the present session: of the situation it may be commended to Virginia "1. An orderly solution of our econo- legislators. mic, political, and social problems is de- "Dear Legislator: pendent upon a high level of social intel- "We are taking this liberty of writing to ligence among all the people. The alterna- you briefly on the important subject of ed- tive to this is mob psychology and mob rule. ucation. You will be called upon to vote on Ignorant citizenship exploited by the dema- many educational measures which will be gogue will certainly lead to social disinte- brought before the coming session of your gration. The conditions of the present time legislature. Decisions will be difficult, es- demand leaders with far-seeing vision. The pecially with regard to those measures that ignorant, it must be remembered, cannot affect the support of education. We all rec- follow the wise leader wisely. Every school ognize the seriousness of the present econo- in this country should be an institution for mic situation and the necessity for rigid the education of children, youth, and adults economy in all public expenditures. Econ- with regard to the economic, political, and omy is essential, but if we lose sight of the social problems of our day. The narrow welfare of the state and the welfare of the curriculum—reading, 'riting, and 'rithmetic people in effecting these economies, it will —which so many well-meaning persons are be a matter which will have the most seri- advocating today, constitutes nothing less ous consequences for our children. than a social menace. These persons forget "It cannot be too emphatically asserted the long hours of leisure of the machine age that education is the foundation of the and the complexity of the society in which democratic state. The Fathers of the Re- we live. public saw that. President Madison said, "2. Educational opportunity denied to 'A popular government without popular in- the children of the state today is taken away formation or the means of acquiring it is from them forever. New roads as well as but a prologue to a farce or a tragedy, or, other improvements may be postponed with- perhaps, both . . . people who mean to be out irreparable damage to individuals, but their own governors must arm themselves the education of a child cannot he post- with the power which Knowledge gives.' poned without irreparable damage to that In this faith, the American system of edu- child. This would constitute an injustice to cation has been created and developed. The the individual child by robbing him of his social stability which has characterized rightful American heritage, and it would be America in this period of depression would a menace to the state, for in so doing we of have been impossible without our system of today would be contributing to the ignor- education. The social well-being of tomor- ance of tomorrow. Our system of educa- row is in a large measure dependent upon tion is not perfect. It has many defects, but the school of today. Madison's words are it is the only instrument which has been 22 THE VIRGINIA TEACHER [Vol? 14, No. 2

created to serve this most important func- THE LIBRARY'S PART IN tion of democracy. Let us strengthen, not EDUCATIONAL PROGRESS weaken, our schools in this moment of na- tional calamity! DR. SIDNEY B. HALL, Superinten- "3. Budgetary problems and the sup- dent of Public Instruction of Vir- ginia, in a recent letter to division port of education cannot be considered apart from other problems of taxation. superintendents and members of school boards, says: "When the school board pro- Many of our present difficulties are due to vides a balanced collection of good books antiquated tax laws. A tax system that de- and magazines, necessary supplies and nies education to children in one commun- equipment, a suitable room, and a trained ity while making good schools possible in librarian, the library soon becomes the another (because of the concentration of heart of the school." population, or wealth, or both) should no Dr. Wm. John Cooper, U. S. Commis- longer be tolerated in America. There is sioner of Education, in a letter of trans- sufficient wealth in America and sufficient mittal in Bulletin 1930, No. 6—State Direc- national income, even in this time of most tion of Rural School Library Service, states serious depression, to provide educational that "schools were never so dependent upon necessities for all our youth. Under our adequate library facilities as they are at the present system of taxation, unjust burdens present time. This condition has come are imposed upon many taxpayers, especial- about largely through modern school curric- ly upon farmers and small house owners. ula which demand for their execution large The educational crisis demands a reform of collections of books, magazines, and other our tax laws. It demands state systems of reading matter relating to many subjects. school finance, under which all the wealth At the present time much stress is being of the state will he drawn upon for the ed- placed upon the necessity for well-trained ucation of all the children of the state. teachers and supervisors of instruction. It "Recently, Mr. A. F. Harman, State is poor economy to provide a highly trained Superintendent of Education in the State teaching personnel and withhold the tools of Alabama, stated the educational issue necessary for good instruction. Libraries, most clearly when he said, 'We are indeed like maps, globes, blackboards, and labora- put to it to solve the financial problems of tory equipment, are tools of instruction. the state, but there is no excuse for ignor- The need for better library facilities for ance. We cannot afford to balance the bud- children living in the rural areas of our get with the ignorance of children.' country is very great." "In writing to you, we wish to make it C. C. Certain, in the Foreword of his clear that we are animated solely by our de- bulletin on Elementary School Library sire to protect this generation of boys and Standards which was prepared under the girls who, through no fault of their own, supervision of a joint committee of the find themselves the victims of this depres- National Education Association and the sion. We, who are ready to bear the bur- American Library Association, says "mod- dens and make the necessary sacrifices, are ern demands upon the public school pre- looking to you to protect the rights of your suppose adequate library service. Signifi- children and our children." cant changes in methods of teaching require that the school library supplement the single Twenty-one of every 1,000 gainfully em- textbook course of instruction and provide ployed persons are engaged in passing on for the enrichment of the school curriculum. the torch of civilization by teaching. Children in the school are actively engaged February, 1933] THE VIRGINIA TEACHER 23 in interests which make it necessary for I have quoted these leading educators them to have the use of many books and a and school librarians to show that both of wide variety of materials, such as pictures these groups are in agreement as to the and lantern slides. An essential considera- importance of the school library. The pos- tion is that the books and materials be read- sibilities of rural school libraries are in- ily available when needed, and under the creasing as rapidly as the public school of- direction of a library staff which is part of ficials and teachers adopt the newer meth- the school organization. ods of teaching. Progressive educators do In the traditional schoolroom, the library not attempt to train the youth of our land was more of a luxury than a necessity. Un- for complete living in our complicated mod- til recently there was no library in most ern society by the use of a few required public elementary schools. This was be- textbooks. The old practice of requiring cause the schoolroom procedure of the past students to memorize the facts in a limited was an impoverished procedure so far as number of textbooks and then consider that social values were concerned. The teacher their education is complete is a thing of the spent her time largely in urging the children past. from day to day to master, page by page, or The education of our children must be section by section, some instruction. It is based on their experiences. The exper- a far cry from this traditional schoolroom iences of rural boys and girls are limited with its textbook courses to the modern because of their environment. This may be ideals of public school teaching. The mod- overcome to some extent by making good ern school is being developed more and books and good literature available to them more in terms of activities bearing import- in the school libraries. It is not humanly ant relations to life outside of the school. possible for any individual to have first- The modern school is organized with the hand experience in everything. The person purpose of giving children an opportunity who reads many books becomes broad- to live and develop normally in the home minded and liberal in his views. Such per- and later in other great social institutions sons always command respect and are de- to which they may belong. We no longer sirable in any community. teach, or no longer should teach, in terms of One of the most important habits that deferred values. As some one has said: the rural school can develop in the child- "The children themselves have a right to hood of America is the reading habit. The live," a right to do more than turn the pages school library must appeal to students and of textbooks. There is need, therefore, of teachers. Some will rush to the library a new department in the school whose func- with a definite need and limited time; others tion it shall be to assemble and distribute must first determine what they want. Some the materials of instruction. This depart- timidly ask for any good book to read, ment, moreover, must serve in the specific others request a certain book and do not capacity of giving instruction in the use of wish to accept a substitute. Sometimes the books and libraries. It has the dual purpose request is for a book for someone outside of library service and library instruction." of the school—mother, father, sister or Martha Wilson, a pioneer in the develop- brother. Many must build a background ment of libraries in public schools, states for literature appreciation, while others that "the rural school is undergoing radical read beyond their years. Others have reach- changes and in the new rural school there ed the high school without any desire to should be enlarged book service and in- read or even with a decided distaste for struction." books. The gap must be bridged between 24 THE VIRGINIA TEACHER [Vol. 14. No. 2

the required reading for credit and that educational objectives. The school library which the pupils do for pleasure. Students objectives are briefly: must not be permitted to over-indulge in To enrich the school curriculum; to ac- reading along one line. All the above types quire and organize books and literature for must be guided with patience, tact, and school service; to instruct children in the sympathy to good books and good literature. use of libraries and books as tools; to share The rural school library is the proper with other departments the school responsi- place for students to become acquainted bility for proper social training; to encour- with good books and to learn how to use age informational reading as a life habit; them. Student records at the universities to stimulate the habit of reading for pleas- and colleges show that graduates from high ure; and to develop the library habit. schools which are not provided with ade- The curriculum in a good public school quate library service cannot do their work is based on the assumption that the text- with as much ease or as efficiently as grad- book taken by itself is an inadequate tool. uates from high schools with well-equipped It must be supplemented by other books, all libraries. The training in the use of books kinds of magazines and visual aids. and magazines which a child gets in a good This extra textbook and other material rural school library will help him in college must be organized and arranged in a man- and in adult life. Education is a contin- ner to provide for its effective use. One uous process, the efficiency of which de- cannot understand how seriously the work pends upon the value of the means provided may be interrupted by the introduction of for its growth. magazines, newspapers, stereopticons and It would be impossible to estimate the victrola records until he has visited a class- 1 far-reaching effects of this library project room of a progressive teacher which is of the Tri Sigma Sorority on the education- cluttered with such material. Good teach- al progress of Virginia. It is gratifying ing methods depend upon the east with to the friends of education in the state and which appropriate materials of instruction to the friends of this school in particular may be secured. Books, pamphlets, pic- to know that this national educational soror- tures, maps, etc., should be selected, classi- ity which was founded at the State Female fied, housed and distributed through the Normal School at Farmville almost thirty- school library without loss of time. five years ago has decided to encourage the The present day idea of a continuing ed- development of the school library. The gift ucation demands that pupils must go beyond of this lot of books to the library in this the text for essential information in class- school will point out the urgent need for room work as the curriculum includes pro- more and better selected books in the li- jects and activities dealing with real life. braries in all public schools. No matter Pupils should be trained in the public how small or physically unattractive the schools to handle books and literature ef- school house and grounds, good books have ficiently and intelligently. One of the chief the power to bring all the world about the duties of the school, it appears to me, is to school house and to summon the great of teach boys and girls how to use libraries all ages to sit within its walls. and books as tools. It is worthwhile to know that the school Training for worthy home membership library objectives are very similar to the and the development of ethical character JThe Sigma Sigma Sigma Sorority chapter at are aims of the curriculum. No textbook the State Teachers College at Farmville had pre- has been written which can make a child sented a school library to the John Randolph school near Farmville in Cumberland county. socially minded. The child may get the im- February, 1933] THE VIRGINIA TEACHER 25 sorority may stimulate and encourage the pulse or the knowledge of what to do from training of wiser and better citizens than a book, but he has not progressed until he through projects of this nature. In the has actually performed some correct act. No department of the school helps to de- words of Horace Mann; "Had I the pow- velop ideals and habits of fair-play, good er, 1 would scatter libraries over the whole citizenship and fairness in social relations land as the sower sows his wheat field." C. W. Dickinson, Jr. better than the school library. Pupils are often required to "take sub- STATEMENT OF THE STATE jects"; unfortunately, many subjects are not fully appreciated or understood by them. COMMITTEE ON SECOND- The atmosphere of freedom and friend- ARY SCHOOL SOCIAL liness in the school library gives the boy or STUDIES POINT girl an opportunity to mix real life stories OF VIEW with education, with the result that habits AS RESPECTS point of view in con- of informational reading are formed. Such sidering the social studies curricu- habits formed in school usually become life lum and its construction on the sec- habits. ondary school level, it is the judgment of In this machine age when people are the Committee that, in order to establish a working under high pressure, but also have sound point of view from which the field of much leisure time, it is of vital importance social studies is to be approached, the fol- that school children be encouraged to form lowing fundamental phases or elements the habit of reading good books and good must be taken into account: literature for pleasure. A casual glance at I. The scope or field of the social stu- any news-stand or book store library will dies. convince any thinking person of the wisdom and the necessity for training the young II. The basic factors to be taken into people of this generation to choose good consideration for methods of ap- books and good literature for their leisure proach. time. III. The basic philosophy upon which After all, the boy or girl who has been the curriculum should be built and guided and directed by a sympathetic, kind- applied. hearted and friendly school librarian in the IV. The method of social studies. effective use of library tools and who has V. The method of procedure in build- developed a reading habit leaves school well ing up and applying the curriculum. prepared to continue his education through VI. The classification of aims or object- life. I believe that the school libraries are ives. helping boys and girls to develop the read- ing habit and that the time is not far dis- VII. The bibliography for the teacher tant when they as citizens will demand that who is to construct units or to de- public libraries be established within reach velop portions of the curriculum with her pupils. of all of the people. May I express to the representatives of I. Scope the Tri Sigma Sorority my sincere appre- We hold that the scope of the social stud- ciation for the generosity of their organiza- ies is the entire field of human relations; tion in donating good books to the John Randolph school library. I can think of no This tentative statement was completed on Jan- uary 20 by a committee of which R. E. Swindler more effective way in which an educational is chairman.. 26 THE VIRGINIA TEACHER [Vol. 14, No. 2 i. e., the unitary comprehensive view, as ceptable philosophy for curriculum building contrasted with the sterile idea of the field and instruction in the social studies is an as simply the traditional subject matter of eclectic or integrating one. That is, we may history, civics, geography, etc. take, from the various theories and methods At the same time, however, we realize of approach the elements that by experience- that the vital problems and issues of our and sound psychology are applicable. These contemporary civilization demand that variant philosophies or theories, some nine proper recognition and emphasis be given to or ten in number, have contributed several- these various fields—economic, social, po- ly to certain types of organization of ma- litical, or governmental—on the secondary terials and to various types of learning school level, because of the fundamental products. In other words, there is practical relationship between these distinct fields good in each of these theories, though much and vital problems. that goes with and is claimed for them must be discarded, when each is contributing sev- II. Basic Eactors erally to a synthesis. One method and phil- We accept two fundamental elements or osophy may supply certain of the experi- factors as basic to a sound philosophy of ences involved in the curriculum and other curriculum building in social science on this methods may supply other experiences. We (secondary school) level. These basic fac- have accepted the thesis, therefore, that the tors are: (1) the child and his interests; most practical approach, in considering the (2) the conditions, values, and needs of the various philosophies, is to take what is best democratic social order. Both of these fac- in each, as it applies to the social studies, tors are included in the curriculum for the and in so far as it will not conflict with the child. That is to say, this committee is not other criteria set up and accepted, and willing to set up child interest alone as the evolve a composite of the sound and prac- major concern of the curriculum builder of tical aspects of them all—then build up the social studies on the secondary school level. curriculum (or the units) in detail upon For adolescents, considering the present- the basis of the general pattern thus set up. day insistent problems, issues, needs and The committee desires to emphasize in rnal-adjustments in our democratic society, this connection the supreme importance of social needs certainly must be considered setting up early and carefully, in the process paramount. Neither, on the other hand, do we consider teaching social problems ir- of curriculum making, the aims or object- respective of child interests as a defensible ives of social science. In fact, the commit- method. tee lays special stress on educational ob- In accordance with this conception of jectives, classified in some systematic or- Basic Factors, our point of view accepts as der; that of Mr. Fred M. Alexander, for desirable and necessary the utilization or example, in the bulletin Procedures for Vir- conducting of such research studies as those ginia Curriculum Program, July, 1932, pp. on activity analysis, on types of learning 17-42. products, on progressive current practice, This philosophy also includes provision on the results of certain experimental for the preparation of students to recreate school projects, and such like contributions, and improve the existing social order; i. e., as well as those on fundamental child in- particular emphasis is placed upon the basic to? ests. phenomenon of the rapidly changing social III. Basic Philosophy order as contrasted with the all too preva- The committee considers that the only ac- lent concept of a static world. February, 1933] THE VIRGINIA TEACHER 27

IV. The Method of the Social Studies lems of American Life) and Billings (880 We believe, with our State Elementary Generalizations, A Determination of Gen- Social Studies Committee, that the method eralizations Basic to the Social Studies), to of social studies is primarily that of "pro- illustrate what we mean by the utilization ducing real experiences in the life of the in- of research studies in arriving at aims, cen- dividual"; i. e., the securing on the part of ters of interest, unit headings, activities, the child the widest possible basis in actual etc. experience, upon which he may base further VII. Bibliography for Teachers actual and vicarious experiences. But, in 1. Beard, Charles A.—A Charter for the this process he must be guided on the sec- Social Studies, N. Y., Scribner's, 1932. ondary school level, mainly by the condi- 2. Billings, Neal A.—A Determination tions and needs of society, and not alone by of Generalizations Basic to the Social Stu- his own interests, which may be indeed in- dies. Baltimore, Warwick and York, 1929. consequential in the light of the pressing 3. Counts, George S.—Dare the School problems and issues of society that he is al- Build a New Social Order? N. Y., John ready beginning to face. Day Company, 1932. V. Method of Procedure in the Social 4. Department of Superintendence, N. Science Lurricidum E. A. Sixth Yearbook, Chapters "With the interests of the children in 5. Hockett, John A.—A Determination mind," but also with social needs equally in of the Major Social Problems of American mind, the activities employed in developing Life, N. Y. Bureau of Publications, Teach- the proper interests and learnings, as well ers College, Columbia University, 1927. as the necessary subject matter and material 6. Hodgkins, George W.—"New Meth- to carry on these essential activities, must ods" As Applied to Social Science Teach- be provided. These activities and interests ing. Historical Outlook, November, 1932, may usually be developed through the pp. 338, ff. building up of units of work around cen- 7. National Society for the Study of ters of interest, as described on pages 129 Education. Twenty-Sixth Yearbook. 1927. and 143 of the procedures bulletin referred Public School Publishing Co., Blooraington, to under Section III above. 111. The curriculum also must provide for in- 8. Rugg, Harold, and Shumaker, Ann— dividual differences. This implies provision The Child-Centered School. Yonkers, N. Y., for different ability levels, and wide varia- World Book Co., 1928. tions and flexibility of assignments for border-line cases between the group- or 9. Swindler, R. E.—Social Studies In- ability-levels. struction, With Particular Reference to the Curriculum, the Library and Reading Prob- VI. Classification of Aims or Objectives lem, the Objectives, and the Unit System The committee accepts the method of of Instruction. (Edited by Dean E. Ceo. classification outlined by Mr. Fred M. Payne, of New York University.) New Alexander, in the Procedures Bulletin men- York, The Prentice-Hall Co., 1933. tioned in Section III, of this report (see NOTE Alexander's list, pp. 17-42, of the Proce- The committee was unanimous in its opinion that the following explanatory note should be ap- dures Bulletin). We desire, however, to pended to this report, for the reason that the mention here such research lists as those of type of unit of work accepted for the secondary Hockett (396 Problems and Issues, in A school level affects vitally the point of view as a whole: . . r , , . Determination of the Major Social Prob- There arises the point or issue of the prolonged 28 THE VIRGINIA TEACHER [Vol. 14, No. 2

unit, often covering several months or a year or girls. We have told them they must study two of time (e. g., "The Fur Trade") versus the short unit, ot from two to five weeks' duration this, have insisted that they learn that. And It is the conviction of this committee that the in the last three years we have turned a few short unit is the only defensible type on this level of pupil learning. There are several reasons for millions of them loose with the belief that this view; but the two most important perhaps they were ready for work, and they can find are these; (1) the long unit of the type men- tioned above sets up a minor activity, problem or no work—for either head or hand. It won't issue of our very complex civilization, and em- do to put the whole blame for this upon the phasizes it as if it were a major activity; (2) these units are so long that it is impossible to de- industrial depression, for, long before the velop or use enough of them ever to fairly balance depression struck us, we were doing in our the understandings and life equipment that a sec- ondary school pupil should have in order to face educational institutions just what our indus- the dynamic and perplexing issues and problems trialists were doing in the business world— of the present American scene. The organizing "center of interest," however, overlooking the inevitability of reaching a may be of indefinite length. point where standardized products pro- duced wholesale could no longer be ab- THE NEW SCHOOL sorbed. The fact that industry collapsed IN THESE days of radical differences first offers no alibi for our educational sys- of opinion, when one person says the tem ; its day of reckoning was at hand, de- Government should do this and an- layed only by a period of prosperity that other says it should do that, it is difficult to fooled everybody. find any common ground, but there is one "The public school system offered the op- national responsibility on which all can portunity for the individual to choose what agree. That is our obligation to the na- he believed he wanted and was fitted to do, tion's children. Tariffs will come and tariffs regardless of what was necessary to be will go. International complications will done, or what there was available to do. wax and wane. Whether we drink or The result was that we prepared 20,000 whether we don't will cease to be a prob- persons to act where there was only need lem. But always and ever there will be for twenty," says Dr. Henry Suzzallo, pres- facing us the question of the rights of those ident of the Carnegie Foundation. who are to be the nation when we are gone. The way to correct this condition is ob- Here, after all, is the thing that counts vious : before making lawyers, doctors, en- most: whether or not we are giving the gineers, of our boys, an educational institu- children a chance to prepare for and to tion should try to find out whether there is build a better civilization than we have been a reasonable chance of their finding an op- able to achieve. portunity to work. Further, the schools and The question is insistent; it clamors for colleges should find out where opportunities an answer as we watch the millions upon do exist, not leave it to the student to stum- millions trooping back to .school—nearly ble upon his chance. This is not too great a thirty millions of them, if we count the high school and college boys and girls. And task for education to take upon itself, of course we should count them; more par- though it seems, at first glance, almost in- ticularly count them, for they are just about superable. Maybe if we could look past the to face us with questions as to our steward- imposing piles of wood and brick and storte ship of their time. We can keep the smaller that represent the tangible, unyielding part ones busy with their reading, 'riting, and of our educational system, to the young 'rithmetic; they won't know for several people for whom the system was elaborated, years that we have muddled things and are we would see the necessity for making an not preparing them to set them aright. But effort to prepare youth for life as it is. That, not so the high school and college boys and we think, is what the White House Confer- February, 1933] THE VIRGINIA TEACHER 29 ence had in mind when it wrote Article X TEACHER PARTICIPATION of The Children's Charter, demanding "for IN CURRICULUM IM- every child an education which, through the PROVEMENT discovery and development of his individual "The curriculum of the Chicago schools abilities, prepares him for life; and through must not be thought of only in terms of training and vocational guidance prepares printed courses of study produced by sub- him for a living which will yield him the ject matter experts or by those few indi- maximum of satisfaction." viduals most capable of constructing the In the meantime, the millions of children printed courses. The curriculum improve- and young people follow the old, worn way ment program must be conceived as con- to the schoolhouse. There they must find tinuous professional growth on the part of at least the opportunities offered so freely every teacher and supervisor of the Chicago to their predecessors. If there must be a school staff. With this concept in mind, choice, build a schoolhouse, and leave a it is clear that such improvement can go road unbuilt, some streets unpaved. We forward only when every classroom teacher must have education; it is America's boast. in the system is engaged in thinking through While other things are crumbling, our curriculum problems and revising her own schools must be maintained. Not just as practices. When courses of study are made they are; they have not fully met their op- by a few highly competent individuals, they, portunity. There is too much loose think- and they alone, get the intellectual stimula- ing, too little comprehension of what citi- tion and growth involved in the production zenship means, for any one to claim that. of the materials. It is impossible to expect But as we rebuild our economic structures, the intellectual stimulation and growth to let us teach our young folks how to play a have taken place in the entire teaching staff bigger part in the world—how not to be just simply because they are able to read the cogs in a machine that may be wrecked completed product of a few individuals who without warning. produced the courses. Vital growth on the We can move forward only through our part of the entire staff can occur only when children. If we give them adequate train- all the members are engaged continuously ing, they'll work this thing out for them- in remaking the curriculum of the Chicago selves some day, but it's going to be a long schools. Superior printed courses are hard struggle, and we may as well help necessary at intervals in order to give the them by getting it started. The old—and tangible satisfactions of completed steps in present—hopper system is inadequate. To- the process, but the chief criterion of the morrow's school must treat children as in- success of a curriculum program is the con- dividuals. Mass production has failed. tinued growth of the members of the school The time has come to act sensibly in both staff. In such a curriculum program print- business and education.—William Fred- ed courses of study serve two purposes; erick Bigelow, Editor of Good House- first, to make tangible the results of the keeping effort, and second, to make accessible the better thinking and practice of a large num- ber of classroom teachers."—From the Re- One hundred and two of every 1,000 port of the Survey of the Chicago Schools adults are high school graduates. (III, 45). Twenty-three of every 1,000 adults are college graduates. The current or running expense of the Two college students grow where one schools is only fifty-one cents per pupil per grew in 1920. day. 30 the VIRGINIA TEACHER [Vol. 14, No. 2

t,imi^

Good Food for Little Money

| to protect the health of children i Lucy H. Gillett 1 The less money a family or a community has to spend, the more I necessary it is to spend that money to the best advantage i

|i emphasizingStudy the the following need of foodsand help that to will save protect the children health: from future suffering by vigorouslyvigoiousiy ^ | Milk | | 1 quart per child per day if possible; at least a pint. i | A tall can of evaporated milk with an equal amount of water added is as good for chil- 1 | dren as one quart of pasteurized milk. Use it in soups, cocoa, desserts, and to drink. 1 | Vegetables and Fruit 1 sI Potatoeslettuce, and escarole, one or peas, more beans, of these or other daily: vegetables; carrots, turnips,oranges, beets, apples, onions, bananas, cabbage, or other spinach fruit' =i | A raw vegetable, such as chopped cabbage or grated carrot, at least 3 or 4 times a week ^ | Oranges or tomatoes every day if possible. ' i | Canned vegetables may be used in place of fresh vegetables when cheaper. 1 | Bread and Cereals | Bread and cereals, one or both at every meal. Dark or whole grain bread and cereal are i r best for growth; use at least once daily. § I Eggs, Meat, Fish, Cheese, Dried Beans, Peas and Lentils i r One or more of these foods daily if possible. i z An egg at least every other day but never more than one egg daily. Brown eggs and ^ | white eggs are equally good. i 1 Use meat never more than once daily. Cottage and cream cheese may be given to young children. i 1 Fats and Sweets 1 Enough fat to make food palatable, but avoid large amounts. = Fried foods should not be given to children. s Use sugar only in cooked foods. i A WEEK'S FOOD ORDERS FOR FAMILIES OF VARIOUS SIZES Quantity for a Family of— = THREE FOUR FIVE SIX = Milk (quarts) 14 21 25 28 ^ Tomatoes (pounds) i 2 2 3 = Vegetables (pounds) 20 25 32 * Fruits (pounds) -. 2 2 3 3 i Bread and cereals (pounds) 10 14 17 on i Eggs (number) 6 9 12 18 1 Fats (pounds) 2 2 3 3 i Sweets (pounds) 2 2 3 3 i Meats, fish, cheese, dried beans, peas, and lentils (pounds) 4 5 7 8 1 Milk, eggs, vegetables, whole grain bread and whole grain cereals provide maximum 1 food value at a minimum cost. Tomatoes, oranges and other citrus fruit have such valuable 1 qualities that they should be provided at least three or four times weekly. IMPORTANT | Children must have proper food during their growing years. The choice of food must | not be left to chance. To satisfy hunger is not enough. Food must build up sound bodies, 1 vigorous health and strength in order to develop resistance to disease. If children do not 1 get essentials for normal growth and development at this time, there is a grave danger that 1 they will suffer physically in later years. = AMERICAN CHILD HEALTH ASSOCIATION I 450 Seventh Avenue, New York City Copyright, 1932, by American Child Health Association mi t iiiii iimi t ii mi i in mit tin it tin in i miiiiiiii tn tin lit it i hi iiiiii hi tit ii mil i tn mt i mi i ii ii tm i hi i tm i ii 11 iiiiii tm in in •imiimiiiiimimmmi&f 31 February, 1933] THE VIRGINIA TEACHER braries have been operated without extrav- The Virginia Teacher agance, with an intelligent regard to the Published monthly, except June, July, and August, by public interest and the tax-payer's burden. the State Teachers College at Harnsonburg, Virginia. It is nevertheless the duty of library admin- Entered as second-class matter March 13, 1920, at the postoffice at Harrisonburg, Virginia, under the act istrators to re-evaluate the library's services March 3, 1879. — in terms of present conditions, to distin- guish sharply between essentials and non- £DUCATl0t^^^^^^pCSSOc'ATlON essentials, and to seek new ways of carry- ing on the most necessary activities at the OF AMERICA _ lowest possible cost. Corbad T. Logan, Editor . Henky A. Converse, Business Manager "Libraries are more needed today than Clyde P. Shouts, Circw/atiow Manager ever before. There is much to leain which advisory board Katherine M. Anthony Bessie J. Lanier was not taught when the present-day adult Otto F. Frederikson was at school. Never was the average adult Manuscripts offered for publication from those interest ed in our state educational problems should be addressed driven to the printed page and to the library to the editor of The Virginia Teacher, State Teachers College, Harrisonburg, Virginia. so repeatedly in order to become reason- ably well informed about matters which are EDUCATIONAL COMMENT of vital concern to him. In the Interest of an intelligent, understanding citizenship the INCREASED DEMAND FOR library's essential services must be main- LIBRARY SERVICE tained." Libraries were created by our democratic ESSENTIAL IDEALS IN UPPER society in order that every citizen ELEMENTARY GRADES might have throughout life the means of self-education." This proposition was de- Teachers of Virginia will find great in- veloped at its recent mid-winter conference terest in the list of ideals and attitudes by the Council of the American Library which were used as a measuring instru- Association. The statement continued : ment in the recent survey of the schools of "More people used libraries, more books Chicago. Members of the survey staff re- were borrowed from libraries, and more garded them as central considerations in books were used in library reading rooms teaching in the upper elementary grades. in 1932 than ever before. Sample reports They are offered as embodying the point of from 33 cities representing only one-tenth view of the best modern educational phil- of the total population of the United States osophies : show that tne number of books borrowed 1. The majority has a right to make de- from their libraries in 1932 was 81,663,423, cisions in a democracy. an incerase of 37 per cent since 1929. 2. The minority has the right of free "Economic and social insecurity has led speech in attempting to convert the men and women to attempt to understand majority. turougn reading the fundamental and cur- 3. Change is both an inevitable and a de- sirable accompaniment of growth. rent problems which confront them as citi- zens. Books on the business of earning a 4. A good citizen has learned to co-op- erate in groups of his fellows, each hvi.ig are in great demand. So also are the individual contributing to the welfare books of many kinds which contribute to the maintenance of a spirit of hope. of the group and benefiting as the "Library expenditures are a small part of group benefits. the public budget. With few exceptions li- 5. The good citizen puts his trust in 32 THE VIRGINIA TEACHER [Vol. 14, No. 2

thinking as the intelligent method, forwarded immediately. If preferred, how- both of learning and of solving his ever, a circular of explanation, "An An- own or the state's problems. nouncement to Teachers," together with 6. Self-appraisal is an essential attribute sample leaflet will be sent to any teacher of a good citizen. making request of T. Gilbert Pearson, 7. Self-direction is an essential attribute President, National Association of Audu- of a good citizen. bon Societies, 1775 Broadway, New York 8. Self-control is an essential attribute of City. a good citizen. TAXES AUDUBON BIRD PICTURES AND The present tax stringency is directing LEAFLETS FOR BIRD-STUDY painful attention toward the bases of taxa- The National Association of Audubon tion for school purposes. In the simple so- Societies is again furnishing colored bird- cial life of the American people of a cen- pictures and leaflets to school teachers and tury ago when the average voter owned real pupils of the United States and Canada. property, the local real-estate tax was prob- The plan is very simple. The teacher, may ably as good a tax as any to use to support explain to the pupils that they are going to the public schools. In 1932 the ownership form a Junior Audubon Club and have a of real estate is concentrated in a compara- few lessons, from time to time, about some tively small percentage of the population, of the more common North American birds. and a large percentage of the voters pay no The teacher will also explain that each real estate taxes except indirectly through child wishing to be enrolled must bring a rents. In times of depression rents are low- fee of ten cents in return for which he will ered to a point where the owner is not able receive a set of six beautifully colored bird- to secure both taxes and the customary in- pictures made from original paintings by terest on capital from the renter. America's leading bird-artists. Accompany- As a result of this condition, the owners ing each of these pictures, there also will be of real estate have organized into a fight- a leaflet with four pages of text, written by ing organization, national in scope and well-known authorities on bird-life. This reaching into thousands of localities, to ef- will tell in an entertaining way about the fect the lowering of taxes for all purposes habits of the birds, their courtship, their including the schools. Their propaganda is songs, their nests, their food, their winter vigorous and effective. They have a case. and summer homes, their travels, their Real estate has ceased to be the major enemies, and many other facts of interest. form of wealth in modern life. During the There is furnished, too, with each leaflet last century wealth has also taken the form an outline drawing of the bird which the of the so-called intangibles, stocks, bonds, pupil may fill in by copying from the col- royalties, and the like, which in the main ored plate. Every child in addition receives are not carrying their share of the burden a beautiful Audubon Button of some fav- of taxation as they should in justice be do- orite bird in color which is a badge of mem- ing. bership in the Club. A new set of pictures The local taxing unit for school purposes and leaflets is furnished every year to all cannot get at the wealth within its bound- who wish to repeat this plan of bird-study. aries. The millionaire who owns intan- The teacher may explain this bird-study gibles may be taxed only on the home he plan to the pupils, collect their ten-cent fees, owns for support of the local schools. These and send them in; and the material will be considerations are causing the public to ex- February, 1933] THE VIRGINIA TEACHER 33 amine nervously the bases of taxation to tion-wide network of the National Broad- find better methods of contacting the wealth casting Company each Sunday evening of the nation. Even in these hard times from 6:30 to 7:00 p. m., Eastern Standard there is plenty of wealth to support public Time. The February programs are as fol- enterprises. The sums of money spent for lows : tobacco and cosmetics are far in excess of February 5—"A New Method of Fi- the amounts spent upon the education of nancing Schools," William John Cooper, children. The trouble is that our taxing United States Commissioner of Education, methods do not reach all the sources of Washington, D. C. "Legislation for Teach- wealth—they make real estate bear too great er Welfare," Augustus O. Thomas, Secre- a burden. tary-General, World Federation of Educa- One method that is being tried to relieve tion Associations, Washington, D. C. real estate is that of decreasing the propor- February 12—"Education as a National tion of school costs borne by local real es- Asset and Responsibility," Robert M. tate and increasing state support. In Ohio, Hutchins, President, University of Chicago. for instance, a governor's commission pro- February 19—"Better Education for Bet- poses to reduce local property taxes by 20 ter Parents," Mrs. B. F. Langworthy, Vice- per cent and make up the sums necessary President, National Congress of Parents for the support of schools from state taxes. and Teachers, Winnetka, 111. "The Primary This means the tapping of new sources of Purpose of Free Public Education," Wil- state revenue of which there are a dozen or liam J. Bogan, Supt. of Schools, Chicago, more—by income taxes if it is desired to 111. make those with large incomes bear the bur- February 26—"Perspective," Carroll R. den, or by sales taxes if it is believed that Reed, Superintendent of Schools, Minne- everyone should directly contribute to the apolis, Minn. "The Superintendent Studies support of the schools. His Problem," Milton C. Potter, Superin- The principle of equalization of oppor- tendent of Schools, Milwaukee, Wis. tunity has long been accepted by many March 5—"Why Teach Current Events states, but the plan has been applied chiefly in Our Schools," Anne Hard, Lecturer and in very poor districts. At the present time Author. "Questions You Have Asked there is a strong trend in the direction of About Teacher Legislation," Richard R. equalization in all districts by making the Foster, Research Division of the National state rather than the local district the col- Education Association. lector of taxes. This movement is equit- March 12—"Is Education Becoming a able to all concerned and should be support- Step-Child?" Hon. Aaron Sapiro, New ed by school men, not because the schools York City. will get more money but because taxes will Other programs will follow each Sunday be more fairly distributed.—W. W. Char- evening, 6:30-7 '.OO p. m., EST. ters, in the Educational Research Bulletin. AMERICAN SPEECH NOW A RADIO SPEAKERS ON SCHOOLS QUARTERLY A series of radio programs under the American Speech has just been taken personal direction of Miss Florence Hale, over by the Columbia University Press; it first vice-president of the N. E. A., has been will be published quarterly under the editor- undertaken for the year 1933 under the gen- ship of William Cabell Greet and Mrs. Jane eral title, "Our American Schools." Dorsey Zimmerman. Formerly published These programs are broadcast over a na- first monthly and later bi-monthly by War- 34 THE VIRGINIA TEACHER [Vol. 14, No. 2

wick and York under the editorship of SEEN IN THE PUBLIC PRINTS Louise Pound and Kemp Malone, the mag- Replying to an article recently published azine will continue to enjoy Professor in the Richmond Times-Dispatch, which Pound's support through a Miscellany De- cited income and appropriation figures for partment. colleges and public schools to show that the American Speech concerns itself with state contributes roughly 24 per cent to the problems of linguistic usage, including pro- public schools as against 34 per cent of nunciation, vocabulary, local dialects, place every dollar going to the higher institu- names, slang, phonetics, etc. tions, Lewis Williams, Richmond attorney and member of the Board of Visitors of the A NARROW CURRICULUM A University of Virginia, said any conclusion SOCIAL MENACE that the colleges are getting the lion's share "There are no more dangerous elements at the expense of the schools is incorrect on in our society than those well-meaning its face. though often selfish persons who would re- "The 34 per cent of its dollar which the strict the curriculum of the schools to the higher institutional group receives from the three R's, who cry out against the "fads state is the only public money it does re- and frills" and go so far as to include in the ceive, and the balance, 66 per cent of the in- "fads and frills" such basic elements as comes of the colleges and universities, is education in art, in music, in health, and in derived from endowment incomes or from social, political, and economic understand- admission fees. ing. While the mastery of the tools of "In other words, the schools are getting learning is essential to social living, it is 100 per cent of their incomes from the nevertheless true that the three R's by no state, while the colleges are getting just a means comprise all the fundamentals of little over a third from the state. education. The development of innate abil- "The success of the public schools as a ities and interests, of high standards of source of education for the mass of people taste and appreciation, of social understand- depends directly on teachers turned out by ing, of wholesome social attitudes and the colleges and universities. The rapid de- habits, the cultivation of a mind at once velopment of the school system in Virginia appreciative and critical of the society of demands an adequate supply of well-trained which it is a part-—these are fundamentals teachers. If you cut down on the colleges, of education. Those who would restrict either in appropriations or in the number, the schools to a narrow curriculum are in- the blow is immediately transferred to the viting nothing short of social disaster."— schools. Report of the Survey of the Chicago "The whole thing will run in a vicious Schools (III, 16). circle. First, you lower the quality of the colleges; that, in turn, lowers the quality of teaching in the public schools, and that Schoolhouses vary from large, splendid, faces the colleges with the problem of un- stately, and useful buildings housing 10,000 der-trained boys and girls seeking en- pupils to sorry, rotting shacks. Although trance." the one-room school for seven or eight classes is giving way in favor of consoli- Elementary schools must be kept open as dated schools at the rate of 2,300 per year, long, if not longer, than high schools in the there are still 148,000 one-room schools in Virginia public school system, according to the United States. a decision of the State Board of Education February, 1933] THE VIRGINIA TEACHER 35 announced by Dr. Sidney B. Hall, State George, eight; King William, eight and a Superintendent of Public Instruction. The half; Lancaster, eight; Loudoun, eight and Richmond Times-Dispatch goes on to say a half; Louisa, possibly eight; Lunenburg, that this means a complete reversal of the seven. custom in this state up to the present time. "Madison, eight; Mecklenburg, seven; "The decision of the State Board that Montgomery, seven and a half; Nelson, elementary schools must be kept open cer- eight; New Kent, four-day cut; Norfolk, tainly as long as the high schools is ground- eight and a half; Nottoway, nine; North- ed on the fact that the Constitution of Vir- ampton, eight; Northumberland, eight; ginia requires just this," Dr. Hall explained. Orange, eight and a half; Patrick, six and a Heretofore it has been the general practice half; Pittsylvania, eight; Prince Edward, to run the high schools for the maximum seven and a half; Prince George, eight; term even if the lower grade schools had to Prince William, eight and a half. be closed for lack of operating funds. "Pulaski, eight; Richmond, eight; Roan- "The State Superintendent, however, oke, eight and a half; Rockingham, nine ; maintains that it is wrong in principle to Russell, eight and a half; Scott, seven and a make the superstructure stronger than the half; Smyth, seven and a half; Southamp- foundation, and that in any case the Consti- ton, eight; Spotsylvania, nine; Stafford, tution forbids it so far as public schools are seven; Tazewell, seven; Warwick, eight; concerned. Washington, eight; Westmoreland, eight; "Estimated school terms for the follow- Wythe, seven and a half; York, nine." ing counties this year were reported by di- vision superintendents as follows: Abolition of county school boards and "Albemarle, nine months; Amelia, eight transference of their duties to the boards months; Amherst, eight months; Appomat- of supervisors was one idea proposed to the tox, seven months; Augusta, eight months ; Senate Committee on Economy at its recent Bath, nine; Bedford, six and a half; Bote- meeting. Other proposals included reduc- tourt, eight or eight and a half; Brunswick, tion of the number of Virginia counties possibly eight; Buchanan, eight; Bucking- from 100 to 60, reduction in the number of ham, possibly eight; Campbell, seven and a senators and delegates, fewer courts, fewer half. teachers' colleges, and elimination of the "Caroline, eight and a quarter; Carroll, present duplication in engineering, medi- six and three-quarters; Charles City, five- cine, and military training. day cut; Charlotte, eight; Clarke, nine; Craig, eight; Cumberland, six; Dickenson, As a result of the depression and in- eight and a half; Dinwiddie, eight; Eliza- creased exemptions granted by the 1930 beth City, nine; Essex, eight and a half; General Assembly, Virginia's individual in- Fauquier, eight and a half ; Floyd, six ; Flu- come taxpayers dropped from 44,994 in vanna, eight; Franklin, six; Frederick, sev- 1930 to 27,095 in 1931, and taxes assessed en and a half; Giles, eight and a half; against such incomes declined $773,000, or Gloucester, seven; Goochland, seven and a 40 per cent, according to the annual report half; Grayson, six. of the State Tax Department. "Greene, seven and a half; Greenville, Despite the fact that the depression had eight; Halifax, eight and a half; Hanover, begun when the 1930 Legislature was in nine; Henry, six; Highland, eight; Isle of session, that body increased the exemptions Wight, eight and a half; James City, ten- on individuals in the lower income tax day cut; King and Queen, eight; King brackets and thereby took about $350,000 36 THE VIRGINIA TEACHER [Vol. 14, No. 2

away from the state's revenue. The ex- elected chancellor of New York University, emption increases were from $1,000 to in which capacity he will succeed Dr. Elmer $1,250 for single persons and from $2,000 Ellsworth Brown on July 1 next. to $2,800 for married persons. Under Dr. Chase, the North Carolina in- stitution, founded in 1795, the oldest state Enrolment in 430 approved colleges and university in America, witnessed a complete universities in all parts of the United States regeneration. The building program, which as of November 1, 1932, showed a decrease for long had been a dream, was carried of per cent in the number of full-time through to completion, graduate and under- students. graduate school enrolments doubled and In the 21 teachers' colleges classified un- trebled, legislative appropriations were in- der technical institutions there are 21,582 creased greatly, and—far more important— full time students, or 817 fewer than in Dr. Chase drew about him as teachers and 1931, a decrease of 3.7 per cent. research workers a group of young men and women who were soon the admiration President F. W. Boatwright, of the Uni- of the education world, particularly in the versity of Richmond, was elected a mem- fields of the social sciences and literature. ber of its executive committee at the nine- Always a crusader for intellectual free- teenth annual meeting of the Association of dom, Dr. Chase, with Dr. William Louis American Colleges, held in Atlantic City, Poteat, president of Wake Forest College, January 12 and 13. twice successfully led the fight in North Carolina against the passage of an anti- Judge William S. Gooch, Virginia repre- evolution bill. sentative of the Macmillan Company since Dr. Chase, according to his associates, be- 1897, died at his home in Charlottesville on lieves that it is the duty of a university to January 7. In his long service as a repre- teach a student how to think rather than sentative of school-book publishers he had what to think. come to possess a wide acquaintance with school men and a familiarity with many of The average annual salary of all teachers the problems of education in the state. As in the Virginia public schools for the ses- his successor the Macmillan Company has sion 1931-32 is $877, according to the an- selected R. M. Williams, formerly division nual report of the Superintendent of Pub- superintendent of Nansemond County lic Instruction (XV, 2, 165). Schools. Salary cuts effective as of January 1, 1933, average 13.4 per cent. Dean W. T. Hodges, of the College of William and Mary, has been placed in charge of the Norfolk branch of William Virginia Polytechnic Institute is offering and Mary extension work to succeed Dr. special instruction to the unemployed, Hol- Edward Gwathmey, who has just become lins College has provided free community president of Converse College, Spartans- programs of entertainment, and the Medical burg, S. C. College of Virginia has aided the destitute and hungry, according to a summary just Harry Woodburn Chase, president of the issued by the Office of Education follow- University of Illinois since 1930, and presi- ing a questionnaire sent out by William dent of the University of North Carolina John Cooper, United States Commissioner in the decade beginning 1920, has just been of Education. 37 February, 1933] THE VIRGINIA TEACHER Explanation of Present Day Attitudes To- THE READING TABLE ward Religion in Education From The CHURCH, STATE, AND EDUCATION Point Of View Of Their Historical Devel- The Church, the State, and Education in Vir- opment" ; and she has succeeded admirably ginia. By Sadie Bell. Lancaster, Pennsyl- vania: The Science Press Printing Company. well in her purpose. 1930. Pp. xii+796. The number of pages mentioned would The history of education in Virginia, es- seem to indicate that the volume is a large pecially in its religious bearing, is traced one; and it is. But when it is learned that from the beginning of colonization down to one hundred and forty-four of these pages the present time, through three phases of are given up to appendices, bibliography relationship between Church and State. and index, and that practically every page First, complete integration of the two, with of the text is partly devoted to references, the Church in control of and responsible or foot-notes, or both, it will be realized for education; secondly, complete separa- that the book will not take so long in the tion, with religious education almost entire- reading as might be at first supposed. Even ly outside the schools; and finally, as at though the text is still voluminous, it is well present, co-operation between the two, worth a complete and careful reading. The though without legal alliance. book is a most thorough and painstaking The fact is brought out that, through piece of work, bringing together an abund- these several changes, there has been no an- ance of historical material in its proper re- tagonism to religious instruction on the part lationship, and letting it speak for itself, al- of the State, the only question at issue be- most every statement being backed up by ing at whose expense and under whose reference to original sources. auspices it should be given. It will be a Because of its thorough and detailed sur- surprise to many to learn how much relig- vey of the field, and its large offering of ious instruction, under present conditions, reference and bibliography, it is to be pre- is being given in the schools of the State, dicted that this book will be an outstanding from grammar school up through univer- reference work on its subject for many sity, an increasing amount rather than oth- years to come. erwise—though practically without expense Walter Williams to the State, and not under its immediate direction. POETRY FOR YOUNG CHILDREN The Golden Flute: An Anthology of Poetry for While this seems to be evidence that the Young Children. Selected by Alice Hubbard present arrangement is working smoothly, and Adeline Babbitt. New York; The John new phases of the question are likely to Day Company. 1932. Pp. 320. $3.00. Here is a novel collection of verses— come up at any time—as for instance, the introduction of "Week-Day Religious In- more than five hundred poems, most of struction" in the public schools of several them short, concerned with the daily activi- ties and interests of children from three to of the counties within the past few years— ten years of age. The editors, experienced and it would be well for teachers, whether teachers of kindergarten and primary of the pulpit or of the classroom, who are grades, have selected the poems on the basis likely to come into direct contact with the problem, and hardly less so for fathers and of these well-established appeals to little mothers, to possess themselves of the au- children: rhyme, rhythm, action, dramatic thentic information given by this book, in appeal, unusual words, stories of animals order that they may be prepared to form or familiar experience, emotional appeal, intelligent opinions and support wise poli- humor, and guessing. Of course the adult may prefer Keats's cies. The author offers the work as "An 38 THE VIRGINIA TEACHER [Vol. 14, No. 2

line, "The hare limped trembling through SOCIAL TRENDS the frozen grass," but it is likely that a Recent Social Trends in the United States. child will find as pat an imagery, as much Reports of the President's Research Committee on Social Trends, Dr. Wesley C. Mitchell, poetic content, in Mary Carolyn Davies's Chairman. New York: McGraw-Hill Book description of a rabbit; "And when it hits Company, Inc. 1933. Pp. xcv+lS68. $10.00. 2 the ground, it bounces." In this collection volumes. This stupendous assemblage of facts with there are the standard authors who happily their interpretation, estimated to have cost hold the child's interest—R. L. S. and Ed- not less than a million dollars, one-half of ward Lear and Christina Rossetti—as well which was a Rockefeller Foundation grant, as numerous recent writers of children's verses like Dorothy Aldis, John Farrar, furnishes students of contemporary social life the raw data for the study of the most Rachel Field, Elizabeth Maddox Roberts, complex civilization the world has ever and James S. Tippett. known. The Committee makes it clear that The leaves, the moon, the rain, the snow, its function was not to outline policies for the wind, and Jack Frost; the four seasons; the settlement of the great issues that are transportation and travel, insects and holi- paramount in American life, but that it was days, home and religion and fairies; boats rather to collect data as to facts, "to indi- and fish and frogs and kites and spiders— cate and interpret our ways and rates of such concrete realities are abundantly rep- change, to provide maps of progress, make resented. In addition to author and first-line in- observations of danger zones, point out hopeful roads of advance, helpful in find- dexes, a complete index of subjects and ac- ing a more intelligent course in the next tivities adds to the teacher's ability to find phase of our progress." poems for immediate use in the school- The busy reader will want to plunge room. C. T. Logan quickly and directly into those of the twen- An Experimental Study ok the Educational ty-nine chapters which deal with his major Influences of the Typewriter in the Ele- interest, for example, law, government, mentary School Classroom. By Ben D. Wood and Frank N. Freeman. New York: family life, recreation, crime and punish- Macmillan Company. 1932. Pp. 214. ment, health and medical practice. But be- A study financed by the Typewriter Edu- fore and after working over such chapters, cational Research Bureau to ascertain the it will amply repay him to see that phase of educational value of the use of the type- modern American social life in relation to writer in the elementary grades. Follow- the others through the remarkably clear and ing are some of the conclusions: helpful "Review of Findings" which pre- 1. Used in a very informal way, the faces the first volume. The seventy-five speed of writing acquired on the typewriter pages are packed with interpretative state- was about equal that acquired in hand- ments regarding the three aspects of our writing. national heritage, the physical, the biologi- 2. The typewriter stimulates pupils to do cal, and the social. They also offer a sum- more written work. mary of the two volumes and an integration 3. No loss in quality of handwriting was of the independent findings of an army of noticed when the typewriter was used. special investigators who worked at the sep- 4. The use of the typewriter appears to arate phases of the task. raise in some measure the level of achieve- Both teacher and administrator may be ment in some of the fundamental school disappointed in chapter 7, which deals with subjects. education, as the treatment seems compara- C. P. S. tively superficial, but they will find in brief February, 1933] THE VIRGINIA TEACHER 39 compass a wealth of data on the various NEWS OF THE COLLEGE phases of the school and its work, notably the curriculum, administration, and the The three literary societies recently elect- teacher. The chapter lacks the usual inter- ed the following officers: pretative conclusions. These weaknesses Lee—Madaline Newbill, Norfolk, presi- are partly atoned by a good many referenc- dent; Edith Todd, Richmond, vice-presi- es and brief discussions of phases of edu- dent; Elizabeth Sugden, Hampton, secre-" cation in such other chapters as those on tary; Kathleen Tate, Lebanon, treasurer; Rural Life, The Arts in Social Life, Public Julia Courter, Amelia, chairman of the pro- Administration, and Taxation and Govern- gram committee; Sarita Byrd, Charleston, ment Functions. For the teacher, chapter critic. 15, which deals with Childhood and Youth, Lanier—Kathleen Carpenter, Norfolk, is one of the most significant, as it shows president; Eleanor Wilkins, Capeville, vice- education in relation to other activities hav- president ; Elizabeth Kerr, Harrisonburg, ing to do with health and nurture. The ad- secretary; Dorothy Merryman, Rustburg, ministrator and teacher alike will find a treasurer; Martha Saunders, Richmond, very valuable discussion of Changing So- sergeant-at-arms; Douglas MacDonald, cial Attitudes and Interests in chapter 8, a Scotts, N. C, chairman of the program discussion which is basic to many of the committee; Virginia Orange, Exmore, other problems in the study. critic. It would seem safe to predict that no Page—Gladys Farrar, Rustburg, presi- study has been made in America of a sim- dent ; Eleanor Cook, Charleston, vice-presi- ilarly comprehensive type, and no pair of dent; Rebecca Comer, Roanoke, secretary; volumes has been presented to American Dorothy Martin, Norfolk, treasurer; Eu- readers that will be provocative of so much nice Meeks, Baltimore, chairman of the discussion and study. It is to be hoped that program committee; Laura Melchor, Win- the timeliness of this report will make it ston-Salem, sergeant-at-arms; Rachel Rog- directly useful in the solution of perplexing ers, East Falls Church, critic. contemporary social problems. The honor roll for the fall quarter is as W. J. G. follows: Seniors—Helen Sites, Dayton; Katye EDUCATION IN SOCIAL Wray Brown, Roanoke; Lillian Holland, INSURANCE Kents Store; Catherine Manke, Hampton; With its ears filled with cries of distress Dorothy Martin, Norfolk; Gladys Myers, from all types of mankind, society can not Timberville; Prudence Spooner, Chester. be impressed by logical arguments that, as I Juniors—Mildred Simpson, Norfolk; wrote sixteen months ago, "the last to profit Virginia Sloane, Winchester; Rhoda Wen- from prosperity should not be the first to ger, Harrisonburg; Mary Sue Hammersly, feel the pinch of depression," or by the Randolph; Hilda Hisey, Edinburg; Eliza- rhetorical appeal that the budget must not beth Kerr, Harrisonburg; Sarah Lemmon, be balanced at the cost of the rights of little Marietta, Ga.; Madeline Newbill, Norfolk; children. Perhaps it can be" made to listen Janie Shaver, Harrisonburg; Mary Spitzer, to the larger argument that education must Harrisonburg; be preserved and promoted that society it- Sophomores—Marjory Hatcher, Wash- self may be preserved and its future welfare ington; Betty Marie Coffey, Mint Spring; insured.—Professor T. H. Briggs, in Louise Golladay, Quicksburg; Florence School and Society. Holland, Eastville; Douglas McDonald, 40 THE VIRGINIA TEACHER [Vol. 14, No. 2

Scotts, N. C.; Elsie Mallory, Vigor; Joyce Nineteen new students entered H. T. C. Rieley, Troutville; Ruth Shular, East Stone for the winter quarter. They are Mabel Gap. Baker, North River; Violet Bernath, Freshmen—Katherine Glenn, Covington; Orange; Gladys Bleier, New York; Char- Virginia Cox, Woodlawn; Lois Meeks, Bal- lotte Burch, Carson; Isabell Cordell, Nor- timore, Md.; Margaret Thompson, Lexing- folk; Camilla Dunham, Warm Springs; ton; Mary Glover, Charleston, W. Va.; Grace Hart, Baltimore; Ethel Long, Sylvia Kamsky, Richmond. Eheart; Edith Laudermilk; Edinburg; According to Marietta Melson, business Ella Onufer, Passaic, N. J.; Nancy Poole, manager of the Athletic Association, the Stoneville, N. C.; Italine Reed, Norton; varsity basketball schedule consists of three Edna Sayer, Glendale, N. Y.; Ora Mae games away from college and none on the Smith, Suffolk; Berie Stewart, Alberta; home court. Shepherdstown, W. Va., will Margaret West, Poulesville, Md.; Kather- be host to the H. T. C. team February 11. ine Wilson, Harrisonburg; Virginia Boggs, The Schoolma'ams will meet Farmville, Glenville, West Va.; Iva Lou Jones, New- February 17, and Westhampton, February port News. 18. The nominating convention held its first The varsity squad consists of the follow- meeting recently to consider the nomina- ing: Frances Neblett, Victoria, captain; tion of students for the major offices next Douglas MacDonald, Scotts, N. C.; Julia year. The board consists of Katye Wray Courter, Amelia; Edith Todd, Richmond; Brown, president of Student Government; Mary Van Landingham, Petersburg; Mari- Emma Jane Shultz, president of Y. W. C. etta Melson, Machipongo; Lucy Coyner, A.; Emilyn Peterson, president of the Ath- Waynesboro; Emily Pittman, Gates, N. C.; letic Association; Lois Drewry, editor-in- chief of the Schoolma'am; Christobel Alma Fultz, Butterworth; Anna Larrick, Round Hill; Edith Slusser, Raphine; Wil- Childs, editor-in-chief of the Breeze; Dor- othy Harris, Janet Lowrie, Catherine Bard, line Clark, Petersburg; Marguerite Holder, Winston-Salem, N. C.; Melva Burnette, Mildred Henderson, Betty Bush, Gladys Leesburg; Lottie Burch, Petersburg; Mary Farrar, Frances Whitman, Hilda Hisey, Grogan, Spencer; Elizabeth Huffman, Mildred Simpson, Evelyn Watkins, Sarita Byrd, Mary Page Barnes, Ruth -Schular, Hopewell; Edna Sayer, New York; Geneva Peters, Harrisonburg; Vada Steele, Catherine Matthews, Anna Larrick, Bessie Harrisonburg. Watts, Virginia Spense, Emma Watson, Louise Howerton, Sylvia Kamsky. Showing how wisdom overcomes super- Elizabeth Carson, Lynchburg, and Ar- stition, the Sophomore Class celebrated thur Stump, V. P. I., led the figure with their annual "day" on Friday, the 13th Dorothy Williams, Norfolk, and Paul of January, attired in the costumary white Hogg, Medical College, assisting at the an- dresses and bearing emblems of good luck. nual midwinter dance sponsored by the The officers of the Sophomore Class are Cotillion Club on January 21 in the Big Marian Smith, Norwood, Pa., president; Gym. The gym was decorated in modern- Mary Elizabeth Deaver, Lexington, vice- istic effects of blue and white. The South- president; Anna Larrick, Round Hill, sec- ern Collegians of Washington and Lee retary; Sarita Byrd, Charleston, W. Va., University played for the dance. treasurer; Eugenia Trainum, Louisa, busi- Lantern slides of Naples, Mt. Vesuvius, ness manager; Alma Fultz, Butterworth, and the Island of Capri were shown to the sergeant-at-arms. faculty and student body by Dr. John A. February, 1933] THE VIRGINIA TEACHER 41

Sawhill, professor of Latin and Greek in Virginia Saunders (2), Gertrude Thomson assembly recently. (S. S.), Hazel G. Williams (S. S.) Home economics teachers in the public George Washington School—Mrs. La- schools of the state were entertained here nora W. Barnett (S. S.), Leota Hollomon January 18 and 19. Miss Julia Robertson, (2), Cora C. Johnson (2). associate professor of home economics, is a Robert Gatewood School—Margaret A. consultant for this group. Borden (4), Imogene Montague (1), Hon- Margaret Hannah, Eleanor Balthls, Alice tas Norfleet (2), Margaret Norfleet (2). Kay won the three scholarships offered in John Goode School—Margaret Ford (2), piano, voice, and organ by the music faculty. M. Elizabeth Terrie (2). An exhibit of the etchings of Alfred Hut- Stonewall Jackson School—Esther S. ty and Mrs. Elizabeth O'Neil Verner, both Hackner (2). of Charleston, S. C., has recently been Henry Clay School—Katherine Bedout presented by the Art Club and the Art (2), Linda Carter (2), Isabel DuVal (2), Department. Lelouise Edwards (2), Mae R. Catling (2), Delphine Hurst (4), Hannah Lewis ALUMNA NEWS (4). ALUMNiE NOW TEACHING IN James Madison School—Alice Borum NORFOLK (1), Blanche S. Gray (S. S.), Mabel A. Henderson (2), Agnes L. Howard (2), Teachers in the Norfolk City School sys- Helen V. Jones (2), L. Eunice Lindsay tem who have had some or all of their train- (2) Virginia M. Milford (2), Mary H. ing in the State Teachers College at Har- risonburg are listed below. After each name Morris (S. S.), Mabel Rawls (2), Eva L. Watts (2), Belle Westbrook (S. S.). is the period of attendance here; thus (4) John Marshall School—Margaret A. Cun- means graduation with the B. S., (2) grad- ningham (2), Mrs. Mary E. Rhodes (S. S). uation in the two-year course, and (S. S.) attendance at summer sessions. James Monroe School—Helen Brown (2), Estelle Crockin (4), Jessie Dey (S. Maury High School—Hildegarde Barton S.), Lucy Catling (2), Lannie Mae Phaup (2), Virginia Turpin (4), Helen Walker (2), Frances Rush (2), Dorothy Stephens (4)- Blair lunioT High School—Mary 1. (2). Moreland (2-S. S.), Clara E. Pollard J. E. B. Stuart School—Elizabeth M. (S. S.) Bishop (2), Lucy A. Davis (4), Thelma Ruffner Junior High School—Louise M. Eberhart (4), Frances Hanbury (2), Berryman (S. S.), Mrs. S. E. Bower (1), Louise Harwell (2), Lillian Kegebein (S. Helen M. Goodson (4), Leonide L. Harriss S.), Nancy McCaleb (2), Alice William- (4), Helen M. Lee (4), Bessie C. Mauzy son (S. S.), Lily Wood (S. S.). (S. S.), Sybil Page (2), Edna Phelps (4), Walter H. Taylor School—Alice R. Den- Bessie Taylor (S. S.), Rachel Taylor (S. by (1), Sarah C. Douglas (S. S.), Minnie S.), Mrs. Annie T. Warwick (S. S.), Lilly Louise Haycox (2), A. Frances Lester H. Williams (S. S.). (2), Lucv Mitchell (1), Virginia Stark Patrick Henry School—Annie E. Creek- (4). mur (S. S.), Ann E. Gammon (S. S.), Villa Heights School—Mrs. Margaret G. Margaret Simmons (2), Fannie Willock Webster (2), Dorothy Lindgren (2). (S. S.). Lafayette School—Margaret Menzel (1), Robert E. Lee School—Mrs. Lelia H. Trixie Musgrave (2). Clay (S. S.), Nora O. Mitchell (S. S.), Frances E. Willard School—Bessie J. 42 THE VIRGINIA TEACHER [Vol. 14, No. 2

Ansell (S. S.), Evelyn C. Bayto (2), Fran- HeltzeTRalston ces Hopkins (2), Elizabeth Mason (2), On Saturday evening, December 3, at Grace Mayo (2). 7 :30 o'clock in the U. B. Church at Dayton, Ocean View School—Madeline Bishop Va., Miss Kathryn Margaret Ralston be- (2), Margaret Cornick (2), Jessie Culpep- came the bride of Mr. Hunter P. Heltzel, per (S. S.), Florence Mitchell (2), Mrs. of Washington. The bride received her Mollie S. Robbins (S. S.), Dorothy Rudd degree from H. T. C. in August. Recently (2). Mrs. Heltzel had accepted a position as Meadowbrook School—Jessie Mish (2). census enumerator in Washington. Larchmont School—Mae Catling (2), Irene E. Harden (S. S.). Strickler-H eatwole Chesterfield Heights School—Elizabeth Mrs. Frank A. Heatwdle announces the M. Grubb (4), Axie Brockett (2), Allene marriage of her daughter, Margaret, to Mr. Johnston (2). Harold W. Strickler. The wedding took Ballentine School-—Mary Hopkins (2), place on Wednesday, December 28, at the Virginia Ransome (2). home of the bride's mother in Harrison- Campostella Heights School—Roselyn burg, the Rev. Parks Wilson officiating. Brownley (2), Kathryn M. Duncan (2), Mrs. Strickler is a graduate of H. T. C. Frances Hodges (2). and for the past four years has been a Bay View School—Alice C. Scaff (S S.), member of the Amherst High School Leaner Wilson (2). faculty. Helping Teacher—Gladys Charlton (2). Kramer-Rolston Physical Education Department—Lee On Saturday, December 4, Miss Evelyn Eure (S. S.). Marie Rolston became the bride of Mr. John David Kramer. Mrs. Kramer, after WEDDINGS teaching for several years, accepted a bus- Crabill-Kerr iness position in Harrisonburg. The groom, Miss Helen Kerr and Mr. C. J. Crabill a graduate of Bridgewater College and an were united in marriage on Saturday, Jan- alumnus of the University of Virginia, has uary 7 at 10 a. m., at the home of the bride taught school for a number of years in at Harrisonburg, Virginia, the Rev. Parks Augusta County. He is now principal of Wilson of the Presbyterian Church officiat- Weyers Cave High School. ing. Mrs. Crabill is a four-year graduate of H. T. C. and for the past few years has LETTERS FROM ALUMNAE been an instructor in Leesburg High School. From Delphine Hurst, Secretary of the After Feb. 1, Mr. and Mrs. Crabill will be Norfolk Chapter; at home in Harrisonburg. "I'm sure the fact that we're really striv- Rothgeb-Holmes ing to make a go of the Norfolk Alumnae Miss Rebecca Holmes and Mr. John Chapter this year is good news to you as Lewis Rothgeb were married in Richmond well as to others who have the good of on December 28. Mrs. Rothgeb, a graduate H. T. C. at heart. of H. T. C., has been teaching in Page "Sherwood Jones is our president this county for several years. Mr. Rothgeb is year, and she is inspiring us to big things. an honor graduate of V. P. I., having de- It is our sincere desire to be able to realize livered the valedictory on his graduation in some of those things. Last night we had a electrical engineering. He has been station- very enthusiastic executive meeting at Sher- ed in Richmond since graduation. wood's home. Betty Bishop, Lillian Derry 43 February, 1933] THE VIRGINIA TEACHER

(Brown), Leota Hollomon and I were address is 19 East 37th street, New York there. City. "Will it be convenient for you to send us Margaret C. Watts, whose address is 424 a list of Norfolk graduates for 1931-32? North street, Portsmouth, is teaching in We would like also to have a list of Norfolk that city. girls who are now attending H. T. C. We HOW TO KEEP BUDGET-MAKERS are planning a tea in honor of the latter FROM STARVING SCHOOLS group during the holidays. Not one issue of the local papers should "We are extending to you our very best appear without some real news about the wishes in your work this year, and we hope visiting teacher or nurse, the activities of that we may contribute a little to its suc- the home rooms that stimulate those of the cess." home life, the training in citizenship, ac- From Nora Hossley, Alexandria: complishments in academic and other sub- "You no doubt know that we have or- jects, and the like. If such topics got as ganized an alumnae chapter here in Alex- much space as football, interest and con- andria. When I arrived at the meeting ceptions of heroes would change, and the rather late I discovered that I had been ap- school would be supported by reason rather pointed chairman of a committee to draw than sentiment. Parents' meetings need not up a constitution. I feel very much at sea. be dull affairs if they reveal the significant Could you send me a copy of a constitution accomplishments of the pupils and the plans of one of the chapters—which we might for even greater effectiveness. Many an use as a guide? empty show window downtown could har- "If you have any suggestions for our bor exhibits that would stimulate interest in chapter, I am sure the girls will appreciate the schools and perhaps draw those with them. I certainly need a few before trying time on their hands to visit and see with to draw up a constitution! their own eyes what this new education is. If the general public is convinced that the ANNOUNCEMENT schools are doing a good job, we need not Home coming dates March 17th and 18th! fear that they can be starved by elected "Silver anniversary" of H. T. C.! Make officers who prepare budgets. If the public your plans to be in Harrisonburg for that can not be convinced of the values of week-end. For details write the Alumna; schools as they are, I am not sure but that I Secretary, Box 47, H. T. C. welcome some strangulation that may ex- cite educational leaders to do their profes- PERSONAL ITEMS sional duty and make the schools convinc- Mrs. David C. Roberts, who before her ingly worthy of generous public support. marriage to Dr. Roberts, of South Orange, Thomas H. Briggs, of Columbia Univer- New Jersey, was Audrey Cassell, of Roa- sity. noke, was a welcome visitor on campus January 5. She was driving north after OUR CONTRIBUTORS spending Christmas in Virginia. C W. DICKINSON, JR., is director of libraries and textbooks in the State Department of Edu- Anne Trott's address is 21 Curtis Place, cation, Richmond. . , „ , Clarendon, Virginia. R E SWINDLER is an instructor in the Teach- ing of Social Science m Secondary Schools at Mina G. Thomas, who was president of the University of Virginia. the Student Government Association in LUCY H. GILLETT is a member of the staff of the American Child Health Association, with 1930-31, is private secretary to W. T. headquarters at 450 Seventh Ave., New York Grant, of the W. T. Grant Company. Her City. THE VIRGINIA TEACHER tii iMiiifiiiiiiiiiiiiiiiiiitiiiiiiiiitniiiti tin iniiiitiiiii kii,imiiiiii tut i GENERAL BUSINESS SCIENCE | Please Let Us Know — H BY | Do You Receive : - JONES AND BERTSCHI | "WORD STUDY"? Throughout the school year we issue peri- odically, for the benefit of English teachers, | Tells the student things he should i a publication entitled WORD STUDY in know to equip him for the active I which are presented many interesting and helpful ideas relating to the teaching of the period of his life: i subject. It will help us to know whether you receive WORD STUDY; ifyou do, what your i The varied means of livelihood; his obliga- i opinion of it is; and ifyou do not, whether | tion to the public as well as to himself; the 1 you would like to receive it free of expense. | need of careful planning; of finding an oc- i We will appreciate a word from you. In : cupational place in keeping with his desires i writing please mention | and abilities; of thrift; the processes of 1 The Merriam- | business, and his place in the business | id Webster is the = structure. i "Supreme Authority" § Write our nearest office for complete = llscii information. = One hundred years ofex- perience insure its ac- fcl— curacy and scholarship a nd have established it as the authority in Ameri- f THE GREGG PUBLISHING CO. | can schools. i New York Chicago San Francisco | WEBSTER'S NEW : Boston Toronto London Sydney i INTERNATIONAL I GREGG BOOKS ARE AUTHORITATIVE 1 DICTIONARY ^IIIMIUIIIMIIIIIIIIIIIIIIIIIIIIIItllllllllllllllllllllllllllillllllllllllllll I III lining The Presidents and Department Heads of leading Univereitics and ColieEes give their indorsement. ^iiniiiiliittiiiilitlltiiMiiiiliiilliiitliiiiiiitiiiiiiiiiiiiiiMiiiiitititiiiiitiiiiniii^i Wme for Free illustrated pamphlet with sample pages. G. & C. MERRIAM CO. Springfield, Mass. A FOOD

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I 58 THE VIRGINIA TEACHER 8

The State Teachers College

HARRISONBURG, VA.

MEMBER SOUTHERN ASSOCIATION OF COLLEGES AND SECONDARY SCHOOLS

CLASS "A" MEMBER AMERICAN ASSOCIATION OF TEACHERS COLLEGES

Established by the General Assembly 1908. Annual enrolment, 1,300. Faculty of 60 well-trained and experienced college teachers. Located in the Shenandoah Valley. Elevation 1,300 feet. Campus of 60 acres. Beautiful mountain environment. Fifteen college buildings. Total value college plant, $1,600,000. Both city and rural training schools. Athletic field and tennis courts. Two gymnasiums. Nine-hole golf course. Two swimming pools (indoor and outdoor). College camp on Shenandoah River.

Harrisonburg is a delightful and progressive city of 7,000 inhabitants, people of culture and refinement, who are deeply interested in the wel- fare of the college and its students.

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THE UCCLUSE CO., INC. . . . PKINTSRS . . . STAUNTON, VA.