The JOURNAL of TRUE Education VOLUME 17 OCTOBER, 1954 NUMBER 1

The JOURNAL of TRUE Education

KELD j. REYNOLDS, EDITOR Associates ERWIN E. COSSENTINE GEORGE M. MATHEWS LOWELL R. RASMUSSEN ARCHA 0. DART EDUCATIONAL PRESS /ASSOCIATION "t ikkTIT)F- OF AMERICA

CONTENTS Cover Photograph By A. Devaney

Christian Education Can Be Evangelistic (2) * By A. J. Woodfield Page 4 The Emerging Pattern of College Accreditation (3) By Conard N. Rees 6 The New National Council for Accreditation of Teacher Education 8 The Parable (1) By A Church School Teacher 9 Students Work as Well as Study at Nigerian Training College (2) By Joseph W. Wogu 10 Straight From the Blueprint: This Is Christian Guidance (4) 11 Statistical Understandings Every Teacher Needs (4) By Helen M. Walker 14 Spelling Improvement (1) By Ned D. Marksheffel 16

My Blind Neighbor (1) 20 Ingathering at Adelphian Academy (2) By Edward Kopp 22 What the Schools Are Doing 23 Index, Volume 16, October, 1953-June, 1954 27

* By request we are designating the classification of articles listed in our table of contents: (1) Elementary, (2) Secondary, (3) College, (4) General.

ISSUED BI-MONTHLY, OCTOBER THROUGH JUNE, BY THE DEPARTMENT OF EDUCATION, GENERAL CON- FERENCE OF SEVENTH-DAY ADVENTISTS, TAKOMA PARK, WASHINGTON 12, D.C. SUBSCRIPTION PRICE, $1.50 A YEAR. PRINTED BY THE REVIEW AND HERALD PUBLISHING ASSOCIATION, TAKOMA PARK, WASHINGTON 12, D.C., TO WHOM ALL COMMUNICATIONS CONCERNING CHANGE OF ADDRESS SHOULD BE SENT, GIVING BOTH OLD AND NEW ADDRESSES. ENTERED AS SECOND-CLASS MATTER AT THE POST OFFICE AT WASHINGTON, D.C., UNDER THE ACT OF CONGRESS OF MARCH 3. 1879. 2 THE JOURNAL OF TRUE EDUCATION Congratulations, Mr. Rugg!--An Editorial

THE leaders of progressive education upon the eternal verities, and what is hypothet- in this country have issued a new statement ical and ephemeral. While he should be in- of principles and policies. This statement is of formed about trends and current activities on special interest since it appears to point to a the growing edge of his profession, he will movement toward the right by the stormy pet- commit his life and stake his professional career rels of education, Harold Rugg and the steer- only on principles of education and philosophy ing committee of the progressive movement. in harmony with the Word of God and there- The statement of principles is prefaced by fore having divine approval. an admission that, while child-centered educa- The danger is that in our earnest seeking tion has much to commend it, and while it has after competence and professional stature, and had some successes on which progressive educa- our reaching after modernity, we eat the apple tion will continue to build, the leaders can no passed to us in teacher-training classes without longer be content with a child-centered pro- looking too closely at the tree from which it gram. was picked. Teachers fill their notebooks with A further admission is made that they still formulas, methods, and neatly epitomized slo- lack a truly unified, organic theory of behavior, gans, full of "integrations" and "frames of ref- and therefore have no base for a program of erence" and other semantic trademarks by which education for disciplined thought and imagina- educationalists identify one another. All of tion. which is to the good and registers growth in They then move on to a philosophical concept professional stature, provided our frame of ref- of the reintegration of individual personality •erence is a Christian philosophy of education, and the reintegration of American culture, to and provided our integrations are within its be the twin goals of dynamic education, now to legitimate objectives. be built around civilization-centered schools. We did not go overboard for progressivism We come, then, to the heart of the new policy in its radical period. We viewed it then, and and its chief theme, according to the com- we continue to view it and other educational mittee: disciplined intelligence and imagination experiments and fashions, in the light of abid- through rigorously disciplined materials. ing principles and solid values. We can go This pilgrim's progress of a movement from along with the progressives on the exist- a precocious childhood, through a belligerently ence of values in the child-centered concept, dogmatic adolescence, into a self-appraising ma- when it comes to method. We can agree most turity, may have some lessons for the Adventist heartily that education should in its processes teacher and educational administrator. be a demonstration of disciplined intelligence We need to face the fact that we are mem- and should have disciplined intelligence as one bers of a fad-ridden profession. This is in part of its major goals. We can even go along with due to the rapid rise and development of the the idea that schools should be civilization-cen- supporting disciplines (notably psychology with tered, though here our definition of terms may its numerous ramifications and applications), differ considerably from that of the progressives. themselves fluid and formative. In part it is We think it highly significant that the lead- due to the earnest dynamic within education ers of progressivism must now confess that they itself, from whose institutions society expects have found no satisfactory theory of behavior so much, and upon which the future so vitally as a base for a program of disciplined thought. depends. A Christian philosophy of life and of education The Adventist teacher needs to draw on wis- supplies such a base. The Christian teacher, dom above and beyond his own as he works therefore, has something of great value to give and studies among the confusions, conflicts, to education. We must not fail to proclaim and variables, and experiments of his profession. stand by our convictions, as more and more He needs to exercise his God-given intelligence educators are coming to see that without re- and his Christian insight and judgment in ligion there is no firm foundation upon which distinguishing between what is true and based to build spiritual and moral values. VOL. 17, NO. 1, OCTOBER, 1954 3 Christian Education Can Be Evangelistic

A. J. Woodfield HEADMASTER STANBOROUGHS SECONDARY SCHOOL, ENGLAND

FIGURES appearing on page 35 of activities; seven attended the JMV camps this THE JOURNAL OF TRUE EDUCATION for June, year; others are attending Sabbath school, and 1954, indicate that in our schools around the some have been baptized. Far from leading our world ( outside of North America) more than own children away, these non-Adventist chil- half of the pupils come from non-Adventist dren have provided definite opportunities for homes. This was presented as an evidence of sharing faith. They are from good homes, are the great evangelistic possibilities in the schools. well mannered and well behaved, and in many It is an evidence, too, that more and more non- ways bring credit to our school in this once- Adventists see in our schools something more prejudiced district. than mere book education—in short, a par- This influence has not stopped with the chil- ticular and desirable form of Christian influ- dren themselves. One mother asked a teacher ence. This salutary Adventist atmosphere will this year how she could become an Adventist. become more and more noticeable as the sap- Last term a young couple coming to pay their ping, devitalizing forces of theistic evolution son's fees, asked to see the headmaster, and we and modernism emasculate and reduce to mere spent a long time together talking about our mockery the so-called Christian background of faith. They want their son to be brought up most of the world's church-connected schools. in the Adventist faith, they want religious unity Thus, youth from the world coming into our in their home, and I believe they are ripe for schools will learn of and accept gospel truth. the reception of our message. The present secre- This influx of children from non-Adventist tary of the school was brought into the message homes need not be looked on with foreboding. through his daughter, a pupil at the school. It is refreshing to notice that the 55 per cent However, the doors of opportunity that our of pupils from non-Adventist homes are re- schools are opening must be entered. This poses ferred to as an evangelistic potential, surely the a very real problem, especially at large schools only logical way they can be regarded by a such as ours. Children are brought along to a people entrusted with the last saving message certain stage, then they leave the school and to a perishing world! This is an evidence also fall away from our influence for various reasons, that many people are hungering for the message not the least being the influence of misunder- we can give. Parents want to give their children standing parents. At fifteen and sixteen most the best possible preparation for life, and an boys and girls are not able to withstand op- Adventist education seems to be increasingly position at home, and the good is undone. For recognized as just that. example, a girl who attended our school for At Stanboroughs Secondary Scilool we have several years, went to one of our camps and, had experience with a large non-Adventist en- with several others, gave her heart to God. I rollment. For the first few years this was looked talked with her about baptism, for which she on with distrust, and one still hears an oc- was ready—but her mother advised that she casional voice of questioning. But in the main wait. We got work for her in the conference our people here have welcomed these children office, to keep her under Adventist influence; into our midst, have had them singing in the but after two years she left, and now has no church or helping in special programs, especially connection with us at all. as they have wanted to enter more and more This all seems to show that if we are to into Adventist life and activity. Thus at the develop and take advantage of the good will present time eleven boys and girls not of our that our schools are creating, we must make faith are pursuing the JMV courses and other definite provision both for religious instruction 4 THE JOURNAL OF TRUE EDUCATION in the school -and for contact with the homes. mayor of Watford was invited to the official Indeed, it should not be hard for a conse- opening, and was so interested that he post- crated worker to develop the genuine friendli- poned his holiday to attend. The evening was ness in the homes and the awakening religious a great success, and particularly gratifying was consciousness in the children into tangible and a remark by the mayor as we went around the considerable additions to the church. This real school afterward: "What impresses me about friendliness is illustrated by the experience of you people is that you make the religious nature one of our solicitors who called at a place of of your school evident in every activity; not public entertainment in the next town, and obtrusively, but nevertheless it is there color- asked the proprietor's permission to solicit in ing every phase of the work." The opening his establishment. This gentleman said, "You attracted a large gathering—too large to be come from Stanborough Park, I believe. I shall accommodated in the hall, and many had to certainly give you permission. My two sons remain outside. We told this great audience were educated at Stanboroughs School; they about our Seventh-day Adventist ideals in edu- did well, and are now in good positions, thanks cation, and were thus able to some extent to to the influence of the school." Under God's bear witness to our distinctive message and Spirit, and with definite and tactful encour- the reasons for our existence as a people. agement, this good will could easily be turned We at Stanborough Park feel the need of a to interest in our beliefs, which surely is the full-time young people's worker on the staff, open door for instruction in the message. who can be definitely responsible for the spir- Another way in which we cultivate good will itual activities of the school—teaching the Bible, toward the church is in making use of oppor- conducting baptismal classes, getting into the tunities for publicity. In accordance with the homes of the children to neutralize opposition teachings of the messenger of the Lord, the and to develop parents' interest in our work. school has recently added and equipped new I believe that here is the way to make the departments to provide training in manual and most of the golden opportunities presented by practical skills. An official opening was ar- the non-Adventist children and young people ranged, followed by an open evening. The in our schools.

Stanboroughs Secondary School, England

VOL. 17, NO. 1, OCTOBER, 1954 5 The Emerging Pattern of College Accreditation

Conard N. Rees PRESIDENT SOUTHWESTERN JUNIOR COLLEGE

IN ORDER fully to appreciate the public, a professional organization would limit emerging pattern in college accreditation, one its membership or recognition to institutions must briefly review the somewhat confusing complying with minimum standards established accrediting pattern of the past. For out of the by that organization. Inspections were made, accrediting system of the past, with its many and a list of the approved institutions was drawn different organizations in special fields, the up. Thus was established a select group of in- urgent need for coordination and cooperation in stitutions which maintained practices and pro- college accrediting became apparent. The Na- grams outlined by the organization. Institutions tional Commission on Accrediting was devel- offering less than the prescribed program were, oped in answer to this need. by implication, labeled inferior. Since effective penalties couched in such pressures as State Background licensing laws, alumni support, and faculty During the first half of the twentieth century morale are evoked upon institutions not "vol- numerous professional organizations,' represent- untarily" complying with the standards, accred- ing various types of educational institutions, iting has become a powerful device for forcing sought to restrain and direct accreditation in advancement of certain fields of specialized in- institutions of higher learning. There are, for terest. example, the voluntary collegiate organizations Formation of the National Commission of institution-wide interests, such as the six on Accrediting regional accrediting associations; organizations of specialized schools, such as the American Fearing the mounting threats to essential in- Association of Collegiate Schools of Business; stitutional freedom, autonomy, and diversity, a organizations of professional practitioners, such group of college and university presidents as the American Bar Association; accrediting formed in 1949 the National Commission on bodies, such as the American Association of Accrediting, thus bringing into being an im- University Women, the Good Housekeeping portant force in American higher education. Magazine; honor societies and church councils. The commission's constitution directed the com- The number of organizations seeking control mission to eliminate the objectionable and to over institutions and specialized segments of improve the constructive features inherent in them continued to grow steadily. By 1950 more the accrediting function. More than 950 in- than one hundred agencies were in a position stitutions have joined the commission and now to impose their demands upon institutions of pay annual dues in support of its program. higher learning, and in many instances were Keeping in mind the goals outlined in its competing with one another for the privilege constitution, the commission believes that of controlling and policing certain phases of through educating and utilizing the cooperation higher education. This resulted in ever-increas- of all interested persons, accrediting can be ing costs, duplication, regimentation, and stand- made a productive evaluative process. The com- ardization. mission has set in motion machinery that will In the name of protecting and serving the make possible the necessary changes. Some of 6 THE JOURNAL OF TRUE EDUCATION the commission's principles and proposals are of segmental evaluation. That is, experts in projections of observed trends; others are com- legal education will evaluate the law school; posites of concerted contributions representing medical experts will evaluate the medical school, all phases of higher education and related fields. et cetera. But the evaluators (representatives of national professional organizations) will func- Features of the Commission's Program tion as members of a regional team studying The principal features of the commission's each part in relation to all other parts and in program may be outlined thus: the perspective of the whole institution. 1. Historically, accrediting has contributed much Each institution should undergo a thorough good to higher education, and, if properly handled, institution-wide self-evaluation prior to visita- it can continue to be a constructive force for improve- ment. tion by the team of evaluators headed by the 2. If accrediting is to be of most worth, it must regional association and representing the vari- be made to serve and strengthen the best interests of ous professional fields in which the institution all higher education. No one program within an institution should be promoted at the expense of maintains training programs. Eventually, one institutional stability and objectives. No one educa- questionnaire and one fee should suffice for the tional field should be nationally promoted through whole operation. accrediting at the expense of other equally legitimate educational programs. It is anticipated that, when the plan is in 3. Colleges and universities should, through the full operation, a given institution will be visited six regional accrediting associations,' be the respon- sible and supervising authority for evaluating higher by an accrediting team only once in ten years educational institutions. or so, though interim reports and visitations 4. Channels should be maintained through which may be desirable in certain institutions or sub- the institutions can be continually reached with sug- gestions from the professions and from employers ject areas. Professional organizations will con- of graduates. tinue to carry on professional development ac- 5. Accreditation costs and the number of visita- tivities, and institutions will continue, to what- tions should be kept to a minimum. 6. Improvement of higher education in all its parts ever extent they desire, to participate in the edu- is best achieved when based upon thorough self- cational affairs of the professional organizations. examination prior to evaluation by outside specialists. 7. Institution-wide aims and responsibilities should But for accrediting purposes, institutions are be given primary consideration, and evaluations requested to negotiate through the regional should be concerned with the institution as a whole, associations. as well as with its various segments. 8. Evaluation of an institution should be based The National Commission on Accrediting upon its aim and objectives, and should emphasize supervises the development of the above pro- qualitative as well as quantitative features. posal and provides the necessary coordination 9. Accrediting should not be limited to inspection and measurement of a segment of an institution in on the national level, but it has no intention terms of arbitrarily applied national standards, with of centralizing accrediting beyond the regional a view to imposing those standards upon that segment. Rather, accrediting should be an educational enter- level. Though each regional association remains prise, the major aim of which is to stimulate in- autonomous and independent, it is the com- stitutional growth and development through self- mission's task to carry out its mandate to re- evaluation and expert assistance conditioned primarily by what that institution aims to do. move the "evils" and to improve the construc- tive aspects in all accrediting. The Commission's Plan and Coordination The commission has appeared to be a threat With Professional Organizations to the traditional, hard-won accrediting systems For lack of a better existing administra- of the various professional organizations, and tive system, and in preference to federal con- their first reaction was one of understandable trol, the National Commission on Accrediting hostility. Through personal conferences with has called upon the six regional accrediting leaders in the national associations, however, associations to assume responsibility for co- this early feeling has been largely overcome. ordinating and supervising the accrediting of At present, though many professional groups all higher institutions within their respective are sympathetic with the plight of the insti- areas. As the regionals gain strength under this tutions, they are unwilling to relinquish their plan, they will increasingly seek to unify and accrediting activities until they are satisfied that coordinate their own accrediting plans and the the new program will do the job equally well accrediting activities of various national pro- or better than what they now provide. This fessional agencies. Though the institution-wide attitude rightfully places the burden of proof team approach is advocated, the various parts upon the commission's program. National or- of an institution should still receive the benefit ganizations participating in accrediting have, VOL. 17, NO. 1, OCTOBER, 1954 7 without exception, expressed willingness to join forged in the best interests of all. In this, as in helping to develop and test the commis- in all great movements, courage, faith, strong sion's plan by participating in experimental leadership, and the full cooperation and sup- evaluations. The commission is not unaware of port of educators themselves, will be required. considerable skepticism still in some quarters. 1 "Professional organization" is used in this article to refer Experience has shown, however, that con- to national agencies in special subject or educational fields. 2 The six regional accrediting associations are: The Middle fidence in the new procedure grows as people States Association, The New England Association, The North Central Association, The Northwest Association, The Southern work with it. Some of the commission's strong- Association, and The Western College Association. est supporters today were its severest critics a year ago. Thus it becomes clear that there is an emerging cooperation in college accredit- ing between the majority of educators and the The New National Council for representatives of professional groups. Accreditation of Teacher Education

Summary and Conclusions BEGINNING July 1, 1954, the Na- In conclusion, the current scene in accrediting tional Council for Accreditation of Teacher may be summarized thus: Education became the official body for the 1. The national accrediting picture is known and specific accreditation of teacher education insti- understood. Needed research has been outlined and tutions and programs. From 1927 to 1954 the in some instances completed. 2. A program has been developed in the best in- American Association of Teachers Colleges and terests of all concerned. its successor, the American Association of Col- 3. The program has the full or conditional sup- port of the vast majority of educators and repre- leges for Teacher Education, provided the only sentatives of professional groups. accreditation for teacher education available 4. Regional and professional agencies are taking except that which was done incidentally by steps to put the plan into practice. 5. Many professional organizations wishing to en- the regional accrediting bodies in their general ter the accrediting picture for the first time have accreditation of colleges and universities. The been deterred. In order that a single unified voice American Association of Colleges for Teacher might represent a given field to higher education for accrediting purposes, numerous organizations have Education will still be involved in the accredi- joined in the formation of representative councils or tation function through its representation in the committees. 6. An educational campaign is under way, through new National Council for Accreditation of a network of hundreds of faculty committees ap- Teacher Education. pointed at the request of the commission, to study The council is made up of 21 members as materials published by the National Commission on Accrediting. follows: 6 from colleges and universities ap- 7. At present the whole field of accreditation is in pointed by the American Association of Col- a state of change. Regional and professional organiza- tions are experimenting in joint activities, reconsider- leges for Teacher Education; 6 from State de- ing their accrediting functions, and planning or con- partments of education, 3 of which are ap- ducting joint experimental projects. Differences on pointed by the State directors of teacher edu- apparently incompatible points of view concerning the control of accrediting have been set aside in cation and certification, and 3 by the State genuine efforts to collect facts, explore proposed solu- Commissioners of education; 6 teachers and tions, and bring about improved practice wherever administrators from the schools appointed by possible. 8. Assuming that real improvement is best achieved the National Commission on Teacher Education through guided self-assessment, the reconsideration of and Professional Standards of the National Edu- basic philosophies and the reformation of policies and procedures have stimulated the trend toward cation Association; and 3 school board members guided self-evaluation and self-improvement. Though appointed by the National Association of School the educational benefits already derived from coopera- Board Members. Its functions are to determine tive study by persons responsible for accrediting give evidence of the soundness of the commission's ap- the standards which teacher education programs proach, the major benefits are yet to come. must meet in order to be accredited and to set Progress in this new accrediting program will up procedures for the administration of stand- be slow at times. Opportunity must be made for ards in those institutions which apply for na- experimentation, for cooperative action, and for tional accreditation. The council expects to large national organizations to provide for the work closely with the State accrediting bodies participation of their members through demo- and the six regional accrediting associations, cratic processes. Patient, persistent cooperation especially in the application of its standards.— is essential if a program for solving accrediting Higher Education, vol. X, no. 8 ( April, 1954 ), problems in higher education is to be properly p. 129. 8 THE JOURNAL OF TRUE EDUCATION THE PARABLE

IT WAS registration day at the church the spiritual as well as the intellectual and school. A Christian mother appeared at the physical aims of the program. door of the school with her children. The Every teacher examined himself, to see teacher greeted them there. whether his words and his conduct in the class- "Miss Brown," the mother began, "I am room and on the playground helped the chil- deeply concerned about the salvation of my fam- dren to understand the character of Jesus and ily. I want my children to grow up to be to be attracted to Him. strong and true. I want them to love Jesus. The reading and visual-aid programs were That is why I want them in the church school. reviewed, to make sure that only those materials Tell me, is your school Christ centered?" were used which Christ could approve were All day, as she met the children and their He the superintendent of schools. parents, Miss Brown pondered that question. Each teacher took greater pains to help and At the close of the day she sought out the guide his pupils, whom he sought to understand principal. better and whom he came to love more. "Mr. Smith," she said, "this morning the Reference to God, His law, and His character, mother in that new family that has just moved and discussion of spiritual matters and personal to town brought her children to enroll them spiritual problems, came more naturally into the in the school. She asked a question I was not study of all subjects than they had before. sure how I should answer. She asked, 'Is your God's other book, the world of nature, re- school Christ centered?' " ceived more enlightened study, as a means to "Well," said Mr. Smith, "you are new here; a better understanding of Him and a deeper but you know our routine. Didn't you tell her appreciation of His character. we have morning devotions the first thing every Class periods in health and hygiene came day, and we have regular Bible classes?" to include more than memorized textbook ma- "I might have told her that; but that is not terial. The light of God's instruction for the what she asked me." people of our time was thrown on this study. "Didn't you tell her," the principal continued, Morning devotions became more than rou- "that we have only Seventh-day Adventist teach- tine exercises preceding the educational day, ers, and that they all have the proper degrees and they grew so attractive that tardiness was and are duly certificated?" noticeably reduced. Bible classes ceased to be "She didn't ask me that." mere quizzes on historical and doctrinal facts; "Didn't you say that our school is fully ac- instead, each period brought practical discus- credited, that we have wonderful equipment, sion and application of Bible truths to personal visual aids, and all that sort of thing?" spiritual problems and everyday living. "I could have told her all that," replied the Missionary activities were encouraged, and troubled teacher; "but she only asked, 'Is your social activities were more carefully planned school Christ centered?' " as part of the total educating environment. The principal pondered the question for sev- When the school year closed, teachers and eral days; then he called a faculty meeting, and church members were happy in the conviction related the experience to all the teachers. To- that the church school had made substantial gether they reviewed the instruction from the progress toward being truly Christ centered. Lord, and the aims and philosophy of Christian While the children were too young to put the education. Soon the distinction became clearer finger on the exact cause of their attitude, they in the minds of all the teachers, between the ended the school year loving their teachers and child-centered methods they had learned in looking forward to the opening of a new school teacher-training courses, and the Christ-centered year, with new experiences in spiritual, mental, objectives of true Christian education; and they and physical growth—which they thought of began to use the skills of method to advance only as living.—A CHURCH SCHOOL TEACHER. VOL. 17, NO. 1, OCTOBER, 1954 9 Students Work as Well as Study at Nigerian Training College

Joseph W. Wogu TEACHER NIGERIAN TRAINING COLLEGE, WEST AFRICA

IT IS interesting to see that realization and Kilimanjaro while still near home. Ques- of the usefulness of manual labor is still grow- tions brought practical explanations, and the ing in Adventist schools all over the world. Re- occasion was an interesting benefit. On our ports of achievements in various institutions way back to the college, the class unanimously have brought joy and inspiration to us here in requested that I obtain permission from the West Africa, and we are glad we can include principal for them to work on a model similar Nigerian Training College with these which to the one they had just seen and studied, but recognize the dignity of labor and delight in much larger and more detailed. practical education. Principal Downing granted this request with Love for work and interest in participation all pleasure, and a site was chosen at the western were fully manifested by the students of Ni- end of the college classroom block. The spot gerian Training College during the 1953 school was quickly cleared, leveled, and laid out. The year. Throughout the year, under staff super- students were really zealous. This construction vision, the students engaged in such useful needed a firm base, so all went to work col- labor as drawing plans for buildings, clearing lecting pebbles and pieces of concrete. Within and leveling building sites, constructing simple three days this plot, measuring sixteen by houses, molding blocks, and simple masonry thirteen feet, had been enclosed with a six-inch and carpentry; as well as printing, a little book- wall. binding, and operating the electric plant and The rest of the construction entailed flooring the water-pump motor. —Please turn to page 21 As an aid to education, fac- ulty members sponsored a number of excursions, out- standing among which was a geography trip to a nearby primary school. Having cov- ered the assigned geography material for the year, the sec- ond-year teacher-training stu- dents and their teacher were eager to make a practical re- view of the physical features of Africa. We were really for- tunate, for our need was met in this neighboring school. Though the model was not very large, it was a joy to touch such mountains as Atlas 10 THE JOURNAL OF TRUE EDUCATION STRAIGHT

This is the fifth in a series of out- line studies in Christian education from the from the writings of Ellen G. White. BLUEPRINT

This Is Christian Guidance

I. DEFINING CHRISTIAN GUIDANCE 3. Personal counseling not to be neglected. "He [the true educator] will take a personal A. Guidance involves appraisal. interest in each pupil, and will seek to develop 1. The more mature evaluate the capacities all his powers." (Ed 232 ) of the less mature. "In all true teaching the personal element is "Heaven sees in the child, the undeveloped essential. Christ in His teaching dealt with men man or woman, with capabilities and powers that, individually. It was by personal contact and as- if correctly guided and developed with heavenly sociation that He trained the twelve. It was in wisdom, will become the human agencies through private, often to but one listener, that He gave whom the divine influences can co-operate to be His most precious instruction." (Ed 231) laborers together with God." (FE 263) 4. Individual difference to be considered. "Many apparently unpromising youth are richly "The teacher should carefully study the dispo- endowed with talents that are put to no use. sition and character of his pupils, that he may Their faculties lie hidden because of a lack of adapt his teaching to their peculiar needs. He has discernment on the part of their educators. In a garden to tend, in which are plants differing many a boy or girl outwardly as unattractive as widely in nature, form, and development." (CPT a rough-hewn stone, may be found precious ma- 231) terial that will stand the test of heat and storm "In all our dealings with students, age and and pressure. The true educator, keeping in view character must be taken into account. We cannot what his pupils may become, will recognize the treat the young and the old just alike. . . . The value of the material upon which he is working." age, the conditions, and the turn of mind must be (Ed 232) taken into consideration." (CPT 101) 2. Counseling must lead to student self-ap- B. Christian counseling is positive. praisal. 1. Judgment and will are to be guided into "Students will come to school who have no right channels. definite purpose, no fixed principles, no realiza- tion of the claim that God has upon them. These "The youth in all our institutions are to be are to be led to awake to their responsibilities. moulded and fashioned and disciplined for God; They must be taught to appreciate their oppor- and in this work the Lord's mercy and love and tunities, and to become examples of industry, sobri- tenderness are ever to be revealed. This is not to ety, and helpfulness. Under the influence of wise degenerate into weakness and sentimentality. We teachers, the indolent may be led to arouse, the are to be kind, yet firm. And let teachers remem- thoughtless to become serious. Through painstak- ber that while decision is needful, they are never ing effort, the most unpromising student may be to be harsh or condemnatory, never to manifest so trained and disciplined that he will go forth an overbearing spirit." (CPT 214 ) from the school with high motives and noble prin- "To direct the child's development without ciples, prepared to be a successful light bearer in hindering it by undue control should be the study the darkness of the world. (CPT 498) of both parent and teacher." (Ed 288) "In the ordinary walks of life there is many "The will should be guided and moulded, but a man patiently treading the round of daily toil, not ignored or crushed. Save the strength of the all unconscious that he possesses power, which, will; in the battle of life it will be needed." (Ed if called into action, would raise him to an equal- 289) ity with the world's most honored men. The touch 2. Guidance must not be confused with dom- of a skillful hand is needed to arouse and de- ination. velop those dormant faculties." (GW [1892] "The severe training of youth, without properly 385) directing them to think and act for themselves as VOL. 17, NO. 1, OCTOBER, 1954 11 their own capacity and turn of mind will allow, 4. The teacher must exhibit the strength and that by this means they may have growth of grace of Christian character. thought, feelings of self-respect, and confidence in "The teachers in our schools will need to mani- their own ability to perform, will ever produce fest Christlike love, forbearance, and wisdom." a class who are weak in mental and moral power. (CPT 498 ) And when they stand in the world to - act for "If Christ is formed within, the hope of glory, themselves, they will reveal the fact that they are then the truth of God will so act upon your natural trained, like the animals, and not educated. Their temperament, that its transforming agency will wills, instead of being guided, were forced into be revealed in a changed character, and you will subjection by the harsh discipline of parents and not by your influence through the revealings of teachers." (FE 17) an unsanctified heart and temper, turn the truth 3. Purpose of guidance to develop judgment, of God into a lie before any of your pupils; nor integrity, and strength in the student. in your presentation of a selfish, impatient, un- "Every human being, created in the image of christlike temper in dealing with any human mind, God, is endowed with a power akin to that of the reveal that the grace of Christ is not sufficient Creator,—individuality, power to think and to for you at all times and in all places. Thus you do. The men in whom this power is developed will show that the authority of God over you is are the men who bear responsibilities, who are not merely in name but in reality and truth." leaders in enterprise, and who influence charac- (FE 263, 264) ter. It is the work of true education to develop "Children are quick to detect affectation or any this power; to train the youth to be thinkers, other weakness or defect. The teacher can gain and not mere reflectors of other men's thought. the respect of his pupils in no other way than Instead of confining their study to that which by revealing in his own character the principles men have said or written, let students be directed which he seeks to teach them." (Ed 277) to the sources of truth, to the vast fields opened 5. The teacher must give his students Chris- for research in nature and revelation. Let them tian fellowship. contemplate the great facts of duty and destiny, and the mind will expand and strengthen. In- "The true teacher can impart to his pupils stead of educated weaklings, institutions of learn- few gifts so valuable as the gift of his own com- ing may send forth men strong to think and to panionship." (Ed 212 ) act, men who are masters and not slaves of cir- "Teachers and students are to come close to- cumstances, men who possess breadth of mind, gether in Christian fellowship." ( CPT 269 ) clearness of thought, and the courage of their "It is not the highest work of education to convictions." (Ed 17, 18 ) communicate knowledge merely, but to impart that vitalizing energy which is received through C. Guidance is a major responsibility of the the contact of mind with mind, and soul with Christian teacher. soul." (DA 250) "Great is the responsibility of those who take II. ESSENTIAL GUIDANCE AREAS upon themselves the guidance of a human soul." (Ed 280) A. Spiritual—personal assistance. "I wish I could impress upon every teacher a 1. Leading young people to Christ. full sense of his responsibility for the influence "The salvation of our pupils is the highest in- which he exerts upon the young." ( 5T 28) terest intrusted to the God-fearing teacher. He is D. Qualifications for effective counseling. Christ's worker, and his special and determined effort should be to save souls from perdition and 1. The teacher must understand human na- win them to Jesus Christ. God will require this ture. at the hands of teachers. Every one should lead a "He who seeks to transform humanity must life of piety, of purity, of painstaking effort in himself understand humanity." (Ed 78 ) the discharge of every duty. If the heart is glowing 2. The teacher must have tact and wisdom. with the love of God, there will be pure affection, "A teacher may have sufficient education and which is essential; prayers will be fervent, and knowledge in the sciences to instruct, but has it faithful warnings will be given. Neglect these, been ascertained that he has tact and wisdom to and the souls under your charge are endangered. deal with human minds?" (CPT 193) Better spend less time in long speeches, or in ab- 3. The teacher needs divine aid. sorbing study, and attend to these neglected "Dealing with human minds is the most delicate duties." (FE 117) work ever entrusted to mortals, and teachers need 2. Building the vision of greatness. constantly the help of the Spirit of God, that "As the teacher awakens in the minds of his they may do their work aright." (CPT 264 ) pupils a realization of the possibilities before 12 THE JOURNAL OF TRUE EDUCATION them, as he causes them to grasp the truth that development of all their faculties, the weaker as they may become useful, noble, trustworthy men well as the stronger. With many there is a dis- and women, he sets in motion waves of influ- position to restrict their study to certain lines, ence that, even after he himself has gone to rest, for which they have a natural liking. This error will reach onward and ever onward, giving joy to should be guarded against. The natural aptitudes the sorrowing, and inspiring hope in the dis- indicate the direction of the lifework, and, when couraged. As he lights in their minds and hearts legitimate, should be carefully cultivated. At the the lamp of earnest endeavor, he is rewarded by same time it must be kept in mind that a well- seeing its bright rays diverge in every direction, balanced character and efficient work in any line illuminating not only the lives of the few who depend, to a great degree, on that symmetrical daily sit before him for instruction, but through development which is the result of thorough, all- them the lives of many others. (CPT 104 ) round training." (Ed 232, 233) "It is his [the Christian teacher's] ambition 2. Students should be directed. to inspire them with principles of truth, obedience, "Teachers should be careful to give the stu- honor, integrity, and purity,—principles that will dents what they most need, instead of allowing make them a positive force for the stability and them to take what studies they choose. They uplifting of society." (Ed 29) should test the accuracy and knowledge of the 3. Building a foundation of health. students; then they can tell whether they have "Physical health lies at the very foundation of reached the heights to which they think they have all the student's ambitions and his hopes. Hence attained." (CPT 216) the pre-eminent importance of gaining a knowl- "It is a mistake to allow students in our prepar- edge of those laws by which health is secured atory schools to choose their own studies." (CPT and preserved." (FE 72) 215) 4. Developing the social graces. "Christianity will make a man a gentleman." C. Vocational guidance. (MYP 421) 1. Natural aptitudes to be discovered and "Proper education includes not only mental cultivated. discipline, but that training which will secure "The natural aptitudes indicate the direction sound morals and correct deportment." (CPT of the lifework, and, when legitimate, should 331) be carefully cultivated." (Ed 233) "Propriety of deportment is at all times to be "The specific place appointed us in life is observed; wherever principle is not compromised, determined by our capabilities. . . . But each consideration of others will lead to compliance should aim just as high as the union of human with accepted customs; but true courtesy requires with divine power makes it possible for him no sacrifice of principle to conventionality. It to reach." (Ed 267) ignores caste. It teaches self-respect, respect for "Many are diverted from the line in which the dignity of man as man, a regard for every they might reach the truest success. Seeking greater member of the great human brotherhood." (Ed honor or a more pleasing task, they attempt some- 240) thing for which they are not fitted. Many a man "The essential, enduring education is that which whose talents are adapted for some other call- broadens the sympathies and encourages univer- ing, is ambitious to enter a profession; and he sal kindliness. That so-called culture which does who might have been successful as a farmer, an not make a youth deferential toward his parents, artisan, or a nurse, fills inadequately the position appreciative of their excellences, forbearing to- of a minister, a lawyer, or a physician. There are ward their defects, and helpful to their necessities; others, again, who might have filled a responsible which does not make him considerate and tender, calling, but who, for want of energy, application, generous and helpful toward the young, the old, or perseverance, content themselves with an easier and the unfortunate, and courteous toward all, place." (Ed 267) is a failure." (Ed 241) 5. Christian character the highest aim. 2. Regardless of the occupation, all have a "True education does not ignore the value of Christian vocation. scientific knowledge or literary acquirements; but "True education is missionary training. Every above information it values power; above power, son and daughter of God is called to be a mis- goodness; above intellectual acquirements, char- sionary; we are called to the service of God and acter." (Ed 225) our fellow men; and to fit us for this service should be the object of our education." (MH B. Educational guidance. 395) 1. Students should be encouraged to strive "As disciples of Christ, you are not debarred for maximum development. from engaging in temporal pursuits; but you "The youth should be taught to aim at the —Please turn to page 30 VOL. 17, NO. 1, OCTOBER, 1954 13

Statistical Understandings Every Teacher Needs

Helen M. Walker *

TO A VERY striking degree ours has They need to know that no amount of elaborate become a statistical culture. It is impossible to calculation can take the place of careful initial understand psychology, sociology, economics, thinking about a problem, that it is not sensible finance, or the physical sciences without some to make an elaborate analysis of meaningless general idea of the meaning of an average, of data. variation, of concomitance, of sampling, and of Teachers need to understand that any gen- charts and tables. Today the ability to read eralization to a larger group of an observation simple graphs and tables is widely accepted as made on a smaller group is statistical in nature. an essential part of general education. A large part of our thinking about the world is Some aspects of statistical thinking once of this kind, vague perhaps and often slipshod, assumed to belong in rather specialized technical yet essentially statistical. Certain controls must courses are now beginning to be recognized as be exercised over such thinking if it is to be a part of general cultural education, especially valid. important for the future teacher. I shall not tell Educated persons—especially teachers—need you that every teacher needs to be a statistician. some understanding of the universality of Rather, after taking account of the multiplying human variability. Frequently, a norm on a demands on today's teachers, I have asked my- test intended only as a description of central self what is the least they can afford to know position is interpreted as a standard and be- about the statistical way of thinking; what are comes a Procrustean bed on which the lesser the general needs of the ordinary classroom individuals are ruthlessly stretched and the teacher as he deals with pupils and meets his giants amputated. Parents worry needlessly responsibilities as an educated citizen? about whether their children are overweight or Perhaps the most important thing teachers underweight, above or below average in any need to know about statistical method is the trait on which they can find a published norm. uses which can be made of it—the problems Another related and common fallacy with for which it can and cannot provide answers. bad social consequences is the assumption that They need to know that statistical method is when the mean of Group A is significantly a sort of telescope which enables one to survey greater than the mean of Group B, every in- a larger area than can be seen by the naked eye, dividual in A is fairly certain to exceed every to comprehend more facts than can be ap- individual in B. This fallacy runs through the prehended by direct and personal experience. thinking of a great many otherwise educated people when they deal with social questions in- volving a comparison of sexes, races, or eco- Helen M. Walker is professor of education, Teachers Col- lege, Columbia University. nomic groups. It would be an achievement of 14 THE JOURNAL OF TRUE EDUCATION real social importance if teachers could become thing about the business of drawing samples so familiar with overlapping frequency distri- and making inferences from samples. butions that they could help high-school stu- Few people get through a day without mak- dents learn to avoid this particular piece of ing some sort of decision based on a sample. stupidity. The physician generalizes about the incidence If you want to pick up a choice collection of of a particular malady from the patients he has fallacies, listen attentively for a few hours to examined. The parent uses his experience with conversation on almost any serious subject by one or two children as a basis for general college graduates innocent of statistical train- opinions regarding the probable effect of cer- ing. They confuse concomitance with causation, tain methods of discipline. The businessman assume that a positive relationship is a perfect tries to project his past experience into the relationship, express surprise that where a high future, and the manufacturer examines samples relationship exists some particular individual of his product to see whether the process is departs from the group trend ( a fallacy which satisfactory. The teacher uses accumulated ex- may cause a teacher to demand the impossible perience with children as a guide in dealing of her pupils), express concern because the with a new group of pupils. offspring of brilliant parents are less brilliant The educated person—again, especially the than those parents, think the child who has the teacher—needs to become sensitive to sources highest intelligence quotient in his class should of bias in any sample on which he is depending be expected to stand highest in most other for information, needs to know that sampling desirable traits and should be censured if he has become a highly technical business, and does not. Even without the computation of a that if he plans to make an important study single coefficient of correlation, the underlying utilizing sampling, he must study the pertinent idea of regression could be made clear enough literature or consult an expert, preferably both. to correct this sort of fallacious thinking. It is an enlightening experience for the stu- The inescapable unreliability of measurement dent to take part in the actual drawing of is an idea important to teachers. The teacher random samples from a known population, to needs to know the meaning of the conventional see the variability among the statistics (say the measures of test reliability and of the qualities means, of these samples), to see a sampling to be sought in selecting standardized tests, as distribution take form, and to learn the import well as of methods of determining the reli- of randomness and the relation of sample size ability of teacher-made instruments. to precision of estimate. After such an experience he is never quite Misuse of the "Curve" the same, for he has discovered that while At the present time nearly every teacher variation and uncertainty are universal, yet knows a great deal that is not true about the under the apparent confusion lies a measure of normal curve and uses it in a pseudo-scientific uniformity. There are relationships which dom- fashion which does no good either to him or inate the swarming inconsistencies; there are to his pupils. It would be a service to replace limits beyond which the uncertainty does not these erroneous beliefs with something less pass. pretentious and more defensible. With Charles Darwin we may well express Almost everyone who reads the newspapers the hope that "generations will grow up which is familiar with opinion polls and has some have a facility that few of us at present possess vague idea that the observations of a relatively in thinking about the world in the way which small number of randomly selected individuals the quantum theory has shown to be the true can in some mysterious way provide informa- one. The inaccuracies and uncertainties of the tion about the characteristics of a vast popu- world will be recognized as one of its essential lation which has not been observed at all. features. Inaccuracy in the world will not be This is an exciting idea. The fact that the associated with inaccuracy of thought, and the sample can also be made to furnish information result will be . . . a more sensible view about regarding the value of the population estimates the things of ordinary life."—The Education made from its data sounds to most laymen like Digest, vol. 19, no. 7 (March, 1954) , pp. 20-22. a bit of abracadabra. Yet it is of real practical Reported from NEA Journal, XLIII ( January, importance that the layman understand some- 1954), 21-22. (Used by permission.) VOL. 17, NO. 1, OCTOBER, 1954 15 Spelling Improvement

Ned D. Marksheffel

A Workable Program for Children Who Need Special Help

SPELLING mistakes have been the The child can be helped to create this desire subject of vast numbers of studies, in which by writing material that is meaningful to him. data were gathered on the mistakes made by If he writes letters which are merely exercises children and adults. The data appear to indicate and are used to point out his errors, then we that something is wrong with the ordinary cannot hope to develop the correct attitude. method of teaching spelling. Errors in spell- Have the child write letters to "real" people, ing are made not only by retarded pupils but and have him mail the letters. When the child also by those who are capable of a high level knows that someone besides his teacher will of achievement. read his work, he is more likely to want to This article does not give attention to all the learn to spell correctly. The publication of a spelling mistakes that are made by children nor classroom newspaper or the writing of contribu- to the reasons for the mistakes. Rather, it is tions to a school newspaper also creates the de- an attempt to present a workable program for sire for correct spelling. Once the child knows children who need special help with spelling. that his work may get into the paper and be read by many people, he has real motivation to Some Causes of Poor Spelling do his very best. This method has been used Before any program for treatment of spell- successfully by the writer for some years. ing difficulties can be undertaken, one should Children, as well as adults, must experience know some of the causes of poor spelling. success in what they are doing or they will not Once the causes are known, then an attempt continue to try. The child who is a poor speller to point out the specific type of treatment that sees little sense in exerting effort on a lesson a child needs to become a proficient speller, in which he continually fails. The obvious thing at least more proficient than he now is, can to do is to give the child some success in spell- be made. ing. Prove to him that he can learn to spell Most investigators agree that one of the by using a small list of words that are within causes of poor spelling is lack of desire to the child's speaking and reading vocabulary. learn to spell. Experience has taught the writer It is a wise procedure to determine the that one of the first things which must be method being used by the• child to learn to done is to develop the proper attitude within spell. Most poor spellers are unsuccessful be- the learner himself. Most children who cannot cause they use faulty methods of trying to spell have been so frustrated by their lack of learn a word. Have the child spell some words learning to spell that they refuse to try to learn. aloud. All kinds of excuses are given, many of them justifiable. This writer believes that, once a Memorizing individual letters without any desire to learn to spell has been developed, feeling for the wholeness of the word is one any normal child, with the aid of proper teach- of the most common faults that the writer has ing, can learn to spell correctly. encountered. Often the child names all the let- ters of a word but is unable to place them in the • Santa Cruz High School, California. logical order. For instance, the word recognize 16 THE JOURNAL OF TRUE EDUCATION may be spelled recongize, regconize, or recgo- program." Any improvement program should nize. The same thing happens when a child tries include ( 1 ) a minimum list of basic words, (2 ) to learn words solely by "visualizing" them, a good method for learning to spell words, (3) looking off into space in hope of picking the a program which fully integrates the classroom word "out of the air." Some children try to spell work and the life-situation, (4) a program that everything phonetically. A good diagnostic tech- provides for frequent review, and (5) a pro- nique for testing a child who makes this type gram of self-guidance for continued growth of error is to give him some nonphonetic words in spelling. to spell. There is slight difference between a good pre- Most authorities on the teaching of spelling ventive program and an improvement program, admit that certain natural handicaps make for the main difference being that in an improve- poor spellers. Among these handicaps are faulty ment program a basic writing vocabulary must vision, low general intelligence, faulty auditory be built up. A basic writing vocabulary not perception, faulty word perception, lack of only is necessary but is also the aim of any motor coordination, speech defects resulting good program of spelling. The experience of from abnormalities in the speech mechanism, the writer has been that the children who are and generally poor physical condition. Since having difficulties are those who have failed certain native handicaps influence a child's to acquire knowledge of a core of basic words. • ability to spell, diagnosis should include con- A basic writing vocabulary must be so thor- sideration of the physical qualities of the child. oughly learned that the child will have a stock Can he see and hear well? Does he have a of words the use of which has become habitual speech defect? Does he exhibit symptoms of —words that can be written without his hav- poor nutrition? Is he continually tired? Cer- ing to stop to check the spelling. Once the tainly, any diagnosis should not overlook these child has acquired such a background of basic items. sight words, the teacher can switch to a more Spelling should be taught according to each corrective type of program based upon the individual's needs. Thus, the child's capacity child's needs in writing. to learn should be checked. Although it ap- How can a teacher teach so that the correct pears that the relation between spelling abil- spelling of a minimum number of words will ity and intelligence is not highly significant become habitual for the child? If these words (a correlation of .30 has been reported by sev- are to be invariable in any writing situation, eral investigators), the remedial teacher should the list used must be small. It is impossible to have some knowledge of the child's capacity. attempt to teach all the words that a child or Louttit reports the range of thirty-two correla- an adult will use, but a small basic core of tions as being between .08 and .85. He states words that are used over and over by children that a correlation of .50 "would seem to repre- and adults should be learned. sent the relationship fairly" (19:283). The teaching system should be appraised in Basic Word Lists any diagnosis. Every child who is a poor speller Some teachers need no books or basic lists is not a poor speller because of the teaching of words to teach spelling successfully, but these situation. However, many authorities claim that teachers are the exceptional ones. For those poor spellers are made by the teaching methods of us who have not reached this high degree used. Fernald is the most outspoken. She says, of skill, some guide, such as a basic list of words, "Spelling failures are due to bad habits that has merit. are forced upon the child by the school in the The list not only should be small but must attempt to teach him to spell" ( 9:183, 186-94). be wisely chosen. The teacher should realize A Suggested Improvement Program that this list is only a beginning from which to build a writing vocabulary. Provision should It is the teacher's responsibility to develop a be made to teach the additional words that a program that will care for the needs of children child finds he needs as he engages in writing who are having difficulties with spelling. "Re- activities. All the pupils should have their own medial" is the word that immediately pops up list of words. As a child needs a word or mis- whenever such a program is suggested, but the spells a word, he copies it into his notebook writer prefers to use the words "improvement correctly and learns it. Each child thus has his VOL. 17, NO. 1, OCTOBER, 1954 17 own list of words on which he is checked and in this field, but those cited certainly should be tested. However, just as a beginning reader given consideration when selecting a basic list needs a basic sight vocabulary, a poor speller of words. likewise needs a basic list of words which is used as a base for further study. Since many A Method for Learning to Spell teachers do not know where to obtain such a Most of the authorities are fairly close in list, several lists which may be used are men- their agreement on the following steps for tioned here. These are not the only lists avail- learning to spell a word: able, but they are excellent ones with which the 1. Learning meaning and pronunciation of the writer is familiar. Dolch (6), Fitzgerald (10), word. 2. Seeing the word and saying it—seeing it not Gates (14), and Rinsland (21) have all pub- only as a whole, but syllable by syllable. lished such lists of words. These lists include 3. Looking at the word, occluding the word from "demons" and the most common 1,000 and view and spelling it. Checking to see if it is spelled correctly. 2,000 words used in writing. These lists should 4. Writing the ward. Checking the word to see if be used as guides for an improvement pro- it is spelled correctly. 5. Covering the original word and writing it again, gram. No one list could possibly anticipate all always checking with the original for correctness. the words that a child might use. Authors of With improvement groups, the writer uses spelling textbooks are far from being in accord a method developed and used by the Reading concerning the words that should be studied, as Clinic of Temple University. This is an adapta- is evidenced by Betts's study of words in seven- tion of Fernald's technique for learning a teen spellers (3). Only 6.25 per cent of all the words appeared in all the spellers, and only word (9) : one word was placed in the same grade by the 1. The word to be learned is written for the pupil by the teacher. seventeen authors. Wise (24) made a study 2. The child must first know the meaning and cor- of twenty well-known textbooks which aimed rect pronunciation of the word. to teach words that the child was most likely 3. The child looks the word up in the dictionary and underlines the syllables. to need in his writing vocabulary. Each book 4. The child studies the word until he thinks was supposed to represent the four thousand he knows it. 5. The child writes the word on the opposite side most common words. Wise's study showed that of the paper, first saying the word as a whole, then the four thousand most common words totaled saying each syllable aloud as he begins writing that 13,641 different words. syllable. When the word is completed, he underlines each syllable, saying the syllables as he underlines Hildreth (17) made a comparison of 769 them. He again says the word as a whole and then easy spelling words from the Dale list, the checks with the original on the opposite side of the Dolch list of 220 common words in children's paper. 6. The child repeats Step 5. oral and reading vocabulary, and a selection from the Rinsland list of words most frequently As children advance, they no longer need to used by children in their writing. Hildreth underline the syllables, but they do continue found that there was a great deal of overlap to say the word before writing it. This may ap- in the lists and also certain differences. It was pear to•be a slow method for learning, but it found that 156 words were common to all is a sure method, and the writer's pupils appear three lists. She attributed the differences to the to enjoy learning words in this way. Few of the "nature of the lists and the way in which the writer's pupils who use this method fail to in- words were selected." Hildreth (17) combined crease their spelling ability markedly. the commonest words in these three lists into Testing and Reviews one list of 320 words. Investigations by Fitzgerald (10) and Rins- Authorities differ in their views about the land (21) indicate that there is a need for a test-study, study-test method of presentation of basic core or list of words for children who are words. As far as the writer's groups are con- beginning to write. The Fitzgerald list contains cerned, it makes little difference which method 350 basic words. The Rinsland list is also for is employed. However, a test-study plan appears elementary-school children. Breed's How to to save time for some pupils since they study Teach Spelling (5) and Horn's A Basic Writ- only the words they miss rather than spend time ing Vocabulary (18) also contain basic lists. studying the entire list of words. The writer has not reviewed all the writing Frequent and varied review of the words lists which have been prepared by investigators used with improvement groups is necessary. 18 THE JOURNAL OF TRUE EDUCATION Ebbinghaus (8), in his work on Memory, has are a foundation upon which he can build a shown that forgetting follows a definite and greater, and more expressive, writing vocabu- rapid pace. Reviews, then, are necessary, and lary, then he is well on his way to becoming in- varied and interesting methods of presentation dependent in spelling. should be utilized. Troublesome words must Summary be used until they become habitual with the child. The teacher must not resort to mere From the evidence of investigations and his word drill to achieve this end, or the whole aim own teaching experiences, the writer has of the program will become meaningless. reached the following conclusions: With most of the children in an improve- 1. Children can learn to spell. ment group, retesting should be done within 2. Learner attitudes are an important factor in both good and poor spelling. twenty-four hours and, if possible, again within 3. It is necessary to create a desire within the a week. Any words missed should be relearned pupil to write well. by the child until mastery of those words is 4. Diagnosis is necessary to find the causes of poor spelling. achieved. Frequent retention checks in mean- 5. The child's method of learning to spell a word ingful situations will serve to lessen the rate should be discovered before attempting to teach him, of forgetting. for he may be using the wrong learning method. 6. Natural handicaps should be taken into con- The fact that the spelling program is planned sideration. as an improvement program is no reason for its 7. Many poor spellers are made by the teaching being limited to a series of dry, meaningless methods used. drills. Rather, it must be rich and varied in the 8. The teacher's role is a most important one. 9. Every child needs a basic list of habitual words. opportunities for writing, such as writing let- 10. Minimum word lists are necessary with chil- ters to be mailed and writing articles for a dren who are experiencing special difficulty. school newspaper. Only by using the spelling 11. Children vary in their need of words for ex- pression. No one list could attempt to cover all the words in writing will the pupil be able to make child's needs. them habitual. Indeed, spelling words are 12. Frequent tests and reviews are necessary. learned solely for the purpose of permitting the 13. Spelling should not be taught by mere drill child to express himself freely in written lan- work. 14. The spelling program should be varied and guage. should provide rich opportunity for expression by the child. Self-guidance 15. Self-guidance is necessary for the pupil to be- A most important phase in a corrective spell- come an independent speller. ing program is that of teaching the child self- BIBLIOGRAPHY 1. Artley, Steil A. Acquiring Word Recognition Skills. Uni- guidance and self-evaluation. Most children in versity of Missouri Bulletin, vol. XXIX, no. 2, Educa- need of special help in spelling have developed tional Series no. 43. Columbia, Missouri: University of Missouri, 1948. a poor attitude toward spelling. Careless, slip- 2. Betts, Emmett A. Foundations of Reading Instruction. New York: American Book Co., 1946. shod habits must be unlearned, and correct, 3. Betts, Emmett A. Spelling Vocabulary Study. New York: American Book Co., 1940. workable methods substituted. Steps should be 4. Betts, Emmett A. "Inter-relationship of Reading and Spelling," Elementary English Review, XXII (January, taken to instill this idea within the learner at 1945), 13-23. the very beginning of the program. He should 5. Breed, Frederick S. How to Teach Spelling. Dansville, N.Y.: F. H. Owen Publishing Co., 1930. be made conscious of the need for correct spell- 6. Dolch, Edward W. Better Spelling. Champaign, Illinois: Garrard Press, 1942. ing in all his writing activities. 7. Dolch, Edward W. Problems in Reading. Champaign, Illinois: Garrard Press, 1948. Most poor spellers shrink from the sight of 8. Ebbinghaus, Hermann. Memory: A Contribution to Ex- perimental Psychology. Translated by H. A. Ruger and the dictionary and from the very sound of the Clara E. Bussenius. New York: Teachers College, Colum- bia University, 1913. word. The symptoms of nausea caused by the 9. Fernald, Grace M. Remedial Techniques in Basic School Subjects. New York: McGraw-Hill Book Co. Inc., 1943. dictionary can usually be cured by teaching 10. Fitzgerald, James A. A Basic Life Spelling Vocabulary. dictionary skills and bringing the pupil to Milwaukee, Wisconsin: Bruce Publishing Co., 1951. 11. Fitzgerald, James A. The Teaching of Spelling. Mil- realize that the dictionary is not such a disturb- waukee, Wisconsin: Bruce Publishing Co., 1951. 12. Foran, Thomas G. The Psychology and Teaching of Spell- ing element once the enigma of its contents is ing. Washington: Catholic University of America, Cath- olic Education Press, 1934. made understandable to him. 13. Gates, Arthur I. The Improvement of Reading. New York: Macmillan Co., 1950. When the child has acquired a feeling of 14. Gates, Arthur I. A Reading Vocabulary for the Primary Grades. New York: Bureau of Publications, Teachers success that accompanies the mastery of a mini- College, Columbia University, 1935 ( revised). mum list of words, he should be motivated to 15. Gates, Arthur I. Reading in Relation to Spelling. Teach- ers Service Bulletin in Reading, vol. VI, no. 2. New York: express himself with new and enriched words. Macmillan Co., 1944. When he realizes that the words he has learned -Please turn to page 26 VOL. 17, NO. 1, OCTOBER, 1954 19 My Blind Neighbor

A Unit for Elementary Schools*

I. Suggestive Introduction. A. In conjunction with sight-saving unit. B. Story of blind person. 1. Bible story of blind Bartimaeus. 2. Fanny Crosby, Helen Keller, Louis Braille. C. Music by blind composers. 1. Fanny Crosby, "Safe in the Arms of Jesus." 2. Adam Giebel, "Kentucky Babe." D. Literature. 1. Milton, Paradise Lost. 2. Milton, "On His Blindness." II. How the Blind Do Things. A. How the blind read. 1. Picture of blind girl reading with her This is a photo of a blind girl. She has lovely eyes fingers. but they do not see. Her fingers do her "seeing" for 2. **Braille alphabet card. her as she reads her Braille journal.

3. Braille journal, Children's Friend. 4. Size of books—picture of Braille BRAILLE ALPHABET Bible. Braille is a system of embossed printing formed 5. Talking books—* *blotter showing by the use of different combinations of six dots blind couple listening to record player. B. How the blind write. arranged in a group, or "cell," thus: 141,4. 4 1. Diagram of Braille slate and stylus. 244 3. from the same cell are made contractions, 3,44 14 2. Picture of Perkins Brailler. word-signs, punctuation marks, and alt haracters used in printing. C. How the blind tell time. a b c f ghij 1. By open-face clock. 2. Picture of Braille watch. 4. ♦ 01 4110 4{1. 0 4. • 4 4,4 • 0 D. How the deaf-blind talk. 1. Picture of alphabet glove. k 1 171 n (I r s t p 9 2. Mimeographed instruction of hand- • • 41 • .1, • 44 444 4 44 • • s 44.‘ 4 0 41 manual used by deaf-blind. 40 AIL 44444444 3. W X y Story of Helen Keller—a recent pic- 4 At AA .44 ture of her is on the back cover of 4 Christian Record Services brochure. 111, Jl 4 ALA 444, it E. How the blind get around. 1. Picture of blind man with white cane. 2. Picture of blind man led by a dog. • Frequently the Christian Record, publishers of Braille literature for the blind, receive requests for materials that may be used to show sighted children how people without sight III. Deductions. read, write, and get about in the world. In response to these requests a unit, ' My Blind Neighbor," has been prepared. It A. How to help Neighbor Blindman. consists of an outline, pictures, stories, Braille alphabet cards, and The Children's Friend ( a Braille magazine)—twenty-two 1. Assist him at street crossings by letting pieces in all. him take your arm. If this unit would be of interest to your pupils, you are wel- come to one. Ask for The Teacher's Kit, Christian Record 2. Always stop your car for a person Benevolent Association, 3750 S. 48th St., Lincoln 6, Nebraska. Say you saw the notice in THE JOURNAL OF TRUE EDUCA- carrying a white cane. TION. Offer to read inkprint or to guide on N.B.—Be sure to state the number of children in your 3. room, as a Braille alphabet card and a blotter are included a shopping tour—he dislikes always for each child. " One for each child—all other items one to a room. asking for help. 20 THE JOURNAL OF TRUE EDUCATION 4. Never raise your voice when speaking Students Work as Well as Study to a blind man. 5. Invite him to go for a ride, and be (Continued from page 10) eyes for him to see the sights. 6. Be sure to keep all bicycles and toys off the area with mixed concrete on which were the street. drawn faint lines of longitude and latitude to 7. Greet a blind man; shake hands ( the serve as guides in drawing the outline map of substitute for the smile he cannot Africa and inserting the necessary details of re- see); introduce those present. lief. The building of hills, plateaus, mountains, 8. Don't.treat him as an oddity. and highlands, and the construction of rivers and B. Save your own eyesight. lakes—very important aspects of the entire 1. Discussion of eyes. construction—called for great care, reasoning, a. Birds' magnifying eyes. and artistry. Fortunately, this class included b. Flies' multiple eyes. c. The human eye. students who possessed the needed talents. 2. How to be kind to our eyes. Gradually, peaks rose, depressions fell, and river a. Don't read in dim light, too small valleys were scooped. Paints of various colors print, shiny pages, too long. were applied, both to interpret relief and to b. Never run with sharp instruments. waterproof the surface. c. Be careful of fireworks. And now a large, detailed relief model of d. In viewing television, sit directly Africa stands permanently on the Nigerian in front on level with picture. Training College grounds, at a material cost of e. Review first-aid procedure for ac- cidents to the eye. about six pounds. At the northern end is a key 3. See eye specialist if you have headaches, of heights.• The southern part of Europe, the or difficulty in seeing what others see. southwestern part of Asia, and most of the African islands are also shown on this concrete IV. Suggested Activities map. A. Try to read a few words in Braille with We are proud to acknowledge that this your finger. durable contribution to the college wealth of B. See if there are any blind in your neigh- visual aids is a result of entirely voluntary stu- borhood whom you can help. Tell them about Christian Record journals (page 3, dent labor. By this means many students and brochure). teachers have enjoyed in practice what they had C. Pretend you are blind, and try to get studied and taught only in theory. Some have about blindfolded. corrected errors in their previous concepts of D. Borrow meter from light company and the sources and courses of certain rivers; others measure light in schoolroom. have improved their knowledge of simple map work with regard to the physical features of Africa; and many have cultivated a new in- terest in geography. Not a few members of the finishing classes in teacher training have ex- pressed determination to use similar means to make geography live in whatever fields they may be asked to serve. Surely, this relief model of the continent of Africa will remain as a lasting benefit to teach- ers and students of geography in this institution, and we hope to make more such models here in the future. We recommend a similar practice in our institutions in all parts of the world, for such visual aids appeal deeply to the minds of young students, and give them a lasting and vivid impression of every lesson so practically illustrated. "By connecting His teaching with the scenes of life, experience, or nature, He This is a Braille writer used by the blind. It has six [Christ) secured their attention and impressed keys; each key controls a dot of the Braille cell. their hearts."—Christ's Object Lessons, p. 21. VOL. 17, NO. 1, OCTOBER, 1954 21 Ingathering at Adelphian Academy

Edward Kopp INSTRUCTOR IN ENGLISH AND BIBLE ADELPHIAN ACADEMY

ON OCTOBER 1, 1953, Adelphian were driven by academy teachers and ministers Academy students and teachers left their from the surrounding area. The students them- campus at Holly, Michigan, and traveled into selves had asked for the $3,500 goal, and they the surrounding cities, towns, villages, and rural were out to reach it. Adelphian's yellow school areas to reach their goal of $3,500 Ingathering bus was filled with students, and returned with for missions. This goal was reached on the one more than $300. Two academy boys working day, and was later increased to $4,000. together received over $80 in donations. A. K. Phillips, then home missionary secre- There is real educational value in activities tary of the Michigan Conference; H. R. Nelson, of this kind. One cannot value in dollars and Michigan educational superintendent; and R. cents the enlarged mission outlook obtained or W. Pratt, principal of the academy, gave the the experience gained in meeting and talking inspirational leadership that sent out some forty with the people, in handling the money, and in cars, each with a goal of $90. The student cars working together toward a common goal. The students in their individual experience benefited Adelphian and Forest Lake academies head the list of as much as, if not even more than, those who North American secondary schools in the 1953-54 Ingather- ing: Adelphian with $4,000, and Forest Lake with $4,013.75. will find in the cash provided a partial answer The denomination is grateful to the hundreds of teachers and to their tremendous needs. Adelphian Academy thousands of students in all our schools who annually par- ticipate in fund raising for the church, and who so well rep- is richer in Christian spirit, in unity, and in resent the denomination as they go from door to door.—THE EDITORS. outlook because of this thrilling experience.

One carload of Adelphian Academy folk who went Ingathering for missions: Esther Wilbur, Mrs. C. E. Perry, Peggy Byam, Cynda Fadden.

22 THE JOURNAL OF TRUE EDUCATION

JTE/ What the SCHOOLS ARE DOING

► Mountain View [Junior] College opened last ► Baptism of ten academy students and two pupils February on the beautiful new campus site in the from the church school, last March 27, climaxed heart of Bukidnon, having moved from the two weeks of spiritual emphasis at Monterey Bay campus of Mindanao Mission Academy, where it Academy (California). had operated as an extension of Philippine Union College. The morning hours are given to the ► Forest Lake Academy (Florida) claims the work program, in which students and teachers largest—and they think the best—Medical Cadet join; and classes are held from one to six o'clock Corps in the country. The annual bivouac last in the afternoon. Courses are offered in elementary April 1-4 gave the 93 cadets opportunity to put teaching, Bible instructing, agriculture, mechanics, their training into practice. commercial and secretarial science. Twenty-three ► Lynwood Academy (California) was host last senior students were graduated at the close of the April 25 to Southern California's first church school year. Full academy work is being offered school Music Festival. Combined bands, individual this year for resident boys and girls, and for third- school bands, choruses, ensembles, and other music and fourth-year students from Southern Mindanao groups gave a delightful program. Junior Academy. ► Teen-age students of La Sierra Academy (Cali- ► On Founders' Day at Pacific Union College last fornia) conducted a Voice of Youth evangelistic April, five Dawn Redwood trees ( more technically effort in the Arlington church last spring with an known as meta-sequoia) were planted in front of average attendance of 250 each evening. At the Irwin Hall, the gift of Nurseryman Donly Gray final service 12 were baptized and a number of as a memorial to his mother, who was one of the others requested further study. founders of P.U.C. Seeds for these trees came from China. A short time later, 54 young birch trees, ► Registration at the College of Medical Evange- gift of the class of '54, were planted along the lists began on August 29 for nearly 700 students: county road. 377 in the School of Medicine; 48 in the second class of the new School of Dentistry, making a ► Newbury Park Academy (California) last year total of 88 registered this year. The registrants in furnished $56,250 in labor to its students, mak- the Schools of Nursing, Physical Therapy, Medical ing it possible for some 38 per cent of the total Technology, and X-ray Technology total 230. expenses to be earned by the students. Another new well has been drilled, capable of producing ► July 13 was a lucky day for Emmanuel Mission- 400 gallons of water a minute. This additional ary College, when thundering ready-mix cement source assures ample water to care for the entire trucks began pouring the footings for the new acreage by irrigation. three-story brick Life Science Building. The bi- ology department will occupy the ground floor ► The Southern African Division makes an im- and share the second floor with the department of pressive report for the year 1953 of 78,011 stu- nursing education. The home economics depart- dents in 1,556 schools of all grades, taught by ment will be on the third floor. 2,109 teachers. More than 58,000 of these pupils are enrolled in 1,225 African village schools— ► An outstanding extracurricular activity at Oak- truly mission outposts—manned by 1,969 Af- wood College during the second semester of rican teacher-evangelists! 1953-54 was the thrice-weekly chapel exercises. These included the annual Ministerial Workshop, College Day at Walla Walla College last spring ► January 18-25; Negro History Week, February brought 340 seniors from nine North Pacific 8-12; Brotherhood Week, February 22-26; Litera- Union academies to become acquainted with their ture Evangelism Weekend, March 12-15; Health 1958 alma mater. Week, March 17-19; Temperance Week, March 01' La Sierra College students contributed $94 to 22-27; and Business Education Week, March 29- the 1954 March of Dimes polio fund. April 2. VOL. 17, NO. 1, OCTOBER, 1954 23 ► Last spring the Shreveport (Louisiana) church P. The a cappella choir of Mount Ellis Academy school presented a very fine pageant for its closing (Montana) gave 12 sacred concerts in as many exercises. This so impressed the members of the churches of the conference during the three week- church who were present that, for the first time ends of April 16, 23, and 30. in its history, this year every child of church par- ents is in the church school. In addition to that, ► La Sierra College last June purchased 85 acres two families are sending their children 200 miles of fertile land adjacent to the college farm. In- away in order that their intermediate work may cluded are six silos, barns, and a house; all of be taken at a school of the Lord. which will make possible the expansion of the college agricultural program. ► Tile, paint cans, brushes, ladders, and paint- splashed students were the order of the day at P Caribbean Training College (Trinidad) grad- Gem State Academy (Idaho) last summer, and the uated 15 seniors at the close of last school year, all new look was very evident when students returned of whom have now entered "the work" as minis- in September. Fruit of the labors of the kitchen ters, teachers, stenographers, etc. The week before crew will be more appreciated when winter comes, graduation, 10 students were baptized. for they were busy picking, canning, drying, and IP The weekend of April 23-25 brought to Em- freezing fruits, vegetables, and berries in season. manuel Missionary College campus more than 300 IP Last year a new elementary school was taught alumni from at least 13 States and 2 foreign coun- by Mr. and Mrs. W. F. Hawkes at Maracaibo, tries. Members were present from 35 graduation Venezuela. The 34 pupils enrolled in grades 1-6 classes, and 4 from old Battle Creek College. represented 9 countries. Most of them speak Eng- ► On College Day, last April 12, six academies in lish and Spanish, several speak three or more the Columbia Union sent their 200 seniors to be languages, and one speaks five. It is planned to introduced to Washington Missionary College. A add a kindergarten and grades 7 and 8 this year. feature of the day was the awarding of $50 college scholarships to 13 seniors from various academies. 0' At Mount Ellis Academy (Montana) last May 5, two of the teachers were invested as Master ▪ Maplewood Academy (Minnesota) presented Guides and a number of students and church its 50th graduating class on May 26—of 44 mem- school pupils received pins and honors in the pre- bers. Two weeks earlier the 50th anniversary and liminary classes. Where the "sheep" lead the way, home-coming was celebrated by some 200 alumni, the "lambs" will follow. faculty, board members, and conference officers.

► Baptism of 36 students at Pacific Union College P Students of Southern Missionary College, al- on May 8 and 15 climaxed months of study and most 100 per cent, attended the Southern Union preparation in baptismal classes conducted since MV Congress at Chattanooga last April 15-17. the fall Week of Prayer, by H. K. Martin. Their choir, band, and numerous smaller groups, both vocal and instrumental, contributed much to On College Day, last April 19, Union College ► the outstanding musical features of the congress. was host to 250 seniors from academies and high schools in the Central and Northern Union Con- P Summer school at Walla Walla College this ference territories. year was different. Recognizing that the one- teacher school is still with us, Bernice E. Searle, P. Newbold Missionary College (England) passed associate professor of education, set up three small its £1000 Ingathering goal in a vigorous 3-day campaign shortly before school closed last May. one-room, six-grade "schools." There were 45 chil- dren in grades 1-8, and 56 college teacher-train- IP Oshawa Missionary College raised $1,058.77 in ing students, working together in the "schools." two Ingathering field days last April. Twelve stu- The student-teachers learned much about prob- dents raised $20 or more each. lems peculiar to the one-room school. Thunderbird Academy (Arizona) announces ► Oakwood College reports 47 persons baptized ► following two religious emphasis weeks during the the arrival of David Spenst on the campus to estab- 1953-54 school year. lish, manage, and begin operation of a woodwork shop in the "east hangar." This will provide em- ployment for a number of students who are 16 ► Helderberg College (South Africa) reports a total Ingathering of £1,290 ($3,612) in three years of age or older. Two other new teachers field days last May. are Mr. and Mrs. William Updegrave, he to head the music department, teaching the organizations, P. The Far Eastern Division reports 13,712 stu- instruments, and voice; and she to be dean of dents in 529 schools, with 560 teachers. girls and teach piano. 24 THE JOURNAL OF TRUE EDUCATION * Northern California Conference reports 3 sen- * Diplomas were presented, last May 30, to 26 ior academies, 10 intermediate and 48 elementary graduates of Newbold Missionary College (Eng- schools operated by 91 churches. In the elemen- land ) —11 ministers, 13 Bible instructors, and 2 tary schools, 2,449 pupils were taught by 116 teachers. teachers, and 14 teachers instructed the 156 stu- dents enrolled on the intermediate level. Best of ▪ Ingathering field day at Maplewood Academy all, 215 boys and girls were baptized from grades (Minnesota) sent enthusiastic students and teach- one through ten. The 3 academies enrolled 600 ers into the surrounding area to collect nearly students and employed 42 teachers. With 270 $800 for missions. boys and girls being graduated from the 8th grade, * Mountain View College (Philippines) reports prospects for increased enrollments in the acade- baptism of 26 persons last January, 16 students mies this year are almost alarming. and 10 nonstudents from nearby villages who • The third annual West Coast Intercollegiate were won by student efforts. Workshop was held at La Sierra College last * Union College Academy was host last April April 21-23, with 12 delegates from each of the 15-17 to the annual Central Union Music Festival, participating colleges: Walla Walla, Pacific in which representative individuals and groups Union, and La Sierra. Problems of efficient con- from six academies participated. duct of student affairs were freely discussed and constructive recommendations were passed. * Oakwood College President F. L. Peterson con- ferred B.A. and B.S. degrees upon 32 candidates, ► Denver Junior Academy (Colorado)), "the larg- last May 16. Principal J. T. Stafford presented est school in the Central Union, other than Union diplomas to 10 academy graduates. College," had an enrollment last year of 317, with 14 full-time teachers. A beautiful new cafeteria • In its 50th annual commencement, Washington building was provided last year, and now a sep- Missionary College presented a class of 90 seniors. arate building for grades 9 and 10 is projected. In reverse order the class of '54 presented to the college a system of chimes that ring all over the * Campion Academy (Colorado) graduated a campus on the hour and at class-break time. class of 74 last May 16. The class gift to the school was two refrigerated and pressure-controlled GE ▪ On Students' Day at Madison College last May, water fountains, for the two entrances to the ad- President A. A. Jasperson and other teachers ministration building. Robin Smith is the new worked at building a swimming pool while stu- physical education instructor this year. dent-elect president Edgar Byrd occupied the pres- ident's office and other students taught classes. The * Last May, 193 pupils of the Hawaiian Mission pool is 100 feet long, 30 feet wide, and from 3 to Academy elementary school were invested in vari- 10 feet deep. ous MV classes—the largest single group invested in Hawaii. A short while earlier 161 children 10' Stanboroughs Secondary School (England) from six other schools had been invested, and 600 officially opened three new school departments MV Honor tokens presented. last June 16—domestic science, woodwork, and gymnasium. Mayor and Mrs. Davis, of Watford, ► During April and May of last school year the and more than 600 parents and friends attended band and choir of Upper Columbia Academy the opening. The school has grown from an initial (Washington) gave more than a dozen programs enrollment of 30 in 1918 to 300 in 1954. of sacred and secular music in as many places. * Enterprise Academy (Kansas) i4 happy over * On Clean-up Day at Walla Walla College, last the new well, which will provide ample water sup- March 22, after-chapel classes were dismissed, and ply for all school needs. Last year the school pro- more than 900 students and teachers went into vided approximately $30,000 in labor to students. action to eliminate unsightly rubbish anywhere and everywhere, reseed bare spots in lawns, repaint ► The 28 boys and girls of the Salt Lake City and recement objects where needed. Astonishing (Utah) church school raised more than $1,125 and most gratifying changes were effected. Ingathering last spring—several reaching or ex- ceeding the $100 mark. • Students of Modesto Union Academy (Cali- fornia) conducted a series of ten Voice of Youth Golden Cords were hung Friday evening, April * meetings in the academy auditorium last spring. 30, for 13 former students of Union College who Attendance was excellent throughout the series, had gone into foreign mission service during the and at the close a half dozen or more persons re- 1953-54 school year. quested further study. Not least of the benefits ► Students of Newbury Park Academy (Cali- were the joy of the students in sharing their faith, fornia) raised a total of $1,056 for missions on and the experience they gained in organizing and Ingathering field day last April 22. conducting meetings. VOL. 17, NO. 1, OCTOBER, 1954 25 b' La Sierra College was host last June 7-14, fol- ► The 1954 Class of Union College presented lowing the General Conference session in San two gifts to the college: a pulpit for the audito- Francisco, to the quadrennial meetings of the rium and a blond spinet piano for the cafeteria. music, history, and religion department heads and 0' In the Ingathering campaign last school year teachers from Seventh-day Adventist colleges in the church schools of the Washington Conference North America. During a part of this time 300 raised $12,090.72—an average of $13.89 per college and academy food directors, nutritionists, pupil, which is more than the junior Minute Man and dietitians from S.D.A. institutions all over the goal! country were also convening on the L.S.C. campus. 0* The 1954 graduating class of Auburn Academy ► The closing report of schools in Southern Cali- ( Washington) was unique in having one mem- fornia listed 800 secondary and 2,800 elementary ber, Emma Jane Humphrey, who had an eight- pupils under the guidance of 75 secondary and year perfect-attendance record, from fourth grade 110 elementary teachers. From among these through academy. 3,600 children, 225 boys and girls were baptized —equivalent to a new church of 225 members! ► Clyde Kinder, a junior business administration What a field for evangelism, and what a harvest! major at Union College, was the happy recipient last May of a $300 Career Scholarship Award, pre- 0' The 53-voice choir of the Parana-Santa Cata- sented by C. L. Paddock on behalf of the Pacific rina Academy (Brazil, South America) gave suc- Press Publishing Association. cessful concerts at three large cities last school 0. The 1953-54 school year was one of superla- year, and made one radio broadcast. Many of the tives at Adelphian Academy: the largest enroll- students are from non-Adventist homes, thus in- ment-325; the largest graduating class-67; the creasing the missionary potential of the school. second-highest known Ingathering goal among Last year 51 students were baptized. S.D.A. academies—$4,000 (Forest Lake had • The Student Association of Southern Mission- $4,013.75! ); completion of the $50,000 addi- ary College last school year provided a printing tion to the mill. press and movable type for the Lake Titicaca Mis- ► C.M.E.'s Loma Linda campus was host, last sion Training School in South America, thus forg- June 14-25, to the fifth annual session of the In- ing another link in the golden chain that binds stitute of Scientific Studies. More than 100 teach- together all our schools around the world. ers, ministers, and temperance workers from all • Ingathering field day at Pacific Union College over the United States and several overseas coun- sent 251 persons in 51 cars to climax the year's tries gave intensive study to the problems created Personal Evangelism Crusade, visiting areas where by the manufacture, sale, and consumption of al- efforts and branch Sabbath schools have been con- coholic beverages. ducted and literature distributed. (Continued on page 30) O' During the administration of President F. L. Peterson, 15 of Oakwood's faculty members re- ceived master's degrees from 10 different universi- Spelling Improvement ties. Next year four expect to receive doctoral de- (Continued from page 19) grees. Garland J. Miller is the new president. 16. Gunderson, Agnes G. "Writing Vocabularies of Seven- Year-Olds," Elementary School Journal, XLIII (June, O' A new 12-unit, 2-story apartment house for 1943), 590-600. married students at Madison College is a dream 17. Hildreth, Gertrude. "A Comparison of the Dale, Dolch, and Rinsland Word Lists," Journal of Educational Psy- come true, thanks largely to Nashville business- chology, XXXIX (January, 1948), 40-46. 18. Horn, Ernest. A Basic Writing Vocabulary. University of men, who sponsored a fund-raising program that Iowa Monograph in Education, First Series, no. 4. Iowa brought in more than $40,000 for this project. City, Iowa: University of Iowa, 1926. 19. Louttit, C. M. Clinical Psychology of Children's Be- havior Problems. New York: Harper & Bros., 1947. • Summer quarter enrollment at the S.D.A. Theo- 20. Nolde, Ellenjarde. "Spelling—Knowledge and Skill," Elementary English Review, XXIII (April, 1946), 170- logical Seminary reached 140, including represent- 74. 21. Rinsland, Henry D. A Basic Vocabulary of Elementary atives from many overseas areas, who attended the School Children. New York: Macmillan Co., 1945. General Conference session in San Francisco and 22. Russell, David H. "Spelling Ability in Relation to Read- ing and Vocabulary Achievements," Elementary English remained to spend the summer in study. Review, XXIII (January, 1946) , 32-37. 23. Stegeman, William H. "Basic Elements of a Spelling Program," Phi Delta Kappan, XXXI (December. 1949), • In three days' work last Christmas season, stu- 189-91. dents and teachers of Mountain View College 24. Wise, Carl T. "Selection and Gradation of Words in Spelling," Elementary School Journal, XXXIV ( June, (Philippines) exceeded their Ingathering goal of 1934), 754-66. 500 pesos. —The Elementary School Journal, vol. LIV, no. 4 (December, 1953), pp. 223-229. (Used by ► Conard N. Rees is the new president of South- western Junior College. permission.) 26 THE JOURNAL OF TRUE EDUCATION INDEX

THE JOURNAL OF TRUE EDUCATION Volume 16 October, 1953-June, 1954

"Academies of North America," LOWELL R. RAS- (Book Review), JOSEPH E. MASCHMEYER, MUSSEN, June, 1954, 30. December, 1953, 30. "Accent the Positive,' ELLEN G. WHITE, February, "An Educated Ministry," ELLEN G. WHITE, April, 1954, 9. 1954, 15. "Administration Is Sharing," LUCY NULTON, April, "Educational Progress in North American Division," 1954, 8. June, 1954, 23. "The Art of Questioning," MRS. BEATRICE COUP- "Educational Progress in the World Divisions—Divi- LAND, October, 1953, 14. sion Educational Secretaries" (photographs and "Atlantic Union," R. A. NESMITH, June, 1954, 23. statistics) , June, 1954, 6. "Australasia," EDWARD E. WHITE, June, 1954, 7. "Elementary and Intermediate Schools," GEORGE M. "Basic Methods of Christian Teaching," JOSEPH H. MATHEWS, June, 1954, 28. NYLANDER, December, 1953, 23. "The Elementary School Library," CATHERINE BEACH, BEVERLY B., "Marks of an Educated Mind," SHEPARD, October, 1953, 10. April, 1954, 16. "Evangelism and Education," RAYMOND S. "The BE-Attitudes of a Teacher," October, 1953, 4. MOORE, June, 1954, 18. BECKER, V. W., "Northern Union," June, 1954, 25. FAKKEMA, MARK, "Christian School Revival," BERRY, V. E., "Inter-America," June, 1954, 13. December, 1953, 19. "A Book Is Recommended," TSUNEKICHI MI- "Far East," CATHERINE M. BUXBAUM, June, ZUNO, February, 1954, 17. 1954, 11. BRANSON, W. H., "Christian Education an Essential FATTIC, G. R., "Central Union," June, 1954, 24. Church Program" (guest editorial), June, 1954, 3. "The Fine Arts in Christian Education," KELD J. BURNETT, D. LOIS, "Developments in Nursing REYNOLDS, April, 1954, 20. Education: 1950-4," June, 1954, 40. GARBER, V. E., "Developing a Wholesome Student BUXBAUM, CATHERINE M., "Far East," June, Body," October, 1953, 7. 1954, 11.. GARCIA, DARIO, "South America," June, 1954, 14. "Canadian Union," L. E. SMART, June, 1954, 23. "The General Conference Department of Education," CARTER, C. A., "South China Island Union," June, June, 1954, 20. 1954, 17. GERATY, T. S., "Middle East," June, 1954, 12. "Central Europe," W. MUELLER, June, 1954, 8. "Gifts" (poem), GRACE NOLL CROWELL, De- "Central Union," G. R. FATTIC, June, 1954, 24. cember, 1953, 1. "Christian Education an Essential Church Program" GOUGET, CHARLES W., "Your Biology Classroom (guest editorial) , W. H. BRANSON, June, 1954, 3. Can Be a Museum," October, 1953, 9. "Christian School Revival," MARK FAKKEMA, De- HAMILTON, L. MARK, "Northern Europe," June, cember, 1953, 19. 1954, 9. "The Church School Teacher's New Status" (edi- HANSON, H. S., "Southern Union," June, 1954, 27. torial), December, 1953, 3. "How It Works," W. HOMER TEESDALE, June, "The College Library and the Teaching Program," 1954, 42. SIDNEY MATTIS, December, 1953, 12. "The Collegiate Basic Program in Nursing," KATH- HOWE, W. A., "Southwestern Union," June, 1954, 27. RYN J. NELSON, October, 1953, 18. HOWELL, JOHN, "This Is a School" (poem), April, "Columbia Union," E. A. ROBERTSON, June, 1954, 1954, 11. 24. "The Importance of Typewriting Practice," MARION COSSENTINE, ERWIN E., "With Our North Amer- J. DENMAN, February, 1954, 10. ican Colleges During 1953-54," June, 1954, 32. "Inter-America," V. E. BERRY, June, 1954, 13. COUPLAND, MRS. BEATRICE, "The Art of Ques- KARSTROM, HENNING, "The Power of God," tioning," October, 1953, 14. April, 1954, 4. CROWELL, GRACE NOLL, "Gifts" (poem) , De- cember, 1953, 1. "Lake Union," W. A. NELSON, June, 1954, 25. "Let Our Children Speak," FRANK E. WALL, De- DARE, DANIEL 0. H., "Some Principles of Disci- cember, 1953, 20. pline," February, 1954, 4. LINDBECK, ROBERTA B., "The Role of the Nurse "The Dean's Part in the Improvement of Instruction," in the School," February, 1954, 6. SCHILLER SCROGGS, February, 1954, 21. "Long Cords and Strong Stakes" (editorial), April, DENMAN, MARION J., "The Importance of Type- 1954, 3. writing Practice," February, 1954, 10. "Developing a Wholesome Student Body," V. E. LOWRY, R. S., "Southern Asia," June, 1954, 16. GARBER, October, 1953, 7. "Marks of an Educated Mind," BEVERLY B. BEACH, "Developments in Nursing Education: 1950-4," April, 1954, 16. D. LOIS BURNETT, June, 1954, 40. MASCHMEYER, JOSEPH E., "Dysarthric Speech "Did You Know?" June, 1954, 34. (Speech in Cerebral Palsy )" (Book Review ), De- DIETEL, MARY HOLDER, "The Teaching of For- cember, 1953, 30. eign Languages in the Elementary School" (Book MATHEWS, GEORGE M., "Elementary and Inter- Review ), February, 1954, 30. mediate Schools," June, 1954, 28. "Dysarthric Speech (Speech in Cerebral Palsy )" MATTIS, SIDNEY, "The College Library and the VOL. 17, NO. 1, OCTOBER, 1954 27 Teaching Program," December, 1953, 12. SHEPARD, CATHERINE, "The Elementary School "Middle East," T. S. GERATY, June, 1954, 12. Library," October, 1953, 10. "The Ministry of Teaching" (editorial), October, "Significant Educational Conferences," April, 1954, 1953, 3. 23. MIZUNO, TSUNEKICHI, "A Book Is Recom- SMART, L. E., "Canadian Union," June, 1954, 23. mended," February, 1954, 17. "Some Principles of Discipline," DANIEL 0. H. MOORE, RAYMOND S., "Evangelism and Educa- DARE, February, 1954, 4. tion," June, 1954, 18; "Providence in Japan," Feb- "South America," DARIO GARCIA, June, 1954, ruary, 1954, 16. 14. "Moral and Spiritual Values," GOULD WICKEY, "South China Island Union," C. A. CARTER, June, December, 1953, 4. 1954, 17. MUELLER, W., "Central Europe," June, 1954, 8. "Southern Africa," E. WILLMORE TARR, June, MURRAY, MILTON, "PR: public relations for 1954, 15. schools and colleges: a manual for educational ad- "Southern Asia," R. S. LOWRY, June, 1954, 16. ministrators" (Book Review), April, 1954, 30. "Southern Europe," OTTO SCHUBERTH, June, NELSON, A. C., "Pacific Union," June, 1954, 26. 1954, 10. NELSON, KATHRYN J., "The Collegiate Basic "Southern Union," H. S. HANSON, June, 1954, 27. "Southwestern Union," W. A. HOWE, June, 1954, Program in Nursing," October, 1953, 18. 27. NELSON, W. A., "Lake Union," June, 1954, 25. Straight From the Blueprint: "This Is the Christian NESMITH, R. A., "Atlantic Union," June, 1954, 23. "North Pacific Union," J. T. PORTER, June, 1954, Teacher," October, 1953, 5; "This Is Christian Edu- 26. cation," December, 1953, 16; "This Is Christian "Northern Europe," L. MARK HAMILTON, June, Discipline," February, 1954, 12; "This Is Chris- 1954, 9. tian Teaching," April, 1954, 12. "Northern Union," V. W. BECKER, June, 1954, 25. "A System of College Organization," LEIF KR. NORWOOD, WILLIAM FREDERICK, "Pattern for TOBIASSEN, October, 1953, 21. Progress at the College of Medical Evangelists," TARR, E. WILLMORE, "Southern Africa," June, June, 1954, 38. 1954, 15. NULTON, LUCY, "Administration Is Sharing," "The Teaching of Foreign Languages in the Elemen- April, 1954, 8. tary School" (Book Review), MARY HOLDER NYLANDER, JOSEPH H., "Basic Methods of Chris- DIETEL, February, 1954, 30. tian Teaching," December, 1953, 23. TEESDALE, W. HOMER, "How It Works," June, OHLSEN, MERLE M., "Personalizing College Teach- 1954, 42. ing," February, 1954, 18. "This Is a School" (poem), JOHN HOWELL, April, OLSON, BOYD E., "Three Questions," April, 1954, 1954, 11. 19. "This Is Cooperation," ELLEN G. WHITE, Decem- O'ROURKE, MARY A., "Workshops for Teachers," ber, 1953, 7. December, 1953, 11. "This Is Teaching," ELLEN G. WHITE, October, 1953, 13. "Pacific Union," A. C. NELSON, June, 1954, 26. "This Is the Christian College," February, 1954, 22. "Pattern for Progress at the College of Medical Evan- "This We Must Do for Our Children," ELLEN G. gelists," WILLIAM FREDERICK NORWOOD, WHITE, June, 1954, 22. June, 1954, 38. "Three Questions," BOYD E. OLSON, April, 1954, "Personalizing College Teaching," MERLE M. OHL- 19. SEN, February, 1954, 18. TOBIASSEN, LEIF KR., "A System of College Or- PORTER, J. T., "North Pacific Union," June, 1954, 26. ganization," October, 1953, 21. "The Power of God," HENNING KARSTROM, April, 1954, 4. WAKEHAM, IRENE, "What Shall We Dramatize?" "PR: public relations for schools and colleges; a December, 1953, 8. manual for educational administrators" (Book Re- WALL, FRANK E., "Let Our Children Speak," De- view), MILTON MURRAY, April, 1954, 30. cember, 1953, 20. "Providence in Japan," RAYMOND S. MOORE, WENIGER, CHARLES E., "The Seminary Comes of February, 1954, 16. Age," June, 1954, 36. "What Shall We Dramatize?" IRENE WAKEHAM, RASMUSSEN, LOWELL R., "Academies of North December, 1953, 8. America," June, 1954, 30. WHITE, EDWARD E., "Australasia," June, 1954, 7. "Remember American Education Week," October, WHITE, ELLEN G., "This Is Teaching," October, 1953, 25. 1953, 13; "This Is Cooperation," December, 1953, "Report to the Parents," JOYCE WILSON, April, 7; "Accent the Positive,' February, 1954, 9; "An 1954, 6. Educated Ministry," April, 1954, 15; "This We REYNOLDS, KELD J., "The Fine Arts in Christian Must Do for Our Children," June, 1954, 22. Education," April, 1954, 20; "Why Seventh-day "Whv Seventh-day Adventists Conduct Schools," Adventists Conduct Schools," June, 1954, 4. KELD J. REYNOLDS, June, 1954, 4. ROBERTSON, E. A., "Columbia Union," June, 1954, WICKEY, GOULD, "Moral and Spiritual Values," 24. December, 1953, 4. "The Role of the Nurse in the School," ROBERTA B. "Wider Horizons" (editorial), February, 1954, 3. LINDBECK, February, 1954, 6. WILSON, JOYCE, "Report to the Parents," April, SCHUBERTH, OTTO, "Southern Europe," June, 1954, 6. 1954, 10. "With Honor and Courage," April, 1954, 5. SCROGGS, SCHILLER, "The Dean's Part in the Im- "With Our North American Colleges During 1953- provement of Instruction," February, 1954, 21. 54," ERWIN E. COSSENTINE, June, 1954, 32. "An S.D.A. High School in Australia," October, 1953, "Workshops for Teachers," MARY A. O'ROURKE, 16. December, 1953, 11. "The Seminary Comes of Age," CHARLES E. WEN- "Your Biology Classroom Can Be a Museum," IGER, June, 1954, 36. CHARLES W. GOUGET, October, 1953, 9. 28 THE JOURNAL OF TRUE EDUCATION sftecea "pachde 99 Reede SAVE MONEY ON FILMS 9en (xceot Student Sciarvetedrec 711xerept9a

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VOL. 17, NO. 1, OCTOBER, 1954 29 This Is Christian Guidance What the Schools Are Doing (Continued from page 13) (Continued from page 26) should carry your religion with you." (MYP 36, ► On Ingathering field day at Cedar Lake Acad- 37) emy (Michigan), 250 enthusiastic students raised "It requires more grace, more stern discipline of $3,290 for missions. character, to work for God in the capacity of ► Summer school enrollment at Emmanuel Mis- mechanic, merchant, lawyer, or farmer, carrying sionary College was 225, which was 35 per cent the precepts of Christianity into the ordinary busi- higher than last year. ness of life, than to labor as an acknowledged missionary in the open field." (CPT 279) ► Students of Hylandale Academy (Wisconsin) 3. Students to develop intelligent efficiency. conducted a series of nine evangelistic meetings "The youth need to be taught that life means in a nearby town during February and March. earnest work, responsibility, care-taking. They ► Bahamas Junior Academy raised more than £60 need a training that will make them practical,— on Ingathering field day last June. Eight-year-old men and women who can cope with emergencies. Danny Gibson headed the list with more than £3! They should be taught that the discipline of systematic, well-regulated labor is essential, not ► Middle East College (Lebanon) was host to a only as a safeguard against the vicissitudes of life, division colporteur institute last June, at which but as an aid to all-round development." (Ed time a large group of students were inspired and 215) prepared for literature ministry during the sum- "In agricultural or mechanical occupations men mer vacation. may give evidence to God that they appreciate Columbia Academy (Washington) reports an His gift in the physical powers, and the mental ► investiture last May 6, at which time 76 young faculties as well. Let the educated ability be em- people and children received pins, from the 18 ployed in devising improved methods of work. Master Guides down to 21 Sunbeams. Further- This is what the Lord wants. There is honor in more, 1,409 MV Honors were awarded! any class of work that is essential to be done." ( FE 315) ► Irene E. Ortner, professor of secretarial science 4. Those with capacity for the ministry to at La Sierra College, has qualified as a Certified be encouraged. Professional Secretary by passing a 12-hour ex- "It is entirely wrong for teachers, by suggesting amination. With but 360 CPS's in the United other occupations, to discourage young men who States, Miss Ortner is one of the few teachers to might be qualified to do acceptable work in the possess the certificate. ministry. Those who present hindrances to pre- ► One third of the students of Colombia-Vene- vent young men from fitting themselves for this zuela Union Training School engaged in colpor- work are counterworking the plans of God, and teur work during the recent vacation months, and they will have to give an account of their course." 13 students were baptized at the close of a Week (6T 135) of Prayer last spring. This year more than 200 are 5. Legitimate and consecrated ambition to enrolled in the secondary and professional courses, be fostered. and over 50 in the elementary grades. A. R. "Dear youth, what is the aim and purpose of Monteith is the director of the school. your life? Are you ambitious for education that you may have a name and position in the world? Have you thoughts that you dare not express, The JOURNAL of TRUE that you may one day stand upon the summit of intellectual greatness; that you may sit in delib- erative and legislative councils, and help to enact Education laws for the nation? There is nothing wrong Printed by Review and Herald Publishing Association in these aspirations. You may every one of you Takoma Park, Washington 12, D.C. make your mark. You should be content with KELD J. REYNOLDS, Editor no mean attainments. Aim high, and spare no Anociates pains to reach the standard." ( FE 82) ERWIN E. COSSENTINE GEORGE M. MATHEWS "He that makes God his wisdom, that grows LOWELL R. RASMUSSEN ARCHA 0. DART up into the full stature of a man in Christ Jesus, THE JOURNAL OF TRUE EDUCATION is published bi- monthly, October through June, by the Department of Educa- will stand before kings, before the so-called great tion, General Conference of Seventh-day Adventists, Takoma Park, Washington 12, D.C. The subscription price is $1.50 a men of the world, and show forth the praises year. of Him who bath called him out of darkness into Correspondence concerning subscriptions and advertising should be sent to the Review and Herald Publishing Associa- His marvelous light." ( FE 199) tion. Address all editorial communications to the Editor. 30 THE JOURNAL OF TRUE EDUCATION THE NEWEST AND FINEST FROM THE PEN OF UNCLE ARTHUR THE

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boys and girls of today. VOL. I—THE BOOK OF BEGINNINGS VOL. 1/—MIGHTY MEN OF OLD Place your order today for VOL. Ill—TRIALS AND TRIUMPHS any one or all of the above volumes—better still, order the complete set of seven books. Each book will be Special Price, $2.97 each sent promptly when ready —payment to be made only as each book appears. Postpaid to the Readers of This Publication Watch for announcement of succeeding volumes. Regular Price, $4.75 per volume. Higher in Canada

ORDER BLANK Church Mirrionary Secretary Book and Bible Howe Please Send Me: copy (les) THE BIBLE STORY, VOLUME I @ S2.97 -- copy lies) THE BIBLE STORY, VOLUME II @ $2.97 ...... copy ties) THE BIBLE STORY, VOLUME III @ 92.97 Sales Tax When Necessary Total Enclosed ID Pleaseaccept my order for the entire set of seven volumes. Send Volume I or Volume II or Volume III or all three as indicated above—thesucceeding solumes as they appear. I will make prompt remittance for each volume. I understand that I may cancel this set order at any time. "4 NAME ADDRESS ZONi

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VOL. 17, NO. 1, OCTOBER, 1954 31 Juvenile Delinquents

or Youth of Honor?

This special edition includes the following articles: Winning the Best in Life

The Federal Government reports that A Selfish Daddy crime among teen-agers is on the increase. Miss America, 1954 Narcotics, which include alcoholic bever- ages, are listed as a contributing factor to A New Kind of TV Program this upsurge in crime and juvenile delin- A False Friend quency. The youth must be educated concerning Would You Like a Ring in the evil results of narcotics, and clean liv- Your Nose? ing must be extolled. The twenty-ninth annual antinarcotic OUR LITTLE FRIEND is just off the press. This attractive sixteen- page, two-color issue presents outstanding material which will encourage the youth LOW RATES ON QUANTITY to live lives of honor! ORDERS! 1,000 copies . . . $20.00 500 copies . . . 11.25 Attention, Teachers: Why not plan a school 100 copies 2.50 project by sponsoring copies of the anti- 10 or more copies, narcotic OUR LITTLE FRIEND to at least one of the following: Y.M.C.A., Y.W.C.A., Boy each . . . . .04 and Girl Scout clubs, public schools, and 1 to 9 copies, each . .05 other boys and girls in your community?

O RDER FROM YOUR CHURCH MISSIONARY SECRETARY. Pacific Press Publishing Association, Mountain View, California. THE JOURNAL OF TRUE EDUCATION