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Educational Publication No. 155 Division of Publications No. 48 
 
 NORTH CAROLINA PROGRAM 
 
 FOR 
 
 AMERICAN EDUCATION 
 WEEK 
 
 NOVEMBER 10-16 
 1930 
 
 published by the 
 
 State Superintendent of Public Instruction 
 
 Raleigh, N. C. 
 
INTRODUCTION 
 
 America has created an educational system which provides the oppor- 
 tunity of free schooling to every boy and girl. The highest success of this 
 gift to mankind, the free public school, requires the understanding and 
 cooperation of all. American Education Week offers a splendid oppor- 
 tunity for us to renew our faith in childhood and to rededicate ourselves 
 to its service. 
 
 The primary purpose of American Education Week is to acquaint the 
 public with the work of the schools, with their aims, achievements and 
 needs. This is the week when the public comes to school and the school 
 goes to the public. It should make pupil, teacher and parent conscious 
 of his obligation to strengthen the school by making it true to the needs 
 of life around it. The school exists to inform, to lift, to guide, to inspire. 
 
 This bulletin is printed with the desire to cooperate with the National 
 Education Association, which has set aside November 10-16 for the tenth 
 annual observance of American Education Week under the joint auspices 
 of the Association and the American Legion. The material is suggestive 
 of a few of the many possibilities for vitalizing the actual work of 
 the school. General suggestions for its use are listed elsewhere in this 
 publication. 
 
 The material was collected and arranged by Mr. A. B. Combs, High 
 School Inspector. Free use was made of the program material furnished 
 by the National Education Association and bulletins previously published 
 by the State Department of Public Instruction. 
 
 I hope every teacher in the State will find great pleasure in partici- 
 pating in the activities herein suggested. 
 
 Q. /. Q-^X-^L^^ 
 
 State Superintendent of Public Instructiov . 
 
 October 8, 1930— 55C. 
 
4o 
 
 0=. 
 
 STATE OF NORTH CAROLINA 
 GOVERNOR'S OFFICE 
 
 RALEIGH 
 
 O. Max Gardner 
 
 GOVERNOR 
 
 A Message to North Carolina Teachers and School Patrons : 
 
 I commend and welcome the observance of American Education Week, 
 November 10-16, as an opportunity for new dedications to the service of 
 North Carolina's youth, this commonwealth's most valuable asset. The vast 
 majority of children get their first and last scholastic training and equip- 
 ment in the public schools; and, therefore, the constant aim must be — and 
 shall be — ^to make these schools efficient and sufficient for the childhood of 
 the State. May we continue to look forward with increasing hope to the 
 dream of the immortal Aycock when every person in the confines of this 
 State shall be able to read and write in the mother tongue! 
 
 But I seek more than this. I would have you keep in mind always the 
 harmonious development of the individuals who comprise the citizenship 
 of this State. In this bulletin I note a decided attempt to promote and 
 disseminate information about our State. This appears to me to be es- 
 pecially worth while because I believe in North Carolina. I am proud of 
 her past. I glory in her history and cherish her fine traditions. I am 
 confident of the greatness of her present and optimistic for her future. 
 I would cling to her ideals. I would preserve her from the fratricidal strife 
 of classes and see her happily welded into a great and growing civilization 
 — welcoming the dawning of a greater day and the building of a finer 
 State. I look forward to the splendid development of her manhood — to the 
 crowning day of her childhood. 
 
 I, therefore, urge the preservation of the North Carolina spirit — the 
 comradeship and fellowship of all the men, women and children of this 
 great family we are pleased to call North Carolina. 
 
 Faithfully yours. 
 
 ^. M^ -^o^JUtAy 
 
 October 8, 1930. 
 
SPECIAL ANNOUNCEMENT 
 
 Arrangements have been made for radio speeches to be broad- 
 cast from a number of stations throughout the State on the first 
 five days of American Education Week. Schools which have 
 radios are urged to tune in on the station of their choice. At- 
 tempt has been made to have broadcasts as near nine o'clock as 
 possible so that schools may hear the broadcasts at the assembly 
 period, but this has not been possible in every case. It is sug- 
 gested that you v^atch your paper or listen in on your nearest 
 station for more specific announcements concerning these pro- 
 grams. Due to shortness of time it w^as hot possible to get these 
 schedules for this bulletin. 
 
 Broadcasting stations, together with the superintendents in 
 charge of the radio programs for the week, are as follows : 
 
 W W N C Asheville Supt. W. L. Brooker 
 
 W B T Charlotte Supt. H. P. Harding 
 
 Time: 9:30 to 9:45 A.M., Monday, Tuesday, 
 
 Thursday and Friday. 
 
 10:45 to 11:00 A.M. Wednesday. 
 
 W R B U Gastonia Supt. W. P. Grier 
 
 W N R C Greensboro Supt. G. B. Phillips 
 
 W P T F Raleigh Supt. P. S. Daniel 
 
 Time: 9:35 to 9:45 A.M., Monday, Tuesday, 
 Wednesday, Thursday and Friday. 
 
 W R B T Wilmington Supt. 0. A. Hamilton 
 
 WSJS Winston-Salem Supt. R. H. Latham 
 
AMERICAN EDUCATION WEEK 
 
 NOVEMBER 10-16, 1930 
 
 PROGRAMS DAY BY DAY 
 
 Monday, - Nov. 10 — The Schools and the Enrichment of Human Life. 
 
 Tuesday, - Nov. 11 — How Schools Promote Patriotism and World Under- 
 standing. 
 
 Wednesday, Nov. 12 — The Schools of Yesterday. 
 
 Thursday, Nov. 13— The Schools of Today. 
 
 Friday, - Nov. 14 — What the Schools Have Helped the Individual to 
 Achieve. 
 
 Saturday, Nov. 15 — What the Schools Have Helped America to Achieve. 
 
 Sunday, - Nov. 16 — The Schools of Tomorrow and the Future of 
 America. 
 
 MAKING YOUR PROGRAM 
 
 The outlines submitted herewith are suggestions for the observance, 
 day by day, of American Education Week. No community will wish to 
 make use of all the suggestions. Selections will be made by local com- 
 mittees in accordance with community needs, and will be developed and 
 adapted to local situations. 
 
 PURPOSE 
 
 The purpose of American Education Week is to present to the public 
 the aims, needs, and achievements of the schools. During this week the 
 basis may be laid for cooperation of community and school throughout the 
 year. Effective observance of this week offers a splendid opportunity to 
 begin or to strengthen an effective continuing program of school inter- 
 pretation. 
 
 YOUR ORGANIZATION 
 
 In making plans for the local observance of American Education Week, 
 school officials will, of course, take the lead. In forming committees to 
 carry out the plan it will be well to include some leaders outside the 
 schools. 
 
 Many plans will make use of sub-committees for the following purposes: 
 
 1. Planning the day by day programs. 
 
 2. Cooperation with newspapers. 
 
 3. Securing cooperation of the home. 
 
 4. Preparation of booklets, posters, etc. 
 
 5. Planning exhibits of school work. 
 
 6. Cooperation with the churches, American Legion, service clubs, 
 fraternal organizations, libraries, parent-teacher associations. 
 
 7. Publicity, window displays, art, etc. 
 
 8. Interpreting education to the schools themselves through faculty 
 meetings, school assemblies, school newspapers, etc. 
 
6 American Education Week 
 
 MONDAY— NOVEMBER 10 
 
 THE SCHOOLS AND THE ENRICHMENT OF 
 HUMAN LIFE 
 
 "An individual largely makes or breaks himself in his recreation. A nation rises or falls 
 according to how the leisure of its people is used. The conservation of leisure is one of the 
 first responsibilities of government and of the first concern to the statesman." — James E. Rogers, 
 President Department of Health and Physical Education of N. E. A. 
 
 Every educational agency in the community may cooperate with the 
 schools in providing a program of life enrichment for both children and 
 adults. Wise employment of increased leisure, gift to man from a machine 
 age, calls for deeper insight and new skills. The same leisure provides 
 the time to acquire these new capacities. 
 
 This day may well be made the beginning of a plan in your community 
 to promote the wiser use of leisure by individuals at all age levels. For 
 the child this program of enrichment will center around the school; for 
 the adult it will remain close to the school. The plan will also provide 
 for the cooperation of the many organizations in the community which 
 foster more profitable use of leisure and upon which young and old rely 
 for much of the guidance for their extra hours. 
 
 The first step in such a plan is a study and appraisal of the facilities 
 for life enrichment which already exist in the community. The survey" 
 made for this purpose in Buffalo, N. Y., by the American Association for 
 Adult Education is rich in suggestions. The following outline will help 
 in making this investigation: 
 
 A. Recreation and Life Enrichment 
 
 Recreation, physical and emotional, is sought by all the race in its 
 leisure hours in 
 
 1. Play and sports 
 
 2. "Getting back to nature" 
 
 3. Physical training 
 
 4. Amusements 
 
 Select the organizations in your community which will be interested in 
 these forms of recreation. Ask them to point out and appraise the local 
 possibilities for such means of life enrichment. 
 
 Find out what percentage of adults and children in your community play 
 games. What are the facilities for them? Are playfields, gymnasiums, 
 swimming pools, parks, etc., available and used? How can hiking, riding, 
 golfing, fishing, camping, gardening, picnicking, and other forms of physical 
 outdoor exercise be popularized? 
 
 Appraise provisions for amusements in your community. How can 
 they be improved? 
 
 How can the schools help build up recreational programs for your 
 community? 
 
 Objectives: 
 
 1. Sounder minds and bodies 
 
 2. Beautiful homes and gardens 
 
 3. Deeper appreciation of nature 
 
 lAdult Education in a Community. American Association for Adult Education, 41 East 
 42nd Street, New York City. Paper, 192 pp. 
 
American Education Week 7 
 
 4. More .wholesome amusements 
 
 "We must seek out and appreciate our own distinctive traits, and own traditions, our 
 deep-rooted tendencies, and read our destin}- in their interpretation." — Charles B. Aycock. 
 
 B. Community Organizations and the Enrichment of Life 
 
 What things do such organizations in the community as the fraternal 
 societies, service clubs, women's clubs, 4-H clubs, Boy Scouts, Campfire 
 Girls, Y. M. C. A., Y. W. C. A., Hi-Y, Girl Reserves, American Legion, 
 church societies, add to the child and adult life enrichment program? How 
 can they best cooperate with the school to increase this service for all the 
 community? 
 
 Local organizations will help. Many of them will have their own meet- 
 ing programs this week built around their own life enrichment objectives. 
 
 C. The School and the Enrichment of Life 
 
 Show how the school provides for the wise use of leisure. Explain the 
 objectives of the extra-curriculum activities of the schools. Demonstrate 
 some of these activities at the various programs and exhibits of the week. 
 
 Make a study of what the schools can do to enrich adult life. How may 
 evening schools, extension courses, school lyceums, school libraries, music 
 furnished by the schools, help a community-wide program of education? 
 How can such a program make use of school grounds, buildings, equip- 
 ment, teachei's? 
 
 D. Travel and the Enrichment of Life 
 
 One of the most desirable means of personal improvement is travel. 
 Americans travel more than any other people. Show the travel possibili- 
 ties near home. Automobile clubs, historical societies, chambers of com- 
 merce will help make local travel more interesting. Plan the wider use 
 of travel magazines, travel books, and travel lectures. 
 
 E. Art and the Enrichment of Life 
 
 "There is inspiration in the thought that in learning to enjoy good art we are actually 
 making ourselves better citizens and contributing to the welfare and advancement of the land 
 we love. And then when unusual talent appears unheralded we shall be able to recognize and 
 protect it — perhaps the greatest privilege of all."- — Lorado Taft. 
 
 Plan art exhibits, art clubs; organize classes in painting. Promote 
 societies for study and presentation of the drama, musical organizations, 
 and writers' clubs. Enlist the cooperation of museums and libraries. 
 
 Exhibit articles adults and children have made in pursuance of hobbies 
 or just to satisfy creative instincts, such as paintings, needlework, soap 
 sculpture, toys, machines, bird houses, etc. 
 
 Show how the schools encourage the appreciation for the beautiful, and 
 how interest in art can be further stimulated in the community. 
 
 F. Books and the Enrichment of Life 
 
 Books contribute much toward the enrichment of life. They are an 
 essential part of every home, every school, and every community. Find 
 out what use is made of books, magazines, newspapers, in your community 
 in public libraries, the school and the home. How many periodicals come 
 regularly to the average home in your community? What are the most 
 popular books in the home? What is a satisfactory amount for an item 
 
8 American Education Week 
 
 in the family budget for books and periodicals? What use do citizens 
 other than students make of school libraries? What are the most inter- 
 esting current books? 
 
 Seek the cooperation of school, circulating, and public libraries, books- 
 of-the-month clubs, and newspapers in widening the community's interest 
 in books. 
 
 G. The Spiritual Enrichment of Life 
 
 The church, the home, the parent-teacher organizations, and the school 
 may all cooperate in discussion and plans for the cultivation of the spiritual 
 side of life. The church has a great service to perform in improving the 
 use of leisure for spiritual purposes. The home, no less, is concerned with 
 the intangible emotional values that take up much of the time we are not 
 engaged in making a living. The building of ethical character is one of 
 the cardinal objectives of the schools. Ministers may use "Leisure and the 
 spirit" for sermon topics. Parent-teacher organizations may discuss the 
 influence of the home on life's finer values. 
 
 SUGGESTIONS FOR ASSEMBLY AND HOME ROOM PROGRAMS 
 
 1. Hold a community meeting at the court house, in the school audi- 
 torium or a local church. 
 
 2. Have a program in the nature of a demonstration or pageant of 
 club work done by Tar Heel farmers, Girl Scouts, Boy Scouts, Campfire 
 Girls, Woman's Club, Kiwanis, Rotary, American Legion, etc. 
 
 3. Follow this by a "Get-together Dinner" or an old-fashioned "work- 
 ing" to improve public grounds in the community. 
 
 References 
 
 THE SCHOOLS AND THE ENRICHMENT OF HUMAN LIFE 
 
 The Leisure of Tomorrow (editorial). Journal of the N. E. A., 19:1, January, 1930, p. 1. 
 
 Adams, Elizabeth K. Girl Scouts in the larger life. Journal of the N. E. A., 18:8, Novem- 
 ber, 1929, p. 257. 
 
 Finney, Ross L. Education for a better world. Journal of the N. E. A., 19:3, March, 
 1930, p. 91. 
 
 Smith, C. B. 4-H club work. Journal of the N. E. A., 19:3, March, 1930, p. 95. 
 
 Loomis, C. Frances. The privilege of being one with youth. Journal of the N. E. A., 19:2, 
 February, 1930, p. 49. 
 
 The enrichment of human life (bibliography). Jmirnal of the N. E. A., 19:2, February, 
 1930, p. 64. 
 
 Bailey. Henry Turner. Art, music, and beauty in the homes of the nation. Child Welfare 
 Magasine, 13:11, July-August, 1929, p. 609. 
 
 Wood, Mabel Travis. Play and the wise use of leisure. Child Welfare Magazine, 23:6, 
 February, 1929, p. 316. 
 
 Lee, Joseph. The boy and his leisure. Child Welfare Magazine, 14:1, September, 1929, p. 6. 
 
 Hough, Dorothy Whitehead. Hobbies and collections. Child Welfare Magazine, 14:6, Febru- 
 ary, 1930, p. 284. 
 
 Suzzallo, Henry. The use of leisure. Journal of the N. E. A., 19:4, April, 1930, p. 123. 
 
 Burrell, Percy J. The pageant of time: an adventure in the realm of leisure. New Jersey 
 Education Association, Charles B. Dyke, Secretary, 304 Stacy-Trent Hotel, Trenton, N. J. 
 
 Rainwater, Cleo. What recent investigations show children like in books. North Carolina 
 Teacher, VI; 4, December, 1929, p. 138. 
 
American Education Week 9 
 
 TUESDAY— NOVEMBER 11 
 
 HOW SCHOOLS PROMOTE PATRIOTISM AND 
 WORLD UNDERSTANDING 
 
 "In a republic the first duty of a citizen is obedience to law." — Archibald D. Murphey. 
 
 Each of the 10,000 posts of the American Legion plans to devote one 
 program in 1930 to the theme of world understanding and goodwill. The 
 Legion may wish to have this program on Armistice Day in your com- 
 munity. Plans for this day should be made in cooperation with the Ameri- 
 can Legion. Such organizations as the Grand Army of the Republic, 
 Daughters of the American Revolution, Sons of the American Revolution, 
 United Daughters of the Confederacy, United Confederate Veterans, United 
 Spanish War Veterans, Veterans of Foreign Wars, may wish to have a 
 part in the program built around this theme, or to hold special programs 
 of their own on this day, or sometime during the week. 
 
 Pay tribute in assembly programs to those who have defended Ameri- 
 can ideals with the sword, and also to those who have served the nation 
 and humanity in the arts of peace. 
 
 Recall the work of great scientists, inventors, ministers, manufacturers, 
 and merchants, educators and social welfare workers. Local pioneers and 
 community benefactors should be remembered. 
 
 Armistice Day is observed because it marks the cessation of war. Let 
 us build upon this day ideals which look forward to permanent peace. 
 Every citizen of the United States should know the words of the Kellogg 
 Peace Pact, now underwritten by 58 countries of the world. 
 
 The Kellogg Peace Pact may be printed on the backs of programs of 
 the day, or may be distributed on well-printed posters^ to every classroom 
 and shop window on this day. It may be read in every homeroom, or 
 included in assembly exercises. 
 
 THE SCHOOLS AND PATRIOTISM 
 
 I. Suggested Illustrations for Printed Programs and Posters 
 
 Liberty Bell 
 
 Independence Hall 
 
 Betsy Ross Home 
 
 The Spirit of '76 
 
 Facsimile of Declaration of Independence 
 
 Photograph of Abraham Lincoln or some other great American 
 
 A Loaded Soldier Transport Coming to Docks — Coming Home 
 
 The United States Capitol Building 
 
 Arlington Amphitheater 
 
 ^Posters of the Peace Pact (size 9x12) may be had from the Division of Publications, 
 National Education Association, 1201 Sixteenth Street N. W., Washington, D. C. Price S# 
 each: $1 for 20; $4 per hundred. 
 
 Large printed posters of the Peace Pact (size 28x44 in.) may be obtained from "America 
 First" department. National Council for Prevention of War, 532 17th Street N. W., Wash- 
 ington, D. C. Price 15(5 each; $1 for 10; $8 per hundred. Peace Pact postcards may also 
 be obtained from this organization at 10 each. 
 
10 American Education Week 
 
 II. Suggested Quotations for Printed Programs and Posters 
 
 ". . . to do all which may achieve and cherish a just and lasting 
 peace among ourselves and with all nations." — Abraham Lincoln, 
 Second Inaugural Address. i 
 
 Peace hath her victories [ 
 
 No less renown'd than war. — Milton to the Lord General Cromwell. ] 
 
 Peace is always beautiful. — Walt Whitman. - '' 
 
 And be at peace among yourselves. — St. Paul. 
 
 I am not come to destroy, but to fulfill. — Jesus. i 
 
 Only peace between equals can last. — Woodrow Wilson. : 
 
 As the patriots of '76 did to the support of the Declaration of Inde- .i 
 
 pendence, so to the support of the Constitution and laws let 
 every American pledge his life, his property, and his sacred 
 honor. — Abraham Lincoln. 
 
 III. Suggested Topics for Addresses 
 
 1. Peace Patriots i 
 Addresses may summarize contributions of such peace patriots as: 
 
 a. Thomas A. Edison k. Henry W. Longfellow I 
 
 b. Alexander Graham Bell 1. James Russell Lowell 
 
 c. Robert Fulton m. Elihu Embree 
 
 d. Eli Whitney n. Horace Mann i 
 
 e. Samuel F. B. Morse o. Henry P. Barnard 
 
 f. Elias Howe p. John Wanamaker 
 
 g. George Westinghouse q. Andrew Carnegie ^ 
 h. Henry Ford r. Charles Lindbergh 1 
 i. Orville and Wilbur Wright s. Albert A. Michelson 
 
 j. Nathaniel Hawthorne t. Charles 1^. Steinmetz 1 
 
 2. Over There — By One Who Went 
 
 Experiences of the soldiers in transport, in camp, on the front 
 lines in France. Interesting stories if related about a unit locally 
 recruited or by an ex-soldier well-known in the community. ■■ 
 
 3. The story of "America the Beautiful" and other patriotic airs. • 
 
 4. Our Flag i 
 
 An exceptional book on the flag, recently published, is "The Flag | 
 
 of the United States: Its History and Symbolism," by James A. ) 
 
 Moss. U. S. Flag Association, Washington, D. C. j 
 
 5. How the United States Constitution was made. i 
 
 Its history; the Bill of Rights; the Constitution as an organic | 
 
 law. 
 
 6. A Soldier's Opinion of War 
 
 7. World Understanding and Goodwill 
 
 May contain a summary of all efforts made during the last ; 
 
 quarter of a century to promote world peace. ' 
 
 8. The Big Parade of Peace '■ 
 
 America's industrial, economic, agricultural, educational, and ' 
 
 spiritual contributions to civilization. < 
 
 9. Men Who Made Our State (County, or City), such as Zebulon B. i 
 Vance, Charles B. Aycock, Walter Hines Page, James B. Duke. ji 
 
 A tribute to local men to whom the community is indebted for i 
 
 schools, roads, bridges, manufacturing, libraries, commercial de- 
 velopment, parks, good city or state government. ■ 
 
American Education Week 11 
 
 10. The Cost of War 
 
 A summary of the cost of war, past and present in the United 
 States, in terms of money, men, natural resources. (See Annual 
 Report of the Secretary of the Treasury on the State of the Finances 
 for fiscal year ended June 30, 1927,' pp. 18-20.) 
 
 11. Natural Resources and the Nation's Wealth. 
 
 12. Great writers, dramatists, poets, composers, and artists of the state. 
 IV. Projects for the Day 
 
 1. Memorial exercises in the schools for graduates and former students 
 who lost their lives in the great war. 
 
 2. A pageant depicting community or state history. Make a study of 
 the work and personnel of North Carolina State, county, and local 
 governments. 
 
 3. Brief biographies in bulletins or local papers of men who have 
 served the community. 
 
 4. Boy Scout parade and review. 
 
 5. Parades by school children, fife and drum corps, American Legion. 
 
 6. Flag drills by school children — See "Plays for School Children," 
 Irene M. Aitkin, Apostrophe to the Flag, p. 265-267, Century Com- 
 pany, N. Y. 
 
 7. Program by recently naturalized citizens. 
 
 8. Newspaper story on student self-government as practiced in local 
 sdhools. 
 
 9. Announce and begin an adult night school class in the history of 
 your state, its natural resources, forests, mines, fish, animal life, 
 water power, agricultural products, wild flowers, roads, etc. 
 
 10. Prepare for your community an honor roll which carries the names 
 of citizens now living who have contributed to the welfare of your 
 community. 
 
 11. Special program of music on American themes or by American 
 composers. 
 
 Suggestions 
 
 March in C, by Cadmann. Overture The Golden Sceptre, by Schlepeg- 
 
 American Fantasie, by Herbert. rell. 
 
 Victor Herbert's Favorites. Overture Lurline, by W. V. Wallace. 
 
 Overture Health and Wealth, by Weidt. Sousa's Marches. 
 
 Overture Queen of Autumn, by Bigge. Folk songs, spirituals, southern melodies, 
 
 Overture Eagle's Nest, by Isenmann. etc. 
 
 Overture Sounds from the Sunny South, By the Waters of Minnetonka. 
 
 by Isenmann. New World Symphony. 
 Overture The Midnight Dream, by Schle- 
 
 pegrell. 
 
 ^May be obtained by writing to the Office of the Secretary of the Treasury, Washington, 
 D. C. 
 
12 American Education Week 
 
 12. Exhibit of American art — copies of paintings by American artists 
 may be secured from Perry Pictures Co., Maiden, Mass.; Brown 
 Robertson Co., 424 Madison Ave., New York City; Detroit Publish- 
 ing Co., Detroit, Mich. 
 
 13. Radio parties — Make plans for both adults and children to listen 
 in on special American Education Week radio programs. Addresses 
 by prominent speakers will be nationally broadcast from Washington 
 and other cities. (See announcement on page 4.) 
 
 14. "Respect for Law" program — Emphasize the common purpose of the 
 teacher, the policeman and the soldier in inculcating respect for law 
 and preserving the order and peace of society. Have addresses by 
 a policeman, a soldier, and a teacher showing what part each plays. 
 
 V. Special Classroom or Assembly Projects 
 
 1. Dramatize the making of the Constitution or the Declaration of 
 Independence. See America First, Jasper L. McBrien, American 
 Co., pp. 22-67, The Continental Congress. Also Pieces for Every 
 Day the School Celebrates, Constitution Day. Lloyd Adams Noble, 
 New York City. 
 
 2. Read "A Message to Garcia," by Elbert Hubbard. 
 
 3. Citizenship Plays — See Citizenship Plays, by Eleanore Hubbard, 
 Benjamin H. Sanborn & Co. 
 
 4. Dramatize the story of American Independence — See The Drama of 
 American Independence (a pageant). National Education* Associ- 
 ation. Paper, 156 p. Price bQf. 
 
 5. Dramatize The Man Without a Country — See Children's Classics, by 
 Augusta Stevenson, Houghton-Mifflin Co., pp. 305-326. A dramati- 
 zation based upon Edward Everett Hale's story. Also Bailey's 
 Children's Hour, Milton Bradley Co., Springfield, Mass. 
 
 6. Pageants — See Patriotic Pageants, Henry Holt & Co., A Pageant of 
 the Stars and Stripes, H. Augustine Smith, American Institute of 
 Religious Education, Boston, Mass. 
 
 7. Read biographies of great patriots — See Bailey's Children's Hour, 
 Milton Bradley Co., Springfield, Mass., "The Boy Who Was True." 
 
 8. School elections — See Projects for the High School, C. H. Elliott and 
 C. S. Crow, State University of New Jersey, New Brunswick, N. J., 
 "A Project Developed in the Bernards High School, Bernardsville, 
 N. J." 
 
 9. Reenact the history of Plymouth — See Major Projects in Elementary 
 Schools, Florence C. Fox, U. S. Office of Education, Bulletin 1921, 
 No. 36. 
 
 10. Organize good citizenship clubs — See Projects for the Elementary 
 School, C. H. Elliott and C. S. Crow, State University of New Jer- 
 sey, New Brunswick, N. J. Simple materials for kindergarten, first, 
 second and third grades. 
 
American Education Week 13 
 
 11. Dramatize Paul Revere's Ride. 
 
 12. Make special studies of manners and conduct — See (1) Training in 
 Courtesy, McNaught, U. S. Office of Education, Bulletin No. 54, 
 1917; (2) Every-day Manners, South Philadelphia High School for 
 Girls, Macmillan Co., New York City; (3) Manners and Conduct, 
 Chicago High School Dean of Girls, Allyn & Bacon, Boston, Mass. 
 
 13. Dramatize events of the American Revolution — See Lexington (a 
 drama) by S. C. Howard, Lexington Historical Society, Lexington, 
 Mass. Price SO'^. 
 
 14. Exhibit films and slides — See Flashes of Action, showing activities 
 of the American troops in France — A motion picture taken by the 
 U. S. Signal Corps and described by the War Department as the 
 best action film of the World War. May be borrowed, cost of trans- 
 portation only, from the Office of the Chief Signal Officer, War De- 
 partment, Washington, D. C. 
 
 About 100 other films depicting troop movements, ceremonies, 
 camps, athletics in U. S. Army, President Wilson's trips abroad, 
 battles, etc.. may be had from the same office. Cost of transpor- 
 tation only. 
 
 References 
 
 HOW SCHOOLS PROMOTE PATRIOTISM AND WORLD UNDERSTANDING 
 
 Gulick, Sidney L. The meaning of the Peace Pact. Jotirnal of the N. E. A., November, 1928. 
 17:8, p. 2S3. 
 
 The Pact of Paris (schoolroom poster). Journal of the N. E. A., 18:5, May, 1929. p. ISO. 
 
 Bok, Edward. Americanization of Edward Bok. Scribner's, 1923. $1 and $2. 
 
 Zangwill, IsraeL The melting pot. Macmillan, 1909. $1.40. 
 
 Catt, Carrie Chapman. The story of the World Court. Woman's Journal, 14:8, August, 
 
 1929, p. 12. 
 Any standard biography of George Washington or Abraham Lincoln. 
 Carr. William G. The New Citizenship — A Challenge and Its Answer (mimeograph, 4p. 
 
 obtainable free upon request from the Division of Publications, N. E. A.). 
 Carr, William G. The New Citizenship — Materials and Methods (mimeograph, 5 p. obtainable 
 
 free upon request from the Division of Publications, N. E. \.). 
 
14 American Education Week 
 
 WEDNESDAY— NOVEMBER 12 
 THE SCHOOLS OF YESTERDAY 
 
 The schools of yesterday met the need of a pioneer age. They were the 
 inspiration of thousands of citizens who have made America what it is 
 today. The "Little Red Schoolhouse" taught the virtues which are the 
 foundations of good character. It was a beacon pointing toward enlight- 
 ened self-government, economic prosperity, and higher spiritual ideals. 
 
 The severe struggle to start the free public school, to extend its privi- 
 leges to all, and to expand its services to keep pace with the constantly 
 growing demands of a larger and more complex national society is an 
 interesting chapter in American history. 
 
 A review of the aims and achievements of the early schools offers an 
 opportunity to show how the school of today has moved forward toward 
 the realization of the visions of those who saw in a free and universal 
 system of education the only foundation for democracy. The topic for 
 this day was selected to encourage such a review of the history of education 
 in America. 
 
 Pay tribute to such American leaders in education as Horace Mann' 
 and Henry P. Barnard. Honor living educators in your own community — 
 the teacher or supervisor who has served longest or performed distinctive 
 service. Memorialize your local educational pioneers. 
 
 Build programs for this topic around the old time courses of study, 
 methods of teaching, equipment, school buildings, school finance, organ- 
 ization of school systems, administration and supervision, methods of school 
 discipline, work of school trustees and boards of education, training and 
 certification of teachers, length of school term and attendance of pupils. 
 Visualize the old school at its best. Point out its weaknesses. Make every 
 detail so clear that the contrast with the schools of today will be impressive. 
 
 Encourage the graduates of the schools of yesterday to help in portray- 
 ing them. Perhaps they will wish to help reproduce, in costume and with 
 the equipment of the day, an old-time schoolroom. 
 
 INTERPRETING THE SCHOOLS OF YESTERDAY 
 
 I. The School of Yesterday 
 
 Dramatize the old schools. Select appropriate stage properties. 
 Rehearse carefully. Use the old textbooks, the recitation benches, the 
 home-made seats, the ancient stove. Perhaps you will wish to outfit 
 for exhibit a schoolroom in a modern building with the furniture used 
 in the olden days. The material for this exhibit can be used on the 
 stage in your dramatization. Include the slates and slate pencils, the 
 drinking pail, the bundle of switches, maybe a dunce cap, the handbell 
 used to call the pupils from play, the lunch boxes, the row of wraps 
 on the wall, the elevated seat and high table of the teacher, the kero- 
 sene wall lamps — bring back for a day the diagramming of Read and 
 Kellogg's Grammar, the problems in the "Third Part" of Ray's Arith- 
 metic, Holmes' "Blue Back" Speller, McGuffey's Readers. Revive the 
 
 ^See Harare Mann as Curriculum Content, Journal of the N. E. A., April, 1930, p. 115. 
 
American Education Week 15 
 
 spelling bees, the ciphering matches, the box suppers, the singing 
 schools, the debating societies. 
 
 If you wish to present the old school as a play, secure "The Dee- 
 strick Skule" from the Dramatic Publishing Co., 542 South Dearborn 
 Street, Chicago. Ask the elders to present this play. Picture with 
 accuracy and sincerity America's earlier efforts to give every child a 
 fair start in life. 
 
 II. Exhibits 
 
 Old copybooks, examinations, textbooks, teacher's certificates, the 
 tuning fork of the leader of a singing school, many articles connected 
 with early education may be collected in the community. Perhaps the 
 manual training and art departments can duplicate some of the old 
 furniture, and assist in making the backgrounds of this exhibit real. 
 
 III. Games and Amusements 
 
 Fox and geese, blackman, scrub, and other school games of yester- 
 day may be described by someone who made merry in these sports on 
 the old playground. Such games may constitute the reason for a "re- 
 cess" during the portrayal of the old school regime. 
 
 IV. The Pioneers in Work and Play 
 
 Entertainments and exhibits may portray life contemporaneous with 
 the old school. "Square" dances, husking bees, taffy pullings may be 
 adapted to the programs. Costumes, teas, in the manner and with the 
 food of our grandfathers, may be used to reflect the social life of yes- 
 terday. Spinning wheels, looms, old hunting rifles, ox yokes, samplers, 
 barbecue spits, etc., will help to portray the more serious pursuits. 
 
 y. Suggestions for Illustrating Printed Programs, Posters, Etc. 
 
 1. The Little Red Schoolhouse. 
 
 2. George Washington Dancing with Sally Fairfax at the Carlisle 
 House, by Edward Percy Moran. 
 
 3. Ichabod Crane fleeing from Brom Bones. 
 
 4. The Interior of an Old Schoolroom^ 
 
 5. A page from the New England Primer. 
 
 6. Claiming the prize of the red ear at a husking bee. 
 
 7. A culprit wearing a dunce cap. 
 
 8. A stage coach. 
 
 9. At the spinning wheel. 
 
 10. An ancient hallway with a "grandfather" clock. 
 
 11. A log cabin. 
 
 12. An ancient fireplace kitchen. 
 
 13. Four poster bed, candles with chimneys (storm shades), spinet, quill 
 pen or other frequently used articles of the home. 
 
 14. Oxen plowing. 
 
 15. Christmas Eve at Mount Vernon, by Ferris. 
 
 Portraying articles and activities contemporaneous with the old 
 school connects that institution, however worthy, with an age which 
 has given way to greater comfort and efficiency. Such a portrayal is a 
 reminder that schools must pi'ogress also. 
 
 ^See full page picture of an old-time school in Tlic Journal of the National Education 
 Association. June, 1929. p. 203. 
 
16 American Education Week 
 
 VI. Topics for Speeches 
 
 1. Then and Now in Education 
 
 See Then and Now in Education, Otis Caldwell and S. A. Courtis, 
 World Book Co. Show changes in courses, methods of teaching and 
 discipline, training of teachers, etc. 
 
 2. Learning to "Figure" in the Schools of Yesterday 
 
 Read problems from an old arithmetic: Here is an example: "A 
 ship has a leak which will fill it so as to sink in 7 hours; it like- 
 wise has a pump which will clear it in 12 hours. Now, if they begin 
 to pump when it begins to leak, in what time will it sink?" 
 
 Show how the "strengthening of mind" through difficult problems 
 has given way to training in needed and useful skills as a method 
 of teaching in the schools of today. A speech made on this topic 
 may be very entertaining as well as instructive. E. L. Thorndike's 
 "Psychology of AHthmetic" contains some good suggestions. 
 
 3. The Good Old Days 
 
 About the homes, schools, churches, amusements, transportation, 
 food, tools, etc., of "the good old days" by one who lived in them, 
 and who knows their hardships as well as their joys. 
 
 4. History of the Schools in Our City 
 
 5. The Covered Wagon 
 
 The Oregon Trail and other trails, the westward movement. 
 Write to Dr. Howard R. Driggs, New York University, New York 
 City, for information on the "Covered Wagon Centennial." 
 
 6. Health Today and Yesterday 
 
 Tell the history of physical and health education. Begin with 
 the "home remedies" and the country physician who traveled the 
 prairies with his saddlebags filled chiefly with calomel and quinine. 
 Show how health education and much physical care has been trans- 
 ferred from the home to the schools. 
 
 7. Ten o'Clock Scholars 
 
 Explain the abbreviated school term of the past. Trace the 
 development to universal compulsory education in nine- and ten- 
 month schools. Describe work of the truant officer, the "holding 
 power" of the present-day schools, percentage of enrollment going to 
 high school, to college. 
 
 8. The Three R's 
 
 Show how the "fundamentals" are still emphasized in our schools. 
 Compare time spent on study of Three R's today and yesterday. 
 See Carleton H. Mann, How Schools Use Their Time, Bureau of 
 Publications, Teachers College, Columbia University, New York City. 
 
 9. The Evolution of Our Textbooks 
 
 See The Journal of the National Education Association refer- 
 ences on early textbooks given below. 
 
 10. Discipline in the Schools of Yesterday 
 
 11. Ask the oldest teacher in your community to describe the school 
 in which he first taught. 
 
 VII. Other Suggestions 
 
 1. Ciphering match between parents and children. 
 
 2. Spelling bees between parents and children or parents and teachers. 
 
 3. Select "puzzle and trick problems" from old arithmetics. Run them 
 in the local paper. Publish the names of those who send in correct 
 solutions. 
 
 4. Newspaper feature articles portraying the Schools of Yesterday. 
 
American Education Week- 17 
 
 5. Let parents compete with pupils in excellence of penmanship. 
 
 6. If old copybooks are available, ask the authors to repeat the exer- 
 cises today, for comparative purposes. What happens through the 
 years to handwriting skill? See Shaw, Lena V. Handwriting in 
 1876. Detroit Journal of Education, June, 1922, p. 23. 
 
 References 
 
 THE SCHOOLS OF YESTERDAY 
 
 Moore, Ernest Carroll. Fifty years of American education: 1867 to 1917. Boston, Ginn & 
 Co., 1917. 
 
 Magruder, Mary. Early American textbooks. Journal of the N. E. A., 14:8, November, 1925, 
 p. 250. 
 
 Early textbooks — Arithmetics. Journal of the N. E. A., 14:9, December, 1925, p. 275. 
 
 Early textbooks on reading. Journ-al of the N. E. A., 15:3, March, 1926, p. 73. 
 
 History textbooks. Jo^irnal of the N. E. A., 15:2, February, 1926, p. 39. 
 
 Spelling textbooks. Journal of the N. E. A., 15:4, April, 1926, p. 113. 
 
 Writing. Journal of the N. E. A., 15:6, June, 1926, p. 176. 
 
 Eggleston, Edward. Hoosier schoolmaster. Grosset, 75(^. 
 
 Irving, Washington. The Legend of Sleepy Hollow. 
 
 The district school (photograph). Jo-iirn<il of the N. E. A., 18:6, June, 1929, p. 203. 
 
 Jaquith, M. H. Deestrick skule of fifty years ago. Dramatic Publishing Co., Chicago, 50^. 
 
 Research Bulletin of the National Education Association, Vitalizing the High School Cur- 
 riculum. Vol. VII, No. 4, September, 1929, p. 180-181. 
 
 Research Bulletin of the National Education Association, Creating a Curriculum for Adolescent 
 Youth. Vol. VI, No. 1, January, 1928, p. 6-7, 9. 
 
 Research Bulletin of the National Education Association, Keeping Pace With the Advancing- 
 Curriculum. Vol. Ill, Nos. 4 and 5, September and November, 1925, p. 110-111, 115. 
 
 The School of Years Ago and the School of Today — "What the Contrast Means to American 
 
 Business." Civic Development Department, Chamber of Commerce of the U. S., April, 1929. 
 
 Carr, W. G. The evolution of the junior high school textbook in English. The English 
 Journal, Vol. XVI, No. 3, February, 1927, p. 119-128. 
 
18 American Education Week 
 
 THURSDAY— NOVEMBER 13 
 
 THE SCHOOLS OF TODAY 
 
 The technics of the modern school are becoming more highly specialized. 
 Methods of teaching, supervising, administering and financing education 
 are rapidly changing. Educational leadership depends upon the sympa- 
 thetic understanding and confidence of the public in the educator's sincerity, 
 purpose and effectiveness in bringing about these changes. The task of 
 interpreting the schools is taking its place beside that of the already well- 
 developed fields of administration and research. 
 
 The topic for this day lends itself particularly well to the purposes of 
 the school interpreter. It is his purpose to visualize and dramatize the 
 philosophy and science of education today, in terms that fit into the habits 
 of thought of the average citizen. 
 
 The schools of today are attempting to meet the needs of a rapidly 
 changing world. Show how these needs have called for new objectives 
 and new educational philosophy. Trace the growth of the objectives from 
 skill in the use of the three R's to the seven cardinal principles of edu- 
 cation. Show how a new age demands of the schools a richer program. 
 Explain how abandoning the theory of formal mental discipline has affected 
 the curriculum and teaching methods. Explain the psychology of interest 
 and its influence upon the educative process today. 
 
 INTERPRETING THE SCHOOLS OF TODAY 
 
 Request your county superintendent to furnish facts showing how your 
 county ranks in education with other counties in the state. 
 
 I. Interpreting the Schools of Today Calls for the Use of: 
 
 1. Newspaper articles and news stories. 
 
 2. School bulletins for the home. 
 
 3. Letters to the home. 
 
 4. School exhibits: 
 
 a. Modern furniture g. Penmanship 
 
 b. Good textbooks h. Theme papers 
 
 c. City beautiful projects i. Classroom projects 
 
 d. School gardening j. The school library 
 
 e. Industrial art k. Home economics 
 
 f. Drawing and painting 
 
 5. Demonstrations of classes at work. 
 
 6. Public addresses by school officers, teachers and pupils. 
 
 7. Visiting of the schools by parents. 
 
 8. Visiting of the homes by teachers. 
 
 9. School newspapers, magazines, etc. 
 10. Radio programs. 
 
 II. Suggested Quotations for Printed Programs and Bulletins: 
 
 / AM EDUCATION — I bear the torch that enlightens the world, fires 
 the imagination of man, feeds the flame of genius. I give wings to 
 dreams and might to hand and brain. 
 
 From out the deep shadows of the past I come, ivearing the scars 
 of struggle and the stripes of toil, but bearing in triumph the wisdom 
 of all ages. Man, because of me, holds dominion over earth, air, and 
 
American Education Week 19 
 
 sea; it is for him I leash the lightning, plumb the deep and shackle 
 the ether. 
 
 I am the i^arent of progress, creator of culture, molder of destiny; 
 philosophy, science and art are the works of r,iy hand. I banish igno- 
 rance, discourage vice, disarm anarchy. 
 
 Thus have I become freedom's citadel, the arm of democracy, the 
 hope of youth, the pride of adolescence, the joy of age. Fo7'tunate the 
 nations and happy the homes that welcome me. 
 
 The school is my workshop; here I stir ambitions, stimulate ideals, 
 forge the keys that open the door to opportunity. I am the source of 
 inspiration; the aid of aspiration. I AM irresistible power. — Published 
 by Better Schools League, Inc. 
 
 Train up a child in the way he should go, has been a favorite text all my lifetime, 
 but I never heard a preacher who recognized the profound philosophy of these words. He 
 and go are the vital words of this text. The text clearly suggests that all children should 
 be goers and doers. The old training made them don'ters and stoppers and quitters. — 
 James L. Hughes. 
 
 The sum of human knowledge and the complexity of human problems are perpetually 
 increasing; therefore every generation must overhaul its educational methods if time is 
 to be found for what is new. — Bertrand Russell in Education and the Good Life. 
 
 III. Suggested Topics for Articles and Addresses:^ 
 
 1. Pupil Success in Our Schools 
 
 a. What the new measurements tell about our school work". 
 
 b. Why children are promoted at different rates. 
 
 c. Worthwhile achievements of students outside classroom ac- 
 tivities 
 
 (1) How students earn their way through school. 
 
 (2) Student deposits in school banks. 
 
 (3) Interesting projects pupils pvirsue at home. 
 
 d. Honors and distinctions won by students and graduates. 
 
 2. Methods of Teaching 
 
 a. Grouping together children of like ability and interest. 
 
 b. Examinations in our schools. 
 
 c. How our schools help students select their occupations. 
 
 d. Special methods of teaching and organization such as Win- 
 netka, Dalton, Gary Platoon School, etc., in local use. 
 
 e. How our students use the school library. 
 
 f. Apparatus that aids the teacher and textbook. 
 
 g. How the visiting teacher helps. 
 
 h. What the principals and supervisors do. 
 
 i. How the school learns from life — school excursions, field trips, 
 and museums. 
 
 3. What Our Schools do for the Health of Pupils 
 
 a. Physical examinations and inspections. 
 
 b. School lunches and cafeteria service 
 
 (1) Undernourished children. 
 
 c. Our playground facilities. 
 
 d. How health is taught in the schools 
 
 (1) School nurses and physicians. 
 
 (2) Baths, clinics, courses in health. 
 
 e. Safety in the schools 
 
 (1) Student traffic officers. 
 
 (2) Protection from fire, fire escapes, fire drills. 
 
 ^See What to Tel! the People About the Public Schools, by Belmont Farley, Bureau of 
 Publications, Teachers College, Columbia University, New Yoi'k City. 
 
 2In order that these "topics" may suggest the way in which the articles on speeches may 
 be developed around them, they are stated as themes or subjects rather than as article headings. 
 
20 American Education Week 
 
 f. Physical education 
 
 (1) Corrective physical exercises. 
 
 (2) Athletics. 
 
 g. How contagious disease is handled in the schools. 
 
 4. What we Study at School 
 
 a. How our courses help achieve the seven objectives of edu- 
 cation and of life. 
 
 b. Why some courses are required and others optional in our 
 high schools. 
 
 c. Courses of study recently adopted. 
 
 d. How character is developed in our schools. 
 
 e. How our schools revise the curriculum. 
 
 f. How students are helped to select their subjects. 
 
 g. Special courses for the physically and mentally handicapped. 
 
 5. Discipline and Behavior of Pupils 
 
 a. School manners today and yesterday. 
 
 b. Self-government in our schools. 
 
 6. Teachers and School Officers 
 
 a. The training of our teachers, how it is increasing. 
 
 b. How the work of the teacher has become specialized. 
 
 7. Attendance in Our Schools 
 
 a. The purpose of the compulsory law and how it is enforced. 
 
 b. The increasing enrollment in our schools and its significance. 
 
 c. Why students stay in school longer now. 
 
 8. Our School Buildings 
 
 a. Why our modern schools are safe, comfortable and healthful. 
 
 b. School building plans for the future in our district. 
 
 9. Managing the Finance of Our Schools 
 
 a. Why schools cost more today 
 
 (1) Decreased value of the dollar. 
 
 (2) Increased enrollments and longer school terms. 
 
 (3) Enriched courses of study. 
 
 b. How the school tax dollar is spent. 
 
 c. Buying supplies for our school system. 
 
 10. Board of Education and Administration 
 
 a. Our schoolboard members 
 
 (1) Who has served longest? 
 
 (2) What school issues has the present board decided? 
 
 (3) What occupations do the members follow? 
 
 b. Being a superintendent of schools 
 
 (1) His duties. 
 
 (2) His most recent annual report to the board of edu- 
 cation. 
 
 11. Parent-Teacher Associations 
 
 a. What the Parent-Teacher Association is doing for our schools. 
 
 b. What part the home plays in education, 
 
 12. Extracurriculum Activities 
 
 a. How extracurriculum activities enrich education^. 
 
 b. What our children learn in their school clubs. 
 
 c. The part athletics plays in education. 
 
 d. Social education and school parties. 
 
 IV. Things to Do 
 
 1. Send a printed bulletin to the home^. 
 Examples : 
 
 Illustrated Course of Study, Cleveland, Ohio, Board of Education. 
 
 ^See Readings in Extra-Curricular Activities, by Joseph Roemer and C. F. Allen, D. C. 
 Heath, 1926. 
 
 ''Copies of the illustrations cited may be secured from the respective boards of education. 
 
American Education Week 21 
 
 Yearbook of Savannah Education, Savannah, 111., Board of Edu- 
 cation. 
 
 What Have You in Your Toolkit? Bryant, S. Dak., Board of 
 Education. 
 
 2. Have students virrite letters to the home. 
 
 Example: (Horace Mann School, Teachers College, Columbia Uni- 
 versity.) 
 
 Dear Dad: We're up here at Horace Mann and it is a very 
 interesting place to us. We spend a lot of time here and it fills 
 up a big part of our lives. Mother sees quite a bit of it and 
 knows a lot about it, so she understands what we are talking of 
 at the dinner table. Of course, she is able to get up to see us 
 often; but as for you, Dad, the old office beckons you every 
 morning. 
 
 Lincoln's birthday, on February 12th, though, will be your 
 day off. You can't play golf; it's too cold and the course is too 
 rough. It's not much fun to vtotor, and as for the baseball 
 games — 7iot yet! So we've been thinking that you MIGHT like 
 to come up and spend the day ivith us at Horace Mann; see what 
 we're doing, what we're learning, and how tve're living. 
 
 We tvon't put on any "show" for you. We tvill just have a 
 regular Horace Mann day. February 12th happens to come on 
 Tuesday and that is our assembly day. You might like that. 
 We would like to have you come when we do in the m,oming and 
 stay till after lunch. The lunchroom will see that there is enough 
 for you of the same kind of good things we have to eat, and they 
 won't charge you any more than we have to pay. 
 
 If you visit our classes in the moryiing, you will have a lot of 
 questions to ask after lunch. Dr. Reynolds guarantees a nice, 
 comfortable lounge and a chance to talk things out. 
 
 We all want very m-uch to have a "Dad's Day," but of course 
 we can't have it without our Dads! Just say 'on the postcard 
 that you will come. We knotv that Horace Mann will mean a 
 lot more to us if you share it with us for one day. 
 
 With love 
 
 "You know who." 
 
 3. Exhibit School Work 
 
 Give the pupils something to do in connection with school 
 exhibits. For instance, in manual arts exhibits demonstrate the 
 process as well as the finished article. Have a pupil engaged in 
 each step of furniture-making, sawing, planing, mortising, glu- 
 ing, finishing, and upholstering. In painting and drawing ex- 
 hibits have pupils at work. In home economics let the girls cook, 
 bake, serve at intervals throughout the period of the exhibit. If 
 the exhibit is one of borrowed copies of great art masterpieces, 
 have students give visitors an appreciation lesson. Do the same 
 thing for music. Show patrons not only tvhat is done, but how 
 it is done. 
 
 4. Demonstrate Class Work 
 
 Select high spots from class work and let pupils demonstrate 
 recitation or laboratory exercises on the auditorium stage. The 
 kindergartners may offer a folk dance, the fourth grade an 
 exercise in rapid calculation, the sixth grade may illustrate a 
 lesson on Japan with maps, pictures, Japanese articles, class 
 discussion. High school physics or chemistry classes may demon- 
 strate a laboratory experiment; household arts classes may show 
 how they make pies, may cut cloth to a pattern or coldpack fruit; 
 the Latin class may put on a representation of the Roman senate. 
 A program of this sort if properly varied v;ill attract great 
 interest. 
 
22 American Education Week 
 
 5. Have a School Night 
 
 Many communities have had successful "school nights." Start 
 school at 7:30 P.M. and run through every class period of the 
 day in ten-minute sessions. Ask parents to follow the class 
 schedules of their children. They will get acquainted with each 
 teacher. If the attendance is large, perhaps the best method is 
 to have the teacher spend a few minutes telling the parents of 
 the educational objectives of the subject she teaches. Let her 
 call attention to the textbook, reference books, apparatus or any 
 other equipment or device contributing to good teaching. 
 
 Let parents put their wraps in the lockers used each day by 
 their children. Ask them to carry the same textbooks and note- 
 books from class to class. Have an assembly hour. Here demon- 
 strations of class work as described above may be made. Perhaps 
 a few parents will speak. It may be desirable for them to put 
 on the whole assembly program. They may wish to represent 
 the Schools of Yesterday at this assembly, or to express their 
 hopes for the Schools of Tomorrow. 
 
 6. Plan Addresses by Pupils, Teachers, Members of Board of Education 
 
 Plan for the addresses of school children before the organ- 
 izations to which they belong. Let high school girls interpret 
 phases of school work to the Girl Reserves, Camp Fire Girls, 
 4-H Clubs, etc. Let boys speak before their organizations. Let 
 a committee appointed by the Student Council plan these pro- 
 grams. Arrange with Rotary Club, Kiwanis Club, Lion's Club, 
 Women's Club, and other social, fraternal, commercial organiza- 
 tions and labor unions to have faculty members or members of 
 the Board of Education speak before meetings which they hold 
 this week. 
 
 Allow the high school orchestra and other school music organ- 
 izations to serve civic and other clubs this week. 
 
 7. Invite the Cooperation of Newspapers 
 
 A special broadside of educational news for American Edu- 
 cation' Week will be available October 1 from the Division of 
 Publications, N. E. A., Washington, D. C. This broadside should 
 be in the hands of the editor of your newspapers. It is mailed 
 to many editors. Ask your editor if he has received it. If he 
 has not, write for one. It is free. 
 
 Suggest to the advertising manager of your local paper the 
 possibilities of an American Education Week page signed by 
 advertisers. Art for this page will be furnished by a prominent 
 company specializing in advertising art. If you wish a sample 
 page of this kind, used for American Education Week last year, 
 write to the Division of Publications of the National Education 
 Association. 
 
 8. Get Help From: 
 
 1. National Education Association, 1201 Sixteenth Street, N. W., 
 Washington, D. C. 
 
 2. American Legion, Indianapolis, Indiana. 
 
 3. U. S. Office of Education, Department of Interior, Wash- 
 ington, D. C. 
 
American Education Week 
 
 23 
 
 V. General Educational Progress in North Carolina 
 
 Teachers 
 
 THEN NOW 
 
 (1899-1900) (1928-1929) 
 
 The total number of teachers There are 24,702 public school 
 
 was - 8,320 teachers in North Carolina. 
 
 Of this number, white ^^^, . , , Ifc , 
 
 . , 1, J c rrco White teachers have mcreased to 
 
 teachers numbered 5,753 
 
 And colored teachers ' ' 
 
 numbered 2,567 And colored teachers to 6,227. 
 
 Salaries 
 
 The average annual salary 
 
 paid teachers was $90.05 
 
 White teachers received an 
 
 average annual salary of , 93.03 
 
 Colored teachers were paid 
 an average annual salary 
 of 83.37 
 
 The average annual salary of 
 teachers is $821.07. 
 
 White teachers are paid an aver- 
 age of $927.21 a year. 
 
 And colored teachers receive an 
 average of $510.07 a year. 
 
 School Population, Enrollment and Attendance 
 
 The total school population Total school population is 1,013,906. 
 
 (6-21 years old) was 657,949 The number of white children eli- 
 
 Number of white children gjbie to attend public school is 
 
 (6-21 years old) was 439,431 700 930. 
 
 And number colored chil- rj.^^ ^^^^^^^ ^^ ^^^^^.^^ ^^^^^^^ ^^ 
 
 aren ot these ages was._._218,518 ^^^^^^ ^^^ -^ 3^2,976. 
 
 The total number of pupils 
 
 enrolled was 400,452 ^^^ ^^^^^ school enrollment is 
 
 Total average daily attend- ' 
 
 ance was 206,918 The average daily attendance for 
 
 The percentage of the total the year is 644,755. 
 
 school population enrolled The percentage of population en- 
 was 60.9% rolled has increased to 84.4%. 
 
 The percentage of total en- Likewise, the percentage of enroll- 
 
 rollment in average daily ment in attendance has increased 
 
 attendance was 51.7% to 15.3%. 
 
 Length of School Term 
 
 The average number of days the 
 schools were in session was 70.8. 
 
 In white schools the average term 
 Avas 73.3 days. 
 
 And in colored schools the average 
 term was 65.3 daj'^s. 
 
 The average length of school term 
 for the State is 152.9 days. 
 
 The white schools operated on an 
 average of 158.8 days. 
 
 And the colored schools were in 
 session an average of 139.5 days. 
 
24 
 
 American Education Week 
 
 Schools and 
 There were 6,918 schoolhouses at 
 the end of this year. 
 
 The number of log schoolhouses 
 during this year was 1,190 
 
 There were 7,391 schools. 
 
 Evidently, some schools were 
 taught iff churches and private 
 dwellings, as the number of 
 schools exceeds the number of 
 schoolhouses. The majority of 
 these were taught by one teacher. 
 
 The value of all public school prop- 
 erty was slightly more than one 
 million dollars $1,097,564.00 
 
 The average value of a schoolhouse 
 was $158.65 
 
 Schoolhouses 
 
 The number of schoolhouses has 
 decreased to 6,089, but there was 
 an increase in number of school- 
 houses to 1918-1919 when the 
 peak was reached at a total of 
 8,239 schoolhouses in use. 
 
 The number of log schoolhouses 
 has decreased to only 22. 
 
 There were only 2,096 schools 
 taught by one teacher, 988 for 
 the white race. 
 
 At the end of this school year pub- 
 lic school property for elemen- 
 tary and secondary pupils has 
 an appraised value of $107,- 
 856,893.00. 
 
 The average schoolhouse is now 
 valued at $17,713.00. 
 
 High Schools 
 
 There were approximately 30 high 
 schools, all of which were in the 
 larger cities. 
 
 The number of pupils enrolled in 
 these high schools was approxi- 
 mately 2,000. 
 
 There is no information available 
 as to the number of high school 
 graduates, but based on present- 
 day figures there were possibly 
 200. 
 
 There are now 881 public high 
 schools. 
 
 A total of 109,957 boys and girls 
 were enrolled in public high 
 schools. 
 
 This year 13,667 boys and girls 
 graduated from the public high 
 schools of the State. 
 
 Expenditures 
 
 In this first year of the century 
 $1,062,303.71 was spent on pub- 
 lic elementary and secondary 
 education. 
 
 Of this amount $1,004,903.09 was 
 for the current operation and 
 maintenance of the schools. 
 
 And only $57,400.62 was expended 
 for capital outlay purposes — new 
 buildings and equipment. 
 
 The State put into the current 
 operating cost of the schools the 
 sum of $100,000.00. 
 
 In 27 years the annual amount 
 spent for public school education 
 below college grade has in- 
 creased to $35,941,318.70. 
 
 For all current operating items 
 for the entire school year, it 
 took $27,961,531.85. 
 
 For the purpose of erecting and 
 equipping new buildings and for 
 buying trucks and other equip- 
 ment, there was spent in the en- 
 tire State a total of $7,979,- 
 786.85. 
 
 This year $3,688,299.78 was dis- 
 tributed among the various 
 counties of the State as an aid 
 in the cost of public education. 
 
American Education Week 
 
 25 
 
 Consolidation and Transportation 
 
 (1919-1920) 
 
 In 1919-20 there were 150 vehicles, 
 mostly trucks, used for the pub- 
 lic transportation of school chil- 
 dren. 
 
 7,936 children were transported at 
 public expense to and from 
 school. 
 
 In this year there were: 
 
 4,174 one-teacher rural schools, 
 3,242 two-teacher rural schools, 
 597 three-teacher rural schools, 
 566 rural schools having more 
 than three teachers. 
 
 (1921-1922) 
 
 During this year there were: 
 355 consolidated schools — 
 127 having four teachers, 
 78 having five and six teachers, 
 150 having more than six 
 teachers. 
 
 There was spent for the operation 
 and maintenance of transporta- 
 tion vehicles the sum of $284,- 
 884.45. 
 
 (1928-1929) 
 In 1928-29 a total of 3,671 vehicles 
 were used for this purpose. 
 
 163,870 school children were trans- 
 ported this school year. 
 
 Whereas, in 1928-29 there were: 
 
 2,096 rural one-teacher schools, 
 
 1,516 rural two-teacher schools, 
 
 593 rural three-teacher schools, 
 
 1,179 rural schools having more 
 
 than three teachers. 
 
 (1928-1929) 
 
 Now, there are : 
 
 986 consolidated schools — 
 170 having four teachers, 
 195 having five and six 
 
 teachers, 
 621 having more than six 
 teachers. 
 A total of $1,929,282.99 was spent 
 in the State for the operation 
 and maintenance of school 
 trucks. 
 
 Vocational Education 
 
 There were 21 schools providing 
 instruction in vocational agri- 
 culture to 323 boys. 
 
 Home economics started in 1918-19 
 as a part of the high school 
 course in three schools with 100 
 girls enrolled. 
 
 The program in trade and indus- 
 trial education started this same 
 year w^ith five classes having an 
 enrollment of 128 students. 
 
 This work has grown until now 
 there are 154 schools with an 
 enrollment of 4,759 boys. 
 
 This work has been extended to 
 274 schools giving instruction to 
 12,358 girls. 
 
 Now there are classes offering 
 courses in 342 classes to 5,689 
 persons. 
 
26 AmericAxN Education Week 
 
 Training of Teachers 
 
 (1922-1923) (1928-1929) 
 
 In 1922-23, there were 2,645 white Now, only 145 or 0.8 per cent of 
 
 teachers who held certificates the total white teachers em- 
 
 based on training less than grad- ployed are in this group, 
 
 nation from a standard high 
 school. This number represented 
 16.72 per cent of the total white 
 teachers. 
 There were 2,327 colored teachers 
 
 who did not have training equiv- The number of colored teachers of 
 
 alent to high school graduation this class has decreased to 1,275 
 
 this year, 49.18 per cent of the or 20.63 per cent of the total 
 
 total number employed. number of colored teachers. 
 
 State School Facts — November 1, 1928, with data revised to 1928-1929. 
 
 References 
 
 THE SCHOOLS OF TODAY 
 
 Caldwell, Otis W. and Courtis, S. A. Then and now in education: 182S-1923. World Book 
 
 Co., 1924, $2.20. 
 Department of Superintendence, National Education Association. Achievements in Education. 
 
 Address by Charles H. Judd, John H. Logan, J. B. Edmonson, N. L. Engelhardt, C. B. 
 
 Glenn, Frank W. Ballou, Francis G. Blair, before Atlantic City Convention, February, 
 
 1930. 
 I'. S. Bureau of Education. Education in the LTnited States of America. Government Print- 
 ing Office, Washington, D. C, 1927, 20('. 
 Hartman, Gertrude. New schools for old. Jmirnal of N. E. A., 18:1, January, 1929, p. \A. 
 Education and the improbability of man (editorial). Journal of the N. E. A., 19:5, May. 1930. 
 Coltrane. E. J. The Commvinity-Minded Teacher is a School Asset. N. C. Teacher, VI: 7. 
 
 March, 1930, p. 253. 
 Bagley, Wm. C. What is a Good School? N. C. Teacher, VI: 5, January, 1930, p. 168. 
 Poteat, Mary. Consolidation in McDowell. N. C. Teacher, V: 2, October, 1928, p. 64. 
 N. C. Education Association. Education in North Carolina in 1900 and Now. 
 Consult file of State School Facts published by State Department of Public Instruction, 
 
 Raleigh, N. C. 
 
American Education Week 27 
 
 FRIDAY— NOVEMBER 14 
 
 WHAT THE SCHOOLS HAVE HELPED THE 
 INDIVIDUAL TO ACHIEVE 
 
 Education is the ladder by which men climb toward their ideals. Among 
 these ideals are material prosperity, bodily health, and spiritual happiness. 
 For three centuries oppressed peoples have turned their faces toward 
 America as the land of opportunity to live their faiths and achieve their 
 hopes. Through the years the schools have become the chief instrument 
 of this opportunity. 
 
 Power, prosperity and happiness are achieved by the individual more 
 quickly and more easily in America than in any other nation. No social 
 or economic barrier is insurmountable to the man or woman who has 
 trained ability and personal ambition. 
 
 The American schools are free and open to all for training of their 
 talents to the greatest efficiency in service to themselves and their fellow- 
 men. The right of every individual to develop himslf to his full possi- 
 bilities is recognized as the essential ideal of democracy. The very existence 
 of democratic government depends upon an enlightened citizenry. 
 
 The seven cardinal objectives of education constitute the fundamental 
 aims of those who would achieve prosperity, happiness and honor. The 
 purpose of the schools is to help mankind to realize its ideals of physical 
 and mental health, happy homes, remunerative vocations, leisure and the 
 wisdom to use it profitably, a sense of duty to country, ability and desire 
 to grow mentally by continuous learning, and ethical character. 
 
 The schools may help the individual to achieve these aims in: 
 
 1. Physical and health education and medical care. • 
 
 2. Education in home making. 
 
 3. Training in occupations. 
 
 4. Development of appreciations for the beautiful and worthwhile. 
 
 5. Instilling lifelong habits of learning. 
 
 6. Courses in citizenship and student government. 
 
 7. Teaching respect for fellows and the principles of honorable con- 
 duct in life situations. 
 
 HOW THE SCHOOLS HELP INDIVIDUAL ACHIEVEMENT 
 
 I. Suggested Illustrations for Printed Programs, Posters, Etc. 
 
 1. The Thinker, by Auguste Rodin. 
 
 2. Horace Mann. 
 
 -3. Henry P. Barnard. 
 
 4. Comenius. 
 
 5. Erasmus. 
 
 6. Bacon. 
 
 II. Suggested Quotations for Printed Programs, Posters, Bulletins, Etc. 
 
 Ask a dozen prominent local citizens to make statements that are 
 testimonials to the meaning of education in the life of the individual. 
 Examples : 
 
 Nothing is more important than that you use well the time while you are in high 
 school. Taking full advantage of your high school opportunities will help you in every 
 way, help you earn money, help you win your way among other people, and widen your 
 circle of enjoyment for your whole life. — Florence E. Allen, Judge, Supreme Court, State 
 of Ohio, Graduate of a Cleveland High School. 
 
28 American Education Week 
 
 BUILD A STRONG FOUNDATION. An education may be compared to any other 
 structure. It is as strong and useful as its foundation. The architect in planning his 
 building looks first to the strength of his foundation, whether it be the present intention 
 to erect one, two, or more stories in the long run. Where the structure is to be firm and 
 stable there is arranged, first the underpinning, which may be compared to the instruction 
 of the kindergarten. Then come the footings, which must be made strong enough to hold 
 the weight of what is coming after. This is the elementary school training. Then comes 
 the foundation itself, upon which shall rest the building when completed. This is the high 
 school. — W. F. Maurer, Attorney, Graduate of a Cleveland High School. 
 
 I realize the disadvantages that must be met because of limited education. I know 
 that regardless of what one's business may be, he cannot know too much. I urge every 
 boy and girl to take advantage of the opportunities of high school. I regard our schools 
 as the safety valve of the nation, our scholars as the practical managers of its welfare. 
 I believe that it is a duty every pupil owes to himself or herself to become an efficient 
 manager. The high school offers the opportunity. I urge every boy and girl to accept 
 it.- — W. G. Lee, President, Brotherhood of Railway Trainmen. 
 
 III. Suggested Topics for Speeches 
 
 1. How education in America has improved health and increased the 
 expectancy of life. 
 
 From the Metropolitan Life Insurance Company, New York City, 
 may be obtained bulletins showing the decrease in death rates and 
 the expectancy of life at various ages. Ask particularly for bul- 
 letins entitled: 
 
 a. Health Work Pays 
 
 b. Statistical Bulletin, Vol. X, No. 10. 
 
 c. Statistical Bulletin, Vol. X, No. 8. 
 
 d. Improving the Value of the Infant Mortality Rate as an Index of Public 
 Health Effort. 
 
 Note that much of the increased average length of life is due 
 to better physical care of children. Discuss the "Summer Round-up" 
 and the work of school nurses and physicians, public health clinics 
 for children,- the teaching of physiology and hygiene in the school. 
 
 2. Physical Education in the Schools. 
 
 a. The use of the gymnasium and its apparatus. 
 
 b. Corrective and preventive physical exercises in our schools. 
 
 c. Uses and needs of our playfields. 
 
 d. What our students are taught about care of the sick. 
 
 e. How our school buildings and equipment preserve the health of the children. 
 
 f. What a study of physiology and hygiene does for health. 
 
 3. How our schools prevent and care for sickness and epidemics, and 
 provide for the physically handicapped. 
 
 a. How the school law helps prevent spread of diseases. 
 
 b. Open air classes. 
 
 c. Schools for crippled children. 
 
 d. How cleanliness is practiced in the schools. 
 
 See Monograph No. 3, School Health Bureau, Welfare Division, Metro- 
 politan Life Insurance Co., New York City. 
 
 e. Protection from diphtheria in the schools." 
 
 See Monograph No. 2 in the above series of the Metropolitan Life Insur- 
 ance Co., New York City. 
 
 4. Teaching of safety in our schools. 
 
 a. Traffic patrols. 
 
 b. Fire drills. 
 
 c. Lessons in rescue and resuscitation of drowning persons, use of antidotes, 
 care of burns and wounds, putting out fires, etc. 
 
 5. The money value of education. 
 
 See references. 
 
American Education Week 29 
 
 6. How education makes people want more and better things. 
 
 a. Increase in per person consumption of foods such as wheat, meat, etc., due to 
 education in agriculture and higher standards of living. 
 
 b. Increased use of musical instruments, automobiles, and other desirable luxuries, 
 due to new wants and increased ability to satisfy them. 
 
 7. Education and the achievement of distinction. 
 
 Information may be secured in Who's Who in America; A. N. 
 Marquis Company, 670 Cass Street, Chicago, 111. 
 
 8. The education of the great men of America. 
 
 a. How many of them were forced to provide for themselves educational oppor- 
 tunities that the nation now offers to all? 
 
 b. Trace the educational careers of present-day men of distinction through ele- 
 mentary school, secondary school, and college. 
 
 9. TVades taught in American high schools today. 
 
 10. What our schools do to help the individual achieve appreciations for 
 life's higher values — art, music, etc. 
 
 11. What our schools do to help individuals achieve sound character. 
 See: Moral Principles in Education, by John Dewey; Houghton 
 Mifflin Co., 1909. 80 cents. 
 
 The Meaning of a Liberal Education, by Everett Dean Martin, 
 Chap. X.; W. W. Norton & Co. 
 
 12. What education has done for agriculture. 
 
 13. How the schools encourage thrift. 
 
 IV. Things to Do 
 
 1. Exhibit dental and medical clinics. 
 
 2. Illustrate tests and care of the eyes in the schools. 
 
 3. Explain and exhibit the school banking system. 
 
 4. Demonstrate corrective and preventive physical exercises. 
 
 5. Make posters showing men and women engaged in occupations for 
 which education prepared them. Let the posters carry appropriate 
 testimonials to education. 
 
 Suggestions: 
 
 a. A chemist using laboratory apparatus. 
 
 b. An astronomer studying the heavens. 
 
 c. An engineer directing the building of a bridge. 
 
 d. A business executive at his desk. 
 
 e. A physician caring for a patient. 
 
 f. A teacher explaining a geometry theorem to his class. 
 
 6. Study (in the history classes)" the biographies of great Americans. 
 Emphasize their educational preparation for their work. 
 
 Simple biographies for the use of children may be found in: 
 
 When they were boys. Everett, C, and Eeed, C. F. Owen. 
 
 80 cents. 
 When they were girls. Moore, R. D. Owen. 80 cents. 
 When they were children. Steedman, A. Thomas Nelson & 
 
 Son, 1926. $1.50. 
 
 CHARTS^ 
 
 Charts showings relation of health of children to school provisions for 
 medical care and physical education may be obtained from the National 
 Education Association. Ask for: 
 
 ^May be obtained from the National Education Association, 1201 Sixteenth Street, N. W., 
 Washington, D. C. Size, 22x28. Single charts, 50^; any five charts, $2.25; any ten charts, 
 $4.00; 25 charts or more, 35^ each; 50 charts or more, 30^ each. 
 
30 American Education Week 
 
 First Dental Clinic for Rural School Children in the United States Chart 47 
 Improved Health Conditions Following Medical Inspection in Rural 
 
 Schools Chart 45 
 
 The School Nurse _ Chart 13 
 
 Health Examinations Made Effective by Follow-up Service of 
 
 School Nurse Chart 12 
 
 Death Rate in New York City Compared with Death Rate in 
 
 Rural N. Y. Chart 3 
 
 Health Defects, City Children and County Children Compared .^ Chart 2 
 
 Sneezing and Coughing Chart 6 
 
 Save the Eyes Chart 14 
 
 Hygienic Seating Chart 19 
 
 Adenoids and Enlarged Tonsils Make Backward Pupils Chart 17 
 
 Adenoids and Diseased Tonsils Make Backward Pupils Chart 16 
 
 Work of the School Doctor Chart 9 
 
 Epidemics in School — May be avoided through cooperation with 
 
 Parents, Teachers, and Health Officers Chart 7 
 
 Safe Drinking Water Should be Available for Every Pupil Chart 44 
 
 The Survival of the Unfit — Some Schools Fit to Survive Chart 39 
 
 National Welfare and Rural Schools Chart 34 
 
 Avoid Spreading Disease at School and at Home Chart 31 
 
 WHAT SOME NORTH CAROLINIANS SAY ABOUT HEALTH 
 
 "One of the basic objectives or outcomes of elementary education should be the growth 
 and improvement of the child's mental, emotional, social, and physical health behavior in terms 
 of attitudes, habits, skills, and knowledge." — Nettie E. Brogdon, Supervisor Gtiilford County 
 Schools. 
 
 "To insure such riches (free, strong minds and hearts of health) intelligent examination 
 of the children at stated intervals is absolutely necessary." — T. W. Bickett. 
 
 "One of the most significant aspects of modern conservation is a high regard for the health 
 of the community. In the strenuous life of the twentieth century the demand is for a maximum 
 amount of mental vigor in a sound body." — Angus Wilton McLean. 
 
 References 
 
 WHAT THE SCHOOLS HAVE HELPED THE INDIVIDUAL TO ACHIEVE 
 
 Lord, Edward W. The relation of education and income. Alpha Kappa Psi Fraternity, 1050 
 North Delaware Street, Indianapolis, 1928, SO^'. 
 
 Study made by Who's Who in America. A. N. Marquis Co., Chicago, 111. Educating for 
 worthy home membership. National Congress of Parents and Teachers, Washington, D. C. 
 Price, one copy 10(!; 20 copies, $1.00; 100 copies, $4.00. 
 
 Educating for seven-point lives. National Congress of Parents and Teachers, Washington, 
 D. C. Price, one copy, 10^; 20 copies, $1.00; 100 copies, $4.00. 
 
 Does education pay in dollars and cents? Journal of Education, 91:49, January 8. 1920. 
 
 Earning power and education. World's Work, 46:245-46, July, 1923. 
 
 Economic loss due to illiteracy. Journal of Arkansas Education, 2:17, 19-20, November, 1923. 
 
 The value of a high school education. It pays to graduate. Cleveland, Ohio. Harter School 
 Supply Co., June. 1922. 14p. (Reprinted in April, 1923.) 
 
 Earning power and education. World's Work, 46:245-46, July, 1923. (The earning power of 
 farmers is discussed.) 
 
 Education costs but education pays. Journal of Education, 96:468, November 9, 1922, (State- 
 ments made as to the income of farmers in some of the states of the Middle West, com- 
 paring incomes of educated and uneducated farmers.) 
 
 List of References on the Money Value of Education, U. S. Office of Education, Library 
 Leaflet No. 24, July, 1924. 
 
American Education Week 31 
 
 SATURDAY— NOVEMBER 15 
 
 WHAT THE SCHOOLS HAVE HELPED AMERICA 
 TO ACHIEVE 
 
 WHAT THE SCHOOLS HAVE DONE 
 
 During the past twenty years the public schools have prac- 
 tically eliminated illiteracy and materially raised the general 
 level of intelligence. 
 
 Thej' have supervised the health and safety of the Nation's chil- 
 dren to a much greater extent than ever before, and to their great 
 good. 
 
 They iiave absorbed the great flood of immigration which in- 
 undated the country, and kept it American. 
 
 Through courses in vocational education they have prepared 
 young people for specific trades and have increased the earning 
 power of those thus educated. 
 
 Our great advance in material prosperity can be ascribed in 
 part to the higher educational levels and thinking to which the 
 work of the public schools has raised the masses. 
 
 — Roger W. Babson. 
 
 The rapidity of the rise of America to a position of greatness among 
 the nations is due to the energy and ability of the American people. The 
 ability to work effectively depends upon an education that inspires and 
 develops inborn talents. America is history's best example of what can 
 be achieved by enlightened cooperation in industry. Education makes men 
 want better things. America has a higher standard of living than any 
 other country because the desire for the comforts of life has kept pace 
 with the ability to produce them. 
 
 America leads in inventive genius because its schools inculcate the 
 spirit of research into new fields and develop lifelong habits of learning. 
 The position of women in America is higher than in any other land because 
 women receive education equally with men. 
 
 Political rights and equal justice are ideals in America because they 
 are rewards only for those who have been educated in the highest ideals 
 of citizenship. 
 
 Education has helped Atnerica to achieve : 
 
 1. Rapid rise to national greatness. 
 
 2. Realization of democratic ideals. 
 
 3. Quick conquest of a vast frontier. 
 
 4. Widened opportunity for new citizens from overseas. 
 
 5. The highest place ever accorded women. 
 
 6. The ability to create, manage, and staff efficiently large scale pro- 
 duction. 
 
32 American Education Week 
 
 7. The noblest standard of living ever realized over a large area. 
 
 8. The highest level of intellectual life ever attained by all the people. 
 
 9. Steady improvement in the art of self-government. 
 
 10. Appreciation of the significance of childhood and home life. 
 
 AMERICAN ACHIEVEMENT AND THE SCHOOLS 
 
 I. Suggested Quotations for Printed Bulletins, Programs, Etc. 
 
 Promote, then, as an object of primary importance, institutions for the general dif- 
 fusion of knowledge. In proportion as the structure of a government gives force to public 
 opinion, it is essential that public opinion should be enlightened. — George Washington. 
 
 Education is more indispensable, and must be more general, under a free government 
 than an3' other. In a monarchy, the few who are likely to govern must have some edu- 
 cation, but the common people must be kept in ignorance; in an aristocracy, the nobles 
 should be educated, but here it is even more necessary that the common people should be 
 ignorant; but in a free government knowledge must be general, and ought to be uni- 
 versal. — Joh.n Adams. 
 
 A system of general instruction which shall reach every description of our citizens 
 from the richest to the poorest, as it was the earliest, so will it be the ]atest of all the 
 public concerns in which I shall permit myself to take an interest. Nor am I tenacious 
 of the form in which it shall be introduced. Be that what it may, our descendants will 
 be as wise as we are, and will know how to amend, and amend it until it shall suit their 
 circumstances. Give it to us, then, in any shape, and receive for the inestimable boon to 
 thanks of the young and the blessings of the old. — Thotnas Jefferson. 
 
 A popular government without popular information or the means of acquiring it is 
 but a prologue to a farce or a tragedy, or perhaps both. Knowledge will forever govern 
 ignorance; and a people who mean to be their own governors must arm themselves with 
 the power which knowledge gives. — James Madison. 
 
 Education, to accomplish the ends of good government, should be universally diffused. 
 Open the doors of the schoolhouse to all the children in the land. Let no man have the 
 excuse of poverty for not educating his own offspring". Place the means of education 
 within his reach, and if they remain in ignorance, be it his own reproach. . . . On the 
 diffusion of education among the people rest the preservation and the perpetuation of our 
 free institutions. — Daniel Webster. 
 
 I see our country, united and prosperous, emerging from the clouds which still sur- 
 round her, taking a higher rank among the nations, and becoming richer and more power- 
 ful than ever before. But to make her prosperity more than superficial, her moral and 
 intellectual development should keep pace with her material growth. — George Peabody. 
 
 The obligation of the State for the education of the child is the same whether the child 
 is wrapped in a white skin or a black one. — J. Y . Joy-ner. 
 
 A competent teacher in every classroom would in one generation revolutionize the 
 intellectual life of the State. — A. T. Allen. 
 
 II. Suggested Illustrations for Printed Bulletins, Programs, Posters, Etc. 
 
 1. Skyline of smoking chimneys in a factory town, or of skyscrapers 
 in a great city. 
 
 2. A speeding train or airplane — power and speed. 
 
 3. A great steam or electric crane in action. 
 
 4. A plowman tilling the soil. 
 
 5. A modern school building. 
 
 6. The capitol of your State. 
 
 III. Suggested Topics for Speeches 
 
 1. How Education Makes Self-Government Possible. 
 
 2. What the Educated Hand and Brain Have Done with America's 
 Natural Resources. 
 
 3. How the Schools Have Helped Americanize the Foreign Born. 
 
 4. How America's Standard of Living Compares with that of Other 
 Countries. 
 
 5. Abolishing Illiteracy in America. 
 
 6. What Education Has Done for Women in America. 
 
American Education Week 33 
 
 7. What Industry Owes to Education. 
 
 See Jewett, Frank B. Modern Business Looks at Secondary Edu- 
 cation. National Education Association Proceedings, 1930. 
 
 8. How the Schools Promote Interest and Effort in Science. 
 
 9. Can the Nation Afford to Educate Its Children? 
 
 See Research Bulletin of the National Education Association, 
 Vol. VI, No. 5, November, 1928. 25 cents. 
 
 10. Can the States Afford to Educate Their Children? 
 
 See Research Bulletin of the National Education Association, 
 Vol. VII, No. 1, January, 1929. 25 cents. 
 
 11. Education and the Prevention of Industrial and Other Accidents. 
 
 12. The Responsibility of the Nation in Education. 
 
 13. Giving Every Child a Fair Start. 
 
 IV. Things to Do 
 
 1. Make a map of the United States, showing by shading and cross- 
 hatching what portions are responsible for the most illiteracy. 
 
 2. Make maps and graphs showing relation of the income of citizens 
 of the states to the amount spent annually per child for education. 
 
 3. Make posters and graphs comparing cost of education in your com- 
 munity and state with the cost in others. 
 
 4. Make graphs showing what percent of the increased cost of educa- 
 tion has been due to: 
 
 a. Decreased value of the dollar. 
 
 b. Increased attendance of pupils. 
 
 c. Enriched curriculum and better training of teachers. 
 
 See Research Bulletin of the National Education Associa- 
 tion, November, 1928, Vol. VI, No. 5, p. 287. 
 
 5. Make graphs comparing the United States with other nations in 
 such matters as: 
 
 a. Homes owning telephones. 
 
 b. Homes equipped with electric lights. 
 
 c. Persons per automobile in use. 
 
 6. Familiarize your patrons with the assessed valuation of your school 
 district, the value of various manufacturing, mining, agricultural 
 products, etc., of the community. 
 
 References 
 
 WHAT THE SCHOOLS HAVE HELPED AMERICA TO ACHIEVE 
 
 Education in 1900 and Now. Committee on Public Information, North Carolina Education 
 
 Association, Raleigh, N. C, 1930. 
 Boynton, Frank D. Education: What program? What price? Journal of the N. E. A., 18:3, 
 
 March, 1929, p. 69. 
 Foster, M. A. Education pays the state. U. S. Bureau of Education, Bulletin 1925, No. 33. 
 
 Government Printing OfRce, Washington, D. C. 50. 
 
34 American Education Week 
 
 SUNDAY— NOVEMBER 16 
 THE SCHOOL OF TOMORROW 
 
 The province of modern education has been widely extended. The 
 meager program of the Little Red Schoolhouse has grown into a greatly 
 enriched curriculum. The modern school has assumed the responsibility 
 of forming desirable moral and physical as well as mental habits. It not 
 only teaches how to make a living but how to live. Education has ex- 
 tended downward through the kindergarten to the pre-school and the 
 nursery schools and upward through various types of adult and continu- 
 ation schools. 
 
 The modern school gives physical examinations, immunizes against 
 contagious diseases, feeds the undernourished, prescribes medicine for the- 
 sick, operates medical and dental clinics. Many schools of today furnish 
 free textbooks and free school supplies, send a visiting teacher into the 
 home, and broadcast lessons over the radio. 
 
 How far shall the province of the schools be extended in administering 
 to the physical, jnental and moral welfare of mankind? Technics and 
 achievements in education are advancing as rapidly as they are in any 
 other field. Picture the school of tomorrow with its vastly increased serv- 
 ice to the welfare of the human race. 
 
 Some of the questions which pioneer thinkers are considering for the 
 schools of tomorrow: 
 
 (1) Will school failures be eliminated? (2) Will the burden of finan- 
 cial support of schools be equalized and similar educational opportunities 
 offered to all children? (3) Will the school of tomorrow refuse admittance 
 to the students who are underprivileged mentally and physically, or will 
 they adapt their curriculum to the needs of all? (4) What is the future 
 of teaching as a profession? (5) What shall be the qualifications of the 
 teacher in the school of tomorrow? (6) What use will be made of the 
 radio, "talking movie," and other recent inventions? (7) What part will 
 the national government play in education. 
 
 Through the schools, Americans will lift themselves toward their ideals. 
 In making the schools of tomorrow, all citizens should have a part. The 
 schools belong to the people. The objectives and results of education 
 should be common knowledge; the future of America and its schools will 
 be what people make them. 
 
 INTERPRETING THE SCHOOLS OF TOMORROW 
 I. Suggested Quotations for Programs 
 
 If philosophy declines to observe and interpret the new and characteristic scene, it 
 may achieve scholarship; it may erect a well-equipped gymnasium wherein to engage in 
 dialectical exercises; it may clothe itself in fine literary art. But it will not afford illumi- 
 nation or directions to our confused civilization. These can proceed only from the spirit 
 that is interested in realities and that faces them frankly and sympathetically. — John Dewey. 
 
 A century ago men thought of education as a means of preserving the past — they now 
 think of education as a means of improving the future. Our schools arouse among an 
 increasing number of people the desire for excellence and for happiness. In proportion as 
 we are able to multiply the number of people who really desire excellence and happiness 
 to the point where they are willing to sacrifice, and to work and think and plan for these 
 ends, we are truly a civilized people. — J. W. Crabtree. 
 
American Education Week 35 
 
 The fi'iut of liberal education is not learning, but the capacity and desire to learn; not 
 knowledge, but power. — Charles W. Eliot. 
 
 The school of tomorrow will not consider its task complete until all children of school 
 age are fitted successfully into the activities of citizenship and vocation. Society must face 
 the task of continuing the period of training for every individual until he is actually at 
 work as a healthy, productive, and harmonious member of the social group. To deny the 
 individual the adjustment which school can give is virtually to deny him life itself. — ■ 
 Joy Elmer Morgan. 
 
 II. Suggested Illustrations for Printed Programs, Posters, Etc. 
 
 1. An excellent school building. 
 
 Write to the National Education Association for free samples of 
 "The School Home of Your Child." 
 
 2. A group of children engaged in activity work. 
 
 3. Children at play among gardens with a school in the background. 
 
 4. Picture adult education or pre-school work. 
 
 III. Suggested Topics for Speeches 
 
 1. How Far Education? 
 
 Write to the Board of Education, Cleveland, Ohio, for a reprint 
 of an address of this title by Superintendent R. G. Jones. 
 
 2. The Education Bill Providing for a Secretary of Education in the 
 President's Cabinet. 
 
 Write to Miss Charl Williams, National Education Association, 
 for a copy of this bill and other literature on the subject of the 
 Nation in Education. 
 
 3. What the Schools of Tomorrow Will Do for the Child of Pre-school 
 Age. 
 
 4. What the Schools of Tomorrow Will Do for the Adult. 
 
 5. What the Schools of Tomorrow Will Do for Child Health. 
 
 6. What the Schools of Tomorrow Will Do for the Development of 
 Character. 
 
 7. How the Schools of Tomorrow Will Contribute Toward Higher 
 Ideals of Citizenship. 
 
 8. How the Schools of Tomorrow Will Prepare for Worthy Home Mem- 
 bership. 
 
 9. How the Schools of Tomorrow Will be Financed in Order to Make 
 the Burden of Support More Equal. 
 
 10. How the Schools of Tomorrow Will Prepare for More Worthy Use 
 of Leisure. 
 
 11. The School Building of Tomorrow; Playfields, Gardens, Etc. 
 
 12. The Curricula of the Schools of Tomorrow. 
 
 13. The Teachers in the Schools of Tomorrow. 
 
 14. The Rural Schools of Tomorrow: 
 
 a. Consolidation. 
 
 b. Progress in Administration. 
 
 c. Financial Support. 
 
 d. Country Life and the Rural School. 
 
 15. The relation of the schools of tomorrow to industry, the church, 
 and other educational and social institutions. 
 
 16. Schools that are Prophecies. 
 
 Discuss progressive education as it is practiced in the best mod- 
 ern schools. Consult The Journal of the National Education 
 Association for many articles under this title, describing current 
 school work prophetic of the schools of tomorrow. See also 
 Progressive Education, published by the Progressive Education 
 Association. 
 
36 American Education Week 
 
 IV. Things to Do 
 
 1. Ask local ministers to talk on some phase of the schools of tomorrow 
 or the future of education in America, at the Sunday church services. 
 
 2. Plan programs for the young peoples' societies of the churches. 
 
 3. Enlist the cooperation of the Y. M. C. A. and Y. W. C. A. and other 
 religious organizations. 
 
 4. Place artistic posters in church vestibules. 
 
 5. Hold special programs at schools Sunday afternoon. 
 
 6. Prepare special feature articles on the schools of tomorrow for Sun- 
 day editions of newspapers. 
 
 7. This is a specially good topic around which to prepare a bulletin 
 for distribution to the home. 
 
 8. This is a specially good topic around which to build a pageant. 
 
 See the Pageant of Time: An Adventure of Education in the 
 Realm of Leisure; New Jersey Education Association, Charles 
 B. Dyke, Secretary, 304 Stacy-Trent Hotel, Trenton, N. J. 
 
 References 
 
 THE SCHOOL OF TOMORROW 
 
 The school of tomorrow (editorial). Journal of the N. E. A., January, 1929, 18:1, p. 1. 
 Grover, Edwin Osgood. A prophetic experiment (Rollins College). Journal of the N. E. A., 
 
 February, 1929, 18:2, p. 41. 
 Underhill, Ralph. The Scarsdale plan. Journal of the N. E. A., March, 1929, 18:3, p. 11. 
 Dorey, J. Milnor. The changing school. Journal of the N. E. A., June, 1929, 18:6, p. 185. 
 Meikeljohn, Alexander. Who should go to college? New Republic, 57:238-4, January 16, 1929. 
 Logan, S. R. The Winnetka schools. Journal of the N. E. A., June, 1929, 18:6, p. 173. 
 Smith, Eugene R. The Beaver country day school. Journal of the N. E. A., November, 1929, 
 
 18:8, p. 249. 
 Willard, Frank E. The Summit demonstration school. Journal of the N. E. A., May, 1929, 
 
 18:5, p. 153. 
 Monroe, Paul. The school of the future. Kentucky School Journal, March, 1930, XIII :7, p. 8. 
 
 (Also published in a number of other state journals.) 
 The school of tomorrow. National Congress of Parents and Teachers, Washington, D. C. Price, 
 
 one copy, 10^; 20 copies, $1.00; 100 copies, $4.00. 
 
 LIST OF GENERAL REFERENCES 
 
 Helpful Publications and Information from State Departments, Raleigh, 
 North Carolina: 
 
 1. Department of Conservation and Development: North Carolina Re- 
 sources and Industries, 60^; Woods Burning in the South; Digest of 
 Conservation Laws; Hunting in North Carolina; Geologic Making of 
 North Carolina; Common Trees of North Carolina (50^" per doz.). 
 
 2. Historical Cotnmission: 1929 Manual — List of historical commis- 
 sion's publications; Bibliography on N. C. History, North Carolina His- 
 torical Review. 
 
 3. Highway Cotnmission: Maps and information. 
 
 4. State Board of Health: Health Education and other pamphlets. 
 
 5. Insurance Department: Plays, programs and essays for safety edu- 
 cation. 
 
American Education Week 37 
 
 6. Depcirtvient of Public Instruction: (These should be on file in the 
 local school library or county superintendent's office): Ai'boir and Bird 
 Day Program, No. 95 — 1926; Biennial Report of the Superintendent of 
 Public Instruction of North Carolina— 1926-27, 1927-28, Part I; Larger 
 Unit Studies of North Carolina, Ed. P. No. 123 — Division of Elementary 
 Instruction (out of print); State School Facts, L. H. Jobe; Bulletin on 
 Standards for Elementary Schools — 1929-30, Susan Fulghum; Teacher 
 Training in North Carolina, M. C. S. Noble, Jr.; Suggested Course in 
 Music Appreciation, Hattie S. Parrott; Suggested Course in Art Apprecia- 
 tion, Susan Fulghum; Original Pageants and Plays — prepared by the de- 
 partments of Teacher Training, Juanita McDougald; North Carolina Pro- 
 gram for American Education Week, 1929. 
 
 7. Library Commission: North Carolina Library Bulletins, special 
 lists suitable for specific ages, circulating library collections. (Copies of 
 North Carolina Review and Booklet, Programs for North Carolina Day, 
 etc., may be borrowed.) 
 
 TEN COMMANDMENTS FOR SCHOOL CHILDREN 
 
 A Gift From Czecho-SIovakia 
 
 These beautiful ideals for children originated in Czecho-SIovakia. They 
 have been taken up in other countries and are on the bulletin board of 
 countless schools: 
 
 1. Love your schoolmates; they will be your companions for life cUid work. 
 
 2. Love instruction, the food of the spirit. Be thankful to your teachers as to your own 
 parents. 
 
 .1. Consecrate every day by one good useful deed and kindness. 
 
 4. Honor all honest people; esteem men but humble yovn-self before no man. 
 
 5. Suppress all hatred and beware of insulting j'our neighbor; be not revengefid but \)Vo- 
 tect your own rights and those of others. Love justice and bear pain and misfortune 
 courageously. 
 
 6. Observe carefully and reflect well in order to get at truth. Deceive not yourself or 
 others and beware of lying, for lies destroy the heart, the soid, and the character. 
 Suppress passions and radiate love and peace. 
 
 ". Consider that animals also have a right to your sympathy and do not harm them or 
 tease. 
 
 8. Think that all good is the resvdt of work; he who enjoys without working is stealing 
 bread from the mouth of the worker. 
 
 9. Call no man a jiatriot who hates or has contempt for other nations, or who wishes 
 and approves wars. War is the remains of barbarism. 
 
 10. Love your country and your nation but be co-workers in the high task that shall make 
 nil men live together like brothers in peace and happiness. 
 
SALESMEN OF KNOWLEDGE 
 
 The future of America is in the hands of two men — the 
 investigator and the interpreter. We shall never lack for the 
 administrator, the third man needed to complete this trinity 
 of social servants. And we have an ample supply of investi- 
 gators, but there is a shortage of readable and responsible in- 
 terpreters, men who can effectivelj' play mediator between spec- 
 ialist and layman. The practical value of every social inven- 
 tion or material discovery depends upon its being adequately 
 interpreted to the masses. Science owes its effective ministry 
 as much to the interpretative mind as to the creative mind. The 
 knowledge of mankind is advanced by the investigator, but the 
 investigator is not always the best interpreter of his discoveries. 
 Rarely, in fact, do the genius for exploration and the genius 
 for exposition meet in the same mind. Many negro mammies 
 of the south can make a strawberry shortcake that would tempt 
 the appetite of the gods, but they might cut sorry figures as 
 domestic science lecturers. The interpreter stands between the 
 layman, whose knowledge of all things is indefinite, and the 
 investigator, w^hose knowledge of one thing is authoritative. The 
 investigator advances knowledge. The interpreter advances 
 progress. History affords abundant evidence that civilization 
 has advanced in direct ratio to the efficiency with which the 
 thought of the thinkers has been translated into the language 
 of the workers. Democracy of politics depends upon democracy 
 of thought. "When the interval between intellectual classes 
 and the practical classes is too great," says Buckle, "the former 
 will possess no influence, the latter will reap no benefit." A 
 dozen fields of thought are today congested with knowledge that 
 the physical and social sciences have unearthed, and the whole 
 tone and temper of American life can be lifted by putting this 
 knowledge into general circulation. But where are the inter- 
 preters with the training and the willingness to think their way 
 through this knowledge and translate it into the language of 
 the street? I raise the recruiting trumpet for the interpreters. 
 
 —GLENN FRANK. 
 
THE OLD NORTH STATE 
 
 {Traditional air ai< sung in ]026} 
 
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Pamphlet 
 
 Binder 
 
 GaylordBros.Inc. 
 
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 Syracuse, N. Y, 
 
 PAT. JAN 21, 1908 
 
 UNIVERSITY OF N.C. AT CHAPEL HILL 
 
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