Teacher Education Aims HE education of teachers in universities, colleges, and junior colleges is never the sole func tion of these institutions. The university is a community of colleges or schools, such as liberal arts, law, engineering, medicine, and agriculture, each of which has within itself a unified purpose. In the university there is also found the school of education which functions usually, as do the other vocational units of the university, at both the undergraduate and graduate levels. It prepares for most types of teaching, supervision, and administration in education, just as other units of the university tend to bring together preparation for various types of specialization in other professions. Most of the 105 schools or colleges of education are located in universities and have a professional purpose. It would appear that all preparation of teachers in universities should be assigned to them. The independent college of liberal arts emphasizes general education of four years, typically providing in the last two years such specialization through the choice of majors or minors as serves the special interest and sometimes the future work of the student. The institution itself does not usually wish to function as a finishing school for vocations in which highly technical training is demanded. Where general background is a large part of what is needed in professional or vocational training, students actually can select certain advanced courses which do provide in a sense directly helpful background for entering some vocations im By W. E. PEIK* not well supervised, to be sure-almost as universally as do the teachers colleges, and the current trend is the rapid development of these facilities rather than the elimination of teacher education. A number have added special schools of education just as some have schools of music. The college has thus been moving steadily toward the professional education concept. It is equally evident that the teachers college has largely adopted the pattern of the liberal arts college for its 4-year curricula. The major differences are a somewhat stronger, but not much stronger, emphasis upon education; a little less preparation in pure subject matter of the major; and use of campus training schools instead of local public schools for student teaching. The two types of schools, so far as the exterior pattern of the education of 4-year highschool teachers is concerned, are moving toward each other rapidly and in a number of respects have almost met. Levels 1. A partial but not a complete preparation of teachers for certification is undertaken during the undergraduate years. In this case only certain general professional courses like general psychology, educational psychology, general principles of secondary education, introduction to education, or history of education might be offered during the third or fourth year. There is also definite provision to suit the content of the major and of the minor field to the broader actual needs of 10 to 15 secondary teaching fields than the content of many study majors such as 23 to 50 specialized Specialization departments will provide of prospective teachers fields is prevented. to professional schools for teachers në artis plete their preparation 20 mine & fumi, ze fifth year. Cooperst 7 "ators » take care of such starts S 2. Complete prerastu types of teachers fea tempted in a tour a The necessi in educators majors and of the sens. དབང Proper g A wide study of the attitudes of academic instructors, special-subject instructors, administrators, and education instructors in teachers colleges as well as in liberal arts colleges and universities revealed that effe these respective groups in teachers colleges, liberal arts colleges, and universities think much the same on curriculum issues pertaining to the education of teachers. Similarities of attitude are much mor characteristic than differences on mes mediately upon graduation. This is done proposals based on issues. It would the There are altogether about 485 institutions, not counting normal schools and teachers colleges, which have departments of education, most of which are in independent colleges of liberal arts and in junior colleges. The percentage of liberal arts college graduates who go into teaching, according to Meyer' in the study cited, has risen from 18 percent in 1900-1904 to 45 percent in 1925-29. The data of the survey show that typically the independent colleges of liberal arts are meeting minimum State requirement courses in edu in the teach ing and obse See April E. Peil sed on tion of T Pri Nation and A have provided her's courses each seem that since the education of tea concerns all departments, they shorl. operate rather than accentustr "" differences. Under these conditions agreement of academic, specia administrative, and educatio the issues, the tense feeling ↳ here and there to the aver education of teachers an to cooperate with thr eliminated. Faculties the best possible pra tut I r 1. d of ave pre sto Ger her in 1201 Goodwill Day-May 18 N GOODWILL DAY-the Welsh folk call it "Ddydd Ewyllys Da"-May 18, out from the children of Wales the credo given on this page will wing its way by wireless to the other children of the world. The Welsh children, working together in their schools and homes, have made up this short message, strong in its simplicity and directness, to ask children of every race and creed, of every tongue and country, to join with them in a common hope for and faith in peace for all mankind. Twelve years ago this friendly, neighborly deed, made possible by science, which, like childhood, knows no national boundaries, was first done. Each year the message has spread wider and each year the answers to it have come from more children in more lands and have been more generous in thought until the Goodwill Day celebration has become almost an international rite. Greetings flit from country to country in Welsh, English, French, Italian, German, Spanish, and other languages. "Gyda'r ffydd honno a all symud mynyddoedd fe newidir y byd gan ein meddyliau" says the Welsh child, and his little English cousin hears it to be: "With the faith that can remove mountains our thoughts will change the world." To the German boy or girl, whether in Germany, Austria, or the many other places on earth where Germans have their homes, it becomes: "Durch den Glauben, der Berge zu versetzen vermag, werden unsere Gedanken die Welt umwandeln." To move the mountain is a familiar thought in Italy and here, too, the children will use it: "Con la fede che muove le montagne, i nostri pensieri muteranno il mondo." Perhaps that age-old way of describing great faith in the homely picture of moving mountains is not so common in Spain and the countries that owe their language and culture to Spain, for there the children will speak in terms of having faith the one in the other: "Tengamos confianza los unos en los otros y transformaremos el mundo." In the minds and on the lips of the French children, too. that will be the thought, but more in the form of a rally ing cry: Chief, Foreign School Systems Division, Office of Education, U.S. Department of the Interior. By JAMES F. ABEL* DDYDD EWYLLYS DA Twelfth annual wireless message Boys and girls of all nations, we, the children of Wales, once again warmly greet you on Goodwill Day. In this springtime of 1933 there are, all over the earth, millions of children who are unhappy because their fathers and brothers have no work to do. We do not know why there should be so much sorrow in a world which is so beautiful, and so much want in a world which is so rich. We believe that this would not happen if all the nations to which we belong would live and work together as members of one family, trusting each other and enjoying together the riches of the earth. We believe, too, that by our thoughts we can help to bring this new spirit into the world. Let us then on this Goodwill Day, millions and millions of us, unite in one great thought of peace, peace between the peoples and peace between the nations. the faith that can remove mountains our thoughts will change the world. With "Ayons foi les uns dans les autres, et nous transformerons le monde!" Doubtless the children who voice in any language the ideals of the message will not know or care that May 18 is the anniversary of the opening in 1899 of the First Hague Conference, the first official peace conference to be held in time of peace. But they can be led to feel the thrill of companionship and fellowship with other little folk the world over and that will surely have some influence on their actions when they have grown to be men and women. To help bring children in schools and homes all over the world into this community of thought so that they may hear and reply to the message, the World Federation of Education Associations has arranged to broadcast internationally through the National Broadcasting Company's network, on Goodwill Day between 1:30-2:00 p.m., Eastern standard time, The Children of the United States The Children of the Spanish-American Republics Schools and homes throughout the United States are invited to arrange for children to hear the program and join the ceremonies intended to make for better international feeling. BOOKS ON WORLD AFFAIRS COLLEGE OR PUBLIC LIBRARIES now may procure World Peace Foundation books for whatever amount they can afford to pay. The trustees of the World Peace Foundation have adopted this way of making timely and authoritative information concerning world affairs available to libraries, educators, writers, speakers and individual citizens in this time of crisis. Foundation books, regularly ranging in price from 50 cents to $5 per copy, included in this honor system plan are: "Nicaragua and the United States," Cox; "Investments of U.S. Capital in Latin America," Winkler; "The Pacific Area," Blakeslee; "United States and the World Court," Jessup; "The Reparation Settlement," Myers; "Handbook of the League of Nations," Myers; "International Control of Aviation," Colegrove; "Soviet Planned Economic Order," Chamberlin; "The World Court, 1921-1931," Hudson, and "World Disarmament: Its Problems and Prospects," Myers. The application forms may be procured from the World Peace Foundation, 40 Mount Vernon Street, Boston, Mass. WORLD FEDERATION MEETING APPROXIMATELY 200 educational organizations affiliated in the World Federation of Education Associations meet this year July 29 to August 4, in Dublin, Ireland. This fifth biennial conference of the federation will bring together teachers of practically every country. Plans have been made for those who take either preconvention or post-convention tours to have opportunity for credit study in Germany, France, and England. For further information write to the general office, 1201 Sixteenth Street NW., Washington, D.C. 169 Dr. Judd's chapter of the report, available from the McGraw-Hill Book Company, New York City, covers a wide range of discussion, the topics including curriculums of schools and colleges, problems resulting from rapid expansion of education, training of teachers, the problem of supplying teachers, improvements in methods of teaching, educational administration, Federal participation, health, religion, finance, control of private institutions, athletics, military training, and scientific studies of education. The investigations into shifting social trends of the first third of the 20th century were carried on by 50 leading authorities in various branches of social science. The full report consists of 29 chapters. CITIZENS' COUNCILS THE RECENTLY HELD Citizens' Conference on the Crisis in Education set forth 40 principles to aid in holding aloft our Nation's standard of education. This assembly in Washington of the country's leading educators and other public men deemed it advisable to include the following paragraph in its declaration of policy: The peculiar position of public education in our democracy, supported and guided by local initiative and directly accountable to it, suggests that there should be set up in every locality councils broadly representative to mobilize and clarify public opinion in order to deal more generously and wisely with the present crisis in education. A number of communities have already organized local committees or councils to discuss present-day problems of education and other public services. Doubtless much good has already resulted. Many of our large cities could well follow the plan of Baltimore, Md. In this city the school board recently enlisted a group of citizens, divided into committees, to study workings of the public school system, and report on how it can best adapt itself to the exigencies of an increasing demand for its services and a much-curtailed income with which to perform them. Spring Plowing The farmer Plows laboriously. His clumsy, brown team For the earthworms. Gobbling the earthworms. A Miracle Tucked inside a twig A blossom! One pinky blossom RACHEL BLUMBERG Rachel Blumberg was a student in the eighth grade at the Sarah Scott Junior High School, Terre Haute, Ind., when these poems were written. She is the daughter of American born Jews; her mother is of German and her father of Russian descent. Her home is in the country and all her poems have been colored by her life there. She hopes to do work later in the field of art or literature. "Spring Plowing" and "A Miracle" are reprinted from Young Voices, volume II, an anthology of Scott Junior High School poetry, edited by Miss Georgia A. Brewster. Selected for SCHOOL LIFE by Nellie Sergent. ABOUT SCHOOL LIFE I HAVE BEEN a subscriber to SCHOOL LIFE for many years. Quite recently, however, I have noticed distinct improvement in set-up, content, etc. From being a mere Government bulletin it has become a livewire, up-to-date education journal, and I think all teachers should have an actual copy of the publication itself laid before them.-Junior high school principal. CONGRATULATIONS ON SCHOOL LIFE! It seems to me you have given this publication a new lease on life. In its present form it is interesting, readable, and timely. Your new cover also helps a lot.-Director, State bureau of statistics and research. SCHOOL MANAGEMENT IN SCHOOL MANAGEMENT, which made its bow last year in a pocket-size red dress, has changed its costume to gray and expanded to SCHOOL LIFE page size. Publisher George J. Hecht, who has helped to pilot Parents' Magazine to a wide and useful circulation, announces that the new School Management will consist chiefly of "digests" of the most practical, up-todate and helpful information on the various phases of school management which appear in other magazines and publications. A number of useful departments have been introduced in the publication. Which Books? Help for those who investigate before buying The head master of a boys' school wants information regarding book lists suitable for boys from 8 to 14 years of age. Fire has destroyed the school house and all its contents. The local parent-teacher association has raised $500 to buy library books. The principal writes for suggestions concerning the selections. A State teachers' association is sponsoring a pupils' reading circle and the committee in charge of the project would like to know what book lists would be helpful to them. These are typical of the inquiries addressed to the Office of Education for help in the selection of books for elementary school libraries. To meet these requests, information has been collected on sources of authentic book lists and other aids that are helpful to those responsible for the selection of books. Following is a list of sources to which a person may turn for help. States Every State provides certain helps for those who are confronted with the problem of book selection for elementary school libraries. The most important of these are printed book lists, personal advice about children's books by those who are qualified to give it, and information on books for school libraries found in State educational and library journals. Lists of books are issued from time to time, frequently in compliance with statutory provisions, by one or more of the following State agencies: 1. Departments of education; 2. Library extension agencies; 3. Reading circle boards; and 4. Institutions of higher learning (to a limited extent). A few of these State lists have been used as bases of selection in the leading catalogs of children's books. One of the best is, "List of books for school libraries of the State of Oregon." Part 1, Books for elementary schools and for country districts. Compiled by Anna G. Hall. Salem, Oregon State library, 1932. 231 pp. "Books have been included only upon personal knowledge of their merits and after careful examination of all works which seemed to have any claim to consideration. Latest, best, and most durable editions have been selected and if one edition is expensive a cheaper one is usually added, though no inferior books are used." Publishers, series, editions, grades for which books are thought suitable, publishers' prices, prices to *Specialist in School Libraries, Office of Education, U.S. Department of the Interior. By EDITH A. LATHROP * Oregon schools and annotations are given. Books recommended for first purchase are starred. Separate author and title indexes. List issued in compliance with the laws of Oregon. Some State departments of education and library agencies issue short printed or mimeographed lists designed to fit specific needs, for example: Arkansas State Department of Education. Book suggestions for little children. (Mimeographed) To make available the information collected for those asking what books to choose, the Office recently published Circular No. 69, "Aids in Book Selection for Elementary School Librarians." This circular lists aids mentioned in this article, together with numerous other helpful suggestions. Five cents for each copy up to 25 and two cents for each additional copy. Single copy free. Address: Commissioner of Education, United States Department of the Interior, Washington, D.C. (Check or money order. Stamps not accepted.) Massachusetts State Department of Education, division of public libraries. Books in inexpensive editions. (Mimeographed) New York (State) University. Recent fiction for boys and girls and Recent nonfiction for boys and girls. North Carolina State Library Commission. What books not to buy. School library supervisors may be called upon for aid. Ten States-Alabama, Indiana, Louisiana, Michigan, Minnesota, New York, North Carolina, Tennessee, Virginia, and Wisconsin-have such officials. Other persons in the States who are usually qualified to give advice in book selection are: Directors of State library agencies, supervisors of elementary education in State departments of educalibrarians tion, and and instructors (whose specialty is the elementary school curriculum) in institutions of higher learning which train elementary teachers. Local help Several general principles of book selection should be considered if money expended for school library books is to be expended judiciously: 1. Do the books meet the needs of the curricula and the reading interests of the children? 2. Are they the best that money available can buy? and 3. Are they suitable for the children's reading ages? School and library officials in local communities are in a position to know the needs of the particular school for which the books are to be selected, and they know the resources of the public library. Teachers know much about the recreational and vocational interests of the children. Supervisors are familiar with the books that the school should have in order to meet the needs of the curricula. Administrators know the subjects upon which books should be chosen to satisfy the extra curricular activities of the school, and they know the limitations of school budgets. Most librarians know books better than do most educators. They are in a position to give educators much practical help in book selection. Some of the larger public libraries publish and sell lists of books for children. The following are examples of lists that are for sale: Carnegie library of Pittsburgh. Catalog of books in the children's department of the Carnegie library of Pittsburgh. 2d ed. Pittsburgh, Pa., Carnegie library, 1920. v. 1, 464 pp.; v. 2, 332 pp. Postage only. Includes about 3,300 titles; represents the joint work of the children's and the catalog departments. Vol. 1 contains author and title list; vol. 2, subject index. The annotations are descriptive and are for the most part written on the children's level. "This list is not recent but it will be found helpful in buying standard and classic books, as special attention has been given to both treatment and editions of library classics."-Effie L. Power in "Library service for children", p. 57. Interesting people. 3d ed. Pittsburgh, Pa., Carnegie library, 1931. 16 pp. 5 cents. Biographies of people about whom boys and girls like to read. Annotated. Cleveland public library. Adventures |