xt7kh12v789r https://exploreuk.uky.edu/dips/xt7kh12v789r/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1938-10 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "American Education Week November 6-12, 1938", vol. VI, no. 8, October 1938 text Educational Bulletin (Frankfort, Ky.), "American Education Week November 6-12, 1938", vol. VI, no. 8, October 1938 1938 1938-10 2021 true xt7kh12v789r section xt7kh12v789r  

 

EDUCATIONAL BULLETIN
_

§ AMERICAN
EDUCATION WEEK

NOVEMBER 6-12,1938

I
0 Commonwealth of Kentucky 0 I

I

I

I

I

 

 

 

 

 

 

Published By

DEPARTMENT OF EDUCATION

H. W. PETERS
Superintendent of Public Instruction

 

 

 

 

 

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

iVo|.V| 0 October, 1938 0 No.8

 

  

 

FOREWORD

Private business realizes that its welfare depends upon the atti-
tude of its stockholders and customers. A prosperous business firm
never fails to provide its stockholders with periodic information as
to the status of its investments or allow the buying public to be
informed of its products. The business world spends millions of
dollars advertising its activities and products

It is no less important to advertise the fact that public education
is a great public business and that all taxpayers are stockholders in
that business. If public education is regarded as a worthy enter-
prise, educational progress is inevitable. If it is regarded as a neces-
sary evil and of questionable value, the whole morale of the public
school system will be lowered and our schools Will become static
instead of progressive. It is, therefore, very important that school
olficials not fail to plan periodically to systematically disseminate
information concerning the plans and activities of the school.

This bulletin contains information as to the origin, purpose and
growth of American Education Week. It contains suggestions for
this year’s Observances of that week. This information was collected
and arranged by Freddie Riddle of the Department of Education-
It is hoped that it may be useful to the school people in the prepara-
tion of programs intended to inform the public as to the status, work
and needs of our school system.

H. W. PETERS

Superintendent Public Instruction

l
l

 

 

Ch,

Chi
Ch:

Chaj

 

  

)n the atti-
siness firm
rmation as
iblic to lie
millions of

l. education
{holders in
thy enter-
as a neces-
the public
ome static
.hat school
.issemiuatc
301.

1rp0se and
estions for
,s collected
Education.
.e prepara-
atus, work

[‘ERS
Instruction

 

 

TABLE OF CONTENTS

Page

Chapter I. Origin, Growth and Purpose of American Education Week

Resolution of the National Education Association ............
Proclamations of. Presidents W. G. Harding and F. D.
Roosevelt
The General Theme for American Education Week 1938
“Education for Tomorrow’s America”—J. W. Stude-
baker, Commisisoner of Education, Washington,
D. C.
“Elementary Education for Tomorrow’s America”—

‘Bess Goodykoontz and Helen K. Mackintosh, U. S.

Office of Education, Washington, D. C .....................

Chapter II. Suggestions
Chapter III. Daily Programs
1. Sunday, November 6, 1938; Topic—Achieving the

Golden Rule. “Achieving the Golden Rule”—

Joseph R. Sizoo, Minister ............................................

2. Monday, November 7, 1938; Topic—Developing

Strong Bodies and Able Minds ....................................

“Developing Strong Bodies and Able Minds”—Har1

R. Douglass, Head of Department of Education,

University of N. C.

“Building Strong Bodies"-——-Katherine F. Lenroot,

Chief, Children’s Bureau, U. S. Department of

Labor

“Know Thyself”—-A Message to High School

Students

3. Tuesday, November 8, 1938; Topic—Mastering Skills

and Knowledges

“The Three R’s in the Modern Curriculum” ................

“The Mastery of Skills and Knowledge in the New

Secondary School”—William H. iBristow ................

“What High School Students May Do With Their

Skills and Knowledge” ..................................................

4. Wednesday, November 9, 1938; Topic—Attaining

Values and Standards ......................................................

”Standards and Values”——Angelo Patri, Principal,

Public School No. 45, New York, N. Y .....................

“Forming Good Habits and Attitudes”—Sarah L.

Young, Principal, Parker School, Oakland,

California

”Quotations on Habits and Attitudes” ............................

5. Thursday, November 10, 1938; Topic—Accepting New

Civic Responsibilities ....................................................

“Accepting New Civic Responsibilities”——Paul R.

Hanna, Stanford University, California ..................

“Responsibility and the School Group”——-Sidonie

Matsner Gruenberg, Director, Child Study Assn.

of America, N. Y.

6. Friday, November 11, 1938; Topic—Holding Fast to

Our Ideals of Freedom ..................................................

“Developing Independence of Thought and Action"—

Booth Tarkington ............................................................

"How the Elementary School Helps to Prepare for

Independent Thinking and for Independent Re-

sponsible Action”—Aaron Kline, Principal, Pull-

man School, Chicago, Ill.

 

 

 

 

 

 

 

 

 

 

Gaining Secu-

 

 

7. Saturday, November 12, 1938; Topic
rity for All
“Gaining Security for All”——David Cushman Coyle,
Cha t Engineer and Author, New York and Washington
D er IV~ Facts About Kentucky’s School System ....................................

1

5—6

7

7

11
12
12
14

14

16
17

19
19

21
22
23
23
25
27
27
28

29
31
31

31
33

33
36

 

 

 

  

 

 

Chapter I

ORIGIN, GROWTH AND PURPOSE OF AMERICAN EDUCATION
WEEK

There are many occasions on which human 1beings celebrate and
rededieate themselves to great ideals. Thus we observe Christmas,
July 4th, Armistice Day, and many other days. One of the later
occasions for celebration on a nation-wide basis is American Educa
tion Week.

There we1e many factors that cont1ibuted to the beginning of
American Education Week. Some of those facto1s are discussed
b1 1efly below

For the beginning of American Education Week some credit can
be given to the World War. That war brought to the front obvious
advantages of an education. It was shown that a majority of
officer’s commissions were given to college graduates. A survey
showed that one—fourth of those who responded to the draft were not
able to read or write, and twenty-nine per cent could not be accepted
for general military service because of physical defects.

The 1920 census showed that thirty-four per cent of our p60p16
were foreign-born, or the offspring of parents one or both of whom
were foreign-born. Sixty-two per cent of those illiterate were
native—born. ,

All these facts pointed to a need for an improved public school
system. Many studies of the public school system were made,
revealing poor buildings, short school terms, poorly trained teachers;
11001 school attendance, etc.

Along with these fact01s was another that contributed to the
establishment of American Education Week as a permanent institu
tion. This fact01 was the severe depression which threatened to

”short change” the educational program of the nation. American
Education Week p10V1ded an opportunity for f11ends of education to
again tell the public of the advantages of education to individuals
society and the g0ve111ment

\Vith these as cont1ibuting factors, American Education Week
was first observed in 1921. The American Legion and The National
Education Association were the first sponsors of the movement
Des Moi11es,lo“ a, in 1921, the Director of the Americanism 001111111S
sion of The Ameiican Legion, requested and receiv ed the (1001361anon

4

 

thii

for
He

  

JGATION

abrate and
Jln'istmas,

the later
an Educar

ginning of
discussed

credit can
it obvious
Ljority of
A survey
3were not
3accepted

uur people
of whom
'ate were

ulic school
are made,
. teachers,

ed to the
it inStitu-
atened to
American
lcation t0
dividualsl

ion Week
National
nent. Al
_ CommiS'
Opel‘atIOH

 

of the National Education Association in teaching and fostering
true Americanism in all the schools of America; At this meeting
the Americanism Commission of The American Legion and the
National Education Association approved the following resolution
which was adopted by the National Education Association at that
meeting:

“RESOLUTION OF THE NATIONAL EDUCATION ASSOCIATION—
DES M‘OINES—1921

The National Education Association welcomes most heartily and
accepts with great appreciation the offer of The American Legion to
cooperate with the National Education Association in securing for
America a program of education adequate to meet the needs of the
twentieth century and which will give every boy and every girl that
equipment in education and training which is his right under our demo-
cratic government and which will make of all, whether native or foreign-
born, good American citizens. To the accomplishment of these ends,
be it resolved:

1. That all teachers in America, exchange teachers and pro-
fessors excepted, should be American citizens and should be required
to take an oath of allegiance to the government of the United States.

2. That no one should be permitted to teach in any school in
America who has had less than a standard high school education of
four years with not less than two additional years of professional
training.

3. That the English language should be the only basic language
of instruction in all public, private, and parochial elementary and
high schools.

4. That adequate instruction should be required in American
history and civics for graduation from both elementary and high
schools.

5. That the American flag should be displayed by every school
during school hours and that patriotic exercises should be conducted
regularly in all schools, and, further, that The American Legion be
invited to furnish speakers from time to time at these and other
exercises of the schools.

6. That school attendance should be made compulsory through-
Out the United States for a minimum of thirty-six weeks annually
to the end of the high school period or to the age of eighteen.

7. That an educational week should be observed in all com—
munities annually for the purpose of informing- the public of the
accomplishments and needs of the public schools and to secure
the cooperation and support of the public in meeting their needs.

8. That the Representative Assembly of the National Education
Association authorize the appointment of a standing committee to
cooperate with The American Legion throughout the year for the
purpose of carrying into effect the program outlined above.”

In 1922 the Office of Education in W'ashington, D. 0., became a
d sponsor of the program.

In 1921, President \Varren G. Harding issued a proclamation
the Observance of the first AMERICAN EDUCATION WEEK
He made this statement :

“PUBLIC E
PRIMAR

thir

for

DUCATION IS THE BASIS OF CITIZENSHIP AND IS OF
Y IMPORTANCE TO THE WELFARE OF THE NATION.”

5

 

 

 

 

 

 

 

 

  

 

In 1936, President Franklin Delano Roosevelt made the follow-
ing proclamation:

“BY THE PRESIDENT OF THE UNITED STATES OF AMERICA—
A IP‘ROCLAMATION

An opportunity for all of our people to obtain the education that will
best fit them for their life work and their responsibilities as citizens
is the ideal of American education. It is an ideal which has been a
vital factor in our national development since 1647 when the General
Court of Massachusetts enacted the historic measure providing for an
elementary school in every township of fifty householders and a gram-
mar school in every town of one hundred families ‘to instruct youth
so farr as they may be fitted for ye university.’ In the expansion of the
nation the school has moved with the frontier, and time and experience
have demonstrated that universal education is essential to national
progress.

It is accordingly with a feeling of earnest gratification that we note
the improvement which has taken place with respect to the educational
situation in the United States. Teaching positions which were elimi-
nated during the depression years are being restored and teachers’
salaries have returned to Dre-depression levels in an encouraging num-
ber of school systems, colleges, and universities. There has been a
steady increase in the attendance of students at elementary schools, high
schools, and colleges,

It is particularly appropriate, therefore, that a time be set apart
this year for a widespread and understanding observance of the benefits
that flow from a continuing advancement of the standards of American
education.

NOW, THEREFORE, 1, Franklin Delano Roosevelt, President .of the
United States, do by this proclamation designate the week beginning
Monday, November 9, 1936, as American Education Week and urge that
it :be observed throughout the United States.

IN WITNESS WHEREOF, I have hereunto set my hand and caused
the seal of the United States of America to be affixed.

DONE at the city of Washington this 30th day of September, in the
year of our Lord nineteen hundred and thirty-six, and of the Independ-
ence of the United States of America the one hundred and sixtY'fiTSt'

SEAL By the President: FRANKLIN D. ROOSEVELT

CORDELL HULL
Secretary of State”

American Education Week has been observed since 1921.
It has become a celebration of national significance to our schools
and to the democracy that depends upon schools for its existellG'ev
It is a time when we should give attention to our schoolS, the”
achievements and their needs.

 

 

 

HE‘

“'01

 

  

1e follow-

“ERICA—

n that will
as citizens
as been a
re General
ing for an
1d a gram-
ruct youth
sion of the
experience
0 national

at we note
educational
vere elimi-
. teachera’
Lging num-
as been a
hools, high

set apart
he benefits
American

lent of the
beginning
l urge that

and caused

her, in the
Independ-
sixty-first.

lVELT

me 1921.
ll‘ schools
existence.
ols, their

 

 

 

THE GENERAL THEME FOR AMERICAN EDUCATION
WEEK, 1938

The general theme for American Education Week, 1938, is

”Education for Tomorrow’s America.” The following two articles
were prepared especially for American Education Week for 1938:

“EDUCATION FOR TOMORROW’S AMERICA
J. W. Studebaker
United States Commissioner of Education

If the democratic social organization is to be preserved it must
provide an educational base broad enough and vital enough to assure
intelligent action by the masses 'of people. More than any other form
of social organization democracy requires for its perpetuation an
educational system which encourages the development of the native
abilities of each individual. Not only that, but it requires an educational
process which fits and contributes to the growth of the social organiza-
tion and which prepares and assists people, not only as children and
adolescents but as adults, to function in a democratic society. Such
preparation can best be secured by continuing participation in the life
of the home, of the school, and of society in general. In brief, the best
preparation for tomorrow’s democratic America is to practice democracy
today.

With this conception of how to prepare for tomorrow, I submit two
proposals for practical action in strengthening American democracy
thru education. First, in their own fundamental organization and opera-
tion, our schools and colleges should more clearly approach democratic
societies so as to develop patterns of democratic behavior in the group
life of the learner; second, it is the duty of educational agencies in a
democracy to provide the maximum of opportunity to youth and adults
to study and discuss the current social, economic, and political problems
with which our citizens must deal.

Education for a democratic society, however, begins in the home.
Family life itself should function as one of the vital units of democracy.
In thls unit children and parents, too, should learn to act in the interests
of the group; to respect the rights of others, and to cooperate in common
undertakings, A democratic society cannot be maintained in a nation
unless the social principles needed in the larger community are first
practiced in the home.

Since the direct influence of education begins in early childhood
and continues thru the period of adolescence and to the years of adult-
hood, the schools, beginning with the nursery school and the kinder-
garten, cannot escape the obligation to develop habits of democratic
bflhaVIOI‘. If the school is managed like a totalitarian state it will prepare
Cltrzens for that kind of state, but we in America believe that the school
can and ought to be managed on the principles of a democratic society.
_ Outside the classroom there are also unlimited opportunities for
Children and youth to practice democratic living. By organizing them-
:zlges ’60 plan their own affairs, young people come to appreciate and
in ttl3lrStand the ways of democracy. By practicing democratic procedures
th e group-control over the affairs that are now of most interest to

_em: Dunlls acquire the ability to function as future citizens. The
giOUD‘plannlngof school discipline, of social activities, of publications, of
gal/wound actlvrties, and of school sports affords a. practical preparation
or democratic living.
f1“36$;tschoolsystem is to be run democratically there_must also be
Child- 0 lllqulre and to learn. The spirit of inquiry so ev1dent in young

1911, Often to the embarrassment of parents and teachers, should

7

 

 

 

l
l
r
l

 

 

  

 

 

 

not be stifled as the children proceed from grade to grade so that by
the time they leave high school they are satisfied to accept what the
teacher tells them. On the other hand, inquiry on the part of pupils
should be encouraged more than it is today. Once a teacher was heard
to say: ‘When my children came to me last fall they had the habit of
asking questions which their former teacher encouraged them to do, but
I soon broke them of the habit.’ Pupils should also be permitted to
exercise their right to make choices and to reach their own conclusions
as a result of their own intellectual efforts.

In educating for tomorrow’s America, which can best be done by
educating for today’s America, we must also plan to meet the needs of
adult citizens for study and discussion of problems as they arise. The
plans for such programs must provide for the maximum of participation
on the part of adults. These part-time programs must demonstrate
democratic procedures and they must help the adult in grappling with
the complex problems of our day. I know of no better means than the
community or public forum for the free discussion of community, state,
national, and international problems affecting the lives of the American
people. Discussion at such forums develops the capacity and desire of
people to think for themselves. It gives strength and meaning to public
opinion, because it stimulates citizens to organize their thinking and to
check it by the thinking of others.

Woodrow Wilson said: ‘I conceive it to be one of the needs of the
hour to restore the processes of common council. We must learn, we
freemen, to meet as our fathers did, somehow, somewhere, for consulta-
tion. There must be discussion—«in which all freely participate.’

It is toward the realization of that kind of soundly supported
democratic government that we must now make rapid strides.

In the planning of our educational program there is another group
of people who should not be forgotten—young people who are not in
high school, nor in college, nor at work. Many of them are not in high
school because its offerings do not appeal to them, many are not In
college because they are not financially able to attend, and others are not
there because they cannot do the work demanded by the college. Pro-
vision, however, should be made somehow for the millions of out-of-
SChOOl YOUth to continue their education, even if some of them are but
one-talented persons and not capable of pursuing the courses now offered
in the schools. One talent may yield as large a proportionate increase
as ten talents.

If our educational system is not such as will help boys and girls
now in school democratically to solve America’s problems as they arise
let us during American Education Week resolve to make it sucha
system.”

“ELEMENTARY EDUCATION FOR TOMORROW’S AtMERICA
Bess Goodykoontz and Helen K. Mackintosh
United States Office of Education, Washington, D. C.

What is tomorrow’s America to be? No prophet is willing to chme
the kind of world in which Today’s children will be living as grownups
Probably it will be unlike both yesterday and the present. All peODIe,’
teachers, parents, and citizens—can express their hopes for children In
the form of such ideals as:

1. To live in a peaceful world

2. To possess a sound body plus a keen mind It

3. To know what to do, how to do it, and how to judge the “’15"

4 To be able to take life as it is and make the most of 1t: 1151”“
the ability a person has

5. To be interested in the community first, self second

6 To enjoy freedom of thought and action

8

 

 

 

 

  

3 so that by
iDt what the
ll‘t of pupils
er was heard
the habit of
m to do, but
permitted to
, conclusions

be done by
the needs of
'arise. The
participation
demonstrate
appling with
ms than the
lunity, state,
ie American
iid desire of
fig to public
iking and to

ieeds of the
st learn, we
for consulta-
cipate.‘
v supported
ides.
other group
. are not in
not in high
are not in
hers are not
illege. Pro-
.s of out-ut-
iem are hut
now offered
ate increase

rs and girls
r they arise,
3 it such a

VIERICA

G.

g to picture
5 grownupsv
in people?
children In

the result
it, using 3’

 

 

l

 

7. To have enough money to live comfortably, and to save for old
age
8. To first free time, and to enjoy it in many ways.

In order to know what right we have to set up such ideals for to-
morrow’s America, it is necessary to get a clear picture of what elemen-
tary education is like in America today. Those who work with children
like to think of elementary education as part of a whole experience in
learning, from birth tliruout life. At the present time, artificial lines
have been set up which define education as for pre-school, early elemen-
tary, intermediate, junior high school, high school, college, and beyond.

A bird’s-eye view of the nation’s schools shows that more than
22,000,000 children, ranging in age from 6—14, and in some communities
both younger and older, are in elementary schools. Many of these are
eight-grade schools, since more children of seventh and eighth grade
level are enrolled in elementary schools rather than in junior high
schools. If your child of elementary age is like the average, he is one
of a group of thirty-nine children who attend school about thirty-five
weeks each year.

Elementary education is broader than the elementary school. In
every community there are many groups that have a part in educating
the child. These include the home, and the community as represented
by libraries, churches, museums, art galleries, playgrounds, industries,
city government, the movies, the radio, the Junior Red Cross, and many
other agencies. People in each community may well make a list of
all the groups which share in educating their children, and study them to
see what quality of education is being provided. Every community, in a
sense, chooses the kind of education which it will offer to adults for
tomorrow. As partners of the school, parents and other citizens need

to work together to secure the best possible education for which the
community is able to pay.

.Since all experiences which children have are considered as a part of
their education, parents and teachers are especially concerned that such
experiences will be of real value to the child both in the present and
in the future. To approach the question from the adult point of view,
Whahwould most grownups like to have a chance to do, and see, and
GPJOY If they were ten again?’ Would they be satisfied to learn dates in
history, arithmetic skills, rules of grammar, and names and locations of
Cities? The most valuable arithmetic may be that which helps the child
to know that he has received the correct amount of change from the
grocer; the most worthwhile musical experience may be that which
causes him to recognize with pleasure a piece of music which he hears
over the radio; the most practical geography may be that which helps

him to understand why airplanes from the Unjted States to France
make a North Atlantic crossing.

int .Pre'Sent day schools believe that learning should be gained in an
Chielldesung and meaningful way, both in and out of the classroom.
workfen should work .hard in terms of their strength, but should enjoy
Whichngi BOYS and girls'often help in planning and judging the work
or att't ey do: By so domg they see the need for the skill, knowledge,
in tlkllde which the teacher is trying to develop, at a time when learn-
chcur: eS.DIace most quickly. and easily, and when the actual need
the .1 Since teachers recognize that no two children are exactly alike,
abifitpafi so that boys and girls may work as slowly or rapidly as
Cass??? ows. A child no longer works for a whole day in a large
othe‘ u. 0fte1rworks by himself or With a small group. In spelling or
1 51““ Slleects he works in competition with his own record.

whmMOtI‘e and more, teachers are trying to know the boys and girls with
teac§e~hey Work, outside of school as well as in the classroom. Many
IS bOth get and give help as they visit the children’s homes. By

s . .
irlimch VlSltS parents are encouraged to study the needs of their children
Ooperation with the school.

 

 

 

 

 

 

 

 

  

Altho schools have discovered good ways of helping Children to
succeed, there are problems that need to be solved in the immediate
future. Education is a continuous process, with the elementary school
as an early level where the pattern of the child’s life in habits of health
and study, and attitudes toward work becomes well established. It
should be made increasingly easy for the child to change from one level
' . ,- ‘ ‘ of education to another.

’, Every child, wherever he lives, should have as good an education
, ,. > as any other child. Regardless of race or place of birth, or of section
' a ‘ 0f the country in which he lives, every child should have an equal chance.

 

"fl All kinds of children—healthy, weak, deaf, blind, lame, defective in
speech—should receive the kind of education which will make them

useful citizens. , gm

Increasingly, teachers must receive the sort of preparation that ‘ t1“

enables them to plan, carry out, and judge classroom work in coopera- l
. _ v ' y . tiOn with boys and girls. To make this possible the period of education ‘

for teaching must be longer; but it can only be longer as communities t'
. , ,I _ are willing to pay the price in dollars and cents. ¥°
." . How well has your school succeeded in solving present problems tlv

. and in recognizing new problems in elementary education in your com

.- . «a ‘ . munity‘? Citizens who study the schools of their own community as
fl” ‘ . , ‘ partners in an enterprise will help to give today’s children their place y01
as useful citizens in Tomorrow’s America.”

ma

. . ’ ' the
‘ loc

. i. . W
‘ " ‘ _ the

 

', do]

1;)

 

 

 

  

children to
immediate
tary school
:s of health
)lished. It
n one level

1 education
of section
ual chance.
efective in
make them

ration that
in coopera-
f education
ammunities

t problems
. your com
amunity as
their place

 

 

 

Chapter II
SUGGESTIONS

1. Secure the cooperation of many groups and the various
social and civic clubs in the school districts. Do not fail to enlist
the aid of every community organization.

2. You may want to plan a community—wide American Educa-
tion Week Dinner which may be open to all persons or to representa-
tives of all cooperating agencies.

3. If you can, publish in leaflet or bulletin form facts about
your school—costs, personnel, history, needs, etc.

4. Seeing Is Believing. School exhibits and demonstrations
may serve well to give concrete evidence of work being done.

5. Get the Story to the People. Have a worthy program and
then see to it that parents and patrons know about it. Use the
local and school newspapers wherever possible. Send messages to
Parents by pupils and mail. Talk American Education Week. Have
the proper ofiicial issue a proclamation. Use Stickers.

6. Assign specific duties to the various clubs and departments
in school. For instance, a home economics department, an art
department, or an English department can give valuable assistance.

7. Remember that The American Legion is interested.

11

 

 

  

 

 

 

Chapter III

DAILY PROGRAMS

Materials and information presented during American Educa-
tion Week, 1938, will need to be somewhat original and will need all
the “local color” that it is possible to give. The information con-
tained herein has been prepared especially for American Education
Week Programs, and is given in this bulletin for suggestive, as well
as for informative purposes. The articles are samples. Those partici-
pating in the local programs may want to use them as guides. For
instance, the program for Sunday, November 6, is “ACHIEVING
THE GOLDEN RULE.” Pastors of the churches participating in
this program will want to prepare their own sermons and activities,
but may receive ideas from the Article copied below.

Detailed information and suggestions for daily programs may
be obtained from the National Education Association, Washington,
D. C.

1. SUNDAY, NOVEMBER 6, 1938
TOPIC—ACHIEVING THE GOLDEN RULE

“ACHIEVING THE GOLDEN RULE
Joseh R. Sizoo
Minister, Collegiate Church of St. Nicholas, New York City

We are living in a day when the nation is on the march. Seem-

ingly, we have determined to set up a whole new scheme of things. NP“
fires are playing in the heart of the earth and civilization is 136901111113
molten again. New seeds are being planted in new frurrows destlned 10
bring us new harvests. New waters are breaking forth out of hlddeii
springs, which will make their way one day to new and undlsco‘lefe
seas. The sense of turmoil and change is upon eVerything and eveYYOn‘e'
Our modern day may be characterized by the word aspiration: Thfelfi
is everywhere among us a quest for the fuller life. You may think 0 1t
negatively in terms of revolution and revolt, an unwillingness to 320991135
the disciplines of life, a refusal to live within the inevitable restiailiu
of circumstance; but it is much more honest and fair to speak 0f 1m.
terms of aspirations. We may not be in agreement with these 35985
tions. We may believe that they will only further entangle and emiileve
the nation in deeper dilemmas and disillusionment, We may 3911 of
that if the aspiration of one group is to be realized, the asplratigno
another group must be denied. We may believe that if one seV‘iIl may
the social structure is to succeed, another section must fall. e

12

 

 

 

  

an Educa
11 need all
ation 0011-
Education
ve, as well
so partici-
ides. For
HIEVING
ipating in
activities,

rams may
ashington,

: City

'01]. Seen-
iings. N?“
s becoming
destined to
; of hidden
idiscovered
1 everyone'
ion. There
think of it
s to accept
, restraints
:ak of it ill
ese aSDlm'
comes
,2; believe
piratiou 0f
Section Of
We may

 

 

believe that these aspirations are conflicting and contradictory and
self-destroying. But they are there and we have to deal with them.
The nation is on the march!

Now it is never easy to live in times of transition. If you are
familiar with the open country and rural life, you know that roads are
always most difficult to travel in the springtime. It is the time when
frosts go out of the ground and ruts are easily formed and mud clings
to the wheels. It is so with a nation that lives in the springtime. When
you dig, it will bring to the surface foreign substance and rubble. You
must let the water run for a little while before it becomes clear and
cold. So it is true in the nation in a day such as this. What fills many
with misgviings is the fear that a different nation may not be a better
natidn

But one fact is becoming increasingly clear. If we are to build a
braver and better tomor