Suggestions: Reword principle to state "Horizontal articulation" Include in principle words "articulation within junior high school itself, between activities and subjects of each of these levels and between speical classes and regular grades."

Principle VI-Teacher-Pupil-Parent Relations-Curriculum policies and practices should encourage friendly understanding and democratic relations among supervisors, teachers, pupils, and parents. For 985. Against 5. For modification 19.

Suggestions: Two groups would reword the principle to read "should make supervision more democratic and friendly, should make pupils aware of duties and responsibilities, should allow parents to advise on curriculum.”

Principle could be reworded to read "general public" rather than "parent". Experience of some teachers in under-privileged districts is that all means have been tried yet parents remain aloof.

Principle VII-Cooperative Curriculum Development—The curriculum should be deevloped as a cooperative project in which the teacher, the supervisor, the parent, the public, and the pupil participate, and to which each makes appropriate contributions.

For 940. Against 53. For modification 13.

Suggestions: Definition of "appropriate contributions", "public". Reword principle to omit, possibly, pupil participation in curriculum making.

Reword to include the words "qualified members of" in front of the words "the public."

Include "business" (employers) in the development of curriculum. Curriculum to be developed by professionaul curriculummakers taking into consideration the advice and suggestions offered by teachers, supervisors, parents, public organizations, but, guarding against attempts to influence curriculum for ulterior motives. Add word "democratic" after "cooperative."

One teacher thinks this impracticable.

The cooperation of the ppil should not be extended to include the course of study.

Principle VIII-The Teacher and the Curriculum-The teacher's outlook on life, understanding of human relations, attitude towards others, professional and personal growth, sensitivity to changes in social organization and purposes, and understanding of how children grow, develop, and mature are very important in determining the effectiveness of the curriculum.

For 1002. Against 1. For modification 6.

Suggestions: Reword principle to include supervisor. Teachers and supervisor should have a knowledge of the growth and development of the child.

Add to the principle "with particular attention to the immediate needs of the community."

Include in this principle, possibly after "attitude towards others," active interest in her work.

Principle IX-Supervision and the Curriculum-Supervision is a constructive, creative, and cooperative activity which seeks to improve teaching and learning.

For 959. Against 16. For modification 34.

Suggestions: Reword principle to read: Supervision should be constructive, creative and cooperative and of the type that seeks to improve teaching and learning to the maximum efficiency.

Reword principle to read: Supervision is a constructive, creative, cooperative activity which interprets and implements the curriculum and seeks to improve teaching and learning.

Add to this principle: "the supervisors' understanding of human relations, their attitudes toward others, their professional and personal growth and their sensitivity to changes in social organizations and purposes are very important in determining the effectiveness of the curriculum.

Principle X-The Curriculum and the Community-To secure mutual understanding, cooperation, and the achievement of common purposes, curriculum planning must consider the aims, programs, and relationships of all agencies in the community which have an interest in and a responsibility for the education and development of children.

For 997. Against 0. For modification 11.

Suggestion: Add to statement of principle: "in the democratic way of life."

Principle XI-Evaluation and Experimentation-There should be continuous experimentation with and appraisal of curriculum practices and outcomes in order to evaluate the direction and degree of changes in pupil growth.

For 983. Against 25. For modification 1.

Suggestions: Insert after word "practices" "by trained people." Would insert, probably after the word "outcomes" "experimentation not tending to disturb the stability of the bupils.”

To much experimentation is a waste of valuable time. We ask "are teachers being prepared for what is to come?" "Isn't the activity program being thrown at schools without preparation of the teacher?" "Is the necessary equipment being provided?"

Principle BII-Leadership and the Curriculum-The success of a curriculum is dependent on competent leadership.

For 1006. Against 1. For modification 0.

Suggestion: "Competent leadership" needs elucidation. It is too

vague.

Reword principle to add after "leadership" "and the mechanics to put the curriculum into successful practice."

Add "and the belief of the teachers in the worthwhileness of the job in which leaders and followers are engaged."

Add to the principle "of teachers, parents and even pupils in addition to that of supervisors, directors and superintendents.”

Competent leadership is "necessary" for the success of the curriculum.

Total vote-For 11,707 (.9675). Against 15 (0.125). For modification 241 (0.2).

In several workshops the numerical vote was not recorded. Various suggestions were made to add an additional principle: Provision should be made in the curriculum for the instruction of employed parents in the principles of nutrition.

Education is a directive force to initiate and regulate changes in the social order toward desirable ends.

Effective and comonsense discipline, conformance to accepted ideas of good behavior and a reasonable participation in classroom activities are necessary.

Curriculum should provide for moral, religious, sex and ethical education.

Encourage attendance by pupil at his individual place of worship. Some consideration should be given the health and well being of the teacher in the classroom in all curriculum planning.

Develop Better Human Relations*

Better human relations, better personal and social relationships, can be developed through moving pictures used as a springboard for classroom discussion. Since the techniques in this use of human relations films are not generally known, we believe that a report of the experiences on which we base our conviction about the value of this medium will be of interest to other teachers. These experiences were part of our work during the fall of 1943, in the in-service course on "Moving Pictures in the Program of Personality Adjustment" given by Mrs. Esther L. Berg, Assistant to Principal, Junior High School 99, Manhattan.

MATERIALS. The films we used are known as The Human Relations Series, and were edited from feature photoplays by a Commission of the Progressive Education Association with Dr. Alice V. Keliher as the chairman. In the complete series (available at a low rental from the New York University Film Library) there are over 50 excerpts from full length feature films. These excerpts cover such situations as the young child in his family, the older child in his social group, the young person choosing his life work, mob behavior, racial discrimination, relations of communities and nations. The running time of each excerpt averages ten to fifteen minutes.

METHODS. The use of these films is to be markedly differentiated from the use of the instruction film designed as a classroom teaching tool. The usual procedure for the latter is to have a clearly formulated purpose for the use of the film in learning situations, to preview the film to determine how its elements will aid pupils in developing an understanding of the unit of work, to prepare the pupils before the film is shown by giving suggestions of some significant aspects to observe or by raising questions that can be answered through study of the picture, and after the showing, to have definite pupil participation in activities such as discusssion, written

*A cooperative report delivered at an in-service course Moving Pictures in the Program of Personality Adjustment conducted by Mrs. Ether L. Berg. Submitted by Mrs. Bertha Balsam, Mrs. Esther L. Berg, Mrs. Juliet Furman, Mrs. Ruth Gadrich, Miss June Harris, Mrs. Marion Scully, Mrs. Margaret Wilhelm. Edited by George E. Levinrew, Bureau of Child Guidance.

tests, reading assignments, and projects for research and creative expression.

The human relations film, on the other hand, is first previewed by the teacher so that she may be ready to lead a discussion. Preparation of students, if required, can be limited to questions of the "why" of certain behavior or situations in the pictures. When discussion is opened after the showing of a film, the class can be asked what problems of human relations, of conduct, of behavior, they saw in the movie. The pictures stimulate the observers' feelings, attitudes, memories, and it is these personalized, individualized reactions which are the subject of discussion by the group. The teacher's role should not be one of judgment, but rather of acceptance. Conflicting points of view will inevitably be expressed, and the teacher, neither by word, tone, or gesture, should take sides. Learning by the pupil comes through the process of self-exploration created through class discussion.

DEMONSTRATION. Mr. Louis Relin of Benjamin Franklin High School, as an expert, first demonstrated the method for us. An excerpt from Black Legion was shown to a group of high school boys and girls, whites and Negroes, of varying intellectual abilities, who came from Julia Richman and Benjamin Franklin High Schools. Mr. Relin then opened the discussion in a very casual manner by asking whether the picture presented a real situation. The response of the group was immediate. The film had aroused strong emotional and intellectual reactions. The discussion moved along swiftly and smoothly. It was so deftly and skillfully handled that the direction along which it was guided was not apparent to the group and hardly apparent to the observers. Mr. Relin at no point attempted indoctrination or a superimposing of any personal opinions upon the group. At one point, when a stalemate occurred, he suggested sources for further study and research.

The excerpt dealt with economic prejudice, and the members of the class debated what they felt were the real reasons for racial and religious persecutions. Problems of minority groups, especially Negro problems, were aired frankly and honestly in a most friendly spirit. One of the white boys, toward the end of the discussion, made a deeply moving plea for tolerance. This boy told how he often invited Negro friends to his home, and how his warm welcome was reciprocated in their homes. The class finally had to be