Discusses how elementary education gradually became a concern of the newly founded National Council of Teachers of English and how the Council in turn set about to influence elementary school language arts instruction during its first 50 years. (HTH)

Discusses three major elementary curricula thrusts and three nearly equally influential areas of major concern that characterized the author's stewardship of the National Council of Teachers of English. (HTH)

Explores the emergence of the elementary section of the National Council of Teachers of English, noting how its occasional isolation and specific language have not diminished its influence in the Council's mission. (HTH)

Reflects on the evolution of NCTE's elementary-level professional journal--from its official designation as a Council journal in 1929 through its change to "Language Arts" in 1975--and the author's tenure as its editor during the 1960s. (HTH)

Reflects on the author's tenure as editor of NCTE's elementary-level professional journal during the social upheaval of the late 1960s and early 1970s. (HTH)

Notes that many of the topics presented in old issues of NCTE's elementary-level professional journal are not unlike those the profession is addressing today. Presents several child-centered goals for elementary education in the next 10 years. (HTH)

Notes that despite unresolved world issues, many "student friendly" events occurred during the author's tenure as editor of NCTE's elementary-level professional journal. (HTH)

Reflects on the author's school years early in the century and her teaching career, parallel to NCTE's first 75 years, and her work within the Council. (HTH)

Recounts efforts by the author and others to shift reading instruction from dependence on basals to the use of trade books and a greater range of choice for students in selecting reading materials. (HTH)

Observes how poetry used for teaching children during the past 75 years has evolved from works for adults to those more appealing to or written specifically for children. (HTH)

Surveys the fleeting place of composition instruction in elementary schools during the 1800s. (HTH)

Presents a historical perspective on child language research, termed "stingy" because of the lack of financial and institutional support. Speaks of the pioneers and present researchers who study child language as men and women of unusual determination and commitment. (HTH)

Reflects on the role of tradition in defining the nature of classrooms, schools, schooling, learning, and teaching. Argues that if schools really are for children, they should be organized in such a way that they facilitate learning rather than perpetuate tradition or make things easier for adults. (HTH)

Offers descriptions of classroom experiences that support the theories behind writing as a process, a holistic approach to language acquisition, and Piagetian "egocentric" thinking. (SRT)

Provides ideas for helping students find sources and discover a topic for a research paper and discusses students' research processes, focusing on the need to allow students time to make meanings out of the facts they gather. (SRT)