PN: ~ rs a - w Shortage and Belew Standard Reported Estimated Shortage and Below Standard ) j 10 >) wm w 960 477 762 ,019 m-) & | ,487 ,044 ,432 847 624 240 ,850 ,307 ,676 ,654 ,043 291 mm tS = & DO mm Dm whd ~ do > t} mon wn wwwhd wu inw tye ww +e a eK we we un tO 3,029 1,677 326 2eB2 su. EB A. BULLETIN —————==—=_=—=—=—===_=—_=—«—X—>#??—S——— A CALL TO SERVICE The following extract from an editorial in the Illinois Teacher (September, 1920) tells defi nttely how members may help the Illinois State Teachers Association accomplish its importay work. The large service that state associations are rendering the cause of education makes sych a statement of interest to members of such associations thruout the country.—|Tue Eprror}. UR SCHOOL SYSTEM must make some rapid developments and readjust- ments to meet the demands of our rapidly changing social, economic and industrial conditions. All this will need our best thought and most energetic efforts. Our organization must play its part. The call to service is loud and clear. Shall we answer? Will you serve? You can serve your organization, and thru it yourself and the State, in the following ways: 1. Keep up your membership in the Association and induce all other teachers to become members. 2. If you are an officer or committeeman of the Association or of a Division, do your best to make the next meeting the best ever held and to enrol all the teachers of your Division. Send promptly to the Secretary of the State Associa- tion all programs, reports, and the membership lists fully and accurately made. 3. Attend the meetings of your local Division and of the State Association if possible, listen attentively to all lectures and discussions, and express any help- ful or constructive ideas you may have to offer 4. Accept any part assigned you on the program’or on committees and consider such assignment an opportunity to render a service and to grow by doing your best. 5. Study the resolutions offered, discuss them, amend them, or commend them, but support and defend them loyally after their adoption by a majority of the members of the Association or by the chosen representatives of the members. We must let the general public know what our principles are and why we stand for them. 6. Help the editor to keep in close touch with educational affairs by writing to him occasionally, and by sending him items of school news, newspaper clip- pings, circulars, bulletins, courses of study, reports, or any printed matter con- cerning educational movements or activities. Put him on your mailing list. 7. Try to grow constantly in professional spirit and efficiency, and give to your school the best that is in you. Growth and service must continue to be our foundation principle. HE STATE OF DELAWARE reimburses teachers who carry on profes- sional work to the satisfaction of the State Board of Education, during six weeks in summer. Carfare, board, and other legitimate expenses are included. The work is given at the Delaware College Summer School, which is conducted at Newark in connection with the State College. HE American public school has one great fundamental task, namely the train- ing of American citizens —Flora M. Frick in The National School Digest. the pr‘ pu def. rtant Such ust- and etic and the ers on the nd by ad of THE SMITH-TOWNER BILL A Discussion of the Fundamental Principles of the Bill and a Brief History of the Movement for the Recognition and Encouragement of Public Education by the National Government * By Hugh S. Magill Field Secretary, National Education Association HE SMITH-TOWNER BILL, now pending in Congress, establishes a De- ment of Education with a Secretary in the President’s Cabinet, and au- thorizes an appropriation of $100,000,000 to encourage and assist the states in the promotion of education, with the express provision that the management of the public schools shall remain exclusively under state control. Based on Fundamental Principles This bill is based on certain principles which are quite generally accepted. It assumes the existence of a national consciousness; that under a common flag all Americans are citizens of a common country; that the duties and privileges of American citizenship are not affected by state boundaries; that because of the facilities for intercourse between the states, each must inevitably share in the strength or weakness of all; that whatever tends to elevate and strengthen the citizenship of any state promotes the welfare of the entire country; and that any disorder or weakness in a state or community subtracts from the general health and security of the nation. The bili rests on the assumption that public education is essential to national welfare; that to insure national prosperity and preserve our American institutions there must be developt thru education a citizenship physically, intellectually and morally sound; that to neglect the proper training of any considerable por- tion of the future citizens of our country, in whatever state or community they may reside, is to endanger the future of our nation as a whole; and that because of these facts the National Government is vitally interested in the promotion of public education in all the states. Preserves State and Local Control Those who framed the bill kept clearly in mind that under our dual form of government, national and state, only certain powers are delegated to the National Government, and that all others are reserved to the states and to the people. They recognized that the control of public education is not a function of the Federal Government under the provisions of the Constitution. They preserved a careful distinction between promotion and control; between fostering educa- tion and assisting the states in its development and support, and undertaking to dictate or prescribe to the states regarding the management of the public schools. The organization, supervision and administration of public education is clearly a function of the State, but there is the highest authority and precedent for the National Government to conduct research in the field of education and give the * This article is publisht as Legislative Commission Meries Number One and also appears in the Educational Review for November. states the benefits of such study and investigation, and also to grant aid to the states for the promotion of education because of its vital relation to nationa] welfare. Precedent for Federal Aid Establisht The preamble of the Constitution declares that to “promote the general wel- fare” is one of the purposes for which the National Government was establisht. Washington urged the promotion of agriculture as conducive to public welfare, and he’also urged the people “to promote, as an object of primary importance, institutions for the general diffusion of knowledge.” The Ordinance of 1787 solemnly declared that “schools and the means of education shall forever be encouraged.” The National Government gave at first one and later two sections of land in every township for school purposes, and made liberal grants of land for the establishment of colleges of agriculture and mechanic arts. In more recent years it has made appropriations for the promotion of vocational educa- tion and household arts and other forms of special education The promotion by the Federal Government of matters over which it does not have control but which are intimately related to national welfare has become an accepted practice, This is clearly shown by a study of the more recently establisht departments, particularly the Department of Agriculture. . There are now ten departments in the Federal Government, each under the direction of a Secretary who is a member of the President’s Cabinet. The first seven of these, considered in the order of their establishment, have executive charge of affairs over which the Federal Government has control under the provisions of the Constitution. The last three establisht, Agriculture, Com- merce and Labor, deal with subjects not under the exclusive control of Congress, but which are promoted by the Federal Government. Neither agriculture nor education is mentioned in the Constitution. The National Government can con- trol neither; in the interest of public welfare it can promote both. Constitu- tionally, they are in exactly the same relation. Agriculture Promoted by National Government The Department of Agriculture was establisht by act of Congress in 1862. It was created as an independent department under a Commissioner who did not have a seat in the President’s Cabinet. A study of the debates in Congress on the bill creating this Department shows that there were members of Congress who felt that the Federal Government was exceeding its powers in undertaking to establish such a department. They pointed out that the power to control or regulate agriculture was not given to Congress and was, therefore, reserved exclusively to the states and to the people. These arguments were answered by other Congressmen who declared that it was entirely within the powers of the National Government to promote agriculture, because its development was so essential to the welfare of the nation and of the people. They quoted Washing- ton to show that he had recommended that the Government promote the develop- ment of rural life and the agricultural interests of the country. They admitted that the Federal Government had no power to control agriculture but declared that the establishment of the department was for its promotion, not its control, and in the interest of public welfare. After a thoro discussion of the subject, which was participated in by many of —_ #4 a et Url let OM lal iad "es the greatest statesmen of that time, the bill was past by Congress and signed by President Lincoln. The Department started out in a modest way but under able leadership. It grew rapidly in public confidence because of the valuable research work which it conducted and the information which it gathered and disseminated. In a few years the opposition had practically died out, and we find the members of Congress vying with each other in their praise of the valuable service which the Department was rendering. Department of Education Establisht in 1867 A few years after the establishment of the Department of Agriculture, a movement was started to create a Department of Education to be organized along similar lines. The first definite action was taken by the Department of Superin- tendence of the National Education Association at a meeting held in Washing- ton, D. C., in 1866. A memorial was prepared and presented to Congress. James A. Garfield, then a member of the House of Representatives and later President of the United States, immediately espoused the cause and a bill was introduced to create such a department. The Congressional debates on this bill are particu- larly interesting. We find that many of the arguments used for and against the establishment of a Department of Education were similar to those which had been used for or against the creation of a Department of Agriculture five years before. The opponents of the measure insisted that the establishment of a De- partment of Education was too great an extension of Federal power. The advo- cates of the measure referred to the Department of Agriculture as a precedent, showed the splendid work which it had accomplisht, and insisted that the promo- tion of education was of even greater importance. Congressman Garfield, who had charge of the bill, quoted from William Penn, who a hundred years before the establishment of our Government, when working out his great plans for the establishment of a democratic colony in “er America, declared: That which makes a good constitution must keep it, namely, men of wisdom and virtue; qualities that because they descend not with worldly inheritance must be carefully propagated by a virtuous education of youth, for which spare no cost, for by such parsimony all that is saved is lost.” In support of his argument that the promotion of education should receive the attention of the National Government he quoted from Horace Mann: “In our country and in our times no man is worthy the honorable name of statesman who does not include the highest practical education of the people in all his plans of admin- istration.” Secretary of Education Advocated by Charles Sumner The bill past the House and went to the Senate where it was supported by statesmen prominent in American history. No very serious opposition was manifested in the Senate against the general proposition for the establishment of a Department of Education. The debate was largely upon whether it should be called a Department or a Bureau, and whether it should be an independent de- partment like the Department of Agriculture, or be made a bureau in the Depart- ment of the Interior. It was decided to make it an independent department. Among those who earnestly supported the bill was Charles Sumner, of Massa- chusetts, whose scholarly eloquence had many times influenst the Senate. In a speech in support of the bill, delivered on February 26, 1867, he declared: “Call 54 7 Pee. es) & BULL aTt.I N it then, I say, a Bureau, or call it a Department, but give us the bill and do not endanger it at this moment, at this late hour of the session by any unnecessary amendment. For myself, Sir, I would, if I could, give it the highest designation. If there is any term in our dictionary that would give it peculiar significance, ] would prefer that. Indeed, I should not hesitate, if I could have my way, to place the head of the Department of Education in the Cabinet of the United States.” A few days later the act was past by the Senate, approved by the President, and became a law. History shows that the newly establisht Department of Education did not fare as well as the Department of Agriculture. Those not friendly to the devel- opment of public education became very jealous of its influence and did every- thing in their power to embarrass the Commissioner and discredit the work of the Department. The National Education Association exprest its appreciation of the work of the new Department, but evidently took it for granted that it would be developt and extended as the Department of Agriculture had been, The friends of education failed to realize the subtle influence of the opposition which was working secretly to break down and discredit the Department before it could demonstrate its great usefulness, as the Department of Agriculture had done, and thereby become thoroly establisht. Foes of Public Education Destroy Department As a result of this organized opposition, which has opposed the extension and development of public education in this country from the beginning, not only from the national standpoint but in the states and communities as well, we find that before the Department was two years old a bill was slipped thru Congress abolishing it and transferring its functions to an office in the Depart- ment of the Interior. The salary of the Commissioner was cut down and the annual appropriation for the work reduced from twenty thousand dollars to six thousand dollars. And so the movement for the promotion and development of public education by carrying on extended research, disseminating useful informa- tion and giving encouragement and assistance to the states and to the people, was strangled at its very beginning. For more than fifty years, even down to the present time, education has remained without just recognition and with very inadequate support in a subordinate office of the Department of the Interior. The total appropriations for this office amount to less than half a million dollars annually, more than half of which must be used to take care of the reindeer of Alaska, leaving less than one quarter of a million for the promotion of education thruout the United States. Agriculture Promoted—Education Neglected Let us turn for a moment to note the development of the Department of Agriculture during the years. It was fostered by Congress and generously sup- ported by appropriations. It continued to expand and develop until it became one of the most important departments of the Government. In 1889 it was ele- vated to equal rank with the other executive departments and the Commissioner made Secretary with a seat in the President’s Cabinet. Since being placed on an equality with the other departments it has developt remarkably until it is now recognized as one of the most useful and important departments of the Fed- eral Government, carrying on a work which is not equaled by any similar depart- \\ ao me =. 4 - «—- 2 fH wf OD 6 DW. Lee me. Ee A BULLETIN ment in the world. The annual appropriation for the Department of Agriculture is more than thirty million dollars. We find, therefore, that our Federal Government has followed the advice of Washington with respect to agriculture, but has permitted the foes of public education to prevent the carrying out of his advice with respect to education. Is it any wonder that we have become agriculturally the greatest nation in the world, providing not only for our own needs but feeding the hungry millions in nations less favored, while educationally we are humiliated by the fact that millions of American citizens cannot read intelligently the ballots they cast, each of which is supposed to register a freeman’s will. National Research in Education Provided The Smith-Towner bill provides for the establishment of a Department of Education with a Secretary in the President’s Cabinet. It declares “that it shall be the duty of the Department of Education to conduct studies and investigations in the field of education and report thereon.” It states specifically that “research shall be undertaken in (a) illiteracy; (b) immigrant education; (c) public school education, and especially rural education; (d) physical education, including health education, recreation and sanitation; (e) preparation and supply of competent teachers for the public schools; and (f) in such other fields, as in the judgment of the Secretary of Education, may require attention and study.” Such research with respect to education is analogous to the work which has been carried on by the Department of Agriculture for more than fifty years in the field of agricul- tural study and investigation. The bill also provides that the Federal Government shall encourage and assist the states in the promotion of education by an annual appropriation of one hun- dred million dollars, which shall be expended for five specific purposes: (1) for the removal of illiteracy, seven million five hundred thousand dollars; (2) for the Americanization of foreigners, seven million five hundred thousand dollars: (3) for physical education, health and sanitation, twenty million dollars; (4) for the training of teachers, fifteen million dollars; and (5) for the partial payment of teachers’ salaries, the promotion of general education, especially rural education, and the equalization of educational opportunities, fifty million dollars. Federal Aid Without Centralized Control These appropriations are made under express provisions that each state shall appropriate at least an equal amount for the purposes named. The distribu- tion of the Federal funds within the respective states is left entirely to the states, and it is specifically provided “that all the educational facilities encouraged by the provisions of the act and accepted by a state, shall be organized, supervised and administered exclusively by the legally constituted state and local educa- tional authorities of the state.” The bill is based on the theory that it is the duty of the state to take the initiative in all educational matters and to have control of the administration of education within its boundaries, but because of the im- portance of education to the nation, the Federal Government should encourage the states in its promotion by national recognition and financial aid. It is assumed that since each state will have the benefits of the investigations carried on by the Federal Government, and must appropriate as much or more for each of the specific purposes mentioned in the bill, the state can be depended upon to admin- ister wisely and efficiently the money received from the Federal Government as well as its own funds. Arguments of Opposition Answered Altho the Smith-Towner bill in its present form has been before Congress less than a year and a half, it has aroused a great deal of discussion, and many prominent national organizations are giving it their earnest support. The princi- pal opposition to the bill comes from those who have always tried to retard the development of public education. The false assertion is made that the bill is intended to centralize the control of education in the Federal Government; that it would “Prussianize’’ our educational system. These assertions are repeated over and over, notwithstanding the fact that anyone who reads the bill can readily see that its provisions would not permit such a thing. It may be well to call attention to the fact that some of the persons and organizations who are now pleading as an argument against the Smith-Towner bill that the promotion of education should be left entirely to the states, have consistently used all their influence to prevent the development of public education within the states. There are some who oppose the bill because of the appropriations which it carries. These are the ultra conservative who seem not to appreciate even yet what William Penn pointed out two hundred and fifty years ago, that “by such parsimony all that is saved is lost.” However, many far-sighted business men are enthusiastically supporting the bill. A prominent New York merchant who favors the measure, recently declared that in his opinion the perpetuity of all that we hold most dear in American life depends upon the education of the future citizens of America. A few persons interested more in private than in public education have suggested that a department should not be establisht until it has been definitely determined exactly what such a department should do, and precisely how much money it will need to expend. Of course these gentlemen fail to appreciate the lessons of history: that institutions must grow and develop by natural processes; that if all the wisdom of the present could be concentrated on this one problem it would be impossible to foresee what the future may demand; and that the only reasonable way is to follow the experience of the past, establish a department which shall undertake at once the great tasks which need to be done now, and find out from experience the needs of the future. National Education Association Opposes Centralization A recent argument against the bill is founded on the premise that while in itself it forbids the centralization of power in the Federal Government, such-cen- tralization might some time be accomplisht by amendment to the Federal Con- stitution. These persons disregard the fact that no one wants centralization; that the people of our country are opposed to it; that Congress is practically unani- mous in its opposition thereto; and that the educators of the country as repre- sented in the National Education Association announst themselves opposed to centralization when the department was first created in 1867 and have consistently opposed it ever since. At the last meeting of the National Education Association, held in Salt Lake City, July 4 to 10, 1920, the following resolution was unani- mously adopted: “We urge the immediate passage of the Sn:th-Towner bill by which fare lige sho ern anc Th affi pul clo of tio lea pul Ste de: th th pl ec \ tk d federal participation in the support of public education is provided and which, at the same time, preserves the autonomy of the state in the management of its schools. We condemn the efforts of the enemies of the public schools to defeat this measure, particularly by stigmatizing it as a measure which in- volves national control of education. Such control is not only clearly uncon- stitutional, but it is out of harmony with the spirit of American institutions. This Association pledges itself unreservedly to oppose any movement or proposal that would centralize control of the public schools.” The Issue Which Must Be Decided There can be no debate on the vital relation of public education to the wel- fare of the community, the state and the nation. This is apparent to every intel- ligent citizen. Nor can there be any question regarding the authority which should control public education. That this is a function of the state is determined by the Constitution. The one great question is whether or not the Federal Gov- ernment shall recognize its privilege and perform its duty in the encouragement and promotion of public education as it has encouraged and promoted agriculture. The friends of public education almost unanimously answer this question in the afirmative. Those who have consistently and persistently been the enemies of public education answer it in the negative. This is the issue. It must not be clouded, and it cannot be escaped. Friends of Public Education Solidly for Bill It is not claimed that every opponent of the Smith-Towner bill is an enemy of public education, but it is an undisputed fact that the enemies of public educa- tion are all arrayed against it, and that among its friends art the acknowledged leaders in public education. As sich they are not anti anything, but intensely pro public education. Every State Superintendent of Public Instruction in the United States, with possibly one or two exceptions, is supporting this bill. The Presi- dents of State Teachers’ Colleges and State Normal Schools are unanimous in their support of the measure. The City and County Superintendents of the coun- try have repeatedly endorst it and are individually giving it their earnest sup- port. College Presidents and Professors of Education who are in touch with public school conditions and are public school minded, are its ardent advocates. And, finally, more than six hundred thousand public school teachers in the United States are looking forward to the time when their work and their profession shall receive as much recognition and support from the Federal Government as is now given Agriculture, Commerce or Labor. Many National Organizations Support Measure Public education is now in the public thought as never before. Everywhere the people are endeavoring to save their public schools from the crisis into which they have been brought by the economic conditions following the war. The peo- ple are demanding that the Federal Government shall give greater recognition to education, and hundreds of Chambers of Commerce, Rotary Clubs, Kiwanis Clubs, Women’s Clubs and other civic organizations have passed resolutions endorsing the establishment of a Department of Education under a Secretary in the Presi- dent’s Cabinet, and the granting of federal aid as provided in the Smith-Towner 58 THE N. E. A. BULLETIN ee ————————————————————— ee Ee EEE bill. The following national organizations are supporting the bill: National Education Association, American Federation of Labor, American Federation of Teachers, General Federation of Women’s Clubs, National Congress of Mothers and Parent-Teacher Associations, American Library Association, National Coun- cil of Jewish Women, Association of Collegiate Alumnae, Patriotic Order Sons of America, National League of Women Voters, and National Society Daughters of the American Revolution. National Government Cannot Disregard Education The Federak Government cannot afford not to promote education. When Herbert Fisher, Minister of Education, askt the English Parliament during the Great War for increast millions for the support and extension of public educa- tion, the question was raised as to whether the British Empire could afford it under existing conditions. Mr. Fisher replied that when a nation is considering a productive expenditure which is not only an investment but an insurance the more important question is whether it can afford not to spend the money. Parliament responded and voted the increast appropriation. The same question confronts the American nation today. Education cannot be disregarded by the National Government. National ideals cannot be realized without national leadership and support. There must be the unifying influence of a national incentive that educa- tion may accomplish the greatest good and make the largest contribution to national welfare. HOTEL RESERVATIONS—ATLANTIC CITY OTEL RESERVATIONS are now being made for the meeting of the Depart- ment of Superintendence, Atlantic City, N. J., February 26-March 3. The list of hotels recommended by the Convention Bureau of Atlantic City is found on pages 34 and 35 of the October Bulletin. Applicants may write to hotels on that list or to Supt. Charles E. Boyer, Atlantic City, N. J., for reservations. The low- est priced rooms at the very large hotels on the Board Walk have been reserved, but accommodations will be ample for all who desire to attend the meeting of the Department of Superintendence. The Association wishes to encourage the prac- tice of making reservations at the smaller hotels where the rates are lower and the accommodations equal in many instances to those of the larger hotels. All of the hotels on this list are near the Board Walk and within easy walking distance of the Million Dollar Steel Pier on which is the auditorium where the meetings will be held. Registration headquarters and the commercial exhibits will also be on the Pier. The Convention Bureau of Atlantic City, of which Mr. A. T. Bell is manager, will send on application a pamphlet which gives more complete infor- mation concerning hotel rates and the attractions of Atlantic City. FoR the young man of today, capable, conscientious, ambitious, who is look- ing for something more than a good field for cultivation, teaching offers abundant opportunity. . . . Today no more fertile field is offered by the tra- ditional professions—not for reflection but for achievement—than by teaching. — R. G. Boone, School of Education, University of California. Alab Ariz' Arka Calif Colo Cont Dela Flor: Geor Idah Illin Indi low: Kan Ken Lou Mai: Mar Mas Mic! Min Mis: Mis Moi Neb Nev Nev Nev Nei Nev No1 No Ohi Ok! Ore Pet Rh Sot Sor Ww Al Ph H: Pc 1- 1S = STATE DIRECTORS FOR 1920-1921 Alabama- .._.__.C. B. Glenn, Assistant Superintendent of Schools__- __Birmingham Arizona-_-_---------C. O. Case, State Superintendent of Public Instruction ___. Phoenix Arkansas------------J. R. Jewell, Dean College Education, University of Arkansas _._Fayetteville California__--- _..._. Wilhelmina Van de Goorberg, 1606 Mt. Royal Avenue_-_ Los Angeles Colorado__---- _.. H. B. Smith, Secretary Colorado Education Association __._._.Denver Peecut............Mary Crosby Mahoney, 405 Coram Avenue.___._......_. .. .. —. .......... Shelton ._.A. R. Spaid, Commissioner of Education___~~-~-~~~- va ____Dover a F. A. Hathaway, County Superintendent of Schools Jacksonville M. L. Brittain, State Superintendent of Schools_- —_ _Atlanta Idaho_--------------Theodore B. Shank, Superintendent of Schools__-__- ; _._.Moscow Ms. ...-.....----k. O. Stoops, Superintendent of Schools..._.__._.........- — SS H. Lester Smith, Dean School of Education, Indiana University__ Bloomington lowa_---------------L. H. Minkel, Superintendent of Schools__-- _Fort Dodge 0 l. E. Pearson, Superintendent of Schools Kansas City Kentucky ---~- i Cora Wilson Stewart......... " sigalg ° Morehead a J. M. Gwinn, Superintendent of Schools_- : . . New Orleans Dt c.——-.csana=aihe c. Aen, State Reral Gebeols Inapector............... __._._Augusta \ William Burdick, Supervisor Physical Education, McCoy Hall__.__-___Baltimore Massachusetts____-__ Sarah Louise Arnold, Simmons College...-.....-..___-_-_~_ ____ Boston Michigan___._-__._._-_-__-_Thomas E. Johnson, State Superintendent of Schools___--_-- ____._Lansing Minnesota___._-___.---]. C. Brown, President State Normal School__--_-~_~ a Mississippi___..___.__..E. E. Bass, Superintendent of Schools___-_~-~- a fe ee __..._Greenville eeeiri........ _ Livingstone McCartney, Superintendent of Schools____._._.____._.__._._-_._ Hannibal Mentana._....... *_R. C. Cunningham, Superintendent of Schools_______._____________._ Bozeman Nebraska___----.-_..._-_A. J. Stoddard, Superintendent of Schools__ a OLE LEO Beatrice as -B. C. Billinghurst, Superintendent of Schools_____--_ ssi age ia tdbgeinsui aa New Hampshire__--- Daniel W. MacLean, Head Master High School___-~- aa — New Jersey-__---..-. D. C. Porter, Superintendent of Schools__- . aa _.......-Bridgeton New Mexico--_.. --. E. W. Bowyer, Superintendent of Schools__- eae siianct eck eee Clovis 0 ee Katherine D. Biake, 39 East 85th St.....=.............- ....__New York City North Carolina__---- Robert H. Wright, Pres. East Carolina Teachers Training School__-_Greenville North Dakota-_~---~~-/ a ee a eT ee: .Fargo Oio................W. W. McIntire, Dean State Normal College_...__.~~ a NO ees aidan _E. E. Oberholtzer, Superintendent of Schools_-~- Pe RE Oregon_____-------..A. C. Hampton, Superintendent of Schools___-_--------~---- _...La Grande Pennsylvania__------ Wm. M. Davidson, Superintendent of Schools___------_-- __-_Pittsburgh Rhode Island__-----~ Katherine U. Pierce, 125 East Manning Street-____-~- .._-....-Providence South Carolina____._._George H. Webber, Superintendent of Schools__---- kes icicle Beaufort South Dakota__------ E. C. Woodburn, President State Normal School___-_--~~- LK Tennessee___—.._- _jJ. L. Highshaw, Principal Crockett Vocational High School___._._.____._Memphis 7onas...__- _._._.--.-Annie Webb Blanton, State Superintendent of Public Instruction__.____-Austin Utah___._._.._-_._---_---Milton Bennion, Dean School of Education, Univ. of Utah__-__-Salt Lake City CO ee Caroline S. Woodruff, 9 Church Street___- EN eee me St. Johnsbury Virginia___.__._._.._....-Nannie W. Thompson, 130 Second Avenue__------__-_-----------_Richmond CT ee Tacoma West Virginia__ M. P. Shawkey, State Superintendent of Free Schools___-_--------- Charleston Wisconsin_........- J. F. Sims, President State Normal School____.__-_________-.---Stevens Point PPOMNS..cannnase aah. A. Slade, Superintendent of Public Schools........_.................- Casper i ee ee eee Juneau Philippine Islands___._-Luther B. Bewley, Director of Education-_._.__---_-----_--------------- Manila Hawaii_____.__..__.__._.Vaughan MacCaughey, Superintendent of Public Instruction__._---_~~ Honolulu a 20600........... Beiph S. Garwood, University af Porte Ric... cncccdmccnsosnnsl ——__— - ee Fidelity Our Watchword _— — —== E believe that at no time in the history of education has it been so important that teachers and school administrators should unite in a determined effort to render to the- public the most devoted and eflicient service of which they are capable. Fidelity to our trust must be our watchword, improvement of” our service must be our unswerving aim. Resolution adopted by the NATIONAL EDUCATION ASSOCIATION Salt Lake City, July 9, 1920 4 SRD ae