= from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 46, D. C. For further information: Roy K. Wilson or Tom Erhard FOR IMMEDIATE RELEASE Note to Editor: The 1958 Legislative recommendations of the National Education Asso- ciation were released to wire services, radio-TV networks, and Washington correspondents at a news conference in Washington, Friday, Dec. 20. For your background and general news use, we are mailing the following summary story based on the news conference and the state- ments issued there. If you wish complete text of the statements, use the request form on page 4. NATIONAL EDUCATION ASSOCIATION URGES LONG RANGE FEDERAL SUPPORT TO SCHOOLS WASHINGTON, D. C. -- A broad, long range four and a half billion dollar program of federal support for public schools is urged by the National Education Association (NEA), as the main plank in its 1958 legislative proposals for consideration by Congress. "Schools have been starved too long," NEA Executive Secretary William G. Carr said, speaking for the 703,000-member association. "The public schools are trying to defend our way of government and advance the well-being of the nation, yet many people don't want to give education the necessary financial help." Carr spoke at a press conference at which the NEA's Legislative Commission presented the professional organization's legislative program for the second session of the 85th Congress. Commission chairman is Irving F. Pearson, executive secretary of the Illinois Education Association. James L. McCaskill is executive secretary of the Commission which met with representatives from 46 states in Chicago last week to work out the new proposals. In stepping up its basic approach to the problem of financing public education, the Commission said a massive program of federal financial support has become a national neces- sity in light of present world conditions. McCaskill said, “schools now need continuing federal support. Teachers of America have a responsibility to tell people the truth about the needs of our schools.” The new long range program of almost five billion dollars contrasts with the 300 mil- (MORE ) NATIONAL EDUCATION ASSOCIATION URGES LONG RANGE FEDERAL SUPPORT TO SCHOOLS -- page 2 lion dollar federal aid bill the NEA supported last year. The Commission's report, which translates NEA policy into an action program, urged "an infusion of federal funds for basic support of elementary and secondary education,” and said that federal funds should be appropriated to the states for distribution locally either for school construction or for supplementing teacher salaries without regard for subject matter taught. Beginning federal contributions of not less than $25 per school age child were urged with a steady increase to at least $100 a child in five years. The current average over- all expenditure per school age child in the nation is $332. McCaskill pointed out that districts which have expended strong local efforts in construction in recent years could probably use larger proportions of these funds to raise salaries. The new program also urged 20,000 undergraduate scholarships the first year, growing to 80,000 in four years, and 5,000 graduate fellowships which would be increased to 15,000 after three years. This broad plan which could begin quickly at all levels, would cost about 40 million dollars, rising to 160 million annually. The Commission also urged strengthening all aspects of the various state departments of education. "This will be one more assurance that the instructional program can't be dictated to states and communities from any higher level," McCaskill said. Continued support of the King-Jenkins Bill to provide tax equity for teachers was also urged. "There has always been an inequity in the treatment of teachers’ income taxes," McCaskill said. "Teachers are spending money to become better teachers. These educational expenses should be deductible from gross taxable income. Most teachers now cannot deduct these expenses and this is unjust. And whereas improved educational stand- ards were a need before, they now are a necessity." The report also requested continuation of federal assistance "for such well-established and clearly useful programs as vocational education, library services, school lunches, and (MORE ) , NATIONAL EDUCATION ASSOCIATION URGES LONG RANGE FEDERAL SUPPORT TO SCHOOLS -- page 3 aid to federally-affected areas. No consideration should be given to reduction or termi- nation of these programs until it can be demonstrated that the need can be met from other resources." In pointing up the need for increased financial support, McCaskill said, "The White House Conference on Education and the President's Committee on Education Beyond the High School point out that within 15 years educational expenditures must be increased at least 75 percent, just to stay where we are now. The number of teachers with emergency certi- ficates and the number of children on half-day sessions are not going down. We know that enrollments are going to continue to grow." Carr added, "This legislative program is the minimum safe level of federal action, provided that it is accompanied by steady and normal growth in state and local school revenues." The new proposals urge "matching requirements and other measures to stimulate state and local effort" which would allow states sufficient time to increase their own spending for education. On this point Carr emphasized, "The best evidence that local communities cannot handle the complete job of educational finance in the future is that despite valiant efforts they haven't done so over the years. The American economy is a rich and powerful instrument which operates at a higher level each year with evidence that it will continue to grow steadily. But changes in the economy have left schools dependent upon an outmoded tax structure." The report said, "With one half of our public elementary and secondary school revenue tied to local property taxes, there is little hope that local governments can double their contributions to education.” Dr. Carr said, "In one phase of government after another we have recognized that feder- al funds are needed. Better schools are necessary for survival. The American people own (MORE ) NATIONAL EDUCATION ASSOCIATION URGES LONG RANGE FEDERAL SUPPORT TO SCHOOLS -- page } the schools, and they must tell their representatives whether they wish to deal firmly with the accumulated educational crisis now or whether they wish to allow the level of American education to continue to deteriorate." The new legislative program recognizes the need for increased scientific training but insists that scholarships be awarded for students to attend institutions of their own choice and to pursue courses of study that meet their career goals. McCaskill said the scholarship program should not be based on a single national test. "Federal testing would inevitably slant the curriculum and decide what will be taught. There is grave danger in placing too much emphasis on one test score, and it is far better and fairer to have stronger local guidance and testing programs that use national tests. Scholarships should not be restricted to certain subject areas because manpower needs shift, and the nation needs full utilization of everyone's abilities." McCaskill added, "There is no question that communities, wherever possible, should and will strongly re-examine their school curricula in order to encourage higher standards." When asked what would happen if substantial support for education is not given by Con- gress, Carr said, "More of our schools will continue to have many half-day sessions, many of our best brains will never attend college, crowded classrooms will handicap the work of even our best teachers, and we will have a nationwide school system not good enough for the United States in 1958. From here on, it's up to the American people. Ht Members of the NEA Legislative Commission are: Chairman, Irving F. Pearson, Executive Secretary, Illinois Education Association; Vice Chairman, Mrs. Mary Jo Tregilgas, Classroom Teacher, Palos Verdes Estates, California; Dexter 0. Arnold, Assistant Superintendent, Con- cord, New Hampshire; Thomas D. Bailey, State Superintendent of Public Instruction, Talla- hassee, Florida; R. R. Hamilton, Dean of Law, University of Wyoming, Laramie, Wyoming; Everett Keith, Executive Secretary, Missouri State Teachers Association, Columbia, Missouri; Oscar V. Rose, Superintendent of Schools, Midwest City, Oklahoma; Mrs. May C. Smith, Class- room Teacher, Trenton, New Jersey; Executive Secretary, J. L. McCaskill, Director, NEA Division of Legislation and Federal Relations. Press-Radio Division, National Education Association 1201 Sixteenth Street, N. W., Washington 6, D.C. Please send the complete text of recommendations for 1958 made by the NEA Legislative Com- mission, and statement by William G. Carr, Executive Secretary of the NEA. Print your name Representing Mailing address City ” qr~ 301959 = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 4, D. C. ADams 4.4855 For further information: Roy K. Wilson or Carol Scotton FOR RELEASE: MONDAY, p.m. June 30, 1958 Local Classroom Teacher Attends Nat ional Conference As Group Leader WASHINGTON, D.C.--special—Over 300 leading classroom teachers from all over the nation will meet at Bowling Green State University in Ohio, July 6-18 to participate in the 15th National Classroom Teachers Conference of the National Education Association (NEA). Note to editors: See attached list for names of conference group leaders in your area. Teachers confering in Bowling Green will represent the more than 560,000 teachers who are members of the NEA Department of Classroom Teachers—the largest and most powerful NEA department. The teachers' meeting immediately follows the general NEA convention scheduled in Cleveland, June 29-July 4. Speeches by leading educators and laymen at the classroom teachers parley will center on "Quality Teaching: Keystone of Progress." NEA President Lyman V. Ginger and U. S. Assistant Secretary of Labor Newell Brown will address the opening conference session on July 7. Other top speakers include Miss Sarah Caldwell, NEA past president; Ralph W. McDonald, president of Bowling Green State University; and Dr. Hilda Maehling, NEA assistant executive secretary in charge of welfare and professional development. The conference will be essentially a working one in that it will be marked by daily workshops and clinics. In these meetings, teachers will map out improved instructional programs, exchange ideas, and solve problems. Presiding over the conference will be Miss Vivian Powell, president of the Department of Classroom Teachers and a teacher in Detroit. Miss Margaret Stevenson is executive secretary of the department. Hitt NEW MEXICO NORTH CAROLINA Laura R. Maltman 616 Summit Avenue Westville, New Jersey Velora Reed PENNSYLVANIA 1020 Hess Terrace Las Cruces, New Mexico Brenda 0. Hotaling 8 Wilson Boulevard Poughkeepsie, New York Mrs. Hazel Curtright Box 350 Raleigh, North Carolina Mrs. Elizabeth Koontz SOUTH DAKOTA 418 S. Caldwell Street Salisbury, North Carolina Elizabeth Corbett 43 Goodhue Drive Akron, Ohio Harold Nelson 2450 Francisco Road Columbus, Ohio Lucille Snith Box 95 Middleport, Ohio Ralph Ringgenberg 2305 North Avenue Middletown, Ohio Carl W. Martin 81, Biltmore Toronto, Ohio WASHINGTON Murl Huffman WEST VIRGINIA 103 Grand Avenue Trotwood, Ohio Kate Frank WISCONSIN 1301 Fremont Muskogee, Oklahoma WYOMING Pauline E, Ingram 123 N. W. 32 Oklahoma City, Oklahoma HAWAII Elsa Hagen 1184 S. E. 6th Pendleton, Oregon Bertha P. Boyd 139 E Street Carlisle, Pennsylvania Mrs. Mae Guhl 402 E. Cedar Avenue Connellsville, Pennsylvania Grace I. Kauffman 808 West Main Street Norristown, Pennsylvania Merlin E. Hiaring 728 N. Lincoln Avenue Madison, South Dakota Mrs. Onita King 1006 Maple Street Lockhart, Texas Norma Bailey 3 Snow Avenue Barre, Vermont Gertrude Sinclair 3 Snow Avenue Barre, Vermont Richard G. Neal 4901 S. Chesterfield Rd. Arlington, Virginia Eula May Taylor 801 S. G Street, Apt. 312 Tacoma 5, Washington Carolyn Kallmerten 3124 Monongalia Street Charleston, West Virginia Rebecca Frank 3876 E. Layton Ave.,#3 Cudahy, Wisconsin Edward Spotts 904 E. 2lst Street Cheyenne, Wyoming Paul G. Berteloot 1020 W. Maple Street Rawlins, Wyoming Mrs. Cathryn M. Irvine 3627 Kawelolani Place Honolulu 16, Hawaii Leaders in National Classroom Teachers Conference, July 6-18, 1958 Group Coordinators Robert A. Morton FLORIDA Mrs. Carol Douglass 154 Emerald Street Rt. 1, Box 125-B Broomfield, Colorado Gainesville, Florida Jack A. Russell Helen E. Ericson 373 Sheridan Court 4442 Summit Evansville, Indiana Kansas City, Missouri CALIFORNIA ILLINOIS WYOMING Mrs. Betty Lou Pagel 304 East 5th Avenue Cheyenne, Wyoming Buzz Group Chairmen Mrs. Katie Lee Thompson 4014 49th Court, North Birmingham 7, Alabama Mrs. Maxine L. Chapman 409 N. 8th Street Fort Smith, Arkansas Paul M. Cook 826 Columbia Way Modesto, California Thea Stidum 3301 X Street Sacramento, California Margaret E. Durocher 316 Belmont Place Ft. Morgan, Colorado Miss Rita Collins 16 Second Street Chicopee, Georgia Kathryn G. Hansen 445 Wellington, Apt. 8 Chicago 14, Illinois Katherine Stapp 920 Hazel Danville, Illinois Mabel R. Kress 608 Sixth Street Ames, Iowa KENTUCKY MISSISSIPPI H Omega Lutes 1463 South Third Street Louisville 8, Kentucky Edna M. Smallwood Box 101 Ontonagon, Michigan Mary Mobberly 1015 Second Avenue Laurel, Mississippi Mrs. Mary Lou Godbold 708 Tyler Avenue Oxford, Mississippi Alene Sadler 339 N. Park Avenue Cape Girardeau, Missouri Anna Mary Bullock 2710 Woodson Road St. Louis 14, Missouri Mrs. Dorcas Curtiss 1117 No. 25 Billings, Montana Veda Jacobs 32 Leighland Apartments Great Falls, Montana Mrs. Mary Inez Vaughn 209 East First Street Laurel, Montana = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W WASHINGTON 4, D. C. ADams 4-4855 For further information: Roy K. Wilson or Carol Scotton Press and Radio Relations JUNE 28, 1958 FOR IMMEDIATE RELEASE Top U. S. Films Named For Non-Theatrical Festival In Edinburgh WASHINGTON, D.C.—June 27--Twenty-four films--in the non-theatrical class (non=Hollywood type )--have been selected as United States entries in the Edinburgh Film Festival, August 18-25, the National Education Association (NEA) announced today. These films, selected by the newly formed Committee on International Non- Theatrical Events (CINE) are expected to compare favorably with films from all over the world which will be shown at Edinburgh. They are the products of U. S. producers of non-theatrical, non-governmental films. Note to Editor: Attached is a list of films selected for Edinburgh showing, with names of producers of each. CINE was set up to screen and select non-theatrical U. S. films for entry in foreign film festivals. It was organized by the International Film Festival Advisory Council—a new council called together last fall under the auspices of the Department of Audio-Visual Instruction (DAVI) of the NEA. Several of the U.S. .entries to the Edinburgh Festival have been made familiar to the U. S. public through TV showings. Two of them are Edward R, Murrow's (CBS) story of Marian Anderson, "The Lady From Philadelphia;" and NBC's production on ballet "Petroushka,." Others such as the Cotton Council's "Cotton: Nature's Wonder Fiber" have been viewed by more specialized American audiences, Several organizations worked with the CINE selection committee as screening agencies, They include: Educational Film Library; American Medical Association; Catholic Audio-Visual Education; National Council on Jewish Audio-Visual Materials; National Council of Churches of Christ; University Film Producers Association; Educational Television and Radio Center in Michigan; and the Business and Industry Subcommittee of CINE. HH COMMITTEE ON INTERNATIONAL NON-THEATRICAL EVENTS Edinburgh Film Festival, August 18-25,1958 TITLE "THE EARTH IS BORN" "NEW AGE OF ARCHITECTURE" "TREASURES OF THE EARTH" SPONSOR Life Magazine Architectural Forum nons "STORY OF THE BLOODSTREAM" Part I "HELPING HANDS FOR JULIE" "WHO KILLS THE TIGER" "COTTON: NATURE'S WONDER FIBER" WENERGETICALLY YOURS" "THE TWENTIETH CENTURY -- FDR: THIRD TERM TO PEARL HARBOR" "THE DEEP WELL" "A DANCER'S WORLD" "HERITAGE IX: MRS. ANNA ELEANOR ROOSEVELT" "SAN FRANCISCO" "INFORMATION MACHINES" "THE FLYING ANGEL" "NEW YORK, NEW YORK--A DAY IN NEW YORK" "BANGOR AND AROOSTOCK RAILROAD" "LOOK UP AND LIVE (IF NOT HIGHER)" "LADY FROM PHILADELPHIA" American Medical Association Cotton Council Internatioml Nashville, Tennessee Standard Oil Company (N.J.) Prudential Life Insurance Company Child Welfare League of America, Inc. WQED Santa Fe Railroad PRODUCER Transfilm, New York Transfilm, New York Churchill-Wexler Film Productions, Los Angeles Moody Institute of Science Los Angeles Henry Strazs & Co. New York Wayne State University Detroit, Michigan Audio Productions New York Transfilm, New York CBS/TV, New York Health & Welfare Materials Center, New York Educational TV station Pittsburgh, Pa. WQED, Educational TV station, Pittsburgh,Pa. Ernest Kleinberg Los Angeles, California Mr. & Mrs. Charles Eames Venice, California Unusual Films, Bob Jones University, Greenville,S.C. Frances Thompson, New York Harvard University, Graduate School of Business Administration, Cambridge Mass. The New York Board of Rabbis Morrow & Friendly, N.Y. TITLE SPONSOR PRODUCER "THE EIGHTH ANNUAL Champion Spark Plug Co. Dynamic Films, New York DARLINGTON SOUTHERN 500" "THE FORGOTTEN" Robert K, Sharpe Ardsley, New York (individual producer) "TARA, THE STONECUTTER" Fine Arts Productions Hollywood, California "PETROUSHKA" Fine Arts Productions, Hollywood, California "MAKING CONVERSATION" Audio Productions, Inc. New York NEW UPCOMING SCHOOL SHOWS ron ~TV-RADIOGRAM fl ¢ A PUBLISHED BY THE NATIONAL EDUCATION ASSOCIATION TARGET: 40 MILLION LIVING ROOMS June 1958 Biggest TV splash in eight years of NEA film-making will come this fall when the new public relations film, "Crowded Out," pro- duced in cooperation with state education associations, bows over the airwaves in a weeklong nationwide TV premiere Sept. 12-18. Special prints for TV only will be provided free by NEA's Press and Radio Relations Division; state associations will arrange for pookings, according to Frank W. Hubbard, Chairman of the joint NEA- State Association Motion Picture Comnittee. Prints will be pre- sented as gifts to the stations, and it is hoped that every TV sta- tion in every state will agree to show the film sometime during Premiere Week. If all stations cooperate, the poignant story of "Crowded Out" can be heard in some 40 million American homes. A Promotion Packet designed to help state and local associations and IV stations win maximum publicity mileage from the airings will be provided by NEA (contents listed on Page 2). On-the-air promo- tion materials will be shipped with each print. Five "special previews" are scheduled for summertime showing at major national conferences well in advance of the autumn Premiere Week: National Conference on Teacher Education at Bowling Green June 24-28; NASSTA Conference on Communication at Berea, Ohio, June 26-28; Classroom Teachers Conference at Bowling Green July 6- 18; and NEA Cleveland Convention Thursday, July 3. Many state workshops will also show the film ahead of the television premiere. "Crowded Out" is the eighth film in the NEA-State Association Cee ROORETS series which has included such bellringers as "Skippy and the Three R's," "Not By Chance," and others. The series is under overall direction of the Motion Picture Committee repre- senting NEA and the National Association of Secretaries of State Teachers Associations. Some of the Committee members are pictured below. A complete listing will be found on Po ai Irving F. Pearson Frederick L. Hipp Charles F. Martin N. B. Hackett Erwin L. Coons B. |. Griffith PROMOTION PACKET A Promotion Packet of ideas and sample materials to help each state and local association to reach the largest potential audience for the TV Premiere of "Crowd- ed Out" is being prepared by the Press and Radio Relations Division, National Ed- ucation Association, 1201 Sixteenth Street, N. W., Washington 6, D. C. Packet contains: two-color folder describing "Crowded Out"; sample news re- leases which can be localized giving time and channel of showing; a glossy print for newspapers; poster publicizing the film; condensed story outline of "Crowded Out"; sample letter to opinion leaders in the community; sample notice to teach- ers for local adaptation; and a sample "take-home" notice for parents. THE MEN BEHIND .THE FILM Men (and women) responsible for "Crowded Out" were drawn from the Motion Pic- ture Committee representing NEA and NASSTA. The following state education asso- ciation executive secretaries served as Committee members: Irving F. Pearson, Illinois Education Association, NASSTA Chairman; Erwin L. Coons, Vermont Educa- tion Association; N. B. Hackett, Louisiana Teachers Association; Frederick L. Hipp, New Jersey Education Association; Charles F. Martin, Iowa State Education Association. B. I. Griffith, Director of Public Relations, Ohio Education Asso- ciation, served as consultant to the Committee. NEA Headquarters representatives on the Committee included Frank W. Hubbard, assistant executive secretary for information services, NEA Chairman; Robert W. Eaves, executive secretary, Department of Elementary School Principals; Tom Er- hard, assistant director, Press & Radio Relations; Mildred S. Fenner, editor, NEA Journal; Anna L. Hyer, director, Audio-Visual Instructional Service; J. L. McCaskill, assistant executive secretary for state and federal relations; Mar- garet Stevenson, executive secretary, Department of Classroom Teachers; Ells- worth Tompkins, assistant secretary, National Association of Secondary-School Principals; and Roy K. Wilson, director, Press & Radio Relations. "Crowded Out" was filmed and directed by Agrafilms, Athens, Georgia. THE STORY OF “CROWDED OUT” Miss Roberts wrote slowly, "With deep regret, I hereby submit my resignation for the forthcoming year, for reasons. . ." The year had started well, with Miss Roberts able to help each child when- ever necessary: Joey, needing a challenge, given a pook ahead of the others... Benjy, quiet, timid, needing to be drawn out...Kathy, with a special quality of ~ eagerness...24 children who could not be educated the same way. But all this was past. The huge new plant near school triggered the neigh- porhood to new life. Suddenly the suburb became a small city. Inevitably the reshaping of the neighborhood reached the classroom. One by one, class proj- ects were removed for more desks, until more than 4O pupils sat in a room de- signed for little more than half that number. Keeping discipline became the biggest chore...and any individual help for Joey, Benjy, and Kathy almost out of the question. What this does to Miss Roberts and her pupils. . .and how classroom over- crowding spreads out to touch the community's homes and parents comprise the story of "Crowded Out." OPERATION C O P (CROWDED OUT PREMIERE) State education associations will try to arrange for booking the 29-minute film on every TV station in the state for showing sometime between Sept. 12 and 18. Each print becomes the property of the station. No station can be granted an "exclusive." As soon as possible, states should notify NEA Division of Press and Radio Relations as to playdates, number of prints required, and shipping instruc- tions. A form for this purpose is being sent to state association secretaries. Prints will be shipped to state headquarters or directly to TV stations, which- ever the state prefers. Included in each shipment will be on-the-air promotion materials (a slide or balop, copy, a matte print, anda one-minute filmed spot). Each "Crowded Out" print will contain the following end credit: "Produced by the National Education Association and the (State) Education Association." OPERATION IMPACT Effectiveness of C O P will be multiplied many times by a vigorous coopera- tive push on the part of the national, state, and local associations. In order to avoid duplication of effort, it is suggested that state associations arrange for promotional procedures in their areas. NEA will provide each state with a sufficient number of promotion packets for local use - these to be shipped to the states or directly to the local associations as requested by the state. A reply form covering this is being provided. OHIO EDUCATION ASSOCIATION AN OLD HAND AT TV PREMIERES The Ohio Education Association has chalked up three highly successful "Pre- ras ES ea Ea Yo a i : : miere Weeks” since 1955. Here's how they handled details for the premiere showing of "Mike Makes His Mark." Stations were asked to show the film during the third week in Sept. In re- turn OBA offered to (1) place ads in at least one newspaper in the TV city; (2) prepare a schedule and invite all schools and key lay people to view the film; (3) provide newspapers with special publicity; (4) brief local associa- tion leaders; and (5) run a full-page ad in the state education association journal. All 18 TV stations agreed to show "Mike" during the premiere week. Then OBA placed 100-line ads in 20 newspapers. Some local associations also placed ads in the papers and prepared special news releases for the press. A formal invi- tation to the premiere and a schedule was sent to each school building in the state, to OEA's list of key leaders, and in quantity to local school systems which maintain lay mailing lists. Publicity material was. sent to TV station promotion departments, news stories to weekly and daily newspapers, with special announcements for radio-TV editors. Local association leaders were asked to send letters of appreciation to the station following the showings. "Premiere Week" assured a vast audience of Ohioans for "Mike," gave OKA an opportunity to do special promotion for the stations at a modest cost (around $1,000); assured solid bookings for OEA's rental prints, and afforded members tangible evidence of the state association's prestige-building efforts for the teaching profession. THINGS-TO-DO CHECKLIST Key people in stimulating local support of TV Premiere Week are local asso- ciation leaders. Here are some audience-building suggestions they may want to undertake - making sure, however, that these efforts do not duplicate those of the state association. 1. Provide local newspapers with time and channel of TV showing. o 2. Check with TV station re scheduling of on-the-air promotion. (This material is being shipped along with the "Crowded Out" print.) If TV station has a radio affiliate, ask for promotional spot announcements on radio station, giving time and channel of TV showing. Use every opportunity to reach clubs and organizations. Ask for program time for "Minute man" speeches - announcements explaining purpose of "Crowded Out" and giving time and channel for TV broadcast. Send letter to opinion leaders in the community (ministers, club secretaries, school board members, and other influential citizens) urging them to talk about the TV program. Organize a telephone campaign through which each person called agrees to call five others. Announce time and channel of TV broadcast. Talk over with station the advisability of placing an advertisement in local newspapers. (WARNING: Be sure to check this with the TV station, as some stations giving free public service time to 4 program resent having a com- petitor paid for advertising that same program. Send mimeographed notice to all teachers giving time and channel of showing. Arrange for a poster for each school bulletin board, for display in store windows, in parish houses, and other appropriate places. Prepare notice for children to take home to parents. Place these in the hands of teachers a few days before TV broadcast. If space is available, arrange with station to have some V.1I.P.'s attend the TV premiere in the studio. Take newsphotos for follow-up publicity. Arrange with TV station for related programs: discussion of local "crowded out" school conditions, possible solutions. Discuss with station possible full-hour broadcast using "Crowded Out" for first half, followed by discussion of local problems for second half. Contact radio stations about possibility of a series of radio discussions on school conditions. If possible, try to schedule these for Sept. 12-18. Arrange meetings of key school personnel. Preview the film for them and ask them to "talk it up." Urge colleagues to write a letter of appreciation to the station manager after he has shown the film. all from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 4, D. C. For further information Roy K. Wilson or M. Ruth Broom Press and Radio Relations For Immediate Release 713758 0. L. Davis, Jr. Appointed Associate Secretary of NEA's Association for Supervision and Curriculum Development Washington, D.C., June 13 —— 0. L. Davis, Jr., formerly of Lometa, Texas, has been appointed associate secretary of the Association for Supervision and Curriculum Development (ASCD) of the National Education Association, according to an announce- ment here today by Rodney Tillman, ASCD Executive Secretary. Dr. Davis will assume his new position here in the NEA's Education Center on July 1. A native of Texas, Dr. Davis attended the public schools in Lometa and later received the B.A. and M. Ed degrees from North Texas State College in Denton. He received the Ph.D from George Peabody College in Nashville, Tenn. The new secretary has taught at North Texas State College, Ozona (Tex.) High School, and in the Burleson (Tex.) public schools. While working on his doctorate at George Peabody College, Dr. Davis was a supervising teacher of the eighth grade in the Peabody Demonstration School and served as an assistant in elementary education at the College. As ASCD associate secretary Dr. Davis will work primarily with the Association's committees and commissions, both in the Washington office and in the various states throughout the country. His duties also will include advising ASCD members regard- ing current curriculum and supervision practices. Dr. Davis served in the U.S. Navy during the Korean War. He is married to the former Joan Elizabeth King of Parkersburg and Point Pleasant, W. Va. eH 1201 SIXTEENTH STREET, N.W WASHINGTON 4, D. C. ADams 4-4855 For further information: Roy K. Wilson or Beatrice M. Gudridge 3/58 FOR RELEASE AT WILL TEACHING CAREER MONTH, APRIL, 1958 FILLERS Where do most new teachers begin their teaching careers? Back home? Or in other counties or states? 7 out of 10 graduates of teacher education institutions take teaching jobs in the county they came from, according to the National Education Association. About 30 per cent teach in their own home towns, So---to help the local teacher shortage~-encourage capable local youngsters to enter the teaching profession. REKKKKKKKKEE Looking for a husband? Marriage prospects appear to be good in the teaching profession, The National Education Association reports that more than half of all women teachers are married....about the same percentage of married women as there are in the general labor force. KEKKEKKKKKEEK Teachers' salaries are going up says the National Education Association, Estimated average salary of all classroom teachers during 1957-58 was $4520--- an increase of 7.1% over 1956-57, Thousands of teachers are earning from $5,000 to $10,000 a year. The superintendent in one city earns $32,500 a year, EEEKKEEEKEEE What does it cost to become a teacher? A little or a lot--depending on which institution the student attends, and how expensive his living habits are. The lowest annual expenditure reported for 1952-53 was $200....the highest for the same year, $5,500% The estimated average expenditure per student according to the National Education Association during 1957-58 in a public institution was $1,483....in a private institution, $2,037. Every year, 75,000 students attend American colleges and universities on teaching scholarships. kkkkkkkkkkak Never in history have there been so many opportunities for teachers. The National Education Association reports that there will be positions for approximately 125,000 to 150,000 newly qualified public elementary and secondary teachers each year through 1965. Production of qualified teachers in 1958 will be 115,000, Of this number, it is expected that, on the average, only 70% will actually take teaching jobs, If the proportion of college-age Students who attend college remains constant, from 300,000 to 350,000 college teachers will be needed by 1970....an increase of from 150,000 to 200,000 over the present number, kekkkkxkkzaraek FILLERS ON THE FUN OF TEACHING Teachers’ own true classroom anecdotes, gathered by the Nationai Education Association for use during Teaching Career Month as newspaper features, fillers, in speeches, etc. One day I asked a fourth grader to explain the meaning of the word "succeed", “Well, it's like that old saying," the boy replied, "If at first you don’t succeed, why try again?" EEKKKKKKRKKEK I showed my six-year-old bi-lingual students a picture of a man mowing a lawn, and asked them what he was doing. “Brasing the grass," said Pedro. REKKKEKEKEEE I was trying to teach arithmetic reasoning when I asked, “If you know the price of seven hats, how would you find the price of one?" “Ask the clerk," replied one ten-year-old, EEKEKKKEKKEK A little girl appeared downhearted about the passing of September. “I just learned to spell it," she mourned, “and now it's gone.” REKKAKAKAKKEK The music teacher was preparing a class of first graders for a song about Peter Rabbit. Placing her hands at either side of her head to look like long ears, she asked enthusiastically, “What do rabbits have that no other animals have?" "Little rabbits," said a child. REKEKKKKKKKK The kindergarten teacher had been struggling with the top hook of a child's new rain coat for five minutes. Finally, in exasperation, she asked, “Did your mother hodk the coat for you this morning?" "Oh not" said the child indignantly, "She bought it at Penney's$" KREKKKKEKKEEK A school inspector was questioning some boys. “Can you take your warm overcoats off?" “Yes, sic,” “Can the bear take his warm overcoat off?" “No, sir." "Why not?” After a long pause, one little fellow said, "Because only God knows where the buttons are." RAKKKKKKKKEK Tim holds out a jar of grasshoppers and caterpillars, "I caught them all last night," he said, "What are they?" Susan shows me a handful of stones, exclaiming, “Aren't the colors pretty?" Donnie is so engrossed in his work that he is startled by the bell. "Ohi Is it time to go home already?" These are some of the many reasons why I am proud and happy to be a teacher, REKKKKKKKKKEK A Los Angeles teacher, training her class in the use of proverbs, said "Cleanliness is next to----What?" A little boy exclaimed feelingly, "Impossible!" KEKKKKKKKEKEK The Measure of a Man Fifth graders comments on a beloved principal who died after 32 years of loving service: Every time you talked to him you felt like you belonged to him, He joked a little when he talked. When you got into trouble, he understood your feelings, He always listened and helped. He smiled from ear to ear wherever he went; he tried to make you happy. He lived a big life, as big as anyone who lived to be a hundred years old. He's still here. He's still in my heart, 1201 SIXTEENTH STREET, N.W WASHINGTON 46, D. C. ADams 4.4855 For further information Roy K. Wilson or Tom Erhard FOR RELEASE: February 24, 1958 INTELLECTUAL LEADERS WILL K WAYS TO STRENGTHEN QUALITY OF HIGHER EDUCATION WASHINGTON, D.C. -— How can the quality of a college education in America be strengthened in the satellite age? This will be the primary concern of more than one thousand of the nation's leading educators at the Thirteenth National Conference on Higher Education at the Congress Hotel in Chicago, March 2-5. The Conference is sponsored by the Association for Higher Education, a department of the National Education Association. Several of the 28 different sectional groups will study President Eisenhower's recent proposals for American education. Delegates will seek answers to the problems of who should go to college, how high school guidance services can be improved, how high schools can offer college level work for academically talented students and what responsibilities colleges have for these young people, and how more college teachers can be secured and retained. Another highlight of the Conference will be an "Educational Spectacular." Two outstanding college professors will demonstrate teaching of both humanities and science by television over Chicago's educational station, WITW. A special closed circuit system will enable delegates to examine and comment on the methods used, and a panel will analyze the effectiveness of television teaching. The progrem itself can be seen by everyone within range of the channel. Major addresses will be delivered by Max Lerner, author of the recent America as a Civilization; Henry A. Kissinger, of the Center for International Affairs at Harvard and also Director of Special Studies for the Rockefeller Fund; and John W. Gardner, president of the Carnegie Foundation for the Advancement of Teaching. Included in a series of special information sessions will be reports on liberal education and labor unions, recruiting college faculty, the Congress and higher education, and developments in school segregation-desegregation. ti 1201 SIXTEENTH STREET, N.W WASHINGTON 6, D. C ADams 4-4855 For further information Roy K. Wilson or Tom Erhard FOR RELEASE: February 24, 1958 INTELLECTUAL LEADERS WILL SEEK WAYS TO STRENGTHEN QUALITY OF HIGHER EDUCATION WASHINGTON, D.C. -— How can the quality of a college education in America be strengthened in the satellite age? This will be the primary concern of more than one thousand of the nation's leading educators at the Thirteenth National Conference on Higher Education at the Congress Hotel in Chicago, March 2-5. The Conference is sponsored by the \ Association for Higher Education, a department of the National Education Association, Several of the 28 different sectional groups will study President Eisenhower's recent proposals for American education. Delegates will seek answers to the problems of who should go to college, how high school guidance services can be improved, how high schools can offer college level work for academically talented students and what responsibilities colleges have for these young people, and how more college teachers can be secured and retained. Another highlight of the Conference will be an "Educational Spectacular." Two outstanding college professors will demonstrate teaching of both humanities and science by television over Chicago's educational station, WITW. A special closed circuit system will enable delegates to examine and comment on the methods used, and a panel will analyze the effectiveness of television teaching. The progrem itself can be seen by everyone within range of the channel. Major addresses will be delivered by Max Lerner, author of the recent America as a Civilization; Henry A. Kissinger, of the Center for International Affairs at Harvard and also Director of Special Studies for the Rockefeller Fund; and John W. Gardner, president of the Carnegie Foundation for the Advancement of Teaching. Included in a series of special information sessions will be reports on liberal education and labor unions, recruiting college faculty, the Congress and higher education, and developments in school segregation-desegregation. Hottie ADAMS 4-4655 : S Wy. (77 % ° “A Z * ay 4 209 3 1201 SIXTEENTH STREET, (VVationat (Cducation Mssocialion \| OB Fo wsnnerone oe. February 22, 1958 Dear Colleague: The Three R's will soon be getting top TV billing across the country in a new half-hour film, "Satellites, Schools & Survival." This is a report on the prospects and challenges facing U. S. schools today. We, at the NEA, hope that the members of your local association will want to help let the people in your community know about this filn. "Satellites, Schools & Survival" will have its nation-wide premiere on more than 230 local television stations over the weekend of March 1 - 2. Check the timetable on the following pages to see if and when the film will be shown in your city. Some of the most important people in the United States today help tell the story of Amer- ican schools in the film. Charles Van Doren - well known to the TV-viewing public for his own educational accomplishments that made him a top money-winner last season on NBC-TV's "Twenty-One" serves as narrator. "Satellites, Schools & Survival" has been produced by the Division of Press and Radio Relations of the NEA in cooperation with its affiliated state education associations. It is being distributed free to local TV stations by state and local education associa- tions across the country and the U. S. territories. On the inside page you will see a proof of a two-column advertisement prepared especially for local education associations like your own to use in letting the public know about this documentary film. You will note that there is provision at the top of the ad for you to insert the name of your local association. In this way, you can personally in- vite your friends and neighbors to view the show. A mat of the ad - just like the proof, but with space to insert your name = will be sent to you free of charge. We, at NEA, hope that you will want to place this ad in your hometown newspaper, giving the viewing time and station for "Satellites, Schools & Sur- vival." Wire me at the NEA - or write if there is time - and I will send -to u a co of the mat. See enclosed order form. For the premiere weekend (March 1 - 2), the film will be shown most heavily on NBC-TV stations by special arrangement. After this date, however, it can be booked on any station. If no station in your area has planned to show the film, contact your state education association to see if such arrangements can be made. Cordially, [Stat Wi. Roy K. Wilson, Director enclosure Press and Radio Relations rkw/jm Kearney TBA Rapid City KRSD-TV —— Reliance KPLO-TV ne . Sioux Falls KELO-TV Omaha 4 Scottsbluff -1 2:00 TENNESSEE Chattanooga WRGP-TV NEVADA , Jackson WDXI-TV Las Vegas Mar . : Johnson City WJHL-TV Reno Mar. Knoxville WATE-TV Memphis WMCT-TV NEW HAMPSHIRE " " Manchester . : Nashville WSM-TV REE ZEB i we FrOUur & PRREEEE REREEED NEW MEXICO TEXAS Albuquerque : : Amarillo KGNC-TV Austin KTBC-TV NEW YORK Corpus Christi KRIS-TV Binghamton WNBF-TV El Paso KTSM-TV Buffalo WBUF Fort Worth WBAP-TV Carthage-Watertown WCNY-TV Houston KPRC-TV New York City WRCA-TV Lufkin KTRE-TV Pltsbg.-L. Placid WPTZ Port Arthur KPAC-TV Rochester San Antonio WOAI-TV Schenectady Weslaco KRGV-TV Syracuse Wichita Falls KFDX-TV Utica FREES SSgy PEEP BR ry Bewwad 8 22 22 VEU Mi ywrp . rr Ww o FRERREREE S8SS88S8S88 BPPPIVIVZ UTAH NORTH CAROLINA Salt Lake City KIVT Asheville Chapel Hill Charlotte Charlotte Durhan Fayetteville Greensboro Greenville Raleigh Washington Wilmington Winston-Salem we °o VERMONT Burlington foo REBEEREF Aaa S8Ses B B REP PPPRV Iz VIRGINIA Bristol WCYB-TV Hampton-N'flk WVEC-TV Harrisonburg WSVA-TV Lynchburg WLVA-TV Petersburg WXEX-TV Roanoke WSLS-TV FRRERRERERRE gy wr by anv reek S88Res PERRER BS aeee B222zz NORTH DAKOTA WASHINGTON Bismarck : Clarkston (See Lewiston, Idaho) Dickinson Ephrata KBAS-TV Mar. 2 Fargo Pasco KEPR-TV Mar. 2 Grand Forks Seattle-Tacoma KING-TV Mar. 4 Seattle-Tacoma KIRO-TV OHIO Seattle-Tacoma KOMO-TV Cincinnati Seattle-Tacoma KINT-TV Seattle-Tacoma KIWV Spokane KHQ-TV Yakima ERE 2 aE Eww 8” Sse 2B x8 8 PM PM AM PM PM PM WEST VIRGINIA Bluefield Charleston Clarksburg OKLAHOMA Parkersburg Ada Wheeling Enid Lawton Oklahoma City Oklahoma City Tulse Youngstown Zanesville PRRPRERE B garry Bye SUSSSSsSs BPPBBBVL 888s 2223 Wwe nw WISCONSIN Eau Claire La Crosse Madison Superior-Duluth Wausau 8 ddd, 22 23 8 848 8 222222 Bow ats SS OREGON Corvallis Eugene Klamath Falls Portland Roseburg 7 Cs ™ ov 6S so WYOMING Casper KTWO-TV + lore2 TBA Cheyenne KFBC-TV Mar. 16 2:00 FRRE wBe 8 PENNSYLVANIA UNITED STATES ARMED FORCES OVERSEAS - 30 stations Erie Johnstown Lancaster Philadelphia Pittsburgh Wilkes-Barre ALASKA Anchorage KENI-TV Mar. 2 Fairbanks TBA Juneau KINY-TV RERERE Beseee HAWAIT RHODE IS Honolulu KONA Providence Providence PM evita San Juan WKAQ Fy SOUTH DAKOTA Garden City 3:30 FM Notes: TBA = to be announced. Times listed are local Ht Zo, 14538 = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 46, D. C. ADams 4-4855 For further information: 2/20/58 Roy K. Wilson or Tom Erhard FOR IMMEDIATE RELEASE NEA Executive Secretary Testifies Before U.S, Senate Committee on Education's Needs WASHINGTON, D.C. -- Feb. 20 -—- A federal support program for education that could increase teacher salaries by $500 for each of the next four years, build schools, and improve instructional materials should be enacted by the present Congress, William G,. Carr, executive secretary of the National Education Association (NEA) said here today. "The NEA approves of the educational bills now before Congress, but we do not think the Administration's bill or any of the others is adequate to strengthen our entire public education program," Dr. Carr commented. He spoke in testimony before the U.S. Senate Committee on Labor and Public Welfare. "Many of the proposals are like patches on the roof of a house when its founda- tion should be reinforced," Dr. Carr said. "If we can afford adequate national security, we can afford education for all our children and youth." He said that the need for education is expanding in geometrical proportions while the present financial resources for education are expanding only in arithmetical proportions. "Never has 4 nation been so deeply committed to education as ours, yet no nation in history has been so reluctant to fulfill its commitment: — as a nation." The NEA education support program -- now before both houses of Congress — is a long term one, calling for $1 billion allotments by the Federal government to states in 1958-9, and increasing to $4.5 billion in 1961-62. Federal funds would be turned over to the states in equal proportion to the number of school age children, under the NEA plan. Funds could be used for either school construction, basic equipment, or for supplementing teacher salaries. "It should be emphasized that the NEA proposal is designed to strengthen state and local control of education," Dr. Carr said. "The precise distribution among the three broad categories is for each state and then each local school system to determine." The NEA favors a beginning federal allotment of at least $25 per school age child. This figure would rise to at least $100 in four years. (MORE) NEA Executive Secretary Testifies Before U.S. Senate Committee on Education's Needs--Page 2 If each state spent 30 per cent of its allotment on construction over the next four years, a minimum of 83,000 new classrooms could be built. "These classrooms added to the present rate of construction would be sufficient to eliminate the exist- ing backlog of urgently needed schools," Dr. Carr said. Enough new classrooms would be available by 1962 to reduce the average class size to desirable levels. If each state spent 65 per cent of its allotment toward raising teacher salaries, this sum would boost salaries by approximately $500 a year, or $2,000 at the end of four years. "This federal support would permit more effective competition by schools for the enlistment and retention of high quality personnel," Dr. Carr commented. "In- creases from present financial sources have done little more than keep pace with rising costs." Average teacher salaries are now about $4,500 a year. Dr. Carr testified that one quarter of all teachers this year are receiving less than $3,500. Dr. Carr also testified, "To the charge that public education is unconcerned about quality education, the teachers of the nation plead emphatically not guilty." He said that with all its faults, the American public school system produces skilled scientists and technicians, and at the same time educates millions of free and thinking people. "This is our greatest national accomplishment." He said, "American public school teachers are just as concerned about providing the best possible quality of education for the academically talented, manually gifted, msically gifted, and the artistically gifted child; they are also concerned about the academically retarded, the shy child, the belligerent and even the problem child -- for all of these children are important. They are the citizens who will elect the President and Congress of 1980." Rep. Lee Metcalf of Montana introduced a bill (HR 10763) including the NEA proposals in the U.S, House of Representatives February 17, 1958. Sen. James E, Murray of Montana and others introduced a similar bill (S 3311) in the U.S. Senate February 19. @ m 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D.C. ADAMS 4-4855 Centeww\ February 19, 1958 MEMORANDUM TO: Local school officials arranging for distribution of "Satellites, Schools, and Survival." Dear Colleague: Enclosed is a copy of the shipping instructions which we have prepared for TELENEWS, the organization that is making amishipping prints of "Satellites, Schools, and Survival." Prints will be leaving Washington (in most cases by air) within two days. The shipment will contain not only the 2&minute documentary, but also three promotion spots on film featuring Charles Van Doren, In addition, the shipment will include a set of brief promos to be read by local station announcers. A telop for the latter is included. I have to be away from Washington for the next three weeks and am asking Mrs. Torrey Raker of our staff to take care of additional bookings of the film. Mrs. Carol Scotton will be in charge of providing newspaper promotional material and the flyers which have been prepared for distribution among the various school systems. Please wire Mrs. Scotton if you would like to order such items and in what quantity. With your good help, "Satellites, Schools, and Survival" has already been booked in most markets across the country. 215 stations, a good number of which are NBC affiliates, have scheduled the film so far. In view of the urgent message contained in the documentary, however, we hope that before the end of the month of March is over, every television station in the country will have included it in their schedules. If there should be stations in your area which have not yet scheduled the film, perhaps you will be willing to urge them to carry it as soon after the premiere weekend as possible. Prints can go from one station to another; but if you should need an addition al one, please notify Mrs. Baker. In order to encourage viewing of the film in every television city across the country, we are going to send a 4=page communication to all local associations affiliated with the NEA. This will include a listing of nation-wide booking of the film as of February 19. A copy will be sent to you, along with some other material contained in a kit, next Monday or Tuesday. May I take this chance to thank you for the splendid support you have given to this new venture of the NEA's. Cordially, fing Ki Wikewy Division of Press and Radio Relations P.S. A number of people have asked us what is to be done with the films after they have been used on television. It is our plan to leave them on deposit with the state associations for use at meetings, further scheduling on television -- or for whatever other occasion they might be useful. So after you are through with the film, would you please return it to the secretary of your state association. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET, NORTHWEST, WASHINGTON 6, D. C. February 7, 1958 MEMORANDUM TO: State Education Associations cooperating on the distribution of the new NEA film "Satellites, Schools, and Survival" Dear Colleague: This is to report to you a number of developments on the national premiere of "Satellites, Schools, and Survival" and to request from you information urgently needed to firm up our promotion and distribution pattern. l. To gain the most effective national publicity (from which your stations will benefit), we must line up a maximum number of station showings for the national premiere March 1-2. Therefore, we are asking you to check again with those stations which have turned down a premiere weekend booking. If the NBC outlet cannot book for the premiere weekend, please contact other stations for a commitment March 1-2. Please rush firm information on book- ings to us by wire or in the enclosed reply form. One print of the film will be mailed to you on or about February 20, from New York City. At the same time, a set of three television spot announcements publicizing the film, for use by the station in advertising the show will be mailed to you. The film print and the set of spots can move from you to the station in your headquarters city which has booked the show. We need your instructions on where other prints and spots for the premiere showing should be sent. Please furnish this information on the reply form. In the meantime, we are enclosing a copy of the completed script, and copy for the three television spots. Please indicate on the reply form if you need additional scripts and spot copy. A press release for use with your stations is enclosed. Let us know if you need additional releases for other publicity outlets. The key NEC outlet in the Nation's Capital, WRO-TV, is planning to run 4 quarte r—page advertisement of "Satellites, Schools, and Survival" in each of Washington's daily news- papers. We are hoping there will be similar newspaper advertising of the film showings around the country, and we are prepared to furnish mats or proofs of a 2 col.x 64" ad= vertisement in the quantity needed. On the enclosed reply form please tell us where and how many mats and/or proofs should be shipped. Available around February 17, will be a two-color, 84 x 11 flyer describing "Satellites, Schools, and Survival," designed for posting on every school bulletin board in the viewing area. Please indicate whether you can make distribution of this flyer to your local teacher associations or other local contacts, and how many copies of the flyer you will need for the purpose. Your immediate reply to these questions is most urgently needed if we are to proceed effectively. Please use the reply form and the enclosed airmail envelope, or wire me your answers. Sincerely yours, KK, 0 Ahw, Roy K. Wilson, Director Division of Press and Radio Relations Promotion Spot SATELLITES, SCHOOLS & SURVIVAL! VAN DOREN: I'm Charles Van Doren. I want to tell you about a very important film that will be shown on this station soon. Its title is SATELLITES, SCHOOLS AND SURVIVAL! Joining me on this program will be Vice President Richard Nixon ... Senator Lyndon Johnson ... Rowan Gaither, author of the famous Gaither Report ... Dr. James Killian, top science adviser to the White House, and others. We hope to throw some light on the most- discussed subject of our day -—- the education of our children. You'll see how our schools got where they are today, and you'll hear some Suggestions about your part in making them even better. I don't think there's a topic in the news that deserves more careful attention on the part of every citizen than our children's education. I hope you'll be watching this channel soon when the National Education Association and your State Education Association presents SATELLITES, SCHOOLS AND SURVIVAL$ MS - Van Doren in schoolroom TITLE - "Satellites, Schools and Survivals" CU = Nixon MS - Johnson CU =~ Gaither MS = Killian CU — Van Doren TITLE - "Satellites, Schools and Survival!" (SUPERED) Promotion Spot SATELLITES, SCHOOLS & SURVIVAL! VAN DOREN: I'm Charles Van Doren. I want to tell you MS = about a very important film that will be shown on this station soon. Its title is SATELLITES, SCHOOLS AND SURVIVAL! Joining TITLE me on this program will be Vice President Richard Nixon ... Senator Lyndon Johnson .-c. CU = Rowan Gaither, author of the famous Gaither age Report ... Dr. James Killian, top science : adviser to the White House, and others. CU - We hope to throw some light on the most- discussed subject of our day — the education of our children. You'll see how our schools got where they are today, and you'll hear some suggestions about your part in making them even better. I don't think there's a topic in the news that deserves more careful attention on the part of every citizen than our children's education. I hope you'll be watching this channel soon when the National Education Association and your State Education Association presents SATELLITES, SCHOOLS AND TITLE SURVIVAL$ Van Doren in schoolroom - "Satellites, Schools and Survival!" Nixon Johnson Gaither Killian Van Doren - "Satellites, Schools and Survival}" (SUPERED) NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET, NORTHWEST, WASHINGTON 6, D. C. February 7, 1958 MEMORANDUM TO: State Education Associations cooperating on the distribution of the new NEA film "Satellites, Schools, and Survival" Dear Colleague: This is to report to you a number of developments on the national premiere of "Satellites, Schools, and Survival" and to request from you information urgently needed to fim up our promotion and distribution pattern. 1. To gain the most effective national publicity (from which your stations will benefit), we must line up a maximum number of station showings for the national premiere March 1-2. Therefore, we are asking you to check again with those stations which have turned down a premiere weekend booking. If the NBC outlet cannot book for the premiere weekend, please contact other stations for a commitment March 1-2. Please rush firm information on book- ings to us by wire or in the enclosed reply form. One print of the film will be mailed to you on or about February 20, from New York City. At the same time, a set of three television spot announcements publicizing the film, for use by the station in advertising the show will be mailed to you. The film print and the set of spots can move from you to the station in your headquarters city which has booked the show. We need your instructions on where other prints and spots for the premiere showing should be sent. Please furnish this information on the reply form. In the meantime, we are enclosing a copy of the completed script, and copy for the three television spots. Please indicate on the reply form if you need additional scripts and spot copy. A press release for use with your stations is enclosed. Let us know if you need additional releases for other publicity outlets. The key NEC outlet in the Nation's Capital, WRC-TV, is planning to run a quarter—page advertisement of "Satellites, Schools, and Survival" in each of Washington's daily news- papers. We are hoping there will be similar newspaper advertising of the film showings around the country, and we are prepared to furnish mats or proofs of a 2 col.x 64" ad~ vertisement in the quantity needed. On the enclosed reply form please tell us where and how many mats and/or proofs should be shipped. Available around February 17, will be a two-color, 84 x 11 flyer describing "Satellites, Schools, and Survival," designed for posting on every school bulletin board in the viewing area. Please indicate whether you can make distribution of this flyer to your local teacher associations or other local contacts, and how many copies of the flyer you will need for the purpose. Your immediate reply to these questions is most urgently needed if we are to proceed effectively. Please use the reply form and the enclosed aimail envelope, or wire me your answers. Sincerely yours, 5 Wy hacong Roy K. Wilson, Director Division of Press and Radio Relations ua = s ‘ ? Y, ) G 1201 SIXTEENTH STREET, N.W. y, ° ~ Sf . } e ° ? MNetondt ducalion C MSoclalion ¢ wasminetons, 8. €. ay) ADAMS 4-4855 ~ CY oe \ CEnrewn\* February 19, 1958 MEMORANDUM TO: State Education Associations Dear Colleage: Enclosed is a copy of the shipping instructions which we have prepared for TELENEWS, the organization that is making and shipping prints of "Satellites, Schools, and Survival." Prints will be leaving Washington (in most’ cases by air) within two days. The shipment will contain not only the 28-minute documentary, but also three promotion spots on film featuring Gharles Van Doren. In addition, the shipment will include a set of brief promos to be read by local station announcers. A telop for the latter is included. I have to be away from Washington for the next three weeks and am asking Mrs. Torrey Baker of our staff to take care of additional bookings of the film. Mrs. Carol Scotton will be in charge of providing newspaper promotional material and the flyers which have been pre- pared for distribution among the various school systems. With your good help, "Satellites, Schools, and Survival" has already been booked in most markets across the country. 215 stations, a good number of which are NBC affiliates, have scheduled the film so far. In view of the urgent message contained in the documentary, however, we hope that before the month of March is over, every television station in the country will have included it in their schedules. So if there are stations in your area which have not yet scheduled the film, perhaps you will be willing to urge them to carry it as soon after the premiere weekend as possible. Prints can go from one station to another; but if you need additional ones, please notify Mrs. Baker. If your state is among those which have asked us to contact local school officials or television stations direct, please know that a letter similar to this one is going to the people whose names you have given us. In order to encourage viewing of the film in every television city across the country, we are going to send a 4-page communication to all local associations affiliated with the NEA. This will include a listing of nation-wide bookings of the film as of February 19. A copy will be sent to you, along with some other material contained in a kit, next Monday or Tuesday. May I take this chance to thank you for the splendid support you have given to this new venture of the NEA's. Cordially, bay K. Wiley Roy K. Wilson, Director Division of Press and Radio Relations P.S. A number of people have asked us what is to be done with the films after they have been used on television. It is our plan to leave them on deposit with the state associations for use at meetings, further scheduling on television -—- or for whatever other occasions they might be useful CATION vy {Sig S . =H 1201 SIXTEENTH STREET, N.W. NAitiondt Ctucation Nasociation o% (WValionat Oducation Association o| WASHINGTON 8, D.C. ADAMS 4-4855 Nal ~ CenreWW\®® February 19, 1958 MEMORANDUM TO: Program Directors of TV stations scheduling "Satellites, Schools, and Survival." Dear Sir: Enclosed is a copy of the shipping instructions which we have prepared for TELENEWS, the organisation that is making and shipping prints of "Satellites, Schools, and Survival." Prints will be leaving Washington (in most cases by air) within two days. The shipment will contain not only the 28-minute documentary, but also three promotion spots on film featuring Charles Van Doren. In addition, the shipment will include a set of brief promos to be read by local announcers. A telop for the latter is included. Next Monday or Tuesday we will be sending you a kit of materials about the film, which we hope will be useful. We are most grateful to you for scheduling "Satellites, Schools and Survival," and deeply appreciate your friendly interest. Sincerely yours, fin KWiLer « Wilson, Director Division of Press and Radio Relations Enclosure NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET, NORTHWEST, WASHINGTON 6, D. C. February 7, 1958 MEMORANDUM TO: State Education Associations cooperating on the distribution of the new NEA film "Satellites, Schools, and Survival" Dear Colleague: This is to report to you 4 number of developments on the national premiere of "Satellites, Schools, and Survival" and to request from you information urgently needed to fim up our promotion and distribution pattern. 1. To gain the most effective national publicity (from which your stations will benefit), we must line up a maximum number of station showings for the national premiere March 1-2, Therefore, we are asking you to check again with those stations which have turned down a premiere weekend booking. If the NBC outlet cannot book for the premiere weekend, please contact other stations for a commitment March 1-2. Please rush firm information on book- ings to us by wire or in the enclosed reply form. One print of the film will be mailed to you on or about February 20, from New York City. At the same time, a set of three television spot announcements publicizing the film, for use by the station in advertising the show will be mailed to you. The film print and the set of spots can move from you to the station in your headquarters city which has booked the show. We need your instructions on where other prints and spots for the premiere showing should be sent. Please furnish this information on the reply form. In the meantime, we are enclosing a copy of the completed script, and copy for the three television spots. Please indicate on the reply form if you need additional scripts and spot copy. A press release for use with your stations is enclosed. Let us know if you need additional releases for other publicity outlets. The key NEC outlet in the Nation's Capital, WRC-TV, is planning to run a quarter-page advertisement of "Satellites, Schools, and Survival" in each of Washington's daily news- papers. We are hoping there will be similar newspaper advertising of the film showings around the country, and we are prepared to furnish mats or proofs of a 2 col.x 6%" ad vertisement in the quantity needed. On the enclosed reply form please tell us where and how many mats and/or proofs should be shipped. Available around February 17, will be a two-color, 84 x 11 flyer describing "Satellites, Schools, and Survival," designed for posting on every school bulletin board in the viewing area. Please indicate whether you can make distribution of this flyer to your local teacher associations or other local contacts, and how many copies of the flyer you will need for the purpose. Your immediate reply to these questions is most urgently needed if we are to proceed effectively. Please use the reply form and the enclosed airmail envelope, or wire me your answers. Sincerely yours, KO how, Roy K. Wilson, Director Division of Press and Radio Relations FF fom the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D. C. ADams 4-4855 uc ATlon As » 4Q \ ry, The National Education Association, celebrating its centennial anniversary this year, is the national professional organization of educators. More than 1,138,000 teachers are enrolled in the Association and its affiliated groups. Financed by the voluntary dues of its members, the NEA was founded in Philadelphia in 1857 to promote the welfare of pupils and teachers, to advance the science and practice of education, and to build strong school-com- munity relationships. A headquarters staff is continuously engaged in research and activities to improve American schools. \ For further information: CEwrewn\* Torrey Baker ___FOR IMMEDIATE RELEASE NEW DOCUMENTARY FILM, "SATELLITES, SCHOOLS & SURVIVAL" TO PREMIERE ON 200 LOCAL TV STATIONS MARCH le2. WRC-TV Leads Nation with Special Showing February 28, at 7:00 P.M. Appearing in Special Report on Problems and Prospects of Nation's Schools are Charles Van Doren, Vice President Nixon, Rowan Gaither, Senator Lyndon Johnson, Dr. William G. Carr, and Dr. James Killian. "SATELLITES, SCHOOLS & SURVIVAL," a half-hour television film report to the nation on the vital problems and prospects of our public schools, will have its nationwide premiere on more than 200 local television stations on the weekend of March 1-2. Charles Van Doren, Columbia University English instructor and top money-winner last season on NBO«TV's "Twenty-One," is narrator for the 30«minute documentary pro- duced by the Press and Radio Division of the National Edueation Association in cooper= ation with its affiliated state education associations. "SATELLITES, SCHOOLS, & SURVIVAL" will be distributed free to local TV stations by state education associations in all 48 states, the District of Columbia, Hawaii, Alaska, and Puerto Rico. Also, the Armed Forces network will distribute it to 30 stations in all parts of the world, In Washington, it was announced by Carleton D. Smith, vice president of the National Broadcasting Company and general manager of WRC-TV, that arrangements have been made for @ special television showing of the documentary in the nation’s capital. It will be shown on WRGTV on Friday night, Feb. 28, at 7:00 P.M., immediately follow ing the NBC News report by Chet Huntley and David Brinkley, and one night ahead of the national release. (more ) Appearing with Van Doren in the film are: Vice President Richard M. Nixon; H, Rowan Gaither, Jr., Chairman of the Board, the Ford Foundation, and head of the committee which produced the Gaither Report ; Senator Lyndon B. Johnson (D.,Tex.), chairman, Senate Armed Services Preparedness Subcommittee ; Dr. William G. Carr, executive secretary, the National Education Association of the United States; Dr. James R. Killian, Jr., president, Massachusetts Institute of Technology, on leave to serve as Special Assistant to President Eisenhower for Science and Technology. Aim of "SATELLITES, SCHOOLS & SURVIVAL" is to clarify the state of the U. S. public education system, in the wake of conflicting reports of classroom and teacher shortages, nature of the curriculum, amount of "frill" and elective courses offered, training of scientists, and other controversial topics. In addition to statements and interviews with government and education leaders, "SATELLITES, SCHOOLS & SURVIVAL" includes a film-highlight history of U. S. education in the past fifty years. Several "future scientists" are identified, at the Mt. Hebron Junior High School in Montclair, Node, as they testify to the importance of beginning their science train- ing early in the school years, under an inspiring and understanding teacher. His name is Ted Johnson. “SATELLITES, SCHOOLS & SURVIVAL" wes directed by Richard Krolik, NEA television consultant in New York. Telenews did the filming. Some quotes from the picture: H. Rowan Gaither: "I think education today cries for citizen participation. Each citizen, in accordance with his abilities and his interest, should do what he can to strengthen American education, to make the position and prestige of the teacher under- stood in the community, to give priority and to improve values to the content of education. This I think they can do, and they must do." (more ) ee Dr. James Killian: "I do not imply that all of our people should be scientists; far from it. I d emphasize the importance of providing our young people, whether they become scientists or not, with some of the intellectual wealth of science, some of its excitement and adventure, some of its special vision for interpreting nature--some of the understanding which our citizens should have if they are to deal intelligently with the great issues of our time arising out of science." Dr. William G. Carr: "I think that the wey to survive in a free country is to teach the habits and instincts and loyalties of freedom and not to endeavor to copy the educational institutions or policies of the totalitarian state." Senator Lyndon Johnson: "If this nation should unfortunately be called upon to ‘defend itself, the real front-line soldier would be the scientist with the test tube and the Geiger counter. No country can be prepared today unless it has a large reservoir of trained minds." Vice President Richard Nixon: "United action by an informed, aroused American citizenry is essential if we are to have an educational system which can adequately meet the needs of a nation facing the ultimate challenge to its very survival." Charles Van Doren: "We are engaged in the great struggle for the world, as men have always been, We can no longer depend entirely on manpower, that power with which Alexander the Great ruled the world. We can no longer depend entirely on seapower, which created the British Empire. We can no longer depend even on air power, whether it be bombers or guided missiles. We must depend on brainpower. We must depend on our education institutions! providing us with the best opportunity to cultivate that brainpower. If we can devote as much of our effort to strengthening those educational institutions as we have to cultivating the comforts of American life, we will be able to give to our children a world in which there can be satellites and safety, side by side. # it # Promotion Spot SATELLITES, SCHOOLS & SURVIVAL! VAN DOREN: I'm Charles Van Doren. I want to tell you MS - about a very important film that will be shown on this station soon. Its title is SATELLITES, SCHOOLS AND SURVIVAL! Joining TITLE me on this program will be Vice President Richard Nixon ... Senator Lyndon Johnson ..- CU - Rowan Gaither, author of the famous Gaither rae Report ... Dr. James Killian, top science MS : adviser to the White House, and others. CU - We hope to throw some light on the most- discussed subject of our day —- the education of our children. You'll see how our schools got where they are today, and you'll hear some suggestions about your part in making them even better. I don't think there's a topic in the news that deserves more careful attention on the part of every citizen than our children's education. I hope you'll be watching this channel soon when the National Education Association and your State Education Association presents SATELLITES, SCHOOLS AND TITLE SURVIVAL’ Van Doren in schoolroom - "Satellites, Schools and Survival" Nixon Johnson Gaither Killian Van Doren - "Satellites, Schools and Survival}" ( SUPERED ) = fom the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W WASHINGTON 6, D. C. ADams 4-4855 For further information: Roy K. Wilson or Carol Scotton For Release: 6 P.M EST.,Monday, February 17, 1958 NEA Commends Public Schools For Producing Satellite Scientists WASHINGTON, D.C., Feb. 17 —- The public school systems that produced 15 of the 16 key scientists who developed America's first satellite at the California Institute of Technology received letters of commendation from the National Education Association (NEA) today. That public school graduates figured prominently in the satellite race "dramatically underscored the relationship of America's public vubacis to America's scientific achieve- ments," NEA executive secretary William G. Carr said in his letters. School administrators in California, Massachusetts, Maryland, Ohio, Minnesota, and Texas received letters about their graduates--almost all still in their thirties. Joint credit for the launching of Explorer I goes to the Jet Propulsion Laboratory at Cal Tech and the Army Ballistic Missile Agency at Huntsville, Ala., according to official Army records, The Huntsville group is known for its German rocket scientists, but 15 of the 16 Cal Tech satellite men received their science grounding and education in American public high schools. (The Huntsville center supplied the first stage of the U.S. Satellite--a modified Redstone liquid propellant rocket. The high speed stages--including the satellite itself and the satellite instrumentation were provided by Cal Tech. ) Dr. Carr commended individual school systems for "academic programs that over the years have helped to educate men of such calibre." He congratulated "the teachers of yesterday and today who help make such progress possible," Only one member of the Cal Tech crew is not a U.S. high school product, although he is a graduate of Cal Tech. He is Laboratory Director William H. Pickering, 47, who was born and educated in New Zealand. Ten of the satellite producers are graduates of California public schools. (MORE) NEA Conmends Public Schools For Producing Satellite Scientists —- Page 2 The scientists ares California Manfred Eimer, 33, is Research Group Supervisor, Research Analysis, at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program, his assignment was assistant supervisor of satellite observations. Dr. Eimer was born in Vienna, Austria, in 1925, He attended Robert Hammerling Real Gymnasium, Vienna, and Susan Miller Dorsey High School, Los Angeles. He was graduated from California Institute of Technology with a B,S, degree in mechanical engineering, and did graduate work in aeronautics at Cal Tech, where he received his Ph,D. degree in that field in 1953. He has been associated with the Lahoratory since 1949. Jack E, Froeblich,37, is Department Head of Design and Power Plants at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program, his assignment was project director. Dr.Froehlich was born in Stockton, California, in 1921. He attended Theodore Roosevelt Grammar School in Burbank, California, and Burbank High School. He was graduated from Cal Tech with a B.S, degree in mechanical engineering and did graduate work in aeronautical engineering there where he received his Ph.D. degree in that field in 1949. He has been associated with the Laboratory since 1949. Karl W, Linnes, 35, is an Engineering Group Supervisor at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program he supervised the development of the Microlock tracking stations. Mr, Linnes was born in Los Angeles in 1923. He attended Broadway Grammar School in Venice, California, and Francis Polytechnic High in Los Angeles. He was graduated from the University of California with a B,A. degree in physics and received his M.A. degree in that field from the University of California in 1950. He has been associated with the Laboratory since 1950. Robert J. Parks, 36 is Chief of the Guidance Department at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program, his assignment was to supervise the environmental lab work, testing equipment to design components to stand shock and rigors of space. Mr. Parks was born in Los Angeles in 1922. He attended Mark Keppel Grammar School in Glendale, California, and Newport Harbor Union High School, Newport Beach, California. He was graduated from Cal Tech with a B.S. degree in electrical engineering in 1944. He has been associated with the Laboratory since 1947. John C. Porter, 31, is a Research Engineer at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program, his assignment was to supervise the data analysis section at the Laboratory. Mr. Porter was born in Shawnee, Oklahoma, in 1927. He attended 24th Street School in Los Angeles and Pasadena Junior College. He received his B. S. degree in mathematics from Cal Tech in 1951 and is presently doing graduate work in that field, He has been associated with the Laboratory since 195l. Eberhardt Rechtin, 32, is Chief of the Guidance Research Division at the California Institute of Technology Jet Propulsion Laboratory. He was a consultant in the satellite program. Dr. Rechtin was born in Orange, New Jersey, in 1926. He attended South Side Junior High School in Rockville Centre, New York, and Redondo Union High School in Redondo Beach, California. He received a B.S, degree in electrical engineering and a Ph.D. degree in the same field from Cal Tech. He has been associated with the Laboratory since 1949. Henry L. Richter, Jr., 31, is Supervisor of New Circuit Elements and Stable Oscillator Research Groups at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program, he served as Jet Propulsion Laboratory coordinator for I.G.Y. experiments. (MORE) NEA Commends Public Schools For Producing Satellite Scientists — Page 3 Dr. Richter was born in Long Beach, California, in 1927. He attended Miraleste Grammar School, Miraleste, California, and Narbonne High School in Lomita, California. He received his B,S. and Ph.D. degtees from Cal Tech in chemistry. He has been associated with the Jet Laboratory since 1955. John G, Small, 38, is Chief of the Design Section at the California Institute of Technology Jet Propulsion Laboratory. He was in charge of missile operations, super= vising mechanics, design, and field preparations in the satellite pra ram. Mr. Small was born in San Rafael, California, in 1920, where he attended the public schools, He was graduated from Cal Tech with a B, S. degree in physics and received his M.S, degree in aerodynamics there in 1945. He has been associated with the Jet Laboratory since 195l. Robertson Stevens, 36, is Engineering Group Supervisor in Guidance Techniques Research at the California Institute of Technology Jet Propulsion Laboratory. He was in charge of the development of the satellite and microlock antenna in the satellite pregram. Born in San Diego, California, in 1922, Mr. Stevens attended Euclid Grade School and Herbert Hoover High School there. He was graduated from the U.S, Naval Academy, Annapolis, with a B.S, degree, and did graduate work in electrical engineering at the University of California, Berkeley, where he received his M.S, degree in that field in 1949. He has been associated with the Jet Propulsion Laboratory since 1949. Allen E, Wolfe, 35, is Engineering Group Supervisor in Instrument Development at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program, his assignment was to supervise the electric circuitry in the missile operations. Mr. Wolfe was born in Kalispell, Montana, in 1923 and attended South Side Grammar School there. He is a graduate of University High School in Oakland, California, He received a B.S, degree in electrical engineering in 1944 from Cal Tech and has been associated with the Laboratory there since 1952. Maryland Sammel E, Beneschy 34, is Research Group Supervisor, Research Analysis Section, at the California Institute of Technology det Propulsion Laboratory. In the satellite program, he supervised all data reduction. Dr. Benesch was born in Baltimore, Maryland in 1924, where he attended Public School #20 and Baltimore City College. He was graduated from Johns Hopkins University with an A,B. degree in math and received his Ph.D. degree in that field from the University of Illinois in 1953. He has been associated with the Jet Propulsion Laboratory at Cal Tech since 1953. Massachusetts Frank E, Goddard, Jr., 43, is Chief of the Aerodynamics and Propellants Department at the California Institute of Technology Jet Propulsion Laboratory. He supervised wind tunnel work on configuration of the Jupiter-C in the satellite program. Born in Fall River, Massachusetts in 1915, Dr. Goddard attended the public schools in Attleboro, Massachusetts. He received a B.S, degree in aeronautics from the Massachu- setts Institute of Technology. He earned his Ph.D. degree in that field in 1957 from Cal Tech and has been associated with the Laboratory since 1949. Minnesota Homer J. Stewart, 43, is Division Chief of Liquid Propulsion Systems at the California Institute of Technology Jet Propulsion Laboratory. He served as a consultant in the satellite program. Dr. Stewart was born in Elba, Michigan, in 1915. He attended Murray Grammar School and Central High School in St. Paul, Minnesota, He received a B,S. degree in aeronaturical engineering from the University of Minnesota and did graduate work in aeronautics and meteorology at Cal Tech where he received his Ph.D. in that field in 1940. He has been associated with the Laboratory at Cal Tech since 1936, (MORE) NEA Commends Public Schools For Producing Satellite Scientists — Page 4 Ohio Albert R, Hibbs, 34, is Chief of the Research Analysis section at the California Insti- tute of Technology Jet Propulsion Laboratory. He was supervisor of satellite observations in the satellite program. Born in Akron, Ohio, in 1924, Dr. Hibbs attended Kilgore Elementary School in Cincinnati and Chillicothe High School in Chillicothe, Ohio. He was graduated from Cal Tech with a B.S, degree in physics, He received his M.S, degree in math from the University of Chicago and his Ph.D. degree in physics from Cal Tech in 1955. He has been associated with the Jet Propulsion Laboratory since 1950. Texas Walter K. Victor, 36, is Section Chief of Electronics Research at the California Institute of Technology Jet Propulsion Laboratory. He was in charge of flight and ground electronic instrumentation in the satellite program. Mr. Virtor was born in New York City in 1922, but attended the public schools in Abilene, Texas, He was graduated from the University of Texas with a B,S, degree in mechanical engineering in 1942. He has been associated with the Jet Propulsion laboratory since 1953. Hit tf ty la 4 y ’ Pip siregnty Ue N.W. ° WASHINGTON 46, D.\C. pa S ry ADams 4-4855 tlALe bile Vs in Cn. l Se, Li Par ; : Ad me Sos for dehtne bem mowihy FERRI Y ) 1, MY produced 15 of the 16 key scientists who developed America's first satellite at the California y a Institute of Technology received letters of commendation dieihig Who RPr bLait from the National Education Association (NEA) today. tll ee NE , ; { That public school graduates figured prominently in the epemabel: 2 eee satellite race "dramatically underscored the relationship of America's public schools to America's scientific achievements," NEA executive secretary William G; Carr said in his letters. School administrators 7 a in California, Massachusetts, Maryland, Ohio, Minnesota, and Texas received / a etl letters bout their graduates-- still in their thirties. Joint credit for the launching of Explorer I goes to the Jet Propulsion Laboratory at Cal Tech and the Army Ballistic Missile Agency at Huntsville, a. hbbhep Ala., according to official Army records. The Huntsville group is —— known for its German rocket scientists, but 15 of the 16 Cal Tech satellite — ‘Se men &@ received their science grounding anda agyix education in American Ey te public/schools. ((me Huntsville center supplied the first stage of the U.S. Satellite— a modified Redstone liguid propellant rocket. The high spped stages—- including the satellite istelf andfSatellite instrumentation4andSeme of 3 were provided by Cal Tech. ) ib. Carr commended individual school systems for “academic programs that over the years have helped to eduate men of such calibre." He congratulated "the teachers of yesterday and today who help make such progress possible." one member of the Cal Tech crew is not a U.S. high school @he@@S66$ product, al though he is a graduate of Cal lech. He is laboratory Director William H. Pickering, 47, who was born and educa.ed in New Zeland. Ten of the satellite proudcers are graduates of California public schools Eheyicares The scientists are: "pBelifornia i lint Manfred Eimer, 33, is Research Group Supervisor, Research Analysis, at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program,his assignment was assistant supervisor of satellite observations. Dr. Eimer was born in Vienna, Austria, in 1925. He attended Robert Hammerling Real Gymnasium, Vienna, and Susan Miller Dorsey High School, Los Angeles. He was graduated from California Institute of Technology with a B.S. degree in mechanical engineering, and did graduate work in aeronatuics at Cal Tech, where he received his fh.D. degree in that tield in 1953. He has been associated with the Laboratory since 1949. _— from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D. C. ADams 4-4855 Jack E, Froelich, 37, is Bepartment Head of Design and Power Plants at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program, his assignment was SbGSbes project director. Dr. Froelich was born in Stockton, California, in 1921. He attended Theodore Roosevelet Grammar School in Burbank, California, and Burbank High School. He was graduated from Cal Tech with a B.S. degree in mechanical engineering and did graduate work& in aeronautical engineering &f& there where he received his Ph.D. degree in that field in 1949. He has been associated with the Laboratory since 1949. Karl W. Linnes, 95, is an Bnginsering Group Supervisor at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program he supervised the development of the Microlock tracking stations. Mr. Linnegs was born in Los Angeles in 1923. He attended Broadway Grammar School in Venice, California, and Francis Polytechnic G&éh& High in Los Angeles. He was graduated from the University of California with a B.A. degree in physcis and received his M.A. degree in that field from the University of Gh&ibfhéht California in 1955. He has been associated with the Laboratory since 1950. Robert J. Parks, 36, is Chief of the Guidance Department at the Califonria Institute of Technology Jet trppulsion Laboratory. In the satellite program, his assignment was to supervise the environmental lab work, testing equipment to design components to stand schok and rigors of space. Mr. Park was bom in Los Angeles in 1922. He attenddd Mark Keppel Grammar School in Glendale, California, and Newport Harbor Union High School, Newport Beach, California. He was graduated from Cal Tech with a B.S. degree in electrical engineering in 1944. He has been associated with the Laboratory since 1947. John C. Porter, 31; is a Research Engineer at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program, his ~ assignment was to supervise the date analysis section at the Laboratory. Mr. Porter was born in Shawnee, Oklahoma,in 1927. He attended 24th Street School,in Los Angeles and Pasadena Junior Vollege. He received his B.S; degree in mathematics from Cal Tech in 1951 and is presently doing graduate work in that field. He has been associated with the Laboratory since 195l. Eberhardt Rechtin, 32, is “hief of the Guidanne Research Division at the California Institute of Technology Jet Propulsion Laboratory. Ghidihée%Gébbhhte6 hihdphbh his boebii’ He aBhbtinbaide was a consultant in the satellite program. Dr. Rechtin was born in Orange, New Jersey, in 1926. He attended South Side Junior High School in Rockville Centre, New York, and Redondo Union High School in Redondo Beach, California. He received a B.S. degree in electrieal engineering ShéiGhi@eeh% and a Ph.D. degree in the same field from Cal Tech. He has been associated with the Laboratory since 1949. Henry L. Richter, Jr., 31, is Supervisor of New Circuit Elements and Stable Oscillator Research Groups at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program, he served as Jet Propulsion Laboratory coordinator for I.G.Y. experiments. Dr. Richter was born in Long Beach, California, in 1927. He attended Miraleste Grammar School, Miraleste, California, and Narbonne High School in Lomita, California. He received his B.S. and Ph.D. degrees from &he Cal Tech in chemistry. He has been associated with the Jet Laboratory since 1955. John G, Small, 38, is Chief of the Design Section at the California Institute of Technology Jet Propulsion Laboratory. He was in charge of missile operations, supervising mechanics, design, and field preparations in the satellite program. Mr, Small was born in San Rafael, California, in 1920, where he attended the public schools. He was graduated from Cal Tech with a B.&. degree in = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W WASHINGTON 4, D. C. ADams 4-4855 adn physics and received his M.S. degree in aerodynamics there in 1945. He has been associated with the Jet Laboratory since 195l. Robertson Stevens, 36, is Engineering Group °upervisor in fuidance Techniques Research at the California Institute of Technology Jet Propulsion Laboratory. He was in charge of the development of the satellite and microlock antenna in the satéllite program. Born in San Diego, California, i Mj Stevens attended Euclid Grade School and Herbert Hoover High School there. He was graduated from the U.S. Naval Academicy, Annapolis, with a B.S. degree, and did graduate work in electrical engineering at the University of Valifornia, Berkeley, where he received his M.S. degree in that field in 1949. He has been associated with the Jep Propulsion Laboratory since 1949. Allen E. Wolfe, 35, is “ngineering Group Supervisor in Instrument Development at the California Institute of Technology Jet Propulsion Laboratory, In the satellite program, his assignment was to supervise the electric circuitry in the missile operations, Mr. Wolfe was born in Kalispell, Montana, in 1923 and attended south Side Grammar School there. He is a graduate of University High School in Oakland, California. He received a B.S. degree in electrical engineering 1944 from Cal Tech and has been associated with the Laboratory there since -. Maryland (¥ Samuel E, Benesch, 34, is Research Group Supervisor, Research Analysis Section, at the California Institute of Technology Jet Propulsion Laboratory. In the satellite program, he supervised all data reduction. Dr. Benesch was born in Baltimore, Maryland in 1924, where he attended Public School # 20 and Baltimore City College. He was graduated from Johns Hopki University with an A.B. degree in math and G&&i@heGhGt degree in that field from the University of Illinois en associated with the Jet Propulsion Laboratory at 2 Massachusetts g Frank E, Goddard&, Jr., 43, is Chief of the Aerodynamics and Propellants Vepartment at the Califomnia Institute of Technology Jet Propulsion Laboratory. He supervised wind tunnel work on configuration of the Jupiter-C in the received in 1953. Cal Tech since 1953. satellite program. Born in Fall Riverp Massachusetts in 1915, Ur. Goddard attended the public schools in Attleboro, Massachusetts. He received a B.S. degree in aeronautics from the Massachusetts Institute of Technology. He earned his Ph.v. degree in that field in 1957 from Cal Tech®&&H@%hssibeehs&% and has been associated with the Laboratory since 1949. +) Minnesota a Homer J. Stewart, 43, is Division Chief of Liquid Propulsion »ystems at Ve the California Institute of Technology Jet Propulsion Laboratory. He S served as a consultant in the satellite program. Dr. Stewart was born in Elba, Michigan, in 1915. He attended Murray Grammar School and Central High School in St. Paul, Minnesota. He received a B.S. degree in aeronaturical engineering from the University of Minnesota and did graduate work in aeronautics and meteriology at Cal Tech where he received his Ph.D, in that field in 1940. He has been associated with the Laboratory at Cal Tech since 1936. +) Ohio ( Albert R. Hibbs, 34, is Chief of the Research Analysis section at California Institute of Technology Jet Propulsion Laboratory. He of satellite observations in the satellite program. more = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W WASHINGTON 64, D. C. ADams 4-4855 = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W WASHINGTON 6, D. C ADams 4-4855 For further information, Roy K. Wilson or M, Ryth Broom For release Friday, Feb. 14, 1958 LOCAL EDUCATOR ON PROGRAM OF NATIONAL CONFERENCE INDIANAPOLIS, INDIANA, FEBRUARY 14 —— More than five thousand school administrators are expected to attend the 42nd annual meeting of the NASSP, a department of the National Education Associa- tion. The conference begins tomorrow, High on the list of discussion topics will be the amount of math and science that should be taught in junior and senior high schools. Delegates will re-evaluate the over-all educational program in order to see where new emphases in secondary education can be placed without curtailing any of the existing values in education, Also to be stressed will be the education of the gifted student. Several sectional groups will consider new ways to give gifted children the best possible schooling. Nationally known speakers at the conference will be James B. Conant, director of the Study for the American High School; Lawrence G, Derthick, U.S. Commissioner of Education; Howard Fehr, noted mathematician; Lester W. Nelson, Fund for the Advancement of Education; Robert J. Havighurst, professor and author, University of Chicago; Shane McCarthy, the President's Council on Youth Fitness; Harold Benjamin, Connecticut Dept. of Education; Thad Hungate, Teachers College, Columbia University; and Jesse Stuart, poet, lecturer and educator. More than 60 different discussion groups are scheduled for the conference which ends Wednesday, February 19. ed = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET. N.W WASHINGTON 46, D. C. ADams 4-4855 For further informations Roy K. Wilson or Carol Scotton 2/12/58 FOR IMMEDIATE RELEASE Educators Endorse Special Classes For Academically Bright Within Regular High Schools WASHINGTON, D.C.—-special--The rising heroes of American education--academically talented students--should get their schooling in special classes within the present framework of today's comprehensive high .schools, 200 top educators have agreed. This is the most significant result to come out of a National Education Associa- tion invitational conference on the identification and education of academically talented high school students. It was held in Washington, D.C. February 6——8. Conference chairman was James B, Conant, former U.S, Ambassador to the Federal Republic of Germany and president emeritus of Harvard University. The conference was the major step in a year long NEA project on academically talented high school students, financed by a Carnegie Foundation grant. J Ned Bryan, on leave from Rutgers University, is project director. Dr. Conant called the proposal for special classes for talented students within the community high school "A very important recommendation." He termed the confer- ence "a great success" and said "I have been surprised to see how high has been the degree of unanimity among us." The conferees met for two days in small discussion groups and generally came out for these points: 1. An advanced placement program in all areas. Under this plan a student is graduated from school with his own class, but enters college with advanced stand- ing and/or credit towards a college degree. 2. "Tailor made" courses for talented students. Diagnostic tests should be given at the beginning of the school year so that no time is wasted on areas already mastered, the conferees recommended. 3. Small class load for teachers of the academically talented. 4. Special classes for the talented does not mean "piling on the work" but "setting on with the business." That is, bright students will do more work in terms of quality rather than quantity. (MORE) ducators Endorse Special Classes For Academically Bright Within Repular High Schools —= Page 2 /e 5, Programs for the talented must be flexible and "open-ended." For example, a specific student may be in a special Mnglish class, but take mathematics in a class with students of normal ability. 6. The purposes of sumer school should be re-evaluated. Instead of reserv=- ing summer courses for those who fail in the regular school year, schools should plan special offerings for the talented student. For example, additional creative writing courses would be summer school fare. 7. Teachers of the academically talented must be liberally educated and know methods of learning and teaching. Specifically, the discussion groups proposed these requirements for talented high school students: English--Four years of regular English--with emphasis on reading and writing-- should be required of every “academically bright" student. Debating, most dramatic work, public speaking, and journalism should be left to special elective classes, Mathematics-~All academically talented students should take math for at least three years in high school. Math educators recommended that present high school math offerings be compressed into three years for bright students in order to clear the way for calculus in the 12th grade. Schools should consider offering algebra in the 8th grade. Science—-The minimum science requirement for the talented student should be a general science course, one in biology and one in the physical sciences (in the llth and 12th grades). In the long run, two or three sequences in physics, chemistry, and biology should be developed for the most able students, the educators said. Schools should place more importance on science in the elementary grades, the conferees said. "We believe the psychological effects of the confusion about (science) in many elementary schools is an impediment to the progress of students of high ability...in their subsequent education." Foreign Languages—-A foreign language should be required of every tal ented high school student. The educators stressed the need for a four year sequence in one language. Talented "pupils should not dabble in language study—-a program of two years in each of two languages is definitely not to be recommended." Social Studies—-At least three years of advanced work—-including a year of American history, another year of history, and a third year in the other social studies--was recommended by educators in the social studies field. Guidance--In their finel report, the guidance group pointed up the need for (MORE) Educators Endorse Special Classes For Academically Bright Within Regular High Schools -— Page 3 more counseling and increased staff to reduce the counsellor-student ratio, At an earlier meeting, a panel of experts in the field agreed that tests combined with school grades gave a good indication of academic talented. Theysaid that this identification could be and usually should be made in the eighth grade, but tests should be given even earlier and records kept of achievements, Seven regional conferences to follow up this national conference have been scheduled during the spring. A Northwest regional meeting will be held February 16--19 in Boise, Idaho in connection with a regional conference of the Association for Supervision and Curriculum Development, a department of the NEA, Another regional meeting is set for Portland, Ore., February 19-=-22. A Western regional conference will be held March 27——29 in Denver in connection with the national conference of the National Science Teachers Association, a depart~ ment of the NEA. An entire section of the national conference of the International Council for Exceptional Children, a department of the NEA, will be devoted to discussion of talented students, This meeting will be held April 11 and 12 in Kansas City. A one-day Northeast regional conference is scheduled at the Massachusetts Institute of Technology in Cambridge, Mass., on April 19. Dates for a California regional and Southeast regional meeting have not been set. SUMMARIZING STATEMENT OF THE NATIONAL EDUCATION ASSOCIATION CONFERENCE ON THE IDENTIFICATION AND THE EDUCATION OF THE ACADEMICALLY TALENTED PUPIL IN THE AMERICAN SECONDARY SCHOOL FEBRUARY 6-8, 1958 WASHINGTON, D.C. by James B. Conant, Chairman of the Conference If I were to try to sum up the conference in a word it would be to say that it has been a great success. I doubt if there are many in this audience who would dis- agree with this appraisal. We came here to see if there would be agreement on many detailed matters connected with the education of one group of American pupils. There has been agreement in the working groups on a number of important questions. As to be expected, there have been important questions on which there was so much disagree- ment that the group could not come to a definite conclusion; in a number of instances the need for further study was clearly indicated. I am frank to say that I have been surprised to see how high has been the degree of unanimity among us. For we are two hundred individuals with a variety of educational experiences—-secondary school teachers, professors, administrators, independent school people, public school people from all over the United States. Proceeding with this conference in these days when public attention is focused so critically on our schools wis something of 4 calculated risk. That the parti- cipants would benefit from the frank exchange of opinions in closed sessions was certain. But it was an open question whether there would be any concrete con- clusions that could be given to the public. Disagreement among educators is almost an occupational disease, as you all know full well. And if this morning at the one public session we had nothing to report but agreements to disagree and the listing of the topics requiring further study, this conference would have deserved the title of an ambitious failure. The educational profession and the general public would have been disappointed and correspondingly critical. And an educational failure would have been widely noted and commented on in the press. Now, many people may disagree with certain of the conclusions that our groups have reached. There will be repercussions in the educational world, I feel certain. Indeed, I hope there will be. But the significant fact is that definite answers to some important questions have been made. Let me give you my judgment as to what are some of the important answers that have come out of this conference. In the first place, I thought Thursday morning's meeting wes both interesting and encouraging. The panel of experts was in agreement 4s to the general methods to be used in identifying the academically talented youth. They were in agreement that this identification could be and usually should be made in the eighth grade but tests should be given even earlier in 4 pupil's career and a record kept of his or her achievements. For, as one of the experts on tests declared, "We know that test scores and school marks together predict more accurately than either separately; the optimum weighting of each may vary from one situation to another, but in general there can be greatest confidence in expectancy of academic success for pupils who rank high on both predictors." The same speaker went on to point out that tests scores have certain advantages as compared with school marks. They furnish--at any grade level—a standardized, comparable set of observations of pupils who may have had different teachers and come from different schools with different marking systems. They are unaffected by any disciplinary element such as affect course grades. What tests can do for us, he said, if "we are fishing for sizeable talent" is not to single out the species or net the catch but to identify those pools which Nare likely to have the greatest number of big fish." (more ) - 2- As I listened to the speakers and the discussion that morning, I became more convinced than ever that a guidance officer advising an eighth grade pupil and his parents can speak with considerable assurance when indicating the most rewarding courses to be elected in the ninth grade and later years. If the tests and record clearly point to the fact that the boy or girl in question is in the group we are designating as academically talented, then the chances are ten to one, at least, that the pupil can and will do well in those courses in mathematics which are too difficult for the average, in foreign languages, and in certain types of science courses. In other words, educators who talk about what academically talented students ought to study for their own good and in the nation's interest are talking about something that can be translated into action in every school if those in charge so desire. The remarks of the fine speakers and the questions kept emphasizing the im- portance of counsellors and the guidance system. To quote from one of the ad- dresses, "What is needed in many school systems is 4 more intensive statistical and clinical study of children at the end of the eighth grade or whenever the critical choice point is made as to high school curriculum. Sufficient counsel- ling manpower should be available to advise personally with parents of talented children and help those parents to have appropriate attitudes and techniques of implementing the attitudes." The attitude of parents, indeed of 4 whole community may be in some instances one of the major blocks to 4 successful school program for the bright pupils. For as was pointed out during Thursday morning's symposium, "Most citizens stand ready at any time to help a handicapped person——but the obverse of this attitude -- that academically superior school children also need special school help—is a thought that requires a complete change of mental set to gain acceptance." And as an ex- ample the speaker related his experience at a dinner party where a mother of three bright children told him quite frankly that she was not interested in geniuses. "All I want to do is raise my kids to be normal, well adjusted adults" she said. It was all too evident from her conversation that by "normal" she meant "mediocre" and by "well adjusted" she meant children who would create a minimum of problems for mama. Those of you who were present will recall the laugh which this anecdote evoked. If I read correctly the expressions on the faces of many in the audience, however, there was behind the laughter deep appreciation of the problem that lies behind the story. Indeed, in a number of the working groups the seriousness of this problem wes underlined. Many of those here, perhaps all of us, believe that a re-orientation of public opinion (including particularly parental opinion) is required if we are to get ahead with the improvement of the secondary education of the academically talented youth. Throughout the conference it seems to have been taken for granted that the group we are considering would receive their education in the same secondary school as others less talented. This assumption, which I venture to say I believe is the right assumption, raises certain questions about the organization of instruction, particularly in those subjects which are studied by all or almost all of the pupils in the school. There was a strong sentiment in all the working groups for arrang- ing classes so that 4 pupil of high ability in a given subject, English for example, will study this subject together with others of comparable ability. The same would be true in the social studies and in mathematics, foreign language, and science if these subjects are elected by many pupils of less ability than those we are here considering. That this is 4 highly important recommendation goes without saying. (more ) ar a Such organization of instruction should not be confused, of course, with a mechanical separation of all pupils with an 1.Q. above an arbitrary value into a fixed curriculum as a block. ‘The sentiment against any such arrangement appeared to be as strong as the sentiment for a grouping according to ability subject by subject. It was also made clear in many discussions that there must be flexibility in the organization of the curriculum and provision must be made for the "late bloomer." Since you have all heard this morning the reports of the reporters of the work- ing groups concerned with subject matter, I shall not attempt the impossible task of summarizing the six excellent and succinct reports. I am just going to comment on what seemed to me to be the most significant recommendations from the point of view of those responsible for secondary school curricula in thousands and thousands of cities, towns and rural communities. First, the report of the group concerned with the study of foreign languages. Though I have attempted to play the role of an impartial chairman, and am endeavoring to suppress my prejudices in this summary statement, my resistance gives way when I come to consider the recommendations of the foreign language group. They have come out strongly and unanimously against a practice which I have found in school after school as I have been travelling around the United States in the last months; namely, the two-year program of study of a foreign language. I can only say I hope their recommendation that more than two full years should be devoted to the study of a foreign language will be widely read and accepted. I must say I applaud their statement that the academically talented pupil should have 4 reasonable proficiency in a modern foreign language, both as a skill necessary in the modern world and as an experience in a foreign culture. I would venture to add to their arguments another that is of a practical nature; namely, that the testimony of many who are proficient in several languages is to the effect that the mastery of one foreign language makes the learning of other languages (even if unrelated) much easier than would otherwise be the case. And that in this restricted world, the United States needs to have citizens competent in several languages hardly needs to be stated. A great deal is being said about Russian science in these days but what is sometimes overlooked is the fact that in those slowly developing countries in which we and the Soviets are to some degree in competition, the Soviet representatives always speak the language of the people; the American representatives rarely do. The highlights of this morning's session include the endorsement of the Advanced Placement Program. This means offering a course at the college level in such subjects as English Literature, English Composition, American and European history, foreign languages, advanced mathematics and science. The pupil graduates from school with his class but enters college with advanced standing and/or credit towards a college degree. The fact that the mathematicians strongly recommended at least three years of mathematics for all academically talented pupils and four or five for those with a bent for science and mathematics and also recommended that algebra be started in the eighth grade, will perhaps have surprised few of the profession but augurs well for the education of our talented boys and girls. (I emphasize the girls as did the mathe- maticians.) The general public will be interested in this recommendation and in (more ) i on that of the working groups concerned with science. That recommendation was, you will recall, to the effect that all the academically talented youth ought to take in three of the last four school years a course in science-general science, biology and a phy- sical science; those with special interest in science, a fourth year of science. (Either physics or chemistry is recommended.) These recommendations, like those of the mathematicians, are not intended to prejudice new developments in the secondary school curricula in these fields. The social study groups also agreed to a strong curriculum for the academically talented. Three years of social studies are recommended. Two of the years should be devoted to history including one of American history and one of some other area. As chairman of this conference, I feel sure I am authorized by all to thank the NEA for arranging this conference and inviting us to participate. I particularly want to thank Dr. Bryan for his careful planning and excellent arrangements. I hope I am not exceeding my authority by saying that I believe the educational world ought to thank all of us for our work in these last few days. As chairman, it has been a pleasure to assist in the undertaking. For your kind cooperation, ladies and gentlemen, many thanks. = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 46, D. C. For further information: Myrtle Bonn NEA Division of Press and Radio Relations After Feb. 27: ASCD Convention Press Office Rex Room, Olympic Hotel Seattle, Washington FOR RELEASE: P.M. PAPERS, WEDNESDAY, FEB. 12, 1958 Curriculum Experts Meet to Map School Program Of the Future; Sessions Open in Seattle, Mar. 2 WASHINGTON, D.C., Feb. 11 ~- The educators most directly caught in the cross-fire of recent public opinion--those whose major concern is curriculum development—will meet in Seattle, Washington, March 2-6 to decide what and how the schools should teach in the years just ahead. The meeting will be the 13th annual conference of the Association for Supervision and Curriculum Development (ASCD), a department of the National Education Association. In general sessions, clinics, and discussion groups the experts will tackle such head- line problems as challenging the gifted, evaluating the math and science program, main- taining a balance in the curriculum, and when to start teaching foreign languages. Significant research findings are expected to be reported along with an exchange of infor- mation on promising ideas and practices. Announcing the conference program, ASCD Executive Secretary Rodney Tillman said that approximately 3000 of the Association's 7000 members are expected to attend. G. Robert Koopman, associate superintendent of the Michigan Department of Public Instruction, Lansing, is president of the organization. (more ) "Note: For the benefit of newsmen covering the convention, a series of daily news conferences, ‘all with nationally-known experts in the field of curriculum development, is being scheduled. ‘Topics include: What's Ahead in Math and Science 3; How Early Can We Identify the Gifted?; The "Report Card and Grading Furor; The "Frills" -will They Be Kept?; The Parents' Role in the ' Schools; Foreign Languages——When Should We Start Teaching Them? Reporters desiring interviews von other topics will be given every assistance. = oes Speakers who will address general sessions include: Benjamin A. Cohen, under secretary, Department of Trusteeship and Information for Non-Self-Governing Territories, United Nations, New York, who will speak on "Values Theat Bridge the Gap Between Cultures"; Arthur W. Combs, professor of education, College of Education, University of Florida, Gajnesville, whose topic will be "Seeing Is Behaving"; C. C. Trillingham, superintendent, Los Angeles County Schools on "A Superintendent Looks et Curriculum Improvement"; and Howard Y. McClusky, pro- fessor of educational psychology and consultant in community adult education, University of Michigan, Ann Arbor, on "The Constructive Use of Change in & Changing World." Washington's Governor Albert D. Rosellini and Ernest W. Campbell, superintendent, Seattle Public Schools, will greet the opening general session, March 2. Scheduled to chair a series of assembly sessions ere: Gordon N. Mackenzie, Teachers College, Columbia University, past president of ASCD; William Van Til, New York University; Paul Klohr, Ohio State University; Hilda Taba, San Francisco State College; G. F. Stover, Rutgers University; A. J. Foy Cross, New York University; Joyce Cooper, University of Florida at Gainesville, Florida; Galen Saylor, Teachers College, University of Nebraska, at Lincoln, Neb.; Burton C. Tiffany, School District, Chula Vista, Calif. Hit NOTE TO EDITOR A press office at the forthcoming convention of the Association for Super- vision and Curriculum Development will open February 28, two days before the sessions get underway. It will be located in the Rex Room, Olympic Hotel, Seattle, Washington. If you are planning to send a representative, please return the form below by February 21. It will help us estimate the number of reporters attending and permit us to make necessary press office arrangements. Myrtle Bonn Division of Press and Radio Relations National Education Association 1201 Sixteenth Street, N.W. Washington 6, D. C. We are planning to send a representative to Seattle for the convention of the Association for Supervision and Curriculum Development which opens March 2. Name of Publication... City oO _— o > — . o . 7 * . Name of representative .. Approximate time of arrival ADAMS 4-48655 Oe ( ig ° OY, ‘ é bie % 1201 SIXTEENTH STREET, N.W. (VVational (ducation (Association Ao warmineron s, 9. Centewn\® February ll, 1958 Dear Editor: The launching of satellites by Russia--ahead of the United States-- has catapulted education suddenly into the news. It might not be too great of an exaggeration to say that education these days almost replaces weather as the number one topic of conversation. Sure to come up in any talk about education is the matter of training our "academically bright" students. How can we tell who is bright and how should the bright ones be taught? To help answer this question, the National Education Association held a national work conference February 6-8 in Washington, D. C. under the chair manship of Dr. James B. Conant, former U. S. Ambassador to the Federal Republic of Germany and president emeritus of Harvard University. Invited to attend were 200 of the top educators in the country. We at NEA think that the results of this conference are significant for the American public. We hope that you will feel so too and that you will find the enclosed materials useful in developing news, features and comment on this topic. Sincerely, Cog KW cles, Roy K. Wilson, Director Press and Radio Relations NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET, NORTHWEST, WASHINGTON 6. D. C. February 7, 1958 MEMORANDUM TO: State Education Associations cooperating on the distribution of the new NEA film "Satellites, Schools, and Survival" Dear Colleague: This is to report to you a number of developments on the national premiere of "Satellites, Schools, and Survival" and to request from you information urgently needed to firm up our promotion and distribution pattern. 1. To gain the most effective national publicity (from which your stations will benefit), we must line up a maximum number of station showings for the national premiere March 1-2. Therefore, we are asking you to check again with those stations which have turned down a premiere weekend booking. If the NBC outlet cannot book for the premiere weekend, please contact other stations for a commitment March 1-2. Please rush firm information on book- ings to us by wire or in the enclosed reply form. One print of the film will be mailed to you on or about February 20, from New York City. At the same time, a set of three television spot announcements publicizing the film, for use by the station in advertising the show will be mailed to you. The film print and the set of spots can move from you to the station in your headquarters city which has booked the show. We need your instructions on where other prints and spots for the premiere showing should be sent. Please furnish this information on the reply form. In the meantime, we are enclosing a copy of the completed script, and copy for the three television spots. Please indicate on the reply form if you need additional scripts and spot copy. A press release for use with your stations is enclosed. Let us know if you need additional releases for other publicity outlets. The key NEC outlet in the Nation's Capital, WRC-TV, is planning to run a quarter-page advertisement of "Satellites, Schools, and Survival" in each of Washington's daily news- papers. We are hoping there will be similar newspaper advertising of the film showings around the country, and we are prepared to furnish mats or proofs of & 2 col x 64" ad~ vertisement in the quantity needed. On the enclosed reply form please tell us where and how many mats and/or proofs should be shipped. Available around February 17, will be a two-color, 83 x 11 flyer describing "Satellites, Schools, and Survival," designed for posting on every school bulletin board in the viewing area, Please indicate whether you can make distribution of this flyer to your local teacher associations or other local contacts, and how many copies of the flyer you will need for the purpose. Your immediate reply to these questions is most urgently needed if we are to proceed effectively. Please use the reply form and the enclosed aimail envelope, or wire me your answers. Sincerely yours, ¢ Jey K. Wy Aw, Roy K. Wilson, Director Division of Press and Radio Relations 7 from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W WASHINGTON 6, D. C. ADams 4-4655 For further information: Roy K. Wilson or Myrtle Bonn FOR RELEASE: P.M. Papers Thursday, Feb. 6, 1958 Curriculum Experts Study Children's Own Reactions to School Situations WASHINGTON, D. C., Feb. 5 -— How do children themselves account for the ups and downs that affect smooth progress in school? The Association for Supervision and Curriculum Development (ASCD) of the National Education Association queried 3000 boys and girls at kindergarten through high-school levels to learn where in the school program they felt a lack of continuity. Results showed that students most often felt an interruption in school work when moving to a new commnity. Of those having negative reactions to changing schools, losing old friends and fear of the unknown are the most common causes, Other situations which children said affect their progress most include certain types of teacher behavior, dealing with school subject matter, and moving to a new school level, such as from elementary to junior high school. Answers to the queries which covered 1] states are included in the 1958 ASCD yearbook just released titled, "A Look at Continuity in the School Program." "The fact that moving to a new school community was mentioned so often," said Rodney Tillman, executive secretary of ASCD, "is a reflection upon the mobile characteristic of present society. We estimate that one fourth of the school children of the country are attending schools that are new to them this year and they are facing the problems of getting placed in the new program of studies, estab- lishing satisfactory relations with teachers, and achieving status with new classmates." The study identifies this fourth of the school population as children of migra- tory families, tourists, or military personnel, children whose parents move to new permanent locations, children who are forced to live with relatives or friends be=- cause of special circumstances, and children whose homes are reclassified as to school district. Though negative reactions to changing schools were by no means confined to younger pupils, children from kindergarten through sixth grade reacted to such changes most frequently. In grades seven through nine, children were most affected by changes (more) Curriculum Experts Stu Children's Own Reactions to School Situations -= Page 2 to a new school level, indicating the importance attached to transferring from elem entary to junior high school. Senior high school was the only level at which teacher behavior ranked first. Other factors to which children at all school levels reacted include extra curricular activities, illness, punishment, differences in teaching methods, rewards, promotions, accidents, grading and retention. Some teachers are adept at handling such situations "by ear," the report admits, but it calls such an approach inadequate. An evaluation of present practices plus further research is needed to fully determine the needs of pupils and the abilities of communities to meet those needs, the study asserts. The 307=page yearbook, carrying a foreword by ASCD President G, Robert Koopman, associate superintendent, Michigan Department of Public Instruction, Lansing, Mich., was prepared under the direction of the following committee: Esther J. Swenson, professor of elementary education, University of Alabama, University, Ala. (chairman); Melvin W. Barnes, superintendent, Oklahoma City Public Schools, Oklahoma City, Okla.; Charles G. Caldwell, director, Division of Teacher Education, Madison College, Harrisonburg, Va.; James E, Curtin, director, University Elementary School, University of Minnesota, Minneapolis, Minn.; Mary E, Ferguson, elementary supervisor, Atlantic City Public Schools, Atlantic City, N.J.; Herman L. Frick, professor of education, Florida State University, Tallahassee, Florida; Helen M. Flynn, director of secondary instruction, Great Neck Public Schools, Great Neck, N.Y.; Lola Fay Gordon, supervisor, Santa Clara County Schools, San Jose, Calif.; John D, Greene, director of instruction, East Baton Rouge Parish, Baton Rouge, La.; Melvin J. Hetland, curriculum director, Downers Grove Public Schools, Downers Grove, Ill.; Pauline Hilliard, professor of education, University of Florida, Gainesville, Fla.; Gladys Hopkins, supervisor of curriculum, State Department of Education, Baltimore, Md.; Miriam Howell, assistant professor of education, Agnes Scott-Emnory University Teacher Education Program, Emory University, Ga.; James Hymes, professor of education, University of Maryland, College Park, Md. Also: Daisy M, Jones, director of elementary education, School City of Richmond, Richmond, Ind.; Paul Klohr, assistant dean, college of education, Ohio State University, Columbus, Ohio; James Knight, professor of educational psychology, University of Texas, Austin, Texas; Hleanore &, Larson, assistant professor of education, University of Wisconsin, Madison, Wisc.; C, Louis LeCocq, director of curriculum, Dubuque Public Schools, Dubuque, Iowa; Mary L. McMillan, curriculum director, Iron County School District, Cedar City, Utah; Loraine Meusey, secondary school teacher, Salem, Ore.; John I, Nurnberger, head, Department of Psychiatry, Indiana University Medical Center, Indianapolis, Ind.; Philip W. Perdew, associate professor of education, University of Denver, Denver, Colo.; E, I. Sawin, professor of education, Air University, Hqs., Air Force ROTC, Maxwell AFB, Ala.; Yewell R, Thompson, associate professor of elementary education, University of Ala., University, Ala.; Louise L. Tyler, Chicago Teachers College, Chicago, I1l.; Kenneth D, Wann, professor of education, Teachers College, Columbia University, New York, N.Y. titi = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D. C. ADams 4-4855 For further information: FOR RELEASE A.M. PAPERS: Roy K. Wilson or Beatrice Gudridge Monday, Feb. 3, 1958 Cabinet Member Folsom Wins Golden Key Award WASHINGTON, D.C., Feb. 2 -- Health, Education and Welfare Secretary Marion B. Folsom will receive a Golden Key Award for his "significant contribution" to the national welfare at the American Association of School Administrators Convention which opens February 22 in St. Louis. A second solid gold key will go to his former fourth-grade teacher, Miss Lila Windsor, 82, of McRae, Ga. The Cabinet member selected her as the person who in- fluenced him decisively at a formative stage in life--namely, age 10. The awards--sponsored by seven national organizations representing teachers, parents and school board members--were set up three years ago to recognize the influence of the teacher in shaping the careers of America's leaders. Announcement of this year's recipients was made by Miss Sylvia Ciernick of Dearborn, Mich., president of the National School Public Relations Association which coordinates the awards program. The awards ceremonies will lead off the first general session of the convention at 8:30 pem. February 22 in Kiel Auditorium. Selection of the award winners was made by the following members of the Golden Key Council: American Association of School Administrators, Dr. Philip J. Hickey of St. Louis, president, Dr. Finis E. Engleman of Washington, executive secretary; Council of Chief State School Officers, Dr. A. John Holden of Montpelier, Vt., president, Dr. Edgar Fuller, executive secretary; National Association of Secretaries of State Teachers Associations, Everett Keith of Columbia, Mo., president, Dr. James L. McCaskill of Washington, administrative director. National Citizens Council for Better Schools, Henry Toy, Jr. of New York, president, Robert Heller of Cleveland, chairman; National Congress of Parents and Teachers, Mrs. Rollin Brown of Los Angeles, president; National Education Association of the United States, Dr. Lyman V. Ginger of Lexington, Kentucky, president, William G. Carr of Washington, executive secretary, and National School Boards Association, Everett N. Luce of Midland, Mich., president, and William A. Shannon of Chicago, executive secretary. Last year's Golden Key winners were General Maxwell D. Taylor, Chief of Staff, U.S.Army, and Beardsley Ruml, economist and tax expert, and their respective teachers, (more ) = Okie Clifford H. Nowlin, Kansas City, Mo., and Miss Alice Rudd, Cedar Rapids, Lowa. Harking back to the hickory switch, water totin' school era of the turn of the century, Miss Windsor said: “Marion was an exceptional student...one who had an easy manner, a flair for mathematics and a marvelous ability to learn. He was never idle and when not studying kept books in his father's business." Folsom recalled: "She was one of the best teachers I ever had and we took school and teachers pretty seriously in those days." And apparently the only school in McRae (population, 1900) offered a good brand of education then and now. Folsom, appointed to his present Cabinet post in 1955, has the reputation of being a whiz at figures and a man who does not resort to Madison Avenue techniques to sell an idea. As an executive for the Eastman Kodak Co., Rochester, N.Y., Folsom was a pioneer in developing private company benefit plans for employees. In 193, he served on the President's Advisory Council on Economic Security which helped draft the original Social Security Act in 193. In 192, the native of McRae--a town named for his mother's people--was one of the organizers of the Committee for Economic Development, comprised of businessmen and educators concerned with the maintenance of a healthy economy. Appointed Under Secretary of the Treasury in 1953, Folsom helped plot the complete revision and codification of the tax laws--the first overhaul of the tax structure in 79 years. Now, Folsom is boss of 53,000 employees and administers a 2$-billion yearly budget. Since Folsom became HEW boss, the Office of Education appropriation has more than doubled. The Office also obtained the first Federal funds in history for basic research in education. His former teacher, known as "Miss Lila" back home, taught 38 years "without missing one single day" in McRae, where, naturally enough, she is an educational institution. Since her retirement, she spends her time gardening and watching television, particularly quiz programs. She's quite partial to Charles Van Doren who she terms a "well spoken" young man. She's also partial to the Secretary of Health, Education and Welfare..oe"a home town boy made good." HF HARARE a 4] NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET, NORTHWEST, WASHINGTON 6, D. C. January 28, 1958 Dear Education Writer: How much and what kind of attention are today's high schools paying to the "hright" students? The National Education Association will hold a national work conference in Washington, D. C., February 6-8, to provide answers to this question. The meeting is scheduled at the Statler Hotel. James B. Conant, former U. S. Ambassador to the Federal Republic of Germany and past president of Harvard University, will be chairman, Invited to attend are 200 of the nation's top educators in the field. They include classroom teachers, college professors, curriculum experts, and college and school administrators. This conference is the first major step in a year-long NEA project on the identification and education of the academically talented student in the American high school. The project is made possible by a Carnegie Foundation grant. J. Ned Bryan, on leave from Rutgers University where he is a professor of education, is project director, You are invited to cover the following sessions of this conference: 1. Address by Carl Elliott, U. S. Representative from Alabama, and Chairman of House Sub-Committee on Special Education, Friday, February 7, 8:30 P.M. Press Conference, Saturday, February 8, about noon. James B. Conant and J. Ned Bryan will summarize the results of the conference and discuss plans for the future. Although small work group discussions on Thursday and Friday will be closed, you will have ample opportunity to interview participants individually, and at the Saturday news conference. A press office will be located in the Massachusetts Room on the mezzanine floor of the Statler. Mrs. Carol Scotton will be in charge of press office activities, We at NEA consider this one of the most important education conferences of the year, in terms of action and reaction. I hope that you will be able to attend the sessions. Sincerely yours, , Run. K Unk Roy K- Wilson,. Directo Division of Press & Radio Relations = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D. C. ADams 4-4855 For further information: Roy K. Wilson or Beatrice Gudridge For Release 6:00 P.M. Monday, January 27, 1958 Editor's Note: In a news conference held at 1:30 P.M. today in Washington, D.C., Executive Secretary William G, Carr of the National Education Association, made the following statement regarding President Eisenhower's Special Message on Education delivered to Congress today. The National Education Association is glad that the President has again recognized that we must have better schools and that the Federal government must help. I am afraid however that the message greatly underestimtes what needs to be done, and what the American people are ready and willing to do, in education. If we really want to meet the challenge to American education, we mst recognize the crucial importance of first class teachers. We will never get enough first class teachers until we pay salaries that compete for the best in business and industry. Scholarships will help only if good teachers are available. Schools are not business institutions but they are the nation's greatest produce of wealth. It is time for teachers to share more fully in the dividends they help to create. That is why the National Education Association is urging Federal funds to improve teachers salaries and construct needed classrooms. The first educational requirement of the space age is enough space in our schools so that every student may attend a full day in an uncrowded classroom with a thoroughly competent professional teacher. That is not too good or too costly a specification for building the future adult citizenship of the United States of America. The Administration proposals would provide very small expenditures to a few selected areas of education. The NEA calls for strengthening American education right across the board. (MORE) Statement of Dr. Carr — Page 2 The NEA has supported federal school construction legislation believing such federal financial action was acceptable to the largest possible segment of the American public and hence most likely to be enacted, With an Administration and Congress under the control of different political parties, the NEA has been willing to work for compromise measures which, although not adequate, would still be of some assistance, Now, confronted by new and dramatic evidence of need, the NEA proposes a program which represents more nearly what should now be done as a minimum, The NEA can no longer agree that small sums, short-range programs, and narrow objectives are sufficient to meet the current situation. The NEA favors federal funds for state-directed educational programs and services in all areas, including science and mathematics. In our judgment, a Federal decision to support any particular selected area of instruction carries with it some danger of federal direction of state educational policy. On the other hand, general federal support leaves the states free to decide how much stress to place on mathematics, or on science, or on other areas of instruction. The NEA therefore urges substantial federal undergirding of the financial structure of public education. The present base, limited largely to revenue from local property taxes or from state taxes, cannot fairly and efficiently reach the wealth and income of the entire nation. The NEA believes state education agencies should be allowed to allocate federal funds between construction and teachers salaries. Both need help, but there are districts where one need outweighs the other. The NEA's proposal is a federal payment to the states of $25 per child rising to $100 per child within five years. This is still only a small share of the total cost of education, so the states and localities must also continue to exert their own best efforts. Hitt 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D. C. ADams 4-4855 For further information: Roy K. Wilson or Carol Scotton FOR RELEASE: MONDAY, JANUARY 27, 1958 NEA Calls Conference To Study Schooling of Academically Talented WASHINGTON, D.C. —- Jan. 26--The "powerhouse kids" of American education-- academically talented high school students--and their schooling will be the subject of a national working conference here February 6-8 at the Statler Hotel. Sponsored by the National Education Association (NEA), the invitational con- ference will draw together 200 of the nation's top educators in the field. They will include classroom teachers, college professors, curriculum experts and researchers, and college and school administrators. James B. Conant, former U. S. Ambassador to the Federal Republic of Germany and past president of Harvard University, will be chaimman. Conference sessions will represent ground work for a year-long NEA project on the identification and education of the academically talented student in the American high school. The project is made possible by a Carnegie Foundation grant. J Ned Bryan, on leave from Rutgers University where he is a professor of education, is director of the project. Four educators actively concerned with educating academically talented students will kickoff the conference Tnursday, February 6, with a symposium. John M. Stalnaker, president of the National Merit Scholarship Corporation, will speak on "Methods of Identification--the Complexity of the Problem." Discussing "Measurement and Prediction -—-Tests of Academic Ability" will be Henry Chauncey, president of the Educational Testing Service. Samuel A. Stouffer, director of the Laboratory of Social Relations at Harvard University, will speak on "The Student--Problems Related to the Use of Academic Ability." Lyle Spencer, president of Science Research Associates, will more NEA Calls Conference speak on "Implementation--The Effective Use of Identification Techniques." William G. Carr, NEA executive secretary, will welcome the participants at the opening session. U. S. Secretary of Health, Education, and Welfare Marion B. Folsom and NEA president Lyman V. Ginger will extend greetings. Ten concurrent group sessions (closed) are scheduled Thursday afternoon and evening and Friday morning and afternoon. Topics include "Society's Responsibility and Means of Providing for the Academically Talented" and "Strengths and Weaknesses of Accelerating the Academically Talented." Dr. Conant will summarize conference results at a luncheon meeting Saturday, February 8. Speaking on project plans for the future will be Dr. Bryan. Saturday morning a reporter from each discussion group will present results of his own session. Among the educators attending will be Milton Eisenhower, president of Johns Hopkins University; Herman B. Wells, president of Indiana University and chairman of the Educational Policies Commission; James E. Allen, Jr., New York State Commissioner of Education; Elbert P. little, executive director of the Physical Science Study Committee at the Massachusetts Institute of Technology; Paul A. Witty, professor of education and director of the psycho-educational clinic, Northwestern University; Arthur S. Adams, president of the American Council on Education; Robert J. Havighurst, professor of education, University of Chicago; and Harry Passow, associate professor of education and research associate, Horace Mann-Lincoln Institute of School Experi- mentation, Teachers College, Columbia University, New York, New York. Hitt NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET, NORTHWEST, WASHINGTON 6, D. C. January 23, 1958 MEMO TO EDITORS AND CORRESPONDENTS: The National Education Association will release its testimony requested by Senator Lyndon Johnson, Chairman of the Preparedness Sub- committee of the United States Senate, at a news conference to be held at 1:30 p.m., Monday, January 27, in the Board Room, NEA headquarters, 1529 M Street, N. W., Washington 6, D..Cc. On hand to answer questions will be NEA Executive Secretary William G. Carr. 7 e kv b heog Roy K. Wilson, Director Press and Radio Relations Telephone: Adams 4-855 Extension 227 1201 SIXTEENTH STREET, N.W WASHINGTON 6, D. C ADams 4-4855 For further information: Roy K. Wilson FOR RELEASE: Sunday papers, Jan. 19, 1958 EDUCATION IN THE 1959 FEDERAL BUDGET, a statement by William G. Carr, execu- tive Secretary, National Education Association. "The proposed 1959 Budget does not provide an adequate minimum Federal program to strengthen education. "In fact, it proposes less than the 1958 Budget. The 1958 Budget contained $451 million for grants and loans for school construction with $325 million in direct grants to the states, contingent on passage of a school construction bill. The 1959 Budget contains nothing for school construction but proposes $145.5 million for scholarships and special programs. "The 1959 Budget cuts the school program for federally-affected areas by nearly $100 million. It cuts the library services grants by $2 million below last year and $54 million below the authorization. The NEA urges Congress to restore these cuts. "Why require the states to match grants for the new programs and at the same time ask them to expand school construction without Federal support? Why pour new money into defense programs and cut off the funds needed for schools in communities affected by these programs? "Secretary Folsom and Commissioner of Education Derthick testified last year to the urgent needs of our schools and colleges. The NEA continues to urge Congressional action geared to a realistic appraisal of the current national necessity for better schools. The NEA urges substantial federal undergirding of the financial structure of public education. The NEA believes state education agencies should be allowed to allocate federal funds between construction and teachers! salaries. The NEA's proposal is a federal payment to the states of $25 per child rising to $100 per child within five years, which is still only a small share of the total cost of education. States and localities must also continue to exert their own best efforts." # # # R VENTION 4, e "G, 1201 SIXTEENTH STREET, N.W. os ae pale » gee : Wetiondt © ducation Wnsociation | —O WASHINGTON 6. 0. ADAMS 4-4855 CenteWW\® Jammary 17, 1958 MEMORANDUM TO THE EDITOR: William G, Carr, executive secretary of the National Education Association, has issued the following statement on provisions in the 1959 Federal Budget affecting education, The statement is for release in Sunday papers, January 19, 1958. Roy K,.‘Wjlson, Director Division of Press and Radio Relations = fom the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 46, D. C. ADams 4-4655 For further information: Roy K. Wilson FOR RELEASE: Sunday papers, Jan. 19, 1958 EDUCATION IN THE 1959 FEDERAL BUDGET, a statement by William G Carr, »@xecu- tive Secretary, National Education Association. "The proposed 1959 Budget does not provide an adequate minimum Federal program to strengthen education. "In fact, it proposes less than the 1958 Budget. The 1958 Budget contained $4.51 million for grants and loans for school construction with $325 million in direct grants to the states, contingent on passage of a school construction bill. The 1959 Budget contains nothing for school construction but proposes $145.5 million for scholarships and special programs, "The 1959 Budget cuts the school program for federally-affected areas by nearly $100 million. It cuts the library services grants by $2 million below last year and $54 million below the authorization. The NEA urges Congress to restore these cuts. "Why require the states to match grants for the new programs-and at tke same time ask them to expand school construction without Federal support? Why pour new money into defense programs and cut off the funds needed for schools in commnities affected by these programs? "Secretary Folsom and Commissioner of Education Derthick testified last year to the urgent needs of our schools and colleges. The NEA continues to urge Congressional action geared to a realistic appraisal of the current national necessity for better schools. The NEA urges substantial federal undergirding of the financial structure of public education, The NEA believes state education agencies should be allowed to allocate federal funds between construction and teachers'salaries. "The NEA's proposal is a federal payment to the states of $25 per child rising to $100 per child within five years, which is still only a small share of the total cost of education. States and localities must also continue to exert their own best efforts." Hitt 1201 SIXTEENTH STREET, N.W. WASHINGTON 46, D. C. ADams 4-4855 For further infomation Roy K. Wilson or M. Ruth Broom Press and Radio Relations For Immediate Release NEA Urges Congressional Committee to Back Teacher Tax Equity Bills at Hearing WASHINGTON, D. C., Jan. 15 -- The National Education Association told a Con- gressional committee here today that tax equities for teachers who now have to dig in their own pockets for extra education would be "one definite way" to im- prove the educational opportunities of the children of this country. Ruth Stout, NEA's first vice-president, testifying before the House Ways and Means Committee, said that teachers should not be penalized "taxwise" for trying to advance themselves professionally. Miss Stout is director of field programs for the Kansas State Teachers Association in Topeka. "We feel that teachers should be able to deduct their educational expenses as necessary business expense," Miss Stout said. "We do not believe that teachers should be penalized tax-wise for improved status or increased earning capacity re- sulting from professional growth." Miss Stout presented a statement on behalf of NEA President Lyman Ginger who was unable to attend the committee hearing, and gave the Association's en- dorsement to two bills which will be before the House this session. The bills, HR 4662 and HR 5477, are sponsored by two members of the House Ways and Means Committee, Representatives Cecil King (D-Calif.) and Thomas Jenkins (R-Ohio). They would permit teachers (including college teachers and both public and private school teachers) to deduct up to $600 a year from their income taxes (More ) =. as for tuition, books, other equipment, travel and living expenses incurred by taking summer school and similar courses. The NEA has been trying since 1942 to persuade the Internal Revenue Service to treat the continuing educational expenses of teachers as 4 deductible item of business expenditure. "Although teachers must incur expenses to keep abreastof changing conditions," Miss Stout said, "they have never received consistent and appropriate tax recog- nition of these expenses." "Tax regulations now in effect," she added, "recognize that the educational expenses of teachers are deductible under certain circumstances, but due to vague wording and inconsistent interpretation of the existing regulations, it is extremely difficult, if not impossible to determine the conditions under which the deductions are allowable." In urging consideration of the two bills, Miss Stout said that although their enactment would result in substantial tax deductions for individual teachers who qualify, the total loss of revenue to the Treasury would be relatively negligible. The NEA Research Division estimates that the total loss of revenue from deductions claimed by teachers in both public and private and in elementary schools, secon- dary schools and colleges would amount to between $15.2 million and $23.7 million. "Finally, and most important," Miss Stout concluded, "the proposed legislation is in the public interest because it would encourage the highest quality of teaching for the boys and girls of our nation. "Today some people are claiming that our schools have been derelict in not having trained more scientists and engineers. The shortage of teachers, the rel- (More) <. atively low salaries, and the almost unbearable conditions under which many teachers work because of crowded classrooms and poorly equipped schools have been discussed in many circles over the past years. "The need for improving the quality of teaching cannot be denied," she added. "To improve his teaching competence, a teacher must incur educational expenses. To allow the deduction of these expenses is one definite way to improve the educational opportunities of the children of this country." ### (NOTE TO EDITOR: Copies of the complete statement presented by Miss Stout may be obtained from the Division of Press and Radio Relations, National Education Association, 1201 16th St., N.W., Washington 6, D.C.) = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 4, D. C. ADams 4-4855 For further information Roy K. Wilson or M. Ruth Broom Press and Radio Relations For Immediate Release NEA Urges Congressional Committee to Back Teacher Tax Equity Bills at Hearing WASHINGTON, D. C., Jan. 15 -- The National Education Association told a Con- gressional committee here today that tax equities for teachers who now have to dig in their own pockets for extra education would be "one definite way" to im- prove the educational opportunities of the children of this country. Ruth Stout, NEA's first vice-president, testifying before the House Ways and Means Committee, said that teachers should not be penalized "taxwise" for trying to advance themselves professionally. Miss Stout is director of field programs for the Kansas State Teachers Association in Topeka. "We feel that teachers should be able to deduct their educational expenses as necessary business expense," Miss Stout said. "We do not believe that teachers should be penalized tax-wise for improved status or increased earning capacity re- sulting from professional growth." Miss Stout presented a statement on behalf of NEA President Lyman Ginger who was unable to attend the committee hearing, and gave the Association's en- dorsement to two bills which will be before the House this session. The bills, HR 4662 and HR 5477, are sponsored by two members of the House Ways and Means Committee, Representatives Cecil King (D-Calif.) and Thomas Jenkins (R-Ohio). They would permit teachers (including college teachers and both public and private school teachers) to deduct up to $600 a year from their income taxes (More) & for tuition, books, other equipment, travel and living expenses incurred by taking summer school and similar courses. The NEA has been trying since 1942 to persuade the Internal Revenue Service to treat the continuing educational expenses of teachers as a deductible item of business expenditure. "Although teachers must incur expenses to keep abreastof changing conditions," Miss Stout said, "they have never received consistent and appropriate tax recog- nition of these expenses." "Tax regulations now in effect," she added, "recognize that the educational expenses of teachers are deductible under certain circumstances, but due to vague wording and inconsistent interpretation of the existing regulations, it is extremely difficult, if not impossible to determine the conditions under which the deductions are allowable." In urging consideration of the two bills, Miss Stout said that although their enactment would result in substantial tax deductions for individual teachers who qualify, the total loss of revenue to the Treasury would be relatively negligible. The NEA Research Division estimates that the total loss of revenue from deductions claimed by teachers in both public and private and in elementary schools, secon- dary schools and colleges would amount to between $15.2 million and $23.7 million. "Finally, and most important," Miss Stout concluded, "the proposed legislation is in the public interest because it would encourage the highest quality of teaching for the boys and girls of our nation. "Today some people are claiming that our schools have been derelict in not having trained more scientists and engineers. The shortage of teachers, the rel- (More) 1 Bi atively low salaries, and the almost unbearable conditions under which many teachers work because of crowded classrooms and poorly equipped schools have been discussed in many circles over the past years. "The need for improving the quality of teaching cannot be denied," she added. "To improve his teaching competence, a teacher must incur educational expenses. To allow the deduction of these expenses is one definite way to improve the educational opportunities of the children of this country." # # # (NOTE TO EDITOR: Copies of the complete statement presented by Miss Stout may be obtained from the Division of Press and Radio Relations, National Education Association, 1201 16th St., N.W., Washington 6, D.C.) QucaTlOn 4 y* Ay Nap, j ® FA9 CH 4 ‘ vA ? & 1201 SIXTEENTH STREET, N.W, Nedtiondl Education (Association Po waswinerows, 0. 6. “ ADAMS 4-4855 January 14, 1958 MEMO TO CORRESPONDENTS: Ruth Stout, First Vice-President of the National Education Association, will testify before the House Ways and Means Committee on Wednesday, January 15, on behalf of the King-Jenkins bill which would adjust income tax inequities for teachers. Miss Stout, who is Director of Field Programs for the Kansas State Teachers Association, Topeka, will present a statement prepared by NEA President Lyman Ginger at hearings in Room 1102, House Office Building, at 10 a.m. Dr. Ginger will be unable to attend because of illness. For your advance information we are enclosing a copy of the statement Miss Stout will give to the Committee. Sincerely, feo R, Wi Roy K. Wilson, Director Press and Radio Relations = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D. C. ADams 4-4855 For further information: Roy K. Wilson or Tom Erhard FOR IMMEDIATE RELEASE 1/2/58 Policies Commission Outlines The Challenge to American Education Note to Editor: Members of the Educational Policies Commission, which released its 5,000-word statement on "The Contemporary Challenge to American Education" at a news conference in Washington on January 2, come from California, Colorado, District of Columbia, Illinois, Indiana, Iowa, Kentucky, Minnesota, Missouri, New York, Ohio and Oregon. See page 4 for a list of members and for a request form which you may use to obtain a press copy of the 32-page publication. The commission, established in 1935 by the National Education Association and the American Association of School Administrators, includes 20 leading educators in its membership. Dwight D. Eisenhower served as a Com- mission member during the time he was president of Columbia University. WASHINGTON, JANUARY 2 -- Immediate emphasis on higher education at the graduate level, increased stress upon the recruitment and education of teachers, and enduring public support for education were urged today bythe EducationalPolicies Commission (EPC). A special statement, "The Contemporary Challenge to American Education," was issued after a special meeting to discuss the nation's most pressing educational needs. The Commission is sponsored jointly by the National Education Association and the American Association of School Administrators. Herman B. Wells, president of Indiana University, is chairman of the group which is composed of 20 of the nation's leading educators. The Commission pinpointed three strong needs that should be met as quickly as possible: (1) earlier identification and more thorough development of gifted stu- dents; (2) stepped up guidance programs for students of all ages and abilities; and (3) improvement in teaching at all levels. Commission Vice Chairman Benjamin C. Willis, who is superintendent of schools in Chicago, said, "Survival in this age may be staked on science, but the building of peace calls for knowledge, insights and abil- ities of many kinds." (ORE ) Policies Commission Outlines The Challenge to American Education ~— Page 2 "The highest single priority," said Dr. Lyman V. Ginger, president of the Na~ tional Education Association and dean of the College of Education, University of Kentucky, "is the recruitment, education and retention in the profession of qualified teachers." The Commission called for a three track program to meet these needs. "For the short run," Dr. Wells said, "the emphasis should be on higher education, particularly at the graduate level, including opportunities, as appropriate, in the fields of mathematics, science and technology." He added, "Intermediate-range programs are needed at both the secondary and the higher level in the area of recruitment, training, and retraining of teachers in most subject matter fields including mathematics, science and languages." These programs should begin without delay. Chief long-term need, EPC Secretary James E. Russell pointed out, "is for improved underpinning of the entire enterprise of American education, beginning at its founda~ tion point in the elementary schools." Dr. Russell warned, "It is futile to expect that a multitude of small, limited projects can do much lasting good for American schools and colleges. The real need is for an infusion of public and private support on a massive scale." He said, "At the minimum, expenditures on education should be doubled within a decade. Realistic programs which will bring about such levels of spending should be developed without further delay." The Commission observed that the quality of American public schools although higher than many people realize, is uneven. "Excessive localism in state legislatures, the limitations of the traditional tax sources for education, and the age-old propen- sity of local governments to delay have blurred the issues and prevented citizens from understanding the choices necessary to guarantee educational advance. Professional leadership has sometimes been lacking." (MORE ) Policies Commission Outlines The Challenge to American Education—Page 3 The Commission added, "It is unwise to assume that merely shifting salary levels of teachers of particular subjects will improve instructional performance. Kaising salaries of mathematics and science teachers only would cause serious deterioration in staff morale and in the quality of teaching in many schools." Increased guidance services for younger students are needed, but the Commission warned, "Guidance of gifted students should not be permitted to detract from equivalent services for all students." The report also said there is an urgent need to foster in both parents and children a fuller appreciation of the values of intellectual endeavor, Advanced courses, however, should not be imposed on students who lack the required talent; and abler students should be encouraged to carry heavier loads in high school, the Commission warned. There is also a great need to expand non-degree post-high school education for technicians. Dr. Philip J. Hickey, president of the American Association of School Administrators, and superintendent of instruction, St. Louis, Mo., said, "The failure of this nation to develop fully its intellectual potential underlines the im- portance of guidance programs for all youth." On teacher supply the Commission noted that in 1956-57 about 5,000 new mathematics teachers were employed, but only 2,500 qualified teachers in math had just been graduated. The comparable figures for science teachers were 5,500 newly employed but only 2,600 newly graduated. New elementary teachers totaled 78,938, but colleges graduated only 37,992 qualified to teach at this level. At present more than 80,000 teachers have sub~ standard credentials. The report said there must be improvement not only in the economic status of the teacher but also in the environment of learning. "Where teachers are overburdened, they should have fewer pupils, fewer class hours, and improved instructional facilities. They need clearer public understanding of their work and of its importance." "Small, weak school districts must be consolidated into larger, more effective units," the Commission said, pointing out that half of all American high schools have fewer than 175 pupils. Strengthening schools, however, will depend upon public understanding and support, and public misinformation can cause serious damage to education. The report said, "Citizens must recognize that careless criticism of education may actually result in a deterioration of quality rather than in improvement. An atmosphere of fear, distrust, or emotional antagonism is not conducive to those changes and tests of new ideas which are the basis of improvement." "Citizens ought not to overestimate the speed with which an educational program will change scientific or intellectual achievement," Dr. Wells said. NAny program to improve science teaching, if adopted today, could not provide better trained, practic- ing scientists for at least five to seven years." American imitation of Soviet education, the Commission believes, would undermine American democracy. The Commission said Soviet practices cannot be used to achieve American objectives. Soviet education, the Commission pointed out, serves the Com- munist state. It creates an intellectual and technological elite which control the masses. American education has avoided the creation of an aristocratic class. (MORE ) Policies Commission Outlines The Challenge to American Education—Page 4 The Commission also reiterated its statement made in 1951: "Twice before, within living memories, major national crises have been allowed to undermine the schools, to create a legacy of neglect which continues to enfeeble and harass the schools today, to weaken the power of the nation to withstand subsequent crises, and to injure beyond repair the educational opportunities of two generations of Americans. Will this record of inattention and shortsightedness be repeated?" EPC members are: Herman B. Wells, president, Indiana University, Bloomington, Chairman; Benjamin C. Willis, general superintendent of schools, Chicago, Ill., Vice- Chairman; John L. Bracken, Clayton, Mo.; Sarah C. Caldwell, Roswell Kent Junior High School, Akron, Ohio; William G. Carr, executive secretary, National Education Associa~ tion, Washington, D.C.; James B. Conant, New York, N.Y.; Arthur F. Corey, executive sec~ retary, California Teachers Association, San Francisco; Edgar Dale, Ohio State Univer- sity, Columbus; Ruth E. Eckert, University of Minnesota, Minneapolis; Finis E. Engleman, executive secretary, American Association of School Administrators, Washington, D. C.; Lyman V. Ginger, president, National Education Association, and Dean, College of Educa- tion, University of Kentucky, Lexington; Virgil M. Hancher, president, State University of Iowa, Iowa City; Philip J. Hickey, president, American Association of School Adminis- trators, and superintendent of instruction, St. Louis,Mo.; Lillian Larson, Grand Junction High School, Grand Junction, Colo.; Wilma Morrison, Portland Oregonian, Portland, Ore.; Gerhardt E. Rast, superintendent of schools, Westport, Conn.; Wilbur Schramm, Stanford University, Stanford, Palo Alto, Calif.; Paul H. Van Ness, principal, Central Ave. and Warren St. Schools, Newark, N.J.; and Eugene Youngert, New York, N.Yeo # # # REPLY FORM Press-Radio Division, National Education Association 1201 Sixteenth Street, N. W., Washington 6, D. C. Please send me a press copy of the 32-page EPC report, "The Contemporary Challenge to American Education." Print your name Representing Mailing address Zone State City = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 4, D. C. ADams 4-4855 For further information: Roy K. Wilson or Beatrice Gudridge For Release 6:00 P.M. Monday, January 27, 1958 Editor's Note: In a news conference held at 1:30 P.M. today in Washington, D.C., Executive Secretary William G, Carr of the National Education Association, made the following statement regarding President Eisenhower's Special Message on Education delivered to Congress today. The National Education Association is glad that the President has again recognized that we mst have better schools and that the Federal government must help. I am afraid however that the message greatly underestimates what needs to be done, and what the American people are ready and willing to do, in education. Aa If we really want to meet the challenge to American education, we mst recognize the crucial importance of first class teachers. We will never get enough first class teachers until we pay salaries that compete for the best in business and industry. Scholarships will help only if good teachers are available. Schools are not business institutions but they are the nation's greatest produce of wealth. It is time for teachers to share more fully in the dividends they help to create. That is why the National Education Association is urging Federal funds to improve teachers salaries and construct needed classrooms, The first educational requirement of the space age is enough space in our schools so that every student may attend a full day in an uncrowded classroom with a thoroughly competent professional teacher. That is not too good or too costly a specification for building the future adult citizenship of the United States of America. ca The Administration proposals would provide very small expenditures to a few selected areas of education. The NEA calls for strengthening American education right across the board, (MORE) Statement of Dr. Carr — Page 2 The NEA has supported federal school construction legislation believing such federal financial action was acceptable to the largest possible segment of the American public and hence most likely to be enacted, With an Administration and Congress under the control of different political parties, the NEA has been willing to work for compromise measures which, although not adequate, would still be of some assistance, Now, confronted by new and dramatic evidence of need, the NEA proposes a program which represents more nearly what should now be done as a minimum, The NEA can no longer agree that small sums, short-range programs, and narrow objectives are sufficient to meet the current situation. The NEA favors federal funds for state-directed educational programs and services in all areas, including science and mathematics, In our judgment, a Federal decision to support any particular selected area of instruction carries with it some danger of federal direction of state educational policy. On the other hand, general federal support leaves the states free to decide how much stress to place on mathematics, or on science, or on other areas of instruction. The NEA therefore urges substantial federal undergirding of the financial structure of public education. The present base, limited largely to revenue from local property taxes or from state taxes, cannot fairly and efficiently reach the wealth and income of the entire nation. The NEA believes state education agencies should be allowed to allocate federal funds between construction and teachers salaries. Both need help, but there are districts where one need outweighs the other. The NEA's proposal is a federal payment to the states of $25 per child rising to $100 per child within five years. This is still only a small share of the total cost of education, so the states and localities must also continue to exert their own best efforts, cd ie : SS A J 4 o, CY ex g 1201 SIXTEENTH STREET, N.W. MNetiondl Etucation Apsoeic on Ao waswinetow s, 0.6. ny ADAMS 4-4855 7s -_ Cenrenn\® January 20, 1958 MEMORANDUM TO: Dear We have been working for several weeks on a major half-hour filmed tele- vision program called "Satellites, Schools,and Survival" which will provide perspective and insight on some of the current controversies over education. Our negotiations to make this a topnotch dramatic and newsworthy vehicle are now coming to completion, with the following persons taking part in the program: Charles Van Doren, who will serve as narrator; H. Rowan Gaither, Jr., Chairman of the Board, Ford Foundation, and head of the committee which has produced the still-secret Gaither Report; James R, Killian, Jr., former president of the Massachusetts Institute of Technology and Special Assistant to President Eisenhower for Science and Technology; William G, Carr, Executive Secretary of the National Education Association; Vice President Richard M, Nixon; and Senate Majority Leader Lyndon B, Johnson. In addition to statements and interviews with these personalities, the film will contain a dramatic pictorial history of education in the United States, and a segment of the science teaching program in a junior high school. As this will be one of the major efforts in the expanded NEA public relations program, we will assume the entire cost of prints for use with your television stations. We hope the film can be shown on every local TV station in the United States during the next few weeks, Filming of the show is now under way by Telenews. ‘Within a week we will wire you the national showing date (premiere) on which prints will be available for use by stations in your state. We expect to place in your hands a sample print ten days ahead of the national show date, for your own screening and solicitation purposes. Additional facts about the film are enclosed, There are four points, however, which I would like to mention in this letter: 1. We will plan distribution of prints under Plan A, Plan B, or Plan C, as outlined in the Preliminary Fact Sheet enclosed. 2. The film may be used only as a sustaining public service program, with no commercial sponsorship (under terms of our contract in obtaining the services of Charles Van Doren from NBC). January 20, 1958 Also, because of Van Doren as narrator, the NBC station in each community should have first opportunity to run the film, NBC will send a teletype message about the show to all of its affiliated stations, thus paving the way for all their local contacts about the program. If for any reason the NBC station is unable to carry the program, you may then offer it to any other station. We are prepared to add a state association credit to each print, patterned as follows: Filmed by Telenews for the National Education Association and the . . « « « « e e « estate education association. Sincerely, fe, HN ibr Roy K. Wilson, Director Division of Press and Radio Relations P.S. At your earliest convenience, will you please wire me your choice of distribution Plan A, or Plan B, or Plan C, Because of the importance in making immediate contact with TV stations concerning bookings, we are sending an information copy of this letter to the public relations director for each state association. We are doing this in the event that you should be absent and so that preliminary work with stations can proceed without delay. RKW CC: Dr. J. L. McCaskill 1201 SIXTEENTH STREET, N.W WASHINGTON 6, D. C. ADams 4-4855 For further information: Roy K. Wilson FOR RELEASE: Sunday papers, Jan. 19, 1958 EDUCATION IN THE 1959 FEDERAL BUDGET, a statement by William G. Carr, execu- tive Secretary, National Education Association. "The proposed 1959 Budget does not provide an adequate minimum Federal program to strengthen education. "In fact, it proposes less than the 1958 Budget. The 1958 Budget contained $4.51 million for grants and loans for school construction with $325 million in direct grants to the states, contingent on passage of a school construction bill. The 1959 Budget contains nothing for school construction but proposes $145.5 million for scholarships and special programs. "The 1959 Budget cuts the school program for federally-affected areas by nearly $100 million. It cuts the library services grants by $2 million below last year and $54 million below the authorization. The NEA urges Congress to restore these cuts. "Why require the states to match grants for the new programs and at the same time ask them to expand school construction without Federal support? Why pour new money into defense programs and cut off the funds needed for schools in communities affected by these programs? "Secretary Folsom and Commissioner of Education Derthick testified last year to the urgent needs of our schools and colleges. The NEA continues to urge Congressional action geared to a realistic appraisal of the current national necessity for better schools. The NEA urges substantial federal undergirding of the financial structure of public education. The NEA believes state education agencies should be allowed to allocate federal funds between construction and teachers' salaries. "The NEA's proposal is a federal payment to the states of $25 per child rising to $100 per child within five years, which is still only a small share of the total cost of education. States and localities must also continue to exert their own best efforts." # # # «~s = Bo Geo lay 5 4 ( . : rs . 4 1201 SIXTEENTH STREET, N.W. Ntiondt ducalion sociation of WASHINGTON 6, DBD. CG. ADAMS 4-4855 _ & 2 We have found that much greater public attention can be obtained for major problems before the profession through special events. This has been true for many years on American Education Week. During the current school year, the Back-to-School event also brought good coverage in the press ard on the radio and TV networks. Plans are now under way for a Teaching Career Month for April 1958. You are invited to represent your organization on an Advisory Panel planning session to be held at 2:00 P.M., Thursday, January 9 in the Board Room, NEA Headquarters. We expect to conclude the meeting by 4:00 P.M. The enclosed sheets describe the proposal and list advisory groups which are being invited to participate in the planning. We are hoping, with your help, to develop an annual event of major public relations significance, not only for the NEA, but for the entire field of education. Roy K. Wilson, Director Division of Press and Radio Relations = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W WASHINGTON 6, D. C. ADams 4-4855 For further information: Roy K. Wilson or Carol Scotton 12/27/57 FOR IMMEDIATE RELEASE Classroom Teachers To Receive Grants For On The Job Research WASHINGTON, D.C.—Dec. 27=-A new program of grants to junior and senior high school science teachers for on-the-job basic research was announced today by the National Science Teachers Association (NSTA), a department of the Na- tional Education Association. Four grants have been made for the current school year to teachers who will work on basic research projects, usually during after school hours with student assistants. Within two years the science teachers group hopes to make grants regularly to 50 or 100 teachers a year. "Basic research and classroom teaching can be compatible. . We have good reason to believe many able classroom teachers are anxious and able to do re- search if they can be helped financially," commented Robert H. Carleton, execu- tive secretary of NSTA. Each teacher receiving a grant will work on a project directly with his students to involve them personally in basic research, "not by reading about it or hearing about it, but by doing it." A college or university scientist will consult with project teachers on their studies. The program is being conducted by NSTA's Future Scientists of America Foundation and is financed by contributions from industry. This year's award winners include Mrs. Ethelreda Laughlin, Cleveland Heights (Ohio) High School, whose project will be "A Study of the Nitrogenous Constituents of the Blood, Especially Those Making Up the 'Rest' Nitrogen"; Richard Salinger, head of the science department, Wilston (Conn.) High School, whose study will be "The Role of the Reticuloendotheliam System (RES) in Protecting Animals Against Bacterial Toxins"; George W. Hosker and Richard N. DiLorenzo, science department, Memorial Junior High School, Valley Stream, N.Y., whose project will be "The Collecting of Protozoa and the Investigation of Their Suitability for Research"; Robert L. Walker, chairman, science de- partment, Lyons Township High School, La Grange, Ill., who will study "Water Evaporation Rate Control." # # i QucATION 4 a* Si Mp 1201 SIXTEENTH STREET, N.W. NonsiC les ae (VVationat Uducalion é Abssocidlion —O WASHINGTON 6, D. c. ADAMS 4-4855 Centeyn\® December 20, 1957 Memorandum to the Chief Editorial Writer: Up-to-date statistics on the immediate outlook for educa- tion were released to the press associations and Washington corres- pondents near the end of November. Copies of the complete study, "ADVANCE ESTIMATES OF PUBLIC ELEMENTARY AND SECONDARY SCHOOLS FOR THE SCHOOL YEAR 1957-58" prepared by the Research Division of the National Education Association were not available at that time. These have now been printed and are available for distribution. As the complete study contains estimates for the various states, we are sending a copy to you for your background and any use you wish to make of it. Also enclosed is a copy of the press story which was released earlier to the wire services and Washington cor~ respondents. Sincerely, aU) } / K. ‘f son, Director Division of Press and Radio Relations NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N.W. Washington 6, D.C. December 20, 1957 A LEGISLATIVE PROGRAM FOR THE 2nd SESSION, 85th CONGRESS Report of the NEA Legislative Commission to the Executive Secretary of the National Education Association The NEA Legislative Commission believes that a massive program of federal financial support for education at all levels has become a national necessity. There can be no doubt that present world condi- tions require bold answers, especially in education where the challenge of the USSR has renewed public interest in the welfare of our schools and colleges. The Commission recognizes that legislation alone cannot improve the quality of teaching in our schools. State education agencies and local boards of education must maintain their current financial efforts and must continue to make important decisions as to what shall be taught and by whom. But the fact remains that today the major deter- rent to quality education is its cost. Moreover, there is an immediate need for more funds to stop the deterioration in the quality of in- struction resulting from inadequate and overcrowded physical facilities, from the loss of fully qualified teachers, and from forced reliance on sess Chairman: Irving F. Pearson, Ex. Sec'y., Illinois Education Association Vice Chairman: Mrs. Mary Jo Tregilgas, Clrm. Tchr., Palos Verdes Estates Dexter O. Arnold, Asst. Supt., Concord, New Hampshire /Calif. Thomas D. Bailey, State Supt. of Public Instruction, Tallahassee, Floric R.R. Hamilton, Dean of Law, University of Wyoming, Laramie, Wyoming Everett Keith, Ex. Sec'y., Missouri State Teachers Assn., Columbia, Mo. Oscar V. Rose, Supt. of Schools, Midwest City, Oklahoma Mrs. May C. Smith, Clrm. Tchr., Trenton, New Jersey Executive Secretary: J.L. McCaskill, Dir., NEA Div. of Legislation and /Federal Relations obsolete texbooks and instructional aids. The existence of this need is nothing new to the Legislative Commission nor to most informed mem- bers of the teaching profession. Today, however, the American public is coming to a fresh awareness of this need. At present our elementary and secondary schools cost $12 billion a year to build and operate. Higher education costs another $3.4 bil- lion. Reports of high-level official bodies such as the 1955 White House Conference on Education and the President's Committee on Educatior Beyond the High School indicate that a 75% increase in educational expenditures must take place over the next 15 years simply to maintain the present standards of instruction in schools and colleges. It is reasonable to call for at least a doubling of education expenditures within a decade. With one-half of our public elementary and secondary school revenue tied to local property taxes, there is little hope that local governments can double their contribution to education. State governments can do more, and most of them should; but the states also are under pressure to meet internal demands in the field of higher edu- cation, as well as the external demand to match federal funds for high- way construction, public assistance, and other important and necessary governmental functions now supported in part by the federal government. Federal sharing in the support of education is now a necessity. General Principles The Legislative Commission will offer specific suggestions for legislation to be considered in the second session of the 85th Congress. There will doubtless be a great variety of related proposals coming from other educational organizations as well as from groups outside of education. In general, the Commission will support those proposals which are in conformity with certain general principles based on the NEA Platform and 1957 Resolutions. It will not support and may be forced to oppose proposals that run counter to these principles. The Commission believes the following principles should guide any sound federal legislation in the field of education: (a) Freedom of choice - Federal scholarships at the undergraduate level should be awarded for students to attend institutions of their own choice and to pursue courses of study that meet their career goals. While graduate fellowships might be awarded in specified fields where there is a shortage of manpower, freedom of institutional choice should be permitted. The Commission believes it would be in the best interests of the nation to allow a broad choice of fields of graduate study for which federal fellowships would be awarded. (b) Control of education - The NEA Legislative Commission reaffirms its belief that state, local, and institutional control of education can best be maintained if federal educational programs are located in the U. S. Office of Education. Federal funds for elementary and second- ary education should be allocated to the states on an objective basis to be administered by the established state educational agencies with which the local school districts are accustomed to deal. (c) State and local efforts - Federal educational legislation should be designed to encourage a greater effort to finance education from state and local resources. The application of matching require- ments and other measures to stimulate state and local effort should take into account the fact that the states need a reasonable amount of time to increase their spending for education. Specific Proposals The Legislative Commission respectfully but urgently suggests to the American people and to the President and Congress of the United States that substantial federal funds be appropriated for education. 1. Scholarships and Fellowships - Funds are needed to provide at least 20,000 scholarships per year for undergraduate study, or a total of 80,000 per year after a four year period. Funds are also needed to provide 5,000 fellowships per year for graduate study, rising to 15,000 at the end of a three year period. If scholarship awards average $1,200 a year and fellowship stipends average $3,000 a year, the cost of this program would begin at about $40 million and rise to about $160 million annually in four years. 2. Strengthening State Education Agencies - Much attention has been called to the fact that only a few state departments of education offer specialized services in science and mathematics education or in testing and guidance services. The Legislative Commission believes it is important to encourage state education agencies to expand all of their educational services. An initial appropriation of at least $25 million annually should be included for stimulation and expansion of state education agency services. 3. Teachers Educational Expenses - The Commission will continue to press vigorously for the adoption of HR 4662, the King-Jenkins bill to provide tax equity for teachers who spend their own money to improve their professional competence. More than ever before, we need quality teachers in our classrooms, teachers who have not stopped learning. - Certainly teachers should not be penalized by federal tax laws for ex- penses that in other professions and businesses are legitimately de- ductible. 4. Established Programs - The Commission recognizes the need for federal assistance for such well-established and clearly useful programs as vocational education, library services, school lunches, and aid to federally-affected areas. No consideration should be given to reductim or termination of these programs until it can be demonstrated that the need can be met from other resources. 5. School Construction - Teachers’ Salaries - The foregoing four proposals are relatively small-scale and are directed to specific needs. Underlying all of these should be an infusion of federal funds for basic support of elementary and secondary education. Therefore the Commission recommends that federal funds should be appropriated to the states for distribution to local school districts to be used either for construction (and basic equipment) or for supplementing the salaries of teachers in public elementary and secondary schools, without regard for subject matter taught. The states should determine the proportion in which funds shall be allocated as between capital outlay and salaries. The contribution of the federal government should amount to not less than $25 per school-age child and should rise within 5 years to at least $100 per child. Thus, the annual federal appropriation would begin at about $1 billion ($1.05 billion). This initial appropriation is less than 10% of the present educational expenditures for elementary and secondary education. = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D. C. ADams 4-4855 The National Education Association, celebrating its centennial anniversary this year, is the national professional organization of educators. More than 1,138,000 teachers are enrolled in the Association and its affiliated groups. Financed by the voluntary dues of its members, the NEA was founded in Philadelphia in 1857 to promote the welfare of pupils and teachers, to advance the science and practice of education, and to build strong school-com- munity relationships. A headquarters staff is continuously engaged in research and activities to improve American schools. Cenrewnn® December 18, 1957 MEMO TO EDITORS AND CORR&SrONDENTS The National Education Association will announce its recommendations for federal legislation in the field of edu- cation to be presented to the second session of the 85th Congress at a news conference to be held at 10:30 A.M., Friday in the Board Room, NEA Headquarters, 1529 M Street, N.W., Washington, D. C. On hand to answer questions will be NEA Executive Sec- retary William G. Carr, and James L. McCaskill, Executive Secretary of the NEA Legislative Commission. = fom the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W WASHINGTON 6, D. C. ADams 4-4855 For further information: Roy K. Wilson or Carol Scotton FOR RELEASE: A.M. Papers Wednesday, Dec. 18, 1957 Summer Workshops To Explore Classroom Use of Daily Newspapers WASHINGTON, D.C.--Dec. 17--How to bring the daily newspaper into class- rooms as a "living textbook" will be the topic of press-education workshops at three universities next summer. Workshop plans were announced today by Merrill F. Hartshorn, executive secretary of the National Council for the Social Studies. He headed a planning committee of educators. Teachers and newspaper people will be invited to three workshops scheduled for two week periods at the State University of Iowa, lowa City; Syracuse University, Syracuse,N.Y.; and the University of Los Angeles. "The workshops are a result of a study showing that fewer than half of the nation's junior and senior high schools make any classroom use of a daily newspaper," Mr. Hartshorn commented. A Youth Reading Attitudes Study Committee set up by ten education and newspaper organizations reported these results. The summer workshop program is being arranged by the National Education Association (NEA) through the National Council for the Social Studies, an NEA department. It is financed by a grant from the International Circulation Managers' Association and a large number of newspaper publishers. Commenting on the program, the president of the Circulation Managers' group said, "We hope there may be a spiralling effect (from the wo rkshops )-- better understanding by youth of newspaper-reading values and a future citizenry more capable of independent thinking because they are better in- formed." He is George Hicks of the Pittsburgh Post-Gazette. (more ) Sumer Workshops To Explore Workshop directors will be Dr. John W. Haefner at the University of lowa, Dr. Roy A. Price at Syracuse, and Dr. Howard E. Wilson at U.C.L.A. Dr. Jonathan McLendon of Duke University will prepare evaluation reports on the program and a manual will be published for general distribution to schools. Each workshop will enroll about 20 educators supported by scholarships with university credit available. National groups advising in the Youth Reading Attitudes Study included the International Circulation Managers! Association, the NEA, the National Council for the Social Studies, the American Association of School Adninistra- tors, the Association for Supervision and Curriculum Development, the American Newspaper Publishers Association, The American Society of Newspaper Editors, and the National Newspaper Promotion Association. The Youth Reading Attitudes Study Committee, acting in behalf of the International Circulation Managers' Association, was composed of C. K. Jefferson of the Des Moines (Iowa) Register and Tribune, chairman; James F. Dark, Providence (R.I.) Journal; M. E. Fisher, Minneapolis (Minn.) Star and Tribune; H. Phelps Gates, Christian Science Monitor, Boston, Mass.; and E. J. DeVore, Washington (D.C.) Star. # # # “3 ‘a ATION gout ASs RS % ws + oS = 1201 SIXTEENTH STREET, N.W. t x oa a Eg 1G | : IU, oe ne, Vetionde Cducation Wh sociation O- OQ waswinctons, 0. €. - ~ eo S o a ADAMS 4-4855 Cenreww\ December 13, 1957 Dear Editor: At the AFL-CIO convention in Atlantic City, the following reso- lution was adopted on December 11: "Furthermore, in most American communities, classroom teachers are still without a genuine union organization of their own through which they can seek redress from exploi- tation. The National Education Association, NEA, dominated as it is by the school administrators does not and cannot fulfill that need because it is in effect a company union. In fact, in many instances membership in the American Fed- eration of Teachers--the only bona fide trade union organiza- tion of classroom teachers in the United States--is subtly and even openly discouraged by school adninistrators and by school boards." Attached is a press release based on a statement made by Dr. William G. Carr, NEA Executive Secretary, concerning the resolution. Cordially, = . Roy K. Wilson, Director Division of Press and Radio Relations = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 46, D. C. ADams 4-4855 For further information: Roy K. Wilson or Beatrice Gudridge 12/12/57 FOR IMMEDIATE RELEASE Carr Says AFL-CIO Branding of NEA as "Company Union" Denies Independence of Teaching Profession WASHINGTON, D.C., Dec. 12--"The resolution adopted by the AFL-CIO convention in Atlantic City Wednesday (Dec. 11) condemning the National Education Association (NEA) was engineered by some members of the American Federation of Teachers who deny the in- dependent professional character of their own calling," William G. Carr, Executive Secretary of the National Education Association, said today. "Those powerful organizations in American life which oppose both the NEA and organized labor on such vital questions as federal and state financial support of edu- cation will be pleased by these efforts to divide our educational forces," Carr continued. "It is misleading to apply the term ‘company union' to the National Education Association. Our public schools are not a company; they are government services; they are not operated for profit." Dr. Carr pointed out that NEA's 704,000 members contrast with approximately 50,000 members in the American Federation of Teachers, AFL-CIO. Although the National Education Association includes all professional persons, most of its members are class- room teachers. He said that 70% of the 6,000 delegates at the 1957 NEA Centennial Rep- resentative Assembly were classroom teachers. Hundreds of classroom teachers serve on major NEA policy-making and controlling committees, and as officers of NEA local and state affiliates. "The National Education Association," Dr. Carr concluded, "is a professional organization which serves the public interest and the entire teaching profession. It has worked closely with labor unions, as well as with parent-teacher, business, and veterans! organizations. It will continue to do so." "The independent, professional status of teaching carries with it no implications of hostility toward any other group. The National Education Association and its strong state and local affiliates have proved that the teaching profession is big enough to stand on its own feet. Any arrangement whereby the teaching profession became dependent upon any single section of our society would profoundly affect the nature of American education." _— from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D. C ADams 4.4855 For further information: Roy K. Wilson or Beatrice Gudridge 12/12/57 FOR IMMEDIATE RELEASE Carr Says AFL-CIO Branding of NEA as "Company Union" Denies Independence of Teaching Profession WASHINGTON, D.C., Dec. 12—"The resolution adopted by the AFL-CIO convention in Atlantic City Wednesday (Dec. 11) condemning the National Education Associa- tion (NEA) was engineered by some members of the American Federation of Teachers who deny the independent professional character of their own calling," William G, Carr, Executive Secretary of the National Education Association, said today. "Those powerful organizations in American life which oppose both the NEA and organized labor on such vital questions as federal and state financial support of education will be pleased by these efforts to divide our educa- tional forces," Carr continued. "Tt, is misleading to apply the term ‘company union’ to the National Edu- cation Association. Our public schools are not 4 company; they are government services; they are not operated for profit." Dr. Carr pointed out that NEA's 70/,,000 members contrast with approxi- mately 50,000 members in the American Federation of Teachers, AFL-CIO. Al- though the National Education Association includes all professional persons, most of its members are classroom teachers. He said that 70% of the 6,000 delegates at the 1957 NEA Centennial Representative Assembly were classroom teachers. Hundreds of classroom teachers serve on major NEA potigyrmaktng and controlling committees, and as officers of NEA local and state affiliates. "The National Education Association," Dr. Carr concluded, "is a profes- sional organization which serves the public interest and the entire teaching profession. It has worked closely with labor unions, 4s well as with parent- teacher, business, and veterans' organizations. It will continue to do so." "The independent, professional status of teaching carries with it no im plications of hostility toward any other group. The National Education Assoc- jation and its strong state and local affiliates have proved that the teaching profession is big enough to stand on its own feet. Any ‘rangement whereby the teaching profession became dependent upon any single section of our society would profoundly affect the nature of American education." . # # # a fA. 7G, : $f, og : | 1201 SIXTEENTH STREET, N.W. Netiondt VUducation CAsociation WASHINGTON 6, D. 6. ADAMS 4-48655 Ceytewn\ Dear Colleagues December 10, 1957 Recent world events, and the reaction of citizens throughout the United States to these events, have rocketed education to a spot among the three major news stories of the day. While this interest is at a peak, we would like to explore with broadcasting executives the followings (1) For a Radio Network, a daily 5 to 10 minute program which would report the top news and features of the day in education. (2) For a Television Network, a weekly 15 minute program which would report the top news and features of the week in education. First of all, we shall have to convince any network executive to whom we present the idea that there is a sufficient volume of interesting education news to fuel a daily radio network program and/or a weekly television network program. We are following an old but highly successful formula by tossing this idea out for our friends in the National School Public Relations Association to evaluate. Would you be willing to send us some selected clippings of news stories, features and editorials about schools from newspapers which you regularly read? A stamped envelope is enclosed. Here are two suggested procedures? (1) we would like to have you send us any available clippings you might have available one week after you receive this letter; (2) You may have one or two ideas for good stories on what your schools are doing to improve the quality of education that haven't been re=- ported in your newspapers. If so, please use the reply form enclosed to describe briefly. On the back of this letter are a few sample stories we have obtained recently through newspaper clippings. We hope that some of the interesting things about education which are being reported in your newspapers will help us to reveal to the networks the real news potential in today's schools. If the proposal is accepted by a network, we will be back to seek your further cooperation early in the New Year. Meanwhile, all members of the NEA Press and Radio Staff, and the staff members and officers of NSPRA send you the warmest of holiday greetings and best wishes. Cordially, ke W) Roy K. Wilson, Director Division of Press & Radio Relatidns (Please turn the page) SAMPLE STORIES Community A (Pa.) is a low-teacher-pay story. Four men teachers in the town run a catering service. They claim to be the only cater- ing service in the U.S. whose directors all hold master's degrees in education. Community B (Tenn.) is a story showing how kids learn science from first grade up. First-graders learn about magnets, water solubility, inclined plane; second-graders learn about sound, electricity, friction. By the time they reach 5th grade, they can talk intelligently about planetoids, wire a barn for light, make a heating coil. Interest in science and math runs high in this city's schools, including Science Fairs, etc. Community C (Colorado) is a class size story. High school is experimenting on class size and makeup; some classes have only 9 students, some up to 80. There are some classes where teacher meets with students only once a week; other- wise they meet by themselves. Conducted at high school level with English, American history, biology, and plane geometry. all from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D. C. ADams 4-4855 TEN SIGNIFICANT TRENDS IN TEACHERS’ SALARY SCHEDULING By Eric Rhodes, Salary Consultant, National Education Association Mr. Rhodes served as consultant to discussion groups at the study conference on professional salary schedules for classroom teachers held at NEA headquarters in Washington, D.C., Nov. 29-30. Meeting with small groups of delegates, he discussed these trends and principles in salary scheduling. The conference was sponsored by the NEA Department of Classroom Teachers. Representatives from 35 states partici- pated. (Note to Editor: An earlier version of this article was prepared at the re- quest of the Minnesota Journal of Education and is scheduled to appear in January. It is being distributed to all state journals now because of widespread interest in the subject matter.) Reasoned, intelligent approaches to the problems of salary are enlisting public support and are resulting in substantial increases such as the past year has seen in many school districts. Even with these gains, however, we still are faced with a critical teacher shortage. One of the basic reasons for this is the salary disadvantage which still exists in teaching. To illustrate: Northwestern University's study of salaries of- fered college graduates last June showed that the average beginning salary offer for all occupations was approximately $4800. For teachers, the average was $3800. While actual dollar figures vary in different sections of the country, this $1000 differen- tial remains about the same. Continuing efforts must be made to close this gap and to provide maximum salaries at professional levels. As these efforts get underway, let's take stock of today's most significant trends. A study of state developments, an.analysis of schedule changes and a review of association activities in local school systems make it pos- sible to identify ten trends which are of particular interest. They are significant because they relate clearly to the development of a professional. salary structure for teachers. 1. The first trend is the most obvious one — salaries have gone up. Evidence of this upward movement may be seen in the median beginning sal- aries in our urban school systems. This year, the median of these salaries is $3800 for schools in cities of 30,000 - 500,000 population. The median last year was slightly above $3500. In the large cities (500,000 and up), the median is now $4000. These increases represent an improvement of about 7 per cent in one year. The average salary of all teachers in the nation has increased approxi- mately $1000 in the last five years. In 1956-57, this average was estimated at $1,330 for all instructional personnel. Figures are now being compiled to compute this year's average. 2, The second trend which we can observe across the nation is the rapid in- crease in the number of school districts which are adopting salary schedules. A few years ago, most salary schedules were found in the larger city school dis- tricts, and the typical rural or small town area hired teachers through individual negotiation (too frequently, as someone has said, "individual surrender"). Today the areas of the country without salary schedules are rapidly shrinking in number, and in only a few states is there a large percentage of schedule-less districts. This has come about in part because of the wide-spread recognition of the positive morale and sound personnel policy values of schedules, and in part because teachers have become educated to expect a schedule. As one superintendent put it, "Every time I try to hire a teacher, he doesn't ask the salary, he asks what the salary schedule is. We have to have one." (more ) a 3. The third trend is a very clear-cut and dramatic one -- the shrinking of the number of annual increments in salary schedules. Many teachers remember the days when salary schedules often had 20 or 25 steps, perhaps of $50 each, so that at some dim future day the teacher would have inched up to the maximum salary. With the rapid changes in our economy after World War II, teachers' as- sociations were able to convince school boards that reasonable salary levels must be reached in a much shorter time in order to keep teachers and to compete for new ones. Other types of occupations had such shorter schedules, and this was a persuasive factor. Contrast, then, the old 20 and 25 year schedules with last year's typical one - 12.1 annual steps was the average last year. This has been a remarkable and rapid change. 4. Related directly to this change is the next trend --toward larger annual in- crements. Obviously, if you're going to get there faster, you must do so in larger annual amounts. Not so long ago the typical annual increment in the larger cities' schedules was $100; today the most common amount is closer to $200. This is fine, although not so much of a gain as it might seem, since deflation in the buying power of the dollar has taken a toll upon the increase. But it is a step in the right direction. It should be noted that increments in the better salary schedules often are $300 or even $350. 5, An important trend is the growing interest of teachers' associations in working for higher top salaries. In spite of the fact that maximum salaries in general have not maintained their position relative to minimum salaries, these maximums still reach new dollar highs each year, and there is a concerted effort by many teachers' associations to make top salaries reach really professional levels. These groups recognize the fact that only by reaching such levels can teaching be made truly competitive in efforts to attract, both in quality and quantity, the necessary share of college graduates. Although still a relatively small percentage, more and more schedules each year push top salaries into the $8000, $9000, even $10,000 brackets. Medians of maximums in urban districts this year are $6400 in cities of 30,000 - 500,000, $6950 in cities over 500,000. 6. Related directly to this effort to raise maximum salaries is the clear-cut trend toward more ample recognition for advanced training and experience. More and more schedules have salary columns for training beyond the M.A., and the schedule without an M.A. column is virtually extinct. The trend also is for these advanced training columns to begin somewhat higher than the A.B., but, with one or more steps more than the A.B. schedule, to provide a more substantial differential at the top. This provides incentive to teachers in the system to work toward advanced levels of training. 7. An extension of the trend just described is a growing movement to work for schedules which make it possible for a teacher to reach a salary at least twice the beginning A.B. salary for the school district. Many businesses and industries employing professional personnel have long recognized this as a desirable plan for such personnel. Doubling a reasonable be- ginning salary as a career possibility is considered a sound yardstick in determining what salary potential will hold a professional employee in the job. Teacher salary schedules which accomplish this are, as yet, relatively few. In fact, across-the-board raises after World War I helped to destroy such a ratio (more) i. in many schedules. But each year a larger number of systems adopt such schedules (example: Hempstead, New York — A.B. minimum $4600, 6 year maximum $10,000), and more teachers! groups and school boards agree on such a goal. It should be noted that such plans usually base the doubled salary upon higher levels of preparation. Thus, teachers can work toward them if they wish to do so. 8. Another growing practice is that of adding super-maximum or longevity in- crements above the regular salary schedule. Industry has recognized this as a desir- able practice for a number of years. The theory is this: A teacher may reach the normal maximum of a 12-year sched- ule by about age 35. There remain 25 or 30 years of teaching with no financial im- provement ahead. So, every 5 years (or other regular interval) after reaching maxi- mum, the teacher may receive an additional increment. This may require a certain amount of additional in-service work, or some other Qualifying factors may be agreed upon. 9. There is a very widespread trend toward the discussion of so-called "merit rating". I use the word "discussion" advisedly, since most school administrators agree with teachers that it seems impossible to rate teachers for purposes of dif- ferentiating salary without incurring serious morale problems and letting personal factors enter the rating process. There has been, however, an increase this year of about 2 per cent in the number of school districts reporting some form of merit" plan. Greater efforts to inform the public of existing evaluation and professional growth programs may be needed in many school systems. 10, The last trend is the trend toward teachers wielding greater influence, through their professional associations, in the shaping of the structure of professional sal- ary schedules. This is perhaps the most significant development of all. Evidence that our profession is coming of age may be found in local associations! efforts to develop sound plans for professional compensation — not just dollar increases. Working co- operatively with school boards, these associations are drafting schedules which will attract and retain good teachers, and treat fairly those who are already devoting their careers to education. 12/57 # # # = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W WASHINGTON 6, D. C. ADams 4.4855 For further information: Roy K. Wilson or Myrtle Bonn FOR RELEASE: A.M. Papers Friday, November 29, 1957 New NEA Estimates Put Teacher Salary at $4520; Predict Continuing Competition With Industry WASHINGTON, D.C., Nov. 28--With the public schools coming under sputnik- inspired scrutiny, the National Education Association (NEA) today released the most up-to-date statistics available on education's outlook for the immediate future. The report, titled Advance. Estimates of Public Elementary and Secondary Schools, shows that unless drastic emergency measures alter present trends, 1957- 58 will go down as the 13th straight year of school shortages. The most severe shortage--that of qualified teachers—-will soon accompany the post-war baby crop from the elementary schools into the high schools, the report indicates. "Vocational, mathematics and science teachers are especially likely to leave--or never enter--the profession because of higher salaries paid in indus- try," according to Sam. M. Lambert, director of the NEA Research Division which compiled the report. Pointing out that the average classroom teacher salary is $4520 this year, Dr. Lambert added that the skills of qualified beginning as well as experienced teachers will continue to be attractive to industry. "Teachers who are skilled in management, public speaking and writing are highly desirable employees in several fields," he said. Dr. Lambert listed these highlights from the report: * A total enrolment in public elementary and high schools of 33,508,814 --an increase of 3.8 percent over last year and an increase of nearly 50 percent over 10 years ago. An average classroom teacher salary of $4520--an increase of 7.1 per- cent over last year. : A total of 1,240,424 teachers—4.2 percent more than last year. A need for 227,500 additional qualified teachers. A total of 87,319 emergency teachers--an increase of almost 1 per- cent over last year. Three out of five emergency teachers have less than four years of college training. (more ) An average expenditure per pupil in daily attendance of $320-—- an increase of 6.7 percent. A difference of $1940 between average salaries paid in the Far West which pays highest salaries and the South East, lowest on the scale. #% A decrease in the number of school districts from 53,197 to 49,477. As in past years, the report shows the teacher shortage to be more acute in the elementary schools and in rural areas. Two out of three emergency teachers are employed in rural areas. Three out of four emergency teachers are employed in elementary schools. Two main factors are responsible for this situation, Dr. Lambert said: 1. Salary schedules in secondary schools and in city schools are more at- tractive; 2. The postwar wave of enrolments until recently -has affected only the elementary schools, making the teacher shortage more acute there. "Unless secondary teaching positions are made more attractive," the re- port states, "the number of emergency teachers in high-school grades will also increase in the next two years." Reporting on the outlook for a balance between teacher supply and demand by 1960, the study says, "Only one state is anticipating an adequate supply in the elementary grades and only six in the secondary grades." This year's report is the 16th in a series begun in 1942-43. Estimates are based on trends of previous years, legislation within the states, economic and social conditions, and expert opinion of state school officials. # # # Review copies of Advance Estimates of Public Elementary and Secondary Schools may be obtained from Research Division, National Education Association, 1201 16th Street, N.W., Washington 6, D.C. Copies for other purposes: 25¢. = fom the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W WASHINGTON 46, D. C. ADams 4-4855 For further information: Carol Scotton, Press Office Penn-Sheraton Hotel 17th Floor, Parlor G FOR RELEASE: P.M. Papers Wednesday, November 27, 1957 Don't Neglect Liberal Arts In Science Age, Educator Warns Pittsburgh, Pa.--Nov. 27--In its present preoccupation with sci- ence, the nation must not allow liberal arts to be lost in the shuffle, a leading educator said here today. "Teach more science, but not at the expense of the liberal arts," commented Merrill F. Hartshorn, executive secretary of the National Council for the Social Studies. "A grounding in the humanities and awareness of social responsibility make a man educated--whether he is a scientist or an artist." He added, "Naturally we are vitally concerned today with what happens in the laboratory and on the missile proving grounds. But we must remember that the decisions that finally shape events are made at the polls and at the world's conference tables." The National Council for the Social Studies is holding its 37th annual meeting here today through Saturday, November 30 at the Penn- Sheraton Hotel. General meetings begin Thanksgiving Day. The Council is a department of the National Education Association (NEA). The role of social studies courses today and how they should be taught in relation to science will come under consideration by the 1800 educators expected to attend the meeting. "Social studies teachers cannot ignore science's impact in their teaching," Hartshorn said. "But they are apprehensive that an imbal~ arce in the curriculum--with social studies at the short end-—could result." Speaking on quality education for all children at the first general more ates session Thanksgiving Day at 8 p.m. will be NEA president Lyman V. Ginger. S. P. McCutchen, chairman of the social studies department in New York University's school of education, will report Frijay at 9 a.m. on a new study on "Concepts and Values in the Social Studies Curriculum." Harold Benjamin, director of the Connecticut Study of the Role of Public Education, will speak Friday at 7:30 p.m. on "How Good Should Our Schools Be?" The Council's president will deliver his presidential address Saturday noon on "The Social Studies: Scholarship and Pedagogy." He is William H. Cartwright, professor at Duke University. Luncheon meetings on the various disciplines in the social studies are scheduled Friday. They include a session by Ben W. Lewis, pro- fessor of economics at Oberlin College, who will speak on "It's Polit- ical (Repeat Political) Economics." The editor of the Journal of Modern History, Charles L. Mowat will speak on "Great Britain Today: Low Pressure Politics" at another session. New ideas in teaching will be discussed at section meetings Fri- day afternoon and Saturday. "The Teaching of Communism" is one of the topics for a Saturday 9:30 a.m. session. Speakers include William H. E. Johnson of the University of Pittsburgh and Clarence D. Stephenson of Pennsylvania State Department of Public Instruction, Pittsburgh redevelopment is also slated for discussion Saturday at 9:30 a.m. # # # = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W WASHINGTON 46, D. C. ADams 4-4855 For further information: Roy K. Wilson or Carol Scotton FOR RELEASE: Monday, November 25, 1957 Local Educator Travels to Pittsburgh For Annual Social Studies Meeting WASHINGTON, D.C.—Special— will be one of 1800 educators traveling to Pittsburgh this week for the 37th annual meeting of the National Council for the Social Studies. The Council is a department of the National Education Association. Everything from Pittsburgh's own urban redevelopment program to how to teach social studies in relation to today's age of science will be discussed at the meeting, according to Council executive secretary Merrill F. Hartshom. It is scheduled Wednesday through Saturday, November 27-30. Speaking at the first general session on Thanksgiving Day (Nov. 28) will be NEA President Lyman V. Ginger. He will speak on "Education's New Look." Dr. Ginger is dean of the college of education at the University of Kentucky. S. P. McCutchen, chairman of the social studies department at New York University's school of education, will speak Friday morning on new concepts and values in the social studies. "How Good Should Our Schools Be?" is the topic of Harold Benjamin, di- rector of the Connecticut Study of the Role of Public Education. He will speak Friday night at a general session. The Council's president, William H. Cartwright of the department of education at Duke University, will speak Saturday noon on "The Social Studies: Scholarship and Pedagogy." Sectional meetings on each subject in the social studies field and on new ideas in teaching are scheduled during the conference. ##i# _QUCATION 4 \ SO Oa %G ¢ , 2? & — AY, on be S 1201 SIXTEENTH STREET, N.W ) ° ¢ d > . ° ° a ’ W. MNetiond CxtucationC Miocialion o- Po wasuinerons, 0. €. m ADAMS 4-4855 CY = Cente ww November 22, 1957 Dear Colleague: CORONET Magazine has requested NEA assistance in uncovering a story that can be of great significance to the teaching profession. We in turn are asking your cooperation, in order to give this story national impact. CORONET wants to use both pictures and text to show how teachers are often forced to take part time jobs outside of classroom hours in order to support their families. Often these jobs bite heavily into the time needed by teachers to prepare top quality lessons. They also tend to slow up or make impossible teachers’ progress toward advanced degrees at a time when students need the most highly prepared professional teachers. CORONET wants to give strong visi- bility to this situation in order thet public interest in education will be strengthened and new awareness of the teachers’ professional status will be gained. Naturally the magazine is interested in unusual occupations that will have strong reader interest. They are looking especially for those jobs with unique pictorial qualities. We have called upon you as one of a select group of local leaders in edu- cation across the country and are asking your help in identifying one or more teachers in your system who are holding down jobs outside of the classroom. If you know of a teacher who is willing to cooperate in this venture, will you or the teacher please fill in the enclosed questionnaire and return it within a day or two? A reply envelope is enclosed for your convenience. Thanks very much for your cooperation and professional interest. Cordially, Roy K. Wilson, Director Division of Press & Radio Relations REPLY FORM Mail to: Mr. Roy K. Wilson, Director Division of Press and Radio Relations National Education Association 1201 Sixteenth Street, N.W. Washington 6, D.C. Here is a suggestion about a local teacher with an unusual part time job that may be of interest to CORONET Magazine. The teacher has given his (or her) approval and wishes to cooperate with this nationwide project. SCHOOL IN WHICH THIS PERSON TEACHES ....sesseseseeeece ee cccceccvccccceee povee GRADE LEVEL OR SUBJECT TAUGHT NATURE OF THE JOB HELD OUTSIDE OF CLASSROOM HOURS. PLEASE DESCRIBE: SUBMITTED BY, STREET ADDRESS..... CITY & STATE. NAME OF YOUR LOCAL EDUCATION ASSN. e*®oe®esveo??900 9000086 a ~ $ Nie ( Tis ; ON, ae a = % 1201 SIXTEENTH STREET, N.W, JS tational (ducation Aiseciation — WASHINGTON 6, 0. 6, ADAMS 4-4855 a ~n ' ws s AS Cen tewn\ November 21, 1957 MEMORANDUM TO NEWS EDITORS: Pittsburgh--the city that industry built and that social study is helping redevelop—will be host to the 37th annual meeting of the Na- tional Council for the Social Studies, November 27-~30. The Council is a department of the National Education Association. Almost 1,800 teachers, supervisors, researchers and interested lay people who work in the social studies field are expected to attend the various sessions. You--or a member of your staff—-are invited to join these educators and friends of the schools as they convene in Pittsburgh. A press office will be located in the Penn-Sheraton Hotel where the meetings will be held. It will be on the seventeenth floor-~in Parlor G and will be open from Wednesday afternoon, November 26 wntil Saturday afternoon, November 30. Directors of special programs in social studies and top speakers from various parts of the country will be on hand for informal questioning by the press. General-sessions and section meetings will also be open to the press.~° Harold Benjamin, director of the Connecticut Study of the Role of the Public Schools, will head-a list of distinguished speakers scheduled to address the meeting. In addition to helping reporters get spot coverage, the press office will have advance copies of some of the major speeches before sessions get underway. I look forward to seeing you in Pittsburgh at the meeting of the National Council for the Social Studies. Sincerely, Corok rayne Seelior Carol Myers Scotton, Director Conference Press Service 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D. C. ADams 4-4855 For further information: Roy K. Wilson or Carol Scotton FOR RELEASE: A.M. PAPERS Wednesday, Nov. 20, 1957 College Teaching Staffs—And Students--Will Suffer If New Ph.D.'s Tum From Teaching, Educators Say WASHINGTON, D.C.—Nov. 19-—-Colleges today and industry tomorrow will suffer if the present movement of new Ph.D.'s away from college teaching continues, the president of the Association for Higher Education said today. "Without an adequate supply of college teachers, the supply of trained youth is soon depleted," commented Association president Paul G. Bulger, who is provost of Columbia University's Teachers College. "It is unrealistic to hope for water from the spring that is drying up at its source." Dr. Bulger's comment came as the National Education Association (NEA) today released a new nationwide study on college teacher supply and demand. The Asso- ciation for Higher Education is a department of the NEA. The quality of college teaching staffs--with science the hardest hit--is going downhill, the study shows. Fewer and fewer new doctor's degree graduates become college teachers. At the other end of the scale, the proportion of new teachers with less than a master's degree is steadily increasing. During the past year (1956-57) only 23.5 per cent of all new full-time college teachers were Ph.D. holders. Four years ago 31.4 per cent of the new teacher crop were Ph.D.'s. Many more Ph.D.'s than ever before are being graduated, the study shows. But increasing numbers are heading for jobs in business and industry. As science becomes the nation's number one immediate concern, college science teaching is ironically losing more potential teachers than any other field. Three of every four new Ph.D.'s in chemistry who take new jobs upon graduation turn their (more ) College Teaching Staffs Will Suffer (2) backs on educational careers. Three of every five new Ph.D.'s in physics also spurn teaching. | To raise salaries and build college teacher prestige will help reverse this situation, college educators say. "The figures of the study threaten a great decline in college educational standards unless new ways can be quickly found to attract and hold competent people for higher education," said Russell M. Cooper, assistant dean of the University of Minnesota's college of science, literature, and arts. "Improved salaries are essential but attention must also be given to teaching loads and other troublesome factors in the college situation," Dr. Cooper added. He is a member of the Association for Higher Education's executive committee. The chairman of the Association's National Committee on the Recruitment of College Teachers warned, "Faculty salaries must be increased, recruitment programs must be stepped up, and the academic profession must be restored to its competitive position among the professions." He is Charles C. Cole, Jr., associate dean of Columbia College of Columbia University. "The study confirms what those of us who recruit new faculty members have sus- pected for a long time--that serious changes are taking place in the market for academic talent," commented Blair Stewart, dean of Oberlin College's college of arts and sciences. He is a member of the Association's Committee on the Recruit- ment of College Teachers. 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D. C. ADams 4-4855 The National Education Association, celebrating its centennial anniversary this year, is the national professional organization of educators. More than 1,138,000 teachers are enrolied in the Association and its affiliated groups. Financed by the voluntary dues of its members, the NEA was founded in Philadelphia in 1857 to promote the welfare of pupils and teachers, to advance the science and practice of education, and to build strong school-com- munity relationships. A headquarters staff is continuously engaged in research and activities to improve American schools. Cenreyw\® For further information: Roy K. Wilson or Carol Scotton FOR RELEASE: P.M. Papers, Tuesday November 19, 1957 College Faculties Suffer As New Ph.D.'s Head for Other Fields WASHINGTON, D.C., Nov. 19--A beginning deterioration in the quality of col- lege teaching staffs—-with science bearing the major brunt--was reported in a new study released here today by the National Education Association (NEA). Fewer and fewer of the new doctor's degree graduates have been joining the teaching ranks in colleges and universities during the past four years, according to a nationwide study made by the NEA Research Division. During the past year (1956-57) only 23.5 per cent of all new full-time college teachers held the Ph.D. degree. Four years ago, 31.4 per cent of the new teaching crop were Ph.D.'s. The production of Ph.D.'s is four times greater than it was 10 years ago, the study shows. But these new graduates are turning their backs on teaching and heading for jobs in business and industry. Science teaching is hardest hit. Three of every four new Ph.D!s in chem- istry who take new jobs upon graduation go outside education's environs, Three of every five new Ph.D.'s in physics and the other physical sciences take the same path. William G, Carr, executive secretary of NEA, expressed concern over the trend revealed in the study. "Colleges and universities," he said, "do not now have the resources to do the job the nation expects of them. If they continue to be priced out of the market, the quality of the educational service they render will deterior- ate at the very moment it should be further strengthened. "On many campuses, the only course open will be to lower standards and thus concede the necessity for accepting a lower quality of teaching performance." he In all fields, one of every three new Ph.D.'s by-passes teaching for another career, "This means that colleges take second-best when they recruit new teachers," said Ray C. Maul, author of the study and NEA assistant research director. The number of new full-time college faculty members without even a master's degree is increasing. Four years ago the minus master's degree group comprised 18 per cent of the total. In 1956-57 this figure had climbed to over 23 per cent. Every one of the 22 fields studied except one showed an increase in the per- centage of new teachers at the bottom of the scale and a decrease in the percentage of new top level teachers. More than half (54.7 per cent) of new teachers of engineering started their teaching careers in 1956-57 with less than a master's degree. The other science fields also report new teachers who do not reach the master's degree level. In all fields combined, educational service did claim about 57 per cent of 1955 and 1956 Ph.D.'s who entered new occupations. But almost 42 per cent turned to other careers. (‘Two of every five of all new Ph.D.'s continue in the job they had before receiving doctorates, and therefore cannot be counted as new teaching resources. ) But almost 88 per cent of the colleges and universities cite a serious shortage of qualified teachers. "Despite the fact that the colleges need teachers, tapping some sources of supply will inevitably lead to trouble elsewhere," said Dr, Maul, Almost 14 per cent of all new full-time college teachers for the last two years came directly to the colleges from high school positions where teachers can hardly afford to be lost. The study discusses three possible sources of better educated college teachers: (1) more encouragement to women to pursue graduate study, (2) the possibility of part-time teachers, (3) more opportunities for upgrading by teachers now in service. The study also investigates the supply and demand of administrative personnel in higher education. ### ~ e Excerpts from NEA Research Division Study, Teacher Supply and Demand in Colleges and Universities, 1955-56, 1 a Among the full-time teachers employed in 1956-57 the range of those with the doctor's degree is from 32.5 per cent in nonpublic universities to 15.7 per cent in tea¢hets colleges. For the year just past, the state universities, municipal universities, state colleges, and large nonpublic colleges reported about one- fourth of their new full-time teachers to be holders of the doctor's degree. Land-grant colleges did just a little better than one in five, while the medium size and small nonpublic colleges report fewer than one in five of their new teachers to be at the top level of preparation. # # # It is significant to note that among the new full-time teachers employed by all types of institutions in 1956-57, as many as 23.1 per cent—almost one of every four——have not yet achieved master's degree status while as recently as 1953-54, only 10.4 per cent of the entire full-time staff were below the master's degree level. ## # Of the new college teachers in 1955-56 and 1956-57, one out of every seven were high school teachers the year before. More than a third of those employed by teachers colleges and one of five of new teachers in state colleges came di- rectly from high school teaching positions. ## # About 50 per cent of the institutions were participating in the study res ported that 1196 positions were unfilled in 1956-57. The institutions reported that these positions were unfilled through lack of acceptable candidates, al- though funds were budgeted for the positions. # # # Educational work claims practically all those earning the doctor's degree in accounting, journalism, and library sciences; 94.7 per cent of those in physical and health education; 92.4 per cent in English; 90.4 per cent in for- eign languages; 90.2 per cent in history; and about 90 per cent of those earning either the Ph.D. or Ed.D. in education. At the other extreme is chemistry; dliiost three of every four prepared in this field enter non-educational occupations. In like manner, educational services loses about three of every four in engineering and three of every five in physics and the other physical sciences. Small wonder, then, that the shortage of qualified science teachers tops the list! # # # About 10 per cent of the annual doctor's degree classes are women, # # # Approximately one half the colleges and universities do not make syste- matic provision for leaves of absence for advanced study. It seems doubtful, therefore, that many of the partially prepared new full-time teachers employed recently will enjoy such opportunity. (In 1956-57 only 2.3 per cent of the fac- ulty members of all colleges and universities were on leave for advanced study.) # # # Of the new Ph.D.'s who entered new occupations upon graduation in the last two years, 25.4 per cent went into business or industry; Government work claimed 9.4 per cent. ### = from the NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET, N.W. WASHINGTON 6, D. C. Telephone ADams 4-4855 The National Education Association Is the national professional organization of educators. More than |,083,000 teachers are enrolled in the Association and its affiliated groups. Financed by the voluntary dues of its members, the NEA was organized in 1857 to promote the welfare of puplis and teachers, to advance the science and practice of education, and to build strong school-community relationships. A headquarters staff is continuously engaged In research and study to improve American schools. November 19, 1957 MEMORANDUM TO THE EDITOR: A six-point program to "use the full potentials of our schools and their products to assure that the United States will remain free, independent and strong" was recommended today at the final conference session of the National Association of Secretaries of State Teachers Associations. The organization is composed of executive secretaries of state teachers’ associations from the 48 states. Each state asso- ciation is affiliated with the National Education Association. Representatives from 41 states attended the three-day meeting at the Mayflower Hotel. Full text of the resolution adopted at today's meeting is enclosed. Sincerely, . Welery Roy K, Wilson, Director Press and Radio Relations Resolution Adopted by the National Association of Secretaries of State Teachers Associations Meeting at Washington, D.C., November 20, 1957 1201 = 16th Street, N.W. ADams 4 -4855 Recent demonstrations by Russia of outstanding progress in technological developments are cause for grave concern by all American citizens and by their school system. The importance of scientists and mathematicians has recently and dramatically been called to the attention of the American people. However, in preparing the scientist and all other individuals essential to the welfare and progress of our democratic society, the schools have the responsi- bility to emphasize the great values of life, to foster the arts, the ideals, the language, and the liberal arts upon which our scientific achievement and our culture rest. In the ultimate sense this nation cannot survive without a high quality of performance of its educational institutions, both public and private, from kindergarten through the graduate school. To meet immediate and long-range goals, we recommend the fol- lowing program designed to use the full potentialities of our schools and their products to assure that the United States will remain free, independent, and strong: 1. An immediate national manpower survey of the graduates of all our schools--and others--who are prepared in the sciences and whose knowledge and talents are sorely needed at this moment; and furthermore, that these scientists be utilized in the most effective manner possible for the national good. An immediate program to expand substantially the graduate schools of our public institutions of higher learning in science and in all their other offerings. Resolution . - 2 3. A program to provide for the immediate and long-term expansion of our public institutions of higher learning. Make available to them sufficient buildings, salaries for teachers that will attract and hold superior talent, funds for equipment and other current expense items to enable these institutions to offer programs for every capable high school graduate interested in developing his abili- ties in any area made available by these institutions. Provide without delay the public elementary and secondary schools of this nation with substantial moneys to build buildings that will properly house all pupils, pay salaries that will attract and hold superior teachers, purchase facilities, equipment, and other current items. Provide scholarships sufficiently generous so that every capable graduate of our high schools will be accorded the opportunities of higher education. To accomplish the above, we recommend that in addition to scholarship grants to individuals annual expenditures for public elementary, secondary, and higher education be doubled and at least five billion dollars ($5,000,000,000) of federal funds be made available annually to the states--without federal control; the remainder to come from state and local sources. It is obvious that the program required transcends the financial ability of the states and localities. Because of this and the fact that its major purpose is to safeguard our security, generous participation by the federal government is required. Annual Meeting of the National Association of Secretaries of State Teachers Associations Mayflower Hotel, Washington, D.C. November 18-20, 1957 For Release on Delivery: 9 a.m. Tuesday, Sovaitas 19, 1957 TOPIC: "Tax Sources for Financing Public Schools - A Look Ahead" SPEAKER: Edgar Fuller, Executive Secretary, Council of Chief State School Officers PLACE: North Room, Mayflower Hotel The following are exerpts from Dr. Fuller's talk. He will also discuss two important resolutions adopted by the Council at their annual meeting in Williamsburg, Virginia, November 15. Text of the resolutions are attached. I. Misuse of Citizens Committees "There appears to be an ill-concealed national drive among certain citizen organizations to separate boards of education from their executive officers, who are the local and state superintendents of schools. "Professional administrators believe completely in appropriate citizen participation and in citizen determination of general educational policies, but many are concerned about interference with the professional aspects of education. This concern has been deepened by the promotion of educational nostrums we believe are designed primarily to undermine adequate financial support of education. This is no way to win a cold war in which education will probably be the deciding factor." ‘ II. Educational Television "The Council of Chief State School Officers was one of the first to petition the Federal Commnications Commission to set aside educational television channels. It was my privilege to serve as chairman of the (more ) mi Be national Joint Committee on Educational Television for the first three years of its existence, and as vice-chairman for another two years. I am still a member of the JCET, and also affiliated with two other national organizations devoted to the promotion of educational television. I believe in educational television as a tool for the improvement of education, but I do not believe in it for some of the purposes for which it has been advertised recently. "These purposes are to save facilities, teachers and money through total teaching by television. In higher and professional education there appear to be situations in which teaching by television alone can be justified, and it may be the best that can be provided for isolated elementary and secondary students or shut-ins. It seems clear to me, however, that to substitute television for the teacher under ordinary circumstances is not only in- practicable, but also that it will degrade the quality of education. The spontaneous question by the pupil, the personal explanation and other funda- mentals of the arts of teaching are too likely to be sacrificed for the sake of learning facts to pass examinations. For use as a tool to assist teachers television has a large place, but as a panacea to save buildings, teachers and money by mass spectatoritis we cannot afford it." III. The All-Year School "The all-year school can be interpreted in several different ways. One is the excellent plan, now in rather common use and increasing in popularity, under which the summer months are used for outdoor and conservation education, recreation, special classes for the gifted and makeup work in the schools. But that is not the way the all-year school advocates who have been getting the headlines lately have conceived it. They are thinking of four quarters of three months each, with each school divided into four sections having registration and graduation each three months. This means that each student (more ) -3- would attend school three of the four quarters and wuld have the other quarter for vacation. This plan has been tried from time to time for nearly forty years, but has always been abandoned. "The objections to this sort of four-quarter plan have been represented as principally interference with the vacation time of families. The heat during the summer months in most school buildings, the lack of time for school plant repairs and lack of time for the teachers to attend summer sessions, to travel, or merely to rest have been noticed. But the most fundamental ob- jection was not mentioned by a single governor at the Williamsburg conference, even though it had been presented in a research document published by the State Department of Education of Florida which had been distributed there. "The real objection to the four-quarter school,as pointed out in the Florida study, is that only a minority of the schools of Florida could ad- minister it, panacea style, without cutting down on the educational program. In other words, it takes a school of about 720 elementary pupils to be large enough to have a teacher for each grade when it is cut into quarters for ad- ministrative purposes. For junior high schools the number is 1500 students and for senior high schools about 2400. All elementary schools in 32 of Florida's 67 counties, all junior high schools in 60 and all senior high schools in 62 of the 67 counties would have to reduce the quality of their educational programs under this all-year plan, or employ additional teachers. "Let us illustrate this specifically. Suppose a pupil under this all- year plan must learn long division in the fifth grade, and that some fifth graders take their vacations in the Sumer, others in the Fall, others in the Winter, and others in the Spring. There must be long division taught in the fifth grade each quarter to be certain all receive such instruction, so there mst be four fifth grades. Now if a school isn't large enough (more ) Nay — S % 2 V oh MNetiondt Education (MAsociation ; ts ~eaimk, "Our educational "44 Thee system is one of the greatest accomplishments of this le aes i+ Ao art Tho ¥ UJ a2 adapta bt 70 ep ' He addod ti Camieeeet Chanesss An : Gianges have been mmm and will continye to be made to meet changed conditions." He predicted that "quite few S&@% bills" will be introduced in Congress in January if the current reexamination of our educational system continues. But he admonished, "We want to be sure we are not, oocyte into any crash program." M1 fil i yr Hi Hf A "| He added, "It is NEN: Sanita that we have such a fine orgpization wr a@“ehis representing the teachers of Americaypeeatiae;-Ii_tie fineianadysis (s ons the tea < wipe JOD , Kctetatitalibtattatctale’: . \ “You pecpre TT aiemion are doing one of the most important jobs , if not the most important job, in the country today—the training of our youth waiehwane the real human resources or human assets of the country." ce wa \_ NEA president Lyman V. Ginger alsO-weast the 300 persons gathered , —_-* oe IUD Kudly eetioyw Lr